The VOICE of
Spring 2014 Volume 41 Number 1
The VOICE of WAFLT
Table of Contents WAFLT Executive Board Contact Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Your President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Keely Lake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 From Your Editor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Carrie Bergum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Pedagogy, Methodology, and Policy Develop a SMART SLO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Justin Gerlach .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Think Outside the Box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gerhard Fischer.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 From Your 2014 Fall Conference Program Committee Co-chairs .... . . . Linda Havas & Cathy Stresing. . . . . . . . . . . . . . . . . . . . . . . . 7 JNCL-NCLIS Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bill Rivers, Executive Director. . . . . . . . . . . . . . . . . . . . . . . . . 9 Lively Multimedia Projects, Lessons, and Professional Electronic Portfolios for use in the Foreign Language Classroom . . . . . . . . . Dr. Julie González. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Latino Arts Brings Death to Life Dia De Los Muertos Field Trip. . . . . . . . Sarah Markwald, Will Piper, Todd Schlenker.. . . . . . . . . . . . 12 National Board Certification Expanding to Include More Languages, Lower Cost, and Reorganizing.. . . . . . . . . . . . . . . . . . . . . . . . . . . . Meg Healy Graham. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2013 Discover Languages Student Postcard Contest. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2013-14 Contributor Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2013 Awards/Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Josh LeGreve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Distinguised Educator Speech. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Marge Draheim. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 WAFLT Annual Business Meeting Minutes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Affiliate Organization Newsletters The National Network for Early Language Learning – NNELL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Wisconsin Association of Chinese Language Teachers .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 American Association of Teachers of French – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 American Association of Teachers of German – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Wisconsin Association of Teachers of Japanese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Wisconsin Latin Teachers Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 American Association of Teachers of Spanish and Portuguese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
WAFLT Mission: The purpose of WAFLT shall be to promote, strengthen, and facilitate the teaching and life-long learning of world languages and cultures in schools and communities to meet the needs of our increasingly interdependent world.
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WAFLT Executive Board & Contacts for Wisconsin Association For Language Teachers President Keely Lake, PhD Wayland Academy, Beaver Dam firstname.lastname@example.org President-Elect Josh LeGreve Lake Denoon Middle School, Muskego email@example.com Past-President
Local Arrangements/Exhibits Sub-Committee
Teacher in Training GrantsSubcommittee Chair
Sarah Williams Muskego High School
Paula Meyer Appleton North High School firstname.lastname@example.org
Ashley Reinke Netherwood Knoll Elementary School, Oregon email@example.com New Visions in Action Subcommittee Chair / Finance Committee Chair
Stephanie Krenz River Bluff Middle School, Stoughton firstname.lastname@example.org Professional Development Committee / Member Services Committee Chair International Education Summit
Anita Alkas UW-Milwaukee email@example.com
Treasurer Todd Schlenker University School of Milwaukee firstname.lastname@example.org DPI International Education/World Languages Consultant Gerhard Fischer email@example.com NNELL Representative Jessica Bradley Highland View Elementary firstname.lastname@example.org
Communications & Publications Chair Lauren Rosen University of Wisconsin email@example.com Member Services Subcommittee Chair Christina Stuber Northland Pines High School, Eagle River firstname.lastname@example.org The VOICE of WAFLT Subcommittee Chair/Editor Carrie Bergum Holmen High School email@example.com Advertising Subcommittee Chair
Dan Tess Brookfield Central High School firstname.lastname@example.org OWL Vacant WACLT President
Pablo Muirhead Milwaukee Area Technical College email@example.com
HS Guests Subcommittee Chair Tracy Sandberg firstname.lastname@example.org Emily Behnke JR Gerrits Middle School, Kimberly email@example.com Mentoring/Leadership Project Karen Fowdy firstname.lastname@example.org
Linda Havas Greendale Schools email@example.com
Public Relations Committee Advocacy Committee Chair
Lisa Hendrickson firstname.lastname@example.org
Justin Gerlach Mishicot High School email@example.com
Language Association Representatives
Lisa Hendrickson firstname.lastname@example.org
Sarah Bailey UW-Marathon County email@example.com
Grants & Scholarships Committee Chair
Atsuko Suga Borgmann UW-Milwaukee firstname.lastname@example.org
Future Teachers Subcommittee Chair
Fall Conference Program Committee Co-Chairs
Cathy Stresing Mequon Thiensville Schools email@example.com
Tobias Barske UW-Stevens Point firstname.lastname@example.org WiATJ President
Student Travel and CSC Grants Subcommittee Chair
Lynn Sessler Neitzel Kyle Gorden Blackhawk Technical College, Janesville Elkhorn Area High School email@example.com firstname.lastname@example.org
Dan Tess Brookfield Central High School email@example.com
AATF-WI President SuAnn Schroeder Marshfield High & Middle Schools firstname.lastname@example.org
Fred Cruz Brookfield Academy email@example.com
WAFLT is a member of ACTFL, CSC, and JNCL-NCLIS. The VOICE of WAFLT appears twice annually, in the spring and fall, with copy deadlines of January 1 and May 15. Manuscripts describing world language pedagogy as well as study and travel opportunities and experiences are always welcome, and, if accepted, generally will appear in the next issue. Submissions for publication should be saved as a Microsoft Word document and sent as an email attachment to the editor. Any photos or graphics must be sent as separate attachments in a .jpg format.
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From Your President ... conference schedule changed somewhat this “If we had no winter, the spring would not be so past year, challenging pleasant: if we did not sometimes taste of adversity, our set patterns and, in prosperity would not be so welcome.” turn, invigorating us and ~Anne Bradstreet, Meditations Divine and Moral reminding us that we cannot settle for the past. Wisconsin is working to implement new Global Certificate programs and is looking s I sit in my apartment trying to toward biliteracy recognition. The keep warm thoughts glowing, I Common Core is here, teacher keep returning to the idea that effectiveness evaluations are on our SPRING IS COMING. Because I doorstep, and the next new thing is coach track as well as teach Latin and forming just beyond the horizon. The ancient Greek at Wayland Academy, I constant is change, and it is only hope always hope that spring will arrive in without action that is an evil. March and April, not May and June as it seems to do some years in Within these pages you will read an Wisconsin. That hope is burning even article on technology at Winona State, brighter this year as I look out on an update on National Board another five inches of snow and the Certification, and an article on a trip to prospect of my car not starting on yet UCC in Milwaukee. You will also find another morning in these seemingly articles from the language never-ending sub-zero temperatures. associations—please keep in touch Still, why do I live in hope instead of with your language association. They the moment? The ancient Greeks put are an important source for our hope in the jar of evils opened by professional growth as well as Pandora, the last evil clinging to the lip opportunities for our students to shine. of the jar as the other evils rushed out. Enjoy the articles from our Advocacy Perhaps they were trying to tell us that Chair and DPI representative as you hope is always with us, distracting us plan for the coming months. from dealing with the here and now, As we move forward toward the keeping us lost in an unknown future. spring, the summer, and the new Was this why the ancients put so much school year beyond, please continue faith in soothsayers and prophets? If to be involved in WAFLT. A few we could just know what tomorrow will people on the executive board, those bring, would we deal with today better? on the committees and the I am by nature and upbringing what subcommittees, and those who read some would call “change averse.” I these pages must all work together to am not a risk taker, but a protector of make this organization strong. We traditions. Despite this tendency, I find need to hear your voice, for you to myself very excited by the changes share your talents to make the going on now in WAFLT and in our organization viable for the future. I state. We have The Voice online and a want to thank all those who currently website update in the planning. The
serve WAFLT, but I also must ask more of you to get involved. Come to FLESFEST at Alverno College, the Summer Institute in Madison, and the Fall Conference in Appleton. Bring your students to the Global Youth Summit or the High School Visitors Program at the Fall Conference. Share your experience and ideas by submitting a proposal for the conference or an article for The Voice. Volunteer for a committee, nominate a colleague for an award, or apply for a grant for yourself. Encourage a teacher who is not yet a member to join WAFLT. It all helps, and it all matters. Those experiencing a Wisconsin winter may know that touch of adversity, but we also can reach prosperity if we act on hope rather than passively live with it.
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From Your Editor ... s we once again close another year, there are so many things that have changed and yet we keep making those changes because we know that it is the best thing for our priorities – our students.
The Voice is filled with information from the different language groups, DPI information to keep us up to speed on what is happening in Madison, and new technology ideas from Winona. NNELL continues to help elementary teachers begin language learning with a wonderful network of teachers and ideas. 2013 WAFLT Distinguished Language Educator, Marge Draheim, shares her acceptance speech with us in case you were not there in person to hear it and there is a list of recipients of the many awards our organization presents. Our president, Keely Lake, continues to share her wisdom, view for WAFLT’s future, and her unending thanks for all those who contribute to our organization. She does make a request to become involved in WAFLT if you currently are not. This is where I would like to pick up. Make sure that you read Justin Gerlach’s article on Educator Effectiveness. He has been doing a great job of submitting articles that explain the changes in educator evaluations, and, hopefully, lessening, some of the fear a lot of us are experiencing because we are unfamiliar. If you take the time to read these articles, I am sure you will see how Educator Effectiveness is going to be beneficial to all stakeholders. Even as we set goals, sometimes we are not always sure of what the acronyms mean – those acronyms are explained well in the article. As I have asked
here, we need to share our successes and ideas with our colleagues, which showcases collaboration. Let us embrace this and make it a success. When I started in this position as editor, I admittedly had not read The Voice, as it should be perused. When I had to read everything coming in, I was really excited about an article that came in about French Impressionism paintings. The teacher had her French students do their version of French Impressionism with shaving cream and paper plates. Now, not being creative, I was amazed and thought, “Wow, those students can really understand this cultural point and have fun with it.” In this edition, a trio of teachers took their students to the United Community Center in Milwaukee and worked with the Latin Arts, Inc. to help their students understand Day of the Dead. Students were able to create projects and find out more about the celebration. This is where my plea comes in. Yes, there are lots of interesting things in The Voice from each language group and for things that affect us as teachers but we are lacking more of what is going on in our classrooms. At the WAFLT Fall Conference, we have wonderful presentations of things that are going on in our classrooms that we believe are worthy of sharing or our colleagues have urged us to present as a session. I am asking those of you who present to prepare an article to be shared in the spring issue of The Voice. Hopefully, we will have so many that I actually have to save some for the fall issue. There are so many presentations that we never get to hear or see because of other ones we’ve chosen to attend or we are part of the board and tying up loose ends that prevent us from attending sessions. One of my colleagues did a
presentation on bell ringers and didn’t think it was a big deal or anything anyone would be interested in. That session was selected as the “Best of WAFLT” and she is headed to the Central States Conference as Wisconsin’s representative session. One never knows what others are looking for. This would be a great venue to share your ideas. Please consider writing up your presentation for The Voice. Now, I do not want anyone to think that the only important ideas are the ones presented in sessions because they definitely are not. Those of you who are doing interesting things in your classrooms or have suggestions about how your department is dealing with Educator Effectiveness or the Common Core, please feel free to share that with us. I would love to see these ideas shared in the pages of The Voice. I know there are many of you who are creative and doing wonderful things with technology, culture, and so many other things in your classrooms. Bring that creativity to The Voice and share with all your colleagues across the state. I echo the sentiments of President Lake’s thoughts and ask you to consider becoming more active in WAFLT to keep it strong through contributing to The Voice. Share your creativity and your successes with all members of WAFLT. Enjoy your summer, relax, renew, refresh, and we will see you at the WAFLT Fall Conference in the November. Carrie Bergum
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Develop a SMART SLO By Justin Gerlach, WAFLT Advocacy Chair his past November and December our district provided the opportunity for our teaching staff to work with Dr. Joe Schroeder, Associate Executive Director of AWSA, the Association of Wisconsin School Administrators. The focus of our professional learning days was to understand the process and expectations of the Educator Effectiveness Plan (EEP), which will become our professional practice in the 2014-2015 school year.
Key components to the EEP will be the implementation of a Student Learning Objective, SLO, as well as a Personal Professional Goal, PPG. The foundation of the SLO and PPG must be SMART, Specific, Measureable, Attainable, Results-based, and Time-bound. As a district that is passionately invested in the model and philosophy of a Professional Learning Community, PLC, these days were an invaluable opportunity to examine our current and future educational practices. While new acronyms have evolved into our language of education, it is important to realize the value and change that they bring to us as educators, administrators, and most importantly, our students. The EEP is a collaborative initiative that will drive great change in all of our districts and classrooms while promoting the growth of our professional practice. It will bring expected growing pains and modificaions at each local level, but for the benefit and success of all stakeholders. The value of an SLO and PPG is that they have two broad ideas. They unify our efforts to:
C Align objectives at the district, school, and classroom levels C Establish a formal goal-setting process that involves educators and their supervisors C Encourage collaboration and sharing of best practices C Maximize common planning and backward design1 The SLO and PPG benefit our stakeholders by: C Providing clear goals to focus on and to measure progress C Focusing on the relationship between teaching, learning, and assessment C Encouraging multiple measures of student progress C Focusing on data that can be used to adjust/improve instruction1 As a district, we currently are using this spring semester to test pilot the practice and implementation of an SLO. In our PLC teams we developed our SLO for administrator approval, developed and collected our baseline data, and have completed the initial review and approval meeting with our administrative team to discuss our projected steps and outcome. At our mid-semester meeting we will meet again as a collective team to review and revise the rigor of our SLO so that by the end of the semester we will hopefully have substantial documentation and evidence of student growth that can be evaluated and scored as established by our administrative and PLC team. There are key points to keep in mind when developing an SLO and PPG: C To put quality in the process to get quality from the process
C To cultivate a growth mindset C To work as a team when it is practical C To find the right amount of â€œstretchâ€? in your goal setting C To set up differentiated growth goals when you are able1 As language educators, I believe that our practices embrace the ideas and expectations of developing an effective SLO and PPG. We are constantly monitoring student progress with language development and differentiating our instruction to meet student needs. We plan with a backward design so that our students have a clear and logical path toward developing language proficiency and cultural competency. We are a resource to one another as well as to our colleagues in our respective buildings and districts. We must acknowledge and share our expertise, and allow ourselves to learn from our own initiatives and from the work and mentorship from others. We cannot rest on isolation, but must grow from collaboration. It is our new and ever-evolving reality in what is undoubtedly our passion and future: Language Learning. To further investigate EEP and the specific evaluation criteria of an SLO and PPG, please visit: http://ee.dpi.wi.gov/. From this page you will have access to all of the resources and criteria to process the expectations of EEP for Wisconsin teachers. Connect, Analyze, and Collaborate to ensure our success. O 1
Schroeder, J. (12/9/13). In Joe Schroeder (Chair).Moving forward with student learning objectives (slos), Mishicot, WI.
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Think Outside the Box By Gerhard Fischer, International Education &World Languages Education Consultant, Wisconsin Department of Public Instruction
hese are interesting times; challenging perhaps, but nonetheless interesting. Believe it or not, the overall trend in the state is toward more global and world language education. I see school districts that add a fourth language and teach Spanish, French, German, and Mandarin Chinese beginning in middle schools. A small district in the southwestern part of Wisconsin with a high school enrollment of under 400 employs six World Language teachers, three for Spanish and three for Chinese. On the downside, I also see districts that are thinking about rolling back excellent world language programs. So we are dealing with a mixed bag of good and bad news, but overall the trend appears to be upwards. It seems that all those conversations about the value of learning languages and learning something about the world are beginning to pay off. The point is, however, that those conversations need to continue. World Language teachers can no longer afford to remain within the box of their classrooms. We all have to move outside that box and seek the conversation with students, parents, colleagues, administrators, and the larger community.
This is why I believe we have a bright future: 1. Americans are competitive people. The general public and school administrators are beginning to notice that we lag far behind other countries in our expectations of
world language learning. Share the information in the National Foreign Language Center’s “Resource Guide to Developing Linguistic and Cultural Competency in the United States” with them. 2. Employers increasingly tell us that they expect their employees to be globally competent and conversant in more than one language. Representatives from Epic Systems (Verona) and Cummins Filtration (Stoughton) sent that message again at a Youth Summit at Oregon High School in December 2013. You will hear this from more employers than you think. Talk to them and involve them in what you do. Make sure their message is heard in your community. 3. DPI’s new Global Education Achievement Certificate (GEAC) has been well received. Schools are beginning to sign up and provide an interesting global education pathway to their students. They do so for a number of reasons: Students are interested as evidenced by the strong participation in the 2013 global youth summits, and schools recognize that classes and extracurricular opportunities with a global education component are important. Remember that world language classes are an important cornerstone of the GEAC. Students need to have at least four years of learning one world language on their transcript. Adding a second
world language for a minimum of one year also counts toward the completion requirements. Strong world language programs benefit from a school culture that embraces global learning. Therefore, I urge you to work with your colleagues in other content areas to find out which part of their curriculum already addresses global themes and where they might welcome your input and expertise. Take a look at the materials provided by the Asia Society and follow their inspiring weekly blog in Education Week (links from the DPI International Education website). One example of including other content areas is “My American Farm,” a game for elementary students developed by the Asia Society in cooperation with the Longview Foundation. It introduces students to global aspects of farming. In their blog post “Agriculture Education Matters,” Jennifer Manise and Heather Singmaster report that “[an] informal survey of agriculture (ag) teachers done by the Asia Society and Longview Foundation found that 94% of the respondents believe that a global perspective should be integrated into classroom studies.” “Sprouting Ideas” is another blog post you may want to share with colleagues. There are many such connections with other content areas in global education. World Language teachers contribute to global education in unique ways, but they cannot and should not do it alone. Continued on page 7 ...
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From Your 2014 Fall Conference Program Committee Co-chairs... hank you to all who submitted electronic evaluations for the 2013 conference. Your feedback is appreciated and helps us as we plan future conferences. We are pleased to announce that Heidi Flees of UW-Stevens Point and Peter Hoff of UW-Whitewater are the two lucky winners of the free WAFLT membership.
We are honored to serve you once again as your WAFLT 2014 Program Committee Co-Chairs. The 2014 WAFLT Fall Conference will be held at the Radisson Paper Valley Hotel in Appleton, November 6-8, 2014. This year’s theme is Making Language Matter: Essential Learning, Effective Teaching. We hope that you’ll join us as we come together to enrich our teaching, inspire our students, and to expand the relevance of world languages in the K-16 curriculum and beyond. Share lessons, projects, and activities in and out of the classroom that help us to enrich our students’ learning through cross-curricular connections. To receive notification when the pre-conference booklet has been posted to the website, your membership must be current. Please head to our website at waflt.org and take a moment to renew your membership and ensure your account information is correct. Also, visit the website throughout the year to learn of the many opportunities your WAFLT organization offers. We invite you to “pay it forward” and share your best ideas by submitting a proposal to present at the 2014 WAFLT Fall Conference. The continued success of our conference depends on professionals like you who
share their time and ideas as presenters. Many members gave suggestions for future presentations in this year’s online evaluation. Here are some ideas to further guide your proposals: C How is your world language program helping all stakeholders to make and capitalize on connections between world languages and other components of K-16 education? C How have you successfully integrated technology into your classroom? C What practices, activities, and assessments that you use would be especially helpful to new teachers? How can you support our newest colleagues as they develop the skills to teach in a global future? The deadline to submit proposals is March 15. As you submit your proposal, be sure to: C Verify that your account information is current and contains an email address you can access yearround. WAFLT communicates only via email. C Verify with your school district that email from waflt.org is not blocked. C Fill in all parts of the online form for a successful proposal submission. C Enter the name, position, and school/company/organization for all session presenters as they should appear in the conference program. C Select one person as the primary presenter and ensure that he/she is a current member of WAFLT. Only the primary presenter will receive information about proposals. In
addition, only primary presenters will receive free registration to the conference and an honorarium. Each additional presenter must register and pay the registration fee to attend the conference. C Verify that your session has been submitted by logging in to your WAFLT account and clicking on “My Proposals.” We look forward to the 2014 Fall Conference and thank you once again for your input and feedback. Should you have any questions, please contact us at firstname.lastname@example.org. Linda Havas & Cathy Stresing
continued from page 6 ... Language proficiency is about much more than words and sounds. Let’s take the “Culture” standard seriously and introduce content from agriculture, literature, music, the fine arts, or science to our classroom. It is possible to go beyond the “Day of the Dead” if we actively encourage cooperation with other content areas, if we recognize that world language education is part of global education, and if we recognize that world language education benefits from a “globally ready school culture.” Our students definitely will. We can help by thinking outside the language box. Why would we not? O
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JNCL-NCLIS Update: A Message from the Executive Director s we begin the New Year, we have a modicum of good news to report. As many of you saw from our earlier news alert, the Fiscal Year 2014 Appropriations bill includes a small increase of $2 million for the US Department of Education's Title VI/Fulbright-Hays programs. In 2013, Congress appropriated $70,164,000 (counting the automatic cut from sequestration). In 2014, the amount appropriated is $72,164,000, which is, as noted above, a $2 million increase. While the Department had requested $80,938,000, the overall departmental budget was cut by $739 million; the fact that an increase was secured for Title VI/Fulbright-Hays is promising in light of the Department's overall situation. As in the past 3 years, however, no money was appropriated for the FLAP program.
We continue to analyze the appropriations for the Departments of Defense and State. Exchange programs in the Department of State received $568,628,000, which is about $6 million more than had been requested, but is still $30 million below 2013 levels. The Department of State has also been given authority to use Economic Support Funds for the Program for Research and Training on Eastern Europe and the Independent States of the Former Soviet Union, also known as Title VIII. As you may recall, the Department of State chose not to make such a transfer in 2013. We will continue to work with partner organizations to advocate that the Department make this transfer in 2014. We have yet to receive the detailed breakouts of the Department of Defense appropriations for language programs (the National Security Education Program, the Defense
Language and National Security Education Office, and the Defense Language Institute Foreign Language Center). These will be updated as soon as we receive the information.
the Handbook is widely used by news media, career development counselors, researchers, and industry. Many thanks to all of the JNCL-NCLIS members who helped on this significant project.
Overall, the removal of the “sequester” – the automatic 5% cuts to all Federal programs – and the willingness of the Congress to make small investments in Title VI and in the Department of State (recall that the Congress allocated more money than the administration requested) are positive signs for the next round of appropriations.
In JNCL-NCLIS news, we will be changing some of our infrastructure to better serve our members. First, we expect to move the physical location of JNCL-NCLIS to Garrett Park, Maryland, just outside of Washington, DC. The new office is located at a MARC Train stop, with a ten-minute ride to Capitol Hill. The new office is more closely aligned to our staff size, and is much less expensive than our current space. You will receive updated contact information as the move progresses; our email addresses and website will stay the same.
In other policy work, JNCL-NCLIS, the Globalization and Localization Association, the Association of Language Companies, and JNCL member, The American Translators Association, worked over the past year to help the Bureau of Labor Statistics update its “Occupational Outlook Handbook”entry for Translators and Interpreters. The collaborative worked along two lines to do this. First, we co-sponsored a Facebook-driven photo contest for a new picture to represent the translation and interpreting professions on the Bureau's website (we did this with GALA, ATA, and ALC). One of the winning pictures was chosen for the profile! Secondly, and perhaps more importantly, JNCL-NCLIS, GALA, ALC, and ATA, along with many JNCL-NCLIS members involved in translation and interpreting, worked to provide updated, accurate information to the Bureau for the content of the Occupational Outlook Handbook. While this might not sound as glamorous as our August hikes to Capitol Hill, or our hour-long waits in the frigid January air outside of the White House, the work with the Bureau of Labor Statistics is vitally important, as
Finally, preparations are underway for the 2014 Delegate Assembly! We will hold the assembly on May 8-9 at the Embassy Row Hotel in Washington, DC. This is the same hotel as last year, but we will make an important change to the program, as we will hold all of our meetings in the hotel. In conjunction with our upcoming move, JNCL-NCLIS has decided to change our phone service. We now have a new phone number: (202) 5808684. Additionally, you will recall that last month we launched our newly overhauled website. We hope you've had a chance to browse through it and find the exciting resources we have available. www.languagepolicy.org As always, do contact Rachel Hanson or me at any time with your ideas and concerns. Bill Rivers
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Lively Multimedia Projects, Lessons, and Professional Electronic Portfolios for use in the Foreign Language Classroom By Dr. Julie Gonzรกlez, Winona State University he purpose of the article is to illustrate how software tools, online servers, and embedded code can be used to showcase an electronic portfolio, multimedia projects, or foreign language lessons. In the global age, one of the most powerful tools for designing and presenting your project are online services that provide embedded code. To begin a project, you will need the equipment to produce the media, in this case a digital camera capable of recording video and producing high quality images. You will also need a tripod to maintain your camera steady and produce shake-free images and video. Even though higher resolution movies and images are better on a big screen, keep in mind that on the web they will need to be smaller and in a compressed format to avoid delay when displaying your projects.
For the purpose of editing, resizing, and compressing video, there are movie editors such as Movie Maker and iMovie. Movie Maker can process video in 32-bit and 64-bit Windows platforms (XP/Vista/Windows 7 and 8). The program is licensed and distributed through the Windows Operating System. Movie Maker is streamlined for fast linear operations of video. iMovie is also a good choice. It has multiple decoding capabilities for processing large numbers of videos, sound files, and images. iMovie is rich in different effects and has a variety of transitions. Both video editors allow users to synchronize narration with images, import photos, edit videos, incorporate audio, and share what you create on the web. Best of all, both programs are completely free.
Hosting Services and Embedding Code After the videos and images are edited, you are ready to upload the material to a web host. There are numerous file hosting services online. Box, ImageShack, Vimeo, and YouTube, just to name a few. In this article we will use Box.com as an example. Box.com lets you store all of your content online, so you can access and share it from anywhere in the world. Box can be integrated with Google Apps, Salesforce, and best of all it can be accessed from mobile devices as well. Once your multimedia file is uploaded into Box.com you are ready to share a link or embed it into your personal web page, blog, or into a rich text format document.
Embedding code [Figure 1]
By selecting Share->Get Link->Embed in Box.com, the HTML code that you need to paste into your web page or blog is generated for you. Figure 1 illustrates a window with the embedded code ready to be copied to the clipboard. Pedagogical Steps to Keep in Mind From a pedagogical standpoint and within the context of foreign language digital media production, it is very important to produce clear audio and video. When producing audio, use a clear tone of voice without speaking too fast or too slow. Ask your peers and instructors to critique your work. Try to use images that are not too distracting and that center themselves on the point or lesson that you are trying to illustrate. When selecting a web host, you will want to browse for a
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collection of web page templates. There are a variety of web page templates online. In addition, blogs offer web page templates as well. Select a template that uses colors that are pleasant to the eyes, a white background is always good since it mimics white paper. If the purpose of the multimedia project is to display a lesson, keep in mind that you can use these activities to assist students’ foreign language video comprehension level through recognition questions, comprehension checks, discussion, and in-class activities1. It is also important to make use of static images that allow time for observation2. The movie editors mentioned in the previous paragraphs allow the use of both still images and video. Displaying your Project There are several blog services online. Among the most popular ones: Wordpress.com, Google+, and Blogger.com. For the purpose of this article we will use Blogger.com as an example.
In Figure 2, we can observe how a video is presented after pasting the embedded code into a rich text format entry in Blogger.com. A new post will display the video just as shown in Figure 2; in this case a video of a Hispanic small business owner. On different blog entries you could add additional multimedia projects that develop a theme around a profession or foreign language lessons. Following this procedure, all projects can lead to an electronic portfolio where your students could create an online showcase or mini-lessons. Additional Avenues to Explore The creation of the portfolio can also be used as an innovative way to incorporate cooperative learning3 into the foreign language classroom. Students can be placed into cooperative teams to work on projects of their interest or the instructors can design a project for the students’ use within a thematic topic or to contextualize lessons. Adding lessons that incorporate the five C’s of ACTFL’s foreign language education standards would be beneficial to student learning in terms of language pedagogy. Multimedia projects and portfolios are also a well suited way to deliver a variety of authentic materials via image capturing, video, and audio recordings. Additionally, embedded live video and teleconferencing offer a plethora of resources worth exploring.4
Conclusion As mentioned earlier, Movie Maker and iMovie are two very useful software tools that can be used to synchronize narration with images, import photos, edit videos, and incorporate audio, and share what you create on the web. Again, both software programs are completely free. Once your video and images are edited and are ready to be uploaded to a webhost there are a variety of free online hosting services that are worth further investigation such as Box, ImageShack, Vimeo, and YouTube. Finally, when you are ready to display your finished project you may want to further explore several free online blog services such as Wordpress.com, Google+, and Blogger.com. The above technologies provide an innovate avenue for delivering rich, lively multimedia projects, lessons, and professional electronic portfolios that can be displayed anywhere in the world. Notes 1 For supplementary reading on using comprehension checks see Alice Omaggio Hadley, Teaching Language in Context (Boston: Heinle & Heinle Publishers, 2001). 2
For more special information on video guidelines see Rick Altman, Deborah Bjornstad, Rebecca Bohde, Anny Ewing, Sue Otto, James Pusack, Patrick Shoemaker, and Susan Skoglund, PICS Videoguidelines (Iowa City: The University of Iowa, 1990). 3
Research by Piaget and information on cooperative learning may be found in Susan Ellis and Susan F Whalen, Cooperative Learning, Getting Started (Jefferson City: Scholastic Inc., 1990). 4
Embedded video [Figure 2]
Hybrid Language Teaching and Learning: Exploring Theoretical, Pedagogical and Curricular Issues, AAUSC 2012 volume, by Fernando Rubio and Joshua J. Thoms.
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Latino Arts Brings Death to Life Día De Los Muertos Field Trip By Sarah Markwald, Will Piper, and Todd Schlenker
ne common thread among teachers is that we all want to become better educators. We obsess about how to improve a lesson, better engage our learners, and still deliver strong content. Project Based Learning (PBL) helps to invigorate our desire to create more interdisciplinary connections, both with each other as well as within our community. Recognizing that we all share the same goals is the first step in making our Día de los Muertos (Day of the Dead) lesson plan come to life. Three middle school teachers from University School of Milwaukee (USM) collaborated to connect art, social studies, and Spanish to our local and global communities. The result of this collaboration led to greater learning, deeper understanding, and a better appreciation of Mexican culture.
The planning began in September after we read about one of Milwaukee’s cultural treasures – Latino Arts, Inc. Latino Arts functions under the umbrella of the United Community Center (UCC). They are educational leaders in Milwaukee for who share visual, musical and performance-based arts from all of Latin America. For the three of us, their website was the hook: Latino Arts’ annual Day of the Dead celebration features a bright and eclectic collection of ofrendas (altars) prepared by local, regional, and international artists. Exhibiting presenters share their tributes to lost loved ones as a celebration of their lives and accomplishments, often decorating their altars with their loved ones’ personal effects and favorite items. Día de los Muertos
celebrations frequently feature colorful floral arrangements, photographs, and skeleton iconography. www.latinoartsinc.org/Exhibits/2013/D ayoftheDeadOfrendas.htm Sarah Markwald (art), Will Piper (social studies), and Todd Schlenker (Spanish) agreed that Latino Arts’ fabulous, hands-on field trip experience would be developmentally appropriate for all of our fifth graders, whether they study French, Spanish, or receive outside tutoring, as they would all be studying about Latin America in social studies class. Traveling by bus from the north side of Milwaukee to the near south side on two consecutive mornings in November, we divided our 65 fifth graders into two groups accompanied by three parent chaperones. Upon our arrival to the Latino Arts Center, we were graciously greeted and escorted into the gallery where one of the exhibiting artists spoke to the students about the history of Día de los Muertos and the traditions associated with this holiday, focusing specifically on the creation of both contemporary and traditional ofrendas, a display designed to honor people who passed away.
Students had their first glimpse of what a Día de los Muertos ofrenda looked like up close and could read the personal descriptions accompanying each ofrenda in order to gain a better understanding of each artist’s intent. After spending time viewing the variety of ofrendas, our students went next door to the Latino Arts studio to create their own ofrenda. Sarah Markwald, our art teacher, supplied the small, white, cardboard box that each student decorated using an array of supplies provided by the Arts Center. Students were encouraged to collect small personal belongings, photos, and other memorabilia of a loved-one or person they admired, to use for their ofrenda. Both the students and Sarah Markwald appreciated the 90 minutes that students had to work, which was ample time to complete their boxes. We returned to USM in time for lunch and with an eclectic array of ofrendas that we displayed throughout the school, with a description of the tradition of Día de los Muertos. It is very common to see passers-by, especially parents and visitors, walking the halls of USM and stopping to admire these fifth grade creations. Prior to leaving, the Latino Arts Center extended our USM community an invitation to exhibit in their gallery for the 2014 Día de los Muertos celebration. This honor offers Sarah Markwald a great opportunity to expand her art curriculum in fifth grade to explore new art projects focusing on the culture and traditions of the Latino people. With our fifth grade social studies curriculum focusing on world cultures
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and geography, social studies teacher, Will Piper was able to use this wonderful experience at Latino Arts to kick-off a unit focusing on Latin America with case studies of Mexico, Costa Rica, and a research project allowing students to explore different geographical wonders in South America. One way Will Piper was able to extend this lesson was by fostering collaboration with a Mexican school. Through the use of his professional learning network on Twitter, he was able to connect with fellow fifth-grade teacher, Pedro Aparicio. Sr. Aparicio teaches at Centro Escolar Cedros in Mexico City, Mexico. It is a private Catholic school of all boys. Using Skype, Will Piper was able to share the students’ ofrendas with the students in Mexico City, and was able to have a conversation with his classes and the Mexican classes about what ofrendas were and the significance of Día de los Muertos to the Mexican culture. The Mexican students, through the use of Skype and iPads, were able to share their own classroom ofrendas with our fifth grade students to further and deepen our understandings of this important tradition.
Todd Schlenker has always included Día de los Muertos in the Spanish curriculum, but never before have his students visited an art gallery and created such a personalized project. Prior to the visit, we scaffolded some imagery, vocabulary, and music that traditionally goes with this holiday. Words like ofrenda, cementerio, tumba,
cempazuchi, altar, pan de muertos, calacas, calaveras, esqueleto, etc. are often and easily forgotten. In fact, the two delicious memories that most middle school students recall include the pan de muertos (dead bread) and the calavera de azúcar (the skull lollipop). But now, it is safe to say, our students more fully understand the real tradition of Día de los Muertos and not just the flavors of the day.
collaborate across disciplines. More importantly, students have a genuine understanding of what Día de los Muertos is all about. They can articulate the cultural importance of the holiday in a way that more fully embodies the essential meaning of this tradition. Splitting the cost between three disciplines was another way to make this financially more feasible, although we realize the cost can be a limiting factor for many schools. Another benefit of the field trip was the conversation that probably took place at home, on some level, about the ritual of death. We will never know exactly how this plays out in each family, but the anecdotal reports indicate that the conversations were deep and meaningful.
Latino Arts makes the visit very easy and even has study guides for teachers on their website: Día De Los Muertos: Ofrendas & Origins Local artist Nicole Acosta will guide workshop participants through a brief history lesson of Día De Los Muertos, discussing the celebration and the significance and symbolism of ofrendas. Students will craft miniature ofrendas of their own utilizing a variety of supplies to mirror the symbols they have seen in their own artistic tributes. Registration required. $8 per student plus $2 supply fee. Gallery tour included. www.latinoartsinc.org/ForTeachers.htm The time and energy it took for us to plan this field trip was well worth it. We three teachers gained a greater appreciation for what we each do in the classroom, and we gained valuable insights into another culture, another community, and another way to
The Latino Arts staff, everyone from the Artistic Director, Zulay Febres Cordero and event coordinator Megan Luepke, to local artist, Nicole Acosta, made this field trip spectacular. The community connections we made will take us into the future as we all share our missions, our visions and our decisions.O
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National Board Certification Expanding to Include More Languages, Lowering Cost and Reorganizing By Meg Healy Graham, NBCT-WLOE, Mukwonago High School eginning in 2014, the National Board Certification process will be reorganized to make the process more flexible and less expensive for teachers who choose this rigorous, meaningful professional development.
For World Language candidates, the five core propositions – 1) Teachers are committed to students and their learning, 2) Teachers know the subjects they teach and how to teach them to students, 3) Teachers are responsible for managing and monitoring student learning, 4) Teachers think systematically about their practice and learn from their experience, and 5) Teachers are members of learning communities – and the nine recently revised World Language Standards will remain the foundation of the process. The current 10 segments will be restructured into four overarching components: Component 1-Assessment Center Component 2-Student Work Portfolio Component 3- Video Portfolio Component 4-Documented Accomplishments/ Student Impact Portfolio Eventually, teachers will be able to choose and complete the components in any order, but since the components will be rolled out gradually over the next three years, candidates who begin the process in the 2014 cycle will not be fully certified until November 2017. However, a benefit of
this new “pay as you go” approach and the new electronic submission is that the cost of the process has been lowered to $1,900, approximately $475 per component. Payments will be spread out as candidates begin components, making the cost of certification more manageable. In 2014-15, the first component available to World Language candidates will be Component 2. In 2015-16, Components 1 and 3 will be available, and in 2016-17, Component 4 will be ready. Once all four components are developed in 2016-17, candidates may complete them in any order. Since 2003, National Board Certification has been available only to Spanish and French teachers of students ages 11-18. However, at the
November 2013 ACTFL Conference, it was announced that NBPTS will be including other languages in the new format. For more information visit www.npbts.org or telephone 1-800-22-TEACH. At the 2013 WAFLT Fall Conference, Ashland Spanish teacher, Anne Chartier and I celebrated our recent National Board Certification Renewal at the Saturday luncheon. We are thrilled to continue our careers as National Board Certified teachers. If you’re considering this process, there are many resources to support you at www.npbts.org as well as a wiki I created to bring Wisconsin and other WLOE candidates together http://wi-nbct-wloe.wikispaces.com/. O
Donna Clementi Blue Ribbon School Award for Excellence in World Language Programs Do you have a school or district World Language Program that is worthy of praise? Do you have an exemplary program model, well-articulated curriculum, stellar staff, advocacy and outside community support, and program/student achievement results that speak to the excellence of your school(s)? If so, then nominate your school(s) for this special award! Details can be found at waflt.org
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2013 Discover Languages Student Postcard Contest Congratulations to the following students and teachers for their recognition as the 2013 WAFLT Discover Languages Student Postcard Winners. Elementary Co-Winners:
Molly D. from Woods School in Lake Geneva and her teacher, Jeanine Kopecky
Marguerite W. from Greenville Elementary in Greenville and her teacher, Erin Calvin
Middle School Winner:
High School Winner:
Julia P. from Parkview Middle School in Ashwaubenon and her teacher, Julie Bruss
Abigail P. from Plymouth High School and her teacher, Sandra Nicholson
Thank you to all teachers who encouraged and submitted student entries for the contest this year. It is evident that the love of language learning is strong in our classrooms. Please consider participating in the 2014 contest by visiting the WAFLT website to begin!
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Thank You, Contributors! WAFLT thanks the following individuals for their contributions in 2013–14. General Endowment Fund Linguiphile ($100+) Donna L. Clementi Helena Curtain Gale Stone Benefactor ($50-99) Paulette Courtade Margaret Draheim Lisa Hendrickson E. Alan Magnuson Jim Oakley & Anne Chartier Richard Olson
Deb Bowe-Wielgus Byron Despres-Berry Marcia Fry Peg Jonas Lauren Rosen Paul Sandrock Daniel Tess Robbie Twohig
Sharon Bradish Kathy Casey Mary Demet Kelly J. Ferguson Diane Flanders David Haakenson Josh LeGreve Jackie & Pablo Muirhead Barbara Olsen
Natasha Pierce Anne Rackow Jodi Resch Brownell Elizabeth Schueth Daniel Tess Gladys Wisnefski Gerri Wrege Deana Zorko
Professional Development Scholarship Fund
Student Travel Scholarship Fund
(Honoring Dr. Roma Hoff, Dr. Connie Knop & Dr. Irène Kraemer)
(Honoring O. Lynn Bolton)
Paul & Nuria Hoff Richard Olson
Kelly Ferguson Diane Flanders Jackie & Pablo Muirhead Julia Price SuAnn Schroeder Gerri Wrege Deana Zorko
Peter Hoff Sy Kreilein E. Alan Magnuson Jim Oakley & Anne Chartier Richard Olson
Shane Boeder Sharon Bradish Mary Demet Diane Flanders Josh LeGreve Judith Michaels Jackie & Pablo Muirhead Karen Pfefferle Natasha Pierce Gerri Wrege Deana Zorko
Benefactor ($50-99) Peter Hoff Constance Knop E. Alan Magnuson Jim Oakley & Anne Chartier Sponsor ($25-49) Byron Despres-Berry Margaret Draheim Karen Fowdy Peg Jonas Mara Marks Wanda Meyer-Rimestad Michelle Nielsen Lauren Rosen
Sponsor ($25-49) Byron Despres-Berry Margaret Draheim Kelly Ferguson Lauren Rosen Margaret Schmidt
Your Contributions Are Appreciated! Please consider contributing to one or more of these funds for 2013-14. You can do this online at waflt.org – log into your online account, and click “Endowment Contributions” on the top of the page to make your contribution, or mail your check to P.O. Box 1493, Appleton, WI 54912, noting to which fund(s) you would like your donation assigned.
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2013 Awards/Grants by Josh LeGreve
he WAFLT Awards Committee annually recognizes students, teachers, and friends of language education in Wisconsin in order to celebrate the excellent work of our membership throughout the state. As we look back and celebrate the specific winners honored at the 2013 Awards Ceremony, please take a moment to consider nominating a colleague, student, or friend of language education for a WAFLT award. More information can be found at waflt.org.
Thank you to this year’s awards committee members — Justin Frieman, Paula Meyer, Lynn Sessler Neitzel, Haiyun Lu, and Mark Wagner— who volunteered their time to review each nomination and help give recognition to many of our dedicated colleagues. Additionally, I would like to give a special thank you to Nina Holmquist for her work in chairing the committee during the selection process and preparing many of the following award descriptions. Finally, an extra special thank you to Charles James for taking the ceremony photos included with this article.
2013 WAFLT Distinguished Language Educator Each year WAFLT honors one of its members as the Distinguished Language Educator. This award recognizes excellence in language teaching and/or administration, long-term achievements, and service to WAFLT and the language profession at the local, regional, and national levels.
2013 WAFLT Distinguised Educator, Marge Draheim, Ed Brzinski, recipient of the 2013 Anthony J. Gradisnik award, and Josh LeGreve, recipient of the 2013 Frank M. Grittner award.
Margaret (Marge) Draheim, a German/Spanish teacher in the Appleton Area School District for over 25 years, is this year’s honoree. Marge began her teaching career in 1974 at a small school in the Fox River Valley where she found herself to be the entire world language program, teaching all levels of German and Spanish. She had just graduated from Gustavus Adolphus College with a BA in German and Spanish that year. As early as 1975 she discovered WAFLT, became a member, and claims to have found “inspiration for her teaching” in our organization ever since. It is she, however, who has become an inspiration, role model, and friend to hundreds of us in the profession, and who has contributed immensely to make WAFLT the organization it is today.
Although Marge officially retired in 2009 after having taught for 26 years, she is by no means retired. She continues doing what she loves most: “offering a new world to her students: a world that fosters new ideas and perspectives, a new way of looking at things ... with the hope of making of them global citizens.” This she does now by substituting in the district, tutoring, mentoring young teachers, and this summer, taking yet another group of students to Altötting, Germany for this now 30th exchange trip. Marge exemplifies in her career what an outstanding teacher should be. Her students, many of whom have continued with their German studies in their post high school career, admire her creativity, expertise, good humor, fairness, and passion for her field,
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crediting her with their success in adult life. Her colleagues value her professionalism, inexhaustible willingness to help and guide them, and her tireless effort to keep the importance of world language study in the mind of the American public. Marge’s passion, the teaching of world languages, does not stop in the classroom. She has most certainly had a powerful impact on our state, our country, and abroad. Her counterpart in Altötting, Germany lauded her thus: “By her humorous but undeniably competent manner and her natural authority over students, she managed to ‘produce’ the best results in teaching German, but – to me even more important – in guiding young adults to become competent, open- minded, and mature American citizens who represent their country in the same outstanding way as their role model, Mrs. Draheim, does.” Marge calls these exchanges with her partner school “the most rewarding parts of my job.” Once Marge discovered WAFLT, she never stopped attending its meetings, learning from and giving to our community. Her presentations at the Fall Conferences, FLESFest, Winterfest, and Summer Institutes number more than 15. She headed numerous committees, and in 2007 was voted to be President-Elect of WAFLT, ending her term very successfully in 2012. As a member of AATG, Marge not only encouraged her students to participate in all state contests, she herself actively took part in organizing, evaluating, and hosting these affairs. She was the creator and moderator of the Wisconsin AATG Listserve, a member of the German Testing Committee, coordinator and reader for the Deutsche Sprach und Schulverein (DSSV) Essay Contest. From 1998-2000 Marge served ably as president of AATG.
For many years, Marge was an integral part of Concordia Language Villages. What began as a weekend chaperone for student trips to Waldsee, became a membership in the Concordia Language Villages Long Range Planning Committee where her expertise and contributions were invaluable. She was also a member of the ACTFL Assessment Pilot Project. She piloted Holt Rinehart and Winston’s textbook Komm mit! In 2006 she was elected to a two-year term, serving on the Executive Council of the American Association of Teachers of German. Marge Draheim is the kind of educator who continues to be a leader in our field, not only in the classroom, but around the world. WAFLT is pleased and proud to recognize Marge Draheim as its 2013 Distinguished Educator of the Year!
2013 Anthony J. Gradisnik Award This award is offered annually for contributions to language instruction, which have origins external to the professionally defined language community and which exemplify Anthony J. Gradisnik’s dedication to and enthusiasm for world languages and international studies. Mr. Gradisnik, who began his career as a Spanish Teacher after World War II, was foreign language curriculum specialist for Milwaukee Public Schools from 1959 to 1979. The 2013 Gradisnik Award honors Mr. Ed Brzinski, Administrator of Woods School, a K4-8 public school in Lake Geneva, WI. Mr. Brzinski has served as Principal and Superintendent for the past four years at this school where he has been a strong advocate for international education, resulting in dramatic changes in the culture and curricula of this institution.
Prior to becoming the administrator for Woods School, Mr. Brzinski taught middle school Spanish for 20 years. During this time, he established heritage language classes for native Spanish speakers and was instrumental in laying the foundation for a school-within-a-school program focusing on students who struggled in a traditional classroom setting. This program provided its students with individualized instruction that included world languages. From the very beginning of his teaching career, Mr. Brzinski was determined to participate in efforts to see a strong elementary foreign language component put into place throughout Wisconsin schools. He became a member of the FLES planning committee whose goal it was to establish an elementary school curriculum by 1992, but unfortunately the committee was dissolved. Fortunately his dream did not die here, but was only put “on hold.” When Mr. Brzinski accepted the position as principal of Woods School, a school with very little ethnic diversity, there was no history of world language instruction, nor any budget for future implementation of such a program at the school. This did not discourage the new administrator. He saw his chance to make his dream “exposing our youngest students to the cultures of the world” come true. Mr. Brzinski enlisted the help and collaboration of the parents group and began a program promoting international awareness. This he did by designating days of ethnic themes and lunches, offering before-school Spanish club meetings, inviting high school French students to give after-school classes, and asking a parent to come into classrooms to practice Spanish once a week. He also, with limited
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funding, was able at that time to offer Spanish classes at the elementary through middle school level. This, however, was merely a taste of what was to come for Woods School. Mr. Brzinski set cultural awareness and early language learning as his priorities. With the help of the Board of Education, he is now able to fund the salary for a nearly full time (80%) teacher to focus on developing and teaching a much more comprehensive world language program, one that assures that all students at all levels will be exposed to the vast diversity of cultures of our world. Students in grades K-5 will be part of a 5-year spiraling curriculum, each year focusing on a different part of the world: The Americas, European Union, Asia and Russia, Africa, Middle East, and India. Students will not only explore cultures, geography, history, and customs of the regions, but also their languages. Spanish and French Exploratory will begin in 5th grade, with advanced study of Spanish and French to commence in grade 6 so that students will enter high school with first year language proficiency in order to enroll in Level Two for the language of their choice. This is truly an outstanding program! One parent assessed it thus: “This early exposure to world cultures has given my children a foundation of curiosity and acceptance that will benefit them directly as they grow, but will also make them much better citizens of our very international world ... My children have benefited from this program, the children of Woods School have benefited, our community has benefitted, and, I believe, our ever more closely connected world will benefit as these children reach adulthood.”
It is without question that Mr. Brzinski’s vision, enthusiasm and success in providing a comprehensive and innovative World Languages and Cultures program for students reflect the values held so dear by Mr. Anthony Gradisnik, who would most certainly celebrate Mr. Brzinski as the recipient of this award.
2013 Frank M. Grittner Award The Frank M. Grittner Award is presented to a new member of our profession who has shown excellence in teaching and has provided leadership in service to school, community, and professional organizations. The award honors Frank Grittner, a tireless promoter of high standards for language teacher preparation in our schools as the Wisconsin State Foreign Language supervisor from 1961 to 1991. The 2013 Grittner Award honors Josh LeGreve who has completed three years as a Spanish/Physics instructor in the Muskego-Norway School District, Muskego, WI. He teaches both Spanish 1 and 2 at the middle school level. Josh has been a member of WAFLT since 2008, first as a student, and now as a teacher. He credits WAFLT with his career choice to become a Spanish teacher. In 2003 while a junior in high school, his Spanish teacher, Ms. Peg Kulas, invited him to take part in the High School Visitor’s Program, and it was this visit, according to him, “that truly firmed up in my mind, that I had chosen the correct career goal.” Both his students and his colleagues (in and out of his discipline) attest to his excellence in teaching. His students comment on the “fun and engaging way” in which he helps them learn the language by incorporating students’
interests and likes into the lessons. Examples are his use of contemporary Latino music to teach verbs, allowing students to practice their language ability during “café” time, and in particular his use of technology to help them understand the lessons. Josh devotes time and effort to meticulous lesson planning. He creates authentic and relevant cultural activities encouraging students to become more globally minded individuals. He makes sure to differentiate tasks for those students at various levels of ability, and uses many modes of assessment for speaking, reading, writing and listening. Josh does not, however, stop his interaction and mentoring with student once he leaves the classroom. He has taken on other roles such as advisor of the school video club, assistant directing the middle school musical, and co-advising the yearbook club. From the very beginning of his tenure at the Muskego-Norway School District, Josh has taken on a leadership role and proven to be a team player. With Josh’s help, his district was able to create common quarterly performance assessments for levels 1 and 2, one of them, upon Josh’s recommendation, written around the theme of Facebook. When the World Languages department was charged with creating a 6th grade curriculum, Josh took a lead role in drafting this document. He utilized guidelines outlined by ACTFL for best practice in the world language classroom, and these project-based, inquiry-driven courses were approved by the school board and are now being implemented. There is no question that Josh is a life-long learner, but also gives of his time generously. He participates in “family dinner” sessions held by his colleagues from middle and high school
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a few nights a month, to plan activities and share teaching experiences. Josh willingly shares his authentic, engaging, and literacy- based activities. The faculty feels that these contributions of a younger teacher, who is trained in current world language instruction, are invaluable to the success of their program. One of his great fans, a US History teacher, notes that Josh makes time to continue growing in his teaching and commitment to the district. Josh has taken a class on “engaging students,” is part of a committee reviewing new class elective descriptions, participated in a summer group that investigated flipping classes, just to name a few. His generosity goes beyond his involvement with his job, however. He has presented at three WAFLT Fall Confernces and is part of the 21st Century Communications Committee where he helps to maintain the Facebook and Twitter accounts for WAFLT. In addition, he also participated in creating the annual WAFLT Webizens networking meeting at the fall conference. Since 2013 Josh serves as Advertising Manager for our organization. As a new teacher, Josh has already had a great impact on many aspects and individuals in our profession, representing most certainly all criteria sought by the Frank M. Grittner Award.
Recognition of Merit Awards Haiyun Lu, Chinese Teacher, University School of Milwaukee When asked about her philosophy of teaching, Haiyun wrote the following: “In this increasingly flat world, the purpose of language education has gone far beyond simply achieving a learner’s linguistic competency. In this global
economy, and in light of the rising demand for collaborative teamwork that is truly cross-cultural, the ability to effectively communicate ideas along with a deep understanding, appreciation and awareness of each other’s culture has become essential. Therefore, teaching a language can no longer be limited to the four walls of a classroom. Indeed, creating an organic learning experience through collaboration, in an experiential immersion environment or even in truly authentic settings have become key to the development of students’ global competency.”
trans-racial international adoptions” (Cardinal Stritch University, Milwaukee, WI). Since 2007 to the present she has been the Chinese Program Developer/Teacher for the Asia Society Confucius Classroom. Haiyun has been a member of WAFLT since 2006 where she presents at the fall conferences. Her colleagues consider her to be an invaluable resource for enthusiastically sharing her ideas and talents.
Haiyun, in fact, is totally committed to that philosophy, and it is what makes her program at USM such a popular and outstanding one. She adheres to the ACTFL guidelines, incorporates technology, facilitates a “Skype Pal” relationship with Chinese students, represent some of her teaching techniques. Every May she hosts a group of 12 students from China at her school. Her American students then travel with her to China in the summer, a program that focuses on real life experiences with a host family, participation in a collaborative service project, and in depth learning experience in the sister school. After school Haiyun provides movie nights, immersion dinners, peer tutoring and voluntary readings.
Siggi, who currently is teaching 4th grade, has taught at the Milwaukee German Immersion School for the past 14 years. As a native German, studying two other languages besides German, he was provided the opportunity to connect with people from other cultures and background. He learned about different ways of life, different values, and viewpoints. Siggi feels that it is this past experience in his life that makes him the perfect teacher for MGIS. By teaching all elementary school subjects using the German language as the medium of instruction, he is able not just to teach the language, but rather help students make connections across many fields of inquiry, and thus learn to respect and value the uniqueness and contributions of other individuals and societies. This very important lesson to be learned by our students, in Siggi’s words “is a requisite to successfully work toward a peaceful world.” Through his immersion classroom, where he exposes his students to diversity, intercultural learning, breaking down stereotypes, respecting his students’ individuality, he hopes to mold his students to become powerful advocates in the future for world language studies.
Besides her very busy teaching schedule, Haiyun has attended numerous workshops, too many to list. She has tirelessly presented at workshops throughout the United States on topics as diverse as “Maximize Student’s Engagement through Storytelling and Brain-friendly activities” (NCLC,Boston, MA), “Psychological effects of losing cultural identity on older Hmong” (Marquette U, Milwaukee, WI) and “Parental challenges associated with
Sigurd (Siggi) Piwek, German, Milwaukee German Immersion School
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providing additional historical and cultural expansion for the lesson.
Recognition of Merit Award recipients: Lorna Sopcak, Julia Price, Siggi Piwek, Haiyun Lu, and Erica Zunac
In addition to his teaching, he is also very active on the local, as well as the national scene of world language instruction. At his school he is a member of the Learning Team and the School Governance Council. He is active in the German Immersion Foundation Development Committee, currently serving as its secretary. In our state, he is an active member of the AATG chapter, participating in its Immersion programs, pronunciation contests, this year chairing the Awards Committee. He has presented for the past three years at the WAFLT Fall Conference. On the national level, he has been a member of TRAINDAF (a national leadership program for German teachers) since 2009, has presented at ACTFL, Central States, and state language associations in Nebraska and Alaska. He is currently working with colleagues to publish a text, preparing students for the new German AP. As his nominator said: “er ist überall gern gesehen due to his energy, good humor and innovative ideas.”
Julia Price, French Teacher, Central High School, Salem, WI Julia’s philosophy for teaching world languages is: Make it Real! In the 13 years Julia has taught French in Wisconsin, she most certainly has implemented this philosophy in her student’s learning and living the French language and culture. In the classroom she advocates an immersion-conducive environment and, to keep students enthusiastic and motivated, she focuses on topics of interest to them. She considers herself fortunate to have found colleagues interested in building cross-curricular connections. For example, she will time her teaching of the French Revolution, when World History students are also covering the subject, thus allowing her students to see another dimension of that moment in history. Her unit on the French Impressionists will be followed by a visit to the Chicago Art Institute together with the AP Studio Art and Spanish III teachers. The French 1 class will prepare their food presentation on Provence together with the International Foods class at her school. Her students will be
Beyond the classroom, Julia pursues that same goal. She has prepared her students for participation in the Concours Oral for 13 years (7 of which she has hosted and organized), has sought out native speakers in our state to interact with her students, and has founded a chapter of the French Honor Society. She has traveled to France with her students five times, but in order to afford all her students the experience of interaction with French high school students, she works tirelessly to bring French teenagers to her region of Wisconsin for a prolonged home-stay during the summer. Julia is an active member of WAFLT and CSCTFL, having presented five times at WAFLT fall conferences and twice at Central States. Prior to moving to Wisconsin, she edited world language textbooks in New York. Lorna Sopcak, Ph.D., Associate Professor of German and Department Chair, Ripon College Lorna looks upon her role as a world language instructor primarily as a facilitator of learning. This she does by modeling the use of language, encouraging her students to use that language, helping them discover how best to learn, and then facilitating application of this knowledge. To accomplish this goal, she strives to create a supportive, encouraging and positive learning environment. Even though her courses at the university level are entirely taught in the target language, she is not a “by the book” teacher. She believes in highly interactive, student-centered lessons in which cooperation and mutual support are fostered. Her lessons and assessments are designed to address multiple learning styles, and thus
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students can be found demonstrating their understanding by singing, drawing, or acting out scenes and scenarios. Beyond the classroom, Lorna provides many opportunities for her students to practice their German language skills. Students may participate in weekly lunch tables, excursions to Milwaukee to discover and study German Art, or also spend a “Maymester” of two weeks studying in Germany or Austria. In her 11 years teaching at Ripon College, Lorna has conducted five Maymesters, 4 to Bonn and Berlin, one to Vienna and Munich. It is during these trips that students, not only gain confidence in their language ability, but also experience the culture and history studied in class. Lorna is an active member of ACTFL, CSC, WAFLT, and AATG. In the past she has been a board member of WAFLT. For the last 10 years she served as trainer with the Midwest Goethe-Institute Network. For this organization she develops workshops on the latest teaching-methodologies which she presents to German teachers in the Midwest. These teachers are then expected to “echo” these workshops for their local peers. Her presentations to various local and national organizations are too numerous to list here. All of them are interactive, engaging, inspiring, and useful, making her a great mentor to new teachers and an excellent role model to other German professionals. Erica Zunac, Latin Teacher, Marquette University High School, Milwaukee, WI Erica believes that her first priority as a language teacher is to convey the significance of using language as a tool of communication. In her opinion, as an educator of a “dead language” (her words), there is no better way to
do this than by teaching Latin. Her language teaching affords her the opportunity to demonstrate to her students how a language can inform a learner’s life. Her students learn to discover the “living Latin” through the study of architecture, mythological stories, its use in the medical and legal world, and even through Pope Francis’ speech in Latin. Additionally, she points out, the study of Latin helps build critical-thinking skills that allow students to express themselves in thoughtful, logical, and articulate ways, a skill which students will carry over when using their first language. Not only is Erica an energetic and effective teacher who guides her students to make the connection between the “old and the new” within the classroom, but gives of herself generously, providing many opportunities for her students to expand on their language skills. She is the advisor to both the Latin Club and the Latin Honor Society. With her students she participates in the National Latin Exam, Latin Day, the Annual Roman Banquet, Ethnic Fest, Wisconsin Junior Classic League Latin Convention (serving as its sponsor and advisor), and even helps build the Homecoming float. It was in high school that Erica first became acquainted with WAFLT when her Latin Teacher, Lorraine Day, asked her to assist her at a presentation in Appleton at the Fall Conference. Since then Erica has attended many of these conferences, twice being a presenter on her subject. Before joining Marquette University High School, Erica worked at Rufus King International High School in Milwaukee for seven years as an International Baccalaureate Latin and English teacher. Recently she shared these experiences at the
American Classical League Institute in Las Vegas, NV in a presentation titled “Exploring the Elements of a Successful IB Latin Program.”
Future Language Teacher Award Ashley Moeller – Latin Ashley Moeller will be more than well prepared for her future as a Latin instructor. She has earned her B.S. in World Language Education-Latin; her B.A. in Latin, and another B.A. in Spanish from the University of Wisconsin-Madison. Further studies include a semester in Spain, formally studying its language and culture, and a summer in Italy doing the same. Besides that Ashley has traveled the world, and loved it! Ashley states that her study of Latin has fostered cultural awareness in her, inspiring her to study modern Romance languages and travel abroad. She feels, the study of Latin engenders personal growth, something she hopes her students will experience as she guides them through the “ancient world.” Her co-operating teacher praises her consistency in her practicum. Lauds her assistance at the WAFLT conference last year, and says, “Now as a bona fide student teacher, she has hit the ground running” already showing the mark of the fine teacher that she will become. Ashley completed her student teaching at Madison West High School in Madison, WI.
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Donna Clementi Blue Ribbon School Award for Excellence in World Language Programs Milwaukee German Immersion School While our other WAFLT awards honor individuals who are outstanding in our field, we know that it is often a team of educators and many others who keep world language programs alive, and it is collaboration amongst a group that ensures that our classes, curriculum, and programs are the best they can be. The Donna Clementi Blue Ribbon School Award for Excellence in World Language Programs may be given annually to those schools and/or programs that show this exemplary quality. It is named to honor Dr. Donna Clementi’s prominence as a significant contributor to the teaching and research of world languages. This award recognizes her sharing of talent, knowledge, and message, so that students, teachers, and quality World Language programs continue to develop and expand. The Milwaukee German Immersion School was founded in 1977 as a K4-Grade 5 elementary school within Milwaukee Public Schools, offering a
Siggi Piwek receiving the Donna Clementi Blue Ribbon Award on behalf of the Milwaukee German Immersion School
total language experience in a multi-cultural environment, giving children the opportunity to simultaneously become proficient in German and English. It is the longest running German language immersion program in the United States. MGIS is an urban city-wide school, drawing its very diverse student body from all over the city of Milwaukee. Ten percent of students commute from the suburbs of the city, participating under the “openenrollment” program offered by MPS. Total enrollment is over 650 students. All teachers at MGIS must be fluent in German (speaking, reading and writing) and experts in elementary education. All content knowledge and skills in elementary school subjects (mathematics, science, social studies are taught in German. Indeed, all instruction in the lower grades up to grade 3 is in German. English language arts and reading is introduced in the third grade. Fifth grade students take the German Language Diploma test (A2– Deutsches Sprachdiplom) every year and most students reach a passing grade. Research has shown that early expoure to a foreign language increases a child’s brain development and intellecual growth. Most certainly MGIS has proven this to be true. Even though students receive the majority of their instruction in the German language, on Wisconsin’s standardized tests, MGIS consistently ranks as one of the top schools in the state. In 1994 the school was awarded the US Department of Education Blue Ribbon Award. In these times of economic hardship for schools, parents of MGIS students have taken many initiatives to raise funds to help the school continue offering special after school programs, such as music lessons (piano and violin) and sports activities. Some of these funds also help teachers
participate in professional development specific to German Immersion instrucion. The commitment and appreciation by parents is also evident in the words of one parent, who says one of the best decisions she ever made since immigrating to the US from China is “enrolling my children in MGIS!” Parents, teachers, students, and alumnae alike laud and support the quality of education that MGIS provides the community, and in fact, the world. In one of the supporting letters, written by a former student and now teacher at the German Immersion School, the author reflects thankfully on the impact MGIS has had on her and other student’s lives. She says: “By exposing our students to German while they are young, we are opening doors for them in the future, and helping them to build bridges to new cultures and experiences. We are helping to lay the groundwork for our student to feel like authentic citizens of the world.” Additionally, MGIS was awarded the 2013 ACTFL Melba D. Woodruff Award for Exemplary Elementary Foreign Language Program, an award offered to recognize exemplary programs in K-6 world language education. The award commends the school’s commitment to quality program models, advocacy for language learning, achievement in student outcomes, and integration of curriculum and language. WAFLT is pleased to honor the Milwaukee German Immersion School with the Donna Clementi Blue Ribbon School Award for Excellence in World Language Programs as this program most certainly fulfills and exceeds all criteria set forth.
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WAFLT’s 2013 Teacher of the Year Each year, WAFLT nominates one of its members for the ACTFL Foreign Language K-12 National Teacher of the Year (TOY). This year’s nominee is Paula Meyer, Spanish teacher at Appleton North High School. Paula is a leader and colleague who has much experience in the Spanish and language teaching communities both at the state and the regional level. Paula’s commitment to world language education and dedication to professional development is inspiring. Her leadership and talent are evident in the time that she generously volunteers helping others grow and learn through her active role in the WAFLT community. Paula received her Bachelor’s degree in Spanish and mathematics from UWStevens Point in 1989. Showing her commitment to lifelong learning and constantly bettering her practices, she went on to earn her Master of Arts in Education degree from Viterbo University in 1998. In her current position, Paula’s commitment to quality language education is highly visible and inspiring. Her current course load includes instructing courses such as “¡Viva España!,” “Tradiciones y costumbres del mundo hispanohablante,” “Misterios de los aztecas, incas y mayas,” and “Viaje por las Américas.” Through these courses, Paula brings Spanish to her students in a contextualized, authentic manner allowing students to live and learn the language through culturally rich content. Paula also enriches her students’ language education through travel trips to Spain, serving as tour chaperone for six trips. Finally, she builds cultural learning as the advisor of the Appleton North High School International Club.
Of course, Paula’s commitment to language and culture education does not stop with her students; she has also been a champion for creating learning experiences with her colleagues and community. For example, Paula has instructed courses in the past through the Christa McAuliffe Academy, which presented an overview of Hispanic culture in the Fox Valley area, showing her commitment to bring language and cultural learning beyond the classroom to others. Additionally, she has served since 2006 as a local coordinator for ISE Summer Programs, helping arrange host families for Spanish students to come to Wisconsin, allowing for rich cultural experiences for both the visitors and the hosts alike. Paula’s leadership in the realm of world language education is highly evident from her multitude of professional development presentations and workshops. Paula has been a regular presenter at the WAFLT Fall Conference since 2007, even presenting multiple sessions per conference in the last few years. Her presentations are full of best practices in technology integration, assessment, and literacy instruction. In 2008, Paula was awarded the Central States Extension Workshop Grant to attend the Central States Conference and bring back her learning to share with other members of WAFLT. Paula served as WAFLT Board Secretary from 2009 to 2012 and has served on many committees within the organization. Within her own district, Paula also has led staff development opportunities for her colleagues. She served on North High School’s staff development committee in addition to working on her district’s curriculum writing committee and serving as a Technology Curriculum Integration Specialist.
Paula also gives generously of her time to help support and mentor new members of our profession. She previously served as a new teacher mentor for the Appleton Area School District, and is a DPI trained Professional Development Plan Reviewer, giving of her time to help other teachers reflect upon and grow in their own teaching practices. Finally, since 1992 Paula has worked with a number of universities in assisting 18 student teachers to develop their skills and grow into successful educators. When not presenting and sharing her skills with others, Paula shows her own commitment to life-long learning and growing by taking part in many professional development opportunities. In addition to regularly attending the WAFLT Fall Conference, Paula has been a participant in FLESFEST, the WAFLT Summer Institute, AP Spanish Summer Institute, TESOL Academy, and many other programs. To immerse herself and continue to keep her skills sharp, Paula has also attended programs in Cuernavaca, Mexico, and Nicaragua during the summers. Paula Meyer embodies all of the characteristics of the ACTFL National Teacher of the Year Award. WAFLT is proud to nominate Paula as a 2013 ACTFL TOY award candidate.
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ISE Language Matters Award ISE, Intercultural Student Experiences, is a nonprofit educational organization founded by World Language teachers for World Language teachers and their students. Since 1972 ISE has been providing travel and immersion programs abroad. Their motto, “Where Language Matters,” reflects their commitment to the importance of second-language acquisition and promotes the values of intercultural communication and understanding. The ISE Language Matters Award seeks to recognize a teacher who has demonstrated enthusiasm and great skill in the art of getting students to communicate in the target language and one who provides immersion
experiences for students. ISE entrusts the nomination and selection process entirely to WAFLT. The recipient of the 2013 Language Matters Award, Maria Wallis, has taught Spanish for more than 20 years at Nicolet High School in Glendale, WI. Maria’s colleague, Tamra Hugo-Soto, explains Maria’s impact through immersion this way: “Maria has expanded the language and cultural experience of hundreds of students by chaperoning seven trips to Spain. Before each trip the students are immersed in the study of each of the cities they will tour. Each student makes a presentation in Spanish about the cities, monuments and the sites to be visited. Maria leads
discussions and role-playing to help students get used to customs and family stay experiences.” The impact she has made seems clear as one of her students, Elizabeth, explains: “Sra. Wallis is the best foreign language teacher I’ve ever had. Never before in my Spanish education have I felt that I’ve learned as much as I have this year, in my senior year of high school. I feel so fortunate that I’ve had these opportunities to get to know Sra. Wallis as a teacher, but even more importantly, as the wonderful, exuberant person she is.” Congratulations, Maria, on earning the ISE Language Matters Award.
WAFLT Excellence in Language Study Awards Student
Mary Ari Savannah Anna Claire Claire William Brendon Kourtney Akella Nathan Craig Lauren Shannon Casey Ashley Emma Henry Sophie Katelyn Ryan
Jody Schneider Gale Stone Lyndsey Ogier Joanne Himebauch Quiong Zhang Linda S. Meyer Mark Wagner Keely Lake Chie Kakigi Terry O’Dell Lorna Sopcak Karin Graham Deanah Downey Ellen Onsrud Josh LeGreve Elizabeth Montavon Sarah Gleiss Catherine Stresing Lynn Neitzel Linda Havas Jeffrey Dyer
Woodlands School Madison West High School Lomira High School Waukesha SD Wisconsin International School Appleton North High School Nicolet High School Wayland Academy Menasha High School Lincoln High School Ripon College Stevens Point Area High School Southern Door High School, Sturgeon Bay Lake Mills High School Muskego-Norway SD Horning Middle School Sun Prairie High School Homestead High School Clovis Grove Elementary School, Menasha Greendale High School Oregon High School
French Latin German French Chinese Spanish German Latin, Ancient Greek, Spanish Japanese Japanese German German Spanish French Spanish Spanish German French, Spanish, Farsi Japanese German German
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AATSP National 2013 Teacher of the Year (Profesor del Año) Nominee Fred Cruz Brookfield Academy
WI-AATG 2013 Distinguish Educator Karen Pfefferle WI-AATG 2013 Duden Award Jasonn Weber Mukwonago High School
AATF-WI Chapter 2013 Distinguished French Educator Carolyn Greenlee
WLTA Distinguished Educator Joyce Cupertino
AATF-WI Chapter 2013 Certificate of Recognition
UW Colleges 2013 Arthur M. Kaplan Award
Mari Peterson Lincoln High School, Wisconsin Rapids
Sarah Bailey, Chinese UW- Marathon County
AATF-WI Chapter 2013 Héro du Français
2013 CSC Best of Wisconsin Presentation
Paul Hoof, Spanish UW-Eau Claire
2013 Tomorrow’s Teachers Scholarships Paola Brandner Gabriela Janz Heidi Flees Kayla Demers Ronald Silva Leah Zwiers
Spanish French/Spanish/ELL German / ELL Spanish/ELL Spanish/Portuguese Spanish
UW–Stevens Point UW-Oshkosh UW–Stevens Point UW-Stevens Point UW-Eau Claire St. Norbert College
National Board Certified Teachers Celena Smith Reuter
Memorial High School
CSC 2013 Extension Workshop Stephanie Diedrich Kate Rozman
Catholic Memorial High School, Waukesha Mukwonago High School
2014 WAFLT Fall Conference November 6-8 Radisson Paper Valley Hotel Appleton, WI Making Language Matter: Essential Learning, Effective Teaching Watch for details at waflt.org and in the fall issue of The VOICE of WAFLT
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Distinguished Educator Speech Delivered by Marge Draheim at the 2013 WAFLT Fall Conference am both honored and humbled to accept this award. Many of the previous award winners have been my role models and mentors, and it is hard for me to believe that I will be on the same list as some of the best world language teachers Wisconsin has produced. I would like to thank the Awards committee for their efforts in recognizing all of this year’s award winners. I would also like to thank my administration, especially Ben Vogel, who supported me as I took on leadership roles, and my colleagues, for without them, I would never have become the teacher I am today. Lastly, I would like to thank my husband, John, and my daughters, Heidi and Stephanie, for their continuous support and understanding of the long hours that we all, as World Language teachers, devote to all that goes into our profession.
My love of languages and cultures began in high school, when I eagerly began studying Spanish. It soon was my best subject, and I particularly loved learning about the culture. I decided to add another language, and chose German, the language of my heritage. Although teaching methods were very different then, my teacher was awesome, and I desperately wanted to travel abroad to use my skills. My teacher, Frau Christen, worked with a summer study program, and I so wanted to join her summer group. It was not to be – my family didn’t have much money and there was no way I could come up with the needed amount. However, Frau Christen encouraged me to look into the group’s program in Mexico. Up to that point, no one in my extended family had been abroad, except for my father’s service during
WWII in India and Burma. He alone understood my passion and encouraged me to apply. Somehow we scraped together the fees. I soon found myself on a bus to Mexico. Yes, I said bus – that is what made this trip affordable. I spent 6 weeks living with a family, studying the language and culture, soaking in everything around me. I continued my language studies in college, and, by the time I graduated with a degree in both languages, I had spent considerable time working and studying in Europe. My teaching career began in the 70s, in a small school district here in the Fox Valley. Fresh out of college, I was the entire World Language department, teaching all levels of both Spanish and German. As was typical of the time, I had had very little practical training, and struggled to keep my lesson plans current and relevant to the needs of my students. Having gone to an out-of-state college, and with no world language colleagues, I was very much on my own. I was passionate about the study of people and languages, though, and I wanted to pass on my enthusiasm to my students. Having no one to ask questions of, or to give me advice, I started creating my own methods of teaching languages. I remember creating huge picture stories on the chalkboard to introduce vocabulary. Being no Blaine Ray, though, I knew I needed help, and started looking for ways to improve my teaching. I soon discovered WAFLT and Concordia Language Villages. I was taken with the enthusiasm of the participants, as well as the quality of ideas I took back to the classroom. I realized that I could be a much better teacher through
professional development opportunities unique to my subject area, and welcomed getting to know other language teachers, from whom I learned so much. That early relationship with WAFLT would gradually increase, influencing who I am as a teacher, and helping me to grow. Early mentors convinced me that not only could I learn from others, but it was also my responsibility to participate and to contribute. That mentality very much shaped the teacher I am today. I have been blessed with incredible students, making my job a joy. I have looked forward to coming to work every day, because I would be working with kids that I knew were eager to learn and embrace new ideas and cultures. I love the challenge of presenting a lesson in a way that will weave vocabulary, structure, and culture together into something that captures the attention of the students. I strive to teach them about the culture, using the language as a vehicle. Nothing encourages growth in the language more than success, and I have tried to create opportunities for all students to be successful. By approaching a needed skill in several different ways, they gain the necessary repetition without it being repetitive. Humor is also an integral part of teaching, and I have always encouraged “playing” with the language. The best students are not necessarily the brightest ones, but those who love the language and use it whenever they can – even if it isn’t 100% correct. I encourage all students to speak to anyone who will listen: friends, family members, even the dog or the mirror! I love laughing with and learning from my students. I love just chatting with the
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kids, finding out about their everyday lives, about their childhood adventures and their hopes and dreams for the future, and comparing them to the lives of kids in other countries – all in the target language. What other subject area allows you to do that on a daily basis, as part of the curriculum? I have always tried to offer my students opportunities to personally experience the culture and try out their language skills. Early in my career, I worked with several travel groups, including the same group I traveled with in high school, Wisconsin Language Centers Abroad. I spent several summers traveling with students by bus to Mexico. Not only did my knowledge of the language and culture increase, but I learned so much from everyone involved with the trip. The last summer that I traveled with this group, my husband of 2 weeks went with me – on the bus. What a way to spend your honeymoon! I knew I had married a gem, who has since helped chaperone many trips, and totally understands all that goes into being a good language teacher. One of the most rewarding parts of my job has been working with our partner school in Altötting, Germany. With this exchange, I could see the results of my teaching. The kids could see that German is a real language, not just something we play with in the classroom. Starting each school year with Germans in the classroom set the mood for the year. All students, whether they could travel or not, became part of the global community through the exchange of ideas, language, free time activities, and friendship. The exchange also brought the family into my classroom. Parents and siblings became actively involved in what we were doing, and saw the value of it. That family support would continue
throughout the year. Many students and families continue to stay in touch with their new German family members, making the exchange a lifelong endeavor. The exchange has enriched my teaching and my life in ways I never could have imagined, and I feel just as comfortable in the teachers’ room in Altötting as I do in Appleton. The highlight of my career, though, is knowing that I have touched lives. Many of my students grow to love the language and culture as much as I do. Since my students were together as a group for four years, the study of German has given them a sense of belonging. Many continue studying German at the university level and study, work, or travel abroad. Some have started learning other languages. Some have gone on to become World Language teachers or use languages in their careers. I often hear from them or their parents, relating lessons learned in my classroom, and telling me how they have continued to use this knowledge in their adult lives, or how the connections made in the world language classroom continue to thrive. I particularly enjoy seeing Facebook posts that relate to something done in my classroom – references to a song, a book, or just something silly that became part of that particular class’s culture. Equally important in my career have been my professional connections. That first teaching job, as a department of one, taught me the need for sharing ideas through professional development opportunities. I saw participation in both WAFLT and AATG as vital, and treasure time spent working through issues or collaborating with colleagues. I always felt this time was as important as time spent in my classroom, and am grateful for mentors and role models who steered me into sharing my time and ideas with others. Technology is
now a vital part of our teaching, and has made the exchange of ideas so much easier. I used to save any scrap of paper with German or Spanish on it. Today, I can easily ask for cultural clarification from a colleague in Germany, share ways of presenting information with colleagues across the country, or tweak a unit with a colleague across the hall. The challenge is keeping up with technology, and, of course, our technology-raised students, and seeing how many different programs, apps, and devices can better help our students. Although I am now retired, I have tried to remain professionally involved. I now have more time to serve the world language community, and have continued to work with WAFLT and DSSV (the German Language and School Society). Remembering what that first lonely year of teaching was like, I try to reach out to younger teachers. Many of my teaching materials have been given to these colleagues. I also enjoy teaching a few individual students each year, and love planning personalized lessons for each one. Technology has helped with this endeavor, and lessons are occasionally taught via Skype. I continue to collaborate with my former colleagues, and treasure the friendships that bond us all together in our common goal of sharing our love for languages and cultures. Even though you can find numerous articles and reports talking about the importance and necessity of global competence, few outside of our profession seem to connect the study of languages as vital to it. Even fewer seem to realize that the study of languages has to begin early. Statistics indicate that the demand for language study is up. At the same time, schools have less money, and, as electives,
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world language programs are often the place cuts are made. This results in less variety in language, larger classes, and mixed levels. Fewer colleges now require a language for graduation than did in the mid-90s. What can we do about the growing world language deficit in our state and country? I would like to encourage all of you to reflect on what motivates you as a World Language teacher. What do you value? Why are you excited about your language? What excites your students and captures their interest? How do you challenge them? How do you encourage them to be creative thinkers? How can you bring the language and culture to life? As you are asked to teach larger classes,
often of mixed levels, with perhaps a few heritage speakers and special needs students mixed in, how can we possibly reach them all? I don’t have the magic answers; I wish I did. However, I encourage you to keep your programs visible – to the parents, to the staff, to the administration, and to the public. They all need to know we are here, and what we are doing is important. Remember that you don’t have to do it alone. Network with your colleagues. Share ideas; ask for advice, present at conferences. Membership in professional organizations is so important, as it can give you a sense of belonging, a sense of shared purpose. I remember those lonely, uncertain,
early days of my career, and I can assure you, organizations like WAFLT and AATG made a huge difference in my teaching. Tell your colleagues about this conference and encourage them to become involved. It has been said that every dollar you spend is a vote for the world you want to live in. I believe that every hour you spend working with or for students is a vote for the world we want to live in, a world filled with competent global citizens. Thank you. O
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WAFLT Annual Meeting Minutes Saturday, November 2, 2013 Paper Valley Hotel, Appleton, WI I. Greetings – Keely Lake, Ph. D. II. Secretary Report – Dan Tess Josh LeGreve and Lisa Hendrickson moved and seconded to suspend reading of minutes and accept as written. III. Treasurer Report – Todd Schlenker Todd Schlenker distributed report. The balance for fiscal year 2013 $115,822. Endowments totaled $155,636. Nearly $6,000 in grants and awards given during fiscal 2013. Motion - Kyle Gorden bade madame president to accept report and Lisa Hendrickson et al. seconded the motion. IV. New Visions in Action – Kyle Gorden Workshop was excellent. Executive board will be developing action plan for all five areas in the coming year. V. President’s report – Keely Lake Lake was deeply grateful for all help of subcommittees for conference. Appeals for further volunteers were made. VI. DPI World Language Consultant – Gerhard Fischer Attempts have been made to put more info on WL education website at DPI. Internation Education website also has useful material. C Educator Effectiveness models are being developed in various districts. WAFLT workgroup has been formed to sift through SLOs during the year.
VII. Professional Development Committee – Anita Alkhas
IX. Public Relations Committee – Justin Gerlach
Upcoming dates to note: C Summer Institute - Aug. 5 & 6, 2014 C FLESfest is March 8, 2014 at Alverno College.
The Public Relations initiatives are focused on representing WAFLT at the WASB (Wisconsin Association of School Boards) and WSCA (Wisconsin School Counselor Association) conferences. Our mission is to inform and educate on the importance of language learning with our key members of these organizations. In conjunction with our Fall Conference we promoted the Discover Languages student postcard and video contests. This year we recognized four students for their outstanding representations of our conference theme Languages: Literacy for Life. We received over 70 entries for our postcard contest this year. We did not receive any video entries, but perhaps for next year.
Summer Institute 2013 had 34 total participants. Many thanks to Debby Bowe-Wielgus for her great work. For the upcoming year, Lisa Hendrickson has kindly offered to help with the Summer Institute. C Future Teachers – Pablo Muirhead has graciously agreed to take over for Raquel Oxford and is eager to work on providing support to new and future teachers through innovative but low cost initiatives (mini-conferences, webinars, etc.). We will also continue to promote FLESFEST as an important professional development piece for new and future teachers. C Mentoring – Karen Fowdy has become an ACTFL mentor and will be using that experience to conceptualize how mentoring might best work in our context for our members. VIII. Grants & Endowment Committee – Lisa Hendrickson Encouraged members to go to website to apply for all our excellent grant opportunities. Looking for two people to send to CSCTFL. Special Projects Grant is coming up very quickly. Mark Wagner talked about a traveling exhibit in four locations based on Sophie Scholl and die Weisse Rose, which was supported by WAFLT funds. We are considering moving the High School workshop to Saturday to glean more registrants.
X. Communications & Publications Committee – Lauren Rosen 1. The Voice of WAFLT: Carrie Bergum made appeals to members to submit articles and pictures for possible inclusion by January 1. C Advertising: Three new advertisers. $2,550 was total income from ads this year. C Membership: Look for renewal messages which will come out two months before and one month after your membership expiration date. C Website – 21st Century Communications: Like us on Facebook, follow us on Twitter, use the #waflt13 hashtag to share what you are learning while you are here. We will soon be adding the e-voice publication so look for those announcements in the future.
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– For those of you who had difficulty getting the correct workshop, we are aware that there was a problem and we are doing our best to track down the cause. It has been difficult as we can't seem to replicate it so we appreciate your patience with us. Hopefully this won't be a problem in the future. – During the next year our main website will be undergoing a facelift so look for that. If there are features that we don't include now that you would like to see or if there is something that you find particularly difficult to find or access, please make your thoughts known on the conference evaluation form. We will take your ideas and suggestions into consideration as we redesign the site. – If you are a presenter, please share your handout, website, and/or presentation content by emailing the session number, title, and content to be shared to email@example.com to be posted. If you attend a session you like, ask the presenter to send their materials so we can share with everyone. XI. Fall Conference Committee – Linda Havas/Cathy Stresing Over 700 participants thus far. Exhibitors very positive, and committee looks forward to feedback XII. Awards – Josh LeGreve Last night, Marge Draheim gave a wonderful speech at the awards ceremony. The new format to combine keynote and award ceremony seemed to have been very fluid. A total of 32 awards were given.
XIII. Announcements /Other Business Centennial Celebration Committee – Kyle Gorden noted that on May 8-9, 1914, a group of teachers decided to meet annually, which group eventually became WAFLT. Kyle will be happy to include you on the committee to help with celebration prep. XIV. Adjournment Motion : Jim Oakley moved and all seconded the motion to adjourn. Door prizes were distributed by raffle!
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WI NNELL Representative Jessica Bradley Highland View Elementary School 5900 S. 51st Street Greendale, WI 53129 (608) 423-2750, ext. 2102 firstname.lastname@example.org
Central States NNELL Representative Nicci Saari Eastwood Middle School 4401 E.62nd Street Indianapolis, IN 46220 (317) 254-5588 Ext. 109 email@example.com
NNELL is Celebrating its 26th Year! he National Network for Early Language Learning provides leadership in support of successful early language learning and teaching in grades pre-K-8.
The professional Learning Language journal is a great resource for ideas and connections to the early world language teaching field. The NNELL Regional Conferences, National Conventions, Workshops, Institutes, and Webinars all provide targeted professional development where you live! NNELL advocates for early language learning of all languages. Learn more about how you can support NNELL’s advocacy efforts in our Advocacy section on our website. Membership in NNELL provides you with a voice at the national level to support early language learning.
Join today @ www.nnell.org/membership Visit our Wisconsin page @ www.wi-nell.org
Wisconsin NELL and Collaboration Every year at the WAFLT Fall Conference, there is always a Saturday morning NNELL networking session. At the session this year, I was delighted to see the exceptionally high quality collaboration and conversation that took place amongst educators at the beginning levels; those who educate at the elementary level, middle school level, and beyond. There were teachers at the session who are just starting their careers, others who have more experience, some who are nearing retirement, others who are retired, even the keynote speaker joined us, but all have taught beginners, and many were and are teaching at the elementary levels. At the beginning levels, especially in elementary school, we find that we tend to reinvent the wheel when it comes to planning, developing curriculum, creating resources, etc. The curriculum for elementary World Language teachers is particularly scarce since many of us find there are no suitable textbooks to use for our programs nor do they meet the linguistic needs of the students we teach. But, when we do need to make units, materials, find authentic children’s literature to use in our classrooms all on our own, there is a need to do it in a manner that supports our students learning languages and
culture. We began a forum on how to share this information and have each other’s contact information available in a GoogleDoc (online Google document). Some have reached out since then as well. So, how do you make units the “right way?” Each unit needs to begin with the student and their experience in mind. There is a need to make units thematic, and not separated units, but articulate horizontally and vertically (within and between grade levels). Teachers begin by contemplating “what is the theme?” and “what is the essential question that will guide the unit?” Then, we create meaningful performance assessments in the three modes of communication: interpretive, interpersonal, and presentational. Some units may include all three, some may not. We consider the flow of the lessons and often at the elementary school levels we may start with the interpretive mode of communication, where students begin and practice by showing they understand the language. Then, we may move on to the interpersonal mode, incorporating games or situations that help students practice asking and answering questions. Lastly, we may create a scenario where students put all that they have learned together and show what they have learned by presenting some sort of information to an audience.
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Meaningful assessments are key in keeping students engaged in their language learning and enhances their understanding of the language they are learning. The session was excellent. We also talked about the annual FLESFEST one day workshop in March and how this is a great event to attend to gather resources and collaborate with colleagues.
(Optional) 1 Credit Offered at Alverno College by attending FLESFEST! Credit requirements: $175 tuition (plus FLESFEST registration), attendance at sessions 8:30-3:00, successful completion of a written project. Details to be explained at FLESFEST.
Now in its 26th year, FLESFEST was originally established by language teachers who wanted to share best practices, lesson ideas, and unique challenges through networking with colleagues. FLESFEST is a one-day professional conference for World Language instructors K-16 on Saturday, March 8th at Alverno College.
Join NNELL at www.nnell.org. You can pay via credit card or even by check. We hope to see you network with us here in Wisconsin. You can always visit our Wisconsin NELL website as well for more information at www.wi-nell.org!
The theme for 2014 is Do You Believe in Magic? Integrate Tried and True Fun “Tricks of the Trade” to Build Meaningful Communication and Relationships. The keynote speakers are Donna Clementi and Bill Curtis. FLESFEST Breakout Sessions: C Wave the Wand: Use the Task to Conjure Their Story C Casting the Spell through Music C Abracadabra! Classroom Management and Character Education to Enchant the Classroom C Making English Disappear: the Tricks to a Target Language Classroom C Make and Take!
Go to www.wi-nell.org for more information!
NNELL Membership Regular Membership: $30 All memberships are for the academic year September-August • Two Issues of Learning Languages. • Three Issues of E-NNELL Notes • Access to Members Only area of website (www.nnell.org) – media, advocacy, resources • Program Building Publications • NNELL Publications • Attendance at annual board meeting at ACTFL conference. • Annual Summer Institute held at Iowa State University in Ames, Iowa every July
Moved recently? Changed jobs? Changed names? Update your own WAFLT profile! Your profile information is the main vehicle for WAFLT to keep in touch with you and pass on information about what is happening in our organization. It also ties in to all mailings, proposals, submissions, and conference registration information. Verify/update your own information today: 1. Go to waflt.org and click on “Login” from the right end of the menu bar at the top. — Don’t remember your password? Click on “Forgot Password” and retrieve it using your email address or login ID. 2. Type in your login ID or email address and your password to enter. — Still can’t login? DO NOT create a new login! Instead, contact firstname.lastname@example.org for assistance. 3. On the left click account information. 4. Click edit at the top to make changes. Don’t forget to save! — If possible add a personal email address in addition to the school one as some schools block waflt.org.
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Wisconsin Association of Chinese Language Teachers President Sarah Bailey UW-Marathon County 518 S. 7th Avenue Wausau, WI 54401 (715) 298-8118 email@example.com Past-President Paul Faust Hudson School District 644 Brakke Drive Hudson, WI 54016 (612) 638-7799 firstname.lastname@example.org
WACLT President-Elect Lacey Melco Treasurer Chen Dong Kettle Moraine High School 349 N. Oak Crest Drive Wales, WI 53183 (262) 968-6200 ext. 4153 email@example.com
s we look back on 2013, we continue to see a growing interest in the study of Chinese, with new programs and courses being offered throughout the state. This is a testament to the hard work that has gone into promoting Chinese language and culture here in Wisconsin, and a tribute to the enthusiasm we have witnessed from students and institutions.
Secretary Remya Sarma-Traynor UW-Stevens Point Foreign Language Dept. 1804 4th Avenue, CCC 490 Stevens Point, WI 54481 (715) 346-3665 firstname.lastname@example.org
As we look ahead to 2014, we continue to work hard to promote the study of Chinese and provide opportunities to both students and Chinese teachers in Wisconsin. We are excited about the 11th Annual State Chinese Speech Contest being held at the University of Wisconsin-Milwaukee on February 22, which will showcase cultural performances and speeches by students from kindergarten through to college level.
2014 WAFLT Fall Conference November 6-8 Radisson Paper Valley Hotel Appleton, WI Making Language Matter: Essential Learning, Effective Teaching Watch for details at waflt.org and in the fall issue of The VOICE of WAFLT
Of course, in 2014 we also welcome the Year of the Horse. In thinking about this, may we race ahead into the New Year with the same energy and excitement as the last. Sarah Bailey
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American Association of Teachers of French – Wisconsin Chapter President SuAnn Schroeder Marshfield Middle & High Schools email@example.com
Secretary-Treasurer Brian Wopat Onalaska High School firstname.lastname@example.org
President-Elect Andrea Behn email@example.com
Past President Justin Frieman Adlai E. Stevenson High School firstname.lastname@example.org
Grand Concours Jennie Bolen Logan Middle School email@example.com
AATF Web site: www.frenchteachers.org Sign up to be on the AATF-Wisconsin list serve at: AATFWisconsinfirstname.lastname@example.org Visit: www.theworldspeaksfrench.org
“Si vous ne savez pas où aller, n’importe quel chemin peut vous y conduire.” Le Talmud Chers collègues, e need each other in our profession for so many reasons ... mentorship, promotional ideas, teaching methods, language practice, encouragement ... and direction. Our students, but also our colleagues, help us to keep our compass pointing in the intended direction. So, let me begin by thanking our members who continuously step up to support others in our profession. We are an incredible, valuable resource for one another. Many of us share tools and provide mentorship for others. I see this again and again through regional get-togethers, collaborating at conferences, and professional support networks.
One of the many benefits of WAFLTmembership is that our organization provides us with opportunities to collaborate and grow as professionals. AATF and ACTFL offernational exposure, promotional tools and further professional development. Our local chapter in Wisconsin is our
instrument for local collaboration, where we have a better understanding of current state trends in education. In addition, we offer face to face support, professional development and—most important, I think—we build relationships amongst colleagues who have a love of the language that brings us all together. The more united we are, the more effective we are as professionals. Let’s work together. Your officers have worked diligently to serve you. Jennifer Bolen has done a fantastic job with the Grand Concours again this year. Ask how you can participate next time. Michele La Pean-Usher, your past president, has provided us with promotional tools to inform the public of the amazing things we all do all year long. Check them out on our incredible website, created by Brian Wopat, our Secretary/Treasurer. This website continues to be a source of communication for our organization. The two-year term of President-Elect
has been filled by Andrea Behn. Justin Frieman has served as our President for the past two years and has also coordinated the Concours Oral competition, supporting our membership and bringing us together at State. Thank you to all of our officers for the service that you give so willingly. That said, we need your help as well. We need you to volunteer. We need you to enlist new members, for both WAFLT and AATF. We need you to communicate with us. We invite you to subscribe to our listserve if you have not already: AATFWisconsin email@example.com. Also check out our Facebook page, www.facebook.com/groups/ FrenchInWisconsin/.
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Eileen Walvoord, AATF Central States Representative and SuAnn Schroeder, AATF-WI Chapter President At WAFLT Fall Business Meeting: Brian Wopat, Justin Frieman, SuAnn Schroeder, Andrea Behn, Jennie Bolen, Michele LaPean-Usher
Let’s get together. At our annual Business Meeting at WAFLT last November, we introduced a new Networking Grant to bring French teachers together to collaborate regionally during the year. We hope that you will take this opportunity to host a get-together within your region. If you would like more information, please send us a quick note on our website where you see the ‘avez-vous des questions?’ We would like to provide reimbursements of up to $200 per region to the first member who is willing to host. Please use these opportunities to create strong networks with other French educators of all levels and at all institutions.
Let’s stick together. Remember to renew your membership so that your officers can best support you and we all can best support one another. Nominate a colleague or a student for the many recognitions that we offer. We all know very worthy candidates. Please tell us what you need, as a member, to make your own membership worthwhile. As I take over the role of President of AATF-WI, I hope that you will contact me or another officer to share your ideas. Let’s support one another and keep our compass pointed in the same direction. Hope to see you in New Orleans! Mes sincères salutations, SuAnn Schroeder
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American Association of Teachers of German – Wisconsin President Tobias Barske UW-Stevens Point firstname.lastname@example.org
Past President Mark Wagner Nicolet High School, Glendale email@example.com
Vice President Sigurd Piwek Milwaukee German Immersion School firstname.lastname@example.org
Secretary Stephanie Krenz River Bluff Middle School email@example.com
Treasurer Melanie Lasee Ashwaubenon High School firstname.lastname@example.org
Herzliche Grüße an alle Deutschlehrer/Innen in Wisconsin! s your new WI-AATG President, I am excited to take on the challenges facing our profession. Before I discuss the two projects I plan to pursue over the course of the next two years, I would like to express my gratitude to Mark Wagner. For the past two years, he has worked as our chapter president, supporting activities such as the upcoming 2014 Weiße Rose exhibit tour, the annual immersion weekend, as well as presenting at WAFLT and ACTFL conferences on numerous occasions. He has been an outstanding advocate for German in Wisconsin and one of the most energetic colleagues I have met! I feel that he has done an outstanding job and we owe him thanks for all his hard work!
I hope to continue the outstanding work of Mark Wagner. I would like to use this opportunity to introduce myself to those of you who do not know me yet. I have been teaching at UW-Stevens Point for almost 8 years. Even though my true passion always has been teaching German at every level, my job takes me throughout the entire state in my second role as mentor of French, German, Spanish,
and English as a Second Language teachers-in-training. In this other capacity, I have developed an increasingly thorough understanding of Wisconsin schools. Hopefully my frequent visits to many different schools and my glimpses into a growing number of language programs has led me to some viable conclusions of how to assist and enhance German programs in Wisconsin in the future. I would like to use this column to discuss two ways in which German can become more meaningful again in times when public schools increasingly face financial pressures and language programs all too often are reduced to Spanish or in combination with an Asian option. Solutions to keep German programs healthy and going are not easy! My first project, an approach to strengthen German programs, has already started to gain some traction in various parts of the state: if we want to lure students’ interest away from Spanish, students need to encounter contact with German language and culture as early as possible. In other words, we need to make inroads at the
elementary school level. In Stevens Point, UWSP students have been offering German instruction to 6th graders at Bannach Elementary School since 2011. At the time, the Stevens Point School District had decided to phase out German instruction at the Junior High and High School level. Our intervention at the time consisted of training university German students to offer a Schnupperkurs in German language and culture. These students were equipped with lesson plans and teaching materials and primed to energize 6th graders about learning German. Even though a direct correlation between the Bannach ES program and developments at the secondary level are difficult to verify, I am happy to write that German has been reintroduced as one of the core languages in the Stevens Point School District. Currently, two teachers are offering German 1-5 classes again and the program seems to be stabilizing, a rare instance when a struggling German program has not been cut and eliminated. In the past couple of years, more and more colleagues have contacted me about this program. I know that Michael Koch in Milwaukee,
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Sarah Seidler in Ripon, Kerri Patton in Eau Claire, and Sue Marshall in Phillips have used my materials for similar projects. I firmly believe that this approach promises to be one of the most effective ways to strengthen enrollment numbers in German 1 classes, a first step to securing a program’s success. A second approach I offer here relates to one of the 5 C’s: Connections. At the latest with the advent of the Common Core Standards, the idea of teaching a language, any language, without establishing connections to other content areas must be a thing of the past. When we think of German and German-speaking countries, an easy approach to connect language to areas such as math and science is to remind ourselves of the economic importance of Germany in the global market place. Students need to realize that speaking German may lead to marketable skills at the workplace. One way to generate interest in German among a more diverse student body is to teach German by using different content. Students with interests in engineering-related fields may not gravitate to learning about verb conjugations. However, if we offer these kinds of students a chance to solve math problems while using German, learning a language may become more intriguing. If we offer these kinds of students the opportunity to describe how an engine works while using German, skills in other subject areas would be reinforced in German class. Since most of us are not STEM experts, help is on the way. Through funding provided by the Goethe Institut, a group of German instructors is currently working on a project to develop teaching materials for a wide variety of STEM topics. The goal of this project is to infuse the German curriculum with stronger connections
to subjects like Math, Physics, Chemistry, and Business. Ultimately, we need to find ways to leave the insular existence of language instruction and secure our German programs with stronger ties across each school. If students talk about their German lesson in a science, history, or math class, both students and teachers of other content areas become invested in keeping a German language program alive at a given school. Ultimately, this interconnectedness could become extremely beneficial.
In closing, there are indeed challenges facing us in our field. At the same time, there are ways in which we can strengthen our programs and increase the appeal of studying German. Please make sure to contact me if you have questions or are looking for teaching materials related to this column. Also please consider joining our WI-AATG Facebook group to stay in touch with other colleagues in Wisconsin or to exchange ideas. I wish you all the best both personally and professionally in 2014. Tobias Barske
Professional Development Opportunities FLESFEST March 8, 2014, Alverno College | Information: www.wi-nell.org Central States Conference on the Teaching of Foreign Languages March 20-22, 2014, St. Louis, MO | Information: csctfl.org WAFLT Summer Language Leadership Institute August 5-6, 2014, University of Wisconsin-Madison | Information: waflt.org Wisconsin Association For Language Teachers (WAFLT) Fall Conference November 6-8, 2014, Appleton, WI | Information: waflt.org American Council on the Teaching of Foreign Languages (ACTFL) Conference November 21-23, 2014, San Antonio, TX | Information: actfl.org Join a Language Listserv: Communicate with other language teachers; post and/or read notices of importance to teachers of specific languages. Through DPI: To subscribe, send an e-mail message to: email@example.com Write nothing in the “Subject” line. In body of message write: Subscribe French (or German, Japanese, Spanish, Latin) Through Your Language Association: Go to: waflt.org – On the home page, click on Wisconsin Language Associations.
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Wisconsin Association of Teachers of Japanese President Atsuko Suga Borgmann UW-Milwaukee (414) 229-5650 firstname.lastname@example.org
President-Elect Richard Kania Franklin High School (414) 423-4640, ext. 2116 Richard.Kania@franklin.k12.wi.us
Activities Director Shinji Takahashi UW-Milwaukee (414) 229-5650 email@example.com
Web Page Jason Jones UW-Milwaukee (414) 229-5650 firstname.lastname@example.org
President ex-officio Kasumi Kato UW-Whitewater (262) 472-1241 email@example.com
Trreasurer Chie Kakigi firstname.lastname@example.org
Membership Information: Please visit the AATJ website – http://aatj.org/membership/index.html Please visit the page for K-16 Japanese instruction in Wisconsin: http://wiatj.wikispaces.com/
Konnichiwa! e are longing for an early spring in Wisconsin. I hope everybody had a good start to the new year and is having a great spring semester.
WAFLT Fall Conference 2014 The WAFLT Fall Conference will be here in no time! Please mark your calendars for the annual WAFLT Conference, taking place November 6 to November 8, 2014 at the Radisson Paper Valley Hotel in Appleton, Wisconsin.
sharing ideas on educating our students. Please also note that the business meeting is on Saturday morning (Nov. 8th) to encourage participation from many different parts of Wisconsin. Events Held C WiATJ had a booth at Japan Fest hosted by the Milwaukee Japanese Association. Our booth promoted Japanese language and culture to the community members in Milwaukee.
The theme of this year’s conference is “Making Language Matter: Essential Learning, Effective Teaching”: Coming together to enrich our teaching, inspire our students, and to expand the relevance of world languages in the K-16 curriculum and beyond.
C WiATJ had a worthwhile business meeting at the WAFLT Fall Conference on November 2, 2013. We discussed our future events such as the Japan Trivia Competition, speech contest, and other outreach activities.
We expect to have many presentations regarding Japanese pedagogy and we look forward to
C UW-Oshkosh Japanese language students and an exchange student from Japan gave a Japanese Taiko demonstration at their
International Education Week fair in November of 2013. The entire performance was hosted bilingually with learners of Japanese speaking in Japanese and the Japanese exchange student speaking in English. The audience also enjoyed a hands-on session after the performance. Future Activities C The Japan Trivia Competition in Wisconsin is planned for March, 2014. This competition is an academic competition for high school students who study the Japanese language. Students compete against each other on their knowledge of Japanese language and culture. This coming year (2014) will be a test-run for future involvement in the national Japan Bowl. High school students from Menasha, Wisconsin Rapids, Manitowac, and Franklin will gather in Milwaukee to compete.
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WiATJ reached out to Anime fans who gathered at Anime Milwaukee on February 14-16. During this Anime convention, WiATJ organized cultural events such as origami (paper folding), traditional games and calligraphy.
Announcement Is your school district interested in hosting a session for Japanese culture? Hiromi Naka will be in Wisconsin for two years as a Japanese Outreach Coordinator (JOI). Hiromi is looking for opportunities to introduce Japanese culture to interested parties. She has held sessions at Milwaukee’s Folk Fair, UW-Madison, and in the Menasha School District, to name a few. She
will tailor her events according to the level of the students. If you are interested in having her present in your school district, please contact her directly via email (email@example.com). There will be no cost to the hosting school and the school doesn’t need to offer Japanese language. If you or your institution have any news, are holding any events, or have received any awards or comments, please share it with us so we can include it here in future issues of The Voice. We would love to hear from you. In closing, Wisconsin is one of the leading states in Japanese education and it is very important that we continue to be visible in the area of
Japanese as well as world language education. Your participation in WAFLT will make a difference. Please become a WAFLT member today. You can do this by going to walft.org. In addition, If you haven’t become a member of WiATJ yet, please do so by going to the AATJ website today and sign up (www.aatj.org/membership/index.html) We always welcome any ideas you have to help improve WiATJ and to meet your needs. Please let us know if you have any ideas to contribute. The door is always open. Atsuko Suga Borgmann
Wisconsin Association For Language Teachers & Discover Languages Wisconsin Presents the 2014 Discover Languages
Student Video & Postcard Contests Contest Theme:
Making Language Matter: Essential Learning, Essential Teaching For All Students Enrolled in World Language Classes in Wisconsin Elementary (PK-5) ~ Middle School (6-8) ~ High School (9-12) ~ Post-Secondary (Undergraduate) As you learn more about our world, bring the world to Wisconsin. Show us how much languages mean to you and how important they are in your life! Submission Deadline October 10, 2014 Visit waflt.org for contest details to begin! Help Wisconsin Discover Languages and Discover the World! Discover Languages is a national campaign to raise public awareness about the importance of language learning and the understanding of cultures.
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Wisconsin Latin Teachers Association President Daniel Tess Brookfield Central High School firstname.lastname@example.org
Past President Allan Lubben Mequon Homestead High School Steffen Middle School Lake Shore Middle School email@example.com
Secretary Jennifer Austino Brookfield East High School JenniferFotsch@aol.com
Treasurer William W. Kean 110 S. Henry St. #204 Madison, WI 53703
Salvçte Magistrae et Magistrî! f you are marking your calendars for the 2014, October 21 will most likely be used for Latin Day activities. Look for speaker information and registration forms to come out in the summer. We have always enjoyed hosting this event on the UW-Madison campus, but will consider a Milwaukee campus again in the new year to draw more students. Many thanks to Marquette’s Classics Society who helped host the event and to Drs. Patricia Marquardt and Sarah Bond from MU who presented on the archetype of the hero and European catacombs. Feedback from Latin Day was positive and caused good discussion among attendees about changing the format to include shorter and a greater variety of presentations through which students could rotate.
Permultâs gratiâs to all who have already renewed your WLTA and WAFLT dues. Our website http://wisconsinlatin.org now has a link to provide access for paying WLTA dues. The membership tab includes a hyperlink to a WePay donation site which will allow both you and the WLTA to process your dues easily. If you prefer to mail the hard copy forms to the treasurer, that option is still available to you in the form of the downloadable membership PDF.
Notanda Have you been looking for a way to measure your students’ reading skill? The annual Nation Latin Exam might be useful for students to measure a cumulative skill set in interpretation and deduction, but most students and teachers realize that there is no immediate feedback and the exam may focus more on form analysis than deriving meaning in context. Enter the ALIRA assessment from ACTFL. The ALIRA exam is meant to offer students a chance to read a sample text (some with or without supporting pictures) and choose the correct answer based on the context. Essentially it is taking the last fourth of the NLE and expanding it to a 50-minute online exam. Like other online exams, it automatically adjusts based on students’ answers and gives students a reading proficiency rating on a novice to advanced scale. The scale might help students better understand their abilities as opposed to a medal or certificate attached to other tests. Since students may take it more than once per year, there is the opportunity for them to self-assess where they have been or started and where they want to be at the end of a course of study. It comes in a bit
pricier than the NLE at $10, but the results may be more useful to your students and parents. One caveat: a sampling of questions shows that intermediate and upper level questions are based not only on ancient authors but also Neo-Latin sources such as Ephemeris and Nuntii Latini news sites, Vicipaedia, videos from the NLE website, and video game text samples. If a teacher never uses these sources in a given year or semester of study, the onus of understanding preferred usage within these sources falls to students. Once a teacher or student has used these Neo-Latin sources for a few weeks, common proclivities such as extended indirect discourse and gerundive of necessity can be seen more immediately and can help students be more prepared for the variety of usage they will encounter on ALIRA. More information can be found at www.actfl.org/aappl/latin Gratiae agendae Many thanks to UWGB Prof. Greg Aldrete for his presentation at the 2013 Fall Conference. His 3-hour session focused on several issues pertinent to authentic content and class curriculum. All foci (rhetorical
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gestures, Linothorax project linen armor, and legionary training) were good examples of using realia as a means to a learning end, bringing the ancient world to life. Several participants were happy to get fresh ideas for cross-discipline projects with science or art colleagues. All of his book publications are available from major online distributors.
Annual Membership Form - WLTA (memberships expire in November of each year) Name Address City/State/Zip Home Phone Email
I hope your summer plans are filling up with travel and development opportunities. If you already attend a WAFLT or WLTA event each year, I would challenge to invite a new colleague to join us in 2014!
Address City/State/Zip Work Phone
I would like to join WLTA as a: ___ Regular member ($25)
___ Student member ($10)
Return this form with your check or money order to: William W. Kean, Treasurer 110 S. Henry St. #204 C Madison, WI 53703
WAFLT Summer Institute 2014 Pyle Center – UW-Madison August 5-6 Keep Your Eye on the Target: Capturing and Showcasing Student Progress Designing and Documenting World Language Student Learning Objectives (SLOs) for Wisconsin Educator Effectiveness Through collaboration and hands-on experiences participants will: u Set goals for developing World Language students’ proficiency and learn how to document student growth u Enhance student growth through maximum use of target language in the classroom u Use technology tools to document and share student growth and support target language use
See “Conferences & Events” at waflt.org for registration and workshop information
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American Association of Teachers of Spanish and Portuguese President Fred Cruz Brookfield Academy (262) 783-3200 firstname.lastname@example.org
Secretary Gladys Wisnefski Oshkosh West High School Oshkosh School District email@example.com
Vice President Diego Ojeda Evansville School District (608) 490-0247 firstname.lastname@example.org
Treasurer Katie Ginsbach PhD Candidate-Modern Peninsular Literature University of Wisconsin email@example.com
NSE Coordinator Elizabeth Montavon Horning Middle School Waukesha School District (262) 970-3356 firstname.lastname@example.org
Oral Completion Coordinator Richard Hallberg/Lisa Bane Marquette University High (414) 933-7220 email@example.com
Webmaster Sara Ruiz West Bend High School (262) 388-3023 firstname.lastname@example.org
Sociedad Honoraria Hispánica State Director-Holly Morse University School of Milwaukee (414) 540-3453 email@example.com
Queridos Colegas, t was so nice to have seen familiar faces at our business meeting during our WAFLT conference, and it was also nice to have met many of you for the first time. It is always a great feeling to know that as Spanish teachers, we still carry that great passion for our students. When I talked with some of you, the impression that you gave me was that you love what you do, and what you do benefits the students. During our business meeting we presented to you the new ideas for AATSP-WI, and the new board members who will work hard to accomplish our goals.
Our plans for the State Pronunciation contest and the National Spanish Examinations will bring again the enthusiasm of students as well as teachers. It will be again, a time for all of us to participate and share in effective ways to the teaching of the language.
AATSP-WI and the board members will bring for this New Year the recognition of students, whose achievements are extraordinary, the recognition of teachers whose ideals, passion, and sacrifices will not go unnoticed, and the recognition of schools that keep the high standards of the Spanish language and culture. In order to make the recognition of students, teachers, and schools, I would like to encourage our teachers and supporters of the language, to motivate students to participate in our different events, because we all know that we have students who are outstanding in the use of the language and in the knowledge of the culture. Our students deserve to explore beyond the classroom setting. I would also like to know what our language students are doing with reference to service projects, Spanish clubs, classroom projects, field trips, Spring break trips, etc. Please let me know using our Facebook page, our association web page, or my direct
email. I would love to publish a variety of activities, and give the students the recognition well deserved. I am also encouraging our Spanish teachers and/or supporters of the language, to nominate themselves or someone that you might know, who represents what a Spanish Teacher is all about. Our great schools are only possible, thanks to you, our teachers, who deserve to be recognized in their school communities, and in our state. Last year we did not present “The Distinguished Teacher of the Year”, due to the fact that we did not have nominees. It saddened me tremendously, that we did not receive any answers from our great teachers. I would like to encourage our teachers to visit our web page and read the basic requirements, and nominate themselves or other teachers who deserve this award. I am honored to serve you as your President, and I encourage all of you to continue the efforts to bring new
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teachers, and reach out to the University professors throughout the State to join us here at the AATSP-WI. Officially, our membership is 161 members, but I know that we are bigger than that number. Wisconsin has great Spanish teachers, and if each of us brings one or two more members to our association, we can continue being the best. It is through your continuous support that we can bring about the opportunities to our schools and to our students what AATSP-WI has to offer. Let us continue being â€œlos mejores.â€? Fred A. Cruz
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WAFLT Awards, Scholarships, and Grants: Details & Forms available @ waflt.org WAFLT Distinguished Language Educator Award: WAFLT's highest recognition, may be conferred annually on an individual of the language teaching profession who has demonstrated long-term achievement and service to WAFLT and to the profession locally, statewide, regionally, and/or nationally. Nomination Deadline: March 15 Anthony J. Gradisnik Award: May be conferred on an individual or group especially from outside the world language teaching profession who shares Mr. Gradisnik's enthusiasm and advocacy for language education in such areas as international education, early language learning, and creative initiatives in language education. Nomination Deadline: March 15 Frank M. Grittner New Teacher Award: May be conferred annually on an individual new to the language teaching profession with one to three years experience who has demonstrated excellence in teaching and leadership in the promotion of language learning and international understanding; has given service to school, community, and state organizations; and has shown commitment to regional and national organizations. Nomination Deadline: March 15 WAFLT Excellence in Language Study Award: May be conferred on students who have demonstrated great achievement and progress in language study and who exhibit great potential for further achievement in the language. Students currently enrolled in a world language course offered at their school. Elementary, middle school, high school, and post-secondary students are eligible. Nomination Deadline: March 15 WAFLT Honors in Language Study Award: May be conferred on students who have demonstrated outstanding achievement in and commitment to their school’s language programs. Students currently enrolled in the most advanced world language course offered at their school; high school and post-secondary students are eligible. Deadline: March 15 WAFLT Future Language Teacher Award: May be conferred annually on students in teacher-training programs who have shown exceptional promise and potential to become outstanding World Language educators. Students currently enrolled in a teacher-training program are eligible. Nomination Deadline: April 1 Donna Clementi Award for Excellence in World Language Programs: Recognizes one school and/or district that promotes language learning through quality programs.
WAFLT Professional Service Award: May be presented annually to recent retirees who have served both the profession and their students in providing quality world language education. Recent retirees with a minimum of ten years’ experience as World Language educators and who have been members of WAFLT a minimum of five years within the past ten years are eligible. Nomination Deadline: May 15 WAFLT Recognition of Merit: May be presented annually to individuals who have demonstrated excellence in teaching or who have made significant contributions to the language teaching profession. Nomination Deadline: February 15 WAFLT Student Travel Scholarship: Designed to help Wisconsin pre-collegiate World Language students to participate in language and cultural immersion programs, this scholarship was established in 1999 to honor O. Lynn Bolton, a Spanish teacher in the West Allis-West Milwaukee school district. Nomination Deadline: December 1 WAFLT Scholarship for Professional Development: Designed to help World Language educators in Wisconsin improve their classroom teaching skills, this scholarship was established in 1995 to honor Professor Roma Hoff as she retired from the Department of Foreign Languages at the University of Wisconsin-Eau Claire. The fund was expanded to honor Professor Constance Knop who retired from the faculty of the University of Wisconsin-Madison in 1996, and again in 2005 to honor the memory of Professor Irène Kraemer who served in many capacities at Carthage College. Nomination Deadline: April 15 WAFLT Scholarship for Tomorrow’s Teachers: Designed to offer financial assistance to attend the WAFLT Fall Conference for up to 20 college-level students preparing to become language teachers. Deadline: September 25 WAFLT Special Projects Grants: Designed to support research efforts, exchange initiatives, special programs, and projects that clearly demonstrate an ability to benefit a broad constituency of World Language educators and students in Wisconsin. Deadlines: April 15 and November 15 WAFLT Central States Extension Workshop Grant: Designed to offer financial support for two WAFLT members to attend the Central States Extension Workshop each spring. Recipients of the grant are expected to work together to present a WAFLT Extension Workshop at the Fall Conference in Appleton. Deadline: December 15
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Presentation Proposal: 2014 WAFLT Conference Radisson Paper Valley Hotel, Appleton, Wisconsin November 6-8, 2014 Making Language Matter: Essential Learning, Effective Teaching Online submission for session proposals will be available after December 1, 2013. Please go to the WAFLT website – waflt.org – to submit your proposal. Steps to submit your proposal online: C From the conference page on the WAFLT website, click on the “Submit proposal” link. Log in or follow the link to create a login if you have never done so. C Verify that your account information is current and contains an email address you have access to all year. C Register as an exhibitor and submit your proposal as an exhibitor session if you will be promoting a product or program during the session. C Fill in all parts of the online form for a successful proposal submission. C Enter the name, position, and school/company/ organization) for all session presenters as they should be printed in the conference program.
C Verify that your session has been submitted by clicking on “My proposals.” Please note: C You can not exceed the word limits of 40 words for the abstract for printing and 100 words for the description for review by the Program Committee. Extra spaces and special formatting could prevent you from successfully completing your submission. C If using a school email address, verify with your school district that email from waflt.org is not blocked. C Presenters of accepted proposals must be current members of WAFLT. Renew your membership if necessary! Email notification of status will be sent to the submitter of the proposal in May.
Conference Tip A good conference proposal is: C C C C C
Written in the third person with complete sentences 100 words for first submission to clarify for proofreading committee 40 words for publication in the Conference Program Proofread by more than one person Submitted with a well-chosen title, focus of presentation, procedure to be followed, and the benefit to participants Submitted online at waflt.org on or before March 15, 2014
Contact firstname.lastname@example.org if you have any questions submitting online!
Deadline for Proposal Submissions: March 15, 2014
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WAFLT Carrie Bergum, Editor WAFLT Membership Service PO Box 1493 Appleton, WI 54912
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Develop a SMART SLO; Think Outside the Box; JNCL-NCLIS Update; Lively Multimedia Projects, Lessons, and Professional Electronic Portfolios f...
Published on Mar 10, 2014
Develop a SMART SLO; Think Outside the Box; JNCL-NCLIS Update; Lively Multimedia Projects, Lessons, and Professional Electronic Portfolios f...