I’ve written about establishing meaning not once, not twice, but thrice before today. It is perhaps the most fundamental equitable practice a language teacher can use to provide input. There really is no discussion here—a student must understand the input (CI). That’s step zero. So, the teacher must tell students what words mean! The only discussion lies in how teachers establish meaning. This discussion doesn’t have to be complicated, either, yet it has turned into a debate that keeps cycling ’round and ’round. At the heart of the debate you’ll find two perspectives on how to establish meaning…Continue reading
Alphabet (Don’t Teach It!) Alternative
Months ago, I witnessed a classically ineffective language learning lesson. The good news is that the person in charge wasn’t actually a language teacher, and didn’t have pedagogical training at all. The person was a local substitute who gave the kids something to do, which has its own merits. The truth, however, is that many language teachers spend the first few classes teaching the alphabet. Don’t.