The fastest way to make a class feel stupid is to say stuff to them that they can't understand. Therefore I strenuously suggest that we be very careful before casually starting the year by asking our students in first year
A repost from 2009:
I went online and tried to flesh out this recent Krashen term non-targeted comprehensible input. All I got was an article from a Lydia White of McGill University that didn't make a lick of sense to me
A repost from 2010:
It is an incredible thing to hear, just before class as the kids are quieting down, their genius, fun, humor in the form of their discussion, which all kind of fades out if you are going to start
I think of a classroom in which the kids feel no stress. All they have to do is listen in a happy way to the French language. The room can be described by this line from Baudelaire's L'Invitation au voyage:
In a blog entry last summer I had asked Doug Stone to comment on the idea of change to new ways of teaching, or change in any field. His response is repeated here:
So the idea for the model for
It saddens me when the passion that some of us have for comprehensible input methods is misinterpreted as being some kind of boastful claim to expertise and superiority in the field.
Just because we write and talk about what we do
Teenagers are trapped. They can't go back to the joys of their younger days, which were squeezed out of them somewhere between 4th and 7th grade. They can't go forward either. They're stuck.
Oh, but what wouldn't they give for a
Anne's student J, a former Hog, in a recent blog entry here (http://www.benslavic.com/blog/?p=7949), wrote to her former teacher about what college German is like. Here is a follow up. J writes to Anne:
"At this point I have learned how to teach myself the