Strengthening World : Standards for Success

63rd Annual Northeast Conference on the Teaching of Foreign February 9–11, 2017 New York Hilton Midtown Carole Smart, Chairperson

PRE-CONVENTION WORKSHOPS November 16 SAVE THE DATE

VISIT ACTFL.ORG for all convention information and updates

A CONVENTION UNLIKE ANY OTHER

Join in harmony with your colleagues and find innovative ways to strike Experiencethe right chord with your learners at the most comprehensive It professional development opportunity available to language educators today.

REGISTRATION AND HOUSING open Spring 2017 | EARLY BIRD DEADLINE July 12, 2017

OPENING GENERAL SESSION WORLD LANGUAGES EXPO 800+ EDUCATIONAL SESSIONS This exciting experience is a must, The interactive expo showcases 250+ Enjoy outstanding professional with a dynamic keynote speaker and the premier products, services, hands-on development focusing on innovative announcement of the 2018 ACTFL Teacher exhibits, and various opportunities to programs, research-informed practices, of the Year. It’s a sure way to start your connect with fellow attendees, including emerging trends in the language convention off on a high note. the Social Media Lounge, the Collab Zone, profession, and roundtable discussions that the Confer-sation Corner, the Career Café, will help make your instruction sing. and more than 60 exhibitor workshops.

2 2016-2017 NECTFL Board of Directors

Vice Chair Chair Past Chair

Bill Heller Carole Smart Rebecca K. Fox SUNY Newmarket Jr-Sr HS George Mason Geneseo (NY) (NH) (VA)

Class of 2017 Class of 2018

Silvina Orsatti Margarita Dempsey Rosanne Zeppieri Stacy Blair José Ricardo-Osorio Nathan Lutz University of Smithfield High West Windsor Essex Street Shippensburg Kent Place Pittsburgh at School and Bryant Plainsboro RSD, Academy (NY) University (PA) School (NJ) Greensburg (PA) University (RI) retired (NJ)

Class of 2019 Class of 2020

William Anderson Michael Bogdan Maryann Cheri Quinlan Christopher Gwin Kathy J. Fegely Massapequa South Middleton Woods-Murphy NJDOE and Toms Camden County Antietam High School District (NY) School District (PA) Nutley Public Schools River Regional College (NJ) School (PA) (NJ) Schools, retired (DE)

The NECTFL Review Staff

Robert M. Terry Thomas S. Conner John Carlino Brian F. Page Sean McDonough Managing Editor and Review Editor Executive Director Administrative Administrative Articles Editor Assistant Assistant

3 Newly Elected Class of ’21 (terms begin July 1, 2017)

Margarita Dempsey, Leslie Grahn, Deborah Espitia, Delaware World Smithfield High School (RI) Howard County Public Schools (MD) Program (DE) Deborah Espitia Margarita Boyatzi Leslie Grahn is celebrates a Dempsey is a the Coordinator of milestone this first-generation World Languages year: 40 years American who for the Howard teaching world learned English County Public languages, in . Schools in beginning as a It’s no surprise Maryland. She has that she grew up twenty-seven Volunteer in loving languages. years of teaching Colombia. After She majored in experience in four years in “the French at French, Spanish, toughest job you’ll Skidmore College and Exploratory ever love,” Debbie and received her MAT in French from Language at middle and high school levels returned to the States to teach French and Assumption College. She studied in France in both urban and suburban settings. Spanish in Virginia: first on the Eastern while in high school and pursued Leslie holds a Bachelors degree from the Shore in one of the smallest school postgraduate courses in France and Spain. University of Maryland, Baltimore County systems in the nation; then, at a junior She teaches French III, IV and V and in French and Education and a Masters high school in Hampton City Schools. The Spanish III at Smithfield High School in degree in Administration and Supervision next stop was Howard County Public Smithfield, Rhode Island. At Smithfield from Loyola University. During her career, Schools in Maryland, from which Debbie High School she has served on many Leslie has supervised fifteen student recently retired. During her tenure in committees, including NEASC chair, teachers and was named Prince George’s HCPSS, Debbie taught high school District Evaluation Committee, Strategic County Teacher of the Year in 1999. She Spanish, served as department chair, and Planning Committee and Superintendent’s has been on the Board of Directors of the took on the role of Coordinator of World Advisory Group and has advised the Maryland Association Languages and ESOL. Sprinkled National Honor Society, the class of 2008 since 1996, serving as its President from throughout, Debbie also taught Spanish and has directed many drama productions. 2002-2004 and 2010-2012. In addition, and methods courses at several local She is also an adjunct instructor in French she is a member of the Board of Trustees . Her last two years in HCPSS, at Bryant University and has for the National Museum of Language and Debbie returned to the “second toughest taught Spanish Drama Workshop at Rhode serves on the Advisory Board for the job you’ll ever love” – teaching at the Island College.. RIFLA has been an National Association of District middle level. By coincidence, she was important part of Margarita’s professional Supervisors of Foreign Languages assigned to a that feeds into life. She has served as president as well as (NADSFL). Leslie served as a Teacher her former high schools. There is nothing being on the board for many, many years. Consultant on the Pearson-Prentice Hall quite like hearing, “You taught my mom!” For the past two years she has also been series, Realidades, wrote curriculum and It was a wonderful way to wrap up a the AATF Region 1 representative and assessments at the district level, piloted teaching career. Of course, it never really filled a remaining term on the NECTFL portfolio entries for National Board ends. Upon retiring, Debbie moved back board. Margarita has named Smithfield Certification in World Languages Other to the Eastern Shore – this time to Teacher of the Year in 2001, a semi-finalist Than English, and acted as a project Delaware – where she has served as a Rhode Island Teacher of the Year, 2001, reviewer for the New Visions in Foreign teacher mentor for dual immersion RIFLA Teacher of the Year, 2012 NECTFL Project. With Dr. programs in four elementary schools and Teacher of the Year, 2013, and finalist Dave McAlpine, Leslie has co-authored the is currently developing curriculum for the ACTFL Teacher of the Year, 2013. Her next book in the ACTFL Keys series on middle school level. Debbie also works as FLITES ( in the Instructional Strategies to be released in an educational consultant and frequently Elementary Schools), a volunteer, after- 2017. She has served as a selection presents at local, state, regional, and school program which brings advanced committee member for the NECTFL national conferences on a number of French students to a local elementary Teacher of the Year and for ACTFL topics, such as assessment, differentiation, school to teach 4th graders basic French awards. She is a course instructor on engagement, and technology. Debbie is an and her Evening of the Arts program foreign language teaching methods and active member of the Maryland Foreign where her French V class performs an differentiated instruction and is frequent Language Association (MFLA) and has original play for the community, have been presenter and consultant at state, regional, been on the Board of Directors since 2002. honored with the RIFLA Mary Borra and national conferences, specializing in She served as president from 2006-2008 Excellence in Teaching Award in 2015 and best practices, specifically hands-on, and is the current MFLA President (2015- 2001. She has been the keynote speaker at interactive strategies and facilitates 2017) and Webmaster/Social Media the RIFLA conference, presented at workshops on the topics of student Manager (2008-present). Debbie is also a RIFLA, MaFLA, NECTFL, and AATF engagement, formative assessment, rigor, member of the following organizations: conferences and has contributed an article and differentiated instruction. ACTFL, ASCD, NADSFL, NNELL, and in Integrating Children’s Literature into NECTFL Advisory Council. Debbie holds a the Curriculum. Margarita has organized B.S. in Education and Spanish from over 25 student trips to France, Spain, Millersville University (PA), coursework Peru and Canada because each time she from the Universidad de Valladolid travels she experiences these countries for (Spain), and a M.S. in the first time through the eyes of her with a Certificate in Administration and students and there is nothing better than Supervision from Johns Hopkins that! University (MD).

4 Table of Contents

NECTFL Board of Directors 3 NY Hilton Midtown – Second Floor Plan 6 Welcome Message from the 2017 Chair 7 Theme and Strands Explained 8 Program Schedule and Overview 9 Local Committee 11 Conference Sponsors 12 Exhibit Hall Diagram 13 Directory of Exhibitors 14 Listing by Strand 21 Directory of all Workshops and Concurrent Sessions 23 Sessions at a Glance 38 Index of Presenters 61 2017 Award Winners 63 2017 Mead Fellows 64 Teacher of the Year Finalists 65 Past Award Winners 66 NECTFL Advisory Council 68 NECTFL State Associations 69 The NECTFL Review 70 Message from the 2018 Chair 71 Past Chairs of the Northeast Conference 72

5

New York Hilton Midtown –Floor Plan

6

A Message from the 2017 Chair

Dear colleagues and friends,

As chair, and on behalf of the NECTFL Board and the Executive Director, it is with great pleasure that I welcome you to the 2017 NECTFL Conference, at the New York Hilton Midtown. It is with open arms that we welcome all of you to participate, learn and connect to one another while exploring the workshops and sessions that will energize you as you delve into our theme of Strengthening World Language Education: Standards for Success. We gather here as colleagues, friends, and educators from the 13 northeast states, Washington, D.C., and beyond, because we are all dedicated to the promotion of world languages. We gather here as kindergarten teachers, as elementary, middle and high school teachers, as university professors and as researchers. We gather here to grow as professionals and to share our knowledge and expertise. There are hundreds of options – choices that will help us to achieve our professional and personal growth goals as we amble through the sessions, the #techlab and the research roundtables. We begin with our opening session by Angèle Kingué, who will show us ways to connect the standards to teaching. Our 2016 Past Chair, Rebecca Fox will close the conference, sharing her expertise, as she works to synthesize all that was presented around this year’s theme. As always, there will be a wide array of exhibitors, many of whom sponsor parts of this conference. I ask you to take a moment to thank them for their sponsorship and support. Please also consider the same for each of our 14 member associations who work with us throughout the year and continue to recommend many outstanding professionals for Teacher of the Year, the Mead Scholarship program and Best of State sessions. NECTFL is very thankful to each of the state associations for their outreach and connection that is critical to our success. On behalf of the Board of Directors, I express my sincerest thanks to all of you for your dedication to and support of NECTFL and the world language teaching profession. What you do as world language teachers, for students and for advocacy is more important with each passing year. Thank you for attending this conference and for connecting and sharing your knowledge and expertise with us. May your experience this weekend energize you professionally throughout the year. My sincerest regards and boundless thanks to all my colleagues, friends, fellow teachers and advocates,

Carole Smart NECTFL Chair 2017

7 63rd Annual Northeast Conference on the Teaching of Foreign Languages

Strengthening World Language Education: Standards for Success Carole Smart, Chairperson The 2017 conference theme is Strengthening World Language Education: Standards for Success and our program includes invited sessions and workshops, special presentations by distinguished speakers, and a series of related strand sessions. Strands are based on discussions around a range of topics that will help participants focus on the development of the conference theme, classroom practice, and curriculum development. There are also opportunities for those with common interests and languages in PK-16 language education and research to dialogue and share experiences and views around the overall conference

theme.

Strands: This year we are again offering the unique opportunity for attendees to follow a specific strand that is related to the conference theme. While many attendees may choose to stay with one strand and explore that topic in depth, others may wish to attend a variety of sessions. Each strand will be facilitated by top professionals in the field, who will lead discussions and synthesize themes at the closing session. The following themes have been selected for development as conference strands: A. Exploring the Role and Scope of Standards in World Language Education B. Building Deeper Understandings of Standards Through Research C. Integrating Standards in Teaching and Curriculum D. Understanding Standards and Their Impact on Learning and Assessment E. Strengthening and Professional Development for Implementation of Standards F. Exploring the Role of Digital Literacies in Standards-based Instruction

Opening and Closing Plenary Sessions: All attendees are welcome and encouraged to join us in our opening and closing sessions. It is our hope that the Northeast Conference will continue its long-standing tradition of being our professional ‘home base’ for attendees, and the opening and closing sessions are the perfect venues for conference attendees to connect around the conference theme and strands and with a broad spectrum of world language colleagues. The opening session will be designed to introduce the conference theme, spark interest and excitement, and launch the strands. At our closing plenary, we will highlight findings from the six strands and share our visions for continuing the professional as we return to our respective home institutions.

8 63rd Annual Northeast Conference Program Overview THURSDAY, FEBRUARY 9

8:00 a.m.–6:00 p.m. Conference Registration 9:30 a.m.–12:30 p.m. Three-hour Ticketed Workshops – Morning 9:30 a.m.–4:30 p.m. Six-hour Ticketed Workshops (one hour lunch) 1:00–4:30 p.m. State Leaders Luncheon and Meeting 1:30–4:30 p.m. Three-hour Ticketed Workshops – Afternoon 5:00–8:00 p.m. Board of Directors Meeting and Dinner

FRIDAY, FEBRUARY 10

7:00 a.m.–5:30 p.m. Conference Registration 8:00 a.m.–5:00 p.m. Conference Exhibit Hall Open 8:30–9:30 a.m. Opening Plenary Session 9:30–10:15 a.m. Exhibit Hall Grand Opening and Coffee Break 10:15–11:15 a.m. Session 1 10:15 a.m.–12:15 p.m. Mead Leadership Collaborative 11:30 a.m.–12:30 p.m. Session 2 12:00–1:30 p.m. Palmes Academiques Luncheon (by invitation only) - Offsite 12:30–1:30 p.m. Lunch Break/Exhibits 1:30–2:30 p.m. Session 3 2:30–3:15 p.m. Exhibit Break 3:15–4:15 p.m. Session 4 4:15–4:45 p.m. Exhibit Break 4:45–5:45 p.m. Session 5 6:30–8:00 p.m. NECTFL Awards Ceremony

SATURDAY, FEBRUARY 11

7:00–8:15 a.m. NADSFL/NCSSFL Breakfast Meeting 7:15–8:15 a.m. Past Chairs Breakfast Meeting 8:00 a.m.–5:30 p.m. Conference Registration 8:30–9:30 a.m. Session 6 8:30 a.m.–2:00 p.m. Conference Exhibit Hall Open 9:30–10:15 a.m. Exhibits Grand Re-opening and Coffee Break 10:15–11:15 a.m. Session 7 11:30 a.m.–1:15 p.m. Advisory Council Meeting and Luncheon 12:15–1:15 p.m. Session 8 1:15–2:00 p.m. Exhibit Hall Refreshment Break 2:00–3:00 p.m. Session 9 3:15–4:15 p.m. Session 10 4:30–5:30 p.m. Closing Plenary Session

9 Conference Schedule at a Glance Start Start Start Thursday February 9 Friday Saturday Time Time Time

7:15 7:15 7:15 NADSFL/NCSSFL (7:00) 7:30 7:30 7:30 & 7:45 7:45 7:45 Past Chairs (7:15) 8:00 8:00 8:00 Breakfast Meetings 8:15 8:15 8:15 8:30 8:30 8:30 8:45 8:45 8:45 Opening Plenary Session Session 6 9:00 9:00 9:00 9:15 9:15 9:15 9:30 9:30 9:30 9:45 9:45 Dedicated Exhibit Time 9:45 Dedicated Exhibit Time 10:00 10:00 10:00 10:15 10:15 10:15 10:30 Three-hour 10:30 10:30 Session 1 Session 7 10:45 Ticketed 10:45 10:45 Mead 11:00 Workshops 11:00 11:00 Leadership

11:15 11:15 Collaborative 11:15 11:30 11:30 11:30 Dedicated 11:45 11:45 11:45 Exhibit Time Session 2 12:00 12:00 12:00 Advisory Council 12:15 12:15 12:15 Meeting and 12:30 12:30 12:30 Six-hour Session 8 Luncheon 12:45 Ticketed 12:45 12:45 Dedicated Exhibit Time 1:00 Workshops 1:00 1:00 1:15 1:15 1:15 1:30 1:30 1:30 Dedicated Exhibit Time 1:45 1:45 1:45 Session 3 2:00 2:00 2:00 2:15 State 2:15 2:15 Leaders Session 9 2:30 2:30 2:30 Luncheon Three-hour 2:45 2:45 Dedicated Exhibit Time 2:45 and Ticketed 3:00 Meeting Workshops 3:00 3:00 3:15 3:15 3:15 3:30 3:30 3:30 Session 4 Session 10 3:45 3:45 3:45 4:00 4:00 4:00 4:15 4:15 4:15 Dedicated Exhibit Time 4:30 4:30 4:30 4:45 4:45 4:45 Closing Plenary Session 5:00 5:00 5:00 Session 5 5:15 5:15 5:15 5:30 5:30 5:30 5:45 5:45 5:45

6:00 6:00 6:00 6:15 Board of Directors 6:15 6:15 6:30 Meeting and Dinner 6:30 6:30 6:45 6:45 6:45 7:00 7:00 Awards Ceremony 7:00 7:15 7:15 7:15 7:30 7:30 7:30 7:45 7:45 7:45

10 2017 NECTFL LOCAL COMMITTEE

Local Committee Chairpersons Bill Anderson and Stacy Blair and the Local Committee cordially invite you to visit the Hospitality Desk on the 2nd floor Promenade. The Hospitality Desk is open throughout the Conference to assist you with your questions about the Conference and about New York City. Local Committee members will also conduct session evaluations. Look for these important volunteers and help us thank them for their commitment to the Conference!

WE SINCERELY APPRECIATE THE PARTICIPATION OF OUR 2017 COMMITTEE:

Wilfredo Abrahante, Roslyn Public Schools, NY Gala Handler, Great Neck Public Schools, NY Christopher Barley, Essex Street Academy, NY Sam Harb, Lenox Public Schools, MA Sally Barnes, Pierre Van Cortlandt Middle School, NY Gisela Hoecherl-Alden, Boston University, MA Leslie Berger Port, Toms River Regional Schools, NJ Mary Holmes, New Paltz Central School District, NY Candace Black, Eastridge High School, NY Erin Kearney, University at Buffalo, NY Tracy Brady, Hastings High School, NY Lori Langer de Ramirez, The Dalton School, NY Carolina Bustamante, SUNY Old Westbury, NY Christina Margiore, Northport High School, NY Marie Campanaro, Spencerport School District, NY Wendy Mercado, Bay Shore Middle School, NY Carmen Campos, The Dalton School, NY Enrique Montes, Bellmore-Merrick CHSD, NY Lillian Carey, Hauppauge Public Schools, NY Maria Nebres, The Dalton School, NY Marissa Coulehan, The Dalton School, NY Amanda Robustelli-Price, Independent Consultant, CT Sheri Davis, Elwood School District, NY Carol Shaw, Brick Township High School, NJ Donna DiNatale, Connetquot School District, NY Jill Schimmel, New York City DOE, NY Timothy Eagan, Wellesley Public Schools, MA Vania Sitruk, Horace Greeley High School, NY Roxanne Franquelli-Beras, Valhalla Middle School, NY Beth Slocum, Genesee Community College, NY Tori Gilbert, Saint David's School, NY JoAnn Thomasson, Hamburg Central School District, NY Lea Graner Kennedy, Stonington School District, CT Alexis Thornton, Putnam Valley High School, NY Valerie Greer, Bay Shore Middle School, NY Kerri Titone, Northport High School, NY

Session Evaluations Your feedback is needed! Please help us evaluate this year’s sessions. Your input now will help us plan future conferences. All you need is a QR Code Reader app on your phone – or visit the conference page on our website for an easy link to follow! Please submit an evaluation after every session you attend. Thank you!

11 Please help us extend a very special thank-you to our 2017 sponsors, advertisers, and supporters:

ACTFL CIA EMC School Language RBERN @ NYU SANS Inc. Santillana USA Publishing Tandberg Educational Vista Higher Learning Wayside Publishing Yale University Press

12 NECTFL 2017 Exhibit Hall

TT18 TT13 TT12 TT11 TT10 TT9 TT8 TT7

Southern Oregon Foreign Language Berlitz World Calper at Penn University's Summer PSMLA NYSAFLT CT COLT FLENJ Association of Language Language Institute for State Virginia Programs French and Teachers

E X I T

Breaking the Bloomsbury TutorMing Bravo Tours ILSC Montreal AATSP Barrier

TT14 132 233 232 333 TT6

Avant Sant'Anna World Language JNCL-­‐NCLIS Cheng & Tsui EF Education Assessment Institute Teachers on TpT

TT15 130 231 230 331 TT5

American Association of Youth for CIA QTalk Rustic Pathways MFLA Teachers of Understanding German TT16 128 229 228 329 TT4

Cultural Goeth-­‐Institut CHA Educational Global Language don ENFOREX Quijote Connections Group NY Tours Project Tours TT17 126 227 226 Cambridge 327 TT3 University Press

Embassy of Spain-­‐ DJH Go2City The Pulsera Project Robotel, Inc. ISA HIgh School Education Office

123 124 225 224 325 TT2

Boomalang STUDY IN SPAIN CIEE Prometour AQEFLE

121 122 MEP 223 222 323 TT1 Education

Virginia Beach CIty Houghton Mifflin ABC Languages Public Schools

120 221 220 321

119 Pearson Tandberg National BABILONIA -­‐ Educational/ Geographic Center for Italian Sanako Language Learning/ Cengage Studies Applause Labs Learning 117 116 217 216 317 Learning Resources Costa Rica CLE TPRS Books Explorica, Inc International

114 215 214 315 316

Voyages Tour Organic World Yabla ƒtudiant Language International

112 213 212 313 314

Smithsonian REAL LANGUAGE Grand World of E Speak Agent Student right away Classroom X Adventures I T 110 211 210 311 312

Focus, an imprint Yale University of Hackett ACTFL Chinese in Focus Press Publishing Co. 108 209 208 309 310

Proficiency AATF Press

106 207 206 307

Travel and Vista Higher Learning Passports Education

104 205 204 305 306

Wayside Santillana USA Publishing Publishing

102 203 202 303 304

Main Entrance 101 100 201 200 301 302

EMC School Spain Prep SANS Inc.

13 Directory of Exhibitors AATF American Association of Teachers Avant Assessment Booth(s)/Table: 206 of Spanish and Portuguese Booth(s)/Table: 130 302 N. Granite St Booth(s)/Table: TT6 2400 Oxford Drive Marion, IL 62959 900 Ladd Road Suite 313 http://frenchteachers.org Walled Lake, MI 48390 Bethel Park, PA 15102 Contact: Jayne Abrate http://aatsp.org http://avantassessment.com [email protected] Contact: Tracy Miller Contact: Mike Reynolds (815) 310-0490 [email protected] [email protected] The AATF is the largest national professional (248) 960-2180 (412) 736-2557 association in the world devoted to French. We The AATSP is devoted to the promotion of all Avant Assessment is the online leader in provide services to help members promote Hispanic and Luso-Brazilian languages, language proficiency exams. Its tests measure French and develop and defend programs at all literatures, and cultures through an annual the progress of students in elementary through levels. The AATF publishes the French Review conference, academic publications, National college in multiple languages in Reading, and National Bulletin, sponsors the Grand Spanish and Portuguese Examinations, student Writing, Listening and Speaking. Avant Concours, French Honor Society, National honor societies and professional development Placement Assessments measure language French Week, holds an annual convention, and activities. ability to place students in the appropriate

produces teaching and promotional materials. courses. The Avant STAMP 4S proficiency assessment can be used to qualify students for American Council on the Teaching ABC Languages the Seal of Biliteracy. of Foreign Languages (ACTFL) Booth(s)/Table: 321 Booth(s)/Table: 208 BABILONIA - Center for Italian 146 W 29th Street Suite 6E 1001 North Fairfax Street NY, NY 10001 Studies Suite 200 Booth(s)/Table: 216 http://www.abclang.com Alexandria, VA 22314 Contact: Elizabeth Zackheim http://www.actfl.org via Timoleone, 10 [email protected] Taormina, Italy 98039 Contact: Howie Berman http://www.study-abroad-programs-italy.com/ (212) 563-7580 [email protected] Contact: Alessandro Adorno Founded in 1998, ABC Languages is a leader (703) 894-2900 in foreign language education. ABC's has [email protected] The American Council on the Teaching of operations in NYC, San Francisco, (+39) 0942 23441 Foreign Languages (ACTFL) is dedicated to Westchester, Fairfield, New Jersey and Silicon the improvement and expansion of the teaching BABILONIA - Center for Italian Studies in Valley. ABC offers onsite and offsite programs and learning of all languages at all levels of Taormina, Sicily offers semester, year long, in 20+ languages for individuals, corporations, instruction. ACTFL is an individual short-term and internship programs for US schools, government clients and many more. membership organization of more than 13,000 university students. Courses vary from Italian With our international network, we can provide language educators and administrators from language to Italian art history, cinema, language education solutions on any scale in elementary through graduate education, as well literature, history, geology, political science any location. as government and industry. and opera music. AP Prep and intensive

language programs are offered for high school American Association of Teachers students. Faculty led programs are customized Applause Learning Resources for university or high school groups. of German Booth(s)/Table: 114, 116 Booth(s)/Table: TT16 85 Fernwood Lane Berlitz World Languages 112 Haddontowne Court #104 Roslyn, NY 11576 Programs Cherry Hill, NJ 08034 http://applauselearning.com http://www.aatg.org Booth(s)/Table: TT9 Contact: Michael Pollack 7 Roszel Road Contact: Keith Cothrun [email protected] [email protected] Princeton, NJ 08540 (516) 625-1145 (856) 795-5553 http://Berlitz.us Supplementary materials in Italian, Spanish, Contact: Susan Sarappo AATG supports the teaching of the German French, German, . Books, textbooks, [email protected] language and German-speaking cultures in dictionaries, readers, DVD's, games, puzzles, elementary, secondary and post-secondary maps, posters, stickers and much more. (609) 664-7173 education in the . The AATG Customized Berlitz World Language Solutions promotes the study of the German-speaking When you entrust your school’s foreign world in all its linguistic, cultural and ethnic AQEFLE Booth(s)/Table: TT1 language needs to Berlitz World Language diversity, and endeavors to prepare students as programs, you are investing in a transnational, transcultural learners and active, 1630 des Draveurs comprehensive, ready-to-use, customized, multilingual participants in a globalized world. Levis, Quebec G6Z 2L1 completely scalable solution. We work with http://www.aqefle.com our institutional clients to determine specific

needs, budgetary concerns, and time Contact: Rejean Chatigny [email protected] requirements. Your school’s solution will be

custom-designed for the unique needs you

(418) 930-6244 identify. Berlitz.us 609-664-7173

AQEFLE represents 5 universities, 3 colleges

and one specializing in

teaching French as a foreign language.

AQEFLE member schools offer a variety of

programs to meet the needs of any person that

wishes to learn French : high school, college or

university students. Different options are

available: immersion, an entire school year,

and programs for the post-secondary clientele.

14 Directory of Exhibitors Bloomsbury CALPER at Penn State Chinese in Focus Booth(s)/Table: TT14 Booth(s)/Table: TT8 Booth(s)/Table: 309 1385 Broadway, Fl 5 CALPER, Penn State 87 Kimballl Beach Rd New York, NY 10018 305 Sparks Building HIngham, MA 02043 http://www.bloomsbury.com University Park, PA 16802 http://www.chineseinfocus.org Contact: Jessica Tackett http://calper.la.psu.edu Contact: Kathy Swanson [email protected] Contact: Gabriela Appel [email protected] (646) 248-5671 [email protected] (781) 956-1747 Bloomsbury’s academic division publishes (814) 863-1212 Chinese in Focus is a new textbook and 1,200+ books a year, with a significant The Center for Advanced Language Proficiency animation series that is designed for American presence in the humanities, social sciences and Education and Research (CALPER) at The middle and high school students. The visual arts. Our prestigious portfolio includes Pennsylvania State University is one of the outstanding feature of this series is the Methuen Drama, The Arden Shakespeare and national Language Resource Centers. CALPER combination of cartoon-like characters and T&T Clark. All new Continuum, Berg and creates teaching materials, conducts precise language instruction. The presentation Bristol Classical Press titles are now published professional development workshops, and is visual, lively, clear and entertaining. This is under the Bloomsbury name. develops extensive free online resources in a culturally rich, technology-inclusive, unique support of language education in the U.S. approach to language learning. Boomalang Booth(s)/Table: 121 Cambridge University Press CIA - Central Intelligence Agency Booth(s)/Table: 325, 327 Booth(s)/Table: 128 3817 Richland Ave Nashville, TN 37205 1 Liberty Plaza Rm 2M109 - ND1 http://www.boomalang.co New York, NY 10006 Washington , DC 20505 http://www.cambridge.org http://www.cia.gov Contact: Chris Gerding [email protected] Contact: Dieynaba Sall Contact: Maria (336) 817-7709 [email protected] [email protected] (212) 337-6520 (703) 374-2063 Have you ever tried providing virtual intercambios to your students? We know it can Our mission is to unlock people’s potential Make a difference in your career. CIA greatly be complicated. Boomalang is the safe, easy with the best learning and research solutions. values foreign language skills, and, at and fun solution for language and culture Our vision is a world of learning and research NECTFL, we are looking for foreign language exchange. We connect your students to inspired by Cambridge, where: We enable instructors, learning professionals with design screened native Spanish-speaking millennials people to achieve success by providing the best and assessment experience, linguists, as well as across Latin America to improve learning and research solutions; We support a host of other disciplines. CIA also offers conversational fluency through live, authentic customers through continually improved undergraduate and graduate student programs video chat. Usage metrics enable accountability content, experiences and care; We use our and internships. To learn more or apply, please and encourage professors and students. profit for purpose, contributing to society. visit our website at cia.gov.

CHA Educational Tours Bravo Tours CIEE Booth(s)/Table: 126 Booth(s)/Table: 232 Booth(s)/Table: 222 400 Market Street, Suite 460 300 Fore St. 3541 SE 4 St Philadelphia, PA 19106 Homestead, FL 33033 Portland, ME 04101 http://www.cha-tours.com http://www.bravotours.com https://www.ciee.org/high-school-summer- Contact: Tina Falcione abroad/ Contact: Lou Dinnella [email protected] [email protected] Contact: Grady Hogan (800) 323-4466 [email protected] (800) 272-8674 Founded by two foreign language teachers in (207) 274-5745 Bravo Tours specializes in student tours and 1969, CHA is America's most trusted name in /study programs to Spain and Latin Through CIEE Global Navigator High School educational travel to destinations worldwide. programs, students attain greater language America for teachers and their students. For Choose from over 120 pre-designed tours to over 37 years we have been customizing fluency, cultural knowledge, and independence Europe, the Americas and , or customize programs to meet our groups cultural and during a pivotal time in their lives. All of our your own tour to meet your specific curriculum programs are designed intentionally to balance linguistic needs. and budget requirements. Teachers travel free structured classroom instruction, relevant with six students! cultural activities and travel opportunities, and Breaking the Barrier, Inc. authentic engagement with host families, local Booth(s)/Table: 132 Cheng & Tsui peers, and communities. 63 Shirley Rd. Booth(s)/Table: 231 Groton, MA 01450 25 West Street CLE International http://www.tobreak.com Boston, MA 02111 Booth (s)/Table: 316 Contact: John Conner http://chengtsui.co 9 bis rue Abel Hovelacque [email protected] Contact: David Dai Paris, France 75013 (978) 448-0594 [email protected] http://www.cle-inter.com Breaking the Barrier is a global leader in print (617) 830-5813 Contact: Marjolaine Bégouin and digital language learning. Featuring Cheng & Tsui, a leading publisher in Asian [email protected] instruction in Spanish, French and English, language and culture textbooks and +33 (0)1 72 36 30 53 Breaking the Barrier offers students the fastest supplements based in Boston. We pursue our path to true language fluency. CLE international is a worldwide-represented mission of “Bringing Asia to the World”™ by French publishing house specializing in French

publishing a wide variety of market-leading as a foreign language, as well as the publisher Chinese, Japanese, Korean, and Arabic of the French teachers' review "Le français resources for the K–12 and dans le Monde". markets.

15 Directory of Exhibitors Costa Rica Language School EF Education ENFOREX Booth(s)/Table: 315 Booth(s)/Table: 331 Booth(s)/Table: 227 185-8000 Perez Zeledon - Costa Rica Two Education Circle Gustavo Fernandez Balbuena 11 Hotel Villas Rio Mar - Playa Dominical Cambridge, MA 02141 Madrid , Spain 28002 Dominical, Puntarenas, Costa Rica 185-8000 http:// www.eftours.com http://www.enforex.com http://www.villasriomar.com Contact: Julie Cavanaugh Contact: Mariana Leon Contact: Mauro Esquivel [email protected] [email protected] [email protected] (617) 619-1925 +34 91 594 3776 (506) 8826-1036 EF Education First provides international Enforex takes a personalized and student- Total package for you immersion program to experiences that complement school curricula centered approach to education where professors Costa Rica. We offers all ingredients for your with experiential learning, allowing students to and students are actively engaged in the learning Cultural, Social and Spanish trips. Benefit from deepen their understanding of the people and experience. You are at the center of our educational our worry-free organization, fun & educative places they’ve read about in the classroom model. And will join a vibrant and diverse student programs, an eco-lodge perfect for student while developing essential 21st century skills. community who live their language experience groups organized by CRLS and Villas Rio Mar. With schools and offices in more than 50 to the fullest. Travel, meet people, savor exotic All taking place in the stunning nature area of countries, the EF family includes educational foods, enjoy the “Spanish Way of Life.”

the South Pacific. Come to enjoy the "Pura Vida". tours, cultural exchange, language schools and academic programs. CT Council of Language Teachers Explorica, Inc Booth(s)/Table: 214 Booth(s)/Table: TT12 Embassy of Spain - Education 52 Mitchell Drive Office 145 Tremont St East Hartford, CT 06118 Booth(s)/Table: 225 Boston, MA 02111 http://www.explorica.com http://www.ctcolt.org 2375 Pennsylvania Ave. Contact: James Wildman Washington, DC 20008 Contact: Shannon Holmes [email protected] http://www.mecd.gob.es/eeuu/ [email protected] (888) 310-7120 (860) 652-7200 Contact: María José Sánchez Quirós The Connecticut Council of Language [email protected] Explorica helps teachers create educational Teachers promotes, advocates for and fosters (202) 728-2335 tours full of authentic, interactive learning experiences. We specialize in connecting the teaching and learning of World Languages The Education Office is a technical body of the and Cultures in the State of Connecticut. We teachers and students to new cultures, Spanish Diplomatic Mission to the U.S. and support, guide and connect educators, students, languages and people on educational tours represents the Ministry of Education, Culture policy makers and the public through across the globe. Explorica’s combination of and Sport of Spain. It manages the foreign professional development, scholarship and exclusive online tools and personalized service education policies of Spain in the U.S., collaborative initiatives. enables us to create tours uniquely suited to promotes the Spanish language and culture in provide both the best value and most the U.S. education ; offers pedagogical Cultural Connections Group Tours customized tours in the industry. and technical support to teachers of Spanish in Booth(s)/Table: 226 the U.S. 39 Saginaw Drive, Suite 24 FLENJ Booth(s)/Table: TT11 Rochester, NY 14623 EMC School http://www.grouptoursinc.com Booth(s)/Table: 101, 100, 201 PO Box 385 Contact: Rachel Bourn Fanwood, NJ 07023 875 Montreal Way [email protected] http://www.flenj.org St Paul, MN 55102 (585) 697-3590 http://www.emcp.com Contact: Nathan Lutz Tour operator specializing in customized [email protected] Contact: Laura Getzke educational tours to international & domestic (315) 436-1056 [email protected] destinations for student groups and groups of FLENJ is a non-profit, foreign language all ages! Our tours feature all-inclusive pricing, (651) 215-7645 organization that represents all world language interactive and engaging activities, only the EMC is revolutionizing the way students are educators at all levels in New Jersey. FLENJ is BEST tour guides and tour directors, and the taught and learn, both in and out of the a non-profit, foreign language organization that highest level of customer service with a single classroom. Through its innovative learning represents all world language educators at all point of contact tour planner dedicated to your environment, Passport, EMC delivers digital levels in New Jersey. Our mission: FLENJ program from start to finish! learning solutions, marrying interactive supports the community of world language curriculum with unique video based professionals by advancing policy and practice.

DJH Go2City collaboration and assessment tools to promote Booth(s)/Table: 123 student engagement, proficiency and culture in Focus, an imprint of Hackett World Languages. EMC — improving how 934 8th Avenue 2b Publishing Company New York, NY 10019 teachers teach and students learn. Booth(s)/Table: 209 http://www.go2city.travel 3333 Avenue Contact: Rainer Perry Indianapolis, IN 46218 [email protected] http://www.hackettpublishing.com (646) 207-6406 Contact: Ryan Picazio For your student trips to Germany: [email protected] accommodations & activities with one call! Non-profit DJH City-Hostels owns 6 upscale (617) 497-6307

hostels in Cologne, Düsseldorf, Duisburg, Hackett Publishing Company is an independent

Bonn. DJH Go2City is in-house agency for all Publisher serving the humanities since 1972

groups and DMC services PLUS pristine, with offices in Indianapolis, IN, and modern rooms at amazing rates. Free unlimited Cambridge, MA. Hackett’s Focus imprint overnight stays for teachers with any group includes modern and classical language titles in

booking and free teaching materials for your French, German, classical Greek, Italian, Latin, German lessons! Portuguese, Russian, and Spanish.

16 Directory of Exhibitors

Foreign Language Association of VA Houghton Mifflin Harcourt Language Testing International, Inc. Booth(s)/Table: TT10 Booth(s)/Table: 221 Booth(s)/Table: 212 Dick Kuettner One Pierce Place, Suite 900W 445 Hamilton Ave, STE 1104 Washington and Lee University Itasca, IL 60143 White Plains, NY 10601 204 W. Washington Street, VA 24450 http://hmhco .com http://www.languagetesting.com http://FLAVAweb.org Contact: Lisa Clisham Contact: Luisa Martinez Contact: DIck Kuettner [email protected] [email protected] [email protected] (800) 225-5425 (914) 963-7110 (540) 458-8995 Houghton Mifflin Harcourt is a global learning Since 1992, Language Testing International FLAVA is the Foreign Language Association company dedicated to changing people’s lives (LTI) has been the leader in the development of of Virginia, a growing, dynamic organization by fostering passionate, curious learners. As a language proficiency testing for more than 100 of professionals in education and business, leading provider of pre-K–12 education languages in over 40 countries. As the students, and all those who have a common content, services, and cutting-edge technology exclusive licensee of the American Council on interest in promoting and utilizing world solutions across a variety of media, HMH the Teaching of Foreign languages (ACTFL) languages to accomplish their various goals. enables learning in a changing landscape. we conduct thousands of tests for small FLAVA is the oldest organization of its type in businesses to Fortune 500 companies, the nation. ILSC Montreal including both State and Federal government Booth(s)/Table: 333 agencies and academic institutions. Our trusted reputation, our accredited language tests are Global Language Project 410 rue St. Nicolas, Suite 300 highly recognized within the Human Resources Booth(s)/Table: TT3 Montreal, Quebec H9G1N3 industry and by educational professionals http://www.ilsc.com PO Box 3851 across the world. Our clients include: Brigham New York City, NY 10185 Contact: Tanja Geurtsen Young University, Ohio State University, http://www.glpny.org [email protected] Defense Language Institute, and the Contact: Elisabeth Shovers (514) 876-4572 Department of Homeland Security, just to [email protected] ILSC, one of Canada’s most reputable name a few.

(646) 657-8075 French+ schools, is located in the heart of charming Old Montreal in a Global Language Project offers world class Maryland Association of Foreign modern new facility. ILSC teaches a wide curriculum materials for kindergarten to fifth Langauge Teachers range of courses at various levels. Our small grade FLES Spanish, Mandarin, and Arabic Booth(s)/Table: TT4 classes are taught using a ‘student-centered’ teachers. Our five-year interactive, thematic, approach and communicative methods by our 23425 Sunrise Ct. standards aligned teacher-created curriculum is highly-qualified instructors. We offer Lewes, DE 19958 proven to engage, empower, and educate world specialty-programs, customized-groups, http://www.mflamd.org language students! Each year of curriculum summer-camps, French teacher training, and includes seven thematic units with 56 detailed Contact: Deborah Espitia volunteer experience. lessons, supplemental materials, and [email protected] flashcards. Come by our table to learn more! (443) 621-5956 ISA High School

Booth(s)/Table: TT2 Maryland Foreign Language Association Goethe-Institut New York (MFLA) is a professional association of 1112 W Ben White Blvd. Booth(s)/Table: TT17 educators dedicated to the promotion of Austin, TX 78704 excellence the teaching of world languages. 30 Irving Place http://www.studiesabroad.com/hs/ New York, NY 10003 Contact: Emily DeFiore http://www.goethe.de/newyork MEP Education [email protected] Booth(s)/Table: 120, 122 Contact: Olga Liamkina (512) 474-1041 [email protected] 8154 Ridgeway Ave. ISA High School has been a leading provider (212) 439-8700 Skokie, IL 60076 of high-quality, affordable, cultural and http://www.mepeducation.net The Goethe-Institut is the cultural institute of language immersion programs for high school the Federal Republic of Germany with a global students since 1989. Our mission is to provide Contact: Daniel Eastman reach. Currently there are 159 institutes in 98 students with a transformative experience [email protected] countries, 7 of them in the USA. We foster aimed at fostering independence, cross-cultural (847) 676-1596 international cultural cooperation and promote sensitivity, and global citizenship. Our 2017 Leading distributor of foreign language knowledge of the abroad by program destinations include: , Costa materials for French, German, Italian, and offering language courses and supporting Rica, France, Italy, Peru, and Spain. Spanish for K-12 and universities. We teachers and students of German at all levels of represent in the US such publishers as instruction. JNCL -NCLIS Hachette, CLE, Didier, Maison des Langues, Booth(s)/Table: TT15 SGEL, Difusion, Alma, Hueber, Cornelsen, Grand Classroom P.O. Box 386 Cideb among others. We offer a complete Booth(s)/Table: 311 Garrett Park, MD 20896 selection of textbooks, readers, supplementary http://www.languagepolicy.org materials and digital products for the language P.O.Box 7166 classroom. Charlottesville, VA 22906 Contact: Maria Pulcini http://Www.GrandClassroom.com [email protected]

(202) 580-8684 Contact: Mary Ann Chapman [email protected] The Joint National Committee for Languages (JNCL) (434) 975-2629 and the National Council for Languages and

International Studies (NCLIS) work together to Grand Classroom is a student travel develop national policy priorities for the language organization emphasizing outdoor educational profession and advocate for those priorities with the experiences in national parks, major US cities, Congress and Executive Branch. JNCL-NCLIS is a and international destinations. coalition of over 120 member organizations

encompassing virtually all aspects of the language

enterprise.

17 Directory of Exhibitors National Geographic Pearson The Pulsera Project Learning/Cengage Learning Booth(s)/Table: 117, 119 Booth(s)/Table: 124 Booth(s)/Table: 317 1900 E Lake Avenue 131 Wawaset Rd 20 Channel Center Street Glenview, IL 60025 West Chester, PA 19382 Boston, MA 02210 http://pearson.com http://www.pulseraproject.org http://ngl.cengage.com Contact: Toirey Taylor Contact: Jillian Bonner Contact: Donna Livingstone [email protected] [email protected] [email protected] (800) 848-9500 (479) 264-9695 (617) 757-8075 Pearson is the world’s learning company. The Pulsera Project is a nonprofit organization National Geographic Learning, a part of We’re inspired by the way education that educates, empowers, and connects Cengage Learning, provides quality PreK-12, transforms lives. We help K-12 educators Nicaraguan artists with students in more than Academic, and instructional create better learning across all disciplines with 1,300 U.S. schools through the sale of colorful solutions for reading, writing, science, social our products and services. We’re dedicated to handwoven bracelets. We brighten U.S. studies, ESL/ELD, Spanish/, improving student outcomes and helping schools with art, film, and compelling cultural Advanced & Electives, Career & Technical learners prepare for college and careers. education while engaging students in Education, and Professional Development. Because where learning flourishes, so do international service that is effective, enriching, people. and fun. NYSAFLT Booth(s)/Table: TT13 Proficiency Press QTALK 2400 Main Street Booth(s)/Table: 307 Booth(s)/Table: 229 Buffalo, NY 14214 18 Lucille Ave. 1 East Broadway http://www.nysaflt.org Elmont, NY 11003 New York, NY 10038 Contact: Marie Campanaro http://www.proficiencypress.com http://www.qtalk.com [email protected] Contact: Rosemary Haigh Contact: Maurice Hazan (716) 836-3130 [email protected] [email protected] The New York State Association of Foreign (888) 744-8363 (314) 556-2323 Language Teachers was founded in 1917. Its Proficiency Press offers Teachers' Guides, QTALK Publishing offers a K to 12 series purpose is to serve the needs of the profession Student Activity Books, E-chapters and Audio based on a series on interactive visuals. This dedicated to the development of second Cassettes for the novice and intermediate levels program is available in 6 languages. language skills and cultural awareness among of Spanish, French, Italian and German. students. Stop by our table and learn more Materials are aligned with the National REAL LANGUAGE right away about our webinar series, free to all members! Standards for World Languages and the Booth(s)/Table: 210 Common Core Standards.

Organic World Language 6508 Halsey Dr. Booth(s)/Table: 213 Prométour Educational Tours Woodridge, IL 60517 http://www.reallanguagerightaway.com 682 Sunrise Avenue Booth(s)/Table: 323 Medford, OR 97504 Contact: Denise Clivaz Prometour 2000 http://www.owlanguage.com [email protected] 339 St Paul East Contact: Jaclyn Hathaway-Rubé Montreal, Quebec H2Y1H3 (630) 918-0919 [email protected] http://www.prometour.com This teacher-created program is a unique communicative approach for beginner language (541) 622-2103 Contact: Antoinette Pinelli students. Its foundation is a progression of Organic World Language offers interactive and [email protected] partner which allow students to informative workshops for all educators (800) 304-9446 have a meaningful exchange in the target interested in student-centered, proficiency- Unforgettable experiences don’t come language right away. Students find it rewarding based instruction. We are a vibrant, active prepackaged—make your trip one that your to be able to use authentic language so quickly! community of educators dedicated to working students will never forget with a fully Materials are available in French, Spanish and to establish classroom environments where customizable educational tour that fits both Mandarin. learners are empowered and engaged. OWL your curriculum and your budget. techniques and strategies align with the

National and World Readiness Standards, Robotel Inc. ACTFL Proficiency Guidelines, the Common PSMLA Booth(s)/Table: 224 Core Standards, IB and AP programs. Booth(s)/Table: TT13 3185 rue Delaunay Kathy Fegely Laval , Quebec H7L 5A4 Passports Educational Travel 102 Misty Lane http://www.robotel.com Booth(s)/Table: 305 Reading, PA 19606 Contact: Gerry Sullivan 389 Main Street http://www.psmla.net [email protected] Spencer, MA 01562 Contact: Kathy Fegely (450) 680-1448 http://www.passports.com [email protected] Robotel is a leading developer of digital Contact: Shawn Bernard (610) 987-9390 language labs. Our SmartClass+ platform [email protected] Pennsylvania State supports both classroom and self-study (508) 885-4600 Association - information about the activities. SmartClass+ works with all Passports Educational Group Travel provides organization and the state conference. languages including MFL, ESL, and ASL. Our travel tours for high school and college new pronunciation exercises feature self-

students, their teachers, professors and adults. grading support using voice recognition.

Travel trips are scheduled year-round to Device support includes PCs, Macs, iPads, Europe, Central America, Africa, and Chromebooks and Smartphones. SmartClass+

Asia at low guaranteed prices and are normally supports BYOD and one-to-one programs.

accompanied by local group organizers, who SmartClass+ supports school-based or cloud- based hosting. enjoy special benefits. For immediate assistance please contact us at (800)332-7277.

18 Directory of Exhibitors Rustic Pathways Smithsonian Student Adventures Speak Agent Booth(s)/Table: 228 Booth(s)/Table: 211 Booth(s)/Table: 110 15345 Chardon-Windsor Rd PO Box 18636 155 Gibbs Street Unit 512 Huntsburg, OH 44046 Denver , CO 80216 Rockville , MD 20850 http://www.rusticpathways.com http://Smithsonianstudentadventures.com http://speakagent.com Contact: Gerry Sullivan Contact: Will Lloyd Contact: Ben Grimley [email protected] [email protected] [email protected] (440) 975-9691 (303) 519-6908 (301) 838-5557 We partner with educators to provide superior SSA is a new and exciting student travel Speak Agent helps elementary Spanish educators quality international service, education, and organization that provides enriching meet the unique vocabulary needs of their students adventure programs for students. We offer international adventures around the world. SSA through customizable games, videos and digital culturally immersive and customized private travel is operated by Walking Tree Travel, a decade- lessons. With Speak Agent, you can have amazing opportunities throughout the year. Operating in old travel company that was hand-picked by digital materials ready in minutes without any over 20 countries, covering a range of interests, Smithsonian Institution for its exceptional technical know-how. And, your resources will work topics, and activities, our programs exceed safety on any interactive whiteboard, computer or tablet. programming and safety record. SSA programs expectations and align with your school’s leverage Smithsonian resources and Walking curriculum. Tree's experience to form the finest STUDY IN SPAIN st Booth(s)/Table: 223 SANS Inc. 21 Century Technology international programs available to high schoolers. 2655 Le Jeune Road, Suite 1114 for Language Learning Coral Gables, FL 33134 Booth(s)/Table: 301 Southern Oregon University's Summer http://www.spainedu.org Language Institute for French and 10 White Wood Lane Contact: Inmaculada Gutierrez North Branford, CT 06471 Spanish Language Teachers [email protected] http://www.sansinc.com Booth(s)/Table: TT7 (305) 446-4387 Contact: Stella Derum Southern Oregon University STUDY IN SPAIN features the best higher learning [email protected] 1250 Siskiyou Blvd. studies, language and culture programs, educational (877) 285-7729 Ashland, OR 97520 opportunities and services, that promote Spain as a Need more active speaking in your 1:1 or BYOD http://www.sou.edu/summerlanguageinstitute/i study abroad destination. Coordinated by the mobile program? SANSSpace™ LIVE language ndex.html Embassy of Spain-Trade Commission in Miami, learning platform helps teachers engage students Contact: Joanna Steinman includes a full calendar of events: presentations, study abroad fairs, conference exhibits, Study in with interactive language lab activities anytime, [email protected] anywhere – in or out of the classroom. Spain Workshop orientation trips and the Student (541) 552-6113 SANSSpace LIVE is multi-platform enabling you Ambassadors Program. to communicate, monitor, and pair students using Southern Oregon University's Summer mobile devices including tablets and Language Institute is an exciting master’s Tandberg Educational/Sanako Chromebooks™ Designed, developed, and degree program focusing specifically on the Language Labs supported in the U.S.A. needs of middle school, high school, and Booth(s)/Table: 217 community college Spanish and French Sant’Anna Institute teachers. It offers a unique opportunity to 39 Old Ridgebury Road Booth(s)/Table: 230 improve language skills and cultural Bldg. C4, Suite 209 understanding and to learn the most current Danbury, CT 06810 Via Marina Grande 16 http://www.tandbergeducational.com Sorrento, Italy 80067 practices and . Held in beautiful Guanajuato, Mexico or Angers, Contact: Michael Tierney http://www.santannainstitute.com France. [email protected] Contact: Cristiana Panicco (800) 367-1137 [email protected] Spain Prep Tandberg Educational is the leader in 21st century (+39) 081.807.5599 Booth(s)/Table: 200 language learning solutions representing Sanako Sant’Anna Institute (Sorrento, Italy): courses 158 Wayne St. #324A Language Labs. We offer technologically advanced accredited by SUNY Alfred State College. Jersey City, NJ 07302 language learning solutions that are innovative, Spring, Fall, and Summer programs in Hospitality http://www.SpainPrep.com scalable and easy to use that help teachers easily and , Culinary Arts, Architecture, create interactive environments for effective Business, Humanities, Law, Natural and Social Contact: Rafael Velez-Medina learning. In addition, Tandberg provides Sciences, and Italian Studies. Customized Service [email protected] installation, support and training for all our Learning, Community Service, Civic Engagement, (646) 642-6810 educational solutions. Faculty-led, High School, and Internship Spain prep is an educational tours company programs. Grants and scholarships available. that delivers unique opportunities and TPRS Books Booth(s)/Table: 215 Santillana USA Publishing experiences to both students and teachers of Booth(s)/Table: 202, 303 Spanish. Following ACTFL’s standards, we 8411 Narin Road design personalized itineraries that will connect Eagle Mountain, UT 84005 2023 nw 84 ave your students to local people and customs, http://TPRSbooks.com Miami, FL 33122 while practicing the target language. Contact: Mike Coxon http://www.santillanausa.com Additionally, Spain Prep organizes [email protected] Professional Development teachers trips to Contact: Bianca Pintado (847) 913-5735 [email protected] Spain, with seminars, workshops and cultural activities. Optimizing the use of Comprehensible Input is (305) 591-9522 the guiding principle of TPRS Books. We are a Santillana offers the largest selection of culturally family owned and operated company, working authentic K-12 Spanish resources: instructional with some of the most talented language programs, children's and young adult books, teachers in order to offer classroom materials, reference materials, and professional development. workshop trainings, and an annual national We collaborate with Santillana offices worldwide conference that emphasizes teaching with to bring teachers and students the best in Spanish Comprehensible Input. language and culture.

19 Directory of Exhibitors Travel & Education Vista Higher Learning World of Reading, Ltd. Booth(s)/Table: 204 Booth(s)/Table: 102, 104, 106, 203, 205, 207 Booth(s)/Table: 310, 312, 314 1055 Mill Creek Drive 500 Boylston Street P.O. Box 13092 Feasterville-Trevose, PA 19053 Suite 620 Atlanta, GA 30324-0092 http://www.travelandeducation.org Boston, MA 02116 https://www.wor.com Contact: Patrizia D'Adamo http://www.vistahigherlearning.com Contact: Cindy Tracy [email protected] Contact: Isabel Tran [email protected] (215) 396-0235 [email protected] (404) 233-4042 Travel & Education is a full service study (617) 728-9318 Since 1989, World of Reading, Ltd. has offered abroad provider with full immersion programs Where will world languages take you? Today's the largest variety of Foreign Language and for students and faculty in Spain, Italy and students are preparing for a world where inter- ESL materials - Software, DVDs, CDs, Games Cuba (touring). Included: Courses and cultural communication is a necessary part of and Books - over 100 languages – discounted materials, housing, meals, socio-cultural everyday life. At Vista Higher Learning, we prices, ages 0-99 - products for learning activities, weekend excursions, insurance, develop innovative digital and print solutions another language and for learning IN another phones and much more. 2 Week Faculty to connect the world through language and language. Visit us online at www.wor.com – Development programs available in Spain culture. call or email for objective recommendations for every summer. Visit our stand to enter raffle YOUR needs. for a chance for scholarship! Voyages Tour Étudiant Booth(s)/Table: 112 Yabla TutorMing Booth(s)/Table: 313 874 Archimede St Booth(s)/Table: 233 Levis, Quebec G6V 7M5 505 West 23rd Street Suite 2 3945 Freedom Circle, Suite 500 http://www.vte.qc.ca Santa Clara, CA 95054 New York, NY 10011 Contact: Annie Corbeil http://www.yabla.com http://www.tutorming.com [email protected] Contact: Hanser Pimentel Contact: Manny Haidous (418) 830-0070 [email protected] [email protected] With more than 28 years of experience, Student (212) 625-3226 (408) 859-3836 Tour VTE is the student group travel specialist. TutorMing is an online service for learning We offer many destinations around the world. Yabla, considered an online 'listening Mandarin Chinese, founded in 2008 to meet the You have the opportunity, for instance, to workbook', offers an immersive approach to demand of Chinese Language Learners travel to Europe or Canada, and also to go on language learning through its extensive everywhere. We teach live on the internet with voluntary work trips. We also offer Homestays collection of videos exclusively featuring personalized lessons provided by our certified and French Immersion trips in Québec City. native speakers. Included are smart subtitle technology, a unique video player designed for Chinese instructors (24/7) allowing students to learn anytime anywhere. Stop by our booth to learners, and a variety of game activities. Wayside Publishing Teachers are able to assign videos to students receive a FREE session and sign up to win a Booth(s)/Table: 302, 304, 306 FREE iPad. as homework, print worksheets, and track individual student progress. 262 US Route 1, Suite 2 Freeport, ME 04032 Virginia Beach City Public Schools http://www.waysidepublishing.com Yale University Press Booth(s)/Table: 220 Booth(s)/Table: 108 Contact: Michelle Sherwood 2512 George Mason Drive [email protected] 302 Temple Street P.O. Box 6038 New Haven, CT 06520 (888) 302-2519 Virginia Beach, VA 23456 http://www.yalebooks.com http://www.vbschools.com At Wayside Publishing, we create Spanish, French, German, and Italian secondary school Contact: Ellen Freiler Contact: Anne Glenn-Zeljeznjak language programs that allow you to spend less [email protected] [email protected] time researching and more time focusing on (203) 432-0958 (757) 263-1021 your students. Combining modern resources, Yale University Press is a leader in the field of Great support, high achievement and cultural cultural exploration, and the latest language language studies and education, offering print diversity are hallmarks of Virginia Beach City learning pedagogy, our programs will help you and online texts and ancillary materials in a Public Schools. We offer 9 world languages: inspire, challenge, and support your students as variety of world languages. American Sign Language, Arabic, Chinese they work towards advanced communicative (Mandarin), French, German, Latin, Japanese, and cultural competence. Youth for Understanding Russian and Spanish. We also have elementary Booth(s)/Table: 329 school partial immersion programs in Spanish World Language Teachers on TpT and Chinese. Please visit our Web site, 641 S Street, N.W. Suite 200 Booth(s)/Table: TT5 www.vbschools.com, or our Facebook page, Washington, D.C., 20001 “Come Teach at VA Beach”. 338 West 47 Street http://www/yfuusa.org Apt 5B Contact: Christina Mazzanti

New York, NY 10036 [email protected] http://worldlanguageontpt.blogspot.com/ (202) 744-5229

Contact: Jessica Hall Youth For Understanding is a worldwide [email protected] network delivering opportunities and support

(410) 259-1092 for global learning. As one of the world’s

We are representing a group of Spanish largest and most respected intercultural exchange programs, YFU has helped more than teachers on teacherspayteachers.com. We have free resources from each of our stores, and 260,000 students and host families experience

some activities for your Spanish classroom for exchange. Whether it’s a 2-3 week Classroom

sale! Excursion, a summer program or year-long

foreign exchange, the cultural and language

immersion benefits are profound.

20 Listing by Strand Strand A: Exploring the Role and Scope of Standards in World Language Education 8 Connecting New Literacies Frameworks to World-Readiness Standards 107 Using STEM Themes in the German Classroom 136 Bringing Words To Life! Kinesthetic and Visual Literacy Strategies 166 Integrating the ACTFL World-Readiness Standards Into Hispanic Short Story Course

Strand B: Building Deeper Understandings of Standards Through Research 122 Research-Based Core Practices in Intercultural Teaching 151 Making the Brain Connection: Teaching as a Concept

Strand C: Integrating Standards in Teaching and Curriculum 1 Essential Core Practices in Language Teaching 2 Integrating the Standards: Curriculum Design Advancing Intercultural Competency and Transfer 3 World Language Centers for All Ages and Levels 4 Standards Aligned With Every Aspect of a Course’s Curriculum 5 The Interpretive Mode and Beyond: Effective Use of Authentic Resources 9 Make Culture Come Alive! From Products to Perspective 10 A Recipe for Rigor in World Languages 12 Authentic Hands-On Cultural Activities: Make-and-Take Spanish 102 Using French Television News to Develop and Assess Cultural Proficiency 103 Developing Communicative Competence and Cross-Cultural Understanding Using News Content 112 Best of NJ: Chit Chat–Building A Strong Interpersonal Foundation 113 The Metamorphosis of Language Teaching: From Accuracy to Existentialism 117 Bringing Proficiency Into the Classroom 126 Best of PA: Achieving Proficiency Through the Three Modes of Communication 127 Strengthening Global Competence in the Chinese Classroom 131 Spiel mir ein Märchen: German Fairy Tale Games 132 Look What You've Done! The NCSSFL-ACTFL Can-Do Statements 141 Best of MD: Collaborative Learning in World Language Classrooms 142 Acting Up: Performing and Visual Arts Instructional Strategies 146 Elementary Elements 147 ¡Celebremos las fiestas! Incorporating Culture Daily, From Novice to AP 157 How Can Enhance ACTFL’s Comparisons and Connections Standards 160 Stop, Collaborate and Listen 162 Inspiring Interpretive Instruction Through Communication 172 Community College Forum: Proficiency and Student Performance 203 Engaging Learners: Strategies from National Language Teacher of the Year 204 Comprehensible Input + = Student Proficiency Success 214 Latin Music Will Help You Integrate the World-Readiness Standards 218 Improving Learners’ Interpretive Communication by Reading Between the Lines 219 Developing a Proficiency-Based Program: Challenges and Strategies 229 Getting All Your Cs and Modes in — With Music! 234 Applying Principles of the OPI to Foreign Language Curriculum Development 235 Getting Them to the Targets: The Importance of Learning Pathways

21 245 Caribbean Music and Dance Come Alive in French and Spanish 249 Literary Connections Through Interdisciplinary Topics 250 Moving Beginners From Interpretive to Interpersonal Communication Using Graphic Organizers 260 Preparing Tomorrow's Global Citizens: Standards and Competencies 265 Fostering Intercultural Competence Through Student-Centered Projects in Intermediate Spanish 266 Starting Off On the Right Foot 276 À mon avis? Structuring a Unit to Encourage Discussion

Strand D: Understanding Standards and Their Impact on Learning and Assessment 7 Students With Disabilities: Aligning Strategies and Modifications With Standards 105 Standards-aligned Instruction and Assessment of Presentational Speaking in AP 120 Covering All the Bases: Using Online Portfolios to Assess 134 Designing a Standards-Based Oral Assessment Plan Using the Five C's 149 Getting Into Alignment: Using World-Readiness Standards to Assess Student Production 164 The Power of Authentic Materials for Performance Tasks 206 Never Underestimate the Impact of Student Evidence 221 Assessing Performance: Moving From Chapter Tests to Authentic Assessments 237 Amazing Technology for Assessment and Feedback 252 A Differentiated Learning Model in World Languages 268 Piecing Together the Proficiency Puzzle

Strand E: Strengthening Teacher Education and Professional Development for Implementation of Standards 101 Meeting Professional Standards Through High-Leverage Teaching Practices 115b Teacher as a Reflective Practitioner 116 Portfolios as Evidence of Professional Development for International Bilingual Coordinators 130 The Impact of Standards on Teacher Effectiveness and Student Outcomes 145 Learn With LangTalks: Research-Based Professional Development for Educators

Strand F: Exploring the Role of Digital Literacies in Standards-based Instruction 110 Video-conferencing in the FL Classroom: Linguistic and Cultural Learning Guaranteed 111 Teaching World Languages With Technology 124 Google Classroom for the World Language Teacher 125 ¡HOLA MUNDO! Simple Ways to Connect Beyond the Classroom 139 Collaborative Learning Through the Use of Social Media 140 Blended Learning in the Standards-Based Classroom 169 Behind Scenes, In Front of Camera: Power of Self Critique 170 Using Online Communication Tools to Develop Intercultural Competence 211 Collaboration Through Technology: Implementing the 3 Modes of Communication Digitally 212 Re-making Language Learning Using Technology 226 Around the World with Google 227 Recipe for Success: Language, Culture, and Cuisine in Upper Levels 242 Conversations in the Cloud Using VoiceThread 243 Leveraging Digital Literacy to Enhance Cultural Competence 257 Inspiring Novice Language Learners to Speak and Write 258 Creating a Cultural Lens With a 360-Degree Perspective 274 Evaluating Digital Environments for Interactive L2 Reading

22 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY.

1. Essential Core Practices in Language 3. World Language Centers for All Ages 5. The Interpretive Mode and Beyond: Teaching and Levels Effective Use of Authentic Resources 9:30 a.m.–4:30 p.m. (6 h.) Sutton South 9:30 a.m.–12:30 p.m. (3 h.) Sutton Center 9:30 a.m.–12:30 p.m. (3 h.) Regent Current research in teacher education identifies Do you ever feel like you’re being pulled in This French immersion workshop shows specific practices novice teachers must use to four different directions in your classroom how to make best use of authentic resources enable learning. These practices are the basis and can’t give individual students enough of and how to render them accessible at all of new teachers’ preparation, and all teachers your time? Imagine your students immersed proficiency levels, using principles of grow as reflective practitioners by using these in proficiency-based activities while you standards-based instructional design. practices to make instruction and assessment work in small groups, dedicating time and Leverage these motivating, high-interest more effective. Participants explore a set of attention to the unique needs of each resources for meaningful interaction in the essential practices based on second-language student. Come see how elementary and target language. Move beyond the use of acquisition theory, research on student learning, and classroom practice. Participants secondary teachers have integrated centers purely interpretive tasks to demonstrate learn how to enact selected practices, analyzing in their proficiency-based world language student comprehension, and instead engage and examining various teaching moves and classes. In this hands-on workshop, learners in all three communicative modes understanding their relationship to learning experience centers in action and learn how with deepened cultural understanding. goals. Discussion, collaboration, and hands-on to establish simple routines and low-prep, Experience and learn concrete strategies for examples build understanding of how such reusable materials to ensure that centers enhancing comprehensible input with practices address challenges and support thrive in your classroom. Collaborate with authentic resources and for maintaining language learners. colleagues in developing your own tiered target language use at 90 percent-plus, as centers and walk away with a system you well as assessment strategies that mirror Organizer/Presenter(s): can use on Monday. instruction. Richard Donato, Ph.D., University of Pittsburgh, Pittsburgh, PA Organizer/Presenter(s): Organizer/Presenter(s): Eileen Glisan, Ph.D., Heather Sherrow, Charlotte Gifford, Indiana U. of Pennsylvania, Indiana, PA Howard County Public Schools, MD Greenfield Comm. College, Greenfield, MA Katie Erickson, Intended Audience: High School & College Intended Audience(s): PreK-16+ (all) Howard County Public Schools, MD Keyword: Instructional strategies Keyword: Instructional strategies Intended Audience(s): PreK-16+ (all) Strand: C Strand: C Keyword: Instructional strategies Examples in: French Examples in: Several Strand: C Language(s) spoken: English Language(s) spoken: French Examples in: English, Spanish

Language(s) spoken: English 2. Integrating the Standards: Curriculum 6. Spoken Word and Performance in the Design Advancing Intercultural Spanish Classroom Competency and Transfer 4. Standards Aligned With Every Aspect 9:30 a.m.–12:30 p.m. (3 h.) Bryant of a Course’s Curriculum 9:30 a.m.–4:30 p.m. (6 h.) Sutton North Through hands-on activities, this workshop How do I design a K-16 curriculum integrating 9:30 a.m.–12:30 p.m. (3 h.) Beekman on slam poetry will show how to lead the World-Readiness Standards with Teachers will learn how to take apart every students through the writing process and intercultural competence and transfer as the aspect of a course curriculum and divide it performance of their own poetry while goal? This workshop aligns Understanding by into knowledge, skills, activities, and working in the target language. Participants Design with the World-Readiness Standards (5 assessments with the goal of proving a will create a short piece of poetic writing Cs). Participants learn how to design enduring student’s competency in each area. Teachers and will perform it in a slam format as the understandings and essential questions for will learn how to align each competency culmination of the workshop. Through intercultural competence and develop with the national standards so that their guided activities, attendees will learn about performance assessment tasks for transfer. We the innovative scope of slam poetry as a tool will develop specific can-do’s that align with curriculum and students’ learning are standard-based. Teachers will learn how to to improve students’ proficiency in the communities, connections, and comparisons target language; go through the process from within your assessment tasks. Participants create rubrics for each activity category to creation to performance that their students leave with templates and implementation tools assess a student’s degree of competency. will experience; and be able to use and adapt to continue design work in their schools or for Teachers will learn how to apply this turn-key training of new teachers. This curriculum alignment of each of their to their classes the activities offered in the workshop is hands-on and interactive with courses to any current education initiative. workshop, and develop the method. presentation, examples, and discussion. Organizer/Presenter(s): Organizer/Presenter(s): Organizer/Presenter(s): Janis Hennessey, Ines Arribas, Ph.D., Jennifer Eddy, Ph.D., NHAWLT, New Hamphsire Bryn Mawr College, Bryn Mawr, PA Queens College, CUNY, Flushing, NY Intended Audience: High School & College Intended Audience(s): PreK-12

Intended Audience(s): PreK-16+ (all) Keyword: Instructional strategies

Keyword: Curriculum

Keyword: Curriculum Strand: General

Strand: C

Strand: C Examples in: Spanish

Examples in: French, Spanish

Examples in: Several Language(s) spoken: Spanish Language(s) spoken: English

Language(s) spoken: English

Thursday, February 9, Pre-conference Workshops 23 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY.

7. Students With Disabilities: Aligning 8. Connecting New Literacies Frameworks Strategies and Modifications With to World-Readiness Standards Standards 9:30 a.m.–12:30 p.m. (3 h.) Nassau West 9:30 a.m.–12:30 p.m. (3 h.) Nassau East In this workshop participants will be Thank you Are you looking for strategies to help you meet introduced to the notion of “new literacies” the needs of learners in your classroom while development and will explore how traditional maintaining a standards-based class? Learn literacy development can be connected with useful and practical strategies — aligned to the new literacies development. In one of the latest for silencing standards and presented by a multi-certified ACTFL initiatives, The Language and Literacy , world language and ESL Collaboration Center was created to respond to teacher — to modify instruction and the new literacies development and to support assessments in all three modes of language teachers facing this most current your cell communication. Gain a background on trend. The workshop participants will obtain learning disabilities. Make sense of information on the rationale and the individualized educational plans and learn how organizational framework for 21st-century to implement modifications in a way that literacies, as well as various approaches to benefits all students, yet is standards-aligned. connect each of the six new competencies phone and Discover how integrating various learning identified in the framework to the World- strategies and simple modifications can not Readiness Standards with applicable classroom only meet the needs of all learners, but also practices. spice up your classroom. devices Organizer/Presenter(s): Organizer/Presenter(s): Dali Tan, Ph.D., No. VA Comm. College Glennysha Jurado-Moran Yu-Lan Lin, Ph.D., CLASS during Piscataway Township Schools, NJ Lucy Lee, Livingston HS, Livingston, NJ Intended Audience(s): Secondary (6-12) Carol Chen Lin, Ph.D., Choate Rosemary Hall, CT

Keyword: Instructional strategies Baocai Jia, Cupertino HS, Cupertino, CA

Intended Audience(s): PreK-12 workshops Strand: D

Keyword: Articulation Examples in: Spanish, French, Italian

Strand: A Language(s) spoken: English and sessions! Examples in: Chinese

Language(s) spoken: Chinese and English

Eating out? Meals are not provided with the hotel room rate or conference registration fees. Each day’s schedule has a one-hour break built in mid-day for lunch. (Attendees have asked for a longer break in previous years’ conference evaluations, but an hour really is the most we can take and still fit everything in!) Being in Manhattan, there are countless options. In the hotel lobby you’ll find Herb N’ Kitchen for a quick coffee or snack. Directly across the street on West 53rd is Café 53, a well-stocked buffet/cafeteria-style eatery with something for everyone at reasonable prices. If you walk out the front door, you’ll see the Halal Guys stand on the corner of 53rd and 6th. There’s also a Starbucks across the street on 6th Avenue, Klein and Co. on 6th Ave between 55th and 56th, and a Chipotle at 6th Ave. and 56th. You might also check with the hotel concierge or your favorite app like Yelp or Open Table to help you find something close by. Bon appétit!

Thursday, February 9, Pre-conference Workshops 24 THURSDAY. DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS THURSDAY.

9. Make Culture Come Alive! From 11. Wake Up and Wow Your World 13. Kurzfilme im Deutschunterricht: Products to Perspective Language Class Einsatz und Didaktisierung 1:30–4:30 p.m. (3 h.) Sutton Center 1:30–4:30 p.m. (3 h.) Regent 1:30–4:30 p.m. (3 h.) Nassau East This session will help you blend cultural Get your students enthusiastically participating In diesem Workshop werden Ideen zu einigen awareness into your existing curriculum every day with technology, cooperative kurzen Filmen vorgestellt und wie diese Filme with engaging demonstrations and activities. activities and games! They will be wowed by gezielt und effektiv im Deutschunterricht We will feature a number of cultural these fun activities that will foster all skills, as integriert werden können. Die Teilnehmer products from around the world and well as meet national standards. Participants bekommen sofort einsetzbare Materialien und Anregungen zur Didaktisierung und zum demonstrate how to enrich student will learn about free apps, websites, games and Cancelled weiteren Engagement mit Kurzfilmen. vocabulary, language skills and cultural activities that will enhance their lessons and engage students. Teachers must bring a device awareness. We will show how to make the Organizer/Presenter(s): (laptop, tablet, smartphone) in order to get the connection from cultural products to full experience. All ideas presented may be Mohamed Esa, Ph.D., perspective, opening students’ eyes to the implemented with any language or level. This McDaniel College, Westminster, MD differences and similarities in the world workshop will be hands-on — be prepared to Ingrid Zeller, today. Examples will be in French and practice all of the activities presented so that Northwestern University, Evanston, IL Spanish and participants will receive you can use them as soon as you return to your numerous links to helpful resources that will Intended Audience(s): High School & College classroom! facilitate your planning. Keyword: Instructional strategies Organizer/Presenter(s): Organizer/Presenter(s): Wendy Mercado, Strand: General

Ed Weiss, Bay Shore Middle School, Bay Shore, NY Examples in: German Delaware County Interm. Unit, Morton, PA Valérie Greer, Language(s) spoken: German Louis Baskinger, Bay Shore Middle School, Bay Shore, NY Herkimer College, Herkimer, NY Intended Audience(s): Secondary (6-12) 14. Language Through Art? Gaining Intended Audience(s): Secondary (6-12) Linguistic Fluency Through Visual Keyword: Instructional strategies Keyword: Culture/Literature Literacy Strand: General 1:30–4:30 p.m. (3 h.) Nassau W. & MoMA Strand: C Examples in: Spanish, French As they discover how to integrate the products, Examples in: French, Spanish Language(s) spoken: English practices and perspectives of target language Language(s) spoken: English culture into the world language curriculum, workshop participants will study works of art 12. Authentic Hands-On Cultural at MoMA. They will develop instructional 10. A Recipe for Rigor in World Activities: Make-and-Take Spanish strategies for using art to develop their Languages 1:30–4:30 p.m. (3 h.) Bryant students’ interpretive, interpersonal, and 1:30–4:30 p.m. (3 h.) Beekman presentational language skills and intercultural This workshop presents four hands-on, make- competence. Successful sample lessons will What does rigor look like in the world and-take activities from Puerto Rico, guide the K-16+ participants in creating their language classroom? Participants in this Colombia, Peru and Guatemala. Encompassing own lessons to share with the group and to use workshop will explore the ingredients for a all 5 C’s, these activities present clear content in instruction. rigorous world language classroom. They of world language learning. The workshop will will participate in activities such as self- connect to the core of standards-based Organizer/Presenter(s): assessing the current level of rigor in their instruction in the world language classroom. Kathy Fegely, classroom and analyzing examples of Content studied and pre/post activities will be Antietam Middle/Senior HS, Reading, PA clearly explained. Participants create a step-by- practices for increasing rigor. Topics to be Gisela Hoecherl-Alden, Ph.D., explored include: target language use, step process, walking away with four great, authentic crafts to enhance a thematic Boston University, Boston, MA questioning and discussion techniques, unit/cultural aspect of a country. Cultural Intended Audience(s): PreK-16+ (all) tiering strategies, and more. images, children’s literature and history will be Keyword: Culture/Literature Organizer/Presenter(s): presented. Benefits to participants will be connection to authentic crafts, demonstration Strand: General Leslie Grahn, of the 5 C’s, as well as additional class Howard County Public Schools, MD Examples in: German, English activities accompanying the make-and-take. Intended Audience(s): PreK-16+ (all) Language(s) spoken: English Organizer/Presenter(s): Keyword: Instructional strategies Cheryl Berman, 15. State Leaders Meeting Strand: C Newington Public School, Newington, NH Session: New York Suite (4th Fl.) Examples in: Multiple Intended Audience(s): PreK-8 This is a closed meeting for the leaders of Language(s) spoken: English Keyword: Curriculum Northeast region state associations. Contact Strand: C NECTFL headquarters for more information.

Examples in: Spanish 16. NECTFL Board of Directors Meeting Language(s) spoken: Spanish and English Session: Lincoln (4th Fl.) This is a closed meeting of the NECTFL Board of Directors.

Thursday, February 9, Pre-conference Workshops 25 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

100. Opening Plenary Session Sutton Ballroom

All attendees are welcome and encouraged to join us in our opening session — your conference “home base” — where we will introduce the conference theme and strands, welcome special guests, introduce our TOY nominees and explain opportunities to interact virtually during the conference. This year, we will also have the privilege of a special performance presented by Dr. Angèle Kingué, also a dancer, who was selected “Best of NECTFL” at our 2016 conference. Please join us!

*Venus of Khala-Kanti*

NECTFL presents a choreographed performance of the novel *Venus of Khala- Kanti* by Angèle Kingué, professor of French and francophone studies at Bucknell University. This choreo-novel brings to life authentic cross-cultural text through dramatic reading, dance and drums that will engage and excite all participants. The performance reminds the audience that language is whole, and as such, engages the whole person and becomes a pathway to immersing oneself into another culture. It is the embodiment of what the 5 C’s seek to achieve. Performing excerpts of an authentic text allows language learners to connect with a larger community beyond their classroom. Participants experience text that comes to life in front of their eyes, engaging all of the senses adding depth to any discussion of the text, the performance and the various reactions to it. In this multidisciplinary context, auditory, visual, and tactile senses are fully engaged. The performance is the product of collaboration between Bucknell University and the school of Theatre and Dance and the College of Health and Human Development at Penn State University. The show has already been performed in State College, Lewisburg and Dakar, West Africa, respectively, and it will be presented in a longer version in Tours, France in October 2017. The performance will take us into the heart of the novel *Venus of Khala-Kanti*, a tale of life-altering loss and mystical recovery. Set in an imaginary West African village that becomes a charming cul-de-sac, the unintended consequence of a national roadwork project gone awry, the story follows characters drawn with humor, irony, and empathy. The heart of the story beats with the laughter and tears of three women. Having faced incredible hardship, they come together to build their lives anew, armed with the age-old spirit of human resilience, understanding, and tenderness. Dr. Kikora Franklin, associate professor of dance at Penn State is the choreographer and Dr. Rhonda Belue, associate professor of health policy and administration, and a also dancer, was instrumental in first developing the concept.

Please join us in the exhibit hall immediately following the opening session for our grand opening and coffee break!

Friday, February 10, Opening Session 8:30 a.m. 26 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

101. Meeting Professional Standards Through 103. Developing Communicative 105. Standards-Aligned Instruction and High-Leverage Teaching Practices Competence and Cross-Cultural Assessment of Presentational Session: 1 Sutton South Understanding Using News Content Speaking in AP Have you wondered why everyone is talking Session: 1 Sutton Center Session: 1 Regent about high-leverage teaching practices? What This session shows how the use of authentic What are the connections between the are they and how can they be useful to you as cultural products (broadcast news reports, ACTFL performance descriptors and the AP either a beginning or experienced foreign newspaper articles), supported by LMS world languages and cultures’ free-response language teacher? Come to this session and be tools, promotes cross-cultural literacy in the scoring guidelines for presentational introduced to the concept of high-leverage conversation classroom. This approach speaking? How do they complement each teaching practices (HLTPs). You will have an develops multi-mode communication, other? How might teachers address them opportunity to deconstruct and enact one HLTP and explore a way to assess your performance stimulates critical-comparative thinking and through activities that can be adapted and through an HLTP rubric. Participants will develops insights into the target culture. incorporated at all levels of instruction, acquire an understanding of how HLTPs can First, I evoke my pedagogical framework leading to and including the AP level? based on world readiness standards and improve teaching, teacher preparation and Organizer/Presenter(s): student learning, and will work toward attaining backward design principles, then offer Brian Kennelly, Ph.D., professional teaching standards. No background specific examples: media-based lessons, knowledge of HLTPs is necessary to benefit assignments, group projects, student California Polytechnic State University, San from this session. products. Finally, I cite student feedback to Luis Obispo, CA suggest how this approach helps them Intended Audience(s): High School Organizer/Presenter(s): develop global citizenship skills (language Eileen Glisan, Ph.D., Keyword: Assessment competence, increased understanding of Indiana University of PA, Indiana, PA real-world issues and cultural-critical Strand: D

Richard Donato, Ph.D., awareness). Examples in: Several University of Pittsburgh, Pittsburgh, PA Organizer/Presenter(s): Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Chantal Philippon-Daniel, Keyword: Professional development University of PA, Philadelphia 106. EXHIBITOR SESSION: Strand: E Intended Audience(s): High School & College Sinolingua Chinese Curriculum

Examples in: Spanish, French Keyword: Instructional strategies Session: 1 Bryant

Language(s) spoken: English Strand: C This will be a presentation on 3 different

Examples in: French curriculum from Sinolingua, founded in 102. Using French Television News to 1986 as the first publisher in China Develop and Assess Cultural Proficiency Language(s) spoken: English specializing in Chinese-language teaching and learning materials for worldwide Session: 1 Sutton North 104. A Week in the Life: 90% TL From Day 1 distribution: Chinese for Elementary School This co-presentation explores ways to develop (12 books in 6 levels for elementary school students’ awareness of how culture may shape Session: 1 Beekman students K-5), Voyages for Middle School not only which current events appear in news ACTFL states that teachers should use the (3 levels for 6-8) and Feiyue for High media, but also the manner of their present- School (9-12). We will discuss the scope ation. By viewing and analyzing television target language 90 percent of the time during instruction. The presenter will and sequence of the texts, their features and news in French, sometimes comparing it to correlations for communication, cultural U.S. news coverage, the co-presenters will demonstrate strategies that he uses from the persepective, practices and products, and show how they invite their students to think first day of class to meet this goal. connections, comparisons and communities. critically about — and comment on — specific Participants will take the role of students ways in which cultural perspectives and during the demonstration; explanations will The presentation will be in English, so knowledge of Chinese is not required for cultural practices may develop or divert streams be given in English. Participants will leave of information intended for literate target- with lesson ideas and techniques that engage supervisors or department heads. culture audiences. This teaching practice and motivate students while maintaining a Organizer/Presenter(s): supports multiple parts of the world readiness target language environment. Cindy Tracy, standards, particularly culture, comparison, and communication. Organizer/Presenter(s): World of Reading, Ltd. Michael Kowalczyk, Intended Audience(s): PreK-12 Organizer/Presenter(s): Bishop George Ahr High School, Edison, NJ Keyword: Curriculum Tom Conner, Ph.D., Intended Audience(s): Secondary (6-12) St. Norbert College, De Pere, WI Strand: Exhibitor Session

Robert Daniel, Keyword: Instructional strategies Examples in: Chinese Saint Joseph’s University, Philadelphia, PA Strand: General Language(s) spoken: English Intended Audience(s): Four-year Examples in: Italian College/University Language(s) spoken: English Keyword: Instructional strategies

Strand: C

Examples in: French

Language(s) spoken: English

Friday, February 10, Session 1, 10:15–11:15 a.m. 27 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

107. Using STEM Themes in the German 109. Mead Collaborative 111. Teaching World Languages With Classroom Technology Session: 1&2 Murray Hill East Session: 1 Nassau East Session: 1 Gramercy East This is a closed session for current and Venture beyond your comfort zone: You former Mead Leadership Fellows, NECTFL This hands-on workshop will explore have probably heard that STEM themes can board members, and Mead mentors. During practical ways to use technology to enhance be used in the classroom, but you do not this session, the current Mead winners will instruction through the 5 C’s framework know how to go about it. Perhaps you feel have the opportunity to share overviews of (communication, creativity, culture, that you do not have enough competence in their projects and collaborate with mentors community, and critical thinking), with STEM themes to include them in your and former MEAD winners to strengthen specific attention to listening, speaking and teaching practice, especially in German. their plans and make connections that will writing skills. The workshop will explore Learn how you can reach students whose help facilitate their projects. effective techniques and thoughtful plans for primary interest is in math and science, using web-based resources, mobile devices, recognizing that it is possible to do this from Organizer/Presenter(s): apps, and social media to help students the beginning level on. Explore what Nathan Lutz, practice and improve their speaking, materials are available to and look at some Kent Place School, Summit, NJ listening and writing skills, as well as to

examples of how STEM material can be connect them with others from around the used in the classroom. world. 110. Videoconferencing in the FL Organizer/Presenter(s): Classroom: Linguistic and Cultural Organizer/Presenter(s): Colette van Kerckvoorde, Ph.D., Learning Guaranteed Mimi Melkonian, Bard College at Simon’s Rock, Session: 1 Murray Hill West Brunswick School, Greenwich, CT Great Barrington, MA Intended Audience(s): High School Intended Audience(s): High School & College Interactive native-speaker exchanges may increase learners’ self-confidence and aural Keyword: Technology Keyword: Curriculum comprehension in the target language. Strand: F Strand: A Proponents of video conferencing tools argue that oral skills, cultural sensitivity and Examples in: Arabic, French Examples in: German global competence are enhanced by these Language(s) spoken: English Language(s) spoken: English conversations. This session will discuss the use of interactive exchanges, integral to three language course syllabi (French at 112. Best of NJ: Chit Chat — Building a 108. Submit a Successful Application to Strong Interpersonal Foundation Sociedad Honoraria Hispánica Tulane University and at the College of Awards/Scholarships Saint Benedict/Saint John’s University; Session: 1 Gramercy West Spanish at Boston College), and assess their Do you want to get your students talking and Session: 1 Nassau West possibilities and challenges. We will engaged in meaningful dialogue? Do you demonstrate that innovative use of The Sociedad Honoraria Hispánica offers want to be able to scaffold to improve technology facilitates exchanges with native multiple scholarships and awards every year, proficiency? Come learn how to use the speakers mimics the immersion experience including the Bertie Green Junior Travel standards to lay the groundwork for a strong and complements the communicative Award and the Joseph Adams Senior interpersonal foundation. Learn activities classroom, while improving cultural Scholarship. Many students do not submit that provide various ways for students to competence. applications for the different SHH practice at each proficiency level while scholarships and awards because they do not Organizer/Presenter(s): addressing the various learning styles and know how to go about preparing them. Ana Conboy, Ph.D., meeting the needs of all learners. Learn how Claudia Decker, Regional 1 Director, will College of Saint Benedict/Saint John’s to not only design an effective interpersonal provide insight into how to submit a strong University, St Joseph, MN prompt, but also to design some that you can application. By the end of the presentation, use immediately. SHH chapter sponsors will have a better Alexandra Reuber, Ph.D., understanding of how to guide student Tulane University, New Orleans, LA Organizer/Presenter(s): applicants in preparing a competitive Esther Gimeno Ugalde, Ph.D., Glennysha Jurado-Moran, application. Boston College, Chestnut Hill, MA Piscataway Twp. Schools, Piscataway, NJ Organizer/Presenter(s): Intended Audience(s): Four-year Sylvia Guensch, Piscataway High School, Piscataway, NJ Claudia Decker, College/University

Nashua High North, Nashua, NH Keyword: Technology Intended Audience(s): Secondary (6-12)

Intended Audience(s): High School & College Strand: F Keyword: Instructional strategies

Keyword: Materials Examples in: French, Spanish Strand: C

Strand: General Language(s) spoken: English Examples in: Spanish, French

Examples in: Spanish Language(s) spoken: English

Language(s) spoken: English

Friday, February 10, Session 1, 10:15–11:15 a.m. 28 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

113. The Metamorphosis of Language 115. EXHIBITOR SESSION: Session 2 Teaching: From Accuracy to Strengthen Your Lessons With the Existentialism Latest Standards-Based Activities 116. Portfolios as Evidence of Professional Session: 1 Gibson Session: 1 Madison Development for International Bilingual Coordinators This workshop will address the changing Engage your students in communicative nature of language teaching in terms of activities and assessments by employing IPAs, Session: 2 Sutton South content and standards-based instruction. read-to-write tasks and interactive activities This session will focus on evidence-based When I first began teaching, second based on cultural concepts, products and portfolios as anchors for research-based language acquisition generally focused on perspectives. Materials will be distributed for practices and critical reflection, and as grammar, vocabulary, culture and ways in you to use immediately with your classes. springboards for professional leadership Together, we will create some interpretive which to teach these elements in an development during an international program mode activities for you to use in class with for 20 bilingual coordinators from Madrid, intelligent and engaging way. Today, your students. Bring an authentic document or language teachers must go beyond the Spain. Presenters will discuss targeted portfolio your tablet to use in this workshop. components that capture evidence of their concrete to connect content to societal or experiential learning, application of new global issues. Therefore, descriptive Organizer/Presenter(s): knowledge, and alignment of ACTFL and CEFR adjectives now become a catalyst for Pat Lennon, Rosemary Haigh, and Doug Moore standards. Attendees will examine portfolio discussions on self-esteem and gender Proficiency Press contents focused on standards-based unit and equality. The meta-cognitive turn in Intended Audience(s): Secondary (6-12) lesson plans, assessment tools for diverse language teaching is, at best, enriching for Keyword: Materials learners, evaluation of authentic resources and the upper levels and daunting for the materials, classroom inquiry, programmatic beginner levels. We will analyze the Strand: Exhibitor Session action plans, and the role that critical reflection philosophy behind the term 21st-century plays in teacher leadership development. Examples in: Spanish, French, Italian, German citizenship, understand how to reshape our Organizer/Presenter(s): curriculum to align to these standards and Language(s) spoken: English look at student examples in French and Rebecca Fox, Ph.D., George Mason University, Fairfax, VA Spanish which highlight these new teaching 115b. Teacher as a Reflective Practitioner practices. Maria Katradis, Ph.D., Session: 1 New York Suite 4th Floor George Mason University, Fairfax, VA Organizer/Presenter(s): Reflection is an incredibly powerful tool for Kelley Webb, Vania Sitruk, teacher growth. When teachers in a training George Mason University, Fairfax, VA Horace Greeley HS, Chappaqua, NY program are given the time to step back and Intended Audience(s): Adult/Professional

Intended Audience(s): High School reflect on the application of new knowledge Keyword: Professional development

and their individualized craft they are better Keyword: Instructional strategies Strand: E able to internalize new teaching and grow. Past

Strand: C Global Language Project teacher training Examples in: English

programs have provided participants with a Examples in: French, Spanish Language(s) spoken: English mix of reflective practices ranging from Language(s) spoken: English answering daily reflection questions to creating a personalized observation rubric that was used 117. Bringing Proficiency Into the during peer and micro-teaching components of Classroom 114. EXHIBITOR SESSION: ACTFL the program. This presentation will review and Assessments Overview share examples of reflective practices from Session: 2 Sutton North Session: 1 Clinton GLP’s teacher training programs, as well as Proficiency is the lever creating change in give participants the opportunity to begin classroom instruction and assessment. Learn Presenting the full spectrum of ACTFL creating an outline for how to bring reflection to guide learners by focusing on assessments, exclusively from LTI, K-12 into their teacher training programs. through postgraduate. Four-skills testing communication strategies needed to reach from AAPPL to the OPI, and more. From Organizer/Presenter(s): the next level, using proficiency guidelines students to teacher candidates. Placement, Elisabeth Shovers, and “Can-Do” statements. Explore core baseline setting, progress measurement, Global Language Project, New York, NY practices that build proficiency and literacy. credit granting, admissions, entrance, Rosanne Zeppieri, Organizer/Presenter(s): teacher credentialing, and more. See for Plainsboro RSD, retired, Plainsboro, NJ Marty Abbott, yourself; bring your questions! Intended Audience(s): Adult/Professional ACTFL, Alexandria, VA

Organizer/Presenter(s): Keyword: Professional development Intended Audience(s): PreK-16+ (all)

Kym Derriman, Strand: E Keyword: Instructional strategies Language Testing International Examples in: English Strand: C Intended Audience(s): PreK-16+ (all) Language(s) spoken: English Examples in: Various Keyword: Assessment

Language(s) spoken: English Strand: Exhibitor Session

Examples in: English

Language(s) spoken: English

Friday, February 10, Session 1, 10:15–11:15 a.m. / Session 2, 11:30 a.m.–12:30 p.m. 29 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

118. EXHIBITOR SESSION: Scenario- 120. Covering All the Bases: Using Online 122. Research-Based Core Practices in Based Learning: Why, What, and Portfolios to Assess Language Acquisition Intercultural Teaching How? Session: 2 Regent Session: 2 Nassau East Session: 2 Sutton Center This session demonstrates how Google Pages can be incorporated into Spanish class as a way Intercultural competence is a widely This session presents a model of scenario- to assess overall understanding and acquisition embraced goal for world languages based learning for French teaching. Explore of grammar and communicative ability. Student education, yet there is little concrete classroom activities and projects that build work shows an intermediate level of mastery of guidance for educators about how to up your students’ level of language learning grammar, vocabulary and texts while incorporating cultivate it in learners. A core practices confidence. Discover ways to get your the ACTFL standards for world readiness and approach and research emerging from this students involved in the language both in 5C goal areas. An alternative to traditional line of inquiry begins to clarify what and out of the classroom. This session assessment is offered to those who wish to meaningful development of intercultural demonstrates how to redesign a language provide their students with a 21st-century competence looks like in a range of curriculum around task-based scenarios, approach to language use, comprehension and classrooms. In this session, the presenter using all culturally authentic resources, in acquisition. Participants will be able to view will briefly summarize her research on core order to better support linguistic and cultural exactly how using a web-based portfolio gives practices in intercultural learning. She will proficiency. teachers and students more comprehensive and then propose a set of core practices in relevant means by which to communicate intercultural learning based on this research Organizer/Presenter(s): knowledge delivered, and improves student and show video examples of the practices in Jean-Luc Wollensack, mastery of that knowledge. action. The audience will be invited to CLE International, Paris, France Organizer/Presenter(s): analyze these clips and to discuss and plan Intended Audience(s): High School for core practices in intercultural learning. Samantha Christopher, Keyword: Materials Brooke Point High School, Stafford, VA Organizer/Presenter(s):

Strand: Exhibitor Session Intended Audience(s): High School & College Erin Kearney, Ph.D.,

University at Buffalo, Buffalo, NY Examples in: French Keyword: Assessment

Intended Audience(s): PreK-16+ (all) Language(s) spoken: French Strand: D

Examples in: Spanish Keyword: Culture/Literature

119. Edit the Task, Not the “Text” Language(s) spoken: English Strand: B

Session: 2 Beekman Examples in: French, Spanish, Korean, Working with culturally authentic texts (visual, 121. EXHIBITOR SESSION: Engaging Mandarin

aural, written) from the very beginning of FL Students Through Authentic Text Language(s) spoken: English learning enables students to develop essential Session: 2 Bryant reading strategies. Unfortunately, many textbooks still use texts that have been Authentic texts are defined as texts written 123. Culturally Significant Food-Based constructed to feature grammatical issues and by and for native speakers. How can Lessons introduce particular vocabulary, thus making it language teachers use authentic texts with Session: 2 Nassau West hard to empower students to work with authentic students of all proficiency levels? What texts using a thought-through, task-oriented types of scaffolding are needed so that Come and learn about how to combine approach. This presentation will show how a students can successfully interact with traditional foods of the cultures that speak culturally authentic text can be used at levels authentic texts? These questions and others your language, farm-to-school ideas, A1 through B2 by adjusting classroom tasks will be addressed during this session. grammatical concepts, and nutritional appropriately to promote literacy. Participants education with your regular curriculum. will receive hands-on materials for classroom Organizer/Presenter(s): Learning how to make crepes, tajine, salsa, use and a blueprint to develop their own Cheri Quinlan, or Black Forest cake can be an experience teaching units and help reduce class Vista Higher Learning where students learn kitchen skills, etiquette, preparation time. Intended Audience(s): Secondary (6-12) culture, grammar, vocabulary, healthy Organizer/Presenter(s): habits, and group dynamics. Don’t “have a Keyword: Instructional strategies party” — teach the language through the Jutta Schmiers-Heller, Columbia University, New York, NY Strand: Exhibitor Session food! I will show you some of the ways in which I have integrated food education into Simona Vaidean, Examples in: Spanish Columbia University, New York, NY my curriculum and help you find ways to do Foteini Samartzi, Language(s) spoken: English the same, and how to adapt those ideas to Columbia University, New York, NY different classroom constraints. Intended Audience(s): Four-year Organizer/Presenter(s): College/University Michelle Emery, Keyword: Instructional strategies Burr and Burton Academy, Manchester, VT

Strand: General Intended Audience(s): High School

Examples in: German Keyword: Instructional strategies

Language(s) spoken: German Strand: General

Examples in: French

Language(s) spoken: English

Friday, February 10, Session 2, 11:30 a.m.–12:30 p.m. 30 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

124. Google Classroom for the World 126. Best of PA: Achieving Proficiency 128. New Classroom Resources From the Language Teacher Through the Three Modes of National Foreign Language Center Session: 2 Murray Hill West Communication Session: 2 Clinton Session: 2 Gramercy West The National Foreign Language Center has Is your school going Google? Are looking to produced over 12,000 learning and assessment ramp up your students’ language Focusing on developing formative objects in over 80 languages and dialects. The production? Are you curious how Google assessments and activities, the presenters NFLC created a web-based portal to house this Classroom can help you teach more will provide a framework for working with material and to make it available to the public. efficiently and develop students’ language the three modes of communication — Additionally, the NFLC administers skills? Come explore the basics of Google interpretive, interpersonal, and STARTALK, which sponsors grants to create Classroom, AP and pre-AP lesson design, presentational — throughout the course of a quality resources supporting world language and student work collection (audio, writing, unit and on a day-to-day basis. Each mode teachers. These free STARTALK resources and more). Participants will leave with of communication will be dissected fulfill critical needs in the world language lessons that incorporate the three modes of individually and as part of a whole. community. This presentation will illustrate the communication (interpretive, interpersonal, Examples and techniques on how to scaffold nature and variety of the materials available via and presentational) that can be easily be and use these across levels will be shared. NFLC’s web-based portal and the STARTALK tailored to your own classroom. website. This session will offer hands-on Organizer/Presenter(s): interaction with the resources, and strategies Organizer/Presenter(s): David Brightbill, for implementing the resources in the William Frank, Wm. Penn Charter School, Philadelphia, PA classroom. Pinkerton Academy, Derry, NH Sarah Aguilar-Francis, Organizer/Presenter(s): Intended Audience(s): High School Wm. Penn Charter School, Philadelphia, PA Natalie Corbin,

Keyword: Technology Intended Audience(s): PreK-16+ (all) National Foreign Language Center at

University of Maryland, College Park, MD Strand: F Keyword: Instructional strategies

Nicole Rumeau, Examples in: Spanish Strand: C National Foreign Language Center at

Language(s) spoken: English Examples in: Spanish, English University of Maryland, College Park, MD

Language(s) spoken: English Intended Audience(s): PreK-16+ (all)

125. ¡HOLA MUNDO! Simple Ways to Keyword: Materials Connect Beyond the Classroom 127. Strengthening Global Competence Strand: General Session: 2 Gramercy East in the Chinese Classroom Examples in: English Have you dreamed of connecting your Session: 2 Gibson Language(s) spoken: English students with the outside world? Are time The session will articulate a framework for differences putting up roadblocks? Join this developing, teaching, and evaluating global session to explore how creation apps and competence in Chinese-language classes. 129. EXHIBITOR SESSION: Using Google Drive can open the doors not only to Participants will explore curriculum design to Authentic Spanish Resources With speaking with others, but also to extend learning experiences beyond the All Students collaborating on projects of common classroom. They will examine tools and resources st Session: 2 Madison interest. Create a digital bulletin board to integrate global issues, 21 -century learning, where you can post answers to different and students’ linguistic skills. Presenters will Finding authentic resources can be a questions. Write a book about favorite illustrate lesson plans, units, and teaching challenge to any Spanish teacher. Making scenarios so that participants have the activities around the globe. Create a movie those authentic resources accessible to all opportunity to critique them and formulate a on a specific topic from different points of students in any level of Spanish is an even way to develop the same type of materials for greater challenge. This session will view. The possibilities are endless. Learn their own classrooms. what apps to use, how to share, and how to demonstrate how to utilize authentic videos, connect and get started. These are simple Organizer/Presenter(s): audio, and print resources with different enough to use in the early language Janice Dowd, levels of Spanish students. Participants will classroom and applicable to all languages. Glastonbury Public Schools, CT discuss how to make them work with a full spectrum of students — from struggling Organizer/Presenter(s): Lucy Lee, Livingston High School, Livingston, NJ learners to heritage Spanish speakers. Monica Lluch, Teachers will leave with some specific Far Hills Country Day School, Far Hills, NJ Carol Chen-Lin, Ph.D. Choate Rosemary Hall, Wallingford, CT resources to use and many strategies to Intended Audience(s): PreK-8 employ with every level and type of student. Intended Audience(s): PreK-12

Keyword: Technology Organizer/Presenter(s): Keyword: Instructional strategies

Strand: F Rich Sayers, Strand: C Pearson Examples in: Spanish Examples in: Chinese Intended Audience(s): Secondary (6-12)

Language(s) spoken: English Language(s) spoken: English and Chinese Keyword: Instructional strategies

Strand: Exhibitor Session

Examples in: Spanish

Language(s) spoken: English

Friday, February 10, Session 2, 11:30 a.m.–12:30 p.m. 31 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

129b. MovieTalk Lessons and Strategies Session 3 132. Look What You’ve Done! The for Acquistion NCSSFL-ACTFL Can-Do Session: 2 New York Suite 4th Floor 130. The Impact of Standards on Statements Teacher Effectiveness and Student Session: 3 Sutton Center MovieTalk is a great way to present students Outcomes with a broad range of vocabulary and The presenter will tie the NCSSFL-ACTFL grammar in an engaging manner. It is a very Session: 3 Sutton South “Can-Do” statements to actual classroom direct way to provide comprehensible input Skilled educators — teachers and assignments to show how they can be used because students are seeing images and administrators — are the most essential to help students improve their performance experiencing a story. MovieTalk is a resources for improving student learning. and achievement. Actual materials from the technique for language learning developed Teacher effectiveness and positive student classroom will be used to demonstrate ways by Dr. Ashley Hastings as part of the outcomes necessitate the development of an in which creativity and pushing the envelope program used to teach ESL at established system of professional learning, can foster increased proficiency. A variety the university level. Using popular YouTube an important factor in improving capabilities of teaching techniques will be investigated videos, teachers at all levels of instruction of educators so that all students learn and to see how the “Can-Do” statements can be will learn creative ways to engage their succeed. Professional learning standards are used at all levels of language learning, from world language students in compelling and the foundation of quality professional middle school through university, to comprehensible target language discussions learning, recognizing essential elements of stimulate student involvement and interest at any level. It is an excellent way to provide quality professional learning that intersect while increasing performance ability. differentiated instruction, because student specific content knowledge, instructional Participants will work together to create will pick up on whatever they are able to skills and temperaments. This presentation activities for their own classes incorporating based on their current level of language discusses professional learning standards the “Can-Do” statements into the planning ability. Beginning students will pick up a that should be central to strengthening and assessment of lessons. few words, since most words will be new to teacher education and professional growth. Organizer/Presenter(s): them, and advanced students will pick up on the few new words to them and will notice Organizer/Presenter(s): Madeline Turan, various linguistic features. Anjel Tozcu, Ph.D., Stony Brook University, Stony Brook, NY Defense Language Institute Foreign Organizer/Presenter(s): Intended Audience(s): High School & Language Center, Monterey, CA College Von Ray, Mike Coxon, & Eric Herman, TPRS Books Intended Audience(s): High School & Keyword: Instructional strategies College Intended Audience(s): Secondary (6-12) Strand: C

Keyword: Professional development Keyword: Instructional strategies Examples in: English, French

Strand: E Strand: Exhibitor Session Language(s) spoken: English

Examples in: English Examples in: French, German Language(s) spoken: English 133. When the Flip Class Changes the Language(s) spoken: English, Spanish Curriculum of the Program

131. Spiel mir ein Märchen: German Session: 3 Beekman Fairy Tale Games Students in a language class must play an Have you considered Session: 3 Sutton North active role in their own learning, mastering Have you thought about how much fun it concepts at their own pace while embracing joining the NECTFL would be to play games with your students their own individual learning styles. This using fairy tales? Come to this session and presentation shows the changes in the learn how to incorporate fairy tale games curriculum of a language program after the Advisory Council? into your language instruction. Shown will trial and successful implementation of the be a variety of creative games, which can be flip lecture model. It also describes the used to teach Märchen at various levels. redesigning of the courses’ structure at the Benefits include: Through games, students will learn to elementary and intermediate level after experience the content of fairy tales. They implementing a backward course design. It • Reduced conference registration rates will learn how to better interpret and moves from understanding what you want • A role in NECTFL leadership appreciate German fairy tales. your students to know, to how you are going • The right to vote in NECTFL Board to assess whether they know that, to what elections Organizer/Presenter(s): you need to teach them. • The right to nominate candidates for Mohamed Esa, Ph.D., Organizer/Presenter(s): board seats McDaniel College, Westminster, MD Michela Baraldi, • The right to nominate candidates for Mariah Ligas, Cornell University, Ithaca, NY NECTFL awards McDaniel College, Westminster, MD • Ten free student award certificates Intended Audience(s): PreK-16+ (all) Intended Audience(s): PreK-16+ (all) • An invitation to the NECTFL Keyword: Instructional strategies Advisory Council Luncheon Keyword: Instructional strategies Strand: General Strand: C

Details online at www.nectfl.org. Examples in: English, Italian Examples in: German Language(s) spoken: English Language(s) spoken: German

Friday, February 10, Session 2, 11:30 a.m.–12:30 p.m./Session 3, 1:30–2:30 p.m. 32 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

134. Designing a Standards-Based Oral 136. Bringing Words To Life! 138. NNELL Networking Session Assessment Plan Using the 5 C’s Kinesthetic and Visual Literacy Session: 3 Murray Hill East Session: 3 Regent Strategies Session: 3 Nassau East The NNELL Networking Session is an This workshop explores the assessment of opportunity for early-language educators to intermediate/advance-level oral Using a variety of interpretive sources is meet for an open discussion to swap ideas communication by connecting the three essential for novice through advanced and professionally connect with early modes of communication — interpersonal, language learners, but how can you make childhood, elementary, and middle school interpretive and presentational — to the the words on the page come to life for your world language educators from around the other four C’s. By varying the types of students? Learn how to apply Gardner’s region. activities used, fostering an interactive Theory of Multiple Intelligences through environment and integrating free recording kinesthetic and visual literacy strategies to Organizer/Presenter(s): technologies, teachers can effectively assess interpret and demonstrate comprehension of Marissa Coulehan, students’ oral skills while addressing all five a text. Using interactive strategies, NNELL of the C’s within ACTFL’s world readiness participants will learn how to engage Intended Audience(s): PreK-8 standards. During the workshop, teachers students throughout pre-reading, during will analyze the oral assessment activities reading and post-reading techniques with Keyword: Professional development that they are already using to identify gaps, both non-fiction and fictional text. Get ready Strand: General and they will develop a balanced plan for to move and learn how to bring the words on Examples in: English oral assessment based on the presentation of the page to life! a variety of standards-based, ready-to-use Organizer/Presenter(s): Language(s) spoken: English assessment activities and rubrics. Noemi Rodriguez, Organizer/Presenter(s): Pascack Valley Regional HS District, 139. Collaborative Learning Through Christina Agostinelli-Fucile, Ph.D., Montvale, NJ the Use of Social Media SUNY Geneseo, Geneseo, NY Intended Audience(s): Secondary (6-12) Session: 3 Murray Hill West

Intended Audience(s): High School & Keyword: Research As an informal learning environment and a College leading means of asynchronous CMC, Strand: A Keyword: Assessment Facebook is a fitting platform for linguistic Examples in: Spanish, English and cultural exchange in that it extends the Strand: D Language(s) spoken: English traditional classroom beyond the brick-and- Examples in: English mortar into the digital world, connecting

Language(s) spoken: English people across campuses, countries and 137. Creating Structured Input Activities continents. It maximizes opportunities for

for a Successful L2 Grammar mentoring and scaffolding and for 135. EXHIBITOR SESSION: The Ideal Sequence collaborative learning through the shared Lesson Plan: Ten Steps to Total Session: 3 Nassau West experience of others. This session will Fluency! present the preliminary findings of a study In this session, I will present an effective way examining linguistic and cultural gains Session: 3 Bryant to strengthen the impact of the L2 grammar through a Facebook collaboration among In this session, John Conner, a Spanish sequence: implementing structured input (SI) activities. I first outline a theoretical study abroad and at-home learners. teacher at Groton School and the author of Resources related to using Facebook in the the “Breaking the Barrier” language series, background on processing instruction (PI) and its defining component, structured input language classroom will also be provided to leads participants through 10 activities participants. guaranteed to make classes more productive activities (SI). Using sample activities in French and Mandarin Chinese, I will then and exciting. Video clips of his own students Organizer/Presenter(s): demonstrate how SI activities can be created to will be shown, and the ideas presented can address the difficulties L2 grammatical forms Sherry Venere, Ph.D., be used in your classroom the very next day. or structures may pose and to support form- U.S. Military Academy, West Point, NY Organizer/Presenter(s): meaning connections making. Attendees will Jeff Watson, Ph.D., John Conner, gain a general understanding of PI and useful U.S. Military Academy, West Point, NY insights to start creating SI activities for the Breaking the Barrier world languages they teach. Background in PI Intended Audience(s): Four-year Intended Audience(s): PreK-16+ (all) College/University and prior knowledge of French or Chinese are

Keyword: Instructional strategies not a prerequisite. Keyword: Technology

Strand: Exhibitor Session Organizer/Presenter(s): Strand: F

Examples in: English, Spanish, French Laurene Glimois, Examples in: Spanish

The Ohio State University, Columbus, OH Language(s) spoken: English Language(s) spoken: English Intended Audience(s): High School &

College

Keyword: Instructional strategies

Strand: General

Examples in: Chinese (Mandarin), French

Language(s) spoken: English

Friday, February 10, Session 3, 1:30–2:30 p.m. 33 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

140. Blended Learning in the Standards- 142. Acting Up: Performing and Visual 144. EXHIBITOR SESSION: Based Classroom Arts Instructional Strategies Communication, Culture, and Session: 3 Gramercy East Session: 3 Gibson Creativity in Your Spanish Class In what ways can blended learning transform Grab your paint brush, step into the spotlight Session: 3 Madison the language classroom? How can you design and tune your classroom activities through Looking for ideas to help get your students effective standards-based blended learning visual and performing arts. Learn and practice actively engaged and excited about learning activities/units? The blended language class new techniques that integrate hands-on Spanish? Engage students in the learning can, through technology and other means, activities, all three forms of communication, process through incorporating exciting enhance students’ language skills faster and STEM, technology, and engaging and exciting activities that foster collaboration, cultural more efficiently thanks to a better use of both learning. Session will demonstrate strategies connections, and autonomous learning. The classroom time and personal study time. Online such as writing about art, drama techniques to presenter will share a selection of fun and content, face-to-face activities and differentiated practice vocabulary, grammar, and personal practice/review are fused to form a presentational communication, effective use of highly effective activities that increase your coherent, powerful system that can boost music for vocabulary and culture points, and students’ engagement and mastery of the language acquisition and learning, enhance other exciting activities to take your class to language. You will leave this workshop with st 21 -century skills and foster student independence. the next level. Emphasis will be placed on tons of new ideas that you can use the communication and integration of culture and following day in class and that will help Organizer/Presenter(s): how to scale it for novice to advanced students. build fluency, boost student motivation, and Ouajdi Cherif, Presentation in English with examples in create an active and exciting learning U.N. International School, New York, NY Spanish. environment! Intended Audience(s): Secondary (6-12) Organizer/Presenter(s): Organizer/Presenter(s): Keyword: Technology Rob Glass, Carmen Herrera, EMC School Strand: F Kent Island High School, Stevensville, MD Intended Audience(s): Secondary (6-12) Intended Audience(s): PreK-12 Examples in: Arabic, French Keyword: Instructional strategies Keyword: Instructional strategies Language(s) spoken: English Strand: C Strand: General

141. Best of MD: Collaborative Learning Examples in: Spanish Examples in: Spanish in World Language Classrooms Language(s) spoken: English Language(s) spoken: Spanish and English Session: 3 Gramercy West Do you want to boost academic achievement 143. EXHIBITOR SESSION: Learning 144b. EXHIBITOR SESSION: I Get It! and improve student relations in your French Through Sociocultural Strategies for Working in the classroom? Increased student achievement Activities Interpretive Mode through higher levels of content retention, Session: 3 Clinton improved critical thinking, communication and Session: 3 New York Suite 4th Floor social skills, as well as heightened self-esteem This workshop will look at material created As educators, we work tirelessly to offer our are a few of the benefits of a collaborative to help learners, not only to acquire or students opportunities to achieve second classroom. Whether you teach academically improve their linguistic competence in language proficiency. We provide text, gifted, mainstream, or students with special French, but, also to provide them with audio and video from which they can access needs, true collaboration benefits every different components of the Quebec French meaning so as to ultimately be able create student. Students will gain an appreciation for culture. The presenter will introduce a whole their own message in the new language. To working interdependently while being held unit specially designed to teach French effectively interpret these sources they need accountable for their individual work. Learn to through the sociolinguistic components of implement collaborative learning activities a wealth of maps and guidelines - the language, as well as through the where each student works concurrently, instructional strategies. In this workshop we sociocultural aspects of the Quebec French participating in a balanced and respectful group. will explore strategies that improve Collaboration fosters friendships among culture. Many task-based activities will be comprehension when listening, viewing and diverse students and creates a kind and caring presented through sociocultural elements of reading sources in a second language. community where students support instead of the French Quebec culture. This approach Handouts will include activities that can be compete against each other. You’ll leave this will allow the learners to improve both their utilized by students at any level of any session ready to apply what you learned to an linguistic competence in French and their language.You will love hearing your upcoming lesson. knowledge of the French Quebec culture. students now say, "I get it!" Organizer/Presenter(s): Organizer/Presenter(s): Organizer/Presenter(s): Mary O’Bryon Jones, Andre Beaudin, Liz Sacco, Montgomery County Pubic Schools, MD AQEFLE, Quebec City, QC EMC School Stefanie Alvarez, Intended Audience(s): Postsecondary Intended Audience(s): Secondary (6-12)

Montgomery County Public Schools, MD Keyword: Materials Keyword: Instructional strategies

Intended Audience(s): Secondary (6-12) Strand: Exhibitor Session

Strand: Exhibitor Session

Keyword: Instructional strategies Examples in: French, English

Examples in: Spanish

Strand: C Language(s) spoken: English and French Language(s) spoken: English Examples in: French and Spanish

Language(s) spoken: English

Friday, February 10, Session 3, 1:30–2:30 p.m. 34 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

Session 4 147. ¡Celebremos las fiestas! 149. Getting Into Alignment: Using World- Incorporating Culture Daily, From Readiness Standards to Assess 145. Learn With LangTalks: Research- Novice to AP Student Production Based Professional Development for Session: 4 Sutton Center Session: 4 Regent Educators In recent years we have modernized and This session provides participants with a Session: 4 Sutton South enhanced our four-semester Spanish-language vertically aligned, scaffolded approach to program at Boston University. In this Join this NADSFL/NCSSFL session to use teaching culture by sharing strategies and interactive session, we will discuss some of LangTalks.org to improve teacher preparation activities that integrate culture into daily these changes in depth, focusing primarily on in your state organization with K-16 educators. lessons through the topic of celebrations. our intermediate-level assessments. We will The LangTalks team is committed to filling a The presenter will share techniques that look at examples of our previous and current void that exists for meaningful professional promote interculturality from novice through assessments, using a compare/contrast development through the creation of free, the Advanced Placement level, via three AP approach to discuss the reasoning behind the shareable short videos to be used in an world language and culture themes: Families changes made. Participants will work together asynchronous way. LangTalks provides mini- and Communities, Contemporary Life, and to reflect upon the ways they incorporate the lessons for educators that are focused on core Personal and Public Identities. Participants world-readiness standards in their curricula and practices, allowing educators to hear voices of will engage in many of the activities, as well assessments, brainstorm new ways of peers using research-based practices for approaching formative and summative language acquisition. as share their own strategies for embedding culture into their lessons. This session is assessments, and create sample assessments Organizer/Presenter(s): intended for middle school and high school that measure both communication skills and intercultural competence. Jay Ketner, Ph.D., teachers of any modern language. Maine Dept. Of Education, Augusta, ME Organizer/Presenter(s): Organizer/Presenter(s): Lea Kennedy, Lourdes Rodríguez-Von Vogt, Alison Carberry Gottlieb, Ph.D., Stonington Schools, Stonington, CT Lincoln Academy, Newcastle, ME Boston University, Boston, MA Molly Monet-Viera, Ph.D., Kevin Gaugler, Intended Audience(s): Secondary (6-12) Marist College, Poughkeepsie, NY Boston University, Boston, MA Keyword: Culture/Literature Intended Audience(s): PreK-16+ (all) Intended Audience(s): High School & College Strand: C Keyword: Professional development Keyword: Assessment Examples in: Spanish Strand: E Strand: D Language(s) spoken: English and Spanish Examples in: French, Spanish Examples in: Spanish, English

Language(s) spoken: English Language(s) spoken: English 148. Appreciating Art History in the World Language Classroom 150. EXHIBITOR SESSION: Creating 146. Elementary Elements Session: 4 Beekman Supportive Learning Environments Session: 4 Sutton North All modern-language teachers use art in for All Students Through various ways to introduce their students to Differentiated Instruction What does language learning look like in the the specific cultures related to the languages Session: 4 Bryant elementary classroom? It may just look like they teach. Depending upon culture-specific Differentiated instruction aims to provide fun and games, but there is a lot of learning months or weeks, we have all tried to learners with choices in learning process, happening, too! Participants in this session broaden our students’ knowledge and will explore various teaching strategies that learning environment, content, product, and appreciation of art as it is derived from assessment. Thus it is the key to effective have been created for the elementary world Europe, South America, Asia, Africa, and language classroom. From being in the hot learning and addressing student needs in North America. But how can art be today’s diverse classrooms. Participants will seat to writing hashtags, these strategies beneficial in a real-world, classroom setting? appeal to a variety of learners, and learn to identify areas of the curriculum that This lesson/workshop will give teachers could be adapted to differentiated instruction, encourage interpretive, interpersonal, some specific hands-on tips on how to use familiarize themselves with various methods presentational speaking and presentational art as a way of enhancing our students’ for differentiated content delivery and writing skills in the target language at the growth and learning and, ultimately, a assessing learning, analyze model tasks and elementary level. All strategies have been greater appreciation of our global neighbors. create or modify their own pedagogical tasks to teacher-tested and student-approved! Handouts, including “art cards,” will be incorporate principles of differentiated Organizer/Presenter(s): available. instruction. The session will also explore the added challenges of multi-level classes that Christine Reier, Organizer/Presenter(s): German teachers often need to offer. Baltimore County Public Schools, MD Kristi Shanahan, Organizer/Presenter(s): Concetta Gallardo, The Sound School, New Haven, CT Baltimore County Public Schools, MD Olga Liamkina, Ph.D. & Andrea Pfeil, Intended Audience(s): High School Goethe-Institut New York, New York, NY Intended Audience(s): Elementary Keyword: Culture/Literature Intended Audience(s): High School & College Keyword: Instructional strategies Strand: General Keyword: Instructional strategies Strand: C Examples in: French, Spanish, Italian Strand: Exhibitor Session Examples in: Spanish Language(s) spoken: English Examples in: German Language(s) spoken: English Language(s) spoken: German

Friday, February 10, Session 4, 3:15–4:15 p.m. 35 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

151. Making the Brain Connection: 152. Make it Comprehensible! Teaching Grammar as a Concept Narratives and CI in the Language Session: 4 Nassau East Classroom Session: 4 Nassau West Teaching grammar as a concept and teaching grammar in context: What does that In this session, we explore the relationship mean and how does that look in the between an increase in comprehensible input classroom? What implications does this and the organic production of language by practice have on learner progress and students. By sharing short narratives with proficiency growth? How does this type of students that emphasize repetition, formulaic grammar acquisition lead to student risk- use of language, and a limited batch of taking, collaboration, and progress over vocabulary, teachers can scaffold student time? These questions and many more will oral production and jump-start their use of be addressed during this interactive session language at even novice levels of study. focusing on deductive and implicit Participants will glean new ideas about approaches to grammar acquisition and their correction, the introverted learner, and the connections to Bruner’s concept attainment place of grammar in language curriculum. models. Participants will view actual samples of student performance and come away from Organizer/Presenter(s): the session with a renewed confidence in the Greta Lundgaard, power of comprehensible input. Independent Consultant, Dallas, TX Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Adam Lanphier, Keyword: Instructional strategies The Dalton School, New York, NY

Strand: B Intended Audience(s): PreK-12

Examples in: Several Keyword: Instructional strategies

Language(s) spoken: English Strand: General

Examples in: Mandarin Chinese

Language(s) spoken: English

CALL FOR PROPOSALS NECTFL 2018

Chair, Bill Heller

Deadline: May 30, 2017

Friday, February 10, Session 4, 3:15–4:15 p.m. 36 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

153. #techlab Facilitator: S. Orsatti Session: 4 Murray Hill East Our second NECTFL #techlab consists of tables led by tech experts, similar to a tech fair. Attendees will come to this session but, instead of sitting down and learning from one presenter only, they will have the opportunity to learn ‘à la carte’ from several world language educators with expertise in instructional technology. Participants may stay as long as they like with one presenter or browse the tables at their own pace. Please bring a laptop, an iPad, or a mobile device and walk away with a new app or with an innovative tech-infused lesson for your students. All languages and tech skill levels are welcome!

Table 1: Bridging Communities With Table 3: Using QR Codes in World Table 5: Do You ? Telecollaboration Language or Literature Classrooms Telecollaboration is by now a well- QR codes are helping teachers to design new Come find out how Duolingo can increase your students’ language proficiency, ramp established feature of many language products or new ways to present electronic up learner engagement, and recycle and learning courses. In this session I would like materials, videos, and oral presentations in to share with participants the overall world languages classrooms. Come learn reinforce language structures. Language structure and planning of my work with how to use or integrate technology in your learners love a gamified environment, and Teletandem and the final assessment of the classroom, or how to create a new academic this free language learning platform project’s linguistic and cultural goals. I will environment to teach Spanish language, provides that and more. Duolingo has added a Duolingo For Schools feature that allows provide video clips of students’ self- culture or literature. Design, use and deliver you to easily create classes, lessons, and assessment along with their own written your oral presentations in a different way. track progress. You will leave this session commentary, as well as my own quantitative Organizer/Presenter(s): and qualitative analysis. with the ability to navigate Duolingo as a Pablo Pintado-Casas, Ph.D., learner and a teacher. Bring your favorite Organizer/Presenter(s): Kean University, Union, NJ device and download the app for maximum benefit. Sara Villa, Ph.D. Intended Audience(s): PreK-12 The New School, New York, NY Keyword: Technology Organizer/Presenter(s): Intended Audience(s): Four-year William Frank, College/University Strand: #techlab Pinkerton Academy, Derry, NH

Keyword: Technology Examples in: Spanish, English Jonathan Alizio,

Strand: #techlab Language(s) spoken: Spanish Pinkerton Academy, Derry, NH

Intended Audience(s): PreK-16+ (all) Examples in: Spanish

Table 4: Convey it With Comics Keyword: Technology Language(s) spoken: English Strand: #techlab In this #techlab session, a seasoned Table 2: Global Awareness Through classroom teacher will share examples of Examples in: Several Technology, Information Literacy, and Culture how students and teachers can create and Language(s) spoken: English share comic strips on their tablets or phones This workshop explores ways of incorporating technology in the world to demonstrate proficiency, negotiate language classroom. In this #techlab, the meaning, and present information. Attendees Table 6: Educanon (PlayPosit) for presenter will demonstrate easily adaptable will see examples of engaging assignments Interpretive Mode Assessment tools that educators can bring to their that give students a chance to practice an Learn how to make YouTube videos into a classrooms to have students talking, learning array of communication skills with varying personalized interpretive learning and communicating. Come to learn about levels of difficulty. No prior experience or assessment with Educanon (PlayPosit). Web 2.0 tools that your students will love, equipment necessary, but participants who Organizer/Presenter(s): that will get your students to connect to the bring a laptop or device will have the world, and that will assess their progress. opportunity to create and share their own Dana Pilla, Participants will be introduced to the most work. Haddonfield Public Schools, Haddonfield, NJ useful and effective Web 2.0 tools such as Organizer/Presenter(s): 30 hands, Toondoo, Voki, Edmodo, Padlet, Intended Audience(s): Secondary (6-12) Mary Chamberlain, , Storybird, and Lingro. Commonwealth Academy, Alexandria, VA Keyword: Technology Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Strand: #techlab

Kate Kagan, Ph.D., Keyword: Technology Examples in: Spanish

Russell Sage College, Troy, NY Strand: #techlab Language(s) spoken: English Intended Audience(s): High School & College Examples in: Spanish

Keyword: Technology Language(s) spoken: English

Strand: #techlab

Examples in: English

Language(s) spoken: English

Friday, February 10, Session 4, 3:15–4:15 p.m. 37 Overview of All Concurrent Sessions: Friday

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39 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 153. #techlab Session: 4 Murray Hill East Our second NECTFL #techlab consists of tables led by tech experts, similar to a tech fair. Attendees will come to this session but, instead of sitting down and learning from one presenter only, they will have the opportunity to learn ‘à la carte’ from several world language educators with expertise in instructional technology. Participants may stay as long as they like with one presenter or browse the tables at their own pace. Please bring a laptop, an iPad, or a mobile device and walk away with a new app or with an innovative tech-infused lesson for your students. All languages and tech skill levels are welcome!

Table 7: Increase Student Engagement in Table 9: Screencasting for Flipping and Table 11: Using Film Dubbing to Facilitate the Latin Classroom With Asynchronous Blending the World Language Class Learners’ Acquisition of Foreign Language Learning Interested in flipping or blending your class? At this table, we will share our experience of integrating film dubbing activities by using At this table, we discuss strategies for making Not sure where to start? Screencasting is a EDpuzzle. Each participant will have a chance your classwork more student-centered with the simple yet engaging tool that can add to the to experience EDpuzzle features and to create help of asynchronous learning principles. experience you provide for your world Asynchronous learning is the idea that students their own video activities on their laptop. In language students. Come to this #techlab to this presentation we will share the benefits of learn the same material at different times and learn not only how to create screencasts and locations. We will use various techniques to film dubbing in a foreign language classroom, embed questions, but also how easy and fun introduce EDpuzzle features, share our students’ show that regardless of platform (Apple, it can be. Chromebook or Windows), students can be film dubbing projects and feedback, and help engaged in work whether they are in the Organizer/Presenter(s): participants to create their own videos using EDpuzzle. classroom or not. Flipped instruction, Google Glennysha Jurado-Moran, Drive techniques and the effective use of Piscataway Twp. Schools, Piscataway, NJ Organizer/Presenter(s): students’ mobile devices will also be Iman Elahmadieh, discussed. Example language is Latin but Intended Audience(s): PreK-12 Defense Language Institute, Augusta, GA principles can be applied to all languages. The Keyword: Technology Maurice L. Childs,

example website that showcases the approach Academy for Personal Leadership and is located at ardsleylatin.weebly.com. Strand: #techlab Excellence, Bronx, NY Examples in: Spanish, French, Italian Intended Audience(s): Adult/Professional Organizer/Presenter(s):

Alexander Carballo, Language(s) spoken: English Keyword: Technology

Ardsley High School, Ardsley, NY Strand: #techlab Intended Audience(s): Secondary (6-12) Table 10: Tech Tools and Tips for a Examples in: Arabic Proficiency-Based Classroom Keyword: Technology Language(s) spoken: English Strand: #techlab Many teachers hope for technology tools

that can significantly help students become END OF #TECHLAB Examples in: Latin more engaged with the course material, and

Language(s) spoken: English they also hope that this technology is easy to 154. Teach in the Target Language Without implement and provides differentiation. This Scaring Away Your Students! presentation will demonstrate how to easily Session: 4 Murray Hill West Table 8: PADLET: Q&A With the World incorporate technology into a proficiency- Have you ever faced the dilemma of wanting to Padlet is a simple web-based site that allows based classroom. These technology tools teach primarily in the target language but worry for the creation of a digital bulletin board. The and tips can help students find authentic that your students will become discouraged and premise is to post a question, comment etc., resources, collect feedback during ultimately give up? In this workshop, we will share the link, and have others reply. This is a interpretive reading and listening activities, explore ways to keep 90 percent of instruction tool that can be used for cultural exchanges, and practice both written and spoken in the target language (even at the novice level) collaboration on projects or simply to get a interpersonal and presentational tasks. The without scaring your students away. Participants quick look at what's outside your window, with tools that I use are frequently cited as my will take on the role of students in a French class answers from locations around the world. In students’ favorite activities. In addition, (teachers of any language welcome to participate) this #techlab, we will go over how to set up a many of these tools can be easily and experience a variety of engaging and non- Padlet, respond to an existing Padlet, and incorporated with minimal effort from the threatening strategies and activities that will make gather information to build a network for teacher. keeping 90 percent of instruction in the target future Padlets. If possible, bring a WiFi- language an attainable task. Soon, teaching in enabled laptop or tablet. Organizer/Presenter(s): the target language will become effortless and Organizer/Presenter(s): Maris Hawkins, fun for you and your students! Monica Lluch, Bullis School, Potomac, MD Organizer/Presenter(s): Far Hills Country Day School, Far Hills, NJ Intended Audience(s): Secondary (6-12) Laura McClintock, Burlington Township School District, NJ Intended Audience(s): PreK-12 Keyword: Technology Intended Audience(s): PreK-16+ (all) Keyword: Technology Strand: #techlab Keyword: Instructional strategies Strand: #techlab Examples in: Spanish Strand: General Examples in: Spanish Language(s) spoken: English Examples in: French Language(s) spoken: English Language(s) spoken: English and French

Friday, February 10, Session 4, 3:15–4:15 p.m. 40 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

155. Mead Project: WL Integration for 157. How Linguistics Can Enhance ACTFL’s 159. Make a Class Movie: From Script to Deeper Learning Comparisons and Connections Standards Edit in 90 Minutes Session: 4 Gibson Session: 4 Gramercy East Session: 4 Madison ACTFL’s language comparisons standard calls It is no longer sufficient to treat world for learners to explore the nature of language, This interactive session will demonstrate languages as a stand-alone discipline if we are and to compare languages. But how? Linguistics how to co-develop a dialog-driven script to adequately prepare our students to be global (the scientific study of language) suggests four with students, lead a rehearsal/taping citizens. The purpose of my Mead project was relevant essential questions. What TL features process that is engaging for all students — to align the 9th-grade world language are unusual, or even unique? Which occur in many whether performer, techie or audience — curriculum (“Novice High” and “Intermediate other languages? How is the TL connected to and record and edit using simple smartphone Low”) with other courses taught during the other languages? And how do speakers produce technology in two 40-minute class periods. same year, most notably Algebra 1 and Earth and understand the TL? I will show how linguistic Participants need to be ready to move! Science. The machine promoting STEM insights into features of Spanish from the ser/ instruction has become a force, and world estar contrast to the “se accidental” can help Organizer/Presenter(s): language needs to be included. This session students accept differences between the TL and Mary Holmes, will show how I have embedded world their own language, understand challenging New Paltz CSD, New Paltz, NY language into a project-based curriculum that concepts, and learn vocabulary. They also spans content areas and uses the target Intended Audience(s): PreK-16+ (all) support ACTFL’s making connections goal by language to teach content. Attendees will connecting language study with history and Keyword: Instructional strategies receive project templates and rubrics, as well psychology. as an overview of the curriculum. Strand: General

Organizer/Presenter(s): Organizer/Presenter(s): Examples in: English Judy Hochberg, Ph.D., Tracy Brady, Fordham University, Bronx, NY Language(s) spoken: English Hastings HS, Hastings-on-Hudson, NY Intended Audience(s): High School & College Intended Audience(s): High School 159b. Memory, Technology & Visuals Keyword: Connections/Comparisons Keyword: Curriculum Strand: C Session: 4 New York Suite 4th Floor Strand: General Examples in: Spanish Na Fan & Maurice Hazan, will demonstrate Examples in: French, Spanish a different use of visuals for your language Language(s) spoken: English classroom. This fascinating approach is now Language(s) spoken: English used in a few hundreds schools in America,

158. EXHIBITOR SESSION: Student Europe and Asia. Their program, QTALK is Achievement and Task-Based/Site-Based 156. Embracing the At-Risk Learner in based on logographic interpretation of the WL Classroom Language Learning Benefits Classroom Engagement images, triggering spontaneous speech, Session: 4 Gramercy West Session: 4 Clinton accelerating language acquisition 10 fold. Within 10 minutes of instruction, college The disparity among students’ abilities In order to graduate global citizens with 21st- students or pre-schoolers can create their increases as quickly as the demands for century skills, including proficiency in a own complex sentences. For teachers feeling teachers to accommodate them. This second language and intercultural competence, they are not making the most of their immersion programs abroad must be workshop examines specific types of student interactive whiteboard, this sessions with be considered. This presentation will focus on the academic and behavioral concerns and an eye opener. offers proactive methods of dealing with demonstrable benefits of study abroad during them in a world language classroom. The high school and how the experience can Organizer/Presenter(s): strategies reviewed are research-based and enhance your students’ world-readiness. Using Na Fan and Maurice Hazan, case studies and pre- and post-program can be applied to all levels. QTALK Publishing assessment data, combined with testimonials Intended Audience(s): PreK-12 Organizer/Presenter(s): from world language supervisors and teachers, Marie Campanaro, we will provide educators with a roadmap for Keyword: Technology why and how to include study abroad as part of Cosgrove Middle School, Spencerport, NY Strand: Exhibitor Session a curriculum that prepares students to be global Intended Audience(s): Middle School citizens and lifelong language learners, as well Examples in: Chinese, Spanish, French

Keyword: Instructional strategies as how to fund the study abroad component. Language(s) spoken: English Strand: General Organizer/Presenter(s): Nicole Sprague, Examples in: Spanish CIEE, Portland, ME

Language(s) spoken: English Michele Schreiner, Ed.D., Egg Harbor Twp. School District, Egg Harbor, NJ Maurice L. Childs, Acad. for Personal Leadership and Excellence, Bronx, NY Intended Audience(s): High School

Keyword: Instructional strategies

Strand: Exhibitor Session

Examples in: Several

Language(s) spoken: English

Friday, February 10, Session 4, 3:15–4:15 p.m. 41 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

Session 5 162. Inspiring Interpretive Instruction 164. The Power of Authentic Materials Through Communication for Performance Tasks 160. Stop, Collaborate and Listen Session: 5 Sutton Center Session: 5 Regent Session: 5 Sutton South This session will provide language teachers Authentic materials and performance tasks of all levels an inspiring demonstration of in the three modes of communication can Build community and multiply success how to engage students in mastering the help students transfer what is learned in the through collaboration. Presenters will show varied aspects of the interpretive mode. You classroom to language use in life. This how their high school team works together will experience specific examples of how to session will focus on how to design to incorporate standards in planning and to integrate interpretive items such as songs, interpretive, interpersonal and presentational assess student achievement after instruction. ads, articles, short stories, podcast and tasks using authentic materials to engage Come away with tools and inspiration to broadcasts into your current curriculum, and empower learners. Participants will be stop working as an individual and start from novice through advanced levels. This able to define key characteristics of the three collaborating to strengthen your world high-energy, fast-paced session will inspire modes of communication, identify ways to language education program. you to immediately integrate many of these differentiate tasks using an authentic Organizer/Presenter(s): resources into your classes. You will leave resource, and plan how to use performance Cassandra Krawczyk, the session with great strategies on selecting tasks to improve student language North County High School, Glen Burnie, MD and then assessing interpretive resources. proficiency. Join us to plan for learning that Adriana Rego, You will also be provided with links to prepares students for life. hundreds of resources for the most North County High School, Glen Burnie, MD Organizer/Presenter(s): commonly taught languages. Mallory Newcomer, Betsy Hart, North County High School, Glen Burnie, MD Organizer/Presenter(s): University of Maryland, College Park, MD Intended Audience(s): PreK-16+ (all) Ed Weiss, Pam Delfosse, Delaware County Intermediate Unit, Keyword: Communities/Workplace University of Maryland, College Park, MD Morton, PA Intended Audience(s): PreK-16+ (all) Strand: C Louis Baskinger,

Herkimer College, Herkimer, NY Keyword: Assessment Examples in: Spanish

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

Language(s) spoken: English Keyword: Instructional strategies Examples in: English

161. Best of ME: Francophone Africa Strand: C Language(s) spoken: English

Today Examples in: French, Spanish Session: 5 Sutton North 165. EXHIBITOR SESSION: Growing Language(s) spoken: English the German Program This session will focus on texts and images that can be used in the classroom to illustrate Session: 5 Bryant 163. Building Language Skills Using a the complexity and the uniqueness of the Team-Based Learning Approach This session will focus on practical tips for francophone world. We will provide growing and promoting the German Session: 5 Beekman different approaches to help teachers prepare program. Learn how to advocate from the these materials for their classes. We will Colleges and universities are offering classroom, plan successful campus and demonstrate how different disciplines play different models of instruction to meet the community events, get optimal media key roles in the teaching of languages and needs of diverse student populations. Team- coverage, and connect with decision makers. cultures in a classroom. based learning (TBL) is a pedagogical Organizer/Presenter(s): Organizer/Presenter(s): approach, widely used in science courses in many universities nationwide, that Keith Cothrun, André Siamundele, Ph.D., AATG, Cherry Hill, NJ University of Maine/Farmington, ME emphasizes teamwork to enhance learning. In this session I will explore the implications Hal Boland, Intended Audience(s): PreK-12 of using TBL in an elementary Spanish Heritage High School, Leesburg, VA Keyword: Connections/Comparisons review course to enhance the student’s Intended Audience(s): PreK-16+ (all) learning. The TBL format uses sequences of Strand: General individual work, group work and immediate Keyword: Policy, issues

Examples in: French feedback in order to create a motivational Strand: Exhibitor Session framework that helps students to be more Language(s) spoken: French Examples in: German prepared and engaged. Language(s) spoken: English Organizer/Presenter(s):

Milvia Hernandez, University of Maryland Baltimore County, MD Intended Audience(s): Four-year College/University

Keyword: Instructional strategies

Strand: General

Examples in: Spanish

Language(s) spoken: English

Friday, February 10, Session 5, 4:45–5:45 p.m. 42 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

166. Integrating the ACTFL World- 167. Integrating Emotional and Social Readiness Standards Into a Skills in Teaching Second Hispanic Short Story Course Languages Session: 5 Nassau East Session: 5 Nassau West CALL FOR In this presentation I explore the role and Current pedagogical tendencies focus on the scope of the ACTFL world-readiness primary use of technology, leaving aside the PROPOSALS standards in the Spanish language social and emotional skills that students classroom. I demonstrate how I integrate need to learn to successfully perform in the these goal areas into the instructional future workplace. In an attempt to address NECTFL 2018 program of a Hispanic Short Stories course such need, this presentation will suggest the at the intermediate and advanced levels. By application of various activities that focusing on three short stories from Latin combine social and emotional learning skills American and Spanish authors, I draw (SEL) on second language development. attention to the five goal areas and look at The activities will demonstrate how the 11 content standards that students collaboration, communication and problem acquire through the course. Through various solving can be used in a variety of language sample learning scenarios, my presentation levels promoting different linguistics skills. expands on the five goal areas to show how Organizer/Presenter(s): students utilize the language while learning about cultures, make connections and Marlene McMichael, comparisons and become engaged in their Georgia College, Milledgeville, GA local and global communities. Aurora Castillo-Scott, Ed.D., Georgia College, Milledgeville, GA Organizer/Presenter(s): Intended Audience(s): High School & College Viktoria Hackbarth, Ph.D., Chair, Bill Heller Boston University, Boston, MA Keyword: Instructional strategies

Intended Audience(s): Four-year Strand: General College/University Examples in: Spanish Deadline: May 30, 2017 Keyword: Culture/Literature Language(s) spoken: English Strand: A

Examples in: English, Spanish

Language(s) spoken: English

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Friday, February 10, Session 5, 4:45–5:45 p.m. 43 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 168. Research Roundtable Murray Hill East In this special session, there will be two presenters stationed at each of the tables, with one presenter sharing his/her topic during the first half and the second presenter during the second half. We recommend that presenters speak/share findings for approximately 18-20 minutes, leaving about 10 minutes for discussion and questions. We will repeat this format during the second segment of the session. You may stay at the same table for the entire two presentations, or change tables at mid-session for the second presentation.

Table 1: International Professional Table 2: Research-Based Support for Table 3: Research in the Spanish Classroom Development: Collaborative Action World Language Programs in a Budget- Research in the EFL Classroom Constrained Environment Research conducted at the advanced level of a Spanish course related to the material covered This roundtable presentation reports on an Shrinking budgets and de-prioritization are in class will be presented to the audience, with international, collaborative action research challenges for language programs across the specific examples of student research and study by a world language teacher, researcher U.S., despite the importance of world language poster presentations. and scholar in the U.S. and an EFL teacher in learning for college and career readiness. This Colombia. The presenter will introduce content- session will present accessible research Organizer/Presenter(s): based instruction (CBI) as a pedagogical practice findings about the characteristics of successful Beatriz Huarte Macione, Ph.D., and highlight action research as a professional K-12 language programs and the reported King University, Bristol, TN development tool for developing teacher agency language needs of the corporate world. and leadership. The design of the study, measures, Information presented comes from a survey of Intended Audience(s): Four-year and findings will be shared. Learning outcomes over 200 K-12 world-language programs College/University of the collaborative action research will be established around the US in the past five Keyword: Research discussed. Participants will gain insight on years, and a survey of 2,000 organizations of benefits and challenges to using CBI in the various sizes from assorted sectors. The K-12 Strand: Research Roundtable EFL classroom and how action research can be language programs report how they were Examples in: English used as a collaborative professional development established, what challenges they have faced, tool among world language teachers. and how they have overcome them, as well as Language(s) spoken: English information about the teachers and curricula used. Organizer/Presenter(s): Kelley Webb, Organizer/Presenter(s): Table 3: The National Standards in Post- George Mason University, Fairfax, VA Rebecca Damari, Ph.D., Secondary Beginning Spanish Textbooks Intended Audience(s): PreK-12 National Foreign Language Center, College This session will present an investigation of 17 Park, MD beginning Spanish textbooks, scrutinized by Keyword: Professional development Intended Audience(s): PreK-12 content, and in the context of incorporating Strand: Research Roundtable national standards to support curricular change Keyword: Research and further blending of the national standards Examples in: English Strand: Research Roundtable into the post-secondary environment and Language(s) spoken: English published literature. Both the 2006 national Examples in: English standards and the refreshed world-readiness

standards will be included in the presentation. Table 1: Processing Instruction and Language(s) spoken: English Participants will engage in discussions on the Language Background Effects on Grammar role of the textbook and the incorporation of Acquisition Table 2: Students With Disabilities and the national standards into the post-secondary In this presentation, I will describe an empirical Their Negotiated Language Learner curriculum and our classrooms, and will gain study that investigates the effects of processing Identities insight into how a textbook can influence instruction (PI) on the acquisition of a grammatical If your goal is to facilitate an inclusive learning curriculum (positively or negatively), and vice- form in Mandarin Chinese by English environment that values individual student versa. monolinguals and English/French bilinguals. I need, attend this session to explore and discuss Organizer/Presenter(s): will first expose the theory on which PI is based research on exclusive language practices that and describe the different components of this position students into negotiated identities that Christina Huhn, Ph.D., instructional technique. Then, I will present my are not reflective of ability or desire. The Indiana University of PA, Indiana, PA experimental design and display a summary of findings provide an opportunity to make Intended Audience(s): Postsecondary the data so far collected. Finally, I will discuss language learning more inclusive, welcoming the emerging trends with the attendees. This Keyword: Curriculum students and their personalized learning needs. presentation will be especially relevant for Strand: Research Roundtable researchers interested in instructed L2 acquisition, Organizer/Presenter(s): language processing, and bilingualism, even if they Mary Caitlin Wight, Ph.D., Examples in: English

are unfamiliar with PI research and bilingual studies. SUNY Geneseo, Geneseo, NY Language(s) spoken: English Organizer/Presenter(s): Intended Audience(s): PreK-16+ (all)

Laurene Glimois, Keyword: Diversity The Ohio State University, Columbus, OH Strand: Research Roundtable Intended Audience: High School & College Examples in: English, Spanish Keyword: Research Language(s) spoken: English Strand: Research Roundtable

Examples in: Chinese (Mandarin)

Language(s) spoken: English

Friday, February 10, Session 5, 4:45–5:45 p.m. 44 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY. 168. Research Roundtable Murray Hill East

Table 4: Multimodal Social Semiotics and Table 5: Preparing for the World Language Table 6: How to Teach and Prepare the Multiliteracies in Second Language Acquisition edTPA: The Student Teacher Perspective SAT Subject Test: Korean Multimodal social semiotics is an essential part Methods instructors and student teacher The presenter analyzed SAT subject pilot tests of learning to function in a second-language supervisors now face the challenge of from 2009 through 2014 with two other (L2) culture, especially when there is a gap preparing student teachers to complete the professors. Three sections were categorized by between what students can relate to and what edTPA assessment. This qualitative case study type of questions. (1) Listening L2 teachers offer. In the 16 years since the will describe the experiences of eight student Comprehension section is classified by publication of Kress’s critical thoughts (2000) teachers in a Spanish education program who situations and subjects. 158 questions and 80 regarding the way multimodality is treated by developed their world language edTPA dialogue scripts were analyzed. (2) Usage L2 educators, there has been a lot of interest in portfolios while participating in a hybrid section starts with nouns, adverbs, verbs, and adding visual, cultural, musical, and other student teacher seminar that guided them tenses which are the basics of the sentence. (3) multiliteracy dimensions to the process of through the three edTPA tasks. The session Reading Comprehension section is classified facilitating instructed second-language will also discuss ideas on how to effectively by genres and subjects. 157 questions and 79 acquisition. Are you interested in building a structure the student teaching experience in reading articles scripts were analyzed. After research agenda in the fields of multiliteracies order to develop the tasks for edTPA in a this analysis, the presenter will show each and multimodal social semiotics? I will offer timely manner. section’s questions. Also, how to teach specific examples of activities, materials, and listening, Korean Grammar and reading Organizer/Presenter(s): ideas that have been used in the classroom. effectively with SAT Korean Test will be Carolina Bustamante, Ph.D., Organizer/Presenter(s): presented followed by showing the examples SUNY at Old Westbury, Old Westbury, NY of students’ work. Alec Lapidus, Ph.D., Evelyn Chavez, University of Southern Maine, Gorham, ME Organizer/Presenter(s): SUNY at Old Westbury, Old Westbury, NY Intended Audience(s): High School Loraine Kang, Ph.D., Intended Audience(s): Postsecondary DLIFLC, Linthicum, MD Keyword: Research Keyword: Research Intended Audience(s): High School

Strand: Research Roundtable Strand: Research Roundtable Keyword: Assessment

Examples in: English Examples in: English Strand: Research Roundtable

Language(s) spoken: English Language(s) spoken: English Examples in: Korean

Language(s) spoken: English and Korean Table 4: Using Translanguaging as Table 5: Upping the OPI: Participatory

Pedagogy to Achieve Students’ Action Research to Increase Oral Communicative Competence Proficiency Table 6: Exploring Beliefs About Language Learning in Elementary LCTL Programs The reconceptualization of language as a social Teacher candidate Sarah Shiley (along with practice instead of a bounded entity has advisor and co-investigator Spanish/Methods Teachers’, students’, and parents’ beliefs about triggered a considerable shift and innovation in Professor N. Zimmerman) has devised language learning set the foundation for programs. The general individual action plans for five teacher classroom and school-home interactions, consensus of integrating students’ first candidates, including herself, to attain an oral individuals’ motivations, their expectations for languages in the classrooms eventually has proficiency level of “Advanced Low” on the success, and how they frame their interactions. been elevated to a new ideology, ACTFL OPI Scale. Although the state requires Results of a study with third graders learning “translanguaging.” (García, 2009) A a level of “Intermediate High” for the Modern Greek captured the development of translanguaging lens posits that bilinguals have university to be nationally recognized, our students’ positive and negative beliefs about one holistic linguistic repertoire. While teacher candidates must reach “Advanced language learning in relation to those of their scholars have paid quite a bit of attention on Low” or better. The efficacy of these action teachers and parents. Attendees will explore the fundamental theory and framework of plans will be rated at the beginning of Fall the role of beliefs about language learning translanguaging, not many studies have 2016 by retaking the AAPPL (or other such between the classroom and home, how to target focused on translanguaging as pedagogy. This assessment), re-visiting the “Can-Do” state- counterproductive beliefs through standards- paper intends to discuss how teachers can use ments, and reflecting on the improvement in based teacher professional development and translanguaging as a strategical instruction to oral proficiency (or lack thereof). The study proficiency-oriented classroom activities, and maximize students’ communicative includes data from May 2016 to September 2016. ways to increase student motivation in the competence. classroom. Organizer/Presenter(s): Organizer/Presenter(s): Organizer/Presenter(s): Sarah Shiley, Kutztown University, PA Lijuan Shi, Ph.D., Nancy Zimmerman, Ed.D., Maria Katradis, Ph.D., the University of MD, College Park, MD Kutztown University, Kutztown, PA George Mason University, Fairfax, VA Intended Audience(s): PreK-12 Intended Audience(s): PreK-8 Intended Audience(s): Postsecondary

Keyword: Instructional strategies Keyword: Research Keyword: Research

Strand: Research Roundtable Strand: Research Roundtable Strand: Research Roundtable

Examples in: English, Chinese Examples in: Modern Greek Examples in: Spanish

Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

Friday, February 10, Session 5, 4:45–5:45 p.m. 45 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

168. Research Roundtable Murray Hill East

Join your state Table 7: Maximizing Language and Inter- Table 8: A Narrative of Strength: cultural Learning in Travel Abroad Courses Weightlifting and World Languages association today! During this research roundtable session, This workshop is based on the findings of auto- attendees will be introduced to techniques that ethnographic research, employing self- effectively integrate intercultural learning into observational data. The session examines the • Connecticut Council of language learning in the context of short-term experience of one world language teacher with Language travel courses. Attendees will learn how to a personal trainer, and how embarking on a Teachers (CTCOLT) design and assess activities that will help guided strength training program impacted her students enrolled in these travel courses to professional life and classroom practice. It • learn and grow through intercultural compares and contrasts the roles of teacher and Delaware Council on the experiences while at the same time developing personal trainer, providing a unique perspective Teaching of Foreign linguistic self-confidence through constant on how student/client achievement is impacted Languages (DECTFL) contact with the target language. by the actions of the teacher/trainer. It affords Organizer/Presenter(s): insight into how teachers might be better equipped • Foreign Language to meet the varied needs of language learners Association of James Aubry, Ph.D., through adherence to standards, as these are the The University of Tampa, Tampa, FL Maine (FLAME) benchmarks for success. This is a narrative of Intended Audience(s): Four-year strength, both literally and metaphorically speaking. • Foreign Language College/University Organizer/Presenter(s): Association of Keyword: Instructional strategies Lamar Dolcy, Virginia (FLAVA) CedarBridge Acad., Devonshire, Strand: Research Roundtable • Intended Audience(s): High School Foreign Language Educators Examples in: English, French of New Jersey (FLENJ) Keyword: Connections/Comparisons Language(s) spoken: English • Greater Washington Strand: Research Roundtable Association of Teachers of Table 7: A Plea for a Sociocognitive Examples in: French, Spanish Foreign Approach to Intercultural Language(s) spoken: English Communicative Competence Languages (GWATFL)

Despite the number of ICC models, Table 8: Enseigner la francophonie en • Maryland Foreign Language researchers, makers and université: Des stratégies pédagogiques Association (MFLA) foreign language teachers face challenges, gagnantes among which establishing the relationship • Massachusetts Foreign between language and intercultural Cette communication explore différentes competencies is a goal. Bridging this gap is stratégies d’intégration de la francophonie dans Language necessary for pedagogical purposes in order to le cadre de l’enseignement de la langue Association (MaFLA) clarify what needs to be taught in foreign française en milieu universitaire. Nous . Few contemporary models montrerons comment intégrer la francophonie • New Hampshire Association of ICC refer to language competence de manière ludique dans le cours de langue, of World Language explicitly, and those that do so represent either grâce à des outils « auto-pédagogiques » Teachers (NHAWLT) a cognitive or a social perspective. Yet, none of complémentaires au manuel scolaire. Ceci nous them explains the relationship. The aim of this permettra d’illustrer deux objectifs : Montrer • New York State Association presentation is to propose a sociocognitive comment ces outils permettent à l’étudiant of Foreign Language approach to the language-culture-cognition d’aborder et de synthétiser des notions de civilisation ou de culture parfois difficiles à Teachers (NYSAFLT) nexus that will pave the way for a holistic model of language and intercultural appréhender; et illustrer de quelle façon ces « • competencies. outils » permettent de travailler l’apprentissage Pennsylvania State Modern de nouveau vocabulaire, la compréhension et Language Organizer/Presenter(s): l’expression écrite et orale. Association (PSMLA) Katarzyna Pi tkowska, Ph.D., Nicolaus Copernicus University, Toru , Organizer/Presenter(s): • Rhode Island Foreign Poland Evelyne M. Bornier, Ph.D. Language Auburn University, Auburn, AL Intended Audience(s): PreK-16+ (all) Association (RIFLA)

Intended Audience(s): Four-year Keyword: Research College/University • Vermont Foreign Language Strand: Research Roundtable Association (VFLA) Keyword: Instructional strategies Examples in: English Strand: Research Roundtable • West Virginia Foreign

Language(s) spoken: English Examples in: French, English Language Teachers

Language(s) spoken: French Association (WVFLTA)

Friday, February 10, Session 5, 4:45–5:45 p.m. 46 FRIDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS FRIDAY.

169. Behind Scenes, In Front of Camera: 171. Best of MA: Solutions for Online 174. EXHIBITOR SESSION: Growing The Power of Self-Critique Translators Professionally With the AATSP: Session: 5 Murray Hill West Session: 5 Gramercy West Opportunities and Resources This session examines the use of film-based Are too many of your students using online Session: 5 Madison technologies to enhance intermediate language translators? This workshop will explore ways acquisition. In producing their own co-hosted to structure activities (both with and without As funding to participate in professional four-minute film critique (à la Siskel and technology) for student success, so that students development events such as conferences Ebert) of a French film, students acquire much avoid translation, create their own work, and decreases within school districts and more than experience with professional-grade choose online tools other than translators for universities, learn how the AATSP provides technologies. Through a series of carefully meaningful communication. Sample assignments members with opportunities to receive scaffolded assignments (handouts provided), will be shared. scholarships for study-abroad and travel they train both ear and voice via the capturing Organizer/Presenter(s): stipends to attend the annual conference. This session will also provide details about the and editing of authentic film scenes and audio, Amanda Robustelli-Price, numerous AATSP student activities, such as and the intentional focus on the transition Independent Consultant, Newington, CT national examinations and honor societies, that between written text and oral production; Intended Audience(s): Secondary (6-12) visualize and critique their own linguistic and will help teachers strengthen their programs. Keyword: Instructional strategies cultural performance with the distance afforded Attendees are eligible to participate in a Strand: General drawing for free AATSP memberships. by self-recording and rigorous peer review; and reflect critically upon convincing media Examples in: Spanish, French Organizer/Presenter(s): strategies. Language(s) spoken: English Emily Spinelli, Ph.D., and Organizer/Presenter(s): 172. Community College Forum: Proficiency Tracy Miller, Renée Gosson, Ph.D., and Student Performance AATSP Bucknell University, Lewisburg, PA Session: 5 Gibson Intended Audience(s): PreK-16+ (all) What do our students know and what can they Intended Audience(s): Four-year Keyword: Professional development College/University do with the language they are learning? In this forum, we will share insights from our respective Strand: Exhibitor Session Keyword: Technology programs. We’ll discuss proficiency levels and Examples in: Spanish, Portuguese Strand: F targets, performance assessments, student self- evaluation and common departmental assessments. Language(s) spoken: English Examples in: French The session is intended to strengthen connections

Language(s) spoken: English between the various community colleges in our region and to encourage networking between 174b. EXHIBITOR SESSION: Gloom or Bloom? Professional Development that like institutions. Participation is highly encouraged. Inspires and Energizes 170. Using Online Communication Tools Organizer/Presenter(s): th to Develop Intercultural Competence Charlotte Gifford, Session: 5 New York Suite (4 Fl.) Session: 5 Gramercy East Greenfield Comm. College, Greenfield, MA Language teachers face a number of Laura Franklin, Ph.D., challenges: maintaining their target language, This session, based on many years of online No. Virginia Comm. College, Alexandria, VA keeping up-to-date on current culture, finding exchanges between classes in the U.S. and Intended Audience(s): Two-year authentic resources, and, perhaps most abroad, will show how online communi- College/Community College importantly, maintaining a flow of new cation tools, by enabling students from Keyword: Assessment creative ideas to engage their students. In this different cultures to directly interact with Strand: C session, we will explore models for how to one another, can support intercultural under- connect your classroom to the world of your Examples in: Several standing and language learning. Providing target language, build a network of enthusiastic Language(s) spoken: English language teachers, and satisfy the need to earn multiple examples of authentic interactions more CEUs (Professional Development between students in the U.S. and abroad (via 173. EXHIBITOR SESSION: Using AATF hours/units), or continue your graduate studies asynchronous forums, video calls and chat), Resources to Promote the Study of French while reinvigorating your own language skills. it will examine the relative benefits of these Session: 5 Clinton different communication tools. Sharing The presenters will highlight new and existing Organizer/Presenter(s): lessons learned over the years, it will engage AATF resources and programs that can help P.J. Concannon, Katie Gaugler, and George participants in a reflection on the materials teachers at all levels promote the study of Stewart, EF Education and process best suited for meeting the French. Promotional and pedagogical Intended Audience(s): High School standards of intercultural learning. Discussion materials, contests, awards, scholarships and Keyword: Professional development will follow the presentation. grants as well as the Grand Concours, National French Week, and K-12 honor societies can all Strand: Exhibitor Session Organizer/Presenter(s): be used to garner positive recognition for Sabine Levet, Examples in: English student achievement and demonstrate the Massachusetts Institute of Technology, effectiveness of the educator in the classroom. Language(s) spoken: English Cambridge, MA Sample materials provided. Intended Audience(s): High School & College Organizer/Presenter(s): 175. NECTFL Awards Ceremony

Keyword: Instructional strategies Jayne Abrate, Ph.D., AATF Regent Catherine Danielou, Ph.D., Strand: F University of Alabama at Birmingham, AL Join us as we recognize our 2017

Intended Audience(s): PreK-16+ (all) Examples in: English, French NECTFL award winners, NECTFL Keyword: Policy, issues Language(s) spoken: English TOY, and TOY candidates. Strand: Exhibitor Session

Examples in: French

Language(s) spoken: French Friday, February 10, Session 5, 4:45–5:45 p.m. 47 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

200. NECTFL Past Chairs Breakfast 204. Comprehensible Input + 206. Never Underestimate the Impact of 7:15–8:15 a.m. Chair’s Suite Comprehensible Output = Student Student Evidence Proficiency Success This is a closed meeting of the Past Chairs of Session: 6 Regent NECTFL. Contact NECTFL Headquarters to Session: 6 Sutton Center RSVP. In this session, participants will learn how Discover how students learn language one district is using evidence gathered through comprehensible input and learn to through departmental student learning 201. NADSFL/NCSSFL Breakfast communicate through comprehensible objectives to increase rigor and reach 7:00–8:15 a.m. New York Suite 4th Floor output. Participate in many easy-to- established district proficiency targets. implement target activities to discover how Working with the NECTFL standards and This is a closed meeting of NADSFL and beginning students remain in the target “Can-Do” statements, participants will see NCSSFL members. Contact NECTFL language and use the target language to the powerful impact that evidence can have Headquarters to RSVP. communicate. Based on ACTFL’s “Use of on instructional learning. the Target Language in the Classroom” and Organizer/Presenter(s): ACTFL’s “Interpersonal Proficiency Can- Session 6 Do” statements. Rita Oleksak, Glastonbury Public Schools, Glastonbury, CT Organizer/Presenter(s): 202. Infographics: Providing Visual Kate Krotzer, Scaffolding and Cultural Context Harry Tuttle, Hebron Avenue School, Glastonbury, CT Onondaga Comm. College, Syracuse, NY Session: 6 Sutton South Intended Audience(s): PreK-12 Intended Audience(s): High School Infographics present information in a visually Keyword: Assessment appealing way, meeting the needs of our Keyword: Instructional strategies Strand: D students. These authentic resources can provide Strand: C the pre-reading/listening and pre-production Examples in: Spanish, French, Chinese, cultural context that AP and pre-AP students Examples in: English Russian

need in a less intimidating format. Multiple Language(s) spoken: English activities for integrating infographics into Language(s) spoken: English

common units will be presented. Teachers will leave with resources for finding infographics 205. 5 Keys to Success in AP Spanish 207. EXHIBITOR SESSION: Every for introductory and advanced classes Literature & Culture Day’s an IPA (especially AP) and tips for incorporating them Session: 6 Beekman into culture-based lessons at all levels. Session: 6 Bryant Are you ready to take your students beyond Organizer/Presenter(s): Integrated Performance Assessment: How AP Spanish Language & Culture? AP are you considering using these important Michael Bogdan, Spanish Literature & Culture offers an South Middleton SD, Boiling Springs, PA communicative assessments? Come excellent opportunity for you to build your experience how every class can in fact be a Intended Audience(s): Secondary (6-12) program, bridge your students to college, “mini IPA” that shows that human and provide a path to continue developing Keyword: Instructional strategies communities and communication are about language skills. Experience an introduction learning, discussing, and sharing. In this Strand: General to the course that provides five essential highly interactive session, we’ll clarify the Examples in: Spanish elements that facilitate success in the course. purpose of IPAs, experience some “mini The session will model how to employ these IPAs” based on typical topics and objectives Language(s) spoken: English and Spanish elements through one of the works, and will of language classes, and come away with a

include ideas for formative and summative plan to use your current resources and 203. Engaging Learners: Strategies from assessments. Handouts including resources content to make every day count. National Language Teacher of the and copies of the activities will be provided. Organizer/Presenter(s): Year Organizer/Presenter(s): Norah Jones, Session: 6 Sutton North Cameron Stephen, Vista Higher Learning Cy-Fair High School, Cypress, TX ACTFL’s National Language Teacher of the Intended Audience(s): Secondary (6-12) Year shares effective strategies combining Intended Audience(s): High School language and culture to engage learners and Keyword: Instructional strategies Keyword: Culture/Literature develop their language performance. Be Strand: Exhibitor Session inspired with examples applicable to all Strand: General languages and all levels directly from the Examples in: Spanish, French, German, Examples in: Spanish Teacher of the Year’s classroom. Italian

Organizer/Presenter(s): Language(s) spoken: Spanish Language(s) spoken: English

Katrina Griffin, North County HS, Glen Burnie, MD Intended Audience(s): PreK-16+ (all)

Keyword: Instructional strategies

Strand: C

Examples in: Several

Language(s) spoken: English

Saturday, February 11, Session 6, 8:30–9:30 a.m. 48 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

208. Mobile Language Exchange Using 210. Film Without Borders: Journey 212. Remaking Language Learning WeChat: Intercultural Discussions Through Contemporary German Using Technology Using Smartphones Language Film Session: 6 Gramercy East Session: 6 Nassau East Session: 6 Murray Hill East This workshop aims to provide educators in This presentation will outline the integration This session discusses the creative foreign language classes with some tools to of telecollaboration activities based on the integration of recent German-language apply in their regular classes and integrate use of WeChat, a free mobile application, feature films in the curriculum. A focus is their technology and language learning into the curricula of heritage Chinese on borders, ranging from identities in flux to skills. The presenter will show participants courses, in order to complement instruction the relationships to other nations, how different websites and online tools are on cultural topics covered by the textbook. geographical spaces, languages, cultures, applied in a Spanish class in order to The presenter will illustrate sample time periods, social surroundings, and enhance not only language learning, but also assignments where intercultural learning is disciplines. Participants will receive digital literacy skills. Participants will also scaffolded through pre-task, task, and post- information on helpful resources, and they learn how to differentiate their instruction to task activities. Participants will also learn will receive immediately usable activities their Spanish heritage speakers and what about a new online database of literature targeting cultural information, vocabulary, they can do in order to better meet their relevant to telecollaboration for Chinese grammatical structures, and ideas for needs. Some of the online tools to be language and cultural learning, and a list of projects. State-of-the-art ideas for using new discussed are: Quizlet Live, Kahoot, Google free, useful telecollaboration resources. The technological tools will also be addressed. Classroom, Google Docs, Google Voice, task-based approach is replicable for any Schoology, Adobe Voice, and iMovie. Organizer/Presenter(s): foreign language curriculum, and is not Organizer/Presenter(s): limited to the Chinese language context. Ingrid Zeller, Northwestern University, Evanston, IL Diana Gómez-Pereira, Organizer/Presenter(s): Mohamed Esa, Ph.D., University of Pittsburgh, Pittsburgh, PA Valeria Belmonti, McDaniel College, Westminster, MD Intended Audience(s): PreK-8 Center for Integrated Language Communities, New York, NY Intended Audience(s): High School & Keyword: Technology College Intended Audience(s): Four-year Strand: F Keyword: Culture/Literature College/University Examples in: Spanish, English Strand: General Keyword: Technology Language(s) spoken: English

Examples in: German, English Strand: General

Examples in: Chinese Mandarin Language(s) spoken: English and German 213. Best of VA: Make Them Talk!

Language(s) spoken: English Session: 6 Gramercy West 211. Collaboration Through Technology: Implementing the 3 Modes of This session will provide attendees with 209. Latine Loquamur: Incorporating Communication Digitally ideas on how to increase participation in the Spoken Latin in the Classroom classroom and how to fairly assess it. The Session: 6 Murray Hill West Session: 6 Nassau West session applies to all foreign language Join us for this session geared toward students. Ever been told Latin is dead? Do people say successfully implementing digital tools for Organizer/Presenter(s): you can't speak Latin? Come and try a collaboration across the three modes of pedagogical approach that shows that communication in the world language Cecilia Abare, spoken Latin is alive and well. Learn some classroom. We will explore how to make Prince William County Schools, VA strategies and tips to engage students in collaboration across digital tools learner- Intended Audience(s): Secondary (6-12) implementing Latin grammar and centered and encourage consistent target vocabulary through target language Keyword: Instructional strategies language communication. Some tools immersion. You will have the chance to include VoiceThread, Tellagami, Google Strand: General experiment with spoken Latin methods and forms, Showbie and Educanon. Examples in: English and Spansih will walk away with resources such as vocabulary lists and activity guidelines for Organizer/Presenter(s): Language(s) spoken: English and Spanish active Latin lessons. We will also workshop Dana Pilla, your current classroom strategies and find Haddonfield Public Schools, Haddonfield, NJ ways to incorporate an active production Glennysha Jurado-Moran, component in lessons you already teach. Piscataway Public Schools, Piscataway, NJ Organizer/Presenter(s): Intended Audience(s): Secondary (6-12)

Leonora Mahler, Keyword: Technology St. Luke's School, New Canaan, CT Strand: F Intended Audience(s): PreK-16+ (all) Examples in: Spanish Keyword: Instructional strategies Language(s) spoken: English Strand: General

Examples in: Latin, Ancient Greek

Language(s) spoken: English and Latin

Saturday, February 11, Session 6, 8:30–9:30 a.m. 49 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

214. Latin Music Will Help You 216. EXHIBITOR SESSION: Building 218. Improving Learners’ Interpretive Integrate the World-Readiness for Success in Upper-Level Spanish Communication by Reading Standards Session: 6 Madison Between the Lines Session: 6 Gibson Session: 7 Sutton North This session provides practical solutions for With the wealth of Latin music available to preparing all students for success in upper- Research has shown that reading can positively them, Spanish teachers can introduce level Spanish courses, beginning with impact multiple aspects of second-language students to grammatical concepts, literature, Spanish 1. The session explores how to learning. Working in the interpretive mode, geographical sites, and cultural norms. This develop communication, build literacy however, requires moving beyond the presentation will include suggestions — skills, use authentic resources, deepen comprehension of details to the use of higher- incorporating YouTube clips or cultural understanding, and prepare for level processing skills. Often language lyricstraining.com — which can easily be advanced exams. Come and hear the educators do not focus on interpretation in teaching the interpretive mode and instead ask posted to Google Classroom. The eclectic presenter’s ideas, see demonstrations of students to look for details rather than a text’s playlist will use contemporary clips of materials and technology, and share best larger message. This session focuses on reggaeton to highlight the use of commands, practices. moving interpretive reading beyond literal as well as the melodic sound of Joan Manuel Organizer/Presenter(s): comprehension to broader questions of Serrat to further appreciate Antonio Rich Sayers, audience, purpose, tone, and main idea. Machado’s poetry. Maná, the Mexican Participants will examine texts and write Pearson group, also provides us with great songs that questions that require students to read between delve into sociopolitical themes such as the Intended Audience(s): Secondary (6-12) the lines and develop literacy skills in both

environment and immigration. These are a their native and target languages. Keyword: Instructional strategies few examples of the artists and material to Organizer/Presenter(s): be shared during the presentation. Strand: Exhibitor Session Cynthia Chalupa, Ph.D., Organizer/Presenter(s): Examples in: Spanish West Virginia University, Morgantown, WV Maureen McCabe, Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Pinkerton Academy, Derry, NH Keyword: Instructional strategies Carole Padian, Pinkerton Academy, Derry, NH Session 7 Strand: C

Intended Audience(s): High School & Examples in: English, German College 217. Acting, Directing and Playwriting in the Theater of Everyday Life Language(s) spoken: English Keyword: Materials Session: 7 Sutton South Strand: C 219. Developing a Proficiency-Based From a job interview to a romantic date, all Program: Challenges and Strategies Examples in: Spanish the world’s a stage, and all the men and Session: 7 Sutton Center Language(s) spoken: English women more than players: They are playwrights and directors, and not just the Although we know that language learning is non-linear, our language programs are often 215. EXHIBITOR SESSION: Where audience! Come explore the uses of theater in the classroom to strengthen designed using a linear approach. At Latin Sitting is the Exception: Moving School of Chicago, our grades reflect Toward Proficiency communicative skills and to promote intercultural competence. You will be proficiency in the four skills (speaking, Session: 6 Clinton exposed to a variety of acting techniques listening, reading, and writing), and placement is determined by proficiency. With language In this dynamic, interactive session and drama exercises aimed at developing communication skills, promoting cultural learning occurring at different rates for participate will experience firsthand how different learners, our Chinese program places awareness and intercultural understanding. incorporating second language acquisition students based on their proficiency level rather No experience in the theater is required. and fun creates a classroom community with than by peer group or years of previous study. a 100 percent second language environment. When we invite students to be the actors, Session participants will examine the why and Focusing on student-generated curriculum playwrights and directors of their own how behind this change, gather tips for and proficiency is the transformational learning process, instead of the passive designing and implementing a proficiency- cornerstone to the session, and the Q&A audience, the world becomes a stage where based program, learn about various challenges portion will address pedagogical they perform the leading role. faced, and develop a network of educators implications and assessment. Organizer/Presenter(s): interested in this program model. Organizer/Presenter(s): Veronica Rodriguez Ballesteros, Organizer/Presenter(s): Jaclyn Hathaway Rube, Ed.D., Boston University, Boston, MA Jessica Dzieweczynski, Organic World Language Intended Audience(s): High School & College Latin School of Chicago, Chicago, IL

Intended Audience(s): PreK-12 Intended Audience(s): PreK-12 Keyword: Professional development

Keyword: Instructional strategies Keyword: Curriculum Strand: General

Strand: Exhibitor Session Strand: C Examples in: Spanish

Examples in: Spanish Examples in: Mandarin Language(s) spoken: English

Language(s) spoken: English Language(s) spoken: English

Saturday, February 11, Session 6, 8:30–9:30 a.m. & Session 7, 10:15–11:15 a.m. 50 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

220. Pre-AP and AP: Creative 222. EXHIBITOR SESSION: Create 224. The Power of Film: UN PLURAL+ Curriculum, Awesome Activities, Your Own Elementary Blended Youth Video Festival Learning Program Ready for Rollout Alignment Across Languages Session: 7 Nassau West Session: 7 Beekman Session: 7 Bryant Film is a tool that can be used to foster Striving for richer, varied, more rigorous Differentiating world language instruction can intercultural dialogue, nurture critical units? Looking to develop curriculum with be such a time-intensive process that it is often thinking skills, and celebrate diversity. This your colleagues and promote greater rendered an unattainable ideal. Emerging workshop will share examples of student- consistency across languages? In this technologies, however, now enable language created film and supply lessons on how to session, you’ll receive tools for planning and educators to create their own blended learning incorporate them in class. Some films from teaching, including checklists, sample tasks, programs and to differentiate instruction for the United Nations PLURAL+ Youth Video individual and group needs in a manageable assessments, and rubrics. While focused Festival will also be screened, and we will timeframe. This workshop will help you primarily on pre-AP and AP themes, our supercharge development of your own give information on screening the festival at presentation applies to those teaching any program. The results of your three-hour your school. The PLURAL+ Youth Video language at any level. Walk away with investment will be a set of standards-aligned Festival is an empowering tool that helps communicative activities and ideas to guide digital lessons containing games, videos and young people to speak out about what they students through authentic resources. activities customized to your students’ think of migration, diversity, and social Applicable to all languages. vocabulary needs, plus a comprehensive rollout inclusion using their own views and voices. The PLURAL+ Video Festival gives youth a Organizer/Presenter(s): plan. Increase student engagement and gain creative new ideas for your classroom! Bring a platform to say what they think and to make Kate Ramella, laptop or tablet with WiFi. No prerequisites. themselves heard all over the world. Bullis School, Potomac, MD Organizer/Presenter(s): Organizer/Presenter(s): Andrea Martin, Bullis School, Potomac, MD Ben Grimley and Katie Cunningham, Regina Casale, Speak Agent Longwood CSD, Middle Island, NY Intended Audience(s): Secondary (6-12) Intended Audience(s): Elementary Intended Audience(s): PreK-12 Keyword: Curriculum Keyword: Materials Keyword: Diversity Strand: General Strand: Exhibitor Session Strand: General Examples in: Spanish, French Examples in: Spanish Examples in: Several Language(s) spoken: English Language(s) spoken: English Language(s) spoken: English

221. Assessing Performance: Moving From Chapter Tests to Authentic 223. Make Your French Program the 225. Making the Case for Languages Assessments Talk of the Town Session: 7 Murray Hill East Session: 7 Regent Session: 7 Nassau East Do languages matter? Learn strategies and It’s time to let go of chapter tests and focus Jon Shee, President of the AATF in access resources for creating incentives for on what really matters: what students can do Connecticut, runs this session, which all language learning. Position languages as with language! In this session, the presenter French teachers are encouraged to attend. part of college and career readiness, will look at how to transform assessments Resources for advocacy and strategies for recognize programs of quality, tap new data into meaningful, authentic, and engaging growing and developing French programs, from national studies, and outline a roadmap ways to capture student progress. Integrating as well as other AATF-related opportunities for expanding language learning. “Can-Do” statements and proficiency for French teachers and their students, will targets, and focusing on the three modes of be presented. Through an interactive, Organizer/Presenter(s): communication, the presenter will share multimedia presentation with pauses for Marty Abbott, examples of performance assessments and discussion, participants will learn of many ACTFL, Alexandria, VA practice transforming some typical language exciting ways to build excitement for their Desa Dawson, topics and developing assessments for use in French programs, grow enrollment, and join ACTFL & Oklahoma State Dept. of any language classroom. forces to advocate for French with their Education, Oklahoma City, OK colleagues. This session will share specific Organizer/Presenter(s): Intended Audience(s): PreK-16+ (all) strategies for increasing community Catherine Ritz, excitement for French via public relations Keyword: Policy, issues Arlington Public Schools, Arlington, MA efforts, media blasts, etc. All resources will Strand: General Intended Audience(s): PreK-16+ (all) be shared electronically. Examples in: Several Keyword: Assessment Organizer/Presenter(s): Jon Shee, Language(s) spoken: English Strand: D St. Luke’s School, New Canaan, CT Examples in: Several Intended Audience(s): Secondary (6-12) Language(s) spoken: English Keyword: Communities/Workplace

Strand: General

Examples in: French

Language(s) spoken: English and French

Saturday, February 11, Session 7, 10:15–11:15 a.m. 51 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

226. Around the World with Google 228. Best of NH: Approaches & Activities 230. EXHIBITOR SESSION: Walking for LGBTQ-Inclusive Language Toward Excellence in the Spanish Session: 7 Murray Hill West Classrooms Classroom: Federico García Lorca Session: 7 Gramercy West Participants will learn how to use Google Session: 7 Clinton My Maps, Google Earth, and Google In this session, I argue for paying greater This session will focus on culture and literature Hangouts to explore other cultures and attention to the needs of LGBTQ students in from a hands-on point of view. We will present connect with others around the globe. My our language classrooms. I begin with a brief Federico García Lorca’s life and work and Maps is a collaborative tool that allows overview about the repercussions of hostile learning environments for LGBTQ students. analyze its importance in the group of artists of students to create maps together and share the Spanish Generation of ’27 as well as the them with others. These maps can be Then, I demonstrate how most language teaching materials fail in their representation of connection between his life and his work. We exported to Google Earth to “fly” observers intend to present different make and take to the map destinations. Finally, Google LGBTQ lives and experiences, either erasing LGBTQ identities completely or including strategies and activities to work with in the Hangouts facilitates online connections with them in ways that are problematic. I then take a Spanish classroom. Be ready to participate and others around the globe — including the practical and hands-on approach to filling in work with us. You'll leave with a backpack full very popular “mystery hangouts.” this gap. If our materials are imperfect (as they of ideas ready to use in your classroom. Organizer/Presenter(s): likely always will be), what can we do to make Organizer/Presenter(s): Lillian Carey, our classrooms more inclusive? I will give María José Sánchez Quirós, Ed.D., examples, and I will invite participants to Hauppauge Public Schools, Hauppauge, NY Embassy of Spain-Education Office, engage in analyzing problems and proposing Washington, D.C. Intended Audience(s): Secondary (6-12) solutions. Participants will leave the session

Keyword: Connections/Comparisons with both a more finely tuned eye/ear for Intended Audience(s): High School & noticing non-inclusive materials, and a toolkit College Strand: F of methods for increasing inclusion. Keyword: Culture/Literature Examples in: French, Spanish Organizer/Presenter(s): Strand: General Language(s) spoken: English Holly Cashman, Ph.D., University of New Hampshire, Durham, NH Examples in: Spanish

227. Recipe for Success: Language, Intended Audience: High School & College Language(s) spoken: Spanish

Culture, and Cuisine in Upper Levels Keyword: Diversity Session: 7 Gramercy East 231. Using Short Videos to Motivate and Strand: General All language classes celebrate cultures through Engage Students food-related activities, but this language, Examples in: Spanish, French Session: 7 Madison culture, and cuisine course has a different goal Language(s) spoken: English and flavor. It aims to retain, engage and inspire Short videos are a means with which to

students in language programs beyond their motivate and engage students in language language requirements and advances their 229. Getting All Your C’s and Modes in learning. Short videos can improve students’ language and cultural competence to a higher — With Music! intercultural awareness and give them authentic listening practice. In this session, level. Participants will learn how to structure a Session: 7 Gibson language and culture cuisine course around participants will learn how to use short mini thematic units, such as food and identity, Jazz it up a little with music as an authentic animated videos with no sound, as well as food and memory, and food and media. This resource that highlights songs with videos cortometrajes from Spanish-speaking session offers tools, including advanced from the Hispanic world. This interactive countries, to engage students. Attendees will technology, for locating authentic materials session features music and viewing activities participate in activities that go with each video shown, and will learn where to find the videos, and building communicative language that connect to the 5 C’s, integrate all three how to evaluate them for class use and how to activities around them. Examples are drawn language modes, and provide a review of create activities to go with them. from courses taught in Hebrew and Japanese at contextualized grammar. These scaffolded Boston University. activities and strategies are sure to increase Organizer/Presenter(s): Organizer/Presenter(s): your students’ enjoyment on their Mira Angrist, proficiency journey. Participants will Julie Wilhelm, Boston University, Boston, MA receive a packet with the PowerPoint Iowa State University, Ames, IA presentation, activities, and songs. Anna Elliott, Ph.D., Intended Audience(s): PreK-16+ (all)

Boston University, Boston, MA Organizer/Presenter(s): Keyword: Materials

Intended Audience(s): Four-year Billie Hulke, Strand: General College/University Baylor University, Waco, TX Examples in: Spanish Keyword: Curriculum Intended Audience(s): High School & Language(s) spoken: English Strand: F College

Examples in: Hebrew, Japanese Keyword: Instructional strategies

Language(s) spoken: English Strand: C

Examples in: Spanish

Language(s) spoken: Spanish

Saturday, February 11, Session 7, 10:15–11:15 a.m. 52 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

232. Advisory Council Lunch 235. Getting Them to the Targets: The 237. Amazing Technology for (11:30 a.m. - 1:15 p.m.) Importance of Learning Pathways Assessment and Feedback This is a closed meeting of the NECTFL Session: 8 Sutton Center Session: 8 Regent Advisory Council. Contact NECTFL Nothing is more important than producing Want to help your students grow? Want to Headquarters to RSVP. students who feel an ever-increasing facility give faster feedback? Come see how two at language use. But we will not get there teachers have used technology to make without clearly defined, target-driven sense of all the data. Bring your device and Session 8 learning pathways. This session centers on be prepared to experience fun and engaging

an invigorated and inspired process that technology tools that you can use on 233. Make an Impression: Enhancing schools in the U.S. and abroad are using to Monday! Cultural and Linguistic Proficiency enliven curriculum writing that has the Organizer/Presenter(s): With Art promise of producing the results we want. Session: 8 Sutton South Session participants will leave with Heather Sherrow, examples, resources, and the suggested Howard County Public Schools, MD Impressionism is more than waterlilies! Refresh process that they can use in their home Shannon Lundgren, your knowledge of this artistic genre and how Bethlehem Central Schools, Delmar, NY and why it developed in 19th-century France, settings to design meaningful, target-focused and discover strategies to use Impressionist art and student-centered learning pathways. Intended Audience(s): Secondary (6-12) to strengthen your students’ cultural literacy Organizer/Presenter(s): Keyword: Technology and linguistic skills. Regardless of your Greg Duncan, students’ level of ability or even the language Strand: D InterPrep, Inc., Marietta, GA that you teach, you will easily be able to adapt Examples in: English, Spanish the techniques you learn in this workshop to Intended Audience(s): PreK-12 your own classroom in order to utilize art as an Language(s) spoken: English Keyword: Curriculum authentic cultural resource. Strand: C Organizer/Presenter(s): 238. Fostering Character and Examples in: English Confidence in the Language Anne Zachary, Ottoson Middle School, Arlington, MA Language(s) spoken: English Classroom Intended Audience(s): Secondary (6-12) Session: 8 Bryant

Keyword: Culture/Literature 236. Planting the Seeds of Proficiency: How can we foster deeper learning and Preparing Novices for AP Classes confidence in the language classroom? How Strand: General Session: 8 Beekman can we stretch the boundaries of students' Examples in: French worldviews while effectively building their Students often go through a bit of a shock Language(s) spoken: English communication skills? By framing units when transitioning into upper-level classes. with big ideas in the target language,

Despite our best efforts, they may perceive students are empowered to engage deeply in 234. Applying Principles of the OPI to their lower-level classes to be centered on class, even as "beginners." They explore Foreign Language Curriculum grammar and vocabulary, rather than a identity and values by contrasting two verbs: Development series of skills that will help them tener (to have) vs. ser (to be). In units on communicate their ideas. This session will Session: 8 Sutton North clothing and housing, they consider focus on strategies we can use in the novice- socioeconomics and lujo (luxury) vs. The principles of the ACTFL oral proficiency level classroom that will help our students necesidad (necessity). Through community- interview (OPI) are useful in developing understand how to apply their skills and building activities, discussions, and group activities and assessments that are appropriate knowledge as they move forward to upper- projects, they find their voice within the to the oral proficiency level of the learners. As level and Advanced Placement classes. a certified OPI tester, the presenter will share target-language classroom. This session insights gained through certification training Organizer/Presenter(s): provides a sampling of activities in Spanish that have implications for curriculum Jim Ventosa, that can be adapted for other languages. development and assessment. Participants will Marriotts Ridge HS, Marriottsville, MD Organizer/Presenter(s): have the opportunity to apply the principles of Intended Audience(s): Secondary (6-12) Chela Crinnion the OPI to the five “C” goal areas of the world Intended Audience(s): Secondary (6-12) readiness standards of ACTFL. Familiarity Keyword: Instructional strategies with the 5 C’s will be helpful to fully benefit Keyword: Instructional strategies Strand: General from the presentation. Strand: General Examples in: Spanish, Dothraki Organizer/Presenter(s): Examples in: Spanish Cindy Doutrich, Ph.D., Language(s) spoken: English York College of Pennsylvania, York, PA Language(s) spoken: English

Intended Audience(s): High School & College

Keyword: Curriculum

Strand: C

Examples in: Spanish

Language(s) spoken: English

Saturday, February 11, Session 8, 12:15–1:15 p.m. 53 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

239. Strategies for Increasing Reading 241. Let’s Play! Fun and Games in the 243. Leveraging Digital Literacy to and Writing Proficiency in Pre- World Language Classroom Enhance Cultural Competence AP/AP Chinese Session: 8 Murray Hill East Session: 8 Gramercy East Session: 8 Nassau East Need to spice up your classroom activities? After a discussion defining cultural This session examines and explores how to Want to motivate your novice language competence and digital literacy, the incorporate authentic texts, as well as learners to speak in the target language? presenter will introduce several websites and readers and web-based tools, into the pre-AP Let’s play some games! This session will be applications that can be used for gathering and AP Chinese language classroom to an opportunity for an experienced FLES and presenting cultural information. The increase student vocabulary and grammar teacher to share her tried-and-true games presenter will next show how effective use acquisition and to develop reading and activities that motivate beginning of those websites during instruction can also proficiency and literacy. Connections language learners time and time again. lead to a broad range of assessments. between increased reading proficiency and Games and activities will be modeled with Examples of student work will be presented enhanced writing proficiency will also be participants, so come ready to play! that demonstrate understanding of and explored. This session will be conducted ability to communicate effectively about the Organizer/Presenter(s): through dialogue between the presenter and target language cultural products, practices participants. Instructional strategies and Marissa Coulehan, and perspectives. Finally, the presenter will materials from novice to advanced levels The Dalton School, New York, NY elicit ideas and strategies from attendees that will be provided. Intended Audience(s): PreK-8 can ensure the effective utilization of tools that both promote digital literacy and Organizer/Presenter(s): Keyword: Instructional strategies enhance cultural competence while building Lisa Podbilski, Strand: General communication skills. Louisville Collegiate School, Louisville, KY Examples in: Spanish Organizer/Presenter(s): Intended Audience(s): High School Language(s) spoken: English Dan Carolin, Keyword: Instructional strategies Kennedy High School, Cedar Rapid, IA

Strand: General 242. Conversations in the Cloud Using Intended Audience(s): Secondary (6-12)

Examples in: Chinese VoiceThread Keyword: Instructional strategies

Language(s) spoken: English and Chinese Session: 8 Murray Hill West Strand: F

This session will focus on how teachers can Examples in: Japanese 240. Hosting Exchange Student Groups use VoiceThread to enhance communication and target language production in the world Language(s) spoken: English Session: 8 Nassau West language classroom. Learn how Have you considered hosting a group of VoiceThread can provide students with 244. Best of RI: Proficiency-Based exchange students at your school? Come opportunities to communicate ideas and Instruction Using Blended Learning engage in discussions with other language explore how one district makes this a reality! and Grouping learners while giving teachers innovative We will briefly discuss long-term vs. short- Session: 8 Gramercy West term and teacher-led vs. company-led ways to assess student understanding. We programs. We will spend most of our time will show you some great examples of Is your district or school implementing a 1:1 model? Are you looking for new and exciting discussing how to plan for visitors in your classroom connections, teach you how to get ways to engage students and implement school. Participants will receive an started with VoiceThread, demonstrate how to create and manage groups, and highlight proficiency-based instruction? This session administrative to-do checklist, a sample will introduce you to a variety of tools and letter to prepare co-workers, and a parent tips and tricks for using VoiceThread in the world language classroom. practices that can help you achieve these goals. night agenda outline. Discussion will also Using models for secondary Spanish 1 through include using the students in your lessons, Organizer/Presenter(s): AP, we will focus on how rotational groups getting the community involved, planning Mary Ellen Davies, and blended learning are effective for meaningful activities during their stay, and Hillsborough Township Public Schools, proficiency-based instruction. The session will troubleshooting problems. Discover how Hillsborough, NJ contain lecture as well as a hands-on approach. hosting can benefit your language program! Attendees are encouraged to bring a device. Intended Audience(s): Secondary (6-12) Focus will be from a German perspective, Organizer/Presenter(s): but can apply to other languages as well. Keyword: Technology Mark DeLuica, Organizer/Presenter(s): Strand: F North Kingstown High School, North Kingstown, RI Alicia Schmouder, Examples in: English, Chinese, German, Hollidaysburg Area Junior/Senior HS, Spanish, French, Italian Adam Laliberte, Hollidaysburg, PA North Kingstown High School, North Language(s) spoken: English Kingstown, RI Intended Audience(s): Secondary (6-12) Intended Audience(s): Secondary (6-12) Keyword: Connections/Comparisons Keyword: Professional development Strand: General Strand: General Examples in: German Examples in: English Language(s) spoken: English Language(s) spoken: English

Saturday, February 11, Session 8, 12:15–1:15 p.m. 54 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

245. Caribbean Music and Dance Come 247. Harnessing Technology to Achieve 249. Literary Connections Through Alive in French and Spanish Total Immersion in the FL Classroom Interdisciplinary Topics Session: 8 Gibson Session: 8 Madison Session: 9 Sutton North Emblematic songs and dances with African We will present strategies to implement blended This presentation will explore ways in which influence, primarily from Puerto Rico and learning — online and face-to-face — to literary works in the original or in translation Martinique, will be presented in Spanish and maximize classroom instructional time and attain can enhance the curriculum by providing links in French. Attendees will learn about proficiency goals for the students. We will to other disciplines. Examples will include incorporating standards while teaching present examples of projects using Google mainly French works, such as Proust and Docs/Slides and Quizlet Live. You will learn cultural content as well as various multi- Bergson with the psychology of memory, the how to creatively turn a topic into a theme media approaches for project-based film “Hiroshima mon amour” and science, the across a continuum. Specific examples of poetry of Baudelaire and art, Senghor with learning. Attendees should understand either students’ work and videos of their presentations history and sociology. Works applicable to Spanish or French. There will be time for will be shown. You will receive written copies various levels of language competency will be brainstorming methodology and the of assessment rubrics. This workshop will included. The presenter will indicate incorporation of standards at the end of the demonstrate methods that are sure to engage advantages for works in the original as well as hour-long session. Given the current and motivate your students. Participants should in translation, using curriculum materials from emphasis on themes and cultural knowledge bring an open mind and be ready to have fun experience in both areas, including team-taught in the French and Spanish AP exams, this with a foreign language! courses. The presentation will include student presentation will be helpful for any teacher responses and discussion by participants. Organizer/Presenter(s): considering ways effectively to teach culture in the vertical high school curriculum. Jayne Ameri & Carlos Avalos, Organizer/Presenter(s): Long Island School for the Gifted, South Sr. Mary Helen Kashuba, Organizer/Presenter(s): Huntington, NY Chesnut Hill College, Philadelphia, PA Polly Duke, Ph.D., Intended Audience(s): Secondary (6-12) Intended Audience(s): Postsecondary

Friends Academy, Locust Valley, NY Keyword: Technology Keyword: Connections/Comparisons

Edgar Posada, Friends Academy, Locust Valley, NY Strand: General Strand: C

Intended Audience(s): High School Examples in: Spanish Examples in: French

Keyword: Culture/Literature Language(s) spoken: English Language(s) spoken: English and French

Strand: C

Session 9 Examples in: French, Spanish 250. Moving Beginners From Interpretive to Interpersonal Language(s) spoken: French and Spanish 248. Top 10 Activities to Liven Up Your Communication Using Graphic Language Class Organizers 246. Using the Dramatic Arts in the Session: 9 Sutton South Session: 9 Sutton Center World Language Classroom Increase the level of enthusiasm and Getting students to speak with their classmates Session: 8 Clinton participation in your class with games, in the target language at the novice level may This is an interactive workshop designed for cooperative activities and technology. Make be difficult. This session presents strategies teachers who are looking to incorporate the students feel like your class is fun and and interactive tasks that engage students while in the interpretive mode of communication, more theatrical activities into their world games when it’s actually a valuable learning focusing their attention in target language input language classes. With these activities, environment that fosters all skills. Participants will learn many new games, activities and use using graphic organizers, and preparing them students can be encouraged to manipulate of technology such as apps, websites etc., that to create and respond to questions via teacher- the target language while using physical will enhance their lessons. Games and student and student-student interactions. activity and emotional involvement to activities presented will include demonstrations Examples will be provided in Spanish and increase their language proficiency. and audience participation. Teachers will leave materials will be shared via handouts and an Participants will have the opportunity to with materials and links that can be electronic folder. participate in and view examples of the implemented with any language or level. All Organizer/Presenter(s): activities as well as discuss ways to participants should bring a device (laptop, adapt/modify the activities to meet students’ tablet, smartphone) in order to get the full Carolina Bustamante, Ph.D., needs. experience. Bring the life back to your State University of New York at Old classroom and your students will beg for more! Westbury, Old Westbury, NY Organizer/Presenter(s): Intended Audience(s): High School & Stephanie DeAngelo, Organizer/Presenter(s): College Somerset Hills School District, Valérie Greer & Wendy Mercado, Bernardsville NJ Bay Shore Middle School, Bay Shore, NY Keyword: Instructional strategies

Intended Audience(s): PreK-12 Intended Audience(s): Secondary (6-12) Strand: C

Keyword: Instructional strategies Keyword: Instructional strategies Examples in: Spanish

Strand: General Strand: General Language(s) spoken: English

Examples in: French, English, Spanish Examples in: French, Spanish

Language(s) spoken: English Language(s) spoken: English

Saturday, February 11, Session 8, 12:15–1:15 p.m. / Session 9, 2:00–3:00 p.m. 55 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

251. Best of NY: Don’t Just Read About 253. Sponsored Session: Personalized 255. Venture Out of the Classroom: Culture, Live it! Children’s Books in English and Collaboration Among Three Language Classes Session: 9 Beekman Spanish Session: 9 Nassau West Session: 9 Bryant Do you wish you had more time for culture This session is designed to share a Iván Cortázar (Spain) is an award-winning in the classroom? Why not make it a key collaborative project in different language filmmaker. He collaborated with his mother, a integrated component of your unit? Learn classes of Chinese, Japanese, and Korean. The fine artist and illustrator, and his five-year-old how to plan units around cultural three East Asian language lecturers conducted son to create the new app series “Yuri and The experiences that simulate real life in the a project where students explored their target Flying Squid,” a personalized, multilingual target culture, from a quinceañera language and culture on and around the children’s book app that fosters creativity and celebration to a virtual trip to Santiago, campus and created a web magazine, “Venture love for the environment. Flying Squid is fully Chile. Students will feel like they are just out of the classroom,” in their target languages. functional in both English and Spanish, with playing, while they develop their In-depth reports of the process and results of professional narrations and allows children the projects will be presented and discussed. communication skills in a cultural context from all over the world (of any gender or race) Also, the panel will examine the advantages and create memories they'll want to write to personalize the hero of the story to their and challenges in using project-based learning about. Participants of this workshop will liking, and even record their own narration. to teach a foreign language, and the important receive handouts with sample unit plans and Iván is raising his children in a trilingual roles of instructors in conducting a joint project then brainstorm ideas to implement in their family (Spanish, English and Korean) in New in multiple language classes. own classrooms. York City. He uses his apps to nurture rich Organizer/Presenter(s): dialogue and experiences between him and his Organizer/Presenter(s): children. Jennifer Fuller, Kayo Nonaka, Homer Junior High, Homer, NY Organizer/Presenter(s): Eunju Na, Xiaohong Hou, Iván Cortázar, Intended Audience(s): Secondary (6-12) New York University, New York, NY The Flying Squid, New York, NY Keyword: Culture/Literature Intended Audience(s): Four-year Intended Audience(s): Elementary College/University Strand: General Keyword: Diversity Keyword: Connections/Comparisons Examples in: Spanish Strand: General Strand: General Language(s) spoken: English Examples in: English, Spanish Examples in: Chinese, Japanese, Korean

252. A Differentiated Learning Model in Language(s) spoken: English and Spanish Language(s) spoken: English

World Languages Session: 9 Regent 254. Moving on Up: Strategies for 256. The Case of Teaching Culture in the Deepening Skills and Content Spanish Language Classroom Although a course may be labeled with a Knowledge particular level, the range of abilities and Session: 9 Nassau East Session: 9 Murray Hill East readiness in each class spans a continuum. In many language programs, the same themes Participants in this interactive session will Through a station-rotation model and learn about frameworks for designing and and topics recur throughout the curriculum, leveled reading groups, our district is even as the classroom and technologies assessing project-based units, discuss sample projects used by the presenters and then break implementing a differentiated learning continue to evolve. Within smaller programs, out in small teams to draft, pitch and vote for model where struggling students are given or when teaching multiple levels and/or the the scaffolds and supports they need, and same student audience, instructors need to the best project from the audience. This session advanced learners are given challenges develop strategies for revisiting these themes in will address the representation of Hispanic cultures in the Spanish language (ELE) through enrichment with the goal of growth ways that encourage the development of classroom. Starting from the premise that for all. We will illustrate how this blended critical thinking, and in ways that connect and model can be applied to the world language re-connect these strands to the standards. In textbooks often offer a stereotyped or classroom and share examples of tiering of this session we will provide examples of how outmoded view of the Hispanic cultures, presenters will demonstrate various teaching authentic text, assignments, and writing to revisit themes such as food, housing and strategies (e.g. text annotation, a rap contest, a prompts that provide rigor to all students. school systems with increasing content and richness as students’ language proficiency virtual museum with QR codes), for the renewal of cultural content focusing on the Organizer/Presenter(s): builds. Presenters share teaching materials, selection of materials and technologies for Leslie Grahn, activities and successful strategies. Howard County Public Schools, MD information and communication (TIC). Organizer/Presenter(s): Organizer/Presenter(s): Carol Schlaefli, Jennifer Peterson, Howard County Public Schools, MD University of Minnesota, Twin Cities, MN Lissette Soto, Mariana San Martin, and Ana Yáñez Rodriguez, Intended Audience(s): Secondary (6-12) Gisela Hoecherl-Alden, Massachusetts Institute of Technology, Keyword: Instructional strategies Boston University, Boston, MA Intended Audience: High School & College Cambridge, MA Strand: D Intended Audience: High School & College Keyword: Instructional strategies Examples in: Multiple Keyword: Instructional strategies Strand: General

Language(s) spoken: English Strand: General Examples in: German

Examples in: Spanish Language(s) spoken: English Language(s) spoken: English and Spanish

Saturday, February 11, Session 9, 2:00–3:00 p.m. 56 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

257. Inspiring Novice Language 259. EXHIBITOR SESSION: Proficiency in 261. Mead Project: Community-Engaged Learners to Speak and Write the Three Modes: Building Teaching in a Predominantly White, Communicative Competence Through English-Speaking Area Session: 9 Murray Hill West Authentic Tasks Session: 9 Clinton Many early language learners and novice-level Session: 9 Gramercy West students are hesitant to speak. Other students 2016 Mead Fellow: The community-engaged have never heard their own voices in English, Today’s students are expected to leave high project “Niños y niñas bilingues y biculturales,” not to mention a new language. These school college- and career-ready. In the forged through a partnership between the activities, apps and websites will encourage world language classroom, this translates YMCA-Duquesne Child Development Center speaking. Novice learners will be inspired to into the ability to communicate effectively and the Dept. of Modern Languages at Duquesne demonstrate their new skills with recordings in the interpersonal, interpretive and University, combined the learning goals of two and/or written personal correspondences such presentational modes. In this interactive upper-level courses with the positive impact of learning a foreign language at an early age. as postcards and invitations, poems, cartoons, session, participants will see how the use of College students worked cooperatively in comics, story maps, storyboards, stories, and authentic resources and real-world short videos. Writings and recordings groups to develop a 3-week program on basic communicative tasks will increase vocabulary, geography, history, and cultural presented may be saved and shared, or linked engagement and enhance communicative with the class or community via a webpage, features of several Spanish-speaking countries competence. Participants receive samples for monolingual children, ages 3-5. class newspaper, blog, Edmodo, or Google and prizes! Drive or Classroom. All technology and Reflective essays from students and surveys traditional activities will encourage personal Organizer/Presenter(s): from parents confirmed the positive and substantial impact of the program on children, expression and creativity. Barbara Jones, Ph.D., college students, and parents. Organizer/Presenter(s): Santillana USA Publishing Organizer/Presenter(s): Charlene Sirlin, Intended Audience(s): Secondary (6-12) Lucía Osa-Melero, Ph.D., Croton-Harmon UFSD, Croton-on-Hudson, NY Keyword: Curriculum Duquesne University, Pittsburgh, PA Intended Audience(s): Middle School Strand: Exhibitor Session Intended Audience(s): Four-year Keyword: Technology Examples in: Spanish College/University

Strand: F Language(s) spoken: English Keyword: Communities/Workplace

Examples in: French, Chinese, Spanish Strand: General

Language(s) spoken: English 260. Preparing Tomorrow’s Global Examples in: Spanish Citizens: Standards and Competencies Language(s) spoken: English 258. Creating a Cultural Lens With a Session: 9 Gibson 360-Degree Perspective What do the 4 C’s of the NEA/P21, the 5 262. Tech, Target Language, and Sub Plans! Session: 9 Gramercy East C’s of ACTFL’s world readiness standards, Session: 9 Madison and your classroom have in common? In an Let your students explore the world in 360 increasingly global world, teaching a We all made sub plans to be present today for degrees! Use 360-degree fly videos or create language is more than drills and flashcards. this conference. What is happening in those your own to use in class. These videos allow classes right now? Students are passively We are expected to cultivate cultural your students to make their own connections watching movies, crunching through grammar competency for (mis)understood peoples, with the target culture in virtual reality. packets, and undoubtedly speaking in English. encourage comparison with (un)known Observe how the video camera functions Bleh! Let’s blow up our preconceived notions cultures, and connect to our local community and is uploaded to YouTube. Examine about what can be accomplished when we’re and the world. How can we include these essential questions, curricular materials, and gone! How might we use technology and out- philosophies, encourage higher order and the many projects you can try in class. Think of-the-box thinking to create meaningful sub critical thinking skills, and stay true to our of the possibilities of having students plans that allow students to remain in the target curriculum? Using examples from ACTFL’s connect videos to Google Cardboard. Videos language for world language classes? Design globally engaged programs, take a few along with lessons will be shared with Thinking will be used to collaborate with fellow educators and present ideas to creatively participants. moments to process all that is being asked of world language teachers and discuss how to engage students using technology to use the Organizer/Presenter(s): integrate it into a lesson plan, the year’s Target Language and experience meaningful Carmen Campos, curriculum, and K-12 language study. development in our absence! All are welcome! The Dalton School, New York, NY Organizer/Presenter(s): Organizer/Presenter(s): Intended Audience(s): Secondary (6-12) Béckie Rankin, Amber Berry, St. Luke’s School, New Canaan, CT Keyword: Technology Lexington High School, Lexington, MA

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

Strand: F

Keyword: Culture/Literature Keyword: Instructional strategies

Examples in: Spanish

Strand: C Strand: General

Language(s) spoken: English Examples in: French Examples in: Several

Language(s) spoken: English Language(s) spoken: English

263. Mentor Scholarship Winner Debrief Session: 9 New York Suite 4th Floor This is a closed meeting for Mentor Scholarship Program winners and their mentors.

Saturday, February 11, Session 9, 2:00–3:00 p.m. 57 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

Session 10 266. Starting Off On the Right Foot 268. Piecing Together the Proficiency Puzzle Session: 10 Sutton Center 264. Bringing the Arab World to the Classroom Session: 10 Regent Session: 10 Sutton South Want students to run to class because they can’t wait to see what you’re going to share It can be so challenging to determine how This session explores the challenging task of with them and what they’ll be doing that well our students are doing in our language bringing the real Arab World to the classroom. day? Rethink your typical warmup drill — classes. What kind of feedback is most The challenge facing a good Arabic teacher is this kind of motivation speaks to relevance, effective for language learners? How can we to destabilize cultural and academic constructs. enthusiasm, curiosity, focus, and fun. And best assess our students’ proficiency in both What to choose or cover? How to find a common with so many authentic resources available language and culture? In this session we will ground among many Arabic speaking cultures to us now, starting our lessons off on the explore elements of backward design, the in a world where a tense and conditioned political use of rubrics, standards-based and discourse dominates? Linguistics, the main right foot has never been easier or more motivating. This session will introduce you performance assessments and self- theoretical framework for most Arab pedagogues assessments using the can-do statements and and textbooks authors, brings the world and its to 13 types of authentic resources to use as portfolios. Resources and assessment languages to the lab, while a cultural literacy lesson introductions and will give you the examples will be provided. approach to Arabic as L2 should take Arabic to top 10 ways to use them across proficiency the world and bring the world back to the classroom. levels in the three modes of communication. Organizer/Presenter(s): Cultural venues from the internet and from Lori Langer de Ramirez, ethnographic real-life experiences with Arab Organizer/Presenter(s): The Dalton School, New York, NY speaking communities will be discussed. Deborah Espitia, Educational Consultant, Lewes, DE Intended Audience(s): PreK-12 Organizer/Presenter(s): Intended Audience(s): PreK-16+ (all) Keyword: Assessment Rajaa Chouairi, Ph.D., John Baskerville, Ph.D., Keyword: Instructional strategies Strand: D

U.S. Military Academy, West Point, NY Strand: C Examples in: English, Spanish, French

Intended Audience(s): Four-year Examples in: Spanish, French Language(s) spoken: English College/University Language(s) spoken: English Keyword: Instructional strategies 269. Post-Mao Chinese Rock & Roll Strand: General 267. Assessing What Counts: A Session: 10 Bryant Examples in: English, Arabic Principled Approach to Popular music is always a reflection of the Language(s) spoken: English Performance Assessment culture and society in which it is produced, Session: 10 Beekman making it a good topic for a context-based 265. Fostering Intercultural Competence While the use of performance assessments in language and culture course. “At Through Student-Centered Projects in language classrooms is now a well-accepted Bennington, language classes are shaped Intermediate Spanish practice, there is an ongoing need to ensure around ideas and cultural backdrops that Session: 10 Sutton North we are assessing what “counts.” This session provide context and meaning, deepening ... The intermediate Spanish-language curriculum offers language teachers a principled understanding of language and expanding ... typically includes oral exams, textbook approach to assessing their students’ capacity to communicate.” In this seminar, segments on culture and written tests that language ability. Specifically, participants Ginger Lin will introduce the Post-Mao foreground grammar precision. These elements will learn how insights from research in Chinese Rock & Roll course that she teaches are not particularly effective at engaging the language testing can inform the at Bennington College. Participants will majority of ACTFL's world readiness standards. development of performance assessments in receive sample materials and participate in This presentation reports on several student- the classroom and provide a framework for demonstrations of some of the activities that centered, active-learning alternatives to these evaluating, promoting, defending, and take place in the classroom. Participants will traditional components that target four of the arguing for the overall usefulness of these gain ideas on how to use popular music as a standards in concrete ways. We show how a assessments. After attending this session, topic for a content-based language and series of new activities (cultural workshops, teachers will feel more confident when culture course. experiential learning partners, Instagram communicating with relevant stakeholders Organizer/Presenter(s): projects) improved students’ communication (parents, administrators, etc.) about student skills in Spanish, as well as developed their outcomes. Ginger Lin, intercultural competency and increased their Bennington College, Bennington, VT participation in multilingual communities both Organizer/Presenter(s): within and beyond the classroom. Intended Audience(s): Four-year Scott Grapin, College/University Organizer/Presenter(s): New York University, New York, NY Keyword: Culture/Literature Bridget Franco, Ph.D., Intended Audience(s): PreK-16+ (all) Helen Freear-Papio, Ph.D., Strand: General Keyword: Assessment College of the Holy Cross, Worcester, MA Examples in: Mandarin, English Strand: General Intended Audience: High School & College Language(s) spoken: English Examples in: Several Keyword: Curriculum Language(s) spoken: English Strand: C

Examples in: Spanish

Language(s) spoken: English

Saturday, February 11, Session 10, 3:15–4:15 p.m. 58 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

270. Language Lessons Through Avant- 272. Teaching Little Kids With 274. Evaluating Digital Environments Garde Art Comprehensible Input for Interactive L2 Reading Session: 10 Nassau East Session: 10 Murray Hill East Session: 10 Gramercy East Enrich language instruction with Italian futurism You must start somewhere. What words do Digital glossing tools are found to be most and German expressionism! While fascination we teach? How can we manage the energy? effective when images, videos, lexical and with speed, light, machines and experimentation How can we keep the new language contextual clarification, and definitions in with language was typical of Boccioni, Balla, comprehensible? How do we make the context are provided. Popular digital glossing Filippo and Benedetta Marinetti, expressionist children feel successful? I will share some sites, such as Readlang, Lingua.ly, and Annotext painters like Kirchner, Macke and Marc practiced allow readers to choose from a variety of levels an impulsive, sensuous approach to art and life, home-run stories, practical ideas, and tried- and-proven lessons with a particular focus of difficulty for their , and provide longing for harmony with nature. Despite their annotations in various forms in both English on comprehensible input with young differences, these artists shared a naïve enthusiasm and in the target language. The following st children. for war, a startling discovery for 21 -century presentation will highlight the features of digital students. The possibilities for language instruction Organizer/Presenter(s): glossing tools and map these tools to are manifold, including games, oral and written Catharina Greenberg, standards-based instruction. The talk will also discussion, and creative responses in the form present Project TALOS, a prototype developed of logos, manifestos, poems and film skits, not Far Brook School, Short Hills, NJ at Marist College that sets out to provide a reading to mention the added possibilities of intercultural Intended Audience(s): Elementary environment designed around research on events. Keyword: Instructional strategies vocabulary acquisition theory and ACTFL’s Organizer/Presenter(s): performance descriptors of interpretive reading. Strand: General Beate Alhadeff, Organizer/Presenter(s): Boston University, Boston, MA Examples in: French Kevin Gaugler, Ph.D., Dr. Claretta Tonetti, Language(s) spoken: English Laura Gardner, Boston University, Boston, MA Marist College, Poughkeepsie, NY Intended Audience(s): Four-year College/University 273. Online Courses in a University Intended Audience(s): Four-year Foreign Language Curriculum: College/University Keyword: Culture/Literature What Possibilities? Keyword: Technology Strand: General Session: 10 Murray Hill West Strand: F Examples in: German, Italian This presentation will review best practices Examples in: Spanish, French, Italian Language(s) spoken: English as well as the possibilities for teaching French (or Spanish) in an online Language(s) spoken: English environment at the university level. For- 271. Building Teacher Leaders: profit online universities, evolving Research, Reflections, and Practices 275. Best of GWATFL: Differentiated traditional student preferences, and for Leading Change Instruction in the Foreign Language budgetary difficulties — as well as questions Classroom Session: 10 Nassau West relating to access, adult learners, Session: 10 Gramercy West This session will inspire educators to become practicality, and degree completion — all leaders in our profession and recognize that have changed the face of higher education Differentiated Instruction provides students their voices and contributions make a difference. and redefined our perspectives on online with choices or learning options based on their Teachers are leaders with important formal and education. In this light, we will review readiness, interests and learning styles. In this informal roles that are leveraged for student possible strategic planning for online session, I will be sharing the journey of the learning. This session will address three ways delivery and the foreign language classroom, differentiated classroom at Norwood School. that empower teachers to be leaders of change and consider challenges. This approach has been a schoolwide initiative. in their districts and states. Leaders use research I will share strategies, lesson plan ideas for to grow as lifelong learners, engage in collegial, Organizer/Presenter(s): differentiation, tier assignments, extension not just congenial, dialogues to improve practices Catherine Danielou, Ph.D., menus, choice board ideas, etc. Participants are and understand that sharing is a moral imperative University of Alabama at Birmingham, invited to participate in an informal panel to to create change. The session will be highly Birmingham, AL discuss the benefits and challenges in interactive and an opportunity to share learning, Intended Audience(s): Four-year implementing differentiated instruction in the since the true work of leaders is to take risks Foreign Language classroom. Or just come to College/University and share the journey to bring about change. learn about the topic! I invite participants to Keyword: Instructional strategies bring samples of lesson plans or activities that Organizer/Presenter(s): they have tried in their classroom to share with Lea Graner Kennedy, Strand: General the group. Stonington Public Schools, Stonington, CT Examples in: French, Spanish Organizer/Presenter(s): Greta Lundgaard, Language(s) spoken: English Plano, Texas ISD, Plano, TX Karen Adamson, Norwood School, Bethesda MD Intended Audience(s): PreK-16+ (all) Intended Audience(s): PreK-8 Keyword: Professional development Keyword: Instructional strategies Strand: General Strand: General Examples in: Spanish, French, German Examples in: Several Language(s) spoken: English Language(s) spoken: English and Spanish

Saturday, February 11, Session 10, 3:15–4:15 p.m. 59 SATURDAY DESCRIPTIONS OF ALL WORKSHOPS AND SESSIONS SATURDAY.

276. À mon avis? Structuring a Unit to 277. The Modern Polyglot Movement: 278. Open-Mindedness and Cultural Encourage Discussion Motivated Students and Competence: Worldly Instruction Session: 10 Gibson Autodidacticism for All Session: 10 Clinton Session: 10 Madison This presentation aims to provide fellow language teachers with a guide to planning a Today in their free time, motivated students Just because they signed up for your thematic unit that gives students the skills, of all ages are active in language groups on language class doesn’t mean they are language, and confidence to lead their own Facebook, WhatsApp, and a variety of other internationally open-minded. Help students Harkness discussion. Additionally, this online arenas. On Facebook, for example, learn about the world’s languages, cultures, session will provide an array of interactive students as young as 13 flock to many and contributions in meaningful ways. Learn activities to build spoken expression among thousands of groups — for polyglots, about activities and daily strategies that help students and prepare students to express French, Russian, Chinese, Slavic languages, to make students receptive to others and their ideas. The session will demonstrate Swahili, Lakota — everything! Children even more eager to learn about the countries how to generate useful thematic vocabulary, from around the world chat multilingually, where they speak your target language. choose issues that students are interested in, watch music videos and TV series from Make your classroom into a worldly and develop project ideas to prepare for a other countries, and share language tips classroom by celebrating all students’ final discussion. while developing international friendships. heritages and watch your students mature Through a better understanding of these into global thinkers. Students will want to Organizer/Presenter(s): thriving extracurricular linguistic activities, continue to take your class. The bridges you Rebekah Skoog, teachers can more effectively engage, build will help them make connections in Tilton School, Tilton, NH challenge, and inspire students of varying their communities, and they will come and Intended Audience(s): High School abilities and interest levels in their tell the class about it. The effect is classrooms. exponential! Keyword: Instructional strategies

Strand: C Organizer/Presenter(s): Organizer/Presenter(s): Ellen Jovin, Effie Hall, Examples in: French, English Words & Worlds of New York, NY Loudoun Co. Public Schools, Ashburn, VA Language(s) spoken: English Intended Audience(s): PreK-16+ (all) Intended Audience(s): Secondary (6-12)

Keyword: Professional development Keyword: Diversity

Strand: General Strand: General

Examples in: English Examples in: English, German, Spanish

Language(s) spoken: English Language(s) spoken: English

279. Closing Plenary Session Sutton North, Center and South 4:30–5:30 p.m.

All attendees are welcome and encouraged to join us in our closing plenary session. It is our hope that the Northeast Conference will continue its long-standing tradition of being our professional home base for attendees, and the opening and closing sessions are the perfect venues for conference attendees to connect around the conference theme and strands. At our closing plenary, “Strengthening World Language Education: Standards for Success: What have we learned?” we will highlight findings from the six strands and share our visions for continuing the professional conversation as we return to our respective home institutions.

Saturday, February 11, Session 10, 3:15–4:15 p.m. 60 INDEX OF PRESENTERS

Abare, Cecilia 213 Concannon, PJ 174b Gaugler, Katie 174b Abbott, Marty 117 & 225 Conner, John 135 Gaugler, Kevin 145 & 274 Abrate, Jayne 173 Conner, Tom 102 Gifford, Charlotte 5 & 172 Agostinelli-Fucile, Christina 134 Corbin, Natalie 128 Gimeno Ugalde, Esther 110 Aguilar-Francis, Sarah 126 Cortázar, Iván 253 Glass, Rob 142 Alhadeff, Beate 270 Cothrun, Keith 165 Glimois, Laurene 137 & 168 Alizio, Jonathan 153 Coulehan, Marissa 138 & 241 Glisan, Eileen 1 & 101 Alvarez, Stefanie 141 Coxon, Mike 129b Gómez-Pereira, Diana 212 Ameri, Jayne 247 Crinnion, Chela 238 Gosson, Renée 169 Angrist, Mira 227 Cunningham, Katie 222 Grahn, Leslie 10 & 252 Arribas, Ines 6 Damari, Rebecca 168 Graner Kennedy, Lea 271 Aubry, James 168 Daniel, Robert 102 Grapin, Scott 267 Avalos, Carlos 247 Danielou, Catherine 173 & 273 Greenberg, Catharina 272 Baraldi, Michela 133 Davies, Mary Ellen 242 Greer, Valérie 11 & 248 Baskerville, John 264 Dawson, Desa 225 Griffin, Katrina 203 Baskinger, Louis 9 & 162 DeAngelo, Stephanie 246 Grimley, Ben 222 Beaudin, Andre 143 Decker, Claudia 108 Guensch, Sylvia 112 Belmonti, Valeria 208 Delfosse, Pam 164 Hackbarth, Viktoria 166 Berman, Cheryl 12 DeLuica, Mark 244 Haigh, Rosemary 115 Berry, Amber 262 Derriman, Kym 114 Hall, Effie 278 Bogdan, Michael 202 Dolcy, Lamar 168 Hart, Betsy 164 Boland, Hal 165 Donato, Richard 1 & 101 Hathaway Rube, Jaclyn 215 Bornier, Evelyne M. 168 Doutrich, Cindy 234 Hawkins, Maris 153 Brady, Tracy 155 Dowd, Janice 127 Hazan, Maurice 159b Brightbill, David 126 Duke, Polly 245 Hennessey, Janis 4 Bustamante, Carolina 168 & 250 Duncan, Greg 235 Herman, Eric 129b Campanaro, Marie 156 Dzieweczynski, Jessica 219 Hernandez, Milvia 163 Campos, Carmen 258 Eddy, Jennifer 2 Herrera, Carmen 144 Carballo, Alexander 153 Elahmadieh, Iman 153 Hochberg, Judy 157 Carberry Gottlieb, Alison 149 Elliott, Anna 227 Hoecherl-Alden, Gisela 14 & 254 Carey, Lillian 226 Emery, Michelle 123 Holmes, Mary 159 Carolin, Dan 243 Erickson, Katie 3 Hou, Xiaohong 255 Casale, Regina 224 Esa, Mohamed 131 & 210 Huhn, Christina 168 Cashman, Holly 228 Espitia, Deborah 266 Hulke, Billie 229 Castillo-Scott, Aurora 167 Fan, Na 159b Jia, Baocai 8 Chalupa, Cynthia 218 Fegely, Kathy 14 Jones, Barbara 259 Chamberlain, Mary 153 Fox, Rebecca 116 Jones, Norah 207 Chavez, Evelyn 168 Franco, Bridget 265 Jovin, Ellen 277 Chen Lin, Carol 8 & 127 Frank, William 124 & 153 Jurado-Moran, Glenn. 7, 112, 153, 211 Cherif, Ouajdi 140 Franklin, Laura 172 Kagan, Kate 153 Childs, Maurice L. 153 Freear-Papio, Helen 265 Kang, Loraine 168 Childs, Maurice L. 158 Fuller, Jennifer 251 Kashuba, Mary Helen 249 Chouairi, Rajaa 264 Gallardo, Concetta 146 Katradis, Maria 116 & 168 Christopher, Samantha 120 Gardi, Aheng 153 Kearney, Erin 122 Conboy, Ana 110 Gardner, Laura 274 Kennedy, Lea 145

61 INDEX OF PRESENTERS

Kennelly, Brian 105 Posada, Edgar 245 van Kerckvoorde, Colette 107 Ketner, Jay 145 Quinlan, Cheri 121 Venere, Sherry 139 Kowalczyk, Michael 104 Ramella, Kate 220 Ventosa, Jim 236 Krawczyk, Cassandra 160 Rankin, Béckie 260 Villa, Sara 153 Krotzer, Kate 206 Ray, Von 129b Watson, Jeff 139 Laliberte, Adam 244 Rego, Adriana 160 Webb, Kelley 116 & 168 Langer de Ramirez, Lori 268 Reier, Christine 146 Weiss, Ed 9 & 162 Lanphier, Adam 152 Reuber, Alexandra 110 Wight, Mary Caitlin 168 Lapidus, Alec 168 Ritz, Catherine 221 Wilhelm, Julie 231 Lee, Lucy 8 & 127 Robustelli-Price, Amanda 171 Wollensack, Jean-Luc 118 Lennon, Pat 115 Rodriguez, Noemi 136 Yáñez Rodriguez, Ana 256 Levet, Sabine 170 Rodriguez Ballesteros, Veronica 217 Zachary, Anne 233 Liamkina, Olga 150 Rodríguez-Von Vogt, Lourdes 147 Zeller, Ingrid 210 Ligas, Mariah 131 Rumeau, Nicole 128 Zeppieri, Rosanne 115b Lin, Ginger 269 Sacco, Liz 144b Zimmerman, Nancy 168 Lin, Yu-Lan 8 Samartzi, Foteini 119 Lluch, Monica 125 & 153 San Martin, Mariana 256 Lundgaard, Greta 151 & 271 Sánchez Quirós, María José 230 Lundgren, Shannon 237 Sayers, Rich 129 & 216 Lutz, Nathan 109 Schlaefli, Carol 252 Macione, Beatriz Huarte 168 Schmiers-Heller, Jutta 119 Mahler, Leonora 209 Schmouder, Alicia 240 Martin, Andrea 220 Schreiner, Michele 158 McCabe, Maureen 214 Shanahan, Kristi 148 McClintock, Laura 154 Shee, Jon 223 McMichael, Marlene 167 Sherrow, Heather 3 & 237 Melkonian, Mimi 111 Shi, Lijuan 168 Mercado, Wendy 11 & 248 Shiley, Sarah 168 Miller, Tracy 174 Shovers, Elisabeth 115b Monet-Viera, Molly 149 Siamundele, André 161 Moore, Doug 115 Sirlin, Charlene 257 Na, Eunju 255 Sitruk, Vania 113 Newcomer, Mallory 160 Skoog, Rebekah 276 Nonaka, Kayo 255 Soto, Lissette 256 O'Bryon Jones, Mary 141 Spinelli, Emily 174 Oleksak, Rita 206 Sprague, Nicole 158 Osa-Melero, Lucía 261 Stephen, Cameron 205 Padian, Carole 214 Stewart, George 174b Peterson, Jennifer 254 Tan, Dali 8 Pfeil, Andrea 150 Tonetti, Dr. Claretta 270 Philippon-Daniel, Chantal 103 Tozcu, Anjel 130 Piątkowska, Katarzyna 168 Tracy, Cindy 106 Pilla, Dana 153 & 211 Turan, Madeline 132 Pintado-Casas, Pablo 153 Tuttle, Harry 204 Podbilski, Lisa 239 Vaidean, Simona 119

62 2017 NECTFL Awards

THE NORTHEAST CONFERENCE BROOKS AWARD FOR OUTSTANDING LEADERSHIP IN THE PROFESSION Thekla Fall Pittsburgh Public Schools, Retired Dr. Thekla Fall has made outstanding contributions to the profession, not only in Pittsburgh, but in Pennsylvania and beyond. Dr. Fall applied for and was awarded approximately two million dollars in state and federal funding. She was able to expand the world languages program from three languages to six languages including Chinese, Japanese and Italian. Thekla has developed and implemented the nation’s first district- wide, online, oral proficiency assessment system. The passion, dedication, insight, and thoughtfulness Thekla brings to her work serves as a model for future leaders. The Brooks Award recognizes the exceptional leadership Thekla provides to our field, which is remarkable for its professional integrity and unflagging dedication. Her name on the list of recipients will further enhance the prestige of this award.

THE NORTHEAST CONFERENCE JAMES W. DODGE FOREIGN LANGUAGE ADVOCATE AWARD Carnegie Library of Pittsburgh The Carnegie Library of Pittsburgh was nominated by PSMLA because it has become a language learning destination in southwestern Pennsylvania. Carnegie Library’s flagship program, Let’s Speak English, provides an easy-going environment for participants to strengthen their English skills, connect to resources available and become part of a community. Many of these ESL participants have volunteered their time to teach Arabic, Chinese, French, German, Italian, Japanese, Korean, Russian and Spanish classes. The robust and free foreign language program that has stemmed from this ESL program is unique in that it is free and open to everyone in the region. The library’s language classes have impacted more than the volunteers. Over 4,000 language learners have had the joy of learning, meeting people and forming friendships all through learning languages.

THE STEPHEN A. FREEMAN AWARD FOR BEST PUBLISHED ARTICLE ON TEACHING TECHNIQUES Dr. Tony Houston, Bryant University Tony Houston’s article “Managing Depth and Breadth in the Business Spanish Course”, published in Hispania, Volume 98, Number 4 in December 2015, provides a framework for developing a business Spanish curriculum that allows for customization in order to make the learning personally meaningful to the students while at the same time reflecting best practices in second language acquisition, communicative language teaching, mindfulness, task-based and learner-centered instruction. Tony includes insights as to how to create evidence that serves as an assessment of language proficiency as well as content mastery. He offers concrete examples of curriculum design, teaching/learning techniques and assessment, along with rubrics to navigate the complicated balance between depth and breadth of content knowledge. Tony’s article can serve as an invaluable tool to an instructor who is developing a business Spanish course.

Please join us as we honor this year’s award winners! Friday, February 10, 2017 6:30 – 8:00 p.m. in Regent

63 2017 NECTFL Mead Fellows with support from SANS Inc.

Sally Rivard Cynthia Hodgdon Maureen Lamb VFLA NHAWLT CT COLT Building a Student Latin and ancient Sustainable Collaboration in the Greek teachers are Professional Classroom - How to often the only teachers Support Program Develop and Assess of that subject at their for World this 21st Century school, and, as a Language Skill result, less experience Educators teachers do not always All schools, colleges, The goal of my have support from Mead Proposal is to create, implement and the workforce agree that a well- colleagues and resources that they and participate in a grass-roots, rounded person must be able to need. This project will provide some of sustainable professional support program collaborate in today’s society. The Co- the support needed for Classics teachers Learn list serve has noted 44 benefits to for Vermont world language teachers. In through the creation of a hub website order to attract, grow and keep world student collaboration including with resources such as helpful Classics class language teachers, I believe we promotion of leadership skills, creation of teacher websites and blogs, AP and IB must provide opportunities for social support systems, the recognition of Latin resources, useful Classics Youtube colleagueship and mentoring to those different learning styles. Ted videos, online programs such as who are new to the profession, new to the Dintersmith and Tony Wagner, in their Operation Lapis and job or new to an instructional book, Most Likely to Succeed, state that Magistrula, professional development strategy. There is no official support “the critical skills young adults need in opportunities, and links to helpful social provided by the state of the twenty-first century for careers in the media about Classics such as Facebook, world of innovation, and for responsible Vermont. New and/or struggling world Twitter, and Google+ language teachers may reach out to a citizenship, are the very skills the school communities. Eventually, the hub would colleague – who provides what support years eviscerate.” (2) This shows that expand with webinars, screencasts, and he/she can; but it is often too little, too there is a need. In this project, I would social media connections with late. Through my proposed Professional first like to define collaboration among organizations and resources for Classics students a little bit more. It is a relatively teachers. There would also be online Support Program, the VFLA will be in st the unique position of being able to new 21 century skill that schools want mentoring to create connections for less provide a mechanism for member-to- to be sure their students have, but there is experienced Classics teachers to little research or practice out there to member support. Through the use of experienced teacher mentors. Classics technology (Skype, FaceTime email, show how this can be done. Second, the teachers would be reached through e- social media to name a few), my project project would create a bank of possible mail, Twitter, Facebook, Google represents a potentially innovative activities with rubrics to showcase Hangout, and other uses of academic contribution to language instruction in assessment. It will also explain why technology. Once this hub is in place, it that teachers can receive the help they collaboration is so necessary and would be a resource for college and need when they need it. My proposed encourage language classes to start in university Classics programs for students VFLA Professional Support Program has level 1 with easier activities and progress interested in teaching Classics, for Latin all the way up to AP classes with true the potential to make a significant and Ancient Greek teachers in public and contribution the success of world authentic assessments. Third, there private schools, and for Classics and language teachers and programs in our would be examples of rubrics to help Language teacher associations. state. assess collaboration. My project would be helpful to all schools who are moving Maureen Lamb is a teacher of Latin and st Sally Rivard is a teacher of French, towards 21 century skills. It will help Ancient Greek at Westminster School in currently serving as Secondary them determine a way to assess them. Simsbury, CT. Instructional Coach at the Lake Region Cynthia Hodgdon is a teacher of German Union High School in Orleans, VT. at Conval High School in Peterborough, NH. ! About the Award This scholarship is provided to support an individual in the development of a project that contributes to the foreign language teaching profession and advances quality language instruction. The Mead program was created to develop future leaders for the profession at the state, regional, and national levels. It is supported in part by SANS, Inc., and we are grateful to the company for their contributions to our profession and to NECTFL. Educators of ALL LANGUAGES at ALL LEVELS are encouraged to apply to this program, designed to identify potential leaders in education and to support the development of their potential. Each scholarship recipient will be assigned a mentor with expertise in the area of that person's project, and NECTFL will facilitate virtual and, if possible, face-to-face meetings of the two.

64 '

Kristin Parker Gillett, a German teacher and the Massachusetts Foreign Language Association Teacher of the Year, is “engaging and engaged, relevant, perceptive, enthusiastic, direct, supportive and clear,” a parent letter stated. Kristin is a talented workshop presenter, curriculum designer, exchange program organizer and a strong believer that language learning helps students gain the ability to understand diverse others. Kristin wrote that: “To learn another language is to catch a glimpse of what life is like for those who are different from you.” In her instruction, Kristin seeks real life relevance and application. Kristin exemplifies best practices, lifelong learning and real world connections as she inspires her students to gain global competencies and connections.

Robert Hall, the Pennsylvania State Modern Language Association TOY nominee, is a dedicated language educator whose desire to personalize his lessons for his students gets him into school at 5:30 a.m. and keeps him there hours after the school day ends. To enliven classes, Bob incorporates popular French music, movies and authentic films and clips. In this way, Bob notes that students learn effortlessly, “without realizing they are learning.” Colleagues note that this exemplary teacher’s work is characterized by care and the ability to “meet students where they are.” Robert Hall is a credit to the profession.

Caleb Howard, the Foreign Language Educators of New Jersey Teacher of the Year, has opened up his classroom to educators from his district and all around the world to spread the belief that we can and must teach world language classes in the target language. Caleb wants to saturate society with globally competent individuals who are able to communicate with and appreciate diverse others. In order to do this, Caleb has created successful strategies that help educators reduce the vocabulary they use in class while pairing their input with visuals, actions, and activities that make it easy to understand the target language. Caleb is “completely dedicated to elementary language learning” as well as to mentoring colleagues.

Whether she is helping students design a Roman tombstone, interpret ancient manuscripts or create scenes from a Roman wedding, Maureen Lamb, the Connecticut Council of Language Teachers, Teacher of the Year, is passionate about fostering creativity and engagement in her Latin students. Maureen is a strong advocate for membership in professional organizations such as NECTFL because teachers gain support while learning about the many professional opportunities and possibilities in the field. “Being a teacher isn’t about being an island,” she said, “If you don’t know, you can’t try.” Maureen Lamb brings a wealth of knowledge, energy and enthusiasm to the world language profession.

Amber Sheffler, a Nationally Board Certified Spanish teacher and Maryland Foreign Language Association’s Teacher of the Year, is a world language leader who demonstrates passion and enthusiasm for the Spanish language and culture. Amber designs compelling curriculum, training materials and innovative teaching methodologies to encourage student engagement. An avid traveler, community service volunteer, and active promoter of youth empowerment, Amber promotes “human solidarity and compassion” in her language classes. Amber sees cultural awareness as a crucial part of how we communicate across cultural and linguistic barriers because, “communication is not simply about learning another language; it is a bridge. Amber’s core belief in “the acceptance and welcoming of the diversity of people,” provides a powerful exemplar of an outstanding world language professional.

Cynthia Teixeira, the Rhode Island Foreign Language Association Teacher of the Year, is a passionately committed French teacher whose student-centered classroom incorporates real world scenarios and diverse instructional methodologies. For Cynthia, it is important to encourage students to be persistent and willing to make mistakes, and to collaborate “with the utmost respect for one another,” she stated. “I chose to become a language teacher because I enjoy...making an essential difference in young people’s lives.” Cynthia is well known in for enthusiastically embracing 21st century skills, for her advocacy for the world language education profession and her tireless dedication to students. The expression joie de vivre aptly expresses Cynthia’s exciting and dynamic practice.

65 Past NECTFL Award Winners

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

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

NECTFL Awards Ceremony

Friday, February 10, 2017 6:30 – 8:00 p.m. Regent Please join us as we honor this year’s award winners and honorees!

66 THE STEPHEN A. FREEMAN AWARD FOR BEST PUBLISHED ARTICLE ON TEACHING TECHNIQUES This award is named after Stephen A. Freeman of Middlebury College. It has been awarded since 1968 at the discretion of the Board to recognize the best published article on teaching techniques to have appeared during the preceding year.

1969 Sidney R. Smith 1985 Walter Blue, Donald Rice, Kimmaree Murday University of North Carolina Tamara Root Indiana U. – Purdue U. 1970 Frank Otto Hamline University Indianapolis Ohio State University 1986 Charlotte Cole 2007 Teresa Pica 1971 Michael Agatstein Floy Miller Penn Graduate School of Wheatley School Walpole (MA) High School Education 1973 H. Ned Seelye 1989 Jay Siskin 2008 Bonnie Adair-Hauck J. Lawrence Day Northwestern University U. of Pittsburgh 1974 Robert J. Elkins Emily Spinelli Eileen W. Glisan Theodore B. Kalivoda U. of Michigan at Dearborn Indiana U. of PA Genelle Morain 1990 Robert Terry Keiko Koda University of Georgia University of Richmond Carnegie Mellon U. 1975 Thomas P. Carter 1991 Marva Barnett S. Paul Sandrock Dalhousie University University of Virginia WI Dept. of Public Instruction 1977 Christina Bratt Paulston 1998 Elizabeth Knutson Elvira Swender Howard R. Selekman U.S. Naval Academy ACTFL 1978 I.S.P. Nation 1999 Olenka Bilash 2009 Jason J. Goulah Victoria University University of Alberta DePaul University/Concordia 1979 Diane W. Birckbichler 2001 Anita Vogely Language Villages Ohio State University, SUNY Binghamton 2011 Lina Lee Alice C. Omaggio 2002 Linda Quinn Allen University of New Hampshire ERIC Clearinghouse on Iowa State University 2014 Maximilian Aue Languages & Linguistics 2003 Terry A. Osborn Peter Höyng 1981 James M. Hendrickson University of Connecticut Marianne Lancaster, Hiram Lansing Community College 2004 Bonnie Adair-Hauck and Maxim 1982 Claire Kramsch Richard Donato Caroline Schauman Mass. Institute of Technology University of Pittsburgh 1983 Heidi Byrnes, Stefan Fink, 2005 Wynne Wong 2015 Cynthia Chalupa Aureila Roman Ohio State University HeikoEmory ter Haseborg University Georgetown University Bill VanPatten 1984 Renate A. Schulz U. of Illinois at Chicago 2016 Mary Caitlyn Wight University of Arizona 2006 N. Ann Chenoweth West Virgina Univiersity U.of Texas – Pan American SUNY Geneseo THE JAMES W. DODGE FOREIGN LANGUAGE ADVOCATE AWARD The Foreign Language Advocate Award is presented to honor an individual outside the profession, for recognition of work on behalf of languages. Since 1990, this award has been presented in memory of James W. Dodge, who served as Secretary- Treasurer of the Northeast Conference for nearly twenty years.

1978 Hon. Paul Simon 1993 James Herbert 2004 Brenda L. Welburn Congressional Representative National Endowment for the National Association of State from Illinois Humanities Boards of Education 1979 President Jimmy Carter 1994 James Crawford 2005 Hon. Rush Holt 1980 Fred M. Hechinger author and editor Congressional Representative The New York Times 1995 Hon. Madeleine May Kunin from New Jersey Foundation former Governor of Vermont, 2006 Taj Mahal and Carole 1983 Hon. Leon E. Panetta Deputy Secretary of Education Fredericks (posthumous award) Congressional Representative 1996 Hon. David L. Boren Music Legends and Cultural from California former Senator from Oklahoma; Ambassadors 1985 Sylvia Porter President, University of 2007 Hon. Paul S. Sarbanes nationally syndicated columnist Oklahoma former Senator from Maryland 1986 Hon. Christopher J. Dodd 1997 Robert Orrill 2009 Luma Mufleh Senator from Connecticut The College Board Fugees Family 1987 Hon. J. William Fulbright 1998 Ken O’Keefe, Allegheny 2010 J.W. Marriott, Jr. former Senator from Arkansas College Marriott International 1988 Hon. Claiborne Pell 1999 Sesame Street, Children’s 2012 J. David Edwards Senator from Rhode Island Television Workshop J NCL/NCLIS 1989 The Southern Governors 2000 Hon. Richard Riley 2013 Hon. Jack Markell Conference former Governor of South Govenor of Delaware 1990 Leonard A. Lauder Carolina, Sec. of Education, U.S. 2014 Clay Pell President and CEO, DOE Deputy Assistant Secretary of Estée Lauder, Inc. 2001 L. Jay Oliva Education, U.S. DOE 1991 Scott McVay President, New York University 2015 Diane Rehm Executive Director, Geraldine R. 2002 Barbara Turlington The Diane Rehm Show Dodge Foundation American Council on Education 1992 Hon. Lois G. Pines 2003 Ann M. Copland State Senator for Middlesex and Senior Exec. and Legislative Norfolk District, MA Asst., Sen. Cochran (R-MS)

67 NECTFL Advisory Council * 2017

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

Individual Memberships

William Anderson, Massapequa School District Nathan Lutz, Kent Place School Cheryl Berman, SAU District 50 Terri Marlow, Parkersburg HS (ret.) Mara-­‐Lee Bierman, SUNY Rockland Comm. College David Marlow, Parkersburg S H Michael Bogdan, South Middleton SD Silvina Orsatti, University of Pittsburgh John Carlino, Buffalo State College June Phillips, Weber State University, emerita Michael R. Cave Dana Pilla, Haddonfield Public Schools Gisela Cordero-­‐Cinko, Christian Brothers Academy Edgar Posada, Friends Academy Keith Cothrun, AATG Cheri Quinlan, Consultant Robert R. Daniel, St. Joseph's University Myra Rios, Lower Merion HS Margarita Dempsey, Smithfield HS Elizabeth Slocum, Genesee Community College José Díaz Carole Smart, Newmarket High School, retired Polly Duke, Friends Academy Kathleen Stein-­‐Smith, Farleigh Dickinson University Timothy Eagan, Wellesley Public Schools Susan Terranova, Mount Saint Joseph HS Teresita Eldredge, Jersey City Public Schools Madelyn Gonnerman Torchin, Tufts University Kathy Fegely, Antietam High School Maria Villadoniga, Individual Membership Merce Garcia, The Chestnut Hill School Louis A. Wagner, Allegheny College Eileen Glisan, Indiana University of Pennsylvania Kathryn Wheelock, Wakefield HS, APS Gisela Hoecherl-­‐Alden, Boston University Maria Zachery, Staples High School Martine Howard, Camden County College Rosanne Zeppieri, Independent Consultant Billie Hulke, Baylor University Helene Zimmer-­‐Loew Grisel López-­‐Díaz, New Jersey City University Instiutional Memberships Dick Kuettner, Washington and Lee University Marty Abbott, ACTFL Eunice Loredo, FLAME Marie J. Campanaro, NYSAFLT Rashaun Martin, Haverhill Public Schools Jean Copeland, J.R. Masterman Lab/Demo School Susanne Nimmrichter, PSMLA Gregory W. Duncan, InterPrep, Inc. Rita Oleksak, Glastonbury Public Schools Jennifer Eddy, Queens College, CUNY Béckie Rankin, Lexington HS Mohamed Esa, McDaniel College Joy Renjilian-­‐Burgy, Wellesley College Deborah Espitia, Maryland Foreign Language Association José Ricardo, Shippensburg University Rebecca K. Fox, George Mason University Dawn Santiago-­‐Marullo, Victor Central ool Sch District Laura Franklin, NVCC Amanda Seewald, MARACAS Spanish Programs Rachel Hartig, Prof. Emerita/Gallaudet U. Amanda Seewald, FLENJ Bill Heller, SUNY Geneseo Sarah Steverman, Rhode Island Foreign Language Assoc. Janis Hennessy, NHAWLT Dali Tan, CLASS Sr. Mary Helen Kashuba SSJ, Chestnut Hill College James Wildman, CT Council of Language Teachers

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

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

The benefit of presenting 10) up to ten ( NECTFL Excellence in Language Study awards to your students.

68*As of 1/19/2017

NECTFL salutes its dedicated state associations and their leadership!

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

69

NECTFL Review A Message from the 2018 Chair

General Information Since 2000, the NECTFL Review has published articles of interest to instructors, researchers, and administrators at all educational levels on theory, research, and classroom practice in language teaching. In addition to scholarly articles, the NECTFL Review includes reviews of products of interest to foreign language educators. These evaluations are written by language professionals at all levels representing all languages. In 2005, the Review was available both online and in hard copy. In 2009, the NECTFL Review was published uniquely online, maintaining the same professional rigor in the selection

and publication of articles that had seen the journal take its place among the ranks of highly recognized foreign language publications. The journal is published twice a year: in March and in September. There is no deadline for submission of articles. Dear NECTFL friends and colleagues,

Complete guidelines for the preparation of manuscripts and a thorough checklist for manuscript preparation are published Welcome to the 2017 Northeast Conference! I hope you will find this year's program to in every issue of the journal and also appear online. be engaging, informative, energizing and inspirational. Please take time to give us feedback • Guidelines for Preparation of Manuscripts: on those sessions and conference activities and opportunities that you find most helpful and https://facultystaff.richmond.edu/~rterry/NECTFL/NECTFL_Guidelines_for_Preparation_of_Manuscripts.pdf enriching and do not hesitate to let us know how better we can serve you in upcoming • A Checklist for Manuscript Preparation: conferences. I will have the great honor of serving as the Conference Chair for the 64th edition of https://facultystaff.richmond.edu/~rterry/NECTFL/Checklist_for_Manuscript_Preparation.pdf the Northeast Conference next year from February 8 - 10. We will once again be at the New • Author/Article Information: York Hilton Midtown. The theme of next year's conference will be, Unleashing the POWer of https://facultystaff.richmond.edu/~rterry/NECTFL/Author_article_information_form.htm Proficiency. Each article is reviewed by at least three of the 50 nationally-known experts in the field of foreign language teaching who In the thirty years since the release of the first version of the ACTFL Proficiency make up the Editorial Review Board. Elements that are considered in the evaluation process are the article’s appropriateness Guidelines (1986) the community of world language teachers and leaders has worked to for the journal’s readership; its contribution to foreign language education and the originality of that contribution; the assemble all the tools to fully realize a research-supported path for practitioners to facilitate the ongoing development of proficiency for all learners. The theme of NECTFL 2018, soundness of the research or theoretical base; its implications for the classroom; and finally, organization, focus, and clarity Unleashing the POWer of Proficiency, invites participants to explore in depth the implications of expression. of making the development of communicative proficiency the primary goal and motivation of Authors are normally notified about the status of their articles within two months from the date of submission. our work and to examine in detail the tools that will help achieve that goal. These tools For those interested in reviewing materials, contact Tom Conner, Review Editor, [email protected] include the ACTFL Proficiency Guidelines, the World Readiness Standards for Learning Languages, the ACTFL/NCSSFL Can Do Statements, the ACTFL/NCSSFL Can Do Statements for Guidelines for reviewers can be found at http://www.nectfl.org/software.html Intercultural Communication and the Integrated Performance Assessment (IPA) protocols. The Editors recently articulated ACTFL Core Practices crystalize key research-supported principles to Robert M. Terry, Managing Editor and Articles Editor effectively promote proficiency-based learning. Thomas S. Conner, Review Editor I'm pleased to announce that Dr. Eileen Glisan, who played a key role in the development and articulation of the ACTFL Core Practices, will deliver the keynote address. Publication Data (as of December 26, 2016) Dr. Glisan, along with her colleague and collaborator, Dr. Judith Shrum, wrote one of the major texts that has helped to shape a generation of language teachers in their Teacher's Total articles received 188 Handbook, now in its fifth edition. Total published 87 (46,28%) Please consider proposing a session for next year's conference. Ten session proposals Total rejected/withdrawn 100 (53.19%) which directly address the conference theme will be identified as Featured Sessions and will Total out for first review 1 (0.53 %) he highlighted in the program. Proposals can be submitted at: [insert link] Enjoy your 2017 NECTFL Conference experience and I hope that we will see you once again for the 2018 Northeast Conference.

Sincerely, Managing Editor, Articles Editor Bill Heller

70

A Message from the 2018 Chair

Dear NECTFL friends and colleagues,

Welcome to the 2017 Northeast Conference! I hope you will find this year's program to be engaging, informative, energizing and inspirational. Please take time to give us feedback on those sessions and conference activities and opportunities that you find most helpful and enriching and do not hesitate to let us know how better we can serve you in upcoming conferences. I will have the great honor of serving as the Conference Chair for the 64th edition of the Northeast Conference next year from February 8 - 10. We will once again be at the New York Hilton Midtown. The theme of next year's conference will be, Unleashing the POWer of Proficiency. In the thirty years since the release of the first version of the ACTFL Proficiency Guidelines (1986) the community of world language teachers and leaders has worked to assemble all the tools to fully realize a research-supported path for practitioners to facilitate the ongoing development of proficiency for all learners. The theme of NECTFL 2018, Unleashing the POWer of Proficiency, invites participants to explore in depth the implications of making the development of communicative proficiency the primary goal and motivation of our work and to examine in detail the tools that will help achieve that goal. These tools include the ACTFL Proficiency Guidelines, the World Readiness Standards for Learning Languages, the ACTFL/NCSSFL Can Do Statements, the ACTFL/NCSSFL Can Do Statements for Intercultural Communication and the Integrated Performance Assessment (IPA) protocols. The recently articulated ACTFL Core Practices crystalize key research-supported principles to effectively promote proficiency-based learning. I'm pleased to announce that Dr. Eileen Glisan, who played a key role in the development and articulation of the ACTFL Core Practices, will deliver the keynote address. Dr. Glisan, along with her colleague and collaborator, Dr. Judith Shrum, wrote one of the major texts that has helped to shape a generation of language teachers in their Teacher's Handbook, now in its fifth edition. Please consider proposing a session for next year's conference. Ten session proposals which directly address the conference theme will be identified as Featured Sessions and will he highlighted in the program. Proposals can be submitted at: http://www.nectfl.org/conference/. Enjoy your 2017 NECTFL Conference experience and I hope that we will see you once again for the 2018 Northeast Conference.

Sincerely, Bill Heller

71 Conference Chairs, 1954-­‐2016

1954 Hunter Kellenberger 1977 Jane MacFarland 2000 Frank W. Medley

1955 Germaine Brée 1978 Thomas H. Geno Brown University Bourque Stratford (CT) P.S. 2001 MargaretJr. West Virginia Ann Kassen University

1956 Dorothy B. Crawford 1979 Paul D. Cincinnato New York University University of Vermont 2002 CatholicDonald Reutershan University of America

1957 William N. Locke 1980 John L.D. Clark Philadelphia H.S. for Girls Farmingdale (NY) P.S. 2003 MaineJohn Webb Dept. of Education

1958 George N. Shuster 1981 Helene Zimmer-­‐Loew Mass. Institute of Technology Educational Testing Services 2004 PrincetonFrank Mulhern University

1959 Léon E. Dostert 1982 Toby Tamarkin Hunter College NYS Department of Education Pennsylvania State Modern 2005 LanguageMikle D. Ledgerwood Association 1960 RemigioGeorgetown U. Pane University 1983 ManchesterJohn M. Darcey (CT) Comm. College 2006 NancySUNY Stony Gadbois Brook 1961 CarlRutgers F. Bayerschmidt University 1984 JuneWest K. Hartford Phillips (CT) P.S. 2007 MarjorieSpringfield Hall MA Haley Public Schools 1962 Edward J. Geary 1985 Stephen L. Levy Columbia University Indiana University of PA 2008 Sharon Wilkinson George Mason University 1963 HarvardHarry L. University Levy 1986 RoslynHelen S. (NY) Lepke Public Schools 2009 SimpsonLaura Franklin College 1964 HunterAlfred S. College Hayes 1987 ChristineClarion University L. Brown of PA 2010 JayaN. Virginia Vijayasekar Comm. College 1965 WilmarthCenter for Applied H. Starr Linguistics 1988 RichardGlastonbury C. Williamson (CT) P.S. 2011 VernonCharlotte (CT) Gifford Public Schools 1966 JeanNew York Perkins University 1989 JohnBates P. College Nionakis 2012 JenniferGreenfield L. (MA) Steeley Comm. College 1967 SwarthmoreG. Reginald Bishop, College Jr. 1990 HinghamHeidi Byrnes (MA) Public Schools 2013 ArleneManheim F. Twp. White (PA) M.S. 1968 RutgersRobert G. University Mead 1991 JudithGeorgetown E. Liskin University-­‐Gasparro 2014 JanelSalisbury Lafond University-­‐Paquin 1969 Jr.F. André University Paquette of Connecticut 1992 JoyMiddlebury Renjilian College-­‐Burgy 2015 CherylRogers HighBerman School Newport RI American Council on the 1993 WellesleyJosé M. Díaz College 1970 RemundaTeaching Cadoux of Foreign Languages 2016 SAU Rebecca 50 K. Newington Fox (NH) 1994 SylviaHunter Brooks College-­‐ HighBrown School 1971 HunterHilary Hayden College George Mason University 1995 RebeccaBaltimore R. County Kline (MD) P.S. 1972 OSBMills St. F. Anselm’s Edgerton Abbey School 1996 JuliaPenn T. State Bressler University 1973 Jr.Joan Bucknell L. Feindler University 1997 NashuaEileen W. (NH) Glisan Public Schools 1974 JosephEast Williston A. Tursi (NY) P.S. 1998 RichardIndiana University Donato of PA 1975 JeromeSUNY at G. Stony Mirsky Brook 1999 MarthaUniversity G. Abbottof Pittsburgh 1976 JerichoPhilip E. (NY) Arsenault Public Schools Fairfax County (VA) P.S. Montgomery County (MD) P.S.

72 NOTES

73 NOTES

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76

Save the Date! 64th Annual Northeast Conference on the Teaching of Foreign Languages

New York Hilton Midtown

February 8–10, 2018

Bill Heller, Chairperson