Can It Even Work In Schools?

There is one point that we haven’t really made much here. It is a huge point about how what we do is completely at odds with how schools function. For the reason of how they function, schools are perhaps one of the very last places where comprehensible input can work, at least the way schools are set up right now.

Robert addressed this topic this morning in a comment here:

…yes, language is complex, and that complexity means that the conscious mind cannot process all of it; the unconscious mind must do the heavy lifting, so the complexity and difficulty are masked from out students. But the milieu of the school requires that students feel the difficulty, so our method is at odds with an entire culture….



2 thoughts on “Can It Even Work In Schools?”

  1. The great thing is, because acquisition is 90% unconscious, all you *really* have to do as a teacher is show up with minimal, repeatable vocab, turn that into something interesting in class (a story or scene) then read it. That’s all. Hell, you don’t even need homework for the first level or two. How can TPRS not work?

  2. We are changing the culture. We have to. The future of our youth counts on it.

    TPRS/ TCI is why I teach. I’d have looked for another career if it wasn’t for TPRS/ TCI. We know that students don’t learn a FL the traditional way. We have to change this misguidance.

    I originally got into teaching to make a difference in an unjust educational system. 10 years into teaching, I found TPRS/ TCI as the vehicle for change I could hop on. I love seeing myself as the coal shoveler in the engine-car of this TPRS/ TCI train we are all riding on, destined to reach the Pure Land (as Ben calls it).

    Foreign languages has TCI to change this culture. The subject of math really needs something like TCI to help change this culture. My brother has been a math educator for almost 20 years and from what I gather, the antiquated establishment in the math education world has a much stronger strangle-hold on our schools than the antiquated foreign language establishment.

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