Journal # 3
How can knowledge of comprehensible input and comprehensible output presented in “We Can Talk” be utilized by any grade level ESOL or mainstream classroom teacher on a daily basis? What are some of the instructional implications of putting these concepts into practice? Anticipate the issues that might arise for your and your students as you work toward this end.
Comprehensible input , as described in the reading, deals with providing accurate, understandable, and lessons taught using repetitious activities by a learner’s teacher and by way of the learner’s peer group. The comprehensible output portion of the reading deals with how the learner can ...view middle of the document...
Strategies or activities may include providing an instruction and then adding on to that instruction by changing one or more words. For example asking a student to “place their pencils on their desk” and then asking them to “place the pencils inside their books”, made a slight change but builds on the prior knowledge of placing the pencil someplace. This deals mainly with both input and the ouput part of the comprehension.
Instructional implications of these strategies that may be faced may be that of the learner’s setbacks affecting the progression of learning the 2nd language. Setbacks may include the time given or time put into to learning a particular idea/concept for the language and being able to obtain the appropriate information within a given time frame, in other words they may not feel rushed when learning a concept.
Krashen stated "We acquire, in other words, only when we understand language that contains structure that is 'a little beyond' where we are now." (Krashen,1981) As I stated in the portion of this journal about going a little beyond each time when giving instruction, I believe this may present a problem; especially knowing that students sometimes do not immediately grasps concepts and ideas. The students cannot stay on one idea or concept forever and the only time to cover concepts or teach a language, or at least the parts where confusion arises, is during the re-teaching portion allotted during the school year. At the re-teaching point, then the portion of the concept can be re-taught, possibly in a better form with a different approach.