Positive and collaborative Education

  Teaching is a matter of approach as well as learning. In this post, I'm going to make a refection on how comprehension is facilitated by evidence-based oral and written experiences . As American linguists used to say " language is for use, not for storage". As a tool, learners have to be able to use it, to touch it, and to feel it as well. Evidence-based practices refer to practices that are been shown to be effective based on actual evidence. There are quiet few from spaced repetition to intrinsic and extrinsic reward. These evidences consider all the types of learners. In language development both oral and written form, it looks to be a mater of  processing information. That process is facilitated by strategies called evidence-based practices . For example, a learner that teaches another learner a concept, that means he has a mastery of the concept as experience showed that students who tutor increase their knowledge in that area in the sense he can figure out his we...

 Reading is with a purpose as there is no free reading .  In this post, we are going to talk about our understanding of how the interaction of reader characteristics, motivation, text complexity and purpose of reading impact comprehension and engagement.  My name is Abdoulaye SAWADOGO, I'm from Burkina Faso. I teach French at the International School of Ouagadougou. In Longman Dictionary of Applied Linguistic, reading is said as: " Perceiving a written text in order to understand its contents". Does it mean we read to understand, or we can read without understanding! As I said, reading is a form of communication as a message is read. That message is constructed, and in reading it, the aim is to deconstruct it, a process that leads to understanding.  First of all, the topic itself can spark the readers interest in the sense that he can mobilize his primary knowledge of the topic to better understand the written message. For example person that likes traveling is more ...

 Getting to a given language from one's home language is interesting as well as challenging. It's interesting in the sense it's a matter of having a clear reference to get to another language. It's challenging because new strategies should be developed to meet that learning demand.  Students are more likely spending more time together at school, and even out of school in some situations. As far as teaching is concerned, there should have no barriers in the teaching process. We can understand certain things just by making a connection to an event or something else; we connect to a reference and the similarities will enable us to understand. Languages can share a lot of thing in common form the alphabet to some grammar rules. Student home language is the primary linguistic tool to get to another language as well as student experiences.  As I said before, students spend most of the time together, and they know each other and are familiar to each other too. Scaffolding gets...