Retour

Explorez tous les épisodes du podcast World Language Classroom | Teaching Ideas, Activities and Strategies

Plongez dans la liste complète des épisodes de World Language Classroom | Teaching Ideas, Activities and Strategies . Chaque épisode est catalogué accompagné de descriptions détaillées, ce qui facilite la recherche et l'exploration de sujets spécifiques. Suivez tous les épisodes de votre podcast préféré et ne manquez aucun contenu pertinent.

Rows per page:

1–50 of 267

TitreDateDurée
Effective Classroom Routines: A Strong Start07 Sep 202600:30:29

#265

What if the first five minutes of class could set the tone for everything that follows? Those opening moments are easy to overlook, but they can be some of the most powerful minutes of our lesson. Instead of letting them disappear into routines and interruptions, what if we used them intentionally to build proficiency, establish expectations, and get students communicating from the moment they walk in? In this episode, we’ll look at simple routines that help you start strong—and make every minute count. 

Topics in this Episode: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Concrete Ways to Engage, Challenge and Motivate Your Students 31 Aug 202600:27:01

#264

Have you ever wondered why some lessons seem to spark deeper engagement and learning than others? In this episode, we're exploring the TRU Framework—Teaching for Robust Understanding—and what it looks like in the world language classroom. We'll unpack five key dimensions: Content, Ownership and Agency, Cognitive Demand, Equitable Access, and Formative Assessment. You'll discover how these ideas align with proficiency-based teaching and help create learning experiences where students feel valued, challenged, engaged, and motivated to communicate with confidence.

Topics in this Episode: 

  • The TRU Framework (Teaching for Robust Understanding)
  • A framework that shifts our focus away from simply covering material and toward creating learning experiences where students think deeply, participate meaningfully, and develop confidence as language users
  • Students feel confident, motivated, and valued; are engaged and learning is purposeful; see learning as relevant to their lives.
  • 5 dimensions of the TRU Framework: Content / Ownership and Agency / Cognitive Demand / Equitable Access / Formative Assessment
  • My “5 Dimensions of Engaging and Purposeful Classrooms”

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Writing in the Language Classroom24 Aug 202600:06:06

#263

This is episode 8 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 next week on August 31st, you will have new episodes with exciting new topics every Monday. For today we take a look back at writing in the language classroom in episodes 239 and 240.

Topics in this Episode: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Assessment and Feedbback17 Aug 202600:07:11

#262

This is episode 7 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 Assessment and Feedback in episodes 216, 249 and 252.

Topics in this Episode: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Teaching Culture with Purpose10 Aug 202600:07:02

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Classroom Routines03 Aug 202600:05:46

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit CI Activities27 Jul 202600:04:29

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit ACTFL 202520 Jul 202600:04:57

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Making Teaching Sustainable13 Jul 202600:06:07

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Revisit Student Motivation06 Jul 202600:04:39

#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: 

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Get into Your 2026 Summer Headspace29 Jun 202600:05:17

#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:

Connect With Me & The World Language Classroom Community:

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

5 Things You Can Do This Summer to Be Ready for the New School Year22 Jun 202600:24:44

#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:

Connect With Me & The World Language Classroom Community:

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

Global Connections and Partnerships in the Language Classroom15 Jun 202600:42:50

#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

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Breaking Down Integrated Performance Assessments08 Jun 202600:24:23

#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:

Connect With Me & The World Language Classroom Community:

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

Balancing CI and Explicit Instruction01 Jun 202600:33:38

#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:

Connect With Me & The World Language Classroom Community:

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

Making Teaching Sustainable with Dr. Allyson Power25 May 202600:32:07

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Quicker and More Effective Writing Feedback18 May 202600:26:04

#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:

Connect With Me & The World Language Classroom Community:

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

Participation That Works for All Students11 May 202600:24:41

#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:

Connect With Me & The World Language Classroom Community:

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

Language Learning Through Music and Film with Sybil Sanchez Jacome04 May 202600:41:19

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

5 Strategies to Move Beyond Q&A in Classroom Discussions27 Apr 202600:24:19

#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:

Connect With Me & The World Language Classroom Community:

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

Language and Culture Through the United Nations SDGs with Carmen Reyes20 Apr 202600:34:55

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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

No Prep Speaking and Writing Activities13 Apr 202600:20:25

#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:

Connect With Me & The World Language Classroom Community:

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

Daily Strategies That Build Comprehension06 Apr 202600:27:43

#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:

Connect With Me & The World Language Classroom Community:

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

Turn That Vocabulary List Into A Communicative Activity30 Mar 202600:20:07

#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:

Connect With Me & The World Language Classroom Community:

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

Practical Ways to Bring Art to Your Language Classroom with Courtney Bonino23 Mar 202600:31:38

#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:

Connect with Courtney Bonino of Learning Llama:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Improve Student Writing with Frames & Scaffolds16 Mar 202600:22:12

#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:

Connect With Me & The World Language Classroom Community:

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

Short Writing Tasks that Build Confidence 09 Mar 202600:20:45

#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:

Connect With Me & The World Language Classroom Community:

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

National Board Certification for Language Teachers with Erin E.H. Austin and Lisa Bartels03 Mar 202600:34:44

#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:

Connect with Lisa Bartels:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Promoting and Sustaining Language Programs with Ann Leclair Ash23 Feb 202600:25:53

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Advocacy for Languages and Programs16 Feb 202600:23:15

#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:

Connect With Me & The World Language Classroom Community:

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

Support Students in Feeling Motivated & Confident with Martha Cox-Stavros09 Feb 202600:30:32

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

What You Can Learn When You Reflect On Your Teaching02 Feb 202600:29:34

#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:

Connect With Me & The World Language Classroom Community:

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

Techniques to Get Students Talking with Christina Margiore26 Jan 202600:43:19

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

CI Activities in Practice in the Classroom, Part 219 Jan 202600:31:57

#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
  • 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:

Connect With Me & The World Language Classroom Community:

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

CI Activities in Practice in the Classroom, Part 112 Jan 202600:25:28

#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
  • 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:

Connect With Me & The World Language Classroom Community:

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

Recharge Your Educator Battery with Will Anderson05 Jan 202600:33:00

#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:

Connect With Me & The World Language Classroom Community:

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

Sponge Activities for Any Level with Jessica Hall29 Dec 202500:32:13

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

3 Engaging Narrative and Storytelling Activities 22 Dec 202500:34:42

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Engaging Reading Activities That Build Proficiency15 Dec 202500:21:50

#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:

Connect With Me & The World Language Classroom Community:

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

Teach Students the Skill of Listening08 Dec 202500:19:09

#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:

Connect With Me & The World Language Classroom Community:

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

ACTFL 2025, Where Languages & Cultures Connect01 Dec 202500:26:39

#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:

Connect With Me & The World Language Classroom Community:

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

Teaching Language in a Block Schedule with Marlyn Pichardo24 Nov 202500:34:06

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

First Steps in Teaching Grammar in Context17 Nov 202500:19:55

#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:

Connect With Me & The World Language Classroom Community:

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

6 Reading and Writing Activities in the CI Classroom10 Nov 202500:29:26

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Hands-On Activities that Motivate and Engage with Heidi Lechner03 Nov 202500:31:09

#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:

Connect With Me & The World Language Classroom Community:

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

Transform Your Class with Authentic Projects with Diego Ojeda27 Oct 202500:27:41

#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:

A Few Ways We Can Work Together:

Connect With Me & The World Language Classroom Community:

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

Design Activities That Are Fun and Communicative20 Oct 202500:17:29

#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:

Connect With Me & The World Language Classroom Community:

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

6 Activities for Interaction and Discussion in the Language Classroom13 Oct 202500:29:08

#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:

Connect With Me & The World Language Classroom Community:

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

Using Authentic Texts at Every Level06 Oct 202500:17:47

#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:

Connect With Me & The World Language Classroom Community:

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

Assessment & Feedback: Supporting Growth, Not Just Grades 29 Sep 202500:29:50

#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:

Connect With Me & The World Language Classroom Community:

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

© My Podcast Data · Projet indépendant · Données issues d'Apple & Spotify
À proposMéthodologieContactMe soutenirPolitique de confidentialitéMentions légales