Here are some possible zinger responses to the “What happens if they change schools and can’t conjugate verbs?” question that we often get from admins, parents and even kids. This might be good to tape to a desk and have ready to go when needed:
1. (Robert) “So, you’re asking me to do less than my best because someone else uses an outdated, substandard method of teaching a foreign language? Isn’t that a bit unethical?”
2. (Robert) “Would you ask a five-star chef to just put catsup on all the food because the kids will be going to a barbecue next week?”
3. (Robert) “You know that I am committed to Best Practices in foreign language instruction, and I’m always willing to adapt what I do based on current research. Maybe I missed something. Could you show me the research that indicates verb conjugation leads to acquisition? Or have one of the Spanish 2 teachers provide me with a peer-reviewed article showing the research?”
4. (Robert) “Why should I sacrifice what I know to be Best Practices based on research?”
5. (Robert) “Can you show research that supports what you are asking me to do?”
6. (Robert) “Your position is unsupported. The practice of verb conjugation has produced no results for decades now. Can you argue that point?”
7. (Ben) “I appreciate the question but wish to point out that my national parent organization ACTFL does not mention verb conjuation in its web pages, even one time. This means that the school to which any student of mine might transfer is dropping the ball in terms of the national standards. We may need to discuss your arranging an articulation path meeting in that interest.”
8. (Ben) “I happen to have here in my computer the major instructional focal points of ACTFL. Please look at what I am supposed to be doing in my classroom according to the American Association of Teacher of Foreign Languages”:
https://lauraterrill.wikispaces.com/file/view/Interpersonal+Mode.pdf
https://www.actfl.org/news/position-statements/use-the-target-language-the-classroom
9. (Jen) “In response to “how are you preparing them for college Spanish?”– My courses do not have an end goal of “preparing students for another course.” The goal is to equip them with a skill they can use autonomously and spontaneously in their lives. They will understand and be able to communicate in Spanish to varying degrees based on their personal investment, interest in communicating and number of hours focusing on messages rather than form. I cannot control or predict who will go on to take college Spanish. Statistically that percentage is very low. Why should I design my instruction for such a small percentage of students when I can ensure that all my students develop a functional skill?”
10. (Jen) “In response to the usual question about the 5 C’s – In our school programs we must focus on communication in order to guide kids toward proficiency. BUT the way the Cs are displayed (even by ACTFL) implies that we should devote equal time and focus to each C as a separate entity. This is how my school competencies are listed. I feel that the Communication is what we focus on and that the other C’s are woven into that fabric.”