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What is Comprehensible Input

Chapter 18
Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
Incorporates the use of language adapted to students’ level of language proficiency and using a variety of techniques to make the concept clear.
Published in Chapter:
Supporting Language and Literacy Development for English Language Learners
Beatrice Adera (West Chester University, USA)
Copyright: © 2017 |Pages: 16
DOI: 10.4018/978-1-5225-0897-7.ch018
Abstract
Classroom teachers throughout the U.S. are faced with a variety of challenges due to the rapidly changing demographics in their classrooms. These teachers must recognize and address the vast cultural, ethnic and language differences represented while at the same time adhering to the different accountability based federal and state mandates. This chapter provides an overview of the policies regarding education of English Language Leaners (ELLs), examines different ethnic groups represented within ELL subgroups including basic demographic information across the different states in the U.S. The chapter also examines challenges hindering school success and effective instructional support and strategies that facilitate language development and academic literacy.
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Chapter 20
Using SIOP Model to Engage Students and Promote Academic Knowledge of English Learners (ELs)
The language that can be understood by the listeners even if they do not understand all the words or the structure in it.
Published in Chapter: Using SIOP Model to Engage Students and Promote Academic Knowledge of English Learners (ELs); From: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
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Chapter 28
The CALL Lab as a Facilitator for Autonomous Learning
New information which is still understandable: that is the optimum learning environment should provide information at the ‘i + 1’ level, just beyond what the student already knows, but which is still understandable based on the learner’s background knowledge and the context in which it is presented.
Published in Chapter: The CALL Lab as a Facilitator for Autonomous Learning; From: Handbook of Research on Computer-Enhanced Language Acquisition and Learning
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Chapter 15
Examining Teacher Candidates' Evolution of Teaching Belief
The concept of comprehensible input originated from Krashen’s (1985) monitor model. According to Krashen, language acquisition happens when classroom input is slightly beyond students’ comprehension level. He proposed the formula “i+1” to further explain the teaching strategies behind this theory. While this study employed the term, “comprehensible input,” the researcher expanded its definition, and it here refers to a series of teaching strategies that increase English language learners’ comprehension of content knowledge.
Published in Chapter: Examining Teacher Candidates' Evolution of Teaching Belief; From: Handbook of Research on Diversity and Social Justice in Higher Education
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