Highlights

• CI Immersion is built for instructors: a complete, evolving system Andrew uses in college classes and at Tacoma Language Academy.
• Core metaphor: an “engine.” Input is the fuel, and the brain turns that fuel into a mental model of the language through repeated processing.
• CI Immersion is not one technique. It’s a collection of smaller systems designed to create lots of clear processing opportunities from the start of class.
• Phase 1: First Steps. Behind-the-scenes planning that reduces disorganization, limits task creep, and prevents burnout (scope and sequence, outcomes, syllabus, LMS setup, calendar, grading systems).
• Phase 2: Pre-Story. Build high-frequency vocabulary that makes storytelling possible, using tools like orbiting-style questioning, comprehension checks, student- driven input, and TPR.
• Phase 3: Telling the Story. Target a small set of phrases (often about six) as reusable “blocks,” and use a script if needed to stay organized and keep the story coherent.
• Why stories: they invite creativity, repetition, and culture in context, which tends to make the input memorable and sticky.
• Phase 4: Writing and Reading the Story. Reading provides massive extra reps because it rides on listening systems in the brain, especially when the story is familiar and comprehension is high.
• Practical constraint: typing up multiple class stories can be a lot, so parallel readings or student support systems can reduce the load while keeping the benefits.
• Phase 5: Guiding Input to Output. Output does not cause acquisition, but structured output can help learners test hypotheses and confirm that real processing is happening.
• Phase 6: Assessment. Use formative and summative checks (retells, timed writes, quizzes, rubrics) after learners have had enough input and reading reps to succeed.
• System payoff: once routines are established, classes “hum,” transitions between levels get smoother, and the teacher workload drops over time.