| Reliance on technology to evade the task. |
Use of technology to access authentic resources for listening/viewing, culture, and support student learning. |
| Presentation of an isolated language structure and then practice of that structure. |
Use of pop-up grammar as needed within real-life relevant and/or authentic content. |
| Rule memorization and fill in the blank tests. |
Deduction of rules from many examples (so that each rule makes sense to the individuals for their purposes). |
| Reliance on textbooks for practice and resources. |
Exposure to various resources: novels, videos/films, audio recordings, poems, graphics, news, authentic and teacher-made materials, and more. |
| Direct translation. |
Interpreting meaning from context, practicing the use of the language to restate or paraphrase in their own words. |
| Prioritizing the American viewpoint in cultural instruction. |
Presenting a global perspective that respects practices, products, and perspectives of other countries. |
| Memorization of isolated non-contextualized vocabulary lists. |
Exposure to language through quality content, and having students supplement their learning by collecting personally valuable vocabulary. |
| Exclusive use of discrete information questions that do not require real reading. |
Open-ended questions to support critical thinking and evaluating. |
| Assessing student output exclusively on the basis of accurate grammar and spelling. |
Assessing of student output according to the ACTFL (American Council on the Teaching of Foreign Languages) proficiency guidelines. |
| Listening to recorded audios made for language learners at a speed that is much slower than native speakers. |
Listening to authentic conversations by native speakers to increase exposure and interpretive facility. |
| One-size-fits-all pedagogical approach. |
Differentiated instruction to help students learn how to study, practice, and enrich one’s own understanding for improved performance. |
