#252

Have you ever wondered whether your tests, quizzes or assessments truly measure what your students can do with the language, or are they just looking at what students can memorize or explain about the language? In this episode we're diving into Integrated Performance Assessments, or IPAs, an effective way to assess how students are actually able to use the grammar, vocabulary and cultural understanding. An IPA assesses how students engage with the language through the interpretive, interpersonal, and presentational modes. If you've been working toward proficiency-based instruction and looking for assessments that align with those goals, this episode will help you with that.

Topics in this Episode:

• Many teachers are moving toward proficiency-based instruction, but assessment often remains disconnected from communication goals.
• If our goal is communication, then assessment should provide opportunities for students to communicate.
• What is an Integrated Performance Assessment (IPA)? IPAs assess students through the three modes of communication: Interpretive, Interpersonal, Presentational
• The three tasks are connected rather than separate activities.
• Students move through a sequence that mirrors real-world communication: Receive information, Discuss information, Share information
• An IPA focuses on what students can do with language rather than how many grammar rules they can identify.
• Ready For Tomorrow Quick Win Course: Integrated Performance Assessments.

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.

#251

Have you ever felt like you’re not allowed to say this out loud? That Comprehensible Input works beautifully with novices… but something feels different at Intermediate High and Advanced? That maybe your students plateau, avoid complex structures, or fossilize errors and you quietly wonder if you’re doing something wrong? What if the issue isn’t you… and it isn’t your students… but the choice we’ve created between CI or explicit instruction?

Topics in this Episode:

• The tension around CI and explicit instruction: CI has become dominant; Some spaces treat explicit instruction as regression; Teachers feel pressure to claim “pure CI;" Meanwhile, many quietly supplement.
• Most SLA studies focus on novice/intermediate learners; there simply aren't many rigorous studies examining advanced learners.
• When you attend CI workshops or read CI literature, the vast majority of examples, materials, and strategies target novice learners. This isn't because CI can't work at higher levels. It's because we haven't developed robust models for what it looks like there.
• The 'bandwagon effect': CI has achieved near-ideological status in some circles. Teachers feel pressure to claim 'pure CI' success even when they're supplementing with explicit instruction.
• The research does NOT support abandoning CI at advanced levels. It DOES support integrating strategic explicit instruction, particularly for complex features that are infrequent or non-salient in input.
• Blog Post with Cited Research: Balancing CI and Explicit Instruction Across Proficiency 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.

#250

What if a few intentional moments of gratitude each day could help you feel more connected, energized, and sustained in your teaching life? In this episode, I speak with Dr. Allyson Power about how gratitude practices can help world language teachers reconnect with what they enjoy most about teaching. Drawing from her doctoral research and years in the classroom, Dr. Power shares practical insights on teacher well-being and resilience while also creating space for reflection, connection, and renewed energy in our schools and classrooms.

Topics in this Episode:

• what Dr, Power to gratitude as the focus of her work, especially as a world language teacher and department chair
• the assumptions and hypotheses that Dr. Power had about how gratitude might support world language teachers
• how she gathered and analyzed data
• what she saw in journals and why these moments of noticing and recognizing gratitude matter teachers’ day-to-day well-being and resilience
• avoiding “toxic positivity” and staying realistic for educators who are under real stress
• what teachers can do right away to notice moments of gratitude and how that can support their and well-being

Connect with Dr. Allyson Power:

• Instagram: @profesorapower
• Email: apower@ridgefieldps.net

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.