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NNELL Summer Institute
July 11-13, 2014
Glastonbury, CT
Save The Date Info
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Become a NNELL State
Representative
As a national organization,
NNELL operates through a network of state
representatives. You could help NNELL to continue with
its mission by becoming a representative of your state.
As a State Representative, you will serve as an advocate
for early language learning, heighten public awareness
of foreign languages in elementary and middle school
education, serve as state representative for NNELL to
your state language association and ensure that foreign
languages in grades K-8 are recognized as a priority
matter in your state. If you are interested in being
more involved with NNELL and its advocacy efforts,
please read the description for this position or contact
NNELL's National Networking Coordinator,
Marcela
Summerville (msummerville@nnell.org)
Download PDF to view responsibilities
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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!
Download complete details here
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Are Bilingual students more open-minded?
In a recent study out of Concordia
University, researchers found that bilingual children prefer to
interact with peers who speak their native language with a
native accent. The study involved 44 children from Montreal
between the ages of five and six. They were shown two faces on a
computer screen while audio recordings were played for each
face. One face read a phrase in the child's native accent, while
the other read the same phrase in a foreign accent. Most
children pointed to the face that used their native accent when
prompted who they would prefer to have as a friend. The
researchers claimed that children relate best to familiarity,
that is, they prefer to interact with those most like
themselves. The researchers recommended that parents teach their
children that accent is a surface level human feature and should
not be a factor in choosing with whom to interact.
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NNELL Member Spotlight:
Kathleen Priceman
Fourth Grade Spanish Immersion teacher
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
- Name of project/lesson/event: El Fran Fandango de Lincoln School, Oak Park School District 97
- Grade level(s): K-5
- Language(s): Spanish
- Objective (Standards Addressed):
- Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
- Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
- Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
- Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
- Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
Project/lesson/event description: Students
use the Spanish language to learn one or two traditional or
modern dances from regions where Spanish is spoken. To learn the
dances, students use mass media to view the dances performed by
a variety of other dancers. Teachers assist the students in
exploring the roots and history of the dances. Teachers
choreograph the dances or solicit outside assistance from
parents or visiting artists. The grades K-5 Spanish Immersion
students perform three shows at Lincoln School annually for
their parents and peers who are not in the immersion program.
Oak Park Illinois has a history of embracing and promoting
cultural and ethnic diversity. Each year on the first Saturday
of May Oak Park Elementary School District 97 hosts an Ethnic
Fest, a day filled with a wide variety of ethnic foods, music,
arts and other activities that celebrates the diversity of other
countries from around the world whose citizens have come to the
village to call it home. For the past 16 years the Lincoln
Elementary Spanish Immersion Dancers have been an important part
of the entertainment at this community event.
Gran Fandango 2014
On May 1, 2 and 3, students of the Abraham Lincoln Elementary
Spanish Immersion Program presented the 16th annual celebration
of Latino dance, music, language and culture known as the Gran
Fandango. This year over 120 students performed nine dances for
fellow students, families and friends.
Seventeen years ago, when Kathleen Priceman began teaching first
grade at Lincoln, it was also the first year of a new Arts
program offered through the Oak Park Educational Foundation. The
“Art Start Program” provided a guest artist for all first grade
classes in the district. Ms. Priceman decided to ask the
Foundation to provide a resident dancer to come to her Spanish
Immersion classroom to teach her students dance using the target
language. The students learned two Mexican dances which they
performed for the second and third grade Spanish Immersion
students. At that time there were only three Spanish Immersion
classes, one class in grades 1-3.
The second and third grade students enjoyed the first graders’
performance so much they begged their teachers to teach them how
to dance. So the next year all of the Spanish Immersion teachers
worked with the Oak Park Education Foundation and each other to
teach all the Spanish Immersion students eight dances. Parents
and grandparents made costumes for the students and the
tradition of dancing for the community the first week of May
began.
Over the years hundreds of Lincoln students have learned not
only Spanish language but dances from around the Spanish
speaking world from their teachers and various guest artists who
have worked with them. All of the costumes worn by the students
have been sewn and assembled by families and teachers.
When the Spanish Immersion students leave Lincoln School after
six years they are not only proficient in Spanish language but
are able to perform at least eight Hispanic dances!!!
Ms. Priceman states that “students enter my classroom on the
first day of school in August and ask when we will begin
learning the dances for the Gran Fandango.” The annual dance
performances have been a wonderful manner to showcase the
progress that the students are making in the acquisition of
their new language and culture.
Ms. Priceman states that “language teachers all know how
difficult it is to show parents the gains that novice learners
are making, when it takes years of comprehensible input before
oral proficiency is apparent.” Each year our community gets to
watch our students as they perform dances and sing lyrics which
become increasingly more complex. “Parents of my fourth graders
watch the first graders perform and reflect back upon their own
child’s first grade dance. Those same parents are blown away
when they see their fourth grader sing and dance reggaeton or a
Puerto Rican Bomba like a native of Puerto Rico”! Our annual
Gran Fandango is an amazing way to see, hear and feel the
bilingual/bilingual and bicultural evolution of our students.
Seventeen years ago this amazing program started with one
teacher, a guest artist and 26 students. Now the annual show has
over a hundred dancers and is a day that the parents mark on
their calendars months in advance. “The parents absolutely
embrace the Gran Fandango. In addition to sewing and laundering
hundreds of costumes (many classes perform more than one dance
and need additional costumes) parents help teachers decorate the
stage and assist with costume changes. After the performance
parents serve a wonderful merienda for the hungry dancers.”
If you would like more information about how to start a
celebration like this to enhance your students’ cultural and
linguistic experience while showcasing your program feel free to
contact Kathleen Priceman at
kapriceman@gmail.com.
BAILES DEL GRAN FANDANGO 2014
1. El Xipe (Mexico): 3rd Grade
The third grade class will perform an Aztec Conchero dance from
Mexico. The third graders will begin by honoring the four
elements: agua, tierra, fuego and viento (water, earth, fire and
wind). You will notice that they dance facing each of the four
directions; north, south, east and west.
Conchero dancers are accompanied by a small guitar called a
concha or “shell.” The guitar is made of the shell of an
armadillo. Dancers traditionally wear dried seed pods sewn on
leather bands around their ankles, so that they make music as
they move their feet. Our third grade dancers will wear bells
instead of shells. Listen for their rhythm as they dance.
2. Tixla (Mexico): Kindergarten
The kindergarten class will perform a dance that is actually a
medley of mimetic dances from Guerrero, Mexico. “Mimetic dance”
means to mimic or imitate. Our dancers will be imitating animal
movements. Watch closely and see if you can identify some bulls,
vultures, ducks, cats and iguanas on the dance floor.
3. Oye Mi Canto –Reggaetón (America Latina) :- 4th Grade
Our fourth graders are moving us into the 21 century with this
modern reggaeton. The reggaeton originated as reggae music in
Spanish in the country of Panamá. It moved quickly through the
Spanish speaking world and it became known as Reggaeton in
Puerto Rico and the Dominican Republic. The fourth graders had
great fun making up moves to this modern dance. We love it and
we know you will too.
4. El Jarabe Tapatio (Mexico): 2nd Grade
Next our second graders will perform the traditional courting
dance from Guadalajara, Jalisco , Mexico, the Jarabe Tapatio.
Jarabe means sweet syrup. Maybe like syrup this dance will stick
with you.
This dance is the “National Folk Dance of Mexico, ” and has been
performed at every one of our 16 dance celebrations here at
Lincoln School.
5. Hernando’s Hideaway- Tango (Argentina) : 1st Grade
The first grade students will now present the Tango for your
pleasure. The tango (from Latin tango, meaning "touch") is a
partner dance that originated in the 1890s along the Rio de la
Plata, the natural border between Uruguay Argentina, and soon
spread to the rest of the world. Tango is a dance that has
influences from European and African cultures.
Early tango was known as tango criollo. Today, there are many
forms of tango. Among tango dancing circles, the authentic tango
is considered to be the one closest to the form originally
danced in Argentina, Chile, and Uruguay.
In 2009, UNESCO approved a joint proposal by Argentina and
Uruguay to include the tango in the UNESCO Intangible Cultural
Heritage Lists.
We are excited to present the Tango for the first time in our
Gran Fandango.
6. La Magalenha (Brazil) : 3rd grade
The third graders will now perform a Brazilian Samba dance.
Samba is a lively, rhythmical dance that has been performed in
Brazil since the late 19th Century. The lyrics are sung in
Portuguese, the language of Brazil. You will see that although
these moves are more than 200 years old, they are still popular
today.
7. El Guateque (Vera Cruz, Mexico): 2nd Grade
The next dance is another dance that has been performed at every
Gran Fandango or Cinco de Mayo in Lincoln School History. A
“guateque” is a party! This is a courtship dance from Vera Cruz
Mexico. The clothing is white since Vera Cruz is on the coast
and very warm. You can hear the African musical influence of the
marimbas.
Welcome the second graders as they perform “el Guateque.”
8. La Bomba/La Plena (Puerto Rico): 4th Grade
Next the fourth graders will perform a medley of two traditional
Puerto Rican dances. The first dance, La Bomba, comes out of the
musical traditions brought by enslaved Africans in the 17the
Century. It is a very percussive dance and is often performed by
one person dancing with a drum!
The second dance of the medley is La Plena. It is danced
throughout the island of Puerto Rico. In this song it talks
about how every town wants to take credit for originating the
dance. They sing that even people in China and Japan claim that
they danced it first….but in this song they say it came from the
Barrio of San Anton.
9. Los Viejitos (Mexico) 5th Grade
Los Viejitos was not performed at the first Gran Fandango at
Lincoln because at that time our Spanish Immersion program only
went to fourth grade. The first time it was performed was 2001
and it was danced by our 6th graders. Yes, we used to have 6th
graders here! In fact the sarapes that are worn by the dancers
were sewn by one of the mom’s of one of the first students to
complete our Spanish Immersion program back in 2001.
The dance of the Little Old Men is a traditional dance from
Michoacan Mexico. It is a festive and comical dance that honors
the fun and love of life at all ages. Part of the fun is knowing
that under those costumes are boys and girls pretending to be
grumpy old men.
Each year the fifth grade class adds their own steps and special
flavor to the dance. If you’ve seen the dance before try to see
how it is different this year.
Student Reflection:
Colette, third grader, wrote, "Gran Fandango means to me that we
are honoring the people of this dance. My class is doing the
Aztec dance and the Magalena. It always feels like I'm one of
the people. The outfits for our dances are great. It makes me
feel special. The dances are very cool. It takes work but it is
worth it. I love the Gran Fandango."
Annika, third grader wrote," I like that before you learn the
dance you learn about the culture. You also get to do a fun
dance in front of your friends and family. After the show you
get to have a fun party with foods such as churros, conchas de
chocolatey vainilla, y horchata. It's the best."
Nati, third grader, "The Gran Fandango means so much because I
can learn the culture and learn to dance. The Gran Fandango is
when teachers teach kids to dance!"
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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
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Advocates Seek More Focus on Learning Foreign Languages: Issue billed as critical to competing in global economy
Educators, researchers, business
leaders, and representatives from federal and state governments
from the United States, the United Kingdom and Australia
recently gathered at a conference at the University of Maryland
College Park to discuss the increasing need for the study of
foreign languages in English-speaking countries and to analyze
strategies for doing so. William P. Rivers, the executive
director of the Joint National Committee for Languages-National
Council for Language and International Studies, a
Washington-based nonprofit that advocates for language and
international education was quoted as saying, "Language is the
oil of the 21st century." According to 2010 U.S. Census data, 10
percent of native-born U.S. citizens said they felt comfortable
conversing in a language other than English, in contrast to 53
percent of Europeans. A public-awareness campaign from the
American Council on the Teaching of Foreign Languages (ACTFL)
will focus on communicating the importance of language education
to students and parents. The campaign will include a website
that will provide parents and students, policymakers, and school
administrators with information on the importance of learning a
second language and how and where students can pursue language
study, public-service announcements that will be broadcast on
television and radio, partnering with role-model celebrities and
athletes to help spread the word and encourage foreign-language
learning. Another strategy that was promoted at the forum is the
development of language-immersion programs that are becoming
increasingly popular. Recently, governors of Delaware and Utah
created statewide initiatives to make immersion programs more
widespread. Leaders at the conference also discussed that
foreign language instruction should be as much a priority as
STEM (science, technology, engineering, and mathematics), which
is the current emphasis in education at this time.
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"Language Is Our Music: The Natural Way to Multilingualism"
This article is a review of the book by the same title written
by Yo Sakakibara, presenting a look at Chapter Two of the book,
which provides the reader with a series of anecdotes about
children’s language acquisition. For educators and parents
looking for research and support of multilingual programs and
children, "Language is Our Music: The Natural Way to
Multilingualism," holds much promise. It is especially helpful
for support of early childhood language programs, in which
educators and parents may encounter many questions about an
immersion approach to teaching the target language, especially
for constituents who are not multilingual.
It focuses on European and Asian stories of children and
situations in which children seamlessly wend in and out of
multilingual interactions with other children and adults. The
thesis of this book promotes the idea that language learning for
young children is easy and natural noting that language learning
is context-based, constructivist, and hands-on.
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"A Global View: The Adventure of Kid-Friendly Foreign Films"
Finding short films that introduce world culture to children can
be challenging. Kid-friendly films are not always readily
available, and the subject matter can be challenging for the
younger set. In this article, the author describes six
kid-friendly foreign films that are accessible on-line or
available for purchase on Amazon. The article provides a short
description of the film as well as suggested activities that
engage young viewers in reflecting on the cultural differences
(or similarities) they see. Rather than simply play the French
soundtrack on Nemo, try out these culturally rich films for
kids.
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Website: Mandarin For Kids - Learn Your Colors by Basho
This website teaches eight colors in
Mandarin. The fresh music and catchy beats gets children
laughing, dancing, and learning.
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Website: What is trending on YouTube in specific countries?
Here is a good way to find videos in the target language
for current happenings around the world.
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App Review: GeoExpert Lite
The free part of this app allows users
to practice learning about a few countries, capitals and flags
for North America, South America, Europe and Africa. Users tap a
continent, and then choose to study or play. When studying,
information about the capital, country area, population, density
and flag are provided.
The app can be accessed in English,
Bokmål, Norwegian, Catalan, Czech, Danish, Dutch, Finnish,
French, German, Greek, Hebrew, Hungarian, Indonesian, Italian,
Japanese, Korean, Polish, Portuguese, Romanian, Russian,
Simplified Chinese, Slovak, Spanish, Swedish, Traditional
Chinese, and Turkish.
The full version is available for $4.99.
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