#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday April 14, 2016
I'm Laura Catherine,
HS Spanish. Seems Spring has finally arrived here in Iowa!
Let's start with a little roll call! Who are you? Where are you? What do you teach? AND What's your go to ice cream flavor?
Hola, ! Melanie in Ohio teaching Spanish 1-3 as a My go-to ice cream is chocolate chip cookie dough
Hola ! I am Allison & teach all levels of Spanish grades 7-12 in Iowa
Hola ! I'm in NC and recently found a new place to get a hold of Half Baked from B&J!
It's about time I join again! Rachel from NC, teaching High School Spanish 1&2 (and soon Heritage Spanish 1, 2!) Mint Chocolate!
Hey - Colleen - HS Japanese here from Vancouver - helping to support your mod effort!
Chris, Erie, PA, Latin 1-4, French 1; usually chocolate, sometimes cookie dough.
Stephanie in Maine MS French 6-8
I am Amy from DFW, TX. I teach Spanish 2/2H and I love all ice cream, but coffee is probably my fav.
Kathryn from Australia. Primary school teacher of Japanese. Anything with butterscotch.
Hi . Megan, French 2-AP, Detroit. Favorite ice cream is probably...cookies and cream!
Forgot to add - 'chocolate'!
I guess tonight's topic begs the question: does grammar even matter?
Amanda here from WI. I teach HS Spanish levels 2 & 4 currently and I love cookie dough, but lime popsicles are my EVERYTHING
So glad my girls and are here to be my backup singers!
Dorie, Spanish teacher from Glastonbury, CT. Mint chocolate chip!
I'm Gisella and teach ESOL and Spanish. I love nutty coconut ice cream
So excited for tonight's ! π€π»ππΌπͺπΌπ
Do-wop Do-wop...coordinated hand motions... .
Sure it does, but how we present it matters MORE! :-)
Here we go! Question 1: How does the idea "Less is More" apply to grammar instruction in WL classrooms? https://t.co/bgvfHxONVA
Lisa from Ohio, French teacher joining late
Justin, Ann Arbor MI, Lat+Ger, almost home from and eager to learn w everyone at ! Moose Tracks https://t.co/76Z4Llhqse
Deb Blaz, French, Indiana, rum raisin or apple pie....can't decide!
Q1 is up -How does the idea "Less is More" apply to grammar instruction in WL classrooms? https://t.co/4msnmGJXw6
Here we go! Question 1: How does the idea "Less is More" apply to grammar instruction in WL classrooms? https://t.co/bgvfHxONVA
yes! If take a lime popsicle over ice cream any day! ... Or maybe
Hello! I'm Katie, a pre-service Spanish teacher from PA
Hola
I'm Sarah Moore from Hershey- future Spanish teacher!
A1: For me, it means not hitting all those "extras" like object pronouns. Let Ss see them in context. Focus on what makes meaning
A1 If they don't remember it, they're not using it--only give them what you KNOW they'll use, thus remember
Hi, ! Cristina from Miami. Elementary Spanish. Favorite ice-cream this week;) Caramel cone
Thanks for being on the chat tonight Meriwynn! It's been awhile - have you been over at lately? :)
A1 More and more I feel the right time to teach grammar is after they already know it. Very little direct instruction with nov Ss
A1 for me is that grammar should be chunked for communicative use rather than conceptual knowledge. .
Nicola, from OH, college French -- joining a bit late
YASS! Just help them put into words the patterns they've already picked up on! https://t.co/Z0IF5WI3mN
A1 More and more I feel the right time to teach grammar is after they already know it. Very little direct instruction with nov Ss
A1 Demado: Grammatical accuracy is a destination, not the point of departure
A1: Less explicit grammar teaching gives more time for comprehensible input, Ss will recognize patterns on their own!
I see truth in this. I do more clarifying lessons than grammar lessons. https://t.co/ZEywf7Pm7d
A1 More and more I feel the right time to teach grammar is after they already know it. Very little direct instruction with nov Ss
A1: I am now a firm believer in quick "pop up grammar" that naturally comes up
Hi Cynthia in PA, Sp2&4 go to ice cream in the summer - homemade vanilla or peach or raspberry
Like, spelling out the rules for the detail-oriented Ss, and letting the rest keep doing their thing?
Paulo in Memphis teaching Span 3,4,AP & I love the So Delicious salted caramel!
A1 with my young ss I like to model grammar! They pick it up more intuitively. 2 much can be scary!
A1 Repeating important structures over and over. Latin needs work on this in many ways. So many ablatives, so little time.
I think grammar can be overwhelming. Therefore it's better to teach one concept well than to teach lots and students be lost.
A1 teach them what they need / can actually use, not all the other stuff.
A1 with 2s, I wanted to intro past tense for upcoming book. We have ONLY worked on yo form; Ss don't need all endings from start
A1: my approach is to teach grammar on a need-to-know basis. Which means what I highlight may change each year.
A1 - I'm getting to where I am doing more grammar 'clarifying' as they are already aware of it
A1 To me it means teaching high-frequency, essential for communication grammar.
A1 Also, since memory works how it does, sts can only handle so much at a time. We have to really be frugal w/grammar chunks
. I've been at chat with my 13 y-o! So, in a way ;-)
A1 I'd say CI to show grammar rather than explicit...context & culture emphasized
Many times I explain. Sometimes I tell kids "Don't worry about it. It's too confusing."
right, if someone says, "Why this, but not this?" = !!!
A1: Less direct instruction and more student involvement & exposure to the target language!
A1: No need to teach an entire tense in one day esp one w/ tons of irregulares. Slow and steady wins the race!
A1 functions are more important that grammar at the novice level.
Ss need time to process the new content and lots of practice. Language learning requires conversations and engagement
A1: if you can't explain the grammatical concept in the target language, they probably don't need it yet
This is something we should tattoo on ourselves! https://t.co/7MYefO48v6
A1 Demado: Grammatical accuracy is a destination, not the point of departure
Esp if your language doesn't have tenses! https://t.co/jCEGExzjC0
A1: No need to teach an entire tense in one day esp one w/ tons of irregulares. Slow and steady wins the race!
A1: LESS grammar instruction = MORE time for true engagement, at least that has been my exp.
YES! Stick to the stuff worth repeating, make sure you have enough time to repeat it enough--MORE than enough!
Caitlin joining late from Chicago. MS Spanish
agree. Language is meant for use not concepts
Great thought to hold onto https://t.co/ilKSV5bBzO
YES! Stick to the stuff worth repeating, make sure you have enough time to repeat it enough--MORE than enough!
YES! If you hear it modeled a lot, it is easier to replicate. Even if you don't know the "why"
Plus it seems like I keep missing each other on . Not tonight, sister! πβοΈ
We just listened to Eres periΓ³dico de ayer by & Ss say the word 'iba', I explained & we moved on- no lesson needed
A1 I'm learning that if 'more' is needed they'll ask
A1: Sometimes all you need to expose them to is a verb form or two to build a sentence.
A1: Ss need time to process and practice the concept, language learning requires conversations and engagement, not lectures
exactly--my kids need to report what they did in exercise log--they need a past tense yo & that's it
This is a great way to approach the ablative case! https://t.co/gGOCU9pfkj
3 ablatives: place where, place from, instrumental: the 3 PIE cases it's made of. Fit all others into those.
Brian from MI btw, first active so be gentle lol
Welcome welcome - glad to have you aboard
OR they start attempting to use it. See it a lot with my intermeds.
! https://t.co/rVdyf89NSm
A1: No need to teach an entire tense in one day esp one w/ tons of irregulares. Slow and steady wins the race!
A1 Limiting vocabulary and structures per chapter. Keep them focused on what's important, not nitpicky things the book outlines
PRECISELY!!! https://t.co/eqmDBs3vrk
A1: if you can't explain the grammatical concept in the target language, they probably don't need it yet
Many of mine are anime/manga fans & they come thinking they already know it!
A1 give 'em what they need as they need to communicate. Don't need tons of past tense to tell abt last wknd.
Yes! So that they own it themselves and not just have seen it! https://t.co/aOvyTAJFVR
A1: Ss need time to process and practice the concept, language learning requires conversations and engagement, not lectures
A1 Ss aren't as confused with seeing small chunks. With yo form, Ss can accomplish a lot
Also grammar doesn't have to be taught explicitly it can be taught implicitly through speaking, reading or writing in a language
Ughhh! Most of the time I hate (strong word?) the book! IS that bad??
It's amazing to me how well my 4s can communicate even though I have not taught a lick of grammar this year. At all.
A1 Japn is a quick 10 minutes to teach all 4 basic tenses so we add when needed! really 10 minutes or less
RT : A1: Sometimes all you need to expose them to is a verb form or two to build a sentence.
A1 LESS of explicit grammar instruction, w/ meaningful communication instead -> MORE students likely to succeed
Yeah! Then compare the 3rd person to the 1st within input to make them question the diff! https://t.co/sU5CbrT7cO
A1 Ss aren't as confused with seeing small chunks. With yo form, Ss can accomplish a lot
That is something we all should strive for. Focus on communication, reading, listening. Less explanation. https://t.co/ebJy7bBHQT
It's amazing to me how well my 4s can communicate even though I have not taught a lick of grammar this year. At all.
A1: relevance to students is critical. Grammar must be relevant current and connected
Research supports both implicit and explicit are needed. Finding the balance is key. https://t.co/V4HVnKF9qv
Also grammar doesn't have to be taught explicitly it can be taught implicitly through speaking, reading or writing in a language
Yes, they pick up a lot of new things on their own this way! https://t.co/P6g5Y7132N
Also grammar doesn't have to be taught explicitly it can be taught implicitly through speaking, reading or writing in a language
exactly! we just started that today after a speed friending activity. They didn't even flinch
Thanks to for chatting virtually with our NJ TCI group today! So appreciative & what an awesome discussion!
PREACH. START with a relevant purpose--THEN pick the structure they'll need! https://t.co/WHUGPnZvFa
A1: relevance to students is critical. Grammar must be relevant current and connected
I think the explicit is best for cleaning things up after they have been exposed to input. Just my experience.
yes, key is LESS implicit, not NO implicit. Research supports a balance.
I felt so insecure about it for probably a whole semester, but why? Can use past, pres, fut, w/ reason. accuracy.
A1: I no longer waste time teaching names of complex grammar concepts that I had to teach myself 1st
https://t.co/bV7Qo8c4Vq
I think the explicit is best for cleaning things up after they have been exposed to input. Just my experience.
very much agree...I use 'pop-checks' to see how much clean-up is needed https://t.co/W0bwOCZGSd https://t.co/byhW6z38WA
I think the explicit is best for cleaning things up after they have been exposed to input. Just my experience.
A1: I find a mix of both implicit then explicit is useful, esp for those who like to take notes and want to know everything
A1: I realized my first yr that my Ss were often lost in the grammar lessons
That's why I love the PACE method. Establish understanding first through exposure, then identify pattern https://t.co/3BHnnucMAn
I think the explicit is best for cleaning things up after they have been exposed to input. Just my experience.
We have "sudden past" and "descriptive past" in Spn 3. Don't mention it before that, though they see it
so tru. We can easily over-verb our students losing them along the way
A1 the grammar they need is the grammar they need to do what they are asked to do...
that is exactly what I said on Saturday
YES! It's about how they can USE it, not what they know ABOUT it! https://t.co/6NP9ITpW38
With a reminder that grammar instruction need not be MC worksheets. Make it real, make it relevant!
Would love to hear teachers' comments on teaching grammar to our young learners.
Would love to hear teachers' comments on teaching grammar to our young learners.
Question 2 is coming up soon
Lol, yes! Typing too quickly to keep up with conversation βΊοΈ https://t.co/knZNVNzjFS
You mean explicit, right? (just checking!)
And then we hit them with the preterit/imperfect in year 2. Why do we do it to them?!
Prepping my 'oral' worksheet alternative post as we type (well not really)
Nail. Head. https://t.co/uVCvKXRq4b
A1 the grammar they need is the grammar they need to do what they are asked to do...
Q2: How can we identify grammar structures that have high vs. low value in proficiency focused class? https://t.co/mo2ucL13QI
YES YES YES https://t.co/U2yNAWMt7K
A1 the grammar they need is the grammar they need to do what they are asked to do...
So that we can get through the perfects in year 3, of course!
12th gd Eng class next door "what's direct obj?" It isn't on their radar! Shouldn't b main focus! Comm=comprehensible
A2 We need to pick realistic tasks & figure the simplest structures needed to fulfill them--those will repeat
YES - who the heck communicates like that? Grammar is what helps us to communicate...not a deciphering!
and that's the description of advanced low! the rest is
those are he exact names used on my word wall!
A2 High value are the ones they keep asking about or that they need to express ideas.
A2: I actively reflect on regular conversations I have in TL--what do I actually use? What do I need to understand?
A2 pick tasks, pick functions then base grammar on what is really needed. Might be only one verb form ("I").
A1 confession: agree with everything. Just hard to switch from explicit to implicit. Not always sure I'm doing it correctly
A2 Pay attention to high-frequency structures we use in one day of English. Shouldn't they have that same knowledge in TL?
A2: Some stuff is kinda inconsequential. I mean, I could have gone my whole life not knowing about tonic pronouns.
A2 What language comes up naturally when talking about what Ss are interested and what is contained in the content we want to use
A2 we have to look at phrase o chunk & ask, "Will this benefit them now and in future"
A2 What forms appear most in the literature or readings we are teaching?
And thanks so much for your answer today - going to look to 'reading groups' in next unit! will post!
I feel you! There's a definite learning curve, but thankfully we have to help us out!
A2 Does it help me communicate clearly? Is it something I use all the time? Is it super important in the context we are learning?
And subjunctive in year 4 (or 3 if we have to keep it a movin')! :)
Q2 Purpose! Purpose! Hatbarebwe asking Ss to do? Why? And Relavance! Make it relavant for today's learners
And - if your Ss are communicating and you can understand them, you're doing it right!
Makes me think about a realization I had this week. Present perfect SUPER common! Why not sooner? https://t.co/Wo9JfgfsgX
A2: I actively reflect on regular conversations I have in TL--what do I actually use? What do I need to understand?
Running late! Courtney from AR, Span Teacher. A2: lower lvls need structures they can use in many diff situations
Agreed! Not something we need to spend a ton of time one in class
Practice without the worksheet.. it's coming but may not be as great as the title!
A2 thru an amazing convo last night, may I suggest that we use grammar so Ss can be human and show respect & empathy
A1 Hi everyone! I'm a Spanish teacher candidate looking for any resources/advice you might have for rookies like me!
A2: I think before we pick tasks, we have to identified what proficiency level we are shooting for by end of year.
A2 The most common, most used, understood, heard etc in AUTHENTIC interactions.Not textbook contrived pieces
I've been hearing a lot of "tengo ser" from my 2s lately
A2 must b realistic w what we can accomplish 4 yrs! 40 mn a day? We aren't going to get superior! Avoid
Q2 if they have to really 'work' to work it into what they are doing it is 'low value' I think
A2 I think when going through a unit and you arrive at a place where it's like "Oh man, I need ____ to do this task completely."
Spoken like an expert! https://t.co/rqkqbYcLsb
A2 Does it help me communicate clearly? Is it something I use all the time? Is it super important in the context we are learning?
A2 Latin examples: High value: Present and Perfect Tense verbs. Low value: Future Perfect verbs.
A2: High frequency of use & failure to use would cause communication fail.
give yourself at least 3 years' grace to ease into it. It's "logical," but also not how we were taught
I feel that w/ future tense bc we use I will ___ all the time. it could b easier for Ss to learn to then conjugation
Yes! I implicitly teach past tenses on Day 1, natural conversation doesn't just stick to the 1 tense https://t.co/y5k3fqAgo2
Makes me think about a realization I had this week. Present perfect SUPER common! Why not sooner? https://t.co/Wo9JfgfsgX
A2: I actively reflect on regular conversations I have in TL--what do I actually use? What do I need to understand?
A2: Give highest priority to the ones they will USE most often in TL conversations
Amen! Hallelujah! "I iron the clothes &then empty the dishwasher" vs. I can, I have, I need https://t.co/xll5C3qzPL
A2 we have to look at phrase o chunk & ask, "Will this benefit them now and in future"
girl yeah! I skipped preterite & immperfect and went straight to present perfect! Tricky, but I think it works.
I find I REALLY need it for our travel unit, but we don't have it!
A2 Note: tons of "advanced" grammar is really common. "Advanced" in textbooks for reasons unrelated to usefulness or difficulty.
Yes - thank you... https://t.co/VkoC8dCiQX
A2: Give highest priority to the ones they will USE most often in TL conversations
It's important to keep in mind that the grammar structure value can also vary per student's proficiency level within a class
A2: Look at the contexts/content of the level you are teaching to. What structures lend themselves to that?
You rebel! More power to you!
SHOUT IT! https://t.co/SvlcaRrJMk
A2 The most common, most used, understood, heard etc in AUTHENTIC interactions.Not textbook contrived pieces
This is key! https://t.co/swDfnRMg8C
A2 Note: tons of "advanced" grammar is really common. "Advanced" in textbooks for reasons unrelated to usefulness or difficulty.
So is the 'order' they present it in. Once considered blog post "why can't they 'think' until Ch7" ?!
A2 let kids decide. This year ditched book, ask Ss what they need....note: can guide their choices but important they have voice
"Advanced" maybe means difficult to explain, not difficult to use!
hi Justine! Stick around and follow lots of blogs!
Whoops ! A2 Purpose and relevance what are we asking students to do and why?
GOSH, I am the moderator and can hardly keep up tonight!
A2 as I move from the 'book determines' to the 'book may or may not support' the key stuff really emerges
Question 3 coming up PRONTO!
speaking of blogs-I have 2 update mine for VIda y Muerte! Ss loving twitter feed activity
taught1s some conditional strucs. Fit what we were doing. would naturally occur in real language interactions.
Would love to hear sometime about what made it tricky!
You know, I didn't "learn" subjunctive until my 3rd yr in college. Grew up bilingual used it and just didn't know
On an unrelated note, any tips on cleaning up a shredded mozzarella cheese explosion?
A2 It may be crazy, but next year I just might try subjunctives in Latin 1. I know I've spoken these forms to them before!
A2: High value = something the students can connect to prior acquired language.
mostly forgetting auxiliary verbs, confusing ha/hace/tiene
Q3: Which specific structures do you target to move sts to the next sub-level of proficiency? https://t.co/jlieip8wxW
(Trickiest thing to me seems like using one past tense without others in a natural way.)
Q3 up now! What specific structures do you target to move your Ss to the next sub-level of proficiency https://t.co/4mVHiLnsbC
A3 Relative pronouns to create complex sentences
A3: I think this is less about grammar concepts and more about working on building more advanced text type.
brother, ain't nothin' natural about novices :D Toddlers sound weird, don't they?
A3 Does this mean like Novice Mid to Nov High? Still learning exactly what constitutes a difference between these things.
natural sounding is approaching advanced
A3 Transitional phrases to create compound sentences
A3: i don't know that I add specific structures...can't wait to see others answers
A3: Proficiency isn't dictated as much by grammar as by sts using words, phrases, sentences, strings of sentences or paragraphs
A3 Transitions, sequencing words, idiomatic expressions and hypothetical situations for my intermed Ss
A3 big fan of Super 7 verbs and even (I think) super 16
A3 i think pronouns are of prime importance for communications
Me too... https://t.co/K8rXPvnU6q
A3: i don't know that I add specific structures...can't wait to see others answers
A3 at the elem level (novice) helping students ASK questions is huge.
A3: I only "target" structrs that support imm. needs/surroundings in lvl 1 & 2. Doesn't mean we won't encounter others, though.
A3 The structures should follow the need for communication in the targeted level.
Text Type growth depends upon this!!!! https://t.co/N9kno9W1q5
A3 Transitions, sequencing words, idiomatic expressions and hypothetical situations for my intermed Ss
A3: I've struggled a little w/getting Ss to use connectors in thier writings. We use them in stories & embedded readings
A3 Really pushing the because and why with my novice learners.
Yep--Order in txtbks usually involves building up forms of words (and clauses) based on others, not on meaning-making
A3: I guess that changes based on what level we are trying to progress to...I start with 8 essential verbs.
Absolutely! https://t.co/ZHmf0Niqa4
A3 Transitions, sequencing words, idiomatic expressions and hypothetical situations for my intermed Ss
novice mid- chunks that u have used in class, high makes sentence w some recombining!
Great idea to use sentence stems and sentence frames to model how to respond to certain prompts. https://t.co/ipWkgM8PXE
A3: I've struggled a little w/getting Ss to use connectors in thier writings. We use them in stories & embedded readings
A3: incorporated opinions rather than just teach pensar with stem changers and not focus on using that https://t.co/WpGsV7citR
A3: I think this is less about grammar concepts and more about working on building more advanced text type.
And in many cases Ss know too many words and not enough ways to use them correctly. https://t.co/V6EyEWHddW
Yep--Order in txtbks usually involves building up forms of words (and clauses) based on others, not on meaning-making
. Twitter has been a great for me for sure!
A3 ways to connect simple "baby" sentences into more complex ones
I've worked a lot with transitions this year for my kids to move to IM (3/4) to connect sentences + move to pargph-level speech
Via I tapped transitions words on desks- have been seeing them in writing a lot more
Hard to picture them not coming up if you're having conversations!
Q3 Flexibility to allow students to lead introduction of new language from ideas they are trying to express.
A3: I am always asking students to expand to move up. I Need to give tools to do so! https://t.co/pS9wH8qXDM
A3 Transitional phrases to create compound sentences
A3: In lvl 3 (intermediate) we start targeting other major time frames for narration and description.
A3 also at novice elem level, verbs, verbs, verbs! Novices just want to list, so giving them verbs helps build sentences.
A3 will be using the writing workshop idea monday to help push my novice-highs
once said we've been creating generations of Novice Low speakers w/ massive vocabularies
I posted posters in room w/transitional & sequence words. All levels use them!
A3: If we can get kids to use LTS words and great sentence starters, their "voice" will emerge and lead to Intermediate!
Right! I think Advanced Low is where they start saying "no PATTERNS of errors" https://t.co/h842mjkHMu
A3: Proficiency isn't dictated as much by grammar as by sts using words, phrases, sentences, strings of sentences or paragraphs
I am always telling my novices my 2 year old's real sentences! I am run!
A3 - I actually allow students to generate an 'I can say' list prior to writtens (in Eng) to use on summative to push themselves
have noticed that if students have starters, then can do a lot https://t.co/0xASkZN5BV
A3: If we can get kids to use LTS words and great sentence starters, their "voice" will emerge and lead to Intermediate!
A3 Connecting words to move from sentence level to paragraph level
how does this work? They do this before they write?
A3 tell you're students to go for it and don't be worried about their errors! I won't take off points for a missed accent LOL
oh, DUDE! Talk to & & about their phrases!
They can bring in a list (we talk in class spec about what brings up their level)..they can bring it to the 'test' 1/2
Oo, love this! Want to do more writing prep like this! https://t.co/xgwjetG9ne
A3 - I actually allow students to generate an 'I can say' list prior to writtens (in Eng) to use on summative to push themselves
A3: beyond grammar it is about using real themes that allow for higher level explanation, training and opinions
A3: I have been playing with starters like, "I heard that..." or "I read that..." to get kids to use TL in academic discussion
For me it's not what they remember that they know how to say but can they use it
Questions & tasks that allow all Ss to answer, but that let the stars shine at higher levels https://t.co/wySUg52xWl
A3: beyond grammar it is about using real themes that allow for higher level explanation, training and opinions
EXACTLY! And AAPPL rubrics assume sympathetic audience through Intermediate Mid!
I sort of do the opposite. When we practice, I follow up with a "what do you need?" list.
Sure--I'm not talking about demanding "natural sounding" speech from Novices! 1/2
This is so true...and sad! https://t.co/BqxzyOZg2I
once said we've been creating generations of Novice Low speakers w/ massive vocabularies
I might have graduated college as a Novice High speaker!
This is after that (I do that too) This is the "what am I expecting to see/read" one...
"I took 4 years of HS________ & can't speak a word of it!" Not as funny as the person thinks
Form follows function https://t.co/ySkwoySWU1
A3: beyond grammar it is about using real themes that allow for higher level explanation, training and opinions
Question 4 is around the corner!
I was just talking about this! This is my fear
exactly! Gets ss focused on how they can express their meaning w/o getting frustrated trying to go from L1
just pondering what settings, texts, etc feature exactly one past tense (not saying such don't exist!) 2/2
my toddler has taken a liking to calling me "Mr. Mommy" π£
oh, they SEE all kinds of tenses, but don't PRODUCE them ;)
well when you only really have one....
Q4: How can we narrow a broader grammar concept into manageable chunks to be supported by CI? https://t.co/JQw9CJJoB8
Often CAN speak quite a lot but don't realise. Teacher needs to help ss discover what they CAN do.
I should do this...but not sure if they know enough to know what they don't know? https://t.co/QCZyryJb0D
I sort of do the opposite. When we practice, I follow up with a "what do you need?" list.
A4 Teach only forms required for task.
Now you're speaking my language!
A4 Instead of "past tense" start with "I went" early on in level 1. Instead of obj pronoun, teach "I like it/don't like it."
A4: I think we can just focus on one form of a tense or structure we want to model. CI the crap out of that before adding new form
Man, Laura, you're taking all my answers! Haha
A4: It's all about the context. Give the Ss the context to understand plus meaningful situations.
Actually they will tell you...I often stop mid oral interaction (when switching partners) to ask
This is the essence of what we need to start doing more. https://t.co/jUJkM9r9FB
oh, they SEE all kinds of tenses, but don't PRODUCE them ;)
A4 need based structures; some stuff only for recognition (in readings etc.)
A4: If we leverage one form, tense, etc. off of another sts will automatically notice and ask, "Hey, what's that?"
When you give them a task to complete, they figure out real quick what they need!
sometimes they think they need more than they do though
A4 Lots of examples with words they already know. Just make it interesting, not like a drill. Make a story with Ss' input.
A4: Typically I focus on the singular forms with verbs
Yes - then we talk about 'what's another way to say it....' & I agree too!
YAY!!! That would be oh-so-amazing!!
A4: with book reviews we repeat the phrases "would you recommend it?" "I would (not) recommend it"
some signed languages do as well
A4: Of course the one form/tense we introduce against another must be familiar or it won't work.
A4 Every irregular does not need to be taught! Nor every exception. Just the most common.
and maybe ...(off work for 1 sem of self-paid leave)
Yes! If they can't infer it based on what they know, then have we really scaffolded to get them there? https://t.co/F0eyu1JfoS
A4 Lots of examples with words they already know. Just make it interesting, not like a drill. Make a story with Ss' input.
A4I got pulled back into thinking they needed to know a lot of reflexive meanings, but pulled me back 1/2
A4: It is ok to NOT use grammar jargon? Like not saying "This is a stem-changing verb" I just show them how it looks/sounds
I think my universe shifted when blogged you could call stem-changers "quiero" or "puedo" verbs
A4: We also have to avoid introducing new against a busy structural background.
A4 This Q kinda answers itself: break it into manageable chunks. Repeat a simple use in context.
You are right Dorie & not articles, masc/fem or vb conjugations!
A4 Also release the need for accuracy. If they can demonstrate understanding of complex form, but it's "wrong", let it go.
A4: If we are going to introduce past, we need to embed it in the present and filter out other things for a bit.
A4 said maybe be happy they know, sleeps, wakes up, washes up & gets dressed..most common & less is more 2/2
YES! They don't KNOW the grammar jargon anyway!
Yes, I realise this. I teach primary and start early in training ss to acknowledge what they can do.
A4: in a novel point out & use that abuelo le gustaba (passed away so used to) vs. Alex le gusta
PLEASEPORFAVOR&YES! Intermediate Mid is when you get "not used to language learner" audience https://t.co/Xj6bIwiAOr
A4 Also release the need for accuracy. If they can demonstrate understanding of complex form, but it's "wrong", let it go.
PLEASEPORFAVOR&YES! Intermediate Mid is when you get "not used to language learner" audience https://t.co/Xj6bIwiAOr
A4 Also release the need for accuracy. If they can demonstrate understanding of complex form, but it's "wrong", let it go.
10 years teaching and I can proudly say I don't use grammatical jargon. https://t.co/0dECUePIkS
A4: It is ok to NOT use grammar jargon? Like not saying "This is a stem-changing verb" I just show them how it looks/sounds
Instead of discussing all the types irregulars, ask "How does this not follow the pattern?" and move on. https://t.co/Se6I0QCa84
A4: It is ok to NOT use grammar jargon? Like not saying "This is a stem-changing verb" I just show them how it looks/sounds
A4 Deal with whatever form/use comes up in a particular (con)text instead of "presenting" all possible forms up front
yesterday St said - " I want a few new describing words..."
I use a lot of "en el pasado/futuro" with a wave backwards/forwards
LOVE the idea of categorizing & picking out what doesn't fit and why! https://t.co/oQDWzjclXZ
Instead of discussing all the types irregulars, ask "How does this not follow the pattern?" and move on. https://t.co/Se6I0QCa84
A4: It is ok to NOT use grammar jargon? Like not saying "This is a stem-changing verb" I just show them how it looks/sounds
Agreed! did a post on asking about the rules after intro... Ss can learn a lot this way
I have to say ASL may be my fav Lang I use for that reason!
We do the 'mukashi' (past) wave in Japanese too!
Would be fun to have a single verb meaning "to CI the crap out of"
just did this and it definitely sticks with Ss
Uh yes we need that word ASAP
as in "He fullCI-ed that lesson"?
Quote of the night. https://t.co/w9VAceWjpv
A4: I think we can just focus on one form of a tense or structure we want to model. CI the crap out of that before adding new form
Exactly!! Other Ts might say "They need to know" but more importantly, they need to use.
yo tambiΓ©n, with hoy, maΓ±ana, ayer - even with my daughter
A4: High freq. Most common verbs in a tense. Most common contexts. Keep it "need to know" til they need to know.
YES! from out convo. this worked so well this week
Sometimes we just need to accept & move on. Ss ask WHY it's weird I yell I GOED TO THE STORE! No grammar jargon needed.
!!! https://t.co/lD2tQMxVeT
Exactly!! Other Ts might say "They need to know" but more importantly, they need to use.
I believe that's called "to Amy"
yup! While Ss in some classes can underline the verbs and circle the nouns, I only care if mine can use them!
Q5: What strategies are useful to help stss process/practice new grammar structures to grow proficiency? https://t.co/UUNeoKOhj1
And for that my class has the reputation of being "like a college class" for level 3.
A5 Story retells. Using pictures and comics to illustrate sentences. Possibly circling/PQA.
A5 Infusing some humor into practice creates a meaningful memory more likely to be recalled
Q5 using it in class with their peers.....
A5: READING READING READING READING. And then think & talk about the reading.
A5: Context is everything! () Give them a context they know, add new structure. Practice, practice, practice...repeat
A5 recycle, recycle recycle with meaningful activities....personalize it, integrate it, various skills
Our list of banned words: Conjugate. Boot. Stem. Preterite. Etc! https://t.co/xwDH9gAbnw
I think my universe shifted when blogged you could call stem-changers "quiero" or "puedo" verbs
A5 I make them produce. A lot. With me, each other, writing, etc.
A5 this week I intro'd past yo form- I told them my weekend, they figured out rule for changes, gave list for them to order 1/2
A5: TPRS!! This has totally revolutionized the way I "teach" grammar this year and naturally allows for so much grammar practice.
Q5 a way successfully communicate with it...switching partners a lot!
A5: Structured Input for processing new grammar; graphic organizers to help scaffold interpersonal use of new structure.
A5 I use a workout analogy--practice speaking and writing in timed intervals, keep circling w/feedback.
A5 per order didn't matter, it was the reading I wanted, then speed friending to practice ?s & yo form
A5: for superlatives my strategy is reinforcement of the concept using superheroes.
A5 I would love to be a graphic organizer goddess like .
A5 my best strategies involve them engaging with each other...
A5: CI the new structures with variety of reading & listening until they catch it. Then keep recycling so never forget!
A5: Presentational writing based on mini-prompts that then turn into pair/share activities.
"Masculine" & "feminine," are included in my list. Who cares?! Accuracy comes as proficiency grows. https://t.co/DpwKLYbrFP
Our list of banned words: Conjugate. Boot. Stem. Preterite. Etc! https://t.co/xwDH9gAbnw
I think my universe shifted when blogged you could call stem-changers "quiero" or "puedo" verbs
A5: Not stressing Ss out about grammar has been nice. Grammar has been a by-the-way this is why we do this/say it this way
As long as there are no pushups I'm in....
A5: If you don't know about Structured Input, you need to find out. GREATEST THING EVER.
A5 This. By patterning grammar into stories, class went from deductive to inductive. https://t.co/BIZSKc5TD0
A5: TPRS!! This has totally revolutionized the way I "teach" grammar this year and naturally allows for so much grammar practice.
Had 2s asking me last week "how do you know if you use el or la" & thought "I haven't taught them gender. Win."
Don't know if I am a goddess, but I use them a lot!!
Even the Ss will say they like the repetitions and context! Their words, not mine! https://t.co/XbGpFbqvRc
A5 This. By patterning grammar into stories, class went from deductive to inductive. https://t.co/BIZSKc5TD0
A5: TPRS!! This has totally revolutionized the way I "teach" grammar this year and naturally allows for so much grammar practice.
Update on the mozzarella explosion: my dog is super happy right now. Whoops.
Toolkit may be a possibility for ...
The options are endless...tell it in the 3rd person or dialogue it out in 1st/2nd to emphasize. Any tense you want.
Yep, we call them "el" words and "la" words if we call them at all.
A5: repetition of key structures has been awesome for allowing ss to self correct. We each take turns saying Key St
Gosh, I had no idea. Really!
. graphic organizers were THE element that took from random babble to CI for my Ss
I'd use the word 'inspiration' but you need to keep typing right now! love
I want to try this! Makes it so much simpler plus I always feel uncomfortable gendering the language https://t.co/j5PYpjYUlr
Yep, we call them "el" words and "la" words if we call them at all.
Yes. They. Do. And thanks https://t.co/ypffjVH0aS
. graphic organizers were THE element that took from random babble to CI for my Ss
THAT is what I want! Just lacking in variety/efficiency on my end.
It was so invigorating! Our profession is the best!
HAHAHA!! We'll start with proficiency first. ππΌππ
Thanks for the great everyone! It's been too long for this chica.
You must mean a GOG. (goggess?)
TA if they aren't going to really use it why did I think I had to teach it??
Love that you just decided to get hooked! Sounds like me and yoga!
TA: I'm going to be more DELIBERATE in the grammar I choose for my Ss.
Good to see you, neighbor. ππΌ
This has been great. Trying to shift from grammar-translation Latin to CI Latin has been hard. You are all helpful & supportive.
You must be in my head! I will add too that all forms/subjects aren't necessary; small amounts can go far https://t.co/GRGIXkvlXY
TA if they aren't going to really use it why did I think I had to teach it??
TA I realize I should focus (even) less on grammar & got some great ideas :)
A cicrappling goggess? Sounds...unflattering. :)
Big shout out to our mod tonite - the fast typing ! Happy to be a backup tweeter with
TA # 1: I will try to limit myself to only explaining grammar concepts that can easily be explained in TL thanks to
I feel affirmed that my inclusion of grammar has had some good results & that I'm not the only one.
Thanks to for backing me up and for for coming in to chat with us! https://t.co/Ljr0SNIFoi
Big shout out to our mod tonite - the fast typing ! Happy to be a backup tweeter with
TA # 2: I will try to eliminate the grammar jargon that is still left and getting in the way in my classroom thanks to
Oh it sounds good but I only realize these things as I ! Getting better at it each time!
TA: I realize that although it isn't easy, limiting vocab & adding "harder" grammar through CI will help my Ss be more proficient
My boys & girls love competing with word genders to see who wins! "LA luna" "EL mundo" "EL universo" LOL
