Throwing out my grammar-based textbook transformed my Spanish classroom. I’ve gained confidence as a teacher, and my students have grown by leaps and bounds. We have bad days and good days, but the difference is our direct, daily contact with Spanish. There’s no book curating the content for us: instead, songs, games, and stories are the meat– not dessert.
As a department of one, switching to a proficiency-based, comprehensible input-driven classroom was really hard. Though it was exciting, I felt unsure of myself and overwhelmed. I’ve created a series sharing my process, and hope it will help you through yours. I’m not an expert, but I do remember what it’s like to be a newbie, looking for direction.
To find out why I tossed my Spanish textbook, click here:
In part 1, I discuss the move to a proficiency-based classroom: shifting my thinking from error-marking, to measuring what students can do with the language.
In part 2, I work through acquisition: how students really take in language and what they need from us.
In part 3, I explore popular alternative methods for teaching language effectively.
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