World Language Classroom: Recent Episodes

Joshua Cabral

Tips, Tools and Resources for world language teachers who want their students to rise in proficiency and communicate with confidence.

261

This is episode 6 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at teaching culture with purpose in episodes 241, 245 and 247.

Topics in this Episode:

241: Practical Ways to Bring Art to Your Language Classroom with Courtney Bonino
245: Language and Culture Through the United Nations SDGs with Carmen Reyes
247: Language Learning Through Music and Film with Sybil Sanchez Jacome
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

260

This is episode 5 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at Classroom Routines in episodes 224 and 233.

Topics in this Episode:

224: Teaching Language in a Block Schedule with Marlyn Pichardo
233: Techniques to Get Students Talking with Christina Margiore
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

259

This is episode 4 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at CI Activities in episodes 218, 222, 228, 231 and 232.

Topics in this Episode:

218: 6 Activities for Interaction and Discussion in the Language Classroom
222: 6 Reading and Writing Activities in the CI Classroom
228: 3 Engaging Narrative and Storytelling Activities
231: CI Activities in Practice in the Classroom, Part 1
232: CI Activities in Practice in the Classroom, Part 2
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

258

This is episode 3 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at ACTFL 2025 in episode 225.

Topics in this Episode:

Episode 225: ACTFL 2025, Where Languages & Cultures Connect
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

257

This is episode 2 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at Sustainable Teaching in episodes 230 and 250.

Topics in this Episode:

Episode 230: Recharge Your Educator Battery with Will Anderson
Episode 250: Making Teaching Sustainable with Dr. Allyson Power
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

256

This is episode 1 in my 2026 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 31st, you will see new episodes with exciting new topics every Monday. For today we take a look back at Student Motivation in episodes 235 and 237.

Topics in this Episode:

Episode; 235: Support Students in Feeling Motivated & Confident with Martha Cox-Stavros
Episode 237: Promoting and Sustaining Language Programs with Ann Leclair-Ash
Ready For Tomorrow Quick Win PD for Individual Teachers

A Few Ways We Can Work Together:

On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

255

As the school year winds down and we go into summer mode, hopefully your schedule begins to open up a bit and you have an opportunity to reflect with a little more space and a little less urgency. This is the perfect time to get into what I call your “summer headspace.” What do I mean by that? It’s about taking some time to perhaps revisit episodes from the past year in a fresh way that can spark new insights. So, let’s jump in.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

254

When was the last time you had enough time to actually think about your teaching instead of just keeping up with it? If you're like most language teachers, the school year is a constant cycle of planning lessons, grading, answering emails, attending meetings, and preparing for the next day. Summer offers something different: space. Space to reflect, learn, create, and prepare for the kind of teaching you want to do next year. But I also know that summer doesn't look the same for everyone. In this episode, I'm sharing five ways language teachers can use whatever time they have this summer to grow professionally without sacrificing the rest and balance they deserve.

Topics in this Episode:

summer is one of the few opportunities teachers have to work on their teaching instead of simply surviving their teaching
five things language teachers can do during the summer that are genuinely difficult to find time for during the school year.
- reflect on what actually worked this year
- learn one new teaching skill deeply instead of ten superficially
- explore ideas you've been curious about all year
- start next year feeling prepared instead of panicked
Ready For Tomorrow Quick Win Course

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

253

What if your students could use the language they’re learning to build real relationships with peers across the globe? In this episode French teacher Heidi Trude joins me to explore how authentic global connections can transform language learning. Heidi shares how a partnership that began with a simple idea grew into meaningful collaborations that deepen students’ language proficiency, cultural understanding, and confidence. We talk about virtual exchanges, international partnerships, practical starting points, sustainability, and the role of technology in making it all possible.

Topics in this Episode:

Heidi's initial spark for building global connections and moving from “this would be nice” to actually making it happen
the benefits of global connections for students and the teacher and some unexpected benefits that Heidi has seen
the various types of global connections (virtual connections, in-country visits) and what it looks like in practice
a few realistic entry points for a teacher who wants to create authentic global connections
making these connections sustainable
tech tools for global collaborations and ensuring the technology enhances communication rather than distract from it
Heidi's Resource: Making The Global Connection

Connect with Heidi Trude

Email: techietrude@gmail.com
Website: Tech with Trude
Facebook: Heidi.Trude
Instagram: @hlt2007
X/Twitter: @htrude07

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

252

Have you ever wondered whether your tests, quizzes or assessments truly measure what your students can do with the language, or are they just looking at what students can memorize or explain about the language? In this episode we're diving into Integrated Performance Assessments, or IPAs, an effective way to assess how students are actually able to use the grammar, vocabulary and cultural understanding. An IPA assesses how students engage with the language through the interpretive, interpersonal, and presentational modes. If you've been working toward proficiency-based instruction and looking for assessments that align with those goals, this episode will help you with that.

Topics in this Episode:

Many teachers are moving toward proficiency-based instruction, but assessment often remains disconnected from communication goals.
If our goal is communication, then assessment should provide opportunities for students to communicate.
What is an Integrated Performance Assessment (IPA)? IPAs assess students through the three modes of communication: Interpretive, Interpersonal, Presentational
The three tasks are connected rather than separate activities.
Students move through a sequence that mirrors real-world communication: Receive information, Discuss information, Share information
An IPA focuses on what students can do with language rather than how many grammar rules they can identify.
Ready For Tomorrow Quick Win Course: Integrated Performance Assessments.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

251

Have you ever felt like you’re not allowed to say this out loud? That Comprehensible Input works beautifully with novices… but something feels different at Intermediate High and Advanced? That maybe your students plateau, avoid complex structures, or fossilize errors and you quietly wonder if you’re doing something wrong? What if the issue isn’t you… and it isn’t your students… but the choice we’ve created between CI or explicit instruction?

Topics in this Episode:

The tension around CI and explicit instruction: CI has become dominant; Some spaces treat explicit instruction as regression; Teachers feel pressure to claim “pure CI;" Meanwhile, many quietly supplement.
Most SLA studies focus on novice/intermediate learners; there simply aren't many rigorous studies examining advanced learners.
When you attend CI workshops or read CI literature, the vast majority of examples, materials, and strategies target novice learners. This isn't because CI can't work at higher levels. It's because we haven't developed robust models for what it looks like there.
The 'bandwagon effect': CI has achieved near-ideological status in some circles. Teachers feel pressure to claim 'pure CI' success even when they're supplementing with explicit instruction.
The research does NOT support abandoning CI at advanced levels. It DOES support integrating strategic explicit instruction, particularly for complex features that are infrequent or non-salient in input.
Blog Post with Cited Research: Balancing CI and Explicit Instruction Across Proficiency Levels

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

250

What if a few intentional moments of gratitude each day could help you feel more connected, energized, and sustained in your teaching life? In this episode, I speak with Dr. Allyson Power about how gratitude practices can help world language teachers reconnect with what they enjoy most about teaching. Drawing from her doctoral research and years in the classroom, Dr. Power shares practical insights on teacher well-being and resilience while also creating space for reflection, connection, and renewed energy in our schools and classrooms.

Topics in this Episode:

what drew Dr. Power to gratitude as the focus of her work, especially as a world language teacher and department chair
the assumptions and hypotheses that Dr. Power had about how gratitude might support world language teachers
how she gathered and analyzed data
what she saw in journals and why these moments of noticing and recognizing gratitude matter teachers’ day-to-day well-being and resilience
avoiding “toxic positivity” and staying realistic for educators who are under real stress
what teachers can do right away to notice moments of gratitude and how that can support their and well-being

Connect with Dr. Allyson Power:

Instagram: @profesorapower
Email: apower@ridgefieldps.net

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

249

Do you spend hours correcting student writing—marking every error, fixing every verb, circling every agreement mistake—only to see those same exact errors show up on the next assignment? What if the issue isn’t your students… and it’s not your effort… but the way you’re giving feedback? Today we’re talking about how to shift your writing feedback so students actually use it, improve their accuracy, and build confidence—without you spending your entire weekend grading

Topics in this Episode:

The core issue: When we correct everything, student writing doesn;t seem to improve. Why? Because:
- There’s no clear focus
- There’s too much cognitive load
- There’s no pattern recognition
- There’s no prioritization
- And most importantly: Students don’t know what matters.
Instead of correcting everything, it is more effective to focus on a few things that actually move learning forward.
Two key approaches: Focused Error Correction (Gianfranco Conti), Focus Correction Areas (Collins Writing)
When you make this shift:
- Students actually read your feedback
- They know what to fix
- They improve in targeted area
- You spend less time grading
- And here’s the big one: Writing starts to feel doable for students
Ready For Tomorrow Quick Win PD Course: Quick and Effective Writing Feedback

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

248

When you think about participation in your classroom… who comes to mind first? Is it the students raising their hands? The ones who always have something to say? The ones who are quick, confident, and ready with an answer? Now think about everyone else. The quiet processors. The students building confidence. The ones still developing language. Are they participating—or are they being left out of how we define participation? These are great questions to consider to ensure that we recognize and honor what participation means for all students.

Topics in this Episode:

Many participation systems unintentionally reward:
- Confidence over communication
- Speed over thinking
- Personality over proficiency
Participation is not just about speaking, it’s about engaging with meaning.
Participation = Evidence of engagement and communication, Not just who talks.
To Foster Participation by all students in all of the communication modes:
- Purposeful: Connected to communication goals—not just compliance
- Visible: Students know what participation looks like
- Structured: Tasks require engagement
- Supported: Students have language scaffolds
Ready For Tomorrow Quick Win PD Course: Participation That Works for All Students

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

247

Do you use songs and films with your students? Do you have some go-to activities that you normally do, but could maybe use some new ideas? In this episode I’m joined by Sybil Sanchez Jacome, a Spanish teacher in New Jersey and the president-elect of AATSP. We explore how music and film can move beyond being classroom “extras” to become meaningful sources of input, culture, and communication. Sybil shares practical ideas for choosing the right materials, keeping listening and viewing purposeful, and designing tasks that help students move from enjoying a song or scene to actually using the language with confidence.

Topics in this Episode:

how music and film can be essential tools for language learning and cultural understanding rather than just an "extra"
how teachers can use music and film to support comprehension and communication
selecting music and film that are age-appropriate, culturally meaningful, and effective for language learning and pitfalls teachers should try to avoid when choosing materials
tasks or routines that help move students from just simply enjoying music or film to actually using the language in meaningful ways, and what this looks like at the novice and more advanced levels
a simple strategy teachers can try right away
advice to build confidence in using music and film regularly
AATSP Conference

Connect with Sybil Sanchez Jacome:

Facebook:/sybil.sanz
Instagram: @sybsanz
LinkedIn: /profesanz
Twitter/X: @Mrs_SSancheZ

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

246

Your students read the text and you had comprehension questions ready, yet the conversation never really took off. Instead of an authentic discussion, it became a sequence of teacher questions and short student answers. Today we’re going to talk about how to move beyond simple Q&A and toward richer literary and cultural discussions in language classes so students actually respond to each other, interpret ideas, and build real conversations together.

Topics in this Episode:

Moving beyond Teacher question → Student answer → Teacher confirms → Next question
Authentic conversation and discussion are challenging to achieve when students believe you (the teacher) are the conversation partner, not each other. True communication begins when the teacher stops being the center of the conversation.
Strategies:
- Use Discussion Moves Instead of Questions: 1. Clarify; 2. Ask for Evidence; 3. Invite Expansion; 4. Offer and Alternate Interpretation
- Pass the Conversation to Students: Try the three-person rule. After a student speaks, invite two additional students to comment before adding your own comment or moving on.
- Anchor the Conversation in the Text: Students should reference from the text - a line, a scene, a moment, vocabulary. Several students may share the same opinion or understanding, bit ground in different parts of the text.
- Use a Two-Minute Thinking Start: Give students two minutes of writing first before discussion so that they enter discussion with ideas already forming.
- Push Toward Cultural Interpretation: Instead of focusing only on plot, ask questions like " What cultural values appear in this scene?" or "How is this similar or different from our own culture?"
When teachers focus on clarifying ideas, pressing for evidence, and inviting students to respond to each other, discussions become more natural, more engaging, and far more meaningful.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

What if language class could help students talk about the issues shaping our world today? In this episode, I’m joined by Carmen Reyes, a Spanish teacher in Virginia, to explore how the United Nations Sustainable Development Goals can bring language, culture, and global citizenship together in meaningful ways. We talk about what the SDGs are, why they matter, and how they can help students move beyond vocabulary lists to real communication about real issues. Carmen also shares practical, age-appropriate ways to bring these global themes into your classroom without losing the focus on proficiency and communication.

Topics in this Episode:

what the United Nations Sustainable Development Goals are, who created them and why
what makes the United Nations Sustainable Development Goals a useful framework for teaching language and culture
how the SDGs help students move beyond vocabulary and grammar to see language learning as a way to understand global issues and perspectives
how teachers can adapt the SDGs so they are meaningful and accessible for all levels
activities or resources that work especially well for integrating the SDGs while keeping the focus on communication in the target language
simple and practical ways to start using the using the SDGs
Unlocking Fluency: Exploring SDG 16 Through Children’s Literature
United Nations Sustainable Development Goals

Connect with Profe. Carmen Reyes:

Instagram - @profe_carmenreyes
LinkedIn: Carmen Reyes

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

244

Have you ever reached the last five minutes of class and thought, I wish my students spoke or wrote a little bit more today… but we didn’t have time. That moment happens to all of us. Not because speaking and writing aren’t important, but because we think those activities require planning, materials, or a carefully designed task. But what if meaningful communication could happen any time in your lesson with almost no preparation? Today I want to share some simple ways to make that happen.

Topics in this Episode:

Sometimes teachers hear “no-prep activity” and imagine something random or filler. But effective quick tasks still have a communicative goal.
Students can use language to:
- describe
- react
- suggest
- explain
- give an opinion
One of the easiest ways to build communication into your lessons is having two or three task structures you can use anytime. Here are three that work across levels.
Describe and Guess
React and Respond
Predict and Confirm
Use What You Already Have. One of the biggest misconceptions about speaking tasks is that teachers need special materials. In reality, everyday classroom content can easily become communication prompts.
Keep Prompts Open-Ended, Another key feature of effective quick tasks is open-ended prompts. Closed prompts often limit communication.
Ready For Tomorrow Quick Win PD Course: No-Prep Speaking and Writing Tasks

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

243

Have your students finished listening to something or reading in the target language and you looked around the room, and wondered… Did anyone actually understand that? Not because your students weren’t trying. Not because the language was too challenging. But because they didn’t yet know how to listen for meaning. Today’s episode is about something that often gets overlooked in language teaching: students have to learn the skill of comprehension. A few small daily routines can have a big impact on students learning this essential skill.

Topics in this Episode:

Comprehension is a skill, not a byproduct
CI is useful for building language subconsciously. It is the essential ingredient for language acquisition, allowing students to understand and internalize new language naturally.
Now we need to consider the skill of comprehension when students engage with language that does not have CI embedded.
Daily micro-comprehension moves. They take 10–30 seconds and fit inside any lesson. The goal is helping students actively process meaning. Not CI because the goal is not to acquire vocabulary and structures, but to understand without the intentional scaffolds.
- Point
- Choose
- Sequence
- Restate
Predictable Routines Reduce Cognitive Load. Predictability allows students to spend less mental energy on what the activity is and more on understanding the language.
Ready For Tomorrow Quick Win PD Course: Daily Strategies that Build Comprehension

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

242

Do you have required vocabulary lists by units that you’re expected to teach? Let’s say that you have a list of 30 or 40 words per unit. Your colleagues teaching other sections have the same list for consistency. You introduce them, do a few games, quiz students on the definitions… but something feels incomplete. Because while your students know the words, they’re not really using them. So how do we move from word lists to real communication? That’s what we’re talking about today. So, let’s jump in.

Topics in this Episode:

Instead of asking, "How do I teach this list of words?", ask: “What communication can these words support?”
Communicative goals drive how you teach the vocabulary. The vocabulary becomes the vehicle, not the destination.
Classroom Strategies:
- Chunk the List into Functions. Instead of introducing 30 words on Day 1, group them by communicative function and frame your activities around those functions.
- Turn the List into a Task: “What could students do with these words that feels real and authentic?”
These shifts don’t require rewriting your curriculum. They just require reframing how you approach the vocab.
Ready For Tomorrow Quick Win PD Course: From Vocabulary Lists to Communicative Tasks.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

241

What would happen if the artwork on your classroom walls became the catalyst for real communication in the target language? In this episode I’m joined by Spanish teacher Courtney Bonino to explore how adding art to your curriculum can transform engagement and deepen proficiency. We talk about why art is such a powerful entry point for learners at different levels, how to integrate it into units you already teach without adding prep time, and how to keep the focus on meaningful communication. You’ll get practical ideas you can try right away that spark curiosity, engagement and confident language students.

Topics in this Episode:

why art is such an effective entry point for language learning, especially for engaging students at different proficiency levels
how teachers can realistically add art into units they already teach small changes teachers can make to start integrating art without adding prep time
strategies for using the same piece of art with different proficiency levels and what this looks different for novice versus intermediate learners
how teachers can keep the focus on communication and the kinds of prompts or tasks that generate the most meaningful language use
tuning your classroom into an art gallery; what it looks like in practice even in a small or shared classroom space
Ep 196: Immerse Your Students in Arts and Culture with Heidi Trude
Free Art Vocabulary Lesson for Spanish Class
Learning Llama Blog Post - Turning Your Classroom into an Art Gallery

Connect with Courtney Bonino of Learning Llama:

Instagram - @llearningllama
Facebook - /thellearningllama
FB Group - /groups/artinspanishclass
Pinterest -/llearningllama/

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

240

Do your students sometimes struggle to get their ideas down in writing because they aren’t sure how to start or how to say exactly what they mean? Writing can feel overwhelming without the right support—but it doesn’t have to be that way. In this episode, we’ll explore how sentence frames and scaffolds can give students the structure they need to write confidently and accurately, while still expressing their own ideas. Whether you teach novices or more advanced learners, you’ll get practical strategies you can use right away. So, Let’s jump in.

Topics in this Episode:

Writing is an effective and useful way for students to show what they know, who they are, and what they can communicate in the target language.
But writing is also one of the most intimidating skills for learners. Why? Because writing asks students to juggle Vocabulary, Grammar, Word Order, Agreement, Spelling and Organization.
That’s where sentence frames and scaffolds come in. They provide just enough support to help students express meaningful ideas without feeling stuck or overwhelmed.
Sentence frames and scaffolds are not about giving answers. They are about Reducing cognitive overload, Highlighting patterns, Modeling structure, Making expectations visible
Sentence frames and scaffolds are like training wheels. We don’t put training wheels on a bike because we expect students to use them forever. We use them so learners can experience success early and build balance gradually.
Ready For Tomorrow Quick Win PD Course: Support Writing with Frames & Scaffolds

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

239

Do your students sometimes feel overwhelmed or a little hesitant when you ask them to write in the target language? Building writing confidence doesn’t happen overnight. It grows with small, purposeful moments every day. In this episode, we look at how integrating short, focused writing tasks into your lessons can help students process language, express ideas, and build confidence in their writing. Whether you teach novice or advanced language learners, these practical strategies will fit into your teaching routine.

Topics in this Episode:

Many learners equate writing with grades, red ink, and getting it “right.” That pressure alone can shut down risk-taking.
But writing confidence and skill grow best through frequent, low-stakes practice that feels doable and purposeful.
Frequent, low-pressure writing is one of the most effective ways to help students develop both confidence and communicative ability.
Short writing prompts give learners space to:
- Reflect on input
- Organize thoughts
- Rehearse language
Communicate meaning without the pressure of perfection
The key is thoughtful management:
- Clear purpose
- Appropriate length
- Defined time limits
- Meaningful follow-up
When writing is framed as practice—not performance—you create a classroom culture where students are willing to try, revise, and improve.
Classroom Strategies:
- Keep Writing Tasks Short and Purposeful
- Align Tasks to Proficiency Levels
- Manage Time, Space, and Follow-Up
When students write often, briefly, and with purpose:
- Proficiency develops naturally.
- Fluency increases.
- Anxiety decreases.
- Confidence grows.
Ready For Tomorrow Quick Win PD Course: Short Writing Tasks That Build Confidence and Proficiency

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

238

Do you want to deepen your practice as a world language teacher and sharpen your skills around proficiency? In today’s episode, we’re exploring a way to do just that through the lens of National Board Certification. I’m joined by Erin E.H. Austin, a French teacher in Colorado, and Lisa Bartels, a French teacher in North Carolina. They are both National Board Certified Teachers. Together, we’ll break down why the process is especially beneficial for language teachers and what it actually looks like to go through the process, step by step.

Topics in this Episode:

what National Board Certification is and how it is different from state certification
why world language teachers should consider pursuing National Board Certification and the professional benefits
how the certification process impacts teachers and their classroom practice
who a good candidate for National Board Certification is
what the National Board Certification process look like for a world language teacher and the part of the process that tends to feel most challenging for language teachers
what teachers can realistically expect in terms of timeline, time commitment, and cost and how teachers can plan strategically so the process feels manageable
Erin and Lisa's Book: Achieving National Board Certification in World Languages, Proven Strategies and Tips for Accomplished Teaching. 20% discount code : 25AFLY4 (valid through the end of March 2026)

Connect with Erin E.H. Austin:

YouTube
LinkedIn
BlueSky
Website: onygomadame.com

Connect with Lisa Bartels:

YouTube
LinkedIn
Facebook
Twitter/X
Website: explorecurriculum.com

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

237

What keeps students coming back to your language program each year? Especially when graduation requirements, scheduling and competing electives are pulling them in other directions? This is the second episode in our advocacy series. Last week I looked at local, state and national efforts. Today we are in the classroom. I’m joined by Ann LeClair-Ash, a National Board Certified French teacher in Milton, Georgia. We move beyond “convincing students to stay” and dig into designing programs students want to be part of. We look at what advocacy looks like in daily practice in our classrooms. If enrollment trends have you worried, this conversation offers practical steps and genuine hope grounded in real classroom experience.

Topics in this Episode:

factors that influence whether students choose to continue with a language beyond the required level
classroom practices or program-level decisions that make a real difference in helping students feel connected, successful, and excited to keep going
what advocacy for retention looks like when it’s embedded in classroom culture, student voice, and everyday interactions
mindset shifts or actionable steps that help teachers build momentum for their language programs
designing learning experiences that students want to be part of
JNCL (Joint National Committee for Languages) and NCLIS (National Council for Languages and International Studies)
Language Advocacy Days
ACTFL’s Advocacy Resource Center

Connect with Ann LeClair-Ash:

Instagram: madame_leclair_ash
LinkedIn: Ann LeClair-Ash
Email: AshAnn@fultonschools.org
Website

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

236

Curious how language programs thrive even with tight budgets and shifting graduation rules? In this episode, I share insights from conversations at the Klett World Languages booth at ACTFL. We’ll explore why language learning matters, from building communication and literacy skills to preparing students for future careers. I share practical, actionable strategies teachers can use to advocate for their programs locally, at the state level, and even federally. Stick around for tips you can put into action this week.

Topics in this Episode:

JNCL (Joint National Committee for Languages) and NCLIS (National Council for Languages and International Studies)
Language Advocacy Days
Why Language Learning Matters
- Communication skills
- Cognitive and academic benefits
- Student confidence and engagement
- National and workforce relevance
Themes from ACTFL Conversations
- Challenges
- Success stories
- Attitudes and mindsets
Concrete Advocacy Strategies
- Local advocacy
- State and Federal-level
Supporting Professional Associations
Overcoming Common Obstacles
- Language isn’t core content
- Small enrollment / low demand
- Advocacy feels like extra work
Here’s what you can do this week:
- Visit ACTFL’s Advocacy Resource Center and pick one tool to use.
  Identify a program goal — graduation requirement, Seal of Biliteracy, or enrollment growth — and start building a local coalition.
- Share your program’s successes with administrators, parents, and policymakers — focus on outcomes and skills, not ideology.
- Consider joining or renewing membership in professional associations to support advocacy efforts at the state and national level.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

235

What actually motivates our students? Today we explore that question through the lens of Self-Determination Theory with teacher Martha Cox-Stavros, a middle school Spanish teacher in Massachusetts. Whether this theory is brand new to you or something you’ve heard mentioned in passing, this conversation breaks it down in clear, classroom-ready ways. We dig into how competence, autonomy, and relatedness show up in real language tasks and how small, sustainable shifts can help students feel successful, motivated, and confident in your classroom.

Topics in this Episode:

what Self-Determination Theory is and how it applies to the language classroom.
how teachers can design tasks so students consistently feel that sense of progress and success?
practical, manageable strategies teachers can use to give students real choice and agency without losing focus on required content
low-stress, high-impact ways teachers can foster relatedness and connection among students
how can teachers can begin to build sustainable practices that lead to competence, autonomy, and relatedness

Connect with Martha Cox-Stavros:

Instagram:@profecox_stavros

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

234

When did you last speak with a colleague about what really worked in your lesson? Or reflected on what helped students communicate, not just what they covered? In this episode we look at how small, intentional habits, such as weekly reflection or purposeful collaboration, can build a shared culture of growth. You’ll walk away with actionable ideas to implement tomorrow, whether you’re working solo or surrounded by a full team.

Topics in this Episode:

“We don’t rise to the level of our goals. We fall to the level of our systems.” -James Clear, Atomic Habits
Growth happens when teachers pause to reflect. Not once a year during an evaluation, but in small, consistent moments.
Take 10 minutes once a week to reflect on your teaching: 1.) “What helped students communicate today?” 2. )“What would I repeat? What might I tweak?” 3.) “What was challenging? Was it student specific?”
Collaboration doesn’t have to mean full-blown PLCs. One conversation, one shared lesson, or one observation can shift practice.
We grow the most when the PD we choose is relevant to our classroom realities, not trends.
Reflection fuels improvement; Collaboration builds confidence; PD is most powerful when it’s chosen, not just assigned.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

233

Do you want your students to feel more confident and eager to share their ideas in the target language? In this episode, we’ll explore strategies that help learners move beyond words and phrases and into real discourse and communication. I’m joined by Christina Margiore, a Spanish teacher in New York, who brings practical routines and low-prep techniques that create a supportive environment and spark authentic conversations. You’ll get simple ways to increase student talk time right away.

Topics in this Episode:

barriers or obstacles that keep students from speaking in the target language and how to support students
routines and strategies that create a safe, low-pressure environment for student talk?
technique that support hesitant students
designing tasks that lead to authentic, meaningful interactions
strategies teachers can do right away
Christina's Free Chat Mats

Connect with Christina Margiore:

Instagram:@supersenora
Blog: www.supersenora.com
Email: christina@supersenora.com

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

232

Last week in episode 231 I began a two-part series on using a simple story to show what CI looks like in real classroom practice. In this episode, I continue by building on the same story and walking through how CI activities help students stay engaged, deepen comprehension, and interact with the text in meaningful ways. These 2 episodes are focused on seeing familiar CI practices.

Topics in this Episode:

CI Activity Episodes
- 218: Interaction and Discussion
- 222: Reading and Writing
- 228: Storytelling and Narrative
Episode 231: CI Activities in Practice in the Classroom., Part 1
CI Toolbox
Interaction and Discussion Activities
- Picture Talk: Picture Talk uses images to drive meaning-based discussion. The teacher asks simple questions so students describe what they see using familiar language.
- PQA: PQA connects story language to students’ own lives through highly scaffolded, repetitive questions, helping them acquire language through personal relevance
- Special Person Interviews: Students are interviewed using familiar structures, often taking on a role. The class listens and helps co-construct meaning.
- Card Talk: Students draw something meaningful to them, and the class discusses it using shared, high-frequency language.
- Weekend Chat: Weekend Chats build community and routine by talking about what students do on certain days, using simple present-tense language.
- Calendar Talk: Calendar Talk uses the daily date and routine events to recycle language in a predictable format.
Reading and Writing Activities
- One Word at a Time: Students slowly build or reconstruct a sentence word by word, focusing on meaning and structure.
- Embedded Reading: Embedded readings move from very simple to more detailed versions of the same text, increasing comprehension and confidence.
- Volleyball Reading: Students take turns reading and clarifying meaning, often in pairs, with a strong focus on comprehension.
- Draw the Sentence: Students draw what a sentence says, then match it back to the text, reinforcing comprehension.
- Running Dictation: Students move, read, and reconstruct text collaboratively,
- Dictation with a Twist: Students hear a sentence and rewrite it with a small, controlled change, encouraging creative output within a safe structure.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

231

Over a series of 3 episodes we looked at a range of CI activities, and I promised I’d be back and to show exactly how they work together in practice. This is the first of 2 episodes where I’ll take a simple story and use it to model what CI can look like in an actual classroom. Today’s focus is on setting the scene and preparing students for the story, and next week we’ll continue with what happens once the story is underway.

Topics in this Episode:

CI Activity Episodes
- 218: Interaction and Discussion
- 222: Reading and Writing
- 228: Storytelling and Narrative
CI Toolbox
The CI Story: "Problem in the Market": It's Saturday morning. Sofía's family is at a market in Oaxaca, Mexico. There are many colorful fruits, vegetables and flowers. Sofia wants to buy mangoes. Her little brother, Diego, sees some piñatas. Diego says: “I'm going to look at the piñatas!” and walks alone. There are many people in the market. Diego looks at the piñatas and doesn't see his family. He feels nervous and says, “Where is my mom?” A fruit seller sees Diego. She says, “Hello, are you lost?” Diego responds: “Yes… I can't find my mother.” The saleswoman walks with Diego through the market. After a few minutes, they see Diego's family near a tortilla stand. His mother hugs Diego. She says, “Thank you, Miss.” The family buys mangoes and tortillas, and everyone is happy.
Storytelling and Narrative Activities
- Story Listening: Story Listening is teacher-led, highly comprehensible storytelling using gestures, visuals, and repetition to support listening comprehension.
- Write and Discuss:The teacher and students co-construct a short text on the board, discussing meaning as it’s written.
- Clip Chat:Clip Chat uses short video clips to provide visual input while the teacher narrates and asks comprehension questions.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

230

It’s the start of new year and a chance to recharge our educator battery. Sometimes a little easier said than done, I know. In this episode, recorded at the NYSAFT Annual Conference in Albany, NY, we are going to look at ways to make sure that your teaching spark is still alive and well. Will Andersson joins me for this insightful conversation. He is a long time language teacher and language department administrator. He is now an Associate Dean at Hofstra University’s School of Education. Will shares practical and actionable ways to recharge our educator battery.

Topics in this Episode:

The State of the Profession: the biggest factors that either drain or recharge educators today
Sustainable Teaching: practical, everyday strategies teachers can use to sustain their energy and passion throughout the school year
Mentorship and Renewal: the value of mentoring student teachers and how working with the next generation of educators can help seasoned teachers feel energized in their own practice
Connection and Community: the role of professional communities (colleagues, conferences, online spaces) in recharging our educator batter
Advice for Language Educators: how to stay connected to your “why” and keep your professional battery charged

Connect with Will Anderson:

Email: William.C.Anderson@hofstra.edu

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

229

What do you do when there is a change in your schedule, like shortened class time because of a delayed opening? What if several students need to miss class because of a school event or responsibility? This is sometimes the reality of our teaching. We had a plan, but need to figure out in the moment how to best use the time we have. This is where sponge activities are useful. Jessica Hall, a Spanish teacher in Connecticut, joins me to talk about what we can do when we find ourselves in these situations.

Topics in this Episode:

what sponge activities are and why are they such an important tool for language teachers
how can sponge activities help teachers make sure that every minute in the classroom is purposeful and engaging
strategies to adjust the same sponge activity so it works for beginners as well as more advanced learners
how do you keep sponge activities fun and interactive while still ensuring that they support language growth
simple low-to-prep sponge activities you can try right away
PDF with all the activities that Jessica mentions in the episode

Connect with Jessica Hall from Miss Señorita:

Instagram: @MissSenoritaTpt

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

228

Do you use stories in your classroom? Do you have some engaging ways for students to, well, engage with those stories? In this third episode of the CI Toolbox series, we look at storytelling and narrative-based activities that hook students through emotion, curiosity, and creativity. You’ll learn how to deliver compelling stories, co-write summaries with students, and use video clips as interactive narratives, all while keeping input comprehensible and student-centered.

Topics in this Episode:

Stories provide context, emotion, and predictability. The foundation for language acquisition. They build engagement and allow us to recycle high-frequency structures meaningfully.
Story Listening: Deliver rich input by telling stories live, with built-in visual and physical support.
Write and Discuss: Reinforce and recycle the story language through co-created written text.
Clip Chat: Turn short video clips into interactive storytelling experiences.
Ep 218: 6 Activities for Interaction and Discussion in the Language Classroom
Ep 222: 6 Reading and Writing Activities in the CI Classroom
CI Toolbox

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

227

Have you noticed how a well-chosen reading can spark curiosity in your students? Reading can be one of the most engaging, communicative parts of your language class. With the right support, reading is incredibly empowering for students. In this episode, we’ll explore how pre-, during-, and post-reading activities can give your students the confidence and tools to dive into texts with purpose and curiosity. You’ll walk away with a practical framework you can use tomorrow, or even today.

Topics in this Episode:

Reading is more than a comprehension check—it’s a gateway to vocabulary growth, cultural exploration, and communicative opportunities.
5 Key Benefits of Reading in the World Language Classroom
- Reading Provides the Input That Drives Acquisition
- Reading Builds Vocabulary and Grammar Naturally
- Reading Strengthens Interpretive Skills That Transfer to All Modes
- Reading Lowers Anxiety and Builds Confidence
- Reading Opens the Door to Culture and Authentic Communication
Reading Framework
- Pre-Reading: Set the Stage for Success
- During Reading: Focus Their Attention
- Post-Reading: Extend the Learning
Ready For Tomorrow Quick Win PD Course: Engaging Reading Activities That Build Proficiency

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

226

Have you ever played an audio or clip for your class, only to see blank stares and puzzled expressions? It’s not that your students aren’t listening—it’s that they need tools to know how to listen. In this episode, we’ll explore three essential strategies: prediction, summarizing, and focus tasks. These make listening more intentional, more engaging, and more effective. Whether your learners are novices or advanced, these techniques will help them process language with purpose and confidence.

Topics in this Episode:

Listening isn’t passive, it’s active.
When students predict what they might hear, listen with a specific purpose, and summarize afterward, they aren’t just hearing language they’re processing it in real time. This builds comprehension, retention, and confidence, no matter the proficiency level.
We are supporting the skill in ways that won’t happen in real situations, but students are learning the skill of listening in our classrooms (with our support) that they will transfer to realistic situations where they will draw on these skills and have the confidence.
Classroom Strategies:
- Prediction Before Listening
- Focus Tasks During Listening
- Summarizing After Listening
Ready For Tomorrow Quick Win PD Course: Build Strong Listening Skills

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

225

There’s something special about ACTFL. The energy, the connection, the spark that comes from being in a space filled with teachers who care deeply about students, language, culture, and each other. Whether you are listening to reflect on your conference experience, shared your own voice in this episode or were would like a window into what it's like to be part of this incredible community…this episode is for you.

A huge thank you to Klett World Languages. They invited me to set up a podcast table at their booth in the ACTFL exhibit hall, and without that collaboration, none of these conversations would have happened. It truly opened the door to gathering these voices, these reflections, and this sense of community that you’re about to hear.

Topics in this Episode:

Hear from teachers about their personal experiences, collaborations and takeaways from ACTFL 2025 in New Orleans.
- ACTFL Teacher of the Year Nathan Campbell
- Navigating the many options
- Teaching ideas
- Representation
- Elementary teaching
- Making connections
- Inspiration

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

224

How long are your classes? Do you see your students 2,3, 4 maybe 5 times a week? We all have different schedules in our schools and learn to adapt to the time that we have. Block schedules, extended class periods that meet fewer times in a given week, are becoming more common in many schools and districts. In this episode, we are talking about teaching in this format. Marilyn Pichardo, a Spanish teacher in New Jersey, joins me to talk about teaching in a block schedule for over 2 decades. Lots to learn about planning and class pacing whether you have 20, 40, 60 or even 85 minute classes.

Topics in this Episode:

opportunities that block schedules open up for world language teachers that might be harder to achieve in a traditional schedule
sustaining student focus in language classes with longer blocks.
strategies or lesson structures that keep students engaged and actively using the target language for the full period
balancing pace, repetition, and variety so that students continue to build proficiency in a block schedule without feeling overwhelmed or burnt out

Connect with Marilyn Pichardo:

Instagram:@perfectspanishplansbyMarilyn
TikTok: @perfectspanishplansbyMarilyn
Chat Mat Membership

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

223

Have you ever taught a grammar concept and then watched your students completely forget it during a speaking or writing task? It can be frustrating. In this episode, we’re looking at why that disconnect happens and how to bridge it by teaching grammar in context. I’ll share manageable, beginner-friendly steps you can take to make grammar more meaningful, communicative, and effective without rewriting your whole curriculum.

Topics in this Episode:

Teaching grammar in context makes sense in theory, but putting it into practice often feels messy.
We’ll look at some practical first steps and scaffolds that make grammar instruction more natural and effective so students build accuracy while staying focused on communication.
Grammar instruction should be anchored in communication, not separated from it.
When students learn grammar in the context of meaningful input and purposeful output, it becomes more than just rules. It becomes a tool. A tool they use to understand and to be understood.
Classroom Strategies:
- The “Grammar-First” Pathway: Use an authentic or teacher-created resource where the structure occurs naturally.
- The “Text-First” Pathway: Choose a reading, listening, or viewing resource and highlight structures that are crucial for making sense of the text.
Ready For Tomorrow Quick Win PD Course: First Steps in Teaching Grammar in Context.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

222

Do your reading and writing tasks feel like an afterthought or are they building blocks for language proficiency? In this second episode of the CI Toolbox series we focus on reading and writing activities that engage students through movement, visuals, collaboration, and just the right amount of challenge. I’ll share strategies to help students process and produce language in meaningful, low-stress ways.

Topics in this Episode:

Reading and writing should feel interactive, connected to input, and in line with students' proficiency level.
In this episode, we’re looking at six activities from my “CI Toolbox” that focus on reading and writing and are adaptable for many levels, with support for engagement and growth.
- One Word at a Time
- Embedded Reading
- Volleyball Reading
- Draw the Sentence
- Running Dictation
- Dictation with a Twist
Episode 218: 6 Activities for Interaction and Discussion in the Language Classroom
Get the PDF with all of the CI Toolbox Activities:

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

221

Have you ever noticed how students light up when language learning feels real, active, and connected to their world? In this episode, I’m joined by Heidi Lechner, an inspiring German teacher and instructional coach in Illinois. Heidi shares how hands-on, student-centered activities keep learners motivated, curious, and communicating authentically. We’ll talk about why teachers benefit from stepping into the learner’s shoes, how collaboration transforms language use, and strategies you can use to make your classroom come alive.

Topics in this Episode:

activities that spark curiosity and keep students motivated in the German classroom
Why it’s important for educators to experience activities from the student perspective and how can shift shift the way they teach
strategies to move students beyond individual practice into authentic, communicative tasks with their peers
examples of how to help students see themselves in the content and connect the language to real-world contexts
Klett World Languages Sessions at ACTFL

Connect with Heidi Lechner:

Email: heidi@heidilechner.com

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

220

Have you ever felt the pressure to “teach to the test” in your AP language class, only to wonder if it’s actually helping students communicate more confidently? In today’s episode, I speak with Diego Ojeda, a Spanish Teacher in Louisville, KY about how he has transformed his AP course through authentic projects that do more than prepare students for the exam, they prepare them for the real world. Diego shares how to design tasks rooted in authentic input, student voice, and cultural relevance so that learners not only perform well on the AP exam, but also connect deeply with the language.

Topics in this Episode:

shifting the focus away from drill and test prep while still preparing students for success on the AP exam
authentic input and real-world tasks as the foundation for meaningful assessment
how incorporating student voice into projects changes the way students engage with the AP themes
designing projects that align with the AP themes while still keeping the activities creative and relevant
advice for practical project ideas that teachers can do right away that help students experience the target language in a more authentic, engaging way
Klett World Languages Sessions at ACTFL

Connect with Diego Ojeda:

Instagram: @Sr_Ojeda

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

219

You just wrapped up a fun, high-energy activity. The room was buzzing, students were laughing and moving, but now you’re wondering: Did they actually use the language? In this episode, we’re unpacking what makes an activity not just fun, but truly communicative. You’ll learn how to spot the difference, adapt your favorite games, and keep language use at the center, without losing the fun and joy.

Topics in this Episode:

Here’s the lens I want to offer you in this episode: Just because students are participating doesn’t mean they’re communicating. With just a few tweaks, your fun activities can become communicative and support proficiency and performance objectives.
We don’t have to throw out our favorite games or routines. We don’t need to make everything serious or structured. But, we do need to look at each activity through a new lens: Does it give students a reason to use the language with purpose?
Classroom Strategies:
- Add Purpose and Personalization
- Use the “Does It Build Proficiency?” Checklist: 1. Are students using the target language to express meaning?2.Is there a real-world connection or purpose? 3. Are students interpreting, negotiating, or producing language? 4.Will this support what they’ll do on an upcoming assessment?
Ready For Tomorrow Quick Win PD Course: Design Activities that are Fun and Communicative

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

218

This is the first of 3 episodes in a series on CI Strategies. There will be an episode on Story Telling and Narrative techniques, one on Reading and Writing procedures and today’s episode on Interaction and Discussion. In this episode, we look at six comprehensible input strategies that foster real interaction and personalized discussion. From Picture Talk to Calendar, I’ll share detailed examples, differentiation tips, and practical ways to make your classroom a space for meaningful communication, no matter your students’ proficiency level.

Topics in this Episode:

Students are technically “participating,” but are then truly communicating? This has led me to rethink how I define interaction in a language classroom and to find activities that center personal connection and comprehensible input.
Six activities from my “CI Toolbox” that promote interaction and discussion adaptable for many levels, with built-in support for engagement and growth
- Picture Talk
- PQA (Personalized Questions and Answers)
- Special Person Interviews
- Card Talk
- Weekend Chats
- Calendar Talk
Get the PDF with all of the CI Toolbox Activities:

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

217

Have you ever wanted to use an authentic resource like a menu, a meme, or a social media post, but thought, “My students aren’t ready for this”? Actually, they are. In this episode, I’ll show you how to use authentic texts at every proficiency level, even with absolute novices. I’ll share practical suggestions for selecting and scaffolding activities that support student engagement with authentic resources.

Topics in this Episode:

If you’ve ever hesitated to use authentic materials because you thought students weren’t “ready,” this episode will help to shift your thinking by giving you the tools to bring real-world input into your classroom now, no matter the level.
Authentic resources are not the reward for reaching proficiency—they are the pathway to proficiency.
The key is in how we select and scaffold those resources. You don’t have to wait until students understand every word. In fact, they shouldn’t. Because interpretive communications one of the most essential skills we can build.
Classroom Strategies
- Adjust the Task, Not the Text:you don’t need to change the text. You change what you’re asking students to do with it.
- Use Visual Context and Chunking:include visuals, labels, and structure—and then break the text into manageable chunks.
Ready For Tomorrow Quick Win PD Course: Use Authentic Documents at Every Level

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

216

Are your assessments really capturing what your students can do with the language? Or are they just measuring memorization and correctness? In today’s episode, we’re diving into what it looks like to assess for performance and proficiency. I’ll share tips for aligning tasks to the modes of communication, using Can Do Statements to drive growth, and giving feedback that supports risk-taking rather than only focusing on what is not completely accurate.

Topics in this Episode:

Assessment and feedback are teaching tools, not just measurement tools
Questions to consider when looking at feedback and assessments in your classroom:
- Do Your Assessments Reflect Performance & Communication?
- Do Assessments inInclude the 3 Modes of Communication
- Do Students Understand How They’re Being Assessed?
- Does the Feedback Encourage Growth?
Assessment doesn’t have to feel like a judgment. It can be an opportunity to motivate by showing what was done well and guidance on improving on that.
Let your assessments and feedback tell students: ‘You can do this—and here’s what’s next.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

215

Do your students freeze up during partner conversations? Rely on memorized phrases? Default to English? It’s not just your students, I assure you, and the issue isn’t their ability, it’s the way we structure the speaking task. In this episode, I’ll show you how to get students talking, really communicating, no matter their proficiency level. You’ll learn how to design interpersonal speaking tasks that are spontaneous and supported, with strategies you can right away. Whether your students are Novice Low or headed toward Intermediate High, you’ll leave with a clear framework to make unscripted speaking feel safe, doable, and fun.

Topics in this Episode:

how to increase real, unscripted student talk without overwhelming them
students don’t need more vocabulary lists or more scripted dialogues, they need support for real-time interaction.
spontaneous speaking doesn’t mean unprepared. It means unscripted
we often think of “spontaneous” speaking as something students either can do or can’t do. But just like writing or reading, it can be taught and scaffolded.
classroom strategies:
- frame the Conversation with Can-Do Statements
- use a repeatable framework: Set the Purpose, Prep the Language, Create the Conditions, Reflect and Repeat
Ready For Tomorrow Quick Win PD Course: Boost Interpersonal Speaking at All Levels

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

214

Do your lessons ever feel like a mix of good activities that just don’t quite connect? You’re not alone—and it’s frustrating when all your effort doesn’t lead to real language growth. In this episode, we talk about how planning intentionally from the first input to the final assessment so everything works together to build proficiency. You’ll get practical ideas, a clear framework, and a fresh approach that makes planning easier and more effective. So, let's jump in.

Topics in this Episode:

We have to start planning with the end goal of communication in mind, not the content, not the textbook unit, not even the grammar point. But communication.
When we think about what students need to be able to do with language—what they’ll say, write, listen to, and read—and then work backwards from there, everything starts to click into place.
This is the foundation of backward design and intentional planning.
Classroom startegies:
- Start with the “I Can” Statements
- Align the Input, Tasks, and Assessment
Ready For Tomorrow Quick Win PD Course: Intentional Planning for Proficiency: From Input to Assessment.

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

213

Are you always looking for better ways to support your language learners? That’s probably why you listen to this podcast—because you care about teaching. But time is limited, and sometimes you just need a quick, practical idea you can try tomorrow. That’s exactly why I created the Ready for Tomorrow Quick Win PD series. In this episode, I’ll walk you through these short, focused courses designed specifically for world language teachers—with real classroom strategies that actually stick.

Take a look at the courses!

What Is the Ready for Tomorrow Series?

A collection of 30-minute mini-courses for world language teachers.
Focused on quick wins—you can watch today and use it in class tomorrow.
Includes: A short, focused audio lesson (like a podcast episode with visuals), Printable note sheet, Planning templates, Proficiency-level examples, Reflection prompts, Certificate of completion

Take a look at the courses!

What Makes These Different?

Specifically for language teachers. No need to adapt or translate strategies from other content areas.
Truly actionable. Not theory-heavy or overwhelming.
Efficient and practical. Just 30 minutes each.
Flexible. Learn anytime, anywhere.
Made for teachers like you. Focused on your goals, your learners, your classroom realities.

Pricing and Access Options

Each course is available individually for $10.
Or grab the growing bundle (20% Discount):

Take a look at the courses!

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

212

Are your goals for this year focused on what you’ll teach or what your students will be able to do with the language? In this episode, we’re talking about goal setting, for you and your students, in a way that’s centered on language proficiency, not just study habits or behavior. I’ll walk you through a practical framework to set meaningful goals that set you up and your students up for a year that’s focused, communicative, and confidence-building.

Topics in this Episode:

why student goal setting is important
SMART goals and proficiency-based goals
why teacher goal setting is important
choosing a focus area for setting teacher goals
suggestions for keeping goals active throughout the school year
Student Goal Setting Sheets

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

211

Do your students know exactly what they can do in the target language? If you asked them right now, could they tell you their current proficiency level and the specific skills they’re working toward? In my experience, when students understand the proficiency path, they take ownership of their progress in a very meaningful and personal way. In this episode, I share how I help students visualize and track their growth using a Path to Proficiency Wall and how you can do the same in your classroom.

Topics in this Episode:

make proficiency levels clear and student-friendly
how to use text type and functions to explain growth
design a Path to Proficiency Wall for your classroom
help students self-assess and set goals
use the wall to guide family and student conversations
how shift feedback toward leveling up instead of grades
See an example and get your own Proficiency Path

A Few Ways We Can Work Together:

Ready For Tomorrow Quick Win PD for Individual Teachers
On-Site or Virtual Workshops for Language Departments
Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

Website: wlclassrom.com
Instagram: @wlclassroom
Facebook Group: World Language Classroom
Facebook: /wlclassroom
LinkedIn: Joshua Cabral
Bluesky: /wlclassroom.bsky.socia
X (Twitter): @wlclassroom
Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

210

This is episode 6 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning next week on August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at some activities that you can use as you begin the school year. In episode 180 I tell you about lots of CI activities that you can use tight away and in episode 202 I talk about the free guide I created for planning and teaching toward proficiency.

Episodes:

180: CI Activities You Can Do Today
202: Planning and Teaching for Proficiency

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

209

This is episode 5 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at a few CI strategies. In episode 170 I speak with John Sifert about calendar talk and in episode 170 I discuss special person interviews with Bryce Hedstrom.

Episodes:

170: Calendar Talk is More Than Just Calendars with John Sifert
179: Special Person Interviews with Bryce Hedstrom

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

208

This is episode 4 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at 3 Leveling Up Coaching episodes. Episode 165 about supporting target language, episode 169 about student choice and episode 174 about cohesive lessons and flow in the classroom.

Episodes:

165: Support Target Language Use in the Classroom
169: Student Choice in the Language Classroom
174: Cohesive Lessons and Flow in Class Routines

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

207

This is episode 3 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episode 163 where I talked about working smarter and not harder with Amy Marshall and episode 183 where I talked with Noemi Rodriguez about supporting students with AI tools.

Episodes:

163: Work Smarter, Not Harder with Amy Marshall
183: Supporting Students with AI tools with Noemi Rodriguez

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

206

This is episode 2 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at 2 more of the high leverage teaching practices. Episode 167 about guiding learners to interpret and discuss authentic texts and episode 171 about focusing on cultural products, practices and perspectives.

Episodes:

167: Guiding Learners to Interpret and Discuss Authentic Texts
171: Focusing on Cultural Products, Practices, and Perspectives

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

205

This is episode 1 in my 2025 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at 2 of the high leverage teaching practices. Episode 160 about creating a classroom where students use the target language confidently and 162 about making language comprehensible.

Episodes:

160: Create a Classroom Where Students Use the Target Language Confidently
162: How to Make Language Comprehensible

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

204

Now that the school year is over hopefully you have a little less on your mind and have a little extra time. This is the perfect time to get into your summer headspace. What do I mean by that? You’ll soon understand. Let’s jump in.

What do I mean by “Summer Headspace?”
- Time to reflect without other pressing priorities and issues.
- Clear head.
- Opportunity to revisit themes and episodes with a fresh lens.
- Maybe something has come up since you first listened?
- You catch something new.
- Finish an episode that you started.
- Listen to an episode for the first time.
- Group episodes by theme so that you can listen to them together.
How will the episodes work?
- 5 minute recap and revisit, pull the themes together
- links to episodes will be in the show notes
6 Summer Headspace Episodes. New episode on August 25, 2025.
The first SHS episode will be out next Monday, July 14th.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

203

What do we mean when we talk about representation in the classroom? More specifically representation in our language classrooms? How can we make sure that our students understand the variety of cultures and experiences that are part of the target language culture? In this episode, Jenniffer Whyte joins me to talk about bringing the Afro-Latinx and Black heritage into our classroom curriculum. You will walk away with concrete ways to go about this and might even be ready to put together an all-school event or assembly at no cost. Jenniffer tells us all about how she does it.

Topics in this Episode:

resources or materials that teachers can use to ensure Black and Afro-Latinx voices are authentically included in their curriculum
how teachers can introduce these topics in ways that foster curiosity and meaningful discussions
effective strategies for introducing Black history and culture to younger students in an engaging and age-appropriate way
details about Jenniffer's whole-school Black History and Hispanic Heritage programs with no budget, including creative ways teachers can do the same in their own schools
moving beyond only celebrating Black History and Hispanic Heritage during designated month with concrete ways teachers can weave these histories and contributions into their world language curriculum year-round

Connect with Jenniffer Whyte:

Facebook: Afrolatina Teacher
Instagram: Afrolatina Teacher
X: @JennifferWhyte1
Youtube: Afrolatina Teacher

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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Send me a text and let me know your thoughts on this episode or the podcast.

202

I want to make sure that you start your new school in the fall with a clear framework for planning and teaching for proficiency. I created a free reflection and planning tool that will guide you as you create a classroom that prioritizes what students can do with language. In this episode I will tell you all about it and point you to where you can get yours today.

Planning & Teaching for Proficiency: A Guide for Language Teachers

Topics in this Episode:

By focusing on performance, proficiency, communication, and authentic language use, you can support students on this journey to using the target language authentically and communicatively.
I created a guide to support your planning and teaching that focuses on performance in the classroom and eventually increased target language proficiency when they are using the language in authentic, real-world situations.
Each section highlights essential components that support confidence and proficiency growth. You'll also see actionable steps that you can take right away:
- Purposeful Planning
- Comprehensible Input & Student Output
- Meaningful Tasks & Relevant Practice
- Assessment & Feedback
- Professional Reflection & Collaboration
- Common Challenges in Proficiency-Focused Classrooms
- Next Steps and Your Action Plan
Planning & Teaching for Proficiency: A Guide for Language Teachers

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

204

Do you have some go-to activities to motivate your students to speak and engage with the target language in your classroom? Are you always on the lookout for activities and routines to add to your list of possibilities? In this episode, I speak with Sherry Sebesta, a French and Spanish teacher in New York. Sherry shares suggestions for getting your students speaking the target language more regularly and confidently. You’ll go away with several new things to try out right away.

Topics in this Episode:

Sherry's goals for language students and how speaking activities work into this
how teachers can create a classroom environment that reduces students' fear of making mistakes and promotes more speaking
activities to encourage students to speak more in the target language
examples where Sherry's strategies have increased student speaking confidence and participation in class
practical steps to implement Sherry's speaking activities and ideas in the classroom
Sherry's blog post with 20 Ways to Get Your Students Speaking in the Target Language

Connect with Sherry Sebesta

Instagram: @worldlangcafe
Facebook: /worldlanguagecafe
X: @worldlangcafe
Blog: worldlanguagecafe.com
Pinterest: /worldlangcafe

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

200

How do you feel about the CI strategies, proficiency-based procedures or communicative language teaching that you do in your classroom? You hear a lot about it, either on this podcast, from colleagues or on social media. Lots of good stuff. But, do you sometimes feel like it seems like it's always smooth sailing with no challenges in other classrooms while you definitely have them in your own classroom? Well, me too. We all have them. In this episode I will address some of these common challenges with practical solutions to help navigate them.

Topics in this Episode:

Blog post on Common Challenges in Proficiency-Based Classrooms
Implementing comprehensible input (CI) strategies in a proficiency-based language classroom comes with its challenges at times.
With proactive planning we can create an engaging and effective learning environment for all students.
Common obstacles and practical solutions to help you navigate them.
- Different Proficiency Levels
- Large Class Sizes
- Student Resistance
- Time Constraints
- Assessment and Accountability
- Classroom Management

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

199

How can celebrating identity and dialects transform the experience of language learners? In this episode I'm joined by Courtney Nygaard, a teacher of heritage Spanish speakers in Minnesota. Courtney shares how she honors and values her students' identities as a way to build confidence, connection, and community in the classroom. We talk about practical strategies for embracing dialectal differences, navigating varied proficiency levels, and fostering a space where all students feel seen and valued. Whether you teach a heritage class or not, this conversation will inspire you to make your classroom a place where every student and experience is valued.

Topics in this Episode:

importance of celebrating identity and dialects in language classes
strategies or activities you can use to acknowledge and honor the diverse identities and dialects of your students
challenges that might arise when students speak different dialects or have varying levels of proficiency in the heritage language
Courtney's success stories and examples where celebrating identity and dialects positively impacted her students' learning and engagement?
for teachers who don’t have heritage classes, how you can create an inclusive and supportive environment that respects and celebrates the linguistic diversity of your students
Episode 96: Teaching Heritage Language Learners with Courtney Nygaard

Connect with Courtney Nygaard:

Instagram: @profenygaard
Website: www.heritagespanish.com, www.profenygaard.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

198

How can simple, consistent routines create a classroom where students communicate confidently in the target language every day? In this episode we look at how effective routines lead to successful classrooms. I’m joined by Tia Parnell, a French teacher in Ontario, Canada. Tia shares practical insight into how routines can create structure, boost engagement, and support meaningful language use. Everything from warm-ups and transitions to handling interruptions.

Topics in this Episode:

routines as the backbone of the classroom the key elements that make a classroom routine both simple and effective
morning routines that work particularly well in a world language classroom to set the tone for meaningful language use
transitions how do you help students smoothly shift between activities while keeping them engaged in language learning?
how to maintain structure when unexpected events disrupt routines, and strategies to help students reset and refocus
advice for establishing consistent routines to support teachers starting strong and maintaining

Connect with Tia Parnell

TikTok: @parfaitementparnell
Instagram: @parfaitementparnell
Website: parfaitementparnell.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

197

Have you heard of a Write and Discuss or have you tried it in your classroom? If you've done it, you know how useful and beneficial it is for students and yourself as the teacher. If this is new to you, in this episode you’ll hear about an incredibly useful collaborative writing activity that you can do with your students right away. No preparation needed. If this is not new to you, stick around. You’ll also hear some tips and new ways that will help to make your Write and Discuss even more effective in your classroom

Topics in this Episode:

Write and Discuss is a guided writing activity after a shared class experience (like a story, picture talk, reading, or discussion).
The teacher writes a summary or retelling of the event on the board or screen with student input.
Why the Write and Discuss is so useful.
How to do a Write and Discuss with specific steps.
Examples of a Write and Discuss at novice and intermediate proficiency levels.
Follow-up activities once you have the co-created text.
Using the Write and Discuss text to teach grammar using the PACE model.
Tips and what to avoid when doing a Write and Discuss.
Blog post on Write and Discuss

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

196

What if your students could step inside the Louvre Museum, explore Frida Kahlo’s studio, or walk through the streets of ancient cities, all without leaving your classroom? In this episode, we explore the Google Arts & Culture app with French teacher and tech integration specialist Heidi Trude. From boosting cultural understanding to sparking meaningful conversations, Heidi shares creative ways to use this free tool to make language and culture come alive in your classroom.

Topics in this Episode:

how Heidi first discover the Google Arts & Culture app, and what made her decide it was a good fit for your classroom
Heidi's favorite features of the app, and how she incorporate them into her lessons
using Google Arts & Culture to enhance your students' understanding of art, history, and culture
projects or activities using the app that have a particularly powerful impact
how tools like Google Arts & Culture are shaping the future of how we teach cultural understanding and global awareness in the classroom
Heidi's Resource: Making Art Come Alive with the Google Arts and Culture App

Connect with Heidi Trude

Website: Tech with Trude
Facebook: Heidi.Trude
Instagram: @hlt2007
X/Twitter: @htrude07

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

195

There are lots of misconceptions about teaching grammar. There are also opinions about whether or not there is a place for teaching grammar in a proficiency-based classroom. In this episode, Catherine Ritz and Mike Travers, authors of Proficiency-Based Instruction: Teaching GRAMMAR for Proficiency, join me to talk about the place of grammar in a proficiency-based classroom. And yes, there is a place for it.

Topics in this Episode:

Misconceptions around teaching grammar and how Catherine and Mike's book, Teaching GRAMMAR for Proficiency, addresses them?
What it looks like to teach grammar in a way that truly supports communication and proficiency, rather than just memorization and drills
In a proficiency-based vertical curriculum, how (or should) we incorporate grammar Should specific grammar structures be explicitly planned for, or should they emerge more organically based on themes and student needs?
Examples of an activities and strategies that effectively integrates grammar while keeping communication at the center of learning
First steps to take when shifting toward a proficiency-based approach
Get your copy of Proficiency-Based Instruction: Teaching GRAMMAR for Proficiency. Use the code ACTFL15OFF to get 15% off the cost of the book.

Connect with Catherine Ritz and Mike Travers:

Mike's Website: Diaries Of A Mad World Language Teacher
Catherine's Webiste: RitzWorldLang

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

194

Where do you find opportunities for exploring language and culture beyond the classroom? Have you found ways to involve your students in service learning projects? In this episode, I have the privilege of speaking with Chris Howell who is the co-founder of the Pulsera Project. This is an organization that supports artisans in Guatemala and Nicaragua through direct connections with schools and students in the United States. My school, Tower School in Marblehead, MA has partnered with Chris and the Pulsera Project. I have so much respect for the work that he and his organization do that I had to have him on the podcast to share all about it.

Topics in this Episode:

what the Pulsera Project is and what inspired Chris to co-found the organization
how the mission has evolved since 2009
how the Pulsera Project fosters meaningful connections between U.S. students and artisans
educating students on Fair Trade
success stories of artisans and communities that has been positively impacted by the Pulsera Project
advice for language teachers who want to incorporate service learning and global citizenship into their classrooms

Connect with Chris Howell and the Pulsera Project:

Website: pulseraproject.org
Facebook: /pulseraproject
Instagram: @pulseraprojec
TikTok: @pulsera.project
X/Twitter: @pulseraproject
Pinterest: pulseraproject/

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

193

Do you use task cards? How can we get the most out of them in our language classrooms? Task cards are useful tools for building engagement, supporting proficiency, and adding variety to your routines. In this episode, we’re looking at 15 creative ways to use task cards. You might already have a few that you like to use, and after this episode you have lots more.

Blog Post with all 15 ways to use task cards in your language classroom.

Topics in this Episode:

what task cards are
what to put on task cards
15 ways to use task cards in the language classroom
- Warm-Ups (Do Nows)
- Fast Finishers
- Exit Ticket
- Station Activity
- Scoot
- Differentiation
- Back to Back
- Traditional Board Games
- Quiz Games
- Interactive Bulletin Board
- Scavenger Hunt
- Individual Boards
- Sub Activity
- Binder Sheets
- Assessments

Blog Post with all 15 ways to use task cards in your language classroom.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

192

How much flexibility or autonomy do you have over your curriculum? Are you able to integrate CI techniques and procedures? This can be a bit challenging if our curriculum is aligned with chapters in a textbook or prescribed units. Today I speak with Ashley Mikkelsen, a Spanish teacher in North Dakota. Ashley talks us through her personal journey and experience integrating CI activities into her textbook-aligned curriculum that also includes common assessments. And these assessments are not always proficiency-based. Is this possible? Ashley shows us how with her quintessential realistic lens.

Topics in this Episode:

Challenges teachers face when trying to incorporate Comprehensible Input (CI) within a textbook-driven curriculum
strategies and techniques for blending CI with the requirements of a textbook curriculum
specific examples of successfully integrating CI into a textbook lesson
how teachers can make sure that their use of CI aligns with the learning objectives and assessments outlined in the textbook
recommendations for teachers who are new to CI but are required to follow a textbook curriculum
Ep 86: Lots of Activities for Any Reading with Ashley Mikkelsen

Connect with Ashley Mikkelsen:

Instagram: @srta_spanish
TikTok: @srta_spanish
X/Twitter:@afulks2013
Website: srtaspanish.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

191

Do you have effective routines that support your students’ language proficiency and communication skills? We often think of the communication modes, proficiency levels and 90+% target language as the routines that we foster in the classroom. In this episode you’ll hear about another type of routine, student-created graphic organizers. These are visual tools that offer a unique pathway for students to comprehend and engage with the target language.

Blog post with visuals to see examples of student-created graphic organizers.

Topics in this Episode:

effective learning routines
student-created graphic organizers (Thinking Maps, Brains Frames)
benefits of students creating their own graphic organizers
when to use student-created graphic organizers (pre-speaking, pre-writing)
5 useful types of student-created graphic organizers
- linear details
- cause and effect
- brainstorming
- compare and contrast
- categorizing

Blog post with visuals to see examples of student-created graphic organizers.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

190

A few weeks back I posted on LinkIn and Andrea Caulfield left a comment. Andrea is the World Language Curriculum Specialist in Denver Public Schools. She commented that she uses podcast episodes as a way of bringing professional development and coaching to the 100+ teachers in her district. I was intrigued to learn more about how she managed this logistically and wanted you to hear it as well in case you are interested in doing something similar. Andrea explains how she chooses and recommends episodes, works with teachers to engage with the topics and, of course, the logistics.

Topics in this Episode:

why Andrea started using podcast episodes as professional development in her language department
how she structure discussions and activities around podcast episodes to ensure meaningful professional growth for teachers
specific benefits Andrea has seen in her department since incorporating podcasts into her PD model
choosing which podcast episodes to use
advice for language department leaders who want to implement podcast-based professional development but aren’t sure where to start
Andrea's podcast episode database.
Andrea's reflection questions:
- What confirmed or challenged your beliefs in the episode(s) you listened to?
- What were your biggest takeaways?
- What is one change you are committed to making in your own practice based on your learning, and what steps do you need to take to make that change?
- What barriers to successful implementation do you foresee? How might you avoid them?
- How will you measure success for the change you plan to implement?
- What questions are you left with?

Connect with Andrea Caulfield:

Bluesky: @AndreaCaulfield.bsky.social
email: andrea_caulfield@dpsk12.net

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

189

We are all well aware of the importance of comprehensible input in our classrooms, and to support this many of us use stories as the way to do it. Do you use short stories, novels or graphic novels or comprehensible (CI) readers with your students? I’m excited to see that many teachers are using and leveraging texts with their students. I want to take this a step further in this episode and tell you about a project that engages students creatively with story details and newly acquired vocabulary and structures.

Blog post about the "unpack the book" project with examples and templates.

Topics in this Episode:

the "unpack the book" project
preparing to read
keep track of details while reading
- characters
- chapter summaries
- hashtags
the project book pages
- cover
- vocabulary
- hashtags
- characters
- events
- quotes
- culture

Blog post about the "unpack the book" project with examples and templates.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

188

We are always taking on new vocabulary themes and language structures in our language classroom. How do you make sure that your students are engaging with these new topics, particularly when it comes to speaking? In this episode, I speak with Jessica Hall, AKA Miss Señorita, who is a Spanish teacher in Connecticut. Jessica shares 3 speaking activities that are easily modified for various levels and languages. You can use them right away with any vocabulary topic or language structure, and Jessica even provides the templates.

Topics in this Episode:

importance and benefits of incorporating speaking activities into world language classrooms
examples of speaking activities that can be adapted to different grammar and vocabulary themes
ensuring that these speaking activities are engaging and effective for students of varying proficiency levels
specific speaking activities that are particularly beneficial for students
practical steps and strategies to implement these speaking activities in your classrooms to maximize student participation and learning
Jessica's templates

Connect with Jessica Hall :

Instagram: @MissSenoritaTpT

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

187

What do your grades look like? Do the grades that your students earn reflect their mastery and what they can do with and in the target language? In this episode, I speak with Jude Krushnowski, the Director of the World Language Teacher Education Program at the University of Illinois Urbana-Champaign. He walks us through a framework for competency-based grading in our proficiency-based classrooms. Lots of tips, insights and suggestions for making this transition to assessments authentically reflecting our students’ competency.

Topics in this Episode:

what standards-based grading is and how it differs from traditional grading methods
how standards-based grading aligns with proficiency-based instruction and why is it more beneficial for assessments
examples where standards-based grading significantly enhanced learning and proficiency growth
what gets assessed and what does not; what goes into the grade
what it looks like in practice, particularly gradebook categories, retakes, rubrics vs. points and percentages
challenges teachers might face when transitioning to standards-based grading

Connect with Jude :

Twitter/X: @ProfeKrush

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

186

How do we ensure our students know exactly what they’re working toward in their language learning journey? In this episode, we’re diving into Writing Can Do Statements—how to make them concrete, student-friendly, and aligned with proficiency levels and ACTFL’s communication modes. We’ll explore both yearly and unit-specific Can Do Statements, their role in guiding instruction and assessment, and practical strategies for crafting effective statements that support student growth.

Get the Bloom's Taxonomy verb list to use in your Can Do Statements

Topics in this Episode:

understanding exactly what Can Do Statements are and how to use them effectively in the classroom
using Success Criteria to write Can Do Statements
using Bloom's Taxonomy to write Can Do Statements
yearly Can Do Statements
unit-specific Can Do Statements
examples of effective Can Do Statements
tips for writing effective Can Do Statements

Get the Bloom's Taxonomy verb list to use in your Can Do Statements

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

185

What have you learned about your teaching throughout your years of experience? Do you take time to look introspectively at what works well for you and why so that you can replicate it? In this episode, Carmen Scoggins, a Spanish teacher in North Carolina, joins me to talk us through her 5 universal truths about teaching. Though our personal experiences and truths may be a little different, hearing how Carmen frames her universal truths provides an effective framework for articulating our own, and the benefits of doing it.

Topics in this Episode:

what Carmen means by "Universal Truths about Teaching" and how she discovered them
the key universal truths Carmen believes are essential for teachers to understand and embrace
how these universal truths apply specifically to the context of world language teaching
examples of how these truths have influenced Carmen's own teaching practices and student outcomes
why and how teachers can incorporate these universal truths into their teaching philosophy and practice

Connect with Carmen Scoggins:

Instagram:@srtascoggdawg
Twitter/X: @carmenscoggins
Facebook: /carmen.scoggins

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

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184

Are you always on the lookout for new and inventive ideas to bring to our classrooms. I have one simple, yet powerful, tool. A mini-folding book is a compact, 8-page book made from a single sheet of paper. They are easy to create and can be customized for a wide range of classroom activities. In this episode I’ll tell you how to create the book and then I’ll share 10 Ways to use Mini-Folding Books.

Blog post with instructions for folding the paper and the 10 ideas for using mini-folding books.

Topics in this Episode:

what mini-bolding books are
how to create a mini-folding book
10 ways to use mini-folding books in the classroom
1. Personal Information Books
2. Vocabulary Books
3. Story Books
4. Cultural Books
5. Grammar Practice Books
6. Dialogue Books
7. Travel Guide Books
8. Recipe Books
9. Pen Pal Introductions
10. Review Books

Connect with Joshua and the World Language Classroom Community:

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X (aka Twitter): @wlclassroom
Threads: @wlclassroom
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Facebook: /wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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183

Are you getting more comfortable with AI tools? Are you finding ways to use them to enhance your teaching? Last year, Noemi Rodriguez joined me on episode 116 when AI felt so new and emerging. Noemi is back to talk through advances in AI, new resources for language teachers and getting over some common hurdles. We specifically focus on leveraging AI tools to support students, particularly around providing feedback and differentiating lessons and activities.

Topics in this Episode:

how AI tools can be used to support students in world language classes
how AI tools enhance language learning and make it more engaging for students
specific AI tools and applications that are particularly effective for supporting students, differentiating and providing feedback
examples of AI tools being used to support students that enhance or improve students' language proficiency
practical steps and strategies teachers can take to effectively implement AI tools to support students

Connect with Noemi Rodriguez:

Instagram: @team_lologramos
Website: www.lologramosconsulting.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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182

Calendar talk is a CI (Comprehensible Input) activity that is part of many teachers' routines in the classroom. It is essentially just that, talking about the calendar. What began as simply saying the date has grown into much more than that. In this episode I will share with you my own process of doing a calendar talk activity that engages students on a wide variety of topics as we begin the class. Lots of language and culture is embedded in activity very organically. Sometimes the slides and materials can take quite a bit of time to create. I don’t want that to hold you back, so you can make a copy of my Google Slides with all of the embedded links right in the show notes.

Topics in this Episode:

The evolution of Calendar Talk in my classroom – from a simple "Today is [date]" to a dynamic, engaging discussion that students look forward to.
The benefits of Calendar Talk
The process and routine: Date, Time. Weather with visuals
Engaging students in specific details about the date, weather and time in their own lives.
Moving toward these details in a target language country and leading students in discussions where they compare to their own responses in the previous activity.
Practical Tips for doing a calendar talk along with the country comparisons
Episode #170 with John Sifert
Be sure to Copy the Google Slides that I use will all of the embedded links to your Google Drive.

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181

Have you seen teachers posting on social media about their hexagonal grouping activities? I certainly have and I got curious about how it works and how teachers are using it in their world language classes. I’ve seen Erin Coleman posting and presenting workshops on the topic, so I invited her onto the podcast to share with all of us how she uses hexagonal grouping with her students. Erin shares lots of ideas and pro tips so that you can start using hexagonal grouping with your students.

Topics in this Episode:

what Hexagonal Grouping is and how it works in classrooms
how can Hexagonal Grouping can be particularly beneficial in world language classes
what preparation is involved, creating templates and follow-up activities
specific examples where Erin has successfully used Hexagonal Grouping in her language classroom
practical tips and strategies for implementing Hexagonal Grouping

Connect with Erin Coleman:

Instagram: @theengagedspanishclassroom
Website: theengagedspanishclassroom.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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180

Do you have particular activities and procedures that you use to engage students in your classroom? Many of us have these tried-and-true go-to CI (Comprehensible Input) activities. They get talked about a lot on social media, in language teacher circles and even on this podcast. In this episode I’m going to walk you through 15 CI activities. Be sure to download the free CI Toolbox that includes all 15 Comprehensible Input (CI) activities with descriptions, suggestions and tips.

Topics in this Episode:

what CI (Comprehensible Input) is
how to make language comprehensible
though CI is input-focused, authentic student engagement with the input provides opportunities for comprehension checks and supports acquisition
3 categories of CI activities:
- Interaction and Discussion: These activities focus on fostering interactive communication in the classroom, allowing students to engage with the language in meaningful and personalized ways.
- Storytelling and Narrative: These activities involve students in storytelling and narratives, offering a rich context for language acquisition through listening and speaking.
- Reading and Writing: These activities are designed to reinforce comprehension and writing skills through structured and interactive tasks
Previous episodes referenced in this episode to dive deeper on particular topics and activities:
- Episode #31 with Sarah Moghtader
- Episode #86 with Ashley Mikkelsen
- Episode #79 with Ben Fisher Rodriguez
- Episode #91 with Margarita Pérez Garcia
- Episode #170 with John Sifert (Padre de cinco)
- Episode #179 with Bryce Hedstrom

Be sure to download the free CI Toolbox that includes all 15 Comprehensible Input (CI) activities with descriptions, suggestions and tips.Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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179

What have you heard about special person interviews in world language classes? Maybe you have tried them yourself. In today’s episode I speak with Bryce Hedstrom, a Spanish and Latin teacher in Colorado. He also does quite a bit of professional development with language teachers. Bryce walks us through the benefits of special person interviews, along with actionable suggestions for implementing in our classrooms. Whether special person interviews are new to you, or if you're looking for some ways to enhance how you are already using them, you will walk away from this episode inspired.

Topics in this Episode:

what a special person Interview is and how does it fit into a Comprehensible Input (CI) approach
the key benefits of conducting special person interviews for both students and teachers
what a special person interview looks like in practice; what the teacher does and what students do
selecting students for the interviews and preparation involved
examples of questions and topics to use during these interviews to keep students engaged
follow up activities

Connect with Bryce Hedstrom:

Instagram: @brycehedstrom.com3254
Facebook: /BryceHedstrom
Website: www.brycehedstrom.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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178

How many preps do you have? If you have 3, 4 or more, or know someone who does, stick around for this episode. Oftentimes we equate 3 or more preps with 3 or 4 times the work. In this episode Sophie Forker, a French and Spanish teacher in New York City, joins me for a conversation about managing our teacher workload. We talk specifically about navigating a large number of preps, but it ultimately comes down to useful and actionable ways to streamline your lesson planning, whether you have 1 prep or 6.

Topics in this Episode:

Sophie's personal experience of having multiple preps
effective strategies for planning and organizing multiple language preps to ensure you stay on top of your workload
how to prioritize planning and ensure that each class receives the attention it needs without becoming overwhelmed
tools, resources and systems to streamline your preparation process and make it more efficient
practical strategies for effectively managing multiple world language preps in your own classrooms and maintaining a balanced workload
Episode #79: How to do a Write and Discuss with Ben Fisher-Rodriguez

Connect with Sophie Forker:

Instagram: @mmeforker

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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177

The most popular episode of 2024 was the one where I talked about moving from grammar to language functions. I begin this last episode of 2024 with some podcast stats from 2024 and then you have the replay of episode #141: Shifting the Focus from Grammar to Function.

2024 World Language Classroom Podcast Stats :

top 10% of all podcast downloads
52 episodes
Most popular cities with listeners: Chicago, New York, Philadelphia, Boston, Sydney
Most popular countries with listeners: United States, Canada, Australia, United Kingdom
Most downloaded episode: #141: Shifting the Focus from Grammar to Function.
Total 2024 downloads: 65,000
Total minutes of audio published: 1,200

Replay of episode #141: Shifting the Focus from Grammar to Function.

What have you heard about language functions? I see this as the idea of using the target language to communicate or convey a message rather than only being able to describe the grammatical structures, patterns and vocabulary. In this episode we are going to take a look at this shift in focus, and sometimes mindset, from a primary focus on grammatical forms to language functions with examples and practical strategies.

Topics In This Episode:

3 aspects of communicative language teaching:
- 1. goal is on communicating and doing something with the language
- 1. student-centered
- 1. focused on understanding the message being conveyed by students despite inaccuracy in language form.
language functions
- focus is on communicating, student-centered, understanding the message being conveyed by students despite inaccuracy in language form
practical strategies and examples to support our focus on language functions
- Novice Levels: Making Language Practical
- Intermediate Levels: Expanding Communication
Embrace the Shift
- not an either/or when it comes to grammar
- it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication.
- ensures that language learning is not just a theoretical exercise, but one that builds proficiency and communicative competence.
Blog post on Shifting the Focus from Grammar to Function

Connect with Joshua and the World Language Classroom Community:

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Join Joshua for a

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176

How do you address your students’ mistakes or errors when speaking in the classroom? Should you address them? Is it useful, and if so, how do you do it? In this episode we are taking on the last of the High Leverage Teaching Practices, Providing Oral Corrective Feedback to Improve Learner Performance. My personal graduate thesis was on feedback in the language classroom and what has been shown to be most effective. I’ll share a little about my personal findings along with concrete strategies for providing oral corrective feedback to improve learner performance.

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
- Episode 160: Create a Classroom Where Students Use the Target Language Confidently
- Episode 162: Facilitating Target Language Comprehensibility
- Episode 164: Teach Grammar in a Communicative Context
- Episode 167: Guiding Learners to Interpret and Discuss Authentic Texts
- Episode 171: Focusing on Cultural Products, Practices, and Perspectives
Oral corrective feedback is the immediate response provided by teachers to learners' spoken errors during language practice. It helps students notice and correct their mistakes, leading to improved language accuracy and proficiency.
Effective oral corrective feedback supports language development by guiding students towards correct language use, helping them internalize language rules, and improving their confidence in speaking."
From my thesis Feedback in the Second Language Classroom: The Impact of Explicit and Implicit Negative Feedback on the Interlanguage System: “The unaided learner may eventually learn on his own, but feedback will help him to do this more quickly and efficiently. The research helps to further narrow down the most productive forms of feedback, mainly feedback in the form of negotiation. When the learner is provided with scaffolding that leads him into producing the correct form on his own, he is much more likely to restructure his interlanguage system. This type of communicative feedback will not only provide the most naturalistic communication in the classroom, but will also be the most efficient means of moving the learner toward language that more closely resembles the L2.”
Strategies:
- Differentiate Types of Feedback
- Consider Timing and Frequency of Feedback
- Create a Supportive Environment
- Focus on Error Patterns
- Provide Constructive and Specific Feedback

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassro

Send me a text and let me know your thoughts on this episode or the podcast.

175

Do students read in your classroom? What do they do with the reading? In this episode I speak with Jennifer Degenhardt and Theresa Marrama. They are both authors of CI Novels that I have personally used in my French and Spanish classrooms. I thought I’d go right to the source when thinking about the many ways that we can engage our students in target language reading. Jennifer and Theresa share their writing process, inspiration for their stories, and ideas for getting the most out of comprehensible novels.

Topics in this Episode:

what comprehensible novels are and why they are valuable tools in world language classrooms
What inspired Jennifer Degenhardt and Theresa Marrama to write comprehensible novels, and how thet decide on the themes and content for their books
how teachers can effectively integrate comprehensible novels into their curriculum to maximize student engagement and language acquisition
examples where using comprehensible novels made a significant impact on students' language learning
practical strategies implementing comprehensible novels

Connect with Jennifer Degenhardt and Theresa Marrama:

Twitter/X: @digilangua1
Facebook: @Digilangua
Website: digilangua.co
Instagram: @digilangua

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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174

How cohesive are your lessons? Do you feel that activities flow and connect to each other in meaningful ways, or do they sometimes seem disconnected? Today’s episode is a Leveling Up episode, where I coach Cyndi, a German teacher in Idaho. Planning more cohesive lessons that flow more naturally and are connected to each other is the area where she wants to level up her teaching practice.

Suggestions:

Use a Consistent Daily Lesson Framework Across All Levels. A consistent framework gives you a structure to plug in content without feeling like you're reinventing the wheel every day. It also provides students with a predictable routine, which enhances engagement and learning.
Focus on Key Learning Targets and Prioritize. By narrowing your focus, you avoid overloading yourself and the students. Lessons will feel more cohesive because everything revolves around a central goal, which helps bring that “flow” you're looking for. Go deep on compelling topics.
Chunk Your Time for Efficient Planning. By batching similar tasks, you minimize switching costs and make the process more efficient. This also helps ensure consistency across all your classes and lessens the cognitive load.
Leverage Spiral Review. Students will see the connections between lessons, and it reduces the pressure on you to cover everything perfectly in one class. By spiraling content, lessons will feel more connected and purposeful, and you’ll also create natural review opportunities for students. Perhaps use that additional block each week during the extended period.

Action Plan:

This Week:

Create a flexible lesson template for your 50-minute and 90-minute classes; figure out how the time will be chunked and determine 2-3 activities for this period of time.
Focus on one learning target per lesson to maintain clarity and coherence.

The Coming Weeks:

Incorporate spiral review activities into extended lesson blocks to maintain flow and reinforce learning over time.

You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.

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173

This is an exciting episode that I recorded live at the 2024 ACTFL Convention and Language Expo in Philadelphia! This year’s ACTFL theme, “Connect for the Love of Languages!”, highlights the importance of building meaningful connections in every aspect of language teaching. In this episode, you'll hear from inspiring educators and leaders who share strategies for connecting with students, fostering cultural understanding, and growing professional networks. These conversations, that we had at the Klett World Languages booth in the exhibit hall, capture the energy and passion of language educators united by their love of teaching and learning.

Teachers and leaders who join me for this conversation:

Caroline Schlegel, Spanish teacher at Frederick County Public Schools (MD)
Aubrey Swisher, Spanish teacher at Washington County Public Schools (MD)
Sara Stefanich, Professional Development Coordinator at Klett World Languages
Maria Carreira, Executive Director of AATSP
Patrick Wallace, Program Specialist for World Languages and Global Workforce Initiatives (GA); Strategic Relationship Specialist at Klett World Languages

Topics in this Episode:

The Importance of Connection in Language Learning
Strategies for Connecting with Students
Building Cultural Connections
Professional Connections and Teacher Community
The Love of Language Teaching

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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172

Do you have a World Language Honor Society in your school? Have you thought about bringing one to your school? In this episode, Regina Symonds, a French teacher in Massachusetts, joins me to talk about the benefits of having a language honor society in your school. She shares the details for starting and maintaining a chapter along with cultural, social and service activities that group members engage in. You might be thinking that these language honor societies are just for high school students. Not the case, there are also opportunities for middle schools to get involved.

Topics in this Episode:

what World Language Honor Societies are
the benefits for students who participate in World Language Honor Societies, both academically and personally
success stories and examples of World Language Honor Societies have making a significant impact on students and the school community
how schools can effectively promote and support World Language Honor Societies to encourage more student involvement
practical steps and strategies teachers can take to establish and maintain a successful World Language Honor Society in their schools
Honor Society websites:
- French
- Spanish
- German
- Chinese
- Italian
- Latin

Connect with Regina Symonds:

Facebook
Instagram

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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171

How do your students engage with culture in your classroom? One way to approach cultural topics is to look specifically at Cultural Products, Practices and Perspectives. Focusing on these cultural aspects helps students develop intercultural competence, which will then make language learning more meaningful and relevant to them. It also allows students to see beyond language and understand the people who speak it. In this episode I share practical strategies to engage students in understanding Cultural Products Practices and Perspectives.

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
- Episode 160: Create a Classroom Where Students Use the Target Language Confidently
- Episode 162: Facilitating Target Language Comprehensibility
- Episode 164: Teach Grammar in a Communicative Context
- Episode 167: Guiding Learners to Interpret and Discuss Authentic Texts
Cultural Products: Tangible and intangible items created by a culture, such as art, literature, music, food and traditions.
Cultural Practices: The patterns of behavior accepted by a society, including customs, rituals, and routines.
Cultural Perspectives: The underlying values, beliefs, and attitudes that shape how a culture views the world.
Cultural Value Dimensions
5 Strategies for engaging students in Cultural Products, Practices and Perspectives
- Selecting Authentic Cultural Materials
- Contextualizing Cultural Practices
- Facilitating Communicative Interactions around Cultural Products, Practices and Perspectives
- Reflecting on Cultural Perspectives
- Integrating Cultural Learning with Language Skills

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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Send me a text and let me know your thoughts on this episode or the podcast.

170

What do you know about calendar talks? Maybe you have tried them yourself and maybe you’re hearing about them for the first time. In today’s episode I speak with John Sifert, a Spanish teacher in Iowa. John, aka Padre de Cinco, walks us through the many benefits of using calendar talk activities, along with actionable suggestions for engaging students in speaking about a variety of topics that go beyond simply saying the date. Whether calendar talks are new to you, or if you're looking for some ways to enhance how you are already doing it , you will walk from this episode with actionable tips and suggestions.

Topics in this Episode:

what Calendar Talk is and how it goes beyond just discussing the calendar
how Calendar Talk can be adapted to suit different proficiency levels and keep all students engaged
specific topics and activities that teachers can incorporate into Calendar Talk to make it more interactive and meaningful for students
examples where Calendar Talk has significantly enhanced students' language learning and classroom interaction in John classroom
practical steps and strategies that can teachers take to implement Calendar Talk in their classrooms to maximize its effectiveness and student participation

Connect with John Sifert:

YouTube
Facebook
Website
Newsletter
Email: john@padredecinco.com
Instagram

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
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Send me a text and let me know your thoughts on this episode or the podcast.

169

What role does student choice have in your classroom? We know that when students have some ownership over their learning that they are more intrinsically motivated and this leads to real agency in their learning. Today’s episode is a Leveling Up episode, where I coach Jen, a Spanish teacher in Missouri. Providing students with regular and authentic choices in her classroom is the area where wants to level up her teaching practice. So let's start the conversation.

Suggestions:

Create choice boards that offer a variety of activities aligned with the same learning objectives. Students can select activities based on their interests and preferred learning styles.
Allow students to choose from a list of project topics or propose their own, giving them the autonomy to explore areas of interest while still meeting curriculum standards.
For certain activities, allow students to pick their groups based on interest or comfort. You can also mix it up by having students form groups around different themes or tasks they want to work on.
Offer multiple assessment options that cater to different learning styles and strengths.
Make the input and output compelling for students

Action Plan:

This Week:

Create a simple choice board with nine activities related to the current unit.Observe and take notes on student engagement and preferences.

The Coming Weeks:

Plan a project-based unit, providing a list of potential topics and formats for final products. Encourage students to present their projects in various formats (e.g., presentation, report, digital creation).
Design multiple assessment options for an upcoming unit. Ensure each assessment option aligns with the learning objectives and create a consistent rubric.

You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

168

How well do you navigate change? Are you open to it? What do you need to reduce any resistance that you might have? How do you support colleagues through the process? In our ever-evolving world of language teaching and learning there are opportunities for change in our practice. But, is it easy? In this episode, I speak with Tim Eagan and Mike Travers, who are teachers and administrators in Massachusetts. They share some actionable insights and suggestions for approaching, understanding and eventually embracing change.

Topics in this Episode:

common sources of resistance to change among world language teachers
challenges teachers face when adapting their teaching methods
How colleagues, school leaders and administrators can support teachers through transitions and address their concerns
effective strategies in overcoming resistance and encouraging buy-in from teachers who are skeptical about changes
practical steps colleagues, school leaders and administrators can take to start implementing changes
Episode #9: Teaching Grammar as a Concept and in Context with Mike Travers
Episode #60: Building & Leading a Proficiency-Based Department

Connect with Tim Eagan and Mike Travers:

X/Twitter: @tjeag , @Travers_Tweets
Blog: Diaries Of A Mad World Language Teacher

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

167

Do you use authentic texts in your language classroom? To make sure that we are all on the same page with the concept, the simple definition is materials created by and for native speakers not for the purpose of language learning. These materials reflect real-life language use and cultural contexts. They expose students to natural language and cultural nuances. In this episode I share practical strategies to help students interpret and engage in meaningful ways with these materials. Are the benefits linguistic, cultural, maybe both?

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
- Episode 160: Create a Classroom Where Students Use the Target Language Confidently
- Episode 162: Facilitating Target Language Comprehensibility
- Episode 164: Teach Grammar in a Communicative Context
Authentic texts are materials created by native speakers for native speakers, such as newspapers, blogs, songs, advertisements, and videos. These texts reflect real-life language use and cultural contexts.
Using authentic texts exposes students to natural language and cultural nuances, helping them develop better comprehension skills and cultural awareness. It also makes learning more engaging and relevant."
5 key strategies to help you effectively incorporate authentic texts into your teaching:
- Selecting Appropriate Texts
- Pre-Reading Activities
- Guided Reading and Annotation
- Post-Reading Discussions
- Extension Activities

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

166

Community. Is this a word that you would use to describe your classroom? Do you and your students feel like you are a part of a supporting and encouraging community each time you and they walk in your classroom? How do you create this type of learning environment? Today, Elodie Channa, a French teacher in British Columbia, Canada, joins me to bring us into her classroom community. We discuss how she uses CI (Comprehensible Input) techniques and methodology to support the classroom community and assure that her students feel valued, seen and understood.

Topics in this Episode:

what CI is and why it's important for language learning
how CI can be used to build community in the language classroom
examples from Elodie's experience where CI significantly enhanced community and engagement in her classroom
strategies and activities that you can use to ensure your students are receiving CI while also fostering collaboration and connection among them
adapting CI approaches for different proficiency levels and diverse classroom settings

Connect with Elodie Channa:

Instagram: @comprehensibleinputON

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

165

How much of the target language is used in your classroom, by both you and your students? I’m talking about truly communicative language. Today’s episode is a Leveling Up episode, where I coach Helen, a German teacher in Wisconsin. Using the target language more regularly and authentically is the area where she wants to level up her teaching practice.

Suggestions:

Develop consistent classroom routines that naturally incorporate the target language.Greetings and farewells, instructions, and integrate common phrases and questions throughout the day.
Provide scaffolding tools like visuals, sentence starters, language mats, and anchor charts that students can refer to when they need assistance.
Design interactive activities that require students to use the target language.
Consistently model the use of the target language in your own speech and interactions with students. Acknowledging and praising students when they make an effort to speak in the target language.

Action Plan:

This Week:

Set Clear Expectations and Establish Routines
Create and display a set of classroom rules in the target language
Create a "language mat" or anchor chart with common phrases and sentences

The Coming Weeks:

Plan at least two interactive activities per week that require students to use the target language, such as partner conversations, role-plays, or language games.
Consistently speak in the target language yourself and use positive reinforcement when students make an effort to speak in the target language.
Reward system

You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

164

The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or? Is there a place for a both/and? I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students’ attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I’ll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let’s jump in!

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
Focusing on form involves drawing students’ attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.
Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activities
PACE: Presentation, Attention, Co-Construction, Extension
The PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.
PACE is an example, others include Discovery Technique and Teaching Inductively
Episode 160: Create a Classroom Where Students Use the Target Language Confidently
Episode 162: Facilitating Target Language Comprehensibility

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

163

We’ve heard this idea of working smarter and not harder. Does that sound like something that is easier said than done? Do you feel that efficiency might sometimes compromise your teaching and how and what students are learning. In this episode I take on this idea with Amy Marshal, Spanish teacher in Massachusetts. Amy offers lots of tips, insights and suggestions for saving yourself time as a language teacher, while not compromising the effectiveness of your teaching and what your students learn.

Topics in this Episode:

what it means to work smarter, not harder, in the context of teaching world languages
key strategies that can help language teachers work more efficiently and effectively in their classrooms
examples of low-preparation activities that provide high value and engagement for students
balancing the need for thorough lesson planning with the goal of reducing workload and avoiding burnout
steps teachers take to implement efficiency-focused and low-preparation ideas in their classrooms to enhance their teaching and maintain a healthy work-life balance

Connect with Amy Marshall:

YouTube: @zonadeprofes
Instagram: @zonadeprofes
Twitter: @zonadeprofes
LinkedIn: @Amy Marshall

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

162

We talk a lot about making language comprehensible in our language classroom. This is essential now that we understand how critical this is to language acquisition. When students understand what they hear and read, they begin the acquisition process. It also boosts their confidence, making them more willing to participate and take risks in using the language. In this episode, we’ll explore practical strategies to help make the target language comprehensible for your students.

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
Comprehensibility is critical because it supports language acquisition. When students understand what they hear and read, they can engage more deeply and retain more information. It also boosts their confidence, making them more willing to participate and take risks in using the language.
5 strategies to build a discourse community in your classroom, each with tips and examples
1. Use of Visuals and Realia
2. Scaffolding Language
3. Contextualize Vocabulary
4. Engage Students with Interactive and Communicative Activities
5. Provide Comprehensible Input (i+1). Krashen’s hypothesis that language acquisition occurs when learners are exposed to language just above their current level.
Episode 160: Create a Classroom Where Students Use the Target Language Confidently

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

161

Is your world language classroom a welcoming space for students? Would you describe it as warm and welcoming? Can it be? Should it be? Is it helpful for learning? My guest today, Allison Perryman, sure believes that it is. Allison joins me to discuss how she makes her Spanish classroom a warm and welcoming community where students feel recognized, valued, understood and ultimately completely supported by their classmates and teacher. This surely makes it a classroom incredibly conducive to language learning.

Topics in this Episode:

what inspired Allison to focus on creating a warm and welcoming environment in her classroom
examples of how a welcoming classroom environment has positively impacted student engagement and language learning outcomes
the role relationships play in creating a warm classroom atmosphere, and how do you foster strong connections between students and between students and the teacher
specific strategies for making your classroom feel inviting and inclusive for all students
addressing and supporting the diverse cultural backgrounds of students to ensure everyone feels represented and valued
Episode 78: Seeing, Hearing & Tasting Culture with Allison Perryman

Connect with Allison Perryman:

YouTube: @TheCulturalClassroom
Instagram: @TheCulturalClassrm
Facebook: @TheCulturalClassroom
Blog: TheCulturalClassroom.blog
Email: Hola@theculturalclassroom.blog

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

160

What is a discourse community? Essentially, it’s a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged. Is that what you would like to see in your classroom? I’m guessing you’re thinking, Yes! But, how do we create this space for our students? In this episode I’ll give you five key strategies for building a discourse community in your classroom.

Topics in this Episode:

High Leverage Teaching Practices from Enacting the Work of Language Instruction byEileen Glisan and Richard Donato
A classroom discourse community is a learning environment where students actively engage in meaningful communication, using the target language to interact, collaborate, and build relationships. It’s a space where every student’s voice is valued and encouraged
5 strategies to build a discourse community in your classroom, each with tips and examples
1. Establish Norms and Expectations
2. Promote Student Interaction
3. Use Authentic and Meaningful Tasks
4. Encourage Reflective Practice
5. Model Effective Communication

*Be sure to download the The CI Toolbox*. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests.Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

159

I have something that I want to share with you as we go into this new school year. If you know me you know that I have talked a lot about my experiences in Nicaragua and I have been there this summer. I had an opportunity to sit down with Paulette Goudge and talk about what this Mariposa experience is and to bring it to you on this episode of the podcast. I can wait for you to hear all about what goes on in La Concha, Nicaragua. So, let's jump in.

Topics in this Episode:

- I have been visiting San Juan de la Concepción, Nicaragua for over 10 years. Hear about my personal experience working with Paulette Goudge and La Mariposa.
- Paulette's first visits to Nicaragua in the 1980's and adopting her daughter.
- The vision for La Mariposa.
- The Mariposa has many community projects to support the local community and provides income to families that would otherwise not be able to earn.
- While La Mariposa is called an eco-hotel and Spanish school, it is so much more than that with all of the volunteer opportunities available.
- Who goes to La Mariposa?
- Sustainable food practices.
- Visit the La Mariposa: mariposaspanishschool.com

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

158

This is episode 7 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 119 and 132, which were teacher toolbox episodes.

Episodes:

Teacher Toolbox Episode (Vol. 5) (119)
Teacher Toolbox Episode (Vol 6) (132)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

157

This is episode 6 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episode 141 where I talk about transitioning from grammar to language functions and episode 145 where I discuss concrete ways to promote proficiency growth.

Episodes:

Shifting the Focus from Grammar to Function (141)
Concrete Ways to Support Proficiency Growth (145)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me a text and let me know your thoughts on this episode or the podcast.

156

This is episode 5 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 117 where Jamie Rodriguez talks about guided conversations and episode 121 where Christina Margiore and I discuss chat mats.

Episodes:

Guided Conversations in the Language Classroom with Jamie Rodriguez (117)
Using Chat Mats in the Language Classroom with Christina Margiore (121)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

155

This is episode 4 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at the Leveling Coach episodes where I coach several language teachers who are working on a challenge area in their teaching.

Episodes:

Tamica, Streamline Lesson Planning (109)
Jenn, Teaching and Assessing Writing (114)
Lisa,What If Common Assessments Are Not Proficiency-Based (118)
Judy IPAs and World Language Standards (122)
Victoria Addressing Disruptions Constructively, Effectively and Equitably (130)
Stephanie, Engaging Speaking Activities for Language Growth (134)
Liz, From Unit Plans to Daily Lessons (138):
Stephanie, Keep Up Your Own Target Language Proficiency and Confidence (143):
Leveling Up Check-Ins (147)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

154

This is episode 3 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episode 135 where Fadi Aboughoush talks about class pacing and brain breaks and episode 136 where I discuss classroom management.

Episodes:

Pacing Your Lessons with Fadi Aboughoush (135)
10 Strategies for Effective Language Classroom Management (136)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

153

This is episode 2 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 124 and 125 where I talk about trying something new in your classroom.

Episodes:

Try Something New Part 1 - Why? How? What Gets in the Way? (124)
Try Something New Part 2 - What Will that New Thing be? (125)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

152

This is episode 1 in my 2024 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 26th, you will see new episodes with exciting new topics every Monday. For today we take a look back at my episodes about the book Honing Our Craft. In episode 111 I talked about Comprehension-Based Communicative Language Teaching, in episode 112 I talked about Standards-Based Grading and in episode 113 I spoke with the editors of Honing Our Craft.

Episodes:

Comprehension-Based Communicative Language Teaching (111)
Standards-Based Grading (112)
Honing Our Craft with Dr. Florencia Henshaw and Dr. Kim Potowski (113)

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

151

Now that the school year is over hopefully you have a little less on your mind and have a little extra time. This is the perfect time to get into your summer headspace. What do I mean by that? You’ll soon understand. Let’s jump in.

time to reflect without other pressing priorities and issues
opportunity to revisit themes and episodes with a fresh lens
catch something new.
finish an episode that you started
listen to an episode for the first time

I’ll group episodes by theme so that you can listen to them together with a 5 minute recap to pull the themes together. The links to episodes will be in the show notes.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

150

How often do we stop to reflect on our teaching? Hopefully we take the time and opportunity to do it regularly so that we are teaching our students as effectively as possible. In this episode I’m going to talk about reflective practice and how we can use this as language teachers. I’ll also include a discussion of success criteria and how this can work into our reflective practice. I know, this all sounds way up there in the theory world. I promise you it’s not and that it’s fairly simple.

Topics in this Episode:

Reflection can help you to be more creative and try new things. It’s very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.
Reflection in Learning and Professional Development: Theory and Practice, Moon, J. (1999)
Reflective Practice for Language Teachers:
1. Teach
2. Assess the effect your teaching has on learning
3. Consider what can improve the quality of teaching and learning
4. Try the new ideas
5. Reflect on effectiveness
6. Repeat
The Success Criteria Playbook John T. Almarode, Douglas Fisher, Kateri Thunder, Nancy Frey (2021)
Tim Eagan on Episode 60: Leading a Proficiency Focused Language Department
Success Criteria:
- What will be learned?
- Why is it going to be learned?
- How will I know that it has been learned?
- What will I do with what I learned?

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

None

None

Send me text and let me know your thoughts on this episode or the podcast.

149

As teachers, and proficient second language speakers, we have figured out ways to communicate words that we don’t know. We can teach this skill to students early on so that they can begin doing it right away. Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words (when we don’t know it). We can teach students how to do this and give them tools to help in the process. In this episode I give suggestions to teach students how to cicumlocute along with games for practicing this skill.

Blog Post on Circumlocution.

Connect with Joshua and the World Language Classroom Community:

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

Send me text and let me know your thoughts on this episode or the podcast.

148

What is your understanding of the word proficiency? This is a concept that we use all the time in our language classrooms. How about the word performance? This concept is also becoming more commonplace in our teaching vernacular. When we say that we are proficiency-oriented or teach toward proficiency, are we also able to assess proficiency in our language classrooms, or should we focus on performance, and what does that even mean? Well, that’s our topic for this episode….defining exactly what we mean by proficiency and performance, how they relate to each other and which one we should focus on and assess in our classrooms.

Topics in this Episode:

Blog Post on Performance and Proficiency
Proficiency: This term refers to a learner’s ability to use the language across various situations, regardless of familiarity with topics or contexts. It’s about what one can do with the language, no matter where, when, or how it was learned.
Performance: On the other hand, performance is more about using the language within structured settings like classrooms. It involves applying “learned” language skills within familiar contexts and content areas.
Do we assess Proficiency or Performance in the classroom?
Preparing students for performance with high leverage teaching practices:
- grammar as concept
- backwards planning
- appropriate feedback
- authentic resources
- use target language for teaching
- communicative activities

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Send me text and let me know your thoughts on this episode or the podcast.

147

Throughout the school year I published Leveling Up Coaching episodes with language teachers who are taking on a challenge area in their teaching or simply wanted to improve in a particular area. As part of this collaborative relationship we talk through some possibilities and come up with an action plan. After some time implementing I check back in to see how things are going. On today’s episode you will be a part of that follow-up.

Leveling Up Coaching Episodes & Action Plans:

Tamica, Streamline Lesson Planning (109)
Jenn, Teaching and Assessing Writing (114)
Lisa,What If Common Assessments Are Not Proficiency-Based (118)
Judy IPAs and World Language Standards (122)
Victoria Addressing Disruptions Constructively, Effectively and Equitably (130)
Stephanie, Engaging Speaking Activities for Language Growth (134)
Liz, From Unit Plans to Daily Lessons (138):
Stephanie, Keep Up Your Own Target Language Proficiency and Confidence (143)

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146

When it comes to providing comprehensible input, is it possible to use authentic resources? In this episode, we explore how to use authentic listening resources as a form of comprehensible input with Steven Lopez, a Spanish teacher in New York. Steven shares his process for preparing and scaffolding listening tasks so that students are able to confidently understand the target language in authentic contexts. You will walk away with lots of ideas to use in your classroom.

Topics In This Episode:

interpretive listening as a foundational skill for students in language acquisition
how incorporating authentic listening materials enhances students' language proficiency and confidence
examples of successful classroom activities
practical strategies that teachers can use to engage students in interpretive listening tasks that support the development of speaking and writing skills
ensuring that interpretive listening activities not only serve as an entry point but also scaffold students' progression towards more complex speaking and writing tasks

Connect with Steven Lopez:

Twitter/X : @Profelopez21

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145

In this episode I’m taking on the question of leveling up. We often talk about proficiency levels and the output that goes along with each level. We’ll take a look at some concrete examples of language produced at each level and I’ll share some suggestions for how we can support students in leveling up their language.

Topics In This Episode:

The ACTFL Proficiency Levels (Interpersonal)
Novice Low/Mid/High: single words, chunks, chunked phrases.
Intermediate Low/Mid/High: discrete sentences, strings of sentences, moving toward paragraphs
Advanced Low/Mid/High: paragraphs, multiple paragraphs
Concrete examples of the language that students produce at each level and sub level with suggestions for what they can do to move up a level or sub level.

Links mentioned in this episode

Blog Post with PDF download of what language output looks like at each level with suggestions for leveling up
Episode #12 on Proficiency Levels

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144

What do you do with the information that you learn from the assessments that you give students? Even if we are talking about end–of-unit summative assessments we should look at the overall results and see if there are any changes we should make to instruction. This is our own consistent way of doing action research in our classrooms. In this episode, Wyatt Crane, a Spanish teacher in New York City, joins me to talk us through how he uses data from assessments (both formative and summative) to determine what is effective and what he may need to modify in his classroom teaching.

Topics In This Episode:

how Wyatt collects and analyzes student performance data in his language classroom
the tools and methods Wyatt finds most effective for this process
how student performance data influences Wyatt's instructional decisions and lesson planning
examples of when data prompted Wyatt to adjust his teaching
how to ensure that student performance data is used not just for assessment purposes, but also for fostering student growth and learning
how to tailor approaches to data analysis and interpretation to meet the individual needs of students

Connect with Wyatt Crane:

Twitter/X : @ElSenorCrane

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143

If you’re not a native speaker, how do you maintain your proficiency and confidence in speaking the language that you teach? Today’s episode is a Leveling Up episode, where I coach Stephanie, a middle school teacher in Maine. Maintaining and improving her personal confidence and proficiency is the area where she wants to level up.

Suggestions:

Set Realistic Expectations:

Understand that language proficiency is a journey, and it's normal to have moments of self-doubt or insecurity, especially in the presence of other language teachers who may have varying levels of proficiency.
Instead of striving for perfection, focus on continuous improvement and growth. Celebrate your progress and accomplishments, no matter how small they may seem.

Embrace Vulnerability and Learning Opportunities:

Remember that vulnerability is a natural part of the language learning process.
Don't be afraid to make mistakes or ask questions during language teacher conferences. Embrace these moments as valuable learning opportunities.

Action Plan:

This Week:

Spend time reflecting on past experiences and identifying specific instances where hesitancy to speak the language around other language teachers occurred.
Set achievable goals for the week, such as committing to speak the language in at least one conversation with a language teacher during a conference or professional gathering.

The Coming Weeks:

Gradually increase the frequency and duration of language use in professional settings, such as engaging in more conversations or discussions with language teachers.
Challenge yourself to step out of your comfort zone by initiating conversations or participating actively in language-related activities during conferences or workshops.

Join Joshua for a Leveling Up Coaching Episode on the podcast.

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142

How do you address current events with your students? In this episode we take on the topic of current events in the language classroom with Ben Tinsley, a French teacher in Pennsylvania. This is Ben’s third time on the podcast and he is here again to share his practical insights for discussing current events in the target language and using these events as a tool for engaging students and providing compelling topics and input.

Topics In This Episode:

Ben's approach to incorporating current events into his world language classroom
examples of successful lessons and activities that Ben has implemented using current events as the focal point
the key outcomes and student reactions that Ben observes
selecting and adapting authentic materials to ensure they are both relevant and comprehensible for students at different proficiency levels
where to find materials for current events lessons
keeping classroom materials and discussions up-to-date with current events while also ensuring they are suitable for language learners

Connect with Ben Tinsley:

Twitter/X : @AfroFranco2
Instargram: @AfroFranco2
Facebook Group: AfroFranco
Website: Afrofranco.com

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141

What have you heard about language functions? I see this as the idea of using the target language to communicate or convey a message rather than only being able to describe the grammatical structures, patterns and vocabulary. In this episode we are going to take a look at this shift in focus, and sometimes mindset, from a primary focus on grammatical forms to language functions with examples and practical strategies.

Topics In This Episode:

3 aspects of communicative language teaching:
- 1. goal is on communicating and doing something with the language
- 1. student-centered
- 1. focused on understanding the message being conveyed by students despite inaccuracy in language form.
language functions
- focus is on communicating, student-centered, understanding the message being conveyed by students despite inaccuracy in language form
practical strategies and examples to support our focus on language functions
- Novice Levels: Making Language Practical
- Intermediate Levels: Expanding Communication
Embrace the Shift
- not an either/or when it comes to grammar
- it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication.
- ensures that language learning is not just a theoretical exercise, but one that builds proficiency and communicative competence.
Blog post on Shifting the Focus from Grammar to Function

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140

Have you heard of the term “Translanguaging?” In this episode, we are going to explore this emerging concept in language teaching with Dr. Uju Ayna, an Associate Professor of Second Language Acquisition at Carnegie Mellon University. She helps us to understand exactly what Translanguaging is and how beneficial it can be in the process of acquiring language.

Topics include:

what translanguaging is and how it is not synonymous with translation
benefits of translanguaging for teachers and learners
envisioning translanguaging in our language classrooms
examples of how teachers can effectively incorporate translanguaging techniques to enhance language acquisition goals
Dr. Anya's article on Critical Race Pedagogy for More Effective and Inclusive World Language Teaching in Applied Linguistics, Volume 42, Issue 6, December 2021

Connect with Dr. Uju Anya:

Twitter/X: @UjuAnya

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139

Do you feel that you provide comprehensible input to your students? Do you have a solid understanding of how beneficial this is to their language learning? Hopefully you are thinking, yes indeed. An important part of this process is checking that students do, in fact understand. In this episode we are going to look at effective strategies and techniques that you can use in your classroom to gauge student comprehension, and then what we can do with what we learn from these checks for comprehension.

Topics in this Episode:

Krashen’s Monitor Model/Input Hypothesis emphasizes the significance of comprehensible input as the key to acquiring language.
- Acquisition-Learning hypothesis
- Input hypothesis
- Affective Filter hypothesis
- Natural Order hypothesis
- Monitor hypothesis
Strategies for Effective Comprehension Checks
Total Participation Techniques
What to Do with What We Learn From the Comprehension Check
Links:
- Blog post On Checking for Comprehension
- Podcast Episode 120 with Timothy Chavez on participation in the language classroom

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138

How do you take a unit plan and translate that into daily lessons? Today’s episode is a Leveling Up episode, where I coach Liz, a Spanish teacher in the Northeast of the US. Translating a unit plan into daily lessons is the area where wants to level up her teaching practice.

Suggestions:

Take more general Can Do Statements and make them more specific. This will help to eliminate the overwhelm of too much content to cover in any given unit. Create several units on a similar theme, but change out the content
Divide the unit objectives into smaller, manageable learning targets that can be covered in daily lessons.
Plan backwards by day, with each day building on a previous material
Develop a consistent daily lesson structure that includes warm-ups, instruction, practice activities and be sure to add in the fun.
Ensure that the content of each daily lesson directly aligns with the Can Do Statements and language proficiency standards.

Action Plan:

This Week:

Take an existing set of Can Do Statements and make them more specific.

The Coming Weeks:

As you plan each daily lesson, ensure that the instructional content directly relates to the unit's overall goals and language proficiency standards. Eliminate any activities or materials that do not align.

Resources:

Can Do Statements

Podcast Episode #18: Make Your Can Do Statements Communicative
Blog Post: Make Sure “I Can” Statements Are Communicative

Backwards Design

Podcast Episode # 56: Backwards Design and Planning
Blog Post: World Language Lesson Planning with Backwards Design

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137

Are your students confident when speaking the target language in your classroom and with speakers of the language? This is not always easy for students. Building speaking confidence in language learners is a gradual process, and it starts with tailoring activities to their specific proficiency levels. In this episode we will look at strategies and procedures that progressively build speaking confidence across various proficiency levels.

Topics in this Episode:

Building speaking confidence in language learners is a gradual process
Always start by knowing the proficiency level
Strategies for Supporting Speaking Confidence at Various Proficiency Levels:
- Novice Low to Novice Mid
- Novice High to Intermediate Low
- Intermediate Mid to Intermediate High, and Beyond
Building Confidence Progressively
- Positive Reinforcement
- Vocabulary Enrichment
- Scaffolded Support
- Recording Practice
- Consistency is Key
Links:
- Blog post On Supporting Speaking Confidence
- Podcast Episode on Using Chat Mats in the Language Classroom with Christina Margiore

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136

Have you ever found yourself in a classroom where the atmosphere was so positive and engaging that you couldn’t help but feel excited about learning? Have you wondered how some language teachers seem to easily manage their classrooms while fostering a sense of community and respect among their students? Classroom management is a critical aspect of language education. In this episode we will explore 10 effective ways of creating a positive language learning environment.

Topics in this Episode:

Understanding the Importance of Classroom Management
- Maximize Learning Opportunities
- Effective Communication
- Build Confidence
10 Strategies for Effective Language Classroom Management
1. Establish Clear Guidelines
2. Foster a Sense of Belonging
3. Use Positive Language
4. Implement Active Learning
5. Encourage Self-Reflection
6. Set Realistic Goals
7. Create a Comfortable Physical Environment
8. Incorporate Authentic Materials
9. Promote Collaborative Learning
10. Emphasize Growth Over Perfection and Productive Struggle
Links:
- Blog post On Classroom Management
- Teaching for Robust Understanding Project

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135

In this episode, we talk about pacing in our language classrooms. How do we determine the amount of time that students should spend on particular activities? Part of this involves when and how to use Brain Breaks. Fadi Aboughoush, an Arabic teacher in Chicago, has a wealth of information and ideas on this topic.

Topics include:

class structure and pacing and why it is important to plan in advance, rather than just seeing where things go
how long we should spend on activities in the various modes and signs of it being time to move on or take a break
the purpose of brain breaks
do we need to change activities after a Brain Break, or can we return to the previous activity?
what makes a brain break effective
useful brain breaks that we can try right away.
Wheel Decide

Connect with Fadi Aboughoush:

Twitter: @fabughoush
Instagram: @fabughoush @ArabicwithFadi
LinkedIn: Fadi Abughoush
Fadi's NFLC Virtual Summit Workshop on Brain Breaks

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134

Are your speaking activities as communicative as they could be? Are students creating language spontaneously? Today’s episode is a Leveling Up episode, where I coach Stephanie, a Spanish teacher in New Hampshire. Creating speaking activities that allow students to create language on their own is the area where wants to level up her teaching practice. So let's start the conversation.

Suggestions:

Make sure that not only the input is compelling, but the output as well. How Interested are students in how they use the language?
Make topics and themes compelling with cultural exploration, differentiated tasks, role-plays, simulations, think/pair/share, quiz/quiz/trade
Use Chat Mats as a Scaffolding Tool with vocabulary support, sentence starters, and visual prompts

Action Plan:

This Week:

Develop chat mats with vocabulary support, sentence starters, and visual prompts for a specific speaking activity on a cultural topic.

The Coming Weeks:

Discover new ways of making the output compelling (how students are using the language)
Plan a group discussion session centered around a cultural aspect of the target language.

Helpful Podcast Episodes on This Topic:

18: Make Your Can Do Statements Communicative
56: Backwards Design and Planning
76: Interpersonal Activities with Meredith White
82: Engaging Language Activities With Wendy Mercado & Valérie Greer

Helpful Blog Posts on This Topic:

Authentic Resources in the World Language Classroom
Reflecting on Our Language Teaching
Do Nows and Exit Tickets in the World Language Classroom
Compelling Input and Compelling Output in the Language Classroom

Additional Tools:

ChatGPT (for creating chat mats)
WindowSwap

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133

How much do you connect the language that you teach with the culture where that language is used? Today, Rabbi Daniel Atwood, a Hebrew teacher in Chicago, joins me to explore this idea in depth. We look at how he teaches a language that is deeply connected to a faith tradition and how he brings this to life in his classroom.…So let's jump in.

Topics in this Episode:

how Daniel introduce Hebrew script to learners and helps them overcome any apprehensions they might have about learning a new writing system
incorporating elements of culture, history, and religious traditions into language lessons
creating an immersive environment in your classroom, virtually or physically, that allows students to explore and appreciate culture
navigating the potential religious sensitivities of certain topics or materials while still fostering an inclusive and diverse learning environment

Connect with Rabbi Daniel Atwood :

Instagram: @rabbiatwood
Facebook: @rabbidatwood

Let's connect!

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I'm a creature of habit for sure. It's Wednesday (and not Monday) and I'm popping into your episode feed. It must be for a good reason.

I want to tell you about a FREE virtual workshop that I will be presenting as part of the World Language Teacher Summit from March 4th-8th. My workshop is called "CI Through Interpretive Reading ... Then What?" and I will give you lots of follow-up ideas and activities that you can use right away.

I am presenting along with 20+ other incredible teacher-presenters, many of whom have been on the podcast with me, so I can totally vouch for them.

Sign up now and get your FREE ticket to the World Language Teacher Summit. It's all online and you can watch on your own time schedule from March 4th-8th.

Hope to see to see you at the Summit!

Get your FREE ticket -> HERE.**If you are interested in having access beyond March 8th there are opportunities to opt-in for extended access for a small fee, for which I am an affiliate.

132

This is the 6th teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have lots to share with you, so let’s jump in.

Topics in this Episode:

Be like a museum curator
A framework for bringing together activities and procedures in a meaningful way
Combining 4 activities previously discussed on the podcast in an interconnected way that creates an engaging lesson or unit
- Write and Discuss
- Parellel Texts
- PACE
- Guided Conversations
Concrete examples of this process using a CI reader
Links to these previous episodes if you want to dive deeper:
- 9: Teach Grammar as a Concept and in Context with Mike Travers
- 79: How to Do a Write and Discuss with Ben Fisher-Rodriguez
- 90: Parallel Texts in the Language Classroom with Kaitlin Leppert
- 117: Guided Conversations in the Language Classroom with Jamie Rodriguez

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131

Do you have a routine or process for regularly recycling material, content, vocabulary or language structures in your classroom? How do you make sure that students keep it all fresh and readily accessible as they move to new topics and themes? In this episode, we are talking about spiral review. Ashley Duff, a French teacher in Missouri, joins me to talk us through the benefits of this type of review and provides lots of tips and insights for how we can incorporate spiral review into our classes.

Topics in this Episode:

what exactly spiral review is in the context of language teaching
how spiral review differs from other methods of review, and why it is so effective in language learning
practical tips and methods for teachers to organize and manage their spiral review plan efficiently
engaging activities for doing spiral review effectively
utilizing technology to enhance the spiral review process
Ashley's personal success and experience that highlights the impact of spiral review on her students' language proficiency and confidence

Connect with Ashley Duff:

Instagram: @mmersfrenchresources
Blog: mmersfrenchresources.com

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130

Are you sometimes challenged by students being off task or not transitioning well between activities? Today’s episode is a Leveling Up episode, where I coach Victoria, a Spanish teacher in Virginia. Creating smooth transitions and keeping students on task more consistently is the area where wants to level up her teaching practice. So let's start the conversation.

Suggestions:
- Keep consistent with transition and attention-getting techniques so that students get used to the routines and know what to expect.
- Use the Clase/Si technique and don’t give too many directions and steps all at once.
- Make sure that activities are planned according to the time needed and the proficiency level. When this is out of balance there are potential opportunities for students to get off task.
- Post the plan and agenda for the class so that students know what to expect.
- Offer praise and acknowledgment to those who are on task. Redirect the class's attention to the task at hand, emphasizing the positive behavior you want to see.
Action Plan:
This Week:
- Look for the places where transition techniques would be useful and choose the 3-4 techniques that you will use consistently.
The Coming Weeks:
- Design and implement formative practice activities related to the selected IPA unit.
- Administer the IPA for the selected unit, using the rubric to evaluate students' performance.
Helpful Podcast Episodes on This Topic:
- 56: Backwards Design and Planning
- 76: Interpersonal Activities with Meredith White
- 82: Engaging Language Activities With Wendy Mercado & Valérie Greer
Helpful Blog Posts on This Topic:
- Reflecting on Our Language Teaching
- Do Nows and Exit Tickets in the World Language Classroom
- Compelling Input and Output in the Language Classroom

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129

What do you think of when you year “teaching content in the target language?” Are you thinking of elements like structures and vocabulary related to the language, or actually teaching content outside of the language, but in the target language. In this episode, John Narváez, a French and Spanish teacher in Montréal, Québec, Canada, joins me to show us how he focuses on teaching content in the target language while also building students’ communication skills and language proficiency.

Topics in this Episode:

teaching content in the target language
differentiating instruction to ensure all students can access and engage with the content
how to balance between facilitating comprehension and learning the content along the way
designing activities or projects that encourage students to engage with the content in the target language?
how to integrate technology to enhance students' learning when teaching content in the target language

Connect with John Narváez :

Instagram: @johnarvaez11
X/Twitter: @johnarvaez11

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128

How do you ensure your language students have a solid foundation and continue to thrive as they progress through grade levels? Language teachers often grapple with this question as they strive to provide the best possible language learning experience for their students. We’re going to explore an effective solution – Vertical Curriculum. So, Let’s jump in!

Blog Post on Vertical Curriculum

Topics in this Episode:

what vertical curriculum alignment is
benefits for students and teachers
what is involved in a vertical curriculum
- scope and sequence
- language skills progression
- vocabulary and grammar development
how to create a vertical curriculum
challenges in creating a vertical curriculum and suggestions for moving past them:
- time and resources
- resistance to change
action steps for creating a vertical curriculum:
- self-assessment
- small-scale alignment
Blog Post on Vertical Curriculum
Pre-AP Strategies at Lower Levels (Blog Post)
Pre-AP Strategies at Lower Levels (Podcast Episode)

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127

Is there a place for mindfulness and SEL (Social Emotional Learning) in the world language classroom? My guest today, Jennifer Schwester, a French teacher in New Jersey, certainly knows there is. We discuss why language teachers should consider mindfulness and SEL activities and their many benefits to students. SEL programs are also becoming more prevalent in our schools, and rightfully so. Can’t want to share these ideas with you.

Topics in this Episode:

what mindfulness and SEL are
how incorporating mindfulness and social emotional learning activities impact students' language proficiency and overall language learning experience
specific strategies for effectively cultivating a safe space for students to express themselves in the language classroom
how mindfulness and SEL activities help students better understand and respect each other
how mindfulness and social emotional learning contribute to students' abilities to positively engage in our interconnected world, and become compassionate global citizens
www.casel.org
thefouragreements.com
Addicted To The Monkey Mind- J.F. Benoist
Journey To The Heart- Melody Beattie

Connect with Jennifer Schwester :

Twitter/X: @JenniferSchwes2
Instagram: @jennyplage
LinkedIN: Jennifer Schwester
Facebook: jennyzenyoga
Website: www.jennyzenyoga.com
Email: jennyzenyoga@gmail.com

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Addicted to the Monkey Mind: Change the Programming That Sabotages Your Life

Journey to the Heart: Daily Meditations on the Path to Freeing Your Soul

126

Are your students comfortable reflecting on their own experiences? Are we, as teachers, comfortable doing this? This is an important first step in asking our students (and ourselves) to understand and appreciate other cultures and experiences. Today I speak with Jocelynn Hubbard, host of The Culture-Centered Classroom, about how we can engage students in their own cultural self-reflection. We will also learn to do it ourselves.

Topics in this Episode:

what cultural self-reflection is and its impact on students in the classroom
the process of self-reflection with examples of the types of resources that you use to support the process of cultural self-reflection
how to introduce this practice to your students, and some possible challenges that might come up
how to create a safe and inclusive environment for your students to explore and discuss their cultural identity openly
how cultural self-reflection has influenced Jocelynn's teaching approach and helped her to better meet the individual needs of her students

Connect with Jocelynn Hubbard :

Instagram: @iteachcustom
Podcast: The Culture-Centered Classroom
Website: Custom Teaching Solutions

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125

The new year will soon be here and along with that are thoughts of trying out something new. Last week we looked at how small, sustainable, and consistent changes or modifications are more likely to stick, rather than attempting to overhaul everything.This week we focus on lots of ideas for what you can actually do in the classroom along with ways to make it happen seamlessly, consistently and successfully. So, Let’s jump in!

Topics in this Episode:

What will that new thing be?
- Communication Modes
- Classroom Procedures
- High-Leverage Teaching Practices
- Assessments
How will you make it happen?
When is it time for a new goal?
Matt Cuts: Try Something New For 30 Days
James Clear: Atomic Habits

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These are the top 3 episodes of 2023. Listen again, or for the first time. So many valuable and actionable tips and suggestions from Meredith , Wendy, Valérie and Ashley.

Episode 76: Interpersonal Activities with Meredith White
Episode 82: Engaging Language Activities With Wendy Mercado & Valérie Greer
Episode 86: Lots of Activities for Any Reading with Ashley Mikkelsen

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124

The new year brings on thoughts of trying out something new. However, the idea of trying something new or modifying your existing practices in the classroom is not always that easy. In this first of a two-part episode, we look at how small, sustainable, and consistent changes or modifications are more likely to stick, rather than attempting to overhaul everything. This week we focus on real examples of trying new things in the classroom successfully, along with ways to overcome any obstacles that might get in the way. Part 2 next week will give you lots of ideas for what you can actually do in the classroom.

Topics in this Episode:

Matt Cuts: Try Something New For 30 Days
James Clear: Atomic Habits
Why try something new?
- Keep Students engaged
- Model for students
- Boost creativity
- Problem-solving experience
What gets in the way of trying some thing new?
- Fear of failure
- Time
- Resistance
- Staying motivated
Tips and suggestions for working through the things that get in the way.

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123

Are there topics that you avoid in the classroom? Are there themes that come up and you’re not sure how to handle a potentially polarizing situation? I’ve certainly been there myself and that’s when I turn to my guest today, Kent Lenci, who collaborates with schools as they work toward building a culture of civil discourse in their classrooms and communities. How often do we ask our language students their opinion, on everything from favorite color to politics. We can all use some tools to navigate some of these potentially tricky situations. Kent Lenci is here to provide those tools and insights.

Topics in this Episode:

why it's important to not avoid challenging topics
techniques and strategies teachers can use to create a supportive environment, particularly thinking of students who might be hesitant to express their viewpoints due to fear of judgment or negative consequences.
practical classroom management strategies to keep conversations constructive and focused on learning
how teachers can be prepared for unexpected reactions or comments and foster an atmosphere of empathy and understanding
Kent's thoughts and insights on Robert Jones, Jr.'s quote: “We can disagree and still love each other unless your disagreement is rooted in my oppression and denial of my humanity and right to exist.”

Connect with Kent Lenci :

Twitter/X: @learntobridge
LinkedIn: Kent Lenci
Website: www.middlegroundschools.com
Book: Learning to Depolarize

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122

Join me on the podcast for a Leveling Up Coaching Episode.

How do you implement IPAs effectively in your classroom? Today’s episode is a Leveling Up episode, where I coach Judy, a German teacher in Illinois. Implementing IPA’s effectively is the area where wants to level up her teaching practice.

Suggestions:

Begin by incorporating IPAs in one unit or topic. This step-by-step approach allows you to refine your techniques and identify what works best for your students.
Authentic materials can be just about anything: a short video, a photo, a brochure. Create a Pinterest board where you can pin authentic resources that you find on the internet.
Develop clear and detailed rubrics to evaluate students' performance in IPAs.
Begin with 2-3 modes on the IPA, then add on the other modes with future IPAs.
Offer formative practice opportunities before the actual IPA to help students become familiar with the assessment format.
Use AI tools, such as ChatGPT to create a possible IPA, or at least offer a template to use.
Create a Pinterest board where you can pin authentic resources that you find on the internet

Action Plan:

This Week:

Choose one unit or topic from your curriculum where you will create an IPA.
Create a clear and detailed rubric that aligns with the IPA tasks

The Coming Weeks:

Design and implement formative practice activities related to the selected IPA unit.
Administer the IPA for the selected unit, using the rubric to evaluate students' performance.

Helpful Podcast Episodes on This Topic:

93: Integrated Performance Assessments (IPAs)
56: Backwards Design and Planning
20: Rubrics for Assessment and Learning with Beckie Bray Rankin
37: Competency-Based Grading with Ursula Askins-Hube

Helpful Blog Posts on This Topic:

Authentic Resources in the World Language Classroom
ACTFL Intercultural Can Do Statements
Grading for Proficiency and Competency

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______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
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121

Have you used chat mats in your classroom? Even if you haven't, I'm sure that you have heard about this useful tool to support students. Today, Christina Margiore, a Spanish teacher on Long Island, New York, joins me to talk us through all the details involved with creating and using chat mats. If you are using them already, you will get some new ideas for sure. New to chat mats? No problem. You’ll soon be ready to use them with ease.

Topics in this Episode:

what chat mats are and how they are beneficial in the language classroom
elements to you include in chat mats
building on existing chat mats and creating new chat mats by unit
specific examples of how incorporating chat mats into lessons and activities
tips for implementing chat mat

Connect with Christina Margiore :

Instagram:@supersenora
Blog: www.supersenora.com
Email: christina@supersenora.com

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wlclassrom.com
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______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
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120

What does participation look like in your classroom? How can you make sure that all students are actively engaged and not just a few that have demeanors that lend themselves to speaking up regularly? In this episode I speak with Timothy Chávez, a Spanish teacher in Massachusetts, who shares his suggestions and techniques for getting all students involved and participating in class. We recorded this episode live in the Exhibits Hall at the MaFLA conference in October. We had lots of spectators stop by to see how it all works and what it looks like to record an episode. I kept the background sound of the exhibit hall excitement in so that you can feel the energy that we did.

Topics in this Episode:

the benefits of Prsida Himmele & William Himmele’s Total Participation Techniques in the world language classroom
how these techniques enhance language learning and student engagement
how Total Participation Techniques promote a comfortable and inclusive learning environment
Specific Total Participation Techniques that Timothy has found most effective
Total Participation Techniques used for assessment
how Total Participation Techniques can be adapted to ensure that all students are actively participating and feeling confident in their communication skills

Connect with Timothy Chávez:

Instagram: @communicativeteacher418

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119

This is the fifth teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have lots to share with you.

Sorry (not sorry), But They Will Keep Asking

"Can we play a game?" Embrace the request and discover 15 activities that can be easily adapted to any language or level. Fill your teacher toolbox with ways for students to engage enthusiastically with the target language in all modes.

Activities mentioned in this episode:

This Google Doc has all of the links.

Interpersonal

Quiz, Quiz, Trade
Cards with Secret Card
Who is it?
Chat Stations
Zut/Caramba

Interpretive

Jump
Let’s Go
Guess Who
Logic Puzzles

Presentational

Pecha Kucha
Do Nows and Exit Tickets
Shipwreck
Card Path
Time Capsules
Die Decides

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118

Join me on the podcast for a Leveling Up Coaching Episode.

Do you have to balance common assessments with your proficiency-focused classroom? Is this a bit of a challenge when those common assessments are not all that focus on proficiency and communication? Today’s episode is a Leveling Up episode, where I coach Lisa, a French teacher in Michigan. Balancing common district assessments in a Proficiency-Focused Classroom is the area where wants to level up her teaching practice. So let's start the conversation.

Suggestions:

Might have to be a both/and during these years of transition. Allow for this.
Leave 1-2 days at the end of a unit to check in on the material that should be covered on the district common assessment. Any topics that were not covered during the unit can be quickly added on at the end so that students are prepared.

Action Plan:

This Week:

Review the district assessments and analyze the proficiency objectives in your curriculum. Identify specific areas where the two align and make sure that the focus remains on language proficiency, while also setting students up for success on the common assessments.
Make note of the topics that will be added on to the final days of the unit to align with the common assessment.

The Coming Weeks:

Initiate discussions with department heads or administrators to advocate for the importance of proficiency-focused assessment in language learning.
Present evidence of its benefits and explore possibilities of incorporating proficiency tasks into district assessments.
Start with the walkers and get them into running mode, then move onto those standing on the side.

Helpful Podcast Episodes on This Topic:

20 Rubrics for Assessment and Learning with Beckie Bray Rankin
37 Competency-Based Grading with Ursula Askins-Huber
56: Backwards Design and Planning

Helpful Blog Posts on This Topic:

Reflecting on Our Language Teaching
Grading for Proficiency and Competency

Join Joshua for a Leveling Up Coaching Episode on the podcast.

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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
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117

How do you support your students through the process of getting them comfortable when it comes to speaking in the target language? On today’s episode I speak with Jamie Rodriquez, a Spanish teacher in Connecticut, who talks us through using guiding conversations to get students to that place of using the target language to speak not only comfortably, but confidently.

Topics in this episode:

what guided conversation are and how they benefit both student performance and language proficiency
strategies for creating effective and engaging guided conversations that align with the curriculum and target language proficiency goals
how to adapt guided conversations for different proficiency levels
success stories of using guided conversations and the significant impact on students' language proficiency and communication skills
Free Guided Conversations: Family Theme

Connect with Jamie Rodriguez:

Instagram : @specialtyspanish
Facebook : Specialty Spanish
Website: www.specialtyspanish.com
Email : contactspecialtyspanish@gmail.com

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__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
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116

Are you using AI tools like ChatGPT? Do you know about all the other AI tools that are out there and can help support your teaching, your curriculum and save you time? Today, Noemí Rodríguez, a Spanish teacher in New Jersey, has thrown herself into the AI world. She shares lots of resources and tells about all the incredibly helpful ways that we can leverage AI tools as language teachers.

Topics in this episode:

what AI is and why should teachers consider using it
advice for language teachers who are eager to embrace AI tools but may feel overwhelmed or uncertain about where to start
Using AI tools to streamline lesson planning while still maintaining personalized learning experiences
striking a balance between leveraging AI tools and fostering meaningful interactions and cultural understanding among your students
examples of specific AI applications that work well in the world language classroom and how do these tools enhance the learning experience for students
AI Resources: Magic School, Learn With Carlos, ChatGPT, Diffit.me

Connect with Noemi Rodriguez:

Instagram : @team_lologramos
X (Twitter) : @Team_LoLogramos
Website: Lo Logramos Consulting LLC

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115

Do you have AP language classes in your program? When do you begin focusing on the linguistic and cultural competence skills that students will need to succeed at this level? A Pre-AP or a scaffolded approach to skills and content is beneficial in the language learning process, fostering critical skills and mindsets early on. Whether students pursue a language at an advanced or AP level or not, these skills not only enhance and support academic success, but they also cultivate confidence and competence. We’ll take a look at how we can begin fostering these skills early on.

Topics in this episode:

Benefits of integrating Pre-AP strategies
Building Strong Language Foundations
Cultivating Critical Thinking
Integrating AP Themes in Lower-Level Classes
- Beauty and Aesthetics
- Science and Technology
- Personal and Public Identities
- Families and Communities
- Global Challenges
- Contemporary Life
Differentiation and Inclusion

Blog Post that brings all of these ideas together with examples.

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114

Join me on the podcast for a Leveling Up Coaching Episode.

How do you approach writing with students, particularly at the very beginning of their language learning journey? Today’s episode is a Leveling Up episode, where I coach Jenn, a middle school Spanish teacher in Illinois. Writing is the area where wants to level up her teaching practice. So let's start the conversation.

Suggestions:

Revisit the percentage of each communication mode in your grading and focus more on interpretative mode at the novice level.
Use clear, aligned rubrics for consistent and objective assessment of Novice-level writing in language classes.
Consider a single point rubric
Foster self-reflection and revisions to support language development and boost students' confidence in their writing abilities. Leverage the single-point rubric

Action Plan:

This Week:

Gather resources: Compile a list of Novice-level vocabulary and simple sentence structures suitable for writing tasks.
Develop scaffolded prompts: Create a set of writing prompts that guide students to construct basic sentences and short paragraphs using the identified vocabulary and structures with opportunities to go beyond the expected proficiency level

The Coming Weeks:

Create single- point rubrics that align with the Novice-level writing expectations to assess vocabulary usage, sentence variety, and grammar
Implement scaffolded tasks: Introduce the scaffolded writing prompts in class, guiding students through the process of constructing sentences and paragraphs.
Provide formative feedback: Use the rubrics to offer constructive feedback on students' writing and encourage self-reflection and revisions.

You can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance. Join me on the podcast for a Leveling Up Coaching Episode.

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__________________________I'd appreciate the opportunity to work directly with your department, school or district. Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
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113

Have you listened to the last 2 episodes about Comprehension-Based Language Teaching and Standards-Based Grading? I referenced the book Honing Our Craft, World Language Teaching Today as I prepared those topics. In today’s episode I have the 2 editors of Honing Our Craft, Dr. Florencia Henshaw and Dr. Kim Potowski, who speak about their objectives behind this project, working through the content with 15 contributors and how language teachers can most efficiently and effectively use this very user-friendly resource.

Honing Our Craft

Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago),
12 chapters written by educators for educators, with a focus on bridging the gap between research and practical application.
Practical applications and suggestions for language educators that they can adapt to their particular contexts.
Use this link and the discount code JOSHUA25HOC to save 25% on the book.

In This Episode:

What Florencia and Kim would you like educators to gain from reading Honing Our Craft.
The “user friendly”chapter layout.
The process of editing a volume like Honing Our Craft, where the initial idea come from and the writer/editor relationship.
How Florencia and Kim suggest that teachers use Honing Our Craft

Connect with Dr. Florencia Henshaw:

X (Twitter): @Prof_F_Henshaw
YouTube: Unpacking Language Pedagogy

Connect with Dr. Kim Potowski:

Instagram: @_kimpossibility_

Use this link and the discount code JOSHUA25HOC to save 25% on the book.

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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112

Are your assessments and grades in your classes a reflection of what students are able to do with the target language? Are the communication modes in there? Are there parts of your grade that are based on compliance to rules and routines? In this episode I am going to look into what grading based on standards in a proficiency based classroom looks like. And once again, luckily there is a very useful chapter on this topic in the newly published book “Honing Our Craft.” It gives us all the info we need to engage with “Standards-Based Grading for Proficiency-Based Language Instruction." That’s actually the title of chapter 7.

Honing Our Craft

Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
12 chapters written by educators for educators
Use this link and the discount code JOSHUA25HOC to save 25% on the book.

Standards-Based Grading for Proficiency-Based Language Instruction

Put Standards-Based Grading in Context

Traditional grading system:
- Variability in what exactly counts towards the percentage average of a traditional grade.
3 Core Principles of Standards-Based Grading
- Focus should be on mastery of specific skills
- Multiple opportunities for students to demonstrate their learning
- Separate factors such as behavior, punctuality, homework completion and extra credit

Key Terms and Misconceptions

Proficiency: language ability in the real world, unscripted, without practice
Performance: can do with practice in an educational setting.
Mastery: highest level
SBG can be used with any set of standards
Rubrics: core principle of SBG to provide feedback for revision and multiple attempts to demonstrate learning.
Multiple attempts to demonstrate learning
System in place to have retake opportunities: practice, formative, HW, meet with teacher.
Grading behaviors unrelated to mastery
Removes opportunity for implicit bias.

Suggestions

Focus on...
- Standards and create rubric accordingly
- Differentiation
- Feedback and the iterative process
- Formative and summative assessments
Do…
- Plan units around your learning goals
- Collaborate with colleagues for common rubrics, assessment and learning goals (standards)
- Plan for reassessments and retakes (ad

Use this link and the discount code JOSHUA25HOC to save 25% on the book.

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
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111

What have you heard about Comprehension-Based Communicative Language Teaching? Is this what you are doing in your classroom? In this episode I want to unpack exactly what CCLT is and is not. Luckily there is an incredibly useful chapter on this topic in the newly published book “Honing Our Craft.” It gives us all the info we need to answer the question “What is and What Is not Comprehension-Based Communicative Language Teaching?” That’s actually the title of chapter 4.

Honing Our Craft

Edited by Dr. Florecia Henshaw (Director of Advanced Spanish at the University of Illinois, Urbana-Champaign) & Dr. Kim Potowski (Professor of Spanish Linguistics at the University of Illinois at Chicago)
12 chapters written by educators for educators
Practical applications and suggestions for language educators
Use this link and the discount code JOSHUA25HOC to get save 25% on the book.

Comprehension-Based Communicative Language Teaching(CCLT)

Context and Origin of CCLT

Role of Input
Krashen's Input Hypothesis
Presentation-Practice-Production (PPP)
- popular because it is conceptually easy to understand
- easy to grade and assess
- accuracy is main criteria for success

Key Terms and Misconceptions

Communication is not synonymous with oral production (reflection of PPP)
move input to the center of the curriculum
Production and Grammar are not neglected (focus on form, structured input)

Suggestions

What if my textbook follows the PPP approach?
- modify activities to give have a communicative goal
What if my exams are grammar-based?
- set aside time for grammar explanation
Do…
- speak the target language most of the class time.
- make input activities meaningful
Don’t…
- forget that accuracy is developed gradually
- forget comprehension is communication
- plan classes around grammar points, grammar is a tool, not a goal

Remember to use this link and the discount code JOSHUA25HOC to get save 25% on the book.

Let's connect!

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

110

Have you attended a conference specifically for language teachers, either locally, regionally or nationally. If you have, this episode will get you excited about the upcoming conference season. If you’ve never attended, you’ll be inspired to attend for sure. Danja Mahoney and Vilma Nasuti Bibeau, both members of their state language conference planning committee, join me to explore everything that these events have to offer and all that’s in it for language teachers. I live for PD, workshops and a good ol’ conference. I’m so excited.

Topics in this episode:

Benefits of attending a conference for world language teachers
What typically happens at a language teacher's conference?
Who presents at conferences?
Events and activities that are typically available to conference attendees.
Networking opportunities, social gatherings and exhibitors.
How language teacher conferences foster collaboration among attendees.

Connect with Vilma, Danja and MaFLA:

X/Twitter: @MaFLAonline , @vbibeau1
LinkedIn: Vilma Nasuti Bibeau Ed.D.
mafla.org
State, Regional and National Language Organization

Let's connect!

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

109

How do you plan out your individual classes and keep an eye on the pacing? Today’s episode is a Leveling Up episode, where I coach Tamica, a Spanish teacher in New Jersey. Lesson planning with a close eye on timing and class pacing is the area where she wants to level up her teaching practice. Dive in with us & take the ideas back to your classroom.

Suggestions:

Develop a lesson planning template or framework that includes sections for warm-up activities, instructional content, single, pair and group practice opportunities, and assessments. This helps maintain consistency and organization. Break this into 2 or 3 sections per class.
Create a list of 10 go-to activities and work toward putting the number of minutes along with each one so that you can effectively gauge and determine how long each one will take.
Collect data on how long each activity takes and mix and match the activities.

Action Plan:

This Week: Create a list of 10 go-to activities that include various opportunities for single, pair and group practice opportunities
The Coming Weeks: As you move through the fall and implement the class template and activities, keep track of the minutes on task and make note of the time for planning purposes. Reflect on the effectiveness of your class template and planning. Revise and adjust your future lesson plans based on insights gained from the reflections and student input.

Join Joshua for a Leveling Up Coaching Episode on the podcast.

Let's connect!

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.

108

We are back for a new school year. I asked you in the spring what you would like to get from this podcast. In this episode I’m excited to share with you how we will be changing up the podcast episodes (just a little) so that they are exactly what you are looking for and need as you approach your teaching.

Who is listening to the podcast?
Looks like you want 25-30 minute episodes
All the topics you requested
Leveling Up coaching episodes
What to look forward to

Let's connect!

wlclassrom.com
X (aka Twitter): @wlclassroom
Threads: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

__________________________Interested in having Joshua work directly with your department, school or district? Look at options for collaborating in person or remotely.
______________________________Sign up for Talking Points to get tips, tools and resources for your language teaching.
______________________________Join Joshua as a guest on the podcast.
______________________________
Join Joshua for a Leveling Up Coaching Episode on the podcast.

107

This is episode 6 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 79 where Ben Fisher-Rodriguez shows how to do a Write and Discuss and episode 90 where Kaitlin Leppert talks us through parallel texts. These two activities work really well together. Let’s jump in.

Ben Fisher (79): the benefits of using Write and Discuss
Logistics of doing a Write and Discuss
- – when you us it
- – how you do it
- – the procedure
- – what you can do after
Ben’s pro tips
Kaitlin Leppert (90): engaging students in a parallel text
- – creating an original text
- – whole Class parallel texts
- – individual/small group parallel texts
- specific examples
Combining Write and Discuss with a Parallel Text.

Episodes:

79: How to Do a Write and Discuss with Ben Fisher-Rodriguez
90: Parallel Texts in the Language Classroom with Kaitlin Leppert

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

106

This is episode 5 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 78 where Meredith White shares lots of interpersonal activities and episode 82 where Wendy Mercado and Valérie Greer give us a wealth of engaging language activities. Let’s jump in.

Meredith White (76): how prescribed (curriculum) grammar and vocabulary come into play with communicative activities
effective interpersonal (and communicative) activities that we can use in our classrooms
Wendy Mercado & Valérie Greer (82): how “games” or “activities” address skill development and standards
lots of ideas for engaging activities and games
- High Tech
- Some Tech
- Low Tech
- No Tech

Episodes:

76: Interpersonal Activities with Meredith White
82: Engaging Language Activities With Wendy Mercado & Valérie Greer

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

105

This is episode 4 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 78 where Allison Perryman talks about seeing, hearing and tasting culture and episode 88 where Kia D. London discusses representation in the language classroom. Let’s jump in.

Allison Perryman (78): formats for presenting and engaging students in diverse cultural experiences
Allison’s approach of seeing, tasting and hearing diverse cultures with students
Kia D. London (88): examples of centering representation and diverse racial and ethnic content from Kia’s classroom and curriculum
how to do this consistently while also engaging students authentically

Episodes:

78: Seeing, Hearing & Tasting Culture with Allison Perryman
88: Representation in the Language Classroom with Kia D. London

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

104

This is episode 3 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 69 and 85, 2 of my Teacher Toolbox episodes with activity that you can use right away in your classroom.

Activities Mentioned:

Quiz-Quiz-Trade
At the Table
Shipwreck
The Card Path
The Die Decides
Logic Puzzles
Learn/Practice/Apply
Time Capsules
ChatGPT

Episodes:

69: Go-To Activities for Your Teacher Toolbox (Vol 3)
85: Go-To Activities for Your Teacher Toolbox (Vol 4)

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

103

This is episode 2 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at episodes 60 where Tin Eagan talks about leading a proficiency-based language department and episode 74 where Mike Mitchel and Jenny Delfini discuss state language associations.

Episodes:

60: Building & Leading a Proficiency-Based Department with Tim Eagan
74: State Language Associations with Jenny Delfini and Mike Mitchell

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

102

This is episode 1 in my 2023 summer headspace series. This is a chance to revisit episodes from the previous school year during the summer months when you may have a little extra time. Beginning August 28th, you will see new episodes with exciting new topics every Monday. For today we take a look back at the episodes about the book Common Ground.

Episodes:

57: Why “Common Ground?” Why now?
59: Guiding Principles of Second Language Acquisition
61: Goals and Assessment in the Language Classroom
63: Input and Output
65: (1) Finding a Common Ground with Florencia Henshaw and Maris Hawkins
66: (2) Finding a Common Ground with Florencia Henshaw and Maris Hawkins

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

101

Now that the school year is over hopefully you have a little less on your mind and have a little extra time. This is the perfect time to get into your summer headspace. What do I mean by “Summer Headspace?”

time to reflect without other pressing priorities and issues
opportunity to revisit themes and episodes with a fresh lens
catch something new.
finish an episode that you started
listen to an episode for the first time

I'll group episodes by theme so that you can listen to them together with a 5 minute recap to pull the themes together. The links to episodes will be in the show notes.
__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

100

Guess what? This is episode 100 of the world language classroom podcast. I was watching data to see if we would get to 100 episodes first or 100,000 downloads. I’m happy to report that we crossed the 100,000 download mark well before this 100th episode. So, thank you so much for your continued support of the podcast and the many guests who have joined me over the past 2 years. In this episode I want to look back at some key takeaways from the collective wisdom of guests and share some listener highlights as well. Can’t wait, so Let’s jump in!

Episodes Mentioned in this Episode:

Florencia Henshaw and Maris Hawkins (65, 66)
Ben Fisher on Write and Discuss (79)
Kaitlin Leppert on Parallel Texts (90)
Cécile Lainé on Social Justice Standards (33)
Ben Tinsley on Diversity and Equitable Feedback (27, 58)
Joseph Parody Brown on LGBTQ+ Inclusive Classrooms (42)
Vicky Wang on Courageous Dialogues and Affinity Spaces (28)
Allison Perryman on Seeing, Hearing and Tasting Culture (78)
Kia D. London on Representation (88)
A.C. Quintero on Equity in the Language Classroom (10)
Lisa Sherpard on Critical Thinking Skills (92)
Margarita Pérez García on Story-Listening (91)
Teacher Toolbox (25, 54, 69, 85)

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

99

Do you find it time-consuming to create effective communicative activities? We can all feel that way at times. In this episode, we are talking about how to do this more efficiently. Hope Anderson, a Spanish instructor in Arizona, joins me to offer suggestions for going about our communicative practices a little more efficiently, while also being quite effective. Something for all of us to learn.

Topics in this Episode:

breaking down exactly what we mean by communicative teaching
how to determine if an activity is truly and authentically communicative
the value and benefits of authentic communication in the language classroom.
ways to engage students in communicative tasks without taking a ton of time
using templates when creating tasks

Connect with Hope Anderson:

Instagram: @teachingsolved
Twitter: @teachingsolved
Website: www.teachingsolved.com
LinkIn: Hope M Anderson
Email: Hope@TeachingSolved.com

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

98

How do you find a text, or any kind of reading that you use with your students? Does it have to be a long piece of text to make sure that students really get something out of it or that you can use as a way for students to engage with the language? Today, Sarah Barrientos Svatos, a Spanish teacher in Spain, joins me to discuss how we can take a short text and turn it into a full lesson that touches on all of the communication modes. She has lots of tips to share so that you can get started right away.

Topics in this Episode:

what we mean by a “short text”
the benefits of using a short text
are short texts only effective at novice level or also effective at higher proficiency levels?
how to set students up for success by preparing them to engage with the text (pre-reading activities)
how to support students while they engage with the text (during-reading activities)
how to check for understanding of the text and set students up to produce output (post-reading activities)
Download Sarah's Paella Activity

Connect with Sarah Barrientos Svatos:

Blog: thestressfreespanishteacher.com
Facebook: The Stress Free Spanish Teacher
Twitter: @stressfreespani
Intagram: @thestressfreespanishteacher

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

97

Please take this 3-5 minute feedback survey (mostly multiple choice). This will provide incredibly valuable information as I move on to the next 100 episodes.

This episode is all about you, the World Language Classroom Podcast listener. As I say at the start of every episode, thank you for taking the time out of your week to listen to me and other teachers discuss topics of language teaching and taking those ideas into your classroom. This is just one of the many things that make you an incredible educator. We are soon coming up on episode 100. I’ve learned a lot and have changed some things about the podcast based on your feedback. I want to make sure that the next 100 episodes and your listening experience are even better. That’s what we’ll take on in this episode.

Topics in this Episode:

the importance of listener feedback and its role in shaping the podcast
creating a valuable and tailored experience for the audience
survey questions:
- language taught
- ideal episode length
- listening environment
- solo and guest episode
- coaching episode
- desired topics
- additional content
take the 3-5 minute feedback survey

__________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
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96

Do you have heritage speakers in your language class or perhaps you have full classes of heritage speakers? In this episode, we are talking about how to design and implement curriculum and daily class activities that meet the specific needs of heritage speakers. Courtney Nygaard, who has full classes of heritage speakers in Minnesota, joins me to talk about how she designs her classes and offers useful tips and suggestions for working with this unique group of students.

Topics in this Episode:

who our heritage language learners are and how Courtney came to teaching this population of students
the early days, lessons learned and where Courtney is now with her heritage language classes
what the curriculum looks like with heritage speakers and how this differs from the “typical” second language curriculum
Courtney's core beliefs behind her heritage learner curriculum
the core components of her curriculum and her process for delivering it
differentiating what can be a wide ranges in proficiency, particularly with regard to literacy

Connect with Courtney Nygaard:

Website: www.profenygaard.com
YouTube: @profenygaard3948
Facebook: profenygaard
Intagram: @profenygaard

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

95

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100. If recording your voice isn't your thing, please send me your highlight to include through a DM on Twitter or Instagram.

What does curriculum look like in a classroom that puts comprehensible input at the center of the language acquisition experience? Is it possible, in fact, to follow a curriculum, in either a traditional or reinvented way? In this episode, we look at this very question with Adriana Ramirez, a Spanish teacher in Canada. Adriana helps us to see what curriculum looks like in her classroom as she implements a CI approach to language teaching and learning.

Topics in this Episode:

the key aspects of a CI (Comprehensible Input) classroom that are a departure from some more legacy approaches
“curriculum” in a CI classroom and how do we plan for and document the learning
the structure of a lesson and the student experience
why CI is ultimately more beneficial than a vocabulary and grammar-focused curriculum
some misconceptions and critiques about CI

Connect with Adriana Ramirez:

Blog: drianaramirez.ca
YouTube: Teaching Spanish with Stories
Twitter: @veganadri
Intagram: @veganadri

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

94

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100.

How do we choose the input that we use when engaging students in comprehensible input activities? In this episode, we are talking about the idea of targeted comprehensible input. Angie Torre, a Spanish teacher in California, joins me to talk about the pros and cons of using targeted and non-targeted comprehensible input. There are likely diverse opinions on this out there, so here is our chance to find the common ground.

Topics in this Episode:

what “targeted” and “non-targeted” Comprehensible Input are and their objectives
the varying opinions on both approaches
Angie's personal reasoning behind using targeted Comprehensible Input
the benefits of considering age and developmental levels in the language acquisition process
planning of a lesson or unit that using targeted Comprehensible Input
sheltered videos, how do you use them, and the effectiveness

Connect with Angie Torre:

Website
Instagram
Facebook
YouTube
Twitter

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

93

What is a highlight or takeaway from the first 100 episodes of the World Language Classroom Podcast? Leave a 20-20 second audio recording HERE. I hope to include you in episode 100.

How do you approach assessment in your language classroom? Is it about quizzes and tests on particular vocabulary and language structures, or do you focus on students demonstrating what they can do with the Target Language? In this episode I am going to focus on Integrated Performance Assessments (or IPA’s). This type of assessment provides a chance to determine what students are able to do with the target language, rather than just what they know about the language.

Topics in this Episode:

Henshaw and Hawkins' recommendations around assessments in Common Ground
aligning instruction with assessment
Success Criteria
what an Integrated Performance Assessment (IPA) is
the 3 sections of an IPA: interpretive, interpersonal, presentational
creating and IPA
assessing and IPA
Pros and cons of IPAs
tips for creating and implementing an IPA

Episodes Mentioned in this Episode:

Episode 62: Assessment in Common Ground
Episode 21: Catherine Ritz (Retrofit the 5 C's)
Episode 60: Tim Eagan (Success Criteria)

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
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We record conversations remotely, so you can be anywhere.

92

What classes do you think of when you hear about Critical Thinking Skills? Is this for science, social studies and literature, or is there a place for it in our World Language Classes. My guest today, Lisa Shepard, a French teacher in Ohio, is here to show that our language classrooms are the ideal place to highlight and hone critical thinking skills. Lisa shares her reasoning along with many suggestions for building these skills in the target language at every proficiency level.

Topics in this Episode:

what we mean by “critical thinking skills”
why critical thinking skills are essential in our classrooms and as part of our curriculum
concern about addressing critical thinking skills in the target language, particularly at the novice level
strategies (activities and procedure) that focus on and hone critical thinking skills in the language classroom
- – Analyze Authentic Resources
- – Solve Problems Collaboratively
- – Create informational and persuasive messages for cross-cultural audiences

Connect with Lisa Shepard:

Blog: madameshepard.com
Website: shepardwlconsultant.com
Twitter: @mmeshep
Email: lisashepardwlc@gmail.com

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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We record conversations remotely, so you can be anywhere.

91

Have you heard about, or maybe even used, Story-Listening in your classroom? I wanted to learn more about this interpretive listening procedure and how it can be used along with interpretive reading. Margarita Perez Garcia, a Spanish and French teacher and author in Australia, joins me to talk through all the details of Story-Listening. Maybe you have the flexibility and autonomy to go all in with this methodology in your classroom. If not, Margarita shares how we can use Story Listening along with other procedures.

Topics in this Episode:

what Story-Listening is
the benefits of Story-Listening
what does Story-Listening looks like
what you need to do if I want to use Story-Listening tomorrow
what happens after Story-Listening
Story-Listening.net
Stories First Foundation

Connect with Margarita Pérez Garcia:

Website: margaritaperezgarcia.com
Instagram:@mrsperezgarcia
Facebook:/mrsperezgarcia
Twitter: @mrsperezgarcia

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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______________________________Teachers want to hear from you and what you are proud of in your classroom.
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We record conversations remotely, so you can be anywhere.

90

Have you used a parallel text in your language classroom? Maybe this is a new concept to you, like it was for me, or maybe you could use some new ways of going about it. Either way, stick around because in this episode, we are talking about using parallel texts. I’m joined by Kaitin Leppert, a Spanish teacher in Wisconsin, who has lots of experience to share around this effective teaching procedure.

Topics in this Episode:

what a Parallel Text is and why teachers should consider using them
engaging students in a parallel text
– creating an original text
– whole Class parallel texts
– individual/small group parallel texts
specific examples of a parallel text activity that you Kaitlin has done with students
Kaitlin's pro tips for those just starting out
Episode 79: How to do a Write and Discuss with Ben Fisher-Rodriguez

Connect with Kaitlin Leppert:

Instagram:@preachingtoacquire
Facebook: preachingtoacquire
Twitter: @KaitlinLeppert
Blog: preachingtoacquire.blogspot.com
Podcast: Preaching to Acquire

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Facebook: /wlclassroom
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89

Have you heard about Stephen Krashen’s Comprehensible Input Hypothesis? If you’ve heard about CI, or use it in your classroom, then you know exactly what it is. Today, I want to take this a step further and look at making that input compelling or of particular interest to students. Not only that, but what about making the output, or how students use the language, equally compelling or of specific interest to them? We’re essentially talking about ways to motivate students and we can always use some suggestions for that.

Topics in this Episode:

Krashen's Comprehensible Input Hypothesis: Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence, but that can still be understood with the help of contextual clues.
Stephen Krashen's Compelling Input Hypothesis: Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
Five suggestions for providing compelling input
What about making the way students use the language compelling and of personal interest to them as well?
Five suggestions for providing opportunities for compelling output
Blog post about compelling input and output

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88

How do we bring the diversity of cultures of the target language into our classrooms? In this episode, we are talking about how to do just that. Kia D. London, a Spanish teacher in Chicago, speaks with me about how she brings the afro-latino diaspora to her students in the classroom. Kia has lots to share from how she came to understand and appreciate the diversity of cultures to how she provides this experience to her students.

Topics in this Episode:

Kia's personal connection to the Spanish Language and Afro-Latino Culture
Kia's Cuba trip and what she learned from that experience
why representation of racial and ethnically diverse content is vital in the language classroom
why “one-off” lessons around representation of racial and ethnically diverse content are less effective and why should consistency should be the goal
examples of centering representation and diverse racial and ethnic content from Kia's classroom and curriculum
how to do this consistently while also engaging students authentically
what Kia has personally seen as a result of centering diversity and representation in her classroom and curriculum

Connect with Kia D. London:

Facebook: Trailblaze Into Language Learning
Instagram: @clases_de_london, @trailblaze_language
Twitter:@MaestraLondon, @trailblaze_lang
Website: trailblazeintolanguagelearning.com, bit.ly/klondon

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Facebook: /wlclassroom
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87

How can we bring authentic cultural experiences to our students? In this episode, I’m joined by teacher and podcast host Jenniffer Whyte, who speaks with me about her experience as a self-described “Afro-Latina teacher in the Rural South.” She also has a podcast aptly titled Afro-Latina teacher in the Rural South. Jenniffer Whyte tells us about her teaching journey through Florida, Georgia and Alabama and how she got more comfortable bringing her authentic self into the classroom, and then decided to start a podcast to connect with other teachers.

Topics in this Episode:

Jenniffer's journey from the Dominican Republic to the Rural South
what Jenniffer has learned about yourself while navigating life in the Dominican Republic, NYC, Miami, Atlanta and now Anniston, Alabama
how Jenniffer brings her Afro-Latina identity and lived experience into her classroom and how this benefits her students and representation overall
what led Jenniffer to start a podcast specifically focused on the Afro-Latina experience, and particularly that experience in the rural south
what Jenniffer hopes that listeners get out of her podcast episodes

Connect with Jenniffer Whyte:

Podcast: Afro-Latina Teacher in the Rural South
Facebook: Afro-Latina Teacher
Facebook Group: Incorporating Afro-Latino Culture in Spanish Classrooms
Twitter: @JennifferWhyte1
Website: jennifferwhyte.com

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86

Do you use reading as a source of comprehensible input in your language classroom? In this episode, we dive into the topic of reading with Ashley Mikkelsen, a Spanish teacher in North Dakota, who shares suggestions and ideas for engaging reading activities that you can do right away in your classroom. Ashley has a true passion for making reading fun and interactive for students. So, grab your notebook and pen, and get ready to add lots of pre, during, and post reading activities to your next lesson.

Topics in this Episode:

Ashley's journey with literacy
the benefits of reading in the language acquisition process
simply reading or truly engaging with a text
activities for any reading:
- pre-reading
- during reading
- after reading and leveraging the content

Connect with Ashley Mikkelsen:

Instagram: @srta_spanish
TikTok: @srta_spanish
Twitter:@afulks2013
Website: srtaspanish.com

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85

This is the fourth teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have another 4 activities to share with you...plus a bonus.

Activities and Blog Posts in this Episode:

The Die Decides
Logic Puzzles
Learn ,Practice ,Apply
Time Capsules
theteachertoolkit.com
ChatGPT

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84

Do you use movie or film clips in your classroom? Allison Wienhold, a Spanish teacher in Iowa, joined me back on episode 30 to talk about using music in the classroom. She left us with so many useful and actionable tips for music that I had to have her back on to share ideas and suggestions for using movies, film clips and other types of visual media.

Topics in this Episode:

the essential benefits of using video clips or movies in the language classroom from linguistic and cultural perspectives
where Allison finds the video that she uses
looking for themes or finding a good clip/scene and planing a lesson around it
various types of video and what to do with them:
- short films (clip chat, EdPuzzle)
- TV Series (authentic input)
- full-length films (culture, themes, seasons, units)
Allison's thoughts and suggestions around subtitles and modifying audio speed

Episode 30: Music in the Language Classroom with Allison Wienhold

Connect with Allison Wienhold:

Instagram @Mis.ClasesLocas
Facebook: Mis Clases Locas
Facebook Group: Mis Clases Locas Group
Twitter: @MisClasesLocas
Website: misclaseslocas.com

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Facebook: /wlclassroom
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83

How do you, your department or school support and integrate students with learning disabilities into your language program? In this episode, we are talking about teaching all students, with a particular focus on students with learning disabilities. I’m joined by Danja Mahoney, a Latin and Spanish teacher in Massachusetts, who has done extensive research on this topic. She is here to speak about her doctoral research with actionable tips and advice for all of us.

Topics in this episode:

Can every student succeed in a language class?
Are there students whose disability prevents them from learning a language?
The research on the success of students with disabilities learning a language.
What teachers can do to build the type of engagement necessary for students with learning disabilities to learn language.
Examples of accommodations and modifications that teachers can implement to support all students in their language classes.

Connect withe Danja Mahoney:

LinkedIn
Facebook

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wlclassrom.com
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Facebook: /wlclassroom
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82

Could you use a few new ideas to reinvigorate the energy and productivity in your classroom? In this episode, you will get lots of new ideas and suggestions for authentically engaging your students in their language learning. I’m joined by 2 teachers in New York. Spanish teacher Wendy Mercado and French teacher Valérie Greer.

Topics in this Episode:

the essential benefits of authentic engagement and excitement in the language classroom
how“games” or “activities” address skill development and standards
lots of ideas for engaging activities and games
- High Tech
- Some Tech
- Low Tech
- No Tech

Connect with Wendy and Valérie:

Twitter: @senoramercado,@madamegreer
Website: livenupyourlanguageclass

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wlclassrom.com
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Facebook: /wlclassroom
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81

What’s the first thing students do when they enter your classroom and the last thing they do before they leave? In this episode we look at Do Nows and Exit Tickets and how they can be very effective ways of setting up the class for the day and providing quick formative assessments and recaps of the class objectives. Yes, you’ll hear some reasons that support both, but you’ll also get some quick, and in many cases no-prep, ideas to add to your teacher toolbox.

Topics in this Episode:

what Do Nows and Exit Tickets are and why they are useful and effective in the language classroom
examples of Do Nows and Exit Tickets at various proficiency levels
logistics: where to write the prompts; where and how students record response; what we do with the responses

Blog post with all details and suggestions for using Do Nows and Exit Tickers in the language classroom.
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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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80

Where would you say that you are on the path toward teaching for proficiency? In this episode, we look at the Roadmap to Proficiency framework. This is the framework that Devon Gunning (from La Libre Language Learning) uses as she mentors teachers working toward the goal of teaching with a proficiency objective. Devon joins me today to help us all see where we are on the roadmap with guidance on how we can move further along.

Topics in this Episode:

Devon's proficiency journey, where she started and what she has learned along the way
a teacher's journey (roadmap) to proficiency broken down into 5 phases/steps of where a teacher might identify on their journey
the identities with a description of each phases/step so that listeners can see where they might be
guidance for teachers to move themselves along the roadmap
suggestions for leveling up: Wanderer to Explorer, Explorer to Navigator, Navigator to Globetrotter, Globetrotter to Local

Connect with Devon Gunning:

Instagram: @lalibrelanguagelearning
YouTube: La Libre Language Learning
Facebook: lalibrelanguagelearning
Blog: lalibrelanguagelearning.com
Download your Roadmap to Proficiency
Practical and Comprehensible Virtual Conference, April 21-23

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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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We record conversations remotely, so you can be anywhere.

79

Have you tried a Write and Discuss in your classroom? Are you hearing about this procedure for the first time? No worries if it is, because in this episode, Ben Fisher-Rodrigues, a German teacher in Washington, joins me to talk about the benefits and logistics involved in implementing Write and Discuss as part of Comprehension-Based Communicative Language Teaching.

Topics in this Episode:

Comprehension-Based Communicative Language Teaching (CCLT) and what this looks like in Ben's classroom
the benefits of using Write and Discuss
Logistics of doing a Write and Discuss
– when you us it
– how you do it
– the procedure
– what you can do after
Ben's pro tips

Connect with Ben Fisher-Rodriguez:

Twitter: @MrFisherSays
Blog: MrFisherSays.com
LLLAB: Language Learner Literature Advisory Board
LLLAB Twitter: @language_board

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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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78

What is culture and how do you engage your students in cultural topics? In this episode, we are looking at culture, but with a lens of seeing, hearing and tasting so that culture comes alive for students in the classroom. Allison Perryman, a Spanish teacher in Virginia, joins me to talk us through how she uses the senses to engage students in the diversity of target language cultures. We also talk about why it is beneficial to honor our students’ individual lived experiences as they approach their language and culture learning.

Topics in this Episode:

what culture is and how culture can be an entry point for student engagement
why it is necessary, and ultimately incredibly beneficial, to talk about diversity in the language classroom and how can we use this as an opportunity to affirm students
formats for presenting and engaging students in diverse cultural experiences
Allison's approach of seeing, tasting and hearing diverse cultures with students

Connect with Allison Perryman:

Instagram: @theculturalclassrm
YouTube: @theculturalclassroom
Facebook: TheCulturalClassroom
Blog: theculturalclassroom.blog

______________________________Work with Joshua either in person or remotely.
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wlclassrom.com
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Facebook: /wlclassroom
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77

How often do we stop to reflect on our teaching? Hopefully we take the time and opportunity to do it regularly so that we are teaching our students as effectively as possible. In this episode I’m going to talk about reflective practice and how we can use this as language teachers. I’ll also include a discussion of success criteria and how this can work into our reflective practice. I know, this all sounds way up there in the theory world. I promise you it’s not and that it’s fairly simple.

Topics in this Episode:

Reflection can help you to be more creative and try new things. It's very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.
Reflection in Learning and Professional Development: Theory and Practice, Moon, J. (1999)
Reflective Practice for Language Teachers:
1. Teach
2. Assess the effect your teaching has on learning
3. Consider what can improve the quality of teaching and learning
4. Try the new ideas
5. Reflect on effectiveness
6. Repeat
The Success Criteria Playbook John T. Almarode, Douglas Fisher, Kateri Thunder, Nancy Frey (2021)
Tim Eagan on Episode 60: Leading a Proficiency Focused Language Department
Success Criteria:
- What will be learned?
- Why is it going to be learned?
- How will I know that it has been learned?
- What will I do with what I learned?

______________________________Work with Joshua either in person or remotely.
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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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76

Are you getting the most out of the interpersonal activities that you use in your classroom? In this episode, THE Meredith White, a Spanish teacher in Georgia, joins me with lots of ideas for interpersonal activities that you can use right away in your classroom. So many of my guests have mentioned Meredith White and the activities that she shares. I had to get right to the source …So let's jump in.

Topics in this episode:

Meredith's personal journey with interpersonal activities
feedback from Thomas Sauer : “But what’s the point?”
what makes an activity communicative and what about those partner activities that appear to be interactive and interpersonal, but might not be
how prescribed (curriculum) grammar and vocabulary come into play with communicative activities
effective interpersonal (and communicative) activities that we can use in our classrooms

Connect with Meredith White:

Twitter: @PRHSspanish
Instagram: @PRHSspanish
Meredith's Templates (including the roster activity)

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wlclassrom.com
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75

In this episode I want to give you a preview of what is coming up this winter and spring on the World Language Classroom Podcast. The themes I will personally cover as well as the guests and topics that I have lined up to share with all of you. I am incredibly honored and appreciate each and every guest’s willingness to share with me and the World Language Classroom Podcast community. Can't wait to tell you about everything coming up.

Links mentioned in this episode

My work in Nicaragua and Haiti
Más Mariposas (Nicaragua)
Power of Education Foundation (Haiti)
School and District Workshops
Conferences Workshops

______________________________Work with Joshua either in person or remotely.
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wlclassrom.com
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74

Are you a member of your state language association? Do you know what might be available to language teachers in your state? In this episode, Jenny-Lynn Delfini and Mike Mitchell highlight the work of state associations for language teachers. Jenny was the 2022 president and Mike is the executive director of NYSAFLT, the New York State Association of Language Teachers. If you’re not a member of your state language association, you will surely want to be after this discussion.

Topics in this episode:

Jenny and Mike's journey and history with NYSAFT, from first-year teachers joining as members for the first time to becoming part of the leadership
what they Jenny and Mike have gained as members of their state language association
resources that state language associations provide to members
how members can get involved
why every language teacher should be connected to the in their state language association

Connect with Jenny-Lynn Delfini, Mike Mitchell and NYSAFLT

Twitter: @jl_delf @NYSAFLT
Instagram: @jl_delf @NYSAFLT
Website: nysaflt.org

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73

Have you read Common Ground yet? This book by Florencia Henshaw and Maris Hawkins has been widely used by many educators in the language teacher community. This week's episode is a rebroadcast of my first episode in the series that I devoted to the book in October. I’m sharing it again with the reminder that you have a few weeks left (end of December 2022) to get your own copy of Common Ground with a 25% discount through the link to Hackett Publishing in the show notes. Listen for the first time, or listen again for inspiration form this incredibly useful publication from Florencia Henshaw and Maris Hawkins.

Topics in the episode:

Why this book? Why now?
Why I’m a fan of Florencia Henshaw and Maris Hawkins.
How the book is set up.
What to look for in the upcoming episodes devoted to Common Ground.
Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Get your own copy of Common Ground. Hackett Publishing has generously offered a 25% discount when you use the code WLC2022. [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

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wlclassrom.com
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72

What does it mean to “teach” a language? In this episode I look at this question, particularly considering the shifts in language teaching and learning over the past 10 years or so. My approach to this question is grounded in a quote from Larson-Freeman and Long that a professor shared with me in graduate school. It continues to guide my approach to teaching.

"[It is not] because some plants will grow in a desert, [that] watering the ones in your garden is a waste of time. In fact, of course, while the desert may provide the minimum conditions for a plant to grow, watering it may help it grow faster, bigger, and stronger, that is to realize its full potential.” [Diane Larsen-Freeman, Michael H. Long; An Introduction to Second Language Acquisition Research (1990)]

Links mentioned in this episode

Episode 41: Practice or Communication (Practice, Activity, Task)

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71

In this episode I’m taking on the question of leveling up. We often talk about proficiency levels and the output that goes along with each level. We’ll take a look at some concrete examples of language produced at each level and I’ll share some suggestions for how we can support students in leveling up their language.

Topics in This Episode:

The ACTFL Proficiency Levels (Interpersonal)
Novice Low/Mid/High: single words, chunks, chunked phrases.
Intermediate Low/Mid/High: discrete sentences, strings of sentences, moving toward paragraphs
Advanced Low/Mid/High: paragraphs, multiple paragraphs
Concrete examples of the language that students produce at each level and sub level and what can they do to move up a level or sub level.

Links mentioned in this episode

Blog Post with PDF download of what language output looks like at each level with suggestions for leveling up
Episode #12 on Proficiency Levels

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70

In this episode, we are talking about how we can create a supportive classroom environment so that learners, particularly those new to language learning, feel comfortable speaking the target language. Julie Baker, The Director of the French Intensive Language Program at the University of Richmond, joins me to take this a step further with simple ways of modifying speaking activities that we all are likely doing so that they are indeed communicative.

Topics in this episode:

what it means to have a “safe space” for speaking the TL, why this is important, and how we can create this type of classroom
motivating students to speak and interact in the TL with some ways to facilitate this in the classroom
how to determine if our activities are truly communication, rather than simply practicing structures and vocabulary
simple ways to make our activities more communicative with concrete examples
assessment and evaluation of communication, compared with assessment of language structure and vocabulary

Connect with Julie Baker

email: jbaker@richmond.edu

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wlclassrom.com
Twitter: @wlclassroom
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Facebook: /wlclassroom
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69

This is the third teacher toolbox episode. I hear from listeners all the time that they like the actionable tips and suggestions for activities that they can use with students next week, or even tomorrow. That usually means effective and beneficial, but somewhat minimal prep. That’s what I bring you on these Teacher Toolbox episodes. I have another 4 activities to share with you.

Activities Shared in this Episode:

Quiz-Quiz-Trade
At the Table
Shipwreck
The Card Path

Previous Teacher Toolbox Episodes:

Episode #25: Go-To Activities for Your Teacher Toolbox (Vol 1)
Episode #36: Go-To Activities for Your Teacher Toolbox (Vol 2)

______________________________Work with Joshua either in person or remotely.
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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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68

In this episode, we are talking about skill building and how we can help guide students in moving beyond content mastery and using all that vocabulary and those language structures to communicate. Andrea Isabelli, a French teacher in Illinois, joins me to talk about how she supports communicative skill development with her students.

Topics include:

Transatlantic Educators Dialogue Program (TED)
Defining skills, curriculum, proficiency and competence.
What language curriculum has traditionally focused on.
Some guidance with skill development.
Using content to build skills throughout units and on summative assessments.

Connect with Andrea Isabelli:

Twitter: @Andrea Isabelli
Instagram: @aisabelli369
Email: aisabelli369@gmail.com

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

67

In this episode I’m taking the idea of input a little further. Most of us are on board and understand the importance of making input comprehensible for students. But, how can we check that the language is actually being understood by students? Because if they’re not understanding they’re not acquiring. I’ll share tips for checking for understanding and what to do with the info we get.

Topics covered in this episode:

The quick rundown on input and why it’s beneficial
The role of comprehensible input
How to make input comprehensible
Why check for understanding
Why the checks are useful and what to do with what we learn
How to check for understanding
Strategies for checking for understanding

Podcast episodes referenced in this episode:

Episode 63: Input and Output in the Language Classroom
Episode 32: The Origins of CI: Krashen's Input Hypothesis

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

66

This is part 2 of my conversion with Florencia Henshaw and Maris Hawkins, the authors of Common Ground: Second Language Acquisition Theory Goes to the Classroom. We had so much to cover that I had to break it down into 2 episodes. Today, Florencia, Maris and I discuss engaging the communication modes at different developmental levels, moving from input to output, particularly when working with learners progressing from novice to intermediate, collaborating with colleagues and understanding what “progress” looks like in a proficiency-based classroom. We also have a rather amusing “this or that” conversation.

Connect with Florencia Henshaw:

Twitter: @Prof_F_Henshaw
Facebook: Unpacking Language Pedagogy
Youtube: Unpacking Language Pedagogy

Connect with Maris Hawkins Henshaw:

Twitter: @marishawkins
Blog: marishawkins.wordpress.com

Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

65

These are the episodes that we have been waiting for. The first of a 2-part conversion with Florencia Henshaw and Maris Hawkins, the authors of Common Ground: Second Language Acquisition Theory Goes to the Classroom. We had so much to cover that I had to break it down into 2 episodes. This is the first part and next Monday (episode 66) you will hear part 2. Today, Florencia, Maris and I discuss what prompted the writing of the book, their collaboration, what they hope teachers get out of Common Ground, how and why their approach is effective, and the all important topic of input.

Connect with Florencia Henshaw:

Twitter: @Prof_F_Henshaw
Facebook: Unpacking Language Pedagogy
Youtube: Unpacking Language Pedagogy

Connect with Maris Hawkins Henshaw:

Twitter: @marishawkins
Blog: marishawkins.wordpress.com

Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

64

In this episode, we’re talking about inspiring and sparking enthusiasm in our students. Katie Acosta and Amy Haney, Spanish teachers in Ohio, join me today to explore this topic. Their blog, sparkenthusism.com, is dedicated to building student excitement and genuine interest in the language classroom.

Topics include:

the benefits of positive energy in the classroom, both from a student and teacher perspective.
what enthusiastic students look like and how we know it’s authentic.
ways teachers can initiate (spark if you will) enthusiasm in students.
how teachers can continue to foster enthusiasm.
concrete ideas for inspiring student interest; class activities, compelling inout and output.
How teachers can keep their own spark and flame going.

Connect with Amy and Katie:

Website: sparkenthusiasm.com
Instagram: @sparkenthusiasm
Twitter: @SparkEnthusiasm
Pinterest: /sparkenthusiasm
Facebook: /SparkEnthusiasmSpanish

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
**______________________________

Let's connect!**

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

63

In this episode we look at input and output. These two simple words can appear simple, but there is a lot to explore when it comes to what they actually look like in the classroom. This is the fourth of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. In two weeks you will hear the final episode of the series that will be a conversation with the authors. For now, we’ll spend some time with input and output guided by Henshaw and Hawkins in Common Ground..so, let’s jump in.

Topics in the episode:

Recap of Guiding Principles: Acquisition and Communication
The Role of Input
What effective is and is not
Comprehensible Input and Krashen's Monitor Model
Authentic Resources
The Role of Output
Swain's Output Hypothesis
Input or Output? What builds the linguistic system?
Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Other Podcast episodes referenced in this episode:

Episode 32: The Origins of CI: Krashen's Input Hypothesis

Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

62

In this episode, we talk about pacing in our language classrooms. How do we determine the amount of time that students should spend on particular activities? Part of this involves when and how to use Brain Breaks. Fadi Aboughoush, an Arabic teacher in Chicago, has a wealth of information and ideas on this topic.

Topics include:1.

class structure and pacing and why it is important to plan in advance, rather than just seeing where things go.
how long we should spend on activities in the various modes and signs of it being time to move on or take a break.
the purpose of brain breaks.
do we need to change activities after a Brain Break, or can we return to the previous activity?
what makes a brain break effective.
useful brain breaks that we can try right away.
Wheel Decide

Connect with Fadi Aboughoush:

Twitter: @fabughoush
Instagram: @fabughoush @ArabicwithFadi
LinkedIn: Fadi Abughoush
Fadi's NFLC Virtual Summit Workshop on Brain Breaks

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

61

In this episode we look at goals, and assessment of those goals, in teaching and learning language. This is the third of 5 episodes dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. Actionable insights and takeaways that you can use right away as you set goals for your students and create the assessments that support students moving toward them.

Topics in the episode:

ACTFL Proficiency Levels
Setting Proficiency-Based Goals
Performance and Proficiency
Assessment; Integrated Performance Assessments and Rubrics
Intercultural Communication Goals
Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Blog posts referenced in this episode:

Episode 12: ACTFL Proficiency Levels
Episode 49: Rubrics and Competency Based Grading
Episode 56: Backwards Design and Planning

Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022. [Available through December 31, 2022].

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

60

In this episode we discuss building and leading a proficiency-based language department. Tim Eagan, the 6-12 Department Head of World Languages in Wellesley, MA, joins me to talk about his experience leading his department through the process of embracing proficiency.

Topics in the episode:

contemporary and emerging research and the shift in approach and expectations.
what collaboration looks like in a proficiency-based department and how this supports consistency, particularly with assessments.
the objectives and benefits of using success criteria in a language department.
the essential role of feedback in a proficiency-based program.
how we get our department members on board.
www.visiblelearningmetax.com

Connect with Tim Eagan

Twitter: @tjeag

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

59

In this episode we look at the guiding principles and fundamentals of language acquisition and how they should influence our teaching. This is the second episode dedicated to the book Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. They are very effective at laying out the fundamentals of SLA, and it is essential that we understand these foundations before taking on topics such as goals, assessment, input and output, which will be the focus of the next 2 episodes.

Topics in the episode:

what it means to acquire language
when and how acquisition happens
what communication is and is not
the importance of communication in acquiring language
the teacher's role (hint: it's not to explain grammar)
Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Get your own copy of Common Ground. Hackett Publishing is generously offering a 25% discount when you use the code WLC2022.

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________Work with Joshua either in person or remotely.
______________________________Sign up for Talking Points for tips, tools and resources for language teaching.
______________________________
Let's connect!

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

58

This episode was recored live during the National Foreign Language Center's Virtual Summit. Ben Tinsley, a French teacher in Pennsylvania, joins me to talk about equitable feedback in the language classroom. We all know how essential feedback is for students in their language learning process, but does feedback look the same for all students. Ben Tinsley provides insights along with actionable suggestions.

Video of live recording during the NFLC Virtual Summit.

Topics in this episode:

Culturally Responsive Teaching and how it benefits students.
Important terminology:
-Equity vs. Equality
-Inclusive Teaching vs. Anti-Racist Teaching
Common inequitable ways of grading/assessment and providing feedback and what we teachers can do so that we are being more equitable.
How we can be more intentionally equitable.

Connect with Ben Tinsley:

Twitter (@AfroFranco2)
Instargram (@AfroFranco2)
Facebook Group (AfroFranco)
Website: Afrofranco.com

______________________________

Work with Joshua either in person or remotely.
______________________________

Sign up for Talking Points for tips, tools and resources for language teaching.**______________________________

Let's connect!**

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________ Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

57

In this episode I’m beginning my series on exploring Common Ground: Second Language Acquisition Theory Goes to the Classroom by Florencia Henshaw and Maris Hawkins. There will be 5 episodes total between now and the end of October. Today we take a general look at why this book, why now, why I am such a fan.

Topics in the episode:

Why this book? Why now?
Why I’m a fan of Florencia Henshaw and Maris Hawkins.
How the book is set up.
What to look for in the upcoming episodes devoted to Common Ground.
Making the discussion interactive on Twitter with Joshua (@wlcalssoom), Florencia Henshaw (@Prof_F_Henshaw) and Maris Hawkins (@Marishawkins).

Get your own copy of Common Ground. Hackett Publishing has generously offered a 25% discount when you use the code WLC2022.

**The 25% off discount code can be used for any book through the end of December, 2022. Hackett publishes several intermediate language-learning textbooks in Spanish, French, German, Italian, Portuguese, Latin, and Classical Greek. New releases include Cinema for French Conversation, Cinema for Spanish Conversation, and Les Français.

______________________________

Work with Joshua either in person or remotely.
______________________________

Sign up for Talking Points for tips, tools and resources for language teaching.**______________________________

Let's connect!**

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

______________________________ Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

56

In this episode we look at planning in the language classroom. Whether it is for an entire year, a particular unit or even an individual lesson, backwards design and planning is quite effective. It also helps to ensure that we are focusing on all of the modes and that our ultimate goals are for students to do something with the target language vocabulary, structures and themes that they are learning. It’s all about planning ahead to plan backwards.

Backwards design planning and execution happens in three phases or stages.

Identify Desired Results
Determine Acceptable Evidence
Plan the Learning Experience and Instruction

References in this episode:

ACTFL Core Practices Blog Post
Backwards Design Blog Post with Planning Template
ACTFL Proficiency Levels Blog Post

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

55

After an exciting and productive summer I am back with new episodes of the World Language Classroom podcast. In this episode We will talk about setting the tone for the school year along with some ideas for getting to know your students and beginning to build a sense of community in the classroom. I also speak about what I have been up to this summer and what you can expect for this school year on the podcast. I’m so happy to be back with you.

Topics in this episode:

My goals in the language classroom:

To use the target language to communicate authentically and with purpose.
To be able to infer (Comprehensible Inout) and use circumlocution.
To use the target language more than learning about it.
To know how to learn about cultural aspects and then to use that information to engage respectfully and confidently.
To create an environment that is comfortable and supportive, not fearful. Low affective filter. Take risks and make mistakes!
To participate & be part of a community

Ideas for engaging students from day 1 from Leslie Grahn, Elena Spathis, Justin (Spanish Plans), Tim Eagan, Ms Morgan and Adam Giedd,

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

54

This is the last episode in Summer Headspace series. I revisit episodes 25 and 36. These are the 2 Teacher Toolbox episodes where I give you low (and mostly no) prep activities for your language classroom.

Listen to the episodes:

Episode #25: Go-To Activities for Your Teacher Toolbox (Vol 1)
Episode #36: Go-To Activities for Your Teacher Toolbox (Vol 2)

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

53

In this episode of the Summer Headspace series I revisit episode 14 with Timothy Chávez, who talks about using textbooks in the language classroom and episode 23 with Bertha Delgadillo who speaks about online translators.

Listen to the episodes:

Episode #14: Textbooks with Timothy Chávez
Episode #23: Online Translators with Bertha Delgadillo

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

52

In this episode of the Summer Headspace series I revisit episode 30 with Alison Weinhold,who talks about using music in the language classroom and episode 31 with Sarah Moghtader who speaks about doing movie and picture talks.

Listen to the episodes:

Episode #30: Music in the Classroom with Alison Weinhold
Episode #31: Movie and Picture Talks with Sarah Moghtader

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

51

In this episode of the Summer Headspace series I revisit episode 32 on Krashen's Input Hypothesis and episode 13 on teaching with Comprehensible Input.

Listen to the episodes:

Episode #32: The Origins of CI: Krashen's Input Hypothesis
Episode #13: Dive Into Comprehensible Input with John Bracey

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

50

In this episode of the Summer Headspace series I revisit episode 27 on Diversifying the Language Curriculum and episode 33 on Integrating Can Do Statements and the Social Justice Standards.

Listen to the Episodes:

Episode 27: Diversifying the Language Curriculum with Ben Tinsley
Episode 33: Integrating Can Do Statements and the Social Justice Standards with Cécile Lainé

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

49

In this episode of the Summer Headspace series I revisit episode 20 on Rubrics and episode 37 on Competency-Based Grading.

Listen to the episodes:

Episode #20: Effective Rubrics with Beckie Bray Rankin
Episode #37: Competency-Based Grading with Ursula Askins-Huber

Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

48

In this episode of the Summer Headspace series I revisit episode 17 on motivation and episode 43 on student choice.

Listen to the episodes:

Episode #17: Increasing Student Motivation with Tracy E. Rucker
Episode #43: Student Choice in the Language Classroom with Maureen Lamb

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

47

In this episode of the Summer Headspace series I revisit episode 8 on communication modes and episode 12 on proficiency levels.

Listen to the episodes:

Episode #8: Communication Modes
Episode #12: Proficiency Levels

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

46

In this episode I want to talk to you about what the podcast will look like over the summer. Like many of you, I will be on my summer break from school in the US. I don't want to go away from you for 6-8 weeks, but also understand that you need some time to recharge.

Over the summer I will publish a "Summer Headspace" episode every Monday.

What is Summer Headspace and how what will this look like:

Time to reflect without other pressing priorities and issues
Clear head
Opportunity to revisit themes and episodes with a fresh lens
Maybe something has come up since you first listened
You catch something new
Finish an episode that you started
Listen to an episode for the first time

I will group 2 episodes by theme so that you can listen to them together. Summer Headspace episodes will be 5-7 minute recaps to pull the themes together and links to the episodes will be in the show notes.

There will be 8 Summer Headspace episodes and new regular season episodes will begin on August 22, 2022.

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

45

In this episode I talk about how you can take in and use the information that you hear on this podcast without feeling overwhelmed. So far there have been 30 guests and 15 solo episodes and it can sometimes feel like a lot to digest.

I offer up some ideas to sift through and figure out what will be most useful to you personally and how you can actually do it when you likely have so much else to do.

Topics that I cover:

Decision Paralysis: too many choices to choose from
How can we choose what to focus on?
First, remember that we do not have to do it all and we teach in different situations (levels, languages, interest, demographics).
Second, remember that none of this happened in a day. Teachers are regularly working on their teaching effectiveness.
Third, think about what is discussed and suggested with this lens:
- I can likely do this tomorrow.
- This needs a little prep, so I’ll do it next week.
- That will be effective in the _____ unit, so I’ll try it when that unit comes up.
- The concept is a bit of a change in approach for me and I want to sit with it and learn a little more because it is more of a mindset shift for me, so next year I’ll prioritize trying it out.

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

44

In this episode we talk about dual immersion programs. You may be wondering what the difference is between immersion and dual immersion? Francesco Fratto joins me today to clarify and talk us through the process he and his district went though to implement their program. Francesco is the Director of World Languages, Language Immersion & English as a New Language in Herricks Public Schools in New Hyde Park, NY.

Francesco speaks in detail about:

what immersion and dual immersion programs are and how they work.
the articulation of the Herricks Public Schools' dual immersion program and the steps they took to implement the program.
the goals of the program, how they measured, and entry requirements.
the logistics: finding qualified teachers, promoting the program, student retention, parental concerns around things such as L1 literacy development.

Connect with Francesco Fratto:

Email: FFratto@herricks.org
LinkedIn

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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43

In this episode we talk about the effectiveness of providing students with choice in the language classroom. Why should we consider this? What does it look like in practice? Maureen Lamb, a Latin and Ancient Greek teacher in West Hartford, CT, joins me to talk through the logistics and benefits of student choice in their language learning.

Maureen speaks about:

what led her to look into making “choice” a part of her students’ learning experience.
the results of implementing (offering) choices to her students.
the various ways that she has used to offer choice to students.
the student perspective and experience when given choice.
assessment and keeping it all manageable.

Connect with Maureen Lamb:

email: latintechtools@gmail.com
Twitter: @latintechtools

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

42

In this episode we talk about creating LGBTQ+ inclusive classrooms and curriculum. While this is certainly beneficial to our students that identify as LGBTQ+, inclusive classrooms and curriculum benefit all students. Joseph Parodi-Brown, a Spanish teacher in Connecticut, has done extensive research in this area and puts it into practice in his classroom. He joins us to offer insights and suggestions for ensuring representation in our classrooms so that all of our students are seen, understood and valued.

Joseph speaks specifically about:

the benefits of an inclusive classroom and curriculum.
his journey to creating an LGBTQ+ inclusive classroom and curriculum, the challenges and successes.
GLSEN and what can we learn from the National School Climate Survey.
the challenges with gendered languages.
entry points for positive representation in our classrooms.
intersectionality; is the LGBTQ+ experience the same in all cultures?
common fears that teachers experience when implementing inclusive curriculum and how to proceed.

Connect with Joseph Parodi-Brown:

Resources for inclusive LGBTQ+ classrooms and curriculum
Twitter: @SenorParodi

**Connect with Joshua and the World Language Classroom Community

Work with Joshua either in person or remotely*.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.*

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

41

In this episode I talk about the ideas of practice and communication in the language classroom. Sometimes what we think is authentic communication in the language is actually just practicing structures and vocabulary. Is there a place for practice or should it always be focused on communication? I take on these concepts with suggestions for what this can look like in you classroom.

I speak specifically about:

Sandra Savignon’s definition of communication: “The expression, interpretation and very often negotiation of meaning in a given context. Communication has purpose.”
Proficiency: what a student can do with language in real-world situations .
Distinguishing Practice and Communication and what these look like in our classrooms.
Practice, Activity and Task
Practice Language and Communication Language

Common Ground: Second Language Acquisition Theory Goes to the Classroom
by Florencia G. Henshaw and Maris D. Hawkins

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40

In this episode we talk about the concept of Microinstruction. This approach is being applied in general education contexts, but we we speak about how it can be used specifically in the language classroom. I'm joined by Lindsay Mitchell, a Spanish teacher in New Hampshire, who talks about her own personal experience and success with Microinstruction.

Lindsay speaks about:

the skill set from her previous profession that she brought to her teaching
obstacles and challenges that she saw in her classroom that led her to look for other approaches
the concept of microinstruction and its benefits
what a lesson looks like using the microinstruction approach
the levels and content best suited to microinstruction

Connect with Lindsay Mitchell:

Twitter: @linzemitchell
Email: linzemitchell@gmail.com

Connect with Joshua and the World Language Classroom CommunityFrench and Spanish Teaching Position at the Brookwood School in Manchester, MA. Work with Joshua either in person or remotely.Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

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39

If you listed to episode 19 with Trudy Anderson you heard her talk about using Jessica Haxhi's acronym M.A.G.I.C. in the language classroom. This stands for Movement, Authentic Resources, Games, Interaction and Communication. The focus on this episode is games. I speak with Kevin Quigley, a French and Spanish teacher in Vermont, and he shares several low-prep target languages games that you can use in your classroom tomorrow (or even today).

Kevin speaks about:

why games, and student engagement in general, are beneficial
misconceptions about games
several effective games and activities that you use in the classroom right away
how often we should use a particular game
the important of mixing up games

Connect with Kevin Quigley:

Twiter: @kevidemment
Instagram: @kevidemment
TikTok: @kevidemment
Website: www.kevidemment.com

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38

In this episode we talk about engaging early language learners, with a particular focus on comprehensible input. Even if you are a middle or high school teacher you will surely learn a lot from Carolina Gómez, my guest on this episode. Carolina is Spanish teacher in Massachusetts and she walks us through planning and procedures that authentically engage learners with compelling, meaningful and comprehensible language.

Carolina speaks about:

the benefits of early language learning and any concerns or fears that parents may have.
what draws her to teaching early learners.
how we can engage early learners and make language comprehensible for them.
what lesson planning looks like with early learners.
what teachers of all ages can take away from the strategies that she shares with us.

Connect with Carolina Gómez:

Instagram: @funforspanishteachers
Twitter: @Spanishtogether
Website: funforspanishteachers.com

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37

In this episode we talk about grading. More specifically, how we can grade based on what students are able to do in and with the target language. This requires a bit of a shift in thinking and approach, especially when coming from more traditional grading. I'm joined by Ursula Askins-Huber, a Spanish teacher in New Hampshire, who has been teaching for over 30 years. She helps us to see ways to adopt competency-based grading in manageable ways.

Ursula speaks specifically about:

what grades have traditionally represented.
what competency (or proficiency) is how this has been missing in legacy grading practices.
what a grade based on competency tell us.
What competency-based grading looks like in the classroom.
how accounting for HW completion, behavior, participation, being prepared for class, etc. work into a grade that is based on competency.

Books that Ursula References:

Classroom Assessment for Student Learning: Doing It Right - Using It Well
Repair Kit For Grading

Connect with Ursula Askins-Huber:

Twitter: @Usaschoolmarm
Instagram: @usaschoolmarm
School Profile

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REPAIR KIT FOR GRADING 248863 (Assessment Training Institute, Inc.)

36

This episode is volume 2 in the Teacher Toolbox series. In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that can be easily modified for any language or proficiency level.

Activities:

Who is our guest? What is it? Where are we? (Bitmoji Classroom)
Who has it?
Chat Stations
Zut/Caramba

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35

This is the second part of an extended episode on using technology in language learning. Joe Dale continues the discussion about technology tools and resources to support students in the language classroom. Joe Dale is a language consultant from the UK who works with a range of organizations such as Network for Languages, the BBC, Skype, Microsoft and The Guardian. He is a regular conference speaker and recognized expert on technology and language learning. He has spoken at conferences and run training courses in Europe, North America, South America, the Middle East, Asia and Australasia.

Joe Speaks about...

how technology helps with intercultural competence along with resources that help to support language learning and engagement at all levels
how teachers who may not be so comfortable with technology can take the leap and use technology in their teaching

Connect with Joe Dale:

Email: joedale@talk21.com
Twitter: @joedale
mfltwitterati
YouTube
Workshops and Sessions

Resources that Joe mentions:

Mote Chrome Extension
Quizlet
Duolingo
CLOZEit (Google Doc add on)
Microsoft Reading Progress Plugin:
Whiteboard.fi
Charlala
Flipgrid
Qwiqr Conversations
Edpuzzle
Photos For Class
Adobe Power Express
Lyrics Training
Lirica
Wheel of Names
Spinner Wheel
Unsplash
Tab Resize (Chrome Extension)
Flipity
SAMR Model
Vocaroo

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34

This is the first of a two-part episode on using technology in language learning. Joe Dale joins me to talk about technology tools and resources to support students in the language classroom. Joe Dale is a language consultant from the UK who works with a range of organizations such as Network for Languages, the BBC, Skype, Microsoft and The Guardian. He is a regular conference speaker and recognized expert on technology and language learning. He has spoken at conferences and run training courses in Europe, North America, South America, the Middle East, Asia and Australasia.

Joe Speaks about...

how technology enhances opportunities to engage language learning
ways to use technology to practice interpersonal, reading and writing skills

Connect with Joe Dale:

Email: joedale@talk21.com
Twitter: @joedale
mfltwitterati
YouTube
Workshops and Sessions

Resources that Joe mentions:

Mote Chrome Extension
Quizlet
Duolingo
CLOZEit (Google Doc add on)
Microsoft Reading Progress Plugin:
Whiteboard.fi
Charlala
Flipgrid
Qwiqr Conversations
Edpuzzle
Photos For Class
Adobe Power Express
Lyrics Training
Lirica
Wheel of Names
Spinner Wheel
Unsplash
Tab Resize (Chrome Extension)
Flipity
SAMR Model
Vocaroo

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33

In this episode we discuss the Learning For Justice Social Justice Standards, incredibly necessary topics in the language classroom. One of the biggest hurdles is addressing the topics of Identify, Diversity, Justice and Action in the target language. We do not have to put our language objectives aside when these topics come up. We can integrate them into our Can Do's. Cécile Lainé, a French teacher in Tennessee, joins me to talk through the Social Justice Standards with suggestions for integrating them into our Can Do Statements.

Cécile speaks about...

what the Learning For Justice Social Justice Standards are and how they are designed
how can we use the Social Justice Standards along with Can Do Statements
what this integration looks like in the classroom, particularly at the novice level.
how we can address these topics at all proficiency levels without the need to rely on native language

Resources that Cécile mentions:

Learning For Justice Social Justice Standards
We Teach Languages Podcast: Episode 142: Language Legitimacy and Imagining New Educational Contexts with Jonathan Rosa
Toward trans-affirming & gender-just language pedagogies; Kris Aric Knisely, Ph.D;
Culturally Responsive Teaching and The Brain, Zaretta Hammond
The Woke Spanish Teacher, Françoise Thenoux

Connect with Cécile Lainé:

Twitter: @CecileLaine
Website: towardproficiency.com

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32

Where does the whole concept and idea behind Comprehensible Input (CI) come from? In this episode I walk you through Stephen Krashen's Input Hypothesis that is part of his theory of second language acquisition that he calls the Monitor Model. Krashen's Input Hypothesis is the origin of what what we are doing with Comprehensible Input today.

What Is Comprehensible Input?

Comprehensible input means that students should be able to understand the essence of what is being said or presented to them.
This does not mean, however, that teachers must use only words students understand. In fact, instruction can be incomprehensible even when students know all of the words.
Students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all, words the teacher is using. (i+1)

Stephen Krashen’s Monitor Model (late 1970’s, early 1980’s):

5 individual, yet somewhat interrelated theories and comprehensible input is just one.

Acquisition-Learning hypothesis
Input hypothesis
Affective Filter hypothesis
Natural Order hypothesis
Monitor hypothesis

Criticism:

Brown (2000): Krashen’s theory of SLA is oversimplified and the claims he made are overstated.
McLaughlin (1987): Krashen does not provide evidence in any real sense of the term, but simply argues that certain phenomena can be viewed from the perspective of his theory.
Gregg (1984): bypasses counter-evidence

Support:

Lichtman and VanPatten (2021): Was Krashen right? Forty years later

Ideas have evolved and are still driving SLA research today often unacknowledged and under new terminology.

The Acquisition-Learning Distinction
implicit versus explicit learning
The Natural Order Hypothesis
ordered development
The Input Hypothesis.
communicatively embedded input

Motivated Classroom Podcast (Liam Printer) : Episode 50
Translating second language acquisition research into motivational practice with Dr. Karen Lichtman & Dr. Bill VanPatten

Where does this leave us?

Always come back to the fundamentals of what we can agree on in SLA, rather than individual methods.
There are parts that will work well for you and your students and perhaps others won’t.
Look back at episode 16 when I talked about the teacher - researcher relationship.
If it meets your goals for your students you are on the right track.

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31

In this episode we talk about movie and picture talks in the language classroom. This a popular and effective Comprehensible Input (CI) procedure that uses visual story-telling. This process helps students to acquire and reenforce vocabulary and language structures in context. Sarah Moghtader, a French in Massachusetts, joins me to talk us through the benefits of picture and movie talks and how to do them with students in the classroom.

Sarah speaks specifically about:

what picture and movie talks are
why picture and movie talks are a useful CI approach to teaching language
procedure and techniques
what to look for in a useful story, book, or movie clip
where to find these resources
working through a story and extension activities

Links references in the discussion:

Martina Bex: "How To" Blog Post
Movie Talk Database

Connect with Sarah Moghtader:

Website: mmemoghtader.com
Twitter: @WldLangToolbox

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30

In this episode we talk all about using music in the language classroom. I'm joined by Allison Wienhold, a Spanish Teacher in Iowa, who speaks about the numerous benefits of music in our language classrooms.

Allison speaks about:

the value and benefits of using music in the language classroom
the flexibility of using music, from a few “quick wins” to diving into culture and representation
where can we find music to use in our classrooms
activities to engage with music
I have a song...What do I do before, during and after?

Connect with Allison Wienhold:

Website: misclaseslocas.com
Instagram - @Mis.ClasesLocas
Facebook - Mis Clases Locas
Facebook Group - Mis Clases Locas Group
Twitter - @MisClasesLocas

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29

As teachers, and proficient second language speakers, we have figured out ways to communicate words that we don’t know. We can teach this skill to students early on so that they can begin doing it right away.

Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words (when we don't know it). We can teach students how to do this and give them tools to help in the process.

In this episode I give some suggestions to teach students the art of circumlocution. I also talk about some games that are useful for practicing this skills.

Blog Post on Circumlocution.

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28

In this episode Vicky Wang joins me to address the effect of anti-Asian sentiment on Asian ( particularly Chinese) teachers in their schools and classroom. Vicky Wang began an initiative, along with several colleagues, called Courageous Dialogues with Chinese Educators.

Vicky Wang is a Chinese Language and Culture Teacher in Maryland. She helps us understand how anti-Asian language, actions and microaggressions have increased throughout the Covid Pandemic. Vicky provides actionable suggestions for Asian (particularly Chinese) educators to confront these issues and for allies to support Asian colleagues and student.

Vicky speaks specifically about:
* the inspiration to create a space for courageous dialogues * microaggressions and how are they damaging, particularly regarding Covid-19 and Chinese teachers * support and resources are available through Courageous Dialogues With Chinese Educators * Vincent Jen Chin and why 1955 is included in the CDCE social media handle * empowering Chinese educators, and essentially any teacher, that is marginalized or targeted by microaggressions or disrespectful language

Connect with Vicky Wang and Courageous Dialogues with Chinese Educators
* Twitter: @cdce1955, @VickyAndiWang

"From a Whisper to a Rallying Cry: The Killing of Vincent Chin and the Trial that Galvanized the Asian American Movement" by Paula Yoo.

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From a Whisper to a Rallying Cry: The Killing of Vincent Chin and the Trial that Galvanized the Asian American Movement

27

In this episode we look at what world language curriculum has included and what has been left out, with a critical eye on diverse ethnicities and voices. I'm joined by Ben Tinsley, a French teacher in Philadelphia. He guides us through his own language learning journey as a Black student and how he did not see himself and the Afro-Black-Caribbean experience reflected in his language learning experience.

This prompted him to unapologetically center Francophone Black people in his curriculum. This conversation will help us all provide our students with language learning experiences that authentically, and accurately, reflect the diversity of our target language cultures.

Ben speaks about...

his personal experience with language learning
what has been missing in language curriculum, particularly regarding diverse ethnicities, voices and lived experiences
why is it essential that we include diverse voices and ethnicities as an essential part of our curriculum, rather than one-off discussions
how to make sure that our students understand the full range of voices, ethnicities, and lived experiences of those in our target language cultures
where to find resources and how do you make them an organic part of the curriculum

Connect with Ben Tinsley:

Twitter (@AfroFranco2)
Instargram (@AfroFranco2)
Facebook Group (AfroFranco)
Website: Afrofranco.com

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26

In this episode we are take on the question that we often get from students..."Why are we learning this?" Ryan Smith joins me to talk about how language teachers can infuse the idea of language learning as an essential skill when preparing students to be ready for college and careers. Ryan points how many useful communication skills that are developed and honed in the language classroom in addition to language learning and cultural competence.

Ryan speaks specifically about:

why language learning is an essential aspect of being college and career ready
convincing reasons to learn a new language
skills that will make students college and career ready, particularly 21st Century Skills
some “carrots” to help motivate students to learn a language and hone their skills
how we can incorporate college and career readiness into our classrooms
Seals and Credentials, especially the Seal of Biliteracy

Connect with Ryan Smith onTwitter (@renosenor).

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25

This episode is the first in a series of episodes that I will publish 4-5 times a year. In these "Go-To Activities for Your Teacher Toolbox" episodes you will hear suggestions for go-to activities and games that require little-to-no prep and can be easily modified for any language or proficiency level.

Why Games and Activities:

useful teaching and learning tool
particularly useful when engaging and motivating unwilling and disinterested students
opportunities to practice speaking and understanding the target language
playing in (with) the language and building confidence
Brain Breaks - keep interest and focus
provide a relaxed context for risk-taking, lowering the affective filter
and building community in the classroom.

4 games and activities that are:

little to no prep
can be pulled out at any time
are easily adapted to proficiency level of class

The games and activities:

Jump
Let’s Go (Digital Version)
Cards with Secret Card
Wrap around

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24

In this episode we look at how we structure our world language classrooms. How can we redesign our classrooms so that they are more communicative and support risk-taking, promote community, and help students rise in proficiency? I'm joined by Darcy Rogers, Spanish Teacher and founder of OWL (Organic World Language), who helps us all re-envision what our classroom can be.

Darcy speaks about:

the traditional classroom structure and the obstacles it creates
how we can remove these obstacles
the linguistic and social-emotional benefits of removing these obstacles
the foundations of OWL methodology
infusing pieces of OWL into our classrooms

Connect with Darcy Rogers:

Twiter: @OWLanguage
Instagram: @owlanguage
Facebook: @OrganicWorldLanguage
OWL Collaborative (Facebook Group)
Website: www.owlanguage.com

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23

In this episode we take on the question of online translator. Like most teachers, you probably have experience with students resorting to using them. But, what do we do about it? They seem to be here to stay, so we need to figure it out.

I'm joined Bertha Delgadillo, a Spanish teacher in Georgia, who is well known for her work with acquisition driven instruction. She helps us to understand why students use translators and offers tips and suggestions for meeting the challenges that this presents.

Bertha speaks specifically about:

why students use online translators irresponsibly
strategies to promote risk-taking
what we can do when students use online translators irresponsibly
when students might use an online translator as a resource

Connect with Bertha Delgadillo:

Twiter: @profedelgadillo
Instagram: @profesoradelgadillo
Website: professoradelgdaillo.com

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In this episode we are talking about 90%+ target language use in the classroom. We start with where this comes from and why we want to do it, then I ask 4 questions about what is happening in your classroom. These questions will help to focus on some of the challenge areas and I provide some ways to address them.

Q1: Are prompts and tasks at the appropriate proficiency level?
Q2. Do students have the language tools they need to communicate?
Q3. Are students held accountable for using the target language?
Q4. Are all the students actively engaged and interested?

Links referenced in this episode:

Blog post on the above Q&A
Blog post on Target Language Use and Student Accountability
Episode #17 with Tracey Rucker (Co-Created Classrooms)

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21

In this episode we unpack the 5 C': Communication, Cultures, Connections, Comparisons, and Communities, I am joined by Dr. Catherine Ritz who walks us through what exactly the 5 C's are and the benefits of using them in our language classrooms.

Catherine speaks about:

the World Readiness Standards and their relationship to the 5 C’s
what the 5 C’s are with an example of what each might look like in a unit or lesson
whether the 5 C’s should be used independently or interwoven
addressing all of the 5 C’s in the target language, beginning at the novice level
examples of units that include the 5 C’s

Connect with Catherine Ritz:

Website: www.ritzforeignlang.org
Twitter: @ritzforeignlang

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20

In this episode we talk about rubrics, not just as an assessment tool, but also as a way to help students grow in proficiency.

I'm joined by Beckie Bray Rankin, a high school French Teacher in Massachusetts, who has presented widely on the topic of rubrics...or, as she refers to them, the "thingamabob that does the job."

Beckie talks about:

what pre-rubric teaching was like
how she discovered rubrics (or rediscovered)
the benefits of rubrics for students and teachers
rubrics and IPA’s
the Learn -Practice -Assess -Reflect cycle
how a rubric is never really “done” and what she continues to work on

Connect with Becky on Twitter (@BBRlaprof)

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19

In this episode we are talking about using centers (or stations) in the language classroom. I am joined by Trudy Anderson, a teacher with considerable experience with designing and implementing centers.

Trudy guides us in understanding...

if centers are for useful for all levels and students
why we should consider stations
how to set up centers
types of stations
materials and where to get them
logistics of setting up centers...how long, how many, when, assessment?
the benefits of adding MAGIC to lessons (Movement, Authentic Resources, Games, Interaction, Challenge)

Connect with Trudy at trudycamand@gmail.com.

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In this episode we are talking all about student motivation in the language classroom. Where does it come from? How can we motivate students? [sign up for Talking Points]

I'm joined by Tracy E. Rucker, a widely respected and insightful French teacher, who walks us through his personal experience with student motivation and offers some actionable advice for all language teachers.

Tracy talks about:

what we need to understand about motivation
how we know when a student is motivated to complete a task, and not just complying
actionable ways that teachers can motivate students
obstacles to motivating students that teachers can plan for proactively

Connect with Tracy E. Rucker on Twitter.

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18In this episode we are talking about Can Do Statements. Are yours truly communicative and proficiency-based, allowing students to show what they can do with the language?

We discuss:

what the ACTFL Can Do Statements are and why they were created
the Intercultural Can Do Statements
how to write an effective Can Do Statement that is rooted in the proficiency level of your class
what makes a Can Do Statement communicative
examples for modifying Can Do Statements to make them more communicative

Links mentioned in this episode:

NCSSFL ACTFL Intercultural Can Do Statements
Make Sure “I Can” Statements Are Communicative

Let's work together, either in person or remotely.
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In this episode we are talking about the relationship between those who do the research on teaching and learning language and those who teach in the classroom. [sign up for Talking Points]

What can teachers take from research findings and use in their classroom?
What if the students in front of us are different (almost always the case) from those used in the study?
What can researchers do to make their findings and recommendations useful for classroom teachers?

There are some ways to connect the dots and there are certainly some things that we can all agree on. We'll discuss what these agreements are and how we can make the teacher-researcher relationship useful for all involved.

Links references in this episode:

Motivated classroom Podcast, Dr. Florencia Henshaw Interview
Dr. Florecia Henhsaw’s YouTube and Twitter
Maris Hawkins’ Twitter
Blog post on Interlanguage
Episode 4: What is communicative language teaching?

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In this episode we talk about stories in the language classroom. Stories provide opportunities to see and interpret words and structures in context. There are numerous opportunities to engage with the text in all of the communication modes. Additionally, students learn about different cultures and can also see themselves reflected in the story. This form of representation is incredibly valuable for students on their language learning journey.

[sign up for Talking Points]

I am joined by Jennifer Degenhardt, a language teacher and author of CI (Comprehensible Input) novels for novice and intermediate students.

Jennifer offers her thoughts and insights on...

the value in representation
how she finds her characters and their stories
the research that goes into a book
how she writes an “authentic” personal experience
what she hears from students and teachers who read her books

Connect with Jennifer Degenhardt:

Twitter
Instagram
Facebook
www.puenteslanguage.com
www.digilangua.co

Connect with Joshua and the World Language Classroom Community

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wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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In this episode we are talking about textbooks. Some of us use them, some of us don't. Maybe you are required to use one and maybe it's a choice. Wherever you are with textbooks there's a place for you in this conversation. [sign up for Talking Points]

I am joined by Timothy Chavez, a Millennial Teacher, who, as you will hear, is part of a generation of students that were "brought up on proficiency in the classroom".... proficiency natives if you will. And these proficiency natives are teaching the way the they learned. How exciting.

Timothy speaks about...

his experience as a student with textbooks in the classroom
how textbooks were traditionally designed and what might be missing
whether or not we need to ditch the textbook all-together or if there are ways to use them effectively
how to integrate a textbook (when required) with proficiency-based approaches to teaching
the possibility of teaching without a textbook
how teachers advocate to administration if they want to move away from a textbook-based curriculum

Connect with Timothy Chávez:

Instagram: @timothym_bc
Blog: Working Toward Proficiency

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk all about comprehensible input (CI), which you will see is a useful approach in teaching and learning any language. [sign up for Talking Points]

I am joined by John Bracey, a Latin teacher, who uses CI very effectively with his students. He also makes a strong case for all teachers to try out CI, including Latin teachers.

John speaks about...

his journey with CI and how he discovered it.
the linguistic benefits of CI.
using CI to personalize language and connect with and validate students’ lived experiences.
what CI looks like in his classroom.
why Latin teachers should use CI.

Connect with John Bracey:

Twitter: @magisterbracey
magisterbracey.com

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode I walk through the ACTFL Proficiency Levels and Performance Descriptors.
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Topics:

What they are
How they are used in teaching and learning
How they are designed
How they are organized
What each proficiency level involves
Breakdown of Interpersonal Proficiency Levels
How to use Proficiency Levels (Performance Descriptors) in the classroom

Blog posts:

wlclassroom.com/ican -- walks through writing I can statements that are truly communicative and there is a link to the ACTFL Performance Descriptors
wlclassroom.com/levelup -- shows what language looks like at each proficiency level and what students can focus on (or do) to level up.

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk about Free Voluntary Reading (FVR) in the in language classroom. [sign up for Talking Points]

I am joined by Jade Greene, a high school teacher in North Carolina, who helps us understand the benefits of reading in the target language and how to set up FVR in our language classrooms.

Jade speaks about...

the primary benefits of promoting a culture of reading in the language classroom
choosing books for your classroom library
students’ responses to the reading options
how FVR works
her journey as a CI (Comprehensible Input) author

Connect with Jade Greene:

Instagram: @lasecundaria_jag
Twitter: @lasecundariajag
Facebook

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk about equity in the in language classroom, but it's really about equity in any classroom. [sign up for Talking Points]

I am joined by A.C. Quintero who helps us to understand the importance of creating a classroom and student experience that moves beyond equality and focuses on an authentic equity.

A.C. speaks about...

what students “bring” to the classroom that language teachers need to be aware of.
how we can assess in ways that are equitable and recognize students’ skills in different areas.
culturally responsive teaching and how this benefits student.
teaching equitably in intentional ways.
biases and our responsibility as teachers to recognize them.

Connect with A.C. Quintero:

Instagram: a.c. quintero
Twitter: @klasekastellano
Facebook
Website: acquinterobooks.com
Novels and Resources by A.C. Quintero
Teaching from The Trenches FB Teacher Resource Group
Youtube channel

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk about grammar. This is always a hot topic in language teaching with lots of questions about how (or even if) we should do it. [sign up for Talking Points]

I am joined by Mike Travers, a teacher in Massachusetts, who has presented on this topic many times at teacher conferences, having been named "Best of Conference." So, who better to help with this conversation?

Mike speaks about...

The role of grammar in communicative language teaching.
ACTFL’s Core Practice of Teaching Grammar as a Concept and in Context.
Why is it essential and beneficial that language structures be taught in context.
Procedures for teaching grammar in context and as a concept.
Possible benefits of explicit grammar instruction.

Connect with Mike Travers:

Twitter: @Travers_Tweets
Blog: Diaries Of A Mad World Language Teacher

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode I discuss the communication modes, including a look back at the legacy teaching focused on the 4 skills: reading, writing, listening, and speaking. Then moving into the arrival of the Communication Modes, which don’t erase the skills, but rather put them into a communicative context. [sign up for Talking Points]

The ACTFL Proficiency Guidelines put communication into these categories: interpersonal, interpretive and presentational.

Presentational communication

One-way speaking or writing that does not allow for real time clarification of meaning.
Prepared in advance, not spontaneous

interpretive communication

One-way listening or reading that also does not allow for real time clarification of meaning.
This may require accessing personal knowledge of the topic or doing research.

Interpersonal communication

Two-way speaking that allows for clarification of the message in real time.
When communicating interpersonally all speakers and listeners are involved in creating and interpreting the message and work together to assure that there is a collective understanding.

What does it look like in the classroom?

The 4 skills are woven together; listen then discuss or read and then write.
Begin with interpretive, then move on to other modes
IPA: Integrated performance assessment; backwards planning

**Blog Post/Slide Share on the ACTFL Communication Modes

Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk about how essential positive teacher-student relationships are, particularly when we want our students to feel valued, comfortable and motivated to speak the target language. [sign up for Talking Points]

I am joined by Ebony Thornton, a teacher in Georgia, who speaks about...

relationships with her own teachers and those that influenced her student-teacher relationships
barriers that make teacher-student relationships challenging
respecting distance when needed
how do you get to know your students
how effective relationships enhance the teaching and learning experience
the “savior” complex
representation in the language classroom
BlackWLTeachers

Connect with Ebony Thronton

Twitter: @EThorntonGHS
Instagram: @senoritathorntonghs

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we talk about supporting new language teachers in your department. If you are an administrator, a new teacher, or a colleague with new department members there is a place for you to jump into this conversation. [sign up for Talking Points]

I am joined by William Anderson, who leads a district program with 9 schools and over 40 teachers in the language department.

William speaks specifically about...

what to look for when hiring teachers.
how to support new teachers in the areas of classroom management, assessments and planning.
what a “good” class or lesson looks like.
what new teachers should be asking for support with (but don’t know that they need to ask).
how colleagues can support new teachers.

Connect with William Anderson

Twitter: @PequaWorldLang

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode I speak with Katya Hottenstein.
She and I used to work together and we both started our journey toward teaching toward proficiency around the same time. Katya shares her insights and experience embracing proficiency as her goals in the classroom. [sign up for Talking Points]

She speaks specifically about...

her first few years of teaching before embracing proficiency as a goal
when she started looking outside of the box and why
what she started to do differently and the results
how she uses CI (Comprehensible Input) in her teaching
the benefits of teaching with CI with a focus on proficiency

Connect with Joshua and the World Language Classroom Community

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode I take on the topic of communicative language teaching (CLT). What is it exactly and how do we teach communicatively? [sign up for Talking Points]

Topics:

CLT is an approach and not a method.
Difference between an approach and a method?
Bill VanPatten's description of CLT.
The role of input.
The role of output.
The communicative classroom:
- student-centered
- students create with language
- focus is communicating messages

What does this look like in the classroom?

Performance
Assessment

What does the teacher do in the communicative language classroom?

*Blog post on the communicative language teaching mindset shift.* **Download pdf with all of these details on communicative language teaching

Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode we look at what language teaching looked like in the past and what it looks like now. We get into specific methods that were based on Behaviorism and Innatism along with what teaching looks like now in the communicative classroom. [sign up for Talking Points]

Topics:

Audio-Lingual Method
Suggestopedia
Silent Way
The Natural Approach
Communicative Competence
TPR
TPRS
CI
OWL
AIM

Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

In this episode I discuss 3 major approaches to language teaching of the past 50+ years. It's helpful to understand where it all started and how we arrived at the communicative teaching practices that we employ in our classroom. [sign up for Talking Points]

Sometimes we need to look to the past to fully understand how to got to where we are now.

Find out about:

Behaviorism; Pavlov, Skinner
Innatism; Chomsky
Social Interactionism; Vygotsky, Hymes

What has been refuted, supported or sustained in our modern approaches?

Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
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Listen to what is in store for you when you listen to the World Language Classroom podcast with Joshua Cabral. [sign up for Talking Points]

Tips, tools and insights to help your students grow in language proficiency and communicate with confidence.

Based in research, but put into action in the classroom.

You'll hear from Joshua as well as other language teachers who share insights and lessons learned along their language teaching journey.

Let's Connect!Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group

I share my educational background and teaching experience of the past 25 years. This helps to give you a better understanding of where I'm coming from and what has contributed to my teaching approach. [sign up for Talking Points]

You'll also get a solid picture of what this podcast will offer you and what you can expect in each episode.

Sign up for Talking Points, my weekly newsletter with tips, tools and resources for language teachers.

wlclassrom.com
Twitter: @wlclassroom
Instagram: @wlclassroom
Facebook: /wlclassroom
WLClassroom Facebook Group