I was just talking about how some of my former students still discuss events from our classes last year, and even years before. Then what happens? These very same students started a debate about a word we had used in one of our stories on my facebook page.
The basic story is this:
Mike Tyson is famous. He is strong. Lots of people like him. But, he has a problem. He likes to eat people's ears. It is illegal to eat people's ears. The police come and arrest him. He goes to jail.
While he is in jail, he has an idea. He has to wait, because he can't do anything about his idea when he is in jail.
When he gets home, he makes Tyson Puffs - a cereal shaped like people's ears. Now he can eat ears and it isn't illegal. Now he doesn't go to jail. Now he is happy.
The debate was about the word "Puffs". One girl said it was Pufs, another thought it was Poofs, and one boy said it was Puffs. It turns out, they were all right. In the English translation, we had written "Puffs", as we asked the story, we pronounced it "poofs" and when we wrote it in Spanish, we wrote "Pufs" to keep the pronunciation. But really, it has been more than a year and a half, and here they are debating, literally the semantics of our story about cereal, body parts, and jail.
And, it's on my facebook page! Which means one - these students have become autonomous learners of the language; two - they are making connections and using the language outside of school (ACTFL standards); three - we have succeeded in building relationships with each other; four - the students have truly acquired some of the language; and five - I now have to explain to my family and adult friends why my students think a story about eating ears is hilarious. :)
Oh! The connections... this all came up because I told my son I was going to eat his ears. :)
35 minutes ago