How do we know what a student can really do with an additional language, in, say, writing? Suppose we wanted to be deadly boring for our students. Hmmm, how about, we make them write about their daily routine, that should put both students and teacher nicely to sleep.
If we are a traditional teacher, we want to know what they have learned: what they can consciously do with language. We could give them a writing prompt–describe your daily routine– time to plan/look at vocab/check out Google translate/”reflect on our learning”/plan out our metacognitive strategies/whatever, then give them a bunch of time to write, and then mark it.
If we are C.I. teachers, we want to see what students have acquired— what they can do without any planning, immediately. So we give them the same topic, zero prep time, a bit of time to write, then mark.
A teacher recently shared two writing samples from Spanish 1. One sample is from a CI-taught kid in his class, the other from a kid taught by his grammarian colleague.
EXAMPLE A. This is from the textbook/grammar teacher’s top student
- the teacher spent three weeks doing a “unit” on reflexive verbs
- the teacher’s students had just finished their “reflexive verb unit”
- they had time to “prepare” their writing
- they had 20 min. to write
- about 120 words
- quality: excellent, with minor errors
EXAMPLE B. from one of the C.I. teacher’s middle-of-the-road students
- the C.I. teacher spent about one week doing a story involving this vocab
- the story using this vocabulary was asked one month prior to this being written
- zero planning time
- 10 min. writing time
- 104 words
- Quality: excellent, with very minor errors
What I noticed:
- The CI student’s output is twice the speed of the traditionally-taught kid
- the CI kid does as well as the grammar kid with no planning time and half the writing time
- The CI kid has “been away” from the vocab for three weeks and uses it as well as the kid who just finished a “unit” on it
- The CI kid spent one week with this vocab while the grammar kid spent three weeks
Anyway…faster writing with zero prep time and less instructional time: C.I. is looking a lot better than the text.