I couldn’t agree more that it is entirely possible to keep everything in the target language while you teach and facilitate learning! In fact, all current research on 2nd language acquisition points to the fact that learning another language is not, in and of itself, a linguistic task, but rather a cognitive (problem-solving) task. Food for thought: if we teachers are speaking English in a foreign language class, aren’t we thereby solving the problem for them? The term “Comprehensible Input” has been so misused by our profession. “Comprehensible” does not mean word-for-word translation of what is being said, but rather understanding first the overall gist, then progressively more and more of the detail involved in the message. Susan Fenton likes to make a second language teaching analogy using fast food and gourmet food. Fast food is readily eatable and quickly gone from the system. Gourmet food takes longer to prepare, but its benefits stay with us longer. In order to really acquire a second language and benefit from the critical thinking involved in the process, the process needs to involve a degree of cognitive dissonance (problems) to be resolved though learning.