2025 CI/ADI Conferences

Yes, I know that it is January, but it is never too early to begin considering attending a CI/ADI Conference or training whether it be in person or online.

• Mitten CI (in-person) - April 4-5 in Saline, Michigan
• Comprehensible Iowa (in person) - June 13-14 in Des Moines, Iowa (I will be there!)
• Teaching and Assessing for Acquisition (in person) - June 14-15 in Chicago(ish), IL
• CI Reboot (online) - July 7-10, 2025
• Conference in the Clouds (online) - July 14-17
• CI Summit (in person) - July 21-23 in Norman, Oklahoma (I will be there!)
• Agen Workshop (in-person - France) - July 21-26
• TCI Maine (in person) - October 16-17, 2025 in Lewiston, Maine

Did I miss any? Let me know in the comments. Hope that you will consider attending one!

Purposeful Communication through Pets

I have been back in school for a 1.5 weeks now (even throw in a snow day here in Atlanta!). Since it is the beginning of a new semester, with my Latin 1 students, I want to focus this semester on readings involving animals. I also really wanted to get back into being purposefully communicative with them (I feel like I began to slack off last semester). 

Remember that in purposeful communication, our goals are to learn about ourselves, each other, and the world around us. These goals are what guided this multi-day activity.

Anne Marie Chase (Senora Chase) has a great lesson about Picture Talks/PQAs involving students and their pets, along with a Google Slide in different languages which you can download. I implemented this and then extended it into purposeful communication.

Day 1

• Assignment - students filled out the Latin Google Slide as an assignment on Google Classroom. Each student was assigned just one slide to fill out, instead of a class slide which everyone filled out.

Days 2, 3, and 4

• I picked slides to project and did a few Picture Talks with students about their pet(s). The slide has all of the language/established meaning there on it. I only spent out 10 minutes/day on this.
• A way to extend the activity and to bring up past knowledge is to ask students about earlier slides from days past: "Who has a cat named Mr. Whiskers?" "Who wants a small lion?" etc.

Day 4 

• This is something which I learned from Bill Van Patten and then saw demonstrated again at this past ACTFL. After the last round of Picture Talks on Day 4, I then projected the following slide (CFA is the Latin abbreviation for the United States of America - Civitates Foederatae Americae):

• Using the chart, I began asking in Latin: "In America, what animals do most Americans have? In America, what animals do fewest Americans have?" From there, I began asking individual students in Latin, "Do you have a fish? Do you have a reptile?” to see if their pet reflected the chart.
• I then asked students to raise their hands when asked in Latin “Who has a dog?” “Who has a cat?” Draw attention that the class most likely reflects America in respect to pets: “Most students also have a dog. Fewest students have a bird or reptile." This took about 10 minutes.

Observations

1. Students actually want to talk about their pets, so a personalized Picture Talk is a great way for students to learn about each other.
2. It is a very easy, comprehensible activity to do with level 1 students.
3. If possible, consider creating a slide of your own and talking about your pet(s) you have or want. I do not have a pet but I am 100% a dog guy! Let students learn about you!
4. Extending this communication to learning about the world around them and then comparing it to students' own lives is not that difficult and is rather a natural extension.

Give this a try - thanks, Anne Marie!

Spanish Confidence Readers by Adam Giedd

(This blog post is a continuation of a series on literacy in the language classroom)

Last semester, in my search for comprehensible novellas for my department, I came across Adam Giedd's Spanish Confidence Readers. For these readers, he describes, 

For someone learning a new language, reading their first book in that language is a huge milestone — one that inspires immense confidence. That confidence is like rocket fuel propelling towards fluency...Traditionally, students had to wait months until they could independently read most “level 1” graded readers for language learners. Confidence Readers change that. Now, learners can start reading on day one.

Since I am novice-low level reader of Spanish, I immediately thought, "I need to check these out myself!"

I bought all five and immediately started reading them. Wow, these are SO good! As soon as I finished one, I began reading the next one. What I loved about these readers:

• TONS of repetition of high frequency words.
• Short sentences, with each primarily focusing on one main idea.
• Lots of usage of cognates which allows for readers to focus then on the meaning of the high frequency Spanish vocabulary.
• The text is not written as paragraphs but individual sentences, with only maybe 3-4 sentences at most per page.
• Even though the readers are not very long, the plots are VERY compelling. This indeed proves that one can actually create a very interesting, entertaining story with a limited total word count.
• Lots of humor interjected in the plots - I can tell that these were written with middle school students in mind!
• Predictable, repetitive sentence structures - as a novice reader, I am realizing just how important that is for beginner readers.
• Every page has color illustrations - that definitely leads to the compelling nature of the readers. While allowing for double input, it also makes the readers feel like true books.

But most importantly: I cannot tell you how incredibly successful and confident I felt in reading them as a novice-low level reader of Spanish! The length of each reader was exactly what I needed in terms of input. I think too often we rush into novellas for our novice-low readers and thus overwhelm them with too much input which they cannot handle due to length or not level-appropriate (and then we blame students when the blame actually should be on us as teachers!). As a result, we have to wait months until they are ready. These readers definitely do inspire confidence in reading! These Spanish readers are great material for FVR, since they are incredibly easy to read and do not take long. Check them out!

I wish we had these in Latin and that more Latin novella authors would create readers like these Confidence Readers!

Top 5 of 2024

With December here and the end of the semester nearing, I will take my annual holiday break from blogging. In keeping with tradition, I will post here my "Top 5 Most Read Blog Posts of 2024". I have been blogging for 11 years now, and I am always amazed that I have not run out of topics about which to blog. I feel like I am always in a constant state of learning about CI/ADI from others, whether it be in-person or virtual. I am thankful for these people in my life! I am also thankful to all of you who read this blog. I wish a restful holiday season and end of the year for you, and here's to 2025!

1. My Elevator Speech on Language Acquisition 
2. My Professional Learning Goal for the Year - Being Purposefully Communicative
3. Experience L3 Literacy Myself - My Reading Experiment 
4. Character "Has/Wants/Is/Does not Want.../" Warmup 
5. What is Behind the Door? 

The Perils of "Rigor" - My View of "i+1"

The following is my own personal opinion and may not necessarily represent those of the CI/ADI community as a whole.

Often I hear the phrase "i+1" thrown around by teachers as a way to encourage rigor in a CI/ADI classroom (and if I am being honest, these teachers are usually CI/ADI dabblers/critics who feel that the implementation of CI in a world language classroom is dumbing down/watering down language learning since we do not "focus" on grammar, hence students really do not "know" the language). "i+1" refers to Krashen's principle in his Input Hypothesis: in order for learners to acquire language, they must be exposed to input which is both understandable and is slightly more advanced than their current level of language proficiency (hence the +1) to progress in their language acquisition process.

On paper, the concept of "i+1" sounds like a "no brainer," with the thinking "Of course, I want students to progress in their language proficiency, so they need to be challenged." However, I am going to recommend that we exercise caution with the concept of "i+1," because while I agree with it in principle, it is in its execution where I see problems and misusage. I see teachers blindly run with this as justification for adding "rigor" to their curriculum.

Allow me this excursus to refer to my elevator speech about language acquisition: 

1. Language learning is unlike any other subject area, because it is not linear in nature.
2. Because of this, learners do not acquire language on a prescribed timeline or at the same pace.
3. The language acquisition process is subconscious in nature.
4. When encountering L2, the brain on its own is constantly creating, making connections to, and revising its mental representation of that language.
1. That language which the brain understands, it keeps and then creates, adds to, and refines those existing mental connections.
2. That language which the brain does not understand, it throws out.
5. As a result, learners need to interact with/have constant exposure to understandable, meaningful, purposeful messages in L2 so that the brain can create/revise its mental representation of that language.

Therefore, based on the above, especially the concept that learners do not acquire language on a prescribed timeline or at the same pace, then it must follow that in any particular moment in a classroom, every learner's "i+1" is different and is distinct to that individual student. Because every student's mental representation of that language will differ at a particular moment in time, students cannot receive the identical "i+1" to progress in their language proficiency, since every student is at a different point on the continuum. What is one student's "i+1" is another student's "i+100," i.e., "i+1" cannot be a "one size fits all," "cookie cutter" application in the classroom. 

So the question then is how can we teachers supply students with "i+1" which is specific to their individual needs? I struggle big time with the concept and in its implementation. Here are some suggestions:

• Spiraling (with Recycling) - 
• Spiraling is an ACTFL term which I learned during OPI (Oral Proficiency Interview) training: the concept is that during an OPI, the interviewer will ask questions which will "sprial up" the proficiency levels until the interviewee plateaus at a specific step, and then the interviewer will "spiral back down" to the interviewee's comfort level and then "sprial up" again with possibly a new topic to determine if the interviewee can meet this new challenge. If not, "spiraling back down" will occur.
• In a CI/ADI classroom, the same concept can be applied. "Spiraling up" would be the "i+1," but the necessary component is the "spiraling back down" which allows for recycling/continued exposure of past material. In the "spiraling up" again a bit higher, recycling/continued exposure continues. The problem is that so often we never "spiral back down" and are only constantly "spiraling up". For the high-flying 4%er students, the summit of the "spirialing up" will be where they gain their  "i+1" needs, but for many students, the learning/acquisition of material will occur in those parts of the spirialing where recycling/continued exposure occurs, i.e., that is their "i+1". 
• Free Voluntary Reading (FVR) - Krashen himself is a HUGE advocate of free voluntary reading to develop and to further language acquisition in students. However, the key lies in providing students with readings of ALL levels and giving them the CHOICE to read what they want and to choose their "i+1". If the reading is too hard for them (or not compelling), then they can choose a new book to read which fits their current proficiency level or interest. In other words, students will self-select their own "i+1" needs. However, we can also facilitate FVR incorrectly and thereby defeat its purpose.  And it is perfectly okay if the reading is below their level of proficiency (read my blog post about the importance of "i-1" in FVR). Krashen states:

There is massive evidence that self-selected reading, or reading what you want to read, is responsible for most of our literacy development. Readers have better reading ability, know more vocabulary, write better, spell better, and have better control of complex grammatical constructions. 

• Student choice in input - When it comes to classroom work, in a perfect world, I would love to see students choosing both their level of "i+1" and how they best wish to experience, interact, and learn from input, such as graded/tiered readings and the use of technology (such as teacher-created websites, podcasts, videos, etc).  However, in reality as a teacher, I know that this would involve so much front-ending! Plus, I also know that if all of this were available for learners, students would take the path of least resistance, i.e., they are more concerned about ease than challenge, because to a large degree that is how I am! I will get back to you on this one when I figure this out.

And to be forthright, even Krashen himself has gone on record that he does not know what "i+1" looks like per se (one cannot point at something physical and say, "Yep, that is 'i+1'") since it is a nebulous concept and does not look the same for every learner at any point in time. This is not to say that "i+1" is not important to language acquisition - it is! It just cannot be quantified or manifested in the same tangible way for every student at the same time.

What are some ways in which you address "i+1" in your classroom?

A Time of Thanks

I have returned from ACTFL and loved that I got to see so many people (albeit many of them in passing due to the size and pace of ACTFL) - yes, my CI/ADI cup was definitely refilled this past weekend. With these experiences still fresh in mind and with Thanksgiving week upon us, I would like to dedicate this blog post as time to express my own gratitude. As I reflect upon this past year professionally, I realize that I have much for which to be thankful:

• Thank you to Linda Li, Betsy Paskvan, Michelle Whaley, Haiyun Lu, Justin Slocum Bailey, Elicia Cardenas, Annabelle Williamson, Eric Richards, and Skip Crosby for your conference L2 classes/demos over these past years. At this summer's Fluency Matters Conference, I served as the Latin instructor for the adult language classes. When I first was asked to do this, I almost immediately turned it down, because I thought, "I have never done something like this before! I am not conference language instructor material! Who am I to do this? I am the one who is observing these teachers at conferences - I am a better observer than instructor!" However, it was for this very reason, i.e., I have observed so many of these master teachers leading L2 demos and teaching labs at conferences, which led me to accept this challenge. And you know what? I had a blast teaching the Latin class! But I can take absolutely no credit for what I did. I simply took what I had observed you do in your lab classes/L2 demos and "Latinized" it with my own spin. 
• Thank you Wayside Publishing for the above teaching opportunity at the Fluency Matters Conference.
• Thank you to Martina Bex and Elicia Cardenas for hiring me to work in your online Acquisition Boot Camp (ABC) class and in-person Acquisition Academy. While these courses are designed for those new to CI/ADI theory and instruction, I can never get enough of hearing you both teach about second language acquisition - my foundation and knowledge of SLA continues to grow and to become stronger because of you!
• Thanks to Voces Digital/CI Summit for the opportunity to serve as a coach/cohort team member. With so many talented and knowledgeable CI/ADI folks out there, I do not take it for granted that you wanted me to be a part of your team.
• Thank you to Margarita Perez Garcia and Adam Giedd for your novice level Spanish readers/novellas. As a novice-level Spanish reader, I now am truly understanding what novice-level reading should contain in terms of sheltering vocabulary, repeated sentence structures without feeling repetitive, and compelling subject matter! At ACTFL, I bought some other novice-level Spanish readers both for me and my department. I just finished reading El Pelo Incontrolable by Grace V. Sotomayor Mantri and absolutely loved it (and I felt SO SUCCESSFUL that I was able to read it!).
• Thank you to Comprehensible Iowa. You put on a FIRST-CLASS regional conference with wonderful presenters and great hospitality - this is why smaller, regional conferences are so important! I am definitely returning next summer.
• Thank you to Eric Richards for the last two collaborative blog posts. At ACTFL, people mentioned how much they have enjoyed them. I have really enjoyed working on them with you, and I look forward to future collaborations. I have definitely learned a great deal from you these past few years, so thanks for giving my blog some credibility with your posts!

Finally thank you to all of you who read this blog. While I was at ACTFL this past weekend, I could not get over the number of people who approached me and thanked me for this blog. Thank you all for thinking that I have something to say. To be honest, I am nothing special in terms of being a blogger. I do not feel that I am coming up with anything original or groundbreaking - I just happen to be the person who writes things down. I still write this blog as if only twelve people (specifically Latin teachers) read this, so I am always amazed afresh that other language teachers find value in what I write here. I am definitely humbled by this.

I hope that you will have a restful Thanksgiving break away from students!

Shared Thoughts on In-person Conferences - Another Collaborative Post with Eric Richards

This is another collaborative post with Eric Richards - this one was unplanned! However, both Eric and I independently had planned to release a post about in-person conferences on our individual blogs unbeknownst to each other. When we realized that we touched on many of the same points about the importance of in-person conferences, we decided to combine them as one blog post.

My post surrounds reasons why I am going to ACTFL this week, and Eric's post encompasses his reflections on in-person conferences upon attending a FLAM regional conference. Hope you enjoy this!

Keith Toda - Why I am Going to ACTFL

This weekend in Philadelphia is the ACTFL Convention, the national conference for World Language teachers, and I will be attending. It has been YEARS since I last attended one (it was in 2017 in Nashville). I had been on the fence about attending this year's convention, because one of the downsides for me is the sheer size of it - THOUSANDS attend the ACTFL Convention, and it is easy to feel overwhelmed by that. However, this past summer's CI Summit's headquarter hotel was in the downtown Philadelphia area right across from City Hall and not too far from the convention center where ACTFL will be located. Since I was already kind of familiar with that area after this summer, that was a major factor in my decision to attend.

However, what is my main reason for attending ACTFL this year after not having attended since 2017? Quite honestly: I need my CI/ADI cup filled. My cup is low, and believe me, there are only but a few drops in it. In the world of education, the months of late September, October, and November are HARD and can suck the joy out of teaching (I just recently learned that this time period is known as DEVOLSON - the Dark, Evil Vortex of Late September, October, and November - and let me tell you, this is REAL! It finally has a name!). This is the time of the year where I hate being a department head, cannot stand students, and everything related to work feels like such a chore and a burden. I do not feel like I have/am exhibiting any joy in my lessons, and it is so toilsome to teach. In short, I am weary.

I need to be around my CI/ADI people - people who get me; people over whom I still fanboy because they are seasoned, experienced teachers; people who by their sheer example and friendship both motivate and encourage me to be a better CI/ADI practitioner; people whose presentations I attend and walk away feeling refreshed and reinvigorated. And going to an in-person conference like ACTFL where I will see many of these people is my incentive.

Although many conferences are heading towards being digital in nature (and I completely understand the reasons why), there are some aspects which can only be achieved by attending an in-person conference:

• Personal - There is something about sharing a common learning experience together with other people in the same room and being able to interact with the presenter and others who are there. Blogs and digital environments can only go so far in experiencing this.
• Reflection - On a recent blog post, Eric Richards says it best:

I also find that many times when I attend a conference, something “unexpected” sticks. It is usually something that I heard, saw or experienced that I was not necessarily expecting or anticipating. Many times, this “unexpected” really sticks with me, and I find myself deeply thinking about it for a long period of time. 

• Distraction-free - In-person presentations force me to be present in the moment and allow me to take it all in, while during a digital talk, I will multitask (send emails, watch videos, complete a Wordle, check sports scores).
• Connections and Community - All of the CI/ADI people whom I am hoping to see at ACTFL are those whom I met first previously at in-person conferences. As I said, I still fanboy over them and still cannot believe that they know my name! Over the years, we have "talked shop," discussed our lives over coffee or dinner, and have learned from each other during these times. This is not to say that this cannot happen digitally - I think that it would just be different though.

At ACTFL, I am looking forward to just being Keith Toda, attendee, and not Keith Toda, presenter or Keith Toda, trainer/coach. I am looking forward to being able to attend sessions being "present and all there" in the moment and not half-heartedly thinking about my own upcoming presentation during a session. I am looking forward to learning from others either from their sessions or over a meal as we discuss and process what we learned that day.

So if you see me at ACTFL, please say hi! I hope that your cup will be refilled there too!

Eric Richards - Reflections and Insights on In-Person Conferences

I recently attended and presented at the FLAM (Foreign Language Association of Missouri) St. Louis Regional Conference. It was a great experience, not only motivating and inspiring. It was wonderful to see familiar faces and also get to know new educators. It was also rewarding to see my colleagues from right here in the St. Louis area presenting! They were all great presentations, and I took away so much to implement in my own classes. Overall, it was a fantastic experience - and a much needed one! The energy and comradery really helped invigorate me!

It also got me thinking about conferences, specifically in-person conferences. I found myself reflecting on why in-person conferences still matter in a digital world. I mean, in the age of virtual meetings and online networking, why hold in-person conferences at all? It is easy to connect from anywhere via digital platforms. Do we even need in-person conferences anymore?

I understand there are benefits to online conferences, but face-to-face events bring unique benefits that are difficult to replicate online. Let me share why I believe that in-person conferences remain incredibly important in today’s digital world.

Authentic Connections

In-person conferences offer an environment where participants can genuinely connect. The spontaneous conversations that happen in hallways, during lunch foster, and before or after the conference create a sense of comradery and connection that is difficult to achieve over a screen. These moments can lead to lifelong professional connections, mentorships, unexpected insights, and collaborations that often feel more meaningful and lasting.

Focus and Engagement

Attending a conference in person brings a level of focus and engagement that can be hard to maintain in a virtual setting. In-person participants are less likely to be distracted by home or work tasks. They’re more likely to immerse themselves in presentations, workshops, and discussions, gaining a deeper understanding of topics and finding more value in the event.

Atmosphere

Attending a conference in person is energizing. The chance to step away from daily routines - and surroundings - and join a community of like-minded individuals can spark new ideas and inspiration. In-person events offer an atmosphere with a tangible energy that can help participants to think creatively, set new goals, walk away with a sense of accomplishments, and bring a renewed energy back to their classrooms.

Hands-On Learning & Immersive Experiences

Finally, in-person conferences allow for hands-on workshops and immersive experiences that online events can’t always match. Whether it’s attending live demonstrations, or participating in interactive sessions, these experiences can enhance learning and make it easier to apply new knowledge. (Plus, I enjoy physically thumbing through a book or reader at the vendor tables!)

In any case, I believe that virtual events have their place. However, I still believe that in-person conferences are still the best way to connect, grow, and get inspired - and re-energized!
(And for the record, I never want to see in-person conferences go away!)

Let me know your thoughts in the comment section below!