Presentation on theme: "Creating a Comprehensible Input Classroom Dr. Robert Patrick Parkview High School."— Presentation transcript:
Creating a Comprehensible Input Classroom Dr. Robert Patrick Parkview High School
Daily Schedule 8:15-9:45 Morning Talk Personal Story Concepts Presentation 9:45--10 Break 10-10:45 Demo 11-12:15 Break out 12:15-12:30 Break 12:30-1 Q and A
Week At a Glance--Tuesday Keith’s Story Intro to CI Principles Circling demonstrated Breakout: Sequence of lessons from TPR to TPRS to Reading to Reading and Discussion—experiencing it in another language. Q and A
Wednesday Bob’s Story Managing the CI Classroom Demo—Video Talk Breakout: Video Talk—experiencing it in another language. Q and A
Thursday Lauren’s Story Teaching for May Demo: Dictee, Diktat, Dictatio, Dictado Breakout: Word Chunk Game; Pop corn reading Q and A
Friday The Big Picture and Differentiated Instruction using CI Demo: Embedded Readings Breakout: o Part A: What the big picture looks like in your language, your school o Part B: Creating an embedded reading in your language for level 1. Q and A
What motivates me Healthy langauge programs Equity in the classroom
What CI teachers are doing Our aim is to make the acquisition of the language we teach possible for all kinds of learners. In order to do that: we affirm that ours is a language like any other with its level of inflection. we affirm that anyone who wants to acquire ability in our language can do so if offered an approach which employs principles of best practice in language acquisition.
We we are doing... We acknowledge that most language teachers are themselves "four percenters" who enjoy questions of linguistics, grammar, and philology. These are fascinating disciplines of their own. They are not language acquisition, and they interfere with acquisition whenever and wherever they are substituted for best practices. Language teachers are NOT normal. For our programs to grow and thrive we must be good at teaching NORMAL kids.
?????????????????????????? Do I have to give up my love of grammar? My love of literature? My passion for history? My unending delight in philology? Language teachers MUST know and be trained in these things. It’s not what we know. It’s how we use it.
1 It is impossible to prepare students to read the great literature in 3-4 years. It is possible to give them basic reading facility AND an enjoyable experience of reading our language, which may encourage them to continue study, in school or on their own.
2 Every student has a right to experience being in a second (or third or fourth) language
3 Language teachers are not normal and our language is not different.
4 Students only acquire language, when they receive understandable messages in the target language.
5 One of the quickest ways to deliver an understandable message is to give an English equivalent for a new word or phrase.
6 Language acquisition, including the assimilation and understanding of grammar, according to the latest brain research, happens unconsciously.. Forgetting that I am speaking another language
7 Direct grammar instruction does not advance acquisition. It interferes. It raises stress levels. Rising stress = lowering acquisition Grammar instruction can be helpful in advanced stages of acquisition as students begin to NEED to edit their own language.
8 Error correction tends to put students on the defensive (raise stress). It focuses on the form (grammar) of the language and not the message, thereby inhibiting acquisition. Understandable messages are lost in the “endings”.
9 Shelter vocabulary, not grammar. All our texts do just the opposite. Consider Tres Ursi. What to do with our texts, especially if they have good stories?
10 "Four percenters", both students and teachers, will interfere with their own language acquisition by their desire to focus on grammar study, translation, and language control.
11 We have an obligation to stay focused: am I delivering understandable messages in my language? “This is a game changer.” Keith Toda Delivering understandable messages will mean that WE are uncomfortable and that students are more at ease. Lower stress = raised acquisition
12 Reading another language is not translating or speed translating. Reading: looking at squiggles on a page and seeing a movie in your head. Jason Fritze Reading proficiency: what you are able to do, not what you know about the language. Our methods have focused on knowing about and not allowed us to do much in our language..
13 True reading develops in stages. It depends on acquired language. It does not correspond to a grammar curriculum. Reading is taking in understandable messages. If the messages are not understandable, it’s not reading.
14 i + 1 i + 1 = where the students are, with interesting material plus a slight edge. Reading only advances acquisition when it is i + 1. No textbook currently in use in the US provides those kinds of readings Teachers are obligated to create and edit readings to fulfill this requirement.
15 What we teach We do not teach a textbook. We do not teach standards. We do not teach AKS. We teach human beings (aka “students”). We teach a language. Textbooks are tools that may or may not be helpful (a hammer won’t drive a screw). Standards are guidelines. It’s ALWAYS about the human beings.
16 Production, of any kind, does NOT advance acquisition. Production happens when the individual is ready to produce and not a moment before. The individual will produce at the levels he/she is capable of and will advance at his/her own pace. The only thing that will increase the individual's ability to produce higher levels of language is to receive regular and constant understandable messages, i + 1.
17 CI is not Immersion Immersion camps, here or abroad, in all our languages Helpful and delicious in their own way, but... They are filled entirely with 4 percenters Screened by prior knowledge of grammar and not reduplicable in classroom with normal students (i.e. not 4 percenters) Immersion camps can be stressful, and rising stress = lowering acquisition.
18 CI does happen in all kinds of classrooms. In strict grammar-translation classrooms, moments of understandable messages in happen, usually unintentionally. In immersion camps, understandable messages happen all the time, intentionally and unintentionally. How do we craft class sessions where for 90% of the time, we are delivering understandable messages in our language?
GPS Rule -- use tools the way they can best be used in the location
Various Delivery Methods Under the Umbrella TPR Circling with balls TPRS--ask and tell PQA WAYK Micrologue Dictatio Embedded readings Read and Discuss One Word Pictures Word Chunk Game Readers' Theater Language Experience Quae creanda et facienda Teacher: delivers understandable messages.
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