“skill-building” approaches, which feature explicit instruction in the formal aspects of language, have a poor record of success. Hence the dismal results… — James Crawford Copy Share Image
“not focusing on language turns out to be an effective way to teach language in sheltered classrooms, especially the kind of academic… — James Crawford Copy Share Image
“Third, the Comprehension Hypothesis, on which Krashen’s concept of sheltering is based, holds that input is what matters in second language acquisition—not… — James Crawford Copy Share Image
“SIOP Feature 21 requires activities that integrate all language skills (reading, writing, listening, speaking)—that is, forced output in English for all students,… — James Crawford Copy Share Image
“Yet SIOP, without advancing any explanation, puts “language objectives” on a par with “content objectives” and teaches both explicitly.” — James Crawford Copy Share Image
“BOTH PEARSON EDUCATION AND THE NONPROFIT Center for Applied Linguistics (CAL) have promoted SIOP as an all-purpose educational product: a tool for… — James Crawford Copy Share Image
“Noam Chomsky pointed out, the number of possible sentences is infinite in any language; there is no limit to the grammatical combination… — James Crawford Copy Share Image
“Advancing no particular theory of their own, some insist that explicit teaching of grammar, vocabulary, semantics, pragmatics, and even pronunciation is necessary… — James Crawford Copy Share Image
“the Comprehension Hypothesis,12 elaborated by Stephen Krashen in the early 1980s. It holds that one factor above all is responsible for second… — 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 Image
“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 Image
“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 Image
“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 Image
“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 Image
“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 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… — James Crawford Copy Share Image
“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 Image
“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 Image
“it’s hard to imagine a more tedious approach, practically guaranteed to deaden the enthusiasm of 12-year-olds.” — James Crawford Copy Share Image
“Krashen’s insistence that a sheltered classroom consists of second language learners only.” — James Crawford Copy Share Image
“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 Image
