Cracking the Silence 

Podcast Reflection

In this podcast, created in Google Notebook, I share how TikTok-style short videos can build confidence and fluency for emergent bilingual students. By combining iteration, brevity, and feedback loops, students practice speaking in low-stakes ways that align directly with TELPAS expectations.

The purpose of the podcast is to show how technology, paired with sound pedagogy, can close gaps in oral language instruction—an area often overshadowed by reading and writing. The audience includes teachers, coaches, and leaders, particularly in Title I and dual-language schools, who need practical, research-based tools that drive measurable growth.

Key insights:

• Authenticity: Students produce meaningful language in real contexts (Krashen, 1982).

• Technology as a Bridge: Short videos feel natural and extend learning (Chapelle, 2009).

• Feedback & Reflection: Iteration plus targeted feedback accelerates growth (Darling-Hammond et al., 2017; Ajjawi et al., 2022).

• Lowering the Affective Filter: Private recordings reduce anxiety, encouraging risk-taking (Gulamhussein, 2013).

Ultimately, fluency is not one perfect performance, but an iterative process of practice and growth. This approach helps students move from silence to confidence—a shift that benefits both learning and equity.

Cracking the Silence Transcription

The final draft of my publication, TikTok-Inspired Video Activities to Support Oral Language Development for English Learners, is currently under development and will be submitted soon. Once it has been formally accepted, I will update this page with a link to the published manuscript. The draft can be found here.

This draft highlights how short-form, iterative video activities—modeled after TikTok’s engaging format—can provide English learners with authentic, low-stakes opportunities to practice oral language. By embedding structured feedback loops and promoting multiple attempts, this strategy directly addresses the gap in speaking and listening instruction that often exists in elementary classrooms. The article draws from research in second language acquisition (Krashen, 1982), effective professional development (Darling-Hammond et al., 2017), and technology integration, framing oral language practice as both equitable and measurable.

As part of the writing process, I received peer feedforward from my cohort group. My peers encouraged me to strengthen the alignment between my publication outline and the rough draft to ensure smoother cohesion. They also noted that while my topic was clear and well-grounded in research, adding a “so what” connection for a broader educational audience would make the impact even stronger. I revised my outline and draft to reflect this feedback, ensuring that the argument moves beyond classroom practice to emphasize how this strategy contributes to equity and accountability at the systems level.

This publication builds directly on my Innovation Plan, which centers on leveraging culturally relevant digital tools to strengthen oral language proficiency and boost confidence among emergent bilingual students. By connecting classroom practice to accountability standards such as TELPAS, the Innovation Plan ensures that instruction remains engaging while fostering measurable growth. You can revisit my full Innovation Plan here.