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TITLE Language Association Bulletin, Volume 42, Numbers 1-5. INSTITUTION New York State AssoctatIon of Foreign Language Teachers. PUB DATE May 91 NOTE 141p. PUB TYPE Collected Works - Serials (022) JOURNAL CIT Language Association Bulletin; v42 n1-5 1990-91

EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Articulation (Education); Bilingual Education; Book Reviews; Class Activities; Classical Languages; Communicative Competence (Languages); Cooperative Learning; Cultural Awareness; *Cultural Education; Elementary Secondary Education; English (Second Language); Foreign Countries; French; Higher Education; Immersion Programs; International Cooperation; Italian; Language Role; *Language Teachers; Native Language Instruction; Program Descriptions; Public Agencies; Reading Materials; Second Language Instruction; *Second Language Learning; Second Language Programs; *Teacher Education Curriculum; Telecommunications IDENTIFIERS Columbus (Christopher); India; New York (New York); New York State Council on Languages; Professionalism

ABSTRACT The five numbers of this journal for foreign language teachers include these articles: "Articulation: Beyond the Syllabus"; "Tutal Immersion in French at the Elementary School Level: An Observer's Peport"; "Columbus Countdown 1992' Announces a Cultural Project in New York City"; "Revising the Scope and Content of the Foreign Language Teacher Education Curr.Lculum"; "The First Year Teacher: Transition to Professionalism"; "Two Languages for Everyone: Working Principles of the New York State Council on Languages"; "The Classics Response to Language as Communication"; "The Role of Native Language Instruction in Bilingual Education Programs"; "The Issues Confronting ESOL Professionals"; "Foreign Languages Education: An Era of Challenges Renewed"; "SCOL's Agenda: Past, Present and Future"; "Working Together: Resources for Foreign Language Instruction"; "A Hands-On Guide to Establishing Articulation"; "Once Again: Why Study Literature?"; "'Tis a Puzzlement': Requiem for the Communicative Approach"; "Italian--A Living Language, Not Afraid to Change"; "A Shot in the Arm"; "Cooperative Learning Tasks from Interdependence to Independence"; "Investing in the Future of Foreign Language Teaching: A Design for Teacher Preparation"; "Relevant Reading Using Real Resources"; "Some Observations About India"; "India--Linguistically Speaking"; and "Moscow-Brightun Telecommunications Program." Conference summaries, book reviews, and professional notes and announcements are also included in each number. (MSE) ********************************W************************************** Reproductions slipplied by EDRS are the best that can be made from the oItginal document. ********************************************************************* CO

Language AssociationBulletin New York State A3sociation of Foreign Language Teachers

September 1990 No. 1 MIC121====li 'PERMISSION TO REPRODUCE THIS UW IMPARTMENT OF EDUCATION M#!ØAL HAS BEEtI GRANTED BY Offic of Educational RdillarCh and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) %This document hal been rdoroduccl as Articulation: Beyond The Syllabus eivod horn Mt person of organization originating it r Minor cringes hily been inscla to improve reproduction quality Patricia M. Seaver TO THE EDUCATIONAL RESOURCES Points of view or opinions Staled in Inisdocu mint dO nol necessarity represent officiet iNFORMATION CENTER (ERIC) OERI position r policy Articulation has become one of the foremost ments of pedagogy 1D foreignianguagall" He then issues in foreign language instruction. Is there anyone quotes Dorothy James who characterized foreign who would deny that colleges and secondary schools language departments as being preoccupied with depend upon one another in foreign language educa- literature and grammar which are viewed as separate tion? The secondary schools depend upon the colleges entities and taught in the absence of any informed to train future teachers who are proficient in language efforts to build student proficiency.2 skills, effective teaching techniques and classroom In the same issue of the Bulletin, there appeared management skills. Colleges depend upon secondary anarticle pleading against cultural and linguistic schools to give future foreign language teachers their generalizations.3 Perhaps we should extend that plea beginning in the language, because seven or eitht to include a plea against making generalizations about semesters (approximately 450-500 hours of instruc- post-secondary educational institutions. First of all, tion) are insufficient for most learners to attain the colleges and universities have changed over the years. proficiency necessary to teach a foreign language. While many of the participants at the 1989 Colloqu- In recognition of the importance of effective ium were no doubt speaking from recent experiences, articulation of foreign language instruction from the certainly others were not.4 There may still be educa- grades through college, the Language Association tion departments that are "so pathetic that fighting in Bulletin devoted the September 1989 issue to the Viet Nam would be preferable" and foreign language topic. While that issue of the Bulletin contained a departments that are only concerned about literature wealth of information over a broad range, what is and grammar, but I contend that there are also some perhaps the most resistent barrier to articulation was excellent education departments and foreign language not addressed: attitudes held by each "side" about departments available in New York State. the other and the obstacle that those attitudes present Secondly, departments of pedagogy and foreign for the achievement of any real, broad-based articula- languages come in all shapes, sizes, and programmatic tion between the secondary schools and the colleges. formats.There are large university centers where The attitudes held by many New York State undergraduates may be taught most, if not all, of secondary school teachers toward college professors their courses by graduate assistants. Those graduate are summarized by John Webb: "At the Colloquium, assistants may be former secondary teachers with the discussion relating to this question (pre-service years of teaching experience or they may be recent training) was the most animated of the day due, in graduates working on their first post-graduate degree. part, to the memories that many teachers have of the They may be native speakers who have little or no pathetic training programs that they had to endure experience with the American university as an institu-

when they were in college . .It was agreed that the tion. They may have had years, a week a day or no blame for inadequate pre-servicetraining can be pdagogical training prior to entering the college placed squarely on the postsecondary institutions, classroom. In such situations, the pedagogy depart- ment may be in another building, across campus, with Nfl and that the blame is shared equally by the depart- (continued on page 3) Patricia M. Seaver, Department of Foreign Languages, CZ) SUNY at Geneseo, Geneseo, New York.

2 BEST COPY AVAILABLE Language Association Bulletin A Publication of the New York State Association of Foreign Language Teachers Founded 1917

vsloww.m. VOL XLII September 1990 No. 1 Contents

Patric a M. Seaver 1 Articulation: Beyond The Syllabus Jo 3n Feindler 5 Total Immersion in French at the Elementary School Level: An Observer's Report Anne Paolucci 8 "Columbus Countdown 1992" Announces a Cultural Project in New York City Rubr Si. Johnson 9 Pevising the Scope and Content of the Foreign Language Teacher Education Curriculum 11-17 Annual Meeting Program Ann C. Vvintergerst 19 SCOL Update 20 Soviet Television in North America

Adam H. Yuro 23 The First Year Teacher: Transition to Professionalism 25 NYSAF LT Videotape Resource Lending Library 25 NYSAF LT Member Selected Fulbright Teacher

OFFICERS. EDITOR: President: John Webb, Hunter College High School, Irmgard Taylor, SUNY College at Cortland, New York, New York (1990) Cortland, New York 13045 President-Elect: Nancy Wallace, Orchard Park Middle School, EDITORIAL BOARD: Orchard Park, New York (1990) Harriet Barnett, Dobbs Ferry Middle School Vice.President: Mary Champagne-Myerr Greece Arcadia Sophie Jeffries, Iiillbrook School High School, Rochester, New York (1990) Sonja Ksrsen, Skidmore College Secretary: Vicki Arnold, Orchard Park High School, Kay Lyons, Half Hollow Hills High School Orchara park, New York (1990) Gioconda Marun, Fordham University Treasurer: ..oseph Gersitz, Brighton High School. Anra Nolfi, Coordinator of Reviews Rochester, New York (1990) Dorothy Rissell, SUN Y at Buffalo Post-President: Nancy McMahon, Cazenov'a High School, Maryalice Seagrave, Buffalo Cazenovia, New York (1990) Patricia Sweet, North Rockland Schools Nancy Wallace, Orchard Park Middle School DIRECTORS: John Webb, Hunter College Larry Wells, SUNY at Binghamton Michelle Bloom, Shenendehowa CS, Clifton Park Robert Cabat, New York City Board of Education Dolores Chimato, Windham-Ashland-Jewett CS, Windham Maria Davicino, Lawrence HS, Cedarhurst NEWSLETTER EDITOR: Mario Donate Ili, Ramapo HS, Spring Valley Joanne Hume-Nigro, Joan Feindler, The Wheatley School, Old Westbury Greece Central Schools Françoise Goodrow, Brushton-Moira Central Schools ADVERTISING/BUSINESS MANAGER: Barbara Gordon, Liverpool High School Robert J. Ludwig, Donna Hunt, UnionEndicott High School 1102 Ards ley Road, Schenectady, New York 12308 Karen Kopper, Casey MS, East Amherst Marie Lambert, Eastchester High School Subscription to the Language Association Bulletin is in- Antonio IV anganiello, Bronxville Middle School cluded in membership in the NYSAF LT. Annual subscription Albert Ma tino, Bainbridge-Goilford CS rate for libraries is $20.00, Gary MIN om, John F. Kennedy HS, onx Articles :.-2hrnitted for publication must be typewritten in Allen R. Flemaley, Saratoga Springs Jr.-Sr. High School gender-neutrallanguage,induplicate, doubleipaced end Frank D. Rossi, East HS, Rochester mailed to Irmgard Taylor, Editor, 23 Floral Avenue, Cortland, Porter Schermerhorn, C. W. Baker HS, Baldwinsville New York 13045. FAX: (607) 7535999. Anthony Schwab, Maryvale HS, Cheektowaga All rights reserved. No part of this journal may be reprinted Ann Spies, Ogdensburg Free Academy or stored in a retrieval system withouprior permission of Edward Wacker le, Fairport Central Schools the editor. ;, 0.

2 11. Language Association Bulletin (continued tiVfll part constantly defend the size and number of their classes tittle or no contact with the foreign language staff, to the administration and to faculty-wide committees On the other hand, there are small colleges where one who decide how to allocate limited resouroes. Because foreign language professor IS the foreign language it is expensive to offer a course to five or ten students, department and where the Pedagogy department is in compromises often must be made. If we are to point the office down the hall. Then there are all the many out all the shortcomings of college and university colleges and universities in between these extremes, foreign language departments, let us also recognize and in those colleges and universities there exists a that those departments have ;imitations imposed myriad of program offerings and requirements, of upon them and let us give credit to those institutions philosophies, of methodologies, and of articulation that do make sacrifices. For example, at SUCNY- between the foreign language department and the Geneseo, the administration fully supports a Foreign education department. Among those there may be Language Methods and Materols course, taught by a some which permit a student to study only literature member of the foreign language department, although and grammar above the intermediate level;I do not the course serves only six to eight students each year. know of any such schools personally. On the other In a smaller school, such a class might very well be a hand, I do know of schools which require that iinancial impossibility regardless of its desirability. students take a wide variety of courses prior to For all of the reasons cited above and many more secondarycertification.At SUCNY-Geneseo,for that I will not take the space to mention, it is simply example, students are required to take a minimum of unreasonable to make generalizations about what six hours in literature and three hours in grammar out department of foreign languages and pedagogy are of a total of thirty hours above the intermediate level like today in New York State unless one has done required for the major. The remaining courses may in- some recent empirical research to back up such ob- clude lingu..tics, civilization, contemporary civiliza- servations. Yet, such generalizations have beer made tion,convers..:ion,phonology, workshopinthe at the 1989 and 1990 Colloquia and at other state foreign language for commercial uses. and regional conferences on foreign languages. Aside When Webb referred to the excellent analysis by from offending a few college professors (some of whom could be heard muttering to one another James who indicated that the professoriat ..."are no more professionally interested in the teaching of during the 1990 Colloquium something about pull- ing the wagons into a circle), what harm is possible? foreign languages than are nuclear physicists," he After all, the purpose of a colloquium is to afford the omitted her following words, "It is not their field." participants the opportunity to express opinions and This is often true of the senior professoriat at the exchange ideas, isit not? One possible result is that large university centers where the senior professoriat NYSAF LT will lose many of its members who are seldom teach the "skill-getting" 7 courses at the under- college and university professors. Good riddance, you graduate level. At other post-second iry institutions, say? No, I say. We need one another. We need articula- however, itis more often the case that each faculty tion between the grades and the postiecondary member teaches a variety of courses and of levels. institutions. There can be no articulation without The professor who teaches a graduate seminar on dialogue. There can be no resultative dialogue unless grammarat 4 p.m. may have taught a beginning both groups can come together and truly communicate. course at 9:00, an intermediate course at 11:00 and a conversation and composition course at the high Where, save through NYSAFLT, can this dialogue intermediate level at 2:00. take place in a broad-based way? Presenting colleges with a list of demands even if those demands are A further problem for most college foreign language called recommendations and even if they are reason- dppartmentsis that they are serving very diverse able does not constitute dialogue. One conclusion groups ofstudents. They must provide forthe of the 1989 Colloquium participants was that "the academic needs of students who wish to go directly traditional scope of language course offerings at the into graduate school programs in literature or linguis- postsecondary level must be changed to reflect the tics, students who wish to teach at the secondary new concepts of language learning. Their courses level, students who wish to teach at th elementary simply must become proficiency-based, and the use level, and students who plan to use tillforeign lan- of learner proficiency must be re-examined if it is to guage in a non-teaching career. Many, perhaps most, continue to occupy its important rolein college foreign language departments are not large enough course offerings." a Academic freedom in colleges and and do not have the financialresources available universities is such that neither NYSAF LT nor the to provide totally separate tracks for each group. SED can impose its pedagogical goals on college Moreover,foreign ianguage departmentsare not foreign language and pedogogy departments. For that autonomous; they must compete with other depart- matter, a department chairman k:annot impose such ments for the resources that are available. They must goals on the tenured members od the faculty. There- fore, any change must be brought about through

September 1990 ttr 3 persuasion and convincing arguments. To effect that, there must be a means of communication and the Special November Issue of Bulletin atmosphere must be such that the college members want to listen and to participate. For these reasons, I The November issue of the Language Associa- contend Oat NYSAF LT not only needs to retain its tion Bulletin will be a special issue by SCOL current college and university members, but that (New York State Council on Languages) pre- itneeds to attract more. Respondents to a 1987 pared by guest editor Ann Wintergerst, Director NYSAF LT Articulation Survey represented 26% of of English As a Second Language Program at St, 240 colleges who receivedtheoriginalmailing. John's University and Chairperson of SCOL. Of those respondents, 73% were not members of Articles on two or more languages for everyone NYSAF LT.9 NYSAFLT needs those college pro- and/or related issues may be forwarded for con- fessors because they can take back the concerns of sideration by the editors until September 30, secondary teachers to their colleagues in the foreign 1990, to the Editor of the Language Association language and pedagogy departments the concerns of lrmgard C. Taylor, 23 Floral Avenue, secondary teachers. Cortland, New York 13045. ..1=11- Selfishly,I would like for NYSAF LT to be an NOTES organization for foreign language instructors at all !Webb, John."Today's ForeignL.anguage Professionals levels, not just a mouthpiece for the secondary level. Prepare for the Future. A Report of the 1969 NYSAFLT/ Although I teach graduate courses in grammar, linguis- SED Colloquium," Language Associetion Bulltin, Vol XL1, tics, and civilization,I also teach beginning and inter- No. 3, January 1990, 4. When the participants at the 1989 mediate foreign language courses, Although I am an Colloquium determined that"the Warne for inadequate preeervice training ..is shared equally by the departments "academic," I am also a teacher. BecauseIteach of pedagogy AND foreign languages" they omitted one very those courses, and because Iteach foreign language vital (some might say the most important) ingredient: the methods and materials and supervise student teachers, individual.If a teacher enters the clesiroom insufficently I am as interested in building a large portfolio of prepared, cor whatever reason, dots that teacher have no pPrsonal responsibility for that state of unpreparedness c. -ler communicative activities thatIcan use at various then to point en accusivi finger et the training institution? is instructional levels asI am in clitic movement in it u;,reasonable to expect that such a teacher take the per- reduced sentential complements. Finding new ways son initiative to attend immersion workshoPs, subscribe to to teach the subjunctive or vocabulary, or reading (and read) current magazines in the language, travel and skills, or listening comprehension effectively is as study abroad, listen to foreign language tapes while travelling to and from school, take additional courses in the foreign much a part of my job as itis of that of my son's language, and the dozens .4 other possible activities that high school Spanish teacher. Secondary teachers and could help to cOrrect defic nick's? I have little sympathy for college professors have many experiences in common the high school teacher who, knowing that he or she lacks and much that we can share, and NYSAF LT is an adequatti proficiency ii, the language, enrolls in a Master's organization that could expedite that sharing. propram that permits a minimum of (or, in some cases, no) courses in the foreign language. However, a prospective college member reading 2Jar ies, Dorothy. "Re-shaping the 'College-level' Curriculum: the report of the 1989 Colloquium or a first-time Problems and Possibilities," Northeast Conference Reports, attendee at a colloquium or state or regional confer- 1989, 79. ence could very easily determine that NYSAFLT is 3Valentiri, Alfred J. "On Cultural and Linguistic 'Generaliza- not the place for a college professor. Can we avoid the tions," Language Association Bulletin, Vol. XLI, No. 3, January 1990, 267. smug self-righteousness that sometimes is conveyed? 4Just as most elementary and secondary teachers, end cer- Can we tone down the diatribe against the colleges, tainly all public school principals, have encountered parents avoid over-generalizing, holster the accusing finger who are "experts on schools" because they attended one for and recognize that some secondary school foreign thirteen years, itis a temptation for secondary teachers to language departments may be less than perfect? Can consider themselves experts on colleges because they attended we resist the temptation to appeal to the emotions by one for a few years.I would be the first to admit, however, that the reverse is also true: many college profusors base resorting to the sensationalism of anecdotal accounts their judgments of high school instruction on their own ex- of incompetent student teachers to indict colleges periences as a student ten, twenty or thirty years ego. rather than looking at the over-all picture? Can we 5Webb, Ibid. listen and observe before we accuse? If so, true articu- 6James, ibid. lation may take place. If not, an important opportun- 7Wilga Rivers is generally credited with first using the term ity will have been lost, and the losers will be future "skill-getting" as opposed to "skill-using." foreign language teachers and perhaps, the future of 4Webb, Ibid. foreign language teaching in New York State. 5Jeffries, Sophie, "NYSAF LT Articulation Survey? Language ,4ssociation Bulletin, Vol. XLI, No. 1, September 1989, 19. tif

5 4 Language Association Bulletin Total Immersion in Frenchat The ElementarySchool Level: An Observer'sReport Joan Feindler

In the Spring of 1988, the Board ofEducation of Although I was interested in all three types of pro- my school district agreed to grant me aone-semester grams (F LES, FLEX and Immersion),nevertheless it sabbatical leave from my responsibilities as Curricu- was the immersion concept thattruly intrigued me. lum Associate of the Foreign Language Department It seemed an eminently logical and sensiblemodem so that I might pursue aproject which I had long felt operand/ to replicate the actual conditions under needed further examination and scrutiny: TotalWI- which a child begins to learn native language (i.e. mersion at the Elementary School Level. constantly exposing the child to the sounds of the language to be learned by speaking to him only in 1960, My own school district had, as early as that language, correcting errors of usage or pronuncia- adopted and implemented the concept of foreign tion only indirectly and in A n entirely non-threatening language learning starting in fifth grade. However, I way, minimizing reading and writingactivities until knew that foreign language learning could happen felt that it the child can comprehend and speak the language even prior to fifth grade, and therefore with a certain degree of success and satisfaction). was a sabbatical project well worthpursuing. Judging from my own experience in learning There are basically three types of foreign language foreign languages (French and German inparticular), programs geared to the very young learner:FLES I knew that even though I had spent from two to four (Foreign Language in the Elementary School), FLEX years in classrooms learning grammar and memorizing (Foreign Language Experience), and Immersion.' vocabulary, it was not until I found myself surrounded In a F LES progrim, children are taught aforeign by and literally immersed in these two languages that language (only onQ)at some point during their they actually began to "come alive" for me. (In the elementary school years. This point may be anywhere case of French, this experience came in a "language from Kindergarten to 5th or 6th grade. The course house" on campus, where students were required to may be as structured or as unstructured asthe ad- speak French at all times on the ground floor. In the ministration and parents of the school community see case of German, it came when I was invited, after fit, and it may meet as briefly as 20-30 minutes per graduation from college, to spend several weeks with week or as frequently as every day, for 30-40 minutes. a German family in Germany). In a FLEX program, the emphasis is on having stu- If these "immersion" experiences had made a par- dents experience different languages for a periodof ticular foreign language a real communication tool several weeks or months, during the course of the for me, rather than just a subject that I hadstudied school year. In my own district at present, the 5th surmised that it would be the same for grade children are taught Latin for 13 weeks, Spanish at school,I of course,is that for 13 weeks, and then French for 13 weeks. At the young children. (The difference, there is no "prior learning" step of grammar and end of this year, they will decide which language they children, as wish to study regularly, in the 6th grade (at which vocabulary memo' ization for these young point their FLEX program will become a F LES there had been for me). program). For children, the imitation of soun.is comes easily; In a total immersion program, children are taught children also demonstrate ready acceptance and use math, social studies, science and other school subjects of unfamiliar words and expressions. These are ideal through the medium of the target language, from the traitsin any language learner, but the older the very first day of Kindergarten through fifth orsixth learner, the less likely it is that he will possess them! grade. The study of English is usually introduced in Even at the seventh grado level, which is the level at third grade; during the following two or three years, which most foreign language instruction begins in our the time devoted to it may gradually increase to the public schools today, students are more often more point where half thiday's work is done in English likely to resist rather than to repeat odd sounds, In a partial immer n program, the target language strange words, and idiomatic expressions. Seventh is used as the medium of instruction for three or four graders are already at an age where the maturational classes each day, but the remaining ones are taught in process urges theni to question authority and to English. invent new language patterns rather than to accept the more conventional speech of the adult world. Joan Feindler, The Wheatley School,Old Westbury, New York.

September 1990 5 6 Weighing these considerations quite carefully,I French with each other. At one point,as two of them elected to visitseveral elementary immersion Pro- lined up to ,ave the teacher their lunchmoney, I grams in foreign language during my sabbatical leave. heard one turn and my to the child behind her, "Tu My sole purpose would be to determine whether such peux eller avant moi. Je n'achite pas," I circulated programs are indeed successful in teaching children to around the classroom and spent some time interview- understand and to speak a foreign language. ing some of the children. Not being an expert at this I had heard about the total immersion program in sort of thing, my questions, unfortunately, seemed to French at the Oak View Elementary School in Silver elicit only one-word answers from the children, who Spring,Maryland.This programisalreadywell- were probably intimidated by my tape recorded In established, having begun in 1974; it was therefore any case here is the direct transcript of one of these the first immersion program that I chose to visit. (The interviews, (JF = Joan Feindlor, S = Student)

others that I visited, all Spanish programs, will not be JF.Toi aussi, tu as écrit ta phrase? Fais voir un discussed in report). peu, Comment t'appelles-tu? On March 10, 1988, upon entering the Oak View S.Merlie, School shortly after 8 A.M., I was struck by the many JF,Comment? signs and placards in French that adorn the doors and S.Merlie. walls. Instead of "Push" or "Pull" on hallway doors, JF.Merlie! Et tu parles francais avec tes copains? for example, I read "Poussez" or "Tirez." There were S.Oui. displays of student work in the halls. One of these, JF,Quel age tu as, Merlie? for example, contained illustrated reports on famous S.Neuf. figures of American History, all in French. Classroom JF.Tu as neuf ans, Et pa te plait, le francais? walls were covered with all manner of charts and S. tables in French (e.g. Alavion, Blballe, Clchat, etc., JF,Tu parles franpais a la maison aussi? representing the alphabetillustrated with French S.011i. nouns). JF.Avec qui? S.Avec mes soeurs. The Oak View Schoolisa magnet school for JF.Combien de soeurs tu as? French and for English Language Arts. I watched the S.Quatre. children arriving at school and noticed that they are JF.Toutes tes soeurs parlent francais? an ethnically diverse group, with a larye percentage S.OuL of minority students. In all of the classes that I visited JF.Comment sefait-ilque toutes tes soeurs on that day, I never heard any teacher using English parlent francais? Elles sont toutes venues ici at any time. cette ecole et elles ont toutes appris le francais During my first observation, in a first grade class, ici? the children sat on a rug, facing the teacher. She S.Non, asked each child to bring her/his homework paper, JF.Oi est-ce qu'elles ont appris? .ich she then showed to the other children, asking S.Elles ont allées au France (sic) fcr their comments. Some of the remarks I taped JF.Ah! elles ont ete en France! Merci, Merlie. were: Second Interview "Le nom n'est pas li . . , Et la date! .. .J'aime JF.Bonjour, mademoiselle! Commint t'anoelles- Garfield (this paper had a Garfield sticker on it). .. tu? Ariel a oublie le n pour un" S.Jenny. JF.Et toi aussi, tu parles francais a la maison? One child commented, as the teacher moved to use S.Oui. the felt board, "Lecole a acheté de nouveaux feutres. JF.Avec qui? Je le sais parce que maman les a prenes (sic) et les a S.Mon frere. donnés a moi." The teacher corrected this child JF.Ahl Quel age a-t-il, ton frere? indirectly with "Ah, elle lesa pris c'est vrai?" I S.Six ans. learned that the Oak View children in this program JF.II a six ans et il comprend déjà le franpais? may answer their teacher in English only through S.Oui. December 1 of the first grade year. After that, she JF.06 est-ce-qu'il apprend le franpais? doesn't "hear" them unless they reply in French. S.A cette école. My second observation was in a second grade class- JF.A cette écolel C'est bien! Merci. room with twenty children present. Working in groups Third Interview of four, they were all busy printing the "sentence of JF. C'est la premiere classe ici ou le deuxième? the day" intotheir notebooks. On that day, the S. La deuxième, sentence was: "Quand le proces a terminé, Madame a JF. Ah, vous etes tous en deuxième...Comment dit:Enfin!" All of the children were chatting in t'appelles-tu? 7 6 Language Association Bulletin S. Patrick. BC be, brebis noire as-tu de la laine? F. Tu as quel Age, Patrick? Oui, monsieur, oui, monsieur, trois poches pleines. S. Huit. Une pour mon maitre, une pour ma belle. JF, Ah, voici les autres qui reviennent. Bonjour, Et une pour le 'tit garcon qui vit dans la ruelle. mademoiselle! Comment t'appelles-tu? Be; be, brebis noire as-tu de la laine? S. Je m'appelle Sergia. Oui, monsieur, oui, monsieur, trois poches pieines. JF, Et quel age tu as? (Tune; Baa, Baa, Black Sheep) S. Sept ans. After the sing-along, the teacher printed for the JF. Tu parles français? children, on a large easel, the words to the song. This S. Oui. was to be a "pre-reading" lesson.The teacher con- JF, Toute la journée? tinued to speak French at all times, even though there S. Ouil was evidence that some of the children did notunder- JF, Tres Wen! stand everything. In chiding them, she remarked: "Jessica, tu parles français s'il te plait?" She then con- Although these interviews were not very elaborate, tout le nevertheless it is important to note that none of the tinued: "On peut se remettre a chanter monde ensemble? On va chanter, encore une fois la "interviewees" hesitated in replying to my questions. Each child answered me willingly even though they chanson de la Mere l'Oie, la Brebis Noire." were all somewhat shy.I did not wish to interrupt After a second sing, she began to ask the children the normal classroom activities, and therefore did not about the sounds of various letters in the song,elicit- pursue these personal interviews any further than ing from them which words contained the sound of exchanging a fow cordialities. I was convinced, how- "b." They picked out brebis, bd and belle. The next ever, that what Isaid was completely understood by sound was "m" and the children correctly chose each child and that, given the time, a rather lengthy monsieur, mon, ma and maftre. Reading was being conversation could have ensued, on a topic of interest taught entirely in French! (Statistics indicate that, to second grade children, of course! although many parents are concerned that their child- After conducting these "mini-interviews" with ren will fall behind in English readingskills if they are various children, I watched and listened as they took completely immersed in a foreign language for the an oral spelling test. The class had been dividedinto first three years of their schooling, this is not the case. As a matter of fact, even though there may be a "time groups(e.g.lesalligators, les rubis). The teacher wrote various words on the chalk board and then lag" which immersion children need in order to catch called on children from different "teams" to stand at up with their "English-only" schoolmates,when they their desk, face the rear of the room ane spell one of do catch up, they usually surpass the latter in English the words. Some of the words were: le beurre, un language skills)3 papillon, la gestation, ils scintillent, ils baillent, une My next visit was to a sixth grade science class, douzaine,lataille,l'horloge,lahaie,le haricot, where the students were trying to make paper clips l'hirondelle. The children were attentive and very well- float on water. Here again, the class had been divided behaved during this exercisR. into small groups and each group was involved with During my next observation a third grade teacher its own experiment. I heard only French as they dis- talked to her class at length about how the children cussed why it was so hard to make the clips float! were expected to present their book reports the The last observation for the day took place in a following week. She explained thatthey should fifth grade social studies class. The teacher returned a attempt to draw their own illustrations and staple the test that the children had taken on the American report into a folder. Here again, the children listened Revolution. She then asked them to correct any false attentively. I noted some of the titles they were answers on the True/False portion of the test and to reading: Le Sauvetage de Madeleine, Les Journeses write in the correct answers. They discussed the d'Olivier Cochon, L'Orteil du Dragon. results and grades with each other in French. After- Next followed a visit to a Kindergarten class. wards, the teacher lectured the class on the reasons Again, the children sat on the floor on a rug, listening why the colonists wanted their independence from to their teacher. This was the onlyplace that I heard England. She continued shortly afterwards with this English during the entire day, and it came from the theme by stating: "Nous allons discuter encore un peu children, who seemed to understand all the teacher's commtnt marche notre système de gouvernement." instructions very well but were not yet up to answer- The many French-English cognates helped her ing in French. This iscalled the "silent period," here,itis true, (e.g. lEgislatif, exEcutif, judiciaire, during which a child must hear the fcre'gn language cabinet,ministre, congrds, repreisentatif,etc.) but for many hours before being able to reproduce its nevertheless I was struck by the attentive listening on sounds.' the part of all the children in this class. They were ex- The children, 5 1/2 and 6 years old, were signing traordinarily well-behaved during her talk and the this song along with the teacher: (continued on page 24)

September 1990 7 "Columbus: Countdown 1992" Announces A Year-long 1991-2 Multi-faceted Cultural Project To Be Based in New YorkCity

Art exhibitions, book and poster fairs, school com- "Our work began in 1984," Dr. Paolucci noted, petitions, video programs,plays,recitals,special "with a bilingual article which we distributed free of presentations,historicalprograms,musicalsand charge to over 2,000 people in a short period of operas will all be part of a year-long cultural package time. In 1985 we held our tirst Awards-Dinner. Our to be sponsored by "Columbus: Countdown1992" HonoreeshaveincludedDr.Peter Sammartino, with corporate and special funding. The project called founder and Chancellor Emeritus of Fairleigh Dickin- THE MULTI-ETHNIC LEGACY OF COLUMBUS: A son University; former Ambassador John A. Volpe; QUIN-CENTENARY CELEBRATION will open in Dr. Vartan Gregorian, currently president of Brown October 1991 and continue through December 31, Urviversity: Dr. Fredi Chiappelli of UCLA; and Dr. 1992 (possibly beyond that date). AlexanderRoncari, President of the Christopher "We have been working uninterruptedly since Columbus Quincentenary Commission of Canada." 1984 to publish books and articles, promote art Other prestigious awards were introduced by CC works, conferences and special programs on cultural 1992 in 1988 including the "International Arts themes connected with the Columbus story," said Dr. Award" and the "Special Recognition in the Arts & Cav. Anne Paolucci, President of "Columbus: Count- Humanities Award." Several books and articles have down 1992;" "we already have an impressive collec- been published todate and others are in preparation. tion of paintings, statues, cards, and memorabilia all A video play, Cipangw, ib now available for distribu- of which will have a place in the year-long centralized tion. A puppet version of Cipangol, "In Search of the program now in preparation." Treasure," will be ready for schools and other groups The art exhibit will feature 30 to 40 canvases and in October 1990 first in English and Portuguese, the semi-abstract statue of "The Illuminated Man" by later in Spanish. The play itself hz.s been done several Anse Imo Francesconi, who has also completed todate times on stage and is scheduled for a special gala per- formance at the Winterthur Museum in Delaware on atleast a dozen canvases on the Columbus story. "Anse Imo," who works and lives in France, was the October 13, 1990. first artist honored by CC 1992 is etched, with legend, "Columbus: Countdown 1992" welcomes the co- on the Tiffany glass "sail" presented every year to operation of the multi-ethnic community of New the distinguished personality chosen to be honored at York City as well as other groups throughout the the CC 1992 Awards-Dinner and is also reproduced in country in promoting this American celebration of an exclusive 18K gold pin also designed byTiffany the legacy of Columbus, the first immigrant to the and presented to the annual recipient(s) of the CC New World. 1992 "Special Recognition in the Arts & Humanities" Dr. Paolucci, Chairperson of the English Depart- award. ment atSt. John's University and Director of its Other internationally known artists and CC 1992 Doctor of Arts Degree Program in English,is an award-winners include portrait painter Constance Del award-winning poet and playwright. She was a Ful- Vecchio Maltese and Antonia Mastrocristino Sirena. bright Scholar to Italy and taught for two years at the Ms. Maltese /h., already completed 4 major portraits University of Naples as Fulbright Scholar in American (at least 12 will be ready by 1992) of navigators and Drama. A prolific writer, she serves as President of others connected with the Columbus sagaColumbus the Pirandello Society of America and is a member of himself, Vasco Da Gama, Queen Isabella, and Marco the National Council on the Humanities (NEH). Polo. International award-winner Antonia Mastrocris- "(--flumbus: Countdown 1992" isa non-profit tino Sirena has completed a gallery of twelve lovely educational foundation. All contributions are tax- paintings of the Columbus story (ranging from a small deductible to the full extent provided by panel to the 4 x 8 foot "Landfall," all of which she has donated to CC 1992). Universities, community groups and ethnic organi- zations, private and corporate sponsors and individuals The one-year project will include special daily are invited to join in making the 1991-1992 multi- events and showings, readings and video presentations, cultural celebration a success. All checks should be including children's puppet theater. Theaters and sent to: COLUMBUS: COUNTDOWN 1992, 166-25 opera groups in the metropolitan area will be asked to Powells Cove Boulevard, Beechhurst, N.Y. 11357. join inthis year-:ong celebration by promoting in their 1991-1992 schedules plays and operas about Ihe 1990 Awards-Dinner of "Columbus: Count- Columbus. The schools and universities will be asked down 1992" will be held on Friday, September 21, at to participate in competitions and possibly in prepar- the "200 Club," 200 Fifth Avenue at 23rd Street, in ing conferences on Columbus and his time. New York City. Language Association Bulletin 8 Revising the Scope and Content of the Foreign Language Teacher Education Curriculum Robert J. Johnson

Itis encouraging to see that our membership is Therefore, I am proposing an expansion of under- activelydevelopingstrategiestobetterprepare graduate and graduate courses consistent with the prospective foreign language teachers for the future. most recent certification regulations and the current John Webb's report of the 1989 NYSAFLT/SED spirit of reform to provide for the development of Colloquium clearly outlines the wide spectrum of specialized foreign language teaching competencies. issues our special task force must address if we are to Such an expansion would enable the prospective continue to insure quality foreign language instruc- candidate to systemr.tically investigate a wide range tion in the years to come. of topics centrel to second language acquisition and foreign language pedagogy and would include the One important issue discussed by participants of following areas of study: the 1989 Colloquium centered around revising "the scope and content of courses inpedagogy." Some of LiNGUISTICS the recommendations included providing the prospec- to develop a basic understanding of the nature and tive candidate with methods courses that focus on structure of language. A general understanding of proficiency-based instruction as weil as "courses in theoretical linguistics is a prerequisite to the study of sociolinguistics, psycholinguistics, child language de- language acquisition. velopment, and learning theory." APPLIED LINGUISTICS I wholeheartedly agree with the participants' desire to bring into perspective both the theoretical and to make foreign language education courses more practical aspects of foreign language teaching. Effec- relevant. According to the new certification require- tive foreign language teaching requires a careful study ments due to be implemented in 1993, ir order to of the different approaches, methods and techniques obtain provisional certification to teach a foreign typically employed by successful teachers. Topics language, a candidate must complete "an approved relating to second language acquisition and instruc- program registered by the department specifically for tion (foreign language testing, the decoding process, language interference, interlanguage, error analysis, service as a teacher of . . . a language other than English." 4 An "approved program" is defined as "one etc.) should be discussed prior to attempting to teach which prepares the teacher to create a productive a foreign lunguage. learning environment, plan and execute instructional PSYCHOLOGY activities; monitor and assess student learning . ." to discover how the mind functions at different and to deal effectively with students with special stages of development and how it organizes target

needs.Ifeel strongly that most existing foreign lan- language input to acquire language. guage teacher education curricula are obsolete and EDUCATION essentially incapable of preparing new teachers for to become familiar with different trends in educa- such tasks especially if "a productive learning en- tion and to begin to develop practical solutions to the vironment"istaken to mean a proficiency-based specific problems one is certain to encounter in the experience. classroom. According to Wing, the foreign language teacher candidate must develop three distinct competencies Several other language-centered areas have more in order to be effective in the classroom: "target stringent certification standards and curricula than we language competencies, generic classroom teaching do. Teachers of reading, bilingual education and ESL, competencies, and specialized foreign language teach- for example, have long had standards that reflect a ingcompetencies."' I question how, under our more intensive study of the many different facets of current system, the candidate teacher has the oppor- communicative competence. Imagine granting a can- tunitytodevelop"specializedforeignlanguage didate certification as a reading specialist, simply be- teaching competencies." If Wing is correct (andI cause he or she is able to read and has been exposed believe she is), we must certainly revise the teacher to a methods course, student teaching, and a smather- education curriculum to include the formal study of ing of courses in basic psychology and general specialized foreign language issues. pedagogy. This is precisely what we do in the field of foreign languages! In which of these courses does the RobertJ.Johnson,Rush-Henrietta Junior High candidate formally reflect open issues specifically School, Henrietta, New York. related to second language acquisition and pedagogy?

September 1990 9 It should also be noted that our European counter opportunity to focus on issues directly related to parts have, in recent years, made an effort to include foreign language instruction will have a profound the study of American-based second language acquisi- effect upon the candidate's effectweness as a teacher, tion theory as an integral part of their curricula. Specifically, which courses should be required for Mario Donate Ilinotesthat "The latestlanguage provisional and permanent certification to teach a learningtheories have traveledtrans-Atlantic and foreign language? I would propose the following: (have) foundwide-spreaddiffusionthroughout European secondary schools with the work of the BACHELOR'S DEGREE Council of Europe."6 Ironically, there has been a in the foreign language with provisional certifica- reluctance in our own country to make such studies tion, grades 7-12 avai!able to the rank and file American foreign lan- Linguistics: guage teacher. 1. Linguistics for Foreign Language Teachers I & II The time is ripe to incorporate specialized studies 2. General Phonetics into the teacher education curriculum for the follow- Applied Linguistics: ing reasons: 1. Approaches to the Teaching of Foreign Lan- 1. Proficiency-based instruction demands a clearer guages understanding of how languages are acquired. With 2. Methods of Teaching Foreign Languages thelanguage-basedapproaches ofthepast,the emphasis has always been on the structure of the Psychology: target language instead ofthe cognitive processes 1. Developmental Psychology employed by the individual attempting to internalize 2. Educational Psychology the structure of the target language. Education: 2.In recent years, cognitive psychology has provided 1. Foundations of American Education considerable insight into the specific mental opera- 2. Issues in Secondary School Education tions involvedin the language acquisition process. 3, Classroom Management Learning a foreign languageis now considered an 4. Student Teaching active mental process,in sharp contrast with the mechanistic principles of the past. Probably a minimum of two semesters of study are sufficient to introduce prospective foreign language 3. Applied linguistics has matured, blending together teachers to the rudiments of modern linguistics. the principles of psychology, linguistics and pedagogy CourseIshould be an investigation of the various into a specialized discipline that integrates both the theoretical approaches to the problems of language; practical and theoretical aspects of foreign language CourseIIshould focus on the basic principles of teaching. phonology, syntax and semantics. Itis especially im- What effect would an expanded program of special- portant, in my opinion, for teachers to have a basic ized study have upon the teacher candidate? Ithink understanding of Transformational Grammar because the following list represents some of the more global most research in the area of second language acquisi- benefits: tion presupposes an understanding of its principles.

an appreciationforthe complexity of natural I also believe!tiscriticalthat the traditional language and the human mind "methods course" be limited to discussions of every- day,classroomconcernsrelatedtothe specific a better understanding of how first and second "Methods" and techniques currently errr''?yer by languages are acquired successful teachers on the front lines. The Methods a chance to learn about the many different course should be taught by secondary school teachers approaches, methods and techniques associated who are willing to share the "tricks of the trade" with foreign language teaching (ranging from the traditional "dict6e" to the effective the realization that virtually anyone can learn a use of technological support). A separate course second language when motivated and systema- needed to outline the various "approaches" (inductive tically exposed to the proper "input" vs. deductive, the Comprehension Approach vs. the sympatny for the language learner whose errors Communicative Approach, etc.) and the postaudio- in the target language are a normal and necessary lingual "methods" such as TPR, cognitive code, the part of the learning process Silent Way, Suggestopedia, etc. Hopefully, the pros- pective teacher will begin to discover the variety of a basis for formulating a personal teaching philoso- strategiesnecessaryto accommodate the diverse phy and style, based not on tradition, but on em- learning styles of the language learner. Understanding pirical research and common sense. the various aspects of proficiency-based instruction Although our knowledge of how one acquires a should be the primary objective of this course.

second language isfar from complete, I believe the (continued on page 20)

10 1 1. Language Association Bulletin BEFORE ATTENDING .. . YOU may pre-register for the Meeting by mail. Contact; Robert Ludwig, NYSAF LT Administra- tive Assistant, 1102 Ardsley Road, Schenectady, New York 12308, REGISTRATION BEFORE SEPTEMBER 25, 1990 Fee for Members $40.00 Fce for Non-Members $50.00 Fee for Full-Time StudentMember $18.00 Fee for Full-Time Student Non-Member $21.00 Fee for Retirees $30.00 Fee for Joint Members $45.00 (Fees include Conference Publication but DO NOT include Pre-Conference Workshop).

All current members of NYSAF LT should receive conference and hotel registration materials by August 1, 1990. Reservations for the Concord are made separately 11E by writing directly to the hotel. The hotel NOW -9)) requires a $50 deposit for room reservations. You are MITlx/GTEM encouraged to make your room reservations early as OCTOBER 7-9, 1990 ALL RESERVATIONS AND DEPOSITS MUST BE CONCORD HOTEL RECEIVED BY THE HOTEL AT LEAST ON7.7 KIAMESHA LAKE, N.Y. MONTH PRIOR TO THE OPENING DATE OP ANNUAL MEETING OR THEY WILL BE SUBJEC1 BACKGROUND TO REFUSAL. The New York State Association of Foreign Lan. Hotelratesincludeallmealsbeginning with guage Teachers has become theundisputed leader of Sunday evening dinner and concluding with lunch on language activities in New Yor.< State and a driving Tuesday. Gratuities for the waiters, busboys, captains, force of national status in the profession. The Annual and chambermaids areallincluded. Every room, Meeting is only one of many activities and functions exhibit, and presentation will be contained under one sponsored by N YSAF LT.The Associationalso roof within the hotel. other sponsors, alone or in conjunction with local and UPON ARRIVAL ... State organizations, regional workshops, an annual colloquium, and other meetings as the needs of the Conferencematerials(programs,badges,meal membership require them. tickets) will be prepackaged for those participants who have pre-registered and will be available at an The Association keeps its members abreast of the "express table." !atest events and techniques and summarizes many of the formal presentations through its BULLETIN The Hospitality and Registration Committees will and NEWSLETTER. It provides job availability with assisttheparticipantsthroughoutthemeeting. its Placement Service and works to further foreign Members of the committees willassist you with language education through constant interaction of general conferenceinformation,directionsand its Officers, Board of Directors, and Standing Com registration procedures. Guests will be greeted arid mittees with the State Education Department. In assisted by members of the Hospitality Committee. addition regional Meetings of the Association are held This year the NYSAF LT Booth will have a message throughout the State to respond to local needs and board available for participants at the Annual Meeting, interests. Should you wish to leave a message for a friend, or The Annual Meeting has been held at the Concord advertise aforeign language job opening in your Hotel since 1967 to take advantage of the hotel's district, or seek 3 teaching position do visit the accommodations and conveniences. There are two NYSAILT Booth. full days of panels and workshops. Demonstrations, exhibits, speeches, and awards are the culmination Registration and membership tables will be open of a year's planning by the Annual Meeting Planning during the Annual Meeting beginning at 12:00 noon Committee and reflect the general trends, interests, to 8:00 p.m. on Sunday; from 8:00 a.m. to 5:00 P.m. and needs of the foreign language teachars of New on Monday; and 8:30 to 10:00 a,m, on Tuesday. York State.

September 1990 11 F- ROOF OF REGISTRATION FOR THE ANNUAL MEETING IS REQUIRED BEFORE THE HOTEL WILL ASSIGN A ROOM. If problems arise concern- ing rooms, participants are asked to contact Robert Ludwig at the hotel. Rooms will not be ready for occupancy until 4:00 p.m. For thoseparticipants who arrive early on Sunday, lunch is available in the Hotel Coffee Shop at your own expense. There will be a place to secure luggage for those participants who wish to attend one of the pre-conference work- shops. THE CONCORD HOTEL is easily reached by car or bus. Located just northof Exit 105B on the Quickway (NY Route17), itis abOut 110 miles north of New York City andabout 90 miles south of Albany. Bus service tonearby Monticello from various parts of the State is available. Concord Courtesy cars meet arriving buses.The trip up to the Concord during thistime of the year is beautiful,The leavesare turning colors and the scenery is simply breath taking. The Concord is a vast complex which provides not a MOE 7 711 only rooms, dining facilities, and entertainment areas, but also a variety of sporting activities such as swim- MILIPloun wino ming, tenis, golf, skeet shooting, ice skating, and horseback riding. Sauna and steam rooms are also These exhibits of texts, journals, records, literature, available. Equipment for these and other activities games, travel consultants, fund raisers, and realia will may be rented at the hotel. Participants are encour- be open throughout most of the Meeting so that aged to take advantage of these facilities. A walk Participants will have ample opportunity to examine around the Hotel grounds is highly recommended so a wide variety of materials. The booths are located on you might see the lovely Kiamesha Lake andthe the main floor. beautiful and colorful foliage of the season. Religious services for those of the Catholic or 1I'1 Wm' iiko- 00 Jewish faith will be available at the hotel. begins on Sunday, October 7th at 1:00 p.m. with a Special family rates are available for the duration preview of the exhibits and Session A Pre-Conference of the Meeting. Child-care services are available at Workshops. Also on Sunday at 8:30 p.m. there is a the hotel. The only fee involved is a gratuity to the General Session at which the Keynote Speaker, Dr. counselor. Should you wish to make such arrange- John Brademas, will address the conference theme, ments, send your request to: Robert Ludwig, 1102 "Ev )ry Student Every Day." Ardsley Road, Schenectady, NY 12308. There are over sixty panels scheduled over the two Participants at the Meeting are reminded that meal days. Sessions include: pedagogical techniques, cui-- tickets MUST be submitted to the servers at their riculum and culture, functional communication/oral table for each meal. Inasmuch as gratuities are includ- proficiency, adapting materials for a communicative their only ed in the total hotel fee, this ticket is apProach, interdisciplinary approaches, technology, means of obtaining tips for services. research, and innovations in the field as well as special Conference participants who do not plan to stay at exhibitor sessions. the Concord are advised that there are various facili- ties for their convenience: a coat room and a coffee shop where sandwiches and desserts may be pur- lignM MEM chased. Dining room meal tickets may be purchased at the cashier's booth as follows: DR. JOHN BRADEMAS Break fast $11.00 New York University Lunch $16.00 Dinner $26.00 Theme: Cocktail Party and Banquet . . . $36.00 "EVERY STUDENT EVERY DAY" OVER 50 COMMERCIAL EXHIBITORS ... Sunday, October 7, 1990 8:30 p.m. are present to demonstrate or sell their materials.

12 Language Association Bulletin 1 PG3C3Mlirt (11:70,11H SUNDAY, OCTOBER 7 9:3012:30 pm Board of Directors Meeting 12:00 -8:00 pm Conference Registration 1:00 6:00 pm Exhibits 1:00 -4:30 pm Refreshments 1:00 3:00 pm PRE.CONFERENCE WORKSHOP SESSION A 3:30 5:30 pm PR E-CON FE R ENCE WORKSHOP SESSION B The 1991 Regents Examination in Modern Languages: A Pre- Conference Workshop by the Bureau of Foreign Languages Education 5:30 6:00 pm Mass Orientation for New Attendees 6:00 6:45 pm Reception in Honor of Regional Affiliate Organizations 7:00 -8:15 pm Dinner 8:30 -9:45 pm GENERAL SESSION: [iU0 KEYNOTE, Awards Dr. John Brademas, .61FEN President New York University EIZIE 9:45 - 11:00 pm Exhibits

MONDAY, OCTOBER 8 SECOND ANNUAL GOLF TOURNAMENT 7:30 am Mass Sunday,October 7, 1990 7:30 -8:45 am Breakfast Service Awards 2:00 P.M. SHARP! 8:00 5:00 pm Conference Registration LOCATION:First tee at the Championship Course 8:30 6:00 pm Exhibits (9 Hole Par 3) Near the Entrance Gate on the 9:00 - 10:15 am SESSION A Roza to the Hotel 10:4512:00 Pm SESSION B EQUIPMENT:Bring Your own clubs, tees, balls, Luncheon etc. Pull Carts and Electric Carts are available for 12:30 1:30 pm an extra fee. Be sure to rent them at the Pro S1-1..1) 1:45 3:00 pm SESSION C at the International Course across the road prior to 3:30 -4:45 pm SESSION D 2:00 P.M. Annual Business Meeting FEE:$12,00 includes greens fees, complimenta:y 6:30 -7:30 prn Reception in Honor of Presenters ball, tees, and trophies. 7:30 9:00 Pm Banquet/NYSAF LT Awards No rain date. Refunds only in the event of cancella- 9:30 11:00 pm Social Activities tion. Registration strictly limited to first 40. FIRST ANNUAL TENNIS TOURNAMENT TUESDAY, OCTOBER 9 Sunday,October 7, 1990 7:30 am Mass 2:00 P.M. SHARP! 7:30 -8:45 am Breakfast LOCATION:Indoor Courts Orientation Meeting for EQUIPMENT:Bring your own racquet and balls Committee Co-Chairs FEE:$20.00 includes court rental and trophies 8:30 10:00 am Conference Registration Registration will determine type of tournament to 830 1:30 Pm Exhibits be held. Refunds only in the event of cancellation. 9:0011:00 am Cultural/Professional Updates Registration strictly limited to first 32, 11:00 11:30 am Elevenses 11:30 -1:00 pm GENERAL SESSION Issues FIRST ANNUAL BOCCI TOURNAMENT Facing the Profession: Ques- Sunday,October 7, 1990 tions and Answers by the 2:00 P.M. SHARP! Bureau of Foreign Languages LOCATION:To be announced Meet at above Education time at Fountain in Main Lobby. 1:15 2:15 pm Luncheon FEE:$5.00 includes trophies No rain date. Refunds only in the event of cancella- tion. Registration limited to first 16. CELEBRATE GERMAN-AMERICAN DAY ON SATURDAY, OCTOBER 6TH To enter, use entry form in your recent mailing or contact Neil Miller,747 Bruce Drive, East Meath. w, WITH YOUR STUDENTS New York 11554. AND YOUR COMMUNITY!

September 1990 13 14 SUNDAY, OCTOBER .PMcmgCAbITCON$ MCWhICIp

MEIMEA1:00. 3:00 PM Visuals for Songs and Games for the Classroom A Potpourri of ideas for Language Teachers/Language Supervisors Adapting and Supplementing Textbook Materials to the Communicative Approach I'll Be In to See You Next Thursday Let Your Students Do The Talking Building Communicative Activities Around Realia Spiralling Curriculum From Checkpoint A to B

M%61(21.1 B 3:30 -5:30 PM

THE 1991 REGENTS EXAMINATION IN MODERN LANGUAGES This workshop has no fee. Presentor: The Bureau of Foreign Languages, State Education Department

MONDAY, OCTOBER 8 IMITE1B W$@HIT itDrfit-4CDT/i?fflff@O

NU[10Gf, A 9:00 - 10:15 AM

Mind Mapping Brain Patterns for Recall and Creative Thinking Presenting Positive Images in Literature A Practical Guide to Schflol Exchanges Al Di La Matching Curriculum to Children Using Content-Based Instruction (K-8) An Outcome Based on Foreign Language Program Mastery Learning That Works!! Moving Forward in Articulation Bridging the Gap Between Teaching Difficult Grammar Aspects and Actual Proficiency Levels of Students Story Wagon in the Classroom Celebrate in Style: A Five Day Guide to Celebrating National Foreign Language Week Aiming for Proficiency in French, Italian and Spanish 1991 Quincentennial Sommer Program for Spanish Teachers: King Juan Carlos Fellow La Connexion Quebecoise One Europe: The Road to 1992 and Its Impact on Foreign Language Students Lingua Latina Elementaria, Mei Cari Discipuli! IBM Workshop

(continued)

14 15 Language Association Bulletin 111ffleA RI@Mhow McwigNoWTmgo@k

MONDAY, OCTOBER 8 (continued)

ON{ B10:45 AM - 12:00 NOON

The How-to's of Short-term Immersion Programs, Including Sample Activities Are You Ready For The Proficiency and Regents Exam? Foreign Language Teacher Training Are We Missing the Boat? Coaching the Foreign Language Teacher Teaching to Checkpoint A Using Spanish for Communication Using Video in the Classroom The Non-traditional Learner and the Non-traditional Teacher Management Techniques in the Communicative Classroom Communicative Games in the German Classroom The Accelerated Learning Method Using Both Sides of the Brain: Learn 2,000Words in a Month and Retain 84% (for Hebrew language teachers only) New Trends in Foreign Language Learning and Academic Exchanges: A BritishPerspective The Preparation of Student Teachers: The Rochester Initiative Latin is Fun: New Directions in Teaching Basic Latin Relevant Reading Using Real Resources Language Labs: The New Technology Placement of Entering Freshmen in Colleges and Universities in NewYork State IBM Workshop

c 1:45 - 3:00 PM

How to Choose A Cultural Homestay for Your Stu.;41ts Latin Update: New Regents, New Programs, New Skills Telecommunications Gleaners II This Scholarship Is For You! Whole Language: What Does It Mean to The Second LanguageTeacher? Proficiency-Oriented Instruction In the Secondary SchoolClassroom La Vida V Obra Del Poeta Colombiano Guillermo Valencia(1873-1943) A New Model for Teacher Preparation: The UnionCollege Program The European Community 1992 Pathways to Proficiency: Activities and Strategiesfor Checkpoints A and B The Making and Shaping of Barbed Wire Brains:Whole Language Teaching in the F LESClassroom Have You Crossed the Bridge Yet? A Bazaar Ir Your Classroom Working With the New Teacher IBM Workshop

MEND 3:00 - 4:45 PM Designing A Methods Course to Train Tommorow's Teachers French In Action In the French Classroom Creative Ways of Incorporating Proficiency Exam Preparation Intothe Foreign Language Classroom Usable Videutapes In French of Mali, The Ivory Coast and Senegal Space Arc: An Interdisciplinary Project F LES Networking Session Sponsored by NationalNetwork for Early Language Learning (continued)

September 1990 16 15 Lici RrilggHff @Tim Imp/ Yffl um [4

MEIM (continued) Testing In the Communicative Curriculum Sponsored by AATG Make It and Take It Teaching Foreign Language To the Student With Special Needs Computers In the Latin Classroom Reviewing/Reminiscing the Past The Accelerated Learning Method Using Both Sides of the Brain: Learn 2,000 Words In A Month and Retain 84% Toward Realistic Grannnar Syllabus for Beginning and Intermediate University Foreign Language Courses Leave the Talking To Them and the Walking To You New World and Old World Foods The Melding of Two Cuisines IBM Workshop

TUESDAY, OCTOBER 9 9:00 - 11:00 AM CULTURAL/PROFESSIONAL UPDATES AND ELEVENSES

The Portuguese Sephardic Jew "The Wall" Is Down! Germany An Update Making Your Own Authentic Videos Current Events in Quebec: Recent Trends and Methods of Second Language Teaching in Quebec New Insights on Integrating New Technologies In the French Classroom Contemporary Spain Italy Update China Behavioral Culture The Soviet Union An Update F LES What Works and Why!!

11:30 AM - 1:00 PM rSPECIAL GENERAL SESSION ISSUES FACING THE PROFESSION: QUESTIONS AND ANSWERS PRESENTED BY THE BUREAU OF FOREIGN LANGUAGES EDUCATION

Conference Announcement Text and Context Cross-Disoiplinary and Cross-Cultural Perspectives on Language Learning OCTOBER 12-14,1990 CORNELL UNIVERSITY, ITHACA, NEW YORK

Pre-Conference Registration at $50.00: THE CONSORTIUM FOR LANGUAGE TEACHING AND LEARNING 11 GROVE STREET NEW HAVEN, CT 56511-6526

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Language Association Bulletin 18 19 SCOL Update

According to articles in The Chronicle of Higher In her first article, Ann Wintergerst, chairperson of the State Council on Languages (SCOL), intro- Education (April 4, 1990; September 20, 1989; May duced you to SCOL, its membership, its function, 17, 1989), institutions of post-secondary education and its purposes. She also alluded to one of the main areexploitingtheirpart-timefaculty members. Studies indicate that 40 per cent of all college teach- goals of the consortium for this year: to develop a ing is being done not by regular faculty but by part- statement explaining SCOL's philosophy on the theme of "two languages for everyone" with contribu- timers or adjuncts. tions from each of the five constituent member The way part-timers are utilized in higher educa- organizations (CMO's) reflecting their major areas of tion raises serious questions concerning the integrity expertise and interest. of undergraduate instruction. Working conditions are Richard Quintanilla, chairperson of the publication sub-standard and a living wage is yet to be forthcom- committee, reported that the project is now under ing. Faculty unions and professional associations are way. Each of the five CMO's will focus on research in concert in not addressing the issue. the excessive issues and/or pedagogical issues that have special reliance on part-timers should be reduced. meaning for the respective organizations. Some of the The New York StateCouncil on Languages areas that have been suggested include: the importance (SCOL) is aware of the inequities faced by part-time of the classics for developing reading skills, native instructors. SCOL has formulated a position state- languageinstructionfor bilingual speakers, early ment, modelled after NYS TESOL's, which expresses identification of potential language teachers in high our concern. To make an impact, copies of the schools, teaching linguistic concepts in the lower position statement were sent to each of the affiliates grades, transitional level ESL and academic English of the New York State Council ofEducational versus functional English. Associations (NY&;EA). This consortium has printed At the last SCOL meeting, a framework was out- the position statement in NYSCEA Speaks 18(3), lined for the materials to be included ranging from April 1990, a publication sent not only to its 40 introductory remarks on SCOL, to the contributions affiliates but also to state legislators and leading of the five CMO's, to a projection for the future educators. endeavors of this statewide organization. The CMO's SCOL is gravely concerned with the excessive use are enthused about this project which will be featured in the November 1990 issue of the New York State of part-timeinstructorsin many postiecondary English as a second language (ESL) programs in New Association of Foreign Languagu Tlachers' Language York State. The position statement issued by SCOL Association Bulletin and will be made available to the membership CAES, NYSABE,NYSAF LT, was sent to the provost and/or academic vice-president of of each of the SUNY institutions, to the union presi- NYSCOL, and NYS TESOL. dent of each SUNY campus, and to key administrators in the State Education Department informing them PROFESSIONAL CALENDAR of SCOL's position on this issue and urging them to Sept. 13-14- NYSAFLT/SUNY Binghamton support and implement the guidelines set forth in Articulation Symposium SCOL's position statement. Sept. 21 Columbus: Countdown 1992, The situation is clear: adjuncts are being "used" 6th Annual Awards Dinner and immediate actionisneeded to remedy this "200 Club" problem. In 1982, the Modern Language Association 200 5th Ave. at 23rd Street noted the unfavorable conditions that adjuncts face Oct. 7 9 - NYSAFLT Annual Meeting and the effect on an institution's integrity, its pro- Concord F..el fessional standards, and its academic excellence by the proliferation of adjuncts. To better the conditions Nov. 3 - New York City Regional of part-time faculty, professional organizations must New York University unite in support of this cause. NYS TESOL and Nov. 3 Mid-Hudson Regional Meeting TESOL have already done so. Now SCOL joins these Nov. 3 Western New York Regional pioneers in offering guidelines to help eliminate the Heim Middle School, Williamsville unfavorable conditionsfacing part-timers and to arouse a consciousness of the need for justict. and Nov. 17-19- ACTF L/AATp/AATI Annual equity for these educators. Meeting, Nashville, Tennessee Dec. 1 Westchester Regional Meeting Ann C. Wintergerst, SCOL Chal erson

September 1990 19 20 (continued from page10) The "Issues" course should emphasize the special needs of both the middle and high school student. Soviet Television in North America Visits to each school should be required well before the student teaching experience, giving the aspiring You could be receiving the primary Soviet domes- teacher the opportunity to observe veteran teachers tic television service "Program One" live 24 hours per in action. A minimum of twenty-four hours of pro- day directly from the Soviet Union for as little as ficiency-based foreign language study should also be $4,246 (depending on your location). required. "Program One" features Vremya, the main evening MASTER'S DEGREE newscast (noon CST) as well as game shows, sports, in Foreign Language Education with permanent documentaries, and other regularly scheduled pro- certification, grades 7-12 grams, (See attached schedule). Linguistics: "Program One" istransmitted on the Atlantic 1.Sociolinguistics Ocean Ghorizont satellite at 11 degrees west which 2.History of [the language of instruction) beams a usable signal to the Eastern sea coast. Most sites east of Atlanta, GA could receive the signal. Applied Linguistics: Ghorizont is a geostationary satellite in an incl;ned 1. Applied Linguistics orbit which means it has to be constantly tracked on 2. Foreign Language Testing one axis in order to receive the signal. Merrimac a Guided Research Satellite's single axis tracking controller causes the The course in applied linguistics should include the antenna to follow the signal. A system for Ghorizont study of topics relevant to both foreign language reception can be purchased for as low as $4,246. acquisition and teaching, i.e. psycholinguistics, error If your location is west of Atlanta "Program One" analysis, the decoding process, interlanguage etc. This can be received from Molniya, the Soviet polar orbit course is vital because it requires the teacher candi- satellite system. A system of this type costs less than date to consider how language comprehension is $13,000. Molniya requires two axis tracking. Merri- related to the acquisition of knowledge, how one's mac Satellite has sold over twenty Soviet T.V. systems second language is related to the first, how languages throughout the United States and Canada. Merrimac are encoded and decoded, and howlanguages are systems can also be used for domestic and inter- acquired. Just as the reading teacher must have a national satellite reception. basicunderstanding of the reading process, so must the foreign language teacher have a basic understand- For more information about Soviet T.V. in North ing of the various aspects of language acquisition. America call us at 800 444-5703 (U.S. only), or Considering the importance of accurately monitoring 608/493-2291. the student's level of proficiency, a separate course in testing should also be required. At the graduate level, electives could be chosen from areas such as education, applied linguistics, AMP linguistics, TESOL, translation, or further studies in the foreign language. CELEBRATE GERMAN-AMERICAN DAY Most colleges and universities offer many of the ON SATURDAY, OCTOBER 6TH coursesI am proposing as electives, and some of the WITH YOUR STUDENTS courses have always been degree requirements. From AND YOUR COMMUNITY! my point of view, they should a// be required if we are truly serious about better preparing future foreign langii3ge teachers for the demands of proficiency- 2Ibid. based instruction. 3Ibid. I hope my proposal will serve as a springboard for 4Section 80.16 of the Regulations of the Commissioner of further discussions centered around improving foreign Education, State Education Department of the State of languageteachereducationprograms,andthat New York. On May 19, 1989 the Board of Regents adopted revisions of current programs will reflect the growing new requirements for the certification of elementary and secondary school students, effective September 1, 1993. importance of specialized foreign language study. 58arbara H. Wing, "For Teachers: A Challenge for Comp,- FOOTNOTES tence:' in The Challenge for Excellence in Foreign Language Education, ed. Gilbert A. Jarvis. Middlebury, Vermont: Ijohn B. Webb, "Today's Foreign Language Professionals Northeast Conference, 1984. Prepare For the Future: A Report of the 1989 NYSAF LT/ SED Colloquium," Language Association Bulletin,X LI 6Mario Donatelli, "Nothing New Under the Sun," Language (January 1989), p. 5. Association Bulletin, xxxix (November 1987), p.8. 20 21 Language Association Bulletin Here are 3 new field-tested, proven-in-the-classroom textsthat provide your students with a language-rich environmentthat's filled with fun activities, skill-budding exercises and cultureunits...all working together to motivate students to communicate inSpanish.

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Adam H. Yuro

The teacher may be familiar with the expression charge of discipline, teachers must still establish them- "sink or swim" when he refers to the first professional selves; itis not wise to call on others for assistance year. He may recall the trials andtribulations of unless itis absolutely necessary. Talking with other entering the field and discovering that the job makes teachers, guidance counselors, school psychologists, an isolation chamber feel like TimesSquare on New and social workers is helpful. However, these conver- Year's Eve. Administrators may ignore the first year sations should not turn into bitching sessions which teacher.Teachers may correctandcriticizethe are contagious and rarely helpful. budding young professional. In addition, the students BI COMMUNICATING WITH PARENTS are constantly testing the new teacher. Where does There are two ways of contacting the parent: by has one turn for guidance? Within recent years, there telephone and by letter. Both forms of contact are been a turnaround in the field of education. Veteran equally essential. The telephone is used to develoP a teachers are acting as mentors for first year teachers. more personal relationship with the parent while the Administrators are organizing "New Teacher Orienta- letter is more formal. Regardless of which method is tion Programs." According to Eva Travers, Professor used, diplomacy is important in communication. If of Education at Swarthmore College, "Theory and the teacher needs to contact a parent because of a technique should be the joint investigation of theory child's negative behavior or poor grades, it is advisable and practice giving student-teachers time to synthe- size." Courses previously considered to be ethereal to initiate this contact by citing the student's good qualities, even ifit means looking for a needle in a are now being applied in the field. The fieldof educa- tion is just beginning to give swimming lessons to the haystack. A parent should be inform( d that the teacher is always available. The parent and teacher first year teacher. should work as a team to help the child. Letters and On February 3, 1990, The Department of Educa- telephone calls of commendation are equally influen- tion at Vassar College hosted a one day workshop tial. They lift spirits and reinforce desired behavior. entitled "The First Year Teacher: Transition to Pro- fessionalism." This workshop was funded by the C) ADULT COMMUNICATION Consort:um for Excellence in Teacher Education, a group of sixteen colleges and universities on the East A teacher must also learn to communicate with colleagues, administrators, members of the commun- Coast, all of which prepare teachers for public schools. ity, custodians, and secretaries. The purpose of the workshop was to discuss with first year teachers the typical joys and sorrows they en- Other teachers can be helpful. The majority of counter during that period of time, according to teachers want to share their experience with the new Thomas McHugh, Professor of Education at Vassar kid on the block. They have quite a large bag of tricks College.2 An agenda consisting of four general topics that they have developed over the years. If they want was set by the Department of Education: to share and help, this can be a wonderful learning A) Classroom Management experience. But one must remember, what works lor B) Communicating with Parents one might not work for another. The first year teacher C) Relationships Within the School should not be afraid to firmly say, "NO, THANK YOU," regardless of the other teacher's reaction. DI Handling The Workload While Maintaining Creativity The administrator can also be helpful. In many "A) CLASSROOM MANAGEMENT ways, this personis no different from any other There are many methods of classroom manage- supervisor in any other profession. If a suggestion is ment. Regardless of the theory, there are three basic made by the administrator, the first year teacher elements: establish oneself as the authority figure, be should be open minded and try it. If it does not work, firm yet fair, and then relax this tight hold /F the the teacher should not be afraid to say so. Perhaps classroom climate calls for it. Teachers should know the administrator can recommend a variation on the how to work the channels because students will test original suggestion. Ideas and opinions should be them. Although there may be an administrator in heard by administrative personnel. Various commit- tees formed during the course ofthe school year can Adam H. Yuro, Bedforo Public Schools, Bedford, NY. give the neophyte the opportunity to voice in opinion.

September 1990 2 4 23 The custodians and secretaries are the backbone of NOTES the school. These unsung heroes should be treated as Lecture at Breed Loaf Conference (Middlebury, Vt.) by Dr. equals. Often people can forget this. Eva Travers, Professor of Education at Swarthmore College, October, 1987. General socializing is a key factor. As in any other 2Letter to group participants by Dr. Thomas McHugh, Pro- profession, socializing in the school milieu can bridge fessor of Education at Vassar College. December, 1989. gaps, facilitate communication, and be fun! 3Webb, John, "Today's Foreign Language Professionals Pre- pare For The Future: A Report of the 1989 NYSAF LT/ SED Colloquium," Language Association Bulletin, XLI. 3. DI HANDLING THE WORKLOAD AND January, 1990. MAINTAINING CREATIVITY Each teacher must prepare and teach 'X' number of lessons each day along with all of his other pro- fessional responsibilities. With so much work, how does the idealistic first year teacher maintain his level NEED A JOB? of creativity? There never seems to be time to expand CONTACT NYSAFLT PLACEMENT SERVICE on exciting, thought-provoking ideas.Possible solu- THERE MAY BE AN OPENING FOR YOU! tions: one week, be creative in one lesson, then shift to another lesson the next week; do not be afraid to Chairperson, Edward Wackerle compromise standards by using another teacher's 209 Dickinson Road great idea (s). Webster, New York 14580 One finalnote: besides a teacher's professional responsibilities, she naturally has domestic ones too. Each individual must learn to balance and adjust pro- fessional commitments with domestic ones. A young, single teacher will make a different commitment to a (continued from page 7) classroom than a twenty year veteran with a working ensuing discussion, as she reviewed these important spouse and three children. Every teacherwill quickly terms with them, learn how to establish and balance life's priorities. Finally, networking is crucial to teachers. John A single visit to any school cannot give one much more than a glimpse into the workings of its adminis- Webb of Hunte- College High School states, "The tration,the teacher-student curricula of the teacher education courses and the relationship, and the overall curriculum. My visit to Oak View was merely program of course offerings must be changed sothat a door that opened for me just slightly, allowing me the theoretical becomes more closely aligned with the practical."3 Teachers should take courses taught by to look into the workings of one school for one day. Nevertheless, teachers. Madeline Hunter and John Saphire's methods it was clear to me after my visit that are taught by disciples who happen to beteachers immersion is indeed an idea whose time may very too. Networking through the use of local and regional well have come. For we must admit (and we have teacher centers is essential. Another way to network known for a long time that it is true!) that there is no is through local, state, and national organizations. way students can become truly fluent in a foreign Periodicals with the :atest methodology became avail- language skills when they begin to study it as late as able through membership. seventh grade and when they have no more than five 42-minute contact hours with it each week. Also, conventions and seminars on contemporary pedagogical techniques are offered, and contacts are Parents, principals, superintendents, school boards made. A teacher can meet others interested in the and community members should, at the very least, be same area of specialty. Thus, ideas can be exchanged made aware of the existence of total immersion as an even further. A final example of networking is the exciting and innovative methodology for language "visitation day." A teacher takes a professional day programs. to attend and observe classes in another school dis- Can we afford not to recognize its enormous trict. Webb adds, "Teachers from neighboring schools potential for our children and for our country? would profit greatly from the chance to work togeth- WORKS CITED er on curriculum projects." (1) Lipton,Gladys,Practical HandbooktoElementary Foreign Language Programs, Lincolnwood, IL: National Itisamazing tofirst year teachers how many Textbook Company, 1988. different ways one can network. The three basics to (2) Rhodes, Nancy anciSchreibsteil, Audrey. Foreign Lan- remember are: guage intheE. -rnentary School,.Washington, D,C.: 1) Teachers isolate only themselves. Center for Applied Linguistics, 1983. (3) Schinke-Llano, Linde, Foreign Language in the Element- 2) Networking helps one grow professionally. ary School, INIew York: Harcourt Brace Jovanovich Inc. 3) Share, share...that's fair! 1985.

24 Languaga Association Bulletin 4.ij 5 NYSAFLT Videotape Resource Lending Library

The Committee on Instructional Technology hopes 1) contact Frank Rossi (15 Crestview Dr., Pittsford, to have the V;deotape Resource LendingLibrary NY 14534 (718) 381-7797) to obtain Permission operational by November 1, 1990. The purpose of Release Forms to give to the presenter(s). thisLibraryis two-fold:1) to provide NYSAFLT 2) send the videotaped workshnp to Frank Rossi members with the opportunity for in-service through (NYSAF LT will reimburse you for the postage). the videotapes and 2) to provide organizers of confer- Please use brane name videotape (High Grade, if ences and workshops the opportunity to view per- possible). Include the name, date and place of the spective presenters in advance. workshop and the name of the presenter. 3) after the program is edited, the original videotape In order fo- this project to be successful, we need will be leturned to you, to have a large quantity of videotaped workshops 4) if you are able to edit the original videotape, you available. Thisis were you can help.If there is a may do so. Simply send ihe edited program to workshop in your area, and you are willing to video- Frank Rossi. tape it or can pursuade someone else to do it, you can provide the membership of NYSAF LT with the As Regional Meetings and School in-service work- opportunity to benefit from the information. Here is shops occur, think of NYSAFLT's Lending Library as what you need to do: a way of "spreading the word."

NYSAFLT Member Selected Fulbright Teacher

Janice B. Brown, teacher of French at Potsdam Host schools grant the U.S. teacher leave-with-pay in High School, has been selected for a teacher exchange ordertoparticipate.Teacher Exchange provides to Nogent-le-Rotrou in France for the school year limited medical insurance coverage for the participant, 1990/91. While inFrance, Ms. Brown will teach and special coverage can be purchased to extend to English, perfect her knowledge of the French language dependents. Teachers are frequently accompanied by and experience French lifestyle and culture firsthand. their families. She will also travel to French cultural and historical An applicant must: sites in order to collect information for her French be a U.S. citizen at the time application is filed; classes in Potsdam. This is Ms. Brown's first visit to France. hold at least a bachelor's degree; Hundreds of U.S. and foreign teachers each year have a current full-time teaching or administrative fulfill professional and personal goals for increasing assignment; their knowledge and awareness of other countries, be currently employed in the appropriate subject peoples, cultures and languages. As participants in the field and at the level of the program for whick Fulbright Teacher Exchange Program, educators have application is made; and the opportunity to live and work abroad and to be- have three years of full-time education experience come integral parts of their host communities through for exchange, two years for seminars. exchange teaching. The Teacher Exchange Branch of the United States Information Agency administers Applicants may be required to appear for a programs for educators to participate in direct, one- personalinterview before a regionalcommittee. Applications are available in August/September from on-one exchanges with foreign counterparts from all the USIA address below and contain detailed infor- over the world. Although most exchanges occur on formation about all aspects of the program. Applica- the secondary school level, opportunities are available tion deadline is October 15. for primary and postsecondary teachers, and school administrators. Most teacher exchanges are for an Fulbright Teacher .Exchange Program, E/ASX, United academic year and involve a direct interchange of States Information Agency, 301 Fourth St., S.W., teaching assignments by U.S. and foreign teachers. Washington D.C. ::0547. Phone: 202/485-2555.

September 1990 2 6 25 Discover the Possibilities t

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27 26 Language Association Bulletin LETTERS TO THE EDITOR Western New York The Editor welcomes letters from readers ex- pressing their opinions about articles and com- Regional Conference ments made in the Bulletin or about issuesin foreign language education. All letters will be considered for publication. he 1990 Fall Regional Conference of Western New York Foreign Language Educators' Council/ NYSAFLT will be held November 3, 1990 at Heim CELEBRATE GERMAN-AMERICAN DAY Middle SchoolinWilliamsville. A pre-conference ON SATURDAY, OCTOBER 6TH reception is being planned for November 2 at another WITH YOUR STUDENTS location yet to be confirmed. The theme of the con- ference will be "Meeting the Educational Challenges AND YOUR COMMUNITY! of the 1990's," the issues raised by Commissioner of Education Dr. Thomas Sobol. DEADLINES FOR THE BULLETIN Please observe the following deadlines in sub- NancyCrick teaches SpanishatElba Central mitting material for publication: School. Pat Seaver is Assistant Professor of Spanish at Deadline Bulletin Issue SUNYC-Geneseo and also teaches Foreign Language May 15 September Methods and Materials and supervises the foreign September 15 November language student teachers. The co-chairs can be con- November 15 January tacted as follows: January 15 March March 15 May Nancy Crick Dr. Patricia Seaver All material should be typed, double-spaced, 174 South Main St. 66 Bramble Road and mailed to: Inrgard Taylor, Editor, 23 Floral Batavia, NY 14020 Williamsville, NY 14221 Ave.,Cortland, NY 13045. FAX: (607)753-5999 716/344-2023 716/688-5893

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pwlessorsJ teachersand/or special interest hinquage programs* Professors and teachers need to periodically visit a country where the language is spoken to: improve proficiency; maintain their skills: observe, first hand, the changes (political. social. economic, new trends. etc.); and obtain materials for classroom use. In addition to the intensive language classes, professors and teachers may choose to take additional hours of private tutoring that may be used to concentrate on: pronunciation; phonetics; conversation; grammar; current events and trends; research prolects; review literature (specific works. authors. centuries); etc. Many people. Including executives and professionals. want to improve their language skills or sharpen skills they once had. This is especially useful to someone that wants to work on developing a vocabulary and idioms in a particular field (economics. legal terminology, international business. etc.). These programs may be set up in addition to the intensive contemporary language courses above.

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Language Association Non-profit Oroanization Bulletin U.S. POSTAGE 1102 Ardsley Road, Schenectady, NY 12308 PAID Schenectady, NY Permit No. 110 ..11 , 29 A SPECIAL ISSUE

Language AssociationBulletin New York State Association of Foreign Language Teachers

VOL. XLII November 1990 No. 2

NEW7YORK STATE Coy Km ON LANGUAGES

TWO LANGUAGES FOR EVERYONE

Classical Association of the Empire State New York State Association for Bilingual Education New York State Association of Foreign Language Teachers New York State Teachers of English to Speakers of Other Languages

GUEST EDITORS RICHARD QUINTANILLA ANN C. WINTERGERST

31) Language Association Bulletin A Publication of the New York State Association of Foreign Language Teachers Founded 1917

VOL. XLI I November 1990 No. 2 Contents

Richard Quintanilla 3 Two Languages for Everyone: Working Principles of the New York State Council On Languages

Dorothy Nicholls 6 The Classics' Response to Language as Communication

Angela Carrasquillo 10 The Role of Native Language Instruction in Bilingual Education Programs

John L. Balbi 13 The Issues Confronting ESOL Richard Quintanilla Professionals

John B. Webb 17 Foreign Languages Education: An Era of Challenges Renewed

Ann C. Wintergerst 21 SCOL's Agenda: Past, Present and Future

OFFICERS: SCOL CHAIRPERSONS: President: John Webb, Hunter College High School, New York, New York (1990) Robert Sherburne 1981-1982 President-Elect: Nancy Wallace, Orchard Park Middle School, NYSAF LT Orchard Park, New York (1990) Richard Quintanilla 1982-1984 Vice-President: Mary Champagne-Myers, Greece Arcadia NYS TESOL High School, Rochester, New York (1990) William Mayer 1984-1986 Secretary: Vicki Arnold, Orchard Park High School, CAES Orchard Park, New York (1990) Paul Wood 1986-1988 Treasurer: Joseph Gersitz, Brighton High School, NYSAF LT Rochester, New York (1990) Past-President: Nancy McMahon, Cazenovia High School, Ant i C. Wintergerst 1988-1990 Cazenovia, New York (1990) NYS TESOL Lisa Baldonado 1990-1992 DIRECTORS: NY SABE Michelle Bloom, Shenendehowa CS, Clifton Park Robert Cabat, New York City Board of Education Dolores Chimato, Wineham-Ashland-Jewett CS, Windham Maria Davicino, Lawrence HS, CedarhuT., Mario Donate lli, Ramapo HS, Spring Valley Joan Feindler, The Wheatley School, Old Westbury Françoise Goodrow, Brushton-Moira Central Schools Barbara Gordon, Liverpool High School Donna Hunt, Union-Endicott High School Karen Kopper, Casey MS, East Amherst Marie Lambert, Eastchester High School ADVERTISING/BUSINESS MANAGER: Antonio Mangeniello, Bronxville Middle School Robert J. Ludwig, Albert Martino, BainbridgeGuilford CS 1102 Ardsley Road, Schenectady, New York 12308 Gary Milgrom, John F. Kennedy HS, Bronx Subscription to the Language Association Bulletin is in Allen R. Fgemaley, Saratoga Springs Jr.-Sr. High School cluded in membership in the NYSAF LT. Annual subscription Frank D. Rossi, East HS, Rochester rate for libraries is $20.00. Porter Schermerhorn, C. W. Baker HS, Baldwinsville Anthony Schwab, Maryvale HS, Cheektowaga All rights reserved. No part of this journal may be reprinted Ann Spies, Ogdensburg Free Academy or stored in a retrieval system without prior permission of Edward Wackerle, Fairport Central Schools the editor.

2 Language Association Bulletin 31 Two Languages For Everyone: Working Principles of the New York State Council On Languages Richard Quintanilla, Co-Editor Past SCOL Chairperson, 1982-1984

"Two languages for Everyone" succinctly asserts memblirs of SCOL are the Classical Association of the the goal of mastery of English and another language Empio State (CAES), New York State Association for for all.But the full meaning of the concept of two BilingualEducation(NYSABE), New YorkState languages for everyone is revealed in the proposition Association of Foreign Language Teachers (NYSAFLT), that proficiency in more than one language ic. 3 positive and New York State Teachers of English to Speakers good for the individual and for society. Both are then of Other Languages (NYS TESOL).Each of these enriched; each in turn commands a greater destiny. associations is dedicated to particular concerns and When every individual begins to have access to interests which distinguish it from other profesdonal effective opportunities to attain mastery of English and groups, but each constituent member of SCOL values another language, society and the individual will begin andsupportscertainfundamentalideasabout to strengthen each other with the myriad forms of language and languages. intelligent advancement which proficient knowledge of All of the SCOL constttuent members are dedicated human languages makes possible.It is through the to developing public awareness of the centrality of knowledge of languages and cuttures that we best language in all human endeavor, especialty learning. begin to know and comprehend the scope and All are committed to respect for all languages and for significance of human experience inhistory, from their speakers.All highly value cuttural diversity and ancient times to modern; it is through the knowledge of the democratic traditions and constitutional provisions languages and cuttures that we best learn to tolerate that have made our American society a great nation. and appreciate cuttural and linguistic diversity at home, All regard bilingualism as a personal and societal to understand our contemporaries abroad, and so asset.All strongly support a multilingual New York. achieve our full potential as citizens of the world."1 SCOL recognizes the primacy of English and lie The New York State Council on Languages (SCOL) absolute necessity for full participation in the life of the is based on the proposition that all individuals have the nation. However, SCOL also recognizes the dangers capacity to become proficientin more than one of English-only movements to rights of indMduals for language and that mutti-language proficiency is in the whom English is not a native language. SCOL best interests of our society and its individuals. Two opposes any and all efforts to declare English the languages for everyone is the first working principle of official language of New York State or of the United SCOL, and it is one of the major goals of New York States. SCOL rejects the notion that speakers of SCOL to help foster the notion that ability in two or English can become or be good citizens and that only more languages is both feasible and dct;tege. SCOL indMduals who speakEnglishcanenjoythe is dedicated to the development of c.,cumstances in guarantees of cMI rights and liberties. The right to free society and in the schools which will enable the speech, for example, must not be limited to free average indMdual to become skilled in the use of speech in English.SCOL upholds the belief that, English and at least one other language in the process rather than the English language, the bond that joins of an education in the public and private schools and Americans is formed by our democratic traditions and institutions of higher learning in New York State. our constitution with its principles which enable us to It is the purpose of SCOL to serve as a facilitating remain many while united as one. and coordinating agency for professional organizations SCOL accepts as one of fts major tasks promoting which share the goal of two or more languages for public awareness and understanding of the important everyone. Founded in1981, SCOL is the first factors that influence development of proficiency in a consortium of professional associations in the United first and in a second language. SCOL accepts the States devoted to the study and appreciation of challenge of explaining why it is important to teacn languages and both ancient and modern cuttures. languages and in languages other than English. t COL Promoting cross-cuttural awareness and understanding accepts the obligation of persuading all concerned of is thus also a major purpose of SCOL. The constituent the appropriate roles of English and other languages in the education of children and adults and in society at Richard Quintanilla, Julia Richman High School, New large. One of the chief functions of SCOL is to monitor York City. language policies, especially in the schools, and to November 1990 3 2 3 provide policy makers withits informed views on of New York City as the country's chief center of language issues. In particular, SCOL attempts to finance and communications and because ofits dispel misinformation and false ideas and assumptions traditionally strong commercial and cultural links with about thenatureof language development and Europe, which develops more and more every day into endeavors to improve understanding of the role of a unified and powerful continental economy that language in cognitive and academic proficiency. challenges the United States to healthy but intense SCOL unequivocally supports bilingual education trade competition. Language study which emphasizes that develops educated bilingual individuals. Effective two languages for everyone directly responds to the bilingual education, as research has demonstrated, is challenges of interdependence with the economies of superior to monolingual education for bilingual/bicul- Europe, Canada, Mexico, the Soviet Union, Japan, tural children. No thinking person can support bilingual Latin America, Africa, Asia, and others yet to enter the education that does not work, as neither should one consciousness of American commerce. support ineffective monolingual education. Good SCOL perceives a significantly important con- bilingual education programs -- whether transitional, comitant trend of worldwide linguistic and cultural maintenance, or immersion models -- are language resurgence that accompanies the development of enrichment programs for their students, limited English global interdependence. This upsurge of identity and proficient or native English speaking children alike. individualism argues for two languages for everyone When bilingual education programs are enthusiastically not for pragmatic, but for human reasons. Everywhere, supported by communities, schools, parents, and perhaps in response to economic interlacing and to the students, they are successful and effective and fulfill instantaneous mass media communication of the their mission of developing fully proficient bilingual information age, people step onto the neighborhood individuals.Educated bilingual individuals personify and the world stage to assert their right to their cultural the SCOL concept of two languages for everyone. and linguistic distinctiveness.Universally, people at Psycho linguistic researchhasshown that the end of the twentieth century insist on recognition of individuals with bilingualskills experience greater their identity and of who they are. A clear example of cognitive flexibility than monolingual persons.It has this historical reality is the successful liberation efforts also been substantialty demonstrated that individuals of individuals and societies in Eastern Europe in late with a strong foundation in their first language will 1989 and 1990. But even the tragic events of Beijing's develop greater proficiency in a second language. The Tianenmen Square in June 1989 have instructed the fear that knowledge and use of a native language other world in the desire of individuals evetywhere to be than English will pre-empt learning capacity in English recognized for who they are as people and as is simpty erroneous. Clearly, the more one knows the individuals. SCOL considers this explosion of human easier it is to learn more. Individuals who know two consciousness as an extremely positive development languages can learn a new language more easily than that gives a human face to global interdependence and those who know only their native language.It is to the to the explosionofinformation technologythat benefit of all to help individuals maintain and glow in surrounds us today. A web of mutual destinies their native language when it is not English. Our nation connects the planet now, and ideas cross time zones can ill afford the loss of valuable language resources. with the speed of satellite signals passing through The United States is often at a disadvantage in dealing worldwide television and telephone networks. Chinese with other countries because of a lack of linguistic students in the United States, for example, used fax expertise. SCOL regards America's English monolin- machines to transmit world news clippings to the gualism as a great liability in this age of world inter- students at Tianenmen Square to assure the Beijing dependence. students of their dialogue with the world.In China, SCOL assumes a forward looking and broad view student placards were written in English and Chinese of world events as they relate to their impact on to communicate with English speaking, English reading language study in New York State. The globalization democracies.A more v;vid image of the positive of economies around the world is an accomplished power of the concept of two languages for everyone fact, and as we become more economically inter- can hardly be imagined. dependent the importance of learning a language other Global economic interdependence, the explosion than English well will become clear to more and more of information technology, and the effective use of the Americans. Even small enterprises will begin more and democratic process by millions of people throughout more to look abroad for markets for their goods and the world to achieve cultural and personal identity we services, and entrepreneurs everywhere will begin to the features that SCOL perceives both to characterize usethemosteffectivelanguageoftheworld and to accelerate events in the last decade of the marketplace -- the language of the customer; for one century. These three developments hold great promise may buy in any language, but not so sell. for the future in the view of SCOL Each of these SCOL regards the position of New York State in important developments is also seen to coincide well the world economy as a most favored one because of with the purposes of SCOL, with Its views, and with its the historical importance and established infrastructure broad agendas in the schools and in society.The

4 Language Association Bulletin concept of two languages for everyone speaks clearly with the development of fully educated indMduals who to the requisites of economic interdependence, of are versed in the uses of ancient cuitures for success modern communicationstechnology, and of in the modern age. democracy that is truly respectful of the cultural and The articles which follow are contributions from the linguistic rights of all individuals. various SCOL constituent members. Each article Furthermore, the SCOL concept of two languages responds to the theme of two languages for everyone for everyone also speaks to the importance of great and each one addresses issues of special concern to languages and cMHzations of the past, to the role of professionalswithinthatparticularfieldand of classical Greek and Latin in our post-industrial age. significant importance to all language educators. They SCOL regards the study of the classics to be a are informative articles for the information age. Each continuing affirmation of the enduring value to world article reflects the understanding that the need to know cMlization of the great ideas of ancient Greece and two or more languages does not resutt from the need Rome. The classics instruct us in the practical arts of to cope with more and more information from more rhetoric,philosophy, and logicalthinking. The language sources. The need for proficiency in other democratic ideals which shape our political life today languages results rather from our greater need to are expressed in their original in the classics. Greek communicate our aspirations, values, and expectations and Romar classics provide us with the mythology. effectively across languages, so that we remain poetic imagery, and cultivated sensibility that inform focused on our common humanity and the best that is Western literature and theater. Even the latest scientific in us in every cutture and so we are not overvhelmed developments reflect classical Greek and Roman and confused by the explosion of data and information origins. SCOL is thus committed to the inclusion of of the dynamic age we live in. classical languages and cultures in the educational Notes curriculum. Itis the purpose of SCOL to foster . Language Competence & Cultural Awareness in the U.S.: awareness of ancient cuttures, as well as modern, and Statement of the Joint National Committee for Languages it is a function of SCOL to communicate the relevance and the Council for Language and OtherInternational and importance of the classics to all those concerned Studies, 1990.

SCOL POSITION STATEMENT

Supervision of Language Education Programs in New YorkState

New York State Council on Languages (SCOL) is Language (ESL), and in bilingual education a statewide must be consortium on language education provided by qualified and trainedteachers wilt; are representing the following constituent organizations: licensed or certified in the specific discipline. Classical Association of the Empire State (CAES), Furthermore, these teachers need theassistance of New York State Association of Foreign Language supervisors and program administratorswho are as Teachers (NYSAFLT), qualified and experienced in thesame type of program New York State Association for Bilingual Education with the same kind of studentsas those teachers they (NYSABE), supervise. Onty in this way canwe ensure the New York State Council on Linguistics (NYSCOL), continued growth and professionaldevelopment of and language educators in our schools. New York State Teachers of English to Speakers of Therefore,in representation of 5,000language Other Languages (NYS TESOL). professionals throughout New YorkState, and in In the interests of advancing one of our major gnition of our responsibility toserve in an advisory purposes, to promote the concept of two or more capacity to state and local educationalagencies in languages for everyone, SCOL is especialty concerned advocating effective programs of languageinstruction, with the quality of language education programs for all SCOL supports the establishmentof separate certifica- students at all levels of instruction. Both English tion and tenure areas, K-12, for schooladministrators proficient and limited English proficient students require and supervisors in second languagestudy, in ESL, and programs to develop their second language skills in in bilingual education. We callupon our constituent preparation for citizenship in an increasingly inter- associations and their membersto actively work dependent world.Toward this end, instruction in together to achieve this goal. second language study,in English as a Second November 1990 r) 4 5 0 "It The Classics' Response to Language asCommunication DOrothy Nichol:5 Classical Association of the Empire State

Since its founding In 1964, CAES has beenactive 10. Archaeological finds and their implications, and in advancing the Interests of the Classics inNew York 11. Graeco-Roman influences in today's art, music, history, law, and government. State.It is me goal of CAES to promote theposition of Latin at all levels in both public and prtvateschool Because there are usually oniy one or two Latin curricula in the state and to provideopportunities for teachers in a school system, the CAES Institute is an intellectual growth and cooperation amongClassicists. important time for idea swapping and professional Latin is enjoying a major resurgence throughout camaraderie. the country. National Latin enrollments in public Next, the CAES Newsletter is published three times schools have risen 18% in 9 years (150,470in 1976 to a year.This Newsletter reinforces the Information 176,841 in 1985).In New York State enrollments in gained at the institute and keeps members informed public schools have risen even moredramatically, about opportunities for study, conferences for teachers some 48% in 10 years (12,305in 1978 to 18,180 in and/or students, innovative programs around the state, 1988). In addition, in grades K-8 state enrollments and book and media reviews. have grown 134% in 9 years (1,442 in 1977 to4,147 in In addition to the Newsletter, CAES has been 1985). With this sudden growth, CAES hasbeen activeinpublishing several teaching handbooks. focusing on meeting the need for moreteachers Recent publications include: Literature by David Perry capable of teaching Latin. The organization hasbeen in which the author suggests texts and methods to working toward this end in many ways. meet Checkpoints A, B, and C of the State Latin First, CAES offers opportunities forprofessional Syllabus,LatinforCommunication and Ron.an growth through its annual institute in the fall.Held in Civilization by Robert M. Costa which provides an different parts of the state, this institute aims toreach excellent annotated bibliography on many aspects of as many colleagues aspossible.After two years in Roman culture. Forthcoming in this series is New York New York City, the past two conferences wereheld in State College Classics Programs which lists all the the Albany area, at Union College and atSkidmore New York State colleges and universities, both public College respectively. The '90 and '91 instituteswill be and private, which offer Latin and/or Greek or Classical in greater Rochester.Each year there is a different Studies with a synopsis of their programs. conference theme such as classical drama or women To encourage college students to enter the field of in the ancient world, but there is consistent emphasis teaching the Classics, CAES currently offers two on such current topics as: incentives. One is the Terry Walker Scholarship, an 1. Current teaching techniques and texts whichhelp annual grant of $1500, which is awarded to a Classics meet Checkpoints A, B, and C of theState Latin major from New York State wh A has completed at least Syllabus, the sophomore year in college and who plans to teach 2. Development of elementary and middleschool either Latin or Greek. The other is College Classics Latin curricula, Week, a program for high school students which offers 3. Motivationaltechniquesfor theclassroom a week of college mini-courses in the summer. The including games, drama, or mythology units, program has been offered eight times since 1970 on 4 Dialoguebetweensecondary schoolsand the campuses of S.U.N.Y Albany, Syracuse University, undergraduate institutions in New York State, and Cornell. 5. Etymological relations between Latin andGreek and the modern languages, For teachers and prospective teachers of Latin, 6. Successful programs in which Latin is taught toall CAES has regularly offered a number of week-long students in a system, summer workshops which have included such topics 7. Summer study opportunities, as teaching strategies,oralLatin,drama inthe 8. National and local grants, classroom, Roman costumes, Roman banquets, and ofthe textbooksand 9. Oral Latin, analysis latest current methodology. To allow as many people as possible from around the state to participate, these workshops Dorothy Nicholls, John Jay High School, have been offered in a variety of locations including Katonah, New York. S.U.N.Y. Albany, Colgate University, Fordham

6 Language Association Bulletin 35 University, and Elmira College. In the summer of 1990, Thus it has affiliated itself with several other New York S.U.N.Y Stony Brook hosted another of these CAES- State organizations. CAES is active on the New York sponsored workshops for Latin teachers during the State Council of Educational Associations (NYSCEA) week of July 16-20. and has representativesin the New York State CAES has cooperated with S.U.N.Y. Stony Brook Association of Foreign Language Teachers (NYSAFLT). in providing financial support, staffing, and a communi- Some of our problems are unique, but certainty we cations network for its summer Latin program. Now share wtth NYSAFLT a concern for excellence in enteringitsfourth summer,thisprogramoffers teaching, a love of cuttures different from our own, and undergraduates, graduate students, teachers new to a belief that every student in New York State should be Latinteaching,and experiencedClassiciststhe proficient in more than one language. We also believe opportunity to study together for four or five weeks. that the study of Latin very much helps students in their The session is inexpensive, and students can receive study of modem foreign language. Since we undergraduate or graduateYeditfortheirwork. emphasize the structure of language in the beginning Course offer. ngs include ix din grammar, an levels of Latin through grammar, derivation, and work intensive review of Latin gram i two electives in study, the study of Latin sets the foundation for a better literature that vary from year to ybar: a prose survey, understanding of the structure of other languages and a poetry sampling, Vergil, the historians, Medieval for acquiring facility in a modem foreign language. Latin, drama, and mythology through poetry. Not only This is only one of the many reasons why about 18,000 does CAES give money to the program itself, but it public school students in New York State study Latin. offers a reduction in tuition fees to any CAES member Some public schools are now offering Latin to special who enters the program. education students to improve their basic reading and Finally, CAES is constantly reaching out to learn language skills in English. from ana support other language organizations. One Finally, CAES is a charter constituent member of the most beneficial aspects of CAES is its direct link organizationin the State Council on Languages with the Bureau of Foreign Language Education of the (SCOL) for the same reasons that it supports NYSCEA State Education Department in Albany. Through the and NYSAFLT. Along with the New York State bureau associate whose specialty is Latin, CAES is Association ofBilingualEducation (NYSABE), informed of relevant developments in the State Educa- NYSAFLT, and the New York State Teachers of English tion Department and participates in the deveiopment of to Speakers of Other Languages (NYS TESOL), CAES State examinations,thesyllabus,and workshop is interested in promoting the study of languages, materials. cultures, and ideas that can contribute to a better understanding of the world in which we live.Our The CAES board includes representatives from the challenges are the same. Classical Association of Western New York State (CAWNY), the New York City Classical Club, the Further Issues and Concerns Eastern Zone Latin Teaci)ers Association (EZLTA), the At the 1990 American Classical League Convention Nassau Classical Associadon (NCA), and the Suffolk held in June at California State University at Northridge, Classical Society, the United Latin Teachers in the the opening panel was entitled 'Critical Inutructional Monroe Area (ULTIMA), and the Classical Association Issues in the Classics for American Schools." Some of of Central New York. CAES helps disseminate informa- the goais were peculiar to the study of Latin and Greek, tion andoffersfinancialsupporttodesignated but most of the topics that were raised and discussed programs developed by these organizations. must be the same as those put forward at modern CAES maintains a close liaison with the New York language conventions. These national concerns reflect State Junior Classical League (JCL), an international the issues facing CAES in New York State. organization for Latin students which currently boasts The three goals that are the special concern of over 52,000 members with 43 chapters in NewYork Classicists are as follows: State. JCL offers scholarships to graduating high To formulate a rationale for the Classics and Latin, school seniors and sponsors local, state, and national in both the elemental- and secondary curricula, conventions and competitions including academic which would take into consideration the diverstty certamina, creative writing, original myths, oratory among students and the need for a curriculum that contests,costumecompetitions, graphic arts, supports mutticuttural, global education. computer contests, audio-visual presentations, chariot To seek to make the teaching of the ancient worid, races, and athletic events. There is an opportunity for classical literature in translation, and mythology an every student to compete, to visit different parts of the integral part of the school curriculum. state or nation, to make new friends, and to experience To promote a role for Latin in exploratory language success. courses. CAES feels strongty that Latin is a foreign language As the education pendulum swings from conserva- which not onty is rewarding in itself but "enhances tive, traditional education to immediate relevancy and facility in English and in other modernlanguages."1 back again, Latin and Greek always face the challenge

November 1990 7 3 f') of justifying their importance in the modern curriculum. To improvearticulationbetween school and Anyone who has studied the Classics understands that college/university instruction in Latin; a knowledge of th "Ipast,itslanguages,history, To increase efforts in the area of public awareness literature, and culture, is essential to an understanding and promotion of the study of the Classics, Latin, of the present and the future. Our next leaders must and Greek in the schools; know what has gone before them before they will be To renew commitment to networking both within able to make intelligent decisions about their future and the classical language profession and with the the futum of their children. Unfortunately, some modern language profession to identify purposes administrators do not have thisglobal view of in common and areas for cooperation ana mutual education. They see Latin and Greek as dead support. Even languages that offer little to today's students. In New York State some of these goals have when these administrators see the value of studying a already been met. The Regents Action Plan has modern language and of learning English as a Second mandated thatallstudents have one year of a Language (ESL), they do lot understand the value of language by the end of the eighth grade, and the Latin and Greek and do not want to offer either of Board of Regents provides both a Proficiency Test at these languages to their students. Often they do not the end of that year and the Regents Competency Test include Latin in exploratory language courses. Some at the end of level three with checkpoints for levels A, uo not even incorporate the history, literature, and B, and C or years 1, 2, and 3 of a language. Beyond mythology of the ancient world in their Enghsh and that there are 2 A.P. exams that can be offered for the They think students can Social Studies programs. advanced language students on the national level. It is this kind of limited vision that learn in a vacuum. Even though we in New York are ahead of the Classicists are always fighting.Only exceptionally nation in some things, there are still a number of inventive teaching and the hard, cold fact that SAT test problems we have not overcome. Infact,new scores are higher for students who take Latin than for methodsofteachinghavecreatedadditional those who do not kept Latin and Greek alive during the challenges in reaching these goals. Latin, for example, sixties and seventies. Now Latinis on the rise is now being taught more and more on the elementary nationally, but the fight continues. level. How does this affect the already existing Middle While the problem of a place for the Classics in School programs?Should students who have had today's education is often viewed as different from the Latin for two years in elementary school be put in with place of modern languages and ESL, the remaining students who are just beginning their language study goals voicedatthe American Classical League in Grade 7? Most of us feel they should not be mixed, Convention are equally applicable to other language but often the enrollment figures and the shortage of organizations. The word language" simply needs to Latin teachers make it impossible to separate these two be substituted ior the original "Latin." These goals are groups. as follows: To make Latin instruction available as widely as Another problem which stems from change is in possible and as early as possible to all students; the Proficiency exam. Since Latin is now being taught as a written language by some, as a cutture by others, To formulate a broad and flexible set of norms as a grammar by the traditionalists, and as some regarding the balance between instructionin percentage of each by the majority, how do we write a language and cutture, the pace of instruction, and standardized test that is reasonable for everyone at the the rate at which levels of mastery of elements and end of one year's work in Latin? There is no common structures of the language should be expected and approach to the subject and certainly no common achieved; vocabulary at so early a stage. To develop measurable standards of proficiency in By the third year of students' ability to read Latin at set levels of Latin and by very different routes, students arrive at roughly the same point, but not after only one year. achievement, accompanied by measurable There is, for example, no common word for the verb proficiency standards in listening, speaking, and to'wish or want'in the popular first-year texts.Do we writing; have to gloss cupio and desidero and vo/o; or should To continueresearchanddevelopmentof computer-assisted instruction, interactive video, the State Education Department publish vocabulary and distance learning to facilitate development of lists for Checkpoint A that students memorize before language skills and to enable Latin instruction to they take the exam? If we resort to the latter approach, be offered to more students; we are going against the idea of Latin for communica- To increase efforts to recruit new teachers and to tion. We are teaching lists to pass an exam and not retrain current teachers as Latin teachers; usingthetargetlanguage tounderstandideas. Vocabulary still needs to be mastered and memoriza- To developavarietyofin-servicetraining programs and summer institutestoacquaint tion is still a necessary tool, but the words should teachers with all available methods, pedagogical come from the reading in order to understand, not off strategies, and materials; a list. Language Association Bulletin 37 As technology improves, our teachingstrategies we offer to individuals so that they will consider mustchangetoincorporatecomputer-assisted teaching classical languages as a career? When the instruction into our classroom. Again, Classicists are number of hours needed for teaching certification in fortunate to have the Teacher ResourceCenter of the New York increases to 36, how will young teachers find American Classical League to assist us.Every year time to take courses outside their major in order to be this center publishes a new annotated bibliographyof able to teach in more than one area? Dual majors will computer programs for the Latin and/or Greek teacher. be even more difficult to handle, and young teachers In the area of interactive video and distance learning, will be even less qualified to teach a second subject. we Classicists know very little.This could well be an The American Classical League has realized how area in which language organizations worktogether to important itis for Classicists to cooperate with one facilitate information-gathering and realization of such another. This isexactly what SCOL is helping a resource. language professionals to do:to learn from one One of the most pressing concerns of Latin another and to help each other as we strive to make teachers is the recruitment of new teachers. Language communication in another language accessible to organizations could help each other tremendously by everyone in the New York education system. We are, locating existing training centers or sethng up new afterall,dedicated to at least two languages for ones to meet this need. We need to know sourcesof everyone. financial aid for future teachers from schools and Notes corporations, New York State, and the nation. Where Burns, Mary Ann and O'Connor, Joseph. The Classics is the money and how do we get itto the young in American School. Atlanta, Georgia: Scholars Press, 1985, p.1. people who want to teacn? What other incentives can

SCOL POSITION STATEMENT A Multilingual New York

Language is a personal phenomenon.It is the Most Americans,however,aremonolingual. means by which we develop our ideas, preserve our America is at a decided disadvantage in dealing witn thoughts, record the past, and communicate with each the rest of the world because of a lack of linguistic other.in America, where we value our rights, perhaps expertise. At the same time, there has been a national the greatest privacy is the privacy of our minds. There movement in the opposite direction. Rather than we deliberate in our language of choice,free from recognizing monolingualism as a liaility, there are external restrictions and scrutiny. those who would like to declare New York State an For many decades the United States was viewed "English Only" state and the United States an "English as a melting pot in which ethnic distinctions were Only" country. In so doing, they would limit the eradicated and people aspired to become part of the horizons not only of minorities but of the majority as perceived majority.With great sorrow for what we well. have lost and can never retrieve, we have now come The New York State Council on Languages (SCOL) to see America more as a colorful mosaic in which we is a consortium of five organizations of language celebrate our differences and rejoice in the richness of professionalsin New York State: the Classical our diversity. The bond that joins us is the Constitution with its principles which enable us to remain many Association of the Empire State (CAES), the New York State Association for Bilingual Education (NYSABE), while united as one. the New York State Association of Foreign Language Part of the rich diversify we experience is linguistic. Teachers (NYSAFLT), the New York State Council on Of the more than one hundred languages spoken in Linguistics(NYSCOL), and the New York State New York State, at least one fourth have more than one Teachers of English to Speakers of Other Languages thousand speakers each.It is to the benefit of all to (NYSTESOL). It was formed in 1981 to foster the study help these people maintain and grow in their languages and appreciation of languages and both ancient and and to share these languages with their children and modern cuitures, to stimulate cross-cultural awareness, their neighbors even as they become proficient in and to promote the concept of two or more languages Psycho linguistic research has shown that English. for everyone. In the true spirit of the pluralistic society skills experience greater individuals with bilingual that we are, SCOL opposes any and all efforts to cognitive flexibility than monolingual indMduals. It has declare English the official language of New York State, also been substantially demonstrated that individuals and instead supports a multilingual New York. with a strong foundation in their first language will develop greater proficiency in a second language.

November 1990 9 3S The Role of Native Language Instruction In Bilingual Education Programs Angela Carrasquillo, Ph.D. President, New York State Association for Bilingual Education

-.S'necess in learning a second language is contingent on a certain degree of maturity in the native language. The child can transfer to the new language the system qf meanings he already possesses in his Own" (Vygolshy, 1962, p. 10)

A large proportion of students residing in the (b) acquire and develop English language skills, and, United States still have a native language that is other (c) develop primary language skills. For students with than English. Information based on the 1980 Census limitedEnglishproficiencytherearelinguistic, and Immigration and Naturalization records estimated academic,and cognitivebenefitsresulting from that there are 7.9 million school-age language minority instruction in their native language. children in the United States.Estimates indicate that Bilingual students or second language learners are there are between 3.5 and 5.3 million limited English more successful academically when they are first proficient speaking childrenin the United States encouraged to dev.)lop concepts, vocabulary and (Waggoner, 1986). This figure, &though conservative, literacy in theirnativelanguage. Language represents a significant group for which schools must development facilitates and expands intellectual growth. provide equal education opportunities through bilingual Background information and an extensive vocabulary education instruction. Schools have a responsibility to facilitatelearning, memory andmanipulationof provide equal educational opportunities to all children complex concepts.As language learners use the and youlh and to provide sound academic programs native language tolearn, they actively construct that foster advanced cognitive skills and academic meaning usingtheirlanguage background and achievement in the classroom. The New York State knowledge. Association for Bilingual Education encourages the The importance of native language instruction in establishment, maintenance and expansion of quality the linguistic, cognitive and academic development of bilingual education programs which enhance academic limited English proficient students has been learning through the use of the first language while emphasized by authorities such as Anderson (1977); learning to function in the second language. Carrasquillo & Segan (1984); Cummins (1981, 1984); The Bilingual Education Act of 1968 (Title VII, an Goodman, Goodman and Flores (1979); Krashen amendment to the 1965 Elementary and Secondary (1981), United States General Accounting Office (1987); Education Act) was passed as a response to the need Secretary of Education Cavazos (1989); and Vygotsky to teach the growing number of persons residing in the (1962). All these authorities agree that since language United States with limited English proficiency.This is a means for representing thought as well as the mandate allows most projects funded under the act to vehicle for complex thinking, there is a need to use and use the students'native language tothe extent develop the language students know best. Within necessary. The United States government defines these principles, there are several areas in which native bilingual education as instruction using the native language instruction impacts the most. language and culture as a basis for learning subjects Early Language Development until English skills have been sufficiently developed. In Educational developments that take place during bilingual education programs students are taught the child's first year are the most important and most cognitive areas, first in the students' native language in need of attention.Children acquire language in a including development of literacy skills while learning developmental stage that begins at birth and reaches English.Bilingual education programs help students virtual completion about the age of five. During these to:(a) acquire academic concepts and learning skills, years children learn languages by using and interacting with different forms of that language.Through this Angela Carrasquilla, Ph.D., Fordham University, New interaction and without any formal teaching, children York City, learn the basic elements of language:its sounds,

10 Language Association Bulletin 3 [) intonation, basic forms of speech, use of correct and settings. Competence inthe second language, meaningful words, phrases and sentences.For all therefore, is a function of competence that has been children, the key to development of cognfttve skills and developed in the native language. subsequent academic success is er rty development of Content Area Knowledge communicative and cognitive processes. Children The primary objective of bilingual education is to learnthe languageincommunicative-based and facilitate students' acquisition of academic concepts, meaningful settings. Along with the child, the parents knowledge and skills through the language students and other care takers also contribute to the child's know best and to reinforce this information through the languaje development.Usually this is done in the second language. Itis recommended that limited native or primary language of the child, which in many Englishproficientstudentsenrolledinbilingual cases is not English. programs study content areas in their primary language For limited-English proficient (LEP) students, early since this approach facilitates students' learning of new native language development which capitalizes on the concepts and skills. language experiences from home is intrinsic to the The time tt takes to reach proficiency in the second development of cognitive skills.Through the native language affects tne atAlity to master content area language children are able to acquire new concepts concepts and skills. According to Cummins (1984), it and skills at a normal rate, concepts and skills that takes five to seven years to reach an age-appropriate supposedly will be expanded and enriched in school levelofcontextreducedproficiency(academic once children reach school age (Anderson,1977; communicative proficiency), necessary in the Carrasquillo & Segan, 1984; Vygotsky, 1962).If the development of content knowledge. Students learning native language of the students is different from the content areas such as science, mathematics and social language of the school and if the school does not use studies need to study them with the least possible the children's language in the instructional setting, language difficulty.Science, mathematics or social thereisnolanguageenrichmentorconcepts studies achievement can be enhanced by instruction development; and knowledge stops until children learn providad In the students' native language. This should the language of the school.In contrast, if the school continue for several years until students have mastered uses the children's native language, the children's early English languag.skills and are more adeptat linguistic and cognitive development is expanded processing abstract cognitive skills through the second resuiting in their academic success. language. Second Language Acquisition Self-Concept and Motivation to Learn One of the main objectives of bilingual education There is a positive correlation between setf-concept is the acquisition of English skills. When concepts are introduced and reinforced in the students' primary and academic achievement.To maximize learning, language, linguistic ability in general, is enhanced. students must have a posittve attitude and a positive Since the bilingual program accepts, Acquisition of a second language depends not only on setf-concept. respects and values the language and cutture of the exposure to the target language but on proficiency in student, this approach contributes to students' positive the native language. Cummins (1984) has stated that: attitudes toward themselves. Also, since pride In the interdependence or common underlying "The native language and cutture motivate students to proficiency principle imp!;es that experience with either struggle for academic excellence students will feel language can promote development of the proficiency "more at home" in school, and will be more motivated underlying both languages, given adequate motivation to learn, thus creating a setf-interest in coming to and exposure to both, either in school or in the wider school and performing all the school tasks.Thus, environment (p.143)." A high levelof language these effective variables establish a powerful framework proficiency evidenced in both - the native language for successful acquisition of English and academic and the second language-leads to accelerated cognitive growth and thereforg positive academic achievement in the school. outcomes. Learning to Read In the Students' Native Language It has been found that children who have a good Reading instruction plays an important role in the command of theirnative language (especiallyin school curriculum.Through reading students learn vocabulary and grammatical structure) demonstrate concepts, expand language, acquire content area facility in the acquisition of the second language and knowledge and become informed of what happened students may quickly develop surface language skills and what is happening in the world. The school has (in vocabulary, grammar and pronunciation) in English. theresponsibilityto teach eachchildto be a Through the native language students have already competent reader since lack of reading ability can mastered general concepts through cognitive and become detrimental to the students' academic and meaningful tasks (Krashen, 1981). Students use these cognitive development (Carrasquillo & Segan, 1984). conceptual and cognitive skills effectively in the second In bilingual programs reading is taught in the language environmentifthe second languageis student's native language to ensure initial reading presented in meaningful and communicative-based success. Bilingual education capitalizes on the familiar

November 1990 11 40 experiences and knowledge of the child's own encouraging students to become literate in their native/ language. When concepts areintroduced and primary language and to develop bilingualskills reinforced in the student's native language linguistic throughout their schooling even into their adult lives. abilityin that language Is enhanced. Growth in Bilingual education programs include classes taught in linguistic ability is interrelated with academic growth both languages in a multicultural curriculum with because language its tt medium of representing thought support for reaching full-English language proficiency and a vehicle for thinking. Once children have learned without negating the first language in the process. to read in their native language, they transferthose Bilingual education supports and promotes two reading skills into English more easily because basic languages for every student, especially for limited rearling skills are transferable from one language to English proficient students. another. Once children have learned to read wellin References their native language they can use the same strategies Anderson, T. (1977). A guide to family reading in two to obtain meaning from print. These abilities provide a languages: The preschool years. Los Angeles, CA: Evaluation, Dissemination and Assessment Center literacyskillsinthe second solid foundation for Brunner, J. (1984). Language, mind, and reading. In H. language. Goelman, A. Oberg & F. Smith (Eds.) Awakening to literacy. Role of Native Language inBilingual Special (193-200). London: Heineman. The teaching of Education Classrooms Carrasquillo, A. & Segan, P. (1984). reading in Spanish to the bilingual studentlLa ensenanza de Bilingual handicapped students are those who, la lecture en espanol para el estudiante bilingue. (Eds.) ideally, have been screened and evaluated using non- Madrid: Ediciones Alca la. discriminatory procedures including assessment instru- Cavazos,L.F.(May12,1989). Greetings tothe mentsin bothlanguagesandrequiringthe Attendees of the National Association of Bilingual Education development of an educational program for each Conference. Miami, Florida. student to meet academic, social and linguistic needs. Cummins, J. (1981).The role of primary language Limited English proficient students with handicapping development in promoting educational success for language conditions require special instruction in the language minority students. In Schooling and language minority they best understand while acquiring English language students: A theoretical framework. (3-49). Los Angeles, CA: Evaluation, Dissemination and Assessment Center. skills. Cummins, J. (1984). Bilingualism and special education: Bilingual special education instruction is focused Issues In assessment and pedagogy.San Diego, CA: cn basic academic skills to include subject area College-Hill Press. content, language development and literacy skills. The Goodman, K, Goodman Y. & Fores, B. (1979). Reading primary language is the language through which in the bilingual classroom: Literacy and biliteracy. Rosslyn, students acquire more of these conceptual and VA: National Clearinghouse for Bilingual Education. academicskills. A positiveeffectonliteracy Krashen, S. (1981).Bilingual education and second achievement in the primary and second languages language acquisition theory.In Schooling and language occurs when students engage incentered native minority students: A the,itical framework. (51-79). Los Angeles, CA:Evaluation, Dissemination and Assessment language literacy and in the development of concepts Center. in the content areas. Through the use of the native Ortiz, A.A. & Garcia, S.B. (1988). A prereferral process language the teacher becomes thefacilitatorof for preventing inappropriate referrals of Hispanic students to learning, focusing students learning on higher order special education. In A.A. Ortiz & B.A. Ramirez (Eds.). cognitive skills and integrates language use and Schools and the culturally diverse exceptional student: development in all aspects of curriculum development Promising practices and future decisions. Reston, VA: The (Ortiz & Garcia, 1988). The native language provides Council for Exceptional Children. the foundation for acquiring English as a second United States General Accounting Office (1987), Bilingual education: A new .r attheresearchevidence. language skills.Ortiz and Garcia (1988) emphasize Washington, D.C.: Govb. Iment Printing Office. that a strong promotion of native language conceptual Smith,F.(1983). Essays intoliteracy. London: skills is more effective in providing a tasis for English Heineman Educational Books. literacy. Vygotsky, L.S.(1962). Thought and language. Cambridge, Mass: MIT Press. Conclusion Waggoner, D.(1986). Estimates on the need for Bilingual education-- the regular useof two bilingual education and the proportion of children need of languages in the instructional program -- contributes to being served. NABE News, 9, 4-5, 6-9. the linguistic, academic and cognitive development of students. While the particular approaches used vary ORDER NOW! widely, the term implies the use of a student's native/ NYSAFLTSLATEST PUBLICATION primary language and English as mediums of instruc- EVERY DAY tion. Ar emphasis on instructing students through two EVERYSTUDENT languages and enabling students to become proficient $15.00 postpaid Order from: NYSAFLT HEADQUARTERS in two languages is emphasized and reinforced. This 1102 Ardsley Road, Schenectady, NY 12308 endorses the value of linguistic and cultural diversity 12 4 1 Language Association Bulletin The Issues Confronting ESOLProfessionals John L. Balbi, President Richard Quintanilla, Past President New York State Teachers of English to Speakers of OtherLanguages

Overview New York State Teachers of English to Speakers of higher learning.Our efforts on this issue have been Other Languages (NYS TESOL) is a professional conducted both in behalf of LEP students in higher organizationof teachers, studentteachers, education -- a vital population and valuable human administrators, parents and other individuals concerned resource too often neglected by language educators-- with all aspects of the education of limited English and in behalf of professional colleagues obligedtoo proficient (LEP) students at every level of education. oftentoworkunderdifficult,non-professional Two languages for everyone is a natural goal for our conditions. In cases where part-time instructorsmust students.NYS TESOL is committed to educational be hired, we urge that these instructors beprovided programs which provide LEP students with the with adequate working conditions and benefits infair linguistic and cultural skills necessary to function fully proportion to those available to full-time instructorsand in an English speaking society, while contributing to that their professional status and contributions be thsir general educational development and helping recognized.Only in this way will ESL programs be them to maintain pride in their native language and able to fulfill effectively their mission of providing quality cultural background. NYS TESOL recognizes the education to their students." centrality of language in all human activity, esrecially Turning ideas into Action learning, and proposes that English to Speakers of NYS TESOL Is committed to professional develop- Other Languages (ESOL) be required instruction for all LEP students in all educational settings. ment. There are six one day mini area conferences (ODMACS) held throughout the state.Each region The driving force behind our efforts to represent focuses on issues pertinent to the field. Among the the interests of limited English proficient students is themes of the ODMACS held in 1989-1990, we can summarized in our mission statement. It states that we include Proficiency and Fluency; Multiculturalism are compelled to encourage professional development; Doing the Right Thing; Breaking Down the Walls; to provide opportunities for study and research; to Building a Global Vision; and Communication in a workcooperativelytowardtheimprovementof instruction inall programs which seek to provide Perilous World. NYS TESOL also sponsors a statewide students with an opportunity to acquire English annual conference. The themes of recent conferences have been Equity, Cooperation, Excellence: Beacons language skills and proficiency, whether they be carried for Student Success; The Professional Challenge: out in monolingual or bilingual programs; to promote empathy and respect for the native culture and Teachers Setting the Agenda; ExplorIng Assumptions/ language and to coordinate information with other Exp. -ding Myths; and Realizing the Dream. Our annual state, national and international organizations.Two conference brings together a collaboration of people languages for everyone is clearly a concept rooted in sharing ideas on research and methodology. In the nature of our purposes and activities. addition to whatever university based studies an individual may have pursued, membership in NYS Our mission statement mandates both short and TESOL encourages and inspires individuals to maintain long term goals which become a twofold thrust as we work to improve the awareness of the needs of limited high standards of professional development. As we English proficient students statewide and maintain and enter our twentieth year,thisthrust,a primary upgrade the teaching and learning environment. Each importance carried over from our earliest days, remains aspect of this mission has equal importance and a necessary part of our vision. What we demand of successfully initiates us into proactive response. our students, we expect of ourselves. Working closely with the constituent members of As TESOL professionals, we constantly endeavor the State Council On Languages (SCOL), NYS TESOL to stay abreast of public matters and questions that has helped to develop a unified SCOL position on the have an impact on our students and our profession. role of part-time ESOL professionals in institutions of Perhaps an overriding issue which confronts us today is the English Only movement. English-oniy legislation, John L. Balbi, New York City Board of Education. we believe, threatens our freedoms and cMI rights. Richard Quintanilla, Julia Richman High School, New Marty English-only laws are worded broadly and could York City. cause the elimination of health and human services

November 1990 13 4 2 received by residents who are not proficient in English. goals as a result of efforts on behalf of LEP students The right to vote, education, health and emergency and in the interests of respect for cultural and linguistic seMces,vital government information, access to diversity when such efforts are undertakencoopera- courtroom interpreters,and othercivilrights are tively with groups sharing the same positive vision. jeopardized by English-only legislation. Proponents of NYS TESOL readily embraces the notion of two or English-only laws, however, do not seem to be more languages for everyone because it seeks to interested in promoting efforts to increase the English promote the broader understanding of how much we proficiency of LEP individuals.Instead, the Engush can accomplish as indMduals by working together for Only movement perpetuates false stereotypes ,of a better world. recalcitrant linguistic minorities and immigrants who are unwilling to learn English and become true Americans. Pedagogical Concerns The fact is that tens of thousands of LEP individuals in As the professional organization representing those New York and California alone have been placed on concernedwiththeteachingoflimitedEnglish waiting lists in the past year to attend English classes. proficient students in New York State, NYS TESOL is There is no lack of a desire to learn English, only a committed to educational programs which provide LEP shortageof ESOL programs for LEP residents. students with linguistic, cognitive, and cultural skills Nevertheless, more than 20 states have engaged in necessary to function fully within an English speaking efforts to implement English-onlylegislation, and society. Toward this end, we insist that English as a California, Arizona, Colorado, and Florida have passed Second Language (ESL)is a basic instructional initiatives to declare English the official state language. requirement for all LEP students in every educational The U.S. Congress itself is considering amendments to setting. the Constitution to make English the official language Furthermore, NYS TESOL is especially concbined of the nation.Fortunatety, English-only laws have to withthequalityofEnglish languageinstruction date been defeated in New York State. provided in programs for LEP students and insists on NYS TESOL remains committed to the belief that intensive English language instruction that is designed the U,S. Constitution protects individual freedom and specifically for second language learners. These societal diversity.English-only laws seek to promote programs should be organized to allow indMdual societalconformity. Such laws tend torestrict students to progress on a continuum of language individual freedom and civil rights. The United States development at a rate which is consistent with the level is a cduntry rich in social diversity, and America is a of experience within their language learning community. greatnation because ofit. The English Only Thus, programs designed for students in the early movement, we believe, only encourages language stages of English language expi sure should be bigotry and social intolerance. different from programs for students whose experience By contrast, the English Plus movement responds with the seccnd language reaches a higher level of proficiency. positively to the cultural and linguistic diversity of the American nation.English Plus establishes that the Itis essential for each of us to be vigilant in national interest is best served when all members of monitoring these programs. Thus, when programs do our society have !Lill access to effective opportunities not conform to standards which ensure student growth to acquire strong English proficiency plus mastery of and self-actualization, NYS TESOL activates its voice. a second language or multiple languages. NYS TESOL For example, just prior to the New York State Board of shares in this belief.Clearly, in order to maintain the Regents discussion on passing amendments to Parts vitality of the United States, we must demand that 154 and 117 of the Bilingual Education Policy Paper cultural and linguistic diversity remain an essential and Action Plan, during 1989, NYS TESOL and New thread of the fabricof American society. Our York State Association for Bilingual Education (NYSAB) constitutional values require that language assistance held a joint press conference firmly establishing our be made available in order to ensure equal access to position that quality ESL and bilingual education essentialservices,education,and otherrights programsthroughoutthe statebemandated. guaranteed to all. Moreover, we asserted that programs for students who score between the 1% and 23% on a test approved by The work of English Plus serves LEP students by the Commissioner of Education would be different from safeguarding their right to maintain native language programs serving students who score between 24% skillsand byfacilitatingprograms whichfoster and 40% on the same test. communicative competence in English. NYS TESOL Itis the position of NYS TESOL that both the in a sense shares a symbiotic relationship..ith the interpersonal-social skills and the cognitive-academic English Plus movement, since both work toward the skills be taught using an English as a Second same goals, and each is strengthened by the efforts of Language approach which allows students to learn the other. Even global issues such as world peace in English systematically and cumulatively, moving from our lifetime, a cleaner and healthier environment, and concrete to abstract levels of language in a spiralling greater social justice worldwide emerge as attainable fashion. An ESL program must be sensitive to the first

14 Language Association Bulletin 43 reading, and writingin languages and cultures of the students, as itfacilitates understanding,speaking, their integration into the culturally pluralisticEnglish English through functional communication at both the social-interpersonal level and at the level required for speaking mainstream.It is essential that the program address both social as well as academicEnglish. the academic setting.It attempts to prepare students to to compete in the English languagemainstream in a Social English Is developed informally through face (1989). In Why face interaction with English speakers andformally in short time period. Chamot and Dunetz Content-Based ESL? present a fuller discussion onthis a classroom setting. AcademicEnglish, however, must be developed In a classroom setting. approach as follows: 'With multilingual student populations, bilingual or The prevailing research in second language(L2) acquisition suggests that LEP students in needof Immersion programs may not be possible because social English skills and those in need of academic of the number of different languages represented In these English skills make up two different groups of students. and the scarcity of bilingual teachers. instructionin The research also suggests that these two groups situations,similar content area receive different ESL programs. Students in thefirst English is provided by teachers trained in English certain features, group should receive languageinstruction in linguistic as a second language, and share structures and vocabulary essential for developing such as the special adaptation of content and interpersonal skills. These are the building blocks on teaching techniques to make instruction more comprehensible to English as a second language which basic skills are developed. As learners increase their students (Chamot & Stewner-Manzanares, 1985). 1.2 proficiency and meet the demands of expanding linguistic world, they must begin to use These content-based models trace their origins to English at a higher cognitive level to become a part of English for special purposes (ESP) and English for the community within which they must compete.ESL Academic Purposes (EAP),in which adult or programs must be designed so as tohelp learners university students learn the vocabulary and structuresrelatedto a specific developthe abilitytoachievethelanguage discourse competence they require.For students in need of profession, occupation, or academic discipline. academic English this means an instructional program The term sheltered comes from Sweden, where the focused on higher order cognitive skillsand on language shelter approach is a model for bilingual communicative language use at a more abstract, more education, in which the native language is taught exclusively in the primary grades and the majority symbolic level. thereafter Regardless of the focus, on social or academic languageisgradually introduced In the United States context, English, ESL programs required by state and school (McLaughlin, 1985). however, sheltered English is defined variously as district mandates to provide intensive English language an approach to make academic instruction in instruction to LEP students must provide intensive ESL English understandable to limited English proficient instruction characterized by greater quantity and more students, one in which the subject matter and the specialized quality than English language instruction delivery of lessons is done using as many extra- provided native speakers of English. Also,this linguistic clues and modifications as possible instruction must be provided by trained teachers (Parker, 1984), one that simplifies the use of licensed or certified in TESOL. Moreover, becauseof English to meet the academic needs of language its concern with the development of full communicative minority students (Stack, 1988,7), and one in which competence in English by ESL students,NYS TESOL teachers incorporate second language acquisition insistsonbilingualencationprogramswhich iglish of LEP students with principles with traditional teaching methodology to encourage interactirr. increase the comprehensibility of the lessun for , Bilingual programs must their English spn students (Watson, Northcutt, & Rydell, 1988, 60, include Englis. .g in ESL instruction, but also citing Krashen, 1982). The term sheltered English include subject instruction and activities in Englishboth thus requires considerable definition and in and out of the classroom setting.In this way, LEP students become fully proficient in English and truly clarification, not only to mainstream educators but also to many professionals in the field of English balanced bilingual individuals. as a second language. But the goal of two languages for everyonewhich pr.(' :rams, we is attained through bilingual programs with a strong In common with many similar English skills component can also be reached in identifytheSpecial_Alternative Instructional schools that cannot providebilingualeducation, Programs that we work with as content-based because of small numbers of student:, or great first English as a second language. We believe that language diversity. In such schools, NYS TESOL this is the most descriptive term for instruction with suggests an intensive ESL program and content-based limited English proficient students within a content framework, and one that is easily understood by ESL instruction. ESL content area classes teach students subject matter while developing theirEnglish our colleagues in both mainstream education and language skills through second language acquisition English as a second language. In a content-based strategies. Such a program developsskillsin English as a second language program, content, November 1990 15 rather thanlanguage,drives the curriculum. References Language is taught functionally, as it applies to the Charnot, A.U. & Dunetz, N. (1989). Why Content-Based learning of the concepts and processes central to ESL? Insights. Publication of the International High School the mainstream curriculum.Language becomes at La Guardia Community College. an outgrowth of content instruction, rather than a Chamot, A.U. & Stewner-Manzanares, G.(1985). A prerequisite to it." summary of current literature on English as a second language. Part C Research Agenda. McLean, VA: Students in a bilingual education program find that Interamerica Research Associates. (ERIC No. ED261-539), two languages for everyone is a normal phenomenon. McLaughlin, B. (1985). Second language acquisition in Many decide to study a third language before they childhood, Volume II:School-age children.Hillsdale, NJ: complete high school. For other LEP students in our Erlbaum. pp. 30-35. schools, ability in two languages is likewise a natural Parker, D.(1984). Sheltered English for LEP students: part of life, although it may be difficutt for some to Context, what, and hew. Sacramento, CA:California State continue to study their native language, if not to begin Department of Education. a third language in the foreign language classroom. Stack, L. (1988). 'Programmatic issues in the secondary NYS TESOL considers LEP students to be great assets education of LEP students. Paper presented at Rhode Island Institute on Curriculum and Language Theory in ESL and to the nation.As TESOL professionals, along with Content Instruction of LEP Students, Providence, RI, July 27- other language educators, continue to help in the 28, 1988.(Available from Newcomer High School, San educational development of this great human resource Francisco, CA). we shall all come closer each year to our goal of two Watson,D.L.,Northcutt, L & Rydell,L. (1988). languages for everyone. Teachingbilingualstudentssuccessfully. Educational Leadership, 46 (5), 59-61.

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16 Language Association Bulletin 4 5 Foreign Languages Education: AnEra of Challenges Renewed

John B. Webb, Ed.D. President, New York State Association of Foreign LanguageTeachers

As a constituent member organization of SCOL, up a sign at every International airport in theUS that the New York State Association of Foreign Language read; "Welcome to the United States; we cannot speak Teachers (NYSAFLT) focuses its efforts primarily on the yourlangu3ge."1 teaching of languages other than English to speakers To some extent, those Dark Ages of language of English.Although the Association encompasses study were the resultof weaknesses within the teachers of ESL, bilingual education, and the classics, profession. "I studied foreign languages for seven thisisaccomplishedprimarilythrough stanoing years and can't speak a word," was a well-worntale committees and through special interest sessions at heard by most foreign language teachers on a regblar conferences. However, the way in which foreign basis. Itepitomized many oftheprofession's language teachers teach their target languages and inadequacies and haunted language teachers in their work with their target student populations is greatly proclamations regarding thefeasibilityofforeign influenced by the work ofallsecond languages languages for everyone. Could everyone realty learn educators, not just those from foreign languages a foreign language In the classroom setting of our education. In addition, many of our members teach in schools? Although many of the barriers have been the other second language areas, thereby providing a lifted, the goal of two languages for everyone is a valuable professional cross-pollination.It is through challenge that remains desirable yet elusive. able to our interaction with SCOL, however, that we are InNew YorkState,the recognitionof the acquire and retain a sense of the global picture in importance of foreign language study in the schooling second language teaching. Thus it can be said that, of every child has been concretized in the mandates through the joint cooperative efforts of SCOL's member for both local high school and Regents diplomas. The organizations, the whole truly equals the sum of its need to sell the concept of language instruction or to parts. fight for the survival of basic programs has been Two or more languages for everyone has long greatly reduced, at least for now.While the extra been the goal of foreign language teachers in New curricular aspects of foreign language programs that York State. For a period during the mid seventies, a have been implemented over the years will hopefulty time of severe austerity in the schools, it seemed that remain, they can be carried ou! more as enrichment to this goal would never be achieved as schools and programs than as desperate attempts to keep foreign colleges eliminated programs and requirements and as languages popular and entice students to enroll. This instruction in foreign languages appeared to have less has left time to concentrate on some of the more and less appeal. This was cause for intense dismay, substantive dimensions of the challenges of two languages for everyone that will be outlined herein. at least on the part of foreign language educators, They include: a) FullInstitutionalizationof the because speed-of-lightening advances were being Concept of Proficiency, b) Articulation - Elementary made in international communications technology, and throughPostsecondary,c) Foreign Language reordering of the world's economic balance appeared Instruction for ALL Students, and d) Maintenance of the to be leading countries to a new level ofinter- Less Commonly Taught Languages. dependence. At that time, on the other hand, many educators and taxpayers considered our concerns to Full Institutionalization of the Concept of be essentially self-serving -- a desperate attempt to Proficiency maintain programs so people could keep their jobs. With the advent of the mandate in New York State While that was, admittedly, an important motivator, it came a revised syllabus that, rather than specifying the can be said honestly that our worries about the linguistic knowledge to be acquired by the learners, devastating effect that monolingualism, and its first presented learning outcomes statedin termsof cousin chauvinism would ultimately have on this proficiencies or communicative functions that students country were indeed foremost. We began to believe, should be able to perform by the end of given Checkpoints. The syllabus reflected theshiftin as Paul Simon suggested, that we would have to set instructional focus from astructuraltoa more John B. Webb, Ed.D.,Hu. r College High School, functional orientation that was being used in Europe New York City. and gaining prominence in the US as a more realistic November 1990 4 6 17 and effective means to achieve proficiency among their implications regarding both the learners and the conceptof learners. approachtoteachinghindersthe This syllabus, placed in the hands of teachers who proficiency from becoming adequatety prominent. are not fully familiar with such anapproach, has Therefore, a refocusing of the entire profession must become a source of considerable frustration and be a priority. The work already has begun in earnest staffthroughextensive anxiety. The teaching of languages is no longer a among veteran teaching process clearly delineated by the sequenceof neatly inserviceefforts. There remain,however,large packaged grammatical structures and drills. The numbers of teachers for whom the concept of concept of accuracy is elusive. The body of cuftural proficiency is brand new, and avenues must be knowledge pays a different role in instruction, and the expiored for the delivery of inservice that will reach choice of Instructional material now includes heretofore those teachers.When common understanding of unusable authentic documents. Now both teachers proficiency is shared by virtualty everyone, and when and students are calied upon to take risks and venture proficiency indeed becomes the organizing principle, into the arenas of the uncertain where the fearof teachers will be able to speak with a common voice, producing yet another generationof tongue-tied thelearning outcomeswillbe more universally Americans is ever present. Yet, in spite of this fear that understood, the selection and evaluation of effective the cycle will repeat itself, and in spite of the concern instructional materials will be more efficient, and our will be thatappropriatelyhighstandardswillnotbe ability to share teaching strategies freely maintained, teachers are beginning to report that their enhanced. Then, and only then, can the profession be students are demonstrating a new level of enthusiasm confident in its ability to achieve the goal of two or forlanguage studyandanabilitytointeract more languages for everyone. spontaneously and appropriately in a greatly expanded scope of communicative contexts. Articulation - Elementary through Postsecondary These are amazing times in foreign language A good deal of attention has been given to education because the profession sits at the threshold curriculum and instructionat the elementary and of a new era when, perhaps more than ever before, the secondary levels because the immediacy of the foreign goal of two languages for everyone will be most language mandate has been felt most there.The achievable. However,ifitis to be achieved, the requirement of accountability in public elementary and concept of proficiency must be fullyinstitutionalized! secondary schools, coupled with the earnest desire of Teachers of foreign languages at all levels must begin some teachers at those levels to produce successful to accept the notion that communicativerather than students has generated at least an awareness that will linguistic competence is the goal, and they must begin uttimately result in the acceptance of proficiency as the to acquire a common understanding of which com- basicorganizingprinciplefor second language municative competencies learners are actually and instruction. At the postsecondary level, however, the realisticallyabletoattainand useatvarious issue becomes increasingty complex. checkpoints of the language learning process.The Under normal circumstances, in order to produce growing body of research and corpus of descriptive a student who can function at an Advanced level of data on the sequence and amount of time inwhich the proficiency, the training process must extend beyond various competencies are acquired by learners, all the elementary/secondary level.Thus, a substantial associated with the ACTFL Proficiency Guidelines, form partoftheresponsibilityfor developing learner the basis of what should be common understandings proficiency rests with the colleges and universities. held by all foreign language teachers. AliceOmaggio Therefore, it can be said that if the institutionalization of hasreferredtoproficiencyasthe"organizing the concept of proficiency is one of the greatest principle,"2 and if that organizing principle is more challenges to the goal of two languages for everyone, universally understood and accepted, it will be possible then itis equally true for the postsecondary level. to successfully define specific, attainablelearning Many colleges and universities have begun to move in outcomes for students at each phase of the language this direction and to accept the ACTFL Proficiency learning continuum. Not everyone has to agree on the Guidelines as a basis for evaluati g student progress specific methods to achieve those outcomes because and establishinginterim goals fortheirlearners. proficiency-based teaching is an approach, not a Unfortunately, this trend is not sufficientty widespread. method. A fullunderstanding of the concept of Furthermore, at the postsecondary level, it is severely proficiency and its acceptance as the guiding principle, hampered by the all-too-prevalent language-literature however, will provide a basic stability in the profession dichotomy and the misfocused emphasis on literature for reaching its goal. This is absolutely essential. as the content of the languagemajor.3 Right now, proficiencyis not the organizing In thosepostsecondary institutionswhere principleinmost institutions. The grammatical proficiency is not the organizing principle, students are orientation in which most people learned their second offered a panopty of courses in grammar and composi- languages still dominates, and a pervasive lack of tion which are supposed to prepare them for the only familiarity with the ACTFL Proficiency Guidelines and othercurriculardimensionavailable literature. 18 4 7 ;_anguage Association Bulletin the language at a desired level ofproficiency.This Literature is taught for literature'ssake, most often by awareness of the cycle will serve not only to enablelarger numbers of people who possess Ittt le or no in the two or more language acquisition process orthe concept of people to attain proficiency willspeed the establishment of proficiency development. Fornative speakers of the languages but proficiency as the organizing principleof instruction. target language, this sequenceof grammar/b0mpOsi- for ALI. Students tion followed by literature courses posesno particular rureIgn Language Instruction in New York problem. Why should it? For thenon-native, or the Since the mandate's implementation majoring in the target State, all students including thosewith handicapping English dominant student language language, on the other hand,this traditional sequence conditions have been enrolled in foreign have been of language and literature, moreoften than not, can classes, except where official exemptions learner's proficiency is, at granted. Thus, foreign language teachershave been lead to fossilization when the would have best, within the Intermediatelevel.In that case, the called upon to teach students who never been enrolled in a foreign languageclass prior to the very course offeringsand instructional techniquesused other disciplines, with students seeking proficiencyin the target language mandate. Unlike colleagues from the education,foreign end up being the very onesthat defeat them in that includingESL andbilingual nature of their pursuit. The result is students who aretongue-tied in language teachers, by the very elective all students.In the language in which they havemajored. subject, were exempt from teaching elite were enrolled. accepted that residence fact, for years, only the intellectually It seems to be universally being required to in the country where the targetlanguage is spoken Now the teachers find themsetves work with students who generally encounterdifficulty enables every learner toavoid fossilization and to learning, who need remediation inreading, whose acquire at least an Advancedlevel of proficiency. contact with the attention span and motivation arelimited, or whose Furthermore, the first-hand, extended positive.4 Here the and essential.It has attitude toward school is less than target culture is both desirable is particularly schools abroad simply challenge of two languages for everyone been suggested, however, that poignant because if we are to pay otherthan lip cannot accommodate everyUS college student service to that goal, then the profession has nochoice wishing to study the languagethere during the college but to find ways of achieving successwith this years.That is one reality.The other reality is that segment of the student population. many students simply donot have the financial means frustration to study abroad and, therefore,must rely on what their Once again, a good deal of anxiety and foreign chosen colleges and universities canoffer them at have arisen as dedicated and concerned home. Now the real questionis raised!.Are the language teachers attempt to deal with this particular challenge for which they have neither thetraining nor curricula of those postsecondaryinstitutions adequate disciplines and to train students to function atleast on an Advanced the experience. Colleagues from other administrators, many of whom have always worked level of proficiency?If they are not, as it so often appears, then the goal ofsecond language study for with 100% of the student body and who have resented fromit, everyone, at least within thedomain of the foreign the foreign language teacher's exemption language teaching profession, is NOTattainable! frequently show little patience. Furthermore, many of believing Evidence of this problem abounds at analarming those same colleagues and administrators, that the foreign language mandate presents unfair rate among foreign language majorswho plan to teach. obstacles to students at risk and reduces the amount Teacher trainers and cooperating teachersworking with about the student teachers in the schoolsreport that large of time available for remediation, are angry entire foreign language issue and campaign openly numbers of prospective teachers havenot acquired a against it.Therefore, while foreign language teachers levelofproficiency adequate to teach evenat themselves wrestle with their own perceived ability (or beginning levels.Yet these very same students are enrolled in, and passing, literature coursesat the inability) to live up to the goal of two languages for homility from their college level and are slated toreceive academic everyone, they must also endure Unfortunately,if those hostile to the degreesinthose languages. Certainly,iftheir colleagues. proficiency level is not adequate for teaching,then it is mandate had their way, a certain 5;egment of the student population, primarily minority students and not adequate for employmentelsewhere either. Should students with special needs, would be categorically thr, colleges be held accountable? denied access to more than their native language. The foreign language teaching professionfaces the challenge, therefore, not only toinstitutionalize the A student who is successful is most likely to be a concept of proficiency but to generatemodels for fully motivated student.There is nothing, it seems, like articulated programs extending from theelementary success in fostering student achievement.In many through the postsecondary levels. Educatorsat all of instances, those students who are now enrolled in those levels must begin to view theirwork, their foreign languages by virtue of the mandate have never responsibility, as part of a continuumduring which experienced much successinschool. Yet, an systematically applied, proficiency-based techniquesof increasing number of teachers are reporting positive instruction and evaluation will lead to theacquisition of reactions from those same students.It is likety that in 19 November 1990 4 S those foreign language programs where teachers and a social and polltical role in this country. The issue is studentsrespondenthusiasticallytheorganizing avoided in schools because it affects the turf, indeed principle is proficiency and the underlying motto is the actualexistence,of many of the traditional student success. languages, thereby threatening job security. Schools The profession must address this question of in New York State, however, simply cannot content foreign languages for non-traditional students very themselves with meeting the mandate by offering only seriously. Foreign language teachers must work Spanish. NYSAFLT, the constituent member organiza- together with reading specialists, teachers of special tions of SCOL, the State Education Department and education, school psychologists and colleagues from civic groups must devise ways to ensure muttilanguage other disciplines who have been particularly successful offerings in the State's schools. Individual sensitMtles with these students to identify their learning styles and must be put aside in deference to the larger issue. their specific educational needs. Then a repertoire of teaching strategies and instructional materials must be Conclusion devised, field tested systematically, and shared with The advances in communications technology, the othersin the profession. Models of successful rebalancing of the world's economy and political programs throughout the State should be presented at entities, and the re-emergence of ethnic and linguistic conferences or described in journals.Success in traditions as motivators of major historical achieving the goal of two languages for the non- developments all continue to point to the extraordinary traditional student will be achieved only when the importance of the teaching of foreign languages and profession has a rich bank of resources from which to cultures within the American context.Our ability to draw. grow as a nation, domestically and internationally, rests on ourabilityto speak languages and interact Maintenance of the Less Commonly Taught respectfully with cultures other than our own. This is Languages not new; it is just more urgent. Traditionally, French and Spanish have had the Ultimately, the achievement of those capabilities highest enrollment followed fairly closely by German, will depend upon how well the second language Latin and Italian with other languages such as Russian, teaching professions carry out their responsibilities. Japanese, Chinese, Hebrew, Polish, etc. trailing far For the foreign language profession, thereis no behind. certainty that we will be able to do our part. Ours is a Oneunexpectedandpotentiallydisastrous troubled history with a less-than-desirable rateof byproduct of the State's mandate is the precipitous success - the tongue-tied American.A few of the decline in enrollment in all languages except Spanish particularly imposing and pressing challenges have in which enrollment climbs yearly.The popularity of been outlined above. Unless we address those issues Spanish is not surprising given the number of people honestly, energetically, systematically and in a timely in the State and nation for whom itis the native fashion, we will repeat the cycle of failure.We are language. Students are aware of this, and they elect indeed poised on the threshold of a new era when we Spanish. At the same time, school officials, seeking to have the know-how and the societal support for minimize operating expenses by streamlining achieving the goal of two languages for everyone.if programs, are beginning to limit the number of foreign we fail, it will be a very long time t-efore we ever again languages offered in their districts.This has resulted have such a brilliant opportunity. inwidespread reductionoreliminationofsuch languages as German, Russian and Chinese. In some Notes cases, even French is threatened. In short, New York 1. Paul Simon, The Tongue-Tied American: Confronting the Foreign Language Crisis, New York:The Continuum is on the way to becoming a one-foreign language Publishing Co., 1980, 1. State - Spanish. 2. AliceOmaggio,TeachingLanguageinContext: As the dramatic developments continue to unfold Proficiency-Oriented Instruction, Boston:Heinle and in the Eastern bloc countries, the Soviet Union and in Heinle Publishers, Inc., 1986, xi. Asia,it becomes increasingly evident that schools 3. The reader is encouraged to refer to:Dorothy James, where only Spanish and/or French are fostered 'Re-shaping the 'College-level Curriculum:Problems seriously jeopardize their students' pr4 nration for the and Possibilities, Northeast Conference Reports 1989, 79 - 110. future. The goal of two or more languages for everyone applied to the world of the 21st century 4. Harriet Barnett and John B. Webb, 'A New Challenge: The Foreign Language Learner with Special Educational demands a re-examination of the tradftional language Needs,' Language Association Bulletin, rIXVI:3, January, offerings of the schools and the procedures by which 1985, 3. students choose the language or languages they intend to study. This is a very sensitive issue because it threatens to offend particular groups seeking to promote the right or the democratic desirability of their languages to have

20 4.9 Language Association Bulletin SCOL's Agenda: Past, Presentand Future

Ann C. Wintergerst, Ed.D., Co-Editor SCOL Chairperson, 1988-1990

On the eve of her appointment as the current of New York State.SCOL supported a muitilingual President of the New York Board of Education, New York instead. In a united effort our colleagues the Gwendolyn Baker remarked that if she had her wish Latin teachers, the foreign language teachers, the every student graduating from the public schools bilingual teachers, and the English as a second would speak two languages. Her comments are not language teachers carried SCOL's message to the only timely but they reinforce the message that the public showing our disapproval of English-Only laws New York State Council on Languages (SCOL) has which foster dMsiveness and not untty. SCOL's underscored since its Inception in 1981, namely, to unanimous endorsement of the English-Plus concept, promote the concept of "Two Languages for Everyone." as formulatedbytheEnglishPlusInformation Withthe supportof its constituentmember Clearinghouse (EPIC), solidified our commitment to organizations (CMOs), i.e., Classical Association of the language rights and language policy in a multilingual Empire State (CAES), New York State Association for world. BilingualEducation(NYSABE), New YorkState Another area of SCOL's concern is the struggle Association of Foreign Language Teachers (NYSAFLT), encountered by part-time ESL teachers to attain equity and New York State Teachers of English to Speakers and parity in post-secondary programs. In its position of Other Languages (NYS TESOL), SCOL has activety statement °The Role of Part-Time nstructors in Post- sought to make a difference by responding to the Secondary Education" SCOL opposed the excessive concerns voiced by tts CMOs and their constituents, use of part-timers in post-secondary ESL programs in and by serving as a clearinghouse for language related New York State.In proposed guidelines that would issues and materials. create more favorable working condttions for our ESL The Past colleagues and sent these to the CZate Education The history of SCOL manifests the commitment of Department, academic vicepresidents,university the CMOs to foster the study and appreciation of provosts, union presidents, educators, and legislators languages and both ancient and modern cultures, and throughout the state.The immediate impact of this to stimulate cross-cuAural awareness.This commit- action generated an awareness of the inequities faced ment is most visibly achieved at the annual conference by our colleagues and prompted many universities to of each CMO where the philosophy of two or more respond by supporting SCOL's position statement and languages for everyone becomes a reality. The assuring SCOL that this practice would be monitored chairperson of SCOL and the president of each CMO at their institutions. are invited guests whose presence allows not only for Not only our colleagues but also our students are the sharing of ideas but for the opportuntty to see SCOL's major concern. Ernest L Boyer, President of colleagues at work, returning to our organizations with the Carnegie Foundation for the Advancement of new insights and new directions to explore. Under the Teaching, recently stated that all young Americans auspices of SCOL, CMOs have conducted joint should become familiar with other languages and other presentations at conferences and have supported each cuttures so that they will be better able to live, with others activities and viewpoints. At SCOL meetings, confidence, in an increasingly interdependent world CMOs facilitate communication among each other and (The Chronicle of Higher Education, June 1990). With discuss areas of mutual concern and interest.The the changes occurring in today's world, a nationwide bond that unites all CMOs is one which encourages effort is needed to encourage, enhance, and expand strength and unty in combating those forces that our students' proficiency in languages (The Chronicle oppose our principles and our purposes. of Higher Education, May 31, 1989). We can no longer When the need arose to counter the advocates of ignore 'The extent to which the entire world is rapidly English-Only, SCOL formulated its position statement becoming a stage on which the players must speak on "A Multilingual New York" in the true spirit of a more than one language to survive and compete pluralistic society and expressed its opposition to any econc (p. A40). Europeans and Japanese are and all efforts to declare English the official language largety bilingual and trilingual, whereas Americans are mostty monolingual.SCOL believes that we must Ann C. Wintergerst, Ed.D., St John's University, launch an all out effort to encourage, enhance, and Jamaica, New York. expand multilingual proficiency not only among native

November 1990 21 .i;EST COPY MAILABLE speakers of English but among non-native speakers as NYSAFLT, noted that his organization is able to acquire well. The benefits of this endeavor would far exceed and retain a sense of the global picture in second the costs.Such anundertaking would not only language teaching.He referred to the monolingual enhance our understanding of other cultures but also tongue-tied American who cannot speak the language of our own. of others and stressed how proficiencyintwo languages is desirable yet still elusive. Today's trend The Present is toward a communicative context in language instruc- This issue of the Language Association Bulletin tion, but language majors continue to face problems contained an informative ofarticles collection regarding proficiency levels, as do the manynon- contributed by each of our CMOs, addressing our traditional students or those students with learning theme of "Two Languages for Everyone."In his difficulties. Multi-language offerings in New York State introductory article,Richard Ouintanilla offered an schools and teaching foreign languages and cultures insight into SCOL, its purposes, and its existence. He within the American context must continue to be addressed the principles of SCOL as related to our ensured. language colleagues andtheirindividualneeds, In 'The Issues Confronting ESOL Professionals" concerns, and interests.He stressed the impact of John Ba lbi, President of NYS TESOL and Richard languages on society and on global interdependence. Quintanilla, past president, presented an overview of He noted the explosion of information technology and the issues confronting their organization and the efforts the spread of democratic processes around the world, undertaken to represent the interests of limited English both of which promote the viability of greater cultural proficientstudents. They describe a varietyof and linguistic diversity in more and more societies. professional development activities of NYS TESOL and Clearty our combined goal must be multi-language address such concerns as the inequities experienced profciency, since we value cuttural diversity, respect all by many part-time ESOL teachers and the negative languages, and recognize the centrality of language in impact of the English-Only movement. The role of all human endeavors. social and academic language proficiency in the Inherarticle,"TheClassics'Responseto attainment of the natural goal of LEP s'Jents -- two Language as Communication," Dorothy Nicholls from languages for everyone-- was highlighted. CAES emphasized the importance of Latin today and The Future the role her organization continues to play in the SCOL has actively campaigned to deal effectiveiy professionalism of its teachers.She highlighted the with the issues and concerns of our colleagues.It has opportuntties forprofessional growth available to expended time and effort to remedy the working teachers, the InGu 'dives offered toattract college conditions of our colleagues in ESL; to supporta students to the Classics, the communication network multilingual New Yor lies envisioned by our colleagues with colleagues. and CAES' support of other language in bilingual and ESL education; to create anawareness organizations. Nichollsaddressed some major of the needs of Latin teachers for our colleagues inthe concerns faced by theClassicists,namely,the Classics; and to sensitize others to the role of foreign challenge of new teaching methods and computer- languages in today's world for our colleagues in assisted instruction, the effects of the state proficiency foreignlanguageeducation. Throughposition exam on how Latin is taught, and the recruitment of statements, annual conferences, meetings with the new Latin teachers.As the "ancient" arm of SCOL, State Education Department, "SCOL Update" columns CAES remains a resource for teachers and students in newsletters, and sharing ideas at meetings, SCOL alike. has made a difference. With the steadfast support of In "The Role of Native Language Instruction in its CMOs, SCOL has achieved greater visibilitya.: a Bilingual Education Programs" Dr. Angela Carrasquillo, consortium of language professionals working towards presidentofNYSABE,discussedtheschool's a common goal:to promote the concept of two or responsibility to provide equal educational more languages for everyone. opportunities for all citizens.Early bilingual language We cannot be satisfied with our achievements, for development and a good command of the native much work remains to be done. Inroads regarding the language are essential for success in learning and in multiple language issues and controversies confronting life.Carrasquillo explained that reading abilities in the our CMOs today and in the years ahead must be native language provide a solid foundation for literacy realized and acted upon by language professionals skills in the second language and that the primary working together.As members of our respective language provides the foundation for acquiring English language organizations, we have the responsibility to as a second language skills. The practices of enlighten those whose vision of the role of languageis instructingstudents through two languages and narrow-minded, those who fail to sensitize themseives promoting proficiency in two languages continue to be to the languages and cuttures of others, and those who reinforced. refuse tointegrate themselves into the culturaliy In "Foreign Languages Education: An Era of pluralistic society in which we live. SCOL must remain Challenges Renewed" Dr. John Webb, president of the champion of these causes. It must remainopen to 22 51 Language Association Bulletin opinions, to suggestions, and to research that support accomplish gains well into the next decr :a. the notion of two or more languages for everyone. SOOL is greatly indebted to the New York State SCOL willaffirmtherightsof IndMduals and Association of Foreign Language Teachers for making organizations committed to meeting the linguistic, available this issue of its Language Association cognitive, and cultural needs of our students,for it is Bulletin. This publication will successfully advance the the language professionals promoting the conceptof goal of two languages for everyone, for as a powerful two or more languages for everyone whomake a vehicle it reaches an audience eager to pursue greater difference. SCOL will then continue to thrive and cultural and linguistic understanding.

SCOL POSITION STATEMENT The Role of Part-Time Instructors in Post-SecondaryEducation

The New York State Council on Languages (SCOW multi-sectioned courses suffer. Contact with students is concerned that there is an excessive use of part-time and colleagues is minimized.Thus, the programs' instructorsin many post-secondary English as a academic quality and Instructors' morale, productivity second language (ESL) programs in New York State. andprofessionaldevelopmentaredetrimentally ESL students represent a growing population with affected. considerable potential,butinorder for them to In view of theta conditions, the New York State succeed they must be given effective ESL programs Council on Languages (SCOL) urges post-secondary staffed by instructors working under appropriate institutions to make new and concerted efforts to conditions. eliminate the excessive use of part-time instructors. In The steadily increasing use of part-time instructors cases where part-time instructors must be hired, we in many programs of English as a second language at urge that these instructors be provided with adequate the pos1 secondary level is threatening the integrity, working conditions and benefits in fair proportion to professionalism, and education excellence of these those available to full-time instructors and that their programs. Although some part-time appointments professional status and contributions be recognized. add significant dimensions to curricula and some Only in this way will ESL programs be able to fuifill professionalsprefertoacceptonly part-time effectively their mission of providing quality education appointments because of other commitments, most to their students. part-time appointments are not made for educationally sound reasons. Indeed, a primary motivation for many Guidelines of these appointments has been to reduce the cost of SCOL offers the following guidelines for the instruction. employment of part-time instructors: The very conditions under which many part-time 1. Limitations should be placed on the use of part- time instructors. instructorsareemployeddefine them asnon- professionals. Often they are hired quickly to fill last- ESL Programs should be staffed primarily with minute openings with only a hasty review of creden- full-time instructors qualified in the discipline of teaching ESL tials. They receive little recognition or respect for contributions to their programs or to the field.Even The use of part-time instructors should be though many hold academic credentials equal to those limited to the minimum necessary to enrich the of full-time instructors, they are in general denied curriculum and toenable the program to promotions,seniority,health and other employee respond to fluctuations in enrollment. benefits, secretarial services, office space and a voice The splintering of full-time positions into several in the program and institutional decision making. They part-time positions should be eliminated;in usually earn a substantially lower income than do full- other words, part-time instructors should not be time instructors for equivalent amounts of teaching usedtoprovide teachingorprofessional time. servicespreviouslyperformedbyfull-time The potential damage done to programs caused instructors. by the overuse of part-time instructors cannot be Programs and institutions should develop a long precisely calculated, but some negative effects are range plan that clarifies the use of part-time clearly evident. Part-time instructors are often treated instructors i.. tnrrir; of needs and goals of the as marginal members of the program and rarely have program. This plan shouldestablish an the opportunity to participate, as professionals should, appropriatelimiton now manypart-time in the development of courses.Consequently, the instructors may be hiredinrelation to the continuity of sequential courses and the consistency of number of full-time instructors.

November 1990 r 23 2.All part-time instructors should be treated as time teaching load should be =corded the professionals. rights and privileges of full-time status. Part-time instructors should be hired, assigned Notwithstanding the need for staffing flexibility, rank, reviewed, and be eligible for promotion or part-time instructors should be provided with temporary leave according to processes broadly security ;,1 theirwork, includingtimely comparable to those established for full-time notification in writing of 'eaching assignments instructors. andastatedprobationarytimesetfor Part-time instructors should be allowed a full evaluation.After successfully completing the range of professional responsibilities including probationary period, termination must be for participation in meetings and voting privileges. cause, with appropriate due process Part-time instructors should either be paid a pro procedures. ratasalaryorreceive ajustsalarythat A quality worklife should be insured for all part- accurately reflects their teaching duties and an time instructors. They should receive adequate additional stipend for any duties outside the orientationtotheirteachingassignments, classroom they are asked to assume. Likewise, programs and institutions as well as be provided they should receive pro rata benefits. withmailboxes,officespace andclerical Instructors hired to teach the equivalent of a full- support.

State Council On Languages The nation's first statewide consortium on Language Education Dedicated to fostering the study and appreciation of languages and cultures, ancient and modern

FOR FURTHER INFORMATION CONTACT:

SCOL 1990-92 CHAIRPERSON SCOL 1990-91 SECRETARY-TREASURER DR, LISA BALDONADO DONNACADWELL 950 Sierra Vista Lane 4042 Lockport Avenue Valley Cottage, New York 10989 North Tonawanda, New York 14120 St. Thomas Aquinas College (716) 693-9446 (914) 359-9500, Ext. 206

OR OUR CONSTITUENT MEMBER ORGANIZATIONS:

CAES: NYSAFLT: DR. JOHN REXINE, 1990 President DR. JOHN B. WEBB,1990 President RD 2, Box 78B, Spring Street 175 West 12th Street, 3K Hamilton, New York 13346 New York, New York 10011 (315) 824-0865 (212) 645-4833 Colgate University Hunter College High School (315) 824-1000, Ext. 283 (212) 860-1278

NYSABE: NYS TESOL: DR. MARIA VALVERDE MARGO SAMPSON 29 Elk land Road 260 Locksley Road Melville, New York 11747 Syracuse, New York 13224 (516) 643-3127 (315) 445-1241 Brentwood Public Schools Syracuse University (516) 434-2511

24 Language Association Bulletin CLASSICAL ASSOCIATION OF THE EMPIRE STATE (CAES)

The Classical Association of the Empire State, sinceits founding in 1964, has been dedicated to ad- vancing the study of the Latin and Greek languagesand of the cultures in which they were written and spoken. CAES reflects this dedication in itsvarious activities the sponsoring of an annual conference, the publishing of a statewide newsletter,the planning of special events such as College Classics Week for high school students, the preparingof promotional materials on the classics. As an organization of teachers on all levels, CAES is especially concernedwith fostering dialogue and com- munication between the schools and colleges and among languageorganizations. CAES is seeking ways to answer a critical need in ourfieid the preparation of qualified high school Latin teachers.

NEW YORK STATE ASSOCIATION FORBILINGUAL EDUCATION (NY SABE)

The New York State Association for BilingualEducation fosters bilingualism and biculturalism as an integral part of this society. NY SABE's purposes are: to encouragethe establishment, maintenance, and expansion of quality bilingual education programswhich enhance academic learning through the use of the first language whilelearning to function in the second language; to advance recognition of the importance of bilingualism and its contributions toward betterunderstanding among people; and to promote awareness and appreciationof the strengths of cultural and linguistic differences among people. NY SABE is an affiliate of the National Association forBilingual Education.

NEW YORK STATE ASSOCIATION OF FOREIGN LANGUAGE TEACHERS (NYSAFLT)

The priorities of the New York State Association of Foreign LanguageTeachers directly relate to NYSAF LT's belief that every student in New York State Should study a second language before graduation from high school. NYSAFLT is committed to the ideal that, in unitingwith other profes- sional organizations, this goal will be realized. NYSAF LT's endeavor is to implement"Two languages for everyone." This goal, which will affect every citizen in New York State and effect a new and excition preparation for the international citizen, can be achieved. NYSAFLT s committed to work with its colleagues in SCOL to achieve this unifying goal in the near future.

NEW YORK STATE TEACHERS OF ENGLISH TO SPEAKERS OF OTHER LANGUAGES (NYTESOL) An affiliate of International TESOL, New YorkState Teachers of English to Speakers of Other Languages isa statewide organization devoted toexcellence in the teaching of students of limited English proficiency at all levels of education. NYS TESOL affirms the goal of more than onelanguage for all and espouses respect and appreciation for linguistic and culturalpluralism. A primary concern of NYS TESOL educators is the learner's development of fullcommunicative competence in English and in the other Language(s) of instructional programs.

NEW YORK STATE COUNCIL ON LINGUISTICS (NYSCOL) The New York State Council on Linguistics is an association of institutionsof higher !earning which have departments of or programs in linguistics. NYSCOL's purpose is to promote inter-campus collaboration for the development of linguistics in New York State and,in conjunction with other member organizations of SCOL, to enhance publicunderstanding of the importance of language in the life of the individual and o4 society. Language is essential to all humanactivity.. .

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Language Association Bulletin Nonprofit Orgenization U.S. POSTAGE 1102 Ardsley Road, Schenectady, NY 12308 PAID Schenectady, NY Permit No. 110 Language AssociationBulletin New York State Association of Foreign Language Teachers

VOL. XLII January 1991 No. 3

Working Together: Resources For Foreign Language Instruction

Paul LeClerc

Let me begin by thanking Professor Taylor and Dr. York State have achieved some breakthroughs, at the Webb for having conspired to bring me to Binghamton level of public policy if not yet of full implementa- this morning to meet with you and to talk about the tion, with the new stPridards for high school degrees issues that concern us as teachers of non-English and Regents degrees. And the work that your organi- languagesin America. I'm lucky to come from a zation has done, Ind the policy statements it has college that gives me a chance to teach elementary drafted andadvocatedon non-English language French at least once a year I'm missing my class curricula, have to be cotmended for their timeliness this morning but have my students taking a quiz and their thoughtfulness. and from a college that has made admirable progress, The implementation, at least at the state level for inour campus schools thanks to the remarkable us in New York, of the kinds qf integrated approach leadership of John Webb, in articulating its language to language learning advocated by NYSAFLT simply programs, and in the college, thanks to the work of has to be achieved if we are to produce the kind of Dorothy James in German, of instituting a nationally educated citizens that will assure the economic future recognized competency-based German program that of our state. It seems to me that now, more than at takes students from the elementary level to senior- any other time in my career as a teacher of French level courses in a highly articulated fashion. and that goes back to 1966 students appreciate the These are important accomplishments in an area significance of second- and third-language compet- that has proven to be enormously challenging and ency. The valorization of language learning may rest continually frustrating. I have to admit that whenever more on economic than cultural considerations, but I think about the problem of curricular integration I what's wrong with that? The economic benefit often long for, with alltheir admitted flaws, the deriving from second-language competence may in- national curricula of a highly centralized country like deed turn out to be a more powerful stimulus to France. The diversity of American approaches to students than any of the others we've proposed to education, with important variations within school them in the past. My own experience in teaching districts, states, and geographic regions, is nonetheless French at Hunter has also given me an apercu that I a fundamental if at times frusVating part of our own lacked in teaching at a culturally and linguistically variety of democracy. The national debate over edu- homogeneous college such as Union in Schenectady, cationalreforms, beginning a few years ago with namely that students in a linguistically diverse institu- elementary and secondary schools as their targets and tion come to language acquisition with an infinitely now moving on to the post-secondary sector, will keener sense of the living dimension of languages, of have some effect on the autonomous approach to their place and value in everyday life, and of their curriculum and articulation. Just what that effect is relevance to managing successfullyin a pluralistic and how durable it is, remains to be seen. We in New society. Of the twenty students I have this semester, approximately half have competency in at least one Paul LeClerc, President, Hunter College of The City language other than English. For them, French is a University of New York. This text represents the Key- third, and sometimes fourth, language. note Address given at the September 14, 1990 I haven't yet heard talk at Hunter about what we Symposium, SUNY Binghamton. (continued on page 3) Language Association Bulletin A Publication of the New York State Association of Foreign Language Teachers Founded 1917

. January 1991 No. 3 VOL. XLII Contents

Paul LeClerc 1 Working Together: Resources for Foreign Language Instruction

lrrngard C. Taylor 5 Editor's Comments

Sophie Jeffries 7 NYSAFLT/SLINY Symposium on High School to College Articulation

Elizabeth M. Bossong 9 A Hands-On Guide to Establishing Articulation

11-18 1991 NYSAF LT Directory

Clayton Alcorn 19 Once Again: Why Study Literature?

Anna Nolfi 21 Book Review

23-27 Summaries of ACTFL Priorities Proceedings

OFFICERS: EDITOR: President: Nancy Wallace, lrmgard Taylor, SUNY College at Cortland, Orchard Park Middle School, Orchard Park, NY (1991) Cortland, NY 13045 President-Elect: Mary Champagne-Myers, Greece-Arcadia High School, Rochester, NY (1991) EDITORIAL BOARD: Vice-President: Albert Martino, Harriet Barnett, Dobbs Ferry Middle School Norwich City Schools, Norwich, NY (1991) Sophie Jeffries, Millbrook School Secretary: Carol Reed, Sonja Karsen, Skidmore College Canton Central School, Canton, NY (1991) Kay Lyons, Manhattanville College Treasurer: Joseph Gersitz, Anna Nolfi, Coordinator of Reviews Brighton High School, Rochester, NY (1991) Dorothy Rissell, SUNY at Buffalo Marva lice Seagrave, Buffalo Pest President: John Webb, Patricia Sweet Hunter College High School, New York, NY (1991) Nancy Wallace, Orchard Park Middle School John Webb, Hunter College BOARD OF DIRECTORS Larry Wells, SUNY at Binghamton Michelle Bloom, Schenendehowa CS, Clifton Park Robert Cabat, New York City Board of Education Dolores Chimato, Windham-As:iland-Jewett CS, Windham Rose De Pinto, William C. Bryant HS, Long Island City NEWSLETTER EDITOR: Joan Feindler, The Wheatley School, Old Westbury Joanne Hume-Nigro, Anne-Marie Finger, Medina Central Schools Pittsford-Mendon High Schooi David Greenberg, Shenendehowa HS, Clifton Park Francois. Goodrow, Brushton-Moira Central Schools ADVERTISING/BUSINESS MANAGER: Robert J. Ludwig, LAura Humphrey, Sutherland HS, Rochester Donna Hunt, Union-Endicott High School 1102 Ards ley Road, Schenectady, New York 12306 Karen Kopper, Casey MS, East Amherst Subscription to the Language Association Bulletinis in- Marie Lambert, Eastchester High School cluded in membership in the NYSAF LT. Annual subscription Antonio Manganiallo, Bronxville Middle School rate for libraries is $20.00. Elaine Margarita-Buckley, H.B. Thompson MS, Syosset Articles submitted for publication must be typewrittenin Frank Rossi, East HS, Rochester gender-neutral language,in duplicate, double.apaced and Porter Schermerhorn, C.W. Baker HS, Baldwinsville mailed to irmgard Taylor, Editor, 23 Floral Avenue,Con lend, Anne Spies, Ogdensburg Free Academy New York 13045. FAX: (607) 763-6996. Stephen Tallis, Pomona Junior High School All rights reserved. No part of this journalmay be reprinted Alfred Valentini, Utica Senior Academy or stored in a retrieval system without prior permission of Mireille Vandenheuvel, Hartwick College, Oneonta the editor .

2 Language Association Bulletin 5 (continued from page 1) now in education, regardless of level and regardless of sector public or private. We as language teachers most of the talk could call the "Lehigh decision" and advocates are competing for ever scarcer dollars has been about cutting budgets. Nonetheless, we are and the attainment of our goals will,I suspect, be all an institution that requires two years of non-English the harder in the immediate future. But we must language for all students who haven't had three years continue our advocacy, using wherever possible and in high school and fully thirty-five percent of our wherever ethical the support of our students. At the students self-identify as coming from homes in which same time, our teaching in language programs must Englishis not the dominant spoken language. The be effective and merit, by virture of the quality of its recent decision of the Modern Language faculty at product, budgetary support from school districts, Lehigh University in Pennsylvania to dismantle a non- principals, deans, and provosts. And even presidents. English language requirement should serve, however, to focus our attention this morning on at least four From where Isit, the questions that this confer- issues related to non-English language acquisition in enceisaddressing are fundamental to equipping the collegiate and pre-collegiate sectors. students with the skills to understand, deal, and com- pete successfullyin aglobal community. Your 1. First, we should note with interest and satisfac- advocacy is to be praised and should never diminish, tion the reaction, at least as reported in The New no matter what frustrations you encounter. If there is York Times, of Lehigh's own students to the decision. an element of it that should be expanded, it is that

I believe all who were queried on the decision were the policies adopted at individual state levels be opposed to it, indicating that, at least in an admitted- shared and, one would hope, be replicated by neigh- ly small sample, student appreciation of the value of boring states. Just as the world becomes smaller, so second-language acquisition outpaced that of their should our country. Is it too Panglossian to imagine faculty. And these faculty were not the engineers and an America, perhaps at the turn of the century or the accountants, after all, but the language faculty. shortly thereafter, where the articulation of language Is deconstructing Mallarmé or Proust really all that programs from kindergarten through college has been much more satisfying than teaching language courses? achieved throughout entire geographic regions? Or am Does it compare in its utility to students to attaining Iimposing a French national model of education on proficiency in a non-English language? I think not. a relunctant American culture?I hope not, and I hope that the leadership position we in New York 2. Second, I believe that the "Lehigh decision" would be more acceptable, atleast to me and I State have taken on this issue will prove infectious, suspect to many in this room, if the kinds of articula- leading those populous states with which we share ted language programs that you've been advocating our borders to become our partnersin regional were already in place and working. Comprehensive cooperationinsecond-,third- or fourth-language language curricula in elementary, middle and high learning. ia School would indeed produce college-bound students who no longer need the required foreign language sequences that now exist on so many campuses. But they don't, not in New York and not in Pennsylvania. And a collegiate faculty, especially a collegiate lan- guage faculty,is walking as much away from its Mang College Plans Concours responsibilities to its field by abolishing such require- ments as would an English faculty that refused to D'Interpretation Orale teach basic writing courses. The annual Oral Interpretation Contest sponsored 3. Third, even if Pennsylvania and New York were by Marist College will be held this year on Saturday, some day soon to put into effective practice the April 13, 1991. It requires an oral/dramatic interpre- reforms in language education that we advocate, the tation of a French selection (poetry, prose, theatre, absence of coordination across state lines is going to essay), learned by heart, at least 14 lines long. continue to vex us, at least at the post-secondary level. The contest is open to all students in Junior and Colleges that draw their students primarily from with- Senior high schools. There are cash prizes of $100, in the confines of their state would indeed benefit $50, and $25. Registration is $1 per person. Details mightily from program articulation. Those drawing upon request. from national and even international pools will con- Formal announcements and registration forms will tinue to deal with heterogeneous populations in terms be mailed to area schools in January. Any school de- of second-language levels and quality of preparation. siring more information, please write to: Prof. Joseph 4. A resource dimension must be playing a role in L.P. Belanger, fms, Department of Modern Languages, the "Lehigh decision," even though it has not been MaristCollege,Poughkeepsie, New York 12601, the subject of press reports. We are all hard pressed Telephone (914) 575-3000, Ext. 2219.

January 1991 3 6 () o

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4 Language Association Bulletin *00 Editor's Comments Spotlight On Articulation lrmgard C. Taylor In this column, the Articulation Committee will feature events and/or developments concerning I am very pleased to bring to our readers with this Articulation. Please forward announcements to issue documentation on the NYSAFLT/SUNY Bing- hamton Symposium on High School to College the Editor. Articulation for Foreign Language Programs held at SUNY Binghamton on September 14, 1990. The keynote address by President Paul LeClerc, Hunter College, states the problems once again and speaks especially to the issue of articulation beyond The Wayne Finger Lakes the state, at the regional and, yes, the national level. Sophie Jeffries reports in detail on the day's events Teacher Center and the structure of the symposium. The appendix of her paper lists the specific questions that were ad- . .hosted a high school to college articulation dressed during the three breakout sessions. The workshopaspart of anInservice Day on format of the symposium, the role of the facilitators, October 22, 1990. Moderator was Sandy Leven. and the questions themselves may serve as models at other articulation workshops. Elizabeth Bossong's contribution to this issue is yet another aid in how to approach local articulation over a long span of time in a constructive manner. She speaks from years of experience in the Bingham- ton area. FLATRA Finally, this issue of the Bulletin contains sum- maries of the 1989 ACTFL Priorities listed by strands. Foreign Language Teachers The firstone, on articulation,providesgeneral of the Rochester Area philosophical, and practical guidelines as seen from the nationalperspective. They should be shared . . held a High School to College Articulation especially with educational administrators and policy meeting on December 3,1990, at Nazareth makers. Col lege. Readers are encouraged to respond to these articles through letters to the Editor, Many thanks to all contributors to this issue. Articulation Committee DEADLINE3 FOR THE BULLETIN Adds New Members

Please observe the following deadlines in sub- Vicki Arnold, Orchard Park Middle School, mittirq material for publication: Orchard Park Deadline Bulletin Issue Nancy Aumann, SUNY Cortland May 15 September September 15 November Victor Rojas, SUNY Brockport November 15 January January 15 March William Ryall, Worcester Central School, March 15 May Worcester

All material should he typed, double-spaced, and Patricia M. Seaver, SUNY Geneseo mailed, in duplicate, to: lrmgard Taylor, Editor, 23 Floral Avenue, Cortland, New York 13045.

5 January 1991 62 LQué Importa? (kay inporla) 89 Main Street, Cooperstown,NY 13326 We'd like to say: iMuchas Graciad Mari Beaucoup Malto Grazie DANKE Thank You!

To all the New YorkState Schools who participated in our 1990fund-Rai.sing Program: School 037 Mon High School Germantown HS Keene Central Uverpool HS Rush-Henrietta HS Amherst HS Greene Central Scotia-Glenville HS SUNY Binghamton School Long Island Lutheran School Seton Catholic Central, l3roadalbin-Perth Groton Central HS Binghamton Caladonia-Munford Harpursvtlle Central Maine-Endwell Marymount School ofSusquehanna Valley Central Hancock High School HS, Conklin Heatly School New York Cherry Valley/ 'I'D:1ga Center School Springfield Herkimer High School Mattituck HS Howe International Milford Central Town of Webb, Chenago Forks Old Forge Middle School Magnet School, Mohawk Central Schenectady Mount St. Mary Unatego HS, Chester Union Free Old Forge School Horace Mann Acsamy, Kenmcretan Barnard School, Nardin Academy, Valley Central HS, Cicero-North Montgomery Syracuse Bronx Buffalo Hornell New Rochelle HS Vestal Central Cooperstown Central Walton Central East Syracuse MinoaHolland Patent Oneonta HS Hunter-Tannersville Pine Grove Junior Whitney Point Jr. High Fayetteville-Manlius Wheatland-Chili HS Fowler HS, Syracuse Central HS, East Syracuse Ilion HS Remson Central Windsor Central Frontier Central, Worcester Central Hamburg Jefferson Central Rochester City

Keep your calendars"Ear-Marked" for Spring Sales with LQue Importa? Important Dates to Remember: Valentine's Day Mother's DayGraduation Day Call Today: 1-800-922-4771 A,AAAAAAe ArrA Language Association Bulletin 6 NYSAFLT / SUNY Symposium On High School to CollegeArticulation Sophie Jeffries

On September 13-14, NYSAF LT and SUNY at writing the Regents. The SED people present agreed Binghamton hosted a Symposium for administrators that all college and university Language Departments offoreignlanguageprograms within the SUNY may receive sample copies of the exams eachFall. system to address the issue of high school to college That way, colleges can begin to answer some of their articulation. The objectives of the symposium were own questions about the way the exammight be used to: 1) engage policy makers of SUNY language pro- in placement and the correlation between the way gramsin a discussion of the implications of the languages are taught and assessed at the high school Regents Action Plan for colleges and universities; 2) with the way they are taught and assessed at the examine the college/university placement process; university level. and 3) explore avenues for greater cooperation among Placement procedures: The high school teachers pre- teachers at all levels. sent learned a great deal about placement exams, language requirements and college curricula. It was Since the institutions of the State University of quite a surprise to many high school teachers present New York receive the largest number of Regents that there exists such a wide variety of approaches to graduates, participation in this conference was inten- assessing incoming students at the college level tionallylimitedto representatives of the SUNY from student self-placement to computerized testing. system and a select number of high school teachers The fact that many students repeat at the college who regularly deal with these schools. Of the sixteen level what they have studied in high school may be in the SUNY four-year colleges and universities due in great part to the imperfect placement process. system, fourteen institutions and SUNY Central were One very popular suggestion was that NYSAF LT represented. A large number of these were administra- promote a SUNY committee (including some high tors,including nine department chairs and three school teachers) to work on a uniform placement deans. There was an equal balance between language process. teachers at the high school and the college level and representation from both the secondary and post- Hiatus in High School Sequence: There was great con- secondary levels of the State Education Department. cern on both sides about the hiatus in language study after the Regents Exam has been taken. Many partici- The program included an address from Dr. Paul pants recommended that high school and college LeClerc, President of Hunter College and a brief dis- teachers collaborate on a curriculum for Checkpo:nt cussion of the Regents Exams and Modern Language C to bridge the gap across levels and to encourage Syllabus, directed by Alain Blanchet of the State continuation of language study after the Regents. EducationDepartment.Afterthisinformational portion of the program, participants were divided Outcome of the Regents: There was a general con- into three discussion groups of 15 and the day was sensus that students have been exiting the Regents broken into three time periods with a specific dis- with varying skills and skill levels making it difficult cussion focus for each period. Discussion was guided to consider the Regents Exam as a placement tool. by a series of questions which had been developed However, colleges have not yet received those students from comments submitted by participants prior to who have completed their entire Regents sequence in the conference (see Appendix).It was confirmed a proficiency-based program and who have taken the that these questions represent the major issues in revised (more communicative) Regents exam. The high school to college articulation. While most of revised exam will be administered for the first time in them remain unanswered or unanswerable, they pro- Spring of 1991 to students who will not enter college vided a very important focus for discussions and a until Fall of 1993. structure for assessing the outcomes. Some Options: Many specific programs were shared Here are some highlights of the discussion: as models for articulation. Here are just a few: Implications of the Regents Plan: College/university faculty present learned a great deal abnut the Regents SUNY Plattsburgh's entry level courses have two tracks: true beginners and an accelerated course Exam and the Modern Language Syllabus. They want to know more. Some would like to get involved in for students with 3+ years of high school. Their requirement is defined in terms of proficiency level, not seat time. SophieJeffries,SUNY at Plattsburgh,Platts- Fredonia has a foreign language faculty member burgh, New York. sit on the committee which evaluates student HS January 1991 6 4 7 records tor placement. 2. Many HS students complete the Regents exam in Binghamton is developing a Foreign Language 10th grade and then do not study the language experience (FLEX) program using advanced HS and until college. Why must this happen? Should it be college students as teaching interns in area elementary changed? How? schools. 3, Do students completing Checkpoint B (Regents) Albany, Hunter, Brockport, and Potsdam regu- in HS address the skills, concepts and vocabulary that larly use high school teachers as adjunct faculty and are considered equivalenttothree semesters of as an avenue for collegial exchange. college?If not, what is most lacking? Cart this be Hartwick College has a special grading system changed? Can the college be expected to change its for students taking coursework which repeats the curriculum? level done in high school. 4. Does the Regents Plan relate at all to the "SUNY" notion of general education? Should we coordinate Conclusions SUNY goals with the Regents Mandate? How can or It would be impossible to represent here the many should this be done? specific suggestions that arose from this symposium. In general, participants agreed on the value of such a meeting precisely because of the diversity of options presented,They reiterated the statement of the BREAKOUT SESSION !! College University Place- ACTFL 1989 Priorities Conference that articulation ment Examinations is basically a regional matter because each community 1. Do current placement exams reflect the approach has a unique set of conditions. At the same time, taught at the high school level? How do they compare participants of this symposi.um recognized that the with the Regents Exam? State University of New York and the Regents Action 2. Can the Regents Exam score be used instead of a Plan represent two superstructures within which some placement exam? Should the Regents Exam be used broad-based model for articulation may be possible. as a placement test? We therefore agreed to share the outcome of this 3. Are four skill placement exams necessary? symposium with all of our colleagues in our individual 4. What effect does improper placement have on the commu nities and to initiate and support local dialogue college curriculum? between high school and college faculty. In addition 5. What do high school seniors (or guidance counse- we agreed to meet again within a year to move for- lors) know about college level language requirements ward on the state-wide concerns identified at this and placement exams? symposium. The NYSAF LT Articulation Committee 6. Too many students avoid taking a placement test agreed to promote an expanded symposium in 1991 or purposely fail. Why? How can this be remedied? which would include the present network of SUNY At the college level? At the high school level? and HS faculty and administrators plus others who 7. Newrequirementsforelementaryeducation are identified as responsible for curriculum develop- majors include one year of college foreign language ment and student placement at both levels. study or equivalent. What are some equivalencies Perhaps the most important outcome of this sym- proposed? posium was the optimistic collegial exchange that occurred between participants. Dialogue was positive and productive. Issues were examined objectively and BREAKOUT SESSIONIII High Gchool/College without the animosity that too often characterizes Collaboration meetings between high school and college teachers. 1. Do high school teachers serve on college faculties If there is such a thing as a "model" for articulation and vice versa? Could they? Should they? itis certainly the creation of an opportunity such as 2. Do college/high school language students exchange this, when colleagues at all levels agree to communi- visits? Could they? Should they? cate in a spirit of professionalism. 3. Are regional workshopsavailableto language teachers at both levels? Who sponsors them? Who APPENDIX attends? How helpful are they? The following questions were provided to group 4. Does yourfacultyregularlyattend state and facilitators for each of the three discussion sessions. national conferences? Are these helpful for purposes SESSION I Implications of the New York State of articulation? Regents. Requirement for Colleges and Universities. 5. What support do high school teachers most.want 1. Does the new three year requirement mean that from colleges? most students enter college programs at a different 6. What support do college teachers most want from point than most did two or three years ago? (i.e., 2nd the schools? and 3rd semester, rather than first?)If there isa 7. Can colleges be more involved in the development difference, what is it? What are the concerns that this of Regents exams and the implementation of the generates? What are the solutions? Syllabus especially Checkpoint C?

8 Language Association Bulletin A Hands-On Guide to Establishing Articulation Elizabeth M. Bossong

The issue of articulation has finally come to the foreign language classes) and discuss implications for forefront of Foreign Language education, as evidenced the other group. This allows both groups to see the by the ACTFL priorities list and by the number of problems that the other is facing and helps the group articles appearing in professional journals, including to offer suggestions rather than condemnations. At the NYSAFLT Bulletin. the next meeting, choose a topic that is confronting the other group. More and more teachers from all levels of second languageinstruction-.re expressing an interestin 6) Your group may want to start out by holding establishing a dialogue with other links in the chain. pedagogical workshops of interest to all FL professors Itis important and necessary that this occur, but it and teachers in your area. (Our Southern Tier Region- is equally important that it be done in a way that is al Articulation group has sponsored workshops on a productive and nurturing for all parties involved. variety of topics, all of which have been well-attended by both university and high school FL teachers. I offer the following as guidelines for establishing Some of these include: Teaching Grammar Communi- some articulation. These are based on my experiences catively, Testing Communicatively presentations by with various groups working on articulation.I addi- Prof. Claire Kramsch of MIT and UC Berkeley). tionallyoffer a caveat: Don't move too fast . . . developing a good working relationship takes time. 7) A second step towards building positive articula- tion might be to have one on one sharing visitations. If you as an individual have an interest: Identify those teachers at both levels interested in 1) Seek out colleagues from local secondary schools visiting a teacher teaching the same language. I would and colleges that have expressed an interest in foreign recommend that the high school teacher approach the language instruction. Those you have met at regional college teacher first and ask to spend a day with that language meetings (NYSAF LT, CAFLA, FLACNY, person. The high school teacher can, after his/her visit LILT, AATSP, AATF, AATFG, etc.) are often willing reciprocate with the invitation. This is meant to open to meet to discuss issues and seek out solutions. the eyes of both parties. I know that until I had done Another source through NYSAF LT would be avail- this,Ihad a prejudiced view of how a college pro . able from thelist of articulation symposium par- fessor spent his/her day and interacted with students. ticipants (September 1990). Likewisethiscan dispelthe misconceptions that 2) Have a good balance of college and high school college people have about high school teachers. teachers. This helps to give wellrounded viewpoints and avoid the finger pointing that may come up. 8) If you do decide to have a symposium either before or after these meetings, I recommend the 3. Keep the group at a manageable number; 4-6 are following as a means to setting it up: recommended. This allows for more discussion and a. Develop some topics for discussion (Some ex- more give and take. You can always identify more cellent topics were developed by Dr, Sophie Jeffries inyour workshops or people and include them and Dr. Irmgard Taylor for use at the symposium "symposia" but too many in a small group become held at SUNY Binghamton. These are printed in a unwieldy. separate article in this NYSAFLT Bulletin). 4) Before jumping right in to developing articulation b. Divide the whole group into smaller breakout workshops or informational sessions, get together sessiongroups with an equal number of high several times as a group in a social way. When you school and college people. initiate the articulation group, start by meeting for coffee and sharing similarities and talk about some c.Facilitators/moderators are necessary to keep joint goals that all share that would make for interest- the discussion going and to move them away from ing and productive future agendas. offensive or defensive dialogue. The facilitators' job is to keep the tenor constructive and to have 5) Set an agenda for the next meeting and limit dis- an end product of possible solutions and/or ques- cussion to one issue. Choose one topic that deals tions to be brought out at a plenary session after primarily with one group at one session (eg. kinds of the breakout sessions. studentshigh school teachers are now gettingin d. Your articulation commitee should act as the Elizabeth M. Bossong, Vestal High School, Vestal, facilitators and then choose one to lead the final New York. (continued on page 21)

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6 7 10 Language Association Bulletin 1991 NYSAFLT DIRECTORY Officers, Directors, Commi!tee Chairpersons

E X ECUTI VE COMM! TTE E HOME INFORMATION SCHOOL INFORMATION President Nancy E. Wallace 23 Concord Drive Orchard Park Middle School Buffalo, New York 14215 Orchard Park, New York 14127 (716) 834-2902 (716) 662-6227 President-Elect Mary Champagne-Myers 5 Wood Sorrel Greece Arcadia High School Rochester, New York 14624 120 Island Cottage Road (716) 889-5693 Rochester, New Ycrk 14127 Vice-President Alhert Martino 18 Ritton Street Norwich High School Sidney, New York 13838 Midland Drive (607) 563-8066 Norwich, New York 13815 (607) 334-3211 Secretary Carol Reed Route 1, Box 42 Canton High School DeKalb Junction, New rk 13630 State Street (315) 347-3416 Canton, New York 13617 (315) 386-8561 Treasurer Joseph Gersitz 90 Hotchkiss Circle Brighton High School Penfield, New York 14526 1150 South Winton Road (716) 381-8659 Rochester, New York 14618 (716) 442-1500 Past-President John B. Webb 175 West 12th Street Hunter College High School Apt. 3-K 71 East 94th Street New York, New York 10011 New York, New York 10128 (212) 645-4833 (212) 860-1278 Administrative Assistant Robert J. Ludwig 1102 Ardsley Road Mont Pleasant High School Schenectady, New York 12308 Forest Road (518) 372-3453 Schenectady, New York 12303 (518) 370-8189

BOARD OF DIRECTORS HOME INFORMATION SCHOOL INFORMATION

Buffalo Anne-Marie Finger 810 West Center Street Medina Central School (1993) Medina, rew York 14103 1016 Guinn Street (716) 798-0811 Medina, New York 14103 (716) 798-2100

Karen Kopper 28 Highland Parkway Casey Middle School Kenmore, New York 14223 105 Casey Road (716) 873-8940 East Amherst, New York 14051 (716) 626-8585 Capita nistrict Michele Bloom 239 Lenox Avenue Shenendehowa Central School (1991) Albany, New York 12208 970 Route 146 (518) 438-8308 Clifton Park, New York 12065 (518) 584-7510

David Greenberg 2063 9aker Avenue Shenendehowa High School (1993) Schenectady, New York 12309 R.D. 4, Box 58 (518) 374-5870 Clifton Park, New York 12065 (518) 3716000 January 1991 G Longlkitni Elaine Margarita Buckley 92 Capital Avenue Harry B. Thompson Middle School (1994) Williston Park, New York 11596 Ann Drive (516) 294-4206 Syosset, New York 11791 (516) 921-5000, Ext. 240

Joan Feindler 31 Beaumont (live The Wheatley School (1992) Melville, New York 11747 11 Bacon Road (516) 643-8164 Old Westbury, New York 11568 (516) 334-8020 Mid-Hudson Dolores Chimato Box 321 Windham Central School (1991) Hunter, New York 12442 Windham, New York 12496 (518) 263-4422 (518) 734-3400

Stephen Tallis 10 Cherry Lane Pomona Junior High School (1993) Pomona, New York 10970 Pomona Road (914) 354-0728 Suffern, New York 10901 (914) 356-4100 New York City Rohn Cabat 40 Dorothy Street New York City Board of Education (1991) Staten Island, New York 10314 131 Livingston Street (718) 761-3187 Brooklyn, New York 11201 (718) 935-4216

Rose De Pinto 2349 64th Street William Cullen Bryant High School (1993) Brooklyn, New York 11204 48-1C 31st Avenur (718) 375-6988 Long Island City, New York 11103 (718) 721-5406, Ext. 367 Northern Tier Francoise Goodrow 4 Fifth Street Brushton-Moira Central School (1991) Malone, New York 12953 Gale Road (518) 483-2103 Brushton, New York 12916 (518) 529-7342

Ann Spies 600 Franklin Street Ogdensburg Free Academy (1992) Ogdensburg, New York 13669 1100 State Street (315) 393-6463 Ogdensbmg, New York 13669 Rochester (315) 393-6463 Laura Humphrey 70 Stony Ridge Drive Sutherland High School (1993) Honeoye Falls, New York 14472 Pittsford, New York 14534 (716) 624-1949 (716) 381-9940, Ext. 262

Frank Rossi 15 Crestview Drive East High School (1992) Pittsford, New York 14534 1801 Main Street East (716) 381-7797 Rochester, New York 14584 Southern Tier (716) 288-3130 Mireille Vandenheuvel Grady Road (1993) Charlotteville, New York 12036 (607) 397-9758

Donna Hunt 347 Doyieson Avenue Union Endicott Central High School (1991) Endwell, New York 13760 1200 East Main Street (607) 754-4639 Endicott, New York 13760 (607) 757-2181 amine Porter Schermerhorn 1113 State Street C.W. Baker High School (1992) Phoenix, New York 13135 Baldwinsville, New York 13027 (315) 695-5773 (315) 635-3941

Alfred Valentini 512 Northrup Drive Donovan Junior High School (1993) Utica, New York 13502 Armory Drive Utica, New York 13501 (315) 792-2152 r 12 t) Language Association Bulletin Westchester Matie Lambert 75 Mill Road Eastchester High School (1992) Eastchester, New York 10709 Stewart Place (914) 793-1552 Eastchester, New York 10709 (914) 793-6130, Ext. 224

Antonio Manpniello 110 Douglas Place Bronxville Middle School (1991) Mount Vernon, New York 10552 Bronxville, New York 10708 (914) 667-8420 (914) 337-5600

DE LEGATES HOME INFORMATION SCHOOL INFORMATION ACTFIL Vicki Arnold 21 Wintftree Line Orchard Park High School (1992) West Seneca, New York 14224 4040 Baker Road (716) 826-4580 Orchard Park, New York 14127 (716) 662-6223

Edward Wackerle 209 Dickinson Road Fairport Central School District (1992) Webster, New York 14580 38 West Church Street (716) 671-9602 Fairport, New York, 14450 (716) 223-8893 NFMLTA Joseph A. Tursi 11 Raven Court Department of French/ltalian (1994) Commack, New York 11725 SUNY at Stony Brook (516) 543-9491 Stony Brook, New York 11794

Irmgard Taylor 23 Floral Avenue SUN Y College at Cortland (Alternate) Cortland, New York 13045 Department of ICC (607) 756-7266 P.O. Box 2000 Cortland, New York 13045 (607) 753-4303 NYSCEA Jacquelene Muller 622 Vie Ponderosa Niskayuna Middle School (1991) Schenectady, New York 12303 Rosendale Road (518) 355-5835 Schenectady, New York 12309 (518) 377-2233

Adrienne Rogers 37 Grange Road (Alternate) Troy, New York 12180

SCOL Serge Nepo 1-A Hilltop Drive Northport Senior High School Bayville, New York 11709 Laurel Hill Road (516) 628-3253 Northport, New York 11768 (516) 261-9000

Mary Champagne-Myers 5 Wood Sorrel Greece Arcadia High School (Alternate) Rochester, New York 14624 120 Island Cottage Road (716) 889-5693 Rochester, New York 14612-3699 (716) 621-3860

Joan Feindler 31 Beaumont Drive The Wheatley School (Atternate) Melville, New York 11747 11 Bacon Road (516) 643-8164 Old Westbury, New York 11568 (516) 334-8020

CHAIRPERSONS OF STANDING AND AD HOC COMMITTEES AATI Awards (Ad HocY Rosa Riccio-Pietanza 2041 61st Street John Dewey Hiyh School Brooklyn, New York 11204 50 Avenue X (718) 256-3223 Brooklyn, New York 11223 (718) 373-6400 January 1991 70 13 Annual Meetinq Albert Martino 18 Ritton Street Norwich High School Sidney, New York 13838 Midland Drive (607) 563-8066 Norwich, New York 13815 (607) 334-3211 Articulation Sophie Jeffries 26 Westwood Drive SUNY at Plattsburgh Plattsburgh, New York 12901 (518) 563-6902 lrmgard Taylor 23 Floral Avenue SUNY College at Cortland Cortland, New York 13045 Department of ICC (607) 756-7266 P.O. Box 2000 Cortland, New York 13045 (607) 753-2026 Arts Maxine Botom 2171 Foxhill Drive Niskayuna Middle School Schenectady, New York 12309 2495 Rosendale Road (518) 370-2662 (518) 377-2233

Jacquelene Muller 622 Via Ponderosa Niskayuna Middle School Schenectady, New York 12303 Rosendale Road (518) 355-5835 Schenectady, New York 12309 (518) 377-2233 Awards Lucille Lambert 106 Awixa Avenue Burr's Lane Junior High School Bay Shore, New Yorc. 11706 25 Burr's Lane (516) 666-3728 Dix Hills. New York 11746 (516) 673-1860 Alice Wernyski 129 Albert Drive Lancaster, New York 14086 (716) 683-9359 Budget Russell Webber 7 Bramblewood Lane Penfield Senior High School Penfield, New York 14526 Penfield, New York 14526 (716) 377-5661 (716) 248-3000, Ext. 333 Classics Donna Cadwell 4042 Lockport Avenue North Tonawanda, New York 14120 (716) 693-9446

Kenneth Larkin 22 Forester Court Jerk;ho Pigh School Northport, New York 11768 Jericho, New York 11753 (516) 757-5739 College Student George Koenig R.R. 4, Box 78 College at Oswego Oswego, New York 13126 ,,vpartment of Foreign Languages (315) 343-6791 Rich Hall Oswego, New York 13126 (315) 341-2196

Anne Lutkus 52 Second Street Foreign Language Department Geneseo, New York 14454 University of Rochester (716) 243-1243 Rochester, New York 14627 (716) 275-2235 Colloquium Mary Champagne-Myers 5 Wood Sorrel Greece Arcadia High School Rochester, New York 14624-4369 120 Island Cottage Road (716) 889-5693 Rochester, New York 146123699 (716) 621-3860 Constitution Revision Neil Miller 747 Bruce Drive Ade lphi University East Meadow, New York 11554 Dept. of Languages and Intl Studies (516) 292-9569 Garden City, New York 11530 (516) 294-8700, Ext. 7433

14 Language Association Bulletin Ella Schwartz-Bender 59 Villa Drive Woodlands High School Peekskill, New York 10566 475 West Hartsdale Avenue (914) 739-6496 Hartsdale, New York 10530 (914) 761-6000 Early Foreign Lammas Experience Harriet Barnett 225 Climon Avenue Dobbs Ferry Public Schools Dobbs Ferry, New York 10522 Broadway (914) 693-0474 Dobbs Ferry, New York 10522 (914) 693-1503

Kathy Mason 26 Alpine Terrace Greenburg Central #7 Schools Pleasantville, New York 10570 475 West Hartsdale Avenue (914) 747-1690 Hartsdale, New York 10530 (914) 761-6000, Ext. 247 Financial Review Gudrun Marrow 11 Makin Street Linton High School %nil, New York 12302 The Plaza (518) 370-3537 Schenectady, New York 12308 (518) 370-8190

Ellen Schlansker 1332 McClellan Street Linton High School Schenectady, New York 12309 The Plaza (518) 346-2739 Schenectady, New York 12308 (518) 370-8190 Foreign Language Learner with Special Needs Richard Hartzell 8 Birchwood Drive Pomona Junior High School Goshen, New York 10924 Pomona Road (914) 469-9591 Suffern, New York 10901 (914) 577-6234

Linda Lambert 28 Minkel Road Suffern Junior High School Ossining, New York 10562 Hemion Road (914) 941-8022 Suffern, New York 10901 (914) 357-7400 Foreign Language Fairs/Showcase Anne-Marie Finger 810 West Center Street Medina Central School Medina, New York 14103 1016 Gwinn Street (716) 798-0811 Medina, New York 14103 (716) 798-2100

Hari O'Connor 60 Kenton Road Buffalo Teachers Center Kenmore, New York 14217 229 Floss Avenue (716) 873-0707 Buffalo, New York 14215 (716) 893-9611 French Cultural Services (Ad Hoc) William Marceau 3497 East Avenue St. John Fisher College Rochester, New York 14618 3690 East Avenue (716) 586-6837 Rochester, New York 14618 (716) 385-2100

Patricia Pullano 105 Ridgeview Drive East Rochester High School East Rochester, New York 14445 200 Woodbine Avenue (716) 586-9905 East Rochester, New York 14445 (716) 248-6350 Goethe House Award (Ad Hoc) Marilyn Thayer R.O. 3, Box 46, Co Route 58 Mexico High School Mexico, New York 13114 Main Street (315) 963-7021 Mexico, New York 13114 (315) 963-3812 Hioher Education Anna Maria Bonaventura 143 West Mohawk Street SUNY College at Oswego Oswego, New York 13126 Secondary Education Department (315) 342-6256 Poucher Hall, Room 211-6 Oswego, New York 13126 (315) 341-2663 January 1991 15 7)'44 Virginia Levine 4 Madison Street SUN Y College at Cortland Cortland, New York 13045 ICC Department (607) 756-4317 P.O. Box 2000 Cortland, New York 13045 (607) 753-2025 Historian Margaret Wilson 163 Boyd Street North Rockland High School Montgomery, New York 12549 Hammond Road (914) 457-3670 Thiel Is, New York 1098d (914) 942-2700 Inservice Education (Ad Hoc) Albert Martino 18 Ritton Street Norwich High School Sidney, New York 13838 Midland Drive (607) 563-8066 Norwich, New York 13815 (607) 334-3211

Nancy McMahon Route 1, Box 629 Cazenovia Junior-Senior High School Erieville, New York 13061-9753 31 Emory Avenue (315) 662-7283 Cazenovia, New York 13035 (315) 655-1370/1342 Instructional Technology

Frank Rossi 15 Crestview Drive East High School Pittsford, New York 14584 1801 Main Street East (716) 381-7797 Rochester, New York 14609 (716) 228-3130, Ext. 175

Kenneth Stoker 4774 Williamsville Road Marlon Central School Marion, New York 14505 4034 Warner Roed (315) 926-5069 Marion, New York 14505 (315) 926-4228

James E. Allen Award Maryalice Seagrave 350 Warwick Avenue Buffalo, New York 14215 (716) 833.0437 Legislation Frank Benedetto 12 Mullen Drive Burnt Hills-Ballston Lake High School Schenectady, New York 12306 Lakehill Road (518) 356-2669 Burnt Hills, New York 12027 (518) 399-9141

Robert Streifer 12 Mullen Drive Voorheesville Central Schools Schenectady, New York 12306 Route 85-A (518) 355-4470 Voorheesville, New York 12186 (518) 765-3314, Ext. 127

Middle Level Education Kelly Goodwin 100-02 Kehoe Lane Cazenovia Middle School Manlius, New York 13104 Cazenovia, New York 13035 (315) 682-1859 (315i 655-3334

Pam Ogden 62 Burton Street Green Street School Cazenovia, New York 13035 31 Emory Avenue (315) 655.8947 Cazenovia, New York 13035 (315) 655-1324 Multicultural and International Education Joan Gross 310 Barrington Road Fayetteville-Manlius High Schooi Syracuse, New York 13214 East Seneca Turnpike (315) 446-8547 Manlius, New York 13104

Elizabeth Zwierschke 249 Caesar Boulevard Alternative Learning Program Williamsville, New York 14221 59 Terrace Boulevard (716) 632-5284 Depew, New York 14043 (716) 684-7412

16 Language Association Bulletin Northeast Conference/Annual Meeting Fellowship Award (Ad Hoc) Therese Clarke 32 Crosby Boulevard Williamsville Schools Amherst, New York 14226 415 Lawrence Bell Drive (716) 883-9780 P.O. Box 9070 Williamsville, New York 14221-9070 (716) 626-8038 Nominations Russell Webber 7 Bramblewood Lane Penfield Senior High School Penfield, New York 14526 Penfield, New York 14526 (716) 377-5661 (716) 248-3000, Ext. 333 Past Presidents Advisory Council Manhattanville College Kay Lyons 38 Andover Drive 125 Purchase, New York 10577 Deer Park, New York 11729 (914) 694-2"00, Ext. 448 Placement Services Gretchen Kessler 136 Lorfield Drive Canislus High School Snyder, New York 14226 1180 Delaware Avenue (716) 839-2779 Buffalo, New York 14209 (716) 882-0466

Public Relations Marie Lambert 75 Mill Road Eastchester High School Eastchester, New York 10709 Stewart Place (914) 793-1026 Eastchester, New York 10707 (914) 793-6130, Ext. 227

Jean Vaccaro 43 Grand Boulevard Westlake High School Scarsdale, New York 10583 Westlake Drive (914) 725-0224 Thornwood, New York 10594 (914) 769-8313 Publications Joanne Hume-Nigro 413 Thornbush Drive Greece Central Schools Victor, New York 14564 750 Maiden Lane (716) 924-4113 Greece, New York 14516 (716) 621-1000 Regional Meetings Adrienne Greenbaum 31 Brewster Street, No. 238 Central Islip Schools Glen Cove, New York 11542 Wheeler Road (516) 759-2125 Central Islip, New York 11722 (E16) 348-5088 Secondiry Education Patricia Dumont 11 Sperry Drive Rush-Henrietta Central School District Henrietta, New York 14467 1799 Lehigh Station Road (716) 334-6739 Henrietta, New York 14467 (716) 359-5276

Katherine Turns R.D. 3, Box 247 Milford Central School Cooperstown, New York 13326 West Main Street (607) 547-8491 Milford, New York 13807 (607) 286-7721 Skidmore Summer Workshop Mary Champagne-Myers 5 Wood Sorrel Greece Arcadia High School Rochester, New York 14624-4369 120 Island Cottage Road (716) 889-5693 Rochester, New York 14612-3699 (716) 621-3860 Student Scholarships Ann Spies 600 Franklin Street Ogdensburg Free Academy Ogdensburg, New York 13669 Ogdensburg, New York 13669 (315) 393-6463 (918) 393-2620, Ext. 226 Super2.42E Anne Szczesny 112 Alaska Street Frontier Central High School Buffalo, New York 14206 Bay View Road (716) 894.3089 Hamburg, New York 14075 (716) 649-6001

January 1991 7 4 17 Edward Wackerle 209 Dickinson Road Fairport Central School District Webster, New York 14580 38 West Church Street (716) 671-9602 Fairport, New York 14450 (716) 223-8893 Teacher Incentive Grants Ellen Schelderer 307 Highland Avenue Hamburg Senior High School Orchard Park, New York 14127 4111 Legion Drive (716) 6624569 Hamburg, New York 14075 (716) 649-6850

Diane Deinhart B!:nchi 445 Hopkins Road Amsdell Junior High School Williamsville, New York 14221 2751 Amsdell Road (716) 633-1681 Hamburg, New York 14075 (716) 649-4900 Teacher Preparation Alessio Evangelista 36 Hilltop Drive Rochester City Schools Pittsford, New York 14534 131 West Broad Street Rochester, New York 14614 (716) 325-4569, Ext. 2315

Liliana Rossi 15 Crestview Drive School #52 Pittsford, New York 14534 100 Farmington Road (716) 381-7797 Rochester, New York 14609 (716) 482-9614 Telecommunications (Ad Hoc) Joanne Hume-Nigro 413 Thornbush Drive Greece Central Schools V;n, New York 14564 750 Maiden Lane ; 924-4113 Greece, New York 14516 (716) 621-1000

John Webb 175 West 12th Street Hunter College High School Apt. 3-K 71 East 94th Street New York, New York 10011-8210 New York, New York 10128 (212) 645-4833 (212) 860-1278 TESOL/Bilingual Merle Davicino 45 DuBois Avenue Lawrence High School Valley Stream, New York 11581 Reilly Road (516) 872-3290 Cedarhurst, New York 11516 (516) 295-2709 Testing Elaine Margarita-Buckley 92 Capitol Avenue Harry B. Thompson Middle School Williston Place, New York 11596 Ann Drive (516) 294-4208 Syosset, New York 11791 (516) 921-5500, Ext. 240

rArmen Rodr:cuez 49 Doncaster Avenue Harry B. Thompson Middle School West blip, New York 11795 Ann Drive (516) 661-0136 Syosset, New York 11791 (516) 921-5500, Ext. 240

"I I IF. NI'. .VI I .. X \TR )N ( )1; 1:()I2F.I(.:\ I.. \ MAU. \ ( .1 I \CI II 'ItS ANNUAL MEETIM: SERIES No.7 Odfjb1 ° EVERY STUDENT EVERY DAY

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18 75 Language Association Bulletin Once Again: Why Study Literature? Clayton Alcorn

It did not take long after classes began this fallfor we are studying, we need to know how it came to be. students in my course in nineteenth-century French Students enrolled in advanced-level language courses, literature to begin to wonder out loud whythey presumably, are there because of a great interest in the language and culture being taught. They will neededto spend time studying"old-fashioned" literary texts instead of learning about "modern never really know the culture of today without a culture." Since the student who started the discussion broad background knowledge of the culture's evolu- tion (e.g., why do the French of today feel the way is one of our most promising language majors, I decided to take the question seriously and prepare a they do about the English, and vice-versa?) Another point is that almost every literary creation includ- reasoned and, Ihope, convincing answer.Ioffer it below in the hope that it may prove useful to col- ing creations of our pop culture such as motion leagues the next time their students and others pictures and television programs is in some way a ask the question, as they inevitably will. retelling of a great literary work of the past. As already stated, it is extremely important to be able Why study literature? to compare today's works to their great ancestors Literature helps develop our and not only important, but satisfying and even discernment and discrimination. fun! When we study the literature of the past, we almost Literature is the one academic subject which always study the very best of that literature. (There encompasses every human activity and study the not-so-good are occasionally courses which every other field of human knowledge. literature of a particular period, but such studies are Books are about particular subjects, and those sub- usually conducted more from a sociological standpoint jects are extremely varied. Whatever subject you are than a literary standpoint, and itis clear from the interested in, someone has written a good literary start that the literature under study is not tobe con- work, and very often an actual masterpiece, on it. sidered of the highest quality). The great literatureof- the past has withstood the test of time and has Good books are the best possible teachers. demonrtrated a quality which is sometimes called Literature gives the students something to talk "universality," as well as the ability to continue to about in the language they love and want to learn. touch and move contemporary readers. By developing It is a mistake to think that it is hard to discuss great a si;nse of the elements which make a greatwork literary works. Of course, they are written at a level of vet, we enable ourselves to judge currentworks language, which is at a higher level than that of the with a more informed critical eye, to "scperate the average college student. But that does not mean they wheat from the chaff." While it is also important to have to be discussed at that same level. The first task be informed of current literary works and trend,,, one is to make sure the students have a basic understand- should remember that very few works from any era, ing of the material, and if they find it difficult they including our own, will truly prove to be masterworks. should question the instructor preferably, but not It takes time for the great ones to prove themselves; necessarily exclusively, in the target language until that is what makes the literature of the p so im- their overall understanding is sufficient to undertake portant. And this discernment will not beconfined study at a more advanced level. Students should also to literature, because literary study almostalways remember that their instructors are ordinary people, carries.with it a study of the art, music, and history not literary giants; we are not Hugos, or Cervantes, or of the time. This knowledge will help us makejudg- Goethes ourselves; we love their works and havu spent ments about the art, music, and political eventsof years studying them, but we did not create them. our own time; itis an essential component of the And we don't expect our students to be geniuses knowledge needed to be an "educated" person. either; we just want to help them come to know and love the literary works with us. Literature shows us how the present culture has come to be what it is. A final note: as this is written, about haif-way through the course, literature finally seems to have It is almost impossible to consider literature without worked its magic, at least a little, on the students. learning a)ut the culture which produced it.And today's culture has evolved from that of the past; Two of them have actually admitted to enjoying the poetry! And class discussions have been lively enough 'ore, to fully understand and know the culture the: to allow me to assume that all eight of them are at =RIM. Clayton Alcorn, Department of International Com- least interested to some 6dgree in what we are doing. munications and Culture, SUNY at Cortland, Cort- So don't give up hope just make the points listed land, New York. above at the beginning of the course and be patient( 19 Januaty 1991 7 6 What Is NADSFL?

NADSFL, theNational Association of District NADSFL is currently undertaking a large project SupervisorsofForeignLanguages, was founded that will attempt to identify the attributes of good several years ago by a group of foreign language language teaching. The members at last year's annual supervisors who felt the need for a nation-wide or- meeting felt that many non-language administrators ganization that would concern itself with the many such as building principals don't know what to look aspects of administering language programs. Its mem- for when observing and evaluating language teachers. bers run the gamut from department chairs of single A first draft of a document has been prepared by a buildings to state supervisors. committee headed by Jules Mandel of Los Angeles, The draft will be discussed at a number of regional Myriam Met of Montgomery County, Maryland, meetings and will then be refined at ACTFL in was instrumental in getting NADSFL rolling and was Nashville. A copy of the draft will be published in the itsfirst president. Currently, NADSFL has as co- May issue of the newsletter. presidents Paul Garcia of Kansas City, Missouri and Erwin Petri of Millburn, New Jersey. In addition to the officers already mentioned above, the Vice-President is Therese Clarke of Williamsville, NADSFL has annual meetings in conjunction with New York; Donna Myers of Savannah, Georgia, serves ACTFL everyNovember.Inaddition,thereare as Secretary; and Deborah Corkey-Corber of Fairfax meetings at each of the regional language associations County, Virginia, is the Treasurer. around the country, Membership is open to all those who supervise Three times each year the organization publishes a language programs from the smallest department to newsletter. In it are articles of interest to its members the largest district. For membership information and including reports of association meetings, letters from application write to: Debbie Corkey-Corber, Treasurer, the president, unusual programs from districtsaround NADSFL, 4614 No. 33rd Street,Arlington, VA the country. 22207.

Since 1972, the Council On International SCHOOL Educational Exchange has been administering PARTNERSschool-to-school partnerships between U.S. secondary schools and counterpart schools in ABROADBritain. France, Germany, Italy, the Soviet momUnion, Spain, Costa Rica, and Japan. The program highlight is the annual reciprocalexchange of students and teachers. During the exchange, studentslive with local host families and attend class at their partnerschool. For an economical program cost, theCouncil staff provide: International Travel Arrangements Comprehensive Insurance Coverage Detailed Orientation Materials Three-Week Exchanges Annual Teacher Workshops 24 Hour-a-day Emergency Bilingual Backup For more information on this exciting curricular resource,please call our office at (212) 661-1.4 1 4, ext. 1234, or write toSCHOOL PARTNERS ABROAD/CIEE, 205 E. 2nd Street, New York, NY toor.

COUNCIL ON INTERNATIONAL EDUCATIONAL EXCHANGE NEW YORK PARIS BONN LONDON MADRIDROME TOKYO KYOTO

Language Association Bulletin 20 77 ment of writing skills. For review, at least one exercise is elementary, progressing to a demand for creativity Book Review and proficiency from the student as well. Anna Nolfi The comprehensive testing section includes an out- standing arrayof carefully designed activities to Title: Spanish Three Years challenge and evaluate the student in the five skill Authors: Stephen L. Levy and Robert J. Nassi areas(listening comprehension, speaking, reeding, Publisher: Amsco, I nc. writing, and cultural understanding). The content Type: Student Review Book/Text/Workbook parallels the new Regents concepts, and the sugges- 534 pp. tions given to help the students organize their ideas Level: 2nd. semester H.S. Level 2 and above and create the activities are excellent. This allows 2nd. semester college Level I, Intermediate them to refine the skills developed throughout the Reviewer: Karen E. Kopper course, and to put them to use. Before opening the cover, these authors callto The authors are to be congratulated for their mind the terms high quality, skillful writing, well- collaboration on this project. researched, up-to-date content, practical, adaptable to any curriculum, and clearly experts in their field. A Hands-On Guide (cont'd from page 9) This volume is true to form. With 20 Spanish-speaking countries throughout plenary session. My recommendation is to use a the world, as well as an ever-increasing Hispanic in- college person to do this as it is better received by fluence in the U.S.A.,itranges from difficult to both groups. impossible for even the bes.-informed instructor to e. At the end of the symposium, give the partici- be not only current, but also comfortable with such pants a plan of action ...something that they can broad cultural content. do to continue the work started at your sympos- Nassi and Levy understand this concern and have ium. Encourage them to share what was discussed responded by providing approximately 100 pages of in their department meetings or write a summary both general and specific information in a series of and share with their department chair or principal articles that can be easily applied to th ... thwelopment and superintendent. oflistening, speaking, reading, writing and group f. SET UP A DATE FOR ANOTHER CONFER- skills. The format is clear, a--1 the material highly ENCE. The next one might include a dean or organized. Vocabulary is weli ;ted to late level 2, guidance chairperson or could look at the Regents level 3 or beyond in a secondary ::chool, or late level I or proficiency exams. or intermediate college courses. These suggestions will,I hope, provide you with a The exercises are structured to progress from sturdy beginning and will allow for maximum partici- simple recognition of basic content to more complex pation from both sides. Once the doors have been recall,application, interpretation, and creation of opened for articulation, we can begin to focus on and new ideas by the student, thus suiting a variety of deal with the issues that will be facing us more and classroom needs. This portion of the book alone more in the coming years with new and different makes it a worthwhile resource for a Spanish instruc- kinds of Foreign Language students. tor at any level. I was surprised, however, not to find AntonioGaudilistedunder"architecture," and A cautionary note: Some frustrations will arise perhaps some of the more important modern artists and be vocalized. Learning and awareness can occur could have been represented as well. In spite of these from these frustrations so itis important not to let omissions, the cultural information is current and "on th3rn color your feelings or alter the tenor of the the mark." articulation. Valuable insights,ideas and possible approaches, solutions, and even a new awareness of In most student materials, the maps leave a great communicative competence and teaching ean be deal to be desired. This is not the case here. They are reached. a clear, practical and useful tool for the student. If working in conjunction with a high schoolor Most of the book is, of course, dedicated to the college person interests you, initiate the relationship. structure of the language. Although the authors take A long journey begins with a single step. Youmay be into account that the basics have been internalized by ;urprised at how receptive others are to establisha the students, thereis an excellent review of this ink with your school. It benefits everyone, students content, with exercises that can be used for group ncluded. work, listening comprehension, or further develop- Talking together to make change and providea Anna Nolfi, Book Review Editor, Rochester, New continuum for our students is the goal. The time is York. now! Seize the opportunity!

January 1991 21 SPANISH FOR COMMUNICATION by GARY A. MILGROM

A Text Designed for New York State Checkpoint A Curriculum Objectives

Written by a Classroom Teacher, Tested by Classroom Teachers

Communication before Conjugation; Inductive Grammar and Thematic Vocabulary Consistently Reinforced andSpiraled Throughout All 12 Units

Extensive Workbook and Testing Program Presented in Optional Mastery Learning Format

Paperback or Hardcover Format

Language Association Bulletin 7 t() 1089 ACTFL NATIONAL PRIORITIES CONFERENCE SUMMARIES OF PRIORITY PROCEEDINGS PRIORITIES COMMITTEES panded opportunities for output of a broader range than we have previously targeted. CHAIRMAN-ACTFL 1989 The call for articulation has particular urgency now PRESIDENT: ROBERT J. LUDWIG and into the immediate future because our instructional The papers following are summaries of the pro- efforts must meet, within a relatively short adjustment ceedings of the thirteen priority strands and represent time, the needs of a significantly enlarged group of the major issues discussed during the 1989 ACTFL Na- learners. The development of an extended sequence of tional Priorities Conference, held at the Boston Marriott language learning for an enlarged group of learners Copley Place, Boston, MA, on Thursday, No-Jmber 16, should be guided by what we know about L2 acquisition 1989. The papers appear as they were submitted by the as well as the affective and cognitive development of various committees, with no attempt at revising them for learners. the sake of conformity. Priority CURRICULUM Establish a national framework for an extended se- quence of language learning that will provide the oppor- ARTICULATION tunity for more students to achieve an advanced level of competency. Such a sequence should: Frank M. Grittner, Wisconsin Department of Public 1.Begin at the elementary level; Instruction, Madison Co-Chair 2.Provide for the continuity of learners' experience Irmgard Taylor, State University of NY at Cortland and progressive advancement of skill development; Co-Chair 3.Provide a continuous and uninterrupted sequence of Heidi Byrnes, Author, L2 instruction accessible to all students regardless of Georgetown University, Washington, DC the age at which the sequence is begun; Patricia W. Cummi?., Buffalo State College, NY 4.Define instruction in terms of instructional hours Sophie Jeffries, Mil !brook School, NY rather than years or semesters; Introduction 5.Provide a range of models for successful linkages between and across institutions; Articulation is not a field or domain but rather a 6.In these models, account for both vertical and perspective on optimal progression from one level of horizontal articulation (i.e., multidisciplinary and foreign language learning to the next. interdisciplinary concerns); Rationale 7.Disseminate information about this articulation frammork to educational administrators and policy With the rapid expansion of requirements and foreign makers. language programs, the need for coordinated continuity goes beyond the traditional dilemma of an imperfect transition between high school and college. But this rapid expansion also has the potential of pointing to a solution, since, for the fint time in three decades, we can INTEGRATING THE ARTS IN THE take the long view on educational and L2 development. SECOND LANGUAGE CURRICULUM As language sequences are extended, they will encom- pass levels of language ability that have heretofore not Janet Hegman Shier, Author, been within the reach of American public education. University of Michigan, Ann Arbor Co-Chair The younger our learners are at the beginning of in- Gisele Kapuscinski, Monterey Language Institute, CA struction, the more holistic, semantically based their Co-Chair language learning is likely to be. However, the full Carolyn Andrade, Cincinnati Public Schools, OH benefits of early instructional contact for ultimate at- Liliane Lazar, Great Neck North High School, NY tainment in a foreign language depend crucially on a Ann S. Richardson, Montgomery County Public careful balancing between vastly increased input and ex- Schools, Rockville, MD

Reprinted with permission of ACTF L.

January 1991 23 8 u Rationale for Integrating the Arts in the Second proach and lead us to greater refinement of the Language Curriculum theory behind it so that our efforts in the classroom The following priorities are based upon the recom- will not be limited to trial and error. mendations in the position paper "Integrating the Arts 10. That we explore the possibilities of evaluating our in the Second Language Curriculum" upon consensus own findings on integrating the arts in L2 instruc- among the members of the committee and respondents. tion (evaluation from teachers, students, art 1. That we identify L2 programs (including immersion educators, psychologists). This standard is par- programs whici teach art as a subject and L2 pro- ticularly important when we realize that evaluation grams which supplement instruction with activities of the "success" of this approach will undoubted- involving the arts) which already implement the arts ly determine the extent to which this approach is in their approach to language teaching and identify used. factors in their success which might be useful to other programs. 2.That we identify non-L2 curricula which use a INTEGRATING CULTURE AND cross-curricular approach involving the arts and at- GLOBAL EDUCATION tempt to discover any which might be useful to our own needs. John Darcey,West Hartford Public Schools, CT 3. That we identify strategies which work at different Co-Chair levels of L2 learning, study the effectiveness of Jacqueline Benevento,Philadelphia Public School3, PA which arts, when, how much, etc. Co-Chair 4. That we consider appropriate forms of teacher Donald H. Bragaw,Author, training (pre-service, in-service, museum work- East Carolina University, Greenville, NC shops, etc.) and identify ways to implement and Howard Lee Nostrand, Seattle, WA fund such training. Walter Eliason,Rider College, Lawrenceville, NJ 5. That information to help teachers and adminis- Helene Zimmer-Loew,American Association of trators identify resources and resource persons to Teachers of German, Cherry Hill, NJ aid the individual teacher in instruction (e.g., local artists; museums which loan slides, provide bi- Dr. Bragaw begins his paper with a review of the term lingual tours, etc.) be made easily accessible. and concept of "global education" during the past 6.That we establish a forum for teachers to share their twenty years. He points out that a major obstacle to both experiences, both positive and negative, with this the term and the concept was a super-nationalistic feel- approach. We shoulc: attempt to identify variables ing that "global education" was a direct challenge to the which make this appmach attractive or unattractive American way of life. Nevertheless, he argues that global (or practical or impractical). education is essential and that it is the responsibility of

7. That we develop measures of assessment which all disciplines, not just the social studies. Unfortunately, meet current standards and objectives ofartseduca- he states, the foreign language (which he prefers to call tion (if these are appropriate) and L2 '..astruction. "world language") programs almost ignore global We should follow the advances in research by Pro- education. ject Zero and Arts Propel and determine whether Now more than ever, it is important that students their findings merit such an approach to L2 become globally conscious according to Dr. Bragaw. instruction. The very survival of the planet demands it. He cites such 8. That we consider setting up pilot programs as a first examplec as the Chernobyl accident, the Three Mile step in establishing the specific benefiis of this ap- Island meltdown, the search for nuclear waste dumps, proach. Such a program might, for example, study and deforestation to make this point. the impact of mixing levels of proficiency for a L2 He argues that what is needed is a commitment on the theater project. (Experience has shown that even part of educators to teach students the importance of novice level students .Are often able to handle major global systems and the interdependence of nations. We roles in a production, as long as advanced students must, in addition, inspire students to take action to pre- are involved in the project.) serve the natural resources which we have on this planet. 9.That we look beyond the field of linguistics to Dr. Bragaw then explores why global education has understand this approach. Familiarity with traditionally not been a part of second language learn- psycholinguistics, arts and aesthetic education, ing and why it should be. He discusses four cultum cognitive-developmental psychology, curriculum demands on the language teacher and how the effective development, and educational psychology can teaching of these demands requires authentic materials enhance and inform our understanding of this ap- in the classroom and an internationalization of the

24 Language Association Bulletin 8 1 curriculum which should include exchanges with the texts in foreign or second language classroomsand countries whose language is being studied. programs. The paper concludes with "suggested prioritiesin 3.The profession should determine whether there is global language programs." These eight priorities are: an ideal age or level of languagestudy at which to introduce literary texts. It should consider all con- Global butes: to incc rporate into world languages 1. sequences of such a determination,such as the programs ^lich arens as an awarenessof the en- eventual exclusion of certain readers from the ex- dangered planet; perience of foreign or second languar literature. 2.Multicultural SkIlbx to recognize and respond to the 4.The profession should establish whether there are harmful effects of stereotyping and ethnocentrism; ideal texts or types of texts for foreign or second OancepW Al Frameworks: to discuss m4jor compts 3. language learners. such as !rumen rights, environment, and justice; 5. 1 he profession should decide whether the study of 4.Policy Ski& to include problem-solving and con- literature will remain the long-term objective of flict management; language study, as is now the most frequent case. 5.Linguistic Experiences: to incorporate dr. :lop- mental language programs in the elementary 6.The profession should study the relationship bet- ween learning to read and learning to readliterary schools; texts in a foreign or second language. Or, the pro- 6.Cultural Universals: to recognize the contributions fession should study the relationship between lear- of all peoples to therefinement of zivily..;tion" ning to read "efferently" and learning to read and to understand the universality of peoples' lives "aesthetically" in a foreign or second language. everywhere; 7. The profession should create detailed and human- 7.Isentocratic Values: to learn to accept not only per- istically-informed objectives for the study of literary sonal values and those of a democratic society but texts, and, concurrently, should develop effective also the values of a global society; and means of measuring growth and performance in 8.World Languages: to drop the term "foreign language" in favor of "world languages." this area. 8.The profession should focus on the questions of ar- ticulation, technology, cultural proficiency, and research, as they relate to the use of literary texts in the foreign or second language classroom. LITERATURE AND COMMUNICAXIVE 9.The profession should make use of all findings to COMPETENCE improve teacher training and development. 10. The profession should encourage and support, in Dorothy James, Hunter College, Nevi York, NY both tangible and intangible ways, discussion of this Co-Chair topic among all colleagues. Definitions, critical ap- Rebecca Kline, Dickinson .7 ller, Carlisle, PA proaches, pedagogical theory and practice, and Co-ChC classroom experience should compose an ongoing Mary Lee Bret2; State University of New Jersey, academic conversation that will spawn challenges New Brunswick we attempt to meet, rather than problems we at- Ftter Schojer, Author, Unhersity of Wisconsin, tempt to solve, during the next decade. frY ..dison Anna Sheats, Fucroft School, Middleburg, VA INSTRUCTION John Webb, Hunter College, New York, NY NEW TECHNOLOGIES In presenting this summary of priorities for the 90s, the Committee notes that the structure, evolution and James Becker, University of Northern Iowa, dynamics of the Prieritiv; Conference did not allow us Cedar Rapids Co-Chair to generate a list of priorities from discussion of the posi- Hyde Flipp4 Wooster High School, Reno, Nevada tion paper and the responses. Thus, the four papers and Co-Chair this priorities statement must be considered two separate Sue E. K. Otta Author, University of Iowa, Iowa City products of the Committee's efforts. James Pusack, Author, University of Iowa, Iowa City I.The profession should explore the nature of litemry Jerry W Larson, Brigham Young University, Provo, UT response among readers from kindergarten through LeeAnn Stone, University of California, Irvine graduate school, in both LI and L2. Nina Garrett, Carnegie Mellon University, 2.The profession should investigate current peda- Pittsburgh, PA gogical practice and theory in the use of literary Jewary 1991 8 2 25 Priorities for Encounzging ihe Use of Technology critically to evaluate these assumptions, to seek out Building on the issues identified by Pusack and Otto cases where such efforts have succeeded or failed, in their paper and by Garrett, Larson, and Stone in their and to develop a set of recommendations concern- responses, the Committee identified four major topics ing the conditions under which distance learning of which need tu bz addressed if we are to encourage the use foreign ianguages is most likely to succeed. of technology in support of the larger goals of the 4. Copyright: The expansion of electronic techno- profession. logies has long since overwhelmed copyright laws and guidelines designed primarily for the printed 1. Teacher Itaining: Teachers at all levels must be bet- word. The widespread availability of foreign ter prepared to use technology with their students satellite transmissions, videocassettes of foreign and in their labs, to evaluate the benefits of various films and broadcasts, computer databases, and technologies, to select materials, and to create their electmnic news services has made massive amounts own materials whenever the technology makes this of teaching materials available without sufficient convenient and efficient. attention being paid to copyright issues. Progress in this area will require a more coor- Tne profession should attack copyright problems dinated effort nationally to modify teacher training in two ways. First, our national associations should progams in the colleges and universities and to pro- adopt a stiong and unified position concerning vide extensive in-service training for teacher in the teaehers' illegal use of copyrighted materials via the field. ACTFL and other national organizations electronic media. Second, legislative efforts should should not only sponsoi such efforts directly, but be undertaken to simplify or remove the restrictions also play the role of clearinghouses for authorized placed upon teachers who legitimately need to use training workshops on technology along the lines copyrighted foreign materials in their classes. of the OPI workshops. A concerted national effort to acquaint our current teacher trainers with the 3tate of the art in instructional technology cou. TEACHING ALL STUDENTS: furtner contribute to wide: dissemination of this REACHING AND TEACHING STUDENTS etpertise. OF VARYING ABILITIES Dissemination of Information: Beyond obtaining training and familiarization with various tech- Jermaine D. Arendt, Author, Minneapolis, MN nologies, faculty at all levels must have access to up- Co-Chair to-date information on hard aare, courseware, Helen P Warriner-Burke, Author, Richmond, VA videotapes and vi _Iendiscs, exemplary projects, ef- Co-Chair fectiveness studies and other research results, and Kathleen Townsend, Mechanicsville, VA case studies of how technology has been integrated into the cureculum. In the 1980s language enrollments increased in Establishing a national database for instructional American schools and colleges as growing inter- technology will require considerable investment of nationalism influenced the thinking of educators, politi- effort, time, and money which can only be provid- cians, business and the public at large. The new forces ed by long-term funding at a level beyond the means impacting on the profession are invigorating, however of any single institution or association. Funding they place new responsibilities on foreign language agencies should be approached by a consortium of educators to teach a range of learners not commonly our pro;:,1,cional associations to explore the found in classrooms of the past. Furthermore one must feasibil..1y of such a database. question if even now enough Americans are learning se- 3. Distance Lear- ic;;: The cost of providing language cond languages and if students and the public realize the teaching to a wide range of students in remote loca- committment which must be made to achieve tions or in less commonly taught languages has led pro ficiency. to th.: proliferation of initiatives to deliver !Anguage 1. Fo: the vast majority of students, foreign language lea' 11;4 via computer, video, telephone, and/or study begins in the junior or senio- high school. satellite technologies. The underlying assumption This must change. The beginning must be moved of such efforts is that technology cal deliver down into the elementary school In addition a ma- language teaching successfully, often without the jor effort must be made to upgrade FLES pro- supervision of a certified teacher, and that lang- grams. teaching differs little from other discfplines in this 2. 'Second language teachers at all levels need strong regard. pre-service and in-service education, ali,i leadership Our profession should work constructively yet and resources must be sought to provide it. Areas

26 Language Association Bulletin of special concern are: 5. The foreign language proression in the U.S. needs Educating and training the pmfession in the ways to learn more about language prograrng in other of the proficiency movement. countries. Helping teachers to develop improved testing 6. The profession needs to evaluate distn -Ace learning techniques that test valid outcomes. in terms of proficiency goals and Developing national accreditation standards as It is essential to create new alliances with other a prelude for a national accreditation system. educators, influential citizens (school boards, politi- 3. Leadership and perhaps incentives are needed from cians, et al.), and the general public in working toward the national level to encourage areas of the country the goals which will improve and expand the teaching of where foreign language programs are weak or foreign languages. At the same time we must remember unavailable. that we are best prepared to make many of the decisions 4. The profession needs to adopt classroom activities which need to be made. We cannot allow our less that will help an increasingly diverse student body prepared collaborators to preempt the role which rightly to learn. In addition we need to carry out studies to belongs to us and which best serves the students in ow- determine other promising practices. schools.

Summaries on Foreign Languages in the Elementary Schools, Less CommonlyTaught Languages, Pre- Service and In-Service Teacher Education, Critical Instructional Issuesin the Classics, Research, Testing/ Assessment, and Public Relations will be featured in the March 1991 Bu I letin .

CALL FOR PAPERS A special issue of tbe Bulletin is planned for 1991 on THE ROL OF HOMEWORK IN FOREIGN LANGUAGEINSTRUCTION The topic is applicable to ail levels of instruction. Standard length papers (8-12 pages,doublespaced) and short papers are invited from the membership. The Editor and the Editorial Board look fom ard to receiving manyarticles on this important theme and encourage you to speak out on it. Please submit manuscripts induplicate, in gender neutral language to: Editor lrmgard C. Taylor, 23 Floral Avenue, Cortland, New York 13(.45 no later than July 15, 1991.

MANHATTANVILLE COLLEGE 1991 - Fourth Annual LANGUAGE IMMERSION PROGRAMS DATES: WEEKENDS WEEKLONG February 15-16 June 24-27 March 22-23 July 8-11 April 5- 6 August19-23 COST: Non-credit $250. Non-credit $500. 1 UG credit 335. 3 UG credits 685. 1 GR credit 350. 3 GR credits 725. LANGUAGES: Chinese (March), French, German, Italian, Spanish. ALSC: Summer Sessions: Mini-courses on techniques, the learning disabledstudent, oral proficiency, and software in communicative classrooms. IN ADDITION: MPS Program in Second Languages, including ESL. gaj PLUS: Program for extending NYS certification in second language K-12. Lij CbNTACT: Department of Teacher Education MANHATTANVILLE 125 Purchase Street, Purchase, NY 10577 COLLEGE (914) 694-2200, Ext. 214

January 1991 27 not only summer!!! not only students:II all programs available 12 months a year small classes private tutoring zacc, hJAcIT programs for adult students and for senior and/or junior high school students (entirely separate from adult programs)

COSTA RICA San José PORTUGAL Lisbon Faro o porto SPAIN Madrid Mi laza Valencia Las Palmas ITALY Rome Flo FRANCE Paris Avignon Nice Bordeaux Tours Brest Royan St-Malo Strasbourg GERMANY Stuttgart Berlin

all levels-beginner to advancedrefresher/review Foreign language study programs that are esp. -Ially good for the stf.dent (all ages) that wants a very intensiVe program to learn and practice the "spoken" language; or that needs to learn the language for purposes of career advancement. These programs are excellent as a refresher/review for professurs and teachers. Profesi:onal post-graduate educatiai course credit may be earned through TRAVEL/STUDY. TRAVEL/ STUDY is sponsored by the Continuing Education Department of the University of California -Santa Barboa a. Information sent on request

rotesSO US Ly fear-110'S rl t1(1.10.V SpCf jai 4111011ariepyoftrams* Professors and teachers need to periodically visit a country where the language is spoker to: improve proficiency; maintain C.eir skills; observe, first hand, the changes (political. soml, economic, new trends, etc.); and obtain materials for classroom use. In addition to the intensive language classes, professors and teachers -.a, choose to take additional hours of private tutoring that may be used to concentrate on: pronunciation; phonetics; conversation; grar.mar; current events and trends; research prolects; review literature (specific works. authors, centuries); etc. Many people. including executives and professionals. want to improve their language skills or sharpen skills they once had. This is especially useful to someone that wants to work on developing a vocabulary and idioms in a particular field (economics. legal terminology, international tausiness, etc.). These programs may be set up in addition to the intensive cc..ntemporary language courses above.

international110 MeS I ti 1JS francs spain Italy pqrtugal germany japan taiwan russia 100% true total immersion. A unique opportunity to i. .perience total language and cultural immersion. Innng in (or living in plus taking language lessons in) a private home in the country and -egion of your choice. This is for adults that want to study the language butdo not want to be in a traditional ciassroom situation. The student that opts to take lessons will be placed in a home of a certified teacherthat is a native speaker. There are three choices: live in a home (with no language lessons); live in a home and take language lessons; anda special "5 star" immersion program for executives and professionals. One week programs may be arranged.

- Credit & Certification have been received Louise Harber - Exact program will vary with each school Foreign Language/Study Abroad Programs - Special sessions (levels, dates, courses) may be arranged fr Box 5409. GCS groups of students for stays of 2 weeks or longer. New York, NY 10163 21 2/662- 1090 (9 am to midnight; 7 days) olio, for your convenlienc Los Angeles. CA 213/623.6911 San Francisco, CA 41S/ 391.7517Denver. CO 303/595.3525Washington. DC 202/2 s2.2516 Miami. FL 305/577 0'32Atlanta. GA 404/523.3184Chicago. IL 312/583.7100Dallas. TX 214/741.7744St-,ttIe. WA 206/467.1073

MO. M.1111 language Association Bulletin Non-profit Organization U.S. POSTAGE 1102 Ardsley Road, Schunectecly, NY 12308 PAID Schenectady, NY Permit No. 110 8 Language AssociationBulletin New York State Association ofForeign Language Teachers

VOL. XLII March 1991 No. 4

The Maki" of the Foreign LanguageTeacher: A Report of the 1990 NYSAFLT/ SEDColloquium

John B. Webb Joanne Hume-Nigro

Teachers sharing ideas with teachers: this is the will result in the publication of a special report of the spirit of a colloquium. Two hundred fifty foreign NYSAFLT Task Force on Teacher Preparation later language educators came together in Albany inMay this spring. 1990 to question, probe and brainstorm the subject The purpose of both the 1989 and the 1990 of teacher preparation. After lively discussions,the Colloquia was, therefore, to elicit this input in a participants suggested strategies to refine this educa- systematic way and to begin formulating the descrip- tional process. The conference was jointly sponsored tion of the optimal teacher preparation process that by NYSAFLT, the Bureau of Foreign Languages would reflect the feelings of the profession. In 1989 Education Department, and Lorraine Merrick, the participants in the Colloquium were asked to Assistant Commissioner for General and Occupational address the issue on a broad scale. They discussed and Education. proposed answers to the following questions: This Colloquium was the second in 3 series designed What are the qualities that a prospective teacher to address the issue of teacher preparation.Both should possess? NYSAFLT and the State Education Department How do we attract young pe,.pl s. to the xeaching recognizt(hat the best'ocher preparation process is profession? the one that hft the endorsement of the members of What kind of training should they receive? the profession, the every day practitioners of the art and science of teaching. For this reason, they have The outcomes of those discussions and the formal sought substantive, concrete input from those pro- recommendations were published in the NYSAFLT fessionals in order to generate a description of the Bulletin anddistributedwidely among teacher teacher preparation process that can be used by trainers, deans of schools of education, and officials foreign language educators, schools of education, oftheStateEducation Department. The ideas certification agencies, and the profession at large. generated also formed the basis for the discussions at Having these descriptors clearly stated will help to the 1989 Symposium for teacher trainers and for the insure a competent corps of teachers to populate the deliberations of the NYSAFLT Task Force. In short, classrooms of the future. This goalis particularly the results cf these discussions proved to be enormous- important at this time as we face the imminent retire- lyimportantin launching the profession's direct ment of a significant percentage of the State's teoching involvement in effecting potential improvement in force. Indeed, this has been one of NYSAFLT's key the teacher prPoaration process. Thl reader is urged thrusts for the past year, an effort that began in to consult the January 1990 issue ni the Language earnest at the 1989 Colloquium and which ultimately Association Bulletin and the article entitled "Today's ForeignLanguageProfessionalsPrepareforthe Future: A Report of the1989 NYSAFLT/SED John B. Webb, Immediate Past Pres. of NYSAFLT; Colloquium." Hunter College High School, New York City. Joanne Hume-Nigro, Chairperson of the NYSAFLT At the 1990 Colloquium, participants were asked Task Force on teacher Preparation; Gree- a Central to provide yet further input on this topic. Rather Schools, Rochester, New York. than cover the same ground a second time, they were 86 (continued on page 3)

BEST COPY AVAiLABLE Language Association Bulletin A Publication of the New York State Association of Foreign Language Teachers Founded 1917

VOL. XLII March 1991 No. 4

Contents

John B. Webb 1 The Making of the Foreign Language Teacher: Joanne Hurne-Nigro A Report of the 1990 NYSAFLT/SED Colloquium 5 In Memoriam: Philip A. Fulvi 7 1991 NYSAFLT Colloquium Announced 9 1991 NYSAF LT Articulation Seminar Announced Steve Tal lis 10 Open Letter to the Profession

Ida Wilder 11 Italian Update Gifford P. Orwen 12 A Shot ln The Ann Vickie A. Mike 13 Cooperative Learning Task; From Interdependence to Independence 14 Winners of Foreign Language Poster Contest Announced 15 Call For Papers 19-27 Summaries of ACTFL Priorities Proceedings, continued

OFFICERS: EDITOR: President: Nancy Wallace, Irmgard Taylor, SUNY College at Cortland, Orchard Park Middle School, Orchard Park, NY (1991) Cortland, NY 13045 President-Elect: Mary Champagne-Myers, Greece-Arcadia High School, Rochester, NY (1991) EDITORIAL BOARD: VicePresident: Albert Martino, Harriet Barnett, Dobbs Ferry Middle School Norwich City Schools, Norwich, NY (1991) Sophie Jeffries, Millbrook School Sonja Karsen, Skidmore College Secretary: Carol Reed, Canton Central School, Canton, NY (1991) Kay Lyons, Manhattanville College Anna Nolfi, Coordinator of Reviews Treasurer: Joseph Gersitz, Dorothy Rissell, SUNY at Buffalo Brighton High School, Rochester, NY (1991) Maryalice Seagrave, Buffaio Past President: John Webb, Patricia Sweet Hunter College High School, New York, NY (1991) Nancy Wallace, Orchard Perk Middle School john Webb, Hunter dollege BOARD OF DIRECTORS Larry Wells, SUNY at Binghamton Michelle Bloom, Schenendehowa CS, Clifton Park Rotiert Cabat, New York City Board of Education Dolores Chimato, Windham-Ashland-Jewett CS, Windham NEWSLETTER EDITOR: Rose De Pinto, William C. Bryant HS, Long Island City Joanne Hume-Nigro, Joan reindler, The Whr.''sy School, Old Westbury Pituford-Mendon High School Anne-Maria Finger, Central Schools David Greenberg, Sot....or.:.ahowa HS, Clifton Park ADVERTISING/BUSINESS MANAGER: Francoise Goodrot, etich.ton-Moira Central Schools Robert J. Ludwig, Laura Humphrey, :*%iviand HS, Rochester 1102 Ardsley Road, Schenectady, New York 12308 Donna Hunt, Onion-l. 41(cott High School Karen Kopper, Casey MS, East Amherst Subecription to the Language Association Bulletin is in- Marie Lambert, Eastchester High School cluded in membe.3hip in the NYSAF LT. Annual subscription Antonio Maniianiello, Bronxville Middle School rate for libraries is 820.00. Elaine Margar ta-Buckley, H,B. Thompson MS, Syosset Articles submitted for publication must be typewrkten in Frank Rossi, East HS, Rochester gender-neutral longings,in duplicate, double-epeced and Pe-:-Ter Schermerhorn, C.W. Baker HS, Baldwinsville mailed to Irmgard Taylor, Editor,21 Floral Avenue, Cortland, Anne Spies, Ogdensburg Free Academy New York 131145. FAX: (607) 753 6999, Stephen Tanis, Pomona Junior High School All rights resorted. No part of this journai may bs reprinted Alfred Valentini, Utica Senior Academy or stored in a retrieyei system without prior perminion of Mireille Vandenheuvel, Hartwick College, Oneonta the editor,

2 Language Association Bulletin teachers. This theme appeared over and over again. (continued from page 1) Participants called for increased errphasis and time asked to probe the issue in more detail and to make specific recommendations about those dimensions of spent on practice in conversation, greater attention to the practical aspects of language use, the develop- the teacher preparation issue to which they assigned ment of interpersonal relationships within the controct the highest priority. of the language, greater immersion opportunities To launch this discussion, they were asked to including extended experiences in the target culture, address the following questions: increased exposure to authentic language, and finally, evaluation of teachers using an accepted proficiency What changes are needed in foreign language pro- scale, i.e., ACTFL or MLA. Considerable concern was g.ams to enable prospective teachers toachieve also expressed about the role that literature plays in Advanced Level language proficiency? the development of second language prof;liency. This What training, theoretical and practical, should question is one that was also raised last year and prospective teachers have in order to provide pro- has been the topic of many discussions concerning ficiency-based instrueNt tE.: all learners? curriculum and course offerings for both secondary What should the totalliberal arts and sciences and post-secondary foreign language departments. and skills of program contribute to the knowledge While the literature question arose frequently, the prospective teachers? Colloquium participants were only able to identify it What characteristics should a good pre-service as a problem area in need of further examination. internship have? They were unable to propose any specific solutions What cha,acteristics should the practical aspectsof except to say that it must be integrated more success- the pre-service training heNe? fullyinto a proficiency-based program. In other What are the staff development needs of the words, the teaching of literature for literature's sake, at least for the non-native speaker of the language, recently-hired teacher? needs to be reconsidered. Efforts should be made to As in the 1989 Colloquium, it was evident from use literature as authentic material whose primary the enthusiastic and intense manner in which the purpose is the development of functional proficiency. participants engaged in discussion that teacher prepara- The Colloquium participants did make specific tion is an issue that is of enormous importance to the recommendations that suggest a framework for the members of the profession. Educators, ranging from delivery of instruction. They reiterated that every student teachers to experienced veterans from all prospective teacher should have extended and con- levels including higher education, rallied enthusiastic- tinued personal experience with the target language ally and the discus.Vons were lively. The intensity of and culture in the native language setting. They involvement was impressIve and renders the outcomes agreed that nothing can really replace the proficiency worthy of serious attention. ar,d in-depth cultural awareness and sensitivity that The purpose of this article is to present a synthesis are gained from first-hand exposure in something of the discussions, identify those dimensions that other than a cursory tourist-like encounter. At the app.t.ar to have greatest priority, and propose con- same time, it was recognized that availability of fiscal structs that may serve as a framework for thecreation resources might pose a problem for some students in of exemplary teacher preparation programs. Upon which case serious efforts must be made to secure examining the content of the discussions, three such adequate funding. dimensions appear to emerge: Lan gt. age cc-urs, .., whether they are at the second- A) Development of teachers' second language pro- ary or po C:;(4'..rmary level, need to be restructured ficiency to maximi;.1 the learner's opportunity for individual B) Academic and pedagogical training self-expre4do7;accompaniedbyinteractionthat C) Structure of the professional field experience includes personalized feedback and reinforcement as well as exrtmure to authentic language. A) Development of Teachcf The traditional format of foreign language classes Second Language Proficiency may no longer be adequate. The participants seemed It was evident that the Colloquium participants to believe that the typical large group instruction that agreed that second language proficinecy is not only of is found everywttere is not conducive tu the develop- crucial importance but that significant improvement ment of language proficiency. This should come as no in teachers proficiency levels must be aggressively surprise. Language educators have long agreed that sought. This further reflects the concern raised the opportunity for individual expression and input, as previous year regarding the lack of adequate ability alluded to earlier, simply cannot be achieved through on the part of classroom teachers to use the language fuil-groupinstruction where asingleteacheris comfortably and the resulting feelings of insecurity responsible for classes containing ten to thirty-five which plague large numbers of foreign language students. What the Colloquium participants reiterated

March 1991 3 is the already widely accepted realization that students series of supirficially linked activities, no matter how learn most efficiently when they can work in an interesting those activities might be. They must also intimate, non-threatening environment wheretheir understand why proficiencybased instructiciis learning styles as well as their interests can be accom- presently believed to be the most successful and modated. The participants proposed the conceptof a meaningful approach and how it became that way. Colloquium participants agreed that all prospective satellite format, not unakin to modular scheduling, teachers requirethistraining.They must know which should incorporate an appropriate combination specifically what competencies are associated with of fun-group instruction and small group encounters each proficiency level, and how to evaluate their led by the regular classroom teacher, teaching students in those terms. Without that knowledge, assistants, student teachers, and/or native language goals cannot be established, realistic curricula cannot speakers. be developed, and unit and daily lesson plans flounder. These small group settings are ideal for the essential proficiencybuildingstrategiesidentified by the It was also agreed that teaching will be most participants of the Colloquium such as cooperative successful and learning will take place most readily learning, interactive video and learning styles accom- when deliveryof instructionis compatible with modation. They expressed the opinion thatthis student learningstyles.Therefore, the study of would result in greater attention being paid to topics psychology and learning theory should become an that are not only culturally and historically relevant integral part of every te3cher's academic background. but that also have a high interest factor. In addition, These understandings need to be acquired for the there would be enhanced student-to-student and entire range of students: those who are gifted or in teacher-tostudent interaction accompanied by con- need of special attention; those from elementary, structive feedback.Itis often said that educators middle or high school levels; those from diverse teach in the manner that they themselves were taught. ethnic, cultural, and linguistical backgrounds; those Isit possible to assure that innovative, proficiency- who are highly motivated or in need of special based instruction will be implemented in language encouragement. classrooms throughout the State unless post-secondary instruction also models these approaches? Educators need a sense of what makes students tick. This can be gained more effectively through This satellite concept would provide the type of closer direct contact with students over a longer individualization called for at the Colloquium, and it period of time. Throughout the discussions at the presents an effective, mst-efficient solution to what Colloquium, both in 1989 and 1990, the participants has been traditionally a puzzling dilemma: how to calledforintensiveinvolvementofprospective produce proficient second language users in our class- teachers in the every-day working of the school. This rooms and enable second language teachers to attain year it was further suggested that prospective teachers at least the Advanced Level of proficiency? This too could acquire some of these understandings by con- was deemed crucial at the 1989 Colloquiuma can ducting case studies of selected students in which essential component for successtul teacher perfor- they would examine the bi.ckgrounds and perfurmance mance. Surely this recommendation merits serious records of the target students and then follow their conside ratio n. progress throughout an extended internship. College B) Academic and Pedagogia Training instructors report that students in their methods On one thing there was unanimous agreement. All classes are eager to obtain as much first-hand informa- aspects of the training process should be expanded. tion as possible about individual students and their Prospective foreign language teachers need a complete teachers' involvement with them. This supports the understanding of the theoretical background associ- recommenaation that both academictrainingin ated with second language acquisition. It is essuntial psychology and direct contact with students in a that they know not 'only the precepts of proficiency learning environment need to be expanded. based language learning and teaching, but that they In addition to training in the theoretical back- be acquainted with the methodologies and techniques grounds of proficiency-based teaching and the types that have been the precursors of present day theories of activities that can be used in the classroom, the on how people learn second languages and how they teacher preparation process would be further strength- should be taught. in the absence of such understand- ened by offering courses and practical experiences ing,itisimpossible for a teacher to identify the that enable prospective teachers to be more acti.,e realistic goals and outcomes of their own instruction. and productive participants in the workings of the Under these circumstances, language teaching becomes school itself. Once again, this is further amplification a series of activities whose relationship to any defin- of the recommendation for increased hands-on ex- able goal is essentially haphazard posure to schooling that was recommended in 1989. Teachers must know what proficiency is and why At this year's Colloquium, the participants clearly proficiency-basedinstructionis more than just a referred to the need to intensify the internship by

4 Language Association Bulletin 89 schools. The theme of articulation was one of the requiring attendance at meetings of the Boardof fundamental recommendations to emerge from the Educi.:ion, the PTA, student government, facultyand the respective departments. It was also feltthat the 1989 Colloquium as well. It would appear that the interns' involvement with extra curricularactivities members of the profession believe that successful teacher preparation is best achieved through the joint would further enhance their insight into theschool efforts of the profession at all levels. In 1989 it was community as a whole. even felt that this multilevel, multifaceted involve- In addition to this expanded contact, thepartici- ment in the teacher preparation process could help to pants called for specific training incurriculum writing, minimize teacher burn-out and renew the dedication materials development, and in the adaptationof of the schools' veteran teachers. commercially made instructional materials tothe This year the Colloquium participantsbecame specific needs of teachers and their students.Teachers more specific in theirrecommendations and suggested r to be able to write curriculum;schools need direct linkage of colleges and schools workingtogether teachers who can perform that function. Yetspecial in clor, systematic collaboration in the teachertrain- training in this process is absent for the most part. ing process.It was suggested that the methods Thus it leaves 'Leachers, especially newcomers tc the instructor at the college be joined by a team ofclass- profession, wito a gap in their knowledge and under- room teachers from theelementary and second3ry standing of woat constitutes a curriculum as well as levels to teach the college level courses. Then these New how to write it. This is particularly important in same teams would oversee thepracticum or intern- for detailed York State where the responsibility ship in the schools. curriculum development is left entirely to the schools. Such an arrangement would provide the hands-on dimension and the practical exposure deemed so There is a plethora of commercially made instruc- fundamental in the training process. It would also tional materials all of which are marketed by wise provide continuity and insure a truly receptive en- salesmen under therubric of the communicative vironment at all levels for the teacher in training. It is approach. The concern expressed at :he Colloquium, important that the elementary and secondary teachers therefore,is to develop the ability to take existing involved in this team receive special orientations and materials that are not necessarily proficiency-based that compensation be given in the form of time and tailor them for the communicative classroom and allowancesand/ormonetaryremuneration.This for the learning styles of their particular students. To suggestion resembles the concept of mentoring that ease the trdnsition into real-worldteaching, prospec- is increasingly prevalent in mary schook. However, tive educators deserve guidance and instruction in it goes a step further to involve entire teams of this area. (contInueo on page soi Effective teachers do not work alone and, to an increasing extent, all teachers are expected to partici- 1n &Memoriam pate cooperatively in the governance of the school. Curriculum development and lesson planning in their PHILIP A. FULVI ideal form have always been cooperative processes. NYSAFLT members mourn the recent death Now shared decision making has become not only of their friend and colleague Philip A. Fulvi, rhe right, but the responsibility of educators. There Ph.D., Professor of Modern Langvages at Pace is more to shared decision making than just common University, New York City. sense, so the prospective teacher should come to the At the 1991 Wince.- Meeting, tbe Board of school with Pi understanding of its application, both Directors voted unanimously that henceforth theoretical andpractical.Ifprospective teachers the 20 secondary and 4 post-secondary have this training and exposure, they will be better NYSAFLT' scholarships will be named the responsibility when they prepared to assume full PHILIP A. FULVI MEMORIAL SCHOLAR- accept their first teaching position. SHIP AWARDS. This action was taken in C) Structure of the Professional Field Experience recognition of Phil's special concern for out- Providing all of these academic and practical ex- standing achievement of young people in New periences as part of the training process presents a tall York State in the area of foreign language study. order to the teacher training institutions. It must be At the Memorial Service at Pace University asked whether most institutions and their professoriat on January 28, 1991, Past NYSAFLT President can realisticaily provide this for their students.Yet it John B.Webb, one of the many speakers, is clear from the discussion and recommendations of prais.,4Dr.Fulvi's pioneering workin the 1990 Colloquium that this is a dimension of the NYSAFLT, particularly in the area of articula- highest priority. The Colloquium participants,in non, and made the official announcement of suggesting possible solutions to this challenge, called thenaming of the NYSAFLT scholarship for increased articulation between the teacher train- awards in his memory. ing institutions and the elementary and secondary ANIMEN11111111111111 5 March 1991 9 0 dNimmimmo

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Written by a Classroom Teacher/ Tested by Ckissroom Teachers

Communication before Conjugation; Inductive Grammar and Thematic Vocabulary Consistently Reinforced and Spiraled Throughout AI! 12 Units

Extensive Workbook and Testing Program Presented in Optional Mastery Learning Format

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6 Language Association Bullet: 111 NYSAFLT COLLOQUIUM

DO YOU KNOW YOURABCs? DEFINING PROFICIENCY<>LINKING THE CHECKPOINTS KEYNOTER DR. ANN REYNOLDS Chancellor, City University ofNew York FRIDAY, MAY 10, 1991 White Plains Hotel, White Plains, New York South Broadway & Lyon Place White Plains, NY 10601 Registration Fees

Member registered at the hotel - $30.00 Non-Member, registered ot the hotel - $40.00 Commuter Member, includes luncheon - $50.00 Commuter Non-Member, includes luncheon - $60.00

Pre-Colloquium Workshops-$10.00 Hotel Fees

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7 March 1991 9 2 AimingForProficiency A totalforeign language programcomprisedof The Foreign Language Teacher'sHandbook Aimingfor Proficencyin French, German, Italian,and Spanish and thenew Students'Book&

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8 Language Association Bulletin Announcing A Pre-Colloquium Seminar on High School To College Articulation: Models For College Foreign Language Placement

Sponsored by the Articulation Committee, Thc Ncw York State Association of Foreign Language Teachers May 9, 1991, 1-10 pm White Plains Hotel, White Plains, NY

Presentations: Anthony A. Ciccone University of Wisconsin The Wisconsin Model Carol Klee University of Minnesota The Minnesota Model Victor Rojas State University of New York The Brigham Young University Computerized Model Registration Fee: $ 45.00 if paid by April 15, 1991 $ 60.00 after April 15, 1991

Please mail this tear-off seminar registration form with the registration fee, made out to NYSAFLT, to: Robert J. Ludwig NYSAFLT Adm. Assistant 1102 Ardsley Road Schenectady, NY 12308

My namc: Title: Institution and address.

Telephone: I wish to also register for the NYSAFLT Colloquium on May 10, 1991 at the same location. I enclose a check to NYSAFLT for registration (see enclosed flier for rate) and hotel, single room ($ 125.00) double room ($ 90.00) to be shared with.

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March 1991 9 0 'tA Open Letter to the Profession " 'Tis A Puzzlement." Requiem For The Communicative Approach

Steve Tallis

"The communicative approach is just another tad. "I'vs been teaching for 10/20/25/30 years and I'm In a few years it will fade away just as ALM did." not about to change now." (ALM audio lingual method) Have you heard a I can go on and on, but I think you get the picture. colleague say this or something similar? Aside from Are you aware that in some areas, students com- that the fact that the communicative approach is just plete levelsI and II in a communicative setting and an approach, the statement echoes acertain mistrust then get to level III where the rules of the game are felt by a fair share of foreign language professionals completely changed? The converse frequently occurs as well as some administrators.Translated, the state- as well. This can also happen within the same school, ment really means: "Don't get carried away because from one teacher to another. There are those teachers the approael ain't here to stay." who use the AP test as an excuse for not changing. Is the communicative approach just another fad, There are other teachers who, teaching in more than doomed to fade away? The verdict is not yet in, but one school, teach communicatively in one place be- assessing its current acceptance around the state, the cause it is expected, but not in the second location. prognosis is not good. What is going on? Who's in charge?Is anyone I'm going to share some observations with you, so monitoring compliance with the State Ed Department be advised that I'm seeking a strong reaction. I'm out and the Board of Rer ats? Can we choose to disregard to ruffle feathers and turn up the heat.You may not the state syllabus with impunity? Is the AP test going like what you're about to read, but "all is not well" to change? If so when? If not, be honest and "tell it on the second language front inNew York State. By like it is." What about the college Achievement test? the way, my remarks are based on travels around the state, speaking with colleagues and administratorsand How many districts in the state are at present simply listening to what people were saying while actively engaged in the CA? How many schools gave paying attention to the feelings under the words. the voluntary Proficiency Exam? How many districts really require everyone to take a language? (There The following are quotes from colleagues: are different interpretations of the "less able" learner. "We don't need the CA in our district because our In fact, all things being equal, a less able learner in kids dre so bright that they can already do that one district may oe more able than his counterpart in without changing the way we are teaching them." the next.) "If you don't teach them grammar, how can they We are doing a disservice to our students, to our take the AP test? " professiol, and to those teachers who arereally I always assign short "My class is communicative involved in the approach by allowing certain individ- speeches and how-to demonstrations." A variation uals and districts to do as they please. It seems to me of this is: that if the communicative approach is to survive and "My class is communicative Ionly speak be successful, one needs to state in clear, simple, SPanish/French/ltalian etc. for the entire period." unequivocal terms that this isthe way it is and it "Don't get me wrong, Ilike the communicative behooves every professional to give it a go. People approach, but you must rigidly penalize (by de- will not change unless they have no alternative. ducting points)forspelling, accents, grammar Colleagues, being wishy-washy willnot ultimately errors." gain converts or assure cooperation. Being education- A candidate for a position in the high school was ally enlightened doesn't mean the "crowd" will auto- told during the interview: 'These kids (levelIII) matically know and follow. Look at history. have not been taught communicatively. Can you If you believe in what you are doing, raise your get them to do well on the new RegentsExam by voices. If you believe that educating kids in a new the end of this year? " way for a changing world really matters, turn up the heat on the diehards, the profession and the state. Steve Tal lis, Di lector, Mid-Hudson Region, Pomona The status quo has got to gol There is disarray in our Junior High School, Suffern, New ork. profession and its future is in our hands.

10 Language Association Bulletin 9 5 Italian Update Italian - a living language, not afraid to change

Ida Wilder

From July 24 to August 10, 1990,I was one of language today is detaching itself from more precise 120 lucky teachers from around the world to attend expressions (ex: fare un debito instead of contrarre the Corso di Aggiornamento per Insegnanti all 'Estero un debito) and from a difticult and bureaucratic style. (a refresher course for Italian teachers) held at the It has become colcred with dialect and slang expres- prestigious Universita' per Stranieri di Perugia. The sions, and all of Italy is assimilating these nuances. university specializes in the teaching of Italian and The influences of English and other languages called Latin to foreigners. We were all guests of the Italian "Italiese" are enormous; the use of inithis to reduce government; and in my case, also a guest of the Italian the verbosity of the Italian language; the language of CulturalInstitute in New York and the A.A.T.I. young people like the paninari (Italian yuppies) and (American Association of Teachers of Italian). We the metallari (hard metal fans); of the "giornalese" spent three wonderful weeks attending classes de- (newspaperlanguage),andofthe"tecnolette signed especially for us,travelling and developing (technical language). Thereis also a tendency by friendships in every corner of the world. teenagers to conjugate English words such as "look- are," "zoomare." Many linguistic, cultural and economic changes were discussed during the course. The cultural and Another important influence is tha language of economic changes of the last thirty years obviously advertisement. This type of language has a particular have had a strong influence on the language and have function.Itattractsthe reader's at-tcniion with resulted in enormous changes in today's spoken and images and words. An ad says a lot without a verb; writtenlanguage. According to the experts, the but this technioue is a shock to Italians! Most adver- single most important influence has been the "mass tising is an imitation of the American style because media" (especially television). Nowadays 85% of Italians weren't eyperts in this field. allItalians speak Italian rather than a dialect; this is Finally, there is the diffusion of "parole sandwich': due to television and to the educating of all children. as the Italians call them, i.e. two wads put together The dialect is usually spoken only in the home. The like our compound words (ex: "palasport" instead of Milanesi basically dictate the language and its changes "palazzo dello sport,""mangiavetro" insteadof because the most important T.V. programs are broad- "contenitore perilvetro" ecolega, mangialattine). cast from Milan, and also because it is the commercial This word synthesis is another example of simplifica- and industrial capital of the peninsula. tion. Today at least five thousand neologisms have According to Professor Minciarelli, one of the been recorded in the language. Some say that there University's specialists, the spoken language of the are ten thousand new words, probably many more. RAI (the national and government owned television This means there is a very rich lexicon to analyse networks) has almost become the official language. almost any situation. According to professor Silves- The many changes brought about by the mass media trini, another language emert, one rbcord, words in show that the language is moving towards a more the Italian language and they are never wrong as in colloquial style. Today the spoken and the written France. New words are easily accepted and incorpor- language are becoming closer and closer. This natural- ated into the language, ly has caused much controversy. As far as grammar is concerned, the changes are Some experts are panicking about a barbaric Italian also enormous. In the spoken language the indicative evolving as 3 result of these changes. But for others, mood replaces the subjunctive more and more; the itis a welcome change because, according to them, future is substituted by the present; the conditional is theItalianlanguage has remained unchanged for less used; "che" is more used than "quale;" structures centuries, too closely related to the complexities of with "in cui," "per cui" are disappearing and are Latin. Therefore, they are happy that Italian is be- being replacet.: by the relative pronoun "che." For coming rich with neologisms and thatitisfinally example "la valigia che ci ho messo i libri." modernizing. As concerns the written language, there is a new What are these changes? First of all, the spoken standard according to professor Minciarelli. Today's standard writtenItalianisno longer the literary cultured Italian of once upon a time. Today the liter- Ida Wilder, Greece Athena High School, Rochester, New York. (continued on page 17)

March 1991 11 JG A Shot InThe Arm

Gifford P.Orwen

One must admit, unfortunately, that the average those devoted to sports can we not discuss briefly elementary Italian class often dues not offer a par- such activities in this nation of enthusiastic athletes, ticularly exhilarating experience. Students are inclined or the recent offerings of Armani and Ferragamo with to present a deb, vu attitude and quiet resignation not the style-conscious young lady? so frequently encountered in other beginninglanguage With reference to the actual lesson a few observa- classes. The reasons are not far to seek. Many come tions may well be in order, Is our text the most from Italian backgrounds, have heard granny chatter- appropriate for our purposes and the needs of our ing in her native dialect, and have Inevitably been particular class? How often we passively accept the confronted with things Italian since early childhood. choice of our predecessor, or simply continue to use The Italian language class see ns to offer the perfect an old favorite because a change seems a bit +.ouble- opportunity to obtain credits at no great effort and some. Fortunately the market offers a fair number of hopefully gain an easy A nr B. Others with some attractive grammars and readers that it is not difficult background in French or Spanish note the similarities to make a selection best suited to our particular needs between the languages and view it as an easy elective with reference to our students' background) and aims. making no particular demands on their part. This How often the text can make or break interest! estimable tongue has thus become too frequently a Insofar as our actual classroom procedures are "bargain counter" offering to fill out the year's work. concerned, we should all be reminded that a thought- One notes also that, compared to French and Spanish, fulreview of our methods willinvariably prove relatively few continue beyond the first year. The rewarding. No matter how satisfactory our grammar result is that advanced offerings are apt to be scarce. may be, we must constantly be prepared to offer What measures might be taken to improve this un- further examples ofdifficult grammatical points. fortunate situation? These, unfortunately, do not always spring spon- taneously to mind. It is well, therefore, in our prepara- The suggestions advanced may seem obvious tion to include, lesson by lesson, these supplementary enough but unfortunately are not often observed. items. The entire verb system profits enormously Initially we should strive to foster interest in this rich from compact review sheets which highlight irregular and fascinating civilization whose cultural heritage forms, subjunctives, imperatives and the like. Addi- has become part of our own.Is not the average tional exercises on troublesome idioms, adjectives, American cognizant of the names of its great from synonyms and antonyms should be prepared. These Monteverdi to Puccini, from Machiavelli to Mussolini? What young person is not familiar with the sturdy extra aids are virtually indispensable. Let us remember littleFiat, the Lancia or the Ferrari? In a more that the average student rarely thinks to devise such mundane realm, namely the grocery store, what of extra aids for himself. Nor let us forget the frequent the many delicious items available from this well- 10.minute quiz which is one of the best stimuli for a nourished land from pasta to dolci? Why such remin- lethargic class. Finally, let us not forget that the best- ders? Simply because they attest to the prevalence of intentioned of us tend to fall into ways which can thi Italian in our lives, the recognition of which become sterile and unprofitable. Honest self-examina- may be utilized to stimulate interest in this rich and tion, a constant review of our methods and a willing- ness for change are indispensable ingredients in the rewarding culture. teaching world. A well-maintained bulletin board is a must. One constantly comes upon news items treating of Italy DEADLINES FOR THE BULLETIN in the daily press and in popular periodicals be they Please observe thefollowing deadlines in submit- political,in the arts orliterary.Invariably they ting material for publication: present topics for interesting discussion and comment. Deadline Bulletin Issue The few moments devoted to such material present May 15 September :,ot only pertinent information concerning Italy but September 15 November invariablyafford the opportunity to add timely November 15 January expressionstothevocabulary.Ina stimulating January 15 March atmosphere students respond so much better. For March 15 May All material should be typed, double-spaced, and mailed to: Irmgard Taylor, Editor, 23 Floral Ave., GiffordP. Orwen, Professor Emeritus, SUNY at Cortland, New York 13045. Geneseo, New York.

12 Language Association Bulletin Cooperative Learning Tasks From Interdependence to Independence

Vickie A. Mike

There is concern for incorporating speaking tasks, vocabulary, expressions, perhaps lines from dia- which have to do with meaningful life situations, into logues, verbs, etc. The recorder writes everything the typical everday 40 minute class of 20 to 30 on paper, construction paper or poster board is students. Class size and time have always been end good for sharing wit': the class at end of period. will continue to be constraints when trying to develop B. Listening materials the speaking skill. Huwever, tht cooperative learning Short conversations on tapes which have to do mode, when used effectively, can make the teaching with the situation could be played to give group of speaking for the Regents oral communication tasks more ideas. less cumbersome. C. Readings Cooperative learning is a method which enhances a Could be in the form of advertisements from target learning environment thatis student-centered and language magazines and newspapers. Again, this student-led thus leaving more time for the teach, to material r' muld be relevant to the task situation. be coordinator, observer, consultant, and conversa- D. Picture cimuli tional partner, not merely lecturer and test giver. In Group should be given a relevant picture, talks cooperative learning, small groups of students work about the picture in the target language. together to achieve a certain goal, in this case, the oral communication task. According to David W. E. Homework assignments to reinforce the pre Johnson and Frank P. Johnson, a learning group is task activities:vocabulary collages,puzzles, "a group whose purpose is to ensure that group mem- students draw pictures to represent the task situa- tion and/or a dialogue. (N.B. My students love to berslearnspecificsubjectmatter,information, knowledge, skills, and pocedures. Learning is the draw picture cues representing a dialogue or story primary purpose of the group." ' Jorinson and John- we have recently read). son also propose that specific roles be assigned to II. The task (one day) group members.2 A. Initiate In a group of four students, one member could be B. Maintain the designated 'reader' who Would read the task C. Conclude situation(s). For example, you are in the shoe depart- With four in a group, two perform the oral task, merit of a large store and you want to try on some the other two observe and record. Reverse roles. shoes. Another member could be given the role of Invite teacher to participate as a conversational 'recorder.' This person must record, write down, the partner. group's brainstorming ideas of vocabulary and expres- sions to be used in this situation. The third member III. Posttask activities (one or two days) could be the 'checker.' The checker makes sure all A. Immediate Students do interviews again and group members understand and agree on such things they are taped by the group so that they listen and as vocabulary and expressions to be used in the situa- offer suggestions for different ways to respond. tion. The fourth member could be the 'encourage or B. Delayed to improve and encourage retention 'task master' who encourages everyone to participite 1. Students write informal notes thpt have to and to stay on task. do with the oral task. Once the learning groups have been established 2. Students write a rap or a poem. and each member knows and understands how the 3. Students create the task situations +o be group is to function, the teacher distributes the task used in the future. situation card.I have divided the task situation activi- ties into three categories: pre-task, task, and posttask. Itis very important for the teacher to set the tone, to consult, to observe, to participate, and to Pre-task activities (could take 12 days) I. evaluate each group's activities. Group sharing should A. Brainstorming take place at the end (or the beginning) of each class. After the reader has read the task situation the This tends to keep everyone focused and 'on task.' group begins to brainstorm, in the target language, Cooperative learning is fun and effective. It does Vickie A. Mike, Horseheads High School, Horseheads, require much careful preparation as pointed odt New York. (continued on page 16) March 1991 98 13 DISCOVER A NEW WORLD THROUGHLANGUAGE Winners of Foreign Language PosterContest Announced Marie Lambert and Jean Vaccaro, Co-Chairs of the PosterContest, recently announced the results of this year's competition. Two hundred and seventy-three students representing eighty-sevenschools participated in the Foreign Language Week Poster Contest. The following are the winners:

Grand Prize: Daniel A. Miller Westchester/Putnam Somers H;gh School Route 13a Lincolndale, New York 10540 Teacher: Phyllis R. Miller Grades 9.12: Jennifer Webb Western New York North Tonawanda Senior High School 405 Meadow Drive North Tonawanda, New York 14120 Teacher: Marjorie Marcille Grades 6-8: Nicole Acosta Long Island Our Lady of Peace School 21 Fowler Avenue Lynbrook, New York 11563 Tenher: Joanne Pena Grades 1-5: Katherine Mary Derganc Long Island William T. Rogers Middle School Old Dock Road Kings Park, New York 11754 Teacher: Esther Beg leiter Ihe Co-Chairs offer these suggestions for Language Fairs during Foreign Language Week or at any time: Discover A New World Through Language

IDEAS . IDEAS . . IDEAS . . IDEAS Wear a name tag with your second language name. Paint wastebaskPts the colors of different flags. Teach a song to a kindergarten class. Say "hello" in i; second language. Plant a tree for each language. Write a handbook to publicize your second languages. Have a door decorPition competiVon. Hold a World Cup event (Academic and/or Athletic). Have a fund raiser using national flowers, candies, flags, decals, T-shirts, sw.-atshirts, bumper stickers. Use the money for an orphanage, a schcol, a hospital, a nursing home. Adopt a foster child. Have an "Around the World in Forty Minutes" assembly program. Wear an I love (language) button. Hold a noetry reading contest. Hold a "folk dance" dance. Have a dress-up day in the colors of the country. Hold an International Pot Luck Dinner. Have an exchange program with a neighboring school. Creatc a language-a-day bulletin board. Write a lettcr to a serviceman (indicate the language on the envelope). Write a special issue of your school newspaper.

IDEAS . . IDEAS . IDEAS . . . IDEAS

14 Language Association Bulletin CALL FOR PAPERS

A special issue of theBulletin is planned for 1991on THE ROLE OF HOMEWORK IN FOREIGN LANGUAGE INSTRUCTION

The topic is applicable to all levels of instruction. Standard length papers (8-12 pages, doublespaced) and short papers are invited from the membership.

The Editor and the Editorial Board look forward to receiving many articles on this important theme and encourage you to speak out on it. Please submit manuscripts in duplicate, in gender neutral language, to: iditor lrmgard C. Taylor, 23 Floral Avenue, Cortland, New York 13045 no later than July 15, 1991.

ORDER LETTERS TO THE EDITOR FRENCH, SPANISH, ITALIAN The Editor welcomes letters from readers ex- AND GERMAN MEDALS pressing their opinions about articles and com- at $7.50 from: ments made in the Bulletin or about issues in NYSAFLTHEADQUARTERS foreign language education. All letters will be 1102 Ardsley Rd., Schenectady, NY 12308 considered for publication.

MANHATTANVILLE COLLEGE 1991 - Fourth Annual LANGUAGE IMMERSION PROGRAMS DATES: WEEKENDS WEEKLONG February 15-'16 June 24-27 March 22-23 July 8-11 April 5- 6 August19-23 COST: Non-credit $250. Non-credit $500. 1 UG credit 335. 3 UG credits 685. 1 GR credit 350. 3 GR credits 725. LANGUAGES: Chinese (March), French, German, Italian, Spanish. ALSO: Summer Sessions: Mini-courses on techniques, the learning disabled student, oral proficiency, and 5( ftware in communicative classrooms.

IN ADDITION: MPS Program in Second Languages, including ESL. gla PLUS: Program for extending NYS certification LU in second language K-12. I 11114 CONTACT: Department of Teacher Education MANHATTANVILII: 125 Purchase Street, Purchase, NY 10577 CI/LEGE (914) 694-2200, Ext. 214

March 1991 15 1 0 Cooperative Learnini, Tasks (con't from page 13) The Making of The Foreign Language Teacher ,..(con't from page 5) Wilga M. Rivers: "Conveisation groups ,. .require carefulpreparation and specialtechniques. They mentors who would interact with those responsible cannot be expected to produce good results if the for training at the post-secondary level. This might teacher vaoely hopes that the mood of the group be articulation at its finest, willcarry ad the participants in a steadyflow of Conclusion , . The teacher must plan a careful series of chatter . The leadersnip of NYSAF LT and the State Educa- conversation topics covering a wide field . . ."3 I tion Department are deeply grateful to the dedicated would also add thata teacher considering using educators who contributed to the discussions at the cooperative learning techniques do some background 1990 Colloquium. Many of them played an important reading on the subject. This school year is my second role in both Colloquia. Their efforts have provided year using cooperative learning techniques. Ihave the framework for NYSAFLT's work in influencing experienced success and yes,failure.The failure the teacher preparation process in this State, The comes from hiwing tried too much too soon. I advise outcomes of the 1990 Colloquium as presented in trying this technique with one class at a time on one this report will be incorporated in the deliberations of particular unit. the NYSAF LT Task Force on Teacher Preparation. The students' comments have been: "The work This Task Force was created in March 1990 and was evenly distributed. We always did well onbrain- charged with the responsibility of producing a blue- storming, making up sentences and situations. ..I print for teacher preparation which identifies the would much rather be in groups than in rows. There competencies, both linguistic and pedagogical, that was a sort of check and balance . , . We were very teachers should possess upon entering the classroom. effective because there's a chance to mix inputs about NYSAF LT is very proud of this effort because the various things and work together to find an answer Task Force document, to be completed in late spring

. . . Discussing things about and in Spanish became 1f."11, will be widely distributed to deans of schools incredibly fun. (weird, huh.) .. .didn't like interviews of education, toacher trainers, foreign lanugage educa-

. . .but I feel pretty darn confident!' I, as their teach- tors, and those responsible for teacher certification er, feel confident that this is an effectivetechnique. inthe State Education Department. In addition, mem( qirs of the Task Force will be designated to REFERENCES serve on the panel of experts who will ultimately 1David W. Johnson and Frank P. Johnson, Joining Together, select or prepare the tests that will be used for certifi- Prentice-Hail, Inc., New Jersey. 1987. p. 358. cation oi teachers in New York State. 2 ,Joining Together, Prentice-Hall, Inc., New Jersey. 1987. p. 370. This process is unlike any other in the country. 3Wilga M. Rivers, Teaching Foreign Language Skills,The Starting with the 1989 Colloquium, continuing with University of Chicago Press, Chicago. 1968. pp. 202-203.Al tl,e 1990 Colioquium, including the two symposia of post-recondaryforeignlanguageeducators,and involving the members of the Task Force, NYSAFLT will have created this blueprint using grassroots in- formation from the members of the profession who 111111 know the answers best: the classroom teachers. Members of NYSAFLT are encouraged to react to this report of the 1990 Colloquium and to send any 6,000 Pen Pals Sought By comments that they may have to John Webb, Hunter Germans and Bulgarians! College High School, 71 East 94th Street, New York, New York 10128 or to Joanne Hume-Nigro, 413 Thornbush Drive, Victor, New York 14564, Michelle's International Pen-Pal Service has been swamped withrequests for American pen-pals from former East Germ-my and Bulgaria. If you are interested send your name,address, and age FRENCH CULTURAL SERVICES immediately to: SCHOLARSHIP AWARD Michelle's International Pen-Pal Service Requests for applications must be postmarked 318 Indian Grove edve no later than June 10, 1991 Stuart, Florida 34994 Applications may be obtained from: Indicate whether you are interested in an East Ms. Patricia Pullano German or Bulgarian pen-pa:. 105 Rldgeview Drive East Rochester, New York 14445

16 Language Association Bulletin 0 :1 (continued from page 11) ary languageis not the authority. Therefore, one PROFESSIONAL CALENDAR must refer to the rules of the past because today the March 4-8 National Foreign Language Week written language is too close to the spoken language. March 16 SCOL Meeting, New York City In many cases, grammar reflects more the speaker March 23 Long Island Regional Meeting, than the rules. It is necessary to consider that even if LILT, The Wheatley School there is a rule, many times it is ignored. April 6 Capital Dist. Regional Meeting, Also, why are there so many American expressions Union College, Schenectady in the Italian language? Instead of finding the Italian April 6 Rochester Regional Meeting, word for a technical expression, as the French do, Nazareth College, Rochester English is often used because itis more precise and April 25-28 Northeast Conference, more concise. More importantly the mass media run New York City the risk of not being in ..tyle if they don't use certain May 3-4 English terms. To be considered informed and up to Conference on Early date, English is almost obligatory. According to pro- (Elementary) Foreign Language fessor Mazzetti, only La Crusca checks and tries to Programs, SUNY Buffalo stop somewhat the drastic changes in the Italian lan- May 9 Pre-Colloquium and Articulation guage. For now there is no formal movement 4gainst Workshops, WI. te Plains, NY this americanization. Obviously, not all these changes May 10 NYSAFLT Colloquium, will be assimilated into the language, but some will White Plains, New York certainly become part of the norm forever. July 3-6 AATF Conference, It is evident that there is a revolution inside the Minneapolis, Minnesota language. Even if precise rules of the recent changes August 6-9 NYSAF LT Summer Workshop do not yet exist, itis obvious that the rules of the Skidmore, Saratoga Springs, NY Italianlanguage aresimplifying. There are more October 13-15 NYSAF LT Annual Meeting, resemblannes to French and Spanish, more proof that Concord, Lake Kiamesha, NY the Italian language is det.ching itself from the in- 11111INNWroMMOIM.111/1011 fluence of Latin. What does all this mean? It means that various forms of Italianstill exist: standard, necessary to remember that a language is an instru- cultured,regional,oolloquial,popular,written, ment incontinuous evolution. The extraordinary spoken and that there is still much insistence on the changes the Italian language has undergone in the last correct form of address. However, allthings con- thirty years have proven this to be true. It is indispen- sidered, Italian is moving away from an impenetrable sable to keep up to date and informed; this must be structure; its lexicon is continuously increasing, and accomplished any way possible to better face the there is a wider chOr e for the speaker. constant challenge of teaching a living language like For an Italian teacher in the United States, all Italian. these novelties, without precise rules, can be a source of frustration and can create some confusion. But it is

TEACHER INCENTIVE GRANTS ENCOURAGE INNOVATION IDEAS! IDEAS!! IDEAS!!! But little or no funding?? Submit your plan to the Teacher Incentive Grant Committee. You could receive partialor full funcing. Proposals need not be complex or academic. They may not, however, be something covered by the regular school or department budget. Sometimes the simplest ideas produce great results. In the past winners have receivedgrants for: a multi-disciplinary stage production, a brochure providing more detailed information about theschool's FL program, seed money to establish a FL reference library, a weekend immersion program, a summer language program for 3-5 year olds, teacher-made materials and aids for a new language program, a series of computer programs to aid students, a "culture Corner Kiosk," authentic materials exchanges, materials foran Arts-in- Education program focusin on Canada and Latin America... The list is endless. Why not put your id(s into action? Revitalize your language program! All NYSAF LT members are eligible to apply, with the e. ,:eption of committee members. The Teacher Incentive Grant Committee is now accepting requests for applications until May1, 1991. Completed applications must be received no later than June 1, 1991. Awards will be madeat the Annual Meeting of NYSAF LT at the Concord in October, 1991. Contact: Ellen Scheiderer, 307 Highland Avenue, Orchard Park, New York 14127.

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18 Language Association Bulletin rationale and expected outcomes should be widely disseminated. 1989 ACTFL NATIONAL A. Advocacy The profession must advocate and support the PRIORITIES CONFERENCE vital role of language learning in early childhood and elementary school education. Such programs SUMMARIES OF are the foundation for a long, wellarticulated se- quence of carefully developed curriculum that can PRIORITY PROCEEDINGS result in increased language proficiency for students in the United States. The profession must enlist sup- Summaries on Articulation, Integrating the Arts in port by the nation's decision makers at all levels of the Second Language Curriculum, Integrating Culture government and by parents and members of the and Global Education, Literature and Communicative business community. Recommendations in this Competence, New Technologies, Teaching All Stu- dents: Reaching and Teaching Students of Varying area are: Abilities, appeared in the January 1991 Bulletin. Re . 1. Enlist support for elementary school foreign printed with permission of ACTF L. language programs in the professional language community so that long, well-articulated se- quences become the norm. PRIORITIES COMMITTEES 2. Enlist support and establish new partnerships CHAIRMAN - ACTFL 1989 among business, government and education PRESIDENT!: ROBERT J. LUDWIG agencies. B.Teacher Preparation The papers following are summaries of the pro- Quality teacher pre-service and inservice prepa- ceedings of the thirteen priority strands and represent ration is needed to meet the changing demands of the major issues discussed during the 1989 ACTFL Na- our field in FLEX, FLES and immersion programs. tional Priorities Conference, held at the Boston Marriott Such programs must be planned with the extensive Copley Place, Boston, MA, on Thursday, November 16, cooperation of erperienced teachers, specialists and 1989. The papers appear as they were submitted by the supervisors from the precollegiite level. Teacher- various committees, with no attempt at revising them for preparers also must continually renew their ex- the sake of conformity. perience and knowledge concerning elementary school foreign language teaching. Recommenda- tions in this area are: FOREIGN LANGUAGES IN THE 1. Disseminate information regarding critical ELEMENTARY SCHOOL teacher shortages in elementary school foreign language programs. Katherine R. Olson,St. Paul Academy 2. Develop a pre-service teaching major that is and Summit School, MN Co-Chair responsive to current needs in FLES, FLEX and Helena Anderson Curtain,Madison Public Schools, WI immersion programs. Co-Chair 3. Develop in-service programs to serve present Myriam Mei;Author, Montgomery County Public professionals. Schools, Rockville, MD 4. Establish active collaboration between pre- Nancy Rhodes,Author, Center for Applied Linguistics, collegiate experts and college/university level Washington, DC teacher-trainers. Gladys Lipton,University of Maryland, Baltimore 5. Identify international sites to develop exchanges Carol Ann Pesola,Concordia College, Moorhead, MN as an integral part of a pre-service program. Madeline M.Ehrlich, Advocates for Language C.Resources Learning, Culver City, CA Authentic, developmentally appropriate, culturally Kathleen M Riordan,Springfield Public Schools rich, content-based materials are key components Springfield, MA in quality elementary school foreign language pro- grams. These materials have communication as the Consensus was reached on the following six nriorities main focus. Recommendations in this arra are: in the foreign language in the elementary school strand. 1. Develop materials to suit various program We believe that elementary school foreign language models and needs. education should be incorporated into all strands of the 2. Strengthen networking opportunities to develop ACTFL priorities and that program model descriptions, human, fiscal and materials resources. 19 March 1991 1104 3. Identify and nurture funding resources for ongo- LESS-COMMONIN TAUGHT LANGUAGES ing support of elemenury school foreign language instruction. Jane Barley,NYS Education Department, D. Expanded Opportunities for Early Language Albany Chairman Learning Galal Walker,Author, The Ohio State A primary goal in the next decade is to increase the University, Columbus number of high quality, carefully-designed elemen- David P Benseler,The Ohio State University, tary school foreign language programs based on Columbus strong administrative, parent and community Richard D. Brecht,University of Maryland at support. This will ensure that all students regaidless College Park of learning styles, achievement levels, race/ethnic origin, socioeconomic status, home language or The headings of the divisions of Walker's paper clear- future academic goals may begin language learning ly set forth the "place" of the less-commonly taught early and continue the language in a long, well- languages (I.CB) in America: articulatec sequence of carefully developed cur- 1. Having r. Place: LCR in the Foreign Language riculum. Recommendations in this area are: Study Profession discusses the changing American I. Affirm the need to expand opportunities for perceptions of LCIt in the light of current world foreign language instruction for all elementary events and an increased emphasis on global educa- school age children. tion in the schools. In this section, Walker lists three 2. Integrate long, well-articulated language pro- priorities for the LCII: a) the need to increase the grams into the regular school program. number of students; b) the need to increase the ef- 3. Encourage options such as the classics and other ficiency of instruction to overcome the handicap of languages that may not be frequently taught in the additiona'. time and effort required to gain the United States. proficiency; and c) to increase the efficiency of pro- E.Articulation viding instruction for languages with tiny numbers Well-articulated programs are a result of consensus, of students in order to maintain a long-term capaci- careful planning and monitoring among language ty to train Americans in these languages. teachers, administrators and concerned parents 2. Finding Our Place: LC-11 in American Society talks across levels. Articulation can take place smoothly about the need to make Americans aware of the fact only if students moving through the programs are that there are other languages worth studying in ad- achieving predictable outcomes that are consistent dition to Spanish, French and German. across grade levels. Recommendations in this area 3. Knowing Our Place: LCD in American Education are: discusses the common perception, both outside of 1. Establish a K-12 framework with common goals and within the field itself, of the "exotic" nature of and philosophy for various program models. the LCII. 2. _Articulate language programs horizontally and 4. On Constructing The Place: LCB and Culture pin- vertically. points the major difficulties associated with 3. Plan programs across levels with tcam deci- teaching "culture." sion-making by language professionals, school S. Designing The Place: Creating Foreign Language officials, and parents. Learning Environments for the LC'll contrasts "go- 4. Articulate cultural components as well as ing there" to learn the language as opposed to study language components. in stateside programs. What should course content F. Research/Evaluation bc for both situations? Critical research questions must be identified and 6. Keeping The Place: Learners and Instructors of addressed. In addition, evaluation must be included LCM: Who studies LCB? How do the character- as an essential component of all program designs. istics and learning potential of ethnic vs nonethnic Recommendations in this area are: students impact on an LCT program? What do we 1. Establish and disseminate a research agenda. know about the effectiveness of native vs non-native 2. Promote classroom-based research on language instructors? What are the qualifications of a acquisition and other aspects of elementary teacher? school foreign language programs. 7. Furnishing The Place: Developing materials 3. Encourage longitudinal studies to assess the ef- discusses the problem of the lack of adequate in- fectiveness of various program models. structional and supplemental materials and 4. Disseminate and replicate research results as publishers. widely as possible. 8. Equipping The Place: lbchnology and the Delivery 20 Language Association Bulletin of Instruction makes a solid case for the future role programs and the establishment of additional ones. of modern informational technologies in the in- Finally, this profession must be politically astute in order struction of the Len. to stay abreast of developments at the local, state, and 9. Assessing The ?lace: Evaluation discusses national levels, which impact the prepanoion of teachers. proficiency-based instruction and testing in relation It is important to understand, however, that teacher to the LCII. education encompasses both pre-service and in-service In conchision, Walker cites his "Action Agenda," programs for instructors from kindergarten through in which he calls for a united front for the LCII, urging post secondary, the latter to include teaching assistants. that they define an agenda, centralize their resources, ac- tively promote teacher training and maintain a national Priorities register of speakers of LCTS. He adds to this his 1. Develop strategies for the implementation of the "Research Agenda" which would include surveys, pro- ACTFL Provisional Program Guidelines for grams and curricula, dealing with the "culture" ques- Foreign Language Dacha Education, especially as tion and intensive work on expanding technology they relate to the following: capabilit ies. a. Focus on pedagogy in grades 1(42. In contrasting reactor papers, Brecht emphasizes the b. Validity of coursework for teaching (i.e., general need for the Lell to speak with a common voice within education, pedagogy, and specialist/teaching their own organization. Benseler, on the other hand, majors). points out that while everything Walker has said concer- 'I he ACTFL Guidelines should be reviewed with the ning the LCIt is correct, much of the same applies to the intention of removing the word "provisional," so that cm [commonly-taught languages]. He asks whether it groups such as NCATE, NASDTEC, and state agencies would make more sense for the LCIS, instead of form- can utilize them in assessing existing teacher education ing yet one more group, to try to gain the support of the programs. While it is understood that language specific CTh and work with them, as full and equal partners, organizations either have or are working on their own within existir g organizations such as ACTFL and MLA, sets of guidelines, the ACTFL Guidelines serve as an to construct a platform of "realizable goals [and] objec- umbrella for all others. tives" for the foreign language teaching profession as a 2. Identify exemplary teacher education programs as whole. models for the implementation of the Guidelines. a. In pre-service, focus must be placed on: methods appropriate not only for lower levels, TEACHER EDUCATION but also for content areas such as literature "real-world" language as needed in the classroom PRE-SERVICE AND IN-SERVICE quality of cooperating teachers TEACHER EDUCATION the self-evaluation process pedagogical content knowledge (Lee Shulman) Joan Manley, University of 'Texas, El Paso b. In in-service, attention must be paid to: Co-Chair mentoring Paula Fordham, University of Charleston, SC peer coaching Co-Chair readily available and appropriately designed ex- Lorraine A. Strasheim, Author, Indiana University, periences for teachers, such as courses provided Bloomington by colleges and universities Lynn A. Sandstedt, University of collaborative efforts across levels of instruction Northern Colorado, Greeley and between education and language depart- Constance K KnoA University of Wisconsin, Madison ments in colleges and universities 3. Work vith state organizations and departments of During the sessions, three critical points pertaining to education to develop post-baccalaureate certifi- teacher education were highlighted. The first is the need cation programs in line with national guidelines. to emphasize the importance of equitable access by all These programs should include fifth year and alter- groups in the United States to teacher education pro- native certification program. It is essential that the grams. This would involve the active recruitment of all profession be involved in these in order to maintain minority groups into foreign language programs, begin- appropriate standards. ning in high school. The second is the pro-active role 4. Work with state language organizations, state which must be played by the foreign language teaching departments of education, and colleges and univer- profession to assure the maintenance of odsting quality sities to require study abroad and/or intensive March 1991 rt6 21 4 0 .

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16 Transparencies to Develop Vocabulary and Oral Proficiency

II

Evryday Situations in Spanish is a unique teaching kit that encourages students to communicate in Spanish-language "sunny& sztuatwns" without ever leaving the classroom This collection of 16 whimsical, full-color transparencies re-creates real-life experiences that visitors to Spanish-speaking countries are likely ,crytxrge1,0nkoPricies to encounter. Evirydar Situations From the airport to the open-air market, from the cafe to the seashore, these transparencies introduce and reinforce the Inspatial vocabulary and grammar structures that are essential to daily 10 Develop Vocabulary communication. They do so by presenting lively scenes in which & Oral Proficiency characters act and react within an authentic context. 2jiact, 4 II; Designed with teaching flexibility in mind, the transparencies in this kit can be tailored to tit the objectives ot a %. ide variety ot Spanish programs from begininng to advanced levels. The Teacher's Manual that accompanies this kit provides a broad 4 range of teaching suggestions and aids for meeting the needs of individual classes or students.

Each unit in the Teacher's Manual deals with a specific .11011 transparency, presenting materials grouped under the following headings: lntroducciOn, InformaciOn cultural, Vocabulario, Preguntas, and Actividades complementarias. The transparencies, vocabulary, cultural informatton, and activities comprise a valuable resource for teaching the Spanish language and promoting cultural awareness among students of Celudine Commie *Dow hoon.,a4 all levels.

16 full color transparenciesplus complete Teacher's Manual, llEl 7299 .X. S69 95

Let"Everyday Situations"make Spanish come alive inYOURclassroom: Call 1-800-323-4q00 or I-708-679-5500

National Textbook Companya division of NTC P14\blishing ';roktp Ao0160/5 agla4255 W.Touhy AvenueLincolnwood, Illinois 60646-1975 FAX: 708-679-2494 22 irt Language Association Bulletin language experience programs for prospective Formulate a rationale for the Classics and Latin in teachers. hnth the elementary and secondary curricula, 5.Work with state foreip language °mail:Woo and which would take into consideration the diversity state departments of education to establish man- among students and the need for a curriculum that datory ate-wide mmament program& The assess- supports multicultural, global education. ment would include both entrance and exit Seek to make the teaching of the ancient world, measures, as well as recertification. These should clauical therature in translation, and mythology MI cover language, content (culture, linguistics, and integral part of the school curriculum. literature), and pedagogy. Make Latin instruction available as widely as possi- 6.Develop an active national program for the recruit- ble and as early as possible to all students. ment of foreign langur teachers. Although this is Promote a role for Latin in exploratory language the last point listed, it is considered to be a crucial CourseS. issue for the foreign language teaching profession. 2. Adapt Latin pedagogy so that Latin instruction The resolution of the crisis situation that now exists focuses on Witching Latin es a language including in foreign language education because of the critical development of proficiency in all four !ensilage shortage of trained teachers will require the efforts skills with primary emphuis on reading. of all interested parties, including language Formulate a broad and flexible set of norms regard- organizations, state departments of education, ing thc balance betwer instruction hi language and district supervisors, school districts, and colleges culture, the pace of instruction, and the rate at and universities. which levels of mastery of elements and structures of the language should be expected and achieved. CLASSICS Develop measurable standards of proficiency in students' ability to read Latin at set levels of achieve- ment, accompanied by measurable proficiency CRITICAL INSTRUCI1ONAL IMES standards in listening, speaking, and writing. IN THE CLASSICS Continue research and development of comput- er-assisted instruction, interactive video, and RobertLa Buuve, lbxas Education Agency, distance learning to facilitate development of Austin Chairman language skills and to enable Latin instruction to be kfartha Abbott, Author, Fairfax County offered to more students. Public Schools, VA Lynne McClendon, Fulton County Board 3. Encoursge active tecruitment of teachers of Latin of Education, GA while ensuring that there are high quality tmhdng WWiam j. Mayer, Hunter College, New York, NY programs and staff development opportunities for in-service teachers. The Classics profession has made great strides during Increase efforts to recruit new teachers and to the 1980s as entollment in Win incteased and classicists retrain current teachers as Latin teachers. at all levels developed innovative collaborative efforts. Develop a variety of in-service training programs Because of the important benefits that students derive and summer institutes to acquaint teachers with all from the study of the Classics and Latin, the coming available methods, pedagogical strategies, and decade must see a renewed commitment by the profes- materials. sion to build on the strengths and new directions of the 4.Promote collaborative efforts within the Chinks 80's, to secure the place of them important classical profession and with modern language organi- studies in the curriculum of all American schools, and zations to achieve strength through waiting toward to develop innovative and practical ways to face the shared goals. challenge of a shortage of qualified Latin teachers. In Improve articulation between school and col- addition, classicists must redefine curriculum and lege/university instruction in Latin, pedagogy for the Classics and Latin in the schools in Increase efforts in the area of public awareness and relation to the needs of the students of the 90's and the promotion of the study of the Classics, Latin, and current focus on international education. Greek iii the schools. In light of the above, classieists at the ACTFL Con- Renew commitment to networking both within the ference have identified the following priorities with ac- classical language profession and with tht modern companying recommendations: language profession to identify purposes in com- 1. Work to ensure a vital role for the Clasaks and mon and areas for cooperation and mutual Latin in the curriculum of all American schools. support. March 1991 23 AG MGP Magazines.... the people, the places and the events which bring foreign languages alive for yourstudents....

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24 Language Association Bulletin theory-building stage, a stage that encouragesdiversity RESEARCH in research approach as well as procedure. Aresearch agenda for the 1990s should thus provide forexperimen- tal, naturalistic, and classroom inquiry toinvestigate the RESEARCH: WHAT QUESTIONS SHOULD same research questions,where possible using WE BE ADDRESSING IN THE NINMES? complementary sets of data. Our research is often hindered by the lack ofaccepted, Kathy Bailey, Monterey Institute of International valid and reliable tests to assess language proficiency.We Studies, CA Co-Chair must continue test developmentefforts in all skills. Im- Janet Swaffar, University of Texas, Austin Co-Chair proving our research tools will be an important step Alice Omaggio Hadley, Author, toward testing the hypotheses of ourdeveloping University of Illinois, Champaign theories. Sally Sieloff Magnan, University of Where to place priorities for research is a difficult Wisconsin, Madison question, since the breadth of the profession is so large. Vicki Galloway, Georgia Institute of And yet, the papers and discussions often focused on the Thchnology, Atlanta following three major areas: acquisition in various John A. Lett, Jr., Defense Language InstitutePresidio classmoms as compared to natural situations (also a ma- of Monterey, CA jor concern of the 1979 Priorities Conference); learner Renate A. Schulz, University of Arizona, 'Meson needs and characteristics (including learning styles and strategies, learner attitudes and background, and pur- The task of the Research Committee was to read the poses for language study); and, the roleof the teacher papers from the 12 different strands ofthe Priorities and teacher preparation (incluCing instructional Conference in order to identify research needs for the decision-making, program design, materials develop- 1990s. The identified needs were presented during a Net- ment, and optimal use of technology). Theidentifica- working Session at the 1989 ACTFL Annual Meeting in tion of only three albeit very largeareas is in no way Boston, with comments from the reactors and par- intended to exclude other arms, but rather to point to the ticipants at the session. This summary ;s the result of the extensiveness of the task before us and to the inap- many provocative discussions associatedwith this pro- propriateness of having our small committee set forth cess. It will serve as the frameworkof the final paper of a precise research agenda. the Research strand and as a starting point for discus- Given the scope of our profession's urgent need for sion at the session "A Special Interest Group (SIG) for information, the committee strongly urges a summit of Research in Second-language Learning and Thaching" second language organizations. Collaboration will be at ACTFL '90 in Nashville. essential in obtaining the necessary expertise and fun- ACTFI2s priorities for the 1990s build on develop- ding. In order to provide a framework for collaboration, ments ushered in by our agenda a decade ago. In 1980, the committee suggests that a Special Interest Group on the notion of a competency-based model for testing was research be created. It should be open to all language novel. Today, the constituents of that model are a ma- researchers and have direct links to national and interna- jor focus of concern within and outside the ACTFL tional foreign language organizations. organization. In 1980, the research needs suggested by ACTFL addressed a profession in which applied TESTING linguists were a caste apart. Ibday, a growing number of significant studies clarify issues such as the use of ASSESSMENT authentic materials and the relationship between comprehensible input and output. Institutional views Suzanne Jebe, Minnesota Department of Education, about the role of the applied linguist have changed. Tb- St. Paul Co-Chair day, research in language acquisition is emerging as a Manuel Rodriguez, Northern Arizona University, viable, vital discipline. With this emergence comes an ex- Flagstaff Co-Chair panded research potential. The profession is now in a Grant Henning Author, better position to undertake the scope of investigation Educational Testing Service, Princeton, NJ necessary to address urgent concerns of the 1990s. Charles W. Stansfiel4 Center for Applied Linguistics, ltaditionally, our research has included both ex- Washington, DC perimental and classroom-based "action" studies. Elena Shohamy, National Foreign Language Center, Although it has yielded many insights into both theory Washington, DC ard practice, it has not produced a single, or even a few, Rebecca Valette, Boston College, Chestnut Hill, MA widely accepted competing theories. We are still in the Dale L. Lange, University of Minnesota, Minneapolis

March 1991 25 Preamble c. Research into the "backwash" effect of the Oral Assessment in language educatio. important for Proficiency Interview on secondary school valuation of learners and programs and for teacher language instruction. development. It deserves long-term support in terms of d. Development of models of teacher education fiscal and human resources by professional organiza- (pre- and inservice) that include appropriate tions, educational institutions, state departments of prepamtion and practice in assessment strategies education, the U. S. Department of Education, and and analysis. others concerned with equity and quality education. As e. Research into the effects and use of self assess- we approach the end of the twentieth century, the Thsts ment in the teaching and learning process. and Testing Committee identified a hierarchy of issues f. Education of the lay and educational communi- and concerns at the 1989 ACTFL Professional Priorities ties as to appropriate use of assessment pro- Conference in Boston. Following are the priorities and cedures and their results. accompanying recommendations for action. 5. To explore and develop suitable applications of Priorities technology for teaching and assessing language use, I.To define the purpose of language use within e.g., comruter-assisted/adaptive tests, video listen- cultural contexts. ing instruments, and interactive video strategies. a. Validation of the ACTFL Proficiency Guidelines across the four skills areas and learner popula- PUBLIC RELATIONS tions, including the development of language- specific guidelines where they do not yet exist. Do the current Guidelines provide a broad PUBLIC RELMCIONS AND ADVOCACY enough set of content descriptors for the full range of language learners (K-6, 7-12, post- Helene Zimmer-Loew, American Association of secondary)? Teachers of German, Cherry Hill, b. Research into the implicational nature of the NJ Co-Chair Guidelines. J. David Edwards, Joint National Committee for Are the abilities implied by performance Language'. National Council for Languages and at the higher levels actually there? International Studies, Washington, DC Co-Chair 2.To develop a taxonomy of testing purposes related Senator Paul Simon, Author, to assessment procedures. Senator from Illinois, Washington, DC a. Classroom strategies. Thomas H. Kean, Former Governor of b. Standardized tests. New Jersey, 11.enton 3. lb develop valid and reliable instruments that reflect Thomas L. Burroughs, National School Boards the purposes of language use and assessment. Colinsville, IL a. Research on the "backwash" effect, i.e., what ef- Mary Hatwood Futrell, National Education fects to tests have on teaching and learning? Association, Washington, DC b. Obtain psychometric information about lan- Richard Brod, Modern Language Association guage tests that are currently in use, i.e., what are New York, NY these tests testing? 4.To integrate assessment into the teaching and lear- Preamble ning process. Policy makers are not everts in every field and are not a. Promotion of the role of both teacher and stu- dependent upon good, reliable information and data. dent in the assessment process. They are moved by public opinion. With this end in b. Research into the relationship between time mind, a major coordinated public relations campaign is spent in language study and the attainment of needed within the next decade to show that FL is a pro- proficiency levels. fession and that FL study is needed in the U.S.

26 i Language Association Bulletin PUBLIC(S) TO INFLUENCE: ISSUES (The What) PROCESS (The How and By Whom) We &odd. We should.

A. LEGISLA1ORS increase our positive public advocate publicly for FL legislation in (including national and image as a profusion every state (letter writing, visits) state elected officials including match FL expectations with governors and executive branch PrOgram outcomes administrators) disseminate information on our spor..or vlblic advocacy workshops "succeues" in teaching FLs, including English as a FL

B. PARENTS increase our positive image as identify influential "friends" (including taxpayers, a profession of FL and provide materials PTA's and even disin- for them to disseminate terested parents/guardians) address the needs of ALL stu- sponsor nationally televised dents, including inner city and public opinion talk shows (e.g., learning disabled Oprah Winfrey) on education issues but focus on FLA

C.STUDENTS inform students of the value have them contact legislators of FL study and school board members about positive experiences

D.TEACHERS/INSTRUCTORS enhance professionalism of work through existing networks teachers such as Academic Alliances and other structures prevent the spread of "INFEX- SHUS" mololingualism

E.SCHOOL BOARD MEMBERS increase intra-professional communication disseminate information on identify influential "friends" of FL cent increase in FL enrollments focus on FL study as a means of developing high level professional skills

F. CORPORATE AND BUSINESS establish a network of policy make personal contacts with LEADERS (e.g., CEO's) decision makers specific individuals work with AT&T and other businesses that are beginning to create language programs within their businesses

G.FOUNDATION EXECUTIVES influence policy and funding levels for priority programs (e.g., less- commonly taught languages)

H.BUSINESS SCHOOLS utilize state and national foundation directories (e.g., International MBA at Harvard, Wharton School at Universi- ty of Pennsylvania)

I. FEDERAL GOVERNMENT

J. MEDIA contact other professional groups to in- form ourselves of how they effectively use the media. March 1991 112 27 all programs avadable 12 months a year college age & beyond all levelsbeginner to advanced excellent refresher/review special super-intensive refresher/review available for professors & teachers

Foreign language study programs that are especially good for the student (all ages) that wants a very Intensive program to learn and practice the "spoken" language; or that needs to learn the language for purposes of careeradvancement.

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unique language learning concept req vihtchoprotta.0 credit yow tc slot Louise Harber 200 % true ,,ortotoores1 3 to 30 hours tota1 Ammeroion tonsoatg'-a,, of Foreign Language/ *undengraduate or graduate Study Abroad Programs languages, humanities or education live & study in the home (open to college students and to Box 5409, GCS teachers without univereity fflliatkm) of your teacher, not in a school New York, NY 10163 may b s received for France . SpainItaly. Germany .Portugal Small Classes di 100 % True Total Immersion Argentma . Russia . Taiwan . Japan Phone. 212/662.1090 (9 am to midnight) Fax: 212/316-2095

ono. for your convenience Los Ammrs A :13 623 6911San FancSfo CA 415 391 7517Denver CO 303 595 3525Nimn.ntion DC 202/232 2516 ri 305 577 0131Ai.t, ajA 404 523 3184(1waito l 312 583 7100Dallas 1% 214 741 7744Sritcle WA 206,467 1073

Language Association Bulletin Non-profit Orgenization U.S. POSTAGE 1102 Ardsley Road, Schenectady, NV 12308 Ticnboune PAID NanciMillwoodAve.APt.204 Schenectady, NY 1100 Ontario Permit No. 110 Brockville, Canada KbYEITZ. Language AssociationBulletin New York State Association of Foreign Language Teachers

VOL. XLII May 1991 No. 5

NEW YORK STATE ASSOCIATION OF FOREIGN LANGUAGE TEACHERS REPORT OF THE TASK FORCE ON TEACHER PREPARATION Investing in the Future of Foreign Language Teaching: .4 Design for Teacher Preparation

I.INTRODUCTION The foreign language classes of the future must be training that enables them to achieve those com- taught by trained professionals whose competencies petencies. as teachers reflect progress made in the profession as The names of the Task Force members appear in itrelates to theoretical foundations, outcomes of Appendix B. Itis important to point out that they, research, and their practical applications to classroom like the approximately 400 people who attended the instruction. The challenge is particularly crucial at two Colloquia, were truly a representativecross this time when large numbers of retirements of veteran section of the profession. The Task Force was com- teachers are imminent, thus creating a need for more posed of teachers from all levels, elementary through prospectiveforeignlanguage teachers. Those who postsecondary. They are teachers of several different choose to become teachers of foreign languages must languages, teacher trainers, developers of curriculum, be prepared thoroughly if we are to enable future and all are active in NYSAF LT. They teach students students to be proficient in a language other than of varying ability levels, students who have special their own and to participate actively and sensitively educational and emotional needs, students whose in this pluralistic society that is part of a globally motivation may be somewhat lacking or whose interdependent world. behavior may be problematic, and students who are In anticipation of meeting this challenge, the New highly motivated, gifted and talented. In short, they York State Association of Foreign Language Teachers are the world of the teacher, because they liveit (NYSAF LT) convened two Colloquiajointly every day. sponsored with the State Education Department, in 1989 and in 1990, that were specifically devoted to For many readers, the information contained in issues of teacher preparation. Th,..r purpose was to this document will be neither new nor revolutionary. gain substantive input from classroom teachers at all Nationallyrecognizedtheorists,researchers, and levels of instruction regarding the competencies and leaders of both educational and philanthropic organi- training that they believed every teacher entering zations and foundations have had much to say about the profession should have. Each Colloquium was the teacher preparation process. Their reports are of attended by over 200 teachers. The content of their enormous importance and have had a dramatic discussions was carefully compiled to be used by the impact on teacher training. Many of the reports were Task Force on Teacher Preparation that was subse- read by the Task Force during its deliberations (see quently established by the Association. The final goal Appendix A). In the final analysis, the most reliable of the Task Force was topreparea document list of competencies and the most successful teacher containing the competencies thatallteachers of preparation programs are and will be those which foreign languages should possess and the type of (continued on page 3) 114 Language Association Bulletin A Publication of the New York State Association of Foreign Language Teachers Founded 1917

VOL. XLII May 1991 No. 5 Contents

NYSAF LT Task Force 1 Investing in the future of Foreign Language Teaching: A Design for Teacher Preparation

Virginia H. Steak 11 Relevant Reading Using Real Resources

Paul J. Maher 15 Letter to the Editor

17 Teaching Opportunity in India

Sabine Macris 19 Some Observations about India

Irmgard C. Taylor 21 India Linguistically Speaking

JoserTh Gersitz 23 Moscow-Brighton T?lecommunications Program

Anna Nolfi 25 Book Review

Celia Serotsky 27 NYSAFLT Grant Money Creating A Centralized Data Base

OFFICERS: EDITOR: President: Nancy Wallace, Irmgard Taylor, SUNY College at Cortland, Orchard Park Middle School, Orchard Park, NY (1991) Cortland, NY 13045 President-Elect: Mary Champagne-Myers, Greece-Arcadia High School, Rochester, NY (1991) EDITORIAL BOARD: Vice-President: Albert Martino, Harriet Barnett, Dobbs Ferry Middle School Norwich City Schools, Norwich, NY (1991) Sophie Jeffries, Millbrook School Secretary: Carol Reed, Sonja Karsen, Skidmore College Canton Central School, Canton, NY (1991) Kay Lyons, Manhattanville College Anna No If I, Coordinator of Reviews Treasurer: Joseph Gersitz, Dorothy Rissell, SUNY at Buffalo Brighton High School, Rochester, NY (1991) Maryalice Seagrave, Buffalo Past President: John Webb, Patricia Sweet Hunter College High School, New York, NY (1991) Alfred Valentini, Utica Senior Academy Nancy Wallace, Orchard Park Middle School BOARD OF DIRECTORS John Webb, Hunter College Michelle Bloom, Schenendehowa CS, Clifton Pork Larry Wells, SUN Y at Binghamton Robert Cabat, New York City Board of Education Dolores Chimato, Windham-Ashland-Jewett CS, Windham NEWSLETTER EDITOR: Rose De Pinto, William C. Bryant HS, Long Island City Joanne Hume-Nigro, Joan Feindler, The Wheatley School, Old Westbury Greece Central Schools Anne-Marie Finger, Medina Central Schools David Greenberg, Shenendehowa HS, Clifton Park AOV1:RTISING/BUSINESS MANAGER: Francoise Goodrow, Brushton-Moira Central Schools Robert J. Ludwig, Laura Humphrey, Sutherlatid HS, Rochester 1102 Ards ley Road, Schenectady, New York 12308 Donna Hunt, Union-Endicott High School Karen Kopper, Casey MS, East Amherst Subscription to the Language Association Bulletin is in- Marie Lambert, Eastchester High School cluded in membership in the NYSAF LT. Annual subscription I ntonio Manganiello, 3ronxville Middle School rate for libraries is $20.00. Elaine Margarita-Buck .1y, H.B. Thompson MS, Syosset Articles submitted for publication must be typewritten in Frank Rossi, East HS, Rochester gender-neutral language,induplicate, double-spaced and Porter Schermerhorn, C.W. Baker HS, Baldwinsville mailed to lrrngard Taylor, Editor, 23 F lorat Avenue, Cortland, Anne Spies, Ogdensburg Free Academy New York 13045. FAX: (607) 753-5999. Stephen Tallis, Pomona Junior High School All rights reserved. No part of this journal may be reprinted Alfred Valentini, Utica Senior Academy or stored in a retrieval system without prior permission of Mireille Vandenheuvel, Hartwick College, Oneonta the editor.

Language Association Bulletin

4Printed on recycled paper. (continued from page 1) language users achieved very limited proficiency: the clearlyincorporate the recommendations of both "tongue-tied American." They developed no reper- nationally known experts and the people "in the toire of strategies for communication because foreign trenches," the classroom teachers who deal with the language learning was characterized by practice of dailyrealitiesof working with young people. In discrete points of grammar that often were not creating the Task Force, careful attention was paid contextually linked. to selecting people whose contributions would reflect Many teachers who enter the profession today those realities. learned their languageinthis way and, since one It makes sense to listento these practitioners tends to teach the way one was taught, the natural because they can provide the type of grass roots inclination of the beginning teacher is to revert to a information that is absolutely essential for the survival grammar-based rather than a proficiencybased mode. and ultimate success of those who are entering the Training teachers to develop learning outcomes that profession.Everyday classroom teachers may not are stated in terms of the functions that students necessarily know allthe theories, anditis quite ought to be able to perform, therefore, is at the very possible that they will not have read all of the reports, coreoftheteacherpreparationprocess.Once but they do have many of the keys to effectiveness. prospective teachers clearly understand the nature ot They know what to do and how to do it because they proficiency-based outcomes and can state them clear- do itevery day. They attain excellence not lust ly, they can become acquainted with the types of because they know the theories, and not just because learning activities that will enable their students to they have read the reports. They attain excellence perform the target functions. because they act out of a passion for teaching. The Competency: The second language teacherwill validity and the potential impact of this report are write long and short term lesson based on the simplicity of that concept. The report plans which will enable the learners states what the classroom teachers recommend, and it toachievethe stated learning out- deserves the attention of those associated in any way comes. with the preparation of teachers. Competency: The second language teacherwill designanddeliverinstructional H. COMPETENCIES THAT FOREIGN activities appropriate to the stated LANGUAGE TEACHERS SHOULD outcomes. POSSESS The prospective teacher should be aware that what Competency: The second language teacher will be takes place in class each day is part of a whole frame- able to identify an,i state proficiency- work of planning that starts with the statement of based outcomes of instruction. instructional goals, proceeds through long and short term lesson planning, actualizes with learning activities According to current thinking and research in and materials, and culminates in some form of evalua- foreign language education, students acquire language tion. When adequate emphasis is placed on goals and more readily when instruction is driven by outcomes planning, teachers avoid becoming inextricably tied that are proficiency-based. The purpose of language is tr: textbook sequences. Instruction becomes a series communication. Users of language perform communi- of activities that lead students to mastery, and evalua- cative functions in the language to convey meaning. tion is valid and realistic because it is based on care- The New York State Syllabus identifies those com- fully defined and measurable outcomes. municative functions as socializing, providing and obtaining information, getting others to adopt a Planning, both short and long term, is the road course of action, and expressing opinion. Successful map, the course of action that every teacher uses to performance in the language being learned is measured be effective.Itcontains the carefully constructed by determining the extent to which students are able sequence of instruction that will lead the learner to actually perform these functions inthe target toward the stated goal. It tak nto account the com- language. plexities of the language, the needs of the learners Itisimportant for trainers of foreign language both individually and collectively, the school calendar, teachers to realize that the proficiency-based approach and the availability of resources. During the planning standsincontrasttothe more widely familiar stage, the teacher is able to envision the instructional grammar-based approach in which students learn to delivery step by step, and then fashion the motivation, manipulate grammatical structures without necessarily the practice exercises, the communicative interactions applying those manipulations toa communicative and the instructional materials accordingly. purpose. Because the students were unable to make Teacher preparation involves more than introduc- the connection between the grammar activity and the ing the inventory of activities that can be used in class. purpose of the communication, 1.ire generations of It requires careful attention to the whole planning May 1991 fl 3 process. Prospective teachers requireample training the American educational system and of the young and practice in planning so that they then canbe people whom they teach. more effective when they entertheir classrooms. The New York State Syllabus, Modern Languages :ompetency: The secondlanguage teacher will for Communication, has been designed to provide integrate into the designing of lesson teachers with an inventory of the functions, situations plans and instructional activities the and topics that should be included in the foreign knowledge of: language curriculum of the schools. It also states the a) theState Syllabus andthe profic- proficiencies in Listening Comprehension, Listening/ iences associated with Checkpoints Speaking, Reading, and Writing that are appropriate A, B,and C. These A, B, and C for each of the three Checkpoints proficiencies are stated in the form of learning out- b) the processes of first and second comes that describe the functions that students should language acquisition be able to perform and the qualitative and quantita- c)current trends and research in second tivelevelsofthat performance. The Proficiency language education including Examination givenafter Checkpoint A, and the thorough preparation in applied and Regents Comprehensive Examinations at the end of comparativelinguisticsas wellas Checkpoint B, are based on those proficiencies, and psycho and sociolinguistics familiarity with them is required in order for teachers d) current instructional methodologies to rate student performance on the examinations. e)existing and newly emerging technol- In short, the Syllabus can form the basis for all ogy and communicationnetworks lesson planning, from outcomes through evaluation, f) cognition psychology and learning and it should be one of the basic tools available to theories that will acquaint them with every teacher-in-training at the college or university the factors of human behavior and level, to every classroom teacher of foreign languages, motivation elementary through postsecondary, and to every g) child growth and development person responsible for the training of teachers. patterns Competency: The second language teacher will h) specificapproachesthatwillbe demonstrate atleast an Advanced successful when working with all stu- Plus Level of proficiency according dents, including those with special to the ACTFL Proficiency Guidelines educational needs and the gifted and (1LR2+)in the target language in talented, and with students from all listening,speaking,reading,and ethnic and racial groups writing. i)current trends and research in the Proficiency in the language is at the very basis of a education of the whole child teacher's ability to teach. Since teachers entering the j) district goals and philosophy professionare expected to work in a proficiency- based mode, it is helpful for them to be taught in that fashion as well. This type of modeling is achieved best A teacherwho knows how students learn in gener- when instruction and testing at the postsecondary al, and how they acquire language in particular,is level are also proficiency-based. Exposure to small- better equipped to design the sequences of instruction, group as well as large-group instruction, opportunities the learning activities, and the supporting materials. tointeract withnativespeakers, and expanded Therefore, knowledge of language acquisition theories contact with authentic language through the use of and research on linguistics, as well as the psychology film, video, radio, computer, and telecommunications of human behavior and development, is absolutely will further enhance the acquisition and maintenance essential. Teachers need this type of solid foundation of the accepted level of proficiency. in order to be aware of the learning process actually experienced by the students. Recognizingthatlanguageacquisitionoccurs Teachers who are native speakers of a second gradually over a period of time, itis recommended language are a tremendous asset to the foreign lan- thattheproficiencyofprospectiveteachers be guage profession in terms of the linguistic andcultural assessed at four different points during the training enrichment which they bring to students. Teacher and certificationprocess and that the minimum preparationprogramsshould ensurethatnative following standards be required: speakers acquire a thorough knowledge of comparative linguistics as it relates to the teaching process. Teach- Point 1: Declaration of academic major or at ers with a native languagebackground can be most the end of the sophomore year effective when they have a broad understanding of Intermediate-Mid (1LR 1). 4 1 7 Language Association Bulletin and pro- Point2: End of the junior year and as a pre- small group and large group dynamics, requisite for student teaching inter- cedures that foster interaction and learning among mediateHigh (1LR 1+). the group members. Point 3: Second semester of senior year prior the teacher's roles asfacilitator, monitor, and to graduation Advanced (1LR 2). resource. Point 4: Permanent Certification Advanced how to develop students' critical thinkingskills. Plus (ILR 2+). how to employ effective questioningtechniques. diagnostic techniques that enable the teacher to Competency: The second language teacher will demonstrate the knowledge of the provide meaningful feedback and errorcorrection enrich- target civilization and ability to par- coupled with appropriate remediation or ticipate in the target culture. ment. activities that provide motivation and practice for Although cultural competence always has been an developing student's proficiency and promote a important component of every teacher's qualifica- classroom atmospherein which student'sself- tions, the advent of the proficiency-based approach esteem is fostered and maintained. the role that to language teaching further increases availability and use of materials and equipment such competence plays in enabling the teacher to appropriate for the classroom. teach effectively. The contextualization of instruction the school discipline code, proceduresfor its im that is inherent in such an approach involves materials school per- that actually are used by members of the target plementation, and the role of other discipline. culture in their everyday lives. The communicative sonnel in dealing with problems of situations in which the students learn to interact as Competency: The second language teacher will they study the target language must reflect the every- collaborate with colleagues, adminis- day reality of that culture. This brings relevance to trators, parents, and students. the language learning process and enhancesboth acquisition and the ability ultimately to use the The school environment with its separate class- language appropriately. More than ever before, the rooms promotes individuality in its teaching staff, but world of the target culture is brought to life in the can often result in teachers working alone on both classroom as an integral part of instruction. the planning and implementation of their lessons. It is particularly important that the prospective teacher In addition to knowing about the history and enter the profession prepared to work with colleagues, everyday life of the target culture, today's teachers as a team member, in all facets of the instructional need background experience in which they have been process. They should be able to: exposed to the values system of the culture(s) where the target language is spoken. This enables them to demonstrate the ability to learn from colleagues. guide their students in identifying their own values share their own expertise in informal situations, in and in examining them in relation to those of different formal committees, and through intervisitations. cultures.Itisnot important that the learners be act constructively on suggestions from colleagues taught to love the target culture, but it is crucial that and supervisors. an awareness of the system ofvalues be fostered so join with colleagues to improve the profession that they can cope realistically with both the similari- through curriculum development, articulation, text- ties and differences. This, too, falls within the realm book selection, and preparation of examinations. of the teacher's responsibility. interact regularly with colleagues from other sub- This competency is best acquired through actual ject areas to develop dnd implement interdisciplin- residence in the target culture, ideally within a family ary units of instruction. homestay, as part of an academic program of at least six months in length prior to receiving permanent attend meetings of parent-teacher organizations certification; When such an arrangement abroad can- and other community groups and integrate com- munity resources inthe curriculum and in the not be obtained, an extendedimmersion experience should be pursued in this country. classroom. Competency: The second language teacher will use Competency: The secondlanguage teacher will a variety of classroom management designandadministerassessment techniques in delivering instruction. thatis appropriate to proficiency- based learning outcomes. Traininginthe formation of proficiency-based learning outcomes and the preparation of both long It is important for prospective teachers to under- and short range plans must be accompanied by the stand that testing, both formal and informal, enables introduction to effective teaching techniques. Here, them to assess student progress and measure the effectiveness of their instiuction. Evaluation must be success is based on knowledge of: May 1981 5 consistent with the learning outcomes. It must reflect thecry with practice, course work with field work, the teaching strategies and resources employed, and and content with process. it must take into account the preferred learning styles Teachertraining culminates withthe student and diverse ability levels of the students. In order to teaching experience. Although years of work as a full design effective assessment instruments, the prospec- time teacher willbring about increasingly refined tive teachers must possess a knowledge of both State performance,itis expected that the competencies examinations, the Proficiency Examination and the outlined in Part I I of this report will be in place once Regents Comprehensive Examinations. They should student teaching is completed. It is at this point that understandthedifference between measuresof the training institution and the cooperating school achievement and measures of proficiency, and demon- attest to the individual's ability and preparedness to strate the ability to construct tests that incorporate perform in a professional setting for many years to authentic contexts and materials. come. Since the ultimate goal of testing is to improve Many aspects of the teacher preparation process instruction, the teacher should be able to use the test have been presented and discussed in conjunction results to design remedial and enrichment workfor with the competenciesinPartII. However, three students, evaluate and adjust instructional techniques, specific components of the guided pre-teaching ex- and determine the validity of the initial learning out- perience deservespecialconsideration because of comes. Furthermore, a basic knowledge of statistics their potential impact on the success of the student will enable the teacher to generate data that can be teaching experience and the ability of the teacher to used to assess the effectiveness of instruction and perform competently once in a full time position. It attain accountability, where possible. k recommended that training institutions address the Competency: The second language teacher will per- followi ng issues: form non-instructional responsibili- Foundations of Language Teaching ties in keeping with district regula- tions, philosophy, and goals. Future teachers need an indepth exposure to learning theory and the principles of second language The teacher's responsibilities extend beyond the acquisition. When they understand how people learn classroom to include a variety of non-instructional in general, and how languages are acquired, they are tasks which are often overlooked but which are, better equipped to develop learning outcomes, create nonetheless, important for well-run schools. They lesson plans, and design instructional activities. They include: can recognize specific stages of the language acquisi- preparing required reports in a timely fashion. tion process, and even make their students aware of what ishappening as they learn.This knowledge maintainingappropriate recordstovalidate enables teachers to create and maintain an environ- grades. ment where language learning can take place. maintaining an accurate attendance record. All teachers can and should keep themselves up-to- informing parents and counselors of student's date with what is happening in the profession by progress. reading thejournalstostayabreast of current Special Note for the Teaching of Latin and Greek research arid its application to the classroom. This is a The New YorkState syllabus Latin for Com- professional habit that should be formed during the munication establishes proficiencybased outcomes teacher training process. In order to do this effectively, for Latin and Greek. Itis a syllabus comparable to teachers must be able to read and interpret statistical that of Modern Languages for Communication. The reports. Second language instruction has improved immensely in the last decade because of research in competencies for teachers of the classics are similar to those of the modern language teacher, but must language acquisition. Without acquaintance with the research process and the reporting of data, research reflect the philosophy and research of the teaching of becomes the domain of an elite few. However, when classical languages. classroom teachers are trained to survey research and interpret the results, they can become involved in the GUIDED PRE-TEACHING studiesthemselves,and eveninitiatetheir own III. research. EXPERIENCE This Task Force report emanates from recommen- Teacher Proficiency inthe dations offered by classroom teachers throughout the Target Language State. Nowhere is this concept of grass roots input A minimum proficiency level of at leastInter- more important than asitrelates to the student mediate High has been recommended as a prerequisite teaching experience. Cooperating teachersinthe for student teaching. Failure to meet this minimum schools provide the hands-on experience which links requirement can be embarrassing and detrimental to

6 Language Association Bulletin the student teacher whose professional future maybe to proficiency and training in pedagogy. These criteria seriously jeopardized. Proficiency development is the should be agreed upon by both the teacher training responsibility of all foreign language teknhers at all institutionandthe schoolreceiving the student levels because it is attained through an uninterrupted teachers. An atmosphere of collegiality between the continuum of learning that takes place over a period university liaison and the cooperating teacher should ofyears.Therefore,articulation between foreign be encouraged. language programs at the secondary and postsecond- Wherever possible, the training institution should ary levels is essential. Withoutsuch a partnership, the place more than one candidate in each of the schools continuous development of proficiency is substantial- to enable them to form their own support network. ly hampered. This team of interns interacts on a daHy basis to pro- In recent years the foreign language curriculum at vide each other with encouragement and feedback the elementary and secondary levels in the State has even though they may be working in different subject been designed according to proficiency-based learning areas. This also helps to avoid the isolation phenome- outcomes, This trend must continue to the post non which pervades the teaching profession. Thus, secondarylevel where foreign language educators the cadre of future teachers learns the importance of need to become acquainted with the ACTFL Profici- collaboration from the outset of their experience. ency Guidelines. They can then tailor their instruc- Scheduling Observations: Future teachers profit tional programs and curriculum according to these from observing a variety of teaching styles and classes nationally accepted standards. of students of allability levels. These observations It is further recommended that the foreign language should begin at the time of formal entry into a teacher courses at the college level reflect the new emphasis training program. As the prospective teachers observe on the use of authentic communicative contexts in various teaching styles, they develop an understand- the language acquisition process. Literature, once the ing of the eclectic nature of teaching and start to dominant component of the language major, should assemble a collectionofclassroom management be only one of several aspects of the course offerings. techniques. In addition, the prospective teachers can Courses in contemporary issues, culture as reflected benefit from observing and participating in the inter- inthe values system, and historical and political actions of personnel throughout the school. This will developments, allusing a variety of texts including prepare them to become involved in decision-making newspapers,magazines,televisionandradio,in and it will enhance their sense of the entire school addition to literature, will produce a well-rounded commu nity. teacher who is prepared to work in classrooms at any Assessing StudentTeacher Performance:The level and with any kind of student. assessment of prospective teachers must be an ongo- Recognizing that the purpose of all second language ing, systematic process, provided by both the training courses, elementary through postsecondary,isto institution and the cooperating teacher. The candi- develop proficiency, the learning outcomes of those dates are encouraged to discover what works and courses, including the literature courses, should be what does not, all within a supportive milieu where, proficiencybased so that the prospective teachers through systematic guidance and supervision, the can achieve the desired Advanced Level of proficiency interns convert their accumulated knowledge into by the time they graduate from college. practical and effective teaching strategies. Assessment While it is desirable to have students immersed in from the university should be timely and adequate, the target culture through long-term experiences and it should be thoroughly coordinated with the abroad, the financial aspect and its impact on many cooperating teacher and school. students cannot be ignored. The Task Force highly Linking Schools and Colleges: In methods classes recommends that future teachers have the opportun- prospective teachers are introduced to the theories ity for sustained exposure to authentic language in andteaching techniques which they practiceas the target culture. There will always be, howc ver, a student teachers. Methods instructors at the college cadre of highly skilled, talented future teachers who levelshould work closely with classroom teachers will not be able to afford residence abroad. Colleges from the elementary and secondary levels as a team are advised to proceed with the assumption that the to teach the collegelevel courses and direct the proficiency level of the student must be gained in student teaching experience. This ensures a continuity this country, either through their own programs or of instruction and grounds the training process in th rough imme rsions. the reality of the classroom and the school.Itis Partnership of Colleges and schools urgently recommended that these teams of teachers in Student Teaching from elementary, secondary, and college be established in every region of the State. Placing Student Teachers in the Schools: Student teachers should be placed in schools according to procedures that are based on specific criteria relating

May 1991 7 120, IV. PERSONAL AND PROFESSIONAL maintainan ongoing awarenessofsignificant DEVELOPMENT educational issues and their applications to the classroom. This report has highlighted the desired competen- use computer programs to facilitate record keeping cies that teachers should possess and the preparation and grade calculation. procedures deemed most effective in attaining those competencies. A lifetime of successful performance value learning as a life-long process of self-develop- can be guaranteed morereadily when personal and ment and self-renewal. professional growth and self-development are main- understand the importance of maintaining a balance tained as priorities by the individual teacher, of work, family, and leisure time, supported by the school district in which the teacher keep each day in perspective with a healthy sense is employed, and fostered by the teacher preparation of humor. institutionthat provides the originaltraining. A healthy and productive corps of teachers is able to contribute consistentlyto educationalexcellence. Although the recommendations listed below are not IV. CONCLUSION among the actual competencies that teachers are ex- Ultimately,itis the goal of the teacher training pected to possess, they are the foundation upon process to foster in its prospective teachers the sense which these competencies are built and maintained. of personal responsibility and a passion for excellence. Itis,therefore, important for allparties involved The training experience should provide the future in the entire profession to be mindful of the follow- teacher with the opportunity to be what the Holmes ing recommendations: Group refers to as a "reflective, self-correcting prac- titioner" who strives for self-renewal and models high To this end, it is anticipated that teachers will: standards. These are lofty goals for novices to the develop and maintain a system of values and profession, it is true. However, the pursuit of these beliefs that guides them in their personal and pro- goals will enable prospective teachers to derive great satisfaction from the joys of everyday interaction in fessionallifeand serves35a model for their the classroom, and thereby encourage young people students and their colleagues. to choose teaching as a profession. use good oral and written communication skills, John Goodlad maintains that "tomorrow's teachers the useIntel lersonalskills effectively both in are mentored by today's." Therefore, an underly:ng classroom and in their dealings with colleagues and tenet inall teacher training should be to foster a the community. passion for teaching which is alluring to others. This use critical thinking skills. integrity and passion was Christa McAuliffe's legacy work to consistently enhance students' self-esteem. as she stated "I touch the future, I teach." Prospective function effectively in a culturally pluralistic teachers should be encouraged, indeed nurtured, to internalize these principles and to instinctively model setting. such high standards as they help the young people of demonstrate a commitment to the principle that our State learn a second language. allstudents havea right to the best possible education. accept and accommodate change in content, meth- odology, student population and work environment. 6,000 Pen Pals Sought By assume responsibilities beyond the classroom in- Germans and Bulgarians! cluding extra-curricularactivities,curriculum planning, school leadership, and general school enrichment. Michelle's International Pen-Pal Servire has been swamped with,.equestsfor American pen-pe continue professional growth through membership from former East Germany and Bulgaria. If you and participation in professional organizations. are interested send your name, address, and age develop and maintain a life-long, ongoing relation- immediately to: ship with the target language and its culture through Michelle's International Pen-Pal Service periodic travel, immersion, and personal contacts. 318 Indian Grove Drive possess a continued sense of self-esteem and main- Stuart, Florida 34994 tain a network of resources for personal support Indicate wilt, dler you are interested in an East and stress management. German or Bulgarian pen-pal. encourage,appreciate,develop,and reinforce creativity in self and others.

8 Language Association Bulletin I") APPENDIX A BIBLIOGRAPHY OF SOURCES CONSULTED

Bradley, Arm, "Teaching Our Teachers," Education Week, Met, Myriam, "Walking on Water and Other Characteristics December, 1990. X:15, 22-23. ofEffectiveElementary SchoolTeachers,"Foreign Bradley, Ann, "Teaching Our Teachers," Education Week. Language Annals, April, 1989, 22:2, 175-181. March, 1991, X;25, 17-19, 22-24. Moeller, Paulette C., "The Making of a Foreign Language Combs, Arthur W., "New Assumptions for Teacher Educa- Teacher - Regina Style," Foreign Language Annals, tion,"Foreign Language Annals,April,1989, 22:2, April 1989, 22:2, 135-142. 129-133. Nostrand, Howard Lee, "The Beginning Teacher's Cultural "Creating a Profession of Teaching," American Educator, Competence: Goal end Strategy,"Foreign Language Summer, 1990, 14:2, 8-21, 4045. Annals, April 1989, 22:2, 189-193, Darling-Hammond, Linda, Gendler, Tamar, Wise, Arthur E. Olson, Lynn, "Teaching Oor Teachers," Education Week, The Teaching Internship, Santa Monica, CA: The RAND December, 1990, X:15, 11-15, 21-21, 26. Corporation, 1990. Reagan, Gerald M., "Liberal Studies and the Education of Devaney,Kathleen, "Holme'sHallmark: The Education Teachers," Theory Into Practice, X X XIX ;1, 30-35. Core," Theory Into Practice, X XIX :1, 6-11, Riordan, Kathleen, "Teechers Teaching Teachers: An In- Edmundson, Phyllis J., "A Normative Look at the Curricu Service Model That Works," Foreign Language Annals, lum inTeacher Education," Phi Delta Kappan, May, April, 1989, 22:2, 185-188. 1990, 717-722. Sirotnik, KennethA., "On the Sroding Foundations of Evangelista, Alessio, Dumont, Patricia, Inzinne, Ruth,"Re- Teacher Education," Phi Delta Koopan, May 1990, 710. Port Submitted toBrockportCollaborativeAlliance 716, for Foreign Language Committee," Rochester, NewYork: Skeel, Dorothy J "Using Technology To Build Teacher De- Rochester City School District, November, 1989. cision-Making Skills," Foreign Language Annals, April, Garlock, Gail J., Millward, Robert E., "A NewPerspective 1989, 22;2, 149-153, for Strengthening Teaching Skills:Pre-Teacher AMU- Su, Zhixin, "The Function of the Peer Group in Teacher ment," Foreign Language Annals.April, 1989, 22:2, Socialization," PhI Delta Kappan, May, 1990, 723-727, 146-148. Webb, John B. "Today's Foreign Language Professionals Goodlad, John I.,"Better Teachers for Our Nation'sSchools" Prepare for the Future: A Report of the 1989 NYS AP LT/ Phi Delta Kappa'', November 1990, 185-194. SED Colloquium," Language Association Bulletin, Janu- Griff:n, Gary A., "Curriculum Decision Makingfor Teacher ary, 1990, XLI:3, 1, 2.6. Education," Theory Into Practice, X X IX:1, 3641. Hume-Nigro, Joanne, "The Making of the Kane, Pearl R., "Just Ask Liberal Art*Graduates to Teach," Foreign I anguage Teacher: A Report of the 1990 Phi Delta Keppan, June, 1990, 805-807. NYSAFL1 /SEDColloquium,"LanguageAssociation McDiarmid, G. Williamson, "The Liberal Arts: WillMore Bulletin, March 1991, X1.11:4, 1, 3-5, 16. Result in Better Subject Matter Understanding?"Theory Into Practice, XX I X :1, 21-27, French CulturalServices Scholarships OBJECTIVES To select an outstanding teacher of Frenchwhose greatest qualification is excellence in thechissroom. He/she must also have demonstrated involvement inhis/her school and community. This teacher should be prepared to share the benefits of this awardwith the students in the classroom and also todisseminate among the profession what hasbeen learned from the experience: e.g., at theNYSAFLT meeting, NYSAF LT regional meetings or other professionalmeetings. GUIDELINES I. Candidates should have at least five years ofexperience teaching French prior to application. 2. Candidates should be teaching a minimum of3 classes of French. 3. Candidates must submit 3 letters ofrecommendation which must collectively evaluate his/her classroom performance, language ability and potential benefits to bederived from this award. (It is suggested you choose 3 of the following:principal, department head, guidance department chair- person, former student, colleague three people who are in a position to know mostabout you). 4. Candidates must be members of NYSAF LT at thetime of application. TIMELINF. Requests for application must be postmarked nolater than June 10. Applications may be obtainedfrom: Ms. Patricia Pullano 105 Ridgeview Drive East Rochester, New York 14445 All completed applications must be postmarked nolater than August 25. Award to be presented at the annual meeting at the Concordin October. May :391 , 9 IT 2 2 APPENDIX B NYSAFLT TASK FORCE ON TEACHER PREPARATION TASK FORCE REPORT COMPILED AND WRITTEN BY JoanneHume-Nigro John B. Webb

TASK FORCE MEMBERS:

Vicki Arnold KathyMason Orchard Park High School Greenburg Central #7 Schools Orchard Park, New York Hartsdale, New York Alain Blanchet Nancy McMahon Bureau of Foreign Languages Education Cazenovia High School State Education Department Cazenovia, New York Albany, New York Hari O'Connor Anna Maria Bonaventura Buffalo Teacher Center Buffalo, New York SUNY Oswego Oswego, New York Pamela Ogden Cazenovia Central Schools Robert Cabat New York City Public Schools Cazenovia, New York Brooklyn, New York Carol Reed Canton Central Seto:, Mary ChampagneMyers Greece Arcadia High School Canton, New York Greece Arcadia High School Dorothy Rissel Rochester, New York SUNY Buffaio Patricia Dumont Buffalo, New York Rush-Henrietta Central Schools h=rank Rossi Henrietta, New York East High School Joseph Gersitz Rochester, New York Brighton High School Li liana Rossi Rochester, New York School *52 Richard Hartzell Rochester, New York Pomona Junior High School Nancy Wallace Suffern, New York Orchard Park Middle School Joanne HumeNigro Orchard Park, New York Greece Central Schools John Webb Rochester, New York Hunter College High School Sophie Jeffries New York, New York SUNY Plattsburgh Plattsburgh, New York George Koenig SUNY Oswego Oswego, New York Robert Ludwig Mont Pleasant High School Schenectady, New York

10 langua9e Association Bulletin

1,123 Relevant Reading Using Real Resources

Virginia H. Stelk

Inthis paper, I will discuss the Reading Process The comparison of the skills-based theory and the using particularly the Psycho linguist Theory as re- psycholinguistic theory is seen clearly on the follow- searched by Frank Smith and Kenneth Goodman, and ing chart. how this transfers from Language Ito Language II.

Skills-Based Psycholinguist THEORY THEORY Students master separate skills (which must be Students select information, form presented in a sequence) in order to perform a hypotheses, test, and modify them. complete task. VIEW OF READING VIEW OF READING Reading is word centered. Reading is meaning centered. Reading is a linear process with an orderly sequence. Reading is a language process. Reading is mastery of skills. Reading is using appropriate strategies: A. Sampling B. Predicting C. Confirming D. Comprehending Reading is an exact process. Reading can almost never be miscue free.

To be literate in any language, one must be able to improved only by practice and the observation of read and write.Inthis country, we allshare the experts performing the skill. We are the experts so, concern that students are not reading. It is one of the we must be excited and seen to be in the process of two areas of greater weakness shown with the results reading, also. of the last S.A.T. tests. However, lack of reading with comprehension is not just a concern in the U.S.A., Kenneth Goodman states that reading is a psycho- but around the world.I have participated in the last linguistic guessing game. The most skilled re3ders are two World Congresses on Reading.inBrisbane, using the fewest visual cues and bring the most ex- Australia, and Stockholm, Sweden. The latter was periences to the script. The skilled reader predicts and entitled "Literacy Around the World Sharing the guesses, based on what he already knows. The follow- Future." Much of my recent information comes from ing is a quote from Kenneth Goodman. sessions in Stockholm where concern about reading "Reading is a selective process. It involves partial use in a second language included Irish, the many Nigerian of available minimal language cues selected from percep- languages, and English. tual input on the basis of the reader's expectation. As this Partial information is processed, tentative decisions are "Learning to read is akin to any other skill; there are per- made to be confirmed, rejected, or refined as reading haps some specialized exercises that one can undertake progresses. to iron out particular difficulties, but there is no substitute for engaging in the activity itself. Reading involves looking "Mors simply stated, reading is a psycholinguistic for significant differences in the visual configuration to guessing game. It involves an interaction between thought eliminate alternatives, and knowledge can be acquired of and language.Efficient reading does not result from what differences are significant only through experience. precise perception and identification of all elements, but This knowledge cannot be taught, it has to be acquired; from skill in selecting the fewest, most productive cues the major contributions that the teelher can make ere to necessary to produce guesses which are right the first time. provideinformation, feedback, ar.d encouragement." The ability to anticipate that which has not been seen, of course, is vital in reading, just as the ability to anticipate The emphasis here has to be encouragementmotiva- what has not yet been heard is vital in listening. tion by the teacher. Reading is a skill, and skills are "There ere four important assumptions that underlie the above definitions: Virginia H. Stelk, Lakeland Copper Beech Middle 1. All readers bring an oral language system to the School, Mohegan Lake, New York. reading process.

May 1991 11 1.2; 2. All readers bring the sum total of their past ex- frinkle kump?" the marlup jufd, the narg. "Er'm muvvily periences to the reading process. trungly," the narg grupped. "Er hashed vump norpled 3. Reading materials represent the language patterns whey in your Kump. Do vump polio your kump frinkle?" and past experiences of the author. A reader could accurately answer a series of questions 4. Reading is an active language process which involves about this pauege without any substantial comprehen constant interaction between the reader and the text."2 sion, for example: 1. What did the narg horn in the marlup's kump? I think we can transfer these four assumptions to 2. What did the marlup juf the narg? Language II reading. Number one is a given in a com- 3. Was the narg trungy? language, our municative approach. Without oral 4. How does the marlup Rove his jump?"4 readers are at a definite disadvantage. At the begi- ning levels, reading must be as basic as the speaking We can read 1( orally, answer the questions because skills.Let's consider then number two. The impor we know the syntax (word order) and graphophonic tance of past experience is crucial. Research proves clues (sounds of letters), but thefull meaning is that to learn something new the student must have missing because of lack of semantic (meaning) clues. previously experienced 80% of new material. We must We know "marlup" is a noun because it is preceded be the major providers of this past experience for our by "the," and "paying" is a verb because itis pre- students by giving our students a preview of the print. ceded by "was" (an auxiliary), and "parmily" ends in Reading looks like this: "Iy" so it is probably an adverb.

Visual information Norwisal information

(through the eyes) (behind te eyes)

Reading (.3)

The third assumptionisthat reading materials The recent research of Dr. Tina Hickey of Ireland represent the language patterns and past experiences has involved the use of tapes so students listen to the of the author. This is why language experience read- story while reading the print. The enthusiasm for the ing has proved to be very successful in the early reading selection increased greatly, as did the reading elementary grades (which is the equivalent of our rate and comprehension level. An added unexpected beginning second language students.) The student or benefit was the mimicking of the tape in speech class or groups have an experience with a picture, a patterns and intonations when students read aloud, film, or a special event. Then a short story is dictated This research has helpful implications for our class- to the teacher who writes it on the board or overhead. rooms, If we don't have tapes, we cFn read aloud as The class copies the story and reads it and works with the models before students are expected to read it to study vocabulary and syntax. It is relevant and aloud. the words have meaning becauseitis within the framework of the language they know and uses ex- The following listing of some general competencies periences they have had. shows the realistic expectations in Language I reading Number four involves interaction between reader which can be transferred to Language II. The readi- and text. The text must be meaningful. New readers ness and beginning reading stages can be applied to cannot comprehend text by reading isolated words checkpoint A; the elementary level to checkpoint B, unrelated by meaning. Try reading the following and the mature level to advanced students, backwards paragraph. You will know isolated words, but comprehension will be lacking. Readiness "Accomplished isit how detail in specified not have we Uses sentence units in expressing thoughts but. Fact necessary and actual on both is identification Follows a simple story theme meaning immediate that argued have we. Comprehension Attends to the reading of a familiar story for reads normally reader fluent a which by process the is Is able to sort objects and/or pictures into self-generated meaning of identification immediate that length some at specific categories asserted have we." 4 Follows simple oral directions in order Itis helpful eventually to know grammar or syn- Retells or invents stories that follow a simple narrative tactic rules, but it is not enough. Look at this example structure of a nonsense paragraph. Beginning Reading "A marlup was poving his kump. Fermi ly a narg horped Retells or dictates stories that take into account audience some whey in his kump. "Why did vump horp whey in my ignorance of events

12 Language Association Bulletin I_ 2 5 Is able to project future consequences of a scene or action Understands the releve. ice of both readers and authors' using both major and minor story events point of view Summarizes stories in the briefest Possible terms Appreciates the connotative power of authors' vocabulary. Skims printed text to 10Cate sPeoifio items (ea. words, Relevant reading materials at checkpoint A should pictures) include language experience stories, magazine articles Classifies and surveys texts in regard to their relevance to a specific topic and ads, newspaper articles and ads, and record Makes predictions and judgments based on several sources jackets. Reading skills which students will be able to of information perform will include the ability to list the cognates, Elementary Reeding to find words or pictures that fit into a set, or to find Sees the relationship between setting and theme the adjectives. They should also discuss how they Recognizes multiple theme possibilities know this information, or retell a story. At check- Discriminates among various story structures and non- point B, students can use many of the same resources f ictional materials and adjusts expectations aacordingly and spiral into new the expectations. Uses evidence from text to: Confirm or revise predictions To be meaningful, we must remember we are deal- support text implications ing with the very young regarding the reading and determine the need for further information speaking skills of Language II, but with much more Adjusts rate to purpose and type of materisl sophisticated speakers and readers of Language I. The (e.g. Skims to find specific details and answers to specific queitions) materials must be those that they have had experience Weighs evidence of author against his own judgement with, or we must be prepared to give a great deal of Surveys books to determine relevance to a particular topic background information, Let us keep our reading ex- Becomes "expert" on a given topic by using a variety of pectations realistic, use materials that visually and sources to acquire information on it meaningfully speak to the age of the students, and be Mature Reading excited about reading ourselves. Comprehension of written text equals and supercedes listening comprehension NOTES Spontaneously pursues interests through reading so that cognitive growth is self-sustaining 'Smith, Frank, Understanding Reading, Holt, 1971. Routinely surveys reeding selections 2Goodman, Kenneth S., "Reading: A Psycholinquistic ing Game,' Journal of the Reading Specialist, 1967, = Is able to apply versatile reading techniques (skimming, scanning, study reading) to personal reading, standard 3Smith, Frank, Understanding Reading, Holt 1978. texts and research problems 4Smith, Frank, Understanding Reading, Holt 1978. Is able to differentiate between fact and opinion sSmith, Frank,.Undersranding Reading, Holt 1978. Recognizes the use of various propaganda devices (e.g. Zutell, Jerry, adapted from Henderson, E. and Estes T. Pro- glittering generality, name calling) gressive Objectives of Developing Reading Competence, Grasps and outlines the relationship between main ideas, University of Virginia, 1973. arguments and assertions

CALL FOR PAPERS

A special issue of theBulletinis planned for 1991 on THE ROLE OF HOMEWORK IN FOREIGN LANGUAGE INSTRUCTION The topic is applicable to all levels of instruction. Standard length papers (8-12 pages, doublespaced) and short papers are invited from the membership.

The Editor and the Editorial Board look forward to receiving many articles on this important theme and encourage you to speak out on it. Please submit manuscripts in duplicate, in gender neutral language, to: Editor lrmgard C. Taylor, 23 Floral Avenue, Cortland, New York 13045 no later than July 15, 1991.

May 1991 1"6 13 keg A* MGP Magazines.... the people, the places and the events which bring foreign languages alive for your students....

Coming in September: 3 new magazines ora, Al Ions! and Aktv_ell ift*-- PLUS new workbooks and cassettes! 4 ..4 . di

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From September 1 1991, the complete MGP Internationalrange of 11 Spanish, French and German student magazines will be available from:

DELTA SYSTEMS, 570 Rock Road Drive, Dundee, IL 60118 Phone Ibll-free (800) 323-8270, or 708) 551-9595 for more information Fax (708) 551-9435

DELTA SYSTEMS

14 Language Association Bulletin 1 ° P-i 7 Letter to The Editor Dear Editor: Having read with great interest John Webb's you entrust your family with a doctor who did not article, "Foreign Languages Education: An Era of take a course in anatomy? Perhaps these are rather Challenges Renewed," I would like to react to his exaggerated examples, but the point must be made. position visvis the preparation of second language Should we entrust our children to learn a serond teachers. Dr. Webb's opinions are clearly articula- language fcom an individual who has had no first-

ted, and I agree with the observations he makes hand knowledge of the target culture and who is withregardtothelackof proficiency-based not hircself proficient in that language? I think not. preparation of prospective teachers at the post- Them are numerous reasonably priced foreign secondary level. programs and opportunities that future second In order for our new teachers to be extremely language teachers can pursue during their college will prepared before entering the final phases of experiences. They should be made aware of them professional formation,Ifeel that we, as a proles- and the advantages that they offer. In addition, sion, must insist that all of these candidates have the profession must take on a more aggressive role atleast one semester contact with the target in conveying its message to these postsecondary culture. Dr. Webb cites finances as being one of institutions and their students. the obstacles limiting this experience. It is widely In this age of costbenefit analysis, our job is to accepted thatauniversity education does not enhance our position in the "market." Superior come cheaply, but this certainlyis not a viable preparationis a means of demonstrating our excuse for a second language major to remain in "marketability" to doubting administrators, board the States. Teacher salaries have, as a rule, risen members, students, and communities. Proficiency dramatically in the past 5-8 years, and the new in the target language and its culture (s), along with teacher is looking at a prospective earning power a sound background in methods, classroom man- that could only be dreamed of 15-20 years ago. agement and a sensitivity to the learner will give Surely, an investment of this import will reap us the edge inthis competitive, cost-conscious major dividends in just a few years. society. Finally, contact with the target culture must be Sincerely, a prime, but certainly not the sole, consideration Paul J. Maher in the hiring of any language candidate. Would Chairman, Department of you engage the services of a lawyer who did not Second Languages complete his course work with contracts? Would West Seneca East, Sr. High

Profession al Up to Ten $1,000 Scholarships Planned Calendar For Study Abroad at SIM/Cortland A study abroad endowment fund at Cortland May 9 PreColloquium and Articulation College has been named in honor of Willi Uschald, Workshops, White Plains, NY recently retired as the College's first director of May 10 NYSAF LT Colloquium, international programs. White Plains, New York At a campus retirement dinner for Uschald on July 36 AATF Conference, February 7, President James M. Clark announced Minneapolis, Minnesota thattheCollegeDevelopment Foundation of August 6-9 NYSAF LT Summer Workshop Cortland,Inc., which administers the fund, has Skidmore, Saratoga Springs, NY namedittheUschaldScholarshipFundfor October 13-15 NYSAF LT Annual Mecting, Overseas Studies. Concord, Lake Kiamesha, NY The endowment fund will be used to finance up November 23-25--ACTF L/AATG/AATI/CLTA toten $1,000 scholarships a year for Cortland Annual Meeting students who qualifyfor the College's study Washington, D.C. abroad program.

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16 Language Association Bulletin Teaching Opportunity Editor's Comments in India The KodaikanalInternational School in South lrmgard C. Taylor India has occasion& openings in alldisciplines for per lanent positions or for sabbatical replacements. A few years ago, the Bulletin ran a series of Cultuta It also hires some student teachers. Capsules on China written by Jianing Chen. They Kodaikanal International School is set high in the were very well received and offered us insights into a Palni Hills and is a hill station renowned for its rugged distant culture. beauty, cool climate, and interesting variety of animal, In this issue I present information on India so that bird, and plant life. Established in 1901 as a residen- we may again step outside our western world and tial school for the children of missionaries working catch glimpses of an apparently distant culture. For in the region, since 1974 Kodai School has been an anyone interestedin obtaining more academic in- autonomous, Christian, multicultural school with a formation on India, the South Asian Dcpartments at coeducational program from Kindergarten to Grede Columbia University and Cornell University offer 12 which prepares students to enter colleges and outreach services. Most other universities and colleges universities all over the world. in New York State also have South Asia specialists In Kodaikanal International School students and on their faculty. The Asia Society in New York City staff representing more than 30 different countries regularly presents exhibitions and lectures on Indian live in a unique community in which both the local art and related topics. This summer, the Penn Scholars Indian culture and the values and ideals of many Programmeat the Universityof Pennsylvania in nationalities provide an exceptional environment for Philadelphia plans to hold a total immersion enrich- learning and growing. The aim is to respect national ment programme for high school students on the traditions and yet to transcend national differences. theme "India Past and Present: An intellectual and Kodaikanal International School is well known in Cultural Experience," from June 23-30. India and abroad for its high academic standards. The Readers are incouraged to submit articles and/or school is a member of the International Baccalaureate, reportsonless commonly taught languages and and is accredited by the Middle States Association of cultures of the world to the Bulletin. Colleges and Schools in the U.S.A. Teaching and livinginKodaikanal could be a uniquely enriching experience for teachers from New York. The school offers French, German, Spanish, Tamil and Hindi. CHINA Srmacpar For information on faculty appointments contact: Dr. Paul D. Wiebe, Principal, Kodaikanal Internation- al School, P.O. Box No. 25, Kodaikanal 624 101, Aro, 4( Tamilnadu, India. Delhi In New York State contact: Irmgard C. Taylor, 23 FloralAvenue,Cortland, New York13045, Telephone: (607) 7567266. Calcutta

SANGLA. Bombay DESH

Madras LETTERS TO THE EDITOR SRI LANKA The Editor welcomes letters from readers ex- 6 preuing their opinions about articles and com- ments made in the Bulletin or about issues in foreign language education. All letters will be considered for publication.

May 1991 17 k

SPANISH FOR COMMUNICATION by GARY A. MILGROM

A Text Designed for New York State Checkpoint A Curriculum Objectives

Written by a Classroom Teacher, Tested by Classroom Teachers

Communication before Conjugation; Inductive Grammar and Thematic Vocabulary Consistently Reinforced and Spiraled Throughout All 12 Units

Extensive Workbook and Testing Program Presented in Optional Mastery Learning Format

Paperback or Hardcover Format

1

18 Language Association Bulletin 3 I Some Observations About India

Sabine Macris

The author of this articleis an undergraduate tions on Indian culture. From my own experiences, student in Theatre at Franklin and Marshall College this theme certainly seems appropriate in describing in Lancaster, PA. In the fall 1990 semester, she par- India. The extremes that one can see there are aston- ticipated in the SUNY College at Oneonta Semester ishing. It seems that every attribute of human nature, in India Program This program 'rates every other every paradox, can be found living in the people of fall semester under the guidance Ifessor Athok India. How does a country of such diversity maintain Malhotra, Department of Philosop.,;), NY Oneonta. a distinct unity? What is the glue that holds India In India students attend classes, study Hindi, travel together? And how has that bond held through the to important sites, and stay for two weeks with ages? families. Upon successful completion of the program students receive 15 credits. Geographically, India (alongside Pakistan)isits The Editor own discrete entity. It is bordered by ocean and the Ghat mountains in the south and the Himalayan India is a fascinating country. Every day I spent mountains to the north. These physical boundaries there was an adventure. Everywhere I turned, I was struck by a barrage of new sights and sounds and have served to isolate India, to a great extent, from outside forces. In this respect, geography is a uniting smells. Itis hard to know where to begin describing factor ofIndia. this country. It eludes description. In a country of However, India's geography also serves as a dividing factor. The extremes of climate about 800,000,000 people, generalizations become and terrain which are present in this country lend difficult to make. Yet there is something uniquely Indian which could be found everywhere I went in themselves naturally to diversity. From high,ice- that country. capied mountain peaks to flat table-lands: from the green, steamy tropics of Kerala to the brown, arid I'll start from before my arrival there. Why did I deserts of Raiasthan; from agriculturally rich river go to India?I love to travel, meet new people, and valleys to the barren Deccan plateau the variety of learn new languages. I wanted to expand my horizons scenery and climes seems endless. The people's link beyond America and Europe and into the mysterious to their land and nature is a strong one. India is a lands of the East. India seemed a good middle ground heavily agricultural country, with 42% of the popula- between East and West. It Kad been closely linked tion earning their living as cultivators.* The seasons withBritain and other European countries for a of planting and harvest provide a rhythm to life. couple of hundred years. Many Indians speak English, Monsoon is the country's pulse. Rain is the heart's as itis one of the national languages of India, and I blood which pumps life into the farmer's lands. A could expect to find some modern technology and good monsoon brings health and prosperity while a awareness of Western customs. At the same time,I poor one brings famine and death. could explore a culture that was completely different from anything I had seen before. From the countless number of Indian dialects, My expectations of what India would be like were fifteen languages are listedin the constitution as vague. I tried to come with as few preconceptions as officiat languages of the country. At Independence in possible, not having much concrete information to 1947, state lines were drawn around major language base them on. The general impression of India held groups. The issue of language , nd statehood is a very by my fellow Americans is typically not a flattering controversial and sensitiveone. Most government one. Many Americans see in India only an overpopu- business is carried out in Hindi or English, but there is lated, poor, backward, dirty country. Others, though, no shared single national language. Proponents of recognize in it a great richness of history, culture, and Hindi and English as the national language are always spirituality. Even so,I received little encouragement at a political tug of war. Hindi has the advantage of to go there. It is safer to stay at home and read about being an indigenous language. English is a non-partisan India, seemed to be the consensus. It is not nearly so language. Many people would prefer to see it as the satisfying though, as actually experiencing things for national language because it would not give undue one's self! advantage and prestige to the native speakers of any Diversity in unity almost all guest speakers that one indigenous language that might become the our group heard stressed this theme in their presenta- national language.

May 1991 19

v. Individual social groups in India often form seces- Is placed on status in India. People boastfully flaunt sionist movements fighting for their own state or their titles and their uniforms, People who have these country, with their own language and government. valuable assets are given great respect. Sycophancy is There are people in the state of Rajasthan who are all too common. fighting for an independent country for the Rajast- India's education system is strong. Schools foster hanis. Sikhs argue that they should have their own an academically competitive atmosphere even for land and so do the Kashmiris. This sense of communal young children. In the family with which I stayed in separatism is one of India's worst problems. During New Delhi for two weeks, there were two schoolage the fight for Independence, people suppressed their children of six and four. The work they were doing social differences and united as Indians against the was about two years ahead of that which American common enemy Britain. Now Britain is a respected children their age are doing. Even their English writ- ally and mentor and the diverse elements of India's ing skills seemed more advanced than that of their population have begun to ;ull at the country's seams. age-mates in the States. (This is eipecially remarkable Itisunfortunate that no compromise of one since English is already their third language after official Indian language can be reached. A common their dialect of Gujarati and the more formal Hindi.) language does much to unite a country's population, These children have an hour or two of homework As itis, the vast multitude of languages and dialects every day and are already given midyear and final inIndia dividesitspeople into separate, distinct exams in the first grade. groups, Yet, it must be kept in mind that one of the This country provides an enormous amount of great strengths of this countryisits constitutional education. India produces the world's third largest protection of the right of each citizen to his own pool of scientists in the worid. The number of literate heritage including language. peopleinthis countryisgreater than the entire Religious tolerance is crucial to India's wen-being. population oi the United States. Still these literate India is the home of a great variety of religions. It is people represent just 36% of the population, and only the birthplace of Hinduism, Buddhism, Jainism and 25% of the women.* Sikhism. The teachings of Islam and Christianity also India has much to be proud of. Overall, people have strong followings there. All of these religions there are gracious, loving, gentle people with a strong have been adapted to the Indian life-style. India is sense of ideals. After an initial impression of foreign- like a giant sponge in that respect. It is able to absorb ness, it becomes apparent that Indians are in many many diverse elements and twist them into something ways quite similar in character to Americans. The uniquely Indian. situations and customs and some expectations are different, but in basic character people are over- Religion isiavital part of life in India. There is a strong respect for spiritualism here, yet materialism whelmingly similar. We have similar ideals of right runs rampant as well. Everyday in the streets of India and wrong; strong love of family; strong desire to live one encounters dozens of young children trying a good, clean, healthy, dignified life. In the details we desperately to scrape up some money, somehow. are different, but in all important respects we are the They come up with all kinds of interesting ways of same. I sincerely hope that my realization of this is getting it. In the Indian child already beats the heart one that many more Indians and Americans will grow of alittlecapitalist. Competition hereis horribly to make. fierce and the ugly face of poverty is an all too real *These statistics are from India's most recent and familiar sight. national population census, in 1981. The drive to make money and be financially Jcessful in life is an integral part of the Indian mind-

set. One young man I met spoke jeeringly of the liberal arts majors at his college. He described them as people having so much money that they do not need to have to do any real work. They just want the pres- tige of having received the degree. Even in America, I met a seven-yedr-old girl of Indian parents, who told me she wanted to be a cardiologist when she grew up. REMINDER She couldn't even tell me what a cardiologist was, but the aspiration of becoming a successful scientist had Readers planning to submit articles or news items already been drilled into her head. to the Language Association Bulletin are reminded Competition is healthy and constructive up to a that two copies, doublespaced must be provided in point. One should always strive to be one's best. order to be considered for publication. However, competition here grows so incredibly strong The Editor that success becomes an obsession, Great importance

20 Language Association Bulletin 1t, IndiaLinguistically Speaking

lrmgard C. Taylor

Imagine a country of about 800 million people language ( L1) and teach only a limited amount of with 15 national languages and 844 dialects trying to English(= L2). Thus children from rural and/or achieve political unity! Given this linguistic diversity, socio-economically underprivileged areasareata it is quite amazing that India in spite of some set- disadvantage. A linguistic hierarchy exists. This stands backs has perservered as a democracy for almost in the way of the constitutional right to equal oppor- 45 years now. When I ndia gained its independence tunities for all. What, if anything, is being done about from British Rule in 1947 and achieved political this situation? unity for the first time in its long history, the plan The topic was discussed in depth in the Presidential was to phase inHindi, written in the Devanagari Address by Professor S. K. Desai of Kuvempu Univer- script, as the official national language over the next sity, Karnataka, in December 1990 at the All India 15 years and to phase out English as the lingua franca. English Teachers' Conference at the University of However, this plan met with strong resistance from Madras. This meeting was the 39th session of the the Southern Indian states. Why? India consists of Indian Association for English Studies, an organiza- 22 states and nine union territories. In the southern tion which has been compared in nature and activities statesfourDravidian languages(Tamil,Telugu, to the Modern Language Association of the United Malayalam, and Kanara) are spoken. They differ States. At the Conference, papers on English language vastly as language systems from the languages spoken and literature in India are presented. The organization inthe North which are Aryan or Indo-European represents Indian faculty of English from across the based. Thus, apart from the issue of linguistic power subcontinent and can be instrumentalinsetting politics,the prospect for South Indian citizens of pol icy. having tolearn Hindiremainsrepulsive,in part Professor Desai stated that English in India is here becauseit would constitute an enormous learning to stay. Given thisfact, instructional changes are effort. Thisis why inthe South one encounters needed to reach all children, and methodological and graffiti slogans such as "Hindi never, English Ever" on testing strategies must be improved to produce better buildings and walls. results. At the moment only 30% mastery of English It is understandable then, that English as the 15th after secondary school is achieved, but 80-90% mas- national language remains a strong linguistic force in tery must be reached. Thus compulsory English (L-2) India. Newcomers from the West appreciate this, at the elementary levelisproposed. In terms of because they discover that Englishisthe Lingua methodology changes, a switch from treating English franca of the subcontinent that permits them to com- as an academic discipline to a means of communica- municate with relative ease in all urban, commercial tion, where not the (grammatical) sentence but and academic centers. But for Indians, too, English situations and the (comprehensible) utterance domin- serves as the lingua franca. How else would a Kashmiri ate, is suggested. "Communicative Grammar" might from the North speak with a Keralean from the avoid "grammar fatigue" by relating grammatical South? structures systematically to meanings, uses and situa- While there is the socio-political drive for emphasis tions.Frequentconferencesandworkshops on of and pride in regional languages, an equally strong language teaching are to be held and links between push for early and universal study ot English prevails. high schools and colleges are to be established. The The reasons are for the most part purely practical. Central Institute of English in Hyderabad (Andhra Parents with education and foresight know the value Pradesh) could be a leading force in these changes. of English as a world language. They know that their The ultimate goal of language instruction is to pro- childrenwillhave better professional and career duce, after secondary school completion, speakers opportunities if they know English, and know it well. who have a complete hold over L1 and L2. They willseek out the best "English Medium," private schools they can afford for their children. While no one has answers to the staffing and fiscal Rural public schools in contrast teach in the regional aspects of such a plan, Professor Desai claims that nothing shortof implementingitwillsolvethe national linguistic and socio-cultural problems of the lrmgard C. Taylor, Department International Com- current policy.Itis hoped that modern gains in munications and Culture, SUNY Cortland, Cortland, instructional technology will come to the rescue, at New York. May 1991 114 21 least partially. Unless a drastic policy change is in- as a depository of works inthe various national troduced, the current elitist, "Brahmanic" system will languages. continue to educationally and professionallydis- The American foreign language and literature pro- enfranchise millions of youngsters. fessional will no doubt have impressions of c/N4 vu in In the study of literature in English in high schools reading Professor Desai's bold plans, Many of the and collegesProfessorDesaisuggestedsweeping proposed changes in India echo developments that changes as well. This field should cease to be "a language and literature instruction has been and still branch of the British oak" and rather become "a is undergoi: g in the Western world: changing language branch of the Indian banyan tree." in future, "litera- methodology and testing as well as braking down or ture inEnglish will broadly include the following altering the Western literary canon. It is encouraging areas: Indian literature in English translation, Indian thatin other, distant parts of the world similar Writing in English, British and American literatures, changes are occurring. otherwesternliteraturesinEnglishtranslation. Inconcluding,a word about Indian English: Courses in this 'house with many mansions' will be originally an offshoot of standard British English, it organized by using certain viable strategies in terms soon started marching to its owr drummer, as anyone of, say, genres, isms, trends, themes, techniques and who has listenetto Indic speaking English will so on. The methodology has to be generally compara- attestto. Phonology, mo.,,:lology, and syntax are tive." In a country with 15 national languages and undergoing constant change and, like other English literatures, communication across linguistic borders world dialects, Indian English has moved away from is neither easy nor cheap. This is why, in the early the standard considerably. This linguistic indepen- 1950's, Sahitya Akademi in New Delhi, supported by denceis encouraged, especially by creative writers government funds,wasfounded.Thisnational such as P. Lal of the Writers Workshop in Calcutta. academy of letters promotes translations of literary For an excellent introduction to Indian English, the works from one national language into others, recog- last section of the PBS series The History of the nizes outstanding works through prizes, organizes English Language, narrated by Robin McNeal, conferences and workshops, and in general acts as a is highly recommended. clearing house for cross-regional literary activities and

MANHATTANVILLE COLLEGE 1991Fourth Annual LANGUAGE IMMERSION PROGRAMS DATES: WEEKENDS WEEK LONG February 15-16 June 24-27 March 22-23 July 8-11 April 5- 6 August 19-23 COST: Non-credit $250. Non-credit $500. 1 UG credit 335. 3 UG credits 685. 1 GR credit 350. 3 GR credits 725. LANGUAGES: Chinese (March), French, German, Italian, Spanish. ALSO: Summer Sessions: Mini-courses on techniques, the learning disabled student, oral proficiency, and software in communicative classrooms. IN ADDITION: MPS Program in Second Languages, including ESL. PLUS: Program for extending NYS certification in second language K-12. CONTACT: Department of Teacher Education MANHATTANVILLE 125 Purchase Street, Purchase, NY 10577 (914) 694-2200, Ext. 214 couEcE

22 Language Association Bulletin Moscow- Brighton Telecommunicalions Program

Joseph Gersitz

Bridgesarebuilt to permit easy access across meeting face to face? Many lesults cannot be brought natural physicalbarriers, usually bodies of water. to black ink on white paper, they are sooner read They join friendly shores but are neither needed nor between the lines of words and feelings processed and desired between unfriendly ones. Telecommunica. shared by young people who, speaking different lan- tions projects between Moscow and Brighton students guages and separated by different cultures, now speak now bridge the ocean and the years of fears that a common language of warmth and understanding. separated their parents' and grandparents' generations. They lorbeyond the differences that separate and naively butreally assume the best intentions and Many events and factors came together at the right understanding of each other. time to create the need for and to build the bridge between thirteen New York State schools and their Now students have a real and authentic forum to partner schools in Moscow, There were the revolution- use their language skills, and there is no better mo- ary new directions of open thinking and expression tivator to learning than being able to use and apply introduced suddenly by General Secretary Gorbachov, the learned in a meaningful way. It is not just language the capability of computers, telephones and satellites skills that have improvr l because writing and speak- to communicate from one side of the earth to the ing to each other were only the tools for learning other in seconds and there were leaders ready and more about each other. There were few subjects left eager to try something new. On this side of the ocean out of their long distance communications, from the leaders were Peter Copen and the Copen Family family matters to math and science problems, from Foundation which joined its financial support and descriptions of the effective teacher to matters of daring to the respected structure and resources of the spiritual hunger. The students of each country seried New York StateEducation Department. On the as resources to inform each other about what it is like Soviet side of the great devide, listening and accepting over on the other end of the bridge. ears were found among members of the Soviet Academy uf Science who drew up the goals of tele- As with a bridge of steel and concrete, the longer it communication by students, Thesegoals,briefly is there the more it is taken for granted, the more it is essential as an infrastructure for further commerce stated, are to determine the impacts of telecommuni- cation on international understanding, on teaching and communication, For these students that bridge is d most important ingredient of their present and methods and on student learning. future lives. But fortunately for many students, the Students in partner schools were linked by the electronic bridge led to exchanges of visits and so in electronic network, Mostnet (most = bridge) so that the past one and a half years hundreds of students in they could work together on projects of their choice. the partnered schools have visited their partners and Telecommunications have br idgedthenatural the partners' school. At the moment, the world crisis obstacles of distance and the too.ften more in . situation may well restrict many to bridging distance surmountable ones of very significant cultural differ- and cultures only by computer and satelite. They ences, and, more to be marveled at, the long years of look forward to the end of the conflictso that they staring at each other across battle lines drawn by the can go on about planning for the school and society nf t!te 21st Century, cold warriors. The leaders made the bridge possible and our young students, the citizens and leaders of the twenty.first century bridged the wide abyss. ORDER FRENCH, SPANISH, ITALIAN What are the results of two years of being partners, AND GERMAN MEDALS of exchanging thousands of words and ideas and of at $8.00 from: NYSAFLT HEADQUARTERS Joseph Gersitz, Brighton High School, Rochester, 1102 Ardsley Rd., Schenectady, NY 12308 New York.

May 1991 t. 23 N Reserve these dates... AUGUST 6-9, 1991 NYSAFLT Annual Summer Workshop at SKIDMORE COLLEGE SARATOGA SPRINGS, N.Y.

Co-Chairs

MARY CHAMPAGNE-MYERS PATRICIA RICE

TRAVEL/STUDY GRANT TO ITALY THE AMERICAN ASSOCIATION OF TEACHERS OF ITALIAN (AATI), and THE INSTITUTO ITALIANO DI CULTURA are sponsoring a Travel/Study Grant for a deserving teacher of Italian to be awarded at the NYSAFLT Annual Meeting in October 1991 The Award will consist of: Tuition, Food and Lodging for one month at the Universita Per Stranieri Di Perugia, Round Trip from New York City, $500 Cash

Candidates must be New York State primary or secondary school Teachers of Italian with a minimum of three years of experience, and be members of both NYSAF LT and AATI.

Applications may be obtained from: MS. ROSA RICCIO PIETANZA 2041 61st Street Brooklyn, New York 11204 Telephone: (718)256-3223

24 Language Association Bulletin 13 7 Book Review

Anna Nolfi

Yoken, Mel B., When asked for his definition of a poem, the poet Entretiens Quelbecois, Vol II Jean-Guy Pilon answered: Montreal: "Il y a mille et une definitions; chacun a sa defini- Editions Pierre Tisseyre, tion du pc:1We, de la poésie. Pour moi, je ne sais C. 1989 329 pp. pas, c'est un moment de vie, un moment de conscience, une sorte de parenthese entreles Inhis second volume of the series Entretiens chose!, ." (p. 268) Qudbecois, Mel B. Yoken introduces us through inter- views to twelve noted writers, four women andeight To the question of how she would define a novel, men poets, novelists, essayists, short story writers the novelist Louise Maheux-Forcier says: and journalists. "Line histoire . . . mais avant tout: un style. The writers interviewed are: Yves Beauchemin, L'histoirelaplus passionnante ne m'intéresse absolument pas si elle est mal écrite." (p. 222) Claude Beausoleil, Denise Boucher, Nicole Brossard, ClaLlette Charbonneau (Aude), Maim Kattan, Roger On the other hand the novelistJean Simard defines Lemelin, Louise Maheux-Forcier, Pierre Nepveu, Jean- a novel in these words: Guy Pilon, Jean Simard, and Jean-Francois Somain "Le roman, a mon sens, c'est un univers dans (Somcynsky). lequel on pénètre, un torrent qui vous entrarne, un The format of this volume is the same as the first, monde a découvrir." (p. 289) with many of the questions exactly alike. The second We often wonder "why" and "for whom" an volume, however, has two added features: a critique, author writes. Here are some personal declarations by and, at the end of each interview, selections from the some of these writers: works of the writer interviewed. Claude Beausoleil (poet) says: "J'ecris pour ceux qui lisent. Through skillful and thought-provoking questions, Yoken engages the writers in talking freely about J'écris pour ceux qui cherchent. J'écris pour découvrir l'horizon. themselves, and their works. They trace their growth J'écris dans l'amour des mots". and development from childhood to their present (p. 77) status as acclaimed and distinguishedauthors. The Then he goes ontosay "why" he writes: authors talk about their childhood and educational "On écrit par besoin. On doit etre lu pour la même background; they describe a typical working day; raison they analyze their works; they mention their favorite On écrit pour parler." (pp. 77-78) authors, and the effect that they may have had on Louise M leux-Forcier, novelist, explains "why" their own works; they reveal their hopes and aspira- she writes: tions; they express their thoughts on the literature of "J'écris pour lutter contre la mort. JE DIS NON A Quebec; and many other aspects of their lives and LA MORT. Voila! ...Je ne veux pas mourir. Je works. dis ala Vie: Je t'aime." (p. 220) All the questions asked in the interviews lead to These declarations and others not mentioned here, interesting discussions worth noting. Unfortunately show that the writers interviewed, despite some there are too many to be mentioned or examined in a similarities in background and interests, have differ- review of this type. Let me mention just a few that ent views not only on literature, hut on their philoso- may be of interest to many readerseven those that phy of life. This is evident in the style and substance have a limited knowledge of the French language. of their works. When the poet Claude Beausoleil was askedif Many of the writers are recipients of important writing a poem took a long time, he responded: literary awards. Many have had their works translated "Je pense que la poésie peut prendre tout le temps, into other languages, principally English. They all tout le temps qu'ona. II n'y a pas de limitesdans take pride in their language, the literature of their l'Ocriture d'un pc:lame." (p. 60) homeland, and their cultural heritage. Yoken is to be congratulated on the choice and Anna Nolfi, Book Review Editor, Rochester, New variety of the writers interviewed, and on how well York. the interviews portray these writers and their works.

May 1991 25 S The book is written in excellent French. Before each interview there is a photograph, a short biogra- phy of the author, a list of the author's works, and a A Reminder list of books and magazine articles on the author and his or her works. The cover of Volume IIis quite IF YOU HAVE NOT YET different and very attractive. RENEWED YOUR MEMBERSHIP Both Volumes Iand II are filled with interesting and informative material. They should be read by all NOW IS THE TIME American teachers and students of French, not only TO DO SO to further their knowledge of the language, but also to further their knowledge of the literature of our AND INSURE RECEIPT neighbors to the north. They are a welcome addition OF FUTURE PUBLICATIONS to the collection of readers and tdxtbocy.s that can be used in college French classes, and, in some cases, in Advanced French classes in high school. There is also alace for this series on the reference SEND YOUR DUES shelves of French classrooms, language department PAYABLE TO NYSAFLT offices, and special foreign language sections of many TO I ibraries. 'LI ROBERT J. LUDWIG NYSAF LT FILMSTRIP/CASSETTE SET Administrative Assistant "WHY FOREIGN LANGUAGES" 1102 Ardsley Road Price: $15.00 (including postage and handling) Schenectady, New YorK 12308 Order from: NYSAF LT Headquarters 1102 Ardsley Road, Schenectady, N.Y. 12308

NEW YORK STATE ASSOCIATION OF FOREIGN LANGUAGE TEACHERS AnnouncesItsSeventy- fourth ANNUAL MEETING Sunday-Tuesday, October 13-15,1991 ConcordHotel, Kiamesha Lake, N. Y. Outcomes and Assessment: Teachers Helping Teachers

KEYNOTERS PRESENTATIONS DR. ROBERT 1)1 DONATO will focus on strands including Associate Professor Miami University, Oxford, Obto LANGUAGE FLES CULTURE ROBERT SHERBURNE HIGHER EDUCATION TEACHER PREP Mu. Supt. for Support Services s CRITICAL THINKING OCM, BOCES Syracuse, N.V. METHODOLOGY LATIN/CLASSICS

PRE-CONFERENCE WORKSHOPS will be held on Sunday, October 13th the afternoon

FOR FURTHER INFORMATION CONTACT: ALBERT MARTINO, Annual Chair 18 Ritton Street Sidney, New York 13838 (607) 563.8066

26 Language Association Bulletin 1 if?(41' NYSAFLT Grant Money at Work: Creating A Centralized Data Base Celia Serotsky

In the F al Iof 1989 Ireceived a grant from I am not a computer expert, but I have become NYSAF LT to pursue my goal ot creating a centralized increasingly familiar with grading software and word data base and file system for second language teachers processing programs over the past several years. With in our district. The system was to enable teachers to a sense of adventure, I set out to use the Macintosh retrieve information relating to the topics and pro- Microsoft Works data base program. With assistance ficiency levels of the communicative approach in an and patient help from Ms. Denise May, the secretary easy and efficient manner. I am very happy to report at our Teacher Center,I found that this program is that the system has been inaugurated and is available extremely easy and fun to use!

for use at our Teacher Center. I then began collecting materials to catalogue. I I began my work by contacting Kenneth Stoker of wrote memos to my colleagues asking them to send the Marion Central School District who c rite all the me single copies of worksheets, reading and listening way to Greece to explain how he established a similar comprehension activities, tests, and authentic items. system for the teachers in his school. Ken was ex . If they could not make a copy of the authentic item, tremely helpfulinexplaining a coding system he such as a videotape, they could just send me the in- developed, the computer file system he used and even formation about it and I would list in the data base "tidbits" of information such as what kind of binders that the item was stored at their school. I then to purchase, labels to use, etc, Without Ken's helpful entered items in the data base using the coding system workshop in March, 1989, at the NYSAF LT Roches- and catagories suggested by Ken Stoker, Copies of ter Regional, and his personal assistance, this project itemsthat I obtained were then filedinplastic would not have gotten off the ground. sleeves and put in The appropriate language binder and labeled with a sticker indicating the code it was Let me begin by giving a description of our district filed under in the data base. and the reasons that prompted me to pursue this goal. Greeceisa suburban district west of the city of What may sound like tedious and difficult work Rochester. It has almost 100,000 inhabitants and a was actually very gratifying. WhenI made the first school population approaching 10,000. We have three printout of the materialsI had catalogued I felt a highschools,threemiddle schools and thirteen tremendous sense of accomplishment. All second elementary schools. All Greece students must take a language teachers in Greece received a copy of the second language in grades 8 and 9. We have approxi- printout. We are far from completion, but the grant mately 35 second language teachers currently in our enabled us to get started. We now have a centralized system and they teach French, Italian, German and location to which teachers need only telephone to Spanish. obtain a copy of a particular material they may want to use to help teach one of the topics. Here is a small Teachers in Greece have been interested in imple- example of how technology is at use in the world of menting the communicative apr roach, but have some- education! times founditdifrit.t.' ,trieve the authentic

materials necessary t. . addition, we have had a high percentage G. oired teachers within the DEADLINES FOR THE BULLETIN past few years, coinciding, of course, with our imple- mentation of our second language middle school Phe9observethe following deadlines in sub- program. When one is starting out in education, it is mitting material for publication: difficult enough familiarizing oneself with the system, the students, and the curriculum, without having to Deadline Bulletin Issue search out and find teaching materials. It seemed very May 15 September apparent to me that Ken Stoker's idea of a centralized September 15 November data base and file system would help all the second November 15 January language teachers create lesson p;ans to liteet the January 15 March communicative goals without a great deal of extra March 15 May hassle and stress. All material should be typed, double-spaced, and mailed, in duplicate, to: Irmgard Taylor, Editor, Celia Serotsky, Greece Central Schools, Rochester, 23 Floral Avenue, Cortland, New York 13045. New York.

May 1991 27 140 I I

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Language Association Bulletin Non-profit Organization U.S. POSTAGE 1102 Ardsloy Road, Schenectady, NY 12308 PAID Schenectady, NY Permit No. 110 14