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Change in Georgia
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3 thoughts on “Change in Georgia”
It’s great to read this story about supportive administrators.
The more research and reading I do the more I realize that it is about exposing the students to as much comprehensible input as possible and that TPRS is a vehicle in which to reach that goal.
This is a powerful insight. Stories are hard for a lot of people to ask/guide. It is a skill in itself. And a lot of us have fallen because we did not know what other CI to do when we saw that TPR was not enough and Storytelling was too much. We can let go of intimidating notions of what constitutes a story. We can focus on the kids (personalization) and circling (which give us the input reps and a realistic form of interpersonal communication). Ben has helped here us with OWI and CWB. Out of these develop characterization and scenarios which set the stage for narration.
So you have touched on one way to help people relax about stories: to see that they are one of many vehicles for comprehensible input. We can hold off and work around them until we are ready to ride them.
Another way to relax about stories is to see that L2 narrative is a goal. The most successful language student is not the one who says “Hi, how are your.” Rather, the ones we brag about are the ones who can see the movie in their minds as they scan the symbols on the page (read) and who can create movies in the minds of native speakers as they narrate in L2. What we are trying to do on this blog is help each other to take our students to that level.
Keep up the good work, Latrina. As Sean said, “It’s great to read this story about supportive administrators.” It is equally great to read about supportive colleagues.
I’ve come to think of CI alternatives to stories as THE means by which a turning of language instruction is going to happen.