The day after our class fiestas was not really what I was expecting…

a journey into the world of comprehensible input
The day after our class fiestas was not really what I was expecting…
This school year has been going for a month now and things are coming together. I wasn’t so sure that this would happen, though. I
One and a half weeks down The year has started and is in full swing. I am teaching all the kiddos again, K-8, and I
1000 Days 1000 days ago (1001, to be exact) I wrote a post about having fun in the classroom. I wrote another one (about 870 days
As teachers, we want to control all the things the students are doing. It is in the nature of our profession to create perfect students who do things exactly as we tell them and give us answers that are exactly what we are expecting, but that’s not how kids work. They want to do things their own way and be individuals. If our grip is too tight, if we don’t allow their individuality, creativity, and ingenuity to shine through, we might turn off the students to learning and acquiring languages altogether.
As a language teacher who sees the students in class every day, I find that it is so easy to take for granted the everyday
watching and rewatching movies during the night shift
A journey to authentic being and teaching
A blog about teaching and acquiring language
Teaching Spanish through CI in Central VA
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All nerding out over francophone culture will henceforth be fueled by coffee.
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Finding My Way to Comprehensible Input
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by Gianfranco Conti, PhD. Co-author of 'The Language Teacher toolkit', 'Breaking the sound barrier: teaching learners how to listen', 'Memory: what every teacher should know' and of the 'Sentence Builders' book series. Winner of the 2015 TES best resource contributor award, founder and CEO of www.language-gym.com, co-founder of www.sentencebuilders.com and creator of the E.P.I. approach.
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Hablar, Jugar, y Aprender el Espanol
I am a teacher trying to be a better version of myself
Cymraeg Cyfrwng Saeseng ac Addysg
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Ideas, Strategies and Reflections on Comprehensible Input for World Language Classes
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