comprehension-based

If Only It Were That Simple: Schoolifying CI

/ magisterp / 1 Comment

It’s all there. All the evidence that humans baaaaaaasically need to hear/view/read language (i.e., input) that they understand (i.e., comprehensible) is at this point un-questioned. N.B. While the second language acquisition (SLA) field has dropped the word “comprehensible,” now referring to “input” only, teachers are far more likely to identify these researched practices under the broad “CI” term. Bottom line, CI-based practices cannot be dismissed. They can’t really be expected to cause a stir anymore. Instead, it’s discussion involving a mix of opinion and research about “the X amount of Y beyond input” that causes a stir these days. However, let’s recognize the outcome of that discussion is not nearly as important as providing input. It’s not equal. It’s not even 3/4ths. Focusing on input gets us probably 90% there. Add some interaction and purpose for hearing/viewing/reading input, and that’s like 99%.

If only it were that simple.

Continue reading →

“Lowered Expectations”

/ magisterp / Leave a comment

There appears somewhere, in some publication, the following quote:

“…though he does not lower his expectations and students really do still have to memorize things.”

The source isn’t important. The “he” doesn’t matter (it’s not me, btw). It’s the rest of this statement that deserves a duly critique, not an ad hominem. Shall we?

Assumptions
In my research, I’ve been learning about “positionality,” which is making one’s interests, motivations, and assumptions known. I’ve also heard these referred to as “priors.” A researcher’s assumptions might be found in their theoretic framework section, which allows readers to understand the perspective, and situate the entire study. For example, the same study could be conducted by two teachers: one whose theoretical framework supports comprehension-based language teaching, and another who rejects that. Everything, from the epistemological view to the research question(s), data collection, interview protocol, analysis and interpretation—all of it—rests upon one’s assumptions. Well, in unpacking the quote above, we can identify three assumptions:

Continue reading →

Efficiency & Effectiveness vs. Enjoyment

/ magisterp / 1 Comment

It’s my 9th year teaching, and I’m done. Finished. Kaputz. That’s it. I’m completely over the approach of talking to other teachers about efficiency and effectiveness. You won’t find me straying into a Twitter discussion circus trying to point out efficient practices for second language teaching. That ship has long sailed. The curtains have closed with me weighing in on comparing the effectiveness of Terrible Practice A and Undoubtedly Much Better Practice B. I might never update my page on Studies Showing the Ineffectiveness of Grammar Instruction & Error Correction, instead ignoring commentary on why I haven’t treated it like a formal annotated bibliography, or lit review, or part-time job. Ah yes, and 2020’s article on grammar-translation could be my final say on the matter.

I’ll be talking about enjoyment from now on.

Continue reading →