Texas Foreign Language Association Journal

ge ua g l an na L r Texas Foreign Language gn Jou ei n or io Journal Association F t as cia ex sso T A 1 08 20 ition g rin , Ed Summer 2006 Sp 55 Volume 53, me Edition 2 olu V 2007 – 2008 Executive Board President: Billie Hulke Baylor University Department of Modern Foreign Languages One Bear Place #97393, Waco 76798-7393 254-710-6017 (W) Billie_Hulke@Baylor.edu President-Elect: Dorothy Cox Travis High School - Fort Bend ISD 11111 Harlem Road, Richmond 77469 281-634-7114 (W) Dorothy.cox@fortbend.k12.tx.us Immediate Past President: Barbara Hanna Garland ISD – LOTE Coordinator 870 W. Buckingham Road, Garland 75040 972-494-8919 (W) bahanna@garlandisd.net Vice President: Sandy Harvey Fort Bend ISD – LOTE Coordinator 16431 Lexington Boulevard, Sugar Land 77479 281-634-1237 (W) sandy.harvey@fortbend.k12.tx.us Recording Secretary: Linda Johnson Parish Episcopal School 4101 Sigma Drive, Dallas 75244 972-239-8011, ext. 2349 (W) ljohnson@parishepiscopal.org Executive Secretary & Treasurer: Eugenia Simons 1320 Modiste Drive, Houston 77055 713-468-4959 (H, TFLA) 713-468-5930 (Fax) TFLAes@aol.com Journal Co-Editor: Sarah Thompson Pearce High School - Richardson ISD 1600 N. Coit Road, Richardson 75080 469-593-5204 (W) Sarah.Thompson@risd.org Journal Co-Editor: Janet Smith Westchester Academy – Spring Branch ISD 901 Yorkchester Drive, Houston 77079 713-365-5678 (W) Janet.Smith@springbranchisd.com Advertising Director: MayDell Jenks Katy ISD – Director of Other Languages 6301 South Stadium Lane, Katy 77494 281-396-2619 (W) 281-644-1818 (Fax) maydelljenks@katyisd.org Public Outreach & Advocacy: Nathan Bond Texas State University Curriculum & Instruction, Education Bldg. 3024 601 University Drive, San Marcos 78666 512-245-3098 (W) NathanBond@txstate.edu Site Selection Director: Carl Johnson 6000 Aurora Drive, Austin 78757 512-461-2114 CarlJohnson@austin.rr.com Webmaster: Hajime Kumahata Rice University kumahata@rice.edu Future Conference Dates Spring 2008 Corpus Christi March 27 - 30 Omni Corpus Christi Hotel Bayfront Tower Fall 2008 Houston October 16 - 19 Wyndham Greenspoint Spring 2009 Waco March 27 - 28 Waco Hilton and Convention Center TFLA Journal - Page 2 Meet Your New TFLA Officers President-Elect Vice President Recording Secretary Dorothy Cox teaches French at William B. Travis High School in Fort Bend ISD. Sandy Harvey serves as the Foreign Language Coordinator in Fort Bend ISD, and she previously taught Spanish and French in Fort Bend ISD. Linda Johnson teaches Spanish and serves as the World Languages Department Coordinator at Parish Episcopal School in Dallas. Journal Co-Editor Janet Smith teaches French at Westchester Academy and serves as the District Lead Teacher in Spring Branch ISD. Journal Co-Editor Sarah Thompson teaches Spanish at Pearce High School in Richardson ISD. TFLA Journal - Page 3 Table of Contents Volume 55, Edition 1 Conference Information Spring Conference in Corpus Christi …………………………………………….. A Message from the President-Elect ………………………………. Dorothy Cox Letters from our LOTE Leaders Together We Can Accomplish Great Things The Texas Essential Knowledge and Skills 5 6 ………………………. Billie Hulke ……………………. María Treviño 7 8 LOTE Advocacy Everyone is an Advocate ………...…………………………………Nathan Bond 10 February is Discover Languages Month …….…. Marty Abbott and Juliet Mason 11 Legislative Update from JNCL-NCLIS …………………………J. David Edwards 13 TFLA Awards and Recognitions Cheryl Daymen Named TFLA Administrator of the Year ……………………….. 15 María Treviño Named TFLA Honorary Member ………………………………… 16 Featured Articles New Modern Language Survey …………… Mona Finston and Mark Aurigemma Chinese Language Teachers Association: A Year in Review ………... Meng Yeh Yuying Liu: The First Certified Chinese Teacher in Texas ................ Janet Smith Mme. Catherine Petillon Visits Aldine Academy ………………. Becky Howard Our Imperfect Past …………………………………………………… Pam Kaatz Book Review ………………………………………………….. Les Stone Houston Area AATG Update …………………………………….Dagmar Kidd Plano Hosts ACTFL Language Teachers ……………….. Greta Lundgaard Texas French Symposium ………………………………. Toby Freeman Give Your Students Some Credit ………………………. Georges Detiveaux In Memoriam: Johnnie Eng ………………………………………………………. 24 27 30 31 32 34 36 36 37 38 42 TFLA Journal - Page 4 TFLA Spring 2008 Conference Corpus Christi March 27 - 30 Omni Corpus Christi Hotel Bayfront Tower 900 North Shoreline Boulevard Corpus Christi, Texas 78401 800-843-6664 (Reservations) 361-887-6715 (Fax) Dorothy Cox President-Elect and Program Chair Travis High School in Fort Bend ISD 281-634-7114 (W) Dorothy.Cox@fortbend.k12.tx.us Room Rates $ 110 for single and double $ 129 for triple and quad Reservations must be made before March 6th for the special TFLA rate. A link to the hotel’s website is provided on the TFLA website. Janet Lumley Local Arrangements Chair Corpus Christi ISD 361-886-9206 (W) JALumley@ccisd.us Airport Shuttle A free hotel shuttle runs every hour and half hour between 5 am and midnight. Reservations can be made through the hotel. TFLA Conference Website www.tfla.info Check this site for online registration, conference fees, and a list of the sessions and workshops. Conference registration and the Preconference Program will be available in early February. Hotel Parking Parking is free at the hotel. Valet parking costs $9 per day. Airline Reservations Southwest, American and Continental fly to Corpus Christi. TFLA Journal - Page 5 Dear TFLA Members, I want to thank the members for electing me as PresidentElect. I am deeply honored, and I look forward to working with all of you to continue providing valuable services to teachers and administrators in the state of Texas. My association with TFLA has been extremely rewarding as a teacher throughout my career. I have met many outstanding educational leaders and have learned much from them. I have also made many friends through TFLA conferences that I count on seeing at least once in the fall and spring every year. It was good to see so many of you in San Antonio. What a great event! The fall conference was a joint venture with ACTFL, which provided for a larger venue. It was exciting to see so many educators not only from Texas, but from many other states as well. San Antonio offered a colorful and delicious welcome to all of us through the cultural exhibitions and varied restaurants along the River Walk as well as around the city. A big ¡Gracias! goes to the presenters, the Local Arrangements Committee, the volunteers, the entertainers and the exhibitors. We appreciate your generous support of TFLA! We now look forward to the spring conference in Corpus Christi on March 27 – 30. What a wonderful location for our meeting! Beautiful sandy beaches and clear blue water are just across the street from our conference location at the Corpus Christi Omni Bay Front Tower Hotel. There are many attractions in Corpus Christi including the Texas State Aquarium, The Museum of Science and History, The Asian Cultures Museum and Educational Center, and The USS Lexington. Make your plans now to make this weekend a valuable and enjoyable experience. We still welcome applications for presenters. If you are interested in giving a workshop or presentation, please go to the TFLA website at www.tfla.info and fill out the form. If you want information about registration for the conference, please check the website. Again, thank you for the chance to work with so many delightful and talented educators. Through our connections with one another, TFLA offers all of us opportunities to grow and to improve as well as to enjoy visiting with and learning from each other. See you in Corpus Christi! Best regards, Dorothy Cox President-Elect Texas Foreign Language Association TFLA Journal - Page 6 Dear Colleagues: I can hardly believe that it is already January — Where did the time go? As I reflect on TFLA events of last year, we have much to celebrate. Through collaborated efforts we have accomplished much. As I look to the future, together we can achieve even more through continued teamwork! ACTFL 2007 in San Antonio was an enormous success thanks to our dedicated TFLA Board and members. We extend sincerest thanks to our volunteers, presenters, loyal exhibitors who donated to the TFLA Awards Banquet, Local Arrangements Chair Rosanna Pérez and her committee members Ginger Ochoa, Cynthia Driggers and their students, the Mariachi Oro, and vocalist Alicia Reyes-Barriéntez. TFLA commends the dedication, hard work, and enthusiastic participation of our members and guests who graciously donated and accepted time-consuming tasks. You demonstrated to our national and international visitors your true Texas talent and pride! I urge you to be an advocate for Texas Foreign Language Association! Please share the TFLA good news! Visit with your colleagues about the many benefits of our conferences, share a copy of our outstanding TFLA Journal, direct them to the TFLA website www.tfla.info, and talk to them about the ongoing work of our legislative advocacy and outreach program — Please encourage others to join TFLA. You are the best advocate for sharing the many benefits of membership in our great organization! I encourage you to take an active role — TFLA needs you! Plan to share your successful ideas and programs with colleagues by presenting at conferences. TFLA wants your energetic participation by serving on committees, volunteering at the conferences, writing letters, and making phone calls to your legislators on behalf of foreign language education. You are the best support system for TFLA and foreign languages! I hope that you will recognize the many successes of your students, fellow teachers and administrators by recommending them for scholarships, nominating them for teachers of the year and administrator of the year, and encouraging them to run for a position on the TFLA Board. Please apply for one of our study-abroad scholarships. All online forms have been updated and are just waiting for you to access them! I would like to thank you for the opportunity to serve as President-Elect this past year. It has been a truly rewarding experience for me, professionally and personally! I am enthusiastic about the future of our great Texas Foreign Language Association and look forward to serving as President in 2008. Please know that I need your participation and support as we face new challenges and opportunities! Let’s remember that together we can accomplish great things for foreign language education in Texas! Sincerely, Billie Hulke President Texas Foreign Language Association TFLA Journal - Page 7 The Texas Essential Knowledge and Skills for Languages Other Than English: A Look at the Past By María J. Fierro-Treviño Director for Languages Other Than English Texas Education Agency Maria.Trevino@tea.state.tx.us Only ten years ago teacher committees met to develop the Texas Essential Knowledge and Skills (TEKS) for their content areas. This was a massive effort in moving away from the old Essential Elements and updating the standards to reflect what “all students should know and be able to do.” Project ExCELL (Excellence and Challenge: Expectations for Language Learners) was coordinated by the Southwest Educational Development Laboratory (SEDL) under the direction of Bobby LaBouve, the former director for LOTE at TEA. The overview for the project was provided by TEA LOTE Director Inés García and Assistant Director Carl Johnson. The purpose of Project ExCELL was to promote systemic change in LOTE with student standards, prospective teacher standards, and guidelines for teacher professional development. Project ExCELL was funded in 1995 by the United States Department of Education’s Office for Educational Research and Improvement (OERI). Project ExCELL was the catalyst in the development of the TEKS for Languages Other Than English and new TEKS reflected a changing paradigm in language education – languages for all students and developing proficiency in students in K-12 programs. The draft document Standards for Foreign Language Learning: Preparing for the 21st Century served as a guide in the development of Texas standards. The TEKS for LOTE committee was composed of twenty-four LOTE educators representing K-12 and postsecondary. The co-chairs for the writing team were Phyllis B. Thompson from Houston Baptist University, Linda Calk from Ysleta ISD (now retired), and María Fierro-Treviño, Instructional Specialist for Languages at Northside ISD. (Never in my dreams did I think I would find myself 10 years later at TEA walking in the shoes of three great directors.) The TEKS for LOTE were adopted by the State Board of Education in April 1997 and became effective September 1, 1998. At that time, the TEKS for the enrichment areas were considered guidelines. Senate Bill 815 required that the TEKS be taught in the enrichment areas by 2003. SEDL continued to be a key entity as it eventually housed the Center for Educator Development for Languages Other Than English (LOTE CED). The LOTE CED had two directors, Lillian King followed by Elaine Phillips, both of whom infused a tremendous amount of effort and creativity in the work related to the TEKS. Working closely with TEA and Texas LOTE educators, the LOTE CED produced these important documents: 1. A Texas Framework for Languages Other Than English* intended to assist districts and teachers with the TEKS implementation. 2. Preparing Language Teachers to Implement the Texas Essential Knowledge and Skills for Languages Other Than English*, a set of pre-service standards that guide higher education institutions in preparing LOTE teachers to teach the TEKS for LOTE. TFLA Journal - Page 8 3. Professional Development for Language Teachers*, permitted teachers to learn about the TEKS for LOTE and learn how to fine-tune their instruction in order to implement the TEKS. The LOTE CED also produced the following training modules for TEKS implementation: Developing Curriculum, Addressing Assessment, Developing Rubrics for Performance Based Assessment, Peer Coaching, and Español para el Hispanohablante. The CED trained a cadre of facilitators to present these modules and many presenters continue to provide training today. One might think that after 10 years every LOTE teacher has received TEKS training; however, not all 1200 school districts have LOTE coordinators or lead teachers that have been able to provide the type of specific guidance needed to implement TEKS-based instruction. The TEKS drive LOTE instruction and they must be implemented as they are non-negotiables. Efforts must be made to reach and train current teachers and the growing number of new LOTE teachers in the state. The Texas Association for Language Supervision (TALS) and the Texas Foreign Language Association (TFLA) played an important role as these organizations focused on providing TEKS staff development to teachers. For several years, the focus concentrated on the 5 Cs of Communication, Cultures, Connections, Comparisons, and Communities. The cadre of trained facilitators presented consistently and repeatedly at TALS and TFLA. Eventually new presenters emerged from the concentrated efforts of these two organizations. TALS and TFLA continue to provide conferences to LOTE educators, and perhaps the two organizations can collaborate to refocus on new TEKS staff development training. The focus on the implementation of the 5 Cs seems to have diminished in the last few years. What does this indicate? Has every teacher, experienced and new alike, learned everything there is to know about the TEKS? Maybe this is a time to reflect and inquire within ourselves, “How do I implement the 5 Cs on a daily basis? Do I make learning a meaningful experience as students use communication skills to learn about other cultures, make connections to other subject areas, compare their own language and culture to the language and culture studied, and use the language in the community and for lifetime learning? Do I provide multiple opportunities for students to demonstrate what they know using performance-based assessments? What are the most current resources available to assist me in staying up-to-date so that I can provide the best possible instruction for my students? New and experienced teachers may wish to visit the LOTE CED website at http:// www.sedl.org/loteced/opdc/ to access the Online Professional Development Center. The online center offers five courses which educators can review at their own pace. The courses provide deeper understanding of the TEKS, the use of Progress Checkpoints and defining proficiency, developing learning scenarios for the classroom, and developing and evaluating performance-based assessments. Though the CED is no longer in existence, a world of gratitude goes to SEDL for keeping the website live. SEDL has played a very important role in the realm of Languages Other Than English. Reflecting over the past ten years shows how much LOTE has progressed in Texas and how much more we have to accomplish. Merci to every LOTE coordinator who is providing guidance at the district level to their teachers. Danke to every lead teacher and department coordinator working with their departments on a daily basis. Gracias to every LOTE teacher for being in the classroom every day and making language and culture come alive for every student. Let’s continue working together to have a world-class LOTE program in Texas. *These documents are available for purchase from the TEA Publications Office. TFLA Journal - Page 9 Advocacy Everyone is an Advocate By Nathan Bond Director of Advocacy and Public Outreach NathanBond@txstate.edu New Year’s Day is one of my favorite holidays. It’s a time for us to reflect on the past and set goals for the future. We have an opportunity to assess what worked and what didn’t work and when necessary, wipe the slate clean and start afresh. The past year was exciting for TFLA. We hosted successful conferences in Plano in the spring and San Antonio with ACTFL in the fall. Both events were well attended, and the comments that I heard from the members were positive. In May, TFLA President Barbara Hanna and outgoing Advocacy and Public Outreach Director Phyllis Thompson and I traveled to Washington, DC where we attended the JNCL-NCLIS Conference and advocated on Capitol Hill on behalf of TFLA. Compared to previous visits, the national leaders seem to be more aware of and receptive to language instruction. The past year was also sad for TFLA. Phyllis Thompson retired from the Board. The organization is extremely grateful to this longtime leader for her unwavering dedication to the organization. Phyllis was a vocal advocate for TFLA. As a way to say thanks, we will honor her at the upcoming fall conference in Houston. As the new year begins, I invite each member to advocate for TFLA. What’s nice is that you can serve in this capacity in a variety of ways. For example, you can write letters to your state and national representatives encouraging them to pass language-friendly legislation. Or perhaps you and your colleagues would like to host a series of activities in your school for ACTFL’s Discover TFLA President Barbara Hanna, U.S. Senator Kay Bailey Hutchison and TFLA Director of Advocacy and Public Outreach Nathan Bond at the JNCL-NCLIS Conference in Washington DC. Languages Celebration in February. Of course, these efforts will require a little time and effort on your part. However, the easiest way to advocate for TFLA is to simply encourage the language teachers in your school and district to join our organization. I am always amazed at the turnover rate of language teachers in our profession. We sometimes forget that the new teachers in our building don’t know about TFLA. Please, take it upon yourself to tell them about TFLA. Duplicate the membership form on the back of this journal and put it in your new colleagues’ mailboxes at school. Better yet, encourage them to go to the website (www.tfla.info) and register online. We all agree that TFLA is a great organization and that it consistently provides high quality professional development and networking opportunities. Membership in TFLA connects language teachers on the state level and through the publications and website provides current information about language instruction in Texas. I like the quote that Phyllis Thompson included in TFLA’s most recent advocacy brochure. It reads, “A different world cannot be built by indifferent people.” Let’s resolve to be proactive in 2008 in telling others about our organization and advocating on behalf of our profession. Everyone is an advocate! TFLA Journal - Page 10 February is ACTFL’s Discover Languages Month By Marty Abbott, ACTFL’s Director of Education (mabbott@actfl.org) and Juliet Mason, ACTFL’s Director of Membership (jmason@actfl.org) Discover Languages National Podcast Contest This February, language educators around the country will make a coordinated effort to call attention … among students, parents, administrators, business leaders and legislators … to the critical importance of language learning. A universal, high-visibility effort is known to be the best way to build public awareness and support, and language programs need that kind of impact now! Be sure to visit the DiscoverLanguages.org website today and often as the calendar leads up to this important month. You’ll find valuable information to share with your constituents, useful ideas on what others do to promote languages, and a Discover Languages product store where you can buy products to help make your Discover Languages Month fun and memorable. Get your students involved in language advocacy by having them enter the Discover Languages National Podcast Contest! The contest will open on January 10 and extend through February 10. All contest rules will be posted on the Discover Languages website by January 1, 2008 at www.DiscoverLanguages.org. The theme “It’s Not Just a Language Class” will challenge students to create a podcast that reflects how they use their language beyond the classroom and the impact that language learning has had on their lives. The contest will be a great way to highlight language learning in your school and in your community during February! Discover Language Teaching We all can remember a teacher who made a difference in our lives! And chances are that current language teachers were inspired by one of their own language teachers. With our vision to make language learning opportunities available to all children in U.S. schools comes an obligation to TFLA Journal - Page 11 make sure that the language classrooms they will enter are staffed with highly qualified language professionals! As part of the celebration of February as Discover Languages month, language educators at all levels of instruction are asked to set aside a few minutes to talk to their language students, either as a group, or as individuals, about the benefits of following a career path into teaching languages. Here are some talking points that may help you with this discussion! Language Teaching as an Intrinsically Rewarding Career Language teachers not only contribute to their students’ intellectual development, but they also contribute to broadening their views about the world by: • Encouraging respect for people from other cultures • Developing cultural literacy about other cultures as well as their students’ own culture • Expanding students’ knowledge about the target language as well as their native language • Furthering the notion that their students are ambassadors of U.S. culture when interacting with people from other countries. Tangible Benefits of a Career in Language Teaching Although teaching situations may vary widely, in general, many language teachers: • Enjoy a substantial degree of job security with tenure or continuing contracts • Accrue work benefits packages that include health insurance, retirement programs, increased salaries for advanced degrees, seniority or national board certification • Receive professional development on a regular basis and other “on the job training” such as technology applications • Develop sought-after skills such as clear communication, strong interpersonal skills, and language proficiency • Benefit from a career that provides opportunities for summer travel/work abroad or other personal pursuits during academic recess. Unique Benefits of a Career in Language Teaching • • • • Language-related travel with or without students, sometimes leading community groups abroad Invitations to host foreign dignitaries, sports figures, and other academics visiting their local communities Involvement in community projects related to other cultures, such as consulting on interpreting and translating, media, health, and legal issues Sense of satisfaction that teaching languages to students increases the U.S. economic, security, political, and social capabilities worldwide. Finally, the best benefit of all—seeing the eyes of students light up as they understand, sense, realize, believe, the power of language learning and cultural understanding! It’s the greatest feeling in the world! TFLA Journal - Page 12 Legislation Update from JNCL-NCLIS Joint National Committee for Languages and the National Council for Languages and International Studies By J. David Edwards www.languagepolicy.org ESEA Reauthorization The House Education and Labor Committee has released a discussion draft reauthorization of the Elementary and Secondary Education Act of 1965, also known as the No Child Left Behind Act. The five and a half year old federal law that drastically changed U.S. public education since 2001 is now being reworked in hopes of improving the law, as well as the goals it attempts to accomplish. Currently, the reauthorization is undergoing much debate and scrutiny as Representatives George Miller (DCA) and Howard P. “Buck” McKeon (R-CA) work with other members of Congress to present a bipartisan education law that improves upon its existing counterpart. Of particular interest is that the draft includes a Part B of the Foreign Language Assistance Program, which would create a Foreign Language Education Partnership Program (same text as H.R.2111 introduced in May by Rep. Rush Holt). College Cost Reduction and Access Act of 2007 The College Cost and Reduction Act of 2007 was passed in both the House of Representatives and the Senate and was signed by President Bush on September 27, 2007. The College Cost Reduction and Access Act became Public Law No. 110-84. The purpose of this legislation is to increase college financial aid and reduce loan costs in order to make college more affordable. “The legislation will do more to help students and families pay for college than any federal effort since the 1944 GI Bill and comes at no new cost to U.S. taxpayers.” (http://edworkforce.house.gov/) The legislation makes changes to the Pell Grant program and alters the current Higher Education Act student loan program. Of particular interest to language professionals, this bill would provide student loan forgiveness to borrowers who serve in areas of national need as early childhood educators, nurses, foreign language specialists, librarians, certain highly qualified teachers, child welfare workers, speech language pathologists, National Service participants, and public sector employees. It also would establish a TEACH Grant program providing tuition assistance to undergraduate and graduate students who commit to teaching a high-need subject in a high-need school for four years. America COMPETES On August 9, 2007, the President signed into law the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act. The purpose of this legislation is to invest in the innovation and education to improve the competitiveness of the U.S. in the global economy. The America “COMPETES” Act is an updated version of last year’s National Competitiveness Investment Act introduced by Senators Frist and Reid. This legislation is a bipartisan response to the National Academies’ “Rising Above the Gathering Storm” report and the Council on Competitiveness’ “Innovate America” report. It would increase research investment, strengthen educational opportunities in science, technology, engineering and mathematics from elementary through graduate school, and develop an innovative infrastructure. In addition to expanding AP and IB programs and funding for math, science, engineering, and technology, the America COMPETES TFLA Journal - Page 13 Act would develop and implement programs for bachelor’s and master’s degrees in critical foreign languages with concurrent teaching credentials. It would expand critical foreign language programs in elementary and secondary schools in order to increase the number of students studying and becoming proficient in these languages. The legislation also proposes programs to develop and train more teachers in these subject areas. This law is fairly broad in scope and creates programs in a number of federal agencies. Foreign Language Education Partnership Program This legislation amends the Elementary and Secondary Education Act of 1965 to establish a partnership program in foreign languages. The Secretary of Education would be given the authority to make incentive payments to eligible partnerships to “develop and maintain model programs that support articulated language learning in kindergarten through grade 12”. The funds may be used for program design and teaching strategies according to best practices and available research, curriculum and materials development, national assessment development and enhancement, teacher in-service and pre-service program development, and recruitment incentives for new teachers and students. The funds can also be used to provide opportunities for maximum language exposure for students, duallanguage immersion programs, scholarships for study abroad opportunities, activities that encourage whole-school and community involvement, effective and innovative use of technology, and certification and alternative certification programs. Furthermore, a model program is exempt from receiving funding under this program unless it contains a research and evaluation component that would collect data regarding the effectiveness of each activity of the language program and the effect of each activity on the language proficiency of the students. This data would be analyzed and made public under standardization guidelines determined by the Secretary. A partnership that is awarded incentive funding under this program for one fiscal year would have the opportunity to continue funding for the three succeeding fiscal years if proven effective. This requirement may be waived by the Secretary if the program relates to critical languages or if the year is used primarily for planning rather than program implementation. Incentive payments for this bill would be appropriated in the amount of $50,000,000 for fiscal year 2008. Foreign Language Education Expansion Act This legislation would provide teachers of foreign languages the same loan forgiveness opportunities as teachers of math and science. It would give teachers of foreign languages eligibility for loan forgiveness up to $17,500 if they teach in Title I elementary and secondary schools for five years. This bill addresses the teacher shortages in foreign languages and is designed to expand the number of teachers entering the field. Senator Paul Simon Study Abroad Act This bill passed unanimously in the House of Representatives on June 5, 2007 and would establish the Senator Paul Simon Study Abroad Foundation under the authorities of the Mutual Educational and Cultural Exchange Act of 1961. The act would require the Foundation to award grants to U.S. students and nongovernmental institutions that provide and promote study abroad opportunities in consortium with institutions of higher education. These grants would be awarded increasingly to students studying in nontraditional locations. The legislation implements the recommendations from the Abraham Lincoln Commission’s report Global Competence and National Needs: One Million Americans Studying Abroad. TFLA Journal - Page 14 Cheryl Daymen Named TFLA Administrator of the Year TFLA President Barbara Hanna and Administrator Cheryl Daymen The Texas Foreign Language Association Administrator of the Year is Cheryl Daymen from Roy Miller High School in Corpus Christi ISD. After teaching Business for a number of years, she received her principal certification approximately five years ago. The LOTE Department is one department that she oversees. After becoming an assistant principal, Cheryl took it upon herself to learn as much as she could about Languages Other Than English. She attended departmental meetings and spent time on the Internet checking into the Texas Education Agency’s rules and regulations that pertain to LOTE classes, teachers and programs. Janet Lumley, the French teacher at Miller High School, writes, “From the outset, she came to our departmental meetings and asked questions of us and of the central office to become better informed about what LOTE teachers do. When we have questions or issues that need to be resolved, Cheryl will do her utmost to help us achieve the needed results, even though she may be overwhelmed with other tasks. For example, two years ago, she took it upon herself, with our approval, to get our department outfitted with the latest technology: large televisions, VCR’s, DVD players, video cameras, and computer projection panels.” Janet continues, “As far as personnel matters, Cheryl has been quite supportive of the foreign language teachers. She listens to what we say and often follows our suggestions. She is very interested in the success of our language programs overall and as far as each individual teacher is concerned. Cheryl tries to find ways to allow us to attend professional conferences and training sessions, as much as is practical and fair. She encourages use to follow through on ideas we present, no matter whether they are academic or cultural in nature.” Betsy Brock, a teacher at Miller High School, states, “Cheryl is truly a caring, supportive assistant principal. She supports the programs under her wing with unwavering dedication for what is best for the program, students, and teachers. She pushes for growth in our programs as well as for supplies, furniture, and technology. She arrives early, stays late, and is accessible to teachers.” Finally, Cheryl herself writes, “As a high school assistant principal, I frequently have students who complain and ask me, ‘Miss, why do I need to learn a foreign language? I am never going to live in France or Mexico.’ I tell them that there is a lot more to learning a language than how to speak it. In my opinion, when we learn a language, we learn about the people from that country. We learn how they think, how they live, how they love - these are the most important reasons to learn a language that is foreign to us.” She continues, “The obvious reason to learn a foreign language is to be able to converse and communicate with those who do not speak our primary language. But, when we share our traditions and way of life, when we learn and understand another’s dreams and desires, and when we can love that which is important to someone who is unlike us, we learn to value the richness of their culture and respect who they are. To be able to converse and to share all this with them in their own language is a compliment that cannot be overlooked or unappreciated.” TFLA Journal - Page 15 María J. Fierro-Treviño Named TFLA Honorary Member María and Arnold Treviño pose after the TFLA Awards Ceremony. TFLA named María J. Fierro-Treviño as an Honorary Member at the TFLA-ACTFL Conference in San Antonio in November. María is currently serving as the Director of Languages Other Than English at the Texas Education Agency. Before assuming her position at TEA, she served as the Instructional Specialist for Languages at Northside ISD in San Antonio. In addition, she has held other leadership positions, such as President of TFLA, President of Texas Association of Language Supervisors, a SWCOLT Board Member and Chair of the Board, and Co-Chair for writing the Texas Essential Knowledge and Skills in LOTE. María is the consummate advocate for all Texas LOTE educators and students as evidenced by her numerous accomplishments at the Texas Education Agency. Billie Hulke, this year’s President of TFLA writes, “María exemplifies the highest qualities of dedicated service to the foreign language community! Her expertise, dedication, and graciousness draw faculty and administrators to her for advice and counsel concerning programs that are in the best interest of our students. Her diligent and dedicated service to Languages Other Than English is stellar. María has committed her time and energy providing direction for the implementation of the Texas Essential Knowledge and Skills for LOTE, guiding implementation of Middle School AP Spanish Language Program, implementing TFLA Journal - Page 16 the Texas-Spain Initiatives, collaborating with the Division of Instructional Materials for textbook adoptions and other units in the Division of Curriculum, working with the State Board for Educator Certification regarding teaching certificates for the development of new teacher certification examinations, and helping with the development of instructional materials in cooperation with the LOTE Center for Educator Development. Her colleagues have complete faith and respect in her ability to lead, participate, and empower others.” Billie continues, “Because of her efforts and hard work, María has been named as the recipient of the King Juan Carlos Quincentennial Grant to study in Madrid, the National Endowment of the Humanities Grant, and the Archbishop Francis Fury Service Award. She was selected as a participant in the 2nd Transatlantic Dialogue, Foreign Language Education in Germany and Europe, Goethe Institute and the Seminario de Programas Educativos de Cooperación Internacional de Educación, Cultura y Deporte in Valencia, Spain. These are just a few of the many accolades that highlight María’s service to LOTE.” Sandy Harvey writes, “María Treviño’s service to LOTE in the state of Texas has been a constant during my entire tenure in my current position as Foreign Language Coordinator in Fort Bend. From the beginning, I have found her to be available and approachable. She has always gone above and beyond to lend support, answer questions, link me with other LOTE coordinators throughout the state, and work toward solutions on some very difficult issues. She has been instrumental in collaborating with other LOTE leaders state-wide to achieve certification standards for LCTL’s such as Arabic, Chinese, Japanese, Russian and Vietnamese, just to name one significant contribution that she has made to LOTE state-wide. María has impressed me as someone who is truly passionate about the teaching of foreign languages and specifically developing future teachers for the profession.” Greta Lundgaard, the LOTE Coordinator in Plano ISD, adds, “María Treviño has served as a mentor and role model for every district coordinator in the state. Her management style is gracious but firm, her vision is forward thinking but grounded in reality, her priority is high quality classroom instruction but never at the expense of student needs, and her goal is always growing understanding through building relationships. As she transitioned into the role of state director of LOTE at TEA, María used this new platform to champion students often overlooked in language classroom: the heritage speakers and the non-traditional language learners. Through her efforts the Middle School AP Spanish Language Program enriches and changes the lives of hundreds of heritage Spanish speakers.” Finally, Yolanda Soliz, the Spanish Department Chair at Stafford High School in Houston and a former TFLA President, writes, “María Treviño is very deserving of this award. What committee has María not served on? What TFLA conference has she not attended? She has mentored so many teachers including me. As long as I can remember María has been guiding LOTE instruction in this state. I remember when she was President-Elect in Galveston and was pushing TV carts on the cobblestone streets. I remember María and her family climbing the pyramids in Palenque, Mexico when we studied the Mayas. María has front-line experience in all aspects of LOTE. She has gone above and beyond in every position she has held. María is a friend, a colleague and a role model to both veteran and beginning teachers. It is an honor for our profession to name her as one of our outstanding leaders. She is a very special person.” TFLA Journal - Page 17 The Mariachi Oro provides entertainment during the luncheon. Fall 2007 ACTFL-TFLA Conference San Antonio TFLA President Barbara Hanna recognizes TFLA French Teacher of the Year Jane Shea. Susan Wrenn (Lewisville ISD) and Martin Johnsen (Fort Worth ISD) pose in front of the TFLA Advocacy Booth. Spring Branch ISD teachers Juergen Mueller, Susan Sisler and Ken Pelzman congratulate Susan for being named TFLA German Teacher of the Year. TFLA Advocacy Booth TFLA thanks the following people for serving as part of the Local Arrangements Committee at the Fall 2007 Conference in San Antonio. Local Arrangements Chair: Rosanna Pérez Decorations: Ginger Ochoa and Cynthia Driggers Volunteers: Margaret Enriquez, Nora Reynosa, Teresa Tattersall and Julia Alesii These committee members teach in Northside ISD in San Antonio. TFLA Advertising Director MayDell Jenks presents a certificate of appreciation to Elisa Rodriguez from McDougal Littell. TFLA expresses its sincerest thanks to the following exhibitors and companies for their contributions to the TFLA Awards Luncheon. Educational Media EMC Paradigm Glencoe / McGraw-Hill Holt, Rinehart & Winston McDougal Littell Pearson Education Pearson Longman Santillana Stevens Learning Systems, Inc. Study Programs International TFLA Journal - Page 19 Alicia Reyes-Barriéntez sings “The Beauty of Discovery” at the ACTFL Conference in San Antonio. The Beauty of Discovery By Billie Hulke Baylor University Billie6875@aol.com Alicia Reyes-Barriéntez, Lecturer in Spanish at Baylor University, led participants in the Discover Languages song, “The Beauty of Discovery” at the TFLA Awards Luncheon in San Antonio at the 2007 ACTFL Conference. In celebration of the Discover Languages initiative, the Florida Foreign Language Association (FFLA) held a song contest in 2006 where K-16 students from around the state were invited to write the lyrics to a song promoting language learning. Five finalists received trophies provided by the contest co-sponsor, Glencoe/McGraw-Hill. The winner of the contest was Courtney L. Chatman from Plant City High School in Plant City, Florida. Her winning lyrics were set to music and recorded by international singer Etienne. The song was featured at the general session of the October FFLA conference in Sarasota and the sponsoring teachers were recognized. The song was also presented by FFLA Past President Becky Youngman to the Assembly of Delegates at the 2006 ACTFL Conference in Nashville. The song, “The Beauty of Discovery,” can be downloaded at www.ffla.us TFLA Journal - Page 20 “The Beauty of Discovery” Lyrics: Courtney L. Chatman, Etienne Music: Etienne I could learn French, to visit the Eiffel Tower Yo puedo aprender español y visitar México ‘Cause all around the world So many places to go Sights to see, things to learn To broaden my horizons, oh! Chorus: Discover languages Hello. Bonjour. Konichiwa To discover in this world A place no matter where you are Communication is the key Experience the beauty Of discovering new worlds! I could go sail across the seas to Bora Bora Travel to Japan and learn origami in Tokyo I could visit Greece, to learn of Aphrodite Or travel to Rome to see Cleopatra’s home ‘Cause all around the world So many places to go Sights to see, things to learn To broaden my horizons, oh! Chorus, solo, chorus Educorock Productions Inc. Courtney L. Chapman & Glencoe/McGraw-Hill 2006 Valerie Job from South Plains College joins other teachers at the TFLA Awards Luncheon to sing “The Beauty of Discovery.” TFLA Journal - Page 21 TFLA President Barbara Hanna congratulates Spanish Teacher of the Year Nina Wilson. The foreign language teachers from Spring Branch ISD pose for a group photo. ACTFL President Rita Oleksak from Glastonbury, CT greets the conference attendees at the TFLA Awards Luncheon. Colleagues Wendy Panfilli, Mary Moreno, Cathey Jones, Carol Davis, Penny Korenek enjoy the TFLA Awards Luncheon at the ACTFL Conference in San Antonio. The Mariachi Oro Band from Holmes High School in Northside ISD - Director Aaron Rios New Modern Language Survey Shows Significant Increases in Foreign Language Study at U.S. Colleges and Universities By Mona Finston and Mark Aurigemma www.mla.org Language enrollments rise 13% from 2002; Arabic, up 127%, hits #10 on the most studied list; Asian language study grows significantly Interest in language study at American colleges and universities has increased broadly and significantly since 2002, according to a comprehensive new survey, Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006, released by the Modern Language Association of America (MLA) and funded by the United States Department of Education. The survey found significant increases in enrollments in nearly all of the most popular languages studied on American college campuses. Language enrollments on United States campuses are at their highest since the 1960 MLA survey. Interest in language study has been increasing steadily since 1998. While the study of the most popular languages, Spanish, French, and German, continues to grow and together represents more than 70% of language enrollments, their dominance is slowly decreasing in the face of growing interest in languages such as Arabic (up 127%), Chinese (up 51%), and Korean (up 37%). Enrollments in American Sign Language increased nearly 30% from 2002, making it the fourth most studied language on college campuses, slightly ahead of Italian. The more than doubling of Arabic enrollments moved the Middle Eastern language onto the top 10 most studied list for the first time. The number of institutions of higher learning offering Arabic has nearly doubled since the last survey, from 264 in 2002 to 466 Arabic programs offered in 2006. “This significant growth in language study, and the diversity of languages being studied, is very good news for education in the United States,” said Rosemary G. Feal, Executive Director of the MLA. “Students increasingly see their futures taking place in a multilingual world, and they want language preparation to help them function in that world. Students recognize that having the ability to function across cultures and languages is an enormous advantage.” The new MLA survey includes data from 2,795 colleges and universities measuring enrollments in the study of 219 languages other than English, from the most popular, including Spanish, French and German, to less commonly studied languages such as Navajo, Farsi and Welsh. Global Developments May Affect Language Choices Trends in language enrollments appear to mirror significant national and global developments, including the rise of Asian economies, the steady increase of Spanish-speaking residents in the United States, and concerns about the gaps in understanding between English- and Arabic-speaking societies. From 2002 to 2006, the enrollments in 11 of the 15 most popular languages grew faster than the overall 6.2% increase in the number of college students during that period. The most popular languages on college campuses in the fall 2006 were: TFLA Journal - Page 24 Language Enrollments % of All Language Increase since 2002 Enrollments 822,985 206,426 94,264 78,829 78,368 66,605 51,582 32,191 24,845 23,974 22,849 14,140 10,267 9,612 7,145 52.2% 13.1% 6.0% 5.0% 5.0% 4.2% 3.3% 2.0% 1.6% 1.5% 1.4% 0.9% 0.7% 0.6% 0.5% + 10.3% + 2.2 % +3.5 % + 29.7% + 22.6% +27.5% + 51.0% + 7.9% + 3.9% +126.5% + 12.1% - 0.3% + 22.4% + 11.5% + 37.1% 1 2 3 4 Spanish French German American Sign Language 5 Italian 6 Japanese 7 Chinese 8 Latin 9 Russian 10 Arabic 11 Ancient Greek 12 Biblical Hebrew 13 Portuguese 14 Modern Hebrew 15 Korean The MLA survey also found a 31.2% increase in the number of languages outside the top 15 (known as less commonly taught languages, or LCTLs) being offered for study. These LCTLs include languages such as Swahili, Persian, Hindi, and Catalan. A total of 204 LCTLs were offered for study on American campuses in 2006, up from 162 offered in 2002. The large increases in LCTLs were found in Middle Eastern and African languages, where enrollments grew by 55.9% between 2002 and 2006. United States Language Study Still Far Short of Historic Highs While interest in language study is high, the current rate of 8.6 language course enrollments per 100 total student enrollments is still well short of the 1965 rate of 16.5 language course enrollments per 100 total student enrollments, which was the highest rate recorded in the forty-eight years that MLA has conducted this survey. For the first time, the 2006 MLA survey also compared enrollment figures for introductory (firstand second-year) versus advanced language study. Students are nearly five times more likely to be enrolled in a first- or second-year course than in advanced study. While increasing numbers and proportions of students are taking introductory language classes, the majority do not pursue the advanced study necessary to achieve fluency. “We are still a long way from a golden age of language study, when fluency in foreign languages is seen as a key part of a college education,” noted Michael Holquist, President of MLA. “Higher education today is offering students more areas of study, like information technology. We are encouraged to see that in this stimulating educational environment, students are increasingly recognizing the importance of language study.” (continued on the next page) TFLA Journal - Page 25 Methodology The survey reports information from 99.8% (2,795) of the 2,801 accredited, not-for-profit, AA-, BA-, MA-, and PhD-granting colleges and universities in the United States that regularly teach languages. Registrars and other school representatives were contacted by the MLA by mail, telephone, and e-mail. The MLA database was supplied with information from the National Center for Education Statistics to ensure that all eligible institutions were accounted for. Reponses came from 966 twoyear colleges and 1,829 four-year institutions. The survey measures enrollments, not the number of students studying a language other than English. Since one student may enroll in more than one language course, a single student may be counted more than once. The ratio of language course enrollments to total students is, however, a figure that, over time, can serve as an important indicator of student interest in the study of languages. About the Modern Language Association Founded in 1883, the Modern Language Association of America provides opportunities for its members to share their scholarly findings and teaching experiences with colleagues and to discuss trends in the academy. For over a hundred years, members have worked to strengthen the study and teaching of language and literature. MLA members sustain one of the finest publishing programs in the humanities. The MLA Language Map (www.mla.org/map_main) and its Data Center provide information about more than 47,000,000 people in the United States who speak languages other than English at home. For more information about MLA, visit our website at: www.mla.org Bennington College Master of Arts in Teaching a Second Language designed for • working teachers low residency • Earn a MATSL degree in French or Spanish through a unique summer residency program at Bennington College in Vermont. The program is designed for working teachers who want to sharpen their teaching skills and define the become a • better teacher improve your • language skills deepen your • cultural knowledge learn within a • close-knit cohort future of the foreign language profession. 802.440.4710 matsl@bennington.edu www.bennington.edu TFLA Journal - Page 26 Board Members of the Chinese Language Teachers Association of Texas Chinese Language Teachers Association of Texas: 2007 Year in Review By Meng Yeh meyh@rice.edu The Chinese Language Teachers Association of Texas (CLTA-TX) was established in December 2006, and the organization has had an exciting and eventful year since its inception. CLTA-TX is a nonpolitical, nonprofit educational and professional organization created to promote the teaching and learning of the Chinese language in Texas. The mission of the CLTA-TX is to enhance quality Chinese language teaching at all education levels, serve as a resource network for Chinese language teachers, share ideas and disseminate information, conduct professional development for Chinese teachers in both language teaching and cultural awareness, and provide a base for common pedagogical improvement and individual career development. In the first half of 2007, with the effort and commitment of the Board of Directors, CLTATX established a website (www.clta-texas.org), wrote and passed bylaws, and applied for 501(c)(3) status. The CLTA-TX Board consists of eleven elected Chinese language educators from Houston, Dallas, Austin, Georgetown, and San Antonio. Currently, CLTA-TX has more than 120 members in K-16 and weekend heritage schools throughout Texas. During 2007, the CLTA-TX Board sponsored a workshop and panel discussion, as well as held its first annual meeting. Workshop CLTA-TX organized a workshop entitled, “Technology for Mandarin Teaching in K-12” on September 13th at the Language Resource Center at Rice University. The workshop focused on online tools and resources that are useful for teaching Mandarin in K-12 classrooms. The participants gained hands-on computer experience and were given a handout that contained the links where free software can be downloaded. The handout was posted on CLTA-TX website http://www.cltatexas.org/events.asp. The participants found the Dim Sum free software to be the most useful beTFLA Journal - Page 27 cause it converts traditional/simplified characters and allows the users to type pinyin (phonetic spelling) with tone markers. Audacity, a download-free recording software, was also popular with teachers as it provides unlimited recording time. Panel Discussion SBEC recently approved the use of the ACTFL Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT) as the exams for teacher certification for Less Commonly Taught Languages, which includes Chinese. Consequently, many Chinese language teachers and K-12 schools are excited about the possibility of teaching the language and establishing Chinese programs. To present a clear current status and plan for the further development, CLTA-TX organized a panel discussion entitled “Chinese Language Education: Present and Future,” which was held on October 25th at Rice University. Attendees at the discussion included K-16 Chinese language educators, Texas school district administrators, and local community supporters. The purpose of the panel was to initiate a policy-oriented conversation among these three groups. We invited three panelists to participate in the discussion. • María Treviño, Director of Language Other Than English (LOTE), Texas Education Agency, reported on the current status of Texas foreign language curriculum K-12, Chinese teacher certificates and requirements, and proposals made to establish a K-12 Chinese program in Texas. • Greta Lundgaard, Plano ISD LOTE Coordinator, presented the successes and challenges of the Chinese programs in Plano. In 2004, Plano was awarded a FLAP grant to establish a Chinese language program, which was later fully funded in 2006. • Rebecca Sharp, Program Coordinator for the Institute for Chinese Language Teaching at Rice University, discussed the goals of the Institute for Chinese Language Teaching, which is funded by a grant from the Freeman Foundation, and the specifics of the Rice program that leads to certification. In addition, Rice University produced a webcast of the discussion and archived it at http:// webcast.rice.edu/. The panel has generated enthusiastic and continuing discussion among the members in schools and various communities. CLTA-TX is currently expanding the two-hour panel to a one-day symposium on Learning and Teaching Chinese in Texas. The goal for the symposium is to provide more concrete and feasible plans for K-12 schools that are interested in starting Chinese language programs. The Chinese teachers in Texas attended a workshop with Dr. Madeline Spring. TFLA Journal - Page 28 The Chinese teachers and Dr. Madeline Spring Annual Meeting CLTA-TX held its first annual meeting on November 3rd at the Chinese Community Center in Houston. The meeting’s theme was Connecting Chinese Schools through K-16. Currently, there are at least 20 weekend heritage Chinese schools in Texas, and these schools have valuable resources and strong community support to educate a large number of students. We think that it is crucial that the formal K-16 schools work together with the heritage schools in advancing the Chinese language education in Texas. To outline the common goals, we invited Dr. Madeline Spring, Academic Director for the Oregon Chinese K-16 Flagship Program, to serve as the keynote speaker on the topic of “Shared Visions: Setting Goals for K-16 Chinese Language Programs in Diverse Learning Environments.” In addition to Madeline’s talk, the one-day conference included four panels: “AP Chinese,” “Finding Common Threads in Teaching Chinese at Universities, K-12 Schools, and Weekend Chinese Schools,” “Communication-focused Language Activities,” and “Strategies for Conversational Chinese.” The twelve presenters were from universities, K-12 schools as well as heritage schools. About seventy teachers attended the annual meeting, and six publishers displayed their textbooks in the Book Exhibit and provided numerous door prizes. The CLTA-TX fundraising committee raised enough money to invite the keynote speaker and provide dinner for all participants. Many attendees found the panels and the keynote speaker’s talk to be very effective and practical. They also commented that this is the first time in Texas that so many Chinese teachers at all levels and from various institutes gathered together to share teaching methodologies and exchange ideas. The CLTA-TX Board believes that it is important that Chinese teachers share ideas with other world languages teachers instead of working in isolation. To meet this goal, the Board is currently working on some collaborative projects with Texas Foreign Language Association and hopes to participate in the TFLA conferences in the future. Students compete in the Greater Houston Youth Chinese Speech Contest. The last event that CLTA-TX organized this year was the Greater Houston Youth Chinese Speech Contest, which was held on November 11 th. Approximately 180 young learners competed at different levels at the Chinese Civic Center. The CLTA-TX Board is also planning to hold speech contests in Dallas and Austin in the spring of 2008 and a final Texas all-state contest in the fall. Future Goals With the support of our members, CLTA-TX had a productive year. The most important goal for the next few years is to promote more K-12 schools offering Chinese language courses. We believe that the dedication of the Board and the enthusiasm of the Chinese language educators will enable us to reach the goal. TFLA Journal - Page 29 Yuying Liu The First Certified Chinese Teacher in Texas By Janet Smith Spring Branch ISD Janet.Smith@springbranchisd.com Becoming the first certified instructor in Chinese for the State of Texas isn’t an amazing accomplishment to Yuying Liu as it would be to most people. She’s a life-long learner and educator who believes in constantly updating and upgrading skills to reach, teach and understand her students. She’s certain her example will encourage others to do the same and provide an “official stamp” to her résumé. Just as important, Yuying thinks teachers can fit in more quickly, interact better with students and see an improvement in classroom management after going through the certification process. Even with this recent achievement, she has no plans to slow down her education or career. She is currently the principal of the Hua-Xia Chinese School Northwest Campus in Houston. Opened in 2004, her school is the latest addition to the original school founded fifteen years ago. Her Northwest Campus has mixed programs for the 120 students: one for heritage learners and another for students learning Chinese as a foreign language. The students who attend the programs range in age from pre-school to high school, and there are also classes for adults. In the United States, China and Taiwan, Yuying Liu worked in numerous positions in education and studied at a variety of universities. Her first degree is from the National Taiwan Normal University where she lived, taught middle school and served as the director of curriculum. Yuying didn’t stop her education when she moved to the United States. She earned her master’s degree at the University of Illinois and took Chinese pedagogy classes at the University of Indiana. She and her two children moved from the Midwest because her husband had a better job offer in Houston, where the climate is similar to her home, Taiwan. In Beijing she also studied teaching Chinese as a second language, took three-week intensive classes and received certificates issued by the People’s Republic of China. She notes that education in China and the United States is very different. There is tremendous pressure on most Chinese children to make excellent grades so that they will not embarrass their families and can improve their position. Students begin English in the 7th grade and continue it throughout high school. Those who can afford tutors or private classes begin earlier. Only at the university can students begin to study other foreign languages. Yuying Liu also serves as a board member of the Houston Hua-Xia Chinese School, works as adjunct instructor in Montgomery College and Cy-Fair College, and writes for a monthly Chinese newsletter (Long Men Da Zhen). Texas is very fortunate to have such a dedicated teacher who does everything possible to encourage and expand foreign language instruction in our state. Congratulations Yuying! TFLA Journal - Page 30 The French students are (L-R): Ramiro Bustamante, Katherine Stolp, Kyler Wyatt, Christian Flores, Grace Bui, and Naimah Stevens. Mme. Catherine Petillon Visits Aldine Academy By Becky Howard Aldine ISD bhoward@aldine.k12.tx.us On November 26, 2007, Aldine IB Academy French students were on hand to greet Mme. Catherine Petillon, the French Education Attaché for the United States. The Houston French Consul requested meetings with school districts around Houston to discuss language programs and ways France can keep its language in a prominent place in those classrooms. Mme. Petillon was accompanied by Marie Lequenne and Dominique Chastres of Houston. After their greeting by the Aldine IB Academy French students, the dignitaries toured the building, observed classrooms, visited the poetry café for recitations by the French students, and finished with a question and answer session. The dignitaries are (L-R): Catherine Petillon, Marie Lequenne, Dominique Chastres, Kim Corrick (IB coordinator) and Deborah Hagood (principal). TFLA Journal - Page 31 Our Imperfect Past: So What Did We Used To Do? By Pam Kaatz www.verbwall.com Studying another language makes us more aware of our own. We English speakers who study languages such as Spanish or French are perplexed by the fact that the new language has an unrecognizable tense. In Spanish, for instance, there are two past tenses. The pretérito expresses actions in the past that are finished, usually at a specific time. The imperfecto is for unfinished or repeated/habitual actions in the past. English speakers are somewhat familiar with the grammatical term perfect, because we have what we call the perfect tenses, those formed with the helping verbs have/has/had and the past participle to express finished actions. I have eaten simply means I have finished the action of eating. So, if perfect means finished, then imperfect must mean unfinished. How can something in the past be unfinished? That seems to make no sense because the definition of past is that something has already happened. The imperfect action is in the past, but the action was not finished in the period of time to which we refer. English, for some reason, did not develop this concept into an actual tense. Expressing repeated/habitual/unfinished action in the past is handled by our past progressive: Caminaba. I was walking. Both languages have the past progressive, sometimes called the past continuous. It also refers to unfinished actions in the past, but puts a bit more emphasis on the moment rather than the general time frame. The same thought is expressed with the past progressive in Spanish: Estaba caminando also means I was walking. Understanding repeated/habitual actions in the past is more difficult. Our linguistic ancestors, probably used a phrase for this action, but over the years it was corrupted. That is, the phrase was changed, but the original meaning was maintained. English speakers are masters of linguistic corruption. We have the word “goodbye” which is the corrupted phrase “God be with ye.” “All Hallow’s Eve” was corrupted to “Halloween.” The phrase the coach driver used addressing the horses, “Get ye up!” became “giddiup.” Our cowboy greeting “howdy” is a corruption of “How do you do?” Modern speakers not to be outdone, we are now developing corrupted words like “Sup?”—the corruption of “What is up?” Our innovative ancestors said things like: I was accustomed to walking in the park every Saturday. (habitual action) Another way to say this same thought is: I was used to walking in the park every Saturday. Over the centuries, the phrase was shortened again: I used to walking in the park every Saturday. TFLA Journal - Page 32 The word TO has two meanings. In fact these are two different words that look the same: (1) TO—the preposition (2) TO—the first word in the infinitive. Because of laziness or other reasons, our ancestors heard this last strange phrase and confused the two TO’s. So they changed the walking that was originally there after to (the preposition) to the infinitive of the verb: I used to walking became: I used to walk in the park every Saturday. Furthermore, modern English teachers correct their students who write “use to” and make them add the –d. It never occurs to anyone that the phrase itself makes no sense grammatically—that it is, in fact, completely wrong, with or without the required –d. As if this were not sufficient, our creative ancestors developed yet another way to express this repeated/habitual action in the past. Even though a modal is supposed to express potential action, they took one of our modals, would, and used it to mean the same thing as used to. In these two sentences would has two completely different meanings: When I was young, I would walk in the park every Saturday. (imperfect) Means exactly the same as I used to walk... But notice the difference in meaning with this sentence: If I had the time, I would walk in the park every Saturday. (conditional) This does NOT refer to habitual/repeated action in the past but rather something that would potentially happen if a condition were met. (This would is the equivalent of the Spanish condicional, a completely separate tense). Depending on the context of the English sentence, I would walk can be either: Caminaba or Caminaría. Finally, our ancestors gave us several ways to form the various meanings of the Spanish imperfecto. Compare the following sentences: (1) (2) (3) (4) (5) I used to think about this when I was younger. That is to say, I would think about it a lot! I was thinking about it when you called. If I had more time, I would think about it more. I was thinking about this so much that I was amazed when I understood it. pensaba pensaba pensaba pensaría pensaba or estaba pensando Spanish Verb Wall / English Verb Wall www.verbwall.com TFLA Journal - Page 33 Book Review: Deborah Blaz’s Differentiated Instruction: A Guide for Foreign Language Teachers By Les Stone Fort Bend ISD lester.stone@fortbend.k12.tx.us Although it may shock some, all seniors graduating this year on the Texas Recommended Graduation Plan are required to have two credits of a foreign language. As the number of students studying foreign languages increases, these potential polyglots present a large array of interests, proficiencies, deficiencies, learning styles, and expectations. To reach, teach and make successful learners out of more students, author Deborah Blaz has written a book titled Differentiated Instruction: A Guide for Foreign Language Teachers. The theme is that every teacher can and should differentiate, develop and implement specialized strategies to engage more students. The book offers support for teachers reluctant to try new instructional ideas, encouraging them to take it slow and find their own comfort zone when attempting differentiated instruction. Blaz has also filled the book with a plethora of research-based activities, ideas, and even games for all foreign language teachers to incorporate into their teaching. Content Summary In Chapter One Blaz defines and describes differentiation as a student-centered approach rooted in assessment that works for all students in a heterogeneous or mixed-ability setting. It utilizes a mixture of whole-class, group and independent learning while addressing the abilities and interests of each individual student in the class. The content of the lesson and way that the instructor teaches is geared toward those particular student interests and abilities. In Chapter Two Blaz focuses on three major components of instruction: content, process, and product. Content can vary by using a variety of texts at various levels of difficulty. Teachers decide to use authentic or simplified texts after determining the individual student’s reading readiness. The teacher can use pre-testing or other types of printed material such as newspapers, brochures, menus, poetry, songs, and electronic media. Teachers can also offer students a learner-centered choice in how they are instructed whether by direct instruction, videotapes, guest speakers, field trips, work sheet practice, or a more complex activity. Next, teachers can differentiate process with a variety of learning activities to explore unit concepts in a way that keeps in mind the students’ cognitive capacity, learning styles, and interests. There should be flexible grouping, paired and individual work, whole-class instruction as well as addressing students’ needs for creativity. The teacher should strike a balance between assigned and student-selected activities. Finally, teachers can differentiate product by what each student does to demonstrate mastery of the unit objectives. Teachers can require students with lower abilities to perform easier tasks while more advanced students perform more complex tasks. Chapter Two also includes a Multiple Intelligence Survey, a Student Learning-Styles Survey, a Cultural Capital Survey as well as several concrete examples of how Blaz uses these items in her foreign language classes. Chapter Three contains an alphabetized list of key words and concepts pertaining to differentiated instruction. Blaz includes terms that she later goes on to discuss in other chapters such as tiered assignments, a method of giving students a choice in the depth and complexity of a task for a specific TFLA Journal - Page 34 unit. She also describes memory models in which students pre-read a selection for unfamiliar words. Then they link the unfamiliar words to something they know with a sensory or motion oriented image. They finally draw a picture of the new concept to make it visual as well as auditory. In this chapter teachers learn about anchor activities or those meaningful, content-related activities that students can do independently allowing small groups to meet with the teacher for differentiated instruction. Chunking and clustering of information are two important terms for foreign language teachers since they deal with linking previously learned and newly learned material for the brain to store in its long-term memory. Chapter Four teaches instructors how to plan a differentiated unit and includes several charts and checklists to make this process easy and painless. There is also Bloom’s Taxonomy list of action verbs, Gardner’s Multiple Intelligence Integration Matrix, examples of tiered instruction in both French and Spanish, and information on how to make a classroom museum that contains studentcreated reports, posters, audio and video presentations, artwork, and educational manipulatives. The unit explores how to set up learning stations and differentiate by student choice, student interest, content, product, and process. Chapter Five, called Ideas Smorgasbord, offers a litany of both old and new strategies, activities, and games grouped into low-prep differentiated activities and high-prep differentiated activities. These include RAFT assignments, team games, Think-Pair-Share activities, 4MAT, jigsawing, and many other activities to help students grasp the skills of reading, writing, and speaking in a foreign language. Chapter Six uses differentiation in assessing student learning. It contains plenty of rubrics and checklists to aid teachers and techniques such as partner and group testing, knowledge mapping, notebook grades, portfolio grades, optional test grades, and more. In Chapter Seven, Blaz reflects on the challenges and benefits of differentiation and answers some frequently asked questions about the approach. Reaction and Summary Differentiated Instruction: A Guide for Foreign Language Teachers is a valuable resource that every foreign language teacher, both new and veteran, should own. Deborah Blaz has put together a plethora of handy and useful ideas to refresh instruction for everyone. She presents differentiation as a way to reach more students and to help them become successful learners, which translates into lower failure rates, a topic that concerns both teachers and principals. She challenges all students on different levels and gives the same grade for different levels of work as fair, by explaining “challenging” does not mean more work, just a different kind. Since all students get to choose their own level of participation, the perception of fairness does not present a problem to students or adults. By utilizing higher levels of thinking from Bloom’s Taxonomy any lesson or activity can be made more challenging. To educators worrying about students passing district or state standardized tests, Blaz responds that differentiated classes are the best answer to standards-based education because no student is left behind and advanced students do not have to wait on the slower ones before they move forward. The author’s explanations and examples have made this teacher into an ardent differentiation proponent. BLAZ, DEBORAH, ed. Differentiated Instruction: A Guide for Foreign Language Teachers. Eye On Education, Inc. 2006. ISBN 1-59667-020-7 TFLA Journal - Page 35 Houston Area AATG Update By Dagmar M. Kidd Klein ISD dkidd@kleinisd.net The Deutscher Samstag (Immersion Day) was hosted by Clements High School in Fort Bend ISD on October 27, with Rustin Buck serving as the coordinator. Over 300 students participated. First, everyone filled out passports and then signed up for three activities from the following: Adventskalender, Bodenscrabble, Brezelbacken, FuBball, Lotto, Lustige, Zahlenspiele, Pass auf!, Seeschlact, Uwe-Kind Lieder, Verrenkung, Volkstanz, Schnitzeljagd, Narrenkappen, Wie heiBt das Wort, Landeskundequiz and Tabu. Students also visited the Kaffeehaus where they conversed in German while enjoying Tore and Kaffee. Uwe Kind gave a concert with some students and teachers participating on stage with the famous singer. His CDs and new t-shirt, Schimpf und Schmus, were available for purchase. All students enjoyed a hearty German lunch catered by Rudi Lechner’s. Then they went shopping with their Euro play money. Students could stock up on pens, pencils, folders and small flags. It was an exciting day and a great annual event for German students in the Houston area. The future schedule of events includes: 1. Houstonfest, February 2 at Lanier Middle School under the leadership of Rustin Buck and Ali Nielsen. More information and details about rules and registration will be on the website www.houstonfest.org or from Rustin Buck. 2. Farrington Testing and Awards, January 26 (all languages and levels) will be at Aldine High School in Aldine ISD. Contact Rustin or the Houston Area Teachers of Foreign Languages for details Juergen.Mueller@springbranchisd.org 3. HATFL meeting, February 23 at the University of St. Thomas. Unfortunately, the date conflicts with the Texas State German Contest. 4. 2008 AATG Awards Ceremony is tentatively scheduled for April 11 at Cy Creek High School, 7:30 pm. Yvonne Thomas will present awards to students with high scores on the National German Exam. Plano ISD Hosts ACTFL Language Teachers of the Year By Greta Lundgaard Plano ISD Greta.Lundgaard@pisd.edu During the fall semester, teachers from Plano as well as Garland, Richardson, Lewisville, McKinney, and Carrollton-Farmers Branch had the opportunity to learn from the 2006 and 2007 ACTFL Language Teachers of the Year. Christine Lanphere, a French teacher at Notomas High School in Sacramento, California, led a workshop for French teachers in September. Christine, the 2007 ACTFL Language Teacher of the Year, spoke on the importance of using the target language the majority of the time in all levels and demonstrated ways this could be done as she taught a folktales and legends unit. Ken Stewart, a Spanish teacher at Chapel Hill High School in Chapel Hill, North Carolina, was the 2006 ACTFL Language Teacher of the Year. In October, he spoke to the Spanish AP teachers from around the Dallas-Fort Worth Metroplex area about strategies and methods for engaging Spanish AP students and about the new AP Spanish Language Exam. In addition, Christine and Ken shared experiences and events from their time representing language teachers on a national stage. TFLA Journal - Page 36 UNIVERSITY OF NORTH TEXAS 2008 FRENCH SUMMER INSTITUTE Summer M.A. Program 3-9 graduate credits Session 1 (June 9-20), 3 credits: Advanced French Conversation Classes meet at UNT, Monday through Friday, 8:30 a.m.-3:00 p.m. Texas French Symposium Scheduled for Spring 2008 Where can motivated students of French showcase their knowledge of French language and culture? Every spring, the Texas French Symposium gives French students a chance to compete for awards, including a trip to France for the top two or three students. The competition goes back over forty years. In 1964, the first Symposium was held at MacArthur High School in San Antonio. Organizers wanted to give students the opportunity to compete in a broad range of events. The Texas French Symposium, endorsed by the AATF, now brings together over a thousand students for the two-day event. In 2008, the contest will be held at Klein Oak High School in the spring on April 4-5. French high school students from around the state will compete in events such as poetry, prose, guided speaking, sight reading, drama, cartoons, video, music, and art events. Students also are tested in grammar, vocabulary, civilization, and listening. The contest is organized every year by a dedicated board and the efforts of many judges in the community so that French students can achieve greater proficiency and be recognized for their work. For more information, please consult the Texas French Symposium website at www.texasfrenchsymposium.org or e-mail Toby Freeman at txfrenchsymposium@sbcglobal.net Session 2 (June 27-July 13), 6 credits: FrenchSpeaking Switzerland and Belgium, New program held in Europe. Classes meet in Geneva, Switzerland and Liège, Belgium. Scholarships available. Please contact Dr. Koop as soon as possible at koop@unt.edu. Additional information and the application form for the French Summer Institute are available at http://courses.unt.edu/koop (under Summer Institutes) or by contacting Dr. Koop, French Institute Director, at koop@unt.edu 2008 SPANISH SUMMER INSTITUTE Summer M.A. Program 3-6 graduate credits Session 1 (June 9-20), 3 credits: 20th-21st Century Spanish Marginal Novel and Cinema: The Case of Spanish Science Fiction. Classes meet at UNT, Monday through Friday, 8:30 a.m.-3:00 p.m. Session 2 (June 23-July 3), 3 credits: Contemporary Latin American Poetry. Classes meet at UNT, Monday through Friday, 8:30 a.m.-3:00 p.m. Information and application form for the Spanish Summer Institute are available at http://courses.unt.edu/koop (under Summer Institutes) or by contacting Dr. López-Calvo, Spanish Institute Director, at lopezcalvo@msn.com TFLA Journal - Page 37 Announcements Give Your Students Some Credit! by Georges Detiveaux Cy-Fair College georges.j.detiveaux@nhmccd.edu Are you teaching a 3rd or 4th year high school language course? Do you hold at least a Master’s degree in the language you teach (or a Master’s in something else with 18 graduate hours in the language you teach)? Chances are, your area community college would be interested in speaking with you about establishing a dual credit program whereby your students earn college credit for the work they’re already doing in your classes! What’s more, community colleges courses are often transferable to just about any other college or university. Most area community college districts, like the North Harris Montgomery Community College District, the Houston Community College System, and the San Jacinto College District already have dual credit programs in place in many disciplines, and the process is often quite easy to get going. Depending upon the policies in place at your own institution and in your own school district, you may even get paid for teaching the course (check with your chair, principal, and/or LOTE coordinator). Typically, the instructor interested in applying for dual credit consideration demonstrates how a given high school course addresses the same course outcomes as a given college course. In the North Harris Montgomery Community College District, for example, this is accomplished by the completion of a dual credit course matrix. Once a dual credit matrix is completed and signed, it is submitted to a college representative (a lead faculty member, a chair in the languages department, or an academic dean whose division oversees languages). If approved, students interested in participating enroll in a college level course with you as the instructor. Tuition for these courses is significantly reduced. Once established as an official dual credit option, your students who enroll will then have access to the full panoply of your college’s services as well (library, fitness facilities, tutoring, placement assistance and testing, counseling, advising, transfer information, campus cultural events, computer labs, and more!). Dual credit programs are a wonderful opportunity for language students to get a head start on college study, a major selling point for your own language program, and just another of the many ways your local community college can serve its citizens. Check with your chair, principal, and/or LOTE coordinator about the possibility of establishing a dual credit agreement with your local community college, and give your students some credit! Peace Corps Seeks Letter Writing Exchange The Peace Corps’ Coverdell World Wise Schools has hundreds of Peace Corps volunteers in 73 countries who are signed up for the Correspondence Match program, seeking to be connected with a US teacher for a two-year letter writing exchange (once a month). If teachers and/or community service educators are interested in participating, please visit the Peace Corps’ website and click “Educators” to register: http://www.peacecorps.gov/wws/correspond/ Information submitted by Sally Caldwell Peace Corps scaldwell@peacecorps.gov TFLA Journal - Page 38 AFS Intercultural Programs Available to High School Students Live the Spanish Language in Mexico in 2008!! The University of Mary Hardin Baylor will offer a study abroad program in Querétaro, Mexico from July 4 through August 2, 2008. The program is ideal for students who have completed their first year of Spanish and who need six hours of college credit in Intermediate College Spanish, Studies in Hispanic Civilization, Spanish Seminar, or Advanced Oral Communication. The program is a great way for teacher candidates to prepare for the TOPT exam. The $4000 cost covers tuition, transportation to and from Querétaro, lodging, three meals per day, excursions, and some social activities. Participants will stay singly in private homes and take all meals with the host family. UMHB faculty or professors the Universidad de Querétaro will teach the four-hour classes each day. Some exciting planned activities include an excursion to Teotihuacan and Mexico City; cooking and dance classes; trips to the theater, symphony, concerts, and city anniversary events; and walking tours of Querétaro. A passport is required, and complete medical coverage is included in the fee. Those interested should contact Dr. Sue Pardue as soon as possible and secure an advising slip to enroll during a special early pre-registration in March 2008. A $750 non-refundable deposit will be required at that time. Late registration will be considered. For more information, contact Dr. Pardue at 254-2954556 or spardue@umhb.edu Information submitted by Sue Pardue University of Mary Hardin Baylor spardue@umhb.edu TFLA Journal - Page 39 AFS invites all high school foreign language teachers, principals, guidance counselors, and National Honor Society advisors to become involved with AFS, a non-profit student exchange organization. AFS also offers scholarships to outstanding high school students who excel in the areas of academic excellence, leadership and community service. Each year more than $200,000 in merit-based scholarships are awarded to high school students through this national program. The scholarships make it possible for exceptional students to participate in an unforgettable learning experience of living and studying abroad. Interested teachers are encouraged to visit AFS’s website to access the AFS brochure and nomination form and learn more about AFS’s study abroad programs (http://www.afs.org/afs_or/home). AFS Awards for Excellence is the premier scholarship program of AFS Intercultural Programs/USA, the non profit leading international high school student exchange program for 60 years. Information submitted by Matte Nyberg AFS MNyberg@afs.org Language Immersion Camp The Middlebury-Monterey Language Academy (MMLA), a new initiative that builds on the expertise of both Middlebury College and the Monterey Institute of International Studies, will offer one-month language immersions for middle and high school students in a summer-camp setting. MMLA combines the fun of summer camp with the opportunity to live in a foreign language, guided by skilled faculty and staff. This coming summer MMLA will offer four languages — Arabic, Mandarin Chinese, French, and Spanish. Each summer camp adapts the renowned Middlebury Language Schools immersion with a curriculum and activities developed specifically for students entering grades 7-12, to create all the fun of summer camp in the target language. The summer camps will run June 28-July 26, 2008, at St. Michael’s College near Burlington, Vermont; Menlo College in Atherton, California; and Hampshire College in Amherst, Massachusetts. (Student participation at Hampshire College is offered through the Johns Hopkins University Center for Talented Youth). Whether you’re interested in becoming part of a cutting-edge teaching team or have students who would love to join a vibrant language community, you can find out more at www.mmla.middlebury.edu or 802-296-2459. Websites for Teachers by Georges Detiveaux North Harris County Community College georges.j.detiveaux@nhmccd.edu The following useful websites contain excellent resources, ideas and information for foreign language teachers. Only the last is specifically for French. Amusez-vous bien! Learning Foreign Languages in the United States: Why it Matters - Martha Abbott, Director of Education at ACTFL, speaks with David Inge of WILL AM 580 in Champaign-Urbana, IL on learning foreign languages in the United States and why it matters. Download the interview: http:/ /media.internet4associations.com/actfl/focus070731a.mp3. Give Your Students Some Credit! - Here’s the low-down on how to go about establishing a dual credit program with your local community college that can be of great benefit to your language students: http://faculty.nhmccd.edu/gdetiveaux/dualcredit.pdf. Free Foreign Language and Disability TeleTraining in November - Presented by National Clearinghouse on Disability and Exchange and American Council on the Teaching of Foreign Languages. Download the flyer: http://www.actfl.org/files/public/FinalFlyer1.pdf. Célébrons la francophonie! - Although intended for March’s Semaine de la francophonie, the Association canadienne d’éducation de langue française (ACELF) proposes 70 different activities that get everyone involved and can easily be adapted for November’s National French Week! Check them out: http://www.acelf.ca/c/outils/celebrons/activites_ecole.html#. TFLA Journal - Page 40 Attention AP ¤ Chinese and Japanese Teachers and College Faculty Evaluate AP Exams at the College Board s Annual AP¤ Reading June 9 through June 15, 2008 in Kansas City, Missouri Applications are accepted throughout the year but you are encouraged to apply now to be considered for appointment to serve as an AP Reader at the June AP Reading. Complete the online application at www.ets.org/reader/ap and Click: Information for AP Chinese and Japanese Readers Why YOU should become an AP Reader: • • • • • As a Reader, you are vital to the AP Program because you ensure that the AP grades students receive accurately reflect college-level achievement in each discipline. You will receive a stipend, will be provided with housing and meals, and reimbursed for travel expenses. You will find out what bright, hardworking students from around the world are learning and the heights of excellence they can achieve. You will practice establishing and using a rubric consistently, which can make you a better educator when you return to your own students. You will receive a certificate awarding Continuing Education Units and Professional Development Hours. Join more than 9,500 college faculty and AP teachers from all over the world who gather for one week in June at college campuses around the country to read, evaluate, and score students ess ays at the annual AP Reading. At the AP Reading you will also: • • • • • exchange ideas, share research experiences, discuss teaching, establish friendships, and create a country-wide network of faculty in your discipline that can serve as a resource throughout the year. To learn more about AP, visit AP Central“ apcentral.collegeboard.com online home for AP Professionals. Apply NOW! Complete the online Reader application at www.ets.org/reader/ap and the College Board s Click: Information for AP Chinese and Japanese Readers OR E-mail questions ETS Performance Assessment Scoring Services at apreader@ets.org. Educational Testing Service is an Equal Opportunity/ Affirmative Action Employer. ETS is an authorized provider of Continuing Education Units (CEUs) In Memoriam Johnnie Eng Johnnie Eng, a San Antonio resident for many years, passed away on December 12, 2007. He was born in Laredo, the son of the late Harry and Evangelina Eng on August 26, 1944. His childhood was spent in Laredo where he graduated from Martin High School in 1961 and received an Associate of Arts degree from Laredo Junior College in 1963. He received his BA in History and Spanish from the University of North Texas in 1965 and a Master in Teaching Spanish degree from Trinity University in 1985. He taught for 35 years at Alamo Heights High School after teaching 4 Information taken from MySA.com years in the Fort Worth Public Schools. Johnnie was active in various organizations and held offices in them. He held the offices of Secretary, President-Elect and President of the Texas Foreign Language Association. He served as President and Treasurer of the Alamo Heights Teachers Association; President, Treasurer, and National Spanish Exam Coordinator for the San Antonio de Béjar Chapter of the American Association of Teachers of Spanish and Portuguese; and as Table Leader for the grading of AP examinations. Johnnie was part of the Spanish Test Development Committee; conducted numerous seminars for the College Board in the United States, TFLA Journal - Page 42 Argentina, Costa Rica and England; and was a member of the Retired Teachers of Alamo Heights ISD. He received an Excellence in Teaching Award from the University of Texas Ex-Students Association and the Department of Education of the University of Texas, was named Teacher of the Year by the Texas Foreign Language Association, and was honored as the National Spanish Teacher of the Year by the American Association of Teachers of Spanish and Portuguese. Johnnie was preceded in death by his parents and brothers, William and Philip Eng. Survivors include his sister Anna Sampson (Donald), Betty Gonzales (Arnulfo), Sandra Cano (Joe) of San Antonio as well as his brothers, Steven Flores and wife Cindy, and Joe Leal. He is also survived by his nephews, Arnulfo Gonzales, Jr. (Vanessa), John Anthony Gonzales, Richard Sampson (Jennifer), Thomas Smith (Amy) and his niece Dee Ann Sampson and numerous other relatives. He also leaves behind a great number of former students, their parents and colleagues. In lieu of flowers, you may donate contributions to the Alamo Heights ISD Foundation, 7101 Broadway, San Antonio, TX 78209 for the Johnnie Eng Excellence in Teaching Fund, established by his former students at his retirement in 2003. A memorial service was held at 11:00 a.m. Saturday, December 15th at Alamo Heights High School Auditorium, with former students, Dan C. Perry, Lee A. Lahourcade, Bruce Hill and William Kingman delivering memories of Mr. Eng. Texas Foreign Language Association The Cemanahuac Educational Community Scholarship Application Deadline: March 1, 2008 Scholarship applicant must be a member of TFLA. The scholarship will be formally presented at the TFLA Awards Lunch eon at the 2008 TFLA Spring Conference in Corpus Christi on Saturday, March 29, 2008. Soon after, the scholarship recipient will be contacted directly by the scholarship committee for the details of the program, such as dates, classes, lodging, and more information. If selected, recipients must give careful consideration to the required participation in the study program in Cuernavaca, M x ico. Upon return, the scholarship recipient is expected to write a brief article with photos regarding the experience. The article will be published in the Texas Foreign Language Journal. Name ______________________________________________________________________________ Institution __________________________________________________________________________ Position ____________________________________________________________________________ Address _____________________________________________________________________________ City __________________________ Zip _________________________________________________ Work Phone __________________________________ Home Phone ____________________________ E-mail ______________________________________________ Fax ___________________________ Background Information 1. How many years have you been a member of TFLA? ______________________________________________________ 2. What language/s do you teach? _______________________________________________________________________ 3. How many years have you taught the language(s)? ________________________________________________________ 4. Do you intend to teach Spanish for at least three more years? ________________________________________________ 5. As the recipient are you be willing to present a session/workshop at the next Spring Conference? __________________ ____________________________________ Signature _____________________________________________________________ Date Attach to your application Letters of Recommendation: Please attach a letter of recommendation from a supervisor, administrator, or department chair AND one letter of recommendation from a current or former student. Personal Essay: Include a 250 — 50 word essay written in Spanish, addressing the following: 0 Your goal/purpose for participating in the program in Cuernavaca Benefits of this scholarship for you and your students • Contributions you have made to the foreign language profession (membership in organizations, school involvement, club sponsorship, etc.) • Contributions at the district, regional or state level regarding curriculum development, committee work and other initiatives • Professional development participation in order to improve foreign language instruction. • • Deadline: The completed scholarship application, letters of recommendation and personal essay must be postmarked no later than March 1, 2008. The winner of the Cemanahuac Educational Community Scholarship will be announced during the Awards Banquet at the Texas Foreign Language Association Conference in Corpus Christi on Saturday, March 29, 2008. Please mail the originals and three copies: Barbara Hanna Garland ISD - LOTE Coordinator 870 W. Buckingham Road Garland, TX 75040 All scholarship candidates will receive email notification that the application has been received. If you have any questions regarding the application or the application process, please contact bahanna@garlandisd.net If you submit an application, you should plan to attend the spring conference Awards Luncheon on March 29, 2008 to receive the award. Failure to do so may jeopardize the scholarship for other TFLA members in the future. TFLA Journal - Page 43 TFLA TEACHER OF THE YEAR AWARD Each year TFLA recognizes Teacher of the Year for the various languages, a college / university Teacher of the Year, and an outstanding First Year Teacher of the Year (one with three or fewer years of experience). The Teachers of the Year will be presented at the Spring Conference. Factors considered in selecting the Teachers of the Year are: evidence of ou tstanding teaching, involvement in TFLA, campus and language activities, professional contributions, curriculum development and/or publishing, awards and t eaching experience. Teachers selected for this award are expected to make a presentation within one year of receiving the award. If you wish to nominate one of your TFLA colleagues for this honor, please fill out the form below and submit it to the address below. Also, your letter of recommendation must accompany the nomination. Nomination Form for Teacher of the Year Language_______________________________ Level(s)_________________________ Name of Nominee: ___________________________ Institution: __________________ Address: _______________________________________________________________ FAX: __________________________________ E-mail: ________________________ Nominator: ______________________________ Institution: _____________________ Address: _______________________________________________________________ Phone: _________________________________ E-mail: ________________________ FAX: __________________________________ Date: __________________________ Signature: ______________________________________________________________ Return this form with your letter of recommendation attached to: Barbara Hanna Garland ISD, LOTE Coordinator 870 W. Buckingham Road Garland, TX 75040 Notify Barbara via email that you’re submitting an application: bahanna@garlandisd.net Deadline extended to February 9, 2008. TFLA Journal - Page 44 Administrator of the Year Nomination Form Application Deadline: May 1 Name of the Nominee: Work Address: Work Phone: Position: _________________________________________________ _________________________________________________________ _______________________ _________________________ Email: _____________________________ _______________________ Institution: Name of the Nominator: _______________________________________________________ Work Address: _______________________________________________________________ Work Phone: _________________________ Fax:__________________________________ Please submit three application packets for the Selection Committee Members. Each packet should contain: 1. A copy of this application form 2. L etters of recommendation • Submit one-page letters of recommendation from any three of the following five categories: a. O ne letter from a current foreign language teacher b. O ne letter from a current teacher in another discipline c . One letter from a current student in foreign languages d. O ne letter from a parent or community member e. O ne letter from another person in an administrative position 3. N arrative describing the nominee’s contributions • Submit a narrative that addresses the following areas: a. I n strumental in the growth of foreign language program(s) b. C ommitment to improving conditions for foreign language teachers c . Commitment to improving foreign language program(s) to benefit students d. P romoting foreign languages in the educational environment and/or community e. D emonstrates empathy towards concerns such as large classes, stac ked classes, lack of resources, etc. f. Models the advantages of knowing and using other languages g. P romotes best practice in foreign language classes 4. Nominee’s philosophy • Submit a one-page narrative describing the importance of studying and knowing a foreign language. REMEMBER: Mail the three packets with all required materials postmarked no later than March 1st to: Barbara Hanna Garland ISD – LOTE Coordinator 870 W. Buckingham Road Garland, TX 75040 972-494-8919 (Work) bahanna@garlandisd.net The rubrics for the Administrator of the Year are posted on the TFLA website: www.tfla.info Email: _____________________________ TFLA Journal - Page 45 The T. EARLE HAMILTON Scholarship For Outstanding Secondary Foreign Language Students Application Deadline: March 1 In honor of T. Earle Hamilton, the founder of TFLA, the Texas Foreign Language Association will offer scholarships ranging from $250 to $1500 to outstanding high school seniors who have completed at least the third level of foreign language study and plan to continue the study of a foreign language at the university level. NOMINATIONS: TFLA members may nominate ONE student each year. The TFLA Scholarship Committee will select scholarship winners based on academic language study and plans for continued language study. Please print or type the following information: Candidate: (Must be a graduating senior) Address: ________________________________________ __________________________________________________________________ Zip: _______________________________ City: _______________________________ Phone & Area Code ___________________ Nominating Teacher: _________________________________________________________ (Must be a member of TFLA. Members are allowed ONE nomination per year.) Address: ___________________________________________________________________ City: _______________________________ Zip: _______________________________ Name of high school: _________________________________________________________ Language(s) studied: _________________________________________________________ __________________ Number of years of language instruction (3 years minimum required): College or university candidate will attend: _________________________________________ Intended major: Intended minor: ____________________________________________________________ _____________________________________________________________ Please submit three application packets for the Selection Committee Members. Each packet should contain: 1. 2. 3. 4. 5. A copy of this form A letter of recommendation from the nominating teacher A n official transcript A listing of school, community, and language-related activities and awards for grades 9 – 12 A composition of 200-300 words written by the candidate discussing the role language study has played in her / his life and what plans she / he has for studying and using the language in the future. REMEMBER: Mail three packets with all required materials postmarked no later than March 1 to: Barbara Hanna Garland ISD – LOTE Coordinator 870 W. Buckingham Road Garland, TX 75040 972-494-8919 (Work) bahanna@garlandisd.net TFLA Journal - Page 46 Rosemary Patterson Professional Development Scholarship Application Deadline: March 1 Name of the Applicant: ________________________________________________________ School and District: ___________________________________________________________ Work Address: _______________________________________________________________ Work Phone: ________________________ Fax: _______________________________ Language(s) Taught: Home Phone: ________________________ Email: ______________________________ _________________________________________________________ Please submit three application packets for the Selection Committee Members. Each packet should contain: 1. A copy of this form 2. A narrative explaining your plans in detail for addressing the following questions: a. H ow will you use these funds? b. H ow will the educational experience benefit you, your students, your colleagues, and your school and / or community? c . What strengths do you bring to the educational experience that might benefit others in your study group? d. H ow will you share your new learning with other TFLA members during a session at either the spring or fall conference? REMEMBER: Mail three packets with all required materials postmarked no later than March 1 to: Barbara Hanna Garland ISD – LOTE Coordinator 870 W. Buckingham Road Garland, TX 75040 972-494-8919 (Work) bahanna@garlandisd.net Calendar of Due Dates T. Earle Hamilton Scholarship for Secondary Students Professional Development Scholarships Administrator of the Year TFLA Journal – Summer Edition TFLA Journal – Fall Edition Teacher of the Year (** Extended to February 9, 2008) TFLA Journal – Spring Edition March 1 March 1 May 1 May 1 August 1 November 1 December 1 Contact the Immediate Past President if you would like to: • Volunteer to serve on a committee, such as the Awards and Scholarship Committee • Nominate a colleague to serve as a TFLA Officer • Nominate an individual who has been exceptionally supportive of the profession for the Friend of the Profession Award Contact the President-Elect if you would like to: • Volunteer to help with the conferences, such as the Local Arrangements, Entertainment, Door Prizes, Hospitality, Registration, etc. TFLA Journal - Page 47 If possible, please renew your membership ONLINE at www.tfla.info Membership Information for TFLA To renew or to become a member of TFLA, complete this form, and send $ 15 for a one-year membership or $ 25 for two years. ($15 for joint husband/wife membership; free for retired teacher). The membership runs from September 1 to August 31. Please share this informati on with a non-member colleague! Send to: TFLA 1320 Modiste Drive Houston, TX 77055 [Cir cle one] Mr/Ms/ _________________ Mrs/Dr. First name _______ Initial ____________________ Last Name _________________ City ______________ ID number ______________ Zip Address ___________________________ Street & Number ____________________ School Home Phone Fax ____________________ Position Work Phone _________________________ Language ____________________________ ________________________ _ ______________________________ Email __________________________________ ________________________ Enclosed $ _________________ for school year _____________ to Date ____________ New Member _______ Renewal _______ Change of Address _______________ Referred by ________________________________________________________________________ Texas Foreign Language Association 1320 Modiste Drive Houston, TX 77055 PAID Permit No. 2988 Austin, TX Nonprofit Organization Nonprofit U.S. Postage PAID Organization Permit No. 2988 U.S.Austin, Texas Postage