Conference Sessions : simplebooklet.com

NameSchool/OrganizationSubcategory Session Title Session Description"Embracing Diversity and Inclusion: World Language Learning For All"Tanji Reed Marshall, Ph.DDirector of P-12 PracticeCultivating and Promoting Equitable Climates Of Learning: For Staff and Students1Dr. Katy Arnett (KEYNOTE)St. Mary's College of Maryland Access for Neurodiverse LearnersFrom Deficits to Barriers to Opportunities: Transforming What It Means to Be an Inclusive Language Educator Being an inclusive language educator is not simply about curating and implementing a list of specific teaching practices that facilitate access and support proficiency development for all students. Inclusive language teaching is a process, constantly evolving and iterating. These dual changes occur because we expand our knowledge of our students’ needs and identities and put that in conversation with the also-evolving goals, structures, and practices of our language programs. In this keynote, I will speak to the ways we have oriented ourselves towards the work of inclusive practice in language education over the years—and how some of those histories are still very much a part of our present policies and practices. I will trace the ways we have framed disability and learner differences, and how current conversations around equity, discrimination, and fundamental human rights can reveal new opportunities to recognize our current successes, reframe our ideas and actions moving forward, and reinvigorate the energy around the value and potential of language classrooms. Dr. Katy Arnett (PRESENTATION)St. Mary's College of Maryland Access for Neurodiverse LearnersExploring and Eliminating Inherent Barriers of Common Language Learning Activities In this session, participants will analyze a variety of language learning activities (e.g., textbook exercises; role-play scenarios; compare/contrast tasks, teacher talks, to name a few to identify ‘inherent’ barriers—meaning—how do the structure, expectations, and/or content limit students’ options for engaging with the language and developing their learning in a way that respects their identities and needs? We will explore ways instructional patterns and activities can be restructured to limit or eliminate those barriers, and participants will have the opportunity to develop new “templates” for use in their classrooms that allow them to maximize learner access to the activities. 2Adil BentaharUniversity of DelawareCulturally-Responsive EducationCulturally-Responsive Pedagogy: What Works in the Language Classroom?We often mention culturally-responsive pedagogy (CRP) or education as a framework that helps empower students and ensures autonomous learning, but a smooth implementation of this concept also entails teachers’ awareness of their own cultural beliefs and views (e.g., implicit bias) as well as recurrent reflections on their every-day teaching practices. In this session we will look further at the rationale and applicability of CRP in our contexts. To this end, the presenter will engage the attendees in jigsaw activities and invite them to 1) revisit their understanding of CRP, 2) review its key principles, and 3) discuss strategies that many language teachers have found effective at improving the quality of teaching and learning in their classrooms. The attendees will have the opportunity to not only discuss CRP-based strategies but also reflect on their own practices and experiences.The focus and content of this session will be relevant for language learning in general, but it will be especially intriguing for language teachers who work with English learners. Supporting the academic experiences of English learners fosters more diversity and inclusion in schools.3Dr. Ali AlalouUniversity of DelawareIntercultural CompetenceIntercultural and Transcultural Communication in the ClassroomThe aim of this presentation is to explore the relationship(s) between language and culture through an L2 in intercultural and transcultural communication in the classroom.This presentation aligns with the conference theme since it explore the relationship(s) between language and culture through intercultural and transcultural communication.4Grant CastnerExtemporeProficiency for All (6 Core Practices)Making the Most of Interpersonal Tasks: Before, During, and AfterInterpersonal activities and tasks come in many shapes and sizes in the world language classroom. How can we best design them and prepare students to give and receive language during interpersonal tasks? What happens when students are finished with an interpersonal task? In this session, participants will learn about the importance of using interpersonal tasks; see best strategies for designing, implementing, and creating follow-up opportunities; and view examples of different types of interpersonal tasks in the WL classroom.Interpersonal assessments are by nature between two or more people. When incorporated properly into the classroom, every student has an opportunity for their voice to be heard, whether amongst their peers or within the class as a whole.5Gregory Fulkerson 1Delaware Department of Education; DECTFLProficiency for All (6 Core Practices)Advancing Equity in World Language Learning: Examining What it Means to Have High Quality Instructional Materials (HQIM)In this session, participants will explore the definition of High-Quality Instructional Materials (HQIM) and the role they play in advancing equity in a proficiency-focused World Language classroom. Participants will learn about Delaware’s focus on using HQIM and leave with rubrics that will assist them in identify instructional materials that will help decrease inequalities between and within schools’ World Language classrooms.The focus on understanding what makes for high quality instructional materials (HQIM) and the rubrics for determining those will help educators ensure that the materials being used in world language classrooms afford all students more opportunities to not only see themselves in their own learning but actually equip them with the supports they need to be success language learners. Therefore, this topics focuses on equity and cultural responsiveness in world language learning and fits perfectly with the year's theme of embracing diversity and inclusion.6Gregory Fulkerson 2Delaware Department of Education; DECTFLCulturally-Responsive EducationCulturally-Responsive World Language Learning: Implications for Instructional Shifts in the Proficiency-Oriented World Language ClassroomIn this session, participants will explore the Delaware Department of Education’s definition of Culturally Responsive Education and reflect on how proficiency-oriented world language teaching and learning may look and feel differently through a culturally-responsive lens.Understanding the fundamental definition of what it means to be culturally responsive in the world language classroom underscores the what is truly means to embrace diversity and inclusion.7Mandy GillinConrad Schools of Science / Red Clay Consolidated School District; DECTFLCommunity ConnectionsAddressing the Communities Standard within the World Language Classroom: The Promise of Peer Language ExchangeOpportunities for authentic communication give purpose to the language classroom and motivate students to engage with their learning in meaningful ways. However, finding opportunities for students to use the target language and engage with cultural similarities and differences is often challenging. However, in schools with large populations of target language speakers, there may be a way. This project looked at the possibility of creating a peer language and culture exchange, pairing the Spanish learners and the Heritage Spanish speaking students within one secondary school, in a way that could benefit both groups. Developed around the Communities standard, the project addresses all the World Readiness standards as they encourage students to look beyond language and cultural barriers to build community, make connections and communicate with purpose.My project aligns with the theme by encouraging students to look beyond language and cultural barriers to build community, make connections and communicate with purpose. Cummins (2005) suggests that by pairing language learners with heritage speakers, we can provide an opportunity for these students to embrace their home language and culture, rather than hide it.8Patricia GuidoCaesar Rodney High School / Caesar Rodney School District; ACTFL, DECTFLProficiency for All (6 Core Practices)Using Sora Books to Reach All Learners in the TLSora books is a digital reading resource that can be used beyond the ELA classroom. In this presentation, I share how I used Sora books in the TL with students of different abilities. Students search for a book in the TL and choose something to read during class. Sora allows for different reading levels, genres, and types of books. Using a graphic organizer for students to respond to their reading allows them to interact with the language and show their learning in English or the target language. Ideas for the graphic organizers and ways to respond to the reading are given.This presentation embraces diversity and inclusion in two ways. First, the students can be of varied reading levels and still participate in the lesson. Heritage learners can choose books that they can read alongside level 1 students that might choose a picture book or magazine article. Secondly, the reading material available is reflective of our diverse student population. There are different genres, picture books, chapter books, books about a variety of topics. This is an empowering activity in the TL because students are using real published writing in the TL that they have chosen based on their interest and ability. They grow in confidence as they use pictures, background knowledge, or context clues to understand what they read.9Xue Qin & Qi ZhaoAllen Frear Elementary School / Caesar Rodney School DistrictDual Language Learning for AllStrengthening Language Skills in a Community of Inquiry (COI) ClassroomWe all see the Escape Room craze, but have you wondered how you could use this fun game in your Chinese classroom? An escape room can be a virtual or physical adventure game, in which a team of participants discovers hidden clues and solves a series of puzzles to escape in the set amount of time. In this session, participants will be guided step by step on how to successfully embed escape rooms into their teaching in both Immersion and Chinese language classroom settings. The presenters will demonstrate classroom samples of utilizing escape rooms to boost learners’ engagement in the target language and improve learners’ overall language outcomes. Participants will have the opportunity to try out an escape room virtually as a sample play. The ready-to-use and editable escape room templates complete with extra puzzles’ ideas will be shared with participants. Those resources can be implemented in classrooms of different grade levels and subjects/topics.With intentional planning and deliberate pedagogical choices, cultivating and reinforcing positive interactions among classroom participants becomes an essential component of building a classroom community (Columbia CTL). In order to foster community building in the classroom, it is essential to understand the COI framework and its three elements-social presence, cognitive presence and teaching presence (Garrison, 2009; Garrison et al., 2010). The three elements emphasize the possibilities of creativity and promote critical thinking in a learner-centered collaboration. Educators will be able to free their traditional roles as “experts” to have more time connecting with learners and facilitating learning. Learners learn and practice how to ask questions to dive deep into learning while building strong working relationships with their peers. “Research shows that when students feel that they belong to their academic community, that they matter to one another, and that they can find emotional, social, and cognitive support for one another, they are able to engage in dialogue and reflection more actively and take ownership and responsibility of their own learning” (Columbia CTL).10Cheri QuinlanVista Higher Learning; DECTFL, FLENJ, NCSSFL, ACTFL Proficiency for All (6 Core Practices)Not One More Thing on My Plate!Have you ever uttered those words? If you answered no to that question, have you ever thought them? World language educators, just as all educators, are expected to teach to standards while also addressing the social emotional needs of their students. Add to that the need to focus on culturally-responsive education and help ALL students, heritage, special education, gifted and more, move along the proficiency continuum. During this session we will share ways to address the needs of all students while not adding anything to that already full plate.We will be examining ways to help students move along the proficiency continuum while addressing the social emotional needs of all students.11Kathryn Rump & Kristen MatulewiczAppoquinimink High School / Appoquinimink School District & Biggs MuseumCommunity ConnectionsConnecting World Languages and Modern ArtworkBring artwork to life in your classroom by becoming part of the Biggs Museum of Art’s Adopt an Artwork program! This session will give you ideas for using art with your novice through intermediate students and provide a way to connect with the community beyond the classroom. Learn about the Adopt an Artwork program and see examples from previous years’ participants. The pieces of artwork are different every year, providing new ways to incorporate them into class while giving the students hands on experiences.Students of all backgrounds can appreciate art and display their artistic abilities. This session will demonstrate a variety of ways to engage students of all abilites while developing their proficiency in describing a scene, learning about artists of different backgrounds, and making connections. Students will also show their creativity through a hands on art project. Ideas for various projects will be provided.12Holly Schnittger & Chris WendelOdessa High School / Appoquinimink School District & McKean High School / Red Clay School DistrictProficiency for All (6 Core Practices)Making Feedback Meaningful and EfficientWe know that it can be frustrating to give feedback that isn't used - especially when students don't read it. The solution is simple: give quality feedback, that students will use, and that is relatively quick to give. Easy right?! During this session, we will take you through various methods to give feedback, suggestions on what feedback to give, and ways to get students involved in leveling up their language. The pandemic has pushed a lot of teachers to become more digital in the way we run our classes. Along with this new push for hybrid and virtual teaching, has come the push for quicker feedback. We will take teachers through various methods that vary in complexity so that all teachers (from the pen and paper teachers to the paperless classroom teachers and everyone in between). Every teacher will be able to walk out of our session with at least one new method for giving students the feedback they need to improve their world language skills.13Jennifer SchwesterBrick Township Public Schools; NJ / FLENJ, NECTFLSocioemotional LearningEncouraging Proficiency Through Mindfulness and SEL ActivitiesBy allowing students a safe space to express themselves, mindfulness and SEL activities in target languages will help students to develop kindness, caring, and understanding amongst themselves. Mindfulness and Social Emotional Learning activities encourage participation and create a platform to introduce and discuss challenging topics. Attendees will be provided with opportunities to participate in mindfulness and SEL activities and share ways to use them in the classroom. While the workshop will be taught in English; links/examples will be provided in target languages so teachers can provide these skills to their students at any level, while adapting to each proficiency level.Mindfulness allows students to learn how to become aware of their emotions, while SEL helps to create a level playing ground in the classroom by understanding each other as humans and not by heritage, social standing, race, or ability. This encourages students to grow in how they view and treat others and to prepare them to continue to be a positive part of our global community.14Victoria Sorg & Vinny CivarelliBrandywine School District & The Charter School of WilmingtonCommunity ConnectionsLeverage Organizations & Societies to Increase Language Program ProfileWould you like to advocate the importance of world language programs in your school or district, but unsure where to begin? Have you wanted to spend time networking and collaborating with colleagues? Now is your opportunity! This session will allow you to learn more about the French and Spanish national associations AATF and AATSP. Learn how your membership is invited and essential. Discover how to build excitement for your programs by highlighting student achievement with language honors societies. Lastly, be made aware of the numerous opportunities that exist for both educators and students as a part of these associations. 15Jiye ShiNewark High School / Christina School DistrictProficiency for All (6 Core Practices)Teach Chinese Grammar to the English Speakers in A Functional WayThe presenter will demonstrate how she teaches Chinese Grammar in a functional way via different media/format , such as games, body-performance, and so on. Her motto is Grammar-teaching for Language Competence’s Sake, instead of Grammar Sake.The presenter will give her audience tips on how to design grammar learning activities that can engage diverse learners, or can reflect diverse background. Also, when demonstrating her grammar teaching, she will provide diverse example cases.

Conference Sessions

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