Today, I would like to talk about a theory that can revolutionize how we approach teaching in

our World Language classrooms. The theory I have chosen is Stephen Krashen's Input
Hypothesis, first proposed in 1982.

This hypothesis is seminal in the field of second language acquisition. It emphasizes the
significance of "comprehensible input" for effective language learning. The idea is to expose
learners to material just a bit beyond their current proficiency level, often denoted as 'i+1' (Payne
n.p.). This ensures the input is challenging enough to stimulate cognitive processing without
causing confusion or frustration.

So, how do I plan to implement this in my classroom?

Graded Reading Exercises: First, I will introduce a series of graded reading exercises that
gradually increase in complexity. The goal is to provide materials that match the 'i+1' criterion
and hence promote natural language acquisition.

Scaffolded Activities: Alongside this, scaffolded activities will be designed to support the
learner's current abilities while introducing new vocabulary and grammatical structures.

Real-world Materials: Finally, I will incorporate age-appropriate real-world materials, like

news articles, to make the learning experience more engaging and practical.