“skill-building” approaches, which feature explicit instruction in the formal aspects of language, have a poor record of success. Hence the dismal results of most foreign language programs.” — James Crawford Copy Share Image
“Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow ever larger in this era of high-stakes testing. The connection is obvious. When educators’ evaluations, pay,… — James Crawford Copy Share Image
“conscious learning remains the method and goal of skill-building models. To the extent that students acquire any language at all in such classes, Krashen… — James Crawford Copy Share
“the federal Institute of Education Sciences reviewed these studies and found all of them lacking—that is, none could “establish that the comparison group was… — James Crawford Copy Share
“It is unnecessary, he added, to pressure students to produce speech or writing in the second language before they are ready, because “output” contributes… — James Crawford Copy Share
“skill-building” approaches, which feature explicit instruction in the formal aspects of language, have a poor record of success. Hence the dismal results of most… — James Crawford Copy Share
“Teachers needed to emphasize the message, not the medium. Ideally, the curriculum should be so engaging that students would forget which language the teacher… — James Crawford Copy Share
“not focusing on language turns out to be an effective way to teach language in sheltered classrooms, especially the kind of academic language that… — James Crawford Copy Share
“Nevertheless, in the field of second and foreign language teaching, behaviorist pedagogy—i.e., direct instruction in various forms—maintains a large following, which seems to grow… — James Crawford Copy Share
“Third, the Comprehension Hypothesis, on which Krashen’s concept of sheltering is based, holds that input is what matters in second language acquisition—not output. As… — James Crawford Copy Share
“educators of English learners should be well-versed in theories of second language acquisition and in methodologies such as sheltering and scaffolding. Their work should… — James Crawford Copy Share
“it’s hard to imagine a more tedious approach, practically guaranteed to deaden the enthusiasm of 12-year-olds.” — James Crawford Copy Share
“Krashen’s insistence that a sheltered classroom consists of second language learners only.” — James Crawford Copy Share
“Scaffolding is applied in this context, not to engage students through authentic and meaningful activities, but to transmit a designated set of skills and… — James Crawford Copy Share
“SIOP’s authors never explain the benefits of standardization; yet standardization was clearly their intent. They say they first conceived of SIOP “as a research… — James Crawford Copy Share
“SIOP Feature 21 requires activities that integrate all language skills (reading, writing, listening, speaking)—that is, forced output in English for all students, beginning at… — James Crawford Copy Share
“sheltered classes are for intermediate [language learners], not beginners.” The reason should be obvious: “It is extremely difficult to teach subject matter to those… — James Crawford Copy Share
