I don’t know how to answer this but maybe somebody else does: Hi, Ben! I am writing to ask for input about my district’s Elementary World Language HF Structure list. In trying to edit it, we are asking ourselves which HF Structures should be viewed as Receptive only and which ones should be treated as Productive. […]
High Frequency Structures Input Needed – Elementary TPRS Read More »
There is some communication going around in Alaska about TPRS and native language teaching: Dear Susie, Carol, Kristy, Ben and Nancy, I was surfing Alaska Native Language pages because of a Ben blog, and found this page of a Yupik immersion teacher. I can’t believe it! I love the pictures and the stories, and I
I wrote this in a comment to Bryce’s post but will add it here so I can put it in a category for search purposes: I doubt that Krashen ever said anything like, “Oh, and by the way, just throw in whatever English you need into the CI to keep things going.” Rather, those little
[I got this from K a few days ago. Installment 15 of A Blow To His Confidence. If you remember, in installment 14 K told us that she was going to tell a story to her class. I thought to myself, “Sure. As bright as K is, she certainly could never do TPRS with a
Ben, I have sent this to some teachers in personal correspondence and have received some positive feedback from it, so I thought this might help others too. Here is what I sent: I had to use this alternative learning plan the other day. First time in years. Sometimes there are just kids that think that
Ben, Since we talked last weekend I have been taking up your and Diana Noonan’s (DPS World Languages Coordinator) challenge/mandate of using less English in the classroom. It seemed like an odd idea, after all, I LOVE speaking in Spanish with my students! There is such a sweet smell that fills the class when we
Josh sends his information for anyone in Oklahoma or anywhere else for that matter to further the growing theme of communication between TPRS and native languages: Chokma, hachinchokma anhili (Hope y’all are well) – Joshua D Hinson the Chickasaw Nation Director Department of Chickasaw Language Chickasaw Language Revitalization Program Division of History and Culture 580-436-2603
The following is a synopsis of a proposal to revamp foreign language instruction in Colorado secondary schools. The original text was written by the Coordinator of World Languages in Denver Public Schools, Diana Noonan. It is now expected that students in secondary programs throughout Colorado align with the specific levels of proficiency ranging from novice
Wouldn’t it be cool if we could have a role, however small, in saving native languages? If anyone can offer something to this unfolding tragedy, we can. Here is a related post from Michele: Dear Ben, This http://74.125.155.132/search?q=cache:jMnA8n4GWkIJ:www.gov.nu.ca/education/eng/css/curr/resources/ILITAU~Eng.pdf+%22Ilitaunnikuliriniq+Student+Assessment+in+Nunavut+Schools%22&cd=1&hl=en&ct=clnk&gl=us&client=firefox-a is a very long article, but if you scroll down just far enough to read the elders’ stories,
Here is a blog from a week ago but with some additional insights from the writer below in italics. This is chill’s mentor and a career professional of 38 years who is just now finding out about TPRS: If I were still teaching, I would feel all re-inspired and energized from all your ideas. I watched
I’m listening to Carla Bruni’s L’Amoureuse right now. I had a shock. I thought about what a terrible loss that sometimes kids get turned off to stuff like this in the name of grammar study. This song, French songs, French film, French poetry, French novels are uplifting me and Paul and Diana in a way
I must remember that not all kids, nor teachers for that matter, are cut out for conversing in L2. Many have not learned the art of conversation in English yet. I can’t fault the kids. Teachers? That is another matter altogether. Their JOB is to converse in L2 with their kids. There was somebody who
