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3 thoughts on “Kentucky”

  1. I have not logged on the PLC for a while and not sure if I could have made Louisville but it is great that you offered this to the PLC members. I usually read some of the things on CIliftoff-Facebook. I will try to check back more often. I live in Alabama, but teach in Tennessee. I feel that Alabama is like the Dead Sea of Languages. Many programs have gone away. Some are taught by some type of on-line teaching. I used to live in Texas, and I could get a Spanish teaching job very easily. I also think as so goes Alabama other states could follow. The easiest way for languages to go away is for the leaders/everyone in a state to be able say, “I have had 2,3,4 years of ____language and can’t speak a word.” – in other words, “It was a colossal waste of my time and effort (as well as the resources of the school district)” I believe the work that you and are doing could help revive places like Alabama and my own classroom. Anyway the reason, I checked in today was that as a result of the accreditation process all subjects in our school are supposed to have a scope and sequence with benchmarks, etc. I am in a department of 2 with the other teacher being a traditional grammarian. I searched scope and sequence and in the middle of reading the work here. From my brief reading, it looks like a scope and sequence may be incompatible with the work done here. We are supposed to work together to come up with something. On another note, are there any discount available for the summer workshops for members of the PLC? I am really interested in the BICS in Atlanta.

    1. Hey Paul. You said, “…it looks like a scope and sequence may be incompatible with the work done here….”
      This is correct. We must not look at how we define a S/S in terms of the past because those S/S models never really glommed instruction in WL onto the research, and instead stayed in bed w the textbook corps, but that will eventually change. It will change when schools start to accept that the curriculum IS the language and not pieces of it, and that we teachers are in the classroom for the kids and not for the test. When schools change like that, and some already are like what Diego Ojeda’s team is doing at Louisville Collegiate in KY, then we can use the kind of (practical and viable) S/S that Tina and I suggest in our latest book. We knew what we were doing in writing a S/S book around non-targeted CI and we admit that it is a stretch for most people but that didn’t stop us from doing it, even though each of its 516 pages (a daily desk guide) kicked our butts harder than Alabama’s offensive line against whomever they play.

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