|
NNELL
Summer Institute
The NNELL Summer Institute is a great
way for educators to come together in a casual and relaxed
atmosphere to debrief the school year prior as well as pick up
new and exciting ideas for the school year to come.
Won't you consider joining us in
Glastonbury, CT in July?
Registration is NOW open!
More details are coming soon about the
general institute as well as scheduled presenters and workshop
titles. Thanks!
Back to top
NNELL Northeast Regional Workshop
The stately and prestigious Kent Place
School in Summit, NJ opened their doors and warmly welcomed over
65 foreign language educators to the NNELL Northeast Regional
Conference on a blustery but sunny Saturday. The well-organized,
day-long event on April 5th began with a relaxed breakfast,
where attendees networked with colleagues and perused the
workshop offerings, all under the theme “Early Language
Learning: Planting the Seeds for Tomorrow”. The
theme
of planting seeds was evident in the green table linens and the
mason jars overflowing with yellow tulips! Nathan
Lutz, world language teacher at Kent Place School
shared the mission of NNELL as a means to network, collaborate
and promote early language learning.
Janet Glass, ACTFL’s 2008 Teacher of
the Year, delivered the keynote with “NNELL and TELL: Planting
the Best Seeds...Why the TELL project is important to us”. She
elaborated on many of the 24 points in the TELL (Teacher
Effectiveness for Language Learning) project and how it provides
guidelines and reflection for becoming an effective world
language teacher. Additional information on TELL as well as
Janet’s presentation is available at
www.twitter.com/janetlglass
Three workshop sessions, each with three workshop offerings
followed with time built in to visit vendors and enjoy an
outstanding luncheon. Participants had a variety of timely and
informative educational workshops including several on
technology, advocacy, and developing students modes of
communication.
Technology themed workshops were “Connect and Create with Apps”
presented by Dr. Carmen Campos and “Speaking
iPad in Your World Language Class” presented jointly by
Shannon Lorenzo and Monica Lluch.
Amanda Seewald offered a “Content-Based
Learning Snapshot: Las Ciencias” and Leonor Brunes
with Elizabeth Whitman shared “Helping Students
Write Stories”. Kent Place School’s own Michelle Clarke
spoke on “Best Practices in the Middle School Classroom”. Since
advocacy is always in the forefront of any elementary foreign
language program, Lauren Gobbo shared “Staying
Afloat” to assist teachers by providing strategies to use within
their districts.
Other workshops centered on developing the modes of
communication with “Common Core and FLES-Language Learning with
Nonfiction Texts” co-presented by Kate Krotzer
and Patty Silvey and with Nathan Lutz
on “Making Interpersonal Communication Tasks Engaging and Fun”.
Both workshops provided an overview and connected their
activities with the appropriate level on the ACTFL NCSSFL Can-Do
Statements and ACTFL Performance descriptors, showing how our
elementary novice learners are continually striving to move
through the modes and skills with the language.
Time was built in for attendees to meet with some of the seven
sponsors, many of whom contributed to the raffle items. It was a
glorious, relaxed day and a great opportunity for the northeast
elementary teachers to come together and share all they are
doing with our youngest language learners. Nathan Lutz
and his team deserve a huge thank you for hosting this event.
Submitted by NNELL Member, Patty Silvey,
FLES Teacher from Glastonbury Public Schools, Glastonbury,
Connecticut
Back to top
NNELL Member Spotlight:
CT COLT Rhyme Celebration
In each eNNELL News, NNELL would like to
highlight the work our members do in their classrooms. We hope
these submissions help inspire the work you do in your own
classrooms! If you would like NNELL to feature a special
project, lesson or event you have done in your own classroom in
a future edition of eNNELL News, please send your submission to
NNELL’s Executive Secretary, Dorie Perugini, at
dperugini@nnell.org
Member Spotlight on: Connecticut NNELL Members
Representing districts across the State participated in
CT COLT Rhyme Celebration
Name of project/lesson:
CT COLT ( Connecticut Council of Language Teachers) Rhyme
Celebration
Grade level(s): K-6
Language(s): This year, there were 12 languages
represented
Objective: To celebrate early language learning
with students reciting rhymes, poems, and songs in languages
they study or their heritage languages.
Event Description: This
year, the Rhyme Celebration was hosted by Patti Namin from Old
Saybrook, with the theme "Our Big Blue Ocean." 192 students
participated from grades K-6 from 33 schools in 11 school
districts, with 32 teachers and recited poems, rhymes, and songs
in 12 different languages. The host school welcomed the
participants with an under the sea song as beautifully created
ocean animals and props decorated the stage along with a choral
warm up rhyme and theme song. Students enjoyed reciting their
rhymes and listening to the performances. It was a great
opportunity for parents, teachers, and students to share their
enthusiasm, talent, and support for early language learning. To
learn more about the annual CT COLT Rhyme Celebration, please
visit
http://www.ctcolt.org/pages/rhyme_celebration.asp
Student’s Reflection:
“I think more teachers should bring their students to the Rhyme
Celebration because it is a very fun event!” ~T.R.
Back to top
Note of Invitation to Participate in FLES Teachers’ Research Study
I am conducting a dissertation research
study as part of the requirements of George Mason University’s
Ph. D. in Education program. The purpose of the study is to
explore FLES teachers’ attitudes and perceptions about
assessment and assessment practices in the elementary
foreign/world language classroom. I am asking only FLES teachers
to participate in the study.
The study has two phases: phase one; a 15-25 minute online
survey, phase two: a follow-up interview of approximately one
hour (Skype®). Your participation is entirely voluntary in
either phase of the study. The promise of strict confidentiality
is assured in both the collection and reporting of the data. The
research study is approved by the Office of Research Integrity
and Assurance (ORIA) at George Mason University.
To participate in the survey:
– Click on the link to the survey:
https://www.surveymonkey.com/s/S8LQDYL
Step 2 – Follow instructions, clicking “next” at the bottom of
every screen
Step 3 – Remember to click “done” at the end of the survey when
you are finished
The results from this study have the potential to benefit FLES
teachers and language teachers in general, as well as
educational administrators, policy makers , and other
stakeholders by proposing ways of improving current assessment
practices taking place in L2 elementary classrooms.
Thank you in advance for your time and willingness to share your
assessment beliefs and practices. This study could not be
completed without your help. Should you have any questions about
this study, contact me at 703-867-3074 or via email at
ocorretj@gmail.com.
Sincerely,
Olga I. Corretjer, PhD candidate George Mason University Fairfax, VA 22030
Back to top
Foreign Language Annals: Elementary
School Foreign Language Teaching: Lessons Learned Over Three
Decades (1980–2010)
By: Nancy C. Rhodes
Center for Applied Linguistics
Abstract: The purpose of this research was to
investigate the major successes and challenges of elementary
school language teaching from 1980 to 2010 through the voices of
some of the individuals who were instrumental in the development
of the field. The author conducted interviews with 16 leaders in
the field of early language education to elicit their views on
such topics as program models, instructional approaches,
proficiency assessment, and advocacy. Ten lessons learned are
presented in the form of recommendations for the expansion of proficiency-based language programs
in elementary schools. These recommendations will help thefield
learn from past successes and failures, develop the highest
possible levels of language proficiency, and build on the
methodologies (e.g., immersion and content-based instruction)
that have been demonstrated to be best practices.
Read the full article in our NNELL Advocacy
section dedicated to ACTFL resources.
A special thank you to ACTFL for allowing this document to
be reproduced.
Back to top
State Advocacy Team Leaders work with
ACTFL on World Language Priorities
Over seventy state team leaders for world language advocacy
participated in the first of a series of four conference calls
led by ACTFL Executive Director Marty Abbott. Marty reported
that currently there are 264 language activists in 50 states and
Washington D.C. working at the state level trying to effect
change. The call was, in part, to follow up on the states’
priorities and goals set at the November 2013 Assembly of
Delegates in Orlando, Florida.
The conference call focused on select priorities collected from
the results of the “Poll Everywhere” that state team leaders
completed at the November meeting. Those topics are: Getting a
State Language Supervisor, the Seal of Biliteracy and Educating
the Candidate. Advocacy Resources for these topics and more are
available on the State Team Toolkit at
http://www.actfl.org/advocacy/resources. A recording of the
March 10th State Team Call is available on a direct link below
the Toolkit.
The intent of a Seal of BIliteracy is to recognize high school
graduates who have achieved a high level of proficiency in a
second language (including English as a Second Language). The
students’ language proficiency is documented on their high
school transcripts and diplomas. According to the latest
information, currently four states have a Seal of Biliteracy
(CA, NY, IL, NM), four states have pending legislation or a
Department of Education initiative, and eight states are either
in the planning stages, being piloted or reviewed. Linda Egnatz,
2014 ACTFL Teacher of the Year participated on the call sharing
her experience in getting the Seal approved in Illinois in 2013.
ACTFL provided her with talking points that are listed in the
State Team Toolkit on the website.
Thirty percent of the state team leaders chose Getting a State
Language
Supervisor as their number one priority. Jacque Bott
Van Houten, NNELL Past President and ACTFL President-Elect
shared how she successfully arranged to get a state supervisor
in her home state of Kentucky. You can find helpful advice on
Advocating for a State Supervisor for Languages at the State
Education Agency on the State Team Toolkit. Jacque strongly
suggests that if you don’t have a state supervisor, try to get
your state education agency to appoint an associate member to
the National Council of State Supervisors for Languages (NCSSFL)
and also get support to attend annual meetings of NCSSFL.
Finding opportunities for Educating the Candidate before he/she
is elected could provide numerous benefits. Forming a
relationship with a potential elected official or local leader
will put you in a position as a leading resource on language
learning in your community. You can inform the candidate of the
importance of language education. This relationship could
potentially influence the candidate to champion legislation or
funding for language learning in the future.
Jill Allen Murray from the Sheridan Group gave a Capitol Hill
Legislative Update including budget requests that may affect
language education. Many of the state team leaders will attend
the JNCL Legislative Day May 8 & 9 in Washington D.C. for a more
in depth follow up of her report.
The NNELL Advocacy website offers ideas and recommendations to
assist you in your efforts. Advocacy Tips on how to be an
effective advocate, strategies, sample letters, media resources,
tips on how to build a program or how to save a program in
jeopardy, along with tips on how to be a language advocate
everyday with advocacy resources from other organizations are
all available on the NNELL website. True change can happen for
individual schools and districts using these tools.
Back to top
Zambombazo - Los Pileteros -
Mate y
bizcochitos
This site contains a collection of cultural artifacts for
students learning about Argentina, or foods from Spanish
speaking countries. The post centers on ‘bizcochitos’, which are
eaten with ‘mate’ a drink that is found in many South American
countries including Argentina, Uruguay, and Paraguay. The post
includes a song that describes drinking mate and eating
bizcochitos by the beach along with background sounds associated
with summertime. The post also includes an eight-minute video
that shows the recipe for making bizcochitos. Both the video and
audio are great tools to not only reference culture in your
classroom, but to give students a chance to listen to authentic
accents from these South American countries and make meaning out
of basic vocabulary. The post includes a link for a worksheet to
accompany both cultural artifacts.
Back to top
Animal
Sounds in Multiple Languages
This website by Derek Abbott includes a
list of animal sounds, animal commands, and pet names from
children’s stories in a variety of languages. Languages included
are Danish, Dutch, English, Finnish, French, German, Greek,
Hebrew, Hungarian, Italian, Japanese, Russian, Spanish, Swedish,
and Turkish.
Back to top
YouTube Channels – Crestview Spanish
Wiki
Once a Google account is created, users can create their
own channels and playlists within YouTube. Teachers can
search for child appropriate videos and then add those
videos to the playlists in their channel. The link to the
channel can be sent to parents to encourage language
practice at home.
Back to top
Geoboard
This app is a virtual manipulative for
teaching about perimeter, area, angles, and fractions. Users
stretch colored rubber bands around pegs to create line
segments, rectangles, triangles, squares and other polygons. The
shading feature allows users to color parts or all of the shapes
created. The app includes a 5 x 5 grid and a 10 x 15 grid.
|