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

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...

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?

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).

I owe a lot of learning about equitable teaching to @doriec.bsky.social @stacywitkowski.bsky.social @mrfishersays.bsky.social @amandabenavidez.bsky.social @lanierlingvista.bsky.social and many many more. I'd love to know what you think of this post I wrote for an EdD. assignment

She just came out with a new book “el niño” that I’m interested in reading, too!

Oooh thanks!