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.