Tag Archives: Grammar

223: First Steps in Teaching Grammar in Context


Have you ever taught a grammar concept and then watched your students completely forget it during a speaking or writing task? It can be frustrating. In this episode, we’re looking at why that disconnect happens and how to bridge it by teaching grammar in context. I’ll share manageable, beginner-friendly steps you can take to make grammar more meaningful, communicative, and effective without rewriting your whole curriculum.

Topics in this Episode:

  • Teaching grammar in context makes sense in theory, but putting it into practice often feels messy. 
  • We’ll look at some practical first steps and scaffolds that make grammar instruction more natural and effective so students build accuracy while staying focused on communication.
  • Grammar instruction should be anchored in communication, not separated from it.
  • When students learn grammar in the context of meaningful input and purposeful output, it becomes more than just rules. It becomes a tool. A tool they use to understand and to be understood.
  • Classroom Strategies:
    • The “Grammar-First” Pathway: Use an authentic or teacher-created resource where the structure occurs naturally.
    • The “Text-First” Pathway: Choose a reading, listening, or viewing resource and highlight structures that are crucial for making sense of the text.
  • Ready For Tomorrow Quick Win PD Course: First Steps in Teaching Grammar in Context.

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First Steps in Teaching Grammar in Context in Spanish, French & More

Teaching grammar in context makes sense in theory, but putting it into practice often feels messy. Maybe you’ve tried weaving grammar into communicative tasks, only to see students slip back into memorizing rules or asking for charts. You’re not alone.  Let’s look at some practical first steps and scaffolds that make grammar instruction feel more natural and effective so that students build accuracy while staying focused on communication.

First Steps in Teaching Grammar in Context in Spanish, French & More

The foundation to teaching grammar in context starts with this:

Grammar instruction should be anchored in communication, not separated from it.

When students learn grammar in the context of meaningful input and purposeful output, it becomes more than rules on a page. It becomes a tool that they use to understand and to be understood.

So instead of asking, “How do I teach this rule?” try asking:

  • Where does this structure show up naturally?
  • How will learners use it to communicate?

That’s the essence of teaching grammar in context.

2 Ways to Teach Grammar in Context

Here are two practical, beginner-friendly pathways to make the shift to teaching grammar in context.

The “Grammar-First” Pathway

Here is a framework to follow:

  • Choose a grammar focus: Decide which structure you want students to notice and practice (e.g., future tense, adjective agreement).
  • Select a text that features the grammar: Use an authentic or teacher-created resource where the structure occurs naturally. Students and teacher read and engage with text with the focus on comprehension.
  • Engage students in understanding the text: Focus on comprehension first: meaning, gist, and key details.
  • Highlight the Grammar Structure: Highlight the grammar structure.
  • Guide students to notice patterns: Draw attention to how the structure appears naturally in the text.
  • Reinforce through communication: Have students use the grammar in tasks that mirror or extend the text’s communicative purpose.

Students still learn the form, but they’re using it to describe, interact, and communicate, not just filling in blanks.  They also see the structure modeled in a communicative context.

The “Text-First” Pathway

This pathway flips the order: start with meaningful input and let the grammar emerge from it.  Here is a framework to follow:

  • Select a meaningful text: Choose a short reading, listening, or viewing resource rich in communicative value.
  • Identify essential grammar: Highlight structures that are crucial for making sense of the text (e.g., past tense for a story, comparisons in a description).
  • Engage students in understanding the text: Focus on comprehension first: meaning, gist, and key details.
  • Highlight the Grammar Structure: Highlight the grammar structure and guide students into finding the pattern.
  • Guide students to notice patterns: Draw attention to how the structure appears naturally in the text.
  • Reinforce through communication: Have students use the grammar in tasks that mirror or extend the text’s communicative purpose.

Here, grammar is discovered, not delivered and it sticks because it’s embedded in context and meaning.

Your Turn

If you are starting with a grammar point, most likely at novice and lower intermediate levels, you will use the grammar-first framework and find or create a text.  With more advanced students you will likely begin with a text on the unit theme and then use the text-first framework.

Go Further

If these approaches resonate with you, my 30-minute Quick Win PD course: First Steps in Teaching Grammar in Context gives you the tools and guidance you need to make it happen.

In just 30 minutes (and only $10), you’ll learn how to:

  • Define what “grammar in context” means and why it supports communication
  • Explore two practical entry points: grammar-first and text- first
  • Use a planning template to align grammar, text, and communicative tasks

What your $10 gets you:

  • An audio walkthrough—listen anywhere
  • note sheet to guide your thinking
  • Examples for novice, intermediate, and advanced classes
  • reusable planning template
  • PD certificate to document your hours

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context; French, Spanish

You can get the individual course or the Quick Win PD Growing Bundle, which gives you all 10 current courses plus all future ones.

Click Here to Get Started

 

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context

You introduce a grammar concept, walk through the rules, do the exercises… and still, your students struggle to use it when speaking or writing. Sound familiar?

Too often, grammar is taught in isolation—detached from meaning, real communication, and student proficiency levels. The result? Learners memorize forms for a quiz but rarely apply them in context.

Quick Win PD for Language Teachers: First Steps in Teaching Grammar in Context; French, Spanish

This 30-minute PD course, for the small price of $10, will help you take the first steps toward teaching grammar in a way that supports real language use. You’ll learn how to:

  • Define what “grammar in context” means and why it supports communication
  • Explore two practical entry points: grammar-first and text-first
  • Use a planning template to align grammar, text, and communicative tasks

This is a supportive, no-fluff course led by me, Joshua Cabral, host of the World Language Classroom Podcast. I’ll help you make intentional, manageable shifts while following you curriculum.

By the end of this course, you’ll feel ready to move beyond isolated drills and start teaching grammar in ways that feel natural, purposeful, and rooted in communication. Your students will see grammar not as a set of rules, but as a tool for expressing themselves more clearly and confidently.

What’s Included in This Quick Win, 30-Minute Course for $10?

  • Audio to Listen to All Material – perfect for on-the-go listening
  • Detailed Note Sheet to follow along and refer back to
  • Reflection Activity to deepen your understanding
  • Examples at the novice, intermediate, and advanced levels
  • Planning Template to design your own lessons for teaching grammar in context
  • Personalized Certificate of course completion

If you’re ready to make grammar instruction more meaningful and communicative, without making it more complicated, this course is for you.

195: Teaching Grammar For Proficiency with Catherine Ritz and Mike Travers


There are lots of misconceptions about teaching grammar. There are also opinions about whether or not there is a place for teaching grammar in a proficiency-based classroom. In this episode, Catherine Ritz and Mike Travers, authors of Proficiency-Based Instruction: Teaching GRAMMAR for Proficiency, join me to talk about the place of grammar in a proficiency-based classroom.  And yes, there is a place for it.

Topics in this Episode:

  • Misconceptions around teaching grammar and how Catherine and Mike’s book, Teaching GRAMMAR for Proficiency,  addresses them
  • What it looks like to teach grammar in a way that truly supports communication and proficiency, rather than just memorization and drills
  • In a proficiency-based vertical curriculum, how (or should) we incorporate grammar  Should specific grammar structures be explicitly planned for, or should they emerge more organically based on themes and student needs?
  • Examples of an activities and strategies that effectively integrates grammar while keeping communication at the center of learning
  • First steps to take when shifting toward a proficiency-based approach
  • Get your copy of Proficiency-Based Instruction: Teaching GRAMMAR for ProficiencyUse the code ACTFL15OFF to get 15% off the cost of the book.

Connect with Catherine Ritz and Mike Travers:

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
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177: 2024, The Year of Language Functions and Grammar


The most popular episode of 2024 was the one where I talked about moving from grammar to language functions.  I begin this last episode of 2024 with some podcast stats from 2024 and then you have the replay of episode #141: Shifting the Focus from Grammar to Function.

2024 World Language Classroom Podcast Stats :

  • top 10% of all podcast downloads
  • 52 episodes
  • Most popular cities with listeners: Chicago, New York, Philadelphia, Boston, Sydney
  • Most popular countries with listeners: United States, Canada, Australia, United Kingdom
  • Most downloaded episode: #141: Shifting the Focus from Grammar to Function.
  • Total 2024 downloads: 65,000
  • Total minutes of audio published: 1,200

Replay of episode #141: Shifting the Focus from Grammar to Function.

What have you heard about language functions? I see this as the idea of using the target language to communicate or convey a message rather than only being able to describe the grammatical structures, patterns and vocabulary. In this episode we are going to take a look at this shift in focus, and sometimes mindset, from a primary focus on grammatical forms to language functions with examples and practical strategies.

Topics In This Episode:

  • 3 aspects of communicative language teaching:
    • 1. goal is on communicating and doing something with the language
    • 2. student-centered
    • 3. focused on understanding the message being conveyed by students despite inaccuracy in language form.
  • language functions
    • focus is on communicating, student-centered, understanding the message being conveyed by students despite inaccuracy in language form
  • practical strategies and examples to support our focus on language functions
    • Novice Levels: Making Language Practical
    • Intermediate Levels: Expanding Communication
  • Embrace the Shift
    • not an either/or when it comes to grammar
    • it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication.
    • ensures that language learning is not just a theoretical exercise, but one that builds proficiency and communicative competence.
  • Blog post on Shifting the Focus from Grammar to Function

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

164: Teach Grammar in a Communicative Context


The topic of grammar is always up for discussion. Does the question of teaching grammar have a simple yes or no answer? Is it an either or?  Is there a place for a both/and?  I will suggest that there is this episode by focusing on form. Focusing on form involves drawing students’ attention to linguistic elements within a communicative context. Teaching grammar in context helps students see how grammatical structures are used in real communication. I’ll break down this topic with strategies, each with concrete tips and examples to help you integrate grammar instruction communicatively into your classroom. So, Let’s jump in!

Topics in this Episode:

  • High Leverage Teaching Practices from Enacting the Work of Language Instruction by Eileen Glisan and Richard Donato
  • Focusing on form involves drawing students’ attention to linguistic elements as they arise incidentally in lessons, without interrupting the flow of communication. The PACE model stands for Presentation, Attention, Co-construct, and Extension, a structured approach to teaching grammar in context.
  • Teaching grammar in context helps students see how grammatical structures are used in real communication, making the learning process more meaningful and effective. The PACE model supports this by integrating grammar instruction into engaging and relevant activities
  • PACE: Presentation, Attention, Co-Construction, Extension
  • The PACE model provides a structured yet flexible framework for teaching grammar in context, making it more engaging and effective for students.
  • PACE is an example, others include Discovery Technique and Teaching Inductively
  • Episode 160: Create a Classroom Where Students Use the Target Language Confidently
  • Episode 162: Facilitating Target Language Comprehensibility

**Be sure to download the The CI Toolbox. 15 Comprehensible Input (CI) activities for your language classroom to support comprehension and authentic engagement. These suggestions are a compilation of ideas shared on the World Language Classroom Podcast by me and many guests. 

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

Follow wherever you listen to podcasts.

141: Shifting the Focus from Grammar to Function


What have you heard about language functions? I see this as the idea of using the target language to communicate or convey a message rather than only being able to describe the grammatical structures, patterns and vocabulary. In this episode we are going to take a look at this shift in focus, and sometimes mindset, from a primary focus on grammatical forms to language functions with examples and practical strategies.

Topics In This Episode:

  • 3 aspects of communicative language teaching:
    • 1. goal is on communicating and doing something with the language
    • 2. student-centered
    • 3. focused on understanding the message being conveyed by students despite inaccuracy in language form. 
  • language functions
    • focus is on communicating, student-centered, understanding the message being conveyed by students despite inaccuracy in language form
  • practical strategies and examples to support our focus on language functions
    • Novice Levels: Making Language Practical
    • Intermediate Levels: Expanding Communication
  • Embrace the Shift
    • not an either/or when it comes to grammar 
    • it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication. 
    • ensures that language learning is not just a theoretical exercise, but one that builds proficiency and communicative competence.
  • Blog post on Shifting the Focus from Grammar to Function

Work with Joshua either in person or remotely.

Teachers want to hear from you and what you are proud of in your classroom.
Join me as a guest on the podcast.

You  can also be a part of Leveling Up coaching episode if there is an area of your teaching that you like to improve or enhance.  Join me on the podcast for a Leveling Up Coaching Episode.  

Follow wherever you listen to podcasts.

Shifting the Focus From Grammar to Language Functions

As we step into our classrooms each day, we look for ways to support students understanding the language and using it with confidence in authentic situations. That’s certainly not a simple goal, but one that we can work toward with the right approach.

Shifting the Focus From Grammar to Language Functions (French, Spanish)

The idea of language functions (how we use the language) has inspired a paradigm shift in our teaching methodology. Traditional (or “Legacy” as I like to say) language teaching focused on grammar and structures. With a focus on functions teachers are embracing a more encompassing strategy—one that revolves around the idea of language functions, or what students do with the language.

It’s a shift that fundamentally transforms the way we view language teaching, placing authentic communication and language functions at the forefront. Here are practical strategies and examples to support our focus on language functions.

Novice Levels: Making Language Practical

At the novice level, students are like linguistic explorers, taking their first steps into the language terrain. Traditionally, they might have been bombarded with verb conjugations and intricate grammar rules. However, the shift towards language functions allows them to focus on practical, real-world applications.

Novice Low:

  • Students can engage in simple role-play conversations, such as ordering food. They are encouraged to use common greetings, basic food-related vocabulary, and appropriate phrases.
  • The goal is not grammatical perfection but practical communication. Students learn to convey their preferences in an authentic context, laying the foundation for real-life interactions.

Novice High:

  • Students can participate in simulated scenarios such as traveling. Instead of overwhelming them with complex grammar structures, the focus is on enabling them to ask for directions, purchase tickets, and express basic needs.
  • This functional approach helps them interact confidently during hypothetical trips. They understand that language learning is not just about constructing grammatically accurate sentences but about using the language effectively to navigate different situations.

Intermediate Levels: Expanding Communication

As students progress to intermediate levels, they are capable of more substantial interactions. The traditional approach might have kept them confined to rigid sentence structures and limited vocabulary. However, emphasizing language functions empowers them to engage in meaningful conversations and express their ideas authentically.

Intermediate Low:

  •  Students might explore the function of persuading and giving opinions. Instead of fixating on intricate subjunctive forms, they engage in debates about topics like environmental conservation. Here, they use expressions like “I think that” and “in my opinion”  to articulate their viewpoints. They discover that language is a tool for expressing their thoughts and beliefs effectively.

Intermediate High:

  • Students can narrate and describe. Rather than being confined to formulaic sentences, they recount personal experiences, share anecdotes, and describe memorable events using a variety of verb tenses and adjectives. They understand that language is not just a set of grammar rules but a means to convey their unique experiences and emotions.

Embrace the Shift

As language teachers, it’s essential that we embrace this paradigm shift from a focus on grammar and accuracy to a broader emphasis on language functions and authentic communication. By doing so, we equip our students with the tools they need to navigate the multilingual world confidently. This shift ensures that language learning is not just a theoretical exercise, but a skill that can be applied in real-life situations.

French & Spanish Digital Writing Activity: Moving Verbs

Sometimes students know the meaning of verbs. Sometimes they know the forms. But, isn’t it great when they use accurate verbs in the correct context?

Put that together with a no-prep, time saving activity for you and it’s even more than a simple win-win.

Simply share these digital activities with students and they will move through a seamless process of identify meaning and forms and then putting it all together and writing their own sentences

This no-prep-for-the-teacher activity makes sure that your students don’t just master meaning and forms. They will combine these skills and write accurate and meaningful sentences on their own.

Take a look at the French version:

and the Spanish version:

 

9: Teach Grammar as a Concept and in Context with Mike Travers

In this episode we talk about grammar.  This is always a hot topic in language teaching with lots of questions about how (or even if) we should do it.  [sign up for Talking Points]

I am joined by Mike Travers, a teacher in Massachusetts, who has presented on this topic many times at teacher conferences, having been named “Best of Conference.”  So, who better to help with this conversation?

Mike speaks about…

  • The role of grammar in communicative language teaching.
  • ACTFL’s Core Practice of Teaching Grammar as a Concept and in Context.
  • Why is it essential and beneficial that language structures be taught in context.
  • Procedures for teaching grammar in context and as a concept.
  • Possible benefits of explicit grammar instruction.

Connect with Mike Travers:

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