Proficiency-Based Instruction: Teaching Grammar for Proficiency

How to approach grammar when teaching for proficiency in today’s world language classrooms can be challenging and confusing. Many teachers wrongly believe that proficiency-based instruction means no attention to grammar, but this couldn’t be less true! Many teachers feel so strongly about teaching grammar that they continue with outdated methods, even while they incorporate other proficiency-based methods. Proficiency-Based Instruction: Teaching Grammar for Proficiency provides readers with clear, concrete, and easily applicable guidance on how to approach grammar in a proficiency-based classroom. This book will be your guide in redefining your relationship with grammar, and ensuring that it is used in a way that supports the proven proficiency-based approach to language learning! Using real-world exercises and examples, you will get applicable strategies to incorporate grammar into your lesson plans. Grammar is not a bad word! This book will show you how to integrate it seamlessly into your teaching...let’s go!

Mike Travers is a teacher at Wellesley High School in Massachusetts and has taught Spanish and French at the novice and intermediate levels. He is an active presenter at MAFLA, NECTFL, and ACTFL, and currently serves on the MAFLA Board of Directors. Mike has a true passion for working with districts and teachers as they make the shift to a student-centered, proficiency-based approach in their world language programs. Catherine Ritz, EdD is a clinical associate professor and program director for World Language Education and Curriculum & Teaching at the Boston University Wheelock College of Education & Human Development. She is the author of Leading Your World Language Program: Strategies for Design & Supervision, Even If You Don’t Speak the Language! (Routledge, 2021) and co-author of Proficiency-Based Instruction: Input & Interaction in World Language Education (ACTFL, 2022).