67Th Annual Northeast Conference on the Teaching of Foreign Languages

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1 PRE-CONVENTION WORKSHOPS NOVEMBER 19 800+ EDUCATIONAL SESSIONS 7,000+ LANGUAGE EDUCATORS 260+ EXHIBITORS 100+ CRITICAL TOPICS

VISIT ACTFL.ORG FOR ALL CONVENTION INFORMATION AND UPDATES

REGISTRATION AND HOUSING OPEN MARCH 2020 2 Table of Contents

NECTFL Board of Directors 4 NY Hilton Midtown Floor Plans 6 Welcome Message from the 2020 Chair 7 Local Committee 8 NECTFL State Associations 9 Program Overview 10 Schedule at a Glance 11 Conference Sponsors 12 Exhibit Hall Floor Plan 13 Directory of Exhibitors 14 Sessions at a Glance 19 Directory of all Workshops and Concurrent Sessions 21 Index of Presenters 63 2020 Award Winners 65 2020 Mead Fellows 66 Teacher of the Year Finalists 67 Past NECTFL Teachers of the Year 68 Past Award Winners 69 NECTFL Advisory Council 71 The NECTFL Review 72 Past Chairs of the Northeast Conference 73 Message from the 2021 Chair 74

3 2019–2020 NECTFL Board of Directors

Vice Chair Chair Past Chair

Michael Bogdan Nathan Lutz Rosanne Zeppieri South Middleton Kent Place School W. Windsor Plainsboro School District (PA) (NJ) RSD, retired (NJ)

Class of 2020 Class of 2021

Cheri Quinlan Christopher Gwin Kathy J. Fegely Leslie Grahn Deborah Espitia Margarita Dempsey NJDOE and Toms University of Antietam High Howard County Howard County Smithfield High River Regional Pennsylvania (PA/NJ) School, retired (PA) Public Schools, Public Schools, School and Bryant Schools, retired (DE) retired (MD) retired (MD) University (RI)

Class of 2022 Class of 2023

Cynthia Chalupa, Ph.D. Catherine Ritz, Ed.D James Wildman Georges Chahwan Xiaoyan Hu Jill Schimmel Sopa West Virginia Boston University Glastonbury Public Choate Rosemary University of Rhode New York City DOE University (WV) (MA) Schools (CT) Hall (CT) Island (RI) (NY)

The NECTFL Review Staff

Robert M. Terry Thomas S. Conner John Carlino Salvatore Glosek Haley Shanahan Editor Reviews Editor Executive Director Administrative NYSAFLT Assistant Administrative Assistant

4 Newly-elected Class of 2024 (terms begin July 2020) Carolina Bustamante, Ph.D. Beckie Bray Rankin Frank Ruggiero, Ed.D. SUNY Old Westbury (NY) Lexington High School (MA) Edison Public Schools (NJ) Dr. Carolina Bustamante, Beckie’s path towards Dr. Frank Ruggiero is the a native of Colombia, proficiency-focused district supervisor of world holds a master’s degree in teaching began at a languages for grades 6-12 Spanish education from regional conference her in the Edison Public the University of first year in the Schools (NJ) and was Nebraska-Kearney and a classroom. That taste of previously the K-12 doctoral degree in foreign performance-based supervisor of world language education from the University of assessing encouraged Beckie to lead a K-12 languages & ESL in both the Livingston Nebraska-Lincoln. She is an Assistant district move towards thematic units. Over a Public Schools (NJ) and the Nutley Public Professor in the School of Education and decade later, Beckie is still a teacher leader, Schools (NJ). In these roles, he implemented Modern Languages Department at the State modeling lifelong learning and empowering the Seal of Biliteracy and oversaw a University of New York at Old Westbury her students to grow their French language comprehensive program review leading to a since 2014. She coordinates the Graduate communication and intercultural programmatic shift that included the design Spanish Adolescence Education Program competence in the classroom, community, and implementation of integrated and teaches courses on language pedagogy and annual exchange. A member of the performance assessments. Under Frank’s for second language learners and heritage MaFLA and AATF Eastern MA boards leadership, the staff in his departments speakers, second language acquisition, among others, Beckie is a PD junkie who actively seek out professional development Spanish, and supervises graduate theses. She loves to network with other teachers and opportunities; and they also seek out has also worked as an instructor for share research-based best practices. opportunities to present their work with STARTALK programs at the University of Mindfulness, reflection, standards-based organizations such as NJEA, Nebraska-Lincoln providing professional grading, and social justice infused thematic NJTESOL/NJBE, FLENJ, NECTFL, and the development for teachers of Chinese and units are her current action research themes. American Classical League. Spanish, and seminars on mixed methods To recharge, she love to sail, cook, practice Frank initially saw himself studying research at the TESOL division at the yoga, travel, and garden. mathematics or science. However, when he University of Cambridge, England, and Both Beckie’s emerging leaders graduate attended his first NECTFL conference while Graduate School of Education at the program (MAEd at Wake Forest University) at Drew University, it became clear that he University of Pretoria, South Africa. She has and her involvement with ACTFL’s would pursue a career in language been a presenter at conferences at the state, Leadership Initiative for Language Learning education. After graduation, Frank worked national, and international level. (LILL) have pushed her to increase her in international business and in French Additionally, in an effort to empower pre- knowledge, skills, and passion for translation before joining the teaching service teachers through early engagement supporting teachers of all languages and all profession. He taught French and Spanish in in the professional community, she has levels. Her work as Chair for the 2019 the Edison Public Schools (NJ) for nearly 16 hosted a poster session at the New York Massachusetts Fall Conference combined a years and was an adjunct at Fairleigh State Association of Foreign Language vision for her state, a detail-oriented Dickinson University. While teaching, he Teachers (NYSAFLT), Northeast organization, and a desire to serve a variety completed an MAT in French and earned Conference on the Teaching of Foreign of teachers in a plethora of contexts. both an EdM and EdD in educational Languages (NECTFL), and Long Island Through MaFLA, she has initiated reflect administration from Rutgers. Frank’s Language Teachers (LILT) annual and work opportunities after longer dissertation research focused on how middle conferences within the last three years, workshops, round-table Q&A on hot topics school interdisciplinary teaming affected where her students have presented unit plans at the conference, and self-care members of a school community whose that feature an integrated performance opportunities during PD. Hoping to join the approach to teaming included core subject assessment (IPA). Her published research NECTFL Board to serve the region through teachers but excluded world language and has focused on professional development on advocacy and increased collaboration, all other related arts teachers. technology for teachers of Chinese, German, Beckie seeks to continue the cycle of Frank currently serves on the NADSFL and Spanish, the use of procedural diagrams educators providing opportunities to work advisory council and on the FLENJ board of and joint displays in mixed methods together towards excellent teaching and directors as president. Professional growth research, and the motivation, experiences, learning. has been a continuous thread throughout and challenges of heritage speakers of Currently, Beckie teaches French at Frank’s 19-year career in education in both Spanish as pre-service teachers. Her current his own pursuit of growth opportunities and research interests include development of Lexington High School (MA). Her highlight-of-career moments include a year in his desire to help prepare the next heritage speakers as language teachers, generation of teachers and leaders. Most implementation of IPA, and innovative of teaching French to gap year American students in Bouaké (Côte d’Ivoire), serving recently, Frank attended the ACTFL LILL methods to merge quantitative and summer institute and is spearheading a qualitative data. She enjoys spending time as the chair for ACTFL’s Global Engagement Initiative, writing for The mentorship program for pre-service and in- with her bilingual three-year-old son, service supervisors of world language family, and friends, traveling, biking, and Language Educator, and being elected to the executive track of MaFLA. departments, as part of his personal plan to dancing salsa. give back to the profession.

New York Hilton Midtown A Message from the 2020 Chair Second Floor

Rhinelander – Exhibits

Entrance

Gramercy West Bryant Coat Check Dear NECTFL colleagues and friends,

Welcome to the 66th annual Northeast Conference on the Teaching of Foreign Languages! The NECTFL Board of Directors, Executive Director Gramercy East Morgan John Carlino, and I have worked to create a space for you to partake in the highest quality professional learning available in the Northeast. While you are with us this weekend, you’ll get multiple opportunities to dialogue with other world language, bilingual, and immersion educators from throughout our region and beyond - all in pursuit of making our classrooms the best learning environments available.

Our regional conference is a critical event for language educators - not just for providing us with valuable professional development, but also for providing us with a forum to network with colleagues and form collaborative relationships with educators from all over the region and beyond. It is my goal that you leave this conference refreshed, invigorated, and emboldened to return to your teaching community and inspire your colleagues to Murray Hill West be agents of change in their spheres and beyond.

Crafting this year’s theme, Languages for All: Envisioning Language Learning Opportunities for Every Learner, came naturally to me: it is a Business Center Promenade / NECTFL reflection of my life’s work to honor each and every student. It was my hope to create a conference that affirms that everyone deserves the Registration opportunity to learn one or more languages in addition to their first language: no matter their age; no matter their socio-economic status; no matter the learning challenges they may face; no matter their native language. Murray Hill East And where better to explore the diversity of people and language but in New York City, where residents speak more than 800 different languages Madison and whose immigrant population is constantly changing and growing. We welcome you to the Hilton Midtown and to explore all that New York City has to offer.

In addition to a diversity of workshops and sessions on general topics of interest in the field, the conference will host research roundtables and tech lab sessions where individuals present their research findings and first-hand experiences with new technology tools. Furthermore, #NECTFL20 offers featured sessions during each session time slot, which are workshops specially curated by my program committee for their strong connection Nassau West Clinton to the conference theme.

We are honored to greet as our keynote speaker, Dr. José Medina, a fierce advocate for Dual Language and Bilingual Education. Known most for his work in providing dual language technical assistance, professional development, and job-embedded support to dual language programs, Dr. Coat Medina’s keynote speech will surely inspire you as he recounts his personal journey as a language learner. Check Nassau East Gibson As you visit the exhibit hall, please thank our exhibitors for their contributions. Not only are there vendors but also representatives from the Northeast state organizations, consulate members, private and public institutions, and others who work with us to make the Conference a rich and meaningful experience. Once again, the state organizations have submitted outstanding candidates for the Northeast Teacher of the Year. Join us at the awards ceremony on Friday evening to meet these teachers and to congratulate the Nelson H. Brooks awardee for outstanding leadership in the East Corridor field, the James W. Dodge Foreign Language Advocate Award, the Stephen A. Freeman winner for the best-published article, and the NECTFL Mead Leadership Fellows who will develop projects throughout the year that contribute to the teaching profession.

Thank you for joining us and for your contributions to the N-16 students who benefit from your continued scholarship and desire to improve world language teaching and learning. May you have an amazing conference experience! Thank you for joining us this weekend! Regent Sutton South Sutton Center Sutton North Beekman With much appreciation,

6 A Message from the 2020 Chair

Dear NECTFL colleagues and friends,

Welcome to the 66th annual Northeast Conference on the Teaching of Foreign Languages! The NECTFL Board of Directors, Executive Director John Carlino, and I have worked to create a space for you to partake in the highest quality professional learning available in the Northeast. While you are with us this weekend, you’ll get multiple opportunities to dialogue with other world language, bilingual, and immersion educators from throughout our region and beyond - all in pursuit of making our classrooms the best learning environments available.

Crafting this year’s theme, Languages for All: Envisioning Language Learning Opportunities for Every Learner, came naturally to me: it is a reflection of my life’s work to honor each and every student. It was my hope to create a conference that affirms that everyone deserves the opportunity to learn one or more languages in addition to their first language: no matter their age; no matter their socio-economic status; no matter the learning challenges they may face; no matter their native language.

And where better to explore the diversity of people and language but in New York City, where residents speak more than 800 different languages and whose immigrant population is constantly changing and growing. We welcome you to the Hilton Midtown and to explore all that New York City has to offer.

As you visit the exhibit hall, please thank our exhibitors for their contributions. Not only are there vendors but also representatives from the Northeast state organizations, consulate members, private and public institutions, and others who work with us to make the Conference a rich and meaningful experience. Once again, the state organizations have submitted outstanding candidates for the Northeast Teacher of the Year. Join us at the awards ceremony on Friday evening to meet these teachers and to congratulate the Nelson H. Brooks awardee for outstanding leadership in the field, the James W. Dodge Foreign Language Advocate Award, the Stephen A. Freeman winner for the best-published article, and the NECTFL Mead Leadership Fellows who will develop projects throughout the year that contribute to the teaching profession.

With much appreciation,

7 2020 NECTFL LOCAL COMMITTEE Local Committee chairperson, James Wildman, and the Local Committee cordially invite you to visit the hospitality desk on the 2nd floor Promenade. The hospitality desk is open throughout the conference to assist you with your questions about the conference and about New York City. Local Committee members will also conduct session evaluations. Look for these important volunteers and help us thank them for their commitment to the conference!

WE SINCERELY APPRECIATE THE PARTICIPATION OF OUR 2020 Local COMMITTEE:

Wilfredo Abrahante, Roslyn Public Schools, NY Caleb Howard, Dr. W. Mennies Elementary School, NJ Robin Birnbaum, Edward R. Murrow High School, NY Francesca McAuliffe, Stuyvesant High School, NY Rosa Bonilla-Gomez, Vanguard High School, NY Wendy Mercado, Bay Shore Middle School, NY Nelsa Boyer-Madisson, IS 237 Q, NY Joseph Parodi-Brown, Marianapolis Preparatory School, CT Carolina Bustamante, SUNY Old Westbury, NY Stacey Pedersen Ward, Leon M. Goldstein High School, NY Michael Cave, Catholic Memorial High School, MA Cristina Santiago-Campbell, Brooklyn Technical HS, NY Marissa Coulehan, Springhurst Elementary School, NY Carol Shaw, Brick Township High School, NJ Andrew Hagerty, Townsend Harris High School, NJ Erica Thomas, New York City DOE, NY Marleily Vargas, Eximius College Preparatory Academy

Session and Workshop Feedback and Evaluation Please assist us in evaluating any workshops or sessions that you attend. Your input will help us select the “Best of NECTFL” as well as assist us in future conference planning. Just look for the “Evaluation and Feedback Form” at the bottom of every listing in the conference app. Thank you!

8 NECTFL salutes its dedicated state associations and their leadership!

Connecticut Council of Language Teachers (CT COLT) Delaware Council on the Teaching of Foreign Languages (DECTFL) Foreign Language Association of Maine (FLAME) Foreign Language Association of Virginia (FLAVA) Foreign Language Educators of New Jersey (FLENJ) Greater Washington Association of Teachers of Foreign Languages (GWATFL) Maryland Foreign Language Association (MFLA) Massachusetts Foreign Language Association (MaFLA) New Hampshire Association of World Language Teachers (NHAWLT) New York State Association of Foreign Language Teachers (NYSAFLT) Pennsylvania State Modern Language Association (PSMLA) Rhode Island Foreign Language Association (RIFLA) Vermont Foreign Language Association (VFLA) West Virginia Foreign Language Teachers Association (WVFLTA) Thank you for being a part of our conference – we look forward to working with you this year and into the future!

9 66th Annual Northeast Conference Program Overview THURSDAY, FEBRUARY 13 8:00 a.m.–6:00 p.m. Conference Registration 9:30 a.m.–4:30 p.m. Six-hour Ticketed Workshops (one hour lunch) 9:30 a.m.–12:30 p.m. Three-hour Ticketed Workshops – Morning 1:00–4:30 p.m. State Leaders Luncheon and Meeting 1:30–4:30 p.m. Three-hour Ticketed Workshops – Afternoon 5:00–9:00 p.m. Board of Directors Meeting and Dinner

FRIDAY, FEBRUARY 14 7:00 a.m.–5:30 p.m. Conference Registration 8:00 a.m.–5:00 p.m. Conference Exhibit Hall Open 8:30–9:30 a.m. Session 1 9:30–10:00 a.m. Exhibit Hall Grand Opening 10:00–11:00 a.m. Keynote Address and General Session 11:00–11:30 a.m. Exhibits 11:30 a.m.–12:30 p.m. Session 2 12:30–1:45 p.m. Exhibits and Lunch Break 12:30–1:45 p.m. Palmes Academiques Luncheon (by invitation only) – Offsite 1:45–2:45 p.m. Session 3 2:45–3:00 p.m. Exhibits 3:00–4:00 p.m. Session 4 4:00–4:30 p.m. Exhibits 4:30–5:30 p.m. Session 5 6:30–7:30 p.m. NECTFL Awards Ceremony

SATURDAY, FEBRUARY 15 7:00–8:00 a.m. NADSFL/NCSSFL Breakfast Meeting 8:00 a.m.–5:00 p.m. Conference Registration 8:00 a.m.–1:30 p.m. Conference Exhibit Hall Open 8:00–8:45 a.m. Exhibits 8:45–9:45 a.m. Session 6 9:45–10:30 a.m. Exhibits 10:30–11:30 a.m. Session 7 and #techlab 11:30 a.m.–1:00 p.m. Lunch Break, Advisory Council, and Exhibits 1:00–2:00 p.m. Session 8 and Research Roundtable 2:15–3:15 p.m. Session 9 3:30–4:30 p.m. Session 10

10 Conference Schedule at a Glance Start Start Start Thursday, February 13 Friday, February 14 Saturday, February 15 Time Time Time

7:00 7:00 7:00

7:15 7:15 7:15 NADSFL/NCSSFL 7:30 7:30 7:30 Breakfast Meeting

7:45 7:45 7:45 8:00 8:00 8:00 8:15 8:15 8:15 Exhibits 8:30 8:30 8:30 8:45 8:45 8:45 Session 1 9:00 9:00 9:00 Session 6 9:15 9:15 9:15 9:30 9:30 9:30 Exhibits 9:45 9:45 9:45 10:00 10:00 10:00 Exhibits Keynote Address 10:15 10:15 10:15 & 10:30 10:30 10:30 Three-hour General Session 10:45 Ticketed 10:45 10:45 Session 7 & 11:00 Workshops 11:00 11:00 #techlab Exhibits 11:15 11:15 11:15 11:30 11:30 11:30 11:45 11:45 11:45 Session 2 12:00 12:00 12:00 Lunch Break, Exhibits, and 12:15 12:15 12:15 Advisory Council 12:30 Six-hour 12:30 12:30 12:45 Ticketed 12:45 12:45 1:00 Workshops 1:00 Lunch and Exhibits 1:00 1:15 1:15 1:15 Session 8 & 1:30 1:30 1:30 Research Roundtable 1:45 1:45 1:45 2:00 2:00 2:00 Session 3 2:15 State 2:15 2:15 Leaders 2:30 2:30 2:30 Luncheon Three-hour Session 9 2:45 2:45 Exhibits 2:45 and Ticketed 3:00 Meeting Workshops 3:00 3:00 3:15 3:15 3:15 Session 4 3:30 3:30 3:30 3:45 3:45 3:45 Session 10 4:00 4:00 4:00 Exhibits 4:15 4:15 4:15 4:30 4:30 4:30 4:45 4:45 4:45 Session 5 5:00 5:00 5:00 5:15 5:15 5:15 5:30 5:30 5:30 5:45 5:45 Awards Photography 5:45 6:00 Board of Directors 6:00 6:00 6:15 Meeting and Dinner 6:15 6:15 6:30 (5:00–9:00 p.m.) 6:30 6:30 6:45 6:45 Awards Ceremony and 6:45 7:00 7:00 Reception 7:00 7:15 7:15 7:15 7:30 7:30 7:30

11 Exhibit Hall Floor Plan

FLENJ & NYSAFLT & CT COLT and VFLA and FLAVA and Anne Arundel Minds County Public Puentes LLC PSMLA LILT MaFLA MFLA GWATFL Abroad Schools

EXIT TT14 TT13 TT12 TT11 TT10 TT9 TT8 TT7 Spanish Embassy of Spain - Linguascope Studies Difusión Robotel Inc. AATSP Education TT15 132 Abroad 233 232 Office 333 TT6 SOU's Summer CET Voces Digital Language Institute CLE The Pulsera CALPER at for French and Academic by Teacher's Spanish Language International Project Penn State Teachers TT116 130 Programs 231 230 Discovery 331 TT5 Middlebury Ponddy Interactive University of Goethe-Institut Accent Education Languages™ CALEC Salamanca, NY Français Inc. Summer Spain TT17 128 Academy 229 228 329 TT4 American Lingco Association of Breaking the John Murray Extempore Language Rutgers Teachers of Barrier Learning App German TT18 126 Labs 227 226 327 326

World Teen Edinumen Lingo Tours Yabla FluentKey Camp USA Inc MEP 123 124 225 224 325 324 Study in Spain Education/ c/o Embassy of International Hachette FLE Scholarcade, Spain-Trade Student LLC AATF Boomalang Commission Exchange 121 122 Miami 223 222 323 322

National Foreign CIEE: The Council Language Center at on International Proficiency Explorica JNCL-NCLIS the University of Educational Press Co Maryland Exit 120 221 220 Exchange 321 320 Prométour Educational Tours 119 Middlebury don Quijote/ EF EF Enforex Learn Travel & International Language Educational Spanish in Spain Education Language Schools 117 116 & Latin America 217 216 Tours Campuses 317 Institute of IACE/La Scuola Idioma Mango d'Italia/ Cheng & Tsui Spanish Education & Languages Calandra 114 215 214 Studies (ISS) Institute 315 316 Consulting Edelsa Grupo Hackett AQEFLE TPRS Books Didascalia S. Publishing 112 213 212 A. 313 314 Company WorldStrides Cambridge REAL University Xperitas Spanish2Enjoy LANGUAGE 110 Press 211 210 311 312 right away Lectorum American CHA George Publications, Classical Educational Mason 108 Inc. 209 208 League Tours 309 310 Univiersity QTalk A La Carte Avant Viva la Clase Travel Assessment 106 207 206 307 Language Testing Passports International, 104 Vista Higher Learning/ 205 204 Inc. 305 306 Santillana USA World of EMC/Carnegie Learning Reading 102 203 202 303 304

Main Entrance 101 100 201 200 301 302

Global Wayside Publishing Leadership ACTFL Adventures

12 Directory of Exhibitors Directory of Exhibitors A La Carte Travel 207 American Council on the Teaching of Breaking the Barrier 227 CHA Educational Tours 309 don Quijote/Enforex Learn Spanish in Explorica 120 http://www.alacartetravel.com (703) 281-1225 Foreign Languages (ACTFL) 301 http://www.tobreak.com http://www.cha-tours.com (800) 323-4466 Spain & Latin America 116 https://www.explorica.com/ (888) 310-7120 [email protected] Ranna Saeedi http://www.actfl.org (703) 894-2900 [email protected] John Conner [email protected] Tina Falcione https://www.donquijote.org/es/ +34 915912085 [email protected] Tiffany Wagner A La Carte Travel is an educational tour [email protected] Genevieve Borello Breaking the Barrier is a leader in print and Founded by two foreign language teachers and [email protected] Claudia Barquet Explorica works one-on-one with teachers to create operating company that offers customizable The American Council on the Teaching of digital language learning. Featuring instruction in celebrating our 51st anniversary in 2020, CHA has don Quijote and Enforex are the leading institutions educational student tours that meet their specific packages to suit all of your traveling needs. A Foreign Languages (ACTFL) is dedicated to Spanish and French, we provide students with a introduced over one million teachers and students to in teaching Spanish in Spain and Latin America. With needs and budget. As your partner in travel, we La Carte Travel offers educational trips, the improvement and expansion of the teaching rock-solid understanding of language the rewarding benefits of international travel since more than 30 years of experience and with over 35 specialize in connecting teachers and students to exchange programs, AP trips, and community and learning of all languages at all levels of fundamentals as well as cultural insights from 1969. Choose from over 100 pre-designed schools in Spain and Latin America, we offer new cultures, languages and people by providing service trips. We work with teachers and instruction. ACTFL is an individual around the world. Our new and emerging educational tours to destinations throughout Europe, innovative customized programs that meet any higher-quality components, at lower prices. the Americas, and Asia, or design your own custom administrators to create trips of a lifetime! membership organization of more than 12,500 technology brings content and culture to life for specific requirements of each school, including Explorica’s exclusive network of experienced tour. Teacher travels free with every six students! language educators and administrators from learners with up to date resources for students faculty-led, short-term and semester programs that travelers enables us to create customized tours with AATF 323 and teachers alike. cover a variety of subjects and electives. the best value. elementary through graduate education, as well Cheng & Tsui 215 http://frenchteachers.org (815) 310-0490 as government and industry. http://www.cheng-tsui.com (617) 830-5831 Edelsa Grupo Didascalia S.A. 313 [email protected] Jayne Abrate CALEC 228 Extempore App 327 http://www.calec.org (646) 986-9766 [email protected] Liz Hanlon http://www.edelsa.es +34 914165511 http://extemporeapp.com (952) 905-9906 The American Association of Teachers of Anne Arundel Co. Public Schools TT9 [email protected] Kevin Hale [email protected] David R. Sousa French (AATF) is the largest national http://www.aacps.org Cheng & Tsui is an independent Boston-based [email protected] Thomas Murr Edelsa, Spanish Publisher, has almost 30 years professional association in the world devoted [email protected] Gene Summers The Center for the Advancement of Languages, publisher of Asian language textbooks and Extempore, the Speaking Practice App is a multimedia educational materials. Since 1979, we experience in the world of Spanish as a foreign exclusively to French. We provide services to Located in and around Annapolis, Maryland, Education, and Communities is a nonprofit Language Lab Alternative. There are no physical have pursued our mission of “Bringing Asia to the language. Our company has been continuously help members promote French and develop and AACPS takes a communicative approach to organization with a focus on multilingualism, space requirements, it can be accessed on an World” by developing, translating, and publishing innovating in the world of teaching, with one of the defend programs at all levels. The AATF language learning. We are looking for cross-cultural understanding, and the existing computer lab or any school/student groundbreaking, high-quality publications for most extensive catalogues in the sector. As well as publishes the French Review and National educators who share a vision of using authentic dissemination of ideas through book publishing. owned device, including Chromebooks or mobile Chinese, Japanese, Korean, and Arabic programs printed books, Edelsa develops digital interactive Bulletin, sponsors the Grand Concours and resources to get their students communicating Our mission is to empower multilingual families methods and materials. devices. Extempore allows instructors to obtain worldwide. +1(617) 988-2400. National French Week, holds an annual via authentic tasks. We boast a solid support and linguistic communities through education, and assess authentic speech without having to convention, and produces a variety of teaching knowledge, and advocacy. Edinumen USA 225 schedule face-to-face time with each student, system for new and experienced teachers to CIEE: The Council on International and promotional materials. include mentors, robust curricula, and http://www.edinumenusa.com +34 606941416 through Extempore Time Parameters. CALPER at Penn State TT5 Educational Exchange 220 classroom technology. (ASL, Chinese, French, [email protected] Chema Ramos AATSP TT6 http://calper.la.psu.edu (815) 000-0000 https://www.ciee.org/go-abroad/high-school-study- FLAVA TT10 German, Italian, Spanish) At Edinumen we are passionate about Spanish! [email protected] Gabriela Appel abroad (866) 583-0332 https://flavaweb.org/ https://www.aatsp.org/ (205) 506-0600 With over 25 years of experience in the teaching [email protected] Caryn Berman [email protected] Dick Kuettner [email protected] Sheri Spaine Long AQEFLE 213 The Center for Advanced Language Proficiency and coaching of ELE (español como lengua For over one hundred years, the American http://www.aqefle.com (418) 832-6244 Education and Research (CALPER) at The Founded in 1947, CIEE is the country’s oldest and extranjera) across the globe. At Edinumen we The Foreign Language Association of VA is a Association of Teachers of Spanish and [email protected] Rejean Chatigny Pennsylvania State University is one of the largest nonprofit study abroad and intercultural offer the most comprehensive Spanish solution in dynamic, professional organization composed of exchange organization, delivering the highest- Portuguese (AATSP) has continued to promote AQEFLE (Association québécoise des écoles national Language Resource Centers funded by the marketplace with innovative content, modern educators and others who have a common interest quality programs that increase global the study and teaching of the Spanish and de français langue étrangère) proudly the U.S. Dept. of Education. CALPER creates digital platforms and cutting edge-methodology, in promoting the use of world languages to understanding and intercultural knowledge. Our Portuguese languages and their corresponding represents three universities and four colleges teaching materials, conducts professional covering from K-12 to higher education and accomplish their various goals. Its mission is to High School Abroad programs allow students the cultures at all levels of education. offering high quality French language development workshops, and develops extensive professional development. promote the study, teaching, use, and appreciation opportunity to study abroad during high school for programs in Quebec, Canada. Our schools offer free online resource in support of language of world languages and cultures, and to encourage a summer, semester, year or gap-year in over 50 Accent Français TT4 short-term summer programs, as well as education in the U.S. EF Educational Tours 216 the exchange of ideas which verify world locations across the globe. http://www.eftours.com (617) 619-2028 languages' place in today’s global society. http://www.accentfrancais.com +33 467581628 autumn and winter programs. Quebec has Cambridge University Press 211 [email protected] proudly preserved its French heritage and is [email protected] Michele Ahouse www.cambridge.org/education (800) 872-7423 CLE International 231 FLENJ TT14 Stéphanie Checa currently playing an active role in the heart of The global leader in international education, EF [email protected] Samantha Radovich http://www.cle-international.com http://www.flenj.org Since 1998, Accent Français has been inviting the international French community. Educational Tours has worked with educators [email protected] Jean-Luc Wollensack [email protected] Frank Ruggiero y ou to experience the French lifestyle in the We are an international education publisher, around the world for 54 years to help students gain South of France! Experts in teaching French as Avant Assessment 206 providing books, digital resources, and services to As a specialist publisher for teachers of French as a new perspectives and build skills for the future FLENJ is a non-profit organization of professionals foreign language, CLE International is constantly a foreign language, our team works to offer https://avantassessment.com/ teachers and learners worldwide. Our mission is through experiential learning. We provide a wide with a common vision of multilingual, global citizens listening to teachers and taking into account you the best of France: teacher training, [email protected] Aziz Ebinghannam to unlock people's potential with the best learning range of educational travel programs, all of which who collaborate and connect to the world as a result of and research solutions. Brighter Thinking drives different needs, preferences, traditions and learning meaningful world language experiences. FLENJ language courses, accommodations, cultural Avant is the world’s leading language help students understand new people, places, and the Cambridge approach, and every day we talk to cultures. Our catalogue is constantly updated and advances and promotes the teaching of languages by activies and sports. Our Qualité FLE *** proficiency testing provider giving students a cultures, and discover more about themselves. teachers and leading educational thinkers about improved, and represent a unique choice of teaching influencing policy and practice to ensure high quality institute and historical member of Campus true picture of their language skills. Year after how to make teaching and learning better. materials. Tel. +33 172 36 30 53 EF International Language Campuses 317 world language education in NJ schools and beyond. France is waiting for you! year, many schools choose Avant because of http://www.livethelanguage.com (800) 992-1892 our accurate, consistent scoring, great customer Carnegie Learning (EMC) 202 CT COLT TT12 FluentKey 324 American Association of Teachers of service, and more. [email protected] Alexis Jungdahl http://www.emcschool.com (888) 951-7094 http://www.ctcolt.org https://fluentkey.com German TT18 EF has been teaching languages for over 50 years [email protected] Cristin Delaney [email protected] Lea Graner Kennedy [email protected] Mandy Sofer Boomalang 322 using a fun and interactive teaching methodology http://www.aatg.org (856) 795-5553 The Connecticut Council of Language Teachers (CT EMC School, part of Carnegie Learning, is a that helps students learn better and faster. Stop Students don’t get enough authentic listening [email protected] Keith Cothrun http://www.boomalang.co (336) 817-7709 COLT) promotes, advocates for, and fosters the leading provider of digital and blended learning by to discover 16 schools abroad. We offer short practice. FluentKey is an exciting new way to make AATG supports the teaching of the German [email protected] Chris Gerding teaching and learning of world languages and resources and services for 6-12 world languages, term courses, gap-years, professional development, listening fun and meaningful using interactive language and German-speaking cultures in Authentic 15-min. video conversations with cultures. We support, guide, and connect educators, applied learning, and English language arts group travel, and more, teaching French, Spanish, videos. Motivate students and track their elementary, secondary, and post-secondary native speakers. Boomalang connects students to students, policy makers,and the public through designed to help you meet students where they Italian, German, Japanese, Portuguese, Arabic, understanding. Save time and make your life easier native speakers of Spanish, French, German, professional development, scholarship, and education in the United States. The AATG are. Russian, Korean, and Chinese. Make the world with a free library of videos, quizzes, and games. promotes the study of the German-speaking Italian, Portuguese, and English across the world collaborative initiatives. your classroom! world in all its linguistic, cultural and ethnic to improve proficiency and intercultural CET Academic Programs 130 Difusión 233 George Mason Univiersity 310 diversity, and endeavors to prepare students as competence through live video chat. See why http://cetacademicprograms.com (800) 225-4262 Embassy of Spain - Education Office 232 https://gse.gmu.edu/programs/ transnational, transcultural learners and active, over 97% of classes using Boomalang renew http://difusion.us (754) 281-7436, + 34 699103430 [email protected] Brian Wiehr www.educacionyfp.gob.es/eeuu (212) 629-4435 [email protected] Rebecca Fox multilingual participants in a globalized world. each semester/year. We are currently serving [email protected] Jesús Herrera [email protected] Carmen García Argüelles over 100 schools at the high school or higher ed CET Academic Programs is a study abroad Difusión has been publishing language materials The Advanced Studies in Teaching and Learning American Classical League 208 levels. organization that has been developing and for educators and students for more than 30 years. The Education Office of Spain in New York is a (ASTL) program in the School of Education, George operating innovative educational programs Today we operate in 107 countries all over the technical body of the Spanish Diplomatic Mission Mason University, offers advanced professional http://www.aclclassics.org (513) 529-7741 development and language study for French and abroad since 1982. Offering a varied portfolio of world and our 60-plus staff members work with and represents the Ministry of Education and [email protected] Sherwin Little Spanish practicing foreign language teachers. We semester, summer, and customized programs for more than 200 contributors. Our mission is to help Professional Development of Spain. It manages ACL is the organization for teachers of also offer initial licensure in Arabic, Chinese, college, high school, pre-college, and gap year students learn Spanish they can use in real-life the foreign education policies of Spain in the Classical Languages at all levels. students around the world, CET is known for northeast region, promoting the Spanish language French, German, Japanese, Korean, Latin, and situations. Spanish through our Teaching Culturally and strong academics, professional program and culture and offering pedagogical and technical Linguistically Diverse and Exceptional Learners management, and supportive student services. support to teachers of Spanish. (TCLDEL) program.

13 Directory of Exhibitors CHA Educational Tours 309 don Quijote/Enforex Learn Spanish in Explorica 120 http://www.cha-tours.com (800) 323-4466 Spain & Latin America 116 https://www.explorica.com/ (888) 310-7120 [email protected] Tina Falcione https://www.donquijote.org/es/ +34 915912085 [email protected] Tiffany Wagner Founded by two foreign language teachers and [email protected] Claudia Barquet Explorica works one-on-one with teachers to create celebrating our 51st anniversary in 2020, CHA has don Quijote and Enforex are the leading institutions educational student tours that meet their specific introduced over one million teachers and students to in teaching Spanish in Spain and Latin America. With needs and budget. As your partner in travel, we the rewarding benefits of international travel since more than 30 years of experience and with over 35 specialize in connecting teachers and students to 1969. Choose from over 100 pre-designed schools in Spain and Latin America, we offer new cultures, languages and people by providing educational tours to destinations throughout Europe, innovative customized programs that meet any higher-quality components, at lower prices. the Americas, and Asia, or design your own custom specific requirements of each school, including Explorica’s exclusive network of experienced tour. Teacher travels free with every six students! faculty-led, short-term and semester programs that travelers enables us to create customized tours with cover a variety of subjects and electives. the best value. Cheng & Tsui 215 http://www.cheng-tsui.com (617) 830-5831 Edelsa Grupo Didascalia S.A. 313 Extempore App 327 [email protected] Liz Hanlon http://www.edelsa.es +34 914165511 http://extemporeapp.com (952) 905-9906 Cheng & Tsui is an independent Boston-based [email protected] David R. Sousa [email protected] Thomas Murr publisher of Asian language textbooks and Edelsa, Spanish Publisher, has almost 30 years Extempore, the Speaking Practice App is a multimedia educational materials. Since 1979, we experience in the world of Spanish as a foreign Language Lab Alternative. There are no physical language. Our company has been continuously have pursued our mission of “Bringing Asia to the space requirements, it can be accessed on an World” by developing, translating, and publishing innovating in the world of teaching, with one of the most extensive catalogues in the sector. As well as existing computer lab or any school/student groundbreaking, high-quality publications for owned device, including Chromebooks or mobile Chinese, Japanese, Korean, and Arabic programs printed books, Edelsa develops digital interactive methods and materials. devices. Extempore allows instructors to obtain worldwide. +1(617) 988-2400. and assess authentic speech without having to Edinumen USA 225 schedule face-to-face time with each student, CIEE: The Council on International http://www.edinumenusa.com +34 606941416 through Extempore Time Parameters. Educational Exchange 220 [email protected] Chema Ramos https://www.ciee.org/go-abroad/high-school-study- FLAVA TT10 At Edinumen we are passionate about Spanish! abroad (866) 583-0332 https://flavaweb.org/ With over 25 years of experience in the teaching [email protected] Caryn Berman [email protected] Dick Kuettner and coaching of ELE (español como lengua Founded in 1947, CIEE is the country’s oldest and extranjera) across the globe. At Edinumen we The Foreign Language Association of VA is a largest nonprofit study abroad and intercultural offer the most comprehensive Spanish solution in dynamic, professional organization composed of exchange organization, delivering the highest- the marketplace with innovative content, modern educators and others who have a common interest quality programs that increase global digital platforms and cutting edge-methodology, in promoting the use of world languages to understanding and intercultural knowledge. Our covering from K-12 to higher education and accomplish their various goals. Its mission is to High School Abroad programs allow students the professional development. promote the study, teaching, use, and appreciation opportunity to study abroad during high school for of world languages and cultures, and to encourage a summer, semester, year or gap-year in over 50 EF Educational Tours 216 the exchange of ideas which verify world locations across the globe. http://www.eftours.com (617) 619-2028 languages' place in today’s global society. [email protected] Michele Ahouse CLE International 231 FLENJ TT14 http://www.cle-international.com The global leader in international education, EF Educational Tours has worked with educators http://www.flenj.org [email protected] Jean-Luc Wollensack [email protected] Frank Ruggiero around the world for 54 years to help students gain As a specialist publisher for teachers of French as a new perspectives and build skills for the future FLENJ is a non-profit organization of professionals foreign language, CLE International is constantly through experiential learning. We provide a wide with a common vision of multilingual, global citizens listening to teachers and taking into account range of educational travel programs, all of which who collaborate and connect to the world as a result of different needs, preferences, traditions and learning help students understand new people, places, and meaningful world language experiences. FLENJ cultures. Our catalogue is constantly updated and cultures, and discover more about themselves. advances and promotes the teaching of languages by improved, and represent a unique choice of teaching influencing policy and practice to ensure high quality materials. Tel. +33 172 36 30 53 EF International Language Campuses 317 world language education in NJ schools and beyond. CT COLT TT12 http://www.livethelanguage.com (800) 992-1892 [email protected] Alexis Jungdahl FluentKey 324 http://www.ctcolt.org https://fluentkey.com EF has been teaching languages for over 50 years [email protected] Lea Graner Kennedy [email protected] Mandy Sofer using a fun and interactive teaching methodology The Connecticut Council of Language Teachers (CT that helps students learn better and faster. Stop Students don’t get enough authentic listening COLT) promotes, advocates for, and fosters the practice. FluentKey is an exciting new way to make teaching and learning of world languages and by to discover 16 schools abroad. We offer short term courses, gap-years, professional development, listening fun and meaningful using interactive cultures. We support, guide, and connect educators, videos. Motivate students and track their students, policy makers,and the public through group travel, and more, teaching French, Spanish, understanding. Save time and make your life easier professional development, scholarship, and Italian, German, Japanese, Portuguese, Arabic, collaborative initiatives. Russian, Korean, and Chinese. Make the world with a free library of videos, quizzes, and games. your classroom! Difusión 233 George Mason Univiersity 310 http://difusion.us (754) 281-7436, + 34 699103430 Embassy of Spain - Education Office 232 https://gse.gmu.edu/programs/ [email protected] Jesús Herrera www.educacionyfp.gob.es/eeuu (212) 629-4435 [email protected] Rebecca Fox [email protected] Carmen García Argüelles Difusión has been publishing language materials The Advanced Studies in Teaching and Learning for educators and students for more than 30 years. The Education Office of Spain in New York is a (ASTL) program in the School of Education, George Today we operate in 107 countries all over the technical body of the Spanish Diplomatic Mission Mason University, offers advanced professional development and language study for French and world and our 60-plus staff members work with and represents the Ministry of Education and Professional Development of Spain. It manages Spanish practicing foreign language teachers. We more than 200 contributors. Our mission is to help also offer initial licensure in Arabic, Chinese, students learn Spanish they can use in real-life the foreign education policies of Spain in the northeast region, promoting the Spanish language French, German, Japanese, Korean, Latin, and situations. Spanish through our Teaching Culturally and and culture and offering pedagogical and technical Linguistically Diverse and Exceptional Learners support to teachers of Spanish. (TCLDEL) program.

14 Directory of Exhibitors Directory of Exhibitors Global Leadership Adventures 200 Institute of Spanish Studies (ISS) 214 Lectorum Publications, Inc. 209 MEP Education/Hachette FLE 222 NYSAFLT TT13 QTALK Publishing LLC 106 https://www.experiencegla.com/ (858) 771-0645 https://issvalencia.com/ +34 963696168 http://www.lectorum.com (800) 345-5946 http://www.mepeducation.net (847) 676-1596 http://www.nysaflt.org [email protected] http://www.qtalk.com (877) 549-1841 [email protected] Heidi Bohn [email protected] Laura Sanchez [email protected] Hilda Viskovic [email protected] Daniel Eastman The New York State Association of Foreign Lang. [email protected] Maurice Hazan GLA offers more than 50 programs in over 22 Our 70 years of experience enable us to offer the Lectorum is the largest and oldest Spanish books MEP Education provides a complete selection of Teachers is an organization representing world QTALK® is a language learning method based countries across Africa, Asia, and Latin America highest quality study abroad programs in distributor in the U.S. We have the best selection textbooks, supplementary resources, and graded language educators from all regions of New York on placing a series of icons grammatically and as well as Hawaii and Puerto Rico, providing Valencia, Spain. The ISS, in collaboration with of children's and adult books including a large readers from the best language publishers in Europe. whose purpose is to serve the needs of the interpreted as full sentences. The icons serve as authentic, cross-cultural, and custom Marywood University, offers its "Summer selection of authentic Spanish literature for all We are the exclusive distributor for Hachette FLE in profession. We are dedicated to the development of visual cues that enable students to talk. Using opportunities centered around experiential Institute for Spanish Teachers," where grades. We customize booklists per customer the United States. Other publishers we work with are second language skills and cultural awareness among this method, students go through the three steps students. NYSAFLT offers its members professional andgrassroots service-learning projects. GLA participants may earn three graduate credits. We specifications. Our experienced bilingual staff CLE International, Didier, Maison des Langues, of Semantic Memory. It's based on Active Hueber, Alma, SGEL, Difuisón, and Cideb/Black Cat. development, conferences, and advocacy resources. provides life-changing experiences which also offer taylor-made faculty-led programs, as develops opening day collections for schools and Cognition, which makes students active cultivate global perspectives, open-mindedness, well as fall, spring and summer sessions for libraries. MFLA TT11 Passports Educational Travel 204 participants in the learning experience while and ultimately inspiring great leaders, bringing university students. teachers become facilitators. positive change in their own communities and Lingco Language Labs 126 http://mflamd.org http://www.passports.com (508) 885-4600 [email protected] Dale Davies the world. International Student Exchange 223 http://www.lingco.io (517) 960-9276 [email protected] Rusty Mumford REAL LANGUAGE right away 312 http://iseusa.org (800) 766-4656 [email protected] Seth Killian The purpose of the Maryland Foreign Language Passports Educational Travel partners with http://www.reallanguagerightaway.com Goethe-Institut NY TT17 Assocation is to provide leadership in foreign teachers across the United States to provide high- [email protected] Amanda Corey Lingco is an adaptive language learning (630) 918-0919 Denise Clivaz http://www.goethe.de/newyork (212) 439-8700 language education, pre-K through post-secondary, quality educational travel experiences to their [email protected] International Student Exchange (ISE) is proud to platform. It uses artificial intelligence to predict by promoting the study of foreign languages and students. Educational travel tours visit destinations [email protected] Andrea Pfeil serve as a designated sponsor of high school what students know and what they are ready to cultures and by providing opportunities for around the world - primarily France,Italy,England, The REAL LANGUAGE right away program is The Goethe-Institut promotes knowledge of the exchange programs for international students, as learn next. With Lingco, instructors can create individual professional growth by symposia, Spain and Costa Rica - at low, guaranteed prices. a unique communicative approach for beginner German language abroad and fosters well as a provider of summer and high school and assign activities with writing and speaking regional meetings, and media. language students. This method, based on a international cultural cooperation. exchange programs for American teenagers prompts and vocabulary learning sessions that Ponddy Education Inc. 128 conversational model, allows students to have a interested in living and studying abroad. Founded adapt to each individual student. meaningful exchange in the target language right Middlebury Interactive Languages™ https://www.ponddy.ai/ (408) 800-7798 GWATFL TT10 in 1982, our certified 501c3 non-profit away. Accessible to a wide variety of learners, Summer Academy 229 [email protected] Norman Wang http://www.gwatfldc.org organization has provided quality exchange Lingo Tours Inc 325 http://www.middleburyinteractive.com/academy students find it rewarding and fun to be able to Ponddy Education Inc. is the leading Chinese [email protected] Donna Clark programs for over 30,000 exchange students. http://www.lingo-tours.com (347) 391-8986 (888) 216-0135 use authentic language so quickly! language education technology company based in Serving world language educators since 1965. [email protected] Johan Scherstén [email protected] Theresa Bruns John Murray Learning 226 San Jose, CA. We provide customized online Chinese Robotel Inc. 333 The Greater Washington Association of Teachers Lingo Tours - customized educational group Middlebury Interactive Languages™ Summer https://library.teachyourself.com/ tutoring as well as teaching support by leveraging http://www.robotel.com (450) 680-1448 of Foreign Language (GWATFL) is a non-profit tours. 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Students take the Language Proficiency Press Co 321 platforms and English language courses. and Maryland. through its acclaimed brands including Michel designed in a variety of formats to meet your Pledge® to stay in-language for the entire month, http://www.proficiencypress.com (516) 775-0663 Robotel’s SmartClass+ language teaching Thomas (www.michelthomas.com) and Teach needs both in language level and intensity. Tel. creating a truly immersive experience. Academy platform supports a blend of self-access and [email protected] C. Taliercio-Cohn Hackett Publishing Company 314 Yourself ™. We offer innovative audio, digital +31 655554136 students make unrivaled strides in their language classroom activities, works with all devices, and https://www.hackettpublishing.com and print courses, graded readers and reference acquisition and come away with lifelong friends. Proficiency Press Co. provides teacher-made, provides 24/7 access to a cloud-hosted digital [email protected] Lauryl Fischer materials for adults and young adults learning in Linguascope TT15 practical, easy to use, communicative materials, media library. Let’s Talk! English is an ESL/EFL the classroom, with a tutor or on their own as https://www.linguascope.com (800) 567-7733 Middlebury Language Schools 117 which may be used alone or incorporated into an digital curriculum, (CEFR levels A1, to C1), Established in 1972, Hackett Publishing additional study resources. http://www.middlebury.edu/ls (802) 443-5239 existing language program. Consistent with the having 2000+ activities for reading, writing, Company is a privately held, staunchly [email protected] Darryl Taylor [email protected] National Standards. Student activity books, listening, and speaking skills. independent publisher. 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15 Directory of Exhibitors MEP Education/Hachette FLE 222 NYSAFLT TT13 QTALK Publishing LLC 106 http://www.mepeducation.net (847) 676-1596 http://www.nysaflt.org [email protected] http://www.qtalk.com (877) 549-1841 [email protected] Daniel Eastman The New York State Association of Foreign Lang. [email protected] Maurice Hazan MEP Education provides a complete selection of Teachers is an organization representing world QTALK® is a language learning method based textbooks, supplementary resources, and graded language educators from all regions of New York on placing a series of icons grammatically and readers from the best language publishers in Europe. whose purpose is to serve the needs of the interpreted as full sentences. The icons serve as We are the exclusive distributor for Hachette FLE in profession. We are dedicated to the development of visual cues that enable students to talk. Using the United States. 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Cognition, which makes students active MFLA TT11 Passports Educational Travel 204 participants in the learning experience while teachers become facilitators. http://mflamd.org http://www.passports.com (508) 885-4600 [email protected] Rusty Mumford [email protected] Dale Davies REAL LANGUAGE right away 312 The purpose of the Maryland Foreign Language Passports Educational Travel partners with http://www.reallanguagerightaway.com Assocation is to provide leadership in foreign teachers across the United States to provide high- (630) 918-0919 Denise Clivaz language education, pre-K through post-secondary, quality educational travel experiences to their [email protected] by promoting the study of foreign languages and students. Educational travel tours visit destinations cultures and by providing opportunities for around the world - primarily France, Italy, England, The REAL LANGUAGE right away program is individual professional growth by symposia, Spain and Costa Rica - at low, guaranteed prices. a unique communicative approach for beginner regional meetings, and media. language students. This method, based on a Ponddy Education Inc. 128 conversational model, allows students to have a meaningful exchange in the target language right Middlebury Interactive Languages™ https://www.ponddy.ai/ (408) 800-7798 away. Accessible to a wide variety of learners, Summer Academy 229 [email protected] Norman Wang http://www.middleburyinteractive.com/academy students find it rewarding and fun to be able to Ponddy Education Inc. is the leading Chinese (888) 216-0135 use authentic language so quickly! language education technology company based in [email protected] Theresa Bruns San Jose, CA. We provide customized online Chinese Robotel Inc. 333 Middlebury Interactive Languages™ Summer tutoring as well as teaching support by leveraging http://www.robotel.com (450) 680-1448 Academy is an enriching four-week language powerful AI technology with only ONE goal - [email protected] Bill Gagnon immersion program for teens who are interested in make learning Chinese fun and effective for all. making real language gains in Spanish, French, Robotel provides digital language teaching Chinese, or Arabic. Students take the Language Proficiency Press Co 321 platforms and English language courses. Pledge® to stay in-language for the entire month, http://www.proficiencypress.com (516) 775-0663 Robotel’s SmartClass+ language teaching creating a truly immersive experience. Academy platform supports a blend of self-access and [email protected] C. Taliercio-Cohn students make unrivaled strides in their language classroom activities, works with all devices, and acquisition and come away with lifelong friends. Proficiency Press Co. provides teacher-made, provides 24/7 access to a cloud-hosted digital practical, easy to use, communicative materials, media library. Let’s Talk! English is an ESL/EFL Middlebury Language Schools 117 which may be used alone or incorporated into an digital curriculum, (CEFR levels A1, to C1), http://www.middlebury.edu/ls (802) 443-5239 existing language program. Consistent with the having 2000+ activities for reading, writing, [email protected] National Standards. Student activity books, listening, and speaking skills. Haviland Johannesson-Forgit assessment materials, and NEW E-Book Chapters for the novice level are available in French, Middlebury has been delivering life-changing, Rutgers Graduate School of Eduation 326 German, Italian, and Spanish. innovative summer immersion language http://gse.rutgers.edu (848) 932-0738 programs from beginner to advanced levels for [email protected] Charles Basden Prométour Educational Tours 119 over 100 years. The difference is our Language http://www.prometour.com (800) 304-9446 The Rutgers University Graduate School of Pledge. We offer 11 languages in Vermont and Education is dedicated to the study and improvement [email protected] Vincent Guerineau California for college credit. of education. The creation of knowledge about Prométour Educational Tours is one of the most teaching and learning is central to our mission. We Minds Abroad TT7 highly regarded companies in educational travel. seek to ensure that all children and adults have http://www.mindsabroad.com (919) 438-3942 We design customized, non-combined tours to access to high quality educational programs. [email protected] Carl Jaramillo help each and every group get the most out of their educational travel experience. Minds Abroad offers customized programs for Scholarcade, LLC 121 http://spywatchlex.com (203) 615-1947 high school and college groups. These programs PSMLA TT14 can begin anytime during the year and have the [email protected] Daniel Turcotte https://www.psmla.org/ flexibility of combining language immersion, Supplementary ACTFL-based foreign language [email protected] Mike Bogdan volunteering and educational travel along with education through video games. Learning specific needs of each group. Minds Abroad's Founded in 1919, the Pennsylvania State Modern language shouldn't feel like homework; it should philosophy is about 'learning by doing' so in Language Association is a non-profit professional feel like an adventure! addition to studying Mandarin, we also arrange organization dedicated to the teaching and learning for volunteering activities. of languages and cultures from kindergarten through university levels. National Foreign Language Center at the University of Maryland 221 Puentes LLC/Jennifer Degenhardt & https://startalk.umd.edu/public/ (240) 380-2839 A.C. Quintero TT8 [email protected] Caressa Kislus http://www.puenteslanguage.com (203) 671-3165 [email protected] Jennifer Degenhardt As a research institute of the University of Maryland, the NFLC works to define current and Puentes Language provides compelling, future language needs of the nation and helps comprehensible novels in Spanish, French, and build capacity to meet those needs. English (with other languages coming!) for students learning those languages. Novels feature rich vocabulary, simple grammar, embedded culture, history, and social issues.

16 Directory of Exhibitors Southern Oregon University's Summer Lang. Travel & Education 217 Wayside Publishing 101 Institute for French and Spanish Language www.travelandeducation.org (215) 396-0235 https://waysidepublishing.com (888) 302-2519 Teachers TT16 [email protected] Patrizia D'Adamo [email protected] Sofia Goller https://sou.edu/academics/summer-language-institute/ T&E is a unique provider of study abroad to At Wayside Publishing, we create Spanish, French, [email protected] Joanie Keller-Hand Spain, Italy, France (all immersion), Cuba Italian, German, and Latin secondary school Southern Oregon University's Summer Language (people-to-people), Brazil (ecotourism), and language programs that allow you to spend less Institute is an exciting master’s degree program Costa Rica (service learning), offering time researching and more time focusing on your focusing specifically on the needs of middle school, immersion and touring options for students and students. Combining modern resources, cultural high school, and community college Spanish and faculty. All T&E programs are customizable with exploration, and the latest language learning French teachers. It offers a unique opportunity to little or no additional cost. Visit our booth to pedagogy, our programs will help you inspire, improve language skills and cultural understanding and to learn the most current second language receive a chance to win a scholarship for a week challenge, and support your students as they work practices and pedagogy. Held in beautiful Guanajuato, paid course in Salamanca, Spain! toward communicative and cultural competence. Mexico or Angers, France. Call (541) 552-6113. University of Salamanca, Spain 329 World of Reading Ltd. 302 Room Session 1, 8:30–9:30 a.m. Session 2, 11:30 a.m.–12:30p.m. Session 3, 1:45–2:45 p.m. Session 4. 3:00–4:00 p.m. Session 5, 4:30–5:30 p.m. http://cursosinternacionales.usal.es https://www.wor.com Cindy Tracy 180. Best of GWATFL: Visible Spanish Studies Abroad 132 101 Best of VT: Movie Talk- 120. Best of NY: Check Your 140 Best of MA: But What About 160. Best of CT: Stations in the WL +34 923294418 [email protected] (800) 729-3703 or (404) 233-4042 Thinking Routines in Language https://spanishstudies.org/ (413) 256-0011 Ageless, Timeless, Priceless Privilege with Cultural Proficiency the Grammar? Classroom [email protected] José Miguel Sánchez Llorente Since 1989, World of Reading has offered the Beekman Classrooms [email protected] David Anderson 121. Empowering Diverse Learners: 141. Embracing Learning 161. Modifications and 181. Best of VA: Comprehensible largest variety of foreign language and ESL 102. Best of MD: Highlighting Black Founded in 1218, the University of Salamanca is Sutton Research-Based Strategies for Differences in the Foreign Language Accommodations Made Easy for Input: Accessible Spoken-Latin Since 1969, Spanish Studies Abroad has designed Culture in the Spanish Classroom the oldest existing Hispanic University. One of materials: books, DVDs, CDs, T-shirts, games and North Success Classroom Students with Learning Differences Activities for Teachers its own innovative programming, specifically for its main objectives is “the promotion, software, in over 100 languages, and at discounted 103. Featured Session: Género 122. Featured Session: We All Can 142. Featured Session: Proficiency 162. Featured Session: Building 182. Featured Session: Building U.S. students, with a focus on academic integrity, enhancement and dissemination of the Spanish prices, for ages 0–99. Find products for learning Sutton Neutro y Lenguaje Inclusivo en Do It: Differentiation Through in the Immersion Classroom: What the Bridge to Output: Formative the Bridge to Output: Scaffolding Spanish language acquisition, and student language.” If you want to start studying Spanish another language and for learning in another Center Español Backward Design Can They Discuss? Assessments for All Learners for All Learners integration into the local culture. The mission of 143. Learning Spanish Through or if you want to improve your level in an language. Visit us online, call or email for 104. Throw Away the Highlighter: 123. Interactive Interpretation: 163. Sociedad Honoraria Hispánica - 183. Growing Your Network and Sutton Culturally Thematic Units: El Spanish Studies Abroad is to promote our students Reading Strategies for Everyone Deconstructing the Interactive Model Sharing Chapter Successes Leadership immersion context, the University of Salamanca objective recommendations for YOUR needs. South Camino de Santiago

with in-depth understanding of Spanish-speaking Sessions Concurrent of All Overview offers a wide variety of courses and study 105. Starting with Why: Principled 184. Increase Learner Engagement countries through specifically designed and 124. Feedback to Push Forward: 144. Verbal Strategies and Visuals to 164. Using Authentic Resources to World Teen Camp 123 Teacher Training to Spark Student and Program Retention with programs all year-round. Practical Tools for Monday Encourage Target Language Use Build Interpretive Skills academically rigorous university-level and cultural http://www.nyycamp.org (845) 858-2200 Regent Success Motivating Language Credentials travel programs. 125. Effective Online Assignments 145. Creating a Positive Classroom 165. WICOR-ize your World VFLA TT11 [email protected] Thad Gifford-Smith 106. Individualized Vocabulary 185. Multiple Perspectives on Assessment Through Instant and Community Through Student Language Classroom: Strategies for Acquisition Passing the World Language edTPA Spanish2Enjoy 311 http://vfla.org The YMCA's World Teen Camp offers a one-of-a-kind Byrant Delayed Feedback Reflection All Learners [email protected] Kerilyn Bristow language learning and cultural exchange opportunity 126. Fostering Inclusive Classroom 166. The Look of Language: Visual 107. Decolonizing Curriculum - One 146. Launching a Learner-active 186. Selecting Assessments for http://www.spanish2enjoy.com +34 961 303 320 Nassau and Departmental Environments for Literacy and Immersion Language for students. International and American campers live, Unit at a Time World Language Classroom Heritage Language Programs [email protected] Andrea Lupion The Vermont Foreign Language Association East LGBTQIA+ Learners Teaching (VFLA) represents world language teachers in learn, and have fun together in a traditional camp Spanish2Enjoy was born as a new branch of Schola, setting that includes four language villages: German, Nassau 108. Go Team! Creating Community 127. Using Music and Magic To 147. Meeting the Needs of Spanish 167. Utilizing Comprehensible Input Vermont. The VFLA envisions a Vermont of 187. Chill Input a company specialized in the organization of French, Spanish, and Mandarin. In each village West in the World Language Classroom Engage All In Learning Languages Heritage Speakers for An Inclusive Classroom multilingual, global citizens who collaborate and campers are immersed in the language they are 109. Creative Social-emotional 188. Bridging the Gap: Developing language programs throughout Europe, the US, and 128. A Content-integrated Approach 148. For Real? Making our 168. Creating Classrooms for Equity connect to the world as a result of meaningful Murray Learning in the World Language Global Citizens Through Virtual Canada. In Spain we also organize English and learning alongside native speakers of that language. to Language Learning Classrooms Truly Communicative and Social Justice world language experiences. We support, Hill East Classroom Exchanges Spanish courses, as well as summer camps and advocate for, and advance the teaching of world 110. Designing Professionally- 129. Homework in World WorldStrides 110 189. World Language Full STEAM activities related to the learning of languages. Murray themed Courses in Chinese, French Languages: Using Research to 149. What's APPening? 169. Unpack that Image language for all Vermont students. Ahead! https://worldstrides.com/ (434) 982-8600 Hill West and Spanish Overcome the Controversy Study in Spain c/o Embassy of Spain- [email protected] Liz Sharp 130. Moving Students from Novice 170. Approche à l'apprentissage 150. Using Digital Proficiency 190. Exhibitor: Your Road Map to Vista Higher Learning 102 Gramercy 111. Structured Input for All to Intermediate Speaking: Many linguistique basée sur l'histoire d'"Un Trade Commission Miami 122 Portfolios to Track Growth CI Success http://www.vistahigherlearning.com(800) 269-6311 Customize your own study tour or language East Techniques Village français" http://www.spainedu.org (305) 464-4387 [email protected] Shannon DiStefano program in 11 Spanish-speaking and 5 French- 151. Exhibitor: Differentiated 171. Exhibitor: Get the Conversation 191. Exhibitor: How 'bout them

112. Exhibitor: How to Learn a New 131. Exhibitor: Let’s Get Real: Friday : [email protected] ALberto Faibero speaking countries with only 10 students and with Gramercy Instruction in a Multi-leveled Started: Interpersonal AAPPLs? The Value of Proficiency Language in Fifteen Minutes Authentic Assessments with IPAs Where will world languages take you? Today's West Classroom Communication at the Novice Level Testing Study in Spain features the best higher learning college preparatory credit included on all programs. students are preparing for a world where inter- 113. Diversity and Equal 132. Exhibitor: Project-based 152. Exhibitor: Linguascope.com – 172. Exhibitor: Teaching the For truly authentic and immersive language 192. Exhibitor: AATG Networking studies, language and culture programs, Representation in the German Learning (PBL) in Spanish Language Helping Schools Deliver their Multitudes: Making Resources Work cultural communication is a necessary part of learning experiences, all experiences can include Session for German Teachers publishing, and educational materials and Gibson Curriculum: Impuls Deutsch Teaching Language Curriculum for All Levels everyday life. At Vista Higher Learning, we homestay, language classes, school visits/intercambios, services. We promote Spain as a study abroad 114. Exhibitor: Culturally Inclusive 193. Accessing Authentic Resources: develop innovative digital and print solutions to 133. Exhibitor: National Spanish 153. Exhibitor: La naissance du 173. Exhibitor: Ven a conocer destination and offer the best options for learning and service-work at local community projects. Practices for the Language 18 Strategies That Go Beyond connect the world through language and culture. Clinton Examinations and Assessments Canal du Midi España materials and aids. Study in Spain is coordinated Classroom Questioning 115. Exhibitor: Empowering 154. Exhibitor: Teaching and Xperitas 210 134. Exhibitor: Exploring Language 174. Exhibitor: Creating Connections 194. Exhibitor: 3 Keys to Unlocking by the Embassy of Spain-Trade Commission in Viva la Clase 307 Progress: Developing Learners’ and Promoting French in the 21st http://Xperitas.org (612) 892-0022 and Culture with Google Earth Through Children's Literature a Novel Miami. Please contact us for more information. Madison Teachers’ Reflective Practice Century http://vivalaclase.com [email protected] Amy Litman 155. Mixed-language Living- [email protected] Carmen Alessi 116. Exhibitor: Submarino: tu primer 135. NNELL Networking "Un-Con" 175. Teacher of the Year Nominees 195. Junior High School: Starting the The Pulsera Project 331 Xperitas is a nonprofit educational organization that New York learning Communities: Empowering Suite (4th) viaje al español Share Session Networking Session (closed group) Path to Biliteracy http://www.pulseraproject.org (484) 319-7040 Three teachers creating fun and engaging instructional provides authentic language immersion experiences Student-driven Intercultural Learning materials, games and activities for the Spanish 117. Digital Social Reading Projects 156. Italian as a Second Language 176. Exhibitor: Rethinking College for teachers and their students. Accessibility is part of 136. Collegial Classics Colleagues [email protected] Jillian Bonner East Suite from Elementary Level to Content- and Improvisational Theatre: New Spanish Curriculum: Working with 196. Italian is Cool classroom. the Xperitas mission, and we provide significant need- th Roundtable (4 ) based Courses Strategies Proyectos The Pulsera Project is a nonprofit organization that based financial support to students. Founded more 197. One Size Doesn’t Fit All: educates, empowers, and connects Central American Voces Digital by Teacher's Discovery 230 137. Differentiated Instruction with 157. Games and Brain Breaks to 177. More Than a Task, Less Than a than 45 years ago by world language teachers, we Lincoln 118. Mead Collaborative Developing Curricula to Embrace artists with students in more than 2,800 U.S. schools th Telecollaborative Conversation Keep the Class Moving Project? http://www.vocesdigital.com (800) 848-0256 continue to be staffed by former teachers who share Suite (4 ) Diversity through the sale of colorful handwoven bracelets, or [email protected] Erin Almeranti your passion for language and learning! "pulseras" in Spanish. We brighten U.S. schools with art and compelling cultural education while Created "For Teachers, By Teachers," Voces Yabla 124 employing nearly 200 artists and investing proceeds offers web-based resources for Spanish, French, to create lasting change in Central American and ESL. Voces is an affordable, intuitive, and http://www.yabla.com (212) 625-3226 communities. interactive experience for educators and their [email protected] John Duquette students. All titles in the Voces library are Yabla is a revolutionary resource for language TPRS Books 212 ACTFL-aligned and packed with videos, stories, learners that offers innovative tools built around http://www.tprsbooks.com (888) 373-1920 activities, audio, authentic material, panoramas, authentic video content from around the world. [email protected] Craig Sheehy and so much more! Visit our booth or go to Yabla is designed to act as an immersion workbook, TPRS Books is committed to helping students VocesDigital.com for a free trial. improving students’ language acquisition through have the most engaging and successful language regular exposure to native speakers and consistent learning experience and to helping teachers spelling and vocabulary practice. And it’s fun! accomplish that goal!

17 Please help us extend a very special thank-you to our 2020 sponsors and supporters:

ACTFL

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World of Reading

18 Room Session 1, 8:30–9:30 a.m. Session 2, 11:30 a.m.–12:30 p.m. Session 3, 1:45–2:45 p.m. Session 4. 3:00–4:00 p.m. Session 5, 4:30–5:30 p.m. 180. Best of GWATFL: Visible 101 Best of VT: Movie Talk- 120. Best of NY: Check Your 140 Best of MA: But What About 160. Best of CT: Stations in the WL Thinking Routines in Language Ageless, Timeless, Priceless Privilege with Cultural Proficiency the Grammar? Classroom Beekman Classrooms 121. Empowering Diverse Learners: 141. Embracing Learning 161. Modifications and 181. Best of VA: Comprehensible 102. Best of MD: Highlighting Black Sutton Research-Based Strategies for Differences in the Foreign Language Accommodations Made Easy for Input: Accessible Spoken-Latin Culture in the Spanish Classroom North Success Classroom Students with Learning Differences Activities for Teachers 103. Featured Session: Género 122. Featured Session: We All Can 142. Featured Session: Proficiency 162. Featured Session: Building 182. Featured Session: Building Sutton Neutro y Lenguaje Inclusivo en Do It: Differentiation Through in the Immersion Classroom: What the Bridge to Output: Formative the Bridge to Output: Scaffolding Center Español Backward Design Can They Discuss? Assessments for All Learners for All Learners 143. Learning Spanish Through 104. Throw Away the Highlighter: 123. Interactive Interpretation: 163. Sociedad Honoraria Hispánica - 183. Growing Your Network and Sutton Culturally Thematic Units: El Reading Strategies for Everyone Deconstructing the Interactive Model Sharing Chapter Successes Leadership South Camino de Santiago Overview of All Concurrent Sessions 105. Starting with Why: Principled 184. Increase Learner Engagement 124. Feedback to Push Forward: 144. Verbal Strategies and Visuals to 164. Using Authentic Resources to Teacher Training to Spark Student and Program Retention with Practical Tools for Monday Encourage Target Language Use Build Interpretive Skills Regent Success Motivating Language Credentials 125. Effective Online Assignments 145. Creating a Positive Classroom 165. WICOR-ize your World 106. Individualized Vocabulary 185. Multiple Perspectives on Assessment Through Instant and Community Through Student Language Classroom: Strategies for Acquisition Passing the World Language edTPA Byrant Delayed Feedback Reflection All Learners 126. Fostering Inclusive Classroom 166. The Look of Language: Visual 107. Decolonizing Curriculum - One 146. Launching a Learner-active 186. Selecting Assessments for Nassau and Departmental Environments for Literacy and Immersion Language Unit at a Time World Language Classroom Heritage Language Programs East LGBTQIA+ Learners Teaching Nassau 108. Go Team! Creating Community 127. Using Music and Magic To 147. Meeting the Needs of Spanish 167. Utilizing Comprehensible Input 187. Chill Input West in the World Language Classroom Engage All In Learning Languages Heritage Speakers for An Inclusive Classroom 109. Creative Social-emotional 188. Bridging the Gap: Developing 128. A Content-integrated Approach 148. For Real? Making our 168. Creating Classrooms for Equity Murray Learning in the World Language Global Citizens Through Virtual to Language Learning Classrooms Truly Communicative and Social Justice Hill East Classroom Exchanges 110. Designing Professionally- 129. Homework in World 189. World Language Full STEAM Murray themed Courses in Chinese, French Languages: Using Research to 149. What's APPening? 169. Unpack that Image Ahead! Hill West and Spanish Overcome the Controversy 130. Moving Students from Novice 170. Approche à l'apprentissage 150. Using Digital Proficiency 190. Exhibitor: Your Road Map to Gramercy 111. Structured Input for All to Intermediate Speaking: Many linguistique basée sur l'histoire d'"Un Portfolios to Track Growth CI Success East Techniques Village français" 151. Exhibitor: Differentiated 171. Exhibitor: Get the Conversation 191. Exhibitor: How 'bout them

112. Exhibitor: How to Learn a New 131. Exhibitor: Let’s Get Real: : Friday Gramercy Instruction in a Multi-leveled Started: Interpersonal AAPPLs? The Value of Proficiency Language in Fifteen Minutes Authentic Assessments with IPAs West Classroom Communication at the Novice Level Testing 113. Diversity and Equal 132. Exhibitor: Project-based 152. Exhibitor: Linguascope.com – 172. Exhibitor: Teaching the 192. Exhibitor: AATG Networking Representation in the German Learning (PBL) in Spanish Language Helping Schools Deliver their Multitudes: Making Resources Work Session for German Teachers Gibson Curriculum: Impuls Deutsch Teaching Language Curriculum for All Levels

114. Exhibitor: Culturally Inclusive 193. Accessing Authentic Resources: 133. Exhibitor: National Spanish 153. Exhibitor: La naissance du 173. Exhibitor: Ven a conocer Practices for the Language 18 Strategies That Go Beyond Examinations and Assessments Canal du Midi España Clinton Classroom Questioning 115. Exhibitor: Empowering 154. Exhibitor: Teaching and 134. Exhibitor: Exploring Language 174. Exhibitor: Creating Connections 194. Exhibitor: 3 Keys to Unlocking Progress: Developing Learners’ and Promoting French in the 21st and Culture with Google Earth Through Children's Literature a Novel Madison Teachers’ Reflective Practice Century 155. Mixed-language Living- 116. Exhibitor: Submarino: tu primer 135. NNELL Networking "Un-Con" 175. Teacher of the Year Nominees 195. Junior High School: Starting the New York learning Communities: Empowering viaje al español Share Session Networking Session (closed group) Path to Biliteracy Suite (4th) Student-driven Intercultural Learning 117. Digital Social Reading Projects 156. Italian as a Second Language 176. Exhibitor: Rethinking College 136. Collegial Classics Colleagues East Suite from Elementary Level to Content- and Improvisational Theatre: New Spanish Curriculum: Working with 196. Italian is Cool th Roundtable (4 ) based Courses Strategies Proyectos 197. One Size Doesn’t Fit All: 137. Differentiated Instruction with 157. Games and Brain Breaks to 177. More Than a Task, Less Than a Lincoln 118. Mead Collaborative Developing Curricula to Embrace th Telecollaborative Conversation Keep the Class Moving Project? Suite (4 ) Diversity 19 Room Session 6, 8:45–9:45 a.m. Session 7, 10:30–11:30 a.m. Session 8, 1:00–2:00 p.m. Session 9, 2:15–3:15 p.m. Session 10, 3:30–4:30 p.m.

201. Best of PA: Laying a 240.Best of RI: From Input to 260. Best of NH: Using CI to 280. Getting our Novice Students to Foundation for the AP Exam in 220. Best of NJ: Let's Talk Tech! Output: Ten CI Activities That Empower Students with Social and Speak the Target Language Beekman Levels 1-3 Generate Output Emotional Challenges 202. Best of DE: The Family BBQ: 281. Heritage Learners of Spanish: 221. Teaching World Languages to 241. Best of ME: Be the Calm 261. Engaging All Language Sutton Developing Simultaneous Using Assessments to Promote Learners with Learning Differences Classroom Learners with Free Tech Tools North Interpersonal Speaking Inclusivity 203. Featured Session: Real Lesson 222. Featured Session: Gender 242. Featured Session: AP For All: 262. Featured Session: Teaching our 282. Featured Session: Reading is Sutton Planning for the Dual Language Neutral Options in Spanish and Heritage Learners and Educators in Tongues: Celebrating Linguistic and FUNdamental: Bringing Joy into Center Classroom French for Inclusive Classrooms Nueva York Cultural Diversity in Schools Your Reading Units 243. Supporting Learners Along 263. Safe Space, Brave Space: 283. Raising the Bar for All 204. Planning for Proficiency with 223. Developing Literacy with Visual Sutton Pathways to Seal of Biliteracy and Creating Empowering Learning Learners: Incorporating Critical the Brain in Mind Texts South Beyond Environments Through Theatre Thinking Strategies

224. Welcome to the Living Museum: Overview of All Concurrent Sessions 205. Simple Steps to Keep Your 244. Providing for All Students’ Needs 264. Using Authentic Resources to 284. Authentic Listening Resources Come Discover Contemporary Students Speaking in Spanish with Creative, Innovative Lessons Teach Grammar in Context for Spanish Classes Regent Hispanic Heroes 225. Authentic World Language 245. Promoting Rigor and Engagement 265. Pulsera Project: Lessons for 285. Strategies for Increasing 206. STEM-focused Immersion Connections Through Culture, in the Chinese Classroom: Play and Empowerment, Unity, and Social Intercultural Competence in the Learning Byrant Experiences and Freedom of Choice Learn Justice Classroom and Abroad 207. Planning for More Universal 246. It's Complicated – Developing 266. Using Rhymes and Raps to 226. Language for All: Teaching 286. Introverts in the World Nassau Design in the Foreign Language Confident Communication in All Increase Student Language Graffiti for Intercultural Literacy Language Classroom East Classroom Students Proficiency 227. #SoyMigrante: Incorporating 287. Mindfulness for More 208. Let’s Talk: Comparing Cultures 247. The Real World: The Language 267. Trauma-informed Practices in the Nassau Intersectional Immigrant Stories in a Productivity in The World in the Novice Classroom Classroom World Language Classroom West Foreign Language Classroom Language Classroom 228. Promoting Student Engagement 268. A Proficiency-based Four- 209. Engaging World Language 248. Fostering Active Learning 288. Create a Dual Credit World Murray with Digital Journals in Foreign semester College Sequence – Learners with Culture and History through the Use of Images Language Program at Your Institution Hill East Language Courses Essential Questions 229. Using Differentiated Instruction 249. Engaging Students Through 210. Reading Strategies to Improve 269. Fun and Engaging Activities to 289. Multiple Pathways within an Murray to Create a Personalized Learning Questioning in the Foreign Language Language and Cultural Proficiency Implement High Leverage Practices IPA: Many Roads Lead to Proficiency Hill West Experience Classroom 211. World of Possibilities: 230. Tutoring, Retakes, and 270. Increase Student Target 250. Empower Yourself, Empower 290. Fostering Resiliency in the World Gramercy Connecting the Core Practices to Redemption: Helping Struggling Language Use in Classroom Using Others Language Classroom East Advanced Literacies Students to Succeed Five Pedagogical Pillars 271. Integrated Performance 291. Bringing Big Ideas and

212. Exhibitor: Cultural Games for : Saturday Gramercy 231. #techlab 251. Research Roundtable Assessment (IPA) Exemplars Poster Meaningful Content into Beginner- the Spanish Classroom West Session level Courses 213. Exhibitor: Comprehensible 292. Connecting with Cuba: A 232. Goethe-Institut Full-Immersion 252. The Case of the Disappearing 272. Teaching Language Through a Novels as the Basis for Instruction: Unique Context for Growing Coaching Program Requirement Cultural Lens via Literacy and Film Gibson Yes, Really! Intercultural Competence 273. Using Real-world Tasks to 214. Exhibitor: From Authentic 233. Exhibitor: The Ideal Lesson Plan 253. Mead Project: Over 100 Videos to 293. Growing Tomorrow's Leaders

Assess Student Performance Toward Resources to Authentic Assessments – 10 Steps to Total Fluency Help Integrate Perú into Your Lessons Today – A Mead Project Clinton Proficiency 215. Exhibitor: Engaging All Spanish 294. Inquiry-Based Projects In the 254. Mentor Scholarship Winner 274. Let's Play! Incorporating Games Learners: Personalized, Task-based and Spanish Classroom: As Easy As 1- Debrief Across the Modes Madison CALL Learning Projects 2-3! 216. Foreign Language Advocacy 275. Everyone Can Read! 255. Voices of Diaspora: Scaffolding 295. Making Connections to New York and the Opportunity to Learn 234. Stories, Robots, and Coding Interpretive Activities and th Culture in French and Spanish Courses Support all Language Learners Suite (4 ) Another Language Assessments for All Students 217. Risk, Reach, and Relevance: 256. Collaboration: The Key to 276. Building Authentic Learning 235. Excite the School with World 296. Building Writing Proficiency: East Suite Interactive Activities to Engage All Shining a Spotlight on World Experiences that All Students Can Language Lip Dubs & Flash Mobs Targeting Strategies for All Learners (4th) Students Language Programs Access 20 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY. THURSDAY

Early Morning Yoga 3. Cultivating World Language Classrooms of 6:45–7:30 a.m. Regent Intercultural Empathy Session: 9:30 a.m–4:30 p.m. Sutton Center Free yoga sessions for all levels and all stages of practice! Join Jennifer Schwester, RYT-200, aka jennyzenyoga, for this early- World language classrooms allow students to grapple with their morning yoga class. Start your day with breathing techniques and own identity and understanding of the world. World language poses that will keep you calm but energized throughout this teachers build tolerance, cultivate intercultural empathy, and foster amazing conference. All poses will be modified so that everyone an inclusive and safe place for all students. Through experiential can participate. Please bring a yoga mat or towel with you and and hands-on activities, the presenter will define the concept of wear comfortable clothing. Namaste! windows and mirrors, explain a pedagogical approach for reducing Organizer/Presenter(s): implicit bias, and create a comprehensive learning plan that includes: inward and outward processes of thinking, a structured Jennifer Schwester, jennyzenyoga reflection, shifting of thoughts and ideas, direct and explicit teaching, and other practices. This workshop will provide you with a toolkit that will help you develop spaces where students explore Pre-conference Workshops–Full Day ($100) the unfamiliar, but also see their own lived experiences validated and valued. 1. Engaging All Learners in the Language Classroom Organizer/Presenter(s): Session: 9:30 a.m–4:30 p.m. Beekman Georges Chahwan, Choate Rosemary Hall, Wallingford, CT Language educators are responsible to welcome and meet the needs of the wide diversity of the learners in their classroom Intended Audience(s): PreK-16+ (all) every day. The needs of learners vary based on their background, Keyword: Instructional strategies readiness level, interests, and learning preferences. In this Examples in: Arabic and French workshop, participants will experience and analyze key strategies Language(s) spoken: English for building learner confidence and proficiency. Participants will also learn to use data to plan instruction, guiding all learners to meet their goals. 4. Communication, Community, and Inclusivity Through Art in a Second Language Organizer/Presenter(s): Session: 9:30 a.m–4:30 p.m. New York Suite, 4th Fl. Leslie Grahn, ACTFL & Howard County Public Schools, retired, MD This workshop involves a field trip to the Metropolitan Museum of Art. During the first half of the day (at the conference hotel), Intended Audience(s): PreK-16+ (all) the presenters will show how arts-based inquiry bridges cultures Keyword: Diversity and helps students (re)construct social and cultural meaning as Examples in: Multiple they critically examine their beliefs from various perspectives. Language(s) spoken: English They will demonstrate how to create instructional spaces where self-esteem, identity, and empathy can be expressed. After 2. ACE (Abrazando el Cambio en Español) discussing theoretical approaches, participants will develop strategies for integrating art with relevant topics and K-16 Teacher Workshop activities. Participants will understand how to connect culture to Session: 9:30 a.m–4:30 p.m. Sutton North language instruction and create engaging activities, which spark During this workshop, presenters will share practical strategies students' imagination and creativity. During the lunch break, for teaching tactics that will help teachers keep all learners participants will travel to the Metropolitan Museum where they interested in Spanish from the lower levels through upper level will choose works of art - both new and familiar - to integrate into courses. The presenters will discuss using vertical teaming and their curricula. Participants will outline potential activities and will performance-based learning to meet all learners’ needs. They will then reconvene as a group to share their ideas. also discuss how to reach students through gamification. The Organizer/Presenter(s): presenters will address 90% target language use and will present Gisela Hoecherl-Alden, Ph.D., strategies to get there. When you have many students with many Boston University, Boston, MA different voices, you want to keep them all talking! Kathy Fegely, Organizer/Presenter(s): Antietam High School, retired, Reading, PA Linda Villadóniga, Intended Audience(s): PreK-16+ (all) St. Johns Country School District, retired, St. Augustine, FL Keyword: Culture/Literature Álvaro Sesmilo, Examples in: Multiple Nebrija University, Madrid, Spain Language(s) spoken: English Alberto Buitrago, University of Salamanca, Spain Intended Audience(s): PreK-12 Keyword: Instructional strategies Examples in: Spanish Language(s) spoken: English and Spanish

Thursday, February 13, Six-hour Pre-conference Workshops, 9:30 a.m.–4:30 p.m. 21 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY. Pre-conference Workshops– 7. Strategies for Equitable Language 9. Communities: Project-based Morning ($50) Learning for All Language Learning and Engaged Civic Learners Learning 5. Strategic Scaffolding: Leading the Session: AM Bryant Session: AM Nassau West Way, Lending a Hand, Letting Go In this workshop we present practical strategies Too many students ask, “What’s the point of Session: AM Sutton South to support, empower, and advocate for all learning a language?” That question language learners – from second language disappears with real human contact, a goal As we build programs based on proficiency learners to emergent bilinguals and and a purpose for communication. Project- principles, teachers ask the pragmatic questions: plurilinguals – while also addressing the based learning and engaged civic learning How can I help students move up the cultural and linguistic diversity within our make language usage relevant immediately. proficiency scale? What support is necessary classrooms and communities. Modelled and Discover ways to engage with local and to help students grow in proficiency and move co-constructed activities will be based on online communities to motivate students and them progressively to independent self- theories of intercultural citizenship, symbolic develop target language proficiency at the expression? When we target proficiency competence, translanguaging, raciolinguistics, same time. Participants will learn how to levels appropriately, we can identify key culturally sustaining teaching, social justice, create a unit in the target language to areas of needed growth and help learners to and human rights education. After a short encourage students to engage with the local the next level. This workshop offers concrete introduction to this interdisciplinary approach, community. strategies to target, scaffold, and release: show educators will experience activities they can learners the way, lend a hand as needed, and use. Reflective questions, activities, and units Organizer/Presenter(s): will facilitate the participants’ application in a then let them go! We will demonstrate, Dana Pilla, variety of contexts. brainstorm, and develop a variety of Rutgers University, Camden, NJ Organizer/Presenter(s): scaffolded techniques, including explicit Laura Sexton, proficiency targets, pre-speaking and pre- Manuela Wagner, Ph.D., Charlottle-Mecklenburg Schools, Gastonia, NC writing organizers and frames, language University of Connecticut, Storrs, CT Intended Audience(s): Secondary (6-12) walls, level-up challenges and incentives, Michele Back, Ph.D., Keyword: Communities/Workplace corrective feedback, and self-reflection. University of Connecticut, Storrs, CT Examples in: Spanish Organizer/Presenter(s): Dorothy Conlon-Perugini, Charlotte Gifford, Glastonbury Public Schools, CT Language(s) spoken: English Greenfield Community College, MA Intended Audience(s): PreK-16+ (all) Intended Audience(s): High School & College Keyword: Diversity Pre-conference Workshops – Keyword: Instructional strategies Examples in: Spanish, German, and English Afternoon ($50) Examples in: French and Spanish Language(s) spoken: English Language(s) spoken: English 10. Access and Opportunity Through 8. Top 6 Things Every Dual Language Using Technology in the Language 6. Designing Articulated Assessment Leader Should Advocate For Classroom Transfer Tasks with the Seal of Session: AM Nassau East Session: PM Sutton South Biliteracy in Mind This workshop will focus on dual language Technology opens up so many opportunities Session: AM Regent leadership, intentional action, and advocacy for students who need additional support in Articulation requires intentional curriculum and by identifying some of the most critical the world language classroom. This assessment design for proficiency goals between elements of dual language programming, the presentation will demonstrate how to utilize levels. Transfer facilitates proficiency, applying continuous improvement cycle, and free, online tools to create a more accessible knowledge and skills differently through novel biliteracy instructional best practices. language classroom for speaking, listening, tasks with value beyond the classroom and real- District support staff, school administrators, reading, and writing. Some of the tools will world contexts. In this workshop, the presenter and teacher leaders will have the opportunity include features, apps, and add-ons in the will guide teachers to design transfer tasks and Google Suite, Flipgrid, Wakelet, Quizlet, develop specific can-do statements – planning to reflect upon present practices and support systems, and then identify possible action Padlet, Pear Deck, and more. These tools backward from seal of biliteracy goals. will provide a variety of ideas for support, Participants will see articulated assessment steps to ensure that they are better equipped such as activity and assessment transfer task exemplars that solve problems and to meet the needs of emergent bilingual create products, articulated vertically for three students and the teachers who serve them. differentiation and choice, immediate key levels of student engagement. This hands- Additionally, as part of the presentation, feedback, and opportunities for engagement on, interactive workshop is designed for you to dual language leaders from the field will be outside of class. Participants will use their design and turnkey others in your department. referenced as a means to connect research devices to engage with and practice Applicable to participants from any state, this and practice. activities using these tools in ways that are immediately applicable to their classes. workshop aligns with the NYSED Standards Organizer/Presenter(s): Shifts and Professional Learning Initiative. Organizer/Presenter(s): José Medina, Ed.D., Organizer/Presenter(s): Dr. José Medina Educational Solutions, Maureen Lamb, Jennifer Eddy, Ph.D., Silver Spring, MD Kingswood Oxford School, W. Hartford, CT Queens College, CUNY, Flushing, NY Alexandra Guilamo, TaJu Education Intended Audience(s): PreK-16+ (all) Intended Audience(s): PreK-16+ (all) Intended Audience(s): PreK-12 Keyword: Technology Keyword: Articulation Keyword: Instructional strategies Examples in: English, Latin, and Ancient Greek Examples in: Multiple Examples in: English, Spanish, and Chinese Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

Thursday, February 13, Three-hour Pre-conference Workshops, 9:30 a.m.–12:30 p.m. and 1:30–4:30 p.m. 22 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY. 11. Planning and Managing 13. Globalizing Curriculum: Putting 15. Writing and Reviewing the Differentiated Instruction World Issues at the Center of ACTFL/CAEP Report Session: PM Regent Instruction Session: PM Suite 4249 No two students learn the same way in a Session: PM Nassau East This workshop will examine the classroom; they have their preferences in How can we expect students to grow up as ACTFL/CAEP Report as it is written by interests, learning modalities, and learning multilingual global citizens without the faculty members in programs that prepare speed. Naturally, this presents both expected knowledge and experience of discussing world language teachers and as it is and unexpected challenges for teachers every world issues in the target language? In this reviewed by ACTFL reviewers. Participants day, in any classroom. In this workshop, the workshop you will learn how to use the U.N. whoCancelled are faced with the opportunity to write presenters will approach solutions to this Sustainable Development Goals and the AP their program's report will view the report quintessential conundrum from three Global Themes to dramatically shift your components in detail, learning what perspectives: 1) Ways to plan varied students' language learning. Let's give them constitutes a successful report leading to materials for content knowledge and skills something to talk about! No matter what age national recognition from ACTFL. that meet students' needs; 2) Ways to group or proficiency level, this session will Participants who are interested in becoming establish routines and manage student- help you adjust perspective while building reviewers of reports will receive an centered activities that are flexible and meaningful proficiency with tomorrow's introduction to program review and will gain effective, and; 3) Ways to design and global citizens. a glimpse into how to analyze and review a implement multiple assessment systems for Organizer/Presenter(s): submitted report in order to determine the students to demonstrate their outcomes at the appropriate recognition decision and provide best of their abilities. Amanda Seewald, support to the program. MARACAS / Learning Kaleidoscope, NJ Organizer/Presenter(s): Organizer/Presenter(s): Intended Audience(s): PreK-12 Yu-Lan Lin, Ed.D., Rebecca Fox, Ph.D., Boston Public Schools, retired, Boston, MA Keyword: Curriculum George Mason University, Fairfax, VA Examples in: Spanish and French Baocai Jia, Christina Huhn, Ph.D., Fremont Union High School District, Language(s) spoken: English Indiana University of Pennsylvania, PA Cupertino, CA Intended Audience(s): Post-secondary Carol Chen-Lin, Ph.D., 14. Instructional Coaching Skills for Keyword: Professional development Teacher Growth Choate Rosemary Hall, Wallington, CT Examples in: English Session: PM Nassau West Lucy Lee, Language(s) spoken: English Livingston High School, Livingston, NJ Research shows that beginning teachers who Intended Audience(s): PreK-12 receive mentoring are far more likely to 16. State Leaders Meeting Keyword: Instructional strategies remain in the profession. Through this workshop, participants will deepen their Chinese 1:00–4:30 p.m. New York Suite, 4th Fl. Examples in: skillset for supporting teachers through Language(s) spoken: English and Chinese instructional mentoring and coaching. This is a closed meeting for leaders of state Topics to be addressed are: the associations. 12. Launching a Learner Active World communication continuum, active listening Language Classroom skills, trust building, and learning-focused Session: PM Bryant conversations. Participants will receive resources and tools for instructional 17. Board of Directors Meeting In today’s classrooms, student motivation and coaching and will be given opportunities to 5:00–7:00 p.m. Hilton Boardroom engagement play a crucial role in the put their newly-gained skills to work effective acquisition of a second language. through practice coaching sessions. Research shows that our learners benefit This is a closed meeting of the NECTFL Organizer/Presenter(s): greatly from differentiated, student-centered Board of Directors. practice, but what does this look like in a Deborah Espitia, world language classroom? This workshop Howard County Public Schools, retired, MD will provide you with the framework you Heather Sherrow, need to create authentic problem-based tasks Howard County Public Schools, , MD Please assist us in evaluating any for your units resulting in a more meaningful Intended Audience(s): PreK-16+ (all) workshops or sessions that you attend. language-learning experience. Further takeaways include tools to set up your Keyword: Professional development Your input will help us select the classroom with student-centered strategies Examples in: English “Best of NECTFL” as well as assist such as small group lessons, activity menus, Language(s) spoken: English us in future conference planning. Just learning centers, and facilitation tools to monitor the progress of your students. look for the “Evaluation and Organizer/Presenter(s): Feedback Form” at the bottom of Tanya Stevenson, every listing in the conference app. Morris Hills High School, Rockaway, NJ Thank you! Intended Audience(s): Secondary (6-12) Keyword: Instructional strategies Examples in: German Language(s) spoken: English

Thursday, February 13, Three-hour Pre-conference Workshops, 9:30 a.m.–12:30 p.m. and 1:30–4:30 p.m. 23 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

Friday

Early Morning Yoga 102. Best of MD: Highlighting Black 104. Throw Away the Highlighter: 6:45–7:30 a.m. RegentCulture in the Spanish Classroom Reading Strategies for Everyone Session: 1 Sutton North Session: 1 Sutton South Free yoga sessions for all levels and all stages of practice! Join Jennifer Schwester, In this session, the presenter will discuss Critical reading, active engagement, and RYT-200, aka jennyzenyoga, for this early- various aspects of culture of people of interaction with texts are essential to a morning yoga class. Start your day with African descent throughout the Spanish- student's success. Faced with authentic breathing techniques and poses that will speaking world, from poetry and history to resources, teachers need instructional tools keep you calm but energized throughout this the analysis of beauty and aesthetics. The that enhance their instruction to facilitate amazing conference. All poses will be focus is centered on the importance of these interpretive reading and listening growth modified so that everyone can participate. teachings and how to incorporate these across proficiency levels so that students can Please bring a yoga mat or towel with you themes into short and long term plans. This access the material. Help your students build and wear comfortable clothing. Namaste! presentation will be informative for all interpretive proficiency through active Organizer/Presenter(s): teachers, but especially for those teachers reading. Throw away your highlighters and who serve African-American communities. join us to learn about a variety of strategies Jennifer Schwester, jennyzenyoga Organizer/Presenter(s): to build better reading and listening skills!

100. Mentor Scholarship Meet and Greet Regina O'Neal, Organizer/Presenter(s): Baltimore Polytechnic Institute, MD 7:45–8:15 a.m. Lincoln Suite, 4th Fl. Donna Baker, Intended Audience(s): High School Anne Arundel County Public Schools, MD This is a closed meeting for Mentor Keyword: Culture/Literature Julie French, Scholarship Program participants. If you Examples in: Spanish Anne Arundel County Public Schools, MD haven’t met your mentor yet, meet here and Language(s) spoken: Spanish plan your conference experience Intended Audience(s): Secondary (6-12)

Keyword: Instructional strategies 103. Featured Session: Género Neutro y Examples in: English, Spanish, and French Session 1 Lenguaje Inclusivo en Español Language(s) spoken: English Session: 1 Sutton Center 101. Best of VT: Movie Talk – Ageless, Timeless, Priceless How do we practice gender neutral language 105. Starting with Why: Principled in our Spanish classroom? How do we Teacher Training to Spark Student Session: 1 Beekman create spaces that feel inclusive within a Success Looking for a low-prep, high-interest language that is inherently gendered? What Session: 1 Regent activity that can be used in all classes, from tools do we give to our students for writing pre-K to adult? Movie Talk is the answer! In and speaking with gender-inclusive With the goal of teaching so every student this session, participants will learn various language? The presenters hope this session can acquire language, we'll elaborate four approaches to Movie Talk, including how to will be a place where teachers can become teacher training principles. Participants take introduce the video clip, follow-up familiar with our method and be inspired to a gallery walk of training strategies posted activities, and ways to engage students bring it to their classroom. around the room and consider in small groups how these strategies reflect the four throughout. MT is a captivating way to Organizer/Presenter(s): provide comprehensible input, regardless of principles. Whole group discussion will Aleida Benitez, language or level. Participants will walk equip participants to: adapt the principles to away with an understanding of why MT is Gordon School, East Providence, RI their own needs, refer to relevant memory compelling, as well as materials, activities, Emilia Carrillo, science and language acquisition theory, and and resources that will allow them to begin Gordon School, East Providence, RI apply specific training strategies to their own teacher training programs. using MT in the classroom right away. Intended Audience(s): PreK-16+ (all) Organizer/Presenter(s): Organizer/Presenter(s): Keyword: Curriculum Allison Litten, Examples in: Spanish and English Anny Ewing, Altamira Language Learning, Marion Cross School, Norwich, VT Language(s) spoken: Spanish and English Chester Springs, PA Intended Audience(s): PreK-16+ (all) Keyword: Instructional strategies Intended Audience(s): Post-secondary Examples in: French Keyword: Professional development Language(s) spoken: English Examples in: English Language(s) spoken: English

Friday, February 14, Session 1, 8:30–9:30 a.m. 24 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 106. Individualized Vocabulary 108. Go Team! Creating Community in 110. Designing Professionally-themed Acquisition the World Language Classroom Courses in Chinese, French and Session: 1 Bryant Session: 1 Nassau West Spanish Vocabulary is the key to communication. Social-emotional learning is at its highest Session: 1 Murray Hill West Verb conjugations and grammatical points when students feel part of welcoming This session will focus on the innovative design are of no use, if the learner does not know learning environments. The key to success is of third-year courses in Chinese, French, and the necessary words. Vocabulary teaching creating environments where students Spanish at Boston University. Using an often groups topics and themes into eagerly work together and are part of a engaging theme-based approach, these courses categories. Once fruits are done, the class strong classroom community. In this are geared toward students interested in moves on to animals and then forgets about session, participants will work in teams to combining language study with pre-professional fruits. This presentation will illustrate how solve problems and explore their creativity. interests. Activities and assignments target some Google tools can be used to enhance Then, as a group, we will debrief on how to communicative and cultural features of professional discourse in several areas including online vocabulary acquisition learning create linguistic scaffolds for use across all entrepreneurship, global health, and systems, such as Quizlet, Duolingo, and proficiency levels. international relations. While each course has a Lingvist to provide individualized Organizer/Presenter(s): distinct focus, all share similar learning vocabulary advancement in a high school Kathy Stotler, outcomes and assessment criteria that Spanish curriculum. Bernards Twshp. BOE, Basking Ridge, NJ emphasize interpretive, presentational, and Organizer/Presenter(s): interpersonal skills. Handouts will include Intended Audience(s): PreK-16+ (all) syllabi, a list of suggested materials, and ideas Charles Long, for activities and assignments. Choate Rosemary Hall, Wallingford, CT Keyword: Instructional strategies Examples in: English Organizer/Presenter(s): Intended Audience(s): High School & College Language(s) spoken: English Mary Beth Raycraft, Ph.D., Keyword: Instructional strategies Elena Carrion-Guerrero, Examples in: Spanish Maria Datel, Language(s) spoken: English Thank you for silencing your cell Hongyun Sun, Boston University, Boston, MA phone and devices during 107. Decolonizing Curriculum - One Intended Audience(s): Post-secondary Unit at a Time presentations. Presenters and other Keyword: Instructional strategies Session: 1 Nassau East attendees appreciate it! Examples in: Chinese, French, and Spanish This workshop will present a brief overview Language(s) spoken: English of terms and tenets associated with decoloniality and how they can enrich our 109. Creative Social-emotional Learning 111. Structured Input for All discussion about curriculum. Decoloniality in the World Language Classroom is an intellectual tradition founded in Latin Session: 1 Murray Hill East Session: 1 Gramercy East America to encourage a shift in how Have you ever had a reluctant and reticent In this session, we will explain how to educators create and disseminate implement structured input (SI) activities into group of language learners? Have your knowledge, from scholarly research to the teaching of both commonly and less students ever struggled to speak up and use pedagogic practices. One of its major commonly taught languages, namely: Arabic, what they know in conversation with peers? objectives is to promote more inclusive Mandarin Chinese, and French. We will first The focus of this workshop will be to help understandings of the human condition that outline a theoretical background on SI. Then, our students become courageous language take into account historically marginalized using sample activities in the aforementioned learners. We will discuss practical strategies perspectives, namely of women, indigenous, languages, we will demonstrate how SI for creating the welcoming environment that and Afro-descended people. A few examples activities can be created to address the feels safe for learners to take the risks needed of units created with a decolonial lens will difficulties that select grammatical forms may for learning a world language. We will be briefly presented. Participants will be pose to second language learners. Attendees will practice strategies for supporting an gain a general understanding of how language invited to share ideas about applying immersive language learning experience that learners process input, and useful insights to decolonial theory and vocabulary to engages all learners - extroverts and start creating SI activities for the world curriculum for all ages, in all world introverts alike. We will focus on questions languages they teach. Background on SI and language classrooms. such as: How can WL educators help teens prior knowledge of Arabic, Chinese, or French, Organizer/Presenter(s): overcome the anxiety of speaking a foreign are not a prerequisite. Wendy Rose Sanchez, language in front of peers? Organizer/Presenter(s): The Town School, New York, NY Organizer/Presenter(s): Laurene Glimois, Ph.D., Intended Audience(s): PreK-16+ (all) Sabrina Tolu, Auburn University, Auburn, AL Keyword: Curriculum Dwight Morrow High School, Englewood, NJ Xinyi Tan, Ph.D., Examples in: English Intended Audience(s): Secondary (6-12) Coastal Carolina University, Conway, SC Language(s) spoken: English Keyword: Instructional strategies Thierno Aliou Diallo, Kirby Childress, Examples in: English The Ohio State University, Columbus, OH Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Keyword: Instructional strategies Examples in: Arabic, Chinese, and French Language(s) spoken: English

Friday, February 14, Session 1, 8:30–9:30 a.m. 25 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 112. Exhibitor Session: How to Learn a 114. Exhibitor Session: Culturally 116. Exhibitor Session: Submarino: tu New Language in Fifteen Minutes Inclusive Practices for the Language primer viaje al español Session: 1 Gramercy West Classroom Session: 1 New York Suite, 4th Fl. Session participants will discover a unique Session: 1 Clinton Exhibitor Exhibitor Session: In this session, the approach to teaching a world language. In The language classroom is the ideal venue authors of the Submarine textbooks - this dynamic and entertaining session, the for inclusion, but how do we create a safe Submarino, Submarino 1, and Submarine 2 - presenter with discuss the key concepts of and welcoming environment that allows all manuals for children who are pre-reading memory and the function of different areas learners to shine? In this interactive session, through ages 7–8 - will analyze the cognitive of the brain in relation to language we will take on these topics: scaffolding characteristics of the children of these ages to acquisition. The presenter will demonstrate personal and public identities, diversity vs. see how they learn, what skills and emotions the QTalk method which has been inclusion, non-binary language and the they are able to handle, and how they can be focused in favor of learning that is internalized developed in the classroom over a period of profile of today’s Gen Z learner. Take away in a more natural and meaningful way. Once twenty years. The foundation of the method practices and strategies for reaching all the pedagogical principles have been involves substituting self-explanatory learners; examples in Spanish and French. presented, activities specifically designed for symbols for text, which produces authentic Organizer/Presenter(s): this age group will be presented, where and lasting memorization of the vocabulary. Ken Stewart, contextualized and meaningful learning is Students structure complete sentences from Vista Higher Learning encouraged for children through the use of the first lesson and attain communicative repetition, mimicry, stories, games, music, proficiency very early. Come and experience Intended Audience(s): Secondary (6-12) crafts and movement. the magic of QTalk! Keyword: Diversity Organizer/Presenter(s): Organizer/Presenter(s): Examples in: Spanish and French Maria Eugenia Santana, Ph.D., EDELSA Maurice Hazan and Tiffany Zhang, Language(s) spoken: English Mar Rodríguez,EDELSA, Madrid QTALK Publishing LLC Intended Audience(s): PreK-8 Intended Audience(s): PreK-12 115. Exhibitor Session: Empowering Keyword: Materials Keyword: Instructional strategies Progress: Developing Learners’ and Examples in: Spanish Teachers’ Reflective Practice Examples in: Multiple Language(s) spoken: Spanish and English Language(s) spoken: English Session: 1 Madison Reflection and goal setting promote 117. Digital Social Reading Projects 113. Diversity and Equal Representation increased outcomes in any learner. Yet, from Elementary Level to Content- in the German Curriculum: Impuls teachers find it difficult to set aside time for based Courses Deutsch such important practices. This session will Session: 1 East Suite, 4th Fl. highlight a process for reflective learning Session: 1 Gibson designed to cultivate teachers’ professional The goal of this session is to share some ideas This presentation considers diversity and growth and developing their students’ and remarks on social reading projects carried equal representation of a multiplicity of reflective abilities. Participants will explore out with students of Italian in elementary, intermediate, and content-based advanced voices in the German curriculum as crucial the recently-updated TELL (Teacher courses. The focus will mainly be on the to teaching that is informed by social justice. Effectiveness for Language Learning) benefits of the social aspect of reading and Imparting a modern image of German- Framework and LinguaFolio for their collaboration among peers, which is speaking countries is an integral and capacity to practice reflection for themselves particularly beneficial for those students who essential part of teaching German as a world and inspire the same in their students. This have difficulties sharing ideas in public. The language. We will share hands-on practices exploration will involve overviews of the presenter will show how to choose the best that can be implemented to make curricula frameworks and a series of simulations that apps and how to design activities which and textbook materials more equitable, will highlight components of reflection and motivate the students and enhance their reading heterogeneous, and diverse. More will empower participants to articulate comprehension, their critical thinking, their specifically, we will focus on questions of personalized plans for incorporating ability to cooperate, and to improve in the representation (images, interviews, text reflection into their daily practice. ACTFL three modes of communication. selection) and the importance of Organizer/Presenter(s): Organizer/Presenter(s): marginalized voices, such as persons Alessandra Saggin, representing a range of gender expressions Thomas Sauer, Columbia University, New York, NY and identities, as well as persons of any race, National Foreign Language Center, MD ethnicity, or religious affiliation. Intended Audience(s): Secondary (6-12) Intended Audience(s): Post-secondary Organizer/Presenter(s): Keyword: Professional development Keyword: Technology Niko Tracksdorf, Ph.D., Examples in: English Examples in: Italian University of Rhode Island, Kingston, RI Language(s) spoken: English Language(s) spoken: English Steffen Kaupp, Ph.D., Goethe Institute, Boston, MA 118. Mead Collaborative Intended Audience(s): Post-secondary Session: 1 Lincoln Suite, 4th Fl. Keyword: Diversity This is a closed session for current and former Examples in: German Mead Leadership Fellows, NECTFL board members, and Mead mentors. Language(s) spoken: English Organizer/Presenter(s): Deborah Espitia, Howard County Public Schools, retired, MD Friday, February 14, Session 1, 8:30–9:30 a.m. 26 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

Exhibit Hall Grand Opening and Coffee Break 9:30–10:00 a.m. Rhinelander Suite

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119. General Session and Keynote Address 10:00–11:00 a.m. Sutton Complex

Join us for our general session and keynote address by Dr. José L. Medina. Dr. Medina is the founder and Chief Educational Advocate at Dr. José Medina: Educational Solutions. Prior to establishing the boutique educational consulting firm, Dr. Medina was a Scientific Researcher and the Director of Dual Language and Bilingual Education at the Center for Applied Linguistics (CAL) in Washington, DC. José provides dual language technical assistance, professional development, and job-embedded support to dual language programs across the United States and globally. He is a former dual language school principal and has served as an administrator at the elementary, middle, and high school levels. Dr. Medina co-authored the third edition of the widely-used Guiding Principles for Dual Language Education and is the developer of the C6 Biliteracy Framework, a lesson planning framework specifically designed for educators serving in dual language settings.

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Exhibits 11:00–11:30 a.m.

Friday, February 14, General Session, 10:00–11:00 a.m. 27 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. Session 2 122. Featured Session: We All Can Do 124. Feedback to Push Forward: It: Differentiation Through Practical Tools for Monday 120. Best of NY: Check Your Privilege Backward Design Session: 2 Regent with Cultural Proficiency Session: 2 Sutton Center Overwhelmed with grading and assessment? Session: 2 Beekman All students deserves the opportunity to Wonder if students even read your feedback? As world language teachers, we are study world languages in order to prepare This session leverages the work of experts accustomed to teaching about the 3 P's as them for the globalized world they live in. like Brookhart, Glisan, Marzano, and they relate to our target culture. But to build Our students have diverse talents and needs, Sandrock, and challenges participants' views genuine relationships with students and to be from heritage speakers, to those with IEPs or of feedback. Presenters will summarize truly effective in our teaching, we must also social-emotional challenges. How can we set research from leading assessment experts to work towards cultural proficiency regarding shared, proficiency-focused learning goals ground participants' understanding of the our students' diversity. In this open that also meet students’ individual needs and foundational importance of backward design, discussion about privilege, participants will challenge each of them appropriately? and will share and model effective feedback work through a sample lesson for students Instead of designing a unit and adding tools embedded in the backward design while gaining awareness of what it means to differentiation strategies in as a footnote, paradigm and connected to best practices. be culturally proficient. this session will provide strategies for using Participants will learn that feedback itself is backward design to embrace the diversity of the instructional move that has the greatest Organizer/Presenter(s): our students from the start. Participants will impact on improved outcomes for students AJ Ferris, learn to set common thematic learning goals, and will leave with practical tools and Saratoga Springs HS, Saratoga Springs, NY and then individualize pathways, allowing strategies to give feedback on everything Intended Audience(s): High School & for diversity and student choice in how they from interpersonal communication to on- College learn and how they show their learning. demand presentational writing. Keyword: Diversity Organizer/Presenter(s): Organizer/Presenter(s): Examples in: English Rebecca Aubrey, Tim Eagan, Language(s) spoken: English South Windsor Public Schools, South Wellesley Public Schools, Wellesley, MA Windsor, CT Kim Talbot, Ed.D., Melrose Public Schools, Melrose, MA 121. Empowering Diverse Learners: Intended Audience(s): PreK-12 Research-Based Strategies for Keyword: Instructional strategies Intended Audience(s): Secondary (6-12) Success Examples in: English and Spanish Keyword: Assessment Session: 2 Sutton North Language(s) spoken: English Examples in: Multiple The ACTFL National Language Teacher of Language(s) spoken: English the Year shares effective strategies to 123. Interactive Interpretation: engage and motivate students, combining Deconstructing the Interactive 125. Effective Online Assignments language and culture to develop learners’ Model Assessment Through Instant and language performance. What makes this Session: 2 Sutton South Delayed Feedback teacher’s learning tasks effective so learners Speaking activities support comprehension Session: 2 Bryant become confident of what they can do with of interpretive listening and reading tasks. the language? These instructional strategies In this session, presenters will explore The Interactive Model provides a clear are applicable to all languages and all levels. multiple facets of assessment. The first framework for guiding students to interpret Be inspired with new ideas and examples speaker will introduce the general curriculum authentic materials at all proficiency levels directly from the Teacher of the Year’s innovation background and our research classroom. while maintaining the target language. rationale. The second speaker will talk about Rather than viewing listening and reading as the task design from the instructor’s Organizer/Presenter(s): skills isolated from speaking, engaging perspectives. The third speaker will discuss Rebecca Blouwolff, students in speaking activities supports their the effectiveness of comprehension-type ACTFL National Language Teacher of the interpretation of reading or listening to assessment activities by analyzing time spent, Year, Wellesley Middle School, MA authentic texts. In this session, we will break frequency of access, frequency of Intended Audience(s): PreK-16+ (all) down the steps of the model looking at real submission, grammatical errors, typos, and classroom examples. Keyword: Instructional strategies current score. The fourth speaker will show Organizer/Presenter(s): students’ perceptions of various assessment Examples in: English and French strategies, with the intent of determining Language(s) spoken: English Catherine Ritz, Ed.D., Boston University Wheelock College of which strategies students find most engaging

Education & Human Development, MA and meaningful. The survey results will be shared. The fifth speaker will talk about the Intended Audience(s): PreK-16+ (all) implications of practice and how to apply the Keyword: Instructional strategies recommendations for future Chinese Examples in: French and Spanish language teaching assessment. Language(s) spoken: English Organizer/Presenter(s):

Friday, February 14, Session 2, 11:30 a.m.–12:30 p.m.

28 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. Organizer/Presenter(s): 127. Using Music and Magic To Engage 129. Homework in World Languages: Xiaoyan Hu, All In Learning Languages Using Research to Overcome the Jiangping Cai, Session: 2 Nassau West Controversy Yiping Zhang, Session: 2 Murray Hill West Danwei Li, Singing songs and performing magic shows University of Rhode Island, Kingston, RI in the classroom have often been underused, Homework is an educational topic fraught or entirely overlooked, as effective and with controversy. From a research Intended Audience(s): Post-secondary strategic activities that would appeal to, standpoint, it is clear that homework is Keyword: Assessment entertain and engage all students, engage simply an instructional strategy that can Examples in: Chinese their emotions, pique their interest and either be deployed effectively or Language(s) spoken: English curiosity, and provide contextually ineffectively. Current research on homework meaningful comprehensible input, all of in world languages provides an empirical which then ultimately lead to increased basis from which to design and use this 126. Fostering Inclusive Classroom and language proficiency outcomes. Come instructional strategy. Research on learning Departmental Environments for experience and participate in using and and memory provide the impetus for LGBTQIA+ Learners leveraging music, singing songs and considering homework in world languages Session: 2 Nassau East performing magic tricks in ways rarely an indispensable tool for teachers. This considered for the classroom, and receive session is a best-and-worst-practices brush- This This session addresses the challenges culturally authentic resources and strategies up that will settle some of the controversy. that LGBTQIA+ people face when learning to use the next day in your classroom! Using homework carefully is a powerful a new language and culture. How does a Organizer/Presenter(s): approach if used in line with research and non-binary person navigate a language the rationale is communicated with families Richard de Meij, without “official” gender-neutral and others in the educational community. conventions? How can we work together to Hartford Public High School, Hartford, CT Organizer/Presenter(s): foster a more inclusive learning Intended Audience(s): PreK-16+ (all) Dorothy Goff Goulet, Ph.D., environment? Following an overview of Keyword: Instructional strategies practices, conversations, and goals we have Maple Run Unified School District, St. Examples in: Spanish, French, and German pursued on our own campus, the facilitators Albans, VT will use examples in German to present Language(s) spoken: English Intended Audience(s): PreK-16+ (all) small changes instructors can make that Keyword: Instructional strategies create a more inclusive environment and 128. A Content-integrated Approach to Examples in: English provide a space to practice the language Language Learning Language(s) spoken: English associated with these ideas. Particular Session: 2 Murray Hill East attention will be given to pronouns, questions of intercultural competence, and The best way to get world language to all 130. Moving Students from Novice to topics like family and friends. Finally, we learners is to integrate it across the Intermediate Speaking: Many will provide participants with a chance to curriculum. Studies show that bilingual Techniques ask questions and exchange perspectives. content instruction improves outcomes for English Language Learners with respect to Session: 2 Gramercy East Organizer/Presenter(s): both content and English acquisition. Why Learn many techniques to help your students Meagan Tripp, Ph.D., not apply this approach to world language? move from the novice level to the Franklin & Marshall College, Lancaster, PA This session will provide a roadmap to high- intermediate level of ACTFL's Can Do Jaime Helm, quality collaboration with teachers of other Interpersonal Speaking. You can implement Undergraduate at Franklin & Marshall content areas that will promote interaction these techniques in your next class. Increase College, Lancaster, PA among students, use the four domains of student communication through high- language, and introduce students to multiple interest and culturally-rich activities in a Intended Audience(s): High School & forms of discourse. mixture of whole class and pair activities. College Organizer/Presenter(s): You will participate in many activities as Keyword: Diversity your students would. You will discover how Examples in: German Elaine Leibly, novice students can soon do paragraph level Windsor Central Supervisory Union, Language(s) spoken: English and German speaking. Woodstock, VT Organizer/Presenter(s): Keri Bristow, Ottaquechee School, Hartford, VT Harry Tuttle, Ed.D., Onondaga Comm. College, Syracuse, NY Intended Audience(s): PreK-16+ (all) Intended Audience(s): Secondary (6-12) Keyword: Curriculum Keyword: Instructional strategies Examples in: English Examples in: English Language(s) spoken: English Language(s) spoken: English

Friday, February 14, Session 2, 11:30 a.m.–12:30 p.m. 29 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 131. Exhibitor Session: Let’s Get Real: 133. Exhibitor Session: National Spanish 135. NNELL Networking "Un-Con" 137. Differentiated Instruction with Authentic Assessments with IPAs Examinations and Assessments Share Session Telecollaborative Conversation BYO Lunch Meetings BYO Lunch Meetings Session: 2 Gramercy West Session: 2 Clinton Session: 2 New York Suite, 4th Fl. Session: 2 Lincoln Suite, 4th Fl. Authentic resources engage students by This session will focus on the content and The NNELL Networking Share Session is

offering insights into the products, practices, administration of the National Spanish an opportunity for early language educators 138a. Identifying Needs of Community 138b. LILL Networking Meeting and perspectives of an entire world of Assessments (NSA) and National Spanish Pre-K - 8 to meet for an open discussion to In this session, the presenter will describe College Instructors with PEARLL Session: Lunch New York Suite, 4th Fl. people who use the target language in their Examinations (NSE), the most widely used swap ideas and professionally connect with and unpack a survey that students took after and TELL real-world everyday lives. Let’s make standardized tests of Spanish in the US. The early childhood, elementary, and middle completing a semester-long telecolaboration. This is a closed session for LILL Cohorts 1- Session: Lunch Madison learning come alive by using these resources presenter will discuss exam content, how the school world language educators from The survey includes questions that help us 3 and organizing partners. to create IPAs that allow students to NSE and NSA measure both proficiency and around the region. This will be run in an learn about the partnership from the How can we best address the unique needs Organizer/Presenter(s): demonstrate their proficiency in real-life achievement based on content and "un-conference" style session to foster ideas, students’ perspective. The presentation of community college instructors, their situations. Teachers will practice with EMC- performance standards, online test conversation, and most importantly, examines the results obtained from mapping departments and their learners? PEARLL, a Michael Bogdan, designed IPAs and will also learn how to administration procedures, and how the engagement among attendees. Need some students’ oral performance throughout the new Title VI Language Resource Center South Middleton School District, Boiling design their own standards-based IPAs using exams can be used as formative and ideas? Need to vent? Need some guidance? semester, looking specifically at vocabulary (Professionals in Education Advancing Springs, PA authentic resources. summative assessments. Participants will be Have something to share? Come chat with usage, length of conversation, and sentence Research and Language Learning), is Intended Audience(s): PreK-16+ (all) introduced to the many scholarships, study us! committed to helping support this Organizer/Presenter(s): complexity. Additionally, the presenter Keyword: Professional development abroad opportunities, and awards available seeks to find evidence that prove the historically under-supported group of Michael Griffin, Organizer/Presenter(s): Examples in: English for both students and teachers. effectiveness of using these telecollaborative professionals. Their mission is to develop Carnegie Learning Marissa Coulehan, conversations as means to offer new models of professional development Language(s) spoken: English Organizer/Presenter(s): Dobbs Ferry School District, NY Intended Audience(s): Secondary (6-12) and support materials for language Salvatore Muffoletto, differentiated instruction. The survey and Intended Audience(s): PreK-8 educators, which include the suite of highly Keyword: Instructional strategies National Spanish Examinations the analysis of the students’ oral 138c. NYS Seal of Biliteracy Coordinators Examples in: Spanish and French Keyword: Professional development performance help shed light on the outcome practical tools of the TELL Project (Teacher Meeting Intended Audience(s): Secondary (6-12) Effectiveness for Language Learning). Language(s) spoken: English Examples in: English of this practice and may also be helpful in Session: Lunch Lincoln Suite, 4th Fl. Keyword: Assessment guiding future practices. Come and help us identify and discuss our Language(s) spoken: English Examples in: Spanish needs in a collegial focus group format. This meeting of the coordinators of the NYS 132. Exhibitor Session: Project-based Organizer/Presenter(s): Organizer/Presenter(s): Seal of Biliteracy is open to New York State Learning (PBL) in Spanish Language(s) spoken: English 136. Collegial Classics Colleagues Sarab Al Ani, teachers interested in learning more about Language Teaching Roundtable Yale University, New Haven, CT Charlotte Gifford, the Seal of Biliteracy in New York State. Greenfield Community College, MA Session: 2 Gibson 134. Exhibitor Session: Exploring Session: 2 East Suite, 4th Fl. Intended Audience(s): Post-secondary Organizer/Presenter(s): Language and Culture with Google Keyword: Instructional strategies Laura Franklin, Ph.D., Project-based learning (PBL) is a Earth This presentation will continue the Northern Virginia Community College, Candace Black, methodology for acquiring knowledge and discussion among Classics teacher about the Examples in: Arabic NYSED-OBEWL, Albany, NY Session: 2 Madison Intended Audience(s): Two-year skills through projects. It answers students' amazing benefits and difficulties we face as Language(s) spoken: English Arthur Chou, College/Community College concerns through a series of strategies and You may be familiar with many of the great Classics teachers. There will an opportunity www.SealofBiliteracy.org, tools, making them more competent with its educational features of Google Earth. In this to "talk shop" with colleagues, celebrate our Keyword: Policy/Issues Intended Audience(s): Secondary (6-12) practical and interactive activities. In session, we will look at practical and fun successes, set goals, and discover strategies Examples in: French and Spanish Spanish language classes, project-based ways you can use Google Earth to to tackle issues we may be having. Keyword: Policy/Issues Language(s) spoken: English learning stimulates students' emotional, incorporate research, writing, and Mentorship programs will also be discussed Examples in: English Looking for intellectual, and personal growth through technology skills into your world language and encouraged. All Classics teachers are Language(s) spoken: English direct experiences with other cultures in a and TESOL instruction. Google Earth can welcomed and encouraged to attend. Lunch? context of linguistic immersion. It also also be a powerful tool for encouraging your Organizer/Presenter(s): offers them the possibility of incorporating students to think about cultural competence intercultural thinking strategies in order to and perspective. Help your students prepare Maureen Lamb, Meals are not provided with the hotel Kingswood Oxford School, W. Hartford, CT The build bridges between different cultural for their upcoming trip, reflect on their past room rate or conference registration Tweet us groups. This session will present examples travels, or explore the world from the Intended Audience(s): PreK-16+ (all) fees. Each day, the schedule has a of Enforex and don Quijote projects for both classroom by creating annotated tours with Keyword: Communities/Workplace longer break for lunch and visiting the Exhibit Hall young learners and adults, some guidelines Google Tour Builder. Share a lesson with Examples in: English and Latin @NECTFL1 for PBL implementation, and the starting of your students that uses Google Earth to exhibit hall. There are countless Language(s) spoken: English and Latin a corpus of possible projects. inspire thinking across all disciplines to options for lunch within walking is open #nectfl20 Organizer/Presenter(s): uncover evidence, draw conclusions, and distance of the conference hotel. answer questions with solid reasoning. Claudia Barquet, Among them: Organizer/Presenter(s): Enforex/don Quijote, Madrid, Spain • Herb N’ Kitchen (lobby, ask about during our Intended Audience(s): High School & Robert Moreno, WorldStrides breakfast and lunch special offers) College rd Let everyone • Café 53 on W. 53 Intended Audience(s): Secondary (6-12) lunch break Keyword: Curriculum • Halal Guys stand on the corner of Keyword: Technology Examples in: Spanish and English 53rd and 6th know about the Examples in: Multiple Language(s) spoken: Spanish and English • Starbucks across the street on 6th with Language(s) spoken: English great things Avenue, • Klein and Co. on 6th Ave between coffee at 1:15 p.m. 55th and 56th you’re learning! • Chipotle at 6th Ave. and 56th

Friday, February 14, Session 2, 11:30 a.m.–12:30 p.m. Friday, February 14, Session 2, 11:30 a.m.–12:30 p.m. 30 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 137. Differentiated Instruction with Telecollaborative Conversation BYO Lunch Meetings BYO Lunch Meetings Session: 2 Lincoln Suite, 4th Fl.

138a. Identifying Needs of Community 138b. LILL Networking Meeting In this session, the presenter will describe College Instructors with PEARLL Session: Lunch New York Suite, 4th Fl. and unpack a survey that students took after and TELL completing a semester-long telecolaboration. This is a closed session for LILL Cohorts 1- Session: Lunch Madison The survey includes questions that help us 3 and organizing partners. learn about the partnership from the How can we best address the unique needs Organizer/Presenter(s): students’ perspective. The presentation of community college instructors, their examines the results obtained from mapping departments and their learners? PEARLL, a Michael Bogdan, students’ oral performance throughout the new Title VI Language Resource Center South Middleton School District, Boiling semester, looking specifically at vocabulary (Professionals in Education Advancing Springs, PA usage, length of conversation, and sentence Research and Language Learning), is Intended Audience(s): PreK-16+ (all) committed to helping support this complexity. Additionally, the presenter Keyword: Professional development seeks to find evidence that prove the historically under-supported group of Examples in: English effectiveness of using these telecollaborative professionals. Their mission is to develop conversations as means to offer new models of professional development Language(s) spoken: English differentiated instruction. The survey and and support materials for language the analysis of the students’ oral educators, which include the suite of highly 138c. NYS Seal of Biliteracy Coordinators performance help shed light on the outcome practical tools of the TELL Project (Teacher Meeting Effectiveness for Language Learning). of this practice and may also be helpful in Session: Lunch Lincoln Suite, 4th Fl. guiding future practices. Come and help us identify and discuss our This meeting of the coordinators of the NYS Organizer/Presenter(s): needs in a collegial focus group format. Organizer/Presenter(s): Seal of Biliteracy is open to New York State Sarab Al Ani, teachers interested in learning more about Yale University, New Haven, CT Charlotte Gifford, the Seal of Biliteracy in New York State. Greenfield Community College, MA Intended Audience(s): Post-secondary Organizer/Presenter(s): Keyword: Instructional strategies Laura Franklin, Ph.D., Northern Virginia Community College, Candace Black, Examples in: Arabic NYSED-OBEWL, Albany, NY Intended Audience(s): Two-year Language(s) spoken: English Arthur Chou, College/Community College www.SealofBiliteracy.org, Keyword: Policy/Issues Intended Audience(s): Secondary (6-12) Examples in: French and Spanish Keyword: Policy/Issues Language(s) spoken: English Examples in: English Looking for Language(s) spoken: English

Lunch?

Meals are not provided with the hotel The room rate or conference registration Tweet us fees. Each day, the schedule has a longer break for lunch and visiting the Exhibit Hall exhibit hall. There are countless @NECTFL1 options for lunch within walking is open distance of the conference hotel. #nectfl20 Among them:

• Herb N’ Kitchen (lobby, ask about during our breakfast and lunch special offers) rd Let everyone • Café 53 on W. 53 lunch break • Halal Guys stand on the corner of 53rd and 6th know about the • Starbucks across the street on 6th with Avenue, great things • Klein and Co. on 6th Ave between coffee at 1:15 p.m. 55th and 56th you’re learning! • Chipotle at 6th Ave. and 56th

Friday, February 14, Session 2, 11:30 a.m.–12:30 p.m. 31 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. Session 3 142. Featured Session: Proficiency in the 144. Verbal Strategies and Visuals to 146. Launching a Learner-active World 148. For Real? Making our Classrooms Organizer/Presenter(s): Immersion Classroom: What Can Encourage Target Language Use Language Classroom Truly Communicative Ashley Uyaguari, 140. Best of MA: But What About the They Discuss? Session: 3 Regent Session: 3 Nassau East Session: 3 Murray Hill East Innovation Academy Charter School, Grammar? Session: 3 Sutton Center In this workshop, we will present a variety In today’s classrooms, student motivation Do your learners discover new things about Tyngsboro, MA Session: 3 Beekman Dual Language Immersion education is of verbal strategies and ideas for using and engagement play a crucial role in the themselves and one another in your classes? Intended Audience(s): PreK-16+ (all) As proficiency-based teaching becomes more focused on content learning through two visuals in the world language classroom in effective acquisition of a second language. Are you learning along with them? Is real Keyword: Assessment popular, we are still left with the question of languages. How do teachers take what we order to encourage use of the target Research shows that our learners benefit communication your classroom reality? Examples in: Spanish know about proficiency growth and apply it language by both students and teachers. An greatly from differentiated, student-centered Come explore ways of putting authenticity what to do with grammar. Join us for this Language(s) spoken: English to the immersion content classroom? This emphasis will be placed on using visuals practice, but what does this look like in a at the core of your class through use of texts session where we’ll explore different communicative strategies to teach grammar session will show you how to engage your that are representative of the diversity in our world language classroom? This workshop and tasks that make students reflect and 151. Exhibitor Session: Differentiated as a concept. We’ll explore methods like the students in ways that focus on their communities. We will demonstrate by using will provide you with the framework you want to talk. If what you’re saying is real, proficiency development AND their content tools that have helped us accomplish our need to create authentic problem-based tasks they will! Attendees will engage in sample Instruction in a Multi-leveled PACE Model, Structured Input and Discovery Classroom Grammar as ways to “teach” grammar but in understanding. Leave with great ideas and goals, such as posters, relevant books, for your units resulting in a more activities and tasks that can be modified for a meaningful and less explicit way. During strategies to use right away in your dual Google Slides, Pear Deck, Quizlet, Quizziz. meaningful world language experience. The all levels. Session: 3 Gramercy West language classroom! Thinglink and Canva. approach is a balance between information this session we will unpack the ACTFL Core Organizer/Presenter(s): How do we take into account different about tools to support a "student-centered" Practice of Grammar in Context and present Organizer/Presenter(s): Organizer/Presenter(s): learners' levels in our classrooms? How do mindset, and some workshop time to get Douglass Crouse, real examples of grammar in context that you Amanda Seewald, Brigid Le Minez, we engage groups of students in meaningful acquainted with student-centered strategies Sparta Township Middle School, Sparta, NJ can use in your own classrooms. MARACAS / Learning Kaleidoscope, NJ Professional Children's School, NY, NY tasks when their indivisual linguistic needs such as small group lessons, activity menus, Intended Audience(s): PreK-16+ (all) are different? How do we introduce student- Organizer/Presenter(s): Intended Audience(s): Elementary Emmanuelle Loriot Apruzzese, learning centers, and facilitation tools to Keyword: Instructional strategies centered instruction in a collaborative Michael Travers, Lawton C. Johnson Summit Middle School, NJ monitor the progress of your students. Keyword: Instructional strategies Examples in: French and Spanish environment? This presentation offers varied Wellesley High School, Wellesley, MA Intended Audience(s): Secondary (6-12) Examples in: Spanish Organizer/Presenter(s): Language(s) spoken: English insights and ideas on how to use differentiated Intended Audience(s): PreK-16+ (all) Language(s) spoken: English Keyword: Instructional strategies Tanya Stevenson, instruction during collaborative, complex, Keyword: Instructional strategies Examples in: French Morris Hills Regional School District, 149. What's APPening? and meaningful pedagogical tasks in multi- Examples in: Spanish and French Language(s) spoken: English Rockaway, NJ level classrooms. 143. Learning Spanish Through Session: 3 Murray Hill West Language(s) spoken: English Culturally Thematic Units: El Intended Audience(s): PreK-12 Organizer/Presenter(s): Looking for new tech tools to help your WL Camino de Santiago 145. Creating a Positve Classroom Keyword: Instructional strategies Lorianne Morache, AQEFLE, Québec learners of multiple levels across multiple Session: 3 Sutton South Community Through Student Post-secondary 141. Embracing Learning Differences in Examples in: English and German languages? We will be exploring and Intended Audience(s): Reflection the Foreign Language Classroom A language can not be separated from its Language(s) spoken: English highlighting several websites and mobile Keyword: Instructional strategies Session: 3 Sutton North culture. For this reason, we have a created a Session: 3 Bryant applications that supplement WL learning. Examples in: French In order to make world lanaguage learning six-week unit that takes students through the To effectively manage a classroom, teachers 147. Meeting the Needs of Spanish The sites and apps used are: LingoDeer, Language(s) spoken: English and French practices, products, and perspectives of the accessible to all types of students/learners, must prioritize building positive, Heritage Speakers Memrise, HelloTalk, Babbel, Mosalingua, Camino de Santiago in Spain. This unit full and Flipgrid. We will share classroom this presentation aims to share personalized compassionate classroom communities that Session: 3 Nassau West 152. Exhibitor Session: Linguascope.com of interpersonal, interpretive and application use for these tools and examples multi-sensory approaches to reach students engage learners. This session will provide – Helping Schools Deliver their presentational activities is geared to This session presents the process of of student work. Though examples are from with dyslexia, auditory processing disorder, information on guiding classroom Language Curriculum and short-term memory retention. This intermediate-level Spanish language communities, minimizing disruptions, and developing and articulating a program for high school classes, most tools are Session: 3 Gibson experience will provide the teachers with an learners. Attendees will learn how to engage developing class routines to help students Spanish for heritage speakers at the high appropriate for middle school as well. inside view of the struggles that students all students through a thematic unit that stay engaged and focused on learning. The school level. The presentation describes the Organizer/Presenter(s): Linguascope is an award-winning website includes a range of topics including: the presenters will explore ways to hone rationale, design, and implementation of experience in the classroom and aims to Kim OuYang, offering interactive resources in French, history of the Camino, what to bring, advice students’ linguistic skills such as listening, AP-aligned units of instruction across three generate empathy for better emotional Westfield High School, Westfield, NJ Spanish, German, Italian, Portuguese, support of these learners. This presentation is for future pilgrims, and more. Attendees will cultural sensitivity, and humor in order to levels, with an overview of classroom-tested Mandarin Chinese, Arabic, Russian, Polish, based on the research of Orton Gillingham's walk away with a variety of resources to use build rapport and provide all students with themes, projects, assessments, and feedback Intended Audience(s): Secondary (6-12) Welsh, Scottish Gaelic, Maori, and English to framework for language processing disorder. in the classroom. opportunities for learning. Presenters will strategies. The presenters will demonstrate Keyword: Technology match curriculum requirements. The content how their students’ specific needs and assets This author's method will be applied in the Organizer/Presenter(s): use a PowerPoint presentation, Examples in: Multiple ranges from elementary to intermediate level were the driving forces to develop foreign language classrooms from beginning Stephanie Serafin, demonstration techniques, and videos of (6 to 16 years old). Organized in topic areas, curriculum and instruction that promote Language(s) spoken: English to advanced levels. The presentation will also Ridge High School, Basking Ridge, NJ actual Chinese classes to engage the the materials are presented via a host of literacy skills and cultural heritage kinesthetic activities that students can audience in understanding how to immersive multimedia activities. Teachers provide Kara Rabouin, use inside and outside of the school learning implement an emotionally positive knowledge. 150. Using Digital Proficiency Portfolios can also create their own resources as well as Ridge High School, Basking Ridge, NJ environment. classroom environment. Organizer/Presenter(s): to Track Growth access a range of ready-made content. In the Intended Audience(s): High School United-Kingdom, 80% of the schools Organizer/Presenter(s): Organizer/Presenter(s): Carmen Crisóstomo-Lenz, Session: 3 Gramercy East subscribe to Linguascope, with 99% Keyword: Curriculum Janice Dowd, Ed.D., Danbury Public Schools, Danbury, CT Portfolios are powerful tools to demonstrate Clara Gorman, renewing after their first year. Come and Examples in: English and Spanish Teaneck Public Schools, Teaneck, NJ learning to all stakeholders. In this session, Ethical Culture Fieldston School, NY Patricia Clúa, discover why so many teachers view Language(s) spoken: English and Spanish Lucy Lee, Danbury Public Schools, Danbury, CT participants will see examples of proficiency Maria Nebres, portfolios, discuss how to use ACTFL's Linguascope as an indispensable tool... and The Dalton School, New York, NY Livingston High School, Livingston, NJ Intended Audience(s): Secondary (6-12) what you have been missing! Jingjing Wu, proficiency guidelines in order to create María G. Gonzalez-Gil, Keyword: Articulation Organizer/Presenter(s): West Hartford Public Schools, CT open-ended prompts for each level, and Trevor Day School, New York, NY Examples in: Spanish and English analyze effective feedback systems that Stephane Derone, Linguascope Intended Audience(s): PreK-12 Intended Audience(s): PreK-8 Language(s) spoken: Spanish involve students in the process. Also, learn Intended Audience(s): Middle School Keyword: Instructional strategies how to guide students through self Keyword: Professional development Keyword: Materials Examples in: Chinese and English assessment and reflection in order to set Examples in: English Examples in: Multiple Language(s) spoken: English and Chinese proficiency goals. Language(s) spoken: English Language(s) spoken: English

Friday, February 14, Session 3, 1:45–2:45 p.m. Friday, February 14, Session 3, 1:45–2:45 p.m. 32 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 146. Launching a Learner-active World 148. For Real? Making our Classrooms Organizer/Presenter(s): Language Classroom Truly Communicative Ashley Uyaguari, Session: 3 Nassau East Session: 3 Murray Hill East Innovation Academy Charter School, In today’s classrooms, student motivation Do your learners discover new things about Tyngsboro, MA and engagement play a crucial role in the themselves and one another in your classes? Intended Audience(s): PreK-16+ (all) effective acquisition of a second language. Are you learning along with them? Is real Keyword: Assessment Research shows that our learners benefit communication your classroom reality? Examples in: Spanish greatly from differentiated, student-centered Come explore ways of putting authenticity Language(s) spoken: English practice, but what does this look like in a at the core of your class through use of texts world language classroom? This workshop and tasks that make students reflect and will provide you with the framework you want to talk. If what you’re saying is real, 151. Exhibitor Session: Differentiated need to create authentic problem-based tasks they will! Attendees will engage in sample Instruction in a Multi-leveled for your units resulting in a more activities and tasks that can be modified for Classroom meaningful world language experience. The all levels. Session: 3 Gramercy West approach is a balance between information Organizer/Presenter(s): How do we take into account different about tools to support a "student-centered" learners' levels in our classrooms? How do mindset, and some workshop time to get Douglass Crouse, we engage groups of students in meaningful acquainted with student-centered strategies Sparta Township Middle School, Sparta, NJ tasks when their indivisual linguistic needs such as small group lessons, activity menus, Intended Audience(s): PreK-16+ (all) are different? How do we introduce student- learning centers, and facilitation tools to Keyword: Instructional strategies centered instruction in a collaborative monitor the progress of your students. Examples in: French and Spanish environment? This presentation offers varied Organizer/Presenter(s): Language(s) spoken: English insights and ideas on how to use differentiated Tanya Stevenson, instruction during collaborative, complex, Morris Hills Regional School District, 149. What's APPening? and meaningful pedagogical tasks in multi- Rockaway, NJ level classrooms. Session: 3 Murray Hill West Intended Audience(s): PreK-12 Organizer/Presenter(s): Looking for new tech tools to help your WL Keyword: Instructional strategies Lorianne Morache, AQEFLE, Québec learners of multiple levels across multiple Post-secondary Examples in: English and German languages? We will be exploring and Intended Audience(s): Language(s) spoken: English highlighting several websites and mobile Keyword: Instructional strategies applications that supplement WL learning. Examples in: French 147. Meeting the Needs of Spanish The sites and apps used are: LingoDeer, Language(s) spoken: English and French Heritage Speakers Memrise, HelloTalk, Babbel, Mosalingua, and Flipgrid. We will share classroom Session: 3 Nassau West 152. Exhibitor Session: Linguascope.com application use for these tools and examples – Helping Schools Deliver their This session presents the process of of student work. Though examples are from Language Curriculum developing and articulating a program for high school classes, most tools are Spanish for heritage speakers at the high appropriate for middle school as well. Session: 3 Gibson school level. The presentation describes the Organizer/Presenter(s): Linguascope is an award-winning website rationale, design, and implementation of offering interactive resources in French, AP-aligned units of instruction across three Kim OuYang, Westfield High School, Westfield, NJ Spanish, German, Italian, Portuguese, levels, with an overview of classroom-tested Mandarin Chinese, Arabic, Russian, Polish, themes, projects, assessments, and feedback Intended Audience(s): Secondary (6-12) Welsh, Scottish Gaelic, Maori, and English to strategies. The presenters will demonstrate Keyword: Technology match curriculum requirements. The content how their students’ specific needs and assets Examples in: Multiple ranges from elementary to intermediate level were the driving forces to develop Language(s) spoken: English (6 to 16 years old). Organized in topic areas, curriculum and instruction that promote the materials are presented via a host of literacy skills and cultural heritage immersive multimedia activities. Teachers knowledge. 150. Using Digital Proficiency Portfolios can also create their own resources as well as Organizer/Presenter(s): to Track Growth access a range of ready-made content. In the Carmen Crisóstomo-Lenz, Session: 3 Gramercy East United-Kingdom, 80% of the schools Danbury Public Schools, Danbury, CT Portfolios are powerful tools to demonstrate subscribe to Linguascope, with 99% learning to all stakeholders. In this session, renewing after their first year. Come and Patricia Clúa, discover why so many teachers view Danbury Public Schools, Danbury, CT participants will see examples of proficiency portfolios, discuss how to use ACTFL's Linguascope as an indispensable tool... and Intended Audience(s): Secondary (6-12) proficiency guidelines in order to create what you have been missing! Keyword: Articulation open-ended prompts for each level, and Organizer/Presenter(s): Examples in: Spanish and English analyze effective feedback systems that Stephane Derone, Linguascope Language(s) spoken: Spanish involve students in the process. Also, learn Intended Audience(s): Middle School how to guide students through self Keyword: Materials assessment and reflection in order to set proficiency goals. Examples in: Multiple Language(s) spoken: English

Friday, February 14, Session 3, 1:45–2:45 p.m. 33 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 153. Exhibitor Session: Teaching and 155. Mixed-language Living-learning Organizer/Presenter(s): Session 4 162. Featured Session: Building the 164. Using Authentic Resources to Build st Promoting French in the 21 Communities: Empowering Student- Daniel Bellissimo, Bridge to Output: Formative Interpretive Skills driven Intercultural Learning Century La Scuola d'Italia Guglielmo Marconi, New 160. Best of CT: Stations in the World Assessments for All Learners Session: 4 Regent Session: 3 Clinton Session: 3 New York Suite, 4th Fl. York, NY Language Classroom Session: 4 Sutton Center Get your students engaged and using real Head to the south of France, discover the This session will present a model for a Massimo Zordan, Session: 4 Beekman How do we ensure that all students are able language in real-life situations. In this scalable mixed-language residential living- La Scuola d'Italia Guglielmo Marconi, New session, presenters will showcase a variety of Occitan region through the construction site Stations are an effective way to promote to successfully “cross the bridge” from input learning community designed to build both York, NY apps, activities, and ideas to bring authentic of Paul Riquet. At the time it was in differentiation and proficiency in a world to output? Checking for understanding and linguistic and intercultural communicative materials into the classroom to make learning competition with Versailles and was the Intended Audience(s): Secondary (6-12) language classroom because they provide using formative assessments in all modes is revolution of the 17th century!The Canal du competence through student-led community key to supporting student gains in more real and enjoyable for students while Keyword: Instructional strategies multiple avenues to engage students and cultural programming, peer-to-peer cultural building their interpretive skills. Our Midi is one of the oldest canals in Europe connect with their varied interests and proficiency. Participants will receive a presentations, and informal student Examples in: Italian presenters are experienced teachers of still in operation. Since 1996, it has been proficiency. In this session, we will discuss variety of formative assessments to be used interactions across proficiency levels and Language(s) spoken: English and Italian Spanish, French, Italian, and Chinese; they included on the UNESCO World Heritage goals, station types, and organization. with novice and intermediate learners in languages. Students of varying levels will demonstrate how different types of List. Take the time to travel with us and Participants will learn how to choose different units and contexts. These tools (intermediate to native speaker) leverage authentic resources can be adapted to maybe we will find ourselves in southern 157. Games and Brain Breaks to Keep materials and design meaningful tasks. We allow teachers to provide timely feedback their prior knowledge, personal experiences different levels in middle and high schools. France: specifically, in Languedoc, on the the Class Moving will look at the role of the teacher during ensuring that learners move from Mediterranean side of the Occitan region! and interests, and instructor-scaffolded comprehensible input to comprehensible Ample time will be given for the participants Session: 3 Lincoln Suite, 4th Fl. stations and how to hold students independent research to collectively identify to ask questions and to discuss ways to tweak Organizer/Presenter(s): accountable for the work that is produced. output. Formative assessments allow and analyze cultural products and practices Are you looking for authentic activities to the activities for their own students. Handouts Participants will receive detailed materials learners to engage in self-reflection and Jean François Pouget, and to compare linguistic structures across improve student engagement? Do these and sources of activities and authentic for use in a Spanish 1 classroom. teachers to modify instruction. This is a Hérault Tourisme, Montpellier, France languages. Students demonstrate their activities promote speaking in the target partner-session to Jessica Haxhi’s resources will be provided. Intended Audience(s): High School & growing cultural competency through language? The use of a student-centered Organizer/Presenter(s): presentation “Building the Bridge to Output Organizer/Presenter(s): approach can be the answer. Learn strategies College culturally appropriate student-led Trudy Anderson, with Scaffolding for All Learners.” Lucy Lee, and games to implement in your classroom, Keyword: Culture/Literature community events related to a central theme. Nathan Hale School, New Haven, CT Attendance at both is not required, but Carolyn Sanchez, and how these strategies align with the Examples in: French Organizer/Presenter(s): PreK-12 encouraged to make connections. Soukeyna Diop-Tall, ACTFL standards. The session will begin Intended Audience(s): Organizer/Presenter(s): Livingston High School, Livingston, NJ Language(s) spoken: French Lillie Webb, Ph.D., with a think-pair-share activity to encourage Keyword: Instructional strategies Boston University, Boston, MA participants to activate their knowledge and Examples in: Spanish Lea Graner Kennedy, Intended Audience(s): Secondary (6-12) 154. Exhibitor Session: Teaching and Intended Audience(s): Post-secondary we will provide examples of activities they Language(s) spoken: English Stonington High School, Stonington, CT Keyword: Instructional strategies Promoting French in the 21st Keyword: Communities/Workplace can use to implement a student-centered Intended Audience(s): PreK-16+ (all) Examples in: Multiple approach. We will demonstrate several Century Examples in: English 161. Modifications and Accommodations Keyword: Instructional strategies Language(s) spoken: English techniques by encouraging teachers to Session: 3 Madison Made Easy for Students with Examples in: French and Spanish Language(s) spoken: English participate in games and brain breaks. Learn how the AATF is positioning itself for Learning Differences Language(s) spoken: English 165. WICOR-ize your World Language Organizer/Presenter(s): Classroom: Strategies for All the 21st century with new materials, new 156. Italian as a Second Language and Session: 4 Sutton North Fadi Abughoush, Learners projects, and new services for members. Improvisational Theatre: New Are you looking for strategies to help you 163. Sociedad Honoraria Hispánica - Lindblom Math and Science Academy, Session: 4 Bryant These include four new publications on Strategies meet the needs of learners with disabilities Sharing Chapter Successes IPAs, cinema, legends, and Martinique, a Chicago, IL Session: 3 East Suite, 4th Fl. while maintaining a standards-based class? Session: 4 Sutton South This session focuses on utilizing AVID WICOR brand new website linked to social media Intended Audience(s): High School Learn useful and practical strategies to strategies in the world language classroom to This session will introduce a special course Are you a sponsor of La Sociedad Honoraria and online advertising, new French Keyword: Instructional strategies modify and accommodate instruction and help create more meaningful learning developed at La Scuola d’Italia Guglielmo Hispánica or interested in starting a new or standards, and upcoming conventions in assessments in all three modes of opportunities for all learners. Many schools Marconi, in New York City. Language Examples in: Arabic reactivating a former chapter at your school? Trois-Rivières, Québec, in New Orleans, communication presented by a multi- across the U.S. have implemented AVID, but learning/teaching and acting training share Language(s) spoken: Arabic and English Please join us, the president elect and the France, and San Diego. Participants will certified special education, world language, what does it look like in the world language constructs and practices - both of them Region 1 director, in a discussion about all receive sample materials, a tour of the online and ESL teacher. Gain a background on classroom? WICOR, which stands for Writing, experiment with language and point at resources, and ideas for how to integrate learning disabilities. Make sense of things SHH. We will exchange ideas on how Inquiry, Collaboration, Organization, and achieving effective communication. The these resources in the classroom. Please assist us in evaluating any individualized educational plans and learn to get your students actively engaged at local Reading, includes best practice learning target of our workshop are students from 6th and national levels by discussing the process Organizer/Presenter(s): how to implement strategies that can be utilized in every level to 8th grade with an elementary linguistic for submiting to Albricias and to our poster workshops or sessions that you modifications/accommodations in a way that and language. Some WICOR examples that Jayne Abrate, competence, some learning differences and contest, senior scholarships, junior travel benefits all students yet still focuses on will be highlighted are interactive notebooks, AATF disabilities, and tendencies to develop attend. Your input will help us awards, sponsor and chapter awards, and our proficiency. Discover how integrating word walls, and focused note taking. PreK-16+ (all) passive bilingualism. Activities in the national service project. ¡Todos a una! Intended Audience(s): select the “Best of NECTFL” as various learning strategies and simple Participants will leave with concrete examples workshop do not consist of plays in a Keyword: Instructional strategies modifications can not only meet the needs of Organizer/Presenter(s): of what these look like in a world language foreign language to promote language well as assist us in future Examples in: French all learners but also spice up your classroom. Christina Gauss, classroom. Examples provided can be applied learning, but rather focus mostly on conference planning. Just look to other languages and levels as well. Language(s) spoken: French improvisational exercises. The workshop Organizer/Presenter(s): Sociedad Honoraria Hispánica, Rumson, NJ will showcase some of the activities for the “Evaluation and Feedback Glennysha Jurado-Moran, Claudia Decker, Organizer/Presenter(s): developed during the current scholastic year Form” at the bottom of every Piscataway Twshp. Schools, Piscataway NJ Sociedad Honoraria Hispánica, Nashua, NH Holland Schnittger, and the benefits observed throughout our McKean High School, Wilmington, DE Intended Audience(s): PreK-12 Intended Audience(s): High School classes. listing in the conference app. Christopher Wendel, Keyword: Instructional strategies Keyword: Communities/Workplace Thank you! Middletown High School, Middletown, DE Examples in: Spanish Examples in: English and Spanish Intended Audience(s): Secondary (6-12) Language(s) spoken: English Language(s) spoken: English and Spanish Keyword: Instructional strategies Examples in: Italian and French Language(s) spoken: English

Friday, February 14, Session 3, 1:45–2:45 p.m. Friday, February 14, Session 4, 3:00–4:00 p.m. 34 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. Session 4 162. Featured Session: Building the 164. Using Authentic Resources to Build Bridge to Output: Formative Interpretive Skills 160. Best of CT: Stations in the World Assessments for All Learners Session: 4 Regent Language Classroom Session: 4 Sutton Center Get your students engaged and using real Session: 4 Beekman How do we ensure that all students are able language in real-life situations. In this to successfully “cross the bridge” from input session, presenters will showcase a variety of Stations are an effective way to promote apps, activities, and ideas to bring authentic differentiation and proficiency in a world to output? Checking for understanding and using formative assessments in all modes is materials into the classroom to make learning language classroom because they provide more real and enjoyable for students while multiple avenues to engage students and key to supporting student gains in proficiency. Participants will receive a building their interpretive skills. Our connect with their varied interests and presenters are experienced teachers of proficiency. In this session, we will discuss variety of formative assessments to be used with novice and intermediate learners in Spanish, French, Italian, and Chinese; they goals, station types, and organization. will demonstrate how different types of Participants will learn how to choose different units and contexts. These tools allow teachers to provide timely feedback authentic resources can be adapted to materials and design meaningful tasks. We different levels in middle and high schools. will look at the role of the teacher during ensuring that learners move from comprehensible input to comprehensible Ample time will be given for the participants stations and how to hold students to ask questions and to discuss ways to tweak accountable for the work that is produced. output. Formative assessments allow learners to engage in self-reflection and the activities for their own students. Handouts Participants will receive detailed materials and sources of activities and authentic for use in a Spanish 1 classroom. teachers to modify instruction. This is a partner-session to Jessica Haxhi’s resources will be provided. Organizer/Presenter(s): presentation “Building the Bridge to Output Organizer/Presenter(s): Trudy Anderson, with Scaffolding for All Learners.” Lucy Lee, Nathan Hale School, New Haven, CT Attendance at both is not required, but Carolyn Sanchez, Intended Audience(s): PreK-12 encouraged to make connections. Soukeyna Diop-Tall, Keyword: Instructional strategies Organizer/Presenter(s): Livingston High School, Livingston, NJ Examples in: Spanish Lea Graner Kennedy, Intended Audience(s): Secondary (6-12) Language(s) spoken: English Stonington High School, Stonington, CT Keyword: Instructional strategies Intended Audience(s): PreK-16+ (all) Examples in: Multiple 161. Modifications and Accommodations Keyword: Instructional strategies Language(s) spoken: English Made Easy for Students with Examples in: French and Spanish Learning Differences Language(s) spoken: English 165. WICOR-ize your World Language Session: 4 Sutton North Classroom: Strategies for All Learners Are you looking for strategies to help you 163. Sociedad Honoraria Hispánica - Session: 4 Bryant meet the needs of learners with disabilities Sharing Chapter Successes while maintaining a standards-based class? Session: 4 Sutton South This session focuses on utilizing AVID WICOR Learn useful and practical strategies to strategies in the world language classroom to Are you a sponsor of La Sociedad Honoraria modify and accommodate instruction and help create more meaningful learning Hispánica or interested in starting a new or assessments in all three modes of opportunities for all learners. Many schools reactivating a former chapter at your school? communication presented by a multi- across the U.S. have implemented AVID, but Please join us, the president elect and the certified special education, world language, what does it look like in the world language Region 1 director, in a discussion about all and ESL teacher. Gain a background on classroom? WICOR, which stands for Writing, learning disabilities. Make sense of things SHH. We will exchange ideas on how Inquiry, Collaboration, Organization, and individualized educational plans and learn to get your students actively engaged at local Reading, includes best practice learning and national levels by discussing the process how to implement strategies that can be utilized in every level for submiting to Albricias and to our poster modifications/accommodations in a way that and language. Some WICOR examples that contest, senior scholarships, junior travel benefits all students yet still focuses on will be highlighted are interactive notebooks, awards, sponsor and chapter awards, and our proficiency. Discover how integrating word walls, and focused note taking. national service project. ¡Todos a una! various learning strategies and simple Participants will leave with concrete examples modifications can not only meet the needs of Organizer/Presenter(s): of what these look like in a world language all learners but also spice up your classroom. Christina Gauss, classroom. Examples provided can be applied Organizer/Presenter(s): Sociedad Honoraria Hispánica, Rumson, NJ to other languages and levels as well. Glennysha Jurado-Moran, Claudia Decker, Organizer/Presenter(s): Piscataway Twshp. Schools, Piscataway NJ Sociedad Honoraria Hispánica, Nashua, NH Holland Schnittger, McKean High School, Wilmington, DE Intended Audience(s): PreK-12 Intended Audience(s): High School Christopher Wendel, Keyword: Instructional strategies Keyword: Communities/Workplace Middletown High School, Middletown, DE Examples in: Spanish Examples in: English and Spanish Intended Audience(s): Secondary (6-12) Language(s) spoken: English Language(s) spoken: English and Spanish Keyword: Instructional strategies Examples in: Italian and French Language(s) spoken: English

Friday, February 14, Session 4, 3:00–4:00 p.m. 35 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 166. The Look of Language: Visual 168. Creating Classrooms for Equity and 170. Approche à l'apprentissage 172. Exhibitor Session: Teaching the 174. Exhibitor Session: Creating 176. Exhibitor Session: Rethinking Literacy and Immersion Language Social Justice linguistique basée sur l'histoire Multitudes: Making Resources Connections Through Children's College Spanish Curriculum: Work for All Levels Literature Working with Proyectos Teaching Session: 4 Murray Hill East d'"Un Village français" Session: 4 Gibson Session: 4 Madison Session: 4 East Suite, 4th Fl. Session: 4 Nassau East During this session, the presenter will Session: 4 Gramercy East What is visual literacy and what role does it explore gender equity in Spanish-speaking In this session, we present an intermediate As teachers, we’re used to working miracles Reading is one of the most important In this session we will work with Proyectos, play in the globally-focused, immersion countries. The participants will reflect upon French course that integrates the French and doing a lot with limited resources. learning tools at our disposal. It can a Spanish textbook for North American classroom? This session places the image as social justice issues and engage in activities television series "Un Village français." In Whether we are stretching our time, our transport us to another world, allow us to universities. Its innovative approach the anchor for interpretive and interpersonal that will promote a more equitable society this course, students gain proficiency money, or our resources, we have to make become another for a brief moment, fire up responds to the demands of the latest communication in the learner-centered while increasing language and cultural through engaging target language the most of what we have. During this the imagination and creativity, bring wonder university curricula in which the study of classroom. Visual literacy is a 21st century proficiency. Language learners will also communication and critical thinking that session, the presenter will discuss the core and, most importantly of all, ask questions. foreign languages acquires a constitutive skill, which engages all learners in our make connections across disciplines and encourages 21st century skills. The course practice of using authentic resources, how to As an authentic resource, add to this the purpose, emphasizing its connections with classrooms. How can the image lead to the develop 21st century skills. Social justice is implements a story-based approach that find them, and how to differentiate tasks so exposure to language structures, vocabulary all cultural dimensions. We will work with word? Join us and explore varied curricular a value that should be integrated into the facilitates understanding and promotes that your resources are comprehensible and and culture that allows for comparisons and activities to illustrate the main concept of pieces at the novice through intermediate curriculum as it helps work toward building extended discourse, helping teach students meaningful for various levels of students. connections to be made and discussed. In Proyectos: integration of language and levels of proficiency. Discuss our lesson a society that celebrates diversity and about France during WW II and the Shoah. Organizer/Presenter(s): this session explore how to select content, learner autonomy, critical thinking, appropriate reading material that supports academic skills, and incorporation of a design and learn about how we integrate this equality. Learning about gender equity Organizer/Presenter(s): Michael Griffin, into current curricula. supports the idea that individuals, regardless your methodologies, learning objectives, and multidisciplinary curriculum. Sarah Bilodeau, Ph.D., Carnegie Learning unit themes. Explore various cross- Organizer/Presenter(s): of their gender, have equal access to Organizer/Presenter(s): Newton North High School, Newton, MA Intended Audience(s): Secondary (6-12) discipline activities based on the literature resources, and receive equitable treatment. Francisco Rosales, Ph.D., Christopher Gwin, Andrea Javel, Keyword: Instructional strategies selection and finally, gain some strategies to University of Pennsylvania, Philadelphia Organizer/Presenter(s): Columbia University, New York, NY Boston College, Chestnut Hill, MA Examples in: Multiple adapt an authentic literature selection to the Margaret Gonglewski, Ph.D., Katia Marticorena, level of your students. Javier Perez-Zapatero, Intended Audience(s): High School & Language(s) spoken: English The George Washington University, Arlington High School, Arlington, MA Columbia University, New York, NY College Organizer/Presenter(s): Washington, DC Intended Audience(s): High School Intended Audience(s): High School & College Keyword: Instructional strategies 173. Exhibitor Session: Ven a conocer Monica Lluch, PreK-16+ (all) Keyword: Culture/Literature Keyword: Materials Intended Audience(s): Examples in: French España Vista Higher Learning Keyword: Instructional strategies Examples in: Spanish Examples in: Spanish Language(s) spoken: French Session: 4 Clinton Intended Audience(s): PreK-8 Examples in: German Language(s) spoken: Spanish Language(s) spoken: Spanish This session is intended for teachers or Keyword: Culture/Literature Language(s) spoken: English 171. Exhibitor Session: Get the college students who want to get to know Examples in: Spanish 169. Unpack that Image Conversation Started: Interpersonal Spain better, either by visiting our country Language(s) spoken: English 177. More Than a Task, Less Than a Project? 167. Utilizing Comprehensible Input for Session: 4 Murray Hill West Communication at the Novice Level through programs like the "Cultural An Inclusive Classroom th Graduate from consumer to critic by Session: 4 Gramercy West Ambassadors - North American Language 175. Teacher of the Year Nominees Session: 4 Lincoln Suite, 4 Fl. and Culture Assistants in Spain" or by using Session: 4 Nassau West learning about principles of design, It is never too early to get students speaking Networking Session (closed group) Language learners today tend to thrive when resources that can get teachers and students Through using comprehensible input composition, and visual weight in order to in the target language! This will be a given an opportunity to be creative doing closer to us. At the end of this session, we Session: 4 New York Suite, 4th Fl. strategies, we can create a classroom understand why certain images are more collaborative session; participants will authentic and meaningful work. This session expect to increase teacher and student This is a closed meeting for 2020 NECTFL environment where all students can learn. powerful than others. Discover how our discuss their challenges and successes in will specifically discuss how we can design awareness about the opportunities offered Teacher of the Year nominees. This presentation will review tools that will brain processes logos, photos, posters and fostering interpersonal communication with and implement a smaller scale project that through Embassy of Spain programs. help to facilitate student learning while other illustrations. Then apply this young learners. Participants will also Organizer/Presenter(s): optimally realizes the Project-Based Learning information to a variety of images including Organizer/Presenter(s): (PBL) approach in daily language using comprehensible input strategies. explore creating a safe place for students to Cheri Quinlan, the photographs of Graciela Iturbide and of classrooms, which is more than a task, but Participants will engage in using language interact in the target language. Come away Carmen Garcia Arguelles, Toms River Regional Schools / NJDOE, stills and posters of well-known movies. less than a project. The presenters will skills such as interpretive listening with with ideas for setting up engaging partner Embassy of Spain Education Office, New retired, Toms River, NJ short stories and movie talks, creating word Consider how this information may be used activities that are adaptable to any unit and York, NY provide concrete examples of such simplified walls to scaffold vocabulary, doing special by students to visually represent their will allow students to practice language in a Margarita Dempsey, projects used in Korean language classrooms. Intended Audience(s): High School & person interviews in interpersonal and understanding of texts and films, thereby meaningful context. These activities will put Smithfield High School and Bryant In addition, they will share specific College presentational mode, and how to create allowing for a deeper analysis and critique. students on the pathway to ownership of University, RI guidelines as well as insightful strategies to effective pop up grammar lessons in context. And finally, use images as a springboard for targeted vocabulary, structures, and useful Keyword: Connections/Comparisons Intended Audience(s): PreK-12 meet potential challenges involved and Participants will come away with a wide intercultural learning and visual literacy. expressions. Examples in: Spanish Keyword: Articulation discuss how these projects can be adapted to each different proficiency level. variety of activities that will engage and Organizer/Presenter(s): Organizer/Presenter(s): Language(s) spoken: Spanish Examples in: English encourage students to be excited about Organizer/Presenter(s): Susan Griffin, Denise Clivaz, language learning through all levels. Language(s) spoken: English Boston University, Boston, MA REAL LANGUAGE right away Jihye Moon, Ph.D., Participants should come prepared to learn, George Mason University, Fairfax, VA participate, and have fun! Amina Shabani, Ph.D., Intended Audience(s): PreK-12 Boston University, Boston, MA Hye Young Shin, Ph.D., Organizer/Presenter(s): Keyword: Materials Intended Audience(s): High School & American University, Washington, DC Maureen Lamb, Examples in: Spanish, French, Mandarin College Intended Audience(s): High School & College Kingswood Oxford School, W. Hartford, CT Language(s) spoken: English Exhibit Hall Coffee Break Keyword: Instructional strategies Keyword: Instructional strategies Intended Audience(s): PreK-16+ (all) Examples in: Spanish Examples in: Korean and English Keyword: Instructional strategies Language(s) spoken: English 4:00–4:30 p.m. Language(s) spoken: English Examples in: English, Latin, and Ancient Greek Language(s) spoken: English and Latin

Friday, February 14, Session 4, 3:00–4:00 p.m. Friday, February 14, Session 4, 3:00–4:00 p.m. 36 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 172. Exhibitor Session: Teaching the 174. Exhibitor Session: Creating 176. Exhibitor Session: Rethinking Multitudes: Making Resources Connections Through Children's College Spanish Curriculum: Work for All Levels Literature Working with Proyectos Session: 4 Gibson Session: 4 Madison Session: 4 East Suite, 4th Fl. As teachers, we’re used to working miracles Reading is one of the most important In this session we will work with Proyectos, and doing a lot with limited resources. learning tools at our disposal. It can a Spanish textbook for North American Whether we are stretching our time, our transport us to another world, allow us to universities. Its innovative approach money, or our resources, we have to make become another for a brief moment, fire up responds to the demands of the latest the most of what we have. During this the imagination and creativity, bring wonder university curricula in which the study of session, the presenter will discuss the core and, most importantly of all, ask questions. foreign languages acquires a constitutive practice of using authentic resources, how to As an authentic resource, add to this the purpose, emphasizing its connections with find them, and how to differentiate tasks so exposure to language structures, vocabulary all cultural dimensions. We will work with that your resources are comprehensible and and culture that allows for comparisons and activities to illustrate the main concept of meaningful for various levels of students. connections to be made and discussed. In Proyectos: integration of language and Organizer/Presenter(s): this session explore how to select content, learner autonomy, critical thinking, appropriate reading material that supports academic skills, and incorporation of a Michael Griffin, your methodologies, learning objectives, and multidisciplinary curriculum. Carnegie Learning unit themes. Explore various cross- Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) discipline activities based on the literature selection and finally, gain some strategies to Francisco Rosales, Ph.D., Keyword: Instructional strategies Columbia University, New York, NY Examples in: Multiple adapt an authentic literature selection to the level of your students. Javier Perez-Zapatero, Language(s) spoken: English Columbia University, New York, NY Organizer/Presenter(s): Intended Audience(s): High School & College 173. Exhibitor Session: Ven a conocer Monica Lluch, Materials España Vista Higher Learning Keyword: Examples in: Spanish Session: 4 Clinton Intended Audience(s): PreK-8 Keyword: Culture/Literature Language(s) spoken: Spanish This session is intended for teachers or college students who want to get to know Examples in: Spanish Spain better, either by visiting our country Language(s) spoken: English 177. More Than a Task, Less Than a Project? through programs like the "Cultural th Ambassadors - North American Language 175. Teacher of the Year Nominees Session: 4 Lincoln Suite, 4 Fl. and Culture Assistants in Spain" or by using Networking Session (closed group) Language learners today tend to thrive when resources that can get teachers and students Session: 4 New York Suite, 4th Fl. given an opportunity to be creative doing closer to us. At the end of this session, we authentic and meaningful work. This session expect to increase teacher and student This is a closed meeting for 2020 NECTFL will specifically discuss how we can design awareness about the opportunities offered Teacher of the Year nominees. and implement a smaller scale project that through Embassy of Spain programs. Organizer/Presenter(s): optimally realizes the Project-Based Learning Organizer/Presenter(s): (PBL) approach in daily language Cheri Quinlan, classrooms, which is more than a task, but Carmen Garcia Arguelles, Toms River Regional Schools / NJDOE, less than a project. The presenters will Embassy of Spain Education Office, New retired, Toms River, NJ York, NY provide concrete examples of such simplified Margarita Dempsey, projects used in Korean language classrooms. Intended Audience(s): High School & Smithfield High School and Bryant In addition, they will share specific College University, RI guidelines as well as insightful strategies to Keyword: Connections/Comparisons Intended Audience(s): PreK-12 meet potential challenges involved and Examples in: Spanish Keyword: Articulation discuss how these projects can be adapted to each different proficiency level. Language(s) spoken: Spanish Examples in: English Organizer/Presenter(s): Language(s) spoken: English Jihye Moon, Ph.D., George Mason University, Fairfax, VA Hye Young Shin, Ph.D., American University, Washington, DC Exhibit Hall Coffee Break Intended Audience(s): High School & College Keyword: Instructional strategies Examples in: Korean and English 4:00–4:30 p.m. Language(s) spoken: English

Friday, February 14, Session 4, 3:00–4:00 p.m.

37 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. Session 5 182. Featured Session: Building the 184. Increase Learner Engagement and 186. Selecting Assessments for Heritage 188. Bridging the Gap: Developing 190. Exhibitor Session: Your Road Map Bridge to Output: Scaffolding for Program Retention with Motivating Language Programs Global Citizens Through Virtual to CI Success 180. Best of GWATFL: Visible Thinking All Learners Language Credentials Session: 5 Nassau East Exchanges Session: 5 Gramercy West Routines in Language Classrooms Session: 5 Sutton Center Session: 5 Regent This session presents a project to update a Session: 5 Murray Hill East Succeed with Comprehensible Input using Session: 5 Beekman How do we ensure that all students are able This session will present exciting research free online tutorial about language As world language educators, we help our Voces Digital’s online programs for Spanish In this session, the presenter shows hands-on to successfully “cross the bridge” from input on the implementation value of a seal of assessment to better meet the needs of students develop cultural awareness, 1-AP® and French 1-3. Kara Jacobs, a CI examples of how she utilizes the Visible to output with success? Utilize scaffolds biliteracy program which simultaneously programs serving heritage language learners linguistic competence, and confidence to use teacher, presenter, and contributor to Voces, Thinking Routines to provoke students' targeted to all of the proficiency levels in builds intrinsic motivation and program who have a home or cultural connection to the target language in a globalized world. will demonstrate this versatile ACTFL- and thinking while they speak, listen, read, and your classes, or even in one classroom. retention. Language credentials provide the language they are learning. Presenters Virtual language exchange projects are AP®-aligned curriculum. You will love the write in Mandarin. The presenter didn't only Participants in this workshop will explore 4 tangible rewards including advanced will highlight content from the tutorial effective resources to achieve this goal. This culturally rich stories, articles, videos, and limit the use of Visible Thinking Routines in key scaffolding strategies for both novice placement, scholarships, and résumé including updates that respond to heritage session will present concrete examples of other high-quality resources. It’s your road classrooms but also utilized them as a means and intermediate learners: the use of visuals, enhancement. A seal of biliteracy is now program feedback and discuss research how to leverage institutional global map to CI! We will also be giving away free of parent outreach and in other projects! The sentence starters, differentiated questioning, available to all language learners. Learn how about the assessment needs of heritage partnerships to enable virtual interactions trials, so you can explore the material and goal is that you can immediately use these and graphic organizers. This is a partner- K-16 language programs in both public and programs. with native speakers and enhance students’ try it with your students when you go back strategies as soon as you go back to your session to Lea Graner Kennedy’s session private schools can benefit from this Organizer/Presenter(s): understanding of language and culture. Each to school! “Building the Bridge to Output with exciting program. presenter will give an overview to classroom, no matter what language you Jamie Morgan, Organizer/Presenter(s): teach! Formative Assessments for all Learners.” Organizer/Presenter(s): incorporate authentic materials in the virtual Attendance at both is not required, but is Center for Applied Linguistics, Washington, partnerships and exchanges. Furthermore, Kara Jacobs, Organizer/Presenter(s): encouraged to build connections to the Linda Egnatz, DC they will highlight how this set-up bridges Voces Digital Yuching Chung, concept of the “bridge.” Global Seal of Biliteracy, Frankfort, IL Megan Montee, Ph.D., the gap for those students who may not be Intended Audience(s): High School The Whittle School and Studios, Organizer/Presenter(s): Intended Audience(s): High School & Center for Applied Linguistics, Washington, able to participate in study-abroad Keyword: Materials Washington DC College DC experiences. Handouts will include samples Jessica Haxhi, Examples in: Spanish and French Articulation of successful conversations and assessments. Intended Audience(s): PreK-12 New Haven Public Schools, New Haven, CT Keyword: Intended Audience(s): PreK-16+ (all) Language(s) spoken: English Examples in: English Keyword: Assessment Organizer/Presenter(s): Keyword: Instructional strategies Intended Audience(s): Secondary (6-12) Language(s) spoken: English Examples in: Multiple Adela Penagos, Ph.D., Examples in: Chinese Keyword: Instructional strategies 191. Exhibitor Session: How 'bout them Language(s) spoken: English Boston College, Chestnut Hill, MA AAPPLs? The Value of Proficiency Language(s) spoken: English Examples in: Japanese and Spanish 185. Multiple Perspectives on Passing the Jessica Morones, Testing Language(s) spoken: English Rice University, Houston, TX 181. Best of VA: Comprehensible Input: World Language edTPA 187. Chill Input Session: 5 Gramercy West Accessible Spoken-Latin Activities Session: 5 Bryant Session: 5 Nassau West Intended Audience(s): High School & In this session, take an in-depth look at the For Teachers College 183. Growing Your Network and edTPA is used for teacher certification It’s easy to feel that, in order to engage data produced by ACTFL Assessments Keyword: Instructional strategies Session: 5 Sutton North Leadership purposes across 40 states. It has not only students, we need spellbinding content, side- (especially the AAPPL) as they are posed a tremendous challenge for student Spanish administered on school, district, and state Alternating between English and Latin, this Session: 5 Sutton South splitting humor, or Herculean energy. But Examples in: session will demonstrate concrete examples teachers, but also for world language both teachers and students benefit from a Language(s) spoken: English levels. Explore how these innovative online What keeps you motivated as a language methods instructors, student teacher tools keep learning in the forefront and of games and activities, especially focused calm atmosphere that begins with a mindful educator? The first five years are critical for on storytelling, which will allow teachers supervisors, and cooperating teachers. This approach to teaching. In this session, we will provide tangible evidence of interpretive, keeping educators in the profession through 189. World Language Full STEAM session presents multiple actors’ explore ways to help ourselves and our presentational, and interpersonal (that’s with all levels of spoken-Latin (from work-based support and opportunities to Ahead! absolute beginner to advanced) the perspectives on what it takes to be students cultivate mindful calm even while right, interpersonal!) abilities. Our focus will grow. Identify what institutions, Session: 5 Murray Hill West successful on the edTPA. It will describe the increasing proficiency in the target be on the robust national reporting system opportunity to incorporate spoken- organizations, and networks can do to adjustments made in the academic program language, especially through guided and Although the letters “W” and “L” do not that is new to the 2020 AAPPL (in addition /communicative-Latin in their classroom. sustain learning for educators and increase We will participate in the activities as and supporting assessments, exemplars of interactive listening tasks. Come for the appear in the acronyms STEM or STEAM, to other exciting AAPPL 2.0 upgrades), and the diversity of our profession. Take action students in Latin and then debrief and edTPA portfolios, and supervisor and teaching ideas or to recharge! that does not mean that world languages how it can be analyzed to fine-tune language to reverse the teacher shortage and develop discuss the planning of the activities in cooperating teacher’s support and needs. cannot be integrated with science, programs. every educator’s leadership potential. Organizer/Presenter(s): English. Participants will leave the session Organizer/Presenter(s): technology, engineering, art, and math. This Organizer/Presenter(s): Justin Slocum Bailey, with several activities they can incorporate Organizer/Presenter(s): session will provide teachers with fun and Carolina Bustamante, Ph.D., Indwelling Language, Ann Arbor, MI Andrew Bowen, in their own classroom the very next week. Bridget Yaden, Ph.D., SUNY Old Westbury, Old Westbury, NY engaging lesson ideas, proven activities and LTI, the Exclusive Provider of ACTFL ACTFL & Pacific Lutheran University, Intended Audience(s): PreK-16+ (all) intercultural projects that not only integrate Organizer/Presenter(s): Jayne Ameri, Assessments Tacoma, WA Keyword: Instructional strategies STEAM principles into the world languages Daryl Grissom, Ph.D., Jericho High School, Jericho, NY classroom but also will add STEAM into Intended Audience(s): PreK-16+ (all) Howie Berman, Examples in: English McLean High School, McLean, VA Jacob Friedman, your curriculum. Keyword: Assessment ACTFL, Alexandria, VA Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Great Neck High School, Great Neck, NY Organizer/Presenter(s): Examples in: Multiple Intended Audience(s): PreK-16+ (all) Keyword: Instructional strategies Jacqueline Burgos, Language(s) spoken: English Keyword: Policy/Issues Mercè Garcia, Examples in: Latin and English Manhasset Union Free School District, Dexter Southfield, Boston, MA Examples in: English Manhasset, NY Visit our hospitality desk on Language(s) spoken: Latin and English Intended Audience(s): PreK-8 Language(s) spoken: English Intended Audience(s): Post-secondary the second floor Promenade Keyword: Instructional strategies Keyword: Policy/Issues to purchase your state basket Examples in: Spanish Examples in: Spanish raffle tickets! Language(s) spoken: English

All proceeds are returned to state associations.

Friday, February 14, Session 5, 4:30–5:30 p.m. Friday, February 14, Session 5, 4:30–5:30 p.m. 38 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 186 . Selecting Assessments for Heritage 188 . Bridging the Gap: Developing 190 . Exhibitor Session: Your Road Map Language Programs Global Citizens Through Virtual to CI Success Session: 5 Nassau East Exchanges Session: 5 Gramercy East This session presents a project to update a Session: 5 Murray Hill East Succeed with Comprehensible Input using free online tutorial about language As world language educators, we help our Voces Digital’s online programs for Spanish assessment to better meet the needs of students develop cultural awareness, 1-AP® and French 1-3. Kara Jacobs, a CI programs serving heritage language learners linguistic competence, and confidence to use teacher, presenter, and contributor to Voces, who have a home or cultural connection to the target language in a globalized world. will demonstrate this versatile ACTFL- and the language they are learning. Presenters Virtual language exchange projects are AP®-aligned curriculum. You will love the will highlight content from the tutorial effective resources to achieve this goal. This culturally rich stories, articles, videos, and including updates that respond to heritage session will present concrete examples of other high-quality resources. It’s your road program feedback and discuss research how to leverage institutional global map to CI! We will also be giving away free about the assessment needs of heritage partnerships to enable virtual interactions trials, so you can explore the material and programs. with native speakers and enhance students’ try it with your students when you go back Organizer/Presenter(s): understanding of language and culture. Each to school! presenter will give an overview to Organizer/Presenter(s): Jamie Morgan, incorporate authentic materials in the virtual Center for Applied Linguistics, Washington, partnerships and exchanges. Furthermore, Kara Jacobs, DC they will highlight how this set-up bridges Voces Digital Megan Montee, Ph.D., the gap for those students who may not be Intended Audience(s): High School Center for Applied Linguistics, Washington, able to participate in study-abroad Keyword: Materials DC experiences. Handouts will include samples Examples in: Spanish and French of successful conversations and assessments. Intended Audience(s): PreK-16+ (all) Language(s) spoken: English Keyword: Assessment Organizer/Presenter(s): Examples in: Multiple Adela Penagos, Ph.D., 191 . Exhibitor Session: How 'bout them Language(s) spoken: English Boston College, Chestnut Hill, MA AAPPLs? The Value of Proficiency Jessica Morones, Testing 187 . Chill Input Rice University, Houston, TX Session: 5 Gramercy West Session: 5 Nassau West Intended Audience(s): High School & In this session, take an in-depth look at the College It’s easy to feel that, in order to engage data produced by ACTFL Assessments Keyword: Instructional strategies students, we need spellbinding content, side- (especially the AAPPL) as they are splitting humor, or Herculean energy. But Examples in: Spanish administered on school, district, and state both teachers and students benefit from a Language(s) spoken: English levels. Explore how these innovative online calm atmosphere that begins with a mindful tools keep learning in the forefront and approach to teaching. In this session, we will provide tangible evidence of interpretive, 189 . World Language Full STEAM presentational, and interpersonal (that’s explore ways to help ourselves and our Ahead! students cultivate mindful calm even while right, interpersonal!) abilities. Our focus will Session: 5 Murray Hill West increasing proficiency in the target be on the robust national reporting system language, especially through guided and Although the letters “W” and “L” do not that is new to the 2020 AAPPL (in addition interactive listening tasks. Come for the appear in the acronyms STEM or STEAM, to other exciting AAPPL 2.0 upgrades), and teaching ideas or to recharge! that does not mean that world languages how it can be analyzed to fine-tune language programs. Organizer/Presenter(s): cannot be integrated with science, technology, engineering, art, and math. This Organizer/Presenter(s): Justin Slocum Bailey, session will provide teachers with fun and Indwelling Language, Ann Arbor, MI Andrew Bowen, engaging lesson ideas, proven activities and LTI, the Exclusive Provider of ACTFL Intended Audience(s): PreK-16+ (all) intercultural projects that not only integrate Assessments Keyword: Instructional strategies STEAM principles into the world languages classroom but also will add STEAM into Intended Audience(s): PreK-16+ (all) Examples in: English your curriculum. Keyword: Assessment Language(s) spoken: English Organizer/Presenter(s): Examples in: Multiple Mercè Garcia, Language(s) spoken: English Visit our hospitality desk on Dexter Southfield, Boston, MA the second floor Promenade Intended Audience(s): PreK-8 Keyword: Instructional strategies to purchase your state basket Examples in: Spanish raffle tickets! Language(s) spoken: English All proceeds are returned to state associations.

Friday, February 14, Session 5, 4:30–5:30 p.m. 39 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

192. Exhibitor Session: AATG 194. Exhibitor Session: 3 Keys to 196. Italian is Cool

Networking Session for German Unlocking a Novel Session: 5 East Suite, 4th Fl. Teachers Session: 5 Madison 199. NECTFL Awards Ceremony and Reception, 6:30–7:30 p.m. Rendezvous This session will focus on grants, scholarships, Session: 5 Gibson Teaching with a graded reader is amazing professional development, and summer Working in isolation is one of the greatest for creating limitless opportunities for programs opportunities available for K-12 challenges German teachers face. This communication. Through the students and teachers sponsored by the Italian networking session will focus on strategies implementation of novels, teachers can American Committee on Education (IACE), Please join us as we recognize our 2020 NECTFL award for growing and promoting the German capitalize on the cultural information, teach Calandra Institute, and La Scuola d'Italia program, addressing instructional issues, and content, foster global citizenship, and Guglielmo Marconi. Join us to learn how to developing mentoring networks. We’ll also develop proficiency. This session will focus apply for grants for Italian curricular courses winners, NECTFL Teacher of the Year (TOY), Mead Fellows, be discussing strategies to avert German on three strategies—dramatization, (teachers' salary and teaching materials). The teacher shortages, must-includes in a quick personalization, and using realia—that will presenters will also explore study abroad advocacy speech, and upcoming help teachers to engage students while program opportunities in Italy, field trips to professional development opportunities. providing rich, communicatively embedded major “Made in Italy” businesses in the New and all Northeast Region TOY finalists. Organizer/Presenter(s): input. York City area, as well as professional development workshops, offering ideas for Keith Cothrun, Organizer/Presenter(s): creative approaches to teaching Italian in American Association of Teachers of Craig Sheehy, various settings. Italian is cool! German TPRS Books Organizer/Presenter(s): Erika Berroth, Southwestern University, Intended Audience(s): High School Luigi Ballerini, Georgetown, TX Keyword: Instructional strategies Berardo Paradiso, Intended Audience(s): PreK-16+ (all) Examples in: Spanish, French, and German IACE, New York, NY Keyword: Professional development Language(s) spoken: English Maria Palandra, Enjoy your evening in New York City! Examples in: German La Scuola d'Italia NY, New York, NY Language(s) spoken: English 195. Junior High School: Starting the Anthony Tamburri, Ph.D., Path to Biliteracy Calandra Institute 193. Accessing Authentic Resources: 18 Session: 5 New York Suite, 4th Fl. Intended Audience(s): PreK-16+ (all) Strategies That Go Beyond In this session, presenters will share Keyword: Professional development Questioning instructional strategies that have motivated Examples in: English and Italian Session: 5 Clinton junior high school students to develop their Language(s) spoken: English and Italian There are so many ways learners can show literacy skills in the first year of Korean Have you considered their comprehension and expand on what language class. Various learning activities they have learned. In and of themselves, will be presented through examples of 197. One Size Doesn’t Fit All: authentic resources are highly motivating hands-on activities and/or audio and video Developing Curricula to Embrace joining the NECTFL uploads on Google Classroom. Participants Diversity Call for Proposals since they expose learners to everyday use Tweet us of the target language, make intercultural will get some ideas on how to make the Session: 5 Lincoln Suite, 4th Fl. Advisory Council? connections, and bring authenticity into the most out of the Workshop Model that is aligned with the three modes of ACTFL Teaching less commonly taught languages NECTFL 2021 @NECTFL1 classroom. But that motivation needs to be can be challenging due to the lack of maintained through relevance, challenge, performance indicators and how to Benefits include: successfully incorporate assessment into the standards-based teaching materials. and fun! In this session, the presenter will Consequently, teachers need to develop Finding Our Voice: share 18 strategies for supporting learners workshop model in order to enhance student #nectfl20 • Reduced conference registration effective curricula from the ground up and with comprehension of authentic texts and motivation, accessibility, and total World Languages rates engagement. adapt pedagogical practices. This presentation application of their language skills in will demonstrate how a Portuguese • A role in NECTFL leadership meaningful, follow-up tasks. Organizer/Presenter(s): for Social Justice intermediate level course was redesigned Let everyone • The right to vote in NECTFL

Organizer/Presenter(s): Hyunjoo Kwon, Ed.D., using principles of Backward Design, Board elections NYS LANGUAGE RBERN @NYU, New Deborah Espitia, ACTFL’s 5Cs, and Integrated Performance • The right to nominate candidates York, NY Assessments in order to address the linguistic Michael Bogdan, know about the Howard County Public Schools, retired, MD for board seats Jounghye Rhi, and cultural diversity of heritage speakers Intended Audience(s): Secondary (6-12) Chair • The right to nominate candidates East-West School of International Studies, from various Portuguese-speaking countries great things Keyword: Instructional strategies Flushing, NY and those, whose native language is Spanish. February 25–27, 2021 for NECTFL awards Examples in: Spanish and French • Ten free student award certificates Intended Audience(s): Middle School Organizer/Presenter(s): Language(s) spoken: English Celia Bianconi, Ph.D., New York Hilton you’re • An invitation to the NECTFL Keyword: Instructional strategies Boston University, Boston, MA Advisory Council Luncheon Examples in: English and Korean Deadline: May 1, 2020 Language(s) spoken: English and Korean Cristiane Soares, Ph.D., learning! Tufts University, Medford, MA Details can be found online at Intended Audience(s): High School & College www.nectfl.org. Keyword: Curriculum 198. Awards Photography, 5:30–6:30 p.m. Rendezvous Examples in: Portuguese

This is a closed session for 2020 NECTFL award winners. Language(s) spoken: English

Friday, February 14, Session 5, 4:30–5:30 p.m. Friday, February 14, Evening, 5:30–7:30 p.m. 40 FRIDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

199. NECTFL Awards Ceremony and Reception, 6:30–7:30 p.m. Rendezvous

Please join us as we recognize our 2020 NECTFL award winners, NECTFL Teacher of the Year (TOY), Mead Fellows, and all Northeast Region TOY finalists.

Enjoy your evening in New York City!

Have you considered Call for Proposals Tweet us joining the NECTFL Advisory Council? NECTFL 2021 @NECTFL1

Benefits include: Finding Our Voice: #nectfl20 • Reduced conference registration

World Languages rates for Social Justice • A role in NECTFL leadership Let everyone • The right to vote in NECTFL

Board elections Michael Bogdan, know about the • The right to nominate candidates Chair for board seats great things • The right to nominate candidates February 25–27, 2021 for NECTFL awards • Ten free student award certificates New York Hilton you’re • An invitation to the NECTFL Advisory Council Luncheon Deadline: May 1, 2020 learning! Details can be found online at www.nectfl.org.

Friday, February 14, Evening, 5:30–7:30 p.m. 41 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

SATURDAY

200. NADSFL/NCSSFL Breakfast 202. Best of DE: The Family BBQ: 204. Planning for Proficiency with the Session: 7:00–8:00 a.m. Madison Developing Simultaneous Brain in Mind Interpersonal Speaking Session: 6 Sutton South This is a closed meeting of NADSFL and Session: 6 Sutton North NCSSFL. Please RSVP prior to the Want to shake things up in your classroom? conference. Are you frustrated trying to create engaging Deepen your understanding of the learning Organizer/Presenter(s): interpersonal speaking activities? This brain. Knowing more about the brain and session will equip teachers with the tools to how it learns equips teachers to plan for and Frank Ruggiero, Ed.D., curate class-wide, simultaneous implement instruction in a way that responds Edison Public Schools, Edison NJ conversations, with learners driving to the way learners process instruction - speaking and teachers assessing proficiency making a direct impact on language Early Morning Yoga through performance benchmarks. acquisition, student target language use, and Participants will discuss rationale, identify proficiency growth. This session addresses Session: 6:45–7:30 a.m. Regent appropriate formative assessments to classroom applications of key research Free yoga sessions for all levels and all support learning, engage in a model findings that will make a difference! stages of practice! Join Jennifer Schwester, assessment, and create their own activity Organizer/Presenter(s): RYT-200, aka jennyzenyoga, for this early- using a template. Greta Lundgaard, morning yoga class. Start your day with Organizer/Presenter(s): breathing techniques and poses that will National Foreign Language Center, College keep you calm but energized throughout this Michael Husni, Park, MD amazing conference. All poses will be Middletown High School, Middletown, DE Intended Audience(s): Secondary (6-12) modified so that everyone can participate. Vincent Civarelli, Keyword: Research Middletown High School, Middletown, DE Please bring a yoga mat or towel with you Examples in: English and wear comfortable clothing. Namaste! Intended Audience(s): Secondary (6-12) Language(s) spoken: English Organizer/Presenter(s): Keyword: Instructional strategies Jennifer Schwester, jennyzenyoga Examples in: English and Spanish 205. Simple Steps to Keep Your Students Language(s) spoken: English Speaking in Spanish Session: 6 Regent Exhibit Hall 203. Featured Session: Real Lesson Worried because your students do not use Planning for the Dual Language the target language in your classes? Learn Coffee Break Classroom about advantageous and motivating Session: 6 Sutton Center activities, techniques and resources that will 8:00–8:30 a.m. The session will focus on authentic lesson engage your students and make them use the planning for the DL classroom, while target language all the time in the classroom. aligning with the 3 goals of dual language: Moreover you will gain information about Session 6 bilingualism and biliteracy, grade level how to help your students love the language achievement in both program languages, and and feel comfortable speaking in Spanish sociocultural competence. Via the C6 about any topic. The examples provided will 201. Best of PA: Laying a Foundation for focus on helpful activities for immersion the AP Exam in Levels 1-3 Biliteracy Framework, we can create access to grade level standards by valuing students’ programs and may also be applicable to Session: 6 Beekman entire linguistic and cultural repertoires. other types of programs. The AP language exam is no longer a Chinese/English and Spanish/English lesson Organizer/Presenter(s): grammar test! The new exam tests our examples will be shared during the session. Marta Hernandez, Ed.D., students for proficiency. Teaching with Organizer/Presenter(s): Memorial Elementary School, Upton, MA comprehensible input is a key way to José Medina, Ed.D., prepare our students for this test starting as Intended Audience(s): Elementary Dr. José Medina Educational Solutions, early as level 1. This session will give Keyword: Instructional strategies Silver Spring, MD practical strategies to use in the lower levels Examples in: Spanish that will build proficiency and lay a Larry Leaven, Language(s) spoken: Spanish and English Dalton School Hong Kong foundation for AP Exam success. Organizer/Presenter(s): Intended Audience(s): PreK-12 Michelle Kindt, Keyword: Instructional strategies Hershey High School, Hershey, PA Examples in: English, Chinese, and Spanish Intended Audience(s): Secondary (6-12) Language(s) spoken: English Keyword: Instructional strategies Examples in: French Language(s) spoken: English

Saturday, February 15, Early Morning and Session 6, 8:45–9:45 a.m. 42 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 206. STEM-focused Immersion Learning 208. Let’s Talk: Comparing Cultures in 210. Reading Strategies to Improve Session: 6 Bryant the Novice Classroom Language and Cultural Proficiency Session: 6 Nassau West Session: 6 Murray Hill West The presenters will walk participants through the six-week unit Building Bridges, Nervous about preparing novice learners for The presentation will explore the topic of which consists of sequential sets of upper-level classes? Presenters will share natural disasters using various literary concepts, and builds towards a final project. how to structure a series of lessons to genres from Spanish-speaking countries to Video excerpts of classroom activities will prepare novice level learners for a cultural improve intercultural and interpretive be shown, allowing participants to observe comparison task inspired by the Advanced communication. By using works from students learning to differentiate between Placement (AP) exam. Applicable even for literary authors like Neruda and Allende, stability and strength in different types of schools where AP is not offered, as teachers language learners will also be able to make bridges using different materials, as well as will leave with new ideas and strategies connections across disciplines and develop designing their own bridges using the about how to teach culture through authentic 21st century skills. Teaching about natural scoring sheets. Participants will learn how to contexts at the novice level. disasters shows the value of learning the key effectively teach subject matter using the Organizer/Presenter(s): elements of scientific study. This unit target language as the vehicle for instruction enables students to become aware of their Cassie Krawczyk Shulman, in an immersion setting that is infused with role as global citizens and allows them to Cora Hofstetter, cultural awareness. engage actively in society to confront social North County High School, Glen Burnie, MD Organizer/Presenter(s): injustices. Intended Audience(s): Secondary (6-12) Xiaoyin Ma, Organizer/Presenter(s): Keyword: Articulation Qinjuan Wu, Christina Toro, HudsonWay Immersion School, New York Examples in: Spanish, French, and German Arlington High School, Arlington, MA Language(s) spoken: English Intended Audience(s): PreK-8 Katia Marticorena,

Keyword: Curriculum Arlington High School, Arlington, MA 209. Engaging World Language Chinese Intended Audience(s): High School Examples in: Learners with Culture and History Language(s) spoken: English Keyword: Culture/Literature Session: 6 Murray Hill East Examples in: Spanish 207. Planning for More Universal Design Participants in this session will be engaged Language(s) spoken: Spanish in a discussion of historical memory. The in the Foreign Language Classroom presentation will outline the steps I took in Session: 6 Nassau East developing a course for undergraduates on 211. World of Possibilities: Connecting the Core Practices to Advanced Learners come with a variety of preferences, the themes of the Spanish Civil War. Literacies challenges, and strengths. While Participants discuss how they remember differentiated teaching is generally accepted, historical events, and then we will view Session: 6 Gramercy East common classroom strategies and materials in Spanish and in English which Next Generation Standards? Advanced assignments often create barriers, e.g. for my students used to discuss how a society literacies? Authentic discourse community? students with processing difficulties (speech deals or does not deal with tragedies and Best practices for multilingual/English- or visual). This presentation examines social abuses. I will share materials language learners? Have you heard these examples of popular activities and features regarding the history and literature of Spain terms? Within our language classrooms, we of language courses for their inherent during the Civil War, Franco's dictatorship, have a world of possibilities, and we aim to assumptions about abilities and presents and the Transition. Participants will view engage all our learners, which may include redesigns (e.g. alternate oral presentation samples of student projects which compare MLLs/ ELLs. The presenter will make the formats and visually accessible materials) historical memory issues in Spain with theoretical and practical connections which allow individual students to another country. This is a project which can between advanced literacies, which are the demonstrate their abilities in the target also be used in advanced high school foundation of the Next Generation ELA language in more flexible ways. Examples Spanish classes. Standards for New York State and an will provide a springboard for discussion Organizer/Presenter(s): important framework for MLL/ELL about various strategies for moving Patricia Smith, instruction, and ACTFL’s high-leverage language teaching practice in the direction Tufts University, Medford, MA (core) practices to promote authentic of more Universal Design for Learning. language learning for every student. Organizer/Presenter(s): Intended Audience(s): High School & College Organizer/Presenter(s): Silja Weber, Ph.D., Keyword: Culture/Literature Jill Schimmel Sopa, Jutta Schmiers-Heller, New York City Department of Education Isabelle Egger, Examples in: English and Spanish Hazel Rhodes, Language(s) spoken: English and Spanish Intended Audience(s): PreK-12 Columbia University, New York, NY Keyword: Connections/Comparisons Intended Audience(s): High School & College Examples in: Japanese Keyword: Instructional strategies Language(s) spoken: English

Examples in: German Language(s) spoken: English

Saturday, February 15, Session 6, 8:45–9:45 a.m. 43 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 212. Exhibitor Session: Cultural Games 214. Exhibitor Session: From Authentic Anne Connor, Ph.D., 217. Risk, Reach, and Relevance: Session 7 222. Featured Session: Gender Neutral for the Spanish Classroom Resources to Authentic Assessments Summer Language Institute for Interactive Activities to Engage All Options in Spanish and French for Students Inclusive Classrooms Session: 6 Gramercy West Session: 6 Clinton Spanish/French Teachers, 220. Best of NJ: Let's Talk Tech! Michelle Richau, Session: 6 East Suite, 4th Fl. Session: 7 Sutton Center Presenters will introduce and demonstrate The use of authentic resources provides Session: 7 Beekman various original games for the Spanish opportunities to connect learners to both the Frewsburg Central School, Frewsburg, NY Get ready to participate in a variety of This session will present current Are you looking for exciting technology- classroom, highlighting a Day of the Dead language and the cultures under study. Such Kathryn Fahey, communicative activities that will connect to grammatical correctness in gender-neutral based tools to engage your students in the board game that takes the students on a trip materials offer a window into the everyday The Chicago High School for the Arts, the conference theme of languages for all. pronouns in French and Spanish, present world language classroom? Join us as we to the 'mercado' to purchase the items for lives of people who speak the target Chicago, IL This session will incorporate relevant topics models of syllabi, materials and explore various technology platforms that their Day of the Dead celebration. The language; and as a result, encourage learners such as problem solving, cooperation, and assignments, consider some difficulties that Leonel Reyes Benitez, motivate students to use the target language. presenters will also demonstrate escape- to engage in authentic interpretive, leadership into the classroom, encouraging may arise from some choices, unpack the Lyons Township High School, LaGrange, IL Our workshop will focus on using Padlet, room type games with a cultural focus interpersonal, and presentational tasks that students to reach for more language than strategy behind specific word choices that Enrique Chacon, Ph.D., Plickers, and Google Glasses to help foster where students will work together to solve can provide formative or summative they possess, take risks in using the target promote education, inclusion, engagement Southern Oregon University, Ashland, OR communication, collaboration, and critical riddles and discover clues that will enable feedback on their performance. This session language and make relevant connections. and empowerment of genderqueer students thinking in language learners. Please bring them to open a variety of locks in order to examines different kinds of authentic Intended Audience(s): High School With cooperative games and other in a traditionally binary language setting. your personal device as you will participate gain access to a prize. All games were resources available along with a variety of Keyword: Instructional strategies dynamics, participants will be a part of the in various hands-on activities, as well as be Organizer/Presenter(s): designed and created by the presenters and task-types which lend themselves to process demonstrating how to engage Examples in: Spanish provided time for exploration. We look used in their classrooms. authentic assessment tasks. students in listening and speaking skills with Liliane Dusewoir, Language(s) spoken: English forward to sharing ways you can use tech these themes. Activities will demonstrate Boston University, Boston, MA Organizer/Presenter(s): Organizer/Presenter(s): tools to positively impact your students. how to include problem solving, Laura Mayron, JoDee Sattazahn, Jay Ketner, 216. Foreign Language Advocacy and cooperation, and leadership skills as a part Organizer/Presenter(s): Boston University, Boston, MA Carmen Alessi, Wayside Publishing the Opportunity to Learn Another of the language class. This can be adapted to Hannah Gallagher, Viva la Clase Heidi Holst-Knudsen, Ph.D., Intended Audience(s): Secondary (6-12) Language different levels in secondary and post- Melissa Sarracino, Columbia University, New York, NY Intended Audience(s): Secondary (6-12) Session: 6 New York Suite, 4th Fl. secondary education. Lawton C. Johnson Summit Middle School, Keyword: Assessment Intended Audience(s): High School & Keyword: Culture/Literature Examples in: Spanish and French Foreign language proficiency and cultural Organizer/Presenter(s): Summit, NJ College Examples in: English and Spanish Language(s) spoken: English knowledge are essential skills both globally William Brown, Intended Audience(s): PreK-12 Keyword: Diversity and locally, but many US students do not Language(s) spoken: English and Spanish Institute of Notre Dame, Baltimore, MD Keyword: Technology Examples in: Spanish and French have the opportunity to learn another 215. Exhibitor Session: Engaging All High School & Examples in: Multiple language. Advocacy can help to increase Intended Audience(s): Language(s) spoken: English 213. Exhibitor Session: Comprehensible Spanish Learners: Personalized, College opportunity and to empower learners, both Language(s) spoken: English Novels as the Basis for Instruction: Task-based and CALL Learning personally and professionally. Foreign Keyword: Instructional strategies Yes, Really! Projects 223. Developing Literacy with Visual language advocacy is for everyone—for Examples in: Spanish 221. Teaching World Languages to Texts Session: 6 Gibson Session: 6 Madison foreign language educators, for foreign Language(s) spoken: English Learners with Learning Differences Session: 7 Sutton South Don’t let the word “novel” cause any stress! How can we better engage all of our Spanish language stakeholders in business and Session: 7 Sutton North Using a book that is written for students in students? Recent graduates from SOU's government, and for parents and The use of visual texts in all disciplines 218. Past Chairs Breakfast This session explains how to provide invites inquiry and promotes curiosity. language that they can understand is not Summer Language Institute (MA in Spanish communities. It is a broad umbrella, with language learning opportunities for every only easy, it is a whole lot of fun! In this Language Teaching program) in room for many voices and many skills. If we Session: 6 Suite 4107 Learners work collaboratively to build learner, especially for students with learning understanding while engaging in critical hour, Jennifer Degenhardt and Alicia Guanajuato, Mexico, share the results of work together through our professional This is a closed breakfast meeting for past disabilities. We'll discuss articulated Quintero, authors of several comprehensible their action research projects, conducted in associations at all levels, with language thinking and problem solving skills as they chairs of the Northeast Conference. performance assessment tasks and three novels in Spanish, French and English, will three different high schools. The first project stakeholders, and most importantly, with focus on what can be learned from a visual modes for the inclusive class. The presenters share with participants how a compelling investigated the effects of personalized parents and communities, all learners can text. Participants will engage with a variety will demonstrate how to align the world novel can act as the springboard for just learning on students' engagement and have the opportunity to learn another of visual texts using visual thinking language teaching strategies with modes and about everything that teachers want to achievement in high school Spanish. The language. strategies that are easily adaptable for all other features to design the lesson for all ages and disciplines. Effective use of visuals provide for their students: great vocabulary, second project studied how to best serve Organizer/Presenter(s): learners with different needs. The presenters grammar in context, culture, history, social receptive bilinguals, who do not have the creates purpose for reading, writing, Kathleen Stein-Smith, Ph.D., will share their experience of designing and issues and more. Come ready to dig in with speaking or writing skills to be placed into listening and speaking as learners acquire Fairleigh Dickinson University, Exhibit Hall implementing their performance assessment the author and college-level Spanish teacher an advanced level of language, and found new content and thinking skills. Metropolitan Campus, Teaneck, NJ tasks. You will see how to design an as she helps you create activities that you that task-based language teaching helped Organizer/Presenter(s): effective lesson using three modes and can use—even with short stories— these students while still meeting the needs Intended Audience(s): PreK-16+ (all) Coffee Break Backward Design. Laura Terrill, immediately! of the novice L2 learner. The third project Keyword: Policy/Issues University of Maryland, College Park, MD examined the use of speaking activities 9:45–10:15 a.m. Organizer/Presenter(s): Organizer/Presenter(s): Examples in: English and French Secondary (6-12) using Flipgrid for heritage language Intended Audience(s): Jennifer Degenhardt, Language(s) spoken: English Lingling Xie, learners. Keyword: Instructional strategies Queens College, CUNY, New York, NY Alicia Quintero, Examples in: French and Spanish Puentes LLC Organizer/Presenter(s): Soojin Choikim, Queens College, New York, NY Language(s) spoken: English

Intended Audience(s): Secondary (6-12) Intended Audience(s): Secondary (6-12) Keyword: Instructional strategies Keyword: Instructional strategies Examples in: Spanish Examples in: English, Chinese, and Korean Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, Session 6, 8:45–9:45 a.m. Saturday, February 15, Session 6, 8:45–9:45 & Session 7 10:30–11:30 a.m. 44 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 217. Risk, Reach, and Relevance: Session 7 222. Featured Session: Gender Neutral Interactive Activities to Engage All Options in Spanish and French for Students Inclusive Classrooms 220. Best of NJ: Let's Talk Tech! Session: 6 East Suite, 4th Fl. Session: 7 Sutton Center Session: 7 Beekman Get ready to participate in a variety of This session will present current Are you looking for exciting technology- communicative activities that will connect to grammatical correctness in gender-neutral based tools to engage your students in the the conference theme of languages for all. pronouns in French and Spanish, present world language classroom? Join us as we This session will incorporate relevant topics models of syllabi, materials and explore various technology platforms that such as problem solving, cooperation, and assignments, consider some difficulties that motivate students to use the target language. leadership into the classroom, encouraging may arise from some choices, unpack the Our workshop will focus on using Padlet, students to reach for more language than strategy behind specific word choices that Plickers, and Google Glasses to help foster they possess, take risks in using the target promote education, inclusion, engagement communication, collaboration, and critical language and make relevant connections. and empowerment of genderqueer students thinking in language learners. Please bring With cooperative games and other in a traditionally binary language setting. your personal device as you will participate dynamics, participants will be a part of the in various hands-on activities, as well as be Organizer/Presenter(s): process demonstrating how to engage provided time for exploration. We look students in listening and speaking skills with Liliane Dusewoir, forward to sharing ways you can use tech these themes. Activities will demonstrate Boston University, Boston, MA tools to positively impact your students. how to include problem solving, Laura Mayron, cooperation, and leadership skills as a part Organizer/Presenter(s): Boston University, Boston, MA of the language class. This can be adapted to Hannah Gallagher, Heidi Holst-Knudsen, Ph.D., different levels in secondary and post- Melissa Sarracino, Columbia University, New York, NY secondary education. Lawton C. Johnson Summit Middle School, Intended Audience(s): High School & Organizer/Presenter(s): Summit, NJ College William Brown, Intended Audience(s): PreK-12 Keyword: Diversity Institute of Notre Dame, Baltimore, MD Keyword: Technology Examples in: Spanish and French Intended Audience(s): High School & Examples in: Multiple Language(s) spoken: English College Language(s) spoken: English Keyword: Instructional strategies 223. Developing Literacy with Visual Examples in: Spanish 221. Teaching World Languages to Texts Language(s) spoken: English Learners with Learning Differences Session: 7 Sutton South

Session: 7 Sutton North The use of visual texts in all disciplines 218. Past Chairs Breakfast This session explains how to provide invites inquiry and promotes curiosity. Session: 6 Suite 4107 language learning opportunities for every Learners work collaboratively to build learner, especially for students with learning understanding while engaging in critical This is a closed breakfast meeting for past disabilities. We'll discuss articulated thinking and problem solving skills as they chairs of the Northeast Conference. performance assessment tasks and three focus on what can be learned from a visual modes for the inclusive class. The presenters text. Participants will engage with a variety will demonstrate how to align the world of visual texts using visual thinking language teaching strategies with modes and strategies that are easily adaptable for all other features to design the lesson for all ages and disciplines. Effective use of visuals learners with different needs. The presenters creates purpose for reading, writing, will share their experience of designing and listening and speaking as learners acquire Exhibit Hall implementing their performance assessment new content and thinking skills. tasks. You will see how to design an Organizer/Presenter(s): Coffee Break effective lesson using three modes and Backward Design. Laura Terrill, University of Maryland, College Park, MD 9:45–10:15 a.m. Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Lingling Xie, Queens College, CUNY, New York, NY Keyword: Instructional strategies Examples in: French and Spanish Soojin Choikim, Queens College, New York, NY Language(s) spoken: English

Intended Audience(s): Secondary (6-12)

Keyword: Instructional strategies

Examples in: English, Chinese, and Korean

Language(s) spoken: English

Saturday, February 15, Session 6, 8:45–9:45 & Session 7 10:30–11:30 a.m. 45 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 224. Welcome to the Living Museum: 226. Language for All: Teaching Graffiti 228. Promoting Student Engagement 230. Tutoring, Retakes, and 233. Exhibitor Session: The Ideal Lesson 235. Excite the School with World Come Discover Contemporary for Intercultural Literacy with Digital Journals in Foreign Redemption: Helping Struggling Plan – 10 Steps to Total Fluency Language Lip Dubs & Flash Mobs Hispanic Heroes Session: 7 Nassau East Language Courses Students to Succeed Session: 7 Clinton Session: 7 East Suite, 4th Fl. Session: 7 Regent As authentic manifestations of contemporary Session: 7 Murray Hill East Session: 7 Gramercy East In this session, John Conner, Spanish In this fun, music-filled session, the This session will provide you with the tools language in socio-cultural contexts, graffiti This presentation introduces the Some students require additional support teacher at Groton School and author of the presenter will share how to organize and to organize your own living museum. mark territory, include or exclude people, implementation of digital journals as a tool outside of class. This may be to help them award-winning Breaking the Barrier world successfully execute world language-themed Designed for intermediate level Spanish create ever-changing cultural discourse, and to foster language learners' agency and build confidence before an assessment, or it language series, leads participants through lip dubs and flash mobs. For world language students in a college setting, this event can reveal social conflicts. Because texts are creativity. Digital Journals are mediated may be to help them recover after a less than ten activities guaranteed to make classes lip dubs, students write lyrics in the target be adapted. The presenter will share five short, they can be used at all levels. The texts in which students put into practice stellar performance. In this session, we will more productive and exciting. The ideas language to accompany the tunes of popular years of experience organizing this event. rebellious nature of graffiti fascinates cultural and linguistic features in their own look at how we spend our time with our presented in this session can be used in your songs, and then the entire school dances and Students select a highly accomplished students as they analyze culturally specific unique ways. These presentational projects students outside of regular class time, how classroom the very next day. lip-syncs the song as a camera moves contemporary Hispanic figure from a intent and message. This session presents maximize students’ engagement and develop we can help them recover from Organizer/Presenter(s): through the throngs of enthusiastic, teacher-approved list touting names like examples in Hebrew and German to address linguistic and cultural knowledge. After disappointing experiences, and how we can costume-clad people. Think this is “too John Conner, Pope Francis and Sonia Sotomayor. Students the following: a) What are some themes and introducing the pedagogical framework put struggling students on a path to success. much to plan”? This session will show you Breaking the Barrier, Inc., then move on to complete components how do they reflect Israeli or German 'Learning by Design' in which this project is Organizer/Presenter(s): everything you need to know. Nothing gets involving research, writing, presenting and culture and issues of social justice? b) How grounded, presenters will discuss the Intended Audience(s): Secondary (6-12) an entire community more mobilized and listening. After a month of preparation, can students make connections while objectives and assessment materials used, Jim Ventosa, excited about languages than a lip dub or a The McDonogh School, Owings Mills, MD Keyword: Instructional strategies students present a brief summary of the examining cultural products, practices, and and will demonstrate how digital journals Examples in: Spanish and French flash mob! accomplishments of their figure at the living perspectives? c) What are effective graffiti- are integrated into the syllabus. Finally, Intended Audience(s): Secondary (6-12) Language(s) spoken: English Organizer/Presenter(s): museum event. The living museum is a based activities? d) How can analyzing based on examples of teaching sequences Keyword: Instructional strategies community event where museum visitors graffiti promote equity, empathy, and student work, participants will discuss Jon Shee, Examples in: Spanish St. Luke's School, New Canaan, CT listen to 75 Spanish speakers and discover inclusivity, and interculturality? the ways they could implement digital 234. Stories, Robots, and Coding Language(s) spoken: English new Hispanic heroes. Clips of the event will journals in their own language teaching Intended Audience(s): Secondary (6-12) Organizer/Presenter(s): Session: 7 New York Suite, 4th Fl. be included. contexts. Keyword: Culture/Literature Mira Angrist, Robots have inspired our first-graders to Organizer/Presenter(s): Gisela Hoecherl-Alden, Ph.D., Organizer/Presenter(s): solve problems together while Examples in: Multiple Sheila Rodriguez, Ph.D., Boston University, Boston, MA Elyse Petit, Ph.D., 231. #techlab simultaneously learning the basics of Language(s) spoken: English Messiah College, Mechanicsburg, PA Intended Audience(s): PreK-16+ (all) Meghan McGinley, coding. They add a visual-kinesthetic Vanderbilt University, Nashville, TN element to stories that engage all learners. Intended Audience(s): High School & Keyword: Culture/Literature See end of Session 7. Come experience storytelling robotics College Hebrew and German Intended Audience(s): High School & Examples in: firsthand and collaborate with others to Keyword: Instructional strategies College Language(s) spoken: English discuss further applications of storytelling Keyword: Instructional strategies 232. Goethe-Institut Full-Immersion Examples in: Spanish and coding, including tech-free activities. Examples in: French Coaching Program Language(s) spoken: English 227. #SoyMigrante: Incorporating Organizer/Presenter(s): Thinking ahead to Language(s) spoken: English Session: 7 Gibson Intersectional Immigrant Stories in Natalia Malone-Hernandez, This presentation focuses on the Goethe- 225. Authentic World Language a Foreign Language Classroom The Dalton School, New York, NY lunch? Connections Through Culture, 229. Using Differentiated Instruction to Institut´s coaching program, a full- Session: 7 Nassau West Marissa Coulehan, Experiences and Freedom of Choice Create a Personalized Learning immersion and process-oriented professional Meals are not provided with the hotel In these difficult times for immigrants in the development training developed to empower Dobbs Ferry School District, NY Session: 7 Bryant Experience room rate or conference registration United States and in many places teachers of German to make long-term and Intended Audience(s): PreK-8 In this presentation, world language worldwide, it is critical to start creating Session: 7 Murray Hill West fees. Each day, the schedule has a autonomous improvements to their Keyword: Instructional strategies educators will explore their diverse more dialogues and safe spaces for students The strategies of differentiated instruction instruction. We will first present the free-of- longer break for lunch and visiting the Examples in: Spanish classroom populations and begin to to learn about the intersectional stories of allow educators to create a personalized charge comprehensive on-line and in-person exhibit hall. There are countless Language(s) spoken: English formulate ways to infuse the target language immigrants in the foreign language experience for their students in the world training for coaches at the Goethe-Institut options for lunch within walking culture and the represented cultures within classroom. These stories can set a tone to language classroom. The presenter will NY, which is open to all qualified teachers distance of the conference hotel. their academic pursuits. The goal is to revise and to see where in our curriculum do share strategies for differentiating content, of German accross the US. Additionally, we increase student engagement through we want to incorporate these topics. By process, and product using the research of will focus on methodology and pedagogy of Among them: understanding and providing a sense of using some implicit grammar techniques and Carol Ann Tomlinson and her team. the three-step coaching process in which • Herb N’ Kitchen (lobby, ask about authentic connection to the content. Student unique speaking/writing prompts, teachers Through learning how to differentiate, coach and coachee work together to reflect representation is a key factor in retention, can create some unique opportunities to not teachers will be able to create proficiency- breakfast and lunch special offers) on and improve lesson planning and rd compassion, and investment – let us see our only "set goals and reflect on their progress oriented tasks and assessments to meet the implementation. • Café 53 on W. 53 students shine in the TL by providing ways in using languages for enjoyment, readiness levels of all learners. Organizer/Presenter(s): • Halal Guys stand on the corner of to showcase who and what they represent! enrichment, and advancement," but also, for Organizer/Presenter(s): 53rd and 6th helping our students to develop empathy and Elena Alston, th Organizer/Presenter(s): Valerie Yocco Rossi, • Starbucks across the street on 6 better understanding of the immigrants here Goethe-Institut NY, New York Melissa Moran, Falk Laboratory School at the University of in the U.S. and beyond. Intended Audience(s): Secondary (6-12) Avenue, Science Leadership Academy @ Beeber, Pittsburgh, Pittsburgh, PA • Klein and Co. on 6th Ave between Organizer/Presenter(s): Keyword: Professional development Philadelphia, PA Intended Audience(s): Secondary (6-12) 55th and 56th Abelardo Almazán-Vázquez, Examples in: German Intended Audience(s): Secondary (6-12) Keyword: Instructional strategies • Chipotle at 6th Ave. and 56th The Putney School, Putney, VT Language(s) spoken: English Keyword: Culture/Literature Examples in: Spanish Intended Audience(s): PreK-16+ (all) Examples in: Spanish Language(s) spoken: English Keyword: Diversity Language(s) spoken: English

Examples in: Spanish Language(s) spoken: English

Saturday, February 15, Session 7 10:30–11:30 a.m. Saturday, February 15, Session 7 10:30–11:30 a.m. 46 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 230. Tutoring, Retakes, and 233. Exhibitor Session: The Ideal Lesson 235. Excite the School with World Redemption: Helping Struggling Plan – 10 Steps to Total Fluency Language Lip Dubs & Flash Mobs Students to Succeed Session: 7 Clinton Session: 7 East Suite, 4th Fl. Session: 7 Gramercy East In this session, John Conner, Spanish In this fun, music-filled session, the Some students require additional support teacher at Groton School and author of the presenter will share how to organize and outside of class. This may be to help them award-winning Breaking the Barrier world successfully execute world language-themed build confidence before an assessment, or it language series, leads participants through lip dubs and flash mobs. For world language may be to help them recover after a less than ten activities guaranteed to make classes lip dubs, students write lyrics in the target stellar performance. In this session, we will more productive and exciting. The ideas language to accompany the tunes of popular look at how we spend our time with our presented in this session can be used in your songs, and then the entire school dances and students outside of regular class time, how classroom the very next day. lip-syncs the song as a camera moves we can help them recover from Organizer/Presenter(s): through the throngs of enthusiastic, disappointing experiences, and how we can costume-clad people. Think this is “too John Conner, put struggling students on a path to success. much to plan”? This session will show you Breaking the Barrier, Inc., Organizer/Presenter(s): everything you need to know. Nothing gets Intended Audience(s): Secondary (6-12) an entire community more mobilized and Jim Ventosa, excited about languages than a lip dub or a The McDonogh School, Owings Mills, MD Keyword: Instructional strategies Examples in: Spanish and French flash mob! Intended Audience(s): Secondary (6-12) Language(s) spoken: English Organizer/Presenter(s): Keyword: Instructional strategies Jon Shee, Examples in: Spanish 234. Stories, Robots, and Coding St. Luke's School, New Canaan, CT Language(s) spoken: English Intended Audience(s): Secondary (6-12) Session: 7 New York Suite, 4th Fl. Keyword: Culture/Literature Robots have inspired our first-graders to solve problems together while Examples in: Multiple 231. #techlab simultaneously learning the basics of Language(s) spoken: English coding. They add a visual-kinesthetic

See end of Session 7. element to stories that engage all learners. Come experience storytelling robotics

firsthand and collaborate with others to 232. Goethe-Institut Full-Immersion discuss further applications of storytelling Coaching Program and coding, including tech-free activities. Session: 7 Gibson Organizer/Presenter(s): Thinking ahead to Natalia Malone-Hernandez, This presentation focuses on the Goethe- The Dalton School, New York, NY lunch? Institut´s coaching program, a full- Marissa Coulehan, immersion and process-oriented professional Meals are not provided with the hotel development training developed to empower Dobbs Ferry School District, NY room rate or conference registration teachers of German to make long-term and Intended Audience(s): PreK-8 fees. Each day, the schedule has a autonomous improvements to their Keyword: Instructional strategies instruction. We will first present the free-of- longer break for lunch and visiting the Examples in: Spanish charge comprehensive on-line and in-person exhibit hall. There are countless Language(s) spoken: English training for coaches at the Goethe-Institut options for lunch within walking NY, which is open to all qualified teachers distance of the conference hotel. of German accross the US. Additionally, we Among them: will focus on methodology and pedagogy of the three-step coaching process in which • Herb N’ Kitchen (lobby, ask about coach and coachee work together to reflect breakfast and lunch special offers) on and improve lesson planning and rd implementation. • Café 53 on W. 53 Organizer/Presenter(s): • Halal Guys stand on the corner of 53rd and 6th Elena Alston, th Goethe-Institut NY, New York • Starbucks across the street on 6 Intended Audience(s): Secondary (6-12) Avenue, • Klein and Co. on 6th Ave between Keyword: Professional development 55th and 56th Examples in: German • Chipotle at 6th Ave. and 56th Language(s) spoken: English

Saturday, February 15, Session 7 10:30–11:30 a.m. 47 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

231. Table 4. Personalizing Foreign 231. Table 6. Let Technology Steam Up 231. Table 8. Online Tools for Teaching 231. #techlab Language Students’ Learning with Language Arts Roman Culture within the Latin TES Teach! Session: 7 Gramercy West Classroom Session: 7 Gramercy West Session: 7 Gramercy West Have you ever wondered how technology Session: 7 Gramercy West NECTFL #techlab consists of tables led by tech experts, similar to a tech fair. Attendees will come to this session, but instead of Technology gives teachers many choices and arts can work together to enhance This presentation is designed for teachers sitting down and learning from one presenter only, they will have the opportunity to learn ‘à la carte’ from several world when it comes to creating lessons and students’ language ability? The presenter will interested in incorporating online tools in activities for students, but not all technology demonstrate three dynamic, flexible and their teaching of Roman history and culture language educators with expertise in instructional technology. Participants may stay as long as they like with one presenter or ensures successful delivery. After personalized online tools to bring more fun within the Latin classroom. Teachers will be browse the tables at their own pace. Please bring a laptop, a tablet, or a mobile device (Wi-Fi not included) and walk away with a experiencing TES Teach platform, I was and laughter into your class. Incredibox introduced to two websites, InsertLearning new app or with an innovative tech-infused lesson for your students. All languages and tech skill levels are welcome! impressed by the space that allowed me to provides a creative and collaborative and Wizer.me, which allow teachers to Organizer/Presenter(s): create activities and to access, modify, platform to deliver students' thoughts through create online worksheets and documents for develop and adapt online content – all while music. Quick, Draw gives opportunities for their students to work on independently on Deborah Espitia, Howard County Public Schools, ret., MD engaging students. TES Teach makes it easy students with different talents to shine. their computers or tablets. Particpants will to plan, build, and deliver interactive lessons Students also learn vocabulary in a fun way. be introduced to the two websites and will with personal content, as well as content Popplet helps students to organize content be provided with examples of worksheets 231. Table 1. Engaging Language 231. Table 2. Reduce, Reuse and Recycle 231. Table 3. Gimkit: Engaging and from YouTube, TES resources, and other with visual supports and strengthens their and documents that I have created. Time Lessons with Pear Deck in Global Education Learning Motivating Assessment digital media. Students can use TES Teach critical thinking skills. With hands-on will be given for interested participants to Session: 7 Gramercy West Session: 7 Gramercy West Session: 7 Gramercy West to create their own lessons and presentations instructions, participants can create language try creating their own original documents Pear Deck is an exceptionally engaging Designing and using cost effective materials Gimkit is an online assessment tool which on any topic. All participants in this songs, learn vocabulary by quick drawings that they can utilize in their classes. educational technology software that for world languages classrooms: integrating can be used for formative or summative presentation, regardless of the language they and visualize their ideas using mind-mapping Organizer/Presenter(s): teach, will learn how to create a digital and skills. Student work will be displayed at the seamlessly blends presentation and informal QR code triggers, augmented reality, Google work in the world language classroom. Matthew Davison, Ph.D., creative lesson using TES Teach. presentation. formative assessment. Teachers can easily Maps/Street View, etc. This technology Gimkit allows teachers to create quizzes that Friends' Academy, Locust Valley, NY design presentations in which they session presentation will examine different are then played live or assigned as Organizer/Presenter(s): Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) simultaneously provide direct instruction combined digital and physical materials for homework, and students will be able to play Iman Elahmadieh, Allison Lai, and check for student comprehension. Pear world language classrooms that can be used the game and earn cash simultaneously. Defense Language Institute, Augusta, GA Springside Chestnut Hill Academy, Keyword: Technology Deck also supplies templates for warm ups, efficiently in several global environments. Students are engaged in the process, Examples in: Latin Intended Audience(s): Post-secondary Philadelphia, PA closures, and critical thinking, all of which The main idea is to explore a variety of low realizing they can earn cash that can then be Language(s) spoken: English Keyword: Technology Intended Audience(s): PreK-12 comprise a full package of interactive cost student projects for every learner in the used to ¨buy¨ items in a teacher (or class) learning. Teachers can use Pear Deck for a 21st century. designed store. Students and teachers can Examples in: English Keyword: Technology host of language lessons, from cultural Organizer/Presenter(s): keep track of funds earned. Teachers can use Language(s) spoken: English Examples in: Chinese Do you have a favorite tech tool that content to new grammatical concepts, all the accuracy scores to grade students for work Language(s) spoken: English while engaging their students and providing Pablo Pintado-Casas, Ph.D., being performed. Games can be run for a you use in your classroom? 231. Table 5. Increasing Engagement, frequent checks for understanding. Kean University, Union, NJ specific amount of time with students Consider submitting a #techlab Proficiency, and Assessment 231. Table 7. Digital Field Trips and Katica Urbanc, Ph.D., attempting to earn as much money as Organizer/Presenter(s): Cultural Touring proposal for NECTFL 2021! Wagner College, Staten Island, NY possible in the given time frame, which Session: 7 Gramercy West Stefanie Gigante, serves to reinforce material and improve This session examines and demonstrates Session: 7 Gramercy West Ridgewood High School, Ridgewood, NJ Intended Audience(s): High School & College concepts or vocabulary being studied. different ways of building student This presentation gives language educators Intended Audience(s): Secondary (6-12) 236. Advisory Council Meeting and Lunch Keyword: Materials Organizer/Presenter(s): motivation, cultural understanding, learner the opportunity of virtually exploring Keyword: Technology engagement, and self-confidence through important places from Spanish speaking 11:30 a.m.–12:30 p.m. Madison Examples in: Spanish and English Samantha Christopher, Examples in: Multiple Brooke Point High School, Stafford, VA the use of innovative technologies. Join the countries with their students, inside and Language(s) spoken: English and Spanish This is a closed meeting and luncheon for Language(s) spoken: English conversation about combining authentic outside the classroom. Digital mapping Intended Audience(s): Secondary (6-12) resources to enhance students' proficiency allows students to embark in virtual field members of the NECTFL Advisory Council.

Keyword: Technology and different ways to assess it through Web trips they can design, customize and share Please visit our website or contact Examples in: spanish 2.0 tools. Attendees will benefit from with their class. These field trips can include [email protected] for details. Prior registration required. Language(s) spoken: English learning about a selection of tools suitable museums, markets, monuments, natural for any classroom and will leave with a wonders, and urban and/or rural landscapes.

number of strategies to use in their own Virtual field trips promote a greater classrooms. understanding of the diversity among

Organizer/Presenter(s): different Spanish speaking countries. Positive attitude towards cultural differences, Exhibit Hall Kate Kagan, Ph.D., historical events and knowledge of diverse Russell Sage College, Troy, NY world perspectives are crucial components of Coffee Break Intended Audience(s): High School & the development of students’ cultural College competence. 12:30–1:00 p.m. Keyword: Assessment Organizer/Presenter(s): Examples in: English and Spanish Elizabeth Contreras, Language(s) spoken: English University of Pittsburgh at Greensburg, PA Intended Audience(s): High School & College Keyword: Technology Examples in: Spanish Language(s) spoken: English

Saturday, February 15, #TECHLAB, 10:30–11:30 a.m. Saturday, February 15, #TECHLAB, 10:30–11:30 a.m. 48 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 231. Table 4. Personalizing Foreign 231. Table 6. Let Technology Steam Up 231. Table 8. Online Tools for Teaching Language Students’ Learning with Language Arts Roman Culture within the Latin TES Teach! Session: 7 Gramercy West Classroom Session: 7 Gramercy West Have you ever wondered how technology Session: 7 Gramercy West Technology gives teachers many choices and arts can work together to enhance This presentation is designed for teachers when it comes to creating lessons and students’ language ability? The presenter will interested in incorporating online tools in activities for students, but not all technology demonstrate three dynamic, flexible and their teaching of Roman history and culture ensures successful delivery. After personalized online tools to bring more fun within the Latin classroom. Teachers will be experiencing TES Teach platform, I was and laughter into your class. Incredibox introduced to two websites, InsertLearning impressed by the space that allowed me to provides a creative and collaborative and Wizer.me, which allow teachers to create activities and to access, modify, platform to deliver students' thoughts through create online worksheets and documents for develop and adapt online content – all while music. Quick, Draw gives opportunities for their students to work on independently on engaging students. TES Teach makes it easy students with different talents to shine. their computers or tablets. Particpants will to plan, build, and deliver interactive lessons Students also learn vocabulary in a fun way. be introduced to the two websites and will with personal content, as well as content Popplet helps students to organize content be provided with examples of worksheets from YouTube, TES resources, and other with visual supports and strengthens their and documents that I have created. Time digital media. Students can use TES Teach critical thinking skills. With hands-on will be given for interested participants to to create their own lessons and presentations instructions, participants can create language try creating their own original documents on any topic. All participants in this songs, learn vocabulary by quick drawings that they can utilize in their classes. presentation, regardless of the language they and visualize their ideas using mind-mapping Organizer/Presenter(s): teach, will learn how to create a digital and skills. Student work will be displayed at the Matthew Davison, Ph.D., creative lesson using TES Teach. presentation. Friends' Academy, Locust Valley, NY Organizer/Presenter(s): Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Iman Elahmadieh, Allison Lai, Defense Language Institute, Augusta, GA Springside Chestnut Hill Academy, Keyword: Technology Examples in: Latin Intended Audience(s): Post-secondary Philadelphia, PA Language(s) spoken: English Keyword: Technology Intended Audience(s): PreK-12

Examples in: English Keyword: Technology Language(s) spoken: English Examples in: Chinese Do you have a favorite tech tool that Language(s) spoken: English you use in your classroom?

231. Table 5. Increasing Engagement, Consider submitting a #techlab Proficiency, and Assessment 231. Table 7. Digital Field Trips and

Session: 7 Gramercy West Cultural Touring proposal for NECTFL 2021! This session examines and demonstrates Session: 7 Gramercy West different ways of building student This presentation gives language educators 236. Advisory Council Meeting and Lunch motivation, cultural understanding, learner the opportunity of virtually exploring engagement, and self-confidence through important places from Spanish speaking 11:30 a.m.–12:30 p.m. Madison the use of innovative technologies. Join the countries with their students, inside and conversation about combining authentic outside the classroom. Digital mapping This is a closed meeting and luncheon for resources to enhance students' proficiency allows students to embark in virtual field members of the NECTFL Advisory Council. and different ways to assess it through Web trips they can design, customize and share Please visit our website or contact 2.0 tools. Attendees will benefit from with their class. These field trips can include [email protected] for details. Prior registration learning about a selection of tools suitable museums, markets, monuments, natural required. for any classroom and will leave with a wonders, and urban and/or rural landscapes. number of strategies to use in their own Virtual field trips promote a greater classrooms. understanding of the diversity among Organizer/Presenter(s): different Spanish speaking countries. Positive attitude towards cultural differences, Exhibit Hall Kate Kagan, Ph.D., historical events and knowledge of diverse Russell Sage College, Troy, NY world perspectives are crucial components of Coffee Break Intended Audience(s): High School & the development of students’ cultural College competence. 12:30–1:00 p.m. Keyword: Assessment Organizer/Presenter(s): Examples in: English and Spanish Elizabeth Contreras, Language(s) spoken: English University of Pittsburgh at Greensburg, PA Intended Audience(s): High School & College Keyword: Technology Examples in: Spanish Language(s) spoken: English

Saturday, February 15, #TECHLAB, 10:30–11:30 a.m. 49 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. Session 8 242. Featured Session: AP For All: 244. Providing for All Students’ Needs 246. It's Complicated – Developing 248. Fostering Active Learning through 250. Empower Yourself, Empower Confident Communication in All the Use of Images Others Heritage Learners and Educators in with Creative, Innovative Lessons Students 240. Best of RI: From Input to Output: Nueva York Session: 8 Regent Session: 8 Murray Hill East Session: 8 Gramercy East Session: 8 Nassau East Ten CI Activities that Generate Session: 8 Sutton Center The three presenters have spent the last Images are a powerful tool for promoting Two paths brought the presenter to leadership Output “I can speak Spanish, pero me cuesta several years attempting to create lessons World language courses broach multifaceted student-centered learning and integrating in her community: using and teaching about Session: 8 Beekman escribirlo.” We hear it countless times, both that will provide our students with the skills topics in pursuit of the 5Cs. It is important to cultural topics into lesson plans. Through ACTFL’s core practices and Krashen’s in and out of class, and we are addressing they will need in the 21st century. At our hear from all of our students, but it's their description and interpretation of visual hypotheses, and identifying her own vision In this fun-filled workshop, you will learn challenging to include all voices in information, students can construct and mission statements. As a teacher in a ten activities you can do on Monday with that challenge! Over 55,000 NYC students presentation, we will demonstrate how, took an AP exam last year. Among them is a through the use of technology, i.e. tasks, classroom conversations. Many students knowledge and formulate ideas in the target district without department chairs, there is little to no preparation. We will start with a struggle to express themselves, even when language with reduced instructor little collaboration on a larger scale. By being brief discussion of the benefits of growing number of Latinx students who take hyperdocs, self-reflections, etc., teachers can the AP Spanish Language and Culture provide for all students’ needs, with a they have valuable contributions. A handful intervention, setting the stage for a more a part of ACTFL-LILL and NYSAFLT’s Comprehensible Input before turning to one of voices or viewpoints can dominate a student-centered classroom. In this session, Leaders of Tomorrow, the presenter had the of its major critiques, that it doesn't allow course and exam. Our heritage language greater possibility for differentiation, thus learners face different challenges than our giving students choices and the opportunity conversation. Time and logistical limitations presenters will share ideas on how to use opportunity to collaborate with a group of students enough opportunity to express make it feel impossible to assess each culturally relevant images as the point of language educator-leaders from all parts of themselves in the target language. We will L2 learners, especially in the presentational to be successful. In this session participants mode. Join us to learn what factors and will explore different ways using Google student. In this interactive session, you'll departure for the creation of linguistic the country, in diverse positions and at then explore five activities that encourage practice three classroom strategies for activities, as well activities focusing on different stages of careers. This session aims writing and five activities that promote classroom techniques contributed to those tools to access a student’s performance and students’ success. Three AP teachers and AP proficiency differentiated by a student’s developing confident oral and written cultural understanding, cross-cultural to showcase what leadership can be, how to speaking. Each one is low-stress and high- expression from students of all ages, ability comparisons and critical thinking. identify one’s cornerstone beliefs and show yield, thereby allowing even the most table leaders share their experiences and interests, learning readiness, abilities and instructional strategies that led to improved prior knowledge. levels, and personality types. Organizer/Presenter(s): them to others, and how to lead without being reticent of students to demonstrate what they an administrator. know. student performance throughout the city. Organizer/Presenter(s): Organizer/Presenter(s): Heidi Holst-Knudsen, Ph.D., Participants will analyze student samples Jason Caputo, Alexandra Borer, Ph.D., Organizer/Presenter(s): Organizer/Presenter(s): Diane Chiocca, and hear students’ voices on the challenges Park Middle School, Scotch Plains, NJ Pascale Crépon, Ph.D., Jenny Delfini, Kevin Quigley, and impacts of the course and exam results. Dayci Chivukula, Ann Marie Waidelich, Intended Audience(s): PreK-16+ (all) Samuel Skippon, New Paltz CSD, New Paltz, NY The Founders Academy, Manchester, NH Organizer/Presenter(s): Columbia University, New York, NY Grover Middle School, W. Windsor Twshp, NJ Keyword: Instructional strategies Intended Audience(s): PreK-16+ (all) Intended Audience(s): Secondary (6-12) Ken Stewart, Intended Audience(s): Secondary (6-12) Examples in: English, Italian, and Spanish Intended Audience(s): High School & Keyword: Communities/Workplace Keyword: Instructional strategies Duke University, Durham, NC College Keyword: Instructional strategies Language(s) spoken: English Examples in: Multiple Examples in: French Justin Seifts, Keyword: Instructional strategies Examples in: French, Spanish and German Language(s) spoken: English Language(s) spoken: English East Chapel Hill High School, NC Examples in: French Language(s) spoken: English 247. The Real World: The Language Yensen Lambert, Language(s) spoken: English Classroom 241. Best of ME: Be the Calm Classroom Greens Farms Academy, CT 245. Promoting Rigor and Engagement Session: 8 Nassau West 251. Research Roundtable Session: 8 Sutton North Intended Audience(s): High School 249. Engaging Students Through in the Chinese Classroom: Play and Have you ever wished you could attend a Keyword: Diversity Questioning in the Foreign See end of Session 8. Many of us are familiar with high energy Learn session where you could peek into the Examples in: English and Spanish Language Classroom brain breaks and movement activities, but Session: 8 Bryant teacher’s classroom and see what they are what about those calmer techniques that also Language(s) spoken: Spanish Session: 8 Murray Hill West Promoting rigor and engagement in world doing with students from day one to the final 252. The Case of the Disappearing support children? This conversation builds language teaching is becoming more and more assessment? Have you wondered what When it comes for administrators to observe Requirement off of my 2018 NNELL Keynote speech, learning a language looks like in the real and evaluate a foreign language class the 243. Supporting Learners Along necessary and even urgent. Backed up by such Session: 8 Gibson sharing ideas and resources to incorporate Pathways to Seal of Biliteracy and theories as Bloom’s Taxonomy, Backward world with real kids and real teachers who very first thing they do when giving you techniques and activities that create peaceful Beyond Design, and the IMAGE Model, the presenter, face the same challenges as you? Then this feedback is “What questioning techniques College and university professors read with moments, engage the brain with purposeful believing that language learning should be fun, session is for you! Join this ACTFL Teacher did you use in order to engage your students alarm the demise of over 650 language Session: 8 Sutton South movement, and provide alternatives to exciting, and meaningful, will introduce a of the Year and her colleague as they show and get them talking and discussing the programs in the past year. High school energetic activities which many young All means all: Are all learners given equitable variety of effective strategies and minds-on you sample learning episodes from French, topic?” Questioning techniques are very teachers see yet another motivation slipping children have difficulty handling without access to programs and assessments to collaborative activities designed to engage German, and Spanish classrooms at their important in any classroom that is how we away from them. Foreign Language may be losing self control, yet still support learning achieve a seal of biliteracy (SOBL)? Examine students from multi-level Chinese classrooms. school. Pictures and videos will show what are making sure we are promoting effective no longer for all. Why are these programs and aid in classroom management. Geared updated guidelines outlining what state Around the World, Taboo, Tableau, Virtual students were asked to do, what resources learning. In a foreign language classroom disappearing and what can we do about it? primarily for elementary classrooms, these education agencies and organizations, public Gallery Walk, Put a Cap on Learning, to name they were given, and how they performed— you can make sure you are actually doing it Why do schools and colleges no longer even are also applicable to all grade levels. school districts, and non-public institutions just a few. Procedures, protocols, and samples from start to finish. See how learning to by teaching your students how to ask require a language? This session will will be shared for next day teaching. Project- Organizer/Presenter(s): can do to document learners’ achievement of become a proficient speaker of a language is questions and have discussions among attempt to analyze the phenomenon of the a state’s SOBL. Create pathways for heritage based learning and portfolio-based assessment Julie Speno, made possible for all students at all levels in themselves. This session will provide you vanishing language requirements and and non-native learners to “level up” to the will also be highlighted to cater to diverse Camden Rockport Elementary School, student populations. The audience will walk the real world. with tools and ideas on how to start teaching programs, and with the help of the required level of proficiency. Rockport, ME away with concrete ideas to power up their Organizer/Presenter(s): your students to ask questions. participants propose solutions to this Organizer/Presenter(s): classrooms. Organizer/Presenter(s): contemporary challenge. Intended Audience(s): PreK-8 Cora Hofstetter, Bridget Yaden, Ph.D., Organizer/Presenter(s): Keyword: Instructional strategies Organizer/Presenter(s): North County HS, Glen Burnie, MD Andrea Hernandez, ACTFL & Pacific Lutheran University, New Visions Charter High School for the Mary Helen Kashuba, SSJ, DML, Examples in: Spanish and Russian Tacoma, WA Wei Guo, Katrina Griffin, Riverdale Country School, Bronx, NY North County HS, Glen Burnie, MD Advanced Math and Science III, New York Chestnut Hill College, Philadelphia, PA Language(s) spoken: English Howie Berman, Intended Audience(s): High School Intended Audience(s): High School & College ACTFL, Alexandria, VA Intended Audience(s): Secondary (6-12) Intended Audience(s): PreK-16+ (all) Keyword: Instructional strategies Keyword: Instructional strategies Keyword: Instructional strategies Keyword: Curriculum Intended Audience(s): PreK-16+ (all) Examples in: Chinese Examples in: German, French, and Spanish Examples in: Spanish Examples in: Multiple Keyword: Diversity Language(s) spoken: English and Chinese Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English Examples in: English

Language(s) spoken: English

Saturday, February 15, Session 8, 1:00–2:00 p.m. Saturday, February 15, Session 8, 1:00–2:00 p.m. 50 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 246. It's Complicated – Developing 248. Fostering Active Learning through 250. Empower Yourself, Empower Confident Communication in All the Use of Images Others Students Session: 8 Murray Hill East Session: 8 Gramercy East Session: 8 Nassau East Images are a powerful tool for promoting Two paths brought the presenter to leadership World language courses broach multifaceted student-centered learning and integrating in her community: using and teaching about topics in pursuit of the 5Cs. It is important to cultural topics into lesson plans. Through ACTFL’s core practices and Krashen’s hear from all of our students, but it's their description and interpretation of visual hypotheses, and identifying her own vision challenging to include all voices in information, students can construct and mission statements. As a teacher in a classroom conversations. Many students knowledge and formulate ideas in the target district without department chairs, there is struggle to express themselves, even when language with reduced instructor little collaboration on a larger scale. By being they have valuable contributions. A handful intervention, setting the stage for a more a part of ACTFL-LILL and NYSAFLT’s of voices or viewpoints can dominate a student-centered classroom. In this session, Leaders of Tomorrow, the presenter had the conversation. Time and logistical limitations presenters will share ideas on how to use opportunity to collaborate with a group of make it feel impossible to assess each culturally relevant images as the point of language educator-leaders from all parts of student. In this interactive session, you'll departure for the creation of linguistic the country, in diverse positions and at practice three classroom strategies for activities, as well activities focusing on different stages of careers. This session aims developing confident oral and written cultural understanding, cross-cultural to showcase what leadership can be, how to expression from students of all ages, ability comparisons and critical thinking. identify one’s cornerstone beliefs and show levels, and personality types. Organizer/Presenter(s): them to others, and how to lead without being an administrator. Organizer/Presenter(s): Heidi Holst-Knudsen, Ph.D., Jason Caputo, Alexandra Borer, Ph.D., Organizer/Presenter(s): Park Middle School, Scotch Plains, NJ Pascale Crépon, Ph.D., Jenny Delfini, Intended Audience(s): PreK-16+ (all) Samuel Skippon, New Paltz CSD, New Paltz, NY Columbia University, New York, NY Keyword: Instructional strategies Intended Audience(s): PreK-16+ (all) Examples in: English, Italian, and Spanish Intended Audience(s): High School & Keyword: Communities/Workplace College Language(s) spoken: English Examples in: Multiple Keyword: Instructional strategies Language(s) spoken: English Examples in: French 247. The Real World: The Language Classroom Language(s) spoken: English

Session: 8 Nassau West 251. Research Roundtable 249. Engaging Students Through Have you ever wished you could attend a Questioning in the Foreign See end of Session 8. session where you could peek into the Language Classroom teacher’s classroom and see what they are Session: 8 Murray Hill West doing with students from day one to the final 252. The Case of the Disappearing assessment? Have you wondered what When it comes for administrators to observe Requirement learning a language looks like in the real and evaluate a foreign language class the world with real kids and real teachers who very first thing they do when giving you Session: 8 Gibson face the same challenges as you? Then this feedback is “What questioning techniques College and university professors read with session is for you! Join this ACTFL Teacher did you use in order to engage your students alarm the demise of over 650 language of the Year and her colleague as they show and get them talking and discussing the programs in the past year. High school you sample learning episodes from French, topic?” Questioning techniques are very teachers see yet another motivation slipping German, and Spanish classrooms at their important in any classroom that is how we away from them. Foreign Language may be school. Pictures and videos will show what are making sure we are promoting effective no longer for all. Why are these programs students were asked to do, what resources learning. In a foreign language classroom disappearing and what can we do about it? they were given, and how they performed— you can make sure you are actually doing it Why do schools and colleges no longer even from start to finish. See how learning to by teaching your students how to ask require a language? This session will become a proficient speaker of a language is questions and have discussions among attempt to analyze the phenomenon of the made possible for all students at all levels in themselves. This session will provide you vanishing language requirements and the real world. with tools and ideas on how to start teaching programs, and with the help of the Organizer/Presenter(s): your students to ask questions. participants propose solutions to this contemporary challenge. Cora Hofstetter, Organizer/Presenter(s): North County HS, Glen Burnie, MD Andrea Hernandez, Organizer/Presenter(s): Katrina Griffin, New Visions Charter High School for the Mary Helen Kashuba, SSJ, DML, North County HS, Glen Burnie, MD Advanced Math and Science III, New York Chestnut Hill College, Philadelphia, PA Intended Audience(s): PreK-16+ (all) Intended Audience(s): High School Intended Audience(s): High School & College Keyword: Instructional strategies Keyword: Instructional strategies Keyword: Curriculum Examples in: German, French, and Spanish Examples in: Spanish Examples in: Multiple Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, Session 8, 1:00–2:00 p.m.

51 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 253. Mead Project: Over 100 Videos to 255. Voices of Diaspora: Scaffolding 256. Collaboration: The Key to Shining a Help Integrate Perú into Your Culture in French and Spanish Spotlight on World Language 251. Research Roundtable (RRT) Lessons Courses Programs Session: 8 Clinton Session: 8 New York Suite, 4th Fl. Session: 8 East Suite, 4th Fl. Session: 8 Gramercy West Want to access over 100 cultural videos that In the L2 classroom, promoting an By collaborating with other teachers in In this special session, there will be two presenters stationed at each of the tables, with one presenter sharing his or her topic will help you integrate Perú into the understanding of the breadth and diversity of multiple disciplines from music to art to during the first half and the second presenter during the second half. We recommend that presenters speak/share findings curriculum? It’s challenging to find videos the French and Spanish-speaking world is technology and beyond, we can shine a for the classroom, and this workshop will critical. The effective integration of culture brighter spotlight on the world language for approximately 18 to 20 minutes, leaving about 10 minutes for discussion and questions. We will repeat this format provide you with the material that students allows us not only to spark student interest, classroom by gaining access to a greater during the second segment of the session. You may stay at the same table for the entire two presentations, or change tables need in order to learn about Peruvian but meet world-readiness standards and audience. In this way, important at mid-session for the second presentation. culture: daily routines, common foods, build 21st century skills. In this interactive stakeholders in the community can see the Organizer/Presenter(s): professions, culture shock, the arts, and session, we seek to share strategies for valuable work going on in our world more. Participants will experience lessons scaffolding cultural products and practices language classrooms and see the Christopher Gwin, University of Pennsylvania, Philadelphia, PA centered around the videos, with from the French and Spanish-speaking connections that can be made across the Catherine Ritz, Ed.D., Boston University, Wheelock College of Education & Human Development, MA accompanying activities aimed to develop diaspora in intermediate level language curriculum. This session will empower Cynthia Chalupa, West Virginia University, Morgantown, WV intercultural competence and to practice all courses. Multimodal examples include texts educators to collaborate with other educators Xiaoyan Hu, University of Rhode Island, Kingston, RI modes of communication. By the end of the and media from South America, the to create outstanding language showcase Kathy Fegely, Antietem High School, retired, Reading, PA workshop, you will gain access to these Caribbean, and West Africa ,and opportunities in the community. Many ideas

plentiful videos, collaborate with colleagues accompanying activities that target all for collaborative programs will be shared during a variety of creative and hands-on modes of communication. that participants will be able to immediately 251. Table 1. Constructing Grammar 251. Table 1. Effectiveness of 251. Table 2. Who Develops Speaking with a Cultural Base Communicative Processing Proficiency? Exploring Factors activities, and receive templates you can Organizer/Presenter(s): implement in their own schools and districts. modify to create lessons of your own. Session: 8 Gramercy West Instruction When Teaching Spanish That Influence Gains in Proficiency Kate Lakin-Schultz, Ph.D., Organizer/Presenter(s): Past Tense Session: 8 Gramercy West Organizer/Presenter(s): Boston University, Boston, MA Rebecca Klassen, For many students, language in itself Session: 8 Gramercy West Beth Pachas, Amina Shabani, Ph.D., Henry Barnard School/ Rhode Island without a specific and meaningful context in This presentation will discuss the results of Joel Barlow High School, Redding, CT Boston University, Boston, MA College, Providence, RI which to use it is insufficient. Thus, it is Spanish past tense is a challenging grammar large-scale proficiency testing of over 300 important to present grammar in an structure for native speakers of English who students studying Arabic, Chinese, French, Intended Audience(s): High School & Jason Santo, Intended Audience(s): High School & authentic cultural context to prove its are learning Spanish. Spanish has two German, Italian, and Spanish. These College College Henry Barnard School/ Rhode Island College, Providence, RI communicative validity. Exposing grammar tenses, preterit and imperfect, different students took the Oral Proficiency Interview Keyword: Materials Keyword: Culture/Literature in a realistic cultural scenario before endings for all subject pronouns, and many - Computer (OPIc) and completed Examples in: Spanish Examples in: French and Spanish Intended Audience(s): PreK-12 explaining it makes students open to the irregular conjugations. This paper presents background questionnaires targeting Language(s) spoken: English and Spanish Language(s) spoken: English Keyword: Connections/Comparisons explanation, curious to learn the rules, and the results of an empirical study that information about their language learning interested in mastering the concept, analyzes the strategies used by intermediate experiences and learner characteristics. We Examples in: Spanish and French recognizing it as the means by which to learners of Spanish while learning past will discuss the factors that best predicted 254. Mentor Scholarship Winner Debrief Language(s) spoken: English participate in and assimilate to the culture. tense. Those strategies are used to create a speaking proficiency in this study and Session: 8 Madison Organizer/Presenter(s): teaching methodology based on the subsequent related pedagogical interventions communicative approach and the second for increasing speaking proficiency. This is a closed event for Mentor Megan Biondi, Ph.D., Scholarship Program participants. 251. Research Roundtable language acquisition theories of “Processing Organizer/Presenter(s): County College of Morris, Randolph, NJ Instruction” and “Input processing” created Organizer/Presenter(s): See next page. LeAnne Spino, Ph.D., Intended Audience(s): High School & by VanPatten (1995, 2002) and Wong Nathan Lutz, Kent Place School College (2002). University of Rhode Island, Kingston, RI

Keyword: Instructional strategies Organizer/Presenter(s): Yu Wu, Ed.D., University of Rhode Island, Kingston, RI Examples in: Italian and Spanish Vilma Concha-Chiaraviglio, D.A., Megan Echevarria, Ph.D., Language(s) spoken: English Meredith College, Raleigh, NC University of Rhode Island, Kingston, RI

Intended Audience(s): PreK-16+ (all) Niko Tracksdorf, Ph.D., Keyword: Instructional strategies University of Rhode Island, Kingston, RI Examples in: Spanish Intended Audience(s): High School & Language(s) spoken: English College Keyword: Assessment Examples in: Spanish, Chinese, and German Language(s) spoken: English

Saturday, February 15, Session 8, 1:00–2:00 p.m. Saturday, February 15, RESEARCH ROUNDTABLE, 1:00–2:00 p.m. 52 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

251. Research Roundtable (RRT) Session: 8 Gramercy West In this special session, there will be two presenters stationed at each of the tables, with one presenter sharing his or her topic during the first half and the second presenter during the second half. We recommend that presenters speak/share findings for approximately 18 to 20 minutes, leaving about 10 minutes for discussion and questions. We will repeat this format during the second segment of the session. You may stay at the same table for the entire two presentations, or change tables at mid-session for the second presentation. Organizer/Presenter(s): Christopher Gwin, University of Pennsylvania, Philadelphia, PA Catherine Ritz, Ed.D., Boston University, Wheelock College of Education & Human Development, MA Cynthia Chalupa, West Virginia University, Morgantown, WV Xiaoyan Hu, University of Rhode Island, Kingston, RI Kathy Fegely, Antietem High School, retired, Reading, PA

251. Table 1. Constructing Grammar 251. Table 1. Effectiveness of 251. Table 2. Who Develops Speaking with a Cultural Base Communicative Processing Proficiency? Exploring Factors Session: 8 Gramercy West Instruction When Teaching Spanish That Influence Gains in Proficiency Past Tense For many students, language in itself Session: 8 Gramercy West without a specific and meaningful context in Session: 8 Gramercy West This presentation will discuss the results of which to use it is insufficient. Thus, it is Spanish past tense is a challenging grammar large-scale proficiency testing of over 300 important to present grammar in an structure for native speakers of English who students studying Arabic, Chinese, French, authentic cultural context to prove its are learning Spanish. Spanish has two German, Italian, and Spanish. These communicative validity. Exposing grammar tenses, preterit and imperfect, different students took the Oral Proficiency Interview in a realistic cultural scenario before endings for all subject pronouns, and many - Computer (OPIc) and completed explaining it makes students open to the irregular conjugations. This paper presents background questionnaires targeting explanation, curious to learn the rules, and the results of an empirical study that information about their language learning interested in mastering the concept, analyzes the strategies used by intermediate experiences and learner characteristics. We recognizing it as the means by which to learners of Spanish while learning past will discuss the factors that best predicted participate in and assimilate to the culture. tense. Those strategies are used to create a speaking proficiency in this study and Organizer/Presenter(s): teaching methodology based on the subsequent related pedagogical interventions communicative approach and the second for increasing speaking proficiency. Megan Biondi, Ph.D., language acquisition theories of “Processing Organizer/Presenter(s): County College of Morris, Randolph, NJ Instruction” and “Input processing” created Intended Audience(s): High School & by VanPatten (1995, 2002) and Wong LeAnne Spino, Ph.D., College (2002). University of Rhode Island, Kingston, RI Keyword: Instructional strategies Organizer/Presenter(s): Yu Wu, Ed.D., University of Rhode Island, Kingston, RI Examples in: Italian and Spanish Vilma Concha-Chiaraviglio, D.A., Language(s) spoken: English Meredith College, Raleigh, NC Megan Echevarria, Ph.D., University of Rhode Island, Kingston, RI Intended Audience(s): PreK-16+ (all) Niko Tracksdorf, Ph.D., Keyword: Instructional strategies University of Rhode Island, Kingston, RI Examples in: Spanish Intended Audience(s): High School & Language(s) spoken: English College Keyword: Assessment Examples in: Spanish, Chinese, and German Language(s) spoken: English

Saturday, February 15, RESEARCH ROUNDTABLE, 1:00–2:00 p.m. 53 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 251. Table 3. Teaching Francophone 251. Table 4. Developing L2 Proficiency 251. Table 5. Developing Korean 251. Table 6. Examining the Impact of 251. Table 7. How to Design Course 251. Table 8. Value Added: Cultural Studies in the 21st Century at the and Engaging Students with Speech Language Programs Focused on Cross-cultural Professional Modules in Blended Learning in K- Learning in First-year College College Level Communities Korean Heritage Learners Development in the U.S. 16 Language Study Session: 8 Gramercy West Session: 8 Gramercy West Session: 8 Gramercy West Session: 8 Gramercy West Session: 8 Gramercy West Session: 8 Gramercy West This presentation explores different strategies Service learning has been used as an effective In this study, we examined the problems and This study examines the impact of a U.S.-based This presentation will demonstrate a course This session presents research on the for integrating Francophonie into the teaching of mechanism for creating ties between universities prerequisites of Korean language instruction in PD program on bilingual coordinators from unit that consists of three modules in online increase of cultural knowledge in first-year the French language at the university level. We and communities. In L2 Spanish contexts, it has several countries – issues such as the educational Spain. The program’s purpose was to deepen and blended learning environments. The unit study of Arabic, French, German, and examine the challenges and rewards of a task- provided opportunities for learners to move out process, teaching curriculum, teaching materials, international WL coordinators’ leadership and focuses on learning the Korean alphabet and Spanish at CUNY senior and community based approach, as well as several winning of the classroom setting and interact with native teaching methodology, and evaluation – in order pedagogical practices to create more learner- the introduction of Korean cultural items: colleges. Data based on questionnaires strategies. Our presentation will show how to speakers. However, most of these experiences to analyze the Korean language education directed, proficiency-oriented, standards-based Korean pop songs and food. All modules use covering a variety of cultural content areas integrate Francophonie in a fun way into the are not successfully implemented given the lack centered on Korean heritage language learners classrooms that promote engaged learning and various online tools and mobile applications is used to compare overall differentials in language course, thanks to the creation by of conceptual and practical frameworks. The in the U.S. The study pays particular attention to authentic language development through content that would help students achieve their can- student knowledge between start and end students of "self-teaching" tools complementary purpose of this presentation is to discuss the the possibility of developing a competitive instruction. Analysis of participants’ portfolios, do statement through collaborative and points of courses, within and across to the textbook. This will allow us to achieve effectiveness of a service-learning program in Korean language education, plan to train critical reflective practices, and post-program two goals: to show how these tools allow the Medical Spanish classes. By considering instructors, and developing supporting programs interviews revealed their understandings of U.S. interactive activities. In this session, the languages and colleges, as well as in specific student to approach and synthesize notions of communities’ needs as a core component in for associated primary, middle and high school approaches and program goals. Data also presenter will discuss how to design and thematic categories. The analysis engages civilization or culture that are sometimes establishing successful partnerships, the author education institutions. revealed the influence on the development of develop the blended learning modules using participants in a discussion about diverse technologies to enhance students’ meaningful cultural topics and goals for difficult to grasp; the second objective of our proposes a bottom-up service-learning model Organizer/Presenter(s): intercultural competence. Using an inquiry lens, presentation will be to illustrate how these that supports the improvement of L2 Spanish the results underscore the importance of active participation and creative skills in beginners, and encourages further research "tools" make it possible to work on learning new proficiency by creating institutional and cultural Hye Young Shin, Ph.D., considering expanded possibilities for teacher online/blended learning environments. This at courses of all levels. American University, Washington, DC vocabulary and comprehension, but also written collaboration. PD across borders to learn more about WL presentation also provides suggestions on Organizer/Presenter(s): and oral expression. instructional approaches. how to design a blended course unit that Organizer/Presenter(s): Sehyun Yun, Fabiola Salek, Ph.D., Organizer/Presenter(s): George Mason University, Fairfax, VA Organizer/Presenter(s): could maximize the use of advanced tools in Jeannette Sanchez-Naranjo, Ph.D., the digital age. York College - CUNY, New York, NY Evelyne Bornier, Ph.D., Amherst College, Amherst, MA Intended Audience(s): PreK-16+ (all) Rebecca Fox, Ph.D., Alicia Ramos, Ph.D., Auburn University, Auburn, AL Kelley Webb, Organizer/Presenter(s): Intended Audience(s): Post-secondary Keyword: Policy/Issues Hunter College, New York, NY George Mason University, Fairfax, VA Hei Yoo, Ph.D., Intended Audience(s): Post-secondary Keyword: Communities/Workplace Examples in: Korean Eckhard Kuhn-Osius, Ph.D., Post-secondary George Mason University, Fairfax, VA Keyword: Instructional strategies Examples in: Spanish Language(s) spoken: English and Korean Intended Audience(s): Hunter College, New York, NY Professional development Intended Audience(s): Post-secondary Examples in: French Language(s) spoken: English and Spanish Keyword: Intended Audience(s): Post-secondary Examples in: English and Spanish Keyword: Instructional strategies Language(s) spoken: French 251. Table 5. Instructional Practices of Keyword: Culture/Literature English-Chinese and English- Examples in: Korean 251. Table 4. Influences of a MOPI Language(s) spoken: English Examples in: Arabic, French, German and Spanish Dual-Language Immersion 251. Table 3. Social Justice and Higher Workshop on Language Teaching Language(s) spoken: English Spanish Teachers Education: Teaching Foreign and Learning 251. Table 6. State World Language Language(s) spoken: English Languages for Social Justice Session: 8 Gramercy West Session: 8 Gramercy West Standards: Frameworks, Practices, 251. Table 7. Teaching with Canvas Session: 8 Gramercy West We present the analysis of video, audio, and and Implications In U.S. higher education, the ACTFL guidelines Session: 8 Gramercy West 251. Table 8. K-Friends, Peer Learning observation data from eight kindergarten Session: 8 Gramercy West The paper will examine how students should be have influenced many foreign language Many colleges and universities are Community of Practice classrooms at two separate sites, each engaged in an educational process that aims to curricula in proficiency-based programs which This presentation presents the results of a switching their learning management system observed at least twice. The observed Session: 8 Gramercy West fulfill the main components of social justice. define students’ language capacity at various comparative analysis of state world language to Canvas. In this session, I will demonstrate classrooms include four English-Spanish and K-Friends is a Community Learning Project This will be done through creating assignments stages in the learning process. However, standards in 2019. We examine when, how, and some features of Canvas such as modules, that develop a better understanding of the Arab- four English-Chinese cohorts following a for Korean language learners by native- relevant professional development (PD) in what areas states have revised their standards assignments, quizzes, pages, and discussions speaking world and the social movements in the 50/50 model in which 50% of instruction is speaking undergraduate students at a opportunities for in-service instructors in post- since original publication, the extent to which to show how Canvas can be set up not only Middle East (particularly in Arab countries). secondary education are scarce. In addition, for delivered in English and 50% in university. The project was launched and states have adopted or adapted the ACTFL to store content and tools, but also to create The main goal of the suggested plan is to enrich those who do participate in such PD, the extent Chinese/Spanish. Preliminary results indicate World-Readiness Standards (2015), and the implemented by a Korean faculty member materials which complement the face-to- Arabic language knowledge through teaching to which FL instructors apply their new important differences and similarities for terminology used in state frameworks for and a Korean international student face activities. I will also show how Canvas social justice characteristics, terminology, and knowledge and skills about assessment into language use in the different classrooms and instruction and assessment of languages other organization. It was mainly to help Korean integrates with educational apps and with vocabulary on a global scale. The final paper program planning and understand their students’ teachers’ instructional practices in each of the than English. The study is supplemented with language learners with homework and social media. will answer some important questions, including proficiency after PD are often overlooked. This languages. Teachers’ instructional practices, findings from a survey of Massachusetts conversation practice in a non-classroom how to choose a textbook that works well with research presentation shows the influences of an the availability and type of language input, educators on their experience with the state’s Organizer/Presenter(s): setting. However, the project found that both the topic, and how to create assignments that online orientation and face-to-face MOPI and their impact on opportunities for learning 1999 foreign languages curriculum framework. Graziana Ramsden, Ph.D., student groups received benefits and demonstrate, through comparisons of Arabic and workshop on teaching and learning in higher will be discussed in order to inform We will discuss implications for world language Massachusetts College of Liberal Arts, advantages as K-Friends continued. The American cultures, the understanding of social education. education for all learners, informed by the understanding about subject content teaching North Adams, MA presenter will explore the approach and justice and the concept of culture. current state of world language standards in the Organizer/Presenter(s): and language development in classrooms. progress and share strategies and findings. United States and teacher attitudes from one Intended Audience(s): Post-secondary Organizer/Presenter(s): Margaret Malone, Ph.D., Organizer/Presenter(s): state undergoing the revision process. Keyword: Instructional strategies Organizer/Presenter(s): Lamees Fadl, AELRC-Georgetown University, DC City University of New York, NY Kevin McManus, Ph.D., Organizer/Presenter(s): Examples in: Spanish Eunju Na, Margaret Borowczyk, Pennsylvania State University, University New York University, New York, NY Jamie Morgan, Language(s) spoken: English Intended Audience(s): High School & College AELRC-Georgetown University, DC Park, PA Francesca Di Silvio, Intended Audience(s): Post-secondary Keyword: Curriculum Rima Elabdali, Brody Bluemel, Ph.D., Center for Applied Linguistics, Washington, DC Keyword: Communities/Workplace Examples in: English and Arabic Georgetown University, Washington, DC Delaware State University, Dover, DE Intended Audience(s): PreK-12 Examples in: Korean Language(s) spoken: English Intended Audience(s): Post-secondary Intended Audience(s): PreK-16+ (all) Keyword: Policy/Issues Language(s) spoken: English and Korean Keyword: Assessment Keyword: Instructional strategies Examples in: English Examples in: Arabic and Spanish Examples in: Chinese, Spanish, and English Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, RESEARCH ROUNDATBLE, 1:00–2:00 p.m. Saturday, February 15, RESEARCH ROUNDATBLE, 1:00–2:00 p.m. 54 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 251 . Table 6. Examining the Impact of 251 . Table 7. How to Design Course 251 . Table 8. Value Added: Cultural Cross-cultural Professional Modules in Blended Learning in K- Learning in First-year College Development in the U.S. 16 Language Study Session: 8 Gramercy West Session: 8 Gramercy West Session: 8 Gramercy West This study examines the impact of a U.S.-based This presentation will demonstrate a course This session presents research on the PD program on bilingual coordinators from unit that consists of three modules in online increase of cultural knowledge in first-year Spain. The program’s purpose was to deepen and blended learning environments. The unit study of Arabic, French, German, and international WL coordinators’ leadership and focuses on learning the Korean alphabet and Spanish at CUNY senior and community pedagogical practices to create more learner- the introduction of Korean cultural items: colleges. Data based on questionnaires directed, proficiency-oriented, standards-based Korean pop songs and food. All modules use covering a variety of cultural content areas classrooms that promote engaged learning and various online tools and mobile applications is used to compare overall differentials in authentic language development through content that would help students achieve their can- student knowledge between start and end instruction. Analysis of participants’ portfolios, Canceled by Presenter do statement through collaborative and points of courses, within and across critical reflective practices, and post-program interviews revealed their understandings of U.S. interactive activities. In this session, the languages and colleges, as well as in specific approaches and program goals. Data also presenter will discuss how to design and thematic categories. The analysis engages revealed the influence on the development of develop the blended learning modules using participants in a discussion about intercultural competence. Using an inquiry lens, diverse technologies to enhance students’ meaningful cultural topics and goals for the results underscore the importance of active participation and creative skills in beginners, and encourages further research considering expanded possibilities for teacher online/blended learning environments. This at courses of all levels. PD across borders to learn more about WL presentation also provides suggestions on Organizer/Presenter(s): instructional approaches. how to design a blended course unit that Fabiola Salek, Ph.D., Organizer/Presenter(s): could maximize the use of advanced tools in the digital age. York College - CUNY, New York, NY Rebecca Fox, Ph.D., Organizer/Presenter(s): Alicia Ramos, Ph.D., Kelley Webb, Hunter College, New York, NY George Mason University, Fairfax, VA Hei Yoo, Ph.D., George Mason University, Fairfax, VA Eckhard Kuhn-Osius, Ph.D., Intended Audience(s): Post-secondary Hunter College, New York, NY Intended Audience(s): Post-secondary Keyword: Professional development Intended Audience(s): Post-secondary Keyword: Instructional strategies Examples in: English and Spanish Keyword: Culture/Literature Examples in: Korean Language(s) spoken: English Examples in: Arabic, French, German and Language(s) spoken: English Spanish 251 . Table 6. State World Language Language(s) spoken: English Standards: Frameworks, Practices, 251 . Table 7. Teaching with Canvas and Implications Session: 8 Gramercy West 251 . Table 8. K-Friends, Peer Learning Session: 8 Gramercy West Many colleges and universities are Community of Practice This presentation presents the results of a switching their learning management system Session: 8 Gramercy West comparative analysis of state world language to Canvas. In this session, I will demonstrate K-Friends is a Community Learning Project standards in 2019. We examine when, how, and some features of Canvas such as modules, for Korean language learners by native- in what areas states have revised their standards assignments, quizzes, pages, and discussions speaking undergraduate students at a since original publication, the extent to which to show how Canvas can be set up not only university. The project was launched and states have adopted or adapted the ACTFL to store content and tools, but also to create World-Readiness Standards (2015), and the implemented by a Korean faculty member materials which complement the face-to- terminology used in state frameworks for and a Korean international student face activities. I will also show how Canvas instruction and assessment of languages other organization. It was mainly to help Korean integrates with educational apps and with than English. The study is supplemented with language learners with homework and social media. findings from a survey of Massachusetts conversation practice in a non-classroom educators on their experience with the state’s Organizer/Presenter(s): setting. However, the project found that both 1999 foreign languages curriculum framework. Graziana Ramsden, Ph.D., student groups received benefits and We will discuss implications for world language Massachusetts College of Liberal Arts, advantages as K-Friends continued. The education for all learners, informed by the North Adams, MA presenter will explore the approach and current state of world language standards in the progress and share strategies and findings. United States and teacher attitudes from one Intended Audience(s): Post-secondary state undergoing the revision process. Keyword: Instructional strategies Organizer/Presenter(s): Organizer/Presenter(s): Examples in: Spanish Eunju Na, New York University, New York, NY Jamie Morgan, Language(s) spoken: English Francesca Di Silvio, Intended Audience(s): Post-secondary Center for Applied Linguistics, Washington, DC Keyword: Communities/Workplace Intended Audience(s): PreK-12 Examples in: Korean Keyword: Policy/Issues Language(s) spoken: English and Korean Examples in: English Language(s) spoken: English

Saturday, February 15, RESEARCH ROUNDATBLE, 1:00–2:00 p.m. 55 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 251. Table 9. Integrating Service- 251. Table 10. Multi-level World 251. Table 11. Comparing the Session 9 262. Featured Session: Teaching our 264. Using Authentic Resources to Teach learning into Language Courses Language Classes: Reality and Acquisition of False Cognates with Tongues: Celebrating Linguistic Grammar in Context Session: 8 Gramercy West Innovative Solutions Two Meaningful Activities 260. Best of NH: Using Comprehensible and Cultural Diversity in Schools Session: 9 Regent Service-learning opportunities Session: 8 Gramercy West Session: 8 Gramercy West Input to Empower Students with Session: 9 Sutton Center The “Core Practices for Language Learning” encompassing a variety of courses across Multi-level classes have proliferated over In an attempt to make meaning and translation Social and Emotional Challenges In our linguistically diverse schools, we boast by the American Council on Teaching multiple disciplines have the potential to the past few decades due to declining converge, this pilot study will look at students Session: 9 Beekman a student body in which many different Foreign Languages (ACTFL) include “teach play a significant role in students’ enrollments, diminished budgets and of Spanish as a SL and Spanish HS in a 400- For students with anxiety or other social, languages are spoken in our students’ homes. grammar as a concept and use in context.” experiences during their college years. My competition with advanced level classes in level course in a higher education institution. emotional, and behavioral challenges, the With such a wealth of languages, it is In this session, we will explore routines and research focuses on the development, other content areas. A multi-level classroom From an action-research framework, on two world language classroom can be an important to find ways to celebrate students’ strategies for finding examples of grammar design, and implementation of a service- can have a significant impact on different sessions, I will use two different extremely intimidating place. In this session, languages in a public and enjoyable way. in context, processes and protocols that lead learning component into college-level opportunities for proficiency development in activities to teach two sets of 10 frequently classes are an excellent the presenter will provide an overview of Student-run language students to inductively analyze how language courses, specifically Spanish. We the classroom. This session will present the seen, heard and used false cognates in means of tapping in to the talent, generosity community building strategies and language structures function, and ways to will discuss our objectives for such classes, results of a national research project that Spanish, and compare the results in terms of of spirit, and pride in home cultures and comprehensible input techniques that make grammar in context a natural part of specific projects, challenges and benefits to investigated this long-standing trend and students’ acquisition to answer the following cultivate an empowering community for all languages that exist in our schools. In this learning content in the target language. everyone involved. In addition, relevant engage session participants in a discussion research questions: How do discrete items vs. types of learners. Attendees will also session, we will explore a decade-long Organizer/Presenter(s): perspectives from instructors and students in of real-world adaptations for the realities of items embedded in a text compare regarding student-run language program that involved explore the specifics of anxiety disorders regards to service-learning projects will be today's classroom. the acquisition of false cognates?, Can we middle and high school students in teaching Leslie Grahn, and why language classrooms can be shared with the audience. observe a significant difference in the prior classes in their home language for other Howard County Public Schools, retired, MD Organizer/Presenter(s): particularly challenging for these students. knowledge of false cognates between SSL students, teachers, and community members. Intended Audience(s): PreK-16+ (all) Organizer/Presenter(s): Christina Huhn, Ph.D., and SH speakers?, and What is the students' Organizer/Presenter(s): Resources, materials, and examples will be Beatriz Huarte Macione, Ph.D., Indiana University of PA, Indiana, PA Keyword: Instructional strategies preference in terms of both activities and how Becky Hopkinson, provided to inspire participants to undertake a Examples in: Multiple King University, Bristol, TN Intended Audience(s): PreK-16+ (all) does it relate to actual results? Pinkerton Academy, Derry, NH similar project in their own school contexts. High School & Language(s) spoken: English Intended Audience(s): Keyword: Curriculum Organizer/Presenter(s): Intended Audience(s): PreK-16+ (all) Organizer/Presenter(s): College Examples in: English Julia Isaac, Keyword: Instructional strategies Lori Langer de Ramirez, Ed.D., Keyword: Research 265. Pulsera Project: Lessons for Language(s) spoken: English American University, Washington, DC Examples in: Spanish The Dalton School, New York, NY Empowerment, Unity, and Social Examples in: English Intended Audience(s): Post-secondary Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Justice Language(s) spoken: English 251. Table 10. Why Intercultural Keyword: Research Keyword: Diversity Session: 9 Bryant

Communicative Competence and Examples in: English and Spanish 261. Engaging All Language Learners Examples in: Multiple 251. Table 9. Culture and Diversity in L2 How? Are We Prepared? Want to change the world with your Language(s) spoken: English with Free Tech Tools Language(s) spoken: English curriculum but don’t know how to begin? Teaching Practices: Curriculum Session: 8 Gramercy West Are you looking for ways to incorporate Artifacts Session: 9 Sutton North

Intercultural Communicative Competence This session presents ten free online tools 263. Safe Space, Brave Space: Creating social justice, empowerment, and unity into Session: 8 Gramercy West (ICC) is a foreign topic to many veteran 251. Table 11. Film Subtitling in the that can be used in any language class to Empowering Learning your curriculum? This session, highlighting This presentation focuses on a qualitative world language teachers. Newer or pre- Foreign Language Classroom: An inspire and engage students. The presenters Environments Through Theatre the mission of the Pulsera Project, will study that investigated culture and diversity service teachers might have some Effective Instructional Tool provide authentic resources with which to will demonstrate the tools and discuss Session: 9 Sutton South in second language (L2) teaching practices. understanding of the concept but, still, are Session: 8 Gramercy West options for incorporating them at different explore these issues. We will navigate the Seventeen L2 teachers at one independent not exactly sure of the significance of ICC, Creating a safe environment is essential to language levels. Session participants will process of converting your visions of secondary school in the northeastern United its benefits or how to implement it. This Audiovisual material has been used for many support the learning of our students. When leave with hands-on ideas for implementing grandeur into manageable goals across States were interviewed, and relevant curricular project is based on studies that years in the language classroom. Showing films students feel safe, they feel encouraged to varying levels of ACTFL proficiency. with subtitles has been proved to be useful in these tools in their own teaching. The tools findings are discussed. In addition to an have focused on the meaning of ICC as well leave their comfort zones, take risks, and Presenters will also provide a template for many ways. However, language learners have are not language specific and the majority of exploration of teachers’ decisions about as the lack of training for teachers. It challenge themselves. They develop the traditionally adopted a passive role, merely them can be adapted for any language. The developing strategies and methods for every cultural content and diversity, teachers' use includes practical ideas for implementation growth mindset that allows them to see limited to watching an already subtitled film in selected tools encourage communication and learner that will propel your lessons to the obstacles and mistakes as unique opportunities and examples of curriculum artifacts are of ICC in a Spanish I classroom, as well as their L2. This study proposes the introduction of interaction, foster all skill areas, and support next level as well as provide an optional to grow and learn. Come explore the uses of presented. reflections on planning, instruction, student an interactive subtitling module in a higher proficiency-based instruction. Additionally, service project opportunity! learning, and student reactions. theatre in the classroom to promote bonding, Organizer/Presenter(s): education language course, in which students the tools can be used for a variety of Organizer/Presenter(s): a sense of community, and to help your Organizer/Presenter(s): actively participate in the creation of subtitles. educational goals: fostering pronunciation Sheri Dion, students come out of their shells. You will be Erin Hunkemoeller, Working with authentic films is expected to be skills, practicing oral competencies, University of New Hampshire, Durham, NH Nancy Diaz, exposed to a variety of acting/improv Urban Assembly Maker Academy, New engaging and motivating; improve learners' promoting cultural awareness, encouraging Intended Audience(s): High School Manhasset UFSD, Manhasset, NY vocabulary, listening, reading, and writing techniques and drama exercises aimed at York, NY critical thinking and discussion skills, and Keyword: Diversity Carolina Bustamante, Ph.D., skills; and sharpen their intercultural developing empathy, creativity, and Sarah Ross, SUNY Old Westbury, Old Westbury, NY knowledge. Thanks to the different codes many more. New Bremen High School, New Bremen, Examples in: English confidence. When we create a safe learning present in audiovisual material, one can Organizer/Presenter(s): environment for our students, they feel OH Language(s) spoken: English Intended Audience(s): Secondary (6-12) anticipate this experience to be beneficial for Theresa Schenker, Ph.D., empowered to take the reins of their learning Keyword: Connections/Comparisons Intended Audience(s): PreK-16+ (all) different learning styles. Yale University, New Haven, CT process, and brave to perform the leading role Examples in: Spanish Keyword: Curriculum Organizer/Presenter(s): Angelika Kraemer, Ph.D., in their education. Language(s) spoken: English Examples in: Spanish Esther Yáñez, Cornell University, Ithaca, NY Organizer/Presenter(s): The Pennsylvania State University, Language(s) spoken: English Intended Audience(s): High School & Veronica Rodriguez Ballesteros, University Park, PA College Boston University, Boston, MA Please join us for refreshments Intended Audience(s): Post-secondary Keyword: Technology Intended Audience(s): High School & College in the East Corridor between Keyword: Research Examples in: English and German Keyword: Professional development Sessions 8 & 9. Examples in: Spanish Language(s) spoken: English Examples in: English and Spanish Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, RESEARCH ROUNDATBLE, 1:00–2:00 p.m. Saturday, February 15, Session 9, 2:15–3:15 p.m. 56 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. Session 9 262. Featured Session: Teaching our 264. Using Authentic Resources to Teach Tongues: Celebrating Linguistic Grammar in Context 260. Best of NH: Using Comprehensible and Cultural Diversity in Schools Session: 9 Regent Input to Empower Students with Session: 9 Sutton Center The “Core Practices for Language Learning” Social and Emotional Challenges In our linguistically diverse schools, we boast by the American Council on Teaching Session: 9 Beekman a student body in which many different Foreign Languages (ACTFL) include “teach For students with anxiety or other social, languages are spoken in our students’ homes. grammar as a concept and use in context.” emotional, and behavioral challenges, the With such a wealth of languages, it is In this session, we will explore routines and world language classroom can be an important to find ways to celebrate students’ strategies for finding examples of grammar extremely intimidating place. In this session, languages in a public and enjoyable way. in context, processes and protocols that lead classes are an excellent the presenter will provide an overview of Student-run language students to inductively analyze how means of tapping in to the talent, generosity community building strategies and language structures function, and ways to of spirit, and pride in home cultures and comprehensible input techniques that make grammar in context a natural part of cultivate an empowering community for all languages that exist in our schools. In this learning content in the target language. types of learners. Attendees will also session, we will explore a decade-long Organizer/Presenter(s): student-run language program that involved explore the specifics of anxiety disorders middle and high school students in teaching Leslie Grahn, and why language classrooms can be classes in their home language for other Howard County Public Schools, retired, MD particularly challenging for these students. students, teachers, and community members. Intended Audience(s): PreK-16+ (all) Organizer/Presenter(s): Resources, materials, and examples will be Keyword: Instructional strategies Becky Hopkinson, provided to inspire participants to undertake a Examples in: Multiple Pinkerton Academy, Derry, NH similar project in their own school contexts. Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Organizer/Presenter(s): Keyword: Instructional strategies Lori Langer de Ramirez, Ed.D., 265. Pulsera Project: Lessons for Examples in: Spanish The Dalton School, New York, NY Empowerment, Unity, and Social Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Justice Keyword: Diversity Session: 9 Bryant 261. Engaging All Language Learners Examples in: Multiple Want to change the world with your with Free Tech Tools Language(s) spoken: English curriculum but don’t know how to begin? Session: 9 Sutton North Are you looking for ways to incorporate This session presents ten free online tools 263. Safe Space, Brave Space: Creating social justice, empowerment, and unity into that can be used in any language class to Empowering Learning your curriculum? This session, highlighting inspire and engage students. The presenters Environments Through Theatre the mission of the Pulsera Project, will provide authentic resources with which to will demonstrate the tools and discuss Session: 9 Sutton South options for incorporating them at different explore these issues. We will navigate the Creating a safe environment is essential to language levels. Session participants will process of converting your visions of support the learning of our students. When leave with hands-on ideas for implementing grandeur into manageable goals across students feel safe, they feel encouraged to these tools in their own teaching. The tools varying levels of ACTFL proficiency. leave their comfort zones, take risks, and are not language specific and the majority of Presenters will also provide a template for challenge themselves. They develop the them can be adapted for any language. The developing strategies and methods for every growth mindset that allows them to see selected tools encourage communication and learner that will propel your lessons to the obstacles and mistakes as unique opportunities interaction, foster all skill areas, and support next level as well as provide an optional to grow and learn. Come explore the uses of proficiency-based instruction. Additionally, service project opportunity! theatre in the classroom to promote bonding, the tools can be used for a variety of Organizer/Presenter(s): a sense of community, and to help your educational goals: fostering pronunciation students come out of their shells. You will be Erin Hunkemoeller, skills, practicing oral competencies, exposed to a variety of acting/improv Urban Assembly Maker Academy, New promoting cultural awareness, encouraging techniques and drama exercises aimed at York, NY critical thinking and discussion skills, and developing empathy, creativity, and Sarah Ross, many more. confidence. When we create a safe learning New Bremen High School, New Bremen, Organizer/Presenter(s): environment for our students, they feel OH Theresa Schenker, Ph.D., empowered to take the reins of their learning Intended Audience(s): PreK-16+ (all) Yale University, New Haven, CT process, and brave to perform the leading role Keyword: Curriculum in their education. Angelika Kraemer, Ph.D., Examples in: Spanish Cornell University, Ithaca, NY Organizer/Presenter(s): Language(s) spoken: English Veronica Rodriguez Ballesteros, Intended Audience(s): High School & College Boston University, Boston, MA

Keyword: Technology Intended Audience(s): High School & College Examples in: English and German Keyword: Professional development Language(s) spoken: English Examples in: English and Spanish Language(s) spoken: English

Saturday, February 15, Session 9, 2:15–3:15 p.m. 57 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 266. Using Rhymes and Raps to Increase 268. A Proficiency-based Four-semester 270. Increase Student Target Language 272. Teaching Language Through a 274. Let's Play! Incorporating Games 276. Building Authentic Learning Student Language Proficiency College Sequence – Essential Use in Classroom Using Five Cultural Lens via Literacy and Film Across the Modes Experiences that All Students Can Session: 9 Nassau East Questions Pedagogical Pillars Session: 9 Gibson Session: 9 Madison Access Rhymes and raps are effective in helping Session: 9 Murray Hill East Session: 9 Gramercy East Do you want to improve retention of Do you need to boost classroom Session: 9 East Suite, 4th Fl. students to learn a language. Chanting a How can the proficiency movement inform Getting students to overcome their shyness students through four years of high school engagement? This session will explore ways Join us for a session about innovative rhyme or rap is more pleasant and teaching and learning in the college and fear of embarrassment to speak up in a language? Do you have students who love to incorporate a variety of games that will practices that support proficiency memorable than reciting a plain text. Using language sequence? Join the discussion and language class is tough. This interactive language and want to continue on to an have your students not only playing but development in the language classroom. rhymes and raps in teaching a language has engage with colleagues on challenging session will provide strategies for five upper level course but feel intimidated? In using the target language in the three modes Priority will be given to examples that allow many benefits: improve students’ language questions facing post-secondary language pedagogical pillars to show you how to get this session the presenters will address how of communication: interpretive, students to showcase growth at multiple proficiency; develop students’ sophisticated programs. With illustrations from one students talking. The five pillars are: to make upper level courses accessible to all interpersonal and presentational. Presenters levels of language development, K-12. aural memory and perception; motivate department’s ongoing curricular redesign, Inductive Learning (focusing on the students. With a focus on culture, presented will share several examples of games that Examples of scaffolding, tiering texts and students to use language in a creative way; this session will pose key questions for meaning, not the mechanics, of the thematically, through authentic readings and have been proven a success in their world tasks through the use of authentic materials increase students’ interest and pleasure in discussion of proficiency scales and targets, language); Real-Life Learning (maximizes films, you can increase intercultural language classrooms. will set the stage for successful student learning; enhance rigor of instruction and learning goals and outcomes, appropriate real-world learning experiences to develop competence while improving language Organizer/Presenter(s): performances in a classroom that builds practice; and help students better understand assessment and instructional practices. the skills needed to communicate); Learning proficiency. The materials used capture the college and career readiness. Fernanda Saborido, and master phonetic knowledge. In this Participants can select one element of Strategies (support students in using enthusiasm of the students while meeting the Organizer/Presenter(s): session, the presenter will provide examples proficiency-based curricular redesign to language for enjoyment, enrichment and needs of learners of all abilities. Examples Wayne Hills High School, Wayne, NJ that she and her students have written. She pilot, such as the revision of course or unit advancement); Social and Emotional of resources and assessments will be shared. Rosa Kobylinski, Megan Villanueva, will also explain different ways to create goals, or the design and implementation of a Relevance (motivating students to take the Smith Middle School, Glastonbury, CT Organizer/Presenter(s): Wayne Hills High School, Wayne, NJ rhymes and raps with new expressions and common performance assessment. They risk to communicate in a new language); and Intended Audience(s): Secondary (6-12) Rita Oleksak, sentence structures on different themes. leave equipped to conduct their project for Cultural and Intercultural Learning (helping Carol Buonomo, Ed.D., Glastonbury Public Schools, CT Rubrics will also be introduced. collegial curriculum redesign at home, students interact with cultural competence Edison Board of Education, Edison, NJ Keyword: Instructional strategies Examples in: Spanish and French Intended Audience(s): PreK-12 Organizer/Presenter(s): whether by a few colleagues or a whole and understanding). This will be an Kristine Keefe, department. interactive session. Edison Board of Education, Edison, NJ Language(s) spoken: English Keyword: Instructional strategies Liping Meng, Examples in: Multiple Columbia High School, Maplewood, NJ Organizer/Presenter(s): Organizer/Presenter(s): Intended Audience(s): High School 275. Everyone Can Read! Interpretive Language(s) spoken: English Intended Audience(s): PreK-12 Charlotte Gifford, Linda Villadóniga, Keyword: Connections/Comparisons Activities and Assessments for All Greenfield Community College, MA St. Johns County School District, retired, St. Examples in: Spanish Keyword: Instructional strategies Augustine, FL Students Examples in: Chinese Intended Audience(s): Post-secondary Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Session: 9 New York Suite, 4th Fl. Language(s) spoken: English and Chinese Keyword: Instructional strategies Please join us for refreshments Keyword: Instructional strategies Learn to make interpretive mode teaching Examples in: French and Spanish 273. Using Real-world Tasks to Assess in the East Corridor between Language(s) spoken: English Examples in: Spanish Student Performance Toward strategies accessible to all your students by 267. Trauma-informed Practices in the unlocking the power of your learning Sessions 9 & 10. Language(s) spoken: English and Spanish Proficiency World Language Classroom management system (EdModo, Schoology,

269. Fun and Engaging Activities to Session: 9 Clinton Session: 9 Nassau West etc.), choosing excellent authentic texts, Implement High Leverage Practices 271. Integrated Performance Assessment Building proficiency is about developing the using alternative assessment strategies, and Not all students who enter our classroom are (IPA) Exemplars Poster Session prepared to learn. Trauma, especially that Session: 9 Murray Hill West ability to use language in real-world deepening your understanding of just what endured under the age of 18, can affect the Are you looking for new concepts to help Session: 9 Gramercy West situations. This session describes how to the interpretive mode is. The presenter will cognitive abilities of our students to process you implement core practices in your classes Via posters, pre-service and in-service create performance assessments using real- share activities used with her own students, information and produce language. In this that will help improve the achievement of all teachers from SUNY Old Westbury will world tasks in novice through advanced who come from all backgrounds and ability session, we will review some aspects of students? This session will provide a variety share unit plans that feature an IPA, language classrooms. The presenters will levels. You will have time to think about brain science, complex trauma, and the of activities for practicing and assessing including proficiency-based rubrics and share model units and assessments and how to adapt the presented activities for use effects of trauma on the adolescent brain. student-to-student communication in pairs corresponding tasks. A link to a digital participants will gain insights into in your own teaching context. Using the ARC model, we will work on and small groups, while keeping them folder with all instructional materials will be improving student language use at all levels. Organizer/Presenter(s): building relationships and developing engaged and having fun in the target language. available. Teachers in the audience will Through an open discussion, participants will brainstorm the most common ways Elizabeth Matchett, specific strategies to support all learners, Exercises demonstrated will cover the three benefit from a variety of new ideas and Gunn High School, Palo Alto, CA especially our neediest students. Participants modes of communication and will be geared materials, and presenters will benefit from language is used. As the presenters share will leave the session with some important towards all learners regardless of age, socio- the feedback and opportunity to network. model units and assessments, participants Intended Audience(s): High School background information, but also concrete economic background, ethnicity and learning Examples provided can be adapted to other will be invited to ask questions using their Keyword: Instructional strategies examples that will help their students differences. This will be a highly interactive languages. laptops or smartphones using Backchannel Examples in: Spanish and English Chat. Presenters will answer questions and achieve success in the language classroom. session and participants will leave with Organizer/Presenter(s): Language(s) spoken: English materials and new ideas to utilize in class on open discussion as warranted throughout the Organizer/Presenter(s): Carolina Bustamante, Ph.D., Monday morning. Activities presented can be session. Jennifer Short, SUNY Old Westbury, Old Westbury, NY adapted to all languages and levels. Organizer/Presenter(s): John Dickinson High School, Wilmington, DE Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Sarah Lindstrom, Intended Audience(s): Secondary (6-12) Valerie Greer, Keyword: Assessment Glastonbury Public Schools, CT Keyword: Diversity Examples in: Spanish Wendy Mercado, Intended Audience(s): PreK-16+ (all) Examples in: English and Spanish Bay Shore Middle School, Bay Shore, NY Language(s) spoken: English Keyword: Curriculum Language(s) spoken: English Intended Audience(s): PreK-12 Examples in: Spanish Keyword: Instructional strategies Language(s) spoken: English Examples in: English, French, and Spanish Language(s) spoken: English

Saturday, February 15, Session 9, 2:15–3:15 p.m. Saturday, February 15, Session 9, 2:15–3:15 p.m. 58 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 272. Teaching Language Through a 274. Let's Play! Incorporating Games 276. Building Authentic Learning Cultural Lens via Literacy and Film Across the Modes Experiences that All Students Can Session: 9 Gibson Session: 9 Madison Access Do you want to improve retention of Do you need to boost classroom Session: 9 East Suite, 4th Fl. students through four years of high school engagement? This session will explore ways Join us for a session about innovative language? Do you have students who love to incorporate a variety of games that will practices that support proficiency language and want to continue on to an have your students not only playing but development in the language classroom. upper level course but feel intimidated? In using the target language in the three modes Priority will be given to examples that allow this session the presenters will address how of communication: interpretive, students to showcase growth at multiple to make upper level courses accessible to all interpersonal and presentational. Presenters levels of language development, K-12. students. With a focus on culture, presented will share several examples of games that Examples of scaffolding, tiering texts and thematically, through authentic readings and have been proven a success in their world tasks through the use of authentic materials films, you can increase intercultural language classrooms. will set the stage for successful student competence while improving language Organizer/Presenter(s): performances in a classroom that builds proficiency. The materials used capture the college and career readiness. Fernanda Saborido, enthusiasm of the students while meeting the Organizer/Presenter(s): needs of learners of all abilities. Examples Wayne Hills High School, Wayne, NJ of resources and assessments will be shared. Rosa Kobylinski, Megan Villanueva, Smith Middle School, Glastonbury, CT Organizer/Presenter(s): Wayne Hills High School, Wayne, NJ Intended Audience(s): Secondary (6-12) Rita Oleksak, Carol Buonomo, Ed.D., Glastonbury Public Schools, CT Edison Board of Education, Edison, NJ Keyword: Instructional strategies Intended Audience(s): PreK-12 Kristine Keefe, Examples in: Spanish and French Edison Board of Education, Edison, NJ Language(s) spoken: English Keyword: Instructional strategies Examples in: Multiple Intended Audience(s): High School Language(s) spoken: English Keyword: Connections/Comparisons 275. Everyone Can Read! Interpretive Activities and Assessments for All Examples in: Spanish Students Language(s) spoken: English Session: 9 New York Suite, 4th Fl. Please join us for refreshments 273. Using Real-world Tasks to Assess Learn to make interpretive mode teaching in the East Corridor between strategies accessible to all your students by Student Performance Toward Sessions 9 & 10. Proficiency unlocking the power of your learning management system (EdModo, Schoology, Session: 9 Clinton etc.), choosing excellent authentic texts, Building proficiency is about developing the using alternative assessment strategies, and ability to use language in real-world deepening your understanding of just what situations. This session describes how to the interpretive mode is. The presenter will create performance assessments using real- share activities used with her own students, world tasks in novice through advanced who come from all backgrounds and ability language classrooms. The presenters will levels. You will have time to think about share model units and assessments and how to adapt the presented activities for use participants will gain insights into in your own teaching context. improving student language use at all levels. Organizer/Presenter(s): Through an open discussion, participants will brainstorm the most common ways Elizabeth Matchett, language is used. As the presenters share Gunn High School, Palo Alto, CA model units and assessments, participants Intended Audience(s): High School will be invited to ask questions using their Keyword: Instructional strategies laptops or smartphones using Backchannel Examples in: Spanish and English Chat. Presenters will answer questions and Language(s) spoken: English open discussion as warranted throughout the session. Organizer/Presenter(s): Sarah Lindstrom, Glastonbury Public Schools, CT Intended Audience(s): PreK-16+ (all) Keyword: Curriculum Examples in: Spanish Language(s) spoken: English

Saturday, February 15, Session 9, 2:15–3:15 p.m. 59 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. Session 10 282. Featured Session: Reading is 284. Authentic Listening Resources for 286. Introverts in the World Language 288. Create a Dual Credit World 290. Fostering Resiliency in the World FUNdamental: Bringing Joy into Spanish Classes Classroom Language Program at Your Language Classroom Institution 280. Getting our Novice Students to Your Reading Units Session: 10 Regent Session: 10 Nassau East Session: 10 Gramercy East Speak the Target Language Session: 10 Sutton Center Alejandro Yegros, the maker of the verb app Teachers all have students in the classroom Session: 10 Murray Hill East Adverse Childhood Experiences (ACEs) Session: 10 Beekman Do you know that collective buzz that CONJUGUEMOS (and Spanish teacher), who are quieter than others. But just because In this session we will share how we have impact a student’s brain function. However, In this session, we will explore strategies and radiates throughout your class when students will introduce you to a new resource of free they are quiet, it doesn't mean they aren't created a dual credit program for students to caring, connected relationships and a sense activities that will help our novice level students hear the word movie? Or iPads? Or authentic listening resources. Over 100 engaged in the lesson. How can teachers receive university credit for quality world of belonging can foster resiliency. The playground? Well, we want to transfer that Spanish videos, each with accompanying reach those quieter students? How do they language study at the high school level. We presenter will share current research on how to continuously speak the target language in a way that is attainable and non-threatening. feeling to reading. ¡Sí se puede! Join us as multiple online graded activities and assess them? What does it mean to be an will present our rationale, initial articulation ACEs effect our students and strategies to Additionally, we will consider how we can we share a host of no- and low-prep games, worksheets. These videos align with introverted student--or even an introverted process, curriculum approaches, student promote trust, equity and engagement in the keep our students accountable when it comes activities, and scaffolds that will excite common curricular topics in Spanish 1–3 teacher--in a noisy world? Participants will application procedures, and student classroom. Starting at the door, participants to staying in the target language, along with students and liven up your next reading unit. sequences. The presenter will also discuss leave with resources and strategies to use feedback on the program. Attendees will will experience techniques for building ways that we can structure our activities to take Whether you are working with a poem, short strategies for implementing listening with their students in order to help them be come away with an outline on how to relationships, such as personalized away the temptation of resorting to the story, or full novel, our strategies meet the routines that he has used in his own classes. engaged with the content and to show what propose and implement a similar articulation questions, rejoinders, celebrating successes learner’s first language. Participants will then needs of all learners, are fully customizable, Organizer/Presenter(s): they've learned. at their local institutions. and positive peer connections. The strategies and range in intellectual lift from basic are student-focused, compassionate and consider their own teaching situations and Alejandro Yegros, Organizer/Presenter(s): Organizer/Presenter(s): brainstorm ways in which they can bring comprehension to higher-order thinking personalized so that they reach every child skills. Best of all, many of our strategies Weston High School, Weston, MA Lisa Urso, Mirta Barrea- Marlys, Ph.D., at every age while maintaining the target each activity or strategy back to their own Rocky Hill High School, Rocky Hill, CT Monmouth University, W. Long Branch, NJ classrooms. Finally, we will discuss ideas on make use of the latest and greatest #EdTech! Intended Audience(s): Secondary (6-12) language in a way that is comprehensible Alice Simonson, how we can help our students to overcome This workshop is perfect for those who are Keyword: Technology Intended Audience(s): PreK-16+ (all) and supports language acquisition. Shore Regional High School, West Long the fear of speaking a new language. looking for engagement strategies and Examples in: English and Spanish Keyword: Instructional strategies Resiliency develops better citizens who are inspiration as they take their instruction to Branch, NJ prepared to deal with adversity. Organizer/Presenter(s): Language(s) spoken: English and Spanish Examples in: French and Spanish the next level. Intended Audience(s): High School & College Organizer/Presenter(s): Laura McClintock, Language(s) spoken: English Organizer/Presenter(s): Keyword: Articulation Burlington Township School District, NJ 285. Strategies for Increasing Leslie Kronemeyer, Samara Spielberg, Examples in: French and Spanish Mainland Regional High School, Linwood, NJ Intended Audience(s): PreK-8 Intercultural Competence in the 287. Mindfulness for More Productivity Stephen Krawec, Classroom and Abroad in The World Language Classroom Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Keyword: Culture/Literature The Allen-Stevenson School, New York Session: 10 Bryant Session: 10 Nassau West Keyword: Instructional strategies Examples in: English and French Intended Audience(s): PreK-16+ (all) 289. Multiple Pathways within an IPA: Examples in: Spanish Language(s) spoken: English and French This presentation describes the use of In this workshop, we will work on Keyword: Instructional strategies Many Roads Lead to Proficiency Language(s) spoken: English intensive cultural reflection activities for the mindfulness strategies that we can use for Examples in: English development of intercultural competence in ourselves and our students. This interactive Session: 10 Murray Hill West 281. Heritage Learners of Spanish: Using Language(s) spoken: English short-term study abroad programs in workshop will allow you to begin or deepen Assessments to Promote Inclusivity Presenters will share how IPA structure can 291. Bringing Big Ideas and Meaningful Germany and Spain. The presenters outline your own skills and share those techniques provide multiple options for students to Content into Beginner-level Courses Session: 10 Sutton North ways in which these activities can be with your students in the target language. By 283. Raising the Bar for All Learners: accomplish performance goals. By focusing Session: 10 Gramercy West This presentation will focus on the relationship Incorporating Critical Thinking adapted for on-campus classes to increase helping students to settle themselves and be on products, practices and perspectives between race and language assessment, Strategies engagement with the target culture and in the present moment, you are giving them through literary characters from TL, One challenge that students face when particularly as it pertains to heritage language language. The activities presented include: valuable life skills to be more effective learning a new language is feeling limited in Session: 10 Sutton South presenters’ model units will illustrate how learners of Spanish, a racialized minority in the reflective journaling, photo-blogging, learners. These self-care techniques will students can create a biographical narrative their expression. Simplistic vocabulary can United States. Heritage language learners are Transfer of learning starts with initial ethnographic projects, video recorded help to build the community in your of a peer in a variety of formats. Participants constrain learning to concrete ideas, usually evaluated by how well they can produce learning experiences. Memorizing interviews, cultural observations, scavenger classroom. will be guided through the development of centered on one's own experience. By a standard variety of Spanish. We argue that vocabulary and conjugating verbs is unlikely hunts, and cultural reflection essays. Organizer/Presenter(s): an IPA lesson series incorporating a series reframing units with essential questions and holding heritage language learners only to a to cause students to gain sufficient Suggestions for increasing cultural learning powerful key words, teachers can maintain Jennifer Schwester, of rubrics to assess a variety of formative standard variety inadvertently stigmatizes their understanding of concepts to be able to and intercultural development in study target-language instruction while opening linguistic practices, exacerbates their linguistic Brick Township Memorial High School, NJ and summative assessments. Resources will transfer them to unique situations. This abroad and the classroom will be provided. include myths, legends and other well- the door for deeper learning. Beginner-level insecurity, and discriminates against them, with session with focus on those strategies that Intended Audience(s): PreK-16+ (all) classes can explore topics such as having vs. language as a proxy for race. The presenters will Organizer/Presenter(s): known TL literature. By providing options promote deeper learning and thus prepare being, luxury vs. necessity, and house vs. give attendees concrete ways to implement Keyword: Communities/Workplace for how students demonstrate their students to be able to use knowledge and Ame Cividanes, Ph.D., home. Authentic images and texts sourced assessments in their language classrooms that Examples in: French proficiency, language acquisition becomes skills in real world situations in the target Yale University, New Haven, CT from websites and social media can spark attenuate the possibility of inadvertent English more accessible. Participants will receive culture and when interacting with native Theresa Schenker, Ph.D., Language(s) spoken: conversations about identity and diversity, discrimination against heritage language templates to create their own IPA lesson learners and increase inclusivity in the language speakers. Attendees will leave with an Yale University, New Haven, CT series. as well as global and social issues. This understanding of transfer and with a bank of session provides a sampling of activities and classroom. Intended Audience(s): High School & Organizer/Presenter(s): strategies to apply in their lessons. College resources in Spanish, adaptable for other Organizer/Presenter(s): Saybel Nunez, Organizer/Presenter(s): languages. Jorge Mendez Seijas, Keyword: Instructional strategies Victoria Gilbert, Ed.D., Organizer/Presenter(s): Harvard University, Washington, DC Rosanne Zeppieri, Examples in: English Saint David's School, New York, NY West Windsor-Plainsboro, retired, NJ Language(s) spoken: English Chela Crinnion, LeAnne Spino, Ph.D., Intended Audience(s): Secondary (6-12) Nightingale-Bamford School, New York, NY Intended Audience(s): PreK-12 University of Rhode Island, Kingston, RI Keyword: Instructional strategies Keyword: Instructional strategies Intended Audience(s): Secondary (6-12) Intended Audience(s): High School & College Examples in: Spanish Examples in: English, French, and Spanish Keyword: Curriculum Keyword: Diversity Language(s) spoken: English Examples in: Spanish Examples in: Spanish Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, Session 10, 3:30–4:30 p.m. Saturday, February 15, Session 10, 3:30–4:30 p.m. 60 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 286. Introverts in the World Language 288. Create a Dual Credit World 290. Fostering Resiliency in the World Classroom Language Program at Your Language Classroom Session: 10 Nassau East Institution Session: 10 Gramercy East Teachers all have students in the classroom Session: 10 Murray Hill East Adverse Childhood Experiences (ACEs) who are quieter than others. But just because In this session we will share how we have impact a student’s brain function. However, they are quiet, it doesn't mean they aren't created a dual credit program for students to caring, connected relationships and a sense engaged in the lesson. How can teachers receive university credit for quality world of belonging can foster resiliency. The reach those quieter students? How do they language study at the high school level. We presenter will share current research on how assess them? What does it mean to be an will present our rationale, initial articulation ACEs effect our students and strategies to introverted student--or even an introverted process, curriculum approaches, student promote trust, equity and engagement in the teacher--in a noisy world? Participants will application procedures, and student classroom. Starting at the door, participants leave with resources and strategies to use feedback on the program. Attendees will will experience techniques for building with their students in order to help them be come away with an outline on how to relationships, such as personalized engaged with the content and to show what propose and implement a similar articulation questions, rejoinders, celebrating successes they've learned. at their local institutions. and positive peer connections. The strategies Organizer/Presenter(s): Organizer/Presenter(s): are student-focused, compassionate and personalized so that they reach every child Lisa Urso, Mirta Barrea- Marlys, Ph.D., at every age while maintaining the target Rocky Hill High School, Rocky Hill, CT Monmouth University, W. Long Branch, NJ language in a way that is comprehensible Intended Audience(s): PreK-16+ (all) Alice Simonson, and supports language acquisition. Keyword: Instructional strategies Shore Regional High School, West Long Resiliency develops better citizens who are Branch, NJ Examples in: French and Spanish prepared to deal with adversity. Language(s) spoken: English Intended Audience(s): High School & College Organizer/Presenter(s): Keyword: Articulation Leslie Kronemeyer, 287. Mindfulness for More Productivity Examples in: French and Spanish Mainland Regional High School, Linwood, NJ in The World Language Classroom Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Session: 10 Nassau West Keyword: Instructional strategies In this workshop, we will work on 289. Multiple Pathways within an IPA: Examples in: Spanish mindfulness strategies that we can use for Many Roads Lead to Proficiency Language(s) spoken: English ourselves and our students. This interactive Session: 10 Murray Hill West workshop will allow you to begin or deepen Presenters will share how IPA structure can 291. Bringing Big Ideas and Meaningful your own skills and share those techniques provide multiple options for students to Content into Beginner-level Courses with your students in the target language. By accomplish performance goals. By focusing Session: 10 Gramercy West helping students to settle themselves and be on products, practices and perspectives in the present moment, you are giving them through literary characters from TL, One challenge that students face when valuable life skills to be more effective presenters’ model units will illustrate how learning a new language is feeling limited in learners. These self-care techniques will students can create a biographical narrative their expression. Simplistic vocabulary can help to build the community in your of a peer in a variety of formats. Participants constrain learning to concrete ideas, classroom. will be guided through the development of centered on one's own experience. By Organizer/Presenter(s): an IPA lesson series incorporating a series reframing units with essential questions and of rubrics to assess a variety of formative powerful key words, teachers can maintain Jennifer Schwester, target-language instruction while opening Brick Township Memorial High School, NJ and summative assessments. Resources will include myths, legends and other well- the door for deeper learning. Beginner-level Intended Audience(s): PreK-16+ (all) known TL literature. By providing options classes can explore topics such as having vs. Keyword: Communities/Workplace for how students demonstrate their being, luxury vs. necessity, and house vs. Examples in: French proficiency, language acquisition becomes home. Authentic images and texts sourced more accessible. Participants will receive from websites and social media can spark Language(s) spoken: English conversations about identity and diversity, templates to create their own IPA lesson series. as well as global and social issues. This session provides a sampling of activities and Organizer/Presenter(s): resources in Spanish, adaptable for other Saybel Nunez, languages. Victoria Gilbert, Ed.D., Organizer/Presenter(s): Saint David's School, New York, NY Chela Crinnion, Intended Audience(s): Secondary (6-12) Nightingale-Bamford School, New York, NY Keyword: Instructional strategies Intended Audience(s): Secondary (6-12) Examples in: Spanish Keyword: Curriculum Language(s) spoken: English Examples in: Spanish

Language(s) spoken: English

Saturday, February 15, Session 10, 3:30–4:30 p.m. 61 SATURDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY. 292. Connecting with Cuba: A Unique 294. Inquiry-Based Projects In the 296. Building Writing Proficiency: Context for Growing Intercultural Spanish Classroom: As Easy As 1-2-3! Targeting Strategies for All Competence Session: 10 Madison Learners Session: 10 Gibson This session will provide instructors and Session: 10 East Suite, 4th Fl. In the Spanish language classroom, it is easy audience with step-by-step instructions on Teaching writing can be a complex task in to establish numerous and often surprising how to create an inquiry-based project and any language. In a second-language connections between Cuba and the U.S. implement it in Spanish class and beyond, classroom, it becomes even more Henry Reeve fought in the U.S. Civil War making connections with the Hispanic world challenging. Language learners cannot be and died fighting for Cuban Independence. and its environmental issues, social expected to perform tasks that they may JLo sings with Gente de Zona, Pitbull sings awareness or art, to mention a few. Instructor struggle with in their native language, and of Yuma and everyone is leaving their heart will introduce key points of inquiry-based depending on the relative age and in Havana. José Martí, who at 16 was learning and their connection with real-life experience of our individual learners, we imprisoned for the cause of independence, situations. She will also provide the audience may find teaching writing conventions to be loved the Catskills and is found in Central with a variety of examples of projects, just as fundamental as teaching the target Park. Cuban movies consider patriotism, including general descriptions as well as language. In this session, we will share sexual identity, friendship, Tainos, evaluation rubrics. The conclusion of the strategies that have proven useful to us for Hemmingway and even sharks! The Cuban session includes a unique, hands-on both objectives. We will discuss how to experience offers students a unique context experience to get a better understanding of prepare students properly with multiple to develop investigation and communication the inquiry process from the students' point sources of input before writing begins, how skills in Spanish and to reflect on the of view. to engage students in more effective peer experience of their own country as they Organizer/Presenter(s): feedback sessions, and how to grow writing study this U.S. neighbor and establish and proficiency by targeting text type and Martina Macakova, examine the connections between the two. rhetorical modes as core goals for student White Mountains Regional High School, production. Organizer/Presenter(s): Whitefield, NH Organizer/Presenter(s): Abigail Cleary, Intended Audience(s): High School & College Lansing Central Schools, Lansing, NY Alison Carberry Gottlieb, Ph.D., Keyword: Assessment Susan Griffin, Intended Audience(s): High School & Examples in: Spanish and English College María Datel, Language(s) spoken: English Boston University, Boston, MA Keyword: Connections/Comparisons Examples in: Spanish Intended Audience(s): High School & 295. Making Connections to Support all College Language(s) spoken: Spanish Language Learners Keyword: Instructional strategies

Session: 10 New York Suite, 4th Fl. Examples in: Spanish and English 293. Growing Tomorrow's Leaders Today – A Mead Project In the United States, nearly five million K-12 Language(s) spoken: English students with limited proficiency in English Session: 10 Clinton (also known as emergent bilinguals/EBs)

The need for world language teacher leaders navigate complex academic content in is growing daily. How can this issue be English-dominant schools (Sánchez, 2017). addressed? How can amazing teachers be Although world language teachers are often encouraged to hone their craft and take the tasked with supporting EBs in their schools, leap into leading? What leadership roles are many feel unequipped to do so. In this waiting that will stretch them into the presentation we discuss several strategies and leaders who will shape tomorrow's world approaches that enable teachers to support language classrooms? This NECTFL Mead and advocate for EBs while also modeling project, "Growing Tomorrow's Leaders linguistic diversity for more “traditional” Today" addresses these questions by leading populations of English home language participants through a series of leadership students. Outlining research and resources in exercises designed specifically for world sheltered instruction, translanguaging language teachers. This session will share pedagogies, and intercultural competence, we the journey the project took during its demonstrate how teachers can harness these creation, the successes of its participants and strategies to empower all plurilingual learners the lessons learned along the way. in their schools. Organizer/Presenter(s): Organizer/Presenter(s): Emily Bugbee, Michele Back, Ph.D., Bohemia Manor High School, Cecil County Manuela Wagner, Ph.D., Public Schools, MD University of Connecticut, Storrs, CT Intended Audience(s): PreK-16+ (all) Intended Audience(s): PreK-12 Keyword: Professional development Keyword: Instructional strategies Examples in: English Examples in: Spanish, German Language(s) spoken: English Language(s) spoken: English

Saturday, February 15, Session 10, 3:30–4:30 p.m. 62 INDEX OF PRESENTERS

Abrate, Jayne, 154 Chung, Yuching, 180 Garcia Arguelles, Carmen, 173 Abughoush, Fadi, 157 Civarelli, Vincent, 202 Gauss, Christina, 163 Al Ani, Sarab, 137 Cividanes, Ame, 285 Gifford, Charlotte, 5, 138, 268 Alessi, Carmen, 212 Cleary, Abigail, 292 Gigante, Stefanie, 231 Almazán-Vázquez, A., 227 Clivaz, Denise, 171 Gilbert, Victoria, 289 Alston, Elena, 232 Clúa, Patricia, 147 Glimois, Laurene, 111 Ameri, Jayne, 185 Concha-Chiaraviglio, Vilma, 251 Gonglewski, Margaret, 166 Anderson, Trudy, 160 Conlon-Perugini, Dorothy, 7 Gonzalez-Gil, María G., 141 Angrist, Mira, 226 Conner, John, 233 Gorman, Clara, 141 Aubrey, Rebecca, 122 Connor, Anne, 215 Goulet, Dorothy Goff, 129 Back, Michele, 7, 295 Contreras, Elizabeth, 231 Grahn, Leslie, 1 246 Baker, Donna, 104 Cothrun, Keith, 192 Graner Kennedy, Lea, 162 Ballerini, Luigi, 196 Coulehan, Marissa, 135, 234 Greer, Valerie, 269 Barquet, Claudia, 132 Crépon, Pascale, 248 Griffin, Katrina, 247 Barrea- Marlys, Mirta, 288 Crinnion, Chela, 291 Griffin, Michael, 131, 172 Bellissimo, Daniel, 156 Crisóstomo-Lenz, Carmen, 147 Griffin, Susan, 169, 296 Benitez, Aleida, 103 Crouse, Douglass, 148 Grissom, Daryl, 181 Berman, Howie, 183, 243 Datel, Maria, 110, 296 Guilamo, Alexandra, 8 Bianconi, Celia, 197 Davison, Matthew, 231 Guo, Wei, 245 Bilodeau, Sarah, 170 de Meij, Richard, 127 Gwin, Christopher, 166, 251 Biondi, Megan, 251 Decker, Claudia, 163 Haxhi, Jessica, 182 Black, Candace, 138 Degenhardt, Jennifer, 213 Hazan, Maurice, 112 Blouwolff, Rebecca, 121 Delfini, Jenny, 250 Helm, Jaime, 126 Bluemel, Brody, 251 Dempsey, Margarita, 175 Hernandez, Andrea, 249 Bogdan, Michael, 138 Derone, Stephane, 152 Hernandez, Marta, 205 Borer, Alexandra, 248 Di Silvio, Francesca, 251 Hoecherl-Alden, Gisela, 4, 226 Bornier, Evelyne, 251 Diallo, Thierno Aliou, 111 Hofstetter, Cora, 208, 247 Borowczyk, Margaret, 251 Diaz, Nancy, 251 Holst-Knudsen, Heidi, 222, 248 Bowen, Andrew, 191 Dion, Sheri, 251 Hopkinson, Becky, 260 Bristow, Keri, 128 Diop-Tall, Soukeyna, 164 Hu, Xiaoyan, 125, 251 Brown, William, 217 Dowd, Janice, 145 Huhn, Christina, 15, 251 Bugbee, Emily, 293 Dusewoir, Liliane, 222 Hunkemoeller, Erin, 265 Buitrago, Alberto, 2 Eagan, Tim, 124 Husni, Michael, 202 Buonomo, Carol, 272 Echevarria, Megan, 251 Isaac, Julia, 251 Burgos, Jacqueline, 185 Eddy, Jennifer, 6 Jacobs, Kara, 190 Bustamante, C. 185, 251, 271 Egger, Isabelle, 207 Javel, Andrea, 170 Cai, Jiangping, 125 Egnatz, Linda, 184 Jia, Baocai, 11 Caputo, Jason, 246 Elabdali, Rima, 251 Jurado-Moran, Glennysha, 161 Carberry Gottlieb, Alison, 296 Elahmadieh, Iman, 231 Kagan, Kate, 231 Carrillo, Emilia, 103 Espitia, D., 14, 100, 118, 193, 231 Kashuba, Mary Helen, 252 Carrion-Guerrero, Elena, 110 Ewing, Anny, 105 Kaupp, Steffen, 113 Chacon, Enrique, 215 Fadl, Lamees, 251 Keefe, Kristine, 272 Chahwan, Georges, 3 Fahey, Kathryn, 215 Ketner, Jay, 214 Chalupa, Cynthia, 251 Fegely, Kathy, 4, 251 Kindt, Michelle, 201 Chen-Lin, Carol, 11 Ferris, AJ, 120 Klassen, Rebecca, 256 Childress, Kirby, 111 Fox, Rebecca, 15, 251 Kobylinski, Rosa, 274 Chiocca, Diane, 244 Franklin, Laura, 138 Kraemer, Angelika, 261 Chivukula, Dayci, 244 French, Julie, 104 Krawczyk Shulman, Cassie, 208 Choikim, Soojin, 221 Friedman, Jacob, 185 Krawec, Stephen, 282 Chou, Arthur, 138 Gallagher, Hannah, 220 Kronemeyer, Leslie, 290 Christopher, Samantha, 231 Garcia, Mercè, 189 Kuhn-Osius, Eckhard, 251 63 INDEX OF PRESENTERS

Kwon, Hyunjoo, 195 Penagos, Adela, 188 Simonson, Alice, 288 Lai, Allison, 231 Perez-Zapatero, Javier, 176 Skippon, Samuel, 248 Lakin-Schultz, Kate, 255 Petit, Elyse, 228 Slocum Bailey, Justin, 187 Lamb, Maureen, 10, 136, 167 Pilla, Dana, 9 Smith, Patricia, 209 Lambert, Yensen, 242 Pintado-Casas, Pablo, 231 Soares, Cristiane, 197 Langer de Ramirez, Lori, 262 Pouget, Jean François, 153 Speno, Julie, 241 Le Minez, Brigid, 144 Quigley, Kevin, 240 Spielberg, Samara, 282 Leaven, Larry, 203 Quinlan, Cheri, 175 Spino, LeAnne, 251, 281 Lee, Lucy, 11, 145, 164 Quintero, Alicia, 213 Stein-Smith, Kathleen, 216 Leibly, Elaine, 128 Rabouin, Kara, 143 Stevenson, Tanya, 12, 146 Li, Danwei, 125 Ramos, Alicia, 251 Stewart, Ken, 114, 242 Lin, Yu-Lan, 11 Ramsden, Graziana, 251 Stotler, Kathy, 108 Lindstrom, Sarah, 273 Raycraft, Mary Beth, 110 Sun, Hongyun, 110 Litten, Allison, 101 Reyes Benitez, Leonel, 215 Talbot, Kim, 124 Lluch, Monica, 174 Rhi, Jounghye, 195 Tamburri, Anthony, 196 Long, Charles, 106 Rhodes, Hazel, 207 Tan, Xinyi, 111 Loriot Apruzzese, E., 144 Richau, Michelle, 215 Terrill, Laura, 223 Lundgaard, Greta, 204 Ritz, Catherine, 123, 251 Tolu, Sabrina, 109 Lutz, Nathan, 254 Rodriguez, Sheila, 224 Toro, Christina, 210 Ma, Xiaoyin, 206 Rodríguez, Mar, 116 Tracksdorf, Niko, 113, 251 Macakova, Martina, 294 Rodriguez Ballesteros, V., 263 Travers, Michael, 140 Macione, Beatriz Huarte, 251 Rosales, Francisco, 176 Tripp, Meagan, 126 Malone, Margaret, 251 Rose Sanchez, Wendy, 107 Tuttle, Harry, 130 Malone-Hernandez, N., 234 Ross, Sarah, 265 Urbanc, Katica, 231 Marticorena, Katia, 168, 210 Ruggiero, Frank, 200 Urso, Lisa, 286 Matchett, Elizabeth, 275 Saborido, Fernanda, 274 Uyaguari, Ashley, 150 Mayron, Laura, 222 Saggin, Alessandra, 117 Ventosa, Jim, 230 McClintock, Laura, 280 Salek, Fabiola, 251 Villadóniga, Linda, 2, 270 McGinley, Meghan, 228 Sanchez, Carolyn, 164 Villanueva, Megan, 276 McManus, Kevin, 251 Sanchez-Naranjo, Jeannette, 251 Wagner, Manuela, 7, 295 Medina, José, 8, 203 Santana, Maria Eugenia, 116 Waidelich, Ann Marie, 244 Mendez Seijas, Jorge, 281 Santo, Jason, 256 Webb, Kelley, 251 Meng, Liping, 266 Sarracino, Melissa, 220 Webb, Lillie, 155 Mercado, Wendy, 269 Sattazahn, JoDee, 212 Weber, Silja, 207 Montee, Megan, 186 Sauer, Thomas, 115 Wendel, Christopher, 165 Moon, Jihye, 177 Schenker, Theresa, 261, 285 Wu, Jingjing, 145 Morache, Lorianne, 151 Schimmel Sopa, Jill, 211 Wu, Qinjuan, 206 Moran, Melissa, 225 Schmiers-Heller, Jutta, 207 Wu, Yu, 251 Moreno, Robert, 134 Schnittger, Holland, 165 Xie, Lingling, 221 Morgan, Jamie, 186, 251 Schwester, Jennifer, 287 Yaden, Bridget, 183, 243 Morones, Jessica, 188 Seewald, Amanda, 13, 242 Yáñez, Esther, 251 Muffoletto, Salvatore, 133 Seifts, Justin, 242 Yegros, Alejandro, 284 Na, Eunju, 251 Serafin, Stephanie, 143 Yocco Rossi, Valerie, 229 Nebres, Maria, 141 Sesmilo, Álvaro, 2 Yoo, Hei, 251 Nunez, Saybel, 289 Sexton, Laura, 9 Yun, Sehyun, 251 O'Neal, Regina, 102 Shabani, Amina, 169, 255 Zeppieri, Rosanne, 218, 283 Oleksak, Rita, 276 Shee, Jon, 235 Zhang, Tiffany, 112 OuYang, Kim, 149 Sheehy, Craig, 194 Zhang, Yiping, 125 Pachas, Beth, 253 Sherrow, Heather, 14 Zordan, Massimo, 156 Palandra, Maria, 196 Shin, Hye Young, 177, 251 Paradiso, Berardo, 196 Short, Jennifer, 267 64 2020 NECTFL Awards

THE NORTHEAST CONFERENCE NELSON H. BROOKS AWARD FOR OUTSTANDING LEADERSHIP IN THE PROFESSION Amanda Seewald Amanda Seewald has over 20 years of experience as an educator, curriculum developer, educational consultant, teacher trainer, author, and presenter. She is the owner of Maracas Educational Programs and Learning Kaleidoscope Educational Consulting. Amanda serves as the immersion program consultant at Herricks Public Schools in New York and Mendon Upton public schools in Massachusetts. In Pocantico Hills school district in New York, Amanda serves as the Global Dimensions and world language consultant where she has developed a K-8 program focused on global learning via language. Amanda serves on state, regional, and national boards and is currently president-elect of JNCL-NCLIS and immediate past president of FLENJ. Amanda understands the strong relationship between research and effective classroom practice. She shares her skills as an instructional leader with dual language immersion, ELL and FLES teachers. She is a passionate language advocate who works tirelessly to convey the benefits of language learning to policy makers and administrators. Amanda has a way of getting things done. She was instrumental in getting the New Jersey legislature to pass a bill for the Seal of Biliteracy. She is adept at getting the right message to the right people in order to affect change. Amanda is a true role model for teachers and language advocates.

THE NORTHEAST CONFERENCE JAMES W. DODGE FOREIGN LANGUAGE ADVOCATE AWARD Fabrice Jaumont, International Educator, Researcher, Author Nicknamed “the Godfather of language immersion programs” by the New York Times, Fabrice Jaumont has more than 25 years of experience in international education and the development of multilingual programs. He currently serves as Education Attaché for the Embassy of France to the United States and is executive director of the Center for the Advancement of Languages, Education, and Communities, an adjunct professor in international education at NYU Steinhardt, and a research fellow at Fondation Maison des Sciences de l’Homme. He hosts a podcast, a blog, speaks to audiences world-wide and has published five books. The Bilingual Revolution: The Future of Education is in Two Languages, provides inspirational vignettes and practical advice for parents and educators who want to create a dual-language program in their own school. His most recent book The Gift of Languages: Paradigm Shift in U.S. Foreign Language Education, co-written with Kathleen Stein-Smith, touches on the issue of a foreign language deficit in the United States and sets the stage for a new paradigm in our approach to teaching and learning languages. Fabrice is a powerful advocate for immersion programs and bilingualism around the world.

THE STEPHEN A. FREEMAN AWARD FOR BEST PUBLISHED ARTICLE ON TEACHING TECHNIQUES Susan A. Hildebrandt, Ph.D., Illinois State University Pete Swanson, Ph.D., U.S. Air Force Academy

Review “Re-examining Teacher Candidate Performance on World Language edTPA as a Consequential

Assessment,” NECTFL This well-researched, Number 84, September 2019, pp. 15well-organized, and well-written article cogently–33 addresses several serious issues concerning the edTPA assessment of beginning teacher effectiveness and its impact on world language teaching and learning. Although the article is an empirical study of two individual teacher preparation programs, the information that it cites and the questions that it raises reflect an alarming national and not local trend. In this period in which there is a severe teacher shortage, especially in world languages, the steady growth in the use of the high-stakes performance assessment edTPA and its inclusion in over 800 educator preparation programs in 41 states and the District of Columbia is causing great concern and worry over the effective assessment of teacher quality and not just teacher effectiveness. Susan Hildebrandt and Pete Swanson have certainly sounded the alarm. Robert Terry, Editor, NECTFL Review

Please join us as we honor this year’s award winners!

Friday, February 14, 6:30–7:30 p.m. in the Rendezvous Trianon (Third Floor)

65 2020 NECTFL Mead Fellows

Cherie Garrett Michele Back PSMLA CT COLT

Promoting the PA Seal of Biliteracy Recruiting World Language Teacher Candidates The Seal of Biliteracy provides employers and This project contributes to world language (WL) universities with a method of identifying people who are education by fostering the ongoing recruitment of bilingual, recognizes students with 21st century skills, qualified teacher candidates through a high quality, target and encourages students to study other languages and language, open educational resources curriculum. cultures. Also, the Seal of Biliteracy has the potential to Swanson (2012) accurately stated that teacher recruitment make world language education more visible and to is a long-term process, requiring regular interventions and positively influence public opinion about the value of up-to-date resources. WL teachers, as critical advocates bilingualism and cultural understanding. Currently, 36 for the profession and the best judges of student language states and Washington, D.C. have an approved Seal of proficiency and dispositions for teaching, are clearly in Biliteracy; however, the Seal in Pennsylvania is currently the best position to engage in this recruitment. However, “under consideration.” This project will promote the Seal there is a disconnect between ACTFL’s important policy of Biliteracy in Pennsylvania at both the local and state of conducting 90% of classroom instruction in the target level. Locally, I will work with my school district to offer language and ACTFL’s recruitment curriculum, its own seal of biliteracy to its high school graduates Educators Rising 2.0 (2019), which is in English. which will serve as a model for other districts in the state. Therefore, in this project I propose collaborating with K- Moreover, I will communicate information about the Seal 12 WL teachers in the Northeast region to translate and of Biliteracy to state legislators, teachers, administrators adapt the Educators Rising 2.0 curriculum into and stakeholders in PA via state language organizations accessible, interactive modules that can be easily and conferences, a web page and social media to provide incorporated into WL classrooms. After an initial support for the approval of the PA Seal of Biliteracy and assessment of existing recruitment-related resources in to support teachers and districts interested in target languages, I will work with a group of these implementing a program that provides both an incentive teachers translate and adapt Educators Rising 2.0 and and recognition for their students who are bilterate. existing target-language resources into an accessible, easily implementable language teacher recruitment Cherie Garrett is a Spanish teacher and world language curriculum, which will be disseminated among NECTFL department chair in the Dallastown Area High School, members, members of state language associations, York County, PA. partnership districts, and other stakeholders. Michele Back is an assistant professor of world language education at the University of Connecticut in Storrs, CT.

About the Award This scholarship is provided to support an individual in the development of a project that contributes to the foreign language teaching profession and advances quality language instruction. The Mead program was created to develop future leaders for the profession at the state, regional, and national levels. Educators of all languages at all levels are encouraged to apply to this program, designed to identify potential leaders in education and to support the development of their potential. Each scholarship recipient will be assigned a mentor with expertise in the area of that person's project, and NECTFL will facilitate virtual and, if possible, face-to-face meetings of the two.

66 NECTFL Teacher of the Year Finalists 20Dr. Iris Busch Meiching Chang20 University of Delaware Glastonbury Public Schools Newark, DE Glastonbury, CT DECTFL CT COLT

Karen Cox Megan Flinchbaugh Salem High School Manheim Central High School Salem, NH Manheim, PA NHAWLT PSMLA

Mary Holmes Kristine Keefe New Paltz Central Schools Edison Public Schools New Paltz, NY Edison, NJ NYSAFLT FLENJ

Serena Keeney-Horsch Allison Litten Washington Grove Elementary Marion Cross School Gaithersburg, MD Norwich, VT MFLA VFLA

Amy Petersen Matilde Relvas Midlothian High School International Charter Midlothian, VA School Pawtucket, RI FLAVA RIFLA

Ashley Uyaguari Marcela Velikovsky Innovation Academy Bullis School Charter School Potomac, MD Tyngsboro, MA GWATFL MaFLA

Past NECTFL TeacherRebecca Blouwolff (2019)*s of the Year

Wellesley Middle School, MA (MaFLA) Rebecca Aubrey (2018)*

Ashford School, CT (CT COLT) Caleb Howard (2017)

Dr. William Mennies Elementary School, Vineland, NJ (FLENJ) Katrina Griffin (2016)*

North County High School, Glen Burnie, MD (MFLA) Dr. Edward Zarrow (2015)*

Westwood High School, MA (MaFLA) Hannah Gonzalez (2014) (

Mt. Hebron HS, Woodbine, MD Margarita Boyatzi Dempsey (2013) MFLA)

Smithfield High School, RI (RIFLA) Lucy Chu Lee (2012)

Livingston High School, Livingston, NJ (FLENJ & CLASS) Sherri Harkins (2011)

Wicomico County Public Schools, MD (MFLA) Maryann Woods-Murphy (2010)

Northern Highlands Regional HS, Allendale, NJ (FLENJ) Vickie Mike (2009)

Horseheads High School, NY (NYSAFLT) Emily Wagner (2008)

Germantown Academy, Fort Washington, PAJanet L. Glass (2007)* (PSMLA)

Dwight-Englewood School, Englewood, NJ (FLENJ) Christi Moraga (2006)

West Woods Upper Elementary School, Farmington, CT (CT COLT) Stephanie Appel (2005)

Fair Lawn Public School District, Bergen County, NJ (FLENJ)

68 *Selected ACTFL Language Teacher of the Year

Past NECTFL Award Winners

THE NORTHEAST CONFERENCE NELSON H. BROOKS AWARD FOR OUTSTANDING LEADERSHIP IN THE PROFESSION At each annual Conference since 1968, the Board of Directors has honored a member of the profession for distinguished service and leadership. Since 1978 the award has been given in honor of Nelson H. Brooks, who was the 1969 recipient.

1968 Stephen A. Freeman 1986 Robert Lado 2003 Frank W. Medley, Jr. Middlebury College Georgetown University West Virginia University 1969 Nelson H. Brooks 1987 Mary P. Thompson 2004 Martha G. Abbott Yale University Glastonbury Public Schools (CT) Fairfax County PS (VA) 1970 Harry L. Levy 1988 Leo Benardo 2005 Ray Clifford Fordham University New York City PS Defense Language Institute 1971 Robert G. Mead 1989 Dora Kennedy 2006 Kathleen Riordan University of Connecticut Prince George’s County (MD) Springfield PS (MA) 1972 Freeman Twadell Public Schools 2007 Stephen L. Levy Brown University 1990 Ann Beusch Rosyln NY Schools, ret. 1973 Emma Birkmaier Maryland State DOE 2008 Eileen W. Glisan University of Minnesota 1991 Helen Warriner-Burke Indiana University of 1974 Donald D. Walsh Virginia State DOE Pennsylvania Northeast Conference 1992 Sandye Jean McIntyre II 2009 Marjorie Hall Haley 1975 Theodore Andersson Morgan State University George Mason University University of Texas 1993 Dorothy James 2010 Yu-Lan Lin 1976 Wilmarth H. Starr Hunter College Boston Public Schools New York University 1994 Eleanor Jorden, Emerita 2011 Gregory Duncan 1977 Kenneth W. Mildenberger Cornell University InterPrep, Inc. Modern Language Association 1995 Earl W. Stevick, Emeritus 2012 Richard Brecht 1978 Howard Lee Foreign Service Institute CASLS Nostrand University of 1996 Edward D. Allen, Emeritus 2013 Heidi Byrnes Washington Ohio State University Georgetown University 1979 Dwight Bolinger 1997 Ronald A. Walton 2014 Gladys C. Lipton Harvard University National Foreign Language National FLES* Institute 1980 Richard I. Brod Center (posthumous award) 2015 Charlotte E. Gifford Modern Language Association 1998 Helene Zimmer-Loew Greenfield Comm. College 1981 Laurence Wylie AATG 2016 Laura Franklin Harvard University 1999 June K. Phillips No. Virginia Comm. College 1982 Lorraine A. Strasheim Weber State University 2017 Thekla Fall Indiana University 2000 Protase E. Woodford Pittsburgh Public Schools, ret. 1983 James R. Frith Educational Testing Service, ret. 2018 Janis Hennessey Foreign Service Institute 2001 Edward C. Scebold Dover High School, ret. (NH) 1984 Wilga M. Rivers ACTFL 2019 Sr. Mary Helen Kashuba Harvard University 2002 Robert J. Ludwig Chestnut Hill College 1985 James E. Alatis NYSAFLT Georgetown University

NECTFL Awards Ceremony

Friday, February 14, 2020 6:30–7:30 p.m. Rendezvous Trianon Please join us as we honor this year’s award winners and honorees!

69 THE STEPHEN A. FREEMAN AWARD FOR BEST PUBLISHED ARTICLE ON TEACHING TECHNIQUES This award is named after Stephen A. Freeman of Middlebury College. It has been awarded since 1968 at the discretion of the Board to recognize the best published article on teaching techniques to have appeared during the preceding year. 1969 Sidney R. Smith 1986 Charlotte Cole Eileen W. Glisan University of North Carolina Floy Miller Indiana University of PA 1970 Frank Otto Walpole High School (MA) Keiko Koda Ohio State University 1989 Jay Siskin Carnegie Mellon University 1971 Michael Agatstein Northwestern University S. Paul Sandrock Wheatley School Emily Spinelli WI Dept. of Public Instruction 1973 H. Ned Seelye U. of Michigan at Dearborn Elvira Swender J. Lawrence Day 1990 Robert Terry ACTFL 1974 Robert J. Elkins University of Richmond 2009 Jason J. Goulah Theodore B. Kalivoda 1991 Marva Barnett DePaul University/Concordia Genelle Morain University of Virginia Language Villages University of Georgia 1998 Elizabeth Knutson 2011 Lina Lee 1975 Thomas P. Carter U.S. Naval Academy University of New Hampshire Dalhousie University 1999 Olenka Bilash 2014 Maximilian Aue 1977 Christina Bratt Paulston University of Alberta Peter Höyng Howard R. Selekman 2001 Anita Vogely Marianne Lancaster 1978 I.S.P. Nation SUNY Binghamton Hiram Maxim Victoria University 2002 Linda Quinn Allen Caroline Schauman 1979 Diane W. Birckbichler Iowa State University Emory University Ohio State University 2003 Terry A. Osborn 2015 Cynthia Chalupa Alice C. Omaggio University of Connecticut Heiko ter Haseborg ERIC Clearinghouse on Languages 2004 Bonnie Adair-Hauck and West Virgina Univiersity & Linguistics Richard Donato 2016 Mary Caitlyn Wight 1981 James M. Hendrickson University of Pittsburgh SUNY Geneseo Lansing Community College 2005 Wynne Wong 2017 Tony Houston 1982 Claire Kramsch Ohio State University Bryant University Mass. Institute of Technology Bill VanPatten 2018 Francis J. Troyan, Ph.D., 1983 Heidi Byrnes, Stefan Fink, U. of Illinois at Chicago The Ohio State University Aureila Roman 2006 N. Ann Chenoweth Laurent Cammarata, Ph.D. Georgetown University U.of Texas – Pan American Faculté Saint-Jean, U. of Alberta 1984 Renate A. Schulz 2006 Kimmaree Murday Jason Martel, Ph.D. University of Arizona Indiana U. – Purdue U. Indianapolis Middlebury Institute of International 1985 Walter Blue, Donald Rice, 2007 Teresa Pica Studies at Monterey Tamara Root Penn Graduate School of Education 2019 Carolina Bustamante, Ph.D. Hamline University 2008 Bonnie Adair-Hauck SUNY Old Westbury University of Pittsburgh

THE JAMES W. DODGE FOREIGN LANGUAGE ADVOCATE AWARD The Foreign Language Advocate Award is presented to honor an individual outside the profession, for recognition of work on behalf of languages. Since 1990, this award has been presented in memory of James W. Dodge, who served as Secretary- Treasurer of the Northeast Conference for nearly twenty years. 1978 Hon. Paul Simon 1994 James Crawford 2006 Taj Mahal and Carole Fredericks Congressional Representative from author and editor (posthumous) Music Legends and Illinois 1995 Hon. Madeleine May Kunin Cultural Ambassadors 1979 President Jimmy Carter former Governor of Vermont, 2007 Hon. Paul S. Sarbanes 1980 Fred M. Hechinger Deputy Secretary of Education former Senator from Maryland The New York Times Foundation 1996 Hon. David L. Boren 2009 Luma Mufleh 1983 Hon. Leon E. Panetta former Senator from Oklahoma; Fugees Family Congressional Representative from President, University of Oklahoma 2010 J.W. Marriott, Jr. California 1997 Robert Orrill Marriott International 1985 Sylvia Porter The College Board 2012 J. David Edwards nationally syndicated columnist 1998 Ken O’Keefe JNCL/NCLIS 1986 Hon. Christopher J. Dodd Allegheny College 2013 Hon. Jack Markell Senator from Connecticut 1999 Sesame Street, Children’s Govenor of Delaware 1987 Hon. J. William Fulbright Television Workshop 2014 Clay Pell former Senator from Arkansas 2000 Hon. Richard Riley Deputy Assistant Secretary of 1988 Hon. Claiborne Pell former Governor of South Carolina, Education, U.S. DOE Senator from Rhode Island Sec. of Education, U.S. DOE 2015 Diane Rehm 1989 The Southern Governors 2001 L. Jay Oliva The Diane Rehm Show Conference President, New York University 2017 Carnegie Library of Pittsburgh 1990 Leonard A. Lauder 2002 Barbara Turlington 2018 The Trout Gallery, Dickinson President and CEO, American Council on Education College Estée Lauder, Inc. 2003 Ann M. Copland 2019 Eduardo Vilaro 1991 Scott McVay Senior Exec. and Legislative Asst., Ballet Hispánico Executive Director, Geraldine R. Sen. Cochran (R-MS) Dodge Foundation 2004 Brenda L. Welburn 1992 Hon. Lois G. Pines, National Association of State State Senator from MA Boards of Education 1993 James Herbert 2005 Hon. Rush Holt National Endowment for the Congressional Representative from Humanities New Jersey

70 NECTFL Advisory Council 2020*

The NECTFL Advisory Council is a governing body of NECTFL, composed of individuals representing themselves ($100 level) OR representing schools, districts, universities, associations or companies ($200 level) who pay a membership fee to participate in NECTFL activities and business by providing advice, leadership and support to the Board of Directors.

Individual Memberships Agnes Alberola, Brookline High School Alexandra Guilamo, TaJu Educational Solutions Ana Alonso, Northern Virginia Community College Bill Heller, SUNY Geneseo Sally Barnes, Croton on Hudson UFSD Gisela Hoecherl-Alden, Boston University Mara-Lee Bierman, SUNY Rockland Community College Billie Hulke, Baylor University Michael Bogdan, South Middleton School District Serena Keeney-Horsch, Montgomery County Public Schools Evelyn M. Bornier, Auburn University Carole Lapointe, Boston Latin School John Carlino, Buffalo State College Grisel López-Díaz, New Jersey City University Dawn Carney, Arlington High School Greta Lundgaard, Consultant Michael Cave, Catholic Memorial High School Nathan Lutz, Kent Place School Gisela Cordero-Cinko, Christian Brothers Academy Claire-Louise Meng, Northern Parkway Elementary School Keith Cothrun, AATG Salvatore Muffoletto, National Spanish Examinations Robert R. Daniel, Saint Joseph's University Joanne O'Toole, SUNY Oswego Sawsan Darwish, Forest Oak Middle School Beth Pachas, Joel Barlow High School Richard de Meij, Hartford Public High School June Phillips, Weber State University, emerita Tina DeFalco, Miller Place School District Cheri Quinlan, Consultant José Díaz Benjamin Rifkin, Hofstra University Timothy Eagan, Wellesley Public Schools Bill Rivers, Joint National Committee for Languages Wen Enders, RenHill Group Valerie Rossi, Falk Lab School at the University of Pittsburgh Deborah Espitia, Howard County Public Schools, retired Roser Salavert, Fordham University Kathy Fegely, Antietam High School, retired Kathleen Stein-Smith, Farleigh Dickinson University Laura Franklin, Northern Virginia Community College Madeline Turan, Stony Brook University Victoria Gilbert, Saint David’s School Jim Ventosa, The McDonogh School Eileen Glisan, Indiana University of PA Linda Villadoniga, FL Chapter, AATSP Dorothy Goulet, Ph.D., Maple Run Unified Supervisory District Angelo Villareal, Long Branch Public Schools Andrea Grady, Sacred Heart Academy Aida-Janet Wahba, Somerville School District Leslie Grahn, Howard County Public Schools, ret. Helene Zimmer-Loew, AATG (ret.)

Instiutional Memberships AATSP-Massachusetts, Mary-Anne Vetterling MARACAS Spanish Programs, Amanda Seewald ACTFL, Howie Berman Marianapolis Preparatory School, Joseph Parodi-Brown Chestnut Hill College, Sister Mary Helen Kashuba, SSJ Maryland Foreign Language Association, Rusty Mumford CLASS, Lucy Lee Massapequa School District, William Anderson CT COLT, Lea Graner-Kennedy NHAWLT, Molly McCrum CUNY Queens College, Jennifer Eddy, Ph.D. Nyack Public Schools, Elcie Douce The Dalton School, Natalia Malone-Hernandez NYSAFLT, Leslie Kudlack FLAVA, Dick Kuettner PSMLA, John Grande FLENJ, Frank Ruggiero, Ed.D. Rutgers University Camden, Dana Pilla George Mason University, Rebecca K. Fox, Ph.D. Shippensburg University, Jose Ricardo Glastonbury Public Schools, Rita Oleksak Stony Brook University, Sarah Jourdain Greenfield Community College, Charlotte Gifford The Dalton School, Natalia Hernandez InterPrep, Inc., Gregory W. Duncan Wellesley College, Joy Renjilian-Burgy MaFLA, Jeanne O'Hearn World Languages 360, Jeffrey Samuels

For more information about the NECTFL Advisory Council and how to join, please see a member of the Board or visit our website. Benefits include:

• • • Discounted conference registration and an invitation to the annual Advisory Council luncheon and meeting • The right to nominate and vote for candidates to the Board of Directors • The right to nominate candidates for NECTFL’s prestigious awards The opportunity to help us provide leadership, advocacy, and professional development

The benefit of presenting up to ten (10) NECTFL Excellence in Language Study awards to your students *As of 1/18/2020 71 NECTFL Review

General Information Since 2000, the NECTFL Review has published articles of interest to instructors, researchers, and administrators at all educational levels on theory, research, and classroom practice in language teaching. In addition to scholarly articles, the NECTFL Review includes reviews of products of interest to world language educators, written by language professionals at all levels representing all languages. Until 2005, the Review was available in print only, then in 2005 both online and in print. In 2009, the journal began publishing uniquely online, maintaining the same professional rigor in the selection and publication of articles that had seen the journal take its place among the ranks of highly recognized foreign language publications. The journal is published twice a year, in March and in September. There is no deadline for submission of articles. Abbreviated guidelines for the preparation of manuscripts and a checklist for manuscript preparation are published in every issue of the journal and also appear in full online at http://www.nectfl.org/publications/ — • Guidelines for Preparation of Manuscripts • A Checklist for Manuscript Preparation • Author/Article Information

Each article is reviewed by at least three nationally-known experts in the field of world language teaching who make up the Editorial Board and the list of reviewers. Elements that are considered in the evaluation process are the article’s appropriateness for the journal’s readership; its contribution to foreign language education and the originality of that contribution; the soundness of the research or theoretical base; its implications for the classroom; and finally, organization, focus, and clarity of expression. Authors are notified about the status of their articles within two months from the date of submission. For those interested in reviewing materials, contact Tom Conner, Review Editor, [email protected]

Guidelines for reviewers can be found at http://www.nectfl.org/publications/.

Editors Robert M. Terry, Editor [email protected]

Thomas S. Conner, Review Editor

Publication Data (as of January 15, 2020)

Total articles received 221 Total published 101 (45.7%) Total rejected/withdrawn 111 (50.2%) Total being revised 9 (4.1%)

Editor

72 Conference Chairs, 1954–present

1954 Hunter Kellenberger 1977 Jane MacFarland 2000 Frank W. Medley, Jr.

1955 GermaineBrown University Brée 1978 BourqueThomas H.Stratford Geno P.S. (CT) 2001 MargaretWest Virginia AnnUniversity Kassen

1956 DorothyNew York B. University Crawford 1979 UniversityPaul D. Cincinnato of Vermont 2002 DonaldCatholic ReutershanUniversity of America

1957 WilliamPhiladelphia N. Locke H.S. for Girls 1980 JohnFarmingdale L. D. Clark P.S. (NY) 2003 MaineJohn Webb Dept. of Education

1958 GeorgeMass. Institute N. Shuster of Technology 1981 EducationalHelene Zimmer Testing-Loew Services 2004 FrankPrinceton Mulhern University (NJ)

1959 LéonHunter E. College Dostert 1982 TobyNYS Department Tamarkin of Education Pennsylvania State Modern 2005 LanguageMikle D. Ledgerwood Association 1960 RemigioGeorgetown U. Pane University 1983 ManchesterJohn M. Darcey Comm. College (CT) 2006 NancySUNY Stony Gadbois Brook 1961 CarlRutgers F. Bayerschmidt University 1984 JuneWest K.Hartford Phillips P.S. (CT) 2007 MarjorieSpringfield Hall Public Haley Schools (MA) 1962 EdwardColumbia J. University Geary 1985 StephenIndiana University L. Levy of PA 2008 SharonGeorge Mason Wilkinson University (VA) 1963 HarryHarvard L. UniversityLevy 1986 HelenRoslyn S. Public Lepke Schools (NY) 2009 LauraSimpson Franklin College 1964 AlfredHunter S.College Hayes 1987 ClarionChristine University L. Brown of PA 2010 JayaN. Virginia Vijayasekar Comm. College 1965 CenterWilmarth for AppliedH. Starr Linguistics 1988 GlastonburyRichard C. Williamson P.S. (CT) 2011 CharlotteVernon Public Gifford Schools (CT) 1966 JeanNew YorkPerkins University 1989 JohnBates P. College Nionakis 2012 JenniferGreenfield L. Comm. Steeley College (MA) 1967 G.Swarthmore Reginald Bishop,College Jr. 1990 HinghamHeidi Byrnes Public Schools (MA) 2013 ArleneManheim F. Twp.White M .S. (PA) 1968 RobertRutgers G.University Mead, Jr. 1991 JudithGeorgetown E. Liskin University-Gasparro 2014 JanelSalisbury Lafond University-Paquin (MD) 1969 UniversityF. André Paquette of Connecticut 1992 JoyMiddlebury Renjilian College-Burgy 2015 RogersCheryl HighBerman School (RI) American Council on the 1993 JoséWellesley M. Díaz College 1970 Teaching of Foreign LanguagesRemunda Cadoux 2016 SAU 50 Newington (NH)Rebecca K. Fox 1994 SylviaHunter Brooks College- HighBrown School 1971 HilaryHunter HaydenCollege 2017 Carole SmartGeorge Mason University (VA) 1995 RebeccaBaltimore R. County Kline P.S. (MD) 1972 MillsOSB St. F. Anselm’sEdgerton Abbey, Jr. School 2018 Newmarket High School (NH)Bill Heller 1996 JuliaPenn T.State Bressler University 1973 BucknellJoan L. Feindler University 2019 Rosanne ZeppieriSUNY Geneseo (NY) 1997 NashuaEileen W. Public Glisan Schools (NH) 1974 JosephEast Williston A. Tursi P.S. (NY) 2020 Nathan LutzW. Windsor Plainsboro , ret. (NJ) 1998 IndianaRichard University Donato of PA 1975 JeromeSUNY at G.Stony Mirsky Brook Kent Place School (NJ) 1999 UniversityMartha G. Abbottof Pittsburgh 1976 PhilipJericho E. Public Arsenault Schools (NY) Fairfax County P.S. (VA) Montgomery County P.S. (MD)

73 A Message from the 2021 Chair

Dear NECTFL Friends and Colleagues,

It is with great pleasure that I welcome you to the 2020 Northeast Conference. Chair Nathan Lutz and the entire NECTFL Board have worked hard to organize the best professional development for world language educators.

As the chair of next year’s conference, I invite you to join us back here at the NY Hilton Midtown from February 25-27, 2021. The theme for the 67th annual conference will be Finding Our Voice: World Languages for Social Justice. We see this as a timely topic that will challenge us all to reconsider our units to be inclusive, address diverse perspectives, connect with local and global communities, and confront societal concerns.

Our keynote will be delivered by Sydney Chaffee, 2017 National Teacher of the Year and humanities teacher in Massachusetts. She will address why social justice belongs in our schools and the role teachers play in developing students who will strive for a more just society. Her speech will certainly inspire us to consider our responsibility in educating future generations of leaders and active citizens.

Our conference is only as strong as those who share their knowledge and experience, so please consider submitting a presentation proposal. Our program will include in-depth three and six- hour pre-conference workshops, a variety of sessions, featured presentations by distinguished speakers, as well as our #techlab, Research Roundtable, and “Best of State” sessions. We welcome all proposals—those with a connection to our theme as well as those that address topics of general interest in the field. Proposals can be submitted at www.nectfl.org/conference.

Please enjoy your 2020 NECTFL Conference; I look forward to seeing you again next year at the 2021 Northeast Conference in New York City!

Mike Bogdan

74 San Juan, Puerto Rico

102nd AATSP Annual Conference

Español y Portugués para Espanhol e Português para un mundo multilingüe y um mundo multilíngue e multicultural multicultural

Caribe Hilton Hotel July 9 – 12, 2020 www.aatsp.org

For more information, visit www.aatsp.org or e-mail [email protected]

75 AMERICAN ASSOCIATION of TEACHERS of FRENCH

1/T ECHANGER POUR S'ENRICHIR

AATF >> NOUVELLE IMAGE L'AATF est le plus important reseau de professeurs et d'enseignants de frangais aux Etats-Unis. Suivant sa mission de promouvoir l'enseignement et l'apprentissage du frangais et de la culture francophone, l'association s'actualise afin de mieux repondre a vos besoins en tant qu'educateurs.

Notre nouvelle image place l'enseignant au coeur meme de l'Association et demontre tout le dynamisme avec lequel nous souhaitons appuyer nos membres. Par cette demarche, l'AATF fait la promesse de promouvoir l'enrichissement professionnel et personnel des enseignants et professeurs a travers l'echange et la collaboration entre nos membres.

Venez nous rejoindre a Trois-Rivieres au Quebec pour le 93" congres de I' AATF du 15 au 18 juillet 2020.

Save the Date! 67th Annual Northeast Conference on the Teaching of Foreign Languages

New York Hilton Midtown February 25–27, 2021

Michael Bogdan, Chairperson