SLAyyy: Second Language Acquisition for Everyone

<p><a target="_blank" rel="noopener noreferrer nofollow" href="http://slayyypod.com">SLAyyy: Second Language Acquisition for Everyone Website</a></p><p><strong>Gaslight</strong></p><p>What is school supposed to look like?</p><p>Misalignment of Objectives</p><p>Holistic Thinking vs. Right/Wrong Answers</p><p><strong>Gatekeep - </strong><a target="_blank" rel="noopener noreferrer nofollow" href="https://zenodo.org/records/16601095">Kürüm, E. Y. (2025). Evaluating the Effectiveness of a Comprehension-Based Language Teaching: A Large-Scale Pretest-Posttest Study. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (47), 140-155.</a></p><p>Want to learn about CEFR and ACTFL comparisons? <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.actfl.org/uploads/files/general/Assigning_CEFR_Ratings_To_ACTFL_Assessments.pdf">Click here!</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.actfl.org/uploads/files/general/Documents/ACTFLProficiencyLevels11x17withFunctions.pdf">ACTFL’s Inverted Pyramid</a></p><p><strong>Girlboss</strong></p><p>Get Connected!</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/groups/iflttprsciteaching">iFLT/TPRS/CI Teaching Facebook Group</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.actfl.org/membership/special-interest-groups-sigs">ACTFL Special Interest Groups</a></p><p>See below for conferences mentioned!</p><p><strong>References</strong></p><p>Social Accounts:</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/profile.php?id=61570439293592">Facebook</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://bsky.app/profile/slayyypod.bsky.social">Bluesky</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/slayyypod/">Instagram</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://mittenci.weebly.com/">Mitten CI</a>, April 17-18, Saline, Michigan (outside Detroit),</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://comprehensibleiowa.wordpress.com/">Comprehensible Iowa</a>, June 12-13th, Des Moines, Iowa</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://cisummit.live/">The CI Summit</a>, July 15-17, Cincinnati, Ohio</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://theagenworkshop.com/">The Agen Workshop</a>, Agen, France, July 20-25</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://www.fluencyfast.com/CIREBOOT">CI Reboot</a>, all online, June 20-27</p>

<p><a target="_blank" rel="noopener noreferrer nofollow" href="http://slayyypod.com">SLAyyy: Second Language Acquisition for Everyone Website</a></p><p><strong>Gaslight</strong></p><p>Talking Yourself Out of Them</p><p>Brain Breaks vs. Games</p><p>Focus vs. Energize</p><p>Perception of Brain Breaks</p><p><strong>Gatekeep </strong></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.3389/fpsyg.2025.1589411">Sharpe, B. T., Trotter, M. G., &amp; Hale, B. J. (2025). Sustaining student concentration: The effectiveness of micro-breaks in a classroom setting.<em> Frontiers in Psychology, 16,</em> 1589411.</a> </p><p>Do students perform better on quizzes and tests if they get regularly microbreaks during class time?</p><p><strong>Girlboss</strong></p><p>Meditation and Box Breaths</p><p>Games with Patterns</p><p>Simpler!</p><p><strong>References</strong></p><p>Social Accounts:</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/profile.php?id=61570439293592">Facebook</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://bsky.app/profile/slayyypod.bsky.social">Bluesky</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/slayyypod/">Instagram</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.headspace.com/educators">Headspace</a> - meditation app, free for educators!</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://youtu.be/uxayUBd6T7M?si=Qol3uscdGmlvfSTB">Calm - Breathe Bubble</a> (for quick mindfulness in class)</p><p>Say the Word to the Beat Examples - <a target="_blank" rel="noopener noreferrer nofollow" href="https://youtu.be/vjGZ7m0gIpM?si=ac-cKOOoJ55BfTNJ">Spanish</a>, <a target="_blank" rel="noopener noreferrer nofollow" href="https://youtu.be/IxG40oC7PBc?si=ZV278uSJ1M79lgT1">German</a></p><p>Heads Up, 7 Up - <a target="_blank" rel="noopener noreferrer nofollow" href="https://docs.google.com/presentation/d/15praHBRSsyO4PxpPNPDFIhYWp_Lnm8y0augS3sM3Wps/edit?usp=sharing">Spanish</a>, <a target="_blank" rel="noopener noreferrer nofollow" href="https://docs.google.com/presentation/d/1d5G34lp_xH1NehWsbNxctM5gWnU2ZPPtFBI_VbHm_E0/edit?usp=sharing">German</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/reel/DQVS6vmDEVv/?igsh=MXQycnh6aDJzZXV1YQ%3D%3D">Category Clapping from Claudia Elliott</a></p>

<p><a target="_blank" rel="noopener noreferrer nofollow" href="http://slayyypod.com">SLAyyy: Second Language Acquisition for Everyone Website</a></p><p><strong>Gaslight</strong></p><p>Overreliance on Translation</p><p>The Need for TL Usage</p><p>No Translation Ever! …Or?</p><p><strong>Gatekeep </strong></p><p>Does Translation Contribute to SLA?</p><p>How Do Students Perceive Translation in SLA?</p><p>Choral Translation</p><p><strong>Girlboss</strong></p><p>Use Judiciously!</p><p>Keep Proficiency Level in Mind</p><p><strong>References</strong></p><p>Social Accounts:</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/profile.php?id=61570439293592">Facebook</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://bsky.app/profile/slayyypod.bsky.social">Bluesky</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/slayyypod/">Instagram</a></p><p>Bryce Hedstrom - <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.brycehedstrom.com/product/ebook-stuff-for-spanish-class/">Stuff for Spanish Class</a></p><p>Keith Toda - <a target="_blank" rel="noopener noreferrer nofollow" href="https://todallycomprehensiblelatin.blogspot.com/2014/06/stultus.html">Stultus (Liar!) Game</a> (Ben’s note: it turns out “stultus” means something more like “stupid”! I use the word for “Lie!”)</p>

<p>Artists:</p><p>Ben Fisher-Rodriguez, Bill Langley</p><p>Main Points</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="http://slayyypod.com">SLAyyy: Second Language Acquisition for Everyone Website</a></p><p><strong>Gaslight</strong></p><p>Where’s the consistency?</p><p>How to Deal with Reluctant or Resistant Students</p><p>Hesitate! Slow Down!</p><p><strong>Gatekeep </strong></p><p>Principles of TPR: Not Just Commands</p><p>Connecting Language to the Body</p><p>Lowering Anxiety</p><p><strong>Girlboss</strong></p><p>TPR, or Gestures?</p><p>Model - Hesitate - Stop</p><p>Left-Brain “School” Processing Activities</p><p>TPR for Upper Levels</p><p><strong>References</strong></p><p>Social Accounts:</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/profile.php?id=61570439293592">Facebook</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://bsky.app/profile/slayyypod.bsky.social">Bluesky</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/slayyypod/">Instagram</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://joncowartteaching.com/">Jon Cowart’s Website</a></p><p>Berty Segal Cook - <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.amazon.com/Teaching-English-through-Action-teaching/dp/9490824291">Teaching English Through Action</a></p><p>James Asher - <a target="_blank" rel="noopener noreferrer nofollow" href="https://cpli-bookstore.myshopify.com/products/learning-another-language-through-actions-7th-edition?srsltid=AfmBOopZZO1anNVFHmopab-61kxWQoX03gMMze061zawUwRYgyJSgKcJ">Learning Another Language Through Actions</a></p><p>Contee Seely - <a target="_blank" rel="noopener noreferrer nofollow" href="https://cpli-bookstore.myshopify.com/collections/methodology/products/tpr-is-more-than-commands-4th-edition">TPR is More Than Commands</a></p>

<p><strong>Gaslight</strong></p><p>The Class That Just Won’t Talk</p><p>Planning and Grading Struggle Bus</p><p>Accountable Reading</p><p>Explicitly Talking About Why We Do What We Do</p><p><strong>Gatekeep </strong></p><p>Book Study Takeaways</p><p>Synonym Stacking</p><p>Pronunciation Fun</p><p><strong>Girlboss</strong></p><p>Having a Unit Framework Slays!</p><p>Kicking Butt and Taking Names</p><p><strong>References</strong></p><p>Social Accounts:</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.facebook.com/profile.php?id=61570439293592">Facebook</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://bsky.app/profile/slayyypod.bsky.social">Bluesky</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/slayyypod/">Instagram</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://mrfishersays.com/partner-speaking-game-qa-game-interpersonal-speaking-game-just-talking-plus-points/">The Partner Speaking / Q+A Game</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://languageley.com/2025/06/09/a-unit-planning-framework-for-a-content-based-ci-unit/">Bill’s Unit Planning Framework</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://comprehensibleclassroom.com/products/independent-textivities-reading-worksheets">Independent Textivities</a> from the Comprehensible Classroom</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://ekbn.org/podcasts-as-tools-for-knowledge-brokers-how-were-working-to-make-evidence-accessible-relevant-and-actionable/">Bill’s Post for the Educational Knowledge Network</a>: Podcasts as Tools for Knowledge Brokers: How We’re Working to Make Evidence Accessible, Relevant, and Actionable</p>