Tag Archives: Comprehensible Input

Tagged ACTFL, ACTFL Core Practices, checking for comprehension, Comprehensible Input, french, french teacher, language, language acquisition, language learning, language teacher, podcast, Second Language Acquisition, spanish, spanish teacher, steven krashen, teacher, world language classroom podcast

Effective Strategies for Checking Comprehension in Language Learning

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We increasingly understand the central role of students’ understanding of language as they move up in proficiency and acquire language. This makes comprehension checks a vital part of the process.

The Role of Comprehensible Input

The importance of comprehensible input cannot be overstated. It’s the foundation on which students build their linguistic abilities. Krashen’s Input Hypothesis emphasizes the significance of comprehensible input as the key to acquiring language. It is, therefore, crucial to ensure that the language input is just a step above the students’ current understanding level.

Make Sure the Input is Comprehensible

Use techniques such as visual cues, body language, cognates, and examples of common associations to make input more comprehensible. Slow down the pace, and simplify complex language structures to facilitate better understanding.

Regular Comprehension Checks

Frequent comprehension checks are essential to gauge student engagement and understanding. Effective comprehension checks provide insights into students’ learning progress and allow teachers to make informed instructional adjustments.

What to Do with What We Learn From the Comprehension Check

Insights from comprehension checks allow teachers to tailor instruction to meet individual student needs effectively. Identifying students’ readiness levels helps in providing appropriate learning support and ensuring no student is left behind.

Strategies for Effective Comprehension Checks

Use targeted questions that require thoughtful responses, aligning with the students’ proficiency levels.
Integrate formative assessments such as exit tickets, quizzes, and short surveys to gauge student understanding at different stages of the lesson.
Organize group discussions or peer-to-peer interactions that encourage students to articulate their understanding of the language material.
Introduce interactive activities that require students to apply the language knowledge gained, such as role-plays, debates, or problem-solving tasks.
Incorporate visual representations like diagrams, infographics, and concept maps to reinforce language comprehension and facilitate visual learning.
Promote the use of reflective journals or learning logs where students can express their understanding of the language content and any areas where they need further clarification.

Total Participation Techniques

In addition to the effective comprehension checks, consider incorporating specific Total Participation Techniques outlined in the book Total Participation Techniques: Making Every Student an Active Learner by Prsida Himmele and William Himmele. Some of the techniques highlighted in the book that could be particularly beneficial for formative comprehension checks include:

Think-Pair-Share: Encourage students to think about a question or prompt, discuss their thoughts with a partner, and then share their ideas with the entire class.
Four Corners: Use the Four Corners technique to prompt students to choose a corner of the classroom that aligns with their response to a specific question or statement.
Implement the RallyRobin technique, which allows students to work in pairs and take turns sharing ideas or responses.
Assign short writing exercises where students can express their understanding of the material.
Encourage students to review and provide constructive feedback on each other’s work.
Jigsaw Activities: Implement jigsaw activities that require students to work collaboratively in groups, with each student responsible for a specific aspect of a larger concept.

Questions to Reflect On

Are you integrating regular comprehension checks into your teaching practice?
How can you ensure that students are demonstrating their comprehension at the desired proficiency level?
What adjustments can you make based on the insights gathered from your comprehension checks?

Checking for comprehension in the language learning process is a crucial step in fostering a robust linguistic foundation for students. By incorporating effective comprehension checks and implementing the strategies above, you can ensure that your students are not only engaging with the material but are also comprehending and internalizing the language input effectively. These checks also provide essential formative information for moving ahead.

Posted in Classroom Procedures, Listening, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Comprehensible Input, comprehension check, french, french teacher, krashen, language, language acquisition, language learning, language teacher, podcast, Second Language Acquisition, spanish, spanish teacher, steven krashen, teacher, world language classroom podcast

Input and Output in the Language Classroom

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Language acquisition is a multifaceted process, shaped by various factors and methodologies. The ideas of input and output often play a significant role in any discussion of how language is acquired. Let’s look at the intricate interplay between input and output, drawing insights from the book “Common Ground” by Florencia Henshaw and Maris Hawkins.

How is Language Acquired?

At its core, language acquisition is an implicit process, unconsciously constructing a linguistic system by connecting form and meaning based on the input we receive. It’s the subconscious work that takes place while we’re immersed in comprehending messages, operating beyond our conscious control. Language acquisition thrives on grasping the portions of input that assist in decoding the intended message, as opposed to consciously dissecting language rules.

Communication, conversely, revolves around the deliberate interpretation and expression of meaning. Our focal point on communication hinges on two pivotal questions: What information or content is being conveyed? And what will the audience do with this information? These inquiries form the bedrock of meaningful interaction and exchange.

The Role of Input

Input serves as the cornerstone of language acquisition since understanding must precede the establishment of form-meaning connections.

The Role of Comprehensible Input

Krashen’s Input Hypothesis introduces the concept that learners progress in language when they comprehend input that is slightly beyond their current proficiency level, often referred to as “i+1.” While Krashen’s ideas have evolved and faced criticism, a consensus remains regarding the importance of comprehensible input. Crafting such input involves a combination of strategies:

Ensuring that the topic and text type align with students’ proficiency levels.
Employing visual cues, body language, and target language equivalents.
Utilizing examples that relate to common associations and cognates.
Gradually delivering content and simplifying language.
Embracing circumlocution to convey intended meaning.
Incorporating authentic resources to provide genuine context.
Implementing comprehension checks to maintain communication-driven interactions.

While explicit instruction isn’t deemed necessary for acquisition, directing learners’ attention to grammatical forms during meaningful communication can be beneficial in strengthening form-meaning connections.

The Role of Output

Output, defined as the production of the target language to convey meaning, plays an essential but distinct role in language development. Merrill Swain’s Output Hypothesis suggests that pushing learners to produce accurate and meaningful messages facilitates language development by prompting them to pay closer attention to linguistic form. Output assists learners in recognizing their gaps in knowledge and affords opportunities for testing hypotheses. However, Hawkins and Henshaw contend that output doesn’t construct the linguistic system; its primary function lies in helping learners identify their input needs.

While there is often a significant emphasis on input, the role of output remains paramount, particularly in communicative language teaching. Traditional teaching methods tend to prioritize output, associating communication primarily with speaking and writing. However, the equilibrium between input and output isn’t dictated by a fixed ratio. Instead, it is essential to provide ample communicative input and grant the linguistic system the time it requires to develop organically, particularly at the novice level.

You can also listen to episode 63 of the World Language Classroom Podcast where I go in-depth on the topic of input and output.

In Conclusion

The journey of language acquisition involves a delicate dance between input and output. Both are integral components, each contributing uniquely to the development of linguistic competence. By understanding their roles and finding a harmonious equilibrium, educators can guide learners towards achieving language proficiency and effective communication.

Reference:

Henshaw, Florencia Gilio, and Maris Hawkins. Common Ground Second Language Acquisition Theory Goes to the Classroom. Focus, an Imprint of Hackett Publishing Company, 2022.

Sales, Antonia De. “The Output Hypothesis and its Influence in Second language Learning/Teaching: An interview with Merrill Swain.” Interfaces Brasil/Canadá, vol. 20, 2020, pp. 1–12,

Posted in Classroom Procedures, Teaching Methodology and Research, Unknown

Tagged ACTFL, ACTFL Core Practices, common ground, Comprehensible Input, florencia henshaw, french, french teacher, input, input hypothesis, language, language acquisition, language learning, language teacher, merril swain, output, Second Language Acquisition, spanish, spanish teacher, stephen Krahsen, teacher

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

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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

Connect with Adriana Ramirez:

Blog: drianaramirez.ca
YouTube: Teaching Spanish with Stories
Twitter: @veganadri
Intagram: @veganadri

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

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.

Posted in Classroom Procedures, Podcast Episodes, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Adriana Ramirez, ci, Comprehensible Input, Curriculum, french, french teacher, language, language acquisition, language learning, language teacher, Second Language Acquisition, spanish, spanish teacher, teacher

94: Targeted Comprehensible Input with Angie Torre

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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:

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

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.

Podcast episode on this topic:

Tagged ACTFL, ACTFL Core Practices, angie torre, Comprehensible Input, french, french teacher, input hypothesis, iput, language, language acquisition, language learning, language teacher, Second Language Acquisition, spanish, spanish teacher, targeted comprehensible input, teacher

Compelling Input and Output in the Language Classroom

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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.

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

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.

References:

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

Posted in Classroom Procedures, Listening, Speaking, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Comprehensible Input, french, french teacher, input, input hypothesis, language, language acquisition, language learning, language teacher, output, Second Language Acquisition, spanish, spanish teacher, stephen Krahsen, teacher

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

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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.

Follow wherever you listen to podcasts.

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.

Posted in Unknown

Tagged ACTFL, ACTFL Core Practices, Comprehensible Input, french, french teacher, input, krachen, language, language acquisition, language learning, language teacher, output, Second Language Acquisition, spanish, spanish teacher, teacher

67: Checking for Understanding

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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:

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

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.

Tagged ACTFL, ACTFL Core Practices, Comprehensible Input, french teacher, inout hypothesis, input, krashen, language, language acquisition, language learning, language teacher, rench, Second Language Acquisition, spanish, spanish teacher, teacher

63: Input and Output

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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:

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

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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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.

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Follow wherever you listen to podcasts.

Tagged common ground, Comprehensible Input, florencia henshaw, french, french teacher, input, krashen, language acquisition, language learning, language teacher, maris hawkins, merril swain, output, spanish, spanish teacher, teacher

55: Setting the Tone and Getting to Know Students

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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,

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.