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Have you ever noticed that some students struggle to see their progress in an acquisition-driven classroom?

When your lessons focus on comprehensible input and communication, progress can feel invisible to students used to “right or wrong” answers. That’s why Task-Based Language Teaching (TBLT) can be such a game-changer.

In this episode, I talk with Dr. Claudia Fernández, one of the leading voices on TBLT, about how this approach helps students engage in authentic language use to achieve a real communicative goal.

You’ll hear strategies for bringing TBLT into your classroom while keeping language acquisition and connection at the heart of instruction.

Key Takeaways

• A task isn’t just an activity. It has a clear communicative outcome that mirrors real-life language use.
• Authenticity builds motivation. Students feel successful because they accomplish something meaningful.
• TBLT aligns with CI. It naturally supports acquisition through input, interaction, and purpose.
• You can adapt it anywhere. From textbook classes to upper levels, TBLT fits any context.

Why It Matters

Task-Based Language Teaching bridges the gap between knowing about language and using language.
It helps students experience the power of communication — not just as practice, but as a purpose.

Recommended Resources for Teachers:

Bill VanPatten – The Nature of Language and While We’re on the Topic

Martin East – Foundational Principles of Task-Based Language Teaching (Free online)

Daniel O. Jackson – Task-Based Language Teaching: A Concise Introduction

Florencia Henshaw & Maris Hawkins – Common Ground

TBLT Task Bank – Community-shared tasks by level and theme

Growing With Proficiency The Podcast Playlist about Acquisition, Language and Communication.

More resources:

• Join the waitlist for Growing With Proficiency: The Spanish Teacher Academy → growingwithproficiency.com/academy
• Follow me on Instagram @claudiamelliott
• ​​📑 Discover culturally rich, month-specific resources for Spanish classes in my TPT Store: Growing With Proficiency.

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Does comprehensible input still matter at the intermediate level? Absolutely. In this conversation with Gary DiBianca, he shares how he “levels up” intermediate classes by centering CI, intentionally modeling structures students can recycle (time frames, connectors, question stems), and layering authentic resources that stretch comprehension without overwhelming learners.

You’ll hear:

• What changes—and what doesn’t—at intermediate: same CI foundation, deeper themes, tighter recycling, and clear routines.
• Goals that motivate growth: build confidence, boost spontaneous output, and move toward Intermediate High targets while honoring each student’s starting point.
• Planning that works: start with an anchor text/story written for learners, then layer authentic materials (infographics, short news videos, songs, podcast clips) and guided discussion.
• Intentional structures > grammar dumps: model multiple time frames (present, past, future, would), connectors/transition words, and question formation inside meaningful input; zoom in on form only when it serves comprehension.
• Keep it fun: why story-asking and playful tasks still matter at upper levels.
• From input to output: scaffolded discussion days, visible vocabulary, sentence starters, and rubrics that cue learners to agree/disagree, ask follow-ups, give examples, and actually move the conversation.

Try tomorrow: run a Cultural Picture Talk for Intermediates. Model the language you want to hear later—then watch output grow.

Resources mentioned:

Gary DiBianca Resources

Socratic Seminar: Gary DiBianca

More resources:

• Join the waitlist for Growing With Proficiency: The Spanish Teacher Academy → growingwithproficiency.com/academy
• Follow me on Instagram @claudiamelliott
• ​​📑 Discover culturally rich, month-specific resources for Spanish classes in my TPT Store: Growing With Proficiency.

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En este episodio en español de Growing With Proficiency: The Podcast, converso con la Dra. Marta Silva sobre un tema esencial para profes de español: cómo enseñar a estudiantes de herencia. Exploramos la diferencia entre clases de herencia y de segunda lengua, y por qué es clave replantear nuestros objetivos, pilares y rutinas para apoyar a estos estudiantes de manera auténtica.

En este episodio descubrirás:

• Los 4 pilares de las clases de herencia: sostenimiento de lengua y cultura, comunidad, identidad socioemocional y excelencia académica.
• Una rutina semanal clara (lunes de noticias y progreso, martes de lectura, miércoles/jueves de escritura y video-respuestas, viernes de plática comunitaria).
• Estrategias prácticas para clases mixtas donde hay estudiantes de herencia y de L2 juntos.
• Cómo evitar errores comunes como “corregir” la herencia lingüística en lugar de valorizarla.
• La inspiración del programa Latina Leadership, un modelo de comunidad, orgullo e impacto académico.

Si enseñas español y tienes (o tendrás) estudiantes de herencia en tus clases, este episodio es tu guía para empezar con claridad, propósito y corazón.

Escúchalo ahora y compártelo con un colega que también necesite estas ideas.