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spring/summer 2015 volume 20 issue 2

LEARNING t 21s LANGUAGES languagelanguagethrough language

developing t 21s developing t 21s developing t 21s instructioninstructioninstructioncenturyinstruction developing t 21s developing t 21s developing t 21s developing t 21s centurydeveloping t 21s centurydeveloping t 21s 1 t 21s

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through century through languageleadersinstructionlanguageleadersinstructionlanguageleadersinstruction instructionlanguagethrough instructionlanguageinstructionlanguage languageinstructionleadlanguageersinstructionlanguageinstruction developinginstruction t 21s developinginstruction t 21s developinginstruction t 21s developing t 21s developing t 21s developing t 21s century century through leaderscenturylanguagethrough leaderscentury through leaderscentury leaders through leaders through leaders languageinstructilanguageon language languageinstructionlanguageinstructionlanguage Learning Languages ~ 1instruction instruction instruction instruction NNELL REPRESENTATIVES by region by state Central East — Julie Canady 1. Alaska: open [email protected] 2. Alabama: open 3. Arkansas: Brandon Locke, [email protected] Central West — Kathy Olson Studler 4. Arizona: open [email protected] 5. California: open 6. Colorado: Andrea Suarez-Boyd, [email protected] Northeast — Kate Krotzer 7. Connecticut: Lisa Urso, [email protected] [email protected] 8. DC: open 9. Delaware: Iris Busch, [email protected] Pacific Northwest — Sally Hood 10. Florida: Ofelia Motta Montoya, [email protected] [email protected] 11. Georgia: Vicki Welch-Alvis, [email protected] 12. Hawaii: open Southeast — Yohanna Jimenez [email protected] 13. Iowa: Kristel Saxton, [email protected] 14. Idaho: Molly Michalec, [email protected] 15. Pacific Southwest — Teresa Kennedy Illinois: Kathleen Priceman, [email protected] [email protected] 16. Indiana: Pamela Valdez , [email protected] 17. Kansas: open 18. Kentucky: Jennifer Kennedy, [email protected] 19. Louisana: open NNELL EXECUTIVE BOARD 20. Massachusetts: Carolina Gomez-Kramer, [email protected] Nadine Jacobsen-McLean - President 21. Maryland: Leslie M. Grahn, [email protected] [email protected] 22. Maine: open Nathan Lutz — President-Elect 23. Michigan: Susan Buffa,[email protected] Kent Place School, New Jersey 24. [email protected] Minnesota: open Diane DeNoon - Treasurer 25. Mississippi: Edgar Serrano, [email protected] Blue Valley Schools, Kansas 26. Missouri: Lynn Schick, [email protected] [email protected] 27. Montana: open Dorie Perugini - Executive Secretary 28. North Carolina: Ashley Velazquez, [email protected] Naubuc Elementary School, Connecticut 29. North Dakota: open [email protected] 30. Nebraska: open Janine Erickson, Early Language Learning Advocate 31. New Hampshire: Terri Burlingame, [email protected] Thornton, Colorado 32. New Jersey: Amanda Seewald, [email protected] [email protected] 33. New Mexico: open Marcela Summerville, National Networking Coordinator 34. Spanish Workshop for Children, Pennsylvania Nevada: open [email protected] 35. New York: Marissa Coulehan, [email protected] Tammy Dann, Membership Secretary 36. Ohio: Lori Winne, [email protected] Crestview Elementary School, Iowa 37. Oklahoma: open [email protected] 38. Oregon: Sally Hood, [email protected] Rita Oleksak — Past President 39. Pennsylvania: Heather Hendry, [email protected] Glastonbury Public Schools, Connecticut 40. Rhode Island: Suzanne Pezzulli, [email protected] [email protected] 41. South Carolina: Jennifer Godwin, [email protected] 42. South Dakota: open LEARNING LANGUAGES EDITORS 43. Tennessee: Patricia Davis-Wiley, [email protected] Rita A Oleksak, Chair 44. Texas: Teresa Kennedy, [email protected] Glastonbury Public Schools, Connecticut 45. Utah: open [email protected] 46. Vermont: Lizzy Lindenberg, [email protected] Rose Scotto, Copy Editor 47. Virgina: Ingrid Badia, [email protected] Glastonbury Public Schools, Connecticut 48. [email protected] Washington: open Bretton Zinger, Layout Editor 49. West Virginia: Judith G. de Lasker, [email protected] Hopkinton Public Schools, Massachusetts 50. Wisconsin: Jessica Bradley, [email protected] [email protected] 51. Wyoming: Matthew Parsons, [email protected]

2 ~spring/summer 2015 LEARNING LANGUAGES CONTENTS spring/summer 2015 volume 20 issue 2

NNELL State and Regional 2 Representatives 18 JUDGING A BOOK President’s Message 4 BY ITS COVER Letter from the Editor 5 Seeking Editor for Learning Languages DEVELOPING INTERCULTURAL Parent’s Corner: Creating a Global 6 Classroom COMPETENCE THROUGH

Building Community in a Highly BOOK COVERS 8 Successful, Inner-City STARTALK Program

10 Nurturing Engaged and Empowered Learners

13 Engaging Assessments for Speaking and Listening

Making Ice Cream Together: Chinese 16 Language STEM Programs at Two Maryland Elementary Schools

2014 NNELL Award: Representative 17 Rush Holt of New Jersey

Call for submissions for the next 21 Learning Languages

LEARNING LANGUAGES | spring/summer 2015 | volume 20, issue 2 LEARNING LANGUAGES editorial and advertising sales offices: Learning Languages is published biannually (fall/winter and spring/summer) National Network for Early Language Learning, by the National Network for Early Language Learning. Materials may be reprinted Attn: Diane Denoon with prior permission of the editor. Editorial submissions are encouraged and 813 North Sumac should be addressed to the editor. Olathe, KS 66061-5974 Learning Languages ~ 3 process. Two years ago, I entered the leadership role The theme of this issue of Learning Languages, as Vice-President of NNELL. The same year, my Developing 21St Century Leaders Through Language daughter was born and my journey towards a doctoral Instruction, reflects the role language learning plays in degree in learning and leadership began. Although cultivating our future leaders. Despite the progressive leadership can be thought of as championing change, sci-fi movies depicting the future with flying cars and the management aspect of my leadership journey robots that do all of the housework, we are still a long includes timelines, coursework, and other functions way from this. On the other hand, thanks to their related to the leadership process while juggling a toddler entrepreneurial endeavors, children are creating startup and a teenager. With so many ambitious and talented companies, developing apps, and achieving success at educators involved with early language learning, I am younger and younger ages. They are building social looking forward to joining forces to bolster advocacy networks and becoming architects of their future. Do efforts and empower emerging leaders. For me, NNELL the education systems in place reflect what is to be the is, and always has been an organization that cares. future for today’s students? As we prepare students for When seeking that healthy balance, between home, jobs that quite possibly do not exist yet, it is necessary work, the doctoral journey, and my leadership role to cultivate leaders who can adapt and collaborate on a with NNELL, it helps to be surrounded by inspiring global level. and thoughtful people. This year we welcomed back a As I searched for words of wisdom to impart on my committed leader, Nathan Lutz, to the executive board son as he graduated from high school, I came across the as President-Elect, and are grateful Diane DeNoon will following quote: continue as our Treasurer. Tammy Dann remains our “The best way to predict the future is to create it.” - Peter Drucker (1909-2005) According to the Drucker Institute, the Austrian- born language learner, writer, professor, management consultant and self-described “social ecologist,” influenced a wide range of organizations from the U.S. President’s to Japan. He coined the term, “knowledge worker” and pressed for a healthy balance; notably between dedicated the specific mission of individual organizations and Membership the common good. An active Peter Drucker modeled Secretary, lifelong learning as he continued to publish and consult while Message well into his eighties with his method of asking more Marcela questions than giving answers approach and teaching Summerville will continue as our energetic and his last class at the age of ninety-three. His example passionate National Network Coordinator. Janine demonstrates the influence one can have in other Erickson, our inspiring Advocacy Chair, amongst other cultures and countries besides one’s own when learning duties, compiles articles and research with the help other languages and about interculturality. of a stellar advocacy committee. I ask, where would On the other hand, it can be challenging to sustain we be without Glastonbury? Rita Oleksak, our Past the vision of revolutionary change in a rapidly changing President, and Dorie Perugini, our Executive Secretary landscape of technology and innovation. Therefore, it are invaluable with their keen eye for detail and support would be wise to consider a leadership approach that with the Summer Institute for three years in a row. I reflects the need for lifelong learners. While creating would also like to extend a special thank you to Ken paths for themselves to the unknown future that awaits Hughes for his behind the scenes work as our webmaster them, emerging leaders need to be risk takers yet and to Stacie Berdan for her tireless advocacy efforts consider how their actions affect others from a variety and representation of parents raising global citizens. We of culture backgrounds. For that reason, the relationship represent a variety of approaches to leadership, yet our between interculturality and leadership finds its way mission is the same: Developing 21st century leaders. into the language classroom. As educators, we are poised As you read this issue of Learning Languages, consider to cultivate 21st century leaders from early on through how we can support and cultivate emerging leaders. language instruction that incorporates cultural aspects Please do not hesitate to contact us and share your in order to help them collaborate more effectively with ideas. Read on and lead on! others. Learners should be allowed to make mistakes, Nadine Jacobsen-McLean negotiate meaning, and work towards improving NNELL President proficiency in the language and culture through interpersonal exercises and intrapersonal reflection. “Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” –Peter Drucker The process of learning a language includes difficulties and growing pains, much like the leadership 4 ~spring/summer 2015 Letter from the editor Dear NNELL Colleagues, with you an article by Emmett Hendershot, Ruby Costea, and Dr. Welcome to the spring/summer 2015 edition of our Learning Molly Stewart, whose program was featured in a recent Chinese Languages ournal. This summer’s theme is “Developing 21st Early Language and Immersion Network (CELIN) newsletter as a Century Leaders Through Language Instruction.” One of the key program profile on Paint Branch Elementary School: “Making areas of focus around the country right now is building college Ice Cream Together: Chinese Language STEM Programs at Two and career-ready students as part of Common Core and preparing Maryland Elementary Schools.” students for global citizenship. It’s never too early to start thinking The theme of our fall/winter 2015 issue is “Exploring Creativity about this very important topic. & Innovation through Language Learning.” I encourage you to The ability for students to make connections with the submit an article proposal on this subject which explores 21st community within the school and the district, as well as the local century skills and delves more deeply into opportunities for student community, helps to shape today’s students and broadens their engagement through creativity and innovation. Proposals will be horizons at the local level. I think you will find these articles accepted through Sept. 15, 2015. timely and of interest to you as you relax this summer. Greg As I have transitioned into past-president, I am also working Duncan talks to us about Nurturing Engaged & Empowered with the Board on a search for a new journal editor. This has Leaders. Katherine Ousselin shares some tips and highlights been a tremendous growth experience for me and has allowed me of using Digital Tools, Listening, Speaking. Dorie Perugini, the opportunity to connect with colleagues around the country our executive secretary, shares with us more on the topic of and internationally. In this issue, you will see a page dedicated to intercultural competence, with her article, “Building Community our search for a journal editor. Please consider this professional in a Highly Successful Inner-City STARTALK Program.” Ann opportunity as a way to share your expertise with a broader Ferriter showcases the effect of community partnerships within audience. a district in order to support a highly successful STARTALK Enjoy the summer! elementary Chinese program. Finally, I am very pleased to share Rita Seeking Editor for Learning Languages The professional journal Learning Languages is the official RESPONSIBILITIES peer­reviewed journal of the National Network for Early Language The editor of the journal is a volunteer who: Learning (NNELL) and is published two times a year. • will be responsible for the content of each publication establishing themes and proactively solicit submissions for the QUALIFICATIONS journal; The ideal candidate will have a background in Applied Linguistics, • will establish deadlines for the spring/summer and fall/winter Second Language Acquisition and/or Foreign Language Education, journals and define a process for and supervise the refereeing an established scholarly record, familiarity with quantitative of articles; and qualitative research paradigms, and be open to an array of theoretical perspectives. Prior editorial experience and experience • will write the editor’s message for each issue with Board in carrying out research on L2 acquisition of languages other than approval and work with authors on proofs and edits of their English are not required but a definite plus. The editor of the accepted articles (APA format); NNELL Learning Languages journal must be a member of NNELL. • will supervise work of the guest editors, contributing editors, and the Journal Editing Committee receiving and DESCRIPTION acknowledging all correspondence and articles; The Journal Editor reports to the President and works with the • will organize and supervise the journal budget including Executive Board and the Journal Editing Committee in order sponsor information in the preparation, design, and to organize and supervise the preparation, design, printing, and disbursement of the publication. disbursement of the publication. The Journal Editor is responsible for the content with approval by the Executive Board of each APPLICATION PROCESS publication, establishes deadlines, defines a process for and Review of candidate materials will begin July 1, 2015, and will supervises the refereeing of articles. The Journal Editor shall be continue until the position is filled. appointed by the President with approval by the Executive Board for a one time renewable three-­year term and will be reviewed It is our hope to have a new editor in place as soon as possible so as annually. This is a non­voting position. to allow for sufficient time to prepare for upcoming publications. Candidates should submit a letter of intent and CV to Nadine Jacobsen­-McLean at [email protected].

Learning Languages ~ 5 Creating a Global Classroom By Stacie Nevadomski Berdan world and participating reflectively. programs enabling students to have By the time today’s toddlers join the But global competence training is not direct communication with kids their workforce, the ability to work globally and part of the standard U.S. teacher training or own age living under significantly cross-culturally will be mandatory – not just certification process. So how can teachers different circumstances. Students have the “nice to have” it was years ago. But are who are already in the classroom acquire the opportunity to “travel” to another our teachers prepared to help raise global such skills? country without leaving their own children? Additional training and certification school. The number of networks and While it’s important for parents to credits focused on global competency organizations dedicated to connecting help prepare their children for the global will certainly help, and districts should students and teachers around the world marketplace, educators play an equally encourage teachers to pursue them. But is growing. Although each organization important role in developing cross-cultural in the meantime, teachers can start does it a little differently, they all create competency and knowledge. Teachers with implementing some very practical steps an educational and cultural exchange that global perspectives can help foster increased right away. In my latest book, Raising enriches the lives of students, teachers cultural understanding and support more Global Children: Ways Parents Can Help and administrators. Some of the many young people to think, act and live as global Our Children Grow Up Ready to Succeed in organizations include ePals, which provides citizens. All teachers should be properly a Multicultural Global Economy (published project-based collaboration on a variety of trained and prepared to teach all subjects by the American Council on the Teaching topics and has classrooms in 200 countries through a global lens, not just social studies of Foreign Languages, 2013), and language, in order to help prepare readers learn how developing a students to compete and thrive in the global global mindset is the first step marketplace. – and it’s relevant for adults as According to Global Teacher Education, much as children. Creating a a globally competent teacher is one “who global classroom, a place that possesses the competencies, attitudes, and is inclusive where all children Parent’s habits of mind necessary for successful cross- have an equal voice, doesn’t cultural engagement at home and abroad.” have to take much extra time. Globally competent teachers demonstrate Teaching materials should the following characteristics and guide their reflect the world’s diversity, as students to do the same: should classroom visitors. A few Corner • Investigate the world beyond their examples of what a global classroom entails: and territories; Environment Online, immediate environment, framing • Encourages creative representations of a global virtual school and network for significant problems and conducting the world; sustainable development based in Finland; well-crafted and age-appropriate • Avoids stereotypes when selecting Global Nomads Group delivers interactive research; international images; education programs for students about • Recognize perspectives, others’ and • Creates games using maps and globes; global issues; iEARN is a project-based site their own, articulating and explaining • Plays music from a variety of cultures that encourages teachers and students to such perspectives thoughtfully and and take time to reflect on and discuss take part in international collaborations, respectfully; it; as well as offers professional development • Communicate ideas effectively • Creates a global bookshelf, including courses for teachers and administrators with diverse audiences, bridging books written in other languages to on how to integrate global collaboration geographic, linguistic, ideological, and show how books are physically read in projects into the curriculum; Project cultural barriers; and other countries; Explorer offers free multimedia content and • Take action to improve conditions, • Posts and refers to the alphabets of lesson plans that improve students’ global viewing themselves as players in the other world languages; awareness and cross-cultural understanding; • Introduces world languages through and World Wise Schools, a Peace Corps Stacie Nevadomski online sources, such as the one used Program that matches U.S. students with Berdan is a seasoned by the Peace Corps; Peace Corps volunteers around the world global executive • Incorporates toys/items from around with the goal of infusing global issues and and an expert on the world in teaching both a 21st-century skills into the classroom. international careers. She is the author, subject and cultural similarities and In addition to bringing the world into most recently, of Go differences; and the classroom, many organve izations Global! Launching an • Posts and frequently uses a variety of offer creative opportunities for teacher International Career maps. exchanges and encounters abroad for Here or Abroad and the Teachers can also incorporate cultural them to then bring back to enhance their upcoming book Raising exchange into their core curricula lessons inside the classroom. The following Global Children from Tots to Teens. through virtual international exchange list of programs and awards are excellent 6 ~spring/summer 2015 the deadline is usually in March.

The Distinguished Fulbright Awards in Teaching Program recognizes and encourages excellence in teaching in the United States and abroad. U.S. and international teachers receive grants to study at a university, observe classes, and complete a project pertaining to their field of educational inquiry during their time abroad. The program, which is sponsored by the ECA, is open to teachers from the United States and other selected countries. The Hanban Chinese Teacher Training Program is designed to provide trainees/teachers with systematic, professional knowledge in Chinese language teaching methods and Chinese culture promotion techniques based upon the established teaching practices of their home country. Applicants cannot be native Chinese speakers or citizens of China. The program is administered by the Ministry of China Education and Office of Chinese Language Council International (Hanban). The Instituto Cervantes was founded in 1991 by the Spanish government to teach and promote the language and culture of Spain as well as the co-official languages opportunities for teachers to experience the learning in their classrooms. TGC is a program of Spain and Spanish- cultural context of the subject or language of the U.S. Department of State’s Bureau speaking countries. The Instituto Cervantes they teach: of Educational and Cultural Affairs (ECA) offers a comprehensive teacher training program and administered by IREX, an international designed to cater to the needs of teachers Teachers for Global Classrooms Program nonprofit organization providing thought of Spanish as a second/foreign language in (TGC) provides a professional development leadership and innovative programs to promote different stages of their careers. opportunity for middle and high school teachers positive lasting change globally. The applications If we are to raise global children, teachers from the United States to participate in a for TGC are available on IREX’s website; program aimed at globalizing teaching and must be cross-culturally competent as well. Learning Languages ~ 7 By Ann Ferriter the Shriners Children’s Hospital in Spring- This summer, Springfield Public Schools field. Students and teachers visited the hos- will host its seventh annual STARTALK pital to deliver the check and meet with Chinese Immersion Summer Camp for el- patients and staff. A lot of math concepts ementary school students. We who are inti- were reinforced through this activity but mately familiar with the behind-the-scenes the most impressive outcome was found preparation for, and task-heavy require- in the faces of our students and their peers ments of, this federally funded grant oppor- who were patients at Shriners. It was a tunity are nonetheless grateful as it enables most meaningful experience for the young- us to supplement what is weak World Lan- sters who learned the value of community guages programming at this level as we con- involvement. tinue to grapple with more budget cuts in We have parents emerging as leaders our cash-strapped district. Currently, only forming a committee to explore fundraising one elementary school in Springfield offers activities to supplement our federal fund- Spanish instruction in a district that, in its ing in order to program activities through- pre-MCAS existence, provided K-12 pro- out the school year. One specific goal on the gramming in Chinese, French, and Spanish. group’s horizon is funding a camp extension Our STARTALK family has grown over Building in the form of one Saturday per month of the years to include students from our dis- instruction. One Springfield principal has trict’s elementary schools whose parents already offered to host! appreciate this free opportunity to help pre- Community We have high school students of Chinese pare their children to become culturally from within the district and beyond clam- aware global citizens. Where space allows oring to become volunteers in our STAR- we invite other Springfield parents to en- TALK Camp every summer. To watch them roll their youngsters, as well as families from in a interact with the young campers and ap- neighboring communities. This is a unique ply their linguistic knowledge is to see great opportunity for families from ethnically and leadership in the making! socioeconomically diverse backgrounds and We refer to our camp as our “little gem” communities to comingle, thrive, and find Highly and take great pride in what we’ve created common ground. and sustained, and the examples of leader- All of our instructors are native speakers ship-building we have witnessed year after of Mandarin Chinese, and the immersion year. Last summer Congressman Richard model we implement with fidelity includes Successful Neal paid us a visit and zeroed in on the im- copious authentic learning opportunities portance of a strong relationship between where students, and, indeed our entire com- the US and China. The Springfield STAR- munity, might just as well find themselves in TALK program will continue to instill re- a classroom in Shanghai or Taipei! In addi- Inner-City spect for ethnic and cultural diversity as our tion, our other instructional focus is math- overarching mission as we simultaneously ematics which is, in and of itself, a universal promote the value of intra-lingual commu- language. This year 95 students will reap the nication. We will take advantage of this benefits of such learning experiences. STARTALK opportunity to lead on this front locally as We added a Community Service com- long as the government makes this program ponent to our STARTALK curriculum two possible and will do so with great apprecia- years ago and both campers and teachers Program tion. have stepped up to the plate to help our program management team consider ways to expand our community outreach ef- Ann Ferriter has been forts. We listened intently to programmatic with the Springfield suggestions from key stakeholders result- Public Schools since ing in one very successful project last sum- 1999 when she began mer. Our teachers and students decided to a five-year career as a role play a restaurant experience beginning classroom teacher of with classes learning how to make eggrolls, high School Spanish. noodles, and bubble tea. Teachers then Since then Ann has managed several high modeled being the chef, the waiters, and profile, federally funded the customers. Students played all roles grants for the district and, when playing the customers, they used and has served as the Director of Language yuan currency when paying for their food. Acquisition. She also oversees the Advance We sold the meals to parents and staff on Placement Programming for the district as well campus, and the proceeds were donated to as the International Baccalaureate Program. 8 ~spring/summer 2015 WE REFER TO OUR CAMP AS OUR “LITTLE GEM” AND TAKE GREAT PRIDE IN WHAT WE’VE CREATED AND SUSTAINED

Learning Languages ~ 9 Nurturing Engaged and Empowered Learners

By Greg Duncan quite good about how well the students lis- what they heard? Answers to these ques- The 5th grade French students are all cir- tened and showed their understanding. tions become critically important if we are cled up, and the teacher has just finished It would be easy to see why a teacher to ensure that learning has happened, in- telling them about her first visit to Ver- would feel satisfied with the scenario above. stead of assuming that it has. sailles. The students heard about this in- Students sat quietly, they listened to the The teacher might say that she knows credible palace, about famous people who teacher, they enthusiastically wanted to re- that her students were paying attention be- have lived there—and even lost their spond to the teacher’s questions, and those cause they were quiet, they weren’t dis- heads—and what the palace and grounds who were called upon correctly answered tracted, they watched her and they even are like today. The teacher now wants to the questions. So what on earth could pos- provided facial evidence of following along. give the students the opportunity to show sibly be amiss in that scenario? But is it safe to assume that these displays off what they understand. So she poses a se- There are two fundamental questions are evidence of paying attention? Sam In- ries of questions to which she is met with that could be posed about the Versailles les- trator (2004) writes about how students lots of raised hands. A thrilling response for son: (1) How does the teacher know that the have learned to “do school” by producing any teacher! She calls on as many students students were paying attention as she talked all the outward signs of engagement while as possible in the short time that remains for about her trip to the palace, and (2) how retreating behind a façade to attend to the lesson and leaves the experience feeling many people showed their understanding of “things” deemed more interesting to them.

10 ~spring/summer 2015 A supposed listener may nod and make eye announces that when she asks the question, not give the opportunity for quieter students contact but may be thinking about some- she wants everyone to say nothing but to to respond. Involved students are engaged thing totally unrelated to what is being said. think about his or her response [this avoids students, and engaged students are learners. It happens all the time. We are all guilty of the blurting out of the answer which can cut Harry and Rosemary Wong, in their book it. off thinking and provides everyone with the The First Days of School, which has embold- But what about all those raised hands? opportunity to think about their answer be- ened many a beginning teacher, tell us “the Didn’t they indicate students had listened fore being asked to give it]. Then, after ten person who is doing the work is the ONLY and were eager to answer? Not necessarily. seconds or so, the teacher directs students to one who learns,” (p.204). Teachers must do Some students raise their hands to give the turn to their elbow partner and share their the deep planning that is required to ensure appearance of being prepared to answer be- thoughts. that, during the learning experience, it is in- cause they know that they will not likely get Whiteboards (during the story or as fol- deed the student who is working and who called upon so they live much of their time low-up) is learning. Engaged learners are also em- beneath the radar. And what happens to Using individual whiteboards, students powered learners. They have discovered the the students who were willing and wanted write their responses to questions posed by feeling of accomplishment that accompany to answer the questions but didn’t get called the teacher. When the teacher gives the sig- learning, and they have gained valuable, upon? In the particular situation described nal, all students hold up their whiteboards life-long insights into its power and benefits. above, the teacher was only calling on one (responses), which serves as an immediate Teachers see the future everyday in their student at a time. check for understanding. classrooms. It is represented in the face of Current thinking within education cir- Quick Draw (during the story or as fol- each student they encounter. Building a cles suggests that if students are not en- low-up) strong future means developing human be- gaged they might not be learning. And if Students draw images of things they ings who believe that learning is valuable they are not learning, all of us—students heard in the story. No words are neces- and inherently interesting. For that to oc- and teachers—are wasting our time. The sary—students are just capturing what they cur, students must experience learning that Teacher Effectiveness in Language Learning heard. Then, as students share, the images involves them, is worthy of their time, and (TELL) Project spells out within its plan- spark the words they will use to describe captures their commitment, energy and en- ning domain that teachers should plan les- what they heard. thusiasm. And that takes teachers who in- sons “that contain learning experiences Quick Write (follow-up) tentionally and skillfully plan to make such designed to keep all learners engaged all the Similar to Quick Draw, students write learning happen. time.” Himmele and Himmele (2011) tell down everything they can remember from SOURCES CITED us that “unless you intentionally plan for the teacher’s story. These thoughts can be Himmele, Pe, and William Himmele. Total Partici- and require students to demonstrate active single words or phrases and don’t have to be pation Techniques Making Every Student an Active Learner. Alexandria, Va.: ASCD, 2011. Print. participation and cognitive engagement . . . complete sentences. This strategy is about Intrator, Sam. “The Engaged Classroom.” Educa- you have no way of knowing what students getting on paper all that you can remember. tional Leadership 62.1 (2004): 20-25. Print. are learning until it’s often too late to repair Once time is called (no more than two Teacher Effectiveness for Language Learning misunderstanding” (p.4). So, the very clear minutes), the teacher can ask students to Project (n.d.). Teacher Effectiveness for Lan- message seems to be that if the teacher can- share their recollections with their elbow guage Learning Framework. Retrieved March 27, 2015 from http://www.tellproject.org not see that students are engaged, learning partner. Wong, Harry K., and Rosemary T. Wong. The is questionable. And, as TELL reminds us, Chalkboard Splash (follow-up) First Days of School: How to Be an Effective it’s not one or two learners engaged but ALL Using available board space and supple- Teacher. Second ed. Mountain View: Harry K. learners and ALL the time. mental flip chart sheets taped to the wall, Wong Publications, 1998. Print. Let’s go back to the scenario about Ver- students are asked to choose a section of sailles. The teacher has told a story that writing surface and to write down—using Greg Duncan, she feels students will likely be interested words or phrases—as much as they can re- president of InterPrep, Inc. and a foreign in. And she thinks the students understood member about the story the teacher told. language educator it and were engaged because of their atten- Once time is called, the teacher provides for more than tiveness. How can the teacher validate her students with a handout that contains three thirty-five years, hunches in a way that has all of her stu- columns labeled “Similarities,” “Differ- is an independent dents engaged all of the time? In their well- ences,” and “Surprises,” and students are consultant who serves known book, Total Participation Techniques, given five minutes to do a gallery walk dur- K–12 schools, teacher Himmele and Himmele suggest many ways ing which they will make notes on their preparation institutions, that teachers can check for understanding handout. Once completed, the teacher and other education and have all students engaged in the learn- can instruct the students to pair or get into organizations educationally focused entities ing process. Here are a few of the strate- groups of three to share their observations. throughout the United States and abroad. gies they discuss that could be used by our In each of the strategies suggested above, His work with schools includes professional development of teachers, curriculum and teacher during and following the account of every student is involved and that involve- assessment design, and program evaluation, her visit to Versailles. ment is visible to the teacher. Students are and he serves the professional organization Turn and Talk (during the story or as not able to hide or be shielded by more ea- community as an invited speaker at state, follow-up) ger students or, in the case of some, to be regional, national, and international language Before the teacher poses a question, she eclipsed by more aggressive students who do conferences.

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Andy Buckley Office 1-860-872-5457 – Cell 1-860-836-1805 I [email protected] 12 ~spring/summer 2015 ENGAGING FOR SPEAKING ASSESSMENTS AND LISTENING By Catherine Ousselin Title the project with a descriptive name and begin adding ques- This past year, I had the privilege of presenting my technology tions. You may choose from Text, Paragraph text, Multiple choice, workshop, “Thinking About Syncing?” at four state World and Check- Language conferences and several district professional development boxes. There in-services. As I met teachers from around the country, common are more op- threads appeared in each region: teachers who want to use more tions, but these authentic listening, speaking, and reading resources that they work best for have curated from the Internet, who have more digital devices to assessment. I access these resources, but who lack training or information on recommend synthesizing the resources and digital tools into easy-to-produce and making each pedagogically-meaningful activities. While my presentations have question “Re- been geared toward the middle and high school levels, this does not quired” so stu- preclude them from the early learners. With a few modifications for dents do not beginning readers and technology users, the same tools can be used skip questions. This can become an issue if a student runs out of to generate thoughtful experiences and assessments at any level. time because he cannot submit unless all of the questions have been The digital tools presented in this article may be accessed by iOS answered. In this case, I tell the students write, “not finished’ in the devices, Chromebooks, laptops, or desktops. Even if you have only text boxes or to re-do the form on their own time. Be sure to in- one mobile device in your classroom, you can create and evaluate clude a “Text” question for student last name and one for first name engaging assessments for listening and speaking. for easier sorting in the answer spreadsheet. WEB-BASED TOOLS To add a video, choose “Add item” and “Video” at the bottom Tool: Google forms with embedded videos and images of the question. The easiest way to add a video is by using the URL Theme: Food and school lunches around the world (address) of the video. You will find the best URL for a YouTube Outcomes: Students will demonstrate listening comprehension video in the “Share” option under the video. Copy and paste it in of food advertisements and will demonstrate reading comprehension the URL section. For beginners, I suggest one question per video. of an authentic school lunch menu. However, if you want to use the same video for multiple questions, Using Google forms to create listening activities has become one you may either add the video to each question or add more ques- of the first tech projects I recommend for new users. They are easy tions under the initial video. For younger learners, I would focus on to produce, evaluate, and share with parents and administration. one question: What food product is shown? What animal does this For this activity, students will watch a variety of television product come from? Who is eating this product? advertisements for food products and interpret a school lunch Additionally, consider adding images that concentrate on read- menu. I recommend choosing the resources before beginning the ing comprehension. In this image, students identify cognates with a Google Form. Videos at this level should be no longer than one “Checkbox” question: What food products do you see on Monday? minute. When searching YouTube, conduct the search in the target You may choose to provide the options in English (similar to an language and use specific product names. For a search in French I IPA assessment) or ask students to discriminate between days of the use, “publicité Bonne Maman.” The same parameters should be used week. “Which day will the students eat beef?” when searching for school lunch menus. Try using Google.fr /.mx /.it and use the correct vocabulary for “school lunch menu.” To begin a new Google Form, go to your Drive (drive.google. com), choose “New,” and “Form.”

For beginners, three videos and one image will suffice for an en- gaging activity. Choose “View live form” to review your assessment. Text, video, and image sizes can be adjusted in the editing view. Learning Languages ~ 13 Create a QR code pictures or with Creative Commons pictures. for easy access to To create a Narrable story, sign up for a free (or paid) account, your form at goo. add pictures and gl or add a direct audio. The stories link from your can be shared by link. website or blog. The paid accounts Students will offer assignment need headphones builders and group and time! As I conversations. But as learned with my a beginning option, French I group, the free account will this is a new as- suffice. sessment style and they will want to watch the videos multiple times. After us- ing Google Forms a few times, they will have learned how to man- age their time in order to complete the form. The form answers will be compiled in a spreadsheet. If you want to compile the results in a Google document, look into the Autocrat script or search my name and Autocrat to find my blog post on this topic. Google forms are one of the easiest and least time-consuming ways to integrate tech- nology into listening and reading assessments. TOOL: BLUBBR.TV Themes: Ecosystems and the environment or food names Outcomes: Students will demonstrate comprehension of a short children’s video about endangered animals or identifying foods from IOS APPS FOR SPEAKING AND LISTENING children’s songs. Early language learners may not be at the concrete writing stage, Blubbr.tv is a free site that allows users to choose YouTube vid- but they are able to tell short narratives about themselves, their eos and videos from other sites to create interactive listening com- preferences, and their families. For this reason, apps that encourage prehension activities. Importing a video using the URL (address) verbal expression and creativity are excellent portals into technol- to the site is very similar ogy integration. I have collected my students’ favorite apps on this to the Google Form pro- web page: catherine-ousselin.org/apps.html under “Storytelling.” cess. What sets Blubbr As students build confidence through short, memorized chunks, apart from a Google Form they are able to begin branching off into more sophisticated forays. is the limitation of one Adding personal images to their stories provides ownership of the video per activity and the story and the language. The following are my top three suggestions question types. Blubbr of- for beginning digital stories. fers only multiple choice 1. Sock Puppet – Free. Sock puppet is a very basic app that re- questions. Users choose cords students’ voices in the format of sock puppets whose mouths where to insert the ques- move when the students talk. tions throughout the Their voices are converted to video which may range from absolute basics such as, “What color is “chipmunk” quality that ren- the pineapple?” to more in-depth questions that require translation ders them different from their or cultural knowledge. The video will not progress until the ques- natural voices. I use this with tion has been answered. There are three other tools that are simi- French I and II students who lar to Blubbr: Zaption (paid subscription), EduCanon, and Adobe are shy to hear themselves Voice. To view examples of these tools visit: speak. The funny voices are EduCanon: http://goo.gl/PfqBLf – Filomena Gomez still comprehensible, but hide Blubbr – http://goo.gl/dSv77p – Catherine Ousselin the identity of the speakers. Zaption – http://goo.gl/DrDAoF – Nicole Naditz These videos can be shared by TOOL: NARRABLE (LEARN.NARRABLE.COM) email and uploaded to YouTube. Themes: Food preferences / healthy choices 2. My School Avatar/Tellagami – $1.99/free (no ads!) Both of Outcomes: Students will describe their school lunches using au- these apps mimic the well-known “Voki” avatar site that was pop- dio and images with adjectives and descriptive vocabulary. ular in the early 2000’s. Users choose an avatar, its clothing, hair, For educators new to implementing technology tools, ease-of- body style, and accesso- use is an absolute necessity. Beginning tech users should not need to ries. This process needs a worry about codes, script, or any processes more complicated than a time limit as students tend PowerPoint. Narrable is powerful, yet basic tool that combines pic- to concentrate on the look tures and narration to create simple digital stories. You will need a of the avatar more than the computer microphone or a boom headset. There are free and paid language task. Users may up- accounts available. Narrable stories can be populated with personal load your own picture for a 14 ~spring/summer 2015 background. In French II, we took pictures of our campus and de- loaded scribed where the picture was taken and what purpose it served at six dif- school. The voice recording is the natural voice of the student, so it ferent is a step up from Sock Puppets. stories 3. Puppet/Puppet Edu – Free. On the spectrum of higher order and was thinking skills and technology skills, Puppet and its educational ver- excited sion, Puppet Edu, rank the highest of the three apps. Puppet incor- to see the seven language op- porates multiple pictures, voice, and text (if desired) into a digital tions. The stories are Anglo- story in video for- European, but they are familiar mat. Both French I to young readers. The voices and II used this app are human, not computer-generated, last year. French I and the animation is high quality. described animals, Other app producers include Na- their bodies, habi- than and Gallimard Jeunesse. These tats, actions, and books offer French and English nar- food intake. French rations and are $3.99 per story. II used the theme of food preferences with fruits and vege- tables and adjectives that described tex- ture, color, taste, and preference. Users choose personal pictures or pictures from the Web (Cre- ative Commons and other approved sites), organized them, and nar- rate and caption the pictures. The app produces a short video that can be shared by link, email, or uploaded to YouTube. To view a The breadth of free and inexpensive technology tools for World compilation of the fruits and vegetables videos, visit: http://youtu. Language educators and learners is exciting! While not every app be/-miO1Tio1NA was designed for language learners, many can be easily adapted if Each of these apps are easy enough for younger language learn- teachers follow a few tenants of language acquisition: authentic re- ers with teacher guidance and preparation. My suggestion is to cre- sources, authentic tasks, authentic audience, modify the task – not ate an example for the students and share it with them so they the resource. I have used “Crosswalk/Alignment of the National understand their final goals. While there are many more apps for Standards for Learning Languages and Common Core Standards” beginners, it is recommended that you choose no more than three document to create a graphic organizer of iOS apps that met CCSS/ per year. Experiment and share your results with colleagues. There ELA and ACTFL standards. I invite you to explore the options for may be glitches in the process or the students may not enjoy one as speaking, listening, presenting, and writing to help you choose other much as the next. Variety is key. I do not use a storytelling app more apps that will support your learners. http://goo.gl/PcQN4B. than twice with students as they tend to become bored with the for- Technology tools do not replace thoughtful, purposeful teach- mat or “newness” of the project. Share the stories with colleagues, ing and learning. The tools support our goals as language educa- administration, and families! One option is to narrate a well-known tors and our students fairytale and share it with a local class or class in a different country. at all levels and in Catherine Ousselin Digital stories are not meant to hang on the classroom wall, they are all modes. Expres- is a French teacher designed to travel the world. sion of creativity and and Digital Learning IOS APPS FOR LISTENING voice are hallmarks Coach at Mount Vernon As a committed book nerd, the idea of transferring books into in- of quality tools that High School in Mount teractive apps should be appalling. However, I find that my students we strive to incor- Vernon, Wash., as at all levels will watch and re-watch apps with children’s fairytales porate in our objec- well as a workshop that have been animated and narrated. Many of the apps require tives. The tools that provider and social media manager for the viewers to interact with the characters or props to continue the I have outlined are American Association story. These directions are given in the target language and that is a suggestions that have of Teachers of French considerable bonus. The following list is concentrated on for speak- worked well with my and the Washington Association for Foreign ers and learners of French, but there are app producers who create students. Language Teaching. She is the recipient of the books in multiple languages. If your iOS device is set to Spanish, Please connect ACTFL 2014 Excellence in Foreign Language the apps will appear in Spanish. Several apps allow users to switch with me through Instruction Using Technology with IALLT (K-12) between languages. I suggest searching for interactive books on the Twitter or other so- award. She is an active participant on Twitter iTunes store in the target language and asking for suggestions on cial media outlets if through #langchat and other online Professional Twitter or other social media outlets. There are more book sugges- you wish to discuss Learning Network chats. Her web site is tions on my language-specific iOS website, catherine-ousselin.org/ other options. catherine-ousselin.org. apps.html. StoryToys – $3.99 / story This app was available free one day in the App Store. I down- Learning Languages ~ 15 MAKING ICE CREAM TOGETHER Chinese Language STEM Programs at Two Maryland Elementary Schools

by Emmett Hendershot, Ruby Costea, another part of the state and to practice us- and Immersion Network) web pages: http:// Molly Stewar ing what they have learned with another asiasociety.org/china-learning-initiatives/ Prince George’s County Public Schools, a group of students. Thanks to West Side El- program-profiles large urban school district in Maryland, has ementary for being great hosts. We look for- established a STEM-focused (science, tech- ward to connecting with them again in the Emmett Hendershot, nology, engineering, and math) Chinese future.” Dr. Molly Stewart, Principal of West who is serving his language program at Paint Branch Elemen- Side Elementary School, also noted that her third year as Principal tary School in College Park, Maryland. The school and students were motivated to learn of Paint Branch program, which serves students in grades the STEM content and were thrilled to re- Elementary School, K-6 (ages 5-11), was part of the Maryland ceive visitors from another school. oversaw the growth Department of Education’s (MSDE) World Ms. Henninger, Immersion Instructional and development of the STEM and immersion Language Pipelines under the state’s Race Specialist for Prince George’s County Public programs at the school. to the Top initiatives in 2010. In 2014, with Schools, stated, “It was a fantastic opportu- He served as Assistant careful design and planning, students in nity to network with other school districts Principal of Carrollton Kindergarten started receiving instruction to provide more language and content op- Elementary School for 8 years, taught physical on STEM subjects in Mandarin and English. portunities for our students. We look for- education at the school for 7 years, and has The program is partial Chinese immersion ward to our ongoing partnership with West served for 18 years as an educator in Prince for Kindergarten students, and it will ex- Side Elementary School.” George’s County Public Schools. pand each year until all grades are included. To learn more about Paint Branch El- Students in grades 1-3 participate in STEM ementary School and their approach to ​Ruby Costea serves content classes in Chinese using Maryland STEM education in Chinese, visit the as Coordinator of the State Department of Education World Lan- school web site (http://www1.pgcps.org/ Chinese immersion and guage-STEM Modules, which are part of the paintbranch) or contact Ruby Costea, Pro- STEM program at Paint Race to the Top grant. The modules cover gram Coordinator, at [email protected]. Branch Elementary topics such as Different Faces of the Moon; School. In addition, she teaches Chinese Good Vibrations; Change Can Be Good; PROGRAM CONTACTS online for Montgomery Rainforest Friends; From Seeds to Table; Paint Branch Elementary School College. Previously she Pyramids Around the World; Water, Wa- • http://www1.pgcps.org/paintbranch was a World language ter Everywhere; Your House and Mine; and • (301) 513 -5300 specialist at the What’s the Matter with Ice Cream?. Stu- • Principal: Mr. Emmett H. Hendershot, Maryland State Department of Education. dents in grades 4-6 study Chinese language [email protected] and culture while also beginning to learn • Program Coordinator: Ms. Ruby Shu Dr. Molly Stewart was other world languages as they prepare for Costea, [email protected] named to her current middle and high school. Prince George’s County Public Schools position of Principal at In December 2014, students in grade 2 • Immersion Instructional Specialist: West Side Elementary traveled to West Side Elementary School Carmen Henninger, carmen. School in 2009. She has across the state in Allegany County, a [email protected] been involved in education for nearly school that has also adopted the MSDE’s West Side Elementary School 20 years. She holds a STEM modules. The two groups of students • Principal: Dr. Molly Stewart, Bachelor of Science have been studying the module, What’s [email protected] Degree in Early the Matter with Ice Cream?. Together they • World Languages Supervisor: Maria Childhood/Elementary Education and a Master’s made friends and made ice cream, all in Flores, [email protected] Degree in Administration and Supervision Chinese. Mr. Hendershot, Principal of Paint Profiles of Chinese Early Language and from Frostburg State University. She holds a Branch Elementary School, said about the Immersion Programs Ph.D. in Instructional Leadership for Changing field trip, “It was a great opportunity for our You can read about this program and oth- Populations from Notre Dame University of students to connect with 2nd graders from ers on the CELIN (Chinese Early Language Maryland.

16 ~spring/summer 2015 Learning Languages ~ 17 2014 NNELL AWARD FOR OUSTANDING SUPPORT OF EARLY LANGUAGE LEARNING

NNELL recognizes Rep. Rush Holt U.S. Congressman from New Jersey

This year, Rep. Rush Holt (New Jersey) has been selected as the recipient of the Outstanding Support of Early Language Learn- ing award by the National Network for Early Language Learning (NNELL). As a former educator, Rep. Holt has worked in Congress to in- vest in higher education to bolster the nation’s growth and global competitiveness in the future. He has helped pass legislation to make college education more affordable and accessible and to strengthen the education students receive. Representative Holt has been a leader in strengthening foreign language education, argu- ing that bolstering foreign language education for ensuing genera- tions is vital to our nation’s economic and national security. Mr. Holt introduced the Foreign Language Education Partnership Act to create sequenced foreign language instruction from K-12, with the goal of graduating high school students with an advanced level of proficiency. Mr. Holt also sponsored the Excellence and Innova- tion in Language Learning Act to coordinate language programs at the federal level and incentivize states to develop foreign language education plans. (http://holt.house.gov/biography/) NNELL provides valuable resources for educators, parents and policy makers and since 1987 has worked to provide leadership, and advocate, for successful early language learning and teaching. Representative Holt’s shares this mission and supports the impor- tance of foreign language learning and its vital importance to our nation’s economic and national security.

18 ~spring/summer 2015 judging a bookby coverits DEVELOPING INTERCULTURAL COMPETENCE THROUGH BOOK COVERS By Dorie Conlon Perugini her friend by bring her a basket full of loved discovering the new tropical fruits Food, in the end, in our own tradition, is local fruits. As she walks to her friend’s (passion fruit, guava, mango and avocado something holy. It’s not about nutrients and house, animals keep stealing the fruits from for the curious ones out there) and found calories. It’s about sharing. It’s about honesty. her basket one by one until it is empty. humor in the story (not an easy task for It’s about identity. ~Louise Fresco The story ends with a great surprise to novice speakers). And with such energy Let’s face it, as elementary language both Nandi and her friend Tindi when, and enthusiasm generated from the cover teachers, at some point or another we all unbeknownst to Nandi, a goat rams into a of this book alone, I knew we couldn’t just teach about food. Maybe it’s because food is tree filling Nandi’s basket with mandarin say goodbye to Nandi when we closed the an easy, tangible topic, or because it’s easy oranges! book. to connect to our students’ lives. Or maybe Prior to reading the story, we had a class I wanted to capture the student’s energy we’re all just hungry. But I tend to agree discussion, in novice level Spanish, about and use it as a context to help my students with Louise Fresco—food is about identity. the cover of the book where I asked my gain skills of Intercultural Competence. I We have strong memories of favorite students to describe what they saw: decided to base my future lesson plans on family recipes and foods traditionally eaten • What do you see on the book cover? this essential question: at the holidays. So how do I evoke these • What colors did the illustrator use? How would Nandi’s story change if it were set strong emotions associated with food in • Where do you think the girl lives? in a different country? my third grade students during a standard Why? fruit unit? Is it possible to get across the • What fruits do you see? Despite the cognitive complexity of this importance of food in cultural identity with It was when the students started question, I knew my novice-level speakers novice level learners? To answer these naming the fruits that the conversation got would be able to ponder this question us- questions, I would have to go beyond asking interesting. They correctly identified the ing the target language as long as I framed students to memorize the list of fruits found pineapple and orange, but couldn’t figure the questions used in class in a linguistically in my curriculum. out the four other fruits. A green pear? A simple manner. On day two of discussing After spending a few class sessions red apple? A plum, lemon, grape, tomato? Nandi, my questions began to probe into learning the names of fruits and how to Even after they had exhausted their my students’ understanding of the world describe them with basic adjectives (small, Spanish and began to excitedly shout out around them: round, juicy, sweet…), I gathered my guesses in English, they still didn’t know Where does Nandi live? Yes, Nandi lives in Af- class to the reading rug to share one of my what Nandi was carrying. rica. Now, use your imagination. Nandi lives favorite third grade stories—La sorpresa The suspense created by discussing in Connecticut! Does this cover look right? De- de Nandi by Eileen Browne. In this story, the book cover gave my students great scribe for me how “Nandi’s Surprise in Con- a young girl in Africa decides to surprise motivation to listen to the story. They necticut” would look.

Learning Languages ~ 19 Students were now using teachers to collaborate and com/kids/index.php) to con- students, principal, and even their language skills to go teach interdisciplinary lessons. tinue their research. These stu- some parents!) Not only were beyond the tasks typically I scheduled time for the dents were so determined not students able to explore their given to novice learners. They classroom teacher and I to co- only to redesign the book cover, own culture and cultures were reimagining the story teach a lesson on discovering a but to make it authentic! around the world, but they were and setting it in a completely book’s setting and once again When they had finished highly motivated to create a different cultural context. They asked students to ponder the gathering their information, beautiful piece of art that is used simple sentences, such as question “How would Nandi’s the students then worked now framed and on display in Nandi is ______, or Nandi story change if it were set in a collaboratively to bring their our school. This is, without ✍ has ______, to reimagine the different country?” Working in research to life. They used a doubt, a project that I will story in a completely different English, they came up with materials from the art room continue to expand upon in cultural context. some great questions: (watercolor paint, colored future years. PARTNERING WITH THE • What would Nandi look pencils, crayons, CLASSROOM TEACHER like? glue, patterned Dorie Conlon Perugini With day two coming to • What would her name be? paper, and more) is an elementary an end, I still wasn’t ready to • What would her environ- to create poster- Spanish teacher in say goodbye to Nandi just yet, ment look like? sized covers for Glastonbury, Conn., but I recognized my students • How would she carry the their new stories. I currently teaching were reaching the limits of fruit to her friend’s house? am still amazed at grades one through their linguistic abilities and • How would she get to her their creativity and five. She is passionate wouldn’t be able to delve friends house? attention to detail about using a variety deeper into the essential • What language would the in creating their new of technologies in her classroom to engage question without switching to book covers (see book be written in? her students and English. This is when I made When class finished, they photos). bring real-life applications to foreign language the decision to partner with the continued to work with their Overall, this lessons. Dorie, along with her team of fifth- classroom teacher to create an classroom teacher to research was a wonderful grade students, produces a monthly podcast interdisciplinary lesson. these questions. They even project and I to broadcast school-wide news to parents I am extremely fortunate worked with the library media received positive and the surrounding community. She has in that my school has built specialist to learn about new feedback from presented several sessions at foreign language in time (two hours on tools, such as Culturegrams, everyone involved conferences and workshops around the nation Wednesday afternoons) for (http://online.culturegrams. (including the on topics ranging from digital storytelling to intercultural competence. 20 ~spring/summer 2015 SUBMIT YOUR ARTICLES NOW FOR THE FALL/WINTER EDITION OF LEARNING LANGUAGES. r Please include your name and a short biography with each piece.

L Photos used must be provided in separate files and must meet high- resolution standards (5mb minimum). 8 Please send all material to DUE BY SEPT. 15, 2015 [email protected]. The theme for the next edition is “Exploring ✍Creativity and Innovation Through Language Learning.” Go to http://www. nnell.org/publications/docs/learning_ language_theme_deadlines.pdf for more call for information. submissions

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