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Esol Info

In:

Submitted By qutiepieslb
Words 443
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Journal # 3
How can knowledge of comprehensible input and comprehensible output presented in “We Can Talk” be utilized by any grade level ESOL or mainstream classroom teacher on a daily basis? What are some of the instructional implications of putting these concepts into practice? Anticipate the issues that might arise for your and your students as you work toward this end.

Comprehensible input , as described in the reading, deals with providing accurate, understandable, and lessons taught using repetitious activities by a learner’s teacher and by way of the learner’s peer group. The comprehensible output portion of the reading deals with how the learner can exemplify what they learned. This includes them being able to effectively communicate and show what they are learning. Examples of this portion would include a student being able to relay back in any form (written assignment or verbally) their level of understanding, via a conversation or successful completion of an activity.
These very important methods can be put into play by implementing rigor and using various prior knowledge- building strategies. Strategies or activities may include providing an instruction and then adding on to that instruction by changing one or more words. For example asking a student to “place their pencils on their desk” and then asking them to “place the pencils inside their books”, made a slight change but builds on the prior knowledge of placing the pencil someplace. This deals mainly with both input and the ouput part of the comprehension.
Instructional implications of these strategies that may be faced may be that of the learner’s setbacks affecting the progression of learning the 2nd language. Setbacks may include the time given or time put into to learning a particular idea/concept for the language and being able to obtain the appropriate information within a given

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