Some of this is taken from an old post called Feel the Burn. Some of it is new. It talks about about the importance of going slowly in our comprehension based classrooms. It addresses both the hostile silence we sometimes are met with, and also the brain dead kind of responses we see all too […]

Some kids – often the superstars – get annoying when they want to go on (they have a way of showing their impatience) but I have to go for the extra reps for the rest of the class. So I have a way to deal with that: I direct a lot of the questions at

This is from Alisa: http://www.eschoolnews.com/2016/02/22/closing-the-30-million-word-gap/

I want to teach French like they dance:

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based

This is from the introduction to my new book, Equity in the Language Classroom:  Now that the wool has been pulled from our eyes, most language teachers in the post-George Floyd era now readily acknowledge the importance of bringing greater amounts of equity and inclusion into our comprehensible input-based language classrooms. But language classrooms based