Some key principles

​​The Comprehensible Input (CI) approach is based on the concept that language acquisition is most effective when learners receive understandable input slightly above their current language level. The key principles of this approach include:

• Brain-friendly language instruction
  For this reason, take regular 'breaks'. You do not have to leave the classroom for this. You can easily do a Brainbreak.
• Focus on comprehensible input: According to Krashen, language acquisition occurs when learners receive understandable input slightly above their current level. This input can be spoken or written.
• ​Less emphasis on formal grammar: Grammar is subtly introduced during the learning process, often in the form of "pop-ups". These pop-ups are moments when the grammatical structures of the language naturally arise in the context of the lesson activities. For example, during a conversation, the teacher might briefly touch on a grammatical rule or structure that is relevant to that specific communicative moment. This implicit approach allows students to learn grammar in the context of real language use, promoting their understanding and proficiency in the target language. Drilling of grammar rules and endless grammar exercises are not part of a CI-based language lesson.
• Diverse content and context: Offering a range of topics and contexts keeps learning engaging and maintains student interest. This includes using various text genres, themes, and media.
• ​​Affective filter: A positive and supportive learning environment is crucial to minimize anxiety and stress and maximize the effectiveness of language acquisition.
• Emphasis on comprehension before production: Learners should first understand language before actively using it. Early language learning stages should prioritize listening and reading comprehension.
• Use of visual aids: Images, gestures, and other visual support enhance the comprehensibility of the input and help students understand the meaning without being fully dependent on verbal explanation.
• Authentic interaction: Encouraging natural communicative interaction promotes language learning through activities like conversations, storytelling, and role-plays.

By incorporating these principles, the CI approach offers an effective and natural method for language acquisition.
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Strategies

• Capturing the meaning of new words through the use of CAS (Comprehension Aiding Supplementation):
  • ​Use of visual and/or auditory support: Employing visual aids such as pictures, charts, or videos can help clarify the meaning of words and phrases and make the input more understandable.
  • Use of realia/props: Integrating real objects or materials from everyday life can make the input more tangible and relevant for students. This may involve using items, images, or videos related to specific topics or situations.
  • Gestures and facial expressions: Incorporating gestures and facial expressions can reinforce the meaning of words and sentences, aiding in conveying the message in a more visual way.
  • Translations: However, these are not always feasible. In a group where the teacher does not share a common language with all students, it is not advisable to translate solely for the students with whom there is a common language. This can quickly lead to friction and tension within the group.
  • Use of cognates: Cognates are words that have a similar origin and thus share similar forms and meanings in two different languages. These similarities arise because both words descend from a common language, such as Latin, Greek, or French. By using cognates, you "limit" the number of new words and can focus more on truly new vocabulary.
  • Language in context: Language is presented within a context that is relevant and understandable to the students. This can be achieved through stories, dialogues, or situations that are recognizable to the learner.
• Point & Pause: This is a simple yet effective strategy within Comprehensible Input (CI) to enhance language comprehension. During speaking, important words or phrases are visually emphasized through pointing, followed by a brief pause. This gives students the opportunity to process the meaning more easily. By highlighting specific words or phrases with gestures and then pausing, students can better focus, increasing the probability of comprehension and making the input clearer. So, proceed S-L-O-W-L-Y (but steadily) in the lesson.
• ​Teach to the eyes: This means that while you are teaching, you constantly observe the facial expressions and body language of your students. You are essentially "reading" the signals your students give and, if necessary, adjusting your lesson to make your input even more comprehensible and engaging. The idea is that the eyes of the students can reveal a lot about their understanding and engagement in the lesson.
• Repetition and repetition: Repeat key words and phrases not only within the same context or situation but also in different contexts and situations. This makes it easier for students to understand and remember them.
• Dose the number of new words:  Depending on the students and the language they are learning, you can introduce more or fewer new words at a time. For example, when teaching Dutch to German speakers, you can probably introduce more new words at once than when teaching Dutch to students who only speak Tigrinya or Pashtu. This is because the new language in the latter case is much further from their (already familiar) native language. Not only vocabulary is important, but also the structure of the new language has a considerable impact. If the native language has a very different structure from Dutch, this can pose additional challenges.
• Personalize: Adjust your lessons to the personal interests, experiences and backgrounds of the students.
  By personalizing, the content becomes more relevant and meaningful to the students, increasing their engagement in the learning process. They can better relate to the content, which facilitates their comprehension and usage of the language in real-life situations. There are various ways in which personalization can be applied in language education:
  1. Use of relevant topics: Selecting subjects that align with the interests and experiences of the students, such as discussing their hobbies, favorite activities, travels, or personal experiences.
  2. Student involvement: Engaging students in the selection of topics by allowing them to share stories about their own lives or experiences, ...
  3. Use of authentic materials: Incorporating authentic sources such as articles, videos, or audio clips that are relevant to the students and align with their interests and backgrounds.
  4. Adapting your language: Tailoring the language to the level and background of the students, for example, by using simpler vocabulary or avoiding culturally specific references that may not be familiar to the students.
• Comprehension checks: Regularly checking whether students understant the input through questions, quizzes, or assignments can help confirm comprehension and correct any misunderstandings.
• Don't force any output: It's important to create an environment where students feel "safe" to practice and experiment with the new language without fear of criticism or mistakes. Therefore, it's crucial not to force output, but instead accept ANY demonstration that indicates a correct understanding of the lesson content. Let your students know that every attempt (including non-verbal) to communicate is appreciated. This helps boost their confidence. Eventually, they will come to produce output, but each student may need different amounts of time (One child might begin speaking earlier than another, as each child develops at their own pace).
• Provide grammar through pop-up explanations: Instead of delivering formal grammar lessons, grammar rules and structures are naturally "popped up" while students are actively using the language. Pop-ups may occur, for instance, during reading or listening activities, where the teacher highlights a grammatical rule or structure relevant to understanding the content. This can happen swiftly and informally, with an emphasis on meaning and comprehension rather than memorization of rules. The concept behind providing grammar via pop-ups is to place grammar in a real context and demonstrate its application in communicative situations, thereby making the understanding and acquisition of grammar more natural and effective.
• Use of the technique "Circling":
  Most likely, it was Blaine Ray, the founder of TPRS (Teaching Proficiency through Reading and Storytelling), who first systematically employed this technique, but it was Susan Gross who coined the term "Circling" for the method. There are varying opinions on who exactly originated the "Circling" technique. But it might be the most crucial technique of Comprehensible Input. For me, it was definitely a game changer.

Read more about circling