Easily giving students a LOTE, via Esperanto

Esperanto is an international auxiliary language. It was created by L.L. Zamenhof, who published the first book on Esperanto in the year 1887.
Esperanto, with its streamlined grammar and orthography, is much easier to learn than a traditional ethnic language.
The idea is that, in order to make the language barrier a thing of the past, everyone would learn Esperanto in addition to their own native language. People bilingual in this way will always be able to talk to one another, and, importantly, on equal footing.
Aside from its status as an international auxiliary language, Esperanto has enormous educational potential. Chief among these is that it makes giving students a language other than English (LOTE) both possible and practical, even by a monolingual teacher. The procedure is simple: the teacher and students learn Esperanto together! – something not possible with an ethnic language like French. One of the fun things about learning Esperanto is that classes of students learning Esperanto throughout the world can do group correspondence (letters and picture postcards) with one another. Furthermore, knowledge of Esperanto is the ideal springboard to learning other languages: learn Esperanto FIRST, then learn French or Spanish, or German, or whatever. This way, while learning, say, French, the students can immediately be communicating with native speakers of French, about French, in Esperanto, via French speakers of Esperanto!
Any educator who does not take advantage of this opportunity, after becoming aware of it, is remiss in their duty.
[Language Arts]

OBSERVATION (two types of work)

There are two types of work: organizational and deployment (analogous to the distinction between specification and implementation), and is modeled by the behavior of the natural logarithm. Organizational work is for when 0 < x < 1, and deployment work is for 1 < x.
[mathematical modeling]
[continuous improvement]