When the updated Standards for Classical Languages were shared, one key difference was the near-omission of the word “translating” as an active task, mentioned just once under a description of advanced learners at the postsecondary level (i.e, “Learners conduct research in the target language or assist in the translation of resources for the benefit of others.”), and then appeared in one example learning scenario submitted by a university professor. Granted, these standards have been in draft form—somehow—since 2017, but Latin teachers have been lauding that lack of “translation,” preferring nowadays that students focus more on reading Latin than doing translation exercises. However, it turns out that translating, per se, isn’t the problem…
Continue readingi+1
Forced Input
There’s plenty of talk about forced output (i.e. when students are told to produce language beyond their proficiency level), yet not much has been said regarding forced input. Forced input occurs when students are given a text above their reading level, or told to listen to something beyond their comprehension. Perhaps this is even assigned, and affects the course grade. Forced input also occurs when students are given or assigned anything that lacks a communicative purpose. Forced input is not very meaningful at best, and incomprehensible at worst, which means the target language is less likely to be processed and acquired. Are you forcing input? Let’s see…
Continue readingKrashen’s “i+1” Misunderstood & Demystified (Krashen-approved)
Stephen Krashen himself has joked in a self-deprecating way that he came up with the vague concept of “i+1” to achieve fame as people argue its meaning indefinitely. Before contacting him, I wasn’t exactly sure how seriously we should take the man! Thankfully, Stephen clarified that for me real quick. Regardless of the joke being aimed at those using academic jibberish, the concept of “i+1” is demystified in the following Krashen-approved commentary…
Magister P. 