The VOICE of
Fall 2018 Volume 45 Number 2
The VOICE of WAFLT
Table of Contents WAFLT Executive Board Contact Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Your President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SuAnn Schroeder. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 From Your Editor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Katy Dueppen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Pedagogy, Methodology, and Policy Public Relations / Advocacy Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Keely Lake & Karen Luond Fowdy . . . . . . . . . . . . . . 5 Building Capacity for Language Learning in Wisconsin . . . . . . . . . . . . . . . . Pam Delfosse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Globalizing Our Schools in America: Strategies for Principals . . . . . . . . . . . SuAnn Schroeder . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 World Language Career Changers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrea Behn & Ellen Onsrud . . . . . . . . . . . . . . . . . . . 10 The Importance of Leading by Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . Victoria Carter & Jamie Gurholt . . . . . . . . . . . . . . . . . 11 Flipping the Classroom – A New Approach to Foreign Language Instruction & Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Julie Gonzalez . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 2018 Fall Conference Sneak Peek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Paula Johnson-Fox & Susan Loeffler-Bell . . . . . . . . 15 2017-2018 Contributor Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Affiliate Organization Newsletters The National Network for Early Language Learning – NNELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Wisconsin Association of Chinese Language Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 American Association of Teachers of French – Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 American Association of Teachers of German – Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Wisconsin Association of Teachers of Japanese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Wisconsin Latin Teachers Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 American Association of Teachers of Spanish and Portuguese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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.
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WAFLT Executive Board & Contacts for Wisconsin Association For Language Teachers President
Finance Committee Chair
Grants & Scholarships
SuAnn Schroeder Medford Area High School email@example.com
Cathy Stresing Milwaukee French Immersion School firstname.lastname@example.org
Becky Murphy Golda Meir Middle School, Milwaukee email@example.com
Communications & Publications Chair
Paula Meyer Appleton North High School firstname.lastname@example.org
Debby Bowe-Wielgus Waukesha West High School email@example.com
Jeanne Schuller UW-Madison firstname.lastname@example.org
Language Association Representatives
Linda Havas Greendale Schools email@example.com
Lauren Rosen University of Wisconsin firstname.lastname@example.org
Past-President Josh LeGreve Green Lake School District email@example.com
Member Services Subcommittee Chair
Victoria Carter Onalaska High School firstname.lastname@example.org
Brian Wopat Onalaska High School email@example.com
The VOICE of WAFLT Subcommittee Chair/Editor
Katy Dueppen Middleton High School firstname.lastname@example.org
Kellie Michels Muskego High School email@example.com DPI International Education/World Languages Consultant Pam Delfosse firstname.lastname@example.org NNELL Representative Jessica Owens Stormonth Elementary School email@example.com Fall Conference Program Committee Co-Chairs Paula Johnson-Fox Susan Loeffler-Bell Muskego High School firstname.lastname@example.org
Advertising Subcommittee Chair Josh LeGreve Green Lake School District email@example.com
Professional Development Chair Anita Alkas UW-Milwaukee firstname.lastname@example.org Future Teachers/Career Changers Subcommittee Chairs Andrea Behn Janesville Parker High School email@example.com Ellen Onsrud Lake Mills High and Middle Schools Ellen.Onsrud@lakemills.k12.wi.us
Public Relations / Advocacy Committee Co-Chairs
HS Guests Subcommittee Chair
Karen Fowdy firstname.lastname@example.org
Danielle Chaussee Oconomowoc High School email@example.com
Keely Lake Wayland Academy firstname.lastname@example.org Discover Languages Contest Coordinator Justin Gerlach Mishicot High School email@example.com
Local Arrangements/Exhibits SubCommittee
Grants & Scholarships Committee Chair
Rebecca Mai Cassville High School
Victoria Carter Onalaska High School firstname.lastname@example.org
Rebecca Seegert Lancaster High School email@example.com
Karen Lound Fowdy firstname.lastname@example.org
Amber Little Stoughton High School email@example.com Mentoring/Leadership Project Karen Fowdy firstname.lastname@example.org MOPI Training Coordinator
Summer Professional Development Chsair Lisa Hendrickson email@example.com
AATF-WI President Ellen Onsrud Lake Mills Middle & High School presidentAATFWI@gmail.com AATG-WI President Jeanne Schueller UW-Madison firstname.lastname@example.org WiATJ President Shinji Takahashi UW-Milwaukee email@example.com WLTA President Nate Kolpin Wauwatosa School District firstname.lastname@example.org OWL Vacant WACLT President Zona Karaliussen The Leonardo da Vinci School for Gifted Learners email@example.com AATSP-WI President Erin Nienas Neenah Joint School District firstname.lastname@example.org
Jodi Ziemann email@example.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 the editor. Any photos or graphics must be sent as separate attachments in a .jpg format.
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From Your President ... he stars are aligning. Many of the priorities that we language educators support are gaining importance and momentum in other sectors. Across the state and nation we are seeing language educators – World, English, and Heritage language educators – work together to create better experiences and opportunities for all our bilingual and multilingual students. Our efforts are compounded as we work together to help the public view multilingualism as an advantage ... and a necessity in Wisconsin and beyond.
In Wisconsin, language education is making history. WAFLT has been teaming with UW-Madison and Wisconsin leaders in business, industry, education, and government to discuss and further articulate workforce language needs and to review current educational capacities in the state. This work will formulate the Wisconsin Language Roadmap with recommendations for innovation in language education. At the WAFLT Fall Conference in November, watch for and plan to attend a workshop and/or breakout sessions regarding the Wisconsin Language Roadmap. More than ever, Wisconsin school districts are implementing programs for their students to earn the Global Education Achievement Certificate (GEAC). Additionally, dialogues continue for developing successful, equitable pathways for students who wish to attain the State of Wisconsin Seal of Biliteracy. Heritage Language programs and certificates are being recognized within the state. All these efforts are working to equip our students with global competencies and second language proficiencies to be successful in an increasingly interconnected global
market. We are moving toward a world-ready Wisconsin, seeking to enhance the competitiveness. On an international level, with national and local significance, PISA, the Programme for International Student Assessment, will begin to measure global competencies this year. PISA defines global competence as “the capacity to examine local, global, and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development.” The recognition that our language classrooms foster these competencies is important. With all of these stars aligning to help promote language learning, our educational systems (K-16) will need to provide quality opportunities and pathways for all students to learn languages. Equally, classroom instruction will need to produce students with proficiency levels to take them out into the world. Your WAFLT organization provides you with numerous professional development opportunities throughout the year. Additionally, WAFLT has teamed up with ACTFL to train Wisconsin teachers to be able to assess speakers’ proficiency levels. Educators return to their classrooms, able to measure their own students’ language proficiencies and gauge how to best help them move along the proficiency scale. Right around the corner is our next opportunity to improve our craft and collaborate with other language education professionals. The WAFLT Fall Conference is November 1-3.
Invite a colleague – World Language, ELL, or Heritage Language – or a high school student who is interested in teaching. Invite someone who is looking for a career change and might be interested in language education. Strong programs need strong educators to continue into the future. Sometimes it just takes a nudge. The conference theme this year is Unlock the Door: Explore a World of Opportunities. We have an outstanding lineup of sessions and workshops for all language educators. Some conference highlights include: C Thursday Pre-Conference Workshop: Pathway to Proficiency: Using Proficiency Benchmarks and Performance Indicators to Guide Instruction, led by ACTFL’s Laura Terrill, on how the NCSSFL-ACTFL Can-Do Statements are used to focus performance expectations for unit and lesson learning targets from Novice to Advanced. C Friday morning, at 7:45 am, if this is your first WAFLT conference, join us for the New Teacher/New Attendee Orientation. C Recognition at the Friday Luncheon of Discover Language student postcard and video contest winners. C Friday afternoon, beginning at 4:30 pm, ALL ARE INVITED to the recognition of our colleagues for WAFLT Awards, followed by the ... continued on next page
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From Your Editor ... he sound of cicadas on hot summer days always reminds me that it’s almost time to go back to school. I must admit, I feel a bit melancholy knowing that the lazy days of summer are soon ending, but the prospect of a new school year – new students, new ideas, new opportunities – energizes me. I hope you had an opportunity to relax, to recharge, to enjoy the longer days, and to enjoy the sound of the cicadas singing.
I accompanied a group of my students to France this past June. They participated in an exchange with students from a French high school in a beautiful town located on the Mediterranean near Marseille. We arrived in France to enjoy the heat, the intense sun, the beautiful sites of Provence, and the cicadas singing. (I was far from melancholy listening to the cicadas in la belle France!) Among those participating in this exchange was my son. Not only was I proud of my students, watching and listening to
them engage and interact with the people and the culture, I was also able to watch my son grow in his language skills and confidence as a world traveler. A proud teacher and mom moment, indeed! Traveling with students takes a lot of energy out of us, but it’s so worth it when you see their faces light up when they realize that the “locals” understand them, or when they turn the corner and voilà there’s the Eiffel Tower! What are your favorite memories from trips you have taken abroad with students? In this edition of The Voice, our state motto “Forward” shines through as a common theme. Our WAFLT president, SuAnn Schroeder, and our DPI consultant, Pam Delfosse, write about moving Wisconsin forward in making world language instruction a priority in their articles on globalizing curriculum across content areas in schools and the Wisconsin Language Roadmap initiative. Karen Luond Fowdy reminds us to continue moving
forward on the journey to proficiency, and Dr. Julie Gonzalez shows us how to provide active learning experiences for our students using the flipped classroom approach. Victoria Carter and Jamie Gurholt write about characteristics of leadership that all educators should embrace to keep moving our profession forward. Andrea Behn and Ellen Onsrud ask us to be forward-thinking in terms of considering the future reality of teacher shortages in our state and profession. Read our affiliate organization newsletters to keep up to date with recent activities, accolades, and future opportunities. Finally, enjoy looking through the Pre-Conference booklet and make plans to attend the WAFLT Fall Conference. It promises to be as amazing as always! I wish you all the best of luck as you continue your journey forward this 2018-2019 school year! Katy Dueppen
From Your President (continued)
Keynote Address, delivered by Ted Zarrow, Massachusetts educator and ACTFL 2016 National Teacher of the Year. DON’T MISS THIS! Afterwards, starting at 6:00 pm, mingle and celebrate with colleagues at the award-winning Wine and Cheese Reception. At the Saturday Luncheon, please help us celebrate additional WAFLT awards in recognition of our colleagues. A wide variety of workshops presented by WAFLT members. The latest in language teaching materials in the exhibit hall.
C The finest networking and professional development opportunities available for language educators in Wisconsin. As we make our way toward the Fall Conference, I would like to thank all of the WAFLT Board members who have worked with me to create some amazing opportunities for world language educators across the state. I would also like to thank the countless members of WAFLT who present at conferences and workshops, sharing their expertise, helping to make WAFLT and our profession stronger each year. I am empowered by the greatness that surrounds me, and it has been my
honor to serve as WAFLT President for the past two years. Thank you to Josh LeGreve for his guidance and service as Past President. As the calendar turns to 2019, I wish Linda Havas, your incoming president, the best as she continues the WAFLT legacy. I look forward to seeing you at the WAFLT Fall Conference as we “Unlock the Doors” to all the opportunities that language learning offers. Thank you for helping to shape young minds in our interconnected world. Yours in world language education, SuAnn Schroeder
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ADVOCACY for World Languages – On the Proficiency Journey By Karen Luond Fowdy, WAFLT Public Relations Co-Chair orld language teachers know that learning a language is a journey. Our love of the journey led us to our chosen profession. But do we remember to encourage our students to join us on the journey? Consider these two options for a “road trip.”
advocate for learning another language. While defining and demonstrating long term “success” is difficult, students who are aware of the goal and can see the progress they are making experience the success that will keep them on the journey to proficiency.
2) Let’s go on a journey together! It’s a long trip, but worth it! Here’s the destination and the roadmap. I’ll be there to help you along the way. There are landmarks and milestones on this journey that show our progress so we know that we are getting closer to our goal. We will see and do a lot of interesting things along the way. 1) Come on! Get on this bus! I’m the driver and you are along for the ride. You don’t know where we are going or how we will get there. You’ll be expected to work hard along the way, but we will have some fun, too. Ohand there will be a test at the end to see if you got there. (Image source: http://www.justcar news.com/wp-content/uploads/2014/0 3/e0d79__6a00d83451b3c669e201a7 3d907d7b970d-800wi.jpg)
(Image source: http://www.path2profi ciency.com/the-path-to-proficiency/) We all share the goal of guiding our learners to the highest level of proficiency possible. Of course, no one sets out to be the tour guide for Trip No. 1, but elements of this approach are still in our lessons and instructional delivery. It may seem like an extra step to make sure the students understand how language is acquired, how to set language learning goals, and how to see whether they are making progress, That extra step is worth it! Students who can communicate and demonstrate cultural competence are at the heart of our efforts to
In the proficiency-based classroom, the teacher provides the clear roadmap and helps the students work toward and achieve the clear benchmarks of the language learning journey. It is vital that the teacher has a clear understanding of proficiency levels in order to share it with the students. The NCSSFL-ACTFL Can-Do Statements help language learners identify and set proficiency goals. Student self-assessment and reflection tools like Linguafolio, or a similar version of a web-based portfolio, help students chart their progress. Student Proficiency and Educator Effectiveness Even in the changing certification and licensing requirements of our state, many districts still require teachers to document student growth as part of Educator Effectiveness. Assessing and documenting increased language proficiency allows teachers to demonstrate growth of their students’ knowledge and skills. Douglass Crouse describes this documentation as, “…a continual loop of envisioning goals, assessing current ability, and applying strategies to close the gap that keeps all successful learners honing their classroom-learned skills and advancing across the broader language proficiency continuum” (The Language Educator, ACTFL, Jan/Feb 2015).
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The ACTFL position statement on “Demonstrating Educator Effectiveness and Documenting Student Growth” provides the rationale and process for documenting student growth. The concluding statement from this position statement could be shared with students, parents, and administrators to summarize the importance of charting and documenting progress toward the goals of language learning. “The purpose for documenting student growth is to measure progress toward developing learners’ global competence, which contributes to building a multi-lingual and multi-cultural work force that can successfully compete and collaborate in the world. Learning languages is an integral part of being college-, career-,
and world-ready, and being able to participate effectively in diverse communities at home and around the world. Motivation and engagement are enhanced as language learners reflect on their own progress and see language as a tool to help better achieve their learning goals and a professional proficiency. The evidence that can be captured during a period of learning is only one indicator to demonstrate educator effectiveness. Lifelong learning is the enduring measure.” Here’s to a successful journey for you and your students! “Language is the road map of a culture. It tells you where its people come from and where they are going.” ~ Rita Mae Brown
Resources to support the proficiency-based classroom: actfl.org/publications/guidelines-and-m anuals/actfl-proficiency-guidelines-201 2 actfl.org/publications/guidelines-andmanuals/ncssfl-actfl-can-do-statements actfl.org/publications/guidelines-and-m anuals/actfl-performance-descriptors-la nguage-learners actfl.org/news/position-statements/dem onstrating-educator-effectiveness-anddocumenting-student-growth-position-s tatement path2proficiency.com/ pinterest.com/momcinnis/language-pro ficiency-actfl/?autologin=true (A collection of images to help share the vision of language proficiency with the students)
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Building Capacity for Language Learning in Wisconsin By Pam Delfosse, International Education and World Languages Consultant, Wisconsin Department of Public Instruction orld Language education is on the radar in Wisconsin! The WAFLT Fall Conference is a great time to generate ideas on how to leverage state-level initiatives to improve and sustain language teaching and learning in your school community.
Several WAFLT conference sessions focus on the Wisconsin Language Roadmap Initiative. Attend one or more of these sessions to collaborate with colleagues to translate Wisconsin Roadmap recommendations into local and regional action steps. The conference is a wonderful time to identify local language warriors and strategic stakeholders and to imagine how, through distributive leadership, we can collectively improve equity in access to the benefits of language, intercultural and global learning across Wisconsin. The Roadmap provides a shared vision for workforce and community development through language education. As we celebrate this sense of direction in print, let us also identify and commit to work we can do with others to progress toward the vision it provides for a world-ready Wisconsin. The State Academic Standards for World Languages will be reviewed, and likely revised, based upon legislative committee approval, during the 2018-2019 academic year. Please watch for opportunities to offer your professional feedback to support the quality and value of new Standards for our field. Once adopted, the revised Standards will be the foundation for Planning for Language Learning boot
camps in the state. The revised Standards will reflect the World Readiness Standards for Learning Languages and will include proficiency benchmarks for diverse program models. The Standards will define the knowledge, skills, and perspectives students will develop and demonstrate within our world language programs. Revised Standards will provide a vision for the quality and duration of learning experiences required to attain high levels of language proficiency, intercultural skills, and global competence. The Standards will also represent the role of world language education in advancing student equity, disciplinary and digital literacy, and college, career, and community readiness. Participation in Wisconsinâ€™s Global Education Achievement Certificate (GEAC) program continues to grow. There are now 90 participating districts developing global competence through DPI-approved courses and global learning experiences. Within these districts, more than 200 graduates were recognized as Global Scholars and 79 students were awarded almost a quarter of a million dollars in scholarships for summer study abroad funded by The Council for International Educational Exchange. In August of this year, GEAC Coordinators met to network and share strategies for program design, growth, and assessment. DPI international partnerships provide a great way to bring a global experience into your school community. Contact DPI to learn how your school can host
five students and a teacher from Thailand in April of next year! Stay informed about these initiatives and more, by following DPIâ€™s World Languages and Global Education listervs and social media sites linked at dpi.wi.gov/world-language. It is also important for me to know what is happening in your local school district with relevance to our shared work. Please share your success stories and interests with me at firstname.lastname@example.org.
The Voice Editing/Review Committee Katy Dueppen, Chair Middleton High School Marge Draheim Retired, Appleton East High School Angela Funk Clear Lake Middle/High Schools
2018 WAFLT Fall Conference November 1-3 Red Lion Hotel Paper Valley Appleton, WI Complete details at waflt.org
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Globalizing Our Schools in America: Strategies for Principals By SuAnn Schroeder
hy is Global Education so important?
Twenty-first century education is about connections, collaboration, and problem-solving. As we prepare students for their futures, schools must be sure to approach these within a global context. One guarantee is that, whether within or outside U.S. borders, our students will need to communicate with and understand people of other cultures throughout their education, careers, and travels. We are indeed preparing students to be college, career – and world – ready. Students in our schools are, themselves, people of different cultures, experiences, and perspectives. At least 350 languages are spoken in the United States alone. In the 'melting pot,’ American schools and communities are faced with the challenges – and the opportunities – of multiculturalism. The United States trades with over 75 other countries across the globe. American commerce and financial stability are closely linked to our relations with other countries. In the future, our students will not only be involved in international trade and business, but also in measures of national security and diplomacy. Whether our students decide to work stateside or travel to other countries, they will need to interact with people of different experiences, perspectives, cultures, and languages. How Education is Changing Educational systems around the world are realizing the value in preparing students to have a global perspective.
The Programme for International Student Assessment (PISA) is a survey which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. The PISA compares teenagers' abilities in reading, math, and science. For the first time, this year the survey will also test “global competence.” Now, instead of being assessed on math puzzles and literacy tests, students will be asked questions on topics such as global warming and racism. International business leaders have warned that American students may be technically competent, but are increasingly culturally deprived and linguistically illiterate compared with graduates from other countries. This puts our American students at a disadvantage when seeking national or international jobs. We need to prepare our students for global citizenship and the global economy; this includes proficiency in languages other than English and the ability to work with people of other cultures. Students are vested in the future of the planet. The next generations will be part of the solutions to worldwide challenges. Without a doubt, these challenges will need collaborative discussions from different cultures around the world. Our schools have a natural ability to help students make connections and move towards action. Engaging our students in rich, relevant, global curriculum will not only be life-changing for them, but will also help students to recognize their personal connection to the world.
Embracing Multiculturalism As we think of all the reasons why we should globalize curriculum in our schools, there are questions that surface. From our own school and community perspective: How are we appreciating and celebrating diversity in our schools? How can we best prepare our students for the challenges that will face them as they enter the global marketplace? What will they need in order to level the playing field with other job-seekers around the world? Importantly, if we have not already embraced the cultural diversity in our schools, we need to start here. Out of respect for families within our community, let’s strengthen relationships and communication with them first. Invite new perspectives. Seek other ways to build relationships by sending communications in multiple languages, and hosting cultural events where we invite families in to be appreciated, respected, and celebrated. Let them know that their cultures are valid contributions to our communities, and not to be extinguished. Above all, help their children continue to retain or perhaps even gain proficiency in their native language and cultural traditions. Biliterate Recognition In other parts of the world, students are learning several languages during their education, beginning at a young age. Global jobs will require employees with multilingual capabilities. Gone are the
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days when English alone was enough. American students are coming up short when compared with students internationally. An employee who is proficient in multiple languages, and in the nuances of various cultures, will undoubtedly be the employers' choice of hire. In over 30 states so far, students have the opportunity to earn the The Seal of Biliteracy, a recognition for students who have studied and attained proficiency in two or more languages by high school graduation. This is for all students, regardless of first language. The Seal is not only a recognition for biliteracy, but also a great tool to engage families in our school communities, showing appreciation for their contributions to our multicultural society. Additionally, the Seal offers support for our students who reach proficiency in a language other than English – another reason to begin second language study early in elementary years. A Future in a Global Society Both urban and rural communities, with or without a broadly diverse population, have the same responsibility to engage their students with the world. It's as easy as technology. As we are flipping our classrooms, blending our learning, and creating makerspaces, this is completely within our reach. Inviting a global perspective is possible using media to access international webinars, guest speakers, news broadcasts, and documentaries. There are endless possibilities. How can we use our class-time to prepare students for global society, along with its benefits and challenges? We have to ensure that our school culture and curriculum inspires
students to be globally-minded and prepared to see challenges from multiple perspectives. Even though all curriculum can be globalized, here are a few examples: Globalizing Curriculum Science. When we are discussing any type of environmental issue, there will always be another perspective. What do the people of Vanuatu or Iceland think of global warming? How has this affected their lives? What do these countries believe and how are they combatting this global issue? Or when discussing scientific research, explore where these scientists were from. What was happening at this time in history? What connections can be made with other cultures during that time?
Math. When we are discussing math formulas and basics of math understanding, discuss the source of this knowledge. Who were the minds behind the theories? Where are they from? Put this in a global context. Or perhaps an algebra class could make a connection with a classroom in India, with students on each side of the world collaborating to come up with solutions. Foods and Nutrition. Discuss what school lunch consists of in the U.S. versus Germany. Are there different food pyramids? What does dinner look like in other countries? How does this compare with family’s dinner time in America? Which countries around the world are the healthiest? Research and collaborate with a classroom in Greenland to compare data.
Social Sciences. What do students in other countries learn in school about past world wars? How are those perspectives different than what we are taught in the U.S.? Has this impacted their current government, or the way they perceive other countries?
Agriculture. How do cultures around the world affect the growth of food sources? Maybe collaborate with a classroom in Australia to compare the soil compositions in your state and in their region. How sustainable is the soil in different parts of the world?
Health. Research of disease and cures are global initiatives. Nutrition, drugs, and food safety are topics across borders. As curriculum in our schools addresses these topics, why not provide globalized-thinking about which countries’ scientists are looking for a cancer cure? Are prescription drugs abused in other countries? Why are some pesticides allowed to be used in some countries and not in others?
Physical Education. Discuss healthy activity in other countries. What do people in France do to stay physically fit? What is a typical Body Mass Index in their country? Is it due solely to physical activity or is it due to diet choices?
Food consumption and food/water sustainability are also global issues that will impact generations to come. Why not connect with a school in India to compare what they know and their viewpoints and share ours, too?
Globalizing curriculum is not a cumbersome undertaking. It’s simply a matter of how we look at any topic within the curriculum. Imagine the impact of your school culture and the powerful curriculum options as students witness their multilingual abilities at work, combined with their knowledge of world issues, as they problem-solve across disciplines.
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World Language Career Changers By Andrea Behn & Ellen Onsrud y now, everyone is aware of the teacher shortage. What you may not know is that world languages is an area of critical need. Currently, there are fewer world language teachers graduating from traditional university programs. Therefore, with the help of WAFLT, we have created Career Changers. There are young adults who recently graduated with world language backgrounds or adults who are heritage speakers who are interested in becoming world language teachers, but they don’t know how to break into the field. That’s where we come in.
We will be offering a workshop at the WAFLT Fall Conference in November for Career Changers at a reduced
... Continued from page 10 Seek out global learning partners or join students around the world with projects such as the NASSP Global Citizenship Initiative (makingglobalchange.org). Help your students to think globally and act locally. When we use our curriculum to inspire students to see themselves as a part of the solution to global challenges, that’s powerful stuff. Making it Work C Find ways to celebrate the diversity of cultures and languages within your school. If you don’t have a diverse population, recognize that there are many cultures elsewhere and how we are all interconnected.
conference registration rate. We will talk about programs for licensure, typical days for teachers, school/ district culture, and benefits and challenges of the job, as well as recommend additional sessions and opportunities to meet with teachers who teach their language. We spent last school year making important connections and networking with professionals in all levels of education at the state and national level, so we have a lot to offer.
understanding school culture. We’ve developed a Facebook group – World Language Career Changers – for anyone interested in becoming language teachers. Please join us!
Additionally, we have been creating an action plan to help career changers navigate the system, whether they are US citizens who are looking for a licensure program, or an international professional who needs help
C Challenge your staff to look at their curriculum through a new lens. Global perspectives are everywhere and waiting to be brought into the discussions.
C Create opportunities and empower students to act as global citizens. Help your students realize that they are a part of all global solutions and that they each impact the world in which we live. Stay connected with global classroom ideas and projects on Twitter @Globalizedclass
However, we need your help! If know anyone who is looking to make a change refer them to us via the Facebook Group or by email. You never know when you will run into someone looking to break into education and we can help.
SuAnn Schroeder is Assistant Principal at Medford Area Senior High School in Wisconsin, with 18 years experience in education. She is also the current President of the Wisconsin Association for Language Teachers. Copyright 2018 National Association of Secondary School Principals – nassp.org. Article published in Principal Leadership (April 2018). Reprinted with permission.
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The Importance of Leading by Example By Victoria Carter and Jamie Gurholt n March 2018, we were asked to represent WAFLT at the Central States pre-conference Leadership Workshop in Milwaukee. Additionally, we also had the good fortune to be led by Dr. Anne Nerenz, Professor of Education at Eastern Michigan University and newly elected Executive Director of CSCTFL. Admittedly, it was intimidating at first, with expectations of most attendees to be not only veteran and “decorated” educators, but also holding administrative positions of importance throughout the Midwest. What useful tools could we, classroom educators, bring back to our colleagues that would have an impact on the way we serve, without requiring hours of preparation? Therefore, instead of attempting to synthesize all of the different leadership theories and models, we thought it best to focus on the basics and keep it simple. Being a natural leader requires one to teach via example more than anything else!
Most of us are practitioners of methodology, and thus fans of lists! Familiar with The 7 Habits of Highly Effective People? Stephen R. Covey's top-selling book continues to remain relevant over time simply because “it ignores trends and pop psychology for proven principles of fairness, integrity, honesty, and human dignity.” (stephencovey.com/7habits/7habits. php) Most of us have read it or can recall the basics. His conceptual approach to principle-centered leadership is timeless. He suggests in
a later publication that we should lead people, but manage things. “...things don’t have the power and freedom to choose. Only people do. So you lead (empower) people. You manage and control things. (The 8th Habit, p 101) (rickety.us/2011/01/epic-excerpts-ste phen-covey-on-management/) Via the workshop, Dr. Nerenz indirectly allowed us to recognize that as educators, we often lose focus while pursuing all of the latest innovations. Rather, building and preserving positive relationships is key in terms of our effectiveness with students, colleagues, and administrators. We compared personal orientations, such as physical abilities, personality characteristics, competencies, values, and interactions which complement a person’s position versus task-focused orientations, meaning what things successful leaders do. A few examples of task-focused ones would be the actions and responsibilities performed or needed to meet expectations via either a directive style (leader assigns the task) or participative style (leader and the team set goals together). Are the tasks also administrative or management directed or rather are they geared toward professional leadership and teacher development? A participative version of the latter is a best practice approach, so that the outcome is collective promotion of our craft. Sometimes, however, differing leadership traits and styles can be conflicting and problematic. A wise
person hears all perspectives, yet needs to sometimes set emotions aside when focusing on a task for the best outcome, which isn’t always the popular response. The most impressionable portion of the workshop was when Dr. Nerenz ran scenarios where we engaged in role-playing to take us a bit out of our comfort zone. She randomly grouped us several different times to alter the
demographics when applying the various personal and task-focused orientation theories. This helped us to determine where we fit on the style spectrum, meaning how do relationships and tasks affect our ability to lead. Are we more supportive and participatory in nature, or perhaps struggling with free rein or autocratic tendencies? In the end, we need to recognize we aren’t perfect. However in an attempt to promote and preserve our profession as language educators, we shouldn’t fear, but rather accept the challenge to step up and be present in leadership roles. At the conclusion of the workshop, several basic leadership suggestions were shared with us by current Central
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States Chair Mary Goodwin and President-Elect of the CSCTFL Board, Jason Jolley. Their thoughts also impacted our perspective and we felt very strongly that they should be shared with our readers. Through their advice, we were encouraged and felt empowered to believe that anyone can be a leader. In a nutshell, we should seek and embrace various opportunities to lead based on our comfort zone and availability, starting small and building upon that. Ultimately, we demonstrate leadership by engagement: 1. In the classroom: stay current in PD, be a mentor/role-model 2. In the district: become a department chair, advisor, serve on committees 3. In the state: join language organizations,promote GEAC / Seal of Biliteracy 4. In the region: join Advisory Council, Delegate Assembly (CSCTFL) 5. In the country: attend/present at ACTFL, share the wealth with fellow colleagues You can accept the challenge today! Consider how you can make a difference, not only in the life of your students, but also in the lives and practices of language colleagues in your district, state, region, and around the country. Weâ€™ve all reaped the benefits of someone else, so pay it forward and give back in any way that you comfortably can. Not only do we hope to see you at the WAFLT Fall Conference (waflt.org) in Appleton this November, but consider joining us at the Central States Conference next March in Columbus, Ohio. Access all of your planning information at csctfl.org and consider signing up for the pre-conference leadership workshop; registration is available as
early as November 2018. Both conferences provide opportunities to network with colleagues, transform your instruction, all while creating memories and stepping up to the leadership plate ... priceless!
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Flipping the Classroom — A New Approach to Foreign Language Instruction & Technology By Dr. Julie Gonzalez,Winona State University he goal of flipping your class is to practice a more student-centered pedagogy, thereby engaging your students in active learning experiences. The concept of the flipped classroom is gaining increased momentum in the foreign language classroom for several obvious reasons. First, students can view and review material at their own pace and according to their own individual needs. Second, class time can be structured to optimize individualized attention to students. And third, students have the chance to make use of the material they are learning in a reinforced setting. Language educators are better able to utilize their time to incorporate activities that didn’t previously fit into the curriculum.
Active Learning The first few minutes of class time can be used to get students in the right mindset by reviewing pre-class activities in order to identify common questions, learning gaps, a question/answer session with students, or a short review quiz. A preliminary assessment, such as an online quiz or brief assessment may be used to gauge student understanding and tailor instructional plans prior to class. More class time can then be spent engaging in active learning strategies, which can help students further process what they learned in the pre-class content. A significant portion of the time can be used for speaking and listening practice, application exercises, team-based learning,
discussion activities, questions geared toward leading students to fully explain concepts, assisted practice activities, or communicative activities in pairs or groups. As active learning activities are created and designed, it is important to contextualize the topics and set expectations by preparing an explanation of how the new instructional material fits into the overall existing course structure and explains its relevance to real world applications. It is important to determine what students should do after the in-class activity to continue learning or to bridge the gap to the next activity or topic. Students don’t learn foreign language material very effectively in one instance or through a single practice attempt; rather they learn best through practicing through a different and variety of learning avenues over an extended period of time. As a result, it is critical to think about and plan how often students will need to practice or revise their thinking over time to really master the language in order to become successful language learners. Technology Tools The transition to a flipped classroom requires significant preparation and new learning tools. Microsoft Photos App is a useful technology tool to implement into a flipped classroom. Microsoft Photos App is an application or app to organize, edit, and share all your digital images. It encodes photos and videos from all your devices,
enhances them to make sharp images, and organizes them into albums. The app runs on Windows 10 Creator Edition as well as Windows 10 Mobile. Therefore, the app is quite versatile since it can be used on both PC and mobile devices. Microsoft Photos also brings together photos from all your devices in one place using OneDrive. Lessons can be viewed from OneDrive and shared. The app can be installed by visiting the Windows Store (microsoft.com/en-us/store/p/microsoft -photos/9wzdncrfjbh4 ) and by clicking on “Get the app.” From the Windows task bar, you would click on the search icon and type “Photos.” Once you double click on the “Photos” icon, the app should open. Microsoft Photos App is very useful for a vocabulary lesson, a video project, or a culture assignment. In the top menu, click on “Folders” and select a folder with your images and videos. See Figure 1. Next, click on “Create Custom video with music.” Third, select the images or videos that you would like to appear in the video and click on “Create.” Fourth, you will be asked to give your project or lesson a name. I named my photos, “Los colores en la naturaleza” (the colors in nature). And finally, select the music or select an audio file that you created in your own voice in the target language. By right-clicking on an image you can add text to any image. Select “Text” and type what you want it to show. In my example, I wrote “La flor es roja y amarilla” (the flower is red and yellow).
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To share your lesson, click on the three dots “…” on the top right corner of the window app in Figure 2 and from there you can share by email the video or you can save it to your computer. I generally save it to my computer and then upload the video to Microsoft OneDrive, where I can share the link to the video with my students. Other technology tools that are very useful for a transition to a flipped classroom are Glogster Edu (edu.glogster.com) and Educreations (educreations.com). Glogster Edu can be used to create and share educational material in the form of a glog or a multimedia interactive poster by combining images, graphics, audio, text, and video on one digital canvas. Educreations can be used to create content using a virtual whiteboard and engage students with video and create dynamic video lessons. Conclusion The success of the flipped class largely depends on the alignment of what you want your students to accomplish before, during, and after the class. One benefit of flipping the
classroom is the opportunity for increased individualized learning. Since students complete the pre-class activities at home, they are provided the opportunity to spend as much time on them as they need, listening, reading, or watching instructional language or culture videos as many Figure 2 times as they wish until they feel they grasp the concepts. As a result, students in flipped classes are less likely to fall through the cracks. The flipped learning approach is predicated on the notion that active learning in the classroom can be enhanced by shifting lower level cognitive processes such as remembering and understanding to self-paced learning, while class time can be freed up for higher level cognitive processes, such as application of the material, analysis, creation of language production, and evaluation. Overall, more time can be devoted to more meaningful interactions in the foreign language classroom setting. Students are better prepared for classroom language learning practice and have a greater sense of ownership in the learning process.
Other Suggested Reading Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education. Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington, DC: International Society for Technology in Education. Keengwe, J., Onchwari, G., & Oigara, J. (2014). Promoting active learning through the flipped classroom model. Hershey, PA: IGI Global.
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WAFLT 2018 Fall Conference Unlock the Doors: Explore a World of Opportunities November 1-3, 2018 | Red Lion Hotel Paper Valley, Appleton, WI We have two exciting announcements:
Pathway to Proficiency: Using Proficiency Benchmarks and Performance Indicators to Guide Instruction
2016 ACTFL Teacher of the Year We Are All Advocates
Both of these speakers bring years of experience and expertise to our conference, and we look forward to the new ideas, methodology, and insight they will share. The WAFLT APP was a big hit in 2017 and will be back again this year! Will you win the socialite award by posting photos and comments during the conference? New this year – we are offering Electronic Poster sessions, which will be held in the Exhibit Hall Friday morning. Check out the descriptors on waflt.org to learn more and determine if you would like to attend one of these sessions. We are excited to get your feedback about this new opportunity for sharing ideas with colleagues.
To receive notification when the pre-conference booklet has been posted to the website, your membership must be current. Please head to our website at waflt.org and take a moment to renew your membership and ensure your account information is correct. Also, visit the website throughout the year to learn of the many opportunities your WAFLT organization offers. We look forward to the 2018 Fall Conference ... it’s shaping up to be a great conference with sessions on CI, TPRS, games, technology, advocacy, and more! Thank you once again for your input and feedback. Should you have any questions, please contact us at email@example.com. Your Conference Program Co-Chairs, Paula Johnson-Fox & Susan Loeffler-Bell
Professional Development Opportunities Wisconsin Association For Language Teachers (WAFLT) Fall Conference | November 1-3, 2018, Appleton, WI | Information: waflt.org American Council on the Teaching of Foreign Languages (ACTFL) Conference | November 16-18, 2018, New Orleans, LA | Information: actfl.org FLESFEST February 23, 2019 | Information: www.wi-nell.org Central States Conference on the Teaching of Foreign Languages March 14-16, 2019, Columbus, OH | 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: firstname.lastname@example.org. Write nothing in the “Subject” line. In body of message write: Subscribe French (or German, Japanese, Spanish, Latin) Through Your Language Association: Go to: wafltt.org – On the home page, click on Wisconsin Language Associations. Contact the organization to find out
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Thank You, Contributors! WAFLT thanks the following individuals for their contributions in 2017–18. General Endowment Fund Linguiphile ($100+)
Donna Clementi Richard Olson
Anne Chartier (In memory of Jim Oakley) Jaci Collins Lisa & Andy Hendrickson Charles James
Jaci Collins (In memory of E. Alan Magnuson) Karen Fowdy (In memory of E. Alan Magnuson) Justin Gerlach Linda Havas Jean Hindson Lynn Sessler Neitzel Janet Rowe Deb Bowe-Wielgus
Sharon Bradish Danielle Chaussee Diane Flanders Amber Kraus Lauren Rosen Jeanne Schueller Deana Zorko
Professional Development Scholarship Fund
Student Travel Scholarship Fund
(Honoring Dr. Roma Hoff, Dr. Connie Knop & Dr. Irène Kraemer)
(Honoring O. Lynn Bolton)
Donna Clementi Paul & Nuria Hoff Richard Olson
Sharon Bradish Natalia DeLaat Diane Flanders Karen Lound Fowdy Katelynn Jensen Amber Kraus Lynn Sessler Neitzel Julia Price Lauren Rosen SuAnn Schroeder Deana Zorko
Terry Bothun (In memory of Sandra Rettschalg) Richard Olson
Sharon Bradish Natalia DeLaat Diane Flanders Katelynn Jensen Amber Kraus Lynn Sessler Neitzel Barbara Olsen Lauren Rosen SuAnn Schroeder Deana Zorko
Benefactor ($50-99) Charles James Anne Chartier (In memory of Jim Oakley) Peter Hoff Sy Kreilein Sponsor ($25-49) Wanda Meyer-Rimestad Justin Gerlach Michelle Nielsen
Benefactor ($50-99) Anne Chartier (In memory of Jim Oakley) Peter Hoff Charles James Sponsor ($25-49) Danielle Chaussee Kelly Ferguson Justin Gerlach Janet Rowe
Your Contributions Are Appreciated! Please consider contributing to one or more of these funds for 2017-18. You can do this online at waflt.org – log into your online account, and click “Endowment Contributions” on the top of the page to make your contribution, or mail your check to P.O. Box 1493, Appleton, WI 54912, noting to which fund(s) you would like your donation assigned.
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Wisconsin Representative to NNELL Jessica Owens Stormonth Elementary School Fox Point-Bayside School District email@example.com
Central States East Regional Representative to NNELL Julie Canady firstname.lastname@example.org
Wisconsin NELL: www.wi-nell.org Facebook /NNELL Wisconsin
National NELL: www.nnell.org Twitter Chat #earlylangchat
National Network for Early Language Learning provides leadership in support of successful early language learning and teaching of grades pK to 8. NNELL believes that all elementary school students should have access to high-quality, ongoing, articulated world language instruction of all language programs. Membership Benefits – Why Join NNELL? Membership in NNELL provides you with voice at the national level to support early language learning. It provides access to a network of hundreds of educators, workshops, webinar materials, articles, and various resources. “We Are Changing the World, One Thematic Unit at a Time ”
31st Annual FLESFEST Saturday, February 23, 2019 Alverno College, Milwaukee, WI More Information Coming Soon! 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 in world language instruction today. It is an inspiring, motivational, and engaging conference, recommended for any world language teacher, regardless the level the teacher teaches.
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!
Stay tuned for dates for the 2019 Curriculum Writing Days Or, visit www.wi-nell.org for more information and FREE registration.
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Wisconsin Association of Chinese Language Teachers President Zona Karoliussen Leonardo da Vinci School for Gifted Learners (920) 448-2135 email@example.com
President-Elect Yinghan Xue Neenah Joint School District (920) 751-6800 x19230 firstname.lastname@example.org Treasurer Ling Schoeneback Green Bay email@example.com
Secretary Yinghan Xue Neenah Joint School District (920) 751-6800 x19230 firstname.lastname@example.org @msn.com (Vacant in fall)
Nihao! hope you all had a smooth and great transition from your summer break to the new school year of 2018-2019.
WACLT held another successful annual Chinese Speech Contest at UW-Green Bay this year on May 12, 2018. We had 162 contestants from lower elementary school to college, from beginning to advanced levels, and from heritage speakers to non-heritage learners, who competed
in the competition. Each contestant delivered a one- to three-minute speech in their level group. There were 1st place, 2nd place, 3rd place and honorable mention medals and prizes awarded to students for their excellent performance and participation. Once again, Quihong Zhang organized and directed beautiful shows at the opening and closing ceremonies. We had students from schools all over Wisconsin who danced, sang, did Kung Fu, or performed Chinese skits at the ceremonies, showing the diversity of skills they learned in their Chinese programs.
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Another highlight at the contest was presenting the “Wisconsin Chinese Language Teacher of the Year” award to Kai Mills, Chinese teacher at Sheboygan High School. This is the first year that WACLT accepted nominations for this award. The board of WACLT gives this award to recognize the teacher’s dedication to promoting Chinese language and culture in his/her own program, as well as encouraging other teachers.
As in past years, schools in Green Bay, Sheboygan, Sun Prairie, and elsewhere took students to travel to China during the spring or summer of 2018. We are glad and proud to see the awesome and cool opportunities that our Chinese programs and teachers provide to students to be exposed and immersed in the authentic and real language and cultural environments. Grace H., a student at Neenah High School said when she came back from China, “I felt more confident with my Chinese, because I realized that Chinese people can understand me, they all said my Chinese was good… and I could understand them…”.
We welcome all WACLT members to join us in attending the WAFLT Fall Conference this November, and we strongly urge them to attend the Chinese teachers share fair and business meeting on Saturday, November 3, 2018. We are look ing forward to seeing you all at the conference. Last but not least, we would like to announce that we have open vacancy for the secretary position on the board of WACLT. Please contact any of us to apply or nominate peers to join us in serving and supporting in promoting Chinese language and culture in Wisconsin schools for this position. Submitted by: Yinghan Xue
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American Association of Teachers of French – Wisconsin Chapter President Ellen Onsrud Lake Mills Middle & High School presidentAATFWI@gmail.com President-Elect Kara Torkelson Wausau West High School presidentelectAATFWI@gmail.com
Secretary-Treasurer Brian Wopat Onalaska High School treasurerAATFWI@gmail.com
Concours Oral Margaret Schmidt Bay View High School, Milwaukee concoursoralAATFWI@gmail.com
Past President Andrea Behn Parker High School, Janesville pastpresidentAATFLWI@gmail.com
AATF Regional Representative Sheila Conrad email@example.com
AATF-WI website: www.aatfwi.org Join us on Facebook: French Teachers in Wisconsin Group AATF website: www.frenchteachers.org Visit: www.theworldspeaksfrench.org
Mes Chers Collègues, e vous souhaite une bonne rentrée! We are lucky in the education profession to be able to have a new beginning each school year, each quarter, and each semester. While some things will remain the same each year, we have the ability to create change in our classrooms, with our colleagues and in our schools. Which leads me to the question, “What is working in your classroom?”
Each year I begin my 7th grade, or French 1 classes, with a Teacher Quiz. I no longer remember where I read about this idea and cannot claim it as my own, but the concept stuck with me. It is a great way to create an open dialogue with students. I let them know I will be asking them to share all year long, so it is only fair I share in return. I’ve used two variations of this quiz. 1. The Hardest Test of the Year: I create a list of questions about myself for the students. On the day I give the test, I ask the students to take a blank
piece of paper (or I give them scratch paper) and have them number their page. I then tell them it will be the hardest test they’ll take all year and begin asking questions. As I ask the first question, I often get the look of “Madame, are you serious?” When they realize I am and the test is for fun, they relax and enjoy the process. To correct it, I read the questions and have them share/guess the answers aloud. It gives us a chance to get to know each other and build a comfortable classroom environment. 2. The Teacher Quiz: I give the students free reign to write whatever question (school appropriate of course!) they want to ask me on the board. After they’re done, I number them and have them answer the questions themselves on a piece of paper before I answer them. As in the first version, we all get a chance to laugh together and build the classroom community.
What kinds of questions do I ask? Here are some I’ve used in the past: C What is my favorite Skittle? C How many and what countries have I traveled to? C What instrument or instruments did I play in high school? It doesn’t matter what the question is as long as you’re comfortable sharing the information. The students will enjoy a chance to get to know you a little better. What is working in your classroom? We all have wonderful things to share, big or small. If you will be at the 2018 WAFLT Fall Conference, I invite you to join the AATF-Wisconsin Leadership Team at our annual Share Session. This session has become very popular in the last two years with many resources, units, and ideas shared. Let’s continue this momentum! Not able to attend the conference? Please consider sending your ideas to me at
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firstname.lastname@example.org. I will send them to our AATF-Wisconsin membership. Want to share your ideas with all the members of WAFLT? Consider writing an article for The Voice. Fall is also a good time to continue promotion of French. Know someone who is interested in becoming a French teacher? Encourage them to join the Aspiring French Teacher Mentor Group on Facebook. Do you have a high school student interested in a career in education? Encourage them to attend the WAFLT High School Visitors Program. Have you met someone who has a world
language degree and is considering changing professions to become an educator? Introduce them to the WAFLT Career Changers program. As educators we know we love our profession, and sharing it with students, family, and friends can ignite their passion as well. Speaking of promotion, if you know of a program in need of support or one you know may be in danger of being cut, please let us know. Over the past few years we have advocated and saved several programs. AATF-Wisconsin supports all French teachers and French programs!
As we continue the school year, please let me know if there are any announcements you would like shared, have questions that I can answer, or have ideas that we can collaborate on. I look forward to sharing information about future workshops, graduate credit opportunities, and teaching resources, as well as working with all of you. Bonne continuation! Ellen Onsrud
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American Association of Teachers of German – Wisconsin President Jeanne Schueller UW-Madison email@example.com
Past President Siggi Piwek Milwaukee German Immersion School firstname.lastname@example.org
Vice President Jeffrey Dyer Oregon High School email@example.com
Secretary Carley Goodkind Greenfield High School firstname.lastname@example.org
Treasurer Melanie Lasee Ashwaubenon High School email@example.com
Herzliche Grüße an alle Deutschlehrerinnen und Deutschlehrer in Wisconsin! reetings from the officers of your chapter! Many exciting events for German language students and teachers have taken place over the past several months. A group of 50 enthusiastic German teachers from Northern Illinois and Wisconsin met in New Glarus in February for our 21st annual Immersion Weekend. Our topic for 2018 was Esskultur, and in the words of my colleague, Charles James, “this year's German Immersion Weekend was one of the best … [it] attracted many new participants, all of whom felt that they were part of a community of colleagues and friends. Many of the ‘newbies’ said they plan to return next year.” While many people contributed
to the success of this professional development and networking event, we give special thanks to our WI-AATG colleagues Jeff Dyer, Charles James, Siggi Piwek, and Jolene Wochenske. Be sure to register early for next year’s immersion weekend to reserve a spot!
High Schools: 1st place: Wauwatosa East High School 2nd: Ripon High School 3rd: Greenfield High School 4th: Nicolet High School Tied for 5th: Stoughton High School and Wausau East High School Middle Schools: 1st place: Oak Creek East 2nd: Madison Waldorf Middle School 3rd: Glen Hills in Glendale 4th: Greenfield 5th: Parkview, Green Bay
Greenfield High School
Special honors to the following schools for participating for 29 years: DeForest High School, Mukwonago High School, and Nicolet High School.
UW-Madison held their 29 th annual German Day in April with 37 middle and high school programs participating and over 500 students in attendance. This year’s motto, “How German changed my life,” inspired creative posters, skits, and (new this year) memes. Students also competed in spelling, Pictionary, charades, poetry, and music. Congratulations to the top scoring schools and all students who participated. Ripon High School
Marquette University High School
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Marquette University hosted the annual state German Pronunciation Contest in April. Many thanks to Sabine Beirold for organizing this event for over two decades! The 2017-2018 German Language and School Society of Wisconsin DSSV/AATG Contest Award Ceremony was held at Marquette University High School in May. The board is grateful to Michael Koch for his work as AATG Testing Chair and commitment to promoting the study of German in Wisconsin. On a personal note, we would like to take this opportunity to remember our colleague, Trudi Roesch, who passed away in March. Trudi was an exceptional German teacher at Nicolet High School for 20 years and a leader in the profession. She inspired countless students, mentored colleagues, and brought enthusiasm and energy to our profession. We are grateful for her years of dedication and engagement and will miss her. Trudi’s legacy will live on through the many German language events in Wisconsin that she was instrumental in establishing, including German Day at UW-Madison and the WI-AATG Pronunciation Contest. If you have not already done so, now is the perfect time to join our national organization, the AATG (aatg.org), and to 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. With over 4000 members at all levels of instruction, the AATG is here to help you collaborate, learn, and grow as a German language teacher. The WI-AATG board invites you to
attend this year’s meeting at the WAFLT Fall Conference to learn about upcoming programs and the status of WI-AATG, network with German teachers, and hear from the 2018 WI-AATG Distinguished Educator. Teachers new to Wisconsin or the profession and non-members are especially encouraged to attend and meet your colleagues from across the state. If that’s not enough to convince you to come, freebies will be given out! Get involved in our organization and get to know the amazing community of German teachers in this state!
Visit our website (wisconsin.aatg.org/) and join us on Facebook (facebook.com/groups/wiaatg/) for events, job postings, and resources. Send news and announcements to firstname.lastname@example.org. I hope to see you in November at the WAFLT Fall Conference in Appleton and at ACTFL in New Orleans! Vielen Dank für euren Einsatz für eure Lernenden und für Deutsch in Wisconsin, Jeanne Schueller
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Wisconsin Association of Teachers of Japanese President Shinji Takahashi UW-Milwaukee (414) 229-5650 email@example.com President-Elect Takako Nakakubo UW-Madison (608) 262-3473 firstname.lastname@example.org
President ex-officio Richard Kania Franklin High School (414) 423-4640, ext. 2116 Richard.Kania@franklin.k12. wi.us Treasurer Yu Kitamura email@example.com
Activities Director/ Secretary Yuko Kojima-Wert UW-Milwaukee (414) 229-5650 firstname.lastname@example.org
Web Page Editor Masako Lackey UW-Milwaukee (414) 229-5650 email@example.com
Membership Information: aatj.org/membership/index.html Join AATJ and choose Wisconsin (WiATJ) under Affiliate WiATJ Official Site: wisconsinatj.wordpress.com Please note: this is no longer our site: sites.google.com/site/wiaotoj Facebook: facebook.com/wiatj
Kon’nichiwa! all has arrived in Wisconsin. I hope everybody had a good start to a new semester and is having success this fall. The WAFLT Fall Conference is right around the corner. We are looking forward to seeing you all at the conference.
Chicago Speech Contest March 17, 2018 Lauren Singer from UW-Milwaukee received the grand prize, a trip to Japan.
Japan Bowl February 3, 2018 Madison Country Day School proceeded to the national Japan Bowl in Washington D.C. This year Japan Bowl tied up with the Kakehashi project, and Wisconsin’s top two teams, Madison Country Day School and Menasha High School, joined the project and visited Japan this summer for free. Wisconsin Speech Contests March 2, 2018 UW-Madison and UW-Milwaukee held speech contests on March 2nd. UWMilwaukee invited students from other universities, high schools, UW-M Continuing Education, and the Doyo-kai.
Photo source: uwm.edu.japanese/news/uwmmajors-win-chicago-consulate-speech contest
Japan Fest October 21, 2018 WiATJ has always had a booth at Japan Fest. This year the festival will be held on October 21st at Franklin High School. It is a great opportunity for your students to have cultural experiences. It is also fun networking and fundraising. Please join us. We always need help! WAFLT Fall Conference November 1-3, 2018 The theme of this year’s conference is Unlock the Doors: Explore a World of
Opportunities. We expect to have many presentations regarding Japanese pedagogy, and we look forward to sharing ideas on educating our students. Let’s go to the conference and learn and support each other. The “Networking” meeting is on Saturday morning. We hope you will all attend and discuss how, working together, we can strengthen our programs. Anime Milwaukee February 15-17, 2019 Earlier this year, “Wisconsin’s largest Anime and Japanese cultural event” was held February 16-18. It was expected to bring $3.8 million in revenue to the city according to an economic impact study by the Greater Milwaukee Area’s Convention & Visitors Bureau (Milwaukee Independent). Anime Milwaukee added another million to the Milwaukee economy compared to the previous year. As it is expanding, our Japanese programs are expanding at Anime Milwaukee as well. We have added some scholarly presentations to the conference. It has a whole different atmosphere than usual conferences. It is also a great opportunity to dress up and have our Japanese programs
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known to people in Wisconsin. Please come and present or help out next year. If you or your institution has any news, holds any events, or receives any awards or comments, please share them with us so we can include your news in future Voice columns. We would love to hear from you. 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. If you are interested in helping out at any of the events, please contact Shinji Takahashi (firstname.lastname@example.org). Yoroshiku Onegai shimasu. Submitted by: Shinji Takahashi
Wisconsin Association For Language Teachers & Discover Languages Wisconsin Presents the 2018 Discover Languages
Student Video & Postcard Contests Contest Theme:
Languages â€“ Explore a World of Opportunities! 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 1, 2018 Visit waflt.org for contest details to begin!
Help Wisconsin Discover Languages and Discover the World!
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Wisconsin Latin Teachers Association President Nate Kolpin Wauwatosa School District email@example.com
Secretary Michelle Bayouth Elmbrook Schools firstname.lastname@example.org
Treasurer Pro tem Daniel Tess Brookfield Central High School email@example.com
For those who used to receive a daily digest of Latinteach community messages, the archives may still retain useful resources for the classroom, but the conversation seems to be shifting into other communities, such as latinbestpractices and latinteachertoolbox, among others. A brief perusal will see an explosion in resources specifically geared for Latin teachers attempting more Comprehen-sible Input (CI) strategies or hybrid approaches to language acquisition and learning. The assumption put forth is that a vast majority of post-secondary classical education experiences in our country have turned out a great majority of Latin teachers steeped in grammar- translation who are therefore keeping their current students in some version of that approach. Many teachers are able to sustain a program using a traditional approach, but many wonder how they might truly attract new students and teachers and grow their programs to rival perhaps the other languages which tend to thrive in a K-12 setting (or beyond). The perennial lament of programs dying has at least one viable answer in the way we approach our K-12 curriculum design. If one could lean more on acquisition, such as many other languages do, keeping the target language front and center with understandable messages, students might see more of the benefit of staying in the language when they get to the rich literature most Latin teachers
enjoy reaching at the end of a typical four or five year sequence. Once students get to those famous treasures, they might have more tools for accessing the difficult narratives or structures which often impede a true reading of the primary resources. Perhaps they will not get there in high school, but they might be adequately prepared to handle a mid-level elective in college. Some teachers in very competitive settings will feel the need to prepare students to answer the most obscure minutiae of AP tests. Some teachers may need to follow curricular frameworks such as IB, linguafolio, concurrent enrollment/dual enrollment tracks with universities, or standards- based learning targets. No matter what the setting, every context can benefit from treating the study of a language as more than a list of rule exceptions to be memorized. Every teacher can find ways to make the language more comprehensible, enjoyable, and appealing to a wider variety of learners. Every language-learning focused program can enhance their current pedagogical methods with language- acquisition approaches. How many of your students have dropped by years after graduation and greeted you with a salve, heus, or quid agis? When they reminisce, do they remember the sheer quantity of inflexion tables? Perhaps, but it is far more likely they latched onto a narrative, song, or usage which they could understand without necessarily thinking of it in English first.
Nota Bene WLTA will be reviving Latin Day lectures and lunch for grades 7-12 on October 23, 2018 at Marquette University. Several speakers will engage our audience on topics which connect our classical studies with our current context. If you haven’t received an invite through email already, feel free to contact one of the officers above for more information. Celebranda WLTA would like to take a moment to thank William Kean, long-time WLTA treasurer, whose service to our state organizations extended well into his retirement years. William has been a constant presence not only at WAFLT conferences and WLTA Latin Day events, but also at JCL conventions and meetings. He is an inspiration to all of us with regard to lifetime learning and humble service. As his official WLTA treasurer duties are handed off, we all recognize that it will take several officers to fill his shoes. In Proximum November WAFLT Fall Conference will feature a selection of Latin/Greek sessions and is a great place to connect with colleagues from all world languages. If you are ready to add state leadership to your resume, there are always opportunities to serve on WLTA and WAFLT boards and committees. Until then, Curate ut Valeatis! Dan Tess
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American Association of Teachers of Spanish and Portuguese President Erin Nienas Neenah Joint School District firstname.lastname@example.org
Secretary Barb Olsen Kettle Moraine Lutheran High School email@example.com
Past President Treasurer Jeanne Kasza Port Washington School District Jessica Owens firstname.lastname@example.org Fox Point-Bayside School District email@example.com President Elect Kathy Varda Beloit Turner School District Webmaster firstname.lastname@example.org Shelly Krueger West Bend School District email@example.com
NSE Coordinator Victoria Carter Onalaska School District firstname.lastname@example.org
Concurso Oral Sara Ruiz Hartford Union High School email@example.com
Janet Jackson Sociedad Honoraria West Bend School District Hispánica firstname.lastname@example.org Monica Lentz Elmbrook School District email@example.com Follow us on Facebook: @AATSPWI Look for updates and local information online @ wiaatsp.org
Once again, Sara Ruiz and Janet Jackson, along with a host of volunteers, ran a successful and well-attended state competition at the Concurso Oral in March at Badger Middle School in West Bend. Over 400 students from all over the state of Wisconsin took part in a variety of categories of oral competition (poetry, narration, skits, extemporaneous narration, and conversation). This is a valuable opportunity for Wisconsin Spanish students from elementary grades through high school to showcase their Spanish-speaking accomplishments.
New for 2018-2019, we’re moving the Concurso Oral to the fall semester! The Concurso Oral is scheduled for Saturday, December 1, 2018 at Badger Middle School in West Bend. We’re hoping to breathe some fresh air into our competition and hopefully by moving it to the fall semester we’ll avoid many of the common spring commitments, conferences, and events. Ashland High School at 2018 Concurso Oral
Kettle Moraine High School at 2018 Concurso Oral
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Each year AATSP-WI selects seniors who participated in the Concurso Oral and received 1st place in their category to be awarded a $100 scholarship on behalf of our organization. Congratulations to the following seniors: C Ashland High School: Ocean C. C Kettle Moraine High School: Rhaea L. C Oak Creek High School: Neha C., Candiauralexa L., Sana S. C The Prairie School: Camille C. C Nicolet High School: Gregory F., Emily H., Helene O. C West Bend High School: Olympia W. National Spanish Exam We completed another successful round of the National Spanish exam. Wisconsin Spanish students at all levels placed with gold, silver, or bronze medal honors as they showed their language skills on the National
Spanish exam. It is fabulous that so many young people here are acquiring language skills which will equip them as they become global citizens. A huge thanks to Victoria Carter of Onalaska High School for handling this effort on behalf of Wisconsin’s Spanish language students. AATSP Poster Contest This year, Wisconsin earned first place for the National poster contest (4-5th grade category). Congratulations to Ellery S. and her teacher, Jessica Owens from Fox Point School District! Do you know a talented artist? Stay tuned for more details regarding the 2018-2019 poster contest. The winner(s) of the state competition will be sent on to the national AATSP Poster Contest. There are several categories in which student entries
may be submitted (K–3, 4–5, 6–8, 9–12 Hand-drawn, 9–12 Digital). Are you interested in becoming more involved in AATSP-WI? We’re looking for a new Secretary this year. Voting will take place at our annual business meeting at the WAFLT Fall Conference. Please email Erin Nienas, firstname.lastname@example.org, if you are interested in joining our Board! Submitted by: Erin Nienas
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2018 WAFLT Conference Registration Materials
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