This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based […]
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
This is from the introduction to my new book, Equity in the Language Classroom: Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based
I will be out of New Delhi for the next nine days on spring break. See you all later and I do hope that we all get some great rest for the final push in April and May. We deserve it.
The new direction of this blog isn’t just away from boring SLA theory and the discussion of research. Its also away from its long held focus on using comprehensible input in the classroom. There is a bigger goal, one I forgot about in all the excitement about the CI. The new goal for me in
