This pig/kid thing is real, rarely talked about in a clear way because the kids who oppose us in this passive aggressive and devastating fashion are so rare. But that they are rare makes their effect on our work no less devastating as we try, sometimes against hope, to teach languages using comprehensible input.
I would even suggest that it is possible that it is the use of comprehensible input that causes the problems, because, in theory at least, the new standards and current research now require that we work with kids in a completely different way in language acquisition, a way that requires a kind of human interaction in the classroom that has simply not been required up to now.
Because of the change in standards, we have to stop kids whose behavior poisons the new reciprocal and participatory way of teaching that we are required to do as per ACTFL’s Three Modes of Communication. The cost is way too high. When we can’t do our jobs, or if the quality of our instruction is compromised, because of one student who poisons the room, then that student must leave.
Most administrators jsut don’t get that. They don’t grasp the depth and breadth of the change. They think we are there to deliver an instructional product. They especially don’t understand the research. They don’t understand what learning a language requires. They leave those poisonous kids in the class, telling us that it is our responsibility to teach all the kids in the class, and it is devasting to all concerned.