I’m working on the Teacher’s Guide to Pīsō Ille Poētulus, and thought I’d share exactly what the practice “shelter vocabulary, unshelter grammar” looks like. To begin with, the conventional language teacher has crippling anxiety at the apparent lack of grammar in my classroom, but oooooh is it there, and oooooh is it understandable. The major difference in a comprehension-based communicative classroom like mine, however, is that grammar just isn’t taught explicitly, though pop-up explanations abound (e.g. “Mr. P, why does that word have a ‘-t‘ on it?”).
The reason my students don’t need explicit grammar instruction to understand Latin is because a) conscious grammar knowledge isn’t necessary to read Latin (or ANY language), b) internal learner constraints prevent students from noticing grammar features before they are ready, and c) grammar syllabi are sequenced in artificial ways that don’t match the order of what students are ready for. Instead of explicit grammar teaching and the grammar syllabus, students need a net of input, and that net has to be HUGE so that something particular that any given student at any given moment of time is ready to soak up is actually floating around in the input (and not just 3 person singular for 2 days, 2 weeks or 2 months, etc.).
Students who read Pīsō are exposed to a broad net of grammar. Oh, and there are some cultural topics in the target language, too. Here’s what you’ll find JUST in Chapter 1—the first 4 pages of Pīsō…
I just went to my first iFLT conference. I got to chat (live) with Bill VanPatten and Stephen Krashen, saw master teachers teaching with CI, and went to some awesome presentations. I don’t take detailed notes during presentations, but as you can see there’s plenty to take away from a few ideas I emailed to myself over the week. This post includes what I intend to think about and/or change for 2016-17, and would recommend others considering as well. Some of the ideas were ones I’ve seen before but just haven’t gotten around to implementing them, while others were completely new. They’re organized by who inspired me:
**See a more recent post with some changes to the Quizzes**
Last week at TCI Maine ’15, Sabrina Janczak discussed and demoed Star of the Week, her process for student interviews. Although I first discovered a practical interview process from Bryce Hedstrom’s, word has it that original credit goes to Jody Noble, along with Krashen’s 1983 The Natural Approach as a source for conducting “personal interviews” in the classroom (thanks to Eric Herman and Ben Slavic for those clarifications). Before I discuss Sabrina’s process, let me state that no CI classroom should be without some variation of this year-long activity. We often talk about not being prescriptive, but this is too important to overlook. I’m not suggesting that you do this, and neither is Shia Labeouf. Make time in your schedule, and you will be amazed at the positive change in class culture/environment, and increase in student language production. YES, spontaneous language production by June is not out of the question.