S1E3 Is it possible that explicit teaching and practice are useful?
Did BVP's answer differ from what you THOUGHT the answer to the question would be? What stood out? I felt like I knew what the answer would be, so the most salient to me in this episode were the callers and the discussion that ensued.
How about you?
How about you?
Season 1 Episode 3 (Is it possible that Explicit Teaching and Practice are Useful) of the podcast Talkin L2 with BVP was interesting. The episode first acknowledged the month of September which is hispanic heritage month and provided some language history between California and Mexico. The show continued with an SLA multiple choice question that related to the ACFTL oral guidelines for the Novice learner. The three phrases: short messages, everyday topics, and isolated words are all a part of the ACTFL oral guidelines for the Novice Learner. One of the takeaways I had from this particularly episode was the need for input in a communicative context and the world language students need to be focused on the things they need to be doing as they acquire another language. Talkin L2 with BVP also addressed the question from the famous TPRS teacher, Blaine Ray, How do you measure mental replication effectively? The host mentioned many linguistic activities that teachers normally do not use such as truth and value, self-paced reading and listening activities that help analyze the minds of our students. This is difficult to measure in the classroom because it is tough to gauge the difference between students explicit and implicit learning history. It was interesting to hear the host and Blaine Ray talk about the ACTFL oral proficiency interviews (OPI) because BVP believed the novice and intermediate assessments are bias and represent more of the traditional grammar driven classroom. However, the host believed the advanced levels of the OPI assessments are more beneficial and represent more of the comprehensible input teaching method.
ReplyDeletePreston Hill