For language acquisition, CI is necessary, and no one disputes it. For full inclusion of all students, no one can deny that tapping into what every human is hard-wired for (i.e. language acquisition) is the more universal practice and responsible choice as educators.
The messages students listen to or read are received as Input. When students understand those messages, they receive Comprehensible Input. Continue reading
I’m working on the Teacher’s Guide to Pīsō Ille Poētulus, and thought I’d share exactly what the practice “shelter vocabulary, unshelter grammar” looks like. To begin with, the conventional language teacher has crippling anxiety at the apparent lack of grammar in my classroom, but oooooh is it there, and oooooh is it understandable. The major difference in a comprehension-based communicative classroom like mine, however, is that grammar just isn’t taught explicitly, though pop-up explanations abound (e.g. “Mr. P, why does that word have a ‘-t‘ on it?”).
The reason my students don’t need explicit grammar instruction to understand Latin is because a) conscious grammar knowledge isn’t necessary to read Latin (or ANY language), b) internal learner constraints prevent students from noticing grammar features before they are ready, and c) grammar syllabi are sequenced in artificial ways that don’t match the order of what students are ready for. Instead of explicit grammar teaching and the grammar syllabus, students need a net of input, and that net has to be HUGE so that something particular that any given student at any given moment of time is ready to soak up is actually floating around in the input (and not just 3 person singular for 2 days, 2 weeks or 2 months, etc.).
Students who read Pīsō are exposed to a broad net of grammar. Oh, and there are some cultural topics in the target language, too. Here’s what you’ll find JUST in Chapter 1—the first 4 pages of Pīsō…
Magister P. 