Saturday+Sessions

=Saturday Sessions Notes=

=10:00 a.m. Culture in the Classroom=

(Second session choice-first choice was full.)

Culture Handout First Presenter: Clemson Professor News Broadcasts Telenovella

Students ll need to speak for the same amount of time.

Showing videos--had an inappropriate "pedro" photo featured and discussed how she addressed it with the students. I did not think this showed much cultural enlightenment but cute imovie productions...definitely can be accomplished at the youngest of ages.

I did search for Massachusettes Foreign Language standards k-12. Site down. Ohio's standards framework (draft)

Second Presenter: College Professor

Students write and perform skits on a Francophone country with images and music in PowerPoint as a backdrop. She uses a point counterpoint approach. Introduction to the culture/area. Then research an issue facing this area-present both sides. Write a narration together and gather their own digital images to create a storyboard.

She grades the storyboards--like any composition.

Uses IMovie or Microsoft's PhotoStory (free download): She finds IMovie and PhotoStory both user-friendly.
 * arrange and time their images
 * add music
 * record the voice over narration of their stories
 * the finished product is a mini-film complete with moving images and filmic effects

These products were much richer. Most interesting...she had them look outside of France at other French-speaking countries: Chad, Morrocco, etc.

Had trouble getting online this day. Notes added after each session.

=Exhibitor's Workshop-Technology Software to Enhance World Language Instruction and Learning=

http://www.tellmemore.com/
Karaoke-full sentence and word by word Will graph your pronunciation according to the native speakers Booth 307

Virtual Demos http://www.tellmemore.com/content/view/full/163



Chinese: Lots of information for a K-8 curriculum approach from exhibitors' booths.

=1:15 p.m. North Carolina-Global Education=
 * Slideshow handout with good links and one example Global Language district

Grant from Goldman Sachs for global education—did not want to start with foreign languages

Alliance for Language Learning-helped the organization understand that foreign language instruction is integral to world/global education

VISION 2010-articulated, proficiency standards for early start and uninterrupted sequence of performance-based FL instruction in NC

Basic Education Plan mandate for K-12 foreign language study back in 1985 (never fully funded) Increased awareness

As a result…. Governor’s Language Institutes-for high school teachers and study abroad opportunities FLANC-local organization increased Increase in immigration and ELL’s High school graduation requirement increases UNC schools admission requirements (4-5 years of FL minimum requirement) 1000 international firms in North Carolina Japna is North Carolina’s second largest trading partner, after Canada and there are more than 150 Japanese companies in NC

10 Most Common Home Languages of NC Students: 1. Spanish 2. Hmong

Governor’s Office: • 5 Goals • Global Communicators Program (one goal)—one “pipeline” in each district K-12 that is proficiency-based • By 2020 every school district will offer at least one language K-12 • 5 Districts dedicated

She feels the need for better foreign language programs finally being recognized and “taking off”.

Greene County-great dual language program K-12 (very small—doable)

www.kenan-flagler.unc.edu/KI/ciber/gbpp/index.cfm

14 districts and 5 independent schools with immersion programs (31 programs)—really difficult to staff these programs need certification in both Dual language licensure-starting now Business partnerships NC Virtual Public School Chinese and Arabic courses (courses are available online to high schools—very rural state—trying to make it accessible)

FLAP grants mentioned a lot this conference!

LinguaFolio Initiative (based on European Portfolio model-so students are really aware and can self-assess what they can do in a language) Found a good powerpoint explanation of LINGUAFOLIO http://www.wku.edu/modernlanguages/ieq/ppt/LinguaFolioWKY05.htm

SNS (Spanish for Native Speakers)

Over 9,000 more students K-12 Elementary level up 6% (1980’s funding was transferred toward ELL programs instead of second language studies) Chinese up 300%

21st Century Skills Initiative—“mastery of languages”-9 states involved in this national partnership http://www.21stcenturyskills.org/route21/index.php

Focus on Chinese partnerships, Confucius Institute, Legislative Funding for Chinese programs http://confucius.msu.edu/

They use VIF (Visiting Foreign Language Instructors-great approach—VISA allows them to cycle through every year)

FLESS- traditional foreign language in elementary school

FLAP Grant 2006-really helped professional development-content and language http://www.ncela.gwu.edu/oela/OELAprograms/4_FLAP.htm Materials through grant and ADVERTISING

GLOBAL COMMUNICATORS IS THE MOVEMENT “CALLING IT ARTICULATED PROGRAMS”

Resources: Human “Cheerleaders” UTube Spanish love video? Found link http://www.youtube.com/watch?v=ngRq82c8Baw

=4:45 Results of NCLRC K-12 Arabic Project=

//**First, here is what our survey told us…**// Only talked to schools who offered Arabic as a course Arabic includes all the dialects
 * Handout provided

Any immersion programs?

Star Academies (high Arabic populations)? Interesting. Should learn more about this.

Handout provided with interesting data

mla.org do some comparisons on states offering Arabic and Arabic populations Michigan high Arabic population

Texas surprisingly high

Virginia has been high in world languages overall

Look at home language survey…Urdu second

Creole on survey…a surprise

Big difference between average Arabic teachers per school. (then look at private school chart on teacher training)

Private schools don’t know what the ACTFL standards are…is that true of pubic education?

Private schools—report they don’t have certified teachers

Are teachers provided with a curriculum? Teachers may have or may not have interpreted having books as a curriculum or that they just have the book…and want more! (Look at Appendix 1: Textbooks and Curriculum)
 * A lot of discussion around that districts/teachers often perceive a textbook as having a curriculum.

NSU-what do they have?

PAL survey—look for it, more scientifically-based

Michael Greer, Arabic K-12 Coordinator, National Captial Language Resource Center Will have these survey results on this webpage. www.arabick12.org

arabick12@gmail.com (202)973-1147

//**What do we do now?**//

Can we recruit Arabic teachers from Michigan?

They are advocating for a National Certification approach.

Same problem as other languages…need to know the scope and sequence through college. Do we really know what the kids are learning?

Real lack of measures and common assessments-far behind even Chinese.

Central of Advanced Language Studies…Developing Arabic STAMP (assess speaking and reading…not a fourth skill)

Increase in Arabic instruction not really due to increase immigration or increased Arabic communities. Interest really came more from the Gulf 1 War. Language of the Horan…Islamic schools were teaching it for more grammatical purposes. Evolved into teaching it as a separate language and removed the religious approach.

Our department of education has ignored foreign languages…no new information since 2002.

Arabic website http://www.arabick12.org/ and NCRLC website[| Professional Development] http://www.nclrc.org/profdev/fellowships_grants.html

=6:15-7:30 STARTALK-Striving for Excellence in Teaching and Learning World Languages=

My general thoughts as I wait for this presentation…our foreign language program needs to reinvent itself. Everything in this day and age needs to be streamlined…we need to identify what is most important for our students in content, skills, process, experiences, etc.

Could French and Spanish be our “pipeline” languages to start. Teach content areas in one of these two languages-exposures only?

Chinese and Arabic…good programs for exposure..but would be separate blocks of time out of the elementary--don't as easily see being able to cover content through these two languages-teacher background and lack of paraeducators? Drill and kill approaches. Can it be introduced as an extension in the day or as an after school/summer program to start at K-5 in combination with MS offering?

--StarTalk presentation beginning…

Summer program primarily…

Impact in 2007 and 2008 Arabic and Chinese were in the first year. Persian, Hrdu/Hindi this year Turkish and Swahili next year. No hard or fast rules on mastery. 31 states

Missing states are particularly welcome: Maine, New Hampshire, Florida, W. Virginia, Missouri, Colorado, Nebraska, Nevada, and Alaska!

THIS IS SO FABULOUS. After hearing both days the struggles in finding manpower, etc. So great that this is a starter opportunity. I think we should push for Chinese (and maybe Hrdu/Hindi or Arabic) through StarTalk.

Not a success unless the programs are good…and impact teachers….trying to get good certified teachers. The criteria for “good” is fuzzy. Some of these programs are quite brief. Goal is highly effective programs..engaging with skillful teachers.

Offers professional development programs for current and future teachers.

Surveys show these programs have attracted motivated students.

Push more for culture and global learning through the languages. Everything they learn should have meaning.

HERITAGE STUDENTS…I NEED TO LEARN MORE ABOUT THIS.

Unfortunately, this is just a better presentation that the visitor who came to Ad Council. This is their professional sales pitch.

Exemplary Practices:

What do we expect? • Curriculum is standards-based and thematically organized curriculum (performance and highly contextual experiences) • Detailed lesson plans • Facilitating a student-centered classroom • Using target language for instruction extensively…some argue for exclusively! Needs to be close to 100%. Student use of language really important as well…opportunities for rich interactions with one another using the target language. • Integrating culture in to language instruction • Conducting performance-based assessment (Not interested if students can tell us all the parts of the bicycle…can they ride the bike? Begs the question…are we relying too much on labeling the parts???????) • Adopting and using authentic materials
 * Teacher not on stage-learners on stage
 * Students getting the terms-not teachers
 * Lots of activities
 * Student-owned products and learning
 * Teacher provides clues not answers
 * Individualized student pacing
 * Differentiated
 * Using evidence of student learning to determine instructional needs and future planning
 * Formative assessments
 * Mindful of student motivation/engagement

Observation Checklists on their website: http://startalk.umd.edu/ Everyone gets a site visit to make their program better and stronger. The checklists provide a nice protocol for discussion.

They use teachers in training…

The cultural pieces are taught in the target language as much as possible. They would prefer to have the cultural aspects taught in English versus not taught at all.

(i.e., The Chinese use their last name first in introductions because the family unit is prioritized over the individual. This is important to convey…may not be able to convey it in the target language during the first two hours of instruction.)

StarTalk wants teachers to know the standards. Teacher population is very diverse. So staff development is also very student-centered. Teach teachers what they need to know!