What is Comprehensible Input? Stephen Krashen’s theory of language acquisition C.I. = i + 1

Krashen’s 5 Hypotheses Distinction between language acquisition and learning Natural Order Hypothesis Monitor Hypothesis Input Hypothesis Affective Filter

Input Hypothesis: To acquire new language… Comprehensible input / message Comprehensible input / message Sufficient repetition Sufficient repetition Interesting Interesting

Circling repetition of specific language structures via questions and statements

What Circling isn’t Circling is not about mindless repetition Circling is not about boring questions Circling is not about providing incomprehensible input (too fast)

Circling Choose language structure(s) Choose language structure(s) Personalize about students Personalize about students Questions > Statements Questions > Statements Choral or individual Choral or individual Student response = quick assessment Student response = quick assessment

Targeted language structure Targeted language structure: (Vistas, Chapter 8) “asked for (food) ” “asked for (food) ”

OPTION A: CIRCLE THE SUBJECT 1. Statement: “Austin asked for a steak.” 2. Question whose answer is “Yes” “Did Austin ask for a steak?” “Yes.” 3. Question whose answer is “No.” “Did Haley ask for a steak?” “No.”

4. Either / Or question “Did Austin ask for a steak or did Haley ask for a steak?” “Austin (asked for a steak.)” 5. Who or What questions “Who asked for a steak? “Austin asked for a steak.” 6. Restate “That’s right, Austin asked for a steak.”  That was 8 repetitions of “asked for a _____.”

Students offer possible answers. Teacher selects. Where did Austin ask for a steak? When did Austin ask for a steak? These details can be circled. Personalize the process by adding factual details about the student with When, Where questions

Students offer possible answers. Teacher selects. How did Austin ask for a steak? Why did Austin ask for a steak? These details can be circled. Differentiate questioning by asking How and Why questions to faster students.

Haley asked for sushi. Did Haley or Austin ask for sushi? Who asked for sushi? Why did Haley not ask for steak? Why did Austin not ask for sushi? Did I ask for steak? What did I ask for? Compare and contrast details with other students. Personalization is engaging.

Pediste = You asked for Pidió = She/He/ You (f) asked for Pedí = I asked for ¿Qué? What ¿Quién? Who? ¿Dónde? Where? ¿Por qué? Why?

Why circle new language structures? Repetition + predictability Repetition + predictability Engage students’ minds via questions Engage students’ minds via questions Personalize content – it’s about them Personalize content – it’s about them Differentiate with easier/more difficult level of questioning Differentiate with easier/more difficult level of questioning

Why circle new language structures? Teach interrogatives Teach interrogatives “Deep instruction” of targeted language structures “Deep instruction” of targeted language structures Stay in L2 90%+ Stay in L2 90%+ Play with language, creativity, fun Play with language, creativity, fun

Where can I use the circling technique? Introducing new content Introducing new content PQA – Personalized Questions and Answers PQA – Personalized Questions and Answers During discussions During discussions During reading During reading As a formative / quick assessment As a formative / quick assessment

Why bother with so many repetitions? How many repetitions does a student need to understand new vocabulary and it starts to sound right to their ear? Some researchers say more than 100 repetitions.

Circling from the textbook Vistas Lección 8 30 Preguntas 1. ¿Qué desayunaste esta mañana? 2. ¿Qué pides generalmente en un restaurante italiano? 3. ¿Quién te presta dinero cuando lo necesitas? 4. ¿Prestas tu coche a tus amigos? 5. ¿Cuál es tu fruta favorita?

Circling part of a reading selection Un total de personas fueron evacuadas de sus hogares en la madrugada de este martes tras entrar en erupción el volcán Villarrica, en la sureña región chilena de La Araucanía, informaron oficiales. El volcán, que estaba en aumento de una alerta amarilla desde el pasado 6 de febrero y en alerta naranja este lunes, entró en erupción a las 03:01 horas (06:01 GMT) de este martes con un gran estruendo.

Some guidelines Don’t circle predictably Don’t circle predictably Point and pause Point and pause Personalize Personalize Differentiate Differentiate No opting out No opting out

Final thought Brains crave novelty… and repetition.