SCOLTalk The newsletter of the Southern Conference on Language Teaching November 2021
Greetings from the SCOLT President During my second year as an educator, my department chair told me, “You are going to the annual foreign language conference along with me and the rest of the department.” The tone and intent of her message was not an invitation, but rather a requirement of my role as a French teacher in a rural high school. I didn’t object because the passion in her voice conveyed the value she attributed to professional conferences. Though still a little naive in my understanding of professional conferences, I clearly heard her passion. I also felt a sense of inclusion that compelled me to listen. To be included among colleagues with many more years of experience than me made me feel good. It signaled something very important about the culture of my workplace: the needs of everyone matter.
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This year’s theme, Inclusion is about US All, is a reminder that we all share the responsibility and basic right of having our voices heard and feeling a sense of belonging to something that is greater than ourselves. In turn, we share in the responsibility of ensuring that all students are able to see themselves as speakers of another language, that they feel included in our classes, and that language teaching and learning is a communicative, collaborative endeavor.
Today, as we look toward the SCOLT 2022 conference in Norfolk, I am reminded of this seemingly small yet important act on the part of my friend and colleague, Becky Lee. It remains to this day a lesson that I not only carry with me, but hopefully continue to magnify in my role as a university administrator, educator, and in this context, President of a professional organization. At this time in our history, as an organization serving the southeastern United States and beyond, SCOLT is reaching out to all language educators K -20 to let you know that you matter. We understand the challenges you face, perhaps even more so now given the communal experience of teaching and learning during a global pandemic. We appreciate the sacrifices and frustrations you have experienced since March 2020. And we want you to know that our mission is to provide a high-quality professional development experience for you, where you will not only feel safe, but at home with the conversations, learning, and networking opportunities.
INDEX
President’s Greeting……………………………….…..1-2 2022 Registration..…………………………………...…..2 Herman Bostick Memorial……………...………………..4 Scholarship Recipient Update………………………….5-7 Interrogating Inclusion……………..…………………8-10 Advocacy Note…………..………………..……………..11 SCOLT Sponsors and Patrons………….…….………….11 2022 Schedule at a Glance…………..…………………..12 2022 Pre/Post-Conference Workshops……..………..14-16 Program Cover Contest……………………….................17 Scholarships Update………………………………….....18 Dimension 2021…………………………………...…19-21 Conference Impressions……………………………..22-23 Award Nominations...…………………………………..24 Conference Hotel Info………………………………….25 Top 5 Norfolk Sites………………………………….26-27 SCOLT Board of Directors……………………………..28 Around the Region………………………………..…….29 1
We invite you to join us in the annual conference of the Southern Conference on Language Teaching (SCOLT) along with educators from across our 13state region in Norfolk, Virginia on March 30-April 2, 2022 for one of the largest and friendliest regional conferences in the nation. Our Board of Directors have been collaborating with the Foreign Language Association of Virginia (FLAVA) and the Southeastern Association of Language Learning Technology (SEALLT) to bring you an event that features: • More than 150 concurrent sessions including research papers, language-specific sessions, heritage language sessions, and Dual-language sessions • Sessions by educators whose sessions were selected as the “Best of Conference” from each of our member states, • Four on-site pre-conference workshops and six virtual workshops • 15 Hot Seat Sessions (Informal discussions on timely topics) • An exhibit hall with world language vendors • Recognition of World Language Leaders from the region, • Recognition of aspiring young world language educators • Recognition of Travel Scholarship Awards • SCOLT Teacher of the Year announcement from among the State World Language Teachersof-the Year, • Keynote address from the national (American Council on the Teaching of Foreign Languages ) World Language Teacher of the Year as well as workshops from ACTFL • A scenic and fun venue with great restaurants, bars, and vistas! And finally, SCOLT 2022 is on track to be the quintessential event for networking, inclusion, and validation of who you are and what you bring to the education of global citizens. So, as a tribute to my first mentor and in the spirit of inclusion, I invite you, no - - I’m telling you, that you need to attend this conference. It may be your first face-to-face professional event in over two years. Your presence is welcomed and your voice will be included.
Registration for the 2022 SCOLT/FLAVA/ SEALLT Conference is OPEN! The 2022 SCOLT/FLAVA/SEALLT Conference with the theme “Inclusion is About US All” will be held in Norfolk, VA, March 31-April 2. We are excited about having an in-person conference this year! To keep everyone safe, all attendees, presenters, and exhibitors will be required to submit proof of complete vaccination status or a negative Covid test result within 72 hours of arrival. Masks will be required at all times, except when eating. There will be no exceptions. To accommodate those who are simply unable to travel, there will be virtual offerings, including a set of 10 pre-recorded sessions and virtual pre/post-conference workshops. We will have synchronous and asynchronous components and truly amazing pre- and post-conference workshops, along with some fun activities. The in-person conference will include over 150 sessions, presentations by the ACTFL Teacher of the Year, the announcement of the SCOLT Teacher of the year, exciting exhibits, optional pre-conference workshops, and much more! Don’t miss the opportunity to connect with colleagues from around the region and the US! Take advantage of the early bird discount and register today!
Regards, Bobby Hobgood, Ed.D. SCOLT President
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In Memory The SCOLT Board celebrates the life and contributions of Dr. Herman Bostick. Dr. Bostick was a SCOLT founder and the first Executive Secretary of the organization. He offered consistent support for SCOLT over the years. Dr. Bostick donated funding for the Bostick Award, which provides two new language teachers the opportunity to attend the SCOLT conference for free each year. He was instrumental in his work with language education in Georgia, in addition to his important roles with SCOLT and FLAG. Dr. Bostick's contributions to SCOLT and to language education are incalculable. He will be sorely missed. Dr. Bostick's obituary can be found here. The SCOLT Board offers sincere condolences to the Bostick family.
Due to Dr. Bostock’s generosity, many teachers who are new to the profession have been able to attend the SCOLT conference. They are: Maria Elena Gaborov Jones (NC) and Ramiro Bautista (AL) Che King (GA) and Jessica Warner (KY) Pedro Feliciano (GA) and Sharwin Snelson (TN) Hannah Rae Joseph (AL) Josephine Bloch (NC) and Bridget Huessler (SC) Margaret Henry (MS) and Tara Goverdhan (GA) Barbara Hoover (AR) and Vanessa Shephers (KY) Kayley Fidishun Bartlett (NC) and Jessica Garvey (AL) Dara Fickes (VA) and Sara Kolhoff (FL) Kayla Watson (TN) and Nedra Curtis (VT) Grenedi Shamburger (LA) and Corey Evans (SC) Applications for the 2022 Bostick Award will be accepted through January 31, 2022. 4
2021 Ken Stewart Scholarship Recipient Update Dear SCOLT Members: I have some exciting updates on how my college education is going, since this stage of my life (which I have always dreamed of) would not have been possible without your generous scholarships for which I am extremely grateful. This would not have been possible without you all, and I want you all to be a part of my college experience because of your contribution. I decided to attend Western Kentucky University and enroll in a Spanish and Arabic double major (with teacher certification in both) with a minor in TESL. Additionally, I am involved in the Mahurin Honors College to challenge myself academically and gain experience in research which will be vital for graduate school. Academics: Currently, I am enrolled in Arabic 301/302, Intro to Education, Intro to Linguistics, Arabic Literature in Translation (to satisfy literature requirements), and Russian 101. Next semester, I will begin Spanish 370. Academics have gone great and are my major priority-- in general, I have been studying around three hours per school day. I had my first exam in ARBC 301 recently, and scored a 94%. So, things are going great here and I am about to begin observing teachers for the education class. Extracurriculars/Work: I was hired by the Department of Modern Languages as a student worker. Essentially, I help our faculty by making copies or completing spreadsheets for their projects. I also answer phone calls for students wanting to know more about our programs and am currently working on a departmental essay contest for heritage speakers of Spanish. Beyond this, I am involved in several extracurriculars. For example, I live in the Living Learning Program for education on campus which lets me network with future colleagues. Before arriving on campus, a Spanish instructor asked me if I'd be willing to serve as president of the Spanish Club (which I accepted). I was recently asked to become vice president of the Arabic Club by an Arabic instructor (which I also accepted), and it is promising that I will be president of that club next year. Additionally, I was asked to serve as part of the Honors Development Board which makes grant decisions for the university.
Moreover, I am finding additional ways to serve in the department. For example, I asked our department head, Dr. Alex Poole if I could volunteer for the Department of Modern Languages today since there was an event going on for high school students thinking of coming to the campus. Today, I set up a table with Dr. Poole and Mrs. Yertty VanderMolen, a Spanish instructor, to share information about our programs with potential students. I got to meet so many people and it was great to meet some future classmates and colleagues. In the future, I hope to volunteer more for the department and get involved with the Russian club and the Arabic Qatar Debate Team. I have had time to have lunch with a retired professor of German, Dr. Laura McGee, who was instrumental in my visit to campus two years ago and remains a great mentor in my studies. I am attempting to meet all the faculty possible and find my way around the campus.
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Cody Smith Update, Continued I vow that as much as I can, I will try to leave a positive impact on this campus and once I am a teacher, an impact on the field of world language instruction and my students. My goal for high school teaching is to inspire at least one student to become an educator of world languages and to build lifelong learners of languages. Thank you all again for everything and for contributing to this experience. You are the reason I get to tell these stories!! Best, Cody M. Smith
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Interrogating Inclusion by Dr. L. J. Randolph, Jr.
The term “inclusion” has been ubiquitous in educational contexts for quite some time. We’ve long understood that inclusive practices lead to student engagement and success, and as a profession we generally agree that inclusion is a worthwhile goal. Despite the popularity and general acceptance of the term, we are far from achieving the ultimate goal of equity that inclusion promises. You’d be hard-pressed to find an instructor who would explicitly say, “I do not want an inclusive classroom;” however, non-inclusive classrooms, curricula, and practices abound. Why does this disconnect exist? Part of the reason is that there is a huge leap between inclusion as an ideal and inclusion as a tangible reality. Inclusion requires more than a declaration. It is an intentional process that involves thoughtful, critical action. In this article, I invite you to join me in interrogating some elements of inclusion in the context of language learning. This brief article is not meant to give a detailed theoretical breakdown of inclusion, nor is it meant to present a quick “how-to” checklist. Instead, I offer just a few thoughts that might help us interrogate, unpack, and envision how inclusion can be enacted in the language classroom. Who? Who (or for the grammar purists, “Whom”) are we including in our classes? If we were to do an audit of the people and communities that appear in our curricular resources, what would it reveal about the identities, histories, experiences, and perspectives that we center? Ultimately, what impressions and assumptions might this instill in our students about the communities that speak the languages being studied? A simple step toward creating a more inclusive learning experience is to deliberately select texts, images, and other resources that reflect the richness and diversity of the relevant speech communities. People and communities representing these identities should be embedded throughout the course and not just highlighted during a special unit or lesson. It’s great to bring attention to marginalized communities during special times (e.g., Black History Month, Neurodiversity Celebration Week, Indigenous People’s Day, and others); however, our students should also regularly see images of these communities just existing and engaging in everyday, unextraordinary activities. But wait, that’s not enough! Representation for the sake of representation amounts to mere tokenism. Representation alone is not diversity; it is not inclusion; it is not equity—it truly is the absolute lowest bar. Inclusion goes beyond representation. If we include resources that reflect the experiences of marginalized communities, we must then also wrestle with the complexities that these counter-narratives present. Marginalized communities around the world have historically and presently been involved in their own liberation. As a result, historical and contemporary works created by members of those communities present the potential for deep critical analysis if we go beyond simple comprehension of the text and reflect on the identities and social contexts of the producers of those texts. Approaching inclusion in this way allows us to move away from traditional narratives of the conquering, oppression, and victimhood of marginalized communities and instead highlight counter-narratives of resistance, liberation, and joy.
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What? The “what” of inclusion calls us to interrogate the themes and topics that we incorporate to create a more inclusive curriculum. The good news is that our profession has already adopted a curricular framework that recognizes that language learning involves so much more of the human experience than just communication and oral/written fluency. As outlined in the ACTFL World-Readiness Standards for Learning Languages, in addition to communication, language learning involves themes of cultures, connections, comparisons, and communities. So, the points of entry are there; we just have to be intentional about the ways that we approach curriculum development and lesson planning. For example, when you’re studying sports and leisure activities, you could highlight ways that athletes from the relevant speech communities are engaging in community activism. When you’re studying a topic like music or entertainment, you could center the experiences of entertainers from relevant speech communities who have used their platforms to advocate for diversity, inclusion, and equity in their respective fields. Or, when you’re studying a language function like narrating in the past, you could center the curriculum and related contexts and activities around family and community histories.
Inclusion even has implications when we consider the purely linguistic aspects of language learning. For example, the varieties, structures, and vocabulary of dominant and colonizer communities are often validated much more than those of marginalized and minoritized communities. By unpacking the sociolinguistic and sociopolitical phenomena at play, we can help students develop critical language awareness early in their language learning journey. This awareness has the potential to not only transform the way students might feel about their own varieties of the language (in both their home languages and the languages studied—which in many cases can be the same language), but it also encourages them to have a more inclusive mindset toward the language varieties of others. When? As the theme of the 2022 SCOLT Conference asserts, “inclusion is about us all.” So, the answer to the question as to when teachers and learners should be concerned about inclusion is simple—all the time, in all levels and all contexts. Students don’t need to wait until they are older (with more developed language proficiency and/or emotional maturity) to consciously and critically engage in inclusive communities. In fact, students can begin to talk about themes of identity, belonging, and allyship as soon as they learn the concept of “to be” or “to exist” in a language, which is almost always introduced at the novice level. Students just need the language support necessary to engage in the relevant activities and discussions. For example, with the language that I teach (Spanish), I begin the year by introducing vocabulary (often cognates) that is accessible to students and that will help them participate in discussions on the themes of diversity, equity, inclusion, and justice. If you teach a language that doesn’t contain many cognates, you can begin by focusing on just a few simple phrases, structures, and language stems that can be used in those types of discussions and related contexts. With enough contextualized input and meaningful practice and repetition, students will naturally acquire these structures.
Where? Where should we focus our inclusion efforts? The reference to “us all” in the conference theme also includes all instructional contexts and all communities. There is no one-size-fits-all model for inclusion. Inclusion looks different within different communities and instructional contexts. One of the most powerful instructional practices we can do as educators is link language learning to what’s going on in our students’ communities. This inherently includes the students’ own identities in instruction and allows them to explicitly connect the content of the course to their own lives. Often, there are speech communities of the language being taught that are easily accessible to our classes. In fact, you may even have heritage learners or native speakers of the language right in your classroom. In those cases, students can collaboratively complete linguistic landscape projects in which they identify and describe the various speech communities that make up their greater shared community. Students could also identify ways that they can join the work of liberation and justice movements being led by community members who belong to the speech communities of the language studied. In contexts where the speech communities of the language being taught do not have a strong presence in the students’ own communities, students could examine parallels of the activism and justice work being conducted in those communities and the students’ own communities. 9
Why? Public and political discourse on inclusion and related topics continues to be polemic. In addition, the work of justice movements over the past few years (e.g., Black Lives Matter, Stop Asian Hate, and Trans Rights Are Human Rights) has reminded us of the erasure, discrimination, marginalization, and violence that many racialized and minoritized communities continue to experience. We cannot ignore the implications of these events in our classrooms, in our students’ communities, and in the communities of the languages we teach. We must recognize the immediacy and urgency of these issues and act accordingly. When it comes to issues of justice, equity, and inclusion, there is no neutral or apolitical stance. Inaction or disengagement maintains the status quo and upholds the existing injustices and inequities of our institutions. Even if we know and understand that inclusion is important, taking time to focus on the “why” leads us to engage in critical self-reflection. For example, we might reflect on such questions as: what are our values and how do our instructional practices align to those values?; how do our daily relationships and practices reflect a commitment to diversity and inclusion?; or, how do we move beyond inclusion as an abstract ideal to something that is tangible and evident in our personal and professional lives? Engaging with these questions helps hold us accountable to the values we profess. How? How do we go about enacting inclusive classrooms? Ultimately, it’s about relationships. Inclusive practices cannot exist and be successful outside of a community in which there are inclusive relationships among the members of that community. The first and most important steps, then, should center around creating communities in which those types of relationships can exist and be nurtured. For example, during the first days of class, you might consider having an open discussion with your students about your vision of what an inclusive language learning experience entails. This discussion can help empower students to identify inclusive pedagogy, set expectations for how students can take ownership of their learning, and establish norms for maintaining healthy dialogue (especially during times of disagreement). Another successful strategy might be establishing and maintaining small, consistent peer groups throughout the course. This allows students to develop more intimate relationships, which fosters a classroom climate that might lead to more vulnerable sharing and richer dialogues. In addition, this strategy helps guide students to trust each other’s good intentions, promotes positive feelings of belonging, and creates a greater sense of community as students overcome challenges together. Carefully considering our realm of influence and being realistic about our goals can also lead us to better understand the path to inclusion. Due to legacies of colonialism, racism, and imperialism, our institutions (including schools) are inherently inequitable in many ways. Trying to change entire systems in one fell swoop will lead to discouragement, frustration, and burnout, with little change to show for it. Instead, start small. Start with one unit plan, one lesson, one activity, one instructional practice. Celebrate the small victories, and learn from the challenges and mishaps.
Finally, don’t try to do this work alone. Critical, justice-oriented, and inclusive pedagogies are collaborative by their very nature. Build meaningful connections and shared instructional goals with colleagues at your institution and beyond (e.g., via social media and other virtual learning spaces). We can’t operate in individual silos. Instead, let us commit ourselves to building and maintaining a community of researchers and practitioners who are committed to enthusiastically pursuing inclusion; implementing, researching, and evaluating strategies; and engaging in ongoing conversations that direct our reflection, growth, and transformation. As a proud member of SCOLT, I look forward to joining you on this journey at the 2022 conference and beyond. Thank you for reflecting with me and for committing yourselves to building more inclusive spaces for our students, our communities, and our profession. ---------About the author: Dr. L. J. Randolph Jr. (Twitter: @ProfeRandolph) is an Associate Professor of Spanish and Education and Coordinator of the World Language Teacher Education Program at the University of North Carolina, Wilmington. 10
Language Advocacy SCOLT is a proud member of JNCL, the Joint National Committee on Languages. JNCL is our national advocacy organization, keeping abreast of funding and legislation issues related to language education and language professions. For 2022, the JNCL Language Advocacy Day will again be virtual, allowing SCOLT to “send” more representatives than usual, due to the reduced cost. The SCOLT Board will have several representatives in attendance, which means more congressional visits and a greater virtual presence on Capitol Hill, as each person attends meetings with their own Senate and House of Representative offices. To learn more about JNCL, and to sign up for the JNCL newsletter to be informed regarding language advocacy, visit www.languagepolicy.org.
SCOLT Sponsors and Patrons As always, there will be a special event for SCOLT Sponsors and Patrons during the 2022 conference! Be sure your Sponsor/Patron membership has been renewed for 2021-2022 so that you don’t miss your invitation! You can become a Sponsor or Patron when you register for the conference, or by completing this form. Not sure of your status? See the current list of Sponsors and Patrons. Our Sponsors and Patrons are a vital part of the organization, as they are the only people who can be nominated for board positions and vote for officers and bylaws changes. Additionally, the registration fee is reduced for Sponsors and Patrons, and you will be invited to an exclusive event as a part of the conference! Support SCOLT by renewing your status or becoming a Sponsor or Patron today!
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2022 SCOLT/FLAVA/SEALLT Conference Schedule at a Glance Thursday, March 31 11:30 AM – 5:00 PM Registration [onsite AND preregistration] 8:00 AM – 6:00 PM Exhibits set up 12:00 PM – 4:30 PM Leadership Luncheon and Session [by invitation only] 1:00 PM – 4:00 PM Pre-conference on-site workshops 1:00 PM – 6:00 PM SCOLT Teacher of the Year Interviews 1:00 PM Release of pre-recorded sessions 6:00 PM – 8:00 PM Pre-conference virtual workshops
Friday, April 1 7:00 AM – 5:00 PM 7:30 AM – 5:00 PM 7:30 AM – 8:30 AM 8:00 AM – 8:20 AM 8:30 AM – 10:00 AM 10:00 AM – 10:30 AM 10:30 AM – 11:20 AM 11:30 AM – 12:05 PM 12:15 PM – 12:50 PM 1:00 PM – 1:50 PM 2:00 PM – 2:50 PM 2:50 PM – 3:10 PM 3:10 PM – 4:00 PM 4:10 PM – 5:00 PM 5:30 PM – 7:30 PM
Registration Open Exhibits Open Continental Breakfast in Exhibitor Area SCOLT First Timers Session Opening General Session and Awards Exhibits Break Round #1 Lunch A / Hot Seat sessions Lunch B / Hot Seat sessions Round #2 Round #3 Exhibits Break Round #4 Round #5 S&P Reception and Business Meeting (Location TBA)
Saturday, April 2 7:00 AM – 1:00 PM 7:00 AM – 8:00 AM 7:10 AM – 7:55 AM 7:30 AM – 2:00 PM 8:00 AM – 8:50 AM 9:00 AM – 9:50 AM 9:50 AM – 10:30 AM 10:30 AM – 11:20 AM 11:30 AM – 1:00 PM 1:10 PM – 2:00 PM 2:10 PM – 3:00 PM 3:15 PM – 5:15PM
Registration Open Continental Breakfast Affiliate Sessions Exhibits Open Round #6 Round #7 Exhibits Break Round #8 FLAVA Luncheon and Exhibits Break Round #9 Round #10 Post-conference virtual workshops
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W-1 OnSite
High-Leverage Teaching Practices Lead the Way – Eileen Glisan, Beckie Bray Rankin, and LILL Facilitators
W-2 OnSite
A Gamified Approach to Boost Collaboration in the TL inspired by “Among Us” -Nathalie Ettzevoglou
W-3 OnSite
Charting Your Path to Proficiency with Core Practices and the TELL Framework -Lisa Harris, Ann Marie Gunter, Patrick Wallace
W-4 OnSite
Every Day’s an IPA – Norah Jones
On-Site Pre-Conference Workshops Thursday, March 31, 1:00 PM – 4:00 PM Dive deep into how to create meaningful contexts for language learning in your classroom, then collaborate to put it into practice. Several past participants of the Leadership Initiative for Language Learning (LILL) will share their journeys of leading from the classroom with high-leverage teaching practices to affect change in their spheres of influence. Acquire strategies for dealing with challenges and setbacks when leading change. Create a personal plan of action to apply the learning in our classes and communities. How can we use gamification to motivate learners to collaborate in the target language? The presenter will describe how she leveraged the collaborative, game-based strategies from the popular online game “Among Us” to create a unique, student-centered learning experience. Student work will set the groundwork for an interactive session and live demonstration. Interested in learning more about core practices and proficiency-oriented teaching? Wondering how to get started? This workshop brings together the 10 core practices, language proficiency, and the Teacher Effectiveness for Language Learning (TELL) Framework. Participants will explore core practices in language teaching, match them to TELL criteria, and reflect on how each is used in a proficiencyoriented classroom. Facilitators will share a crosswalk of the TELL Framework and core practices, and how to incorporate Catalyst to document professional growth. Integrated Performance Assessments: learn how, when, where, and why to have students work in all three communication modes every day to easily and effectively to achieve your instructional goals. IPAs are really just basic, realistic human language in use in the world. You already have the tools in your repertoire to create meaningful, articulated, integrated sequences of interpretive, interpersonal, and presentational activities. Learn how to use them for motivating, formative student learning every day.
Sponsor: ACTFL Core Practice: Planning with Backward Design Model Strand: Leadership/ Advocacy Applicable Levels: All Applicable Languages: All Presentation In: English
Sponsor: SEALLT Core Practice: Provide Appropriate Feedback Strand: Innovative Uses of Technology/Digital Literacy Applicable Levels: Middle School, High School Applicable Languages: All Presentation In: English Sponsor: FLAVA Core Practice: Planning with Backward Design Model Strand: Program and/or Educator Effectiveness Applicable Levels: All Applicable Languages: All Presentation In: English
Sponsor: SCOLT Core Practice: Design Communicative Activities Strand: Assessment and Feedback Applicable Levels: All Applicable Languages: All Presentation In: English
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2022 SCOLT/FLAVA/SEALLT Pre/Post-Conference Workshops
W-5 Virtual
W-6 Virtual
W-7 Virtual
VIRTUAL Pre-Conference Workshops Thursday, March 31, 6:00 PM – 8:00 PM Synchronous, virtual, will not be recorded Including All the In our mission to include all our students Modes: GoFurther and all the modes, we need as many power with tools as possible to help us plan and assess. “GoFormative” Drum roll, please... meet GoFormative! In -Meredith White and this session, teachers will learn how GoForBethanie Drew mative assignments can incorporate multiple modes, tasks, and more, every day. All examples shown will be for a language class (in any level) with different question types, programs to embed, and level-ups to take GoFormative to the next level. Let’s Get Engaged! Participants will explore what student en-Zach Neumann gagement in the world language classroom should look like. Through discussion, examples, and reflection, participants will identify strategies and activities that engage students at a cognitive level that will not only engage their minds but engage their interests. It’s time to put away the drills and worksheets that bore students and time to actively engage them with and through the target language. Attendees will receive numerous examples and ideas to use the next time they see their students. Embracing Visual Learn how to transform your classroom into Input for a Collaboa safe space for learning that supports lanrative and Supguage acquisition through visual input. Exportive Language plore physical and digital aids through fun Experience and creative ideas, such as using classroom -Morgan Bennett windows for input. Engage with techniques that encourage student collaboration and language production. Create a visual input activity that will ignite student participation.
Sponsor: SEALLT Core Practice: Planning with Backward Design Model Strand: Learning Resources/Tools Applicable Levels: Middle School, High School, PostSecondary Applicable Languages: All Presentation In: English Sponsor: FLAVA Core Practice: Design Communicative Activities Strand: Learning Resources/Tools Applicable Levels: All Applicable Languages: All Presentation In: English
Sponsor: SCOLT Core Practice: Design Communicative Activities Strand: Learning Resources/Tools Applicable Levels: All Applicable Languages: All Presentation In: English 15
W-8 Virtual
W-9 Virtual
W-10 Virtual
VIRTUAL Post-Conference Workshops Saturday, April 2, 3:15 PM – 5:15 PM Synchronous, virtual, will not be recorded Inclusive Curriculum We will explore how to leverage technology through Curation, to improve inclusivity in your coursework Creation, and Coland classroom. Areas of concern for inclulaboration sivity that will be discussed are accessibility, -Amanda Romjue BIPOC, gender/sexuality, underrepresented and Trish Nolde students, and others. Be prepared to think deeply about the individual needs and lived experiences of your students, and to leave equipped with a better understanding of the challenges and rewards of planning for inclusivity as you build your curriculum. Let's have fun teach- Strategies for organizing your classroom to ing! Make Your promote equity, engagement, and enthusiClassroom a Positive asm. Wondering how to get them to pay Experience attention? A variety of proven strategies to -Rosemary Carpenter help you succeed in getting students to learn. Support for beginning teachers or those that need a boost! Novice Level Language, Not Novice Level Brains: Engaging & Empowering Learners – Matt Coss
One of the challenges language teachers face is simultaneously addressing students' differential level of language development and cognitive maturity. Novice level language classes must engage learners' critical thinking and knowledge of the world while providing space and scaffolds for students to develop their language proficiency. This workshop will provide strategies, discussion questions, and opportunities for critical thinking as we brainstorm ways to update and improve our novice-level language materials to fully engage the brain.
Sponsor: SEALLT Core Practice: Design Communicative Activities Strand: Learning Resources/Tools Applicable Levels: All Applicable Languages: All Presentation In: English
Sponsor: FLAVA Core Practice: Design Communicative Activities Strand: Program/Educator Effectiveness Applicable Levels: All Applicable Languages: All Presentation In: English Sponsor: SCOLT Core Practice: Design Communicative Activities Strand: Standards-Based Instructional Design Applicable Levels: Middle School, High School, Supervisors, Post-Secondary Applicable Languages: All Presentation In: English
Have you registered yet for the 2022 SCOLT/FLAVA/SEALLT conference?
It’s time! Register today!
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2022 Conference Program Cover Contest Calling all student artists! SCOLT loves to showcase student artwork for the cover of the conference program! Encourage your artistic students to design and submit an entry for the conference program cover contest! Download the 2022 Conference Program Cover Contest form for information and to submit an entry. The student with the winning entry will receive $50 and the student’s teacher will receive a free SCOLT Sponsor membership.
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2022 SCOLT Scholarships Update Hello, SCOLT! Due to the continuing disruptions of the COVID-19 pandemic, none of our 2020 scholarship recipients were able to use their scholarships to travel in 2021. Fortunately, I am happy to report that several of the organizations have kindly deferred our members’ scholarships another year to the summer of 2022!
Some of our donor organizations are still not able to allow our recipients to travel in 2022 because of pandemic-related travel restrictions. We are working together to make sure our scholarship recipients get to have a great experience and we hope that the circumstances allow our partner organizations to send our scholarship recipients around the world to take advantage of all of the top-quality educational opportunities that are available. That said, I am happy to inform you that one of our organizations, Cemanahuac Educational Community in Cuernavaca, Mexico has made a scholarship available for 2022! We will be opening a search for candidates very soon. We are looking forward to finding a candidate for this summer. Apply today! We wish all our scholarship recipients the best on their trips and we look forward to hearing all about them! •
• Albert Fernandez Scholarships Director
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2021 Dimension: Language through an Unfiltered Lens The Southern Conference on Language Teaching (SCOLT) was scheduled for its annual conference March 27 -29, 2020 in Mobile Alabama in collaboration with the Alabama World Language Association (AWLA) and Southeastern Association of Language Learning Technology (SEALLT). The conference was cancelled due to the Coronavirus, yet the SCOLT Dimension publication process continued over the year. Starting as a proceedings publication, Dimension is now the official peer-reviewed journal of SCOLT that annually publishes national and international authors, sharing their research findings and pedagogical implications with conference attendees and beyond. SCOLT Dimension is indexed with the Education Resources Information Center (ERIC) database sponsored by the Institute of Education Sciences of the U.S. Department of Education that connects 12 million users—researchers, educators, policy makers, and students from 238 countries. Bi-annual ERIC metrics reports revealed over 5,000 views of Dimension publications during 2020, specifically 2,563 abstracts viewed and 2,515 articles downloaded. SCOLT Dimension is dedicated to the advancement of the teaching and learning of world languages and cultures.
There are five chapters in this year’s volume. The volume begins with author Ashley Shaffer (Temple University) who reports on her investigation of beginning Spanish language learners’ willingness to communicate (WTC) in a university classroom. WTC is an important factor in learners’ language use. It is viewed as a volitional process influenced by individual, social, linguistic, and situationally dependent factors. In Chapter 2, authors Justin P. White (Florida Atlantic University), Andrew J. DeMil (University of Tampa), and Geraldine Blattner (Florida Atlantic University) present findings from their study on university faculty teaching practices and perceptions toward Communicative Language Teaching (CLT). Participants in their study included 38 university-level US Spanish and French professors with expertise in literary and cultural studies. Next, in Chapter 3, authors Jacob Abell (Vanderbilt University) and Stacey Margarita Johnson (Vanderbilt University) detail an approach to focusing on Connections, one of the five Cs from the ACTFL WorldReadiness Standards for Learning Languages, as a means of exposing introductory language students to authentic texts through drama-based pedagogy. The authors’ approach focuses on an instructor’s work within an established university departmental curriculum for introductory French language courses.
In Chapter 4, Gabriela Moreno (New Mexico State University) proposes a more comprehensive and conscious curriculum for Spanish Heritage Language (SHL) and Native Speaker (SNS) learners to support the diverse needs in the classroom with the theoretical framework and approaches that have facilitated instruction at her institution in the Southwest. The theoretical framework includes a Culturally and Linguistically Responsive (CLR) approach, the World-Readiness Standards for Learning Languages, funds of knowledge, and Pueblobased pedagogy, followed by activities that have been effective in establishing a conscious curriculum in SHL/ SNS pedagogy. In the final chapter, authors Oscar Moreno (Georgia State University) and Paula Garrett-Rucks (Georgia State University) address the unique needs of heritage speakers in the Spanish curriculum, problematize the traditional grammar-based placement exam, and describe a multiple-choice placement exam (free upon request) designed and used at Georgia State University (GSU). As Editor, I worked collaboratively with members of the SCOLT Dimension 2021 Editorial Review Board in a double blind, peer-review process and I would like to extend my gratitude for having their knowledge and expertise while reviewing articles. These individuals are leaders in the field and I greatly appreciate their time and energy. On behalf of the editorial team, I believe that readers will find the articles in this edition informative and inspiring. If you are present at any of the synchronous sessions at the virtual 2022 conference, please be sure to thank attending authors for contributing their work to Dimension and members of the Editorial Review Board for assisting their colleagues in the preparation of the articles. The Editor Paula Garrett-Rucks Georgia State University
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2021 Editorial Board for SCOLT Dimension
Melisa (Misha) Cahnmann-Taylor University of Georgia Athens, GA
Gillian Lord University of Florida Gainesville, FL
Kelly Davidson Valdosta State University Valdosta, GA
Linwood J. Randolph Jr. University of North Carolina Wilmington, NC
Stacey M. Johnson Vanderbilt University Nashville, TN
Victoria Russell Valdosta State University Valdosta, GA
Jason Kemp University of Wisconsin Madison, WI
Sheri Spaine Long Independent Scholar and Editor of Hispania Birmingham, AL
Shuai Li Georgia State University Atlanta, Ga
Paul D. Toth Temple University Philadelphia, PA
Lara Lomicka-Anderson University of South Carolina Columbia, SC
Manuela Wagner University of Connecticut Mansfield, CT
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Dimension 2021 Articles 1.
Ashley Shaffer Temple University
L2 Classroom Willingness to Communicate as a Predictor of Participatory Behavior
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Justin P. White Florida Atlantic University
Perceptions and Practices in Language Teaching: A Survey of Experts in Literary and Cultural Studies
Andrew J. DeMil University of Tampa Geraldine Blattner Florida Atlantic University 3.
Jacob Abell Vanderbilt University Stacey Margarita Johnson Vanderbilt University
Connections: Exploring Charles Moravia’s Le fils du tapissier: épisode de la vie de Molière in the Introductory French Language Classroom
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Gabriela Moreno New Mexico State University
Yo hablo el español de mi pueblo: A Conscious Curriculum for the Heritage Language Learner
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Oscar Moreno Georgia State University
Identifying and Placing Spanish Heritage Speakers: One Program’s Placement Test Approach
Paula Garrett-Rucks Georgia State University
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Recent Conference Experiences Conferences around the region this fall have been a mixture of virtual and in-person events. SCOLT Board member Michelle Olah interviewed others regarding their experiences and the importance of being involved in this type of professional event. What would your answer to these questions be? What conference did you attend, what was the format and what were the benefits of attending a conference in that format? Mara Cobe (Attended FLANC virtual) The costs are reduced because there are no travel expenses, travel time (several hours each way) is not a factor, etc. Additionally, because I was presenting or facilitating multiple sessions, I was not able to attend other valuable sessions. With the online format, every session was recorded, and all attendees will have access to view those recordings for an extended time. This will allow me to see the sessions presented by my colleagues and the teachers from my district.
Pam Benton (Attended FFLA, in-person) It was wonderful to see people again and to reconnect with friends to share our stories and also resources, inspiration, and ideas. Lisa Worthington-Groce (Attended FLANC, virtual) My 25th high school reunion took place the same weekend and I managed to attend both!! Heidi Trude (Attended FLAVA, virtual) Attending a virtual conference allows me to go back and watch sessions that I wasn’t able to attend during the live conference. I can actually attend more sessions because of the virtual format with live sessions, pre-recorded sessions, and the ability to watch the recordings of the live sessions after the conference. Mark Linsky (Attended FFLA, in-person) The opportunity to interact with colleagues and exchange ideas during and between sessions is something that I have missed Grace Kellermeier (Attended FFLA, in-person; hybrid) Community, collaboration, sharing ideas, making connections! What made the conference that you attended special? What was a highlight? Mara C - I love that all attendees can engage in live chat during each session, and throughout the conference, as well as opportunities for "networking" with a random colleague. Even though we can't hug each other or share meals in this format, it is still special to connect during a protected conference time and have shared experiences. Pam B - The theme of this conference was equity and inclusion. I was particularly inspired by presentations by colleagues in conjunction with Equality Florida and JASMYN, and the keynote address by Dr. LJ Randolph. These presentations provided me with practical ways to begin to make our classes equitable to our students. Lisa W-G - A highlight was doing a joint presentation with my new colleague, who is a 2nd-year teacher. Heidi T - FLAVA is always special for me as I’m with my language family. Serving on the FLAVA board, I can say that a highlight was seeing our board put together a successful virtual conference. Another highlight was our awesome FLAVA Happy Hour which I got to host with two of my good friends! Mark L - The FFLA Conference was special because the people attending were so excited to be together again and in-person. We interacted with friends and colleagues that we have only seen on a screen for 20 months. Grace K - It was so special to be back face-to-face after a year of canceled or online conferences.
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What advice would you give to someone who hasn’t participated in state or regional conferences? OR What advice would you give to a first time conference attendee? Mara C - Not only should you attend your state or regional conference, you should grab your PFF and submit a session! You'll get great ideas, resource suggestions and possibly shift your perspective on how you have been teaching. You'll also meet new colleagues, expand your PLN by finding new people to follow on social media, and return to your classroom more energized! First time attendees - select 1 or 2 sessions for each round that you think you want to attend. Think about why you want to attend them: the presenter, a specific topic, or ? Narrow your focus, perhaps by using a TELL Project self-assessment to determine your goal(s) for your learning. Take pictures, bookmark websites, add things to your Google Drive - but do not try to do everything new at the same time! Pam B - Attend a conference! You’ll be hooked for life! For first time attendees, don’t be afraid to ask for help. Not only will you usually get it, you’ll also make a connection with someone who might turn out to be a new PFF (Professional Friend Forever). Lisa WG - Talk to experienced attendees to find out which presenters always deliver! Heidi T - Go to a conference and attend the sessions that you feel will be most beneficial to you and your students! Don’t be afraid to make new friends while attending a conference - introduce yourself to someone you don’t know and start a conversation! Don’t feel like you have to do it all - take breaks when you need to recharge!
Mark L - For first-timers, attend as many sessions as you can. Talk to your "shoulder partners" and make friends. Use the time between sessions to begin or continue a discussion. When you return to school, try some of things that you learned and share your learning with colleagues. Grace K - Come and be a part of our World Languages instructional community! Be energized by passionate World Educators who get you! Come and share your ideas and perspectives! What was something that you learned that you are looking forward to implementing in your classroom or share with your colleagues or teachers? Mara C - Still processing - haven't seen all of the sessions yet! Pam B - I’m looking forward to using our current lessons to find opportunities to incorporate, for example, narratives about community heroes of color or who are LGBTQIA+. Lisa W-G - I attended an interesting discussion of what is meant by 'authentic resources' and look forward to taking this conversation back to my department. Heidi T - This year Virginia is implementing new proficiency based standards for world languages. We had several great sessions that focused on ideas for easily implementing the new standards into our classes. . Mark L - I learned about helping administrators observe and provide feedback for WL educators. Grace K - I really enjoyed sessions that help us to include and affirm marginalized students. We must be inclusive and affirming, both in our classrooms and in our curriculum.
Do you want to have a similar experience? Don’t miss SCOLT 2022! REGISTER TODAY! 23
Call for Award Nominations World language educators dedicate their lives to building competent global communicators and SCOLT works to ensure that these efforts are recognized. Each year at our annual conference, SCOLT selects the world language teacher of the year from our region, a post-secondary education educator of excellence, one leader among K-12 teachers, as well the Bostick award for two distinguished new teachers. Do you know educators that you believe deserve to be recognized? Let’s celebrate our colleagues by nominating them for an award!
The SCOLT Teacher of the Year Each state may submit one candidate with an endorsement from the state organization. State organizations may submit a candidate to only one regional organization. State nominees must submit a portfolio to be received no later than January 15, 2022. SCOLT waives the registration fee for the state nominee participating in the selection process at the 2022 conference and will pay $100 honorarium to each candidate. Candidates will be requested to share their portfolios via Google Drive with Amanda Hajji at scoltawards@gmail.com. The Educator of Excellence Award for Post-Secondary Educators This award recognizes educators at the community college, college, and university level who have demonstrated excellence in language teaching, active participation in SCOLT, and leadership and advocacy at the local, state, and/or regional or national level. Find out more about this award here https://www.scolt.org/ educator-of-excellence/. The deadline for applications is January 15, 2022. The SCOLT Leadership Award This is given to K-12 educators who have demonstrated excellence in language teaching through service to the school, community, active participation in SCOLT, and leadership and advocacy at the local, state, and/ or regional or national level. Find out more about this award here https://www.scolt.org/leadershipaward/. The deadline for applications is January 15, 2022. The Bostick Award The Bostick Award recognizes teachers in their first to fifth year of teaching who are dedicated to a longterm teaching commitment and have not yet attended a SCOLT conference. Candidates must demonstrate a commitment to future conference participation as part of their professional development. Two teachers will be awarded conference registration during each annual SCOLT conference. The recipients of this year’s award will be announced at the SCOLT Opening General Session on Friday, April 1, 2022 during the conference. See this page for more information https://www.scolt.org/bostick-award/. The nomination deadline is January 31, 2022. Ken Stewart Future Language Educator Scholarship This $1,000 scholarship is intended for a high school senior who plans on a career as a world language educator. The scholarship is sponsored by Ken Stewart, Spanish teacher, former SCOLT Board member and 2006 ACTFL National Language Teacher of the Year. Typically one scholarship is awarded each year. In 2021, two recipients were chosen as they were both outstanding applicants. For more information, please visit https://www.scolt.org/ken-stewart-future-language-educator-scholarship/. Applications are due January 31, 2022.
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Norfolk Conference Hotel The 2022 SCOLT/FLAVA/SEALLT conference will be held at the Norfolk Waterside Marriott. This is a beautiful, newly renovated facility with great views of the city and the river.. It is in the heart of downtown activity, one block from waterfront dining, parks, and other activities. The hotel and meeting rooms are in the same facility, so getting around is easy! If you’re driving to Norfolk, SCOLT hotel guests receive discounted parking in the deck connected to the hotel by a skybridge. The discounted conference rate is $145/night, plus tax. Don’t miss out on the conference rate - reserve your room today!
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Norfolk Waterfront, Image free for commercial use on Pixabay.com by Lisa Worthington-Groce
Norfolk, Virginia is a beautiful site for our return to an in-person SCOLT/FLAVA/SEALLT conference in March 2022. The conference hotel is located in close proximity to a number of attractions that will satisfy history buffs and nature afficionados alike. Below a sample of my personal top 5, several of which are within walking distance of the conference location!
Nauticus & Battleship Wisconsin https://nauticus.org/
At the heart of Norfolk’s history is the role it has played as an important port city for industry and the military. The Nauticus describes itself as a ‘maritime discovery center’ with interactive exhibits for all ages. The center includes a museum, sailing center, the Battleship Wisconsin, and Schooner Virginia. Right around the corner, you will find the emotionally-moving Armed Forces Memorial, a monument of actual letters written by members of the armed forces who never returned from war.
Town Point Park https://festevents.org/
As you move past the Armed Forces Memorial, you will find yourself in the newly renovated Town Point Park, a large grassy area located right by the waterfront. Take a walk, toss a frisbee, or meet for an open air picnic with your colleagues!
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Waterside District https://watersidedistrict.com/
As its name implies, the Waterside District is found right at the waterfront and includes a number of restaurants with live music and entertainment. Join your PFF’s for a congenial meal on the large patio where you can observe the watercraft on the Elizabeth River. Maybe you’ll even spy a yacht in the harbor!
Chrysler Museum of Art & Perry Glass Studio https://chrysler.org/
You will want to set aside several hours for an excursion to the Chrysler Museum of Art, a must-see for any visitor to Norfolk. Upcoming special exhibits for the spring include photography related to sea level rise and flooding in both South Florida and the local Norfolk area. An immersive installation entitled ‘The Totality of Time Lusters the Dark’ will also be on view. The permanent collection boasts more than 30,000 pieces dating from antiquity to modern times and in media ranging from glass to ceramic to photography to sculpture to paintings.
Norfolk Botanical Garden https://norfolkbotanicalgarden.org/
This Photo by Unknown Author is licensed under CC BY
On my to-do list for my next trip to Nofolk is a visit to the Botanical Garden, the largest in Virginia and which is sure to delight in spring with azalea and crocus. The gardens include Mirror Lake, a flowering arboretum, views of the waterway, fern and rhododendron glades, wildflower meadows, and an Enchanted Forest.
All uncited images are from the personal collection of L. Worthington-Groce
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Faces of SCOLT: Board of Directors
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Stay Connected Around the SCOLT Region SCOLT: Next year’s conference will be held at the Norfolk Waterside Marriott in Norfolk, Virginia from March 31April 2, 2022. Web ·Facebook ·Twitter AWLA: Alabama will hold its annual conference Jan 21-21, 2022. Web · Facebook · Twitter AFLTA: The Arkansas Foreign Language Teachers Association updates can be found here Web · Facebook FFLA: Florida’s conference was held in Jacksonville from October 21-23, 2021. Web · Facebook · Twitter FLAG: Georgia’s 2022 conference will be held at the August Marriott & Convention Center, March 4-5, 2022. FLAG 2022 will be held in Augusta. Facebook · Twitter KWLA: Kentucky held its annual conference this fall. Stay tuned for more information. Web · Facebook · Twitter LFLTA: Stay tuned for more information about upcoming events in Louisiana. Facebook · Twitter
MFLA: Mississippi’s annual conference was November 5-6, 2021. Web · Facebook · Twitter FLANC: North Carolina’s annual fall conference was held virtually, October 7-9, 2021. Web · Facebook · Twitter SCFLTA: South Carolina will have a virtual conference February 19, 2022. Web · Facebook · Twitter TFLTA: Stay tuned for more information about upcoming events in Tennessee. Web · Facebook · Twitter TFLA: Texas held a virtual fall conference. Stay tuned for upcoming events: Web · Facebook · Twitter
FLAVA: Virginia held its annual conference in October and is partnering to host SCOLT in 2022! Keep informed for future events and conferences. Web · Facebook · Twitter WVFLTA: West Virginia held a virtual conference this fall. Web · Facebook · Twitter
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