Robert’s email discussing scope and sequence with his district World Languages representative continues:
So now that I have prefaced my submission to you with all of that, if I were free to design a Scope and Sequence based on ACTFL, Krashen, SLA, Brain-Based Research, etc., I would have something like the following:
1. In the first year students are introduced to oral language through interpersonal communication in the target language on topics directly related to them and their immediate environment (e.g. personal description, family, friends, and interests) with the emphasis on hearing and understanding spoken language. (90%+ target language in the classroom and out) As their ability increases, students are given ample opportunity to produce language spontaneously and without coercion. Cultural literacy and competence are developed through embedded culture, just as grammatical and syntactical competence is developed through embedded grammar and syntax. Additionally, students “learn how to learn”, i.e. the conditions and procedures that support maximum acquisition of a language. Students are exposed to written language through reading short texts based on class discussion and storytelling.
The Problem with CI
Jeffrey Sachs was asked what the difference between people in Norway and in the U.S. was. He responded that people in Norway are happy and
