Written April, 16 2023 

This was a post I wrote on Facebook that I feel should be on my Blog too. (No musical theatre references). This was a commentary I had after reading an opinion piece on April 16, 2023. 

I just wanted to post about what a joy it was to present with my dear friend Teri M. Wiechart on Saturday, April 15. We offered a workshop on Teaching World Languages using Acquisition Strategies using Comprehensible Input through our state organization Ohio Foreign Language Association (OFLA). Even though this five hour workshop experience does not compare to our preferred four or five day training experiences that we have been so lucky to conduct over the years – yesterday’s workshop reminded me just how important our work as trainers is and has been in the past. 

One reflection I am having this morning is that through stories and many questions, we are reminded that so many teachers in the field are still teaching or being required to teach or bullied in ways that are not reaching the needs of a majority of students in a space (many times not adhering to any of the standards put forward in the last 25 years of WL education). I certainly know there are other ways to teach and learn language than what we are putting forth. But I would like to say that what we are putting forth are some ideas, paradigm shifts, and best practices that take into account how brains can acquire language for all students and gives students a chance to not be lost in an endless blah, blah, blah of not comprehended target language. 

Continuing with my reflection is an article that I am posting below from today’s Cleveland Plain Dealer: So Called “Easy A” Teacher Found Success By Setting Attainable Goal, Tapping Students’ Pride of Accomplishment by Paul Keane

This retired teacher talks about grading and classrooms, and his thoughts reiterate my thoughts on providing students a time and place in our classrooms to find success (even if that success looks different for every unique student in our classes). Not all of my students will attain the same level of proficiency in Spanish and even their (inter)cultural competence will differ, but if they are trying and putting forth effort they should earn a good grade. Our classrooms are filled and have always been, as Teri and I have reflected for the past 15+ years, with students with so many needs, trauma, talents, talents in different class subjects, and both diagnosed and undiagnosed learning disabilities that as teachers we must do what we can in our classroom environments to engage students to help them all find success. In truth their success should not be solely measured on their ability to do homework, scores on tests, or by playing the school game. Yes, their success must be a mixture of some of those things (including their competence in Spanish and building their (inter)cultural competence) but more important is their engagement working in a system (my classroom environment) that has set them up for success. None of us as teachers are perfect and I do know this puts a lot of pressure on us to continue to create environments of real learning for all students including apathetic ones – but I think this needs to be our goal. As much as I love when my students obtain the Ohio Seal of Biliteracy (which is a very challenging feat in Ohio for our students), I must remember all of the other students I have taught and teach, who hopefully leave with some Spanish in their heads, a better understanding of themselves and other cultures, and a feeling that they have and/or could be successful in my class or school. 

This is why I will continue to reflect and work with and train teachers.  Thanks, Teri Wiechart for helping open the door for me to being a trainer, sharing my passion with others, and hopefully making a little difference for students around the world; I certainly know you have.