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Mr. Liles’ Classroom Edit display name

  • Pass Christian High School
  • Pass Christian, MS
  • More than half of students from low‑income households

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For decades, teachers were trained to teach grammar and vocabulary in themes. Rigid state frameworks were meant to create clusters of information that allowed students to converse on many topics. Unfortunately, these clusters often created students who were unable to merge vocabulary into fluid, diverse conversations. Today, thanks to much research and updated state frameworks, teachers are using a more natural approach that mimics the way we learned our first language as a baby. Students in my French classroom are now moving away from old learning methods and gaining knowledge through "comprehensible input." To acquire a new language effectively, our students need a diverse, on-level mini-library on their level and in their target language. An assortment of books with various themes, topics, and content will allow students to choose a mini-novel of interest, thus making the learning of the language even more enjoyable. Currently, resources are limited in French. Having mini-libraries will ensure that our students are actively engaged in the learning process as students have a choice in his/her learning. The novels will also vary in reading level and support our district’s belief that our curriculum IS challenging and it IS progressive. This new project will allow our students to expand their language bases. Reading is a foundational skill for language acquisition. Exposing students to a regular independent reading time will allow them to process information at their own pace and increase their vocabulary. A variety of novels allows students to choose books that interest them and keep them engaged. During the current school year, this program will impact 73 French students; however, these resources will be used for years to come and will continue to make an impact in my foreign language classroom.

About my class

For decades, teachers were trained to teach grammar and vocabulary in themes. Rigid state frameworks were meant to create clusters of information that allowed students to converse on many topics. Unfortunately, these clusters often created students who were unable to merge vocabulary into fluid, diverse conversations. Today, thanks to much research and updated state frameworks, teachers are using a more natural approach that mimics the way we learned our first language as a baby. Students in my French classroom are now moving away from old learning methods and gaining knowledge through "comprehensible input." To acquire a new language effectively, our students need a diverse, on-level mini-library on their level and in their target language. An assortment of books with various themes, topics, and content will allow students to choose a mini-novel of interest, thus making the learning of the language even more enjoyable. Currently, resources are limited in French. Having mini-libraries will ensure that our students are actively engaged in the learning process as students have a choice in his/her learning. The novels will also vary in reading level and support our district’s belief that our curriculum IS challenging and it IS progressive. This new project will allow our students to expand their language bases. Reading is a foundational skill for language acquisition. Exposing students to a regular independent reading time will allow them to process information at their own pace and increase their vocabulary. A variety of novels allows students to choose books that interest them and keep them engaged. During the current school year, this program will impact 73 French students; however, these resources will be used for years to come and will continue to make an impact in my foreign language classroom.

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