Comprehensible Input

“Say WHAT?!” Translating “teacherese” into “studentese” with ease!

~Dr. Cindy Oliver

Look… a graphic organizer to help you “visualize” the concept!

Note: This is an effective strategy for ESOL learners!

Comprehensible Input Appropriate Speech Explanation of Academic Tasks Teaching Scenarios Dr. Oliver Students “get” it!

Ms. Kindaclear Students have some clue.

Use of Techniques Mr. Facingtheboard Students have no clue.

Facilitating Language Learning in the Classroom WHUH WHUH WHUH WHUH WHUH!

Good grief!

Create an environment that facilitates language learning  Students are actively engaged  Interaction is emphasized  Concrete, hands-on activities 

Risk-taking is encouraged

Adjust “Teacher Talk”

         

Face the students

Pause frequently Paraphrase often Emphasize important ideas Avoid “asides” User shorter sentences Subject-verb-object Wait time Meaning emphasized (not grammar) Avoid interpreting

Scaffold Language Development

         Ask simplified questions Establish a pattern in the questions Ask for elaboration Be a good listener Encourage, nudge Provide hard words Ask for clarification Paraphrase responses

Provide support

Language Development:

 Pre-production (totally new to English)  Early production (low beginners)  Speech emergence (beginners)  Intermediate fluency (high beginners)

It can take 6 or more years to become proficient in English!

Pre-production

 STUDENT  Points/non-verbal  Actively listens  Responds to commands  Reluctant to speak  Understands more than produce  TEACHER  Gestures  Language focus on meaning and vocabulary  Repetition  DO NOT FORCE student to speak

Early Production

 STUDENT  One or two word utterances  Short phrases  TEACHER  Asks yes/no questions  Models correct responses  Supportive, risk-free environment  Does not call attention to grammar errors

Speech Emergence

 STUDENT  Participates in small groups  Demonstrates comprehension in several ways  Speaks in short phrases  Starts to use language more freely  TEACHER  Focuses on key concepts  Frequent comprehension checks  Performance-based assessment  Expanded vocabulary  Open-ended questions

Intermediate Fluency

 STUDENT  Participates in reading and writing to acquire new information  Abstract may be difficult, especially when high degree of literacy required  TEACHER  Promotes conceptual development  Lessons still comprehensible and interactive  Teaches thinking and study skills  Alert to differences in language and culture

Appropriate Speech



Rate and enunciation

(how it’s said) 

Complexity

(what is said)

Explanation of Academic Tasks

     Clear instructions Oral and written

Show examples

Clear expectations Procedures are clear

Use of Techniques

 ESOL Strategies List  Modeling  Visuals  Hands-on activities 

Demonstrations

 Gestures  Body Language

Try this…

 It has been said that humans can “hold on” to no more than 3 oral directions at a time. Think of an

academic task

you might ask students to do and explain it clearly and simply in no more than

3 steps

. What should you do if the task requires more than 3 steps?

1, 2, 3…

…and this.

 If you have traveled to another country, or if you are an English learner, reflect on difficulties you had in understanding basic and academic information. What are some techniques people used to try to communicate with you? What could people have done to make their messages more clear?

Analyze your Lesson Plans…

 After writing your Lesson Plans, refer to your

“Scripted Questions”

under “Developmental Procedures.” Analyze each question and determine whether it is comprehensible for 1) Pre-production, 2) Early Production, 3) Speech Emergence, or 4) Intermediate Fluency.

Modify as needed!

Using the SIOP to maximize Comprehensible Input  Use the Sheltered Instruction Observation Protocol as a

guide

in preparing lessons and as a

self-evaluation

tool after teaching a lesson. Remember,

EVALUATION

is the highest level of Bloom’s Cognitive Domain, and

SELF-EVALUATION

is the highest level of evaluation.

Comprehensible Input means…

…students can

UNDERSTAND

what you’re

TELLING

them!