Friday, October 19, 2018 from 2:15pm-3:15pm
|The Rhythm of Language/Music in the Spanish Classroom||Salons A & B||
|Spanish||Participants will learn how to introduce music and dancing as a crucial piece in the Spanish Language Culture curriculum. Various music will be share, and dancing will follow the music.|
Effectiveness of Accelerated Integrative Method (AIM) in Teaching Spanish as a Foreign Language
Jeungeun (Claudia) Kim
|Spanish||The purpose of this presentation is to show the findings of a mixed method study investigating the effectiveness of Accelerated Integrative Method (AIM) in teaching Spanish as a foreign language at a charter school in the U.S. Presenters will provide a PowerPoint defining activities and detailing specific strategies used in the language classroom for students learning foreign languages. Program structure and teacher experiences will be discussed. The attendees will reflect on the current practices and learn best practices to teach Spanish as a foreign language.
|Back to Basics to Build Student Confidence
||Emma O. Brombin
|Instructors lament the declining attention given to the sentence components of the English language making the learning of a foreign language even more difficult. Lack of practice or emphasis in the pronunciation principles of a foreign language weigh heavily on students’ ability to communicate clearly. Integrating this combined approach to a traditional foreign language instruction benefits the students’ learning and diminishes their stress of learning a language. Lesson plans and evaluation reports will be discussed and shared with audience. Lecture presentation followed by Q & A session.
|Vamos a Aprender: Let's Learn through Engaged Activities
||Dr. Angélica Pereles-Coleman
|Many times, as teachers we're looking for ideas to engage our students while they are learning. This presentation will allow teachers to create a pile of ideas to use immediately in the classroom. The presenter will give several hands-on activities where teachers can develop engaged activities for their classroom. These activities will be a range of activities using electronic devices as well as apps. In addition, it will include activities where teachers do not need iPads or electronic devices to conduct the lesson. With these activities, the presenter will provide ideas for outside the classroom practice.
|Camino de Santiago
||Generosa González González|
Pilar Taboada de Zuniga
|Spanish||El Camino de Santiago es objeto de estudio para los departamentos de universidades de todo el mundo ya que permite un acercamiento multidisciplinar al pasado y la actualidad de la cultura hispánica. La Universidad de Santiago de Compostela ha sido pionera en el desarrollo de programas experienciales en el Camino de Santiago y en esta ponencia presentaremos dos de estos programas.
Speed Dating with Google apps in the Language Classroom
Struggling to meet the needs of the different language proficiencies in the classroom? Use diverse Google apps for Education to create or enhance your own lessons and transform them into interactive lessons that appeal to all levels of language proficiency. Learn from Google For Education Certified Trainers how to use these Google tools to revolutionize the language classroom. Presenters share examples of diverse lessons, including different apps, that have successfully been used with or created by language learners in both Spanish and English. This is a BYOD workshop.
|Destination: Cultural Connections. Pack your bags and get your boarding pass.
||Become a traveling avatar and get ready for an interactive game as you complete your passport and board your plane! Change your currency at the airport and you are ready to explore the wonders of the Spanish-speaking world. Try to collect the most frequent flyer miles as you explore each country.
|Paris Is Always A Good Idea: A Celto-Roman Gallivant
||After half a century of mostly staying shelved, the AP Latin exam’s restoration of the Gallic Wars Commentaries as standard reading for Latin students challenged us to relearn, rewrite, and reimagine our instructional repertoire. How are the Commentarii relevant to modern issues? In what ways does the text inspire global connections? How do we find and convey joy in teaching Caesar? The presenter will relate novel ways in which international exchange and local collaboration have enhanced her classroom instruction, promoting awareness of the threads that bind generations and empowering students to engage the world with insight, appreciation, and creativity.
|Bridging Cultures: The Historical, Poetic, and Artistic Accounts of a Love Story||Azalea B||Dr. Iona Sarieva|
Dr. Marcela Van Olphen
|This presentation is motivated by the recognition of the key role of culture in the language classroom. It aims to engage the audience with the story of Concepción De Arguello, the daughter of 19th century colonial governor of Spanish California and the Russian explorer Nikolai Rezanov. The presenters will put side by side the accounts of this story as depicted by poets, artists, and historians and will discuss them from an anthropological point of view. The presentation will be concluded with suggestions for exploration activities for high-school and college-level Spanish and Russian language classrooms.|
|Cultural awareness: the key to learning language and connecting with others
||Culture Japanese||It is rare to have hands on experiences with Asian cultures in Florida. However, learning a language always involves learning a culture. How should we teach cultural awareness in this difficult situation? I have been organizing a cultural event called “Japan Immersion Day” to give students opportunities to learn hands on aspects of Japanese culture. I will explain how to organize this kind of cultural event as a way to connect with students of different age groups and interests and a way to promote enrollment in language programs, improvement of language ability through cultural education, and continuation of language education.
|Teaching Chinese in American School Discourses: Characters or Pinyin
||Oleander A||Huihong Bao
||Chinese||As Chinese teachers teaching in American cultural school discourses, we all face challenges as the majority of our students do not have any Chinese background at home nor in their communities. Some teachers choose to teach characters while others prefer to teach Pinyin only. What do researchers say about teaching characters and what do they say about teaching Pinyin only? I will synthesize what the current L2 (Second Language) acquisition and learning researchers have found out about each approach and walk you through my own methodology shift and the related rationales to help you make appropriate decision in your teaching practice.
|L' Autre Francophonie: La Belgique en Classe de Français
|While Francophones share a common language; each francophone community reflects a complex combination of culture, lifestyles, economics and perspectives. Belgium has much to offer in terms of complex (and sometimes conflicted) multicultural identity and rich heritage. This presentation by a native Belgian and language acquisition expert, welcomes you to the "le Plat Pays". We present resources and material reflecting vibrant aspects of Belgian culture to encourage students' discoveries and support respectful & meaningful cultural connections and comparisons in the classroom. The methods and material, suitable for thematic units & IPAs, reflect the AP or IB themes & frameworks. Audience participation is encouraged.
|College of University Professors
||Business meeting of FWLCU
|Preparing our Youth for a Better World through Social Action: PISA 2018 and the UN Sustainable Development Goals
||Global Education||World language teachers already play a crucial role in preparing youth to participate in our interconnected and complex world. However, now with PISA’s global competence framework to explain, foster and assess students’ global competence, teachers have access to a remarkable tool. Presenters will address teachers’ needs by preparing them to formulate clear ideas about global & intercultural issues they wish to address, collaboratively plan the curriculum, and develop confidence to do so systemically. As global competence includes the capacity to act for collective well-being and sustainable development, presenters will also share two relevant case studies.