2016 Fall Voice

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Table of Contents WAFLT Executive Board Contact Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Your President. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Josh LeGreve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 From Your Editor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Katy Dueppen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Pedagogy, Methodology, and Policy Advocacy Update: We Cannot Do It Alone.. . . . . . . . . . . . . . . . . . . . . . . . . . Gerhard Fischer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 In Memory of Jim Oakley. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Let’s Talk About Enrollment Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gerhard Fischer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 2016 Fall Conference Sneak Peek.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linda Havas & Cathy Stresing. . . . . . . . . . . . . . . . . . 9 WAFLT Special Projects Grants: Growing Up Latino: Milwaukee’s South Side. . . . . . . . . . . . . . . . . . . . . . Samantha Epstein & Sarah Farkas . . . . . . . . . . . . . . 10 2015-16 Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Affiliate Organization Newsletters The National Network for Early Language Learning – NNELL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Wisconsin Association of Chinese Language Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 American Association of Teachers of French – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 American Association of Teachers of German – Wisconsin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Wisconsin Association of Teachers of Japanese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Wisconsin Latin Teachers Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 American Association of Teachers of Spanish and Portuguese.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 WAFLT Awards, Grants, and Endowments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

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 Medford Area Senior High School awards@waflt.org

Communications & Publications Chair


Lauren Rosen University of Wisconsin webmaster@waflt.org

CSC Grants-Subcommittee Chair

Summer Institute

Becky Murphy Golda Meir Middle School, Milwaukee rmurphyrm@milwaukee.k12.wi.us

Lisa Hendrickson lisahen3@gmail.com

Student Travel Scholarship Subcommittee Chair Paula Meyer Appleton North High School meyerpaula@aasd.k12.wi.us

Language Association Representatives AATF-WI President Andrea Behn Parker High School, Janesville abehn@janesville.k12.wi.us

Professional Development Scholarship Subcommittee Chair

AATG-WI President

Jeanne Schuller UW-Madison jmschuel@wisc.edu

Siggi Piwek Milwaukee German Immersion School piweks@milwaukee.k12.wi.us

Tommorrow’s Teachers Scholarship Subcommittee Chair

WiATJ President


The VOICE of WAFLT Subcommittee Chair/Editor

Karen Fowdy kfowdy@gmail.com

Kellie Michels Muskego High School treasurer@waft.org

Katy Dueppen Verona Area High School voice@waflt.org

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

Professional Development Chair

DPI International Education/World Languages Consultant

Advertising Subcommittee Chair

Anita Alkas UW-Milwaukee alkhas@uwm.edu

Josh LeGreve Green Lake School District advertising@waflt.org

Future Teachers Subcommittee Chair

Public Relations / Advocacy Committee Co-Chairs

Pablo Muirhead Milwaukee Area Technical College muirheap@matc.edu

Karen Fowdy kfowdy@gmail.com

HS Guests Subcommittee Chair

Keely Lake, PhD Wayland Academy, Beaver Dam klake@wayland.org Secretary Carley Goodkind Greenfield High School carley.goodkind@gmail.com

Gerhard Fischer gerhard.fischer@dpi.wi.gov NNELL Representative Jessica Bradley Highland View Elementary jessica.bradley@greendale.k12.wi.us Fall Conference Program Committee Co-Chairs

Member Services Subcommittee Chair Victoria Carter Onalaska High School carvi@onalaskaschools.com

Keely Lake Wayland Academy klake@wayland.org

Linda Havas Greendale Schools program@waflt.org

Discover Languages Contest Coordinator

Cathy Stresing Wauwatosa East High School program@waflt.org

Justin Gerlach Mishicot High School advocacy@waflt.org

Local Arrangements/Exhibits SubCommittee

Grants & Scholarships Committee Chair

Sarah Fortman Waukesha North High School

Stephanie Krenz River Bluff Middle School, Stoughton grants@waflt.org

Ashley Reinke Sherman Middle School, Madison exhibits@waflt.org

Danielle Chaussee Oconomowoc High School chausseed@oasd.org Amber Little Stoughton High School

WLTA President Dan Tess Brookfield Central High School tessd@elmbrookschools.org OWL Vacant WACLT President Lacey Melco Kettle Moraine High School lacey27@msn.com AATSP-WI President Fred Cruz Brookfield Academy cruz@brookfieldacademy.org

Mentoring/Leadership Project Karen Fowdy kfowdy@gmail.com

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 voice@waflt.com. Any photos or graphics must be sent as separate attachments in a .jpg format.



From Your President ... s summer starts to wind down and the days begin to get shorter, it is once again time to put plans into motion and commence another school year of creating evolving communicators and growing language learners. And as with any oncoming autumn, it is also time to turn our attention to the annual WAFLT Fall Conference. This year our conference committee, headed by the inspiring duo of Linda Havas and Cathy Stresing, have put together a phenomenal program focused on one key aspect of our instruction – proficiency. This year’s theme is Paving the Road to Proficiency: Empowering 21st century learners to develop their cultural understandings, cross-curricular literacy, and communication, which is quite a timely topic with current opportunities in our state. Primarily, we should be proud to be another state that has adopted legislation for a Seal of Biliteracy, which is a strong move that promotes solid global education with a focus on understanding multiple cultures and being proficient in at least two languages.


The Seal of Biliteracy is an award that graduating seniors may qualify for in DPI-approved districts that can provide evidence of biliteracy, bilingualism, and multicultural competence. If you are interested in more information about the Seal of Biliteracy, you can find it at: dpi.wi.gov/english-learners/wi-seal-of-b iliteracy. I highly encourage all teachers take a look at the requirements and consider applying for approval for this program. With this new opportunity, it

is pivotal that we begin shifting the paradigm of instruction and that we ensure our instruction is committed to cultivating strong, proficient speakers and language users who can perform at the Intermediate High level in order to qualify for the Seal. This can seem like a daunting task at first, but it is possible, and Wisconsin is ready to rise to the challenge and create an atmosphere of high achieving programs that produce students of this high caliber. To this end, we have worked hard to bring you a number of opportunities to develop your skills in proficiencybased instruction this year. Thank you to all who attended the WAFLT Summer Institute or the ACTFLsponsored MOPI training in Madison earlier this summer. Both of these workshops provided an opportunity for high quality collaboration around the theme of proficiency. Please watch for an interest survey as soon as we look into further MOPI or proficiency training opportunities for our membership. Additionally, do not miss one of three opportunities to see Thomas Sauer of LearningShifts (and @tmsaue1 on Twitter), as he guides us on the shift to proficiency at the Fall Conference. Thomas will be providing a marvelously focused full-day Thursday workshop, conducting an engaging three-hour Friday morning workshop, and delivering our Friday evening keynote immediately following the Awards Ceremony. More information on these opportunities can be found in the pre-conference portion of this issue.

Josh LeGreve

As we get closer to the 2016-2017 school year, I know we are all committed to sharing our passion and love for languages with our students. Together, we can create a generation of globally competent individuals who appreciate the world we live in and the variety that makes up our shared planet. I look forward to seeing many of you at the Fall Conference in Appleton. Nos vemos pronto.

Josh LeGreve

Complete details about the WAFLT Fall Conference can be found online at waflt.org under the “Annual Conference”



From Your Editor ...


hope that you took time this summer to relax and refocus. It’s going to be a great school year!

One thing I always look forward to before the start of the school year is paging through the conference listings for the Fall Conference. Even though November seems a long way off, I know that once the honeymoon period of the first months of school has worn off, I will be eager for new ideas to reanimate and improve my instruction and assessments. I also look forward to seeing fellow language teachers from across the state that I only see at professional conferences. Although we may only know each other from years of sitting in sessions together or chatting at the wine and cheese reception, that quick wave hello, hug, or handshake is like a boost of extra energy. We enjoy our fellow language teaching colleagues, and learning from and collaborating with them! In this edition, WAFLT Special Grants Award winners, Sarah Farkas and Samantha Epstein, write about how they created connections between high school Latino students and 5th grade L2 Spanish students to talk about culture, language, and identity. These connections are crucial for our 21st century learners. Being able to see beyond our own linguistic and cultural identity to create a community of global learners is the focus of the Global Education Achievement Certificate that Gerhard Fischer talks about as the featured writer for the Advocacy column. In Gerhard’s DPI column, you will read about Wisconsin world language enrollment trends.

As we reflect on trends in world language enrollment in Wisconsin, trends in world language teaching practices, and begin the start of a new school year, it is important to consider what our ultimate goals are for our students; some students who we will only see for two years, some who we will enjoy for six or more years. For me, I am always thinking about what I want my students to be able to do with what they have learned in my classroom 10+ years from now. I hope that they will have continued learning French, or that they remember the survival phrases that we learned and reviewed often. Perhaps more importantly, from a linguistic perspective, I hope that I equipped them with the know-how to ask for more information, to keep a conversation going with limited language, to use circumlocution to negotiate meaning, and to get their needs met when traveling and encountering people from around the world. From a cultural perspective, I hope that I helped open their world to the vast and intriguing connections that we all have with people, places, and products around the world. I hope that they are still hungry to learn more and appreciate our world for all of its diversity. Reflecting on goals for our students is a good point of view to begin with each new school year. There will be a new group of students in our classrooms soon, eager to begin communicating in a new language and begin learning how to look at the world through new perspectives. Have a great beginning of the school year and I hope to see you at the Fall Conference!

Katy Dueppen

The Voice Editing/Review Committee Katy Dueppen, Chair Verona Area High School Victoria Carter Onalaska High School Marge Draheim Retired, Appleton East High School Angela Funk Clearlake Jr/Sr High School Kathy Varda Stoughton High School

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.



Advocacy Update: We Cannot Do It Alone By Gerhard Fischer, International and World Languages Education Consultant, Wisconsin Department of Public Instruction


here is some very good news:

1. Enrollment numbers in world language programs across the state are stronger than ever. 2. Administrators do not question the value of world language programs. Most often, challenges to world language programs are about budget and resulting curricular options. 3. Response to the Global Education Achievement Certificate Program (GEAC) has been overwhelmingly positive. 4. Wisconsin recently introduced the Seal of Biliteracy. This is great news for everyone who values multilingualism. This country is opening up to the realities of a global economy and global responses to the viability of life on this small planet. An increasing number of citizens understand that knowledge about the world and cross-cultural understanding are important. There is backlash, but we will hopefully prevail with messages of openness, knowledge, understanding, and inclusion. Fear is not a force for good; empathy and inclusion are. World language educators are on the forefront of those who build bridges and understand the value of respect for other cultures and languages. I recently saw a wonderful PBS NewsHour profile of the US ambassador to Vietnam who speaks

fluent Vietnamese. “The fact that I show respect for Vietnamese language and culture and history, the Vietnamese people,” says Ted Osius, “the fact that I show that respect, that I clearly enjoy being here, I think has helped my mission.” This ambassador clearly understands and articulates the value of language: It connects, it bridges, it makes understanding possible. It does help his mission. There is something else the ambassador noted in this profile: He advocates for progress on human rights. How does he communicate what he would like to see to the Vietnamese?1 “This is really important,”Osius says. “I carry this card. It’s examples of demonstrable progress on human rights. I have given this card to members of the politburo. I point out, these are the things that we’re asking you to do. We couldn’t be more clear. It fits on a card…” So, what is the card that we should all carry? How do we communicate in clear terms what it is that we want to achieve? Perhaps we should have a WAFLT membership contest on designing that card. What do you think? Let me try to suggest a frame for this advocacy tool. 1. World language education is essential to an understanding of the world and the human condition. Ambassador Osius speaks to that. Let’s demonstrate how our students grow in our classrooms.

2. Proficiency is important. Demonstrate high proficiency levels to your community. 3. Value multilingualism. Embrace ELL students and families in your community with different linguistic and cultural backgrounds. Learn with them and from them. 4. Work on a community of global learners in your district. You are part of that community. You cannot reach your goals alone. 5. Culture is more complex than sampling food. Tacos are not necessarily a window into Mexican culture, nor is a Wisconsin brat a good window into contemporary German culture. Make sure your students demonstrate depth in their cultural understanding to the larger school community. 6. Broaden the definition of your purpose: Speaking intermediate high Spanish is great. Advanced is better. Nevertheless, speaking Spanish may not be a requirement for the jobs your students might apply for. Therefore, focus on the skills students learn by way of learning another language: literacy, cultural understanding, understanding different points of view and perspectives. Those are skills that transcend the specifics of learning languages. They will also be valuable when learning a third language. I am certain that Ambassador Osius did not take Vietnamese in high school.



This is how DPI is trying to prepare the ground for these advocacy efforts: 1. Please remind your administrators of some non-negotiables if needed: There is a state statute that requires the opportunity to learn a world language, beginning in grade 7. Remind everyone of that fact. It is often overlooked. Insist on language learning right away and do not waste time with talking about the language. 2. The requirements of the Global Education Achievement Certificate frame what I have tried to argue above:

a. Learning languages is important. b. Understanding the global frame of inquiry in other content areas is necessary. c. Reading books about other cultures is valued. d. Participation in school-wide international programs is required. That also means that schools need to establish those programs. e. Getting to know your neighbors with different cultural and linguistic backgrounds is essential.

The best advocacy tool I can think of at this point is to argue within the framework of the GEAC. It provides a larger community of like-minded teachers, and it builds support for world language programs. If your school is not yet part of this GEAC network, take a closer look and decide how you may be able to get your administration and colleagues on board. Be visible. Make yourself heard. We cannot do it alone… ________________ 1

PBS NewsHour. “Meet bicycle diplomat Ted Osius, America’s modern ambassador to Vietnam. May 20, 2016 at 6:25 p.m. EDT



In Memory of Jim Oakley Jim Oakley, former Spanish teacher and WAFLT president, passed away May 24, 2016. Jim was a very active and energetic member of WAFLT and dedicated himself to many causes and initiatives in addition to providing quality language education in the state of Wisconsin. Jim was a Spanish Teacher at the middle schools of West Bend, WI, where he taught for 23 years. As an active part of our state association, Jim served as WAFLT President from 2002-2004. In addition to being WAFLT pres ident, Jim also served in many other capacities such as public relations chair. After retiring, Jim relocated to Ashland, WI, with his wife and fellow language teacher, Anne Chartier. There, Jim became a well-respected substitute teacher in the Ashland School District and served on the Ashland County Board of Supervisors, just recently being elected for his third term. Jim was an enthusiastic and dedicated educator. He organized several exchange visits between students in Wisconsin and Badajoz, Spain. During his time in the classroom, Jim worked to make Spanish real for his students and to instill a passion for global understanding in his students. Prior to teaching, Jim served in Grenada

through the Peace Corps. During his teaching career, Jim served as mentor and encourager for many people throughout the state. He encouraged members to take a more active role in WAFLT, advocated for stronger programs in Wisconsin, and worked to archive the history of WAFLT through taped interviews. Jim Oakley’s passion and dedication are inspirational. With his passing, we have lost a very special person who brought so much life to language learning. Jim touched the lives of many people, locally and internationally, and his passion to create a more globally understanding society will be remembered by all whose lives he touched. If you have any memories of Jim to share, please email them to president@waflt.org. Memories will be compiled and shared in a future WAFLT publication.



Let’s Talk About Enrollment Numbers By Gerhard Fischer, International and World Languages Education Consultant, Wisconsin Department of Public Instruction look at world language enrollment numbers in all Wisconsin public schools has given us positive news over the past few years. Indeed, enrollments at the high school level have increased to about 59% of the total student population in 2014-15. I approach these numbers cautiously, because we saw a sudden increase just about 4 years ago. New reporting systems may have caused this phenomenon, and schools do not necessarily give us the correct codes for each of the courses offered. This is especially true in grades 6–8 where it is hard to separate FLEX from sequential world language courses. I am still looking at that batch of data to make any sense of it.


I like to focus on trends more than on separate data points. The trend is clearly upward, which means that more Wisconsin students are now in some kind of world language class than ever before. The three strongest languages still are Spanish (44% of the total student population), French (6.76%) and German (5%). Each of these languages has been holding steady for the past three years. This is also true for Chinese, Japanese, and Latin, albeit at very low enrollment levels under 1% of the total student population. Again, all of this is fairly good news and does not support perceptions of sweeping eliminations of world language programs. Once we drill down a little, though, and look at retention rates in each language in their third or fourth years, we see a sudden drop in enrollments. This is what I see:




Drop after year 2




Drop after year 3




The situation in the other languages is no different, but I see a dramatic drop-off after the first year already: Chinese



Drop after year 1




Drop after year 2




Drop after year 3




I will not speculate about the reasons for these dramatic drops in our enrollment numbers. Various factors beyond our control may be at play. Many schools, for example, do not offer more than two years of a world language. Scheduling conflicts in students’ junior and senior years may be a factor. College admissions or exit requirements are probably an important consideration as well. My main concern is that students, after only two years in the world language classroom, probably do not arrive at meaningful proficiency levels.

How can we influence this situation? What are the factors that teachers can control? Exciting and challenging learning environments, meaningful interaction with speakers of the language in other countries, use of technology, and more. That is what we keep talking about in meetings and at conferences. There are larger forces at work that prevent world language programs from growing into longer sequences. We need to talk about all of these issues and move forward. The Global Education Achievement Certificate (found at globalwisconsin.org) is one attempt to create an environment in which world languages can thrive. Its four-year world language requirement did not get adopted accidentally: It is designed to challenge schools to offer longer sequences of world language learning opportunities. Let’s use this requirement to advocate for what we know is right. So the bottom line is that there is some good news (increasing participation in some kind of language learning opportunity), yet little progress in student retention after the first two years. An increasing number of administrators and policy makers understand this dilemma. Let’s work with them on an increasingly bright future for world language learners.



WAFLT 2016 Fall Conference Paving the Road to Proficiency Empowering 21st century learners to develop their cultural understandings, cross-curricular literacy, and communication

November 3-5

ow do you define proficiency? Is it a student using memorized phrases and expressions in a controlled and predictable context? Is it a student making slight variations of learned expressions? Is it expressing new and complex ideas about abstract concepts? Or, can it be all those and more? The answer to all these questions is an emphatic YES! Encouraging our students to be creative with language, to feel comfortable making mistakes and taking risks, and to try to reach beyond their perceived limits is our job as language educators. Keeping our perceptions fluid and open will help our students do the same. Take, for example, the student who tries to describe “egg” to her partner while forgetting the words for “white” and “round.” “It came out of a (roast) chicken.” The partner’s easy guess of the word and the class’ laughter that ensues help everyone see that any one idea can be expressed in endless ways.


We invite you to come to the 2016 WAFLT Fall Conference, Paving The Road To Proficiency: Empowering 21st century learners to develop their cultural understandings, cross-curricular literacy, and communication, and, along with your colleagues, to explore the myriad of approaches to support our students’ quest for improved proficiency.

Here are a few other key reasons to join us in Appleton from November 3-5: T Thursday Pre-Conference Workshop with Thomas Sauer: Are You on the Path to Proficiency? Journey down the path to proficiency with your colleagues to see how changing the WHAT in our classes will also change the HOW and can help you create lesson plans that will help learners develop ownership in a new language. T Friday Morning Workshops – We are once again featuring a wide range of interactive workshops encompassing a variety of topics. This year, in conjunction with CESA 6, we are also offering PDP Reviewer Training. Space is limited in this workshop and special registration is required. Consult the WAFLT Pre-Conference bulletin for more information. T Friday and Saturday One-Hour Sessions – This year’s conference includes a plethora of learning opportunities across languages, levels, and various areas of focus. T Friday and Saturday Technology Workshops – Your colleagues are ready to share their high-tech tricks of the trade!

T Friday Afternoon Keynote Speaker – Thomas Sauer will present his keynote address, It's Not What the Teacher Knows, But What the Teacher Does. He will also present a 3-hour workshop on Friday during which he will focus on connecting proficiency principles with learning targets. Complete details about the WAFLT Fall Conference can be found online at waflt.org under the “Annual Conference” tab. Register early to secure your seat at the Thursday Workshop (which has sold out in recent years), and also into the Friday morning workshop that is your first choice. We strongly encourage starting your registration online to avoid mistakes. You will have the opportunity to complete payment with a credit card, or you can print your receipt and mail it with a check by the October 21st deadline. After that, there is a $10 late fee, so be sure to get your registration in early! Should you have any questions, please email us at program@waflt.org. We hope to see you in November! Linda Havas & Cathy Stresing Program Co-Chairs



WAFLT Special Projects Grant: Growing Up Latino: Milwaukee’s South Side By Samantha Epstein, South Division High School and Sarah Farkas, Academy of Accelerated Learning and Lowell Elementary School o we have a culture? It is easy to recognize culture in others, but more often than not we fail to recognize the influence our own culture has on our lives. Just as we do not notice the air we breathe or the force of gravity that keeps us connected to the earth, our own culture can be equally invisible to us. There is a significant body of research, however, that points to the important role culture plays – not only in our lives, but in our learning as well. This is particularly true in regard to learning second language and second language literacy (Peregoy & Boyle, 2008). Students in our classrooms come with a vast array of unique attributes, including learning styles and preferences, strengths in specific intelligences, prior experiences, and background knowledge. All of these factors play a significant role in their learning and second language acquisition, and are affected by home, community life, and culture.


Through the development of a service learning project with students of different cultures and age groups, our intention was to bridge the cultural connectedness of our students and open their minds to cultural differences and similarities. Culture shapes individual perception. Each of us views the world and ourselves through our own unique cultural lens. The color, shape, and thickness of our particular lens is molded by our different cultural experiences. Our lens thus serves as a filter through which we understand the world and ourselves in relation to that world. Everything we do, and much

that we take for granted, is filtered through our cultural lens. The ways we communicate, the customs we follow, and how we approach work, recreation, relationships, and the world, are based on our individual paradigms. These frameworks result from the values, traditions, social and political relationships, and worldview that we build with those around us. In fact, this dynamic set of norms we hold causes us to be transformed by our culture. By providing a learning opportunity for our students to engage with people of different cultures, they were exposed to different life experiences, thus impacting their individual thought processes and development. A shared common history, geographic location, language, social class, and religion are cornerstones of a culture. It is easy to recognize a particular cultural heritage by the tangible, outward evidences such as food, holidays, dress, and artistic expression (Senkaya, 2012). What is just as important, but more easily overlooked, however, are the more intangible manifestations of culture. For example, communication style, attitudes, values, and family relationships are all salient aspects of culture that are not outwardly evident. Rather, they require a depth of knowledge about the individual person before they can be recognized. Therefore, our project centered on students communicating with one another in both in writing and in face-to-face interviews to begin to get a true understanding of each other’s cultures.

The filter of culture impacts the way we think, communicate, and learn. It is very difficult to unwind the intricate connections between these factors. James Banks (1993) identified five ways educators can increase their own cultural proficiency and incorporate students’ culture into the learning process: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowerment of school culture. The goal of the service project in which our students participated was to integrate these components in a setting that allowed for a cohesive, culturally responsive learning environment. The project aimed to increase our students’ levels of cultural proficiencies so that we could begin to bridge the chasm between the different cultures within our city. The city of Milwaukee is known for being one of the most segregated cities in the entire country. By designing a project that focused on bringing a culturally diverse group of students together we would be able to focus on cultural connectedness. The project began with students writing each other basic letters of introduction. There was a great deal of interpersonal communication between students throughout the project. The letters served as a way for the 10th and 5 th grade students to get to know each other and form a connection before their first face-to-face encounter. At the first meeting, the 5th grade “buddies” interviewed the 10th grade students about what it is like growing up as a


Latino in Milwaukee. Prior to meeting each other, students received the questions in both Spanish and English in order to better prepare for their interviews. The interview questions focused around different themes, including basic biographical information, racial and ethnic relations, identity, and the future. By pre-creating the interview questions, students were able to get to the core objectives of the project. Circulating amongst the students during the interview was quite an interesting experience. It was amazing to see young elementary students connecting with their older peers and realizing that they had many things in common, despite their age and cultural differences. Simply through observation, it was apparent that the project was opening the minds of both the high school and elementary students.

Photos taken during the first meeting held at South Division High School

Upon returning to their respective classrooms, students then spent time discussing the similarities and differences with their “buddies” that they noticed as well as common themes which arose from their conversations together. Once they identified the different cultural components that arose, we brainstormed how we could display our findings in an artistic installation. The students decided that they wanted to create drawings that signified not only what they learned about the Latino culture, but how it was connected to their “buddies’” cultures. Students then met for a second time in the library at the elementary school and completed the final component of the project.


As we look to the future, we would like to consider different ways to expand the project by including additional members of the Milwaukee community. By increasing the cultural proficiencies of our students, ourselves, and members of our community, our hope is to bridge the cultural divide that the city of Milwaukee has endured for decades. References Banks, J. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49. Nieto, S. (2000). Affirming diversity. New York: Longman. Peregoy, S.F. & Boyle, O.F. (2008). Reading, writing, and learning in ESL, 5th edition. Boston: Pearson. Senkaya, O. (2012). Same world, different lenses: A brief overview of cultural differences. The fountain on life, knowledge, and belief. Retrieved on November 3, 2014 from http://sound.fountainmagazine.com/85/ 1326.mp3



Photos taken during the second meeting held at Academy of Accelerated Learning

Wisconsin Association For Language Teachers & Discover Languages Wisconsin Presents the 2016 Discover Languages

Student Video & Postcard Contests Contest Theme:

Quest Toward Language Proficiency! 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 7, 2016 Visit waflt.org for contest details to begin!

Help Wisconsin Discover Languages and Discover the World!



Thank You, Contributors! WAFLT thanks the following individuals for their contributions in 2015–16.

General Endowment Fund Linguiphile ($100+)

Sponsor ($25-49)

Contributor ($1-24)

Donna L. Clementi

Deb Bowe-Wielgus Justin Gerlach Linda Havas E. Alan Magnuson Lauren Rosen Jim Oakley & Anne Chartier Lynn Sessler Neitzel Cathy Stresing

Sharon Bradish Kit Chase Danielle Chaussee Jaci Collins Bryon Despres-Berry Diane Flanders

Benefactor ($50-99) Marcia Fry Lisa Hendrickson Jean Hindson Gisela Nina Holmquist Richard Olson John Pustejovsky

Meg Graham Jeff Haubenreich Lorraine Poplaski Deanna Willems Deana Zorko

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)

Benefactor ($50-99)

Contributor ($1-24)

Donna L. Clementi Paul & Nuria Hoff Peter Hoff Richard Olson

Sharon Bradish Bryon Despres-Berry Diane Flanders Karen Luond Fowdy SuAnn Schroeder Lynn Sessler Neitzel Deanna Willems Deana Zorko

Peter B. Hoff Jim Oakley & Anne Chartier Richard Olson

Sharon Bradish Shane Boeder Bryon Despres-Berry Diane Flanders Bridget Geboy-Helfenstein SuAnn Schroeder Lynn Sessler Neitzel Deanna Willems Deana Zorko

Benefactor ($50-99) Sy Kreilein Sponsor ($25-49) Justin Gerlach Jean Hindson Gisela Nina Holmquist Keely Lake E. Alan Magnuson Mara Marks Michelle Nielsen Jim Oakley & Anne Chartier Lauren Rosen

Sponsor ($25-49) Justin Gerlach Gisela Nina Holmquist E. Alan Magnuson Lauren Rosen

Your Contributions Are Appreciated! Please consider contributing to one or more of these funds for 2016-17. 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.



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

he 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. Membership in NNELL provides you with a voice at the national level to support early language learning.

Join today @ www.nnell.org/membership Visit our Wisconsin page @ www.wi-nell.org

Collaboration is Powerful Helena Curtain and I recently hosted our fourth Curriculum Writing Days at Greendale High School with teachers from all over the state. It was an absolutely incredible and powerful experience for all teachers in attendance. These teachers took the opportunity to collaborate, network, and build incredible thematic units that are deep and rich. We found that many high school teachers faced challenges with textbook vocabulary lists that do not make sense put together. So, we took textbook units

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

and reorganized them so that they would make more sense to students. The textbook units also missed vocabulary that can be added to make curriculum so much more meaningful for students. Elementary teachers don’t have textbooks to use with students, and have difficult situations to overcome to permit time to teach students to speak. Despite all of these challenges, Curriculum Writing Days enable teachers to collaborate and use all of the expertise in the room to create units that maximize the time we have with students during a unit. Listening, speaking, reading, and writing are incorporated into units by creating situations and scenarios that make sense to students, and in a way that students would want to listen, speak, read, or write. Helena challenged teachers to work with what they have to make units that will empower students. The challenge is to take a topic and make it a theme. A topic is a loose collection of vocabulary. A theme is deep, rich, meaningful, and inspiring. We highly recommend Curriculum Writing Days to teachers around the state of any language, level, etcetera, in order to engage in a wonderful professional development opportunity. Did I mention that it was free?!

FLESFEST 2017 Saturday, February 25 Alverno College, Milwaukee 8:00 a.m.-3:00 p.m.

FLESFEST is a professional, Saturday-only conference that takes place each spring in collaboration with WAFLT. FLESFEST 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 professionals in world language instruction today. It is one of the most inspiring, motivating, and engaging conferences I’ve ever attended and highly recommend it to any world language teacher, regardless the level the teacher teaches. Curriculum Writing Days, January & June 2017 Curriculum Writing Days is scheduled for one day on Saturday, January 21st from 9am to 3pm and 3 days, Tuesday through Thursday, June 20-22, 2017 from 9am to 3pm each day. Curriculum Writing Days offers a workshop model of professional development led by Helena Curtain and Jessica Bradley Girolami.


Teachers of all levels and all ages come together to build deep and meaningful student-focused thematic units from beginning to end with performance assessments that aim to increase proficiency. This workshop model is FREE to anyone who attends. Sign up at www.wi-nell.org on the link for Curriculum Writing Days.

Join NNELL Join NNELL at www.nnell.org. You can pay via credit card or even by check. We hope you will network with us here in Wisconsin. You can always visit our Wisconsin NELL website as well for more information at www.wi-nell.org. Submitted by: 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



Wisconsin Association of Chinese Language Teachers President Lacey Melco Kettle Moraine High School (715) 551-9282 lacey27@msn.com

WACLT President-Elect Yuan Yao New Berlin School District (262) 789-6590 x3025 yuan.yoa@nbexcelence.org

Past-President Sarah Bailey UW-Marathon County (715) 298-8118 sarah.bailey@uwc.edu

Treasurer Zona Karoliussen Leonardo da Vinci School for Gifted Learners (920) 448-2135 zfkaroliussen@gbaps.org

hinese programs are providing students opportunities to experience Chinese culture and arts. Besides students’ language learning, teachers develop their own student-driven cultural activities in their communities, districts, schools, and classrooms. Qiuhong Zhang, Chinese teacher at Notre Dame Academy (NDA) in Green Bay, shared that this was the second year having a Chinese program in her school, and the new program opened a window to their community. Students experienced multiple Chinese cultural activities, such as tea appreciation, Chinese cooking class, a Ping-Pong tournament, as well as a Chinese New Year celebration. We are pleased to see how well the Chinese programs are growing in these few years in Wisconsin. NDA is a great example of the opportunities that teachers are giving to students to think globally and to experience this world through the language that they are learning.


Most middle school and high school Chinese programs in Wisconsin travel annually with students to China Town in Chicago. The “China’s First Emperor and His Terracotta Warriors”exhibition was held in Chicago, the only place the

Secretary Yinghan Xue Neenah High School & Shattuck Middle School (920) 751-6800 x19230 yxue@neenah.k12.wi.us

warriors will be seen in North America this year. Many schools, such as Leonardo da Vinci School, Verona Area International School, and Neenah schools took advantage of the event and planned field trips with students to visit and appreciate the extraordinary authentic historical artifacts and learn the history. WACLT held a very successful Chinese speech contest at UWMilwaukee in April 2016, organized by president Lacey Melco, president-elect, Yuan Yao, and former past president, Natasha Pierce. Over 140 students competed, one of the largest numbers in the history of the contest. Qiuhong Zhang did a beautiful job organizing the performances for the opening and closing ceremonies. Performances included a lion dance performed by the Shao Lin Center of Waukesha, singing, dancing, martial arts, and tai chi. The Confucius Institute at UWPlatteville provided many special gifts for participants. Students were able to participate in activities during lunch, such as tea appreciation and Chinese knot tying. We look forward to next year's speech contest!

Thank you to all the volunteers who shared their time and talents to make this event a huge success.

A Tai Chi performance done by instructors from the Confucius Institute at UW- Platteville during the opening ceremonies of the 2016 Chinese Speech Contest.

A dance performance performed in the opening ceremonies at the 2016 Chinese Speech contest.


This year, in the state of Wisconsin, more schools were able to provide travel opportunities to China. Twelve students from Sun Prairie High School traveled to China with their Chinese teacher, Chen Dong, during their spring break, 14 students from New Berlin Schools traveled to Beijing, Shanghai, and Xi’an from June 20-28, and 9 students from Kettle Moraine High School traveled to Beijing, Xi'an, Shanghai, Guilin, and Hong Kong from June 15-27. We welcome all WACLT members to attend the WAFLT Fall Conference this November. We strongly urge you to attend the WACLT business meeting on Saturday, November 5. We will set a date for the 2017 speech contest among other important topics. We are looking forward to seeing you all at the WAFLT Fall Conference! Please note, there is a correction to the previous article of The Voice. The most recent article prior to this listed the author of the article as Lacey Melco, however, it should have listed that the article was written by Yinghan Xue, WACLT secretary.

Honored guest speaker and WACLT 2015 Teacher of the Year, Professor Hongming Zhang, speaking at the 2016 Chinese Speech Contest to encourage and congratulate students during the opening ceremonies.


Lion dance performed by Shao Lin Center Keng Fu School during the closing ceremonies of the Chinese Speech Contest.

Lion dance performed by Shao Lin Center Keng Fu School during the closing ceremonies of the Chinese Speech Contest.

Submitted by: Yinghan Xue & Lacey Melco

Photo of WACLT members volunteering at 2016 Chinese Speech Contest .



American Association of Teachers of French – Wisconsin Chapter La Présidente Andrea Behn Parker High School, Janesville abehn@janesville.k12.wi.us

Le Trésorier Brian Wopat Onalaska High School wopbri@gmail.com

La Présidente-Elue Ellen Onsrud Lake Mills High School

L’ancienne Présidente SuAnn Schroeder Marshfield High School suann007@gmail.com

Grand Concours Jennifer Bolen Central High School, La Crosse grandconcourswi@gmail.com AATF Regional Representative Eileen Walvoord

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

Mes Chers Collègues, nother year is upon us! By now the school year is in full swing and you are in the midst of planning, teaching, and grading. Bon courage! In the last five years I have become increasingly involved in world language organizations at the state, regional, and national levels. I encourage all of you to do the same. Start small. Consider presenting at the WAFLT Fall Conference or becoming more involved in AATF-WI. The connections we make serve us well, allowing us to advance in our profession; it benefits our students, too. Here are a few other benefits of joining if you’re not currently a member:

implement changes, doing all the work, and burning out. Sadly, our administrators don’t always know how to help us and we sometimes don’t feel we have any support. Fear not! Here’s an opportunity that you don’t have to spend a lot of time or money on. I recommend joining the French Teachers in the US Group on Facebook. If you don’t want to use your personal Facebook account, create one using your school email and use it for professional development. This is a group strictly for French teachers and teaching; however, members also provide invaluable feedback and support.

1. Networking – When you get a bunch of French teachers in the same room, what do you notice happening? Sharing, empathy, and encouragement. Every time I attend a French teacher event of any sort, I can’t help but notice how awesome we all are. I’ve chatted with so many of you these last two years and several themes keep coming up. Either we are “islands” at our schools or we are trying to

2. Professional Development – Professional development can be such a loaded term for educators. Many schools provide what they want or need us to do and know, but they fail to take into consideration our needs. Additionally, in order to make effective changes we need time to reflect on what we have been doing, what our students are showing us, and where we should go next. PD with French teachers


helps us achieve those things in a very short amount of time when we have like-minded people to discuss and create with. I’ve found that a simple cup of coffee with a colleague can lead to amazing things! 3. Take Charge of Your Career – No one is more up-to-date on how to teach French to our students than we. To incite change, we need to have resources and colleagues who can back us up, collaborate with us, and share new things. I have gotten so much from others in the last few years! In fact, it has led to some very good conversations about how language should be taught at my school. Sometimes this can lead to change that will positively impact not only you and your students, but your entire world language staff and their students, too. Using other members as “experts” can make a huge difference. 4. Educator Effectiveness – In your head you’re probably saying “enough said,” but really, if you are being evaluated on professionalism


there’s no better way to show evidence than to be an active member in AATF-WI. We are working hard to sponsor events in Wisconsin that have value to you. Join us, won’t you? As a reminder, we are still organizing the Concours Oral and facilitating the Grand Concours. The next national convention will be in St. Louis, MO, on July 16-19, 2017, and we will be present at the WAFLT Fall Conference and other events throughout the year. If you’re not already a member, please consider joining us at our AATF-WI Business Meeting to find out more about what we’re doing for YOU! Submitted by: Andrea Behn




American Association of Teachers of German – Wisconsin President Siggi Piwek Milwaukee German Immersion School piweks@milwaukee.k12.wi.us Vice President Jeanne Schuller UW-Madison jmschuel@wisc.edu

Past President Tobias Barske UW-Stevens Point tbarske@uswp.edu

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

Secretary Stephanie Krenz Stoughton High School fraukrenz@gmail.com

Herzliche Grüße an alle Deutschlehrerinnen und Deutschlehrer in Wisconsin! n January I took over the responsibility as your WI-AATG President from Tobias Barske, a German professor at UW-Stevens Point. Mark Wagner ended his six-year term serving on the Board of our chapter. If you have worked with either Tobias or Mark, you know them as a wonderful resource for ideas and as strong educational leaders. On behalf of the German language teachers in Wisconsin, I would like to thank them for their commitment and dedication advocating for and representing us throughout our state.


Our new team of officers is ready to roll up their sleeves, and get down to business. Jeanne Schueller from UW-Madison will be my Vice President for the next two years, and Melanie Lassee (Ashwaubenon High School) and Stephanie Krenz (Stoughton High School) will continue in their roles as Treasurer and Secretary, respectively. We hope that we will represent you and the WI-AATG as well as Mark and Tobias did. We already have had a number of events this year promoting the study of German. Our annual Pronunciation Contest took place on February 20th

at Rufus King High School in Milwaukee, and the state competition was on March 19that Marquette University, Milwaukee. On April 21st, UW-Madison hosted the 27th annual German Day. This year's theme was “Deutsch - Sprache der Zukunft.” Forty schools and 700 students (550 in 2015 and 650 in 2014) participated. Many students from all over our state also took part in the DSSV German Essay Competition. Four-hundred ten students from 18 schools responded to writing prompt “Jeder kann die Welt verbessern – ich auch!” One student was selected as the grand prize winner to receive a paid study trip to Germany, and the writers of the top 50 essays were awarded cash prizes totaling $11,000 at the ceremony on May 1st at Marquette University High School in Milwaukee. Finally, more and more Wisconsin students are participating in the annual National German Exam. Over the past five years, their number increased from 735 in 2012 to 858 in 2016 (16.7% increase). This is very encouraging news, as is a Goethe-Institute finding that the number of U.S. students learning German at all levels of instruction has

increased by 14% from 2005 to 2015. Please join our national organization, the AATG, if you have not already done so, and encourage your German language teacher colleagues to join as well. Being an AATG member gives you access to a variety of resources (networking, teaching materials, etc.), and also allows you to take advantage of a number of professional development opportunities (seminars, webinars, workshops, conferences) throughout the year. I hope to see you at our annual WAFLT Fall Conference, and/or at ACTFL in Boston. Danke für euren Einsatz für eure Lernenden und für Deutsch in Wisconsin, Submitted by: Siggi Piwek


Wisconsin Association of Teachers of Japanese President Richard Kania Franklin High School (414) 423-4640, ext. 2116 Richard.Kania@franklin.k12.wi.us

President-Elect Shinji Takahashi UW-Milwaukee (414) 229-5650 takahash@uwm-edu

Activities Director/ Secretary Yuko Kojima-Wert UW-Milwaukee (414) 229-5650 kojima@uwm.edu

Web Page Editor Masako Lackey UW-Milwaukee (414) 229-5650 lackey@uwm.edu

President ex-officio Atsuko Suga Borgmann UW-Milwaukee (414) 229-5650 suggatsu@uwm.edu

Treasurer Yu Kitamura (715) 424-0239 yu.kittamura@wrps.net

Membership Information: Please visit the AATJ website – http://aatj.org/membership/index.html Please visit our website for K-16 Japanese instruction in Wisconsin: http://sites.google.com/site/wiaotoj

Konnichiwa! all has arrived in Wisconsin and the WAFLT annual conference is right around the corner. I hope everybody had a good start to a new semester and is having success this fall. This issue has lot of information on events related to Japanese education in Wisconsin. Please read along!


WAFLT Fall Conference 2016 The WAFLT Fall Conference will be here in no time. The theme of this year’s conference is Paving the Road to Proficiency. Our focus will be empowering 21st century learners to develop their cultural understandings, cross-curricular literacy, and communication. We expect to have many presentations regarding Japanese pedagogy and we look forward to sharing ideas on educating our students. Please also note that to help ensure that you all can come and participate, the business meeting is on Saturday morning, November 5. We

hope you will all attend and discuss how, working together, we can strengthen our programs. Events Held WiATJ hosted an event at Anime Milwaukee from March 11-13, 2016. During the convention, WiATJ members led sessions on basic Japanese, Calligraphy, Translating Manga, Drawing Manga, Shogi and Go. On Sunday, Hibiki Milwaukee performed. Finally, WiATJ sold T-shirts throughout the festival.




C UW-Milwaukee held its fourth annual Japanese Language Speech and Recitation Contest on March 4, 2016. The top awards were: Speech Grand Prize winner – Clarke Smith (Carthage College) 1st Prize – David Salosky (Carthage College) 2nd Prize – Amanda MacDonald (UW-M) 3rd Prize -- Peter Grzywacz (UW-M) Recitation 1st Prize -- Nana Yorke (UW-M) 2nd Prize – Jenna Busha (UW-M) 3rd Prize – Ariel Peña (UW-M) C Japan Quiz Wisconsin 2016 was held on January 30, 2016, at Franklin High School. High School students who are taking Japanese in Wisconsin competed against each other based on their knowledge of the Japanese language and culture. This year students from Franklin, Madison, Manitowoc, and Wisconsin Rapids gathered in Milwaukee to compete. Thanks to a very generous grant from the Mazda Foundation, the top two teams, from Madison Country Day School and Wisconsin Rapids, were able to travel to Washington, DC and represent Wisconsin at the National Japan Bowl.

C The Midwest Japanese Speech Contest, sponsored by the Japanese Consulate of Chicago, was held on March 26, 2016. This speech contest covered all Midwest states that fall within the jurisdiction of the Japanese Consulate of Chicago, including Illinois, Indiana, Iowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, South Dakota, and Wisconsin. Congratulations to Kevin Leor (UW-River Falls) for winning the Japan Airlines Category 4 Award. If you or your institution has any news, held any events, received any awards, or has comments, please share them with us so we can include them 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 world language education. Your participation in WAFLT makes a difference. If you are not yet a member, please become one today by registering at: waflt.org. Likewise, if you haven’t become a member of WiATJ yet, please do so via the AATJ website and sign up today: 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. Submitted by: Rick Kania



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

Secretary Vacant

Webmaster Keely Lake, Ph.D. Wayland Academy, Beaver Dam klake@wayland.org

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

Salvēte omnēs t was invigorating to find out that the 2016 ACTFL Teacher of the Year award went to a Classicist from Massachusetts, Edward Zarrow. A look at his regional conference presentation via actfl.org reveals that he is truly all about his students and community. He also understands that the teacher has the great onus of creating the culture of rigor, learning, and fun which can turn our students into our language advocates and life-long learners.


As a profoundly ignorant adolescent, I had no idea which language to study in high school, but my father had suggested to me the Latin teacher who had taught him, because he knew I would love the instruction and climate in his classroom. I ended up sticking with Latin and adding in a few other languages along the way, all because of the first language teacher who challenged me and made it fun. In this edition of The Voice, we welcome two Latin teachers to the state and wish them well in all their endeavors as they continue in the fray of learning, teaching, and advocacy that so many of us have been privileged to call our life’s passion. Submitted by: Daniel Tess

Mike Barefield, University School of Milwaukee I am from New York, went as an undergrad to Wake Forest in North Carolina where I got my BA in History, and have my Masters in Ed from Pace University in New York. Prior to moving to Milwaukee I spent the last 6 years of my career teaching Latin and coaching lacrosse at The Harvey School, about 30 minutes north of New York City. I moved out here to Milwaukee to take over the Latin program at The University School of Milwaukee and to coach lacrosse. I kind of fell into teaching, to be honest. When I graduated from Wake Forest, I did not know what I wanted to do with my life, so I started helping out my old lacrosse coach, which led to me subbing at the school, and finally to working full time as a coach/Latin teacher. In terms of teaching languages, I have always had a strong love of languages. I grew up in a bilingual French/English home, and I think that this exposure to languages help guide my passions. Throughout high school and college I took Latin, Greek, Arabic, Russian, Italian, and French. Exposing myself to these different languages and cultures allowed me to see the world

through different perspectives in the way that only languages can offer. I first fell in love with Latin in middle school. For me it was a doorway to an entirely different world, almost an alien one. I was/am super into history, and I felt as if Latin connected all of my interests all at once. I also felt that translating was like solving a puzzle or a riddle that the ancients had challenged me to solve. It was fun and a challenge that I had not experienced before in school. This love continued all the way through high school and transferred over to my interest in Greek. My experiences transfer directly over into my philosophy on teaching. Every day needs to be an experience. Especially with the classics – a study that requires discipline, focus, and attention to detail – it is incredibly important to create that culture of support and caring in the classroom. So far I am loving Milwaukee. It is very different than the Bronx, but those differences are a welcome change. Milwaukee has so much to offer that after my first year I feel as if I have only scratched the surface.



Lindy Knight, DSHA, Milwaukee

I grew up in southeast Connecticut and had the privilege of studying Latin from 6th grade onward. Upon graduating high school, I attended Bucknell University, where I earned my Bachelor’s in Classics with a minor in Theater. While at Bucknell, I studied abroad in Greece and Turkey, focusing on the Eastern vs. Western ancient worlds. I also worked on the Thebes Synergasia Excavation Project for a season, an archeological dig sponsored by Bucknell in Thebes, Greece. Following Bucknell, I moved to Chicago and received my Master’s in Secondary Latin Education from Northwestern. I taught at a few schools on Chicago’s North Side before moving up to Milwaukee (knowing no one in the area!) to take on Latin at Divine Savior Holy Angels High School. Growing up, I studied Latin throughout middle and high school; truth be told, I never loved it. I was looking forward to dropping Latin for my senior year of high school. However, at the ninth hour, I decided to stick with it. That year, we read The Aeneid with a new Latin teacher, and she changed my life. Suddenly, Latin wasn’t dry grammar but vibrant and relatable in a way no subject had ever been before. That course, and The Aeneid in particular, sparked in me a passion for Classics and for the Latin language that I hadn’t felt before. From that point on, I knew I wanted to be a Latin teacher, to help other high school students feel the excitement of

experiencing the ancient world by reading the words of Roman authors. Studying authentic text, be it from Cicero, Catullus, or Vergil, allows students to grasp the humanity of the ancients and, most importantly, to see how history is always bound to repeat itself. To me, the purpose of education is to teach our students the social, emotional, and moral skills necessary to become successful adults, beneficial to modern society. A teacher’s job encompasses more than content material. Our students come to class with individual interests and passions, strengths and weaknesses. In my experience, the best teachers are those who recognize this, consciously work toward getting to know each student personally, and treat each with the respect they themselves demand in return. Such student-teacher relationships are the cornerstone to a safe environment conducive to learning.

Having spent very little time in Wisconsin before moving to Milwaukee this past August, and still being new to the greater Midwest, I cannot say enough about my experiences here thus far. I have the joy of teaching at a school with overly supportive colleagues, who made me feel welcome and appreciated from the beginning. I have students whose passion for language and enjoyment of life brighten my days. And beyond all this, Wisconsin has an incredible community of Latin teachers. I had never attended at State Latin Convention prior to this year, and was thus a little daunted by the prospect of leading a delegation of 32 students there; but I never needed to worry. The fantastic leaders of the WJCL and other teachers in attendance guided me through the nerdy chaos that is a Latin Convention and helped me create an experience for my students that they will never forget. Suffice it to say, DSHA won’t be missing a Convention any time soon! All in all, I could not ask for a better or more supportive environment for teaching Latin than Wisconsin.

Moved recently? Changed jobs? Changed names? Update your 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. 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.



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

Secretary Gladys Wisnefski Oshkosh West High School Oshkosh School District gwizz@new.rr.com

NSE Coordinator Aaron O’Connell Waukesha School High School (262) 970-3710 aoconnel@waukesha.k12.wi.us

Past- President/SHS Monica Lentz

Treasurer Jeanne Kasza West Bend High School (262) 388-3023 jkasza@west-bend.k12.wi.us

Webmaster Sara Ruiz West Bend High School (262) 388-3023 sruiz@west-bend.k12.wi.us

Oral Competition Richard Hallberg/Lisa Bane/Janet Bull Badger Middle School West Bend School District (262) 388-3023 (Janet Bull) jbull@west-bend.k12.wi.us

Queridos Colegas, n May 2016, we held our AATSP-WI board meeting at City Market in Wauwatosa. At this meeting, we thanked the Concurso Oral coordinators from Badger Middle School at West Bend for making this a successful event. The participation of schools, students, and teachers makes us feel very happy to know that Concurso Oral is still going strong, and we promise to keep this language event stronger in the future. I personally would like to thank Gladys Wisnefski and Sara Ruiz for helping us with some of the selections for Concurso Oral.


Another successful event was our National Spanish Examinations and we would like to thank Aaron O’Connell for promoting it. This is a great opportunity for our students of all levels to receive a formal assessment of their Spanish skills. Cultural events for Spanish teachers were held this summer and were posted on our Facebook page:

La Casa de Esperanza (Fiesta Waukesha), UWM Latino Alumni activities, Latino Arts-Milwaukee, and Latino Night at the Park. During our meeting we also discussed the great opportunity that we have to invite our local and talented cultural presenters, who will be our guests of honor at our WAFLT Fall Conference in November. Last year our cultural event was excellent, and the attendance at our meeting was outstanding. Thank you for being there. At our meeting we made the selection of the Teacher of the Year, and talked about the different scholarships given to students participating in our Concurso Oral and National Spanish Examinations. We also wanted to make sure that all teachers had the opportunity to take advantage of our Spanish Honor Society and its events.

The meeting in May was my last as President of AATSP-WI after many years of serving the association. This does not mean that I will be gone from AATSP-WI. I have great respect for the officers, the fantastic teachers I have met, and the great connections I was able to make during my years as President. It is time for new blood to bring their new ideas for the association, and to start working toward the future. I will be around to help our new President and Vice-President, knowing that AATSP-WI will be in good hands. Thank you very much for your great support, and for giving the opportunity to serve you. Let us continue being “los mejores” and let us build new language experiences. Submitted by: Fred Cruz



Professional Development Opportunities Wisconsin Association For Language Teachers (WAFLT) Fall Conference — November 3-5, 2016, Appleton, WI | Information: waflt.org American Council on the Teaching of Foreign Languages (ACTFL) Conference — November 18-26, 2016, Boston, MA Information: actfl.org FLESFEST — February 25, 2017, Alverno College, Milwaukee | Information: www.wi-nell.org Central States Conference on the Teaching of Foreign Languages — March 9-11, 2017, Chicago, IL Information: csctfl.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. Contact the organization to find out how to join their listserv.


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