Why don't students take notes in class?
As noted in the parent letter, the only path to fluency is providing "comprehensible input" -- reading or listening to language that a student understands. Natural language acquisition is an amazing process, but it takes time. Therefore every class minute that I can provide some type of input is precious, and I don't want to spend unnecessary time on an activity that takes that opportunity away from students.
I may, on occasion, save a couple minutes at the END of class for students to copy the notes on the board. This allows students to focus fully on what's going on in class. However, since repeated exposure is a key to moving new information from working memory into long-term memory, giving students the opportunity to hand-copy notes after class, when they are not rushed and have time to neatly write (writing enhances retention) not only saves more time for language acquisition, but also provides additional interaction with the new information. When possible, I make it a point to write all the notes FOR students and publish them on this website. All students have to do is copy them and review them.
Where's the grammar?!
Make no mistake -- I LOVE grammar (including linguistics, the study of grammar, syntax, etc.)! We use grammar in class ALL the time; even at the beginning level, we will use highly sophisticated grammar. But the focus in class is on the message and on building communicative competence. The only time we FOCUS on grammar is to help make the meaning clear. It's the key we use to unlock communication, and we use it whenever it is needed and helpful.
What about textbooks and workbooks?
After much hard struggle, the world of language instruction in the USA is finally turning a corner and catching up to other countries. Textbooks, when used, are becoming more communicative in nature -- less focus on linguistics, more focus on language acquisition leading to fluency. Many prominent, cutting-edge schools are doing away with textbooks entirely, and moving toward the use of grade-level-appropriate novels that build fluency far better than "drill-and-kill" approaches. We may find ourselves using a textbook now and then -- if and when it will help promote acquisition. Look for your students to be able to read and understand lengthier and lengthier stories -- and maybe even a short novel -- by the end of the year.
What is TPRS?
TPRS is an acronym for Teaching Proficiency through Reading and Stories -- the two best modalities for acquiring language. Stories can be highly interesting and creative: we can weave crazy characters -- or sometimes our very own students -- into the plot lines; we can make them imaginative and whimsical, or we can bring in serious topics, current events, or biblical principles; they can be told in present tense or past tense; students can help in the creation of the story lines, taking ownership and pride in their stories; we can act them out, allowing an opportunity for those students who can't yet produce the language to nevertheless shine as they demonstrate that they can understand the language.
Another benefit of stories is that they are sequential. Rather than remembering seemingly random rules or vocabulary lists, there is "real time" involved here -- "first the girl took her brother's bike, then she rode to the store, after she got there, she felt guilty so she decided to..." Students can imagine the scenario in their minds and grasp lengthy plot lines -- similar to how you can probably very easily sit down for 30 minutes and recount, in detail, the story of your favorite book or movie with gusto and with hardly any effort.
Honesty is obviously of paramount importance, and in fact our first novel will be all about telling the truth - or not! But sometimes our stories and my "teacher talk" need a little spicing up to make them more interesting and engaging. So please note that in using TPRS, I reserve the right to embellish (or even tell a big ole whopper!) for educational purposes! ;-)
What do things like Hide-and-Seek, weighing out oranges and chocolates, and storytelling have to do with REAL language learning?
Glad you asked. The answer is everything! First of all, the more fun a person can have in interacting with the language, the higher the rate of acquisition. Movement, fun, compelling contextualized content -- all these things engage the limbic system and increase retention. Stories are processed by the brain entirely differently than discrete grammar points or isolated lists of thematic vocabulary. REAL language, presented in a highly enjoyable and understandable way, is processed in a way that students can "hold on to."
Take for example a simple activity such as blindfolding one student while he listens to verbal cues given to the rest of the class to pass a banana to the right and the left and then hide their hands while the first student removes the blindfold and guesses who ended up with the banana (Our version of the game "Doggy, doggy, who has your bone?"). This simple game, played in the very first week, utilizes the following language: directional words, interrogatives, informal commands, thematic vocabulary (foods, body parts), high-frequency verbs, and direct object pronouns. It also provides a plethora of repetition. (Remember, it takes an average of 50-150 repetitions of a structure or word in order to internalize it.)
My student has not had Spanish before. How can s/he understand if you don't speak English in class?
My aim is to make all the language I provide fully understandable, using everything from charades to illustrations. When needed, I will give a brief translation of a phrase, or even a full translation of a reading so students can "link meaning," and then jump right back into the target language. For those students who have had Spanish before, comprehensible input will simply push them further along the natural path of acquisition; for those who are newer, they will be rewarded with understanding and keeping up. Students are encouraged to give me a signal when they don't understand what I'm talking about. (And yes, I do speak English frequently in class.)
I also assess progress based on the Natural Order of Acquisition. For some levels, my goal is that they understand. For some, I expect more production, but I try to allow that to come when the student is ready.
I've noticed that my 7th grader and my 10th grader are covering the SAME story. What's up with that?
The story, the novel, the game -- it's all only a vehicle for providing comprehensible input. It's what we do with it that matters. I plan to introduce a series of graduated readers (short novels). All 3 classes will use the same book, however when we discuss the book, the grammar used in the discussion with the more advanced student will reflect a higher level of language.
For example, in 7th grade we may simply act out or re-tell the story in the present tense: "Brandon Brown tells a lie because he wants..." In 10th grade, we may discuss things such as, "Why DID Brandon Browne tell a lie (past tense)?" "IF you WERE in his shoes, what WOULD you do (conditional tense)?" "HAVE you ever TOLD a lie? (present perfect tense)"
How can I help my child succeed in Spanish?
I covet your support in three ways:
1. Since repeated interaction with the language (when it is comprehensible) is the key to acquisition, please encourage your child to review all notes and assignments on a regular basis, even--and especially -- the older assignments or videos they have already completed and fully understand. This WEBSITE is the best place to do this, as almost everything is here.
2. Encourage your child to do their utmost to pay full attention and be respectful in class when I am teaching (remind them that I am awarding 10 participation points each day for participating fully and refraining from cross talk, unnecessary English, or any distractions/disruptions, each of which will either result in losing 5 points or losing the privilege of being in class until they can listen).
3. Please pray that I will teach well, and that students will learn well.
Gracias.