LA CONVIVENCIA CON ANIMALES • 15-Day unit for Intermediate Spanish students. • Explore human-animal coexistence through compelling case studies from Colombia, Argentina, Costa Rica, Spain, and the Amazon. Students acquire hypothetical conditionals naturally through scaffolded readings and meaningful tasks. • V Editable CANVA templates for all documents. • V Google Drive PDF • V7 Animal-Human conflicts • V Structured Input workbook • V Infographic project • V Full teacher guide Spanish 4 | Intermediate Mid → High

FREE I’ve got a lot more of these units planned, but let me know what helps, what would be more helpful, etc before I dive too far in. But I made this for my students, fully editable so you can adapt it to yours! #langchat slayyypod.com/store

Más que palabras: An Idiom Guessing Game - La convivencia con animales — SLAyyy: Second Language Acquisition for Everyone A 4-corners/discussion game about idioms related to animals!

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Oh, we really should talk sometime. My research is into knowledge brokerage, and something that I've been thinking about is how to ensure that the blogs and informal resources we share don't water the research down TOO much.

haha! You just want the business, got it. Diane and Reed do a good job of that. Ben and I go on some tangents, but we try to get to the teacher stuff quickly.

Absolutely! And have you heard Conversations about Language Teaching from Diane Neubauer and Reed Riggs? Very good stuff there too.

Thanks for the additional resources :)

image with SLAyyy logo and text Blog: Research-Use

What the what? A SLAyyy blog!
This blog is meant to serve as an area to share some of the best Gaslight-Gatekeep-Girlbossing we have come across.
To kick things off, Bill shares how he goes about reading articles and putting them into use.
PLUS a free research-reading note catcher! #langchat

SLAyyying Research — SLAyyy: Second Language Acquisition for Everyone Let me tell you about the first time I cited a researcher to a colleague. I was fired up. I had just read something that completely reframed how I thought about language instruction, and I could not ...

slayyypod.com/slayyy-blog/...

ACTFL | NCSSFL-ACTFL Can-Do Statements A collaboration between NCSSFL and ACTFL

Any thoughts on the new Can-Do statements from actfl? www.actfl.org/educator-res... #langchat

tried a new management phrase in class today, all you gotta do is incredulously and pointedly say "perdóname", and look confused

There are things besides hockey on threads?

The memes are great but the discussion is sub-mid

Yall see the new Can-Do statements from @actfl.bsky.social ? What’re your thoughts? #langchat

Ok, I’m back, who’s still here? I am ready to build connections once again! #langchat

Lovely! How was the presentation?

Additionally, we're doingbook club with @stacywitkowski.bsky.social with "Proficiency Based Instruction: Teaching Grammar for Proficiency" on our FB Page. Grab your copy at the ACTFL store, and get ready to Gaslight, Gatekeep, and Girlboss the book with us starting the week of August 18th. #langchat

SLAyyy: Second Language Acquisition for Everyone

Ben and I just finished recording the first episode of the new Season of SLAyyy! So check out the new episode on Monday!

slayyypod.com
#langchat

My biggest ask for PD this year is that everything we do makes me a better teacher or a better member of our school community. #langchat #edchat #edusky

A Unit Planning Framework for a Content-Based CI Unit Through a lot of trial, error, and student feedback, I think I have found the right combination of activities and pacing for my level 4 class. Hopefully, something that worked for me will work for …

See if you can come up with a sequence/framework for how you like your units to go. For my lvl 4 it goes: Hook, read/discuss an article, collaborative writing, class review, read/view/discuss resources, Ss create something to demonstrate comp, review, assessment. languageley.com/2025/06/09/a...

Grammarly "tone" detector. Says the tone of curious is on brand, but that the tones of directness and confidence are "off brand".

Count your days, Grammarly. Telling me my tone sounds off because I sound "confident" >.>

Could this have any application to reading instruction/comprehension if someone uses bilateral beats while reading/studying? #langsky Like, if I'm reading and I've got the sounds moving between ears, could it help with retaining/processing information?

A question for #psycholinguistics or #neurolinguistics folks: in therapy, EMDR or bilateral stimulation helps to process past events/trauma by, I think, activating both brain hemispheres. Sometimes it's done through auditory means. A beat moves from the left ear to the right ear. #langsky

I think choice is a very important piece, and you're right, it is hard, but we find ways.

The discussion then becomes “what does success look like” and I think that’s something we have to define for ourselves in our own contexts. That’s why I think it’s important to know our goals. Then we can look at if we are being equitable in achieving those goals.

Thanks for your thoughtful replies! On this one I think some tend equate academic success with equity. That could be true for anything though, not just CI.

Same with our textbooks, exams seem to be improving, there are only a few national tests that I know of that test explicit grammar. Some grammatical awareness is beneficial, I think. But I prefer "pop-up" grammar, brief, in-the-moment explanations that support comprehension.

There's a reason I teach about the Spanish Civil War every year... I'm just teaching history through language, I can't help it if my students are critical thinkers and see history repeating itself.

When planning, I try to keep in mind: Lead with CI, do no harm, then add whatever else feels appropriate (whether it's explicit grammar or vocabulary practice, a role play, etc). The CI and content will hopefully reach all Ss, and then we can add whatever differentiation we deem necessary

I think cognitively, that may very well be true. Where there seems to be contention with that claim is that equitable teaching should also consider who and what are represented in curricular materials, and how we talk about that representation.

Thanks for giving me something to think about!

I think that would fit nicely into UDL. Honestly, I think the more we learn about how languages are learned the more we will naturally fall into UDL. I don't know a lot about memory research, but I know some Ts in the US incorporate varieties of delayed dictation activities (like running dictation).