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
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
Unless you’re an island of one, a program Mission & Vision is a good idea to keep the department heading in a similar direction, even if things don’t start out that way. I put a lot of time into crafting the document last spring, and just had some help from my admin for the final touches. Once that was squared away this week, I could hand in my 2018-19 Syllabus. Let’s unpack all that…
with Doughty (2004) & Norris/Ortega (2000)
All of this research has been shared by Eric Herman, either in the Acquisition Classroom Memos, or from my direct requests. Thanks, dude! As you’ll see, there is very little support (none?) for explicit grammar, or traditional rule-based language instruction. Even effectiveness aside, it should be clear that the practice has no place in inclusive K-12 classrooms (and probably beyond), since affective factors—alone—are shown to result in enough negative consequences. N.B. The highly-motivated independent adult learner can, and probably will do anything they want, and/or feel is helping them regardless of any proof. K-12 students are NOT those people.
So, I got my first “hey Mr. P, remember me?” email from a former student. Oh no, they found me! Naw, it’s not too hard. I’m the only person on the planet with my name, so…
Anyway, here’s the gist of that email:
“It’s ___, your former student, now majoring in linguistics at _____ in no small part due to your teaching style.”
Why? Because I didn’t explicitly teach grammar or focus on information about the target language when teaching. We were communicating in the language, co-creating stories in real time, and then reading them. I was providing CI (i.e. comprehensible input…the messages students understand), learning about students, and personalizing content. Grammar wasn’t the focus of class at all, yet somehow this student was inspired to learn more about languages. That’s cool.
There’s still soooooo much resistance to teaching with CI. The classic argument is that doing so “won’t prepare students” for studying Classics, linguistics, or related fields in college. Seeing how most traditional programs aren’t doing a great job of preparing students per se anyway—rather it’s the individual student that makes it happen—I’d say we’ll see the death of the “they won’t be prepared” argument sometime soon. That’d be nice, wouldn’t it?
If teachers were to just stop grading grammar, Latin (and other languages) would instantly become more accessible to students, as well as afford more planning time for teachers.
This is no joke.
There are some teachers excited about grammar and want to share that with students. Go ahead! I’m not saying they shouldn’t, but I’ve observed many (all?) of the negative effects of doing so, especially in K-12 public education, which mostly begin with grading. If you want to teach grammar, just don’t grade it. Here’s why…
I’ve used DEA as anywhere from 0% (i.e. just rules) to 100% of a student’s grade, including a sliding scale throughout the year. While a few have referred to DEA as a “behavior system,” I prefer to look at it as habits that promote an ideal environment for input and interaction. Whatever you want to call it, students who do DEA, or DEA-like things acquire language (adjusting for neuro-diversity, of course), and those who don’t, make it harder for themselves and/or others. Some schools forbid grading behavior altogether, others report them as “Life Skills,” etc. Still, others implement elaborate behavior systems more closely tied to discipline, etc.
My school has implemented a streamlined version of their behavior system. If you’re wondering why it exists in the first place, there’s good reason. Some of our students had never done a homework assignment in middle school (eso si que es), yet they are all college-bound, so we need to support them. For me, DEA is just rules this year, but many of the behaviors in the streamlined behavior system address my version of DEA (i.e Look, Listen, Ask). As such I’ve decided to begin class with another Call/Response routine (popular this year). Now, this is the kind of thing I would typically do in English, like giving instructions, but it’s just another opportunity for more input using common words, while at the same time supporting students with a school policy: