by Terry Waltz | Jul 5, 2017 | Drift / Is This TPRS?, General, Methods, Speaking/Listening
On a web group for CI teachers, a comment was recently made: Intake(the part of the input that is comprehended) could be different for each student. This is to say one man’s targeted CI is another’s non-targeted CI. In light of our TPRS/CI lens, I have...
by Terry Waltz | Jul 2, 2017 | General, Methods, Speaking/Listening
There is so much talk these days about untargeted input. “Just speak the language with your students.” “You don’t have to pre-plan what language you will teach.” “They’ll get enough repetitions over the course of the year....
by Terry Waltz | Apr 7, 2017 | General, Speaking/Listening
On a teachers’ list, a hypothesis was recently posted: The more compelling the input, the more listeners and readers can tolerate noise. Maybe they can. But should they? I believe that the goal of teaching a language class does not lie in engaging students. I...
by Terry Waltz | Feb 26, 2017 | Speaking/Listening
This is perhaps the most basic skill of the entire TPRS repertoire. Because if you do not establish meaning, the students cannot comprehend. If you don’t establish meaning, all the gestures in the world won’t make up for it. If you don’t establish...
by Terry Waltz | Dec 12, 2016 | Speaking/Listening
On a teachers’ group, the question was recently posted: How can I transition my Spanish 2 class from listening to me speak in Spanish, but almost always responding/suggesting/asking in English to the students speaking in Spanish as well? Two words: classroom...
by Terry Waltz | Dec 9, 2016 | Methods, Outside Forces, Speaking/Listening
On a teachers’ discussion group, the question recently came up: Any suggestions for teaching numbers up to 100? I know they can naturally come up in stories…but I feel like it doesn’t happen often enough and doesn’t regularly cover every...
