There’s plenty of talk about forced output (i.e. when students are told to produce language beyond their proficiency level), yet not much has been said regarding forced input. Forced input occurs when students are given a text above their reading level, or told to listen to something beyond their comprehension. Perhaps this is even assigned, and affects the course grade. Forced input also occurs when students are given or assigned anything that lacks a communicative purpose. Forced input is not very meaningful at best, and incomprehensible at worst, which means the target language is less likely to be processed and acquired. Are you forcing input? Let’s see…Continue reading
After attending Michele Whaley’s presentation on Embedded Readings at NTPRS, I was convinced that we’ve been playing a game of Telephone since she and Laurie Clarcq began sharing the concept back in 2012. It turns out that it’s “yes and no,” but there is an important distinction that is being made in current Embedded Reading practice. Whereas many of us THINK we’re creating Embedded Readings, most of us might be just adapting authentic texts, class stories, or textbook narratives. Those products are fine, but aren’t necessarily Embedded Readings. Most of us are missing two key features in our adapted readings that make them better:
- Parallel Stories
- Withholding New/Tantilizing Information (not just more words)
**New iteration of the Curriculum Map as the Universal Language Curriculum (ULC) Updated 2.4.18**
For many teachers, the New Curriculum Map is just what they need to to articulate what it means to teach for language acquisition. For others, it isn’t structured enough, and falls short of what they’re accustomed to using. Surprisingly, a few even consider this curriculum format TOO restrictive with its high frequency words and suggested structures and topics. If you are in the first two camps, this post will help you see the big picture of how simple it is to teach without a grammar syllabus and instead focus on high frequency vocabulary, just like the Sample CI Schedule for the Year:
As stated in its introduction, this New Curriculum Map is designed to reconcile Second Language Acquisition (SLA) principles with planning demands that exist within the current educational landscape. It is part theory but 100% practical. I hesitate to call it a “CI Curriculum” because I agree with Bill VanPatten from Episode 23 of Tea with BvP that some people think that CI is a strategy used to teach the stuff they’ve been teaching all along (e.g. explicit grammar rules, cultural facts, purposeless paired activities, dialogues, etc.). This is wrong…totally wrong, in fact. In an age when educators prefer an “eclectic” batch of “tools for the toolbox,” CI can’t be considered one of them along side others. CI is an absolute requirement for language acquisition. The only thing that’s debated is exactly how much of a role output plays in language acquisition, and for some, it’s null. No theory of language acquisition disputes the need for understandable messages (= CI).
Furthermore, a call from Ellie Arnold during this past week’s Episode 24 of Tea with BvP was right on topic, and Bill confirmed that a curriculum based on targeted structures (i.e. phrases that contain parts of the language’s grammatical structure) will lead us “off track.” That doesn’t mean we can’t plan for a class with targeted structures in mind; it means that we don’t want to write ourselves into a corner by prescribing targeted structures as part of a curriculum.
Without further ado, you can access the New Curriculum Map here. If you have another idea for the organization of Latin vocabulary Tiers, either based on frequency or preference, treat the document as a template and add your own vocabulary. If you teach another language, use your own frequency lists and/or the English equivalents as a guide. Enjoy!