Ashley has a good question about writing accuracy:

Hi, there!

I have a question for you!  As my students are taking their SLO test
(Georgia), I am noticing that their accuracy is quite poor.  How do
you balance fluency and accuracy in writing in your classes?

Thanks so much for the input.  It is invaluable!

Ashley

Hi Ashley,

This is a common observation in comprehensible input-based classes. Students can understand so much more than traditional classes that it is natural to assume that their production would be equally as advanced. This is not always the case. I can offer a quote explaining why and also a technique that can help to improve the accuracy of students. Both are ideas from Susan Gross.

The first is a quote: “Comprehension precedes production–by a mile.”

Students acquire usable language by comprehensible input, but it takes much longer to produce accurately. Here are two way to get your mind around this idea:

1. They may understand but their brains need time to process and sort the new input before they are able to speak and write without errors. When we teachers see that they can understand, read and speak confidently, we assume that all of the language skills transfer. But they don’t. I think it is because with C.I. students are picking up the language subconsciously and not all of it rises to the conscious part of their brain at the same time. Stephen Krashen’s description of the Natural Order of Acquisition may play a part here (The Natural Approach, by Stephen Krashen and Tracy Terrell).

2. Reading helps students write. Krashen explains that our ability in writing is a result of the reading we do. If we want students to write better, we need to get them reading more.

The second is an explanation of how I use Susan Gross’s idea of Contrastive Grammar.

I think these short explanations and checks for understanding can help with accuracy because:

  1. They provide differentiated help when and where different students need it.
  2. They help students to focus on meaning
  3. They do not detract from our main job in the classroom–delivering interesting, repeated comprehensible input.

Please let me know if this makes sense, and if you decide to use it, how it is going and what questions you have.

We all get better when we work together,

Bryce