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(Why one-size-fits-all lessons don’t work—and what to do instead)

In this episode, I focus on what I consider the heart of acquisition-driven instruction: adjusting and personalizing what we do in class so all students can stay engaged, successful, and confident—without creating multiple lesson plans. If your classes include a wide range of proficiency levels, literacy skills, heritage learners, or students who “should know this already”… this conversation is for you.

Building on insights from my conversations with Karen Lichtman and Jason Fritze, and grounded in research by Bill VanPatten and Stephen Krashen, this episode breaks down why acquisition is slow, piecemeal, and unpredictable—and how that reality should shape the way we plan input, reading, and output. I also share practical routines you can use mañana to make your classroom more inclusive, more human, and more effective. Sí, se puede. 💛

Key Takeaways

• Comprehensible input needs support.
  Pair oral language with writing, visuals, gestures, pauses, and slower pacing to help all brains process language.
• Reading requires intentional scaffolds.
• Output improves when students have options.
  Allow multiple ways to respond—yes/no, either/or, gestures, drawings, sentence frames—so more voices are heard.
• Personalization is what builds community.
  Using names, asking real questions, co-creating texts, story asking, listen & draw, and Star Student interviews turns class into a shared experience, not a performance.
• Episodes on the Three Basic Skills for Acquisition
  – Conversation with Karen Lichtman and Jason Fritze
  – Episode 177 on asking better questions
  – Episode 176 on staying comprehensible in the target language
• Research & Frameworks
  – Bill VanPatten on acquisition as piecemeal and stage-like
  – Stephen Krashen on comprehensible input and the affective filter
  – Nancy Young’s Ladder of Reading & Writing
  – ACTFL Proficiency & Performance Descriptors (via ACTFL)
• Related Podcast Episodes
  – Episode 170 with Wesley Wood on supporting neurodivergent learners
  – Episode on Story Listening with Margarita Pérez-García
  – Episode on Embedded Reading with Michele Whaley and Laurie Clarcq
  – Episode on Star Student Interviews

If you’re a Spanish teacher who wants ongoing guidance, practical PD, ready-to-use resources, and a community that truly gets the realities of our classrooms, I’d love to invite you to join Growing With Proficiency – The Spanish Teacher Academy.