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Comprehensible Input and Social Justice (6)

6/29/2020

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This is the final piece of this 6 part series. If you haven't, please go and read parts 1-5 first. They are on the first five principles of the Comprehension Hypothesis: Acquisition and Learning, the Natural Order Hypothesis, the monitor principle, the input hypothesis, the affective filter, and their role in social justice in the classroom. 
Acquisition and Learning
The natural order hypothesis
The monitor principle
The input hypothesis
the affective filter

The Compelling Hypothesis

Ideally we all want our students to be interested in what we are saying, but just like we all have different tastes in foods, books, and music, so will the reaction vary as to how our students react to us. For a long time, teachers have relied on the idea of "motivation" as to how well students react to information. I hear a lot of times that "if students were just motivated.... X would happen", but that's not how things work. While "compelling" is not  necessarily required to acquire language (simply put), it is required for fully successful SLA (Krashen, 2011; Patrick, 2019). When input is compelling, there is not need for "motivation" because one is so drawn in that they "forget" they are actually acquiring language and enter what Krashen (2011) calls a state of flow (Krashen, 2011). You don't have to want to improve, it will just happen because you find the material so compelling; the resulting progress may even be completely unexpected (Krashen, 2011). Patrick (2019) notes the immediate connection between this hypothesis and the affective filter, "choice may be one way of lowering the affective filter and inviting students into the understandable input that we have planned for them - if our planning has taken [student choices] into consideration" (Patrick, 2019, p. 42). This is why I said yesterday that the compelling input and affective filter principles are the most important, in my opinion, when it comes to being a teacher who truly understands and employs CI principles. Everything we do must be run through a CI filter. Every decision we make must be comprehensible, allow natural order, avoid the monitor until they are ready, provide input, lower the affective filter, and be compelling. 

If that list overwhelmed you, I get it. It can be a lot and no one is perfect. We adjust. In the next two sections, I am going to reflect myself on the questions I posed yesterday and then show how I might consider the 6 principles of CI when looking at a topic often covered in Latin classes. I hope you can see how this principle and all 6, when fully understood and applied, provide a classroom where students are valued and respected for who they are and included as people who belong in the classroom with me. 

Before I do. Thank you for coming with me on this journey. While my daily blogging pauses here for now, the conversation isn't over. I would love to consider a follow up post (or a few) addressing any specifics, questions, or ideas we share in our community. There has already been great discussion on various social medias about this. I'd like to see more. 

Reflection - Discussion

  1. Are my students welcome in my room or do they belong in this classroom? I say this to parents every parent night. You students are not welcome in my room. They belong in this classroom. Using "welcome" in this context means, "you are in my space. I'm happy you are here, but you must abide by my roles and expectations". "Belong" in this context means, "Hello! This is a space we share together. You belong here as the person you are, no strings attached."
  2. What do I do to marry my area of expertise and interest with the passions of the students who are in, or want to be in my room? For me, this is an ongoing conversation with my students. I want to know what things they like, what they don't like, what is helpful, and what isn't... and why. What I often find is that if I tweak something slightly, the compelling factor is increased. Regarding content, please see the next section for some detail. 
  3. What do I do to highlight and lift up voices of indigenous people, black people, people of colour in texts/discussions/history/culture/etc? Everything I possibly can. Here's the thing. Representation MATTERS. How can we expect anything to be compelling or comprehensible if students never see themselves in our classroom? Our culture, our textbooks, resources, etc. are already geared to serve white norms. We have to work to change that. So, every chance we get, we lift up BIPOC voices. We put posters up, choose artwork we share consciously. We stop whitewashing stories and point out when our books do it. We do everything we possibly can.  
  4. How do I talk about slavery, colonialism, imperialism, and racism in my classroom? We start by listening. Do some reading and look into the real history of things. We change our languages. Latin teachers.... STOP, if you are, saying that servus means servant. It means slave. STOP saying that slaves might be "treated well" or that slave owners were "kind". STOP using the word dominus or domina to refer to you as their teacher. Instead, call the Romans colonisers. Call them murderers, kidnappers, etc. Same thing when it comes to the English, the Spanish, the Americans etc. Clarify that while people like the Irish, Scottish, Germans, etc. were persecuted for things like language, religion, and culture, they were NOT persecuted for their skin colour. Do the reading and research and clear up your own misconceptions of history and don't perpetuate the system. 
  5. What supports to I regularly use to support learners of all types in my room? In my classroom, I use a visual schedule, provide audio readings of texts, provide stuffed animals and fidget toys, allow the use of languages other than English for many types of work, allow students to draw, write, act, build, etc., make things in large print, with unique fonts, and colours, as needed, provide multiple versions of a test that employ various types of organisation (boxes or tables for those who need them), fonts, text size, etc., and work to allow things like small group instruction or small group testing wherever I can. I don't think this list is exhaustive, and I hope it isn't, but I also know I'm not perfect. I can and continue to try to do better. 
  6. Can my students see themselves in every aspect of what we do (the content, the context, the means, the physical space, etc)? I hope so, but I am going to keep trying. In my classroom, I have posters from Teaching Tolerance that include BIPOC, LGBTQIA+, immigrant, and other voices. When I choose artwork, I try to vary it up and include artwork that looks like my students. I provide options for seating, engaging, input, and expression. If you'd like more, take a look at this presentation. Am I perfect? No. Am I going to stop trying? No. 
  7. Do I run every decision I make for my students through the CI test (if you will)? Is it comprehensible, caring, and compelling (credit to Rachel Ash for the three Cs)? See below. 
  8. Do I know why a student does poorly on an activity/assessment? What am I doing to support them towards their goals? Yes and No. If I don't know why a student did poorly, I am going to ask and accept their answer, whatever it is. Then we will come up with a plan. It may require more instruction/input. It may require a new format or more time. Whatever it is, we'll work it out together.   
  9. Am I providing multiple means of engagement, representation, and expression (UDL)? As often as I can. Engagement is how students work with the material, representation is how the material is presented, and expression is how students show progress (put very simply). See my previous post for more. 
  10. and... How do I know?I work to build trust first through reality pedagogy and, if needed, employ a cogen. As we work to build this community together, the conversations start to happen and students feel comfortable telling me. 

A quick work through

Let's look at a common topic taught in Latin classes, and one I previously discussed: the house and home. Here are some quick suggestions for how I consider the three CCCs of CI and the six principles. This is not exhaustive. Please, if you'd like, reach out and let's talk more!
  1. Comprehensible - I consider what words are already acquired, what words are needed, and what words they've asked for. I ensure that I truly understand the context of each word so that I can provide real comprehensible input that is appropriate and anti-racist. We engage in discussion of the Romans, current events, and our own lives. I provide multiple ways of understanding these words: drawing, definitions, derivatives, and others. We look at a variety of homes in a variety of contexts: ancient and modern.
  2. Natural Order - If students do poorly on an activity or assessment, I reassess, regularly. I am always looking at what students are showing me. If a student has never greeted me in Latin before and starts... you best believe I'm taking a grade! I try to judge student work on their own progress rather than against others. I try not to shame students for asking the same question repeatedly. This is hard for me, but it is something I am working on. 
  3. Monitor - If they haven't asked for it, I don't need to explain it. I don't correct them if they choose to communicate with me. If I don't understand, I ask for clarification.
  4. Input - My job is providing input. They will give output when they are ready. I can provide some scripted things to students who need them, but I try to never force output if they aren't ready. Some things you can provide that allow students to communicate in their own time: ASL, gestures, choices, yes and no questions, communication cards
  5. Affective Filter - I always ask myself: who is represented in these stories, this vocabulary, these images? When I share student work, am I only sharing white imagery? Am I being equitable when I talk about the "house" or am I only showing wealthy houses, talking about slave owners in Rome, etc. And... how do I talk about those from lower socioeconomic status and the places they call home? 
  6. Compelling - What do students want to talk about? If they want to talk about themselves, we may look at examples of Roman houses, but then we'll design or share our own. If they want to talk about socioeconomic status in Rome, we'll do it. I can teach the same vocab, the same culture, the same history in ways that are accurate and​ compelling.  

References

Krashen, S. (2011). The compelling (not just interesting) input hypothesis. The English Connection (KOTESOL), 15, (3). Retrieved from: 
​
http://sdkrashen.com/content/articles/the_compelling_(not_just_interesting)_input_hyothesis.pdf

Patrick, R. (2019). Comprehensible Input and Krashen's theory. 
Journal of Classics Teaching, 20(39), 37-44. doi:10.1017/S2058631019000060
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Comprehensible Input and Social Justice (3)

6/26/2020

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This is part 3 in a 6 part series. If you haven't, please go and read parts 1 and 2 first. They are on the first two principle of the Comprehension Hypothesis: Acquisition and Learning, the Natural Order Hypothesis, and its role in social justice in the classroom. 
Acquisition and Learning
The Natural Order Hypothesis
So, I'm going to start today's blog with a story. It is a year's old story and one I often share in person but rarely in writing. I was at a speaking Latin event, often shared over a meal, and was engaged in conversation in Latin with a number of people. Someone asked me a question and I answered it. However, I used a word that another person in the conversation did not prefer. They proceeded to "correct" me using a vocabulary word they liked, but one I was not familiar with. I tried to continue the conversation, but they insisted on repeatedly "correcting" me and wanting me to repeat back what I'd heard. I did not. Instead, I became incredibly anxious that I was using Latin incorrectly and completely disengaged. I only answered questions briefly and mostly spent my time trying to figure out this word I didn't know. When I finally got home, I researched both words only to discover that not only was my use of the word correct, it was more common. I was baffled at the experience. Why was the preference of one word over another, when both were correct, such an issue?

The Monitor Hypothesis

This hypothesis/principle is two fold. The first piece speaks to language acquisition theory and states that, when certain conditions are met, conscious learning can happen and can be useful (Krashen, 1983). We can self correct or edit our output and it happens in both first and subsequent languages, when enough comprehensible input has been received and language has been acquired (Krashen, 1983). The second piece of this principle is a warning. When there is too much of this self-consciousness, too early, or at inappropriate times, it can cause damage and harm (Patrick, 2019). Knowing these things, it is clear to see what happened to my brain in the above story. When the monitor is applied inappropriately or before someone is ready, it raises anxiety levels to a point where, at worst, no communication happens and no comprehensible input is received. Now imagine what happens to a student...

The Monitor Hypothesis and Equity

Patrick (2019) describes these moments really well, "Relationships become awkward, and dangers and opportunities can be misread with too much self-consciousness... in great amounts can become entirely paralysing" (Patrick, 2019, p. 41). As teachers, we must be very careful with this hypothesis. If we force the monitor on students too early, they will shut down. If a student comes to us, asking for more, and we silence their questions, we shut them down. But even more so, consider these points of equity:
  1. Charts are inequitable - I discussed this in the previous posts, but it bears repeating. When we use charts and use them as a method of evaluation, we are excluding a number of students. Even if we ignore the fact that most learners will not excel and succeed using traditional methods... even if we ignore that. Using charts and memorisation as a method of evaluation and requirement in class excludes (not exhaustive list) dyslexic students, students who struggle with executive functioning, students with OCD, students with motor functioning concerns, students with intellectual disabilities, students with developmental delays, students with ADD/ADHD, and so many more. Make charts available.... but don't make them required as notes until students are ready and please... please don't make them required on assessments. 
  2. Using TL grammar as a way to "teach" English grammar is inequitable and racist. There, I said it. The requirement of specific English grammar and speaking is racist. It actively ignores cultural norms that BIPOC populations value and use actively (Emdin, 2016). It ignores the very valid expressions of English throughout the US and in other countries. When "ain't" is okay but "axe" isn't, that's racism. Sure, formal English grammar has a a place. But every day, colloquial, culturally normal language is always evolving and for too long teachers have valued and pressured students into using white people's English, often shaming them for their own cultural and racial experience and identity. If you are using your language class to support what is often called "proper English" you are engaging in colonialism and are supporting a system of oppression and racism. There is value to all forms of English. They are all beautiful.
  3. It will happen when it happens - If we are providing truly comprehensible input (see my first post), then students will become ready for the monitor in their own time. If we force it, based on our own notions of what is appropriate, or based on what our gifted populations tell us, we are doing a disservice to the rest of our students and actively telling them they aren't good enough and do not have a place in our class. This isn't about being "smart enough" it is about letting students have the time, whatever time that is, to grow and acquire language as they are meant to. This goes back to my discussion yesterday of wanting "all smart kids". How do you define that? What is the cut off? Who are you excluding from the room you share with your students for the sake of having the "smart ones"?

How I use the Monitor Hypothesis

The accusation is often made that because CI teachers don't teach explicit grammar until students are ready that "we don't use grammar". (1) Of course we use grammar. We use it every time we use the language. (2) What this argument really suggests it that we let our students "run rampant" all "willy nilly" with language. That isn't true either. I get it though. It's an easy jump to make when I say things like " I have no charts in my room" or when my students tell their friends at other schools, "we don't take grammar notes". So, if you'll indulge me, I'd like to share when I DO engage the monitor hypothesis. 
  • When a student asks a question - If a student asks me something directly, it displays a readiness to know. As the teacher, as the expert, it is up to me to determine how ready they are for something. Unless a student at the lower level asks for more, I will answer directly, simply, and move on. In the upper levels, I will ask how much they want to know. 
  • When the class as a whole begins to tell me they are ready - It happens at different moments. It can happen and then "unhappen". The last set of students I took straight through four years showed me that. About halfway through Latin I, they said they wanted some grammar, so we did. We slowly discussed the basics of verbs and nouns. About 3 months into Latin II, they said they were done. So we refocused. By the end of August Latin III, they wanted more. So, we added explicit grammar back in. They continued with bi-monthly grammar lessons through the end of Latin IV. 
  • To build a resource - With these students mentioned above, I made two rules clear: (1) You will take these notes and (2) I will never test you on them. Instead, we built a resources of grammar notes that they could access whenever they wanted. I then taught them to edit their own work and so, each time we completed a free write (they were writing for entire class periods at this point), they then got a class period to edit their writing and ask all the questions they wanted about grammar and vocabulary. 

References

Emdin, C. (2016). For white folks who teach in the hood: And the rest of y’all too. Boston, MA:
    Beacon Press. ​

Krashen, S. (1983). The Natural Approach: Language Acquisition in the Classroom. Alemany Press.

Patrick, R. (2019). Comprehensible Input and Krashen's theory. Journal of Classics Teaching, 20(39), 37-44. doi:10.1017/S2058631019000060
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