FLAG JOURNAL Volume 12 Spring/Summer 2012

FLAG JOURNAL Volume 12 Spring/Summer 2012

The Journal of the Foreign Language

Association of Georgia

Editors Susan Crooks Joe Terantino, PhD.

Kennesaw State University Kennesaw State University

2 2FLAG JOURNAL Volume 12 Spring/Summer 2012

The Foreign Language Association of Georgia

announces the 2013 FLAG Conference

“All Languages Are Critical Languages”

to be held at

Augusta Marriott Hotel and Suites

Two Tenth Street

Augusta, Georgia 30901

March 8-9, 2013

Please be sure to make your hotel reservations as soon as possible. Be sure

to mention that you are attending the FLAG conference so that you will re-

ceive the conference rate.

Augusta Marriott Hotel Augusta Marriott Suites

Standard Guestrooms: Standard Guestrooms:

King @$125.00 (1-2 people) Q/Q Suite @$125.00 (1-4 people)

Standard guest room with one King Bed Two room suite with two queen

beds, refrigerator, microwave and

living room

To make hotel reservations, please contact:

Marriott Augusta Hotel and Suites

(706) 722-8900

FAX: (706) 724-0044

Please do NOT send hotel reservations with your conference registrations.

FLAG does NOT handle hotel reservations

Call for Papers

The Editors of the FLAG Journal are extending an invitation to the language teaching

community to submit papers for publication consideration. We publish an annual, refer-

eed, on-line journal in the fall with articles about all aspects of foreign language educa-

tion across all levels: innovative teaching strategies, learner variables, policy and issues,

research, curriculum development, assessment and technology among other topics. Arti-

cles on all languages are welcome and manuscripts must be written in English to accom-

modate our readership. See the full description on the website.


2012 FLAG Officers

President Elizabeth Combier North Georgia College & State

University, Modern Languages

305B Dunlap Hall

Dahlonega, GA 30597

Phone: 706) 867-2811

Fax: (706) 864-1485

President Elect Joe Frank Uriz Parsons Elementary School

1615 Old Peachtree Road, Suwanee,

GA 30024 Phone: (404) 556-3653

Fax (678) 957-3055

Vice-President for Advocacy Denise Overfield University of West Georgia, Foreign

Languages & Literatures

Maple Street, Carrollton, GA 30118

Phone: (678) 839-6515

Fax: (678) 839-5931

Vice-President for Language

Contests Rhonda Wells DeKalb County School System

Instruction, Bldg. B, 3770 N. Decatur

Rd., Decatur, GA 30032

Phone: 678-676-0227

Immediate Past President

David Jahner Foreign Language Director

Gwinnett County Public Schools,

Instructional Support Center

437 Old Peachtree Rd.

Suwanee, GA 30024

Phone: (678) 301-7027

Fax: (770) 277-4470

Corresponding Secretary Pat McCoy Wesleyan School

5405 Spalding Drive, Norcross, GA

30092

(770) 448-7640 x4438

Treasurer / Administrator Mary Ellen Foye P.O. Box 734, Griffin, GA 30224

Phone: (c) (770) 468-3396

Members-At-Large FLES (ESFL)

Sandra Cleveland Sharon Elementary School

Middle School

Jamie Patterson Fulton County Schools

High School

Joy Lynn Tynes Cobb County Schools

Post Secondary

Amye Sukapdjo Gainesville College

Directors

FLAG Journal Editors Susan Crooks

Kennesaw State University

Dept. of F.L.

1000 Chastain Rd. MD 1804

Kennesaw, GA 30144-5591

Phone 770-971-9504

[email protected]

Joe Terantino

Kennesaw State University

Dept. of FL

1000 Chastain Rd. MD 1804

Kennesaw, Ga 30144-5591

[email protected]

Archivist Jane Hursey

Retired, DeKalb County Schools

Public Relations Joe Frank Uriz Parsons Elementary School

1615 Old Peachtree Road, Suwanee,

GA 30024 Phone: (404) 556-3653

Fax (678) 957-3055

Conference Brandi Meeks Starr's Mill High School

193 Panther Path, Fayetteville, GA

30215

Phone: (770) 486-2710 Fax: (770)

486-2716

Electronic Media Horst Kurz Georgia Southern University, Foreign

Languages

Affiliate Liason Greg Barfield, Ed.D.

Georgia Department of Eduction

Program Specialist: International Af-

fairs

1770 Twin Towers East

205 Jesse Hill Jr. Drive, SE

Atlanta, GA 30334

Tel: (404) 651-5363

Fax: (404) 651-8582

[email protected]

GA DOE Liaison Jon Valentine Program Specialist for Foreign Lan-

guages & International Education

GA Department of Education

The photos on this issue’s cover are generously reprinted here compliments of the REALIA Project . The

REALIA Project publishes faculty-reviewed media for the teaching and study of modern languages and

cultures. Faculty and students at all levels are encouraged to contribute materials to our searchable, online

database. The focus of the REALIA Project is realia: Materials which convey the everyday life of different

cultures.

The lower photograph is of the Roman aqueducts in Segovia, Spain. The upper photograph is of Victoria

Harbor in Hong Kong. These images, and so many others can be accessed from http://www.realiaproject.org/

Two more photographs were used on the inside of the back cover. Hope you can use them in class!

mailto:[email protected]


In spite of furlough days and budget cuts, Georgia teachers and students

continue to do amazing things: win scholarships, receive awards, travel

abroad, go to immersion weekends, compete in language contests and make

us all proud. One of our favorite award stories was that of Dr. Robert

Patrick, Latin teacher of the year and FLAG K-12 Teacher of the Year,

whose daughter and fellow Latin teacher, Miriam Patrick, was named

FLAG K-12 Teacher of Promise. That is truly passing the torch. Congratu-

lations to both of you!

This year’s SCOLT /FLAG /SEALT conference in Atlanta was well-

attended; see David Jahner’s report.. We were pleased and proud to hear

conference participants talking about several excellent workshops and

presentations given by Georgia teachers. In addition, Jamie Patterson’s article about advocacy in

our last issue sparked many interesting discussions throughout the year.

A great resource for language teachers is the REALIA Project. This year the editors of the REALIA

Project allowed us once again to use two pictures for the cover. We encourage FLAG members to

visit the REALIA Project and use the quality photographs to engage students in meaningful lan-

guage and cultural learning scenarios. We have included 2 more on the back cover. Additionally,

we strongly encourage members to submit travel photos for publication to expand the library.

Lastly, I would like to wish my former co-editor, Dr. Pete Swanson, good luck as he takes on the

SCOLT Dimension, the journal of the annual conference proceedings. His academic talents as an

editor will make him a valuable asset to SCOLT. I will miss our many cups of coffee as we put

the Journal together. I would like to welcome Dr. Joseph Terantino as my new co-editor, who will

be coming on board this fall to work on the online Journal. He is currently in China, so I could not

get a picture of him for this edition, but I am sure I’ll have one for the Fall edition. Please remem-

ber to submit material of interest to the Journal; our deadlines are April 15 and September 15. In-

quiries and submissions may be sent to the editors, Susan Crooks <[email protected]> and

Joe Terantino <[email protected]> Enjoy this issue and your summer!

Susan

Editor’s Message

The REALIA Project publishes faculty-reviewed media for the teaching and study of modern

languages and cultures. Faculty and students at all levels are encouraged to contribute materials to

our searchable, online database. The focus of the REALIA Project is realia: Materials which con-

vey the everyday life of different cultures. It is available from http://realiaproject.org/


FLAG Journal

Contents

FLAG 2013 Conference Information……………………………………….2

FLAG Officers ……………………………………………………………..3

Editor’s Message …………………………………………………………...4

FLAG Award Recipients …………………………………………………...6

News from Colleges and Universities ……………………………………...8

FLAG Spoken Language Contest …………………………………………..9

Georgia Department of Education Update ….……………………………...10

FLAG President’s Awards…...……....……………...……………….…….13

JNCL Report …………………………………………………...…………..14

AATF Chapter Report.….………………………………………...………...15

AATG Chapter Report…..………………….…………...……………...…..16

AATFSP Chapter Report………..………………...………………………...17

FLAIR Report …..…………………………………………………………..20

FLAG Spotlight…………………………..……………………………….…23

What Works in Chinese Class –Classroom Management .....…………….....26

Better Teaching Through Better Testing ……….….………………………..30

WIA 4th Grade Field Trip to Chinatown ………………………….………...37

SCOLT/FLAG/SEALT Conference Report..…………………………….….39

SCOLT Scholarship Reports from 2 Recipients. ……………………….…...39

FLAG Awards Information………………………………….………...42

FLAG Membership Form……………………………………………...43

A Publication of the

Georgia Association of Foreign Language Teachers

http://www.flageorgia.org/flag.htm

Volume 12 Spring/Summer 2012


FLAG Awards 2012

Dr. Catherine Magouyrk: Administrative Sup-

port of Foreign Language Award

Dr. Catherine Magouyrk is the Associate Superintendent for Student Achievement

and Leadership in the Douglas County School System. She received her Doctor-

ate in Administration and Leadership from Samford University in Birmingham,

Alabama. Dr. Magouyrk has been working with principals and schools in the area

of curriculum, instruction, and leadership at the district level for 7 years and

she believes that the study of foreign language is crucial for students today. With

the ease of communication through technology, students must not only understand

different cultures, they must experience different languages. It is up to school

systems to ensure that students are afforded the opportunity to learn a second lan-

guage as well as study different cultures.

Dr. Robert Kilpatrick: Teacher of Promise,

Post-Secondary

Robert Kilpatrick is Assistant Professor of French at the University of West

Georgia. He received his B.A. from Truman State University, and his M.A. and

Ph.D. from Indiana University. Before coming to West Georgia, he taught

French and Italian at IU and French at Duke University. He directed the IU

Study Abroad Program in St Brieuc, France for five summers, and has also lived

extensively in Aix-en-Provence and Angers, France. From 2010-2011 he also

co-directed the UWG study abroad program in Tours, France. His research fo-

cuses on Renaissance French and Neo-Latin literature, humanism, and early

modern theories of imitation. In the field of language pedagogy, his research

interests include the development of proficiency-based assessment tools and the

use of instructional technologies to enhance language learning. He teaches

courses on French language, culture, and literature.

Dr. Greg Barfield: Fostering Partnerships

Dr. Barfield is in his 29th year in education. He has taught French, served as

department chair at South Cobb High School and Kennesaw Mountain High

School in Cobb County, and served as an adjunct assistant professor of French

and Foreign Language Education at Kennesaw State University. From 2004-

2008, he held the position of ESOL and World Languages Coordinator in Ful-

ton County. In 2008, Dr. Barfield returned to Cobb County where he current-

ly serves as Teacher on Special Assignment for ESOL and Foreign Lan-

guages. During his career, he has been actively involved in FLAG, AATF,

SCOLT, NADSFL, and ACTFL.

*As we went to press we learned that Dr. Barfield had retired from Cobb

County and is now working at the Ga. Dept. of Education with Jon Valentine.


FLAG Awards 2012

Miriam Patrick: K-12 Teacher of Promise Miriam Patrick teaches Latin at Duluth High School in Gwinnett County Public Schools.

She holds a Bachelor’s degree of Interdisciplinary Studies in Latin from Georgia State Uni-

versity. She has studied abroad in a full immersion program in Egypt for Arabic. She has

also studied in the full Latin immersion program the Rusticatio where she spent seven days

with Latin speakers of varying degrees learning and living in Latin. This year she has rear-

ranged her classroom and teaching techniques to incorporate Where Are Your Keys, a lan-

guage hunting game, which allows students the opportunity to take control of their lan-

guage learning and reaches students of all learning types. Miriam stands by the belief that

it is not about making a student work for a language, but making a language work for a

student. In addition, this year, Miriam and a colleague started the teaching practices blog

Pomegranate Beginnings where they share teaching techniques, student reactions, and les-

son plans. This year, she will be presenting on the teaching of culture in the target language at the FLAG/SCOLT

conference in Atlanta. She has also published lesson plans in The Classicist, the Georgia Classical League’s journal.

She is currently a member of the American Classical League, the Foreign Language Association of Georgia, and the

Georgia Classical Association.

Dr. Robert Patrick: K-12 Teacher of the Year Robert Patrick teaches Latin at Parkview High School in Gwinnett County Public Schools.

He has spent his teaching career in nearly equal parts in Alabama and Georgia. He holds a

PhD in Latin and Classical studies from the University of Florida and is a National Board

Certified Teacher in World Languages. He has devoted most of his teaching career to ap-

plying the theories and best practices of second language acquisition to the teaching and

learning of Latin demonstrating that if it’s good for language learning, it’s good for Latin

students. He and a colleague in California began the Latin-Best Practices list serve for

Latin teachers in 2006 where today nearly 1000 Latin teachers share their use of these

modern strategies in teaching this ancient and still very much alive language. This spring,

his fourth year students prepared and led tours through the Carlos Museum at Emory Uni-

versity entirely in Latin for 100 of Parkview’s third year students. He is a long time participant and advocate of im-

mersion intensives (which are growing in number and participation every year) for Latin teachers and sits on the board

of the North American Institute of Living Latin Studies (NAILLS/SALVI) as well as the board of North American

Cambridge Classics Project. He has taught workshops for Latin and other language teachers all over the US and in the

UK teaching Comprehensible Input strategies and showing teachers how to begin to implement them. He has pub-

lished articles on these pedagogical issues in Teaching Classics Online as well as The Journal of Classics Teaching.

Named the 2012 Latin Teacher of the Year by the Georgia Classical Association, he is the current editor of The Clas-

sicist, the Association’s journal.

Miyuki Johnson: K-12 Leadership Award

Miyuki Johnson is a native of Japan and has been teaching Japanese in the United States

since 1996. She earned her Master’s degree from the University of West Georgia in 1998.

She previously taught Japanese at the following educational institutions: Georgia Institute of

Technology, Agnes Scott College, and North Cobb High School. She is currently teaching

Japanese in Fulton County at Elkins Pointe Middle School. She has also served the Japa-

nese community in the following capacities: as a board member and as president of the

Georgia Association of Teachers of Japanese (GATJ), as a committee member of the Japan

Challenge and the Japanese Speech Contest in Georgia, and as a board member of the Na-

tional Council of Japanese Language Teachers (NCJLT). Since 2010, she has served as the

National Japanese Exam Test Development Chair for NCJLT (since 2012 known as the American Association of

Teachers of Japanese (AATJ)). In 2011, she was chosen as one of the 15 Japanese teachers from the nation to serve as

a supervisor for the Japanese Language Education Assistants Program (J-LEAP), which is funded by the Japanese

government and administered by the Japan Foundation and Laurasian Institution.


News from Georgia Colleges and Universities

The Department of Foreign Languages at KSU offers the B.A. in Modern Language and Cul-

ture, Business, and Education with three options for a "primary language": French, German, or

Spanish. KSU also offers an MAT in Spanish and Chinese. The Department offers minors in Chi-

nese Studies, French & Francophone Studies, German Studies, Italian Studies, and Spanish.

Teacher Certification is also available through the Alternative Teacher Preparation (ATP) Program

in Foreign Languages which offers a non-degree undergraduate program leading to P-12 teacher

certification in Chinese, French, German, Italian, Japanese, Korean, Latin, or Spanish. It is open to

foreign language teachers who are currently employed full-time and have a temporary certificate--

professional, provisional, intern, conditional, permit, etc. Upon admission, candidates receive an

individualized certification plan. Please visit the KSU website

(http://foreignlanguages.hss.kennesaw.edu/) for complete information on all programs.

Georgia Southern University offers B.A. degrees in Modern Languages with concentra-

tions in French, German, and Spanish. In addition, Georgia Southern offers coursework in Arabic,

Chinese, Japanese, Latin and Yoruba. Georgia Southern offers students a variety of study abroad

opportunities in France, Spain, Mexico, and Costa Rica. Programs vary from four to six weeks in

the summer to semester-long programs during the academic year. Scholarships are available.

Georgia Southern offers an M. A. degree in Spanish. Total number of hours required for

the M.A. degree is 30 hours. Courses include History of the Language, Phonetics, Survey of 16th

and 17th century drama in Spain, Colonial Spanish American Literature, Contemporary Spanish

American Culture and Civilization and Second Language Acquisition. A number of Teaching As-

sistantships are available for M.A. students.

Georgia Southern University also offers the Master of Arts in Teaching Spanish. The pro-

gram is designed to prepare graduate students who have attained an advanced proficiency in Span-

ish with the necessary training to be effective foreign language teachers at the elementary, middle

and high school level. The coursework covers general principles of education, educational re-

search, second language acquisition, foreign language curriculum and methods, and graduate level

Spanish. In addition a student in the MAT program works with different mentor teachers at the

university, secondary, middle school and elementary levels culminating in a full-time internship.

Location is not a barrier to your begin student in the MAT in Spanish program at Georgia South-

ern University: 100% of the coursework can be taken in an online and study abroad format.


The Department of Modern and Classical Languages at Georgia State University offers instruc-

tion in 12 world languages and innovative programs of study. The mission of the Department is to

give students the opportunity to develop appropriate proficiencies in the modern and classical lan-

guages, to acquaint students with the literary and cultural productions of other countries, and to

provide them the opportunity to acquire critical skills through literary and cultural analysis as they

prepare for careers in teaching and research, business, translation and interpretation and other are-

as. As a core element in the University’s mission of internationalization, the Department promotes

international involvement by both faculty and students through programs such as our Language &

International Business programs, International Economics & Modern Languages programs, study

abroad/student exchange programs, undergraduate foreign language clubs, and conferences with

international speakers/scholars. Current study abroad programs include Spain, Mexico, Argentina,

and Germany to name a few. Georgia State University also offers a program in Teacher Certifica-

tion in Spanish, French, German, Latin, and some less commonly taught languages such as Japa-

nese and Chinese.

It was a banner year for the Foreign Language Association of Georgia Spoken Language Contests.

Thanks to Charles Neidlinger, District Coordinator for World Languages, we added another con-

test site in Savannah/Chatham County.

In all, approximately 730 students competed from around the state in the languages of Arabic, Chi-

nese, French, German, Japanese, Latin, and German. Students were evaluated on their ability to

communicate in the target language by engaging in a conversation with an interviewer. Latin stu-

dents competed in an oratorical contest. Students competed for a Superior, Excellent or Notable

rating.

A special thank you to all of the teachers and students who helped make all of the contests a suc-

cess. A special thank you to the faculties and staff of Coastal Middle School (Savannah/Chatham

Schools); Decatur High School; Darton College (Albany); and Sharon Elementary School (Walton

County).

It is the hope that more contests can take place around the state during the 2012-2013 school year.

If you are interested in hosting a contest, please email the Vice President of Language Contests,

Rhonda Wells, at [email protected] for more information.

The Metro Spoken Language Contest will take place on March 23, 2013 at Shiloh High School in

Gwinnett County. Dates for all other contests will be announced on the Foreign Language Associ-

ation of Georgia website (flageorgia) in the fall.

Georgia State University

FLAG Spoken Language Contest 2012

Rhonda Wells, DeKalb County

http://iib.gsu.edu/IIB/AcademicPrograms_Programs_MIB-Language.aspx

http://iib.gsu.edu/IIB/AcademicPrograms_Programs_MIB-Language.aspx

http://aysps.gsu.edu/BA_IEML.html

http://www2.gsu.edu/%7Ewwwoia/StudyAbroad/

http://www2.gsu.edu/%7Ewwwoia/StudyAbroad/

mailto:[email protected]

http://www.gsu.edu/index.html

http://www.gsu.edu/index.html


From the Georgia DOE Languages and Global Initiatives Program

Dear Georgia World Languages Colleagues:

The 2011 – 2012 school year was a time of excitement and anxiety for all of us and, as in any time

of great change, there are seeds of opportunity! As we emerge from the Great Recession (faster

please!), it’s becoming increasingly clear to our partners at all levels that global competence and

language proficiency can no longer be hollow terms to bandy about, but instead must be seriously

embedded in the curriculum. To this end, we’ve made concentrated outreach to our partners in the

business community to learn what it is that they need from employees in the 21st Century, and we

were thrilled to report that hiring departments at global companies now move applicants who’ve

participated in a meaningful global experience to the very top of the hiring pile. A high-ranking

representative from a major employer in Georgia told me recently that one of the biggest challeng-

es that her company has is in finding new-hires who can collaborate on diverse international teams

and whom her company can send overseas to conduct business successfully. Unfortunately from

the standpoint of advocacy, most parents of our students were able to reach the top of their field

without speaking a language other than English or having never lived overseas for an extended

period of time. In the economy following this recession, that will no longer be the case. From hir-

ing departments to college enrollment centers we are consistently hearing that long-series language

study that leads to real-world proficiency, and interest in international exchange and study abroad

is the main competitive advantage that an employee or student can bring to the table. One univer-

sity simply told me that a student who has studied abroad and whose AP.score on a world lan-

guage exam was a 4 or 5 is immediately placed on the top of the pile!

To better align our proficiency-based world languages programs of study with the goals of our

partner agencies and leaders in industry, we are launching the Georgia International Workforce

Development Initiative. Through this initiative, Georgia schools have made meaningful connec-

tions with partners abroad to provide international, career-focused learning opportunities for stu-

dents. The purpose of this initiative is to provide seamless integration of this work from elemen-

tary through higher education and as pipelines to jobs in global businesses. In addition this initia-

tive will ensure statewide equity and access for K-12 and post-secondary students to advanced-

level, proficiency-based language study in world languages deemed vital to national security and

economic development by the Department of Defense and the Georgia business and economic

communities. The initiative will be made up of three program components that will be supported

by the GaDOE, the Technical College System of Georgia and the University System of Georgia

including: a focus on providing career-based job-shadowing opportunities for administrators and

teachers as well as career-based study abroad opportunities for students; support for our university

partners, including support for summer language academy programs; and a focus on dual-

immersion education, this includes the goal of streamlining the certification process for dual-

immersion teachers from abroad as well as providing opportunities for Georgia teachers to teach in

dual-immersion programs in France and other countries. This initiative supports Georgia House

Bill 400: Building Resourceful Individuals to Develop Georgia's Economy Act (BRIDGE Act), the

Governor’s Office of Workforce Development (GOWD) and the Go Build Georgia Campaign, and

the Georgia Department of Education (GaDOE) Career Pathways Initiative (HB 186) and supports

the new graduation rule and future Hope Scholarship requirements. Additionally, and for the first

time, instruction in world languages has been embedded in the new Georgia Performance Index

(the index that will replace the requirements of AYP) at the elementary, middle and high school

level. Consequently, schools in levels K-12 will now receive meaningful bonus points for imple-

menting long-series language study at all levels.

Georgia Department of Education


As a state, things continue to look up for world languages enrollment. Schools across our state are

teaching (in order of enrollment) Spanish, French, Latin, German, Chinese, Japanese, ASL, Turk-

ish, Arabic, Portuguese, Russian, Classical Greek, Korean, and Italian. Our schools are also im-

plementing courses to support native language literacy and Spanish for Native Speakers. The na-

tional enrollment for K-12 programs in a state is 18%, while Georgia’s enrollment is considerably

higher – and one of the highest in the nation. From 2009 to 2010, statewide enrollment jumped

from 17% to 23% (a six percent increase)! This huge increase can be attributed primarily to the

large increase in the number of career, technical and agricultural students who are studying lan-

guage. Consequently, look for new pathways and new language courses that will support the col-

lege and career goals of all students in Georgia.

To create meaningful school partnerships, we are working with our Memoranda of Understanding

(MOU) partners in Nancy-Metz, France, Saxony, Germany, and Bavaria, Germany to align K-20

classrooms overseas with willing partners in Georgia. This year, we welcomed high school stu-

dents from France to traditional and technical high schools across the state, and helped to facilitate

the first-ever delegation of media-studies students between a technical college in Rheinland-Pfalz,

Germany and Chattahoochee Technical College. Other memoranda are in development, including

an upcoming partnership with the department of education in Costa Rica.

To support these exciting goals, we recently hired three new individuals to support the great work

of Georgia teachers and administrators. Dr. Greg Barfield, formerly of Cobb County Schools is

the new Program Specialist for International Affairs. Dr. Barfield began at the GaDOE on May 1,

2012 and will be the primary contact for any school that would like to develop a partnership with a

school abroad. Also, Petra Reuter, the German Language Advisor for the Federal Republic of

Germany has moved her office from Miami, Florida to Atlanta, Georgia and is supporting German

programs across the state through implementation of the highly-regarded Deutsches Sprachdiplom.

Last year, we were thrilled when more students passed this exam in Georgia than in any other state

in the Southeast. Passing this exam entitles students to attend university in Germany. We are also

contracting with Ben Shivers, our language advisor in Saxony, Germany. Ben is our contact on

the ground in Germany and is meeting with German schools and businesses to create career-

focused language and cultural connections for teachers and schools in Georgia. And for the first

time in decades, the Georgia State Legislature is providing a limited amount of funding for pro-

gram development around international career development opportunities. To facilitate these

goals, Denis Brosnan, a corporate development specialist is on board, meeting with companies that

represent every language and culture represented in Georgia and aligning their educational out-

reach and job training programs with state employment goals and language and international edu-

cation programs.

As the economy of Georgia realigns to the expectations of a faster, more nimble, and more dynam-

ic world economy, world languages and global competence are front and center. With this come

the expectations that students leaving our classrooms will be experts in their chosen region of

study and will be able to demonstrate meaningful proficiencies that are measurable against the

ACTFL performance scale. As you move forward with plans for your own language study pro-

gram, please keep in mind that you many of you are likely the only teacher in your school who has

ever spent time abroad immersed in language and culture, and that you may therefore be the only

person in your building who is communicating how life-changing experiences such as these can

be. Please consider yourself the ambassador for all things global in your building. In fact, many

teachers have already begun adding the phrase “Language Teacher and Global Education Coordi-

nator” to their email signature line!



World language instruction is a key component to State School Superintendent Dr. John Barge’s

goal of making education work for all Georgians, and he has consistently stressed the need for

global learning opportunities and world languages to play a key role all initiatives at from the state

level. If you or your school is interested in a partnership at any level, kindergarten through univer-

sity, please contact Dr. Barfield at [email protected]. In the meantime, please help to en-

sure that every teacher has a voice in advocating for language instruction, sharing best practices,

and becoming part of the greater conversation for the future of Georgia’s workforce by joining

FLAG.

Thanks to each and every language teacher in Georgia for the success of our state’s programs.

Thanks to our many language affiliate groups, to our consular and international chamber of com-

merce partners, and thanks to the district leaders, building-level leaders, and others who support

our teachers and students every day. Often, it might seem that nobody beyond your classroom is

aware of your hard work and success, but I’m writing to send the message that our call for a glob-

ally competent and multi-lingual society is resonating like never before. Please keep up the amaz-

ing work.

Yours,

Jon Valentine

Program Manager:

Languages and Global Initiatives



Our very own FLAG President, Dr. Elizabeth Combier, received the title of

Distinguished Professor. She was featured in the North Georgia College &

State University Parents Alumni Weekend 2012 brochure. "Dr. Combier is a

Professor of Spanish & French and faculty member since 2001, and deploys

her considerable talents as instructor, mentor, advisor, friend, and patriot in

support of all North Georgia students, faculty, and community."

Dr. Elizabeth Combier, Distinguished Professor


President's Lifetime Achievement Award goes to Lynne McClendon

Congratulations to Lynne McClendon! She received the Life-

time Achievement Award given by FLAG President, Dr. Elizabeth

Combier, at our conference luncheon. She is a longtime and life-

time member of FLAG (President 1987-89) and served as Execu-

tive Director for the Southern Conference on Language Teaching

(1998-2012). Mrs. McClendon was delighted to be so honored and

spoke to the audience about how thrilled she was to receive this

award. She also spoke about how FLAG co-founder, Lillie B.

Hamilton, impacted her life as an educator and leader.

After doing a remarkable job as Executive Director of the Southern Conference on Language

Teaching for 14 years, Lynne McClendon has retired. Her leadership in SCOLT was the culmina-

tion of a long career of service to the foreign language community. Ms. McClendon began her

career as a Latin teacher at North Springs High School in Fulton County in 1970 and served as

Foreign Language department chair there until 1987. From there she became the Foreign Lan-

guage and ESOL coordinator for Fulton County from 1987 to 2000. Due to her success as a coor-

dinator, Ms. McClendon worked as interim Executive Director for K-12 Curriculum for Fulton

County for 2 years. She has helped out as an adjunct instructor at Georgia State University and as

a trainer and consultant for the Georgia DOE and CASIE. Ms. McClendon has received numerous

awards and grants and has published several articles as well as manuals and handbooks. Her com-

mitment to foreign languages has been unparalleled. Lynne McClendon, thank you for all you

have done to promote and support languages in Georgia and throughout the southeast.

At this year's SCOLT/FLAG/SEALLT Conference, Dr. Elizabeth

Combier, President of FLAG, presented longtime member and outstand-

ing FLAG Treasurer/Administrator with the President's Award. Mrs.

Foye is most deserving of this achievement due to her many years of

work for the association.

Since her arrival in Georgia in the 1970’s, Mary Ellen Foye has been

a longtime supporter of foreign languages in Georgia. She has attended

and assisted with over 20 state and national Junior Classical League con-

ventions. She was responsible for booking transportation and lodging

for Georgia participants to the national convention, and she tallied scores

for both state and national convention competitions.

In 1998, Mary Ellen joined the Flag Board as Treasurer, and the following year, her title was

changed to Treasurer/Administrator. She has continued serving in that position since then. Not

only does she oversee FLAG’s finances, she also maintains all membership information and as-

sists in coordinating the conference each year. At the conference, she can found at the registration

booth from the beginning through the end of the conference in order to assist our members. She

greets everyone with a smile and makes them feel welcome at all FLAG events. FLAG wishes to

thank Mary Ellen for her years of dedication to our association.

Mary Ellen Foye Recipient of the FLAG President's Award 2012


JNCL- NCLIS Information from Dr. Barfield

We have received the following report from a variety of sources . To see this very valuable 121-

page report from the Council on Foreign Relations entitled "US Education Reform and National

Security" by former NYC Education Chancellor Joel Klein and former Secretary of State Con-

doleezza Rice see the link below.

http://www.cfr.org/united-states/us-education-reform-national-security

Here are a few excerpts from the report being conveyed by our members and friends:

"Americans' failure to learn strategic languages, coupled with a lack of formal instruction about the

history and cultures of the rest of the world, limits U.S. citizens' global awareness, cross-cultural

competence, and ability to assess situations and respond appropriately in an increasingly intercon-

nected world."

"...all students should have access to high-quality foreign language programs starting in the earliest

grades. If all Americans grew up proficient in at least one language in addition to English, and if

instruction about other countries' histories and culture were built into the standard K-12 curricu-

lum, young people would develop better understandings of world cultures and be better equipped

to converse, collaborate, and compete with peers worldwide."

"The Task Force members believe America's educational failures pose five distinct threats to na-

tional security: threats to economic growth and competitiveness, threats to U.S. physical safety,

threats to intellectual property, threats to U.S. global awareness, and threats to U.S. unity and cohe-

sion.”

"The United States is not producing enough foreign-language speakers to staff important posts in

the U.S. Foreign Service, the intelligence community, and American companies. A GAO report

found that the State Department faces 'foreign language shortfalls in areas of strategic interest.'"

Winona Babb Robuck of Acworth, Georgia died at home on April 25, 2012.

She was 71 years old. She was a loving wife and mother. She is survived by

her husband of 48 years, Phillip Robuck, her daughter, Regina Robuck and

her brother, Kelly Babb of Chatsworth, Georgia. She moved to Acworth in

1960 to teach school at North Cobb High School. Her career spanned 41

years of teaching Latin at North Cobb High School, Harrison High School

and finishing her career with 10 years at The Walker School. She retired in

2008. She received many accolades including Teacher of the Year on sever-

al occasions. She touched so many young lives; it would be hard to set a

number. She encouraged her students and they followed her bidding. She

loved them and they loved and adored her. She lived her life with quality

and dignity.

To honor her memory, the Winona Robuck Foreign Language Scholarship Fund has been estab-

lished at Harrison High School in Cobb County.

In Memoriam


AATF Georgia Chapter Report 2011-2012

We had our fall meeting in November 2011, the topic was "la parlure dans le monde francophone."

We had people from France (Britany and center of France), Belgium, Quebec and Switzerland do

presentations on the differences in accents and vocabulary in their respective regions. It was very

interesting since it gave everyone a chance to learn new words and specific cultural elements of

specific countries. We also had members of the French consulate and the Quebec delegation come

and present opportunities for French teachers and students.

As in the past year AATF was a co-partner of the francophone festival

(www.francophonieatlanta.org). For the past 4 years, AATF has been a member of the organiza-

tion committee and is very active in organizing events for the festival. We had about 20 members

of AATF join the friendship brunch at the St Regis hotel in Atlanta. This year again we had an

overwhelming number of students taking "le Grand Concours". Last year we had the 3rd largest

number of students taking the French National Exam in the US and we hope to do better this year.

We only had 3 elementary schools taking it this year and we would love to have more elementary

schools join next year.

Congratulations to Kadidia V. Doumbia, who has been selected as the 2012 recipient of the AATF

ISE Language Matters Award. This award recognizes a teacher who does an outstanding job get-

ting students to speak French through motivation and creative methods. In addition, the teacher

provides authentic immersion experiences outside the classroom for students to practice their lan-

guage skills. The award also includes a cash prize from Intercultural Student Experiences. The

AATF hosted their national award ceremony in Chicago, May 31, to which Ms. Doumbia was in-

vited. We are very proud of her for receiving such a distinguished award .

Our fall meeting will take place near Macon, Ga. at the beginning of November. The theme for

this year is "Dealing with the economic situation in the world and how it affects the European Un-

ion and the US". More details about the conference will be found after the summer on the AATF-

ga website. (http://sites.google.com/site/aatfga/)

On our website, there is also a lot of information concerning French positions in the state of Geor-

gia. If anyone is looking for a teacher for the fall or looking for a job in the fall, they need to look

on the website or contact me at [email protected]

Stephane Allegnon

President

The FLAG listserv has grown substantially over the years.

Are YOU signed up?

Go to http://www.flageorgia.org/board/feed-list.htm

The listserv keeps you up-to-date on what is happening in our

Foreign Language Community.


AATG Georgia Chapter Report 2011-2012

AATG-GA began its activities in 2011 with our annual Sprachbad now at the Goethe Center in

Atlanta in order to save on expenses. This immersion day with the motto „Aus der Praxis, für die

Praxis“ was organized again by Robin Huff (Georgia State University) and Michaela Claus-Nix

(South Forsyth HS). German instructors from all over the state participated in presentations and

activities relevant to all levels of German instruction. At this event Uwe Neuhaus (Chamblee HS)

gave a very well-received presentation on how to prepare upper-level students for the AP German

exam.

We continued our new tradition of a Fall Workshop in October 2011, hosted by the University of

Georgia and organized by Inge DiBella (UGA) and Michaela Claus-Nix (South Forsyth HS).

Based on results from a poll conducted among AATG-GA members in 2010, we decided to con-

tinue to tailor the Fall Workshop to the needs of teachers participating in our annual State Conven-

tion. Hence, the theme of the workshop was Deutsche Städte. Around twenty participants engaged

in discussion of several presentations throughout this day-long workshop, which was declared an

overwhelming success by all those completing the workshop evaluation

The annual State German Convention (SGC) was held at Camp Jackson in Covington, Ga. the last

weekend in January and was attended by over 350 high-school students from all over the State.

The theme of this year’s convention, organized by Kevin Keough (McIntosh HS), was Musik –

Gestern und Heute. At the plenary AATG-GA session at SGC, AATG members and their accom-

plishments were celebrated and it was discussed how to promote German in financially hard times.

In May, we held our annual AATG-GA honors night at the Goethe Center in Atlanta (formerly

Goethe Institute) where we recognized students who scored over 85% on the National German Ex-

am. Also honored were our Teacher of the Year, Dot Kemptner (Northview HS), Langenscheidt

Award Recipient, Britney DeRosa (South Forsyth HS), and Student of the Year, Justian Mayer

(Northview HS). We also celebrated this year’s Governors Honors candidates, Congress Bundes-

tag Scholarship recipients, Collegiate Scholarship awardees, and GLOW Award recipients.

AATG-GA helped sponsor one high-school student to participate in the AATG-PAD program;

provided a stipend to our Student of the Year; and sponsored the Sprachbad (no admission fees)

and the State German Convention. We will continue to explore other ways of enhancing German

instruction in Georgia through financial assistance. We are seeking new ways of revenue by invit-

ing sponsorships from German companies, e.g. the German Consulate in Atlanta sponsored the

awards at the State German Convention.

The Salzburger Project Committee under the leadership of Ed Weintraut (Mercer University) com-

pleted its research and work – thanks to a chapter project grant from AATG National. The project

committee provided authentic teaching materials and presented those at the Fall Workshop in Ath-

ens and on our website www.georgia.aatg.org.

Michaela Claus-Nix

President, AATG-GA


AATSP Georgia Chapter 2011-2012

The Georgia Chapter of AATSP enjoyed another exciting year of programs and opportunities for

teachers and students in the primary, secondary, and post-secondary levels. Our student accom-

plishments this year included successful competitions for the AATSP High School Poster Contest,

the FLES/MS Poster Contest, the High School and College/University Composition Contests, Na-

tional Spanish Exam, Students of the Year Awards, and Spanish Immersion Camp.

Stan Tucker announced the AATSP High School Poster Contest winners in October whose art-

work brought to life this year’s theme Spanish Opens Doors. Our winners this year were: First

Place – Constance Perkins, Gwinnett School of Science, Math and Technology (Teacher-Nicole

D’Antonio), Second Place – Kelly Glennon, GSMAT (Teacher-Nicole D’Antonio), Third Place –

Jamal Bullard, Lowndes HS (Teacher-Carmen Ruddle), and honorable mentions going to J B

Singco of North Oconee HS (Teacher – Laura Harrison) and Ashley Cooper of Lowndes HS

(Teacher – Carmen Ruddle). They received award certificates, gift certificates, and their impres-

sive creations are featured on our chapter website. The next contest will be held in the fall of 2012,

and the deadline will be in early October.

Vicki Welch Alvis, Elementary/Middle School Member-at-Large, announced the winners of the

FLES/MS Poster Contest in April. The students compete in three categories: K-3, 4-5, 6-8. This

year’s theme was: El estudio de las lenguas en 2012: El camino al éxito and the winners were:

Grades K-3 First Place Caelyn Grimes, who also placed 1st nationally, Círculo de Amistad

(Teacher – Marcia Grimes)), Second Place Ava Kennedy, Athens Academy (Teacher – Crystal

Vicente), Third Place Chip Scott, Athens Academy (Teacher – Crystal Vicente) ; Grades 4-5 First

Place Anjali Patel, Athens Academy (Teacher – Crystal Vicente), Second Place Carrie A. Grimes,

Círculo de Amistad (Teacher – Marcia Grimes), Third Place Maggie McMahon, who also placed

3rd nationally, Parsons Elementary School (Teacher – Joe Frank Uriz); Grades 6-8 First Place

Jennie Lee, Autrey Mill Middle School (Teacher – Vicki Welch Alvis), Second Place Kacky Tes-

ton, Episcopal Day School (Teacher – Charlotte Jewett), Third Place Maggie Sloe, Autrey Mill

Middle School (Teacher – Vicki Welch Alvis). The next contest will start in early 2013.

The window for participation in the High School and College/University Composition Contests,

coordinated by Jana Sandarg (Augusta State University) and Carmen Ruddle (Lowndes High

School), was open in early March 2012, and students knew their results by late April. All contest-

ants received either a certificate of participation, or an award certificate with Notable, Excellent, or

Superior designations. Students at every level of study, including native speakers, are eligible to

participate in these contests, which provide valuable feedback for students in college courses em-

phasizing writing skills, and for students who take the AP Spanish exams in May. Among the stu-

dents with Superior ratings, one was chosen from each school to receive gift cards from our chap-

ter for being “best of the best” in the Superior category.

The National Spanish Exam was administered between March 1 and April 10, 2012, and all partic-

ipating students were notified of their results by the end of April. The exam continues to be offered

electronically. Each year the number of participants has grown following the initial years of

change that presented a technological challenge for many schools. This year the total number of

students taking the exam in Georgia exceeded 9000. Teachers are now receiving their scores elec-

tronically, and the Georgia Chapter coordinator, Stan Tucker, sends a cash award to the students

receiving first through third place in levels one through six. In addition, all students who had par-

ticipated in both the National Spanish Exam and AATSP-GA Spanish Immersion Camp received

the Lázaro Herrera Award, which paid for the majority of their camp fee this year. Any teacher


who had difficulties with administering the exam this year is encouraged to contact our coordina-

tor in order that their concerns can be communicated to the national directors.

AATSP-GA was fortunate to have superb candidates for Student of the Year awards this year. The

2012 High School Student of the Year is Anise Crane, a student of Cedar Shoals High School, and

Spanish student of Salima Bacchus. The 2012 University Student of the Year is Tonya McGowan,

a student at Augusta State University, and Spanish student of Dr. Jana Sandarg. All students re-

ceived plaques from our chapter, and press releases were sent to their hometown newspapers.

AATSP-GA congratulates these exceptional students on their achievements thus far.

Our annual Spanish Immersion Camp was held March 16-18, 2012 at Camp Fortson 4-H Center in

Hampton, GA. 134 students arrived on Friday afternoon and spent the rest of the evening getting

to know their assigned families, creating family banners, playing games together, attending a bon-

fire (with smores!), and learning some dances. During the day on Saturday each family traveled to

talleres offered in sports, artesanía, dance (both Flamenco and Latin), scavenger hunts, movies,

and had time to work with their families on the skit they would present on Sunday morning. Satur-

day evening afforded the students an opportunity to dress in traje típico and attend Carnaval. Stu-

dents danced, snacked on freshly made sopapillas and “casi sangria”, competed in speaking chal-

lenges, and swung at piñatas. The evening ended with the boys performing a serenata of “Besame

mucho” in front of the girls’ dorms. The closing activities on Sunday morning involved a rousing

Mercado with much bartering for goods paid for with pesos earned for speaking Spanish through-

out the weekend, skits performed by each family, and camp awards. We thank our very energetic

camp coordinators for this year, Kristin Hanewald and Velija Causevic, for a fabulous and suc-

cessful camp weekend. The students were very well behaved, super-motivated to speak Spanish,

and willing to participate in all the activities. We look forward to another exciting camp experi-

ence next spring.

Our chapter offered the following benefits to teachers and professors this year: an informative pro-

fessional development conference in September, Teacher and Professor of the Year Awards, Raúl

Fernández Travel-Study Award, and New Teacher and Teacher Resource Mini-Grants. We were

proud to offer a fantastic fall conference this year on September 24, 2011 at the University of

Georgia. The conference was well attended with two tracks running all day for presentation of pa-

pers in Spanish and Portuguese and a very enriching conference featuring Peggy Boyles who

spoke on meaningful strategies for integrating culture into the foreign language classroom.

In March our chapter was pleased to recognize Sara Griswold of Augusta State University, as the

AATSP-GA 2012 Professor of the Year, and the 2012 Secondary Teacher of the Year, DiAnne

Johnson of Evans High School. Both educators were honored with a plaque at the FLAG Confer-

ence during the AATSP-GA affiliate meeting.

Unfortunately, we did not have candidates for the New Teacher Mini-Grant, or the Teacher Re-

source Mini-Grant this year, and had no applications for the Raúl Fernández Travel Study Award.

In these economic times, it is such a shame to see these awards go unused. We encourage all cur-

rent members and new members for the coming year to apply for these monetary awards in 2013.

Details about all of our award winners, chapter activities, deadlines, registration forms, and re-

quirements for all of our activities can be found in our chapter newsletter, Al Día, and on our chap-

ter website at www.aatsp-ga.org.


2012 senior immersion campers from Evans High School wearing traje típico at Carnaval

2012 AATSP Winners

Anise Crane Tonya McGowan

Cedar Shoals High School Augusta State University

2012 High School Student 2012 University Student of

of the Year the Year

Sara Griswold DiAnne Johnson

Augusta State University Evans High School

2012 Professor of the Year 2012 Secondary Teacher of


FLAIR is an acronym for the Foreign Language Association for International Rapport. Our

academic alliance dates from January 16, 1985 and serves counties in Georgia and South Carolina.

We are the second oldest foreign language academic alliance in Georgia (Georgia Southern was

the first one established). Our newsletter has been in circulation for twenty-seven years. A bro-

chure detailing what FLAIR is and what we offer, as well as our latest newsletters and student and

teacher awardees, is posted on our web page. Visit www.aug.edu/flair.

Conference

Our annual FLAIR conference was held at Augusta State University (ASU) on November

6, 2011. The Tuna Universitaria de Salamanca, Spain, was the featured group. Five musicians,

called tunos, played folkloric songs in Spanish, described the medieval garb they wore, and ex-

plained the traditions of the tuna.

French Concert

French students and faculty enjoyed a concert in French given by Eric Vincent on Novem-

ber 7, 2011, at Augusta State University.

Holiday Celebration

In December, teachers gathered at the home of Ana Pereira (Cross Creek High School) to

enjoy international dishes and discuss Christmas cultural traditions in different countries.

Program on French Topics

On February 22nd, Dr. Mallory Millender (Paine College), Dr. Liana Babayan (Augusta

State University) and Dr. Eronini Egbujor (Pane College) held a panel, Voices from Augusta and

the Francophone World,” on French topics ranging from famous figures to literature and music.“

FLAIR Teacher Grants

Grants are available to active FLAIR members who are presenting at a conference, work-

ing on a special project, or other similar items. Up to five $100 teacher grants are awarded per

year, if funding is available, to active FLAIR teachers. Teachers may receive the grant only once.

Rose Johnson, a French teacher from Grovetown High School, was awarded a grant.

FLAIR Honor Society Induction

On March 5, 2012, the FLAIR Honor Society held its 25th induction for high school stu-

dents. Over seven hundred students from twenty-three high schools became new members. In ad-

dition to the new inductees, members from previous inductions received 3rd-year medals, 4th-year

pins or 5th-year medals. Graduating seniors who are FLAIR Honor Society members have a

FLAIR seal affixed to their high school diploma.

The Augusta Prep Upper School Chorus, directed by Michael Ray, sang several songs, and

Jared Gay of ASU sang “De colores.” Awaken, a band from Evans High School, performed songs

in Spanish. Band members include Sebastian Gray, Brian Edwards and Taylor Horton. Door

prizes for each school were boxes of Girl Scout cookies and chocolate bars. Christy Presgrove

(Greenbrier High School), Gina Turner (Augusta Prep) and their students served refreshments at

the reception.

FLAIR honored Dr. William Bloodworth, Jr., the president of Augusta State University,

who is retiring July 1, 2012. Dr. Bloodworth has been a staunch supporter of foreign languages.

Each high school chooses their outstanding foreign language student, who is recognized at

Foreign Language Association for International Rapport

(FLAIR)

http://www.aug.edu/flair


the FLAIR Honor Society induction with a certificate and a prize, usually a CD of music and a

book in the foreign language. The following students were recognized in 2012.

2012 FLAIR Students of the Year

Daniel Pate Parham, German, Academy of Richmond County

Amelia Hagler, French, Aquinas High School

Courtney Thompson, French, Augusta Christian School

Erin Brousseau,French & Latin, Augusta Preparatory Day School

Brendan Martin, Spanish, Butler High School

Keona Jones, Spanish, Cross Creek High School

Charlotte Greenway, Spanish, CSRA Home Education Association

Amber Dawn Woodham, Spanish, Curtis Baptist High School

Shannon Young, Latin, Davidson Fine Arts Magnet School

Lane Christian, Spanish, Edmund Burke Academy

Taylor Thompson, Spanish, Evans High School

Laura E. Shipman, Spanish, Greenbrier High School

Calvin Navarre Owens, Spanish, Grovetown High School

Ali Sayour, Spanish, Hephzibah High School

Jason Brown, German, Lakeside High School

De’Antione Thomas, French, Lucy Laney High School

Arielle Houston, Spanish, North Augusta High School

Antonio McKinnie, Spanish, T. W. Josey High School

Meghan Toler, Spanish, Washington County High School

Pui Wong, French, Westside High School

One student from this group is chosen as the FLAIR Outstanding Student of the Year. The 2012

FLAIR Student of the Year is Taylor Thompson, a Spanish student at Evans High School. The

2012 FLAIR Teacher of the Year is Dr. Frederic Leveziel, a Spanish and French professor at Au-

gusta State University. Both received a plaque and a cash award. Their photos are on the FLAIR

web page.

Students who are members of the FLAIR Foreign Language Honor Society and teachers

who are active members of FLAIR are eligible to receive a $250 award for participating in a study

abroad program. Only one award for a student and one for a teacher will be awarded per year.

They must participate in an organized program and the funds will be disbursed after receiving offi-

cial documentation of completion of the program.

Movie Night

All FLAIR honor society members were invited to Movie Night on March 12th at Augusta

State University. Teachers showed films in German, French and Spanish, then led discussions in

the language. Students enjoyed cookies and soft drinks as they practiced the language and made

new friends. Dr. Rob Bledsoe (Augusta State University) led the German discussion; Adam Cow-

art (North Augusta High School) led the Spanish group; and Terry Meredith (Aquinas High

School) and Leslie Dawson (Evans High School) led the French group.

Student & Teacher Study Abroad Awards







Student & Teacher Study Abroad Awards






French Student Exchange

Terry Meredith (Aquinas High School) reports that February 2012 marked the 18th year

of the exchange between Aquinas High School and St Denis International School in Loches,

France. This year families from Augusta Prep and Westminster Schools also hosted students from

Saint Denis.

Submitted by:

Jana Sandarg

FLAIR Steering Committee Member

FLAIR newsletter editor

Taylor Thompson Frederic Leveziel

2012 FLAIR Student of the Year 2012 FLAIR Teacher of the Year

Drs. Mallory Millender, Liana Babyan, Tuna Universitaria de la Universidad

and Eronini Egbujor de Salamanca

speakers for French topics in Black History


I am delighted to write this Spotlight feature article on two dynamic foreign lan-guage teachers, both from Gwinnett County Public Schools, Christy Belbey, who teaches French at Dacula High, and Erica Poole, who teaches Spanish at South Gwinnett. Their incredible and innovative teaching styles and creative nature in the foreign language and education field have led these two great edu-cators to receive the noble honor of Teacher of the Year at their respective schools. They were honored at the GCPS Teacher of the Year Banquet on November 3rd at the Gwin-nett Civic Center.

Ms. Belbey has been teaching French since 1993, beginning at Stone Mountain Jun-ior High and later in 1994 arriving to teach French at Dacula High School (levels I.–V.), plus she was the department chair from 2002 to 2005. During her years of teaching, she has garnered several honors, such as Georgia High School Teacher of the Year for the Amer-ican Association Teachers of French (2009), local Teacher of the Year Finalist (2002, 2003, 2011), Teacher of the Month (May 2002), list-ing among Who’s Who Among America’s Teachers (1996, 1998), National Society of High School Scholars, Educator of Distinction (2008), and the GCPS Foreign Language Pro-gram PEAK Award in Exemplary Foreign Lan-guage Instruction (2008–2011). She earned her degrees in Georgia

with an Associate of Arts, Liberal Arts from

Young Harris College, Bachelor of Arts in

French (1992), and a Master of Arts in Ap-

plied Linguistics and Second Language Peda-

gogy (1999), both from Georgia State Univer-

sity. She attended the Universite de Montre al

(summer 1990), Montre al, Que bec, Canada

and earned her teaching certificate from Jack-

sonville University, Florida.

(story continues on page 2)

Spring 2012

FLAG Spotlight Congratulations

Christy Belbey, Dacula High & Erica Poole, South Gwinnett High

by Joe Frank Uriz, Ed.S.

Christy Belbey in Paris, France


Ms. Belbey has always been a very active-ly involved French teacher and believes in teach-ing students the importance of French culture by regularly organizing educational trips to France for students (1996, 1998, 2000, 2002, 2003, 2004, 2006, 2008, 2010). She has a great “amour” for teaching her students about French culture and the importance of broadening the mind culturally. Belbey says, “I have made it my goal to encourage Dacula’s students to experi-ence other cultures first hand through travel and study abroad. Go abroad and see the world, and then decide for yourself the validity of another culture’s way of life.” She has even taught workshops on sports, cooking, art, and music at the French Immersion Camp offered by Georgia’s American Association of Teacher of French (AATF) and went as far as to facilitate French Immersion workshops for teachers. She has served as Georgia’s AATF French Contest Administrator. Furthermore, she has proved her achieve-

ments as an extremely active and efficacious ed-

ucator at her high school by sponsoring French

Club and French Honor Society, and is always on

the cutting edge of the latest technology in for-

eign language education as a “techspert” for the

Foreign Language Labs, where her students en-

gage in meaningful conversational activities in

the French language through the various authen-

tic speaking activities she creates.

At the county level, she is an author

for the online GCPS Communication Center

website, which provides foreign language

teachers with activities, games, Power-

Point presentations, songs, and music and

much more for their classrooms. She was

honored with her TOTY plaque at the 2011

banquet. Congratulations!

Christy Belbey continued

Christie Belbey (above) & Erica Poole

(below) receiving their awards at the Novem-

ber Teacher of the Year Banquet


Erica Poole has been an outstanding Spanish Teacher at South Gwinnett High School since 1997, and also has taught as an Adjunct Faculty member at Gwinnett Tech-nical College in Lawrenceville, GA, where she taught conversational Spanish to adults in the Continuing Education program. Before teaching in the Gwinnett Coun-ty Schools, she taught 7th and 8th grade Span-ish in the DeKalb County School System at Miller Grove Middle School. Erica earned her AB in Romance Lan-guages and a Certificate in Global Studies from the University of Georgia (1994), Masters of Arts in Teaching Spanish from Piedmont College (1999), certificates in the Portuguese Immersion School from Middle-bury College, Vermont (June, 2005) and in Faculty Development in International Busi-ness for Business Spanish at the University of South Carolina (June, 2006). She has a knack for languages and

speaks fluent Spanish and Brazilian-Portuguese. Her work outside of the foreign language classroom extends to the international business world. She has trans-lated business literature for a variety of companies such as Sprayglo Auto Refinish-ing and Body Repair and Classic Ground Co-vers. In addition, she served as an interpret-er for visiting Brazilian music professors at the University of Georgia School of Mu-sic back when she attended. She is the owner of her own business known as 3 in 1 Corporate Language Train-er, LLC. Erica has a great passion for flamen-co dancing and teaches her students this great art form as well as the importance of culture generally. Studying the percussive artistry of flamenco dance allows her to hone her ear to its extensive footwork vo-cabulary and to apply intricate rhythms whereby she stays inspired to learn its lan-guage. As a result, Erica's teaching goal for her students is for them to remain motivat-ed outside of class to always apply and re-fine their Spanish skills. She has been very active in the Flamenco dance community by serving as a volunteer staff writer for Atlan-ta’s online Flamenco Newsletter at jaleole.com. As a matter of fact, she per-formed a Flamenco dance at the 2008 Teacher of the Year ceremony at her school, which can serve as a total full circle moment for Erica inasmuch as she was honored with her TOTY plaque at the Gwinnett County 2011 banquet. Congratulations! ∞

Joe Frank Uriz, Ed.S. Foreign Language Association of Georgia Please send any information and/or news on any excellent World Language Teachers Leaders "caught in the act" of doing a excellent job in your

school/district and/or foreign language events your school/district may be celebrating (such as awards, contests, festivals, performances, camps, etc.) These announcements will be posted on ISSU and FLAG facebook

ERICA POOLE South Gwinnett High

Erica Poole, performing in Fronteras 2011


What Works in Chinese Class

Anyun Ming, Coastal Middle School, Savannah, Ga.

What Works in Chinese Class by Anyun

Ming, Coastal Middle School, Savannah, Ga.

Classroom management is new to Chinese

teachers from China. Without good classroom

management we cannot instruct. What should

we do to ensure a good learning environment?

First, we should have clear awareness of the

difference between Chinese students and Amer-

ican students. Second, we should have clear

and concise classroom procedures. Third, we

should be consistent with our classroom proce-

dures. Fourth, we should change the way of

teaching in China and last but not the least,

positively engaging parents in education. Every

teacher has a question in his mind when he be-

gins teaching. The question is what type of in-

structional strategies work best to improve stu-

dents’ achievement. The author thinks the best

strategy to help students learn is to have good

classroom management for Chinese classes in

America.

“Classroom management is the key to good

teaching.”(Breaux, 2003)

What is classroom management? According

to Wong (2009), classroom management refers

to all of the things a teacher does to organize

students, space, time, and materials so student

learning can take place.

However, for Chinese teachers, especially

those just from China, the greatest challenge is

classroom management in the American classes

because students are quite different from those

in China. Most teachers will not have such a

kind of awareness. They are just worried about

what to teach and how to teach.

Teaching is a bilateral activity. If the stu-

dents don’t listen or don’t cooperate with the

teacher, the teaching will be a failure. So the

first thing for successful teaching is how to

make the students concentrate on what you are

teaching.

What should we Chinese teachers do to en-

sure our teaching will go smoothly and success-

fully?

Be aware of the difference between Chinese

and American students

First, the requirements for foreign language

learning are different. English as a foreign lan-

guage in China is a required subject that all stu-

dents have to take; however, in America, Chi-

nese is a subject that helps students learn more

about the culture and the people of the country-

China. In other words, students learn Chinese

out of interest. Therefore, the students in Amer-

ica may take Chinese just for some external

factors, such as, teacher or parental suggestion

or personal enjoyment. For example, in order

to learn more about the reasons my students

enrolled in my class, I created a survey before

we began our lessons. The data indicated more

than 80% of the students took Chinese because

of others’ decision. About 70% said they did

not know who made the decision for them to

study Chinese. More than 10% remarked that

their parents wanted them to learn Chinese.

Less than 20% said that they made the decision

by themselves.

Second, the students have different motiva-

tion for language learning. Chinese students

have to take a national entrance examination to

attend college. They have very clear motivation

to learn English as well. However, American

students do not have such pressure. Even if

most of the students are concerned about their

grades, they tend to vary in the amount of effort

to learn the language because they do not have

to take a national entrance examination in order

to go to college or university.

Third, the focus of each class is different. To

teach Chinese students, the teacher has to take


into account what makes his lesson interesting

and informative. However, due to the personal-

ity characteristics of American children, in

America, the teacher has to use a lot of activi-

ties or games to teach the content. Without ac-

tivities or games, it is hard to keep students

concentrating on what they are learning. They

hope the teacher will make what they have to

learn enjoyable and creative. They want to DO

something. What the teacher must do is to keep

the classroom quiet first, and then he can teach.

An important skill for a teacher is to manage

the class well.

Classroom Management is the most im-

portant thing in American schools

“How you manage the classroom is the pri-

mary determinant of how well your students

will learn.” (Wong, 2009, P81)

Chinese teachers usually do not have clear

understanding of why they should have class-

room management and what the classroom

management is at the beginning because teach-

ers in China usually need not do much to man-

age the class. They have more than 50, even

more than 60 students in one class. If they have

to spend much time managing class, they may

not have any time to teach. Students in China

generally participate in class and are usually

cooperative with teachers in class. If a teacher

does not have good classroom management in

America at first, he will not experience success-

ful teaching later because “What you do on the

first day of school will determine your success

or failure for the rest of the school

year.” (Wong, 2009, P3)

What should we do with classroom manage-

ment?

“The tone you set on the very first day of

school will help to set the stage for the rest of

the school year.” (Breaux, 2003)

Before a teacher begins to teach, the first

thing he should do is to make a structured and

clear classroom management plan. What he

should do next is to explain every item and give

students an exemplar of some items so as to

ensure everyone has fully understood them. I

have the following classroom procedures:

● The rules of courtesy. When someone is

talking, you listen. Raise your hand when

you want to answer questions.

● Be in your assigned seat and stay on task.

●We will only use appropriate and respect-

ful language in the classroom.

Have your notebook, pencil and other

Chinese class materials ready for the

class. Pencil and eraser are necessary

for writing Chinese. Keep all written

work clear and clean.

● No food, drinks, gum, or edible items are

allowed in the classroom.

Effective teachers manage their classrooms.

Ineffective teachers discipline their classrooms.

(Wong, 2009)

There was one Spanish teacher in our

school, who made a lot of rules and conse-

quences, however, her class was a mess. There

were a lot of students talking and walking

around. She always held a trash basket to help

students put trash in it. A few weeks later she

couldn’t manage the class, and she spent all of

her time keeping the class quiet. In the morning

she didn’t have time to take attendance, be-

cause so many students were talking and the

classroom became so chaotic that she could do

nothing but watch students.

This was just like what Wong (2009) said:

“In an ineffective classroom, the teacher is con-

stantly concerned with student behav-

ior.” (Wong, 2009,P83)

Be consistent with a classroom management

plan and review it from time to time.

Classroom management is actually a teach-

er’s class policy. To keep class going smoothly

and successfully, the policy must be consistent.

Otherwise, a classroom management plan

won’t work at all or just for a very short time

because of the inconsistency.

I have new students to come to my class

every now and then. When the new student

comes, he doesn’t know what my policy is. He


will move around the classroom to throw trash

away or drink water because there is a fountain

in the classroom. When this phenomenon ap-

pears, I stop instructing at once to explain my

classroom management plan to them and give

them a copy of the plan to read item by item af-

ter school and report to me what they know

about the policy. In this way, I can successfully

manage my class.

“The students must know from day to day

how the classroom is structured and orga-

nized.” (Wong, 2009)

Changing the way of teaching in China

Refrain from Lecturing

The second challenge that most Chinese

teachers face is how much material to cover in

one period of class. Most teachers will deal

with a lot of content one time just as they did in

China. That is another mistake. American stu-

dents can’t take in so much content at one time.

They can’t concentrate on learning for a long

time. If a teacher only delivers

large amounts of content, they will be bored.

In the end they will learn nothing.

In China, in order to meet the requirement of

the curriculum and the national entrance exami-

nation, all the teachers deal with a lot of content,

otherwise they may not be able to finish the re-

quired content in the scheduled time. When the

teachers come to the United States, they are

used to teaching a lot of things in one period of

class. American students won’t spend much

time learning after class. The more that is cov-

ered, the less that will be learned. What is

worse, too much material will make students

bored. What a teacher should know is that few

things can be learned only through lecturing.

Use different activities to let students learn

and enjoy

Anything we teach should be in the form of

activities. For example, Chinese characters are

very difficult for the American students. When

we learn Chinese characters, I use activities,

such as telephone, flash cards, flyswatter, go

fish and so on. Only in this way can the students

enjoy learning.

Letting students do more in the learning

process.

As a teacher, your responsibility is to plan

good and well-organized activities because

“Good order is the foundation of all good

things.” (Breaux, 2003). Give most of the time

to students to do and to experience in the learn-

ing process because “people learn more by do-

ing things themselves”.(Serivener, 2002) After

all, learning is the students’ business. A teacher

can’t replace him or her to do the business. The

great educator, Confucius said “I hear and I for-

get. I see, and I remember. I do, and I under-

stand.” William Glasser also said: “Education is

the process in which we discover that learning

adds quality to our lives. Learning must be ex-

perienced.” “We learn 10% of what we read,

20% of what we hear, 30% of what we see, 50%

of what we see and hear, 70% of what we dis-

cuss, 80% of what we experience and 95% of

what we teach others” (Glasser, 1990).

Assign creative homework

Try not to assign too much mechanical

work. Instead, we should assign more creative

work to students to do. Kathryn Alessandrini

and Linda Larson (2002) quote the following

about learning in general: “People learn while

doing.” For example, when I finished the cul-

tural part of “the Mid-autumn Festival”, I asked

the students to retell the stories, such as

“cháng’e bényuè, hòuyìshèrì and moon cake”

behind the festival by drawing. I gave very few

rigid requirements, opting instead for basic

guide-lines:

a. be creative.

b. write the Chinese characters on your

drawing.

c. you can draw one of the stories or three

stories in series.

d. make it as beautiful as you can.

This project allows students to remember,

research and become well-educated on the Chi-

nese culture and know the similarities and dif-

ferences of the Chinese culture and American


culture.

Engage parents in their children’s learning

As one Chinese saying goes, “a good parent

is worth 10 good teachers”. Parents are good

examples for their children. If they work hard,

their children will work hard too. If they behave

well, their children will also behave well. From

early childhood, parents should begin to teach

them what behavior should be avoided or that

we should not have a certain kind of behavior.

How should we engage the parents in our stu-

dents’ education?

Be positive in contacting the parents

Contacting parents should become a teach-

er’s regular duty. We should let the parents

know what their child is doing in the school.

We should not wait until there are problems.

We could contact one family per day. Involving

parents in their children’s education is both

helpful to the teacher and to the child’s family

because parents are the most important and

first educator of their children.

Reporting the child’s progress to the parents

The parents are very concerned about their

children’s achievement. They expect to hear

about their children’s progress rather than their

problems, so we should make positive contact

to tell the parents their child’s progress. At the

same time we should express our expectation of

the child and hope the parents encourage their

child to do better. In this way the parents know

that you’re really concerned about their child’s

study. They will help to educate their child co-

operatively. “Approaching all parents with the

assumption that they truly do want what’s best

for their children, and work cooperatively and

professionally with them in helping to achieve a

common goal” (Beraux, 2003) is helpful to all.

Conclusion

Every teacher has a question in his mind

when he begins teaching. The question is what

type of instructional strategies works best to

improve student achievement. However, just

like one thousand persons may have one thou-

sand kinds of faces, each teacher may have a

different answer, because each class is differ-

ent. Each class is unique.

No matter whether it is foreign language,

mathematics, science or any other subject, the

key factors are the teacher and the students.

Teachers need good methods to keep students

interested and concentrated. Students need mo-

tivation to learn, but first of all, we all have to

have a good and peaceful environment. To have

this kind of environment, we must have good

classroom management.

References

Alessandrini, K. & Larson, L. (2007). Teachers

Bridge to Constructivism. Educational Psy-

chology, 21,127-128.

Breaux, A. (2003). 101 “Answers” for New

Teachers and Their Mentors: Effective

Teaching Tips for Daily Classroom Use. Eye

On Education, Inc.

Jones, F. (1987). Positive Classroom Disci-

pline. McGraw. Hall Inc.

Wong, H. (Harry) and R.(Rosemary) (2009).

The First Day of School: How To Be An

Effective Teacher. Harry K. Wong Publica-

tions, Inc.


As foreign language teachers, our to-do lists often seem infinite. Navigating the demands of the

immediate and the particular, it is often difficult to step back and reflect upon the effectiveness of

our vital, exciting, but sometimes overwhelming work. Even if we do have that opportunity, where

can we turn? Integrated Performance Assessment (IPA) is an assessment model that creates a ben-

eficial feedback structure that I have found improves both instruction quality and student aptitude.

Last year, I observed that although my students were often conversing in the target language dur-

ing classroom activities, their conversational skills never developed apace with their abilities in

reading and writing. I realized that I never formally (or formatively) assessed the interpersonal

mode. However, more assessment wasn't feasible: my students were already producing a plethora

of work. I needed something not just outside the box, I needed a whole new box.

Amazon.com doesn't sell “Whole New Boxes for Foreign Language Testing,” but a quick Google

for “assess interpersonal mode” finds Integrated Performance Assessment, developed by Bonnie

Adair-Hauck et al, during the Integrated Performance Assessment (IPA) Design Project, a three-

year (1997-2000) research initiative sponsored by the U.S. Department of Education International

Research and Studies Program. The primary goal of the project was to develop an integrated skills

assessment prototype that would measure students’ progress towards the Standards for Foreign

Language Learning in the 21st Century (National Standards, 1999, 2006).

The following pages provide a brief overview of IPA, beginning with a definition of the three-

stage process of a typical assessment. Next, I highlight some essential instructor practices and then

outline some benefits of this assessment model for instructors and students alike. The final portion

of this document is a model IPA I developed for FREN 1001, the first-semester introductory

French course at Kennesaw State University, designed for ACTFL Novice learners.

Better Teaching Through Better Testing: Integrated Performance Assessment

Dr. Noah McLaughlin, Kennesaw State University


IPA is an authentic, performance-based evaluation method that combines all three modes of lan-

guage (interpretive, interpersonal and presentational) while integrating instruction and assessment

into a cohesive, three-stage project.

Textual interpretation

This can be either a reading or listening comprehension activity. Within a project, this stage is

used to "set the scene" and provide initial cultural and contextual information. It is important that

the "text" to be interpreted is authentic, crafted by native speakers for native speakers. Students

are assessed on their ability to make linguistic comparisons, identify main ideas and to paraphrase

those main ideas. Intermediate-level students are also called upon to infer meaning of new or spe-

cialized terms and phrases.

This is a short activity that should take no more than 20 minutes for the students to take and an-

other 20 for the instructor to assess. It is critical that the instructor review this activity with the

entire class before proceeding with the assessment.

Interview Based upon the reading and the ultimate goal of the assessment, students interview each other to

glean new information and/or perspectives. Ideally, this is a kind of information-gap activity in

which students gathers new information to use in the final stage and end-product of the assess-

ment.

This interview should last no longer than five minutes and should be video-recorded. Video re-

cordings facilitate the evaluation of student performance and exemplary performances can be ar-

chived to model student output for future classes. Feedback for this stage can be either collective

or individual, but should always be conducted in reference to the evaluation rubric and must oc-

cur before the students proceed with part three.

Presentation/Writing

The ultimate goal of an IPA is either an oral presentation or a written document (essay, brochure,

website, etc.) The real-world application or analog of this product should be clear (a job talk, a

letter of application to study at a foreign university, a brochure for a guided tour, a how-to guide

for preparing a recipe, etc.)

Presentations should be brief: no more than three minutes. Students need to focus on accurate,

effective communication, not the sheer amount of information they can dispense. Like stage two,

the feedback for this stage should be formative, but it can be either collective or individual. Again,

referencing the evaluation rubric is essential, but at the same time responding to the actual con-

tent of the performance is part of best practices.

What is Integrated Performance Assessment?


Integrated Performance Assessments continued

Essential Instructor Practices

The project, especially the end-product, should have a clear real-world analog.

Preview the entire project before it begins, including the evaluation rubrics, and model exem-

plary performance.

While nearly all student performance is in the target language, feedback can be in either L1

or L2, whichever is most expedient and appropriate for the course level. (The object of

feedback is meta-linguistic, not testing student performance.)

You will "teach to the test," but in a good way. Since the evaluation addresses the students'

skills in various modes of communication, beneficial instruction covers useful phrases,

conversational gambits, skills for interpreting the purpose of a text or inferring meaning of

new terms from context, writing or speaking ploys to attract and maintain the attention of

the audience, etc.

Note: this approach does not "throw out the baby with the bathwater." Discrete attention to lan-

guage structures is still an essential part of a course. The rubrics include linguistic accuracy, they

just put it on even par with other meaning-making skills.

Benefits of IPA

Improved instruction. Research has confirmed a “washback” effect of IPA. During field-

testing in six pilot sites across the country, “83% of teachers reported that implementation

of IPA had a positive impact on their teaching, while 91% reported that the project had a

positive impact in their creation of future assessment” (Shrum, 422).

Efficient. By eschewing the traditional division between instruction and evaluation, we can

make the most of the limited classroom time that we have with our students.

Comprehensive. Each assessment covers all three modes, assuring that our students accrue

skills in each one in a balanced manner.

Flexible. IPA provides for a fast way of designing assessments that fit specific course content

while still evaluating students according to best practices.

Editor’s note: the four pages that follow constitute a lift out activity complete with rubrics.


Model Integrated Performance Assessment | FREN 1001 Étudier à KSU !

Introduce a Francophone student to the KSU facilities that you regularly use.

First, you will watch a video about an Alliance Française facility in Kuala Lumpur, Malaysia.

Then, you will discuss your course schedule and study habits with a classmate. Finally, you will

create a video or deliver a presentation that introduces a Francophone student to the facilities

that you use on campus to study.

For each part of this projet, you will receive detailed feedback. Part I will be reviewed together

in class, but the professor will deliver feedback for Parts II and III directly to you online.

Bibliography

Adair-Hauck, et al. “The Integrated Performance Assessment (IPA): Connecting Assessment to

Instruction and Learning.” Foreign Language Annals 39.3, Fall 2006: 359-382.

Glisan, Eileen, et al. ACTFL Integrated Performance Assessment Manual. ACTFL.org

Sandrock, Paul, “Integrated Performance Assessment.” University of Washington Language

Learning Center: Mapping and Enhancing Language Learning in Washington State 5

Nov. 2008. Web. April 2012. <depts.washington.edu/mellwa/Events>

Shrum, Judith L. and Eileen W. Glisan, Teacher's Handbook: Contextualized Language Instruc-

tion. 4th Edition. Boston: Heinle, 2010.

Check out ALT Codes or use http://french.typeit.org/ if you

need help typing French accents.

http://french.about.com/od/writing/ss/typeaccents_7.htm

http://french.typeit.org/


I. Interprétation textuelle : L'lliance française à Kuala Lumpur

Video link : http://vimeo.com/groups/odysseefrancophone/videos/26801201

L'Alliance française is an organization whose mission is to promote French language and culture

all over the world. The Alliance was created in Paris on 21 July 1883 by a group of eminent men,

including scientist Louis Pasteur and writer Jules Verne. More than 440,000 students learn French

at one of the centers run by the Alliance,. Headquartered in Paris, the AF has locations throughout

France for foreign students and 1,071 locations in 133 different countries.

1. Key Word Recognition. From the video, write the French word or phrase that best expresses

the meaning of following English terms.

1. are located ____________________

2. Let's go ! ____________________

3. Welcome ____________________

4. to promote ____________________

That's all ____________________

2. Important words and phrases. Circle the letter of the five ideas mentioned in the video. Note

that some of these ideas do not appear!

There is a library.

You can get food at the Alliance française.

There are classrooms.

You can learn to speak French here.

You can take a special exam, called the DELF.

There is wireless Internet access

There is boarding for foreign students.

The facility is open 24/7.

3. Main idea. Using the information from the video, provide the main idea in your own words in

English.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

4. Cultural Connections. In 2-3 sentences, describe a similar center or organization that you

know of, either here at KSU or at another institution.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

http://vimeo.com/groups/odysseefrancophone/videos/26801201


II. Interview: Mes études

You will be randomly paired with a classmate. (There may be one trio). In no more than five

minutes, discuss your course schedule and study habits. Pose simple questions to learn about

what facilities your partner uses (or doesn't use) on campus. You may use props for this activity,

but they are limited to a simple calendar (such as the preparatory exercise below), or whatever

you normally use to organize your schedule.

Préparer. Jot down some information about your weekly schedule in the calendar below. Be

sure to include specific times and places about campus.

Part II. Evaluation Rubric

lundi mardi mercredi jeudi vendredi samedi dimanche

matin

après-

midi

soir

Exceeds expectations Meets expectations

Does not meet expecta-

tions

Language Function

Creates with language; able

to express own meaning in a

basic way

Mostly memorized language

with some attempts to create Memorized language only;

limited to familiar language

Discourse Complexity

Simple sentences and some

strings of sentences Simple sentences and mem-

orized phrases Words, phrases, chunks of

language and lists

Interaction

Maintains a simple conver-

sation: asks and answers

some simple questions

Responds to basic ques-

tions; asks a few formulaic

questions

Responds to a limited num-

ber of formulaic questions

Clarification

Clarifies by asking and an-

swering questions Clarifies by occasionally

seeking substitute words Clarifies meaning by repeat-

ing words and/or using Eng-

lish

Comprehensibility

Generally understood by

those accustomed to inter-

acting with language learn-

ers

Understood with occasional

difficulty by those accus-

tomed to interacting with

language learners

Understood primarily by

those very accustomed to

interacting with language

learners

Language Control

Mostly accurate when pro-

ducing simple sentences in

present tense

Most accurate with memo-

rized language, including

phrases

Most accurate with memo-

rized language only

Accuracy Context

Accuracy deceases as lan-

guage becomes more com-

plex

Accuracy decreases when

creating, when trying to

express own meaning

Accuracy may decrease

when attempting to com-

municate beyond the word

level


III. Présentation orale : Étudier à KSU !

Create a video or deliver a presentation that introduces a Francophone student to the facilities

that you use on campus to study. Imagine that the student has the same major as you, if you

have one already. Your product should last no more than three minutes. Be sure to introduce

yourself, your major and point out your favorite places about campus.

Préparer. List the places that your frequent on campus as well places that you think a foreign

student studying for the first time in a U.S. university would find helpful. Your product is deliv-

ered through a visual medium, so be sure to find some interesting visuals to help illustrate what

you're talking about.

Part III. Evaluation Rubric

Exceeds expectations Meets expectations

Does not meet expecta-

tions

Language Function

Creates with language;

able to express own

meaning in a basic way

Mostly memorized lan-

guage with some attempts

to create

Memorized language on-

ly; limited to familiar

language

Discourse Complex-

ity

Simple sentences and

some strings of sentences Simple sentences and

memorized phrases Words, phrases, chunks

of language and lists

Coherence

Provides continuity to a

presentation Focuses on successful

task completion Presented in an unclear

and/or disorganized man-

ner

Attention to Audi-

ence

Begins to make choices

of a phrase, image, or

content to maintain the

attention of the audience

Uses gestures or visuals

to maintain audience's

attention and/or interest

as appropriate to the pur-

pose

No effort to maintain the

audience's attention

Vocabulary

Vocabulary is sufficient to

provide information and

limited explanation

Vocabulary conveys basic

information Vocabulary is limited

and/or repetitive

Comprehensibility

Generally understood by

those accustomed to in-

teracting with language

learners

Understood with occa-

sional difficulty by those

accustomed to interacting

with language learners

Understood primarily by

those very accustomed to

interacting with language

learners

Language Control

Mostly accurate when

producing simple sen-

tences in present tense Accuracy deceases as

language becomes more

complex

Most accurate with mem-

orized language, includ-

ing phrases Accuracy decreases when

creating, when trying to

express own meaning

Most accurate with mem-

orized language only Accuracy may decrease

when attempting to com-

municate beyond the

word level


Our fourth grade students from Wesley Interna-

tional Academy just finished the unit called

"An Imaginary Trip to China". We began this

unit by learning about different continents and

countries. We then moved on to the geography,

climate, population, transportation, food and

clothing of China. We talked about the major

cities of China and had an "imaginary trip" to

the famous tourist attractions in Beijing, Shang-

hai, Chengdu, Xi'an, Taiwan and Hong Kong.

We also learned currency, shopping and bar-

gaining. In order to wrap up this unit, we decid-

ed to have a field trip to Chinatown in Atlanta.

Our field trip to Chinatown would provide the

students with a great opportunity to experience

Chinese language and culture. The activities

that we planned allowed the students to apply

what they have learned in Chinese class to real-

life situations.

After careful planning, our field trip to China-

town in Atlanta became reality. On February

second , at 10:20 am, Ms. Zhang and Ms. Chen

boarded the bus with 40 students, 15 chaper-

ones, and 2 homeroom teachers. On February

third, at 10:30am, Ms. Wang and Ms. Hu

boarded the bus with 36 students, 13 chaper-

ones, and 2 homeroom teachers. Upon arriving

at Chinatown, our students, chaperones, and

teachers all gathered around the front entrance

to take group pictures. Since it was about noon,

we headed to the Food Court to eat lunch.

This field trip’s main intent was for the stu-

dents to get first-hand experience in shopping

and bargaining in Chinese. All of the students

ordered their food and drinks in Chinese. After

eating in the Food Court, they started to inter-

view some native Chinese speakers at the Food

Court. While the students were working on

their scavenger hunts, they visited the World

Journal Bookstore, where some of them bought

Chinese dictionaries, Chinese lanterns, Chinese

writing brushes, papers, ink sticks and ink

stones. They also shopped at the Dinho Super-

market, where a lot of them bought candy and

snacks. Some students even tried, with varying

degrees of success, to bargain in Chinese with

the owner of the Gift Shop. Some students even

tried their first bubble tea at the bakery. Time

flew by and at 1:25pm, when the bus came to

pick us up, everyone was reluctant to leave.

Upon returning to Wesley International Acade-

my, all of the students answered questionnaires,

giving their opinions and thoughts about the

field trip. The students all wrote that this was

the best field trip ever, and that they would love

to go on a trip like this again. Some students

had suggestions for future trips, and we record-

ed them all. This trip couldn’t have been a suc-

cess without the parents' support and involve-

ment, our wonderful chaperones and home-

room teachers, and of course, our students.

Student feedback:

"I was very nervous to order in Chinese. But

when I did it, I was proud of myself. My favor-

ite part was shopping. "

"I need to not struggle when I am ordering."

"I learned when I was shopping"

"I liked the Dinho supermarket. It is hard to

pick. It was a good place."

"My favorite part about the field trip was inter-

viewing the Chinese people."

"I liked doing the scavenger hunt the most."

"The most thing I liked about the field trip is

looking at the man make noodles".

Some parents comments on the field trip:

" We (parents) were amazed at how much Man-

darin the children actually knew and were so

very proud of them & grateful to you all for the

all the passion you instill in our

children for the Chinese culture. This field

trip's success was a great reflection of all your

efforts...every day."

"The responses from the customers in the food

court were confirmation of the success of our

Chinese program at Wesley. They were so very

impressed with the dialogue taking place."

"We all enjoyed ourselves. This was my first

field trip with the school and I hope not my

last. The children did very well with their inter-

views and scavenger hunt. I was very im-

pressed."

WIA Fourth Graders’ Field Trip to Chinatown

By Yingli Zhang, Chinese Teacher


Pictures from the Wesley Imagine Academy fieldtrip to Chinatown.

Editor’s note:

What an excellent example of Performance

Based Assessment!


2012 SCOLT/FLAG/SEALT Conference Report

Nearly 600 language educators gathered at the Marriott Century Center in March in Atlanta for

this year’s conference, which featured 16 workshops and more than 90 concurrent sessions! Susan-

na Jemsby from the Center for the Advancement and Study of International Education (CASIE)

gave the keynote address on Friday afternoon. Thomas Soth from North Carolina is this year’s

SCOLT Teacher of the Year and will compete for the 2013 ACTFL National Language Teacher of

the Year in Philadelphia in November. Bobbi Lynn-Moreno was FLAG’s nominee this year and

represented the organization with distinction. This year also marked the retirement of Lynne

McClendon as SCOLT’s Executive Director, a position she held since 1998.

SCOLT 2013 will be held at the Sheraton Birmingham and Birmingham-Jefferson Convention

Complex in Birmingham, Alabama from April 11 – 13, in collaboration with the Alabama Associ-

ation of Foreign Language Teachers and SEALLT. The conference theme is “World Language

Learning: Setting the Global Standard” and John De Mado will be the keynote speaker at the con-

ference.

SCOLT Scholarship Report

Vicki Welch Alvis, Autrey Mill Middle School

Do you know… as a member of the Foreign Language Association of Georgia, if YOU apply

and receive a scholarship from the Southern Conference on Language Teaching, FLAG will add

to the scholarship amount to help with the travel expenses???!!!

¡Ostras! – Wow! Spending a month in Spain last summer was an incredible opportunity to up-

date my colloquial Spanish. I received a scholarship from the Southern Conference on Lan-

guage Teaching to participate in classes at Estudio Sampere in Madrid for three weeks. The cur-

rent economic crisis has created “sky high” airfares to Europe. Thanks to the generosity of the

Foreign Language Association of Georgia and AATSP-GA I could accept the SCOLT award

and travel to Spain.

My trip allowed me to brush up my language skills as well as return with phrases, photos, realia

and recipes (my favorite is fideuá – http://www.tourspain.org/recipes/fideua.asp) that have

helped Spanish come alive for my eleven and twelve-year-old middle school students. One

highlight of my trip was spending several days in Valencia with a middle school English teacher

comparing notes on what adolescents in each country love to talk about and do. My classes at

Estudio Sampere included a pleasant mix of culture, literature and grammar. For a student-

friendly, 10 minute Spanish film go to http://www.youtube.com/watch?v=3KQ52NmgV6I. The

actor, Diego Martín, starred in every movie and sitcom I watched while in Spain! Please check

out my webpage, www2.fultonschools.org/teacher/alvis, to see a video with images from my

Spain experiences and view performance-based assessments inspired by my travels. Be sure to

apply for a SCOLT scholarship for the summer of 2013. Go to http://scolt.webnode.com/

scholarships/ for more information TODAY!

http://sampere.es

http://www.tourspain.org/recipes/fideua.asp

http://www.youtube.com/watch?v=3KQ52NmgV6I

http://scolt.webnode.com/scholarships/



My name is Breverly Littles and I have been asked to share the following information

about myself in an effort to encourage and motivate others who may be dreaming about apply-

ing for the SCOLT scholarship. The old adage is very true: “If I can do it, so can you!” Good

luck on your own adventure!

Education is a second career for me. My first was raising my own family and being a

“stay at home mom”. I found myself immersed in the hardest job I have EVER done in my life.

However, this experience prepared me well for the challenges that I now face every day in the

classroom. Most recently, I was named the 2012 SCOLT (Southern Conference of Language

Teachers) scholarship winner. I am also a member of FLAG (Foreign Language Association of

Georgia) and as such, FLAG also provided me with a financial contribution for my trip. As a

recipient of both awards, I will be spending two weeks this summer in Quito, Ecuador in a

Spanish immersion program and one week in Cuzco, Peru investigating ancient Inca ruins.

I taught middle school Spanish in Atlanta, GA for the past seven years and

became aware of the scholarship opportunity via an email from my district administrator. At the

time, I was busy with not only my everyday teaching and classroom responsibilities, but also

with things outside of the classroom. I am the cheerleading coach at my school and was in the

middle of competition season. To complicate matters even more, I was also taking an additional

certification class which met for 5 hours each week and deluged me with homework. However,

I was very determined and wanted to explore new horizons in education. Because I am a non-

native Spanish speaker, I am always looking for opportunities to travel to Spanish speaking

countries to improve my language skills and cultural awareness. It is always THE BEST when

someone else offers to pay me to have this experience!

Have you ever sat back and thought, “What would I do if I had…”? Sure you have!

We all dream, but it comes down to acting upon your ambitions in life. I asked myself, “What

would I do if I had this SCOLT opportunity?” Then I simply took my desire to the next level by

writing a plan and submitting it. I hate to make it sound so simple, but it was really not that

complicated.

My dream is to have an adventurous experience improving my Spanish language skills,

and learning about the people and their culture while living with an Ecuadorian family. During

my week in Peru visiting Cuzco, the oldest continually inhabited city of the new world, I also

plan to visit Machu Picchu, the Lost City of the Incas. Additionally, I have never been to the

equator, so this visit will be a highlight for me as well. However, the most important part of this

trip is that I will be documenting my adventure to share with my class upon my return. I will

take hundreds of pictures and keep a written daily journal. From my experiences, I will then

develop a lesson plan based on my travels. It is my belief that improving me, ultimately im-

proves my students as well. How is that so? They will get a more capable and more knowl-

edgeable teacher in their classroom, endowed with a global perspective and who can speak from

personal experience. When I win, my students win too!

Please visit the SCOLT website and make your own dreams come true!


If I Can Do It , So Can You!

Breverly Littles



FRENCH, GERMAN AND SPANISH SCHOLARSHIPS FOR TEACHERS IN THE SCOLT REGION

Estudio Sampere: This scholarship is available to teachers of Spanish K-16; it provides three weeks of study in Spain

or Ecuador. It includes tuition, room, and board in one of several locations in Spain or in Cuenca, Ecuador. The schol-

arship does not include transportation to or transfer within Spain or Ecuador.

The Cemanahuac Educational Community: This scholarship, available to teachers of Spanish in levels K-12, pro-

vides two weeks at Cemanahuac Educational Community in Cuernavaca, Mexico, including registration, tuition, hous-

ing with a Mexican family (double room) for two weeks, all meals, a field-study trip, and a certificate of attendance.

The scholarship does not include transportation to Mexico City or transfers to Cuernavaca from Mexico City airport.

The Embassy of Spain: This scholarship, sponsored by the Embassy of Spain for three weeks of study in Spain, is

available to secondary teachers of Spanish. It includes registration, tuition, and housing in one of several locations in

Spain. The scholarship does not include transportation to Spain or transfers within the country

Centro MundoLingua: This scholarship is available to secondary school teachers of Spanish who teach AP classes or

indicate and can validate that they will do so in the near future. It provides tuition for a 2-week course, room, board,

and materials. The course, an AP summer institute endorsed by the College Board (renewal credits offered free and

graduate credits available for an additional cost), is in Sevilla. The scholarship does not include transportation

to Spain or transfers to Sevilla.

The Cultural Services of the French Embassy: These scholarships, available to French teachers in levels K-12, pro-

vide three weeks of study during July in France. They include registration, tuition and a certificate of attendance, and

an allotment for lodging, meals, and expenses while in France, including transfer from the airport to the study site.

They do not include transportation to France.

The University of Quebec - Chicoutimi: This scholarship, available to French teachers in levels K-12, provides three

weeks at the Ecole de langue française et de culture, including admission and tuition fees, materials, and meals, daily

transportation to the University, cultural activities, and a 2-day excursion to Quebec City. There may be a small fee

for lodging with a French-speaking family or in a university residence.

———————————————————————————————————————————————

REQUIREMENTS:

Reside in a SCOLT region state (AL, AR, FL, GA, KY, LA, MS, NC, SC, TN, TX, VA, WV, US Virgin Islands).

Teach two or more classes of the specific language.

Register for and attend the 2012 SCOLT Conference (Atlanta, GA) to accept the award in person as our guest at

the Awards Luncheon.

Be able to take advantage of the schooling available in 2012.

Be a participant in professional organizations such as SCOLT, local state world language association, ACTFL,

specific language associations, etc.

Present a session relating to the travel study experience at the 2013 SCOLT conference (registration fee waived).

More information and details available in the fall SCOLTalk or on the SCOLT webpage (www.scolt.org) or from

SCOLT Scholarship Director Susan Navey-Davis: [email protected]

APPLICATION POSTMARKED BY NOVEMBER 1, 2011: Application information is available on-line and in

the fall SCOLTalk. Completed applications must include three copies of each of the following:

The completed application form available in the fall SCOLTalk and on-line http://www.scolt.org/ (click on

SCOLT Scholarships)

One-page biographical profile (education, memberships/activities including SCOLT, honors)

One-page statement in English detailing benefits of the award to the applicant and students

One-page statement in the target language describing teaching philosophy

Two one-page letters of recommendation (any combination of principal, supervisor, department chair, colleagues,

students/former students)


FLAG Awards Information

Teaching Awards

Teaching Award Recognizes teachers who effectively strive to use various strategies, tech-

niques, and materials to enhance the students' interest in, acquisition of, and proficiency in a

second language. Two divisions will be recognized: P-12 and Post-Secondary.

Teacher of Promise Award Recognizes teachers in their first, second, or third year of teach-

ing who show the promise to be an outstanding teacher and leader in foreign language educa-

tion. Two divisions will be recognized: P-12 and Post-Secondary.

Leadership & Support Awards

Administrative Support of Foreign Languages Recognizes a Georgia Dean, Superintendent,

Principal, or other administrator who has evidenced strong and overt support for foreign lan-

guages.

Fostering Partnerships With Foreign Languages Recognizes teachers who have sought to

involve the community / business / colleges in foreign language activities, which may occur on

or away from campus.

Leadership Award Recognizes those who have taken an active role in promoting foreign lan-

guage education through professional and/or academic endeavors. Two divisions will be recog-

nized: P-12 and Post-Secondary.

See the FLAG website for nomination information http://www.flageorgia.org/flag.htm

FLAG Congratulates…

…Bobbi Lynn Moreno, South Bulloch High School, who was voted last year’s

FLAG Teacher of the Year and was our FLAG TOTY representative for the SCOLT

Teacher of the Year at this year’s SCOLT/FLAG/SEALLT Conference in Atlanta.

…David Jahner, Gwinnett County Public Schools, World Language Coordinator,

who was awarded the Florence Steiner Award for Leadership in Foreign Language Educa-

tion at the ACTFL Conference 2011.

…Greg Duncan, InterPrep, Inc. Founder and President, who was awarded the

ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education at the

ACTFL Conference 2011.

…Greg Barfield, Student Advisor, International Welcome Center, Cobb County

Schools, who received the insignia of the French Palmes académiques from the French

Ministry of Education.

…Elizabeth Webb, Director of ELL Programs, Gwinnett County Public Schools,

who received the insignia of the French Palmes académiques from the French Ministry of

Education.

…Dr. Jim Chestnut, Professor of Modern Languages at North Georgia College &

State University, who received the insignia of the French Palmes académiques from the

French Ministry of Education.

http://www.flageorgia.org/

http://www.flageorgia.org/awards/awards-teach.htm

http://www.flageorgia.org/awards/awards-lead.htm

http://www.flageorgia.org/awards/awards-lead.htm


FLAG Membership Form

FLAG dues are due by September 1 of each year and should be sent to FLAG Treasurer, Mary Ellen Foye,

P.O. Box 734, Griffin, GA 30224 ([email protected]).

[ ] $15.00 - Student/Retired Membership

(“student” means fulltime, undergraduate student only; “retired” means retired and NOT

teaching). Benefits: Subscription to The FLAG Journal, “Fall Features”, FLAG

Conference at member rates, participation at the FLAG Contests.

[ ] $25.00 – Regular Membership Benefits: Subscription to The FLAG Journal, “Fall Features”, FLAG Conference at member rates,

participation at the FLAG Contests

[ ] $40.00 Joint Spouses’ Membership

Benefits: Subscription to The FLAG Journal, “Fall Features”, FLAG Conference at member rates,

participation at the FLAG Contests

[ ] $50.00 Patron Membership

Available to individuals. Benefits: Subscription to The FLAG Journal, “Fall Features”,

FLAG Conference at member rates, participation at the FLAG Contests. Name will be

Listed on the FLAG web page, in The FLAG Journal, and in the conference program.

[ ] $50.00 Institutional Membership

Available to institutions only. Subscription to The FLAG Journal, Fall Features and FLAG Peer

-Review. Name will be listed on the FLAG web page, in The FLAG Journal, and in the conference

Program

Did a colleague urge you to join FLAG? If so, please let us know who it was (name, school, email), so that

we can thank him or her for supporting our membership drive. Thank you for your support!

Please print clearly.

Name: _______________________________________________________________________

School: _______________________________________________________________________

County: ________________Level of Instruction: _____________________________________

School Address: ________________________________________________________________

School Phone: _________________________ School FAX: ____________________________

Language taught: ______________________________________________________________

Home address: ________________________________________________________________

Home Phone: ______________________________ Home FAX: _______________________

Email address: _________________________________________________________________________

Join FLAG


ACTFL Proficiency Guidelines News

The ACTFL Proficiency Guidelines have been revised for 2012 with updated de-

scriptions of what individuals can do with language in terms of speaking, writing,

listening and reading in real-world situations in a spontaneous and non-rehearsed

context. The Guidelines website is a new and exciting feature that supports the text

of the 2012 Guidelines with glossed terminology and annotated, multimedia samples

of performance at each level for Speaking and Writing, and examples of oral and

written texts and tasks associated with each level for Reading and Listening.

Follow us on Twitter @actfl


Picture of a Japanese lunchbox from REALIA

Miraflores: Resource for Spanish Teachers

In these difficult times of budget cuts, we are trying to help teachers. Below please find a Spanish

resource for books in the public domain. Miraflores offers you hundreds of free books and audio

books. Under the title El Libro Total. Professionals and students will find works that are in the

public domain, either because the author has decided to cede the copyright, or because the copy-

right has expired. This is valid internationally. You will find all the Spanish classics, novels, poet-

ry, theater and more, and a many more recent books. The copyright has expired for all of these

books. You can download them from our website at www.miraflores.org. Please go to Sharing /

Compartiendo. The books are organized by country, by author and by title.

Eva N. Echenberg

Picture of German baked goods from REALIA


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Documents

FLAG JOURNAL Volume 12 Spring/Summer 2012