I would like to comment on the importance of introducing language in context as Erhard did with the passive form. The pupils perceive the language as real not as an book’s exercise.
The real life situation makes it possible for the child to copy. Moving the flowerpot and repeating the sentence in the new language. This becomes a safe way to experiment and try to hear your own voice speak in a new way. If others in the room experiment freely then a form of conversation in the new language is already taking place.
Very true. And it demands that the teacher really “lives” in the langue he/she teaches. (It is especially challenging when the FL is not the teacher’s mother tongue.)
In Christoph’s example, experience is when children listen to the teacher and imitate the speaking. Forgetting happens during the night, or when the teacher let the content rest when 2/3 of the children can do it. Recalling is when children do it the next time, either on the next day or after a while when they pick the content up again. Sharing and analyzing seem not to be there. Understanding is more intuitive and it happens when children observe and imitate. Some children may not understand if they sleep through this process.
In Erhard’s description, children experience when they observe language and experience it in close to real life situations. They forget between the revisiting of the content. Recalling happens when the content is brought up again. Practice happens a lot at the experiment phase. Children understand when they observe, or when they reproduce the language. Sharing and analyzing may be when they discuss the grammar rules? It seems he didn’t talk about them. Is it possible that analyzing the grammar rules come quite late, maybe after understanding and practicing?
It is very important that a lower class teacher steps back and let the children do it themselves, so that they feel it’s their responsibility to do it. I tend to give my students too much support than they need it. I will try to withdraw more.
It seems, all important comment have been written already. Maybe I would add a word about the difference of both situations: children in classes 1-3 do not necesarilly need to understand, what they are imitating. The withdrawal seem to be easier. In the higher classes pupils need more incentives to learn and sometimes needs to be “pushed” again and again.
The idea with acustomising the pupiles step by step is very nice. It was not said, but it works probably in the lower classes the same way.
And repetition is the key for all learning. For the older classes more important, as they are learning language they will actually use. Children learn more songs and short poems to get used to the sounds and structures of the language, they won’t use it in the conversation, so there is no tragedy if they forget some of the texts.
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9 Comments
I would like to comment on the importance of introducing language in context as Erhard did with the passive form. The pupils perceive the language as real not as an book’s exercise.
The real life situation makes it possible for the child to copy. Moving the flowerpot and repeating the sentence in the new language. This becomes a safe way to experiment and try to hear your own voice speak in a new way. If others in the room experiment freely then a form of conversation in the new language is already taking place.
Agree.
Very true. And it demands that the teacher really “lives” in the langue he/she teaches. (It is especially challenging when the FL is not the teacher’s mother tongue.)
In Christoph’s example,
In Christoph’s example, experience is when children listen to the teacher and imitate the speaking. Forgetting happens during the night, or when the teacher let the content rest when 2/3 of the children can do it. Recalling is when children do it the next time, either on the next day or after a while when they pick the content up again. Sharing and analyzing seem not to be there. Understanding is more intuitive and it happens when children observe and imitate. Some children may not understand if they sleep through this process.
In Erhard’s description, children experience when they observe language and experience it in close to real life situations. They forget between the revisiting of the content. Recalling happens when the content is brought up again. Practice happens a lot at the experiment phase. Children understand when they observe, or when they reproduce the language. Sharing and analyzing may be when they discuss the grammar rules? It seems he didn’t talk about them. Is it possible that analyzing the grammar rules come quite late, maybe after understanding and practicing?
It is very important that a lower class teacher steps back and let the children do it themselves, so that they feel it’s their responsibility to do it. I tend to give my students too much support than they need it. I will try to withdraw more.
It seems, all important comment have been written already. Maybe I would add a word about the difference of both situations: children in classes 1-3 do not necesarilly need to understand, what they are imitating. The withdrawal seem to be easier. In the higher classes pupils need more incentives to learn and sometimes needs to be “pushed” again and again.
The idea with acustomising the pupiles step by step is very nice. It was not said, but it works probably in the lower classes the same way.
And repetition is the key for all learning. For the older classes more important, as they are learning language they will actually use. Children learn more songs and short poems to get used to the sounds and structures of the language, they won’t use it in the conversation, so there is no tragedy if they forget some of the texts.