WITH ELISSA MCLEAN AND ANNABELLE WILLIAMSON
This month, I sat down with my friends and amazing language educators Annabelle Williamson (La Maestra Loca) and Elissa McLean to share some of our biggest takeaways from Conference in the Cloud.
In this conversation, we shared real strategies we’ve seen work in our own classrooms and in the classrooms we observed. The kind of ideas you can start using right away to keep your class in the target language more often, build joy, and strengthen connections with your students.
1. The Power of Predictable Routines
If I could give one piece of advice to any teacher who wants to increase target language use, it would be this: establish predictable routines.
Annabelle emphasized that routines aren’t just about classroom management. They’re what allow us to stay in the target language consistently. During some of the classroom observations that she did during the conference, she saw amazing routines that helped teachers free up their mental space (and their students) to focus on the language instead of the logistics.
“The routines and the tiny little micro-steps you need to take are what let you stay in the target language without breaking flow.” — Annabelle
We discussed how in my own class, those routines look so different the first weeks of school where conversations are short, using a lot of body language, yes or not, but then become more fluid. How? We have the same conversation and question patterns, day after day.
That repetition is what makes the use of target language easier and more effective. When students know what to expect, they process the language more easily, and we can go slower, add repetitions, and make sure they have time to understand before responding.
Try this: Pick one moment in your lesson (opening, middle, or closing) and commit to doing it the same way, in the target language, every day for the next two weeks. Watch how quickly students begin to respond without hesitation.
2. Play With Your Students (On Purpose)
Joy is not an “extra” in the language classroom—it’s essential. When we play with our students, we lower the affective filter, build trust, and create the conditions for risk-taking in the target language.
Annabelle shared one of her favorite playful moments from observing Will Adams’s Chinese class. The game is called Quick Feet—or Platos. The teacher gives a series of TPR-style gestures, and when he says “Platos,” students have to drag the paper plate located between them toward them as quickly as possible. It’s simple, silly, and gets the whole class listening closely in the target language.
Elissa brought up a completely different kind of playful moment—a student job she saw in Martha Ruiz Yedinak’s class called What’s in Your Pocket?. One student, who always showed up with a pocket full of things is the key player. Every day, classmates would guess what was in that student’s pocket—building community, sparking curiosity, and keeping the interaction in the target language.
Both examples show that joy doesn’t have to be complicated. Whether it’s a quick-response game or a playful classroom job, these moments make students want to engage—and that’s when the language sticks.
Try this: Look for one small moment in your lesson where you could add a playful twist. Keep it short, keep it in the target language, and let the laughter do the rest.
3. Star Student Interviews
The Estudiante Estrella routine is one of my favorite ways to build community and keep Spanish front and center.
In my sessions, I showed teachers a video of a Star Student Interview, and several told me,
“Oh, so that is how you keep Star Student Interview engaging.”
It’s something I’ve been doing for years—something I might have picked up from another teacher—but I hadn’t realized how important the little choices were until I saw their reaction.
Some of my favorite tips for keeping the interview engaging—especially at the start of the year—are:
- Play with it. Don’t just ask the question; react to the answer. Make it personal and fun.
- Use follow-ups. Keep the conversation going with a related question in the target language.
- Connect answers to other students. This turns it into a whole-class moment, not just a one-on-one.
Annabelle reminded us that if we’re not intentional, the interview can feel repetitive. But when we add small, playful twists, it stays fresh, personal, and memorable.
Try this: Choose 3–5 simple questions and introduce them to your class. Interview one student each day, rotating until everyone has a turn, and challenge yourself to add at least one personalized follow-up question in Spanish.
Bonus: Remember What It Feels Like to Be a Beginner
One thing all three of us agreed on is the importance of remembering what it’s like to be at the very beginning of learning a language.
When we’re the teacher, it’s easy to forget how overwhelming it can be to hear a flood of unfamiliar sounds. But when you’ve been in the learner’s seat—fumbling for words, needing things repeated—you realize how much beginners depend on:
- Slow, clear speech
- Lots of repetition
- Visual and contextual support
I always remind myself: “If I think I’m going slow, I should go slower.” It’s not about dumbing down the content—it’s about making it possible for students to process, understand, and participate.
Final Thoughts
Increasing target language use doesn’t have to mean speaking faster or cramming in more content. It’s about creating moments that are predictable, playful, and personal.
Routines give students structure.
Play gives them motivation.
Interviews give them connection.
And remembering what it’s like to be a beginner? That’s what keeps us empathetic, patient, and focused on what really matters: helping our students grow with proficiency, one day at a time.
🎧 Listen to the full episode for more stories and tips from Annabelle and Elissa on Apple Podcasts or Spotify.
📝 If you’d like to experience Conference in the Cloud for yourself, you can register here using the code CLAUDIA for a special discount.
