In my last post (Interacting with Linguistic Capital and Teacher Agency), I alluded to the balance that language teachers must find between working within the bounds of educational policy and making accommodatons for inclusion, perhaps at times pushing the boundaries. I feel that the topic merits further attention.
Oh no. One of my students has just asked me a question about Spanish grammar that I can’t answer. How is it that I felt so confident and accomplished with my Spanish if I don’t even know whether to use ser or estar in this particular context?