The Heart Breaking Story of John Duesbury at The Battle Of The Somme

Plantagenets | BBC Select

The HORRORS of Chemical Weapons in WWI

All About the Little Ice Age and Its Impact on Medieval Life

Le Hamel : The Battle That Broke The Western Front (WW1 Documentary)

Shocking And Rare Footage Of WW1 On Film

Who Killed The Red Baron? (WW1 Documentary)

Every Brutal Detail About World War I | Compilation

SABATON, LIVE, To Hell and Back, Le Zenith, Paris, le 21 Avril 2023

SABATON Live To Hell and Back, Le Zenith, Paris, le 21 Avril 2023

WWI Footage // Colorized & HD Restoration - Scenes from Verdun, 1916

The posts are often written in French, with quick English translations. 

This is a good video to use in a French Class.

Notre Dame Cathedral Strasbourg France, from YouTube Videographer

Mr. Giant Reacts Introduction to the Slavic Slave Trade

Think, Thank, Thunk : History of the English Language

Think, Thank, Thunk: Origins of the English Language

by Terry Knudsen, Mukogawa Fort Wright Institute

Tri-TESOL Saturday, Oct. 3, 2015 1:30 pm Room 14-106

 

________________0_______________

B.C.                                                        A.D.

Before Christ                       Anno Domini
                      (Year of the Lord) 

                                                                                       

The history of Britain involves a series of invasions:

600 to 400 B.C. 
Celts invaded Britain,
pushing previous dwellers west and north.

 

55 B.C. 
Julius Caesar invades Britain with Roman troops.

 

Latin becomes the official language of Britain, used for law, courts, business, administration, and government.

Latin is based on Greek, an intricate system that takes time to learn and use. This developed in a warm climate, with plenty of food and shelter, with slaves, and time to play building blocks with words:        

struct (to build)

Prefixes  Word Roots  Suffixes

instruct   instruction, instructive, instructing, instructed

destruct  destruction, destructive, destructing, destructed

construct  construction, constructive, constructing, constructed

deconstruct deconstruction, deconstructive, deconstructing,-ed

Grammar Notes:
-ing was termed the present participle

 -ed was termed the past participle

These participles can be used as verbs, nouns, or adjectives:
The kids are talking. 
(present participle as Main Verb          

Talking is fun.  
(present participle used as noun, aka gerund, used as Subject of the sentence.      
The talking doll is cute.
(present participle used as an adjective to describe "doll."

 

Old English: Mid 5^th century to the mid 11^th century.

449 AD       
Invasion of the Angles, Saxons, and Jutes

 

The languages of these northern tribes developed in harsh, cold lands, where survival depended on fast responses.

The vocabulary existed in mostly one-syllable, short words:
farming life               sailing                fighting       clothing

cup, fork, spoon         rope                    knife            shirt

cow                            boat                    cut                skirt

 

The following verbs were considered “regular” and also were called “strong verbs.”

              Simple Form       Simple Past         Past Participle

Angles gave us the word “Anglish” now “English.”    

 

Saxons probably contributed these conjugations:     
think            thought               thought

bring            brought               brought

 

Jutes probably contributed these conjugations:         

drink            drank                  drunk

sink              sank                    sunk

ring              rang                    rung

sing              sang                    sung

 

Filtered : Examples of conjugation applications:    

bring            brang                  brang, brung
bringed        branged               brunged

 

Literature Topics: Camelot in Southwest England              

King Arthur, Guenivere, Lancelot, and the Knights of the Round Table

This includes the idea of courtly love, and equality.

 

Middle English: Late 11^th century to late 15^th century.

1066 AD      
The Norman Conquest

 

William the Conqueror and the Battle of Hastings

French became the new language of the British royal court.

 

1200s : Britain and half of France          
King Henry II and Eleanor of Aquitaine
Developed a system of law, and Courtly Love

  Two of their children became famous/notorious:

King Richard the Lionheart on the Crusades

King John, with the Legend of Robin Hood, and the Magna Carta

 

1300s          
The Canterbury Tales by Geoffrey Chaucer

 

Chaucer wrote in the King’s court. He had to decide whether to write in Latin, the scholar’s language; in French, the language popular with the royals; or English, the language of the common people, the serfs, and merchants. Chaucer decided to write in English, and this began the formal acceptance of English for life and literature.

 

1400s  
The Printing Press in Europe

 Johannes Gutenberg’s moveable type printing press offered a method for mass production of affordable books, and raised the literacy rate.

 

Early Modern English: Late 15^th century to the late 17^th century

Modern English: Late 17^th century to the present

1755            
Samuel Johnson’s Dictionary of the English Language

 

A popular and imitated book, Johnson’s dictionary contributed to standardized usage and the idea of “correct” spelling.

 

References for Students and Teachers:

“History of the English Language.” Wikipedia.

https://en.wikipedia.org/wiki/History_of_the_English_language

“Honey, I sunk the boat.”

http://www.grammarphobia.com/blog/2010/01/honey-i-sunk-the-boat.html

“John Doe.” Sleepy Hollow. Television Series. Season One. 2013.

Tolkien. J.R.R. The Lord of the Rings. The Hobbit.

        What say you?  (missing the helping, or auxillary verb “do.”)

Shafer, Robert. From Beowulf to Thomas Hardy. New York: The Odyssey Press, 1939. Doubleday, Doran and Company, Inc., 1924, 1931.

 

“Anglo-Saxon Words

After, be, bed, bid, board, body, borrow, box, break, bring, broad, business, buy, cat, cheap, clean, climb, clinch, cloth, dear, do, dog, draft, draw, earn, earth, father, fetch, fight, fireside, free, friend, full, get, give, gold, good, great, have, high, hire, hold, home, house, husband, idle, if, keep, knife, knit, lade, land, last, late, laugh, law, lay, lend, load, loan, long, look, low, mad, make, man, match, mate, might, mother, new, old, pride, put, read, rent, right, roof, sell, send, settle, sharp, shelter, ship, shop, short, silver, take, trade, waist, walk, water, way, weight, wide, wife, woman, word, work, write.

http://www.lousywriter.com/words-anglo-saxon-words.php

 

Why is it Sink, Sank, Sunk, but not Think, Thank, Thunk?

"...Strong verbs are actually some of the oldest words in any language, following ancient grammatical rules that had the stem of the word (rather than just the ending) change on the context.

https://answers.yahoo.com/question/index?qid=20070921114550AAgaDCk

 

Samples of Topic Lite research projects, for students to print or draw on 8 ½ by 11 construction paper, include about 5 sentences on the topic, and then place on a classroom timeline, either in the classroom, out in the hall, or online.

Sleepy Hollow Season One “John Doe” contains a few segments with Ichabod Crane speaking Middle English with ghosts from the vanished Roanoke Colony. (Actually, they would have been speaking Early Modern English).

Proposals, and Presentations: Links to Conferences

Proposals, and Presentations: Links to Conferences
Links are updated asap. Please check other sources for a more complete listing.

WAESOL Conference 2016 Engaging Multilingual Learners
Mukogawa Fort Wright Institute
Spokane, WA
October 22, 2016
August 15, 2016 10:00 PM Pacific Time Deadline Call for Proposals


TESOL 2017
Call for Proposals Deadline June 1, 2016
Seattle, WA


Tri-TESOL 
October 2-3, 2015, Highline Community College Des Moines, WA
June 15, 2015 Deadline Call for Proposals

Spokane Regional ESL Conference 2015
Program PDF

WAESOL Conference 2014
Program PDF
October 24-25, 2014, Highline Community College, Des Moines, WA

Spokane Regional ESL Conference 2014
February 22, 2014
Call for Proposals Deadline Dec. 20, 2013

TESOL 2014
March 26 to 29, 2014
Portland, Oregon
Early Registration Deadline Feb. 03, 2014
Housing Deadline is February 21, 2014 or asap

WAESOL 2013
October 19, 2013
Highline Community College

TESOL 2013
March 20 to 23, 2013
Dallas Texas
Early Registration before February 01, 2013
Housing Deadline is February 15, 2013.

Spokane Regional ESL ConferenceSaturday, February 23, 2013
8:00 am to 4:00 pm
Early registration ends:
January 23, 2013
Conference site:
Mukogawa Fort Wright Institute
Spokane, WA

TESL Canada 2012 Conference
October 11, 12, 13, 2012
Kamloops, British Columbia

Im Mörderlager Dachau: Vier Wochen unter den braunen Banditen by Hans Beimler 1933 Account of His Escape from Dachau

http://spartacus-educational.com/SPbeimer.htm

Another journalist, Claude Cockburn, added: "It is sadder still for the Nazis, for international Fascism, for the enemies of the people everywhere, that they should have been up against a man like Hans Beimler, who, when they thought they had him for sure, with five hours to decide between forced suicide and murder, yet had the willpower, the training, the discipline, the knowledge, to break out and to insist that he should live to fight new battles against them."

 

Im Mörderlager Dachau: Vier Wochen unter den braunen Banditen is an account of one of the first persons to escape from the Dachau concentration camp in WWII.

Check out Timothy W. Ryback's book Hitler's First Victims for an account of Hans Beimler's escape and subsequent publishing of his short time in the camp from April to May 1933.

His book, as far as I can tell, is only in German?

 

Hitler's First Victims: The Quest for Justice By Timothy W. Ryback

https://books.google.com/books?id=vgVxAwAAQBAJ&pg=PT246&lpg=PT246&dq=Im+M%C3%B6rderlager+Dachau:+Vier+Wochen+unter+den+braunen+Banditen&source=bl&ots=474AJ6AF6e&sig=C5sahUu2D63_fLQGFK44DfFuRcc&hl=en&sa=X&ei=DAAKVZ6YOInwoASi04KABA&ved=0CD4Q6AEwBA#v=onepage&q=Im%20M%C3%B6rderlager%20Dachau%3A%20Vier%20Wochen%20unter%20den%20braunen%20Banditen&f=false




via Wikimedia Commons:
 For documentary purposes the German Federal Archive often retained the original image captions, which may be erroneous, biased, obsolete or politically extreme. "Porträt Hans Beimler" von Jürgen Peters Zentralbild Eckleben 27.4.61 Sd-Kr Ausstellung von Werken der Bildenden Kunst für die Arbeiterfestspiele in Berlin. Eine Ausstellung von Werken Berliner Berufs- und Laienkünstler, die von Berliner Betrieben für den diesjährigen Kunstpreis des FDGB vorgeschlagen wurden und für die grosse Kunstausstellung bei den diesjähriges Arbeiterfestspielen vorgesehen sind, wurde am 23.4.61 in den Räumen des Märkischen Museums eröffnet. Die Ausstellung, die Werke von 25 Berufskünstlern und Arbeiten von ungefähr 100 Laienschaffenden zeigt, soll nicht nur einen Überblick über das Schaffen der Berliner Künstler vermitteln, sondern den Mitgliedern von künstlerisch tätigen Zirkeln in den Betrieben Anregung für ihre eigenen Arbeit geben. UBz: "Porträt Hans Beimler", ein Holzschnitt von Laienkünstler Jürgen Peters.

http://spartacus-educational.com/SPbeimer.htm
Claude Cockburn, The Daily Worker (5th December, 1936)
"For instance, he was arrested by the Nazis in Munich in 1934, and after being savagely beaten at the Brown House, was taken up to the Dachau concentration camp. What happened to him there he has told in his remarkable book, In the Hands of Hitler's Hell Hounds."

Reading: Penguin Reader Level Tests for Penguin Readers

Penguin Reader Level Test
This link goes to printed tests to help teachers select reading materials with students.

WAESOL ESL Conference October 18th and 19th, 2013, Highline CC, Des Moines, Washington State

WAESOL Conference
Friday and Saturday, October 18th and 19th, 2013
Des Moines, Washington State
South of Seattle

Here is the link to information about the upcoming WAESOL conference, just south of Seattle, Washington, at Highline Community College.

http://waesol.org/2013conference/

WAESOL 2013

Highline Community College

Des Moines, Washington State

October 17, 2013 Pre-Conference Workshops

October 18, 2013 WAESOL Conference

Conference Schedule

http://waesol.org/conference/presentations/

For information about Gouin's Series Method, Please visit:
http://gouinseriesmethod.blogspot.com/

Breaking News English with News and ESL/EFL Activities

Breaking News English offers lots of activities and links to lesson plans.
http://www.breakingnewsenglish.com/index.html

Francois Gouin's Series Method of Teaching Languages, Presentation by Teresa Knudsen at Spokane Regional ESL Conference, Sat. Feb. 23, 2013

Revisiting Francois Gouin's Series Method of Language Learning. 
Presented by Teresa Knudsen. terryk@mfwi.edu

Spokane Regional ESL Conference. 
Saturday, February 23, 2013. 
Mukogawa Fort Wright Institute. Spokane, WA

Page 1

This session revisits the Series Method of teaching and learning languages, developed by Francois Gouin (1831 to 1896). Presentation includes the background and principles of the method, followed by examples of updated applications for modern classrooms. Additional discussion explores the benefits of providing students with linked, related sentences and readings. Paper / report (45 min)

L’Art d’Enseigner et d’Etudier les Langues. (The Art of Teaching and Studying Languages.) Francois Gouin. Second Edition.  George Philip and Son.

https://play.google.com/books/reader?id=SbI8AQAAIAAJ&printsec=frontcover&output=reader&authuser=0&hl=en 

Language teachers strive to create optimal learning conditions, materials, and methodologies to enhance their students' language acquisition. Yet, many reading, listening, and grammar materials include exercises that do not link to each other, or build, but instead present a haphazard set of sentences, or short, unrelated readings.

Sample of Non-Series Language Task:

This book is about grammar. It’s a grammar book.

My garden has vegetables. It’s a ______________________.

The soup has beans. It’s _____________________________.

I read a lot of articles in magazines. I read a lot of __________________________.

The factory makes toys. It’s a ___________________________.

The villages are in the mountains. They are _______________________________.

Fundamentals of English Grammar. Betty Azar. Pearson-Longman. 2011. P. 162.
Note that many other of Azar's examples are sequential.
 

Other examples can include placement tests, pre and post grammar tests, and achievement tests such as TOEFL and TOEIC.

Page 2

Francois Gouin (1831 to 1896) a French teacher of Latin, was one of the first formal language learners to write about using connected ideas to learn languages.

In an effort to learn German, he moved to Hamburg, holed up in his lodgings, and began studying German by using the same method that he used to teach Latin:
the “classical process” using a grammar book, a dictionary, and practicing translation.  (Page 10).

·        Gouin memorized 248 irregular German verbs.

·        He memorized German grammar books.

After a few weeks, Gouin felt confident that he had learned the language, and visited a German university to try out his newly acquired knowledge. He reports on the result:

 
“But alas! In vain did I strain my ears; in vain my eye strove to interpret the slightest movements of the lips of the professor; in vain I passed from the first classroom to a second; not a word, not a single word would penetrate to my understanding. Nay more than this, I did not even distinguish a single one of the grammatical forms so newly studied; I did not recognize even a single one of the irregular verbs just freshly learnt, though they certainly must have fallen in crowds from the lips of the speaker.” (p. 11).
 
Refusing to give up, Gouin returned to his room, and planned his next study:

·        He memorized 800 German word roots.

·        He translated German writers, such as Goethe and Schiller.

Gouin then returned to the university to test his additional knowledge:

“Imagine then, if it be possible, the astonishment at first, then the stupefaction, then the degradation by which I was overtaken after the first quarter of an hour at the lecture I attended, when I had to submit to the evidence, and to confess to myself that I was, so far as regards the spoken language, exactly in the same state as upon the first day; that I did not understand a word, not a syllable, and that all my efforts had been made in pure waste, or at least had produced no appreciable result. This was no longer a mere deception--it was a failure; nay, more than this, it was a defeat…For the first time in my life I dared to question the efficacy of the classical methods of the university. (p. 14 and 16).

“Alas! I can say it now; it all depended upon a very small error. I had simply mistaken the organ. The organ of language--ask the little child--is not the eye; it is the ear. The eye is made for colours, and not for sounds and words. Now all I had hitherto learnt, I had learnt by the eye. The word was in my eye and not in my ear. The fact expressed by it had not penetrated to, was not graven upon, my intellectual substance, had never been received by my faculty of representation. This was why I was deaf though yet I heard, and both deaf and dumb though I was able to speak. Fool that I had been! I had studied by the eye, and I wished to understand by my ears.” (p.33).

Page 3

Gouin’s epiphany came when returned to France and saw that his 3-year-old nephew had learned French, seemingly effortlessly.

Gouin saw that his nephew was curious about the world, wanted to know the names of everything and asked questions about how things worked. After learning vocabulary and gaining knowledge, the nephew would play, re-enact the learning situation, and discuss the experience.

“This language, so living and so thoroughly real, within the power of such a tiny mortal, handled with so much ease, applied to everything with so much surety, so much precision, so much relevancy--this phenomenon could not but strike me forcibly. It was impossible not to make a comparison at once between the child and myself, his process and my own.”

“What!” I thought, “this child and I have been working for the same time, each at a language. He playing round his mother, running after flowers, butterflies, and birds, without weariness, without apparent effort, without even being conscious of his work, is able to say all he things, express all he sees, understand all he hears…” (p. 34).

“The classical method, with its grammar, its dictionary, and its translations, is a delusion--nothing but a delusion. Nature knows and applies another method. Her method is infallible; this is an undeniable , indisputable fact…” (p. 35).

“To perceive anything, we must first have light upon it. Falsehood cannot be well distinguished but in the light of truth…I required a term of comparison. This term of comparison was a better method--in the present case, the method of Nature…”

To surprise Nature’s secret [method], I must watch this child.” (p. 35).

Page 4

Analysis of Gouin’s Series Method

One language specialist, Dr. Ataillah Maleki-Assistant Professor of TEFL at University of Medical Sciences at Zanjan-describes the epiphany that Francois Gouin experienced upon seeing his young nephew, only a young child, learning French rapidly and with great success.

"Observing his three-year-old nephew, Gouin came to the conclusion that language learning is a matter of transforming perceptions into conceptions. Later, he devised a teaching method that was premised upon these insights. The Series Method taught learners directly a series of connected sentences which were easy to understand." 

Gouin concluded that language is learned in "series" or in themes. Often the themes are observable and involve the five senses.

Chapter XII

“Transformation of a perception into a conception.” (Page 39). To see with the “mind’s eye. http://archive.org/stream/artofteachingstu00gouirich#page/38/mode/2up

Chapter XIII

http://archive.org/stream/artofteachingstu00gouirich#page/42/mode/2up

Principles of Classification Employed by the Child

Order of Succession in Time

Relation of End to Means
The Incubation
Secret of the Child’s Memory

Explanation of My Failures by Francois Gouin

Avoid working at “hazard” learning in the greatest disorder possible. p. 44

The Art of Learning and Studying Foreign Languages. Francois Gouin. 1880. 1894 Published: London by G. Philip and Son.
http://archive.org/stream/artofteachingstu00gouirich#page/n5/mode/2up

Page 5

Gouin’s Method Involves Sentences and Verbs, the “Soul of the Sentence.”

Chapter XIV

The child assimilates the mother-tongue sentence by sentence, and not word by word
Revelation of the high value of the verb, the “soul of the sentence.”

Series of Verbs
The acorn sprouts
The oak plant takes root.
The shoot sprouts out of the earth.
The sap rises.
The sapling throws out leaves.
The stalk buds.
The stalk blossoms.
The flower blooms.
The fruit forms.
The fruit ripens.
The fruit falls.

Success
Gouin was able to access and produce the target language through the series method.

Concession, addressing opposition:

Didn’t all his previous study of grammar/vocabulary, etc help him?
No, he said it hindered him.
http://archive.org/stream/artofteachingstu00gouirich#page/56/mode/2up

Part Second

Construction and Application of the System

Objective, Subjective, and Figurative.
http://archive.org/stream/artofteachingstu00gouirich#page/60/mode/2up

Page 6

Sequential Learning in Psychology

“Sequential learning is a type of learning in which one part of a task is learnt before the next.
Serial organization is fundamental to human behaviour. Most of our day-to-day activities involve sequencing of actions to achieve a desired goal, from sequencing words to form a sentence, to driving an automobile or following directions on a roadmap, to making a recipe following instructions in a cooking manual (see Sun and Giles 2001). Lashley (1951) has highlighted the ubiquity of sequentiality or serial order in our behaviour

“ ... the coordination of leg movements in insects, the song of birds, the control of trotting and pacing in a gaited horse, the rat running the maze, the architect designing a house, the carpenter sawing a board present a problem of sequences of action ... ”

“Sequential Learning.” http://psychology.wikia.com/wiki/Sequential_learning

Some Additional Considerations:

Multiple Intelligences from Howard Gardner

The notion that one approach may not work for different types of learners.

Metacognition, Cognition, Affective, and Psychomotor, with Learning Strategies

Knowing that one is applying a specific method to learning.
Selecting cognitive tools for a specific learning task.
Being aware of one’s feelings about a language task.
Being aware of psychomotor influences.

Application of the Series Method using E-Cards

The following is an excerpt from Jacquie Lawson's first Christmas e-card:

 “Here is your Christmas Card.

Click on the Stamp to open it. [Use of infinitive]
I’m hoping [that] you will help me to bring my Christmas Card to life.
Click on the chimney to light the fire. [Smoke begins coming out of the chimney.]
Click on the Pear Tree Cottage sign. [A tree appears.]
Lovely! You’ll find candles in the porch. [In the porch, not on the porch]...
From http://www.jacquielawson.com/thecards.asp http://www.jacquielawson.com/cards_christmas.asp http://www.jacquielawson.com/preview.asp?cont=1&hdn=0&pv=3111930&path=83563



Page 7

Application of Gouin’s Series Method through Content:

Story Lines:

• Fables, Folk Stories, and Fairy Tales
• Films (Drew’s Script-O-Rama. http://www.script-o-rama.com/

http://www.script-o-rama.com/snazzy/dircut.html

Time Lines in Academic Studies:

• Social Studies
• Geology
• Biology
• World History
• Art History
• Theatre History
• Costume History

Sample of Film Script for practice with Gouin’s Series Method:

PIRATES OF THE CARIBBEAN: THE CURSE OF THE BLACK PEARL

screenplay by Ted Elliott & Terry Rossio FIRST DRAFT September 1, 2002

http://www.script-o-rama.com/snazzy/dircut.html

"FADE IN:

EXT. CARIBBEAN SEA - DAY

A gray, impenetrable wall of fog. From somewhere comes the

FAINT SOUND of a LITTLE GIRL'S VOICE, singing, slow tempo,

almost under her breath:

                     YOUNG ELIZABETH (O.S.)

          Yo, ho, yo, ho, a pirate's life for

          me. Yo, ho, yo, ho, it's a pirate's

          life for me ...

Suddenly a massive SHIP emerges from the grey..."       

Page 8

Conclusion
Here are the beginning paragraphs of Gouin’s book:

“The feeling which leads nations to become acquainted with each other and to penetrate farther and farther into each other’s territories is one which it is useless to resist. It is in vain that despotism constructs frontiers bristling with fortresses and cannon; in vain that the spirit of absolutism strives to multiply the germs of discord between nation and nation, and to imprison the races each within the barren confines of its own unhealthy egotism.

Steam and electricity have drawn nations nearer together than were neighboring villages in the olden times. By their means every movement, every aspiration is made known and reported from one to the other, is revealed and published hour by hour. A proximity, an i erpenetration of the nations such as this, renders more imperative day by day the need for mankind to be able to speak to and understand each other, to exchange their ideas and the fruits of their activities.

Unfortunately, however moral and legitimate the demand may be for the complete satisfaction of this need, a barrier is opposed which until now has been almost insurmountable, namely, the difference of language. To what, then, should fall the task of throwing down, or at least of leveling up, this obstacle of Nature? Evidently to science, to teaching, to the school.

Alongside the material railway needed to enable our bodies to communicate, it is absolutely necessary to construct a “mental railway” for the intercourse of minds. This mental railway must take the form of a linguistic method that shall enable a person, by means of the language, to enter into and assimilate the intelligence, and the spirit of a foreign nation, not as now, in a period of ten or twenty years, and in so doing to expend the third part of a lifetime, but in the space between two equinoxes, or, for those of trained will, in the space of a single season. On the day when this new species of locomotive is definitely organized and put at the service of men of thought and will, the brotherhood of nations will cease to be a vain and empty word--a word which Governments laugh to scorn, and peace as well as liberty will perhaps have found their most solid foundation.

Nations would never strive to cut each other’s throats if they understood each other thoroughly, and if a healthy and moral hospitality drew them together. However great the perverse ambition of those who excite the races to make war upon each other, their efforts must inevitably fall to the ground if opposed to a universal league waging a continual crusade in the cause of the most sacred interests of humanity.”

Quotes by Steven Pinker

• “Anything that makes it easier to imagine trading places with someone else increases your moral consideration for that other person.”
•  “The decline of violence is a fractal phenomenon. You can see it over millennia, over centuries, over decades and over years.”
•  “The more you think about and interact with other people, the more you realize that it is untenable to privilege your interests over theirs.”
•  “We are probably living in the most peaceful time in our species’ existence.”

http://www.ted.com/speakers/steven_pinker.html

1.     Podcast: Steven Pinker on Violence and Human Nature

www.socialsciencespace.com/.../podcast-steven-pinker-on-violence-a...

Nov 1, 2012 – Is the world getting less violent? It seems unlikely. But Steven Pinker has amassed empirical evidence to show that it is. In this interview with ...

2.     Steven Pinker: the optimistic voice of science | Observer profile ...

www.guardian.co.uk › From the Observer › The Observer profile

Sep 18, 2011 – Which may be a problem for Steven Pinker, who has dedicated much of ... that we – the human race – are becoming progressively less violent.

3.     The Better Angels of Our Nature by Steven Pinker - review | Books ...

www.guardian.co.uk › Culture › Books › Book of the week

Sep 22, 2011 – We are less violent than we used to be, argues Steven Pinker. David Runciman is convinced.

4.     The Better Angels of Our Nature: Why Violence Has Declined ...

www.amazon.com › Books › History

 Rating: 4.1 - 81 reviews - $26.40 - In stock

In this startling new book, the bestselling cognitive scientist Steven Pinker shows ..... In other words, at the same time we're becoming less violent,

REFERENCES         

 
The Art of Learning and Studying Foreign Languages. Francois Gouin. 1880. 1894 Published: London by G. Philip and Son
http://archive.org/stream/artofteachingstu00gouirich#page/n5/mode/2up

American Roots. Karen Blanchard and Christine Root. Pearson-Longman. 2001. http://www.amazon.com/American-Roots-Karen-Blanchard/dp/0201619954

Drew’s Script-O-Rama.
http://www.script-o-rama.com/

“Francois Gouin’s Series Method.” 2010.

http://www.fr-tul.estranky.cz/clanky/dle-flt/francois-gouin-method-series-history-didactics-languagues.html

Fundamentals of English Grammar. Betty Azar. Pearson-Longman. 2011.

http://www.amazon.com/Fundamentals-English-Grammar-Audio-Answer/dp/0137071698/ref=sr_1_1?s=books&ie=UTF8&qid=1350108466&sr=1-1&keywords=fundamentals+of+english+grammar+4th+edition

“Gouin.”
http://lists.ibiblio.org/pipermail/b-greek/1999-December/008833.html

“A Historical Sketch of the Gouin Series-System of Teaching Modern Languages and of Its Use in the United States.” Charles Hart Handschin. The School Review. Vol. 20. No. 3. March 1912. Pgs. 170-175.
http://www.jstor.org/stable/1077247

A History of English Language Teaching. A.P.R. Howatt with H.G. Widdowson. Oxford University Press.

http://elt.oup.com/catalogue/items/global/linguistics/oxford_applied_linguistics/9780194421850?cc=it&selLanguage=it

Learning Strategies in Second Language Acquisition. J. Michael O’Malley and Anna Uhl Chamot. Cambridge University Press. 1990.

Sequential Learning.
http://psychology.wikia.com/wiki/Sequential_learning

Pirates of the Caribbean: The Curse of the Black Pearl.

Screenplay by Ted Elliott & Terry Rossio. First Draft. September 1, 2002

http://www.script-o-rama.com/snazzy/dircut.html

Principles of Language Learning and Teaching. H. Douglas Brown. Fifth Edition. Pearson Education. 2006.
http://www.amazon.com/Principles-Language-Learning-Teaching-5th/dp/0131991280

Techniques and Principles in Language Teaching. Diane Larsen-Freeman and Marti Anderson. Third Edition. Oxford University Press. 2011.
http://www.amazon.com/Techniques-Principles-Language-Teaching-Larsen-Freeman/dp/0194423603