SLAyyy: Second Language Acquisition for Everyone

<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>

<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>Grammar as a Concept</p><p>Do ACTFL levels describe language development?</p><p>Use of the L2 in Grammar Explanations</p><p>Balancing Authentic/Found Resources and Created Resources</p><p><strong>Gatekeep - </strong><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.ipgbook.com/proficiency-based-instruction-products-9781961332119.php">Proficiency-Based Instruction: Teaching Grammar for Proficiency</a> by Ritz and Travers</p><p>Teaching Grammar? Start with Input!</p><p>Referential and Affective Tasks in Structured Input</p><p>Bill Talks about SI and Eats It Up</p><p>Performance and Proficiency</p><p><strong>Girlboss</strong></p><p>Form-Focused Feedback</p><p>Structured Input 2: Electric Boogaloo</p><p>Rethinking Our Relationship to Grammar</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://bsky.app/profile/stacywitkowski.bsky.social">Stacy’s BlueSky Account</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://wearelllab.org/">Language Learner Literature Advisory Board</a> - reviews of readers for issues of identity/bias</p><p>Stacy’s Session at ACTFL 2025: Friday, 4:30pm, Room 213</p><p>Ben’s SideBar at ACTFL 2025: Saturday, 11-11:45am</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://hackettpublishing.com/modern-languages/common-ground-second-language-acquisition-theory-goes-to-the-classroom">Common Ground: Second Language Acquisition Theory Goes to the Classroom</a> by Henshaw and Hawkins</p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.instagram.com/communicativeteacher418/?hl=en">Timothy Chavez’ Instagram Account</a> - language teaching research and practice</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>Parking on New Vocabulary</p><p>Allowing for Negotiating Meaning</p><p>Talking Ourselves Out of Using the TL</p><p><strong>Gatekeep - </strong><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.researchgate.net/publication/389744193_THE_IMPACT_OF_INTERACTION_ON_SECOND-LANGUAGE_ACQUISITION_AND_LISTENING">Adu, Michael &amp; Abunya, Levina &amp; Owusu, Edward &amp; Budu, Gifty. (2025). THE IMPACT OF INTERACTION ON SECOND-LANGUAGE ACQUISITION AND LISTENING. 31-42. </a></p><p>Input + Interaction</p><p>Quantity + Redundancy + Complexity</p><p><strong>Girlboss</strong></p><p>Teach to the Eyes (Despite the “Gen Z Stare”)</p><p>Teaching Students How to React</p><p>Synonym Stacking</p><p>MODEL EVERYTHING</p><p><strong>References</strong></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.ipgbook.com/proficiency-based-instruction-products-9781961332119.php">Proficiency-Based Instruction: Teaching Grammar for Proficiency</a> by Ritz and Travers</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.canva.com/design/DAGgxdPZxqk/AifpnSvoKBZ6DfJdlDZvJg/view?utm_content=DAGgxdPZxqk&amp;utm_campaign=designshare&amp;utm_medium=link&amp;utm_source=publishsharelink&amp;mode=preview">Bill’s Rules</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://docs.google.com/presentation/d/1z2jWuCgf4ExpW1PR8Xn7Z8N8nXwl6Sf3S0EyMvyKopw/edit?usp=sharing">Ben’s TL Usage Reflection</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://liamprinter.com/podcast/">Dr. Liam Printer and The Motivated Classroom Podcast</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.teacherspayteachers.com/Product/Real-Conversation-with-Discussion-Thursday-3286274">Carrie Toth’s “Discussion Thursdays”</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.sdkrashen.com/content/articles/2018_some_new_terminology_pdf.pdf">Krashen and Mason: “Comprehension-Aiding Supplementation”</a></p>

<p><strong>Gaslight</strong></p><p>What is it that we want to / have to teach?</p><p>There Is No Faking a Storyteller’s Intention</p><p>“One Day, You Will Have a <em>Real </em>Conversation”</p><p><strong>Gatekeep - </strong><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.senorwooly.com/">Jim Wooldridge</a></p><p>What does the life of a kid look like? </p><p>The Novelty Disappears - What is the Driving Reason?</p><p>Start With Your Problem and Communicative Purpose</p><p><strong>Girlboss</strong></p><p>Know Your Context and Know Your Students</p><p>Bring Diverse Stories to the Classroom</p><p>Tell <em>Your</em> Stories, Explore How to Make Other Stories Work</p><p>Does the repetition “teach the structure,” or serve the story?</p><p><strong>References</strong></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.ipgbook.com/proficiency-based-instruction-products-9781961332119.php">Proficiency-Based Instruction: Teaching Grammar for Proficiency</a> by Ritz and Travers</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.facebook.com/groups/1325879457473049">Woology Facebook Group</a></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://conversationsaboutlanguage.buzzsprout.com/">Conversations About Language Teaching Podcast</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>Challenge and Accommodation</p><p>The Neverending Rubric</p><p>Time Investment</p><p>Stuck Between a Rock and a Hard Place</p><p><strong>Gatekeep - </strong>Tajik, O., Noor, S. &amp; Golzar, J. <a target="_blank" rel="noopener noreferrer nofollow" href="https://sfleducation.springeropen.com/articles/10.1186/s40862-024-00299-5">Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level.</a> Asian. J. Second. Foreign. Lang. Educ. 9, 74 (2024).</p><p>Universal Design for Learning (UDL)</p><p>Content, Process, Product, Learning Environment</p><p><strong>Girlboss</strong></p><p>Diverse Tips for Differentiating!</p><p><strong>References</strong></p><p><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.ipgbook.com/proficiency-based-instruction-products-9781961332119.php">Proficiency-Based Instruction: Teaching Grammar for Proficiency</a> by Ritz and Travers</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://docs.google.com/document/d/1rTUPpbVsbNO-QfxfUaWkPy92S5WwTWNA5JX0twFf4NI/edit?usp=sharing">Feedback Options</a> (via Meredith White)</p>