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 [...]
I was invited to be a guest lecturer for two sessions in the EDUC-462-001: Methods and Assessment in Teaching Languages class at Colorado State University. It was a mix of graduate and undergraduate students. All were either teaching college language courses or doing student teaching at the secondary level [...]
Here is an idea that will work if your curriculum demands you explicitly teach direct object pronouns: tell an interesting story that requires DOP's. Here's the outline of one that will work: Somebody sees something that another person doesn’t and they both get frustrated. It would be even better [...]
MANIAC: Krashen's 6 Hypotheses is a document that will help you to remember the core ideas of comprehension-based teaching. MANIAC is an acronym that will help you to remember six of Dr. Stephen Krashen's hypotheses about language acquisition, and how they can be applied in the classroom. I chose maniac [...]
Teaching with comprehensible input (98%) with occasional translation makes sense because students don’t acquire language from incomprehensible input. Many world language instructors are attracted to input-based teaching. They get that students cannot acquire language unless they hear it. So far, so good. That makes sense. So, they try to [...]
March 10, 2019 SAN JOSE, CALIFORNIA ─ An astounding 89.3% of professionals change their minds as the direct result of public shaming and derogatory remarks by colleagues, a report in Innovation Diffusion Quarterly confirmed Monday. “Our research supports what many have long suspected,” an innovator told reporters. “Accusing, blaming [...]