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38:00 As these results show, many teachers are still teaching grammar explicitly because it just feels plausible. I have a humble contribution to make here. On my channel I've put together a video series that helps you acquire a tiny yet expressive constructed language in just 10 hours, to the point where basic conversations are possible. The videos use pure comprehensible input, but comprehensible on the level of the message. In the beginning, you don't understand any of the words. But by the end, you experience how your brain pieces things together in the background. I've interviewed 9 individuals who watched them all, 3 of them are CI teachers. They all agreed that watching the videos is a useful experience. I'm not here to deny the benefit of explicit instruction, but I believe all teachers and learners need to experience that conscious knowledge is a turbocharger at best. The engine is subconscious and the fuel is comprehensible input. Please come over to my channel and give it a whirl, and tell me what you think in the comments. I hope this helps!

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🌟🌟HIGHLIGHTS 🌟🌟 #1 𝗧𝗵𝗲 𝗻𝗮𝘁𝘂𝗿𝗲 𝗼𝗳 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝗹𝗲𝗮𝗿𝗻𝗶𝗻𝗴 💠 ⌚ 6:52 - 7:58 In this section, Dr. Fernández lays out the nature of language learning and how the acquisition process does not align with grammar-based instruction. 🗣 “It’s unfathomable… for us to teach language one structure at a time.” ________________________________ #2 𝗖𝗮𝗻-𝗱𝗼 𝗦𝘁𝗮𝘁𝗲𝗺𝗲𝗻𝘁𝘀 ✅ ⌚ 12:02 - 14:18 Can-do statements encourage us to see what students CAN DO with the language, not show what grammar they know. 🗣 “These three things…do not say at all…that the student has to learn the subjunctive. It says what the students can do with the languages. ________________________________ #3 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻𝗶𝗻𝗴 𝘁𝗼 𝗮 𝗰𝗼𝗺𝗺𝘂𝗻𝗶𝗰𝗮𝘁𝗶𝘃𝗲-𝗯𝗮𝘀𝗲𝗱 𝗺𝗼𝗱𝗲𝗹 ➡ ⌚ 14:20 - 16:01 How does one shift from a grammar-based model? Instead of laying out grammar points, start with a task. 🗣 “What can I do to facilitate students’ USE of language? Because this is what we want; this is what students want.” ________________________________ #4 𝗦𝘁𝗮𝗿𝘁𝗶𝗻𝗴 𝘄𝗶𝘁𝗵 𝗧𝗮𝗿𝗴𝗲𝘁 𝗧𝗮𝘀𝗸𝘀 🛠 ⌚ 22:38 - 23:13 Selecting an appropriate target task lays the foundation for everything we need to teach. 🗣 “The linguistic resources and knowledge are dependent on the task. Not the other way around.” ________________________________ #5 𝗣𝗲𝗱𝗮𝗴𝗼𝗴𝗶𝗰 𝗧𝗮𝘀𝗸𝘀 🛠 ⌚ 31:03 - 32:33 A combination of meaning-based pedagogic tasks will help prepare students to complete the target task. 🗣 “The [pedagogic task] has a purpose and has a meaning, and the purpose is not linguistic. I don’t want my students to practice anything.” ________________________________ #6 𝗘𝘅𝗮𝗺𝗽𝗹𝗲: 𝗪𝗿𝗶𝘁𝗶𝗻𝗴 𝗮 𝗥𝗲𝗰𝗶𝗽𝗲 👩‍🍳 ⌚ 35:08 - 37:20 A task like writing a recipe allows Ss to personalize their end product, while also using appropriate linguistic resources. 🗣 “These are the vocabulary and expressions that came in the many recipes that we read, and she incorporated that.” ___________________________ #7 𝗜𝗻𝘁𝗲𝗿𝘃𝗶𝗲𝘄𝘀🎙 ⌚ 46:59 - 47:58 As part of the culminating biography task, Dr. Fernández’s students interviewed one another in the target language. 🗣 “It’s exactly what we want students to do. We want students to use the language….I didn’t have any agenda of verbs or grammar.” ___________________________ #8 𝗪𝗿𝗮𝗽-𝘂𝗽 🪢 ⌚ 50:34 - 51:57 Dr. Fernández invites us to transition from grammar-based frameworks and shift to a task-based model. 🗣 “Something that gives them confidence…with the whole purpose of using the language as we all do: to communicate something, and not to practice.”

Love this!

Very informative, thank you for sharing how to use Extempore to enhance language instruction! 🤩

Looking forward to it!

Thank you for the invitation to give a webinar!

Interesting !