Gaslight

We explore the common challenges of using TV series in class: the major investment of time and prep, the difficulty of finding content that is both engaging and linguistically appropriate, and the eternal struggle over which subtitles to use.

Gatekeep

We unpack research showing how to make video work for listening proficiency, based on Zakar & Zippo (2023).

• The Study: Researchers had third-semester German students watch short (~3 min) episodes of a learner telenovela weekly. They watched with no captions after reviewing vocabulary and comprehension questions.
• Key Findings: This simple, consistent routine led to significant growth in listening proficiency, more than in the control group. The study confirms that going caption-free, while challenging, is highly effective for building listening skills.
• Citation: Zakar, & Zippo, L. L. (2023). Effects of extended exposure to video in the language classroom on listening proficiency. Die Unterrichtspraxis/Teaching German.

Girlboss

Here’s how to apply the research in your classroom:

• Simplify: You don’t need complex activities. A routine of previewing vocab and questions is enough to see results. Consistency over complexity.
• Embrace It: If a show is cheesy, make fun of it with your students to generate low-stakes discussion.
• Get Intentional: Plan a series viewing into your curriculum so it doesn't get pushed aside.
• Recommendations:German: Jojo sucht das Glück, Nicos Weg, Hallo aus Berlin, Nailed It! GermanySpanish: Tierra Incógnita, Gran Hotel, Casi Ángeles, Go! Vive a tu manera, EduNovela French: Extr@, Grand Coeur

Housekeeping

• Book Study: Join us on social media (Blue Sky, Threads, Facebook) to read Proficiency Based Instruction: Teaching Grammar for Proficiency by Ritz & Travers. The discussion starts the week of August 18th. Get the book from ACTFL.
• Support the Podcast: Help us cover costs by contributing at slayyypod.com.
• Review: Please leave a rating and review to help others find the show!

Gaslight: Rethinking the Traditional Writing Assignment

The typical solo writing assignment has key limitations.

• Isolated Process: Students lack immediate peer feedback when writing alone.
• Delayed Feedback: The traditional "red pen" is often demotivating and inefficient.
• Missed Learning: Students can't pool linguistic knowledge or learn from each other's strengths.

Gatekeep: The Research on Collaborative Writing

Students writing together is a core learning activity, not just group work.

• The Article: Davison, I., Vega, J. L. M., Chew, S. Y., & Gallagher, M. (2025). Assessing the Learning Potential of Second Language Student Interaction in Collaborative Writing. Theory and Practice in Language Studies, 15(5), 1410–1419. https://doi.org/10.17507/tpls.1505.05
• Collaborative Writing: Two or more students work together to produce a single text.
• Language-Related Episodes (LREs): The crucial conversations where students negotiate language use (word choice, grammar, organization).
• Key Finding: The study found that peer feedback during collaborative writing was overwhelmingly correct (only 7 of 470 instances were incorrect), making it a reliable and powerful source of learning.

Girlboss: Making Collaborative Writing Work in Your Classroom

Adapt the strategy for any level with practical, low-prep activities.

• Write and Discuss: Model collaboration by co-creating a text with the whole class after a shared experience. Use pop-up grammar to model LREs.
• Dictogloss: Have students work in groups to reconstruct a short text they heard. This focuses collaboration on language rather than content creation.
• Formative Practice: Use collaborative writing as a low-stakes practice run before a similar individual assessment to build skills and confidence.
• Information Sandwich: Students with different texts pair up to synthesize their unique information into a single, co-written piece.

Resources Mentioned

• Honing Our Craft (Henshaw & Potowski)
• Anne-Marie Chase on AP Spanish
• languageley.com (Pets unit)
• The World Language Classroom Podcast
• Somewhere to Share (Carrie Toth)

References

The Motivated Classroom Podcast

Carrie Toth and the Huellas curriculum

Voces Digital

Windows, Mirrors, and Sliding Glass Doors