Bob Patrick made a very accurate statement when he observed that the big mystery of why teachers shun comprehension based instruction so much is that they simply don’t find it interesting:
Dear Ben,
Some reflections based on recent interaction with other language teachers. The real problem for those of us who are committed to CI is that most (almost all) of our colleagues who also teach the languages that we teach will simply not find themselves drawn to the process of CI. The very people who are needed to offer CI to their students don’t find it sexy. It does not turn them on. They find their charges in other areas, other ways, other venues. And, they expect to show up each day and “teach the language.” The reality, however, is that CI is what works. It just does (momentary preaching to the choir), and if language teachers want their students A) to make progress in X language, B) want their programs to survive and thrive, C) want their careers to be meaningful, they must find the resolve to do something that, at first, just doesn’t seem very sexy to them.
Many of us know that the CI approach, finally, becomes the sexiest thing alive, but that takes time. By time, I mean, the high school generation of 4 years (elementary and middle school teachers will have different time lines). It takes, in my experience, about 2-3 high school generations to begin to see that CI: A) really helps students make progress, B) strengthens and grows our programs, and C) really makes what we do in the classroom meaningful.
It’s been a hard year, teaching 170 students, three preps, 30+ per classroom, no prep period (and my 23rd year). But, today, even today, with only 3 weeks left of school, I am seeing my kids do things that are just wonderful. I couldn’t have done them when I was in their position. This work is so important, so necessary.
Bob