the cardinal february 2003 - wild apricotworkshop on tpr storytelling. look for this special...

The Cardinal February 2003

Vol. 41, No. 3 February 2003

In This Issue. . .

ACTFL Conference in SaltLake City Focuses on theFuture

(continued on page 37)

Letter From the President.................................... 4Around the State ................................................... 6Cardinal Notebook ............................................... 8Governor’s Proclamation .................................... 9Being Bold ...........................................................10Professional Development Opportunities .12-17NEOLA Updates .................................................15AATG Report ......................................................18Ohio Classical Report ........................................18AATF Sponsors French Contest ......................19NBPTS: Nothing But Progress TowardsSuccess .................................................................20Conference Registration Form .........................222003 OFLA Conference Information ........22-36CORE-FL Northeast Upcoming Events .........38Brighter Skies: Learning with anInternational Flair!....................... .....................40Site Visitation, BYU, ACTFL, 2002 ...............44OFLA Teacher Grants ........................................48Conference Scholarship Forms ..................50-52OFLA Camp Scholarship Form .......................53OFLA Membership Form................................55

by Piper Brown Yin

See special Conferenceinsert starting on page 22

2003 OFLA Conferencein Cleveland!April 3-5

A number of the Ohio ACTFL attendees with ACTFL President Christy Brown andCorey Flintoff, the keynote speaker. From left to right, they are Christy Brown,RitaStroempl, Dena Hooley, Kathryn Lorenz, OFLA Delegate Piper Brown Yin, CoreyFlintoff, Deborah Wilburn Robinson, Peg Haas and OFLA Alternate Delegate SusanColville-Hall. Other OFLA members in attendance though not pictured includedAndrea Bradd Laggan, Lilian Acker, Barb Andrews, Barbara Schmidt-Rinehart andJudi Fowlkes, who was, as usual, taking care of business!

This year’s ACTFL conference focus for the Delegate Assemblywas the organization itself --- how it can be more responsive tomember organizations and delegates, provide for future growth,and generally be more proactive regarding the national status ofour profession. Christy Brown, the current ACTFL President, spokeof the importance of bringing in new people to the organization.She then introduced Linda Wallinger, who spoke of ACTFL’srelevance to national and professional standards development, and

especially of its importance for the lesser-taught languages(LCTL’S), where ACTFL can provide a wealth of professionalismand strength through the numbers of teachers. Another topic wasthe ACTFL website (http://www.actfl.org/), which is being updated.Foreign Language Annals will also get its own URL, making thiswonderful journal easier to access.

ecruitmentetentionevitalizationR

Revisitingthe 3 R’s of Teacher Professionalism:

The CardinalFebruary 2003

OhioForeign

LanguageAssociation

Committee

PresidentJudith FowlkesColumbus Public SchoolsNorthgate Staff Development Center6655 Sharon Woods BoulevardColumbus, OH [email protected]

President ElectPhilippa Brown YinDepartment of Modern LanguagesRhodes Tower #1619Cleveland State UniversityCleveland, OH [email protected]

Executive Vice PresidentBarbara Andrews1518 Charmaine DriveToledo, OH [email protected]

Immediate Past PresidentMichael HauberAkron Staff Development Center65 Steiner AvenueAkron, OH [email protected]

Executive RecorderCarol Eiber2988 Silverview DriveSilver Lake, OH [email protected]

Executive TreasurerDavara Potel34316 Blue Heron DriveSolon, OH [email protected]

Vice President of Public RelationsCarmel Oberdorfer3569 South Hametown Rd.Norton, OH [email protected]

Vice President of MembershipDebbie Sehlmeyer14590 Thistledown LanePerrysburg, OH [email protected]

Vice President of PublicationsAndrea Bradd Laggan2636 South Taylor Rd.Cleveland Hts, OH [email protected]

Articulation & CurriculumCommitteeLee WilberschiedUniversity of Cincinnati,Cincinnati, OH [email protected]

Awards CommitteeMarian Walters5159 Sandra DriveToledo, OH [email protected]

College CommitteeJ. Christopher EustisOlin Hall 304University of AkronAkron, OH [email protected]

By-Laws CommitteeLori Winne6238 Summit StreetErie, MI [email protected]

Promotional EducationalActivities CommitteeSandra Murray726 Lauby AvenueAkron, OH [email protected]

Committee on Secondary LanguageLearningDonald M. Henry7047 Offshore DriveMaumee, OH [email protected]

Nominating CommitteeMichael HauberAkron Staff Development Center65 Steiner AvenueAkron, OH [email protected]

The OFLA Vision

Every Ohio student will be pro-ficient in a second language,which is essential to a world-class education.

The OFLA Mission

The Ohio Foreign Language As-sociation is committed to mak-ing foreign languages an essen-tial part of every school’s corecurriculum, beginning in the pri-mary grades, so that every Ohiostudent graduates from highschool proficient in a secondlanguage.

The OFLA Strategic Plan

1.Establish clear expectationsfor foreign language learners.

2.Build the capacity of foreignlanguage teachers to preparelearners to demonstrate theirproficiency.

3.Build support for foreign lan-guage instruction among par-ents, policy leaders, the busi-ness community and opinionleaders in the media.

The Ohio Foreign LanguageAssociation is a member ofthe Central States Conference(CSC), the American Councilon the Teaching of ForeignLanguages (ACTFL), and theJoint National Committee forLanguages (JNCL).

Executive Board


Chairs

American Association of Teachers of French (AATF)Rita StroemplCarl F. Shuler Middle School13501 Terminal Ave.Cleveland, OH [email protected]

American Association of Teachers of German (AATG)Deborah PageRaymond Walters College9555 Plainfield RoadCincinnati, OH [email protected]

American Association of Teachers of Slavic and Eastern European Languages (AATSEEL)Marian Walters5159 Sandra DriveToledo, OH [email protected]

American Association of Teachers of Spanish and

Portuguese (AATSP),Buckeye Chapter

Denise Lepe-PerkinsMiddletown High School601 North Breiel Blvd.Middletown, OH [email protected]

American Association of Teachers of Spanish and Portuguese (AATSP), Northern

ChapterDeborah W. Varga6570 Palmer Dr. NW #7Canton, Ohio [email protected]

Ohio Association of Teachers ofJapanese (OATJ)

Lee Link1623 Elaine Road, Apartment CColumbus, OH [email protected]

Ohio Classical Conference (OCC)Sherwin D. LittleIndian Hill High School6845 Drake RoadCincinnati, OH [email protected]

Retired Teachers CommitteeCarolyn UmmelValley View High School6027 Farmersville German PikeGermantown, OH [email protected]

Teaching English to Speakers of Other Languages(TESOL)Lillian Acker1081 Arcaro CourtGahanna, OH [email protected]

Political Advocacy CommitteeKathryn Lorenz1228 RetswoodLoveland, OH [email protected]

Committee on Early LanguageLearningCheryl T. AmesWildwood Elementary3300 Wildwood Rd.Middletown, OH 45042cames@mcsd. k12.oh.us

Scholarship CommitteeMary Goodwin34 Walnut Creek DriveHolland, OH [email protected]

Teacher Education & LicensureCommitteeSusan Colville-Hall3454 Edgewood DriveStow, OH [email protected]

Professional Development CommitteePatrice Castillo44 Delaware StreetLexington, OH [email protected]

State World Languages ConsultantDeborah Wilburn RobinsonOhio Department of Education25 South Front St. #509Columbus, OH [email protected]

State World Languages ConsultantCharles ConwayOhio Department of Education25 South Front St. #509Columbus, OH [email protected]

TheCardinal

The Cardinal is published four times peryear (October, December, February, andJune) by the Ohio Foreign LanguageAssociation.

Comments, suggestions, opinions, re-views, and classroom tips are welcomed.Send to:

The CardinalAndrea Bradd Laggan, Editor

2636 South Taylor Rd.Cleveland Hts, OH 44118

(216) 831-1891(fax)[email protected]

Deadlines for each issue are: August 1 (October issue)

October 1 (December issue) December 15 (February issue)

April 1 (June issue)

Keep in mind that space limitations maymake it impossible to publish all submis-sions, and that submissions may beedited for the purpose of brevity andclarity.

Send notice of your change ofaddress to:

Debbie SehlmeyerVice President of Membership

14590 Thistledown LanePerrysburg, OH [email protected]

Moving?

• register your membership and pay with a credit card • read The Cardinal on-line • download forms and applications • register for the conference and pay with a credit card • submit a conference proposal on line.

Affiliate OrganizationsVisit the OFLAWebsite:

www.ofla-online.com


Letter from thePresidentJudith Fowlkes

It’s hard to believe that the OFLA Annual SpringConference is just around the corner! In anticipationof this impressive event, I outlined in the Octoberissue of The Cardinal two invitations to you that I

feel will dramaticallyimprove our voicesof world languagesadvocacy through-out the state,region, and nation.

The two invitations are in reality an appeal to you toparticipate in OFLA’s action plan...

. . .by helping to increase our statewide membershipnumbers to two thousand active participants throughthe renewal of your membership and through yourencouragement of other veteran colleagues or pre-service or novice teachers to join OFLA with you!

. . . by attending theconference andp r e s e n t i n g ,presiding, or of-fering to help.E v e r y o n e ’ sp a r t i c i p a t i o n ,however great orsmall, is invaluableto the success of ourconference and tothe strength of our organization. The wealth ofknowledge and information gleaned from networkingand supporting each other at the conference is whatmakes our K-17 Ohio teachers among the best inthe nation!

Destination Cleveland !The conference will convene at the beautiful andhistoric Renaissance Hotel in Cleveland fromThursday, April 3 until Saturday, April 5, 2003.

With over one hundred concurrent workshops andsessions from which to choose, you will discover amultitude of rich opportunities to experience realprofessional growth through collegial networking,gathering of current resource materials for classroominstruction, sharingresearch projects,and relaxing andenjoying the festiveambiance.

On Thursday, youare invited to sign upfor pre-paid half orfull-day pre-conference workshops. This year, bypopular request, Blaine Ray will present his full-dayworkshop on TPR Storytelling. Look for this specialworkshop on foreign language methodology and beprepared to pay a little extra to attend!

A Gala Extraordinaire! sponsored by Holt,Rinehart, and Winston Publishers in the ExhibitionHall, complete with engaging entertainment anddelicious hors d’oeuvres, will serve as the officialkick-off to the conference festivities and bridgebetween the afternoon and evening workshops. TheExhibit Hall will be overflowing with new teachingand learning resources and informative exhibitorswho want to meet you and introduce you to theirproducts. This two-hour soirée de gala is free to allforeign language teachers with an invitation in hand

‘The OFLA AnnualSpring Conferenceis just around thecorner!’

‘With over onehundred concurrentworkshops andsessions to choosefrom, you will dis-cover a multitude ofrich opportunities toexperience real pro-fessional growth.’

‘On Thursday...,bypopular request,Blaine Ray willpresent his full-dayworkshop on TPRStorytelling.’

It’s conferencetime!!


colleagues. Look for the specific details in yourconference program.

On Saturday, you are invited to attend both freesessions and pre-paid workshops! There issomething for everyone on Saturday. In the latemorning, the OFLA Business Meeting is open to allregistered conference attendees. Here is whereyou meet all of the directors of the OFLA Board.Here is where you personally impact the future ofyour professionalo r g a n i z a t i o nthrough your vote onpending motions.

At the OFLA AwardsLuncheon, we paytribute to the crèmede la crème in ourp r o f e s s i o n :a c c o m p l i s h e dteachers , uniqueprograms, and special friends of foreign languageeducation. Plan now to join the awardees and ourPrentice Hall sponsors at our annual recognitionbanquet to honor the Best in Ohio!

From beginning to end, this sneak preview of theconference has had but one goal—to entice you toattend the conference and to participate on whateverlevel you feel comfortable. At the very least, I hopethat you will experience the ultimate ‘rebirth’ or‘revival’ of your professional spirit at this uniqueconference site!

Remember!

Rendez-vous ..... at the Renaissance ClevelandHotel

Location . . . .........the southern shore of Lake Erie

Date . . . ....... . . . .April 3 -5, 2003

A bientôt! Judi Fowlkes

whether you are registered for the conference ornot! What abargain forteachers!

On Friday, youare invited toattend any and allsessions in theprogram! OFLA is pleased to announce a new“teacher feature” in our conference program—aselection of sessions on ESL (English as a SecondLanguage). This session strand is the result of aspecial collaborative initiative forged last yearbetween OFLA and Ohio TESOL (Teachers ofEnglish to Speakers of Other Languages). OFLAis also pleased to offer a welcome orientation sessionfor first-time attendees and teachers at the beginningof their careers.

You need more than twenty-four hours to pack inall the exciting events that Friday has to offer! Justbe sure to block off enough time in the day to attendthe OFLA Conference Luncheon where the featuredspeaker will be the new President of the NationalEducation Association, Reg Weaver! Mr. Weaverwill challenge us to “become energized, mobilized,and organized” in our advocacy efforts to promoteforeign language education for all Ohio learners.What a coup for OFLA!

Yes, Cleveland—it’ll rock you! But Cleveland withJusto Lamas in the house will rock your musical soulas you clap your hands and tap your feet to therhythm of a Latin beat! Join the crowd in the lateafternoon at this live but free concert. . . . followedby a teaching session and interactive lesson on thetango!

If, however, you prefer a quiet affair with lots of flairin the late afternoon, then join the AATF and itssponsor---McDougal Littell Publishers--- at aFrench Wine Tasting Reception and Lecture by ourguest wine and culture expert (Jean-Pierre Berwald)and immerse yourself in speaking French with your

‘Attend the OFLAConference Lun-cheon where the fea-tured speaker will bethe new President ofthe National Educa-tion Association,Reg Weaver!’

...time to recruit, retain andrevitalize at the Renaissance!!

‘The Exhibit Hall willbe overflowing withnew teaching andlearning resources!’


AROUND THE STATEDeborah W. RobinsonWorld Languages Consultant, ODE

#1

National Board for Professional Teaching Standards

Congratulations to the following K-12 teachers who achieved National Board Certification:

Name City School District \CertificateAgrelo-Gonzalez, Maria Columbus Columbus City EAYA/WLOEAmes, Cheryl Middletown Middletown City EMC/WLOEAndrus, Faith Green Green Local EAYA/WLOEDraggett, Parthena Massillon Jackson Local EAYA/WLOEDye Potel, Davara Solon Solon City EAYA/WLOEEiber, Carol Stow Stow-Munroe Falls City EAYA/WLOEEitel, Kathleen Hudson Hudson City EAYA/WLOEFlinn, Margaret Broadview Heights Brecksville-Broadview Hts. EAYA/WLOEHall, Hollys Dublin Dublin City EAYA/WLOEHocke, Lisa Hilliard Hilliard City EAYA/WLOEMoffitt, Nancy New Concord East Muskingum Local EAYA/WLOESummanen, Colleen Columbus No School Provided EAYA/WLOEThomas, Diane Cincinnati Cincinnati City EAYA/WLOEWiehe, Rebecca Cincinnati Finneytown Local EAYA/WLOEEMC/

It’s not too early to gather information and resources to participate in the 2003-2004 cohort. For furtherinformation, please visit the NBPTS web site for Ohio at http://www.nbpts.org/about/stateinfo.cfm?state=Ohio.(See also the December, 2002 Cardinal for many leads.)

Academic Content Standards

The second draft of Ohio’s K-12 Foreign Language Academic Content Standards will be posted on the ODEweb site from mid March-mid May. This draft contains K-12 indicators and benchmarks at grades 4, 8, and 12.Please visit the site to give your feedback to the Writing Team. A new application should make commentingfairly user-friendly. Visit www.ode.state.oh.us, and then click on the Academic Content Standards link. Fromthere, click on the Foreign Language link.

The Ohio Department of Education will also be hosting a series of focus groups on the second draft during thespring. Please check with your Regional Professional Development Center in March for the focus group nearyou.

Please support the standards-development process by commenting via the web and/or by participating in a focusgroup.

If you’d like to learn more about the standards development process and the standards themselves, please planon attending our session at the OFLA conference in Cleveland entitled: “Standards Myths and Misconceptions”.


Teacher Preparation Program Standards and Review

TEACHER PREPARATION PROGRAM REVIEW UPDATE

Program Reviews ********** IMPORTANT CHANGES from last Update! **********

Ohio is transitioning to a system of on-going program approval based on changes in national standards ofspecialized professional associations (SPAs) and changes in national standards. Beginning September, 2002,all institutions will submit revised programs within 18 months of the adoption of new standards by the nationalspecialized associations or by the state. By spring, 2004, this will replace the process of submitting programsone year prior to an on-site visit.

Reviewer training for the ACTFL SPA will be held during summer ’03. Information will be sent to deans andheads as it becomes available. In addition to reviewer training, sessions on how to address the new standardsand write the program report for new performance-based standards will be offered. Check the ODE website fortraining opportunities or contact Deb Mallonee at: [email protected]

Continued on page 46

Why join the OFLA listserv?-Reminders of deadline dates that can save you $-Speedy way to get input from other OFLA members-Helps keep you informed on the latest foreign language news-Does not generate a ton of messages to clutter up your mailbox-Members can store files to share with other members on our web site:

http://groups.yahoo.com/group/ofla/

OFLA Listserv

OFLA Listserv http://groups.yahoo.com/group/ofla

To post a message to the OFLA listserv, address it to:[email protected]

To subscribe to the OFLA Listserv, send a message to:[email protected]

Questions: send a message to the moderator:[email protected]


The Cardinal NotebookJanet IrvinContributing Editor

At a recent workshop attended byteachers from around the state, thetalk turned to travel. Onegentleman insisted it was notnecessary to learn a foreignlanguage. All one had to do waspoint and pantomime and someonewould figure out what he wanted.

During the last trip I took to Spain,one of the adults on the trip (onewho did not speak Spanish)insisted I inform the waiter at thehotel that she wanted AmericanFrench toast. I did my best to serveas go-between, explaining that thebuffet featured all the itemsavailable, but she was not to bedissuaded. Her temper tantrum atthe breakfast table was truly ugly.

Last year at our school’s marketday project, a day when wetransform the gym into a realmarketplace, create a border andimmerse our students in theirtarget languages, I was accosted bya mother who insisted that oneneed not learn a language. “Youcan just take a dictionary along,”she informed me, “and look thingsup as you are trying to speak.”Despite all my efforts to persuadeher of the value of actuallyspeaking another language, sherefused to budge from thisposition.

Thinking these were isolatedincidents, I dismissed them ascoincidence until my most recentencounter with the ‘uglyAmerican’. Several weeks ago at

The Ugly American Revisited

‘William Lederer andEugene Burdick wrote abest-selling book with thattitle [The Ugly American], abook that exposed thearrogance, incompetenceand corruption practiced byAmerica in its foreignpolicy, especially withregard to Asia.

yet another workshop luncheon, afellow teacher spoke of a summersojourn in Italy, a country I long tovisit. Expecting to hear eloquent proseon the wonders of Pompeii or the

grandeur of the Coliseum, I wasastonished to learn that “they don’thave American coffee over there,” andthat they just don’t understand theconcept of standing in line. Monthslater, this traveler was still irate at thefact that in their own country, “thoseItalians were rude.”

Listening to these adults defendlanguage illiteracy, recognizing theirunwillingness to enter into realcommunication with the people ofother countries, hearing of or seeingtheir behavior as guests in othernations, I realized that our work in theclassroom is even more crucial nowthan it has ever been.

I was in junior high (although no onecalled it that in those days) when I firstheard the term ‘ugly American.’William Lederer and Eugene Burdick

wrote a best-selling book with thattitle, a book that exposed thearrogance, incompetence andcorruption practiced by America inits foreign policy, especially withregard to Asia. I don’t remembermuch about the book itself, but Ido remember how embarrassed Iwas to think that Americansbehaved badly in their dealingswith other countries and otherpeoples. Unfortunately, they stilldo.

Post-9/11, in the throes of a waron terrorism, we still don’t seemto get it. And if adults do not seethe value of understanding whatothers say without depending ontranslation, how much of an uphillbattle do we face in trying to teachtheir children? Without afundamental change in ourphilosophy regarding otherlanguages, we seem destined tolose the daily battles for friends,influence and support on a localand a global level. Our efforts toteach culture, to fosterunderstanding and to promotegood will assume staggeringlyimportant proportions.

Given the encounters above, I mustview every day in the classroomas an opportunity to influence theoutcome of future negotiations inthe political, economic andpersonal arenas. And speakingpersonally, I wish I would neveragain have to use the term ‘uglyAmerican.’


Everyone knows that a language teacher mustkeep up his/her language skills in order to maintaincredibility as a language teacher. And while mostother teachers can keep updated in their subjectareas by taking a course or two at the localuniversity or simply reading a book, maintaininglanguage skills is a bit more complicated. And time-consuming. (Just ask my school’s local LPDC, whobalked at giving me credit for 784 hours ofspeaking Spanish during my study-abroad sessionthis past summer.) I mean, how many teachers ofother subjects have dedicated so much time toprofessional development in a year? (In our district,you get a special stipend for 18 hours ofprofessional development, and I think there aresome who don’t even do that.)

But language is different. If you don’t get frequentpractice—particularly exposure to nativespeakers—you start to lose your fluency; and yourself-confidence; and your credibility to yourstudents and their parents. Who hasn’texperienced that momentary flutter of panic whena parent at Open House comes up to you andstarts speaking to you in the language you teach?Or when an exchange student corrects you openlyin class? Believe me, I can identify with both ofthese situations.

You see, I wasn’t able to study abroad while incollege. My parents didn’t want to pay for it, and

Being BoldBarbara S. AndrewsExecutive Vice President

Study Abroad: How It can Revolutionize YourTeaching and Change Your Life

the whole prospect was sort of scary to me, so Iaccepted their decision. Consequently, when I gotmy first job teaching French and Spanish, I wasvery green and ill-prepared. Well, most newteachers have problems at first, but my problemswere magnified because of my insecurity and

inexperience communicating in the languages Iwas teaching.

So believe me, I know what it’s like to feelinadequate. To face all of those students everyday—including many who are just waiting for anopportunity to pull you down and make you feellike an incompetent fool—when you already feellike an impersonator.

Studying abroad during the summer has reallyturned things around for me. Not only do I startschool in the fall with an enthusiasm andconfidence that I never had before, but I have lotsof authentic materials and ideas of how to usethem and plenty of anecdotes to share with mystudents. Teaching language has become a lotmore to me than vocabulary and grammar. I wantto impart to my students how it feels getting toknow people that I wouldn’t have been able to talkto at all without being able to speak their language.And how fascinating it is to try to figure out whypeople feel the way they do. And how spendingtime in another culture sometimes makes you

If you don’t get frequent practice—particularly exposure to nativespeakers—you start to lose yourfluency; and your self-confidence; andyour credibility to your students andtheir parents.

Studying abroad during the summer hasreally turned things around for me. Notonly do I start school in the fall with anenthusiasm and confidence that I neverhad before


question your own values and prejudices. I couldgo on and on.

But does a person really need to study abroad tokeep up one’s fluency? I mean, there are booksand magazines, cable and satellite channels,international music CD’s, web sites, Champs-Elysées tapes, and even immersion weekends orsessions at conferences. I’ve even thought ofattending a church in the target language to helpkeep up my skills. In fact, there are many moreoptions these days than there were in 1979. Andwhile I have tried most of them at one time oranother, nothing made much of an impression onmy teaching until I began studying abroad.

Why is that? In retrospect, I would say that thehectic nature of the school year makes it difficultto find time on a regular basis to do enough ofthose activities to make much of a difference. Whatwith papers to correct, more and more requiredadministrative tasks, parents to contact, and extra-curricular activities, I often feel I don’t have enoughtime to get things done around the house the wayI would like.

But when I study abroad, I live in someone else’shouse. I don’t have the distractions that I have athome. I don’t have to worry about the lawn needingmowed because I have paid a former student totake care of it for me. I don’t have to worry aboutpaying my bills because they are beingelectronically deducted from my bank account. Idon’t have to cook or clean or do laundry. I cankeep in touch with family and friends when I wantto via email. In this type of situation, I am free tospend time developing relationships with my hostfamily and others that I come in contact with. Andthat’s what has really made the difference for me.

I’m not saying that the classes offered in study-abroad programs aren’t important, because I havelearned a lot from them as well. And frankly, mostof the families I stayed with were working familiesand you couldn’t spend all your time with themanyway, so going to class was a good use of time.But what really made a difference for me wasinteracting with the people, getting to know howthey think, and finding out what makes them tick.These are things that will stick with me the rest ofmy life. And this is the reason I am sure that I will

be back in Spain again soon even though I havecompleted all of the coursework for my MA inSpanish Literature.

Studying abroad has been such a huge plus forme that it makes me wonder why more teachersdon’t do it on a regular basis. The cost is animportant factor. But these days, teachers arerequired to get a master’s degree of some type,and we all know that tuition is not cheap, especiallynot for graduate programs. So if you have to spendthe money, why not spend it studying abroad? Itmight cost a little more—what with airfare, roomand board, etc.—but I assure you that it is wellworth it. Frankly, I am one of those who borrowedthousands of dollars from my parents to get amaster’s degree in education in 1987, and although

I haven’t found it to be completely useless, I wouldcertainly use that money differently if I had it to doall over again. Besides, nearly all of your study-abroad expenses are tax-deductible if you itemize.I have found that doing so reduces the overall costof such a program considerably. Check your districttuition reimbursement policies. You might find—as I did—that your employer will cover a significantshare of your expenses.

The first time I studied abroad, I wasn’t making alot of money teaching, so I got a part-time jobevenings and weekends working at Kinko’s. Ifigured that I could earn enough during the year topay most of my expenses for the summer. I didmake enough money to study abroad the nextsummer, but an unexpected bonus was that I alsogot paid to learn desktop publishing, which got mehooked on computers and led to my becomingeditor of The Cardinal and involved with the OFLA.One thing leads to another. . . . Who knows whatcould be in store for you?

And then there’s the fear factor. Going abroad byyourself to live with a family that is completelyunknown—especially when you have doubts aboutyour language ability—can be intimidating. This is

Continued on page 47

And then there’s the fear factor. Goingabroad by yourself to live with a familythat is completely unknown....can beintimidating.


Professional Development OpportunitiesTHE OUTSIDER: PICARESQUE VARIATIONS IN NARRATIVE AND FILM

An NEH Summer Seminar for School TeachersJune 23 – July 25, 2003

Vanderbilt University Nashville, Tennessee

Director: Edward H. Friedman (Spanish and Comparative Literature)

Guest lecturers: Carolyn Dever (English), David Hinton (Film)

The five-week seminar will focus on the figure of the outsider, from sixteenth- and seventeenth-century Spanishpicaresque narratives to contemporary novels and films. All Spanish texts will be read in English translation. Thenovels include Lazarillo de Tormes, The Swindler, Moll Flanders, The Family of Pascual Duarte , Eva Luna, and TheBluest Eye. Each participant will have the opportunity to contribute to an ongoing dialogue on the seminar materialsand to develop a short project in consultation with the director. As visiting scholars, the participants will be able totake advantage of the resources of Vanderbilt University and the city of Nashville. Arrangements have been made formembers of the group to stay at the Carmichael Tower Suites on the Vanderbilt campus; the director and staff willwork with those who would like to make alternate arrangements.

Stipend awarded to each participant: $3,250

All application materials should be sent to the project director and should be postmarked no later than March 1, 2003.For further information and application materials, please contact

Edward H. FriedmanNEH Seminar

Department of Spanish and PortugueseVanderbilt UniversityVU Station B 351617

Nashville, TN [email protected]

(615) 322-6929 (office) / (615) 322-6930 (Department of Spanish and Portuguese)

This program is supported by a grant from the National Endowment for the Humanities, an independent federal agency

Please sponsor your deserving and promising high school anduniversity students to attend the 2003 OFLA Conference inCleveland, April 3-5! Because OFLA knows that we are facing ateacher shortage in foreign languages, we will try to fund allqualified candidates!

OFLA has Money to give your students!

Let us give your students much-needed encouragement to becomeFL teachers!

See pages 50, 51 and 52 for more information and the applications.


Basic criteria include:• Be a member of OFLA• Be enrolled in a declared licensure program.• Participate in an accredited study abroad program.• Submit two letters of reference from faculty members who know you.• Submit a written personal statement indicating your intent to teach in Ohio for two years after licensure and your reasons for choosing a career in world language education.

Application forms available for individuals and teacher trainers. Contact:Mary Goodwin

OFLA Scholarship Committee34 Walnut Creek Drive

Holland, OH [email protected]://www.ofla-online.com

OFLA announces:NEW Study Abroad Scholarships

For pre-service teachers5 awards of $1000 each

Attention University Students !

PARAGUAYSUMMER SEMINARS ABROAD FOR SPANISH TEACHERS

TERRELL A. MORGAN, DIRECTORJULY 7-26, 2003

http://www.osu.edu/clas


University of AkronSUMMER SESSION III, 2003

Department of Curricular and Instructional StudiesWorkshop

Undergraduate / GraduateIn Costa Rica

Costa Rica for Educators3 credits

July 27-August 9Enroll In

Sec. Ed. 5300:490/590

Travel, classroom visits and homestay give you an insider’s view of thecountry and people. Intensive conversation practice and activities for

language maintenance also available.

For more information contact: Dr. Susan Colville-Hall at [email protected]

University of AkronSUMMER SESSION II, 2003

Department of Curricular and Instructional StudiesWorkshop

Undergraduate / GraduateIn Cuba

Cuba for Educators3 credits

June 27- July 4

Travel, visits to institutions and historical monuments, lectures by universityprofessors give you an insider’s view of the country and people.

For more information contact:

Mike Hauber or Dr. Susan Colville-Hall [email protected] or [email protected]


The Northeast Ohio Language Alliance Fall ’02 Meeting helpedteachers develop awareness and strategies for teaching special needs students.Nationally recognized foreign language educator and presenter at nationalconferences, Nancy Gadbois, was the guest speaker. Nancy teaches French,Spanish and sometimes Latin at a public high school in Springfield,Massachusetts.

The 9AM to 3PM NEOLA program was attended by 40 area foreign languageeducators. OFLA provided funding to bring Ms Gadbois to the University ofAkron Campus. Participants viewed the “F.A.T. City” video which providedinsight into the difficulties experienced by learners with special needs. Listedbelow are a few of the strategies discussed:-Maximum use of charts, diagrams, graphic organizers and color-coding.-Task analysis on written and oral directions to break down into individual, separate steps.-Presenting materials in as many ways as possible.-Having a routine-New activities about every 10 to 15 minutes.-Repeating as often as necessary.-Taking as much time as necessary.-Writing assignments on board.-Use of pre-quizzes and pre-tests to help create a non-threatening environment.-Use of theories such as multiple intelligences to find students’ strengths.

In addition, materials developed by C. Herbert, of Landmark College, aninstitution of higher learning that focuses on the needs of special students,were presented. C. Herbert suggests the following modifications for inclusionof students of special needs: use of peer partners, word banks for tests, reducelength of assignment, organizational support, grammar prompts, samples formodeling, typed copies of vocabulary lists, grammar rules, material presentedto appeal to visual, auditory, and tactile learning styles, audiotapes forreinforcement, computer software for interactive lessons, tests taken inseparate settings, extended time for testing, and alternative assessments.

The benefits of the day’s session are reflected in the words of one participant:“Very informative and enjoyable! I not only gained useful tools andtechniques, but an enlightened attitude and perspective on special needs thatI will take with me!”

NEOLA invites participation from anyone who cares to attend theupcoming meetings to be held on Feb. 8 at the Akron Art Institute andMarch 8 at the University of Akron. See column at right.For more information, contact NEOLA chairperson : Lewis Porter,[email protected] Or Susan Colville-Hall, [email protected]

Submitted by the NEOLA Steering Committee: Marianne Gooding, Caren Kindel, LewisPorter, and Susan Colville-Hall.

The Northeast OhioLanguage Alliance willhold the followingmeetings this winter:

→ February 8, 2003,10:00 – 3:00 at the AkronArt Museum.“Integrating Art in ForeignLanguages: Making theMatch.”There will be a tour of themuseum’s Rodin exhibitincluded. Please contact Dr.Lewis Porter:[email protected] forinformation and to register.There will be a lunch availablefor $7.00. Please reserve yourlunch by Feb. 1. Mail checksto Dr. Lewis Porter 4153David Ave., NW Canton, OH44709.

→ March 8, 2003, 9:00-3:00 at the University ofAkron, Zook Hall,Room #1“ Adapting Foreign Lan-guage Lessons to SpecialNeeds and “At Promise”Students”Presented by Dr. SharnavazVikal, Dr. Evonn Welton andDr. Susan Colville-Hall.Contact Dr. Lewis Porter:[email protected] orDr. Susan Colville-Hall:[email protected]

NEOLAMeetings forWinter, 2003

NEOLA FALL MEETING


The Foreign Language Center at The Ohio State University

Announces The 2003 Summer Major Media Workshops for

Teachers of French and Spanish Sponsored by SBC.

We are pleased to announce the 2003 Summer Major Media Workshops for teachers of French and Spanish.Workshop participants of all technological skill levels, from beginning to advanced, will discuss medialiteracies and the media of French- or Spanish-speaking countries and will explore web design, photo-edit-ing, and video-editing software. Participants will work in small groups to create learning modules for class-room application. These modules will be available to you online through OSU’s Major Media Website. Viewprevious projects at http://majormedia.osu.edu/

To enroll in the Major Media Workshop, you will need to enroll in 3 credit hours of French 694 or Spanish694 for summer quarter at OSU. Dates for the Major Media Workshop are June 16-June 25. The Workshopswill be held on the Ohio State campus from 8:30-4 p.m. daily. Diane Birckbichler will lead the Frenchsession; Jan Macian will lead the Spanish session .

Participants will receive campus parking permits, as well as a text and reading packet. Two luncheons willalso be provided.

Prior to enrolling, please contact Diane Birckbichler (French) at [email protected] or Jan Macian(Spanish) at [email protected] to pre-register. We look forward to working with you. Please reserve yourspace early. To complete your registration, visit the University Registrar at:

http://www.ureg.ohio-state.edu/

Diane W. Birckbichler, DirectorForeign Language Center

Jan Macian, Director of the Spanish Language ProgramDepartment of Spanish and Portuguese


The Virtual Resource Station is fundedby the OSU Office of Outreach and Engagement through

a grant from the Kellogg Foundation, along with support from theOSU Center for Latin American Studies and theOSU Department of Spanish and Portuguese,

as well as by the Ohio Foreign Language Association.

Do you have similar questions about theSpanish language or Hispanic cultures?

The Virtual Resource Station for Ohio Spanish Teachers is here tohelp. This resource center will research the information that you

need and respond promptly via email, fax, or phone.

For more information: email us at <[email protected]>,call toll-free 1-866-RECURSO (732-8776), fax 614-247-6101,

or visit us at <http://www.osu.edu/clas>.

Virtual Resource Stationfor Ohio Spanish Teachers

→ Are the instructions on my quizzes expressed appropriately?

→ Can you help me find a bilingual speaker to talk to my students aboutthe importance of bilingualism?

→ How would a Puerto Rican, a Mexican, and a Spaniard say ‘orangejuice’ in Spanish?

→ When is the past subjunctive used?

→ Can you put me in touch with a native speaker from Chile?


AATG News

Fall Conference Held in TiffinThe Ohio AATG chapter held itsannual fall conference November 1-2, 2002 at Heidelberg College inTiffin, Ohio. On Friday evening,Robert Berg, our Heidelberg Collegehost, welcomed everyone, spokeabout the German connection of hiscollege, and gave a presentation onthe Moravian Archive German ScriptSeminar he had attended. Followingdinner, a Trachtengruppe of theToledo American Turners entertainedthe group.

On Saturday, Thomas Wolber gavethe keynote address. He presentedmany samples of his research for abook on the contributions of Germanimmigrants to American society. Ifyou were unable to attend the fallconference, be sure to look for hispresentation at the OFLA conference,where he will present more of hisresearch.

Anne Holden, recently retired fromAshland High School and AshlandUniversity, then talked about herbook, “In Search of a Warm Room”.It is the story of the long anddifficult journey she, her family andother Donauschwaben endured atthe end of World War II. Anneshared her experiences with thegroup, gave a brief history of theDonauschwaben and read aselection from the book.

The day also held several “grassroots” presentations, which will beincluded in the chapter’s project forthe Ohio Bicentennial (see relatedstory), a published booklettentatively titled, “DeutscheWurzeln in Ohio”. There was alsoa presentation on Spring GroveCemetery and possible uses ofGerman language gravestonerubbings.

Welcome PresidentUrsula Hays!

Ursula Hays officially assumed theOhio AATG chapter presidency atthe fall conference. Ingrid Langerwelcomed her to the position andpassed on the materials Ursula willneed. You can contact Ursula at:[email protected] or440-951-9949.

Second VP PositionOpen

There is currently an opening forthe Second Vice President of theOhio AATG chapter. This positionis for a two-year term, and is opento teachers at any level. Pleasecontact Ursula Hays if you areinterested in serving our chapter.

Ohio BicentennialProject: OhiosDeutsche Wurzeln

The Ohio AATG chapter hasreceived funds from the nationalorganization to publish a bookletabout Ohio’s German heritage.The chapter hopes to get thebooklet to every German teacherin Ohio once it is published, for useduring the 2003 bicentennial.Several of the articles for theproject were presented at the fallconference. Please considerwriting a brief report (up to onepage) about your corner of thestate. The chapter will presentseveral more of the entries in asession at the OFLA conference.You can send your report for thebooklet to Mark Himmelein at:[email protected]

Deborah Page

The 80th annual meeting of the OhioClassical Conference took place at theCincinnati North Marriott on Oct 17-19, 2002. President Kay Fluhartywelcomed around 50 classicists fromsecondary and higher education. Aspecial focus of the conference wasteaching students to read Latin andteaching Latin through the reading-based approach. In addition, a paneldiscussion was held on the topic ofthe transition from High School toCollege Latin.

At the OCC Banquet, Sue Bonvalletof The Wellington School inColumbus was awarded toHildesheim Vase, which recognizesquality Latin programs in Ohiosecondary schools, regardless oftheir size. The primary criteria forselection are the quality of thecurriculum in Latin and theacademic performance of thestudents within that curriculum.Next year’s OCC meeting will be Oct30- Nov 1, at Kenyon College.

OCC NEWS

Ohio Classical ReportSherwin Little


AATF Sponsors National French ContestThe National French Contest, sponsored annually by theAmerican Association of Teachers of French, is open toall students of French from the elementary gradesthrough high school. Le Grand Concours testing datesfor 2003 are:

In addition to state and national winners, Ohio will beawarding prizes to the highest scoring students in eachschool. Every school will have winners.If you are interested in participating or receiving moreinformation, please contact the Ohio Coordinator:

March 1-9, FLES ContestMarch 2-20, Levels 01-5

EverySchoolwillhave

winners!

Judith A. Baughin, Raymond Walters CollegeUniversity of Cincinnati, 9555 Plainfield Road

Cincinnati, OH [email protected]

tel: (513) 745-5646 fax: (513) 745-5771

“This five-week institute for college and university teachers will offer an introduction to French travelwriting from colonial Brazil, Florida, Canada, Louisiana and the Caribbean. Each session will focus on aparticular writer, and we will proceed chronologically to trace literary borrowings and to follow the progressof the French encounter with the Americas. Teachers from all disciplines in the humanities are welcome.The institute will be conducted in English and all the readings are available in English translation. Inaddition to reading travel accounts and related secondary texts, participants will be encouraged to undertakeresearch or curriculum projects drawing on the Newberry Library’s world-renowned collections of colonialmanuscript and print materials.”

Bourse: $3250Date limite pour les postulants: 3 mars 2003

Pour des renseignements complémentaires, s’adresser à

The Newberry Library Center for Renaissance Studies60 West Walton Street

Chicago, IL 60610-7324Tél: 312.255.35.14

courrier: [email protected]: http://www.newberry.org/nl/renaissance/conf-inst/frenchtravel.html

French Travel Writing From the Americas, 1500-1800La Bibliothèque Newberry (Chicago) du 14 juillet au 15 août 2003.


During the 2001-2002 schoolyear over 70 Ohio foreignlanguage teachers trod thewinding path (or was it theroad to hell?) to NationalBoard Certification in WorldLanguages Other thanEnglish. These veterans of theprocess have manyobservations and sug-gestions to share. It is ourhope that the followinginformation, morepragmatic than process-specific, will providesupport and encourage-ment to current andfuture WLOE candidates.

1. Be willing to adjust ormodify your outside timecommitments. It’s not inyour best interests to plana wedding, a divorce, ababy, or a move.Consider a hiatus fromnon-professional relatedcommitments (BookClub, Investment Club,etc.). You have very fewmonths to accomplish aHerculean task and you needto focus heavily on the job athand. It is hard to maintain asocial life with National Boardwork going on.

2. Elicit the support of yourimmediate family members.You will have less time tospend with your spouse andchildren. Their understandingand willingness to be flexible athome will alleviate stress andyour feelings of guilt.

3. Find a quality support groupand participate fully in work

N. B. P. T. S. . . Nothing But Progress Towards Success!by Carol Eiber and Davara Potel

sessions together or online.Several successful candidatesfrom our group have indicatedthat creating an intimate supportgroup within the larger group wasextremely beneficial. Our smallgroups devoted time to extraevening and weekend work

sessions and created stricter self-imposed deadlines. We brain-stormed, read, re-read, en-couraged and critiqued. Selectpartners with whom you candevelop a relationship based ontrust. This will prevent over-reaction to constructive com-ments. Imagine my dismay when,after having written an entireentry, my colleagues bluntlyannounced, “But you didn’tanswer the question!” Also, in theabsence of official scoring guides,our intimate support groupcreated a point-by-point system

for checking portfolio entries forcompleteness. N.B. To currentcandidates: this year the scoringguides are available at theNBPTS web site (Go to thecandidate resource center for2002, certificate knowledgecenter link; find WLOE.) At the

end of the scoring guideyou’ll even find two of the2002 assessment ques-tions. As you near the endof writing, consider oneperson in whom you canconfide who can look atyour work with a fresh eyeand who can be brutallyhonest to proofread yourentries.

4. Create a NBPTS spacefor yourself somewhere.Have a private place towork (i.e. spread out!), andstore materials. Create anorganizational systemwith which you feelcomfortable (multiplebinders, perhaps one foreach entry, color-codedfolders, color-coded disks,

etc.) Save everything in at leastduplicate (consider triplicate).One member of our group keptone set of materials at home andanother at school. [PS. Don’tleave a lit candle unattended!One of our group members hada house fire but she saved “thebox!”]

5. Use a familiar word pro-cessing system and know itwell! Practice keyboardingskills for the assessment centerentries/tests. You’ll be writing

1. Be willing to adjust or modify your outside time commitments.2. Elicit the support of yourimmediate family members.3. Find a quality support groupand participate fully in worksessions together or online.4. Create an NBPTS space foryourself somewhere5. Use a familiar word processing system and know it well!6. Plan on needing to copy reamsof material, some in color.7. Save your personal leave days.8. Always remember: “This isdoable.”


under tremendous timeconstraints.

6. Plan on needing to copyreams of material, some in color.(Do you have stock in OfficeMax or Kinko’s?)

7. Save your personal leavedays. Some candidates needextra writing days as theportfolio deadline approaches.Not all districts grantprofessional days for thispurpose.

8. Always remember: “This isdoable.” Our thanks to groupfacilitator Barb Baltrinic, whoencouraged us weekly with thistruism.

There were a number of pitfallsin the first year process forWLOE. Any 2001-2002 can-didate could provide you witha list. That period is behind us.

Current and future candidateswill be able to benefit from anincrease in available informationand from the help of NBCTs.Encouraging!Here you nowhave eight general suggestions tobetter prepare you to handle theNBPTS WLOE commitment. Somany more specifics could beshared.

In closing, we would like toinvite NBCT candidates, NBCTsand Advanced Candidates tosubmit successful strategies andhelpful information and/orquestions for future issues of theCardinal.

There will be apanel/chat sessionat the Conference,led by fourNBCTs who rep-resent the early tom i d - c h i l d h o o dand early adoles-cent-young adultcertificate areas.We invite otherNBCTs to jointhem....

Submit them to:Andrea Laggan

[email protected].


OFLA Conference 2003April 3-5, • Renaissance Hotel • Cleveland, Ohio Professionalism:


Revisitingthe 3 R’s ofTeacher

NameFIRST LAST NAME for NAMETAG

InstitutionCOLLEGE/UNIVERSITY, SCHOOL DISTRICT, or ORGANIZATION

School AddressSTREET CITY STATE ZIP

E-Mail Phone

Language(s)

Guest(s)(Guest registration is complimentary (except for meals) for spouses and other guests who are not Foreign Language teachers.)

WORKSHOP FEESPlease mark the workshop(s) you wish to attend. Mark your first and second choices with the corresponding workshopnumbers from pages 26-29. Don’t forget to pay the conference registration fee below.

Thursday, Full-Day Workshops (1-4PM & 6-9 PM)...........$40/$50 First Choice_______ Second Choice_______Thursday, Workshops (1-4 PM).......$20 First Choice_______ Second Choice_______Thursday, Workshops (6-9 PM) ......$20 First Choice_______ Second Choice_______Saturday, Workshops (2-5 PM) .......$20 (W-25 is FREE!) First Choice_______ Second Choice_______

TOTAL WORKSHOP FEES.......................................................................................................$ ____________

CONFERENCE REGISTRATION FEESEarly-Bird Rate Regular Rate

Postmarked by 3/15/03OFLA Member $35 $55 $ ___________

*TESOL Members pay OFLA Member Rate (Check here if TESOL Member � )Non-Member (includes dues for remainder of OFLA year) $65 $85 $ ___________Full-Time (pre-service) Student, OFLA Memeber $15 $20 $ ___________Full-Time Student, Non-member (includes student OFLA dues) $25 $30 $ ___________

MEAL FEESFriday Luncheon/Keynote Speaker, Friday, April 4.......... $25 $ ___________OFLA Awards Luncheon, Saturday, April 5 ..................... .$25 Check here for Vegetarian meal � $ ___________

TOTAL ENCLOSED..........................................................................$ ___________Special Needs: __________________________________________________________________________Payment with check or purchase order must accompany registration. We do not accept credit cards. Cancellations are subject to a $25 processing fee. There will beno refunds after March 25, 2003. If you have any questions, call The Meeting Connection, 893 High Street, Suite J, Worthington, Ohio, 43085

register on-line @ www.ofla-online.com


OFLA Conference 2003April 3-5, • Renaissance Hotel • Cleveland, Ohio

TO REGISTERPlease return the registration form on page 22 to OFLA Registration postmarked by March 15, 2003 for theEarly Bird Discount! You will register separately for the conference and your hotel accomodations. Thefull conference registration fee provides you with access to all sessions and exhibits. There are separatefees for workshops and meals.

HOTEL RESERVATIONSCall the Renaissance Cleveland Hotel directly at (216) 696-5600 and ask for “Reservations” or call (800)HOTELS1. Mention “OFLA” to get the special conference rate of $130 per night, Single or Double (onebed), and $140 per night, Double (two beds). Triple or Quad occupancy is $20 per person per night addi-tional charge (Your room costs are paid directly to the Hotel). The reservation deadline is March 4, 2003for hotel rooms.

Professionalism:ecruitmentetentionevitalizationR


CHECK OUT THE OFLA WEBSITEFor further information about the Ohio Foreign Language Association and the 2003 Conference, log on towww.ofla-online.com. You can also pay your OFLA membership dues at this site.

SCHOLARSHIPS AVAILABLEHigh school and university studentscholarships are available for the 2003Ohio Foreign Language AssociationConference. If interested, please con-tact:

Mary Goodwin:[email protected]

by February 15, or you may use theforms in this issue of TheCardinal, page50, 51, & 52.

GETTING THERE� Visit www.renaissancehotels.com� Search the Hotel Directory under “OHIO”, then CLEVELAND� On the Cleveland Hotel’s page, you will find more information about the hotel as well as DRIVING DIRECTIONS to the hotel from your specific address.


TIP #1 - Valet Parking is available from theRenaissance Hotel!

TIP #2 - “Step out of the box!” Register online. Tryit, you’ll like it! Dare to be different! Here’s yourkeyboard prompt:

www.ofla-online.com

TIP #3 - Visit our website:www.ofla-online.com

TIP #4 - Save time! Bring your ownpersonalized address labels as contactinformation for exhibitors.

TIP #5 - Volunteer to be an OFLA volunteer.Workshop and session presiders are needed. Pleasevolunteer!

TIP# 6 - Commit to be fit! The shores of Lake Erieare but a brief walk from the beautiful RenaissanceHotel. Enjoy the view and benefit from the exercise!

TIP# 7 - For your “after conference” shoppingconvenience, the Renaissance Hotel is connectedto the spectacular shops of the Avenue at theTower City Center.

TIP #8 - Double your pleasure, double your fun at the OFLAConference. Bring along a new or reclaimed OFLA member!

VIP #1 - Workshop fees are not included in your conferenceregistration fee! You must register for each workshop thatyou wish to attend and include the additional workshop fee(s)

OFLA Conference 2003April 3-5 • Renaissance Hotel • Cleveland, Ohio Professionalism:



with your registration. Workshops will fill up quickly——register soon!

VIP #2 - Gala Extraordinaire! You’re invited! This receptiontakes place on Thursday afternoon from 4-6 p.m. in theRenaissance Exhibition Hall.

VIP #3 - Visit the exhibits early and often! Tell the exhibitors and event sponsorshow much you appreciate their support of OFLA in particular and foreign languageeducation in general.

VIP #4 - The registration fee for the full-dayThursday workshop on TPR Storytelling with BlaineRay is fifty dollars ($50).

VIP #5 - Check it out!! For the “first-time” or “reclaimed”conference attendee, there is a special orientation sessionscheduled at 7:45 a.m. on Friday and entitled “Breaking theConference Code: Getting the Most Out of the OFLAConference”.

VIP #6 - Anyone with special needs should contact the conferencemanager, Dwight Loken of The Meeting Connection [email protected], in writing before the registration deadline ofMarch 15.

VIP # 7 - The deadline for making reservations atthe Renaissance Cleveland Hotel is March 4.

VIP #8 - Welcome English as a Second Language (ESL) teachers! Thereare sessions in the program just for you!

VIP # 9 - Enjoy the OFLA Conference Luncheon at 12:30 p.m.on Friday! Don’t miss out on a delicious meal and an inspiringspeaker——our keynote and NEA President, Reg Weaver!This is a ticketed event.

VIP #10 - Applause! Applause! The OFLA Awards Luncheon is our occasion tohonor the Best of Ohio in foreign language education. Luncheon tickets are availablefor a cost of $25 for Saturday at 12:15 p.m.

VIP #11 - All full-day and half-day workshops on Thursdayand Saturday are ticketed events and require OFLAConference registration and an additional fee to attend.Please check at the Registration Booth for space availabilityif you wish to attend a workshop for which you did not pre-register.

VIP = Very Important Point to noteTIP = helpful suggestion or reminder

TIP #9 - When planning your conferencedaily agenda, please note that sessions willbe identified by focus or theme in theprogram.TIP #10 - The “Early Bird” gets the workshop(s) ofchoice! Register now! Save thirty-seven cents—the cost of a first-class stamp! Register online:

www.ofla-online.com


OFLA Conference 2003April 3-5 • Renaissance Hotel • Cleveland, Ohio

11:30 a.m. - 8:00 p.m.........................................................................Registration1:00 - 4:00 p.m. ..................................................................................Workshops4:00 - 6:00 p.m. ..................................................................................Gala/Exhibits Open6:00 - 9:00 p.m. ..................................................................................Workshops9:00 - 10:00 p.m..................................................................................Board Meeting

7:00 a.m. - 5:00 p.m. ........................................................................Registration7:45 - 8:40 a.m. ................................................................................. Session Group I8:30 a.m. - 5:00 p.m. .........................................................................Exhibits Open8:50 - 9:45 a.m. ..................................................................................Session Group II9:45 - 10:15 a.m..................................................................................Exhibit Break10:15 - 11:10 a.m. ..............................................................................Session Group III11:20 a.m. - 12:15 p.m. .....................................................................Session Group IV12:30 - 1:40 p.m. ................................................................................Luncheon/Keynote Speaker1:50 - 2:45 p.m. ..................................................................................Session Group V2:55 - 3:50 p.m. ..................................................................................Session Group VI3:50 - 4:20 p.m. ..................................................................................Exhibit Break4:20 - 5:15 p.m. ..................................................................................Session Group VII5:30 - 7:00 p.m. ..................................................................................Justo Lamas Session5:30 - 7:00 p.m. ..................................................................................French Wine Tasting7:00 - 9:00 p.m. ..................................................................................It Takes Tú to Tango!

7:00 a.m. - 12:00 p.m. .......................................................................Registration7:45 - 8:40 a.m. ..................................................................................Session Group VIII8:30 - 12:00 p.m. ................................................................................Exhibits Open8:50 - 9:45 a.m. ..................................................................................Session Group IX9:45 - 10:15 a.m..................................................................................Exhibit Break10:15 - 11:10 a.m. ..............................................................................Session Group X11:20 - 12:20 p.m. .............................................................................OFLA Business Meeting12:25 - 1:40 p.m. ................................................................................Awards Luncheon1:50 - 2:45 p.m. ..................................................................................Session Group XI2:00 - 5:00 p.m...................................................................................Workshops2:55 - 3:50 p.m. ..................................................................................Session Group XII4:00 - 5:00 p.m. ..................................................................................Board Meeting

Thursday, April 3

Friday, April 4

Saturday, April 5




W-01 ARTS 4 Learning LANGUAGES!

Presenter(s): B. Jeannie Fleming-Gifford, MargiGriebling-Haig, the Tom & Susana Evert Dance Theatreand the Cleveland Signstage Theatre - Young Audiencesof Greater Cleveland

Description: Are you looking for creative ways toenhance your foreign language studies? YoungAudiences of Greater Cleveland enriches the lives ofchildren and promotes creative leaning by uniting artsand education. Join Young Audiences educationdirector and professional artists for a curriculum-integrated, hands-on, arts-based professionaldevelopment program. You will obtain strategies andresources to enhance your foreign languages curriculumthrough dance, theater, and music.

Audience : Elementary/Middle School, ClassroomTeacher/Teacher TrainerExamples: English, French, & Spanish

W-02 Dare to Be Silly!

Presenter(s): Pamela Lightner - Miller-South Schoolfor Arts

Description: Oh, c’mon! You had fun last year, right?Learning a foreign language should be fun and nowyou can participate in this workshop to create some ofyour own. Learn a series of high-energy, sometimes‘corny’ gimmicks to make some of that ‘boring’grammar stick like glue. Using original chants, rhymes,cheers, and plenty of TPR, be prepared for lots of activeparticipation. Bring one of your own lessons and we’llbrainstorm how to ‘sillify’ it!

Audience: All, All Levels

W-03 Sharing Information on Technology Tools forLearning and Teaching with Web-Based Materials

Presenter(s): Franz Wehage - Muskingum College

Description: Identifying, using and evaluating digitallearning materials. What do teachers use primarilywhen engaging students in a web-based assignment?What do instructors need to know and be able to do touse the Internet effectively? What are digital libraries,and how are they used? To what end can we usedigitized pictures in a web environment? The materialsapply to any teaching environment. Following theworkshop, a website at Muskingum College will becreated to illustrate the content of the workshop as wellas the results.

Audience: All, High School/Post SecondaryExamples: English, French, German & Spanish

W-04 Creating Theme-Based Units for EarlyLanguage Learners

Presenters: Kelly Walsh Hunt - Kelly Walsh HuntLanguage SchoolDescription: This workshop will focus on thedevelopment of theme-based units for early languagelearners. A theme-based unit based on the popularchildren’s book “Brown Bear Brown Bear” by EricCarle will be shared as a model. Participants will workcollaboratively in groups based on the language andlevel they teach in order to brainstorm theme-basedunits. A substantial amount of time will be devoted tothe development of materials, activities, andassessments that will then be shared and disseminatedto all the participants.

Audience: Classroom Teacher,Examples: French & Spanish


Thursday1:00 - 4:00 p.m.



Thursday6:00 - 9:00 p.m.


excerpts from her works, participants will becomefamiliar with some descriptions of Martinique and thelife on the island. Materials: Overhead transparenciescorresponding to the handouts, fragments of video,personal photo albums. On display there will be regaliasuch as objects brought from Martinique, maps, time-lines, photos, recorded music, pictures of folk costumeand prepared food which will be discussed. Anticipatedbenefits: Hands-on experience, printed materials,ready-made lesson plan on Martinique, virtual visit tothe island for those who will not be able to attend the2003 AATF Conference.

Audience: All, All LevelsExamples: French

W-07 You Can Do This! (Student and FacultyExchange Programs, Post 9/11)

Presenter(s): Charles Nieman - Kent State University,and Rita Nieman - Cuyahoga Valley Christian Academy

Description: The rules and procedures for visas havebecome significantly more complicated and onerousover the past year, and the temptation is to decrease orstop exchanges. Yet, many educators argue thatexchanges have never been more necessary. Thisworkshop will explain key changes for visas and showteachers how to still offer student exchanges, evenwithout outside agency help. A highly successfulexchange program at Cuyahoga Valley ChristianAcademy (Germany and Norway) will be used tohighlight opportunities.

Audience: All,

W-05 The SPANISH VERB WALL: Conjugate orCommunicate?

Presenter(s): Pamela Kaatz - Retired Teacher/ColorConnection Consultant

Description: The SPANISH VERB WALL is aclassroom display (8’x20’) used as a reference tool thatenables students to acquire verbs randomly throughcommunication rather than sequentially throughconjugation. Colors, symbols, fonts, graphics andlocations empower students to communicate in tensesthey have not yet “studied” or “mastered.” The studentmaneuvers his way through the complicated verbsystem, learning as he goes. Sample lessons show howto (1) give meaningful context to verb tenses (2) breakfree of conjugation order (3) rethink the teaching ofverbs in the traditional sequence of tenses and (4)strengthen participants’ own understanding of the inner-workings of Spanish verb forms. Participants maypreview this workshop on the webpagewww.verbwall.com

Audience: All, All LevelsExamples: Spanish

W-06 A Voice from Martinique/Une Voix de laMartinique

Presenter(s): Hélène Sanko - John Carroll University

Description: Through the works of Françoise Ega(1920-1976), Le Temps de Madras (1965), Lettres àUne Noire (1978), and Le Pin du Magneu, how thewriter allows us to discover Martinique and its people.Objectives: (1) To acquaint participants with the Frenchisland of Martinique, its geography, flora/fauna, people,history and culture. (2) To share Ega’s experiences inFrance as a French black woman from the Antilles inthe 1960’s and 1970’s who devotes her life to helpingpeople who find themselves in France without legalpapers. Procedures and materials: Via handouts and




Calling All Presiders!Presiders are needed for this year’s conference.If you are interested, please e-mail Dwight Lokenat [email protected] with your name, address,and first and second choices for sessions.





W-08 Creating and Utilizing PowerPoints in theForeign Language Classroom ($40)

Presenter(s): Carmel Oberdorfer - Central HowerH.S.

Description: Participants in this workshop will gethands-on experience by learning how to createPowerPoints to use as a tool in giving presentationsfor their lessons, creating introduction PowerPoints forstudents to email to pen pals, and adding narration,video, music, hyperlinks to the internet and personalpictures. Participants should be familiar with usingcomputers and the internet. No previous experiencewith Power Point in necessary. Participants shouldbring five blank disks and any digital pictures theywould like to incorporate into their PowerPoints. Allparticipants will be given CDs with all informationand a step by step packet to use with students.

Audience: All, All LevelsExamples: English

W-9 TPR Storytelling ($50)

Presenter(s): Blaine Ray - Blaine Ray WorkshopsDescription: TPR Storytelling is becoming more andmore popular across the U.S. Come to this TPRSworkshop, where you will learn about the theory ofTPRS, the seven steps, learn a mystery language, seehow fluency is achieved in the classroom, and findout about grading, testing and participation in class.

Audience: All/All LevelsExamples: English,

W-21 The ENGLISH VERB WALL: It Looks RightUntil it Sounds Right

Presenter(s): Pamela Kaatz - Retired Teacher/ColorConnection Consultant

Description: The ENGLISH VERB WALL (approx.4’ x 7’) uses color, fonts, symbols, and locations tocreate a map of the entire pronoun - verb system. Sinceall forms of the verbs are accessible, the learner isempowered to communicate in tenses that he has notyet “mastered,” as in first language acquisition. Whenan “unknown” form comes up naturally in class, youno longer have to say, “We’ll learn that later.” TheEVW allows you to explain the form and plant seedsfor future learning. The student cannot know what“sounds right.” With the EVW it looks right until itsounds right. Your may preview this concept and/orstudy the Verb Wall Virtual Workshop atwww.verbwall.com .

Audience: All, All LevelsExamples: English

W-22 Fifty Creative Ideas to Jump-Start YourTeaching

Presenter(s): DeLaina Tonks and Kristina Hartzell -Upper Arlington H.S., and Christy Charlton - JonesMiddle SchoolDescription: Treasure Hunt, Flyswatter Game,Vocabulary Scramble, Balloon Games and more! Ifyou have been searching for activity ideas to help yourstudents learn and practice grammar and vocabulary,then this is the workshop for you! You will participatein step-by-step hands-on activities that you can

Thursday (full-day)1:00 - 4:00 and 6:00 - 9:00 p.m.

Saturday2:00 - 5:00 p.m.





duplicate in your own classroom Monday morning. Inaddition you will receive a booklet of 50+ fun andeducational activity ideas and explanations.

Audience: All, All LevelsExamples: English, French, German & Spanish

W-23 FLES Activities to the Core!

Presenter(s): Lori Winne - Grove Patterson Academy,and Debbie Wilburn-Robinson - Ohio Department ofEducation

Description: Learn about, make, and take homeactivities appropriate for a content-based elementaryprogram. Participants in this workshop will cut, paste,measure, estimate, graph, diagram, problem solve,experiment, and play games. All activities are aimedat the proficiency outcomes and are connected to math,science, social studies and language arts. This workshopis a repeat from last year, but includes new information!

Audience : Elementary/Middle School, ClassroomTeacher/Teacher TrainerExamples: French, German & Spanish

W-24 Speech Training for Language Teachers

Presenter(s): Johanna Rieken - Experanza CommunitySchool

Description: Words and sound make things go! Speechis an art form that people seldom stop to appreciate orstudy. It is around us everywhere - on TV, radio, in theclassroom, on the stage. For teachers and especiallylanguage teachers, it is crucial to consciously pronouncevowels and consonants as it is for their students. Speechexercises even have an enormous healing powers formany mental and body function disorders. Based onthe teaching of Julius Hey (singing teacher) and the

insights of Rudolf Steiner (founder of WaldorfSchools), speech training is important for theprofessional development of language teachers and theprogress of language students. The workshop willintroduce breathing exercises, speech formation andvoice placement exercises, exercises for lyric, dramaticand epic speech, tongue twisters in German andEnglish, sketches and songs, and successful hints howto work on specific phonetic problems. Handouts withexercises will be provided. (There is a maximum of18 participants)

Audience: Classroom Teacher/Teacher Trainer, AllLevelsExamples: English, German & Others

W-25 Connecting with the Spanish-SpeakingCommunities of Ohio: Resources for an ExperientialComponent in the k-12 Curriculum

Presenter(s): Terrell Morgan & Donna Resigh Long-The Ohio State University, Laura Phillips - MadisonComprehensive H.S., and Patti Spiegel - Liberty-Benton H.S.

Description: Last June, fourteen primary andsecondary teachers of Spanish from across the statecame together for a week of linguistic and culturalimmersion, working with native Spanish speakers froma wide range of life-styles and getting to know,firsthand, about the many Hispanic communities ofOhio. Since then, they have designed curricularmaterials that respond to the national standards whilebringing students into contact with their local Latinocommunity. At this free workshop, several of thoseteachers will model and distribute successful lessonplans of their own creation to all those in attendance.

Audience : All, Elementary/Middle School/HighSchoolExamples: Spanish


Reg WeaverLuncheon Keynote Speaker

Friday,April 4, 2003 12:30 to 1:40 p.m.


Keynote Speaker Luncheon Menu Awards Luncheon Menu

Reg Weaver, an outspoken advocate for public education and one of the country’s foremostAfrican American labor leaders, was elected president of the 2.7 million-member NationalEducation Association at NEA’s 2002 Representative Assembly in Dallas, Texas. He tookoffice as head of the nation’s largest professional employee organization on Sept. 1, 2002.

Weaver, a middle school science teacher and 35-year classroom veteran, is a native of Danville,Illinois, where he attended a segregated school for part of his elementary school years. Hewas recently named to Danville High School’s Wall of Fame.

As an adult, he rose through the NEA ranks, serving as a local Association president in Harvey, Illinois (1967-1971) and thenpresident of the Illinois Education Association (1981-1987). Weaver served on the NEA Executive Committee from 1989-1995, andfor the past six years has served as NEA vice president.

Weaver serves on the executive board of the National Council for the Accreditation of Teacher Education and on the board ofgovernors of the Joint Center for Political and Economic Studies. He is a former member of the board of directors of the NationalBoard for Professional Teaching Standards. He is listed in Who’s Who, as well as in Who’s Who in Black America.

As NEA’s vice president, Weaver logged tens of thousands of miles travelling across the country as an ambassador for publiceducation. Speaking on behalf of education reform and innovation in the nation’s schools, he has addressed national conferencesand public policy forums sponsored by the NAACP, University of Wisconsin, Rainbow/Push Coalition, and Youngstown StateUniversity. Weaver has also represented the Association internationally at meetings of the World Confederation of Organizations ofthe Teaching Profession and the Federal Education Association.

While at the helm of the 90,000-member Illinois Education Association (IEA), Weaver led a recruitment drive that boosted IEAmembership nearly 50 percent and a legislative campaign that resulted in historic gains for IEA members, including collectivebargaining rights for teachers, education support professionals, and higher education faculty. He also chaired the IEA PoliticalAction Committee for Education (IPACE), which had a 90 percent success rate in electing pro-public education legislators.

Weaver was appointed by Illinois Governor Jim Thompson to the Illinois Commission for the Improvement of Elementary andSecondary Education, the Illinois Project for School Reform Advisory Council, the Illinois Literacy Council, and the Task Force onAt-Risk Youth. He also served on the Illinois State Board of Education’s Blue Ribbon Committee on the Improvement of Teachingas a Profession, the Administrator’s Academy, the North Central Regional Educational Laboratory Advisory Committee, and theJoint Committee on Minority Student Achievement.

Weaver has received many honors and awards, including the Ebony Magazine Influential Black Educators Award and the IllinoisEducation Association’s Human Relations Award. He is an honorary life member of the National Parent Teachers Association.The National Education Association is the nation’s largest professional employee organization, representing 2.7 million elementary and secondary teachers,higher education faculty, education support professionals, school administrators, retired educators, and students preparing to become teachers.

Tomato Basil SoupSeared Breast of Chicken with Mushroom Sauce

Seasonal VegetablesCarmelized Lemon Tart

Rolls & ButterCoffee/Tea

Mixed Seasonal Greens, Candied Pecans withRasberry Vinaigrette

Tortellini Primavera with Four-Cheese Sauceand Oven-Dried Tomatoes

Deep Dish Apple PieRolls & ButterCoffee/Tea



Friday, April 4 Saturday, April 5th





The winnerof the 2003 OFLA Student

Program Cover Design Contest is:****** Theresa Adams ******

a senior at Wadsworth High Schooland the proud Spanish student ofSusan Birch-Acosta. Theresa willreceive a $100 cash prize award andher original design will be featured onthe Conference and Awards Luncheonprograms. Congratulations Theresa!

OFLA is pleased to recognize thesecond and third place contestwinners who will receive cash prizeawards of $75 and $50 respectivelyfor their impressive entries and theOFLA teachers who sent in over twohundred student contest entries.Thank you!Second place winner: Brett Albert,Grade 12, Grove City High SchoolSharon Combs-Wright, Spanish Teacher

Susan Birch-Acosta, Wadsworth HS Vickie Mitchell, Kirtland HSSharon Brown, Wayne HS Lee Anne Sabol, Mentor Memorial JHSBeatrice Colage, Orange HS Rose Marie Siarka, Cleveland CentralSharon Combs-Wright, Grove City HS Catholic HSHeather Djafi, Eastmoor Academy HS Joyce Skocic, Mt. Vernon HSJolene Kopena, Genoa HS Carol Theis, Solon HSMelissa Kozel, Solon HS Nicole White, Eastmoor Academy HSPamela Lightner, Miller South MS Holly Ziegler, Willard HSPatricia Longine, Holy Name HS Deborah Zito, Solon HS

Super teachers:

Third place winner: Lara Farah,Grade 11, Orange High SchoolBeatrice Colage, Spanish Teacher





The Ohio Foreign Language Association

cordially invites you to the

!Gala Extraordinaire!

sponsored by

Holt, Rinehart, and WinstonThursday, April 3, 20034:00 p.m. until 6:00 p.m.

Renaissance Cleveland HotelExhibition Hall

The Best Foreign LanguageParty South of the Great Lakes!

Join your colleagues for a free evening of fun, food, and entertainment, whileyou leisurely browse and shop among the sixty exhibits showcasing the most up-to-date foreign language multi-media resources available to educators!

OFLA has the reputation of being one of the biggest, best, and most innovativeforeign language conferences in the nation! The !Gala Extraordinaire! will confirmthat claim to those unfamiliar with our Annual Spring OFLA Conference. Galainvitations will be sent out in March to non-OFLA members throughout NorthernOhio and other regions upon request.

OFLA Conference 2003 attendees are already members and as such need nospecial invitation to attend this reception. OFLA members are encouraged tocopy this promotional flyer and share it with any foreign language teacher inOhio.





Advantages of Study Abroad“Also sprach Zarathustra”-Wort der Woche-sprechenBreaking the Conference Code: Getting the Most Out of the OFLA ConferenceCreativity 4UFLES Swap ShopI Tried It ... They Liked It! Tips for the Beginning Foreign Language TeacherUsing Big Books to Promote LiteracyUsing Sister Cities to Establish Exchange Programs“¡Vamos a la playa, calienta el sol!”

A Summer in ProvenceFinally! Tips and Tricks for the Elementary Language Teacher K-6Pre-Service Teachers Want to Share!Pronunciation Activities for the Communicative ClassroomStandards Myths and MisconceptionsThe Contemporary Music Approach to Teaching Spanish, French and ESLThe Do’s and Don’ts of Designing an All Digital Language Learning LabThe Foreign Language Student Newspaper: A Means for Recruiting, Retaining and RevitalizingThe Ultimate Classroom: Planning Homestays and Travel Abroad with Students

Ballet in French ClassDrama in the Foreign Language ClassroomHawken School’s Content-Based, Early Learning SpanishLearning Grammar through Guided Self CorrectionNational Board of Professional Teaching Standards-Can I Do It?Perspectives on Holocaust PedagogyTarget Language Discussions on Controversial IssuesTeaching Spanish Grammar and Vocabulary Using Popular Lively Latin Music!What Should I Know and Do to Become a World Language Teacher?

AATF Ohio Business MeetingAATG-OHIO Spring MeetingAATSP MeetingBrown Bear Brown Bear-Let’s Speak French (or Spanish)!Composition, Grammar, and Editing Skills-What Does One Have to Do With the Other?Fulbright PanelGetting the Standards <WRITE>: A New Look at WhiteboardsPaper Plates, Puppets & Pizzazz: How to Perk-Up Your FLES/FLEX ProgramUsing Peer Tutoring to Meet the Needs of Diverse Learners in the 2 nd Language and ESL Classroom

An Intimate Portrait of Cuba 2003College and University Issues Panel Discussion

Friday, April 4Session Group I7:45-8:40 a.m.

Session Group II8:50-9:45 a.m.

Session Group III10:15-11:10 a.m.

Session Group IV11:20-12:15 p.m.

Session Group V1:50-2:45 p.m.





German-Ohio’s HeritageIntroducing Writing to Beginning Foreign Language StudentsRevitalize Your Classroom with Learning CentersStrategies for Success in Foreign Language LearningThe Acquisition of Idioms in a Second LanguageThe Importance of Academic Advising for Language Students-What You Can Do to HelpVantage Points: Sharing a View of the World

Bringing the Past and Present of Mexico Together Through LiteratureDialogue About Initiatives in ESL LicensureFour Terrific Tricks to Get Your Students Up and Thinking!Keep On Trying with the Tripod!Let There Be Music in the French ClassPutting Their Language to WorkSnappy Starters and Quick Closers: 5 Minute Activities to Begin and End Your ClassThe Collaborative Articulation and Assessment Project (CAAP)Update on Goethe Institut Inter Nationes for German Teachers

Add Africa to Your French ClassDistance Learning: Bridging the Gap Between Mexico and Akron, OhioKreatives SchreibenLiving Spanish in Mexico: Benefits for You and Your StudentsNCATE Standards for the Foreign Language Teacher Education ProgramPassport to RussiaSalsa: Sauce for the SoulTeacher Preparation in Ohio: ACTFL/NCATE PartnershipTextbooks, Authentic Languages, and Spoken French: What Every French Teacher Should Know

AP-From Start to FinishBringing Mexico Back to Our StudentsEnglish on a Roll: Making Grammar and Syntax Learning Fun & Effective!French Self-Efficacy and Its Role in Language LearningGive a Kid a Pencil or Teach a Kid to WriteMoney, Money, MoneySo Your School System Wants a FLES ProgramTeaching Sembene Ousmane: Fiction and FilmUsing the Internet to Teach Literature

Beyond Cheech and Chong: Effective Use of Spanish Language Films in the Secondary ClassroomCreating Learning Opportunities with Every StudentGerman Literature Class Production of a Murder Mystery

Session Group VI2:55-3:50 p.m.

Session Group VII4:20-5:15 p.m.

Saturday, April 5Session Group VIII

7:45-8:40 a.m.

Session Group IX8:50-9:45 a.m.





Helping Students to Show Their Stuff: Building Successful Performance-Based TasksNBPTS ... Everything You Could Have Asked!Revitalizing Your Classroom with TechnologyStrands of PearlsThe ENGLISH VERB WALL: It Looks Right Until It Sounds RightThe Fulbright Experience

Amigo de las Américas-An Adventure of a LifetimeAutobahn-ography - Life is a JourneyCORE-FL/Alliance MeetingFLES Thematic UnitsKindergarten Classrooms in Japanese and Russian: Analyses of InstructionSymtalk: Memory and Language AcquisitionThe Teaching of Vocabulary in a Spanish ClassTricks of the Trade for New Foreign Language TeachersUsing Web CT Chat in a Foreign Language Classroom

Explorez la francophonie à MontréalEnseigner UNE SI LONGUE LETTREIntroducing REALIDADES: Prentice Hall’s New Spanish ProgramLe Grand Concours 2003Preparing PreK-8 Foreign Language Teachers in a 9-12 WorldTapping the Potential of the OFLA WebsiteTeaching in the BlockToday’s Technology for Today’s Language TeacherUsing Movies in the Classroom

Activities for World Language ClassesCultural Awareness and the 5 C’sDesde Puerto Rico a su aulaExpresiones IdiomáticasInvigorate Your Teaching through Summer Study AbroadTeaching French through FilmsUsing Web Portfolios to Teach Second Language Reading and Culture

Session Group X10:15-11:10 a.m.

Session Group XI1:50-2:45 p.m.

Session Group XII2:55-3:50 p.m.

Call for Presiders!Presiders introduce speakers for the sessions at the conference and pass outevaluation forms to people attending the sessions. Presiders can also earn a .1CEU. If you would be willing to be a presider for one or more sessions, pleasee-mail Dwight Loken at [email protected] with your name, address, and firstand second choices for sessions.


JUSTOLAMASBuenos Aires, Argentina

“Justo is a phenomenal singer whocreates great rapport with the kids.If you are planning to host or attenda Justo Lamas concert, you are infor a treat.”

KAREN SANCHEZ Geneva, NY

“Justo Lamas is one of the warmest,nicest, most sincere young men I haveever known. The kids just feel thatwarmth, along with his powerfulvoice.”

MARILYN BARRUETA Arlington, VA

“The most exciting thing is that Justo’s musicappeals not only to those who already speakSpanish, but also to the English-speaking studentsof all backgrounds.”

LAURIE NESRALAEncinitas, CA


“A big THANKS to Pam Kaatz who notonly has brought Justo to us, but whodoes an incredible job of organizing theconcert. With Justo’s talent and charmand Pam’s educational skills, they form apowerful teaching team.”

Justo is inspriring Spanish learners byteaching songs to foreign language stu-dents. Through his music, language isacquired in a more natural way. And stu-dents are responding! Justo first attractsthem with his modern rock music. Thenhe introduces more traditional music witha series of ‘classics’ that he has updated.Come and see how fun learning spanishcan be with Justo!

#2

TERRI MARLOW Parkersburg, WV



“Justo is the best audio visual

aid in my Spanish Program!”

LINDA HEATHINGTON

Staton, TX


June Phillips then spoke about theEd Scebold memorial endowment,which will be a capital campaignso that ACTFL can move frombeing a rent-payer to being anowner. The organization is hopingto buy a building and theendowment will provide the downpayment. This endowment fundwill also grow over time and theinterest would be used for variousgood causes. It seems that ouryoung OFLA endowment fund ispart of a trend that can only be goodfor the profession. Endowmentfunds enable our organizations toattract larger corporate donors andto fund projects that will have acontinuing impact on ourunderstanding of foreign languageteaching.

Among the shorter news items, butimportant to our membership, isthat the most recent update of thenational enrollment figures shows(even though not all the states areinvolved) that there is a definiteincrease in elementary FLprograms and the overallenrollment decline has flattenedout, hopefully to end and go theother direction.

The most exciting prospect, by far,was Christy’s idea concerning thepossibility that 2004-2005 will bethe Year of Language in theUnited States. This would be amulti-language celebration oflanguage use. The topic provokedconsiderable discussion and manyquestions, mostly centered onconstructive discussion of how wemight structure this celebration andbenefit from it. There was anexplanation of 2001 the Europeanyear of language use, where therewas an effort to make sure that each

citizen would be proficient in at leasttwo languages in addition to theirnative tongue. They had 40,000activities that took place at every agelevel and in many different places,from prisons to elder-hostels! Herein the USA, each regional and stateorganization would also incorporateand celebrate the year in its own way.OFLA, as one of the largerorganizations, could be a realbandleader in the events!

There was also good news regardingthe national media campaign, whichOFLA Past President Mike Hauberspoke about at the August meeting: itis becoming a distinct possibility. Andthe most distinctive aspect to it mightbe the use of the Sesame Streetmuppets from the foreign countryprograms to give the public serviceads (PSAs) the appropriate flavor.Still, as Dave Edwards, ExecutiveDirector of the Joint National

Committee for Languages and theNational Council for Languagesand International Studies, pointedout, these ideas will take money toimplement and we (ACTFL andJNCL-NCLIS) don’t have it yet.But, as he said, he thinks there isgood reason to believe that with thenational political climate changingtoward a more favorable stancetoward languages, there will befunding that we can use!

To close this brief report, there islots of room for growth in our areaand we hope to position ourselvesto take advantage of theopportunities in foreign languagesthat come our way. The ExecutiveBoard and our committees arededicated to a year of vigorousefforts and we know that ourmembership is also committed,active and productive.

ACTFL, cont’d from page 1

Share your expertise...Advocate for foreign languageinstruction in our elementary

schools...

Join the

OFLA Committeeon Early Language

Learning!

You can make adifference!

Becomeinvolved...

For more information, e-mail Cheryl Ames [email protected]


I. Workshops at the annual OFLA conference

CORE-FL is pleased to sponsor 2 different workshops this year at OFLA’s Annual Conference.

1. Improve your dancing by learning SALSA.2. Learn more about an important new initiative affecting our State along with new

methodologies through which to enhance all students’ learning.

II. Annual Summer Workshops: Something for Everyone 2003

CORE-FL again brings to you quality summer workshops.

Don’t miss these exciting, upcoming events sponsored by:

CORE-FL Northeast Alliance

CALLING ALL FOREIGN LANGUAGE TEACHERS

Watch for more information or Contact us:Dr. Guice at (216) 295-4200 or Bob White at [email protected]

2 Days of Discovery, Excitementand Professional Enrichment!

August 11 & August 12

Monday, August 11, 2003

Morning Workshop:

AP Foreign LanguageWorkshops

This year we are offering separate AP workshopsin German, French, Latin and Spanish for bothnovice and experienced AP teachers emphasizingvaluable practices for all language students.

Afternoon Workshop:Methodologies

Tuesday, August 12, 2003:

Full Day of Computer Workshops

What’s new in Technologyand Computer-Related

Resources?

**One (1) unit of Graduate Credit availablethrough Ashland University for fullparticipation in both days of workshops.


Instructors: Jean LeLoup, Associate Professor of Spanish at SUNY Cortland & Barbara C. Schmidt-Rinehart,Professor of Foreign Languages, Ashland University.

Program Description: Participants will spend two weeks living with Venezuelan families, attending classesand visiting sites of cultural and historic significance. Participants earn 6 credits at the graduate level fromSUNY Cortland. Three credits are earned during the component of the course that takes place in Mérida.Students earn an additional 3 credits after returning to the U.S. upon satisfactory completion of the second halfof the course, conducted via the internet using WebCT software.

All participate in two courses: The Spanish 529 Methods Course : Connecting Cultures IV: Perspectives ofVenezuelan Culture is an advanced methods course conducted in Spanish. It will enable the participants toexplore in depth the products, practices, and perspectives components of the Culture Standards area. Venezuelanculture will be the primary focus of a culminating project that includes the use of authentic materials and theintegration of technology to meet the Culture Standards for Foreign Language Learning. Participants will beexpected to attend class daily, to collect authentic materials for class use, and to learn or enhance alreadydeveloped skills in technology to create a final project that embodies the theme of the workshop: culturalproducts, practices, and perspectives.

Advanced Spanish Grammar and Conversation for Teachers : The class is designed to increase vocabulary,improve pronunciation, and improve overall proficiency in the Spanish language. Cross cultural themes will bediscussed in the conversation portion of this class, which is taught by Venezuelan professors.

For more information and program application, contact the Office of International Programs SUNY Cortland(607-753-2209) or visit the program website at

http://www.studyabroad.com/suny/cortland/teach_venezuela.html. Application Deadline: April 1; Space limitedto 15 participants.

A new session of the low-residency program begins in July of each year, and spans three summers and twoschool years, requiring three intensive weeks of study the first two summers, one week the third summer, andtwo school-year projects.In addition to providing intensive language training in French and Spanish while exploring salient culturalissues, we offer theory and pedagogy courses aimed at improving teacher practice. Perhaps the most excitingaspect of the program is the evening seminars, in which teachers will develop skills in action research and selfanalysis (of teaching) and will help define the best possible practices of teaching and thinking in languageinstruction.We feel confident that the people who pass through our program will not only improve markedly as teachersand French or Spanish speakers but will also be well on the way to becoming leaders in their schools and in theirfields.

For more information about the program, contact the MATSL office at802-440-4710 or [email protected], or visit our web site at:

http://ford.bennington.edu/RCLC/Programs/matsl.html.

Bennington College is offering a Master of Arts in Teaching a SecondLanguage (MATSL) degree.

Institute for Teachers of Spanish in Mérida, Venezuela.

SUNY Cortland, in affiliation with the VENUSA Institute of Modern Languages, is pleased to offer its Summer

July 12-27, 2003


It’s time to warm up your winter! Withmore pleasant weather on the horizon,thawing general misconceptions aboutour role as international educatorsseems like a hot topic. As languageeducators, we have always pridedourselves in making cross-curricularconnections. Recent developments,such as the remarks made by U.S.Secretary of Education, Rod Paige,below, have highlighted theimportance of making connections toother subject areas and to our local andworldwide communities.

We recently accessed a teleconferencefor world language teachers dealingwith second language acquisition. Oneof the more interesting points ofdiscussion was the idea that culture isthe umbrella under which all othercommunicative skills are acquired andperformed. In other words, tocommunicate effectively, one mustunderstand the culture of therecipient(s). This view of com-munication encourages us toreevaluate the role of culture andinternational awareness in ourclassrooms. With new technologiescoming into our buildings and withAcademic Content Standards that willchallenge students to have moreawareness of the world around them,we can no longer focus just onlanguage production and hope thatcultural awareness will occur as abyproduct.

With a new emphasis on culture andcultural awareness, several eventsdealing with international col-laboration in the classroom haveoccurred. The Asia Society sponsoredthe States Institute for InternationalEducation in the Schools inWashington, DC. While the primaryfocus of the Institute was on

incorporating more exposure toAsia, the general theme was theexpansion of opportunities forstudents, educators, and com-munities to become aware of theinterdependence created byglobalization.

Several dignitaries, includingSecretary of Education Rod Paigeand former congressperson PatSchroeder from Colorado, madepresentations on this issue. Inaddition, a video presentation bySecretary of State Colin Powellurged all to seek effective waysto integrate internationaleducation into the curriculum.

Excerpts of remarks by U.S.Secretary of Education RodPaige before the States Instituteon International Education inthe Schools:

November 20, 2002

“I appreciate this opportunity toannounce as part of ouracknowledgements of Inter-national Education Week, animportant policy directive.

ONE: I am directing that theDepartment of Education broadenits focus and become more

engaged in building internationalrelationships through the languageof education. For many seekingcloser ties with the United States,the Department of Education is apoint of entry.

TWO: I am directing that weexpand our efforts to learn fromother countries about techniquesand practices that will help usimprove our own system ofeducation.

THREE: I am directing that weprovide leadership on educationissues in appropriate internationalforums and settings, and work withappropriate partners in othercountries on initiatives of commonbenefit.

And FOUR: I am directing that wedo a better job of exposing ourstudents in this country to otherlanguages, cultures, and challengesoutside our borders.

We already play an important rolein developing foreign language andarea-studies expertise at the highereducation level, through ourFulbright-Hays and Title VIprograms. And we will continue.But we need to start that instructionmuch earlier in our young people’seducation careers.

...We are ever mindful of thelessons of September 11th thattaught us that all future measuresof a rigorous K-12 education mustinclude a solid grounding in othercultures, other languages, and otherhistories.

In other words, we need to put the“world” back into “world-class”education.

Brighter Skies: Learning with an International Flair!by Charles Conway & Debbie Wilburn Robinson


International education shouldn’t bean add-on. International content canbe integrated into the teaching ofmany subjects. When children readstories, some should be by and aboutpeople in other countries. Studentsin dual language immersionprograms often study some of theirmath, science, and other lessons inthat language. They are buildingskills in both English and anotherlanguage at the same time that theyare learning subject-matter content.Some children in our country arelearning these skills, but many morecould and should do it.

And starting this year, theDepartment will each year recognizea teacher whose outstanding workhas helped our young peopleunderstand world issues and othercountries, cultures and languages.

Next year during InternationalEducation Week, I hope to meet thatoutstanding teacher.

Our Migrant Education programworks throughout the year withmigrant education officials in U.S.states, Mexican states, and thefederal government of Mexico tohelp ensure that no child is leftbehind because his or her parents areagricultural workers who migrateacross borders to earn a living.

We are working with other countries,such as in the US-China eLanguageproject which aims to provideopportunities to learn English andChinese to people in both countriesusing the Internet.

This is the start of providingopportunities for students to learnlanguages on line through authenticsituations so that they are notprevented from learning a second orthird language by the shortage offoreign language teachers.

A year ago, President Bush and Iunveiled the Friendship throughEducation initiative to help childrenand schools in Afghanistan. Inresponse, American studentsreached out to share their thoughts,their dreams and their culture withstudents in Afghanistan RefugeeCamps and other countries in theMiddle, Far and Near East.

And in the exchange, many foundthey are more alike than different.

The Department of Education istaking the international lead that theworld of the 21st century demandsof us. And I want to hear from you.You are on the front lines so wewelcome your input and advice”.

Rod Paige, Secretary of Education

For the complete transcript ofSecretary Paige’s speech, pleasevisit

http://www.asiaintheschools.org/remarks/home.htm

Twenty-two states at the Institute,including Ohio, were charged withreviewing current information oninternational education in theirstates. Having completed the initialresearch, each state created an actionplan to develop a better internationalpresence in local curriculum andassessments. The team from Ohioconsisted of Elizabeth Ross,Executive Assistant for Education,Office of Governor Taft; SteveAbels, Director of MulticulturalAffairs, Office of Governor Taft; andCharles Conway, World LanguagesConsultant, Ohio Department ofEducation.

One aspect of Ohio’s action plan isto create rollout materials in eachsubject area as part of the academiccontent standards and supportmaterials development process.

Currently, English/Language Artsand Math are in the process ofdeveloping rollout materials.Social Studies and Science willbegin the eighteen-month processvery soon. Foreign Languages,Fine Arts, and Technology willbegin their creation of rolloutmaterials once their standards areadopted. The target date foradoption is December, 2003. As aresult, we have an excellentopportunity to ensure a greaterinternational presence in Ohio’seducational system.

For additional information on theStates Institute, visit

www.asiaintheschools.org

Debbie Robinson, WorldLanguages Consultant, attendedThe U.S. Department ofEducation’s forum for ForeignLanguage and InternationalEducation in Washington, DC.Consultants from each state metwith coordinators of foreignembassy outreach and educationpersonnel. We received a wealthof information on highlymotivating projects that linkstudents and teachers to the world.Many resources may be found onthe Friendship Through Educationweb site:

www.friendshipthrougheducation.org/

Continued on next page


needs. After selecting a project,participants meet through thesecure online interactive forums.Each project has a final product orexhibition of learning that hastaken place as part of thecollaboration. Examples of projectproducts have included websites,creative writing anthologies, letter-writing campaigns, fundraisingevents, reports to governmentofficials, and many more. There areover 100 projects within iEARN.For a list of iEARN online projectsvisit: www.iearn.org/projects.

Web site: www.epals.com

ePALS connects 4.5 millionstudents and teachers in 191countries for teacher-designedcross-cultural and interactiveprojects. Classrooms usemonitored email, languagetranslation, discussion boards,maps and more to work and learntogether. Find a partner classroomand collaborate on school projects,practice foreign language skills,and establish internationalfriendships.

Website:

www.globalschoolnet.org

Contact: Phone: 760-635-0001

Fax: 760-635-0003

Global SchoolNet Foundationpartners with schools, com-munities, and businesses to provide

One of the most interesting projectswe learned about is iEARN.

International Education &Resource Network

Web site:

www.iearn.org

Contact: [email protected]

Since 1988 iEARN has enabledyoung people to use the Internet andother new technologies to engage incollaborative educational projects.These projects both enhance learningand address issues of globalimportance. iEARN currently links400,000 participants in over 95countries in 29 languages through aunique project- based learningnetwork. As part of the educationalprocess, participants in iEARN areasked to reflect on how their projectwork will affect the quality of life onthe planet.

Activities

There are four main ways you cancommunicate within the iEARNnetwork:

Snail Mail - Letter, pictures,photographs, essays and culturalartifacts can be exchanged throughsnail mail to your partners around theworld. The Global Arts: A sense ofcaring and Comfort Quilts are twoprojects you and your students canbe involved in right now.

• Comfort Quilts

The project was created in responseto the caring needs of childrenreceiving medical hospital or cliniccare, devastating effects of naturaldisasters and in transition, crisis or

displacement from their homes.Each participating school/class ororganization makes one or morequilts using fabric squares on whichthey have drawn smiling faces.Many schools are currently creatingquilts for victims of the September11th attacks.

• Global Art

A sense of caring brings together thepower of visual arts, literacy/communication, and action to honorinspire, and be inspired by the caringof the children and youth from localto global contexts. Participatingstudents create and exchangeartwork and writing with severalother participating schools on thetheme: A Sense of Caring! Eachparticipating school/class/or-ganization will receive artwork fromsome of the other participatingschools. A website is maintained bythe project coordinator to showartwork with descriptive writing e-mail communication from allparticipating schools

• E-mail

There are an estimated 5000elementary and secondary schoolsand youth organizations in 95countries involved in iEARN on adaily basis. The network supportsclassroom-to-classroom or student-to-student project related e-mailexchanges. IEARN has amembership database for teachers,making it easy to find countrycontacts and project partners.Interaction in iEARN is password-protected to insure security and aglobal sense of community.

• Online projects

All iEARN projects are designedand facilitated by participants to fittheir curriculum and classroom


online collaborative learningprograms that prepare students forthe workforce and help them tobecome responsible global citizens.GSN is a not-for-profit 501©(3)educational organization that hasbeen linking classrooms around theworld since 1984. GSN’s freemembership program providesproject-based learning, supportmaterials, resources, activities,lessons, and special offers fromGlobal SchoolNet partners.

Web site: www.sister-cities.org

Sister Cities International (SCI) isa non-profit citizen diplomacynetwork creating and strengtheningpartnerships between U.S. andinternational communities in aneffort to increase global cooperation,promote cultural understanding, andstimulate economic development.SCI leads the movement for local

community development andvolunteer action, by motivating andempowering private citizens,municipal officials, and businessleaders to conduct long-termprograms of mutual benefit.

SCI was founded in 1956 byPresident Dwight D. Eisenhowerand today represents 2,100communities in 121 countriesaround the world who are engagedin a number of diverse programsincluding healthcare, environment,arts, education, economic andbusiness development, public safetyand much more.

Activities

Find a Sister City

When a community of any sizedecides to join with a community inanother nation to learn more aboutthe other and to develop friendly andmeaningful exchanges, the twopropose a formal affiliation leadingto official designation as “sistercities.” Ask your teacher, family,

neighbors and city leaders to workwith you to find a sister city/schoolfor your community! We are awareof over forty existing Sister Cityrelationships across Ohio atpresent. Some of thoserelationships include exchangeprograms for students, teachers,and citizens. Cleveland (linked toAlexandria, Egypt) and Mont-gomery (linked to Neuilly-Plaissance, France) are examplesof Sister City relationships withexchange components.

Charles and Debbie really want tohear how you’re connecting yourstudents with others. Tell us aboutproject-based learning op-portunities, cross-curricularcollaboration, and the like. Youcan reach us a:

[email protected]

[email protected].

Share your expertise...Advocate for foreign language instruction in

our elementary schools...Join the

OFLA Committee on EarlyLanguage Learning!

You can make a difference!

For more information, e-mail Cheryl Ames - [email protected]

Become involved...


The visit sponsored by the UtahForeign Language Associationbegan with a bus ride for 45 milesnorth to Brigham YoungUniversity. We were warmlygreeted by the Foreign LanguageChair, Professor Bush, andforeign language students intenton becoming teachers. Afterrefreshments, we were dividedinto three groups, facilitatingtransportation around to the othertwo foreign language-relatedbuildings on campus.

I remained in the room where wewere greeted. Professor Bushexplained projects whichintegrally involve under-graduates. Four-year Bachelorof Arts in Foreign LanguageTeaching students produce CDsand a DVD as a group project.These products can be used tocreate lesson plans, songs, fables.They carry functional teachingobjectives. The lesson plantemplate, for example, has pre-and post-activities for eachlesson. The B.A. program hastwo methods classes. Thestudents use the classicO’Maggio text on languagelearning in context, as well asanother text, MakingCommunicative TeachingHappen. There is mentoring oncampus through the College ofHumanities. One-to-one onlinetutoring is available using a web/cam unit.

The teaching and materialsdevelopment is partiallyundertaken with a National

Security Education Program(NSEP) grant. A primary purposeof this grant is to increase nationallanguage capacity for the lesscommonly taught languages, and“other strategic languages”. CDsproduced and on sale through a website are “French and the WinterOlympics”, and another featuring“Destinos!” The value of theseresources is in the synergy effectcomplementing lessons. Prototypelessons include those featuringArabic, Chinese, Hindi, Korean,Spanish, Ukranian, and Swahili.

On the latter, a one-semesterSwahili course had the intriguingdevelopment accomplished ex-clusively by students! A team ofsix students, two specializing ininstructional design, two Swahilimajors, and two learner-teachers,went to Africa to video, tointerview, to live. Future researchin materials development is slatedfor Arabic.

Here are websites for furtherinformation and for CD purchasing:

http://zola.byu.edu/vad

for information on the ERF project(below);

[email protected];

.Frenchcd@byu.

This site offers the CD purchasefeaturing 15-20 hours ofinstruction.

The National Middle EastLanguage Resource Center,funded by the Department ofEducation, sponsors K-12advanced summer programs forteachers or for promisingstudents. Research, materialsdevelopment and testing areprimary purposes for its being.Activities are focused of Arabic,Hebrew, Persian and Turkish.

Dr. Melby, a professor from theDepartment of Linguisticsdescribed projects from his areaof expertise. Primarily work is onthe BYU Electronic Film Review(EFR), using computer-basedsystems to improve listeningcomprehension in foreignlanguage and ESL students. TheEFR needs a specialized DVDplayer; it is interoperable with aninternational format called VideoAsset Description. The reviewallows for discrete analysis ofsmaller clips, whether on thesubscenes, or on the individualutterance levels. A sequence ofcommands gives a play list,individualized by the user. Thiscan include a vocabulary listdefined by circumlocution ratherthan by dictionary properdefinition. One project currentlyin the making is “French forChocolate Lovers”. For moreinformation about the BYU EFRproject, please contact thedirector of the project, Alan K.Melby, by email:

[email protected],

with [EFR] in the subject line.

Site Visitation, Brigham Young UniversityACTFL Conference, 2002 by Rita Stroempl


Professor Dana Scott Bourgeriespoke to us about his project, theChinese Flagship Initiative. Astudy abroad experience is madeavailable at one of the top threeuniversities in Beijing topromising undergraduate stu-dents as well as businessexecutives.

After the visit at the materialsdevelopment site, our group wentto the Missionary LanguageLearning Center, devotedexclusively to the training ofmissionaries for the Church ofJesus Christ of Latter-Day Saintsfaith. ESL, Japanese, Spanish,French, Russian, and Portugueseare taught using a pedagogylabeled TALL, the Technology-Assisted Language Learningmethod. Students are in thebuilding 40 hours a week, 15 ofthese hours in the language lab.Students are no longer tested foraptitude in language learning.Motivation and attitude havebeen found better indicators forlearning success in this milieu.The entire learning methodencompasses 24 tasks. Twelvestudents is the largest class size.Each group has three teachers,one for morning, one forafternoon, one for evening. Theaverage age of the pre-missionarystudents is 19-21 years. Theaverage age of the teacher is 21-24 years old, the teachersthemselves being recentlyreturned missionaries. The step-by-step teaching-learningmethodology begins in theclassroom. Then the student hasindividual study time, followedby a 5-20 minute 1:1 interactionwith a teacher. Finally, thestudent is put in a simulation

situation which is taped. Thestudent practices a scenario; forexample, the one we viewed waswhere the student was meeting acouple in their living room. Thenthe student is given feedback on thetaping. A repractice of the scenariofollows.

We visitors were given anopportunity to use a languageprogram of our specialty in thelanguage lab. Using the Frenchprogram was relatively easy, thoughthere were some loops leading backto primary initial scenes forredundancy. Each part of theprogram was focused on religiousdialogue preceded by possible socialsituations in meeting others.Positive reinforcement was beingable, with each successful step, tomake a picture frame for religiousimages.

The third and last site of theBrigham Young University visit wasto the Humanities Technology andResearch Support Center. Furtherinformation of this center can befound at this address:

http://humanities.byu.edu.

There is testing for 81 exams for 25courses per semester within thisbuilding. It has 8 full timeemployees. The multimedia examsare either true/false, or shortanswers. The system is not yetcapable of scoring full paragraphanswers; these must be gradedindividually by each course’sprofessor. The Hypercardpresentation format is beingreplaced by the Revolution program.Work is being done on a ForeignLanguage Achievement Testing

Program. Webclips on grammarinstruction are available via:

http://clipsone.byu.edu/byu

Work is being done on a ForeignLanguage Interview Test, whichincludes reading, listening andgrammar sections.

A well respected program whichhigh schools and colleges use isthe WebCape Placement Testing.It has a reliable and valid itemdifficulty analysis, calibratedwith adapted testing. That is, itincreases in difficulty, but dropsback to easier items as the testtaker needs. A demo exam isavailable at:

WebCAPE.BYU.EDU/DemoEntry/Menu.Demo

In lower case, use the user id:demo user

The password is: guava

Finally, this third session came toclosure with the announcementthat the center is working on aconcept of web DVD, on anItalian language programentitled, “C’eravamo tantoamati”.

What better theme than love toend a full day of incrediblesharing of foreign languagelearning and technologydevelopment.


Submission deadlines

All forms and guidelines for the March 2003 submission requirements may be found on the ODE website at thefollowing link: (www.ode.state.oh.us . On the left sidebar, click on “business centers,” then “teaching profession,”then “educator preparation.” The submission guidelines are half way down on that page.)

1. No later than March 15, 2003, submit:

• Yearly updates on all programs (use the “Program Approval Cover Sheet”—Form A, and“Rejoinder/Yearly Update Sheet” on the ODE website). This yearly update must includealignment with the Ohio K-12 Academic Content Standards as they are adopted by theState Board of Ed (projected for December, 2003 for Foreign Language). Each institution maydecide how to present alignment documentation.

• Three semester hour, state mandated content area reading course, (or equivalent if integratedinto coursework) for AYA and Multi-age licenses. Evidence is documented in the yearly updateby an audit sheet indicating the content area reading course or by syllabi showing integratedcompetencies and contact hours.

2. No later than March, 2004, submit:

• Full folio submissions for programs that have changes in standards:� ACTFL – Foreign Language (newly approved by NCATE)

• INTASC Professional and Pedagogical Core for AYA, Multi-Age, and Vocational Programs.(Volunteer institutions will pilot these standards during the 2002-2003 year. ODE and the volunteerinstitutions will create assessment rubrics for the standards and develop assistance modules thatwill be available on the ODE website.) Contact Deb Mallonee if your institution wants tovolunteer.

• Yearly updates on all programs. This yearly update must include alignment with the ForeignLanguage Ohio Academic Content Standards if these standards are adopted by the State Boardof Education in December, 2003.

Program review schedule: Programs may be submitted to ODE at any time.

• Programs/rejoinders submitted by October 15 will be reviewed by January 15, or in time for theJanuary OTELAC meeting.

• Programs/rejoinders submitted by March 15 will be reviewed by June 15, or in time for the JuneOTELAC meeting.

• Rejoinders only submitted after March 15 will be reviewed by August 15, and in time for the fallOTELAC meeting.

To learn more about NCATE, please plan on attending the following session at the OFLA conference: “TeacherPreparation in Ohio: ACTFL/NCATE Partnership.”

Around the State, continued from page 7


where “being bold” comes in. This is where youtell yourself you’re not going to let your fears keepyou from realizing your dreams. This is where youignore your fear of making mistakes and soundingstupid, and resolve to do your best to improveyour language ability. You can’t focus on howmany others speak better or worse than you; yourmain focus is to advance to a higher level thanyou were before. And that will only happen whenyou have prolonged contact with native speakersof the target language.

Family is another reason why many teachers don’tstudy abroad. Having a family is a giganticresponsibility, and I don’t think many people woulddisagree that one’s family should be top priority.

But what about YOU? Surely there comes a timewhen you have to do something for YOURSELF.I know the feeling of going in to school every dayto try to motivate your students to learn a subjectthat has even started to feel boring to YOU. That’swhen you start thinking, “It’s just a job.” That’swhen you start to tune out all the student problemsand internal political intrigues and concentrate onsaving your peace of mind. And that’s when youstart losing your effectiveness. At this point, manyteachers are burned out and coasting toretirement. And the saddest thing is that the bittermemories they are left with tend to obliterate thememories of all the good years, when they wereidealistic and energetic and willing to go all out toreach their students. I have seen a lot of teacherslately who just want to fade away quietly whenthey retire rather than have a big party to celebratetheir teaching careers, and I think that some ofthem just don’t want to think about their final yearsanymore. They just want to do something theycan feel good about again.

You are certainly the best judge of whether or notyou can get away from your family to study abroadfor a period of time. But before you write off the

entire possibility, you should realize that there aremore and more programs of shorter duration. Ifyou can’t take off six weeks, what about three?Are there other family members who would helpout if they were aware of your dilemma? Maybeit’s not as impossible as you think.

And before I sign off on this topic, I want to alsomention that—contrary to popular opinion—Ibelieve there is value in getting a traditional MA inliterature. I have heard many language teacherssay that it is a waste of time for them to read allthose books that they will never be able to use intheir K-12 classes, so they enroll in M.A.T.programs (which include education courses as wellas some language courses), or simply go for aneducation degree. Well, I believe that pedagogycan be learned from books, conferences, or evenfrom listservs like FLTEACH. And I wouldn’t saythat all of the pedagogy courses I have taken wereuseless. But the most valuable commodity to aforeign language teacher is familiarity with thelanguage, and that can be obtained from exposureto written—as well as spoken—language. So, eventhough it is unlikely that I will ever have occasionto teach Galdós’ Doña Perfecta to my exploratorystudents, it is still a worthwhile activity to help

develop my language skills. . . and gain a certaincultural insight that I didn’t have before.

My purpose in writing this is NOT to make anyonefeel guilty or ashamed of their shortcomings.Dwelling on the negative is never a good idea,especially if you’re a K-12 teacher. But if you knewwhat a difference a study-abroad program couldmake in your life, would you be so quick to write itoff as “impossible”? Think about it. Make a list ofpros and cons. Look for information about someof the programs on the web and see if you canfind one that will work for you.

“Being bold” takes a lot of courage, but the rewardsare phenomenal!

Being Bold, continued from page 11

if you knew what a difference a study-abroad program could make in your life,would you be so quick to write it off as“impossible”?

“Being bold” takes a lot of courage,but the rewards are phenomenal!


OFLA TEACHER GRANTSEligibility:

Any active member of the Ohio Foreign Language Association is eligible to apply for an OFLATeacher Grant, with the exception of those who serve on the selection committee.

Guidelines:

A. Proposed projects must lead to the development of materials that will be used in the foreignlanguage classroom. They may include request for travel, software, and equipment.

B. Proposal must reach the OFLA Scholarship Committee Chair by April 15, 2002.

C. The Scholarship Committee will notify winners by May 1, 2002.

D. Grantees must agree to present their materials in a session at the annual conferencefollowing the award or in an article for The Cardinal. They are encouraged to share theirmaterials with other teachers through the OFLA’s Instructional Materials Committee.

Funding:

A. This year, the OFLA Executive Board has allocated $2000 for Teacher Grants.

B. The maximum amount to be awarded is $500 per person.

C. Grant recipients will receive 80% of the award in May of the year the grant is awarded, andthe remaining 20% upon completion of the final requirements, no later than the conclusionof the OFLA conference in the following year.

OFLA TEACHER GRANT PROGRAM APPLICATION FORMComplete and return the following application form by April 15, 2002 to:

Mary Goodwin, ChairScholarship Committee34 Walnut Creek Drive

Holland, OH 43528

Your Name

Are you an OFLA member? Since when?

E-mail address:

Your home address


Telephone: work: home:

Colleges and Universities attended /years / degrees:

Teaching experience: schools / years / languages taught:

Current school address:

Your Principal’s or Superintendent’s name:

Professional Service (memberships, committees, offices held)

If I receive a teacher grant, I agree to present the materials I develop in a session at the next OFLA annualconference or in an article for The Cardinal. I will share my materials with other teachers through OFLA’sInstructional Materials Committee.

Date: Your signature:

Project Summary:Describe your project. What do you home to accomplish and why? How and when will you carryout your project? Who will use your materials? How will you evaluate the effectiveness of yourmaterials? Please respond to these questions on a separate sheet of paper.

Budget: Please estimate the costs you expect to incur.Amount requested

Item Estimated cost from OFLA

Total estimated cost ________________

Total requested from OFLA ________________


OFLA Conference Scholarship for Prospective FL Teachers

A Scholarship for High School Students and their teachers!

The time has come for us all to participate in encouraging those strong high school students to considera career in foreign language teaching. One way we can help them explore the possibility of pursuing ateaching career is to invite them to attend the OFLA annual conference for a day to get a taste of theprofession. To that end, OFLA offers scholarships to high school students and their teachers. Last yeartwenty-five were awarded. The student award will be an honorarium of $25 as well as free conferenceregistration and luncheon. The teacher’s reward for making this valuable contribution to our professionwill be free OFLA conference registration and luncheon.

Who’s eligible?

High School juniors and seniors who have completed two years of language study.

What will the student actually do?

High school recipients of the scholarship will attend the annual OFLA conference in Cleveland, April 3-5, 2003. They will be greeted by their high school teachers with whom they will attend an orientationsession for high school and university scholarship recipients. They will be recognized at the KeynoteSession and will then be free to attend conference sessions throughout the day. The teachers and stu-dents will be treated to the Friday luncheon.

What will the sponsoring teacher do?

Teachers are responsible for making eligible students aware of the scholarship opportunity, as well asassisting them with the application process. A letter of recommendation from the teacher must accom-pany the application. Upon receipt of the award, the teacher will assist the student with registration andother conference arrangements. The teacher’s role during the conference is one of making the studentfeel welcomed and comfortable, but not accompanying the student through the day.

A $200 Scholarship for University Students!

University students planning a career in foreign language teaching can apply for a scholarship to attendthe annual conference in Cleveland, April 3-5, 2003. Last year OFLA was proud to award twenty $200scholarships to qualified students.

Applications (pages 51 and 52 ) and letters of recommendation must be received by February 15, 2003.Send all materials to:

Mary GoodwinOFLA Scholarship Committee

34 Walnut CreekHolland, ON 43628

[email protected]


[* File contains invalid data | InlineImage.tmp802338 *]Application FormHigh School Student Scholarship

For Conference Attendance

Name __________________________________________________________________________________

Address ________________________________________________________________________________

___________________________________________________ Phone ( ) _____________________

Parents’/Guardians’ name(s) ________________________________________________________________

High School ___________________________________________ Year (circle) Junior Senior

Number of years of foreign language completed (circle) two three four

Sponsoring teacher* (must be a paid OFLA member) ____________________________________________

Address ________________________________________________________________________________

__________________________________________________ Phone ( ) _____________________

*It is the responsibility of the sponsoring teacher to aid the recipient in registering, as well as to confirm districtpolicies regarding liability and school absence. It is not the purpose of the committee to facilitate such matters.

On a separate of paper, please write a letter indicating why you are interested in a career as a foreign languageteacher and what you hope to accomplish in attending the OFLA Conference. Please indicate your intentions ofattending sessions throughout Friday. Be sure to submit your letter of recommendation from your foreignlanguage teacher with this application.

The deadline for applications is February 15, 2003. Send to:

Mary Goodwin, ChairScholarship Committee34 Walnut Creek Drive

Holland, OH 43528

Recipients will be notified the beginning of March and checks will be presented at the Friday Keynoteaddress. Failure to attend the conference for any reason will result in cancellation of the award. Please verifypermission to attend from your high school in order to avoid conflicts.

Signature _____________________________________________ Date ____________

Parent/guardian signature ________________________________ Date ____________


Application FormUniversity Student Scholarship

for Conference Attendance

Name ________________________________________________ Year in School ______________________

Address ___________________________________________ Second Language ______________________

____________________________________________ Phone ( ) ____________________________

University __________________________________ Location ___________________________________

Email address ____________________________________________________________________________

Will you be presenting at the conference? Yes _________________ No ____________________

Sponsoring Faculty Member* (must be paid OFLA member) _______________________________________

Address _________________________________________________________________________________

_____________________________________________ Phone ( ) ____________________________

*It is the responsibility of the sponsoring faculty member to aid the recipient with registration and hotelreservations. The committee will provide a list of winners if the recipient wishes to arrange for a roommate.

Be sure to include the following in your application packet:

→ A completed application form.→ A letter indicating why you want to be a foreign language teacher and→ what you hope to accomplish by attending the OFLA Conference. Indicate→ whether you will attend sessions throughout Friday and Saturday and→ whether or not you will be lodging at the conference hotel.→ A letter of recommendation from your sponsoring faculty member.

The deadline for application packets is February 15, 2003. Recipients will be notified in February and checkswill be presented at the Saturday Awards Luncheon. Failure to attend the luncheon will result in cancellation ofthe award. Please verify the date of the Praxis II Exam to avoid conflicts.

Send all materials to:Mary Goodwin, Chair

OFLA Scholarship Committee34 Walnut Creek Rd.Holland, Ohio 43528

[email protected]

Signature: _____________________________________________________________


Application FormOFLA Camp Scholarship

Your Name email

Address City Zip

Phone: ( ) Age Grade

Parents’/guardians’ name

Name and address of your school

Name of your foreign language teacher

Teacher’s Phone ( ) Language & Level

Name of camp to which you are applying

Address of Camp

Language you will study at the camp How long have you studied this language?

Have you lived in a country where this language is spoken? Do you speak it at home?

On another sheet of paper, please write a few sentences about why you would like to attend a foreignlanguage camp.

Ask your foreign language teacher and another teacher or guidance counselor to write brief letters ofrecommendation. Letters should include information about your schoolwork (especially in the areaof foreign language), and about your participation in activities, and about your character and finan-cial need. Please provide addressed, stamped envelopes for them to mail their recommendations.The application, your paragraph and the two letters must be sent before May 1, 2003 to:

Mary Goodwin, ChairOFLA Scholarship Committee

34 Walnut Creek Rd.Holland, OH 43528

[email protected]

I certify that the information on this application is correct, to the best of my knowledge. I under-stand that misinformation will void my application.

Your signature Date

Parent/guardian signature Date

Winners will be notified by the end of May. Scholarship checks will be sent directly to the camp.


Central StatesAd

Full Page# 3


Last Name First Name M.I. Previous Names (if any)

Home Address

City County State Zip

E-mail address Home Phone

School/Institution District School Phone

School Address

Language(s) Level(s)

—An Invitation to Join—

The Ohio Foreign Language Associationwww.ofla-online.com

Serving the Needs ofForeign Language Educators

in Ohio

Membership StatusOne-Year Membership

Professional Member ........................ $30.00

Joint Professional Member (for two membersresiding at the same address) ............ $40.00

Associate Member (for those not currentlyin the FL classroom or supervision;retired members) ............................... $20.00

Student Member................................ $10.00

Three-Year MembershipProfessional Member ........................ $75.00

Joint Professional Member (for two membersresiding at the same address) .......... $105.00

Associate Member (for those not currentlyin the FL classroom or supervision;retired members) ............................... $45.00

Debbie Sehlmeyer14590 Thistledown Ln.Perrysbury, OH 43551

I/We pay through O.E.A.

*Filling out and sending us this form—even if you choose to pay through payroll deduction through the O.E.A.—enables us to keep our member-ship records current and up-to-date, and ensures that you will receive your issues of The Cardinal on a timely basis regardless of when yourmembership information is received from the O.E.A.

Lifetime MembershipLifetime Member............................. $300.00

(419) 878-0635(419) 389-5055 (fax)[email protected]

Make check payable to OFLA and send checkand membership form to:

Spread the Word! Copy this formand pass on to your colleagues!

This is a new address Yes N oI am a new member Yes N o


THE CARDINALOHIO FOREIGN LANGUAGE ASSOCIATION2636 S. Taylor Rd.Cleveland Hts. OH 44118

Please recycle !Share this newsletter

with a friend.

Calendar of Events

RUSH:

DATED MATERIAL

March 6-8, 2003 Central States Conference (CSC), Minneapolis, MinnesotaInformation: www.centralstates.cc

March 7-9, 2003 Ohio Junior Classical League Convention (OJCL), Columbus, OhioInformation: www.ohiojcl.org

April 3-5, 2003 Ohio Foreign Language Association (OFLA), Cleveland, OhioInformation: www.ofla-online.com

June 26-28, 2003 American Classical League Institute (ACL), Buffalo, New YorkInformation: www.aclclassics.org

July 4-7, 2003 The American Association of Teachers of French Conference (AATF) ,La Pointe du Bout, Martinique.Information: http://aatf.utsa.edu/

July 31 - Aug 5, 2003 American Association of Teachers of Spanish and Portuguese (AATSP), Chicago, ILInformation: www.aatsp.org

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