#224

How long are your classes? Do you see your students 2,3, 4 maybe 5 times a week? We all have different schedules in our schools and learn to adapt to the time that we have. Block schedules, extended class periods that meet fewer times in a given week, are becoming more common in many schools and districts. In this episode, we are talking about teaching in this format.  Marilyn Pichardo, a Spanish teacher in New Jersey, joins me to talk about teaching in a block schedule for over 2 decades.  Lots to learn about planning and class pacing whether you have 20, 40, 60 or even 85 minute classes. 

Topics in this Episode:

• opportunities that block schedules open up for world language teachers that might be harder to achieve in a traditional schedule
• sustaining student focus in language classes with longer blocks. 
•  strategies or lesson structures that keep students engaged and actively using the target language for the full period
• balancing pace, repetition, and variety so that students continue to build proficiency in a block schedule without feeling overwhelmed or burnt out

Connect with Marilyn Pichardo:

• Instagram:@perfectspanishplansbyMarilyn
• TikTok: @perfectspanishplansbyMarilyn
• Chat Mat Membership

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#223

Have you ever taught a grammar concept and then watched your students completely forget it during a speaking or writing task? It can be frustrating. In this episode, we’re looking at why that disconnect happens and how to bridge it by teaching grammar in context. I’ll share manageable, beginner-friendly steps you can take to make grammar more meaningful, communicative, and effective without rewriting your whole curriculum. 

Topics in this Episode:

• Teaching grammar in context makes sense in theory, but putting it into practice often feels messy. 
• We’ll look at some practical first steps and scaffolds that make grammar instruction more natural and effective so students build accuracy while staying focused on communication.
• Grammar instruction should be anchored in communication, not separated from it.
• When students learn grammar in the context of meaningful input and purposeful output, it becomes more than just rules. It becomes a tool. A tool they use to understand and to be understood.
• Classroom Strategies:
  • The “Grammar-First” Pathway: Use an authentic or teacher-created resource where the structure occurs naturally. 
  • The “Text-First” Pathway: Choose a reading, listening, or viewing resource and highlight structures that are crucial for making sense of the text.
• Ready For Tomorrow Quick Win PD Course: First Steps in Teaching Grammar in Context.

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#222

Do your reading and writing tasks feel like an afterthought or are they building blocks for language proficiency? In this second episode of the CI Toolbox series we focus on reading and writing activities that engage students through movement, visuals, collaboration, and just the right amount of challenge. I’ll share strategies to help students process and produce language in meaningful, low-stress ways.

Topics in this Episode:

• Reading and writing should feel interactive, connected to input, and in line with students' proficiency level.
• In this episode, we’re looking at six activities from my “CI Toolbox” that focus on reading and writing and are adaptable for many levels, with support for engagement and growth.
  • One Word at a Time
  • Embedded Reading
  • Volleyball Reading
  • Draw the Sentence
  • Running Dictation
  • Dictation with a Twist
• Episode 218: 6 Activities for Interaction and Discussion in the Language Classroom
• Get the PDF with all of the CI Toolbox Activities: 

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#221

Have you ever noticed how students light up when language learning feels real, active, and connected to their world? In this episode, I’m joined by Heidi Lechner, an inspiring German teacher and instructional coach in Illinois. Heidi shares how hands-on, student-centered activities keep learners motivated, curious, and communicating authentically. We’ll talk about why teachers benefit from stepping into the learner’s shoes, how collaboration transforms language use, and strategies you can use to make your classroom come alive.

Topics in this Episode:

• activities that spark curiosity and keep students motivated in the German classroom
• Why it’s important for educators to experience activities from the student perspective and how can shift shift the way they teach
• strategies to move students beyond individual practice into authentic, communicative tasks with their peers
• examples of how to help students see themselves in the content and connect the language to real-world contexts
• Klett World Languages Sessions at ACTFL

Connect with Heidi Lechner:

• Email: [email protected]

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#220

Have you ever felt the pressure to “teach to the test” in your AP language class, only to wonder if it’s actually helping students communicate more confidently? In today’s episode, I speak with Diego Ojeda, a Spanish Teacher in Louisville, KY about how he has transformed his AP course through authentic projects that do more than prepare students for the exam, they prepare them for the real world. Diego shares how to design tasks rooted in authentic input, student voice, and cultural relevance so that learners not only perform well on the AP exam, but also connect deeply with the language.

Topics in this Episode:

• shifting the focus away from drill and test prep while still preparing students for success on the AP exam
• authentic input and real-world tasks as the foundation for meaningful assessment
• how incorporating student voice into projects changes the way students engage with the AP themes
• designing projects that align with the AP themes while still keeping the activities creative and relevant
• advice for practical project ideas that teachers can do right away that help students experience the target language in a more authentic, engaging way
• Klett World Languages Sessions at ACTFL

Connect with Diego Ojeda:

• Instagram: @Sr_Ojeda

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#219

You just wrapped up a fun, high-energy activity. The room was buzzing, students were laughing and moving, but now you’re wondering: Did they actually use the language? In this episode, we’re unpacking what makes an activity not just fun, but truly communicative. You’ll learn how to spot the difference, adapt your favorite games, and keep language use at the center, without losing the fun and joy. 

Topics in this Episode:

• Here’s the lens I want to offer you in this episode: Just because students are participating doesn’t mean they’re communicating. With just a few tweaks, your fun activities can become communicative and support proficiency and performance objectives.
• We don’t have to throw out our favorite games or routines. We don’t need to make everything serious or structured. But, we do need to look at each activity through a new lens: Does it give students a reason to use the language with purpose?
• Classroom Strategies:
  • Add Purpose and Personalization
  • Use the “Does It Build Proficiency?” Checklist: 1. Are students using the target language to express meaning?2.Is there a real-world connection or purpose? 3. Are students interpreting, negotiating, or producing language? 4.Will this support what they’ll do on an upcoming assessment?
• Ready For Tomorrow Quick Win PD Course: Design Activities that are Fun and Communicative

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#218

This is the first of 3 episodes in a series on CI Strategies.  There will be an episode on Story Telling and Narrative techniques, one on Reading and Writing procedures and today’s episode on Interaction and Discussion.  In this episode, we look at six comprehensible input strategies that foster real interaction and personalized discussion. From Picture Talk to Calendar, I’ll share detailed examples, differentiation tips, and practical ways to make your classroom a space for meaningful communication, no matter your students’ proficiency level.

Topics in this Episode:

• Students are technically “participating,” but are then truly communicating? This has led me to rethink how I define interaction in a language classroom and to find activities that center personal connection and comprehensible input.
• Six activities from my “CI Toolbox” that promote interaction and discussion adaptable for many levels, with built-in support for engagement and growth
  • Picture Talk
  • PQA (Personalized Questions and Answers)
  • Special Person Interviews
  • Card Talk
  • Weekend Chats
  • Calendar Talk
• Get the PDF with all of the CI Toolbox Activities: 

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#217

Have you ever wanted to use an authentic resource like a menu, a meme, or a social media post, but thought, “My students aren’t ready for this”? Actually, they are. In this episode, I’ll show you how to use authentic texts at every proficiency level, even with absolute novices. I’ll share practical suggestions for selecting and scaffolding activities that support student engagement with authentic resources. 

Topics in this Episode:

• If you’ve ever hesitated to use authentic materials because you thought students weren’t “ready,” this episode will help to shift your thinking by giving you the tools to bring real-world input into your classroom now, no matter the level.
• Authentic resources are not the reward for reaching proficiency—they are the pathway to proficiency.
• The key is in how we select and scaffold those resources.  You don’t have to wait until students understand every word. In fact, they shouldn’t. Because interpretive communications one of the most essential skills we can build.
• Classroom Strategies
  • Adjust the Task, Not the Text:you don’t need to change the text. You change what you’re asking students to do with it.
  • Use Visual Context and Chunking:include visuals, labels, and structure—and then break the text into manageable chunks.
• Ready For Tomorrow Quick Win PD Course: Use Authentic Documents at Every Level

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#216

Are your assessments really capturing what your students can do with the language? Or are they just measuring memorization and correctness? In today’s episode, we’re diving into what it looks like to assess for performance and proficiency. I’ll share tips for aligning tasks to the modes of communication, using Can Do Statements to drive growth, and giving feedback that supports risk-taking rather than only focusing on what is not completely accurate.

Topics in this Episode:

• Assessment and feedback are teaching tools, not just measurement tools
• Questions to consider when looking at feedback and assessments in your classroom: 
  • Do Your Assessments Reflect Performance & Communication? 
  • Do Assessments inInclude the 3 Modes of Communication
  • Do Students Understand How They’re Being Assessed?
  • Does the Feedback Encourage Growth? 
• Assessment doesn’t have to feel like a judgment. It can be an opportunity to motivate by showing what was done well and guidance on improving on that. 
• Let your assessments and feedback tell students: ‘You can do this—and here’s what’s next.

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.

#215

Do your students freeze up during partner conversations? Rely on memorized phrases? Default to English? It’s not just your students, I assure you, and the issue isn’t their ability, it’s the way we structure the speaking task. In this episode, I’ll show you how to get students talking, really communicating, no matter their proficiency level. You’ll learn how to design interpersonal speaking tasks that are spontaneous and supported, with strategies you can right away. Whether your students are Novice Low or headed toward Intermediate High, you’ll leave with a clear framework to make unscripted speaking feel safe, doable, and fun.

Topics in this Episode:

• how to increase real, unscripted student talk without overwhelming them
• students don’t need more vocabulary lists or more scripted dialogues, they need support for real-time interaction. 
• spontaneous speaking doesn’t mean unprepared. It means unscripted
• we often think of “spontaneous” speaking as something students either can do or can’t do. But just like writing or reading, it can be taught and scaffolded.
• classroom strategies:
  • frame the Conversation with Can-Do Statements
  • use a repeatable framework: Set the Purpose, Prep the Language, Create the Conditions, Reflect and Repeat
• Ready For Tomorrow Quick Win PD Course: Boost Interpersonal Speaking at All Levels

A Few Ways We Can Work Together:

• Ready For Tomorrow Quick Win PD for Individual Teachers
• On-Site or Virtual Workshops for Language Departments
• Self-Paced Program for For Language Departments

Connect With Me & The World Language Classroom Community:

• Website: wlclassrom.com
• Instagram:  @wlclassroom
• Facebook Group: World Language Classroom
• Facebook:  /wlclassroom
• LinkedIn: Joshua Cabral
• Bluesky: /wlclassroom.bsky.socia
• X (Twitter):  @wlclassroom
• Threads: @wlclassroom

Send me a text and let me know your thoughts on this episode or the podcast.