Talkin L2 with BVP

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