Jeff Packer Language the “Custodians of Truth in That to Teach Another Language Is to Im- UFLA President a Dangerous Age.” This Is So Central to Plant a Second Soul

The Utah Foreign Language Association Newsletter Volume 103, Issue 1 January, 2018

come a part of the culture of that lan- awaken; to kindle a flame that guage. Our words and our speech be- you hope will never go out; to come a part of the whole body of that guide your pupils towards in- language and culture. To speak a for- sights, ideas and revelations that eign language you have to embrace it they would never have arrived at and accept it into yourself. It changes without your dedication, patience us and makes us greater than we were. and skill. Le Carré calls the decision to teach a foreign language “an act of To quote Charlemagne: “To commitment, generosity, and medi- have another language is to possess tation.” He calls all those who teach a second soul.” He might have added Jeff Packer language the “custodians of truth in that to teach another language is to im- UFLA President a dangerous age.” This is so central to plant a second soul. what we do as teachers. When my chil- To all of you who daily renew I recently read an article by John le dren were born, I decided I was going your commitment to your students, Carré, a former German professor, to speak German to them as they grew thank you. As teachers, we don’t al- MI5 operative, British diplomat, and up. I felt like this was one gift I could ways immediately see the results of author of Tinker Tailor Soldier Spy. In give to them. Even if I had little else to our work or receive feedback for our the article, he explains why he decided offer, I wanted them to know that the efforts. It can be difficult to return to learn German and why he decided world was wider than their own back day after day with little or no recog- to teach it. I desperately wish I had yard, and even if they did not end up nition. But I am convinced the work written what he so elegantly expresses, fluent in my languages, they would we do is valuable and necessary for our because he describes many of the feel- feel a part of something bigger than state and for our communities. We are ings that I have as a teacher and as a their own neighborhood. My chil- creating civilization – one conjugated lover of another culture. Much of what dren have friends on other continents verb at a time. he had to say applies to all of us as for- and a “grandmother” in a little village I look forward to seeing you eign language teachers. In his article, in eastern Germany that loves to hear all at our conference in February. he says, about them. When we teach our students, we are giving them a gift. We Alles Gute! The decision to learn a foreign teach them to think in new ways, to see language is to me an act of friend- the world with different eyes. We teach Jeff Packer ship. It is indeed a holding out them to belong to something bigger UFLA President of the hand. It’s not just a route than themselves. It is a monumental to negotiation. It’s also to get to task. * If you would like to Read John Le- know you better, to draw closer to Teaching language is a gift, but Carré’s entire article, it can be found you and your culture, your social it is more. Le Carré continues on lan- online on the Guardian website, with manners and your way of think- guage teaching: the title “Why we should learn Ger- ing. man” Dated July 1, 2017 It’s a promise to educate As language learners, we be- – yes – and to equip. But also to

Masthead image - PeteysHead (https://commons.wikimedia.org/wiki/File:PC_overview.jpg) https://creativecommons.org/licenses/by-sa/4.0/legalcode UFLA Conference - February 15th, 2018 - Weber State University

Preregistration closes on Feb 5 There are several hotels in Ogden near Historic 25th Street--and easy drive or bus ride from WSU Cam- You can now register for the UFLA conference on- pus. line and pay your registration and membership fees with your credit card. If you haven’t yet registered, If you call the Hampton Inn & Suites, tell them you you can find the information on the UFLA website request the Weber State rate (the conference is spon- at https://organizations.weber.edu/ufla/Conferen- sored by WSU and the Department of Foreign Lan- ceInfo/2018/2018AnnualMeeting.html guages). The rate will be available, depending on de- mand. If you are registering an entire school or department, you will just need to send a request to Tom Mathews Hampton Inn & Suites (by Hilton) at [email protected] along with the informa- 2401 Washington Blvd tion requested on the spreadsheet here: https://or- Ogden, UT 84401 ganizations.weber.edu/ufla/ConferenceInfo/2018/ UFLA2018RegistrationSpreadsheet.xlsx and he will (801) 394-9400 send you an invoice and a link to pay online.

Online preregistration is only available through February 5th and prices go up if you wait to register UFLA 2018 Conference onsite. Keynote Speaker: Katrina Griffin We hope you will join us for the conference and Katrina Griffin is the even if you choose not to pay for the catered lunch, 2017 ACTFL Teacher of there will be tables in the back where you can bring the Year. She is the lead a lunch and still participate in the keynote event. German teacher at North County High School in Glen Burnie, Maryland, In this Issue: home to one of the largest German programs in Advertising with UFLA...... 19 that state. She currently BYU Language Fair...... 17 serves as a board mem- Keynote Speaker...... 2 ber for the Maryland Language News...... 17-18 Foreign Language Asso- President’s Message...... 1 ciation and is a Past Pres- Spanish Spelling Bee...... 17 ident and current board member of her local chapter Vitality Awards...... 18 of the Association of Teachers of German. She has UFLA Board Directory...... 19 written curriculum guides and exams for all levels UFLA Conference Information...... 2-3 for teachers and students and has consulted on and UFLA Mission...... 19 written exams for students at the national level. UFLA 2018 Preliminary Sessions...... 4-17 She lived in Kiel, Germany during and after attend- ing Penn State University and received her M.A. in German from Middlebury College.

2 2018 UFLA Conference Schedule

7:30 a.m. Registration Desk Open 8:00 - 8:30 a.m. Business Meeting (Ballrooms) 8:30 - 9:00 a.m. Exhibitor Break 9:00 - 9:50 a.m. Session I 10:00 - 10:50 a.m. Session II 10:50 - 11:30 a.m. Exhibitor Break 11:30 a.m. - 12:50 p.m. Awards Luncheon & Keynote Address (Ballrooms) 1:00 - 1:50 p.m. Session III 2:00 - 2:50 p.m. Session IV 3:00 - 4:00 p.m. Language Specific (AAT) Meetings

Improve your proficiency rating on the OPI™ SHORT COURSE Spanish Proficiency for DLI

Attention prospective Spanish DLI teachers!

• Si meetings, once a wee • US relicensure points • University transcript (creditnocredit • Only

Due to Utah’s great success with Dual Language Immersion, the numer of students now entering middle school and high school is rapidly increasing. Teachers who participate in the DLI program, at any level, must have a proficiency rating of at least dvancedid.

This class will share strategies to ensure your est performance on a proficiency test (either the OPI or the ULPT. e will review the CTL Proficiency Ratings and do lots of practice interviews, “conversation,” and writing. eeting si times, we will create epert, yet spontaneous narratives on a variety of challenging topics, always aiming for the dvancedid level or higher. The first day of class will e ed., arch , 2. The worshop will e limited to participants. ou can register at: www.weber.edu/teachertraining (at the very ottom of the page.

The CTL Proficiency rating reuired for secondary licensure in orld Languages is dvancedLow. DLI teachers, at whatever level (igher d is dvancedid. 2 “Secondary DLI Configuration.” Second Language Teaching and Research Center (L2TreC: University of Utah. https:l2trec.utah.eduutahdualimmersion or additional information, contact Prof. Tom athews (tmathewsweer.edu.

3 2018 UFLA Conference Preliminary Sessions Learning with Super Power: Principles for Reinventing Video and Media in the Language Empowering Authentic Language Use Classroom: EdPuzzle Cherice Montgomery, Brigham Young University Diego Batista, Weber State University Asa Laws, Brigham Young University EdPuzzle is the perfect tool for allowing students to Have you wondered why learners spend hours glued to watch and engage with videos while the teacher gathers a videogame, but lack the attention and ability to apply data throughout the lesson. As teachers dabble into the what you just taught five minutes ago? Do you struggle flipped classroom philosophy, EdPuzzle is the perfect en- to engage your learners in using the target language in hancement tool for videos to be watched at home instead authentic, real life situations? In this session, experience of eating up valuable class time. During this presentation how videogame designers elicit “intuitive responses” from we will look at the benefits of using EdPuzzle, and similar teenagers, then use those same principles to strategically video software, to improve student participation and as- scaffold activities that inspire creative and authentic lan- similation in any language course. guage use in your own classroom. Language Focus: All Languages Language Focus: All Languages Presentation Language: English Presentation Language: English Audience: High School, College / University Audience: Middle School / Jr. High, High School, Presentation Category: Technology College / University Presentation Category: Methods / Techniques

Developing the 4 Proficiency Skills through an Strategic Grouping and Routines in the Interdisciplinary Yearbook Project DLI Classroom Julien Naudot, Butler Elementary School Lidia ORDAZ, Spanish DLI Team

Studying a language is a combination of the 4 language Structures and procedures that enhance the language pro- skills. In this session, participants will learn how science, duction, maximizing opportunities for participation for geography, and music in the French language led to a ma- all students in all subjects. jor interdisciplinary classroom project in 1st grade French DLI, which has helped students develop proficiency. Structures and procedures that maximize the students’ active participation across all subjects and increase the Language Focus: French opportunities for enhanced language production. Presentation Language: French Audience: Elementary / Dual Immersion Language Focus: All Languages Presentation Category: Methods / Techniques Presentation Language: English Audience: Elementary / Dual Immersion Presentation Category: Methods / Techniques

4 2018 UFLA Conference Preliminary Sessions Cookies, Culture, and Creativity: Keeping Your 10 Games & Activities that will Burn your Lan- Students Engaged with the Target Language guage Classroom and Keep your Students Kalin Harrison, Brigham Young University Engaged and Curious to Use the Language in Real Life Keeping students actively involved in lessons from begin- Hamza Benzina, Guangdong Peizheng College ning to end is challenging. In this presentation, we will learn how to include all of the right lesson ingredients to In my presentation, I will share some of the amazing com- make sure that students are meaningfully creating with the municative activates that I designed based on my experi- target language in each class. We will examine short sam- ence in teaching languages (Arabic, French, and English). ple lessons and create lesson ideas using the techniques As a language teacher, I designed effective communicative we have discussed. Although the sample lessons will be in activates that will be used in classroom. These activities Spanish, the techniques can be used in any language, and are built around the concepts of communication and cul- the rest of the presentation will be given in English. ture (different cultural perspectives; Arabic, Chinese, and English). Foreign language teachers could adopt these Language Focus: All Languages activities to meet their students’ needs in classroom and Presentation Language: English increase the effectiveness of the teaching process. Audience: Middle School / Jr. High, High School Presentation Category: Methods / Techniques Language Focus: All Languages Presentation Language: English Audience: Elementary / Dual Immersion, Middle School / Jr. High, High School, College / University Presentation Category: Methods / Techniques

Comprehend-ED Input - Acquiring Chinese 1, 2, 3, 4 Tell Me That Your Grades Mean More: through TPRS/CI Simplified Assessment Strategies That Encourage Linton Dean, Copper Hills High School Mastery Suzie Davis, Ogden High School This session will give an overview of how to use TPRS (Teacher Proficiency through Reading and Storytelling) Grading on a simplified scale gives a more direct message in the Chinese classroom. Information for this presenta- to students of what their proficiency and performance lev- tion is adapted from the book TPRS with Chinese Charac- els are. This is also known as ‘Standards Based Grading.’ teristics by Terry Waltz In this session, we will discuss how to create a classroom that encourages students to do their best while taking less Language Focus: Chinese of your teacher time. We will also spend some time learn- Presentation Language: English ing more about the “flipped” language classroom. Audience: Middle School / Jr. High, High School Presentation Category: Methods / Techniques Language Focus: All Languages Presentation Language: English Audience: Elementary / Dual Immersion, Middle School / Jr. High, High School Presentation Category: Assessment

5 2018 UFLA Conference Preliminary Sessions Focus on 5 - Listening Strategies Why Imperatives (Don’t) Change Form Under Jo Carmiol, Farmington Junior High, Davis District Negation Mark LeTourneau, Weber State University Participants will be actively engaged in five listening strategies that actually help students “Level Up” and lead to Languages vary according to whether imperatives verbs higher interpretive proficiency. These strategies come change form when negated. In Serbo-Croatian, they are from an AUDII session hosted by Ken Stewart, a national the same; in Spanish (and Romance more generally), a ne- AP Spanish presenter. Come ready to DO the activities (in gated verb occurs in a non-imperative mood; in Arabic, English), as a language student! You will love these strate- prohibitions have a 2nd person prefix and commands do gies that can be immediately and easily implement in any not. The paper will investigate whether a unified explana- classroom. (And I will of course have treats!) tion of this variation is possible assuming a constrained theory of blocking within the framework of Distributed Language Focus: All Languages Morphology. Presentation Language: English Audience: Middle School / Jr. High, High School, Language Focus: Arabic, Spanish College / University Presentation Language: English Presentation Category: Methods / Techniques Audience: College / University Presentation Category: Research

Exploring ASL Grammar and How to Teach It Checking for grammar comprehension through Casey Bond, BYU authentic newspaper articles Laila Lamani, West High School ASL Grammar has been taught and retaught a variety of ways. This lessons aims on understanding what is ASL This presentation will show how to use news articles in grammar and how we can help our students better im- the foreign language classroom to practice and solidify prove their ability to sign. grammar structures and concepts. All articles are authentic, in the target language, and they refer to current Language Focus: ASL events. These news pieces are carefully selected to cater to Presentation Language: ASL the students’ interests, and cover a wide range of domains: Audience: Middle School / Jr. High, High School, politics, arts, sports, police beats‚ etc. College / University Presentation Category: Methods / Techniques The participants will see some examples used in the Arabic and French classrooms, with a step-by-step explanation on how to choose an article and how to guide the students towards understanding, and pick- ing up previously introduced grammar concepts.

Language Focus: All Languages Presentation Language: English Audience: High School, College / University Presentation Category: Materials

6 2018 UFLA Conference Preliminary Sessions The Facilitation of Cultural Competence Integrate Chinese Pop Culture into High School in Language Classrooms Chinese Curriculum Amelia McCurdy, University of Utah Alex Yuan, Utah Valley University Gloria Yang, Utah Valley University In language curricula, the focus is often leant to language proficiency, leaving cultural proficiency to the side. By also This research studied why high school students are more incorporating cultural proficiency such as “Lead with cul- interested in Chinese pop culture, and how the Chinese ture, language will follow,” second-year college students in teacher would “take advantage of” the students’ enthusi- French are strengthening their language acquisition and asm and create a Chinese curriculum which should inte- gaining cultural competences. grate Chinese pop culture into Chinese language study. This research also provided a definition for “Chinese pop Language Focus: Arabic, Chinese, English, culture”, examined its relations to Chinese traditional cul- French, German, Italian, Japanese, Russian, Spanish ture, and recommended topics of Chinese pop culture to Presentation Language: English be included in the curriculum. Audience: High School, College / University Presentation Category: Culture Language Focus: Chinese, English Presentation Language: English Audience: Elementary / Dual Immersion, Middle School / Jr. High, High School, College / University, Administrators or Supervisor Presentation Category: Curriculum

Advancing to Advanced: Leading students’ speak- Developing Models of Competency-Based Assess- ing to the next level ment in World Language Classes Nieves Knapp, Brigham Young University Mike Mudrow, Logan High School Raquel Ferreira, Dustin Hemsath, Jeremy Ingersoll, Brigham Young University Utah is already piloting Competency-Based Education programs which are scheduled to be implemented as ear- This presentation will provide strategies to help students ly as next year. This session will discuss the impetus for create schemata that will allow them to increase function- shifting more traditional grading systems toward the CBE ality in oral proficiency skills from the intermediate to the paradigm, and provide concrete examples of assessments advanced level. Examples in video format from univer- which can be implemented in world language classrooms sity-level Spanish courses will be included. Participants immediately. will leave with specific strategies that build vocabulary and link background information to higher-level speak- Language Focus: All Languages ing tasks. Presentation Language: English Audience: Elementary / Dual Immersion, Middle Language Focus: All Languages School / Jr. High, High School, College / University, Presentation Language: English Administrators or Supervisor Audience: College / University Presentation Category: Assessment Presentation Category: Methods / Techniques

7 2018 UFLA Conference Preliminary Sessions Improving Immersion Students’ Linguistic Concept Development in a second language: What Accuracy: Counterbalanced Instruction in a 4th elements help? Grade Portuguese DLI Class Natziely Torres, Blair Bateman, Brigham Young University Utah State Dual Language Immersion Team Mike Child, Lili Bueno, BYU, Provo School District Raul Martín, Utah State Dual Language Immersion Although immersion students are generally skillful in reading and listening, their speaking and writing skills A brief explanations and examples of elements that sup- tend to be far from native-like, especially in grammati- port the development of content in a second language. cal accuracy. This presentation reports on a study of the How the use of strategic questions, organizers, vocabulary language skills of students in a 4th grade Portuguese DLI explained from many sources, and sentence frames makes class. We will discuss patterns of errors in these learners’ a difference in any language classroom. Portuguese and offer suggestions on helping students overcome these errors through corrective feedback as well Language Focus: All Languages as through noticing, awareness, and practice activities. Presentation Language: Spanish Handouts will be given with sample activities in Portu- Audience: Elementary / Dual Immersion, Middle guese (with their English translation) and ideas for adapt- School / Jr. High, High School ing these activities to other languages. Presentation Category: Methods / Techniques Language Focus: All Languages, Portuguese Presentation Language: English Audience: Elementary / Dual Immersion, College / University Presentation Category: Methods / Techniques

College and High School Students Culture-hooting! When Culture meets Kahoot! Reading Together: Brigham Blackham, Bonneville High Shcool PURO CUENTO at Timpanogos High Douglas C. Jensen, Utah Valley University Kahoot! is a user friendly educational gaming platform Marcus Draper, Timpanogos High School that is extremely engaging for secondary students. I will show you how to use Kahoot! to teach cultural topics in Everyone benefits when UVU students and Timpanogos a fun way. Kahoot traditionally is only used as a review High AP Spanish students get together to read and discuss tool, but I will give you some Ka-Hacks! that make this stories, poems and other texts. These weekly gatherings tool become more useful than you ever thought possible. (called PURO CUENTO) encourage reading proficiency BYOD (Bring your own device) and comprehension Language Focus: Chinese Language Focus: All Languages, Spanish Presentation Language: Chinese Presentation Language: English Audience: High School Audience: Middle School / Jr. High, High School, Presentation Category: Technology College / University Presentation Category: Methods / Techniques

8 2018 UFLA Conference Preliminary Sessions Cultural Awareness through Task based Instruction and Realia: the Lead to Project Based Language Learning (PBLL) Novice Language and Culture Proficiency Chantal Esquivias, Weber State University Gwendolyn Lacroix, University of Utah Lucía Rubio, University of Utah Ingrid Campos, University of Utah In first-year language manuals and curriculums, culture Fermín Soriano, Layton High School is often presented and taught as an independent topic. However, culture does not have to be separated from the Do you want to implement Project Based Learning in language. your language classroom? Come to this interactive pre- In the novice-level classroom, when instructors imple- sentation where you will learn the fundamentals of PBLL ment task-based projects around realia that support lan- and see an example of how to make it happen. guage and cultural proficiency, students are immersed in the target culture and develop practical language and skills based on daily life vocabulary. Language Focus: Spanish We will demonstrate that real-life Task-Based Instruction, Presentation Language: English with a focus on culture, leads Novice level students to in- Audience: High School, College / University crease and strengthen their language skills at the same Presentation Category: Project Based Language time that they acquire a thorough cultural proficiency. Learning

Language Focus: French Presentation Language: English Audience: High School, College / University Presentation Category: Methods / Techniques

Utilizing L2 Research and Methods in Teaching Action Research: Ancient Languages How Teaching Simplifies Scholarship Robert Gambles, University of Utah Eric Milman, Taylorsville High School

It is often felt that ancient or “dead” languages can- As teachers, we already collect data from our students on not benefit from L2 research and methods. This ses- a regular basis. This presentation will explore how we as sion means to question that assumption and address teachers can utilize this data to research different aspects the utility L2 research and methods can have in the of our teaching. Our findings can be used not only to im- teaching of ancient languages. It will introduce prac- prove instruction in the future, but can go as far as writing scholarly articles with the goal of publication. An example tical attempts to integrate L2 research and methods of a study done on Duolingo by the presenter will be giv- through putting a greater emphasis on communica- en, as well as guided time to brainstorm research oppor- tive activities in the teaching of ancient languages. tunities in teachers’ own classrooms. Attendees will have the opportunity to participate in a communicative task-based activity for beginning Language Focus: All Languages Classical Latin. The goal of this session is to demon- Presentation Language: English strate the value of L2 research and methods for all Audience: Elementary / Dual Immersion, Middle foreign language instructors. School / Jr. High, High School, College / University Presentation Category: Research Language Focus: Latin and Greek Presentation Language: English Audience: College / University Presentation Category: Methods / Techniques

9 2018 UFLA Conference Preliminary Sessions How to Integrate Technology into your Constant Conversation: ASL Instruction The Key to Engagement & Rigor David Davenport, Salt Lake Community College Ryan Wells, Taylorsville High School

Being technologically-challenged can create barriers be- In this presentation, you will see what constant conver- tween instructors and their ‘tech savvy’ students. Learning sation looks like by engaging in and learning from con- to use the technology and programs available can open versation activities like think-ink-pair-share, debate, up doors in teaching and relating to students. Integrating mini-presentations, catch phrase, and others. You will current technology does not need to be an overwhelming also get a clear picture of how these activities increase rig- task. There is a simpler way to make use of technology or, push towards proficiency, and connect to Costa’s Lev- that can transform the way ASL is taught. els of Thinking and Inquiry.

Language Focus: ASL Language Focus: All Languages Presentation Language: ASL Presentation Language: English Audience: High School, College / University Audience: Middle School / Jr. High, High School, Presentation Category: Technology College / University Presentation Category: Methods / Techniques

Multiliteracies in the Classroom How to Improve Chinese Language Through Carmen Hortelano, University of Utah Chinese Pop Culture Studies Angela Fernandez, University of Utah Gloria Yang, Utah Valley University Alex Yuan, Utah Valley University La literatura es una de las herramientas que pueden re- sultar más útiles en el apredizaje de las lenguas. Aunque This study will discuss how to design and organize a Chi- generalmente los planes curriculares de español como nese language class using a certain Chinese pop culture lengua extranjera del ámbito universitario desestiman la topic. Specific examples will be provided in the presen- eficacia de obras literarias como apoyo lingüístico. tation on how to select and teach vocabulary related to Sin embargo, la teoría de enseñanza de lenguas mediante the cultural topic, how to practice certain sentence struc- contenidos distintos a la discusión tradicional metal- tures used in a specific cultural scenario, and how to cre- ingüística sostiene que debería gozar de más importan- ate a certain speech/language in a given cultural situation. cia; no solo por el alto grado de autenticidad lingüística Questions or concerns on strategies and challenges on this de su contenido, sino por el interés y motivación que topic will be provided and discussed with the audience. puede despertar en los alumnos. La propuesta que presentamos es una unidad didáctica Language Focus: Chinese, English centrada en la obra de Juan Rulfo, concretamente Pedro Presentation Language: English Páramo. En ella, el autor retrata de una manera única Audience: Elementary / Dual Immersion, Middle y personal ciertos aspectos del México rural que no se encuentran en otros trabajos y que juegan un papel fun- School / Jr. High, High School, College / University, damental a la hora de enriquecer la enseñanza de español Administrators or Supervisor y su cultura. Presentation Category: Curriculum

Language Focus: Spanish Presentation Language: Spanish Audience: College / University Presentation Category: Curriculum

10 2018 UFLA Conference Preliminary Sessions

Teaching Writing in the World Language Leveraging Technology to Improve Oral Language Classroom Proficiency Teresa R. Bell, Brigham Young University Heather Pillman, EMC School

How and when to teach students to write in a new language can be a daunting task. In this presentation partici- Authentic oral proficiency assessments are essential to pants will learn concrete ways to teach their students how building our students’ confidence and skills but they can to write and how to improve their writing in their target be difficult and time-consuming to create, implement and language. evaluate. Learn to leverage technology like video record- ing tools to design engaging sets of tasks that provide am- Language Focus: All Languages ple practice, feedback, and opportunity for student cre- Presentation Language: English ativity. Help your students find their voice in the target Audience: High School, College / University language. Presentation Category: Methods / Techniques Language Focus: All Languages Presentation Language: English Audience: Middle School / Jr. High, High School, College / University, Administrators or Supervisor Presentation Category: Technology

Brainstorming Some Approaches to Teaching Task-based Language Teaching through STEM Chinese Grammar in a DLI Setting projects with Level Up Village Hai-I Nancy West, Timpview High School Steven Cooper, Level Up Village Sophie Moffat, Ecker Hill Middle School Sometimes DLI students can go year after year making the same grammatical errors in their speaking and writing. Task-based Language Teaching using Virtual STEAM It is difficult for teachers to systematically and effectively Exchange to Motivate Target Language Use. Steven Coo- improve students’ performances. This session will pro- per, a ten-year dual immersion veteran, and friends from vide instructional strategies and methods to help break around the globe, will demonstrate how Dual Language resistant grammatical errors. ¬≠A collection of common instructors incentivize and facilitate target language com- grammatical errors and writing samples will be used to prehension using Level Up Village (LUV)’s global STEAM illustrate instructional procedures and encourage discus- collaboration model to help students engage in real tar- sion for a possible future collaborative platform on this get language interactions and problem solving with na- topic. tive-speaking peers.

Language Focus: Chinese Language Focus: All Languages Presentation Language: Chinese Presentation Language: English Audience: High School Audience: Elementary / Dual Immersion, Middle Presentation Category: Methods / Techniques School / Jr. High, High School Presentation Category: Technology

11 2018 UFLA Conference Preliminary Sessions The Case For (and Against) Literature Fun and Engaging Language Production Tasks for in the Proficiency-based Classroom an Interactive Classroom Tom Mathews, Weber State University Kerrie Neu, Granite School District Tristin West, Granite School District Given today’s emphasis on communicative language use and improving proficiency, this session will consider the Are you looking for ideas to encourage language pro- benefits and problems associated with a focus on litera- duction and engage students in your classroom? We will ture. Literary texts have the ability to transport students share interactive classroom strategies that get students to a place, time and culture otherwise inaccessible in the producing language that you could begin to use tomor- classroom, yet too often literary studies do not prepare row and next week. This is not a “sit and get” session, so our students for opportunities to use their language skills be prepared to interact and try these strategies out! in the professional world. Language Focus: All Languages Participants will have the opportunity to consider Presentation Language: English how texts are used in their own classes and will hear Audience: Elementary / Dual Immersion, Middle from others how the presentation of literature has School / Jr. High, High School, College / University enhanced and detracted from proficiency gains in Presentation Category: Methods / Techniques their students.,

Language Focus: Spanish Presentation Language: English Audience: Elementary / Dual Immersion, High School, College / University Presentation Category: Methods / Techniques

Assessing Cultural Learning Teaching for ACTFL and AP Writing and Speaking Robert Erickson, Brigham Young University Proficiency Laura Wilde Larsen, Brigham Young University Rachel DeFriez, Alta High School

Assessing cultural learning goes beyond checking that This presentation gives teachers practical experience in students can identify products and describe practices re- adapting classroom strategies, and scaffolding to teach lated to the target culture. Learn how to assess student writing and speaking proficiency and evaluate students attitudes about the culture. Learn ways to assess your using ACTFL proficiency levels rather than simple students’ understanding of the often overlooked perspec- achievement and to target essential AP skills from the be- tives ‚Äì reasons people and communities in your target ginning levels of world language courses. culture value certain products and practices. Learn how to ensure that your approach to teaching culture includes Language Focus: All Languages, French and even facilitates assessment. Presentation Language: English Audience: Elementary / Dual Immersion, Middle Language Focus: All Languages School / Jr. High, High School Presentation Language: English Presentation Category: Methods / Techniques Audience: Middle School / Jr. High, High School, College / University Presentation Category: Culture

12 2018 UFLA Conference Preliminary Sessions Authentic Learning in the World Language Gamification Principles as a Tool to Motivate Lan- Classroom guage Learners Jody Lynn Tolley, Skyline High School Robb McCollum, Brigham Young University-Hawaii and Come and hearing how to create projects for your class- Reading Horizons room that covers multiple standards and allows students to use their second language skills in unconventional Gamification offers the promise of greater learning en- ways. We will discuss how to create authentic learning gagement through extrinsic reward systems. But how projects, how to keep students on track and some of the can language teachers employ these highly motivating pros and cons that go along with this type of teaching. techniques without eroding their students’ intrinsic motivation to learn a language? This session helps language Language Focus: All Languages, ASL teachers discuss ways to integrate gamification principles Presentation Language: ASL that complement and strengthen intrinsic motivation Audience: Middle School / Jr. High, High School with extrinsic support. Participants will gain a clearer un- Presentation Category: Methods / Techniques derstanding of gamification and its impact on motivation. Participants will also leave with a toolbox of gamification techniques that they can use in their language learning classrooms.

Language Focus: All Languages Presentation Language: English Audience: Elementary / Dual Immersion, Middle School / Jr. High, High School Presentation Category: Methods / Techniques

American Sign Language Video Standards: Target Language Production: Make it a Game! No More Bad Submissions Lizzy Anderson, Hunter High School Judy Saunders, Chad Kennedy Brigham Young University Target language production can be an intimidating and frustrating experience for students, regardless of their To help students better learn American Sign Language proficiency. Take away the pressure by turning production (ASL), we will be teaching the importance of using videos. into a game! With a system based on a simple party game, An ASL teacher can easily watch a student’s sign language create a class atmosphere where students moderate and without other distractions with the use of videos. correct one another. The system set-up and methodology will be covered, as well as a hands-on activity demonstrat- We want to help ASL teachers more easily grade students ing its application. as they understand how videos help in this process. We use our experiences on the video which we hope will help Language Focus: All Languages, Spanish a lot in grading and lessen stress in the grading process. Presentation Language: English Audience: Middle School / Jr. High, High School Language Focus: ASL Presentation Category: Methods / Techniques Presentation Language: ASL Audience: Middle School / Jr. High, High School, College / University, Administrators or Supervisor Presentation Category: Methods / Techniques

13 2018 UFLA Conference Preliminary Sessions Foreign Language Writing Practice: STEM Practice in Chinese Immersion An Argument for L2 Creative Writing Jiefen Ding, Arrowhead Elemantary Kimberly Fallis, Utah State University Jia Wei, Santa Clara Elementary

This presentation includes two sections centered around STEM teaching methods and ideas have been applied to the topic of foreign language creativity. First, a brief dis- the Chinese immersion teaching. It guides students in sci- cussion about the benefits of creative writing in the sec- ence, mathematics, Chinese and other disciplines through ond language classroom and the use of creative writing in hands-on, mind-on activities. It stimulates students to a French language university classroom setting. Secondly, participate in a variety of senses, use of comprehensive in- there will be a brief application workshop where audience terdisciplinary knowledge to solve real life problems and members will have the opportunity to practice creativity improve the practical use of language ability. In this pre- in real-time where they will create a fictional character off sentation, we will focus on the implementation of STEM the top of their head. This workshop will allow partici- teaching methods in the Chinese immersion classroom. pants to see how language is used in a meaningful way through grammar, word choice, and vocabulary employed Language Focus: Chinese in creative writing. Presentation Language: Chinese Audience: Elementary / Dual Immersion, Middle Language Focus: English, French School / Jr. High Presentation Language: English Presentation Category: Methods / Techniques Audience: Middle School / Jr. High, High School, College / University Presentation Category: Methods / Techniques

Using Digital Games in the Language Classroom Have You Heard of Voki to Promote Learner Frederick Poole, Utah State University Engagement? Lora Stead, Utah State University This presentation will present findings from a systematic review on digital games used in second language learning Maximum learning takes place when students are en- environments. The focus will be on why digital games are gaged. The online tool Voki, with its customizable, speak- used in the second language classroom, and also how they ing avatars, can involve students of any age, target lan- are integrated into learning environments. Next, this lec- guage, and proficiency level. The program is free and easy ture will discuss a set of principles for choosing games for to use. The presenter will demonstrate ways to use Voki and integrating games into the classroom. Finally, the pre- to enhance students’ language skills by allowing them to senter will provide participants with a list of digital games create in this virtual space. that have been used in the second language classroom. Language Focus: All Languages Language Focus: All Languages Presentation Language: English Presentation Language: English Audience: Elementary / Dual Immersion, Middle Audience: Elementary / Dual Immersion, Middle School / Jr. High, High School, College / University School / Jr. High, High School, College / University Presentation Category: Technology Presentation Category: Technology

14 2018 UFLA Conference Preliminary Sessions Using Songs to Increase Proficiency Roll Matters-- at the Novice Level Use Bookkeeping for Instruction and Assessment Kahina Naudot, Butler Elementary School Tery Binkerd, Viewmont High School

Instead of singing with the sole purpose of entertainment, Use roll call to ask a question and hear student respons- songs can be used to increase proficiency. Connecting es. Be it a new question or a review, each student speaks songs with the different subject taught helps students every day and you know where they stand on the concept build better and deeper skills in various areas (vocabulary, you are teaching. the 4 skills, rimes, pronunciation, confidence, inter-con- nections, etc.) Language Focus: All Languages Presentation Language: English Language Focus: French Audience: Elementary / Dual Immersion, Middle Presentation Language: French School / Jr. High, High School Audience: Elementary / Dual Immersion Presentation Category: Methods / Techniques Presentation Category: Methods / Techniques

Environmental Issues in Spanish Language Class Cross Curricular STEM Activities for the foreign Ana M. Aguilera, Utah Valley University language classroom Ruth Mudrow, Sky View High School What is the place (if any) of environmental issues in a Mike Mudrow, Logan High School second language class? This talk will present an experience of using Environment as main theme to teach Span- This session will describe one group’s experience, during ish language at the intermediate level. Description of the an exchange trip to Europe, collecting simple science ex- activities and resources used will be included, as well as, periments which could easily be described in a target lan- students’ response to them. Finally, we will discuss on guage. These experiments were subsequently presented to possibilities, advantages and challenges of bringing envi- the public by the exchange students. Multilingual exam- ronmental issues into second language classes, so that, we ples will be provided. can advance an answer to our initial question. Language Focus: All Languages Language Focus: Spanish Presentation Language: English Presentation Language: Spanish Audience: Elementary / Dual Immersion, High Audience: Elementary / Dual Immersion, Middle School School / Jr. High, High School, College / University Presentation Category: Curriculum Presentation Category: Methods / Techniques

15 2018 UFLA Conference Preliminary Sessions Every Day’s an IPA Strategies to Improve Speaking Proficiency Norah L Jones, Vista Higher Learning Wendi Bergstrom, Fort Herriman Middle School

Integrated Performance Assessments: learn how, when, This is the workshop you need to attend! Are you strug- where, and why to have students work in all three com- gling to get your students to step out of their comfort munication modes every day to easily and effectively to zones and speak in the target language? This can be tricky achieve your instructional goals. IPAs are really just basic, but I’ve found and adapted some great tools that have realistic human language in use in the world. You already worked wonders for my students! Come learn some of the have the tools in your repertoire to create meaningful, strategies I use that are proven to get them speaking the articulated, integrated sequences of interpretive, inter- target language and having fun! personal, and presentational activities. Learn how to use them for motivating, formative student learning every Language Focus: All Languages day. Presentation Language: French Audience: Elementary / Dual Immersion, Middle Language Focus: All Languages School / Jr. High, High School, College / University Presentation Language: English Presentation Category: Methods / Techniques Audience: Middle School / Jr. High, High School, College / University Presentation Category: Assessment

Reading Fluency Solutions: A web application for Using Authentic Materials to Authenticate creating and assigning reading passages Foreign Language Learning ‚ Or not? Jeff Peterson, Purdue University Dori Huang, Weber State University Ron Peterson, Brigham Young University Many foreign language teachers have been advocating Studies show that many language skills may improve inci- using authentic materials for instruction. The main argu- dentally through reading (Greaney, 1970; Krashen, 1989, ment is that students will obtain authentic learning ex- 2004). Reading can be done in many formats, including perience engaging with the authentic materials, such as online. As one’s reading fluency (speed) increases one’s songs, movie posters, news and books, etc. But people understanding also increases. Thus, the goal of the cur- would also agree that authentic materials might not be rent project was to develop a web application where in- universally applied. For example, it is unrealistic for be- structors could create online reading passages that their ginners to read news reports. So, what are the principles students could access to increase reading fluency. The web in employing authentic materials to learners of different application automatically calculates the reader’s reading levels, ages, and needs? This presentation intends to dis- fluency indicating the number of words read per minute, cuss the conditions under which what materials shall be letters/characters read per minute, and for Japanese text, used and how. morae per minute. Future development will include reading fluency tracking abilities. Language Focus: All Languages Presentation Language: English Language Focus: All Languages, Japanese Audience: Middle School / Jr. High, High School, Presentation Language: English College / University Audience: High School, College / University Presentation Category: Materials Presentation Category: Technology

16 2018 UFLA Conference Preliminary Sessions Spicing up Speech: Increasing Chinese DLI Students’ Language Profi- Engaging Students by Encouraging Gesture ciency through Peers Assisted Learning Strategies Dustin Hemsath, Brigham Young University (PALS) Shin Chi Fame Kao, Confucius Institute at the University of Utah Research suggests that gestures are an essential part of Xiqiang Wang, University of Utah language production. Many foreign language teachers use gestures to make input comprehensible, but are un- As the Chinese Dual Language Immersion students in aware of how gesture benefits student output. This session Utah entering upper grades in elementary schools, gradu- will involve participants in interactive classroom activ- ally their Chinese proficiency level is expected to increase ities that move beyond TPR to use gestures as tools for from novice to intermediate. The purpose of this research strengthening students’ cognitive abilities and productive is to help teachers to find effective teaching strategies to capacity in the target language. help students increase their proficiency. Teachers who participate in this peer assisted learning strategies (PALS) Language Focus: All Languages research use a variety of PALS to turn their classrooms Presentation Language: English into a learner-centered environment, increase interac- Audience: Elementary / Dual Immersion, Middle tions among students, and enhance the output of the tar- School / Jr. High, High School, College / University get language. This presentation will focus on reporting Presentation Category: Methods / Techniques their teaching strategies and students’ learning outcome. Language Focus: Chinese Presentation Language: Chinese Audience: Elementary / Dual Immersion Presentation Category: Methods / Techniques

Language News

BYU Language Fairs SWCOLT AWARD The annual BYU Language Fairs, ulations of countries where the tar- which are among the oldest and get language is spoken, requiring We would like to congratulate largest in the world, will be held students to use their best “survival Teresa Bell, Associate Profes- this year on Thursday, April 19. skills” in the language. Information sor of German at BYU, who Separate fairs are held in Spanish, about the BYU Language Fairs is has been selected as a 2018 French, German, Chinese, and available at http://languagefair. SWCOLT Recipient of Ex- Russian, with separate registration byu.edu/ (click on each language cellence in Post-Secondary deadlines and policies for each lan- for more specific information). Teaching. Teresa is a worthy guage. The fairs offer competitive Please note that in most cases, late recipient of this honor and events for students to showcase registrations cannot be accepted, represents Utah well. Catch their foreign language skills, as so make plans now to attend with her presentation next month at well as (in some languages) sim- your students! our conference!

17 Language News

The Annual Sigma Delta Pi Spanish Spelling Bee and Language Talent Competition will be held on Tuesday, April 10th, 2018 in the Shepherd Union Building on Weber State University campus from 8:00 to 2:00 pm. This competition is for students in grades 4th through 8th. For more information, or to sign up, visit https://www.weber.edu/isabelasensio/ spanishspellingbee.html or contact Isabel Asensio ([email protected]).

UFLA Vitality Awards

Each year, UFLA offers up to three Vitality Awards for Please consider applying for a Vitality Award. Often the purpose of research, study, workshops, or projects awards go un-granted because no proposals were sent for improving the quality of teaching. Award amounts in. will typically range from $500 to $1000. In order to be eligible, teachers must be current members of UFLA; Vitality Award must be postmarked no later than be contracted to teach in a public or private school, el- March 31. Announcement of the winners will be ementary through university level, during the present made in mid April. year; intend to teach this language for the at least three more years; and be willing to report and share their The proposal form can be found at: experiences with the UFLA membership. http://organizations.weber.edu/ufla/Awards/ Form-Vitality.pdf In the past, successful proposals have received fund- ing for language maintenance programs. Curriculum Please send proposals and any questions about the enhancement or course development, collaborative process to: teaching projects, development of on-line courses and activities, travel to conferences or workshops, travel to Stephen Van Orden collect language resource materials or to do research [email protected] in teaching methods or language acquisition, expens- es to give a presentation or read a paper at a regional Timpview High School or national conference. 3570 North Timpview Drive Provo, Utah 84604 UFLA will not fund tuition, travel or costs associated with graduate-level work or study abroad programs offered by Utah institutions.

18 EXECUTIVE BOARD President Jeff Packer [email protected] Past President Isabel Asensio [email protected] President Elect Jared Nebeker [email protected] Secretary Jordan Hulet [email protected] Executive Secretary / Treasurer Tom Mathews [email protected] USOE Liaison Karl Bowman [email protected] Newsletter Editor Mike Wood [email protected] LANGUAGE ASSOCIATION REPRESENTATIVES Arabic: Utah Arabic Teachers Assn Shareen Salah [email protected] ASL: Utah ASL Teachers Assn Chinese: Utah Assn of Chinese Teachers Dori Huang [email protected] DLI: Dual Language Immersion Group Lidia Ordaz [email protected] French: American Assn of Teachers of French Danielle Asay [email protected] German: American Assn of Teachers of German Stephen Van Orden [email protected] Japanese: Utah Assn of Teachers of Japanese Spanish & Portuguese: AATSP Fermín Soriano [email protected] UNIVERSITY REPRESENTATIVES BYU Blair Bateman [email protected] Dixie State University Lucia Taylor [email protected] University of Utah Tim Cannon [email protected] Utah Valley University Jeff Packer [email protected] Weber State University Electra Fielding [email protected] DELEGATES ACTFL Arron Wheeler [email protected] Electra Fielding [email protected] SWCOLT Jill Landes-Lee [email protected]

Advertising Information UFLA Mission

The UFLA Newsletter is published three times each year The UFLA exists to stimulate the interest of all peo- in September, January and May. All issues are distribut- ple everywhere in the learning and preserving of ed via e-mail to UFLA members as well as posted on the skills in foreign languages, and all languages oth- UFLA website. er than English and to foster discussion and inter- Advertising rates are available at: https://organizations. change of ideas relative to the duties, responsibili- weber.edu/ufla/Policies/Documents/UFLA_General%20 ties, and problems of teachers and students engaged Policies.pdf in the study of foreign languages in order to aid and Contact Mike Wood at [email protected] with promote the advancement and mutual understand- any questions or to place an ad. ing of teachers and students.