Todd & A Series On CI (Part 8) – Forms Of Input: Incidental Situational Input

A KID SNEEZES and you say, “Bless you,” in the target language. THE PHONE RINGS and you say, “Telephone!” in the target language. IT STARTS TO SNOW OUTSIDE and you point and say, “Look class!  It’s snowing!” in the target language. TWO FRIENDS START … Continue reading

Todd & A Series On CI (Part 7) – Forms Of Input: Constructed Situational Input

Wow. I’ve been waiting to write this post for a long time. I get to write about my favorite “staying-in-the-target-language” instructional strategy. I’ll start the post by telling three stories to illustrate how I use what I’m calling “Constructed Situational … Continue reading

Todd & A Series On CI – (Part 3): Why Aren’t They Getting This? – Input: Multiple Forms & ICI

With students who are not used to being immersed in a L2 environment…: …there are times that I sense the need to use MORE gestures and facial expressions and use FEWER L2 words, phrases and sentences. When I’m starting to get too many … Continue reading

Todd & A Series On CI (Part 16) – Overcoming The Obstacles To Making Input Comprehensible

Nope. Not when you’re trying to stay in the target language. Instead, #TL90plus foreign language teachers try something like this to help students find meaning in a piece of incomprehensible L2: Instead of *PAIRING incomprehensible L2 with comprehensible L1, teachers try to *PAIR it with … Continue reading