Posts Tagged ‘Pairwork’

A steaming cuppa Joe-Outputs-In-Spanish-Class

Pairwork. Mmm.  Soooo good (say the administrators and observers). Students working together, taking responsibility for their learning, in a student-centered environment. (Whether or not these are really true is up for grabs. But we digress.) It’s like that cup of coffee your mouth is watering for right after I typed the words “cup of coffee”. […]

TPRS-friendly student pair work

Question from an online list: What are some collaborative student-student activities that lend themselves to a language acquisition method based on dense, high-quality comprehensible input? You got me. Student to student input is not comprehensible input, it’s “interput”. That’s low-quality forced interaction between people who don’t know the language yet, like students. Students CAN provide […]

Negotiation of Meaning: Is it Different in CI Instruction?

From our friends (really…they used to be a good interpreting client of mine when I lived in Taipei!) at the British Council, a definition and some examples of “negotiation of meaning”, a popular language teaching buzzword. Does it apply to CI-based instruction? (British Council information in italics below.) Negotiation of meaning is a process that […]

Making student groups: a souflée that didn’t rise

Or, “how many posts on an e-mail list are ‘too many’ for a given topic?” I note with some amusement a loooong ongoing thread on a foreign language teachers’ e-mail list concerning how to get kids to work in the groups you assign them to work in. This would be the same list that recently […]

Why isn’t pairwork Comprehensible Input?

On a prominent foreign language teachers’ List, the question was raised: Why are conversations with partners not CI? If one student asks “What is your favorite class and why?” and the other student answers intelligibly, then why is this less optimal CI than storytelling? Well, of course it is. Sort of.  But McDonald’s is food, […]

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