The Motivated Classroom
The Motivated Classroom is a podcast for language teachers and learners hosted by Dr. Liam Printer. It explores education, languages, motivation, and engagement, connecting current educational research to everyday classroom practice. Each episode offers practical, easy-to-implement, zero-prep motivational strategies that teachers can try right away. Listeners can join the conversation on social media using #MotivatedClassroom and find full programme notes on liamprinter.com/podcast.
Episodes
150 ¦ Inside the Book: Introduction and Forewords
After five years, 150 episodes and conversations with over 50 experts, the book is finally here. The Motivated Language Classroom: Practical Insights for the Languages Teacher brings together everything we have learned on the podcast. It covers what motivates our students, how languages are acquired, and what it looks like when we put all of it into practice in our classrooms.Over the next six epi
149 ¦ Active observation: A zero-prep way to make feedback more effective
Students are doing some independent writing, or a short turn and talk and you are circulating, listening in, observing and making mental notes that you will feedback to the whole class... but, we inevitably end up forgetting a lot of what we have observed. We provide 'whole class feedback' but it may only be based on 1-2 students and what you can hold in your mind from what you observed as
148 ¦ Making classroom talk visible and memorable: Using the board to reduce transience
Research into the transience effect suggests that learners can struggle when spoken information disappears before they have had time to process and connect it. A student shares an interesting idea, uses a brilliant phrase or makes an important connection - but seconds later the conversation or story has moved on and that contribution has been forgotten.In this episode, we explore how we can use th
147 ¦ Q&A: AI resources, teaching spelling and combatting forgetting
Q&A episode featuring questions sent in directly by listeners: In this on we explore the use of AI and AI made resources in the language classroom, when and how do we start teaching spelling to children, and finally, how can we combat the inevitable forgetting that happens when we acquire language in classrooms. Leave a comment below and let me know what you think:Let me know what you think! I
146 ¦ From falling numbers to waiting lists: How changing the assessment changed everything with Janet Schneider and Michelle Scott
In this special, extended episode, I am joined by Janet Schneider and Michelle Scott to talk about how they transformed dwindling numbers in their language courses to now, where they have waiting lists and not enough classrooms due to all the student demand for languages. A truly inspirational episode to show us what can be achieved when we are brave enough to change something that often demotivat
145 ¦ The first two weeks: Focus on the little things
In those first few weeks of the school year, it is easy to just provide the classroom routine once and then assume the students have it nailed. As it begins to slip, we gloss over it and let things slide so that we can get on with our content... but, this often ends up eating into way more class time as you try to fight against that poorly embedded routine as the year progresses. This episode is a
144 ¦ The first two weeks: Providing the why
When we think about autonomy as a driving force of intrinsic motivation, we often conflate it simply with 'providing choice'. According to Self-Determination Theory, however, autonomy is also about self-direction, ownership and value; this psychological need is also satisfied when we understand the rationale and purpose behind an activity... especially ones we may not find in inherently in
143 ¦ Motivation, assessment and storytelling with Will Marks of The Language Lab Podcast
A very special podcast collaboration with Will Marks of The Language Lab Podcast where we discuss motivation, storytelling and assessment in the acquisition-driven classroom.Thank you to Will for inviting me on his excellent podcast. I highly recommend listening to his other content!Full programme notes are available on www.liamprinter.com/podcast
142 ¦ The first two weeks: Building a motivated classroom
The first few lessons give us an opportunity to build the foundations for a classroom where students feel connected, capable and have a sense of ownership over their language learning journey.In this episode, we look at how we can apply the principles of Self-Determination Theory to those crucial first two weeks of the school year. What can we do to develop relatedness? How can we create a sense o
141 ¦ Motivation: 750 researchers, 50 countries and one core message for teachers
Motivation is repeatedly found in the research to be a key factor in long term success in education. In 2020, I started this podcast with the episode "Motivation: What is it and how does it work?". So, what do the world's leading researchers and voices on motivation and language learning now tell us, about how it works in our classroom over 6 years later?In this episode, I share what
140 ¦ Making the input stick through narrative and story
Almost all SLA researchers agree on one core point: Comprehensible input is necessary for language acquisition... but, there is now widespread agreement that in a school environment, that input must also be compelling, interesting and engaging. Comprehensible alone is not enough to hold our students' short attention spans in the current busy classroom - the input needs a narrative arc to engage ou
139 ¦ Practical strategies for teaching with gender-inclusive language with Kodi Rain
In this episode I am joined by the wonderful author and educator, Kodi Rain. We had a great conversation about belonging, representation and identity affirming teaching practices; with a particular focus on gender-inclusive language in the classroom.A perfect listen in this #Pride Month. Full programme notes are available on www.liamprinter.com/podcast
138 ¦ Is input alone enough?
For over five years, this podcast has advocated for an approach to language teaching centred around compelling, comprehensible input to unlock natural language acquisition and simultaneously increase student and teacher motivation? But is input alone really enough? I first talked about this back in Episode 103 in 2023. In this episode I unpack and discuss my how view has shifted over the years bas
137 ¦ Starting an instructional coaching programme in your school with Nick Pointer and Jeremy Lloyd
Instructional Coaching: A highly effective and impactful method of professional development for teachers where they work 1-on-1 with a coach to focus on tiny tweaks to their practice based on evidence-informed insights. This episode follows up on episode 120 and focuses entirely on 𝘪𝘯𝘴𝘵𝘳𝘶𝘤𝘵𝘪𝘰𝘯𝘢𝘭 𝘤𝘰𝘢𝘤𝘩𝘪𝘯𝘨 from three separate but connected perspectives: Nick Pointer who was training our team of coac
136 ¦ Teach the Teacher: Motivation, input & acquisition in advanced classes
How do we keep advanced language learners motivated and how do we meaningfully use a CI approach at higher levels? In this episode, we explore the expert-reversal effect and what it means for sustaining input, autonomy and progress as students become more experienced language users. I unpack how we can adjust our practice so that input remains compelling, challenging and supportive of continued ac
135 ¦ Principle 6: Secure attention and run routines
Principle Six of Six for a Motivated Year in the 'Back to School' series:Principle 6: Secure attention and running routinesThe final episode in our six part series of principles for a motivated language classroom. In this last principle we focus on running routines in class and how we secure attention. I take you through my favourite and most used classroom routines, why they work well in my conte
134 ¦ Principle 5: The CI Class Yearbook
Principle Five of Six for a Motivated Year in the 'Back to School' series:Principle 5: The CI Class YearbookThis episode builds on the previous principles about effective pairwork and input in 5-minute blocks by taking it further and each student having a notebook where every student in the class gets a page. Students write matching bullet points in pairs, filling in each person's page gradually t
133 ¦ Principle 4: Effective pairs to boost engagement
Principle Four of Six for a Motivated Year in the 'Back to School' series:Principle 4: Effective pairsThis episode is all about maximising the effectiveness of pair work in class by setting students up for multiple small wins, using scaffolded and psychologically safe output tasks in groups of two.You'll learn about:- Rotating pairs- Changing seating plan- Turn and talk versus pair discussion- The
132 ¦ Principle 3: Five-minute input blocks
Principle Three of Six for a Motivated Year in the 'Back to School' series:- Principle 3: Five-minute input blocksIn this episode you'll learn about how we limiting our listening input to 5-minute blocks relates to:🧠 Cognitive Load Theory🎯 The Four Types of Engagement👂 Maximising acquisition with Intent Listening🌀 The Zeigarnik–Ovsiankina Effect🧘♀️ Brain & Body Breaks📥 Input ➡️ Processing Tas
131 ¦ Principle 2: Getting the Motivation-Acquisition balance right
Principle Two of Six for a Motivated Year in the 'Back to School' series:Principle 2: The Motivation-Acquisition BalanceThis episode is full of practical, research-informed tips to help you:✅ Give the right input for acquisition✅ Use output to boost motivation✅ Create powerful student interaction✅ Build learner confidence✅ Light that language-learning 🔥✅ Grow future fluent speakers 🌍✅ Focus on voc
130 ¦ Principle 1: Embedding and assessing a CI approach within the curriculum
Principle One of Six for a Motivated Year in the 'Back to School' series:1. Aligning a CI approach to your curriculumIn this episode we lay the foundations for a motivated year in your language classroom by ensuring our curriculum aligns with a CI and comprehension-based approach in our practice. It is all well and good having loads of great CI strategies up your sleeve but for those of us who tea
129 | Back to School: Six principles for a motivated classroom
The first in a Seven-part 'Back to School' series where I break down my Keynote speech from the Agen Conference 2025 on: Getting the Acquisition-Motivation balance right.In episode 129 I provide an overview of the six principles for a motivated language classroom this year:Aligning a CI approach to your curriculumThe Acquisition-Motivation balanceThe 5 minute block principleEffective pairs to boos
128 ¦ Part 2 with Jonathan McBride: What I learned from watching six weeks of CI classes in three different countries
Almost a year after our first conversation for episode 127, Jonathan is back in the studio for Part Two of his 2-part series focusing on what he learned from six weeks of observing teachers in three countries using a CI and acquisition approach. In this episode, Jonny hones in how he translated all the things he learned about CI into his classroom practice in his school in Scotland.Another absolut
127 ¦ Part 1 with Jonathan McBride: What I learned from watching six weeks of CI classes in three different countries
In this episode I am joined by the wonderful, Jonathan McBride, for Part one of a two-part special series. Jonny and I met at The Agen Workshop in 2023. He teaches German and French in a state school in Scotland and he secured funding to go and spend six weeks watching three different CI teachers in three different countries in 2024: Me (Liam Printer) in Switzerland, Adriana Ramirez in Canada and
126 ¦ Turn and Talk: Tweaking a classic activity for maximum engagement
Episode 126 is all about Turn and Talk: A classic activity we all do in our classrooms to encourage student discussion, participation and idea generation... but, it can sometimes fall flat, or kids end up speaking about something else entirely or we don't get that engagement we are looking for. In this episode I take youe through a few tiny tweaks and ideas for this strategy to make it more motiva
125 ¦ Supporting language teachers' sustained motivation until retirement with Prof. Åsta Haukås
I had the pleasure of being joined on this episode by esteemed Åsta Haukås, a professor of language education at the University of Bergen, Norway. Her research focuses on improving students' ability to learn multiple languages and supporting language teachers' motivation and professional development.It was great to learn from Prof. Haukås about language teacher motivation and how we can support it
124 ¦ Using a CI approach to boost motivation, acquisition and inclusion with Tina Abour and Grant Boulanger
In this special, extended, episode I am joined by the wonderful Tina Abour and Grant Boulanger to discuss how a CI approach can boost motivation, acquisition and inclusion in our classrooms.Tina and Grant provide us with their perspective on teaching with a CI approach in the US and Europe whilst also sharing lots of excellent practical strategies you can use in your classroom right away. A truly
123 ¦ Behaviour and the CI classroom: 9 practical tips
This episode on behaviour comes with a big caveat. I realise completely that behaviour and classroom management looks very different in each of our different contexts. This episode centres around the educational psychology of behaviour, motivation and social norms. I am fortunate to work in a fantastic school with great students and in this episode I share some of the strategies that have worked b
122 ¦ Connection, community and communication with Claudia Elliott
In this special podcast collaboration episode, Claudia Elliott and I discuss the importance of community and connections for communication in the language acquisition classroom. Claudia hosts the excellent Growing with Proficiency podcast and she had some wonderful insights to share including lots of easy-to-implement stategies to boost engagement and motivation in the languages classroom. Pleas
121 ¦ Nine low-prep strategies for a motivated school year
It is August, so that must mean The Motivated Classroom is back with it's start of the school year special. In this episode I give my Top Nine low-prep ideas and strategies for a motivated year. It could easily have been 29 and not nine, but these are the absolute essentials in order to allow both motivation and acquisition to flourish in your languages classroom this year! As always, this is just
120 ¦ Instructional Coaching: Practice-focused professional development
Much of professional development is useful, thought-provoking, interesting and even impactful.. but does it actually result in any changes in our practice or indeed on student's learning? Research suggests that most of it, sadly, does not. In this episode we explore an alternative type of practice-focused professional development called Instructional Coaching. As I start my role as an instructiona
119 ¦ Oral exams: Can we make them more motivating and less burdensome?
After many questions about what the dreaded oral exams look like in my classroom and in my context, I've decided to do an entire episode on just that topic! Most of us work in systems where they are a mandatory part of student assessment. So how can we make them more motivating and less scary whilst also ensuring they take the least amount of learning time possible. As always, this is just my take
118 ¦ Joy, happiness and brain breaks in the classroom with Annabelle Williamson aka La Maestra Loca
Leading on from recent episodes on raising positive emotions in the languages classroom, I am delighted to be joined by the inspirational educator, La Maestra Loca, in this episode. Annabelle talks to us about how to use a CI approach in order to build a sense of belonging, joy and happiness in the languages classroom. She also provides us with some brilliant, easy to implement, brain breaks that
117 ¦ Raising positive emotions through co-created stories: A research study - Part 2
Part Two of the series focusing on my recent research on how using co-created stories in the language acquisition class can foster happiness, joy and other positive emotions in the classroom. In this second part of the study, we look in detail at the methodology and findings.Please let me know what you think!Keep in touch and share widely! Full programme notes are available on www.
116 ¦ Raising positive emotions through co-created stories: A research study - Part 1
This first in a mini-series on the importance of positive emotions in the language acquisition classroom. This episode introduces my recent research study on how using co-created stories in the class can help to foster happiness, joy and interest in the language classroom. Next week's episode looks more at the methodology and findings of the study.Please let me know what you think!Keep in touch an
115 ¦ Seven ways to use questions to maximise acquisition and build connections
This episode focuses on classroom practice and, in particular, how we can use questions in order to both build connections and to maximise language acquisition. I take you through my favourite strategies in the classroom and those from the research about how to employ questions in the language classroom for maximum gain.Please let me know what you think!Keep in touch and share widely! Full program
114 ¦ Universal grammar: Our language learning superpower?
This third and final episode in the mini-series on Second Language Acquisition (SLA) research and theory. This one looks at Chomsky's concept of Universal Grammar; the idea that we all possess an innate mechanism that allows us to decipher and encode language with ease.In this episode I try to look at both sides of the research on this and also at where the common ground lies. There is, always, lo
113 ¦ SLA research into practice: Is there a critical age period for language learning?
This second in a special mini-series on Second Language Acquisition (SLA) explores the Critical Period Hypothesis and language learning. Is there a critical age period for natural, easy, and effortless language acquisition or can anyone achieve success regardless of age? We take a look at various research studies and what the evidence has to say about this key question. Of course, this has major i
112 ¦ SLA research into practice: Is using CI enough in high-stakes exam classes?
This first episode in a special mini-series on Second Language Acquisition (SLA) focuses on what approach we should use with students who are preparing for a high-stakes test such as entry to university. Is CI enough on its own?We take a look at various aspects and theories of SLA research including the output hypothesis, the interaction hypothesis, the noticing hypothesis and the Input-Interactio
111 ¦ Q&A: Online teaching, AI and stories in class
A special Q&A episode this week with some brilliant questions from the patrons of the podcast. We explore how to keep the motivation high when teaching online, making use of AI tools in the language acquisition class, how long a co-created story should take and how to get started with a free voluntary reading programme and library in class.Please let me know what you think!Keep in touch and sh
110 ¦ Story Listening: Lessons from classroom practice with Cécile Lainé
For the third in the 3-part series on "Story Listening", I am joined by the wonderful and inspirational Cécile Lainé. After Episode 108 with Dr. Beniko Mason and Alice Ayel, followed by a look at the research in Ep. 109, Cécile now provides the much needed perspective on Story Listening through the eyes of a classroom practitioner.Cécile shares her insights and research on using Story Listening in
109 ¦ Storytelling as pedagogy
Following on from the previous episode on Story Listening with Dr. Beniko Mason and Alice Ayel, and as a preview to Episode 110 with Cécile Lainé on applying Story Listening in the classrom, this episode looks at the research around using storytelling and stories as a core pedagogical approach in our classes.This episode provides an overview of some of the important studies that have been conducte
108 ¦ The power of Story Listening for acquisition and motivation with Dr. Beniko Mason and Alice Ayel
This special, extended episode of The #MotivatedClassroom was recorded in 2023 as part of the CIReboot online language teaching conference.Dr. Beniko Mason and Alice Ayel take us through the research and classroom techniques behind the 'Story Listening' approach in the language acquisition classroom. This episode is full of a combination of research and practice with many tips and ideas from 'Stor
107 ¦ Reading a class novel in 11 zero-prep steps
After many emails and requests on the topic, this week's #MotivatedClassroom episode looks at the practicalities of how to go about teaching a class novel in the language acquisition classroom.I go through my 11 step process for beginning and ending the reading of a novel as a class. I use these graded novels in almost every unit and they form the backbone of all of my units! How do you go about i
106 ¦ Connections and competence: The third week of the year and beyond
The third and final part in the three part mini series on how I start the year and work towards a motivated classroom: This episode focuses on how we start the first unit and particularly, how to introduce themes or topics that are potentially a little more serious.I also discuss a variety of comprehensible input techniques and how I try to weave these into the core unit, as well as some strategie
105 ¦ Relationships, relatedness and routines: The second week of the year
Part two in the three part mini series on starting the year strong and building a motivated classroom: In this episode we look at what happens in week two of the school year, once we have done the admin tasks in week one and set out some basic routines.Specifically I discuss the first picture talk of the year, the first time we push all the chairs back and focus on intent listening, how we build o
104 ¦ Starting strong: The first week back to school
How do you start a new school year? What exactly do you do in the first week or so of classes? How do you set up your class and do the boring admin tasks but keep it motivating? How do you build motivation among new students?These are some of the most commonly asked questions from patrons and listeners of the Motivated Classroom podcast so in this episode I attempt to answer some of them. I take y
103 ¦ Is Comprehensible Input enough?
A potentially controversial topic for some listeners but an important one nonetheless: Is Comprehensible Input enough on its own? What about output, grammar and practice? Is there a role in the language acquisition class for these too?In this episode, I discuss my take on this argument and hopefully provide some thought-provoking questions for everyone to consider as we talk to colleagues who may
102 ¦ Maintaining motivation right until the end of the year
One of the most frequently asked questions in the month of May is "have you any tips for keeping up the motivation at the end of the year... I'm struggling!". I hear you loud and clear. This episode focuses on how to maintain motivation, for both the students and you as the teacher, right until the end of the school year. I give an overview of some of the activities I have found to keep the motiva
101 ¦ Respecting and amplifying all languages in our multilingual classrooms with Dr. Eowyn Crisfield
In this episode, we have the pleasure of listening to renowned expert on multilingualism, Dr. Eowyn Crisfield. Dr. Crisfield shares valuable insights from the research on supporting multilingualism and also helps us to dispel some of the myths around bilingual children. This episode is full of vitally important nuggets of important for all educators, not just language acquisition teachers. A core
100 ¦ Self-determination theory, motivation and language learning with Dr. Richard Ryan
In this episode 100, I am delighted and honoured to be joined by esteemed researcher, psychologist and co-founder of Self-Determination Theory, Dr. Richard Ryan. Dr. Ryan's work has been cited over 510,000 times and his work with Edward Deci on intrinsic motivation and Self-Determination Theory has changed the way educators understand raising motivation in the classroom. Dr. Ryan provides us with
99 ¦ Raising language learner motivation with Dr. Kimberly Noels
This episode features the influential and renowned language learner motivation researcher, Dr. Kimberly Noels. Dr. Noels is a full professor in the Department of Psychology at the University of Alberta, Canada where she focuses on motivation and second language acquisition. Dr. Noels provides us with insightful perspectives on the current research around raising intrinsic motivation in the languag
98 ¦ Three motivation-based case studies from the language classroom
The second episode with a direct focus on the core premise of this podcast: language learner motivation. In this episode I look in detail at three case studies shared by the listeners on demotivation and how we can turn this into intrinsic motivation in the language acquisition classroom over the last two years. Thank you to all the podcast patrons and supporters for sharing their scenarios and ca
97 ¦ The motivation-engagement-acquisition cycle
In this episode we are going back to the roots and core premise of this podcast: language learner motivation. This episode focuses on what we have learned together about raising intrinsic motivation in the language acquisition classroom over the last two years of this podcast. In particular, we look at the research around building motivation and my take on what I'm calling the 'motivation-engageme
96 ¦ Interrupting misogyny and toxic masculinity with Abelardo Almazán-Vázquez
In this episode we are joined by the wonderful and inspiring educator, Abelardo Almazán-Vázquez. Abelardo shares with us his journey and testimony as a cisgender male who is actively trying to interrupt and take apart the toxic masculinity and misogyny we experience in schools. This episode is full of excellent tips, advice and experiences to help us to work towards a more equitable and inclusive
95 ¦ Trauma-informed teaching with illiterate students with Janique Vanderstocken
This episode features one of the most impactful & inspiring interviews I've ever done, by far! The inspirational educator, Janique Vanderstocken, tells us about how she goes about doing trauma-informed teaching with her groups of illiterate students. Janique gives us a host of concrete tips, techniques and approaches to help students with very low literacy levels as well as those who are total
94 ¦ Advanced students: Keeping the inputs comprehensible through increased autonomy
Teachers frequently ask about how we can continue to use a compelling, comprehensible inputs, approach with advanced learners. The key is to relinquish some of our own power in the classroom and provide increased autonomy to students, allowing them to plan, design and deliver their own classes. This episode explores one such approach with a group of advanced students of Spanish and how this increa
93 ¦ Why grammar instruction is impeding acquisition
Following up on the extended episode 92 on maximising our target language use in class, this episode goes a little deeper and discusses how an over-emphasis on grammar instruction and accuracy is killing natural acquisition. Touching on key issues in our field, the goal of this episode is to open up professional debate about how we continue to emphasise grammar instruction, even in our beginner cl
92 ¦ Maximising your target language use with Alina Filipescu and Jason Fritze
A special, extended, episode focusing on the why and how of target language use in the language acquisition classroom with the brilliant Alina Filipescu and Jason Fritze. This episode was first aired as a livestream for the #CIReboot conference in summer 2022. Alina and Jason share lots of fantastic practical examples from their primary and secondary classrooms in order to help us all to use the t
91 ¦ Error correction, motivation and examination
Error correction in the language acquisition classroom is one of those topics that always results in divided opinion. So what can the research tell us about it? In this episode we explore the role of error correction in writing, speaking and most importantly on learner motivation. How much is too much? When should we correct students and when should we say nothing? The answers, as always with lang
90 ¦ Differentiation in the language acquisition classroom
The second in a two-part series focusing on equity and access to learning for all. Following up on Episode 89 on 'Universal Design for Learning' (UDL), this episodes looks more at differentiation; what we can and should be doing inside our language acquisition classrooms in order to support all learners and ensure they all have the tools needed to access the learning. I provide a list of some of t
89 ¦ UDL: Access for all through a Universal Design for Learning
In this first of a two-part series focusing on differentiation, equity and how to ensure all learners have access to the learning, we look at the Universal Design for Learning (UDL) and its applications in the language acquisition classroom. This episode goes over the 3 main priorities of UDL and their 9 principles, using an example from the world languages classroom to show how we can apply some
88 ¦ Q&A: New students entering a CI class, adult learners & difficult classes
This question and answer episode features some great questions from listeners about: What we do when new students come into our CI or acquisition focused classes when they're coming from what may be considered a much more 'traditional' learning environment? How do we adapt our lessons for adult learners and what about those 'difficult' classes, what suggestions are there to make them run smoothly?
87 ¦ Back to school: Eight strategies for a motivated year
This episode of The Motivated Classroom podcast focuses on going back to school. I go through eight of my top strategies or goals to ensure both we, the teachers, and our students have a motivated year. Most importantly, there is a particular focus in these strategies on teacher and student well-being. Let me know what you think of them and what your goals are for a motivated year in school! Build
86 ¦ Eight zero-prep classroom activities to instil a love of reading
This episode focuses on eight of my favourite activities designed to instil a love of reading among your language acquisition students, including a particular emphasis on the much requested "reading diary". Reading is the central and key element in language acquisition, yet many teachers are unsure about strategies to use in order to motivate our students into eager readers. Hopefully these eight,
85 ¦ Motivating beginners through easy-to-read novels with Margarita Pérez García
The wonderfully talent teacher, presenter and author of easy-to-read literature, Margarita Pérez García, joins us in the episode of The Motivated Classroom to talk us through how she uses novels in her classroom to motivate and engage beginner language students. As we know from decades of research, reading is a crucial and central element to language acquisition, yet teachers are often unsure how
84 ¦ Comprehensible Input (CI) teaching with intermediate & advanced learners
As a follow-up to the interview with Dr. Stephen Krashen, in this episode we look at a very common question among language teachers: Can we use a Comprehensible Input approach or with 'Acquisition Driven Instruction (ADI)' when it comes to intermediate or more advanced learners? This episode takes a slightly different angle as I demonstrate what CI would look like in my classroom for both beginner
83 ¦ Language acquisition through compelling, comprehensible input with Dr. Stephen Krashen
Professor Emeritus Dr. Stephen Krashen is one of the most important and influential language acquisition researchers in history. His research over 40 years has completely revolutionised our understanding of how languages are acquired. Dr. Krashen has been cited in over 23,000 peer reviewed research journals and has authored more than 560 publications. The 'Input Hypothesis', which showed us how la
82 ¦ Teaching with Comprehensible Input (CI) Q&A: Inclusion, parents and missing class
The third episode in the mini-series on "Teaching with Comprehensible Input (CI)" is a Q&A episode with some great questions from you wonderful listeners on CI being more inclusive than grammar teaching, what we talk to parents about when we teach with CI and what do we do when students miss lots of inputs through absence.As always, please keep in touch and share widely! Full programme notes a
81 ¦ Teaching with Comprehensible Input (CI): Is it more inclusive but less authentic?
In this second episode in the mini-series on "Teaching with Comprehensible Input (CI)", we discuss the big debates around CI teaching: Whether it is inherently more inclusive but often perceived as less authentic? What do we even mean by 'authentic' and 'inclusive' in the language classroom in the first place? Join me to find out my take on all this!As always, please keep in touch and share widely
80 ¦ Teaching with Comprehensible Input (CI): Overcoming the obstacles
The first in a five-part series on "Teaching with Comprehensible Input (CI)", focuses on the obstacles and resistance many of us face in our journey to become more acquisition centred educators. I discuss six of the obstacles I've had in my practice and those I've seen and heard about from other language teachers. As always, please keep in touch and share widely! Full programme notes are available
79 ¦ Motivation and Extensive Processing Instruction (EPI) with Dr. Gianfranco Conti
In this episode of The Motivated Classroom podcast from 2022, Gianfranco Conti discusses acquiring languages through 'Extensive Processing Instruction' (EPI) and how it links to motivation and engagement. As with all episodes, listeners are encouraged to engage critically with the ideas presented and to consider how the principles may be applied to their own unique pedagogical context.As a
78 ¦ Setting, streaming and separating by ability
Should we separate our learners by ability? Setting, streaming or separating by ability is common practice in most schools in some way or form. But is it really best practice? Is there an evidence base to support doing this in our school? In this episode we discuss the research behind separating students by ability or setting and streaming as it is known in the UK. Does it work? Should we keep doi
77 ¦ Increasing uptake and decreasing dropout in our language programmes
Sadly, more and more language students around the world are dropping their world language courses as soon as they get the chance. Retaining students in our language programmes is proving more and more challenging. So what can we do about it? How can we increase uptake in our language classes. Many aspects are out of the control of the language teacher. However, what is in our control is our classr
76 ¦ Q&A: Assessing writing, use of English & not overwhelming beginners
Another question and answer episode, and another set of brilliant questions from the listeners. Should we assess writing or just do formative tasks with no corrections? When should grammatical accuracy take a role in assessment? How much English should we use when students don’t understand the target language? How do we ensure we don't overwhelm beginners? A huge thank you to all the listeners for
75 ¦ Centring our language class around Black & Brown identities with Ben Tinsley
Following up on the social justice focus in episodes 73 and 74, in this episode the wonderful Ben Tinsley joins The Motivated Classroom podcast to discuss how he centres his entire languages curriculum and classroom around Black, Brown and other marginalised identities and voices. A brilliant episode where Ben explains how he uses a technique called 'Map-Talk' to amplify and uphold diverse regions
74 ¦ The languages classroom as a vehicle for social justice
This episode follows up on the previous episode with Françoise Thenoux about bringing a diversity, equity, inclusion and social justice lens to our languages curriculum and classroom. We begin to unpack the big questions like "What is education for?" and "What is your languages class for?" in this episode and I provide a few practical ideas for how you can bring a more anti-bias and anti-stereotyp
73 ¦ Language, identity and inclusion with Françoise Thenoux
In this episode, the brilliant Françoise Thenoux speaks to us about the inextricable links between language, identity and inclusion. Françoise shares how we can make everyone in our language classroom feel included by ensuring everyone's identity and history is represented. She shares tips and advice about how language teachers can get started on the route to a more diverse and inclusive classroom
72 ¦ Using the target language: When, why and how
The target language: How much should we use as teachers? When should we use it? How should we use it? The debate around target language use, translation and use of the common language is one that many language acquisition teachers continue to grapple with. In this episode we unpack how and when to use the target language in class!
Keep in touch and share widely!
Full programme notes are availabl
71 ¦ Q&A: Starting class, taking notes and building on class stories
In this question and answer episode, we discuss the most motivational and effective ways to start class, how often students should take notes in the language classroom and finally what we can do to build upon co-created class stories. A huge thank you to all the listeners for the wonderful questions!
Keep in touch and share widely!
Full programme notes are available on www.liamprinter.com/podcas
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