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The Journal of the Foreign Language Association of Georgia

The REALIA Project

FLAG JOURNAL Volume 10 Spring/Summer 2010

Call for Papers The Editors of the FLAG Journal are extending an invitation to the language teaching community to submit papers for publication consideration. We are going to publish an annual, refereed, on-line journal with articles about all aspects of foreign language education across all levels: innovative teaching strategies, learner variables, policy and issues, research, curriculum development, assessment and technology among other topics. Articles on all languages are welcome and manuscripts must be written in English to accommodate our readership. See the full description on page 34.

FLAG JOURNAL Volume 10 Spring/Summer 2010


2010 FLAG Officers President

Corresponding Secretary

David Jahner Foreign Language Director Gwinnett County Public Schools, Instructional Support Center 437 Old Peachtree Rd. Suwanee, GA 30024 Phone: (678) 301-7027 Fax: (770) 277-4470

Pat McCoy Wesleyan School 5405 Spalding Drive, Norcross, GA 30092 (770) 448-7640 x4438

President Elect Elizabeth Combier North Georgia College & State University, Modern Languages 305B Dunlap Hall Dahlonega, GA 30597 Phone: 706) 867-2811 Fax: (706) 864-1485

Vice-President for Advocacy Denise Overfield University of West Georgia, Foreign Languages & Literatures Maple Street, Carrollton, GA 30118 Phone: (678) 839-6515 Fax: (678) 839-5931

Vice-President for Language Contests

Treasurer / Administrator Mary Ellen Foye P.O. Box 734, Griffin, GA 30224 Phone: (c) (770) 468-3396

Members-At-Large FLES (ESFL) Sandra Cleveland Sharon Elementary School Middle School Jamie Patterson Fulton County Schools High School Joy Lynn Tynes Cobb County Schools Post Secondary Amye Sukapdjo Gainesville College

Archivist Jane Hursey

Public Relations Joe Frank Uriz Parsons Elementary School 1615 Old Peachtree Road, Suwanee, GA 30024 Phone: (404) 556-3653 Fax (678) 957-3055

Conference Brandi Meeks Starr's Mill High School 193 Panther Path, Fayetteville, GA 30215 Phone: (770) 486-2710 Fax: (770) 486-2716

Electronic Media Horst Kurz Georgia Southern University, Foreign Languages

GA DOE Liaison Jon Valentine Program Specialist for Foreign Languages & International Education GA Department of Education

Directors Rhonda Wells FLAG Journal Editors DeKalb County School System Peter Swanson Instruction, Bldg. B, 3770 N. Decatur Georgia State University, Modern Rd., Decatur, GA 30032 & Classical Languages Phone: 678-676-0227 P.O. Box 3970, Atlanta, GA 30302-3970 (404)413-6595 Immediate Past President Greg Barfield Student Advisor, Cobb County Susan Crooks Schools Kennesaw State University International Welcome Center East Dept. of F.L. 380 Holt Road, Marietta, GA 30068 1000 Chastain Rd. MD 1804 Phone: (770) 973-2955 Kennesaw, GA 30144-5591 Fax: (770) 578-2742 Phone 770-971-9504

The photos on this issue’s cover are generously reprinted here compliments of the REALIA Project . The REALIA Project publishes faculty-reviewed media for the teaching and study of modern languages and cultures. Faculty and students at all levels are encouraged to contribute materials to our searchable, online database. The focus of the REALIA Project is realia: Materials which convey the everyday life of different cultures. The top photograph is Moscow’s Victory Park on Central Avenue in Russia. The lower photograph, taken in Mexico, depicts a common scene at a local fruit market. These images, and so many others can be accessed from FLAG JOURNAL Volume 10 Spring/Summer 2010


Editorsâ&#x20AC;&#x2122; Message 2009 was a tumultuous year for educators regardless of content area as the economic crisis quickly spread from Wall Street to Peachtree and beyond in Georgia. For World Language teachers, the calamity has been devastating. Currently, school boards are wrestling with curricular priorities and unfortunately language programs and fellow teachers find themselves in jeopardy. However, at the SCOLT Leadership Lunch in Winston-Salem in April, we learned that the economic crisis has been even worse for World Language programs in other southern states. We hope that all World Language stakeholders can work collectively to regain the prominence that our language learning community deserves. Last year, Susan and I assumed the co-editorship of the FLAG Journal. We hope you found the 2009 FLAG Journal useful and informative as well as the new FLAG Peer-Reviewed Journal that was published in the fall. Again this year, we are inviting FLAG members to submit original articles for both journals. Submission information can be found in this issue as well as on the FLAG website ( As language professors, former public school language teachers, and now as editors of the FLAG Journal, we feel it is important that the journal offer FLAG members a pedagogical tool immediately upon receipt. For the second time, we have worked with the editors of the REALIA Project <<>> to allow us to re-print two peer-reviewed photos that teachers may use perhaps as a warm-up the first few moments of class to engage students and to encourage oral language production. We encourage FLAG members to visit the REALIA Project and use the quality photographs to engage students in meaningful language learning scenarios. Additionally, we strongly encourage members to submit travel photos for publication to expand the library. Lastly, we would like to solicit ideas from FLAG members to improve the journal. Feel free to contact us: Peter Swanson <> or Susan Crooks <>. We hope that you enjoy this issue and your summer!

FLAG JOURNAL Volume 10 Spring/Summer 2010


FLAG Journal A Publication of the Georgia Association of Foreign Language Teachers Volume 10



Contents FLAG Officers ……………………………………………………………..3 Editors’ Message …………………………………………………………...4 President’s Letter …………………………………………………………..6 FLES Contest and Spoken Language Contest….………………………….7 FLAG Award Recipients …………………………………………………..8 News from Colleges and Universities ……………………………………...9 Student Reflection ……………..…………………………………………..10 Georgia Department of Education Update ………………………………...11 AATF—Georgia Report ..………………………………………………….12 AATG—German Convention ...……………………………………………13 German Faculty Awards …………………………………………………...14 Study Abroad in Leipzig …………………………………………………..14 AATSP—Georgia Report ...………………………………………………..16 AATSP Conference Information …………………………………………..18 FLAIR Report …..………………………………………………………….20 JNCL—NCLIS Executive Summary ………………………………………22 2010 FLAG Conference Report ……………………………………………24 Making Language Sexy: The Promotion of LCT Languages……………....27 ACTFL 2009 Board of Directors Meeting Report ….……………………...28 Making Comparisons Using Learning Styles ……………………..……….29 Universal Feelings: A Mother’s Love ……………………………………..33 FLAG Award Application Instructions…………………………………….35 SCOLT Scholarships ……...……………………………………………….36 FLAG Membership Form ………………………………………………….37 Important Dates…………………………………………………………….38 REALIA Project Ideas……………………………………………………..39 FLAG JOURNAL Volume 10 Spring/Summer 2010


President’s Letter

Dear FLAG Members – As we look back on the 2009-2010 school year, the entire education field has faced unprecedented challenges: furlough days, deep budget cuts due to revenue shortfalls, layoffs, and Swine flu to name just a few. Nearly every day in the newspaper or on the Internet stories abound about how schools and school districts must accomplish more with less. No matter how one looks at it, times are tough and the outlook for 20102011 shows little hope for a fast rebound. While we must acknowledge the difficulties we face squarely in the eye, as much as possible we must also not allow the situation to control us. This is not the first time in our nation’s history that we have faced difficult times, and after each of those difficult times the United States has emerged stronger. The current economic downturn is no different. I am an optimist and truly believe that better times lie ahead. We must try to focus on the positive things happening in our field and let that help us through all the negativity. During the past school year FLAG has attained several noteworthy accomplishments. Our membership numbers continue to increase and we currently boast more than 1,100 members. Attendance at our annual conference this March in Augusta was outstanding: more than 325 educators gathered to learn, share and network. That number defies the trend among many state associations around the country. Many state conferences have seen their attendance drop by 50% or more. What a great testament to our members! Students and teachers turned out in force for the annual Spoken Language Contests. During the winter, several FLAG members worked together to create a policy and position statement, and Dr. Denise Overfield, Vice President for Advocacy, solicited responses from all the gubernatorial and state school superintendent candidates and created a voter guide so you, our members, can be better informed. Both of these documents are posted on our website, FLAG also has a presence on Facebook, and Joe Uriz has done a fantastic job of keeping our members up to date via both the Facebook group and FLAG Listserv. I would also like to take this opportunity to thank all the members of the current FLAG Board – I have never worked with such a dedicated and cohesive Board, and their creativity and enthusiasm is incredible! Please do not hesitate to contact any current FLAG Board member if you are interested in serving your organization in the future. As we look ahead to the 2010-2011 school year, it is more important than ever to offer the students in our classrooms the absolute best instruction possible. Our students are our best ambassadors and by providing them a rich learning environment, we can help ensure the vitality of the world language programs across the state. On behalf of the entire FLAG Board, we offer each of you best wishes for a wonderful summer holiday and a great start to the upcoming school year! David Jahner FLAG President

FLAG JOURNAL Volume 10 Spring/Summer 2010


FLES Contest was a Huge Success Elementary school students from all over the state converged at Sharon Elementary in Walton County for the 2010 FLAG FLES Spoken Language Contest. Students were interviewed by judges, sang songs, presented skits, and much more. These students were ranked as good, excellent, or superior for the skills they had acquired in their foreign language classrooms. Over three hundred people, including students, parents, teachers, principals, and superintendents attended this year’s FLAG FLES Spoken Language Contest. The event was held at Sharon Elementary School in Walton County. Elementary students from different areas of the state presented songs, skits, dialogues, and puppet shows in four different languages (Spanish, French, German, and Arabic). Students also impressed the judges with their skills in number recognition, vocabulary recognition, and interviewing. Sharon Elementary Safety Patrol students served as ambassadors. These students assisted parents and students, led judges to classrooms, escorted students to judging rooms, ran errands, and presented awards. The FLAG FLES Spoken Language Contest is a wonderful opportunity for elementary students to share their language abilities. It is also an excellent way for parents and language teachers to support these young learners. If you are interested in helping with next year’s contest visit the FLAG website often to register to help or judge. You may also contact Sandra Cleveland at Respectfully, Sandra Cleveland

FLAG SPOKEN LANGUAGE CONTEST More than five hundred students participated in the FLAG Middle School/High School Spoken Contest at Miller Grove High School on Saturday, March 27, 2010. Students were interviewed in Chinese, French, German, Japanese, and Spanish. Students of Latin participated in an oratorical contest. Students in the southern part of the state attend the annual contest in Albany overseen by Polly Stadnik. Students were rated by the judge’s to receive a rating of Superior, Excellent, or Notable. The majority of students this year received a Superior rating. Thank you to the teachers, judge’s, students, and parents who helped provide this opportunity for our students to use their language. The enthusiasm of the teachers and students was contagious. The FLAG Spoken Language Contest experience provides an excellent opportunity for students to practice their language skills. At the contest, teachers from another school or system interview students and their speaking skills are rated. Latin students compete in an oratorical contest. Based on their performance, students earn ribbons for a ranking of Superior, Excellent or Notable and all students receive certificates of participation. The FLAG Middle School/High School contest for 2011 will be held at Tucker High School in March. Please visit the FLAG website for updates. Rhonda Wells Contest Director FLAG JOURNAL Volume 10 Spring/Summer 2010


FLAG Awards Dr. John Bartley - Administrative Award Dr. Bartley began his career as a French teacher. He has taught middle school, high school, undergraduate, and graduate level courses. Later, John went into administration, and he served as an assistant principal, principal, and as World Languages/ESOL Curriculum Coordinator in Dekalb County and is currently serving as principal at Centennial High School in the Fulton County School System. Dr. Bartley has championed the work of foreign language teachers and students. He hosted many professional development workshops at the school and has paid for his teachers to attend the FLAG Conference each year, including half-day pre-conference workshops. He also offers support for all students who participate in foreign language competitions and recognizes those teachers and students during the school’s annual honors day ceremony. Mr. Joe Frank Uriz - Teacher of the Year Mr. Joe Frank Uriz is an outstanding teacher of Spanish at Parsons Elementary School. Walking into Joe’s classroom was always exciting. Students encounter well planned lessons that use a variety of methods to engage them in the learning of foreign language. Instead of just going over rote vocabulary about items found in a restaurant, for example, he actually sets the room up like a restaurant! Mr. Uriz’s positive nature and his love of the language motivates students to do their best. Joe Frank is a professional in maximizing instruction during the thirty minute lessons with quick, organized activities. His classroom is touted as the model for what a successful foreign language room should be. Joe is well respected in his field and by his peers, offering support and guidance to new teachers. He presents at numerous workshops and is a member of several professional organizations. Dr. Peter Swanson - Leadership Award Dr. Swanson is an Assistant Professor of Spanish at Georgia State University where he teaches classes in methods, technology and pedagogy. He is an inspiring teacher who is able to help candidates make connections between theory and practice. Dr. Swanson provides teacher candidates with the specific knowledge and practical pedagogical skills they will need in their future foreign language classrooms, such as the ISTE standards for teachers and the Georgia standards website and provides candidates practice with newest technologies such as Odeo, a voiceactivated protocol. Dr. Swanson has worked with Dekalb teachers and students in order to encourage students to become foreign language teachers. His collaboration is considered an asset to those teachers and students with whom he works, and his enthusiasm has proven unparalleled. He has been called ―an educator’s educator‖ by those teachers that admire him. Dr. Carrie Haight - K-12 Teacher of Promise Dr. Haight is currently a French teacher at Arabia Mountain High School in Lithonia with extensive knowledge in the area of foreign language acquisition. She was a teaching assistant at Emory University and Clemson University while working on her Ph.D. She has done in-depth quantitative and qualitative research and has also led workshops on pedagogy. Ms. Haight is a co-author of the Emory College language Center innovative software, Oh la la …Quelle Aventure! Discovering Basic French. One of the reasons that Dr. Haight was nominated for Teacher of Promise is that although she had many accomplishments during her graduate years at Emory, she first chose to teach in Dekalb County Public Schools urban school district where she feels she can make a greater impact. She jumps right in and addresses the needs of her students. She has also been instrumental in aiding new teachers with the implementation of curriculum. Dr.María José Hellin García - Teacher of Promise Postsecondary Dr. Hellin Garcia is an assistant professor of Spanish at the State University of West Georgia. She has a Ph.D. in Hispanic Linguistics with a Master of Arts degree in Curriculum & Instruction as well as Peninsular Literature. She has demonstrated impressive enthusiasm and energy for teaching Spanish at all levels while creating and maintaining high standards. She develops curriculum designed to meet her students’ needs outside the classroom. She recognizes the relevance of individual learner differences and states that communication is at the heart of her teaching. She demonstrates a collaborative nature and shares ideas and concerns with her colleagues. She also integrates instructional technology and reflection as essential components to learning a foreign language today. She has proven to be a warm, engaging teacher willing to try new ideas to encourage students and has demonstrated great potential for collaboration and leadership in the field of foreign language education.

FLAG JOURNAL Volume 10 Spring/Summer 2010


News from Georgia Colleges and Universities The Department of Foreign Languages at KSU offers the B.A. in Modern Language and Culture with three options for a "primary language": French, German, or Spanish. The Department offers minors in Chinese Studies, French & Francophone Studies, German Studies, Italian Studies, and Spanish. Teacher Certification is available in French, German, or Spanish through the Foreign Language Education program. Additionally, the Alternative Teacher Preparation (ATP) Program in Foreign Languages offers a non-degree undergraduate program leading to P-12 teacher certification in Chinese, French, German, Italian, Japanese, Korean, Latin, or Spanish. It is open to foreign language teachers who are currently employed full-time and have a temporary certificate-professional, provisional, intern, conditional, permit, etc. (This does not apply to private/ independent schools). Upon admission, candidates receive an individualized certification plan. Please visit the KSU website ( for complete information on all programs.

Georgia Southern University offers B.A. degrees in Modern Languages with concentrations in French, German, and Spanish. In addition, Georgia Southern offers coursework in Arabic, Chinese, Japanese, Latin and Yoruba. Georgia Southern offers students a variety of study abroad opportunities in France, Quebec, Germany, Spain, Mexico, and Chile. Programs vary from four to six weeks in the summer to semesterlong programs during the academic year. A number of scholarships are available. Georgia Southern University offers the Master of Arts in Teaching Spanish. The program is designed to prepare graduate students who have attained an advanced proficiency in Spanish with the necessary training to be effective foreign language teachers at the elementary, middle and high school level. The coursework covers general principles of education, educational research, second language acquisition, foreign language curriculum and methods, and graduate level Spanish. In addition a student in the MAT program works with different mentor teachers at the university, secondary, middle school and elementary levels culminating in a full-time internship. Location is not a barrier to your begin student in the MAT in Spanish program at Georgia Southern University: 100% of the coursework can be taken in an online and study abroad format. Georgia Southern also offers an M. A. degree in Spanish. Total number of hours required for the M.A. degree is 30 hours. Courses include History of the Language, Phonetics, Survey of 16th and 17th century drama in Spain, Colonial Spanish American Literature, and Contemporary Spanish American Culture and Civilization. Students can elect to write a thesis or to complete additional coursework. A number of graduate assistantships are available for M.A. students.

FLAG JOURNAL Volume 10 Spring/Summer 2010


Georgia State University The Department of Modern and Classical Languages at Georgia State University offers instruction in 12 world languages and innovative programs of study. The mission of the Department is to give students the opportunity to develop appropriate proficiencies in the modern and classical languages, to acquaint students with the literary and cultural productions of other countries, and to provide them the opportunity to acquire critical skills through literary and cultural analysis as they prepare for careers in teaching and research, business, translation and interpretation and other areas. As a core element in the Universityâ&#x20AC;&#x2122;s mission of internationalization, the Department promotes international involvement by both faculty and students through programs such as our Language & International Business programs, International Economics & Modern Languages programs, study abroad/student exchange programs, undergraduate foreign language clubs, and conferences with international speakers/scholars. Current study abroad programs include Spain, Mexico, Argentina, and Germany to name a few. Georgia State University also offers a program in Teacher Certification in Spanish, French, German, Latin, and some less commonly taught languages such as Japanese and Chinese.

Reflection of a Spanish 3 Student at FLAG Spoken Language My name is Treisha Jones, and I am a Junior here at South Gwinnett High School. On March 27, I had the privilege to participate in the annual FLAG Spoken Language Contest. On that Saturday morning, I had traveled to Miller Grove High School in order to attend this event. The school was packed with students from all over the state. Though this was not my first time attending this event, my nerves were going haywire. Even standing in line awaiting my turn had made me nervous. There were so many students there being interviewed for Spanish 3. It was as if there were all fluent speakers because they had spoken with little hesitation and such good quality. I even started doubting my ability to do well. I had to take a step back to reassure myself that I was just as prepared as everyone else, and that I would do just fine. Once I calmed my nerves, I felt that I was ready to go inside of the classroom and speak with the judge. My judge was a non-native speaker, but it was very hard to tell. She had spoken very quickly; I was afraid that I would not understand her. After listening very carefully, I had realized that I actually understood her very well. She had asked me about my life, my goals and my likes and dislikes. I was also told to describe what I was wearing to her. Before ending, she had held up a picture of a neighborhood and had asked me to describe the scene to her. After observing the scene ,I was able to tell her fairly a lot. She was so impressed that she insisted that I continue to take the language for she insisted that I had a lot of potential. She also recommended that I study abroad in order to get a better feel for the language. I then had to wait in the lunchroom in order to receive my ribbon and certificate. The ribbons had ranged from "Notable," "Excellent," and "Superior" ...Superior being the greatest honor. Last year, I was lucky enough to receive a Superior ribbon, but I was still a little nervous about this time around. I anxiously awaited my results with the rest of the students. When my name was finally called, I rushed to the table so that I could see just how well I did. With much excitement, I had discovered that I had again received a Superior ribbon! I was so honored and proud. I could not wait to show it off to my teacher, Ms. Poole. I really appreciate all that my Spanish teachers have taught me, which prepared me for this contest. I do plan on extending my foreign language learning experience throughout the rest of high school into college. I really hope to attend this event next year and make my school proud. FLAG JOURNAL Volume 10 Spring/Summer 2010


Georgia Department of Education At the Georgia Department of Education we have been working to build relationships, identify opportunities for teachers and students, and provide training and resources during challenging economic times. One of the beneficial outcomes (there’s always a silver lining) has been an increased reliance on technology to deliver training and information. We are delighted to announce that 20092010 marked the inauguration of online Webinars and included the topics Introduction to the GPSand Communicating Proficiency Gains to Students using LinguaFolio. Over 80 teachers took part in live webinars or listened to the recordings on their own time. We plan to greatly expand this series of webinars in 2010-2011 and will introduce a series of language-specific informational webinars in September. Some of the highlights from 2009 - 20010 included: -The approval of the GPS for K-5 teachers, making Georgia one of the first states in the nation to offer a complete and articulated K-11 series of World Languages performance standards. -Through our ongoing partnership with the Istanbul Center, twelve middle and high school students and teachers received an expenses-paid tour of Turkey. -Introduction of the new Deutsche Sprachdiplom (DSD) in partnership with the German Consulate. -Completion of a draft proposal of an MOU with the Nancy-Metz regions of France and Georgia. -Under leadership from our district and corporate partners we are helping to finalize plans for the commencement of the inaugural World Languages Summer Institute to take place in June at North Georgia College and State University. -Completion of a very successful round of Governor’s Honors interviews at Dutch Valley High School. As we ramp up for 2010-2011, we’d like to keep you abreast of some of our larger initiatives. We are working with our partners in Career Tech and Agricultural Education to provide guidance to our systems in need of nursing and law enforcement graduates proficient in other languages. We also hope to have our MOU with Nancy-Metz ready for final authorization and signature in France by June. Once this is completed, we may begin making connections between our schools in Georgia and this lovely region of France; offering teacher, student and administrator exchange and cultural learning opportunities. The draft Blueprint for Reform of the ESEA reauthorization includes strong support for dual-language programs as an accepted models for delivery. We will certainly be watching these developments closely. And finally, Georgia has been chosen as a pilot state for the new online LinguaFolio project. When this launch occurs, we will be extending training and sending out login information. As always, we’re continuing to gather data on programs across the state and working to provide support through training and connections with our consulate and advocacy groups. All data are now posted on the World Languages section of the GaDOE website on the World Languages page under Program Data. As we finish this school year and begin gearing up for another, we’d like to extend a special thanks to the board FLAG for a successful conference in Augusta this winter. While many conferences have been cut back or canceled, it was nothing short of miraculous that attendance this year exceeded expectations. This speaks to the fact that teachers and administrators view FLAG as a practical and valuable partner and advocate for World Languages instruction. Thanks again to everyone who is working so hard to provide a world-class education to World Languages students in Georgia. We look forward to an excellent end to this year and wish everyone a restful summer and successful start to the 2010 - 2011 school year. Please feel free to contact me with any questions at Jon Valentine Program Specialist

FLAG JOURNAL Volume 10 Spring/Summer 2010


Merci AATF GÊorgie! During the year 2009-2010, The AATF-Ga chapter has been quite active. With the Alliance Française and the French Consulate we organized a Comic strip workshop and competition which was a real success. We also hosted on December 5 th at Sandy Creek High School a culinary class under the guidance of Chef Patrick Boutier. During his presentation Chef Boutier introduced different dishes that could be used in the classroom with students. Between February 19th and the 21st, AATF-Ga held its immersion camp. The number of participants was once again very high. During the immersion camp, AATF-Ga, in collaboration with the French Consulate, offered a competition to select a student to go to France for 2 weeks to participate in an environmental camp from July 14th to July 25th. Seth Ramsey won the competition and will be going to France for two weeks. During the month of March, AATF-Ga worked very closely with Atlanta Accueil and the different francophone entities in Georgia to organize the Francophone festival. The teacher workshop and the different activities offered were very successful and beneficial to the students. We also had a record number of students participating in Le Grand Concours. This National Exam is always a great success and shows how strong the teaching of French is in Georgia. At the Augusta conference, we recognized our Teacher of the Year, Catherine Francisse and our Administrator of the Year, Valerie White. We are very proud of them and their accomplishments. As the summer months approach, our activities will be reduced. We will only have the AATF conference in Philadelphia at the beginning of July. For the fall, we are looking at organizing a music workshop with the collaboration of Jean-Paul Carton, the details and dates will be announced later on. We are also working on a fall activity with our partner AATF-NC on short stories. More details will be announced in the fall. In closing, I want to remind French teachers that their involvement with the French organizations is a necessity now more than ever and that in these difficult economic times, these organizations can offer great support and teaching tools. Please refer to our national and our state website for updates. Stephane Allegnon President

President Stephane Allagnon Sandy Creek HS 360 Jenkins Road

Treasurer Bill Griffin Kennesaw State University 1000 Chastain Rd., #1804

Tyrone, GA 30290-1614

Kennesaw, GA 30144-5591



FLAG JOURNAL Volume 10 Spring/Summer 2010


State German Convention 2010 German is still going strong in Georgia! The success of the 2010 State German Convention is proof! High school students of German from across the state gathered in February at Camp Jackson in Newton County for the annual event sponsored by the Georgia Chapter of AATG. More than four hundred students representing 26 schools competed for medals and trophies at this year’s competition, centered around the theme ―Deutsche Märchen und Sagen‖ (German Fairy Tales and Legends). Preparation for SGC 2010 started last fall as teachers registered their students for individual and group contests. Some students began studying word lists for the spelling and vocabulary bees, or they worked on memorizing their poems for the recitation contest. Others honed their skills for picture descriptions, story re-telling, extemporaneous speaking, and the role playing challenges. With two students per level from each school participating in each event, competition would be tough! The two biggest competitions at SGC require the most preparation and represent the convention theme for the year. Each school entered a team of four students into the Quiz Bowl. Participants researched topics from a prepared list of German fairy tales and legends, studying tirelessly in hopes of winning the prized trophy. For the Skit Competition, students wrote their own scripts, built sets for their presentations, made costumes, and rehearsed for hours. Watching these students perform has always been the highlight of the convention, not only for the students themselves, but also for teachers and visiting professors. State Geman Convention 2010 officially started on Friday, February 26. School groups arrived at Camp Jackson around noon, signed in with the elected SGC Student Officers, and settled into their cabins. Teachers picked up supplies for the contests they would be running and briefed their students and chaperones on their duties and responsibilities. Students registered the cakes and cookies they had baked and the posters, t-shirts, games, and videos they had made for the project competitions. After the Opening Convocation, some groups immediately began final rehearsals for the preliminary skit competition, but most students engaged in the Friday afternoon interest sessions. Together with students from other schools, they played German-themed versions of Bingo, Jeopardy, Wheel of Fortune, and Pictionary. Others played basketball or had fun with the beanbag toss and table tennis. A handful of the participating schools entered groups in the new Lip Sync contest, which turned out to be a real crowd pleaser. The activities continued after dinner. Cabin meetings gave students the opportunity to get to know their bunkmates from other schools. The first rounds of the Quiz Bowl and Skit Competition narrowed the field to four schools in each contest. German professors from UGA, Emory, Georgia Southern, Georgia State, Agnes Scott, Mercer, West Georgia, and Kennesaw State set up tables for the College Fair and shared information about their programs with interested high school students. More than one hundred students attended the Singfest this year, and the evening came to a close with the Volkstanz. By 11:45, it was time for lights out! Saturday morning started with a hearty camp breakfast and the Morning Convocation, then students went straight to the contests for which they had registered. In between the competitions, students took part in a number of interest sessions. Many dyed Easter eggs, worked on arts and crafts in the Basteln room, or went on an organized nature hike. Almost everyone practiced their conversation skills with native speakers in the Plaudern room, and, of course, the obstacle course was as popular this year as ever. After lunch, students elected their SGC officers for 2011, and then most students watched the final rounds of the Quiz Bowl and Skit Competition, cheering for their favorite school. The Convention concluded on Saturday afternoon with the presentation of awards at the closing ceremony. First through fifth year students of German took home first, second and third place medals and certificates in nearly fifty separate contests. Lakeside High School in DeKalb County walked away with the coveted Quiz Bowl trophy, and Screven County High School students proudly accepted the first place trophy in the Skit Competition again this year. At the end of the ceremony, all graduating seniors gathered on the auditorium stage to sing ―Nehmt Abschied, Brüder‖ as a fond farewell to the State German Convention. Underclassmen started making plans for SGC 2011, which will take place the last weekend in January with the theme, ―Deutsche Musik: gestern und heute‖. (German Music: yesterday and today) Kevin Keough McIntosh High School Director, State German Convention

FLAG JOURNAL Volume 10 Spring/Summer 2010


German Teachers and Professors Win Awards Several Georgia German teachers and professors were recognized this past year for their contributions to the teaching profession. Dr. Sabine Smith, Kennesaw State University, received the KSU Foundation Distinguished Teaching Award last August. Criteria for the award include:  Consistent excellent teaching performance.  Impact on students (including classroom teaching, mentoring, advising, supervising in and out of the classroom).  Implementation of innovative approaches to teaching (including creativity, ability to teach in ways that students learn, honoring individuality and diversity).  Contributions to improved instruction and curriculum (including special projects, innovative teaching methods, curriculum development). The award recipient is selected from among the faculty of the various colleges/schools, graduate studies, and learning support programs. The winner receives a cash award from the KSU Foundation. The KSU Distinguished Teacher also receives access to an expense account of state funds, which is administered through CETL, to support travel, instructional materials, research supplies, or computer hardware and software. At the May meeting of the American Association of Teachers of German, the following teachers and professors were recognized: Rita Prescott of Union Grove High School was selected as AATG 2010 Teacher of the Year. The recipient receives a free round trip ticket to Germany from Lufthansa. Dr. Horst Kurz of Georgia Southern University received the Duden Award from his colleagues in AATG. This award is given in recognition of outstanding effort and achievement in German instruction.

AATG in Leipzig, June/July 2009 This past summer I had a delightful time in Leipzig, where I attended the four-week seminar for American high school teachers of German sponsored by AATG and the Herder Institute (U. of Leipzig). Leipzig is not very big (metrowide, about a half million), so it was easy to get to know the city in a relatively short period of time. And with fifteen streetcar lines, it was easy to get around! I was fortunate to be able to borrow a bike, too, and that made a world of difference, since it shortened my travel time by half. The participants were a wide-ranging group, both in experience and age. Among the twenty were, on the one end, one bilingual speaker and, on the other end, two teachers who themselves had just started studying German a couple of years back. And there were three or four undergraduates, who had very little experience in a classroom. I was in the group of five or six who were not native but were very strong speakers and learners. As I expected, I was The Old Man in the group, although there were a couple of women 50-ish. One result of the age gap was that I found that I spent more time alone than I really wanted to (what 20-something wants to invite her father to go along to FLAG JOURNAL Volume 10 Spring/Summer 2010


go along to lunch?). My host was an 80-year-old woman -- she's hosted for twenty years now -- still spry and lively with lots of opinions, so we had some great conversations about local politics and history because she had lived through so much of it! The program included classes in common problems for English speakers (fordern vs. fördern), pronunciation, games in the classroom, and a group project, among other things. One group came up with Jeopardy with a West Germany / East Germany focus. (Our German instructors weren’t familiar with the TV show and they sat quizzically as we all hummed the music.) Another group presented the results from a questionnaire for our Leipzig hosts about life in the GDR – sehr interessant! I did my own project solo: the renovation and revitalization of Leipzig. I interviewed two locals: one who had established his own chain of bakeries since the Fall of the Wall and another who worked for the Renovation Office of the city. Our Willkommen in Leipzig tour started with dinner at Auerbach´s Keller, the locale that Goethe

chose for a scene in his version of Faust. Leipzig is also home to Bach, Mendelssohn, and Schiller. Bach gets the lion´s share of attention, with the Bachfest held at venues all over the city for two weeks every June, and many of us went to one of the various in- or outdoor sites. One Saturday we toured Dresden, the capital and queen city of the Federal state of Sachsen with its stately museums. While there, we tour-boated our way back down the Elbe River from Pillnitz, the royal summer palace of Johann Georg IV, later inherited by his brother Friedrich Augustus. Another weekend outing took us to the charming town of Quedlinburg, which did not suffer in WWII and so has retained its fanciful architecture and narrow cobblestone alleys from centuries ago. The main instructors, Beate Grusenick and Ines Laue, had both spent time in the US and Canada, respectively, so they knew lots about life on this side of The Pond. In addition to our immediate tasks, we had lots of moments mutually bemoaning the Amerikanisierung of the German language and how to get around such pitfalls with our students. The Institute’s Director is a big fan of the United States, having traveled here with his family several times, and he helped us celebrate the 4 th with a little champagne! All in all, it was a great month, and I brought back lots to share with students! Paul Spitzer

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AATSP Georgia The Georgia Chapter of AATSP enjoyed another year of engaging programs and opportunities for teachers and students in primary, secondary, and post-secondary levels. Our student accomplishments this year included successful competitions for the AATSP High School Poster Contest, the FLES/MS Poster Contest, the High School and College/University Composition Contests, National Spanish Exam, Students of the Year Awards, and Spanish Immersion Camp. The winners of the AATSP High School Poster Contest were announced in October with winners creating artwork inspired by this year’s theme Languages – The Power of Many Voices. Our winners this year were: Kristen Carlson, Lowndes HS (Teacher-Carmen Ruddle), José Rivadeneira, Villa Rica HS (TeacherSylvia Ritchie), Alexia Romo, Lowndes HS (Teacher-Carmen Ruddle). Honorable mentions went to Angela Seal and Daniel Millea of Starr's Mill HS (Teacher-Madeline Rodriguez). They received cash prizes and were featured on the chapter website. The next contest will be held in the fall, and the deadline will be in early October. Vicki Welch Alvis, Elementary/Middle School Member-at-Large, announced the winners of the FLES/MS Poster Contest in April. The students compete in 3 categories: K-3, 4-5, 6-8. This year’s theme was Estudia FLES en 2010: Amplia tus oportunidades. Our winners created poster artwork on this theme and the winners were: Grades K-3 1st Alexandria Hatten, St. George’s Episcopal School (Teacher Candiluz Holland), 2nd Cooper Camp, Athens Academy (Teacher – Crystal Vicente), 3rd Hannah Daniel, Athens Academy (Teacher – Crystal Vicente) Grades 4-5 1st Carson Pittard, Athens Academy (Teacher – Crystal Vicente), 2nd Maggie Ivy, Athens Academy (Teacher – Crystal Vicente), 3rd Grace Hicks, Athens Academy (Teacher – Crystal Vicente) Grades 6-8 1st Tracy Du, Autrey Mill Middle School (Teacher - Vicki Alvis), 2nd Ansley Edwards, St. George’s Episcopal School (Teacher - Candiluz Holland), 3rd Allie Lutin, Autrey Mill Middle School (Teacher – Vicki Alvis).The next contest will start in early 2011. The window for participation in the High School and College/University Composition Contests was open from March 2-March 18, 2010, and students were contacted about their results by mid-April. All contestants received either a certificate of participation, or an award certificate with Notable, Excellent, or Superior designations. Students at every level of study, including native speakers, are eligible to participate in these contests, which provide valuable feedback for students in college courses emphasizing writing skills, and for students who take the AP Spanish exams in May. Among the students with Superior ratings, several were chosen to receive gift cards from our chapter for being ―best of the best‖. The National Spanish Exam was administered between March 1 and April 10, 2010, and all participating students were notified of their results by the first week of May. The exam continues to be offered electronically. Each year the number of participants has grown following the initial years of change that presented a technological challenge for many schools. Teachers are now receiving their scores electronically, and the Georgia Chapter coordinator, Shirley Fernandez, sends a gift to each participant from our chapter. Teachers who had issues administering the exam this year are encouraged to contact our coordinator in order that their concerns can be communicated to the national directors. AATSP-GA was fortunate to have superb candidates for Student of the Year awards this year. The 2010 Middle School Student of the Year is Evan Joseph Wallace, a student at Woodland Middle School, and Spanish student of Dr. Candace Murdock. The 2010 High School Student of the Year is Fan Fan, a student at Chattahoochee High School, and Spanish student of Stephanie Clower. The 2010 University Student of the Year is Cindy Burton, a student at Augusta State University, and Spanish student of Dr. Jana Sandarg. All students received plaques from our chapter, and press releases were sent to their hometown newspapers. Our annual Spanish Immersion Camp was held March 19-21, 2010 at Camp Fortson 4-H Center in Hampton, GA. Students arrived on Friday afternoon and spent the rest of the evening getting to know their assigned families, creating family banners, playing games together, and learning some dances. During the day on Saturday each family traveled to talleres offered in sports, artesanía, dance (both Flamenco and Latin), and games. Saturday evening afforded the students an opportunity to dress in traje típico and attend Carnaval. Students danced, snacked, competed in speaking challenges, and swung at piñatas. The evening ended with the boys performing a serenata in front of the girls’ dorms. The closing activities on Sunday morning FLAG JOURNAL Volume 10 Spring/Summer 2010


involved a rousing Mercado with much bartering for goods paid for with pesos earned for speaking Spanish throughout the weekend, skits performed by each family, and camp awards. We look forward to another fabulous camp experience next spring. Our chapter offered the following benefits to teachers and professors this year: an informative professional development conference in September, Teacher and Professor of the Year Awards, Raúl Fernández TravelStudy Award, and New Teacher and Teacher Resource Mini-Grants. For our annual fall teacher conference we offered a productive, full-day, interactive workshop with Greg Duncan, a well-known leader in foreign language education. His focus, Talking Up a Storm! Maximizing Speaking in the Foreign Language Classroom, served to enrich teachers of all languages at all levels of study with numerous creative examples of activities designed to increase oral proficiency, including group, paired, and individualized activities. Teachers spent time in pairs and groups actually participating in those activities during the workshop and were able to get valuable feedback, as well as other ideas, from peers and from Mr. Duncan. In addition, Mr. Duncan highlighted the different ACTFL designations for oral proficiency through the use of video footage of actual Oral Proficiency Interviews, and he encouraged all foreign language teachers to help students achieve Intermediate Mid-Level oral proficiency by the end of their second year of study. We look forward to another exciting conference on September 18, 2010 at Gainesville State College where our featured speaker will be Ken Stewart, a national consultant to the College Board and for the National Board for Professional Teaching Standards. He is an accomplished AP table leader and reader for AP exams and an AP teacher at Chapel Hill High School, North Carolina. The focus of this conference will be effective reading strategies in foreign language, a very timely topic with the current push for increasing reading in the target language. Many teachers may know Ken Stewart from training sessions for AP Spanish Language and AP Spanish Literature. In addition, Mr. Stewart was featured in session as one of the ―Best of FLAG‖ presenters at the 2009 FLAG/SCOLT conference in Atlanta. He has been recognized as a teacher of the year for several organizations including AATSP-NC, ACTFL, and SCOLT. This year our chapter was pleased to recognize Eric Skipper of Gainesville State College as the AATSP-GA 2010 Professor of the Year, Carmen Ruddle of Lowndes High School as the 2010 High School Teacher of the Year, and Theresa Anderson of Turner Middle School as the 2010 Middle School Teacher of the Year. These distinguished educators received their awards in March during the annual affiliate meeting for AATSP-GA at the FLAG Conference held in Augusta, GA. Unfortunately we did not have applicants this year for the Raúl Fernández Travel-Study Award, the New Teacher Mini-Grant, or the Teacher Resource Mini-Grant. In these economic times, it is such a shame to see these awards go unused. We encourage all current members and new members for the coming year to apply for these monetary awards in 2011. Details about all of our chapter activities, deadlines, registration forms, and requirements for all of our activities can be found in our chapter newsletter, Al Día, and on our chapter website at Christy Presgrove President

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AATSP GA Fall Conference 2010 Saturday, September 18, 2010 8:00 am â&#x20AC;&#x201C; 4:00 pm Gainesville State College 3820 Mundy Mill Road (Highway 53) Oakwood, GA 30566 The Workshop will be held in the Business/Continuing Education/Performing Arts Bldg. Featuring the popular workshop presenter and national award winner Ken Stewart Chapel Hill High School, Chapel Hill, NC

Building Proficiency Through Reading Strategies A workshop for ALL languages This workshop will focus on strategies that use reading as a means of achieving proficiency. All foreign language teachers are welcome. Participants in this workshop will learn practical classroom applications of the interpretive mode to enhance students' reading comprehension culminating in literary analysis. Special attention will be given to the use of authentic materials and the integration of skills in order to engage all learners. The presenter will share sample lessons that make use of graphic organizers, technology and standards-based teaching. This workshop is open to all languages. The presentation is in English with examples in Spanish and English. Registration information will be published in upcoming issue of the Chapter newsletter, AL DIA, and on our website ( For directions:

The FLAG listserv has grown substantially over the years. Are YOU signed up? Go to The listserv keeps you up-to-date on what is happening in our Foreign Language Community.

FLAG JOURNAL Volume 10 Spring/Summer 2010


AATSP Georgia Chapter Annual Conference 2010 For ALL LANGUAGES --ALL LEVELS Building Proficiency Through Reading Strategies A full-day workshop presented by Ken Stewart Special guest- Jon Valentine, FL Program Specialist at GA DOE This Conference is for educators of ALL Foreign Languages at all levels College & University students are welcome ▪▪▪▪▪▪▪▪▪ 8:00-9:00 a.m. Onsite registration and coffee hour 9:00 a.m.-4:00 p.m. Conference Sessions; Lunch & business meeting 12:00-1:00 p.m. Program Chair: Jana Sandarg Registration: Anita R. Picas Please complete the pre-registration form and mail it to: Anita R. Picas, 250 Ansley Dr., Athens, GA 30605 Postmark deadline for pre-registration: August 31, 2010 ▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪▪ Name:_______________________________________________________________________________ _ AATSP Members: enter your 6-digit member identification number here:_______________ School name: ____________________________Language:_______________Level:______________ Address:Mark X to indicate (school address_____) or (home address_____) _____________________________________________________________________________________ _ _____________________________________________________________________________________ _ Street City state/zip code Cell phone number: ____________________ Email :______________________________________ (Confirmations and related communications will be via e-mail) Please enclose check or money order (made out to GA-AATSP—no cash, please) Pre-registration includes Lunch and breaks General registration fees: Pre-registration--$30.00_____

Onsite registration--$40.00____

Rates for *current* AATSP Members: [*current=2010 dues received by national AATSP before June 1, 2010] Member Pre-registration fee $15.00____

Member Onsite registration-$25.00____

Rates for full-time** students: [**Must provide letter from the registrar indicating full-time student status] Student pre-registration--$10.00 ____ Student Onsite registration-- $20.00 ____ Additional lunch tickets for non-participant drivers should be purchased in advance. Non-participating companion/driver lunch ticket $15.00_____ Additional information and updates will be posted on the AATSP GA website: FLAG JOURNAL Volume 10 Spring/Summer 2010


Foreign Language Association for International Rapport (FLAIR) FLAIR is an acronym for the Foreign Language Association for International Rapport. Our academic alliance dates from January 16, 1985 and serves counties in Georgia and South Carolina. Our newsletter has been in circulation for twenty years and our web page has a brochure detailing what FLAIR is and what we offer. We also post our newsletters there and the student and teacher of the year awardees. Visit On October 21, 2009, we held a conference at Augusta State University (ASU) on the movie Volver, by Pedro Almodovar. Dr. Frederic Leveziel, a Spanish professor at ASU, gave the introduction and led the discussion. The conference is free to all foreign language teachers in our area. On March 2, 2010, the FLAIR Honor Society held its 23rd induction for high school students. Over five hundred students from seventeen high schools became new members. Of the older members, 164 were awarded a third-year medal; 47 received a fourth-year pin; and 3 were given a fifth-year medal. Graduating seniors who are FLAIR Honor Society members have a FLAIR seal affixed to their high school diploma. Entertainment at the induction was provided by students from three schools. Sil-Miracle Walker and Ajeea Smalley, of A. R. Johnson Magnet School, performing traditional Chinese dancing called ―Happy Reunion.‖ Their teacher is Lei Liang of China. Caroline Bisby of Aquinas High School recited two poems in French: ―La Fourmi‖ and ―Le leopard.‖ As she recited them, she also signed them, using American sign language. Her teacher is Terry Meredith. Diego Torres of Greenbrier High School sang a song in Spanish, ―Color esperanza.‖ His teacher is Christy Presgrove. Door prizes for each school were boxes of Girl Scout cookies. Greenbrier High School students and their teacher, Christy Presgrove, served refreshments at the reception. Each high school chooses their outstanding foreign language student, who is recognized at the FLAIR Honor Society induction with a certificate and a prize, usually a CD of music and a book in the foreign language. The following students were recognized in 2010. Elizabeth Hall, Academy of Richmond County Katie Kessinger, Aquinas High School Laura Santiago, A. R. Johnson Magnet School Lyndsey Parker, Augusta Christian Schools Ryan Lee Goss, Augusta Preparatory Day School Ida A. Truong, Butler High School Ansleigh Dickey, Edmund Burke Academy Steven F. Hubbard, Evans High School Sierra George, Greenbrier High School Justin Durden, Hephzibah High School Sara K. Mays, Lakeside High School Jennifer Grimm, North Augusta High School Meagan Dent, T. W. Josey High School Cole Scroggs, Westside High School

One student from this group is chosen as the FLAIR Outstanding Student of the Year. The 2010 FLAIR Student of the Year is Justin Durden, a French student at Hephzibah High School. The 2010 FLAIR Teacher of the Year is DiAnne Johnson, a Spanish teacher at Evans High School. Both received a plaque and a cash award. Their photos are on the FLAIR web page. For the fourth year FLAIR awarded outstanding foreign language students in the middle FLAG JOURNAL Volume 10 Spring/Summer 2010


(schools with a Certificate of Merit. Thirty-two students receive them at a ceremony at their school. This year we held a Culinary Arts class on March 24 at Cross Creek High School -- just for FLAIR honor society members. Teachers Craig Oglesby, Edwin Perez and Ana Pereira (Cross Creek High School) as well as Leslie Dawson (Augusta Christian School) taught students how to prepare the following dishes: a pasta dish with chicken and sausage; tostones; bacalaito; arroz con gandules; and clafouti à l’orange. A veritable feast indeed! FLAIR awards study abroad grants to teachers and students, as well as teacher scholarships for conference presentations or special projects. We are a foreign language academic alliance – the second oldest in the state of Georgia. Submitted by: Jana Sandarg FLAIR Steering Committee Member FLAIR newsletter editor

2010 FLAIR Teacher of the Year is DiAnne Johnson

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JNCL—NCLIS Executive Summary 2010 Joint National Council for Languages and the National Council of Languages and International Studies (JNCL-NCLIS) Conference, May 20-22, Washington, DC I recently had the pleasure of representing FLAG at this year’s JNCL-NCLIS annual conference. This organization lobbies for foreign language and international studies at the federal level. At this year’s conference, we received updates on legislation pending before Congress concerning foreign languages and international studies. Below is a synopsis of each piece of legislation: 111TH CONGRESS Legislative Summary Concerning Foreign Language and International Education 2009-2010 Compiled by Ashley L. Lenker, Program Manager, JNCL-NCLIS Source: The Library of Congress: THOMAS Greg Barfield FLAG Past- President

SECOND SESSION - 2010 Title & Sponsor


H.J. Res. 45 S.A. 3303

H.J. Res. 45: To increase the statutory limit on the public debt.

Sen. Tom Coburn (R-OK)

S.A. 3303: To amend H.J. Res. 45 to eliminate duplicative and wasteful spending. Section 5 of this amendment would rescind $3,213,800,000 allocated to the Department of Education for FY 2010 and $120 billion in total federal spending. In the Department of Education, several international education and exchange programs would be affected, including all 14 Title VI/ Fulbright-Hays programs, the Gilman Scholarship Program in the State Department, the Boren National Security Education Program fund, and the National Science Foundation's Office of International Science and Engineering. The amendment would "consolidate and reduce the cost of administering... federal programs that provide financial assistance to students" including Academic Competitiveness Grants and Teach Grants.


H.R.4832 One America, Many Voices Act Rep. Michael Honda (D-CA) 3/11/2010

(CRS Summary): Entitles an employee in a position requiring the use of one or more languages besides English to premium pay amounting to 5% of the employee's rate of basic pay. Declares that this requirement does not apply to an employee in a position the classification of which takes into account such language requirement, except: (1) to the extent that the rates of basic pay for the position are not at least 5% greater than the rates that would otherwise apply in the absence of the language requirement; and (2) in other circumstances as the Office of Personnel Management (OPM) may prescribe.

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Status Three of four amendments proposed here by Sen. Coburn were rejected. Vote: Yeas: 33 Nays: 61 Not voting: 6

Referred to the House Committee on Oversight and Government Reform. Co-sponsor(s): 10


JNCL窶年CLIS Executive Summary 2010 Title & Sponsor



S.3206 (CRS Summary): Keep Our Educators Working Appropriates funds for an Education Jobs Fund. Allocates the bulk of such Fund for grants to states purAct of 2010 suant to a formula that considers each state's share of Sen. Tom Harkin individuals age 5 through 24 and each state's share of (D-IA) the nation's total population. 4/14/2010

Authorizes states to reserve a portion of the grant funds for administrative costs and for retaining or creating state education positions. Requires states to use the bulk of the grant to award sub grants to local educational agencies (LEAs) and public institutions of higher education to restore the reductions in state funding for elementary and secondary education and for public institutions of higher education that remain for FY2010 and FY2011, after including the funds they received for such reductions under the American Recovery and Reinvestment Act of 2009. Requires states that receive a grant that is more than what is required to cover such activities to allocate the excess to their LEAs based on the LEAs' relative share of school improvement funds under title I of the Elementary and Secondary Education Act of 1965. Limits the use of sub grant funds to retaining or hiring new employees, or on-the-job training activities for education careers. Designates this Act's appropriation as an emergency requirement.

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2010 FLAG Conference Report ―Discovering the Power of Language‖ Foreign language teachers from across the state gathered in Augusta on March 12-13, to share ideas, catch up with others, and meet follow professionals from around Georgia. We had 345 participants at this year’s annual FLAG conference at the Augusta Marriott Hotel and Suites. The theme of this year’s conference was ―Discovering the Power of Language.‖ Everyone met for the two-day conference with eagerness to share ideas, receive ideas, and to be inspired by others. This year, we were honored to have Jon Valentine and select teachers from across the state present our PLU workshop titled: ―Collaborative Lesson Planning Workshop – Planning with GPS.‖ The class was extremely successful and we were very appreciative to our presenters for all of their hard work. They did a fabulous job and our participants were very impressed! Conference participants were also able to choose from seven pre-conference workshops with themes such as make-n-take, French food and culture, digital classrooms and technology, art, having a sensational classroom, and teaching a diverse student population within one classroom. There were 67 fifty-minute sessions offered at the 2010 conference. Each was unique, well thought out, and stimulating for teachers who attended. The weather improved throughout the weekend and it helped make everyone smile and enjoy the setting. This was the largest number of sessions we have ever offered and each conference participant was able to find something on the schedule to interest them! We were blessed by having Greg Duncan, President –Interprep, Inc., talk about ―In God We Trust, All Others Bring Data‖ and give us all some inspiration during these challenging times. He did a wonderful job and we are very thankful to him for joining us at the conference. Looking ahead, we are already planning our 2011 conference in Atlanta. We have already met as a board at the hotel and have all toured the hotel facilities. The FLAG board is excited about meeting at a new facility in Atlanta. We hope you save the dates of March 4 and 5, 2011, to come to the conference and ―Connect Students to the World.‖ Session proposal forms are available on-line at our website ( You can submit the proposal form on-line or print the form out for regular mailing. Make plans now to attend and remember if you are coming from out of town to make your hotel reservations early! Our room block is sure to fill early, so make plans now! We look forward to seeing you there! Brandi Meeks

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ACTFL 2009 Board of Directors Meeting Report At its meeting held in conjunction with the 2009 ACTFL Convention and World Languages Expo in San Diego, California, the ACTFL Board of Directors made a number of decisions impacting ACTFL programs and policies: The Board reviewed and amended the ACTFL Strategic Plan to take into account the various actions that have been completed by the Board and staff over the past several years. The Plan itself was restructured somewhat to add new items and better organize association goals and activities. The Board discussed possible joint meetings and convention sessions as a way to follow up on the MLA ad hoc committee report on transforming language departments in universities. Staff will continue to work with MLA to develop the agenda. The Board also reviewed and discussed the new ACTFL Online Community as well as other issues in technology in teaching and association management. The Board further discussed the draft Statement of Professional Responsibility for ACTFL Members. The draft statement has been shared with ACTFL members through four different email alerts and received input by being posted on the website. Several edits were made over the past two years based on general member input, as well as prior input from the ACTFL Assembly of Delegates. The Statement was reviewed one more time by the Assembly of Delegates at its 2009 meeting and approved by the ACTFL Board. It is now posted on the ACTFL website for members to use. Other position statements are undergoing further edit to respond to ongoing member and Delegate input. ACTFL hopes to issue position statements on the following topics in 2010: a statement urging language educators and students to use the target language as exclusively as possible during instructional time and beyond the classroom; a statement in support of smaller class sizes for foreign language education at both the K-12 and postsecondary levels; and a statement formalizing ACTFLâ&#x20AC;&#x2122;s commitment to developing and maintaining a teaching and learning environment that supports heritage and native speakers of languages other than English. The Board reviewed the current budget reports of the association as well as the fiscal year 2009 audit and investment reports. The audit firm reported that the association is in excellent financial health and is operated in a fiscally responsible and cost-efficient manner, making the most of its resources and providing members with maximum value. Investment changes were made over the course of the fall to increase assets in FDIC-insured accounts and to further diversify the long-term reserve fund. ACTFL is performing work on several grants. Under the Startalk program, ACTFL conducted three programs for Chinese teachers and students in Glastonbury, CT, and one program for Arabic students at the U.S. Naval Academy, involving a total of 40 teachers and 76 students in the summer of 2009. ACTFL is also working with the Startalk program to develop assessments for their Chinese and Arabic student programs. Pilot testing is ongoing and the instrument is expected to be ready for the 2010 Startalk programs. Work continues on a survey of K-12 foreign language student enrollments nationwide, as well as research on the impact of standards on language teaching and learning in the U.S. The results of the research conducted under both of these grants will be of particular importance to policymakers in the years to come. Preliminary enrollment results should be available in the spring of 2010, while research on the impact of standards implementation is in its second year of a three-year study. The Board also discussed ways to ensure that the ACTFL convention program remains current and responsive to member needs. Learning strands tied directly to hot topics in education were incorporated for the 2010 Call for Sessions. The Board and staff reviewed plans for the ACTFL 2010 Convention and World Languages Expo to be held in Boston, MA on November 18 â&#x20AC;&#x201C; 21, 2010. ACTFL is excited to be working with the Massachusetts Foreign Language Association (MaFLA) on a return of the convention to Boston where attendance records were broken in the year 2000.

The Board also welcomed its newly elected members: Barb Rupert (Tacoma, WA) was elected FLAG JOURNAL Volume 10 Spring/Summer 2010


President Elect for 2010; Antonia Schleicher (Madison, WI), Lynn Fulton Archer (Rock Hill, SC) and Mary Lynn Redmond (Winston-Salem, NC) were elected to the Board; and Bridget Yaden (Tacoma, WA) was appointed by the PNCFL Board as the northwest region’s representative to the ACTFL Board. The next meeting of the ACTFL Board of Directors will be held in Alexandria, Virginia in May, 2010. If there are issues you feel that ACTFL should address, please email your comments to

Do You Have time to Play? The Circle Game The Circle Game is a moving game that I use throughout the year. I use it at the beginning of the year to break the ice, make them laugh and relax and have fun with the language. As we progress into the school year, the game eases them into listening to the language for at least 5 minutes without interruptions. It is also a review game to make sure that as we move forward in the year the students still remember what they previously learned. I use it with Novice level to Intermediate Low students. The game has 3 levels:   

Basic vocabulary Sentences Students lead the game.

First, I start with simple basic words: Circle, Big circle, Small circle, Go around in the circle, Stop, Sit down, Stand up. We practice them several times to make sure they get the words. We then play it for real (if you make a mistake you are out) and the winners get a prize (same rule for all levels of the game). Next, I start adding according to the theme we finished: - Daily activity: I sleep, I wake up …etc - The clothes: I wear a blouse, I wear a pants…etc - Food and drink: I eat banana,…I drink milk, the milk is hot, I don’t like milk…etc - Emotions: I am sad, happy….etc Afterward, when the students master all the words, I move to the next level. I ask them to sit down in the circle, then I say a sentence and if they see that this sentence applies to them they come to the center of the circle: I am a girl. I am a boy. I am a girl. I wear a blue dress. I am a boy. My hair is brown…etc. Finally, to keep the students motivated and focused, I choose a student to be in my place and ask him/her to say 5 words/ sentences (according to his level) then he/she chooses someone to come in his/her place. The Circle Game is simple, fun, practical and a very useful tool for revision and listening assessment. I hope you enjoy it and have fun teaching the language. Mrs. Eman Maamoun Arabic Teacher & Curriculum Designer Amana Academy Charter School

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Making Language Sexy! The Promotion of Lesser Taught Languages As high school French and Latin teachers, we have found that we work very hard to attract and retain students in our programs. We want to show the relevance of language study and convince students, their parents, and administrators that foreign languages should be an integral part of the overall high school curriculum. The promotion of our programs has become a year round task, so that when registration week arrives, foreign language classes are at the top of the electives list for many students. The following is an excerpt from our presentation at the 2010 FLAG Conference in Augusta. While it is written for teachers of lesser taught languages, the suggestions of promotional activities can be modified for use with any language. How does a teacher build a strong foreign language program, one that will withstand the pressures of budget constraints in today’s society? First, we should be proactive. Each and every opportunity should be taken to highlight our students and their accomplishments both within the school and in the community. How to do that? It can be accomplished through media. Teachers should get to know the person(s) who coordinates the school’s newspaper, video news broadcast, and yearbook. When there are club meetings or interesting events, teachers can ask a reporter to cover the event. This is especially helpful if the staff member sent is one of the teacher’s own students. Students want to promote the language they have chosen! Other publicity ideas include fliers, brochures, and posters announcing special classroom activities, with graphics, pictures, and quotes from the students that pique interest. Prospective students should see evidence of fun activities and learning languages wherever they look, both in the newspaper and on the walls of the school. Most teachers have students who have created projects so good that they should be shared with the whole school. They can be! At least once a semester, teachers can provide an opportunity for their students to show their linguistic ―stuff‖. These are the events to which the school news staff, administration, and maybe even parents can be invited. Everyone can find out what is going on in the language class and that it is fun! Here are some examples from our school. In French, students create a market with a baker, butcher, and pastry shop – all the necessary specialty shops – and then ―go shopping‖ with the grocery list they have been given. Advanced French students create their own cave painting after studying about the cave at Lascaux. Latin students make Roman roads using candy. The bonus is that this project is edible after it has been graded! By far the most effective projects are those which are visible to the whole school either as an event or as hallway décor in a frequented area. For example, our German Club has an annual Oktoberfest celebration, complete with catering from a German restaurant and an Oompah band. Hallway décor is not so elaborate and can remain up for weeks at a time. Last FLAG JOURNAL Volume 10 Spring/Summer 2010

year, our school’s German classes created a hallway reproduction of the Berlin Wall celebrating the 20th anniversary of its fall. French classes learned directions by using Parisian road signs which labeled the school’s halls as the most important roads in Paris. Latin students reproduced the Roman Forum on a large wall using masking tape and labeled the monuments. All of these activities put foreign languages front and center. Administrators and parents are impressed by other information. They like data, so they appreciate seeing test scores. Each national organization (AATF, AATG, and ACL, for example) has a competitive exam. Whether it is the National French Exam, the National Latin Exam, or the National German Exam, this is a great opportunity to show off how successful the language program is. Students can use their scores for scholarships and college applications. Parents and administrators can compare their school’s program to others in the state and nation. Teachers can publish the scores via the video news and newspaper so the whole community knows how strong the language program is. When giving a national language test, it helps to be a member of the language organization since members sometimes get better rates. If payment for the test is a problem for the students, teachers can check with the administration or counselors, as many times they will provide assistance with payment. Students can create study guides, or the teacher can share review materials with colleagues. Finally, students’ good scores can be published and teachers can celebrate them! The whole community can be informed as to how much learning is taking place in foreign language classes. There are rewards to recognizing students who are doing exceptionally well. A foreign language honor society (set up through the language’s national professional organization) offers students awards and scholarships as well as a cord to wear at the graduation ceremony. Students treat these cords as status symbols, proof of their achievement in high school. Having an induction ceremony for all the foreign language honor societies in the school is a fun way to showcase students to their parents and administrators. The school’s theater or media center provides an excellent place for the gathering, and certificates are available from the national organizations. Entertainments can be poems, skits, and songs in various languages. Most honors societies require that students have an A average in the language over three semesters and be in at least their second or third year of study. We all know that a program cannot grow without new bodies to fill those Level I seats. The students and club members can promote their languages at any prospective student function where students get to learn about the school (like 8th Grade Student/Parent Night). The can pass out fliers, wear a club t-shirt, and tell about their experiences. The best seller of a language is the student and they should be utilized!


National Foreign Language Week is another opportunity to showcase languages in the school. The teacher should plan an agenda for the first week of March. Teachers can say the Pledge of Allegiance over the intercom in the target language, provide a trivia contest, play cultural music between classes in the hallway, show student work, have a club t-shirt day, sponsor a World Cup (soccer) match between language clubs…the ideas are endless! Best of all, National Foreign Language Week typically coincides with registration in most schools. Teachers should take the time to study their school’s calendar in search of other school events where they can spotlight their language. Homecoming is a great example. Most schools have a whole week of activities in which to get involved. The language club can go to the football game as a group, wearing the same t-shirts. They can make signs and cheer on members of the team that take the language. If there is a contest, such as banner making or floats, the language club can become involved. This is where the whole school will see how much the teacher and their students care about their language. Since t-shirts have been mentioned several times, it should be noted that ordering t-shirts for clubs or honor societies is well worth the effort. T-shirts have the benefit of long-term promotion since students will wear them not only the year they are purchased, but also every year after that they are still in high school. Reputable vendors can be found through a coworker. The students can create the design or they can choose a premade one since they are much more likely to wear the t-shirt if they have helped create it. (Editor’s note: Hold a contest and pick the best design.) Promote, promote, promote – teachers should advertise in the classroom so that all students have a chance to purchase a shirt. Although they can be a lot of work and somewhat intimidating, trips off-campus can be the most rewarding for the students and teachers. One such example is the convention or immersion camp, such as State German Convention, State Latin Convention, or French Immersion Camp. These really have the ability to fire up students as well as refresh teachers as professionals! These activities are already being organized by the local chapters of AATF, AATG, and JNCL, so once the teacher decides to participate there are a few things they can do to make life easier and less chaotic while planning to attend one of these events. First, teachers can create a packet of information for the participants including what activities are offered at the event, what they need to bring, any insurance forms needed, and pictures of past events. A firm price must be established that may include a special tshirt for the event. Parents should be involved as chaperones and drivers – they are our best advocates in the community. Finally, teachers should have specific expectations of the students … and state them to the students.

the most rewarding experiences a language teacher can have: seeing our students in action, using the language we have so diligently taught them. These are some suggestions for beginners. First, teachers should choose a reputable student tour company. The cheapest price is not necessarily the best value. Colleagues may have recommendations, particularly other foreign language teachers, since the travel goals of an art teacher, for example, will be very different from the goals of a language professional. Also, flexibility with dates of travel is key. Teachers can save several hundred dollars per student by traveling over spring break instead of summer, for example. The teachers should choose an itinerary that inspires them. If the students vote on where they want to go, someone will always be disappointed. Enthusiasm is contagious. If the teacher is excited about seeing the Eiffel Tower, the students will be too! Orientation meetings with students and their parents are vital. Here teachers can discuss what they will see, why it is important, behavior expectations, what to pack, and going through passport control and customs (since most of our students have probably never traveled abroad). We want students to get the most out of the experience. Also, they are representing the United States so we want their behavior to be exemplary! Student travelers will come back to school with a renewed enthusiasm for language learning, and will be the best ambassadors for new language recruits. Foreign language teaching is a very rewarding profession. By following some or all of these suggestions, the entire community will be aware of the learning going on in the foreign language classroom. Teachers should remember that promotion is best done year-round, not just prior to registration day. If we take our language outside the walls of the classroom, we can watch our students excel! ********************************* Christy Belbey is a French teacher and Lindsey Campbell is a Latin teacher. Both teach at Dacula High School in Gwinnett County.

Once the art of taking students to a weekend camp has been mastered, the next step to consider is taking them abroad. Travel to another country with students? Yes, it can be done! Foreign travel with students can be one of FLAG JOURNAL Volume 10 Spring/Summer 2010


Making Comparisons Using Learning Styles

What are the learning styles? 

Interpersonal learners enjoy working with others and being in social groups.

Intrapersonal learners enjoy working alone and being independent.

Auditory/Musical learners enjoy patterns, rhythm and music.

Bodily-Kinesthetic learners enjoy moving and using manipulatives.

Logical/Numerical learners enjoy analyzing and applying logic.

Verbal/Linguistic learners enjoy using words and verbal expression.

Visual/Spatial learners enjoy visual dimensions and pictures.

Students who know their learning styles develop the abilities to… 

identify and USE their dominant styles.

become more invested and accountable in owning their education!

prepare learning strategies for themselves to use in all subjects!

create activities, peer-teach, edit and critique!

assess whether their creation approaches, meets or exceeds the standards!

think critically by analyzing the effectiveness of their and others’ creations!

create activities that can be made into centers and used for review which can be led by the student.

inspire, motivate and challenge their peers and teachers!

become intrinsically motivated to produce more interesting and challenging creations!

When facilitators are aware of learning styles, they will… 

differentiate instruction! Learners create and perform based on their learning styles rather than ―one-size-fitsall‖ assignments.

learn their students’ strong points (a poet or artist may be hidden in class who can be encouraged).

begin to speak the language of the standards because the students are required to use it in their presentations and questioning.

have less paperwork to take home because commentary can be written as they present (if required).

learn and be impressed, motivated and inspired by the learners’ creations! (I have been many times!)

Facilitators may run into some challenges, such as: 

Learners might need some supplies provided for them.

Instructions for centers may need clarification.

Some learners may not want to present their creations. (That’s okay if the standard is not based on a presenta-

FLAG JOURNAL Volume 10 Spring/Summer 2010


tion. Differentiate occurs by allowing that learner to present to the facilitator individually if the standard IS presentation-based. ) 

Facilitators must set up the centers (though students can do that too, depending on the class).

Before trying to incorporate learning styles into a lesson plan, facilitators should use the checklist below to assemble all the necessary information. Learning Styles Creation Sheet Checklist _______Standard _______Element/Objective _______Focus of learning style creation

While considering how to utilize learning styles as part of a daily lesson, facilitators should think about how they can benefit from them. Here are some questions that a facilitator can use for reflection: What about the learning styles seems easiest for me to implement first? How can I use these learning styles to help my most challenging learners help themselves? How can I scaffold or guide questions to generate learner conversations using the higher levels of Bloom’s taxonomy? What follows is a sample ―creation sheet‖ to aid in lesson planning.

_______Presentation by student _______Learner relates his creation to the standard _______Self-assessment An example of an activity employing learning styles follows. Sample Activity

My Learning Style Creation Sheet Instructions After deciding which learning style I will use for this standard and focus, I will fill in the information below and submit it with my creation. Name________________________________________ Date____________________________ Class______ Standard: #____________ I_________________________________________

Note: The standard(s), element(s) and the requirements to meet and exceed the standards are discussed before the essential question and warm up. (The student writes) Standard: MLII.INT2 ―I interpret verbal and non-verbal cues to understand spoken and written messages in the target language.‖ Element/Objective: ―I interpret basic gestures, body language, and intonation that clarify a message. ―

________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________ ____________ Element/Objective:

Focus: Compare gestures used when greeting formally and informally in the U.S. and another country.


Step 1: Choose a learning style that will help you best.


Step 2: For ideas, look through the learner list of learning style activities. If you have another idea that meets the standard and will help you, do it.

The assigned focus of my creation:_________________

Step 3: Fill in ―My Learning Style Creation Sheet‖.


The learning style(s) I am addressing:_______________________________________ ____________________

Step 4: Create product or activity.

My description/instructions for my creation:

Step 5: Share with the class or facilitator.

My explanation of how my creation relates to this stan-

Step 6: Offer constructive peer-critiques. Step 7: Learners suggest strategies for reconfiguring the activity or creation to help other learning styles. Step 8: Upon return of rubric, learner reads facilitator commentary and reflects, ask questions should they want. FLAG JOURNAL Volume 10 Spring/Summer 2010

dard: My assessments: After completing your creation, read the rubric below and decide which applies. Write a 1, 2, 3 or U. You may write your thoughts in the ―Reflection/Commentary‖ section at the bottom of the page. 30

Rubric 3 EXCEEDS EXPECTATIONS Activity or product clearly demonstrates comprehension of focus of the concept or skill. Contains all required elements. 2 MEETS EXPECTATIONS Activity or product demonstrates some comprehension of focus of the concept or skill. Contains some required elements. 1 APPROACHES EXPECTATIONS Activity or product demonstrates little to no comprehension of focus of the concept or skill. Contains few to no required elements. U Unsatisfactory Little or no attempt made to create an activity or product with required elements. Self- Assessment ____________ Teacher Assessment ____________ 8. Reflection/Commentary:

Compare literacy rate trends. Compare programs that the governments have (not) initiated to raise the literacy rate or to encourage education of its people. Discern which is more effective and rationalization to support stance. Environment, Seasons, Weather Compare carbon footprints and impacts of countries and cities. Compare the role of governments in educating its people about the environment. Compare environmental attitudes of people and their impact on their local environment. Compare the roles and impact of teens’ effects on the environment. Research and compare tips for what teens can do to help the environment based on their location. Compare and contrast the seasons and weather related to those seasons in the northern and southern hemisphere based on locations. Research common activities of specific countries as compared to the learner’s. Compare the relationship between the geography of that country to the cultural activities practiced there. Relate the location and climate of the region of the country to lifestyles often led there.

The list below contains topics and ideas for use when comparing and contrasting. Though they are based on comparisons, many of the ideas incorporate connection, communities, culture and communication and all can be used for any world language. The ideas can lay the foundation for a thematic unit. They can become projects with more time allotted for research, synthesis and performance. They can require extra research and development of skills in researching bilingual resources. The comparisons can be based on cities, countries, the United States and the learners’ own cultures. They can also be altered for multi-levels and for all languages. They are based on multiple standards.

Family, Lifestyles Compare the historical and cultural roles of family members. Compare cultural patterns of the construction of names. Compare the impact of location of countries on names. Compare historical and possible religious influences on names. Compare dating practices among teens. Research and compare the evolving roles of family members in today’s society. Compare the social perspectives and practices of families and its impact on the culture of the country.

Education Compare education majors and required courses. Compare the costs of colleges and credit hours and how they are calculated. Compare the impact of the cost of education on families. Compare teens’ daily schedules, extra-curricula activities and Compare the cultural perspectives people have about education. Compare the education systems. Compare the requirements of certain college majors. Compare the impact of technology on language learning.

Food, Health, Numbers, Lifestyles, Geography, Government Compare food guides, recommended daily servings and reasoning based on lifestyles of the cultures. Compare ―national foods‖, relating the geographical location of the countries to the impact on their staple foods. Compare and create a healthy meal plan for a 5 day period from two countries or regions, based on the food guides. Compare cooking styles and create them in class for sampling. Research and compare about obesity and its impact on children and teens and what is being done to combat possible problems.

List of Topics with Ideas

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Compare programs that the governments have (not) initiated to educate its people on healthy living. Research and compare health public service announcements. After researching and comparing teen eating habits, create a public service announcement (of any sort) addressing the aspects of and impact of teens creating a healthy lifestyle for themselves. Compare how grocery and restaurant taxes are calculated locally versus a city in another country. Use online realia and local advertisements to create a local and realia-based grocery shopping list with the prices for comparison of the price of necessities. Learners switch their comparison shopping lists with each other and first, predict which list they believe will cost more, then support their reasoning. Then, have them do the math and discuss which actually does cost more. Compare patterns of writing the numbers and how they are interrelated. Compare the length of numbers spelled out and discovering patterns. Greetings and Introductions Compare norms of greeting adults and strangers versus peers and children. Compare gestures used when greeting formally and informally. Compare the impact that technology has had on how teens greet and write to teach other. Language Compare the need for English versus another language (or learner’s native language) in the global economy. Compare the impact of technology on second language learning. Compare word structure patterns. Compare idioms, poems, lyrics and parables and awareness of translating properly. Compare challenges of interpreting and translating. Compare vernacular language versus nonvernacular and their accepted uses. Compare the historical relationships of languages based on their locations. Media and Technology Compare and contrast how news is broadcast locally. Among others, focus on format, style of dress, interaction between reporters, slants, display of TV news (censorship versus showing bodies and more skin) and the impact on people. Compare aspects of local and national articles and radio broadcasts. Compare the impact of technology on how teens FLAG JOURNAL Volume 10 Spring/Summer 2010

share news. Compare advertisements of a variety of media, highlighting the use of and types of celebrities (or not), censorship or lack thereof, regulations, etc. Compare the cultural impact of advertisements geared toward teens. Compare the impact of global shows (MTV, VH1, etc.) on teens. Compare the impact of increasing exposure to international music on teens. Compare the role and impact of social networking sites, (MySpace, Facebook, etc.) on the lives of teens. Compare radio broadcasts, focusing on intonation, speed, animation, etc. Professions Compare professions in translating and interpreting. Compare most popular careers among young adults and why. Compare the need for being bilingual in different professions based on location and job description. Compare resumé and business card formats and etiquette. Compare job interview and professionalism etiquette. Compare clothing etiquette. Time Compare vernacular versus non-vernacular time construction patterns. Compare concepts of and cultural practices regarding time and punctuality. Tavane Moore Forest Park High School

Secretary of Education Arne Duncan’s comments on FL in the United States: ―And one place where American schools and the rest of American society too often fall short is in the foreign languages. One of my great heroes, Nelson Mandela, has said that if you talk to a man in a language that he understands, that goes to his head. But if you talk to him in his own language, that goes to his heart. Right now we aren't teaching enough of our students how to speak to the hearts of our neighbors around the globe. In most countries, the expectation is that students will master several languages, and that's built into their K-12 systems and beyond….‖ For complete remarks from Secretary Duncan, please refer to: international_competitiveness_and_education.html


Universal Feelings: A Mother’s Love Monsieur Gatoux, my French teacher at Holy Innocents Episcopal School, told my AP French class he was taking a group to France over spring break to visit our sister school in Briey. I have to admit, I was a little nervous about the trip. After all, we would be staying with people we had never met. Even more intimidating, we would be attending school conducted entirely in French. Although I felt somewhat competent in school French and had been to France with friends and family, I had never had to be completely dependent on my French. On the Friday night that spring break began, eight of us, together with Monsieur Gatoux and Mrs. Many, flew from Atlanta to Amsterdam and then to Luxembourg. From there, we took a bus to Briey, our final destination. After traveling for over twenty four hours, we met our new French friends. At first, I had trouble communicating and spoke only when spoken to by others. Gradually, we all began to feel more comfortable conversing in French. Our French hosts made us feel welcome and organized fun activities for us. We played laser tag, went skiing in an indoor snow hall, visited the cities of Metz and Verdun, the site of a World War I memorial and peace museum. We also enjoyed dinners and parties with our friends and host families and participated in comical games of charades to overcome the language barrier. On our last night, my host family entertained the group for dinner and dancing. My family and I were very excited about the chance to entertain the group, and we had spent the day getting ready for the party. As an aside, I have type I diabetes. Whenever I travel alone, my mother worries about what kind of food I will eat, what my blood sugar will be, or how far the hospital is in case I need medical attention. On this trip, she was especially worried because I was not staying with someone I knew or who spoke English. For the most part, I had done well with managing my diabetes on the trip, and my blood sugars had been relatively normal until the night of the last dance. After the party, when I checked my blood sugar before going to bed, it was 500. Considering that normal blood sugar is 80 to 120 (my blood sugar when I was diagnosed was only 485), a reading of 500 is not good. I called my parents, and my father reassuringly discussed a course of action. When I told my host mother my problem, she calmly asked me what I needed and if there was anything she could do to help me. I assured her that I had the situation under control and would stay up until 3 a.m. to check my blood sugar. Without any hesitation, she told me that she would stay up with me to help me if I needed it. When I called my mother back to tell her that Magali, my host mother, was staying up with me, you could hear the crack in her voice, and her sense of relief came through even over the telephone. My fears before going to France were of the unknown. After I spent time with my kind, generous host family, we bonded, and I cannot wait to keep in touch with them. Hopefully, my French exchange student, Maryne, will get to come to Atlanta next year. I learned so much on my trip, but most importantly, I learned that the human spirit has no geographic boundaries. It seems that mothers are the same everywhere. Editor’s note: Merci to Mr. Gerard Gatoux at Holy Innocents Episcopal School for submitting this article. His school has had a partnership with Lycée Louis Bertrand in Briey, Lorraine for 3 years. Their blogs can be found at Kaki Bennett Holy Innocents Episcopal School

FLAG JOURNAL Volume 10 Spring/Summer 2010


Call for FLAG Journal Papers As the new editors for the FLAG Journal, Susan and I are extending an invitation to the language teaching community to submit papers for publication consideration. We are going to publish an annual, refereed, on-line journal with articles about all aspects of foreign language education across all levels: innovative teaching strategies, learner variables, policy and issues, research, curriculum development, assessment and technology among other topics. Articles on all languages are welcome and manuscripts must be written in English to accommodate our readership. Authors are to submit original manuscripts that are not under review by any other publication to and copy on the email. Manuscripts will be submitted to three members of an Editorial Review Board for evaluation and comment. The editors make the final decision on publication. The first peer-reviewed publication will be available to members in the Fall 2009 (Oct/Nov) and all authors must be FLAG members at the time of publication. Please include the following information on the first page of the manuscript: Author(s) Name(s) and contact information Title of article The instructional level(s) for which the article is appropriate To whom the article is of interest Language(s) for which article is relevant 4-5 key words specific to the content

Think you canâ&#x20AC;&#x2122;t afford to attend the 2011 Conference in Atlanta?


Announcing the

Stimulus Package II FLAG is rolling back the conference registration cost $10 to help make it possible for YOU to attend! Check the FLAG Website this summer and fall for registration details.

See you in Atlanta on March 4-5, 2011 at the Westin Airport Hotel Note: The FLAG Stimulus Package offer is only effective through the conference registration deadline. Late registrations and on-site registrations will be at the pre-Stimulus rate.

FLAG JOURNAL Volume 10 Spring/Summer 2010


FLAG Awards Information Teaching Awards

 

Teaching Award Recognizes teachers who effectively strive to use various strategies, techniques, and materials to enhance the students' interest in, acquisition of, and proficiency in a second language. Two divisions will be recognized: P-12 and Post-Secondary. Teacher of Promise Award Recognizes teachers in their first, second, or third year of teaching who show the promise to be an outstanding teacher and leader in foreign language education. Two divisions will be recognized: P-12 and Post-Secondary.

Leadership & Support Awards

  

Administrative Support of Foreign Languages Recognizes a Georgia Dean, Superintendent, Principal, or other administrator who has evidenced strong and overt support for foreign languages. Fostering Partnerships With Foreign Languages Recognizes teachers who have sought to involve the community / business / colleges in foreign language activities, which may occur on or away from campus. Leadership Award Recognizes those who have taken an active role in promoting foreign language education through professional and/or academic endeavors. Two divisions will be recognized: P-12 and Post-Secondary.

On occasion and at the discretion of its board, FLAG may present additional ad hoc and/or one-time awards as warranted (e.g. for noteworthy, special accomplishments etc.). See webpage for more information <<>>

The Awards Committee consists of the President-Elect and the FLAG Board. In case of conflicts other members may be asked to serve.

FLAG reserves the right NOT to award an honor if warranted.

Awards will be presented at the annual conference. Winners are requested to attend the luncheon where they will receive the actual award. To make a nomination (and/or complete an application), follow these steps. 1. Approach a qualified candidate and ask if you can nominate her/him. Direct the potential nominee to the FLAG website (here) for information on the process and requirements. Self-nominations are accept able. FLAG Board members may nominate and be nominated. 2. Complete the general Nomination/Application form on the FLAG website. A complete application dossier consists of and must include all items listed on the respective awards info page. All documents together comprise the nomination information for any of the awards. Submitting an application implies permission for FLAG to use the included image and other photos taken at the luncheon in its publications. Retain a copy of anything you submit for your records. Application dossiers become the property of FLAG. Application materials must be submitted electronically. Only documents in electronic format will be accepted; please do not mail paper. FLAG JOURNAL Volume 10 Spring/Summer 2010


FRENCH, GERMAN AND SPANISH SCHOLARSHIPS FOR TEACHERS IN THE SCOLT REGION Estudio Sampere: This scholarship is available to teachers of Spanish K-16; it provides three weeks of study in Spain or Ecuador. It includes tuition, room, and board in one of several locations in Spain or in Cuenca, Ecuador. The scholarship does not include transportation to or transfer within Spain or Ecuador. The Cemanahuac Educational Community: This scholarship, available to teachers of Spanish in levels K-12, provides two weeks at Cemanahuac Educational Community in Cuernavaca, Mexico, including registration, tuition, housing with a Mexican family (double room) for two weeks, all meals, a field-study trip, and a certificate of attendance. The scholarship does not include transportation to Mexico City or transfers to Cuernavaca from Mexico City airport. The Embassy of Spain: This scholarship, sponsored by the Embassy of Spain for three weeks of study in Spain, is available to secondary teachers of Spanish. It includes registration, tuition, and housing in one of several locations in Spain. The scholarship does not include transportation to Spain or transfers within the country Centro MundoLingua: This scholarship is available to secondary school teachers of Spanish who teach AP classes or indicate and can validate that they will do so in the near future. It provides tuition for a 2-week course, room, board, and materials. The course, an AP summer institute endorsed by the College Board (renewal credits offered free and graduate credits available for an additional cost), is in Sevilla. The scholarship does not include transportation to Spain or transfers to Sevilla. The Goethe Institut and AATG: This scholarship for German teachers pre-K through university includes registration and tuition at a Goethe Institut in Germany, housing, with breakfast and one meal daily on seminar days for three or four weeks, depending on the seminar chosen, and some specific field trips. The Cultural Services of the French Embassy: These scholarships, available to French teachers in levels K-12, provide three weeks of study during July in France. They include registration, tuition and a certificate of attendance, and an allotment for lodging, meals, and expenses while in France, including transfer from the airport to the study site. They do not include transportation to France. The University of Quebec - Chicoutimi: This scholarship, available to French teachers in levels K-12, provides three weeks at the Ecole de langue française et de culture, including admission and tuition fees, materials, and meals, daily transportation to the University, cultural activities, and a 2-day excursion to Quebec City. There may be a small fee for lodging with a French-speaking family or in a university residence. ——————————————————————————————————————————————— REQUIREMENTS:  Reside in a SCOLT region state (AL, AR, FL, GA, KY, LA, MS, NC, SC, TN, TX, VA, WV, US Virgin Islands).  Teach two or more classes of the specific language.  Register for and attend the 2010 SCOLT Conference (Winston-Salem, NC) to accept the award in person as our guest at the Awards Luncheon.  Be able to take advantage of the schooling available in 2010.  Be a participant in professional organizations such as SCOLT, local state world language association, ACTFL, specific language associations, etc. Present a session relating to the travel study experience at the 2011 SCOLT conference (registration fee waived). More information and details available in the fall SCOLTalk or on the SCOLT webpage ( or from SCOLT Scholarship Director Susan Navey-Davis: APPLICATION POSTMARKED BY NOVEMBER 1, 2009: Application information is available on-line and in the fall SCOLTalk. Completed applications must include three copies of each of the following:

The completed application form available in the fall SCOLTalk and on-line (click on SCOLT Scholarships)

One-page biographical profile (education, memberships/activities including SCOLT, honors)

One-page statement in English detailing benefits of the award to the applicant and students

One-page statement in the target language describing teaching philosophy

Two one-page letters of recommendation (any combination of principal, supervisor, department chair, colleagues, students/former students) FLAG JOURNAL Volume 10 Spring/Summer 2010 36

Join FLAG FLAG Membership Form FLAG dues are due by September 1 of each year and should be sent to FLAG Treasurer, Mary Ellen Foye, P.O. Box 734, Griffin, GA 30224 ( [ ] $15.00 - Student/Retired Membership (―student‖ means full0time, undergraduate student only; ―retired‖ means retired and NOT teaching). Benefits: Subscription to The FLAG Journal, ―Fall Features‖, FLAG Conference at member rates, participation at the FLAG Contests. [

] $25.00 – Regular Membership

Benefits: Subscription to The FLAG Journal, ―Fall Features‖, FLAG Conference at member rates, participation at the FLAG Contests [


$40.00 Joint Spouses’ Membership Benefits: Subscription to The FLAG Journal, ―Fall Features‖, FLAG Conference at member rates, participation at the FLAG Contests



$50.00 Patron Membership Available to individuals. Benefits: Subscription to The FLAG Journal, ―Fall Features‖, FLAG Conference at member rates, participation at the FLAG Contests. Name will be Listed on the FLAG web page, in The FLAG Journal, and in the conference program.


] $50.00 Institutional Membership Available to institutions only. Subscription to The FLAG Journal, ―Fall Features‖. Name will be listed on the FLAG web page, in The FLAG Journal, and in the conference Program

Did a colleague urge you to join FLAG? If so, please let us know who it was (name, school, email), so that we can thank him or her for supporting our membership drive. Thank you for your support! Please print clearly. Name: _______________________________________________________________________ School: _______________________________________________________________________ County: ________________Level of Instruction: _____________________________________ School Address: ________________________________________________________________ School Phone: _________________________ School FAX: _______________________ Language taught: ______________________________________________________________ Home address: ________________________________________________________________ Home Phone: ______________________________ Home FAX: _______________________ Email address: ________________________________________________________________

FLAG JOURNAL Volume 10 Spring/Summer 2010


Important Dates 2010 August 15

FLAG Features submissions due

September 1

Membership Year begins

September 9

State FL Coordinatorsâ&#x20AC;&#x2122; Meeting, Department of Education

September 18

AATSP Fall Conference , Gainesville State College

September 30

FLAG Conference session proposals due


FLAG Board Meeting

November 5-7

SAMLA Conference, Atlanta, Loews Hotel

November 15

FLAG Award nominations due

November 19-21 ACTFL Conference (Boston, MA)

2011 March 4-5

FLAG Conference, Atlanta Airport Weston Hotel (see FLAG website)

If you are aware of more important dates, please contact Jon Valentine ( at the Department of Education and request that he places the information on the monthly online calendar.

FLAG JOURNAL Volume 10 Spring/Summer 2010


REALIA Project Ideas for Classroom Use

The Ramblas is a pedestrian alleyway that runs through the heart of modern Barcelona alongside the Gothic Quarter. (Barcelona, Spain)

Senmaida is 1000 small rice paddies cultivated along the hill side by the seashore. It is located in Noto Peninsula in Japan. Because the cultivatable land was limited due to the geographical reason, they made every paddy small in this manner. These paddies were made during the Edo era (1603 - 1867). FLAG JOURNAL Volume 10 Spring/Summer 2010


FLAG Journal Department of Modern and Classical Languages PO Box 3970 Georgia State University Atlanta, GA 30302-3970

FLAG is eagerly awaiting the arrival of your 2009 membership form and dues. Membership runs from September to September, and we have included a membership for in this issue of the Journal. You may also join or renew your membership

Non-Profit U.S. Postage PAID Permit 195 Griffin, GA


FLAG JOURNAL Volume 10 Spring/Summer 2010

FLAG Journal 2010 (spring)  

The annual publication of the Foreign Language Association of Georgia

FLAG Journal 2010 (spring)  

The annual publication of the Foreign Language Association of Georgia