Theory and Research supporting CI strategies in the World Language Classroom

Here’s a web-page I created containing links to articles which make a connection between pedagogy and equity and social justice in the world language classroom:

Grant Boulanger describes, in simple terms, the idea that input precedes output.

Chris Stolz has summarized much of the research supporting CI:

Karen Lichtman presented at NTPRS this year (2016), and has collected compelling research on her personal-professional website:

Susan Gross’s compilation of informational pages and handouts, including her checklist for administrator observers

Stephen Krashen: “Why Support a Delayed Gratification Approach to Language Education?”

Here, Krashen argues that the traditional model of language education as skill building, requiring a period of diligent study with the reward of comprehension and enjoyment of the language is wrong. On the contrary, he suggests that true competence in a language is the RESULT of low-stress enjoyment of the language in a supportive, comprehensible and interesting foreign language classroom from day one. According to this article, the traditional “no pain no gain” model is ineffective at best, and oppressive at worst. Krashen also addresses many of the standard justifications that teachers and administrators rely on to avoid changing the way they teach.

Latin teacher John Bracey has looked cloesely at the ACTFL Standards from the perspective of Comprehensible Input. He has collected many relevant quotes here:

Stolz also created a compilation of Second Language Acquisition quotes: