A re-post from 2010: I’ve always been slightly puzzled about why people reject TPRS/CI without deeper investigation. It just seems so silly. Here we have a way of easily reaching kids by staying in target language that is interesting and fun for them, something we never had before, and people toss it off out of […]
In The Power of Reading, Insights From The Research, Stephen Krashen mentions the importance of flow in reading (p. 29). Why shouldn’t this same concept be a key part of our focus as we learn to get better and better at delivering listening input to our students in the form of PQA and stories? Water runs down mountains
I was talking to Lynn in Canada and she was asking about using story scripts, how it can be easy to stay to stay too close to the story and tell it instead of asking it. She said this: …I’ve been trying to use my own scripts, but I’m telling instead of asking, and I
I got this from a former student: Hi Mr. Slavic, Quick question for you. What was that statistic about the number of hours of listening that a person needs before they can do any real output? Was it 1000 hours? I’m pretty sure that that’s what it was but I just wanted to be sure.
Hi Ben! My brother sent this to me. It’s a series of “experiments” by Volkswagen (gotta love the Germans!) showing that fun changes behavior. (That’s the fun theory.) I’m sending the link to the piano episode. They also did this with a trash bin and a recycling bin. http://www.youtube.com/watch?v=2lXh2n0aPyw Enjoy! Robert
