Kevin asks this question. I’d attempt an answer, but I don’t have a clue on this:
Hi Ben,
Wondering if you could put this question in the blog queue:
So here’s a question on which I’d love to get some input. I teach in a private school that, to its credit (and unlike many private schools), has decided that it is important to admit and educate students with special learning needs. While some of these students have begun to thrive under the new CI-rich environment that we have implemented this year, I still have a couple that are really struggling (and not for lack of trying). I have heard it said on this site and elsewhere “Well, everyone learned their first language, didn’t they?” On the other hand, I have also heard the guideline that when 80% of students get 80% or more on a test, it’s time to move on–which implicitly admits that there are students who will still struggle to “get it.” In this case, my problem is not a matter of going too quickly. For example, we have done the building-block phrases “le gusta” and “quiere tener” a gazillion bazillion times in class, both orally and in print, and it’s just not sticking. I can’t in good conscience slow things down any further when the entire rest of the class is ready to move on. I’m planning to give them some them some things to read outside of class just to get in more reps, but I’m not sure what else I can do. Any ideas?
Thanks,
Kevin