Diversity-Positive Quālitātēs, Word Wall, Super Clear Classroom Cognates, TPR Wall & Chair Stations

My new room down the hall is just about set up. I’ve kept things from last year that really helped, ditched things that didn’t, and introduced some new things I felt I was missing.

Taking a cue from the diversity-positive practices Anna Gilcher and Rachelle Adams shared at NTPRS a couple years ago, I now have a bunch of qualities at the ready. I’m looking forward to having deeper characteristics other than the baaaaaasic small animal that’s smart and pretty. We can do better than that, right? So, the next time we ask develop a character, either by itself during One Word Image (OWI), or in a story via Teaching Proficiency through Reading and Storytelling (TPRS), I’ll ask if they’re sociable, or quiet…honest, or curious…observant, or courageous, etc. Here are my quālitātēs:

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“Getting Students to Speak” & Min/Max Partner Retells

How do we get students to speak the target language?

Provide input.

At least, that’s what no one disputes, though not every teacher does enough of it. The biggest misconception regarding how to get students speaking is based on the assumption that the goal—speaking the target language—must be part of the process. This makes sense, but we don’t have much evidence to suggest this is true, despite how intuitive it seems. In fact, if you want get all Second Language Acquisition (SLA) technical, in 1995 Merrill Swain—herself—called her own Output (i.e. speaking/writing) Hypothesis “somewhat speculative” (p. 125).

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