SLAyyy: Second Language Acquisition for Everyone

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com

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 info@slayyypod.com