Excerpts from the book and workshop Hi-Impact Reading Strategies by Bryce Hedstrom. Authentic texts (or too difficult texts) do not allow students to read for meaning. “The use of authentic texts with learners often has an effect opposite to that intended: instead of helping the reader to read for [...]
Here’s another quote from my new reading seminar. See a seminar description and find out how to register here. Hope to see you there. See the rest of of the insightful and stimulating reading quotes in this series here.
Here's another quote from my new reading seminar. See a seminar description and find out how to register here. Hope to see you there. See the rest of of the insightful and stimulating reading quotes in this series here.
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 [...]
LOS ANGELES, CA—One silver lining to the limited auto traffic due to the corona virus quarantine is that skies are clearing and the mountain of evidence for teaching with comprehensible input is now clearly visible. Reduced emissions have revealed the overwhelming piles of research indicating that people acquire language [...]
Everybody gets tired this time of the school year, but take heart, my friends: Your students understand more than they can produce. A lot more. Susan Gross always used to say, "Comprehension precedes production--by a mile." Focus on measuring comprehension over output. Evidence that they can understand much more [...]