I've been toying around with the idea of coming back to blogging. I started my first blog in 2011, immediately after having been to my first TPRS conference with Carol Gaab of Fluency Matters in Cancún, Mexico. (You can check it out here.) But, like life is wont to do, other things took over my to-do list and blogging fell by the wayside. There are so many blogs out there that I love checking out (I'll post a list of those soon), and I don't think I will ever get to the prominence of these amazing people, but maybe someone will read something here that helps them out. I want to be able to share my experiences with others, but also use this as a format to process things that happen in my classroom.
I spent a long time trying to come up with a name for my blog. I tried finding anagrams for comprehensible input, but I wasn't really psyched with any of the results. (The Public Rennie Smop? Blue Chip Pennie Storm? Be Nice Short Line Pump? Munich Beer Split Open? OK, that last one isn't bad...) So I looked up "input" in French. I found a couple of answers, but alimentation was my favorite. It means "input" as in power to a machine, but it also means "nutrition." Fascinating. I like to think that I'm feeding my students' minds. I want them to feel nourished when they leave my classroom, in a cerebral way. But, I want it to become "automatic." They are not processing language the way I did (running through verb conjugations in my head, worrying about whether my definite article is correct), they're simply using it. And to think of the multitude of ways I can deliver language: reading as the main course (the "meat" of the matter, or, in my case, the tofu!), PQA as salad (cleansing, simple, easy), Movie Talks as dessert (fun!). So that's where I'm going with this. I hope that you will follow me along my journey, as I am really excited to head down this path.
Allison Litten, the 2019 VFLA TOY, teaches French at the Marion Cross School, a public K-6 school in Norwich, Vermont. This year she is teaching kindergarten and grades 1, 2, 4, and 6.