Elevate Intermediate Learners with Comprehensible Input

Teaching intermediate learners and upper-level Spanish learners can feel overwhelming when expectations are high, proficiency levels vary, and the curriculum demands keep piling up! In episode 119 of Growing With Proficiency, The Podcast, we’re diving into the essentials of comprehensible input (CI) for intermediate and upper-level Spanish learners. 

This is the first part of our three-part series on CI in the upper levels. Stay tuned for Part 2, where we’ll discuss the impact of curriculum overload and the challenges of messy student output. Plus, in our upcoming Spanish episode, we’ll be joined by a special guest to talk about CI strategies for AP classes!

In this post, I’ll highlight some challenges and strategies for your intermediate learners and upper level learners.

Challenge #1

It’s easy to feel frustrated when students don’t progress as quickly as we’d like, but we need to remember that acquisition is a slow journey. The first challenge is setting realistic expectations for language acquisition.

When we talk about intermediate or upper levels, we have expectations that we think a certain level of students should be doing. We can also pick up unrealistic expectations of our students just by looking through their textbooks. We think, “This is where my students should be”, but the reality is that sometimes, or many times, they’re not, or they’re not able to understand those texts, and that is when the challenge begins. 

Strategy #1

So, what can we do? We need to create input that’s accessible to students at all levels and helps them build understanding over time. Some ways to do this include:

• Simplify vocabulary with high-frequency verbs
• Create clear contexts
• Use visuals and gestures to help students connect with the material
• Build a “trailer” for upcoming content to give them a preview and get them excited

Finally, check for comprehension frequently to ensure that students are truly grasping the input. In episode 119, I discuss a document from ACTFL discussing the time required for developing language performance and how it varies based on the number of years of instruction. You can find a link to this document in the resources below, and listen to my discussion here or above.

Challenge #2

The second challenge that I discuss is that our students are at many different levels of proficiency. In one class you may have a student that is maybe novice, high, or weak. Then, you have one student that is intermediate, mid, or strong. And then, you have a student that is a native speaker and students that are heritage speakers.

You have all of these proficiency levels in your class, and you are at loss, because the moment that you start being comprehensible for the kid that is a novice-high, you feel like your intermediate-mid student is getting bored. You may find that some students are ready to create longer sentences, while others may still be working through simpler language.

Strategy #2

The best way to reach all students in your class is through careful scaffolding. You should also use language supports like anchor charts, visual aids, and high-frequency verbs. Breaking down information into manageable parts also makes it easier for students at varying levels to understand and participate. Other strategies include: using transitional words, frequent expressions, and function words to support comprehension.

More Ways to Scaffold Your Input

Make sure your classroom is CI friendly. This is done, first, by scaffolding. I also suggest creating posters with the transitional words, frequent expressions, and function words and integrating them into classroom walls and slides to provide constant support.

In episode 119, I also emphasize the need to check for comprehension, but check for comprehension in a way that actually shows the level of your students. You can do this by using a variety of question types and allowing students to share what they understand. Use questions like, “What do you think about that? Do you agree with that? You don’t agree with that? Why are they saying this?” Level up with those questions. 

In our next episode, we’re going to talk about curriculum and output. Remember, our next episode in Spanish is going to be about AP and strategies to make them very successful in our classes. Listen to the whole episode of part one here or above. Don’t forget to check out the resources below, and grab your free resources of Legends and Mascotas.