I will move it to the languaculture part in order to let "what is culture" stand out in the beginning.

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1. The first box on this page is author's perspective. We will probably want to keep it with heading of "author's perspective.
2. The heading, what does it have to do with language can be moved below in languaculture section to let "what is culture:stand out in the beginning.

I will make this sentence connect to the previous section by adding expressions like, to know more about this interplay between culture and language the implications of one on the other...

Let's make it a sub-heading? Or think about addressing it in main heading.

Are they links or just underline?

What do you guys think about this expression? Dear readers and dear friends?

@Cameron, good effort on making this a whole section! Wondering if the writing on this page will change or modified greatly after adding mini-project (interview with Jessy and Loany); we can refer to their examples as well in the writing or some example of languages other than Punjabi here.

I would suggest a little bit of more focus on the role of classroom in deciding the status of language either as a majoritized or minoritized language in this section.

Minortized variation in Majoritized language.

This section seems to address exactly what we planned and need to point out (Headings). At the same time, I do see a need to develop the content with more resources and concrete examples. I think some editing will add a lot of clarity to the content you already have here. We will discuss it more, Cameron!

I liked this example in the start and setting up the background. I was also wondering if we can refer back to the "Standard language ideologies" mentioned in first chapter!

The intro part would need a little revision to the extent that it should capture the entirety of all contents of this chapter!

Good work, @Addy! We need a direct transition sentences to refer to this h5p and can place it in Culture Iceberg section or at the end of this page as a comprehension check.

I would suggest explaining the idea of culture shifts a bit more here and connecting it explicitly with the importance of knowing about culture and pragmatics in language learning process.

Wondering if we need this heading here or not! Also, a question we can address in our big group meetings is, should we keep intro and outro consistent in all our chapters. If yes, should we keep them this short or think about extending a bit more? Or maybe join them with first section for each chapter?

Mention of these sections must be from your notes. I think we don't need to mention them.

The brief mention of strategies and goals in this section work but I think this part needs more explanation like what can be learning strategies in language learning? what can be long and short-term goals related to language learning. (I am envisioning some headings or a way to make them more prominent)

Addy's mini-project can be used in this section as well if we not using it in last section because their SMART goals are more related to language learning and we can keep SMART goals more general in previous one.

This section is pretty much clear and straight forward. I am envisioning a personal story/case study here too :)

Also, whoever reads my comment, please comment on information wall H5P that we use to present four levels of metacognitive learners. I mean Addy's illustration is repeated thrice on this page. how does that look?

Instead of "use" what about "how much aware they are of their own learning or how much they approach tasks with strategic mindset?

@Faith, I remember you were planning to include your personal thorough example for all these phases but I don't see it for all of them. An example would be great. Wondering if you can add yours or we can add Addy's case study/interview with another past student here.

Thinking if one of our stories can be connected here if we can collect those in time!

By others, you mean our writers and their stories that we are thinking to include?

This is a good introduction! Direct and clear! I would suggest to extend it a bit if we decide to keep it as a separate page on this chap. Maybe we can extend it with a written blurb/personal anecdote (referring to my email on metacognition idea for personalizing the content) from one of you and refer to it here.

Would need revision according to current sections if we decided to keep them consistently in our book.

This is a common dictionary definitions so we would need to cite it, I think.

@Logan, the h5p activity below is GREAT! I have only one question for "conjugation tables" that is considered an example of grammar translation. I agree this can be used in GTM but not necessarily always! Sometimes, they can be used in other approaches too to help understand some complex structures of languages but if you want to focus on the grammar drills aspect of conjugation tables, then I agree. In this case, maybe we can reword it like "subject-verb agreement drills using conjugation table"?

I would probably put these example activities in a separate box.

We would need page numbers for direct quotes.

Oh, I am wondering if we can make it look visible here instead of just linking! I mean link also works but... want to make it look just like when we add a YouTube video and it appears as a big pane... I will see if I can do it.

Can we replace "that" with "these interaction" or "real-life interactions"?

I am not sure whether we should say directly that "it is not important to the chapter". I would just avoid the word "not" :)

Can say, "The video is optional to watch but it is is for you if you want to discover your own learning style just like Jonathan did after juggling/struggling a bit with the learning"

I did not get this citation. I would probably remove Oxford.

Did you highlight it in pink on purpose?

Glad you mentioned this because people are taught this in school if they learn English as second language (e.g., opinion, size, age, shape, colour, origin, material, purpose). I was wondering if you can stress it a little more after the activity that people with procedural knowledge on this or those who speak a language as their first language use it very well in in spoken expression/daily interaction whenever needed. Like you do not memorize the order before using it (opinion, size, age, shape, color, origin, material, purpose) but just say it correctly (e.g., stunning large...etc).

I think we should connect to the illustrations as well in the text. Also, Addy did you think about my idea of adding a few annotations on this illustration for declarative vs procedural knowledge. (Like facts, principles, rules for D and skills, practice, experience for P)?

Keli, one citation is used for both definitions. Should we not put them in a way that we use this only once here. Wondering what would you suggest on this.

I am wondering why the first heading has + sign with it. I coudl not annotate, so adding the comment here. Also wondering if we should make this scenario appear in the box.