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Georgia Foreign Language Tenets Tag

Panel 20: Maintain open communication about the program and student progress among teachers, administrators, and the general public. Over my 32 years in the classroom, I have never met a more secretive, closed door policy group of educators than foreign language teachers, as a

Panel 17: Communicate regularly with classroom teachers about student progress and program goals and content. In theory, this is great. But it doesn’t really happen. At least not in the real world. Let's be honest. Professional open sharing of information between teachers for

Panel 16: Use a variety of strategies to maintain frequent and regular contact with parents. Of course! With the difference that in TPRS those contacts are largely positive, whereas, when I used to do the realia, activities, games, and all of the stuff described in

Panel 15: Assess learner progress frequently and regularly, using a variety of types of assessment. Definitely yes, with one major qualification. Teachers must be superhuman to do what is being asked in this Georgia document and still have to time to assess as

Panel 14: Encourage growing independence and independent language use on the part of learners, moving them toward increased expression of individual ideas and opinions. There is an image of a child in a cardboard TV set talking about himself, presumably in L2. Again, this kind of

Panel 12 says: Plan lessons to include a variety of activities, student groupings, and types of interaction that will appeal to differing learner interests and learning styles. And there is an image of a bunch of kids sitting around in groups drawing a picture

Let’s go to Panel 11: Use songs and rhymes to reinforce meaning and practice language.  Choose authentic songs, games, stories, and rhymes in reference to  translations whenever possible. I agree with the first sentence. Songs rock. Rhymes rock. Stories rock. Games? Uh, not

Panel 10 says: Incorporate communicative use of reading and writing from early stages of instruction. There is the word communicative. It might mean something. I’m not sure what they mean though. No one does, really, do we? If you ask a teacher who uses