So the question to you is how can we as language teachers do something and advocate for some changes happening in our schools with our curriculums, in our realities, so we keep our jobs [laughs] and we really start doing what we need to be doing, that is- Really having this comprehensible and communicative embedded input in the class, in these interactions happening every day in class

Right.

Um, well, what you're talking about, what you're hinting at is there's, there's two things at the same time.

One is changing what you do, but we'll get to that in a minute.

But the other is educating.

You know, there's only so many Bill Van Pattains to go around, only so many Claudius to go around, only so many of us to go around to talk about this kind of stuff, right? And so teachers have to become, quote-unquote, "experts." Doesn't mean you have to know all the ins and outs, but you have to know the basic facts and be armed with the facts and be able to show X, Y, and Z.

So one of the things, and again, I'm not trying to promote my own books, um, but I would be remiss if I didn't, because I write for la- You know, uh, I, the last 10 years of my career, I, I'm writing more, and more, and more for language teachers, and I'm trying to make things accessible.

... is gonna be in you when you assess that and like, "Oh my gosh, comprehensible input is not enough."