Presentation
3 Krashen
1.
Nontarged
comprehensible input
2.
The
role of writing
3.
Access
to books
NONTARGETED
COMPREHENSIBLE INPUT: Krashen,
S. 2013 The Case for Non-Targeted, Comprehensible Input. Journal of Bilingual
Education Research & Instruction 15(1): 102-110. (http://www.sdkrashen.com/articles.php?cat=6)
1.
The
natural order hypothesis: Should we aim at i+1?
2.
Hypothesis:
Given enough comprehensible input, i+1 is covered.
3.
Problems
with grammatical syllabus
a.
individual
variation
b.
few
learn the grammar well
c.
hard
to make input interesting/compelling and comprehensible
4.
Non-targeted
input:
a.
individual
variation ok if input comprehensible
b.
our
only goal (hard enough): comprehensible/compelling input
WRITING
Increasing
writing does not incurease writing proficiency: Writing is output, not input.
Recent
evidence: Sari, R. IJFLT 2013 8(1)
COMPONENTS OF THE COMPOSING PROCESS
Writing makes you smarter, inspiration the result of
writing, not the cause (Boice)
The CP: strategies to
use writing to solve problems, keep your place
The classical composing process
I.
Revision :
Neil
Simon: “mediocre writers write, good writers rewrite.”
Vonnegut: "Novelists have, on the
average, about the same IQs as the cosmetic consultants at Bloomingdale's
department store. Our power is patience. We have discovered that writing allows
even a stupid person to seem halfway intelligent, if only that person will
write the same thought over and over again, improving it just a little bit each
time. It is a lot like inflating a blimp with a bicycle pump. Anybody can do
it. All it takes is time"
II.
Flexible Planning: “experienced writers refuse to leave on a trip without a
map." Murray, 1984
Good
writers plan, but not always formally, are willing to change their plans
Overplanning: rigid plan – new ideas are an
annoyance
III.
Rereading: “I rise at first light and I start by rereading and editing
everything I have written to the point I left off” (Hemingway, in Winokur,
1990, p. 247).
Jonathon
Kellerman rereads to “segue into new
material” (Perry, 1999, p. 178)
IV. Delay Editing: This draft may not be the final one!
Disturbs
the flow, coming up with ideas. “Tony” (Perl, 1979): a concern with form “that
actually inhibited the development of ideas. In none of his writing sessions
did he ever write more than two sentences before he began to edit” (Perl, 1979,
p. 324).
Peter
Elbow: “Treat
grammar as a matter of very late editorial correcting: never think about while
you are writing. Pretend you have an editor who will fix everything for you,
then don’t hire yourself for this job until the very end” (Elbow, 1973, p.
137).
Additional elements of the composing process
Incubation: "Composition is not
enhanced by grim determination" (Frank Smith)
Problem-solving often requires “an interval free from
conscious thought” to allow the free working of the subconscious mind (Wallas,
1926,)
Helmholz: After previous investigation, "in all
directions," .. " happy ideas come unexpectedly without effort, like
an inspiration ... they have never come to me when my mind was fatigued, or
when I was at my working table ... They came particularly readily during the
slow ascent of wooded hills on a sunny day" (Wallas, p. 91).
Tolle (1999): “All true artists, whether they know it or
not, create from a place of no-mind, from inner stillness … Even the great
scientists have reported that their creative breakthroughs came a a time of
mental quietude” (p. 20).
Poincare (1924) there must be a "preliminary period of
conscious work which also precedes all fruitful unconscious labor.”
Incubation not allowed in school writing.
Daily Regular Writing
Rosellen Brown: writing “is a job, not a hobby" (Winokur,
1999, p. 188).
Irving Wallace: vast majority of published authos keep, some
semblance of regular daily hours..." (Wallace & Pear, 1971, pp.
518-9).
WHEN is variable: Michael Chabon:10 pm-4 am, Maya Angelou
6:30 am- 12:30, 1:30.
Time keepers: Irving
Wallace (Wallace and Pear, 1971) (Flaubert, Conrad,Hemingway).
Page counters: (Updike, Bradbury); Word counters: (Haley,
Wambaugh) (Murray, 1990)
Source of
inspiration is writing:
Stephen King: don’t “wait for the Muse. Your job is to make sure the muse knows where
you are going to be every day from nine 'till noon or seven 'till three”
Susan Sontag: "Any productive writer learns that you
can't wait for inspiration. That's the recipe for writer's block” (Brodie,
1997, p. 38),
Madeleine L’Engle: "Inspiration usually comes during
work, rather than before it”
Regular writing vs binging:
Woody Allen, "If you work only three to four hours per
day, you become quite productive. It's the steadiness that counts"
(Murray, 1990, p. 46).
Boice (1982): junior
faculty members who had a “regular, moderate habit of writing,” compared to
those who were “binge” writers (“… more
than ninety minutes of intensive, uninterrupted work)” over a six year period.
The regular writers produced more than five times as much, and all got tenure
or promotion. Only two binge writers got tenure.
The regular writers were more relaxed: The binge writers
showed three times as many signs of "blocking": When binge writers actually wrote, "they
more commonly did nothing or very little (for example, recasting a first
sentence or paragraph for an hour; staring at a blank screen).” Binge writers
"were three times more likely to be rushing at their work … three times
more likely to put off scheduled writing in favor of "seemingly urgent, no
more important activities.”
Why DRW helps: incubation between sessions, warming up
Flaubert: "I
have the peculiarity of a camel - I find it difficult to stop once I get
started and hard to start after I've been resting” (Murray, 1990) Gore Vidal:
"I'm always reluctant to start work, and reluctant to stop."
If Charles Dickens missed a day of writing, "he needed
a week of hard slog to get back into the flow" (Hughes, in Plimpton, 1999,
p. 247).
Should we test writing?
1. writing form comes from reading
2. writing: quality of ideas =
measure of creativity, hard to score
3. most time consuming, most
expensive
ACCESS
If self-selected reading is so important, the big question =
access to books
1. Children of poverty have very
little access to books
The Beverly Hills/Watts study: (Smith, Constantino &
Krashen)
(1)
Available
books in the home: BH = 200; Watts = .4
(2)
Classroom
libraries: BH = 400; Watts = 5
The Philadelphia study (Neuman & Celano):
middle-class children "deluged" with books, high poverty have
difficulty getting any access
Their only chance: the library
2. What we know about libraires
Children get their
books from libraries
|
study
|
percent getting books
from libraries
|
|
|
Gaver, 1963
|
30-63
|
|
|
Lamme, 1976
|
81
|
|
|
Ingham, 1978
|
72 -99
|
|
|
Swanton, 1984
|
70
|
|
|
Doig & Blackmore,
1995
|
school lib= 63; class
lib = 25, public = 57
|
|
|
Worthy, Moorman, and
Turner, 1999 High SES
|
school = 19; class =
3; public = 14
|
|
|
Worthy, Moorman, and
Turner, 1999 Low SES
|
school = 34; class =
6; public = 14
|
|
|
Ivey and Broaddhus,
2001
|
school = 55; class =
28, public = 61
|
|
From: Krashen, S. 2004. The Power of
Reading, 2nd Edition
|
Ages
|
library
|
bookstore
|
school list
|
|
6 to 11
|
77%
|
28%
|
21%
|
|
12 to 17
|
58%
|
38%
|
19%
|
From:
Scholastic Kids and Family Reading Report, 5th Edition, 2014.
N = 2500
parents and children.
Better libraries > better reading achievment
Keith
Curry Lance:
elementary schools in Colorado (eventually in other states) – more $ put into
schools did not impact reading scores, unless you consider the library: more $
in libraries > better reading scores
Independent
predictors: Number of books, credentialed librarian, Staffing
Lance
studies: http://keithcurrylance.com/school-library-impact-studies/
CAN ACCESS BALANCE THE EFFECT OF POVERTY?
Predictors
of NAEP grade 4, 2007, 51 states
|
predictors
|
beta
|
t
|
P
|
|
Poverty
|
-0.72
|
7.42
|
0
|
|
Access
|
0.53
|
1.62
|
0.055
|
r2 = .63
Access = bks/student in school libraries, circulation in
public libraries
Predictors of PIRLS:
Predictors
of the reading test: PIRLS 2006
|
predictor
|
|
p
|
|
poverty
|
-0.41
|
0.005
|
|
independent
reading in school
|
0.16
|
0.14
|
|
library:
500 books
|
0.35
|
0.005
|
|
Instruction
|
-0.19
|
0.085
|
r2 = .63
Krashen, S., Lee, S.Y. and McQuillan, J. 2012. Is the
library important? Multivariate studies at the national and international
level. Journal of Language and Literacy Education, 8(1): 26-36.
Replication: PIRLS 2011
|
Predictor
|
beta
|
p
|
|
SES
|
0.52
|
0.01
|
|
library: 5000 bks
|
0.20
|
0.08
|
|
class libr
|
0.08
|
0.28
|
|
parent read
|
0.065
|
0.31
|
|
early lit
|
-0.26
|
0.04
|
|
Instruction
|
-0.016
|
0.5
|
r2 = .62
Note: Parental reading and classroom library correlated with
PIRLS reading scores, but the effect disappeared in the multiple regression.
Note: Poverty and access are the main predictors of reading
achievement in all studies.
Some
Disturbing Data: In
general, countries with high SES have high PIRLS reading scores and people
(children and adults) say they like to read:
"baseline" data -
|
Country
|
HDI
|
parent
likes
|
child
likes
|
PIRLS
|
|
Hong
Kong
|
0.898
|
14
|
21
|
571
|
|
Taiwan
|
0.882
|
17
|
23
|
553
|
|
Italy
|
0.874
|
24
|
23
|
541
|
|
Singapore
|
0.866
|
21
|
22
|
567
|
|
MEANS
|
.88
(.01)
|
19
(4.4)
|
22.3
(.96)
|
558
(13.7)
|
|
Baseline
|
.9
(.02)
|
43.7
(5.2)
|
33
(2.5)
|
538.4
(9.7)
|
But in
some countries with high SES and high PIRLS scores, there is much less
enthusiasm for reading (Hong Kong, Taiwan, Italy, Singapore).
"Test-prep"
countries? PIRLS scores = true compentence?
Loh,
E.K.Y. and Krashen, S. 2015. Patterns in PIRLS performance: The importance of
liking to read, SES, and the effect of test prep. Asian Journal of Education
and e-Learning 3(1). http://ajouronline.com/index.php?journal=AJEEL
An allergy
to SES and access to books? Fryer & Levitt (2004): SES accounts for 2/3 of
gap, books in home accounts for the rest.
Fryer,
R. & Levitt, S. 2004. Understanding the black-white test score gap in the
first two years of school. The Review of Economics and Statistics 86(2):
447-464.
Meanwhile library funding is
being cut in the US. School library cuts greater in high poverty areas (American
Library Association, 2010. The State of America's Libraries; Kelley, M. 2010,
Budget survey: Bottoming out? Library Journal, 2010.).
What
about e-books?
Major increase in the US: 28% of adults! http://www.pewinternet.org/2014/01/16/e-reading-rises-as-device-ownership-jumps/
Who owns e-book readers?
|
Income
|
tablet
|
e-reader
|
|
under 30,000
|
26%
|
14%
|
|
30 to 49,999
|
45%
|
35%
|
|
50 to 74,999
|
47%
|
42%
|
|
75,000+
|
65%
|
53%
|
Pew report.
Adults age 18 or over.
The cost: $80 to $200. http://ebook-reader-review.toptenreviews.com/
The cost of e-books: average best-seller - $10 to $15 http://www.howmuchisit.org/ebooks-cost/
To provide real access, e-books
and e-book readers need to be A LOT cheaper.
