What challenge is associated with applying the input hypothesis in a classroom?

Determining the appropriate instruction level for each child is a significant challenge when applying the input hypothesis in a classroom. The input hypothesis, proposed by Stephen Krashen, emphasizes the importance of providing learners with language input that is slightly above their current proficiency level, often referred to as "i+1." However, each student has a unique level of language proficiency and learning style, making it complex for educators to tailor instruction effectively.

Teachers must assess each student's current capabilities, learning pace, and individual needs, which involves ongoing evaluation and adaptation of teaching strategies. This necessity for differentiation complicates lesson planning and requires a considerable amount of time and resources. If the instruction is too easy, students may not progress, and if it is too difficult, they can become frustrated and disengaged. Thus, finding the right balance to optimize language acquisition for a diverse classroom is a challenging task.