Michael shares some great observations that, I agree, have never happened before 2015:
Something changed this summer. Teaching with Comprehensible Input has clicked with mainstream teachers. I guess we could credit it to the plural efforts of everyone involved. Even those that share what we might call watered down versions need to be supported and commended.
Possiblities for CI revival:
There are several teachers of the year, several bloggers, the materials to use in the classroom are getting better and better, the conferences and workshops continue to provide useful and relevant ideas, the idea of INCLUSION is becoming stronger and stronger, the availability to view teachers online using stories and interacting with students is powerful, and last but not least teachers are realizing that their students are not achieving what they set out to have them achieve.
I also had many highlights at ACTFL this year. I got very little sleep in those days but it was worth it! I think the biggest achievement for all of us was that VP connected with Krashen for all to see. Both of those figures have been and are now publically connected in 2015. They are instrumental in sharing with teachers ideas and research about sla theory.
2015 will go down as a significant year in story of “CI across America.” As I reflect, I realize that it’s not just one thing that determines the success of a movement. It is the plural efforts of many and it is the personal relationship variable that makes all the difference. It is all about people!
Additionally, there should be no mistake about the importance of this particular blog and the wonderful people on it. People like Michele Whaley, Mark Knowles, Chris Stolz, Robert Harrell, the Hermanator and many others have been diversifying SLA resources and keeping discussions going for years.
These individuals had a lot to do with getting VP and K together this year. Right now IMO, K and VP have a lot more buzz because of the constant sharing and caring in this PLC. When these guys are successful so is TPRS and input-based teaching and learning.