How do we choose the input that we use when engaging students in comprehensible input activities? In this episode, we are talking about the idea of targeted comprehensible input. Angie Torre, a Spanish teacher in California, joins me to talk about the pros and cons of using targeted and non-targeted comprehensible input. There are likely diverse opinions on this out there, so here is our chance to find the common ground.
Topics in this Episode:
- what “targeted” and “non-targeted” Comprehensible Input are and their objectives
- the varying opinions on both approaches
- Angie’s personal reasoning behind using targeted Comprehensible Input
- the benefits of considering age and developmental levels in the language acquisition process
- planning of a lesson or unit that using targeted Comprehensible Input
- sheltered videos, how do you use them, and the effectiveness
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Hello, it was very nice and interesting to listen to the Podcast with Angie Torre. Speaking about language acquisition, for me it was possible to acquire both English and Spanish throughout movie series and songs over a period of 2-3 years. I believe that the main ingredients for this to happen were the subtitles in my native language, daily exposure and interesting and compelling information I was watching and listening to. After that, when I first interacted with an English/ Spanish speaker, I was able to produce comprehensive language back and it only took a short time for me to become proficient/fluent in those languages. I am aware that this may not apply to everyone, but I am one of those exceptions who’ve acquired 2 foreign languages just by watching tv series and listening to music that I was passionate about while having access to subtitles and lyrics. I love Stephen Krashen’s theory and I also love all the inspirational teachers such as Angie Torre, Adriana Ramirez, Alina Filipescu, Sarah Beckley etc.. I hope that foreign language teaching approaches will change soon across the board of all schools in US and around the world and not just in some.