Welcoem to posts!!
in the future - u will be able to do some more stuff here,,,!! like pat catgirl- i mean um yeah... for now u can only see others's posts :c
12 - 0
"the issue is if you do it and it works then you can say it worked." This idea, under one of the videos, appears true but here's why I don't think it is. 1.Learning is a complex process with thousands of different things going on. This is how education research used to be conducted. You named "one" of literally 1000s of variables in the classroom. You correlated it with a desired outcome. You then suggested you had found the cause of the desired outcome and had data to back it up. 2. It's how YouTube works. Here is how the YouTube mind works. Robbert Kenndy Junior has big muscles. Big muscles is healthy. Robert Kennedy Junior knows about health. The problem is 1 and 2 are BS because cause and effect and knowledge are much more complicated than this and examining things in their full complexity is the proper way to come to knowledge.
16 - 4
Wow This shows the role of babbling in L1 acquisition
x.com/DanWuori/status/1808829223882109008
4 - 0
The last 4 books I have read are "A wolf at the school house door", "The death and life of the great American school system", "The education myth, how human capital trumped social" and ""The fantasy economy". I am questioning some of the assumptions I had about education particularly around life-long learning, the knowledge economy and STEM. Also, big time I question attacks on teaching methodology. I am not making videos at the mo but I am developing ideas.
13 - 2
If you are interested in language acquistion and you've never heard of Ofelia Garcia and thought about multilingual education then have a look here.
I saw her speak in 2018 and it just blew away a lot of the bullshit I had previously believed about language learning
ofeliagarciadotorg.wordpress.com/publications/
9 - 6
There has been a lot of research done on multilingual or monolingual language classrooms. The bias people had was that monolingual second language classrooms in the USA would lead to greater language acquisition because more time would be spent around a particular language. First Thomas and Collier 2002
-The use of the home language lead to greater results in reading than English-only programs
-50-50 Programs are more successful in reading development than L1 only programs and 90 -10 programs
Five-year study of the California legislature found
-No evidence that English-only immersion programs had improved outcomes for Engish learners.
-Some learners on such programs actually go backwards.
Many people making content on language acquisition on YouTube have a huge ideological bias towards monolingual language learning. That is repeatedly watching boring content on your own without interacting with others. This is bad for intrinsic motivation, it's alienating. I think one of the reasons they make this content is they think that language acquisition is simple math. The more hours the better and interacting bilingually reduces the hours. I think lot of these people have made assumptions about Stephen Krashen and comprehensible input that are wrong and based on not having read much. Here is what Krashen said about the benefits of bilingual education
files.eric.ed.gov/fulltext/ED403101.pdf
9 - 9
If you have decided that the only way you want to learn a language is alone without others then perhaps it's best to take a moment to look at why you feel being alone is your only option
5 - 3
This is what language mentor Lýdia Hric Machová says
I'm convinced that it's not possible to teach anyone a language. A good teacher can help you on this journey – but they cannot give the language to you on a silver platter. Being an autodidact is especially easy in the internet age when countless texts, recordings, and exercises are waiting for you just one click away. All you need to know is how to do it.
It's just so ill-informed. Nobody is saying that anyone can hand you a language on a silver platter but what is pretty obvious is that bilingual education in countries like Wales is millions of times better than the writing lists method I have seen Machová promote.
I read a really interesting book a couple of weeks ago, "The Alienation of Fact" The point it made is that when you base ideas on who somebody is, rather than on an open discussion of theory, research and empirical evidence, you pave the way for fake news and pseudo-facts. Nobody should be able to avoid this interrogation of ideas just because of what they say they have done.
Let's explore the term "autodidact" Didactic refers, my opinion, to the type of education that involves transferring knowledge. Duolingo could be described as didactic, this is perhaps didactic "exercises are waiting for" it isn't how we learn. Knowledge is constructed socially not through repetetitively making lists.
I can see the same thing as Machová 's "I should be believed because of who I am" playout with shit AI "it's good because it's tech".
Let's compare autonomous learning to Machová 's autodidactic
Autonomous learning is a complex and multi-faceted construct. It can be defined as the learners' capacity to self-direct their own learning, which means taking responsibility for the decisions concerning the different aspects of the learning process.
relating to or being a person who learns or has learned a subject without the benefit of a teacher or formal education
One implies critically, and dialogically, developing knowledge of your own learning the other means not having a teacher.
8 - 0
AI think all of these are biases.
1. Thinking that the logical organisation of an argument affects its truth
2. Thinking that simplicity = truth (some things are complicated)
3. Thinking that conforming to certain stereotypical behavioural patterns (STAR in interviews for example) makes you more competent
4. Thinking that using standard language makes a person a better professional in their field
Mistaking maps for territories!
9 - 4
As a channel we are interested in language acquisition, connecting acquisition with culture, contextualized learning and moving language learning away from colonialist tropes about the native speaker/standard language and neoliberal tropes about the "language hacker" entrepreneur.
We want to explore cognition, culture and the de-racialization of language learning and language learning materials.
We want to inspire discussion and reflection.