Continuing the Celebration of the Year of Languages
7:30-8:15 a.m. Registration and Breakfast (Modern Languages Breezeway and Patio)
8:15-8:30 a.m. Welcome – (ML Auditorium 350)
8:30-9:30 a.m. Keynote Address –(ML Auditorium 350)
9:40-10:20 a.m. Language-Specific Networking Sessions:
Ø ESL ML 311
Ø French ML 413
Ø German ML 411
Ø Japanese ML 402
Ø LCTL (Less Commonly Taught Languages) ML 404
Ø Spanish and Portuguese ML 350
10:30-11:20 a.m. Concurrent Sessions I
11:20-11:40 a.m. Snack Break (Modern Languages Breezeway & Patio)
11:40-12:30 p.m. Concurrent Sessions II
12:40-1:30 p.m. Concurrent Sessions III
1:40 p.m. AZLA General Meeting ML 350
8:15-8:30 a.m.
Welcome – Charles Tatum, Dean, College of Humanities (Modern Languages Auditorium 350)
8:30-9:30 a.m.
Keynote Speaker: Christine L. Brown, Director of Languages for the Glastonbury, Connecticut
Public Schools
Title: The Year of Languages
Abstract: The keynote speaker this year is a nationally recognized expert in her field. Christine L. Brown is the Director of Languages for the Glastonbury, Connecticut Public Schools, which boasts one of the nation's oldest, continuous, grades 1 through 12 language programs. She annually teaches French, Spanish or English as a New Language. Formerly, she taught elementary language and coordinated the ESOL program in the West Hartford, Connecticut Public Schools. Ms. Brown also serves as adjunct methods and second language acquisition instructor for the Connecticut State Department of Higher Education. She has held an adjunct instructor position at the University of Hartford. She is past president of ACTFL. Ms. Brown was instrumental in initiating the Year of Languages in the United States.
9:40-10:20 a.m.
Language-Specific Networking Sessions:
Ø ESL ML 311
Ø French ML 413
Ø German ML 411
Ø Japanese ML 402
Ø LCTL ML 404 (Less Commonly Taught Languages)
Ø Spanish & Portuguese ML 350
10:30 – 11:20
Concurrent Sessions I
Title: Benefits of Using Authentic Language Material in the Classroom ML 303
By: Bryan Meadows, Second Language Acquisition and Teaching, University of Arizona
Abstract: In this presentation, teachers will be introduced to valuable uses of authentic materials in the foreign language classroom. Through the use of authentic materials, students are exposed to not only target language content (found in the textbook) but also socially-appropriate target language use (not found in the textbook). Specific classroom examples derive from the K-12 Japanese language classroom, but no previous knowledge of Japanese is necessary to attend. To close the session, attendees will have time for hands-on practice designing lessons using authentic materials. The presentation is appropriate for all languages.
Title: An Integrated Skills Approach to Beginning Writing ML 312
By: Ellen Shenkarow, Adjunct Lecturer, CESL, University of Arizona
Abstract: The next generation TOEFL test will combine, or integrate, the 4 basic communication skills of reading, writing, listening and speaking. An approach to teaching beginning writing that integrates these 4 basic skills can not only enliven the classroom, but also start students in their preparation for the next generation TOEFL.
The presenter will guide attendees in a demonstration of dictation and writing at the blackboard, activities related to reading a high interest picture story and daily paragraph writing.
Title: You Have a Heritage Learner in Your Class, Now What Do You Do? ML 304
By: Sara Beaudrie and Cynthia Ducar, Ph.D. Candidates in the Second Language Acquisition and Teaching Program, University of Arizona
Abstract: With an increasing number of heritage language learners (previously termed native speakers) in today's classrooms, teachers are often at a loss as to how to address the differing needs of this population of students. We will offer a hands-on presentation focusing on the practical elements necessary for teachers to better meet the needs of these learners in Spanish classrooms. We suggest two main areas of focus: Heritage Language pedagogy and sociolinguistic knowledge. Hands on analysis of students' work will be used to elucidate the main points of the presentation.
Title: The apartment building: An experiment in promoting language and ML 412
culture via a global simulation
By: Dr. Beatrice Dupuy, Associate Professor of French / Director of Basic Language Program; Department of French and Italian, University of Arizona
Abstract: To help realize the purpose of FL study proposed by the National Standards, namely “… educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad…”, the presenter introduces participants to global simulations, an approach which allows for a natural integration of the five Cs, with an emphasis on communication and culture.
In this interactive session, a one-semester global simulation with Intermediate French learners will be described. Participants will 1) examine the rationale behind global simulations, 2) explore strategies for successful implementation; 3) survey materials which served as cultural and linguistic models, class activities, and student creations; and 4) find out about student reactions to this global simulation.
Title: National Board Certification, A Distinction for Teachers ML 306
By: Mary Setliff, NBCT, Instructional Coach, Palo Verde High School
Ann Guido, NBCT, Catalina Foothills Unified School District
Catalina Rodriguez, NBC Candidate, Rincon High School
Abstract: National Board Certification is the highest distinction in teaching, grades K-12. According to recent studies, students of National Board Certified Teachers consistently achieve at higher levels (Amrein Beardsley 2004). The process of becoming a National Board Certified Teacher can be daunting; however, both financial and professional support are available to Southern Arizona Teachers. The process of becoming a National Board Certified Teacher is challenging, stimulating, and growth producing. It is simply a first-rate professional development experience that focuses on accomplished teaching.
Title: How to make Something out of Nothing ML 302
By: Jessie Qi, Teacher of Chinese, Accelerated Learning Lab
Andrea Valenzuela, Teacher of Chinese and German at Tucson International Academy
Abstract: Even though fancy text books and cutting edge technologies are out there does not mean that we language teachers always have access to them. Quite often we find ourselves in the classroom with nothing. What do we do then? According to the philosophy that "Everything is a teaching tool", we show how to create fun lessons with everyday items.
Some ready-made Mandarin textbooks suitable for adult learners are not appropriate for young students and their dull dialogues could not trigger any interest in studying Chinese. I have designed student-oriented materials that have great impact on elementary and middle school students. Join us in examining student oriented materials which have had great impact in our schools.
Title: Concrete Poetry in Beginning Language Instruction ML 301
By: Dr. Stephanie Duisberg, Teacher of German, Spanish & French at Amphitheater High School
Abstract: Entering the session, participants will experience a day-one lesson in beginning German, based upon a concrete poem. Other activities that combine TPR with concrete poetry will be role-played with participants as learners. Other topics I will cover are: use of concrete poetry for vocabulary development and as a window to culture. We will also look at examples of grammatical poetry and its impact.
This session is appropriate for K-HS and will include examples from mostly German, some Spanish, some French.
Title: "Molière Than Thou" preparation and future AATF matters ML 410
By: Dr. William L. Hendrickson, Prof. Emeritus of French, Arizona State University
Abstract: On Sept 25th at ASU in Tempe and Sept. 26th in Tucson the renowned actor Tim Mooney will present his highly acclaimed one-man show "Molière Than Thou" which consists of comic excerpts from Molière plays in Mooney's translation. These presentations will provide the various Arizona Francophile/Francophone organizations (AATF, University, School, Alliance Française, etc.) the opportunity to focus on this French Cultural Event in our state. All students, teachers, and members are encouraged to attend and prepare for these presentations. The Phoenix Alliance is encouraging local school students to participate in poster contests. Preparations could included video showings of Molière plays, 17th-century culture, etc. Examples will be demonstrated. AATF/AZ also needs to discuss elections, French Week Plans, and this Spring's SWCOLT (Southwestern Conference on Language Teaching) in Phoenix.
11:40 – 12:30
Title: A Model for Assessing Oral Activities (for learners at Intermediate-level ML 301
and above)
By: Robert Young, Acting Director, Tucson Institute of Professional Educators
Abstract: This session follows on from the popular “You can use authentic texts with intermediate-level students” presented at the 2004 PAL Symposium. Teachers often fear assessing oral activities, perhaps due to a concern at not being objective or to a belief that such assessment can take up too much time. This session considers a simple approach to oral assessment which resolves both issues, and eases the teacher's life considerably.
Title: A Complete Communicative Lesson Using a Dialog ML 302
By: Kevin Keating, Adjunct Lecturer, CESL, University of Arizona
Abstract: Participants in this highly interactive, English-language demonstration will walk through a complete lesson using a creative dialog and communicative activities to promote all the skills, but with an emphasis on oral/aural proficiency. The material to be presented is written for adult learners but can be adapted to any level. Learn to use these fun and lively techniques to get your own students actively talking and listening to each other.
Title: From the Other Side of the Desk: A Foreign Language Teacher's ML 303
Student Experience in an Intensive Foreign Language Program
By: Karen A. Barto, M.A. Ph.D. Student, University of Arizona, Second Language Acquisition and Teaching
Abstract: This presentation will treat my experiences as a student and teacher of foreign languages (FL) to encourage FL teachers to study FLs besides the ones they teach. Firstly, reliving the student experience, rather than only knowing in a factual way about affective factors, may better sensitize us to the emotional experiences of our students. Secondly, studying another FL allows us to observe other professionals who can offer new ideas for our own teaching practices. This presentation is meant for all levels and languages.
Title: If It's Nailed Down, Shoot It, II ML 306
By: Brian Barabe, Retired
Abstract: Some realia must stay where they're found, but a camera or videocam allows you to take them into your classroom. This session will demonstrate the use of videos to use realia in context for various lessons in the Spanish classroom. Meeting the 5 C's standards, teaching vocabulary and grammar, and giving engaging listening tasks will all be addressed in this session. Participation of attendees will be encouraged.
Title: Morphophonology as a Tool for Teaching the Gender of ML 412
Adjectives in French
By: Joseph C Walloch, Instructor of French / French Linguistics Graduate Student, Arizona State University
Abstract: There is an approach in applied French linguistics that can be used to present adjective gender agreement. The use of morphophonology as a tool can be used to analyze the phonological properties of the inflectional morphemes in masculine and feminine adjectives. I will present how the oral code can better serve as a model for teaching adjective gender than the written code and how it deems more appropriate to consider the feminine form as the base to create the masculine adjective. Students and faculty of applied linguistics, phonology and/or morphology serve as an appropriate audience for this presentation along with other French teachers interested in using linguistics to help teach.
Title: Critical Languages Series DVD-ROM: The Second Wave ML 304
By: Dr. Alex Dunkel, Director of Critical Languages, University of Arizona
Abstract: The Critical Languages Series DVD-ROM courseware for Beginning Ukrainian, Intermediate Cantonese, Intermediate Turkish, Intermediate Kazakh was completed over a 3-year period at The University of Arizona. Each extensively tested DVD-ROM contains lessons comprised of video dialogues with native speakers, thousands of audio recordings, exercises, and extensive footnotes. Attendees will be encouraged to try the five exercises (multiple choice, vocabulary completions, audio flashcard, pronunciation, and listening dictation) after investigating a given lesson's text, audio and video.
Title: "Tutor, Tester, Tool" ML 310
By: Russell Hansen, Multimedia Support Specialist, Humanities Technology & Research Support Center, Brigham Young University
Abstract: To familiarize/instruct/introduce teachers with regards to the current trends of using technology to teach language. Lecture with question & answer period. Conducted in English and appropriate for all languages.
Title: Multiculturalism Through Language Learning Strategies' ML 312
By: Maritza Everist, Esperero Canyon Middle School & Pima College
Araceli Masterson, University of Arizona & Pima College
Abstract: Language Learning Strategies are key to success in a Spanish language classroom. During this session we will share our experiences working with students to build their awareness on how they learn. Our experience with learning strategies instruction has proved to make students confident about the ways in which they approach the foreign language and everything it involves, including attitudes towards the language and its speakers. Learning about language learning strategies, just like building cultural awareness, does not involve rights or wrongs but, rather, it encourages students to turn to their own feelings, experiences and thinking processes. Because strategy training is obsolete when students bear negative perceptions on the subject, the cultures it involves, and the relevance in their own lives, we have developed activities to improve learning strategies while building cultural sensitivity and awareness.
Because most language strategies take place mentally and cannot be observed by the teacher, we researched various methods to understand how students learn the language and feel about the cultures where it is spoken. Attitudes towards the language and cultural awareness crisscross each other, so that students with more cultural awareness are less fearful of the language and resort to a wider range of learning strategies. Through a combination of various instruments (closed and open questionnaires, individual group and peer interviews, journal entries, etc.) we have worked with students to develop activities that will address both cultural education and language learning strategies. Using Jennifer Delett's instructional framework for teaching language learning strategies (Delett, 1997) and Rebecca Oxford's research on Strategy training (1990), we have implemented the instruction of language/culture learning strategies into regular course work in speaking, reading, listening, writing and learning vocabulary and culture. During our presentation we will present some of these activities and share some materials for their implementation.
12:40 – 1:30
Title: Small Group Discussions (for learners at Upper Intermediate-level ML 301
and above)
By: Robert Young, Acting Director, Tucson Institute of Professional Educators
Abstract: This session follows on from the popular “You can use authentic texts with intermediate-level students” presented at the 2004 PAL Symposium and complements “A Model for Assessing Oral Activities”. Small Group Discussions can provide an invaluable way of preserving teacher energy while providing opportunities for extensive student practice and meaningful assessment. This session reviews a highly effective and very practical method of generating and overseeing small group discussions without the teacher having to do it all him/herself.
Title: A language teacher's tools to unrestricted DVD use ML 412
By: Peter Ecke, Associate Professor, Department of German Studies, University of Arizona
Abstract: Foreign language teachers' use of DVDs, purchased abroad, has become increasingly difficult through various restrictions imposed by the movie industry on DVDs, DVD playing equipment and software. This workshop presents participants with tools that can be used easily to overcome restrictions to the playing and back-up of DVDs making it possible to use European, Asian and Latin American DVDs for instructional purposes in US American DVD players and DVD drives of computers.
Title: Cooperative learning in the French college classroom ML 413
By: Cornelia Grabichler, ABD, Ph.D. Candidate, Second Language Acquisition and Teaching, University of Arizona
Abstract: Cooperative learning is a very powerful teaching method with positive effects not only on student achievement at all levels of schooling and in many subject areas, but also on inter-group relations, self-esteem, attitudes towards class and school, and ability to work collaboratively with others. Unfortunately, cooperative learning is often confused with group work. This session will first differentiate between cooperative learning and group work and then apply cooperative learning to the teaching of French. Examples will mainly apply to college-level French, but the concept can be expanded to other grade-levels as well as different languages.
Title: Learning Chinese Script by Revisiting English ML 303
By: Chenny Lai, Department of East Asian Studies, University of Arizona
Abstract: One of the greatest difficulties in leaning Chinese, especially for English speakers, has been attributed to the dissimilarity between the written scripts of the two languages. This presentation first reexamines how English speakers visually parse English words. The presenter will then guide the audience through a smooth process of how Chinese characters should be introduced, perceived, processed, and eventually acquired. A hands-on activity allows participants to enjoy the ease of accomplishing the first step toward successful Chinese learning
Title: Using Translation and Interpretation to Facilitate Second ML 306
Language Acquisition
By: Lolín Cervantes-Kelly, Graduate Associate in Teaching and Research, National Center for Interpretation, University of Arizona
Abstract: During this presentation participants will hear about the principles behind translation and interpretation as a way to make the acquisition of a second language easier. Participants will also have the chance to observe some translation and interpretation techniques used in the course: “Introduction to Translation and Interpretation”. Results from this introductory class will be discussed.
Title: Coherence Building and the ESL learner ML 312
By: Norma Barletta and Shanthi Nadarajan, Ph. D students, Second Language Acquisition and Teaching, University of Arizona
Abstract: Based on the notion that coherence includes social interaction within texts, texture, generic structure and the set of values they construe, the presentation will show how these criteria can be applied when evaluating texts and reading activities. Samples from middle school language texts and the supporting activities will be used to illustrate coherence building. Participants will then be required to analyze texts and supporting activities.
Title: Incorporating Photography and Relevant Historical Content ML 304
into Learning
By: Olga Briseño, Director of Media, Democracy & Policy, College of Humanities, University of Arizona
Abstract: Media can be a key element in influencing the learning of history and in developing an interest in writing. The presentation will combine a sampling of the photo exhibit on César Chávez and the United Farm Workers with K-16 learning by using resources created specifically for this exhibit. The photographs are being presented at the University of Arizona to mark the union started by Chávez 40 years ago this September.
