One of the main reasons language teachers are adopting CI-based practices, is because it creates an environment in which all kinds of students (especially marginalized students) can be successful, without compromising proficiency goals. Here is a collection of links to articles and blog posts which elaborate on this important connection.
This post by Grant Boulanger really makes a clear connection between pedagogy and inclusivity at the upper levels.
Grant’s article inspired me to write this post on the Inclusive Latin Classroom
Stephen Krashen addresses the problem with viewing language learning as skill building with delayed gratification:
John Cowart on his experience teaching language in urban schools:
Non cognitive skills. Their role in academic success:
Stephen Krashen on teacher activism: