Friday, March 14, 2014

Here are some resources to help you begin learning about how to use Maurice Hazan's QTalk Method with Q-Cards in your classroom.

This product video demonstrates how the teacher arranges the images and prompts students to speak:
https://www.youtube.com/watch?v=RCNua91vlKw



Our step-by-step guide for teachers is using the Spanish Seed series for examples, but will help any teacher understand how to use the Q-Cards in class. The same techniques can also be used with the digital tools such as the DLS products, or one-on-one lessons or small group activities using mini-Q-Cards, so the guide is applicable to all those situations. The PDF is downloadable from the QTalkPublishing.com website, for QTalk customers. We will be creating a version of this material that will be a free download - subscribe to this blog and we'll be sure to post here when it's available and how to get it.
We are working on expanding the training materials with a dedicated website:
http://qtalktraining.weebly.com/the-qtalk-method.html

Teaching with flashcards is nearly a universal practice. Q-Cards simply take the concept a step further, so that you can stimulate the students to think in their target language without the interference of 'reading from their internal text" where they visualize the written word and associate it with the sound, but not necessarily the meaning. You end up with students who can conjugate verbs, write vocabulary words, even produce very good pronunciation, but when you go beyond the memorized materials, you realize there is not a basic connection between the sound of the word and the meaning. The sound of the word and the neuro-muscular production of the word, is only useful when it is in the context of a complete expression. 
So that's what Q-Cards allow you to do. 
We need to keep helping you, to use this technique and we hope by posting more examples and tips, it will enable you to be most effective in your teaching.

Comment here if you have suggestions for us - we welcome your ideas and will respond to your questions. 


Thursday, September 5, 2013

It's back to school time, and we hope this video will give you some ideas for teaching language using manipulatives with comprehensible input, as we do at Tribeca Language.

Check out our new Video and let us know if you find these examples helpful.

We are the QTalk Team and we are here to help you!

Wednesday, February 6, 2013

"What's the difference between QTalk and Rosetta Stone?"

How many times have you seen the Rosetta Stone ad while browsing the web? The marketing campaign is truly ubiquitous. And in fact, many school principals and administrators are asking us, "What's the difference between QTalk and Rosetta Stone?"
Well, there are many differences, and the big one is that Maurice Hazan's QTalk products and subscriptions are a set of flexible tools for learning language with a teacher, a real, live teacher, whether that teacher is in a traditional classroom, an online Skype classroom, a one-on-one tutoring session, a parent or relative teaching a child, or just a friend who has agreed to help you practice your conversation skills. QTalk's Maurice Hazan states in no uncertain terms, "You learn a language by speaking with another person." Yes, when you are reading, you can expand your vocabulary, but to truly activate and think in the language and be fluent, you must speak with a live person, on a regular basis, and not just repeating a few parrotted phrases but really dig in and express yourself, understand the other person, ask questions, tell stories, and do the things we do with language to build and strengthen our social connections with other people.

When we read a recent review of Rosetta Stone by another language instruction technology company, we found ourselves nodding in agreement, and glad someone is taking the time to describe what you really get with Rosetta Stone, and why it's not the best method to learn a language, especially for children.

Read the Language101 creator's critical Rosetta Stone reviews.Then take a look at the QTalk method and decide for yourself whether you agree with the reviewer. By the way, the Language101 materials look very interesting. QTalk is not focused on adult self-study materials, although many adult language learners have found QTalk Online Games helpful as a supplement to what they are doing in their language classes or in lessons with tutors.

Thursday, January 31, 2013

Chinese Room effect in language teaching

Once more the questions are coming up about school budgets. We don't know whether there will be a sequestration in March, but we do know schools need to make every dollar count. What should teachers be focused on? What is the main purpose of a language class?

At QTalk we are always stressing oral fluency, especially the ability to interact in real-time conversations. It's the language equivalent of a martial arts sparring class - the time when you not only find out whether a student has the proficiency, but also the more they practice the better they get. No amount of memorization or parroting will get you there. Real, live people need to interact, in order for language to be acquired.

Without any question, there is a vogue about computers and mechanics that seeps into our thinking about learning a language. People even say things like, "My hard drive is full," when they feel overwhelmed, or they'll say, "I need to reboot," when they want to take a rest and "recharge batteries," well, you get the point.

We so completely agree with Chris Livaccari's points in this excellent article from the Asia Society newsletter:
 http://asiasociety.org/education/chinese-language-initiatives/breaking-and-entering-%E2%80%9Cchinese-room%E2%80%9D

Very much worth reading for every language teacher and student, and may especially for every administrator and parent. What seems to be "fluency" can perhaps be a Chinese Room effect. What does YOUR textbook, curriculum, assessment protocol, grading system actuall reward and measure? I think we all very much need to think about this.



Monday, April 23, 2012

We were speaking with a teacher who evaluated the QTalk method of language instruction last year, but the school decided to purchase a more traditional language textbook instead of purchasing the QTalk classroom suite

Now the teacher is looking at the QTalk Classroom Suite to use as a supplement, because the traditional textbook is "nothing but a bunch of vocabulary lists." That's probably an exaggeration, and no doubt every textbook has something of value in it, but it helps to illustrate why the QTalk method uses such a relatively small vocabulary set, compared to other methods.

The cognitive "mesh" that is formed in the language acquisition process, is strongest when it is used often and repeatedly. But just as you can get carpal tunnel syndrome or similar repetitive stress inflammation (RSI) when you repeat a physical motion over and over without any variation or rest, so the "drill, drill, drill" approach to language instruction results in parroting rather than truly thinking and speaking in the target language. The vocabulary list memorized before this week's quiz is long forgotten in six weeks or six months, while the sentence pattern used to express one's actual likes and dislikes, will be retained for years, especially if "I like cookies," was accompanied by the taste of an actual cookie!

Question and answer patterns, storytelling, and word substitution are all great ways to keep students talking and thinking. Next class, try using a question game for the first five minutes of class. A multiple choice answer makes it very easy when the vocabulary is new. Once the vocabulary is mastered, don't provide a prompt, just wait for the answer. Let the student work around to express the idea, if they cannot recall the exact correct word, or cannot recall the correct sentence pattern for what they want to say. Just trying their best, and using only the target language, relaxes the brain and builds confidence.

With the QTalk method we comment on every student response (in the target language), "Good!" and then if correction is needed, we repeat the answer with the correction included but never emphasized, so that a student will know they made a mistake, but they won't feel embarrassed or reluctant to speak for fear of making another mistake.

Do you believe that traditional vocabulary lists, grammar rules and charts, etc. have a role to play in language acquisition? In our view there is some value, especially for adult learners whose minds work in a way that makes those resources meaningful. There is no single approach to language instruction that will fit every student in every situation, so we would suggest that a multi-modal, blended approach is the best way to ensure success for every one of your students.

Friday, March 30, 2012

After school language programs fill the gap in Florida

We are hearing about many after-school and extracurricular language programs for elementary schools. The LEE program provides elementary school children with Spanish language instruction as an after-school activity in St. John's County in Florida. Created by two teachers, the LEE program is focused on differentiated learning and letting each child acquire language in their own way. The variety of activities and the rigorous preparation of the teachers, is probably the key to their success. Here's a recent article about the program: Bilinguals in the Making | Eco Latino

What can all parents and teachers take away from this? We think these two points should help teachers  improve their own lanaguage teaching skills:
1. Each student is a unique individual, and the teacher cannot provide a "one size fits all" instructional approach. The teacher needs to have an endless bag of tricks - multiple ways of introducing and practicing language. Each of us has our own favorite activities, but it's important to keep adding, expanding and adapting the toolkit to keep the engagement level high. That is why QTalk provides classroom games in card-based format, in Smartboard lessons (our DLS products) and then the same material in Student Books and in Online Games. We love the idea of music and singing in the classroom! The brain is soothed by music, and the patterns of rhyme and meter in the lyrics create connections that are much stronger, than those created by spoken words.

2. Language instruction increasingly takes place outside of the traditional classroom setting. This does not make the class any less valuable, nor does it allow for ill-prepared or ill-equipped teachers. We note that the children quoted in the article were proud of their ability to interact with native speakers when their families traveled on vacation to Spanish-speaking countries. The children also enjoyed learning about different countries. Language instruction is about so much more than just how to say the words - it is a window into another way to think and see and be in the world, literally promoting an expanded world view in these fortunate young children.

Bravo to the LEE team for their accomplishment. We hope they will serve as inspiration to other communities.

Wednesday, March 28, 2012

A few teachers have commented on the difficulty of reaching today's media-Internet-commercial inundated students. They believe the children's imaginations have been weakened in some way by the relentless exposure to more and more content - from YouTube to FaceBook to video games and smartphone apps. Is this really true? 

Regarding imagination, we would agree that there is truly a dangerous level of passive consumption of "junk" media content, commercialized food products and toys, and in some families an overall erosion of those social niceties (such as a family dinner each evening) that would traditionally support face-to-face conversation and expression of ideas (read: parents sitting at the dinner table texting, talking on their cell phones or browsing the Internet - but who among us has not been multi-tasking and caught ourselves doing this!) When children do not have the ability to interact effectively, and to think and speak creatively in their first language, it's truly challenging to teach them a new language. Worse, many students rely on Google Translate or gadgets to perform what they believe to be the purpose of language acquisition - simply mechanical translation to overcome the inconvenience of something being written in the "other" language. Add to that the fear many children have of "sounding stupid" if they mispronounce a word or say something that "sounds funny" to their peers - and what you end up with is a very, very difficult set of students to teach language to.

So if that's a problem you are facing, we hear you. You are not alone, and it's okay to teach a little differently if your students are so "hooked" on digital content that they appear unable to join in the game of language-learning as a fun, creative group activity.

Two suggestions, that approach the problem from two different directions:

First, unplug everything in the classroom. No Smartboard, no computer, no Internet, no iPads, nothing electronic. No DVD, no audio CD, no cassette tapes, no 8-Tracks, no vinyl 33RPM LP records (remember those?), not even reel-to-reel audio tapes. No Internet. No phones. If necessary, turn off the electric lights.

Next, take away all the books, worksheets, grammar cards, cheat sheets, and any other "learning aid" posted around the classroom. Take away all the pens and papers and pencils and art supplies. Hide the dictionaries. It's okay to leave the maps and any posters with photographs or visual images on them.

Now what? Now let's talk. The teacher asks questions, the students answer. The students ask eachother questions and take turns answering. We work together as a single classroom group, then we divide into teams and play a dialogue game. Any of the QTalk Dialogue Game card-based products would support this, and there is no end to the types of dialogue games you can create on your own, or invent with the help of the students.

Of course when we talk, we need to listen. And instead of correction, "No, you don't say it that way, you say it THIS way, " we just keep saying (in the target language) "Excellent. That's good. Yes," and if necessary we repeat the sentence with the correction included, and believe us, the students will pick up after a few repeats, without being embarrassed or stifled as they would have been if the correction had been offered directly.

So, that's one approach.

The second approach comes from the other direction - the digital content. Whatever they are doing - listening to music, watching movies, chatting with Facebook friends, etc. -- now they must do it in the target language. Without depending on Google Translate - you can show them a few hilarious mistranslations to illustrate the weakness of even the best "computer translator" tool. So now you incorporate these experiences into the talking. I like music. Yes? What kind? Well, if they have been listening to music in the target language, they'll be building up vocabulary to tell you the name of the band or the genre of music. Help them figure out how to pick out the words in context so that they can express their likes and dislikes, or tell a story about something they experienced.

Have fun teaching, and soon your students won't be able to help having fun learning their new language. Without their gadgets, and with their gadgets, and at some point they'll need to find for themselves a way to balance all this digital content for themselves, so that they will be able to stay on track not only in language class, but in life.