Podcast by TalkinL2
Everything must come to an end and so it is for our show. In this episode, Bill will touch on issues in L2 research, teacher education, professional development, and why language teaching is so slow to change. So tune in and help us say "Goodbye and good luck!" Thanks for listening everyone! Sponsors: Input and More TPRS Books Voces Digital Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com www.vocesdigital.com
Ever hear of implicit teaching? Did you know that there is research on such a thing as "explicit teaching versus implicit teaching"? Just what is implicit teaching and is this something we should all be doing? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Voces Digital Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com www.vocesdigital.com/
Ready for more on tasks? Last week we reviewed the nature of tasks and compared them to what Bill calls "exercises" and "activities." This week we will see more examples of tasks and also dive into how they can be used in the classroom, no matter what kind of classroom yours is! Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Voces Digital Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com https://www.vocesdigital.com/
Bill is still not 100%, but he's alive so we're back this week with a new episode. The topic? Tasks. Just what are tasks? How are they different from activities? As part of this discussion, we will address an important issue: just what makes something communicative in the classroom? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Voces Digital Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com https://www.vocesdigital.com
Ready for the next installment of our discussion on assessment? What can teachers do to fill in that space that is called a "grade" for their students? Why is testing not the way to go? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
Just what is assessment and is it necessary? Is assessment different from testing? Does assessment undermine L2 acquisition? Does it enhance it? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
Everyone knows that comprehensible, communicatively-embedded input is the data source for language acquisition. We also know that both language and a ability with language are learned through communication. Some methods have opted to make CI the core of what teachers do and eschew traditional teaching approaches. The question is this: will such methods survive? Will input become central to all classroom approaches or not? You will be surprised by this discussion! Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
Communication is not the goal? Did BVP just say this? Yes, he did! What he means is that most language teaching (mistakenly) thinks that communication is the outcome of language teaching. In this episode, Bill will lay out that a better way to view things is that communication is the medium of language teaching; it's not the end point. Tune in to hear our hosts BVP and Angelika as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
We often get questions via email about deductive vs. inductive teaching. "Which is better?" we get asked, and "Isn't teaching with input a kind of inductive approach?" Well, the time has come for us to argue for getting rid of the deductive vs. inductive teaching debate. Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
Why is Mary better than Susie? Every teacher of language knows that some learners are better at acquisition than others. The question is why? And is "better" really the word we want to use? What are "individual differences" and do teachers have to worry about them? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
If you engage in any conversations with other teachers or follow any websites, you know that people love to argue about the role of grammar in language teaching. But why are there such arguments? Could it be that people are talking past each other? What if we said that the argument all depends on your definition of grammar? Or your definition of acquisition? And exactly how do you define each? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
We sometimes hear teachers say "I get my students to negotiate meaning all the time!" How is it possible to "get" students to negotiate meaning? The negotiation of meaning only happens when it is needed. But then maybe teachers mean something different by "negotiate meaning" compared to how it is used in SLA research. So just what does "negotiate meaning" mean? Do teachers have to worry about it? Why is it included in standards statements? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Evia Learning Input and More TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.inputandmore.com www.TPRSbooks.com
Many teachers and some scholars think that implicit linguistic systems are the goal. They are what learners wind up with. But what if we said to you that the implicit system is there from the first day of exposure to a second language? What does that mean? How is that possible? Tune in to hear our hosts as well in addition to all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Evia Learning Input and More TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.inputandmore.com www.TPRSbooks.com
Ever since the contemporary field of L2 research was launched (1970s), the role of communicatively-embedded, comprehensible input has remained a central construct. All major theories posit it as fundamental to L2 acquisition. However, some voices have claimed that although input is necessary, it's not sufficient. What does this claim mean? Why isn't input sufficient and what are these voices suggesting is also needed? Tune in to hear our hosts BVP, Angelika, Walter and all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Evia Learning Input and More TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.inputandmore.com www.TPRSbooks.com
In our last episode, we talked about explicit vs. implicit teaching. Now it's time to focus on what learners do. Did you know that research is convening more and more on the idea that acquisition involves largely implicit learning? But what is implicit learning? How is it different from explicit learning? Tune in to hear our hosts BVP, Angelika and Walter, a special guest, and all of our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Evia Learning Input and More TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.inputandmore.com www.TPRSbooks.com
In the research, there are lots of comparisons between explicit and implicit teaching. But is this a real thing? Or are we just fooling ourselves? This segment is a continuation of the role of grammar in language teaching. You won't want to miss this discussion as we get into the idea that things don't always seem to be what they claim to be. Tune in to hear our hosts BVP, Angelika and Walter as well as our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
Happy almost end of September, everyone! This week we're going to tackle a perennial topic. We notice that in on-line sites, webinars, and other venues there are conflicting posts and presentations about a focus on grammar in the classroom and in acquisition. Is it necessary? Is it helpful? What does it do? There's only one way to address the issue: and that's to ask ourselves this question: Does the research offer any unqualified support for the role of grammar teaching in any way? If so, what is it? Tune in to hear our hosts BVP and Angelika as well as our amazing callers while they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com
So glad to be back! Join us this week as we focus on an old saying: "Teachers may teach, but only learners can learn." Just what does this mean in language acquisition? And why does Bill want to title this episode "The Learner is in Charge"? This should prove to be an interesting conversation as we challenge some long held norms in educational circles. Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books CIMidwest Visit any of our sponsors at their websites! www.inputandmore.com www.TPRSbooks.com www.cimidwest.com
Join us this week in the first episode of our second season! Bill, Angelika, and Walter are all champing at the bit to connect with everyone again. So what's the topic? Everyone uses the buzzword "CI!", "CI!" but does everyone know just why comprehensible, communicatively embedded input provides the only real linguistic data for acquisition? Just why is it necessary? And what does it actually do? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Input and More TPRS Books CIMidwest Visit any of our sponsors at their websites! www.inputandmore.com www.tprsbooks.com www.cimidwest.com
Join us this week in the last episode of season 1! We sure have had a good time doing this show and we want to thank all of our listeners, sponsors, and supporters for making this a great first year. This week our topic takes us back full circle to our first show of the year as we tie input and acquisition with communicative language teaching: What are the principles of Comprehension-based Communicative Language Teaching? This is one of those "must shows" for people wanting to get the basics down into a short list for colleagues, administrators, parents, and others. Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Fluency Fast Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com www.fluencyfast.com
Join us this week for everyone’s favorite topic: implicit learning. Although we know acquisition is largely if not exclusively an implicit process, why do many teachers and textbooks think that explicit information and practice helps? And what do we mean by an implicit process? Is any part of acquisition explicit in nature? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Fluency Fast Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com www.fluencyfast.com
This week’s topic is: Is input enough? For a number of years now we have heard scholars say that "input is necessary but it's not sufficient." What do they mean? And what's the evidence for this statement? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Fluency Fast Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com www.fluencyfast.com
This week we're focusing on something that keeps coming up in conversations among many teachers: is a theory of language acquisition applicable to learning how to write? In what ways are the acquisition of language and learning how to write in an L2 similar or different? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com
Join us in this episode for this week’s topic. Is the distinction between learning and acquisition an outdated concept? How are scholars and others talking about such differences? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com
Talkin’ L2 with BVP - episode 28 This week we will continue and conclude our discussion from last week about negotiation of meaning. Now that we have a definition (and we know that negotiation of meaning is not the same thing as communication or interaction), this week we will look at the following question: During interaction, when speakers enter into negotiation of meaning because of a communication problem, what does the research say on how this affects acquisition? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com
Join us in this episode for this week’s topic: negotiation of meaning. Where did this term originate? What does it mean? How has it been misused when applied to language teaching? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Tapas TPRS Books Visit any of our sponsors at their websites! www.classroomtapas.com www.tprsbooks.com
We’re glad to be back after a week off with this brand new episode! This week’s topic is “Processing: the hidden part of acquisition and why acquisition is largely implicit.” When a learner hears a sentence, just what does the learner have to do internally for acquisition to occur? What gets processed and how does processing “make a grammar” in the learner’s head? Tune in to hear our hosts BVP, Angelika and Walter and our amazing callers as they discuss this week’s topic as well as whatever else comes up! Sponsors: Evia Learning StudenTreasures Tapas TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.studentreasures.com/BVP www.classroomtapas.com www.tprsbooks.com
We’ve had so many requests to do a show on output in language acquisition and language teaching that we decided to do one now! Here are some questions our hosts will explore. What does output do for acquisition? Does the kind of output make a difference? Is output the same as “negotiation of meaning”? Sponsors: Evia Learning StudenTreasures Classroom Tapas TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.studentreasures.com/BVP www.classroomtapas.com www.tprsbooks.com
Even though language acquisition takes place in social and communicative environments, ultimately it's what happens inside the learner's mind/brain that tells us something about acquisition. Join us this week as we have a special guest who will briefly discuss research on how the brain processes language and what this tells us, if anything, about explicit and implicit learning of languages. Sponsors: Evia Learning, Studentreasures, Tapas and TPRS Books Visit any of our sponsors at their websites! www.Evialearning.com www.studentreasures.com/BVP www.classroomtapas.com www.tprsbooks.com
This week we're going to wrap up our series of facts that teachers need to know about L2 acquisition. The topic: can learners become native-like? If so, what does that mean? What implications are there for language teachers about how far learners seem to get in language acquisition? Join us as Bill, Angelika, and Walter wrap up our five-week series on facts that every teacher should know! Sponsors: Evia Learning, Voces Digital, Tapas and TPRS Books Visit any of our sponsors at their websites! www.evialearning.com ww.vocesdigital.com www.classroomtapas.com www.tprsbooks.com
Join us this week while we talk about everyone’s favorite topic and fact #4 that all teachers should understand: the basic data for acquisition are found in input. What does this mean? What kind of input? And how do we know that input is critical for acquisition? Join us as Bill, Angelika, and Walter explore these and related questions! Sponsors: EduNovela, Voces Digital, Tapas and TPRS Books Visit any of our sponsors at their websites! www.edunovela.com ww.vocesdigital.com www.classroomtapas.com www.tprsbooks.com
Join us as we continue in our series of five facts that teachers need to know about language and language acquisition. The focus of this episode is this: the development of language is constrained by learner internal mechanisms. This has profound implications for teachers and curriculum development, so join us this week as we explore just what is going on in the mind of the learner. Sponsors: EduNovela, Voces Digital, Tapas, and TPRS Books Visit any of our sponsors at their websites! www.edunovela.com ww.vocesdigital.com www.classroomtapas.com www.tprsbooks.com
This is week two of the series on five facts that teachers need to know about language and language acquisition. Our topic: Fact #2. The development of linguistic representation is slow, piecemeal, and stage-like. What implications does this have for teaching? How can teachers use this to talk to students, admin, and others about what they do? Join BVP, Angelika and Walter while they discuss this second fact. Sponsors: EduNovela, Voces Digital, Tapas and TPRS Books Visit any of our sponsors at their websites! www.edunovela.com www.vocesdigital.com www.classroomtapas.com www.tprsbooks.com
For this week, we will initiate a series of episodes based on a 2017 article that Bill published in which he discussed five facts about SLA that are relevant to language teaching. Those facts are important for all teachers who need arguments for a new curriculum. What are those facts? BVP, Angelika and Walter while they discuss the first fact. Sponsors: EduNovela, Evia Learning, Tapas and TPRS Books Visit any of our sponsors at their websites! www.edunovela.com www.evialearning.com www.classroomtapas.com www.tprsbooks.com
Just how do you convince that rule-driven colleague, student, parent, or administrator that you want to do something different? Join BVP, Angelika and Walter this week as they begin a multi-episode discussion on "Are we making the right arguments?" And tune in to find out who the special guest is! Sponsors: Evia Learning, Tapas and TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.classroomtapas.com www.tprsbooks.com
Talkin L2 with BVP: Episode 17 - A Focus on Frequency Many people claim that frequency in the input is a critical factor in acquisition. Just how critical is it? Are there limits to the “power of frequency”? Should teachers worry about repeating a lot of what they say in different ways for learners? Join Bill, Angelika and Walter this week while they discuss frequency. Sponsors: Evia Learning, Tapas and TPRS Books Visit any of our sponsors at their websites! www.evialearning.com www.classroomtapas.com www.tprsbooks.com
We hope everyone is settled into the new academic term and that 2019 has gotten off to a roaring start. This week's show is inspired by questions that Bill gets all the time: When do learners have implicit knowledge? How can it be assessed? Tune in live for some surprising responses and some very lively discussion while BVP, Angelika, and Walter discuss today’s topic! Special thanks to our sponsors: Evia Learning, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.evialearning.com www.classroomtapas.com www.TPRSbooks.com
Talkin' L2 with BVP: Episode 15 - What's in the black box? Welcome back! We hope everyone had a restful yet enjoyable break for the Holiday Season. We thought we'd kick off 2019 with an interesting and challenging discussion: What's in the black box? Teachers can do all kinds of things but ultimately learners are in control of acquisition. What goes on in their heads? What mechanisms do they possess that do to language what the researchers and some teachers see? Tune in to hear BVP, Angelika, and Walter discuss today’s topic! Special thanks to our sponsors: Tapas and TPRS Books. Visit any of our sponsors at their websites! www.classroomtapas.com www.TPRSbooks.com
Well, it's the end of 2018 and this is our last show before we go on winter break. Tune in to this episode where Bill, Angelika, and Walter discuss "Why is language teaching so resistant to change?" Hmmm. That's a tough one. We will also have a special guest at the top of the show so join the conversation. Special thanks to our sponsors: Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.classroomtapas.com/ www.TPRSbooks.com
The countdown is here! It's almost the end of the semester/term and soon we will all be tired of holiday muzak in elevators and lobbies. No worries! We're here to help with our lively and engaging weekly discussions about L2 acquisition and teaching. This week we wrap up our five-week series on five words to eliminate from language teaching. So far we've targeted these words: FOREIGN, ERROR, STUDENT, and LANGUAGE PATTERNS. What will be the word this week? Want a hint? Sorry, you'll have to tune in to find out... Tune in to this episode to see which word Bill, Angelika, Walter, and a special guest discuss fifth! Special thanks to our sponsors: El Pueblo Spanish camp, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.languagesouth.com www.classroomtapas.com/ www.TPRSbooks.com
Welcome to week number four and our fourth word in the special series "Five Words We Should Ban from Language Teaching." So far we've talked about some words: FOREIGN, ERROR, and STUDENT. Is there a theme here? What will be the fourth word? Tune in to this episode to see which word Bill, Angelika, and Walter discuss! Special thanks to our sponsors: Evia Learning, World Language Proficiency Project Summer Institute, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.evialearning.com https://www.facebook.com/wlproficiencyproject/ www.classroomtapas.com/ www.TPRSbooks.com
Welcome to our just-before-ACTFL episode! For this episode join BVP, Walter and Angelika as they continue to discuss one word per show in this five-week series based on from Bill's talk on "Five Words that Need to be Banned from the Profession." Tune in to this episode to see which word they discuss third! What will the word be this week? Hmmm. You probably won't be surprised. Or will you? Special thanks to our sponsors: Evia Learning, World Language Proficiency Project Summer Institute, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.evialearning.com https://www.facebook.com/wlproficiencyproject/ www.classroomtapas.com/ www.TPRSbooks.com
Welcome to our just-before-ACTFL episode! For this episode join BVP and Walter as they continue to discuss one word per show in this five-week series based on from Bill's talk on "Five Words that Need to be Banned from the Profession." Tune in to this episode to see which word Bill discusses second! Special thanks to our sponsors: Evia Learning, World Language Proficiency Project Summer Institute, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.evialearning.com https://www.facebook.com/wlproficiencyproject/ www.classroomtapas.com/ www.TPRSbooks.com
BVP has recently given a series of talks on "Five Words We Need to Ban From Language Teaching." So for the next five shows, join Bill, Angelika, and Walter as they discuss one word per show! Tune in to this episode to see which word Bill discusses first! Special thanks to our sponsors: Evia Learning, World Language Proficiency Project Summer Institute, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.evialearning.com https://www.facebook.com/wlproficiencyproject/ www.classroomtapas.com/ www.TPRSbooks.com
Join BVP, Angelika, and Walter in this episode as they talk about feedback. Does feedback from teachers help learners acquire language? What role, if any, does feedback play in acquisition? Are there different kinds of feedback? Special thanks to our sponsors: Fluency Fast, Tapas, and TPRS Books. Visit any of our sponsors at their websites! www.fluencyfast.com www.classroomtapas.com/ www.TPRSbooks.com
Join BVP, Angelika, and Walter in this is a special episode of Talkin' L2 with BVP. This week Bill has a special guest who will join him live via phone. Who is it? Dr. Stephen Krashen. Listen in as they explore topics about how SLA has changed over the years and how we can get more basic information about L2 research into the hands of teachers, parents, administrators, and others. Special thanks to our sponsors: Elevate Education Consulting, Tapas and TPRS Books. Visit any of our sponsors at their websites! www.elevateeducationconsulting.com/ www.classroomtapas.com/ www.TPRSbooks.com
Join BVP with a some unfamiliar voices in episode six of Talkin' L2 with BVP! Many who listen to the program are familiar with the term: comprehensible input. But are you familiar with the term “incomprehensible input”? Just what is meant by incomprehensible input? Is there a role for incomprehensible input in acquisition? And if it serves a purpose, what is that purpose? Special thanks to our sponsors: Elevate Education Consulting, Tapas and TPRS Books. Visit any of our sponsors at their websites! www.elevateeducationconsulting.com/ www.classroomtapas.com/ www.TPRSbooks.com
Join BVP, Angelika, and Walter in episode five of Talkin' L2 with BVP! The Noticing Hypothesis. Just what is the Noticing Hypothesis? What does it claim? What evidence is there for it? Does it have implications for language teaching? Special thanks to our sponsors: Elevate Education Consulting, Tapas and TPRS Books. Visit any of our sponsors at their websites! www.elevateeducationconsulting.com/ www.classroomtapas.com/ www.TPRSbooks.com
Join BVP, Angelika, and Walter in episode four of the new SLA podcast, Talkin' L2 with BVP! We all know that comprehensible, communicatively-embedded input is necessary for acquisition. But just what does the learner do with that input? Why is acquisition so slow? And why, when you might repeat something a hundred times, does learner production not look like what they heard? Special thanks to sponsors: Elevate Education Consulting, Tapas and TPRS Books. Visit any of our sponsors at their websites! https://www.elevateeducationconsulting.com/ https://www.classroomtapas.com/ https://www.TPRSbooks.com
Join BVP, Angelika, and Walter in episode three of the new SLA podcast, Talkin' L2 with BVP! Is it possible that explicit teaching and practice are useful? If so, how? And how does this question relate to something like the ACTFL proficiency guidelines?This should prove to be a great show with lots of provocative discussion. Special thanks to sponsors: Tapas and TPRS Books. Visit any of our sponsors at their websites! https://www.classroomtapas.com/ https://www.TPRSbooks.com
Join BVP, Angelika, and Walter in episode two of the new SLA podcast, Talkin' L2 with BVP! This is a great topic for discussion. A lot of debates in language teaching occur because language and skill are equated when they shouldn't be. Don't miss this important episode! Special thanks to sponsors: Tapas and TPRS Books. Visit any of our sponsors at their websites! https://www.classroomtapas.com/ https://www.TPRSbooks.com
© 2020-2025 Ivy Podcast Discovery LLC
