If you are striving to create a proficiency-based classroom this year but are not sure where to start, we are here to help! These quick, low-prep tips will help you embark on your journey to proficiency-based teaching starting on the first day of school.

This month, as our language warriors are out there fighting for legislation that affects all teachers, it is also our role as classroom teachers to advocate for languages within our communities and classrooms.

We recently asked our instructional strategists and classroom teachers about their best advice for switching to a proficiency-driven language classroom. Watch their responses and leave a comment with your questions or advice!

Watch the panel discussion on French culture and language in Louisiana from our recent Proficiency Talks Live session.

Developing an oral proficiency program is not easy. My former colleague, Holly Morse and I submitted a proposal on this topic for ACTFL 2019 as we felt we had a lot to share on how we led various departments in shifting to oral proficiency-based programs. Our goal was to keep it real, no sugar coating.

As language teachers, we talk about having a proficiency-based curriculum to guide our classroom instruction, but how do we talk to our students about proficiency and do we even need to? The answer is that we do it with lots of examples and yes, we absolutely must!

Would you rather conjugate verbs in another language or have a conversation with someone who speaks another language? Unless you are a true grammar geek, you prefer communicating.

I have a two-year-old son, and watching him grow, I have discovered there is nothing more fundamental than the process of a child learning to walk. I see four stages to this process, namely supported standing, cruising, staggering, and finally, walking.