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Friday, March 22 • 4:10pm - 5:00pm
Comprehensible Input Versus Standardized Testing: What Can Novices Achieve? (5-9)

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Language teachers and administrators may resist implementing Comprehensible Input approaches, including Teaching Proficiency through Reading and Storytelling (TPRS), fearing that students’ performance on standardized assessments will lag behind learners in more traditional classrooms. This presentation reports results from practitioner research that compared CI and traditional instruction among U.S. middle schoolers using quantitative and qualitative methods. Whereas CI learners matched the county average on ACTFL’s AAPPL listening and speaking portions, they reported far greater satisfaction and confidence with TPRS.

avatar for Dr. Amanda Lanier

Dr. Amanda Lanier

Assistant Professor, Michigan State University
Director of the Master of Arts in Foreign Language Teaching at MSU. Alumna of Georgia State University. Ask me anything about language teaching methods and theory, especially intercultural competence, literacy, and heritage learners. I am more likely to ask you questions, though... Read More →

Friday March 22, 2019 4:10pm - 5:00pm EDT

Attendees (6)