In the COVID-19 scramble to replace classroom instruction, many teachers are tossing anything they can at students, often using materials someone else created. This might work out fine, but it also might not. Some of the texts are comprehensible. Some aren’t.
Of course, some students will do the enrichment work, and some won’t. That’s just our reality. Yet the K (constant) in all this is us. Teachers can use this time to hone their skills while also providing input—that students may or may not receive, which is completely out of our control (i.e. what used to be problems with homework is now the entire course content!)—ensuring more productive ways to spend our time…
I’ve just decided to drop Obligation from the Awesome Octō (i.e. is, has, wants, likes, goes + says, thinks, owes/should), and replace it with Knowledge (i.e. knows/doesn’t know). Here are all the posters.
This is the first step towards updating and embracing the Sweet Sēdecim (+ sees, hears, comes, leaves, brings, puts, gives, is able) that many successful language teachers have been using for quite some time. The result will be focusing on a slightly larger core vocabulary—instead of just the top 8—over a longer period of time. These top 16 naturally occur across many communicative contexts. Thus, the Universal Language Curriculum (ULC) is born.
In a nutshell, though…
Can be used for ANY target language
Curriculum is based on expanding vocabulary
Content is driven by communication and student interests
A repeating single-year organized into 2 units
Unit 1 Content, Years 1 – 4 (ACTFL’s Communication, Connections, and Communities) “Who am I?” “Who are we?”
Community: town(s), school, landmarks
Family: members, origin/ancestry, home
Self: age, likes/dislikes, wishes
Unit 2 Content, Varies each year (ACTFL’s Communication, Cultures, and Comparisons) “Who were the target language speakers?”