In terms of input, I’ve observed a few differences between reading independently and reading in pairs, or as a whole-class. The bottom line? Reading independently results in far more input than could be provided in pair, or whole-class activities. Therefore, I wonder if we’re not giving enough time for independent reading, even there are already routines in place (e.g. 10 minutes 2x/week). Could we be better off skipping some or even most of the reading activities in class? Maybe. Granted, independent reading cannot be the only kind of reading done in class since most students not only need input, but also interaction, at least in the K-12 public school context I teach in (conf. Beniko Mason’s more advanced Story Listening students with access to 500+ graded readers). Still, how much less input are students getting with all those activities? Let’s look into that…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…
If conventional language teaching is grammar-translation, then we’re all somewhat a group of heretics! Still, there are so many sub groups of CI that it warrants a bit of elucidation. At some point, John Bracey and I were talking about if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. Here are descriptions of all the different CI groups I’ve observed over the past 5 years already in existence, or just emerging:
It was John Bracey who reminded me that if either of us just started discovering CI right now, we’d have NO IDEA what to do or where to begin. It was very clear a few years ago when Story Listening wasn’t as popular, and Ben Slavic had yet to write his Big CI Book, let alone create The Invisibles with Tina Hargaden. TPRS wasn’t even promoting its version of MovieTalk, which is now standard practice in its workshops as the easier gateway to story asking. These all have positively contributed in some way to those teaching in comprehension-based communicative classrooms—don’t get me wrong—but the culmination has also made communicating ideas about CI more complicated. For example, the Teacher’s Discovery magazine has begun selling products branded with “CI,” regardless of actual comprehensibility, let alone amount of input, and some methods mention CI while simultaneously drawing from older methods shown to be ineffective (i.e. Audio-Lingual), and aligning practices with the latest publications from the research-lacking ACTFL. This isn’t a jab at ACTFL, it’s just the reality that most of what they promote is determined by committees, not actual research.
There were fewer teachers interested in CI, too, which meant that there were fewer opinions. In a way, it was almost easier beforehand to be dismissed by most colleagues than it has been lately, falling into debate after debate over what used to be quite simple. Professional groups have also migrated to Facebook, a more active platform. Instead of ignoring messages from a single list-serve daily digest email, folks have been receiving notification after notification on their phones, and responding promptly. There doesn’t seem to be as much time as there used to be to absorb ideas, formulate thoughts, and respond accordingly. For example, while my principles about what language is have been refined since the release of Tea with BVP in October of 2015, many teachers are just now discovering that resource, some of whom have been responding on Facebook with their ideas that haven’t had much influence since the 70’s. It’s becoming difficult to communicate ideas about CI clearly.
So, there are a lot of voices now, which is great, but just not that much support, which is not great, and not as much clarity, which is really not great at all. Many ideas I observe being discussed share no guiding principles, yet teachers go back and forth as if they’re the same thing. Most ideas aren’t, or there’s a crucial difference that one or all parties don’t see. There might be a way to move forward together…
Pygmaliōn is the second video in the series after Mīnōtaurus. I wasn’t familiar with this myth until reading* Ovid with last year’s students. They voted to read it before Daedelus & Icarus, Pyramus & Thisbe, or Orpheus & Eurydice. My personal contribution here is calling Pygmalion “creepy” (i.e. infestus), which was inspired by student comments. I begin retelling the myth after the point when Ovid gives us Pygmalion’s reason for living alone, which downright bothered my students. Misogyny is completely unacceptable, and at an age when image is a sensitive topic, students weren’t comfortable with what the Pygmalion (i.e. Ovid) had to say about the nature of women, as well as how he sculpted a figure “more beautiful than a woman possibly could be.” Go ahead and add that part if you welcome the discussion, which could easily be connected to contemporary advertising industry and its use of Photoshop, as well as the negative social affects, but I kept the story more focused. Here’s Ovid’s Pygmalion myth retold using 31 unique words. The story is 221 words total in length.
*I say “reading,” but I definitely wasn’t reading Ovid with ease. I was certainly interacting with the text, reading the notes to establish meaning, consulting the L & S when necessary, and analyzing it closely for themes. After doing all of that in order to create simplified tiered versions for students, I will say that I had a better understanding, yet, as I “read” the poem now, I’m not sure I’m even reading still! Instead, I’m remembering what I translated during the interaction. I think this is what most Classicists do—recall what they’ve already translated, or discussion (in English) in the past.
On Episode 61 of Tea with BVP, Bill explained Tasks a little bit more. He said that Tasks are usually longer term goals, but also added that level-appropriate and input-based Tasks could be given right away. They certainly could be given right away, but they’re also unnecessary. Considering how hard it is to get multiple concrete examples of Tasks, the amount of planning that needs to go into an assortment of Tasks makes me want to set up a retirement countdown timer and hope it goes by in a blink.
Bill uses the terms “Exercises, Activities, and Tasks” to categorize what we do in class as they relate to communication. Exercises are drills, practicing language for language’s sake, which haven’t been shown to significantly contribute anything to a student’s acquisition or learning experience other than anxiety and frustration for most, so I don’t recommend spending any amount of time on them whatsoever. Instead, the majority of time would be best spent on Activities and Tasks, and there’s one major difference between them…
A Task is an Activity that has a purpose.