Pre-conference Workshops 2021

Pre-conference Workshops

  • Pre-conference workshops will be offered on Thursday, April 22.
  • Morning workshops are 8:30–11:30 and afternoon workshops are 12:30–3:30. All-day workshops are 8:30 a.m.–3:30 p.m with a one-hour break for lunch (on your own).
  • If you register for Friday and/or Saturday, you may add pre-conference workshops for an extra fee.
  • If you register for Thursday only, you may select up to two 3-hour workshops or one 6-hour workshop (included in your registration fees).
  • Our current plan is for a hybrid conference. In this model, pre-conference workshops will only be available on-site and will not be live-streamed or recorded. Please do not add a pre-conference workshop to your registration form if you are registering for virtual-only.
  • If the full conference pivots to virtual-only, pre-conference workshops will be rescheduled to fit a virtual format. They will not be recorded or available asynchronously.

Pre-conference Workshop Listing
Thursday, April 22, 2021

You may register for Thursday-only and select one 6-hour workshop or two 3-hour workshops OR you may add pre-conference workshops to a Friday/Saturday registration (additional fee applies).

Full-day Workshops, 8:30 a.m.–4:30 p.m.

(one-hour break for lunch on your own)

1. Museo del Barrio: Decolonizing the Heritage Learner Curriculum

Molly Monet-Viera, Ph.D., Boston University, Boston, MA
Maria Datel, Boston University, Boston, MA

This workshop takes teachers (either in person or virtually to the Museo del Barrio in the morning to explore how to use local Latinx cultural resources in their heritage speaker courses. We will exploit the museum as an intersection of art, heritage, and narration as it tells the history of the Puerto Rican peoples from the Colonization to the contemporary immigrant experience in NYC. Unlike other museums that tell Latinx stories from a hegemonic perspective, this museum is a narrative of resistance, depicting Puerto Rican stories from the perspective of its peoples. In the afternoon we will discuss strategies for creating classroom activities and assessments based on the artwork and for finding cultural resources either in their own communities or online.

Language of presentation: English Levels: High School & College
Examples in: Spanish and English Keyword: Culture/Literature

2. The Departmental Mindset Shift: Teaching and Programming for Proficiency

Nicole Sherf, DML, Salem State University, Salem, MA
Tim Eagan, Wellesley Public Schools, Wellesley, MA

This is an exciting time to be a language teacher! A proficiency movement supported by research and resources is shaping the way that we now prepare, teach, program, and assess world languages. Orient to the shift with an overview of effective practices and many resources such as the six Core Practices, the Seal of Biliteracy, and many strategies to motivate and engage your students to proficiency development. Come as a department, with a department member or on your own. Bring a device.

Language of presentation: English Levels: PreK-12
Examples in: English, Spanish, French Keyword: Articulation

Three-hour Workshops, Morning, 8:30–11:30 a.m.

3. Introduction to Social Justice Education: Everyone Starts Somewhere!

Pam Wesely, Ph.D., University of Iowa, Iowa City, IA
Beth Wassell, Ph.D., Rowan University, Glassboro, NJ

Teaching for social justice is becoming a more and more common, and vital, feature of world language teaching. However, sometimes WL teachers struggle to envision how to integrate or create social justice components in curricula, units, and lessons that are already planned and articulated to develop their students’ language proficiency. The purpose of this workshop is to provide WL teachers newer to social justice education with concrete techniques and ideas to take their first steps to teaching for social justice. Teachers in the workshop will reflect, learn, and develop curriculum and materials relating to social justice. This workshop is for teachers of all languages and all proficiency levels of students, with examples in multiple languages.

Language of presentation: English Levels: PreK-16+ (all)
Examples in: Multiple Keyword: Instructional strategies

4. Building Unit Plans with Core Practices in Mind

Leslie Grahn, Independent Consultant

In this workshop, participants will practice thinking processes for unit planning with attention to embedding core practices to ensure proficiency gains for students. Participants will deepen their background knowledge of high leverage core teaching practices and will consider how to implement them in planning learning experiences for their students. Participants will explore models, examples, and templates for making instructional decisions for both face-to-face and virtual language learning environments.

Language of presentation: English Levels: PreK-16+ (all)
Examples in: Multiple Keyword: Curriculum

5. Educating to Address and Eradicate Antiblackness in World Language Classrooms

Rhashida Hilliard, Ph.D., Horace Mann School, Bronx, NY
April Broussard, Town School, New York, NY

According to the Teaching Tolerance organization, there are approximately 20 social justice anchor standards and domains related to identity, diversity, justice, and action. These standards include but are not limited to students developing the language to accurately and respectfully describe how people are similar to and different from each other; students analyzing the harmful impact of bias and injustice on the world, historically and today; and students making principled decisions about when and how to stand against bias and injustice in their everyday lives. . . [2016, p. 3]. Attendees will promote the above standards through interactive activities: completing an identity circle, delving into intersectionality and antiblackness, and planning engaging and socially just lessons.

Language of presentation: English and Spanish Levels: PreK-12
Examples in: Multiple Keyword: Curriculum

6. Looking Back, Moving Forward: Teaching Elementary Languages Through the Pandemic

Nathan Lutz, Kent Place School, Summit, NJ
Amanda Seewald, MARACAS Language Programs and Learning Kaleidoscope, Scotch Plains, NJ

During the spring of 2020, teachers shined as heroes. When faced with emergency closures and struggling through distance teaching without any preparation, we quickly shifted from survival mode to creative planning mode. It’s a testament to how teachers just get things done. Along the way, we learned a lot: we streamlined our curriculum by dropping things we didn’t like or need from our former teaching models and innovated what we needed to replicate because it was missing in the virtual space. In this session, we’ll draw upon teacher experience to chart a course forward using the best of what we all have collectively learned.

Language of presentation: English Levels: Elementary
Examples in: French, Spanish, Mandarin, Japanese Keyword: Instructional strategies

7. Scaffolding IPAs: Capstones in a Backward Design Curriculum

Lily Hart, Bellows Falls Union High School, Bellows Falls, VT
Christina Frei, Ph.D., University of Pennsylvania, Philadelphia, PA

Integrated Performance Assessments (IPA) can guide robust learning outcomes when seen in the trajectory of a larger curriculum from the beginning. They can serve the function of a reliable summative assessment, as well as a meaningful end-point from both the students’ and teacher’s point of view. Participants in this workshop will review the principals of IPAs and Backward Design, see examples from lower-level German, Latin, and Spanish curricula, and, working in groups, create scaffolded IPAs, including rubrics and formative assessments to lead up to them.

Language of presentation: English Levels: High School & College
Examples in: German, Latin, Spanish Keyword: Assessment

Three-hour Workshops, Afternoon, 12:30–3:30 p.m.

8. Transformative Language Education for All: Intercultural Citizenship and Social Justice

Cassandra Glynn, Ph.D., Concordia College, Bronxville, NY
Manuela Wagner, Ph.D., University of Connecticut, Storrs, CT

In this workshop, participants will have the opportunity to learn and experience how teachers and teacher educators can transform language classrooms to increase critical thinking among learners, challenge learners with social justice topics, and systematically promote students’ development of intercultural citizenship (Byram, 2008). Using practical frameworks and examples in multiple languages for different proficiency levels, participants will evaluate a variety of ideas and also gain hands-on practice that can be applied to their own classrooms. We will focus on the interpretation of meaningful input and multimodal interaction with authentic resources and content in the target language to develop students’ proficiency as well as their plurilingual and pluricultural identities.

Language of presentation: English Levels: PreK-16+ (all)
Examples in: Multiple Keyword: Professional development

9. Growing as Educators Through the Lens of High-Leverage Teaching Practices

Greta Lundgaard, ACTFL, Alexandria, VA
Paul Sandrock, ACTFL, Alexandria, VA

What are high-leverage teaching practices that are effective with language learners? Reflect on your classes and how to be even more intentional in supporting language learning. ACTFL’s Guiding Principles and the TELL Framework serve to unpack teaching practices into components to analyze learning and set and monitor goals for growing as an educator. Examine the correlation of ACTFL’s Guiding Principles and the TELL Framework to outline the WHAT and the HOW of being an effective language educator. Focus your teaching and improve students’ learning.

Language of presentation: English Levels: PreK-16+ (all)
Examples in: Multiple Keyword: Instructional strategies

10. Having Conversations about Race in Foreign Language Classrooms

Angèle Kingué, Ph.D., Bucknell University, Lewisburg, PA
Noelle Rouxel-Cubberly, Ph.D., Bennington College, Bennington, VT

In this 3-hour workshop, we will examine the most effective ways to have conversations about race and social justice in foreign language classrooms. What materials should we use? What strategies will allow us to develop constructive dialogues where our students will learn to interrogate and challenge assumptions? Using seminal texts By Ibram X. Kandi, Haitian writer Dany Laferière, the rich resources provided by the African American Museum of History and Culture, as well as the social justice education framework proposed by Sonia Nieto, we will examine ways to prepare our students to interrogate and challenge misconceptions and untruths that lead to structural inequality through activities and strategies that promote critical thinking and agency for social change.

Language of presentation: English Levels: High School & College
Examples in: French Keyword: Diversity

11. Preparing to Implement the NYS World Languages Standards

Candace Black, NYSED – OBEWL, Albany, NY
Jian Liu, NYSED-OBEWL, Albany, NY

This workshop is an overview of the newly revised World Languages Standard, which is anticipated to be adopted during the 2020-21 school year and then implemented starting in September 2023. It will focus on the Communication standards, a curation of authentic resources that engage students in real-world tasks and an assessment that is performance-based and proficiency-targeted. Participants will also delve into the Cultures standards made up of the 3 Ps (products, practices, and perspectives) and then review a sample unit planner, aligned to the revised standards, and then they will create their own planner. Participants will walk away with a greater understanding of what instruction will look like under the new standards, and receive all the information needed in order to begin revising their school’s curriculum to reflect the new standards.

Language of presentation: English Levels: PreK-12
Examples in: Multiple Keyword: Curriculum

12. Diversity and Inclusion in Chinese Classrooms: Approaches and Strategies

Lucy Lee, Livingston High School, Livingston, NJ
Carol Chen-Lin, Ph.D., Choate Rosemary Hall, Wallingford, CT
Baocai Jia, Cupertino High School, Cupertino, CA
Yulan Lin, Ph.D., Boston Public Schools, Boston, MA

Honoring and celebrating a diverse student body in the Chinese classroom, the workshop presenters will share approaches to fine-tuning existing curricula and transforming them to reflect a more accurate, current, and realistic social-cultural context in which students live today. Strategies for creating an inclusive, safe classroom will be explained, and the implementation of re-designed lessons to promote social-emotional well-being will be shared through teaching demos. Presenters will use curriculum themes (Personal Identity, Families and Community, Contemporary Life, and Global Challenges) to explore an in-depth treatment of adding and supporting diverse perspectives and backgrounds of students to build and promote a sense of inclusion.

Language of presentation: Chinese and English Levels: Secondary (6-12)
Examples in: Chinese Keyword: Diversity