Saturday, November 23

Transcription

Daily Program
Saturday, November 23, 2013
7:00 a.m. – 8:00 a.m.
Salon 11, Rosen Centre Hotel
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
348
352
354
ACTFL Small Undergraduate
German Programs SIG Business
Meeting
This meeting for SUGP-SIG members will feature a
moderated discussion of ideas for small undergraduate
program building, including advising, program visibility,
and innovative programming that optimizes the efforts
of small German programs. Participants will contribute
ideas of effective strategies that will later be shared
with the membership.
Presenter(s): Beverly Moser, Appalachian
State University; Matt Lange, University of
Wisconsin–Whitewater
Sponsor(s): ACTFL Small Undergraduate German
Programs SIG
7:30 a.m. – 9:30 a.m.
Signature 2, Rosen Centre Hotel
349
NNELL Networking Breakfast
8:00 a.m. – 9:00 a.m.
350
What the Learner Brings to the
Task: Individual Differences
“Pedagogical Conditions and Individual Differences: An
Update on The Latin Project.”
“Aptitude as Grammatical Sensitivity and the Earliest
Stages of Learning Japanese as L2.”
“The Anti-Ought-to Self and the Ought-to Self: Motivation and Conflicting Attractor States.”
Presenter(s): Cristina Sanz, Georgetown University;
Megan Smith and Bill VanPatten, Michigan State
University; Amy Thompson, University of South
Florida; Heather Olson Beal, Stephen F. Austin State
University; Silvia Peart, U.S. Naval Academy
Sponsor(s): ACTFL Research SIG
Target Area(s): Research-Informed Instruction
Audience: All
Language of Presentation: English
Applicable Language(s): All
8:00 a.m. – 9:00 a.m.
351
ACTFL Teacher Development SIG
Business Meeting & Presentation
The Tie That Binds (Demaris): Valpo’s Meta-Curriculum:
This presentation shares Valparaiso’s model for establishing a meta-curriculum for majors that integrates
advising, assessment, and the co-curriculum to achieve
the valued integration of students’ learning at the
advanced level. The meta-curriculum combines checkpoints for students’ development and with pan-course
learning activities that connect courses across each
student’s experience.
Through the Lens of the Media: Zooming in on
Contemporary Perspectives on Society and Culture in
German-Speaking Radio, TV, and Print Media (Hagen):
The segment presents a culture-rich advanced course
that responds to the MLA’s 2007 call to restructure programs to emphasize cultural knowledge and linguistic
proficiency. The third-year course introduces students to
current events in German culture through the lens of the
media, integrating assignments that develop language
skills while fostering cultural awareness.
Presenter(s): Sarah Glenn DeMaris, Valparaiso
University; Alexandra Hagen, Bradley University;
Gregory Wolf (Chair), North Central College
Programs SIG
Target Area(s): Personalized Learning
Audience: Higher Education
Applicable Language(s): German
8:00 a.m. – 9:00 a.m.
353
Cell Phones in the Classroom?
Yes!
This session will introduce teachers to using mobile
devices such as cell phones and iPods to motivate and
engage students. A variety of websites, tools, and apps
will be showcased. Inspire students to use language
skills to create projects using QR codes, student
response systems, video, audio, social networking sites,
and more. Bring your mobile device of choice in order to
get the most out of this workshop.
Presenter(s): Michelle Olah, Seminole County Public
Schools
Sponsor(s): FFLA
Audience: All
This session outlines the plan for the implementation
of edTPA at a public university that certifies the most
world language teachers in the state. We will share
ideas for the implementation of edTPA in your teacher
education program. This session will include the
Teacher Development SIG Business Meeting.
Presenter(s): Jennifer Eddy, Queens College/State
University of New York
(WB) = West Building.
Session descriptions and presenter information come directly from the submitter and are not entered by ACTFL.
Information is accurate as of October 31, 2013.
In this session we will explore how the power of film
works like a glue to make the interdisciplinary connections our students need while, at the same time,
inspiring them to be hopeful, to mature, and to consider
their personal potential.
Lights, Camera, Action: Using Film to Teach History and
Culture in the Lower Level Spanish Language Classroom
(Puma)
¡No!: A Film that Really Says, ‘¡Sí, yo puedo!’ while
Making the Connections Your Students Need (Lutes)
Presenter(s): Rosamatilde Puma, Polytechnic School;
Leasa Y. Lutes, Gordon College
Sponsor(s): ACTFL Film (Cinema) SIG
Target Area(s): Cultural Proficiency
Applicable Language(s): Spanish, All
8:00 a.m. – 9:00 a.m.
355
Heritage Language Learner
Identities and Testing
Constructing Chinese Heritage Identities in the Chinese
Foreign Language Classroom (Wang): This presentation
investigates challenges that teachers face in classes
that include heritage and non-heritage language students. By analyzing a YouTube teaching demonstration,
the presenter discusses how the teacher’s positioning
of Chinese heritage students facilitates or impedes
their learning. Pedagogical recommendations for working with diverse learners are provided.
A Chinese Placement Test for Heritage and Foreign
Language Learners (Hsu): A Chinese placement test
should be able to identify linguistic repertoires of different groups of language learners, including foreign and
heritage language learners with exposure to different
Chinese “dialects.” Five suggestions for instruction
will be discussed based on response patterns of three
groups of students on a Chinese placement test.
Presenter(s): Rachel Tianxuan Wang, University of
British Columbia; Wei-Li Hsu, University of Hawaii
at Manoa
Sponsor(s): ACTFL Heritage Languages SIG
Audience: All
Applicable Language(s): Chinese
Support Our Sponsors
Please try to stop by our sponsors’
booths in the World Languages
Expo and thank all of them for their
continued support of ACTFL and the
foreign language community. A list
of sponsors appears on p. 17.
ACTFL 2013 Program Guide
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November 23, 2013
This Research SIG panel presents the latest research on
individual differences in adult SLA.
This session explores how small German programs can
implement an integrated curriculum and co-curriculum
that addresses the differing needs and motivations
of language majors throughout their study. It treats
curricular and co-curricular elements as well as best
practices for content- and culture-based teaching for
advanced learners.
Film: Making the Connections
Stick
SATURday
The NNELL annual breakfast provides attendees an opportunity to network with other early language learning
professionals. Join us for conversation on the latest in
early language learning from leading professionals in
the field. Sponsored in part by Santillana USA. Admission is by ticket only.
Innovative Curricular Ideas for
German: B1–B2
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
W101B, Orange County Convention Center (WB)
356
359
362
National Japanese Exam 2013:
Towards Proficiency-Oriented
Instruction
The National Japanese Exam 2013 had a very different
format from previous exams. Come hear about the
national results and test development process, including the Test Development Workshop. We will discuss
instructional strategies for preparing students for this
type of test, how to create sample test questions, and
future plans.
SATURday
Presenter(s): Nobuko Hasegawa (Chair), Fiorello
H. LaGuardia High School of Music & Art and
Performing Arts; Tomoko Takami, University of
Pennsylvania; Miyuki Johnson, Elkins Pointe Middle
School
Sponsor(s): AATJ
Target Area(s): Standards and Assessment
Audience: Grades 6–12
Language of Presentation: Japanese
Applicable Language(s): Japanese
November 23, 2013
AATI Swap Shop Breakfast
During this breakfast you can share a 2–3 minute activity that excites, motivates, and engages all students in
your Italian classroom. Please bring 25 copies of your
activity.
Presenter(s): Elizabeth Bruno, University of North
Carolina-Chapel Hill; Lucrezia Lindia, West Chester
Co. High School; Ida Wilder, Athena High School
8:00 a.m. – 9:00 a.m.
360
The Academic Profession
In this session, university faculty from institutions
across North America will present on a variety of
subjects pertaining to academic life in its various
dimensions: teaching, research, service, governance,
and other areas. The session aims to offer graduate students insights into the contemporary professionalization
process as a whole.
From Hiring to Tenure (Bancheri)
Teaching Business Chinese:
Successful Models and Essential
Skills
This session is designed to provide Business Chinese
teachers with pedagogical strategies that utilize cultural contexts to maximize student achievement. Taskand project-based approaches, the ICC approach, and
assessment strategies will be demonstrated to enhance
learning in Business Chinese classes.
Presenter(s): Yan Zhang (Chair), University of
Wyoming; Fengyan Hu, Wake Forest University;
Daoxiong Guan, University of California–Santa
Barbara
Sponsor(s): CLTA
Target Area(s): Program Models
Language of Presentation: Chinese
8:00 a.m. – 9:00 a.m.
W102A, Orange County Convention Center (WB)
8:00 a.m. – 9:00 a.m.
‘The Teacher/Scholar Model’: A Road to Tenure (Riviello)
357
Presenter(s): Colleen Ryan (Chair), Indiana University;
Salvatore Bancheri, University of Toronto; Tonia
Riviello, University of Santa Clara; Paolo Giordano,
University of Central Florida
Sponsor(s): AATI
Target Area(s): Educator Effectiveness
Audience: All
Applicable Language(s): Italian
The Effects of the Knowledge of Chinese Cohesive
Devices on L2 Chinese Reading Ability (Liao): It is
believed that the knowledge of cohesive devices plays
a critical role in L2 Chinese reading ability. This study
empirically explores the effects of the knowledge of
Chinese conjunction and lexical cohesion devices on L2
Chinese reading ability. The findings indicate that the
knowledge of cohesive devices affects L2 reading in
several dimensions. Implication for the teaching of L2
Chinese reading is discussed.
8:00 a.m. – 9:00 a.m.
The Explicitness of Written Corrective Feedback and
the Learning of L2 Chinese Grammar (Tan & Qi): By
comparing two types of written corrective feedback to
L2 Chinese students’ essays, this study is looking into
the extent to which the written corrective feedback will
be taken up by the students in different conditions, and
how explicitness of the feedback factors in the learning
of Chinese grammar.
Making Literature Come Alive
Using Project Learning Bicycle in
Pre-AP Classroom
Reading literature can offer ways to think creatively
and critically and facilitate the understanding of human
moods, thoughts, and ideas beyond one’s culture and
society. This session presents an innovative drama
project in literature unit, designed by using the 21st
Century Project Learning Bicycle model, to promote
student-directed learning.
Presenter(s): Kazue Masuyama, California State
University–Sacramento; Mieko Avello, Miami
Palmetto Senior High School
Sponsor(s): AATJ
8:00 a.m. – 9:00 a.m.
358
Teaching with Tablets &
Technology: Bridging the Gap
with Digital Natives
This session will demonstrate an effective way to help
students acquire language proficiency by utilizing technology in the world language classroom. The presenters
will show how to weave various apps and gadgets into
creating motivating activities, and will discuss strategies to actively involve students in enhancing their
target language skills.
Presenter(s): William Paris, New Providence High
School; Noriko Fujimoto-Vergel, Kamehameha
Schools
Sponsor(s): AATJ
Audience: All
100
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Life in the Age of Budget Cuts (Giordano)
361
Incorporating Mobile Technology
and Social Networks in Chinese
Writing Instruction
This panel focuses on utilizing web-based and mobile
technology, such as social networks, blogs, learner
corpus, and apps to engage Chinese learners in writing
appropriately, creatively, and collaboratively. Interactive
online activities, alternative assessment, and feedback
processes, curricular guidelines, and technical resources based on empirical and ethnographic research
are presented.
Presenter(s): Yang Xiao (Chair), University of South
Carolina; Ka Wong, St. Olaf College; Christopher
Magriney, University of Southern California
Sponsor(s): CLTA
Audience: All
363
Teaching Grammar II
Teaching Chinese Modal Adverbs via Videos at the
Intermediate Level (Shao): The Chinese modal adverbs
such as ‘jingran,’ ‘daodi’, etc. are often difficult learning points for the intermediate-level learners. Such
knowledge, however, is critical for the development of
the Chinese-speaking skill. This study explores ways of
using video to present situated contexts for the learning
of the modal adverbs. The findings reveal enhanced
accuracy and motivation of using the Chinese modal
adverbs.
Presenter(s): Jianling Liao and Hailing Shao, Council
of International Education Exchange; Qiuyu Tan and
Shaoyan Qi, Columbia University
Sponsor(s): CLTA
Audience: All
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
364
367
369
Exploring Effective Instructional
Methods on the Acquisition of
Chinese Tones
This session introduces instructional methods that
help students memorize, perceive, and produce tones,
and identifies three effective pedagogical tonal
methods. Presentations include: “Teaching Tones with
the Color-Coded Character Method: Effects on Recall
and Production;” “Computer-Assisted Tone Teaching:
Providing Visual Feedback,” and “Effects of Proficiency
and Auditory Trainings on L2 Perception of Mandarin
Tones.”
Presenter(s): Yunjuan He (Chair), University of North
Georgia; Qian Wang, University of British Columbia;
Mingzhen Bao, University of Kentucky
Sponsor(s): CLTA
Audience: All
365
Making Connections with Popular
Music in the German Language
Classroom
Presenter(s): Cornelius Partsch (Chair), Western
Washington University; Dana Deal, Bowling Green
State University; Samantha Litty, University of
Wisconsin–Madison; Mohamed Esa, McDaniel
College
Sponsor(s): AATG
8:00 a.m. – 9:00 a.m.
366
The True Reality Show: Multi-Level
Classrooms
The new reality is that more and more German classrooms are multi-level. This session will guide teachers
in choosing and using the same authentic materials
for several levels with concrete scaffolding ideas and
differentiated formative and summative assessments in
all modes of communication.
Presenter(s): Elizabeth Smith (retired); Wiebke Strehl,
University of North Carolina at Asheville
Sponsor(s): AATG
Presenter(s): Sebastian Heiduschke (Chair), Oregon
State University; Rachael Huener, Macalester
College; Gary Schmidt, Western Illinois University;
Lisa Seidlitz, Augustana College
Sponsor(s): AATG
8:00 a.m. – 9:00 a.m.
368
Study Abroad: Integral and
Integrated Element of a Language
Curriculum
Beginning with the description of a culture-focused
course abroad, this panel explicates the structure of a
foreign language program in the United States that prepares its students during the second year of language
study for a stay in Germany during the third year and
integrates the acquired knowledge into the upper levels
of instruction.
Presenter(s): Roman Graf and Heike Fahrenberg,
Middlebury College
Sponsor(s): AATG
To Bridge the High School and College-Level Chinese
Curriculum (Mu): The increased number of high school
students with Chinese proficiency is palpably reshaping
the landscape of college Chinese teaching and poses
significant challenges. This paper is to discuss the
miscellaneous difficulties that we have encountered
in classrooms and suggest ways to bridge the gap
between high school and college Chinese programs.
Evaluation on Three Online Chinese Teaching and
Learning Virtual Models in the U.S. K–12 Context (Teng):
The following will be presented in the conference: the
purpose of the study; the comparison of three online
models in a form (advantages and disadvantages);
comments on the three models; suggestions for online
Chinese teaching and learning; and pedagogical implications for online learning and teaching.
Presenter(s): Yun Zhu, St. Catherine’s School; Ling
Mu, Yale University; Yanjiang Teng, Michigan State
University
Sponsor(s): CLTA
Audience: All
Meet the Authors: The Keys to Planning for Learning
Meet Laura Terrill and Donna Clementi—authors of The Keys to Planning for
Learning: Effective Curriculum, Unit, and Lesson Design, recently published
by ACTFL as the latest book in the Keys series. They’ll be signing books
at ACTFL Central in the Exhibit Halls WA1 & WA2
on Saturday November 23, 9:00 a.m.–10:00 a.m.
Visit ACTFL Central
ACTFL Central is located in Exhibit Halls WA1 & WA2 of the Orange
County Convention Center (WB). It is open Friday, 10:00 a.m–6:00 p.m.;
Saturday, 8:00 a.m.–5:00 p.m.; and Sunday, 8:00 a.m.–12:00 p.m. Stop
by to purchase ACTFL publications such as the new Implementing Integrated
Performance Assessment and the new The Keys to Planning for Learning:
Effective Curriculum, Unit, and Lesson Design, or to learn more about ACTFL
programs and services.
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November 23, 2013
Learn about engaging students and about innovative
and effective teaching with a broad range of popular
music genres from the DACHL geographic area. The
presenters demonstrate how popular music can be
connected to other culturally authentic materials used
in a standards-based curriculum and to other thematic
areas of inquiry.
Four presenters will introduce curricular changes they
made to their undergraduate German programs (ranging
from small liberal arts colleges to R1 schools), describe
the reasons for these changes, and discuss how these
changes resulted in quantitatively and qualitatively
better programs.
K–12 Teaching
Design Graded Exercises in K–12 Classroom (Zhu): The
author will explain the process of designing graded
exercises by giving an example of how to teach the
topic of “weather,”—that is, how to design a serious
of exercises that are appropriate for students’ language
level. The exercises will cover linguistic (lexical,
structural, etc.), discourse, and ultimately, real-life perspectives of learning and practicing Chinese. Through
the illustration, the participants will get to understand
how to design graded exercises to promote students’
Chinese language acquisition process by taking account
(1) teacher’s pedagogical tasks; (2) students’ developmental state and skill level; and (3) social contexts of
the second-language learning environment.
SATURday
8:00 a.m. – 9:00 a.m.
New Curricular Directions in
Undergraduate College German
Programs
Daily Program
8:00 a.m. – 9:00 a.m.
370
Advancing Linguistic Competence
Through Engaging Activities and
Popular TV Shows
The two presenters will share innovative, practical,
and effective strategies and activities that will help
students find success in learning Chinese and keep students committed to learning. Activities such as picture
it, draw it, spy it, decode it, build it, say it, rhyme it, and
a lot more can be used as quick time fillers, competitions, tests, quizzes, and extra credit assignments. One
presenter will demonstrate how she imitates the popular show in China, You Are the One, in her classroom to
help students reach higher proficiency levels.
November 23, 2013
SATURday
Making Chinese Words Stick (Gao): Vocabulary is
the first and foremost important step in language
acquisition. In this interactive session, the presenter
demonstrates her innovative, engaging activities that
promote enthusiasm for vocabulary! Participants gain
fresh ideas for building vocabulary in such a way as to
capture students’ attention and place the words in their
memories.
Beyond the Culture: Advanced Linguistic Competence
Through the Popular Show, You Are the One (Hu): Forge
beyond dry textbooks to create an interactive and immersive classroom where students achieve proficiency
by imitating the popular Chinese TV show, You Are the
One. In this exciting session, participants will not only
learn how to design a syllabus to motivate students to
continue studying the language even after completing
the language requirements but also learn techniques to
incorporate language and culture.
Presenter(s): Jian Gao, Belmont Hill School; Huixing
Hu, The Lovett School
Sponsor(s): CLASS
Audience: Pre-K–Grade 12
8:00 a.m. – 9:00 a.m.
W106, Orange County Convention Center (WB)
371
Using Project-Based Learning to
Engage Language Students
Project-based learning provides significant learning
experiences for students, offering a deeper understanding of the subject matter while employing 21st
century skills. This session gives project examples used
in Spanish classes that can be adapted to different
languages and levels. The Framework for 21st Century
Skills and videos of students’ class projects will be
used to illustrate specific outcomes.
Presenter(s): Leticia Lopez, San Diego Mesa College
Sponsor(s): ACTFL
Audience: All
Applicable Language(s): Spanish
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8:00 a.m. – 9:00 a.m.
372
Building Proficiency Using
Classroom Formative Assessments
Formative assessment plays a vital role in improving
student achievement, engagement, and accountability. Participants describe the formative assessment
process, explore methods of gathering evidence of
learning and of adapting instruction to the needs of
students, and examine the role of descriptive feedback.
They acquire learner-centered, classroom assessments
applicable in their classrooms.
Presenter(s): Rosanne Zeppieri, independent consultant; Priscilla Russel, Princeton Schools
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
373
Welcome to a National Network
of Chinese Immersion Programs
Chinese immersion programs have experienced rapid
growth, and the need for expertise, leadership, and
support is urgent. In response, a group of renowned
Chinese immersion programs established the Chinese
Early Language and Immersion Network (CELIN). Come
to learn how you can join and contribute to CELIN.
Presenter(s): Shuhan Wang (Chair), ELE Consulting
International; Jeffrey Bissell, Chinese American
International School; Maquita Alexander,
Washington Yu Ying Public Charter School; Susan
Berg, Yinghua Academy; Eric Schneider, Minnetonka
Public Schools Office
Sponsor(s): ACTFL
Target Area(s): Educational Policy and Leadership
8:00 a.m. – 9:00 a.m.
374
Was bedeutet Nachhaltigkeit?
Sustainability Studies in the
German Curriculum
Presenters showcase “green” units or courses they
have recently taught: “Green Technology in Germany,”
a large introductory course taught in English to peak
student interest in German language and culture;
“Bio-Mode,” an advanced German Studies/International Business unit on the green clothing industry;
and “Green Germany,” an upper-level German course
focusing on the humanistic dimension of sustainability
and developing advanced language skills.
Presenter(s): Elizabeth Kautz (Chair), University
of Minnesota; Lara Ducate, University of South
Carolina; Margaret Gonglewski and Anna
Helm, George Washington University; Natalie
Eppelsheimer, Middlebury College
Sponsor(s): AATG
ACTFL PLENARY SESSION
8:00 a.m. – 9:00 a.m.
W110A, Orange County Convention Center
(WB)
375
Authentic Student Voice—Let’s
Listen to Our Learners!
Students speak out! This panel of world language
student leaders from Florida will give their
provocative insights into the teaching and learning
they need in the 21st century. They will share their
ideas and experiences about what it’s like to be
in the “new spaces” of anytime learning choices
and confronting the “new realities” of becoming
self-directed learners. The students will also offer
suggestions to teachers about how to make learning more engaging and purposeful.
Presenter(s): Toni Theisen (Chair), Loveland High
School; Pam Benton, Pinellas County Schools;
Carter Helschien, and Alana Steinberg, Pine
Crest School; Jaquira Darling and Sabrina
Schmidt, Lakewood High School; Mason
Andrew, Diego Jui, and Carlos Mejia, Riverdale
High School
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
376
The Ten Principles of Revitalizing
a Language Program: What the
Success Stories Can Teach Us
Have you ever wondered what makes a successful
language program? We did, and the answers are
surprising! This session presents the findings of a questionnaire distributed to teachers, students, and administrators in language programs that have been successful
in building higher enrollments and greater student
enthusiasm for language learning. Their suggestions,
comments, and success stories are presented here, as
a series of useful and practical principles for revitalizing
language programs. In this session, attendees will learn
about these principles, and will be encouraged to evaluate their own language programs and to reflect on ways
to implement these strategies.
Presenter(s): Joseph Price, Texas Tech University
Sponsor(s): ACTFL
Audience: All
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
377
380
383
Speak Out! Bridging the Gap
Between Native and Nonnative
Communication
The most common communication format for university
students has been limited to verbal interaction with
other nonnative speakers in the language classroom.
This session presents various ways university Spanish
instructors can create environments to promote communication between their students and native speakers
of the target language.
Presenter(s): Laurie de Gonzalez and Paula Ellister,
University of Oregon
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
W203C, Orange County Convention Center (WB)
378
Participants in this session will have the opportunity
to benefit from the successes and challenges of five
immersion schools across the country. Participants will
address considerations such as generating stakeholder
support, choosing a program model, attracting and retaining qualified teachers, program articulation, culture,
and building a cohesive community.
8:00 a.m. – 9:00 a.m.
379
Making International Student
Exchange an Authentic Learning
Experience
Traveling abroad and spending time with peers can be
far more powerful than being a tourist. This presentation introduces a number of strategies, resources, and
examples, including an innovative exchange program
between high schools from the United States and
China, all aimed at authentic learning that leads to
greater linguistic and cultural proficiency.
Presenter(s): Jeff Wang, Grace Norman, and Chris
Livaccari, Asia Society; Heidi Steele, Peninsula
School District
Sponsor(s): ACTFL
Audience: All
Presenter(s): Jean-François Duclos, Metro State
University of Denver; Pierre Dairon, Kenyon College
Sponsor(s): ACTFL
Language of Presentation: French
Applicable Language(s): French
Participants examine the practical step-by-step process
to transform the learning experiences to higher order
thinking skills (HOTS) for students. They explore what
web tools are mapped to the Bloom’s Digital Taxonomy
and how to guide the learners’ success in transforming their communicating and critical thinking skills via
collaborating and creating.
Presenter(s): Joanne Shang, Durham Academy
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
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384
Student-Centered Culture
Projects: Integrating Language
Skills with Cultural Practices and
Perspectives
The session explains how to develop culture projects
that integrate reading, writing, and speaking skills for
students at the intermediate level. The projects are designed to improve students’ linguistic skills while they
learn more about the cultural practices and perspectives of the target language.
Presenter(s): Fanny Roncal-Ramirez, Concordia
College; Alicia Lorenzo, Vanderbilt University
Sponsor(s): ACTFL
Applicable Language(s): French, Italian, Portuguese,
Spanish
8:00 a.m. – 9:00 a.m.
382
Operation LAPIS: Students Saving
the World, One Classroom at a
Time
This program will show how a student engages Operation LAPIS (game-based learning) and utilizes its tools
to personalize his/her learning experience. Attendees
will see the benefits game-based learning provides
and then experience them firsthand as they participate
in a mission from Operation LAPIS from a student’s
perspective.
Presenter(s): Emily Lewis, Westborough High School;
David Marchetti, Brien McMahon High School
Sponsor(s): ACTFL
Applicable Language(s): Latin
Measuring Student Literacy When
Completing Speaking, Listening,
Reading and Writing Tasks in the
Foreign Language Class
In this workshop the presenter will introduce the audience to four specific technology applications: Vialogues,
Socrative, History Pin, and Close Builder. These novel
applications can be used in the foreign language class
to present content, assess its mastery by the students
and allow students to engage freely in the learning process. Weaved in the presentation of these applications,
the presenter will use the four DOK levels of literacy
to help the audience create complex yet meaningful
tasks that can lead the students to achieve comfort and
proficiency in the completion of a task.
Presenter(s): Adina Alexandru, Southington Public
Schools
Sponsor(s): ACTFL
Applicable Language(s): French, German, Italian,
Portuguese, Spanish
8:00 a.m. – 9:00 a.m.
385
Teaching Net Geners: Blended
Learning as Individualized
Learning
Net Geners thrive on social interaction and learning
by exploration rather than by explanation. Blended
learning moves explanation to a more self-paced,
online environment while freeing up class time for the
interaction and exploration that are so appealing to
the Net Generation. Learn how blended learning can
individualize student instruction.
Presenter(s): Kimberly Armstrong and Cindy YetterVassot, Franklin & Marshall College
Sponsor(s): ACTFL
Applicable Language(s): French, Spanish
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November 23, 2013
Presenter(s): Barbara Mondloch, Franklin Pierce
Schools
Sponsor(s): ACTFL
Audience: Administration
The purpose of this session is to present an overview
and a demonstration of a hybrid (online) program sponsored by the French Embassy and designed for teachers
of French who wish to bring contemporary culture into
their classroom, but might live too far to attend trainings on the subject.
Maximize Chinese Proficiency
with Technology to Acquire HOTS
SATURday
Elementary Immersion:
Implementation Considerations
for Practitioners
Online Cultural Training for
Teachers of French
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
386
389
392
Overcoming Fossilization:
Strategies for Advanced and
Heritage Learners
This presentation focuses on both moving beyond a
language plateau and correcting stubborn errors in the
productive skills. Step-by-step explanation will lead to
strategies immediately applicable to instruction. These
methods encourage autonomous learning both in and
beyond the classroom.
Presenter(s): Cori Weiner, Montclair State University
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
SATURday
387
November 23, 2013
Practices and Tools that Add
Engagement and Joy for
Learning!
Learn about creating e-portfolios using Weebly and to
incorporate tools to engage students in a meaningful
way. Participants will learn about tools like Chirbit,
Vocaroo, QR codes, Eyejot, MailVu, VoiceThread, Vizify,
PresentMe, plus useful websites like Ver-tal, Lingt,
and Lyrics Training. Leave the session with ideas for an
exciting new semester.
Presenter(s): Mercedes Meier, Miami Dade College
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
W304D, Orange County Convention Center (WB)
388
One Year of Flipping the Spanish
and French Classroom
In this session, participants will hear a success story
of several Spanish and French high school teachers
implementing the flipped classroom in beginning and
intermediate classes. The information covered will
include a brief overview of flipping, resources for creating videos and other materials, tips for making sure
students learn the material they need to master on their
own and ideas for more enriching, interactive, studentcentered activities during class time. Participants will
also hear the student perspective on the process. A
link to a collection of all resources presented will be
provided.
Presenter(s): Lupe Fisch, Deborah Bensadon,
Veronique Brau, and Adam Ross, Lakeside School
Sponsor(s): ACTFL
104
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Using University Radio for
Creating Collaborative Language
Teaching Platform
This session explores a collaborative teaching platform,
based on well-established university radio stations and
modern podcast technology, to create and share material which explores Hindi and Urdu language basics,
news, music, culture, history, interviews, and interaction with experts and native speakers at a level which
is appropriate for second language learners.
Presenter(s): Pranjali Sirasao, TeachRight Inc./
University of California–Berkeley
Sponsor(s): ACTFL
Applicable Language(s): Other
8:00 a.m. – 9:00 a.m.
390
Global Classmates: Increasing
Japanese Language and Cultural
Proficiencies Through Technology
Using Kizuna Across Cultures’ Japanese language and
cultural exchange Global Classmates as a model, participants learn how implementing advanced online tools
and student interaction will result in more motivated
and engaged students. This program leads to higher
competencies for Japanese language learners and
furthers cultural understanding.
Presenter(s): Andrew Scronce, Ayako Smethurst, and
Shanti Shoji, Kizuna Across Cultures
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
391
Team Teaching: Integrating
Research and Lessons from the
Field
Research regarding the effectiveness of team teaching
has been mixed. Integrating original empirical work
(both quantitative and qualitative) from adult, military
learners, and instructors with published practices and
research, keys for leveraging team teaching in various
formats are explored. These two sources of information
will yield evidence-based practice recommendations.
Presenter(s): Jack Olin, Reanna Harman, and Eric
Surface, SWA Consulting, Inc.
Sponsor(s): ACTFL
Demystifying the Academic
Publishing Process
The session’s primary goal is to prepare successfully
those seeking to publish in academic journals. The
former Editor of Foreign Language Annals and current
Editor of Hispania mentors participants through manuscript preparation, submission, peer review, revising,
resubmission, and production to minimize frustrations
during the process.
Presenter(s): Sheri Long, University of Alabama at
Birmingham
Sponsor(s): ACTFL
Audience: All
Applicable Language(s): Portuguese, Spanish
8:00 a.m. – 9:00 a.m.
393
Modeling for Models: Facilitating
a Learner-Centered Methods
Course
Pre-service teachers must be prepared to facilitate
personalized and autonomous language learning in
their future classrooms. In this session, participants will
explore how to model and facilitate personalized learning for pre-service teachers in a university methods
course. Participants should bring syllabi and sample
assignments for use in this session.
Presenter(s): Adriana Brandt, Indiana UniversityPurdue University Indianapolis
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
394
Writing and Citing: Scaffolding
the Presentational Mode
Expressing ideas and demonstrating critical thinking in
the written presentational mode are important abilities
for advanced high school courses and college classes.
This session provides teachers with techniques for scaffolding writing instruction within a thematic framework
so that students can produce coherent compositions
that document their sources correctly.
Presenter(s): Maritza Sloan, Plano West High School;
Robert Davis, University of Oregon
Sponsor(s): ACTFL
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
395
398
401
The Characteristics of Effective
Language Teachers
The Push to Teach Online: Making
Research-Informed Decisions
Personality patterns, use of humor in the classroom,
and confidence to teach languages are part of what
constitutes highly effective teachers in today’s environment of increased accountability. Attendees learn how
these qualities relate to student achievement in a lively
discussion as they self-examine such characteristics.
The authors investigate the benefits and risks of online
language and culture education based on prior research
and an action research project in a postsecondary,
cross-institutional setting. Participants will be actively
involved in a conversation of authentic scenarios, lessons learned, and examples of best practices.
Presenter(s): Peter Swanson, Georgia State University
Sponsor(s): ACTFL
Audience: All
Presenter(s): Manuela Wagner and Niko Tracksdorf,
University of Connecticut; Kathrin Seidl-Gomez,
Brandeis University
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
396
Building Cultural and Linguistic
Competence: From Classroom to
Community
8:00 a.m. – 9:00 a.m.
397
The EPD Model: Coaching
Teachers to Use CLT in
Classrooms
An experiential approach to professional development
(EPD), in which a researcher–consultant collaborated
with Spanish teachers, was found to be effective in
changing teacher beliefs and instruction. The EPD
model will be presented and recommendations will be
made about how more school–university partnerships
could impact world language education in a meaningful
way.
Presenter(s): Brigid Burke, Bowling Green State
University; Dana Webber and Steve Klebacha, State
College High School; Sara Brosious, Downingtown
East High School
Sponsor(s): ACTFL
Audience: All
Incorporating the Tablet PC
into Spanish Composition and
Literature Courses
The presenters will demonstrate their pilot study—the
incorporation of the Tablet PC in Spanish composition
and literature courses. Collaborative teaching and
learning activities by use of the Tablet PC will be exemplified, such as vocabulary and grammar enrichment,
poem analysis, and literary devices review through
short passages of stories.
Presenter(s): Jose Banuelos-Montes (Chair) and
Dolores Flores-Silva, Roanoke College; Xiaoyan Ma,
Virginia Polytechnic Institute and State University
Sponsor(s): ACTFL
A Research-Based Instructional Technique: Incidental
Learning via Peripheral Attention (Erdil, Thompson): This
presentation focuses on the importance of the unconscious learning process in second/foreign language
classrooms. Based on empirical evidence, this presentation will suggest ways to enrich language classrooms
with peripheral materials to facilitate the acquisition
and recall of the content.
Personal Learning Environments for Deep Language
Learning (Tochon): Personal Learning Environments create a new avenue for self-regulated language learning.
After a survey of their impacts on proficiency, student
evaluations, deep learning, and intercultural learning,
participants will use hands-on templates to scaffold
deep language learning experiences. This introduction will be supported by Prezi, video, multimedia, and
online presentations.
Presenter(s): Ludmila Malykh, Udmurt State
University, Russia; Zeynep Erdil and Amy Thompson,
University of South Florida; Francois Tochon,
University of Wisconsin–Madison
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
400
Building a Culture of Assessment
in a Chinese School
What does it take to build a culture of assessment
in a Chinese school? The session will first present a
case study of one Chinese school’s journey to improve
teaching and learning through outcomes assessment,
and then demonstrate methods to use data to guide the
enhancement of curricula and instruction.
Presenter(s): Jion Liou Yen, Lewis University; Peggy
Chiu, Oakland University; Lingling Fan, Southern
Michigan Chinese School
Sponsor(s): ACTFL
Audience: All
Free Photo Booth
Have you ever wanted to be on the
cover of The Language Educator?
Now is your chance! Visit the
ACTFL Photo Booth, located in
Booth 357 in Exhibit Halls WA1
& WA2 of the Orange County
Convention Center (WB) to have
your photo taken and put on a
cover of The Language Educator
that you can take home with you!
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105
November 23, 2013
Presenter(s): Terri Kung, Sharon Lum, Guihua Zhu,
and Katy Chen-Myers, Chinese Language School of
Connecticut
Sponsor(s): ACTFL
399
Conscious Transfer Strategies in a Multilingual Classroom (Malykh): Encouraging students to learn up to 3–5
languages requires well developed transfer strategies.
An experimental integrated program based on the
methodology of molding conscious transfer strategies in
the process of teaching English, German, and Arabic to
Tatar–Russian speaking bilingual children is presented.
SATURday
Applying skills outside of the classroom within a larger
community remains an elusive and seemingly insurmountable task to many students. This session provides
a model and examples of activities used by the Chinese
Language School of Connecticut to expand student opportunities to use skills in ever-widening linguistic and
cultural communities.
8:00 a.m. – 9:00 a.m.
ACTFL Research Paper
Presentations 11
Daily Program
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 9:00 a.m.
8:00 a.m. – 12:00 p.m.
402
404
407
Presentations 12
Matching the Professional Goals of Students and Their
Language Development in the First-Year Classroom
(Shook): This paper describes a mismatch between the
professional goals of current U.S. university students
and the focus of the FL/L2 language learning to which
they are being exposed as well as presents models for
bridging this mismatch.
SATURday
Language Votes: Foreign Language Policy Attitudes in
the Electorate and in Our Narratives (Rivers): We present
survey data from the past 15 years showing growing
public support for foreign language education, and in
particular, growing support among younger cohorts
(18–34). We analyze this in the context of language
as an essential component of 21st century global
citizenship.
November 23, 2013
Metapragmatic Tools in Heritage Language Development: A Mapping of Their Distribution (Guardado): This
paper investigates how Hispanic families in Alberta,
Canada attempt to foster heritage language (HL) use in
their children. The findings show that the great majority
of participants used metapragmatic regimentation of
HL use. The presentation will discuss factors affecting
strategy deployment and implications for family communication, theory and research.
Presenter(s): David Shook, Georgia Institute of
Technology; William Rivers, Joint National
Committee for Languages–National Council for
Languages and International Studies; Martin
Guardado, University of Alberta
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
403
Pre/Post-Assessments and SLO
Design for World Languages
What are Student Learning Objectives (SLOs?) How
can assessments be used to measure student growth
and evaluate teacher effectiveness? This workshop will
walk participants through the process of designing preand post-assessments for Student Learning Objectives
and summarize one district’s efforts to put a systemwide process in place for data driven instruction in the
world language classroom.
Presenter(s): Anita Lawrence, Atlanta Public Schools
Sponsor(s): ACTFL
Audience: All
106
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Working Towards Proficiency
Through Authentic Tasks and
Alternative Assessments
This session will discuss authentic task-based assignments and alternative assessments (aligned to the
ACTFL guidelines) to work towards oral and written
proficiency. The presenter will demonstrate and share
examples on how to effectively incorporate these
task-based assignments and assessments into the curriculum beginning at the novice level.
Presenter(s): Deborah Gill, Pennsylvania State
University, DuBois; Gayle Vierma, University of
Southern California
Sponsor(s): ACTFL
8:00 a.m. – 9:00 a.m.
405
Planning for and Reaching
Proficiency: What It Will Take
Students feel success or failure in their language classes based on how much and how well they can speak.
Getting to that point requires focus and intentionality
from their teachers. This session suggests three critical
steps in getting there: setting proficiency targets; planning instructional pathways geared to reach the targets;
and assessing both internally and externally to see if
the targets are being met.
Presenter(s): Greg Duncan, Interprep Inc.
Sponsor(s): ACTFL
Audience: All
8:00 a.m. – 9:00 a.m.
406
Aligning Common Core Literacy
Standards with Arabic Language
Classroom Instruction
As schools struggle to implement Common Core State
Standards, world language teachers need to ensure
classroom instruction aligns with Common Core literacy
expectations. Learn how to integrate reading and
writing into daily instruction. Presenters will share a
thematic unit and participants will come away with
lesson plans, templates, assessments, and rubrics.
Presenter(s): Nawf Abou-dib, Nabila Hammami, and
Kathleen McBroom, Dearborn Public Schools
Sponsor(s): ACTFL
Applicable Language(s): Arabic
The K–12 Language Flagship
F-CAP Breakfast Meeting
8:00 a.m. – 2:00 p.m.
408
ACTFL OPI Norming Meeting
9:00 a.m. – 9:45 a.m.
W202C, Orange County Convention Center
(WB)
409
The Job Application Journey
Focuses on resume writing for language teachers
and professionals, and will address different
resume strategies, styles, formatting, what to
include/exclude, and how to write a noticeable
cover letter.
Presenter(s): Farnaz Namin-Hedayati, Center for
Work Life, LLC
Sponsor(s): ACTFL
9:00 a.m. – 9:50 a.m.
Exhibit Halls WA1 and WA2
Workshop Room #1
Orange County Convention Center (WB)
E36 Introducing Cineplex:
Intermediate German
Language and Culture
Through Film
This workshop introduces Cineplex: Intermediate
German Language and Culture Through Film, an
innovative approach to teaching and learning
German through feature-length German films with
motivating cultural–historical topics. Cineplex provides intermediate-level students with stimulating
topics for discussion and opportunities to build
and strengthen their language skills and expand
their cultural knowledge.
Presenter(s): Jeanne Schueller, University
of Wisconsin–Madison; Reinhard Zachau,
University of the South, Sewanee; Carrie
Collenberg-Gonzalez, Longwood University
Sponsor(s): Focus Publishing
Daily Program
9:00 a.m. – 9:50 a.m.
Workshop Room #2
E37 表达 Developing Chinese
Fluency: Help Intermediate
Learners Make Significant
Strides in Speaking and
Writing Skills
Are your Intermediate students still speaking in
basic phrases, or short broken sentences? Do
they find difficulty carrying on an in-depth conversation with a native speaker of Chinese? Developing Chinese Fluency (表达), a rigorous one-year
communication skill development program, can
systematically expand your intermediate learners’
vocabulary, and help them achieve intermediatehigh to advanced level oral and writing proficiency. This program is ideal for speaking and writing
enhanced Chinese courses for upper-intermediate
to rising-advanced students. Sample lesson and
teaching resources will be demonstrated.
E38 Les Programmes du Centre
de la Francophone des
Amériques
Presenter(s): Denis Desgagné, Centre de la
Francophonie des Amériques
Sponsor(s): Centre de la Francophonie des
Amériques
Audience: All
10:00 a.m. – 10:50 a.m.
Workshop Room #2
E39 E42 The Next Generation of
Language Learning
This session will discuss world language
acquisition as an important component of global
competency for today’s students. The growing
availability of high-quality online and blended
learning resources empower schools and teachers
with a new set of tools that can expand student
access to world language instruction and global
competency.
Presenter(s): Tom Vander Ark, Getting Smart
Sponsor(s): Rosetta Stone
Audience: Pre-K–Grade 12, Higher Education
Applicable Language(s): English
9:00 a.m. – 11:00 a.m.
410
AAUSC Editorial Board Meeting
10:00 a.m. – 10:50 a.m.
Workshop Room #1
E41 What Tools Does the New
Supersite Offer You?
The new Supersite is packed with great tools that
allow you to effectively engage your students
online. You can stay connected, provide valuable
feedback, and assist your students better than
ever. Learn how the new Supersite has improved
the online experience.
Presenter(s): Andy Bennett, Vista Higher
Learning
Sponsor(s): Vista Higher Learning
Audience: All
Applicable Language: Spanish, French, German,
Italian
Getting to Know Al-Kitaab,
3rd Edition
We will discuss the updates and changes to the
series in the new third edition, including introducing teachers to the recently published Al-Kitaab:
Part Two. The workshop will cover the benefits
of Al-Kitaab’s approach and effective ways to
use the optional website. Teacher copies will be
available for attendees.
Presenter(s): John Warren, Georgetown
University Press
Sponsor(s): Georgetown University Press
10:00 a.m. – 10:50 a.m.
Workshop Room #3
E43 Open Educational Resources
for “Deeper” Language
Learning
In this presentation, the Center for Open
Educational Resources and Language Learning
(COERLL) will demonstrate foreign language OER
for promoting “deeper learning” (i.e., critical
thinking, collaborative problem solving, effective
communication, and self-directed learning). Open
Educational Resources (OER) are free and open for
anyone to use, copy, re-mix, and redistribute.
Presenter(s): Carl Blyth, Center for Open
Educational Resources and Language Learning
(COERLL)
Sponsor(s): Center for Open Educational
Resources and Language Learning (COERLL)
Attention: Job Seekers
On Saturday, November 23, career coach Farnaz Namin-Hedayati will
lead three 45-minute workshops to help guide attendees through the job
search process. The workshops include:
The Job Application Journey (9:00 a.m.–9:45 a.m.),
Developing a Job Search Strategy (1:00 p.m.–1:45 p.m.),
and How to Wow Them at the Interview (3:00 p.m.–3:45 p.m.).
Held in W202C, Orange County Convention Center (WB).
Session Handouts in the
ACTFL Online Community
Presenters are being encouraged
to upload their handouts in
the Resources section of the
ACTFL Online Community at
community.actfl.org.
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107
November 23, 2013
9:00 a.m. – 9:50 a.m.
Workshop Room #3
9:00 a.m. – 9:50 a.m.
Workshop Room #4
SATURday
Presenter(s): Phyllis Zhang, George Washington
University
Sponsor(s): Cengage Learning
Audience: Grades 11–12, Higher Education
Daily Program
10:00 a.m. – 10:50 a.m.
Workshop Room #4
E44 On Being a Language
Teacher—A New, Handson Text for all Teachers in
Training
November 23, 2013
SATURday
Learn about a new, lighthearted, easy-to-use
text that provides strategies for navigating the
classroom to new and aspiring language teachers.
Using personal anecdotes and supplemental
videos of the author in the classroom, this text
provides practical examples of pedagogy in action.
Ideal for teacher-training programs.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
412
413
Innovations in Teaching Arabic
This session will be devoted to creative new ways of
teaching Arabic from incorporating new technologies
to incorporating spoken varieties of Arabic. Make your
classroom engaging and relevant to the 21st century
classroom with strategies from the presenters in this
session.
Strategies for Selecting Arabic iPad Apps (Doueiri): Focus on Outcomes: Very often, iPad apps are introduced
to the language classroom without careful attention to
how they may or may not support language performance or language learning. This presentation will
present approaches for selecting Arabic iPad Apps that
promote language learning outcomes that align with a
communicative approach to teaching Arabic.
Presenter(s): Denise Minor, California State
University
Sponsor(s): Yale University Press
iPad: Language Learning’s New Papyrus (Chahwan):
Learn how to enhance language acquisition, support
learning, stimulate student creativity, and build and
modify their language knowledge by using iPads
in a task-based Arabic classroom. See and discuss
examples of student communication (interpersonal,
interpretive, and presentational) and witness the facilitation of learning through interactive applications
10:00 a.m. – 10:50 a.m.
Workshop Room #5
Presenter(s): Dany Doueiri, California State
University–San Bernardino; Georges Chahwan,
Choate Rosemary Hall
Sponsor(s): ACTFL Arabic SIG
Audience: All
E45 Assessing Oral Proficiency:
Tools from CAL
Learn about CAL’s suite of innovative oral
proficiency assessment resources. Computerbased products include the Computerized Oral
Proficiency Instrument (COPI), soon to be available
in Mandarin Chinese and currently available in
Spanish and Modern Standard Arabic, and the
Multimedia Rater Training Program (MRTP), available in Arabic, French, German, and Spanish.
Presenter(s): Francesca Di Silvio, Margaret E.
Malone, Anne Donovan, and Victoria Nier,
Center for Applied Linguistics (CAL)
Sponsor(s): Center for Applied Linguistics (CAL)
Audience: All
10:00 a.m. – 11:00 a.m.
411
108
ACTFL Research Priorities Task
Force Meeting
|
Do You Have
the New
Convention
Mobile App?
Be sure to download the official
Mobile App for the 2013 ACTFL
Annual Convention and World
Languages Expo! With this free
app designed for iPhone/iPad, and
Android devices, you will be able
to access all kinds of information
about this convention right from
your mobile phone or tablet,
including the complete 2013 ACTFL
Convention Program Guide. Detailed
instructions on how to download
this app is on the ACTFL website
at www.tripbuilder.com/actfl2013.
You can also receive all convention
updates, such as changes in the
program schedule, and other
important information.
Connecting Culture and Literature
in the German Classroom:
Teaching Approaches
This session examines two models for connecting
culture and literature in ways that are interesting to
students and sustainable within the heavy workload
of the small German faculty. By connecting culture,
literature, and film, and culture, literature, and shortterm study abroad, the German major is supported and
students’ interest in literature piqued.
Combining Literature and Film to “Read” Culture Visually
(Kutch): The presenter shares a pedagogical model for a
literature course that combines literary works and their
cinematic counterparts, utilizing still frames to intensify
students’ interpretation of culture via humor and satire.
It addresses the need to maintain a literature component in the small German program and incorporate
cultural artifacts in teaching.
Cross-Listing the Blue Danube or “Can I Take This Course
for German Credit?” (Sterling Hellenbrand): In this model
course, geography is the organizing principle to connect
the culture and literature of the Blue Danube. A coursewithin-a-course framework for teaching advanced-level
German students within a larger, English-speaking
lit-in-translation course optimizes teaching, and an
optional short-term study abroad introduces students to
the culture firsthand upon completion.
Presenter(s): Lorna Sopcak (Chair), Ripon College;
Lynn M. Kutch, University of Pennsylvania;
Alexandra Sterling Hellenbrand, Appalachian State
University
Programs SIG
10:00 a.m. – 11:00 a.m.
414
Trucs et Astuces: Planning for
Communication with a Cultural
Focus
Learn how to use available target language resources
to create meaningful, technology-enhanced lessons for
French students. This workshop will demonstrate how
AP-Prep or French Language and Culture teachers can
draw from numerous multimedia resources on the Web
to design engaging lessons and communicative activities that focus on Francophone culture. A detailed list of
French language resources will be included and sample
lesson plans will be provided.
Presenter(s): Sheila Mansier, Orange County Public
Schools
Sponsor(s): FFLA
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
415
418
421
Making the Most of Movies: A
Community College’s Modular
Approach
Movies offer rich real-world language and cultural
information for all levels, but require careful evaluation
and preparation to yield best results. The session demonstrates a modular approach for effective use of films
for all levels: a template for building excellent film units
with activities, supporting documents, assignments,
and assessments. Handouts with practical resources
and adaptable samples.
Presenter(s): Charlotte Gifford and Norma Quesada,
Greenfield Community College
Sponsor(s): ACTFL Community College SIG
10:00 a.m. – 11:00 a.m.
Transforming Onsite to Online:
Models and Activities to
Maximize Interaction
This workshop deals with how to transform traditional
courses and activities for the online environment,
emphasizing interactivity. Participants evaluate possible
course models, transform activities for the online environment to maximize learning outcomes, and discuss
rubrics that clarify teacher expectations and promote
enhanced outcomes in the online classroom.
10:00 a.m. – 11:00 a.m.
417
ACTFL Less Commonly Taught
Languages SIG Business Meeting
& Presentation
Presenters will draw on their STARTALK experience to
provide LCTL teachers (specifically, Arabic, Chinese, and
Hindi) with demonstrations of best practices at work in
the classroom. Audience will learn to create effective
learning environments for their students and will
reflect on the presentation to determine what teaching
strategies can be successfully implemented in their
own classrooms.
Presenter(s): Satoru Shinagawa, University of Hawaii,
Kapiolani; Mayumi Ishida, Dartmouth College
Sponsor(s): AATJ
Audience: All
10:00 a.m. – 11:00 a.m.
419
Creating and Building a
Successful Exchange Program
This presentation will include information on how to
start relationships with partner schools, how to draft
agreements, the logistics of sending and accepting
students from other countries, how to integrate the exchange programs with your curriculum, and the various
forms that are important in creating a solid program.
Presenter(s): William Matsuzaki, St. Paul’s School
Sponsor(s): AATJ
Audience: All
10:00 a.m. – 11:00 a.m.
420
Comparing OPI Results of College
and High School JFL Students
This presentation reports the results of studies comparing Japanese language proficiency of college and
high school JFL learners based on OPI data. Then the
presenters will propose proficiency-oriented curricula
based on the National Standards to improve articulation
from the secondary to higher education in Japanese
language teaching.
Presenter(s): Kyoko Shoji, Notre Dame High School;
Asako Hayashi-Takakura, University of California–
Los Angeles
Sponsor(s): AATJ
Audience: All
Presenter(s): Lucrezia Lindia, West Chester Co. High
School; Kimberly Beltrame, Olympia High School
Sponsor(s): AATI
Audience: All
10:00 a.m. – 11:00 a.m.
422
The Job Interview Process
In this workshop, university faculty from different
institutions across North America will make presentations about numerous aspects of the job interview
process, aimed specifically at helping graduate students
think ahead, develop their professional materials, and
ask useful questions. The session will offer graduate
students advice on a broad range of subjects pertaining
to the application and interview processes and will
offer mini-mock interviews sessions too.
Michael Lettieri, University of Toronto; Veena
Carlson, Dominican University
Sponsor(s): AATI
10:00 a.m. – 11:00 a.m.
423
Chinese Pedagogical Grammar
Modules: Connecting Instruction
to Proficiency Development
This session presents instructional modules for three
challenging Chinese grammar structures: the baconstruction, the perfective aspect marker -le, and compound sentences. Presenters will introduce SLA theory,
present the task-based modules, and discuss how the
modules help learners gain proficiency and linguistic
complexity at different L2 Chinese learning stages.
Presenter(s): Yupeng Kou (Chair), Chuanren Ke, Sha
Huang, and Yuan Lu, University of Iowa
Sponsor(s): CLTA
Presenter(s): Catherine Ingold and Betsy Hart,
National Foreign Language Center, University of
Maryland
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November 23, 2013
Presenter(s): Sandra Kregar (Chair) and Victoria
Russell, Valdosta University; Gretchen Jones,
University of Maryland University College; Loreto
Sanchez, John Hopkins University; Trevor Shanklin,
San Diego State University
Sponsor(s): ACTFL Distance Learning SIG
iBooks Author enables you to create multi-touch materials for iPad. Multimedia such as 3D images and video
files can be added to the materials. In this session, we
will share examples of materials we created for our
courses, and demonstrate how to add media elements
to the materials.
Tips for Teachers
In this interactive workshop, the presenters will share
several strategies for setting students up for success
in the Italian classroom. It will highlight communicative
and cultural activities that were developed for students
of diverse learning styles and provide appropriate assessment techniques.
SATURday
416
Creating Materials for Language
Teaching and Learning with
iBooks Author
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
424
426
428
Reading and Learning Strategies
Among Chinese L2 Advanced
Learners
This panel reports three empirical studies on reading
and learning dynamics among Chinese L2 advanced
learners: (1) morphological awareness and reading
proficiency (Jiang); (2) strategies for solving lexical
ambiguity in reading (Shen); and (3) collaborative strategies in content-based instruction (Xiao).
Presenter(s): Helen Shen (Chair), University of Iowa;
Xin Jiang, Beijing Language and Culture University;
Yun Xiao, Bryant University
Sponsor(s): CLTA
10:00 a.m. – 11:00 a.m.
SATURday
425
November 23, 2013
Effective and Innovative
Approaches in Teaching
Pronunciation
This panel discusses innovative and effective approaches to teaching pronunciation. It introduces and
examines the Situated Teaching Approach and Wudu
Sanma (five pitches, three numbers) and their derivative
theory of mono and doubling-pitching tones. Effective
approaches will be examined that call attention to
proper intonation.
Presenter(s): Lung-Hua Hu (Chair), Brown University;
Kang Zhou and Hongyun Sun, Harvard University;
Frederic Xu, National Taiwan University ICLP
Sponsor(s): CLTA
Studies on Learning and Learners
Measuring CSL/CFL Students’ Reading Strategies (Kuo):
This study describes an instrument, Survey of L2
Chinese Reading Strategies, which aims to measure
students’ cognitive, metacognitive, and sociocultural
reading strategies. It has been field-tested and has
demonstrated reliability and validity. This survey can
raise students’ awareness of reading strategies and
provide teachers with suggestions of reading strategy
instruction.
The Qualitative Word Knowledge of the Advanced
Chinese Learners (Wang): Using the word association
and collocation test, this study investigated the qualitative knowledge of the 10 most commonly used verbs
in advanced Chinese learners. The statistical results
suggest that advanced learners have big deficits in the
quality or depth of word knowledge comparing with native speakers and word knowledge may not be learned
from textbooks and classrooms alone.
Walk the Walk and Talk the Talk: Learners’ Behavior in
Chinese L2 Classroom (Su): Previous research on Correct
Feedback in Chinese L2 classroom focused on learners’
linguistic aspects. Based on Language Socialization
theory, this qualitative research proposes it is also
significant to correct learners’ behavioral patterns
because it conveys implicit sociocultural messages and
routinizes learners’ roles in the target community.
Presenter(s): Zhijun Wang (Chair), University of
Massachusetts–Amherst; Yi-Lu Kuo, Indiana
University–Bloomington; Lulei Su, Ohio State
University
Sponsor(s): CLTA
10:00 a.m. – 11:00 a.m.
427
New Perspectives on German
Language Study in the United
States
In this round-panel discussion, representatives from
the Goethe-Institut, the German Embassy to the United
States, and the AATG will discuss strategies for a
sustainable promotion of German in the United States.
Presenter(s): Christoph Veldhues, Goethe-Institut New
York; Keith Cothrun, AATG; Andrea Christ, Embassy
of the Federal Republic of Germany
Sponsor(s): AATG
Audience: All
Language of Presentation: German
The Thrill of Learning German:
Content and Language in ThemeBased Courses
Integrating Language and Content: A Curricular Perspective (Smith)
Achterbahn: The Thrill of German Engineering (Tracksdorf)
Proficiency Guidelines and the Imperative to ‘Mind Your
Language!’ (O’Brien)
Presenter(s): Jennifer Redmann (Chair), Franklin &
Marshall College; Elizabeth Smith (retired); Niko
Tracksdorf, University of Connecticut; Traci O’Brien,
Auburn University
Sponsor(s): AATG
Audience: All
10:00 a.m. – 11:00 a.m.
429
Developing Cultural Proficiency:
Multilingualism in German
Language Classes
Elements of multilingualism can help students to accept
German as the language of an on open, colorful society
that accepts its place in the world and is ready to mirror
their own culture with self-confidence and self-mockery.
The workshop focuses on some examples of lingual
mix in the popular culture, such as Kurt Tucholsky’s
“Deutsch für Amerikaner”, the Italy aspiration in the
German “Schlager” of the 50s and 60s, “Rammsteins”
play with the mix of stereotypes of American and German cultures.
Presenter(s): Gert Wilhelm and Friedrich
Broeckelmann, Central Agency for Schools Abroad
(ZfA)
Sponsor(s): AATG
Language of Presentation: German
10:00 a.m. – 11:00 a.m.
430
Distance and Innovative Courses
at Two-Year Colleges: Active
Learning Anywhere
Distance and non-traditional course delivery has
increased markedly in the past decade, creating new
challenges and opportunities for students and faculty.
This session presents materials, projects, activities,
and resources for teaching German, strategies for
online community building and students’ collaboration,
pertinent sites, and means for teaching and learning
beyond the traditional classroom.
Presenter(s): Lorena Ellis (Chair) and Federica Goldoni,
Queensborough Community College; Tim Altanero,
Austin Community College
Sponsor(s): AATG
Applicable Language(s): French, German, Spanish
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Daily Program
10:00 a.m. – 11:00 a.m.
431
New Realities: From Language
Structure to Language Use in CSL
Teaching
The first paper on grammar connects form and function
and argues that the correlation is an intrinsic property
of the Yuti Grammar. Problems and suggestions in raising awareness of pragmatic factors related to language
use in developing discourse ability and assessment
tools are covered in the latter papers.
Presenter(s): Weiping Wu and Shengli Feng, Chinese
University of Hong Kong; Dongying Wu, Hong Kong
Polytechnic University; Hongyin Tao, UCLA
Sponsor(s): CLTA
10:00 a.m. – 11:00 a.m.
432
The panel will be a reflective report on innovative
use of Qingmingshanghetu in promoting 21st century
skills. Four panelists will present on how they engaged
students by incorporating all five goal areas of the
standards. Sample project assignments and student
work from Novice to AP levels will also be shared.
10:00 a.m. – 11:00 a.m.
433
A Comparative Assessment of
Domestic and Study Abroad
Immersion Language Academies
The Middlebury–Monterey Language Academies offer
immersion programs in five languages at three domestic
sites. In 2013, Chinese will be offered in Beijing China.
Drawing on five years of data, the presentation will
focus on the most effective strategies to enhance learning in an immersion curriculum in both domestic and
study abroad settings.
Presenter(s): Cynthia Patterson, Middlebury
Interactive Languages; Aline Germain-Rutherford,
Middlebury College
Sponsor(s): ACTFL
434
Real-World Texts: Building Critical
Thinking Skills and Cultural
Understanding
Experience strategies to help language learners develop
critical thinking and language skills while engaging
with authentic texts. The presenters outline a framework to interpret authentic written, oral, and visual
online texts. Learners enhance their interpretation of
authentic texts by drawing on knowledge of their own
culture and target cultures.
Presenter(s): Donna Clementi, Lawrence University;
Paul Sandrock, ACTFL
Sponsor(s): ACTFL
Audience: All
10:00 a.m. – 11:00 a.m.
435
New Vectors in Higher Education:
Reports from the MLA
Presenters will report on three major trends in higher
education: changes in undergraduate education and
their impact on foreign languages, the changing contexts of graduate education, and the changes in faculty
employment and their effect on campus.
Presenter(s): Nelly Furman and David Goldberg,
Modern Language Association (MLA)
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
436
10:00 a.m. – 11:00 a.m.
437
Learn with NADSFL: Moving
Toward Immersion
This session will focus on how the panel members have
been moving toward starting new immersion programs
in their districts. All panelists are opening new immersion programs or in the planning stages and can offer
practical considerations and strategies they have found
useful in moving their districts toward immersion. Come
share in the conversation about moving toward immersion in your school, district, or state.
Presenter(s): Priscilla Russel, Princeton Schools; David
Jahner, The College Board
Sponsor(s): NADSFL
Audience: All
10:00 a.m. – 11:00 a.m.
438
Lead with NCSSFL: Can-Do
Learning Made Easy with
LinguaFolio, Part 1
During part 1 of this double session, learn about the
origins and components of the free LinguaFolio® learner
self-assessment portfolio, applicable to world languages, heritage languages, and English for speakers
of other languages. This session will focus on using the
tool to refine teacher and learner roles in performancebased learning and assessment.
Presenter(s): Ryan Wertz, Ohio Department of
Education; Jacque Bott Van Houten, Kentucky
Department of Education
Sponsor(s): NCSSFL
Audience: All
Once Upon a Time: Teaching
Fairy Tales Through Various
Media
The presenters will discuss how to teach Grimm’s fairy
tales through various media including film, music, picture books, avatars, manga, and comics. They will show
how to use these media as tools for increasing learning
and creating connections to the German language and
culture.
Presenter(s): Elke Lorenz, Manhattan High School;
Meagan Meneley, Abilene High School
Sponsor(s): AATG
Access ACTFL 2013
If you can’t get to all the sessions
you want to attend at the 2013
ACTFL Convention, you will now
have an opportunity to access
a selection of sessions from the
convention, along with the keynote
presentation by Tony Wagner and
other convention experiences—and
earn professional development
credits or CEUs.
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November 23, 2013
Presenter(s): Qin Xu (Chair), Xueying Zhang, and
Vicky Wang, CLASS; Dali Tan, Northern Virginia
Community College
Sponsor(s): CLASS
Audience: All
10:00 a.m. – 11:00 a.m.
SATURday
Enhancing 21st Century Skills
Through Innovative Use of
Qingmingshanghetu
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
(WB)
440
441
439
This session focuses on a model for a study abroad
course implemented electronically while students
are abroad and the faculty member remains at home.
Course components include student-created blogs and
electronic journals, video recordings of target-language
interviews, and Skype conversations between the
student abroad and the faculty member at home.
ACTFL FEATURED SESSION
Working Together to Develop
a Global Mindset in Our
Students
SATURday
In today’s ever-more connected global world, both
language and cross-cultural skills are proving
to be essential differentiators for long-term
career success. How can teachers, parents and
employers work together to help raise globally
aware children capable of succeeding professionally? Join Raising Global Children author Stacie
Nevadomski Berdan as she leads a diverse panel
of professional leaders as they discuss one of the
most important issues of our time.
November 23, 2013
New Spaces in Study Abroad:
Using Technology to Assess
Learning
Presenter(s): Ruth Owens, Arkansas State University
Sponsor(s): ACTFL
Presenter(s): Stacie Nevadomski Berdan, Author
of Raising Global Children; Angela Jackson,
Executive Director, Global Language Project;
Steve Miranda, Managing Director, Cornell
University’s Center for Advanced Human
Resources Studies; Abe Minto, Vice President
for Accounting, Doral Financial Corporation,
Miami
Sponsor(s): ACTFL
Target Area(s): Educational Policy and
Leadership
Audience: All
NEW! Raising Global Children
Maryland World Languages
Pipeline and STEM Project
This session presents details about how Maryland is
implementing its World Languages Pipeline project
that establishes STEM-focused curricular modules and
programs in elementary classrooms throughout the
state. Participants will acquire strategies for adapting,
designing, and implementing similar innovative program
models.
Presenter(s): Susan Spinnato (Chair), Ruby Costea,
and Bonnie Pechulis, Maryland State Department
of Education; Shuhan Wang, ELE Consulting
International
Sponsor(s): ACTFL
Applicable Language(s): Arabic, Chinese, Spanish,
ESL/ESOL
AVAILABLE AT ACTFL CENTRAL
ACTFL has published the latest book from well-known international career expert Stacie Nevadomski Berdan—Raising Global
Children, which makes a strong case for the various ways that adults can influence and shape the development of a global
mindset in children. Get your copy today—and buy one or more as gifts for colleagues, students’ parents, and friends!
MEET THE AUTHOR
Don’t miss Stacie
Nevadomski Berdan
signing copies of
Raising Global Children
at ACTFL Central on
Saturday, November
23 at 3:00 p.m.!
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Raising Global Children by Stacie Nevadomski Berdan
Check out Stacie Berdan’s other great books
also available from ACTFL:
Today’s Children Need to Develop a Global Mindset—
An Indispensable Tool For Success
Together, as parents and educators, we must instill in our children an interest
in learning about the world early on. Raising Global Children provides the
rationale and concrete steps you can take to open up the world to young
people—and to do so in a fun and entertaining way without spending a whole
lot of money. Packed with practical information, hundreds of tips, and dozens
of real-life stories, this combination parenting–educational advocacy book is
the first of its kind to detail whAT raising global children means, why global
awareness is important, and how to develop a global mindset.
Go Global! Launching an International Career
Here or Abroad
Member price: $9.99
Non-member price: $11.99
Enthusiastically praised by parents and professionals alike, Raising Global
Children is filled with inspiring advice that will change the way you think
about raising and educating children.
The book will be available at ACTFL Central in Exhibit halls wA1 & wA2 at the
orange County Convention Center (west Building) during the ACTFL Annual
Convention and world Languages Expo, November 22–24, 2013.
ACTFL member price: $12.95; Non-member price: $15.95
Get Ahead by Going Abroad—A Woman’s Guide
to Fast-Track Career Success
Member price: $12.99
Non-member price: $14.99
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
442
445
448
A Nationwide Look at Language
Programs and Student Proficiency
Outcomes
What program models are most effective? Are hybrid
or online programs effective? What learning outcomes
can be expected if a particular program is adopted?
Proficiency assessment results from over 300 U.S.
schools are presented. These demonstrate necessary
features of programs which are most effective in helping students reach proficiency goals.
Presenter(s): Linda Forrest, Center for Applied Second
Language Studies and University of Oregon
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
443
Transcultural Competence: How
Do We Get There?
Although the definition of culture has been expanded,
does presenting another perspective accomplish our
goal of producing culturally sensitive students? This
session will focus on specific examples of teaching
cultural perspectives from other disciplines as well as
from FL classrooms both here and abroad, and conclude
with general guidelines.
Small class sizes present their own unique challenges
for teachers. How do you engage the reluctant learner
while challenging the achieving student? In this session, you will gain strategies for classroom management, assessments, activities, and differentiation that
are immediately applicable to foster big gains in your
small classroom.
Presenter(s): Susan Knight, Central Michigan
University
Sponsor(s): ACTFL
Audience: All
Presenter(s): Amy Pasterczyk, Purnell School
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
446
Anytime and Anywhere Mobile
Language Learning with Web 2.0
Interactive Tools
The presenter will first review the pedagogical benefits
of the Mobile Learning and Web 2.0 interactive tools
for the current digitally savvy foreign language learners,
the so-called digital natives. Next, she will demonstrate
useful applications for mobile devices in combination
with Web 2.0 tools for foreign language education
anytime, anywhere.
Presenter(s): Ann Williams; Thomas Davinroy,
Metropolitan State University of Denver
Sponsor(s): ACTFL
Presenter(s): Si Yen Lee, Defense Language Institute
Foreign Language Center (DLIFLC)
Sponsor(s): ACTFL
Applicable Language(s): Korean
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
444
447
Drawing on insights from second language acquisition and teaching, the authors present ideas for using
cinematic scenes to work on grammar, vocabulary, and
discourse cohesion as well as activities for developing
fluency and skill. Additionally, film (re)making projects
are proposed as valid measures of language development and language awareness.
Presenter(s): Stacey Weber-Feve, Iowa State
University; Wynne Wong, Ohio State University; Bill
VanPatten, Michigan State University
Sponsor(s): ACTFL
Differentiating Instruction in
Mobile Learning Environment
The presentation will address the principles of differentiating instruction in the foreign language classroom
using learner profile analysis, task adaptation, and
classroom assessment. Next, it analyzes the mobile
technologies and today’s learning environment. The
selection of mobile technology features and purposeful
use are addressed to design differentiated instructional
activities. Lastly, it presents the sample activities for
participants to assess the instructional strategies and
task adaptation techniques.
Presenter(s): Unsoon Won, Defense Language
Institute
Sponsor(s): ACTFL
New Tools, New Opportunities,
Personal Learning Networks
Teachers need to be up-to-date with technologies
popular amongst young people to engage with them on
the same level. In this must-see session, the speaker
explores these technologies showing you how to use
them at primary and secondary school level and how to
create your own personal learning network to support
you along the way.
Presenter(s): Joe Dale
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
450
Whole Brain Teaching in the
Target Language
Presenters will demonstrate how Whole Brain Teaching, a method based on many principles of cooperative
learning and current brain research on learning, when
combined with exclusive use of the target language
can generate highly active and engaging classrooms,
enhance classroom management, and encourage selfexpression.
Presenter(s): Janine Erickson (Chair), Eva Doblas, and
Diva DeLeon Coffin, Denver Language School
Sponsor(s): ACTFL
Audience: All
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November 23, 2013
This multidisciplinary presentation demonstrates how
to use Google Earth and 360° photography to provide
opportunities for world language learners to improve
cultural proficiency. It shows how to help them develop
their ability to observe and analyze cultural products
in situ, using tools from geography and using French
culture as a model.
449
SATURday
Teaching Culture: Google Earth
Street View and Beyond
Film for Language Development
and Language Awareness
Engaging Learners in Small
Classes: Strategies that Work
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
451
454
457
Conversations that Motivate and
Educate: Spanish Conversation
Club Analysis
Following the belief that motivation is integral to
lifelong learning, the speakers will highlight the use of
individualized assessment to improve learner motivation and performance. The learning journal and course
portfolio enable students to maximize what and how
they learn and to develop 21st century skills through
innovative uses of technology.
Presenter(s): Beth Pachas, Joel Barlow High School
Sponsor(s): ACTFL
Presenter(s): Cynthia Chalupa and Heiko ter Haseborg,
West Virginia University
Sponsor(s): ACTFL
Audience: All
452
SATURday
Individualizing Assessment: The
Language Learning Journal and
Course Portfolio
As the founder of a local Spanish Conversation Club for
native and nonnative speakers, the presenter discusses
learner motivation and communicative strategies
based on a study of 50 members. Audio samples, video
interviews, and questionnaires provide insight into the
language learning process in the social and classroom
settings.
10:00 a.m. – 11:00 a.m.
November 23, 2013
Personalizing the Language
Learning Experience Using Online
Resources
This interactive presentation will demonstrate ways
in which advanced level learners can design their own
language learning experience using free (open source)
resources available online. Activities will assist learners to identify their language needs. Recommendations
of tools and resources for independent learning and
practice will be provided.
Presenter(s): Mildred Rivera-Martinez, Joyce Baker,
and Mark Overton, National Language Service Corps
Sponsor(s): ACTFL
Audience: All
10:00 a.m. – 11:00 a.m.
453
More Questions than Answers:
Building Pragmatic Competence
in Advanced Learners
Advanced second language learners face complex challenges. They may approximate L1 speakers in many respects, yet may have difficulty negotiating personal and
institutional relationships, which require sophisticated
sociopragmatic ability. The presenters offer an inductive
approach to help students bridge this linguistic and
cultural gap. The focus of the approach is to help arm
students with a pragmatic and cultural sensibility.
Presenter(s): Anna Moldawa and James Tierney, Yale
University
Sponsor(s): ACTFL
Applicable Language(s): ESL/ESOL
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Gamification 101: Using Game
Mechanics to Engage Learners
Websites consistently use game mechanics to increase
engagement. This session aims to help teachers gamify
their courses using game mechanics, task-based
instruction, and new technologies to engage learners
more fully within and beyond the class. Game mechanics can be used for classroom management, instruction,
assessment, and to encourage learner autonomy.
Presenter(s): Stayc Dubravac, University of Kentucky
Sponsor(s): ACTFL
Audience: All
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
455
High Leverage Instructional
Strategies for the Language
Classroom
Researchers have identified nine categories of
instructional strategies that have a high probability of
enhancing student learning. This session demonstrates
research-based strategies and their application in
the beginning and intermediate language classroom.
Presentation will include examples in Spanish, French,
German, and Chinese; videotaped classroom demonstrations; and hands-on participation.
Presenter(s): Aleidine Moeller and Sheri Hurlbut,
University of Nebraska–Lincoln
Sponsor(s): ACTFL
Applicable Language(s): Chinese, French, German,
Spanish
10:00 a.m. – 11:00 a.m.
456
Synchronous and Asynchronous
Virtual Exchanges
This presentation will introduce three virtual exchanges
that were implemented in first-year German. Strengths
and shortcomings of the implemented tools will be
discussed and results of a research study exploring the
effects of a synchronous exchange will be summarized. Practical suggestions for implementing virtual
exchanges will be given.
Presenter(s): Theresa Schenker, Yale University
Sponsor(s): ACTFL
458
Cultivating Passion for Cultural
Competence: Practical Strategies
and Models
Explore and grapple with the concept of culture and
intercultural communicative competence (ICC). Leave
with practical strategies that engage students in their
own learning inside, and outside of, the classroom.
Learn how to make your rubrics reflective of the
inextricable link between language and culture. Bridge
theory and practice as you make culture an integral part
of student learning.
Presenter(s): Pablo Muirhead, Milwaukee Area
Technical College
Sponsor(s): ACTFL
Audience: All
10:00 a.m. – 11:00 a.m.
459
Excellent Classroom
Management: The First Step
Towards Language Proficiency
Excellent classroom management is key to creating
an environment where language proficiency can be
achieved. Practical, research-based strategies for
forming a culture of learning, mutual respect and
responsibility will be modeled. Participants will practice
proactive management strategies and leave with
resources for further guidance, support, and networking
opportunities.
Presenter(s): Amy Hornby Uribe, Winona State
University
Sponsor(s): ACTFL
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
460
463
465
Use of Virtual Worlds in PreService Teacher Development
A need has been identified for more practice-based
professional development to equip pre-service teachers
with highly effective teaching skills. This session will
discuss the use of virtual worlds (i.e., Second Life) in FL
methods courses to provide pre-service teachers with
opportunities to develop these skills while receiving
continuous feedback from the course instructor.
Presenter(s): Krista Chambless, University of Alabama
at Birmingham; Nicole Miller, Mississippi State
University
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
Bringing “Any Time” and “Any
Place” INTO the Language
Classroom
Bring the outdoors and “daily life” such as meal time
and recreation INTO your standards-based classroom.
These provide rich approaches to the 5 Cs, including
language use in all three modes. Experience activities
and leave with instructions—from resources of Concordia Language Villages, residential, outdoor language
programs in 15 languages.
10:00 a.m. – 11:00 a.m.
462
Presenter(s): Jennifer McGinnis (Chair), Gwendolyn
Good, Lindsey Jeralds, and Eric Surface, SWA
Consulting, Inc.
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
464
National Association for Korean
Schools: National Standards
for Korean Language (K–12
Curriculum)
Presenters developed the National Standards and Curriculum for Korean schools, K–12 in affiliation with the
National Association for Korean Schools. Presenters
will introduce the NAKS National Standards and curriculum, display National Standard tests, and provide
examples on how to apply standards to lesson plans for
Korean weekend schools settings.
Presenter(s): Loraine Kang, Defense Language
Institute
Sponsor(s): ACTFL
Language of Presentation: Korean
Applicable Language(s): Korean
Language Teacher Identities and Ideologies: Implications
for Teacher Training (Moser, Fogle): Research examining
teacher identities has emerged to better understand
who language teachers are and how they position
themselves in relation to their colleagues and students.
Results of a qualitative study with Mississippi FL and
ESL teachers will be presented along with suggestions
for integrating identity-related issues in pre-service
teacher training.
Reexamining Teacher Reflection: Impact of SiteResponsive Collaborative Teaching on Thinking (Nyikos,
Dimitrieska, Hendryanti): Much emphasis is put on
post-teaching reflection in teacher improvement.
Using a site-responsive teaching model and data from
summer institutes for teachers of less commonly taught
languages, we examine the impact of multi-layered
reflections on teachers’ thinking immediately after
teaching in community sites. Participants will discuss
and try out the multi-layered instrument.
Modern Greek Language Teachers: Implications for World
Language Teacher Education (Katradis): In this study,
Modern Greek language teachers’ levels of teacher
education were compared to their perceptions of the
language classroom and their expectations of student
outcomes. Results indicate a wide range of perceptions
about language learning and how lessons are planned
and implemented. Implications for world language
teacher education are discussed.
Presenter(s): Kelly Moser and Lyn Fogle, Mississippi
State University; Martha Nyikos, Vesna Dimitrieska,
and Retno Hendryanti, Indiana University; Maria
Katradis, George Mason University
Sponsor(s): ACTFL
Audience: All
Flipping the Traditional Language
Classroom
The “flipped classroom” notion has been growing in
popularity not only in languages but also in multiple
academic areas. In spite of its popularity, not much
is known about the requirements, principles, and
challenges associated with this type of instructional
model. This presentation will trace the implementation
of a hybrid instructional model at a large (multi-section)
college language program, and explore the material and
pedagogical requirements to make such a transition
work for both teachers and students.
Presenter(s): Jorge Cubillos, University of Delaware
Sponsor(s): ACTFL
Don’t Miss the ACTFL Plenary Session on Language
Learning for a Changed World
This plenary begins with a radical assertion: Our schools have reached
the tipping point—they no longer meet the needs of the present generation
who prefers to learn new kinds of content in new ways. In this plenary, four
language educators share their stories of re-imagining their classrooms,
their practices, and their professional values in an age of profound social
and technological change. Despite their varied teaching situations, all four
educators agree that a new design for language learning includes the following
features: open educational resources (OER); adaptive, personalized curricula;
collaborative learning communities; participatory culture; and integrative
learning spaces. The Tipping Point: Language Learning for a Changed World,
Saturday, November 23, 2:00 p.m.–3:00 p.m., W110A, Orange County
Convention Center (WB)
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November 23, 2013
Presenter(s): Denise Phillippe and Kerisa Baedke,
Concordia Language Villages
Sponsor(s): ACTFL
This session explains why effective instructor
development and supervisor mentoring are important
for instructor effectiveness and to achieve learning
outcomes. Literature reviews, expert interviews, and archival data analysis were used to identify best practices
for foreign language instructor supervision in an adult,
military learning context.
Presentations 13
SATURday
461
Developing and Mentoring
Foreign Language Instructors: Best
Practices Study Results
Daily Program
10:00 a.m. – 11:00 a.m.
10:00 a.m. – 11:00 a.m.
466
468
Presentations 14
Teachers’ and Teacher Candidates’ Perceptions on the
Use of Authentic Materials (Colville-Hall): Authentic
materials are easily used to establish a meaningful
context and reflect target-language cultures. This study
reveals to what degree a group of teachers and teacher
candidates are prepared to select and actually use
authentic materials in instruction, and perceive them as
instructional in impacting student learning.
SATURday
Collaborative Textbook Selection: Increased Satisfaction
and Student Achievement (Czerwionka, Gorokhovsky):
This presentation provides a step-by-step process to
collaboratively select textbooks, contributing to program development. The presentation prepares teachers
to procedurally and quantitatively incorporate local and
global goals into their selection process. To validate the
process, student and teacher satisfaction survey data
and an analysis indicating increased student achievement are presented.
November 23, 2013
Designing New Literacies: New Spaces for Foreign
Language Learners (Chinwonno): This session reports
on results from a mixed-methods study of Thai and EFL
online reading comprehension and self-regulated learning. Implications contribute to design new literacies
of online reading comprehension as new spaces for
foreign language learners. Classroom practices will be
highlighted to promote digital literacy through online
tasks and materials.
Presenter(s): Susan Colville-Hall, University of
Akron; Lori Czerwionka, Purdue University; Bridget
Gorokhovsky, Cambridge High School; Apasara
Chinwonno, Chulalongkorn University
Sponsor(s): ACTFL
Audience: All
10:00 a.m. – 11:00 a.m.
467
Goal-Setting and Language
Proficiency: Data-Driven
Instruction in Immersion Programs
Immersion administrators will first present their
schools’ different assessment approaches. They’ll share
their assessment examples and reasons behind their
choice of tools. They’ll explore grammatical pitfalls
and effective teaching strategies to advance language
proficiency, and how data-driven instruction improves
teaching, learning, and reasonable goal-setting for
immersion students.
Presenter(s): Luyi Lien, Yinghua Academy
Sponsor(s): ACTFL
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New Technologies in the AP
Spanish Language and Culture
Classroom
In this session, participants will become more familiar
with the new curriculum framework and will have an
opportunity to collaborate with one another in order to
encourage student participation and cultural proficiency
with activities that are current and engaging. Participants are encouraged to bring a current lesson plan.
Presenter(s): Amarilys Heard, Trinity Preparatory
School
Sponsor(s): ACTFL
Language of Presentation: Spanish
10:00 a.m. – 11:00 a.m.
469
Using Tech Tools to Assess
Performance
Looking for ways to engage students and effectively
assess presentational speaking? Learn about free
technology tools that can help you accomplish these
goals. Participants will have immediate access to the
resources shared and student work samples will be
presented. Rubric development for the example assessments will also be addressed.
Presenter(s): Leslie Baldwin, Winston-Salem/Forsyth
County Schools
Sponsor(s): ACTFL
10:00 a.m. – 11:00 a.m.
470
From VoiceThread to iPads, Using
Technology to Facilitate Oral
Language Assessment
Oral language assessment can be difficult for language
teachers to implement in their classrooms in a practical
manner. This presentation confronts the issue of oral
assessment practicality by demonstrating the use of
technologies such as VoiceThread, YouTube, and mobile
devices to optimize instructional time and minimize
time used to conduct oral assessments.
Presenter(s): Daniel Rueckert, Oklahoma City
University
Sponsor(s): ACTFL
Audience: All
11:00 a.m. – 11:50 a.m.
Workshop Room #1
E46 Discovering Chinese Pro—
Creating a Holistic iPad
Classroom
Got iPads? Make Mandarin-learning interactive
and effective for 1:1 learning or group work on
both iPads and PCs. Discovering Chinese Pro
is a comprehensive, four-year iPad curriculum
for instructional delivery that engages students
anytime, anywhere from any web-enabled
device. Learn to use administrative tools to
message, assign homework, grade, track student
performance, and manage students through one
interface. Come hear Mandy Laoshi share best
practices from successful iPad classrooms. Presenter(s): Mandy Fiola, Canterbury School of
Florida; Esther Lee, Better Chinese LLC
Sponsor(s): Better Chinese LLC
Audience: All
11:00 a.m. – 11:50 a.m.
Workshop Room #2
E47 The iPad in the Classroom—
Breaking the Technology
Barrier!
The iPad provides an incredible platform for
language learning! John Conner, Dean of Faculty
at Groton School and author of the Breaking the
Barrier series, will demonstrate the many features
of the iPad version of his series, including its
audio and video capabilities. The iPad allows
students to check their own work as they move
through a unit, freeing up class time for other
activities. Come learn about a technology that
could revolutionize your teaching. Even if your
own students don’t have iPads, you could use one
in the classroom.
Presenter(s): John T. Conner, Groton School
Sponsor(s): Breaking the Barrier, Inc.
Audience: All
Daily Program
11:00 a.m. – 11:50 a.m.
Workshop Room #3
11:00 a.m. – 11:50 a.m.
Workshop Room #5
E48 E50 Edilingua’s New Course
Books and i-d-e-e Digital
Platform!
This session will introduce Edilingua’s new releases: Arrivederci! 1 for English speakers, L’italiano
all’università 1 for English speakers and the App
of Nuovo Progetto italiano 1. Most of all, teachers
will discover Edilingua’s i-d-e-e.it multiplatform,
containing interactive workbooks and a series of
fascinating digital tools (test and game creation,
wikis, blogs and more). All attendees will receive
a desk copy of one of the books!
Presenter(s): Lillyrose Veneziano Broccia,
University of Pennsylvania
Sponsor(s): Edizioni Edilingua
Audience: All
Language of Presentation: Italian
E49 Improving German Writing
Skills with Schreiben lernen
Presenter(s): Pennylyn Dykstra-Pruim, Calvin
College, and Jennifer Redmann, Franklin and
Marshall College
Language of Presentation: English and German
Presenter(s): Janet Parker, College of William &
Mary, Williamsburg–James City County Public
Schools; Catherine Schwenkler, Growing Up
Green Charter School; Eliz Tchakarian, Wayside
Publishing
Sponsor(s): Wayside Publishing
11:00 a.m. – 1:00 p.m.
471
AAUSC French Section Meeting
11:15 a.m. – 12:15 p.m.
472
Focus on the Teacher: Recent
Research
Brain-Based Second Language
Learning
This workshop will review the latest research in neuroscience as it applies to language learning. Discover
how and when the brain processes language and the
tools educators need to maximize learning. We will
answer questions about critical learning periods, neurosculpting, brain-based instruction, and the cognitive
advantages of early bilingualism.
Presenter(s): Elizabeth Karow, Oak Hall School
Sponsor(s): FFLA
Audience: All
11:15 a.m. – 12:15 p.m.
474
Challenges and Best Practices of
Teaching Heritage Speakers
The need for heritage speakers programs has increased
across the nation, creating new challenges and
opportunities for students and faculty in/outside the
classroom. In such programs it is crucial to consider the
learners’ characteristics to help them develop stronger
academic and communicative skills as well as broaden
their cultural horizons.
Presenter(s): Susana Alaiz Losada, Federica Goldoni,
and Claudine Jean-Baptiste, Queensborough
Community College–CUNY
Sponsor(s): ACTFL Community College SIG
This Research SIG panel presents cutting-edge research
on various aspects of teacher development: “Developing International Mindedness and Applying Authentic
Language Through STEM Content” and “Exploring FLES
Teachers’ Perceptions of Assessment Practices in WL
Education.”
Presenter(s): Bill VanPatten (Chair), Michigan State
University; Rebecca Fox, Wendy Frazier, and
Olga Corretje, George Mason University; Betsy
Sandstrom, Thomas Jefferson High School for
Science and Technology; Heather Olson Beal,
Stephen F. Austin State University; Silvia Peart, U.S.
Naval Academy; Victoria Russell, Valdosta University
Sponsor(s): ACTFL Research SIG
Audience: All
Check Twitter for
Convention Updates
ACTFL Convention attendees
can check Twitter (www.twitter.
com) to stay updated on any
changes in the program schedule
and other important information.
Follow ACTFL @actfl for official
information and look for all tweets
with the hashtag #actfl13. If you
want to share something about the
convention with others, be sure to
also add #actfl13.
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November 23, 2013
Co-authors of Schreiben lernen: A Writer’s Guide
for Learners of German present their modelbased, process-oriented, and genre-focused
approach. Adopted by over 60 schools, the book
provides writing activities targeted at beginning
to advanced learners in high school and college,
and offers instructors a means of unifying German
curricula.
Participants will engage in an interactive,
multimedia presentation addressing the use of
Integrated Performance Tasks and Assessments
targeting intermediate levels of Spanish in an innovative format. Tejidos targets students in Levels
IV, Pre-AP, Pre-IB or Conversation who are on track
for the AP Language and Culture and IB Exams.
473
SATURday
11:00 a.m. – 11:50 a.m.
Workshop Room #4
Bridging the Gap with
Tejidos: Preparing Your
Pre-AP/Pre-IB Students for
Revised Exams
11:15 a.m. – 12:15 p.m.
November 23, 2013
SATURday
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
475
477
479
Crossing Classroom Borders
& Five Cultural Dimensions in
Teaching Russian
Teaching Culture in Context:
Group Collaboration with Native
Speakers
This session features a presentation about building a
successful Russian language program with a strong
STEM component through collaboration with community resources and museums, as well as a research
paper presentation that focuses on the five cultural
dimensions as implemented in teaching Russian to
heritage speakers.
Collaborative learning involves “language exchange”
activities between groups of Japanese and American
students at different proficiency levels. Presenters
will highlight three different types of tasks that foster
pragmatic competence and cultural awareness for
students of both languages. Their presented techniques
are applicable to all languages and levels of proficiency.
Crossing Classroom Borders: Russian in the Sky and
Outer Space (Abramova, Aoki, Egorova): How can learning to become a pilot for a day be a path to improving
your reading, writing, and speaking in Russian? We will
answer this question and show how to build a successful language program with a strong STEM component
through collaboration with community resources and
museums.
Presenter(s): Anna Zielinska-Elliott, Mariko Henstock,
and Emi Yamanaka, Boston University
Sponsor(s): AATJ
Five Cultural Dimensions in Teaching Russian to Heritage
Speakers (Makinina): This presentation focuses on five
cultural dimensions (communities, persons, products,
practices, and perspectives) as implemented in teaching
Russian to heritage speakers. It outlines the ways an instructor can help students develop language proficiency,
co-construct their sociocultural identities, and regain a
feeling of belonging to a community of native speakers.
11:15 a.m. – 12:15 p.m.
Presenter(s): Svetlana Abramova and Veronika
Egorova, University of Washington; Michele Anciaux
Aoki, Washington State OSPI; Olga Makinina,
California State University–Chico
Sponsor(s): ACTFL Less Commonly Taught Languages
SIG
Applicable Language(s): Russian
11:15 a.m. – 12:15 p.m.
476
Classroom to the Real World:
Backward Design in Business
Japanese
This session introduces the methods for creating an
online Business Japanese course, aligned with the
National Standards and Backward Design, which
addresses student learning in the real world. Course
design and learning outcomes are discussed. The
presenter will share the technology tools used to accomplish the three modes of Communication.
Presenter(s): Atsuko Borgmann, University of
Wisconsin–Milwaukee
Sponsor(s): AATJ
Brain-Based Instructional
Approaches for Maximizing
Student Learning
In this session, presenters share strategic use of
brain-based instructional approaches to improve
students’ learning for building proficiency. Presenters
demonstrate ways to facilitate students’ motivation
and enhance critical thinking with effective classroom
management applying information of how brain works.
Presenter(s): Yoshiko Saito-Abbott, California State
University–Monterey Bay; Yo Azama, North Salinas
High School; Troy Brunke, Brunke Chiropractic
Sponsor(s): AATJ
Audience: All
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478
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ACTFL Convention Digital
Badges—Get Yours!
Become a Convention Networker
and earn a digital badge at
ACTFL 2013! Digital badges are
online representations of earned
knowledge and skills and a new
way to showcase professional
development achievements. Find out
more at www.actflbadges.org.
Italian Culture III
Autobiography of Intercultural Encounters: A European
Model of Intercultural Competences (Lange): Language
courses are privileged opportunities to develop sensitivity towards cultural differences and to understand the
ways in which culture and language interlock. This
session will focus on the Autobiography of Intercultural
Encounters, a tool of the Council of Europe dedicated to
the development of self-reflection and the assessment
of intercultural competences at the same time.
The Italian Ministry of Foreign Affairs and the Development of the Italian Language and Culture in the USA
(Pennazzato, Maggipinto, Dalla Montà, Davoli, &
Ebranati): Detailed data of Italian programs in the
different regions of the United States with explanations
of main differences. Challenges for the Italian language
teaching profession: reasons for the apparent shortage
of Italian teachers in the United States, especially in
some states. Analysis of the real differences between
North and South Italy: from current statistical data to
the analysis of the process beyond the growing gap
between the two parts of Italy.
Presenter(s): Gisella Lange, Ministry of Education,
Italy; Roberto Pennazzato, Consulate General of
Italy, Chicago; Cristiano Maggipinto and Lucia
Dalla Montà, Embassy of Italy, Washington; Carlo
Davoli, Consulate General of Italy, New York; Paola
Ebranati, Consulate General of Italy, San Francisco
Sponsor(s): AATI
Audience: All
11:15 a.m. – 12:15 p.m.
480
Italian Studies Doctoral
Dissertations in Progress
The topics to be discussed range from a Medieval
Dante (Pastor on “Ciceronian Rhetoric and Jeremiad:
The Rhetoric of Dante profeta”), to a contemporary
Dante (Aresi on “A European Dante: Modernist
Constructions”), on to Renaissance theatre (Granata on
“Renaissance Comedy and Francesco Antonio Rossi’s Il
Capriccio”) and closing with modern literature (Gercke
on “Representations of Hybridity: Science, Techne and
the Human in the Works of Alberto Savinio”).
Presenter(s): Paul Colilli (Chair), Laurentian University;
Joel Pastor, Cornell University; Anna Aresi and
Nicole Gercke, Brown University; Joanne Granata,
University of Toronto
Sponsor(s): AATI
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
481
484
486
Difficulties and Strategies
of Teaching Chinese: From
Perspective of Register
This panel discusses the importance and application of
language registers in teaching Chinese at all levels and
argues that language registers are an indispensable
aspect in the compiling of textbooks and classroom
instruction across all levels.
Presenter(s): Ye Tian (Chair), Harvard University;
Qiuyu Wang, Northwestern University; Chunyan Ma,
Zhejiang University
Sponsor(s): CLTA
11:15 a.m. – 12:15 p.m.
482
Mobile devices and social networking tools can
enhance language education, but how can they be
utilized to further the development of Chinese language
learners’ skills and pre-service teacher training? This
panel addresses this question with research findings
pertaining to Chinese K–16 classroom experiences using tablets, web-conferencing tools, and blogs.
11:15 a.m. – 12:15 p.m.
483
Using Original Chinese Texts to
Optimize Writing Instruction
This panel explores the application of the “performed
culture” approach in CFL composition classrooms. The
discussions focus on the use of original Chinese texts
to create a constrained target cultural environment
to elicit culturally appropriate written responses and
cultivate native-like writing proficiency in learners at
beginning, intermediate, and advanced levels.
Presenter(s): Zhini Zeng (Chair) and Jianfen Wang,
Ohio State University; Ying Liu, Ursinus College
Sponsor(s): CLTA
Salient Linguistic Features of Chinese Learners with Different Language Backgrounds (Chang): The study adopts
the contrastive inter-language analysis (CIA) approach.
Two major types of comparison (i.e., comparison of native language and inter-language; comparison of different inter-languages) are done. The findings of overuse
or underuse linguistic forms will benefit to Chinese as a
second/foreign language teaching and learning.
Native and Nonnative Processing of Relative Clauses in
Mandarin (Cui): This self-paced reading study investigates the processing factors that influence nonnative
processing of relative clauses in Mandarin from a
psycholinguistics perspective. Results showed that
intermediate learners of Chinese process complex
grammatical structures in a different way from native
speakers, which may shed light on the teaching methods in Chinese classroom.
Presenter(s): Jing Z. Paul, University of Hawaii at
Manoa; Liping Chang, National Taiwan Normal
University; Yaqiong Cui, Michigan State University
Sponsor(s): CLTA
11:15 a.m. – 12:15 p.m.
485
Die Schweiz im Curriculum des
21. Jahrhunderts
Doing Business in Switzerland and Internship Opportunities (Zinggeler)
Cholent, Harira, Guthuk, and Vada: The Making of a New
Swiss Cuisine ‘Pluricultural Recipes’ for the Postsecondary Classroom (Schallie)
Presenter(s): Margrit Zinggeler, Eastern Michigan
University; Charlotte Schallie, University of Victoria
Sponsor(s): AATG
Audience: All
Connecting cooperative techniques with practical applications, the presenters offer implementable examples
on how to apply grammar instruction in context. This
session demonstrates how to create a personalized
learning environment that includes grammar instruction.
Presenter(s): Carla Ghanem and Cameron von Berg,
Arizona State University
Sponsor(s): AATG
Audience: All
11:15 a.m. – 12:15 p.m.
487
Challenge and Success in
Teaching German as a Graduate
Student
This panel addresses the role of graduate student
instructors in the German language, literature, and
culture classroom. Graduate students of German face
unique challenges in their many—and sometimes conflicting—roles of instructor/student, student/colleague,
researcher, teaching assistant, etc.
Presenter(s): Corinna Kahnke (Chair), Duke University;
Bethany Bowen and Steffen Kaupp, Duke University
and University of North Carolina; Per Urlaub and
Annika Vannoy, University of Texas–Austin
Sponsor(s): AATG
11:15 a.m. – 12:15 p.m.
488
Effective Support for At-Risk
German Programs: A Roundtable
Discussion
This roundtable discussion will focus on ways to
identify early programs that might be at risk, and on
strategies for rallying support to the colleagues in those
departments in a timely way. Panelists and the ensuing
discussion will concentrate on recognizing the critical
signs early and developing concrete ways to support
vulnerable programs.
Presenter(s): Michael Sosulski, Kalamazoo College;
Regina Braker, Eastern Oregon University; Gisela
Hoecherl-Alden, Boston University; Peter Höyng,
Emory University
Sponsor(s): AATG
Audience: All
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119
November 23, 2013
Presenter(s): Hong Zhan (Chair), Embry-Riddle
Aeronautical University; Hsiu-Jen Cheng, National
Kaohsiung Normal University; De Zhang, Bethel
University; Henny Chen, Moreau Catholic High
School
Sponsor(s): CLTA
Audience: All
Expressing Different-Trajectory Caused Motion Events
in L2 Chinese (Paul): This presentation will report two
major findings: the typological features of Mandarin
Chinese in describing different-trajectory motion events
and the problems advanced L2 learners have in expressing them. It will illustrate ways of teaching functions of
the Chinese disposal construction and passive structure
using motion events.
Make It Your Own: Personalized
and Contextualized Grammar
Instruction
SATURday
Developing Learning and
Teaching Skills Through Mobile
Devices and Beyond
Grammar Cognition,
Representation, and Learning
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
489
490
Development and Innovation of a
Language Tutorial Program in a
Chinese Flagship Paradigm
This panel addresses different aspects of tutoring in
the Flagship program. Presenter 1 focuses on the importance of tutoring, which ensures students’ ultimate
success. Presenter 2 reviews the tutoring program,
particularly the reformed and latest models. Presenter
3 examines the benefits of individualized tutoring,
including its impact on students’ language ability via
qualitative and quantitative data.
SATURday
Presenter(s): Jie Zhu (Chair), Madeline Spring, and
Jinglin Chen, Arizona State University
Sponsor(s): CLTA
November 23, 2013
A
t the 2013 Annual Convention in
Orlando, we are officially launching
ACTFL Global Giving, our first ever
corporate social responsibility initiative.
This first year ACTFL is supporting the Bon
Samaritain School in Port-au-Prince, Haiti—
a country regarded as one of the poorest
nations in the western hemisphere which was
further devastated by an earthquake in 2010.
ACTFL is undertaking this new initiative
focused on global giving, which will not
only offer a compassionate connection with
those in need across the globe but will also
give language educators the opportunity to
better foster empathy and cultural under-
120
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CLASS General Membership
Meeting
11:15 a.m. – 12:15 p.m.
491
Intercultural Competence in the
Early Language Classroom
In this session, we will discuss the importance of intercultural competence in the early language classroom
and explore how language lessons can be modified to
help students develop intercultural competence. We
will share sample lessons, units, and rubrics created
for a research project feature in NNELL’s Learning
Languages journal.
Presenter(s): Michael Byram, Durham University;
Dorie Conlon-Perugini, Glastonbury Public Schools;
Manuela Wagner, University of Connecticut
Sponsor(s): NNELL
standing in their students.
Helping support the needs of the children
in this school is an excellent service project
for language clubs and honor societies. You
may contribute school supplies, CreoleEnglish dictionaries, maps of the world, child
appropriate DVDs or children’s books for their
library. You can bring any of these items to
the ACTFL Global Giving booth #854 in the
Exhibit Halls WA1 & WA2 in the Orange
County Convention Center (West Building). If you do not wish to bring items with
you, there will be companies exhibiting on
the show floor that have some of these items
you can purchase to donate. ACTFL will pro-
11:15 a.m. – 12:15 p.m.
492
Common Core and Language
Learning: Developing Literacy
Common Core and world languages are a perfect
match. Through interpersonal, interpretive, and presentational communication, students develop literacy
as described in the Common Core State Standards.
Language educators gain deeper understanding of how
to improve learners’ language performance by examining Common Core standards. Experience strategies to
strengthen language learners’ literacy.
Presenter(s): Paul Sandrock, ACTFL
Sponsor(s): ACTFL
Audience: All
Support Our Sponsors
Please try to stop by our sponsors’
booths in the World Languages
Expo and thank all of them for their
continued support of ACTFL and the
foreign language community. A list
of sponsors appears on p. 17.
vide note cards for you to write a personal
message to the children in English or French
to accompany your contribution.
Of course, this ACTFL initiative is not
designed or limited to teachers of any particular language, although it may be easiest
for French teachers in this first year to make
language connections in Haiti. Each year,
ACTFL plans to add another school from
a different area that can benefit from the
Global Giving initiative. A summary of the
efforts throughout the year will be posted
online at www.actfl.org and in future issues
of The Language Educator to show the
cumulative effect of this service initiative.
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
493
496
499
Haiti: Education as the
Foundation, Hope for the Third
World
Come and learn the status of the educational system in
the poorest country in the world, how we are cultivating future citizens to actually save their own life, the
lives of their families, and possibly their country. You
will meet, through your presenter, the teachers and
students, and learn about these people who are trying
to survive severe poverty, starvation, sickness, and
are so committed to becoming educated. It is truly a
do-or-die situation. The presenter of this session lives
in Haiti, has built a school there, helps facilitate several
orphanages, works in the poorest slum in the western
hemisphere, and is committed to sharing the stories
of the children, and those committed to helping better
the world.
11:15 a.m. – 12:15 p.m.
494
Apply the Language on the Fly
Presenter(s): Linda Zins-Adams, Moeller High School;
Daniel Holler, Manheim Township High School;
Debra Mol, Ramstein High School
Sponsor(s): AATG
11:15 a.m. – 12:15 p.m.
495
Learn with NADSFL: Leading for
Change
Affecting change in your district is often challenging
in the least. District supervisors, and often department
chairs in districts without supervisors, strive to make
high-quality learning happen each day in their districts.
Come collaborate with peers while learning about how
the National Association for District Supervisors can
help!
Presenter(s): Debbie Callahan-Dingle, NorthEast ISD
Sponsor(s): NADSFL
Audience: All
Presenter(s): Ryan Wertz, Ohio Department of
Education; Jacque Bott Van Houten, Kentucky
Sponsor(s): NCSSFL
Audience: All
11:15 a.m. – 12:15 p.m.
497
Strengthening Language
Programs: Collaborative Models
of Distance Education
The designers of a longstanding collaborative program
in French, German, Russian, and Spanish will share
their experiences building a successful language
program and increasing enrollments through a model
of courses shared among partner universities and
delivered face-to-face, online and through interactive
television (videoconferencing).
Presenter(s): Eleanor Ter Horst and Elisabeth Donato,
Clarion University
Sponsor(s): ACTFL
Applicable Language(s): French, German, Russian
11:15 a.m. – 12:15 p.m.
498
The Endless Summer: Extending
Summer LCTL Programs YearRound
This session will feature real-life experiences of program administrators who expanded summer less commonly taught language (LCTL) courses into the school
year. We will explore leadership strategies to gain
school community buy-in as well as active collaboration
with community leaders that resulted in educational
policy changes.
Presenter(s): Nicole Rumeau and Anna Jacobson,
National Foreign Language Center–University of
Maryland; Laura Hoover, Fauquier County Public
Schools; Mary Stimmel, Lincoln High School
Sponsor(s): ACTFL
Audience: All
Explore how language learners can access the many
benefits of authentic resources to build cultural proficiency without feeling overwhelmed or incompetent.
Participants will leave with five scaffolding strategies
that allow novices to experience the excitement and
enrichment of authentic resources without departing
from the target language.
Presenter(s): Martina Bex, Clark Middle School
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
500
Teaching Culture, Vocabulary,
and Grammar Through GenreBased Textual Exploration
The session focuses on selecting and using authentic
texts as cultural and linguistic models for student
analysis and subsequent production. Participants will
learn how to apply the framework of Genre to designing
instructional sequences that foster the development of
vocabulary, grammar, and awareness of textually based
cultural norms and discursive practices.
Presenter(s): Olga Liamkina, Rutgers University
Sponsor(s): ACTFL
Audience: All
11:15 a.m. – 12:15 p.m.
501
New Realities: Using Themes and
Essential Questions in AP Latin
In AP Latin, Themes and Essential Questions serve as
organizing concepts to relate Caesar and Vergil’s work
to larger issues pertaining to literature, history, and
myth. Participants will explore how to create and use
effective essential questions in the classroom and how
to infuse themes into a traditional literary approach.
Presenter(s): Jane Crawford, University of Virginia;
Clifford Hull, Park Tudor School
Sponsor(s): ACTFL
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November 23, 2013
The role of a world language instructor is to provide
students activities that are similar to real-world situations—anytime, anyway, anywhere. At times, one does
have to take students out of their comfort zones to get
them to react spontaneously. This is the hardest part of
the interpersonal mode.
During part II of this double session, continue to learn
about the LinguaFolio® learner self-assessment portfolio, applicable to world languages, heritage languages,
and English for speakers of other languages. This
session will focus on the autonomous learning cycle,
specifically on how to help learners set personal goals,
collect evidence of success and reflect on their learning.
Yes We Can! Authentic Resources
and the Novice Learner
SATURday
Presenter(s): Tammi Runsler, My Neighbor’s Children
Sponsor(s): ACTFL
Audience: All
Lead with NCSSFL: Can-Do
Learning Made Easy With
LinguaFolio®, Part II
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
502
505
508
Spanish Graded Readers: What
We Need to Improve
This session focuses on the characteristics of graded
readers available in the market for Spanish and describes inconvenient discrepancies in reading levels
when a teacher attempts to use different publishers.
Participants will be provided with a tool to sort out collections and publishers by reading levels consistently.
Presenter(s): Victoria Rodrigo, Georgia State
University
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
SATURday
503
November 23, 2013
Project-Based Learning:
Increasing Acquisition and
Communication in the Classroom
Students take part in authentic, relevant, and engaging
lessons and projects as a way to enhance their world
language studies and encourage them to take a highly
active role in their learning.
Presenter(s): Erica Torruellas and Karolyn Rodriguez,
Hamden Public Schools
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
504
Reduce, Reuse, Recycle: Strategies
for Planning Effective Immersion
Classes
We describe how to plan Spanish immersion classes for
children Grades K–6 in ways that reduce preparation
time, reuse important content, and recycle activity
formats. We explain how planning classes in this way
and working towards instructional goals not only reduces teachers’ workload, but also ultimately increases
students’ language proficiency.
Presenter(s): Le Anne Spino and Daniel Trego,
Michigan State University
Sponsor(s): ACTFL
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Ditch the Textbooks and Keep
Them Engaged!
This session will provide teachers with engaging activities to motivate students and increase participation
from even the hardest to reach students. Tips, pointers,
and techniques will be shared on how to develop rich,
engaging lessons without ever using a textbook!
Presenter(s): Emily Garrone and Ayano Suzuki,
Memphis City Schools
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
506
Increasing TL Communication with
Film Shorts and Comprehensible
Input
What is the key to motivating students to communicate
in the target language (TL)? Find a subject that connects
to them personally, teach the vocabulary beforehand,
and then grab their attention with a captivating film
short. The presenter will share resources and strategies
that have proven successful in increasing TL communication.
Presenter(s): Cynthia Hitz, Palmyra Area High School
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
507
Student-Led Discussions in the
Target Language
Engage all students at all levels in the secondary or
college class with this student-centered facilitation
process which relies on creativity, multiple perspectives, manipulation of words and ideas, and participant
interaction. Learn the guidelines, view projects for
all levels, consider assessment, and participate in a
discussion.
Presenter(s): Sarah Desmet, Wesleyan College
Sponsor(s): ACTFL
Teaching University Students with
Language-Learning Difficulties
This session describes a four-course Spanish sequence
modified for university students with language-learning
difficulties. The courses utilize a differentiated approach that is multisensory and highly structured. The
presenters will share their experiences to help instructors incorporate the approach in modified or traditional
courses.
Presenter(s): Tamise Ironstrack and Leah Henson,
Miami University
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
509
Service Language Learning at Its
Best
Discover the effectiveness of Service Language Learning programs to motivate target language learning.
The presenters will share real-life examples of service
learning at its best through three different models: (1)
International Peer Service Learning Language Model;
(2) Intergenerational Model; and (3) Celebration Model.
The goal of this session is to stimulate cross-cultural
service learning as a powerful tool of authentic language learning in the 21st century community context.
Presenter(s): Vasiliki Tsigas-Fotinis, Caldwell
College/Kean University; Stella Economou, SUNY/
Westchester Community College; Maria Stamoolis,
Metropolis of Pittsburgh
Sponsor(s): ACTFL
Audience: All
11:15 a.m. – 12:15 p.m.
510
Classroom Podcasting: Effective
and Engaging Language Learning
Classroom podcasting, the making of digital media for
publication, facilitates instructional differentiation,
authentic communication, and other research-based
teaching/learning language acquisition strategies.
Through student podcasts participants learn the easy
process of planning, making, and publishing classroom
podcasts. A list of 21st century podcasting tools/resources is provided.
Presenter(s): Judith Serrano, Evergreen Elementary
School
Sponsor(s): ACTFL
Applicable Language(s): Spanish, ESL/ESOL
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
511
514
517
The Current State of K–12
Public School Arabic Language
Programs
This presentation discusses the results of a survey
of U.S. K–12 public and public charter school Arabic
language programs. Participants will gain a window
into the experiences of schools in offering Arabic,
including trends; challenges and rewards; strategies
for advocacy; and general advice on having Arabic in a
K–12 program.
Presenter(s): Kelly Doffing, Carine Allaf, and John
Compton, Qatar Foundation International
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
512
How can students become the teachers and teachers
become the learners? How can student input mold the
classroom environment? What happens when students
reach out beyond the four walls of their classroom to
participate in the greater world through virtual mentoring and community involvement? Join the discussion
and learn from examples of making the world language
classroom a part of the real world.
11:15 a.m. – 12:15 p.m.
513
Digital Storytelling for Any
Language Learner: Versatility,
Collaborativity, and Creativity
By bringing together collaborative and creative digitalstorytelling projects across languages and proficiency
levels, this panel demonstrates that digital storytelling
is a versatile medium in language and culture learning.
Participants will become informed of its contexts and
applications, and leave with the technological knowhow for their own teaching.
Presenter(s): Yu Li (Chair), Lilia Coropceanu, Bumyong
Choi, and Wan-Li Ho, Emory University
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
515
Teaching Advanced and Beyond
Students in LCTLs: Challenges,
Strategies, Practices
The session will deliberate on cross-linguistic
pedagogical issues common to LCTLs (Hebrew, Hindi,
Korean, Russian) at an advanced-plus proficiency level.
The participants will focus on successful experiences
and program designs that personalize learning and
can be employed across LCTLs to connect proficiency,
cross-cultural competence, and professional interests
of mixed-need students.
Presenter(s): Alla Smyslova (Chair), Rakesh Ranjan,
Rina Kreitman, and Beom Lee, Columbia University
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
516
Formative Assessments for
Success in AP Spanish Literature
and Culture
Formative assessments play a key role in improving
language skills and developing cultural literacy because
they provide feedback for students, ways to assess
progress, and data to set goals for moving forward in
the course. This session will offer formative assessments for use in AP Spanish Literature and Culture.
Presenter(s): Cameron Stephen, Cy-Fair High School
Sponsor(s): ACTFL
The presenters discuss the results of a yearlong
research study investigating the importance of
empowering future world language teachers to become
intrinsically and extrinsically motivated as they enter
the profession. Participants will learn about the importance of Self-Determination Theory and its applicability
to WL teacher preparation.
Presenter(s): Patricia Davis-Wiley, University of
Tennessee; Mark Warford, Buffalo State University
Sponsor(s): ACTFL
11:15 a.m. – 12:15 p.m.
518
Presentations 15
A Mixed Methods Study of Technology-Enhanced
Multimedia Foreign Language Instruction (Ketsman): This
presentation reveals findings from the mixed methods
study that explored technology-enhanced multimedia
instruction in Grades 6–12 foreign language classrooms
in the Midwest. The presentation describes successful
pedagogically sound practices with technologyenhanced multimedia that were focused on enhancing
student language learning skills and competencies.
Incorporating Parallel Corpus Technology in the Foreign
Language Classroom (Bluemel): The presentation details
the experience of a high school Chinese instructor in
integrating parallel corpora in the classroom as a tool
for writing, reading comprehension, and lexical acquisition. The study describes the key benefits of applying
this technology, as well as addressing the challenges
faced in implementing it.
Addressing Online Translation in the Foreign Language
Classroom (O’Neill): This presentation gives an
introduction to online translators. It describes new
research that suggests translators do not always have
a negative effect on student writing and cannot always
be detected by instructors. Tips on how to tell whether
online translation has been used and the implications
for classroom policies are discussed.
Presenter(s): Olha Ketsman, University of Nebraska–
Lincoln; Brody Bluemel, Pennsylvania State
University; Errol O’Neill, University of Memphis
Sponsor(s): ACTFL
Audience: All
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November 23, 2013
Presenter(s): Benjamin McMaine, Tabatha Doyle, and
Deborah Aparicio, Fayette County Public Schools
Sponsor(s): ACTFL
Presenter(s): Diane Thornburg, Luz Escobar, Isaac
Rivera, and Floreen Henry, Tarrant County College
Sponsor(s): ACTFL
New Realities for 2013 WL
Teacher Preparation: A ResearchBased Perspective
SATURday
Teaching It from Their Perspective:
Engagement Strategies from the
Students’ Point of View
Learning In Your Pajamas
Four experienced professors will describe their successes and failures in designing and teaching online
foreign language courses. The lively Pecha Kucha style
presentation will give specific examples on what to do
and what to avoid. The emphasis is on how each professor tackled the challenges of engaging the learner,
encouraging collaboration, personalizing the experience
online, and assessment. Pajamas are welcome.
Daily Program
11:15 a.m. – 12:15 p.m.
11:15 a.m. – 12:15 p.m.
12:30 p.m. – 1:45 p.m.
Grand Ballroom C, Rosen Centre Hotel
519
521
524
Presentations 16
Students’ Perspectives on Effective Peer Review
Feedback: What Works Best? (Farrell Whitworth):
Undergraduate students in language classes are often
asked to work in peer editing dyads. Students are often
challenged with knowing how to give constructive
feedback. For this study, students were asked what they
thought about the peer review process and how they
incorporated their partner’s comments into subsequent
pieces.
SATURday
Students’ Perceptions of Medium and Collaboration
in Peer Writing Assignments (Pardo-Ballester, Carillo
Cabello): Course Manage Systems offer great potential
for multiple forms of interactions and collaboration for
writing tasks. This presentation will discuss how the
medium and process of collaboration affect learners’
perceptions of writing tasks and its effectiveness.
November 23, 2013
Does Student Desire for Detailed Feedback Impact Learning? (Kregar): This research explores the correlation
between student preference for detailed corrective
feedback and the acquisition of complex grammatical
structures. The investigation utilizes a pretest, post-test
and delayed post-test design to measure the level of
acquisition and predict future performance on language
recognition and production tasks.
Presenter(s): Kathleen Farrell Whitworth, University
of Wisconsin–Milwaukee; Cristina Pardo-Ballester,
Iowa State University; Adolfo Carillo Cabello and
Sandra Kregar, Valdosta State University
Sponsor(s): ACTFL
Audience: All
11:15 a.m. – 12:15 p.m.
520
Development and Use of
Authentic Assessments Through
Three Communicative Modes
Authentic assessments possess benefits for students
learning foreign languages. Foreign language educators
should integrate the three communicative modes into
assessments. The presenter will share useful strategies on developing authentic assessments, providing
proven assessment samples in Chinese and Spanish for
students at various language proficiency ranges.
Presenter(s): Jian Lin, Denver Language School
Sponsor(s): ACTFL
Applicable Language(s): Chinese, Spanish
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The Common Core State
Standards and Implications for
Spanish Instruction
Presenter discusses role of curriculum in classrooms,
showcases alignment of CCSS, National Standards
for Learning Languages, and Spanish instructional
materials and practices. The Crosswalk between CCSS
and National Standards, and possible application of
Marzano CCSS Proficiency Scales concepts to language
instruction are included.
Presenter(s): Marcia Spielberger, Foreign Language
Association of Georgia
Sponsor(s): ACTFL
Audience: All
11:15 a.m. – 12:15 p.m.
522
The Brave New World of
Common Core Standards
Participants will learn how world language educators
can contribute to the competencies measured in Common Core assessments. Examples from less commonly
taught category-IV languages, Arabic and Chinese will
demonstrate instruction that prepares for postsecondary opportunities and careers in the multicultural and
multilingual world of the 21st century.
Presenter(s): Iman Hashem, Brandon Zaslow, and
Maggie Chen, Occidental College
Sponsor(s): ACTFL
Audience: All
Applicable Language(s): Arabic, Chinese
11:15 a.m. – 12:15 p.m.
523
Supporting Students with Special
Needs in the World Language
Classroom
This session will provide definitions of key special
education terms, define high- and low-incident learning
needs and identify differences between accommodations and modifications. Using this information,
participants will learn how to read individualized educational (IEP) and 504 plans and implement a variety of
accommodations and best teaching practices.
Presenter(s): Anne Nerenz (Chair), Eastern Michigan
University; Emily Spinelli, AATSP; Jackie Moase
Burke and Irma Torres, Oakland Schools
Sponsor(s): ACTFL
Audience: All
Embassy of Spain Luncheon
A not to be missed favorite for Spanish teachers! This
luncheon will highlight the culture of Spain and will be
conducted in Spanish. Information about full program
scholarships, institutes, and services available to teachers of Spanish, to the business community, and to the
general public through the Embassy will be presented.
Luncheon attendees will be entered in a drawing for
two scholarships to be awarded during the luncheon.
Admission is by ticket only.
12:30 p.m. – 1:45 p.m.
Grand Ballroom B, Rosen Centre Hotel
525
AATJ Luncheon
The AATJ Awards Luncheon provides an opportunity for
Japanese educators to meet over lunch and network
with colleagues. All AATJ members are invited to attend. Admission is by ticket only.
12:30 p.m. – 1:45 p.m.
Grand Ballroom D, Rosen Centre Hotel
526
Embassy of France Luncheon
The Embassy of France is delighted to organize a
luncheon for teachers of French each year. This is the
perfect opportunity to network with your fellow French
teachers, education officials, representatives from the
French Embassy, and exhibitors from French-speaking
countries. During the luncheon, you will have the
chance to enter a drawing to win one of many exciting
prizes (professional training trips abroad, magazine
subscriptions, educational materials, etc.). You will
leave with a teacher’s goody bag containing a number
of resources for your French class. Conducted in French.
Admission by ticket only.
12:30 p.m. – 1:45 p.m.
Grand Ballroom E, Rosen Centre Hotel
527
CLASS-CLTA Luncheon
Admission by ticket only.
Give Us Your Feedback
Participants are encouraged to
offer feedback on the convention.
ACTFL will e-mail the convention
survey to all attendees after the
convention. If you have access to
the Mobile App, you can complete
the convention survey now. The
ACTFL Program Committee will use
this information to ensure that the
high-quality sessions are maintained
and continue to meet your needs.
Daily Program
12:30 p.m. – 1:45 p.m.
12:30 p.m. – 1:45 p.m.
1:45 p.m. – 2:45 p.m.
528
529
533
Italian Pedagogy IV
Building a Language Program: The Case of Italian at ASU
Downtown (Dell’Anna): In fall 2010 in order to develop
and implement an academic program that would
include the Italian elementary and intermediate level
courses, the presenter started promoting the program
utilizing any tool available. This presentation is a brief
journal of this experience. Also the list of initiatives
taken to advertise the program and which ones have
been more effective will be provided.
Digitally Fluent: 21+ Resources for Promoting Production
in L2 (Bertola, Stefanova): Clearly, integrating technology into world languages instruction is essential to
21st century learning communities. This one-hour
workshop aims at providing language instructors with
21+ teacher/learner friendly low-to-no-cost digital
resources that have effectively proven promote oral
and written production, engage students in meaningful
interactions inside and outside the classroom, trigger
shared cultural understanding and involvement in global
issues in L2.
Visit ACTFL Central
ACTFL Central is located in
Exhibit Halls WA1 & WA2 of the
Orange County Convention Center
(WB). It is open Friday, 10:00
a.m–6:00 p.m.; Saturday, 8:00
a.m.–5:00 p.m.; and Sunday,
8:00 a.m.–12:00 p.m. Stop by
to purchase ACTFL publications
such as the new Implementing
Integrated Performance Assessment
and the new The Keys to Planning
for Learning: Effective Curriculum,
Unit, and Lesson Design, or to learn
more about ACTFL programs and
services.
Giorgio Corda, University of Colorado; Silvia Dupont,
University of Virginia; Valerio Ferme, Santa Clara
University
Sponsor(s): AATI
Audience: All
12:30 p.m. – 1:45 p.m.
530
AATG Chapter Presidents
Assembly
12:30 p.m. – 1:45 p.m.
531
Korea Foundation Luncheon &
Korean SIG Business Meeting
The Korea Foundation will be hosting a luncheon for
Korean language educators. The Korean SIG business
meeting will also be held during the luncheon.
Visible Thinking Routines are tools that help students
connect to how they think and learn. Teaching world
languages can be enhanced through the use of Visible Thinking Routines. Examples from the Chinese
classes and some ideas for applying them to any World
Language classroom will be presented in this hands-on
presentation.
Presenter(s): Christina Liu, Lake Mary Preparatory
School
Sponsor(s): FFLA
Audience: All
2:00 p.m. – 2:50 p.m.
Workshop Room #1
E61
Real French, Real Life,
Real Success
D’accord from Vista Higher Learning: 21st century
learning requires real contexts, real content, and
real communication. Students absolutely must
personally engage with authenticity, personal
expression, and powerful digital tools before
they enter their multicultural, multilingual world.
Come experience the exciting French program
that provides all this and much more to students
right now.
Presenter(s): Norah Jones, Vista Higher Learning
Sponsor(s): Vista Higher Learning
Audience: All
1:00 p.m. – 1:45 p.m.
532
Developing a Job Search Strategy
This session examines how to conduct an effective job
search including the best places to look, skills assessment, the Ws of job searching, and a development plan.
Come learn from a pro!
Presenter(s): Farnaz Namin-Hedayati, Center for Work
Life, LLC
Sponsor(s): ACTFL
Developing a Job
Search Strategy
Attention: Job Seekers:
This special career workshop
examines how to conduct an
effective job search including
the best places to look, skills
assessment, the “Ws” of job
searching, and a development plan.
Attend Saturday, November 23,
1:00 p.m.–1:45 p.m.,
W202C, Orange County
Convention Center (WB).
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125
November 23, 2013
Presenter(s): Antonella Dell’Anna (Chair), Arizona
State University; Marie Bertola and Irena Stefanova,
Santa Clara University; Olga Mancuso and Silvia
Tucci, PGCPS; Lucia Dalla Montá, Embassy of Italy
Sponsor(s): AATI
Audience: All
The session will include a brief introduction to the
principles of Cooperative Learning (CL); examples of
CL-focused activities in the traditional class; a description and analysis of the implementation of CL activities
in a blended class; examples of CL activities outside
the classroom in the advanced language curriculum;
and a discussion of the pedagogical outcomes in each
situation. Presentations include: Traveling Through
Learning Spaces: Bringing Cooperative Learning into A
Hybrid Class (Corda); Breaking the Barriers: Socializing
and Cooperative Learning in the Traditional Classroom
(Dupont); and (Inter)acting: Blending Performance
and Curricular Goals Inside and Outside the Advanced
Language Classroom (Ferme).
Connecting WL Students to the
Learning Process Through Visible
Thinking Routines
SATURday
Scavenger Hunt in the Museum (Mancuso, Tucci, Dalla
Montá): This session introduces the magical world of
museums in the foreign language classroom through a
series of individual discoveries and pair/group activities
closely monitored and timed. Coordination clues are
based partly on knowledge and partly on cooperation.
Traditional works of art have been chosen to accommodate various levels and interests. Participants will
be inspired and provided with strategies, educational
materials, and online lesson plans.
AATI/AAUSC Topic: Innovation
Through Cooperation—Learning
Together and Achieving Together
Daily Program
2:00 p.m. – 2:50 p.m.
Workshop Room #2
2:00 p.m. – 2:50 p.m.
Workshop Room #4
E62
E64 Best Practices in Study
Abroad and Educational
Travel Programs
SATURday
HOST’s interactive, research-based presentation uncovers a revolutionary approach to study
abroad and educational travel programming. This
presentation includes a discussion of cutting edge
programming, student and faculty interviews, and
a faculty panel’s case study analysis highlighting
HOST’s core program objectives: culture-linguistic
growth, intercultural competence, socio-educational and economic empathy and global citizenry.
Presentation includes Andean artisan craft prizes.
Presenter(s): Lee Ann Silva, Hands-On Spanish
Travel; Valerie Mumm and Rachel Knighten,
University of Wisconsin Colleges
Sponsor(s): Hands-On Spanish Travel
Audience: All
Applicable Language(s): Spanish and
Portuguese
2:00 p.m. – 2:50 p.m.
Workshop Room #3
E63 November 23, 2013
Three-in-One! Integrating
Communication, Common
Core, and Pre-AP® Together!
Win the trifecta! This interactive session shows
you how to develop communication skills, address
the Common Core ELA Standards, and build important pre-AP skills in the same class with your
current resources! Take back great ideas to use
on Monday. Examples in Spanish but applicable to
all languages.
Presenter(s): Rich Sayers, Pearson
Sponsor(s): Pearson
Teaching with Encounters:
Creating Confident Beginning
Chinese Students
Come learn about Encounters’ new features
and how to use the groundbreaking program
in your classroom. Featuring a dramatic series
filmed entirely in China, Encounters’ highly
communicative approach immerses learners in
Chinese language and culture through an array
of multimedia that corresponds to the textbooks.
Visit www.EncountersChinese.com for more
information.
2:00 p.m. – 3:00 p.m.
534
This session addresses practical and conceptual
aspects related to integrating culture in the Arabic
classroom. Learn about teachers’ perspectives.
Arabic Teachers Beliefs and Practices About Teaching of
Culture (Seo): In the area of teaching Arabic as a foreign
language, there has been little research conducted
on teachers’ beliefs about the importance of cultural
understanding in language learning. Therefore, this
research will examine the correlation between Arabic
teachers’ beliefs about the integration of culture into
Arabic curriculum and their actual practices in the
classroom.
Presenter(s): Cynthia Ning, University of
Hawaii–Manoa
Language of Presentation: English and Chinese
Using Cultural Materials to Engage and Assess Students
(Jarjour-Moussa): Language learning involves more
than mere memorization of words and grammatical
principles; it requires familiarity with the culture of the
people group. By incorporating cultural contents, such
as music, sports, cooking, and virtual tours, teachers
can increase student participation and provide effective
forms of assessment.
2:00 p.m. – 2:50 p.m.
Workshop Room #5
Presenter(s): Jung-Min Seo, University of Texas–
Austin; Thana Jarjour-Moussa, Johns Hopkins
University Center for Talented Youth
Sponsor(s): ACTFL Arabic SIG
Audience: All
E65 ACTFL Assessment
Overview—What Tests Are
Available Today?
An update of all the assessments available today
from ACTFL, including many new Internet-based
assessments. We will explain how you can order
ACTFL tests, and access results. The session will
also discuss Language Testing International (LTI),
the ACTFL Testing Office, and the relationship
between ACTFL and LTI.
Presenter(s): Brett Laquercia, Language Testing
International, the ACTFL Testing Office
Sponsor(s): Language Testing International, the
ACTFL Testing Office
Audience: All
Applicable Language (s): All
2:00 p.m. – 3:00 p.m.
535
Try ACTFL Powershare
New this year! Presenters have 5 minutes to share a new teaching/learning
strategy to include an innovative use of community partners and blended
(distance and online) learning, that can occur outside the traditional classroom
using only 20 slides that will automatically advance every 20 seconds. Check it
out: Saturday, November 23, 2:00 p.m.–3:00 p.m., W108A, Orange County
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ACTFL Community College SIG
Business Meeting
During the business meeting officers will present
reports from the year’s activity, election result, networking opportunities, and special projects. This is an opportunity to meet and discuss different issues pertaining to
the teaching of FL at the community college level.
Presenter(s): Luz Maria Alvarez, Johnson County
Community College; Takako Shigehisa and Cristina
Sparks-Early, Northern Virginia Community College
2:00 p.m. – 3:00 p.m.
536
126
Culture in Arabic Language
Education
ACTFL Distance Learning
SIG Business Meeting and
Presentation
Following a brief business meeting, a panel of experts
from the field of instructional technology in second language acquisition will discuss a variety of web-based
resources that can be utilized to enhance the language
learning experience in a presentation entitled “Tech
Tools to Enhance Language Learning.” Attendees will
also be able to inquire about suggested resources for
specific instructional needs.
Presenter(s): Sandra Kregar and Victoria Russell,
Valdosta State University; Trevor Shanklin, San
Diego State University
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
537
540
542
ACTFL Heritage Language SIG
Business Meeting and Discussion
Groups
Heritage Language Programs Across Education Sectors:
Heritage language programs are established in different
education sectors and have different goals, structures,
and key features. In discussion groups, participants
discuss the key features of heritage language programs
in elementary and secondary schools, community-based
schools, and universities and ways that we as a field
can collaborate across sectors.
Presenter(s): Theresa Austin and Yvonne Farino,
University of Massachusetts; Maria Carreira,
California State University–Long Beach; Tommy Lu,
Delaware Technical Community College; Joy Kreeft
Peyton, Center for Applied Linguistics
2:00 p.m. – 3:00 p.m.
538
Teachers often are asked to write recommendation
letters for students’ college or scholarship applications.
Those who have been educated in another language
and culture may be unfamiliar with the characteristics
of recommendation letters in the American educational
context. Panelists will offer guidance on effective letter
writing, and offer examples.
2:00 p.m. – 3:00 p.m.
539
AATJ Research Paper
Presentations V
Japanese Learners’ Listening Skill Development: Teaching What to Listen For (Hirano-Cook, Naito-Billen): What
kind of listening strategies should be taught to different
levels of Japanese learners? In order to answer this
question, an experimental study on the auditory sentence processing among native speakers and learners
was conducted. Characterizing the learners’ listening
development will shed light on effective listening
instruction.
Presenter(s): Erika Hirano-Cook, Pennsylvania State
University; Yuka Naito-Billen, University of Kansas
Sponsor(s): AATJ
Presenter(s): Alexander Blackwelder, California
Association of Japanese Language Teachers (CAJLT)
Sponsor(s): AATJ
2:00 p.m. – 3:00 p.m.
541
AP Italian
Results of the 2013 AP® Italian Language and Culture
Exam (Cavatorta): This presentation reports the results
and the instructional implications of the 2013 AP® Italian Language and Culture Exam. It focuses on the four
free response questions and their scoring guidelines.
Suggestions for adjusting instruction will be provided
and strategies to improve student performance will be
shared.
The State of the AP Italian Language Program 2013
(Maggipinto, Stabile, Ebranti, DeFina, Mizza): This
session is an interactive panel discussion describing
the status of the Italian Language Advanced Placement
Program in the United States. The program will present
three components: Where are we? Where are we
going? And how are going to achieve the College Board
threshold?
Presenter(s): Giuseppe Cavatorta (Chair), University
of Arizona; Cristiano Maggipinto, Embassy of Italy–
Washington, DC; Daniel Stabile, National Council
for the Promotion of Italian Language in American
Schools–Washington, DC; Paola Ebranti, Consulate
General of Italy–San Francisco; Anna DeFina,
Georgetown University; Daria Mizza, The Paul H.
Nitze School of Advanced International Studies
(SAIS), Johns Hopkins University
Sponsor(s): AATI
The “Poliziottesco” Film Genre in the 1970s in Italy
(Lucci): In this presentation, the author discusses the
major characteristics of one of the most relevant film
genres of the 1970’s in Italy, the “poliziottesco,” in relation to the Italian history of the period.
Reflections of Queerness in Montaldo’s Gli occhiali d’oro
(1987) (Calabretta-Sajder): Through a Lacanian reading
of “reflections,” the “queer” gaze within the film Gli occhiali d’oro and its commentary on both the Holocaust
and Italian society is discussed.
Teaching Italian Feminism Through Music (Serra): This
paper describes a didactic unit on teaching feminism
through music, and proposes that there is a musical
thread connecting older and newer forms of feminist
protest. The goal is teaching culture to an audience of
college/university students, using a hybrid methodology
that makes it effective for distance learning.
Presenter(s): Ryan Calabretta-Sajder (Chair), Rice
University; Lorena Valmori, Michigan State
University; Sebastiano Lucci, Middlebury College;
Ilaria Serra, Florida Atlantic University
Sponsor(s): AATI
2:00 p.m. – 3:00 p.m.
543
“Let Hundreds of Flowers Bloom”:
Personalized Advanced Chinese
Instruction
This panel identifies and gains insights into three
innovative ways of teaching advanced Chinese: the
integration of classical Chinese, text recitation, and
calligraphy. The participants will also be encouraged
to personalize their own teaching methods, creating an
atmosphere that “lets hundreds of flowers bloom” in
teaching advanced Chinese.
Presenter(s): Zu-yan Chen (Chair) and Hong Zhang,
Binghamton University, SUNY; Xiaojun Wang,
Western Michigan University
Sponsor(s): CLTA
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127
November 23, 2013
Presenter(s): Susan Schmidt, American Association
of Teachers of Japanese; Janet Ikeda, Washington
& Lee University; Susan Tanabe, North Salem High
School & Chemeketa Community College; Yasuko Ito
Watt, Indiana University
Sponsor(s): AATJ
Are you struggling with low enrollment in your
language program? Do you find yourself isolated within
the school community? The California Association of
Japanese Language Teachers (CAJLT) would like to
invite you to a discussion of effective advocacy. From
community involvement to communication strategies,
CAJLT is prepared to share its advocacy plan with input
and ideas from across the state.
Italian Cinema II
Breaking Stereotypes: Learning Italian Culture and
Language Through Movies (Valmori): This session will
provide instructors with ways to integrate lexicon,
grammar, and language functions in cultural-oriented
classes by using excerpts from recent Italian movies.
Language activities and the particular choice of movies
aim at developing awareness of the north–south Italian
divide, breaking stereotypes, and developing communicative competency.
SATURday
Writing Effective
Recommendation Letters
Advocacy in Action: A
Conversation Hosted by CAJLT
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
544
546
549
Grammar Acquisition, Heritage
Learners
The Priming Effects of Time Adverbial on the Acquisition
of Chinese Verbal Le (Pan): The paper investigates the
underlying mechanism in English speaking L2 Chinese
learners’ acquisition of the Chinese verbal le by examining the interaction between temporal adverbials and
verbal le in Chinese sentences through a cross-sectional test. The results show that temporal adverbials have
priming effects on the processing of the meaning of le.
SATURday
The Measure Word Usage of Chinese Heritage Speakers
(Wang): Measure words are very special in Chinese
compared with English. Chinese heritage speakers in
the United States are also special. This study combines
these two special groups and uses sociolinguistic methods to find the factors that affect MW usage of CHS.
November 23, 2013
Grammar of Chinese Heritage Learners and L2 Chinese
Learners (Gao): The study reports on the intermediatelevel Chinese heritage learners and L2 Chinese
learners’ acquisition of Chinese perfective aspect
particle -le. Data collected from fill-in-the-blank and
picture-elicited production tasks from the two groups
will be analyzed. The results can shed light on whether
teaching grammar is necessary for heritage learners.
Presenter(s): Binnan Gao (Chair), Harvard University;
Yue Pan, University of Kansas; Yuxiang Wang,
University of California–Davis
Sponsor(s): CLTA
Audience: All
2:00 p.m. – 3:00 p.m.
545
Challenges Facing Overseas
Programs: Teacher Training,
Curriculum Design, Program
Management
In this session, three presenters will review the challenges currently faced by CFL overseas programs such
as training teachers, designing courses and activities,
and cooperating with host universities. They will
share their thoughts on these topics according to their
observations and experiences.
Presenter(s): Fang Liu (Chair), Oberlin College; Yun
Li, Cornell University; Yan Xia, Southern Methodist
University; Rong Li, Hong Kong Polytechnic
University
Sponsor(s): CLTA
128
|
Three Perspectives on Online
Assessment of Performing
Chinese Culture
21st Century German Diversity
and the Inclusive Language
Curriculum
After a general introduction, Galal Walker will talk
about “ALPPS and the Future of Portfolio Assessment,”
Patrick McAloon will present “Using CCALT for Efficient
Evaluation of Listening Skills,” and Minru Li’s topic
is “CAVO and Innovation in Building and Assessing
Vocabulary Knowledge.” The presentations will be
followed by discussion time.
The focus of the session will be recent German culturebased research and materials produced by more than 80
German language educators and created to attract and
retain underrepresented groups of students to German
language, literature, and culture. This session will interest German language educators developing inclusive
language curricula and immersion programs.
Presenter(s): Galal Walker (Chair), Patrick McAloon,
and Minru Li, Ohio State University
Sponsor(s): CLTA
Presenter(s): Janice Mitchell (Chair), Gallaudet
University; Anita Ratwik, University of Minnesota;
John Long, University of Illinois (retired); Reginald
Bess, Claflin University; Jennifer Lusk, Central High
School
Sponsor(s): AATG
Audience: All
2:00 p.m. – 3:00 p.m.
547
Focus on Austria
All too often, instruction in German highlights Germany,
ignoring the smaller neighbors that also use German.
Dealing specifically with Austria, this session encourages the audience to venture beyond the traditional
textbook approach and to use easily available sources
and materials to present an image of Austria that
moves beyond clichés.
Presenter(s): Colette Van Kerckvoorde, Bard College
at Simon’s Rock; Sharon DiFino, Jacksonville
University; Gisela Hoecherl-Alden, Boston University
Sponsor(s): AATG
2:00 p.m. – 3:00 p.m.
548
Vicco von Bülow, aka Loriot:
Facets of the Greatest German
Artist of Our Time
This panel pays critical homage to the great humorist
Loriot and takes a topical approach to this multifaceted
artist: his take on Germany’s struggle with its past, his
fascination with the pug and its literary tradition, and
his original work as an opera director will be explored
in depth and situate him in the broader context of
German studies.
Presenter(s): Bettina Matthias (Chair), Middlebury
College; Clinton Shaffer, Wheaton College; Michael
Shaughnessy, Washington & Jefferson College
Sponsor(s): AATG
2:00 p.m. – 3:00 p.m.
550
Literacy-Based Instruction in
Graduate Student Teacher
Education
This German AAUSC session showcases best practices
for helping graduate student teachers develop understanding of literacy-based instruction. Presentations
draw on current research in applied linguistics (i.e.,
text corpora, systemic functional linguistics, and the
teaching of literature) to illustrate how such work can
be productively integrated into pedagogy seminars and
workshops for graduate students.
Presenter(s): Cori Crane (Chair), University of Texas
at Austin; Nina Vyatkina, University of Kansas;
Marianna Ryshina-Pankova, Georgetown University;
Chantelle Warner, University of Arizona
Sponsor(s): AATG
Meet the Author:
Raising Global Children
Meet Stacie Nevadomski Berdan—
author of Raising Global Children,
recently published by ACTFL. She’ll
be signing books at ACTFL Central
in the Exhibit Halls WA1 & WA2 on
Saturday November 23,
3:00 p.m.–4:00 p.m.
Daily Program
2:00 p.m. – 3:00 p.m.
551
Material Development to
Curriculum Design: Strategies in
Advanced Chinese Classes
The panel will discuss the editorial principles of an
advanced Chinese reader, analyze and categorize
students’ errors in writing samples collected from
advanced learners, and evaluate the effectiveness of
curricular design by examining a Chinese feature films
class for advanced learners based on the survey data
collected.
Presenter(s): Ying Wang (Chair), Shin-Yi Kao, and
Lisha Xu, Mount Holyoke College; Zhijun Wang,
University of Massachusetts–Amherst
Sponsor(s): CLTA
2:00 p.m. – 3:00 p.m.
How to Create a Well-Structured
and Interactive Chinese-Language
Classroom
These three presenters seek to stimulate the
imagination of colleagues by sharing some successful
strategies to engage and motivate students of Chinese.
Methods discussed will include classroom management
skills, computer-based lessons, and the use of song in
learning.
2:00 p.m. – 3:00 p.m.
553
Taking on the Tough Guys:
Homework, Grading, and
Feedback
Does the homework we assign and do our grading policies encourage or discourage students? How can good
feedback not become an extra burden? This session
delves into these tough issues and offers researchbased perspectives on homework, grading, and multiple
ways of providing feedback that work for students and
the teacher.
Presenter(s): Lisa Lilley, Central High School
Sponsor(s): ACTFL
554
2:00 p.m. – 3:00 p.m.
557
ACTFL PowerShare
Presenters in this session have five minutes to
share a new teaching/learning strategy to include
an innovative use of community partners and
blended (distance and online) learning, that can
occur outside the traditional classroom using only
20 slides which will automatically advance every
20 seconds. The presentations within this hour
are meant to inspire attendees by generating
awareness and stimulating thought and action.
Expand your horizons, come have fun—and make
it snappy!
Presenter(s): Thomas Sauer, Lexington Public
Schools; Linda Zins-Adams, Highlands High
School; Nicole Naditz, Bella Vista High School;
Megan Johnston, Pleasure Ridge Park High
School; Juan Carlos Morales, Delaware
Sponsor(s): ACTFL
Lead with NCSSFL: Georgia
Sister School Partner Program:
Language, Culture, and Career
Relevance
The Georgia Sister School Partner Program develops
meaningful international partnerships between K–12
schools and global partners utilizing distance-based
instructional technology. Through these partnerships,
students collaborate with global partners to solve
international problems. Support from global businesses
provides workforce relevance and supports economic
development goals for the community and the region.
Presenter(s): Jon Valentine, Gwinnett County Public
Schools; Craig Shepherd, University of Wyoming
Sponsor(s): NCSSFL
Audience: All
ACTFL PLENARY SESSION
2:00 p.m. – 3:00 p.m.
555
Global Cities, New Skylines:
From Bauhaus to Passivhaus
Architecture serves as a fascinating reflection of
cultural trends, history, and individual perspectives. This
session will provide an introduction on how to integrate
the teaching of architecture for students on different
levels. It will include specific units on architectural
styles through time, the Bauhaus, and the Passivhaus,
using current technological tools for use in and outside
the classroom.
Presenter(s): Ingrid Zeller (Chair), Northwestern
University; Nagel Ninja, Barrington High School;
Venera Stabinsky, New Trier Township High School
Sponsor(s): AATG
Audience: All
2:00 p.m. – 3:00 p.m.
556
Learn with NADSFL: Partnership
for Teacher Preparation
Preparing teachers, new or alternatively certified, to
thrive in today’s educational systems is no easy feat. It
requires collaboration to provide dynamic programs that
prepare teachers for success. Join this discussion to
explore models for partnership between teacher educators and district and school leaders.
Presenter(s): Mary Curran, Rutgers University; Alyssa
Villarreal, Memphis City Schools
Sponsor(s): NADSFL
Audience: All
2:00 p.m. – 3:00 p.m.
(WB)
558
The Tipping Point—Language
Learning for a Changed
World
It is commonplace to say that schools are broken.
But according to Sugata Mitra, educational
visionary, schools aren’t broken. Rather, they
are obsolete. This plenary begins with a radical
assertion: our schools have reached the tipping
point—they no longer meet the needs of the
present generation who prefers to learn new
kinds of content in new ways. In this plenary,
four language educators share their stories of
re-imagining their classrooms, their practices, and
their professional values in an age of profound
social and technological change. Despite their
differences, all four educators agree that a new
design for language learning includes the following features: open educational resources (OER);
adaptive, personalized curricula; collaborative
learning communities; participatory culture; and
integrative learning spaces.
Presenter(s): Carl Blyth, University of
Texas–Austin; Noah Geisel, 2013 ACTFL
National Language Teacher of the Year; Felix
Kronenberg, Rhodes College; Kevin Gaugler,
Marist College
Sponsor(s): ACTFL
Audience: All
|
129
November 23, 2013
Presenter(s): Yunghung Sandra Hsiao (Chair), Indian
Trail High School & Academy; Shu-Hui Huang, Asa
Clark Middle School; Yuqing Yao, Buckland Mills
Elementary School
Sponsor(s): CLASS
2:00 p.m. – 3:00 p.m.
(WB)
SATURday
552
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
559
562
565
CLASS K–16 Roundtable
How to articulate K-16 Chinese programs so we
collectively help students continuously improve their
proficiency? In the past six years, a group of K-12 and
post-secondary Chinese educators have worked closely
and created 13-16 progress indicators for each of the 11
standards, provided examples, and wrote two scenarios
for each of the five goals. The scenarios have been field
tested by K-16 and beyond Chinese educators and were
very much liked by both learners and instructors. Presenters at the annual CLASS Roundtable this year will
share examples of how these learning scenarios can be
expanded or modified at various levels so that students
at all different age group gain content knowledge,
cultural understanding, and linguistic proficiency.
Presenter(s): Carol Chen-Lin (Chair), Choate-Rosemary
Hall
2:00 p.m. – 3:00 p.m.
SATURday
560
November 23, 2013
Advanced Beginner Programs in
Spanish
This presentation will demonstrate the assets and
liabilities of three postsecondary institutions’ attempts
to offer courses in Spanish for advanced beginners (i.e.,
students who enter college with at least two years
of secondary-level experience). Curriculum, textbook
selection, and course design will be discussed.
Presenter(s): John Zyck, University of Georgia
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
561
Toward 90% Target Language
Use: An Elementary Language
Teacher’s Journey
Participants will be inspired by listening to how an
elementary Spanish teacher transitioned from less than
33% target language use to over 90%. The presenter
will share best practices for immersion model instruction and assessment. Consideration will be given to
techniques for effective classroom management and
increasing student motivation.
Presenter(s): Caleb Howard, Dr. William Mennies
Elementary School
Sponsor(s): ACTFL
130
|
Cultural Competence (and Other
Cs) Through Current Events
This session explores sample frameworks and materials
for a course on current events in Latin America as
discussed in the Spanish-language media. It focuses on
fostering intercultural competency and helping students
understand events in their historical and cultural contexts. Ideas are adaptable to other modern languages.
Future collaboration is invited.
Presenter(s): Heather Hennes, St. Joseph’s University
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
563
Daily Content and Assessment:
A Virtuous Circle of Cultural
Competency
“Test culture? Who has the time?!” Explore the “virtuous circle” of daily cultural content supported with
well-planned assessment. Using easily accessible
content, learn how to quickly integrate culture into almost any linguistic exercise, and then reinforce learning
with direct assessment of students’ cultural knowledge,
formative and summative.
Presenter(s): Norma Lopez-Burton, University of
California–Davis; Laura Marques-Pascual, University
of California–Santa Barbara; Cristina PardoBallester, Iowa State University
Sponsor(s): ACTFL
Audience: All
2:00 p.m. – 3:00 p.m.
564
Developing Media Literacy in
Foreign Language Classrooms
Through Food Topics
This six-lesson unit for foreign language learners at the
secondary level describes ways to develop multiliteracy
through the theme of food. Students will consume a
variety of texts about food, a cross-cultural commonality, while learning about culture and producing
multiliterate texts.
Presenter(s): Kelsi Matwick and Keri Matwick,
University of Florida
Sponsor(s): ACTFL
Bringing the Native Speaker
to Your Students: TalkAbroad
and Proficiency Development in
Spanish
This session describes the innovative use of TalkAbroad
in a fourth-semester university language course. We
will demonstrate TalkAbroad, a Skype-based system
through which learners can interact with native
speakers from other countries. Next, we will show how
TalkAbroad was integrated into a semester-long course,
sharing both tasks and student reactions.
Presenter(s): Bill VanPatten and Daniel Trego,
Michigan State University; Todd Nichols, TalkAbroad
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
566
Adapting Foreign Language to
Learning Disabled Students
This presentation describes a college French class designed for students with diagnosed learning disabilities.
The course emphasizes both language and culture in
an integrated format and addresses the five goal areas
of the National Standards. The presenter will discuss
the syllabus, techniques, and results, and will invite
responses from the participants.
Presenter(s): Mary Kashuba, Chestnut Hill College
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
567
Virtual Language Learning:
Beyond the Classroom
Learning is becoming increasingly mobile and is no longer limited to the classroom. This session will include
discussion about virtual language learning spaces such
as Second Life and gotomeeting.com, and how they can
be used as in-depth and creative teaching spaces for
students and teachers.
Presenter(s): Anne Martin, Wheeler School; Juan
Carlos Martin Galvan, Stonehill College
Sponsor(s): ACTFL
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
568
571
574
Augmented Reality for Language
Learning
This session will explore “Augmented Reality”—how
smart devices can be used in language teaching to
move learning out of the classrooms; how teachers
can bring texts to life and allow students to work at
their own pace, based on their personal interests and
individual needs.
Presenter(s): Sonia Estima, Defense Language
Institute
Sponsor(s): ACTFL
Audience: All
2:00 p.m. – 3:00 p.m.
569
Looking for a way to increase class time in the target
language? This session will explain the basics of the
flipped class format which can help do just that! An
overview of the flipped format, including benefits and
pitfalls to avoid will be presented. Also included in this
session are differentiation possibilities, lesson and
project samples, content and project video samples,
and student feedback. Ideas will also be shared for
discussing this new format with peers, administration,
students, and parents.
2:00 p.m. – 3:00 p.m.
570
“Coffee and Conversations”:
Teaching and Learning Outside
the Traditional Classroom
“Coffee and Conversations” are interactive sessions
opened to the campus community. Instructors and
students meet outside traditional classrooms to discuss
topics of interest within the academic program and
present in their first and/or target language. Students
can take a leadership role, express their creativity, and
promote interdisciplinary connections.
Presenter(s): Federica Goldoni, Queensborough
Community College
Sponsor(s): ACTFL
Audience: All
Presenter(s): Stephanie Knouse, Furman University;
Laurel Abreu, University of Southern Mississippi
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
572
Language Instruction for Visual–
Spatial Students: I See What You
Mean
Visual-spatial learners can struggle with learning a
foreign language. It can be difficult for these students
to visualize auditory elements such as vocabulary
and grammar. During this workshop, participants will
develop practical strategies for vocabulary acquisition,
essay writing, and oral presentations.
Integrating technology into the K–12 FL classroom
is more than planning good lessons. It’s also about
practical concerns, like staying in the FL, quick tech
troubleshooting, and careful classroom management.
Based on an observational research study, this session
will address managing the practicalities of technology
integration. Bring a device.
Presenter(s): Pamela Wesely, University of Iowa
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
575
Lesson Study: A Collaborative
Approach to Lesson Design
Lesson Study is a collaborative research method in
which teachers develop a lesson plan based upon an
overarching research theme, implement the lesson in
the classroom, collect observation data, reflect upon the
lesson as it relates to student learning outcomes, and
refine the lesson based on such evidence.
Presenter(s): Jennifer Burchill, Stevensville Middle
School
Sponsor(s): ACTFL
Presenter(s): Justin Frieman, Kirstin Erickson, Carla
Marrero, and Justin Fisk, Adlai E. Stevenson High
School
Sponsor(s): ACTFL
Audience: All
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
573
576
Second Language Enrichment
Through Video-Tutorials
This session shows how second language learners
can get personalized, one-on-one time with native L2
educators via videoconferencing, allowing the learners
to gain knowledge while developing cross-cultural communication and experiences. Portions of this session
will be conducted in Spanish.
Presenter(s): Victoria Arbizu-Sabater and Wendy
Freeman, Rice University; Eva Bravo, University of
Seville
Sponsor(s): ACTFL
Interactive Notebooks in the
Elementary World Language
Classroom
What is creative, student-generated, helpful, powerful,
and fun? Make students take ownership in their world
language learning experience with interactive notebooks! Learn how to harness the power of interactive
notebooks in your elementary classroom from teachers
successfully implementing them in theirs. Get the latest
tips, tricks, and secrets for success!
Presenter(s): Nicholas Staffa, Memphis City Schools
Sponsor(s): ACTFL
|
131
November 23, 2013
Presenter(s): Heather Witten, Elizabeth High School
Sponsor(s): ACTFL
Audience: All
This session features how the use of Pinterest can
enhance and personalize FL learners’ knowledge of Hispanic cultures. Attendees will learn how to implement
this social networking tool along with blogging tasks
to promote motivation and community among students.
Although Spanish is featured, this presentation is applicable to all languages.
The Practicality/Reality of
Technology Integration in the FL
Classroom
SATURday
Flipped for Fluency—The Flipped
Class in the Foreign Language
Classroom
Personalizing Cultural Knowledge
Through Pinterest
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
577
280
583
La Francophonie sur Skype: The
Internet as Travel
When it comes to authentic interaction with a target
language and its cultures, nothing replaces travel
abroad. Limiting factors, however, render going to faraway spaces but a dream for the language student. This
presentation explores how to subvert this reality and
give educators the tools to facilitate real-time Internet
travel with the ends of creating autonomous, inspired,
lifelong language students.
Presenter(s): Myles Freborg and Suzanne Yonke,
Columbia Public Schools
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
SATURday
578
November 23, 2013
Blogs and the Teacher
Performance Assessment:
Developing an Online Culture
The Teacher Performance Assessment requires teacher
candidates to further develop reflective and collaborative skills. This presentation will show how a weekly
blog on predetermined topics was implemented in a
methods class to promote these skills and to develop
professional habits within an online environment.
Presenter(s): Rebecca Chism, Kent State University
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
579
Hand in Hand: How Pedagogy
and Advocacy Work Together
Learn ways to develop confident students, proud
parents, and supportive administrators by looking for
opportunities outside your classroom walls. There are
many activities offered at the state, regional, and national level which should become a regular part of your
curriculum and which will force you to grow beyond
traditional classroom approaches.
Presenter(s): Keely Lake, Wayland Academy
Sponsor(s): ACTFL
Audience: All
132
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So You Think You Can’t Dance?
Are you tired of asking your students to “Sit down, be
still and be quiet?” Why not ask them to “Stand up and
move?” Using music, video, and gestures, activate your
students’ brains and get them up on their feet learning
to exciting dance music with movements that reinforce
the vocabulary you are teaching.
Presenter(s): Stephanie Garrett, Christ Presbyterian
Academy
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
281
Designing Spiral Assignments:
Negotiation of Meaning Through
Writing
This session will argue for a pedagogical role of written
production within an Interactionist approach. Participants will learn how to design and implement written
assignments that generate negotiation of meaning, and
how to evolve such assignments to include exchanges
with native speakers of the target language using
Internet-mediated communication.
Presenter(s): Alberta Gatti, Saint Xavier University
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
582
Presentations 17
New Language, New Way of Thinking: Enhancing Motivation and Retention (McBride, Gu): Do the languages
one speaks shape the way one thinks? Over 200 FL
students were surveyed. Students who answered affirmatively showed greater motivation, used more effective learner strategies, and studied languages longer.
Implications for FL education and program advocacy
will be discussed.
Instruction, Activities, and Feedback: How Can Teachers
Help Learners to Relax and Speak? (Soares): This study
will provide a concise overview of the methodological
issues surrounding the role of implicit and explicit instruction in teaching pronunciation. It will also provide
a brief description of oral tasks that prove efficiency in
facilitating metalinguistic awareness. These research
outcomes were possible after considering learners’
suggestions, retesting, and re-creating some activities
and feedbacks.
Student’s Assumed Learning Style & Link with L2 Learning (Prieto): This talk presents empirical data regarding
the benefit or harm of students’ categorically selflabeling their own learning style before and during an
L2 college program. This implies a revisit to the “theory
of learning styles” and how that helps and/or hinders
the actual process of L2 learning when the students are
set in their own self-categorization in this respect.
Presenter(s): Kara McBride and Jingyun Gu, Saint
Louis University; Cristiane Soares, Tufts/UMass–
Boston; Victor Prieto, North Greenville University
Sponsor(s): ACTFL
Audience: All
Project Proficere
This session unfolds the unprecedented work of
Florida’s Project Proficere, a federally funded Race to
the Top grant awarded to Duval County Public Schools
for the purpose of designing and developing statewide
standards-based assessments for world languages,
including French, German, Latin, Italian, and American
Sign Language. An overview of the work of the project
will provide a point of departure for the session’s expert
Proficere panel to discuss the processes of constructing
high-quality performance-oriented assessments within
the project’s culture of meaningful professional development (e.g., ACTFL), diverse geographic representation, and high teacher engagement.
Presenter(s): Melanie Bolt, Duval County Public
Schools; Manuela Biancotti and Cheryl Zuckerman,
Broward County Public Schools; Barbara Chaves,
Seminole County Public Schools; Grace Kellermeier,
Volusia County; Aurelia Ogles, Lake County Public
Schools
Sponsor(s): ACTFL
Applicable Language(s): French, German, Italian,
Latin, Other
How to Wow Them
at the Interview
Attention: Job Seekers: This
workshop centers on interviewing—
getting past the phone screen,
answering difficult questions, how
to “ask to succeed,” improving
your image, and salary negotiation.
Attend Saturday, November 23,
3:00 p.m.–3:45 p.m.,
W202C, Orange County
Daily Program
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:00 p.m.
2:00 p.m. – 3:30 p.m.
584
586
589
Presentations 18
The Professional Identity Formation of Two Nonnative
English Teachers (Lypka): This case study focused on
the complexities of two nonnative speaker English
teachers’ professional identities during their first year
of teaching. The participants viewed that their linguistic
knowledge had been scrutinized by the administration.
However, the participants renegotiated their identities
within their community of practice (Lave & Wenger,
1991).
How Do L2 and HL Learners Feel About Working
Together? (Henshaw): Despite the increased enrollment
of heritage language (HL) learners in the same courses
as L2 learners, the affective impact of L2–HL interaction
remains unclear. This study examines self- and peerperceptions of L2 and HL learners of Spanish in L2–L2
and L2–HL dyads. Results from a 60-item attitudinal
questionnaire are presented.
2:00 p.m. – 3:00 p.m.
585
Increasing Student Proficiency in
FLES Programs
The presenter will detail the use of backward planning,
performance-based communication, and studentfriendly rubrics to promote student proficiency in an
elementary school Spanish program. Student examples
will be examined to demonstrate student performance
during assessments. Suggestions for implementation in
the FLES classroom will be discussed.
Presenter(s): Ashley Hellmann, Falk Laboratory School
Sponsor(s): ACTFL
Presenter(s): Kristin Davin, Loyola University, Chicago;
Francis Troyan, Ohio State University
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
587
Putting Languages at the Core:
Linking ACTFL’s Standards with
Common Core Literacy Standards
Come explore activities supporting critical reading and
writing aligned with Common Core literacy standards
and the 21st Century Skills Map. Teach critical reading
and writing in the target language using authentic
sources, writing to synthesize information, and communicating to an audience using Wikispaces for an online
magazine. Participants receive units, guides for publishing, and rubrics for the three modes of communication
that can be used in conjunction with local curriculum.
Presenter(s): Lea Graner Kennedy, Stonington Public
Schools
Sponsor(s): ACTFL
2:00 p.m. – 3:00 p.m.
588
The ALIRA: ACTFL Latin
Interpretive Reading Assessment
ACTFL has recently launched a first-of-its-kind assessment of Latin. The session will explore how the National
Standards for Learning Languages as well as the Standards for Classical Language Learning form the basis
of this unique, online assessment of students’ ability to
read ancient and modern texts for understanding.
Presenter(s): Sherwin Little, American Classical
League; Daniel Conrad, ACTFL
Sponsor(s): ACTFL
Presenter(s): Elvira Swender, ACTFL
3:00 p.m. – 3:45 p.m.
590
How to Wow Them at the
Interview
This session centers around interviewing—getting past
the phone screen, answering difficult questions, “ask to
succeed,” improving your image, and salary negotiation.
Come learn how to improve your interviewing skills!
Presenter(s): Farnaz Namin-Hedayati, Center for Work
Life, LLC
Sponsor(s): ACTFL
3:00 p.m. – 3:50 p.m.
Workshop Room #1
E66 Making it Real—A
Communicative Approach to
Teaching Chinese
How can Chinese teachers ensure their programs
reflect language and culture in today’s China? A
new textbook, Discover China, adopts a communicative approach that emphasizes interpersonal
work and integrated skills practice in a modern
cultural context. Come along to learn how it can
make your classes really come to life.
Presenter(s): Ivy Wang, Macmillan Publishers
Ltd. Hong Kong
Sponsor(s): Macmillan Education–Discover China
3:00 p.m. – 3:50 p.m.
Workshop Room #2
E67 How to Teach Difficult
Chinese Concepts with Simple
and Clear Explanations
You will learn how to teach some of the most
difficult Chinese concepts through hands-on,
practical examples guided by celebrity Chinese
teacher Yangyang Cheng. Topics include tips and
tricks to pronounce difficult Chinese pinyin, how
to correctly form a question, logic, formula of the
Chinese word order, and more.
Presenter(s): Yangyang Chen, YoYoChinese.com
Sponsor(s): YoYoChinese.com
Audience: All
Language of Presentation: Chinese, English
|
133
November 23, 2013
Presenter(s): Andrea Lypka, University of South
Florida; Florencia Henshaw, University of Illinois
at Urbana-Champaign; Glaucia Silva, University of
Massachusetts–Dartmouth; Viviane Gontijo, Harvard
University
Sponsor(s): ACTFL
Audience: All
Presenters will describe a dynamic version of an
interpretive communication task designed within the
Integrated Performance Assessment (IPA) framework.
They will detail assisting prompts that were delivered
to students during the assessment to promote development and explain the scoring procedure used by the
teacher to track development.
Update on ACTFL OPI Testing for
Certified OPI Testers/Trainers
SATURday
Students’ Perspectives on and Production in Heritage/
L2 Learner Interactions (Silva & Gontijo): We analyze
classroom interactions among Portuguese heritage and
L2 learners as well as students’ perceptions of these
tasks, establishing comparisons between linguistic
production and learners’ views. Results suggest that L2
learners are anxious in mixed classrooms, although they
benefit from interactions with heritage learners. We
conclude with pedagogical implications.
A Dynamic Interpretive
Communication Task: Promoting
and Assessing Reading
Comprehension
Daily Program
3:00 p.m. – 3:50 p.m.
Workshop Room #3
3:00 p.m. – 3:50 p.m.
Workshop Room #4
4:00 p.m. – 4:50 p.m.
Workshop Room #1
E68 E69 E71 Learn with ACTFL and
UMUC: Integrate Technology
with Language Teaching
Feeling overwhelmed with the abundance of
online resources? Wondering how to use technology to enhance students’ language learning?
Learn about the graduate certificate program in
Instructional Technology Integration, developed
jointly by ACTFL and University of Maryland University College, specifically tailored for language
educators from elementary through postsecondary
levels. Interact with instructors in this completely
online program.
Presenter(s): Paul Sandrock, ACTFL; Gretchen
Jones, Barbara Lindsey and Kate Woodward,
University of Maryland University College
Sponsor(s): University of Maryland University
College
Audience: All
French in Action’s New Third
Edition: An Introduction
Come learn about the third edition of French in
Action, a powerful educational resource, now
updated by Pierre Capretz and Barry Lydgate for a
new generation of learners. Please join co-author
Barry Lydgate as he explains the video-based
beginning French program and presents updates
to the new edition.
Presenter(s): Barry Lydgate, Wellesley College
Language of Presentation: English and French
3:00 p.m. – 5:00 p.m.
591
Confidence & Competence:
En vivo Live Language
Coaching for College
Spanish Courses
In this session, participants will learn about En
vivo, a live online language coaching service
available with Wiley college Spanish programs in
partnership with Linguameeting. Participants will
interact directly with a language coach and discuss the effects of weekly, small-group coaching
sessions on students’ anxiety level and Spanish
conversation skills.
Presenter(s): Kimberly Kanakes and Glenn
Wilson, John Wiley and Sons
Sponsor(s): John Wiley and Sons
National Federation for Modern
Language Teachers’ Associations
(NFMLTA) Board Meeting
YOUR FOREIGN LANGUAGE & ESL SOURCE
November 23, 2013
SATURday
Foreign Language & ESL Software, DVDs,
Audio CDs and Books - Ages 0 – 99
Over 100 Languages - All at discounted prices.
Elementary curriculum in Spanish, French, German and Chinese!!!
Products for learning a language and learning IN a language!
We have publishers from all over the world - ask for recommendations!
COME TO OUR BOOTH – 802
World of Reading, Ltd.
P.O. Box 13092 *** Atlanta, GA 30324-0092
www.wor.com
800-729-3703
134
|
[email protected]
visit ou r b o oth #1011
n e w t e x t s f r o m ya l e
n ow ava i l a b l e
exh i b itor wor kshops
Workshop Room 4, Saturday, November 16
French in Action
A Beginning Course in Language and Culture:
The Capretz Method, Third Edition, Part 1
pierre capretz and barry lydgate, with béatrice abetti
and marie-odile germain
Chinese Language and Culture
cynthia y. ning and john s. montanaro
methods
norma lópez-burton and
denise minor
C om i n g
in
2014
russian
Russian Full Circle
A First Year Russian Textbook
donna oliver with edie furniss
nEW
Russian-English Dictionary
of Idioms, Revised Edition
sophia lubensky
nEW
3a edição de Português Básico
para Estrangeiros
s pa n i s h
french
Cours de conversation en
français
bárbara mujica
annabelle dolidon and norma
shukri b. abed with arwa sawan
NEW Part 2
Ahlan wa Sahlan
Functional Modern Standard
Arabic for Beginners,
Second Edition
mahdi alosh; revised by allen clark
nEW Intermediate Text, Second
Edition
Arabic for Life
A Textbook for Beginning Arabic
Intermediate Levantine Arabic
german
Schreiben lernen
A Writing Guide for Learners of
German
pennylyn dykstra-pruim and
jennifer redmann
by marta almeida and
Kunterbunt und kurz
geschrieben
elizabeth jackson
An Interactive German Reader
rejane de oliveira slade; revised
barry lydgate
Play and Playtext
rajaa chouairi
po rtu g u e s e
French in Action’s New Third
Edition: An Introduction
A Conversational Course
on DVD, Part 1 and Part 2
An Annotated Russian Reader
Bom Dia, Brasil
3:00-3:50
A New Anthology of Early
Modern Spanish Theater
Shou fi ma fi?
illustrations by kristen robinson
11:00-11:50
arabic
The Meek One:
A Fantastic Story
edited by julia titus;
denise minor
An Introduction to Spoken
Standard Arabic
bassam k. frangieh
fyodor dostoevsky;
Teaching with Encounters:
Creating Confident
Beginning Chinese Students
cynthia y. ning
jennifer redmann
www.EncountersChinese.com
A Personal and Practical Guide
to Success
2:00-2:50
On Being a Language
Teacher
Improving German Writing
Skills with Schreiben Iernen
pennylyn dykstra-pruim and
Encounters
On Being a Language
Teacher
10:00-10:50
Tu sais quoi?!
nEW
lópez-burton
Seamos pragmáticos
Héritages francophones
Introducción a la pragmática
española
jean-claude redonnet, ronald
Enquêtes interculturelles
derrin pinto and carlos de
st. onge, susan st. onge, and
pablos-ortega
julianna nielsen
C om i n g
in
2014
An Introduction to Spanish
for Health Care Workers
Communication and Culture,
Fourth Edition
robert o. chase and clarisa b.
medina de chase
Fundamentos teóricos y
prácticos de historia de la
lengua española
eva núñez méndez
Sonidos en contexto
Una introducción a la fonética
del español con especial
referencia a la vida real
terrell a. morgan
greek
Attica: Intermediate
Classical Greek
Readings, Review, and Exercises
cynthia l. claxton
nEW
Learn to Read Greek
Textbooks and Workbooks
andrew keller and stephanie
russell
chinese
Learning Chinese
A Foundation Course in
Mandarin, Elementary Level
julian k. wheatley
C om i n g
Level
in
2014 Intermediate
james pfrehm
ya l e b o o k s . c o m
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135
Daily Program
ACTFL RESEARCH ROUNDTABLES
4:00 p.m. – 5:00 p.m.
Grand Ballroom C, Rosen Centre Hotel
592
ACTFL Research Roundtables
Attendees will have an opportunity to participate in two 25-minute oral presentations with a group discussion of 10 people seated around a common table. Research Roundtable
presentations typically are 15 minutes of presentation followed by 10 minutes of discussion and feedback. After the first 25 minutes of presentation, attendees will be asked to
select another table and topic.
592-01
An Elementary L2 Exploratory Program: How We
Do It All
Colleagues will be given an overview of how an exploratory program for grades 1–6
“fits” into the elementary school day, as well as how it articulates with a comprehensive 7–12 foreign language program. They will have the opportunity to participate
in an abbreviated format of a culturally-themed, TPR-based elementary exploratory
class to gain insight into how to both plan for, and assess, learning at this level.
Take-aways will include a bibliography of resources, targeted vocabulary keyed to TPR
gestures, as well as an example of the tangible learning outcome that the elementary
students would make as the culminating activity for the highlighted lesson.
Presenter: Bonny Einstein, North Colonie Elementary Schools
November 23, 2013
SATURday
592-02
Arabic Teaching at First and Second Grade:
Challenges and Evaluation
A detailed description of the subjects and methods used for this research will be
presented. Then, an evaluative analysis of teaching Arabic to elementary levels in the
United States along with the most effective techniques and strategies found in this
study will be discussed.
Presenter: Soubeika Bahri, Global Language Project
592-03
Becoming a Better Language Learner in “Mixed”
Spanish Classes
The purpose of this presentation is to share a learner training project that helps heritage students learn writing skills and non-heritage students reduce their anxiety in a
“mixed” Spanish class. The ultimate goal is that both groups of students will become
better language learners.
Presenter: Michael Tallon, University of the Incarnate Word
592-04
Bring Sociocultural Perspective and Multiple-Strategy
Instruction into Chinese Reading Class
592-07
Culture Integration in Beginning Level East Asian
Language Classrooms
This presentation unveils the complexity of culture integration in beginning level East
Asian language classrooms based upon a case study research through exploring the
interaction between the instructors’ content knowledge of target culture, knowledge
of instructional strategies, knowledge of assessment in culture instruction, and the
teaching practices of culture integration.
Presenter: Le Kang, University of Nebraska-Lincoln
592-08
DEAL or NO DEAL? Critical Reflection in Service
Learning
This presentation discusses the applicability of the DEAL model for critical reflection
of service learning in the foreign language context. Researchers from two colleges
present findings on how students demonstrated critical thinking skills using the DEAL
model in intermediate and advanced-level Spanish classes.
Presenter: Michelle Bettencourt, University of North Carolina at Asheville; Christine
LaRocque Swoap, Warren Wilson College
592-09
Developing Bilingual Competence: Code-Switching
in the Immersion Classroom
Language classrooms are typically envisioned as environments where the foreign
language is spoken exclusively. But should these spaces instead be regarded as
multilingual communities of practice? Research from a Spanish immersion program
demonstrates that student code-switching, alternating between first and second
languages, may facilitate language learning and develop bilingual competence.
Presenter: Katherine Christoffersen, University of Arizona
592-10
Developing Communication Strategies as
Metacognitive Tool
This study has two goals. One aims to examine how multiple-strategy approaches can
be applied to L2 Chinese intermediate reading class and critiques their strengths and
weakness. The other aims to investigate how sociocultural perspectives proposed by
New London Group (1996) can be applied to an advanced Chinese reading class.
What causes difficulties performing high-level speaking tasks? What communication
strategies are needed to deal with these difficulties? How to teach the communication strategies? How does strategy instruction improve learner’s oral proficiency? The
presenter will discuss these questions based on her case study of a foreign language
learner.
Presenter: Yi-Lu Kuo, Indiana University–Bloomington
Presenter: Gyseon Bae, Defense Language Institute Foreign Language Center
592-05
592-11
Carnegie Course Redesign Initiative Focuses on
Assessment Data
Developing English Proficiency for Chinese Learners:
Boiling the Water
My Course Redesign Initiative measures qualitative and quantitative assessment
data. The Replacement Model reduces class lecture sessions with hands-on activities and monitored interactive laboratory. Students demonstrate active learning
and engaged communication to measure language level proficiency. Acquisition is
objectively assessed with efficient and accurate assessment tools and immediate
feedback.
This study will present interview data from Chinese graduate students being trained
in communicative-proficiency-based second language teaching programs in the United
States and illustrate the plans they have for curricular revision or incorporation of
communicative teaching methods when they return to teach English in China.
Presenter: Carole Champagne, University of Maryland–Eastern Shore
592-12
592-06
Crossing Borders: Curricular Models and Strategies
to Optimize Experiential Learning
The presentation will be an introduction and roundtable discussion on understanding
experiential learning theory to maximize student learning. After sharing my experience
in designing and offering a study abroad hybrid course to Spain and Morocco and a
study abroad re-entry course on campus and applying the two theories referenced
above, I will open the discussion to attendees in an effort to brainstorm curricular
models and strategies to optimize student engagement and experiential learning. We
will explore the nuances of the hybrid course “Crossing Borders” from a variety of
disciplinary perspectives; including literature, history, art sociology, and religion.
Presenter: Lynn McGovern, Merrimack College
136
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Presenter: Huanxiaoge Wang and Rebecca Galeano, Florida State University;
Huanxiaotu Wang, University of Pittsburgh
Development of Pedagogically, Linguistically,
Culturally Appropriate Chinese Materials for K–5
Students
This presentation will demonstrate how to (1) select, adopt, and develop pedagogically, linguistically, and culturally appropriate Chinese instructional materials and
curriculum; and how to (2) align the curriculum and materials with Common Core
Standards. This model curriculum and standards are sequential and will provide
authentic and interesting Chinese materials.
Presenter: Christy Lao, San Francisco State University
Daily Program
592-13
Effect of Target Language Use in Social Media on
Learners’ Writing Performance
This quasi-experimental study examined the impact of target language use on
Facebook on Chinese language learners’ writing performance. More promising results
were revealed in the area of quantity than quality in terms of transfer of weekly social
communication in the target language (TL) into TL-writing ability.
Presenter: Shenggao Wang, University of South Florida
592-14
Effectiveness of Folktales and Evidences of Cultural
Competence and 5 Cs
This research investigates the effectiveness of folktales in the second language
literacy class. By utilizing the culturally authentic materials, it aims at finding how the
cultural literacy practice enhances students’ cultural competence. It also shares the
evidences of 5 Cs achieved and a better way to implement folktales.
Presenter: Ihnhee Kim, University of Pennsylvania
592-15
Encouraging Beginners to Use the Target Language
to Participate
This roundtable focuses on creating a handout with useful classroom expressions for
the beginning language learner. Fun, engaging techniques to encourage use of these
expressions will also be mentioned.
Presenter: Cori Weiner, Montclair State University
592-16
Engaging Special Population of English Language
Learners: A Multi-Sensory Approach
Presenter: William Schnaithman, Kuvaal Patel, and Sasha Evans, The Gow School
592-17
Extending World Languages for Transformative
Education Through Critical Literacies Research
Presenter: Theresa Austin, University of Massachusetts–Amherst
592-18
Fostering Intercultural Competence for Beginning
Language Learners
This presentation introduces learning activities designed to increase intercultural
competence in introductory language classrooms, without sacrificing language
instruction time. Presenters will cover the use of modified textbook activities, culturerich resources, and weblogs to provide cultural perspectives and exercise critical
thinking skills. Examples applicable to any language classroom will be shared.
Presenter: Chinatsu Sazawa, Drake University
592-19
Identity in Korean Study Abroad: Negotiating
Gender, Sexuality, and Age
This talk investigates how a second language learner who was a lesbian, feminist,
and nontraditional student negotiated her identity during a period of study abroad in
Seoul, Korea. The study highlights the need for more research into how “alternative”
identities may be negotiated during prolonged spells in the target culture.
Presenter: Lucien Brown, University of Oregon
592-20
Impacts of Gender on Spanish Language Reading in
the Foreign Language Classroom
This study examines the effects of learners’ gender and passage content on Spanish
L2 reading comprehension at intermediate level. Participants read three different
Spanish language passages and two different measures were used to assess reading
comprehension. Statistical analyses showed that there was significant difference
between female and male participants reading comprehension.
Presenter: Silvia Peart, U.S. Naval Academy
The purpose of this roundtable session is to explore how and why Francophone North
America was integrated into various levels of instruction at the university level. The
presenter will share concrete examples ranging from daily classroom activities to discussing an entire fourth-year course dedicated to Francophone Louisiana. Reactions
from students discovering this content for the first time will also be shared.
Presenter: C. Brian Barnett, University of Oregon
592-22
Language Counseling: Lessons Learned to Address
Learner Needs
This roundtable examines trends found in counseling reports for beginning learners.
Discuss how to focus your own counseling skills and improve strategy instruction
based on the findings. Receive a model to analyze learner needs as well as researchbased strategies to help students with common problems experienced at levels 0–1.
Presenter: Erin OReilly, Defense Language Institute Foreign Language Center
592-23
Language Development: The Role of Multiple Drafts
in Digital Storytelling
Using a multiple draft approach, language learners created personal digital stories.
In this session we will first discuss the product, process, and learner reflections on
the digital storytelling process. Next, we will examine learners’ tendency to gain in
language accuracy, syntactic complexity, and lexical variation.
Presenter: Nohelia Rojas-Miesse and Martha Castaneda, Miami University
592-24
Learner Code-Switching in Synchronous Computer
Mediated Communication
Using data from a longitudinal corpus of conversations between Spanish language
learners and native speakers in text-based synchronous computer-mediated communication conversations in Livemocha, this presentation will discuss code-switching
habits of language learners in this environment and the implications of these on
language teaching and learning.
Presenter: Adrienne Gonzales, University of Denver
592-25
Learning Culture in the Target Language? The
Students’ Perspective
This study investigates how students view the role of the L1 and L2 when learning
about the culture(s) of the target language, specifically at the beginner level. The
study results will depict challenges and benefits of using the L1 and L2, respectively,
when learning about the target culture(s).
Presenter: Friederike Fichtner, University of Wisconsin–Madison
592-26
Learning Through Community: Student Outcomes in
a Service-Learning Course
The presentation will include a service-learning course syllabus in hard copy and written
student comments, with discussion, in a slide show. Participants will be encouraged
to ask questions and to compare their own experiences and outcomes with those
presented.
Presenter: Jane Johnson, University of Texas at Austin; Lucía Osa-Melero, Duquesne
University
592-27
Modeling Personalized Learning Strategies with
Instructors Through Professional Development
This roundtable will share the experiences of one professional development program in
providing personalized learning for participants and encouraging participant adoption of
these strategies. This process is made possible by responding to feedback from external
evaluators, participant surveys, action research, and instructor reflections. Feedback and
experience-sharing will be encouraged.
Presenter: Anne Donovan, Lynn Thompson, and Victoria Nier, Center for Applied
Linguistics
592-28
National Recognition: Does It Make a Difference in
Teaching Culture?
This study seeks to examine how teachers who are completers of CAEP/ACTFL “Nationally
Recognized” language teacher preparation programs approach the teaching of culture and to
distinguish how the methods they apply may differ from the population of language teachers
at large.
Presenter: Rebecca Galeano and Huanxiaoge Wang, Florida State University
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November 23, 2013
This presentation outlines questions, methods, data analysis, and results from critical
literacy studies that have been carried out collaboratively with teachers and students.
Learn how critical literacies can be researched and motivate teachers and learners to
reach socially significant goals.
Integrating Francophone North America into the
Classroom
SATURday
The presenter shares his design of an English Language Learner Acceleration course.
He will present the scope and sequence of his instruction which includes handouts
and practical examples which can be integrated immediately. Some of the instruction
focuses on identifying regional differences in the production of English words and
sounds.
592-21
Daily Program
SATURday
592-29
Naturalistic Bilingual Discourse: A Case Study of
Two Preschoolers
592-37
Teaching Writing to Bilingual Russian–English
Speakers: Monolingualism vs. Code-Switching
The presenter focuses on the natural discourse of two Spanish–English bilingual
preschoolers with unique linguistic profiles—one is Spanish dominant and one is
English dominant. Data on their use of two languages during negotiation events during playtime tasks over an 8-month period illustrates their awareness of each other’s
language development.
This presentation will outline benefits of code-switching in creative writing, and
describe functions of code-switching, and ways to implement it in writing workshops.
Although instructional activities are designed for Russian–English bilinguals and/or
Russian students studying English as a second language, they might also be used for
bilinguals with other language backgrounds.
Presenter: Jennifer Vojtko Rubi, University of Iowa
Presenter: Olga Makinina, California State University, Chico
592-30
592-38
Project-Based Foreign Language Program for
Dyslexic (& All) Students
The Effect of Tutor Training on Adult Refugees
Learning English
During this roundtable, a teacher and one of his dyslexic students will present some
project ideas which could be integrated into any foreign language program and do
not require much teacher preparation or additional funding. Along with the ideas
presented, the student will provide his perspective on the learning process.
This presentation discusses the effect of training tutors of adult refugees on their
learning of English. The results showed a positive effect for tutors and their refugee
learners as they had more effective communication and satisfactory learning outcomes. TESOL pre-service teachers also developed some practical skills.
Presenter: William Schnaithman, Kuvaal Patel, and Sasha Evans, The Gow School
Presenter: Rui Cheng, Nazareth College
592-31
592-39
Recorded Oral Assessments—Proof and Practice in
Foreign Language Learning
The Road to “Translingual and Transcultural
Competence”
Recorded oral assessments serve a dual purpose: They provide both documentation
of students’ progress and preparation for assessments like the OPI. Native speakers
interview students individually. Interviews are recorded and assessed by professors.
Students can request copies for their portfolios. The presentation includes interview
samples and technical information.
This roundtable explores multiliteracies-based approaches and their appropriateness for delivering “translingual and transcultural competence,” and “integrated
curricula”—the goals identified in the 2007 MLA report—to foreign language departments. Specific (literacy-based) proposals for the articulation of the lower levels of
the (Spanish) curriculum will be outlined.
Presenter: Birgit Deir, Nazareth College
Presenter: Ana Lopez-Sanchez, Haverford College
592-32
592-40
Self-Directed Language Learning in Online and
Blended K–12 Environments
The Role of Self- and Peer-Correction in Low-Stakes
Writing: A Facebook Experiment
This roundtable will share preliminary results from a case study of a blended high
school language course. Topics of exploration include evaluating learner self-efficacy
in a project-based online environment, roles of teacher and learners within this
setting, and the relationship of project-based outcomes to learners’ proficiency
development.
Little is known about how social media combined with self-correction can be used as
an opportunity for development of writing skills in a low-stakes context. The presenters will share the value of self- and peer-correction in low-stakes writing in Facebook.
Come and learn how Facebook combined with self-correction fosters acquisition.
Presenter: Adriana Brandt, Indiana University-Purdue University at Indianapolis
592-41
592-33
November 23, 2013
Smartphone Applications in Korean Language
Learning
Mobile technology is changing the way students interact and learn. This presentation provides an analysis of currently available smartphone applications for language
teaching and learning focusing on Korean language, a survey results of smartphone
applications use among college students enrolled in Korean language classes, and
pedagogical implications.
Presenter: Chan Young Park, University of Massachusetts–Amherst
592-34
Student Perceptions of Self and Others in the
Classroom
As teachers, we cannot see how our students perceive themselves, classmates,
and the classroom environment. My study used student evaluation of motivation,
perceived skill level, and the classroom to gain insight about students and their
perceptions. We will discuss ways that we and our students might benefit from this
information.
Presenter: Emily Heidrich, University of Wisconsin–Madison
592-35
Teaching Culture with Transcription Techniques
This presentation will present transcription techniques geared toward the identification of relevant cultural characteristics of speech acts. It will combine practical
teaching techniques to more abstract concepts such as intercultural competence. The
session will highlight the importance of differentiating between general listening
skills and discourse analysis to contextualize sociocultural issues.
Presenter: Brunella Bigi, Defense Language Institute Foreign Language Center
592-36
Teaching Spontaneous Narrative to Intermediate
Learners: Demo and Sorede
Based on a research study, this presentation will discuss how native speakers of
Japanese use the connectives demo and sorede in spontaneous oral narrative.
Participants will learn how these items should be taught to intermediate learners in
the context of oral narrative.
Presenter: Koji Tanno, Eastern Michigan University
138
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Presenter: Rebecca Ewing and Maria Romero, Duke University
Using Reality TV to Examine Pragmatic Perception
This presentation focuses on using video clips taken from German and American reality TV shows to examine pragmatic perception. Results of the study with implications
for strategies to facilitate growth of students’ cultural proficiency will be discussed.
Presenter: Ragnar Svare, UW–Madison
592-42
Varying Classroom Instruction to Aid Japanese
Vocabulary Development
Vocabulary retention in students is a common problem in many language classes.
The research performed for this presentation seeks to find how a variety of activities
during instruction may aid students from different cognitive learning profiles in
vocabulary building and retention.
Presenter: Brett Walter, Laura Ballard, and Kelly Torres, Florida State University
592-43
Working with Teachers from China: Bridging the
Cultural Divide
Cultural differences between the Chinese and U.S. education systems challenge new
teachers from China. This qualitative study suggests that school administrators can
enhance Chinese language programs and support these teachers by acknowledging
the differences between school cultures and using strategic teacher development
methods to bridge the cultural divide.
Presenter: Emily Hanson, University of Minnesota
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
593
597
600
ACTFL/CAEP (formerly NCATE)
Program Reviewers Meeting
4:00 p.m. – 5:00 p.m.
594
ACTFL Arabic SIG Business
Meeting
Presenter(s): Mouna Mana, National Foreign
Language Center; Tamara Haddad, Hurst Euless
Bedford ISD; Mohcine Zaidi, Los Angeles Unified
School District
4:00 p.m. – 5:00 p.m.
595
The 10 Commandments of Oral
Proficiency
Presenter(s): Herve Le Guilloux, Trinity Preparatory
School
Sponsor(s): FFLA
Audience: All
596
Teaching Beginning Spanish
Online: Tips for Success
Distance learning courses are more popular and more
numerous every year. What can we do as instructors
to ensure that our students are engaged and learning
in these courses? How do we prepare our students for
language courses beyond the beginner-level that meet
in a “regular” classroom setting?
Presenter(s): Sandra Kregar (Chair) and Victoria
Russell, Valdosta University; Elizabeth Bruno,
University of North Carolina–Chapel Hill; Trevor
Shanklin, San Diego State University
Sponsor(s): ACTFL Distance Learning SIG
Audience: All
Using Film to Develop Chinese Heritage Learners’
Cultural Insights (Hsiao): This study discusses how
films can be used in advanced-level hybrid Chinese
courses for heritage learners to develop abilities to
identify philosophical values rooted in the products and
practices of the target culture. Recommendations for
film selection, lesson plans, and logistical issues using
free online resources are provided.
Metapragmatic Tools in Heritage Language Development:
A Mapping of Their Distribution (Guardado): This paper
investigates how families foster heritage language
use in their children. Understanding of families’ beliefs
and opinions about heritage language development
is established, but practices resulting from families’
beliefs are infrequently discussed, and there is a dearth
of evidence regarding how families encourage their
children to speak the language.
Presenter(s): Jennifer Ching-hui Hsiao, Texas State
University-San Marcos; Martin Guardado, University
of Alberta
Sponsor(s): ACTFL Heritage Languages SIG
4:00 p.m. – 5:00 p.m.
598
AATJ General Membership
Meeting
This session is a good place to gain understanding of
the range of AATJ activities and benefits of being a
member. During the meeting, the Board of Directors
report on Publication, Advocacy, Professional Development, National Contents & Exams, Student Activities
and Conferences. All members are encouraged to
attend.
The pedagogy of 21st century should provide new educational response and promote “literacy empowerment”
adopting Multiliteracy and Multilingual approaches
which can integrate social interaction, motivation, and
multiple forms of knowledge and strategies. In this
session, different implementations in the language
classroom of these new approaches will be presented.
The presentations are: Solving the Monolingual
Paradigm: Restoring Multilingual Practices Through
Intercomprehension (Donato); Beyond CLT: An Argument
for Intercommunication (Muller); and Empowering L2
Vocabulary Within a Multiliteracy and Multilingual
Framework (Spinelli).
Presenter(s): Roberto Dolci (Chair), Università per
Stranieri di Perugia, Italy; Clorinda Donato and
Markus Muller, California State University, Long
Beach; Barbara Spinelli, Columbia University
Sponsor(s): AATI
4:00 p.m. – 5:00 p.m.
601
Incorporating Culture into
Content-Based Instruction (CBI):
Issues, Challenges, Cases
This panel discusses issues and challenges facing CBI
at K–16 levels and focuses on CBI application such
as how to transfer cultural information in developing
teaching materials, curriculum and classroom instruction, how much culture should be used and how. Interview results and cases will be provided and analyzed.
Presenter(s): Meiru Liu (Chair) and Lina Lu, Portland
State University; Iris Hong Xu and Rui Feng, Troy
University
Sponsor(s): CLTA
Audience: All
4:00 p.m. – 5:00 p.m.
599
From the Middle School on:
Vertical Teaming for the AP
Each one of the session presenters is targeting one
level of the language and giving specific examples on
how to work within a vertical team setting. Participants
are asked to be involved in preparation of material.
Presenter(s): Nicoletta Villa Sella (Chair), The Linsly
School; Lucrezia Lindia, West Chester Co. High
School; Bruna Boyle, University of Rhode Island; Ida
Wilder, Athena High School
Sponsor(s): AATI
ACTFL Convention Digital
Badges—Get Yours!
Become a Convention Networker
and earn a digital badge at
ACTFL 2013! Digital badges are
online representations of earned
knowledge and skills and a new
way to showcase professional
development achievements. Find out
more at www.actflbadges.org.
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139
November 23, 2013
4:00 p.m. – 5:00 p.m.
Two papers discuss approaches to promoting heritage
language use and proficiency. The first describes how
films can be used in advanced-level courses for heritage
learners of Chinese and makes recommendations for
film selection and use. The second describes a study
of how families foster heritage language use in their
children.
New Approaches in Language
Teaching: Multiliteracy,
Plurilingualism, and
Intercomprehension
SATURday
This session focuses on developing conversant foreign
language proficiency, with a short-term goal of preparing students for the new AP exam. We will explore how
we can make our students orally proficient. Connections
to the new AP expectations will be made through oral
presentations followed by impromptu questions. This
session is of equal relevance to all modern language
teachers. It will include videos.
Linguistic and Cultural Resources
for Heritage Language Education
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
602
604
607
Cultivating Cultural Analysis
Ability Through Content-Based
Instruction and Assessment
The three presentations will focus on how to use
authentic materials to teach traditional and contemporary
cultures of China with the aim to effectively cultivate and
assess students’ cultural analytical ability and academic
language proficiency. Scaffolding strategies in teaching
and assessment will be provided and discussed.
Presenter(s): Yueming Yu (Chair), Gang Liu, and Yan
Liu, Carnegie Mellon University
Sponsor(s): CLTA
4:00 p.m. – 5:00 p.m.
SATURday
603
November 23, 2013
Methodology and Teacher
Training
Language Teacher Educators as Learners: A Case Study
of Collaboration (Kong): This case study is to investigate
how four instructors learned from their collaboration throughout a two-week Chinese teacher training
institute. Data include reflective journals, videos of
instruction and in-depth interviews. The findings will
illuminate the importance of collaboration among
teacher educators and shed light on the nonlinear
nature of learning.
Differentiation Strategies in the Chinese Class: Meeting
the Needs of Diverse Learners (Chi): Differentiated,
rather than unitary, teaching approaches are necessary for a class of students with mixed abilities. A
differentiated instructional model will be presented to
demonstrate how to develop DI activities in a thematic
approach to accommodate and enable students with
dissimilar backgrounds to learn in the same class.
From Graduate Schools to K–12 Schools: What Shaped
Chinese Language Teachers (Jiang): This study tries to
understand how teacher education programs and teaching experiences in K–12 schools shaped beliefs and
behaviors of Chinese language teachers in America.
Based on analysis of a mixed method, this study can
provide a comprehensive understanding on elements
that affected professional development of Chinese
language teachers.
Presenter(s): Kaishan Kong, University of Minnesota;
Telee Chi (Chair), University of Utah; Zhuojun Jiang,
University of Kansas
Sponsor(s): CLTA
Audience: All
140
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Integrating an Oral Practice
and Assessment Platform into
Beginning Level Chinese
This session explores the use of Speak Everywhere,
an online oral practice and assessment platform, as an
effective means to help CFL learners at the beginning
level to enhance accuracy on pronunciation and to
improve fluency. Demonstrations of the existing excises
and assessment instrument will be shown. Presenters will also demonstrate and discuss feedback from
learners.
Presenter(s): Jinhua Li (Chair), University of North
Carolina Asheville; Bailu Li and Ying Wu, Purdue
University
Sponsor(s): CLTA
4:00 p.m. – 5:00 p.m.
605
Exchanges Connect—Any Time,
Any Place
An exchange program presents a goldmine of opportunities: for language acquisition in different learning
environments. Students—not just the ones participating in the actual exchange, but the school community at
large—guided by an experienced, trained coordinator
are encouraged to use online learning models leading
to content-based learning. Everyone connected in some
way to the exchange gains intercultural competence.
Presenter(s): Sabina Margalit (Chair), German
American Partnership Program, Inc. (GAPP); Joan
Campbell, Lincoln-Sudbury Regional High School
Sponsor(s): AATG
Languages, Literatures, and
Cultures and Living–Learning
Communities
This panel presents two living–learning communities
(at Appalachian State University and the University
of North Carolina at Greensboro) and their contributions to language learning through integrated courses,
co-curricular activities, and sustained engagement with
the campus community.
Presenter(s): Susanne Rinner (Chair) and Carmen
Sotomayor, University of North Carolina at
Greensboro; Alexandra Sterling-Hellenbrand,
Appalachian State University
Sponsor(s): AATG
4:00 p.m. – 5:00 p.m.
608
History in the FL Classroom:
From Narration to Explanation to
Exposition
This session presents a theoretical framework and
implementation suggestions for selecting, sequencing
and didacticizing materials for teaching history in a
FL classroom. Informed by the genre approach, it proposes a trajectory for content- and language-oriented
sequencing and instruction of historical texts from
narratives to explanations to expositions. Examples will
focus on the German post-war period.
Presenter(s): Marianna Ryshina-Pankova, Astrid
Weigert, and Peter Pfeiffer, Georgetown University
Sponsor(s): AATG
4:00 p.m. – 5:00 p.m.
606
Teaching the Black German
Experiences in the Language
Acquisition Classroom
We will introduce an overview of Black German culture
and achievements and show how to create exercises
such as vocabulary acquisition including reading and
listening exercises in which the mode and tone, but
also connotations of specific lemma can be linked to
culture and social relevance of the text will be introduced to the audience.
Presenter(s): Sabine Koehler-Curry, University
of Arizona; Kevina King, University of
Massachusetts–Amherst
Sponsor(s): AATG
Audience: All
Access ACTFL 2013
If you can’t get to all the sessions
you want to attend at the 2013
ACTFL Convention, you will now
have an opportunity to access
a selection of sessions from the
convention, along with the keynote
presentation by Tony Wagner and
other convention experiences—and
earn professional development
credits or CEUs.
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
609
611
614
Technology in Teaching and
Learning II
Chinese Learners Chat on Facebook (Wang, Borst,
Feng, Chang): In this study, intermediate and advanced
Chinese learners chatted on Facebook using Chinese
characters. The chat transcripts were analyzed for
negotiation turns, total turns, and Chinese characters
produced. In addition, analysis of questionnaires
indicated that learners preferred to chat with native
speakers (NS) vs. nonnative speakers (NNS).
Creating Smart Classrooms: Benefits and Issues Involved
in Blended Courses (Fu): The presentation will first
explain in detail how we have integrated such technological and web tools as SMART Board, iPad, Sakai,
Tegrity, etc. with our language teaching. It will then
proceed to discuss the benefits, student responses,
instructor reactions, and some final learning results for
further consideration.
4:00 p.m. – 5:00 p.m.
610
How to Effectively Align Thematic
Planning with Foreign Language
Standards?
In order to design an effective foreign language curriculum that promotes three communicative modes
(interpretive, interpersonal, and presentational), this
session will provide participants with an opportunity to
explore and choose well planned themes for their own
language programs based on the National Standards for
Learning Languages. Examples will be in Chinese.
Presenter(s): Baocai Jia (Chair), Cupertino High
School; Joyce Ranieri, Chinese Language Education
and Research Center
Sponsor(s): CLASS
Presenter(s): Annette Galindo, Trinity Preparatory
School; George Stewart, Middlesex School and EF
Education First
Sponsor(s): ACTFL
4:00 p.m. – 5:00 p.m.
612
See What Goes on in the
Classroom of the ACTFL National
Language Teacher of the Year!
How do we create globally competent students and
what is the role of language study in this new order?
Teachers will see how to integrate global content in
lessons on a daily basis through various techniques and
discuss how to create opportunities for students to use
this knowledge in various disciplines. The presentation focuses on the integration of language study and
displays student work that emphasizes communication,
critical thinking, and collaboration within the classroom
and through technology. Student examples incorporating 21st century tools will be provided.
Presenter(s): Toni Theisen (Chair), ACTFL President;
Noah Geisel, 2013 ACTFL National Language
Teacher of the Year
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
613
Presentational Speaking: Cultural
Comparison in the AP German
Course
When students and parents know what it means to
be proficient and what the proficiency targets are for
a course, good things happen! This session will share
what a Utah school district has discovered—that
better informed students and parents not only yields
better academic results; it makes for happier people all
the way around.
Presenter(s): Kerrie Neu, Granite School District; Greg
Duncan, Interprep Inc.
Sponsor(s): NADSFL
ACTFL FEATURED SESSION
4:00 p.m. – 5:00 p.m.
(WB)
615
Dual Language Education for
a Transformed World
This overview of longitudinal research findings of
the past 28 years highlights keys to dual language
implementation and program effectiveness,
including our latest research findings on dual
language education from North Carolina, Oregon,
and Texas, and the major reasons that dual
language education works so well for all students.
Professors Wayne Thomas and Virginia Collier
are internationally known for their research on
long-term school effectiveness for linguistically
and culturally diverse students. Dr. Thomas is a
professor emeritus of evaluation and research
methodology and Dr. Collier is a professor emerita
of bilingual/multicultural/ESL education, both
from George Mason University.
Presenter(s): Wayne Thomas and Virginia Collier,
George Mason University
Sponsor(s): ACTFL
Audience: All
Is it possible for our students to distinguish cultural
products, practices, and perspectives between their
own world and the world of the target language they
are studying? Learn about different strategies on how
students acquire the necessary skills to plan and produce presentational speaking on cultural comparisons
on given topics.
Presenter(s): Johanna Watzinger-Tharp, University
of Utah; Brandee Mau, Campbell County High School
Sponsor(s): AATG
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141
November 23, 2013
Presenter(s): Yanlin Wang, Stefanie Borst, Jinglan
Feng, and Rong Chang, Texas Tech University;
Hongchu Fu, Washington and Lee University; Shijuan
Liu (Chair), Indiana University of Pennsylvania
Sponsor(s): CLTA
Learn how to conceptualize and implement a credited
project-based learning program in your school, based
on “best practices” revealed through a partnership
between Florida-based Trinity Preparatory School and
EF Education First, the world’s largest international
education company.
Learn with NADSFL: Looping
Students and Parents into
Proficiency
SATURday
Examining the Tablet Technology for Chinese Language
Teaching and Learning (Liu): This paper presentation
examines some popular tablets (e.g., iPads, Kindle Fire,
Samsung Galaxy Tabs) to identify their uniqueness and
affordance for Chinese language teaching and learning.
Based on the literature and the author’s experience,
cautions and suggestions on how to integrate the
tablet technology into Chinese language classrooms
are provided.
Amplifying Student Engagement,
Developing Global Leadership
Through Project-Based Learning
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
616
619
622
Teaching Multilingual Translation
and Conversation in the
Undergraduate Classroom
This session is geared to showcasing—in a step by
step approach—both content and methods to allow
bilingual students with a 201 standing in ONE foreign
language acquire 101 proficiency in TWO other foreign
languages within one semester in a team-taught and
applied course environment.
Presenter(s): Gerburg Garmann, University of
Indianapolis
Sponsor(s): ACTFL
Applicable Language(s): French, German, Spanish
4:00 p.m. – 5:00 p.m.
SATURday
617
November 23, 2013
Talking without Textbooks—RealLife Oral Communication
The session is set up to present and give participants the
opportunity to discuss and explore the following: (1) how a
focus on language function can define daily expectations/
activities in the classroom; (2) how to create/sustain the
use of open-ended questions that provide the opportunity
for students to create with language; and (3) how to find/
organize authentic materials (even for free) that give
students the understanding that language is accessible
beyond the classroom.
Presenter(s): Yuehua Zhang and Cristina Ewell,
Singapore American School
Sponsor(s): ACTFL
4:00 p.m. – 5:00 p.m.
618
Effective Use of Web 2.0 Tools in
High School Projects
This session focuses on the different ways that interactive web tools can be used to enhance project-based
learning experiences for languages. Beginner and
intermediate level projects will be shared, while handson activities will help to create a student-centered
language classroom.
Presenter(s): Maluza Escamilla, Magda Lavault, Amy
Gilchrist, and Hua Yang, Ursuline Academy of Dallas
Sponsor(s): ACTFL
Applicable Language(s): Arabic, Chinese, French,
Spanish
¿Qué es la Cultura
Hispanohablante? An Online
Spanish Photo-Diary Project
Two timely aspects of foreign language education
combine in this research-based culture and technology.
By reporting on the implementation of an online photodiary project in a university Spanish class, this session
encourages participants to incorporate technology in
the teaching and learning of culture in the language
classroom.
Presenter(s): Helen Terry and Anastasia Khawaja,
University of South Florida
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
620
Roman History & the Modern Era:
Identifying Meaningful Social/
Cultural Connections
This workshop offers an appreciation of the social/
cultural history of Rome through the marriage of authentic Latin literature and that of the modern era. Give
students the opportunity to understand more deeply the
history of Rome and those who shaped it through meaningful comparison to modern events, art, and literature.
Presenter(s): Jason Reynolds, Greenwich Country Day
School
Sponsor(s): ACTFL
4:00 p.m. – 5:00 p.m.
621
Japan Day at the MFA: Language
Learning in the Art Museum
How do we give students real-world access to cultural
products, practices, and perspectives, while motivating
further learning, all in one day? This session presents a
replicable model of a large-scale, interdisciplinary event
planned collaboratively by a language program and an
art museum.
Presenter(s): Willamarie Moore (Chair), Museum of
Fine Arts, Boston; Yukiyo Iida, Brookline High School;
Tomoko Graham, Noble and Greenough School
Sponsor(s): ACTFL
Using Learner-Generated Content
in Foreign Language Teaching
Participants will be introduced to the theory and praxis
of Psychodramaturgy for Language Acquisition (PDL),
a textbook-free method that concentrates on giving
learners the language to say what they themselves
want to say rather than what the curriculum dictates.
Techniques for prompting learner creativity and spontaneity will be demonstrated.
Presenter(s): D. Schaefer, Internationaler PDL Verband
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
623
Mobilizing 21st Century Literacies
Whether it’s a class set of iPads, school-owned
iPods, or students’ smartphones, learn how to use
mobile computing to engage students in authentic,
performance-based activities. Discover how mobile
computing activities can develop students’ 21st century
information, technology and media literacy skills.
Participants receive rubrics and resources to personalize activities.
Presenter(s): Kevin Gaugler, Marist College; Lauren
Rosen-Yeazel, University of Wisconsin; Barbara
Lindsey, University of Maryland University College
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
624
From Comprehension to Analysis:
Multimedia in the L2 Literature
Classroom
This session demonstrates how multimedia can be used
in pre-, during-, and post-reading activities in a university-level L2 literature course so as to allow for creative
presentation of literary works while simultaneously promoting students’ critical thinking, creativity, autonomy
or collaboration, and media literacy. Examples will be
presented and analyzed.
Presenter(s): Rachel Payne, University of St. Joseph
Sponsor(s): ACTFL
Session Handouts in the ACTFL Online Community
Presenters are being encouraged to upload their handouts in the Resources
section of the ACTFL Online Community at community.actfl.org.
142
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Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
625
628
631
Real Life Language: Language
Exchange and Immersion from
and for Real Life
Join us for a demonstration of video, web, and audio
chat, and how to create and upload downloadable
materials to collaborate with colleagues all over the
world and creating personalized, on-demand learning
on Real Life Language.
Presenter(s): Janina Klimas, Real Life Language, Inc.
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
626
Authentic Stories: Developing
Engagement in the TechnologyDriven Elementary Student
4:00 p.m. – 5:00 p.m.
627
Occupied Paris: Creating a
Virtual Learning Experience
Can role-playing make history come to life for your
students? Through the presentation of a game set in
World War II Paris, this session will explore the benefits and challenges of teaching complex topics through
educational gaming.
Presenter(s): Terri Nelson, California State University–
San Bernardino
Sponsor(s): ACTFL
Presenter(s): Kathleen Ramos, St. Vincent College;
Sarah Aguilar-Francis, William Penn Charter School
Sponsor(s): ACTFL
This session will provide examples of lessons based
on the PACE model and will provide tools for teachers
wishing to implement it. The presenter will model a
co-constructed grammar discussion and participants
will identify the discourse features present in such
discussions. Participants will leave better equipped to
implement the PACE model in order to make grammar
instruction more engaging for learners.
Presenter(s): Kelly Kidder, Lipscomb University
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
629
632
Integrated Mobile Learning for
Augmented Student Outcomes
The Language Acquisition Resource Center at San
Diego State University has taken a lead role in leveraging technology as an educational tool. Students of
Dari, Pashto, and Japanese (among other languages)
use myriad web-based learning resources, as well as
mobile apps. The mobile apps mirror and augment what
they learn in class sessions. These students report
using the mobile apps regularly, and longitudinal data
shows that they retain their language skills longer. This
presentation will cover qualitative data on student success factors, as well as quantitative data on students’
use of technology.
Presenter(s): Karen Olson, Transparent Language, Inc.;
Trevor Shanklin, San Diego State University
Sponsor(s): ACTFL
4:00 p.m. – 5:00 p.m.
630
The Effect of Role-Play Prompts on
Learner Language
This session explores how different types of role-play
prompts can be used and modified to facilitate learner
production. Using transcripts, it shows how three different prompts affect target language use at beginning
and intermediate levels of proficiency. The best ways to
use these prompts in FL classes are then discussed.
Presenter(s): Marda Rose, Indiana University-Purdue
University at Indianapolis
Sponsor(s): ACTFL
Finding, Using, and Sharing
Open Materials for Personalized
Learning
The Open Foreign Language Movement gives teachers
universal access to free, customizable materials that
promote personalized learning. This presentation will
help teachers: (1) find customizable materials; (2) build
lessons around personalized content; and (3) adopt
open licenses in order to share personalized materials
with others.
Presenter(s): Carl Blyth, University of Texas–Austin
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
633
Twist and Shout! Communicative
Activities and Technology for
Elementary Students
Motivate young learners to communicate in the target
language with communicative activities and technological resources. Movement, singing, and collaboration
make these activities ideal for elementary-aged
students. Learn about technology projects that promote
creative and critical thinking. Add “no preparation”
activities to your “Teacher Tool Box” to use in class on
Monday.
Presenter(s): Shelby Cochran, Norwood School
Sponsor(s): ACTFL
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143
November 23, 2013
Presenter(s): Analize Chavez and Kelly Brigham,
Middlebury Interactive Languages
Sponsor(s): ACTFL
Participants are invited to explore the use of the
genre-based Reading to Learn approach for designing
and implementing thematic, culturally relevant second
language literacy instruction in the secondary ESL
classroom. The session focuses on a language-based
method for supporting immigrant adolescent ELLs in
developing advanced literacy practices in English.
Co-constructing Grammar in the
Language Classroom: Ideas for
Implementing the PACE Model
SATURday
Yes, your elementary students can understand authentic
Chinese and Spanish stories! Students can learn culture
and develop language foundations through culturally authentic stories. This session will provide ideas
on how language instructors can teach and improve
language skills through authentic stories.
Teaching Persuasive Argument
Essay Writing to Adolescent
English Language Learners
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
634
637
639
Challenges Facing Preparing
Teachers of Arabic in the United
States
This session will present the challenges facing
preparing teachers of Arabic as a foreign language in
the United States. Discussion will include pedagogical and language training needs. This presenter will
provide models and examples of teacher certification
programs at Michigan State University and cases of
collaborations among programs such as the Language
Flagship and STARTALK in creating a new generation of
well-prepared teachers of Arabic serving a new era of
global language education. This session is very useful
for anyone interested in the issues related to preparing
teachers of Arabic nationwide.
SATURday
Presenter(s): Wafa Hassan, Michigan State University
Sponsor(s): ACTFL
November 23, 2013
4:00 p.m. – 5:00 p.m.
635
Pathways to Developing
Technological Pedagogical
Content Knowledge (TPACK)
Knowing what you need to learn about FL technology is
key to getting resources for your professional development (PD). Come and learn about research that helps
you articulate your needs, evaluate resources for PD,
and analyze the pedagogical and technology training
needed for using one FL technology. Then analyze the
needs associated with a technology of your choice, and
identify suitable PD resources.
Presenter(s): Cathy Barrette, Wayne State University
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
636
When Language Classrooms
Become Learning Communities
Creating a sense of community is key to successful
instruction. To prepare students for the changing world,
it is important to value individual perspectives and use
diversity to enhance learning. The interactive, hands-on
session demonstrates how team- and class-building
structures can help students get along, improve communication and maximize participation.
Presenter(s): Tatiana Sildus, Pittsburg State University
Sponsor(s): ACTFL
Audience: All
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Writing and Reading Critically:
The Power of Trained Peer Review
Presentations 19
Peer review is a high-valued process to maintain
standards and improve performance. Contrarily, in
second language writing classes many instructors are
hesitant to use it because they are concerned whether
L2 students are able of assisting other students in their
same situation. This presentation will provide insight
into the complex nature of peer-review in L2 Spanish
writing and how to optimize students’ feedback.
Action Research in Instructional Mode: Spanish Aspectual Tenses (Garrett): This presentation illustrates how
language instructors can research and create their own
quasi-experimental designs to test specific practices
and learner outcomes to later incorporate into their
normal practice. To illustrate this practice, Spanish
aspectual tenses are examined with respect to instructional mode in two intermediate undergraduate classes.
Presenter(s): Jeannette Sanchez-Naranjo, University
of Oklahoma
Sponsor(s): ACTFL
Preterite vs. Imperfect: An Investigation of L2 Spanish
Students’ Perspectives (Izmaylova-Culpepper): This
presentation reports on a study of intermediate-level
college students’ perceptions and mental representations of preterite vs. imperfect in Spanish. Subjects
explained their views of the rules while completing
a set of binary choice tasks on the topic. Pedagogical
implications of the findings will be discussed.
4:00 p.m. – 5:00 p.m.
The Language of Tasks and Technology in the Blended
Spanish Writing Courses (Gleason): This classroombased project takes a discourse analytic look at the
language that teachers and students use during
different technology-imbued language learning tasks.
Focusing on the blended Spanish writing classroom, it
specifically addresses the role of technology in social
discourse practices and in shaping students’ academic
language in Spanish.
638
The National Latin Exam
& the 5 Cs
Members of the National Latin Exam Writing Committee will share strategies and techniques for the Latin
classroom which address the 5 Cs (Communication,
Cultures, Connections, Comparisons, and Communities).
Presenter(s): Linda Montross (Chair) and Sally Davis,
National Latin Exam; Matthew Webb, Ascanius
Sponsor(s): ACTFL
Language of Presentation: Other
Presenter(s): Jordan Garrett, Indiana University;
Anastasia Izmaylova-Culpepper and Jesse Gleason,
Iowa State University
Sponsor(s): ACTFL
Audience: All
Enjoying your time in Florida?
Plan now to attend the 2014
Florida Foreign Language
Association
Conference in Miami!
Dare to use World Languages
beyond the Classroom
October 17-19, 2014
Miami Hilton Airport
http://www.ffla.us
Daily Program
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 5:00 p.m.
4:00 p.m. – 6:00 p.m.
640
642
645
Presentations 20
The Acquisition of Chinese Passive Sentences by Adult
Learners in America (Xia): This study focuses on the
acquisition of Chinese passive sentences by the adult
learners in the United States. The PowerPoint presentation will include the literature review; the differences
between the passive sentences of Chinese and English;
the different types and various constrains of Chinese
passive sentences; the research method, procedure and
the result; and the pedagogical implications.
Effective Learning Strategies for the Recognition of
Characters and Words (Wang): Using a questionnaire on
the learning of characters and words and a vocabulary
test, the present study aims to gauge effective application of learning strategies by learners of Chinese with
different proficiency levels and in different learning
environments. The presentation describes a theoretical
framework, research methodology, participants, and
statistical results.
4:00 p.m. – 5:00 p.m.
641
Don’t Be Afraid! Create Your
Own Authentic Thematic Unit!
Experience how this thematic unit based off of
authentic Hispanic literature can easily integrate the
standards, Backward Design, Bloom’s Taxonomy and
21st Century Skills among other theories. See how easy
and feasible it is to create a thematic unit that students
can compare and contrast present culture to the past.
Presenter(s): Liz Rodriguez, Toms River High School
East
Sponsor(s): ACTFL
Presenter(s): Tavane Moore, Renaissance Middle
School
Sponsor(s): ACTFL
Audience: All
4:00 p.m. – 5:00 p.m.
643
Teaching and Measuring L2 Oral
Fluency Development
Despite the importance of oral fluency for effective
communication, few classroom-based instructional
strategies have been developed to improve fluency in a
quantifiable way. This session will show how instruction undergirded by assessment research can build
fluency and how fluency can be measured in qualitative
and temporal aspects.
Presenter(s): Linda Abe and Sun-Young Shin, Indiana
University–Bloomington
Sponsor(s): ACTFL
4:00 p.m. – 5:00 p.m.
644
Badges and e-Portfolios: Meeting
the Challenge of Integrating
Assessment
This session explores an innovative approach to assessing communicative and cultural proficiency using
Badges and e-Portfolios. Together, these technologically
dynamic tools represent a holistic record of interdisciplinary learning. Session showcases badge-winning
student portfolios, badges awarded, assessment
benchmarks, rubrics, and technologies.
Presenter(s): Michelle Geoffrion-Vinci and Mary
Toulouse, Lafayette College
Sponsor(s): ACTFL
Audience: All
Presenter(s): Elvira Swender, ACTFL
4:15 p.m. – 6:30 p.m.
646
AAUSC Business Meeting and
Reception
4:30 p.m. – 6:00 p.m.
647
ACTFL/Regional Conferences
Business Meeting
5:15 p.m. – 6:15 p.m.
648
ACTFL Research SIG Business
Meeting
The annual business meeting of the Research SIG will
include refreshments, highlighted by a featured presentation from Heidi Byrnes, Editor of the Modern Language Journal and Professor of German at Georgetown
University. Title of Dr. Byrne’s presentation: “Research
and Publishing in World Languages: Challenges and
Opportunities.”
Presenter(s): Heidi Byrnes, Georgetown University
5:15 p.m. – 6:15 p.m.
649
Writing a Successful ACTFL
Proposal
How are proposals for the ACTFL Convention program
selected? The ACTFL Program Committee will review
the selection criteria and share sample proposals.
Participants will have time to begin writing a proposal
with guidance from committee members. Time will be
allowed for suggestions for improvement from other
participants and committee members.
Presenter(s): Thomas Sauer, Fayette County Public
Schools; Bridget Yaden, Pacific Lutheran University;
Benjamin Rifkin, The College of New Jersey; Todd
Bowen, New Trier Township High School
Sponsor(s): ACTFL
Audience: All
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November 23, 2013
Presenter(s): Xue Xia, University of Hawaii at Manoa;
Jing Wang, Indiana University-Purdue University
at Indianapolis; Thomas Farren Sr., Saint Joseph’s
University
Sponsor(s): ACTFL
Audience: All
Learn easy methods to create specific standards-based
rubrics for formative and summative assessments!
Walk through the steps of customizing rubrics for
speaking, reading, writing, and listening proficiency
levels. A template for teacher feedback and student
self-assessment is provided as are current, relevant
student-generated rubric samples.
ACTFL OPI Trainer Meeting
For certified OPI trainers only.
SATURday
Engaging Middle-Grade, Non-Heritage Language Learners in Learning Chinese (Farren): This study aims to
understand how to better engage urban, middle-grade,
non-heritage language learners in learning Chinese.
Thorough qualitative analysis of over 700 student
quotes collected over two years, revealed that students’
motivation to learn Chinese is affected by multiple
factors with their current learning experience being
the most important. Results from the study highlight
multiple instructional techniques that can be used to
engage these students.
Easy Way to Create StandardsBased Rubrics
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
650
652
653
Sharing and Practicing in
the Target Language: Using
Technology to Improve Fluency in
the World Language Classroom
SATURday
This session is aimed at world language teachers who
want to create a learning community where interactive
assignments, teacher-made webcasts, student work
(audio and video) is easy thanks to Google Apps for
Education (Google sites, Google Docs, Google Presentations, and Google Forms), Vimeo, Edublogs, Screencasto-matic and SMART Board Notebook software. A few
key websites will be showcased to demonstrate how
laptops can be used effectively in a 1:1 environment
(each student has a laptop), where students have
an opportunity to practice their fluency in the target
language.
November 23, 2013
Presenter(s): Vanessa Spallone, Trinity Preparatory
School
Sponsor(s): FFLA
Audience: All
5:15 p.m. – 6:15 p.m.
651
ACTFL Spanish for Heritage
Learners SIG Business Meeting &
Invited Talk by Sara Beaudrie
This session features a guest presentation by Dr. Sara
Beaudrie on essential elements for developing and
growing a heritage language program. The SIG will also
hold a short business meeting and networking session
to inform both current and new members about the
group’s past accomplishments and current activities.
ACTFL Portuguese SIG Business
Meeting and Paper Presentations
This session mixes the Portuguese Language SIG
business meeting with two additional papers. The
papers demonstrate strategies for study abroad in less
commonly taught languages and the development of
effective language tests. The business meeting focuses
on strategies to modify a growing SIG. All who have
interest in Portuguese are invited to participate and join
the Portuguese Language SIG.
Using Interdisciplinary Study Abroad to Boost Enrollments in Language Programs (Senna): Today many language programs are threatened with extinction due to
low enrollments. It is therefore important to capitalize
on interdisciplinary, online, and study abroad initiatives.
This presentation will demonstrate a model for a study
abroad program for Portuguese and Brazilian studies in
conjunction with the advertising department at Illinois.
When Teachers Ace the Test: Constructing Reliable, Fair,
and Efficient Tests (Osborne): This presentation centers
on how teachers can be that their tests are well-constructed and measure students’ achievement accurately
and consistently. This presentation focuses on ways
Portuguese teachers can improve their test design,
increase the likelihood of reliable results, and interpret
and analyze tests from both quantitative (descriptive
statistics) and qualitative approaches. The goal of this
presentation is to help novice and experienced teachers
reflect on their own assessment practice through the
tools, techniques, and suggestions presented.
Presenter(s): Orlando Kelm (Chair), University of Texas
at Austin; Nola Senna, University of Illinois, UrbanaChampaign; Denise Osborne, University of Arizona
Digital Storytelling in LCTL
Classrooms and Culture as a
Stepping Stone to Learning a FL
This session features a presentation about introducing
multilevel digital storytelling classes during Arabic summer immersion programs, as well as a research paper
presentation about using culture notes as the stepping
stone of a language lesson.
Digital Storytelling in LCTL Classrooms: Reaping
Advantages and Overcoming Challenges (Semaan,
Doueiri): In this session the presenters will share their
experience introducing multi-level digital storytelling
classes during their Arabic summer immersion program.
They will discuss what digital storytelling is, software
and applications that could be used, advantages of
digital storytelling in LCTL classroom, overcoming the
challenges and discuss students’ feedback.
Culture as a Stepping Stone to Learning a Foreign
Language (Bahhouth, Jones): Culture notes can be
the stepping stone of a language lesson into its main
components and skills. Once the learners understand
how speakers of a target language think, they can see
why certain grammatical structures and vocabulary are
used. This presentation focuses on how an elementary
Arabic class was designed.
Presenter(s): Gaby Semaan, University of Toledo; Dany
Doueiri, California State University–San Bernardino;
Jocelyne Bahhouth and Gretchen Jones, University
of Maryland University College
Sponsor(s): ACTFL Less Commonly Taught Languages
SIG
Audience: All
Presenter(s): Sara Beaudrie, University of Arizona;
Michael Tallon, University of the Incarnate Word;
Cynthia Ducar, Bowling Green State University; Greg
Thompson, Brigham Young University
AMERICAN ASSOCIATION OF
TEACHERS OF JAPANESE
Representing all Japanese language and
literature educators, K – 16
Join us in the Exhibit Hall
(booths 1026-1029) for
entertainment,
education, and
information!
146
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Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
654
656
657
AATJ Research Paper
Presentations VI
LOLing to Learn: Enhancing Creativity and Individuality
Through Japanese “Meme” (Yamamoto, Maruta, Hanabusa): This presentation will introduce a web-based
poster “meme” project implemented in all-level Japanese classes simultaneously. Presenters will discuss
the significance of this student-initiated project as a
tool to help learners convey messages effectively in
Japanese, and to provide opportunities to express their
individuality and creativity utilizing online social media.
Ubiquitous Electronic Writing and Evolved Orthography:
The Case of Teaching Japanese (Dixon): Japanese has
shifted from a handwritten text language to one in
which the majority of text is produced and read electronically. This research examines the effects of this
shift on students of Japanese, as their interactions with
the target language text are also increasingly electronic
rather than handwritten.
5:15 p.m. – 6:15 p.m.
655
This session presents a multimedia project on the
Tohoku Earthquake for the advanced Japanese class.
The website consists of a collection of technologysupported reading materials in various writing styles
and other multimedia resources. While strengthening
learners’ reading ability, this project aims at developing
cultural proficiency.
Ready, Set, Action! Creative Subtitling and Dubbing
in Italian (Pugliese): Incorporating technology in the
classroom can be both a learning tool for students and
a teaching tool for instructors. The use of technology
in and outside the classroom benefits students by
engaging them in ways they are familiar with and enjoy.
Students seem to adapt very well to the use of technology in learning and they actually embrace it gladly. For
this reason, incorporating technology in the classroom
is a great way to increase their interest and motivation
in learning a language.
Presenter(s): Mario Costa (Chair), Fiorello H.
LaGuardia Arts & Performing Art High School;
Antonio Carlo Vitti, Indiana University; Maria VittiAlexander, Nazareth College; Elisabetta D’Amanda,
Rochester Institute of Technology; Annunziata
Pugliese, University of Colorado at Boulder
Sponsor(s): AATI
Audience: All
Presenter(s): Yoshimi Nagaya, Massachusetts
Institute of Technology; Kasumi Yamamoto, Williams
College
Sponsor(s): AATJ
Responding to Students’ Interest: Designing a Specialized Course (Canuto): Learn about our experience
with the design of a completely new Italian for Opera
Students course and how it responded to the specific
needs and interests of our audience. Participants will
be engaged to consider how to integrate all the essential elements in the design of a personalized course.
The Teaching of Business Italian: Methods, Materials,
and Ideas (Tassone): The presenter, after an overview
of the diffusion of business Italian courses in North
America, will focus on the topic of Italian for business,
the material available and the potentiality of this
topic for the departments of languages, cultures and
literature. Participants will explore how to structure an
Italian for business course and incorporate Italian for
business in the language curriculum.
Pedagogical Realism in the Classroom: The Impact
of Multimedia in the Classroom (Fava): I will discuss
different methods of teaching by displaying a variety
of technological media to engage the audience in a
discussion of how technology is impacting—both
positively and negatively—learning, and thus teaching
methodologies. The goal of the program is to provide
a basis for considering alternative, engaging teaching
methods that enhance the teacher–student dynamic.
Presenter(s): Donatella Melucci (Chair) and Louise
Hipwell, Georgetown University; Luisa Canuto,
University of British Columbia; Giuseppe Tassone,
University of Washington; Matilde Fava, SUNY
Farmingdale
Sponsor(s): AATI
Give Us Your Feedback
Participants are encouraged to offer feedback on the convention. ACTFL will
e-mail the convention survey to all attendees after the convention. If you have
access to the Mobile App, you can complete the convention survey now. The
ACTFL Program Committee will use this information to ensure that the highquality sessions are maintained and continue to meet your needs.
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November 23, 2013
Multimedia Project on Natural
Disasters for Promoting Cultural
Proficiency
La Commedia all’Italiana nella classe d’italiano (Costa):
There will be showed suggestions on how to use clips
from Figli di Annibale (Children of Hannibal) by D. Ferrario and Mine Vaganti (Loose Cannons) by F. Ozpetek
that belongs to the movie genre commedia all’italiana.
Short segments of didactic units will focus on how
to relate the narration through images to the Italian
language and culture; participants will receive inputs
that will focus on designing class activities that will
relate and integrate the single components of the movie
(soundtrack, screenplay, setting). Examples of formative
and summative assessment based on the two movies
will be planned and presented.
Italian Culture and Pedagogy
Language Through Culture (Melucci, Hipwell): In a world
of global awareness, Internet browsing and social networking, it is very important to make strong connections
between language and culture as early as the first year
of instruction. It raises students’ interest in the subject
and it also facilitates the transition and the continuation to more advanced courses.
SATURday
Presenter(s): Miyuki Yamamoto, Naho Maruta,
and Noriko Hanabusa, University of Notre Dame;
Michael Dixon, Brigham Young University
Sponsor(s): AATJ
Audience: All
Italian Pedagogy V
Gli Indimenticabili anni cinquanta (Costa, Vitti, Vitti-Alexander, D’Amanda): The session will outline important
features of the Italian cinema of the 50s, in particular
there will be analyzed the work of Brancati and Zampa
and the how women were represented.
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
658
661
664
AATJ Special Event: Long
Traditions, New Directions—50
Years of Japanese Professional
Collaboration
Come celebrate the 50th Anniversary of AATJ (formerly
ATJ) with panelists who will share leadership lesson and a vision for the future of the organization.
Participants will be asked to contribute their memories,
experiences, and ideas for the future of AATJ as well.
Presenter(s): Jessica Haxhi, New Haven Public
Schools; Yasu-Hiko Tohsaku, University of
California–San Diego
5:15 p.m. – 6:15 p.m.
SATURday
659
November 23, 2013
Beyond the Words: Teaching
Collocations to Chinese L2
Learners
Knowledge of collocations is essential for language
learners to achieve native-like fluency and proficiency.
This session proposes innovative instructional design
to incorporate collocations in Chinese L2 instruction so
as to help Chinese learners to effectively improve their
vocabulary acquisition.
Presenter(s): Fang-Yi Chao (Chair), University of
Maryland; Ling-Ying Chang and Huei-Fen Chao,
Overseas Chinese University, Taiwan
Sponsor(s): CLTA
5:15 p.m. – 6:15 p.m.
660
Mechanisms to Facilitate
Linguistically and Culturally
Appropriate Functional
Proficiency
The panel introduces a program model that is grounded
in functionality. The ultimate goal of the program is to
enable students to function in a linguistically, socially,
and culturally appropriate manner. The three presentations address issues of curriculum/lesson design,
grammar instruction and class activity design.
Presenter(s): Maiheng Dietrich (Chair) and Chihjen
Lee, University of Pennsylvania; Karina Chen,
Georgetown University
Sponsor(s): CLTA
Audience: All
Training Master Teachers:
STARTALK Program on Chinese
Literacy Development
This session presents the design, implementation and
outcomes of “Read On: Training Modules for Literacy
in Chinese,” a 10-day STARTALK-funded residential
program for master teachers of Chinese held in the
summer of 2012. It illustrates research-supported
approaches to character literacy and shows how to
incorporate character practice within Standards-based
thematic units that target interpersonal, interpretive,
and presentational modes of communication.
Presenter(s): Claudia Ross (Chair), College of the
Holy Cross; Yeafen Chen, University of Wisconsin
Milwaukee; Meng Yeh, Rice University
Sponsor(s): CLTA
Audience: All
5:15 p.m. – 6:15 p.m.
662
The Art and Science of
Professional Development for
Chinese Language Teachers
This panel presentation includes three paper presentations focusing respectively on tailoring professional
development to specific needs of teachers, creating
systematic and collaborative PD, and training teachers for Chinese early immersion programs. This will
be an interactive session for teachers of all levels,
supervisors, and teacher educators with an open Q&A
component.
Presenter(s): Lixing Tang (Chair) and Robin Harvey,
New York University; Wayne He, University of Rhode
Island
Sponsor(s): CLTA
Audience: All
5:15 p.m. – 6:15 p.m.
663
Das fliegende Klassenzimmer:
Online Books and Mobile
Applications in the L2 Classroom
Learn about the effective implementation of Germanlanguage online books and mobile applications by
exploring them in this “hands-on” panel. Presenters
will involve the audience in a discussion on how to successfully integrate new web technologies and mobile
applications into a standards-based undergraduate
curriculum. Please bring your notebook or tablet.
Presenter(s): Sandra Alfers and Cornelius Partsch,
Western Washington University
Sponsor(s): AATG
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Teaching Advanced Level
German with Loriot
This panel presents approaches to teaching German
culture, creative writing, and linguistics, using selected
works of German humorist Vicco von Bülow, aka Loriot.
Presenter(s): Bettina Matthias (Chair), Middlebury
College; Yvonne Franke, University of Pittsburgh;
Lynn Kutch, Kutztown University of Pennsylvania
Sponsor(s): AATG
5:15 p.m. – 6:15 p.m.
665
New Methods for an Old Hat:
Languages and Classical Music
Using classical music for foreign language acquisition
can be effective and rewarding. This session presents
various hands-on activities that affirm the magnificence of the music, while yielding significant linguistic
benefits. Examples from German, but applicable to
intermediate and advanced courses in other European
languages.
Presenter(s): Beate Alhadeff and Susanne Werk,
Boston University
Sponsor(s): AATG
5:15 p.m. – 6:15 p.m.
666
Digital Media: A Motivating
Factor in Language Acquisition
This session features two presentations entitled “Discovering Interests, Developing Identities: Motivating
Factors in Learning German” and “German Language
Acquisition Through Participation in Immersive Virtual
Environments.”
Presenter(s): Regina Braker (Chair) and Rory Becker,
Eastern Oregon University; Kelsey White, University
of Wisconsin–Madison
Sponsor(s): AATG
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
667
669
672
Promote an Effective L2 Learning
by Consciousness-Raising to
Multilinguistic Variations in
English and Chinese
To develop linguistic competence, L2 learners must
have direct access to multilevel authentic data. To
address that need, this proposal examines Chinese
and English data at the syntactic/semantic, discourse,
and pragmatic levels, ranging from linguistic corpus,
travelog writing, and interview/causal conversation
data. With enriched language use, English learners of
Chinese are better equipped to develop their L2 Chinese
skills.
Presenter(s): Fred Chen (Chair) and Li-Jung Lee,
National Taiwan Normal University; Hsi-chi Lee,
Feng Chia University
Sponsor(s): CLTA
668
Engaging with Interactive iPad
Activities—Beyond the Classroom
Presenter(s): David Chang (Chair), National Council of
Associations of Chinese Language Schools; Yi Ping
Yao, Montville High School; Tsun-Ju Lin, Lawrence
High School; Carol H. Hsu, Mid Jersey Chinese
School
Sponsor(s): CLASS
Presenter(s): Bethzaida Fernandez, Miguel RojasSotelo, and Charles Thompson, Duke University
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
670
German for Special Needs
Students
This session examines best practices in assisting
special needs students (focus on LD and ASD) with
academic and social challenges in the German classroom. Participants will also be familiarized with the
Americans with Disabilities Act (ADA) and the German
instructor’s role in compliance at the university level.
Presenter(s): Sara Hoefler (Chair), The Paragon School;
Sharon DiFino, Jacksonville University; Claudia
Becker, North Carolina Central University
Sponsor(s): AATG
Audience: All
5:15 p.m. – 6:15 p.m.
671
Learn with NADSFL: Building a
Program with Proficiency
We will present the model of a proficiency-based
language program which we are currently using at the
Singapore American School. We will provide video
samples of student oral language and have participants
work in groups to assess the language proficiency
based upon the AAPPL Score descriptors. We will then
open the forum for questions and discussion as to the
program and program implications.
Presenter(s): Cristina Ewell and Susan Zhang,
Singapore American School
Sponsor(s): NADSFL
Audience: All
The purpose of this panel is to share what service
learning throughout one university’s curriculum looks
like in practice and to engage session participants in
discussing how service-learning courses can increase
the academic interest; linguistic and intercultural
competence; and volunteerism of students at nearly all
levels of instruction.
Presenter(s): Jennifer Wooten (Chair), Bill Maisch,
Elizabeth Bruno, and Sherry Venere, University of
North Carolina–Chapel Hill
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
673
Providing Practice Space and
Time for LCTL Teacher Learning:
The Role of Microteaching
Microteaching is currently used as an alternative to
training LCTL teachers without the opportunity for
formal student teaching experiences. The presenters
will share data from research on summer LCTL teacher
preparation programs and invite audience members
to share ideas for better structuring these crucial
pedagogical learning experiences.
Presenter(s): Anna Jacobson and Mouna Mana,
National Foreign Language Center –University of
Maryland
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
674
How to Transform Your Class for
Online or Hybrid Environments
How can you transform classes for online or hybrid environments? This session shows how to use Backward
Design for planning; develop outcomes, materials, and
assignments; and examine successes and challenges
for online and hybrid models. We look at examples of
classes and provide hands-on practice in transforming
participants’ own classes.
Presenter(s): Roberta Lavine, University of Maryland;
Sharon Fechter, Montgomery College
Sponsor(s): ACTFL
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November 23, 2013
The presenters will introduce the characteristics of iPad
and interactive applications such as voice recording,
sing-along, writing characters, making flash cards, digital storytelling, reading, projects, games, attendance,
assessment, and self-learning programs with teachers
to help to motivate and encourage the learners to take
learning beyond the classroom.
In this presentation, the speakers will share with the
audience their experiences with the project Two-Way
Bridges: connecting Duke, Durham, and the Americas.
The presenters will provide an overview of the project;
encourage language educators to develop bridges
between academic and local communities to encourage
language learning beyond the classroom; share ideas
of activities and projects that bring the local community
into the classroom and take the students into the
surrounding communities encouraging hands-on and
experiential learning for both; and explain ways for multidisciplinary approaches to language learning.
Service Learning Throughout the
University Spanish Curriculum
SATURday
5:15 p.m. – 6:15 p.m.
Creating New Ways and Spaces
for Language and Cultural
Learning: A Report on the Project
Two-Way Bridges—Connecting
Duke, Durham, and the Americas
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
675
678
681
Cultural Perspectives: French and
American Adaptations of the
Same Songs
Songs are cultural products, yet many students
aren’t aware that some famous “quintessentially”
American songs are in fact adaptations of French ones.
Participants compare lyrics in the original versions and
adaptations, examine and develop level-appropriate activities that elucidate cultural perspectives and develop
cultural proficiency beyond the classroom.
Presenter(s): Atiyeh Showrai and Julia Chamberlin,
University of Southern California
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
SATURday
676
November 23, 2013
Presenter(s): Jennifer Hall, University of Mount Union
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
677
Using Learning Contracts and
Tiered Instruction to Differentiate
Participants will be introduced to two ways to differentiate during class time. Creation and implementation
of Tiered Instructional Methods and Learning Contracts
in the classroom will be discussed. Grading issues will
also be addressed. Come in and learn how to free up
more class time for individual instruction.
Presenter(s): Emily Colligan, Yough Intermediate
Middle School
Sponsor(s): ACTFL
150
Both art and technology are tools! A museum educator
and a high school foreign language teacher present
the hands-on realities of using online technology to
incorporate art into the Foreign Language classroom
to achieve the 5 Cs and help prepare students for the
AP Exam.
Presenter(s): Willamarie Moore, Museum of Fine Arts,
Boston; Elizabeth Pierce, Walpole High School
Sponsor(s): ACTFL
Audience: All
|
Are Your Students FRENCH Tech
Savvy?
Young people spend nearly 17 hours a week online, and
they send an average of one text every 6 minutes. Our
students may be fully immersed in the target language
during class, but do they permanently “log out” when
they log on to the Internet? Get your students excited
about the French web, and get them texting or tweeting
in French, too!
Presenter(s): Claire Kew, Salisbury University
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
679
682
Blogging Beyond the Classroom
to Build Cultural Competence
To engage 21st century students beyond the classroom,
language teachers must explore current and interactive
delivery modes. Blogging builds cultural competence
but must be implemented in a pedagogically sound way.
This session will present blogging strategies, examine
instructor roles, and suggest assessments. Examples
come from a French culture course. Handouts provided.
Museum in Your Classroom:
Learning Language Through Art
Reaching Out to Every Student:
How to Create a Motivating,
Engaging, and Differentiated
Learning Environment
Want to enhance your toolkit with techniques that captivate, motivate, and inspire? Through an exploration
of philosophies, technologies, and student-centered
tasks designed to engage the senses, participants
will be able to evaluate the strength and applicability
of several teaching tools and learn how they can be
integrated into an inclusive, differentiated, 21st century
classroom.
Presenter(s): Mario Rojas and Whitney Nuchereno,
American School in London
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
680
Reflections on Food in the
Spanish-Speaking World: A
Course Recipe with Variations
This session will focus on the benefits of a flexible
bridge course that offers diverse theme options, spans
the Spanish-speaking world, and cultivates students’
advanced-level proficiency. The presenter will demonstrate the course recipe with materials and learning
activities related to the topic of culinary culture and
also share variations of the course model.
Presenter(s): Susan Polansky, Carnegie Mellon
University
Sponsor(s): ACTFL
Let’s Build a City!
This session will focus on a city unit in the world language classroom. The unit involves building a miniature
city, learning about shops and their purposes, as well
as giving and following directions. The unit incorporates
speaking, listening, reading, and writing activities.
Digital handouts will be provided.
Presenter(s): Angela Waddell and Judith Lenviel,
Abingdon High School
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
683
Where Sitting is the Exception:
Achieving 90%+ Through
Organic Language Acquisition
Movement, play, and a cohesive community are key
elements in creating a 90%+ environment where
students are all learning at their own level and being
naturally pushed to the next level. In this interactive
and transformational session, participants will experience a sustainable and inspiring way to apply research
to practice by individualizing learning and creating a
student generated curriculum.
Presenter(s): Darcy Rogers, Organic Language
Acquisition
Sponsor(s): ACTFL
Audience: All
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
684
687
690
Virtual Worlds: Personalizing the
Student Learning Experience
This session shows how to personalize student learning
experiences through the use of online virtual worlds
(Second Life). The presenter addresses effects on
student motivation, anxiety and language learning, pros
and cons, and best practices for using virtual worlds for
global communication, allowing students to manage
their learning experiences.
Presenter(s): Amy Wehner, University of South Florida
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
685
The Language Diary or a
Passport for the Future
5:15 p.m. – 6:15 p.m.
686
Developing Critical Reading
Abilities Through Reader
Response and Socratic Circles
This hands-on session, facilitated by one of the
co-chairs of the AP Spanish Literature and Culture
Development Committee, will guide participants to effectively integrate reader response and Socratic circles
in the classroom in order to both encourage dialogue as
well as channel discussion to develop students’ critical
reading abilities.
Presenter(s): Delia Montesinos, University of
Texas–Austin
Sponsor(s): ACTFL
Teachers increasingly use online courses to support
world language proficiency, student engagement, and
cultural awareness and appreciation. This session
focuses on research findings from a Johns Hopkins
University Center for Research and Reform in Education
(CRRE) study of high leverage teaching practices in
using online courses.
Innovative technological tools allow teachers to
redesign their traditional language syllabi with a focus
on creativity and visual impact. This session uses tools
like Glogster, Wordle, Prezi, and QR codes to redesign
traditional syllabi, emphasizing visual and presentational design aspects. Examples are given, along with
discussion of implementation and benefits.
Presenter(s): Dana Laursen, Middlebury Interactive
Languages; Aline Germain-Rutherford, Middlebury
College; Terry Goodlett, Jessamine County Schools
Sponsor(s): ACTFL
Presenter(s): Gillian Lord, University of Florida; Lara
Lomicka, University of South Carolina
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
688
Languages and LibGuides:
German and Spanish Students’
Online Learning Spaces
LibGuides can effectively be used as online repository spaces for language materials. This presentation
provides an overview of how LibGuides can be created
and implemented to promote online spaces for world
languages and collaboration between campus libraries
and language faculty. LibGuides for Spanish and German will be presented for discussion.
Presenter(s): Marcela Van Olphen and Carol Ann
Moon, Saint Leo University
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
689
Engaging Students Any Time,
Any Place with Rich Internet
Applications
Rich Internet Applications from Michigan State’s Center
for Language Education and Research engage students,
providing meaningful opportunities to use language.
See examples of classroom activities created with
these free tools, and learn how they can be integrated
in traditional, blended, and online classes, addressing
different learning styles and learner types.
Presenter(s): Angelika Kraemer and Joy Campbell,
Michigan State University
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
691
Infusing P21 Skills and Common
Core in WL Teacher Preparation
Participants learn about the World Languages 21st Century Skills Map and Common Core Standards as they relate to effective WL teacher preparation. The presenter
shares how one university integrates these standards
throughout coursework, highlighting teacher candidate
samples of instructional materials and assessment that
focus on personalized learning and collaboration.
Presenter(s): Stephanie Dhonau, University of
Arkansas at Little Rock
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
692
Reaching More Children:
Videoconferencing in the Spanish
FLES Classroom
This presentation describes a FLES program in an
inner-city school in the Southeast designed to help
underserved students experience the benefits of early
language learning. This presentation describes a
year-long study of a fifth-grade class participating in a
technology-enhanced Spanish FLES program, comparing
student and teacher language behavior.
Presenter(s): Gregory Thompson, Brigham Young
University
Sponsor(s): ACTFL
|
151
November 23, 2013
Presenter(s): Tatiana Schuss, Florida Gulf Coast
University
Sponsor(s): ACTFL
Extreme Tech-over: Using
Technology to Redesign the
Traditional Language Syllabus
SATURday
Participants will briefly be presented with the ELP before learning about the language diary, which contains
three parts: passport, biography, and dossier. They
will learn how the diary can motivate their students
to become lifelong language learners. Discussions
and questions will take place before and after the
presentation.
Best Practices in Using Online
Courses for Proficiency-Based
Instruction
Daily Program
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
5:15 p.m. – 6:15 p.m.
693
695
696
A Cognitive Linguistics Approach
to Teaching Spanish Prepositions
Por, Para
This session introduces a novel approach to teaching
the Spanish prepositions por and para: presenting a
network of connected meanings rather than lists. This
session will explain the cognitive linguistics analysis
that generated the network and will teach participants
how to apply the method in their own classes.
Presenter(s): Lisa Warren, Beth Tfiloh Dahan
Community School; Elizabeth Kissling, James
Madison University; Lauren Negrete, Georgetown
University
Sponsor(s): ACTFL
SATURday
5:15 p.m. – 6:15 p.m.
November 23, 2013
694
How Latin Supports the Common
Core
With the introduction of the ELA Standards as part of
the Common Core, it is essential that foreign language
teachers reinforce these skills. Attendees will see how
the study of Latin naturally lends itself to the practice of
these standards and how easy it is to incorporate their
practice in to everyday lessons.
Presenter(s): Amy Mullay, North Hunterdon High
School
Sponsor(s): ACTFL
Language of Presentation: Other
Presentations 21
The Interplay of Languages in Multilingual Writers’ Composing Processes (Tanova): This mixed-method study
investigated language-switching and language use in
the composing processes of learners of two foreign
languages. The results suggest that multilingual writers
create a new linguistic space, where the language
systems are not autonomous entities, but rather dynamically interconnected. The presentation will address
these writers’ special needs and characteristics.
Aligning Communicative Writing Assignments with
the ACTFL Proficiency Scales (Hubert): Beginning and
intermediate FL writing prompts often require sophisticated language far above students’ level of language
proficiency. Results of a recent study comparing writing
prompts from beginning and intermediate university
Spanish courses to the ACTFL Proficiency Guidelines
are discussed along with strategies for aligning writing
prompts with the ACTFL scales.
Exploring Writing Tasks at the Intermediate Level: Cognitive Complexity and Linguistic Performance (Ruiz-Funes):
This study contributes to our understanding of the
potential of tasks in the domain of writing for L2/FL
development. It builds on the research on TBLT, particularly on the importance of task complexity in linguistic
performance within the cognitive information-theoretic
approach. Findings contribute to an area of research in
SLA that has mainly dealt with oral production, points
to new directions to further explore task complexity in
L2/FL writing, and yields pedagogical implications.
Presenter(s): Nadya Tanova, University of Dayton;
Michael Hubert, Washington State University;
Marcela Ruiz-Funes, Georgia Southern University
Sponsor(s): ACTFL
Audience: All
Presentations 22
The Motivation and Instructional Needs of Students
Taking College-Level Hindi and Korean Language Courses
(Lee, Aneja, Cho): This study investigates learner motivations of two less commonly taught languages, Korean
and Hindi, by understanding the interaction between
students’ linguistic and ethnic backgrounds, and corresponding preferences such as motivation, desired level
of attainment, and learners’ instructional needs.
Exploring the Use of Computer-Mediated Discussion
as Korean Literacy Development Tool (Park): This study
contributes to the effective integration of synchronous
and asynchronous computer-mediated discussion (CMD)
as a language learning and teaching tool into Korean
as Foreign Language (KFL) classrooms. The presentation will address how CMD promotes target language
development and cultural understanding, creating
opportunities for electronic literacy development for a
KFL learning community.
Korean Heritage Schools Teachers’ Beliefs and Practices
on Corrective Feedback (Shin, Im): The purpose of this
study is to understand and examine how instructions
are given effectively in Korean heritage schools.
Although the teachers are aware of the importance
of implicit correction for communicative approach for
young learners in their class, they use more explicit
corrective feedback including grammatical explanation
and overt error correction.
Presenter(s): Siwon Lee, Geeta Aneja, and Haewon
Cho, University of Pennsylvania; Jeong-Bin Park,
University of Texas at Austin; Hye Young Shin,
American University/George Mason University;
Chilseong Im, Chonam National University
Sponsor(s): ACTFL
Audience: All
5:15 p.m. – 6:15 p.m.
697
Submit a Proposal
for ACTFL 2014
Visit the ACTFL website
(www.actfl.org) to submit a
proposal for a session at next year’s
ACTFL Annual Convention and
World Languages Expo in
San Antonio, TX,
November 21–23, 2014.
Deadline is January 15, 2014.
152
|
Integrated Performance
Assessments for Advanced Level
in French and Spanish
Integrated Performance Assessments (IPAs) are an
authentic task-based approach to enhance student
participation in the classroom. Working with Advanced
as the target, participants will learn how to develop and
use their own IPAs to differentiate classroom instruction and help students improve proficiency in the three
modes of communication.
Presenter(s): Anne Lair and Lucia Rubio, University
of Utah
Sponsor(s): ACTFL
Daily Program
5:15 p.m. – 6:15 p.m.
6:30 p.m. – 7:30 p.m.
6:30 p.m. – 8:30 p.m.
698
702
704
Knowledge-for-Teaching: A
Useful Construct for Standards
and Assessment?
The role of knowledge in teaching is complex, particularly in world languages where grammar and literature
can dominate subject matter. This workshop session
examines how knowledge-for-teaching has been
theorized and studied in other disciplines, and explores
the connections for teacher training and assessment in
second/foreign language teaching.
Presenter(s): Donald Freeman, University of Michigan
Sponsor(s): ACTFL
5:15 p.m. – 6:15 p.m.
699
Social tools such as blogs, wikis, and Facebook are
increasingly integrated in our FL curricula. However,
assessing students’ written work when these tools
are used remains challenging for language instructors.
This presentation covers formative and summative
assessment and provides specific rubrics for FL writing
assessment.
6:00 p.m. – 7:30 p.m.
Grand Ballroom B, Rosen Centre Hotel
700
Mexican Reception Hosted by the
State of Morelos
Find out all about Cuernavaca, Mexico, a prime Spanish
language learning destination! Learn the benefits of
studying in Mexico while enjoying Mexican food and
music. Stop by the Mexico Pavillion, Booth 623, in the
Exhibit Hall to pick up a ticket.
6:15 p.m. – 7:15 p.m.
701
Presenter(s): Chiara Fabbian and Emanuela Zanotti
Carney, University of Illinois at Chicago; Veronica
Vegna, University of Chicago
Sponsor(s): AATI
6:30 p.m. – 9:00 p.m.
703
CLTA General Membership
Meeting
All CLTA members are invited to attend the meeting
to get informed with the current developments of the
association and in the field. Various awards will be
announced and presented at the meeting. Please come
to congratulate our colleagues on their achievements.
Light refreshments will be provided.
6:30 p.m. – 10:30 p.m.
705
The Japan Foundation Leadership
Workshop
This workshop aims to give participants basic knowledge of advocacy and networking in order for them to
perform their roles as leaders of Japanese-language
education in the U.S. By the end of the workshop they
will make an actual advocacy plan at the local level.
7:30 p.m. – 10:30 p.m.
Grand Ballroom A, Rosen Centre Hotel
706
AATG Awards Presentation
Join AATG in recognizing the 2013 Award Winners!
November 23, 2013
Presenter(s): Ana Oskoz, University of Maryland; Idoia
Elola, Texas Tech University
Sponsor(s): ACTFL
The panel examines methodologies and best practices
aimed at providing a cohesive and personalized learning
experience that engages learners in collaborative,
meaningful work in the target language both inside
and outside the classroom. The focus of the individual
presentations will be on process-oriented reading and
writing instruction.
AATJ Reception
After AATJ Special Event: Long Tradition, New Directions-50 Years of Japanese Professional Collaboration,
let’s celebrate the 50th anniversary of the founding
of our professional organization! All educators of
Japanese language and Japan-related companies and
organizations are invited to attend.
Join us
Saturday, November 23rd
for a Special Evening
Honoring
Teachers of German!
ACTFL Research SIG Reception
Rosen Centre Hotel
Grand Ballroom A
7:30 pm
Cash bar reception follows
SATURday
Blogs, Wikis and Facebook in
the FL Class: How Do We Assess
Students’ Work?
Nurturing the Undergraduate
Program: Best Practices
|
153

Saturday, November 23

Transcription

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