More on Transparency

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4 thoughts on “More on Transparency”

  1. CI is surely the most important part for acquisition to occur. What worries me is the very limited amount of time we have: At our Waldorfschool our students have had about 700 hours of instruction after 10 years!!! Whereas linguists estimate that the kids spent between 15,ooo and 17,000 hours in their MT when they start school at the age of six.

  2. Alisa Shapiro-Rosenberg

    Udo do you have a citation for the 15- 17,00 hours in the MT by the age of 6? For a project I’m working on. – if so please post! thx!

    As for your worry, we must acknowledge the limitations of our WL class impact and programming. We must manage expectations and insure that they are reasonable! But we can also advocate for dumping ineffective practices that don’t optimize acquisition (discreet grammar lessons; cloze dialogues & drills; rote memorization, etc)
    I just LOVE that the higher the interest, engagement and personal relevance, the better the acquisition outcomes. It’s like, we finally have a legit excuse to have a great time in class! The more enjoyable, the lower the filter, the more L2 gets in and goes down (up?) the deep tunnel.

    1. Alisa, I’ve come across this figure several years ago and it stuck to my mind. I’ve just browsed two of my German books on language aquisition and I’m sorry to say I didn’t find the citation. Yet I found sth, that might be of help, in one of my favourite books on L1 aquistion by the Butzkamm brothers (2008, 3rd edition) called “Wie Kinder sprechen lernen” (How children learn to speak):

      German kids who start school (In Germany school starts at the age of 6), have the use of more than 5.000 words and understand about 25.000 words. (page 105)

      An idea of mine: If we assume that young children spend about 6 hours per day in their L1 with parents, siblings and friends (which I think is a very safe bet) we arrive at roughly 2,160 hours in a year which gives us 12, 960 hours in six years, which I find to be an already very impressive figure.

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The Problem with CI

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CI and the Research (cont.)

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