Do We Need To Do “Post-Reading Activities”?

Everybody agrees that input is the central component of language acquisition.  Even a skill-builder such as DeKeyser, and grammarian colleagues, admit that without hearing and reading the language, much less acquisition happens.

One big question, however, remains endlessly discussed: what should language teachers get students to “do” with input? Broadly, the options as I understand them are thus:

1. Language-class students just…get input.
2. They get input, and then “do activities” with the input.

#2 is the approach most used by most C.I. teachers. In classical TPRS, students do re-tells. In Slavic and Hargaden’s “untargeted” input, there are “one word at a time” story activities, “read and discuss,” etc post-story. VanPatten’s “task oriented” teaching gets students to “do” things with input (sort, rank, find out, order, etc).

With reading C.I. novels, when kids have read the novel/story, there are questions, word-searches, personal responses, sentence-re-ordering, etc. Indeed, so devoted are even C.I. teachers to “activities” that almost every novel published in the C.I. tradition has a teacher’s guide to go with it, and Teachers Pay Teachers is full of novel guides, post-reading activities and so forth. The same, by the way, is true of Movietalk: there are regularly questions posted on FB or Yahoo, from C.I. teachers, asking does anybody have Movietalk activities to go with ____? 

Anyway, obviously what we are always most concerned with in a language class is acquisition. We decide to do/not do _____ based on how well it develops students’ grasp of the target language, and this brings up today’s question:

Do “activities” with reading (or listening to stories) boost acquisition?

The answer, it turns out, is probably not. A paper by Beniko Mason and Stephen Krashen, one of many that reach similar conclusions, took a simple and elegant look at this question. In another paper, the Backseat Linguist compares the effects of reading (CI only) with direct instruction (activities plus reading plus teacher talking).

First, Mason & Krashen.  Beniko Mason, who teaches English to Japanese college kids, compared two functionally identical classes’ responses to (1) listening to her tell (and illustrate) a story, and (2) listening to the same story and then doing a variety of activities (including reading) about the story. Both groups were pre-tested for grasp of vocabulary, treated, and post-tested (immediate post-treatment, and delayed post-test).

What did Mason find?

Two things emerge from this paper, one obvious and one striking.  First, the obvious: the students who did the post-reading activities gained more vocabulary. This is what we would predict: the more times we hear/read something, the more it will get into our heads and stick around. In both immediate and delayed post-tests, the “activity” group retained more new vocabulary.

Sounds like we should be doing post-listening/reading activities, right?  Wrong.

The second finding of Mason’s is remarkable: the input-only group acquired much more vocabulary per unit of time than did the input-plus-activities group. As Mason and Krashen write,

[o]n the delayed post-test, the story-only efficiency was .25 (3.8 words gained/15 minutes), and efficiency for the story-plus-study group was .16 (gain of 11.4 words/70 minutes).

In other words, the most efficient use of time for delivering C.I. is…delivering C.I. alone, and not doing anything else. (This is a conclusion which has also been oft-reached by reading researchers.  Broadly speaking, just reading for pleasure beats reading-plus-activities in just about every measurable way. Much of the research is summarised by Krashen here).   There is also another good study on Korean EFL learners here.

Next, the Backseat Linguist aka Jeff McQuillan. TBS in his post looks at a number of studies of the effects of reading on vocab acquisition.  Note that most studies define acquisition as the ability to recognise the meaning of a word. What TBS shows us is how many words per hour students learn via different methods of instruction.

Free Voluntary Reading: students acquire about 9.5 words per hour.
Direct instruction: students pick up about 3.5 words/hour.

FVR is just that: reading without any follow-up “activities” or “accountability.” “Direct instruction” includes bits of reading, speaking practice, note-taking, answering questions about readings, etc.

Bottom line: aural and written comprehensible input alone do the acquisitional work.  Why is this?  Why don’t “supplementary activities” boost acquisition?

The answer probably has to do with how the brain evolved to pick language up: in the moment, on the fly, informally, and over time. Our hominid ancestors didn’t worksheet their kids, or have writing, and probably did no instruction in speech. We know that kids don’t get targeted input: other than “rough tuning” their speech to their kids’ levels (ie clarifying where necessary, and not using words such as “epistemology” around their three-year olds), parents just, well, talk to (and around) their kids, and their kids pick up loads. Parents don’t repeat words deliberately, do comprehension checks, regularly ask kids conversation-topic specific questions, etc.

So…what are the implications for a language classroom?

1. We should spend our time on input, and not on anything else. We know talking and writing “practice” do very little for acquisition.  It is now also clear that activities such as retelling to a partner, answering questions, etc, are overall a less-then-optimal use of time
2. Thought experiment:

   OPTION A: over two months, Johnny can spend, say, eight hours reading four novels, and then two hours doing “activities.” If, as Mason found, he gains .16 words per minute, he will acquire 96 words over 10 hours of reading plus activities.

   OPTION B: Johnny can spend ten hours reading five novels, with no “activities.” Mason’s data suggest that he will pick up a bunch more language: .25 words per minute x 10 hours = 150 words.

   If we teach Johnny for five years, and we commit each year to a free voluntary reading program sans “activities,” Johnny– from reading alone– will have picked up 275 words more than if he had spent his class time reading and doing “activities.”  If we pace a five-year proficiency-oriented language program at 300 words per year (which will enable students to acquire the 1500 most-used words, giving them 85% of the most-used vocabulary in any language), this reading alone will add almost a year’s worth of gains to his language ability.If we are doing storyasking (classical TPRS), or OWI creation (and then story), or Movietalk, or Picturetalk, we should not be doing any post-input activities. These C.I. strategies deliver C.I. and as such are useful in and of themselves.

3. We should spend our resources on materials that deliver input, and not in resources that create busywork for students or teachers. As we have seen with C.I. curricula, “pure C.I.” is not only the best, but the cheapest option.

   For example, with reading, say we want to use novels.  We can get a novel from Blaine Ray or Carol Gaab for $5 in quantities of 30 or more.  So, a class set = $150.  The teacher’s guides are typically $35-40. Five sets of novels (no teacher’s guides) = $750.  Four sets of novels plus teacher’s guides = $600 + $140-160 = $740-$760. If we buy the five sets of novels instead of four sets plus teacher’s guides, and ditch the “activities,” our students have more choice in reading for close the same cost. If they like the books (ie find them compelling and comprehensible), simply reading them will be the best use of both class time and money.

   Or, we could do even better: we could negotiate a bulk price (Carol and Blaine are very reasonable) and get 15 copies each of TEN novels.  Here we would have much more choice, which is always good for readers, especially reluctant ones.

   If we combine smart novel investment with building an FVR library out of kids’ comics, we are well on our way to maximising our C.I. game.

4. We might also find that teacher wellness and language ability will increase with an input-only program. It has been said that a legendary C.I. innovator developed their method partly to boost acquisition, and partly to boost their golf score. Underlying this is a solid truth. The happier and better-rested a teacher is, the easier it will be for them to teach well. Much the same is true for students: as much work as possible should be done in class, so students can relax, work, pursue their own interests, do sports etc outside of class.

   Instead of “prepping activitites” for tomorrow, marking Q&As or whatever, checking homework, and supervising students during post-input “activity time,”, a teacher can simply deliver C.I. and let the kids read.  And, as Bryce Hedstrom and Beniko Mason note, free reading also builds teacher competence in the target language. While the kids read their novels (or last year’s class stories), we read ours, and everyone gets better!

CAVEATS

If you have real trouble getting kids to listen/you have kids that cannot listen/read, or you are in an awful school where if it’s not for marks, I’m not doing it is the norm, you might have to do post-C.I. “activities.” And there is nothing wrong with that. We do the best we can with what– and who– we have, and where we are. You also might need “activities” to maintain your in-class sanity.

I was recently discussing the most recent version of Blaine Ray’s Look, I Can Talk! books with Mike Coxon and Craig Sheehy, and Victoria, BC school district language co-ordinator Denise Wehner. All of us like Blaine’s book, but all of us questioned some of the post-story and post-reading activities that are in it (eg crosswords, word searches).  And then Craig said but sometimes a teacher just needs kids to be quiet and focused on something other than the teacher’s voice.  And we all looked at each other and nodded.

THE BOTTOM LINE

Deliver as much aural and/or written comprehensible input as you can. When you have delivered some, deliver more. If you do T.P.R.S., ask another story.  If you do Mason’s Story Listening, give students a written version of what you have just told, then tell another story. If you are doing “untargeted input” a la Slavic and Hargaden, make another OWI and put it into another story. If your thing is reading, get kids to do more reading with as few “accountability” activities as possible.

C.O.F.L.T./W.A.F.L.T. 2016

C.O.F.L.T. and W.A.F.L.T. under the conference leadership of energy ball Tina Hargaden jointly put their annual gig on in Portland.  I got to meet, well, a zillion interesting languages teachers and a few luminaries, and sit in on a load of workshops, oh and enjoy the rain, epic Mexican food and arguments about gluten-free diets. So here’s my notes in zero discernable order.

First, we got a TPR demo from the glowing Karen Rowan.  Total Physical Response– revived and popularised by James Asher in the late 1960s (he did not invent it)– is basically, the teacher says and does an action, and then students do the action while the teacher says it.   T.P.R. has its advantages: it’s easy, fast, memory-sticky and fun. Its disadvantages: it gets old really quickly, it’s basically limited to command forms, and what is “TPR-able” tends to be low-frequency vocab (eg touches, walks, hand, eye etc).

Rowan threw down some good reminders: we aren’t teaching all you teachers here just a method, but mostly a way to meaningfully connect with students and we are always trying to keep everything 100% comprehensible even though we can’t always do that.

Now if caffeine is available, your odds of running into one Dr Stephen Krashen are higher than they would be if you went to, say, a Donald Trump rally (not that Trump would come to Oregon– he would be murdered by people hurling artisanal tofu at him).  And there was Himself, ordering literally 6 coffees for a crew which included one Dr Beniko Mason.

 For himself, Krashen ordered– and I quote– “a gigantic latte with extra espresso.” The good Doctor said hello in einem ausgezeichneten Deutsch and then threw down some Japanese to get Dr M. a cuppa Joe.

Now when you get to meet Dr K. you better have your questions ready.  Here are mine:

Me: So did you have any specific epiphanies on the way to developing the hypothesis that languages are acquired through getting comprehensible input?

Dr K.: Yes, two. One was in 1975 in New York when I was giving a presentation to language teachers.  There was a Japanese student of English there whose spoken English was not very advanced, yet her English writing was excellent.  And then it hit me that there were two systems operating here: the conscious and the implicit, and they either weren’t or were only minimally connected. 

The other was driving down the freeway in Pomona, when I asked myself “in what order should we teach words and grammar rules?” and I realized, it doesn’t matter, because the order of acquisition [of grammar “rules,” as has been confirmed] is mostly fixed, and there is very little we can do to change them.

Me: so do you still lift?

Dr K.: OK let’s start that again, you should be saying “so I see you still lift.” 😉

Me: Yes of course [he was wearing a huge baggy jacket and pants!] I can see you still lift.  When you won the press award, what did you weigh and lift?

Dr K.: I weighed 181 and I incline-pressed 285.

Me: Wow; cool you still lift.  May I ask how old you are?

Dr K.:  I’m 75.  But I read like an 80 year old.

Me: Well I’m 47 but I lift like I’m 10.😜

Dr K.: [switches into German] Well, you’re on the uphill.

Me: [in German] Hey I loved that video of you doing C.I. in German.

Dr K.: See how much German you picked up from just five minutes of comprehensible input?

Me: LOOOOOL

 Dr K.:  LOOOOOOOL

So after that bit of banter, Krashen wandered off under loads of coffees, muttering I’m going to find a piano, and there were more T.P.R. basics with Karen.  Here is one cool idea: dialogue bubbles!  Here are Lynn and Ethan acting a scene from Karen’s demo.  A great way to start with relative beginners.  Lynn’s reads “I want to touch your hand” and Ethan’s reads “with what?” 😉

So then there was an epically varied lunch set out.

In the afternoon, C.I. offerings being as scant on the ground as Donald Trump in Oregon, I went to something I ended up hating: ” _______ In The Second Language Classroom.”  Here was the schedule:

1.  10 minutes  “everybody say your name and where you teach and what brought you here”
2. 15 min.  “OK everybody share with your group on thing related to ______ that you did recently”
3. 15 min. “OK can each table report out to the whole room please”
4. 15 min. the presenter showing us how to do two things which, basically, you learned when you yourself were in high school
5. 10 min. feedback and fill out the form.

If you’re gonna present, plz a. have something to present, and b. if it’s a “sharing session” please CALL IT a sharing session, and c. we want to learn things other than each others’ names.

That evening after Mexican with my teaching BFF Sarah-Beth, it was the COFLT/WAFLT social where I got to finally meet Mike Coxon and Karen Rowan.  I had made some offhand online comment about “Karen if ever I meet you, beers are on me” so the cunning Karen had me buying her evening’s worth of drinks (two whole glasses). She likes red wine, can’t remember what kind. Also present was Von Ray who is this mass of warm vibes just like his Dad but not drinking:  the Rays are L.D.S. folk.  Then appeared Martina Bex and her husband.  Bex, who has four kids under 5 (she left them with Oma in Alaska) AND who publishes non-stop, was presenting Sat, but tonight was Date Night and hubby Matt hung around while Bex made precisely one tour of the room before whisking her off to kid-free cocktails YOU GO GIRL.

Then appeared Carol Gaab who at 4’11” you have to look carefully for but OMG what an energy ball, first ppl she is 32 not 52, second she is a grandmother (how do grannies look 32?), third she has the most solid sage advice on anything you can imagine and fourth Gaab has a remarkable quality of fusing public principles, private beliefs and personality, etc, into one package.  You always feel when talking to Carol that you are getting the full meal deal.  Gaab’s point from her #iflt2014 session: it is quite possible– indeed easy– to do higher-level thinking even with beginners. Women are superhuman, basically, is what I realised AGAIN watching the energy-tornado Gaab, Supermom Bex and multi-tasker Rowan.

Friday the Philipines had extra rain so they sent it over.  Now it was time to see Dr Beniko Mason‘s presentation about free voluntary reading (FVR)  and story listening in the 2nd language class.  I’m gonna sum it up quick:

1. Mason has experimented with having  her Japanese-speaking students do a ton of self-selected reading in English, and write occasional summaries in Japanese (L1).  At the end of this process, she found that despite having not “practised” English writing, their writing was much improved.  She speculates that this is because when they are summarising in Japanese, they are focused on reading (processing) the English and don’t worry about English writing, so they absorb more.  [edit: Mason clarified that it was not the Japanese writing per se that improved acquisition, but rather that it was the English input]. Bill VanPatten has also replaced writing exercises with processing exercises in his Spanish classes.  Students get the individual sentences from a story, and have to read and order them, à la Textivate).

2. She had students who had failed English 1 classes at Japanese universities who spent one semester in her class doing only FVR and listening in English.  These students outperformed the second-year students of English who had passed English !!

3. Mason discussed how she uses folktales translated into English.  She said she is not a huge user of props, actors etc (partly cos Japanese kids are trained to sit and listen) but prefers reading and asking questions, which her students seemed to enjoy.  Here’s  Claire Ensor’s intro to how to do story-listening.  Insofar is it is possible to measure…

4. …FVR seems to double the rate of acquisition of language by direct instruction or other non-C.I. classroom practice.  

5. [edit: Mason also mentioned how corrective feedback did not do anything to improve acquisition of English.]

The vendors’ area was interesting: in one room you had vendors like these side-by-side.  The language teaching world in microcosm: weird new-wavish (and fun, and effective) on the left (that’s Mike Coxon and Von Ray), and tradition on the right.

In the background of C.O.F.L.T. was the debate on targeted vs. untargeted input. Basically, how much control over the story vocab— and not just the details as in classical T.P.R.S.– should the kids have?  Ben Slavic, Tina Hargden and others have been experimenting with 100% student-generated stories and love it.  Others, such as me, were initially somewhat skeptical.  So it was cool to hear Mike Coxon and Von Ray and whoever stopped by their or Carol Gaab’s table to argue the this way and that.  And then Mike said, “this is amazing…we’re arguing like we always do about teaching…but we’re arguing C.I. methods vs other C.I. methods, rather than C.I. versus other approaches.”

One of the things I love about the C.I. world is what Blaine Ray has repeatedly said:  “if we find something that works as well, or better, we add it to T.P.R.S., or we change T.P.R.S.”

AND THEN I GOT TO POSE IN A PHOTO WITH THE COOL KIDS!

L-R: Karen Rowan, some guy, Terry Waltz, Martina Bex and Craig Sheehy

Terry Waltz was passing through so she got railroaded into coming and hanging out.  Of course I have been fanboying away to meet all these people, and there was Terry, ripping along in fluent Mandarin with a crew of Chinese teachers.  After I said hello, we chatted:

Me: OMG so you can speak 13 languages?  OMG

Terry: Well, I can get into trouble in 13, but I can only get out of trouble in about 7 

Me:  LOOOOOOL

Terry: LOOOOOOL

Terry’s T.P.R.S. With Chinese Characteristics is being translated into written Chinese.  Terry told me that this had proven a bit of work, as somebody either knows killer Mandarin but not T.P.R.S. well enough, or they know killer T.P.R.S. and not Mandarin well enough.  Classic translation problem in any field.  I also thought, translation is a good idea, because there is something authoritative about the heft of a book in your own language, plus you can spend your time going back, re-reading, re-thinking, etc.  T.P.R.S. is work to master; in Chinese, you have additional steps and tricks (e.g. cold character reading) cos the language is not written phonetically and it has zero cognates.  It will be very helpful for Chinese-literate teachers to have these tricks in the language they are teaching.

Terry also made remarks about Chinese teaching culture, to the effect that books still carry a weight of authority about them in a way they don’t in North America.  E.g. you can officially learn via webinars, blog reading, group Skype lessons etc in North America but the Chinese– with their 4,000 year old tradition of literacy– still like books as authorities.

Note the amount of brain power in that pic, minus the random guy.  Karen and Terry are legendary disagree-ers and have generated some amazing discussions about everything from targeting to method labels to the value of output.  Sometimes, when you hear them discussing C.I., you imagine this:

but then when they talk in person it’s more like this:

OMG awieeee OMG

ANYway, the targeting debate came up again, and some of the points raised included

• if you want to train a newish T.P.R.S. teacher, is it not easiest to start with structured stories so they have one less thing to think about while learning to slow, circle etc?
• will kids “choose” low-freq vocab if you let them decide whatever they want?
• how do you support untargeted stories with writing (eg novels)…do you simply write up what each class came up with each time? (cool, but lots of work)
• Terry brought up some solid points re: Mason’s research, noting that the Japanese students reading English had a massive foundation on which additional English input scaffolded and that it was not necessarily best practice for Level 1 and 2 students in any L2 to just read a ton.

No, I do not have any answers heh heh.

The human buffet continued:  next I got to meet the smart, funny, articulate, determined (oh and gorgeous) Claire Ensor come all the way from Tennessee.  Here’s Claire and Dr. K:

Claire is cool.  She teaches E.S.L. and is going to do her PhD in S.L.A.  She is interested in untargeted input, and how poverty affects S.L.A., and a million other things.  How awesome is that, running a thesis idea past Dr K.?  Claire and a few of us discussed her research project idea:  measuring acquisition gains through comparing story listening with FVR and “standard” TPRS…details to come when the experimental design gets hammered out.

So Friday late aft was Dr K. showing & discussing C.I. case studies and other, more general educational stuff. I’ll be brief:

1. Mexican immigrant Armando worked at a Moroccan restaurant run by Moroccan Jews in L.A., and acquired enough Hebrew– via listening– that he fooled Israeli embassy staff and other Hebrew native speakers into thinking him a NS.  Krashen notes that he basically only listened, got unsheltered grammar, and got restricted vocab mostly focused around customer service, food, kitchen stuff and “hey what did you do last night?”-type routine conversation.
2. Hungarian Kato Lomb acquired dozens of languages– starting at age 20– basically by reading books she liked and listening to whatever radio she could get.
3. U.S.-born children of various immigrants who find interesting reading– in any format– in their parents’ language acquire and retain significantly more language than do other second-generation immigrants.  If you have native speakers in your class, get them to read.
4. There is basically zero research showing that anything language-related that people do on a computer– other than read or watch understandable stuff they find interesting– helps anyone acquire a language.
5. Because I stopped caring about Star Trek about the time Picard’s series got canned, I tuned out of the alien languages discussion but apparently Arrival is worth a watch.
6. Ok modify that, I watched Arrival and I hated how it pretended to be deep bla bla, however, the aliens and their writing were cool.

Saturday morning was Tina Hargaden showing us in French how to use “the Invisibles”:

Basically, this is what you do for The Invisibles:

1. The kids invent a character– a talking potato, a doll, a human, whatever.
2. The class artist draws the character while it’s being developed.
3. The class invents one or two more.
4. You show the class the drawings and circle a bit.
5. Then the kids make up a story about them.  You can have kids holding the (in)Visibles and doing the dialogue or teacher can do the dialogue.
6. There has been argument: should teacher have a plan re: grammar and vocab (a list of “structures”), or should kids run the narrative show?  Dunno…as long as you restrict the vocab, get loads of reps, and keep it comprehensible, it doesn’t really matter.
7. You provide some kind of reading once the story has been asked.  The challenge with the Invisibles is, if the stories are newly-made every time, you have to write each one up which takes a lot of time but also it’s customised for each class.

Saturday afternoon was Bex-a-rama.  Martina’s Herculean task: show us how to use “authentic documents” in the language classroom.  Nobody– including Bex herself– has been able to convince me its realistically possible– or worthwhile– to use things made by and for native speakers in a language class, but by golly did Martina ever come close.

The gist of it is this: you have to use something that has as few words as possible (songs and short newscasts/articles best), that repeats the words as much as possible, and you have to not focus on all the words, and go for general rather than specific meaning.

I personally don’t buy it, but Martina is super-helpful for teachers who are forced to “use authentic documents” by Adminz or Textz that don’t get S.L.A.  If you must use # authres, Bex’s plan is where you start.

Finally, in the evening I managed to round up most of the cool kids and convince them to let me tag along, and we went for beers and dinner.  Dr Beniko Mason speaks killer German (better than mine anyway) and Krashen can throw down pretty good in prolly six.  He is enjoying Aramaic (what Jesus spoke; still used today) but griped about troubles finding people to acquire from.  So here is the random good stuff from Dr K, Dr M, and a fascinating crew of teachers.

1. Krashen studied classical piano for a bit when younger (and still plays).  For him a major breakthrough was the fake book.  These are simplified versions of complex music, most often jazz standards and now pop music.  These are the C.I. of music: they make something that’s too complex for beginners comprehensible and playable.  Just as you don’t start acquiring Blablabian by reading legendary Blablabian writer Jðkvar Sqkvðd’s 3,700-page opus “Krœy Hrâ B’nÿä Pö” with its 19 unreliable narrators and allusions to everything from Moby Dick to the Baghavad Gita to Taylor Swift longs, so we don’t start learning music with Rachmaninoff concertos. 
2.  Mason: she acquired a LOT of her very excellent German in Germany not just from reading etc but from routine interactions.  If every time you go to the store you hear kann ich Ihnen mit etwas helfen? (literally “Can I you with something to help?”), you will first understand and then over a longer time pick up the “rules” behind this odd word order).  This is good C.I.: restricted vocab, unrestricted grammar, and useful repetition.

3. Mason: loves folktales (and simplified versions of Hollywood etc films) because if people know the story in advance, much of the decoding work has been done and the brain can focus on meaning. Mason does not do much T.P.R.S.-style co-creation but is 100% into stories.

4. Krashen: in music as in language, listening is the foundational pre-requisite.  He praised the Suzuki method, where students acquire music from songs, rather than songs/pieces from musical theory, as the C.I. of music.  In the Suzuki method, students first learn a super-simple song (say “Twinkle Twinkle Little Star”), and then gradually more complex pieces.  Sight reading comes much later, and musical theory last.  Man, I wished I’d learned piano this way: I started with sight reading at 6 years of age and I’ve been trying to un-learn classical habits ever since.  This echoes what Bill VanPatten wrote me when I asked him about language and music: “most of what is in a musician’s head does not get there from conscious learning and practice.”

5. Krashen reminded me of my Uncle Alan, who was sent to Jewish school 50 years ago in Montréal and who can to this day throw down a whole lotta Hebrew songs despite not having spoken it for years…because of music.  The kids were taught Hebrew hymns (?) and these were also discussed so Alan has a stock of Hebrew from which to draw. Music anchors this stuff in memory.  But does it help us acquire language?  Hmmm…I know that I remembered (and still do) a lot of French songs from French Immersion kindergarten.  I also know that I didn’t know what most meant until later, because we did a lot of singing and clapping but most of the lyrics were not explained.

6. I thought about my Muslim kids, who come (linguistically) in two varieties: those who have been forced to simply memorise the Qu’ran, and those who have memorised and learned meaning.  In some places– e.g. rural Somalia– simple Qu’ranic memorisation seems to be the norm and the imams appear to think that, gosh, the meaning of words will simply reveal themselves. These kids can say things in Arabic, and make sounds from written Arabic, but literally have no idea what they are saying.  In other places, the kids memorise bits of the Qu’ran, but also learn its meaning and discuss it.  These kids are the ones who can actually understand (and sometimes speak) Arabic.

Islamic religious instruction could be good C.I. if the Arabic’s meaning were made clear, the Qu’ran were presented in a compelling way, etc. The Qu’ran (which I have only read in English) uses a lot of classical liturgical tricks:  it repeats things a lot, it plays around with variations on sentences e.g. “Allah asks us to keep our houses clean.  Why does Allah ask us to keep clean houses?  Because a clean house…” when it takes up a topic, it restricts the vocabulary, it “circles” its thematic words, etc.

After bringing the Drs K. and M. back to their hotel, I went for locally-sourced, artisanal, organic, vegan, free-range, fair-trade craft beers with this pair of live wires, Elena Overvold and Tina Hargaden.

Elena is like 20 years younger than me which makes for super-cool intergenerational teacher talk.  We had a discussion about feminism applied in the classroom.  A few of the topics that came up:

• there’s a lot of heterosexism built into many TPRS story scripts e.g. the girl obvs wants a boyfriend, the boy obvs wants a GF, etc, and…
• …this is also an opportunity to “undo” this…through gender reversal, LBGTQ characters, surprise endings etc (“no, class, the girl didn’t want a boyfriend…she wanted a good book!“)
• to what extent am I, a male teacher, being sexist when during PQA I say something like “I like Angelina Jolie”?  Elena pointed out that this could be interpreted two ways: I value her as a good-looking woman (and nothing more) or if given context as good-looking and an interesting human being, and…
• …this point transfers over to the kids.  Say we do PQA (or stories) and we ask a student do you like ____? why? and the student answers because _____ is super hot!    Fair enough…appearance is the first thing that grabs our attention.  But we can– and probably should– also take it a step further by (even humorously) asking questions like is ____ a nice person?  do you like ____ because they are hot, smart, compassionate, or all three? etc.  We have the chance to remind kids that life (even their language-class-invented-personality lives) can be more complex than what popular culture often hands us.

Ok well that was COFLT/WAFLT. Great workshops, a fascinating crew of people, good food and Portland delivered on its rainputation.  I hope C.O.F.L.T. does another such conference and thanks to Ms and Mrs Mason, Krashen, Rowan, Waltz, Bex, Gaab, Hargaden etc for their contributions & workshops & willingness to sit and chat with all comers.

Ok here is a picture of some guy and Stephen Krashen.

 

Trump in the Closet

So today we started Level 2 with the usual:  weather, date, what did you do last night? etc.  During a bit of PQA I asked one kid if he had a girlfriend.  When he said no, and I asked why, his friend said “because he has lice” and they both giggled.  And…we were off and running.  What follows is a totally improvised, on the spot, story.  THIS is why I love love love T.P.R.S..  As Mike Coxon said, “when I get off-track, I get the most done.”

• piojos lice (although we could have started with any living thing)
• quería besar a wanted to kiss
• estaba solitario was lonely
• tenía tantos ____ como ___ had as many ___ as ___
• estaba tan ___ como ___ was/felt as ____ as ___

Señor Stolz and Animalak had lice.  So did Dhaniyal.  Dhaniyal’s lice were few and blue.  Animalak’s lice were red and small. Dhaniyal had as many lice as Animalak. Señor Stolz’s lice were huge and yellow.

Animalak’s lice were lonely.  They wanted to kiss someone.  There was no-one to kiss!  They were very sad.

Sr Stolz:  Louse, are you happy?

Louse: No, I am not happy.

Sr Stolz:  What do you want?

Louse:  I want to kiss a pretty girl!

Sr Stolz: Are there girls in Animalak’s hair?

Louse: No, there are no girls in Animalak’s hair.

Sr Stolz also had lice.  Sr Stolz lived in the closet with Donald Trump.  Sr Stolz did not like Donald Trump, because Donald Trump was racist and an idiot.  Donald Trump had magnificent hair.  Sr Stolz was as lonely as his lice.

Donald Trump:  I’m an idiot.  Do you want to kiss someone?

Sr Stolz:  Yes, I want to kiss Sofia Vergara.

Donald Trump (to louse): I’m an idiot.  Who do you want to kiss?

Louse: I want to kiss a pretty girl.

There were no pretty girls in Sr Stolz’s closet.  Sofia Vergara also was not in Sr Stolz’s closet.  There were only ugly zombie women in Sr Stolz’s closet.

Sr Stolz and his lice left the closet and went to North Korea.  In North Korea there were as many pretty girls as lice.  The lice were very happy.  Sofia Vergara was in North Korea also.  But she did not want to kiss Sr Stolz.  She wanted to kiss Kim Jong Un.  K.J.U. was happy but Sr Stolz was very sad.  Sr Stolz went back to his closet.  Donald Trump was happy!

 

What results does T.P.R.S. get? Amazing ones…and here’s the proof.

Do T.P.R.S., Movietalk, Look and Discuss, and other comprehensible input methods work?

Yes.  And not only do they work, they work much better than anything else out there.

What began as a friendly Twitter challenge– beat my beginner kids’ output using old-school methods or textbook, and I’ll take you crafty beer-drinking, hashtag #showumine– now has a bunch of T.P.R.S. teachers showing what their kids can do.

The rules are simple: show what your kids can do in writing (or speech) without dictionaries, rehearsal, Internet, notes or advance warning, with limited time and no preparation.  In other words, show what’s wired in, i.e. acquired, and not “learned.”

The proof, as they say, is in the pudding.  So, without any further ado, here are results.  This entry, constantly updated, provides links to various teachers’ kids’ written and oral output.

We need more French samples, and all other languages are welcome.  Know something that needs adding?  Lemme know and I’ll add it.

SPANISH  

Eric Herman‘s oral assessment of beginners is here.  Eric notes that “these are unfamiliar tasks and functions, but I challenge non-c.i. teachers to give the same test and get the same results.”

Chris Stolz has Spring semester 2015 beginner writing samples from 7 weeks in, 8 weeks in, stories from 8 weeks in and 11 weeks in.  This post compares two top students– one taught with legacy methods, one with C.I.

Grant Boulanger has 8th graders doing oral output here.  Here is one of Grant’s beginners– using three verb tenses and other so-called “advanced” grammar– to retell a story.  Grant also showcases his 8th graders (Level 1 Spanish) doing an impromptu story retell here.

Mike Coxon‘s kids are recorded here.

Mike Peto has some writing samples here.

Crsytal Barragan here shows first-day-back-to-school writing samples. Here, the student who was taught with T.P.R.S. writes rings around the student from the legacy-methods class.

Adriana Ramírez’ Level 1 Spanish results are here.

Jim Tripp has some Level 2 examples (with discussion) here.

Darcy Pippins’ AP results are here.  

LATIN

Magister Lance Piantaggini shows what beginner kids can do in Latin.

CHINESE

Terry Waltz‘s site has writing samples plus oral stuff.  Her kids can throw down with characters. Check it.

Hai Yun Lu has a level 1 Mandarin student storytelling here.

GERMAN

Brigitte Kahn‘s kids do 5-min speedwrites here.

FRENCH

Bess Hayles shows first day back from vacation writing samples here.

A traditionalist and Kim A. (comprehensible input) here have writing samples.  The reader can decide if the Level 2 (traditional) or Level 1 (C.I.) Kim A vs Traditojnalist exemplars.