Spring Edition 2016

Newsletter

Figure  1:  Photo  by  Korey  Brown

Words From the Editor By: Jenna Miller

Languages are humans’ most valuable asset. Without them we have very little to distinguish ourselves from any other inhabitant on this planet. Nelson Mandela once said, “Without language, one cannot talk to people and understand them; one cannot share their hopes and aspirations, grasp their history, appreciate their poetry, or savor their songs.” The more languages we can speak, the more accounts we hear. The more languages we can write in, the more stories we can share. It’s not terribly difficult to imagine a world where everyone is able to communicate with each other because everyone speaks more than one world language. With those kind of statistics, the chances of a common language, native or not, increase too. Language has the power to make people appreciate the differences in others. It encourages respect. That is why education that focuses on the world and world languages is so important. FLAG has made a difference in Georgia with the help of all its members. With every story we share someone else learns something new. The FLAG Newsletter invites you to share your stories, your achievements, your events and conferences. Changes can be made with every opportunity we offer others. If you are a member of FLAG and have an article you wish to have published, email journal@flageorgia.org. For more information on sending in articles, see the end of this newsletter.

Figure  2:  Photo  by  James  Gipson

Students Enjoy Differentiating Instruction and Assessments in Sandtown Middle Spanish Classes

By Tavane Moore

In south Fulton County, eighth grade Spanish students at Sandtown Middle School have been flourishing through a variety of differentiated instruction and assessment strategies. Learners in Señora Moore’s high school level 1 classes participate in several varying strategies – all of which focus on processes, products, student choices, ability levels and the integration of interactive technology. The focus is not solely on second language absorption, but learning how to acquire information in any subject to support lifelong learning. Students grow in knowledge of reading, writing, speaking, listening and cultural skills all the while having fun, sharing input and offering constructive peer-critiques to establish and raise the expectations for others. Students constantly utilize several mnemonic devices and participate in real-world scenarios to promote critical thinking and usage outside of the classroom.

Scaffolding lessons begin with the standards and their elements. The class discusses the standards-based rubric and expectations for what does not meet, what meets, and what exceeds the standards. Señora Moore solicits student input and brainstorms ideas about what students can produce based on their interests, learning styles, or ability levels. It is stressed that students are given the opportunity to create what they want as long as it is based on the standards and learning targets in the elements. Sometimes, individual conferences occur to tweak expectations based on ability level so that students are still able to demonstrate that they can meet or exceed the standard(s) for the assignment. Interactive technology is also an integral aspect of students demonstrating their understanding of concepts sometimes not easily understood through lecture or rote. Señora Moore facilitates students generating technology-based products to be used as artifacts for listening, reading, writing and speaking activities. Samples of student-generated products are included.

Students participated in a survey about their perspectives toward differentiated instruction and assessments in their Spanish class. Sample commentary responses are listed below.

Question 1: What does differentiated instruction mean to you?

“It means helping my brain a lot more than learning the same way as everyone else.”

“Differentiated instruction means you learn in different kinds of styles to understand things.”

“[It is] a method of teaching that involves something more than completing a worksheet, reading from a book, and watching a video.”

“It means different or unique ways to teach someone.”

“It’s a special way of instruction.”

“Differentiated instruction is a teacher changing the way she teaches to fit the students.”

“It means that [a professor] uses different ways of instructing people.”

According to Deyla Boyer, “Differentiated instruction means work that has different levels of easiness or hardness [or] that can be done in different ways. For example: playing a game or studying straight from paper. It has helped me so far… I can choose a test of my learning style and really show my knowledge of Spanish.”

Question 2: How have the activities and strategies for differentiating instruction affected your learning?

“It has forced me to learn in different ways.”

“It’s helped a lot because it teaches me in a way I understand and comprehend more.”

“It has made me learn more efficiently.”

Zarria Cunningham shares her perspective. “Differentiated instruction helps my brain a lot more than learning the same way as everyone else. It's improved my mind's ability to retain the information.”

Question 3: How has being able to choose your differentiated assessment affected your learning?

“I choose my assessment based on what type of learner I am, so since I am a visual learner I do the type of test that suits my learning style.”

“Differentiated assessments have helped me when I think that I won't be able to do something as efficiently as the other options that I can choose from.”

“Normally, I choose which learning style based on how I can remember that certain lesson better.”

Taylor Oliver shares, “It has made me think of the same concept in different ways. I assess my strengths and weaknesses.

Question 4: What has been helpful from using your learning styles when the teacher differentiates instruction in Spanish class?

“Writing on the big board and Simón Dice has helped.”

“The games we play have been helpful with using my learning styles in Spanish class.”

“I found big board, little board, and interactive word wall are very helpful.”

Noah Young offers, “Differentiated instruction has completely changed my learning process regarding Spanish, because it makes me remember the things I have learned through games.”

Question 5: Rank the activities based on how helpful they have been in you learning Spanish class. #1 is the most helpful.

Ideas for Scaffolding Differentiated Instructional Activities Leading to Assessment

(These can be made into centers for personalized learning and are integrated with a variety of real-world situations to support usage outside of the classroom.)

1. Simon Says - Students create movements for vocabulary, concepts, and sentences and

then enact them based on teacher’s command (kinesthetic, auditory, visual, logical, verbal, intrapersonal).

2. Big Board Pictionary - Students draw depictions of vocabulary words, phrases, concepts, and sentences. It can be played with Charades so students choose which they want to do, draw or act (kinesthetic, auditory, visual, logical, verbal, interpersonal, choice). 3. Charades - Students enact vocabulary words, phrases, concepts, and sentences. It can be played with Pictionary so students choose which they want to do, draw or act (kinesthetic, visual, logical, verbal, interpersonal, intrapersonal, choice). 4. Language Lab Speaking - Students are recorded twice and listen to themselves speaking about scenes, pictures, themselves, scenarios. They self-assess and are recorded a final time (kinesthetic, auditory, visual, logical, verbal, intrapersonal, ability level). 5. Language Lab Partner Conversation - Students practice conversing with random partners twice for 3 minutes and listen to themselves offering constructive peer-critiques. They are recorded a final time (kinesthetic, auditory, visual, logical, verbal, interpersonal). 6. Squeaker Speaking Activity - Students are in two teams with toy squeakers (pet toys in lieu of buzzer on game show), and try to be first to answer a question, interpret, or respond correctly. Light-up wands or toys provide more time for students to respond and self-correct before its light stops (kinesthetic, auditory, visual, logical, verbal, interpersonal, intrapersonal, naturalist). 7. Little Board Writing Game - Students are in teams of two and partnered. I tell them to draw or translate or give me a clue to a phrase or concept. If it is a translation, they write it in the opposite language I speak (kinesthetic, auditory, visual, logical, verbal, interpersonal). 8. Interactive Word Wall Challenge - Students are in teams of two. One from each team comes to the board and finds the vocabulary word or sentence in the opposite language I have said or to the clue I give them. It’s also good for students to challenge each other and to use during other individual work. Some students prefer categorizing them for ease of use. They are moveable. This is done on the big board (kinesthetic, auditory, visual, logical, verbal, interpersonal, intrapersonal, naturalist, ability level).

9. Quia Interactive Technology Activity - Students complete translation, interpretation and reading activities infused with cultural norms (kinesthetic, auditory, visual, logical, verbal, intrapersonal). 10. Language Lab Partner Game - (Can be a culminating activity prior to assessment) Students are randomly partnered for 4 minutes and challenge each other using Simon Says or Charades movements, depictions from Pictionary, clues from Quia, translate sentences from little board writing game, interpret sentences from the language lab partner conversation, or other ideas that emerge as they challenge each other (kinesthetic, auditory, visual, logical, verbal, interpersonal). 11. Grabbers - Students are in teams of two and receive identical copies of vocabulary words, concepts and relevant terms on small squares of construction paper. They spread out the cards amongst team members. The goal is to raise the correct translation or parts of the sentence that the teacher announces in the air before the timer sounds. The team with all of the correct vocabulary in the phrase or sentence wins a point or takes the other team’s point if they do not have the correct information up in time. The teacher randomly tells students to switch cards, which they must do rapidly and prepare for the next announcement from the teacher.

An Interview With Susan Thayer, The Recipient of The President’s Award

By: Jenna Miller

Susan Thayer’s career in public education spans over thirty years and includes twenty-three years of administrative experience at the local school and central administration levels. She has served in three large, urban school systems as teacher, guidance counselor, high school principal, director of leadership development, executive director of high schools, and assistant superintendent. In 2015, Susan was elected to the Cobb County Board of Education and is serving as board chair for the 2016 calendar year.

You're looking to develop a dual language immersion program in Cobb County. Would you explain what you hope to accomplish and how this might affect language programs there in the future? I am a strong believer in the study of languages and think this is essential for all learners today. I’m sure all FLAG members agree with this and know how important and beneficial it is to start world language programs at the earliest possible age. My desire has been to make dual immersion

available to all interested elementary schools in the Cobb County School System, and we have achieved this. It is essential, however, that the decision to have a program rest with the parents and school; this does not need to be a “top down” decision.

How does the recognition for your efforts with the President's Award motivate you to further language education in your community?

With the brilliant help of Greg Barfield, I’m excited that our dual immersion program in Cobb County is growing. In this school year, our first year of implementation, we have programs at two schools, and in our second year, the program is growing to ten schools. Greg has just informed me that we will have the largest dual immersion program in the state of Georgia, and I’m very pleased about that. However, I cannot imagine why a program that has proven to be so beneficial to students has not received more widespread acceptance.

What does winning the President's Award mean to you?

I am humbled and most grateful to FLAG for bestowing this recognition on me. The foreign language teachers I have known are a stellar group, and being recognized by their professional organization is indeed an honor and is one of the high points of my career. How did you become interested in world languages?

I have been very fortunate to work with highly talented educators in the field of language study, Corinne Barnes and Greg Barfield, to name two of the most prominent, and they have taught me well!

Dr. Greg Barfield also offered some insight about working with Susan Thayer and how he made the decision to nominate Mrs. Thayer for the FLAG President’s Award. What made you nominate Mrs. Thayer for the President's Award?

From the first time I met with Mrs. Thayer when she was running for the Cobb School Board, she was extremely interested in dual language immersion. She listened intently to my explanation about how immersion works in schools and she saw how

excited the parents at the meeting became about the program. Mrs. Thayer encouraged the parents to share their enthusiasm with their local principals. A few months later, after Mrs. Thayer was elected to the Cobb County Board of Education, Mrs. Thayer asked for a district staff member to present information to the Board on how dual language immersion programs could be implemented in Cobb County elementary schools where there was an interest in these programs. It was due to her initiative that Cobb elementary principals now have an option of dual language immersion as an innovative academic model if there is sufficient parental interest. Could you describe your experience working with Mrs. Thayer in language education?

Mrs. Thayer truly believes in the importance of students being able to communicate in more than one language. She supports not only dual language immersion programs, but also all language programs in elementary, middle, and high schools. What can other teachers and students do to engage their community in world languages?

Show how important languages are in a variety of careers. Teachers should invite community members in to see what their students are able to do. Students should show off any awards/achievements they have received in their languages. We must show that languages are communicative and that students are able to communicate and that they can use their languages in a variety of careers. How does Mrs. Thayer's recognition benefit the teaching/learning community as a whole?

Besides the fact that she is deserving of the recognition, she exemplifies that one person can make a difference. She listened to parents in her areas that were interested in immersion, and she asked for the presentation to be made to the Board. This opened up the possibility for immersion programs for all Cobb County schools. What once had been a dream is now a possibility for any Cobb school.

FLAG by the Numbers By: Jenna Miller

Ever wonder how much work goes into a language conference? For those who

attended the Foreign Language Conference in Augusta this past March, you’re well aware of the scale of the event. Hundreds of teachers and dozens of companies from all

over Georgia showed up to share their techniques, technologies, and teaching styles. Without getting too deep into the details the amount of work put into the conference was obviously astounding. Just by standing in a room one was able to have a grasp of the amount of planning put into organizing the conference. I went behind the scenes and gathered up the numbers to determine just how large the

conference really was and how much work was put into creating such an impressive event.

With help from Mary Ellen Foye, the treasurer of FLAG, and Brandi Meeks, the

conference coordinator of FLAG, we compiled this list to show FLAG members just how much effort people put into the conference.

Number of attendees:

305 Number of emails sent:

7,759 Number of vendors:

23 Number of first time attendees:

71 Number of pre-conference workshops:

6 (and one PLU) Number of volunteers:

22 Number of languages represented:

At least 7

Number of sessions: 76

Number of award recipients: 7

Numbers of hours put in by Mary Ellen Foye and Brandi Meeks: Innumerable Even without all the background information, the conference itself was spectacular. Many teachers made new connections and others found new ways of teaching and thinking in world languages. Despite the harrowing trials that came with organizing such a large-scale event, the planners succeeded in the overall goal of the conference: recognize the achievements made by those in their field, and demonstrate the unity that comes through the teaching and learning of world languages.

Foreign Language Association for International Rapport (FLAIR)

By: Jana Sandarg

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 world language academic alliance in Georgia (Georgia Southern was the first one established). Our newsletter has been in circulation for thirty-one years. A brochure detailing what FLAIR is and what we offer, as well as our latest newsletters and student and teacher awardees, are posted on our web page. Visit www.augusta.edu/flair. Conference Our annual FLAIR conference was held at Georgia Regents University (GRU) on Saturday, August 29, 2015. Stacey Powell of Auburn University and Kristy Britt of the University of South Alabama gave a workshop, “Mobile Apps to Foster Learning Engagement,” which focused on apps created for use in the target language. Apps are an effective tool to foster learner engagement and the use of the target language in context. Participants downloaded apps and practiced with them in groups. This will definitely help with interacting with our students who are never without their cell phone in hand. The conference was free for all FLAIR foreign language teachers. Victoria Vox and Spelling Bee

Victoria Vox (www.victoriavox.com) is a singer-songwriter in English, French and Spanish. Her two concerts at the GRU Summerville campus were on September 24th in the evening and September 25th during the day. She charmed the audiences with her voice and ukulele! Following the September 25th concert, French and Spanish students from several high schools and middle schools participated in spelling bees. Winners received certificates from FLAIR. Holiday Celebration In December 2015, teachers gathered at the home of Angélica Eubanks (Greenbrier High School) to enjoy international dishes and to get to know each other. Over twenty folks celebrated the holidays.

FLAIR Honor Society Induction For the fourth year in a row, due to the high volume of inductees, FLAIR held separate ceremonies on two different nights on the campus of Augusta University (Georgia Regents University was renamed “Augusta University” in December, 2015). On February 29th and March 1st, 768 students from 24 schools were inducted into the honor society. There were 148 recipients of the 3rd year medal, and 39 recipients of the 4th year pin. Graduating seniors who are FLAIR Honor Society members have a FLAIR seal affixed to their high school diploma and many students wear a special cord at graduation.

On February 29th, the Upper School Chorus of Augusta Preparatory Day School, directed by Kirsten Newlin, performed songs by Verdi and Mozart. Kailin Chen of Greenbrier High School recited a poem in Spanish and the Evans High School Step Team, directed by DiAnne Johnson, performed to a Latin beat. On March 1st, French students Stephanie Hayes and Elizabeth Stevenson from Aquinas High School recited poems in French. Both evenings the audiences enjoyed several folkloric dances by the dance group, “Venimos de Panamá,” directed by Ricardo Rodríguez. Door prizes for each school were boxes of Girl Scout cookies. Christy Presgrove (Greenbrier High School), Michael Harris (Butler High School) and their students served refreshments at the reception. FLAIR recognized Dr. Sandra Carraway, the superintendent of Columbia County, and Ms. Melissa McAllister, the Fine Arts/Foreign Language Professional Learning Specialist of Richmond County. Each high school chooses their outstanding foreign language student, who is recognized at 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 2016:

2016 FLAIR Outstanding Students of the Year Khang Kieu, German, Academy of Richmond County Carolina Lovas, Spanish, Aquinas High School Mark Chamberlain, Latin & Spanish, Augusta Preparatory Day Gracie Smith, Latin, A.R. Johnson Health Sciences & Engineering Tiara Jones, Spanish, Butler High School Julia Powell, Latin, CSRA HEA Trent Andrew Swanson, Spanish, Curtis Baptist School Aubrey Quick, Spanish, Edmund Burke Academy Morgan Powell, Spanish, Fox Creek High School James Robert H. Clay, French, Greenbrier High School Christina E. Toler, Spanish, Grovetown High School Britney Claxton, Spanish, Harlem High School Allison Sasser, Spanish, Jefferson County High School Connor Preston Lewis, Spanish, North Augusta High School Meisha Godbee, French, T.W. Josey High School

Figure  3:  Mark  Chamberlain  -­‐  FLAIR  Outstanding  Student  of  the  Year

Dayna Frazier, Richmond County Technical Career Magnet Michael Kyser, Spanish, Washington County High School Morgan H. Brunty, Spanish, Westside High School

One student from this group was chosen as the 2016 FLAIR Outstanding Student of the Year: Mark Chamberlain, a Latin and Spanish student at Augusta Preparatory Day School. The 2016 FLAIR Teacher of the Year was Julio Ávila, a Spanish teacher at North Augusta High School, in North Augusta, South Carolina. Both received a plaque, a cash award and a FLAIR nametag denoting their award. Their photos are on the FLAIR web page.

Culinary Arts Class This year we held a Culinary Arts class,

“International Cuisine: Cook and Eat,” for FLAIR Honor Society members on March 15, 2016. Our host and head chef was Craig Oglesby (Richmond County Technical Career Magnet School). Other teachers

who taught the cooking class were Julio Ávila (North Augusta High School), Terry Meredith (Aquinas High School), Christy Presgrove (Greenbrier High School), Sonia Puerta-Quinn (Episcopal Day School), Michael Harris (Butler High School) Marisol García-Mitchell (Butler High School), Richardson “Rico” Lane (Butler High School), and Edwin Pérez (FLAIR Treasurer). Jana Sandarg (Augusta University) was the official photographer, taster and cookbook editor. We dedicated the cookbook to our friend and colleague, Leslie Dawson (Evans High School), who passed away on January 31, 2016. She was a French teacher who always prepared delectable French desserts for the cooking class, and we made her desserts to honor her. She is greatly missed.

Figure  5:  Julio  Avila  -­‐  FLAIR  Teacher  of  the  Year

Figure  4:  Jana  Sandarg  &  Christy  Presgrove  sampling  the  cuisine

FLAIR Teacher Grants Teacher grants are available to active FLAIR members who are presenting at a

conference, working 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. Student & Teacher Study Abroad Awards

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 given per year. They must participate in an organized program and the funds will be disbursed after receiving official documentation of completion of the program. This spring, we awarded a study abroad grant to Michael Harris (Butler High School), who will study in Nice, France, this summer.

FLAG Award Winners

Teacher of Promise

Bertha Hernandez Chong

Woodville Tompkins Technical and Career High School, Garden City, Georgia Ms. Hernandez Chong teaches Spanish I, II, III, and AP Teacher of the Year K-12

Ms. Aida J. Flores Ortega

Campbell High School

Ms. Flores Ortega teaches Spanish from beginning levels to standard and higher levels within the International Baccalaureate (IB) Program as well as Advanced Placement

Post-Secondary Teacher of the Year

Dr. Elizabeth Combier

University of North Georgia

Department Chair of the Spanish Department

Named Distinguished Professor by the UNG Alumni Association in 2010

Leadership K-12

Dr. Mark Linsky

Teacher Specialist for World Languages

Savannah-Chatham County Public Schools

Post-Secondary Leadership Award

Dr. Janet Sandarg

Professor at Georgia Regents Unversity

ACTFL Florence Steiner Award for Leadership in Post-Secondary Education, 2008

Administrative Support for World Languages

Ms. Carrie Woodcock

Head of World Languages and Global Initiatives

Hall County Schools

A Letter From the President By: Denise Overfield

Dear FLAG members: It’s an exciting time to be a language supporter in Georgia! I don’t say that lightly. Georgia educators and students continue to inspire and serve as role models across the nation. At a time when there is much negative talk about education, it is worth noting the following:

In April 2016, the Association of Latino Administrators and Superintendents (ALAS) recognized Dr. Greg Ewing as the Hispanic-Serving School District Administrator of the Year during its second annual Leaders in Education Awards Gala on April 25 in Washington, D.C. Dr. Ewing is Chief Accountability and Research Officer for the Cobb County School District and a longtime FLAG member (and former FLAG Board member).

In May 2016, Georgia became one of 18 states with a Seal of Biliteracy that recognizes students with a high level of proficiency in English and another language. It is estimated that between 5,000 and 10,000 students annually will earn the designation. This designation may be coupled with an International Skills Diploma Seal certifying attainment of intercultural competencies.

And, as usual, the FLAG conference was a rousing success. More than 300 language educators took advantage of this annual event to share ideas, learn new skills, collaborate with colleagues, and develop strategies for language advocacy.

In March 2017, FLAG will return to Atlanta for the conference. The theme will be “Innovation and Inspiration: Language Learning in the World.” To celebrate both the theme and the leadership that Georgia language educators display every day in the classroom, FLAG introduces this year the Innovative Programs Award. This award is designed to celebrate the collaborative nature of language education and to recognize the collective efforts of departments, programs, and/or student groups to promote language learning. Two divisions will be recognized: p-12 and post-secondary. Keep an eye on the FLAG website, www.flageorgia.net, for updates. Session proposal forms are available online now as well.

The passion of our FLAG members never fails to inspire me. It’s my hope that FLAG can continue to support your work by providing opportunities for both members and their students and communities.    

Please join us at:

The Foreign Language Association of Georgia Annual Conference

March 3-4, 2017

“Innovation and Inspiration: Language Learning in the World”

At the

Renaissance Concourse Atlanta Airport Hotel One Hartsfield Centre Parkway

Atlanta, Georgia 30354

Conference Registration materials will be

Online November 1, 2016.

See you in Atlanta!

Interested in contributing to the newsletter?

We are always looking to hear from amazing people in Georgia who make world languages a major part of their life. If you know a teacher or student who deserves to be recognized for outstanding work, a story involving the application of world languages or if you know of events, festivals, or anything of the like celebrating other cultures and languages, email the information to journal@flageorgia.org. We would love to hear your stories.

Requirements for sending stories/pictures: All jpgs must be original and

include a caption of any people included in the photo, an explanation of what is happening in the photo, and credits to the photographer. If the photographer is a student, include the school they attend. All jpgs must be sent as separate files from the text. Do not embed photos within the story.

All contributors must be members in good standing of FLAG. Submitted stories must include the author’s name and must be comprehensive to the editor (e.g. grammar must be understandable, size 12 font, etc.). When submitting a story, it is understood that the editor is within their rights to change the layout, wording within the story, and may edit out portions of the story if it seems redundant or unnecessary.

If sending in event information, include dates, locations, times, and any other information relevant to attending (e.g. if there is a registration fee, parking details, etc.).

If you wish to notify FLAG of an outstanding student or teacher, send contact information such as their email and telephone number so that they may be notified and an interview can be set up.

Thank you for supporting the Foreign Language Association of Georgia and

continue spreading the gift that is another language. Be sure to look out for the fall newsletter and perhaps see a story YOU sent in.

Figure  6:  Photo  by  Sarah  Young