Comprehensible Input’s Impact on World Language Learners

If world language teachers do 70% of the class in the target language, then the students hear the language and the students use the language for 70% of the time. If  those teachers use  comprehensible input through gestures, visuals, etc, then the teachers can increase the class to 90% or 100%  of comprehensible input (ACTFL says teachers should talk 90% in the target language). What impact does changing from 70% to 90% have?

In a comprehensible input based classroom where 90% of the classroom is in the target language, each day students hear  and use 20% more language than in a classroom with 70% language, Each week in less than four total classroom days of 90% input, the students have exceeded the amount of language heard and used  in a 70% classroom. By the end of the week, they will have heard 1.4 days more of the  target language.  Within less than a month of 4 weeks, the 90% comprehensible input teachers will have picked up 1.4 x 4 days or 5.6 days extra.  10 months at 5.6 days = 56 additional days of hearing their world  language.These teachers have actually increased the students learning time without increasing the school year.

Do you increase or decrease your students’ opportunity to hear and use the target language?

At,  I have 5 any language  picture speaking activities and 25+ ready-to-use Spanish structured speaking activities  for beginning students (including 5 Can-Do ones); and numerous students-as-investigators cultural activities(modern language culture).  At, I have two ebooks, Modern Language Proficiency: Can-Do Strategies and 90 Mobile Learning Modern Language Activities (mainly speaking and culture). At, I have a book, Improving Foreign Language Speaking Through Formative Assessment.

Your Feedback on 90 Mobile Learning Modern Language Activities ebook

Dear colleagues,

I am writing an  ebook, 90 Mobile Learning Modern Language Activities, with the anticipated publication date of May 2013 and I would appreciate your feedback.   I have the following categories and  numerous classroom examples of each category in the book:

Introduction (Why? What is it? How to implement? Why focus on communication?)
Speaking Activities
Mobile images
Internet searching
Internet image searching
Survey /Polls
QR code
Voice and video recording
Video chat
Apps for media
Writing to a blog Wiki or website
Listening activities
Reading activities
Listening activities
Culture (is integrated into the activities)
Assessment activities

Are there any other categories of mobile learning activities that you feel need to be included in a book on mobile learning? If so, would you please add a comment  to this blog that includes that particular mobile learning category with a phrase of definition or explanation of the term.  Thank you very much.  With your help, this book will better help modern language teachers as they begin mobile learning to improve their students modern language communication skills.

Also, if you would please answer a question about what you would be willing to pay for such an ebook

Please forward to any other modern language  teacher who uses mobile learning for his/her reaction.

My Spanish spontaneous speaking activities (24+) includes Structured Speaking (Students substitute in or select words to communicate in pairs), Speaking Mats ( Student can talk using a wide variety of nouns, verbs and adjectives to express their ideas in pairs or small group), Modified Speed Dating (Students ask their  partners one question from a card-whole class), Role Playing (Students talk as people in pictures or drawings from 2-4 people), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers:

At the same site, I have a series of modern language visual stories with no words (the beach, the city, school, etc.) for two students to role play; the restaurant role play involves four students.  These can be used in any language since there are just visuals, no words.

My book, Improving Foreign Language Speaking Through Formative Assessment, and my book, Formative Assessment, Responding to Students, are available at