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The VOICE of


Spring 2015 Volume 42 Number 1

Language Lab Software, Service and Training

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Table of Contents WAFLT Executive Board Contact Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Your President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Josh LeGreve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Pedagogy, Methodology, and Policy Advocacy Update. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Karen Fowdy & Keely Lake . . . . . . . . . . . . . . . . . . . . 4 A Unified Plan of Action for 2015. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gerhard Fischer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2015 Fall Conference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linda Havas & Cathy Stresing. . . . . . . . . . . . . . . . . . 8 Assessing What Matters.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lisa Hendrickson & Karen Fowdy.. . . . . . . . . . . . . . . 9 Summer Institute. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Digital Audio with Audacity in the Foreign Language Classroom.. . . . . . . . . Julie Gonzalez. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Discover Languages Student Contests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Justin Gerlach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2014-15 Contributor Lists. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2014 Awards.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Josh LeGreve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 WAFLT Distinguished Language Educator Speech. . . . . . . . . . . . . . . . . . . . Karen Luond Fowdy. . . . . . . . . . . . . . . . . . . . . . . . . . 31 WAFLT Annual Meeting Minutes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Affiliate Organization Newsletters The National Network for Early Language Learning – NNELL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Wisconsin Association of Chinese Language Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 American Association of Teachers of French – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 American Association of Teachers of German – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Wisconsin Association of Teachers of Japanese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Wisconsin Latin Teachers Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 American Association of Teachers of Spanish and Portuguese.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

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.



WAFLT Executive Board & Contacts for Wisconsin Association For Language Teachers President Josh LeGreve Green Lake School District president@waflt.org

New Visions in Action Subcommittee Chair / Finance Committee Chair


Kyle Gorden Elkhorn Area High School gordky@elkhorn.k12.wi.us

SuAnn Schroeder Marshfield High & Middle Schools awards@waflt.org Past-President Keely Lake, PhD Wayland Academy, Beaver Dam klake@wayland.org Secretary Dan Tess Brookfield Central High School danieltess@hotmail.com Treasurer Kellie Michels Muskego High School treasurer@waft.org DPI International Education/World Languages Consultant Gerhard Fischer gerhard.fischer@dpi.wi.gov NNELL Representative Jessica Bradley Highland View Elementary jessica.bradley@greendale.k12.wi.us

Communications & Publications Chair Lauren Rosen University of Wisconsin webmaster@waflt.org Member Services Subcommittee Chair Christina Stuber Northland Pines High School, Eagle River cstuber@npsd.k12.wi.us The VOICE of WAFLT Subcommittee Chair/Editor Carrie Bergum Holmen High School voice@waflt.org Advertising Subcommittee Chair advertising@waflt.org

Stephanie Krenz River Bluff Middle School, Stoughton stephanie.krenz@stoughton.k12.wi.us Professional Development Committee / Member Services Committee Chair International Education Summit Anita Alkas UW-Milwaukee alkhas@uwm.edu Future Teachers Subcommittee Chair Pablo Muirhead Milwaukee Area Technical College muirheap@matc.edu HS Guests Subcommittee Chair Vacant Mentoring/Leadership Project

Karen Fowdy mkfowdy@tds.net

Summer Institute

Linda Havas Greendale Schools program@waflt.org

Discover Languages Contest Coordinator

Lisa Hendrickson grants@waflt.org Language Association Representatives AATF-WI Co-Presidents

Justin Gerlach Mishicot High School advocacy@waflt.org

Andrea Behn Parker High School, Janesville abehn@janesville.k12.wi.us

Grants & Scholarships Committee Chair

Justin Frieman Charles Round Lake High School, IL jfrieman@rlas-116.org

Stephanie Krenz Sarah Fortman River Bluff Middle School, Stoughton Lake Denoon Middle School, Muskego stephanie.krenz@stoughton.k12.wi.us Ashley Reinke Sherman Middle School, Madison exhibits@waflt.org

WiATJ President Richard Kania Franklin High School richard.kania@franklin.k12.wi.us WLTA President

Student Travel and CSC Grants Subcommittee Chair

Karen Fowdy mkfowdy@tds.net

Fall Conference Program Committee Co-Chairs

Local Arrangements/Exhibits SubCommittee

Paula Meyer Appleton North High School meyerpaula@aasd.k12.wi.us

Public Relations / Advocacy Committee Co-Chairs

Keely Lake Wayland Academy klake@wayland.org

Cathy Stresing Wauwatosa East High School program@waflt.org

Teacher in Training GrantsSubcommittee Chair

AATG-WI President Tobias Barske UW-Stevens Point tobias.barske@uwsp.edu

Dan Tess Brookfield Central High School tessd@elmbrookschools.org OWL Vacant WACLT President Lacey Melco Kettle Moraine High School melcol@kmsd.edu WAATSP President Fred Cruz Brookfield Academy cruz@brookfieldacademy.org

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.



From Your President ...


his fall it was truly an honor

and privilege to be part of our WAFLT Centennial Celebrations. The spirit of the centennial was inspiring. I reflected in awe as I contemplated all of the achievements that have occurred over the last century for WAFLT members and for world language education. In those reflections, I began thinking about what has made it possible for WAFLT to grow and flourish for a whole century. It did not take long to find an answer once I started looking around the conference. It is crystal clear what has allowed WAFLT to succeed for 100 years. You. You and every dedicated WAFLT member – from Executive Board volunteers to presenters to conference attendees – make WAFLT what it is. WAFLT is an organization of volunteer members, and WAFLT is strong because its membership is strong. By the virtue of WAFLT being made up of educators dedicated to collaborating, sharing, and learning with one another, WAFLT has grown into the organization we know today. The connections we forge through our organization create a strong network of collaborative professionals. I personally feel so grateful to be part of those networks and to collaboratively learn with each member of our organization. As WAFLT enters its second century of existence, these connections will continue to be one of our major focuses. Continuing with the high quality programming that has been offered throughout the years, WAFLT

is looking forward to providing opportunities to create and foster those bonds among teachers throughout the state. Make sure to check out our friends at FLESFEST in February and join us at Alverno for a Saturday of great collaboration and development. Also, keep an eye out for important information about this year’s spectacular Summer Institute in Madison, where focus on proficiency will be guided by looking into the OPI and familiarizing ourselves with how to help our students grow in oral proficiency. WAFLT is strong because it is made up of amazing members. As we enter our second century, consider volunteering for a committee or getting involved with your state language-specific association, if you have not yet. Continue to keep your eye on the WAFLT Facebook and

Twitter pages. Finally, remember that we all have something to share, so consider proposing a session for the 2015 Fall Conference, which will be themed “Mission Possible: Global Multiliteracy – Equipping 21st Century Learners for Global Citizenship.” I look forward to seeing you in our 101st year and beyond! Josh LeGreve

SuAnn Schroeder, Josh LeGreve, Keely Lake, and Lynn Sessler Neitzel celebrate WAFLT’s 100 year anniversary at the 2014 Fall Conference.



Advocacy Update By Karen Fowdy & Keely Lake t is more vital than ever that the message of the importance of language learning reach all stakeholders, from our national and state lawmakers to our local decision makers, parents, and students. As WAFLT co-chairs of the Public Relations committee, Keely Lake advocates for languages as a member of JNCL-NCLIS (the Joint National Committee for Languages National Council for Language and International Studies), while Karen Fowdy guides outreach to administrators, school board members, and guidance counselors through the WAFLT exhibit booth at their annual conferences. Another member of the team, Justin Gerlach, creates opportunities to showcase student work through the Discover Languages campaign and the annual Postcard and Video contests.


It is important to remember, however, that this team includes all members of WAFLT. There are many resources available at the Public Relations page of the WAFLT website, including direct links to the decision makers in our state and suggestions about how to advocate for languages in your school and community. In the current climate of controversy about the future of education, we need to showcase how our students are learning to connect with the world by acquiring language ability and global competence. Keep in mind the “Three P’s” from the WAFLT-PR page:

Planning—Work together and involve all key players. Persistence—Make your initiative visible to all and keep the lines of communication open and current. Patience—Change is a gradual process with ups and downs. Stay positive! Please help us spread the good news about the wonderful work you and your students are doing. How do you promote languages in your school and community? We would love to spotlight your initiatives in the Voice of WAFLT! This summer Keely Lake was elected to the Board of Directors of JNCL-NCLIS as a member-at-large. In November, on a trip to Washington, DC, Keely and Rachel Hanson from the JNCL-NCLIS staff visited with Meris Petek of Senator Johnson’s office to speak on behalf of the language industry on the matter of employee classification.

Rachel Hanson and Keely Lake visit Senator Johnson’s office in Washington, DC.

“The Public Relations team of WAFLT is committed to the development, growth, and support of all world languages and global literacy for all students in the state of Wisconsin. This team is inclusive of all educators and community members. Most importantly, this team includes you!” (www.waflt.org/public-relations/)

Some states are pursuing small businesses, which often use independent contractors, to reclassify their temporary employees and then pay back taxes and unemployment insurance under the assumption that those independent contractors were not properly reporting their income. There is no evidence that these employees were improperly reporting their income, and this attempt to change employee classifications could be quite ruinous to smaller businesses (both in the money demanded and the hours spent accumulating the employee data). What sort of employees are we talking about? One of these smaller businesses, such as a court translation service, might have several Spanish speakers on staff full time, but use a Karakalpak interpreter for less than 8 hours over the course of a calendar year.1 This interpreter would be hired as needed without special training as a “1099” employee. Moreover, most such independent contractors belong to trade associations, such as the American Translation Association (ATA), which support these employees’ right to


remain independent contractors. Then they are free to work for as many companies as they choose over the course of a year. Much is still in the air with the change in leadership at this time of year, of course, but Rachel and Keely asked that Senator Johnson consider the issue in his role as a member of the Committee on Small Business and Entrepreneurship. Overall, the argument is that state governments should not dictate the labor and business models of employers, as long as employees pay their taxes and comply with state and federal laws regarding employee classification. In turn, NCLIS and the ALC (the Association of Language Companies) intend to help organizations properly classify their employees to reflect labor force classifications. Keely and Rachel also visited with Brian Moulton, of Senator Baldwin’s office, to ask that she sign on to a request from Congress to the American Academy of Arts and Sciences (AAAS) to answer Congressional questions about the impact of language on the national interest. This will be the first Congressionally requested, broad-based study of the value of language to the United States since the Perkins Commission of 1979. JNCL-NCLIS was pleased to be able to announce at the ACTFL Delegate assembly later in November that the Senator did sign on to the request letter—go, Wisconsin! Thank you, Senator Baldwin!

So how can you help from right here in Wisconsin? Take this first step: go to the signup page for advocacy alerts on the ACTFL homepage: capwiz.com/actfl/mlm/signup/. Once you have signed up, you can respond to funding alert crises in just a minute or two. From that same page you will find information on issues and legislation, media contacts, election and candidate info, and even Capitol Hill basics. When funding is threatened, every voice does matter, so please sign up today. Thanks to both the JNCL-NCLIS and ACTFL staffs for making advocacy so easy and accessible for us all!



This example and the description of this issue as a whole are summarized from conversations with Rachel Hanson and the document “Employee Classification and the Language Industry,” JNCL-NCLIS, September 2014, http://www.languagepolicy.org/wp-content/ uploads/2014/09/Employee-Classificationand-the-Language-Industry-Final-9.14.docx

Professional Development Opportunities FLESFEST February 28, 2015, Alverno College | Information: wi-nell.org Central States Conference on the Teaching of Foreign Languages March12-14, 2015, Minneapolis, MN | Information: csctfl.org WAFLT Summer Language Leadership Institute August 3-5, 2015, University of Wisconsin-Madison | Information: waflt.org Wisconsin Association For Language Teachers (WAFLT) Fall Conference November 5-7, 2015, Appleton, WI | Information: waflt.org American Council on the Teaching of Foreign Languages (ACTFL) Conference November 20-22, 2015, San Diego, CA | 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: majordomo@badger.state.wi.us 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.



A Unified Plan of Action for 2015 By Gerhard Fischer, Wisconsin Department of Public Instruction Consultant for World Languages and Global Education

am writing these lines on the last working day of the year 2014. You can look back on many highlights that include daily triumphs of engaging students in learning another language and trying to make sense of a world that is so much bigger than their immediate environment. Even though this may not be apparent every day, teachers are changing lives, inspiring young people, and encouraging them to become the best they can be. All educators try to do that, but the enthusiasm among World Language teachers is unparalleled. I can see that every year at the WAFLT Fall Conference in Appleton and also during the WAFLT Summer Institute and other meetings dedicated to improving professional practice.


We can probably agree that one of the most important contributions of our professional association, WAFLT, to teacher success in the classrooms is the establishment of a sense of community and collegiality. World Language teachers, even though they might feel isolated in their schools without colleagues in the same content area, understand that professional growth occurs best by working with colleagues and friends. And that is undoubtedly a good reason for strong registration numbers at all WAFLT events. I just came across an older (2013) article in the Washington Post, entitled “What if Finland’s great teachers taught in U.S. schools?”1 Pasi Sahlberg, author of “Finnish Lesson,”

discusses U.S. education reform movements that more recently have focused on teacher effectiveness. In Finland, he argues, they don’t pay much attention to student outcomes based on standardized testing. Nor do they try to establish a direct link between student performance on such tests and teacher effectiveness. Instead, Finland standardizes teacher education programs and requires a master’s level of education in the content area before candidates can begin teaching. Most importantly, though, teachers in Finland are required to work together, to critique and help each other. In other words, a school and teacher community is designed to help everyone succeed. International tests show that this approach is highly successful. By contrast, reform movements in the U.S. appear to focus on individual teachers by trying to assess their individual efficiency. What would happen, the article asks, if those highly successful Finnish teachers were to teach in U.S. schools? Would they be highly effective by U.S. standards? Sahlberg argues that they would most likely fail and drop out of teaching within a few years. Why? Because the education system is designed differently and because individual teachers cannot dramatically change student learning outcomes unless the entire system supports what they are trying to do. Sahlberg gives an example from team sports and remembers the U.S. hockey team that surprisingly won the gold medal in the 1980 Olympic Games. The quality

of the individual players was not even close to the best teams in the world, such as the Soviet Union. But the U.S. team spirit forged something that was far bigger than those individual qualities: as a team, they transcended individualism. This analogy makes perfect sense for world language teaching (and for all teaching and learning). As World Language teachers, we thrive best in a community that supports our overall goals. Does your school fully embrace the need for more world language instruction? Does your school or school district increase opportunities for all students to learn more about the world? Or, conversely, are you isolated in a classroom with no real professional connections with teachers in other content areas? Do others reach out to you, and do you reach out to others? The year 2014 marks the first year of Wisconsin’s educator effectiveness initiative. WAFLT offered a full-day pre-conference workshop on writing SLOs for World Language teachers. The Summer Institute also devoted significant time to this topic. Your effectiveness as a teacher will be captured by measures defined by you and by your school community. This is a perfect opportunity to initiate or continue a strong conversation about the goals of world language programs: What can all of us do to increase the proficiency levels of our graduating students? What can we all do to involve the entire school community in conversations about the need for more


global and world language education? What can we all do to demonstrate our contribution to high literacy levels? We are in the process of creating an entirely new community that includes world language educators. Wisconsin’s new Global Schools Network is a network of schools that have been approved to run the Global Education Achievement Certificate (GEAC) program. The central requirements in that program include credits in world language learning as well as coursework with global content. Students are asked to get involved in school-wide activities such as language clubs or honors societies. One of the basic assumptions behind the Global Education Achievement Certificate has been to create school communities that are supportive of world language education. I strongly believe that our world language programs can only thrive in a supportive school culture. The year 2014 has shown that there is tremendous interest in establishing this new Global Schools Network. At year’s end, 35 schools have been approved to run the GEAC program. I expect that number to grow steadily in 2015. Without any doubt, the strength of this program rests on the shoulders of World Language teachers who are the overwhelming majority among program coordinators. But would it not be nice to shift that responsibility to teachers in other content areas, or to guidance counselors or curriculum directors? This is happening, and I believe this will eventually create the kinds of school cultures we need to support strong world language education programs. The next step in this conversation will continue our professional conversation about the need for longer learning sequences. Make no mistake, though, that

conversation will also bring with it the question of what we can realistically promise to students, parents, and the larger community: What will our students be able to do with their second or third language when they move out of our classrooms? How proficient will they be, and will they be globally competent citizens? The designation of Wisconsin Global Scholar as the result of satisfying all requirements of the Global Education Achievement Certificate should honor globally competent students with strong proficiency levels in at least two languages: their native language and a second language. That is what I mean by a unified action plan: Let us work together on affecting school cultures to be increasingly global. Let us build a strong Global


Schools Network. Let us work together to achieve this. For the past 100 years, WAFLT has built a strong community for World Language teachers. I look to WAFLT to be a strong leader in creating a community of schools that lay the foundation for strong global education programs. No teacher can do that alone. O 1

“What if Finland’s great teachers taught in U.S. schools” www.washingtonpost.com/blogs/answer-s heet/wp/2013/05/15/what-if-finlands-great-t eachers-taught-in-u-s-schools-not-what-yo u-think/



WAFLT Fall Conference November 5-7, 2015 hank you to all who submitted electronic evaluations for the 2014 conference. Your feedback is appreciated and helps us as we plan future conferences. We are pleased to announce that Tara Williams of Lake Mills High School and Jodi Reif Ziemann of Berlin High School were the two lucky winners of the free WAFLT membership.


We are honored to continue on as your WAFLT 2015 Program Committee Co-Chairs. The 2015 WAFLT Fall Conference will be held November 5-7, 2015. This year’s conference theme is: Mission Possible: Global Multiliteracy Equipping 21st Century Learners for Global Citizenship To receive notification when the pre-conference booklet has been posted to the website, your membership must be current. Please head to 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 2015 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 empowering your students to become global citizens? 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? C 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 year-round. 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. 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 2015 Fall Conference and thank you once again for your input and feedback. Should you have any questions, please contact us at program@waflt.org. Linda Havas & Cathy Stresing

Thursday 2014 Pre-Conference Workshop, De-Mystifying Educator Effectiveness for World Language Teachers

Linda Zins-Adams delivers the keynote address at the 2014 WAFLT Fall Conference.



Assessing What Matters By Lisa Hendrickson and Karen Fowdy

ichael, a twenty-year-old student on a year-long Congress-Bundestag Youth Exchange Scholarship Program in Leipzig, Germany, writes to his high school German teacher,


“I wouldn’t exchange this experience, even though it is difficult at times. I am grateful for the passion for German that you instilled in us in your classes. You helped us to ask questions, to have adventures, and much more. We learned how to have conversations and understand German, even when it was hard. Simply put, this experience is worth it. It is a huge challenge and I am looking forward to the person that I am becoming.”

How did Michael’s four-year high school German program prepare him for this experience? What helped him to gain these insights? Part of the answer lies in the focus of the Standards-based curriculum he experienced which was composed of thematic units centered around meaningful themes that were connected to culture. Throughout his course of study, performance assessments in the Interpretive, Presentational, and Interpersonal modes of Communication set goals to develop proficiency. Classroom instruction and practice prepared Michael for success in the assessments. He knew that he was preparing to interact with native speakers and function in another culture.

What do you want your students to take away from your program? When asked this question, workshop participants at the 2013 Wisconsin Association for Language Teachers Fall Conference responded that they wanted their students to be ready to travel and explore cultures, to have the confidence in their ability to communicate with others, and to be globally aware. They wanted their students to be able to say, “I took (2, 4, 7) of years of (language) and I can ...” In an educational climate where an increasing number of initiatives and mandates are imposed on teachers, determining “what matters” helps to prioritize our instructional goals to prepare students like Michael for lifelong learning. The Statement of Philosophy in the National Standards for Learning Languages clearly defines what matters, saying: “The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad.” Keeping this philosophy in mind, we teach what matters when we design meaningful thematic units with a global perspective that are framed by enduring understandings and essential questions. (see Understanding by Design by Wiggins and McTighe, 1998, and other publications by these authors). Because assessment is the starting place for curriculum design, it is imperative that teachers design assessments that measure what matters. Every teacher knows the

question, “Will this be on the test?” We know that students and parents assign value to the knowledge and skills that will be assessed, and set their learning goals accordingly. If the assessments only measure discrete grammar and vocabulary skills, the students will focus on learning about the language, rather than on learning to use the language. In a Standardsbased curriculum, summative performance assessments that describe what students are able to do in the language provide a road map toward developing increased language proficiency and ensure that the focus of the curriculum is on the knowledge and skills that truly promote language learning.

“If we do not find ways to measure what we value, we shall simply end up valuing what we measure.” (Comment from WAFLT Fall Conference workshop participant, quoting blogger Will Richardson)

How do we design assessments that matter? The process for designing meaningful assessments starts with developing a meaningful context and focus for learning. Once this is established, the teacher designs assessments that reflect real-life communication. With the performance tasks in mind, the teacher designs instruction that prepares the students for success.



Developing Meaningful Context and Focus Theme: The teacher starts by identifying a unit theme that is global in nature, broad enough in scope to include more than one Foreign Language Standard, and can be re-introduced at different levels of instruction. A rich theme allows students to develop skills that transfer to other disciplines and connect to real life situations. A theme is not limited to an activity, a grammar point, a vocabulary list, or a technology tool. The College Board’s Advanced Placement (AP) Course and Exam for foreign languages has identified the six over-arching themes (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics) that are a helpful guide to articulated thematic curriculum design. These themes provide meaningful context, encourage critical thinking, develop literacy skills, and connect to other disciplines. Globalizing the Theme: Traditionally, World Language teachers have strived to teach their students about the cultures associated with the target language. Today’s interconnected world presents new challenges as we prepare for a world that we can only begin to imagine. Our students may, in fact, use the language they have learned in school in the future, but it is even more likely that they will be called upon to apply the global competencies they have developed in our classes. They will need to be better prepared to live and work in other cultures or with people whose cultures and backgrounds are different from their own. Looking at a theme from a global perspective creates not just a bridge to

the target culture for the students, but a connection to the world. For example, when teaching a unit about daily routine, the teacher does not limit the lesson to the American students’ normal daily activities or even to the daily routine of students in the target country. Instead, the teacher considers how students around the world eat breakfast, get ready for and travel to school, and spend their free time outside of school. When examining how a theme such as “Daily Routine” unfolds around the world, the teacher opens the lens to deeper considerations of the impact of factors such as climate, politics, history, economics, social status, age, and culture upon one’s existence. By looking at global implications of a theme, the teacher’s role changes from that of an expert who must teach students how people live in the target culture to that of a companion explorer as both teacher and students learn to reflect, “That’s different. I wonder why they do it that way.” By examining cultural products, practices and, most importantly, their underlying perspectives, students begin to suspend judgment while they explore other cultures. Developing Enduring Understandings and Essential Questions: Once the teacher has established a global theme, consideration of the enduring understandings and essential questions inspire students to explore the topic and expand their world view. These concepts describe what the teacher wants students to take away from the lesson. They help to develop lessons that are “cognitively engaging, intrinsically interesting, culturally connected, and communicatively purposeful” as has been noted by Clementi, Curtain, and

Sandrock in workshop presentations and personal communications. In the example of a “Daily Routine” unit, the enduring understandings and essential questions may be identified as follows:

Theme: Daily Routine Enduring understandings: Every person has a certain rhythm of life (routine). Various factors influence this rhythm. Essential questions: What factors influence people’s daily routines around the world? How much control do you have over your everyday routine?

Designing Assessments that Reflect Real-Life Communication: Having established a globalized theme that is framed by enduring understandings and essential questions, the teacher now designs the summative Integrated Performance Assessment (IPA), consisting of three tasks in the interpretive, presentational, and interpersonal modes of communication. These tasks allow students to demonstrate what they know and can do upon completion of the lesson. They build the confidence the students need to communicate and interact with native speakers in real life situations. The Integrated Performance Assessment for a “Daily Routine” unit illustrates this process:


Daily Routine

Level: Novice High/Intermediate Low

Interpretive Assessment

Presentational Assessment

Interpersonal Assessment

Read emails from Costa Rican teens and compare their daily routine in Guápiles, Limón, Costa Rica to the daily routine of teens in XXX, USA.

Prepare a presentation for your partner school in Costa Rica that describes daily routine in XXX, USA. Consider aspects of the routine that might not be familiar to your audience in another culture.

Talk to each other about your daily routine. What is an ideal routine for you? Look at pictures of daily routines of teens around the world and discuss how your lives are similar and different.

Just as one does not evaluate an orchestra performance on the basis of the performers’ knowledge of scales, fingering, or rhythms, the teacher cannot assess a communicative performance by looking only at discrete-point grammar and vocabulary usage. It is essential that the rubrics used to evaluate performance assessments describe the essential characteristics of each mode of communication being assessed, and show students how they can continue to develop their proficiency. The rubric becomes an effective learning tool that provides valuable feedback to students, parents, and administrators as it describes student progress. In the 2010 ACTFL publication, The Keys to Assessing Language Performance, Sandrock provides teachers with steps to developing rubrics to assess performance, along with examples of rubrics for different levels of proficiency in the three modes of communication. According to Sandrock, rubrics for describing performance in the different modes of communication should include the following categories: C Interpersonal: negotiation of meaning, use of strategies when there is lack of comprehension, means of asking for clarification, ability to sustain a conversation


C Interpretive: level of detail understood, ability to provide a summary, ability to use context clues to help comprehension C Presentational: accuracy of vocabulary and structure, organization and flow, impact on the audience, use of clear and supportive examples Designing Instruction to Prepare Students for Success This approach to thematic Standards-based instruction represents a significant shift in focus for language teachers who are accustomed to teaching from a grammar-based syllabus. Rather than teach isolated grammar concepts such as the past tense of irregular verbs and try to make the concepts interesting to students while looking for ways to transfer the learning, these same concepts are taught in connection to a theme, for a purpose, and only as needed. The focus of instruction is on using the language for communication rather than on learning about the language structures. Focused and purposeful learning activities and formative assessments provide meaningful practice and feedback that prepare the students for success in the summative assessments as noted in The Keys to Planning for Learning by Clementi and Terrill (2013).

For example, the students will learn and practice the following functions, structures, and vocabulary in order to complete the Integrated Performance Assessment for the “Daily Routine” unit. (See table on next page.) Challenges and Opportunities As educators today, we can find our inboxes overflowing with educational initiatives such as the Common Core Standards, STEM, 21st Century Skills, Educator Effectiveness, and other district, state, and national mandates. An effective world language curriculum that is defined by “assessing what matters” brings a focus to these seemingly disparate educational requirements and ensures that we are teaching for the higher level thinking and literacy skills that they encompass. As knowledgeable practitioners of Standards-based instruction, we are poised to open the door to the world, as we teach the skills to communicate effectively within the global community.



Daily Routine Level: Novice High/Intermediate Low What needs to be taught for students to be successful in the performance assessments? Language Functions:



Ask questions Provide information Describe likes and dislikes Describe daily routine Maintain conversation

Question words / question formation Verbs C present tense C reflexive vs. non-reflexive verbs C common regular / stem changing / irregular verbs that describe daily routine Modal Verbs / Verb Expressions: have to / want to / should / like to / would like to / need to

Free time and daily activities Time expressions

A culturally rich thematic curriculum with performance assessments that measure and give value to increased language proficiency ensures that we are teaching “what matters” in the classroom. Students today have “a heightened social awareness, a genuine appreciation for diversity and multiculturalism . . . and a broader worldview in general” (see The Way We'll Be: The Zogby Report on the Transformation of the American Dream by Zogby, 2008).

Just as we never know what might inspire and empower a student like Michael to study in Germany, we do not know how our students will affect the future as they connect with the world. It is our privilege and duty to teach them the communication skills and global competence they will need in our interconnected world. O

Authors: Lisa Hendrickson has previously taught Spanish and Karen Luond Fowdy has previously taught German at Monroe High School and Monroe Middle School in Monroe, Wisconsin. They are now independent world language curriculum consultants. Reprinted with permission: The Language Educator, Volume 9, Issue 2, pp.32-34. www.actfl.org

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 webmaster@waflt.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.



2015 WAFLT Summer Institute August 3-5, 2015 Pyle Center — UW-Madison

Proficiency: Pathway to Excellence Describing World Language Student Progress to Determine Student Learning Objectives (SLOs) How do we know that our students are improving their language skills? How can we assess and document their progress? To capture and showcase student progress, it is vital to understand the characteristics of the different levels of language proficiency and how proficiency develops over time. Workshop participants will: C Develop a deeper understanding of the ACTFL Proficiency Guidelines and identify the characteristics of the different levels of proficiency C Experience the ACTFL OPI (Oral Proficiency Interview) and its implications for instruction and assessment C Learn how a Wisconsin World Language Program has applied proficiency as a guide to curriculum design and assessment C Review Educator Effectiveness and design Student Learning Objectives (SLOs) that document and demonstrate student progress toward a targeted proficiency level

Team discounts and Graduate Credit available! Go to: http://www.waflt.org/conferences-events / Summer Institute to register

2014 Summer Institute



Digital Audio with Audacity in the Foreign Language Classroom By Dr. Julie González Winona State University


n this article, I will explain how the

use of Audacity can be implemented to edit and record digital media to create foreign language lessons. In the age of the iPad, iPhones, and other portable audio devices, one of the most power tools for audio editing and encoding is Audacity. This audio editing application can process and store audio in 32-bit and 64-bit Windows platforms (98/ME/NT4/2000/XP/ Vista/7/8). Audacity is licensed under the GNU General Public License (GPL). The program is streamlined for fast linear operations over digital audio. It has plug-in capabilities for processing and saving multiple audio formats and can easily import and export a variety of digital audio files available on platforms such as Windows, Linux, and Apple OS. It is mainly optimized for processing WAV files, although it can be an excellent tool to process and generate MP3 files as we will see in the next few paragraphs. Basics of Audacity To get started with Audacity, you will first of all need to download the program at http://audacity.sourceforge. net/download/. The program is completely free and can be found on the Sourceforge website. Sourceforge includes an outstanding array of software like Audacity. Recording digital audio The image above is an example of Audacity’s main user interface. The main controls are very intuitive and

digital audio it is also important to select audio clips that are clear and noise free2. Audacity allows the use of WAV or MP3 audio formats. MP3 files are useful in presenting digital audio to app users or website visitors. Instructors can use Audacity to reproduce audio and allow the The word “hola” or hello in Spanish recorded in Audacity. students to take a few minutes to reflect on various themes and topics. Audacity can also serve as mimic that of an old fashioned a useful tool to record phrases, assess recorder. To record, simply press the and document learning activities, round red button and start talking. practice pronunciation, enhance Then press the square button to stop professional portfolios with phrases, and the recording process. In the example authentic digital audio, and help make illustrated in the image above, I simply learning languages more exciting. said the word “hola,” or hello, in Spanish. Audacity displays the words Editing in a graphical way. This allows for easy editing. In the menu you can find In the next image, we can observe the regular Edit-Copy-Cut-Paste what “Hola. ¿Cómo estás?” (Hello. options that we are familiar with in How are you?) looks like in an audio programs such as Microsoft Word, wave form. Audacity’s editing options Excel, and so on. You can easily found on the menu under “Edit” allow highlight part of the wave form and you to apply a series of operations on select sections to delete, amplify, or the wave form. You will find the silence. All of these options are found regular Copy-Cut-Paste together with in Audacity’s Edit and Effects menu other useful ones grouped under sections. “Remove Special." Pedagogical notes to keep in mind From a pedagogical point of view and within the context of foreign language audio, instructors can assist students’ foreign language audio comprehension level through recognition questions, comprehension checks, discussion, and in-class activities1. When working with

The options found under “Remove Special” are very useful when eliminating noise and other distractions from the audio file. These options can also be used to trim and optimize the audio file for size and length.


The menu also offers under the “Effect” options a series of sound enhancements. “Amplify” is one of the more useful options and it allows you to increase the loudness of the wave file or specific areas which you might select to amplify. The pitch and speed of the voice recordings can also be changed to add a touch of humor to the lesson. MP3, Compressing and Encoding Once the unwanted audio sections have been deleted and the files have been optimized in length, the user is ready to compress and encode the audio file. Audacity, by default, saves audio in its native format. However, this format might not be the most popular format for Internet and mobile device use. Therefore, it is advisable to save the audio in a different format. One of the most common digital audio formats is MP3. There are several sites online that offer different versions and variations of the MP3 format in the form of Codec packages. An online search of Codec packages will allow the user to find many other formats. For Audacity, an online MP3 plugin can be found at http://lame.buanzo.org/. A plugin is simply an extension which allows Audacity to export or save the digital audio file to a file using the MP3 format. Due to the universality and versatility of the MP3 file, the audio file can now be easily reproduced to a variety of portable devices and platforms. Saving The next step is to save to the audio file. In order to save, all the user needs to do is select "File – Export Audio" from Audacity’s menu. To prevent the original audio file from being overwritten, the file can be saved now with an MP3 extension. Once saved, a significant reduction in file size will be noticeable, especially if sections in the


design a project for the students’ use within the classroom. Audio components in the communication process help to accommodate different learning styles in the classroom. The use of audio programs such as Audacity can also be used in assessment activities in which the student will listen to audio clips and answer The words “Hola. ¿Cómo estás?” in Audacity's wave form. questions5 related to a wave display were either silenced, specific theme or topic. Best of all, deleted, or trimmed. In addition, the Audacity is completely free and can MP3 format itself applies compression easily be used to craft multiple audio algorithms which optimize the file for projects or tailor learning activities to size and portability. enhance foreign language learning. O Display Your Work There are several media host companies online, such as: OneDrive, Google Drive, Box, WordPress, Blogger, and others. However, you may want to consult with the information technology department in your school or university regarding the possibility of having your digital audio work hosted through their site3. With the expansion of hard drive size and reduction in price, storage of digital material is no longer a big issue for schools and universities. Conclusion Digital audio is a valuable tool within the foreign language classroom that can be used for a variety of purposes. For example, cooperative learning4 activities can be integrated into the foreign language classroom, whereby students listen to and record verbal exchanges in a collaborative manner. Foreign language students can be placed into cooperative teams to work on projects, or the instructor can


For additional information on using comprehension checks see Alice Omaggio Hadley, Teaching Language in Context (Boston: Heinle & Heinle Publishers, 2001). 2 For more detailed 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 on the use of the Internet and its pedagogical implications in the foreign language classroom can be found in Maritza Osuna, “Using the World Wide Web to Integrate Spanish Language and Culture: A Pilot Study,” Language Learning and Technology 1 (1998): 66-87. 4 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). 5 For guidelines on assessing the audio and video effectiveness of multimedia resources see, Elizabeth Joiner, “Teaching Listening: How Technology Can Help,” in Michael D. Bush, ed., Technology- Enhanced Language Learning (Lincolnwood: National Textbook Company, 1997), 88-91.



Discover Languages Student Contests Congratulations to the following students and teachers for their recognition as the 2014 WAFLT Discover Languages Student Postcard Winners. Elementary Co-Winners Sarah T. from Woods School in Lake Geneva and her teacher, Jeanine Kopecky. Noley G. from Minocqua Joint 1 School District and her teacher, Paola Bradner.

Middle School Co-Winners Kathryn W. from Butler Middle School in Waukesha and her teacher Cheryl Belott. Ana C. from Owen-Withee School and her teacher Jennifer Scheuer.

High School Co-Winners

Brent Johnson, Principal, Noley G., Paola Bradner

Yihong Easic Z. from Wayland Academy in Beaver Dam and her teacher Keely Lake Abby J. from Southern Door High School in Brussels, and her teacher Deanah Downey Zoey’s postcard was among those that were included in the postcard packs distributed to the membership.

Abby J. and Zoey K.

Congratulations to the following students for their recognition as the 2014 WAFLT Discover Languages Student Video Contest Winners: Anthony M., Riane W., Edward F., and Savannah W. all from Wayland Academy in Beaver Dam. Their instructor is Keely Lake.

Thank you to all teachers who encouraged and submitted student entries for the contest this year. It is evident that the love of learning language is strong in our classrooms and valued by our students. Consider participating in the 2015 Discover Languages contests by visiting the WAFLT website to begin!


Thank You, Contributors! WAFLT thanks the following individuals for their contributions in 2014–15.

General Endowment Fund Linguiphile ($100+)

Benefactor ($50-99)

Roma Hoff Eddie Lowry Richard Ruppel

Donna L. Clementi Paulette Courtade Margaret Draheim Lisa Hendrickson Jim Oakley & Anne Chartier Richard Olson

Sponsor ($25-49)

Contributor ($1-24)

Deb Bowe-Wielgus Danielle Chaussée Justin Gerlach Linda Havas Cathy Stresing John Pustejovsky Paul Sandrock Deana A. Zorko

Shane Boeder Sharon Bradish Diane Flanders Meg Graham Jackie & Pablo Muirhead Lauren Rosen Diane Tess Gerri Wrege

Professional Development Scholarship Fund

Student Travel Scholarship Fund

(Honoring Dr. Roma Hoff, Dr. Connie Knop & Dr. Irène Kraemer)

(Honoring O. Lynn Bolton)

Linguiphile ($100+)

Contributor ($1-24)

Linguiphile ($100+)

Sponsor ($25-49)

Paul & Nuria Hoff Roma Hoff Eddie Lowry Richard Olson

Sharon Bradish Kit Chase Kelly Ferguson Diane Flanders Karen Luond Fowdy Katelynn Jensen Jackie & Pablo Muirhead Lorraine Poplaski Lauren Rosen SuAnn Schroeder Gerri Wrege Deana Zorko

Roma Hoff Eddie Lowry

Margaret Draheim Justin Gerlach Deana Zorko

Benefactor ($50-99) Donna L. Clementi Peter Hoff Sy Kreilein Jim Oakley & Anne Chartier Sponsor ($25-49) Margaret Draheim Justin Gerlach Peg Jonas Keely Lake Mara Marks Wanda Meyer-Rimestad Michelle Nielsen Gladys Wisnefski Deana Zorko

Benefactor ($50-99) Kelly Ferguson Peter Hoff Jim Oakley & Anne Chartier Richard Olson

Your Contributions Are Appreciated! Please consider contributing to one or more of these funds for 2015-16. 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.

Contributor ($1-24) Sharon Bradish Carly Busch Diane Flanders Jeff Haubenreich Katelynn Jensen Peg Jonas Jackie & Pablo Muirhead Lauren Rosen SuAnn Schroeder Gerri Wrege




2014 Awards/Grants by Joshua LeGreve nnually, WAFLT recognizes students, teachers, and friends of language education in Wisconsin to celebrate the excellent work of our membership throughout the state. As we look back and celebrate the specific winners honored at the 2014 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.

what mentoring looks like for language teachers in Wisconsin. And these only scratch the surface of everything Karen has remained involved in since her “retirement” from the classroom.


Thank you to this year’s Awards Committee members — SuAnn Schroeder, Erica Zunac, Lynn Sessler Neitzel, Haiyun Lu, and Tobias Barske — who volunteered their time to review each nomination and help give recognition to many of our dedicated colleagues. The Awards Committee is very proud to have presented 64 awards during our centennial year.

2014 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. Karen Luond Fowdy, a recently retired (but still extremely active) German teacher in the Monroe School District for more than 20 years, is the 2014 Distinguished Educator honoree. Karen began her teaching career as a graduate assistant at the University of Colorado-Denver in the mid-seventies. After taking time out to raise a family, Karen earned her secondary teaching

Karen Luond Fowdy receives the Distinguished Educator Award from President Keely Lake.

certification and began her Wisconsin teaching career in 1987 at Monroe High School. Karen says that the dramatic shift toward communicative competence – from “What will I teach?” to “What will my students be able to do?” – that occurred during her 10 years away from teaching caused a “seismic change” in her personal philosophy. This paradigm shift greatly defined what Karen would dedicate herself to, not just in her classroom, but later as a leader in the state and as a consultant and trainer of other teachers. Since her retirement in 2011 from the Monroe School District, Karen has remained extremely active in world language education. She is often seen in the halls of Monroe schools as a substitute. She works as a consultant, advising departments and groups in best practices of curriculum and assessment development. She enthusiastically became a member of the Wisconsin DPI World Language Educator Effectiveness task force, serves as a PDP reviewer, and is the WAFLT Mentoring Subcommittee Chair working to redefine and evolve

During her time as a teacher, Karen demonstrated what it meant to be a high quality educator, working diligently to bring best practices to her students while still forming strong relationships and helping create well-rounded individuals. Karen was viewed by her students as an active, caring teacher and a constant in their scholastic lives. She took on the roles of club advisor, trip leader, role model, and continuous encourager. One of her former students attests to the support that she gave him while applying for a travel scholarship, helping open up the world to him, and ultimately changing his career path. Another student recounts a time when Karen helped provide a valuable life lesson in the lobby of an East Berlin hostel, through caring and encouraging tough love. It is this compassion, mixed with high expectations, that helped Karen rebuild a program that was all but phased out in the late eighties into a

Karen Luond Fowdy delivers her acceptance speech at the award ceremony.


thriving, two-teacher department that offers a full five-year sequence for students. Karen has made a deep passed through her classroom door, and her commitment to her students is just another factor that made her such an outstanding educator. Karen’s passion and dedication to world language education goes beyond her classroom and consulting work – her contributions and commitment to WAFLT and the Wisconsin chapter of AATG over the years is admirable. Karen presented at the WAFLT Fall Conference and WAFLT Summer Institute well over two dozen times. Additionally, she represented Wisconsin with presentations at the Central States Conference and the ACTFL Convention. She frequently served on the WAFLT Summer Institute Committee and was nominated as the WAFLT candidate for CSCTFL 2009 Teacher of the Year. She served as the AATG-WI Treasurer for well over a decade and worked with the group to lead summer professional development. She served on the AATG-Alle Lernen Deutsch Committee to help bring German to students of many different backgrounds and demographics. In her personal philosophy of education, Karen states that, “A successful World Language teacher shares a passion for the language and culture, combines high expectations with respect and empathy for the students, takes time to reflect, strives to improve, and models lifelong learning and flexibility, all with a sense of humor.” She has most definitely fulfilled this tall order as an educator throughout her career. Karen is the kind of educator who continues to be a leader in our field, both in and beyond Wisconsin. WAFLT is pleased and proud to recognize Karen Luond Fowdy as its 2014 Distinguished Educator of the Year!

2014 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 2014 Anthony J. Gradisnik Award honors the Goethe-Institut Chicago. For decades, the Goethe-Institut has worked diligently to connect teachers of German throughout the Midwest and provide support to German classrooms throughout Wisconsin with a number of high quality initiatives and cultural experiences.


High quality professional development opportunities have consistently served as the cornerstone of the GI’s support to educators throughout the state. Annually, the Goethe-Institut helps support an immersion weekend for German teachers. Additionally, the GI conducts a number of free teacher training workshops on topics such as Waldsee Biohaus-ein ÖkologieWorkshop für Deutschlehrer, Podcasting in the German Classroom, Competitions in the German Classroom, and a Close-Up of Goethe. The GI also created a series of special trainer seminars to help expand their reach and support. At these seminars, select German teachers participate and learn the material to later pass on to colleagues and peers with their own presentations. The Goethe-Institut has greatly used their abilities to provide these development opportunities to support teachers throughout the Midwest and Wisconsin. Additionally, the Goethe-Institut played a key role in sponsoring many highly engaging performances and exhibitions in Wisconsin. Recently, the GI worked to bring the German pop star Dyko to Wisconsin, holding a number of high-energy performances for students to attend. In 2010, they were able to help sponsor a number of

The Goethe-Institut’s connection with Wisconsin teachers began over 30 years ago in the early eighties when they employed their first language department consultant to work with teachers and schools in support of their efforts to teach German (the first of which is now our current DPI World Language Consultant, Gerhard Fischer). Since the start of this strong connection, the GI continued to evolve their support, leading groups of teachers and principals to Germany to provide cultural immersion and seeking input from classroom teachers to find what they need to support their teaching. The GI’s commitment to education and providing quality support Anja Schmitt accepts the Gradisnik Award on has continued and strengthened as time behalf of the Goethe Institut Chicago. went on.



performances by German rapper Doppel-U at UW-Madison. In 2012, the GI invited teachers and students to a Big German Day, which included language activities, a live concert, a news reading competition, and career advice. They helped bring storyteller Katharina Ritter to Milwaukee in 2012 and organized the “Fairytale Worlds” exhibition to help celebrate the 200th publication anniversary of Grimm’s Fairytales. Through these events and many more they have sponsored, the Goethe-Institut has greatly enriched the cultural and language learning opportunities for teachers and students throughout the state. The Goethe-Institut has become a familiar sight during the WAFLT Fall Conference. They are often represented in our conference exhibit hall where they provide free teaching materials for German teachers and their students in addition to providing advice on up-to-date teaching materials and methods. Additionally, the GI frequently holds interesting and relevant sessions and workshops at the conference to benefit the German teaching community throughout the state. In the last few years the Institut held sessions including “Turkish German or German Turkish - New German Identities” in 2013, and “Die besten Frauen de Welt - Soccer in the German Classroom” in 2010. Through these sessions and their participation in the conference, the Geothe-Institut created a strong connection with WAFLT teachers. It is without question that GoetheInstitut’s vision, commitment, and success in providing high quality support and development for German teachers across Wisconsin reflect the values held so dear by Mr. Anthony Gradisnik, who would most certainly celebrate the Goethe-Institut as the recipient of this award.

2014 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. This year, WAFLT is proud to award the Frank M. Grittner Award to Natalie Glaze, middle and high school Spanish teacher at the Tomorrow River School District in Amherst, WI. In her first three years of teaching, Natalie has established herself as a confident, dedicated, and collaborative teacher who continually grows and learns in her own practices. Additionally, Natalie has been a WAFLT member since her college days in 2009. She even presented at the 2010 Fall Conference while still in college, showing her commitment to professional development and collaboration early in her career. Natalie’s students and administrators illustrate the characteristics and dedication she demonstrates as a strong young educator. Her students attest that Natalie “is one of the most compassionate people,” serving as a positive role model for all of her students and forging positive relationships that help motivate them. For Natalie, students remain the focal point of every lesson, and she understands the importance to connect with each student personally to create a strong and supportive classroom. Her high school principal notes that Natalie “has established great relationships with families of the Amherst School District.” She

Natalie Glaze accepts the Frank M. Grittner New Teacher Award at the awards ceremony.

dedicates time to help students achieve, working one-on-one with struggling students and fostering stronger relationships in the process. Natalie works to integrate student-centered best practices while bringing culture to life for students. For her, teaching is far more than just relaying content. Natalie uses her skills beyond the walls of the Tomorrow River School District. Over the last few summers, she worked with the Stevens Point School District in their Migrant Program. In this program, Natalie works with migrant students and families to improve their written and oral English skills while connecting it to their native Spanish. Natalie also combines her love of teaching and technology to teach online Spanish classes for the University of Wisconsin-Stevens Point. She helped organize Winter Games for the Special Olympics and volunteers at a local soup kitchen to give back to her community. Natalie’s commitment to people in her school and community is commendable. Her administrators and colleagues commend Natalie for becoming known as a leader in technology integration for her district. She has taken on presenting frequently at district in-services and “appy hours,”


providing her colleagues with guidance in using various applications for classroom instruction and activities. She piloted the use of Chromebooks in her classroom, later using her experiences to help establish policies and procedures for the entire district. Natalie notes that as her district has limited technology support staff she hopes to present herself as “a colleague who is always willing to help with classroom technology issues.” Proving herself a continual learner, Natalie has committed herself to continued development and learning in a variety of ways. She seeks opportunities to travel, including recent trips to Mexico and Peru, and continues to collect realia and experiences that will help her make language engaging for her students. While in Mexico, Natalie was able to be a guest teacher in English classrooms at a private school, getting to experience education in the target culture firsthand. Natalie regularly attends professional development to continue honing her teaching skills. She has attended the WAFLT Fall Conference since 2009 and had the opportunity to attend the 2013 Midwest Google Apps Summit. For Natalie, continuing to expand her knowledge and experiences is a high priority. Her students, administrators, and peers have all lauded Natalie Glaze for her professionalism, compassion, and dedication to quality classroom experiences. As a new teacher, Natalie has already set herself apart as a highly committed and innovative young leader, representing most certainly all criteria sought by the Frank M. Grittner Award.

2014 Recognition of Merit Awards The Recognition of Merit Award may be presented annually to individuals who have demonstrated excellence in teaching or who have made significant contributions to the language teaching profession. This year the awards committee is pleased to present this award to eight very worthy recipients. Sarah Bailey, Chinese, UW-Marathon County/DC Everest High School For Sarah Bailey, passion for language and culture is the cornerstone of her teaching philosophy, and her drive to instill the same passion in her students is one of her key motivations. Sarah, who teaches at both the college and the secondary level, works diligently to make meaningful “learning experiences” for students to help promote spontaneous language production and allow students to feel comfortable with a language that is quite different from their native tongues. With her engaging methods that help make language approachable, Sarah was able to help double the amount of students taking Chinese at UWMC and brought dual enrollment credit to her high school students at DC Everest. Sarah also worked tirelessly to bring Mandarin Chinese beyond the walls of her classrooms. She taught Chinese to high school students during UWMC’s Upward Bound summer program, which is a program for students at risk of not going to college. Additionally, she brought Mandarin Chinese to life for elementary-aged students as part of the UWMC Department of Continuing Education’s College for Kids summer program. Finally, she conducted after-school Chinese lessons for students at the elementary school her own children


attend. Through these programs, Sarah has successfully created excitement and interest for Mandarin Chinese in the Wausau area. In addition to her strong work in the classroom, Sarah has been a champion of Chinese education throughout the state. She served as the most recent president of the Wisconsin Association for Chinese Language Teachers and coordinates the statewide Chinese speaking contest in addition to being an active member of WAFLT. Kathleen “Kit” Chase, French and German, Marshfield High School When asked about her teaching philosophy, Kit Chase focuses on truly immersing her students in the target language and culture. Her goal is to replicate the life experiences that students could be exposed to in France and Germany. For example, if students are learning about café culture, Kit provides them a café setting. She utilizes Total Physical Response to help students bring vocabulary alive. Kit wants students to see that language is living and her energetic commitment to providing an engaging and immersive environment leads to just that. Kit has taught French and German for 27 years in the Marshfield School District and is a valuable resource not just for her world language department but also throughout her district. Kit has worked to help build a program in the district that provides many engaging opportunities for learners. She diligently practices with students to prepare for the Concours Oral, organizes engaging and culturally rich activities for the Cercle Français (French Club), and ensures that students have extra support through after school help and study sessions.



Kit is also committed to her own professional development and working to bring best practices and quality techniques to her students. She is a dedicated member of WAFLT. She travels frequently to French and German speaking countries to keep her language alive. Additionally, her work has earned her a Leadership in Language Award with the Concordia Language Villages. For Kit, life-long learning is of major importance to continue evolving the quality of language instruction in her classroom. Paula Johnson-Fox, French, Muskego High School At the center of Paula Johnson-Fox’s French classroom is her desire to instill in students the importance of becoming life-long learners – a trait that Paula aptly models herself. Paula works to help her students realize that French is a living language, and through learning it, a large world of new cultures and points of view opens up for them. Colleagues and students alike have commended Paula for her creative and engaging lessons that help expose students to a wide variety of learning opportunities highlighting all the modes of communication and different learning styles. Through her engaging classroom, Paula was able to help build up a strong program over the last 18 years that she has taught for the Muskego-Norway School District. Paula has worked to help continue bringing languages to younger grades in the district, designed upper level theme-based French courses for students, and worked to help integrate performance-based assessments throughout the curriculum.

2014 Recognition of Merit Award winners from left to right: Qiuhong Zhang, Kara Torkelson, Janet Rowe, John Pustejovsky, Bobbette Leu-Timmermann, Paula Johnson-Fox, Kathleen “Kit” Chase, Sarah Bailey

Paula currently teaches all levels of French at Muskego High School and previously taught Spanish and French at the two district middle schools. Paula also serves as the MHS advisor for French Club and the Société Honoraire de Français. Additionally, Paula works to utilize her community. She regularly brings students to France and organizes local cultural field trips so that students can experience language and culture firsthand. For Paula, teaching French is grounded in showing students the unparalleled experiences that learning French can bring them. Even with all of her dedicated work at school, Paula finds time to be a member in WAFLT, AATF-WI, SWAAF, and the Alliance Française de Milwaukee. In recognition for all of her hard work, Paula is receiving AATF-WI Distinguished Educator Award this year. Bobbette Leu-Timmermann, German, Assumption High School Bobbette Leu-Timmermann is a German Teacher for Assumption Catholic Schools in Wisconsin Rapids with a deep passion and commitment to language education and professional development. A regular attendee of WAFLT events, Bobbette has presented at both the Fall Conference and the Winter Workshop. For her dedication and work, Bobbette was awarded the WAFLT Frank M. Grittner New Teacher Award in 2006 and a Goethe Institut

Award of Excellence. Bobbette is a dedicated member of AATG-WI and has served as the chapter’s president and as the Midwest Representative for AATG. Her work with AATG has brought on praise from her colleagues, with her nominator stating, “It appears needless to say that she is firmly established as one of the most active German teachers in Wisconsin and a vital person in our chapter.” Bobbette draws from her own personal experiences, first as a student and then as a businesswoman in Germany, to shape her educational philosophy. Understanding that the best way to learn a language is to experience and live the language first hand, Bobbette works to simulate the realness of an in-country visit for students in her classroom. To achieve this, Bobbette immerses her students in a multi-sensory world of language learning, activating their senses and allowing them to see, touch, smell, taste, and hear the language. She creates highly interactive and engaging lessons, helping students live her classroom mantra, “Deutsche Sprache, eine reizende Sprache (German language, a thrilling language).” Bobbette’s goal is to make German an exhilarating experience each day.


John Pustejovsky, German, Marquette University Students in John Pustejovsky’s college level German classes are engaged not only by his self-identified “over the top” behavior but also by his consistent expectations of having students use language in truly authentic and meaningful ways. John works hard to “craft courses that convey intellectually and personally the urgency of understanding a foreign language.” For John, one of the key ways he achieves this is through the analysis and study of many different sources of literature in German. To him, language is a medium to explore the world, and instilling this idea in students is central to his classroom philosophy. In addition to teaching college level German for the past 32 years, John is also very active around the Marquette campus working with students in other contexts. He is the adviser for Marquette University Delta Phi Alpha, DAAD, and Fulbright, and has been active in Phi Beta Kappa and in the Faber Center for Ignatian Spirituality. Through these groups, he has supported students in such activities as creating a physical Berlin Wall for an interactive lesson or forming flash mobs with German Christmas carols, among many other culturally relevant activities. Finally, his colleagues have commended John for his work supporting German teachers of lower level classes. He has worked with the Goethe Institut Trainernetzwerk Mittelwesten, has been a regular presenter at the WAFLT conferences, and served as WI-AATG President in 2008-09. He served on the boards of Goethe House Wisconsin and the Max Kade Institut. He hosted Bausteine professional development workshops and the State German Pronunciation Contest at Marquette for the past six

years. He has also mentored his teaching majors years after they start their careers, writing letters of recommendation, giving mock interviews, and collaborating with them at WAFLT and ACTFL. Janet Rowe, Spanish, Hortonville High School For Janet Rowe, high expectations and modeling love for the language are key points to her instruction. In her classroom, Janet works to challenge each student and gives all students opportunities to learn in highly engaging and interactive ways. Throughout the year Janet’s room is home to a variety of cultural experiences: students sampling yerba maté, practicing greetings with a kiss on both cheeks, learning tango, virtually touring the Prado Museum, creating Day of the Dead ofrendas, and researching and creating wikis in Spanish about child soldiers and the world’s water shortage. In her classroom, students living and experiencing the language firsthand is paramount. Janet’s dedication to world language education and best practices goes far beyond the walls of her classroom as well. In 2001, she proposed and implemented a FLES program for the Hortonville district, which has expanded to a 2nd-7th grade FLES program since those initial days. As District Coordinator of World Languages, Janet officially oversees a program in which more than 2,000 students in the district’s schools study a world language. In 2012, Janet helped successfully nominate her district’s program for the Donna Clementi Blue Ribbon Award for Excellence in World Language Programs, becoming the inaugural recipients of the award.


Janet is also an active member of WAFLT. She has presented numerous times and shared many innovative ideas at the WAFLT Fall Conference, the Central States Conference, and the WAFLT Summer Institute. She also recently served on the WAFLT board as co-chair of local arrangements/exhibits for the Fall Conference 2011-2013. Kara Torkelson, French, Wausau West High School Kara Torkelson has been a teacher in the Wausau School District for 20 years. In her time at the district, her dedication and passion has led to a highly engaging language experience for her students. In her classroom Kara puts individual diversity and self-reflection at the center of her philosophy. She works to teach students how to self-monitor progress, to reflect on learning as a life-long process, and that determination can lead all students to grow and succeed. She advised the Wausau West French Club throughout her career. Through this club, Kara led a group that participates regularly in the Concours Oral pronunciation contest and conducts language enrichment activities at elementary and middle schools. Additionally, she has taken students abroad to both France and Canada nine times. Kara helped organize a French Immersion Day in Madison for her French 5 students along with other local students. This consisted of lunch at La Maison Française, a guided visit to the Chazen Museum conducted in French, and a visit to a local bakery. Kara’s French clubs have also prepared displays for the UW-Marathon County Culture Fest the past three years. Finally, Kara has frequently brought former students in to speak to her



students about how French has been useful in their life after high school, making language learning that much more important and real for the students. She also arranges for French students and their teachers to spend time at Wausau West as part of exchange programs. Qiuhong Zhang, Chinese, Notre Dame Academy, Green Bay Qiuhong Zhang is excited to be bringing the IB Language B Mandarin curriculum to life at Notre Dame Academy in Green Bay. To do this, Qiuhong says that, “every student can experience the fun of learning a foreign language and achieve competency. Through engaging all five of their senses, my goal of teaching is to motivate students of all levels and instill in them an enthusiasm to learn a new language and culture.” Qiuhong makes her classroom as immersive as possible. She has students recreate Chinese restaurants. Students also plan and celebrate Chinese New Year festivities. Showing her major dedication to giving students truly authentic experiences, Qiuhong led a group of 34 parents and middle school students to Beijing. In Beijing, students met their pen pals and spent three days with their new friends while taking classes in Chinese calligraphy, crafts, and cooking. The group also visited the Great Wall, Summer Palace, Forbidden City, and other educational sites. This international connection that Qiuhong made for her students greatly enhanced their understanding of the Mandarin language appreciation of the Chinese culture. Qiuhong has been a regular attendee of the WAFLT Fall Conference and will be presenting for the first time this year. She also is an active member in

the Wisconsin Association for Chinese Language Teachers. For Qiuhong, professional development is another way to hone her skills and bring new strategies to her students. For Qiuhong, teaching is not simply a job. For her it is a passion where she can “plant seeds of knowledge in students and see them sprout.”

2014 Certificate of Professional Service Award The 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. This year, WAFLT recognizes three dedicated language teachers with this award. Dana Blumberg – French Dana is a recently retired French teacher from Shorewood Intermediate School. According to her nominator, Dana’s dedication to teaching French and to her students was amazing and unwavering. Her teaching style was defined by her calm and patience, even when working to support those students who other teachers may have considered “challenging.” Dana is regarded as a constant and collaborative professional with a strong spirit of sharing her talents with others, whether her colleagues in French or as a mentor to teachers of any subject. Dana’s nominator pointed out that her administrators respected and often sought her advice, which required a sacrifice of time beyond the teaching day. Her wisdom and reasoned advice with any decision was well known, and she was asked to weigh in on many important issues.

Dana was also very personable and a true friend to her colleagues. They reminisce fondly about their drives up to Appleton with Dana for the annual WAFLT Fall Conference, and how those conversations were some of the best professional development they had ever received. According to her nominator, Dana “will long be remembered by the many French students she taught, traveled to Quebec with, and all of the people who have been touched by working with her over the length of her teaching career.” Jaci Collins – French/Japanese Jaci Collins retired from Manitowoc Public School District after many years of service. However, like many World Language teachers, we know that Jaci will not be leaving the world language community completely.

Jaci Collins receives the Certificate of Professional Service.

Prior to her retirement, Jaci served as the Manitowoc High School World Languages Department Head. She worked hard to make department meetings focused on “linguistic powerhouses” like Doug Buehl, Paul Sandrock, and many best practices. Jaci was the department’s biggest cheerleader and encourager, pushing all of her colleagues to attend and


present at WAFLT Fall Conferences, as well as FLESFEST, Central States, BER seminars, the CLACS summer institute, and Concordia Language Camps. Her passion for language was infectious and she encouraged her colleagues to share their passions for their target languages and cultures with students through study tours abroad. She consistently nudged her colleagues to push themselves to be the best teachers possible by achieving advanced degrees and certifications, including the PDC, National Board Certification, and Master’s Degrees. One of her colleagues stated that, “Jaci pushes us to become the best language teachers we can, in order that our students may have the best language learning experiences possible.” Additionally, Jaci helped bring the Japanese program to Lincoln High School, and has taught both Japanese and French. Showing true dedication to her department, Jaci recently became certified to teach Spanish, thinking of long-term subbing needs in the district after her retirement. However, her influence has gone beyond her department. Jaci served as WAFLT President from 2004-2006 and has been a recipient of the WAFLT Distinguished Educator Award. She helped mold and write world language standards, influencing educators and teacher-training programs throughout the state. Her dedication to quality world language education is deep and unwavering. Mieko Ikeno – Japanese Mieko Ikeno is a recently retired Japanese instructor from the Menomonee Falls School District where she worked for the past 23 years. For her students, Mieko worked to bring Japanese to life. She developed the curriculum for the entire Japanese

program at Menomonee Falls and worked to help establish college credit for Japanese 5 students through UW-Milwaukee. She continued to acquire technological skills, such as PowerPoint, Smart Board technology, Excel, Power School, and Google Docs, in order to evolve her classroom instruction. Additionally, Mieko planned educational field trips to Chicago, which included visits to Japanese gardens, shopping, a Japanese school, and a Japanese temple. For her, bringing


illustrating Mieko’s profound affect on students and Japanese education, stating “I once had a colleague at the Center for International Education who studied Japanese under Mrs. Ikeno. She shared that the reason why she decided to pursue her career in international education is because of that experience.” Mieko is an educator who has greatly influenced many Japanese learners inside and outside the walls of her classroom, and Japanese education in Wisconsin is that much better because of her.

2014 Future Language Teacher Award

Mieko Ikeno receives the Certificate of Professional Service.

Japanese to life was paramount. Mieko touched many lives beyond those of her students. One of her previous interns, who is now a Japanese teacher, stated that, "Without her guidance, I would not be teaching the way I do today. I did not know anything about the American education system and from her I learned so much about high school education in the US. With her guidance, I was able to continue my education to become a Japanese instructor in college.” Mieko worked to nurture many interns during her career and many of them are still teaching Japanese today, showing how much of an impact Mieko had on Japanese education in Wisconsin. Her nominator shared a second anecdote

The 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. This year, six individuals are honored with the award. Rayna Christman – German Rayna Christman is a German teacher who recently graduated from the University of Wisconsin. According to one of Rayna’s college professors, “If I were asked to use just one word to describe Rayna, it would be ‘dynamic.’ She is one of the liveliest students I have ever worked with.” During her pre-service experience, Rayna was lauded for her enthusiasm, learnercentered teaching, and collaborative nature. After completing her student teaching at West High School in Madison, Rayna is now teaching German in Charlotte, NC. Rebecca Elorante – Spanish For Rebecca Elorante, the desire to be a language teacher began surfacing during her 7th grade Spanish class. She



found inspiration in the engaging and exciting classroom that her own teacher had created and Rebecca hopes to emulate this excitement in her own future classrooms. Rebecca is a recent graduate of the University of Wisconsin in Spanish Education, where she student taught at Anne Crow Middle School and Shabazz City High School. Rebecca’s college advisors characterize her as organized, friendly, creative, and even-tempered. Additionally, Rebecca is dedicated to developing her skills and methods and to better her instruction for the benefit of her students. Her dedication and passion all speak highly for her future work, and her professors say that she will become a positive and collaborative member of any department. Heidi Flees – German/ESL According to her college supervisor, Heidi Flees is an exciting student full of enthusiasm for learning and with a deep interest in other human beings and cultures. It is this enthusiasm that fuels her passion to be a German teacher, where she works to introduce different cultures and language to students through first-hand experiences. Heidi completed her semester abroad in Marburg, Germany, where she completed a self-organized internship at a Gymnasium (school) to experience German school life first hand. Having completed her student teaching last semester at Horace Mann Middle School in Wausau and Berlin British School in Berlin, Heidi is currently working as a German teacher at D. C. Everest Jr. High School in Weston, WI. Nathan Kolpin – Latin/Greek For Nathan Kolpin, teaching Latin and Greek is more than just conveying language skills, it is a vocation that will allow him to help nurture students’

Janice Sabine de Medina – Spanish

Three of the six Future Language Teacher Award winners, from left to right: Janice Sabine de Medina, Nathan Kolpin, Heidi Flees

minds and flourish as well rounded individuals. Nathan desires to become a high school teacher as he feels that “teachers embody the greatest value of life, the growth and nurturing of the mind.” Nathan completed his student teaching experience at West High School in Madison, where he was commended for his natural presence in the classroom and learner-centered interactions with students and colleagues alike. Nathan is currently working as a Latin teacher at Wauwatosa East and West High Schools. Alicia Montegue-Keels – Chinese Alicia feels that “teaching Mandarin is more than a job; it is an opportunity to share my passion with deserving communities, to build relationships with experienced educators, and help mend educational inequities.” As a non-native Chinese speaker seeking certification, Alicia has greatly impressed her university professors and advisors by winning a number of awards for excellence in Chinese language and culture. Alicia completed her student teaching at James Madison Memorial High School in Madison, and has worked with the Verona Area International School to draft their summer Chinese curriculum based on the STELLA template developed by STARTALK.

Janice hopes to create a classroom that truly prepares students to engage with and use the Spanish language in real and authentic ways. For Janice, the center of her planning is creating a learner-centered classroom focused on the 5 C’s and seamlessly integrating technology, culture, authentic materials, and interdisciplinary activities throughout. A true life-long learner, Janice has already discovered the positive impact that professional development through WAFLT and ACTFL can have on her teaching and seeks out opportunities to collaborate with others to hone her classroom instruction skills. Janice completed her student teaching at Reagan High School in Milwaukee and is currently working as a Spanish teacher at Delavan-Darien High School.

2014 Donna Clementi Blue Ribbon School Award for Excellence in World Language Programs Nicolet High School, Glendale, WI 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. WAFLT is pleased to present the 2014 award to the Nicolet High School World Language Department. Founded in 1955, Nicolet High School in Glendale, WI, serves approximately 1,100 students, grades 9-12. With a department The Nicolet High School World Language Department accepts the staff of 8 teachers who Donna Clementi Blue Ribbon Award at the Saturday Luncheon. have over 185 years of combined experience, Nicolet’s World Language program combines high WAFLT’s 2015 Teacher of the Year expectations with community outreach Each year, WAFLT nominates one of its and well-rounded language members for the ACTFL Foreign experiences. The Nicolet World Language K-12 National Teacher of the Language Department features five Year (TOY). WAFLT is proud to levels of French, German, Hebrew, nominate Deana Zorko, Spanish and Spanish and provides multiple Teacher at Madison West High School, paths to allow students to work at a for the 2015 competition. Deana’s pace best for them. In addition to their passion, dedication, innovation, and rigorous language classes, students true compassion make her an inspiring participate in a number of language and worthy candidate for the award. extracurriculars, including honor societies, language competitions, and Deana started her world language immersion opportunities. Through teaching career 24 years ago, and for these opportunities, students have the past nine years was an instructor raised money for various social justice at LaFollette High School in Madison. causes, produced educational plays This year, she is embarking on a new for the community, and created adventure across town and is teaching cross-cultural connections with a at Madison West High School. During number of different locations in the her time in these classrooms, Deana world. The achievements of the has worked to integrate proficiencyNicolet World Language program are based and performance assessments commendable. The department truly into the curriculum, use best practices holds up all of the aspects of the to integrate technology, and help Donna Clementi Blue Ribbon School implement the TELL framework within Award for Excellence in World the department. Language Programs.


Wisconsin and beyond. She inspires excellence and commitment among her colleagues and generously contributes her time and talents into many avenues where she can help others grow professionally. Deana firmly believes that all students can learn another language, and the framework of her classroom is the key to opening up that opportunity for students. To Deana, this starts with creating a safe and culturally rich classroom environment where risk-taking in the target language is encouraged. She uses authentic materials, movies, radio stations, and personal experiences to enrich students’ connection to the language and promote engagement and interest. In her classroom, focusing on a growth mindset in her approaches to teaching and assessing are pathways toward building a desire for success, life-long learning, and global awareness in all students. Additionally, Deana’s service to WAFLT is highly commendable. Deana has presented numerous times at the WAFLT Fall Conference, with one of her presentation being declared Best of Wisconsin and sent to the Central States Conference. Additionally, her recent CSC presentation with co-presenter Lauren

Deana is a leader and colleague in both the community of Spanish language teachers and the greater community of Deana Zorko recognized as the 2015 WAFLT language teachers and learners in Teacher of the Year Nominee.



Rosen was declared a CSC All Star presentation and will be repeated this March in Minneapolis. She served WAFLT as Fall Conference Program Co-chair. Deana also co-writes the monthly “High Tech, Low Tech” column for the WAFLT eVoice. Deana shows commitment and dedication to WAFLT and professional development, understanding the great importance of collaboration to quality teaching. As one of her former students writes, “Mrs. Zorko was able to bring the Spanish language and culture to the classroom throughout all levels of her classes. She was able to supplement information with her own personal experiences and show us how learning another language is not only beneficial to us, but to the world we live in.” This perfectly sums up Deana’s effect on students and the strong personal dedication she brings to world language instruction. Deana Zorko embodies all the characteristics of the National Language Teacher of the Year award. Her vision, passion, leadership, and support make her an optimal candidate for this accolade. We are proud to support such a deserving and dedicated language teacher.

2014 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.

Sabine Beriold accepts the ISE Language Matter Award from ISE German Programs Coordinator, Katie Henly.

The recipient of the 2014 Language Matters Award, Sabine Beirold, has taught German for more than 20 years and is currently teaching at Rufus King High School in Milwaukee, WI. For Sabine, immersion opportunities are fundamental in her teaching methods and philosophy, and she works diligently to bring those experiences to her students. Sabine strives to create an immersion experience for her students on a daily basis in the classroom. She integrates German music and podcasts, works to create authentic scenes and role-plays in her classroom, and uses internet resources to bring culture to life. Additionally, she runs the German State Pronunciation Contest and brought students to participate in the UW-Madison Germany Day. Through her work to create strong language environments, Sabine’s students are able to enjoy German as a

deep learning experience. Sabine’s colleague and department head, Doreen Badillo, notes that Sabine’s “strong commitment to her students is noticeable not only within her classroom, but outside as well.” Sabine worked to initiate a partnership in 2000 with an institution in Germany to offer cultural exchanges and take students to experience language and culture firsthand. Sabine brings her passion for her native Germany with her as she brings students around the country, and students credit this passion and excitement with creating immersion experiences that they will always remember. ISE is pleased to declare Sabine Beirold, an exemplary language teacher and leader, as the recipient of the 2014 ISE Language Matters Award along with a check for $250 presented at the WAFLT Fall Conference. Congratulations, Sabine, for the important work you continue to do.

WAFLT Member Earns ACTFL Professional Award At the 2014 ACTFL National Convention in San Antonio, TX, WAFLT member and webmaster Lauren Rosen was awarded the The ACTFL/Cengage Learning Faculty Development Programs Award for Excellence in Foreign Language Instruction Using Technology with IALLT - Higher Ed during the ACTFL Awards Ceremony. This award is presented annually to recognize excellence in the integration and use of technology in language instruction at the post-secondary level. This honor recognizes Lauren’s commitment to quality learning experiences and utilizing technology to support and propel learning.


According to the award Co-Chair Kathryn Murphy-Judy, “Nominees for the ACTFL-Cengage Faculty Excellence in Foreign Language Instruction Using Technology Award are culled from the crème de la crème of technology innovators and practitioners. Choosing just one star from the many, especially given the broad array of projects and audiences, increases the selection challenge. This year, Lauren Rosen, Program Director of the University of Wisconsin Collaborative Language Program and Distance Learning of Languages, has risen to the top by dint of the wide scope of her technological integrations and the ever-expanding breadth of her influence on teachers and learners nationwide. Lauren, through her many workshops, seminars, and courses, affords faculty at all levels of instruction, pre-K-16, hands-on opportunities to align core curricula with the 21st Century Skills Map for World Languages. They learn to infuse their courses with appropriate and accessible technologies and the pedagogies that boost students

contact with authentic, scaffolded language input and opportunities for interactivity. Importantly, participants in her programs gain lifelong learning skills, so that they may keep up with ever-changing face of technology enhanced teaching and learning. Her numerous wikis afford our entire world language community open access to these learning adventures.”

allowed me to grow professionally, I thank all of you and your willing ‘guinea pigs’ for allowing me to enter your classrooms, for helping me to explore the ways that technology supports language development in your students, and I celebrate with you the many successes that we have had together and what we have all learned in the process.”

In accepting the award, Lauren commented, “I am honored to accept the ACTFL/Cengage Award for Excellence in Instruction Using Technology and humbled by the support of my many colleagues. While this award recognizes individuals who integrate technology in their courses, in this case it is recognizing the work of hundreds of educators. While I began as a classroom teacher, for the last two decades I have dedicated my time to the professional development of language educators. This award is for those who have open minds and open classrooms. Those who are willing to experiment, those that have

WAFLT congratulates Lauren on receiving such a well deserved award!

Paul Sandrock, Lauren Rosen, and Benjamin Rifkin.

Other Awards Presented to WAFLT Members:

CSC 2014 Extension Workshop

2014 WAFLT Tomorrow’s Teachers Scholarships

Nicole Thompson SuAnn Schroeder




Katie Olson Sarah Kyes

Spanish French/ELL

UW–Stevens Point UW–Stevens Point

2014 National Board Certified Teachers Honoree



Nicole Marble Elizabeth Peters Irene Salazar

Spanish French/Spanish Spanish

Platteville HS DeLong MS, Eau Claire Mukwonago HS

2014 CSC Best of Wisconsin Presentation Brian Wopat Jennifer Olivares Liselotte Kuster

French Spanish French


Onalaska High School Holmen High School Logan High School

Spanish French

New Berlin West HS Marshfield Middle & HS

AATF-WI 2014 Excellence in French Award Yasmeena Ougayour, Marshfield High School AATF-WI 2014 Distinguished French Educator Paula Johnson-Fox, Muskego High School AATF-WI 2014 Certificate of Recognition Michele LaPean-Usher Lincoln High School, Wisconsin Rapids AATF-WI 2014 Étoile Montante (Emerging Leader) Janet Noel, Bayside MS, Milwaukee



AATF-WI 2014 Lillian Trottier Awards Concours Oral Top Schools West DePere HS (Erin K. Gutschow, Dana Van Den Busch) Green Lake HS (Kirstin Thompson) Divine Angels HS (Eillen Gleeson) West DePere MS (Nadine Butler) Gilmore MS (Aurélie Bertucci) Brookfield Academy MS (Kitty Griffin) Milwaukee French Immersion School (Jodi Wam) Brookfield Academy ES (Noura Husson) WI-AATG 2014 Distinguish Educator James Pfefferle, Xavier High School, Appleton

2014 Assumption High School Outstanding Teacher Award Bobbette Leu-Timmermann 2014 German Embassy Teacher of Excellence Award Josh Brown, UW–Eau Claire AATSP-WI 2014 Teachers of the Year Diane Tess, Nicolet High School Victoria Carter, Onalaska High School James Getka, Wetosha Central High School Kathy Heinen, Oshkosh West High School Julianne West, Westfield High School

2014 WAFLT Excellence in Language Study Award

2014 WAFLT Honors in Language Study Award

The Excellence in Language Study Award is 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 of any level may be nominated into order to give recognition to their success.

The Honors in Language Study Award is conferred on students who have demonstrated outstanding achievement in and commitment to their school’s language programs. High school and university students must be enrolled in the highest level of study of their program.







Ashley M Caitlin B Elaina S

Spanish Latin German

Genevieve R Goldzong M Hannah B Haley F Hye Su K Jenna E Joel K John S Kaolag X Kara P

French Chinese French Latin, Spanish French Spanish Chinese German Chinese Spanish

Kareema S Kenyon T Lanie K Marisa T Molly H Stefanie A Taylor H William K

French/Spanish French Ancient Greek Spanish German French Fr/Ger/Span German

Nikki Fanta Gale A. Stone Bobbette LeuTimmermann Cindy Kinnear Sarah Bailey Ellen Onsrud Keely Lake Andrea Behn Joshua LeGreve Qiuhong Zhang Mark Wagner Xiaorong Wang Bridget GeboyHelfenstein Theresa D’Haeze Susan Hinkley Keely Lake Jessica Swemke Carley Goodkind Joanne Himebauch Jasonn Weber Teresa Karrels

Bennett H Caitlin D Catherine P Dana P David P Emilie E Heidi F Jacob E Jill M Kayla W Laura P Luiza C Maia S Michael P Rachel P Rebekah B

Spanish French/German Latin/Spanish French Fr/Span/Ital/Korean German/Spanish German/ESL Spanish Spanish German/Spanish Latin/Ancient Greek Spanish Chinese Chinese French German

Rhea C Tiffany X Tyann Z Vanessa S

French Spanish French Spanish

Kari Ewoldt Ellen Onsrud Gale A. Stone Theresa D’Haeze Jaci Collins Melanie Lasee Tobias Barske Deanah Downey Nikki Fanta Carley Goodkind Keely Lake María Wallis Xiaorong Wang Sarah Bailey Andrea Behn Bobbette LeuTimmermann Cindy Kinnear Jessica Swemke Anita Alkhas Michelle Kiste

Congratulations to all WAFLT members who have been honored this year with awards, grants, and fellowships! Please be sure to let WAFLT know as these honors occur so that we can recognize them.



WAFLT Distinguished Language Educator Speech Delivered by Karen Luond Fowdy at the 2014 WAFLT Fall Conference hen asked to define my philosophy about the importance of learning other languages, I like to share an anecdote told by Dr. Frank Grittner, longtime Foreign Language Consultant for the Wisconsin Department of Public Instruction. A school board member of a rural school district in northern Wisconsin asked Dr. Grittner why a boy whose lifetime dream was to continue the family’s farming tradition should learn a foreign language. Dr. Grittner replied, “That’s why.” Even the visionary Dr. Grittner could not have imagined the current scope of this short statement made over a quarter century ago. We know that the knowledge and skills necessary to be successful in our globally connected world are vital educational components for all of the future citizens who are currently in our classrooms. World Language teachers are in a unique position to teach communication, collaboration, creativity, and cross-cultural competence, which are among the skills that the Partnership for 21st Century lists as vital for the future.


With each year, I appreciate the value of my own travel and immersion experiences more. They have made it possible for me to see global issues and events through a “wide-angle lens” that reveals and reflects other perspectives. The best way to combat the judgmental concept of “other” or “foreign” is to give people a chance to get to know individuals and experience the human bonds that connect us. I experienced the power of putting a face to the “enemy” when I met students from Russia, then the feared

U.S.S.R. of the Cold War era, during a student intercultural exchange in 1968. I would never again speak of “the Russians” without seeing the faces of my friends in Moscow. I experienced the successes of our school German Exchange partnership measured in the tears of host families and students on departure day, the prolonged and extended contact between the new friends and families, and that same “wide-angle lens” through which these young people now view themselves and the world. One Monroe student wrote in her exchange reflection, “My host dad said I changed all of his stereotypes about Americans.” History has shown the power of the ripple effect caused by the person-to-person connection that allows us, as Proust says, to “see with new eyes.” We cannot always predict what other languages our students may need to speak in their future careers, but we can foster cultural curiosity and suspension of judgment when viewing others. The classroom motto that my students remember long after they were students at Monroe High School is “That’s different. I wonder why they do it THAT way.” For language study to address the need for global competence, it is vital that we are truly teaching “what matters” on a daily basis. Essential questions help globalize our themes, building bridges not only to the target culture, but also to other subjects and other cultures. We need to be using the language, not teaching about the language. We must teach students to communicate, rather than to manipulate isolated vocabulary and skills. We need to explore the culture

through the language, rather than teaching culture as an add-on or exotic phenomenon. We must be sure to examine the perspectives that are reflected in the products and practices of the Culture standard. Above all, we must encourage curiosity about and respect for other cultures by modeling that mindset in our classrooms and beyond. No matter what career our students may choose, the future of the world depends on their ability to understand each other and work together as members of varying nations and other cultures. When I first started teaching German, I marched the students through a grammar textbook, modeling my own experiences of learning a language in the classroom. However, my language immersion experiences in Vienna and Berlin had made me aware that communication was truly the goal of learning another language. When I was a Teaching Assistant, my students and I met outside of the classroom to communicate in informal situations so that we could really speak German, because conversation was not part of the curriculum. While I was away from teaching for ten years while my children were young, the profession underwent a dramatic shift to communicative competence. When I enrolled in the Methods class for secondary certification, I was thrilled to see that what we always knew was the BEST part of learning a language was validated in the new methodology. Ten years later, the publication of the Standards for Foreign Language Learning and the resulting work with the Wisconsin Standards formed the basis for the rest of my career. The



shift in focus from “What will I teach?” to “What will my students be able to do?” was a seismic change for my philosophy of teaching. What a relief to know that I did not have to know everything in order to deliver the knowledge and skills to the students! The classroom atmosphere changed dramatically when the students understood what they would need to know and be able to do, and how they would demonstrate that they could do it. We became partners in the process to prepare them for success in their assessments. With Linguafolio, students were able to document their progress in learning to communicate in German and set realistic goals to improve. We talked together about what it takes to become more proficient in the language. Feeling less pressure to be the proverbial “sage on the stage,” the students and I could laugh together at our mistakes and share in the celebration of our successes. It is vital that the students use their language skills and knowledge beyond the German classroom to develop the intercultural and interlingual skills they will need to succeed in the future. Our school exchange, e-pal projects, visiting native speakers, connections to the German-Swiss community in Monroe, and quarterly “Communities and Connections” projects were all steps toward participating in the global community. Collaboration with colleagues, on-going learning through conferences, in-services, and continuing education classes, and connections with colleagues in professional organizations are all vital components of successful teaching. The most talented teacher cannot simply shut his door and continue to do what he has always done and

expect to be successful. We are so fortunate to be part of WAFLT, which provides superior opportunities for collaboration and professional development. This IS the best job there is, despite the challenges of the political climate, the demands of new initiatives, and other roadblocks that a teacher must navigate every day. Faced with these hurdles, it is easy to lose track of positive impact we make one student at a time, but every teacher in this room can think of instances in which they have truly influenced the lives of their students. Successful World Language teachers share a passion for the language and culture, combine high expectations with respect and

empathy for the students, take time to reflect, constantly strive to improve, and model life-long learning and flexibility, all with a sense of humor. That is a tall order, but we have wonderful role models in this profession who have generously shared their expertise and encouragement to guide and encourage us along the way. The recipient of this Distinguished Educator award represents the collective successes, large and small, of all of us. So congratulations and thank you to you, World Language teachers, for all you are doing to truly make a better world.



WAFLT Annual Meeting Minutes Saturday, November 8, 2014 Paper Valley Hotel, Appleton, WI I. Greetings -- Keely Lake, Ph. D. II. Fall Conference Committee – Linda Havas/Cathy Stresing C Local Arrangements – Ashley Reinke/Sarah Fortman C We had approximately 800 attendees at this year’s conference and 36 exhibitors. C There were 108 different sessions and workshops. Many were so popular that we had to move them to larger rooms. Not a bad problem to have. Many thanks to all presenters and attendees. C Please fill out the survey when you receive it, your feedback is valuable. Watch your email! C Proposals for 2015 conference will be accepted beginning in early December. We would like to thank our sponsors: C EF Educational Tours C Sanako/ESS C Language And Friendship C Spanish on Location C CETA Tours C Interact Travel C National Committee for Latin and Greek C World of Reading Ltd. Plus the many exhibitors who donated door prizes. III. Secretary Report – Dan Tess Josh LeGreve moved and Lisa Hendrickson seconded to suspend reading of minutes and accept as written. IV. New Visions in Action – Kyle Gorden There will be another NVIC session next Fall. Format TBD V. President’s Report – Keely Lake

Keely expressed deep thanks and gives immeasurable thanks to out-going Finance Chair Kyle Gorden. VI. Treasurer Report – Kellie Michels The balance through Nov 6 , 2014 is 204,486.96. Endowment totals 178,203.21 Motion – JG moves to accept the report to be corrected as soon as Kellie receives credentials to access accounts online. Lisa Hendrickson seconded. Unanimous approval VII. DPI World Language Consultant’s Report C WL enrollment numbers stable with slight increases overall. Japenese is losing, and Chinese is gaining but not as strongly as anticipated just a few years ago. Districts that can afford it are beginning to implement elementary WL programs. Numbers are available on the DPI website. C Educator Effectiveness in place for 2014-15. Thanks to WAFLT for collaborating on the development of materials and workshops to assist our colleagues. We can use SLOs to strengthen professional development for WL teachers: Write proficiency-based SLOs, do not use grammar or discrete skills for this purpose. C WL teachers should be aware of current Wisconsin statutory requirements for WL programs. School districts are obliged by law to give all students the opportunity to learn a world language beginning in grade 7. DPI no longer audits districts, assuming districts are not in violation of state statutes. C The Global Education Achievement Certificate has receive a lot of national

attention. Its programmatic intent is to create school cultures that support strong world language programs and learning about global issues across the curriculum. C The next Wisconsin Global Youth Summit is scheduled for February 28, 2015 at UW-Madison. Registration is now open. VIII. Professional Development Committee – Anita Alkhas C Mentoring: 12 week process with set goal framed in TELL network articulation. Whether it’s veteran-new teacher or any other orientation, we want mentoring initiative to be best of old paradigm with new collaborative elements. C Summer Institute: At Summer Institute 2014, Educator Effectives and SLO design was a major focus. Next year will continue focus on proficiency (Proficiency: Pathway to Excellence). Aug 3-5, 2015 at Pyle Center in Madison. On days 1 and 2, Martina Lindseth, ACTFL presenter, will focus on the O.P.I. (Oral Proficiency Interview) to show how proficiency develops over time, familiarize us with the characteristics of the different levels and apply this understanding to instruction. Day 3 will demonstrate classroom applications with time to collaborate and apply concepts to our teaching.



IX.. Grants & Endowment Committee Professional Development Committee – Anita Alkhas Thanks to Stephanie Krenz who will take over Grants/Scholarships next year. Check the WAFLT website for Grants and Scholarships opportunities. Upcoming deadlines are: November 15 is the deadline for the WAFLT Special Projects Grant. Last year’s recipients were Mark Wagner, Die Weisse Rose traveling exhibit and Erin Calvin, Celebration of Cultures school fair. Please maintain continuous WAFLT membership in order to take full advantage of the Grants and Scholarships. X. Public Relations Committee – Karen Fowdy/Justin Gerlach Justin Gerlach to stay on PR, but he will be joined by Keely Lake at national level JNCL-NCLIS and Karen Fowdy XI. Communications & Publications Committee – Lauren Rosen C VOICE: Articles are due on January 1. Please encourage presenters who you really enjoy to submit an article or if you are a presenter please consider submitting an article. Guidelines are available on the website. The eVoice is our new monthly newsletter of articles of interest to language educators. It also includes a High Tech/Low Tech column co-authored by Anita Alkhas and Deana Zorko. Thanks to both of them for their hard work on the column and to Andy Schwei, who gets the publication out each month. If you aren’t receiving it you can subscribe from our homepage at waflt.org C 21st Century Committee: They have been hard at work posting lots to our twitter and FB feed. If anyone has an interest in Pinterest and would like to grow that area for us, please contact me at webmaster@waflt.org

C Advertising: Advertising is at roughly 70% of intended revenue, at just above $2000 for advertising. We are looking for a new advertising manager to take over as Josh transitions into the role of president. C Website: We have a new look and feel on our website. Hopefully it has been easy to navigate. We apologize as we did go through some growing pains trying to get the backend database to communicate with the front end. We welcome your comments on how we are doing. Please send your thoughts through the “contact us” or directly email them to webmaster@waflt.org Also if you are a presenter or if you like someone elses presentation please encourage them to submit their handouts and links to me through either of those so that we can get the content posted to your website. XII. Awards – Josh LeGreve A fantastic Awards Ceremony was held last night where we honored recipients of the following awards: 41 8 6 3 1 1 1 1 1 1

Student Awards Rec of Merit Future Teacher Professional Service Distinguished Educator Grittner New Teacher Gradisnik Teacher of the Year Nominee ISE Language Matters Award Donna Clementi Blue Ribbon Award 64 Awards Total Additionally, please check out the revamped awards tables outside of the exhibit hall. XIII. Announcements /Other Business, etc. C Election Results: Ms. SuAnn Schroeder will be President Elect.

XIV. Adjournment Motion: Bobette Leu-Timmerman moved and the mob seconded. And there was much rejoicing. Door prizes were distributed by raffle! Minutes submitted by Dan Tess

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





WI NNELL Representative Jessica Bradley Highland View Elementary School 5900 S. 51st Street Greendale, WI 53129 (608) 423-2750, ext. 2102 jessica.bradley1@gmail.com


hat is NNELL?

The National Network for Early Language Learning provides leadership in support of successful early language learning and teaching in grades pre-K-8. NNELL advocates for early language learning of all languages. Learn more about how you can support NNELL’s advocacy efforts in our Advocacy section. Join today @ www.nnell.org/membership Visit our Wisconsin page @ www.wi-nell.org Membership in NNELL provides you with a voice at the national level to support early language learning. Wisconsin NNELL Supports You I’d like to take a moment to highlight Teaching Standard #9. From the DPI website it reads: Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, and professionals in the learning community, and others who actively seeks out opportunities to grow professionally. I am highlighting this standard because it is important to think about our decisions as educators in a

Central States NNELL Representative Nicci Saari Eastwood Middle School 4401 E.62nd Street Indianapolis, IN 46220 (317) 254-5588 Ext. 109 nsaari@msdwt.k12.in.us

multi-level way. At the WAFLT Fall Conference, I hosted our annual NNELL Saturday morning Networking Session with 13 wonderful elementary World Language teachers and the session started with a question: “What do you want your students to get out of your program?” It is a fairly complex question and it came from Karen Fowdy at the Thursday WAFLT Workshop. But I thought it was an important question for us to bring back and think about on Saturday and at the elementary or beginning language learning levels. Based on personal experience with my school district, I know that many elementary programs around the state do not have a purchased curriculum to follow. Our world language department was under curriculum review last year and we couldn’t find anything that we would want to use from a publisher. If a school district does have purchased curriculum, it isn’t necessarily designed with children in mind. Many curricula focus on reading and writing but elementary students are good at listening and speaking in the target language. Join today @ www.nnell.org/membership Visit our Wisconsin page @ www.wi-nell.org

Going back to the question asked, many of the original responses revolved around colors, numbers, calendar, greetings, or getting them ready for middle school; but as we began to discuss the question and dig deeper into the idea, our world language classrooms are so much more than that, and at the elementary level, it needs to be. But how can one teacher do it all and make all the curriculum overnight? How can we take a theme and find corresponding literature, videos, songs, and resources? How can we make vocabulary packets, Keynote, or PowerPoint presentations to create appropriate input in the target language, or make flyswatter sheets, find all the clipart available to represent each word we want to teach? How can we design lessons so that they flow from one day to the next, all the way throughout a 10-week period? My students only meet 3 times a week for 25 minutes, and many schools only meet once or twice a week. How can I get them to be able to say or remember anything? What I’ve found is that one teacher can’t do it all. But a team can that works to create thematic, contextualized curriculum. So, in Wisconsin, our NNELL group is now a team. And we do not only have FLESFEST (a necessary conference to attend for elementary or middle school teachers) as a resource, but there is now a posted sample


curriculum for a K-5 program online, for free, at www.wi-nell.org under our Elementary Curriculum tab written by a team of elementary world language educators: Carol Hartmann, Erin Koplitz, Natalie Schmidt, Mandi Davis, and Jessica Bradley. Here, there is also a GoogleDoc Folder with resources as well as a collaboration folder where we can post and ask questions and connect with other beginning educators. Helena Curtain has worked with my school district to develop the thinking involved in creating thematic, contextual units with performance-based assessments. Our Wisconsin-NELL team is now working to have curriculum writing or building days in the very near future, as well as a “vlog” series on YouTube, so that elementary World Language teachers can get appropriate training in a simpler way. Teachers can share their units with me and I can post and share with others. Please do not hesitate to contact me if you would like support in your district. I now have a NNELL-Wisconsin committee and we will be working together to be more hands-on. Now is the time for elementary programs to grow in our state. We can’t lose any more programs. What we do helps children to not only learn a language, but also understand how to learn a language communicatively and successfully, not just K-5 but K-16. So, perhaps by looking at Teaching Standard #9, you can now find the support to think about the curriculum in your classroom and tweak it if necessary. The posted curriculum is not perfect, but it makes sense to kids and is so much more than colors, numbers, calendar, and grammar.

Join NNELL 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! Jessica Bradley


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

FLESFEST 2015 Where We Can Go with What we Can Do Fuel the Journey with Confidence and Competence

Saturday, February 28, 2015 Alverno College, Milwaukee, WI 8:00am-3pm Keynote Speaker: Lynn Sessler Neitzel FLESFEST is a professional, Saturday-only conference that takes place each Spring in collaboration with WAFLT. It provides useful strategies to teachers of elementary programs, as well as beginning language teachers of any ages, that teachers can apply immediately after attending the conference. It supports elementary World Language teachers from the ground up, and has support from some of the most-knowledgeable in world language instruction today. It is one of the most inspiring, motivational and engaging conferences I’ve ever attended and highly recommend it to any World Language teacher, regardless the level the teacher teaches.

Registration details at: www.wi-nell.org



Wisconsin Association of Chinese Language Teachers President Lacey Melco Kettle Moraine High School melcol@kmsd.edu Past-President Sarah Bailey UW-Marathon County 518 S. 7th Avenue Wausau, WI 54401 (715) 298-8118 bubsbailey@yahoo.com.hk

WACLT President-Elect Yao Yuan

Secretary Zona Fang

Treasurer Chen Dong Kettle Moraine High School 349 N. Oak Crest Drive Wales, WI 53183 (262) 968-6200 ext. 4153 chenchen41@gmail.com

he year of the horse was a great year, showing an increase in the interest and study of Chinese across the state of Wisconsin. Chinese teachers were going outside of the classroom and into the community offering introductory cultural classes to teach the ancient art of Chinese knot tying to groups such as the Girls Scouts and the YWCA. I hope to see this continue and encourage each of you to go beyond the classroom at least once this year to spread the beauty of Chinese language and culture in your own community.


Within the classroom walls, amazing things are happening. Our students all made us proud at the Wisconsin State Speech Contest in February. I am looking forward to seeing the students’ progress as well as seeing some new faces at this year’s speech contest on March 7th.

As we cheerfully enter the year of the Sheep, I commend each of you for your efforts and accomplishments, including past, present, and those yet to come. Keep up the great work! Let’s make the year of the Sheep a great year full of learning, celebrating, and collaborating with one another. Lacey Melco



American Association of Teachers of French – Wisconsin Chapter Co-Presidents Andrea Behn Parker High School, Janesville abehn@janesville.k12.wi.us Justin Frieman Charles Round Lake High School, Round Lake, IL jfrieman@rlas-116.org

Secretary, Treasurer, Webmaster Brian Wopat Onalaska High School, Onalaska, WI wopbri@gmail.com

Grand Concours Jennie Bolen Logan Middle School grandconcourswi@gmail.com

Past President SuAnn Schroeder Marshfield High School, Marshfield, WI schroeder@marshfield.k12.wi.us

AATF Web site: www.frenchteachers.org Sign up to be on the AATF-Wisconsin list serve at: AATFWisconsin-subscribe@yahoogroups.com Visit: www.theworldspeaksfrench.org Bonjour mes chers collègues, s we begin a new calendar year, our thoughts may turn toward New Years resolutions. We resolve to do many things: create new habits, try new things, or meet new people. We concentrate on the new, much like we begin each school year with new ideas, activities, and materials for our new students. Many of us are beginning to feel the pressure of planning, grading, attending meetings, collecting data, completing tasks for evaluations, and, yes, getting through the curriculum. As students are thinking about the courses that they will take next year, we are sometimes just hoping to get through this year!


I am reminded every day that to my students, their families, and the community, I am the French language and francophone culture. It is this knowledge that keeps me motivated during this time of year and lets me enjoy my time with my students, while getting through the other necessary tasks that need to be done in teaching today.

So what can you do to engage your students (and others), motivate yourself, and (gasp!) increase your enrollment? Be exemplary! Apply for the AATF Exemplary French Program. This is a new initiative this year and it would be great to see AATF-WI members participate. Use this program to promote yourself and use it as an opportunity to inform your stakeholders what your program offers and what you could offer. Apply this year and use it as a measure for growth for your program in the future. Not sure how to make your program an exemplary one? Read on. For more information about the AATF Exemplary French Programs go to: www.frenchteachers.org/hq/exemplar yprogram.pdf. Attend a conference FLESFEST will be taking place in Milwaukee on Saturday, February 28, and is a wonderful opportunity for

teachers of all languages and levels to learn from each other and network. See the WAFLT site for registration. Also, consider attending Central States Conference in Minneapolis, March 12-14. I’ve found this conference to offer truly the best of what our region has to offer (www.csctfl.org). You are guaranteed to come away with great ideas and a feeling of renewal. Additionally, consider the AATF 2015 Convention in Saguenay, Québec (www.frenchteachers.org/). This convention takes place from July 8-11 and promises to be a wonderful convention and cultural experience. Promote organizations in your school Do you have a French Club? Honor Society? If you are unable to have these organizations, can you sponsor a film night? Offer a craft activity after school? Sponsor a contest among students or faculty? Talk to your students and find out what they would like to do. You may find yourself hosting an immersion lock-in for several schools before you know it.



Nominate your students for scholarships and awards. As a member of a professional organization, your students are eligible for scholarships for college and travel, as well as awards for contests. Send copies of press releases to administration and to your local newspaper. What better way to promote your program and your students’ love of French? (Remember that you, too, can receive scholarships and grants for travel and study. And nominate colleagues, as well!) These can be found on the AATF, AATF-WI, and WAFLT sites. Show student growth, win prizes! The Grand Concours, or National French Contest, is quickly approaching. Contest materials must be ordered soon. This contest is a great way for you to see how your students perform at a national level and potentially win some prizes. My SHF chapter has a cords and awards ceremony for all members in May, where top finishers at each level earn pins for their academic letter and certificates of recognition for top finishers at our school. This has motivated students to take the contest seriously and try their best. We also keep a spreadsheet from year-to-year to show students how they perform over time, and students are eager to see results each May. Remember this isn’t all or nothing. Start with one class this year and see how it goes. Let me know if you’d like to see samples of the exam. I’d be glad to share resources with you. Our Grand Concours Coordinator is Jennie Bolen. She does a fantastic job and can answer your questions. Be sure to thank her for volunteering to do this for us. (http://aatfwi.org/grandconcours.html)

Capitalize on talent Wisconsin is one of the few states that offers the Concours Oral to students of all levels of French. It is a forensics- style competition that allows students to develop their presentational, interpretive, and interpersonal skills in French. Students may choose to prepare a poem, song, or reading. They may prefer to be more spontaneous by having a conversation or do an extemporaneous reading. They can work alone, with a partner, or a small group, depending on the category. Again, start small with a few interested students. Or take a big group. Our SHF offers incentives for this competition, too, and often students participate year after year. Remember to abide by the rules established by the AATF-WI. This year, our Concours Oral Coordinator is Ramona Armour. Ramona has been working diligently to make improvements to the contest and to make it more meaningful to students. Please contact her with questions. (http://aatfwi.org/concoursoral.html) Make connections...global and local Several French teachers have worked hard to establish successful connections with partner schools in francophone countries. There are many more teachers who are seeking these connections or who are struggling to keep these connections alive. Is your partner school asking for an annual exchange, when you can only commit to bi-annual exchange? Team up with a colleague and share the exchange. Can’t do an international exchange? Check out the AATF-WI site for local French experiences and opportunities. Know

of others? Contact our Treasurer/ Secretary/Webmaster, Brian Wopat, and he’ll add them to the list for others to use. Network, network, network As I talk with members throughout the state, several themes recur: 1. I am all alone. 2. I have nothing to share. 3. I have no time be innovative/be a good teacher/(fill in the blank). One of our goals as an executive board is to promote networking in our state by offering the Networking Grant. If you are interested in hosting an event for colleagues, contact one of the exec board members to help promote it and enjoy the opportunity to find out that we aren’t alone, we all have something to share, and we do have the time to be the best we can be. See the AATF-WI homepage for more details. Be a social media maven Follow AATF and its members on Facebook, Twitter, and Pinterest. Ideas and resources are everywhere. I am constantly finding inspiration for activities and events on a variety of topics. Go beyond harvesting others’ ideas and share your own. Social media is where one can find some of the best professional development. Renew your membership...give a membership to a friend or colleague Many of these opportunities are available through membership in AATF. However, the benefits of membership are not limited to what I’ve listed here. As a member, you and your program are supported by a professional organization that values all that you do. Do you know a


pre-service teacher? Is there a teacher who is struggling to keep their program afloat who is not a member? Give them a membership. (And get a free membership for yourself.) Get involved in AATF To see a difference, sometimes you have to make a difference. Get involved. We are currently looking for a President-elect for the next term and we’d love to have several names on

the ballot. Not interested in committing to a several year term, but you still want to be involved? Do you have ideas for events? Contact me. I’m working on ways to get members together beyond our annual meeting in Appleton and I need your help. Let’s get together to celebrate ourselves and all that we do for our students, programs, and our love of French.


As we begin this new year, try something new. Make a connection with a new or veteran teacher. Create a new tradition or establish a new event. AATF is your organization. We are here to support and inspire each other! Bonne année et mes sentiments distingués, Andrea Behn



Association of Teachers of German – Wisconsin President Tobias Barske UW-Stevens Point tbarske@uswp.edu

Past President Mark Wagner Nicolet High School, Glendale mark.wagner@nicolet.us

Vice President Sigurd Piwek Milwaukee German Immersion School piweks@milwaukee.k12.wi.us

Secretary Stephanie Krenz Stoughton High School stephanie.krenz@stoughton.k12.wi.us

Treasurer Melanie Lasee Ashwaubenon High School mlasee@ashwaubenon.k12.wi.us

Herzliche Grüße an alle Deutschlehrerinnen und Deutschlehrer in Wisconsin! s we are embracing the New Year, I would like to take a moment to highlight what we have accomplished in 2014. I could not be more honored to be part of a fantastic WI-AATG team; Stephanie Krenz, Melanie Lasee, Siggi Piwek, and Mark Wagner have been phenomenal colleagues and I look forward to continuing our work during the second year of my term as president.


The highlight of the year undoubtedly was the exhibit Die Weiße Rose, hosted in Wausau, Eau Claire, Milwaukee, and Cleveland. I know that many of you visited this exhibit with your students to make the event such a success. Another highlight was our annual immersion weekend in New Glarus co-sponsored with the Northern Illinois chapter, with the focus on teaching S(cience) T(echnology) E(ngineering) M(ath). Please make sure to join us again between February 13-15 when the current AATG president Mohamed Esa will share teaching ideas about the three Ms: Musik, Malerei, Märchen.

At the annual WAFLT Fall Conference, the German contingent was extremely visible once again. Almost 20 presentations and workshops offered a lot of new teaching ideas and suggestions. The strength of German programs was especially visible during the award ceremonies, where Karen Fowdy was named WAFLT Distinguished Language Educator, the Goethe Institut received the Anthony J. Gradinski Award, Sabine Beirold the ISE Language Matters Award, Nicolet High School School the Donna Clementi Award, John Pustejowski and Bobbette Leu-Timmermann Certificates of Merit, Heidi Flees and Rayna Christman the Future Language Teacher Award, and Jim Pfefferle, last but certainly not least, received WI-AATG’s Distinguished German Educator Award. In addition, Charles James received the AATG Outstanding German Language Educator Award-Post Secondary at the ACTFL Conference in November in San Antonio for a career as an inspiring force among German teachers in the US. I would like to use this opportunity to congratulate all of these teachers, organizations, and

schools once again for their hard work and dedication to the teaching of German. German programs in Wisconsin would not be nearly as strong without you! As we begin a new cycle of award nominations, please send us names of worthy nominees so that we can keep this wave of success rolling. Here is to a great 2014! As we turn our attention to 2015, I would like to take this opportunity to point out a major development in the area of teacher training that will influence the future of our profession. The state of Wisconsin has adopted a new assessment tool to evaluate new teachers during their student teaching semester. This new assessment tool, called the edTPA, will take full effect in Fall 2016. Student teachers will have to complete a comprehensive, multi-step project successfully on their way to become licensed teachers. Until then, teacher training programs across the state are phasing in the edTPA by adapting teaching methods classes, by piloting it with current student teachers, and by collaborating with school districts and cooperating teachers to accommodate necessary changes to the student teaching process.


For German programs especially, a successful transition in this area will be critical, since qualified, new teachers represent the success of German instruction. What I find extremely exciting about the edTPA also provides the biggest challenge: a shift from grammar-based to language-based instruction embedded in a cultural context and a shift from teacher-fronted to student-centered instruction. Essentially, the edTPA requires new teachers to demonstrate that they can implement ACTFL’s 5Cs. For example, student teachers will have to demonstrate that their students “develop communicative proficiency in the target language in a meaningful cultural context.” More than anything, the edTPA, and the 13 rubrics used to evaluate it, requires teaching in the target language as opposed to teaching about the language in the future. Student teachers receive a passing score when “students are engaged in cooperative language tasks that lead students to deepen and extend communicative proficiency in the target language in meaningful cultural context(s),” whereas they will receive a failing score when “students are observed in tasks that focus solely on vocabulary and grammar with no connections to language functions of the target language” (edTPA Handbook for World Languages: Rubric 6: Engaging Students’ Target Language Communication). I am concerned, because I know that many language classrooms still are dominated by grammar instruction. Student teachers who are supposed to demonstrate their ability to conduct communicative language instruction face major obstacles when their students are used to traditional

grammar instruction. For an enthusiast of teaching in the target language, however, I think that this transition offers an opportunity for all of us. As we prepare new colleagues to take over well-established German programs, we may need to revisit what we do in our own classrooms: Do my students learn how to use language in the most effective way? Is there room in my classrooms for students to explore what they are interested in to kindle an intrinsic motivation to continue studying German language and culture? As you start the New Year, I hope you will find some time to familiarize yourself with the edTPA (I


will be offering a workshop at WAFLT Fall Conference). I think that it is an exciting opportunity and one we should fully embrace. Please feel free to contact any of us if you want to share successes or need help, we are only an e-mail away (see box on top of previous page). Also please consider joining our WI-AATG Facebook group to stay in touch with other colleagues in Wisconsin or to exchange ideas. Wir wünschen euch allen ein erfolgreiches und gesundes 2015! Tobias Barske



Wisconsin Association of Teachers of Japanese President Atsuko Suga Borgmann UW-Milwaukee (414) 229-5650 suggatsu@uwm.edu

President-Elect Richard Kania Franklin High School (414) 423-4640, ext. 2116 Richard.Kania@franklin.k12.wi.us

Activities Director/ Secretary Shinji Takahashi UW-Milwaukee (414) 229-5650 takahash@uwm.edu

Web Page Editor Jason Jones UW-Milwaukee (414) 229-5650 jonesjc@uwm.edu

President ex-officio Kasumi Kato UW-Whitewater (262) 472-1241 katok@uww.edu

Trreasurer Chie Kakigi kakigic@uwosh.edu

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

Our new official website: http://wisconsinatj.wordpress.com/ Facebook page: https://www.facebook.com/wiatj Konnichiwa!


iATJ is expecting an eventful new year. I hope everybody is having a good start to the new semester.

WAFLT Fall Conference 2015 The WAFLT Fall Conference will be here in no time! Please mark your calendars for November 5-7, 2015, at the Radisson Paper Valley Hotel in Appleton. The theme of this year’s conference is “Mission Possible: Global Multiliteracy: Equipping 21st Century Learners for Global Citizenship.”

Events Held C WiATJ had a booth at Japan Fest hosted by the Milwaukee Japanese Association (MJA) and promoted Japanese language and culture to the community members in Milwaukee. WiATJ awarded Milwaukee Japanese Association “Japanese Education Support Award” for their excellent support of the Japanese education in Wisconsin. We would like to thank

them for their support in promoting Japanese language and culture in Wisconsin. Their support is vital to WiATJ to ensure we can hold events to advocate Japanese education. C Jaci Collins Sensei and Mieko Ikeno Sensei have received a “Professional Service Award” from WAFLT in 2014. Thank you very much for your relentless effort to educate students in Wisconsin through all your years of service. Japanese education in Wisconsin couldn’t have flourished without you.

We expect to have many presentations regarding Japanese pedagogy and we look forward to sharing ideas on educating our students. Please also note that the WiATJ business meeting is on Saturday morning (Nov. 7th) to encourage participation from many different parts of Wisconsin. Shinji Takahashi, President of MJA and Atsuko Suga Borgmann, President of WiATJ

Jaci Collins Sensei and Mieko Ikeno Sensei


Future Activities

Mieko Ikeno Sensei

C WiATJ had a fruitful business meeting at the WAFLT Fall Conference on November 8, 2014. We discussed future events such as Anime Milwaukee, Wisconsin Japan Bowl, the speech contest, and other outreach activities.

C Wisconsin Japan Bowl is planned for January 31, 2015, at University of Wisconsin-Milwaukee. This competition is an academic competition for high school students who study the Japanese language. They compete against each other for their knowledge about Japanese language and culture. After a test-run in 2014, we decided to join the national Japan Bowl competition. Three winning teams from each level (Level II, III, IV) will go to Washington, DC to compete as Wisconsin representatives. All travel costs will be provided by the Mazda Foundation. C WiATJ is planning to reach out to Anime fans who will gather at Anime Milwaukee in February 2015. During this Anime convention, WiATJ will organize language and cultural events such as calligraphy workshop, manga drawing workshop, and basic language workshop. 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 held


sessions at Milwaukee Folk Fair, UW-Madison, and 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 (hnaka@wisc.edu). There will be no cost to the hosting school and the school doesn’t need to offer Japanese language. If you or your institution has any news, holds any events, or receives any awards or comments, please share it with us so we can include it here in future newsletters. 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 foreign language education. Your participation in WAFLT will make a difference. Please become a WAFLT member today. Please go to: www.waflt.org/index.php?q=node/21 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 Borgman

Yuko Kojima, at WiATJ booth

Masako Lackey at Calligraphy booth



Wisconsin Latin Teachers Association President Daniel Tess Brookfield Central High School tessdanielp@gmail.com

Past President Secretary Allan Lubben Vacant Mequon Homestead High School Steffen Middle School Lake Shore Middle School awlubben@gmail.com

Treasurer William W. Kean 110 S. Henry St. #204 Madison, WI 53703

Salvçte omnes! f you are marking your calendars for the 2015, we will make every effort to offer an October Latin Day. The omission of the event last year had many students and staff inquiring about its availability. Feedback from our Latin Day at MU 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 Has your school been thinking about SLO’s, Learning Targets, and proficiency vs. grades? Perhaps you’ve been a part of some crucial conversations within your department

about defining what your students should learn in your course and not just what you teach. Many districts are trying to personalize the education experience to offer students a tailored path to success in school. While there are countless tools at our disposal, I would like to highlight three here. Wisconsin’s Linguafolio is still an excellent source for students to keep track of their own learning by setting goals. There are so many modules to consider, that you don’t have to pursue every single goal in the same course or year, but it can serve as an excellent conversation starter between you and your students about what targets might be addressed both in rudimentary classes and literature electives. While many of the goals are based on oral proficiency which may not be the focus of your course, nevertheless those same goals may serve as the independent objectives students pursue for their own projects. Another useful tool could be the ALIRA exam from ACTFL. 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 families. More information can be found at www.actfl.org/aappl/latin. Finally consider one of many “SLO toolkits” being published online for WI and other states. They will help guide you to create meaningful outcomes for students and hopefully streamline the process for you by getting you to ask the right questions at the outset. Gratiae agendae Many thanks to Professor William Brockliss from UW-Madison for hosting high school upperclassmen on campus, so that they could sit in on various Latin, Greek, and Classics


related courses. To get a feel for what is offered at the next level can help students figure out if they should pursue a minor, major, or even double major by continuing their language study from high school. March 19, 2015 is slated as this year’s visit. Hopefully this will become another annual tradition. Many thanks to all the professors who were willing to have extra students stop in for one of their classes.

We also would like to pour out sincere thanks to Keely Lake, Ph. D., from Wayland Academy in Beaver Dam, for serving so graciously as the WAFLT president for Latin’s biennium. She has agreed to take on further responsibility at the national level, advocating for language programs and our state with JNCL-NCLIS.


Et Cetera I hope your summer plans are filling up with travel and professional development opportunities. If you already attend a WAFLT or WLTA event each year, invite a new colleague to join us in 2015! Daniel Tess

Wisconsin Association For Language Teachers & Discover Languages Wisconsin Presents the 2015 Discover Languages

Student Video & Postcard Contests Contest Theme:

Mission Possible: Learn Languages! 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 9, 2015 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.



American Association of Teachers of Spanish and Portuguese President Fred Cruz Brookfield Academy (262) 783-3200 cruz@brookfieldacademy.org

Secretary Gladys Wisnefski gwizz@new.rr.com

Treasurer Jeanne Kasza jkasza@west-bend.k12.wi.us

Webmaster Sara Ruiz sruiz@west-bend.k12.wi.us

Oral Competition Coordinator Aaron O’Connel aoconnel@waukesha.k12.wi.us Richard Hallberg/Lisa Bane Marquette University High (414) 933-7220 hallberg@muhs.edu SHS Coordinator Monica Lentz NSE Coordinator


Queridos Colegas, ur business meeting held during the 2014 WAFLT Fall Conference was a success. We all have contributed to the triumph of our NSE, Concurso Oral, and SHS. We enjoyed the presence of our guest of honor, el Señor Negrón, who taught us the importance of culture in our teaching. We are proud of our five Teachers of the Year: Julianne West, Kathy Heinen, James Getka, Diane Tess, and Victoria Carter. Another year for our NSE and Concurso Oral had started, and we wait to see how great our students will perform again. I am proud again to be your President, and I am very proud to know that our Spanish teachers are the best in the state. Thanks for participating in:


NSE Registration for the 2015 National Spanish Examinations opened November 1st and ran through January 31. There are some changes to registration procedures, category guidelines, and test format and content for the 2015 National Spanish Examinations.

SHH The Sociedad Honoraria Hispánica (SHH) is an honor society for high school students enrolled in Spanish and/or Portuguese, sponsored by the American Association of Teachers of Spanish and Portuguese (AATSP). The SHH was formerly organized as the Spanish National Honor Society in 1953. The name was changed to Sociedad Honoraria Hispánica in 1959. At present there are more than 2,000 national and international chapters of the SHH. The mission of the Sociedad Honoraria Hispánica is to recognize high school achievement in Spanish and Portuguese and to promote interest in Hispanic and Luso-Brazilian studies. All accredited secondary schools are eligible to charter a chapter. Chapter sponsors must be active members of the AATSP. Reminder: AATSP memberships are for the calendar year: January 1 through December 31. To join the AATSP or to renew your membership, please visit www.aatsp.org

Any secondary school student who has maintained an honor average in the study of Spanish or Portuguese for a minimum of three semesters and is in the 10th grade or higher is eligible to be a member of the SHH. The definition of “honor grade” is left to the discretion of each chapter. It should be remembered that the SHH is an honor society for those students of high academic achievement. In the spirit of our mission, each year the SHH contributes more than $150,000 in awards to student members of the SHH. The most prestigious of the awards are college scholarships given to 52 high school senior SHH members and the Student Travel Awards given to 24 high school junior SHH members. Concurso Oral: Where did the State Concurso Oral take place? Marquette University High School 3401 W. Wisconsin Avenue Milwaukee, WI 53208 Contest Date: Saturday, February 21st, 2015


The Concurso Oral was an opportunity for students to demonstrate the Spanish oral communication skills as well as to develop their general knowledge of the language. Students competed by language level as well as by categories. Categories included: narración, poesía, teatro as well as two impromptu categories: lectura no preparada and conversación. Schools were expected to hold their own contest first. This was formally known as the Regional competition. Teachers are allowed to enter five entries per teacher per school for each event. A school's competition could include performances in class and a teacher(s) selecting the participants. Teachers of the Year This year, instead of concentrating on one Teacher of the Year, we, the officers of the Association, decided to select five teachers who participated in our variety of our activities. The five teachers of the year mentioned above were honored during our business meeting and given a cash prize of $100.00 each, a letter of congratulations, and a diploma was sent to their respective schools. We received many thanks for having selected our five teachers of the year. We hope to continue to honor our Spanish teachers either by selecting one or five. They all deserve to be honored. Felicitaciones to our 2014 Teachers of the Year. Our Guest of Honor: Cecilio Negrón Jr. Cecilio had a natural ability to express himself musically at a young age. Cecilio began playing professionally by the age of 16. As a “rookie” in the music game, Cecilio was able to gain a reputation around the city as a solid and versatile musician. These opportunities allowed him to grow as a

person as well as an artist. At the age of 21, Cecilio started his solo career, working and developing his skills to be a well-known local musician and educator. Now Cecilio can be found playing with just about anyone you can think of. He has an extensive resume of performances at many local and national community centers, schools, business, arenas, clubs, music venues, and private events. He has worked with organizations like The Wisconsin Conservatory of Music, Milwaukee Public Theatre, The United Performing Arts Fund, The Boys and Girls Club of greater Milwaukee, YMCA, Milwaukee Public Schools, Latino Community Center, Marquette University, and University of Wisconsin-Milwaukee. These opportunities have given Cecilio the ability to design, manage, and facilitate his own musical ensembles,


drumming workshops, drum circles, residencies, educational presentations, and musical performances. Cecilio’s talents and experiences have allowed him to make music his lifelong commitment. This allows him to use music and performance as a key to unlocking people’s abilities to spread a positive vibe and message about change, and improvement in our world and the human race .We were proud to have him in our AATSP-WI business meeting and make our Spanish teachers be as happy as they could be. This year has been a great year and I am very positive that 2015 will bring us the best. We in AATSP-WI thank you for being part of our events, and I would like you to remind you that together will be continue being “los mejores.” Fred A. Cruz

Proposals Being Accepted Now! Visit waflt.org for submission form Deadline is March 15th

2015 WAFLT Fall Conference November 5-7 Radisson Paper Valley Hotel Appleton, WI

Mission Possible: Global Multiliteracy Equipping 21 st Century Learners for Global Citizenship Watch for complete conference details in upcoming months at waflt.org and in the fall issue of The VOICE of WAFLT



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



Presentation Proposal: 2015 WAFLT Conference Radisson Paper Valley Hotel, Appleton, Wisconsin November 5-7, 2015 Mission Possible: Global Multiliteracy Equipping 21 st Century Learners for Global Citizenship Online submission for session proposals will be available after December 1, 2014. Please go to the WAFLT website – waflt.org – to submit your proposal. Steps to submit your proposal online:

Please note:

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 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 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.”

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. Contact program@waflt.org if you have any questions submitting online!

Deadline for Proposal Submissions: March 15, 2015

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2015 Spring Voice