When we’re alone in our classrooms, it can be hard to zoom out far enough to gain perspective or find solutions. However, we all need a community—a group of colleagues we can talk with to process the challenges and joys of teaching. This post is here to help us do just that.
This blog pulls insights from an incredible conversation I had with Justin Slocum-Bailey, Donna Tatum-Johns, Erika Peplinski-Burge, and Erin on Growing With Proficiency: The Podcast. Together, we explored questions submitted by world language teachers—about interpersonal speaking, juggling multiple preps, building compelling lessons, and more. The advice, laughter, and vulnerability shared are too good not to pass on.
You can listen to the full episode here or keep reading for some of our favorite highlights and takeaways.
Interpersonal Speaking in the Target Language
Engaging students—especially upper-level ones—in interpersonal speaking can feel daunting. But as our panel shared, it doesn’t have to be complicated or performative.
Erika brought up her go-to: “Would you rather” questions. These simple prompts open up conversation and encourage every student to participate, whether it’s with a thumbs-up, a written response, or a full sentence.
They spark genuine reactions, making it easier to scaffold to target language use. Plus, they naturally expose students to higher-level structures, helping to build confidence and fluency.
Donna highlighted a game called “Me too!”. I have heard about this game before from my friend Annabelle Williamson, and you can watch a video of her playing that game here.
In this activity, one student stands in the center and shares a personal fact (e.g., “I have a cat”). Everyone else who relates to that fact shows a hand sign (like a wiggle of the fingers), and say “me too”. Those students stand up and try to find a new seat. One student will remain standing and share the next statement.
The game not only builds classroom connection and community, but also encourages output in a low-stress, highly engaging format. For intermediate levels, scaffolded prompts such as “In 10 years I will be living in…” or “I would never…” raise the linguistic challenge while keeping the fun.
How to Juggle Multiple Preps Without Burning Out
One of the most common questions we hear is, “How do you do it all?” Between three, four, or even seven different classes, it’s easy to feel overwhelmed. Justin’s advice is gold: “Do the same thing all day.”
That might mean using the same strategy or the same piece of content across levels to streamline your planning. For example, you can use the same image for a picture talk across multiple levels and simply adjust the language and depth of discussion.
Donna emphasized setting time limits for prep and sticking to them. For example, she preps comprehension questions for a game of Jenga—each block is labeled with a question—and uses the same structure across multiple levels, just varying the complexity of the content.
I added that having go-to routines like Free Voluntary Reading (FVR), Calendar Talk, SEL (Social Emotional Learning) check-ins, and Free Writes on Fridays can serve as anchor points throughout the week. These predictable activities build routine, save time, and keep students engaged while protecting your energy.
Making Input Compelling Without Performing
There’s a misconception that to keep students engaged, we need to be constantly performing. Justin offered a refreshing reminder using his “toothpaste metaphor”: it’s not the flavor or packaging that matters—it’s the active ingredients. For language acquisition, those are comprehensible input and a real reason to engage.
Whether it’s a quirky YouTube clip, a spontaneous classroom moment (like a spider on the wall becoming the class pet!), or a fun low-stakes poll, students connect when they care.
Donna and Erika both emphasized building curiosity and following student interests. You don’t have to be the most animated person in the room—you just need to offer language your students understand and want to respond to. That’s the heart of compelling input.
Supporting Neurodiverse Learners in a CI Classroom
Erin posed a powerful question: how do we support students with learning differences—like dyslexia or working memory challenges—in CI-based classrooms? Erika shared the importance of repetition, modeling, and building relationships, reminding students that they’re not expected to master everything right away. Just being present, paying attention, and engaging with the language is enough.
Donna pointed out that clear patterns and scaffolded language help all learners, not just those with diagnosed needs. I emphasized offering multiple entry points—drawing, speaking, writing, or gestures—and providing sentence frames or visuals as needed. Whether or not a student has a documented plan, CI allows us to adapt and respond to the human in front of us. That’s where the magic happens.
Building Bridges in Mixed-Philosophy Departments
What do you do when you’re using acquisition-based instruction but your department isn’t? Justin encouraged us to “zoom out” until we find common ground. Maybe it’s a shared belief in reading, cultural exploration, or supporting all students. Begin there and focus on actions, not labels.
Donna emphasized the power of kindness, curiosity, and an open-door policy. When we invite colleagues into our space without judgment, we create opportunities for meaningful dialogue. Change rarely happens through confrontation—it happens through relationships. And, as I mentioned, we also need to remember how we each arrived at this approach of teaching. That process takes time and should be met with grace.
Growing and Protecting Your Language Program
In a time when language education is often misunderstood or undervalued, advocacy isn’t optional—it’s essential. And advocacy sometimes starts with helping our communities—administrators, colleagues, and families—see our classes for what they really are: spaces where students are not just learning about a language, but learning through the language.
When we design units that go beyond isolated vocabulary and grammar—when we explore themes like identity, the environment, or cultural celebrations—we’re helping students build background knowledge, connect with other subject areas, and develop the global competence they’ll need as citizens of the world. That’s the kind of learning that sticks—and it’s the kind of impact that others outside our classrooms need to see.
Erika reminded us how celebrating difference and connection builds student buy-in. Donna shared how a welcoming and inclusive classroom culture helped drive strong retention. And Justin reframed language learning as a doorway to joy and access—opening students up to books, music, friendships, and futures they might not have imagined.
These stories matter, and when we share them, we help others see the full value of language education.
This episode is for every teacher who has felt alone, overwhelmed, or unsure. You’re not alone. You’re part of a passionate community that believes in the power of language to transform lives. Whether you’re new to CI or have been doing this for years, I hope you feel encouraged and supported by the wisdom shared in this episode.
🎧 Haven’t listened yet? Go check out the full conversation on Growing With Proficiency: The Podcast!
And let me know—what resonated most with you? Drop a comment or message me on IG. I LOVE hearing from you!
Find all podcast episodes here.
