Changes are coming in our local language instruction ecosystems. Administrators who are paying attention to what happens in their buildings have become openly concerned about the lack of equity in language education in the United States.
When administrators understand that method is important (it isn’t important in all subject areas) and shifting method (which we can do if we have a growth mindset instead of a fixed mindset) can increase results, they begin to understand that the goal of comprehension based language teachers is not a personal vendetta against colleagues who do things differently.
Rather, it’s about college readiness for more students by getting more and more people of all shapes and sizes through second year language classes and into the upper levels. It’s about growing, changing and adapting as professional educators to improve what we do for the benefit of our students.
Darcy Pippin, a teacher-leader in Oklahoma, has some…
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