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	<title>Training and Professional Development Options</title>
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	<description>Expert training and professional development for the 21st century language teacher</description>
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		<title>Fluency in Reading</title>
		<link>http://albanylanguagelearning.com/training/fluency-in-reading</link>
		<comments>http://albanylanguagelearning.com/training/fluency-in-reading#comments</comments>
		<pubDate>Sun, 22 Jan 2012 14:52:12 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=482</guid>
		<description><![CDATA[The fluent reader is &#8220;one whose decoding processes are automatic, requiring no conscious attention.&#8221; (LaBerge and Samuels 1974) How fluent are the readers in your FL class? What do they need BEFORE they can be fluent readers? They need language. And they need to have acquired it, not just feel like maybe they&#8217;ve heard that [...]]]></description>
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		<title>Short Thought</title>
		<link>http://albanylanguagelearning.com/training/short-thought</link>
		<comments>http://albanylanguagelearning.com/training/short-thought#comments</comments>
		<pubDate>Wed, 28 Dec 2011 03:14:27 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=472</guid>
		<description><![CDATA[Fluency is being able to use all the language you&#8217;ve acquired unconsciously and correctly. Proficiency is being able to do that and also having enough vocabulary to make things happen in the world.]]></description>
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		<title>But TPRS is so unstructured!</title>
		<link>http://albanylanguagelearning.com/training/but-tprs-is-so-unstructured</link>
		<comments>http://albanylanguagelearning.com/training/but-tprs-is-so-unstructured#comments</comments>
		<pubDate>Fri, 23 Dec 2011 14:39:14 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=473</guid>
		<description><![CDATA[On a discussion board talking about learning Chinese, the comment was recently posted: It was only after I&#8217;d been learning Chinese for a while and had acquired most of the grammar structures that I felt comfortable learning Chinese in a non-structured way. This statement seems logical on the surface. After all, you have to &#8220;learn&#8221; [...]]]></description>
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		<title>ACTFL, why stop at the sentence level?</title>
		<link>http://albanylanguagelearning.com/training/actfl-why-stop-at-the-sentence-level</link>
		<comments>http://albanylanguagelearning.com/training/actfl-why-stop-at-the-sentence-level#comments</comments>
		<pubDate>Tue, 20 Dec 2011 19:00:26 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[ACTFL]]></category>
		<category><![CDATA[input]]></category>
		<category><![CDATA[rules-and-output teaching]]></category>
		<category><![CDATA[standards]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=452</guid>
		<description><![CDATA[The new ACTFL proficiency guidelines are out for 2012. But they are still based on the outcomes from traditional rules-and-output language teaching. Yes, they aren&#8217;t referencing specific grammar points, which is a definite plus. And the requirements or wiggle room for errors is, in my view, appropriate across the levels. What I have a problem [...]]]></description>
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		<title>Question Words and More</title>
		<link>http://albanylanguagelearning.com/training/question-words-and-more</link>
		<comments>http://albanylanguagelearning.com/training/question-words-and-more#comments</comments>
		<pubDate>Thu, 10 Nov 2011 03:51:50 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=468</guid>
		<description><![CDATA[Posting the question words on the wall in plain view, with their native/shared language translations, is pretty much standard practice in TPRS, and for good reason: these words are used frequently in the TPRS classroom, as we circle, and without an immediate aid to establish meaning for them, the efficient circling of new items through [...]]]></description>
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		<title>Tagging for acquisition</title>
		<link>http://albanylanguagelearning.com/training/tagging-for-acquisition</link>
		<comments>http://albanylanguagelearning.com/training/tagging-for-acquisition#comments</comments>
		<pubDate>Fri, 04 Nov 2011 00:54:01 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[grammar]]></category>
		<category><![CDATA[Listening Comprehension]]></category>
		<category><![CDATA[Method and Theory]]></category>
		<category><![CDATA[Speaking and Listening]]></category>
		<category><![CDATA[TPRS skills]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=450</guid>
		<description><![CDATA[We can&#8217;t see exactly how the brain works its magic in generalizing from many examples to just knowing what structure to automatically use to express a meaning it has never tried to express before &#8212; which is what fluent speakers can do. What if we think of it in terms of tagging? It&#8217;s sort of [...]]]></description>
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		<title>Unknowns and Comprehension</title>
		<link>http://albanylanguagelearning.com/training/unknowns-and-comprehension</link>
		<comments>http://albanylanguagelearning.com/training/unknowns-and-comprehension#comments</comments>
		<pubDate>Wed, 02 Nov 2011 01:45:25 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=446</guid>
		<description><![CDATA[On a language teachers&#8217; group, a comment was recently posted to the effect that maybe language didn&#8217;t have to be 100% comprehensible, because a young native speaker could go for a long time before asking what a key word meant. Maybe, the poster offered, comprehension could be delayed and still be comprehension? There&#8217;s a very [...]]]></description>
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		<title>Purpose-Written Texts</title>
		<link>http://albanylanguagelearning.com/training/purpose-written-texts</link>
		<comments>http://albanylanguagelearning.com/training/purpose-written-texts#comments</comments>
		<pubDate>Mon, 31 Oct 2011 15:10:54 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=444</guid>
		<description><![CDATA[Having problems with free reading? Free reading is a great idea, but to get reading happening, you need texts that are 100% comprehensible, even to students who have never seen the written form of the language before &#8212; even if the language is a non-simple script language. Enter the purpose-written text. Purpose-written texts look a [...]]]></description>
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		<title>Don&#8217;t map curriculum, tag it!</title>
		<link>http://albanylanguagelearning.com/training/curriculum-tagging</link>
		<comments>http://albanylanguagelearning.com/training/curriculum-tagging#comments</comments>
		<pubDate>Thu, 27 Oct 2011 16:05:03 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[input vs communicative methodologies]]></category>
		<category><![CDATA[management]]></category>
		<category><![CDATA[Method and Theory]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=440</guid>
		<description><![CDATA[One reason why some folks aren&#8217;t keen on TPRS® is that it doesn&#8217;t embrace the themed unit. Most textbooks and curriculum documents are organized into themes. &#8220;My Family.&#8221; &#8220;School and Home&#8221;. &#8220;Celebrations&#8221;. Those are great, if you believe that giving people the ability to say a whole lot about a very little is the way [...]]]></description>
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		<title>Is &#8220;free&#8221; reading what it&#8217;s really worth?</title>
		<link>http://albanylanguagelearning.com/training/free-reading</link>
		<comments>http://albanylanguagelearning.com/training/free-reading#comments</comments>
		<pubDate>Tue, 25 Oct 2011 21:27:25 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Reading]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=433</guid>
		<description><![CDATA[Free-reading is great. Everyone wants a classroom library. Everyone wants to have kids sitting quietly, absorbed in authentic materials in the target language. But is it the best use of acquisitional time for a novice-level learner? I say no. Because free reading is less-than-100%-comprehensible immersion. I am thinking of novice-level learners here: first- or possibly [...]]]></description>
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