Comprehensible Input Tips

Comprehensible Input 10. Use speech appropriate for students proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners). 11. Explain academic tasks clearly. 12. Use a variety of techniques to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language).

Comprehensible input Students do not acquire language in a vacuum. It does not seep into their brains when they sit in a classroom. Comprehensible Input is an essential part of Stephen Krashen's Input Hypothesis. This hypothesis maintains that in order to acquire a second language, the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner's current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and realia to make input comprehensible. Foster social interaction Provide a variety of activities for newcomers. Set limits on the amount of time English language learners listen to tapes or work on a computer. They need to interact with real speakers of English. Social acceptance is a powerful motivator for learning a new language. Be aware of culture shock The newcomers in your classroom are probably suffering from culture shock. Being in a strange place and losing the power to communicate can be quite painful. Creating an environment where the newcomer feels secure will lessen the intensity and duration of culture shock. Make lessons visual and kinesthetic Two methods of helping your English language learners (ELLs) acquire content knowledge are: Provide plenty of visual clues to meaning and assign "hands-on" tasks. Visuals include pictures, photographs, realia, maps, graphic organizers and charts. Hands-on activities that help ELLs are collaborative projects such as mobiles, murals, demonstrations, science experiments, timelines, and pictures with labels. Check for comprehension Good communication with ELLs requires teachers to periodically check for comprehension by asking questions at the student's level of comprehension. Do not ask ELLs "Do you understand?" in front of the class. They will usually say "yes" whether they do or not. Be an active listener! When listening to your newcomers as they learn to speak, give feedback, nods, encouragement, and praise. Give your whole attention when trying to understand the communication. Demonstrate your patience through your body language. Give simple directions Give clear, simple directions to ELLs. Break complex directions down into simple steps. Ask students to retell, in their own words, what you are asking them to do before they attempt a task. Comprehensible output Comprehensible output is crucial for students learning English. ELLs need to negotiate meaning through interactions with fluent English speakers. This exchange provides second language learners with corrective feedback and knowledge about how to communicate their ideas. Provide time-outs Provide frequent "time-out from English" periods for newcomers. If possible, allow the newcomer to spend time each day during those first weeks speaking with others of the same native language. He or she needs to ask someone "What's going on here?" Teach to your newcomer's learning mode Many newcomers learn best kinesthetically. Don't expect them to sit and listen to incomprehensible auditory input for long periods of time. Use gestures, drawings, sketches, drama, or other visual support. Give students hands-on activities to complete.

Use manuscript writing Your newcomers may know the Roman alphabet but may not be able to read cursive writing. Help ELLs negotiate meaning Provide ELLS with opportunities for negotiating meaning. Comprehensible input is not enough to guarantee comprehension. Your students need the opportunity to interact in a meaningful way with peers who speak English. Reading strategies are universal Students who are already literate in native language learn to read at a higher level in English than those who are not. Literacy related skills are transferred from one language to another even if the writing systems are quite different. However, only concepts that are completely learned will make that transfer. Building native language literacy is important. Teaching the Text Backwards It is very difficult for ELLs to understand a textbook if it is taught in the traditional sequence: Read text, answer questions, discuss, and apply information. When teaching the text backwards you do an application such as a science experiment first. Then you discuss the material in class, and answer the questions at the end of the chapter. Reading the text is the last thing you have students do. Allow translation time Newcomers are translating the language they hear back to their native language, formulating a response, and then translating that response into English. Allow extra time for this translation. Be generous with thanks Thanks and praise will go a long way with your English-speaking buddies. Let them know that you appreciate their efforts. Acknowledge their contributions frequently and point out the progress newcomers in your class have made. Respect newcomers "silent period" Don't force your newcomers to speak before they are ready. ELLs will acquire language when they have comprehensible input and their affective filter is low. Allow students a "silent period" during which they acquire language by listening and understanding English. Where should newcomers sit? Give advance thought to where you will seat an incoming student so the decision doesn't have to be made on the spot. Put a new student near your desk so you can provide help or near a student who is kind and empathetic. Avoid front-row center. If your class sits in groups, seat newcomers with sociable English speakers. Encourage participation Encourage ELLs to participate in class. Some students may know the answer but will hesitate to speak. Give them the question ahead of time so that they can be prepared to respond.

Avoid drawing unwanted attention to newcomer If you have something important to convey, speak one-on-one to the newcomer rather than in front of the class. The anxiety of being in the spotlight interferes with comprehension. Tie culture to your curriculum Tie the cultures of your second language learners to your curriculum. Children with diverse linguistic and cultural backgrounds have stories and experiences that are unique. Teachers should build on the background knowledge and cultures their students bring from their home countries. Focus on the positive The more comfortable ELLs feel in your classroom, the quicker they will be able to learn. Focus on the positive. Give lots of encouragement and praise for what the student can do. Don't dwell on all that they can't yet do. Create frequent opportunities for their success in your class.