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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>CI in Short</title>
		<link>http://albanylanguagelearning.com/training/ci-in-short</link>
		<comments>http://albanylanguagelearning.com/training/ci-in-short#comments</comments>
		<pubDate>Sun, 13 May 2012 13:51:21 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[input vs communicative methodologies]]></category>
		<category><![CDATA[Method and Theory]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=498</guid>
		<description><![CDATA[After a reader had slogged through a 28-page forum discussion on Comprehensible Input-based language teaching, the question came out: Could someone post a very brief, 3- or 4- point summary of the basics? This is my take on that. Comprehensible Input: the brain acquires language by hearing language it can understand. It takes many repetitions [...]]]></description>
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		<title>Comprehensible Input goes traveling</title>
		<link>http://albanylanguagelearning.com/training/comprehensible-input-goes-traveling</link>
		<comments>http://albanylanguagelearning.com/training/comprehensible-input-goes-traveling#comments</comments>
		<pubDate>Sat, 05 May 2012 13:52:46 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=496</guid>
		<description><![CDATA[The newest buzz in the communicative language teaching community is &#8212; guess what &#8212; &#8220;Comprehensible Input&#8221;. Unfortunately, there seems to be some confusion about what &#8220;comprehensible&#8221; means. Sitting in workshops given by respected presenters in the communicative teaching world, one hears repeated references to &#8220;Comprehensible Input&#8221;, but what is really being said is usually one [...]]]></description>
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		<title>Comprehensible input and acquired output</title>
		<link>http://albanylanguagelearning.com/training/comprehensible-input-and-acquired-output</link>
		<comments>http://albanylanguagelearning.com/training/comprehensible-input-and-acquired-output#comments</comments>
		<pubDate>Thu, 22 Mar 2012 00:41:34 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[input vs communicative methodologies]]></category>
		<category><![CDATA[Method and Theory]]></category>
		<category><![CDATA[Writing]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=492</guid>
		<description><![CDATA[A TPRS teacher recently wrote: I know we&#8217;re not about writing because it&#8217;s output but not input, but maybe this kind of thing would help the kids see the value in paying attention to those stories in class, and give them a chance to see that there are thousands of kids who are being taught [...]]]></description>
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		<title></title>
		<link>http://albanylanguagelearning.com/training/487</link>
		<comments>http://albanylanguagelearning.com/training/487#comments</comments>
		<pubDate>Tue, 20 Mar 2012 19:09:21 +0000</pubDate>
		<dc:creator>Terry Waltz</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://albanylanguagelearning.com/training/?p=487</guid>
		<description><![CDATA[What exactly is Comprehensible Input? Does it mean &#8220;just getting the student to understand pretty much what&#8217;s going on, enough to get the point of what&#8217;s being said&#8221;? That is not the type of CI that is most effective in language acquisition &#8212; because if it were, immersion programs would work. Spring Series – Part [...]]]></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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		<slash:comments>0</slash:comments>
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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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		<slash:comments>1</slash:comments>
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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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