SCOLTalk
2025-2026 SCOLT Board of Directors
Dr. Leslie Baldwin, NC Executive Director
Thomas Soth, NC ACTFL Representative (2027)
Linda Markley, FL Awards & Scholarships Co-Director (2026)
Pam Benton, FL President (2027)
Bertha Delgadillo, GA Program Co-Director (2026)
Jennifer Carson, VA Awards & Scholarships Co-Director (2027)
Dr. Shannon Borum, GA Co-Registrar & SCOLTalk Co-Editor (2029)
Dr. Amanda Minnillo, SC President - Elect & Recording Secretary (2029)
Linda Santiago, FL Program Co-Director (2027)
Dr. Kelly Moser, MS Awards & Scholarships Co-Director (2028)
Dr. Krista Chambless, AL Immediate Past President (2026)
Tanika Perry - Vincent, GA Program Co-Director (2029)
Kimberly Renée Watson, MS Co-Registrar & SCOLTalk Co-Editor (2028)
Dr. Paula Garrett-Rucks, GA Dimensions Editor
Greetings from the SCOLT President!
I can’t believe it’s already December! Time really does fly I’m still riding the high from the wonderful ACTFL Convention that was held in New Orleans this year. Seeing and reconnecting with our PFFs (Professional Friends Forever) was a real highlight this year. We were so proud of our Best of SCOLT session which played to an overflowing crowd at ACTFL this year! Congratulations to Kaleb Hyatt and Julimar De Leon!! We were represented so well by our SCOLT Teacher of the Year Stephanie BellotDonaldson in the ACTFL Teacher of the Year Event. Our nominee for the ACTFL Technology Award was the winner (see spotlight in this issue). We held our first annual Meet & Greet the SCOLT Board session and it was wonderful to see SCOLT friends and to make new ones as well We hope to see many of the new friends and YOU at the SCOLT Conference in Raleigh, North Carolina March 19-21, 2026. Our theme this year is “Take Flight with Languages”. North Carolina is the “First in Flight” state and we will have many sessions that will help you soar to a new level in your courses and classes. It promises to be a wonderful conference with interesting and valuable sessions and a warm, friendly atmosphere A past ACTFL Teacher of the Year recently told me that “the SCOLT conference feels like a warm hug.”
Check out the preconference workshops We’ve got our top presenters from the SCOLT region offering cutting-edge workshops on Thursday, March 19, before the main conference opens on Friday. These include an opportunity to visit Dual Language Immersion sites in the Raleigh area as well as half-day sessions from Heather Giles and Melissa Shaughnessy; Raegan Lemmond, Meredith White, and Tavane Moore; Annabelle Williamson (La Maestra Loca); Diego Teatin, Monica Rodriguez, and Noemy Orozco; Christin Campbell; Nora Santillan, Fran Avere, Nicolette Grant, and Emily Bivens. Our keynote speaker is newly named ACTFL Teacher of the Year, Nathan Campbell from Pennsylvania. We’ll also have updates from ACTFL President, Krishauna Hines-Gaither, and ACTFL Executive Director, Larry Paska Visit http://www.scolt.org to register and reserve hotel. Come to experience SCOLT with us!
Our very first SCOLT world languages leadership development cohort has been formed We’re calling it SCILL which stands for the Southern Conference Institute for Language Leadership. We’re delighted to have cohort members from Alabama, Florida, Georgia, Louisiana, North Carolina, South Carolina, Tennessee, and Virginia! I can’t wait to meet these folks and watch their leadership journeys Thanks to Shannon Borum, Linda Markley, and Michelle Olah for their work on creating this program and putting together this first cohort.
Check out our SCOLT Spotlights in this issue to find out about some of our amazing award winners in the SCOLT region.
See you at SCOLT in March!
Pam Benton
Faces of SCOLT atACTFL2025
SCOLTTEACHEROFTHEYEAR
StephanieBellot-Donaldson
Congratulations 2025 ACTFL Teacher of the Year finalist, Stephanie Bellott - Donaldson, of Kentucky.
Bellot-Donaldson is an Early Language educator from Kentucky.
NADSFL
Mara Cobe of North Carolina was recognized by the National Association of District Supervisors for Languages (NADSFL) as the 2025 NADSFL Supervisor of the Year Award!
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YanLiu
Yan Liu of Duke University was recognized as a recipient of the Klett Award for Sustainable Development Education in the World Language Classroom.
MaraCobe
Faces of SCOLT
Faces of SCOLT
YeiderGuerra
Award for Excellence in World Language Instruction Using Technology (K-12)
Yeider Guerra, from South Carolina, was recognized at the 2025 ACTFL Awards for his contribution to World Language education and his use of technology integration.
Guerra, a Spanish language teacher at Rock Hill High School, received the 2025 Award for Excellence in World Language Instruction Using Technology. A teacher - leader within his school and state, Guerra saw a need to further support language learning and the diversity of the Spanish speaking. To address this need, in 2019, he created an online platform that is free, leveled for novice through advanced language learners, and offers the opportunity for visitors to hear audio clips from native speakers from various Spanish speaking countries. Guerra’s work extends beyond that of his school and the United States, as users from over 165 countries have visited the website. Within his classroom, he organizes Zoom exchange meetings with a school in Colombia to support multilingualism for students. As an innovative educator and leader, Guerra demonstrates the power of technology to encourage mulitlingualism and multiculuralism.
We can’t wait to see you at SCOLT 2026
We’re delighted to be in Raleigh, North Carolina as a Gold Sponsor of SCOLT 2026!
Come say ‘Hello!’ at the Lingco booth to see what goodies we have in store for you and don’t miss our talk “Tailor-Made Teaching: Customizing Language Instruction for Every Learner” with Ken Stewart.
North Carolina
RALEIGH
FLORIDA - French
NORTH CAROLINA - Spanish GEORGIA - Spanish
The 2026 SCOLT/FLANC/SCFLTA/SEALLT Conference will be held in Raleigh, NC March 19-21, where we will “Take Flight with Languages”!
This in-person conference will include over 130 sessions, presentations by the ACTFL Teacher of the Year, the announcement of the SCOLT Teacher of the Year, exciting exhibits, optional preconference workshops, and much more!
Make your plans to be in Raleigh in March! 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!
RaleighConferenceHotel
The 2026 SCOLT/FLANC/SCFLTA/SEALLT conference will be held at the Hilton Raleigh North Hills. The hotel is in a convenient location not far from the RDU airport in the North Hills area of Raleigh.
The discounted conference hotel room rate is $169/night, plus tax. The discounted rate is available until February 16 OR until the group of rooms is fully booked. Please note: the room block is typically full much earlier than the deadline.
Don’t miss out on the conference rate - reserve your room today!
Exploring the 2026 SCOLT Theme
By: Jennifer Solis, FLANC Past President
SCOLT registration is now open, and in March, many world language professionals will take flight to Raleigh, North Carolina, for an inspiring conference. I would like to share the importance of this year’s conference theme “Take Flight with Languages,” from my perspective as a North Carolina resident for more than 25 years and how it relates to language learning.
If you’ve ever looked closely at a North Carolina license plate, you’ll notice the phrase “First in Flight, ” commemorating the Wright brothers’ first successful powered flight at Kitty Hawk on December 17, 1903. This historic flight didn't happen by chance; it was the result of years of trial, error, and determination.
The Wright brothers first came to Kitty Hawk in 1900, to fly their gliders across the dunes. Kitty Hawk was the ideal place for their test runs due to the strong wind gusts and endless sand dunes ensuring softer landings. After a handful of successful glider flights in 1902, they went back home to Dayton, Ohio more determined to build their first powered airplane.
They returned to Kitty Hawk in September of 1903, and continued their adventure. They spent the first several weeks reassembling their aircraft from the trip, including the wings and the motor. The transmission gave them more problems postponing their tests for more than two months. On December 14, they were ready to test their invention. With Wilbur piloting, the Flyer lifted off for 3.5 seconds before stalling and crashing into the sand. Unfazed, the brothers spent the next three days repairing the damage. On December 17, the brothers tried again, this time with Orville at the controls. The temperature outside was below freezing with a wind speed of 27 miles per hour. The Flyer took an undulating flight pattern as it hoovered above the sand. Lift off was a success. The Flyer remained airbound for 12 seconds covering 120 feet. The brothers flew three more times that day with the final flight lasting 59 seconds traveling 852 feet.The era of flight had begun.
Like the Wright brothers, language learners must take risks and try again and again, even when progress feels uncertain. Some days their “flights” are smooth and successful; other days, short and bumpy. Learners may struggle to find the right words or lack enough input to achieve the output they want, but each attempt brings them closer to mastery.
Language learning and flight happen from the many experiences and attempts to use the language. Just as the brothers experimented with rudders, propellers, and wing designs, students experiment with language forms and structures. Learners will make mistakes, but these are not failures. They are prototypes for success and a runway to advance farther . Each effort provides data for improvement. The more learners practice, the stronger their “engines” become. As language teachers, we play a crucial role in providing both thrust and lift for our students to take flight. Thrust comes from motivation, all the different ways we encourage our students to keep learning even when their engines stall. Lift comes from support; scaffolding, sentence starters, word banks, proficiency-based rubrics, and personalized feedback that keep our students rising higher. When a student “crashes,” our classrooms must offer the soft landing of Kitty Hawk´s sands: a safe space to make mistakes and try again. The learning conditions may change, just like wind speed and direction, and so must our supports, adjusting for each learner’s needs and goals.
The markers along the flight trajectory at Kitty Hawk show that with each of the four flights the Wright brothers took on that December day, the Flyer remained in the air longer and flew farther.
The same is true for our students. The more they are exposed to meaningful input and real opportunities to use language, the longer and farther they’ll “fly.” Their short hops will grow into smooth, sustained flights of communication. Eventually, these language learners will attain new proficiency levels. They will move from “layover” conversations to “nonstop” exchanges. Over time, they will develop their own lift and thrust, the independence to explore, communicate, and connect without our constant guidance. When language learners reach this stage, there’s no stopping them. Their curiosity and confidence will propel them to discover new worlds, cultures, and connections. Like the Wright brothers, in their passion to take flight, our language learners will find the sky is not the limit, it's just the beginning.
References:
The Wright Brothers Made History at Kitty Hawk. (2022, June 23). Si.edu.
https://airandspace.si.edu/stories/editorial/wright-brothers-made-history-kitty-hawk
Your Raleigh, NC Flight Plan Awaits
Destination: Raleigh, North Carolina
Fuel Your Flight: Local Food Spots
Post Session Exploring with little turbulent spending
Why Immersion Schools Matter: Taking Learners to New Heights
By: Stephanie Bellot-Donaldson, NBCT
Jefferson County Public Schools
SCOLT Teacher of the Year, 2025
It’s 28 degrees in Louisville, Kentucky, three weeks before winter break, and my forty 3rd graders are crowded around a laptop talking to a class of students in Santa Fe, Argentina. We’re showing our friends the snow that closed our school for a day, while they tell us how hot it is as they count down the days to their summer break. This is the second year of our international partnership between Hawthorne Spanish Immersion Magnet School and Centro Educativo Jerárquicos, where students learn English as a second language. As a public Spanish immersion school, the culture, access, and global experiences we provide our students are unmatched. Immersion creates opportunities for language learning, cultural humility, and empathy in ways that truly expand students’ perspectives.
The partnership itself began in a deeply personal way. Centro Educativo Jerárquicos is the school my third cousins attend, and through conversations with their parents, I was connected with a teacher who was eager to collaborate. What started as a simple exchange of authentic materials quickly grew into a meaningful international relationship grounded in curiosity and culture. Our classes now Zoom regularly, give each other virtual tours of our schools, and compare daily routines and traditions to understand how children participate in society in each place. Students share everyday practices from their families and communities, reflect on what they value, and notice both the uniqueness and the commonalities across cultures. As teachers, we also exchange instructional practices and discuss why we do things the way we do—a reflective process that helps us examine the cultural values embedded in our classrooms This partnership has become a powerful model of what immersion mak age becomes a bridge for global connection.
Why Immersion Schools Matter... (continued)
There is ongoing discourse in the field about what constitutes an immersion model, and this past summer I revisited foundational frameworks to study the variations. As the Center for Applied Linguistics (2005) explains, two-way immersion programs often follow either a “90/10” model where early instruction is predominantly in the partner language or a “50/50” model in which instructional time is evenly split between English and the partner language. By upper elementary grades, both models typically meet at a 50/50 ratio.
When I joined Hawthorne in 2020, we were a traditional 50/50 program. However, we were not seeing the math growth we needed in grades 3–5 and were at risk of losing our Spanish immersion program. Compounding this, our district eliminated transportation to magnet schools, limiting access for many of our heritage Spanish-speaking students—students who are vital to the linguistic and cultural richness of our program. In response, we redesigned our model. Today, K–2 remains authentically 50/50, with math, science, and literacy taught in Spanish. In grades 3–5, math shifts to English to support accountability measures, while Spanish literacy and science remain intact. Our world language teachers push into classrooms to support Spanish instruction, while general education teachers pull small groups for targeted intervention. Through these collaborative structures, we became a Top 5 elementary school in our district in 2025.
We know deeply the value of language learning, and in the current climate we recognize that advocacy must be ongoing. Research shows that native English speakers in immersion programs not only gain bilingualism; they also outperform their monolingual peers in English literacy (Gómez et al., 2005). Immersion takes students to new heights academically, socially, and culturally.
Immersion programs invite an entire community families, teachers, and stakeholders to buy into the value of language learning in a way that extends far beyond what a single language course or traditional FLES model can offer. Because language is woven throughout the school day, immersion becomes a shared commitment to global competency, cultural understanding, and rigorous academic growth for all learners.
Why Immersion Schools Matter... (continued)
Our school is packed every semester for Cocinemos Juntos, our community cooking night where families learn traditional dishes from Spanish-speaking cultures. We teach culture through dance, music, art, and performance even getting our students to salsa dance before the entire school. Without immersion, many of our learners would never have the opportunity to study a world language or experience the richness of Spanish-speaking communities and countries.
Starting an immersion program can feel daunting, and it comes with real challenges. But so does any worthwhile educational innovation. I encourage you to expand your thinking and imagine what immersion could look like in your district—even if your state currently has no such programs. Dual Language Education: Program Design and Implementation (Soltero, 2016) and similar texts offer powerful guidance to begin the journey of building programs that elevate student achievement, identity, belonging, and global readiness. WorkCited
CenterforAppliedLinguistics.(2005).Two-wayimmersioneducation:Thebasics. http://wwwcalorg/twi/toolkit/PI/Basics Engpdf
Gómez,L.,Freeman,D.,&Freeman,Y.(2005).Duallanguageeducation:Apromising50–50 model.BilingualResearchJournal,29(1),145–164.
Soltero,S.W.(2016).Duallanguageeducation:Programdesignandimplementation. Heinemann.
2026ConferenceProgramCoverContest
Callingallstudentartists!
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 2026 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.
Past Program Cover Winners
ThomasSoth
Foreign Language Association of North Carolina Honorary Life Member Award
nish Teacher
pel Hill High School
SCOLT ACTFL Representative , Thomas (Tom) Soth, was recently recognized for his longtime contributions and service to World Language education as the 2025 FLANC Honorary Life Member Award.
Thomas Soth is a world language educator and department chair who has dedicated more than 25 years to advancing multilingual education in North Carolina. A passionate advocate for equitable language pathways, he has led initiatives to strengthen world language programs and has been deeply involved in statewide and national professional organizations. Thomas is an AP Spanish Language and AP Spanish Literature consultant, a member of the AP Spanish Language and Culture Development Committee, and is the SCOLT liaison on the ACTFL Board. He presents frequently at ACTFL, SCOLT, FLANC, and other conferences, sharing practical strategies for communicative teaching, curriculum design, and teacher development. His work centers on expanding opportunities for all learners to thrive through language, culture, and global engagement.
Presented by FLANC, the Honorary Life award recognizes members of FLANC whom have made impactful contributions to FLANC and the teaching profession.
Soth with Luisa (Lucy) Giordano (2025 Ken
Stewart Future Language Educator Scholarship recipient)
SCOLT welcomes FLANC’s Top 10!
Maria Belen Alvarado
Lisa Bartels
Justin Cobb
Bethanie Drew
Carmen Scoggins
Thomas Soth
Paitlyn York
Natalia Rambal
WhyflyasaSCOLTSponsor?
Thomas (Tom) Soth Chapel Hill High School
Spanish Teacher
WhatmotivatedyoutobecomeaSCOLTSponsor&Patron,andhowhasthatdecision impactedyourprofessionalgrowth?
I became a SCOLT Sponsor & Patron because I believe deeply in the power of regional collaboration to strengthen world language education. SCOLT has always been a space where innovative ideas, supportive colleagues, and shared advocacy efforts come together, and I wanted to contribute in a meaningful, sustained way. Supporting SCOLT allows me to give back to an organization that has shaped my own practice for years. ALSO, the conference reception for Sponsors and Patrons in itself makes membership worth it.
HowdoesbeingaSCOLTSponsor&Patronhelpyoustayconnectedtobroaderworld languageadvocacyefforts?
Being a SCOLT Sponsor & Patron keeps me actively connected to the broader landscape of world language advocacy by placing me in ongoing dialogue with educators, leaders, and organizations across the region. It's easy to get bogged down by the daily teaching burdens and become jaded with the education field. Getting involved allows me to have a greater version of how our work contributes directly to making life better for all of our stakeholders.
Whatuniquelearningandprofessionalgrowthopportunitieshaveyouhadthrough yourSCOLTinvolvement?
Sharing my work and learning from the sessions of colleagues has strengthened my leadership skills and deepened my commitment to supporting teachers at all stages of their careers.
WhyflyasaSCOLTSponsor?
HowhasbeingactiveinSCOLThelpedyoustrengthenyourWorldLanguageprogram oradvocateforyourprogramorWorldLanguageeducationingeneral?
Through SCOLT, ACTFL and FLANC, I have become better equipped to articulate why world languages matter for equity, global readiness, and workforce development and to position my program as an essential part of a well-rounded education. Parents, school board members, and administrators need to constantly and reminded about the importance of our work so they are motivated to advocate from our programs.
CanyoudescribeameaningfulcollaborationthatbeganthroughaSCOLTconnection and/orinitiative?HowhasSCOLTbroadenedyourperspectiveonlanguageeducation beyondyourlocalorstatenetwork?
Personally, what comes to mind is a session from Greg Duncan in 2013 about how grading and assessment should align with what students can do with the language (speaking, writing, listening, reading in real-world or simulated real-world situations), rather than simply what they “know.” I brought that back to my school and we changed grading practices and three years later the entire system adopted those practices.
HowhasSCOLThelpedyoustayenergizedormotivatedinyourcareer?
In short, FLANC and ACFL motivate me through the first semester with their fall conferences and SCOLT carries me through to the end of the year.
Whatinspiredyoutobecome(orconsiderbecoming)aSCOLTLifetimeMember,and howdoyouseethislong-termcommitmentsupportingyourgrowthasaworld languageeducator?
Becoming a Lifetime Member is my way of honoring the impact the organization has had on me while helping ensure its continued strength for future teachers. Also, by becoming a lifetime member, I don't have to remember to keep up with my membership. :)
SCOLTSponsorsandPatrons
As always, there will be a special event for SCOLT Sponsors and Patrons during the 2026 conference and you don’t want to miss it! Be sure your Sponsor/Patron status has been renewed so that you don’t miss your invitation!
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 red ors and Patrons, and you will be invited to an exclusive reception to be he ch 20.
Lifetime
SCOLT Sponsor
New:LifetimeSCOLTSponsor
Announcing a new option! Become a LifetimeSCOLTSponsor and never have to remember whether you have renewed your status! You can become a Sponsor or Patron, including the option for Lifetime status, when you register for the conference, or by completing this form.
Not sure of your status? See the current list pport SCOLT by renewing your status or becoming a Spons
CallforNominations
The call for nominations for SCOLT Board of Directors members to be elected in 2026 will be sent soon! This call goes to SCOLT Sponsors and Patrons only. In accordance with SCOLT bylaws, members of the Board of Directors must be elected from current Sponsors and Patrons.
There will be two seats on the Board to be filled this year: President-Elect and Program Co-Chair. If you are interested in serving on the Board and wish to be able to participate in the voting process, be sure your SCOLT Sponsor/Patron status is up to date!
See the current list of Sponsors and Patrons to know whether you need to renew when you register for the conference or by completing the Sponsor/Patron form.
Don’tWait! Applytoday!
SCOLT is proud to offer the following scholarships for summer travel, training, and language immersion for instructors of French, German, and Spanish through the generous patronage of the organizations identified below. The following requirements apply to all SCOLT travel scholarships. AppliL:ants must reside within a state in the SCOLT region.
For more information: SCOLT Travel 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. Applicants must be a current high school senior in a SCOLT state or territory.
For more information: Ken Stewart Future Language Educator Scholarship
Vista Higher Learning is the generous sponsor of two scholarships for future language teachers! One scholarship is available for a high school senior and one for a current college or university student who plan on a career as a world language educator. Each scholarship is in the amount of $1,000 to be used for any needed college/university expenses. Applicants must be a high school senior or college student in a SCOLT state or territory. Scholarship recipients will be recognized at the Opening General Session of the annual SCOLT conference, Friday, March 20, in Raleigh, NC.
For more information: Vista Higher Learning Future Language Educator
FutureLanguageEducatorScholarships
SCOLT is proud to be able to offer multiple scholarships to high school and college students. There are two scholarships available to high school seniors and one available to a college/university student in the amount of $1000 each.
The Ken Stewart and Vista Higher Learning Future Language Educator Scholarships are available for students who wish to pursue a career as a World Language teacher. Our previous recipients have already been involved in meaningful experiences and we cannot wait to see what they will do in the future!
Encourage your students to become language educators and complete this form to apply for one of these scholarships.
The application deadline is January15.
Cody Smith, 2021 recipient of the Ken Stewart Future Language Teacher Scholarship, recently graduated from the University of Louisville.
He is now teaching French and Spanish at Michele Clark Magnet with the Chicago Public Schools.
Ken caught up with Cody at the 2025 ICTFL conference.
Dr. Herman F. Bostick, as the originator of the Southern Conference on Language Teaching, served as its first Executive Secretary, from 1964-1970, and as SCOLT Executive Director from 1970-1974. His desire to encourage new foreign language teachers to develop rewarding professional competence led him to make this award possible. To be eligible for the Bostick Award, teachers must be in their first to fifth year(s) of teaching dedicated to a long-term teaching committment who have not yet attended a SCOLT conference, and who 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.
For more information: Herman F. Bostick Award
The SCOLT Leadership Award is given for 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.
For more information: Leadership Award
The Educator of Excellence Award for Post-Secondary Educators, formerly known as the Teacher of Excellence 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.
For more information: SCOLT Educator of Excellence
The Handbook of Research in World Language Instruction (Routledge, 2025) offers one of the most comprehensive collections of current scholarship in the field, bringing together leading experts to bridge the persistent gap between research and day-to-day classroom practice. Organized around a “What–Why–How” structure, the 600-plus-page volume synthesizes key findings across methods, literacy, intercultural competence, assessment, technology, and issues of equity and inclusion. Each chapter pairs major research insights with concrete instructional applications, making the text especially valuable for teachers, school leaders, and program designers seeking evidence-based practices.
The Handbook also addresses broader challenges facing world language education, including teacher recruitment and retention, equitable access, the Seal of Biliteracy, and preparing students for future language-related careers. With dedicated chapters on antiracist teaching, heritage learners, neurodiversity, and justice-centered pedagogy, the book reflects the profession’s growing commitment to supporting all learners. Sections on experiential learning, open educational resources, and virtual exchange highlight how technology and global collaboration can enrich programs across diverse school contexts.
SCOLT members who contributed to this book are: Dr. Victoria Russell (co-editor), Dr. Kathryn Murphy-Judy (co-editor), Dr. Krista Chambliss, Dr. Leslie Baldwin, Dr. Paula Garrett-Rucks, Dr. Bobby Hobgood, Meredith McDonald White, Jenniffer Whyte, and Kimberly M. Winslow, Dr. Kristin Davin, and Dr. James Coda.
SCOLTDimensions
CALL FOR PAPERS
Dimension 2027
Dimensions is the official peer-refereed journal of SCOLT. The journal seeks to serve the professional interests of language instructors and researchers across a range of contexts and is dedicated to the advancement of the teaching and learning of world languages, particularly languages other than English.
The journal welcomes manuscripts that document the effectiveness of teaching strategies or address a wide variety of emerging issues of interest within the profession.
Submissions that report empirical research and that have clear and significant implications for language teaching and learning will be prioritized, as will submissions received by July 1st, 2026.
Submissions guidelines can be found at: http://www.scolt.org/index.php/publications/dimension
For additional information on manuscript submission or the publication process, please contact the Editor, Paula Garrett-Rucks at prucks@gsu.edu or Dimensions@SCOLT.org
World Languages Beyond the Classroom
Johny Abreu & Gerardo Perez Griffin High School
Meet Johny Abreu and Gerardo Perez, who teach at Griffin High School, in Griffin, Georgia As a team, they have launched an annual student travel trip with the help of EF Tours. Mr. Abreu’s Spanish students and Mr. Perez’s French students have traveled together to Spain and France several times, and their upcoming Spring 2026 trip will find students exploring Greece and Italy.
WhatinspiredyoutobeginleadingEFtraveltripswithstudents?
We wanted our students to have exposure to life outside our town; some of them have traveled outside of Griffin. We see student travel as a way to build independence, to increase cultuarl understanding, and to use their language skills in real-life situations.
HowdidyoufirstlearnaboutEF,andwhatmadeyouchooseEFoverother studenttravelorganizations?
There were many options for student travel trips, but after looking into many different options, we chose EF for many reasons. The most important for us was the price point. We do not teach in a wealthy area, so it was important that we found trips that were within reach for our students. EF has great options that fit our budget while also giving our students a great experience abroad. We’ve been impressed with EF, as they have helped us prepare for trips in ways we never thought of.
HowmanyEFtripshaveyouled,andtowhichdestinations?
This year will be our third trip. Mr. Perez joined our staff three years ago, and since then, we’ve worked together to develop a travel culture at GHS. Our first trip was to Spain and France. Next, we did the French Promenade. And our upcoming spring trip is to Italy and Greece.
EF Travel Teacher Spotlight
Whatisitliketowatchyourstudentsexperiencinganewpartoftheworld?
Mr. Abreu says: “It was rewarding when I saw and listened to my Spanish students trying their best in simple and practical communication with a total stranger in a restaurant, a hotel, or a store in Madrid, Barcelona, and San Sebastian.
Mr. Perez notes: “One of my very talented GHS former students, ordered his and his classmates’ meals in French at a Fast-food restaurant… simply amazing!
Howhavestudentsandparentsreactedtotravel?
“The scenery is so great, the architecture shows history. I made a lot of friends, it’s all has been super fun, and I recommend to learn the language to get more immersive…¨
-Malayah O, GHS c/o 2026
“Bonjour, I recommend the castles and the medieval Carcassonne, France, it is a very amazing experience…¨
-Nico W.GHS c/o 2025
“ I watched my daughter travel to France for 10 days was one of the greatest joys of my life. I saw her grow in ways that only real-world experience can inspire, she immersed herself in a new culture, tasted new foods, learned how to navigate unfamiliar places with confidence, and embraced French travel etiquette and customs with maturity beyond her age[…] returning home with memories, and a newfound sense of self, more confident, curious, and courageous than when she left.¨
www.chengtsui.com
CelebratingGlobalTravel TravelingwithEF
Vanessa Mix Phillips Preparatory Schoo
WhatinspiredyoutobeginleadingEFtraveltripswithstudents?
I was born in Panama by the border line with Costa Rica. I used to go grocery shopping on the Costa Rican side and exchange money. My first flight was at 12 years old thanks to my youngest aunt.
EF sent me information about traveling and the program was already at my school but not to a Spanish speaking country. I am a Spanish teacher, so I started my own program.
HowdidyoufirstlearnaboutEF,andwhatmadeyouchooseEFoverotherstudenttravel organizations?
EF has experience and the program was at my school already. I did try recently another company with an adults teacher group but still EF got a better price which is very decisive for families.
HowmanyEFtripshaveyouled,andtowhichdestinations?
I have led 6 trips, Costa Rica, Spain, Puerto Rico, France -Spain-England, Panama-Costa Rica, and Dominican Republic.
HowdoesEFsupportyouduringtheplanningandtravelprocess?HowdoesEF’sitinerary designsupportculturallearningorlanguageobjectives?
They planned almost everything. I just share the information with parents and students. Everything about EF is educational. Now I work on an international school "IB" program and I can take my students any place in the world and it will reach the objectives of being globally minded
WhatsetsEFapartfromotherstudenttraveloptions?WhataresomeresourcesEFoffers teachers?
To me all the organization and their priority on safety. Not with my trips but another school that we shared trip with a student had an accident and the response was very fast and well handled by EF. Even they reach out to me to make sure we were ok. They have plenty of resources on their website and perks to teachers like free spot for every 6 students, points that you can exchange for different rewards and lately a scholarship to add to traveler if you reach their goal (# of students traveling by a certain date).
JenCarson
Helen Warriner Burke Distinguished Service Award
Jen(center)withhusband,RichardBroad,an
GabrielLuciano-Carson
SCOLT Awards and Scholarships Co-Direc Distinguished Service Award at the 2025 conference.
The FLAVA Distinguished Service Award recognizes a Virginia world language educator who has made sustained, outstanding contributions to the profession. A transformational leader and enduring presence in world language education, Jen’s career exemplifies dedicated service to the profession. Jen’s impact is felt across every level, from her roots as a passionate French and Spanish teacher to her roles as a district coordinator and national consultant. Her work has consistently focused on advancing high-quality teaching and learning in world language programs and elevating language proficiency for all students. She played a key role in establishing the Virginia Seal of Biliteracy and co-authored the Principles of Effective World Language Programs, a foundational resource for world language program leaders. Jen is a dedicated mentor who empowers others to step into leadership roles, and she draws on her unique background as a lawyer to provide a precise and discerning voice in organizational governance. She currently serves FLAVA as Parliamentarian and chair of Teacher Education and Professional Learning. In this capacity, she coordinates our digital workshops, a crucial professional development offering that provides cutting-edge pedagogy across the state. Her influence extends nationally, with leadership roles on the boards of SCOLT, NECTFL, NADSFL, and JNCL-NCLIS, where she advocates for language policy at the federal level. Jen's work is driven by a deep commitment to social responsibility, ensuring that all students have equitable access to high-quality language programs. Her intellectual rigor, collaborative spirit, and unwavering dedication have shaped programs, policies, and practices, leaving an indelible and inspiring legacy on world language education in Virginia and the country.
2025BESTofSCOLT
Julimar DeLeon-Viera
Evans Middle School
Bay
TODAY! BECOMEAN A E
Kaleb Hyatt
Springs Middle School
JulimarDeLeon-Viera&KalebHyatt
Best of SCOLT Representatives at the 2025 ACTFL Convention
DeLeon-Viera and Hyatt recently presented their Best of SCOLT session at the 2025 ACTFL Convention and Expo in New Orleans, Louisiana. The middle school Spanish language teachers shared strategies to engage students with hands-on and interactive activities to a standing room only crowd of teachers.
Thank you for sharing and representing SCOLT.
JulimarDeLeon-Viera 2025BestofSCOLTRepresentative
Whatisa"SCOLThighflying"momentyouhaveexperiencedbeingateacherinthe SCOLTregion?
A "SCOLT high flying"moment that I had experienced as a teacher in the SCOLT region was when I was part of my first professional conferences back in 2023. I was able to connect with so many World Language educators with the same thirst and need to bring to our students the best approaches, tools and engagement techniques to learn a world language so they can enjoy this journey and be successful. Being able to connect with like minded educators that want to be better everyday to help their students to achieve their goals. Guiding them through the learning process of language acquisition as a super power for their future.
Whatinspired youtosubmitasessionproposalandpresentatSCOLT?
What inspired me to submit a session proposal and present at SCOLT was my friend and colleague Kaleb Hyatt and my sisters Margarita De Leon and Marisela DeLeon-Mancia, my principal and my students! I had been teaching for almost 23 years! I didn't believe that I was a presenter material... that I was not good enough... that I didn't have a voice.They encouraged me to present and to share all the things that they see and enjoy from my classes and to be an example of what I encourage them to do.
It has been the best thing that I had done as a world language educator. Sharing what I love to do and I am passionate has been an amazing experience that I want to keep doing. I grew more as an educator because of it.
Whatinspiredyour2025BestofSCOLTsession?
Mystudentsandtheirfavoritesactivities.Howtheseactivities hadhelped themtoacquire the language andinspired themtocontinue pursuingthelearningof thelanguage inits different levelsfromconnections toAP
Whatadvicewouldyouoffertoeducatorsthatarehesitateaboutsubmittinga proposaltopresentataconferenceorworkshop?
Myadviceforeducators that arehesitant aboutsubmittingaproposal topresentataconferencefor workshopistheonethatworkedformeandhadhelpedmetosubmit again forthe2026 conferences,findatopicoractivities thatyouenjoyoryourstudents enjoy and gofromthere.Find something that youarepassionate aboutandwanttoshare itwithyourfellow worldlanguage teachers!Youdon't haveanideahowmanyofusgrowbylearning fromeachother!Ihadgrownso muchandlearned somuchandIhadtrymanuthings thatIhadlearned fromfellow presenters!
Ifyoudon't wanttopresent alone,findacolleaguethatcanjoinyouintheadventure Two presentersisfunandhelpsyouwiththeplanning, stagefreightandanxiety.
Icanguarantee thattheexperience isamazing andthejoyisincred
Don't holdback orhideyourtalents.
DoyourstudentsknowyoupresentprofessionaldevelopmentsessionsforWorldLanguage educators?Whatdothey[yourstudents]thinksaboutyoupresentingandsharing instructionalstrategies?
Yes!IsharedwiththemwhatIdoattheconferences,pictures,videosandpresentations. Isent a letter totheirparents inadvance forpermission torecord videosandtotakepictures withthe nameoftheconferencesthatIwould beparticipating andtheyallsignedtheletter andsupportme through theschool year
Iliketoshare withthemwhatIdoandhowtheyarepartofitbecause,Iamrepresenting them,the school,thecommunity,thecountyandeventhestate!
Ishare myjourney.HowIprepareforit,howIdressforit,whoImet,howIinteractwithother professionals onmyfieldispartofhelpmystudents beingcollegeandcareer readyandtheytruly enjoyedbeing partofmyjourney.
KalebHyatt 2025BestofSCOLTRepresentative
Whatisa"SCOLThighflying"momentyouhaveexperiencedbeingateacherinthe SCOLTregion?
My SCOLT high flying moment was attending my first SCOLT conference as a first year teacher. As a new educator, I did not yet have a strong professional network, and SCOLT became the place where that began to change. I met teachers who were open, supportive, and willing to share their experiences honestly. Those connections made me feel less isolated and more confident in my role as a language teacher. Knowing I had a community I could learn from and grow with was incredibly impactful, and those relationships continue to influence my teaching and professional growth today.
Whatinspired youtosubmitasessionproposalandpresentatSCOLT?
After attending SCOLT in Atlanta, I was inspired to push myself beyond being an attendee and step into the role of a presenter at the Nashville conference. As a new teacher, seeing educators openly share their ideas and classroom practices encouraged me to believe that my experiences and perspective had value as well. I wanted to challenge myself to develop a session and represent early career teachers who are still learning, reflecting, and growing within the profession.
Whatinspiredyour2025BestofSCOLTsession?
My2025BestofSCOLTsessionwasinspiredbycollaborationwithmydynamiccopresenter, JulimarDeLeon,andadesiretopushmyselfoutofmycomfortzoneasateacher.Atthetime,I feltmyteachingstylehadbecomesomewhatbland,andIwantedtochallengemyselftofind strategiesthatweremoreengagingandjoyfulforstudents.Together,weexperimentedwithnew ideasinourclassrooms,refinedthemthroughpractice,andreflectedonwhattrulyworked.The sessionbecameaculminationofthosesharedexperiences.Itwasnotjustaboutfunideas,but aboutapplyingthemintentionally,seeingrealresultswithstudents,andthensharingthose outcomeswithothers.Thatcollaborativeprocessiswhatultimatelyshapedthesessionand madeitmeaningfultopresent.
Whatadvicewouldyouoffertoeducatorsthatarehesitateaboutsubmittinga proposaltopresentataconferenceorworkshop?
Justdoit Youdonotneedtohaveeverythingperfectedoryearsofexperiencetohavesomethingworth sharing.Ifsomethingisworkinginyourclassroom,thereisvalueinthat.Submittingaproposalisan opportunitytoreflectonyourpractice,growprofessionally,andcontributetoacommunitythatbenefits fromrealclassroomexperiences Evenifitfeelsintimidating,takingthatstepcanopendoorsto connection,confidence,andgrowthyouneverexpected Ineverwouldhaveimaginedthataproposaland presentationwefirstsha tionalstageatACTFLinNew Orleanstoapackedroom
DoyourstudentsknowyoupresentprofessionaldevelopmentsessionsforWorldLanguage educators?Whatdothey[yourstudents]thinksaboutyoupresentingandsharing instructionalstrategies?
Yes,mystudentsabsolutelyknowthatIpresentprofessionaldevelopmentsessionsforWorldLanguage educators TheydefinitelygivemeahardtimewhenIgotoconferences,especiallysincetheyknowitusually meansIwillbeoutoftheclassroom.However,beneaththejokesandcomplaints,thereisalotofpride.They loveknowingthatthestrategiesweuseinclassarebeingsharedwithteachersacrosstheregionandbeyond WhenIincludeexamplesoftheirworkorphotosoftheminmypresentationsandthenshowthemhowtheir learningisrepresented,itmakesthemfeelproudandaccomplished Ithelpsthemseethatwhatwedoinour classroommattersandthattheirefforthasvaluebeyondourfourwalls.
...theleadingprovideroflanguagelab technologythatsupportsteachersintheir roleasinstructionalcoachintheclassroom.
StevensLearningSystemsiscommittedtomeetingtheneedsofbothstudentsandteachersbyprovidinginstructionallanguagelabtechnologythat createsaday-to-dayinteractiveclassroomenvironment TheRenaissance 2.0LanguageLabSysteminstantlyconnectsstudentswithmultiplepartnersforinterpersonalcommunicationandwithsmallcollaborativegroups forpresentationalcommunication Simultaneously,theclassroomteacher canmonitor,coachandassessstudentsastheyprogressfromperformancetoproficiency
InadditiontoAPtesting,oursystemallowsteacherstoadministerandrate performance-basedassessmentthroughsimultaneousrecordingofstudentswithclick-screengradingandcustomizedrubrics.
Dr.KellyMoser
Mississippi State University’s Grisham Master Teacher Honor Award
Dr.KellyMoser,AssociateProfessorof SpanishandWorldLanguage Teaching
Presented annually to two current, full-time faculty members of Mississippi State University, the Grisham Master Teacher Honor Award recognizes university faculty that demonstrate a commitment to excellence within the classroom and instruction. Described as the most prestigious teaching honor at Mississippi State University; the honor looks to recognize faculty that engage students within the classroom, provided mentorship of undergraduates, and a strong scholarship of teaching.
Dr. Kelly Moser is an associate professor of Spanish and World Language Teaching in the Department of Classical and Modern Languages and Literatures in the College of Arts and Sciences, where she also serves as the graduate coordinator A lifelong educator, Dr Moser has dedicated her career to teaching Spanish, consistently fostering dynamic, engaging, and student-centered learning environments. She refers to her students as “learners,” reflecting her deep commitment to growth and inclusion in the classroom. Colleagues consistently praise her innovative teaching style, as well as her thoughtful approach to content creation and implementation. Above all, Dr. Moser is recognized for her ability to inspire and motivate students One former graduate assistant shared: “Dr Kelly Moser’s positive attitude and judgment-free zone created an environment for me where I could ask questions about her pedagogical approaches and share my own ideas openly. I feel so fortunate to have been her mentee.” Dr. Moser earned her bachelor’s degree and two master’s degrees from the University of Tennessee and completed her Ph.D. at Mississippi State. Mississippi State University Libraries. (2025.). Grisham Prize and related awards. Retrieved August 2025, from https://www.library.msstate.edu/grisham/awards
From left to right: Fellow 2025 Grisham Awards recipient
Dr Holli H Seitz , Mississippi State University President Dr Mark Keenum, and Dr Kelly Moser
O LEARNING OPPORTUNITIES
SCOLT: More than just a region
Alabama World Languages Association
AWLA website
Arkansas Foreign Language Teacher Association
AFLTA website
Florida Foreign Language Association
FFLA Website
Foreign Language Association of Georgia
FLAG website
Foreign Language Association of North Carolina
FLANC website
Kentucky World Language Association
KWLA website
Louisiana Foreign Language Teachers’ Association
LFLTA website
SCOLT: More than just a region
Mississippi Foreign Language Association
MFLA website
South Carolina Fellowship of Language Teachers and Advocates
SCFLTA website
Tennessee World Language Teaching Association
TWLTA website
Texas Foreign Language Association
TFLA website
West Virginia Foreign Language Teachers’ Association
WVFLTA Website
Foreign Language Association of Virginia
FLAVA website