I wrote about message count at the end of 2017. The idea came back to me this week since I’ve had a LOT of free time due to state testing and other end-of-year random events. I’ve found that this free time is good for trying out some things that don’t need much continuity, like one-off activities, or something I never got around to but have resources for, and dare I say…experimenting…the last couple weeks.Continue reading
I first adopted more realistic expectations of students after understanding how languages are acquired. This was within the first few months of teaching in my first job, so I was lucky; some have never had that opportunity. However, I was still trying to apply what I learned to a textbook program still focused on grammar, so it was a rocky start to any comprehension-based and communicative approach, to say the least. Despite what some might claim, CI and grammar just don’t mix. That is, whenever we decide to teach grammar, even for legit reasons, students are likely not receiving CI.Continue reading
I’m listening to a section of Latin 1 students translate out loud to their partner, going back and forth every sentence or so (Volleyball Translation). Sure, most of class time involves purposeful interaction comprised of meaningful input. As the language expert, I provide most of those messages, asking questions to engage students in thought, as well as genuinely learn something about everyone in the room. And of course, students spend a LOT of time reading.
However, students need an opportunity to interact with each other well beyond all that input to laugh, connect, or maybe commiserate about teenage things. For beginning language students, that’s going to be in English. Hence, the unlikely activity in comprehension-based and communicative language teaching (CCLT): translation…Continue reading
Someone recently had this to say about a colleague:
…they’re interested in the CI things I talk about, but I guess they’re so busy with traditional teaching that they don’t have time to research and change practices…
This is a common problem, and I’ve figured out a solution…Continue reading
Would you believe that fūr, Latin for “thief,” is among the most compelling words used in class? The moment a student spontaneously yells out that word, there’s an immediate conflict—a problem to solve. This is gold for comprehension-based and communicative language teaching (CCLT), especially for collaborative storytelling/storyasking!Continue reading