Here is Panel 7: Plan and teach around a theme. In this panel, the Georgia teachers who wrote this plan for teaching languages gave a fine example of some written student work on the theme of endangered species. It was great. It was also written by a superstar. Let me think about this – teaching […]
Here is Panel 6: Present vocabulary in chunks and in context rather than as isolated words or lists. In TPRS/CI we chunk words in context. It’s awesome. It is the right way to go. Totally agree with this one. 2 and 4.
Here’s panel 4 of that Georgia document: Provide learners with a rich target language environment that includes extended listening opportunities such as narration, descriptions, and explanations. Finally – this is one I agree with. This is exactly what TPRS does – we extend listening opportunities up the wazoo; we narrate stories and – in PQA
Let’s take a look at panel 3: Help learners clarify meaning and express understanding without translation. If they mean no translation, as per the last blog entry on this site, then this is just another impractical idea. Who wrote this? Any teacher who has actually spent time in a classroom knows that this is impossible to achieve in
In 2009 I happened to come across a link to the Georgia Foreign Language Tenets. I read them and was astounded at how contrary to what we know about how people actually acquire language they were. I haven’t been able to find these tenets online lately so maybe somebody took the link down. Or maybe they can be
