Language study/language of origin

[Anonymous]

Fourth year foreign language was awful for Dd. That’s where a lot of freshmen from different middle schools merge. This means students from strong middle school programs who had good grammar and some vocabulary, but poor fluency, combined with students from weak programs who were completely lost, and students from immersion programs who could speak fluently, but had terrible grammar. I don’t know if there were also native speakers, or if they started at higher levels. Higher levels seemed to function more smoothly, but I don’t know how much was due to the individual teachers.

[Anonymous]

Anonymous wrote:Fourth year foreign language was awful for Dd. That’s where a lot of freshmen from different middle schools merge. This means students from strong middle school programs who had good grammar and some vocabulary, but poor fluency, combined with students from weak programs who were completely lost, and students from immersion programs who could speak fluently, but had terrible grammar. I don’t know if there were also native speakers, or if they started at higher levels. Higher levels seemed to function more smoothly, but I don’t know how much was due to the individual teachers.

It is a notoriously big leap to 4th year study and always challenging.

[Anonymous]

Anonymous wrote:Yup, this what is happening at our W school. As you get higher and higher, 75-90% native speakers. AP classes are mainly native speakers. Our teacher prefers it that way and wants all the non-native speakers to drop out. That way, students score mostly 4s and 5s and she looks good. Sucks!

You always post this

[Anonymous]

I think a lot of people are missing the point. The problem is two vastly different cohorts in the same classroom.

[Anonymous]

Anonymous wrote:I think a lot of people are missing the point. The problem is two vastly different cohorts in the same classroom.

No that's not the problem. That is totally irrelevant.