I'm Not Adding That
Last night I got very wound up over a post on Ben Slavic's blog (http://www.benslavic.com/blog/ sorry...my hyper link feature is a bit off today...) . Anne Matava, an incredible teacher, received a letter from a former student and shared it. It was the kind of thing that I have heard before from my own students and it hit hard. Our students leave our rooms, head off to college, score well on placement tests, end up in upper-level language classes and feel completely unprepared for the grammar-based instruction and texts that they now face. Here is my response this morning...
This post has been in my head all night. Why? Well...I've been in the same place as Anne with this...and my students in the same place as hers. So in level 4 I have built in additional time devoted only to strategies on how to attack these grammar assignments. Even with additional exposure and explanation, my students still struggle. Here's why:
These exercises make no sense.
I know, I'm talking heresy here..but go ahead and get out the stake. Have you looked at them lately? They are completely out of context. Try translating a few to English. What native speaker of English do you know is capable of answering this: Mark_____________(to find/3rd person singular future tense) the book. ??? And what would a native speaker of English learn about his/her own language by filling that in correctly. There are better ways to identify and work with language structures.
As if that weren't bad enough, the lessons are taught so that students focus on the rules. And then at least one third of the work/test is focused on the exceptions to the rules. It is simply poor pedagogy.
The first four semesters of college study are marketed for students who will go no farther in their language studies...yet...they are designed for students who will major in the study of the language. Native speakers who "test" into the upper levels of these classes face the same struggles as our students. Why? Because they are designed for someone else. For someone who speaks "linguistics" as well as the language of study. The type of practice demonstrated above has no bearing on level of fluency....nor does it even promote a deeper understanding of the structure and beauty of a language.
So, frankly, I'm tired of hearing that /feeling like TPRS is to blame for students' inability to do well on these types of assignments. The truth is that very few students will do well. That is how they are designed. Even fewer will enjoy any of it.
What hurts our kids the most is that they are not familiar with the feeling that language class is supposed to be painful. When they write to us and let us know that they wish that we had "done more grammar" they don't understand that that would mean "cause more discomfort and pain" in high school language classes.
Because we DO "do grammar". From the very first day, in level 1. But it is so much a natural and logical part of the instruction that it is comfortable, logical and supportive. What we don't do is give them practice in feeling stupid. That is what other kids are used to that our kids aren't. And I'm not about to add that to my curriculum.
Not sure if I feel better or if I'm even more fired up now. :o)
with love
and feeling VERY passionate about this,
Laurie
I am also very passionate about this subject (especially this year) to the point that I may be willing to leave my job over it. I teach in a K-8 private school where the scenario is exactly the same as you paint with high school students moving on to college language classes(is that sad or what?). Our kids place very well in upper level high-school classes (except for special ed kids who do not do well on discrete point grammar tests), and are always complimented on their ability to understand, speak, and write Spanish AT FIRST. Teachers note the "depth" of their Spanish. However, kids return to report exactly the same thing about how much grammar instruction there is in their classes.
The pressure from our administration and "top down" pressure from high schools to conform to their methods is great. I am tired of fighting it--which does not mean I will capitulate to it and start teaching that way. Morally and pedagogically, I cannot.
I like how you say that the kids are not used to language class being painful. So true. What a sad state of affairs! Sorry to be so glum. This year may be the end for me.
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I am so sorry that you are in a place that views language classes in that way....You have a heart and soul for teaching students. That shouldn't be smothered by a curriculum that teaches grammar. I do not know where that will lead you job-wise. I hope that it means that doors will be opening for you either there, or somewhere else, that allow you to be the light that you are without putting YOU through pain.
with love,
Laurie
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Thank you for understanding and your personal support, Laurie. I appreciate them so much.
On a slightly different note, that you may have addressed specifically in other blog posts from past: How would you specifically describe what "differentiation" looks like in a CI or tprs classroom?
Thanks, Jody
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You are going to love this, Laurie. Yesterday, a parent stopped me to talk. Diane and I taught her son, who is now a freshman in high school. He "placed" (read: passed the grammar test) into Spanish 3 as a freshman. She told me that her son reported that his teacher said that the kids from our school are the best in the city. They speak, understand, read and write Spanish--that all of the grammar stuff is a waste of time for beginning students and that he much prefers kids who can communicate in the language.
Made my day! The "lástima" is that this teacher must teach in the traditional way to avoid criticism from his department. ¡Qué ironía!
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Yay! I'm glad to hear that somebody's noticing your good work! You've sure inspired me multiple times. Maybe that parent can spread the word to your supervisors. You're such a good teacher. It would be sad for the profession to squeeze you out.
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