CCFLT April 2013 Newsletter revised

7/28/2019 CCFLT April 2013 Newsletter revised

1/24

Colorado Conference

of Foreign Language

TeachersAfiliated with the Southwest

Conference on Language Teaching, the

Central States Conference and the

American Council on the Teaching of

Foreign Languages

Dear World Language Colleagues,

What an amazing week! The CCFLT Spring Conference, February 21-23, 2013 was an amazing experience.

rom our Thursday evening 2-hour sessions to the general session Keynote address, from our wine and cheese

ecepons to our Awards Luncheon, from the incredible (almost professional!) student singers from Fossil

Ridge High School, from the on-target, well-presented sessions to the outstanding talent and leadership of

Colorado foreign language teachers, it was the crme de la crme of conferences! Thank you all for aending,

or presenng and for stepping up to the challenge of leadership in Colorado! And, most especially, thank you

to the Board of Directors for CCFLT who worked relessly for an enre

year to make sure that everything was in place and ran smoothly --- you

are very simply THE BEST!

Then February 27, 2013, Toni Theisen, ACTFL president, Noah Geisel,

ACTFL Teacher of the Year, Janine Erickson, Past ACTFL President and Deb-

bie Cody and myself had the privilege of advocang for foreign languages

to the Joint House and Senate Educaon Commiee at our State Capitol.

Please take a moment to read through our presentaon in this newsleer.

And be prepared for GREAT things to happen, because we are not done

yet!

I also want to take this opportunity to thank all of you for the opportunity

to serve as your CCFLT president. This has been a great learning experi-

nce for me and has given me the chance to connect with Colorado teachers and teachers from all over the

world at our regional and naonal conferences. I have brought back so many of your ideas and foresights to

my district and to the state commiees I have served on. Working with the two Boards during my tenure has

een such a pleasure and just plain fun! When I ran for the Board in 2007 I thought that I would be giving back

o an organizaon that has given me so much throughout many years. The truth is that I gained so much more

han I gave and for this I thank all of you. Thank you for your support, suggesons, and guidance as I made this

ourney. It is teachers serving students who are at the heart of CCFLT.

Le monde est un livre dont chaque pas nous ouvre une page.Alphonse de LAMARTINE, Voyage en Orient VIII

he world is a book; each step opens a page for us.

ll see you next year at the CCFLT 52nd

Annual Spring Conference!

Anna Crocker

resident 2010-2011, Co-President 2012-2013

IN THIS ISSUE

Colorado Congress of Foreign Language Teachers www.cct.org April 2013 Page 1

The Colorado Congress of Foreign Language Teachers Volume 32 Number 2

Aliated with the Southwest Conference on Language Teaching, the Central States Conference and the American Council on the Teaching of Foreign Languages

Co-Presidents Leer Page 1

Co-Presidents Leer Page 2

Board of Directors Page 3

President Elect Leer Page 4

Fall Conference Flyer

Page 5

Thank You! Page 6

Genevieve Over-

man Service Award

Page 7

2013 TOY Page 8

TOY Nominaon

Form

Page 1

TOY Nominaon

Form

Page 1

CCFLT Awards Page 1

Why Serve? Page 1

Elecon Results Page 1

Presentaon to

House and Senate

Page 1

Technology Page 2

ACTFL Awards Page 2

2014 Spring

Conference

Page 2

Register Onlinefor

the Fall Conference

(Coming Soon)
http://www.ccflt.org/http://www.ccflt.org/http://www.ccflt.org/conferences/SpringConf2013.htmlhttp://www.ccflt.org/conferences/SpringConf2013.htmlhttp://www.ccflt.org/conferences/SpringConf2013.htmlhttp://www.ccflt.org/


2/24

I certainly hope you thoroughly enjoyed yourself at our Spring Conference!

We have heard so many compliments on the sessions, food, keynote and

new layout. If you werent with us this year, you picked a bad one to miss!

There was something for everyone. Our keynote speaker, Yo Azama, alone

was worth the price of registraon.

We elected several new members to the CCFLT board, and I want to person-

ally welcome them all. They are dedicang their own me to serve you.

Please thank them as you see them throughout the coming year. CCFLT

could not do all it does without members willing to sacrice their me and

work on our behalf.

We gave out many awards this year. Congratulaons to our recipients! Unfortunately, a few went un-

claimed. This year, make it a priority to nominate someone for one of our many awards, encourage your

colleagues to apply for all our grants and awards, nominate yourself for an award or apply for a grant. Its

easy to do. All grants and awards forms and informaon is in this newsleer and on our website at

www.cct.org.

I have again enjoyed my year as co-president. We have been busy, but producve and always knew the

board had our back. They were there with encouragement, help and a lively sense of humor (which I love!).

No one knows how much work goes into a successful year with CCFLT like a dedicated board member. They

truly worked relessly, and I am very thankful for each one of them.

I wish you much connued success as we head toward the end of another school year. I also wish you a

resul and rejuvenang summer.

Debbie Cody

Co-President

[email protected]

Colorado Congress of Foreign Language Teachers www.cct.org April 2013 Page 2 HOME
http://www.ccflt.org/http://www.ccflt.org/


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Congress of Foreign LanguageTeachers

Published QuarterlyAugust, October, January, Aprilwww.http:ccflt.org

Julie Doyle, [email protected]

Have a question about dues?Please email Kristen BoehmCCFLT Executive Secretary:[email protected]

Advertising rates and policies:You are invited to advertise in theCCFLT Newsletter. Commercialads, which support the mission ofCCFLT and are of interest to theprofession, including tour and bookads, are accepted for the followingrates:

Size of ad Charge Size ofCopyFull Page $250 (7 X 9)Half Page $125 (7 X4)Half page $125 (3 X 9)Quarter Page $75 (3 X 4)

Prices indicate a one-time submis-sion in the newsletter. If

you have

questions regarding appropriatesoftware or design files for ads,contact the Editor at

[email protected]

Advance payment is appreciated.Make checks payable to CCFLTand send to: Kristen Boehm,CCFLT Executive Secretary P.O.Box 270065 Louisville, CO 80027-9998If you would like to pay for youradvertising using a credit card, usethe following link and passcode -http://www.regonline.com/

newsletteradvertfeesCode: ccfltadvert

For questions on advertising costs,[email protected]

Ocers

Debbie Cody, Co-President South High School [email protected]

Anna Crocker, Co-President Jeerson County [email protected]

Crisn Bleess, President-Elect Castle View HS [email protected]

Elementary and Secondary Representaves

Greg Breitbarth Lileton Academy [email protected]

Lisa Bloomer Pine Creek High School [email protected]

Amy Flynn Bear Creek High

School

[email protected]

Elisabea Kaufman South High [email protected]

Diana Noonan Denver Public Schools [email protected]

Michael Verderaine Doherty High School [email protected]

Becky Lous Oberon Middle School [email protected]

Kae Lorimer

Highline Academy

[email protected]

Post-Secondary Representave

Courtney Fell CU Boulder [email protected]

Fawzia Ahmad USAFA [email protected]

At-Large Representaves

Stefan Betley Holyoke High School [email protected]

Grace Koda Lileton Academy [email protected]

Non-Vong Appointed Members

Kristen Boehm Execuve Secretary [email protected]

Julie Doyle

Editor

[email protected]

Susan Murray-Carrico Web Master [email protected]

CCFLT Listserv E-mail Address: Use this address to

send a message to the

Listserv aer joining

hp://groups.yahoo.com/group/CCFLT/

CCFLT Listserv Email Address

Change Form

hp://www.cct.org/listserv.pdf

http://www.ccflt.org/http://www.ccflt.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://groups.yahoo.com/group/CCFLT/http://groups.yahoo.com/group/CCFLT/http://www.ccflt.org/listserv.pdfhttp://www.ccflt.org/listserv.pdfhttp://www.ccflt.org/http://www.ccflt.org/http://www.ccflt.org/listserv.pdfhttp://groups.yahoo.com/group/CCFLT/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.ccflt.org/


4/24

It seems like when we nally gure out the latest and greatest movement in

educaon and/or language teaching and are feeling condent about the direc-

on our teaching is heading, something new comes out and throws a wrench in

our newly found comfort.

Times are changing for all teachers. Even though we are already in the second

decade of the 21st

century, we are sll struggling to gure out how to incorporate acvies that will give our

students the skills needed for a successful future. Just when we had ACTFLs ve Cs down, there are a bunch

more Cs that we need to incorporate that go along with the 21st

century skills our students need in order to

become globally competent.

Now that we have a handle on the three modes of communicaon and performance-based assessment and

feel like we are doing a good job at preparing our students to use the languages we teach them, we now need

to worry about how to incorporate the Common Core Standards, too.

And speaking of assessment, we are also charged with understanding the new teacher evaluaon system that

has been put into place with S.B. 191. A successful evaluaon of our teaching is directly related to us proving

student growth in our classroom and schools

With all these new iniaves, it can somemes feel a lile overwhelming. We have been talking about how we,

CCFLT, can help our members learn more about these iniaves and feel more condent about the changes

that are upon us. In order to beer serve you, we need feedback from as many members as possible regarding

what kind of training would be most useful. Please, take a few minutes to complete a quick survey at hp://

nyurl.com/CCFLTsurveyabout possible trainings we can provide for you throughout the year. Forward it to

your colleagues. The more feedback we can get about what your training interests are, the more we can work

toward meeng them!

Crisn Bleess

CCFLT President-Elect

[email protected]

http://tinyurl.com/CCFLTsurveyhttp://tinyurl.com/CCFLTsurveyhttp://tinyurl.com/CCFLTsurveyhttp://www.ccflt.org/http://www.ccflt.org/http://tinyurl.com/CCFLTsurveyhttp://tinyurl.com/CCFLTsurvey


5/24

Register Onlinefor the Fall Conference (Coming Soon)

http://www.ccflt.org/conferences/SpringConf2013.htmlhttp://www.ccflt.org/conferences/SpringConf2013.htmlhttp://www.ccflt.org/http://www.ccflt.org/http://www.ccflt.org/conferences/SpringConf2013.html


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Thank you for your hard work, commitment, and dedication to CCFLT.

THANK YOU FOR VOLUNTEERING YOUR TIME AND EFFORT.

Thank you for the support, collaboration, and just plain fun!

Sincerely,

Debbie Cody and Anna Crocker

CCFLT Co-Presidents

To the CCFLT 2012-2013 Board of Directors:

Fawzia Ahmad Elisabea KaufmannCourtney Fell Lisa Bloomer

Diana Noonan Grace KodaStefan Betley Kristen BoehmAmy Flynn Becky LousMichael Verderaime Greg Breitbarth

Crisn Bleess Kae Lorimer


7/24

It was quite an honor to receive the Genevieve Overman Service Award at the CCFLT Awards Luncheon. I must

confess I was so overcome with emoons, I dont exactly recall what I said

when I was giving my thanks. Maybe the following will be a lile clearer.

I would like to thank Mary Vogl who sent such a wonderful nominaon leer,

and thank, as well, my colleagues in the French Department at Colorado State

University, and Joe Harris, my long me supervisor in the Poudre School Dis-trict. The leers they wrote made me wonder if I was really the person about

whom they were talking, and my thoughts were that, if a much more deserv-

ing and accomplished nominee than I would get this award, their leers were

my prize! It is such a joy and honor to work with colleagues and supervisors

who appreciate your eorts, do not hinder your growth, support you, and who

are themselves so deserving of praise!

CCFLT has a dear spot in my heart! I was introduced to this ne organizaon in 1976, my rst year of teaching,

and I have grown as a beer and more ecient teacher because of all the creave ideas I gathered from out-

standing teachers, at every conference throughout the years-

ideas I then applied or adapted to my classes.

Yearly Fall Conferences and Spring Conferences demand tremendous organizaon and seless work, and we do

commend all the Board Members for their reless dedicaon in pung together conferences with valuable

learning and teaching resources with the like of local, state, regional, and naonal presenters. Our students ap-

preciate all these eorts as well; these conferences rejuvenate us, give us more stamina in trying new ideas, re-

arm and reinforce the reason why we are in this line of work, which is to open their eyes and their heart to the

world, and making them Cizens of the World.

Thank you so very much to everyone for this very special award!!! May you all have as many wonderful years in

this rewarding profession as I have had so far!

Marie-Jo Hofmann



8/24

So, what does it mean to learn a language? When

students enroll in language classes across America,

what should they learn? What does a good lan-

guage teacher teach? As a high school student I

remember how dry and boring my language clas-

ses were. There were lists of vocabulary words,

verb ending charts, and we rarely if ever

read. Culture was never mentioned,

and if it was, it was almost always aboutthe life and customs of Spain. I am from

Puerto Rico and it was dificult for me to

relate to what was taught in class, even

when it was about my irst language.

This was the mid 1970s. Things have

changed a lot since then.

When I became a language teacher 23

years ago, I spoke to my students about

my life growing up in Puerto Rico. For Christmas, I

was unaware that Santa came down a chimney

there are no chimneys on an island! We celebrated

Los 3 Reyes Magos, we left food and water for the

camels, and in the morning we would ind presents

in their place under our beds. When my American

friends came to my house I was confused when

they asked why my mother and I were always

ighting. I later found that they interpreted our ex-

pressive use of hands and loud voices as yellingand anger. We also ate rice and beans every night

and it was not boring How many different types

of beans can there be? My students laugh and en-

joy hearing my anecdotes and I insure to wrap the

district curriculum into everything that I love

about culture. I want my students to be able to use

what they were learning in my class, I want it to be

real, palpable, not memorized and systematic. I

decided that since I learned English by immersion

that my students would learn more if I used the

target language almost

exclusively at each level.

What I discovered is that

while students feel that

my classes are hard

and rigorous, they ap-

preciate how much they

learn, that my classes

are fun and interesting,

and when they have

traveled to Spanish

speaking countries they understand, read and even

speak with the local folk! They become excited

and I become excited!

Some 20 years after my teaching began it is only

recently that we are feeling accepted into the hall

of fame of core subjects. Our students are seeing

the results and are feeling competent and inspired

to continue learning culture and language. It has

taken a long time, but we have inally arrived and I

am proud that I get to participate and advocate in

this adventure. We have only just begun.

Norma E. Arroyo



9/24

Do you know a teacher who

is an excellent teacher of world language?

is a leader in the teaching profession?

advocates for world languages?

is involved in the advancement of language learning?

shares best pracces with others?

If these qualies represent you or a colleague you know, please apply for or nomi-nate someone for the Teacher of the Year. An applicaon can be found on the Con-

tests/Grants/Scholarships tab at www.cct.org

Applicaons are due May 1, 2013.


UNC has been the proud sponsor of World Language Day for over 40 years. The contin-ued goal is to provide high school students with a unique opportunity to experience world

languages and cultures beyond a classroom setting in a fun and educational environment.

Please browse the World Languages Day Websitefor information on this event.

We look forward to another exciting event in 2013!

Registration begins the week of January 14, 2013.

Mark your calendars, UNC World Language Day, Wednesday, April 17, 2013!!

For general information please email the faculty director, Melitta Wagner-Heaston
http://www.ccflt.org/http://www.ccflt.org/http://www.ccflt.org/http://www.unco.edu/fld/http://www.unco.edu/fld/mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.unco.edu/fld/http://www.ccflt.org/http://www.ccflt.org/


10/24


2013 COLORADO FOREIGN LANGUAGE TEACHER OF THE YEAR APPLICATION FORM

General Informaon/Signatures

Nominee Name___________________________________________________________

Home Address____________________________________________________________

__________________________________________________( )________________

City

State

Zip Code

Telephone

Date of Birth___________/________/_______

Electronic mail Address(es)_____________________________________________________

___________________________________________________________________________

School Name________________________________________________________________

School Address_______________________________________________________________

_____________________________________________________( )_________________

City State Zip Code Telephone

Language(s) Teaching___________________________________Levels_________________

I hereby give my permission that any or all of the aached materials (other than home address, telephone and DOB) may be shared with

persons interested in promong the Colorado Teacher of the Year Program. I also acknowledge that if selected as the 2013 Colorado Teacher

of the Year, I will be released from classroom responsibilies during the year of my recognion as needed in order to fulll the obligaons

inherent in the honor.

School/Building Principal

Name_______________________________________________Title____________________

School Name_________________________________________________________________

Address_____________________________________________________________________

_____________________________________________________( )________________

City State Zip Code Telephone

I acknowledge that the nominee submits this applicaon with my approval. If the nominee is selected as the 2013 Colorado Teacher of the

Year, he or she will be released from classroom responsibilies during the year of recognion as needed.

Signature of School Principal___________________________________________Date_______________

Total Years of Teaching Experience______________ Years in Present Posion____________

Signature of Candidate_______________________________________Date_____________


11/24


Required Documents to be submied with the applicaon for TOY:

Applicaon form

A current curriculum vitae that contains an account of the candidates teaching experience; professionally relevant service to com-

munity and profession (e.g. language-related extracurricular acvies and programs, posts held in professional organiza-

on); any post graduate educaon; workshops or other professional developmental acvity; and other informaon con-sidered relevant.

Three leers that support the nominaon, one from each of the following groups: students or parents, faculty colleagues, and

school administrators. Referees should specify how long they have known the candidate and in what capacity. Support

leers may be sent with the applicaon, or referees may send leers individually.

A 500-word statement in rst person on the value of learning language and culture.

A 20 minute video (DVD) of classroom instrucon.

Via a briefdossier, any other material should be submied relevant to candidacy. For example, the dossier might include descrip-

ons of programs the candidate has developed, newspaper coverage of sponsored events, cercates indicang parci-

paon in professional and developmental acvies and other evidence of professional accomplishments.

For CCFLT Board Use only:

_________ Nominaon received? Date___________________

_________ Leer sent to nominee? Date__________________

_________ Is the nominees dossier/le complete? Date__________________________

__________ CV

__________ Student Leer of Recommendaon

__________ Administrator Leer of Recommendaon

__________

Faculty Colleague Leer of Recommendaon


12/24


We are pleased to announce the winners of the CCFLT Grants

Scholarships and Awards

Photo of the award winners taken at the

Awards Luncheon

Friday February 22nd

2013

Janine Erickson

Accepng on Behalf of State Senator Patrick

Steadman Winner of the CCFLT Friend of

Foreign Languages Award

Toni Theissen and Kendra Omlid

Kendra is the Winner of the CCFLT

Kris Wells Memorial Creavity Award Kelley Parkhurst and Molly Sederberg

Molly is the Winner of the CCFLT

New Educator Award


13/24


New Teacher Scholarship for the 2013 Spring Conference

Mahew Webster, Mountain Ridge Middle School, Colorado Springs

Kris Wells Memorial Creavity Award

Kendra Omlid, Loveland High School, Loveland

Genevieve Overman Memorial Service Award

Marie-Jo Hofmann, Colorado State University, Colorado Springs

New Educator Award

Molly Sederberg, Thompson Valley High School, Loveland

Colorado Teacher of the Year

Norma Arroyo, Fossil Ridge High School, Fort Collins


14/24


Are you interested in serving on the CCFLT Board of Directors?

Do you know a colleague who might be? Serving on the Board provides greatopportunities for networking, collegiality, giving back to your profession, and

most of all, FUN. To express your interest in running in the next election, to

nominate a colleague, or to get more information, please contact:

Grace Koda: ([email protected] )

I look forward to hearing from you.

Why Serve on the CCFLT Board?

The Board of Directors posions, which last for two academic years, give members the opportunity to:

Pracce Communicaon skills in at least two languages

Promote Connecons at state, regional, and naons levels

Make Friendships all over the state

Gain Leadership and professional growth opportunies

Share Teaching ps, experiences and concerns

The responsibilies include:

Serve for two academic years (beginning the May aer you are elected)

Aend monthly meengs from August to May

Aend fall retreat in August (2 days, 1 overnight)

Work at the Spring Conference

Serve on a minimum of two commiees; one Standing and one Spring Conference commiee

Chair a commiee in your second year

Reimbursements and benets include:

Up to twelve hours CDE recercaon credit

All phone calls

Mileage at 25 cents per mile

Spring Conference registraon and two luncheon meals

Fall Conference registraon

Cercates for volunteer hours

Easy to nominate yourself

Build statewide networking connecons
http://www.ccflt.org/mailto:[email protected]:[email protected]:[email protected]://www.ccflt.org/


15/24


Diana Noonan

President-Elect

Kathleen Bizarro

Post-

Secondary

Representave

Heather Wien

Elementary/Secondary

Representave

Deborah Ormsby


Representave

Jenny Beltman


Representave

Kristy Swartwood


Representave

Jian Lin

At-Large Representave
http://www.ccflt.org/http://2.bp.blogspot.com/--Cx4H1Jzp3g/T3T4ycdp4YI/AAAAAAAAACg/gEVsChQTm8Y/s1600/profile+pic.jpeghttp://www.ccflt.org/


16/24


The Colorado Congress of Foreign Language

Teachers and the world languages teachers of

Colorado fully support and are highly involved in

the Colorado Department of Educaon inia-

ves, including the Colorado World Language

Academic Standards, the Assessment Resource

Banks, and the Sample Curriculum Units project,

even though we do not have a World LanguagesSpecialist at CDE.

The U.S. State Department has idened learn-

ing a second, third and even a fourth language as crical for our naonal security.

Students acquire language skills more easily at an early age and have the opportunity to become uent

(advanced prociency) in a K-16 program.

The Colorado colleges and universies have recommended that high school students complete two

years of the same language for college entrance and readiness.

The knowledge of Foreign Languages is included in the top ve skills cited as very important by em-

ployers for high school graduates.

That the state establishes and funds a World Language Specialist posion for the Colorado Department

of Educaon.

That funding be provided for schools across Colorado to begin and maintain second language study K-

16.

That two years of the same world language be a Colorado high school graduaon requirement or test

via a Standards-based measurement of prociency at a minimum prociency of Novice-High on the

American Council on the Teaching of Foreign Languages (ACTFL) rang scale.

Colorado Congress of Foreign Language Teachers

Presentaon to the Joint House and Senate Educaon Commiee

February 27, 2013


17/24


Students should be provided the opportunity to learn a second language as early as possible inschool. Young learners have an edge in developing bilingual skills An early language learning experience

helps to develop nave-like pronunciaon

promotes higher levels of prociency if the student connues in a well-arculated sequence of lan-

guage learning.

Addional benets include:

strengthening of literacy in students rst lan-

guage

raising standardized test scores in other

subject areas

developing comfort with cultural dier-

ences.

These benets accrue with instrucon that is:

connuous throughout the school year

connected grade to grade

more frequent than twice per week, adding up to at least 90 minutes per week, at both the elemen-

tary and middle school levels.

In recent years Immersion schools and Dual Immersion programs have been opening in Denver, around

the state and naon. Content-based foreign language instrucon in these programs uses foreign lan-

guages as the vehicle for teaching subject content. I became involved in one such school, the Denver Lan-

guage School (DLS), a K-8 charter in District 31. We teach the core content in a Mandarin Chinese pro-

gram and Spanish program.

Contd...

CCFLT recognizes that todays

students will mature into a world

that is more diverse and

interconnected than at any time

in our history.



February 27, 2013


18/24

In my position at DLS I experienced irsthand proof of research showing that:

young children immersed in a second language acquire reading, writing and speaking proicien-

cy as if it were their native tongue.

with their brains still developing, younger children are more able to think in the second lan-

guage, rather than just through translation.

brain development is enhanced because students in an immersion program utilize greater men-

tal capacities when learning subject content in a new language, when that new language is not

the commonly spoken language of the local environment.

CCFLT recognizes that todays students will mature into a world that is more diverse and

interconnected than at any time in our history. They deserve the opportunity to further their men-

tal, emotional and civic development with the additional beneits available through learning more

than one language and their associated cultures. By combining those approaches, Colorado Foreign

Language teachers will produce students who meet and exceed state and local district standards

and the performance of their non-second language peers.

Your colleague Sen. Pat Steadman our 2013 Friend of

Foreign Languages had this to say:

"I see so much value beyond what we typically say

about the pride and pleasure of knowing

another language. For children, there is the par-

ticular beneit of stretching their cognitive

abilities. Foreign language study increases the

overall capacity to learn and enhances all otheracademic skills. We really need to value and recog-

nize that foreign language is best taught at the elemen-

tary school level. There is no question that early exposure and instruction should happen during

the point in time when childrens brains are quite literally wired to learn.

If it's true that everything we need to know we learn in kindergarten, then that is when we must

start teaching world languages and cultures to our children. It's crucial for delivering the best possi-

ble education to our students.




February 27, 2013


19/24

When policy makers and educaon leaders talk aboutSTEM, we expect to establish a shared understandingthat this must also include the study of languages and

cultures so that our future leaders are prepared to fully parcipate in

our connected, global society and economy.

According to the Commiee for Economic Development (CED), To

confront the twenty-rst century challenges to our economy and na-

onal security, our educaon system must be strengthened to in-

crease the foreign language skills and cultural awareness of our stu-

dents. Americas connued global leadership will depend on our stu-

dents abilies to interact with the world community both inside and

outside our borders.

Our future leaders will be bilingual and

bicultural. When confronted with data

showing that fewer than 20% of stu-

dents are enrolled in World Lan-

guages classes, it is imperave that

our schools ensure students have

access to world language educaon.

Learning important content through the

lens of a dierent language develops crical

thinking and analycal skills, the literacy of the Common Core State

Standards.

On a naonal level, the American Council on the Teaching of ForeignLanguages (ACTFL) has collaborated with The Partnership for 21st

Century Skills (P21) to develop a 21st Century Skills Map.

First and foremost on our Skills map is Communicaon. Language

students are learning to COMMUNICATE by arculang thoughts and

ideas eecvely using oral, wrien and nonverbal communicaon

skills in a variety of forms and contexts.

We also focus on COLLABORATION. Students as collaborators use

their nave and acquired languages to learn from and work coopera-

vely across cultures with global team members, sharing responsibil-

ity and making necessary compromises while working toward a com-mon goal. Students are able to arculate thoughts and ideas clearly

and eecvely through speaking and wring while demonstrang the

ability to work eecvely with diverse teams and to assume shared

responsibility for collaborave work.

In addion, World Language classes stress CRITICAL THINKING AND

PROBLEM SOLVING SKILLS. Our students are inquirers who frame,

analyze, and synthesize informaon as well as negoate meaning

across language and culture in order to explore problems and issues

from their own and dierent perspecves. They are taught to make

complex choices and decisions and understand the interconnecons

among systems.

CREATIVITY AND INNOVATION is also an area of focus. Our students

are creators and innovators who respond to new and diverse perspec

ves. They use language in imaginave and original ways. They are

open and responsive to new and diverse perspecves and become

procient in acng on creave ideas to make a tangible and useful

contribuon to the domain in which the innovaon occurs.

Our 21st Century Skills Map also addresses Social and Cross-Curricula

Skills. World Language classes insll the im-

portant skills of INFORMATION LITERACY,

MEDIA LITERACY and TECHNOLOGY LITER

ACY. Students pracce making presenta

ons using 21st Century technologies.

Our units go beyond the study of lan-

guage. It is common for students to en-

gage in target language invesgaon of

environmental and polical issues, immigra-

on, health and history. These units require students to interpret

graphs and synthesize data. Throughout, students learn to dene,

priorize and complete tasks without direct oversight with our ul-

mate goal being to inspire creave and empathec life-long learners

It is our rm belief that these are inherent in STEM skills and priorie

and that World Languages therefore need to be included in STEM

planning and funding. Science, Technology, Engineering and Math ar

vital priories but it is perilous to consider them exclusively in an Eng

lish-language centric scope. This point is perhaps best illustrated by

Nelson Mandela, who said, If you talk to a man in a language he un-

derstands, that goes to his head. If you talk to him in his language tha

goes to his heart.

These eorts are aordable, non-parsan, and cost-saving in the lon

run as it is far cheaper for our bilingual and bicultural leaders to makefriends around the world than it is for them to ght our enemies.

Noah Geisel

Colorado Congress of Foreign Language Teachers www.cct.org April 2013 Page 19 HOM



February 27, 2013


20/24

We

desperately need legislave support of comprehen-

sive K-16 foreign language study and its necessity for a globally competent

and compeve work force here in Colorado.

The Naonal Research Council says lack of knowledge about foreign lan-

guages and cultures threatens the security of the US and its ability to com-

pete in the global marketplace. "In order to thrive in a global economy

America needs to prepare our children with skills and knowledge neces-

sary to compete and succeed."

Almost any job can benet from knowing another language. More andmore of Colorado's populaon speaks languages other than English, and

jobs in social services, business, communicaons, and the government all

use people with language skills. Language skills set you apart from other

workers, making you a beer candidate for hiring, promoon and work on

new projects.

Beyond that, there are a huge number of jobs that

absolutely require that you speak a second language.

These include working in the Foreign Service, serving

as a translator and/or interpreter for the Government

or the private sector, working at internaonal instu-

ons, teaching foreign languages, literatures, and

cultures in schools or universies and working for

transnaonal business corporaons.

For the rst me in almost 20 years, there are likely to

be more full-me jobs in 2012 2013 for foreign language educators than

for people with PhDs in English, according to the Modern Language Asso-

ciaon (MLA).

The update projects that the number of academic jobs in foreign lan-

guages in 2012 2013 will rise going up 10.5% from the previous year. In

English the number of posions is expected to drop 3.6%. Posions in

English have leveled o aer two years of increases, according to the

update, while foreign language posionswhich had also increased in

the previous two yearsare sll growing.

In Utah, one third of the workforce is already bilingual. As the economy

becomes increasingly global, Wyoming educators know their kids will

need to speak another language if they want to compete, even with their

neighboring states.

Mark Mathern, associate superintendent of the Natrona County School

District in Wyoming stated, "I think for states that want to be globally

compeve, this is going to be an extremely important strategy that will

help states move that way."

This is what our neighbors are up to--what about Colorado?

The Colorado Oce of Economic Development and Internaonal Trade in

its Internaonal Division creates and retains jobs in the state by helping

Colorado companies to expand and diversify their markets globally and b

helping companies from abroad to learn the value of doing business here

Their report from February 8, 2013 states: Canada retains its posion as

Colorados top export market, reaching $1.9 billion, up 29.5% over 2011.

Canada's ocial languages?

French and English. Mexico

retains its posion as Colora

dos second largest export

market with $847 million in

exports in 2012, up 12% ove

2011. Mexico's ocial lan-

guage? Spanish. MainlandChina remained third with

$676 million in exports, a 6%

increase. Ocial language?

Chinese. Japan remained

fourth with $427 million in

exports, followed by Germany, the Netherlands, the Republic of Korea

and Switzerland. I think you get the idea!

Just a quick Google search of "Foreign Language jobs available in Colora-

do" nds dozens of sites. One site--Language Jobs USA--lists over 500 job

posngs in Colorado dang from February 18, 2013 to present, seeking

people with foreign language skills.

It becomes more and more obvious that for Colorado to compete with

other states and maintain a healthy role in the global economy, we must

support learning languages for uency throughout the K-16 connuum.

Debbie Cody

..there are a huge number of

jobs that absolutely require that

you speak a second language.




February 27, 2013


21/24


Our U.S. State department has idened foreign lan-

guage study as crical for our naonal security; colleges

and universies require two years of study of the same for-

eign language for entrance; employers have indicated that

knowledge of a foreign language is very important for work-

force readiness---all valid reasons for having a two-year

high school foreign language graduaon requirement. Ac-

cording to the CIA World Fact book, only 5.6 percent of the

world's populaon speaks English as a primary language.

There are hundreds of thousands of people who don't know

English, making the ability to speak and write a dierentlanguage a valuable commodity in many

careers. However, there are also

cognive reasons for requiring

foreign language study in high

school.

To increase global understand-

ing: As globalizaon and mobility

and communicaons bring the world

ever closer together, there is a pressing need for global ci-

zens to be competent in other languages. The United States

is the only industrialized country that rounely graduates

students from high school who lack any knowledge of a for-

eign language. Whereas 52.7% of Europeans are uent in

both their nave tongue and at least one other language,

only 9.3% of Americans are uent in both their nave

tongue and another language. This stasc does not bode

well for the future of America in a global society.

To increase nave language ability: Foreign language

learners have stronger vocabulary skills in English, a beer

understanding of the language, and improved literacy in

general. Moreover, higher reading achievement in the na-

ve language as well as enhanced listening skills and

memory have been shown to correlate with extended for-

eign language study. With each addional year of foreign

language instrucon taken, a student's scores on college

and graduate school entrance exams such as the SATs,

ACTs, GREs, MCATs, and LSATs improve incrementally.

To sharpen cognive and life skills: Children who have

studied a language at the elementary level score higher on

tests in reading, language arts, and math. People who have

learned foreign languages show greater cognive develop-

ment in areas such as mental exibility, creavity, and high-

er order thinking skills, such as problem-solving, conceptu-

alizing, and reasoning.

In addion to cognive bene-

ts,language learners learn

to deal with unfamiliar cul-

tural ideas, eecvely han-

dle new situaons and have

tolerance of diverse lifestyles

and customs. It also improves

the learner's ability to understand

and communicate with people from dierent walks of life.

To increase understanding of oneself and ones own cul-

ture: Contact with other languages and cultures gives you

the unique opportunity to step outside your familiar scope

of existence and view your culture's customs, tradions,

and norms as well as your own value system through the

eyes of others. Conversely, a monolingual, monocultural

view of the world severely limits your perspecve. Intercul-

tural experiences have a monumental inuence on shapingyour identy, heightening your self-awareness, and giving

you a full appreciaon of your life situaon. These things

can happen only with knowledge of cultures and languages

other than your own.

Anna Crocker



February 27, 2013


22/24


At the Spring Conference I presented on Screen-casng in The Language Classroom. I shocked the group

with the following statement, Do not incorporate technology if you do not have the content or pedagogy to go

with the new technology! Prey crazy for a technology guy at a technology conference to say wait on the tech

nology. I explained to the class it was all about the new thing I had learned about called Technological Pedagog

cal Content Knowledge (TPACK).

The value a school places on technology can be viewed imany dierent ways. Among the ways we see the value

is to we assess technology needs. One way you or you

school can assess needs is to administer a TPACK survey

(Just do an Internet search for TPACK survey.) According

to Mishra, Koehler, and Kereluik (2009), The TPACK

framework emphasizes the role of teachers as decision

makers who design their own educaonal technology

environments as needed. By administering a TPACK su

vey to the sta, schools show they value technology and

also that they value teachers individually working to inte

grate technology into instrucon and management. As worked on my TPACK survey, I saw places where I can

improve my teaching and consequently improve my stu-

dents learning.

Incorporang technology is not about the latest and

coolest toy. Somemes you have to make sure you are

ready to use it. It has been a pleasure wring these tech

nology arcles for the newsleer this year. I will miss

serving on the CCFLT Board.

Mishra, P., Koehler, M., & Kereluik, K. (2009). The song remains the same: Looking back

through the future of educaonal technology. TechTrends,53(5), 48.


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ACTFL Edwin Cudecki Award for Support for Language Educaon

ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertaon Research in Foreign Language Edu-

caon

ACTFL Award for Excellence in Foreign Language Instrucon Using Technology with IALLT (K-12)

ACTFL/Cengage Learning Faculty Development Programs Award for Excellence in Foreign Language In-

strucon Using Technology with IALLT (Postsecondary)

ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Educaon

ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Educaon

ACTFL Florence Steiner Award for Leadership in Foreign Language Educaon (K-12)

ACTFL Wilga Rivers Award for Leadership in Foreign Language Educaon (Postsecondary)

ACTFL Melba D. Woodru Award for Exemplary Elementary Foreign Language Program

ACTFL Nelson Brooks Award for Excellence in the Teaching of Culture


SWCOLTis seeking nominaons for

Second Language Educaon Awards and Language Study Scholarships

The nominaon deadline for awards was January 15, 2013

The applicaon deadline for scholarships is December 31, 2013

Awards

- Excellence in Teaching

- Honorary Lifeme Member

- Friend of the Profession

Scholarships

- SWCOLT 2013 ScholarshipsSWCOLT Scholarship

- Teacher of the Year*

The current SWCOLT TOY is Colorados own Noah Geisel!
http://www.ccflt.org/http://www.swcolt.org/http://www.swcolt.org/http://www.swcolt.org/http://www.ccflt.org/http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/awardshttp://www.actfl.org/


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