Tag Archives: Comprehensible Input

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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13: Diving into Comprehensible Input with John Bracey

In this episode we talk all about comprehensible input (CI), which you will see is a useful approach in teaching and learning any language.

I am joined by John Bracey, a Latin teacher who uses CI very effectively with his students.  He also makes a strong case for all teachers to try out CI, including Latin teachers.

John speaks about…

  • his journey with CI and how he discovered it.
  • the linguistic benefits of CI. 
  • using CI to personalize language and connect with and validate students’ lived experiences.
  • what CI looks like in his classroom.
  • why Latin teachers should use CI.

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