Sherlock Holmes

Sherlock Holmes

A deductive approach

Rather than scaring children with a foreign language, now we want them to approach about it as a game. A deductive game, as for a Sherlock story in which we never know how’s going to end it till the end. While reproducing new sounds for us was a stressful matter, for them are new friends. These friends are met step by step in a nursery rhyme, for example. A small pièce teatrale is their motivation and the grammar. The grammar? Certainly important, the grammar is approached as for a native speaker, without confusion, without strict rules. There will be time for that.

Which method for which students?

First of all, the target is important. I always remember an old French teacher which wanted to teach us a nursery rhyme about a small duck she wrote. Obviously, we were 12 yo, so adult enough to have hairs in the armpit and that story was just hilarious for us. No way the small duck could teach us anything.  So the moral here is the lesson is as important as understanding the need of the target we have in front. The first step is to approach in a deductive way, as small modern Sherlock.

As Sherlock Holmes

So Sherlock Holmes, child of Conan Doyle and his magic pen, who doesn’t know him? It’s the kind of character that can watch a scene and solve it on the spot. Discovery, deduction, are the basis of his work. Exactly as for studying a new language, with modern methods. First of all, the student must see the language as a labyrinth with a safe exit always in front of him. He can play in it, he have to question it, since he find out the exit by himself. A language is a game (sometimes serious, if you’re an immigrant and you need to speak as fast as possible). The grammar is a fluid structure which walks with our words, the words are links to the verbs, and so on so forth. So finally, we have a story, as per Sherlock.

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