**Use this schedule with the Universal Language Curriculum (ULC) Updated 2.4.18**
Shifting one’s practice towards providing more input can feel like it’s a daunting task. All of a sudden, certain routines and practices don’t seem to make much sense, especially after looking at how few messages in the target language there might have been on a daily basis! The big picture of what a CI year looks like should be liberating and alleviate concern. Still, there are questions about what happens daily throughout the week…
– Telling/Asking stories, then reading them
– Learning details about students
– 1-3 unannounced “open-book” Quick Quizzes
– Write & Discuss! (Added 3.10.18)
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I took a cue from Eric Herman and just updated my blog tagline and email signature. Yes, I dropped “teaching with CI,” not because I’ve done a 180 after ACTFL, but because it doesn’t necessarily distinguish our teaching the way it could. “Teaching with CI” is still a good term that has brought like-minded educators together, but most teachers are confused enough over the role of input in Second Language Acquisition (SLA) such that a different way of expressing what we do might be beneficial for all.
Bob Patrick has been saying for a while that most teachers end up providing at least some comprehensible input (CI) even if they have no clue it’s happening. I agree. As long as students understand what they listen to and/or read, they’re getting CI. So, if a grammar-translation teacher can provide CI, even just sometimes, well then I don’t really want to use a term that aligns myself with that pedagogy.
The big difference between providing CI by chance, and knowingly providing CI is attention to the “C.” It’s usually that “C” (along with the “C” for Compelling) which make the difference between a positive and negative language class experience for our students, and certainly the difference between acquisition, and low vs. high proficiency. Our classrooms are different from most language teachers because we focus on making the target language more comprehensible using various techniques, and strategies. This makes the target language more accessible, which leads to acquisition, and also promotes an inclusive classroom environment. That’s really what teachers seem to mean when using the term “teaching with CI,” so we might as well clearly express what we actually do. We make languages more comprehensible for learners, and not every language teacher can say that.
Teaching for Acquisition
Making Languages More Comprehensible