Just an idea. If you are sending students on to traditional teachers next year, don’t forget that. The big overlap skill with them is reading. It’s like a Venn diagram. We do lots of input, they do lots of output, but the overlap area is reading. So if it were me, especially when I inherit older students who know the old way and like the easy A for the easy memorization work, I would organize my instruction around massive reading, sneaking in shorter side discussions on the readings than I normally would if I had the good fortune of sending my students on to a comprehension based teacher the next year.
Reading is by far the best strategy we have, better than stories, except in level 1, and Diana Noonan always reminds the DPS teachers that she wants us doing 50% or more of our instruction through reading. Reading is so powerful that classes with lots of snotty kids who want lists are much easier to teach when we focus a lot on reading. And when we do that our students won’t lose anything they need for the next year so those other teachers can’t complain when they arrive there.
This is just about job security. Of course, we don’t want to make our students waste time doing output before they have gotten enough input to make that happen in the real way, but we want them to be ready for the traditional teacher, and reading accomplishes that. We just do less discussion during the year. If we do any Look and Discuss it would be a shorter discussion of the picture and a longer reading based on it. Same with R and D. Same with everything. Lots of free writes and a little more dictée than normal to cover the needs that they will have in the traditional classroom next year.
For more you can read Krashen’s The Power of Reading and maybe throw in his wonderful little jewel of a book Foreign Language Education The Easy Way, which went out of print but as I understand it Contee is republishing soon if it isn’t out already.