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a ready-to-run workshopTeaching World Languages
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Teaching World Languages (Workshop)

Students learn a new language the way they learned their first, by understanding and using it, not by memorizing grammar rules and vocabulary lists. Communicative, comprehension-rich language teaching builds students who can actually use the language.

Key takeaway

Students acquire language by understanding and using it, not by memorizing rules; communicative, comprehension-rich teaching builds learners who can actually use the language.

Format
PLC / team meeting
Length
45 minutes
Group size
Any (works 4-40)
Who can run it
Any teacher-leader
You will need
Slides (5)Printed handoutA language lesson in mindA timer
Aligned to
Learning Forward: Rigorous ContentInTASC 4: Content KnowledgeResearch on second-language acquisition
Share / assign

Why it works

Research on second-language acquisition shows that language is acquired primarily through comprehensible input (understanding messages in the language) and meaningful communication, not mainly through explicit grammar drills and vocabulary memorization. Communicative language teaching, giving students lots of understandable input, meaningful interaction, and reasons to use the language, builds real proficiency, while grammar-translation approaches produce students who know about the language but cannot use it.

The research: Research on second-language acquisition (Krashen; comprehensible input).

The run-of-show

Choose your slot. The agenda, timings, and length update to match.

    The core activity: plan comprehensible, communicative teaching

    Teachers leave with a lesson built on comprehensible input and real communication.

    Acquire through understanding and usingLanguage is acquired through comprehensible input and meaningful communication, not grammar drills. Fill lessons with understandable language and real reasons to use it.

    Facilitator notes

    Grammar drills alone do not build proficiencyYears of rule-drilling produce students who know about a language but cannot use it. Prioritize comprehensible input and communication.

    Adapt it

    Participant handout

    One page for every teacher. Print it, or save it as a PDF.

    K12 Academics · Professional Learning

    World Languages: input and communication

    <b>Acquire, don't just study:</b> lots of comprehensible input, meaningful communication, grammar in service of use.

    1. The lesson:
    2. How I deliver lots of comprehensible input:
    3. The meaningful communication and reasons to use the language:
    4. How I use grammar in service of communication:
    5. Where drilling has replaced acquisition:

    Make it stick

    Input and communication:

    Common questions

    Don't students need to learn grammar rules first?
    Explicit grammar has a role, but language is acquired mainly through understanding and using it. Prioritize comprehensible input and meaningful communication over drilling rules in isolation.
    What is comprehensible input?
    Language students can understand, slightly above their current level, delivered so the meaning is clear. Lots of understandable input is the main driver of acquisition.
    Why can't my students speak after years of grammar study?
    Because knowing about a language (rules) is not the same as acquiring it. Shift toward input, interaction, and communication, and proficiency grows.

    Go deeper

    Build it into a bigger day

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