It’s been a busy few days in my face-to-face world! Busy … and very productive. Thanks to this share on Google+ by my friend Donna Murdoch, it looks like I won’t have to create a diagram about differentiation, personalization, and choice after all! Check out this beautiful chart by Barbara Bray and Kathleen McClaskey; it’s even downloadable (with a Creative Commons license) if you’re interested.
And thanks to this other G+ thread, I’ve been doing a lot of thinking about what it means to develop reading proficiency quickly. What is it that language learners need most in such an intensive course?
- Do they need to understand the structural patterns of the language they’re learning?
- Do they need to develop a core vocabulary?
- Do they need to “learn to read by reading” – and if so, what’s the best mix of intensive and extensive reading experiences?
- Is there, perhaps, a different answer for different types of learners?
- And to what extent would the Tres Columnae Project materials be usable in a “summer intensive” experience? What extra tools or resources, if any, would need to be added to make “TC” a better fit with an environment like that?
- Oh, and just for fun – in what ways is reading proficiency different in development from listening proficiency, and how do these “receptive” skills differ in their development from the “active” skills of speaking and writing?
I’m eager to know what you think. quid respondētis, amīcī?