Gaslight

We 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.

Gatekeep

We 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.

Girlboss

Here’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

Housekeeping

• Book 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 Assignment

The 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 Writing

Students 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.1505.05
• Collaborative 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 Classroom

Adapt 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 Mentioned

• Honing Our Craft (Henshaw & Potowski)
• Anne-Marie Chase on AP Spanish
• languageley.com (Pets unit)
• The World Language Classroom Podcast
• Somewhere to Share (Carrie Toth)

References

The Motivated Classroom Podcast

Carrie Toth and the Huellas curriculum

Voces Digital

Windows, Mirrors, and Sliding Glass Doors

Gaslight
Defining Dynamic Assessment
Examples from Language Teaching
Formative Assessment in the Classroom
How 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 Assessment

Girlboss

Successfully and Accountably Collecting Assessment Data
Taking Advantage of Opportunities to Learn
Opening Assessment Conversations Via Reflections
Baking Reflection Into Every Assessment

References

ACTFL OPI
Dylan Wiliam’s Embedded Formative Assessment
STAMP Test
AnneMarie Chase’s Magic Cards
Class Dojo

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Gaslight

Isolated Vocabulary
Useful Vocabulary Lists
Idioms and Stock Phrases
Use Language in Context

Gatekeep - 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 Ratings
It’s Giving Library
Speaking to the Heart
What Even Is Fluency?
Lowering Cognitive Load for Speaker and Listener

Girlboss

Sentence Builders / Chat Mats
Filler Phrases and Repair Phrases
Rejoinders
Teach via Classroom Passwords
Total Verbal Response
How We Present Vocab - Planning Ahead

References

Tea with BVP

The Art and Science of Creating Sentence Builders by Gianfranco Conti

Sentence Builders

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Gaslight
Course-End Exams
Vertical Alignment - To University and Beyond
Understanding Ordered Development
Setting Realistic Goals

Gatekeep - 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 Programs
Homework and Accountability
Writing Complexity and Length
Changes in Accuracy Over Time

Girlboss
Let Novices Be Novices, Intermediates Be Intermediates, etc.
How Long We Have Our Students
Talk About Whatever, with Lots of Input
Read the Scoring Guides of Credit-Granting Exams
The Path of Pleasure Is The Only Path

References

Avant ADVANCE

Steve Smith’s Bluesky Profile (where we got tipped off about this study!)

AIM (Accelerative Integrated Methodology)

Conversations About Language Teaching - Podcast

Ben’s “Real World Homework” Template

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Gaslight
Judge, Jury, Executioner
What Are Our Goals?
Time Investment

Gatekeep - Amanda Beck, Central States Languages for All Regional TOY 2024
How We Invest Our Time
Guessing Games
Games as Scaffolds for Learning and Social Interaction
Games Provide Structure for Listening and Reading
Have Backups

Girlboss
Level Your Games
Use Templates
Novelty Makes People Curious
Predictions
Winning!
B I N G O

References

Joint National Committee for Languages (JNCL)

Gimkit

Breakout EDU

The Unfair Game by The Comprehensible Classroom

Wheel Decide

Trashketball by The Comprehensible Classroom

Pop Up by Annemarie Chase

Quick Draw by Annemarie Chase

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Gaslight
Lack of Training and Preparation
Reading IEPs and 504s
Diagnosis - or No?

Gatekeep - Sara Lee, 2024 Southwest Conference on Language Teaching TOY
Formative Assessment to Evaluate Strengths and Needs
Teaching for Proficiency
What About Explicit Grammar Teaching?
Anxiety!
Theory: Mental-Graphemic Representation

Girlboss
Readable Fonts
Identify the “Easy” Spelling Rules
Differentiation
Alternatives to Writing
Pro Tip!
Equality and Equity: Are Accommodations “Fair?”
The Most Efficient Thing is the Thing That Benefits the Largest Number of Students
What is the Learner Able to Do?

References
Lexend Font
OpenDyslexic Font
Supporting Language Students with Dyslexia - blog post at The Comprehensible Classroom by Kelly Brandon and Elicia Cárdenas
German Educational Multiplier (GEM) Network for German Teachers

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Bertha Delgadillo, Southern Conference On Language Teaching (SCOLT) Regional Teacher of the Year 2024

Bertha’s Story

Staying Informed and Incorporating Authentic Voices

Abundance Mindset and Belonging

Engaging Students With Local Communities

Connecting Students to Needed Resources

Joy

References

Bertha’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 Cabo

Unearthing Joy by Gholdy Muhammad

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Gaslight
Humor Doesn’t Always Work
Not Being Intentional
Some Things Don’t Work In YOUR Context
Thinking Expected Behaviors Are Obvious

Gatekeep - Kei Tsukamaki, ACTFL National Language Teacher of the Year 2025
Dog Training Teaches Us About Classroom Environments
The ABCs
Taking Time for Reflection
Prioritizing Relationships and Routines

Girlboss
Understanding Students’ Responses to Questions
Hallway Conversations That Honor Student Agency
Values

References

Arise by Elena Aguilar
Fenzi 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 trainer

Dog Training Instagram Accounts Kei Recommends:
R+ Dogs
Tails of Connection
Rachel Laurie Harris

Text us about how you’ve Gaslit, or Girlbossed your language classroom.

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