A teacher recently wrote in a private email this about the Invisibles: …the Invisibles have been an incredible masterpiece as far as I’m concerned, freeing me up for fun and lots and LOTS of creative, REAL (and not just targeted) vocabulary in the classroom for my kids. I repeat: FOR MY KIDS!!! ‘Cuz that’s truly […]
Story Listening works and is easy for both teacher and students, because it aligns with Krashen in these areas: 1) acquisition/learning; 2) natural order; 3) affective filter; 4) compelling comprehensible input; 5) monitor (not output but for input). Tina and Beniko were presenting in Washington state yesterday. Tina reports: …a Spanish teacher who attended the
My feeling these days, in my seventeenth year of the “TPRS Wars”, is that the preoccupation that we have with the research is just a surface thing. If we were aligning fully with the research, we wouldn’t need to be doing all this arguing. It would work. We would have found a way by now
David Ganahl reports from the I.E. – Hey Ben: I was thrilled to find out that two intermediate school Spanish teachers, Lindsey Casper-El Cerrito and Joanne Meza-Ramirez, were selected, this year, as their schools’ teachers of the year. Besides being amazing teachers, they both just happen to be CI teachers too. Dave
Many in our group are aware that the CI Liftoff conference this summer has the first ever conference strand on equity in foreign language classrooms. But not many may know that we also have a strand on Native American language teaching with Wade Blevins of the Cherokee nation. Tina and I have worked with Wade
This is from Udo: Ben, I just love your attitude towards teaching and the human condition. I believe that even after so short a time with the PLC, I have finally found some soulmates in you and the members of your PLC and I think that there are some people who think like us on
A repost that describes a possible way to choose a curriculum, one based on interest: I met Colonel Sanders in the ’70’s in Venice, Italy. Yup, I did. I was in college, on the Washington University St. Louis year abroad (Strasbourg, France) – I was all over Europe in those years. It’s funny, but few recognized
Udo asked about T1/T2. Tina has stated that gaining clarity on this topic “is one of the most important professional discussions ever undertaken in TPRS in my opinion.” That’s quite a statement and I agree with it. The irony is that everyone is plugging along thinking that TPRS is T1, targeting language and not the message.
I challenge all of us to find and develop links between what we see here and what we are doing in our classrooms as language teachers: http://www.huffingtonpost.com/entry/mr-rogers-pbs-budget-cuts_us_58ca8d6fe4b0be71dcf1d440?xf2ld0o7isbtep14i&
A repost from John Bracey from a year ago, one well worth the read: We all understand that there are states all over the country that have been completely enveloped by the corporate reform movement in education. School districts are pressured into adopting abusive and onerous practices intended to demoralize teachers. These barbaric practices include
I got a question from someone not on the PLC: Does anyone know of anyone who’s done any work on adapting TPRS to online teaching? I answered: We have, over the years, had contact here with about four or five people who have tried to do some online training of language using TPRS. I’m afraid
I propose that the difference in T1 and NT+T2 is one of intent. T1 begins words and structures. The intent is to get students to acquire specific words/structures. T2 begins with a message. The intent is to get students to acquire more data to build interlanguage on their timeline. Therefore what we would want
