Emerging Output
I am lucky enough to have a sixth class this year. (Contractually, we have 5) It's a first period group of just seven students. Their schedules just didn't allow them to fit into any of the other classes, so I agreed to have this group as a sixth.
First, let me tell you that they are simply phenomenal young people and an incredibly blessed way to start my day.
They are also a fairly diverse group. I could attach any number of labels to them, if they would help you to understand them. Some are jocks, some are in theater, some are in a committed relationship, some haven't even considered a boyfriend or girlfriend, some are perfectionists, some are classic "underachievers", some are serious, some are hysterically irreverent.
Most of them have been my students for three years. They are in the high school Level 3 class, which means that they are actually in their fourth year of Spanish because they had a year of Intro to Spanish in grade 8.
What has been so wonderful for me, because this group is so small, is that I can really monitor their level of output. That has been fairly easy to do in writing...but this year I have been able to really pay attention to where each of them is verbally....IN CONVERSATiON, not in a formalized, prepared testing format.
Where are they? At the tipping point ! Some of them...have already clicked in and actually aren't even aware that they are speaking in Spanish to me on a regular basis in class. :o) Not just when we are in a story, or working with a project, or discussing a "scheduled" topic, but just because they entered the room where Spanish is spoken.
And....speaking with each other in Spanish as well.
I'm not going to draw attention to it. :o) A couple of them are still holding back...waiting for a little more confidence. so I'm waiting for it.
Don't my level 1 or 2 students do this? Yes...but as students....not as speakers of the language. It's a bit difficult to put into words...but I can see it, as well as hear it, when they come in and start to interact with me in the room.
I'm really looking forward to the next half of the year. :o)
with love,
Laurie
First, let me tell you that they are simply phenomenal young people and an incredibly blessed way to start my day.
They are also a fairly diverse group. I could attach any number of labels to them, if they would help you to understand them. Some are jocks, some are in theater, some are in a committed relationship, some haven't even considered a boyfriend or girlfriend, some are perfectionists, some are classic "underachievers", some are serious, some are hysterically irreverent.
Most of them have been my students for three years. They are in the high school Level 3 class, which means that they are actually in their fourth year of Spanish because they had a year of Intro to Spanish in grade 8.
What has been so wonderful for me, because this group is so small, is that I can really monitor their level of output. That has been fairly easy to do in writing...but this year I have been able to really pay attention to where each of them is verbally....IN CONVERSATiON, not in a formalized, prepared testing format.
Where are they? At the tipping point ! Some of them...have already clicked in and actually aren't even aware that they are speaking in Spanish to me on a regular basis in class. :o) Not just when we are in a story, or working with a project, or discussing a "scheduled" topic, but just because they entered the room where Spanish is spoken.
And....speaking with each other in Spanish as well.
I'm not going to draw attention to it. :o) A couple of them are still holding back...waiting for a little more confidence. so I'm waiting for it.
Don't my level 1 or 2 students do this? Yes...but as students....not as speakers of the language. It's a bit difficult to put into words...but I can see it, as well as hear it, when they come in and start to interact with me in the room.
I'm really looking forward to the next half of the year. :o)
with love,
Laurie
There it is, the difference between having acquired--so their head doesn't have to translate and conjugate, and still stumbling to find the words no matter how eloquently they've practiced. Their vocabulary may not be ginormous, but they have in their brain cells locked in more than one way to skin the cat of making themselves understood.
What a delight that class must be. Definitely a wonderful way to stay inspired through the day.
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Hi Laurie,
Sorry to contact you this way. I am not sure if my e-mails got through to your address regarding the NYSAFLT issue. Would you still be able to provide me with those contacts? Thank you so much, I truly appreciate it.
With gratitude,
Brigitte
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