Error Correction's Futility

2 thoughts on “Error Correction's Futility”

1. Maria Cochrane

   February 26, 2010 at 9:51 am

   Such an encouragement to read the research and Mommy experience again. I know this now, as a TPRS teacher, but I needed to hear it again. It is disruptive to a student thinking in the TL to have the teacher interrupt them.
   But…..I had a situation today when a gal was telling a story as part of a HW presenation to the class – she wanted to say – ‘he always helps old people’ and she used fake french – il aide toujours les elderly personnes. I stopped her and jokingly teased her about her fake french and then gave her – ‘les personnes âgées’
   Do you think I should have let it go and just spoken to her privately?
   Maria

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2. Bryce Hedstrom

   February 26, 2010 at 10:49 am

   I always need to be reminded of these things, that’s why I write this stuff.
   I think you did the right thing by keeping the tone light and jokingly teasing the student.
   Repeating the errant phrase correctly via questions is one way of handling a situation like that:
   “He always helps old people?”
   “How does he help old people?”
   “Why does he help old people?”
   “Does anyone in the class help old people?”
   That is just how mothers tend to use language with their children, just like Susan Gross has always said.

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