“I don’t understand why I have to follow this textbook”

Teaching from a textbook can be frustrating.  It provides safety and structure but limits creativity and,as we have seen, can't always be trusted to provide authentic data-driven input.  The above picture is part of a section I am required to teach called the "communication spotlight". In the beginning, I really liked this section because it … Continue reading “I don’t understand why I have to follow this textbook”

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Sneaky Grammar: Why you’re not in the habit of taking just one tennis lesson

Linguistics, for me, has been something of a drug.  There is something delicious about using the scientific approach to the study of language that I never experienced in my K-12 education.  In the case of linguistics, I think (I’m guessing) that part of it has to do with finally figuring out, or being given an … Continue reading Sneaky Grammar: Why you’re not in the habit of taking just one tennis lesson

The 20/80 Experience: A look at English Input/Output at one Korean Middle School

I've heard many times (though, interestingly, never in my university theoretical classes) that the ideal amount of teacher input to student output is 20% to 80%.  This magic number actually does not come out of SLA theory, nor educational theory (but has since been adopted). But, what I have learned about SLA theory over the … Continue reading The 20/80 Experience: A look at English Input/Output at one Korean Middle School