CCFLT April 2013 Newsletter

Colorado Conference

of Foreign Language

Teachers

Affiliated 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. From our Thursday evening 2-hour ses-

sions to the general session Keynote address, from our wine and cheese

receptions to our Awards Luncheon, from the incredible (almost profes-

sional!) student singers from Fossil Ridge High School, from the on-target,

well-presented sessions to the outstanding talent and leadership of Colo-

rado foreign language teachers, it was the crème de la crème of confer-

ences! Thank you all for attending, for presenting 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 tirelessly for an entire 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 Debbie Cody and myself had the privilege of advocating for foreign

languages to the Joint House and Senate Education Committee at our State Capitol. Please take a moment

to read through our presentation in this newsletter. And be prepared for GREAT things to happen, be-

cause 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 presi-

dent. This has been a great learning experience for me and has given me the chance to connect with Colo-

rado teachers and teachers from all over the world at our regional and national conferences. I have

brought back so many of your ideas and foresights to my district and to the state committees I have

served on. Working with the two Boards during my tenure has been such a pleasure and just plain fun!

When I ran for the Board in 2007 I thought that I would be giving back to an organization that has given

me so much throughout many years. The truth is that I gained so much more than I gave and for this I

thank all of you. Thank you for your support, suggestions, and guidance as I made this journey. It is teach-

ers 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

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

I’ll see you next year at the CCFLT 52nd Annual Spring Conference!

Anna Crocker President 2010-2011, Co-President 2012-2013

IN THIS ISSUE

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

The Colorado Congress of Foreign Language Teachers Volume 32 Number 2

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

Co-President’s Letter Page 1

Co-President’s Letter Page 2

Board of Directors Page 3

President Elect Letter Page 4

Fall Conference Flyer Page 5

Thank You! Page 6

Genevieve Overman Service Award

Page 7

2013 TOY Page 8

TOY Nomination Form Page 10

TOY Nomination Form Page 11

CCFLT Awards Page 12

Election Results Page 14

Why Serve? Page 15

Presentation to Joint House and Senate Education Committee

Page 16

Technology Page 22

ACTFL Awards Page 23

2014 Spring Confer-ence

Page 25

Register Online for

the Fall Conference

(Coming Soon)

http://www.ccflt.org/

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

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 weren’t with us this year, you picked a bad one to miss! There was some-thing for everyone. Our keynote speaker, Yo Azama, alone was worth the price of registration.

We elected several new members to the CCFLT board, and I want to personally welcome them all. They are dedicating their own time 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 sacrifice their time and work on our behalf.

We gave out many awards this year. Congratulations 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. It’s easy to do. All grants and awards forms and information is in this newsletter and on our website at www.ccflt.org.

I have again enjoyed my year as co-president. We have been busy, but productive 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 tirelessly, and I am very thankful for each one of them.

I wish you much continued success as we head toward the end of another school year. I also wish you a restful and rejuvenating summer.

Debbie Cody

Co-President

[email protected]

Colorado Congress of Foreign Language Teachers www.ccflt.org April 2013 Page 2 HOME


Congress of Foreign Language Teachers

Published Quarterly August, October, January, April www.http:ccflt.org Julie Doyle, Editor [email protected] Have a question about dues? Please email Kristen Boehm CCFLT Executive Secretary: [email protected] Advertising rates and policies: You are invited to advertise in the CCFLT Newsletter. Commercial ads, which support the mission of CCFLT and are of interest to the profession, including tour and book ads, are accepted for the following rates: Size of ad Charge Size of Copy Full Page $250 (7¼” X 9”) Half Page $125 (7¼” X4½”) Half page $125 (3½” X 9”¼) Quarter Page $75 (3½” X 4½”) Prices indicate a one-time submis-sion in the newsletter. If you have questions regarding appropriate software or design files for ads, contact the Editor at [email protected] Advance payment is appreciated. Make checks payable to CCFLT and send to: Kristen Boehm, CCFLT Executive Secretary P.O. Box 270065 Louisville, CO 80027-9998 If you would like to pay for your advertising using a credit card, use the following link and passcode - http://www.regonline.com/newsletteradvertfees Code: ccfltadvert For questions on advertising costs, email [email protected]

BOARD OF DIRECTORS 2012-2013

Officers

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

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

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

Elementary and Secondary Representatives

Greg Breitbarth Littleton Academy [email protected]

Lisa Bloomer Pine Creek High School [email protected]

Amy Flynn Bear Creek High School

[email protected]

Elisabetta Kaufman South High [email protected]

Diana Noonan Denver Public Schools [email protected]

Michael Verderaine Doherty High School [email protected]

Becky Loftus Oberon Middle School [email protected]

Katie Lorimer Highline Academy [email protected]

Post-Secondary Representative

Courtney Paige Fell CU Boulder [email protected]

Fawzia Ahmad USAFA [email protected]

At-Large Representatives

Stefan Betley Holyoke High School [email protected]

Grace Koda Littleton Academy [email protected]

Non-Voting Appointed Members

Kristen Boehm Executive Secretary [email protected]

Julie Doyle Editor [email protected]

Susan Murray-Carrico Web Master [email protected]

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It seems like when we finally figure out the latest and greatest movement in education and/or language teaching and are feeling confident about the direc-tion 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 still struggling to figure out how to incorporate activities that will give our students the skills needed for a successful future. Just when we had ACTFL’s five C’s down, there are a bunch more C’s 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 communication 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 evaluation system that has been put into place with S.B. 191. A successful evaluation of our teaching is directly related to us proving student growth in our classroom and schools

With all these new initiatives, it can sometimes feel a little overwhelming. We have been talking about how we, CCFLT, can help our members learn more about these initiatives and feel more confident about the changes that are upon us. In order to better 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 http://tinyurl.com/CCFLTsurvey about 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 meeting them!

Cristin Bleess

CCFLT President-Elect

[email protected]


http://tinyurl.com/CCFLTsurvey

http://tinyurl.com/CCFLTsurvey


Register Online for the Fall Conference (Coming Soon)


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



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

Elisabetta Kaufmann

Courtney Paige-Fell

Lisa Bloomer

Diana Noonan Grace Koda

Stefan Betley Kristen Boehm

Amy Flynn Becky Loftus

Michael Verderaime Greg Breitbarth

Cristin Bleess Katie Lorimer


A LETTER OF APPRECIATION 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 emotions, I don’t exactly recall what I said when I was giving my thanks.

Maybe the following will be a little clearer.

I would like to thank Mary Vogl who sent such a wonderful nomination letter, and thank, as well, my col-

leagues in the French Department at Colorado State University, and Joe Harris, my long time supervisor in the

Poudre School District. The letters 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 deserving and accomplished nominee than I would

get this award, their letters were my prize! It is such a joy and honor to work with colleagues and supervisors

who appreciate your efforts, 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 fine organization in 1976, my first year of teaching,

and I have grown as a better and more efficient teacher because of all the creative 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 organization and selfless work, and we

do commend all the Board Members for their tireless dedication in putting together conferences with valua-

ble learning and teaching resources with the like of local, state, regional, and national presenters. Our stu-

dents appreciate all these efforts as well; these conferences rejuvenate us, give us more stamina in trying new

ideas, reaffirm 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 Citizens 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



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. Cul-

ture was never mentioned, and if it was, it

was almost always about the life and cus-

toms of Spain. I am from Puerto Rico and

it was difficult for me to relate to what

was taught in class, even when it was

about my first language. This was the mid

1970’s. 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 find 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

fighting. I later found that they interpreted our ex-

pressive use of hands and loud voices as yelling

and 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 rig-

orous, they appreciate how

much they learn, that my

classes are fun and interest-

ing, and when they have

traveled to Spanish speak-

ing countries they under-

stand, read and even speak

with the local folk! They become excited and I be-

come 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 finally arrived and I

am proud that I get to participate and advocate in

this adventure. We have only just begun.

Norma E. Arroyo



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 practices with others?

If these qualities represent you or a colleague you know, please apply for or nominate someone for the Teach-

er of the Year. An application can be found on the Contests/Grants/Scholarships tab at www.ccflt.org

Applications are due May 1, 2013.





2013 COLORADO FOREIGN LANGUAGE TEACHER OF THE YEAR APPLICATION FORM

General Information/Signatures

Nominee Name___________________________________________________________

Home Address____________________________________________________________

__________________________________________________( )________________

City State Zip Code Telephone

Date of Birth___________/________/_______

Electronic mail Address(es)_____________________________________________________

___________________________________________________________________________

School Name________________________________________________________________

School Address_______________________________________________________________

_____________________________________________________( )_________________


Language(s) Teaching___________________________________Levels_________________

I hereby give my permission that any or all of the attached materials (other than home address, telephone and DOB) may be shared with persons interested in promoting 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 responsibilities during the year of my recognition as needed in order to fulfill the obligations inherent in the honor.

School/Building Principal

Name_______________________________________________Title____________________

School Name_________________________________________________________________

Address_____________________________________________________________________

_____________________________________________________( )________________


I acknowledge that the nominee submits this application with my approval. If the nominee is selected as the 2013 Colorado Teacher of the Year, he or she will be released from classroom responsibilities during the year of recognition as needed.

Signature of School Principal___________________________________________Date_______________

Total Years of Teaching Experience______________ Years in Present Position____________

Signature of Candidate_______________________________________Date_____________



Required Documents to be submitted with the application for TOY:

Application 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 activities and programs, posts held in professional organiza-tion); any post graduate education; workshops or other professional developmental activity; and other information con-sidered relevant.

Three letters that support the nomination, 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 letters may be sent with the application, or referees may send letters individually.

A 500-word statement in first person on the value of learning language and culture. A 20 minute video (DVD) of classroom instruction. Via a brief dossier, any other material should be submitted relevant to candidacy. For example, the dossier might include descrip-

tions of programs the candidate has developed, newspaper coverage of sponsored events, certificates indicating partici-pation in professional and developmental activities and other evidence of professional accomplishments.

For CCFLT Board Use only:

_________ Nomination received? Date___________________

_________ Letter sent to nominee? Date__________________

_________ Is the nominee’s dossier/file complete? Date__________________________

__________ CV

__________ Student Letter of Recommendation

__________ Administrator Letter of Recommendation

__________ Faculty Colleague Letter of Recommendation



CCFLT Awards and Grants Winners

New Teacher Scholarship for the 2013 Spring Conference:

Matthew Webster, Mountain Ridge Middle School, Colorado Springs

Kris Wells Memorial Creativity 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

Winners of the 17th Annual Student Essay Contest

Elementary/Middle School Essay Topic: How has technology helped me to learn another

language?

Winner: Allison Liu, Seventh Grade, Eldorado K-8 Kathleen Dickinson, Teacher

High School/University Essay Topic: As social media continues to skyrocket, how can I use

this technology to help me learn another language?

Winner: Norma Langdon, Eleventh Grade, Cheyenne Mountain High School

Pamela Centeno, Teacher

Look for these essays on display at the conference!



German / High School

Beginning Level: Zane Mabry and Andy Meger

(Teacher- Katalin Ivanyi Fossil Ridge High School)

Heritage Level: Sonya Maple and Helena Kragel (Teacher- Katalin Ivanyi Fossil Ridge High School)

Intermediate Level: Jordan Krizanovic and Justin McGowen


Extension Level: Shane Swift and John Moore


Advanced Level: Josh Morse and Drew Henninger


Spanish / Elementary and Middle School

Beginning Level: Shjon Sonday

(Teacher- William Gonzalez Crown Pointe Academy)

Advanced Level: Zeb Granado

(Teacher- William Gonzalez Crown Pointe Academy)

Intermediate Level: Madison Kirby and Allie Reuter

(Teacher- Kathleen Dickinson Eldorado K-8)

Spanish / High School

Intermediate Level: Jeff Kohl and Spencer Young

(Teacher- Pamela Centeno Cheyenne Mountain High School)

Heritage Level: TWO WAY TIE

Tamara Lopez-Vidal and Ana Ruiz Moreno- Manzanero and Edgard Ramirez Orozco


Advanced Level: Fiona Murphy and Margaret Sloan


Extension Level: Aidan Connaughton and Haley Feten




Election Results for the CCFLT Board of Directors

Diana Noonan:

President-Elect

Kathleen Bizarro:

Post-Secondary

Representative

Heather Witten:

Elementary/Secondary

Representative

Deborah Ormsby:


Representative

Jenny Beltman:


Representative

Kristy Swartwood:


Representative

Jian Lin:

At-Large Representative


http://2.bp.blogspot.com/--Cx4H1Jzp3g/T3T4ycdp4YI/AAAAAAAAACg/gEVsChQTm8Y/s1600/profile+pic.jpeg


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

Do you know a colleague who might be? Serving on the Board provides great

opportunities 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 positions, which last for two academic years, give members the opportunity to:

Practice Communication skills in at least two languages

Promote Connections at state, regional, and nation’s levels

Make Friendships all over the state

Gain Leadership and professional growth opportunities

Share Teaching tips, experiences and concerns

The responsibilities include:

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

Attend monthly meetings from August to May

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

Work at the Spring Conference

Serve on a minimum of two committees; one Standing and one Spring Conference committee

Chair a committee in your second year

Reimbursements and benefits include:

Up to twelve hours CDE recertification credit

All phone calls

Mileage at 25 cents per mile

Spring Conference registration and two luncheon meals

Fall Conference registration

Certificates for volunteer hours

Easy to nominate yourself

Build statewide networking connections




Briefing:

The Colorado Congress of Foreign Language Teachers and the

world languages teachers of Colorado fully support and are high-

ly involved in the Colorado Department of Education initiatives,

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 Languages Special-

ist at CDE.

The U.S. State Department has identified learning a second, third and even a fourth language as

critical for our national security.

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

fluent (advanced proficiency) in a K-16 program.

The Colorado colleges and universities 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 five skills cited as “very important” by

employers for high school graduates.

Recommendations:

That the state establishes and funds a World Language Specialist position for the Colorado Depart-

ment of Education.

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 graduation requirement or

test via a Standards-based measurement of proficiency at a minimum proficiency of Novice-High

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

Colorado Congress of Foreign Language Teachers

Presentation to the Joint House and Senate Education Committee

February 27, 2013



Students should be provided the opportunity to learn a second language as early as possible in school.

Young learners have an edge in developing bilingual skills

An early language learning experience

helps to develop native-like pronunciation

promotes higher levels of proficiency if the student continues in a well-articulated sequence of lan-

guage learning.

Additional benefits include:

strengthening of literacy in students’ first

language

raising standardized test scores in other

subject areas

developing comfort with cultural differ-

ences.

These benefits accrue with instruction that is:

continuous 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 nation. Content-based foreign language instruction in these programs uses foreign lan-guages as the vehicle for teaching subject content. I became involved in one such school, the Denver Language School (DLS), a K-8 charter in District 31. We teach the core content in a Mandarin Chinese program and Spanish program.

Contd...

“ CCFLT recognizes that today’s students will mature into a world that is more diverse and interconnected than at any time in our history. “



February 27, 2013


In my position at DLS I experienced firsthand proof of research showing that: young children immersed in a second language acquire reading, writing and speaking profi-

ciency 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

mental capacities when learning subject content in a new language, when that new language is not the commonly spoken language of the local envi-ronment.

CCFLT recognizes that today’s 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 mental, emotional and civic development with the additional benefits available through learning more than one lan-guage and their associated cultures. By combining those approaches, Colorado Foreign Lan-guage 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 particular benefit of stretching their cognitive abilities. Foreign language study increases the overall capacity to learn and enhances all other academic skills. We really need to value and recognize that foreign language is best taught at the elementary school level. There is no question that early exposure and instruction should happen during the point in time when children’s 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 possible education to our students.


“ We really need to value and

recognize that foreign language is

best taught at the elementary

school level .”



February 27, 2013


W hen policy makers and education leaders talk about

STEM, we expect to establish a shared understanding

that this must also include the study of languages and

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

our connected, global society and economy.

According to the Committee for Economic Development (CED), “To

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

tional security, our education system must be strengthened to in-

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

dents. America’s continued global leadership will depend on our stu-

dents’ abilities 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 imperative that

our schools ensure students have

access to world language education.

Learning important content through the

lens of a different language develops critical

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

Standards.

On a national level, the American Council on the Teaching of Foreign

Languages (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 Communication. Language

students are learning to COMMUNICATE by articulating thoughts and

ideas effectively using oral, written and nonverbal communication

skills in a variety of forms and contexts.

We also focus on COLLABORATION. Students as collaborators use

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

tively across cultures with global team members, sharing responsibil-

ity and making necessary compromises while working toward a com-

mon goal. Students are able to articulate thoughts and ideas clearly

and effectively through speaking and writing while demonstrating the

ability to work effectively with diverse teams and to assume shared

responsibility for collaborative work.

In addition, World Language classes stress CRITICAL THINKING AND

PROBLEM SOLVING SKILLS. Our students are inquirers who frame,

analyze, and synthesize information as well as negotiate meaning

across language and culture in order to explore problems and issues

from their own and different perspectives. They are taught to make

complex choices and decisions and understand the interconnections

among systems.

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

are creators and innovators who respond to new and diverse perspec-

tives. They use language in imaginative and original ways. They are

open and responsive to new and diverse perspectives and become

proficient in acting on creative ideas to make a tangible and useful

contribution to the domain in which the innovation occurs.

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

Skills. World Language classes instill the im-

portant skills of INFORMATION LITERACY,

MEDIA LITERACY and TECHNOLOGY LITER-

ACY. Students practice making presenta-

tions using 21st Century technologies.

Our units go beyond the study of lan-

guage. It is common for students to en-

gage in target language investigation of

environmental and political issues, immigra-

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

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

prioritize and complete tasks without direct oversight with our ulti-

mate goal being to inspire creative and empathetic life-long learners.

It is our firm belief that these are inherent in STEM skills and priorities,

and that World Languages therefore need to be included in STEM

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

vital priorities 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 that

goes to his heart.”

These efforts are affordable, non-partisan, and cost-saving in the long

run as it is far cheaper for our bilingual and bicultural leaders to make

friends around the world than it is for them to fight our enemies.

Noah Geisel




February 27, 2013


We desperately need legislative support of comprehen-

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

and competitive work force here in Colorado.

The National 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 benefit from knowing another language. More and

more of Colorado's population speaks languages other than English, and

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

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

workers, making you a better candidate for hiring, promotion 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 international institu-

tions, teaching foreign languages, literatures, and

cultures in schools or universities and working for

transnational business corporations.

For the first time in almost 20 years, there are likely to

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

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

ciation (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 positions is expected to drop 3.6%. Positions in

English have leveled off after two years of increases, according to the

update, while foreign language positions— which had also increased in

the previous two years—are still 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

competitive, 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 Office of Economic Development and International Trade in

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

Colorado companies to expand and diversify their markets globally and by

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

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

Colorado’s top export market, reaching $1.9 billion, up 29.5% over 2011.

Canada's official languages?

French and English. Mexico

retains its position as Colora-

do’s second largest export

market with $847 million in

exports in 2012, up 12% over

2011. Mexico's official lan-

guage? Spanish. Mainland

China remained third with

$676 million in exports, a 6%

increase. Official 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" finds dozens of sites. One site--Language Jobs USA--lists over 500 job

postings in Colorado dating 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 fluency throughout the K-16 continuum.

Debbie Cody

“ ..there are a huge number of

jobs that absolutely require that

you speak a second language.”




February 27, 2013



O ur U.S. State department has identified foreign lan-

guage study as critical for our national security; colleges

and universities 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 graduation requirement. Ac-

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

world's population 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 different

language a valuable commodity in many

careers. However, there are also

cognitive reasons for requiring

foreign language study in high

school.

To increase global understand-

ing: As globalization and mobility

and communications bring the world

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

zens to be competent in other languages. The United States

is the only industrialized country that routinely graduates

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

eign language. Whereas 52.7% of Europeans are fluent in

both their native tongue and at least one other language,

only 9.3% of Americans are fluent in both their native

tongue and another language. This statistic does not bode

well for the future of America in a global society.

To increase native language ability: Foreign language

learners have stronger vocabulary skills in English, a better

understanding of the language, and improved literacy in

general. Moreover, higher reading achievement in the na-

tive language as well as enhanced listening skills and

memory have been shown to correlate with extended for-

eign language study. With each additional year of foreign

language instruction 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 cognitive 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 cognitive develop-

ment in areas such as mental flexibility, creativity, and high-

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

alizing, and reasoning.

In addition to cognitive bene-

fits, language learners learn

to deal with unfamiliar cul-

tural ideas, effectively han-

dle new situations and have

tolerance of diverse lifestyles

and customs. It also improves

the learner's ability to understand

and communicate with people from different walks of life.

To increase understanding of oneself and one’s 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, traditions,

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 perspective. Intercul-

tural experiences have a monumental influence on shaping

your identity, heightening your self-awareness, and giving

you a full appreciation of your life situation. These things

can happen only with knowledge of cultures and languages

other than your own.

Anna Crocker



February 27, 2013



At the Spring Conference I presented on Screen-casting 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!” Pretty 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 Pedagogi-cal Content Knowledge (TPACK).

The value a school places on technology can be viewed in many different ways. Among the ways we see the val-ue is to we assess technology needs. One way you or you school can assess needs is to administer a TPACK surveys. (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 educational tech-nology environments as needed.” By administering a TPACK survey to the staff, schools show they value tech-nology and also that they value teachers individually working to integrate technology into instruction and management. As I worked on my TPACK survey, I saw places where I can improve my teaching and conse-quently improve my student’s learning.

Incorporating technology is not about the latest and coolest toy. Sometimes you have to make sure you are ready to use it. It has been a pleasure writing these technology articles for the newsletter 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 educational technology. TechTrends, 53(5), 48.


ACTFL Edwin Cudecki Award for Support for Language Education ACTFL-MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in Foreign Language Edu-

cation ACTFL Award for Excellence in Foreign Language Instruction Using Technology with IALLT (K-12) ACTFL/Cengage Learning Faculty Development Programs Award for Excellence in Foreign Language In-

struction Using Technology with IALLT (Postsecondary) ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education ACTFL Florence Steiner Award for Leadership in Foreign Language Education (K-12) ACTFL Wilga Rivers Award for Leadership in Foreign Language Education (Postsecondary) ACTFL Melba D. Woodruff Award for Exemplary Elementary Foreign Language Program ACTFL Nelson Brooks Award for Excellence in the Teaching of Culture


SWCOLT is seeking nominations for Second Language Education Awards and Language Study Scholarships The nomination deadline for awards was January 15, 2013 The application deadline for scholarships is December 31, 2013

Awards - Excellence in Teaching - Honorary Lifetime Member - Friend of the Profession

Scholarships - SWCOLT 2013 Scholarships

SWCOLT Scholarship - Teacher of the Year*

* The current SWCOLT TOY is Colorado’s own Noah Geisel!

http://www.actfl.org/

http://www.actfl.org/about-the-american-council-the-teaching-foreign-languages/awards


http://www.swcolt.org/

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 Website for 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.unco.edu/fld/





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