I really like this H5P below, and we can consult with Robert to add more to it

this transition paragraph should be revised now that the order of sections and info in the chapter has changed

What is this number? We should include this info and a citation. Also we can introduce what indigenous languages are here. It can be noted that endangered languages are typically the indigenous, or original, languages from that place before colonization or other historical reasons put majoritized languages into place.

I the statistics that were used for the H5P below are now missing?

A few sentences about the extent of worldwide revitalization efforts could be added here, with citation.

you could cite a definition of language revitalization here, but also see my comment below about organization of topics.

I think this section could just stay focused on what endangerment and revitalization are, and the next section can stay focused on what revitalization is.

metaphor for this (nice metaphor!)

This section seems to repeat some of the same ideas of the section above, such as how a heritage speaker tends to be limited to specific domains of competence. I wonder if these two sections could be combined/integrated, and then more of the research on heritage language use and learning could be added to this section, including the fact that there are heritage language programs around the country now. We can also decide where to put the video and introduce it with a few sentences. I think Jessy and Leona will do a great job of explaiining HLs more too.

this definition seems repetitive to the one given above. Could it be moved up there and the other definition can be used as a follow-up paraphrase? (because I think both are good definitions).

I'm wondering if this paragraph would go better in the final section of the chapter, where we advocate for more awareness and access to linguistic diversity, both within languages and across them.

citation needed to a source on AAVE

citation needed here

I think this section could be expanded about what these barriers are to speakers of minioritized varieties.

This part too. It's somewhat long for a side box perhaps, but I would love to hear your ideas about this.

I'm wondering if this part and the part I highlighted below could be combined to be put in a box on the side like the ones we're considering in the other chapters, with 'Cameron says...' or whatever we decide to call these 'personalized' boxes. That way we avoid wondering which author is speaking when 'I' is used in the main text.

This first section functions as an introduction to this chapter. We could add a short paragraph here that previews what the reader will learn about more in the rest of the chapter.

This is an attractive way to include sources. Should we do this for all the sections of our chapters?

Will you be inserting these again? They were great examples

separate box?

Is this something different that is not inserted yet?

I really like this 'author's perspective' - could we use this in other chapters too for the personal stories? I also really like this H5P design for this content. Could this be a model for the SMART goal intro in Chapter 5?

I really like this idea to sprinkle in examples Halima!

How can we make this section flow a little more clearly from the prior section on metacognitive learning and learners? I think metacognition is generally considered an indirect strategy, since it is not directly for learning - it's about organizing your learning (my slides from Week 5 have a source on this). In this case, making a list of to-dos might not be a direct strategy, unless it were a vocab list for example. I didn't catch this earlier Addy! I am actually thinking now that we should keep this section more solidly focused on metacognition, with SMART goals as an example of metacognition and an indirect strategy. We could note that we will be focusing on lots of direct strategies in Chapters 6-9.

How do you all feel about the use of learning objectives? A) at the beginning (and maybe end) of the chapters only, B) at the start of every section, like here, or C) not at all? In this case, these are more like guiding questions to preview the section

Can the information about SMART goals be formatted more like the metacognitive cycle in the prior section? This would make each of the 5 parts stand out more clearly.

I think I made a similar comment on this before, but how about using an example that is very typical for students to want to do, and that will really benefit from a SMART goal? This strawberry example definitely illustrates what SMART goals are, but do students need to be this reflective about strawberries in real life? Using an example that is closer to real life might help SMART goals not look too silly or unnecessary.

New subheading?

A story from Halima... or something like that. Since we have already met everyone in the front matter?

these seem to be mostly the same question?

the

Maybe add something concrete here, like 'One day you feel you can remember words or speak naturally, and then the next day it might feel like you're stumbling again'.

I really like how this refers back! We should keep doing more of this!

This sentence could be a little more precise, e.g. instead of 'This', state the idea 'this' refers to again. Also 'both sides' could be made more clear. On the part of both learners and teachers?

I finished reading this chapter and also like it a lot as it's shaping up! My biggest comments are 1) to connect two of the sections more explicitly, and 2) my remaining concerns about the learning styles section. I would still prefer to introduce the idea of styles as a historical notion that has been critiqued but also that still has considerable value if we think more in terms of learning preferences. I think this could just be more explicitly addressed.

This chapter had an 'intro' section - should we also have 'outro' sections? This can be part of our discussion about whether to have learning outcomes at the start of the chapter, in which case we could return to those in an outro

Approaches (it's not just one method). Also, change 'communicativism' to 'Communicative'

I think this activity works really well!

How the learning happens...?

I think we should connect this section to the section on procedural and declarative knowledge, since explicit learning results in declarative, and implicit learning leads to procedural knowledge (and it is debated whether explicit learning can lead to procedural knowledge). Maybe this section could come after the procedural/declarative one, and more explicitly connect the ideas. Let me check with Volya about getting a good source for this.

the meaning of this is not so clear to me

be more clear what is being said here, e.g. that whether you are enjoying procedural or relying on declarative, it's all part of the learning process

I wonder if we should include a paragraph here about the fact that it is still debated whether declarative knowledge can actually become procedural, or whether these systems are developed in parallel.

can there be a way to tell the reader which of the 3 is which kind, to help them confirm?

...which you had to explicitly learn at some point. I'm actually wondering if this could also be considered procedural if it was learned through massive reading exposure. I could ask Volya, our faculty member who is an expert on this.

The 'yore' question is not allowing me to put any choices in the box.

I wonder if this should be moved up to be right after the H5P, to help the reader understand how the exercise was about procedural knowledge. Also I think it should include that word order was not something that was ever taught explicitly to us.

about typical English word order?

Instead of 'correct' in the H5P below, could it be 'most typical'? I'm also thinking just 5 max would be enough? They are funny indeed. Did you make them up?

On the other hand? This sentence was confusing for me at first because it was a sudden switch back to procedural

Ideally this would be two smaller paragraphs somehow

I think we should rephrase this, unless you have seen it talked about this way as 'parts'. How is it talked about in the sources?

We will need to decide how to show specific authorship of sections. In other books I have seen this done at the end of the chapter, but it could be done at the front too.

We will be introducing everyone in the front matter, right?

because you are reading it individually?

I think I made a comment on this in Word - the learning is not the same as the materials, so a bit of rephrasing is needed. '... can look like the solving of language puzzles, the analysis of scripted dialogues, or the application of your past knowledge to new material...

is this image supposed to be moving here? It's not doing it for me.

I have read the first chapter through and really enjoyed it! Robert also glanced at it and said it looks very cool. There are some good suggestions for some relatively small content additions/revisions from Cameron so far, and I think we'll need to streamline the writing style/voice a bit more.

Abhay was going to edit one of these answers a bit more to make it more clearly extrinsic

I like this! :) Side note: somehow this highlight is blue but I don't know why

this might imply that extrinsic motivation is just from threats? How about including a positive example at the beginning of this paragraph, like '...ranging from 'because I said so' to 'because it will help you succeed later' (or something like that). then put 'The focus on external reasons for doing something is called extrinsic...'

Since this is the last section of this chapter, should this be signaled in some way?

this could be phrased to still feel consistent with the embracing of translanguaging earlier. e.g. 'Although translanguaging is a natural part of language use, a learner might choose to...'

'usually love' I suggest this change because of the very good point above about how some people become polyglots because they are essentially forced to.

let's say 'acquire' here because some polyglots have not learned through studying

Oh, this is really surprising to me! that it is this low. I have a hard time believing it even. I really like having these statistics here.

since there does not seem to be a clear definition out there of this in terms of number of languages, could we just put 'multiple' here? It's vague but implies more than 3.

Change 'trying' to 'challenging'? 'Trying does not seem like an adjective that it is - it seems like a verb at first.

This paragraph could be revised a bit to refer back to the ideologies and myths in the prior chapter

one of many what?

a little unclear

this is a little unclear in its phrasing

I really like all the parts of this chapter so far! I only think that some of it could be trimmed down (e.g. in the previous section especially) and a few areas clarified/edited.

Native speakerism? or Standard language ideologies are...?

Maybe in the fact check below we can put 'Languaging is a dynamic and fluid process' instead of 'language'?

more white space between myths

learn a language,

These links out are really nice, and the illustrations are working great I think!

How do we feel about 'dear friends'? Since the other chapters don't use it, should we use it here? It might not sound like what peers would say to each other.

I'm wondering if we should put a space between each paragraph, like Faith's. I think it would make it easier to read?

might feel too intimidated to learn it? You might hesitate to learn it?

mentioning identities here might be confusing

this is a great quote for here

inherently more difficult

More consistent white space between sections will be needed

we want to be careful with this wording, as it may sound like we are agreeing with the Sapir-Whorf hypothesis that language determines how we perceive the world.