Two Major Assumptions To Be Avoided

A teacher shared with me some class plans to have students find verbs, adjectives, etc. in a text while using no dictionaries (but a grammar reference sheet), then answer *some* questions about comprehension. The purpose was “to see who needs help.” The adjustment? To provide corrective feedback. The expectation? That identifying parts of speech and grammatical forms would improve by the end of the year. There are two major assumptions regarding that intended purpose, adjustment, and expectation, and I’ve seen them before elsewhere:

  1. What is taught is learned.
  2. Personalized *corrective* feedback results in uptake.
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“Hybrid CI/Textbook”

Teachers who use this term mean well, but at the theoretical level it’s absurd.

The reason for a “Hybrid CI/Textbook” program is that teachers aren’t yet comfortable doing something radically different, or have external constraints that prevent them from having a “full/pure CI” program. In both cases, they are tethered to the textbook in some way.

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