I’ve revisited my list of TPRable (Total Physical Response-able) words with way more entertainment in mind, made a PPT to follow along, and also rebooted my safety nets for 2019. This is all in anticipation of students returning from holiday break, forgetting absolutely every routine we established…Continue reading
Can’t Read Greek—Unsurprised, but Angry
A New Curriculum Map
**New iteration of the Curriculum Map as the Universal Language Curriculum (ULC) Updated 2.4.18**
**More recent post on USING the New Curriculum Map**
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!
CI Online: Welcome to a virtual classroom!
In my last post, I jumped ahead and showed some student work. Lets back up so I can welcome you to my Adobe Connect classroom and explain a bit about how CI Online is working out.
Latin…Online…3rd Graders (oh my!)
This is my first post about Teaching with CI Online, but I’m skipping ahead to showing some student work samples before explaining a bit about how CI Online is working out. That post will follow shortly.
So, here’s the context for the student work I’m showing you:
“School isn’t even close to an L1 environment:” Why reading is KEY
I’ve heard the argument that “it’s impossible to replicate a native language (L1) environment, so why bother with all this CI stuff in the classroom?” I used to counter this with “we’re trying to get as close to that environment as possible while lowering expectations to a realistic level given how little time (~400 hours) students have with a language in high school.” Sure, that’s all true, but we can do better.