Implementing Comprehensible Input in the World Language Classroom

Abstract

Using Comprehensible Input (CI) strategies to accomplish Second Language Acquisition (SLA) as defined by Krashen (1982) is gaining traction throughout World Language classrooms. By providing input to students that is comprehensible, yet slightly challenging, they can be introduced to new grammar and linguistic concepts that will enhance the acquisition process. However, teachers must use a variety of CI strategies in the classroom in order to be most successful. The CI strategies must also be tailored to the level that is taught; CI strategies should look different in a classroom of students at the novice level than they do in a classroom of students at the intermediate levels. The researcher conducted a survey in the World Language Department of Spencerport Central School District in Spencerport, New York in order to discover how CI strategies are being used in the classroom and how much knowledge the teachers have about Second Language Acquisition. The surveys revealed that teachers need more training in the research surrounding SLA and CI. In order to train World Language teachers on the key components of Second Language Acquisition and using CI to accomplish it, the researcher has put together a manual and Professional Development component that guides teachers through the process of selecting input that is comprehensible and using strategies in the World Language classroom regardless of the level that is taught.