Tag Archives: Comprehensible Input

95: Curriculum and Structure in the CI Classroom with Adriana Ramirez

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording. I hope to include you in episode 100.



What does curriculum look like in a classroom that puts comprehensible input at the center of the language acquisition experience? Is it possible, in fact, to follow a curriculum, in either a traditional or reinvented way? In this episode, we look at this very question with Adriana Ramirez, a Spanish teacher in Canada. Adriana helps us to see what curriculum looks like in her classroom as she implements a CI approach to language teaching and learning.

Topics in this Episode:

  • the key aspects of a CI (Comprehensible Input) classroom that are a departure from some more legacy approaches
  • “curriculum” in a CI classroom and how do we plan for and document the learning
  • the structure of a lesson and the student experience
  • why  CI is ultimately more beneficial than a vocabulary and grammar-focused curriculum
  • some misconceptions and critiques about CI

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94: Targeted Comprehensible Input with Angie Torre

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast?  Leave a 20-20 second audio recording. I hope to include you in episode 100.


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 

Connect with Angie Torre:

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Compelling Input and Output in the Language Classroom

It is essential that language be comprehensible so that that students can make form-meaning connections, however it also has to be of interest and compelling to learners. This is what motivates them to engage and make meaning. But, what about how students use the language they are acquiring?  That also needs to be compelling to students.  Let’s look at how to make input compelling along with output activities that are of particular interest to learners as well.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Comprehensible Input Hypothesis:

  • Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence
  • Learners acquire language subconsciously, through their own natural processing abilities, rather than through direct instruction or explicit grammar rules.

Compelling Input Hypothesis:

  • Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
  • Compelling input captures learners’ attention and motivates them to engage with the language, which can lead to more effective language acquisition.

Making Input Compelling:

  • Incorporate authentic materials, such as news articles, podcasts, videos, and TV shows, that are interesting and relevant to your students’ interests and cultural background. The format can be as compelling as the topic.
  • What movies, TV shows, books, games, sports events or local events are happening? School related activities?
  • Use exit tickets to figure out what the interests are?  Use Card Talk Drawings.
  • Focus on meaningful communication instead of grammar rules. Research has shown that language acquisition is more effective when students are focused on meaning rather than form.
  • at their age and proficiency level

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

 Making Output Compelling:

  • Provide students with opportunities to use the language in authentic situations, such as role-playing scenarios, mock interviews, and real-life simulations. 
  • Give students choice and autonomy in their learning by allowing them to select their own topics and projects. 
  • Provide feedback that is specific, actionable, and focuses on both form and meaning. 
  • Use the same formats for making input compelling to provide opportunities for compelling output.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Compelling Input and Compelling Output, Comprehensible Inout, CI, French and Spanish.

Podcast episode on this topic:

References:

  • Krashen, S. D. (1985). The Input Hypothesis: Issues and Implication. 
  • Krashen, S. D. (2011). The Compelling (not just interesting) Input Hypothesis  

89: The Input is Compelling, But What About the Output?


Have you heard about Stephen Krashen’s Comprehensible Input Hypothesis?  If you’ve heard about CI, or use it in your classroom, then you know exactly what it is. Today, I want to take this a step further and look at making that input compelling or of particular interest to students.  Not only that, but what about making the output, or how students use the language, equally compelling or of specific interest to them? We’re essentially talking about ways to motivate students and we can always use some suggestions for that.

Topics in this Episode:

  • Krashen’s Comprehensible Input Hypothesis: Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence, but that can still be understood with the help of contextual clues.
  • Stephen Krashen’s Compelling Input Hypothesis: Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
  • Five suggestions for providing compelling input
  • What about making the way students use the language compelling and of personal interest to them as well?
  • Five suggestions for providing opportunities for compelling output
  • Blog post about compelling input and output

Work with Joshua either in person or remotely.

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Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

67: Checking for Understanding


In this episode I’m taking the idea of input a little further.  Most of us are on board and understand the importance of making input comprehensible for students.  But, how can we check that the language is actually being understood by students? Because if they’re not understanding they’re not acquiring. I’ll share tips for checking for understanding and what to do with the info we get.

Topics covered in this episode:

  • The quick rundown on input and why it’s beneficial
  • The role of comprehensible input
  • How to make input comprehensible
  • Why check for understanding
  • Why the checks are useful and what to do with what we learn
  • How to check for understanding
  • Strategies for checking for understanding

Podcast episodes referenced in this episode:

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Teachers want to hear from you and what you are proud of in your classroom.
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63: Input and Output


In this episode we look at input and output. These two simple words can appear simple, but there is a lot to explore when it comes to what they actually look like in the classroom. This is the fourth of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. In two weeks you will hear the final episode of the series that will be a conversation with the authors.  For now, we’ll spend some time with input and output guided by Henshaw and Hawkins in Common Ground..so, let’s jump in.

Topics in the episode:

  • Recap of Guiding Principles: Acquisition and Communication
  • The Role of Input
  • What effective input is and is not
  • Comprehensible Input and Krashen’s Monitor Model
  • Authentic Resources
  • The Role of Output
  • Swain’s Output Hypothesis
  • Input or Output?  What builds the linguistic system?
  • Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Other Podcast episodes referenced in this episode:

Get your own copy of Common Ground.  Hackett Publishing is generously offering a 25% discount when you use the code WLC2022.  [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022.  Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

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55: Setting the Tone and Getting to Know Students


After an exciting and productive summer I am back with new episodes of the World Language Classroom podcast.  In this episode We will talk about setting the tone for the school year along with some ideas for getting to know your students and beginning to build a sense of community in the classroom. I also speak about what I have been up to this summer and what you can expect for this school year on the podcast.  I’m so happy to be back with you.

Topics in this episode:

My goals in the language classroom:

  • To use the target language to communicate authentically and with purpose. 
  • To be able to infer (Comprehensible Inout) and use circumlocution. 
  • To use the target language more than learning about it.
  • To know how to learn about cultural aspects and then to use that information to engage respectfully and confidently. 
  • To create an environment that is comfortable and supportive, not fearful. Low affective filter. Take risks and make mistakes!
  • To participate & be part of a community

Ideas for engaging students from day 1 from Leslie Grahn, Elena Spathis, Justin (Spanish Plans), Tim Eagan, Ms Morgan and Adam Giedd,

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52: Revisit Using Music & Doing Picture and Movie Talks


In this episode of the Summer Headspace series I revisit episode 30 with Alison Weinhold,who talks about using music in the language classroom and episode  31 with Sarah Moghtader who speaks about doing movie and picture talks.

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51: Revisit Krashen’s Input Hypothesis & Teaching with CI


In this episode of the Summer Headspace series I revisit episode 32 on Krashen’s Input Hypothesis and episode 13 on teaching with Comprehensible Input.

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32: The Origins of CI: Krashen’s Input Hypothesis


Where does the whole concept and idea behind Comprehensible Input (CI) come from?  In this episode I walk you through Stephen Krashen’s Input Hypothesis that is part of his theory of second language acquisition that he calls the Monitor Model.  Krashen’s Input Hypothesis is the origin of what what we are doing with Comprehensible Input today.

What Is Comprehensible Input?

  • Comprehensible input means that students should be able to understand the essence of what is being said or presented to them.
  • This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words. 
  • Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. (i+1)

Stephen Krashen’s Monitor Model (late 1970’s, early 1980’s):

5 individual, yet somewhat interrelated theories and comprehensible input is just one.

  • Acquisition-Learning hypothesis
  • Input hypothesis
  • Affective Filter hypothesis
  • Natural Order hypothesis
  • Monitor hypothesis

Criticism:

  • Brown (2000): Krashen’s theory of SLA is oversimplified and the claims he made are overstated.
  • McLaughlin (1987): Krashen does not provide evidence in any real sense of the term, but simply argues that certain phenomena can be viewed from the perspective of his theory.
  • Gregg (1984): bypasses counter-evidence

Support:

Lichtman and VanPatten (2021): Was Krashen right? Forty years later

Ideas have evolved and are still driving SLA research today often unacknowledged and under new terminology.

  • The Acquisition-Learning Distinction
    implicit versus explicit learning
  • The Natural Order Hypothesis
    ordered development
  • The Input Hypothesis.
    communicatively embedded input

Motivated Classroom Podcast (Liam Printer) : Episode 50
Translating second language acquisition research into motivational practice with Dr. Karen Lichtman & Dr. Bill VanPatten

Where does this leave us?

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