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If I have taught grammar as a concept, they can when found in reading explain why it is the way it is. The eventual goal is that they internalize it so it's not just knowing about a grammar concept and they can apply that filter when they write. The end goal is that they have enough repetitions that when they are speaking (and have less time to apply the filter of the grammar we have studied) they can still use the grammatical structure accurately. AW

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Most of our lessons are task based (not project based per se) as the language is used to engage in a meaningful task not just my shirt is red what color is your shirt.  I do have some larger projects that students enjoy as an opportunity to use the language and need to incorporate more of that in the lower levels. AW

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I introduce grammar to students embedded in a context and then address it explicitly with what I call pop-up grammar where we talk for 1-2 minutes tops about the grammar before we get back to seeing it in a context AW

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I see this in a variety of ways. Production of the language is a key indicator of successfully incorporating grammar, but this can appear as understanding the directions as well. Production is based on speaking and writing activities.

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We incorporate many cultural aspects into our units to help our students relate to real-world scenarios. This can look very different depending on the day including speaking and writing tasks.

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We talk about grammar and sentence structure almost daily in my Spanish class. It is not set up as direct instruction, however, we give feedback and horizontal conjugations together to practice proper usage of verbs and punctuation

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I might see that grammar emerge in students production (ie in their speech or writing). If I ask a student to translate a passage, their translation will include accurate depictions of the grammar included in that passage. When I am communicating interpersonally with students, they can follow along and respond in a way that demonstrated accurate comprehension on the grammar contained in my utterances.

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This is a tricky question because the word "task" has been defined in different ways to me in the past. For example, I was told once that group story creation is not a "task" unless that story is then shared out with people outside of the classroom. It could not be a task for the simple purpose of entertainment (of ourselves) and getting to know each other's interests via idea generation. I am currently not motivated to go out of my way to incorporate Task Based lessons into my curriculum, however, there may be several things that I do that some would consider task-based lessons. f

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I allow grammar to emerge as needed in the context of our lessons. At the novice level this grammar is sheltered to the extent that each new grammatical form, especially with verbs, is treated as a unique vocabulary item. At the Intermediate level, the grammar emerges still as needed in the context of our lessons and explorations. Also, much of the grammar is absorbed via self-selected reading in levels 2 and up. Overall, grammar and vocabulary are not treated very differently, and while connections may be pointed out and briefly discussed, they are not taught as grammar topics per se.

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The success criteria in this case would be if my students are able to stay in the target language while negotiating meaning and are able to finish the task.

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Throughout our program, Somos, there are some based lessons that we use. For example, students create a menu for a restaurant together as a group.

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We have a new program, Somos, that teaches grammar in context. Since I teach higher levels, sometimes I supplement it with additional grammar practice because it is necessary for these levels. Nevertheless, I don't test students on grammar anymore. They understand we learn it as a resource.