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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Posted in Classroom Procedures, Podcast Episodes
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
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.
Podcast episode on this topic:
- 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