SLAyyy Pod

Ep. 26: SLAyyy Differentiated Instruction | Podcast Episode on RSS.com SLAyyy: Second Language Acquisition for Everyone WebsiteGaslightChallenge and AccommodationThe Neverending RubricTime InvestmentStuck Between a Rock and a Hard PlaceGatekeep - Tajik, O., Noor, S. &am...

In our latest episode, we discuss how students felt about differentiated instruction, as well as tips for differentiating that don't suck up all your precious teacher time! #SLAyyy #LangChat

Chapter 4 discussion prompt reading: “What is your biggest takeaway from reading this chapter or participating in this chat?”

#LangChat #SLAyyy

Chapter 4 discussion prompt reading: “After reading this chapter, what questions do you have? It made you go, ‘huh?’”

#LangChat #SLAyyy

Discussion prompt for chapter 4 reading: “What is something that makes you feel you are doing well? It made you go, I’ve got this! Time to brag - tell us about your strengths.”

#LangChat #SLAyyy

Discussion prompt reading: “What’s something you read that was new to you? It made you go, Oh! I could use this!”

#LangChat #SLAyyy

Discussion prompt reading: “What’s something you read in this chapter that you realize you could improve, or that has been hard for you? It made you go oops! Or maybe you already knew that this is not your strong point, and that’s why you’re reading this chapter!”

We are on to Chapter 4 of “Teaching Grammar for Proficiency”!

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Growing with Proficiency: The Podcast - Growing with Proficiency Are you a World Language teacher who is looking for ideas, strategies, activities, and inspiration to create a World Language class?

We are also grateful to our colleague Claudia Elliott for sharing her story. Listen to her excellent podcast here!

growingwithproficiency.com/growing-with...

We are grateful for the work of @vijayramjattan.bsky.social that we discuss in this episode!

Ep. 25: SLAyyy Pronunciation Pedagogy | Podcast Episode on RSS.com 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 ...

How important is it to you that your students sound “native-like?” Take a listen to episode 25 for considerations when it comes to teaching pronunciation!

rss.com/podcasts/sla...

What is your biggest takeaway from reading this chapter or participating in this chat?

#Langchat #SLAyyy

After reading this chapter, what questions do YOU have? It made you go, “huh?”

#LangChat #SLAyyy

Graphic reading: "What is something you read that makes you feel you are doing well? It made you go, I've got this! Time to brag - tell us about your strengths."

#LangChat #SLAyyy

Apologies to all for the hiccup with posting questions on Bluesky about Chapter 2 - we had a week of technical malfunctioning behind the scenes. We're carrying on with Chapter 3 of Teaching Grammar for Proficiency - and hope you will join us! #LangChat #SLAyyy

Infographic with the question: "What's something you read that was new to you? It made you go, Oh! I could use this!"

#LangChat #SLAyyy

#LangChat #SLAyyy

What is your biggest takeaway from reading this chapter or participating in this chat? #LangChat

After reading this chapter, what questions do YOU have? It made you go, “huh?” #LangChat

What is something you read that makes you feel you are doing well? It made you go, I’ve got this! Time to brag - tell us about your strengths. #LangChat

What's something you red in this chapter that was new to you? Maybe it made you go "Oh! I could use that!" #LangChat

What’s something you read in this chapter that you realize you could improve, or that has been hard for you? It made you go oops! Or maybe you already knew that this is not your strong point, and that’s why you’re reading this chapter! #LangChat

Students learn about grammar through multiple exposures to the target structure in a whole-language context, and then produce the structure because they need it to communicate meaning (not through isolated fill-in-the-blank activities that focus on grammar but ignore meaning)

Students learn to understand what meaning is conveyed by grammatical forms (but maybe can’t recite the rules).

YES, we teach grammar within a proficiency or comprehension-based language classroom.

This chapter was focused on building some basic background knowledge about proficiency-based instruction, including the ACTFL proficiency pyramid and the ACTFL five Cs. The authors also clearly spelled out what IS and is NOT their goal: Teaching grammar, as a concept, in context.
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