When CI teachers tell their kids not to speak in class because they are “not ready” to do so, they misinterpret the research, and it hurts the kids.
If we just give them enough time to process each thing we say, and at the same time, make it interesting, then, when they try to speak, if we applaud their efforts, we are doing it right.
But without the time to process and formulate a response, and if our instruction is geared towards teaching some word from a list, which makes our lessons boring, then the kids can’t have that joyful time of early, unforced output.
It’s akin to telling a baby who is gurgling and experimenting with her fascinating new neurological language-building process to shut up.