Winter 2011 - Connecticut Council of Language Teachers

Transcription

Connecticut COLT
World Language News Exchange
Connecticut Council of Language Teachers
Winter 2010-2011
to business and educational leaders believe in the importance
for our great nation to equip our citizens with the opportunity
to become proficient in another language. But the real energy
must come from those of us in the trenches on a daily basis,
working to convince our students and their parents the
importance of becoming proficient in another language. As
time approaches for students to select the 3 rd or 4 th year study
in high school of a language, will they say “I only need two
years “ or “I don’t need a language for my career”? W ill you
be the one to change their minds to convince them of this
essential marketable skill by continuing the study of a
language to achieve a greater degree of proficiency? It is from
the classrooms outward that we can and must create the
mindset that continued language study is as important a life
skill as learning to swim. Advocacy starts with you each and
every day!
President’s Message
Dear CT COLT Colleagues,
It is with great honor, enthusiasm
and indeed humbleness that I step
into the role as your President of
CT COLT 2010-2012. There is
much work to be done. W e have
learned to act as one voice to be
recognized as a powerful force
within the state. Thanks to the
strong leadership of our past
President Jaya Vijayasekar, we
have been heard at the state
legislature – so loudly, in fact, that the bill to make language a
2 year requirement for graduation has been signed into law.
Starting in 2014 this graduating class of 2018 will have
complied with this minimum requirement. But we are not
done yet. It is your voice that will be heard if you continue to
contact your congressman, and your representative, to insist
upon language being an integral part of preparation to compete
in a global marketplace. As budgets are getting tighter and
tighter we all know where school districts look to cut
programs – I urge you to make your department and your
students visible in the community through participation in CT
COLT events, be it the poster contest, the rhyme celebration,
the poetry recitation contest, and other events which put your
students in the spotlight to show how much they can use the
language that they are learning. Support events in surrounding
towns with your presence and that of some of your students.
W e need to work together to build our membership because
through this commitment our organization will
help
legislators understand why it was the right thing to require a
language requirement for high school graduation to prepare
our students with 21st century skills. W e need to encourage
our colleagues to become members of CT COLT if they are
not members, to further advocate for adequate funding for
language learning despite the economic crisis, and to unify us
as language educators across the state. And, we must teach
our young incoming professionals and student teachers about
the importance of being part of our state organization as a
professional responsibility, as a powerful place to network,
and as an added voice to advocate for the continued study of
world languages for all ages.
I also encourage you to take advantage of the CEUable events
that we offer to our members to enhance your own
professional growth. The fall conference continues to be an
important opportunity as a participant, as a presenter, or as
member of the committee who helped to make these events
happen. W e always welcome new members to the ranks of
our many committees, as it is essential to bring in fresh ideas,
and committed professionals. Our new Tech Academy, now
in its second year, is becoming extremely popular as we bring
workshops to your part of the state. Classes are small with
lots of hands on practical tips to enhance your technology tool
box.
In Richard Haas’s essay "The Age of Nonpolarity” (president
of the Council on Foreign Relations and Keynote speaker at
ACTFL 2010) he states: " America no longer has the luxury of
a 'with-us-or-against-us' foreign policy." He argued that
multilateralism is key to future U.S. success in all social and
business arenas, including energy consumption, international
security and safety, poverty and disease, the global economy
and as well for promoting world stability. Many other well
known professionals, from legislators like Paul Simon (U.S.
senator and congressman from 1975 –1997 and author of the
book The Tongue Tied American c.1988) and Rush D. Holt
(U.S. representative NJ, co-author of HR bill 6036, cited as
the ‘‘Excellence and Innovation in Language Learning Act’’),
(continued on page 2)
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CT COLT
Winter 2010-2011
“World Languages: Essential 21st
Century Skills for Global Citizens”
In just a few short years we will be celebrating our fiftieth
anniversary. In preparation for this event we are working to
formally document our history for future generations. If you
have information, an anecdote to share about CT COLT, a
picture in your files, or if you were involved in the life and
works of CT COLT in the past, please contact me at
[email protected].
Remarks By:
David G. Carter, Chancellor
Connecticut State University System
Good morning.
It is a
privilege and an honor to be
with you this morning. And
I must say, it is heartening to
see so many eager, energetic
and enthusiastic faces at this
hour.
But then, you are
teachers, and we are
accustomed to working at
full throttle at this hour.
The strength and power of an organization is through the many
hands who contribute to make it successful. The intellectual
stimulation that you get when working with other
professionals who love what they teach is immeasurable.
The friendships, the good humor, the spirited discussions , the
networking and the sharing of ideas from all parts of the state
make CT COLT a wonderful way to bring additional
connectedness to your professional growth. Some of the many
committees plan for the poetry recitation contest, the rhyme
celebration, our membership drive, the tech academy, our
historical data collection, and poster contest to name just a
few.
Consider judging at the poetry contest, having your
students participate in an event that you’ve never done before,
writing an article for our newsletter to showcase what is
happening in W L in your school or class, submitting a
workshop proposal for the fall conference or our tech
academy, or offering your school to host an event. If you
would like to become more involved in our organization in a
large or small way, we would love to hear from you. You
will be amazed at the degree of commitment, and energy of
the men and women behind the scenes to make CT COLT the
organization that it is today.
M y t h a n k s to C h r isti
M o r a ga , fo r gra c io usly
inviting me to join you. Our
paths have crossed before,
when her son attended Eastern Connecticut State University
while I was president of that institution. So I know of her
commitment to education, through the eyes of her son.
Let me also thank your president, the co-chairs of this
conference, and everyone who has had a hand in putting all of
this together. Planning such a conference is no easy task, and
I know you share my gratitude and appreciation for their work
on your behalf.
Your conference theme this year is “Essential 21 st Century
Skills for Global Citizens.” And certainly language is an
essential skill. You know that. I know that. But how do we
convince everybody else? That’s why this morning, I would
like to talk with you about “Making the Impossible, Possible.”
I look forward to serving as your president for the next two
years. Introduce yourself to me at the many events that we
sponsor.
Visit www.ctcolt.org website to learn the latest
information. And above all, please consider how you can
make a difference to promote language learning for all.
Tom Friedman has it right. The world is flat.
Like it or not, we live in a world where the majority of citizens
– in nations other than the United States – speak more than
one language.
Happy Holidays to you and your family and a Happy, Healthy
New Year.
In so many nations of the world, they take steps to ensure that
their students are fluent in English, while in the U.S. we’re
still grappling with mastery of English.
Linda
[Note from the Editors: On October 25, 2010, Dr.
David G. Carter, Chancellor of the CT State University
System, presented a very dynamic and inspiring keynote
address. We would like to share this with all our
members who were unable to attend the fall conference.
His complete keynote address follows in the next
column.]
In so many nations, it is fundamental that your native tongue is
just not enough.
It may be based in history, in geography, or in proximity, but
the reality is that they do, and we don’t.
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Winter 2010-2011
But the comparative statistics, and the competitive reality, just
aren’t going away.
;
Certainly our young people – and even many of us older
folks – are going to be doing business globally, regardless
of where they’re located.
United States Lags Behind
in Foreign Languages
They will need to know the language, the culture, the
history, the norms and the nuances, the influences of
different peoples who have grown up in different places.
In so doing, that which appears to be impossible becomes
possible. Doors of opportunity open, and through those
doors one can pursue education, economic progress,
cultural growth and so much more.
A foreign language summit was held on December
7th by current CIA Director Leon Panetta. Please
see the link below for a follow-up article with
quotes from Marty Abbott and Connecticut's own
Rita Oleksak.
Now, I know that in many ways I’m preaching to the choir
today. But if you’ll forgive me, this is a subject I’m quite
passionate about, and I know this is one audience that
won’t mind.
http://www.ibtimes.com/articles/90684/20101209/.htm
Think About the Implications
and What WE Can Do
as Professional Educators
to Improve the Current Situation!
In many ways, ever since the Tower of Babel in the Bible,
we’ve been trying to understand each other.
And today, with the rapid advances in technology,
telecommunication, transportation and the like, we’ve never
had a better opportunity to do so – to transcend our
differences to work together. And for all of those reasons,
never has it been more important.
No longer can we view ourselves as simply as a resident
located in a state within a city within the United States. W e
are certainly that, but we are also global citizens.
W hat we should be doing is ensuring that are students are not
just bi-lingual, but multi-lingual. And every day we delay, one
could argue that we are losing ground.
One of our greatest challenges is to be able to communicate.
It was reported earlier this year that 20 of the 25 leading
industrialized nations begin serious study of languages in
grades K-5, while most American schools do not start until age
14. Less than one-third of American elementary schools offer
world language courses, and less than half of all middle and
high school students are enrolled in those classes, with the
majority studying Spanish. That’s according to the National
Center for Applied Linguistics.
Communication is at the heart of so much of what we face
today, as a nation, as a society, and as a global community.
W hen you can communicate, you can build relationships.
W here you build relationships, you can establish trust. And
when there is trust, there can be productive collaboration.
Collaboration that can move us all forward.
I’d like to share an experience with you from some years ago –
about 20 years ago.
Here’s another statistic that should cause people to sit up and
take notice… according to a 2006 U.S. Department of
Education study, 200 million Chinese school children were
studying English, while only 24,000 of American students
were studying Chinese. That gap may have improved in the
years since, but it is still substantial.
I was in China. I was with a group of Americans and our
Chinese hosts, and we were having dinner.
Envision a round table, with food at the center – an array of
dishes slowly spinning towards you.
You know first-hand what has been happening in our
schools… the push-pull of providing students with the
instruction they need versus the budgetary realities of the
current economic conditions.
Our host pointed to one item and asked us if we knew was it
was. No American answered. As the dish spun towards me,
he asked me if I knew what it was.
Of course I do, I answered. It is the foot of a chicken.
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Winter 2010-2011
intensify our efforts to let people across Connecticut –
especially those working with middle school students – know
that these new standards are just around the corner.
He laughed. And then he said, you understand our culture, our
people.
My point is that from that moment on, I was treated differently
from the others in our group. I was treated as if I was a
member of his family.
Certainly, these standards address science, and math, and
technology. But they also address foreign language. For
admission into Central, Eastern, Southern or W estern,
beginning in 2015, students must have 2 years of world
language, and we are recommending three years. W orld
language will continue to be an important part of what we
believe is necessary for a student at one of our universities to
be adequately prepared to enter the workforce and thrive.
Though I did not speak Mandarin, and he spoke fluent
English, I had an appreciation for something as small as a foot
of a chicken. And in doing so, I expressed an appreciation for
that which he valued, and his culture valued.
And yes, I did eat the foot of the chicken.
You might argue that even more is needed, and I can’t say that
I would disagree. But if we continue to make world language
a priority, it is our hope that high schools do the same in order
to prepare their students for our universities, and then middle
schools do the same, and so on. And with your leadership and
support, we will continue to build the momentum necessary to
keep world language front and center as decisions are made in
the months and years ahead about curriculum, and cuts, and
opportunities, and possibilities.
W e have to be willing to stretch ourselves, to extend
ourselves.
And if we are to serve our young people well, and do justice
by their future, we cannot afford to wait.
W e need to require our young people to know a language other
than English, to have a multi-cultural and multi-lingual
fluency. And I would argue that they need to begin that work
not in high school, but in kindergarten.
To do otherwise sells our young people short.
In doing so, by high school they can be fluent in at least two
languages. And I do believe that is possible. Call me an
optimist, but I have seen it done in other countries – as I know
many of you have – so I refuse to believe that it cannot be
done here.
If we are to be competitive in this interdependent and
interconnected world of the 21 st century, we need to be able to
communicate. It’s that fundamental.
I often wonder why it is that so many Americans fail to realize
how interconnected we are in today’s world. And fail to
realize how we limit our possibilities when we shut our eyes
and close our minds to the unlimited potential in each of us.
There is so much to be gained by simply understanding each
other. That is true here at home, but it is just as true as one
travels to other countries.
Sometimes we talk about the 21 st century as if it is some
distant horizon. But it is here now. And the decisions we
make today, in our classrooms, at our school boards, and in
our capitols, will influence who we will be as a people and
what we can achieve as a nation for decades to come.
Let me give you one example. I am very proud of the Board
of Trustees for the Connecticut State University System. Last
year, they decided that it was time to raise the bar, if we are to
adequately prepare our young people to succeed. So they
voted to raise academic admission standards. They recognized
that it would take some time for local boards to prepare, so
they set a start date of 2015. And now we have begun to
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CT COLT
It brings to mind a situation I witnessed during a visit to
France. W e were in Bordeaux, near the entrance to either a
building or Metro stop.
Winter 2010-2011
I love this country, and I continue to believe that our potential
is unlimited. W e can overcome the challenges of the 21 st
century, just as we overcame the challenges of the 20 th , and the
19 th .
There was a rather large, burly American – from a state other
than Connecticut – who was in the midst of a very animated
exchange with his wife, as I came nearby.
It can be done, because it must be done.
M y wife and I did not want to be intrusive, but as he became
more boisterous, it was hard not to notice. So we asked what
the problem was, and if we could be of some help.
You all know the phrase from the television commercial,
“don’t leave home without it.” I would say that when it comes
to language, we can’t leave home without it. W ith so much of
the world’s business conducted away from home, language
proficiency is indeed an essential skill for the 21 st century.
W ell, he was very upset. He could not understand why it was
that the sign he was reading was not written in English, so that
he could read it. He insisted that the facility should be open at
this hour, but it wasn’t.
I thank you very much for the opportunity to speak with you
today, and I again must commend you for your work, and your
tenacity. I believe that because of you, the day will come
when Connecticut realizes – truly realizes - that being multilingual must be a reality for all our children, and for all of us.
So, I looked at the sign, and I looked at him. And I told him
that the sign said it was closed on Sunday.
Thank you very much, and have a wonderful conference.
He asked me how I knew that. I told him that I read the sign.
He was angry – angry with the French.
Poetry Recitation Contest 2011
He should have been angry with himself.
will be held this year on
Our future, in many ways, rests with our ability to move
beyond isolationist thinking to global awareness.
April 27, 2011 (Wednesday)
at the
Lewis Mills High School
Har-Bur Middle School
Region 10
Harwinton/Burlington
W e need to stop believing that English is the only language
that needs to be mastered.
W e can continue investing in the STEM fields, and turn out
more scientists, and engineers and mathematicians, but those
with the greatest opportunities will be those that speak more
than one language.
In doing so, that which was impossible becomes possible.
Please go to the CT COLT website
www.ctcolt.org
and click on the “Poetry Contest” button
to download
the registration forms and rules.
Change is slow, but change is coming. Chinese and Arabic,
for example, are still taught in only a fraction of America’s
schools – approximately 4 percent and 1 percent respectively.
But those numbers are on the rise. People are beginning to
recognize the imperative to make world language a basic
component of the education we provide.
The business world can help us drive that change. W hen it is
time to hire employees, they pay attention to language skills.
They pay attention because they understand that a person
working in Meriden or Bristol, Connecticut today could be
working in M umbai or Beijing tomorrow. They understand
that markets in Asia or India or Africa can be tapped more
effectively with individuals who can speak the language and
understand the culture.
Small University Uses Fulbright
Program to Bolster Foreign
Language Teaching
By Paige Chapman
Reprinted from "The Chronicle of Higher Education"
They understand the bottom line. And the bottom line is that
language matters.
October 24, 2010
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CT COLT
This program is managed by IIE (Institute of International
Education) in New York.
http://flta.fulbrightonline.org/home.html
Winter 2010-2011
Poster Contest 2011
Lincoln University, in southeastern Pennsylvania, has long had
a global outlook. The historically black institution notes, for
example, that its graduates include the first presidents of
Nigeria and Ghana. But in recent years, international interest
among its students has flagged. Lincoln has been forced to
drop two-thirds of its language offerings over the past seven
years; only about 40 of its 2,000 undergraduates studied
abroad last year.
Theme
Languages Make the World Go ‘Round
Deadline
February 25, 2011
Now Lincoln is hoping that four participants in the Fulbright
Foreign Language Teaching Assistant Program on the campus
this year can help jump-start its ambitious plan to restore
students' global perspective. Among the university's new
priorities are increasing foreign-language enrollments and
more than doubling its study-abroad numbers.
Please visit the CT COLT website
www.ctcolt.org and click on
the “Poster Contest” button
to download the rules
and registration forms.
"W e've always had a strong international connection," says
Constance Lundy, the study-abroad director. The teaching
assistants "just heighten cultural awareness and sensitivity at
the institution."
Note cards of the 2010 winning posters are
currently on sale. The cost is $5.00 for a
package of four OR $8.00 for two
packages of four. Please contact any of
the officers or directors to purchase these
really great note cards.
The Fulbright program, known as FLTA, has brought 422
teaching assistants from 49 other countries to American
colleges this academic year. It focuses on small, rural, or
minority-serving institutions like Lincoln, for which the
additional teaching support— along with the international
exposure— can prove invaluable. In addition to their teaching
duties, the assistants take courses and participate in campus
activities.
Lincoln has long been active in the foreign-language-teachingassistant program, tracing its on-and-off participation back for
about 27 years. This year the four teaching assistants nearly
doubled the number of faculty and staff in the department of
foreign languages and literatures, to 10 full-timers.
"Their presence is absolutely helpful because of their age,"
says Mr. Maazaoui. "They're integrated in the department, but
they also sit in the same classes as students. That experience is
unique, and the students fare well to that."
Over the years, one-third of study-abroad participants at
Lincoln have been referred to the program by Fulbrighters,
Ms. Lundy estimates. Exposing students to other cultures has
often been seen as a crucial part of generating interest in study
abroad. That is particularly important among minority
students, who participate in study-abroad programs at lower
rates than white students do.
"W ithout them, our department would be a different one," says
Abbes M aazaoui, an associate professor of French who is
chairman of the department. Their expertise— in French,
Japanese, Spanish, and Arabic, the four languages Lincoln
offers— has allowed the university to offer more introductory
language courses and individualized language labs. Between
200 and 300 students are taking language classes there this
year.
Badreddine Ben Othman, an Arabic-language teaching
assistant from Tunisia, says one of his goals this year is to
combat stereotypes about Arab countries. He hosts a language
club each week in which students discuss current events in the
Arabic-speaking world.
The teaching assistants make an impact outside the classroom
as well. Among other things, they run foreign-language clubs
and help out at college-recruiting fairs. Beyond that, having
young academics from other countries on the campus (the
maximum age for participants is 29) has exposed students to
different cultures.
"Some of the students taking history and cultural studies are
definitely very aware of the issues, while others don't even
know where the Pyramids are," M r. Othman says. "It depends
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Winter 2010-2011
able to speak to it and advocate appropriately. The key
elements of the CT Plan can be found in this edition of our
newsletter. Please do not hesitate to contact your regional
director (contact information on our CT COLT website) with
questions or concerns.
on the student, but I try to provide pictures or experiences to
provide a clear view of the Arabic world and culture."
Floriane Jagueneau, a French-language teaching assistant, says
she had wanted to work beyond her home country, France. A
course she is taking, "The History of Black People," has been
one of her favorite experiences at Lincoln. "I'm learning to
have a different point of view on what happened in history,"
Ms. Jagueneau says. "Students here are open to new ideas and
know that the American way is not the only one. And I'm
learning about ebonics and black culture, too."
Interesting Advocacy Websites
http://www.usglobalcompetence.org/videos/im
perative_large.html
Mr. Maazaoui says that his department will get student
feedback at the end of this year to improve the program's
effectiveness, but that he feels very positive about the
experience.
http://www.usglobalcompetence.org/videos/en
gaging_large.html
"In today's world, we cannot measure the effect of interacting
with people from other cultures," he says. "It's a must for our
institution and should be a goal for everyone to increase their
global perspective."
Irene Stanislawczyk Scholarship
Winner Inspiring Other Students In
Her Hometown!
Preparing For Your NEASC Visit
Jaya Vijayasekar
Immediate Past President
[email protected]
As many schools in CT gear up for a NEASC visit, start
revising their mission statements or start forming
subcommittees, we ask that world language teachers take a
lead role in advocating for language learning as a 21 st century
skill.
O n N ovember 12 t h ,
Lacey Belle LaHaie
visited the French I and
French II classes in her
former high school in
Vernon, CT. As the
students
were
celebrating la Semaine
N ationale Française,
(N ational F rench
W eek), it was the
Lacey LaHaie and Rubbab Jafri
ideal tim e for a
former student of French with a passion for the language and
the intent to one day teach French, to visit and speak with the
students.
Please leverage the following in your discussions and
deliberations:
•
W orld Languages is one of the core areas according
to the NEASC guidelines.
•
The CT State Statute PA 10-111 calls for a
requirement of 2 dedicated credits in world languages
for all students graduating in 2018.
•
All literature on 21 st century skills calls for
p ro ficiency in co mm unication, collaboration,
creativity, and collaboration- all skills which are
developed and enhanced in a world language
classroom.
Lacey shared a PowerPoint presentation on her study abroad at
the Sorbonne through the UCONN French program and on her
visit to La Tunisie. Students were fascinated to learn about
this alumna’s experience living in France, attending classes
and enjoying excursions. W ithout a doubt, Lacey presented in
the target language!
Thanks to all of you who sent in testimony to the Education
Committee, testified in person, and rallied behind the CT
COLT initiative to re-instate a 2 year W L requirement, this has
become law. Information regarding all the requirements for
graduation can be found in PA 10-111 and in the CT Plan.
Please become familiar with this document so that you will be
Lacey will be student teaching in Glastonbury High School
and Smith Middle School in the spring semester. On October
25th , Lacey was awarded the Irene B. Stanislawczyk
Scholarship Award during the keynote session at the CT
COLT Fall Conference. Congratulations!
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CT COLT
A Message From The 2010 Irene B.
Stanislawczyk Scholarship Recipient
pleasure to attend the Fall 2010 CT COLT conference where I
gained valuable knowledge about teaching and advocating for
languages. I would not be where I am today without the
support of organizations like CT COLT and people like Irene
B. Stanislawczyk. I’m honored to accept this scholarship, as I
share her opinion about the importance of using creativity in
the classroom and as I enter the teaching profession I will
always keep the organizations and people who helped me
achieve my goals in mind.
by Lacey LaHaie
Lacey LaHaie presents to French I
students at the RHS multimedia
center.
Winter 2010-2011
As the 2010 recipient
o f th e I r e n e B .
Stanislawczyk
Scholarship, I wanted
to thank you for your
support in
my
endeavor to become a
French teacher. I’m
currently in my senior
year at the University
of Connecticut and
will begin student
te a c h in g in th e
spring. It was a
Best of NECTFL at ACTFL 2010
by Jaya Vijayasekar
CT COLT salutes the Best of NECTFL winners, Lee Bruner
and John Shee. Congratulations to the two teachers from St.
Luke’s school in CT who were invited to Boston to present
their session, “Lee’s and Shee’s Smorgasbord of Tech and
Toys.” The session sported a potpourri of activities for the
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Winter 2010-2011
already had in place a great event for middle school and high
school students – the CT COLT Poetry Contest, it occurred to
me that a sister event could be created if we adapted it a little.
I approached the Board Members of CT COLT and was
invited to a planning committee meeting with Emily Peel,
former CT COLT President, and Jane Graveen, the head of
Glastonbury’s FLES Program. At our get-together, I was told
that my idea could run the first year as a pilot program,
sponsored by CT COLT and they would decide later if it
merited repetition. Needless to say, with 20 years and still
running strong, it definitely has been a great success. I
welcome my co-chairs: Kristen Vrabie and Kate Krotzer.
second language
c lassro o m tha t
provided exciting,
fun ways of
p r a c t i c i n g
fundamental skills
in
language
instruction.
Participants
learned about a
variety of webb a sed a c tivitie s
(digital family trees, Voicethread, Glogster), games (Eggspert
and Symtalk), and all-time favorite original games such as
“Throw the Fly” and “The 10 Keys Game.” Lee Bruner is a
Spanish teacher, while John Shee is a French teacher and the
world language department head. Bravo to our Connecticut
colleagues.
From the very beginning, several differences from the Poetry
Contest quickly became apparent to all of us due to our young
age-group: 1) this would be a celebration, not a contest; i.e., no
judges, no tears, certificates for everyone, as everyone is a
star. 2) Poetry Contest rules about nothing flamboyant were
totally ignored and the children were allowed to dress in
costumes, use gestures, sing, play, jumprope - anything that
kids do in different cultures. 3) The thousand plus that attend
the Poetry Contest would be way too many for our young
participants – we found that watching 200 to 250 in two hours
meant attention spans could just about hold. 4) The organizers
would choose different venues every year to promote local
FLES programs – advocacy at its best!
Best of CT COLT:
“Strands of Latin Day in the Daily
Latin Classroom”
by Jaya Vijayasekar
The very first CT COLT Rhyme Celebration was held at
Nathan Hale School in Manchester with Sharon Elliot Sullivan
as gracious hostess. W e had only three languages: Spanish,
French and German. The theme was chocolate and everyone
ate lots of chocolate kisses. Helga W ehr of the German
School of Connecticut brought newspaper hats and taught
Congratulations to Nina Barclay, Latin and Greek Teacher at
Norwich Free Academy! Nina’s workshop entitled, “Strands
of Latin Day in the Daily Latin classroom,” was selected as
Best of CT COLT at our annual fall conference in October.
Her workshop discussed our renowned CT State Latin Day
and how to explore activities throughout the year to enrich the
classroom experience. Participants received a wealth of
materials and extra-curricular ideas and strategies.
Call for
Future Rhyme Celebration Hosts
Nina will represent our state at the Northeast Conference on
the Teaching of Foreign Languages, which will take place in
Baltimore Maryland this year. Congratulations! CT COLT
rocks!!
CT COLT is now looking for teachers who would like
to host the Rhyme Celebration in 2012 and 2013.
Usually, elementary teachers take on this honor because
they like to include their own students, however, this is
not a requirement. We do need a large school that has
an auditorium to seat 500 or more and a cafeteria
nearby. The host teachers choose the theme, color
scheme, decorations etc. and work closely with the CT
COLT Rhyme Celebration Co-Chairs. If you are
in te r e s te d , p le a s e c o n ta c t K r is te n V r a b ie
kristen vrab ie@ yah oo.com
or K ate K rotzer
[email protected] .
HISTORY: Looking Back At Twenty
Years Of The CT COLT Rhyme
Celebration (1992- 2011)
Christi Moraga, Creator and Co-Chair for 20 years
The Rhyme Celebration came about because there was a need
of something special in the state of Connecticut for the
children (Pre-K through 6 th grade) who were learning world
languages. There was really nothing in the early 1990’s to
showcase the wonderful FLES programs of the nutmeg state –
and we had programs that had started in the 1950’s! Since CT
COLT (the Connecticut Council Of Language Teachers)
Page 9
CT COLT
everyone “Mein hut, der hat drei Ecken”, that was so
successful; it was performed for the next several years.
Winter 2010-2011
Invitation to 2011 Rhyme
Celebration
As a matter of fact, in the beginning, we thought we needed to
have entertainment BEYOND the rhymes of the children and
asked adults to perform. As the registrations went up, we
realized that what children liked was to watch other children,
not adults, and little by little we eliminated adult speeches,
VIP’s on stage and tried to get the whole show on the road as
quickly as possible. W hen a child introduces the other
children, the program becomes child-centered. W e have seen
children sing on stage, play musical instruments, sing while
their language teacher plays an instrument, play soccer, play
traditional games, carry immense, as well as tiny props, and
dress in traditional ethnic outfits.
Come one, come all to our twentieth anniversary CT
COLT Rhyme Celebration that will take place on
Wednesday, March 16 th (Snowdate March 17 th) at the
Shepaug Valley High School in Washington, CT.
Teachers who want their students (PreK – 6 th grade) to
participate should go to the CT COLT website
www.ctcolt.org for information regarding registration.
Teachers and administrators who are attending without
students are most welcome, free of charge, and should
sit in the back to enjoy the show! Your school hosts
this year are Virginia Staugaitis and Mary Rose
Granka. The co-chairs are Kristen Vrabie, Kate
Krotzer and outgoing Christi Moraga who will be
Master of Ceremonies for the last time.
The amount of languages has grown. W e have always
welcomed any language that children want to perform in. The
languages taught in Connecticut elementary schools are
Spanish, French and Japanese. In heritage Saturday and
afternoon schools, we have always had German, and seen a
variety of others come and go: Polish, Korean, Arabic, Turkish
etc.
The teachers have encouraged heritage learners by
asking grandparents to help rehearse with the children and
provide us with a translation for the certificate. W e have seen
over 40 languages throughout the years.
Kudos to all the teachers who have figured out how to bring
these hundreds and hundreds of ditties to life, so that the
audience, who does not understand a dozen or more rhymes,
will be entertained and appreciate the learning process of these
earlier language learners.
W e also fiddled around with the refreshments – served
afterwards (the children were too hungry); served in three
shifts (the early shifts left on the bus and the children at the
end of the show had a slim audience); until we reached our
present formula: refreshments and pictures first, then the
recitation program. It works! In the early years, we tried to
serve lots of culturally authentic snacks and found that our
young performers had sugar highs. Now, the refreshments are
brief and healthy – this really improves the audience behavior!
W e have had program booklets every year since the beginning
– excellent resources for the teachers, buttons since year three
– another way to get more children involved through a button
contest, and a video or DVD to commemorate the show from
2004 on, as well as YouTube synopses from 2007.
There
have been articles in “The Hartford Courant” as well as “The
Language Educator” (ACTFL) and “Language Learning”
(NNELL).
W e wanted to include an art mural so that the children could
draw pictures related to the theme and put them on the board
as they arrived. This idea has also evolved over the years. For
the 20th anniversary, at Shepaug Valley High School, there
will be a quilt made up of school patchwork instead! The
decorations on the stage were often brainstormed for months
in a collaborative way between teachers and parents. Colors
were chosen each year and coordinated in various ways. Each
school that has hosted us has opened their doors in a sunshine
way so that the young performers have felt very special.
A five year anniversary booklet was created, Five Years and
Ten Tongues, which is a precursor to the twentieth anniversary
booklet, both of which have been sponsored by CT COLT.
These books are arranged by language and by topic so that a
teacher can find a way to use them in her classroom. W e hope
that teachers as well as any language lover will find the
anniversary booklets useful.
A word about the themes – this has been a privilege of the
hosts to decide upon and we have seen very tangible themes,
such as houses, farm animals, stars and planets, as well as
themes with deeper meaning, such as peace, hope and
harmony. W hat has amazed us all is that rhymes and songs
can be found according to the themes in all languages! The
commonality of nursery rhymes traverses all linguistic and
geographic borders. And children enjoy acting them out!
A final thank you to CT COLT and all the hardworking
teachers over the years who have made the Rhyme Celebration
become a reality – a place where young children can shine on
stage in a language that is not their own and have great fun in
the process!
Page 10
CT COLT
Winter 2010-2011
special event as we thank CT COLT and honor our dedicated
colleague Christi Moraga for their support and promotion of
early language learning through rhymes for 20 years!
2011 CT COLT Rhyme Celebration
Mary Rose Granka
Burnham School, Bridgewater
Booth Free School, Roxbury
CT COLT Technology Academy!
Virginia Staugaitis
W ashington Primary School, W ashington
W orld
Language
Teachers, please save
the date!
The CT
C O L T
R h ym e
Celebration will
commemorate its 20 th
Anniversary
on
W ednesday, March 16,
2011 (snow date
March 17) at Shepaug
The 2011 R hyme C elebration Valley High School.
Planning Committee this summer in Fittingly enough, the
anniversary theme is
New Brunswick.
“Let’s Celebrate!”
Many of you high school teachers attend and enjoy the CT
COLT Poetry Contest, so you would be fascinated to
experience the language talents of our younger learners.
These K-6 students will perform rhymes and songs in the
languages they study, while heritage language students will
share their cultural rhymes. W e hope you will join us for this
By MaryLouise Ennis
Now in its second year, the COLT Technology Academy has
totally re-envisioned the concept of a Tech Fair! Instead of a
one-day program in one location, COLT is now presenting a
series of hands-on .3 CEU workshops from 4-7 pm in multiple
venues throughout the year. COLT has also begun to offer host
districts five free registrations for their W L COLT members
and free workshops for all presenters (plus free coffee and
snacks for that late-afternoon slump!).
Co-chaired by Rosemarie Bartholomew and Amanda
Robustelli-Price, this year's first Academy workshops were
hosted in the state-of-the-art labs at Coginchaug Regional
High School in Durham, CT. W e were thrilled to showcase the
following enthusiastic experts: Laurie Barry (YouTube in the
W orld Language Classroom); Rosemarie Bartholomew (No
Language Lab? No Problem!); Katy Reddick (Tech Sampling:
Projectors and Interactive Boards) and Christina W illiams
("W ord Up" for W orld Language Classes).
Page 11
CT COLT
Winter 2010-2011
Appropriate Use of Online Translators & Dictionaries
(Amanda Robustelli-Price)
YouTube in the W orld Language Classroom (Presenter TBA)
3/9 (snow date 3/16) at East Lyme High School
W eb 2.0 (Robyn McKenney)
Collaboration & Sharing W orld Language Classrooms with
Google Docs (Elizabeth Lapman & Lina Taweh)
No Language Lab? No Problem! (Rosemarie Bartholomew)
3/22 (snow date 3/29) at Avon High School
W ebsite Building (Presenter TBA)
Get SMART Using SMART Notebook & Recording Software
(Gina Gallo)
Appropriate Use of Online Translators & Dictionaries
(Amanda Robustelli-Price)
4/7 at Middlesex Middle School, Darien
CT COLT Technology Academy
YouTube in the W orld Language Classroom (Laurie Barry)
Other W orkshops TBA
2010-2011
Here is a picture of our first tech academy
workshop "Word Up" at Coginchaug High
School, in Durham ...taught by Christina
Williams, Spanish teacher at Thomas Edison
Middle School in Meriden and participant
Cheryl Shaw, French teacher from Elizabeth
Adams Middle School in Guilford. More
workshops are coming soon to a school near
you. Consult the CT COLT website for more
information!
For more information, please consult ctcolt.org or email our
co-chairs: [email protected];
[email protected]
From the Center for the Teaching of
French (CTF)
My name is Marie Laffitte. I
am the Coordinator of the
Center for the Teaching of
Fren c h (C T F) fo r the
academic year 2010-2011.
Future workshops, locations, and CT COLT presenters are
As a student from the
University of Toulouse Le
Mirail, I have the opportunity
to complete my internship in
Connecticut which enables
me to work with people and
groups who contribute to the
work of the center.
listed below and will be updated at ctcolt.org. W e hope to see
you at a workshop next semester!
1/13/11 (snow date 1/20) at Hall Memorial
School, Willington
YouTube in the W orld Language Classroom (Rosemarie
Bartholomew)
W iki W hat? (Amanda Robustelli-Price)
I would like to let you know the objectives of the Center at the
beginning of this school year.
Mapping Our W orlds: Creating Interdisciplinary Lessons
Using Online Mapping Tools (Barbara Lindsey)
First of all, the CTF has moved to 230 Prospect Street in New
Haven. The office is located on the Yale campus near Ingalls
Rink and the most convenient parking is still on Hillhouse
Avenue (metered parking). You can visit me during the week
2/3 (snow date 2/10) at Enfield High School
Do you QUIA? Online Activities for the W L Classroom
(Kathleen Hickey)
Page 12
CT COLT
Winter 2010-2011
Monday through Thursday between 9:00 a.m. and 5:00 p.m. (it
is preferable to call me before you come). I will do my best to
advise you regarding French teaching or learning. Besides
being a resource center open to everyone (textbooks, books,
pedagogical resources, DVDs, videos, etc. can borrowed), the
Center for the Teaching of French has two major objectives:
-To continue and to expand linguistic exchanges for
elementary schools, middle schools and highschools between
Connecticut and the Académie de Toulouse.
- To organize sessions of the Test de Connaissance du
Français (TCF) under the direction of Le Centre International
d’Etudes Pédagogiques (CIEP) for anyone who wants to have
his/her her knowledge of the French language evaluated. The
dates for the three TCF sessions for 2010-2011 are listed on
our website along with other information on the test:
http://www.yale.edu/macmillan/pier/ctf/tcf.htm
The intergenerational group which included participants from
age 9 to over 65, enjoyed many sights and guided visits in this
exciting cosmopolitan city which is the second largest French
speaking city in the world. They took a bi-lingual bus tour of
the city and had guided tours of the lovely basilica of Notre
Dame, the archeological museum in Vieux Montréal (Pointeà-Callière), the Oratory of St. Joseph, and the McCord
Museum. They also had the opportunity to visit the Fine Arts
Museum, the underground city with its wonderful shopping,
the festival of Chinese Lanterns at the botanical gardens, and
the Olympic Tower funicular with its stunning views of the
city.
I had the opportunity to represent the CTF with Sharon Straka
(past Director of the Center) at the COLT conference on
October 25 where we had a table and where I gave a
presentation in which I emphasized the first point of my
mission which is to develop linguistic exchanges. I enjoyed
very much meeting many of you at this conference.
I am looking forward to working and collaborating with you
during the year.
At the CinéRobothèque they had an overview of various films
produced by the Canadian Film Board and were able to view
individually films selected from more than 5,000 movies
available. By visiting the website www.onf.ca, various clips
can be viewed from home such as “Sacrée Montagne-Montréal sous la neige” or the charming animated short film
nominated for an Oscar in 2008, “Madame Tutli-Putli.”
Marie Laffitte
Coordinator of the Center for the Teaching of French
Room 103, 230 Prospect Street
New Haven 06511 CT
Phone: 203-432-1582
email: [email protected]
website: www.yale.edu/macmillan/pier/ctf/
The city provided some exciting possibilities for dining with
its interesting restaurants with various types of French and
international cuisine. Crêpes were enjoyed by the group at
Crêperie Chez Suzette in Vieux Montréal and the cooking
school L’Académie Montréal on the lively Rue St. Denis was
the site of the group’s Saturday evening meal.
Alliance Française Members Travel
to Montréal
The trip to Montreal was enlivened by a birthday party held on
the bus. The Québecois sweet of dark chocolate marshmallow
whippets were the treat served in lieu of a birthday cake. The
group sang the Québecois birthday song “Gens du Pays” twice
as there was another birthday celebrated on the way back.
Members and friends were happy to see this beautiful city with
its many cultural sights and to have the opportunity to practice
their French .
By Sharon Straka
Fourteen members of the Alliances Françaises of Connecticut
and friends traveled to Montreal October 8-11 with trip
coordinator Sharon Straka. It was a collaborative effort on the
part of the Alliances Françaises of Hartford, New Haven and
Northwest Connecticut. Three members of the Alliance of
New Haven participated including president Marie-Dominique
Boyce, along with two members of the Alliance of NW CT.
The rest of the members were from the Alliance of Hartford
accompanied by President Silvia Bettega.
Page 13
Connecticut’s economic future depends on investing in secondary schools.
We don’t need much to get started, but we do need to get started . . . now!
Secondary School Reform
Accountability and Assessment
Holding All Students to High Standards
To assure students are learning the desired content, statedeveloped final examinations will be administered in each high
school. These exams will be given to students at the completion of
five of the required courses and will count for at least 20% of the
student’s final grade. These final exams will be
for Algebra I, Geometry, Biological/Life Science,
English/Language Arts II, and American History.
Some will include performance components.
Students must score at least 70% on the final
exams to successfully complete the course.
CAPT (Connecticut Academic Performance Test)
will continue to be administered in Grade 10 to meet NCLB
requirements and to serve as a constant in measuring progress
over time.
Student Supports
Providing A Variety of Supports to Ensure
That All Students Succeed
Many student supports will be necessary to ensure that all students
graduate from high school with the skills and understandings that
are desired. Districts will need to provide remedial support in a
timely and effective manner and create and expand programs that
help students stay interested and involved in school. These programs may include mentorships, peer and adult tutoring, computerbased supports, after-school and weekend programs, school-based
health programs, differently paced and/or modularized courses, and
other options. The key is that a variety of strategies must be tried
and implemented to help all students achieve.
Implementation of the CT Plan
Ensuring That All Students Graduate
“College Ready”
Significant numbers of Connecticut’s current high school graduates
must enroll in remedial English and/or Mathematics courses when
they get to college. The establishment of a rigorous set of high
school expectations and a challenging course of study for students
will serve to better align the high school curriculum with expectations for college level work.
Connecticut institutions of higher education, both public and private,
can serve a significant role in the success of these enhanced
requirements. Increased collaboration between higher education
and the Kindergarten-Grade12 community will serve to better align
high school requirements with college expectations, and may include increased opportunities to earn college credit while still in high
school, automatic admission to Connecticut colleges, and tuition
assistance for students who excel in their high school performance.
Some Alarming Facts...
20092009-2019
Phase 1: School Years 2009-2011
• Develop 1-2 model curricula, final examinations, and
formative assessment systems - all tied to the Department of
Education’s data warehouse and network.
• Develop a long-range implementation plan that encourages
district participation, based on CT’s current and projected
financial capacity.
• Work with CT’s regional education service centers (RESCs) to
develop policy and guidance documentation for implementing
student success plans, capstone projects, on-line courses,
innovative schedules and assessment alternatives.
necticut Plan in Phase I and full implementation in Phase 2.
• Share best practices (curricula, engaging teaching methods,
successful student support structures) through state and
regional workshops and the CEN (CT Education Network).
Phase 2: School Years 2011-2014
• Begin implementation phase, introducing all elements of the
• Complete development of model curricula, begin professional
development for all teachers in educational uses of technology, begin investments in remedial and tutorial supports for
students, develop guidance and alternatives for students
struggling with final examinations.
Phase 3: School Year 2014-2015
• Develop incentives for districts to fully participate in The
Connecticut Plan.
• Complete phase-in and make adjustments to clarify and
strengthen the Plan, based on the first four years of
achievement and formative assessment data: Introduce
PISA examinations and support funds for PSAT test takers.
between whites and minority students in the country.
Connecticut’s financial crisis is just beginning and
is certain to grow worse. We must take steps now to
safeguard our future. Education is our surest path to
a strong economy, but regrettably our high schools
currently graduate thousands of students ill-equipped
for college, and without sufficient skills for the job
market. We must reform our secondary schools now,
or face a future without the skilled workers needed
to sustain our economy and our standard of living.
• Thirty to forty percent of students in some urban
high schools never earn a diploma.
• Only one-fourth of CT’s ninth graders who go on
to college ever complete their bachelor’s degree
program, even after six years.
• CT’s colleges are now providing remedial instruction
to an alarming number of incoming freshman sometimes more than 40% of new students. Why?
Because they are not “college ready” and lack basic
reading and mathematics skills.
Connecticut must break this downward cycle to
maintain its position as leaders in innovation,
household income and economic strength.
Center for 21st Century Skills @ Education Connection, to
determine their effectiveness and potential as model curricula.
• Identify 20 - 25 districts to begin piloting aspects of The Con-
• CT now has one of the largest achievement gaps
Can Connecticut afford to wait?
• Pilot 21st century courses such as Bio21 offered through The
Connecticut Plan in the 20-25 pilot districts.
Higher Education
Connecticut’s Plan for
The need: A comprehensive statewide secondary school reform plan,
The Connecticut Plan
We need all of Connecticut’s children to succeed in school - and in life beyond the classroom.
Designing secondary schools where all students can learn and achieve at high levels will require important and substantial
changes in our current structures, practices and assumptions. Small fixes here and there are not the answer. We must be
committed to do all we can to enable all students to graduate from any high school in Connecticut with skills and understandings
to not just succeed, but excel.
In the Connecticut Plan for Secondary School Reform, increased interventions and supports, high expectations, and engaging,
supportive environments will mean that more of our students will stay in school and graduate.
With these reforms, our students will have increased options and be better equipped with the
knowledge and skills necessary for success in further education or the workforce.
At the center of The Connecticut Plan for Secondary School Reform is STUDENT SUCCESS the expectation that all students can and will succeed. For this to happen, schools must be
redesigned so that every student is engaged, learns rigorous and significant content, and
develops skills essential for success in the 21st century. This will require varied and flexible
educational opportunities, personal connections, academic challenge, targeted supports, and
a customized course of studies tied to each student’s education and/or career goals.
Connecticut's Plan for Secondary School Reform
Investing Today for a Better Tomorrow
• Prepare for voluntary implementation of The Connecticut
Plan statewide, potentially involving all 166 districts.
Find out more information and follow progress on the implementation of The CT Plan
on the Connecticut State Department of Education Website, http://www.sde.ct.gov.
Key Elements of Connecticut’s Plan for Secondary School Reform
Focus on 21st Century Skills
Focus on Engagement
•
•
•
•
Relevant, interesting and meaningful learning opportunities
Supportive environments that address students needs at
appropriate levels
Structures and programs that help students feel connected
to the school community
•
•
•
•
Model Curricula
Technology
Assuring Quality and Consistent Curricula
Offering New Ways to Experience Learning
To assure that consistent course content is presented throughout
the state, model curricula will be provided for eight of the core course
requirements: Algebra I, Geometry, Algebra II, Statistics & Probability, Biological/Life Sciences, English I, English II and American
History. Teaching and learning of 21st century skills will be integrated
into each of the model curricula.
Additionally, the state will provide formative assessment instruments
that compliment each model curriculum, to help teachers focus on
student areas of need and modify instruction as needed.
Student Personalization
Addressing Each Student’s Needs
and Interests
6th
Beginning in grade and continuing through
high school, each Connecticut student will participate in the development of a Student Success Plan. The plan incorporates the student’s
individual interests and abilities, and establishes
an individualized program of study that will help
every student stay interested in school and set
and achieve post-high school educational and
career goals.
Middle School Connections
Early Intervention and Easing the Transition
from Middle School to High School
Beginning secondary school reform in 9th grade is clearly too late for
many students. Specifically, this plan calls for “Early Warning” and
student support systems, as well as Student Success Plans for every
student, beginning in Grade 6; the creation of model Language Arts
curriculum for Grades 6-8, linked to high school English Language
Arts I and II; the creation of model curriculum in Scientific Inquiry and
Experimentation for Grades 6-8; and joint common professional
development for teachers in middle school and high school.
Middle school students will be required to complete an 8th Grade
Portfolio or Demonstration Project, the exact details of which will be
determined by each district based on state recommendations.
Focus on Rigorous and Engaging Content
Locate, analyze, interpret and communicate information in a
variety of media and formats
Solve problems creatively and logically
Collaborate with others face-to-face and via technology tools
Demonstrate leadership skills, habits of personal and social
responsibility, and adaptability to change
Effective use of technology tools
Technology has an important role in this secondary
school reform package for both students and
teachers. The use of standard computer-based
applications for practicing skills, gathering and
analyzing information, producing a variety of
products, conducting research on the Internet,
and developing portfolios of best work are integral
to the lifelong learning process for each student.
Teachers will need to become skilled in using technology to access
student performance data to make better-informed instructional decisions. Teachers will use interactive applications for sharing units of
study, lesson plans, student work, and online conversations about
student performance. And finally, but of the utmost importance,
teachers must use technology tools to advance learning. To accomplish these things, technology’s use must be an integral part of professional development programs at the pre-service, school, district,
regional, and state levels.
Excellent Teaching Practices
Assuring Excellent Teaching Through
Pre-service Teacher Training and
In-service Professional Development
Excellent teaching must be prevalent throughout our schools. This Plan
describes high expectations for pre-service teacher training and professional development of experienced teachers and administrators.
State institutions of higher education will help ensure that teacher
training programs are preparing teachers in content areas and developmentally appropriate instructional best practices to meet the requirements of this proposal. In particular, higher education will find it
necessary to produce larger numbers of certified mathematics, science,
and world language teachers, and, at the same time, equip all new
secondary teachers with the skills and competencies needed to be
equally effective with early adolescent and adolescent students.
Further, pre-service programs must stress, throughout their coursework and practicum experiences, the effective use of technology to
advance learning.
Expert teachers will participate in the development of the designated
model curricula, formative assessments, sample lessons, and final
exams for the designated courses. The state will provide training programs for middle and high school mentor/advisors that will provide the
instruction and guidance required by the Student Success Plan.
•
•
•
Required content that provides a solid foundation for continued
education or the workforce
Learning activities requiring higher-order thinking, deep understanding of important ideas, critical self-reflection
Emphasis on application of knowledge and skills rather than rote
memorization
Curricular Requirements
Increasing Credits, Expanding Opportunities
To be prepared for success in college and the workplace, all students must acquire deep understanding in the core
areas of English, mathematics, science, and social studies. Additionally, coursework in the fine arts, comprehensive
health, and physical education will ensure that our students obtain a balanced and well-rounded education.
The Connecticut Plan requires all students to complete 25 credits. Students will also be required to complete a Capstone Experience,
which is a culminating project that allows students to focus on an area of interest and demonstrate skills and understandings mapped to
their Student Success Plans.
Recommended Course and Credit Requirements - Total 25 Credits
Cluster 1: Science, Technology, Engineering and Mathematics (STEM) Total 8 Credits
Math – 4 Credits (Algebra I, Geometry, Algebra II or Statistics & Probability, other mathematics)
Science – 3 Credits (Biological/Life Science, Chemistry/Physical Science, other science)
STEM Elective - 1 Credit (Science, Mathematics, Engineering or Technology)
Cluster 2: Humanities Total 11 Credits
English – 4 Credits (English I, English II, Literature and Composition - American, World, or
British Literature, other English course or courses)
Social Studies - 3 Credits (American History, International/World Studies, 1/2 Credit Civics,
I/2 Credit Social Studies Elective)
World Languages - 2 Credits (Note: Requirement may be completed in middle grades;
if so, 2 additional “open elective” credits are required)
Fine Arts - 1 Credit (Art, Music, Theatre, Dance)
Humanities Elective - 1 Credit (English, Social Science, Fine Arts
or other Humanities courses)
Cluster 3: Career & Life Skills
Total 3.5 Credits
Capstone
Experience
Allowing Students to
Demonstrate Skills and
Pursue Personal Interests
The Capstone Experience is intended
to be a culminating experience that
provides a way for students to
demonstrate knowledge and skills
they have acquired during their educational experiences by creating a
project in an area of personal interest.
As part of the experience, students
will demonstrate research skills and
communicate findings in written and
oral presentations reviewed by the
public. The exact details of Capstone
Experience requirements will be
determined locally.
Comprehensive Health Education - 1/2 credit
Physical Education - 1 Credit
Career & Life Skills Electives - 2 Credits (Career and Technical Education, World Languages,
English as a Second Language, community service, or other career & life skills course
such as Personal Finance, Public Speaking, and Nutrition & Physical Activity.
Open Electives
Total 1.5 Credits
Capstone Experience
Total 1 Credit
Though not included in the recommended course requirements, students have multiple
opportunities to take courses with a specific career-focus. These can be included in the
Student’s Success Plan to meet individual goals and interests.
Capstone Experiences could include
special projects, a reflective portfolio
of best work, community service and
internships. These experiences
should demonstrate not only the
rigor of what the student is able to do,
but clearly provide evidence of 21st
century skills attainment.
CT COLT
Winter 2010-2011
Pierre Capretz a innové en offrant une méthode apprenant le
français en contexte où la grammaire ne serait pas primordiale,
à l’inverse des méthodes d’enseignements des langues
étrangères que Robert avait eues dans sa scolarité et qu’il
décrit en ces termes : « Avec toutes ces conjugaisons, ces
déclinaisons, ces listes de vocabulaire… c’est ridicule, ça ne
sert à rien ! On apprend des règles de grammaire pendant
quatre ans et on n’est pas capable de dire deux phrases
compréhensibles !».
Il devenait facile pour les étudiants de s’imaginer dans la peau
de Robert et de Mireille et de recréer ces dialogues et même
d’inventer des suites à leurs histoires.
Les deux acteurs principaux de la vidéo Valérie Allain dans le
rôle de Mireille et Charles Mayer dans celui de Robert, étaient
également présents. Ils nous ont appris comment ils ont été
retenus pour ces rôles après un casting dans leur jeunesse (ils
avaient 20 ans alors) parce qu’ils correspondaient totalement
aux personnalités des personnages qui étaient sortis de
l’imagination du Professeur Pierre Capretz.
La méthode FRENCH IN ATION a d’abord été lancée sous la
forme écrite de fascicules polycopiés et distribués semaines
après semaines aux étudiants par le Professeur Capretz qui
imaginait au fur et à mesure que lui-même et ses assistants
enseignaient les cours, les développements et péripéties des
rencontres de Mireille et Robert.
25ème Anniversaire de la Méthode
FRENCH IN ACTION à Yale
University – Le 30-31 Octobre
Barry Lydgate, qui a été un des premiers étudiants du
professeur a tellement été accroché par cette méthode qu’il a
décidé d’en faire une vidéo. C’est à ce moment qu’on a
recherché des acteurs pour représenter tous les personnages de
l’histoire non seulement Mireille et Robert mais aussi
l’étudiant irrévérencieux, M ichael, qui interrompt le
Professeur Capretz en classe énonçant sa méthode
d’enseignement : «… Pour apprendre le français nous allons
inventer une histoire… », et Michael de réagir à cette
proposition « Une histoire ? Mais pourquoi ? », et
l’enquiquinante tante Georgette « qui ne va pas fort » et
rechigne sur tout ce qu’on lui apporte à manger au
restaurant « Votre brie est trop frais.. c’est de la craie… et
votre camembert est trop fait ! Il pue ! C’est une infection ! »
et aussi la jeune Marie-Laure à l’intelligence vive, qui
remarque les agissements d’un mystérieux homme en noir qui
suit nos héros, habillé parfois en fausse bonne sœur, et qui
dit : « tante Amélie, elle, elle a de la moustache. Mais elle, la
bonne sœur, elle avait une moustache … comme ça ! »… et sa
réplique favorite : « Mystères et boules de gomme » !
de Dr. Marie-Dominique Boyce
Southern Connecticut State University
Yale University a été le théâtre de la Réunion de membres
importants à la création de la méthode FRENCH IN ACTION
et à la production de la vidéo qui a suivi.
C’était le 25ème anniversaire de la fameuse méthode créée par
Professeur Pierre Capretz de Yale University qui a changé la
vie de bien d’étudiants dans leur apprentissage du français en
leur offrant une méthode où les conversations « coulaient de
soi », n’étaient pas des fabrications artificielles mais au
contraire suivaient les rencontres amicales de Robert et
Mireille dans le cadre merveilleux de Paris.
Page 14
CT COLT
Winter 2010-2011
Avec tous ces projets de modernisation de la méthode, il
semblerait que FRENCH IN ACTION soit en pleine santé et
reprenne du poil de la bête tout comme Robert qui à l’article
de la mort, dans le dernier épisode de la méthode, se lève de
son lit d’hôpital, s’arrache ses bandelettes de momie et court
au secours de Mireille ou est-ce elle-même qui secourt
Robert ? Tant est-il qu’ils disparaissent tous deux dans la
fumée de l’incendie de l’hôtel Carlton et réapparaissent au
coucher du soleil, au bord d’une plage, main dans la main,
prêts à s’embarquer dans de nouvelles aventures.
ELL Tutoring Position
(Chinese/English)
Executive Language Training is an industry leader in
providing English and foreign language training to
companies and their employees.
W e are currently looking for a qualified instructor to work
with an executive at his location in Cheshire, CT. The
executive’s native language is Chinese and he speaks
English proficiently, but is looking to reduce his accent.
Mission to Haiti
Lessons will take place two times a week on weekday
evenings. Please let me know if you would be interested in
this opportunity or if you can recommend someone.
by Kristi Shanahan
French Teacher, High School in the Community
If interested, please contact Janet Nester, Language
Resource Coordinator, [email protected]
During the summer of ‘09 I began writing the French IV
curriculum, based upon the Discovering FRENCH Rouge
textbook, for the city of New Haven. The challenging yet
pleasurable part of the curriculum writing was the “significant
tasks” that often pertained to either cultural French issues and
events, or distant francophone countries and foreign lands. I
loved this part of the project and relished studying the text
myself, and then, researching beyond the hard covers of the
book. In the 8th “unité” the tiny country of Haiti was featured,
thus:
Executive Language Training, LLC
10 Skokie Valley Road
Lake Bluff, IL 60044
Tel: 847.457.1178
Fax: 847.637.0416
Visit our website at www.eltlearn.com
Tous les Haïtiens, ou presque, ont une âme d’artiste.
En Haiti, l’art est partout: sur les mus, sur les devantures des
magasins, sur les volets des maisons, dans les églises, sur les
autobus, sur les camions ou sur les voitures. Et maintenant, il
se trouve aussi dans les collections privées et dans les
musées.1
Pourquoi cette méthode de FRENCH IN ACTION est-elle
toujours enseignée à l’université comme au lycée? Eh bien !
C’est parce que cette histoire est contagieuse de fou rire,
d’humour et de bons mots! Elle vous agrippe et avant que vous
ne l’imaginiez, vous êtes pris par les situations et les amis que
W hat followed was an interesting 2-page INTERLUDE
CULTUREL about Haiti and Haitian art, naming half dozen
native artists, with photos of their work. Though each artist is
different, focusing on different scenes of Haitian life, there is a
commonality ¯ they are all colorful, descriptive, narrative,
always emotional. And, having taught French/francophone art
for many years (as I know most of you have, as a part of your
curriculum) I was drawn to it, and wanted to know more, see
more.
rencontrent Mireille et Robert et vous vous mettez vous-même
à imaginer que vous êtes en situation de dialogue avec ces
personnages et que vous êtes vous-même ces personnages.
Soudain, vous êtes vous-même, dans la salle de classe, ce
Hubert, très huppé qui déclame avec force geste: « Oh
moi… non ! Je ne vais pas à la fac ! »
Quel est l’avenir de FRENCH IN ACTION ? Le Professeur
I realized that, I did know more, but not just about the art ―
not just about the idyllic scenes on the churches and
storefronts of Port-au-Prince ― my enrichment about the tiny
Pierre Capretz est en train de faire une troisième édition de la
méthode qui verra le jour en 2012 ainsi qu’un DVD French in
Interaction qui permettra une recréation virtuelle de l’histoire.
1
Page 15
McDougal Littell, Discovering French, Rouge. 340-341.
CT COLT
Winter 2010-2011
have been added to the school, tile has been laid on the floor,
and windows are being framed in. In her efforts to help in a
more personal way, Karen decided to recruit sewing teachers,
asking them to have their students make dresses, shorts, shirts
and dolls. She asked former art teacher colleagues from her
school system to see if their students would be interested in
making books for these elementary and middle school-aged
youngsters in Ti Goave, Haiti. Things were starting to happen.
I was intrigued and inspired by this idea, and decided to make
it my project as well! Last spring I approached my French I
students with the idea of writing and creating bi-lingual books
for their new ‘copains’ in Haiti. My students were enthusiastic
about their challenge to act as bi-lingual translators, ESL
teachers, really, as well as artists! W hat transpired was the
beginning of a real, tangible relationship with this school in
Haiti. W e do not simply send cash, although this is, obviously,
essential; we are sending a part of ourselves. My students have
become sensitive to the conditions and the needs of the young
people of this community and are now anxious to share their
knowledge with their peers throughout our school. Both the
National Honor Society and the Société Honoraire du français
at my high school — High School in the Community, in New
Haven — have named the elementary school in Ti Goave as
their fund-raising focus for the year. Now, it seems so timely
and critical that my students become more knowledgeable
about this nearby country of Haiti― less than a two hour plane
ride from America ― more, too, than the travel-brochure
descriptions of beaches and beauty, as represented by our text
books.
isle of Haiti had come from my sister Karen, who had just
spent 10 days there.
Having retired from teaching in 2008, Karen joined local
North Carolinians in their desire to bring a better life to the
people of Haiti. Through an agency known as “Mission to
Haiti,” an organization that was founded by a Baptist minister
from Miami, Florida, she went to Haiti on her first mission
trip. Begun twenty-five years ago, the organization had grown
to offer strong sponsorship for the education of children,
medical assistance, food relief in the form of donated rice and
beans, and goats and chickens for twelve different villages.
About seven times during the year, teams of fifty people from
many parts of the United States, meet in Miami and travel to
the MTH compound in Cazeau, Haiti, just outside of Port au
Prince. From there they go out to the villages and serve the
people who are in great need. After this initial contact and the
shock of seeing such poverty and lack of opportunity, my
sister came to regard this tiny country as her new-found
passion.
During this first trip to Haiti, Karen visited the village of Ti
Goave (“Petit Goave”), and realized the need expressed by the
local Pastor to build a school for the children of the area. In
2005 there was no school, per se, in Ti Goave. About 50
children came together for lessons in the church, a square
cinderblock building. Mission to Haiti gave a block making
machine to the village to begin building a school. By 2009 an
“L” shaped building with six rooms had been constructed; but
doors, windows, furniture, flooring and electricity were all
lacking. Returning from her second trip to Haiti and
experiencing the tragedy of the earthquake there, Karen
devoted herself to finding ways to contribute to the
educational growth and healing of this small and precious
community. Through fundraising efforts, two more rooms
The “débutants” in my current French I class are motivated to
create their own bi-lingual French books, too. This year, these
students want to expand upon the idea of an “ABC” book to
include stories, photographs and personal messages in making
Page 16
CT COLT
Winter 2010-2011
the College Board, which started about a year ago, had a good
outcome. Thanks to the financial commitment of the Italian
G overnm ent, the ge ne ro us contribution of form er
Congressman Guarini, and the support of the AATI, other
Italian American organizations, private Italian Clubs, and
members of the community, the goal has finally been reached.
All teachers of Italian are urged to continue to teach and
organize courses for the AP, and to expect the final official
announcement from the Embassy about the negotiations with
the College Board.
The Italian Resource Center and the CT Italian Teachers
Association are co-sponsoring the 2001 Conference for
Language Teachers, to be held at Central Connecticut State
University on Saturday, March 12, 2011 from 8:00 a.m. to
4:00 p.m. Please see the Call for Proposals in this newsletter,
and consider sharing your expertise and knowledge.
their own literary creations. Our goal will be two-fold: to
contribute to the education of Haiti’s youngest and to enrich
the awareness of my students to the immediate needs of their
Haitian friends. And, by focusing on the young, on their
education and potential for a productive and fulfilling life, my
students will be helping the future of Haiti.
Participants in the Italian Language and Culture Course in
Siena may arrange for individual graduate or undergraduate
study, based on their personal or professional interests, in
consultation with the instructor. The program will be held on
June 18 – July 3, 2011, in collaboration with the Dante
Alighieri Society. See announcement in this newsletter for
more information.
Please take a minute to look at some photos of the books that
my students made last spring. They will be sent to the school
later this month.
For further information about getting your students involved in
this book-making project, contact: [email protected]. To learn more about becoming involved with
the school in Ti Goave, contact:
Karen Thorsen ―
[email protected] .
Located in room 306 of the E. Burritt Library at CCSU, the
IRC is open on Mondays and W ednesdays form 1:00 to 6:00
p.m., Thursdays from 11:30 a.m. to 7:00 p.m., and by
appointment. Call 860-832-0103 or 832-2882. For new
arrivals, check holdings at www.ccsu.edu/italian.
News from the Italian Resource
Center
The IRC is committed to promoting high standards in Italian
education, so contributing to the professional enhancement of
Italian teachers in Connecticut. To be added to the email list
s e r v e r , p le a s e c o n ta c t P r o f . C a r m e la P e s c a a t
by Prof. Carmela Pesca
[email protected].
All teachers of Italian language and culture are invited to
participate in CT COLT activities, IRC events, as well as in
other local, regional, national and international events, in order
to foster continuous professional involvement, discussion and
development, within the Italian field and across languages and
disciplines. Participation is the essence of education!
Summer 2011 CCSU Course Abroad
Program
Italian Language and Culture in Siena, Tuscany
President of the American Association of Teachers of Italian
Antonio Vitti announced that the fight to reinstate the AP
Italian Language and Culture is having positive effects. Italian
Ambassador Giulio Terzi and Foreign Minister Franco Frattini
have undertaken negotiations with the College Board to have
the Course and Exam reinstated for the 2011-2012 academic
year. The campaign to raise the amount of money required by
Program Dates: June 18 – July 3, 2011
Registration Date: March 1, 2011
Courses:
Modern Languages 200:
Topics in Modern
Language Studies: Italian Language and Culture, 3 credits
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CT COLT
Winter 2010-2011
All participants are required to register for (or audit) at least 3
credits and to meet with the course leader before enrolling.
Course offerings include different levels of language ability;
students will be placed according to their proficiency in Italian.
On July 2nd , participants will have the opportunity to see the
legendary Siena’s Palio!
Modern Languages 300: Topics in Modern Language Cultural
Study: Cultural Studies: Renaissance Italy, 3 credits
Prerequisite: Permission of instructor
Registration Form: Available at
www.ccsu.edu/coursesabroad
Scholarships: Matriculated CCSU students with a GPA of at
least 2.50 are eligible to apply for a Center for International
Education scholarship. A limited number of scholarships, up
to $1,000, will be awarded on a competitive basis.
Travel Program Fee: $2,995 per person, plus course tuition
and fees (see Bursar’s website for current tuition and fee
information).
Description: Based at the Dante Alighieri School of Siena,
this program is designed to build language abilities and
cultural understanding in the ideal setting and with the
intensity that only Courses Abroad can provide.
Class
sessions and cultural site visits will be held exclusively in
Italian. Participants will reside in the historical center of
Siena, while having the opportunity to explore the treasures of
Gothic, Romanesque, and Renaissance Siena, Florence, Lucca,
and Pisa in the renowned natural landscape of the Tuscan
region.
Classes will integrate Italian language studies and aspects of
Renaissance culture, art, architecture, and literature.
Participants will also be introduced to Italian modern society,
lifestyle, industry, handicrafts, and agriculture, as well as to
the geography and history of the sites they will visit. It will be
a unique occasion for cultural and language immersion,
allowing students to gain direct experience of Italian society
and the educational environment of the host institution.
Application Information and Program Costs: The cost of the
travel program includes round-trip airport transfers in the U.S.
and abroad, economy-class international airfare, multipleoccupancy accommodations, ground transportation and
entrance fees to all required site visits. Registration for the
travel component of the program takes place in the Center for
International Education, Barnard Hall, Room 123. Students
must register for the credit component of this Course Abroad in
the Registrar’s Office during the registration period for Summer
Session classes and will be charged applicable course fees.
Contacts: Stephanie Growick, Center for International
Education, [email protected] ; (860) 832-2044
Prof. Carmela Pesca, Modern Language Department,
[email protected] ; (860) 832-2882
Premio Nobel de Literatura 2010 para
Mario Vargas Llosa
Lilián Uribe
Central Connecticut State University
La más alta distinción en el campo
literario ha sido otorgada este año
al peruano Mario Vargas Llosa
(Arequipa, 1936). La literatura
hispanoamericana y la lengua
española se regodean ante tan
merecido galardón.
Vargas Llosa tiene una larga,
extensa y reconocida trayectoria
como narrador. Su obra se inicia,
sin embargo, con el estreno en
Piura del drama La huida del Inca,
en 1952. A esta obra sigue su colección de cuentos Los Jefes
(1959), seguida por la novela La ciudad y los perros (1963)
que, en opinión de muchos críticos, continúa siendo una de sus
más importantes realizaciones y una referencia indispensable en
el desarrollo de la novelística hispanoamericana de la segunda
mitad del siglo XX. Su obra narrativa incluye, entre otras, las
novelas La casa verde (1965), Conversación en la
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CT COLT
Ferguson Library Hosts
Spanish Book Discussion
on January 22
STAMFORD, December 3, 2010 – The Ferguson Library
will hold a Spanish language discussion of Arrancame la
Vida by Angeles Mastretta Saturday, January 22 at 3 p.m. in
the Main Library third floor conference room.
Arrancame la Vida, set in the tumultuous years following the
Mexican Revolution, is an extraordinary tale of love seen
through the eyes of the irresistible Catalina Guzman, who
leaves her poor parents to marry a retired general twice her
age.
For more information call 203 351-8226. Generously
supported by the Friends of The Ferguson.
Contact: LINDA AVELLAR
Communications Director
The Ferguson Library
One Public Library Plaza
Winter 2010-2011
reconocidos por su obra crítica, dentro de la cual se destacan
García Márquez, historia de un deicidio, La orgía perpetua
sobre-Madame Bovary, de Flaubert-, La verdad de las mentiras,
y la recopilación de sus ensayos y artículos periodísticos en los
tres volúmenes de Contra viento y marea.
El Premio Nobel de Literatura es el corolario de una vida
dedicada a la creación que no estuvo exenta de otros
reconocimientos tales como el Premio Nacional de Novela del
Perú, el Premio Rómulo Gallegos, el Premio Príncipe de
Asturias, y el más alto galardón de las letras de lengua
española, el Premio Cervantes. En una de las declaraciones que
Mario Vargas Llosa hizo al saber del Premio Nobel, confesó:
"Lo que hago, lo que digo, expresa el país en el que he nacido,
el país en el que he vivido las experiencias fundamentales que
marcan a un ser humano, que son las de infancia y juventud, de
tal manera que el Perú soy yo. Yo le puedo agradecer a mi país,
a lo que yo soy, el ser un escritor".
Sexism in the Spanish Language: A
Rose by Any Other Name?
Stamford, CT 06904
[email protected]
www.fergusonlibrary.org
catedral (1969), Pantaleón y las visitadoras (1973), La tía
Julia i el escribidor (1977) y La guerra del fin del mundo
(1981). Siguieron para Vargas Llosa años de intensa actividad
política que lo llevaron a ser candidato a la presidencia de su
país y supusieron un paréntesis a su producción literaria hasta
que en 1993 publica El pez en el agua, un texto autobiográfico
que intercala momentos importantes de su formación como
escritor e intelectual con su febril actividad política. Le siguen
Los cuadernos de don Rigoberto (1997), La fiesta del chivo
(2000), El paraíso en la otra esquina (2003) y Travesuras de
la niña mala (2006). La editorial Alfaguara acaba de publicar
El sueño del celta, su última novela.
A la ya mencionada obra dramática de 1952 cabe agregar La
señorita de Tacna (1981), Kathie y el hipopótamo (1983), La
Chunga (1986), El loco de los balcones (1993), Ojos bonitos,
cuadros feos (1996), Odiseo y Penélope (2007) y Al pie del
Támesis (2008).
El vigor y rigor intelectual, creatividad y disciplina de este
extraordinario y prolífico escritor merecen ser también
Aileen Dever
Associate Professor of Spanish, Quinnipiac University
This brief article will showcase linguistic discrimination in
Spanish with the hope that more teachers will reflect upon their
own teaching in this regard. I remain faithful to the basic
structure of the Spanish language but I am attentive to gender
bias in order to reduce negative perceptions among students
about females and the feminine.
During the Age of Reason, people began to understand that
social inequities were not the result of a natural, divine order,
but rather the product of ideas that were subject to criticism and
change. More recently, feminists have brought attention to how
the structure of Spanish (as well as other Romance languages)
erases females and continues to support a linguistic paradigm in
which females are subordinate to males. As those of us who
teach Spanish know, if there are nine women in a room and just
one man, the grammatical rules of Spanish direct us to use the
masculine plural pronoun ellos to refer to the group in the third
person. There can be no doubt as to who counts.
The masculine plural form of nouns such as los padres, los
niños, los alumnos refers both to males and females. W hen it is
impossible to avoid using the masculine generic due to the
syntactical structure of Spanish, I will repeat the feminine form
Page 19
CT COLT
too as in el padre y la madre or las niñas y los niños or los
alumnos y las alumnas so that preference is not given to a
masculine structure. For hundreds of years, English and
Spanish grammarians have also prescribed the generic use of
man/hombre as well as the pronoun he/él with a singular
antecedent of unstated gender who could be either female or
male. However, instead of man/hombre non-sexist choices
abound: hum anity/hum anidad, hum an/humano, human
being/ser h u m a n o , h u m a n sp e cies/g én ero hum ano,
people/gente, person/persona. Many language teachers of both
genders continue to view the use of generic he as elemental to
proper English and Spanish, defending it based on tradition
and graceful style. Yet as author Montserrat Moreno notes,
“La niña debe aprender su identidad sociolingüística para
renunciar inmediatamente a ella. Permanecerá toda su vida
frente a una ambigüedad de expresión a la que terminará
habituándose, con el sentimiento de que ocupa un lugar
provisional en el idioma.” / Girls must learn their
sociolinguistic identity only to renounce it immediately. All of
their lives girls will confront an ambiguity of expression to
which they become accustomed, yet always feeling that they
occupy a provisional place in language. (Calero Vaquera 40)
Today, many of us consciously avoid generic he in English
and Spanish by simply making a sentence plural and thus
including everyone.
Although most religions of the world, including Christianity
and Judaism, affirm that God has no gender, the use of He and
Father has reinforced male cognitive imagery supporting
masculine patriarchal models in society and language. In the
bible, man appears as a generic term. Yet people do not
interpret the generic use of man or the pronoun he as gender
neutral because they soon come implicitly to understand that
the representative of the species is male and only by default
female. Certainly, little children (such as my nieces and
nephews under the age of six) have absorbed this idea,
referring to all of the animals and insects they observe (such as
squirrels and ants) as “he” as they spontaneously point them
out. Never do they use “she” or the gender-neutral “it.”
As with nouns, masculine plural subject pronouns such as
nosotros, vosotros, ellos refer both to males and females. If the
feminine forms nosotras and vosotras even get represented in
a model textbook conjugation, they are often relegated to
parenthetical status. However, during oral drills, I will include
the feminine: nosotros/nosotras – hablamos. It takes a little
more effort but it is worth it to me. In model conjugations in
textbooks published in the United States, the masculine subject
pronoun also invariably comes first, thereby establishing an
Winter 2010-2011
implicit hierarchy. The word order is always él, ella, usted and
ellos, ellas, ustedes. But on the board, I change this up from
time to time: ella, él, usted.
Furthermore, when the third-person singular gets used in a
model sentence without a subject pronoun, as typically occurs
in written and spoken Spanish, the English textbook translation
is consistently masculine without any attempt to be more
inclusive and translate she even occasionally:
Habla bien el inglés. He speaks English well. (Resnick 27)
Anonymous proverbs in U.S. textbooks also get regularly
translated into the masculine even though by using Quien
(W hoever) the Spanish actually establishes gender neutrality.
Students are often so accustomed to this kind of translation that
they do not even notice the inherent sex-bias. For example, the
proverb Quien no ha visto Granada, no ha visto nada is
translated as “He who has not seen Granada has not seen
anything.” (Resnick 278) I think it is important to help students
become aware of these linguistic inequities especially those
who are going to be language teachers.
It is noteworthy that professions or activities traditionally
associated with women show greater resistance to maintaining
the feminine noun ending in /-a/ with a masculine definite
article for men. More typically the term changes to end in /-o/.
For example, la enfermera has become el enfermero, and not el
enfermera as more males join the profession. Indeed, both in
Spain and the United States, loss of prestige generally occurs
only when males get referred to with female terms. It is clearly
an insult to call a male a woman in either of these countries but
it is not an insult, in fact, it is even sometimes a compliment, to
call a female a man because of the positive connotations
associated with the word man.
Dictionaries in all languages are very important because people
often view them as cultural authorities of meaning and usage.
But it is also essential to help students become aware that not
all dictionaries are the same. Some like The American Heritage
Dictionary of the English Language very obviously make an
effort to avoid sexism and stereotypes while The World Book
Dictionary very pointedly does not. In fact, The World Book
Dictionary still defines anthropology as “the science of man
that deals with his physical characteristics, with the origin and
development of races and with the cultures, customs, and
beliefs of mankind.” The Diccionario del estudiante of the
Real academia española defines antropología as “estudio
científico del ser humano en sus aspectos biólogicos y sociales”
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CT COLT
AATSP - CT Chapter
Spring Conference
The AATSP, CT Chapter, is hosting its
Spring Conference, "Twenty-first Century
Hopes and Dreams: The Legacy of
Cervantes" on Saturday, April 23, 2011 at
Quinnipiac University in Hamden, CT. As
part of the conference, there will be a panel
discussion on teachers' intellectual property
rights online and in the classroom. There will
also be a presentation on language
instruction at a distance as well as a talk by
Professor Carlos Arboleda from SCSU on
Cervantes -- and much more! All are
welcome!! For more information, please
contact Professor Aileen Dever at
[email protected].
Winter 2010-2011
essential in helping to rid language of androcentric ideas that
unjustly (and often unconsciously) influence people’s thinking.
English and Spanish are semantically rich enough to represent
women and men equally. As any examination of 1950’s and
1960’s Spanish language textbooks for U.S. students will show,
great strides have been made today in representing females in
more balanced ways. No longer is there such an emphasis in
model sentences, for example, on female physical attributes. In
this country, major publishers of educational materials such as
McGraw-Hill and Harcourt are making laudatory attempts to
use nonsexist, non-stereotypical language in their textbooks. By
replacing man with humankind, men lose nothing and women,
finally, become linguistic partners.
Notes
Algeo, J. (Ed.). (2003). World Book Dictionary. Chicago: World
Book.
Calero Vaquera, M.L., & Lliteras Poncel, M. (2003). Lengua y
discurso sexista. España: Junta de Castilla y León.
Christler, J., & Howard, D. (Eds.). (1993). New Directions in Feminist
Psychology. New York: Springer.
Harris, S. (2007). Understanding the Bible. Boston: McGraw-Hill.
but then the illustrative sentence uses generic hombre: “La
paleontología y la antropología van arrojando luz sobre el
hombre primitivo.” Definitions or sentences that dictionaries
use to illustrate words can reinforce stereotypes about females
and males. Spanish-English glossaries of U.S. Spanish
language textbooks generally present, too, only the masculine
form of nouns and adjectives as in abogado, alemán, alumno,
bonito, bueno unless there is a separate word designating the
female as in actriz.
In 2003 Diane Ravitch published The Language Police to
considerable attention. In her book she condescendingly
belittles the Scott Foresman-Addison W esley bias guidelines
as pandering to political correctness and the multicultural left.
Ravitch even finds the systematic avoidance of genericallyused words like caveman and chairman weighed-down by
feminist intentions. Ravitch consistently trivializes painful
issues and fair-minded attempts to address the marginalization
of women. Yet certainly the time has come to liberate
language so that females become both audible and visible. To
maintain a linguistic status quo based on tradition or even
expediency denies the logical objective of communication
which is clarity and accuracy. Teachers at all levels are
Miller, C., & Swift, K. (1980). The Handbook of Nonsexist Writing for
Writers, Editors, and Speakers. New York: Lippincott & Cromwell.
Ravitch, D. (2003). The Language Police. New York: Knopf.
Resnick, S., Giuliano, W., & Golding, P. (2002). En breve: A Concise
Review of Spanish Grammar. (5th ed.). Boston: Heinle.
Schwartz, M. (1995). Guidelines for Bias-Free Writing. Bloomington:
Indiana University.
Seco, M. (Ed.). (2005). Diccionario del estudiante. Barcelona: Real
Academia Española.
Spender, D. (1980). Man Made Language. London: Routledge &
Kegan Paul.
Page 21
CT COLT
Winter 2010-2011
Information about the National
Spanish Examinations
National Spanish Examinations
2701 Beech Street, Suite P
Valparaiso, IN 46383
Tel.: (219) 465-2100 Fax: (219) 465-2116
W eb: www.nationalspanishexam.org
CT Coordinator: Dr. Ellen Steele
[email protected]
What is the NSE?
The National Spanish Examinations are online, standardized
assessment tools for Grades 6-12, given voluntarily by over
3500 teachers throughout the United States to measure
proficiency and achievement of students who are studying
Spanish as a second language.
From 1957 until 2005, the National Spanish Examinations
were administered in a paper and pencil format. Since 2006,
the National Spanish Examinations have been administered in
an online format through the Quia Corporation and is the first
national world language exam administered online.
The National Spanish Examinations are the most widely used
tests of Spanish in the United States. In the spring of 2010, a
total of 125,915 students participated in the online version of
the exam.
The National Spanish Examinations are recognized by many
administrative and teaching associations and organizations at
the local, state and national levels. The National Association
of Secondary School Principals has placed this program on the
NASSP National Advisory List of Contests and Activities for
2010-2011.
What is the purpose of the National Spanish
Examination?
learning Spanish
4. To stimulate further interest in the teaching and
learning of Spanish
In addition: Many teachers state that they use the National
Spanish Examinations to prepare students to take other
standardized tests such as AP, IB, SAT II and college
placement exams.
Scholarships for Students
Pursuant to its mission, the National Spanish Examination
(NSE), a division of the American Association of Teachers of
Spanish and Portuguese (AATSP), is committed to recognizing
student achievement and promoting language proficiency in the
study of Spanish. To this end, NSE offers the following
scholarships and awards to its students:
The purpose of the National Spanish Examination is
1. To recognize achievement in the study of the
Spanish language
2. To promote proficiency in interpretive
communication in the Spanish language
3. To assess the national standards as they pertain to
For 8 th , 9 th and 10 th grade students, NSE offers
Global Citizen Scholarships.
(Application Deadline: February 15)
Page 22
CT COLT
For 11th grade students, NSE offers Junior Travel
Awards.
(Application Deadline: February 15)
For 12th grade students, NSE offers Scholarships for
High School Seniors.
(Application Deadline: May 30)
Winter 2010-2011
Phase 2: Test Administration
Test W indow (March 1 – April 8)
Test Administration Checklist: Teacher MUST print out, read,
and understand the following three (3) documents:
*NSE Test Administration Instructions
*NSE Usernames and Passwords e-mail
*NSE Secret W ords e-mail
Scholarships for Teachers
The National Spanish Examination (NSE), a division of the
American Association of Teacher of Spanish and Portuguese
(AATSP), is committed to providing teachers with
opportunities to continue their professional development so as
to design instruction and assessments from first hand
experiences with the Spanish language and culture.
For teachers who administer the National Spanish
Examinations, NSE offers FOUR (4) Study Abroad
Scholarships for Teachers in Spain and Costa Rica. Deadline
for Application: January 15.
The scholarships are offered through our study abroad partner,
MLSA (Modern Language Study Abroad).
Note: The above documents will be e-mailed to the e-mail
address(es) provided by the teacher on the NSE registration
form PRIOR to the Test W indow opening (on or around Feb.
21).
Phase 3: Test Results
National Results Sent Out via E-Mail (by May 1)
Chapter Results Sent Out via E-Mail (date varies by
chapter).
Results Checklist:
*Upon successfully administering the NSE, teacher
will be e-mailed national results for the students they registered
in an MS Excel Spreadsheet from the National Office.
*Please contact your chapter coordinator to learn more
about chapter results and prizes.
2011 NSE Checklist
Intensive Summer Language Institutes
Phase 1:Test Registration
Regular Registration (November 1 – January 31)
Late Registration (February 15 – 25)
*There is a $2 late fee per exam for late registrations
Registration Checklist: Please have the following on hand
BEFORE registering for the NSE:
*Teacher’s most current AATSP number (if you are
registering as an AATSP member).
*If you don’t have your AATSP number, please
contact the AATSP Office via phone at 248-960-2180 or via email at [email protected].
*Each student’s first and last name, grade level, and
exam level.
*A valid e-mail address for each teacher (in order to
receive a copy of the payment invoice, test administration
document and results).
Note: Teachers must register their individual students only
ONCE; however, registration can be updated during the
regular registration window by choosing the “Update” option
on the Online Registration Form.
American Councils for International Education is pleased to
announce the 2011 Intensive Summer Language Institutes
Program taking place next summer in Alexandria, Egypt and
Changchun, China. The Intensive Summer Language Institutes
provide fully funded fellowships for U.S. classroom teachers to
spend six weeks overseas studying intermediate and advancedlevel Arabic and Mandarin Chinese. The program targets
current K-12 teachers and community college instructors of the
target languages, as well as students enrolled in education
programs preparing them to teach these languages. Applicants
must be U.S. citizens and non-native speakers of Arabic and
Chinese in order to qualify. This U.S. Government language
program is sponsored by the Bureau of Educational and
Cultural Affairs at the U.S. Department of State and
administered by American Councils for International
Education: ACTR/ACCELS.
Participants in the Intensive Summer Language Institutes
receive ten hours of graduate credit through Bryn Mawr
Page 23
CT COLT
Winter 2010-2011
College. Previous program participants have thrived on the
Summer
Language
Institutes’
many
opportunities
Poetry Recitation Contest 2011
for
curriculum building and professional development. The sites
in China (Northeast Normal University) and Egypt
(Alexandria University), highly conducive to language
learning, provide a myriad of activities to encourage language
acquisition through cultural immersion. In addition to daily
intensive language training, participants enjoy cultural
activities and excursions designed to reinforce classroom
material. Returned alumni are eligible for additional funding
for relevant follow-on activities that promote program goals.
will be held this year on
April 27, 2011 (Wednesday)
at the
Lewis Mills High School
Har-Bur Middle School
Region 10
Harwinton/Burlington
The program application, benefits, and detailed application
instructions
are
located
online
at
http://apps.americancouncils.org/isli2011. In addition to the
online form, applicants are asked to provide official
transcripts, two reference letters, and a medical form. All
materials are due on March 4, 2011.
Please go to the CT COLT website
www.ctcolt.org
and click on the “Poetry Contest” button
to download
the registration forms and rules.
Page 24
CT COLT Board of Directors 2010 – 2012
Officers/Executive Committee
President
LINDA L. DALPE (2012)
Enfield High School (860) 253.5556
1264 Enfield Street
Enfield, CT 06082
E-Mail: [email protected]
Vice-President/President-Elect
MICHAELA VOLOVSEK (2012)
William Hall High School (860) 232-4561
Treasurer
PAUL M. ST. LOUIS (2012)
275 Cedar Swamp Road
Monson, MA 01057-9303
(413) 267-4282 E-Mail: [email protected]
Southwest (2012)
DENISE MASSARI
Darien High School E-Mail: [email protected]
South Central (2012)
KAREN DE FUR, Ed.D. E-Mail: [email protected]
New Haven Public Schools (203) 946-7591
East Central (2012)
Open Position
Southeast (2011)
LAURIE BARRY (860) 739-1439
East Lyme High School
Organizational Directors
ACTR
Open Position
Alliance Française
LINDA ZABOR ([email protected])
Farmington High School
CITA
GIANCARLO DESTEFANIS
([email protected])
CLASS
CAROL CHEN-LIN ([email protected])
Choate Rosemary Hall, Wallingford
(203) 697-2080
CLASSCONN
SHEILA HOULIHAN
([email protected])
Newington High School (860) 666-5611 X168
CT-AATF
Brigitte Lange ([email protected])
Amity Regional High School (203) 397-4830
CT-AATG
CHRISTINE RAPP DOMBROWSKI
Southern CT State University (203) 392-6770
([email protected])
CT-AATSP
Open Position
Regional Directors
NNELL
Northwest (2012)
ELIZABETH LAPMAN
RSD #10 – Lewis Mills High School (860) 673-0423 Ext. 5412
KRISTEN VRABIE ([email protected])
Elmer Thienes-Mary Hall School, Marlborough
(860) 295-6220
CONNTESOL
DOROTHY MULFORD (203) 576-8097
([email protected])
Adult Learning Center, Bridgeport
Recording Secretary
STEPHANIE DUCHESNEAU (2012)
Simsbury High School (860) 658-0451 Ext. 628
[email protected]
Corresponding Secretary
NANCY SILANDER (2012)
E. O. Smith High School
1235 Storrs Road
Storrs, CT 06268
(860) 487-2236 FAX: (860) 429-7892
Immediate Past President
JAYA VIJAYASEKAR (2012)
Rockville High School
70 Loveland Hill Road
Vernon, CT 06066
(860) 870-6050 Ext. 329 E-Mail [email protected]
Ex-Officio Director/Director-At-Large
CT State Department of Education - TBA
North Central (2012)
JAMES WILDMAN
Glastonbury High School (860) 652-7200 Ext. 2119
Northeast (2012)
MANUELA WAGNER, Ph.D.
University of Connecticut
West Central (2012)
AILEEN DEVER, Ph.D. E-Mail: [email protected]
Quinnipiac University, College of Liberal Arts (203) 582-8500
CT COLT Web Site: http://www.ctcolt.org
OFFICIAL ADDRESS:
CT Council of Language Teachers
c/o Linda L. Dalpe
1090 Main Street
South Windsor, CT 06074 E-Mail: [email protected]
c/o Paul M. St. Louis, Co-Editor
275 Cedar Sw amp Road
Monson, MA 01057-9303
Non-Profit Org.
U.S. Postage
PAID
Rocky Hill, CT
Perm it No. 386
ADDRESS SERVICE REQUESTED
DATED MATERIALS: PLEASE RUSH
Serving Connecticut Teachers Since 1968
In This Issue
Upcoming Events
CT COLT Poster Contest
Languages Make The World Go ‘Round
Deadline: February 25, 2011
CCSU Conference for Language Teachers
Languages: Engaging the Community, Engaging The World
March 12, 2011; 8:00 - 4:00
CCSU Student Center
20th CT COLT Rhyme Celebration
Let’s Celebrate
March 16, 2011 - Shepaug Valley High School
CT COLT Poetry Recitation Contest
April 27, 2011
President’s M essage
D r. D avid G . C arter, Jr. - Keynote Address
Small U niversity U ses Fulbright Program...
Preparing for Y our N EASC V isit
Irene Stanislaw czyk Scholarship W inner Inspiring O ther...
A M essage From The Irene Stanislaw czyk Scholarship...
Best of N EC TFL at AC TFL
Best of C T C O LT Fall C onference
History of the C T C O LT R hyme C elebration
2011 C T C O LT R hyme C elebration
C T C O LT Technology Academy
From the C enter for the Teaching of French
Alliance Française M embers Travel to M ontréal
25ème Anniversaire de la M éthode “French in Action”...
M ission to Haiti
N ew s From The Italian R esource C enter
Summer 2011 C C SU C ourse Abroad Program...
Premio N obel de Literatura 2010 para M ario V argas Llosa
Sexism in the Spanish Language: A R ose by Any O ther N ame
Information About the N ational Spanish Examinations
Intensive Summer Language Institutes
page 1
page 2
page 5
page 7
page 7
page 8
page 8
page 9
page 9
page 11
page 11
page 12
page 13
page 14
page 15
page 17
page 17
page 18
page 19
page 22
page 23
Lewis S. Mills High School & Har-Bur Middle School
Region 10 - Harwinton/Burlington
Newsletter Submissions
Please send documents in M SW O R D (Times N ew R oman, 10 pt, single
spaced) and please send photos as separate files (preferably jpeg or gif).
Please do not embed photos in your articles.
Deadline for Submission of Articles for the March Issue of
CT COLT World Language News Exchange is
February 15.
Please send articles for the next newsletter to Silvia Bettega
([email protected]) and to Paul St. Louis ([email protected]) by
February 15, 2011
Help us keep our membership records updated!
The CT COLT World Language News Exchange, Issue No. 133, December 17, 2010 . This newsletter,
published four times a year (November, March, June and July), is distributed only to CT COLT current
members. Advertising in this publication does not represent official endorsement by the Connecticut
Council of Language Teachers, Inc. of the products and services described or promoted herein. Your
opinions may be sent to CT COLT, 1090 Main Street, South Windsor, CT 06074 or e-mailed to
[email protected] or [email protected].
If you have moved or had a name change,
please visit the CT COLT web site.(http://www.ctcolt.org)
and click on the “Membership” button. Then, click on the link to the
“Member Update Form,” fill it out and submit it.

Winter 2011 - Connecticut Council of Language Teachers

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