Lee, a teacher I coached for 15 sessions last year, now has a new job. Here's what he's dealing with: I have a new a job teaching at a relatively small school. The curriculum is grammar-based, but the principal is open to modifications. My question is—how does a teacher [...]
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 [...]
These are some further reflections by AshLee, a student at Colorado State University. I had presented on TPRS in her Methods of Teaching Foreign Languages class and she came to observe in my classroom. The students in the college class had good questions about teaching with TPRS and AshLee mentions [...]
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 [...]