Dr. Krashen comments on the problem of skill building vs. CI: I understand the problem, and it will remain until we educate people about language acquisition, at least to the point where people understand that the comprehension hypothesis EXISTS. How to do this in another conversation. A true dilemma until this happens: If we close […]
This is a repost from nine years ago: Jody Noble sent this superb article by Garon Wheeler. It is the best article I’ve ever read on Krashen. It makes me realize how similar Krashen’s story is to that of Carl Jung, who was unrecognized by the robots around him because he was able to stretch science by pushing
Eric sent this interesting article: http://www.sdkrashen.com/content/articles/2006._pdf_is_first_language_use_in_the_foreign_language_classroom_good_or_bad.pdf
This story by Greg Stout is a variation on Cutting Down a Christmas Tree: wants to light a Menorah nothing happens Jill wants to light a Menorah. She goes into the bathroom. She takes a wet sponge. She holds the wet sponge up to the candle for 3 months, but nothing happens. James wants to
A story script from Robert: Hi Ben, Here is a story script I used in my German 3-4-AP class. I got the inspiration from Anne Matava’s “I Should Have Done it Myself” script. Some things to note: – Danny and Emily are brother and sister (twins) – Danny really does love baseball – This goes
On output and grammar: See my comment Sept. 22:https://benslavic.com/blog/blowing-up-alaska/ Krashen is not anti-any grammar and anti-any output! Grammar helps under monitoring conditions, can lower affective filters, and could even help make input more comprehensible. Output, as in interaction, allows us to provide input more personalized (compelling) and comprehensible. Output makes a person feel like a
From Alisa: I was googling around some ideas to spare the kids another 30 minutes of my story spinning. I found this “How to draw a…” step-by-step website that works perfectly! The artist draws a black line figure, step by step, and a kid sitting next to him copies each step. Mute sound. Narrate, using
We need to listen to Eric Herman more carefully. He has repeatedly said here that teaching grammar is just fine as long as it supports CI. In my own CI world, since I was trained by Susan Gross, I have always thought of grammar in pop up terms where you avoid all use of grammatical terms
Jen has to figure out what to do with this by tomorrow so if you have any ideas pls. get ’em in a comment field below: http://cce.org/work/instruction-assessment/quality-performance-assessment/tools-resources We have a new teacher meeting tomorrow about “instruction and assessment” and we were told to “review” this website prior to the meeting. 1) Who has time for
This was posted a week ago, but for those who may have missed it here it is again. It is far too important to miss, as we further redefine what the word curriculum even means: This, from Michele Whaley, is part of mounting evidence that the end is near for the old guard in language
We have years of posts on the topic of being observed and a category for it as well. Many of us go through a lot of angst when it is our turn to be observed in our classrooms, where anything can happen and usually does. It never helps when the department chair from the last century
I am working with an ESL teacher, Stephen Cook, in my school. We are trying to explore areas where ESL and TPRS/CI overlap. Our main current area of focus is the affective filter. Yesterday he brought his class into mine for a big brainstorming session, to see how his class would react to a story.
