Language classes should be filled with comprehensible input

At the beginning level there are excellent methods that clearly do this, such as Total Physical Response (Asher, 1994) and Natural Approach (Krashen and Terrell, 1983) and the empirical research confirms that they are consistently more effective than traditional programs on most measures; at worst, they are equivalent (Krashen, 2002). At the intermediate level, we can continue to provide comprehensible input through sheltered subject matter teaching, or content-based instruction, classes in which the focus is on providing subject matter instruction in a comprehensible way to second language acquirers (Krashen, 1992).

We can provide a powerful supplement to regular pedagogy in the form of recreational reading

This can be done in the form of sustained silent reading or other forms of in- class free voluntary reading (Krashen, 1993, 2003). Students need not read the classics in these sessions. In fact, in some successful programs students begin with very easy graded readers (Mason and Krashen, 1997) and we have had great success using adolescent literature ('teen romances") with adult ESL students (Cho and Krashen, 1994, 1995a, 1995b).

The recommendation to lower our standards is not a rejection of great literature; rather, it is in the service of literature. Light reading provides a bridge that makes the reading of more demanding literature comprehensible. It is the missing link in nearly all second and foreign language teaching programs.

Free voluntary reading in English can be done in three stages: (1) graded readers, that is, books written especially for language students; (2) easy authentic reading (light novels, comics, magazines), and finally (3) demanding authentic reading. Stage (1) can be done as part of beginning EFL. Stage (2) can be part of sheltered subject matter teaching (see below). Stage (3) might be attained only after the regular EFL program is completed. (Note: the stages are not strict; students are allowed to skip forward and back, to recycle. Given enough reading, new grammar ("i+1") and vocabulary will be covered in adequate doses; Krashen, 1981).

Include sheltered popular literature

A means of combining sheltered subject matter teaching and recreational reading is the establishment of sheltered popular literature classes. The goal of these classes is to introduce students to popular literature, to what is available to them for pleasure reading in the second or foreign language, in the hope of helping students establish a pleasure reading habit in the second language (Krashen, 1999b).

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