# data[].attributes.body
I want to learn how to be more comfortable speaking in Spanish. I want to be able to talk about my fly fishing trips in Spanish.

# data[].attributes.body
I want to know what your online  adaptations are!

# data[].attributes.headline
Here is some information about the 4 column lesson plan for those interested; it is being used with preservice teachers to help them focus on learners: https://alexbradley02.wikispaces.com/file/view/Four+Column+Lesson+Planning.pdf

# data[].attributes.subject
Here is some information about the 4 column lesson plan for those interested; it is being used with preservice teachers to help them focus on learners: https://alexbradley02.wikispaces.com/file/view/Four+Column+Lesson+Planning.pdf

# data[].attributes.body
I agree completely about the importance of autonomy and agree with your observation that there is that provision for self-determination while using these strategies.

# data[].attributes.body
It is incredible to me how such a seemingly subtle shift (as in where you pictures come from) can start to get students asking questions and making comparisons too.

# data[].attributes.body
Chapter 1 indicates the importance of contextualizing lessons with visual aids and concrete objects, but also cautions against overusing them. I would like to know where one would draw the line. I'm sure it comes down to the culture of individual classes but I would like to see some kind of "Good Idea/Bad Idea" model. Sorry for the Animaniacs reference.

# data[].attributes.body
One thing that struck me
in Chapter 1 was the "rate of speech" section under Creating Comprehensible Language.  It's something that we all do intuitively but I often feel that if I speak too slowly in the TL it may come across as "talking down" to the students, but in fact it is an appropriate delivery in a lower level class, provided that the instructor recalibrates his/her rate of speech as necessary.

# data[].attributes.body
(Alan)
Sorry for my late response. I agree with Kristen and Sabine's reflections on providing a more contextualized approach to vocabulary. Too often vocabulary is presented in a disjointed fashion in textbooks. I've spoken to some colleagues at the secondary level who are using readers again! And they say the contextualization of grammar and vocabulary in a cultural reading is much more effective!

# data[].attributes.headline
Response to Noah's comment on "earning" vocabulary

# data[].attributes.subject
Response to Noah's comment on "earning" vocabulary

# data[].attributes.body
I'm not sure whether this was a typo (or if I've lived under a rock?) , - I love the expression - never heard it phrased like this before
What a concept - "earning" vocabulary (or proficiency) communicates merit, currency, benefits, status, right? It alters the notion that vocab learning is tedious rote memorization - in yet a different way from the contextualized learning process described in the chapter. While it admittedly conjures notions of capitalism, this might appeal to our students.
Have any of you used and applied the concept of "earning" vocab in your classes?

# data[].attributes.body
Like you, I find the model script (in comparison w/ the "repeat" version) insightful and good for me to read as a review and aspirational goal. I also like the checklist on discourse features (33, a-g). And, I agree with others: 6 new vocab words in context - would we ever get "through" the chapter?
I wondered about the use of non-verbal teaching/learning in the example: having students point to items. I'd like to further explore and pursue this "embodied" experience of learning through enacting content. I experimented with it in GRMN 3304/05 classes with vocab and cultural concepts; I think we probably do it all routinely when teaching prepositions (?). How does this work in an online format?

# data[].attributes.headline
Response to Yumin's reflection on HLTPs (Sabine)

# data[].attributes.subject
Response to Yumin's reflection on HLTPs (Sabine)

# data[].attributes.body
Thank you, Yumin! You pose great questions (and I don't have the answers), but wonder whether the answers also might vary according to your student group? This term, I have the joyful privilege of teaching FL 2209 in a hybrid and a f2f format, and I enjoy observing how the two sections evolve (differently). As the hybrid section does a lot more writing, I (think? that I can...) observe that they share more self-reflective and analytical comments, indicating that "they're getting it". We know that reflections are important - so I may want to become a lot more intentional about including writing in my f2f class (which I would do in my GRMN courses obviously, but which I don't do in FL 2209 b/c it' s in English (yet). This is going to be so exciting (and humbling)....

# data[].attributes.headline
Response to Kristen's reflection on house vocab

# data[].attributes.subject
Response to Kristen's reflection on house vocab

# data[].attributes.body
(Sabine)
Thank you for pointing this out - I agree totally (and have done the same - and will revise). One additional thought on this in terms of intercultural comparisons: one could add images of our own (typical) housing to begin identifying differences and similarities - in FL 2209, there is a module on housing across the world, and we look at it in terms of why it makes sense to have different styles in different places based on (duh) resources, lifestyles, etc (3 Ps). Students often comment that they hadn't given this any thought before

# data[].attributes.headline
Prelim. Chpt. Notes - Sabine My apologies for chiming in late. I enjoyed the preliminary chapter for all the reasons already mentioned and also for the style in which it scaffolds information: to me, it models the approach of how one may communicate new content (key ideas are repeated several times). I love the point made that HLTPs are pursued in other disciplines, and I think we may benefit (as a profession/discipline) to point out to others that we align with STEM fields. Personally, I look forward to reviewing my practice in FL 2209 and it dawned on me that I don't look at the course content sufficiently through the prism of a FL class (since it's being taught in English); I will make more of an effort to look at key concepts as vocab terms in context and recycle and scaffold accordingly. 

# data[].attributes.subject
Prelim. Chpt. Notes - Sabine My apologies for chiming in late. I enjoyed the preliminary chapter for all the reasons already mentioned and also for the style in which it scaffolds information: to me, it models the approach of how one may communicate new content (key ideas are repeated several times). I love the point made that HLTPs are pursued in other disciplines, and I think we may benefit (as a profession/discipline) to point out to others that we align with STEM fields. Personally, I look forward to reviewing my practice in FL 2209 and it dawned on me that I don't look at the course content sufficiently through the prism of a FL class (since it's being taught in English); I will make more of an effort to look at key concepts as vocab terms in context and recycle and scaffold accordingly. 

# data[].attributes.body
Two questions remain for me: what is a "4-column lesson plan" (9) and what is "dialogic context through PACE" (11).

# data[].attributes.headline
Preliminary Chapter Reflections and Take-Aways (Yumin)                                              

# data[].attributes.subject
Preliminary Chapter Reflections and Take-Aways (Yumin)                                              

# data[].attributes.body
Should we differentiate our specific practices in different instructional settings? To me, the answer is yes. In terms of different instructional settings, for example, I would have anticipated the varied proficiency levels of my students in the same CHNS2002 class. Accordingly, I shall consider when making instructional design decision what approaches are available to enacting my core instructional responsibilities in this certain class consisting of students with different L2 proficiency and individual differences. This is what I understand about “deconstructing specific practices into various instructional moves.” Right now I have more questions than answers. Two questions have clearly emerged concerning HLTPs: 1) which practices are highest leverage in teaching (across content areas and contexts)? 2) which practices can most productively be worked on?

# data[].attributes.headline
Response to Karen's Preliminary Thoughts

# data[].attributes.subject
Response to Karen's Preliminary Thoughts

# data[].attributes.body
I think what Karen mentions about how this book encourages individuality  and explains "how" to enact certain practices rather than "what" to enact is key and this is what makes this book so intriguing and useful to educators at all levels (I'm thinking in terms of experience as well as the level of language taught, from beginning to advanced).

# data[].attributes.body
I wish the textbooks companies would read about HLTP's. There definitely seems to be a disconnect in what we are reading and how the textbooks present the material. Like you, I certainly feel like I am in a race to not just cover the massive amounts of vocabulary and grammar structures but to ensure that my students are grasping what I am trying to teach them.

# data[].attributes.body
#4 Very interesting point, Noah, about online classes. These practices are definitely aimed at face-to-face instruction, but it would be nice to discuss at some point how to incorporate at least some of them into online courses.

# data[].attributes.body
I like how the chapter stresses the idea of teaching the language in a context  that is relevant to the learners' lives and also culturally relevant. As Noah mentioned this is at times in contrast with what is presented in our textbooks.

I also found interesting the idea of not overusing pictures when presenting vocabulary, but to keep learners always engaged cognitively in the target language.

I also understand what Sha says about keeping into account the characteristics of each individual language, and how it might be harder to stick to the target language in the classroom when languages are so different.

# data[].attributes.headline
Preliminary Chapter Reflections -  Renata

# data[].attributes.subject
Preliminary Chapter Reflections -  Renata

# data[].attributes.body
As Noah and Karen mentioned I like how the chapter highlights the difference between HLTP and the so-called "Best Practices". What I find particularly interesting about HLTPs is how they should be viewed as "decision-making" practices and not as "imitative practices". (p.7) I think it's very important to have the set of skills that allow us to tailor our teaching to different groups of students and different contexts.

# data[].attributes.headline
Personal Reflection (Noah, last one, I swear)

# data[].attributes.subject
Personal Reflection (Noah, last one, I swear)

# data[].attributes.body
Presenting vocabulary is definitely something that I do very little in my classroom, preferring to use Supersite for such simple mechanical practice and keep that time for interpersonal interactions, scaffolded interpretations of authentic texts, and metacognitive/metalinguistic lessons.

But this approach reveals that earning vocabulary shouldn't be a simple mechanical procedure and I wonder now if I need to rethink this approach, using this HLTP methodology to integrate modes and topics.

That, or, ditch Supersite in favor of online activities that follow this methodology so that students come to the classroom with these activities already completed and are ready for different activities that are best done face-to-face...

# data[].attributes.body
1) Bias alert! In my experience, "Comprehensible Input" seems to have become almost synonymous with "semi-authentic texts" and "teacher-centered instruction." -- However, I'm happy to see how the authors here obviate those concerns by casting CI as an activity that stems from culturally authentic materials and that aims to scaffold comprehensible student output.

2) The examples are clear, but I wonder about how well they mach up with the current textbooks/curriculum here at KSU (though we aren't in a unique situation.) Textbook units present MASSIVE amounts of vocabulary, and it often feels like a race to cover it all. Perhaps we need to reconsider this approach...

3) It seems like this chapter could be retitled "How to teach vocabulary (in a culturally authentic and communicative way)"

4) The instructional moves outlined in this chapter are clearly for traditional courses and I was constantly wondering about how they could be adapted to online courses. After some reflection, I believe that I've come up with a method. (Which I'm happy to articulate elsewhere for the sake of concision.)

# data[].attributes.body
1) I particularly appreciate the differentiation of HLTPs from "Best Practices," which is a rather nebulous term, it seems. HLTPs seem to be much more about scholarly method rather than a cookie-cutter set of prescriptive characteristics.

2) I also like the concept of "grain size," and the term "instructional move" as the basic element. These are useful terms when it comes to describing what instructors do both inside and outside the classroom.

3) Appendices and RUBRICS! (Love me some rubrics.) These are very helpful reference materials for applying, evaluating and deconstructing my teaching practices.

# data[].attributes.body
Patricia
Reading about recent research supporting the first HLTP that applies to FL teaching reaffirms our practice in the DFL to emphasize teaching in the TL.   By the same token it is a good refresher to read, that to be effective, teaching in the TL must be comprehensible -Not too difficult to become frustrating, and not too simple to be boring and unchallenging-.

Like Kristen, I’ve realized some of the visuals I’ve used in the past do not always refer to the target culture.  The text reminds us “using images and objects should reflect target language culture and will support teaching language in a cultural context”.

Even though the authors state novice teachers are the target audience for the text.  Experienced educators can always use a refresher course on teaching practices that help to create an ideal environment for the learning process to take place.

# data[].attributes.headline
About using the target language Sha Huang

# data[].attributes.subject
About using the target language Sha Huang

# data[].attributes.body
I agree that using target language in the classroom help students to get comprehensible input, and I 'm trying consciously in my CHNS1001 classroom to use more Chinese. But I still can not apply 100 % target language. I'm thinking when applying the target language principle we also need to consider the characteristics of target language, since Chinese has no cognates in English, it's very hard for students to make inferences.

# data[].attributes.body
I thought the example of the "house" lesson was great as well. There is so much opportunity for providing not only contexts for the comprehensible language we use but also cultural contexts that help students engage with the target language culture in more meaningful ways:) I was thinking that for a "food" lesson, typical food, dishes, eating practices, restaurants, etc. could be integrated from the start, instead of introducing "food" in general, students engage with appropriate cultural practices of food and eating from the beginning (instead of a separate, isolated lesson on food/culture at the end).

# data[].attributes.body
I really like how clearly the concept of "High-leverage Teaching Practices" is defined and described, especially in contrast to "Best Practices" which might be heard as a more prescribed set of strategies of what one must do in FL teaching. I think this is important (or will be) when presenting to colleagues, that these practices leave room for instructors to express individuality and seek to explain "how" to enact a certain practice, not necessarily "what" to enact" (p. 8).

# data[].attributes.body
I just loved reading these first few chapters! It was eye opening and I wish I had read the first chapter before teaching the housing vocabulary in 1002. What I learned that I should do but didn't do, was use pictures of actual homes in Latin America to present the vocabulary. This would have been such a natural way to incorporate vocabulary and culture at the same time. Instead I just googled pictures of the vocabulary terms and used them to present and discuss the vocabulary. It was such a simple and somewhat obvious idea that makes perfect sense but something that I didn't think to do until I read about it. Something else that resonated with me was the IRE classroom talk, because I think I am guilty of this especially at the 1001 and 1002 level. The example on p. 42 of the teacher asking "What time is it?" and the student responding appropriately and the teacher saying "Right! Very good!" is pretty much me in 1001. I need to work on moving the conversation forward and pushing students to work at a higher level because my natural reaction is to say "how wonderful" or "great!" when they answer a question in the target language, correctly.

# data[].attributes.headline
Hi! Just click on the + sign in the bottom right corner to add your comments.

# data[].attributes.subject
Hi! Just click on the + sign in the bottom right corner to add your comments.