Group items tagged

Last Thursday, #langchat was in full swing, Q&A style! @KrisClimer started off the hour, "Let's get the #langchat rocking!" anticipating "a flurry of ideas!" As always, Langchatters did not disappoint. They rapidly tweeted their thoughts on ways to incorporate more comprehensible input (CI) and authentic resources (#authres) in a "traditional" language program.

This paper revisits again Krashen's hypothesis, making a special emphasis on the Input Hypothesis, his implications for the classroom and the criticisms to his hypothesis.

Certainly, students need some help with pronunciation, and even repeating sounds to perfect their pronunciation skills, we ought still to be careful to differentiate between pronunciation and accent. Non-native speakers can certainly be understood even if they maintain something of their native accent!

If you are teaching English Language Learners, here are some tips and strategies that you can practice in the classroom to create a safe environment and support the students throughout their learning process: Speak slower, not louder : Students need to process the words separately and form an understanding, for ELL students this requires some extra time.