If you teach heritage speakers, Spanish 3, 4, 5, or AP Spanish, you need to get this book into your students' hands. El libro salvaje, by Juan Villoro, was published in Mexico and has been around for some time, but Spanish teachers in the United States may not be [...]
NOTE: This is from a unit that teaches the subjunctive with a story-based approach and compelling comprehensible input. You can get the entire unit here. The example in from a Spanish 3 class, but the principles apply to any language and any level. FOCUS STRUCTURE: quiere que vaya [...]
Here is an observation of the learning lab at iFLT by Carol Hill (perhaps better known to many blog readers as "Chill") a French teacher from New Jersey, who attended the sessions for two days. I recently attended the iFLT conference in Breckenridge, Colorado where I was able to watch teachers [...]
This was posted on Michele Whaley's blog, http://mjtprs.wordpress.com/. Michele came to observe one of my learning lab sessions at iFLT a couple of weeks ago and posted her observations about it yesterday. Bryce Hedstrom’s 2012 iFLT by MJ I’m finally going to follow through on my promise to tell about Bryce’s [...]
NOTE: This is part #13 of an ongoing series of posts about a way to focus on difficult grammar with a story-based approach. The examples are from a Spanish 3 class, but the principles apply to any language and any level. RILEY AND THE GIRLS This is an [...]
NOTE: This is part 12 of an ongoing series that shows the process and the product of a story-based approach to teaching the subjunctive in a Spanish 3 class. The process applies to all levels and all languages. This process is explained along with the English translation of the first resulting [...]