What causes teachers to quit on non-targeted comprehensible input before they even try it? Why do many of them reject it as something they won’t do, sometimes vehemently? After all, NT instruction aligns with the research far more than TPRS does.
Perhaps this occurs because many teachers, esp. considering how they were taught themselves, consciously or unconsciously, don’t think that they have the ability to simply just talk to their students. It is too much of a leap for them.
But they can. They just need a way to do it. They need to stop thinking about it as something they can’t do, since it aligns so perfectly with the research, and see it more as a craft, a skill, that they can learn.