My Journey with Comprehensible Input

I’ve been reflecting lately on my own journey into Comprehensible Input (CI) teaching, and I thought I’d share the story of how I got here. Like many teachers, my path has been full of twists, turns, and unexpected moments of clarity—the kind that change everything.

From Broome to Japan

I began my career fresh out of Aquinas College (now The Australian Catholic University) in Broome, Western Australia. I taught a lively Year 3 class at St Mary’s Primary School, made up mostly of Aboriginal students from the local community. It was an unforgettable experience, and I loved it—so much so that I considered extending my stay after two years.But Sr Victor, my wise Principal, said to me as a 22-year-old:

“If you don’t leave now, you may never leave.”

She encouraged me to expand my horizons, and I’m so glad she did. An opportunity came up for me to move to Japan.

I arrived in Tokyo as a complete beginner—my Japanese barely extended beyond konnichiwa and gomen nasai (“I’m sorry”)… which, as it turned out, I would need often! Navigating the unknown sometimes led to hilarious results (I can laugh about it now, 35 years later).

One memory I’ll never forget: my elderly apartment neighbour, an 80-year-old gentleman who spoke no English. On my very first day, I flushed the toilet—a older, refilling style I had never encountered before—and panicked, convinced it was about to overflow. In my desperation, I kept pushing the handle, thinking I was turning it off—when in fact, I was making it flush again and again.

Near tears, I ran next door, using wild gestures and frantic motions to explain the “crisis.” He came reluctantly, shuffled into my bathroom… and saw that everything was perfectly fine. (The flush was one of those automatic refill-style toilets —so it cut off by itself, no flood imminent!) After a string of gomen nasai from me and a slow shake of his head, he quietly shuffled back to his apartment. 😅

After my disastrous “toilet incident” and many more beginner mishaps, I gradually learned the language over the four years I lived in Japan. Teaching, studying at Sophia University, and fully immersing myself in the language were foundational experiences. They changed the trajectory of my life and set me on a lifelong love affair with Japan.

 

Back in Australia

When I returned home, I took up a position teaching Japanese at St Joseph’s PS in Benalla. Later, I also became the Wellbeing Leader—a tough but rewarding role. I spent 24 years in that school community, teaching my own kids along the way.

At one point, my principal suggested I’d probably need to choose between my two leadership paths: Languages or Wellbeing. It was a difficult decision, but ultimately, I followed my heart and stayed with Languages.

In 2010, I moved into secondary teaching and set up the Japanese program at FCJ College. In the early years, it was a one-person show—exciting, sometimes isolating, but also full of freedom to try (and sometimes fail!).

A Turning Point

In 2016, I began further study into second language acquisition. But the real “aha moment” came a year later, at the very first CI Down Under conference.

In a language lab, I found myself as a beginner again—just like my students. And for the first time, I experienced Comprehensible Input as a learner.

I could feel how inclusive, supportive, and powerful it was. Instead of struggling with memorisation or drills, I understood what was happening naturally. I felt primed for success.

That was the moment everything clicked.

Language + Wellbeing

What struck me most was how CI wasn’t just about teaching language—it was about supporting learners as people.

It felt like my two passions—language and wellbeing—had finally married and had a baby! 💗 

Since then, every step of my journey has been shaped by this approach: helping learners feel motivated, engaged, and confident. Because when students experience language in ways that are understandable and meaningful, real growth begins.🌸

Looking Ahead

In future posts, I’ll share more about:

• Why acquisition is different from traditional “learning”

• What happened when we trialled an Early Reading Project in primary classrooms

• Practical ways teachers can make input more engaging and comprehensible

But for now, I hope my story shows why I’m so passionate about Comprehensible Input. ~It’s not just a teaching method—it’s a way of making language learning inclusive and joyful-for the learner AND the teacher. ~

👉 And if this resonates with you, I’d love to invite you to the CI Down Under Conference, January 2026 in Brisbane. It’s the perfect space to connect with other passionate educators, dive deeper into CI strategies, and experience that same “aha moment” I had back at the very first conference. I’ll be there, and I’d love to see you too!

👉 Over to you: Have you ever had a moment as a teacher (or learner) where everything clicked? I’d love to hear your story in the comments.