SLAyyy: Second Language Acquisition for Everyone

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightKeeping Up with GradingPlanning AheadClass Size!Don’t RushGatekeepTPR, Circumlocution, and Synonym StackingBrain Breaks - Heads or Tails?GirlbossClassroom ManagementHaving Just a Lil’ StructureReferencesSocial Accounts: Facebook Bluesky InstagramCI Reboot - fully online conference for CCLT - use affiliate code SLAYY2026Next Semester’s Book Study: Learner Feedback for Language Growth by Nickel, Strauss, and BudkeBill’s Classroom Survivor Template

Please enjoy this minimally edited crossover episode with one of our favorite podcasts, Conversations About Language Teaching! Listen in as we discuss how best to help others understand fundamental SLA findings, and what those might be...!We recorded this as a livestream as part of the CI Reboot 2026 online conference. Interested in learning more? Register now with the discount code SLAYY2026 !!! And go forth and SLAY!

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightPlease Don’t Burn Yourself Out!Know Your ContextGatekeep - Wadas, M., Goetze, J., & Jackson, C. (2024). Going above and beyond: Motivations of L2 German learners to (dis)continue language study. Die Unterrichtspraxis/Teaching German, 57, 87–102.GirlbossMeditating on the Ideal SelfDon’t Waste Your Own Time!Love Culture, and Develop a Growth MindsetReferencesSocial Accounts:FacebookBlueskyInstagramCI Reboot - fully online conference for CCLT - use affiliate code SLAYY2026Ben’s Blog Post About Program GrowthMike Peto - Las maravillasThe German Club Ideas List

Artists:Ben Fisher-Rodriguez, Bill LangleyMain PointsSLAyyy: Second Language Acquisition for Everyone WebsiteGaslightStrategies Are Not Top of MindHow to Balance Test Prep and Real World UseTarget Language Usage vs. L1 Talk About MetacognitionGatekeep - Sarafianou, Anna & Gavriilidou, Zoe. (2015). The effect of strategy-based instruction on strategy use by upper-secondary Greek students of EFL. Electronic Journal of Foreign Language Teaching. 12. 21-34.Types of StrategiesTeaching Strategies → Knowing Strategies!But What Do the Strategies…Do?GirlbossTeaching the Use of Logical Connectors (and Complete Sentences)Breaking Words DownUse Up Those Commercial Breaks!ReferencesSocial Accounts:FacebookBlueskyInstagramCI Reboot - fully online conference for CCLT - use affiliate code SLAYY2026AnneMarie Chase - 20 QuestionsBryce Hedstrom - Reading Bookmark

GaslightLack of Communicative PurposeBad Input! Bad!Need for ScaffoldingWe Teach Much More Than LanguageGatekeep - Sadri, E. & Tahririan, M.H.. (2018). Teacher-assisted vs. peer-assisted performances and L2 development: A mixed methods approach. Journal of Research in Applied Linguistics. 9. 3-27.When Do Students Get the Most Gains from Peer Assistance?Feedback Amount and QualityWhat This Feedback AccomplishedGirlbossBill’s Framework That SlaysThe Question of ProportionInteractive Tasks That Are Secretly InputReal Tasks, Really SupportedReferencesSocial Accounts:FacebookBlueskyInstagramTimothy Chávez on Instagram and His Website!Examples of Tasks shared by TimothyArcoíris from The Comprehensible ClassroomHuellas from Somewhere to ShareAnneMarie Chase - AP Strategies

SLAyyy: Second Language Acquisition for Everyone WebsiteOverview of Can Do StatementsProficiency, Performance, Can Do!What is Intercultural Communication?Function, Context, Text TypeChanges from 2017Cultural Self-KnowledgeMinor Semantic ChangesGirlbossUse Them For Planning!ReferencesSocial Accounts:FacebookBlueskyInstagramAvant ADVANCE - Proficiency Level TrainingLanguage Functions List from The Keys to Planning for LearningFacilitated Interdependent Language Learning (FILL) - blog by Michele Anciaux Aoki

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightWhat is school supposed to look like?Misalignment of ObjectivesHolistic Thinking vs. Right/Wrong AnswersGatekeep - Kürüm, E. Y. (2025). Evaluating the Effectiveness of a Comprehension-Based Language Teaching: A Large-Scale Pretest-Posttest Study. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (47), 140-155.Want to learn about CEFR and ACTFL comparisons? Click here!ACTFL’s Inverted PyramidGirlbossGet Connected!iFLT/TPRS/CI Teaching Facebook GroupACTFL Special Interest GroupsSee below for conferences mentioned!ReferencesSocial Accounts:FacebookBlueskyInstagramMitten CI, April 17-18, Saline, Michigan (outside Detroit),Comprehensible Iowa, June 12-13th, Des Moines, IowaThe CI Summit, July 15-17, Cincinnati, OhioThe Agen Workshop, Agen, France, July 20-25CI Reboot, all online, June 20-27

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightTalking Yourself Out of ThemBrain Breaks vs. GamesFocus vs. EnergizePerception of Brain BreaksGatekeep Sharpe, B. T., Trotter, M. G., & Hale, B. J. (2025). Sustaining student concentration: The effectiveness of micro-breaks in a classroom setting. Frontiers in Psychology, 16, 1589411. Do students perform better on quizzes and tests if they get regularly microbreaks during class time?GirlbossMeditation and Box BreathsGames with PatternsSimpler!ReferencesSocial Accounts:FacebookBlueskyInstagramHeadspace - meditation app, free for educators!Calm - Breathe Bubble (for quick mindfulness in class)Say the Word to the Beat Examples - Spanish, GermanHeads Up, 7 Up - Spanish, GermanCategory Clapping from Claudia Elliott

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightOverreliance on TranslationThe Need for TL UsageNo Translation Ever! …Or?Gatekeep Does Translation Contribute to SLA?How Do Students Perceive Translation in SLA?Choral TranslationGirlbossUse Judiciously!Keep Proficiency Level in MindReferencesSocial Accounts:FacebookBlueskyInstagramBryce Hedstrom - Stuff for Spanish ClassKeith Toda - Stultus (Liar!) Game (Ben’s note: it turns out “stultus” means something more like “stupid”! I use the word for “Lie!”)

Artists:Ben Fisher-Rodriguez, Bill LangleyMain PointsSLAyyy: Second Language Acquisition for Everyone WebsiteGaslightWhere’s the consistency?How to Deal with Reluctant or Resistant StudentsHesitate! Slow Down!Gatekeep Principles of TPR: Not Just CommandsConnecting Language to the BodyLowering AnxietyGirlbossTPR, or Gestures?Model - Hesitate - StopLeft-Brain “School” Processing ActivitiesTPR for Upper LevelsReferencesSocial Accounts:FacebookBlueskyInstagramJon Cowart’s WebsiteBerty Segal Cook - Teaching English Through ActionJames Asher - Learning Another Language Through ActionsContee Seely - TPR is More Than Commands

GaslightThe Class That Just Won’t TalkPlanning and Grading Struggle BusAccountable ReadingExplicitly Talking About Why We Do What We DoGatekeep Book Study TakeawaysSynonym StackingPronunciation FunGirlbossHaving a Unit Framework Slays!Kicking Butt and Taking NamesReferencesSocial Accounts:FacebookBlueskyInstagramThe Partner Speaking / Q+A GameBill’s Unit Planning FrameworkIndependent Textivities from the Comprehensible ClassroomBill’s Post for the Educational Knowledge Network: Podcasts as Tools for Knowledge Brokers: How We’re Working to Make Evidence Accessible, Relevant, and Actionable

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightGrammar as a ConceptDo ACTFL levels describe language development?Use of the L2 in Grammar ExplanationsBalancing Authentic/Found Resources and Created ResourcesGatekeep - Proficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversTeaching Grammar? Start with Input!Referential and Affective Tasks in Structured InputBill Talks about SI and Eats It UpPerformance and ProficiencyGirlbossForm-Focused FeedbackStructured Input 2: Electric BoogalooRethinking Our Relationship to GrammarReferencesSocial Accounts:FacebookBlueskyInstagramStacy’s BlueSky AccountLanguage Learner Literature Advisory Board - reviews of readers for issues of identity/biasStacy’s Session at ACTFL 2025: Friday, 4:30pm, Room 213Ben’s SideBar at ACTFL 2025: Saturday, 11-11:45amCommon Ground: Second Language Acquisition Theory Goes to the Classroom by Henshaw and HawkinsTimothy Chavez’ Instagram Account - language teaching research and practice

Artists:Ben Fisher-Rodriguez, Bill LangleyMain PointsSLAyyy: Second Language Acquisition for Everyone WebsiteGaslightParking on New VocabularyAllowing for Negotiating MeaningTalking Ourselves Out of Using the TLGatekeep - Adu, Michael & Abunya, Levina & Owusu, Edward & Budu, Gifty. (2025). THE IMPACT OF INTERACTION ON SECOND-LANGUAGE ACQUISITION AND LISTENING. 31-42. Input + InteractionQuantity + Redundancy + ComplexityGirlbossTeach to the Eyes (Despite the “Gen Z Stare”)Teaching Students How to ReactSynonym StackingMODEL EVERYTHINGReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversSocial Accounts:FacebookBlueskyInstagramBill’s RulesBen’s TL Usage ReflectionDr. Liam Printer and The Motivated Classroom PodcastCarrie Toth’s “Discussion Thursdays”Krashen and Mason: “Comprehension-Aiding Supplementation”

GaslightWhat is it that we want to / have to teach?There Is No Faking a Storyteller’s Intention“One Day, You Will Have a Real Conversation”Gatekeep - Jim WooldridgeWhat does the life of a kid look like? The Novelty Disappears - What is the Driving Reason?Start With Your Problem and Communicative PurposeGirlbossKnow Your Context and Know Your StudentsBring Diverse Stories to the ClassroomTell Your Stories, Explore How to Make Other Stories WorkDoes the repetition “teach the structure,” or serve the story?ReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversSocial Accounts:FacebookBlueskyInstagramWoology Facebook GroupConversations About Language Teaching Podcast

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightChallenge and AccommodationThe Neverending RubricTime InvestmentStuck Between a Rock and a Hard PlaceGatekeep - Tajik, O., Noor, S. & Golzar, J. Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level. Asian. J. Second. Foreign. Lang. Educ. 9, 74 (2024).Universal Design for Learning (UDL)Content, Process, Product, Learning EnvironmentGirlbossDiverse Tips for Differentiating!ReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversSocial Accounts:FacebookBlueskyInstagramFeedback Options (via Meredith White)

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightEverything Will Work Out in the End (Maybe?)The Critical PeriodRelationship to One’s Own AccentGatekeep - Vijay A Ramjattan, Imagining an anti-racist pronunciation pedagogy, ELT Journal, Volume 78, Issue 3, July 2024, Pages 318–325Webinar on the Same TopicRefusal - Relational - ActivistGirlbossParking on the Language to Enjoy It!How do we frame pronunciation to our students and colleagues?Butter LadderReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversSocial Accounts:FacebookBlueskyInstagramBill’s Article About Podcasts as Means of Knowledge BrokeringGrowing with Proficiency: The Podcast by Claudia ElliottOther People’s Children by Lisa Delpit

SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightMissing Out on Kindergarten DayKids Books Are For the AdultsBored During Shared ReadingGatekeep - Reading Children’s Books RuleHow many repetitions do they need?Use of L1 to Get Back to the L2Program Length, Abstraction, Home LanguageGirlbossPark and PauseComprehension-Based Reader StorybooksPicture TalkStory ListeningJustice for Kindergarten DayReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversSocial Accounts:FacebookBlueskyInstagramEl último árbol - Margarita Perez GarciaNo somos amigos - Señor WoolyStory Listening and Guided Self-Selected Reading

GaslightNew Technology! Goals?Overreliance Aligning Classroom with ValuesGatekeep - Ivenz, P., & Polakova, P. (2024). Gen Z students and their perceptions of technology in the process of second language acquisition based on the language proficiency level. Arab World English Journal, 15(3), 3-17.GirlbossNuanced Discussion with StudentsReferencesProficiency-Based Instruction: Teaching Grammar for Proficiency by Ritz and TraversFacebookBlueskyInstagramDeepl WriteThe Emerging Problem of “AI Psychosis” - Psychology TodayWhat Are AI Hallucinations? - IBMNew Study Suggests Using AI Made Doctors Less Skilled at Spotting Cancer - TIMEExplained: Generative AI’s environmental impact - MIT NewsAmerica’s Digital Demand Threatens Black Communities with More Pollution - Capital B NewsBias in AI - Chapman UniversityAI teacher tools display racial bias when generating student behavior plans, study finds - ChalkbeatSchoolAI

GaslightWe explore the common challenges of using TV series in class: the major investment of time and prep, the difficulty of finding content that is both engaging and linguistically appropriate, and the eternal struggle over which subtitles to use.GatekeepWe unpack research showing how to make video work for listening proficiency, based on Zakar & Zippo (2023).The Study: Researchers had third-semester German students watch short (~3 min) episodes of a learner telenovela weekly. They watched with no captions after reviewing vocabulary and comprehension questions.Key Findings: This simple, consistent routine led to significant growth in listening proficiency, more than in the control group. The study confirms that going caption-free, while challenging, is highly effective for building listening skills.Citation: Zakar, & Zippo, L. L. (2023). Effects of extended exposure to video in the language classroom on listening proficiency. Die Unterrichtspraxis/Teaching German.GirlbossHere’s how to apply the research in your classroom:Simplify: You don’t need complex activities. A routine of previewing vocab and questions is enough to see results. Consistency over complexity.Embrace It: If a show is cheesy, make fun of it with your students to generate low-stakes discussion.Get Intentional: Plan a series viewing into your curriculum so it doesn't get pushed aside.Recommendations:German: Jojo sucht das Glück, Nicos Weg, Hallo aus Berlin, Nailed It! GermanySpanish: Tierra Incógnita, Gran Hotel, Casi Ángeles, Go! Vive a tu manera, EduNovela French: Extr@, Grand Coeur

HousekeepingBook Study: Join us on social media (Blue Sky, Threads, Facebook) to read Proficiency Based Instruction: Teaching Grammar for Proficiency by Ritz & Travers. The discussion starts the week of August 18th. Get the book from ACTFL.Support the Podcast: Help us cover costs by contributing at slayyypod.com.Review: Please leave a rating and review to help others find the show!Gaslight: Rethinking the Traditional Writing AssignmentThe typical solo writing assignment has key limitations.Isolated Process: Students lack immediate peer feedback when writing alone.Delayed Feedback: The traditional "red pen" is often demotivating and inefficient.Missed Learning: Students can't pool linguistic knowledge or learn from each other's strengths.Gatekeep: The Research on Collaborative WritingStudents writing together is a core learning activity, not just group work.The Article: Davison, I., Vega, J. L. M., Chew, S. Y., & Gallagher, M. (2025). Assessing the Learning Potential of Second Language Student Interaction in Collaborative Writing. Theory and Practice in Language Studies, 15(5), 1410–1419. https://doi.org/10.17507/tpls.1505.05Collaborative Writing: Two or more students work together to produce a single text.Language-Related Episodes (LREs): The crucial conversations where students negotiate language use (word choice, grammar, organization).Key Finding: The study found that peer feedback during collaborative writing was overwhelmingly correct (only 7 of 470 instances were incorrect), making it a reliable and powerful source of learning.Girlboss: Making Collaborative Writing Work in Your ClassroomAdapt the strategy for any level with practical, low-prep activities.Write and Discuss: Model collaboration by co-creating a text with the whole class after a shared experience. Use pop-up grammar to model LREs.Dictogloss: Have students work in groups to reconstruct a short text they heard. This focuses collaboration on language rather than content creation.Formative Practice: Use collaborative writing as a low-stakes practice run before a similar individual assessment to build skills and confidence.Information Sandwich: Students with different texts pair up to synthesize their unique information into a single, co-written piece.Resources MentionedHoning Our Craft (Henshaw & Potowski)Anne-Marie Chase on AP Spanishlanguageley.com (Pets unit)The World Language Classroom PodcastSomewhere to Share (Carrie Toth)

ReferencesThe Motivated Classroom PodcastCarrie Toth and the Huellas curriculumVoces DigitalWindows, Mirrors, and Sliding Glass Doors

GaslightDefining Dynamic AssessmentExamples from Language TeachingFormative Assessment in the ClassroomHow are we responsive in our assessments?Gatekeep - Najjarpour and Salimi: “Navigating Mindset Trajectories: Exploring EFL Teachers’ Evolution in Embracing Dynamic and Summative Assessment in the Language Classroom”Dynamic AssessmentGirlbossSuccessfully and Accountably Collecting Assessment DataTaking Advantage of Opportunities to LearnOpening Assessment Conversations Via ReflectionsBaking Reflection Into Every AssessmentReferencesACTFL OPIDylan Wiliam’s Embedded Formative AssessmentSTAMP TestAnneMarie Chase’s Magic CardsClass DojoText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightIsolated VocabularyUseful Vocabulary ListsIdioms and Stock PhrasesUse Language in ContextGatekeep - Takizawa, K., & Suzuki, S. (2025). The role of multiword sequences in fluent speech: The case of listener-based judgment in L2 argumentative speech. Studies in Second Language Acquisition, 1–21.Perceived Fluency and Proficiency RatingsIt’s Giving LibrarySpeaking to the HeartWhat Even Is Fluency?Lowering Cognitive Load for Speaker and ListenerGirlbossSentence Builders / Chat MatsFiller Phrases and Repair PhrasesRejoindersTeach via Classroom PasswordsTotal Verbal ResponseHow We Present Vocab - Planning AheadReferencesTea with BVPThe Art and Science of Creating Sentence Builders by Gianfranco ContiSentence BuildersText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightCourse-End ExamsVertical Alignment - To University and BeyondUnderstanding Ordered DevelopmentSetting Realistic GoalsGatekeep - Gombert, W., Keijzer, M., & Verspoor, M. (2024). Long-term effects of structure-based versus dynamic usage-based instructional programs for French. Journal of the European Second Language Association, 8(1), 18–33. Dynamic Usage-Based Programs vs. Structure-Based ProgramsHomework and AccountabilityWriting Complexity and LengthChanges in Accuracy Over TimeGirlbossLet Novices Be Novices, Intermediates Be Intermediates, etc.How Long We Have Our StudentsTalk About Whatever, with Lots of InputRead the Scoring Guides of Credit-Granting ExamsThe Path of Pleasure Is The Only PathReferencesAvant ADVANCESteve Smith’s Bluesky Profile (where we got tipped off about this study!)AIM (Accelerative Integrated Methodology)Conversations About Language Teaching - PodcastBen’s “Real World Homework” TemplateText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightJudge, Jury, ExecutionerWhat Are Our Goals?Time InvestmentGatekeep - Amanda Beck, Central States Languages for All Regional TOY 2024How We Invest Our TimeGuessing GamesGames as Scaffolds for Learning and Social InteractionGames Provide Structure for Listening and ReadingHave BackupsGirlbossLevel Your GamesUse TemplatesNovelty Makes People CuriousPredictionsWinning!B I N G OReferencesJoint National Committee for Languages (JNCL)GimkitBreakout EDUThe Unfair Game by The Comprehensible ClassroomWheel DecideTrashketball by The Comprehensible ClassroomPop Up by Annemarie ChaseQuick Draw by Annemarie ChaseText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightLack of Training and PreparationReading IEPs and 504sDiagnosis - or No?Gatekeep - Sara Lee, 2024 Southwest Conference on Language Teaching TOYFormative Assessment to Evaluate Strengths and NeedsTeaching for ProficiencyWhat About Explicit Grammar Teaching?Anxiety!Theory: Mental-Graphemic RepresentationGirlbossReadable FontsIdentify the “Easy” Spelling RulesDifferentiationAlternatives to WritingPro Tip!Equality and Equity: Are Accommodations “Fair?”The Most Efficient Thing is the Thing That Benefits the Largest Number of StudentsWhat is the Learner Able to Do?ReferencesLexend FontOpenDyslexic FontSupporting Language Students with Dyslexia - blog post at The Comprehensible Classroom by Kelly Brandon and Elicia CárdenasGerman Educational Multiplier (GEM) Network for German TeachersText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Bertha Delgadillo, Southern Conference On Language Teaching (SCOLT) Regional Teacher of the Year 2024Bertha’s StoryStaying Informed and Incorporating Authentic VoicesAbundance Mindset and BelongingEngaging Students With Local CommunitiesConnecting Students to Needed ResourcesJoyReferencesBertha’s Padlet: Advocating & standing with immigrant students“A Multilingualism-as-a-Resource Orientation in Dual Language Education” by de Jong, Yilmaz, and Marichal“In your own backyard: legitimising local communities as a way to increase language learning motivation” by Tecedor and Pascual y CaboUnearthing Joy by Gholdy MuhammadText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightHumor Doesn’t Always WorkNot Being IntentionalSome Things Don’t Work In YOUR ContextThinking Expected Behaviors Are ObviousGatekeep - Kei Tsukamaki, ACTFL National Language Teacher of the Year 2025Dog Training Teaches Us About Classroom EnvironmentsThe ABCsTaking Time for ReflectionPrioritizing Relationships and RoutinesGirlbossUnderstanding Students’ Responses to QuestionsHallway Conversations That Honor Student AgencyValuesReferencesArise by Elena AguilarFenzi Food For Thought - “Force Free Beyond Training” (dog training podcast about R+ as a way of life)Cog-Dog Radio (a dog training podcast Kei recommends)“Plenty in Life is Free” by Kathy Sdao, a book by a former US Navy dolphin trainerDog Training Instagram Accounts Kei Recommends:R+ DogsTails of ConnectionRachel Laurie HarrisText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightGradebook CategoriesWhat is included in a grade?AssessmentsGatekeep - Student Perceptions on Standards-Based Grading in the World Language Classroom by our own Bryan Smith! History of SBGSBG in Bryan’s ClassesWhat Kids Like, and What They Don’tGirlbossClarity, Rubrics, ConsistencyHelping Get Classwork and Homework DoneChange One Thing at a Time!ReferencesWebinar for Tumbao Bilingual Books’ newest book - We Celebrate Juneteenth Unidos - hosted by AC QuinteroText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightDifferences Between Language Standards and Other Content AreasSetting Expectations from a TextbookProficiency vs. PerformanceHours of InstructionGatekeep What proficiency levels do K-16 world language learners achieve? (van Gorp and Coss)Document about AP and ACTFL Proficiency LevelsDon’t Beat Yourself Up, GirlWhat Does Self-Assessment Look Like?GirlbossCourse-End ExpectationsProficiency-Based Instruction, TL Usage, MotivationGet Yourself Some Training!ReferencesDr. Terry Waltz’ Super 7 VerbsThe Motivated Classroom Podcast by Dr. Liam PrinterAvant ADVANCE Training (featuring a testimonial from one Ben Fisher-Rodriguez)Text us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight“Do you understand?”Nobody Wants to Tell You They Don’t Get ItAdapting/Preparing QuestionsCold CallingAsk Lots of Questions!Creating a Classroom Culture of Error and LearningGatekeep - Checking for Understanding by Peps McCrea (at Evidence Snacks)Validity and EfficiencyLoaded assumptions, skewed sampling, whole class questioningGirlbossNearpod / PeardeckFour CornersPlickersChoral ResponsesHand Signals for Question TypesChallenge QuestionsConsiderations for CFUs in Language ClassesReferencesNovels and Resources by AC QuinteroAnneMarie Chase - Magic CardsCommon GroundText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightNot Moderating Rate of SpeechEstablishing MeaningOut of Bounds“How do you say…?”Planning for ComprehensibilityUse of #authresGatekeep - "How does lexical coverage affect the processing of L2 texts?" by Ana Pellicer-Sánchez, Stuart Webb, Andi Wang (Applied Linguistics)“How easy is easy?”Reading Speed and Motivation #saccadeNeurodiversity and ReadingGirlbossPark and PauseUsing Frequency DictionariesWrite and DiscussReferencesNovels and Resources by AC QuinteroConversations about Language TeachingDr. Terry WaltzPresentation by Marcos Benevides: “Extensive Reading: How easy is easy?”Bill’s Thematic Picture Dictionary for Food (Spanish)Blog Post by Handsome Bald Man about Write and DiscussText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

GaslightManagement of Student IdeasDealing with Inappropriate ResponsesTrue Interpersonal CommunicationWhat do we hope to get out of this?Sharing the Purpose of the ActivitiesGatekeep - "Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom" - Liam Printer (Language Teaching Research) Autonomy, Competence, RelatednessMotivated Students = Motivated TeachersGet Training!  Get Support!What Personality Does Co-Creation Require?GirlbossStructuring Student ResponsesUsing Technology to FacilitateTips and Tricks for Co-Created ContentReferencesNovels and Resources by AC Quintero - Spine-Tingling Tales Bundle!The Motivated Classroom PodcastText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight: When have observations not been ideal? Gatekeep: Bernhard, R., McDermott, T., Hasenhüttl, C., Burn, K., & Sammons, P. (2024). A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools. School Effectiveness and School Improvement, 1–25. https://doi.org/10.1080/09243453.2024.2398601Girlboss: Peer observation and coaching.Other references: Jon Cowart "Rigor": https://joncowartteaching.com/2019/07/22/stop-using-the-word-rigor-say-this-instead/ 'Quiz Quiz TradeBryce Hedstrom - Administrator ChecklistPineapple Chart (Cult of Pedagogy)Laurie Clacq - Hearts for TeachingComprehensible Classroom - Peer ObservationTELL ProjectText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

In this episode of 'SLA: Second Language Acquisition for Everyone', the hosts discuss the challenges and successes they've experienced in teaching over the current school year. Amidst the pressures of 'Devolson' and the search for suitable teaching materials, the discussion pivots from a planned talk on cognitive load theory to a candid check-in. The hosts share personal anecdotes about adjusting teaching strategies, student engagement, classroom dynamics, grading policies, and dual coding methods. They address the balance between imposing language structure and encouraging the natural flow of learning, while also reflecting on student motivation and participation. Emphasizing flexibility, the episode explores various pedagogical approaches, showcasing how teachers adapt to the ever-evolving classroom environment. The episode wraps with successes, including enrichment through extensive reading resources and program growth, inspired by student-centered learning and inclusivity.00:00 Introduction and Episode Overview01:00 Checking In: School Year So Far01:58 Classroom Dynamics and Teaching Strategies04:34 Student Engagement and Participation09:07 Challenges and Adjustments12:23 Effective Teaching Techniques27:59 Cognitive Load Theory and Language Learning38:23 Success Stories and Program Growth40:51 Conference Announcements and Closing RemarksReferences:Carrie Toth Discussion RubricBen Tinsley - 10 Minute DrillText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight How often should we do oral corrective feedback, who is it useful to, and is it always a positive experience for students?Gatekeep Corrective Feedback and Learner Uptake: Negotiation of Form in Communicative Classrooms (Lyster, Ranta, 1997)Girlboss How can we give feedback while maintaining a low affective filter, and what should we expect from using CF?Comprehensible Midwest - Discount code CISLAYYYS15The Motivated Classroom PodcastText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight: What NOT to do when attending a conference.Gatekeep: K-12 world language teachers’ use of conferences as professionaldevelopment (Neubauer, Wesley 2023)Girlboss: First/Best conference experiences.CI Midwest Discount Code: CISLAYYYS15Text us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight: Pitfalls in Free Voluntary Reading ProgramsGatekeep: The Effects of Extensive Reading on Reading Comprehension, Reading Rate, and Vocabulary Acquisition (Suk, 2016)Girlboss: Successes in FVR and extensive in-class reading.The World Language Bookshelf100 Book ChallengeLanguage Learner Literature Advisory Board (LLLAB)Write and DiscussThe Game of Quotes by Annemarie ChaseText us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight: Troubleshooting asking questions to support comprehension.Gatekeep: The impact of questioning strategies on target language production and learner confidence Girlboss: Successes in asking questionsReferences:Training teachers: Fluency Matters (Michelle Kindt), CI Summit (Teri Wiechart, JJ Morgan)Super Seven (Terry Waltz) and Sweet Sixteen Verbs (Mike Peto), blog post by Martina Bex Text us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Gaslight: What did we try last year and how did it go?Gatekeep: Reconnecting to Second Language Acquisition for Innovative Language PedagogyGirlboss: What have we done in the classroom that we will continue to do?Key Questions in Language Teaching | Higher Education from Cambridge Alessandro BenatiKey Questions in Second Language Acquisition | Higher Education from Cambridge Bill VanPatten, Megan Smith (not Jessica, sorry!), Alessandro Benati   Structured Input: Grammar Instruction for the Acquisition Oriented Classroom Andrew Farley (not Chris, sorry! I’ll get names right next time, promise!)Card Talk – Building Classroom Community and Learning About Your Students MrFisherSayStructured Input: An introduction to the principles of input processing Languageley Text us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]

Text us about how you’ve Gaslit, or Girlbossed your language classroom.Email us at [email protected]