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It’s helpful to empower learners to track their own progress.

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I want to learn how to differentiate instruction for leaner at different levels of proficiency.

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K

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In order for students’ acquisition to be what you intend, you have to plan learning experiences intentionallly from the “end” to include input and output.

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Student has to be engaged. They just have to try

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Have students self -assess & reflect a few times a year

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Use readings and audios with many cognates as input before asking students to produce longer speech or writing.

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Without getting too uncomfortable (anxiety)

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If input is crucial to language learning, 90% TL is non-negotiable. 

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If input is crucial to language learning, 90% TL is non-negotiable. 

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2. Give opportunity for exercises.

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Use students output for future lesson planning to ensure the comprehensive input lessons.

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Use students output for future lesson planning to ensure the comprehensive input lessons.

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Taught us that

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We have used these in lesson, unit, and curriculum planning

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My students really love seeing their progress as they progress up the proficiency ladder.  I always get the comment at the end of the year, "Wow!  We really learned a lot!"

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I am working on Essential Questions for foreign languge learning based on linguistics.

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I am working on Essential Questions for foreign languge learning based on linguistics.

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We use these to plan lessons, units, and our curriculum

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Forced output too soon can raise the student's affective filter and stifle growth. Should be level appropriate and lots of input must proceed output.

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Forced output too soon can raise the student's affective filter and stifle growth. Should be level appropriate and lots of input must proceed output.

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In order for students’ acquisition to be what you intend, you have to plan learning experiences intentionallly from the “end” to include input and output.

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Make students use the TL in order to have teacher "understand".

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Make students use the TL in order to have teacher "understand".

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Errors are a natural part of language acquisition and occur at predictable stages

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Errors are a natural part of language acquisition and occur at predictable stages

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Output should never be forced. If students aren't ready for output, ask yes/no questions to check for comprehension.

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Order of acquisition - it is useful to be familiar with this. Students are only ready to acquire certain grammatical structures at certain times. The research shows that of CI and reading can speed this up. 

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Order of acquisition - it is useful to be familiar with this. Students are only ready to acquire certain grammatical structures at certain times. The research shows that of CI and reading can speed this up. 