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Numerous practices and assignments discussed at the 2012 Backwards by Design Curriculum Workshop appeal to me as sources of creativity in the classroom. Some will suit courses I teach in the future. For this year, I faced an issue: I am working with students whose classroom vocabulary is equivalent to that of a three-year-old, because I am teaching first-year Spanish.

The most applicable idea, one that energized me greatly, was the identification of threshold concepts. Working backward from that identification, I sought ways to implement practices that would, I hoped, bring those concepts permanently into my students’ approach to writing in Spanish