8 Myths About Using Comprehensible Input

by Carolina | Jan 21, 2025 | Comprehensible Input

As a teacher who transitioned from using long, decontextualized vocabulary lists to incorporating Comprehensible Input (CI), I’ve seen firsthand how essential CI is for effective language teaching. While its effectiveness is well-established, many myths still persist about how to use it and how well it works. Let’s clear up some of those misconceptions!

You Have to Be Silly to Teach With CI

Teaching with CI doesn’t require over-the-top theatrics, funny costumes, or constant humor to keep students engaged. While these strategies work for some educators, they are not essential for CI. The real power of CI lies in making language understandable and meaningful. You can use stories, visuals, and real-world connections in a calm, professional manner and still engages your students.

CI Is “Unstructured” or Lacks Rigor

There is a misconception that CI lacks the structure and rigor of traditional grammar-based instruction. However, CI is supported by solid research in second-language acquisition and can be as structured as you design it to be. The difference lies in how students acquire grammar: naturally over time through meaningful exposure, rather than isolated drills. Clear objectives and assessments can still be integrated while using CI.

CI Is Only for Teaching Basic or “Fun” Topics

Another common misconception is that CI is only effective for teaching simple vocabulary like colors, animals, or food. In reality, CI can be used to teach complex and meaningful topics. Students can explore history, geography, cultural traditions, and even science through CI methods. CI doesn’t limit what students learn; it expands their ability to engage with important topics in the target language.

CI Is All About Speaking Slowly

While slowing down your speech is a part of making input comprehensible, it’s not the whole picture. CI also involves using gestures, visuals, repetition, and context to ensure students understand. The goal isn’t just to simplify; it’s to make the language rich and engaging while still being accessible to your students.

You Need a Deskless Classroom for CI to Work

Nope! You can absolutely use CI with desks or tables. While moving around and engaging students is important, your classroom setup doesn’t have to be desk-free. What matters most is that your teaching is interactive and engaging—whether students are sitting at desks, or beanbags.

CI Takes Too Much Time to Plan

While incorporating CI might feel effortful at first, it becomes second nature with practice. Stories, visuals, and realia often work across multiple lessons, reducing the need for constant reinvention. Additionally, the deep engagement from students often leads to more efficient learning, saving time in the long run.

CI Doesn’t Promote Speaking Skills

Some worry that focusing on input neglects output, particularly speaking. However, research shows that listening and reading comprehension precede speaking ability. When students are ready, they begin producing language naturally, often with more accuracy and confidence due to the strong foundation built through CI.

CI Promotes the Use of English in the Classroom

This myth assumes CI relies on English, but that’s not true. CI teachers use context, gestures, visuals, and repetition to make the target language comprehensible. While occasional minimal translation can help with tricky concepts, the focus remains on maximizing input in the target language.

Switching to Comprehensible Input (CI) has made my teaching more effective and engaging. Despite some misconceptions, CI is flexible and supports natural language learning. It fits any teaching style while keeping lessons meaningful and structured. By making language understandable, we help students confidently use it in real-life situations. Adopting CI means choosing a more impactful approach to language teaching.