FAQs

Now that our adventure with Real Language right away! is approaching its 3-year anniversary, (Yes, we decided to write this curriculum in the Spring of 2009!) we thought we would dedicate a post to questions that come up with some frequency. If you have further questions, don't hesitate to contact us or comment on this post.

Who uses the RLRA programs and how?

Elementary and Middle School French and Spanish teachers throughout the country have adopted RLRA as their curriculum. Generally, these teachers purchase classroom sets of the Partner Conversations books OR Student Activity books for each of their students.

RLRA materials can be used as the foundation of exploratory programs and alternative language programs.

High school teachers enjoy using the Partner Conversations as a supplement or as a way to facilitate speaking practice. Often times, they will purchase an eBook and a Teacher’s Guide.

RLRA materials are ideal for tutoring and small group classes; they are well suited for homeschooling families as well.

What is the difference between Level I and Level II?

Level I is targeted for students ages 6-9, although it can be used with beginners of all ages. Level II builds on the language in Level I, and it is written for late elementary school or middle school, children ages 10-13. It is possible to start older beginners with Level II. If you aren’t sure which level best suits your program, feel free to contact us.

How do I get started with RLRA?

You might like to start by purchasing a Teacher Starter Kit, which will provide you with one of each of the components of the program for a discounted price.

How can I get a free sample lesson?

Email us at hippocampepublications@gmail.com, and we will be happy to send you one!

Itinerary Spring and Summer 2012

Happy 2012 from REAL LANGUAGE right away!

The new year has us gearing up for several presentations and exhibiting opportunities. Here is our itinerary :

February 4 : Speaking at the AATF Chicago/Northern Illinois winter program in Geneva, IL

March 8-10 : Exhibiting and presenting at CSCTFL in Milwaukee, WI

March 22-24 : Exhibiting and presenting at SCOLT in Atlanta, GA

July 5-8 : Exhibiting and presenting at the AATF Conference in Chicago

We hope to see you soon!

Elizabeth & Denise

New Year's Resolutions

French and Spanish teachers : Do you need one more activity to use before winter break? Denise and I put together these New Year's Resolution conversations for that purpose-- it's a great way for your students to practice the close future tense. Have them brainstorm other resolutions and write short paragraphs about what they would like to do differently in 2012!

Rhythmic Chanting!

I have found the use of rhythmic chanting very helpful as I introduce new conversations to my elementary school classes. It serves to teach them pronunciation, help them practice, and really get the language in their heads! (They are often chanting long after class is over.)

I put together these little youtube videos to enhance their experience of chanting-- they can now see the visuals as they chant, which is another way to reinforce the language. I hope that you French teachers will find them useful for your classes!

Check out our youtube channel at : http://www.youtube.com/user/reallanguage

Halloween Conversations-- try these with your students!

It's October, and it's time to share our Halloween Conversation! Denise and I have been using this conversation with our classes for several years, and it is always a big hit. Feel free to click on them and print them out for your students.

Enjoy!

Thank you to Diana Soerens and Dan Baltierra for their help with the Spanish!

Some thoughts on student writing

Denise and I have changed the way we approach student writing as we have implemented the REAL FRENCH tout de suite program with our 1st-6th grade students over the last few years.

Here are some of Denise’s thoughts on the subject and a writing sample from one of her new 5^th graders.

I’ve been teaching French for over 17 years to students in Grades 1-8, and one thing I often struggled with was how to evaluate writing. I always knew deep inside that filling up a student’s paper with red marks was not productive or fair because in many cases, he was not ever provided with what he needed to complete the task at hand. What often happened was that students would scale back on their writing and only use the simplest language to avoid those red marks or they would use translating programs or even worse, spend hours looking words up in a dictionary. I would then spend days trying to figure out what they wanted to say and making all the corrections only to see them glance at the grade and promptly throw the paper in the garbage. Later, we put a stop to the immediate disposal into the garbage. We asked students to hand in a corrected copy, but they would only write out what we had written. Subsequently, they would often finish the complete assignment without acquiring any more knowledge of the language but with plenty of frustration and negative thoughts about language learning.

What I love about Real Language is that it focuses on small, interesting chunks of language and provides the students with lots of different ways to use that language. They are applauded for being able to communicate – rubrics in level II include points for making sense and sharing information with a partner. Isn’t that what language is all about? Using Real Language, I have found that writing assignments now ask students to let their knowledge shine through by asking them to write what they know. I have them write in a journal during class with no teacher help, no partner help, no dictionaries, no computers nor books, and I have found their writing delightful!

The writing example above is from one of my fifth grade students. She came new this year and spent one week with me during the summer using the Real Language level I program, and then she started with Level II with all the other fifth graders. She wrote this after about three weeks of French class. They know I’m not going to pick it apart, so they allow themselves to use language to communicate even if they don’t have everything they need. For example, Caroline did not know the possessive adjective, his, but she did know “birthday” and “he”, so she wrote “He birthday is the 10th of January.” I understand. She has communicated. This is success. She feels it and wants to learn more! I have been blown away by the writing in my classes. It is much, much better now that we are teaching grammar within a meaningful context and for the purpose of communication and NOT on its own in a vacuum.

REAL SPANISH ahora mismo Level II has gone to press!

REAL SPANISH ahora mismo Level II is now complete! We hope to have it printed and on our website by early August! For now, we wanted to give you a little sneak preview of our Partner Conversations book, our Student Activity Book, our Teacher's guide, our Audio CD, and our eBook.

First, the Partner Conversations is the foundation of our approach. Level II builds on the vocabulary and structures from Level I, and at the higher level, the conversations are more situational and humorous. These conversational activities allow students to communicate using a large variety of structures, vocabulary, and expressions from everyday language. The visual cues and English translations ensure comprehension, and students find it rewarding to be able to speak right away. Each conversation provides choices so it is never static and can be repeated numerous times.

The Partner Conversations are embedded in the Student Activity Book, so each student has a copy for their reference. After each Conversation, a variety of activities that reinforce the written and oral language are provided. Activities include writing, grammar exercises, listening comprehension, vocabulary exercises, and speaking practice.

The Teacher's Guide offers evaluations, rubrics, and supplemental activities. Grammar, listening comprehension, vocabulary, and speaking evaluations are included. This book is reproducible.

REAL SPANISH ahora mismo Level II also includes an Audio CD. Recordings of native speakers allow students to imitate authentic language as they listen.

The Partner Conversations eBook is an essential resource for teachers who are able to project in their classrooms. The electronic PDF allows the instructor to teach directly from the conversation on the screen. Many teachers enjoy using this resource with their Smartboards.