Teaching with comprehensible input (98%) with occasional translation makes sense because students don’t acquire language from incomprehensible input. Many world language instructors are attracted to input-based teaching. They get that students cannot acquire language unless they hear it. So far, so good. That makes sense. So, they try to [...]
So let me get this straight. You are speaking too fast, using words and grammar your students don't know, talking about topics they do not find compelling and about which they have no background knowledge, and rarely checking for comprehension or engagement, but YOU understand it so you call [...]
(Previous post in this series: The Natural Order of Acquisition) The next post in this series, The Affective Filter Hypothesis (#6/9) is found here. Focus like a MANIAC I: The Input Hypothesis This is the big one "Comprehensible input is the cause of language acquisition." This is the [...]
When I started doing “Special Person” student interviews I had an interviewing model in mind. It was Oprah. Having that model in my head helped me to keep me on track in rambling interviews with kids that didn’t even know what they wanted to share. And Oprah was a [...]
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 [...]
This image (Darth Krashen?) works for me on many levels. Comprehensible input is the most powerful force in the linguistic universe. All other approaches are insignificant compared to it. We need to take advantage of C.I. and use it to our full advantage in our classrooms. When I hear [...]