The VOICE of
Fall 2019 Volume 46 Number 2
The VOICE of WAFLT
Table of Contents WAFLT Executive Board Contact Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 From Your President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Linda Havas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 From Your Co-Editors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Katy Dueppen & Kelly Miller . . . . . . . . . . . . . . . . . . . . . . . . 4
Pedagogy, Methodology, and Policy Advocacy for World Languages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Karen Luond Fowdy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 World Language and Global Learning: DPI . . . . . . . . . . . . . . . . . . . . . Pam Delfosse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 WAFLT Mentoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Karen Luond Fowdy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 FLESFEST 2019 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jody Schneider . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2019 Fall Conference Sneak Peak . . . . . . . . . . . . . . . . . . . . . . . . . . . . Josh LeGreve & Katelynn Jensen. . . . . . . . . . . . . . . . . . . . 12 2018-19 Contributor Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Affiliate Organization Newsletters The National Network for Early Language Learning – NNELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Wisconsin Association of Chinese Language Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 American Association of Teachers of French – Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 American Association of Teachers of German – Wisconsin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Wisconsin Association of Teachers of Japanese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Wisconsin Latin Teachers Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 American Association of Teachers of Spanish and Portuguese . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
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
Linda Havas Greendale Schools email@example.com
Cathy Stresing Fond du Lac School District firstname.lastname@example.org
Communications & Publications Chair
Dan Tess Brookfield Central High School email@example.com
Lauren Rosen University of Wisconsin firstname.lastname@example.org
Jamie Gurholt Beloit College (DAR) email@example.com
Language Association Representatives
Future Teachers/Career Changers Subcommittee Chairs
Ellen Onsrud Lake Mills Middle & High School presidentAATFWI@gmail.com
Andrea Behn Janesville Parker High School firstname.lastname@example.org
Member Services Subcommittee Chair
Ellen Onsrud Lake Mills High and Middle Schools Ellen.Onsrud@lakemills.k12.wi.us HS Guests Subcommittee Chairs
Victoria Carter Onalaska High School email@example.com
Brian Wopat Onalaska High School firstname.lastname@example.org
The VOICE of WAFLT Subcommittee Co-Chairs/Editors
Katy Dueppen Middleton High School
Amber Little Stoughton High School email@example.com
Kellie Villalobos Muskego High School firstname.lastname@example.org
Kelly Miller Sauk Prairie School District
DPI International Education/World Languages Consultant
Karen Fowdy email@example.com
Advertising Subcommittee Chair
Pamela Delfosse firstname.lastname@example.org
Josh LeGreve Green Lake School District email@example.com
Past-President SuAnn Schroeder Medford Area High School firstname.lastname@example.org
AATG-WI President Jeanne Schueller UW-Madison email@example.com WiATJ President
Danielle Chaussee Oconomowoc High School firstname.lastname@example.org
MOPI Training Coordinator
Takako Nakakubo University of Wisconsin email@example.com WLTA President Nate Kolpin Wauwatosa School District firstname.lastname@example.org OWL Vacant WACLT President
Jodi Ziemann email@example.com
Yinghan Xue Neenah Joint School District firstname.lastname@example.org
Public Relations / Advocacy Committee Chair
Summer Professional Development Chsair
Karen Fowdy email@example.com
Lisa Hendrickson firstname.lastname@example.org
Fall Conference Program Committee Co-Chairs
Discover Languages Contest Coordinator
Josh LeGreve Green Lake Public Schools
Justin Gerlach Mishicot High School email@example.com
Debby Bowe-Wielgus Waukesha West High School firstname.lastname@example.org
NNELL Representative Jessica Owens Stormonth Elementary School email@example.com
Katelynn Jensen Marquette Senior High School firstname.lastname@example.org Local Arrangements/Exhibits SubCommittee Rebecca Mai Cassville High School Janet Rowe Hortonville High School email@example.com
Erin Nienas Neenah Joint School District firstname.lastname@example.org
Grants & Scholarships Chair Victoria Carter Onalaska High School email@example.com Committee Jeanne Schuller UW-Madison firstname.lastname@example.org Karen Luond Fowdy email@example.com Professional Development Chair
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 firstname.lastname@example.org. Any photos or graphics must be sent as separate attachments in a .jpg format.
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From Your President ... y home is located directly across from an elementary school playground. Over the time I have lived there, I’ve enjoyed hearing the unmistakable sounds of neighborhood children at play. (Perhaps the near-constant commotion is simply karmic payback for all the noise I made with my siblings and friends when I was growing up!) During one particularly contentious kickball game recently, I heard multiple calls for a “do over.” Apparently something on the field hadn’t gone quite the way it was supposed to, so after some discussion, the children agreed to a replay and then moved on with the game.
The concept of a “do over” is one of the most exciting things about teaching to me. Each new school year brings us new challenges, but also new possibilities. We improve on our previous work, leaving our past setbacks behind us and moving ever forward. Perhaps in preparation for this school year’s “do over,” you spent your summer traveling, revising curriculum, or attending MOPI trainings or the WAFLT Summer Institute. Or maybe you just spent some well-deserved time relaxing and reflecting on what drew you to becoming a world language educator, whether it was recently or more than a few years ago. Every day in our classrooms we work to achieve our common goals of global competency, respect for and appreciation of linguistic and cultural diversity, and ultimately, a better future for our students. Now that the school year is underway, I invite you to keep that momentum going by joining us at the 2019 WAFLT Fall Conference, October 31-
November 2 at the Red Lion Paper Valley Hotel in Appleton. This annual event gives language educators statewide (and beyond!) an opportunity to collaborate and advocate for all of the best things in our profession. These three days of collegiality are certain to engage, motivate, and inspire you. The theme of this year’s conference is Mapping the Way to a Multiliterate Wisconsin. Some conference highlights include: C Thursday Pre-Conference Workshop: From Principles to Practice: Revised Wisconsin Standards for World Languages, with Pam Delfosse, Karen Luond Fowdy, and Lynn Sessler Neitzel. C Friday Morning (7:45 a.m.): If this is your first WAFLT conference, I invite you to join us for the New Teacher/ New Attendee Orientation. C Friday Luncheon: Recognition of Discover Language student postcard and video contest winners. C Friday Afternoon (4:30 p.m.): Recognition of our colleagues for WAFLT Awards, followed by the Keynote Address, Jet Fuel for Inspiring the Next Generation, delivered by Joe Kutchera, marketing advisor, author, speaker and writer. Afterwards, beginning at 6:00 p.m., mingle and celebrate with colleagues at the Wine and Cheese Reception. C At the Saturday Luncheon, additional WAFLT Awards recognizing our colleagues. C A wide variety of workshops presented by WAFLT members.
The latest in language teaching materials in the exhibit hall.
Multiple networking opportunities available for world language educators!
It’s an exciting time to be a world language teacher in Wisconsin, and we are strongest when we collaborate, advocate, and share in the excitement together. Join us this November and be sure to bring your ideas, your challenges, and your curiosity. I look forward to seeing you at the WAFLT Fall Conference in Appleton! Linda Havas
The Voice Editing/Review Committee Katy Dueppen, Co-Chair Middleton High School Kelly Miller, Co-Chair Sauk Prairie School District Marge Draheim Retired, Appleton East High School
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From Your Co-Editors ... ack to school is a period of transition for teachers and students alike. Whether it is starting back into the routine of a school day, changing schools or grade levels, or changing school schedules, this transition can bring forth great joy and excitement, and a fair amount of stress.
Read our DPI Consultant for World Languages, Pam Delfosse’s column on the new Wisconsin Standards for World Languages and Wisconsin Language Roadmap. She has included links to resources as you begin to implement the new standards into your instruction.
Our new Wisconsin Standards for World Languages and the Wisconsin Language Roadmap help guide us as language advocates. In this edition of The Voice of WAFLT, read Karen Fowdy’s column on advocacy and the importance of updating your elevator speech.
The stress that one feels when transitioning to a new normal isn’t necessarily negative. It can be what fuels us and moves us to act or try something new. If the new school year feels overwhelming, however, know that WAFLT is here to help. In this edition of The Voice of WAFLT, you will read about the WAFLT Mentoring program. This program helps new and experienced teachers alike in a variety of models.
Have you read the ACTFL Lead with Languages report Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers? www.leadwithlanguages.org/wp-conte nt/uploads/MakingLanguagesOurBusi ness_FullReport.pdf
We hope that your return to school this fall is a positive and productive one!
Katy Dueppen & Kelly Miller,
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ADVOCACY for World Languages by Karen Luond Fowdy, Public Relations Chair
Updating Your “Elevator Speech”
hallenge: “Why is it important to learn another language?” You have only 90 seconds to respond. Time is up! How did you do?
You know this question! You have probably been asked multiple times throughout your career by a student, parent, administrator, or another member of the general public. It is difficult to sum up all we would like to say about a subject that means so much to us. How do we explain how knowing another language and experiencing other cultures has enriched our own lives? How can we share the myriad of ways we have seen language proficiency and cultural competency affect the lives of our students when they leave our programs? We have so much to say about the benefits that WE have experienced and can share our views eloquently. We are, after all, language teachers! How do we prepare an answer that is concise, engages the listener, and is objective as well as subjective? Does our response reflect the most recent research about the value of language learning in our interconnected and interdependent world?
I faced this challenge in February at the Language Advocacy Day organized by JNCL-NCLIS. Over 160 world language advocates-educators PreK-20, researchers, analysts, translators, interpreters, business owners, and representatives of leading language associations from over 42 states met with representatives of Congress and the executive branch to encourage increased support for language programs and activities across all areas of the federal government. While our meetings with the congressional representatives lasted a little longer than 90 seconds, it was clear that a carefully crafted “hook” would be necessary to call attention to our requests. Before our afternoon meetings, the expert staff members of JNCL-NCLIS guided us through several steps to create and practice our statements. It was a valuable exercise for each of us as we had to sift through our feelings and experiences to create an effective message. Here are some lessons to be shared with all world language advocates: Craft a personalized response: Consider your audience and focus on benefits that are most likely to speak
to their ears and hearts. Recent research and the resulting reports and publications provide a variety of reasons to learn languages, including national security, business and economic interests, education and employment prospects, and cognitive benefits. In our meeting with a Senator who does not have a history of supporting language education, we led with the benefits to the economy and business interests. Although I had expected resistance to our message, the staff member was particularly interested in the findings and recommendations in the Wisconsin Language Roadmap Report. www.wisconsinlanguageroadmap.wisc web.wisc.edu/report. Following up on that interest, I sent the 2019 report just published by ACTFLMaking Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers, (leadwithlanguages.org/language-advo cacy/publications/), that indicates an urgent and growing demand for language skills in the workplace to the attention of this Senator. We have established an on-going communication that will hopefully lead to his support of bills that address language learning and cultural connections.
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You have surely heard comments from parents and students who think the only reason to take a language is “to get into college.” The “Why Learn Languages?” link at the ACTFL Lead with Languages page (www.leadwithlanguages.org), will help you create a compelling, personalized, and up-to-date response. Make sure your students know why becoming proficient in another language is important and that merely meeting the two-year requirement is an outdated concept. Get to know the spirit and content of the new Wisconsin Standards for World Languages (dpi.wi.gov/world-language/standards). At the heart of the document is the goal of creating “World-Ready Graduates.” “Wisconsin schools are preparing graduates who are college, career, community, and world-ready. Proficiency in one or more world languages, in addition to English, along with related intercultural skills and global competence, are critical dimensions of community and world-readiness. The Wisconsin Standards for World Languages articulate what learners should know and be able to do as they progress toward advanced proficiency in languages other than English. World language learning is a core component of a comprehensive 21st century education. Standards-based and proficiency-based world language education programs prepare learners who are not only well-rounded, but also workforce and world-ready.” Do your administrators, school counselors, and students understand that learning languages is important for the world in which our students will live
and work? Get ready to dispel further misconceptions about language learning (www.leadwithlanguages.org/bustedmyths-and-misconceptions-about-lan guage-learning/). Resources shared at the WAFLT Public Relations resources page (waflt.org/public-relations/pr-resources) and in the Advocacy in Action eVoice column (waflt.org/category/enewsletter/advoc acy-in-action/) will help you craft and defend your mythbusting statements. Collaborate: Find other language teachers with whom you can collaborate for inspiration, insights, and practice honing your statement. Work with colleagues in other disciplines to find curriculum connections that complement, enrich, and expand learning through 21 st century skills. The revised Wisconsin World Language Standards weave connections with other disciplines throughout language learning as students communicate about meaningful topics. Provide resources that guide your students in the creation of their own elevator speeches about the importance of learning languages. Share your sound bite: Once you have crafted your updated “elevator speech,” find ways to share it beyond the elevator! Post it in your classroom or on your webpage, hand it out at school events like back-to-school orientation or parent-teacher conferences, and include it in your course descriptions. Ask businesses and community organizations about their needs for language proficient employees and volunteers. Let them
know how you are working to address those needs as you prepare your students for the world beyond graduation. Provide resources that guide your students in the creation of their own elevator speeches about the importance of learning languages. Celebrate: We are doing important work! In “Global Competence: The What, The Why, and The How,” (www.asiasociety.org/education/educat ing-global-competence), Anthony Jackson writes, “In matters of national security, environmental sustainability, and economic development, what we do as a nation and in our everyday lives is inextricably intertwined with what governments, businesses, and individuals do beyond our borders.” Global competence is a crucial shift in our understanding of the purpose of education in a changing world. Students everywhere deserve the opportunity to succeed in the global economy and contribute as global citizens. We must fashion a more creative and visionary educational response to the interconnected world of the 21st century, starting now.” Going up?
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World Language and Global Learning: DPI Updates by Pam Delfosse, World Language and Global Education Consultant, Wisconsin Department of Public Instruction
he need for global competence, intercultural skills, and applicable proficiency in world languages has never been greater. We now have new resources to support our efforts to provide equity in access to these critical life and employability skills. These resources include revised state standards, an international framework for the development and assessment of global competence, online resources for world language education, and state-level recommendations for advancing language learning in Wisconsin.
The State Superintendent of Public Instruction, with the recommendation of the State Standards Review Council, has formally adopted the 2019 Wisconsin Standards for World Languages. As you review the refreshed Standards, you will recognize integration of the World Readiness Standards for Learning Languages and the NCSSFL-ACTFL Can-Do Statements for each mode of communication and also for intercultural communication. Wisconsinâ€™s future-ready Standards for World Languages articulate learner practices, in the target language, that lead to proficiency development, intercultural communication, global competence, and community engagement. Standard 5 targets the development of global competence and integrates learning through community engagement. This standard is grounded in Asia Societyâ€™s rubric for global leadership with adaptations designed to develop, leverage, and assess the Five Cs of world language learning within a relevant and authentic context.
Professional learning and instructional planning resources to support implementation of the revised standards will be added to the DPI website (dpi.wi.gov/world-language/standards). World language and global educators are also encouraged to access and contribute resources within the WISELearn Resource Library (wlresources.dpi.wi.gov/). In addition to DPI-managed content, this site allows educators to share teacher authored or OER content with others. Once programmers code the revised standards into this site, it will be possible to tag resources by standard, learner practice, and performance indicator. Resources helpful to the development of global competence may be reviewed at The Organization for Economic Co-operation and Development (OECD) (www.oecd.org/pisa/pisa-2018-globalcompetence.htm) and Asia Society Center for Global Education (www.asiasociety.org/education) websites. New resources will be available on DPIâ€™s global education website (dpi.wi.gov/international-education) and added to WISELearn to support you as you plan for, facilitate, and assess global learning. The Wisconsin Language Roadmap (wisconsinlanguageroadmap.wiscweb. wisc.edu/) is designed to guide the improvement of systems of support for language learning at all levels. Delivering on the promise of language proficiency through our programs requires systems-level thinking,
design and development. Local, regional, and state-level partnerships and initiatives are essential to improve equity in access to standards-based and proficiency-based language learning for all students. Employers recognize bilingualism and intercultural competence as highly desired employability skills within our linguistically and culturally diverse local and global community. Preparing some, but not all, students with these skills privileges the few and is a disadvantage to the rest. It is particularly important that we build upon the linguistic assets of our heritage language speakers as we promote language learning for all. We are all co-learners and co-conspirators on this journey to engage and empower students with the global competence they deserve. Want to know what is new with world language education news and resources at DPI? Follow us on Twitter, @languagesDPI. We are all co-learners on this journey to engage and empower students. Thank you for all you do to help learners discover the world in themselves and their place in the world.
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WAFLT Mentoring By Karen Luond Fowdy, WAFLT Public Relations Chair
How can we help you? How can we help each other? “Mentoring is a brain to pick, an ear to listen, and a push in the right direction.” ~ John C. Crosby ne of the many benefits of being a WAFLT member is the invitation to participate in the mentoring program. WAFLT supports mentor partners by establishing connections and providing resources to the partners as requested throughout the professional development experience.
The research is clear. “Mentoring as professional development in schools can do the following: (a) retain teachers in the programs/schools; (b) improve productivity and performance of the teachers; (c) increase commitment to and comfort with the program; and (d) effectively integrate new teachers into a program.” Mentoring & Tutoring: Partnership in Learning, Volume 25, 2017-Issue 1. Sharing Our Stories Mentoring models are varied and dynamic, changing with our experiences and situations. Whether the mentoring relationship is structured and traditional, less structured and “organic,” or perhaps mutual between peers, the goal is the same – to learn and improve through the sharing of skills, perspectives and expertise. Beginning in December 2018, WAFLT members have been sharing their mentoring journeys in a monthly “Mentoring Matters” column in the eVoice. If you have missed these articles, you can find them in the eVoice archives. We hope
that these stories will inspire you to seek or offer the connections and support that will enrich your professional and personal life. Editor’s comment: Below, you will find two excerpts from the WAFLT eVoice “Mentoring Matters” column.
Mentoring Matters: How to Navigate Teaching and Impact Student Learning By Carley Goodkind The landscape of world language education and of our schools is rapidly changing, presenting new challenges as well as reasons to celebrate. As I followed my own winding path across this landscape – through forests and open fields, over hills and mountains, and even into valleys and caverns – I unexpectedly found myself in an ocean. There I was, surfing on the wave of educational innovation, when suddenly I realized I didn’t know how to surf. So many new ideas, deep and complex, swirled in and around me. Just as I thought I would lose my balance and drown, I got lucky. About three years ago, realizing the need to support teachers, so they, in turn, can support students in developing 21st century skills, my district created a new Instructional Coach position at our school. Though there are many models for coaching,
the district administrators who designed the position chose to embrace in their model the seven principles of effective instructional coaching (equity, choice, voice, dialogue, reflection, praxis, and reciprocity), as identified by researcher and author Jim Knight. I have found there is considerable overlap between mentoring and coaching in this way. While it is still fresh in my mind, I would like to share with you my most recent mentoring experience, working with my coach Lois Calloway. I admit I was not completely on board at first. Skeptical, I wondered if this was something designed for teachers in trouble, some kind of trick to weed them out. Additionally, I wondered how Lois could understand the complexity of teaching and learning world languages when she has had no experience in our field. I was very wrong: Lois has been one of the most impactful guides on my journey. Working with our coach is voluntary so, after some reflection, I warmed up to the idea and decided to meet with her. As we began to build trust, an essential ingredient for successful mentoring/coaching, I explained and clarified the goals and elements of world language education. Because Lois was not in my field, I learned how to better articulate these goals. It strengthened my confidence in being able to explain them clearly to a
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variety of stakeholders. With Lois’s help, I gained a little more ability to balance on my surfboard. To help me work through new ideas for reaching my students, Lois would ask me questions like, “What’s on your mind today?” or “What is going well?” These simple questions would magically open the flood gates, causing thoughts to flow so fast I could hardly keep up. How could we capture all of them? The process that worked for us included a few guided questions, with me responding while Lois listened and encapsulated my thoughts in writing. Her careful listening also led her to ask clarification questions that stimulated deeper reflection on my part. After each session, I could refer to my thoughts and ideas in shorthand and therefore use them in practical ways. As I reviewed them, important threads or lines of thought regularly revealed themselves to me. Lois’s knowledge of curriculum design, and my knowledge of world language methods and instruction, as well as the goals I had set, are a combination necessary to move forward with stability as I surf the wave. Sometimes my balance on the surfboard is thrown off. As the wave is influenced by the weather, I am influenced by the emotional pieces that come with the demands and human side of the teaching profession. This is okay. It reminds me that I must work through the vulnerability and pushback that may come with trying something new, or when things get tough. Meeting regularly with Lois has been a key to keeping my balance, so that I can grow as an educator, and in turn, impact my students’ world language journey.
Learning is lifelong, not only because of the sheer amount there is to learn, but also because our lives, teaching environments, and students change over time. No individual holds all the answers. However, we can find strength in working together: listening, learning, and sharing. Just as an early start and a long sequence in world language learning guide students on a path to greater proficiency, the same, when applied to taking regular advantage of mentoring (or coaching), can guide new and veteran educators on a path to improved teaching with greater student impact. References: Knight, Jim. Instructional coaching: A partnership approach to improving instruction. Corwin Press, 2007. Source: WAFLT eVoice January 2019 https://us7.campaign-archive.com/?u= cff3b5b6c033811d7f94fc41b&id=8808 9d03c3
The Original Mentor By Keely Lake When we think of mentoring, we Classicists tend to think of the relationship between the disguised Athena and Telemachus in the Odyssey. This young man’s father had been gone for twenty years. He was surrounded by hostile suitors for his mother’s hand in their own home; he was unsure of how to assert himself, unsure if Odysseus was even his father. Talk about imposter syndrome! Athena appears and reassures Telemachus that he is indeed the son of the great hero and that he can find a way forward. She gives him confidence, shows him the steps to take, and gently paves the way to his becoming a more confident, resourceful individual: his father’s son indeed.
What I wouldn’t do, we might think, for such direct and powerful guidance. Oh, if I only could provide such protection for my own students and friends! While we may not have the goddess of wisdom intervening in our lives, we certainly can find protectors and advisors who will stand by our side. Perhaps it is a formal request such as signing up for the WAFLT or ACTFL mentoring program. Whether by a two-way or a traditional mentoring model, each strives to match you with someone who will listen to your problems, help you flesh out your ideas, and find the best route forward. Perhaps you have been assigned a mentor in your school building or district or have found a teacher down the hall from your classroom who fills the role of confident and advisor. Perhaps it is a retired friend, a parent, or even someone outside the profession who helps you see your day-to-day efforts in a new light. And don’t discount the idea that someone younger can be a mentor—their fresh ideas and perspectives can help us reach new levels in our own (professional) lives. Whatever path mentoring takes, whether we are guiding a student or being guided by another, mentoring takes a certain amount of vulnerability. We have to admit we might need help, or at least be willing to take the help that presents itself to us. The ability to take such help is, in fact, a sign of our own inner strength. Even offering such help to another is a sort of vulnerability —we could have our help rejected, after all. Sometimes, like Telemachus, we might push back against the suggestions or question the assistance being offered. That testing and exploration is a part of our own growth as we work to find the path for
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ourselves, and a good mentor will let us probe, challenge, and make up our own minds in the end. I hope that all of you will stop to acknowledge and thank the mentors in your lives. I hope that you all will take the time to serve as a mentor for a student or colleague. Having someone with whom to talk safely is invaluable with the many stresses we face as educators and life-long learners. We all need to find and to be this sort of counselor for one another. Good luck finding your own image of Athena as you enact and receive the guidance of a mentor!
Source: WAFLT eVoice March/April 2019 https://us7.campaignarchive.com/?u=cff3b5b6c033811d7f9 4fc41b&id=b54966bba7
Do you have a story about mentoring that you’d like to share? Please consider submitting yours to: email@example.com. If you are interested in finding or being a mentor, please visit WAFLT’s mentoring page (waflt.org/professional-development/m entoring/). All mentoring participants and mentoring story contributors will receive a “Great Thought A Day” notepad!
Wisconsin Association For Language Teachers & Discover Languages Wisconsin Presents the 2019 Discover Languages
Student Video & Postcard Contests Contest Theme:
Languages – Map Our Way in Life! 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 4, 2019 Visit waflt.org for contest details to begin!
Help Wisconsin Discover Languages and Discover the World!
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FLESFEST 2019 By Jody Schneider, Woodlands School aving walked into conferences of more than 1,000 people, there is something so refreshing about having the chance to collaborate with a group of less than 50. With the theme of this yearâ€™s FLESFEST being Creativity, we got the chance to do exactly that: collaborate. Based at Alverno College, there was no 60-page book of sessions to read through and find the one or two sessions that actually apply to you. Instead, we chose from four universal sessions and used some handy beads to remember which ones we had chosen. With lists on each table, there was also no chance of that perfect session being closed when we finally made it there.
With a theme like Creativity, there was plenty to discuss. In small groups, where everyone actually seemed to want to communicate and share, we had the opportunity to participate in the Keynote presentation by Anne Cummings Hlas on the different types of creativity and what it really means to bring creativity into the world
language classroom. Despite the crummy weather outside, there were plenty of smiles inside as we had the opportunity to connect and think outside of the box. During the breakout sessions, we had opportunities to share struggles and triumphs, trials, and techniques on various topics from reading, comprehensible input, and learning styles, to assessment and student engagement. Each hour we took time to discuss the use of what we were learning in our real world classes. When we finally had the opportunity to gather together at the end of the day, we tested our newfound view on creativity with a simple make-and-take project to bring back to our classrooms. In the end, it was a day of collaboration, communication, and creativity, worth much more than advertised. And of course, there were some pretty great prizes too!
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WAFLT 2019 Fall Conference Mapping the Way to a Multiliterate Wisconsin October 31-November 1-2 Red Lion Hotel Paper Valley, Appleton, WI We have two exciting announcements: Thursday Workshop
From Principles to Practice: Revised Wisconsin Standards for World Languages
Jet Fuel for Inspiring the Next Generation
Pam Delfosse, World Language and Global Education Consultant, Wisconsin Department of Public Instruction Karen Luond Fowdy, Standards Writing Committee Co-Chair Lynn Sessler Neitzel, Standards Writing Committee Co-Chair
Joe Kutchera Founder, Latino Links Advisors
ll of these speakers bring years of experience and varying perspectives to our conference, and we look forward to the new ideas, methodology, and insight they will share. The WAFLT Conference App has been a big hit and will be back again this year! Will you win the socialite award by posting photos and comments during the conference?
To receive notification when the pre-conference booklet has been posted to the website, your membership must be current. Please head to waflt.org and take a moment to renew your membership and ensure your account information is correct. Also, visit the website throughout the year to learn of the many opportunities your WAFLT organization offers â€“ including grants, scholarships, and other PD opportunities.
Also back this year â€“ we are offering Electronic Poster sessions which will be held in the Exhibit Hall on Friday morning. These are great sessions to drop in on and talk one-on-one with the presenters to learn about their topic. Check out the descriptors on waflt.org to learn more and determine which of these varied topics you would like to explore. We are excited to get your feedback about this returning opportunity for sharing ideas with colleagues.
The 2019 Fall Conference is shaping up to be a great conference with sessions on CI, FVR, games, technology, advocacy, K-16 articulation, the revised state standards, and more! We look forward to seeing you there. Thank you once again for your input and feedback. Should you have any questions, please contact us at firstname.lastname@example.org.
Your Conference Program Co-Chairs, Josh LeGreve Katelynn Jensen
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Thank You, Contributors! WAFLT thanks the following individuals for their contributions in 2018–19.
General Endowment Fund Linguiphile ($100+)
Anne Chartier (In memory of Jim Oakley) Donna L. Clementi Jamie Gurholt (In memory of JoAnn Polito) Lisa Hendrickson Lauren Rosen
Deb Bowe-Wielgus Linda Havas Jean Hindson Deborah Hoem-Esparza Kristine Sieren Deana Zorko
Sharon Bradish Danielle Chaussee Diane Flanders Margaret Graham Vera Klekovkina Paula Meyer Barbara Olsen Kristine Sieren Cathy Stresing
Professional Development Scholarship Fund
Student Travel Scholarship Fund
(Honoring Dr. Roma Hoff, Dr. Connie Knop & Dr. Irène Kraemer)
(Honoring O. Lynn Bolton)
Paul & Nuria Hoff Richard Olson
Anita Alkhas Karen Luond Fowdy Mara Marks Michelle Nielsen Lauren Rosen Kristine Sieren Deana Zorko
Bridget Geboy-Helfenstein Richard Olson
Anita Alkhas Kelly Ferguson Kristine Sieren Deana Zorko
Benefactor ($50-99) Anne Chartier (In memory of Jim Oakley) Donna L. Clementi Peter B. Hoff
Benefactor ($50-99) Anne Chartier (In memory of Jim Oakley) Peter B. Hoff Margaret Schmidt Deana Zorko
Sharon Bradish Natalia DeLast Diane Flanders Vera Klekovkina Karen Luond Fowdy Kristine Sieren
Your Contributions Are Appreciated! Please consider contributing to one or more of these funds for 2019-2020. You can do this online at waflt.org – log into your online account, and click “Endowment Contributions” on the top of the page to make your contribution, or mail your check to P.O. Box 1493, Appleton, WI 54912, noting to which fund(s) you would like your donation assigned.
Contributor ($1-24) Sharon Bradish Danielle Chaussee Diane Flanders Vera Klekovkina Paula Meyer Kristine Sieren Gerri Wrege
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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: wi-nell.org Facebook /NNELL Wisconsin
National NELL: 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 ” FLESFEST February 22, 2020 Alverno College Milwaukee, WI 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 an inspiring, motivational, and engaging conference, recommended for any world language teacher, regardless of level taught.
Stay tuned for dates for the 2020 Curriculum Writing Days Visit wi-nell.org for more information and FREE registration
JOIN NNELL Join NNELL at nnell.org. You can pay via credit card or 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 wi-nell.org.
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Wisconsin Association of Chinese Language Teachers President Yinghan Xue Neenah Joint School District email@example.com
Secretary Yuzhou Wu Sun Prairie Area School District firstname.lastname@example.org
Past-President Zona Karoliussen The Leonardo da Vinci School for Gifted Learners email@example.com
Treasurer Ling Schoeneback Green Bay firstname.lastname@example.org
Website: carthage.edu/modem-languages/chinese/ Facebook: facebook.com/carthagechinese
n March 2, 2019, the 16 th Annual Wisconsin Chinese Language Speech Contest was held at UW-Milwaukee. Over 150 Chinese language learners, ranging from kindergarteners to college students from all over Wisconsin, participated in this exciting annual event.
judges worked collaboratively and impartially to rank the contestants based on their performances.
Awards were presented during the closing ceremony, including the 2019 Teacher of the Year and contest winners in each of the 19 judging groups. The teachers were as excited as the contestants who successfully marched another step into Chinese language learning, especially when we saw the growth and passion for this language from our students. QiuHong Zhang is recognized as the Teacher of the Year (2019) for her professionalism and dedication to Chinese education.
WACLTBoard Members: President, Yinghan Xue; Secretary, Yuzhou Wu; Treasurer, Lingrong Cheng
Local Chinese schools and community groups treated our audience to colorful dances and songs during the delightful opening performance. Nineteen groups of contestants (based on age, Chinese language level, and heritage) completed their speeches in the morning hours, while 24 volunteer
Improved judging and ranking procedures allowed the judges to work efficiently and prepare the final award list in plenty of time for the award ceremony.
QuiHong Zhang accepts Teacher of the Year Award
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With over 20 years of Chinese teaching experience, QuiHong Zhang currently teaches at Notre Dame Academy. Mrs. Zhang is a passionate and dynamic Chinese educator who created the Chinese program and Chinese Club at Notre Dame Academy in Green Bay five years ago. Her students have been actively participating in the speech contest and have proudly brought home awards in the past five years. Additionally, Mrs. Zhang’s Chinese club is now one of the largest clubs at her school with over 100 students. Mrs. Zhang is an active member of WACLT, and this was the fourth year she organized opening and closing ceremonies of the speech contest. This event was also a great example of the collaborative efforts made by the local Chinese community in Milwaukee. The largest Wisconsin Chinese newspaper had a very detailed report on this event – Milwaukee Chinese Times report (tinyurl.com/y2exyvy8) Other News From WACLT Schools 1. UW-La Crosse – Chinese Culture Day funded by WAFLT. Students and faculty joined together to share Chinese culture with the community. (news.uwlax.edu/chinese-culture-day/)
Chinese calligraphy, martial arts, and games such as “Mahjong” were just a few of the activities LaCrosse community members enjoyed during Chinese Culture Day, April 6th at UWL.
2. UW- StevensPoint – 2019 Chinese New Year Celebrations. Photos show crafts made by students.
3. Notre Dame Academy (NDA) – 5th Panda Cup Ping-pong Tournament winners
4. Sun Prairie Area School District: CHUMS Field Trip to Chinatown in Chicago
5. News from Carthage College’s Chinese Program at Kenosha During the summer of 2019, Professors Jun Wang (Education) and Edward Montanaro (Modern Languages) will be leading a study tour that traverses Beijing, Shanghai, and Hunan Province. Many of our Chinese students and majors will be teaching English while further polishing their Chinese in the month of their travels. In the fall of 2019, Carthage’s Chinese program welcomes a new Target Language Expert, Linfeng Li. This fall we will be aiming to build more regional and state-wide partnerships with institutions from K-12 to postsecondary. Additionally, our Chinese club will be organizing a “Chinese Pop Culture Festival” that celebrates the music, arts, television, film, and food of the Chinese speaking world as part of a larger effort to connect with our Asian American/Pacific Islander and Japanese community. More details will be emerging as plans materialize. Finally, since our college is officially registered as in China’s official records, we have collectively decided to change the Chinese name of Carthage from
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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 Past President Andrea Behn Parker High School, Janesville pastpresidentAATFLWI@gmail.com
Concours Oral concoursoralAATFWI@gmail.com AATF Regional Representative Sheila Conrad email@example.com
AATF-WI website: aatfwi.org Join us on Facebook: AATF-Wisconsin AATF website: frenchteachers.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. While some things will remain the same each year, we have the ability to create change in ourselves to enhance what we’re already doing in our classrooms. We are always thinking of ways we can help our students, but I want to ask you, “What will you do for yourself this school year?”
As educators we can easily get bogged down in the day-to-day classroom needs, pulling our energy and zapping our creativity. Doing something for yourself will not only benefit you, but have a positive effect on the students you are working with. Here are some ideas: C Shake up your classroom part 1: Have you been using the same seating arrangement for several years? Try something new! Group all of your tables into two large pods, add flexible seating, get rid of the
tables completely, or survey your students with possible ideas and let them decide. C Shake up your classroom part 2: Need a break from starting your class every day with the same tasks? Give the responsibility to the students for items they can do and create class jobs. The students will take more ownership in their space. C Explore a new area of the Francophone world you’ve been dying to learn more about, then create a new unit on it for your students. Your enthusiasm sharing the new unit with them will be contagious. C When was the last time you read a French novel for your own pleasure? Or listened to a podcast? Or watched a film or TV series? These are all great ways to renew yourself and just enjoy the French language. If you find something you can use in the classroom at the same time, it is a bonus!
C Have you been thinking about adding a French Masters Degree to your repertoire? Consider exploring UW-Madison’s Professional French Masters Program Summer Institute for French and Education: https://pfmp.wisc.edu/education-con centration/ C Or maybe you’ve been wanting to attend more conferences. In addition to the WAFLT Fall Conference, there are many great conferences to check out: Comprehensible Midwest, ACTFL, Central States Conference on the Teaching of Foreign Languages, and iFLT are just a few. Just need a quick idea? We all have wonderful things to share, big or small. If you will be at the 2019 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 few years with many resources, units, and ideas shared.
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Let’s continue this momentum! Not able to attend the conference? Please consider sending your ideas to me at firstname.lastname@example.org. I will send them to our AATF-Wisconsin membership.
Wisconsin Association For Language Teachers (WAFLT) Fall Conference | October 31-November 2, 2019, Appleton, WI | Information: waflt.org
C Don’t forget you can always write an article for The Voice (the publication you’re reading now)!
FLESFEST February 22, 2020 | Information: wi-nell.org
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
Professional Development Opportunities
American Council on the Teaching of Foreign Languages (ACTFL) Conference | November 22-24, 2019, Washington, DC | Information: actfl.org
Central States Conference on the Teaching of Foreign Languages March 12-14, 2020, Minneapolis, MN | 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: email@example.com. Write nothing in the “Subject” line. In body of message write: Subscribe French (or German, Japanese, Spanish, Latin)
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American Association of Teachers of German – Wisconsin President Jeanne Schueller UW-Madison firstname.lastname@example.org
Past President Siggi Piwek Milwaukee German Immersion School email@example.com
Vice President Jeffrey Dyer Oregon High School firstname.lastname@example.org
Secretary Carley Goodkind Greenfield High School email@example.com
Treasurer Melanie Lasee Ashwaubenon High School firstname.lastname@example.org
Herzliche Grüße an alle Deutschlehrende in Wisconsin! lthough I am writing this just as summer is finally within reach, by the time this issue lands in your inbox, school will be starting soon. Your WI-AATG officers hope that your school year or fall semester gets off to a great start.
As always, German teachers and students have been busy! Over the past several months, we collaborated at the Wisconsin-Northern Illinois chapters’ annual Immersion Weekend in New Glarus, learned about creative and practical activities at Flesfest, participated in the German Pronunciation Contest and AATG / DSSV German Essay Wettbewerb, competed at the 30th annual German Day at UW–Madison, attended the Central States Conference in Columbus, OH, took professional development courses at home and abroad, and brought students to German-speaking countries, among many other activities. And the year isn’t over yet!
Program from the first UW-Madison German Day and this year’s logo!
This fall as we commemorate the 30th anniversary of the fall of the Berlin Wall, be sure to watch for Wunderbar Together events, an ongoing initiative funded by the Federal Foreign Office and implemented by the Goethe Institut with support from the Federation of German Industries (BDI) (wunderbartogether.org/). If you haven’t discovered them already, you can stream a collection of 48 German films on Kanopy (goethe.de/ins/us/en/kul/mov/ies.html) in celebration of German-American friendship. Also, don’t forget to check out aatg.org to find out about this year’s National German Week and Teach German Day. We all know how important networking is for language educators. I encourage you to attend the WAFLT Fall Conference (October 31–November 2) and our annual Wisconsin chapter business meeting. Learn about upcoming programs and the status of WI-AATG, connect with other German teachers, and hear from the 2019 WI-AATG Distinguished Educator. New this fall is our WI-AATG Idea Share Session. Facilitated by WI-AATG board members, this session gives teachers a forum to share ideas about effective teaching
and maintaining or increasing enrollment in our programs. Whether you’re just starting out or have been teaching for years, please join us at our idea share, which will take place right before the business meeting on Saturday. Mark your calendars! Please stay in touch with us! Visit our website (wisconsin.aatg.org/) and join us on Facebook (facebook.com/groups/wiaatg/) for events, job postings, and resources. If you or your institution has any news, holds any events, or receives any awards, please share them with us so we can include it in future newsletters. We would love to hear from you. Send news and announcements to email@example.com.
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Any questions about membership may be directed to AATG Membership Coordinator John Capasso (firstname.lastname@example.org). The board would like to welcome new AATG Testing Chair Greg Baer (Carthage College). He can be reached at: email@example.com. Are you interested in having a leadership role in your professional organization? We will be soliciting nominations for vice president soon. Watch for an email from me and please consider getting involved! Thank you for everything you do to promote German in Wisconsin! I hope to see you at our annual WAFLT Fall Conference and at ACTFL in Washington, D.C. Jeanne Schueller
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Wisconsin Association of Teachers of Japanese President Takako Nakakubo UW-Madison (608) 262-3473 firstname.lastname@example.org
Secretary/Web Page Editor Shinji Takahashi UW-Milwaukee (414) 229-5650 email@example.com
Activities Director Yuko Kojima-Wert UW-Milwaukee (414) 229-5650 firstname.lastname@example.org
Treasurer Yu Kitamura Kitamurayu2017@gmail.com
Membership Information: Please visit the AATJ website aatj.org/membership/index.html WiATJ Website: wisconsinatj.wordpress.com WiATJ Facebook: facebook.com/wiatj ATTJH Website: aatj.org
Kon’nichiwa! elcome back to 2019-2020 school year! I’m excited to greet to you via The Voice for the first time as the President of WiATJ. If I haven’t met you in person yet, I hope I will have an opportunity at the WAFLT Fall Conference or sometime soon.
will be a great way to connect with anyone who is teaching or is interested in teaching Japanese in Wisconsin. Please join and help make this inaugural event a success!
Another event to look forward to is Japan Fest 2019 in Milwaukee. It is scheduled from 12:30-3:00 on Sunday, October 20th at Franklin High School. The event not only celebrates Japanese culture, but also raises funds for organizations including the Michinoku Future Fund, which supports education for children who lost their parents during the Great East Japan Earthquake in 2011. Japan Fest is a great opportunity to have cultural experiences as well as to help great causes. Please join us for an afternoon of fun!
WAFLT Fall Conference, WiATJ Business Meeting, and WiATJ Share Fair The WAFLT Fall Conference will be held at the Red Lion Hotel Paper Valley in Appleton on October 31 – November 2. The theme of this year’s conference is Mapping the Way to a Multiliterate Wisconsin. It is filled with presentations on language pedagogy to promote the teaching and learning of world languages and cultures. The WiATJ Business Meeting is scheduled on Saturday morning, November 2. In addition to our annual meeting, we are planning the very first WiATJ Share Fair. The presenters will share a variety of ideas for innovative class activities, materials, and more. It
Events Held National Japan Bowl Three high school students from Madison Country Day School, the winners of the Wisconsin Japan Bowl held in February 2, participated in the
National Japan Bowl in Washington DC on April 11-12. They competed against other high school teams based on their knowledge of the Japanese language and culture. Great work! Milwaukee Japanese Association provided a $2,000 scholarship for travel expenses.
Wisconsin Japan Bowl at Franklin High School
Speech Contests in Wisconsin UW-Milwaukee held the Annual Speech and Recitation Contest on February 22nd, and students from various universities, high schools, and the Doyo-kai (Milwaukee Saturday Japanese School) in the Milwaukee area participated. UW-Madison also held its annual speech contest on March 1st.
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Seech Contests in Chicago The Annual Heritage Japanese Language Speech Contest was held at the Consulate General of Japan in Chicago on January 27th, and a student from UW-Milwaukee placed fourth in the high school/college student category. A student from Doyo-kai also participated in the contest and won the Japan Information Center Award. The Consulate General of Japan in Chicago also hosted the Annual Japanese Language Speech Contest on March 23rd, and contestants from 10 Midwestern states, including two UW-Milwaukee students and one UW-Madison student, participated. The UW-Madison student placed first in the college student category. One student from UW-Milwaukee placed third and another student won the Bonjinsha Award. Kojima-sensei, the Activities Coordinator of WiATJ and a senior lecturer at UW-Milwaukee, served as one of the competition judges.
Annual Japanese Language Speech Contest at the Consulate General of Japan in Chicago
East Asian Language Pedagogy Workshop The Center for East Asian Studies (a federally-funded Title VI National Resource Center), the Korean Flagship Program, and the Department of Asian Languages and Cultures at UW-Madison hosted a
pedagogy workshop “Assessment, Articulation, and Accountability” on April 6th. The workshop was for K-16 instructors in Chinese, Japanese, and Korean in Wisconsin and beyond. It consisted of a plenary talk, two-hour breakout sessions by three East Asian language specialists, and a concluding session. Many WiATJ members participated and learned how to design lessons based on sound assessments to enhance students’ learning experiences and their proficiency. Finally, I would like to introduce Asami Iba, a Cultural Exchange Facilitator for Grassroots Exchange Network-Japan (GEN-J) program. Iba-san has arrived in Chicago for a two-year term. She has been organizing and participating in cultural events in Midwestern states including the Japan Fest, Anime Milwaukee, and Speech Contest at UW-Milwaukee. She is looking for opportunities to introduce Japanese culture at school and in local communities to strengthen the relationship between the U.S. and Japan at the grassroots level. Iba-san can help with coordinating or supporting your event without any charge. If you are interested in having her at your event, please contact her directly via email at email@example.com. If you or your institution has any news, held any events, received any awards, or has comments to share, please share them with us so we can include them here in future newsletters. We would love to hear from you. I cannot emphasize enough that your participation in WAFLT makes a difference in advocating language education in Wisconsin. If you are not yet a member, please become one today by registering at: waflt.org/member-resources/join-waflt.
Likewise, if you haven’t become a member of WiATJ yet, please do so via the AATJ website: 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. Takako Nakakubo
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Wisconsin Latin Teachers Association President Nate Kolpin Wauwatosa School District firstname.lastname@example.org
Secretary Michelle Bayouth Elmbrook Schools email@example.com
Webmaster Treasurer Daniel Tess Brookfield Central High School firstname.lastname@example.org
Salvēte omnēs moris recentis W-Milwaukee’s FLL Department has recently updated its course offerings to reach out to students who might not otherwise be able to try Classics. Professor Andrew Porter, Chair of Foreign Languages and Literature, recently spent time re-designing Greek 103 and 104. Greek is now hybrid, with work done online and face to face; plus he created another section that is completely online via Zoom. To do this, he created a text, workbook, and sufficient mp4s with related testing via Dropbox. It was obviously a tremendous amount of work to prepare this, but totally worth it. According to Professor Porter, the text and materials are not subject to the copyright laws of others. Students Zoom in from their homes/rooms during class and during a special evening class time if necessary. They have expressed satisfaction with this approach, even in a fairly demanding language class. He is making more modifications and enlarging the online/distance class to 10 or more seats for fall.
Consider the typical language experience in college: perhaps 50 minutes “MTWTh.” Porter’s approach asks students to attend one (if very independent student) or two 75-minute classes per week in person or synchronously via Zoom.
Asynchronous homework and commenting on student submissions happens throughout the week. The time commitment ends up being similar to what seems to be very short classes during the week. The only mandatory in-person sessions are three assessment days which can be attended in the evening to avoid diurnal schedule conflicts. The institutional and program benefits are of course manifold. Students from different UW campuses who face perpetual conflicts for course selection have flexibility to try a difficult, but valuable language. High school students who also have conflicts or want to add another language can sign up via Course Options so that they enjoy college classes at no personal cost to their families. UW-Milwaukee is considering offering Latin via Zoom in a synchronous format where students would be obliged to attend during the scheduled time whether from their screen or from their desk. This might be one more way to help your students have access to Classics with real instructor contact and feedback.
Nota Bene WLTA will be offering Latin Day lectures for grades 7-12. Several speakers will engage our audience on topics which connect our classical studies with our current context. October 23, 2019 has been reserved, but the location will be announced at a later date. If you haven’t received an invite through email already, feel free to contact one of the officers above for more information. In Proximum The November WAFLT Fall Conference will feature a selection of Latin/Greek sessions and it 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 email@example.com
Secretary Kelly Brandstaetter Brookfield Academy kelly.brandstaetter@brookfiel dacademy.org
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 firstname.lastname@example.org
Webmaster Shelley Krueger West Bend School District email@example.com
Concurso Oral Barb Olsen Kettle Moraine High School firstname.lastname@example.org
NSE Coordinator Victoria Carter Onalaska School District email@example.com
Janet Jackson West Bend School District firstname.lastname@example.org
Sociedad Honoraria Hispánica Nicole Thompson School District of New Berlin nicole.thompson@nbsxcellen ce.org
Follow us on Facebook: AATSP-WI Teachers Look for updates and local information online @wiaatsp.org
¡Hola a todos! ¡Un gran saludo de AATSP-WI!
ooking to be more involved? In 2020 we’re looking to fill these leadership positions:
C President-Elect (2-year role to become AATSP-WI President in 2022) C Webmaster (2-year role): Able to maintain and update current website (powered by WordPress) Please nominate your colleagues – email Erin Nienas, email@example.com, if you are interested in joining our Board or with any nominations! Voting will take place at the AATSP-WI Networking Session at the 2019 WAFLT Fall Conference. ¡Felicidades! Congratulations to Jessica Owens and her student Athena D. from Fox Point Bayside School District (Stormonth
Elementary) for her 3rd place winning poster in the National AATSP Poster Contest! To see more winners visit: aatsp.org/page/PosterWinners2019
Do you know a talented artist? Stay tuned for more details regarding the 2019-2020 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). Upcoming events 2019-2020 school year: C AATSP-WI Networking Session at WAFLT ‘19, November 3, 2019 – This year we will have mini-sessions again during our networking session. If you’re interested in sharing something new, inspiring, or a best-practice activity please email firstname.lastname@example.org by October 15th.
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C Concurso Oral: April 25, 2020 – The Concurso Oral contest has been moved back to second semester! Check wiaatsp.org/concurso-oral/ for next years selections! C 2019-2020 AATSP-WI Poster Contest C National Spanish Exam C Possible PD event – stay tuned for more information!
How much do you know about AATSP? Join AATSP-WI today! aatsp.org/page/AATSPMembershipFo rm
C Student participation in Concurso Oral, Poster Contest, National Spanish/Portuguese Exam
C Sociedad Honoraria Hispánica (10-12) or la Sociedad Hispánica de Amistad (1-8)
C Professional Networking with local and international teachers of Spanish and Portuguese C Annual Conference with more than 200 sessions C Study-Abroad Scholarships, Conference Attendee Travel Stipends & Awards
C Student awards and scholarships
Join us on our new Facebook group: AATSP-WI Teachers Look for updates and local information online @ wiaatsp.org Erin Nienas
The VOICE of WAFLT
WAFLT Awards, Scholarships, and Grants: Details & Forms available @ waflt.org WAFLT Distinguished Language Educator Award: WAFLT's highest recognition, may be conferred annually on an individual of the language teaching profession who has demonstrated long-term achievement and service to WAFLT and to the profession locally, statewide, regionally, and/or nationally. Nomination Deadline: March 15 Anthony J. Gradisnik Award: May be conferred on an individual or group especially from outside the world language teaching profession who shares Mr. Gradisnik's enthusiasm and advocacy for language education in such areas as international education, early language learning, and creative initiatives in language education. Nomination Deadline: March 15 Frank M. Grittner New Teacher Award: May be conferred annually on an individual new to the language teaching profession with one to three years experience who has demonstrated excellence in teaching and leadership in the promotion of language learning and international understanding; has given service to school, community, and state organizations; and has shown commitment to regional and national organizations. Nomination Deadline: March 15 WAFLT Excellence in Language Study Award: May be conferred on students who have demonstrated great achievement and progress in language study and who exhibit great potential for further achievement in the language. Students currently enrolled in a world language course offered at their school. Elementary, middle school, high school, and post-secondary students are eligible. Nomination Deadline: March 15 WAFLT Honors in Language Study Award: May be conferred on students who have demonstrated outstanding achievement in and commitment to their school’s language programs. Students currently enrolled in the most advanced world language course offered at their school; high school and post-secondary students are eligible. Deadline: March 15 WAFLT Future Language Teacher Award: May be conferred annually on students in teacher-training programs who have shown exceptional promise and potential to become outstanding world language educators. Students currently enrolled in a teacher-training program are eligible. Nomination Deadline: April 1 Donna Clementi Award for Excellence in World Language Programs: Recognizes one school and/or district that promotes language learning through quality programs.
WAFLT Professional Service Award: May be presented annually to recent retirees who have served both the profession and their students in providing quality world language education. Recent retirees with a minimum of ten years’ experience as world language educators and who have been members of WAFLT a minimum of five years within the past ten years are eligible. Nomination Deadline: May 15 WAFLT Recognition of Merit: May be presented annually to individuals who have demonstrated excellence in teaching or who have made significant contributions to the language teaching profession. Nomination Deadline: February 15 WAFLT Student Travel Scholarship: Designed to help Wisconsin pre-collegiate world language students to participate in language and cultural immersion programs, this scholarship was established in 1999 to honor O. Lynn Bolton, a Spanish teacher in the West Allis-West Milwaukee school district. Nomination Deadline: December 1 WAFLT Scholarship for Professional Development: Designed to help world language educators in Wisconsin improve their classroom teaching skills, this scholarship was established in 1995 to honor Professor Roma Hoff as she retired from the Department of Foreign Languages at the University of Wisconsin-Eau Claire. The fund was expanded to honor Professor Constance Knop who retired from the faculty of the University of Wisconsin-Madison in 1996, and again in 2005 to honor the memory of Professor Irène Kraemer who served in many capacities at Carthage College. Nomination Deadline: April 15 WAFLT Scholarship for Tomorrow’s Teachers: Designed to offer financial assistance to attend the WAFLT Fall Conference for up to 20 college-level students preparing to become language teachers. Deadline: September 25 WAFLT Special Projects Grants: Designed to support research efforts, exchange initiatives, special programs, and projects that clearly demonstrate an ability to benefit a broad constituency of world language educators and students in Wisconsin. Deadlines: April 15 and November 15 WAFLT Central States Extension Workshop Grant: Designed to offer financial support for two WAFLT members to attend the Central States Extension Workshop each spring. Recipients of the grant are expected to work together to present a WAFLT Extension Workshop at the Fall Conference in Appleton. Deadline: December 15
The VOICE of WAFLT
Highlights include - a sneak peek at the conference, advocacy elevator speech, updates from the DPI, and more on mentoring.