Transitioning to Proficiency Part II: Baby Steps to Comprehensible Input

by Alex Terwelp

I have a two-year-old son, and watching him grow, I have discovered there is nothing more fundamental than the process of a child learning to walk. I see four stages to this process, namely supported standing, cruising, staggering, and finally, walking. We can apply the metaphor of learning to walk to a journey toward Comprehensible Input (CI). I am taking that journey in my Latin Classroom, one step, and one stage, at a time.

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Transitioning to Proficiency Part I: Advice From a Recent Convert

By Conner McNeely
@indyprofe1

 Would you rather conjugate verbs in another language or have a conversation with someone who speaks another language? Unless you are a true grammar geek, you prefer communicating. That is why teaching through comprehensible input and using a proficiency-based practice is what we language educators should all be doing with our students. The question should not be whether to transition to a proficiency-based curriculum, but instead when and how to begin the transition.

My department has recently adopted the proficiency-based EntreCulturas and EntreCultures series for Spanish and French. It has been a challenging process, but during the transition, I have learned a few things I would like to share with you:

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