Jen

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6 thoughts on “Jen”

  1. It seems this has something to do with using the dictation as away to prime their pump so they could prime yours so you could re-prime theirs etc. Dictation is output, but passive. Such students are used to passive learning. So the dictation plays to that, hoping to set them up for more active listening that requires no passive copying of what they hear, but, rather, interactive brainstorming .

  2. Pefectly said re dictation Frank. I’m still looking for the actual passage but if we don’t find it the message from Frank is the general answer, Jen:
    …passive learning […sets…] them up for more active listening….
    although Anne Matava and others claim perhaps rightly that if the kids don’t grow up in CI soil they can’t really ever make the switch – most/many of them, anyway.

    1. Very worried about this myself, and thus very interested in continued thoughts on this question.
      I am again teaching French 2 next year, and otherwise have German 1 classes in the high school and two middle schools, respectively.
      I am dreading the French 2 once again.
      I happen to think that men should not to teach French to a class of 80% female teenagers. I don’t have the science to back that up, so it hasn’t held weight with colleagues or administration….
      But I definitely cannot just “teach like my colleague did and/or teach the curriculum”. We’ve got Bon Voyage for heavens sake. The book can put interest to bed like Supernanny. The majority of these kids haven’t traveled much and are so self-absorbed they don’t care about the Other, whether in class or across the globe. Of course I have the opportunity to interpellate new ideas/possibilities into this ignorance, but that book certainly does itself no favors and is of minimal to no help!
      The amount of work it will take to TPRS this petty curriculum is mind-boggling. And that’s just the curriculum rewriting. Convincing these girls at 7:30 to get on the CI train in Level 2, when my colleague has fed them in a paltry way, but one they trust, in Level 1, is not going to be fun.
      I was so astonished/disgusted by their unwillingness to engage with the class this past year. I need to come in with a plan that screams hard-ass CI curriculum and plunge into it and get everyone into line with assessment rubrics used often and mini-quizzes used daily. — I would love to hear as many examples as are out there of beginning CI in later levels.
      The dirtier, the messier the examples the better, because I am pretty sure the next year will be a fight–. I will keep my heart and mind open to the contrary, as well, and hope and pray for it, but I need to be realistic–

  3. Re Ben’s “… Anne Matava and others claim perhaps rightly that if the kids don’t grow up in CI soil they can’t really ever make the switch – most/many of them, anyway.”:
    Hey, Ben & Jen, it works out the same with 99& of our administrators and other so-called evaluators . They studied a second language the old way, and probably acquired virtually nothing. Yet they still believe that’s the proper way, simply attributing their lack of acquisition to their not being language-talented. They, just like most students who did not get prior potting in CI soil, simply consider us eccentrics who are too lazy or incompetent to master the supposedly good new eclecticism of DISCOVERING FRENCH by J-P & R. M. Valette, for example. Why the text might even have the word “nouveau” on the cover! We’re just “not with it”, not up to date, incorrigible– said, or at least thought, with special scorn if we happen to be past a certain age. DISCOVERING FRENCH! How impressive! (they must think). But they don’t (think), because the giveaway is flashes blindingly right within such a title: “DISCOVERING FRENCH” rather than “ACQUIRING FRENCH”.

  4. Dear Andrew, those students having been potted in poor soil is going to make transplanting them to the naturally rich soil of your garden a killer for you, as well as for them perhaps. But 80% females might be ok, if they know that you want to use French to learn from them who, what, and how they are. If you haven’t already done so, You need to check out the most recent version of Robert Harrell’s proficiency-based rubric for each of the 3 modes of communication: interpersonal, interpretive, and presentational. Its so simple and brief!

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