The recent resurgence of world language curricula devoted to comprehensible input begs a reexamination of the theory behind this construct. This session will define comprehensible input as well as explore its practical and theoretical limitations based on historic and current research in the field of second language acquisition. In addition, the presentation will consider the practical and theoretical benefits of what might be termed “incomprehensible” input. Finally, the presentation will close with practical ideas and classroom activities that teachers can use to make “incomprehensible” input not only “comprehensible,” but also beneficial.
