I feel like I’ve spent all summer talking about methodology, instructional planning and curriculum development! That’s not a bad thing, though. I’ve been working Google to the bone, exploring all the ways other teachers and schools handle these broad issues. Oddly, in the midst of it all, I came across a LinkedIn article that really got me thinking. I’d cite the article here, but the title is a little less family friendly than I’d prefer. (And let’s be honest, that’s what caught my attention.) It had nothing to do with language pedagogy and everything to do with return on investment. What kept me reading?Read More »
One of my favorite things to do in class is use target language in realistic contexts. I think it’s important for students to find out what it’s really like to be a second-language user, both as a tourist and for the workplace, and I also enjoy the personal touch that students will add to this kind of work. Our French program gives students several opportunities to apply these skills — from roleplaying situations in a store or restaurant with realistic props and money to creating presentations and documents for clients. Read More »
It’s almost time for the Summer Language Institute, so I thought I’d do a little throwback to my first TPR- and TPRS-based Latin class. I was very lucky to have such a motivated and creative group of students, but I also have to give credit to the TPR and TPRS themselves. Can you imagine, a whole group of high school students voluntarily studying Latin, not for the credit but just for fun, and mainly because they knew what the methodology would be like? What a great testament to brain-based teaching! The students made the class outstanding, and the methodology empowered them to do so.
A lot of Eric Jensen’s work revolves around four pathways toward building long-term memory: recall, action, relevance and emotion (RARE). Students will learn a lot from a lesson that includes those four factors, but I’ve found that they learn even more when they understand why the factors matter.Read More »
I remember my first trip to Paris. As I stepped off the plane and passed through security, one of the officers suddenly said to me, “Sit down quickly and put this book on your head! A mean boy has stolen a cat from a young blonde girl, and we need to ask you some questions.”
Obviously, that never happens. Why, then, do we spend so much time doing goofy actions and telling bizarre stories in class? Why can’t I just tell my students that a chair is une chaise and move on?Read More »