Stephen Krashen recently published the Story Listening Toolkit, a summary of supports for language learners.
The purpose of the Toolkit is not:
- to teach word lists; “Teaching vocabulary lists is not efficient” (Krashen, 2004, p. 19).
- to make words or targets “100% comprehensible, with students being able to understand, and translate, every word” …but the goal is rather to make “the input appear to be fully comprehensible” (Krashen, 2013, p. 3).
- “full mastery of the rule or vocabulary in a short time frame” (Krashen, 2016) Note: weekly tests of targets create pressure to master targets.
The purpose of the Toolkit is:
- “partial acquisition, enough to understand the text. Full acquisition of the targeted item develops gradually.” (Krashen, 2016)
- to provide rich input : “the best input for acquisition is input that contains maximum richness but remains comprehensible.” (Krashen, 2013, 4).
- to “Just enjoy the story” (Mason, 2016). Enjoying shared stories builds interest in reading.
Mason, B. (October 13, 2016). COFLT conference presentation: Story Listening.
Krashen, S. D. (2004). The power of reading: Insights from the research. Westport, CT: Libraries Unlimited.
Krashen, S. (2013). The Case for Non-Targeted, Comprehensible Input. Journal of Bilingual Education Research & Instruction 2013 15(1): 102-110. Retrieved from http://www.sdkrashen.com/content/articles/nontargeted_input.pdf
Krashen, S. (2016, July 26). Targeting 1 and Targeting 2: Working paper [Web log post]. Retrieved from http://skrashen.blogspot.com/2016/07/targeting-1-and-targeting-2-working.html