Posts Tagged ‘Theory’

“Your class has a reputation for being ‘easy’…”

(You say that like it’s a bad thing…) More people (including other language teachers!) trying to stuff the acquisition of new languages into the same mold that fits fact-based disciplines, like — well, like everything else. I can understand clueless monolingual administrators who hated their own hours in high school Spanish doing that. Their experience […]

I+1 or I+100?

TPRS is based on comprehensible input, and believes that students learn by input. Other major approaches to date have been based on output, and believe that student learn by outputting language. So, the two are not really compatible. They are based on completely opposite things. It’s true that many factors come together to support acquisition, […]

CI in Short

After a reader had slogged through a 28-page forum discussion on Comprehensible Input-based language teaching, the question came out: Could someone post a very brief, 3- or 4- point summary of the basics? This is my take on that. Comprehensible Input: the brain acquires language by hearing language it can understand. It takes many repetitions […]

Tagging for acquisition

We can’t see exactly how the brain works its magic in generalizing from many examples to just knowing what structure to automatically use to express a meaning it has never tried to express before — which is what fluent speakers can do. What if we think of it in terms of tagging? It’s sort of […]

“Oh, I do TPRS®, I just add some extra words.”

Lots of people out there these days saying they “do” TPRS®. What has to be happening to make a statement like that true? Teachers who teach using TPRS® are using Comprehensible Input. There are other ways to teach using Comprehensible Input. TPRS® is just one of them. The main hallmark of TPRS® is the insistence […]

What are we really counting?

A poster on a prominent foreign language teachers’ list recently commented, in the context of a second poster’s question about research comparing methodologies: …while it is difficult to do true scientific research where we isolate one variable, we can assess our students’ proficiency based on the ACTFL proficiency scale using instruments such as the OPIc, STAMP, or […]

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