Recent research on language learning tells us that language classrooms should provide comprehensible input in the target language, opportunities for learners to interact and negotiate meaning in the target language with assistance from instructors and peers, and purposeful conversations and tasks that parallel real-life situations where the language would be used. Classrooms should also explicitly teach strategies to facilitate language awareness, autonomy, and meaning-making, while providing a supportive environment.

1. WHAT DOES RECENT RESEARCH ON THE ROLE OF CONTEXTUALIZED
INPUT, OUTPUT, AND INTERACTION TELL US ABOUT LANGUAGE
LEARNING?
LANGUAGE CLASSROOMS SHOULD PROVIDE:
1. Comprehensible, meaningful INPUT in the target language.
2. An interactive environment that models and presents a variety of social,
linguistic, and cognitive tools for structuring and interpreting
participation in speaking
3. Opportunities for learners to negotiate meaning in the target language,
with assistance from the instructor and other students.
4. Opportunities for learners to interact communicatively with one another
in the target language.
5. Conversations and TASKS that are purposeful and meaningful to the
learner
6. Conversations and tasks that parallel real-life situations in which they
might expect to use their language skills (Met, 2004, p. 86).
7. Explicit instruction in strategies that facilitate language awareness,
learner autonomy, and the making of meaning when interpreting the
target language (Met, 2004; Pica, 2002)
8. A non-threatening environment that encourages self-expression in the
target language
9. Opportunities for language learners to participate in setting the agenda
for what they learn.
Adapted from Shrum & Glisan (2005), p. 30.
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