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Should we use pictures/symbols for our introduction?

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Is it easier to use comprehensible input in a smaller or larger classroom?

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Is it easier to use comprehensible input in a smaller or larger classroom?

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Does anyone plan on using a language besides English in their introduction.

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Where can I find educational resources in languages other than English?

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How can I apply the various stimuli to activities in the general music/choir setting?

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how do you use previous experience with a class of diverse students coming from different backgrounds

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Should you always allow EL students to access tools in their preferred language or should you set a limit as to "encourage" the use of English?

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What would qualify as "Ahead of what the individual can produce?"

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What specific field did Steven Krashen work in? (ed psych, ed theory, classroom teacher, etc...)

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How would one explain a complicated paragraph from a primary historical source without "resorting to the ongoing simplification of language"?

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How do you find a good balance between time management and accomodating your ELs needs?

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How would this work if the one instructing is not fluent in the learner's mother language?

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If you are fluent in an EL's language should you use it when speaking to them?

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Can a teacher successfully teach ELLs without knowing any of the native language of the student?

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What counterarguments are there regarding Krashen's claim re: comprehension? (does anyone disagree with his argument that comprehending what is said is central to successful language learning?)

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What is the best comprehensible input method that students react too?

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What is the best comprehensible input method that students react too?

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Is it wrong to encourage/suggest EL's to use English even when around friends/peers who speak the same language while at school? Why?

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Do you think that teacher's should always use authentic specific subject language?

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Do you think that teacher's should always use authentic specific subject language?

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How do we get ELLs involved in class discussion?

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How can you test comprehension if you cannot speak the students' "mother language?"

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How can you test comprehension if you cannot speak the students' "mother language?"

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Did Krashen study Vygotsky's concept of the ZPD?

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How can teachers successfully assess their students' knowledge?

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Can different interpretations due to language barriers be used as aids?

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What does "resorting to ongoing simplification of language" mean?