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NORTHE A S T CONFERENCE on the Teaching of Foreign Languages

61ST ANNUAL NECTFL CONFERENCE Sustaining Communities through World Languages Janel Lafond-Paquin, Rogers HS, Newport RI, Chair

Thursday, March 27 – Sunday, March 30, 2014 | Marriott Copley Place Hotel, Boston g _ gg

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2014 NORTHEAST CONFERENCE EVENTS AT-A-GLANCE Thursday, March 27 Friday, March 28 Saturday, March 29 7:00 a.m. – 6:00 p.m.: 7:00 a.m. – 6:00 p.m.: 7:00 a.m. – 8:30 a.m.: Registration open Registration open, 4th Floor Past Chairs’ Meeting 4th Floor Hospitality open, 3rd Floor (by invitation only) Maine, 5th Floor 9:00 a.m. – 11:00 a.m.: 8:00 a.m. – 9:00 a.m.: SANS, Inc./Mead Fellows meeting Gala Opening of Exhibit Areas with coffee 7:00 a.m. – 6:00 p.m.: (by invitation) and muffins! Exhibit Areas visit time! Registration open, 4th Floor Regis, 3rd Floor 3rd Floor Hospitality open, 3rd Floor

9:00 a.m. – 12:00 p.m. 8:00 a.m. – 6:00 p.m.: 7:30 a.m. – 9:00 a.m.: 2:00 p.m. – 5:00 p.m.: Exhibit Areas NADSFL breakfast (members only) Meeting Rooms 3rd Floor Vermont, 5th Floor Workshops (open to ticketed registrants only) 8:00 a.m. – 8:45 a.m.: 9:15 a.m. – 5:00 p.m.: Gala Reopening of Exhibit Areas – 60-minute concurrent sessions FREE coffee & muffins! 12:00 p.m. – 1:00 p.m. scheduled all day (see pgs. 36-37) Meeting of the States Luncheon 3rd Floor 3rd Floor Atrium 11:30 a.m. – 1:00 p.m. 8:00 a.m. – 2:00 p.m.: 2:00 p.m. – 2:45 p.m. Exhibit Areas, 3rd Floor 1:00 p.m. – 5:00 p.m.: 5:00 p.m. – 6:00 p.m.: Meeting of the States Exhibit Areas visit time! 8:45 a.m. – 4:30 p.m.: Regis, 3rd Floor 3rd Floor 60-minute concurrent sessions (by invitation only) scheduled all day (see pgs. 36-37) 6:30 p.m. – 7:30 p.m.: 6:30 p.m. – 8:30 p.m.: 11:15 a.m. – 2:00 p.m.: Awards Ceremony Advisory Council Meeting and Lunch Kick-off activities! Salon CD, 4th Floor “Speed-date” a new language! (members only) Sing “Happy Birthday” to FLTeach! St. Botolph, 2nd Floor All are welcome – wear your badge! 7:30 p.m. – 8:30 p.m.: 12:15 p.m. – 2:00 p.m.: Provincetown, 4th Floor Awards Reception Exhibit Areas visit time 3rd Floor Atrium 3rd Floor All NECTFL attendees are welcome! 7:30 p.m. – ??: Palmes académiques dinner Offsite – Bistro Petit Robert (by invitation only)

Plan your schedule Sunday, March 10 ahead of time, but 7:00 a.m. – 12:00 p.m.: be prepared with Registration open, 4th Floor back-up choices in 8:30 a.m. – 10:30 a.m.: 2-hour teaching labs case a presenter Meeting Rooms is forced to (open to ticketed registrants only) cancel. 12:00 p.m. – 3:00 p.m.: NECTFL Board of Directors Meeting (Board members and staff only) Regis, 3rd Floor

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TABLE OF CONTENTS

Northeast at a Glance ...... 3 Friday Sessions ...... 20 NECTFL LEADERSHIP Our Thanks to the Northeast Saturday Sessions ...... 29 Board of Directors, Consultants, Conference Sponsors ...... 5 Marriott Copley Place Editors, Staff ...... 55 A Message from Conference Chair Meeting Room Floor Plan ...... 40 Official Advisory Council Janel Lafond-Paquin ...... 6 Index of Presenters ...... 67 Representatives ...... 56 Wall of Recognition/Silent Auction . 7 Board of Directors/ IMPORTANT PULL-OUT FORMS This Year’s Award Winners ...... 8 Advisory Council Election . . . . . 57 General Conference Evaluation Past Conference Chairs ...... 61 Local Committee/Hospitality Form ...... 42 Committee Members ...... 60 Past Award Winners ...... 63 Session Evaluation Form ...... 43 Board of Directors Student Award for 2014 CONFERENCE Professional Development Excellence in Language Study . . 66 Credit Forms ...... 45 A Message from the 2015 Chair, Cheryl Berman ...... 65 CONFERENCE EVENTS EXHIBITS Thursday Workshops and Sunday List of Exhibitors and Teaching Labs ...... 13 Information ...... 47 Program Grids, Exhibits Area Floor Plans ...... 46 Friday and Saturday ...... 36-37

THE OFFICIAL PROGRAM IS BROUGHT TO YOU BY VISTA HIGHER LEARNING, WITH THANKS ALSO TO:

AATSP ...... 44 Massachusetts Foreign Language Tandberg Educational Inc...... 19 Association...... 64 ACTFL ...... 11, 62 Vamonos Tours ...... 71 Middlebury Interactive ...... 2 Cambridge University Press ...... 54 Vista Higher Learning ...... 72 Qatar Foundation International . . . 69 Concordia College...... 9 Yale University Press...... 12 Passports Educational Group don Quijote – Academia Travel ...... 39 Columbus ...... insert SANS Inc./21st Century Technology Italian Trade Agency ...... 70 for Language Learning ...... insert

Official Program is published annually for use by Northeast Conference participants. 2014, Northeast Conference on the Teaching of Foreign Languages, Inc. All rights reserved. Printed in USA. Advertising: Appearance of paid advertising in this publication does not represent official endorsement by the Northeast Conference of the products and services described or promoted therein. Address: Northeast Conference at Dickinson College, P.O. Box 1773, Carlisle PA 17013-2896

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OUR THANKS TO THE 2014 NORTHEAST CONFERENCE SPONSORS: The following companies are loyal supporters of our Conference. We encourage you to contact them and add your thanks to ours!

American Council on the Teaching Pearson of Foreign Languages (ACTFL) Qatar Foundation International A&R Productions SANS Inc./21st Century Breaking the Barrier Technology for Language Learning Dickinson College Santillana USA Explorica Inc. Vista Higher Learning Houghton Mifflin Harcourt Wayside Publishing Nanhai

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A welcome letter from the 2013 NECTFL Conference Chair!N OR AST

Dear Northeast Conference Participants, Welcome to the 61st annual Northeast Conference at the Marriott Copley Place in the beautiful historic city of Boston! It is both an honor and a privilege to serve as your 2014 Conference Chair! I sincerely hope that you will use every opportunity while you are here to network with as many colleagues as possible and to take advantage of the dynamic presenters who have graciously agreed to share their professional expertise with you! Over the past year, our organization has been working to provide you with the best possi- ble professional development experience and we are truly excited to share the results of our efforts with you here in Boston! Over the course of the next few days, you will have the chance to connect with presenters, exhibitors and colleagues as you put togeth- er your own personal conference experience. Here is a brief summa- ry of the exciting opportunities that we have in store for you! Janel Lafond-Paquin • Visit the exhibit areas from 8 a.m. – 6 p.m. on Friday as well as from Rogers High School 8 a.m. to 2 p.m. on Saturday to see what new materials you can Newport RI find! This is the perfect time to renew your friendships with exhibitors with whom you have made contact throughout the years and/or to begin new friendships with exhibitors you may have not seen before! • Fill your professional development coffers with as many sessions and workshops as you can! This is your chance to learn as much as possible so that you can return to your classes energized for the rest of this school year and beyond! • Come to our Awards Ceremony on Friday from 6:30 p.m. to 8:30 p.m. and meet those who have made a distinct contribution to the world language profession as a whole. Your pres- ence will make all the difference! • Network with as many people as possible – it’s all about sustainability of programs, prac- tices and performances! • Experience all that Boston has to offer! The area we are in is absolutely lovely and you will surely find something to pique your interest! • Participate in our post-conference webinars in order to extend your professional develop- ment in the comfort of your own home! • The Silent Auction has become a signature event for NECTFL that has attendees clustering around the tables! Come browse the items up for bid and keep your fingers crossed that you will be the last name on the bid list once the auction is closed! This year’s offerings are spectacular! • Register if you haven’t already done so for our free hands-on Sunday morning teaching labs! Space is limited so go to the 4th floor registration counters to sign up now! I would be remiss if I did not mention our Local Committee members who have so gra- ciously given of their time for both hospitality and session evaluation. Their service is invaluable to us. Please thank them if you see them during the course of the conference. Please do not hesitate to approach me when you see me in Boston. I’d love to hear any comments, suggestions and/or concerns that you may have. Welcome to Boston! Welcome to NECTFL! Warmly, Janel Lafond-Paquin 2014 NECTFL Conference Chair Rogers High School

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TWO GREAT TRADITIONS AT THE NORTHEAST CONFERENCE! THE “WALL OF RECOGNITION” Whatever your role in our pro- NECTFL website, a special Wall fession — teacher, administrator, of Recognition celebrates those researcher, program director, who have mentored, inspired and adviser, association leader, con- taught all of us. sultant — you are also a life-long Each honoree is represented on learner. the Wall by a photo and a tribute You know how it feels to written by the nominator. have been inspired, challenged, Honorees are memorialized cared for, or encouraged by an if they are no longer with us educator. and designated as living legends You know how it feels to have if they are! earned someone’s respect, over- NECTFL believes in the power of All honorees able to be present come someone’s disappoint- will be recognized, with their ment in you, or completely sur- teachers. But we know that indi- vidual teachers are not always nominators, at our Friday, prised someone by exceeding March 28, evening Awards expectations. recognized or honored as they should be. We know that mak- Ceremony in the Salon CD on You know who deserves your ing a difference in someone’s life the 4th floor of the hotel. The gratitude … who should be isn’t always a flashy process that Wall with all photos and tributes remembered and honored … who attracts attention. will be displayed throughout the would be truly thrilled to discover Conference. what he or she meant to you. Starting at the 2012 Northeast Conference and virtually on the

MAKE A BID AT THE THIRD ANNUAL SILENT AUCTION AND TAKE HOME AN ITEM YOU DIDN’T EXPECT TO FIND AT NECTFL! Valuable classroom materials… Baskets full of goodies from our member states… A beautiful illuminated letter picture…

The third Annual NECTFL Silent Auction will take is important to include that information on the bid place on Friday from 8:00 a.m. until 2:00 p.m. and sheet in a legible manner. At 2:00 p.m. Friday and Saturday from 8:00 a.m. until 1:30 p.m. in the 1:30 p.m. Saturday, the highest bidders will be tabletop area of the exhibit hall on the 3rd level of notified by phone. They will be asked to go to the The Marriott Copley Place Hotel. Each day will registration desk on the 4th level to pay for the have different items available. Catalogues of the item with cash, check or credit card. They will then items are available in the auction area. Baskets bring the receipt to the auction area and claim their from many of the states representing the Northeast item(s). After 30 minutes, if the item is not region will be on display and available for bidding. claimed, it will go to the next highest bidder. The Throughout the day, we encourage you to visit the FedEx Office, located on the 2nd floor, is open area often to view the items offered and to make from 8:30 a.m. to 4 p.m. on Saturday and from your bids. 10 a.m. to 4 p.m. on Sunday if you wish to mail anything home. Winners will be contacted via their cell phone so it All proceeds from the auction will benefit the professional development opportunities that the conference offers.

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THE 61ST ANNUAL NORTHEAST CONFERENCE AWARDS CEREMONY AND RECEPTION TO BE HELD FRIDAY, MARCH 28 CEREMONY FROM 6:30-7:30 P.M. IN SALON CD, 4TH FLOOR – ALL ARE WELCOME! RECEPTION FROM 7:30-8:30 P.M. IN THE 3RD FLOOR ATRIUM – ALL ARE WELCOME! Please join us to celebrate the accomplishments, commitment, or promise of these individuals to whom the profession owes so much! The reception will not be open until award winners arrive from the Awards Ceremony.

2014 Northeast Conference on the Teaching of throughout the U.S. (in approximately 35 2014 Northeast Conference on the Teaching of Foreign Languages Annual Award for Outstanding states) and internationally in Costa Rica, France, Foreign Languages James W. Dodge Memorial Leadership in the Profession, given in memory of India, Japan, Quebec, Yugoslavia, and others, and Foreign Language Advocate Award, given outside Nelson H. Brooks: GLADYS C. LIPTON she has presented or keynoted in many of the the profession in recognition of work on behalf of Dr. Gladys Lipton is the major regional and state organization meetings. languages: CLAY PELL Director of the National On a personal note, Dr. Lipton has been mar- In an interview with FLES* Institute, a ried to Robert Lipton for over 70 years. They Language Magazine edi- Commandeur dans l’or- have two daughters, four grandchildren, and tor Daniel Ward*, Clay dre des palmes five great grandchildren. In the past year, she Pell – who has studied académiques, former has become devoted to painting and was invit- Arabic, Chinese, and President of the ed to donate one of her paintings to NECTFL Spanish – reflected on American Association of for the 2014 Silent Auction. the significance learn- Teachers of French, for- Gladys Lipton’s influence extends across the ing another language mer chair of the AATF’s country and the world, but she has always can have: “… probably Gladys C. Lipton National FLES* everyone who has built made the Northeast her home, and the Clay Pell Commission, former Northeast Conference is honored that she is fluency in another lan- Associate Editor of Hispania, author of over 160 one of us! She served as a Director on the guage can speak in varied publications including a FLES* methods Board of NECTFL from 1973-1976 and was edi- their own way to how it has enriched their life. book in its fifth edition, and educator par excel- tor of the Northeast Conference Newsletter Certainly, learning a second language has been lence at all levels of instruction in New York from 1993-1995. She has presented at NECTFL shown to improve cognitive development and City and Anne Arundel County, Maryland. Not conferences on numerous occasions. learning outcomes across the board. And some content to rest on such laurels, Dr. Lipton con- Dr. Lipton is among the most prolific Northeast of the findings I’m most excited about show tinues to support world language teachers with Conference Reports authors listed in those vol- how study-abroad experience can help close her online “Ask Gladys” feature (www.gladys-c- umes, having been invited by Conrad J. Schmitt the achievement gap between minority college lipton.org)! She has set the standard for advo- to write on “Foreign Languages in the students and their majority peers.” The cacy in our field, honing approaches to work- Elementary School” in 1964, by F. Andre Northeast Conference is honored to recognize ing with parents and administrators long before Paquette to address “The Times and Places for Clay Pell’s dedication to the critical importance current challenges made such efforts every Literature” in 1967, by Jerome G. Mirsky to of language study and immersion in the cul- teacher’s responsibility. Her honors include explore “Inservice Involvement in the Process tures where a language is spoken with its ACTFL’s Steiner Award for K-12 Leadership, the of Change” in 1971, by Stephen L. Levy to par- Dodge Award for foreign language advocacy. Distinguished Alumna Award from Brooklyn ticipate in the work of the Committee on Clay Pell has dedicated his career to public College, NNELL’s Special Recognition Award, Curriculum for the 1975 volume on Goals service and making a difference in the lives of the French Honors Award from NYU, Clarification, and finally by Alice C. Omaggio to people. As the grandson of the late U.S. Senator NYSAFLT’s Distinguished FL Leadership Award co-author “Foreign Language in the Secondary Claiborne Pell – also a NECTFL Dodge Award and many others. Her innumerable accomplish- School: Reconciling the Dream with the winner! – his dedication to public service is ments reflect an uncanny ability to discern Reality” in 1983. deeply rooted. He is currently a candidate for what is truly needed and to gather the Among all these remarkable contributions to Governor of the state of Rhode Island and resources required to fulfill that need: she thus the profession, the most remarkable is Gladys believes the state needs a problem solver who created a World Language Outreach Program at Lipton’s determination to fight year in and year can spur growth and link Rhode Island’s econo- the University of Maryland Baltimore County out for foreign languages and for the language my and students to 21st century opportunities. which included teacher seminars, an educators who help children see the world After law school, Clay joined the Coast Guard, International Camp for children aged 7-10, a from new, challenging and exciting perspec- like his father and grandfather before him. As an series of “Let’s Talk” teacher days, and, at the tives. In an era when too many of us are dis- officer in a service devoted to helping people AATF, the now venerable National French Week. couraged, Gladys Lipton does not give up. She and saving lives, Clay had the privilege of lead- Dr. Lipton, in the acknowledgements section of is a treasure, and we at NECTFL are privileged ing men and women in uniform. He represent- the 5th edition of Practical Handbook to to confer on her the 2014 Brooks Award for her ed the government as a prosecutor in military Elementary Foreign Language Programs (FLES*) distinctive embodiment of “outstanding leader- courtrooms, and also as a liaison with foreign in Grades K-8, thanks her Brooklyn College ship in the profession.” Nous vous embrassons, military personnel from around the world. methods instructor for “scheduling a class visit chere amie, chere collegue! Clay then joined President Obama’s national to a grade 4 French FLES* class.” She went on security team, serving as director for strategic to conduct her doctoral research on the place planning. It was Clay’s job to bring together of reading in FLES programs. Starting her stakeholders across the federal government – teaching career in a New York City high school, from the Department of Defense to the she remained dedicated to foreign language in Department of Education – and look holistically elementary school. Through her many articles, at opportunities for their engagement in for- books and personal presentations, she has eign policy and national security, during a time worked to assemble a body of FLES* research of competing priorities, challenges and very that can help expand programs throughout the limited resources. country. Dr. Lipton has been invited to speak

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AWARDS (Continued)

The president then appointed Clay Deputy 2014 Northeast Conference on the Teaching of Professor of German, in addition to being affili- Assistant Secretary at the Department of Foreign Languages Stephen A. Freeman Award for ated with the Tam Institute for Jewish Studies; Education. There he led the U.S. government’s Best Published Article: “Overcoming Curricular Marianne Lancaster is Senior Lecturer in the efforts to equip America’s students with the lan- Bifurcation: A Departmental Approach to Department and Coordinator of the First Year guage and international education opportuni- Curricular Reform,” Die Unterrichtspraxis/ Program; and Caroline Schaumann, an Associate ties they need to succeed in the world econo- Teaching German Volume 46, Issue 1 (Spring Professor of German, is also affiliated with the my. At his departure, Assistant Secretary Brenda 2013). Jewish Studies and Film Studies programs. Dann-Messier said that he had “brought tremen- Usually, a tribute begins Together with their late dous energy, leadership, and vision to interna- with a short biography colleague at Emory, tional education and providing America’s stu- of the author, detailing Maximilian Aue, a facul- dents with global skills” and that he had “been a education, home institu- ty member in German powerful and effective voice for strengthening tion, and research inter- and Comparative the nation’s international and foreign language ests. This year’s winner Literature, they programs.” of the Stephen A. describe, step by step, Clay graduated first in his class from the Coast Freeman award for best how they worked with Guard Direct Commission Officer School, article cannot be intro- each other and their earned his J.D. from Georgetown University, duced in the traditional students to overcome and graduated from Harvard College with high Maximilian Aue way because it prac- Peter Höyng the traditional language- honors in Social Studies and a Citation in (posthumous tices what the title literature divide that so Modern Standard Arabic. Clay is a recipient of award) promises. The article is adversely affects student learning, retention and the Defense Meritorious Service Medal and the the result of a lengthy collaboration between departmental governance in many collegiate Coast Guard Achievement Medal. He studied the five full-time faculty members from the foreign language programs. The essay serves as law in China and Argentina and has studied German Department at Emory University. a roadmap for any language department seek- Chinese, Spanish, and Arabic. Hiram Maxim is Professor of German Studies, ing to address curricular reform. Clay continues to drill as a member of the U.S. Core Faculty member in the Linguistics Beginning with the chairperson’s role in Coast Guard Reserve in East Providence. He Program, and Director of the Emory College department-wide curricular reform, the other resides in Providence with his wife, Michelle Language Center; Peter Höyng is Chair of the contributors outline institutional contexts, Kwan. German Studies Department and Associate describe the curriculum’s theoretical frame- * http://languagemagazine.com/?page_id=6331 (date of access 3/4/14)

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AWARDS (Continued) work and detail how Margaret Carlson, the fundamental context for learning a second they selected and Pennsylvania State language. sequenced course mate- Modern Language Cultural sensitivity, cultural literacy, and inter- rials that allowed them Association (PSMLA) cultural competence will be at the forefront of to integrate the study of Ms. Carlson is a Spanish this project. The Language and Culture language and content at and French Instructor Wiki Project will serve as a clearinghouse for K- all curricular levels. at Deer Lakes High 8 world language educators to share and bor- Together, they devel- School in Cheswick PA. row lessons that marry language and culture, oped a curriculum that and that are standards-based and moves from narration at steeped in best practices. Marianne K. the beginning via expla- The Language and Culture Wiki Project seeks Lancaster Hannah Gonzalez, nation to argumentation to: at the final levels. At the Maryland Foreign time the article was Language Association • Promote understanding through cultural published, Emory’s (MFLA) practices German faculty was Ms. Gonzalez is a • Spread the spirit of cultural diversity engaged in implement- Spanish Teacher at Mt. • Generate a collaborative, creative, ing a curriculum-wide Hebron High School in and team-spirited approach to cultural assessment plan to Woodbine, MD. understanding determine how level- • Support the teaching experience specific outcomes are • Provide a teacher development tool being met. Abbe Guillet, New York • Offer a platform for sharing resources, The Northeast Hiram H. Maxim State Association of strategies, and perspectives Conference congratu- Foreign Language lates all five authors for The Language and Culture Wiki Project will tap Teachers (NYSAFLT) the insightfulness, world language professionals to serve as con- patience, dedication, Ms. Guillet is a French tributors of culture-based lessons as well as sea- collegiality, and talents Teacher at C.W. Baker soned veterans to serve on its editorial board. required to effect this High School in The site seeks to have a diversity of languages significant a curricular Baldwinsville NY. and grade levels represented within the K-8 change. The 2014 continuum. Freeman Award is an Nancy S. Zimmerman, expression of our grati- Kathleen Turner, Pennsylvania State tude to them for shar- Massachusetts Foreign ing this work with the Modern Language Caroline Language Association field at large. Association Schaumann Ms. Turner is a French Spanish professor – teacher at Sharon High Kutztown University School in Sharon MA. 2014 NECTFL Service Awards, given with grati- “Creation and tude to individuals who have contributed to the Electronic execution of the conference, will be announced Dissemination of at the Awards Ceremony. Bilingual eBooks for Young Language Learners” 2013 SANS, INC./MEAD LEADERSHIP FELLOWS The eBooks will consist of original texts and 2014 Northeast Conference on the Teaching of Congratulations to this year’s Fellows and illustrations collaboratively written and pro- Foreign Languages Teacher of the Year Finalists best wishes to them as they embark on their duced in pairs of Spanish-speaking heritage and leadership projects! (The NECTFL Teacher of the Year will be pre- L2 university students. sented at the Awards Ceremony on Friday, In a collaborative effort, pairs consisting of one Nathan Lutz, Foreign March 28, 6:30 p.m.) L2 learner and one Spanish-speaking heritage Language Educators of learner will write an original short story or chil- Sean Boettinger, Greater New Jersey dren’s book in prose or in verse. The paired Washington Association Primary School French university students will begin writing the story of Teachers of Foreign teacher – Kent Place at the beginning of the Fall 2014 semester. The Languages (GWATFL) School story/book must be suitable for young Spanish Mr. Boettinger is a “The Language and and English language learners in the region (or Spanish Teacher at the Culture Wiki Project” nationally for that matter); for example, for Dr. Henry A. Wise High As language teaching immersion schools and elementary schools in School in Annapolis, MD professionals, we uni- areas with large populations of bilingual versally accept that culture should be the cen- (Spanish-English) students such as Reading, terpiece of our curriculum. Unfortunately, cul- Allentown and Lancaster. The stories/books ture is often an add-on, or worse, is not taught will be bilingual side-by-side books so that in the target language. The Language and English language learners as well as Spanish Culture Wiki Project acknowledges culture as language learners can benefit. All text will be edited by the instructor and returned for multi-

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AWARDS (Continued) ple revisions. The stories must be illustrated and/or visually represented in hard copy. For the final product, each pair will publish their text in an eBook format with narration in both languages (subject to Kutztown University’s publication regulations). Additionally, the Use “post-it”-type Language Resource Center at Kutztown University will assist in the technical aspects of notes to mark important this project. It is expected that these texts will pages in your Official be electronically published by the end of 2014 Program — maps, or beginning of 2015. session descriptions, “Northeast at a Glance,” etc. Highlighters are useful, too.

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New Books from Yale Visit our booth #408

Methods Spanish German On Being a Language An Introduction to Spanish Schreiben lernen Teacher for Health Care Workers A Writing Guide for Learners A Personal and Practical Guide Communication and Culture, of German to Success Fourth Edition Pennylyn Dykstra-Pruim and Norma López-Burton and Robert O. Chase and Jennifer Redmann Denise Minor Clarisa B. Medina de Chase Kunterbunt und Chinese Fundamentos teóricos y kurz geschrieben prácticos de historia de la An Interactive German Reader Encounters lengua española James Pfrehm Chinese Language and Culture Eva Núñez Méndez Arabic Cynthia Y. Ning and John S. Montanaro A New Anthology of Early Ahlan wa Sahlan Modern Spanish Theater Functional Modern Standard Learning Chinese Play and Playtext Arabic for Intermediate Learners, A Foundation Course in Bárbara Mujica Second Edition Mandarin, Intermediate Level Mahdi Alosh Seamos pragmáticos Revised with Allen Clark Julian K. Wheatley Introducción a la pragmática Ancient Greek española Arabic for Life Derrin Pinto and A Textbook for Beginning Arabic Attica: Intermediate Carlos de Pablos-Ortega Bassam K. Frangieh Classical Greek French Readings, Review, and Exercises Introduction to Spoken Cynthia L. Claxton Standard Arabic French in Action A Conversational Course on DVD Learn to Read Greek A Beginning Course in Language Shukri B. Abed with Arwa Sawan Andrew Keller and Stephanie Russell and Culture: The Capretz Method, Third Edition Shou fi ma fi? Russian Pierre J. Capretz and Barry Lydgate, Intermediate Levantine Arabic with Béatrice Abetti, Thomas Abbate, Rajaa Chouairi Russian Full Circle and Frank Abetti A First-Year Russian Textbook Portuguese Donna Oliver with Edie Furniss Tu sais quoi?! Bom Dia, Brasil Russian-English Dictionary Cours de conversation en français 3rd Edition of Português Básico of Idioms, Revised Edition Annabelle Dolidon and para Estrangeiros Norma López-Burton Sophia Lubensky Rejane de Oliveira Slade Revised by Marta Almeida and Elizabeth Jackson Ya l e university press YaleBooks.com

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WORKSHOPS and TEACHING LABS Please Workshops are optional, three- or six-hour professional development experiences that are highly inter- Note: active and that explore a topic in depth. Workshops require advance sign-up on your registration form and the payment of a fee (in addition to your registration fee). They are offered on Thursday, March 27 only. Coffee service is included. Teaching labs are optional, two-hour professional development activities that are hands-on and that you will leave with materials and strategies to implement in the classroom right away. Teaching labs require advance sign-up on your registration form, but there is no cost added to your registration fee. They are offered on Sunday morning only. Coffee service is included. If you wish to register for workshops or labs, please indicate the workshop or lab number(s) on your registration form. Workshops are NOT sessions (see pages 20-39): sessions are 60 minutes long and are scheduled for Friday and Saturday only. You do NOT sign up in advance for sessions and there is NO ADDITION- AL FEE for them. We regret that we cannot honor requests to switch workshops. Workshop locations are printed on entry tickets.

THURSDAY, MARCH 27 of the workshop. An online reference will be provided to every attendee. This session will be beneficial both to 9 AM - 5 PM “digital natives” and “digital immigrants.” Examples (break from 12-2 pm) given can be adapted across all age levels.

1. ACTFL Workshop: Planning for Student 4. Special Education Strategies and Learning: Effective Curriculum, Unit, & Modifications for the World Language Lesson Design ($150) Classroom ($75) Laura Terrill, Independent Consultant Glennysha Jurado-Moran, Piscataway (NJ) Public Schools Learn guiding principles for designing standards-based curriculum, units, and lessons focused on developing Are you looking for strategies to help you meet the learners’ language performance. Consider how the needs of learners in your classroom? Learn useful and National Standards, 21st Century Skills, and Common practical strategies to modify instruction and assess- Core guide the development of a vertically aligned cur- ments in all three modes of communication presented riculum that builds students’ communication skills and by a dual-certified Special Education and World cultural understandings. Participants explore thematic Language teacher. Gain a background on learning dis- unit design and daily lesson planning with strategies abilities. Make sense of Individualized Educational that maximize student learning in support of curricular Plans and learn how to implement modifications in a goals, with indicators of performance expected at each way that benefits all students. Discover how integrating level of instruction. various learning strategies and simple modifications can not only meet the needs of all learners but also spice up THURSDAY, MARCH 27 your classroom. 9 AM - 12 PM

3. iTech, uTech, we all Tech ($75) Mercè Garcia, The Chestnut Hill School Looking for more interactivity for your language class- es? Do you want to know how to make technology a tool in your daily instruction, not the aim of it? Do you learn best by doing? This workshop will provide you with proven and ready to use ideas on how to integrate technology into your classroom activities. You will have time to experiment apps and other online resources we will be walking you through. Please bring your iPads and your computer so that you can fully take advantage

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for effective teaching are integrated into the STARTALK planning tools and will leave with greater understanding and specific information. 7. Trabajar con cortometrajes en la clase de español ($75) Esther Gimeno Ugalde, Boston College Este taller pretende acercar al docente al medio cine- matográfico y presentar el cortometraje como una útil herramienta didáctica. Se presentará una breve reflex- ión teórica acerca de las múltiples ventajas que ofrece este medio en las clases de lengua. El propósito de esta primera parte será introducir algunos criterios de selec- ción que faciliten la tarea del profesor a la hora de optar por un cortometraje. Esta breve introducción servirá de base para presentar una secuencia didáctica elaborada 5. The Elephant in the Room: Grammar and a partir del cortometraje Éramos pocos (2005). En la Proficiency ($75) segunda parte del taller, de carácter más práctico, los Bill Heller, SUNY Geneseo participantes deberán hacer sus propias propuestas Reflect on the role of grammar in the communicative didácticas a partir de una variedad de cortometrajes curriculum by examining the work of Lee and (Ana y Manuel; Ella o yo; La Bruja). VanPatten, Doughty and Williams, De Mado and others 8. Groups, Games, Good Times and a Tidbit through the lens of the ACTFL Proficiency Guidelines. The presentation will primarily be an interactive lecture of Technology ($75) interspersed with a variety of brief activities to process, Valerie Greer, Bay Shore (NY) Middle School assimilate and apply the main concepts presented. Wendy Mercado, Bay Shore (NY) Middle School Participants will leave with some concrete strategies to Increase the level of enthusiasm and participation in try in making changes advocated in the workshop and your class with games, cooperative activities and use of with a detailed handout. No prior knowledge is technology. Learn activities that make the students feel assumed, but previous familiarity with the ACTFL like your class is all fun and games when it’s actually a Proficiency Guidelines and secondary teaching experi- valuable learning environment that fosters all skills. ence will be helpful. Warning: This workshop may raise Participants will learn many new games and activities more questions than it answers! that will enhance their lessons and make them more 6. How to Plan and Propose a Good enjoyable for everyone. Each game and activity present- ed will include demonstrations and audience participa- STARTALK Program ($75) tion. Teachers will leave with a packet of materials and Catherine Ingold, National Foreign Language access to links that can be implemented with any lan- Center - U. MD. guage or level. Bring the life back to your language class Jennifer Eddy, Queens College/CUNY and have your students begging for more! Mary Elizabeth (Betsy) Hart, University of Maryland THURSDAY, MARCH 27 Nicole Rumeau, University of Maryland 2 PM - 5 PM This workshop guides participants on how to lead a successful STARTALK program, from Idea to 9. Communicative Latin: Speaking and Implementation. Since 2007, STARTALK has led the Writing in the Classroom ($75) profession in providing summer language immersion Jacqueline Carlon, University of Massachusetts experiences for students and highly focused profession- Boston al development for teachers in critical languages. Presenters will help you craft a sound proposal, plan the This workshop will introduce teachers to a number of curriculum, and guide you through implementation techniques and exercises that use speaking and writing with a variety of tools, support materials, and hands on to teach Latin grammar and enhance reading skills. The resources. Participants will have the opportunity to goal is to help teachers enliven their classrooms and brainstorm ideas and use tools that will help them in address the varied learning styles of their students by their classrooms. They will understand how principles incorporating active methods that engage students in

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meaningful communication with one another and with This workshop will guide teachers through the logistics the texts they read. All the activities are informed by of designing centers, grouping students, and managing recent research in second language acquisition. it all — whether teachers have their own classrooms or Participants should have a good working knowledge of travel. Time will be spent creating and sharing activi- Latin, as the workshop will be interactive, but no expe- ties, so teachers will leave with a handful of ready-to-use rience with speaking is necessary. materials. 10. Using the iPad in the WL Classroom 12. Best of NJ: Acquisition through ($75) Comprehensible Input - Gaining Micro- Dana Pilla, Haddonfield (NJ) Public Schools Fluency ($75) Glennysha Jurado-Moran, Piscataway (NJ) Public Liam O’Neill, Pascack Valley (NJ) Regional HSD Schools Current brain research suggests that a L2 is acquired Tap into the iPad world and learn how to use this most efficiently through Comprehensible Input (CI). CI engaging, yet easy to use technology. The iPad and its Theory and current TPRS (Teaching Proficiency through Apps are a fun way to inspire and motivate your stu- Reading, Storytelling) practices draw from this brain dents. Learn how the iPad can be used for instruction research, address all modes of communication and are and assessment in all three modes of communication at transforming classrooms across the country. Presenter all levels of language learning. Discover how it can not will teach a lesson in Chinese, dissect the lesson with only bring authentic language directly to your students attendees and share videos of student work. Attendees but can also enhance language learning in a manner will see the power of repetitive, comprehensible lan- that is appealing and meaningful to today’s students. guage input and get direction for further exploration. No significant background knowledge is required to Can your year one students speak extemporaneously for benefit from this session. over two minutes? Learn how most can when instruc- tors make language engaging, comprehensible and 11. Using Centers to Differentiate in the meaningful. Explore CI Theory and TPRS practices. Early Language Classroom ($75) Nathan Lutz, Kent Place School 13. Writing the ACTFL-CAEP Report ($75) Rebecca Fox, George Mason University Differentiation is indisputably the best way to reach the academic needs of all our diverse learners. Managing a Do you need help preparing your ACTFL/CAEP differentiated classroom, however, deters many teach- Program Report? This workshop will prepare foreign ers because of preparation time, materials manage- language teacher education programs to write their ment, and limited student face time with the teacher. ACTFL/CAEP (NCATE) Program Report as they seek With the implementation of learning centers, early lan- national NCATE recognition. Participants will examine guage teachers can effectively have their students work- the program standards, the program report template, ing independently at their instructional level while other and sample assessments. Hands-on activities will focus students are receiving direct instruction or being on the types of assessments and data that can demon- assessed by their teachers in homogenous groupings. strate achievement of the standards. 14. The Power of Formative Assessments: Unlocking Student Learning ($75) Deborah Espitia, Howard County (MD) Public Schools Leslie Grahn, Howard County (MD) Public Schools Want to know more about formative assessments and what to do with the data you collect from them? Then, join us as we explore, experience, and analyze a variety of formative assessment strategies. Time will be provid- ed to create formative assessment tasks and highlight points in a lesson where formative assessments might occur. Then, we’ll take that next step to identify possi- ble responses to formative data based on what we know about our learners and their needs. A variety of resources will be provided and access to a wiki with many more.

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adapting provided templates to create worksheets. All materials will be shared via Google Drive. Examples will be in Spanish, but templates can easily be adapted for other languages. 18. District Determined Measures: Oral Proficiency Pat DiPillo, Falmouth (MA) High School Have you been searching for a method or process to develop a District Determined Measure that addresses a specific need in regard to assessing oral proficiency and target use of language by students? Attending this teaching lab will help you to create an instrument that you can use to gauge target language use in an interac- tive collaborative way by assessing oral proficiency at SUNDAY, MARCH 30 whatever level you teach. Participants will be guided 8:30 AM - 10:30 AM step by step through the SMART Goal creation process (No fees apply, but you must sign up on registration to design and take away a comprehensive Action Plan ready to be implemented in their respective districts and form and get a ticket.) used immediately. 16. Hands-On Clay Gargoyles & Stained 19. Technology to Get Students Talking Glass Windows Holly Forsyth, Fox Chapel (PA) Area SD Cheryl P. Berman, Newington (NH) Public Schools Jessica Taylor, Fox Chapel (PA) Area SD SAU District 50 “Best in Conference” winners will present a hands-on This teaching lab will present two hands-on activities of teaching lab demonstrating best practices from collab- creating a clay gargoyle and small stained glass window. orations across cultures and schools. Learn how to This lab will bring cultural education into your French incorporate easy to use technologies such as flip cam- classroom. Each activity will be presented in an actual eras, iMovie, Skype, video and paper scrapbooks, hands-on format where each attendee will make and Photobooth, YouTube, websites, iPods/ podcasts, and take a lesson for these two items. Presenter will connect virtual learning into your instruction. Plan (free), sus- each activity to your French classroom with a vocabu- tainable and reasonable projects that can be accom- lary list and brief historical information. Participants plished in a few classes. Try out a few technological will gain knowledge of how to bring these wonderfully tools in break-out groups and plan for your specific historical pieces of French history to life! Attendees will context. See how our technology-enhanced mini les- make and take their own creations and receive the sons can combine into an integrated sequence and can instructions and standards connections to make these connect to larger curricular goals and effective collabo- wonders educational and affordable to their middle rations. Beginners welcome! Examples in Spanish and school students. Quechua. 17. 1000 Words: Using Authentic Images to 20. Digital Storytelling with Online and Spark Speech and Writing Mobile Tools Chela Crinnion, Ethical Culture Fieldston School Angela Gunder, Northern Virginia Community College Images are powerful tools to spark speech and writing. By using authentic images — photographs, ads, and Silvina Orsatti, University of Pittsburgh even those inspirational posters that inundate social Learn practical hands-on strategies and technology media — you can spark great discussions and journaling tools for bringing language learning to life through dig- in your classes. This teaching lab will focus on sources ital storytelling. Participants of all skill levels are invited and approaches for incorporating authentic images into to take part in an active and informative teaching lab lessons. Examples will be presented thematically, with that will showcase some of the best online and mobile topics such as Friends and Family, Health and Wellness, tools for learning. All of the applications are specifical- and Community and Service. Participants will have time ly aligned to providing students with more time on task to collaborate, searching for authentic images and and better opportunities for engagement with the tar-

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get language. The session will guide participants techniques but will also illustrate how these customized through the usage of the tech tools, demonstrate best self-created movies can be perfect teaching materials in practices for implementation in the classroom, and pro- developing the three modes of communication. We will vide them with a hands-on project and rubric. examine how video carries many elements of the 5C standards in teaching foreign languages. 21. Engage and Motivate the Reluctant Language Learner 26. Assess For Success in the World Norah Jones, Fluency Language Services Language Classroom In this practical, participatory teaching lab, participants Ashley Tremper, Trinity Episcopal School experience and practice activities that motivate and Looking for ways to assess your students that aren’t reconnect reluctant and unmotivated students to teach- limited to multiple choice and fill-in-the-blank? After a ers, their classmates, and language-learning itself. brief overview of formative vs. summative assessment, Practical information on why adolescents disengage a variety of hands-on and innovative activities will be from language-learning is paired with specific activities presented and then created by the participants. to overcome fear and disinterest. Three foundational, Educators will walk away with numerous ideas and breakthrough language “truths” in action can return actual assessment tools to implement immediately in students to peer approval, learning, and personal iden- their own classrooms. While most of the examples will tity. The highly-integrated steps provide participants be in Latin, any language teacher can benefit from this immediate and practical understanding, activities, and learning lab. It has been taught at a New Teacher resources. A thorough handout is provided. Institute for teachers of all grade levels with great suc- cess. 22. Engaging Activities for All Learners Janel Lafond-Paquin, Rogers High School 27. Glamorize Your Lesson Plans! Need some strategies for teaching your own target lan- Arlene White, Salisbury University guage? Come to this teaching lab and participate in Caroline Mark, Parkside High School more than twenty engaging activities that will enhance Need more glamorous lesson plans? Sparkling warm- your students’ learning experience and provide you with ups? Intriguing transitions? Fascinating and engaging ideas for reaching and teaching all your students. pair activities? Exciting exit strategies? Alluring Activities and strategies can be used at any level of resources? A hands-on lesson plan make-over may be instruction and with any formal text or literary selec- just what you’ve been looking for! Come and see! tion. They include paired activities, activities that target the four skills, cooperative activities, differentiated instruction activities, activities that promote logical thinking, technological activities, and creative activities. For those seeking to engage all students in active lan- guage learning and to prevent boredom, this lab is an opportunity to experience in two hours a myriad of activities that can be easily incorporated into their own language classes. A handout with all activities will be given to participants. 24. Hands-on Movie Making to Create Meaningful/Authentic Materials Enhancing Language Experiences Celia Liu, The College of New Jersey Movies (short film) offer more authentic and meaning- ful language experience than merely text or still pictures could. During this teaching lab, the presenter will demonstrate how easy it is to create movies using short video clips captured by smart phones, tablets or cam- era. Incorporated with appropriate PowerPoint slides and subtitles in the movie, a meaningful video, which is suitable to your own lesson plan, will be created in no time. This session will not only cover the movie making

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28. Voyage to the Louvre: Art in the World Language Classroom Malachi Wood, Princeton Public Schools Shannon Carr, L.C. Bird High School Judith Csatari, Richmond Middle School Christelle Palpacuer Lee, Rutgers U Graduate School of Ed Let’s go to the museum! In this teaching lab, partici- pants are invited to travel virtually to the Louvre in Paris, and learn how to integrate a voyage into art into their world language classroom. Participants learn: (1) what the Louvre museum is, (2) how to integrate art into their classrooms, and (3) how to design a voyage to Turn off your the art museum along with museum activities. cell phones in Participants will discover the collections of the Louvre and art appreciation through interactive and fun activi- meetings, events, ties they can use later in their classroom. They will then performances, examine three classroom units developed by the presen- workshops, ters as well as samples from students’ work and experi- and sessions, ences at the museum. They will be able to use these PLEASE! units as templates to design tasks that target the world languages and Core Curriculum Contents Standards. The material created in this lab will include activities, assessments, and assignments. Handouts include unit and lesson plans, PowerPoint presentations, videos, and photos.

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INDEX OF CONCURRENT SESSIONS

• FRIDAY, MARCH 28 • 8:00 AM - 9:15 AM: EXHIBIT AREA Connect your language class with schools 36. Mens sana in corpore sano VISIT TIME! around the world through technology. This ses- Friday, 9:15 AM-10:15 AM, MIT sion will explore opportunities and resources 9:15 AM - 10:15 AM FRIDAY TIME Latin/Secondary SLOT for language exchanges, both through study abroad and exchanges online, to connect stu- William Clausen, Washington Latin PCS 30. ES: Accademia Italiana: Italian through Myth: dents’ in-class learning to the real world. Gabe Malone, Washington Latin PCS Authentic Materials on Mythology in Italian Participants will learn about virtual exchange Students have not just a mind but also a body. Classes and online platforms that enable students to And adolescents are competitive. This session Friday, 9:15 AM-10:15 AM, Clarendon communicate and collaborate with peers from will focus on drawing out the implications of 140 countries on projects that address global these two observations. We will demonstrate Italian/Postsec issues. and engage participants in roughly a dozen Francesca Romana Memoli, Accademia group activities designed to improve students’ Italiana 34. Best of NH: Bewegtes Lernen mit Musik! understanding of Latin. Activities include noun This session highlights the use of authentic (Active Learning with Music) ending races with blacktop chalk, hopscotch materials in Italian classes of US students, expe- Friday, 9:15 AM-10:15 AM, Harvard with personal pronouns, conjugating verbs riencing an important aspect of the culture: German/All levels around the world using mini white boards, cha- mythology. How teachers can build lessons, Alison Pantesco, Keene State College rades with vocabulary, comparative adjective using authentic materials tailor-made for col- songs, and more. The goal here is not to pacify “Sieh es! Sag es! Tu es!” Music is a great vehicle lege and university students, setting up differ- students with games but rather to create activi- FRIDAY for increasing enthusiasm in the German class- ent phases, adopting modern teaching tech- ties that will drive superlative adjectives and room, enriching vocabulary, internalizing gram- niques, like guided virtual visits to famous the sequence of tenses deep into their minds. matical structures and practicing pronunciation mythological sites: Palinuro, Scuola Medica Participants will learn a number of new activi- in a manner that students of all levels and their Salernitana, helmsman of Aeneas. Tips are given ties and be challenged to think about why they teachers (!) enjoy. Before you reach for another to participants. make the choices they do in class. Some back- worksheet, try a little music with choreogra- ground of Latin would be beneficial, but some- 31. ES: Vista Higher Learning: Form, Content, phy! The presenter will guide participants in one could learn from the presentation even Strategies, Tools: Planning and Delivering learning simple choreography for songs which without such knowledge. Instructional Excellence they will then be prepared to teach in elemen- Friday, 9:15 AM-10:15 AM, Dartmouth tary and intermediate levels. Handouts of the 37. What Teachers Should Know about Teaching lyrics with explanations of choreography will French, German, Italian, Spanish/HS, Postsec and Assessment of Writing be available for participants when the session is Friday, 9:15 AM-10:15 AM, Northeastern Norah Jones, Fluency Language Services completed. A video demonstration of upper This interactive session presents, in turn, for- level students presenting a song with more Arabic/Postsec mat, content, strategies, and visual tools for challenging lyrics will also be shown to illus- Rabab El Nady, Tufts University planning and delivering high-quality, integrated trate the success of this instructional tool. NO This presentation will highlight strategies and and scaffolded lessons and courses. dance experience is required, but participants approaches, which are both useful and practi- Participants learn how to define appropriate should not be surprised if they leave this ses- cal, that teachers can use to overcome the chal- expectations, and experience content and tools sion humming and tapping their foot! lenges they face while teaching and assessing to meet and assess each expectation. Each par- writing. The presenter will show a successful ticipant leaves with a personalized instructional 35. Crônicas: A Tool to Teach and Learn model that was adopted to enhance learners’ plan, having identified the basics of their pre- Portuguese FL writing ability and enable teachers to assess ferred content, strategies, and tools. A thorough Friday, 9:15 AM-10:15 AM, Hyannis learners’ writing skills efficiently. The model reference handout is provided. Portuguese/HS, Postsec outcomes, as well as the successes and chal- lenges both teachers and students encountered 32. ES: Explorica: An Inside Look at Student Celia Bianconi, Boston University while implementing the model, will be report- Travel Nilma Dominique, MIT ed as well. A PowerPoint presentation in addi- Friday, 9:15 AM-10:15 AM, Exeter This session is a Portuguese presentation on tion to hands on activities and handouts will be All languages/HS, Postsec reading authentic material in a foreign language used throughout the session. classroom through the use of crônicas, a rich Sarah Steinwedell, Explorica literary genre that tells about an episode involv- 39. Using the LinguaFolio Can-Do Statements in a In learning a foreign language, what could be ing real people and that can be found in Standards-Based Classroom better for your students than conversing with a Brazilian newspapers and magazines. Students Friday, 9:15 AM-10:15 AM, Regis native speaker – not in the classroom – but in can benefit from working with crônicas to German/K-12 another city or country? Join us to learn how improve their vocabulary and word pronuncia- you can provide your students with an afford- tion, to learn about culture and to identify Deborah Orth, Cony HS able, educational trip within the US or abroad. themselves with a particular passage. Our ses- This session will introduce the LinguaFolio Can- Discuss how to overcome common obstacles sion promotes classroom discussion and analy- Do Statements and how they’ve been used to and how to motivate and engage students. sis of real situations. This approach engages guide the development of a standards-based attendees to interact with peers to promote curriculum. The presenter, SANS, Inc./Mead 33. ES: iEARN: Connecting Classrooms around the teaching and learning activities. The reading Fellow Deborah Orth, will share her experi- World with iEARN-USA activities will be demonstrated and participants ences and give examples of this ongoing work Friday, 9:15 AM-10:15 AM, Fairfield will discuss how to successfully incorporate in progress. The session will also explore possi- Arabic, Chinese/HS them into language classrooms to increase cul- bilities of using the Can-Do Statements in order Jennifer Russell, iEARN-USA tural awareness and language proficiency. to create a digital portfolio using Microsoft One Exercises are also appropriate for Spanish Note. speakers who are learning Portuguese.

20 Northeast Conference Program 2014 FRIDAY 21 will explain the basics of the flipped will explain class, tutorial and an effective into making what goes have you that now class what to do in your Specific with the language. time to work more assessments, formative of tutorials, examples activities will be and daily authentic resources understanding better of for highlighted to allow this topic. TIME AM FRIDAY AM - 11:30 10:30 SLOT and Maximize Your 47. ES: SANS, Inc.: Simplify for Language Learning Resources Technology Anytime/Anywhere Clarendon AM-11:30 AM, 10:30 Friday, Postsec Spanish/HS, Inc. SANS, Sandy Hayward, Inc. SANS, Iris Sattar, it’s BYOD IPad, 1:1, platforms so many With do I use? Is it compati- “What overwhelming. Learn easy author- do I keep track?” How ble? connecting content, ing of audio/video content; stu- tracked for and websites book portals, text individual and Examples include dent access. reading, recording, student oral collaborative with instructor feedback and listening activities; Virtual SANSSpace using audio/video/ text. will be highlight- and other resources Platform ed. 48. ES: Santillana USA: Spanish in the Secondary Grades and the Common Core Dartmouth 10:30 AM-11:30 AM, Friday, Spanish/HS Co, Santillana USA Publishing Mario Nuñez, Inc. of the ELA the nature will explore Participants (CCSSO, Standards National Common Core the secondary2010) and their implications for their including classroom, Spanish language alignment with the National Language en español. and the Common Core Standards, 49. ES: Consulate General of France in Boston: Official Diploma in the DELF — A Worldwide French Language Exeter 10:30 AM-11:30 AM, Friday, French/K-12 of France Consulate General Boutiot, Magali in Boston Mazzetta, Fabrizio students in ele- your Learn to encourage how mentary and secondary to obtain an schools The Language. official diploma in the French by the French DELF is a diploma awarded Ministry of National Education to assess lan- skills of people whose first is guage language It is designed by the Centre not French. a International (CIEP), d’Etudes Pédagogiques Ministry part body of the French of public Education. Northeast Conference Program 2014 Program Northeast Conference ESSIONS S • FRIDAY • • FRIDAY ONCURRENT C Reawaken your inner actor! This hands-on ses- This hands-on actor! inner your Reawaken of drama examples concrete sion will present classroom can use in your that you techniques inter- interpersonal, students’ to enhance your Find proficiencies. and presentational pretive activities to your muse and add more your help and beyond charades that go repertoire No acting experi- students communicate. your ence necessary!....Really!! from STARTALK 44. Microteaching: Lessons Education Programs Summer LCTL Teacher Tufts 9:15 AM-10:15 AM, Friday, Professional All languages/Adult, of Maryland University Anna Jacobson, of Maryland University Mouna Mana, of using “don’ts” and “do’s” the What are education teacher in language microteaching the presenters presentation, In this programs? as it is used in sum- will discuss microteaching The audi- programs. teacher mer STARTALK ence will be invited to critique of this models research. the presenters’ derived from practice they will brainstorm guide- the presenters, With in 21st century using microteaching lines for education classes. teacher language 45. Bridging the Gap: Standards’ Expectations and Performance Reality for Students Vineyard 9:15 AM-10:15 AM, Friday, Postsec French/HS, at Arkansas of University Rosalie Cheatham, Little Rock to participants strategies This session provides lan- and the world utilizing the FL Standards for for ACTFL by developed crosswalks guages the 21st Centuryboth the Partnershipfor and courses to redesign the Common Core to for that reflect activities and projects include real by stu- acquisition and usage language world Sample and intermediatedents at novice levels. along with innovative activities and projects Participants provided. are assessment strategies opportunities with sam- will have to interact their activities for to develop ples provided theory the gap between and to bridge classes of com- in all modes and student performance munication. 46. Flipping the Foreign Language Class Wellesley 9:15 AM-10:15 AM, Friday, Postsec Spanish/HS, High East Greenwich Kristin Pontarelli, School right out of your instruction” “direct the Take on to work time in class more Have teaching! learning in depth Project-Based and to have with your language conversations in the target participants will gain a students! In this session, “Flipped better understanding of what the it to execute is and how approach Classroom” This session classes. language in their foreign NDEX OF I gg _ 40. Let’s Get Interpersonal: Teaching Social Skills Teaching Get Interpersonal: 40. Let’s to Improve Communication Salon AB AM-10:15 AM, 9:15 Friday, Postsec Spanish/HS, School High Marriotts Ridge Ventosa, Jim student anxiety to reduce Learn strategies new In interpersonalwhile increasing competence. teachers will learn presentation, this interactive engag- skills through student social to improve these improved With ing activities and games. tak- comfortable more students will feel skills, the real to the classroom from ing the language world. for the First-Year 41. Learning about Haiti: Tasks French Classroom Salon CD AM, AM-10:15 9:15 Friday, French/K-5 College St George’s Royal Michels, Mardi What started in out as letter writing to children Haiti ended with students learning about and current culture traditions, Haitian history, on writing tasks Students worked affairs. ending and recipes, stories, blog, though a class a Haitian and cooking the unit researching out- of bringing alive the language A way meal. side the classroom. 42. Community-Based Material Development: Acción Directa and Spanish in Boston Simmons 9:15 AM-10:15 AM, Friday, Spanish/Postsec Massachusetts Institute of Agudo, Roberto Rey Technology Massachusetts Institute of Lissette Soto, Technology and Directa Acción This session reports on video collec- web-based two Spanish in Boston, servicetions based on student-led public proj- and on inter- and Colombia, ects in Mexico and with Spanish-speaking professionals views of organizations serving the representatives Hispanic/Latino community in the Boston area, aim at creating Both projects respectively. and cultural social authentic materials to foster of the language levels at different awareness relationships and at forging curriculum, and the classroom language the between The presentation Spanish-speaking community. of com- in the context will discuss the projects the explore munity-oriented learning, language development, in the projects’ stages different and con- to finished product, proposal from to use on how with a hands-on section clude these materials in the classroom. to Enhance 43. Using Drama Techniques Proficiency Suffolk 9:15 AM-10:15 AM, Friday, Spanish/All levels French, High School Smithfield Dempsey, Margarita g g _ gg

INDEX OF CONCURRENT SESSIONS

• FRIDAY •

50. ES: Cambridge University Press: Intercultural 53. Panem et Circenses — Rome to Panem and discussion are part of a larger collaborative Connections - Practical Teaching Strategies for a Friday, 10:30 AM-11:30 AM, MIT effort to offer alternative methods and pedago- Cultural Language Experience gies that prepare for growth in the field and to Latin/Secondary also work for change at our home institutions. Friday, 10:30 AM-11:30 AM, Fairfield Elise Gursahaney, Washington Latin PCS Spanish/HS This session will focus on strategies and activi- 57. From Good Practices to Best Practices: Emily Stewart, Cambridge University Press ties for teaching Latin and Roman history and Maximizing Communicative Interactions Research has shown that students learn more culture through Suzanne Collins’ hit novel, “The Friday, 10:30 AM-11:30 AM, Salon AB (and are more motivated and engaged) when Hunger Games.” Instructors will have the French, Spanish/Secondary they learn language in context and not in isola- opportunity to interact with “The Hunger Carol Dean, SUNY College at Oneonta tion. Using David Corbett’s ‘Intercultural Games” text and film to explore the influence Language Activities,’ this session will provide of Rome throughout the story, and find practi- Drawing upon actual teaching observations in practical ideas and strategies to discuss and see cal ways to incorporate “The Hunger Games” middle and high school L2 classes, this session ways to move language learning in isolation to into the Latin curriculum from elementary level will provide numerous examples of how some- involvement with other cultural connections. through Advanced Placement. Sample assign- times the simplest changes in a lesson can pro- This session will present and discuss a wide ments, student work and resources will be pro- vide learners with richer and more frequent range of easily accessible activities that will vided. This session is aimed at the middle opportunities for interacting with the TL. help teachers engage and motivate students by school and high school level due to the mature Examples will be presented. Participants will providing them with topics that they WANT to content of “The Hunger Games.” analyze sample lessons and consider strategies, FRIDAY learn about. This will be an interactive session activities, and approaches to improve them. with participants discussing and practicing key 55. Best of PA: What Can Kindergarten Teach Us? The presenter will also provide suggested strategies to incorporate interculturalism into Reading Circles in the FL Classroom improvements. the classroom as a way to engage and motivate Friday, 10:30 AM-11:30 AM, Provincetown 58. Prioritizing Communities: Planning a Unit learners. After completion of this session, par- Spanish/All levels from the Outside In ticipants will have concrete practical activities Rich Madel, Colonial School District and strategies that they can begin using imme- Friday, 10:30 AM-11:30 AM, Salon CD diately in their classroom to motivate and Reading circles are used in elementary L1 class- French/Spanish, All levels rooms as a way to model language, build vocab- engage students in the language learning class- Eileen Glisan, Indiana University of PA room. ulary, reinforce comprehension, and bring litera- ture to life. Learn how to go back in time in June Phillips, Weber State University, emerita 51. The 5 Cs in Action: Collaborative Final your classroom and get students engaged in This session presents ideas for prioritizing the Projects reading texts in the target language. Reading Communities Goal in the unit planning process by making interaction in target-language com- Friday, 10:30 AM-11:30 AM, Harvard (literacy) circles are an already well-developed method to encourage literacy in L1 elementary munities the primary objective. Presenters will German/Postsec classrooms. Participants will be provided with share examples of real-time and virtual activi- Jutta Schmiers-Heller, Columbia University research to support its efficacy, examples of ties for connecting students to Communities This session will show how 2nd year German how it has been used in the L2 classroom, and and preparing students linguistically and cultur- college students use the final week of the ideas to be implemented upon leaving the ses- ally to interact in the target language within semester to work collaboratively on group proj- sion. Participants will be able to incorporate these communities. Participants will engage in ects reviewing and using the materials they new ways to model the target language, utilize collaborative planning of a unit with a have learned throughout the semester as a new strategies to check for comprehension of Communities focus. basis for creating something new such as a target material, and energize their students by game, a comic, literature, or even art. In this providing a safe, low-stress reading environ- 59. Teaching Geography through Comprehensible fashion students deepen existing knowledge ment. Input and TPRS while applying it in a new context, and contin- Friday, 10:30 AM-11:30 AM, Simmons ue to explore language in realm of the five Cs. 56. Re-Thinking Study Abroad: A Critical French/K-8 Intercultural Approach Allison Litten, Marion Cross School 52. Making Literature Accessible to Second Friday, 10:30 AM-11:30 AM, Regis Language Learners In this session teachers will see the details of a All languages/HS, Postsec unit that focuses on the geography of France Friday, 10:30 AM-11:30 AM, Hyannis Nathan Ferrell, Howard High School used with fifth graders. Personalized question- Italian/HS The goal of this presentation is to understand ing and vocabulary serve as points of depar- Maria Procopio-Demas, Newton North High study abroad from a critical intercultural per- ture. A folktale allows students to practice read- School spective and the various factors that may inhib- ing with written input. Photographs and How do we make literature accessible and it its transformative capacity for justice and videos increase the exposure the students have interesting to second language learners at the peace, such as the language of tourism and the to the material covered in the unit and enhance high school level? During this session atten- consumerist mentality of the study abroad the students’ experience. During the session dees will participate in a sample lesson using a experience. Attention will be given to the attendees will see an outline of the unit in addi- novella from the Decameron and bringing it to rhetorical strategies in study abroad literature tion to photos and videos of students in action, life with many pre/post reading activities, and the language institutions used to frame the examples of student work and lesson plans. including vocabulary learning activities, discus- experience. Discussion will follow the presen- This session content is adaptable for all grade sions and oral skits. tation on how educators can better understand levels and languages. No prior knowledge of CI the shortcomings of a study abroad experience or TPRS is necessary to follow this session. that is not critical and the challenges we face as we re-think the enterprise. The presentation

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60. Incorporating Québécois Culture into the High nexus of globalization, intercultural communi- 65. ES: Education Office, Embassy of Spain: School Classroom cations, and the spread of stability and democ- Television Advertising: Authentic Materials that Friday, 10:30 AM-11:30 AM, Suffolk racy worldwide. Our professionals are teach- Motivate Students Learning Spanish ers, interpreters, translators and others. We French/HS Friday, 1:00 PM-2:00 PM, Dartmouth enable the vital role played by language in 21st Spanish/Secondary Jennifer Borgerding, Howard County Public century citizenship. This session describes how Schools the Joint National Committee for Languages Maria del Mar Torres Ruiz, Education Office - Quebec is so much more than hockey but and the National Council for Language and Embassy of Spain many Americans have yet to discover the International Studies works to advocate for lan- Advertising is a powerful tool for teaching lan- breadth of its rich culture and heritage. This guage in the US, and how you can help. No guage given that it helps to contribute the nec- session is intended for intermediate/advanced prior advocacy experience is required - just essary context for the acquisition of the lan- French high school teachers who have limited enthusiasm for languages. guage. Attendees of this session, conducted in knowledge of Quebec culture but who wish to Spanish, will receive ideas about how to use tel-

incorporate authentic resources and culture 63. Taking It Personally evision commercials in the teaching and learn- FRIDAY into the classroom. Sites, music, culture, litera- Friday, 10:30 AM-11:30 AM, Wellesley ing of Spanish as a second language. ture and activity ideas are organized by the six Spanish/Secondary AP themes. The main goal is for participants to 66. ES: Breaking the Barrier: The Ideal Lesson: Karolyn Rodriguez, Hamden Public Schools walk away with ready-to-use authentic Ten Steps to Total Fluency resources and activity ideas as well as a greater Anne Linley, Hamden Middle School Friday, 1:00 PM-2:00 PM, Exeter confidence and increased motivation to incor- Erica Torruellas, Hamden Middle School French, Spanish/HS, Postsec porate Quebec culture into the French class- This session will address how to create cultural John Conner, Groton School/Breaking the room. The presenter is a recipient of the sum- competency and value the diversity of the stu- Barrier, Inc. mer 2013 AATF stage didactique grant to dent population. In an effective classroom, In this session, John Conner, Dean of Faculty / l’Université de Montréal. You may wish to teachers realize that students bring a wealth of Spanish teacher at Groton School and author of bring your smart phone, but it is not required. personal and cultural experiences. Tapping the acclaimed “Breaking the Barrier” series, into that resource is crucial to having an effec- leads participants through ten activities guaran- 61. Case Studies of Three Successful Hybrid tive and enjoyable learning experience. teed to make classes more productive and Classes in Chinese Teachers must adapt instruction to take into exciting. Videoclips of his own students will be Friday, 10:30 AM-11:30 AM, Tufts account the differences and diversity of stu- shown, and the ideas presented can be used in Chinese/HS, Postsec dents and to think beyond the textbook. your classroom the very next day. Handouts Learning styles, capabilities and needs of learn- Amber Navarre, Boston University will be provided. ers are addressed through activities that will Hybrid/blended learning, which may be broadly help students develop language skills. defined as an educational model where stu- 67. ES: Centro Studi Italiani: Converse Today, Participants will examine and discuss a variety dents learn partially through online venues and Study Tomorrow of ways to create a cultural, comfortable and partially in traditional classroom settings, is an Friday, 1:00 PM-2:00 PM, Fairfield enjoyable learning environment. How do we umbrella term that covers a great variety and hook our students? TAKE IT PERSONALLY! Italian/Postsec spectrum of instructional practices and learn- Giovanni Eric Pasotto, Centro Studi Italiani ing activities. “Whether” one makes a class hybrid (or not), despite being an important 11:30 AM - 1:00 PM: EXHIBIT AREA An in-depth look at how a short University decision for the instructors, does not matter as VISIT TIME! summer program can enrich its curriculum by much as “what” is actually done in the blended 1:00 PM - 2:00 PM FRIDAY TIME SLOT adding daily study of the local language. learning experience. This session will present Through analysis of the case study “Millikin three case studies of successful hybrid Chinese 64. ES: World of Reading: Spanish Elementary University’s Urbania summer program in Italy,” classes, in which different formats and tech- and Middle School Curriculum - Authentic and we will demonstrate how the effectivness of nologies were adopted, for different learning Innovative the conversational language study approach can lead to spontaneous individual follow up in purposes. The online activities range from sim- Friday, 1:00 PM-2:00 PM, Clarendon the long term. ply incorporating online workbooks and exer- Spanish/K-8 cises, online projects through blogging, to the Cindy Tracy, World of Reading, Ltd. 68. ES: Wayside Publishing: Neue Blickwinkel: A flipped learning model that leads to a complete Thematic Approach to Teaching AP Themes reversion of instruction. In additional to sam- Roberto Riboli, Eli pling the models and technologies utilized, Published by Eli, we will present 2 Spanish only Friday, 1:00 PM-2:00 PM, Harvard teachers’ reflections and students’ feedback will curricula - “Vale” Spanish course in 3 levels for German/HS, Postsec be presented for a discussion of the impacts of the primary school - student book, workbook, Cynthia Chalupa, West Virginia University these blended models upon learning outcome. teacher’s book, audio cd and interactive dvd. Heiko ter Haseborg, West Virginia University We will then present A Bordo, published in Neue Blickwinkel is an AP/Intermediate text- 62. Sustaining Language Education as an 2013 in 2 levels with a student book, workbook book organized around 7 unique thematic units Investment in the 21st Century (with cd), grammar book, teacher’s guide with (chapters) that draw on multiple AP contexts in Friday, 10:30 AM-11:30 AM, Vineyard tests, class cd and digital book for the teacher. each. This iterative approach enables teachers All languages/All levels to provide multiple inputs of the contexts Monique Roske, M2 Language through spiraled instruction. The presenters Consultants/JNCL-NCLIS will discuss the thematic unit approach and The language enterprise in the US stands at the provide Standards-based activities from the book.

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69. Give Your Members More: State Language several states; and what funding is available to 75. Hyper-Collaboration and Language Instruction Organizations in the 21st Century start and continually support an Arabic pro- in the 21st Century Friday, 1:00 PM-2:00 PM, Hyannis gram. Friday, 1:00 PM-2:00 PM, Salon CD All languages/All levels 72. Best of ME: Backbone of Backwards Spanish/All levels William Anderson, Massapequa School Planning: Integrated Performance Assessment Kevin Gaugler, Marist College District Friday, 1:00 PM-2:00 PM, Provincetown In the age of ubiquitous computing, mobile John Carlino, NYSAFLT/Ken-Ton UFSD French, Spanish/All levels devices and wireless broadband, our students often have constant access to the Internet. Ken Hughes, NYSAFLT Catherine Gram, Falmouth (ME) High School Your members want to be part of a vibrant and How can this hyper-connectivity turn into Imagine your students looking forward to hyper-collaboration in our pedagogical designs? active organization, one that meets their profes- assessment! Imagine giving your students an sional development needs and supports them How can we create connected learning experi- assessment that motivates them to use the lan- ences that support language acquisition both in as educators. NYSAFLT has taken highly guage! The new push towards Standards-Based acclaimed productive strides in using technolo- and out of the classroom using these new instruction and assessment is encouraging all of tools? How can we harness the collective intel- gy to strengthen foreign language education in us to move away from the traditional discrete New York State. Come learn how our advocacy, ligence of various communities to create rich point, fill-in-the-blank tests and, instead, engage and meaningful learning experiences for our webinars, conferences, merchandising, and our students in performance based tasks that social media efforts have kept NYSAFLT in the students? This session will present ideas for require communication in the three modes: creating the hyper-collaborative classroom for

FRIDAY forefront of LOTE education in New York State interpretive (reading or listening,) presentation- the 21st century. Participants will evaluate spe- and highly regarded in the nation. Come learn al (oral or written), and interpersonal (a true the processes and procedures that NYSAFLT cific classroom examples, brainstorm additional conversation). But how do we design such uses for these tools in the language classroom, has taken to bring its 1500 members together assessments? This session will engage you in a in the virtual world. review key steps to conducting assessments simple step by step approach to creating a cul- with these tools, and have the opportunity to turally rich integrated performance assessment 70. Revitalizing Memorization: Taking the Routine discuss these practices. They will leave with for your students. And once you have designed out of the Rote specific tools and methods to make technology- one, then the rest is easy! Friday, 1:00 PM-2:00 PM, MIT enhanced activities more useful. Latin/Secondary 73. Cultivating the 5Cs: The Development of a 76. Breaking Stereotypes with Music Sustainability Course Abroad Corey Martin, Washington Latin PCS Friday, 1:00 PM-2:00 PM, Simmons Friday, 1:00 PM-2:00 PM, Regis Crumpled handouts, listless stares out the win- Spanish/Secondary French/Postsec dow, incessant tweets to peers across the hall... Erica Torruellas, Hamden Middle School You know it’s true: boredom has set in, and it Lucile Duperron, Dickinson College Anne Linley, Hamden Middle School can describe student and teacher alike. The This session posits the theme of sustainability Karolyn Rodriguez, Hamden Public Schools dilemma is that you need repetition to incul- as a natural fit for the study abroad context. cate the rudiments of your language, but it Reporting on an undergraduate summer immer- Who knew that listening to Pitbull in class quickly becomes cumbersome, lifeless, dry. sion program in France, it provides a pedagogi- would be considered a Spanish lesson? An inte- Teachers are facing the reality that many stu- cal framework to develop sustainability-related gral part of a teenager’s life is music, and to dents simply will not engage in material that courses, and elaborates on the development of understand cultures deeply, it’s important to lis- bores them. This session draws on experience intercultural competence by intermediate learn- ten to their music. We all know how greatly teaching DC public charter school students ers of French. Articulation and limitations of music effects our emotions, but many students information best learned by rote (especially the short-term study abroad context are dis- have stereotypes about cultures based on the endings), but in an engaging and enjoyable cussed. music they hear. Through this unit, students manner. Come to see concrete examples of stu- will break down barriers, and begin to compare dent and teacher led activities, competitions, 74. Building Students’ Interpersonal Skills at the their cultures to those being studied. The delib- and games that drill information, provide lati- Novice and Intermediate Levels erate use of music in the classroom will tude for differentiation and require little prepa- Friday, 1:00 PM-2:00 PM, Salon AB enhance teaching and learning activities by ration. bringing education to life. Participants will lis- Chinese, French, Spanish/K-12 ten to cultural and pop music from Spain, 71. How to Start an Arabic Program in Your Cheri Quinlan, NJ Department of Education Puerto Rico, Cúba, Dominican Republic and District Students are motivated and cognitively engaged Colombia, and see how music works in a class- Friday, 1:00 PM-2:00 PM, Northeastern when they take part in “minds on” opportuni- room. Arabic/K-12 ties to use language to exchange interesting information with others. Further, we know that 77. Integrating Authentic Materials into Your Steven Berbeco, Defense Language Institute the more learners struggle to understand and World Language Classes Interest in Arabic has been growing at the col- be understood, the stronger their language Friday, 1:00 PM-2:00 PM, Suffolk lege level in the past decade, and programs acquisition is. During this session, participants French/All levels have been starting in elementary, middle, and will take the role of students as they engage in Ed Weiss, Haverford Township SD high schools across the country as well. This learning tasks that intentionally build interper- presentation will outline three of the critical sonal speaking skills. Come prepared to fill This is a session for teachers of any language elements for any successful program: current your instructional repertoire with standards- who wish to energize their instruction by inte- curriculum choices that are available on and off based tasks that you can use in your classroom. grating engaging authentic materials into the the market; where to find effective Arabic curriculum. Concrete examples of music teachers and how licensing works for them in videos, advertisements and podcasts will be demonstrated along with strategies on how to find these resources. This session will provide

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skills that teachers will be able to use the very 80. Bridging the Gap between Language and The iPad provides an incredible platform for next day and for the rest of their careers. The Literature Classes: The Sonnet learning! John Conner, Dean of Faculty at integration of authentic materials has the Friday, 1:00 PM-2:00 PM, Wellesley Groton School and author of Breaking the potential to capture the interest of students and Barrier, will demonstrate the many features of Spanish/HS, Postsec provide increased relevancy for your curricu- the iPad version of his Spanish and French lum. McKew Devitt, University of Vermont series, including its audio, video, and interactive The sonnet is an engaging, interactive and use- capabilities. The iPad allows students to check 78. Ensuring Successful Reading Curriculum for ful tool for any level Spanish class and an effec- their work as they move through a unit, freeing AP Chinese Language and Culture tive way to develop cultural proficiency in the up class time for other activities. Friday, 1:00 PM-2:00 PM, Tufts learner. The very structure of this poetic form 84. ES: National Registration Center for Study Chinese/Secondary requires an essential understanding of orthogra- phy and offers the opportunity to bridge lan- Abroad: Volunteer in Latin America! Exciting, Cecilia Chang, Williams College guage courses with a literary tradition. Rewarding Opportunities for You!

Helping students develop reading proficiency is FRIDAY Participants will consider the links between Friday, 2:45 PM-3:45 PM, Fairfield a critical and challenging task for most teachers language and literature courses and discover a All languages/Postsec of Chinese. Proficient reading is a multidimen- deeper appreciation of the sonnet and of writ- Joan Schaeffer, National Registration Center sional task that requires automatic execution ers from across the Spanish-speaking world. for Study Abroad and smooth orchestration of an array of skills, They will be introduced to terminology needed both at the local and global levels. This session for interpreting sonnets, and will come away Like to volunteer somewhere in Latin America is designed to provide a deeper understanding with tools for developing critical reading and but don’t know where? Learn about dozens of of the essential skills needed for successful discussion skills. exciting opportunities for volunteer positions reading in the AP Chinese Language and and internships. Costs are low, dates flexible Culture course and how to develop effective and the rewards are great! Put your Spanish or reading pedagogy to ensure such success. 2:00 PM - 2:45 PM: EXHIBIT HALL French to practical use and even improve your Specifically, the participants will learn how to VISIT TIME! language skills and cultural relevancy. Ideal for build a strong vertical team to achieve the 2:45 PM - 3:45 PM FRIDAY TIME SLOT students and teachers! Attendees receive cur- objectives delineated in the ACTFL Reading rent listing of organizations with websites and Proficiency Guidelines, how to incorporate 81. Studying Italian in High Quality Standard job descriptions. research-based reading strategies to increase Schools in Italy: ASILS teaching efficiency, and about useful resources Friday, 2:45 PM-3:45 PM, Clarendon 85. Kiezdeutsch: A New Ethnolect to enhance the reading curriculum. Italian/Postsec Friday, 2:45 PM-3:45 PM, Harvard Francesca Romana Memoli, Accademia German/HS, Postsec 79. Sustaining Languages in STEM-focused Italiana Schools by Creating Inclusive Language Colette van Kerckvoorde, Bard College at Classrooms Since 1991 ASILS Association of Schools of Simon’s Rock Italian L2, with 40 schools in 10 Italian regions Friday, 1:00 PM-2:00 PM, Vineyard Speakers of Kiezdeutsch are adolescents, main- and with 28,000 students a year, is designed to ly with a migration background. They use sen- German, Spanish/HS, Postsec guarantee the quality of instruction and profes- tences such as “Ich mach’ dich Krankenhaus.” or Susan Griffin, Boston University sional level to students, interested in studying “Morgen ich geh’ Kino.” In this session, we will Gisela Hoecherl-Alden, Boston University in Italy. It has brought together the top Italian focus on the linguistic features of Kiezdeutsch, The influx of STEM students in K-16 institu- schools and aspires to a national quality assur- listen to music and watch video-clips that illus- tions means that visual-spatial learners ance system, vital for the prestige of the Italian trate the use of this ethnolect. Finally, we will encounter language teaching styles and curricu- language worldwide. explore ways to use such material in the class- la originally designed for auditory-sequential room. 82. ES: Wayside Publishing: Weaving Products, learners. They have difficulties with a more Practices and Perspectives through TRIÁNGULO 86. Reversing Word Order Errors with Google text-based course format and lack opportunities APROBADO Translate for acquiring more specialized language in liter- ature-based instruction. Since a major motiva- Friday, 2:45 PM-3:45 PM, Dartmouth Friday, 2:45 PM-3:45 PM, Hyannis tion for language learning is the acquisition of Spanish/HS, Postsec Dutch/Postsec global communication skills, enrollments in Barbara Gatski, Millbrook School Wijnie de Groot, Columbia University upper-level language decline. Presenters John McMullan, Millbrook School This session presents the use of Google demonstrate how to adjust teaching approach- A very effective way to use the rich resources Translate as a positive tool to improve students’ es and enrich course content to accommodate in this pedagogically flexible book for the grammar in writing. Students are discouraged all learning styles and retain students. Spanish AP Exam. We will share a thematic syl- from using tools such as Google Translate, Participants will engage in hands-on, multi-sen- labus, activities that can be used immediately in because they do not have the language skills to sory, interactive project-based activities to see the classroom, and a video of a successful IPA. use them correctly. They use them nonetheless how to create learning communities and rein- The presentation will be in Spanish and and usually to their disadvantage. The presen- force creative and critical thinking at all profi- English. ter will show that a different approach in ciency levels. Examples from German and assigning writing homework along with Spanish, applicable to all languages. 83. ES: Breaking the Barrier: The iPad in the instructing students on how to use Google Classroom - Breaking the Technology Barrier! Translate successfully, followed by a critical Friday, 2:45 PM-3:45 PM, Exeter review of their work, will result in better writ- French, Spanish/HS, Postsec ing and fewer errors in grammar and vocabu- lary. For example, English-speaking students John Conner, Groton School/Breaking the who speak or write in Dutch often make very Barrier, Inc.

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• FRIDAY • specific word order errors, even though the and especially for the context of less commonly Participants will discover the advantages and word order rules are quite simple. Teaching taught languages. techniques of using authentic images to teach those rules does not seem to have the desired culture and vocabulary simultaneously. The effect: students keep making the same mis- 91. BANG! CLING! El uso del cómic en clases de presenters will offer ideas for how to apply the takes. This session will show how teaching stu- lengua images in classroom settings at the elementary dents to use Google Translate in writing assign- Friday, 2:45 PM-3:45 PM, Salon AB through advanced levels of instruction. Finally, ments can be a helpful way of reducing such Spanish/HS, Postsec they will describe Pictolang, a collection of errors. No knowledge of Dutch is required. Katica Urbanc, Wagner College vocabulary building games added to the CAPL website in 2013. 88. Populating Al-Kitaab with Animals Pablo Pintado-Casas, Kean University Friday, 2:45 PM-3:45 PM, Northeastern Margarita Sanchez, Wagner College 94. Remembering the Holocaust on the Screen: Sarah’s Key & La Rafle Arabic/HS, Postsec Desde los años 60 se ha producido una reivin- Shakir Mustafa, Northeastern University dicación artística del cómic, considerándolo Friday, 2:45 PM-3:45 PM, Suffolk como un “noveno arte”, aunque sea anterior al Al-Kitaab is oddly devoid of animals! To restore French/HS, Postsec octavo arte (la fotografía) y al séptimo (el cine). Tom Conner, St. Norbert College natural order, I have introduced animals that Aunque existen manifestaciones importantes de can function as characters or can facilitate la historieta en la antigüedad, es a partir del On July 16-17, 1942 in Occupied Paris, more instructional strategies. As characters, I use the siglo XIX, con la aparición de la prensa, que la than 13,000 French Jews were arrested by vocabulary introduced in a particular unit to serie de dibujos con una historia comienza a French police. The victims were held in FRIDAY rewrite its story, substituting animals for the difundirse masivamente. En Hispanoamérica deplorable conditions at the Vélodrome d’Hiver textbook’s characters. And to facilitate activa- los cómics argentinos y los españoles son los or “Vel d’Hiv” before being sent to detainment tion of vocabulary, I use animals in English car- más conocidos. En este panel se hará una pre- camps just outside of Paris or in the Loiret, toons for translation exercises emphasizing sentación sobre las numerosas ventajas de la from where they were deported to extermina- new lexical items. utilización del cómic en las clases de lengua de tion camps. Roughly 75,000 Jews were deport- nivel básico así como en cursos avanzados de ed from France and only 3% survived. Learn 89. Best of MD: Using Gestures to Support about the detailed planning by the Vichy Vocabulary, Grammar, and the Target Language composición, conversación, cultura y literatura. Although conducted in Spanish, this session Government behind the Round-up and how the Friday, 2:45 PM-3:45 PM, Provincetown will be of interest to teachers of other lan- French nation has since dealt with the pain and French, Spanish/Secondary guages and will include examples in French. shame of this traumatic event. Presenters will Ashley Eschenburg, James M. Bennett High share literary and cinematic excerpts to demon- 92. Generating Demand for World Language strate how to teach this subject in the French Promote the target language in language study Programs language and culture classroom. through gestures to reduce dependence on L1 to zero. Language coding through gestures Friday, 2:45 PM-3:45 PM, Salon CD 95. Using Songs as a Classroom Management paired with L2 gives students a kinesthetic All languages/Adult, Professional Strategy foundation to relieve the stress of immersion, Anna Jacobson, University of Maryland Friday, 2:45 PM-3:45 PM, Tufts use as a mnemonic device, and promote Janice Dowd, Independent Consultant teacher-to-student/student-to-student communi- Chinese/K-12 Mary Elizabeth (Betsy) Hart, University of cation in the target language. Gestures inspired Ye Shen, University of Maryland Maryland by ASL, common sense, and ease of use become Classroom management skills are always vital daily class-time rituals that support target lan- Rita Oleksak, Glastonbury Public Schools and challenging for new teachers. This session guage guidelines. Presented in French with Presenters will offer background information presents strategies for using different songs in examples in Spanish and English. and data on successful advocacy for adding managing the classroom. Songs may be used as new languages to school year and before- and a prompt or transition between different tasks. 90. Engaging Language Learners: What’s after-school programs. Strategies and tools for New songs may be created from familiar Reflection Got to Do with It? generating interest among stakeholders will be melodies to help students and teachers main- Friday, 2:45 PM-3:45 PM, Regis shared. A program administrator will provide tain a harmonious classroom. I will first pres- All languages/All levels first-hand information on the strategies and ent several songs that American students are Mouna Mana, University of Maryland tools successfully used to bring a new Chinese familiar with, interacting with attendees. Then, language program to a school district. I will present my own modified version of dif- Catherine Ingold, National Foreign Language ferent useful songs. When they leave, attendees Center - U. MD. 93. CAPLfrançais: Using Authentic Images in the will have learned a skill for modifying and cre- Reflection plays an important role in shaping French Classroom ating songs to serve as classroom management the ways a language teacher engages his/her Friday, 2:45 PM-3:45 PM, Simmons prompts. There are so many nursery songs language learners. This session will specifically French/All levels both in the United States and in China: how to address aspects of how to connect reflection Katrine Pflanze, Washington and Jefferson effectively use those famous melodies to serve about one’s own instructional practices with College in our classrooms is a problem that can be active implementation of learner-centered solved. Attendees will have the chance to cre- Jean Copeland, J.R. Masterman Lab/Demo approaches. Presenters will share STARTALK- ate songs with the presenter in this session. endorsed principles and illustrate and discuss School how reflecting upon them promotes learner- CAPLfrançais is an extensive collection of pho- centered classrooms. The session aims to nur- tographs shot in French-speaking locations. ture deep and ongoing reflection about learner- This open-source database provides a refresh- centeredness as a first and necessary step ing and up-to-date alternative to publisher-gen- towards creating a learner-centered classroom, erated material for teaching language.

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• FRIDAY • 96. Postsecondary Networking Session: Revising 99. ES: Santillana USA: Teaching Reading in the einem der Lieder erleben die TeilnehmerInnen the Undergraduate Curriculum Bilingual and Spanish Heritage Elementary abwechslungsreiche Aktivitäten zu Grammatik Friday, 2:45 PM-3:45 PM, Vineyard Language Classroom und Wortschatzwiederholung. Die vorgestellten Ideen können direkt am Montag in den All languages/Postsec Friday, 4:00 PM-5:00 PM, Dartmouth Deutschunterricht eingesetzt werden. Dennis Looney, Modern Language Association Spanish/K-5 Peter Höyng, Emory University Mario Nuñez, Santillana USA Publishing Co, 103. Engage Students Online: Best Practices & Inc. The 2014 NECTFL Freeman Award for the best Challenges in Japanese 101-102 published article on the teaching of language During this session, participants will review the Friday, 4:00 PM-5:00 PM, Hyannis and culture will go to the authorial team at ELA Common Core Standards (CCSSO, 2010) Japanese/HS, Postsec and their implications for educators teaching Emory University that wrote “Overcoming Takako Shigehisa, Northern Virginia Spanish in a variety of instructional models Curricular Bifurcation: A Departmental Community College Approach to Curriculum Reform,” published in (FLES, bilingual, dual language, Spanish for her-

As technology advances and Open Educational FRIDAY Die Unterrichtspraxis 46, 1 (Spring 2013). itage speakers, etc.), including the Spanish ver- Resources become popular, online language Peter Höyng, the Department Chair and one of sion, the Common Core en español. courses have emerged as a more affordable and the authors, will represent the team at NECTFL 100. ES: Pearson: Three-In-One! Integrating convenient counterpart to face-to-face courses. and will lead an informal networking session, Communication, Common Core, and Pre-AP® However, student outcomes and quality of moderated by ADFL Director Dennis Looney, on Together! design and delivery could use more assessment. curricular reform at the undergraduate level. The presenter, whose Japanese 101 course was We may address such issues as designing a sys- Friday, 4:00 PM-5:00 PM, Exeter awarded the 2013 Blackboard Catalyst Award, tematic and coherent approach to language Spanish/Secondary will share her pedagogic design for student learning that spans the entire college curricu- Richard Sayers, Prentice Hall engagement and course delivery to maximize lum; the development of cultural literacy; and Hot Issues in the World Language Classrooms! student outcomes. the articulation of the grammar-content nexus. This interactive session shows you how to Join us to share your own experiences or just develop communication skills, address the 104. The “Write” Way to Success on AP/IB Latin to listen! Common Core ELA Standards, and build impor- Exams 97. Communicative Activities that Build tant pre-AP skills in the same class with your Friday, 4:00 PM-5:00 PM, MIT Classroom Communities current resources! Take back great ideas to use Latin/Secondary on Monday. Examples in Spanish but applica- Ashley Tremper, Trinity Episcopal School Friday, 2:45 PM-3:45 PM, Wellesley ble to all languages. Spanish/Community College Success on the AP and IB Latin exams is often Martha Davis, Northern Virginia Community 101. ES: French on Location/Spanish on Location: determined by the student’s ability to interpret, College The Imperative for Off-Site Field Trips for World analyze, and translate Latin passages. However, Language Students students must be able to effectively communi- In this interactive session, attendees will partici- cate their thoughts via writing to exhibit mas- pate in activities that increase communication Friday, 4:00 PM-5:00 PM, Fairfield tery. This session examines and demonstrates a among students and create a community of lan- French, Spanish/Secondary variety of writing strategies that enhance AP guage learners in the classroom. If you are Michael Donovan, Spanish on and IB Latin students’ competence for the final looking for lesson ideas that are fun, easy to Location/French on Location exam via mentor texts, previous exams, and implement and suitable for beginning through It is no secret that French and Spanish field writing prompts. Participants will walk away intermediate levels, this session is for you! trips can really motivate and inspire language with a variety of writing strategies to imple- Educators who are relatively new to the profes- students, but for every student who can afford ment immediately in their upper level Latin sion are particularly welcome to attend. a trip overseas, there are 25 who cannot. classes. French on Location and Spanish on Location 4:00 PM - 5:00 PM FRIDAY TIME SLOT have taken 100,000 students on short, afford- 105. Developing Reading Skills in Arabic across able, domestic field trips where students see Levels 98. ES: RECF: Vivante et vibrante : Introduction au and learn first-hand what they’ve been reading Friday, 4:00 PM-5:00 PM, Northeastern corpus franco-canadien in books. Seeing IS believing. Arabic/All levels Friday, 4:00 PM-5:00 PM, Clarendon 102. Wise Guys im DaF-Unterricht: Materialien für Haci Gunduz, Tufts University French/All levels den Unterricht Reading in any foreign language can be frustrat- Caroline Boudreau, RECF Friday, 4:00 PM-5:00 PM, Harvard ing yet rewarding. Arabic is no exception. Saviez-vous qu’il y a 1,5 million de francopho- Knowing “how to read” helps students achieve German/All levels nes au Canada qui vivent à l’extérieur du this seemingly hard-to-attain skill. Reading is Québec? Ces francophones, éparpillés d’un Mohamed Esa, McDaniel College fundamentally important to reach a level where océan à l’autre et qui vivent en situation lin- Wer kennt die Wise Guys nicht? Die bekan- a language learner will read a wide range of guistique minoritaire, ont une littérature bien à nteste und beliebteste “Vokal-Pop”-Band im material with ease to better immerse in the tar- eux. Présentation des auteurs et des ouvrages deutschsprachigen Raum begeistert mit ihren get language’s culture and literature. Like other marquants de ce corpus qui touche plusieurs witzigen und intelligenten Texten zahlreiche skills, reading has strategies to master. This genres et qui s’adresse à tous les âges et propo- Fans jeden Alters. Im Beitrag geht es um den presentation will help you help your students! sitions de pistes d’exploitation. effektiven und kreativen Einsatz einiger ihrer It will be interactive and hands-on. I will pro- neueren Lieder im DaF-Unterricht. Anhand vide sample readings, and comprehension and eines kompletten Unterrrichtsentwurfes zu word elicitation questions for these readings. In addition, the presentation will also cover

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reading strategies, how to choose and/or edit 109. Engaging Your Students: Strategies from 112. Whiteboard Message Warmups: Tools for readings, how to apply grammar knowledge National Teacher of the Year Differentiation, Authentic Communication, and and what to include/avoid in readings. Friday, 4:00 PM-5:00 PM, Salon CD Discipline Friday, 4:00 PM-5:00 PM, Tufts 106. Best of CT: Differentiation in the World All languages/All levels Language Classroom Mary Lynn Redmond, Wake Forest University Chinese/Secondary Friday, 4:00 PM-5:00 PM, Provincetown Linda Egnatz, ACTFL Christina Stouder, Washington Latin PCS French, Italian, Spanish/Secondary The ACTFL National Language Teacher of the This presentation explores variations on a use- ful literacy warm up activity in which students Amanda Robustelli-Price, Year shares effective strategies to engage and motivate students, combining language and cul- start each lesson by reading and copying a per- “Differentiation” is a buzzword in education. ture to develop learners’ language performance. sonalized message to their class in Mandarin. What does it mean? What would it look like These instructional strategies are applicable to This simple, low-tech classroom routine serves with your students? In this session, participants all languages and all levels. Be inspired with multiple purposes and can be adapted for any will explore ways to structure both the class new ideas and examples directly from the age or proficiency level. It acts as a tool for dif- and activities to engage and empower the Teacher of the Year’s classroom. ferentiation and classroom management, diverse students in our classrooms, thus creat- engages students with content more relevant ing an environment that allows teachers to 110. Bringing a Multicultural Dimension to and interesting to them than outside texts, and work with small groups or individuals. In addi- Language Students in Every Class provides training in a wide range of literacy tion to sharing my own journey with differenti- skills, such as use of context clues, vocabulary

FRIDAY Friday, 4:00 PM-5:00 PM, Simmons ation and strategies for effectively grouping stu- French/HS, Postsec usage, responding to writing prompts, and dents, this session will give examples of differ- exposure to richer varieties of comprehensible Rebecca Stanton, Groton School entiation by content, process, product, and by input. student trait. Participants will have the oppor- This session is geared to language teachers who tunity to personalize learning for their own are eager to incorporate rich cultural content 113. Evolving from Editor to Applied Linguist: 21st classroom use. into the classroom on a daily basis. It will high- Century Language Instruction light different techniques and sources to be Friday, 4:00 PM-5:00 PM, Vineyard 107. Ecotourism: The Mayan Route and tapped, including literary pieces, movies, clips, French, Italian, Spanish/K-12 Ecodestinations in Central America online resources, social media and others, all of John De Mado, John De Mado Friday, 4:00 PM-5:00 PM, Regis which bring a multicultural dimension and Spanish/K-12 awareness to language students. Examples pro- Despite good intentions, much of what is con- sidered common methodological practice for Flor Berman, Chatham High School vided will be mainly from the Francophone world. Teachers attending will also have the language teachers is actually ‘anti-linguistic’; i.e., An exploration of how Ecotourism has been opportunity to collaborate and learn from each it works against language acquisition. The developed in three Central American countries. other. ‘Language Acquisition Hypothesis’ supports and This session will showcase a thematic unit respects the “nature of language, thus helping based on the many ecotourism destinations of 111. Integrated Performance Assessments: A World Language teachers in their evolution Costa Rica, El Salvador and Guatemala. The pre- Student-Centered Approach to Developing from simply the classroom ‘editor’ to the senter will demonstrate integrated performance Proficiency ‘Applied Linguist’.” Come discover how and assessments (IPA) based on 21st century skills. Friday, 4:00 PM-5:00 PM, Suffolk why this is critical to ‘sustaining communities The resources provided will include available though World Languages.’ authentic materials relevant to teaching the Spanish/HS Spanish language within the ecotourism con- David Brightbill, William Penn Charter School 114. Papiers-Mâchés: An Online Writing Tutorial text. Sarah Aguilar-Francis, William Penn Charter Friday, 4:00 PM-5:00 PM, Wellesley School 108. SANS, Inc./Mead Session: Tapping French/HS, Postsec Eric Jimenez, William Penn Charter School Podcasting’s Professional Development Potential Aline Baehler, New York University Jean Taraborelli, William Penn Charter School Friday, 4:00 PM-5:00 PM, Salon AB John Moran, New York University Integrated Performance Assessments (IPAs) are All languages/All levels Papiers-Mâchés is a newly developed online an authentic task-based approach to increase Douglass Crouse, Sparta Middle School open-resource writing tutorial for French. In student motivation and engagement in a mod- this session, we will present the motivating fac- This session by a SANS Inc./Mead Leadership ern language class. Participants will learn how tors behind the creation of Papiers-Mâchés as Fellow will focus on the use of audio podcasts to create their own IPAs to differentiate instruc- well as the program itself, which provides per- as a tool in distributing and consuming profes- tion and help students develop proficiency sonalized interactive instruction that challenges sional development content, with some discus- with the three modes of communication. They and encourages students at each step of the sion of podcasting as a tool in the classroom. will receive access to a website with examples writing process — from questions of vocabu- Attendees will learn about terminology related of IPAs for all levels and a list of resources for lary choice and grammatical structure to ele- to podcasting, the advantages of audio podcasts future reference. ments of organization and style. as a professional development tool, and resources and hardware available for creating audio podcast series. Presenter will describe 5:00 PM - 6:00 PM: FINAL FRIDAY how an ongoing podcast series on critical EXHIBIT AREA VISIT TIME! issues in the field of world language education was designed, planned, and produced.

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• SATURDAY • 8:00 AM - 8:45 AM: EXHIBIT AREA The focus of the presentation will be to pro- for beginning and intermediate students. We VISIT TIME! vide insight for foreign language teachers to will end with suggestions for evaluating the 8:45 AM - 9:45 AM SATURDAY TIME increase enrollment for their classes by intro- success of the texts, including students’ feed- SLOT ducing a travel and/or hosting program into back, and for making literature an integral part their curriculum. of language instruction. Samples that have 115. ES: Studio Arcobaleno: Methodology and been used in the classroom and the students’ Didactics of Teaching Italian 119. AATG Session: Supporting the Teaching and feedback will be provided. Learning of German Saturday, 8:45 AM-9:45 AM, Clarendon Saturday, 8:45 AM-9:45 AM, Harvard 122. Innovative Technology and Language Italian/All levels Instruction in the Middle School German/All levels Mirtilli Morgana, Studio - Arcobaleno Keith Cothrun, AATG Saturday, 8:45 AM-9:45 AM, Provincetown Sonia Beretta, Studio - Arcobaleno Learn about the many programs of the AATG Spanish/Middle school Gabriella Guidali, Studio - Arcobaleno including professional development opportuni- Susana Epstein, Collegiate School Federica Protti, Studio - Arcobaleno ties for educators at all levels. Find out more Luke Dixon, Collegiate School Our focus is on new integration perspectives about AATG’s new online community, the Technology should be an inspiring tool in the between textbook units and multimedia online newly revised National German Exam, how to 5-8 foreign language classrooms. Learning can interactivity. We will also demonstrate the use the Common Core standards to advocate be interactive, rigorous, and fun all at once thread between language and thought; between for German, scholarship opportunities, and when you integrate technology into your lesson the current Italian language, widely diffused, ways to honor students at all levels of instruc- plans. No language lab required. This session and culture, which embraces all aspects of tion. Join us to learn about our new initiatives! combines innovative technology and language Italian reality. Finally, we will emphasize the instruction to develop a comprehensive, con- 120. Swap Shop for Latin student’s learning process towards a commu- tent-based learning experience in a motivation- nicative language goal that is useful, practical, Saturday, 8:45 AM-9:45 AM, MIT al environment. Presenters will demonstrate and effective in cultural exchanges and life. Latin/All levels the use of selected technological tools, both computer software and mobile apps, while 116. ES: Pearson: How Do You Know They Know Jason Slanga, Dulaney HS sharing projects grades 5-8. It? Digital Formative Assessments! Teachers of Latin at all levels of instruction Saturday, 8:45 AM-9:45 AM, Dartmouth should gather Saturday morning in the Latin 123. Professional Learning Communities for meeting room, MIT, with ideas to share! Bring Secondary/Spanish Improved Student Outcomes 50 copies of a successful activity to distribute Richard Sayers, Prentice Hall — be sure to make clear the objectives, the Saturday, 8:45 AM-9:45 AM, Regis This session shows fun, effective and easy-to- materials needed, the time involved, any post- Spanish/HS use ways to use digital resources for quick activity assessment measures, and the Latin Sarah Jay, Prospect Hill Academy Charter formative assessments. Check out very cool level(s) and age(s) for which your activity School Interactive Whiteboard activities, online Instant would be appropriate. You may also wish to Language learning is collaborative, why should- Checks, Quizzes with built-in remediation, and share your website URL with colleagues. n’t language instruction be the same? In this other tools and tips to help you know if your Include your name and email address to facili- session, I will present a variety of collaborative Spanish students got it! Great for all Spanish tate this exchange of ideas after the conference practices – assessment design, rubric calibra- teachers! ends! tion, intervention activities, and data analysis – that can be used by language teachers to sup- 117. ES: EMC Publishing: EMCLanguages: Digital 121. Incorporating Literature into the Arabic port their own professional learning communi- Learning for the 21st Century Language Curriculum: Methods and Results ties. I will stop frequently to facilitate guided Saturday, 8:45 AM-9:45 AM, Exeter Saturday, 8:45 AM-9:45 AM, Northeastern practice with participants and invite sharing. All language/Secondary Arabic/Postsec Session participants will leave our meeting SATURDAY Kristin Hoffman, EMC Publishing Abdulkareem Said Ramadan, Gettysburg with tools for collaboration within and across Discover. Expand. Perform. EMC Languages College language levels, protocols for looking at student (EMCL) is a dynamic learning environment Miled Faiza, Brown University work as well as connections with practitioners from other schools. This session is appropriate designed to drive educator effectiveness and Younasse Tarbouni, Washington University in for novice or veteran instructors and adminis- student fluency in K-12 world language class- St. Louis rooms. Built upon award-winning curricula trators. This presentation examines the role of litera- integrated seamlessly with innovative digital ture in Arabic language teaching. The presen- 124. Best of RI: Incorporating Art into the platforms, EMCL is an engaging, research-based ters will introduce several samples of literary Classroom environment that allows your students to dis- texts utilized in teaching Arabic as a foreign lan- cover, expand, and perform their target lan- Saturday, 8:45 AM-9:45 AM, Salon AB guage in America, covering a variety of genres – guage. Spanish/Secondary such as poems, short stories, plays, and excerpts Gabriela McNamara, Narragansett High from novels – and different periods ranging 118. ES: Carousel Tours: Boost Enrollment with School - RIFLA Host & Travel Opportunities from the pre-Islamic to the postmodern. Participants will learn about the rationales for Help your students appreciate art by integrat- Saturday, 8:45 AM-9:45 AM, Fairfield choosing these texts, the work involved in ing this unit into your world language curricu- All languages/HS preparing them and the challenges encoun- lum. Interactive, hands-on unit to help students Sue Boswell, Carousel Tours tered with such authentic materials, especially develop an understanding and appreciation of Leslie Anton, Carousel Tours art and higher level thinking skills by compar-

Northeast Conference Program 2014 29 SATURDAY g Google appstoteach foreign languages. Those tation explores effective methodsinusing With examples inteaching Chinese, thepresen- Daliang Wang, University Mercyhurst Chinese/Postsec Saturday,8:45 AM-9:45AM, Tufts An Overview 128. GoogleAppsforForeignLanguageTeaching: based, andiPad components). tive assessments(student-centered, technology- of therock opera andideasfor creating innova- receive ofthefulltranscription digitalversions school orcollege students! Attendees will engaging, multi-week unit: perfect for high the rock opera “Notre-Dame deParis” asan how toactivelywill show participants teach Jon Shee, two-time winnerof “Best ofNECTFL,” In thisdynamic, fast-paced, music-filledsession, Jonathan Shee, St. Luke’s School French/HS, Postsec Saturday, 8:45 AM-9:45 PM, Suffolk Réanimé 127. Notre-DamedeParis:lespectacle– hour isplanned. attheendof cussion withparticipants work willbeshared, ofopendis- andaperiod develop language skills. Examplesofstudent (e.g., Voicethread, canbeusedto Notability) in theonlineclassroom, andhow technology best practices, creating asenseofcommunity have taughtsuch courses. We willtalkabout overlearned thepastfive thatwe tosixyears we willshare someofthelessonsthatwe have teachingConsidering online?Inthissession Amy Ginck, MessiahCollege Gladys Robalino, MessiahCollege Spanish/HS, Postsec Saturday,8:45 AM-9:45AM,Simmons 126. OnlineLanguageClasses:LessonsLearned ing themtoproficiency levels. unwrappingby theupdatedstandards andlink- prepare foreducators effective studentlearning teacher effectiveness. ACTFL resources help combine toinform stateandlocalsystemsfor ciency levels, andclassroom assessmentscan Find outhowand learning? standards, profi- and CommonCore impactlanguage teaching How doNationalStandards, Skills, 21stCentury LynnMary Redmond, Wake Forest University Abbott,Marty ACTFL All languages/All levesl Saturday, 8:45 AM-9:45 AM, SalonCD Classroom 125. LinkingStandardsandProficiencytoYour adapted tootherlanguages. willbegivenrials inSpanishbutcaneasily be ing andcontrasting stylesandartists. All mate- 30 _ Northeast ConferenceNortheast Program 2014 gg I DXOF NDEX filmed ontheisland. meansoftheimagesby inthemany movies through Sicilyof cinemainSicily andjourney thissessionwe willpresentDuring thehistory Italian Studies Alessandro Adorno, BABILONIA Centerfor Italian/Postsec Saturday,8:45 AM-9:45AM, Yarmouth Journey throughCinemainSicily 131. ES:BABILONIACenterforItalianStudies:A for tocollaborate withothers. participants German, Spanish), andprovide anopportunity room, share examples/templates (French, incorporate intheclass- differentiated learning session, thepresenter willfocus onways to them according levels. totheirability Inthis of interest tothemthatappropriately challenge allowing themtochooseby tasks/assignments a greater degree ofengagement inthestudents intheclassroomDifferentiated fosters learning Janice Stewart, Hempfield Area HS/PSMLA French, Spanish/Secondary Saturday,8:45 AM-9:45AM, Wellesley Classroom 130. DifferentiationintheWorld Language benefit ofreinvigorating itslanguage programs. communication” requirement withtheadded proficiency requirement intoan “intercultural standing (butrelatively ineffective) language the face ofsuch adversity, reshaped itslong- acasestudy ofhowtion offers onecollege, in programs for the21stcentury. This presenta- revampand universities theirgeneral education around thecountry, asmore andmore colleges instruction, isbeginningtoface resistance requirement,” basedonaproficiency modelof The traditional undergraduate “language Sharon Wilkinson, SimpsonCollege French/Postsec Saturday,8:45 AM-9:45AM, Vineyard Requirement” forthe21stCentury 129. InterculturalCommunication:A“Language tives inlanguage teaching. tical classroom perspec- applicationsinvarious sented andfollowed otherspecificyet by prac- overview ofeducationalGoogleappsispre- Google Drive, andGoogle Translation. An apps include GoogleDocs, Google Voice, George Stewart, EFEducational Tours Spanish/HS Saturday,10:00 AM-11:00 AM,Clarendon Abroad Successful LanguageImmersion:atHomeand 132. ES:EFEducationalTours: TheFormulafor SLOT 10:00 AM -11:00 AM SATURDAY TIME • SATURDAY, MARCH29• C ONCURRENT S ESSIONS from arrival to departure (Visa, todeparture from arrival housingservice; lege programs andwe takecare ofthestudents year-round. We are familiar with col- American History, Opera & Society)toforeign students, Italian language andculture (Literature, Art The CLIDA Romegroup specializesinteaching Fabrizio Fucile, CLIDante Alighieri Italian/Postsec Saturday,10:00 AM-11:00AM,Fairfield Language andCultureinRome 135. ES:CLIDanteAlighieri:LearntheItalian taught theyear totheexam prior level. assessments. The program courses supports vocabulary, structures, performance tasksand multiplescaffolded activities, accompanied by provides withauthenticmaterials teachers programdards-based Spanishimmersion that AP andIBthemes. Tejidos isaninnovative stan- erature, andweb contentalignedwiththenew ate level studentswithrelevant video, audio, lit- communicative activitiesthatengage intermedi- This interactive sessionfeatures scaffolded Eliz Tchakarian Collaborative NYC Catherine Schwenkler, GlobalLearning The & Mary Janet DannemillerParker, College of William Spanish/Hs, Postsec Saturday,10:00 AM-11:00AM,Exeter Communicative Tasks AP/Intermediate SpanishLearnerswithAuthentic 134. ES:Wayside Publishing:EngagePre- Case Study. from the on lessonslearned Vermont Initiative hood communities. We willfocus specifically dents tobetterconnectwiththeirneighbor- willenable stu- access tolanguage learning In thispresentation we willexamine how Interactive Middlebury Lee McIsaac, Interactive Aline Germain-Rutherford, Middlebury Rachel Connor, Interactive Middlebury Chinese, French, Spanish/K-12 Saturday,10:00 AM-11:00AM,Dartmouth Learning Neighborhood CommunitiesthroughLanguage 133. ES:MiddleburyInteractive:Creating programs. resources for language immersion international moments inyour homecommunityandgain waysBrainstorm tocreate theseimmersive currently utilizingthismodelwith success. ences, thendiscussexamples from educators together classroom experi- timeandimmersive mula for usingthemeddays totie immersion ences bothathomeandabroad. Examineafor- and how tofacilitatelearning theseexperi- Explore language thebenefitsofimmersive g _ gg

INDEX OF CONCURRENT SESSIONS

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full program of extra activities). Our support Lower School, shifting from a more isolated 142. Assessment to Inform Instruction staff is available to students 24/7. teaching approach to a more fluid, holistic one. Saturday, 10:00 AM-11:00 AM, Salon CD I will share some of the units that I have devel- All languages/All levels 136. OMG – Did They Just Say...? Soap Operas in oped in Spanish class through a Prezi presenta- the Classroom tion that includes information, videos and pic- Laura Terrill, Independent Consultant Saturday, 10:00 AM-11:00 AM, Harvard tures of the projects my students have done in What does language performance look like? German/HS, Postsec class and through printed materials. One exam- ACTFL provides a variety of assessments for dis- tinct purposes. Examine examples from assess- Gary Harger, Obama Academy of ple is an interactive bird-zoo exhibit using ments of proficiency and performance, assess- International Studies Aurasma (Augmented Reality platform). Participants will learn how to integrate their ments tied to units of instruction, and the new The Internet gives learners nearly unlimited lessons with other resource classes, will consid- assessment of performance (AAPPL). Build access to authentic material set within a larger er various thematic units, and will see the bene- understanding of key characteristics of novice, cultural context, but students often need help fit of the integrated curriculum. Of particular intermediate, and advanced ranges of perform- in navigating the digital world of another cul- interest to elementary school teachers wishing ance to guide classroom instruction and assess- ture. The use of a soap opera as an ongoing to explore something new, develop new curric- ment. part of the curriculum can increase listening ula, and lose their dependence on a textbook. comprehension skills, develop communicative 143. How Can We Best Teach Spanish Grammar competencies, and exercise writing skills. 140. NAKS - National Standards for Korean in Context to Motivate Students toward Topics will include: selection of the soap opera, Language, K-8 Curriculum Meaningful Language Use? strategies for introducing the characters and Saturday, 10:00 AM-11:00 AM, Regis Saturday, 10:00 AM-11:00 AM, Simmons structure of a soap opera, and methods for Korean/K-8 Spanish/HS, Postsec adapting activities for multiple levels. Examples from the German soap opera Loraine Kang, DLIFLC Aixa Said-Mohand, New Jersey City University Lindenstrasse will be used. This session is The presenter developed and sponsored the The aim of this session is to provide teachers appropriate for all languages. National Standards and Curriculum for Korean with different techniques to help their students schools with four other Korean Teachers, K-8 in to acquire grammar in context. Participants 137. Latin, History, and the Bayeux Tapestry affiliation with the NAKS (National Association will learn how to move away from the tempta- Saturday, 10:00 AM-11:00 AM, MIT for Korean Schools) organization. The presen- tion of grammar “drill and kill” mechanical exer- Latin/HS ter will introduce the National standards and cises and explicit presentations, and instead to use approaches that will both motivate stu- Thomas Howell, Belchertown High School curriculum for Korean schools; secondly, the presenter will display National standard tests dents and get them to use the structures in The Bayeux Tapestry is not just a wonderful and diagnostic assessments. Lastly, the presen- meaningful ways. The session will provide cultural artifact of the Middle Ages but also a ter will provide examples on how to apply activities such as games, stories, TPR, songs, and great opportunity to explore authentic Latin standards to Korean lesson plans. The standard images. Spanish grammar topics such as the with students in a fun, visual way. You will curriculum is divided into five steps: introduc- preterite versus the imperfect will be used as learn about the Tapestry’s surprising depth and tory level, basic level, beginner level, intermedi- examples. subtle narrative, and take back to your class a ate level and advanced level. Each step of the ready-to-run unit full of creative, fun ideas that standard curriculum will be introduced and 144. Expanding Communities by Expanding can springboard easily to other high-interest lit- sample lesson plans will be given. Contexts erature for students. Saturday, 10:00 AM-11:00 AM, Suffolk 141. Culture, Commerce and Sustainable French/HS, Postsec 138. Fun Games and Activities to Develop Communities: A Study-Abroad Model Interpersonal Communication Jan Solberg, Kalamazoo College Saturday, 10:00 AM-11:00 AM, Salon AB Saturday, 10:00 AM-11:00 AM, Northeastern Larissa Dugas, Kalamazoo College Spanish/HS, Postsec Arabic/Middle school Complementing a text with other “texts” SATURDAY Vicki Galloway, Georgia Tech Belal Joundeya, Renaissance Academy (images, social science readings, statistics, etc.) The centrality of culture in the interdepend- and including activities from various disciplines Come and join us to see 20 amazing games and ence of all dimensions of sustainable develop- (math, science, art, theater, etc.) engages diverse activities for interpersonal communication in ment is the theme of Georgia Tech’s faculty-led students and whets curiosity about disciplines any target language. Participants will leave overseas Spanish immersion programs in Latin beyond one’s comfort zone. It also allows with many ideas for interactive games and America designed to orient intermediate-level weaker language students to demonstrate aca- activities to use the next school day. See videos Spanish students toward professional-level com- demic strengths in other disciplines and share and pictures of these activities in action. munication skills and deep, textured cultural their passions with classmates. Lecture, small- Handouts will be provided. In English with understanding. This session will describe the and large-group activities and discussion. Main examples in Arabic and of special interest to structure and content-based approach of audience: high school and college teachers. elementary and middle school educators. Georgia Tech’s summer study abroad programs Opportunities to apply concepts to lower lev- 139. Best of DC: The Spanish Language Integrated in Mexico, Ecuador and Peru, including discus- els. Handouts provided. Curriculum sion of the need for interdisciplinary, multi- lensed approaches to culture, pitfalls observed 145. Teaching Chinese Language and Culture Saturday, 10:00 AM-11:00 AM, Provincetown in overseas culture learning, and development through Characters Spanish/K-5 of critical reflection tasks and issues-based Saturday, 10:00 AM-11:00 AM, Tufts Karen Adamson, GWATFL/Maret School research projects that foster engagement with Chinese/Postsec diverse segments of local communities overseas The Spanish Language Integrated Curriculum Xingbo Li, Norwich University benefits teachers and students. Maret School for an appreciation of the complexity of “cultur- In this session, we will discuss the importance has developed an integrated curriculum for the al perspectives” and their impact on how today’s critical world challenges are addressed.

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of Chinese characters in Chinese culture and 11:15 AM - 12:15 PM SATURDAY TIME 152. ES: Avant Assessment: Avant and STAMP - present some ways to use Chinese characters SLOT Today and Tomorrow with students at the beginning level. By means Saturday, 11:15 AM-12:15 PM, Fairfield 149. ES: Houghton Mifflin Harcourt: Mobile:Ready of these examples, attendees will see how such All languages/K-12 an approach to learning is well within a dis- Technology with a Common Core Twist David Bong, Avant Assessment tinct tradition of Chinese communication and is Saturday, 11:15 AM-12:15 PM, Clarendon Bob Bone, Avant Assessment thus not only desirable but necessary for learn- French, Spanish/Secondary ers to achieve more advanced cultural literacy STAMP blazed the trail for the standards-based Daniel Battisti, Houghton Mifflin Harcourt as their language skills improve. Teachers of measurement of proficiency in 2002. Avant has Chinese will experience a new approach, and Colleen McMahon, Houghton Mifflin Harcourt delivered STAMP without substantial change teachers of other languages will acquire some Tasked with finding a way to incorporate since. This spring, Avant launches the first of a knowledge of Chinese characters. tablets into your lessons but don’t know where new generation of STAMP with our Hebrew to start? Are terms like: 21st Century Skills and test, developed in partnership with Hebrew at 146. AATF Session: Promoting French at Every CCSS buzzing in your district? Would you like the Center. Avant is also launching ground- Opportunity your students to be active members of culture breaking placement tests for English and Arabic Saturday, 10:00 AM-11:00 AM, Vineyard and not just spectators? Join us! Participants this year. Come hear where Avant is leading French/All levels will receive access codes to HMH’s NEW language assessment. Mobile-ready online sites and examples of HMH Jayne Abrate, AATF/ Southern Illinois ELA CCSS Cross-walk correlations. 153. Language Acquisition Strategies for Middle University Schoolers 150. ES: Applause: Improv, Theater Games and Sister Mary Helen Kashuba SSJ, Chestnut Hill Saturday, 11:15 AM-12:15 PM, Harvard College Skits Energize Language Lessons German/Middle school Attendees will be invited to share their own Saturday, 11:15 AM-12:15 PM, Dartmouth Laura Ernst, Rundlett MS successful efforts to promote French as well as French, German, Italian, Spanish/Secondary particular challenges they are facing. The ses- Alexandra Bennett, Wellesley Middle School Patti Lozano, Dolo Publications, Inc. sion will include an exploration of the on-line Get your middle school students engaged in resources available through the AATF. Each Lively new generic improvisational activities, speaking freely and confidently during class. attendee will receive a sample of various pro- from basic comprehension to advanced speak- We will offer ideas and distribute templates in motional flyers, posters, and other materials. ing, to capture students’ imaginations and get German to help you set a tone in your class- them conversing about YOUR instructional room for communication in the target lan- 147. Teaching with Tablets topic, irresistible and hilarious theater games guage. Descriptions of the activities and exam- Saturday, 10:00 AM-11:00 AM, Wellesley for 100% student participation, and the prepara- ples will be given in German. Participants will tion and performance of a 7-minute short play. French, Spanish/All levels try their hand at not only implementing the Presentation is extremely fast-faced, active and strategies, but also role-playing as students. Catherine Ritz, Arlington Public Schools enjoyable. Lots of handouts, and a skit (choose Attendees will have concrete ideas to imple- Unsure how to use your tablet to teach? This Spanish, French, German, English or Italian) for ment in their classes and templates to take session will demonstrate the use of tablets for each participant. home. Middle school experience in teaching teacher instruction, taking the iPad as an exam- 151. ES: Vistas in Education: Quels sont les German would be beneficial to those partici- ple. The presenter will show how she has used pating. an iPad effectively with her classes to present espoirs d’un étudiant en 2014? information, develop interactive activities, and Saturday, 11:15 AM-12:15 PM, Exeter 154. What Do Students Want? Needs Analyses & better engage with students and parents. French/HS, Postsec National Latin Survey Examples of apps will be given, and technical Jane Weinstein, Vistas In Education Saturday, 11:15 AM-12:15 PM, MIT requirements will be discussed. Yoninah Dadon, Vistas in Education Latin/Secondary 148. L2 Social-Satire and Political Cartoons: At a young age French adolescents are faced Elliott Goodman, Teachers College, Columbia Pedagogical Perspectives and Learner Feedback with enormous decisions about future careers U Saturday, 10:00 AM-11:00 AM, Yarmouth and academic programs. They are also con- The National Latin Survey asked over 5,000 stu- Italian/HS, Postsec fronted by the prospect of unemployment even dents and 1,000 teachers what they wanted upon successful completion of their education. from Latin class. This session will talk about: 1) Marinella Garatti, SUNY New Paltz Vistas in Education’s French intern, a native how we envision classrooms and curricula with A valuable tool for linguistic, critical-thinking, speaker of French, will explore the choices her a mind towards change, 2) constructing a needs and visual-analytical skills in the L2 classroom, SATURDAY contemporaries are making through a series of analysis for classroom, district, or national audi- social-satire and political cartoons can help us interviews of French high school and university ence, and 3) preliminary results from the access a culture’s products, practices, and the students. The interviews will shed light on the National Latin Survey. There will be a mix of often elusive perspectives of its people. complexity of the education system of France lecture and small group discussion. Practical examples from Italian cartoonists such in 2014. The PowerPoint presentation, includ- Participants will have some tools to ask stu- as Altan and Staino show how social-satire and ing the interviews, will be given to attendees to dents or other stakeholders what skills and political cartoons can be integrated even into share with their American students. This multi- knowledge they hope to gain from their foreign lower-level classes. Pedagogical benefits are media presentation will be in French. language learning experience. discussed in light of student feedback.

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• SATURDAY • 155. Colloquial Arabic and MSA: Ensuring a 158. Combining Technology and Grammar to nities and advance the sharing of ideas. Though Successful Integrated Approach Create Personalized Projects no significant background knowledge is essen- Saturday, 11:15 AM-12:15 PM, Northeastern Saturday, 11:15 AM-12:15 PM, Salon AB tial for attendees, familiarity with iPads and learning management systems would be a plus. Arabic/HS, Postsec Spanish/Secondary With topics like online course development, Rajaa Chouairi, United States Military Janice Dowd, Independent Consultant novelties for iPad and apps, and the latest WL Academy Sara Buchbaum, Northern Highlands Reg. web tools, this classroom-tested toolbox will With the recent trend of teaching both varieties High School inspire you! of Arabic (spoken and classical MSA) at the In today’s world of language teaching, it is same time and in the same course, some pro- important to allow students to create projects 161. Teaching French with Sports-themed grams may be discovering that the students are that are in media that are useful and modern. Activities confused between colloquial and MSA and are In this demonstration teachers will learn how Saturday, 11:15 AM-12:15 PM, Suffolk not mastering either. Is this confusion normal to use various tools, such as Glogster and Voki, French/Secondary and healthy? Will it eventually dissipate? This to create more meaningful and personalized Kristen Purdy Russett, Marblehead Veterans session will discuss the soundness of this dual project presentations. Middle School integrated approach and the possibility of elimi- nating any confusion in the mind of the student 159. Best of NY: Differentiating LOTE Classrooms Explore the francophone world through its ath- letes, learn about the Quebecois sport of Kin- while learning both varieties at the same time. Saturday, 11:15 AM-12:15 PM, Salon CD ball, and get the kids excited about French We will analyze the different approaches adopt- Spanish/Secondary ed by the different existing books in the mar- through hockey! Sports are an excellent way Sarah Braunscheidel, St. Francis High School ket, compare them and explore actual results to reach young people and can be used to from different programs. No background Ever think of your class as a “mixed bag” of stu- teach French students about culture, vocabu- knowledge of Arabic is necessary for this ses- dents with varying levels of capabilities? Find lary and grammar in a fun and engaging way. sion. yourself struggling to get those lower level stu- The session will provide teachers with practical dents up, push the average students just a little sports-themed classroom activities – explo- 156. Flipping Out! Flipping the Classroom – Flip bit further, and what about those advanced stu- ration of “la francophonie” through sports, an or Flop? dents who always finish first but have nothing introduction to the exciting and cooperative Saturday, 11:15 AM-12:15 PM, Provincetown else to do? Learn how to differentiate your game of Kin-ball, detailed hockey lesson plans, geography and “patrimoine” of France through Spanish/HS LOTE classroom in order to make students more comfortable in the learning environment the Tour de France, and more – that can be Crystal Dunkin, St. Marys Ryken and take them to the next level of comprehen- modified for any level and adapted for other What exactly is flipping the classroom? How sion. Participants will get a brief background world languages. The presenter will also does it work? What are the benefits and chal- on differentiated instruction and how to apply demonstrate how these activities can be used lenges? Is it really that much work? Join me for it to foreign languages. Participants will leave in program advocacy and improving enroll- my capstone presentation on flipping as I share this session with a packet of useful and class- ment. the ups, downs and adventures from the past room-ready strategies/techniques designed to year of my SANS, Inc./Mead Leadership project. increase knowledge for all levels of learners. 162. Chinese Small Talk (Liao): Pragmatic Presentation will take attendees through a day Variation and Teaching Applications of flipping my class with a series of video clips 160. Toolbox of Takeaways: Ideas that Invigorate Saturday, 11:15 AM-12:15 PM, Tufts from my classroom, lesson plan ideas and sug- Saturday, 11:15 AM-12:15 PM, Simmons Chinese/Postsec gested how-to’s of flipping your own class- French, Spanish/Secondary Hui Chih (Hilda) Huang, University of room. Jonathan Shee, St. Luke’s School Maryland, Baltimore County 157. Using Authentic Stories with Different Lee Bruner, Avenues: The World School While more and more students wish to visit

Proficiency Levels You’ll leave this fun session with dozens of tips, Mainland China and Taiwan, the pragmatic fea- SATURDAY Saturday, 11:15 AM-12:15 PM, Regis tricks, apps, tools, and tech that will invigorate tures of Chinese small talk in these two areas are infrequently introduced in Chinese teach- Russian, Spanish/K-12 your WL classes. Lee Bruner and Jon Shee, two- ing. This presentation will compare and con- Anna Jacobson, University of Maryland time winners of “Best of NECTFL,” serve up a high-energy, fast-paced session that will leave trast pragmatic features in gossiping from sit- Using authentic materials with low-proficiency you with practical ideas that are ready to roll coms in Mainland China and Taiwan. Moreover, level students can seem very daunting to teach- with your students. We will present and demo a lesson plan that shows how indirectness in ers, but it is not impossible. In this session, the effective uses of the “latest and greatest” apps, gossiping is conducted in Beijing and Taipei presenters will demonstrate activities incorpo- websites, global interaction platforms, and also will be presented. rating stories in their language classrooms, and offer examples of the essentials needed to build 163. La culture des affaires: A Unit for Third-Year will share activities collected from STARTALK successful online-learning communities and French teachers. Participants will leave able to confi- blended learning models. Examples include dently use a collection of interesting ideas for Haiku, iTunes U, Edmodo, Nearpod, Subtext, Saturday, 11:15 AM-12:15 PM, Vineyard exploring culturally authentic stories with stu- Padlet, Powtoon, GoAnimate, audio Diana Moen, EMC Publishing dents of all proficiency levels. notation/portfolios. We will present with a This unit, the product of a teacher grant, covers multimedia Keynote that addresses standards globalization, international trade, and regional- for writing/reading/speaking/listening. ism in French commerce, presented as a Interactive attendee participation will be PowerPoint. The first section begins with les encouraged via social media, which will also produits de luxe and France’s role in la mondi- continue after the conference to build commu- alisation. Activities ask students to examine

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INDEX OF CONCURRENT SESSIONS

• SATURDAY • clothing, electronics and appliances at home to 12:15 PM - 2:00 PM: FINAL SATUR- The presenters will demonstrate the effective- see how they are personally affected by global- DAY EXHIBIT AREA VISIT TIME! ness of two technology tools – blogs and voice ization. The next focus is on France’s world 2:15 PM - 3:15 PM SATURDAY TIME thread – in allowing students to engage with position as an exporter and trade between SLOT and produce language. The presenters will France and the U.S., as well as how to conduct demonstrate step by step how these strategies oneself in social settings while in France. 166. An Experiential Learning Course: Students in were implemented and will demonstrate the Students learn how to avoid social taboos in the Community effectiveness of both tools through examples of communicative activities. Finally, we discuss Saturday, 2:15 PM-3:15 PM, Harvard students’ production at novice, intermediate regionalism, the structure of French companies, and advanced levels. Presenters will also German/Postsec and marketing in France. Teachers find out demonstrate how these tools use the 5 C’s in about the French trade connection in their Susanne Sutton, UMBC teaching. Participants will walk away knowing region. Students create an ad to sell an Brigitte May, UMBC how to benefit from blogs and voice thread in American product on the French market, based Xenia Wolff, UMBC their classrooms and maximize the use of tech- on what they have learned about French cul- The presenters will relate their experiences nology in language instruction. No background ture. An examination follows of careers in planning and implementing a new course knowledge of use of blogs and voice thread is international business and training for students ‘Experiential Learning’ that enables students of required as the presenters will demonstrate who want to combine their French with a busi- German to develop crucial skills for today’s their use and implementation. ness specialization. Teachers are given online world outside the college classroom. Students access to the unit, including audio accompany- 169. Using Commercials in the Spanish can fulfill this course in three ways: (a) lead a Classroom ing dialogues audio, recorded by native speak- discussion hour for one of the beginning lan- ers. The unit does not contain any grammar – it guage courses; (b) blog and Skype with UMBC’s Saturday, 2:15 PM-3:15 PM, Provincetown can be taught any time in a third-year French language courses while studying abroad; (c) Spanish/Secondary class. provide services for German institutions in the Kara Jacobs, Kingswood Regional HS area (e.g. Zion Church of Baltimore, Maryland 164. Toward Global Communities: Fostering Commercials are an engaging authentic Historical Society, International Red Cross). Intercultural Communication in the Classroom resource that can take the place of your typical Participants will learn from presenters how “audio activity” from a textbook. This session Saturday, 11:15 AM-12:15 PM, Wellesley they designed the new course format, devised will share some commercials, transcripts, and Spanish/Postsec learning experiences, formed ties to local insti- activities that can be used in the Spanish class- Maria Amores, West Virginia University tutions and mentored students during the room. This presentation will focus on techniques for course. The presentation can also serve as integrating culture into Spanish language starting point for networking among educators 170. Using Collaborative Spaces to Connect with instruction. Several activities based on authen- and institutions interested in providing experi- a Larger Audience tic materials – art, films, printed texts, TV shows ential learning opportunities. Saturday, 2:15 PM-3:15 PM, Regis – native speakers, and the Internet will be 167. Best of VA: Commodity Wars: Bringing Spanish/K-8 explored and analyzed according to the theo- Ancient Economies to Life Alexandra Shourds, Powhatan School retical principles of teaching for cultural under- Create more task-based and meaningful lessons standing. The activities will be adaptable to all Saturday, 2:15 PM-3:15 PM, MIT for your students using digital media! Students levels of instruction and will target the inter- Latin/Middle school can post digital media projects to a class wiki pretive, interpersonal, and presentational modes Benjamin Holec, Academy of Int’l Studies at and share them with family, friends, and native of communication. Thus, teachers will be pro- Rosemont speakers of the target language. Guide your vided with guidelines for developing effective Commodity Wars is a fun, hands-on activity for students to make deeper connections with cultural activities aimed at increasing their stu- students that subtly introduces them to impor- their immediate communities and those dents’ level of cultural competence and prepar- tant geographic locations, products, historical abroad. By the end of the year, students will ing them to better communicate in an increas- events, and ideas of statecraft in the ancient have a complete online portfolio of projects to ingly global society. world of the Romans. This conference session review and evaluate improvement. will have participants playing a research-based, 165. Community of Learners: Social Media Short large-scale strategy game based on the econom- 171. Best of WV: Blending to Flipping and Beyond: Distance with Native Speakers ic, historical, and geographic realities of the Creating a Student-Centered Class Saturday, 11:15 AM-12:15 PM, Yarmouth Ancient Mediterranean world. Through partici- Saturday, 2:15 PM-3:15 PM, Salon AB Italian/Hs, Postsec pating in the game, educators can take the idea Spanish/HS Michela Baraldi, Cornell University back to their own schools and play it with their SATURDAY Shirlene Groseclose, Pocahontas County HS This session explores how modern social media own students, while in the process assisting in During this interactive presentation, I will like Skype, Facebook and Blogs, while enhanc- further development of the game. define and share my experiences in blending or ing cultural learning, create a social community 168. Effective Use of Technology to Learn Arabic flipping a world language classroom. Through in a language classroom as well as a large com- Anytime Anywhere technology, visuals and the use of my own col- munity that goes well beyond the classroom to lected data, I hope to clarify the experience of include native speakers. We will discuss how Saturday, 2:15 PM-3:15 PM, Northeastern a flipped classroom and inspire a desire to cre- such communities were created in one class- Arabic/HS, Postsec ate a more student-centered classroom. I will room via social media and the new platform Luluah Mustafa, Boston University provide information on technology tools that that facilitated the connections between stu- Amani Abu Shakra, Buckingham Browne & go hand in hand with a blended or flipped dents from the United States and Italy. The pre- Nichols approach. I will also share both the challenges senter will highlight how the project improved Kheireddine Djamel Bekkai, Boston and triumphs, and I will give each participant students’ critical thinking and cross-cultural University awareness.

34 Northeast Conference Program 2014 g _ gg

INDEX OF CONCURRENT SESSIONS

• SATURDAY •

relevant tools and advice needed to begin the tion, and creativity that are necessary for 21st In order to recruit and retain this niche stu- journey. No specific knowledge or ability is century learners. dent, we have worked together to develop bet- required: just bring your desire to create a more ter ways of structuring both programs overall. 176. Technology as a Tool for Linguistic and student-centered classroom. The information The outcome of our collaboration is an aca- Cultural Development shared will thus benefit even those who do not demic timeline for community-building, based wish to blend or flip but who seek to create a Saturday, 2:15 PM-3:15 PM, Vineyard on customization, communication, and continu- student-centered atmosphere through the use French/HS, Postsec ity, that is adaptable for language students at various ages and levels of proficiency. In this of tools such as stations in the classroom. Emmanuelle Vanborre, Gordon College interactive session, participants will reflect on 173. Motivate & Engage Your Students by This session explores numerous ways to make each stage of their language program to evalu- Integrating the Arts students proficient readers and writers, and to ate how community is developed within and integrate art, culture and literature in the cur- Saturday, 2:15 PM-3:15 PM, Simmons between the stages. Focusing on customiza- riculum through technology. Boston College French, Spanish/All levels tion, communication, and continuity, we will graduate students created a series of web sites compare experiences and contribute to a col- Patricia Klos, Anne Arundel County PS for use by middle school to college level stu- lective toolbox that can be used for developing Learn how to plan exciting Arts Integrated les- dents of French, Italian, and Spanish. These our own language program community-building sons that will engage and motivate your stu- sites contain activities written by the graduate timelines. dents and get them talking and writing! This students that can only be completed by exam- interactive session will provide the how and ining existing L2 web pages written for and by why of Arts Integration, experience with a vari- L2 speakers. Strategies presented will facilitate 3:30 PM - 4:30 PM SATURDAY TIME ety of techniques, including Artful Thinking comprehension and expression by focusing on SLOT developing reading and writing skills while Routines, and help to identify ways to integrate 179. Creating Culturally Rich Materials Using the enhancing background knowledge of culture, dance, music, drama and/or visual arts into les- QR Code sons. Come away with strategies to implement history, geography, and politics. Activities for immediately. beginning to advanced students will be pre- Saturday, 3:30 PM-4:30 PM, Harvard sented. This session will concentrate on French Arabic, German/All levels 174. “Allons au cinéma”: Promoting French sites and will be in French. Handouts provided. Mohamed Esa, McDaniel College through Francophone Films 177. Assessing Intercultural Competence through QR codes are one of many new technology Saturday, 2:15 PM-3:15 PM, Suffolk the Glasport Protoype Prompt tools that can be utilized in the classroom in French/HS, Postsec both the creation and the reading of culturally Saturday, 2:15 PM-3:15 PM, Wellesley Joyce Beckwith, Wilmington HS (Ret) rich materials. With QR codes you can create a All languages/All levels Dolliann Hurtig, Louisiana Tech University one page handout with links to various multi- Rita Oleksak, Glastonbury Public Schools media materials (a literary text, an image, an Film is a valuable tool for promoting French! audio recording, a song or YouTube video). You With this in mind, the Co-Chairs of the AATF Meghan Zingle, Glastonbury High School (or your students) can promote an event, a lec- Promotion Commission will present several The session will focus on intercultural compe- ture, an exhibition, a conference, or your own new francophone films, each with activities, tence and how it is incorporated into curricu- course. Here are other ideas for the use of QR projects, Internet resources, web quests and lum and assessment. Background will be codes: cultural scavenger hunt, learning sta- assessments for all learner variables. The pre- shared on development of the Glasport proto- tions, virtual museum trip in the classroom, pro- senters will also preview the newly published type prompt and rubric development for viding research links, reviews for exams, etc. In AATF “Promoting French through Film” Manual assessing intercultural competence. this interactive session, the participants will with the audience. In this interactive session, Participants will leave with suggestions on how learn how to create such codes, but most participants will also propose initiatives and to successfully incorporate intercultural compe- importantly how to use them more creatively strategies to promote French which they have tence into existing units and lessons or to mod-

and effectively. Participants should bring along SATURDAY successfully implemented in their classrooms ify the learning appropriately. Participants will their own devices (smartphone, iPod Touch and in their districts. They will have the oppor- have access to the Glasport prompt template so [2nd or 3rd gen.]) or their iPads to be able to tunity to offer recommendations for newly- that they can pilot it in their own learning envi- create their own culturally rich materials using released films which they would like the pre- ronments with support from the Glasport QR codes. No significant background knowl- senters to consider for future sessions. teachers. Participants will be invited to partake edge is needed. in a free webinar series sponsored by 175. Creating Global Citizens in the Chinese Glastonbury Public Schools. Professional col- 180. Using Meetups to Build Local Language Class laboration will be ongoing. Communities Saturday, 2:15 PM-3:15 PM, Tufts 178. What They Need When: A Timeline for Saturday, 3:30 PM-4:30 PM, MIT Chinese/All levels Language Program Community-Building Latin/All levels Janice Dowd, Independent Consultant Saturday, 2:15 PM-3:15 PM, Yarmouth Jason Slanga, Dulaney HS In the 21st century, it is increasingly important All languages/HS, Postsec Teachers of less commonly taught languages to train students to be global citizens by show- often face the challenge of having few col- ing them how they can use their overall knowl- Erin Papa, University of Rhode Island leagues with whom to collaborate on a regular edge to benefit the world. In this session, the Heather Price, University of Rhode Island basis. This session will discuss how presenters will demonstrate how STEAM issues The International Engineering Program (IEP) Meetup.com has been used to organize a (science, technology, engineering, mathematics and Chinese Language Flagship Program at the Baltimore language group for Latin speakers. plus art and design) can benefit and enliven University of Rhode Island have overlapping We will cover the nuts and bolts of the Meetup Chinese language classrooms. STEAM serves to purposes, but the place where they intersect is website, as well as general community building enhance the areas of critical thinking, collabora- with the niche student: the Flagship Engineer. suggestions. Participants will be empowered to

Northeast Conference Program 2014 35 g

36 Northeast 2014 Sessions _ Northeast ConferenceNortheast Program 2014 UÊ,
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Session One Session Two Session Three Session Four Session Five

Clarendon 30. ES: Accademia Italiana: Italian through 47. ES: SANS, Inc.: Simplify and Maximize 64. ES: World of Reading: Spanish Elementa- 81. Studying Italian in High Quality Standard 98. ES: RECF: Vivante et vibrante : Introduc- Myth: Authentic Materials on Mythology in Your Technology Resources for Language ry and Middle School Curriculum - Authentic Schools in Italy: ASILS, Memoli tion au corpus franco-canadien, Boudreau

Italian Classes, Memoli Learning Anytime/Anywhere, Hayward, Sattar and Innovative, Tracy, Riboli gg

Dartmouth 31. ES: Vista Higher Learning: Form, Content, 48. ES: Santillana USA: Spanish in the Sec- 65. ES: Education Office, Embassy of Spain: 82. ES: Wayside Publishing: Weaving 99. ES: Santillana USA: Teaching Reading in Strategies, Tools: Planning and Delivering ondary Grades and the Common Core, Nuñez Television Advertising: Authentic Materials Products, Practices and Perspectives through the Bilingual and Spanish Heritage Elemen- Instructional Excellence, Jones that Motivate Students Learning Spanish, TRIÁNGULO APROBADO, Gatski, McMullan tary Language Classroom, Nuñez Torres Ruiz

Exeter 32. ES: Explorica: An Inside Look at Student 49. ES: Consulate General of France in Bos- 66. ES: Breaking the Barrier: The Ideal Les- 83. ES: Breaking the Barrier: The iPad in 100. ES: Pearson: Three-In-One! Integrating Travel, Steinwedell ton: DELF -- A Worldwide Official Diploma in son: Ten Steps to Total Fluency, Conner the Classroom - Breaking the Technology Communication, Common Core, and Pre- the French Language, Boutiot, Mazzetta Barrier!, Conner AP® Together!, Sayers

Fairfield 33. ES: iEARN: Connecting Classrooms around 50. ES: Cambridge University Press: Inter- 67. ES: Centro Studi Italiani: Converse Today, 84. ES: National Registration Center for Study 101. ES: French on Location/Spanish on Lo- the World with iEARN-USA, Russell cultural Connections - Practical Teaching Study Tomorrow, Pasotto Abroad: Volunteer in Latin America! Exciting, cation: The Imperative for Off-Site Field Trips Strategies for a Cultural Language Experi- Rewarding Opportunities for You!, Schaeffer for World Language Students, Donovan ence, Stewart

Harvard 34. Best of NH: Bewegtes Lernen mit Musik! 51. The 5 Cs in Action: Collaborative Final 68. ES: Wayside Publishing: Neue Blickwin- 85. Kiezdeutsch: A New Ethnolect, van 102. Wise Guys im DaF-Unterricht: Materi- (Active Learning with Music), Pantesco Projects, Schmiers-Heller kel: A Thematic Approach to Teaching AP Kerckvoorde alien für den Unterricht, Esa Themes, Chalupa, ter Haseborg

Hyannis 35. Crônicas: A Tool to Teach and Learn 52. Making Literature Accessible to Second 69. Give Your Members More: State Lan- 86. Reversing Word Order Errors with Google 103. Engage Students Online: Best Prac- Portuguese FL, Bianconi, Dominique Language Learners, Procopio-Demas guage Organizations in the 21st Century, Translate, de Groot tices & Challenges in Japanese 101-102, Anderson, Carlino, Hughes Shigehisa

MIT 36. Mens sana in corpore sano, Clausen, 53. Panem et Circenses -- Rome to Panem, 70. Revitalizing Memorization: Taking the 104. The “Write” Way to Success on AP/IB Malone Gursahaney Routine out of the Rote, Martin Latin Exams, Tremper Northeastern 37. What Teachers Should Know about Teach- 71. How to Start an Arabic Program in Your 88. Populating Al-Kitaab with Animals, 105. Developing Reading Skills in Arabic ing and Assessment of Writing, El Nady District, Berbeco Mustafa across Levels, Gunduz Provincetown 55. Best of PA: What Can Kindergarten Teach 72. Best of ME: Backbone of Backwards 89. Best of MD: Using Gestures to Support 106. Best of CT: Differentiation in the World Us? Reading Circles in the FL Classroom, Planning: Integrated Performance Assess- Vocabulary, Grammar, and the Target Lan- Language Classroom, Robustelli-Price Madel ment, Gram guage, Eschenburg

Regis 39. Using the LinguaFolio Can-Do Statements 56. Re-Thinking Study Abroad: A Critical 73. Cultivating the 5Cs: The Development of 90. Engaging Language Learners: What’s 107. Ecotourism: The Mayan Route and in a Standards-Based Classroom, Orth Intercultural Approach, Ferrell a Sustainability Course Abroad, Duperron Reflection Got to Do with It?, Mana, Ingold Ecodestinations in Central America, Berman

Salon AB 40. Let’s Get Interpersonal: Teaching Social 57. From Good Practices to Best Practices: 74. Building Students’ Interpersonal Skills at 91. BANG! CLING! El uso del cómic en clases 108. SANS, Inc./Mead Session: Tapping Skills to Improve Communication, Ventosa Maximizing Communicative Interactions, the Novice and Intermediate Levels, Quinlan de lengua, Urbanc, Pintado-Casas, Sanchez Podcasting’s Professional Development Dean Potential, Crouse

Salon CD 41. Learning about Haiti: Tasks for the First- 58. Prioritizing Communities: Planning a Unit 75. Hyper-Collaboration and Language 92. Generating Demand for World Language 109. Engaging Your Students: Strategies Year French Classroom, Michels from the Outside In, Glisan, Phillips Instruction in the 21st Century, Gaugler Programs, Jacobson, Dowd, Hart, Oleksak from National Teacher of the Year, Redmond, Egnatz

Simmons 42. Community-Based Material Develop- 59. Teaching Geography through Comprehen- 76. Breaking Stereotypes with Music, Tor- 93. CAPLfrançais: Using Authentic Images in 110. Bringing a Multicultural Dimension to ment: Acción Directa and Spanish in Boston, sible Input and TPRS, Litten ruellas, Linley, Rodriguez the French Classroom, Pflanze, Copeland Language Students in Every Class, Stanton Agudo, Soto

Suffolk 43. Using Drama Techniques to Enhance 60. Incorporating Québécois Culture into the 77. Integrating Authentic Materials into Your 94. Remembering the Holocaust on the 111. Integrated Performance Assessments: A Proficiency, Dempsey High School Classroom, Borgerding World Language Classes, Weiss Screen: Sarah’s Key & La Rafle, Conner Student-Centered Approach to Develop- ing Proficiency, Brightbill, Aguilar-Francis, Jimenez, Taraborelli

Tufts 44. Microteaching: Lessons from STARTALK 61. Case Studies of Three Successful Hybrid 78. Ensuring Successful Reading Curriculum 95. Using Songs as a Classroom Management 112. Whiteboard Message Warmups: Tools Summer LCTL Teacher Education Programs, Classes in Chinese, Navarre for AP Chinese Language and Culture, Chang Strategy, Shen for Differentiation, Authentic Communica- Jacobson, Mana tion, and Discipline, Stouder

Vineyard 45. Bridging the Gap: Standards’ Expecta- 62. Sustaining Language Education as an 79. Sustaining Languages in STEM-focused 96. Postsecondary Networking Session: 113. Evolving from Editor to Applied Linguist: tions and Performance Reality for Students, Investment in the 21st Century, Roske Schools by Creating Inclusive Language Revising the Undergraduate Curriculum, 21st Century Language Instruction, De Mado Cheatham Classrooms, Griffin, Hoecherl-Alden Looney, Hoyng

Wellesley 46. Flipping the Foreign Language Class, 63. Taking It Personally, Rodriguez, Linley, 80. Bridging the Gap between Language and 97. Communicative Activities that Build 114. Papiers-Mâchés: An Online Writing Pontarelli Torruellas Literature Classes: The Sonnet, Devitt Classroom Communities, Davis Tutorial, Baehler, Moran g _ gg Binaghi, Katradis Mulholland Tchoumi Mustafa, Khoury Hart, Mana Kashuba SSJ Esa Slanga O’Hearn 179. Creating Culturally Rich Materials Us- 179. ing the QR Code, 180. Using Meetups to Build Local Language 180. Communities, 181. Keep Them Talking: Developing Oral Keep Them Talking: 181. at All Levels, Proficiency 182. Best of MA: Practical Take-Aways: Us- Best of MA: Practical Take-Aways: 182. Classes, and More in Your ing iPads Alvarez, Dion, Festa 183. SANS Inc./Mead Fellow Session: Action SANS Inc./Mead Fellow 183. Language Research in Maximizing Target Use, 184. Twitter as a Community-Building Twitter 184. in the Foreign Language Classroom, Tool Ramsden 185. Facing Our Fear of Writing, of Writing, Our Fear Facing 185. 187. L’Exploitation pédagogique de la bande L’Exploitation 187. de langue, dessinée en classe 188. Resources for Less Commonly Taught Resources for Less Commonly Taught 188. Language Programs, 189. La Poésie française et la Première La Poésie 189. Guerre Mondiale, 190. Teaching History and Culture in an Teaching 190. Elementary Modern Greek Class, 191. Study Abroad Assessment: Language 191. and Intercultural Competence, Proficiency Folau, Gagnon, Watson Vazulik, Shourds Sutton, Vanborre Klos Dowd, Lee Groseclose Jacobs Papa, Price Oleksak, Zingle Room unavailable Room unavailable Room unavailable Room unavailable Room unavailable Room unavailable Room unavailable Room unavailable 166. An Experiential Learning Course: 166. Students in the Community, May, Wolff May, 167. Best of VA: Commodity Wars: Commodity Wars: Best of VA: 167. Bringing Ancient Economies to Life, Holec 168. Effective Use of Technology to Effective Use of Technology 168. Learn Arabic Anytime Anywhere, Mustafa, Abu Shakra, Bekkai 169. Using Commercials in the Spanish 169. Classroom, 170. Using Collaborative Spaces to Con- 170. nect with a Larger Audience, 171. Best of WV: Blending to Flipping Best of WV: 171. and Beyond: Creating a Student-Cen- tered Class, 173. Motivate & Engage Your Students & Engage Your Motivate 173. by Integrating the Arts, 174. “Allons au cinéma”: Promoting “Allons 174. French through Francophone Films, Beckwith, Hurtig 175. Creating Global Citizens in the 175. Chinese Class, 176. Technology as a Tool for Linguistic as a Tool Technology 176. and Cultural Development, 177. Assessing Intercultural Compe- 177. tence through the Glasport Protoype Prompt, 178. What They Need When: A Timeline What They Need When: A Timeline 178. for Language Program Community- Building, Baraldi Huang Lozano Chouairi Weinstein, Weinstein, Dowd, Buchbaum Goodman Bong, Bone Jacobson Ernst, Bennett Moen Russett Dunkin attisti, McMahon Shee, Bruner 149. ES: Houghton Mifflin Harcourt: 149. with a Common Core Mobile:Ready Technology B Twist, 150. ES: Applause: Improv, Theater Games and ES: Applause: Improv, 150. Skits Energize Language Lessons, 151. ES: Vistas in Education: Quels sont les ES: Vistas 151. espoirs d’un étudiant en 2014?, Dadon 152. ES: Avant Assessment: Avant and STAMP - and STAMP Assessment: Avant ES: Avant 152. and Tomorrow, Today 153. Language Acquisition Strategies for 153. Middle Schoolers, 154. What Do Students Want? Needs Analyses What Do Students Want? 154. & National Latin Survey, 155. Colloquial Arabic and MSA: Ensuring a 155. Successful Integrated Approach, 156. Flipping Out! the Classroom- Flip 156. or Flop?, 157. Using Authentic Stories with Different 157. Levels, Proficiency 158. Combining Technology and Grammar to Combining Technology 158. Projects, Create Personalized 159. Best of NY: Differentiating LOTE Class- Differentiating LOTE Best of NY: 159. Braunscheidel rooms, 160. Toolbox of Takeaways: Ideas that Invigo- of Takeaways: Toolbox 160. rate, 161. Teaching French with Sports-themed Teaching 161. Activities, 162. Chinese Small Talk (Liao): Pragmatic Chinese Small Talk 162. Applications, and Teaching Variation 163. La culture des affaires: A Unit for Third- La culture des affaires: 163. French, Year 164. Toward Global Communities: Fostering Toward 164. Intercultural Communication in the Classroom, Amores 165. Community of Learners: Social Media 165. Short Distance with Native Speakers, Terrill UÊ-
/1,
9]Ê
, Êә]ÊÓä£{ÊU Parker, Parker, Fucile Joundeya Said-Mohand Ritz Kang Harger Adamson Li Connor, Germain- Connor, Stewart Abrate, Kashuba SSJ Garatti Solberg, Dugas 132. ES: EF Educational Tours: The Formula ES: EF Educational Tours: 132. for Successful Language Immersion: at Home and Abroad, 133. ES: Middlebury Interactive: Creating 133. Neighborhood Communities through Language Learning, Rutherford, McIsaac 134. ES: Wayside Publishing: Engage Pre- ES: Wayside 134. AP/Intermediate Spanish Learners with Authentic Communicative Tasks, Tchakarian Schwenkler, 135. ES: CLI Dante Alighieri: Learn the Italian 135. Language and Culture in Rome, 136. OMG -- Did They Just Say...? Soap OMG -- Did They Just Say...? 136. Operas in the Classroom, 137. Latin, History, and the Bayeux Tapestry, and the Bayeux Tapestry, History, Latin, 137. Howell 138. Fun Games and Activities to Develop 138. Interpersonal Communication, 139. Best of DC: The Spanish Language 139. Integrated Curriculum, 140. NAKS - National Standards for Korean 140. K-8 Curriculum, Language, 141. Culture, Commerce and Sustainable Culture, 141. Communities: A Study-Abroad Model, Galloway 142. Assessment to Inform Instruction, Assessment to Inform Instruction, 142. 143. How Can We Best Teach Spanish Gram- Best Teach How Can We 143. Students toward to Motivate mar in Context Meaningful Language Use?, 144. Expanding Communities by 144. Contexts, 145. Teaching Chinese Language and Culture Teaching 145. through Characters, Every Opportunity, Every Opportunity, 146. AATF Session: Promoting French at AATF 146. 147. Teaching with Tablets, with Tablets, Teaching 147. 148. L2 Social-Satire and Political Cartoons: L2 Social-Satire and Political 148. and Learner Perspectives Pedagogical Feedback, Hoff- Adorno Morgana, Boswell, Epstein, Jay Slanga Cothrun Wang Abbott, Redmond McNamara Stewart obalino, Ginck Shee 8:45-9:45 10:00-11:00 11:15-12:15 2:15-3:15 3:30-4:30 Session Six Session Seven Session Eight Session Nine Session Ten and Didactics of Teaching Italian, Italian, and Didactics of Teaching Beretta, Guidali, Protti Know It? Digital Formative Assessments!, Know It? Digital Formative Assessments!, Sayers Digital Learning for the 21st Century, Digital Learning for the 21st Century, man with Host & Travel Opportunities, Opportunities, with Host & Travel Anton and Learning of German, and Learning of German, 120. Swap Shop for Latin, Swap Shop for Latin, 120. Language Curriculum: Methods and Results, Language Curriculum: Methods and Results, Ramadan, Faiza, Tarbouni Instruction in the Middle School, Instruction in the Middle School, Dixon Improved Student Outcomes, Improved Student Outcomes, Classroom, Classroom, Your Classroom, Classroom, Your Learned, R Learned, Réanimé, Réanimé, Teaching: An Overview, An Overview, Teaching: guage Requirement” for the 21st Century, for the 21st Century, guage Requirement” Wilkinson Classroom, Classroom, A Journey through Cinema in Sicily, A Journey through Cinema in Sicily, Clarendon ES: Studio Arcobaleno: Methodology 115. Dartmouth Know They How Do You ES: Pearson: 116. Exeter ES: EMC Publishing: EMCLanguages: 117. Fairfield Boost Enrollment ES: Carousel Tours: 118. Harvard Session: Supporting the Teaching AATG 119. MIT Northeastern Incorporating Literature into the Arabic 121. Provincetown and Language Technology Innovative 122. Regis Professional Learning Communities for 123. Salon AB Best of RI: Incorporating Art into the 124. Salon CD to Linking Standards and Proficiency 125. Simmons Online Language Classes: Lessons 126. Suffolk - le spectacle Notre-Dame de Paris: 127. Tufts for Foreign Language Google Apps. 128. Vineyard“Lan- Intercultural Communication: A 129. Wellesley Language Differentiation in the World 130. Yarmouth ES: BABILONIA Center for Italian Studies: 131.

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• SATURDAY • join existing community language groups or to presenter was inspired to change her technique online that they can use to supplement their create their own groups, so that they may in order to increase the communicative compe- practice. The presentation will be conducted in engage in regular professional and linguistic tence of her 7th grade Spanish students. She French with examples in French. development. will describe the experience and process of conducting action research in the classroom. 188. Resources for Less Commonly Taught 181. Keep Them Talking: Developing Oral After an interactive activity that demonstrates Language Programs Proficiency at All Levels the Organic Language Acquisition (OLA) Saturday, 3:30 PM-4:30 PM, Tufts Saturday, 3:30 PM-4:30 PM, Northeastern approach, participants will have an opportunity LCTs/Adult, Professional Arabic/Postsec to share their views and to brainstorm ideas of Mary Elizabeth (Betsy) Hart, University of Luluah Mustafa, Boston University how action research may benefit their own Maryland work. Giselle Khoury, Boston University Mouna Mana, University of Maryland This session will introduce participants to 184. Twitter as a Community-Building Tool in the This session will introduce participants to effective strategies for sustained oral communi- Foreign Language Classroom STARTALK’s many publicly available resources cation at all levels of Arabic instruction. Saturday, 3:30 PM-4:30 PM, Salon AB to support language learning and teacher train- ing programs. The resources include guides Presenters will share materials they have devel- Spanish/HS, Postsec oped to help their students progress from reac- and templates for curricula, units, lessons, and Graziana Ramsden, Massachusetts College of tive and guided conversations to creative and field trips, resource lists and sample materials Liberal Arts spontaneous oral conversation about a variety for less-commonly-taught languages, online pro- of topics. Presenters will show how to Twitter is a very effective capture tool, and it is fessional development workshops, and teaching sequence material appropriately and how to tie unmatched for facilitating dialogue among stu- demonstration videos. The session will be pre- topic contents to specific proficiency levels dents in the target language. Conversations sented in English and will be useful to teachers and instructional goals. Through hands-on prac- recorded on Twitter can be archived for future of all languages. tice, participants will learn what types of ques- use as well. I am currently using Twitter with tions best assess students’ communicative facili- my 300-level Spanish Conversation students, 189. La Poésie française et la Première Guerre ty. At the conclusion of the session, partici- who are required to publish one tweet a day in Mondiale pants will discuss how to adapt their own Spanish on any topic pertinent to their academ- Saturday, 3:30 PM-4:30 PM, Vineyard materials and develop oral assessment strate- ics or their personal life, and who are also French/HS, Postsec required to comment on their classmates’ gies for their own Arabic programs. Sister Mary Helen Kashuba SSJ, Chestnut Hill tweets. This practice builds community in the College 182. Best of MA: Practical Take-Aways: Using classroom as well as fluency and quick thinking iPads and More in Your Classes in the target language, and it can be extended French teachers can take advantage of this anniversary year of World War I by using the Saturday, 3:30 PM-4:30 PM, Provincetown to all levels of proficiency. poetry associated with the events and their French, Spanish/HS 185. Facing Our Fear of Writing effects on society. The presenter will discuss Giulio Binaghi, Reading Memorial High Saturday, 3:30 PM-4:30 PM, Salon CD authors such as Charles Péguy, Guillaume School Apollinaire, Blaise Cendrars, and Max Jacob. Spanish/HS, Postsec Joanne Alvarez, Reading Memorial High This session will explore poetry selections easi- Monica Mulholland, George Mason University School ly accessible to students as well as the personal Mary Christine Dion, Reading Memorial High This session is geared towards educators inter- experiences of these authors, and suggest class- School ested in exploring writing as a means of self- room applications. expression. The main objective of the session Emeline Festa, Reading Memorial High School is to turn what is usually a painful requirement 190. Teaching History and Culture in an A practical, hands-on approach to using apps of the language class into an exhilarating jour- Elementary Modern Greek Class easily accessible through iPads or BYOD, the ney of self-discovery. Attendees are encouraged Saturday, 3:30 PM-4:30 PM, Wellesley Reading (MA) High School Foreign Language to bring materials for inspiration, such as a pho- Modern Greek Department will show how students use iPads tograph they care about, and an object of their Maria Katradis, George Mason University and more in their classes. Participants will choice. The techniques shared will be easily briefly use apps and explore using Socrative in applied to the high-school and college high- This session will apply the “weave” of the 5Cs the classroom with BYOD, try Wiffiti, a text intermediate and advanced classroom. in lesson planning in the context of a Greek message board, learn how to flip the classroom history and culture lesson in an elementary with Educreations, explore a virtual dream 187. L’Exploitation pédagogique de la bande level HL Modern Greek language class. The home project, and share ideas and favorite dessinée en classe de langue presentation will demonstrate the development SATURDAY apps. Participants may BYOD; we will bring Saturday, 3:30 PM-4:30 PM, Suffolk of the lesson plan, intended outcomes, imple- mentation, and the long-term outcomes of fully iPads. A basic knowledge of iPads may help. French/HS, Postsec integrating the 5Cs in a history and culture les- 183. SANS Inc./Mead Fellow Session: Action Bertrand Tchoumi, Baltimore Polytechnic son taught through the target language. The Research in Maximizing Target Language Use Institute session will demonstrate interactive approaches Saturday, 3:30 PM-4:30 PM, Regis By the end of the session, participants will be to effectively integrate the 5Cs in a HL/LCTL equipped with skills and strategies allowing Spanish/Middle school classroom. Proficiency-oriented materials for them to teach effectively with comic strips and teaching modern history and culture in the tar- Jeanne O’Hearn, Masconomet Regional MS enhance language learners’ proficiency in writ- get language will be shared, and participants 2013 SANS Inc./Mead Leadership Fellow will ing, speaking, reading and listening. will be asked to brainstorm ways to integrate report on the initial results of her action Furthermore, participants will discover a history and culture in their own classrooms research project. After 17 years of teaching, the wealth of resources on comic strips available with the goal of active student engagement in

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• SATURDAY • mind. The presentation may also be applicable to other teachers of HLs and LCTLs who can utilize the process in preparing innovative his- tory and culture lesson plans for their students.

191. Study Abroad Assessment: Language Proficiency and Intercultural Competence Saturday, 3:30 PM-4:30 PM, Yarmouth German, Russian/Postsec Johannes Vazulik, U.S. Military Academy Get out into the city! Ian Folau, United States Military Academy Ask someone at the Mark Gagnon, United States Military Academy Hospitality Desk to Jeff Watson, United States Military Academy recommend free Language proficiency and intercultural compe- tence are the two major outcomes of study Boston activities or to abroad, but how can they most effectively be point out inexpensive assessed and what is the relationship between those outcomes? Our study analyzes assessment restaurants. Go see a data from 3+ years of language proficiency (LP) and intercultural competence (IC) testing of foreign film — even if undergraduates in West Point’s academic semes- movie tickets are more ter-abroad programs in Germany, Austria, Russia, and Ukraine. This session, intended for a gener- expensive in a big city al audience, investigates best practices in quan- than in your home titative and qualitative assessment using stan- dardized tests and task-based measures. town, a movie is still Statistical analyses of the gains in LP and IC, as well as correlation analyses between the two cheaper than many outcomes, will be discussed. Qualitative meas- other forms of evening ures from a task-based distance learning course which monitors student development through entertainment. weekly reflective essays will also be examined, Use the T — it’s a as will variables of type of institution attended and time on task. Attendees will be encouraged great way to get to interact with presenters throughout the ses- sion. around. SATURDAY

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EXHIBITS

EXHIBITS EXHIBITOR REGISTRATION

EXHIBITS HOSPITALITY SILENT AUCTION

SALON AB

SALON CD NECTFL REGISTRATION

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Northeast Conference 2014 Evaluation Help make your Conference even better: take a moment to complete this form.

Please complete this form and either return to the Local Committee Hospitality Desk (4th level) or mail your evaluation to us after the Conference at: Northeast Conference Program Committee, P.O. Box 1773, Carlisle PA 17013-2896; FAX 717-245-1976. E-mail us at: [email protected]

1. *Name *E-mail □ *Please check here if you would like an e-mail reply to your evaluation comments (possible only if you provide the above contact information). We shall do our best to respond. *This information is optional. 2. Check all that apply. Current position: Level: Institution Type: □ Teacher □ Elementary □ Public □ Administrator □ Middle/Jr./High School □ Private □ Student □ College/University □ Other: ______□ Other: ______3. What language(s) do you teach? ______4. Is this your first time at NECTFL: □ Yes □ No If no, how many times have you attended? ______5. Which best describes your reason for attending? □ Sessions/workshops/teaching labs □ Exhibit Hall □ Professional Development Credit □ Interaction with colleagues □ Professional development Other: ______6. Where did you hear about the NECTFL Conference? □ listserv, blog, twitter, etc. □ Colleague □ Ad in another professional journal □ NECTFL Conference Preview Trifold □ NECTFL website □ Other: ______□ Another association’s Conference 7. What types of events did you attend at NECTFL this year? (Check all that apply.) □ 3- or 6-hour workshop □ Exhibitor events □ 2-hour teaching lab □ NADSFL breakfast (Saturday) □ 60-minute sessions □ Advisory Council events (Saturday) □ Exhibit Areas □ State Association events □ Kick-off Activities (Thursday) □ Other: ______□ Awards Ceremony (Friday) 8. What were the most valuable aspects of this year’s NECTFL Conference for you? Please give a brief explanation.

9. NECTFL strives to provide the highest quality professional development opportunities for language educators. What suggestions do you have for helping us better meet this goal?

10. Additional comments or suggestions (use space on back if necessary):

42 Northeast Conference Program 2014 g _ gg

Conference Session Evaluation Form If you wish to evaluate a session you attended, we would be grateful for your feedback. This form may be duplicated.

Please complete and return to Local Committee member or to the Hospitality Desk. SESSION NUMBER AND TITLE: PRESENTERS: SESSION DATE, TIME AND ROOM: 1. Type of session. This session involved mostly... □ presentation □ audience participation □ panel discussion □ networking □ other: 2. Presenter(s). Is this a presenter you would like to hear again? Why or why not? (For two or more presenters, please comment on each one separately.)

3. Ideas and materials. Did you benefit from this session in the ways that you had hoped? Why or why not?

4. What would you like to do in response to this session? □ Keep in touch with the presenter and/or other participants via technology. □ Implement ideas and then consult with an expert. □ Read more about this in the NECTFL Review. □ Present my own session on the topic! 5. Overall rating. NECTFL strives to provide the highest quality professional development opportunities. Please indicate how well this session contributed to our goal. □ An outstanding contribution, one of the best sessions I have attended. □ A solid contribution, I am glad that I attended. □ My reaction is mixed, but the strengths of this session outweigh its weaknesses. □ This session did not contribute to NECTFL’s goal of high quality. Additional comments:

Thank you for taking the time to share your feedback with us!

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2014 Conference Session and Workshop Contact Hour Form For Professional Development/CEU Credits You may be able to earn CEUs (professional development credit) for attending the Northeast Conference. States, districts and schools may award continuing education credit or professional development points to attendees, but it is the attendee’s responsibility to follow his/her state’s, district’s or school’s rules. Please note: 1. Attendance will be recognized for time spent in sessions, teaching labs, panels, or workshops on a 1 point per 1 hour basis. No other Conference event, meeting or activity is eligible, nor is participation of less than one hour’s duration. 2. You must have paid all applicable conference registration fees to attend. 3. Submit your form at the 4th floor registration counter, email to [email protected] or mail to Certificate, Northeast Conference, PO Box 1773, Carlisle PA 17013.

Date Time Workshop/Session/Lab Title Presenter Name No. of hours

I hereby certify that I participated in the above-listed professional development events.

Participant Signature Date

Participant Name – please type or print legibly. Thank you!

Home Street Address

Home City/State/ZIP

Country (if not U.S.A.) NECTFL cannot guarantee that teachers will receive professional development credits for participation in the conference. It is the teacher’s responsibility to comply with state, district, and local guidelines for obtaining such credits. This form may not be photocopied. NJ State Provider No. 3221

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2014 NORTHEAST CONFERENCE EXHIBITORS

Accademia Italiana Booth 232 Applause Learning Resources Booths 323, 325 Via Roma, 39 85 Fernwood Lane Salerno 84121, Roslyn, NY 11576 Italy 516-625-1145 Fax: 516-625-7392 +39 089 256965 Fax: +39 089 250399 [email protected] www.applauselearning.com [email protected] www.accademia-italiana.it Michael Pollack Francesca Romana Memoli Supplementary items for the foreign language classroom in Italian, Spanish, Since 1997, Accademia Italiana offers Italian programs in Salerno all year French, German and Latin. Huge selection of books, DVDs, study guides, round for high schools, college/university students, 50 Plus, juniors, families, games, maps, flags, readers and more. Products suitable for all ages - elemen- teachers,individuals and groups. The centre is one of the most accredited in tary through high school. Italy and is situated in the South in a traditional city by the seaside, Salerno, famous for its wonderful Amalfi Coast and surroundings: Pompeii, Positano, Apprentissage Illimité Inc Tabletop 7 Sorrento, Capri, Ischia, Cilento. 156 Lagassé Dr St-Adolphe, MB RSA 1B2 ACIS Educational Tours Booth 125 Canada 343 Congress Street 204-981-6666 Fax: 204-883-2755 Suite 3100 [email protected] http://www.apprentissage.mb.ca Boston, MA 02210 Raymond Poirier 1-800-888-2247 Fax: 617-450-5601 Apprentissage Illimité (www.apprentissage.mb.ca) est une maison d’édition [email protected] www.acis.com canadienne spécialisée dans la production de matériel éducatif (livres, James Glavin trousses, jeux, CD-ROMS, etc) pour l’apprentissage du français langue sec- ACIS Educational Tours is the quality leader in educational travel programs onde. Les produits présentés en atelier sont approuvés par le Ministère de l’É- to Europe, the Americas, Asia and beyond. Since 1978 we’ve helped teachers ducation de la Louisiane, du Utah et ceux des dix provinces et des trois and their students discover the best of the world through once-in-a-lifetime territoires canadiens. Une trousse sera offerte en tirage. experiential learning opportunities and culturally connective experiences. Avant Assessment Tabletop 10 American Association of Teachers Booth 331 940 Willamette St of French (AATF) Suite 530 Mailcode 4510 Eugene, OR 97401 SIUC 1-888-718-7887 Fax: 541-338-7127 Carbondale, IL 62901 [email protected] www.avantassessment.com 618-453-5731 Fax: 618-453-5733 Mary Beth Saddoris [email protected] www.frenchteachers.org Avant Assessment is a leading global provider of language proficiency assess- Jayne Abrate ments in education, business and government. With expertise in linguistics, The AATF is the largest national professional association in the world assessment design, technology and education as our foundation, we develop devoted exclusively to French. We provide services to help our nearly 10,000 and deliver effective tools to support personalized learning and improved edu- members promote French and develop and defend programs at all levels. The cation outcomes for every learner. AATF publishes the French Review and the National Bulletin, sponsors the Grand Concours, French Honor Society, and National French Week, holds an Babilonia - Center for Italian Studies Booth 230 annual convention, and produces a wide variety of teaching and promotion Via Timoleone, 10 materials. Taormina, ME 98039 Italy American Council on the Teaching Booth 217 +39 0942 23441 Fax: +39 0942 23441 of Foreign Languages (ACTFL) [email protected] www.babilonia.it Donnamarie Kelly Pignone 1001 N Fairfax St Suite 200 Since 1992, we, the Centre for Italian Studies “BABILONIA” in Taormina, Alexandria, VA 22314 Sicily, have passionately dedicated ourselves to promoting our Italian and 703-894-2900 Fax: 703-894-2905 Sicilian heritage and culture along with the study of the Italian language. We [email protected] www.actfl.org strive to not only offer an opportunity to learn the Italian language and to Howie Berman directly experience Italian culture and Italian life. The American Council on the Teaching of Foreign Languages (ACTFL) is dedicated to the improvement and expansion of the teaching and learning of Breaking the Barrier Booths 418, 420 all languages at all levels of instruction. ACTFL is an individual membership 63 Shirley Road organization of more than 12,000 language educators and administrators from Groton, MA 01450 elementary through graduate education, as well as government and industry. 978-448-0594 Fax: 978-448-1237 [email protected] www.tobreak.com John Conner AMSCO/Perfection Learning Booth 221 Breaking the Barrier is the acclaimed language teaching system that engages today’s students and inspires them to achieve fluency. We offer print books 1000 North Second Ave. and iBooks both in Spanish and French. Teacher resources include testing, Logan, Iowa 51546 audio, and on-line exercises. Come to one of our workshops at the confer- 1-800-831-4190 Fax: 1-800-543-2745 ence! [email protected] http://perfectionlearning.com Melissa Hoelker Cambridge University Press Booth 434 Perfection Learning recently acquired AMSCO School Publications. For over 75 years, AMSCO has excelled in providing high-quality materials, 32 Avenue of the Americas including foreign language programs in Spanish, French, German, Latin, and New York, NY 10013 Italian. All of us at Perfection Learning are pleased to continue this tradi- 347-559-2228 Fax: tion. We look forward to serving you! [email protected] http://www.cambridge.org Emily Stewart

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2014 NORTHEAST CONFERENCE EXHIBITORS

Cambridge University Press is a leading publisher in second language acquisi- ChinaSprout, Inc. Booth 131 tion with a global and US presence. Their innovative Spanish titles build upon Cambridge’s strong foundation in second language acquisition, as the 34-01 38th Ave. publisher of world-renowned English as a Second Language programs, leading 3rd Floor Classics series, and Research and Methodology texts. Long Island City, NY 11101 718-786-8890 Fax: 212-658-9185 [email protected] http://www.chinasprout.com Carousel Student Tours Tabletop 4 Xiaoning Wang P.O. Box 1404 ChinaSprout carries a comprehensive collection of language learning materi- Pocasset, MA 02559 als for pre-K to college. Our resources include textbooks, dictionaries, CD- 508-563-9332 Fax: 508-564-4878 ROMS, DVDs, content-based materials and graded readers for Chinese [email protected] www.carousel-tours.com immersion programs. Our extensive selection of Chinese and Chinese- Jennifer Lockwood English bilingual storybooks, folktales and literature provide additional sup- For 25 years, Carousel Student Tours has successfully run countless educa- port for Chinese language and culture learning. We also carry Chinese tional tours and homestay programs world-wide. Our commitment to provid- cultural games, crafts, toys and do-it-yourself products. ing premium student travel ensures the quality of all our student tours. We offer a variety of international and domestic tours, including trips to France, Chinese in Focus Booth 326 Spain, Germany, New York City and Washington, DC. 87 Kimball Beach Road Hingham, MA 02043 Central Intelligence Agency (CIA) Booth 121 781-740-0545 Fax: 781-926-0987 Office of Finance and Logistic [email protected] www.chineseinfocus.org 2M109 ND1 Kathy Swanson Washington, DC 20505 Chinese in Focus is a textbook series that is designed for American students. Fax: The author taught high school Chinese for 16 years in Quincy, MA. The [email protected] http://cia.gov outstanding feature of this series is the combination of cartoon-like characters Marie R. and precise language instruction. The presentation is visual, lively, clear and CIA is the premier US intelligence agency responsible for gathering foreign entertaining. This is a culturally rich, technology-inclusive, unique approach intelligence on a wide range of national security issues for senior US policy- to language learning. makers. CIA has a vital need for foreign language instructors; please visit our website at www.cia.gov. CLE International Booth 335 30 place d’Italie Centro Studi Italiani Booth 226 Paris 75013, Via Boscarini, 1 France Urbania, PU 61049 +33 616401675 Fax: +33 145874410 Italy [email protected] www.cle-inter.com +39 0722 318950 Fax: +39 0722 370102 Marjolaine Bégouin [email protected] www.centrostuditaliani.org For more than 35 years, Clé International has been publishing and selling FFL Giovanni Eric Pasotto textbooks (French as a Foreign Language). Our aim is to give tools to students Since its foundation in 1986, more than 12,000 students from 120 different and teachers of French throughout the world. We are present in more than countries have studied at Centro Studi Italiani. All levels of Italian language 100 countries and we publish texts for all ages and on a variety of platforms and culture are offered in small, personalized classes together with Italian art (books, cdrom, videos, tablets...). history, literature and history. Optional ceramics, painting, cooking and oper- atic repertoire courses. Higher education access preparatory courses. Housing CLI Dante Alighieri Roma Booth 232 in furnished apartments or host families. Piazza Bologna, 1 Roma 00162, CHA Educational Tours Booth 327 Italy 107-115 South Second Street +39 06 4423 1400 Fax: +39 06 4423 1007 Philadelphia, PA 19106 [email protected] Http://www.clidante.it 1-800-323-4466 Fax: 215-923-5583 Fabrizio Fucile [email protected] www.cha-tours.com The CLIDA Rome group was formed in 1981 and specializes in teaching Tina Falcione Italian language and culture (Literature, Art History, Opera & Society) to for- Celebrate CHA’s 45th year in educational travel in 2014! Founded by two eign students. This multi-national environment fosters confident communi- foreign language teachers in 1969, CHA provides high quality, affordably cation and cultural understanding. CLIDA offers flexible, easy enrollment: priced educational tours to teachers and students to destinations across General Italian courses start every Monday with experienced, highly qualified, Europe, the Americas, Asia and the South Pacific. Choose from over 120 and friendly teachers. Our support staff is available to students 24/7. pre-designed itineraries or customize your own tour. Teachers travel free with six students! Cultural Services of the French Embassy Booth 333 4101 Reservior Road NW Cheng & Tsui Booth 337 Washington, DC 20007 25 West St 202-944-6031 Fax: 202-944-6268 Boston, MA 02111 [email protected] www.frenchculture.org 617-988-2400 Fax: 617-426-3669 Magali Boutiot [email protected]|www.cheng-tsui.com The Cultural Services of the French Embassy works to strengthen the pres- Cindy Su ence of French language education in American schools and universities. Cheng & Tsui is a leading educational publisher of Asian language-learning The department provides training opportunities for teachers including work- materials and cultural supplements. We provide a wide variety of Chinese, shops, summer universities, and training grants. It also supports initiatives Japanese, Korean, and Arabic textbooks; pan-Asian literataure in translation, promoting the French language, such as school competitions and festivals, comprehensive teacher resources, and innovative multimedia for all levels. encourages French-language immersion classes and promotes the DELF/DALF language diplomas.

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Culture Quest Tours Booth 436 EF family includes educational tours, cultural exchange, language schools and academic programs. 15 S. 3rd Street Ste 200 Philadelphia, PA 19106 EMC Publishing Booths 424, 426 215-923-1415/ 800-678-6877 Fax: 215-923-1146 875 Montreal Way [email protected] www.cqtours.com St. Paul, MN 55102 Barbara A. Sykes 800-328-1452 Fax: 800-328-4564 Since 1993, Culture Quest has designed fully-customized educational tours [email protected] www.emcschool.com and short-term study abroad programs for high schools and colleges traveling Bette Lind to Europe, Latin America and beyond. Stop by our booth and request your For almost 60 years, EMC has been developing world language programs and no-obligation travel quote! digital resources that connect learners and teachers to language and culture. This year, learn about T’es branché? our new 4-level French program and don Quijote - Academia Columbus Booth 114 EMC Languages, our new digital language environment! Calle Alberto Aguilera 26 28015 Madrid, Explorica Inc Booth 219 Spain 145 Tremont St + 34 91 5943776 Fax: +34 91 5945159 Boston, MA 02111 [email protected] www.donquijote.org 888-310-7120 xt 442 Fax: Carolina Quintero [email protected] www.explorica. com Since 1986, don Quijote has developed as an unparalleled learning institution Sarah Steinwedell with over 35 schools in Spain & Latin America offering all year round Explorica helps teachers create educational tours full of authentic, interactive Spanish language and cultural courses with official transcripts in numerous learning experiences. We specialize in connecting teachers and students to US universities. Our immersion tailored programs combine active courses new cultures, languages and people on educational tours across the globe. with a wide range of accommodations and exciting excursions and activities. Focus Publishing/R. Pullins Co. Booth 116 École internationale de français, UQTR Booth 119 5 Perry Way, Suite 16 3351 boulevard des Forges P.O. Box 369 CP 500 Newburyport, MA 01950 Trois-Rivieres, QC G9H 0A8 978-462-7288 Fax: 978-462-9035 Canada [email protected] www.focusbookstore.com 819-376-5124 Fax: 819-376-5166 Cindy Zawalich [email protected] [email protected] Focus Publishing publishes and distributes textbooks in Classical and Modern Manon Lienard Languages: Latin (including the Lingua Latina series), Classical Greek, Our French immersion programs offer a high-quality educational experience French, Spanish, Russian, German, Portuguese and Italian. Recent publica- with university graduates who teach international French, in an entirely fran- tions include “Francophone Culture Through Film”, and new editions of the cophone environment. There are year-round educational programs. Students popular “Cinema for French Conversation” and “Cinema for Spanish of all ages are welcome during summer. Make it a family trip! Conversation.” Courseware and online ancillaries are available for many of our texts. Edizioni Edilingua Booth 228 via Cola di Rienzo 212 France Langue Booth 430 00192 Roma, 42 Rue Lafaurie de Monbadon Italy Bordeaux, Gironde 33000 +39 06 967 27307 Fax: +39 06 944 43138 France [email protected] www.edilingua.it +33699425615 Fax: Elena Vianello [email protected] http://www.france-langue.fr Edizioni Edilingua is a world leader in the field of Italian as foreign language. David Sampere Our catalogue includes a complete series of high quality teaching materials: France Langue offers quality French language programs at all levels, in 4 fan- course books and supplementary books, DVDs, IWB software and an innova- tastic cities: Paris, Nice, Bordeaux and Biarritz. France Langue runs faculty- tive digital platform. led programs and individual programs that can be complemented by workshops (arts, literature, culture, business...) or with an internship experi- Education Office Embassy of Spain Booth 223 ence. We are specialized in Study Abroad Programs for universities and high schools. Visit us to find yours! 2375 Pennsylvania Ave NW Washington, DC 20037 202-728-2335 Fax: 202-728-2313 French on Location/Spanish on Location Booth 422 [email protected] www.educacion.gob.es/eeuu c/o Visit Canada Rosa Lopez-Boullon 134 Pleasant St. The Education Office of the Embassy of Spain implements education pro- Portsmouth, NH 03801 grams and policies in the United States and Canada. Its programs include 855-628-2894 Fax: 603-319-0066 Spanish visiting teachers, summer courses in Spain, both for teachers and stu- [email protected] http://SpanishonLocation.com dents, a network of immersion schools, free resources, seminars and work- Michael Donovan shops. SPANISH ON LOCATION and FRENCH ON LOCATION are North America’s leading operators of domestic educational tours for students of EF Educational Tours Booth 428 French and Spanish, having taken 100,000 students on carefully planned, affordable but pedagogically significant field trips to Montreal, Quebec City, 1 Education Street New York City, Chicago and Miami. Cambridge, MA 02141 617-619-1657 Fax: 617-619-1303 [email protected] www.eftours.com Global Routes/Equal Exchange Tabletop 12 Katherine Schlemann One World Way For more than four decades, EF Educational Tours has worked with educators Windsor, MA 03244 to prepare students to succeed by developing global competency and college 413-585-8895 Fax: and career readiness. With schools and offices in more than 55 countries, the [email protected] http://www.globalroutes.org Dianna Hahn

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Global Routes offers community service and immersion travel programs for ILSC Montréal Tabletop 8 high and middle school students, gap-year students, and customized programs for schools, specifically for foreign language teachers and their students. We 410 St. Nicolas partner with Equal Exchange, a fantastic worker owned coop. Equal Suite 300 Exchange offers fundraising opportunities with their fair trade products for Montréal, QC H2Y 2P5 your school. Canada 514-876-4572 Fax: 514-876-4053 [email protected] www.ilsc.ca Harford County Public Schools Tabletop 9 Tanja Geurtsen 102 S. Hickory Ave. ILSC - Montréal is one of Canada’s most reputable French language schools Bel Air, MD 21014 located in the heart of charming Old Montréal in a state-of-the-art new facil- 410-588-5238 Fax: 410-588-5315 ity. ILSC teaches a wide range of communicative courses at various levels. [email protected] http://www.hcps.org Small classes are taught using a student-centered approach by our highly qual- Jillian Lader ified instructors. We also offer specialty programs: customized groups, summer Harford County is ideally situated within Maryland and centrally located on youth camps, teacher training, one-on-one tutoring and work-experience. the East Coast. Easily accessible to New York City, Philadelphia, Richmond, and Washington, D.C., Harford County combines all aspects of living and Instituto Cervantes Booth 227 provides outlets of opportunity for all interests. Websites such as www.har- fordmd.com and www.hcps.org will allow prospective employees to explore 211 East 49th Street our county and our public school system. New York, NY 10017 212-308-7720 Fax: 212-308-7721 [email protected] www.nyork.cervantes.org Hollins Abroad-Paris Tabletop 11 Carmen Blánquez PO Box 9658 Instituto Cervantes is a not-for-profit organization created by the Spanish Roanoke, VA 24020 government in 1991. Its mission is to promote the Spanish language and to 540-362-6214 Fax: contribute to the advancement of the cultures of all Spanish speaking coun- [email protected] www.hollins.edu/huabroad tries and communities. Lauren Miller The Hollins Abroad-Paris program was founded in 1955 and combines out- Italian Consulate Boston/C.A.S.IT. Inc. Booth 233 standing classes, field trips, guided group excursions, and special academic options (including internships) to provide a comprehensive and immersive 27 Water St. French cultural experience. Our full-time director is a native of Paris who has Suite 102B studied and taught in the U.S. and is a specialist in French language and liter- Wakefield, MA 01880 ature. 781-224-0532 Fax: 781-853-6307 [email protected] http://casit.org Houghton Mifflin Harcourt Booth 404 Gioconda Motta The mission of C.A.S.IT (Centro Attivita Scolastiche Italiane) is to promote 10801 N. Mopac Expy the Italian language and culture in New England. C.A.S.IT’s activities Bldg 3 include establishing new Italian instructional programs; supporting existing Austin, TX 78759 programs; providing professional development programs for teachers; main- 512-721-7164 Fax: 512-721-7979 taining a resource library; organizing competitions and events to promote the [email protected] www.hmhco.com Italian language and culture in collaboration with local organizations and Kristin Basse-Leahy school communities. Houghton Mifflin Harcourt is a global learning company with the mission of changing people’s lives by fostering passionate, curious learners. Among the JNCL/NCLIS Tabletop 6 world’s largest providers of pre-K-12 educatiion solutions and one of its longest-established publishing houses, HMH combines cutting-edge research, P.O.Box 386 editorial excellence and technological innovation to improve teaching and Garrett Park, MD 20896 learning environments and solve complex literacy and education challenges. 202-580-8684 Fax: [email protected] www.languagepolicy.org Ideal Foreign Books, LLC. Booth 120, 122 Monique Roske JNCL-NCLIS represents 72 member organizations with some 300,000 teach- 132-10 Hillside Avenue ers, interpreters, translators, and researchers, advocating with the government Richmond Hill, NY 11418 and the public to improve foreign language education in the US. We advo- 718-297-7477 Fax: 718-297-7645 cate with the United States Congress and Executive Branch for all programs [email protected] www.idealforeignbooks.com that support Foreign Language and international education. Alain Fetaya We provide our customers with a one-stop personal and professional service Jumpstreet Tours Booth 129 when it comes to ordering any and all materials published for K-12, college and adult levels in Spain, Latin America, France and the Francophone world, 780 Brewster Germany and Italy. Materials include methods, readers, vocabulary, grammar, Suite 02-300 conversation, civilization, literature, dictionaries and other supplementary Montréal, QC H4C 2K1 materials. SPANISH, FRENCH, GERMAN, ITALIAN Canada 514-954-9990 Fax: 514-954-9664 [email protected] http://www.jumpstreet.com iEARN-USA Tabletop 5 Michael Johnson 475 Riverside Dr. It’s one thing to travel; it’s another to live and breathe a new destination in Suite 450 an authentic and meaningful way. Give your students the opportunity to put New York, NY 10115 into practice what they’ve studied in your classroom with a trip designed to 212-870-2693 Fax: nurture a lifelong passion for learning, language, and adventure. After all, [email protected] http://www.us.iearn.org life’s classroom is out in the world around us. Jennifer Russell iEARN is a global non-profit network that facilitates cross-cultural interac- tion, global classroom projects, and new learning opportunities online. iEARN has grown to become one of the world’s largest educational networks for project-based learning, with programs in more than 140 countries and col- laboration in over 30 languages.

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Les Editions Scholastic/ Tabletop 17 years of experience, Middlebury offers a 24/7 immersion environment, the Language Pledge®, small classes, world-class professors, and in-language activ- French Media Resources ities. Middlebury also offers 36 study abroad opportunities, and many graduate 53 Roger Drive programs. Need-based financial aid and fellowships are available. Port Washington, NY 11050 516-883-5557 Fax: 516-883-3634 Museum of Fine Arts Boston Tabletop 18 [email protected] www.frenchmediaresources.com Sylvie Nouël-Russo 465 Huntington Avenue Boston, MA 02115 French book club “Club de Lecture” from “Les Editions Scholastic” and 617-369-3304 Fax: French book fair distributor in Language Immersion programs from PreK-8th [email protected] http://www.mfa.org grade. Purchase orders, summer reading lists supplied for French educators. Susan Fonda Non-fiction and fiction multi-media resources. The MFA is one of the most comprehensive art museums in the world; the collection encompasses nearly 450,000 works of art. We welcome more than Massachusetts Foreign Language Tabletop 20 one million visitors each year to experience art from ancient Egyptian to con- Association (MaFLA) temporary, special exhibitions, and innovative educational programs. Learn 43 Ralph Road more about its programs for schools and teachers that meet curriculum stan- Marblehead, MA 01945 dards in foreign language. 978-302-3648 Fax: [email protected] http://www.mafla.org National Registration Center for Tabletop 13 Nicole Sherf Study Abroad The MaFLA Table offers student contest information, advocacy ideas and 75 Hartford Dr. professional development opportunities to members of the Massachusetts Portsmouth, NH 03801 Foreign Language Association. Stop by to pick up some resources, complete 603-436-5284 Fax: an advocacy task and enter our raffle. Find out more about our five upcoming [email protected] www.nrcsa.com PD events this year. You can join or renew at the table. Come learn more Joan Schaeffer about us! The National Registration Center for Study Abroad (NRCSA) is a worldwide consortium of select language schools in over 40 countries with a staff to assist McGraw-Hill Education Booth 336 you in planning your next trip for study, travel and cultural enrichment. 8787 Orion Place Unique volunteering and hands-on experiences. Customized, affordable Columbus, OH 43240-4027 immersion programs for individual teachers, teachers with student groups, and 614-430-4694 Fax: 614-430-4731 independent teens. Let us help you! [email protected] http://mheonline.com Linda Brutger New York State Association of Tabletop 21 We are a Pre-K-12 partner dedicated to re-imagining learning in a digital Foreign Language Teachers (NYSAFLT) world. We provide superior instructional solutions that are effective, engag- ing, and easy to use, resulting in improved educator efficiency and increased 2400 Main Street student achievement. Buffalo, NY 14214 716-836-3130 Fax: 716-836-3020 [email protected] www.nysaflt.org MEP/Schoenhof’s Booth 235 John Carlino 8124 Ridgeway Avenue NYSAFLT is the collective voice of thousands of foreign language teachers Skokie, IL 60076 across New York State. We provide professional development through three 847-676-1596 Fax: 847-676-1195 annual conferences, a state-of-the-art web site, webinars, scholarships and [email protected] http://www.schoenhofs.com awards for programs, teachers and students, and an incomparable state-wide Daniel Eastman network of communication. Not a member? Join today! Leading distributor of foreign language materials for K-12 and beyond. We supply Spanish, French, German, Italian and Latin textbooks; reference mate- Passports, Inc. Booth 137 rials, literature, AP, teachers’ resources, periodicals, audiovisuals, games, posters, software and special imports... 389 Main Street Spencer, MA 01562 508-885-4600 Fax: 508-885-7329 Middlebury Interactive Languages Booth 329 [email protected] www.passports.com 23 Pond Lane Patricia Glennon Middlebury, VT 05753 Passports Educational Group Travel provides tours for high school and college 802-458-9248 Fax: students, their teachers, professors and adults. Trips are scheduled year-round [email protected] middleburyinteractive.com to Europe, Asia, or anywhere you choose to go, at low, guaranteed prices and Rachel Connor are normally accompanied by group organizers who enjoy special benefits. For Middlebury Interactive is the academic leader in world language instruction information call 800-332-7277. for K-12 students. A joint venture between Middlebury College and K12 Inc., we provide access to superior language programs and prepare students Pearson Booths 322, 324 with the skills and cultural understanding to compete in the 21st Century global marketplace. 1854 111th Ave NE Blaine, MN 55449 763-786-2011 Fax: 763-226-2529 Middlebury Language Schools Booth 432 [email protected] www.pearsonschool.com & Schools Abroad Deb Loahr Sunderland Pearson, the leader in Pre-K-12 education solutions, transforms education by Middlebury College connecting personalized, assessment-driven programs, services, school Middlebury, VT 05753 improvement strategies, and technology that deliver improved outcomes in 802-443-5510 Fax: 802-443-2075 student performance and classroom instruction. Pearson’s research-based cur- [email protected] www.middlebury.edu/ls riculum in print, digital, or blended options engages digital natives while Brook Escobedo empowering teachers with professional development training and services. Middlebury offers summer intensive-immersion programs from beginning to advanced levels in ten languages at two sites (CA and VT). With nearly 100

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Qatar Foundation International Tabletop 19 Spaziolingua School Booth 228 1400 Eye Street NW Via Giosué Carducci, 17 Suite 325 Milano 20123, Washington, DC 20005 Italy 202-652-0147 Fax: +39 02 89096795 Fax: [email protected] http://qfi.org/ [email protected] http://www.spaziolingua.it Madison Marks Paola Sguazza Qatar Foundation International (QFI), LLC, is a U.S.-based member of Qatar SPAZIOLINGUA is located in the historic center of Milan. Our goal is to Foundation (QF) in Washington, D.C. QFI is a not-for-profit organization enhance learning with a human connection and to work in a calm and wel- focused on grant-giving and programmatic activities that connect cultures and coming environment that encourages the pleasure of learning. Class lessons advance global citizenship through education. The Arabic Language and are just a portion of this path to language and culture, which are enhanced by Culture Program supports the teaching of Arabic language and culture in the cultural activities including guided visits, “aperitivi” and wine tastings. Americas. Students Love Travel Booth 130 Regroupement des éditeurs Tabletop 1 80 Daniel St. canadiens-français #1025 265-B St - Patrick Portsmouth, NH 03802 Ottawa, ON K1N 5K4 888-407-4024 Fax: Canada [email protected] http://studentslovetravel.com 613-562-4507 Fax: 613-562-3320 Robert Delorie [email protected] http://www.avoslivres.ca Students Love Travel organizes private educational travel programs for small Caroline Boudreau high school and middle school groups. The Regroupement des éditeurs canadiens-français (RECF), which represents 16 publishers within French-speaking Canada, has set its goals on letting the Studio Arcobaleno Training & Education Booth 236 world know and learn about its publishers and their authors, hailing from var- Via XXIV Maggio, 12 ious fields and backgrounds. Villasanta, MB 20852 Italy Robotel Inc. Booths 330, 332 +39 039 305891 Fax: +39 039 2052351 3185 rue Delaunay [email protected] www.studio-arcobaleno.it Laval, QC H7L 5A4 Mirtilli Morgana Canada Arcobaleno promotes an articulated project for the diffusion of the Italian 450-680-1448 Fax: 450-680-1928 language and culture through innovative proposals, methods and means of [email protected] www.robotel.com application for cultural enrichment, professional training or just free time Gerry Sullivan recreation: LANGUAGE COURSES for Italian teachers at all levels; Robotel is a world leader in Digital Language Lab solutions. Our SmartClass+ DIDACTIC MATERIALS; EDUCATIONAL TRIPS IN ITALY to discover platform delivers a combination of live classroom activities and self-study Italian language and culture by educational experience of high quality. activities. SmartClass+ is ideal for one-to-one programs and BYOD environ- ments. SmartClass+ works with desktop computers, laptops, netbooks, and Study in Spain Booth 225 tablets (iPad, Android, and Win8) in fixed or portable configurations. Our 2655 Le Jeune Road SmartClass+ Homework solution suports web-based access to self-study exer- Suite 1114 cises. Coral Gables, FL 33134 305-446-4387 Fax: 305-446-2602 SANS Inc. 21st Century Booths 400, 402 [email protected] www.spainedu.org Technology for Language Learning MCarmen Barnuevo 10 White Wood Lane “Study in Spain” is a program and campaign aimed at promoting Spanish North Branford, CT 06471 international education in the US, Spanish language courses, study abroad 203-315-1496 Fax: 203-315-5536 programs and educational opportunities in Spain for international students. [email protected] www.sansinc.com Kelly Shepard Tandberg Educational - Sanako Booths 229, 231 SANS Inc. is a leader in 21st century instructional technology for language Language Labs learning in-classroom, blended or on-line use. Our SANSSpace cloud-com- 39 Old Ridgebury Rd. patible, virtual learning platform/mobile app gives students the flexibility to Bldg. C4, Ste. 209 work with multimedia lesson content 24/7. The Sony Virtuoso software suite Danbury, CT 06810 is a fully integrated, network-based digital language lab. SANS is pleased to 1-800-367-1137 Fax: 203-648-9031 sponsor the NECTFL Mead Leadership Fellowships. [email protected] Michael Tierney www.tandbergeducational.com Santillana USA Publication Booths 410, 412 Tandberg Educational, the leader in 21st century language learning solutions, 2023 NW 84th Ave represents Sanako. Doral, FL 33122 305-591-9522 Fax: 1-888-248-9518 Travel and Education Booth 334 [email protected] www.santillanausa.com 111 S. Independence Mall East Carolina Bacigalupo Suite 970 Santillana offers the largest selection of culturally authentic K-12 Spanish Philadelphia, PA 19106 resources: instructional programs, children’s and young adult books, reference 215-238-0235 Fax: 215-238-0236 materials, and professional development. We collaborate with Santillana [email protected] www.travelandeducation.org offices worldwide to bring teachers and students the best in Spanish language Ashley Levins and culture. Studying abroad has never been easier. T&E works with the universities and programs directly. We offer competitive prices and advanced human/techni- cal resources. T&E provides language and culture courses, with specialty pro- grams in specific fields of interest – with intensive language instruction at

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your specified level alongside socio-cultural activities. Specialty programs are Wayside Publishing Booths 132, 136 offered in the fields of business, medicine and law. 50 Downeast Drive Yarmouth, ME 04096 Travel for Teens Booth 117 888-302-2519 Fax: 888-302-2519 900 West Valley Road [email protected] www.waysidepublishing.com Suite 300 Greg Greuel Wayne, PA 19087 Our carefully selected titles - authored by experienced educators and experts - 484-654-1032 Fax: 484-654-1041 have been used in many of the finest preparatory schools in the United [email protected] www.travelforteens.com States. We focus on offering top-quality products at reasonable prices. Our Ned Clark titles include nationally recognized World Language AP Exam preparation Travel for Teens believes travel should be fun and enriching. Our programs workbooks, History series, and English workbooks. feature choice in what you do, see, and experience. We crafted our programs to engender love for travel, hunger for learning, curiosity about differences, World of Reading, Ltd. Booths 216, 220, 222 appreciation of similarities across cultures, and an understanding of what it means to be a global citizen. We look forward to traveling with you! 1119 Bonview Lane NE Atlanta, GA 30324 404-233-4042 Fax: 404-237-5511 Vamonos Tours Booth 126 [email protected] www.wor.com PO Box 7842 Cindy Tracy Wilmington, DE 19803 Since 1989, World of Reading, Ltd. has offered the largest variety of foreign 888-366-6121 Fax: 1-877-550-9463 language and ESL materials - Software, DVDs, CDs and Books -over 100 lan- [email protected] www.vamonostours.com guages - all at discounted prices, ages 0-99 - products for learning another lan- Esther Riddle guage and for learning IN another language. Visit us online at www.wor.com Our Puerto Rico, Cuba, and Miami cultural immersion tours are unique in the - call or email for recommendations for YOUR needs. student market. Each tour is designed to encourage travelers to immerse themselves in the Latino culture, not just observe. You’ll find us interacting Worldstrides International Discovery Booth 237 with locals at farmers’ markets, learning about the lives of rural fishermen, and visiting off the beaten path destinations. 32 N. Augusta St . Staunton, VA 24401 1-800-522-2398 Fax: 540-885-0566 Virginia Beach City Public Schools Tabletop 2 [email protected] www.worldstridesdiscovery.org 2512 George Mason Dr. Denise Ritchie PO Box 6038 Worldstrides International Discovery has been operating educational travel Virginia Beach, VA 23456 services for adult and student tour groups for over 30 years. International 757-263-1021 Fax: 757-263-1085 Discovery differentiates itself from other educational tour operators by having [email protected] www.vbschools.com a unique educational travel structure, as well as clearly defined touring and Bernard Platt travel philosophies. Great support, high achievement and cultural diversity are hallmarks of Virginia Beach City Public Schools. Virginia Beach and the surrounding Yale University Press Booth 408 communities offer a high quality of life through a wealth of free-time pursuits. Numerous universities also afford chances for continuing education. We offer 302 Temple Street 9 world languages: American Sign Language,Arabic, Chinese (Mandarin), New Haven, CT 06510 French, German, Latin, Japanese, Russian and Spanish. Please visit our Web 203-432-0958 Fax: 203-432-5455 site, www.vbschools,com, or our Facebook page, “Come Teach at VA Beach” [email protected] www.YaleBooks.com/Languages to find out more. Virginia Beach City Public Schools - a great place to learn - Ellen Freiler a great place to teach - a great place to live! Yale University Press publishes many foreign language textbooks. From beginning through advanced texts as well as ancillaries and multimedia prod- Vista Higher Learning ucts, Yale publishes innovative and engaging texts for your classes. Visit Booths 316, 317, 318, 319, 320, 321, 416 YaleBooks.com/Languages for more information. 31 St. James Ave. #1005 Boston, MA 02116 800-618-7375 Fax: 617-426-4910 [email protected] www.vistahigherlearning.com Erin Dunphy Vista Higher Learning is a specialized language publisher committed to creat- ing superior quality programs that integrate research-based instructional text- book design, leading-edge technology, and authentic media for powerful language learning experiences. Vistas in Education Tabletop 3 7201 Ohms Lane Suite 100 Edina, MN 55439 612-823-7217 Fax: 612-823-9064 [email protected] www.vistasineducation.com Jane Weinstein Vistas in Education is a student tour organizer to France, created by educators in 1976. We believe that travel can be educational and fun at the same time. Our tours include an organized educational travel portion, as well as a one week Family Stay experience that allows the student the opportunity to live the culture and to develop lifelong friendships.

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NEW Spanish Materials from Cambridge University Press

MUNDO real MUNDO real MUNDO real

1 2 3 ¡¡g

LevelLevel1 LevelLevel2

For more information visit www.cambridge.org/spanish or contact your local Language Specialist: 888-375-2899

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NOR AST NECTFL: Leadership and Achievement for the Profession BOARD OF DIRECTORS, CONSULTANTS, STAFF Officers and Directors

Cheryl Berman Janel Lafond-Paquin Arlene White SAU50 (NH), Rogers HS (RI), Salisbury University, Vice Chair Conference Chair Past Chair & Director

John Carlino Michael Donnelly Jennifer Eddy Rebecca Fox Gisela Hoecherl-Alden Barbara Lindsey NYSAFLT/Ken-Ton Centennial School Queens College/CUNY, George Mason Univ., Boston University, University of Maryland, UFSD, District (PA), Director Director Director Director Director Director

Ruth Malone Silvina Orsatti Carole Smart Dali Tan Wicomico County University of Pittsburgh, Newmarket (NH) Northern Virginia (MD) Public Schools, Director Public Schools, Community College, Director Director Director

Consultants Staff

Donna Clark Stephen Kiley Laura Franklin Amanda Seewald Rebecca R. Kline Northern VA Quincy College, Northern Virginia MARACAS Spanish Executive Director Community College, Local Committee Community College, Programs, Local Committee Co-Chair Co-Chair ACTFL Representative JNCL/NCLIS Representative

Robert M. Terry Tom Conner Charlotte Gifford Susan M. Shaffer Cindy Murphy Luca Trazzi Michael B. Kline University of Richmond St. Norbert College, Greenfield MA Exhibits Consultant Exhibits Consultant Exhibits Consultant Volunteer Registrar (emeritus), Editor, Review Editor, Community College, NECTFL Review NECTFL Review Webinar Consultant

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NOR AST 2014 Northeast Conference Advisory Council

Dept of FL José Díaz Gisela Hoecherl-Alden José Ricardo-Osorio Ormond Stone Middle Hunter College High Boston University Shippensburg University School School Boston MA Shippensburg PA Centreville VA New York NY Amy Hubertus Ben Rifkin Marty Abbott Christine Dombrowski RIFLA The College of New Jersey ACTFL Southern CT State Providence RI Ewing NJ Alexandria VA University Sister Mary Helen Kashuba Catherine Ritz Jayne Abrate New Haven CT SSJ MaFLA/Arlington Public AATF/ Southern Illinois Michael Donnelly Chestnut Hill College Schools University Centennial School District Philadelphia PA Arlington MA Carbondale IL Warminster PA Stephen Kiley Bill Rivers William Anderson Gregory Duncan Quincy College JNCL-NCLIS Massapequa School District “InterPrep, Inc.” Plymouth MA Washington DC Massapequa NY Marietta GA Janel Lafond-Paquin Jane Rizzitano Ursula Askins-Huber Jennifer Eddy Rogers High School MaFLA/Brockton Public NHAWLT/Pembroke Queens College/CUNY Newport RI Schools Academy Flushing NY Lucy Chu (Luy) Lee Brockton MA Pembroke NH Mohamed Esa Livingston HS Dawn Santiago-Marullo Cheryl P. Berman McDaniel College Livingston NJ Victor Central Schools Newington Public Schools Westminster MD Barbara Lindsey Victor NY SAU District 50 Rosemary Feal University of Maryland Amanda Seewald Newington NH MLA Gladys Lipton MARACAS Spanish Carmen Campos New York NY National FLES* Institute Programs for Young Plainview-Old Bethpage Rebecca Fox Bethesda MD Learners CSD George Mason University Scotch Plains NJ Plainview NY Grisel Lopez-Diaz Fairfax VA New Jersey City University Dali Tan John Carlino Laura Franklin Jersey City NJ Northern Virginia NYSAFLT/Ken-Ton UFSD NOVA Community College Buffalo NY Ruth Malone Alexandria VA Alexandria VA Wicomico County Public Michael Cave Charlotte Gifford Schools Susan Terranova Hopkinton Public Schools Greenfield Community Salisbury MD Mount Saint Joseph HS Hopkinton MA Baltimore MD College MFLA Carol Chen-Lin Greenfield MA Maryland Foreign Luca Trazzi CLASS/Choate Rosemary Eileen Glisan Language Association Dickinson College Hall Indiana University of PA Towson MD Carlisle PA Wallingford CT Indiana PA Rita Oleksak Luis Vasquez Jean Copeland Madelyn Gonnerman Glastonbury Public Schools Queens College J.R. Masterman Lab/Demo Torchin Glastonbury CT Flushing NY School Classical Association of Jaya Vijayasekar Philadelphia PA Joanne O’Toole New England SUNY Oswego Vernon PS/CTCOLT Keith Cothrun Newton MA Oswego NY Vernon CT AATG Marjorie Hall Haley Arlene White Cherry Hill NJ Lydia Perinchief George Mason University Dept. of Education Salisbury University Robert Daniel Fairfax VA St. David’s Bermuda Salisbury MD St. Joseph’s University Bill Heller Helene Zimmer-Loew Philadelphia PA Phyllis Pizzolato SUNY Geneseo FLENJ - Foreign Language AATG (ret.) John De Mado Geneseo NY Educators of NJ Chicago IL John De Mado Glen Ridge NJ Marco Island FL

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NOR AST 2014 OUR GOVERNING BODY: THE ADVISORY COUNCIL MAKE YOUR VOICE HEARD This year, those retiring from the Board as Directors are: Rebecca Fox, The Advisory Council of the who will continue as Vice Chair and Northeast Conference on the Teaching become Chair in 2016; Jennifer Eddys of Foreign Languages constitutes, with and Dali Tan. These three talented and the Board of Directors, its “corpora- dedicated individuals have contributed tion.” The Board relies on the Advisory disproportionately to our organization Council for support, advice, and help and to the profession. We thank them in implementing its mission. Directors sincerely and hope they will continue are elected by Advisory Council repre- to be part of NECTFL. sentatives each year, during their busi- ness meeting at the conference, and The slate of candidates for the class Advisory Council representatives may of 2018 is: propose nominees to the Board. They Stacy Blair enjoy special privileges, including the Sherri Harkins recognition of their school, college, José Ricardo-Osorio university, district or institution through publication of their names in our journals and programs, and on our website. 2014 NORTHEAST CONFERENCE BOARD OF DIRECTORS ELECTION

allowed me to gain a unique per- many levels and professional dis- Candidates spective on education and French course around critical topics of culture. Later, I received a Masters interest. The annual conference from NYU and landed my dream and online webinars support teach- Stacy Blair job as a French teacher at Essex ers of all grades and with diverse Street Academy, a progressive Title experience to improve their peda- Autobiographical Sketch 1 high school located in the Lower gogy, to advocate for endangered East Side of Manhattan. Here, I have programs, and to engage in dia- After graduating assumed many leadership roles: logue surrounding the state of for- from Loyola member of the annual Gala plan- eign language education. Through University Chicago ning committee, our school’s these forums for professional with a degree in Consortium Liaison, and a facilita- development, we celebrate foreign French Literature tor for small break-out groups dur- language education; we share and Sociology, I ing staff meetings. My passion for inspiring stories of amazing teach- worked as a counsel- creating meaningful connections ers and outstanding students. The lor at a French Immersion Camp between my students and native Conference brings together many run by Concordia College. This French speakers led me to develop who share a common, yet very dis- experience deeply impacted the an exciting cultural exchange pro- tinct experience. It cultivates a net- way I teach: my theatrical nature, gram with a high school in France. work of bright and curious profes- my immersion practices, and my sionals, allowing us to grow and attempts to contextualize learning, Statement work together towards a hopeful allowing language to be acquired future. Finally, the Northeast organically. I truly fell in love with As education continues to Conference communicates teaching in this environment, evolve in our country, so do the changes in the field, providing where rustic adventures and early- roles and responsibilities of the great workshops that introduce evening improv theatre revealed Northeast Conference. The organi- new national standards and assess- strengths that I never knew I pos- zation performs many functions in ment methods. sessed. order to provide the best possible professional development for its If elected to the board, I look for- The two following years, I taught participants. First and foremost, the ward to collaborating with my fel- English in France, which furthered Northeast Conference facilitates low board members to ensure a my love for the profession. It also collaboration amongst educators of sustainable future for the organiza-

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tion. I believe the best way to do dancing. During my many confer- this is by bridging the gap between Sherri Koontz Harkins ence sessions since, my classroom teacher needs and professional and my teaching style have development opportunities. As a Autobiographical Sketch become growing, dynamic entities new teacher with three years of that are student centered. More experience at an urban, public high With a BA in importantly, I am connected to an school, I offer a unique perspective Communications, organization who seeks to better on education and foreign language Public Relations, a our profession as a whole, while pedagogy. I believe that my experi- MEd in School giving our students invaluable ence with standards- and perform- Leadership and hav- experiences. ance-based assessment would be ing been a fashion an asset to the organization. boutique owner, In my years attending, I have Sherri Koontz Harkins came to come to better understand the role I am dedicated to novel teaching via a non-traditional path. of the Northeast Conference. approaches to meeting the profes- Her teaching career began in NECTFL does provide an excep- sional development needs of edu- September of 2001 and just two tional variety of timely, high quality cators at all points of their career, weeks in Ms. Harkins came to professional development. despite financial constraints. I understand the importance of However, when considering the would work with the committee to global citizenship as she tried to overall state of education, and glob- create mentoring programs. I help her middle school students al politics and economics the role would also find ways to offer facili- grasp the events of September of NECTFL is so much more. tative leadership training to 11th. Ms. Harkins has taught mid- NECTFL is now educating atten- empower colleagues to be teacher dle school Exploratory Foreign dees on: how we can impact educa- leaders in their professional com- Language, 6th through 12th grade tion on a political level, how we munities. As a group, we would pro- English, and French FLES, and levels can train new (and veteran) teach- vide a platform for critical friends I through AP. She is an experienced ers to address educational reform, groups to meet online, and we curriculum writer, including her how we can connect our students would collect submissions for a district’s pilot elementary program globally, and how we, as world lan- monthly “Best Practices / grades 3-5, and served as a review- guage teachers can take the lead in Classroom Successes” newsletter er of the latest College Board AP our schools and districts to pro- or podcast. Benefiting from a French test. In 2011, Ms. Harkins duce college and career-ready stu- strong partnership with New York represented her school as a district dents. University, I would also work close- Teacher of the Year semi-finalist. ly with the Steinhardt School of That same year, she was honored as My experiences during the Education to encourage teachers in the Maryland Foreign Language teacher of the year process were training to take advantage of the Association and the NECTFL enlightening and through them I organization’s many avenues of Teacher of the Year. Ms. Harkins saw that advocacy is a role that support. Finally, as a passionate has presented at the local, state, every one of us should embrace. Francophile, I would continue regional and national level on top- By joining NECTFL in an official offering workshops related to the ics including L2 reading, cross-cur- capacity, I hope to strengthen Francophone world and/or collab- ricular connections, and advocacy. NECTFL’s advocacy by educating orate to create materials for teach- Most recently, she was the keynote and enlisting our members as advo- ing French. speaker at the Foreign Language cates. Using the ACTFL model, I Association of North Carolina’s fall would like to see NECTFL create a conference. Ms. Harkins resides in pool of teacher of the year finalists Fruitland, Maryland with her hus- and winners who could serve as band and two daughters. spokespersons for our profession and organization. By working with Statement our state organizations to recog- nize exceptional individuals in our I would not be the education profession, we can continue to fos- professional I am if it weren’t for ter quality world language educa- the Northeast Conference! My first tors. Through this process, I feel experience with NECTFL was we can strengthen our connec- almost ten years ago. Despite the tions with our state organizations many attractions of Times Square, I and, ultimately, grow membership was more fascinated by the idea at the state and regional levels. that I could teach grammar while

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NECTFL is more than just a con- sented in various opportunities at where they can expand and com- ference. It is a valuable organiza- the ACTFL Conference. In 2006, he plement their college training. tion seeking to remain relevant in a joined the NECTFL Advisory Board NECTFL has members of vast skills new era. In response to this, NECT- and has participated as a session and professional experience who FL is working to reinvent itself. facilitator. He is a member of AATSP may serve as mentors. Technology This process will require us to take where he has also served as a con- can facilitate this exchange and the on many new roles, including in ference presenter. best mentor-mentee partnerships public awareness. As we work to can be recognized at the annual achieve this in theory and practice, In addition to his service to the conference. I envision NECTFL cre- I believe that my business and pub- language teaching profession, Dr. ating online courses on best prac- lic relations background give me Ricardo-Osorio is a Middle States tices led by master teachers. Pre- valuable perspectives and a skill set accreditation reviewer. He has service teachers can take these that will help to move us forward been invited to lead workshops on courses as part of their college in this direction. Initiatives like the the assessment of institutional preparation. If a credit agreement Wall of Honor and the silent auc- effectiveness as well as program is reached with local higher educa- tion are just the start of the and student learning outcomes tion institutions, the courses can be changes we are making and will assessment. He has also published taken for credit and be trans- continue to make, not only to articles on the assessment of learn- ferrable. In other words, the NECT- secure NECTFL’s financial position, ing outcomes. FL of the 21st century must the but to continue to build the com- Statement training hub of the new genera- munity of world language profes- tion. NECTFL can be a pioneer in sionals who will take us into the In an era of technology-mediat- launching new pedagogical pro- future. ed communication, NECTFL has grams and teaching approaches for positioned itself as one of the lead- the world to take advantage of. We ing professional organizations in have the human resource and the José Ricardo-Osorio the use of webinars for language motivation to reach this goal. teaching training. This move has Autobiographical Sketch definitely opened new horizons to If I am given the honor of join- the organization. In my opinion, ing the Board of Directors, I will Dr. José Ricardo- this is the way to go and NECTFL use my expertise and background Osorio is an must continue to reinvent itself as a language teacher educator to Associate Professor and think outside the box to grab aid NECTFL in pursuing this new of Foreign Language the attention of the new genera- role more purposefully. I also Education and tion of language teachers. The role pledge to facilitate the attainment Spanish in the of NECTFL is to keep all its mem- of the organization’s goals by par- Department of bers abreast of top-of-the-line ticipating actively in committee Modern Languages at approaches and research on the assignments and providing ideas Shippensburg University of teaching of foreign languages. on how to enhance the organiza- Pennsylvania. He has served as Nevertheless, a new role must be tion’s profile. I am also interested in Chairperson of the department defined (or a current one must be helping NECTFL carry out an since 2011. At present, he is hold- redefined). This new purpose must assessment of organizational effec- ing the interim position as focus on attracting, mentoring, and tiveness. The results of this wide Associate Dean of the College of preparing (not just training) pre- assessment can be used to identify Arts & Sciences. He earned an M.A service language teachers. This strengths and weaknesses and to in Spanish and an Ed.D in Higher population should also have an redefine performance outcomes or Education and Foreign Language active voice in the leadership of introduce new ones. Teaching from the University of the organization. The future of the Arkansas Fayetteville). profession lies in the hands of this Dr. Ricardo-Osorio is an accom- generation and therefore, we have plished teacher and scholar an obligation to tend to their pro- and has provided service and lead- fessional needs in a more holistic ership for the profession in many way. ways. He has served on the MLA I am sure that NECTFL will grow Delegates Assembly and is current- stronger as the membership com- ly a PSMLA Board member and co- posed by teachers in training chair of its 2014 fall conference. In regard NECTFL as the organization 2000, he joined ACTFL and has pre-

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NOR AST

2014 LOCAL COMMITTEE

Local Committee Chairs Donna Clark and Stephen Kiley and their colleagues cordially invite you to visit their Hospitality Desk on the 3rd floor Allow time for in the Exhibit Areas. room changes The Hospitality Desk is open throughout the Conference to assist you with your questions about the between Conference and about Boston. events and Local Committee members will also conduct session eval- uations. Look for these important volunteers and help us sessions. thank them for their commitment to the Conference!

WE SINCERELY APPRECIATE THE PARTICIPATION OF OUR 2014 COMMITTEE:

Cherie Baggs Deborah Espitia Catherine Ritz MaFLA - Past President MFLA/Howard County Schools MaFLA/Arlington Public Schools Oxford MA Clarksville MD Arlington MA Joyce Beckwith Madelyn Gonnerman Torchin Jane Rizzitano MaFLA/Wilmington HS (Ret) MaFLA/Classical Association of MaFLA/Brockton Public School Wilmington MA New England Brockton MA Newton MA Maryann Brady Nicole Sherf MaFLA/Tyngsborough High Tiesa Graf MaFLA/Salem State University School MaFLA/South Hadley HS South Salem MA Tyngsborough MA Hadley MA Jason Slanga Carole Champagne Leslie Grahn MFLA/Dulaney HS MFLA/Salisbury University/UMES MFLA/Howard County Public Timonium MD Salisbury MD Schools Ellicott City MD Sarah Steverman Rhonda Churchill RIFLA/Westerly Public Schools MFLA/Pittsville Elem and Sherri Harkins Westerly RI Middle School MFLA/Parkside HS/ Pittsville MD Wicomico Cty PS Susan Terranova Salisbury MD MFLA/Mount Saint Joseph HS Donna Clark Baltimore MD CO-CHAIR/GWATFL/Northern Stephen Kiley Virginia Community College CO-CHAIR/MaFLA/Quincy College Ronie Webster Woodbridge VA Plymouth MA MaFLA/Monson High School Monson MA Margarita Dempsey Caroline Mark RIFLA/Smithfield High School MFLA/Parkside High School Smithfield RI Salisbury MD Leo Deocares GabrielaMcNamara GWATFL RIFLA/Narragansett High School Washington DC Narragansett RI When you leave the Pat DiPillo Jane Ness hotel, whether in the MaFLA/Falmouth High School GWATFL/Prince George’s County evening or during the Falmouth MA Public Schools day, remember to put Greenbelt MD Christine Dombrowski your badge away. CT COLT/Southern CT State Deb Orth It’s best in any large University Cony HS city not to be New Haven CT Augusta ME identifiable as a tourist.

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NOR AST Conference Chairs, 1954-2014

1954 Hunter Kellenberger 1971 Hilary Hayden, OSB 1985 Stephen L. Levy 2001 Margaret Ann Kassen Brown University St. Anselm’s Abbey Roslyn (NY) Public Catholic University of School Schools America 1955 Germaine Brée New York University 1972 Mills F. Edgerton, Jr. 1986 Helen S. Lepke 2002 Donald Reutershan Bucknell University Clarion University of Maine Department of 1956 Dorothy B. Crawford Pennsylvania Education Philadelphia High 1973 Joan L. Feindler School for Girls East Williston (NY) 1987 Christine L. Brown 2003 John Webb Public Schools Glastonbury (CT) Public Princeton University 1957 William N. Locke Schools Massachusetts Institute 1974 Joseph A. Tursi 2004 Frank Mulhern of Technology SUNY at Stony Brook 1988 Richard C. Williamson Pennsylvania State Bates College Modern Language 1958 George N. Shuster 1975 Jerome G. Mirsky Association Hunter College Jericho (NY) Public 1989 John P. Nionakis Schools Hingham (MA) Public 2005 Mikle D. Ledgerwood 1959 Léon E. Dostert Schools SUNY Stony Brook Georgetown University 1976 Philip E. Arsenault Montgomery County 1990 Heidi Byrnes 2006 Nancy Gadbois 1960 Remigio U. Pane (MD) Public Schools Georgetown University Springfield MA Public Rutgers University Schools 1977 Jane MacFarland 1991 Judith E. Liskin-Gasparro 1961 Carl F. Bayerschmidt Bourque Middlebury College 2007 Marjorie Hall Haley Columbia University Stratford (CT) Public George Mason University Schools 1992 Joy Renjilian-Burgy 1962 Edward J. Geary Wellesley College 2008 Sharon Wilkinson Harvard University 1978 Thomas H. Geno Simpson College University of Vermont 1993 José M. Díaz 1963 Harry L. Levy Hunter College High 2009 Laura Franklin Hunter College 1979 Paul D. Cincinnato School Northern Virginia Farmingdale (NY) Community College 1964 Alfred S. Hayes Public Schools 1994 Sylvia Brooks-Brown Center for Applied Baltimore County (MD) 2010 Jaya Vijayasekar Linguistics 1980 John L.D. Clark Public Schools Vernon (CT) Public Educational Testing Schools 1965 Wilmarth H. Starr Service 1995 Rebecca R. Kline New York University Penn State University 2011 Charlotte Gifford 1981 Helene Zimmer-Loew Greenfield (MA) 1966 Jean Perkins New York State 1996 Julia T. Bressler Community College Swarthmore College Department of Nashua (NH) Public Education Schools 2012 Jennifer L. Steeley 1967 G. Reginald Bishop, Jr. Manheim Twp. (PA) Rutgers University 1982 Toby Tamarkin 1997 Eileen W. Glisan Middle School Manchester (CT) Indiana University of 1968 Robert G. Mead, Jr. Community College Pennsylvania 2013 Arlene F. White University of Salisbury University Connecticut 1983 John M. Darcey 1998 Richard Donato West Hartford (CT) University of Pittsburgh 2014 Janel Lafond-Paquin 1969 F. André Paquette Public Schools Rogers High School American Council on 1999 Martha G. Abbott Newport RI the Teaching of Foreign 1984 June K. Phillips Fairfax County (VA) Languages Indiana University of Public Schools Pennsylvania 1970 Remunda Cadoux 2000 Frank W. Medley, Jr. Hunter College West Virginia University

CHECK OUT THE NORTHEAST LOTS OF LINKS, INFORMATION, AND MORE! CONFERENCE WEB SITE AT: WWW.NECTFL.ORG BOOKMARK US AND VISIT THE SITE OFTEN!

Northeast Conference Program 2014 61 g _ gg

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62 Northeast Conference Program 2014 g _ gg

NOR AST 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 1981 Laurence Wylie 1992 Sandye Jean McIntyre II 2004 Martha G. Abbott Middlebury College Harvard University Morgan State University Fairfax County (VA) Public 1969 Nelson H. Brooks 1982 Lorraine A. Strasheim 1993 Dorothy James Schools Yale University Indiana University Hunter College 2005 Ray Clifford 1970 Harry L. Levy 1983 James R. Frith 1994 Eleanor Jorden, Emerita Defense Language Institute Fordham University Foreign Service Institute Cornell University 2006 Kathleen Riordan 1971 Robert G. Mead 1984 Wilga M. Rivers 1995 Earl W. Stevick, Emeritus Springfield MA Public Schools University of Connecticut Harvard University Foreign Service Institute 2007 Stephen L. Levy, 1972 Freeman Twadell 1985 James E. Alatis 1996 Edward D. Allen, Emeritus Rosyln NY Schools (ret.) Brown University Georgetown University Ohio State University 2008 Eileen W. Glisan, Indiana 1973 Emma Birkmaier 1986 Robert Lado 1997 A. Ronald Walton University of Pennsylvania University of Minnesota Georgetown University National Foreign Language 2009 Marjorie Hall Haley 1974 Donald D. Walsh 1987 Mary P. Thompson Center (posthumous award) George Mason University Northeast Conference Glastonbury (CT) 1998 Helene Zimmer-Loew 2010 Yu-Lan Lin 1975 Theodore Andersson Public Schools AATG Boston Public Schools University of Texas 1988 Leo Benardo 1999 June K. Phillips 2011 Gregory Duncan 1976 Wilmarth H. Starr New York City Weber State University InterPrep, Inc. New York University Public Schools 2000 Protase E. Woodford 2012 Richard Brecht 1977 Kenneth W. Mildenberger 1989 Dora Kennedy Educational Testing Service CASLS Modern Language Association Prince George’s County (MD) (ret.) 2013 Heidi Byrnes Public Schools 1978 Howard Lee Nostrand 2001 C. Edward Scebold Georgetown University University of Washington 1990 Ann Beusch ACTFL 2014 Gladys C. Lipton Maryland State Department 2002 Robert J. Ludwig National FLES* Institute 1979 Dwight Bolinger of Education Harvard University NYSAFLT 1991 Helen Warriner-Burke 1980 Richard I. Brod 2003 Frank W. Medley, Jr. Virginia State Department of West Virginia University Modern Language Association Education

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

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NOR AST PAST NECTFL AWARD WINNERS (Continued)

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

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A MESSAGE FROM THE 2015 NECTFL CHAIR

Dear Colleagues and friends, My name is Cheryl Berman and I am a K-6 teacher of Spanish, French, and Hebrew in the New Hampshire seacoast area. The Newington Public School is my home base, and we are thrilled to be on the NECTFL map. Serving as your Chair for the 2014-2015 academic year is an honor and a privilege that I take very seriously. For over 60 years, NECTFL has provided you with the best of professional development and networking opportunities. It is our full intention to continue Cheryl Berman to serve our educators in this capacity and beyond. You are of great value to us as attendees, exhibitors, presenters, colleagues and, above all, dedicated educators in all fields of World Language in and outside of the classrooms. We hope that we always tai- lor our conferences to meet your needs, but we also know teachers’ needs are changing. We are now living in more difficult and challenging times, yet the need for world language programs is greater than ever before. We at NECTFL realize that it is time to go in a differ- ent direction with regard to the delivery method of our professional development offerings. Constituent needs must be our priority and we are listening to all of you. It is our respon- sibility to serve the needs of all our constituents in the best way possible and to provide pro- fessional development to those who may not have access or may prefer it to be delivered differently. As we focus our planning for 2015, we have chosen the theme “Differentiating in a Multi Media World.” This theme will allow our dedicated Board of Directors to explore and expand the current NECTFL delivery system to something broader and more inclusive so we reach all our constituents, near and far, but especially in the 14 northeast states of NECTFL. Your input will be invaluable as we move forward to re-design NECTFL’s manner of pro- viding professional development, and we enthusiastically embrace this wonderful opportu- nity! Please keep in mind that you are all part of the NECTFL community and that NECTFL looks forward to hearing from all of our members including new teachers, methods instruc- tors, teacher interns, state leaders, former award winners, webinar presenters, former Board members, Advisory Council members and more as we prepare for 2015 and beyond. Please continue to check our website www.nectfl.org for the latest information From the seacoast of New Hampshire, I welcome your input, and I look forward to work- ing with and hearing from all of you. Sincerely, Cheryl P. Berman 2014 NECTFL Chair

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HOW TO HONOR COLLEGE AND K-12 LANGUAGE STUDENTS Board of Directors Award Certificate for Ex cel lence 2014 NOMINATION FORM I nominate the graduating student, named below, who I cer tify meets the criteria set forth, to receive the AWARD FOR EXCEL LENCE IN LANGUAGE STUDY of the Board of

Direc tors of the Northeast Con ference on the Teach ing of Foreign Languages. 2003-2004

Typed Name Signature

Position Date

Mail award to:

Many schools offer achievement awards to PLEASE TYPE OR PRINT their outstanding students. The Board of Directors of the Conference believes that Name of Student Nominated more language students should be among those recognized; accordingly, it offers the Language Studied Level or Course Number Award For Excellence in Language Study, to be awarded nationally. Name of School Schools which are Advisory Council Members of the Northeast Conference School Address may submit nom ina tions free of charge. Other institutions must enclose City State Zip $15 for each award to cover the cost of printing, postage, and handling. Telephone Fax Any school wishing to recognize out stand- Date of Award: Month/Day/Year ing student achievement with the Award should complete a nomination form and Brief description of nominee’s qualifications: return it to the Conference. Individual cer tifi cates will be sent to the school for presentation to the students. Nominees must be graduating students (although they may be graduating from any level, e.g., elementary, junior high, college, Nominee was selected by the following procedure(s) etc.). they must be enrolled in the most ❒ Faculty committee ❒ Recommendation by teacher advanced course of the language for which the Award is being made, and they must ❒ Student competition ❒ Choice of principal show evidence of interest in foreign ❒ Recommendation by guidance counselor ❒ Choice of Language Department head lan guage and international studies beyond ❒ Other (please describe) work in the classroom. ❒ ❒ Each school may devise its own selection CHECK ONE: My school is: an Advisory Council member a non-member pro cess for each language for which an If your institution is not a member of the Conference, please enclose a check for $15 for each Award is made. award request ed. If your insti tution is an Advisory Council Member, this service is free of charge. The Award may be presented at any Schools may duplicate this form locally. Payment must accompany form. NO PURCHASE ORDERS. time of year, but nominations must be Mail this form to: Excellence Awards, Northeast Conference at Dickinson received by the Conference at least College, P.O. Box 1773*, Carlisle, PA 17013-2896. four weeks prior to the award date to *(non U.S.P.S. Mailings: 28 N. College St.) allow time for delivery of the certifi- cates. The names of students receiving This form must be mailed at least four weeks before award date. (Forms awards and their nominating schools requesting awards sooner than 4 weeks in advance cannot be guar an teed will be published the following fall in timely delivery.) the NECTFL Review.

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INDEX OF PRESENTERS

Name Session/Workshop/ Name Session/Workshop/ Name Session/Workshop/ Lab Number Lab Number Lab Number W = Workshop Brightbill, David 111 Duperron, Lucile W15, 73 TL = Teaching Lab E = Exhibitor Session Bruner, Lee 160 Eddy, Jennifer W6 B = Best of State Session Buchbaum, Sara 158 Egnatz, Linda 109 Number alone = Regular Session Carlino, John 69 El Nady, Rabab 37 Abbott, Marty 125 Carlon, Jacqueline W9 Epstein, Susana 122 Abrate, Jayne 146 Carr, Shannon TL28 Ernst, Laura 153 Abu Shakra, Amani 168 Chalupa, Cynthia E68 Esa, Mohamed 102, 179 Adamson, Karen B139 Chang, Cecilia 78 Eschenburg, Ashley B89 Adorno, Alessandro E131 Cheatham, Rosalie 45 Espitia, Deborah W14 Agudo, Roberto Rey 42 Chouairi, Rajaa 155 Faiza, Miled 121 Aguilar-Francis, Sarah 111 Clausen, William 36 Ferrell, Nathan 56 Alvarez, Joanne B182 Conner, John E66, E83 Festa, Emeline B182 Amores, Maria 164 Conner, Tom 94 Folau, Ian 191 Anderson, William 69 Connor, Rachel E133 Forsyth, Holly TL19 Anton, Leslie E118 Copeland, Jean 93 Fox, Rebecca W13 Baehler, Aline 114 Cothrun, Keith 119 Fucile, Fabrizio E135 Baraldi, Michela 165 Crinnion, Chela TL17 Gagnon, Mark 191 Battisti, Daniel E149 Crouse, Douglass 108 Galloway, Vicki 141 Beckwith, Joyce 174 Csatari, Judith TL28 Garatti, Marinella 148 Bekkai, Kheireddine Djamel 168 Dadon, Yoninah E151 Garcia, Merce W3 Bennett, Alex 153 Davis, Martha 97 Gatski, Barbara E82 Berbeco, Steven 71 de Groot, Wijnie 86 Gaugler, Kevin 75 Beretta, Sonia E115 De Mado, John 113 Germain-Rutherford, Aline E133 Berman, Cheryl TL16 Dean, Carol 57 Gimeno Ugalde, Esther W7 Berman, Flor 107 Dempsey, Margarita Boyatzi 43 Ginck, Amy 126 Bianconi, Celia 35 Devitt, McKew 80 Glisan, Eileen 58 Binaghi, Giulio B182 Dion, Mary Christine B182 Goodman, Elliott 154 Bone, Bob E152 DiPillo, Pat TL18 Grahn, Leslie W14 Bong, David E152 Dixon, Luke 122 Gram, Catherine B72 Borgerding, Jennifer 60 Dominique, Nilma 35 Greer, Valerie W8 Boswell, Sue E118 Donovan, Michael E101 Griffin, Susan 79 Boudreau, Caroline E98 Dowd, Janice 92, 158, 175 Groseclose, Shirlene B171 Boutiot, Magali E49 Dugas, Larissa 144 Guidali, Gabriella E115 Braunscheidel, Sarah B159 Dunkin, Crystal 156 Gunder, Angela TL20

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INDEX OF PRESENTERS

Name Session/Workshop/ Name Session/Workshop/ Name Session/Workshop/ Lab Number Lab Number Lab Number Gunduz, Haci 105 Lozano, Patti E150 Pflanze, Katrine 93 Gursahaney, Elise 53 Lutz, Nathan W11 Phillips, June 58 Harger, Gary 136 Madel, Rich B55 Pilla, Dana W10 Hart, Mary Elizabeth W6, 92, 188 Malone, Gabe 36 Pintado-Casas, Pablo 91 (Betsy) Mana, Mouna 44, 90, 188 Pontarelli, Kristin 46 Hayward, Sandy E47 Mark, Caroline TL27 Price, Heather 178 Heller, Bill W5 Martin, Corey 70 Procopio-Demas, Maria 52 Hoecherl-Alden, Gisela 79 May, Brigitte 166 Protti, Federica E115 Hoffman, Kristin E117 Mazzetta, Fabrizio E49 Quinlan, Cheri 74 Holec, Benjamin B167 McIsaac, Lee E133 Ramadan, Abdulkareem Said 121 Howell, Thomas 137 McMahon, Colleen E149 Ramsden, Graziana 184 Hoyng, Peter 96 McMullan, John E82 Redmond, Mary Lynn 109, 125 Huang, Hui Chih (Hilda) 62 McNamara, Gabriela B124 Riboli, Roberto E64 Hughes, Kenneth 69 Memoli, Francesca Romana E30, 81 Ritz, Catherine 147 Hurtig, Dolliann 174 Mercado, Wendy W8 Robalino, Gladys 126 Ingold, Catherine W6, 90 Michels, Mardi 41 Robustelli-Price, Amanda B106 Jacobs, Kara 169 Moen, Diane 163 Rodriguez, Karolyn 63, 76 Jacobson, Anna 44, 92, 157 Moran, John 114 Roske, Monique 62 Jay, Sarah 123 Morgana, Mirtilli E115 Rumeau, Nicole W6 Jimenez, Eric 111 Mulholland, Monica 185 Russell, Jennifer E33 Jones, Norah TL21, E31 Mustafa, Luluah 168, 181 Russett, Kristen Purdy 161 Joundeya, Belal 138 Mustafa, Shakir 88 Said-Mohand, Aixa 143 Jurado-Moran, Glennysha W4, W10 Navarre, Amber 61 Sanchez, Margarita 91 Kang, Loraine 140 Nunez, Mario E48, E99 Sattar, Iris E47 Kashuba, Sister Mary Helen 146, 189 O’Hearn, Jeanne 183 Sayers, Rich E100, E116 Katradis, Maria 190 Oleksak, Rita 92, 177 Schaeffer, Joan E84 Khoury, Giselle 181 O’Neill, Liam W/B12 Schmiers-Heller, Jutta 51 Klos, Patricia 173 Orsatti, Silvina TL20 Schwenkler, Catherine E134 Lafond-Paquin, Janel TL22 Orth, Deb 39 Shee, Jonathan 127, 160 Li, Xingbo 145 Palpacuer Lee, Christelle TL28, 175 Shen, Ye 95 Linley, Anne 63, 76 Pantesco, Alison B34 Shigehisa, Takako 103 Litten, Allison 59 Papa, Erin 178 Shourds, Alexandra 170 Liu, Celia TL24 Parker, Janet Dannemiller E134 Slanga, Jason 120, 180 Looney, Dennis 96 Pasotto, Giovanni Eric E67 Solberg, Janet 144

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INDEX OF PRESENTERS

Name Session/Workshop/ Lab Number Soto, Lissette 42 Stanton, Rebecca 110 Steinwedell, Sarah E32 Stewart, Emily E50 Stewart, George E132 Stewart, Janice 130 Stouder, Christina 112 Sutton, Susanne 166 Taraborelli, Jean 111 Tarbouni, Younasse 121 Taylor, Jessica TL19 Tchakarian, Eliz E134 Tchoumi, Bertrand 187 ter Haseborg, Heiko E68 Terrill, Laura W1, 142 Torres Ruiz, Maria del Mar E65 Torruellas, Erica 63, 76 Tracy, Cindy E64 Tremper, Ashley TL26, 104 Urbanc, Katica 91 van Kerckvoorde, Colette 85 Vanborre, Emmanuelle 176 Vazulik, Johannes 191 Ventosa, Jim 40 Wang, Daliang 128 Watson, Jeff 191 Weinstein, Jane E151 Weiss, Ed 77 White, Arlene TL27 Wilkinson, Sharon 129 Wolff, Xenia 166 Wood, Malachi TL28 Zingle, Meghan 177

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Discover Excellence.

The Italian Trade Agency invites you to visit us at NECTFL 2014.

Marriott Copley Place Hotel - Boston, MA March 27 - 29, 2014

Accademia Italiana Edizioni Edilingua [email protected] [email protected] www.accademia-italiana.it www.edilingua.it Booth: 232 Booth: 228

Babilonia-Center Spaziolingua School for Italian Studies [email protected] www.spaziolingua.it [email protected] www.babilonia.it Booth: 228 Booth: 230

Centro Studi Italiani Studio Arcobaleno [email protected] [email protected] www.centrostuditaliani.org www.studio-arcobaleno.it Booth: 226 Booth: 236

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