We Learn Languages Unconsciously 3

4 thoughts on “We Learn Languages Unconsciously 3”

1. Kate Taluga

   February 8, 2013 at 6:40 am

   Ben–
   You are so right. When I ask the students “What did I say?” I am so comfortable with them not doing a word for word but giving me the meaning of what they understood in English grammer–Mvskoke is SOV. It is powerful to know they understood. It is difficult for them at this point to put a sentance of Mvskoke together on their own.

   We still aren’t doing a lot with reading though. I know that is an area I need to push as it is solely how I am learning Spanish. This week we took a story and are illustrating it. As I read sentances from the story randomly they told me the gist of the sentance. Then they illustrated that sentance. Their illustrations are good. I think we will publish for take home.

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2. Nathan Beck

   April 13, 2013 at 5:35 pm

   You know, I always thought that pop-up grammar was kind of just a way to appease those that like to talk about grammar — even though it’s short, and should focus on meaning-based grammar. Sure, there have been studies on highlighting different features of input, but I think those studies showed that it was pretty useless…

   But, I’m also someone very opposed to grammar in the language classroom. I think it should be put off until college, or the last year of language study at the high school level. And I’m not saying this because I hate grammar — I actually find it REALLY interesting (I love me some linguistics), but grammar explanations OF ANY KIND, are not what my kids need. They need input. Input input input!

   (Now, of course, if a kid ASKS me something about why I say something this way instead of that way, I’ll explain very briefly. It’s cool when this happens, and is really just for those 4%ers, but again BRIEF and it doesn’t mean that they have acquired whatever they’re asking me about. But I like the curiosity!)

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3. Ben Slavic

   April 13, 2013 at 6:20 pm

   Tell the 4%er to come after class with the question. Don’t break up the CI flow. Susan Gross was very clear about what the term pop up grammar means and we need to know this and share it with every new teacher to CI and make it clear, because it is very simple. Here is what pop up grammar should be, and no more than this (French used as model):

   What does ent mean? That’s right, it means they.
   What does ons mean? Yes, it means we.
   What does ant mean on the end of this verb (most grammar is taught in Step 3 reading classes or when teaching novels). That’s correct, ant means ing.
   What does leur mean here? Yes, it means their.
   What does leur mean over here, notice how it is in front of a verb. Yes, here it means to them.
   Class, look at this, lui means to her.

   Then scoot your ass back into the CI. All of those examples of pop up grammar above can be done in four seconds or less. If you go over the four seconds, it is not pop up grammar, it is ruinous bullshit. Just as a ref can call three seconds if you don’t get out of the paint on a basketball court in those three seconds, Susan Gross can come into your classroom and call a foul on you for exceeding the four seconds on the pop up grammar point. Believe me, you don’t want that.

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4. Nathan Beck

   April 13, 2013 at 6:57 pm

   I would love it if Susan came in and got after me! Accountability is so important! 🙂

   You’re absolutely right Ben, too, of course! After class would be better anyway. Truly see if they’re really interested that way. And then there’s no gap in the CI flow.

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