RIFLA17_Sessions
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RoomPresentation LinkTimeTopic StrandTELL Project Domains (tellproject.org)Target AudienceMain Language of PresentationExamples in:Session TitlePresentersPresenter BiosSession Abstract
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313http://bit.ly/2hN7uFtSession 1: 9:30-10:30 AMInstructionThe Learning Experience, Learning ToolsTeachers (Elementary, Middle, Secondary)EnglishSpanish, FrenchHomeFUN: Engaging Students in Language Learning Outside of the ClassroomRebecca Klassen, Assistant Professor and Spanish Teacher, RIC and Henry Barnard SchoolRebecca Klassen has been teaching French and Spanish to students from PreK-graduate school for almost 20 years. As a current elementary Spanish teacher, she has been searching for ways to engage students with language learning outside of the classroom as she only sees students for one hour a week. Rebecca specializes in making learning fun and interesting for students of all ages.Homework sounds like drudgery, but homeFUN invites students to participate! Since students spend more time outside the foreign language classroom than in, what are the best methods for engaging students at home? The use of interactive notebooks, personalized websites, community involvement, and other projects will be explored.
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315https://tinyurl.com/CQVHL2017Session 1: 9:30-10:30 AMInstructionThe Learning ExperienceTeachers (Middle, Secondary)EnglishSpanishKeeping it Real!Cheri Quinlan, World Language Consultant, Vista Higher LearningAfter beginning her career as a Spanish teacher, Cheri became a district supervisor for world languages. For seven years, Cheri was the world language/international education/gifted and talented state coordinator for the New Jersey Department of Education. For the past three she has served as a world language consultant. How does "keeping it real" motivate students and help them get better at language? What proficiency targets have you set? What is the relationship between proficiency targets and tasks? The presenter will share several authentic interpretive, interpersonal, and presentational tasks aligned to specific proficiency targets and appropriate for authentic audiences.
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316Session 1: 9:30-10:30 AMAssessmentPlanning, Performance & Feedback, ProfessionalismTeachers (Middle, Secondary, University), AdministratorsEnglishFrenchPresenting the Common European Framework of Reference for Languages & comparing it to ACTFL standardsAudrey Lamou, French Teacher, St. George's School, MiddletownAudrey Lamou has taught French for 14 years in schools, universities and adult language centers. She is accredited by the French Ministry of Education as an examiner, proctor & trainer for the DELF-DALF exams, the TCF & TEF (exams & tests of French as a Foreign Language using the European CEFR).In this session, I will be presenting the Common European Framework of Reference for Languages (CEFR) and comparing it to the ACTFL standards. The goal of this presentation is to familiarize high school teachers with the CEFR since it is commonly referred to in university language programs.
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307bit.ly/actfl-cefrSession 1: 9:30-10:30 AMInstructionThe Learning Experience, Planning, Performance and Feedback, Learning ToolsTeachers (All Levels), Administrators, PolicymakersEnglishFrench, Spanish, ChineseMeeting the Goal of 90%+ Target Language in the ClassroomJoshua Cabral, World Language Classroom; French & Spanish Teacher, K-12; Xiaoyan Hu, RIFLA TOY 2017 & Assistant Director, Chinese International Engineering Program and Senior Lecturer in Chinese, URIJoshua Cabral has a BA in French and an MA in Applied Linguistics, specializing in psycholinguistics and second language acquisition. He has been teaching French and Spanish at the elementary, middle and high school levels for 20 years and regularly presents workshops on language proficiency and cultural competence at state, regional and national conferences. He also works with schools and districts as they work toward building proficiency-based language programs. Joshua is passionate about access to education in developing countries and works closely with schools in Haiti and Nicaragua where he often travels to work with teachers and students.

Xiaoyan Hu is a graduate student in the URI/RIC PhD in Education Program and a Senior Lecturer of Chinese at URI. Before teaching at URI, she taught Chinese as a foreign language at Zhejiang University in China for seven years. Xiaoyan is excited to strengthen the Chinese curriculum by using her experience in developing proficiency, computer assisted communication, and project-based learning methodologies. Her goal is to share the Chinese language and culture with eager students and assist them on their path to become global professionals, while continually expanding her own professional and academic career.
Join our keynote speaker and 2017 Teacher of the Year in a panel discussion on strategies for achieving the goal of 90% plus target language use in the classroom! With experience spanning K-16 across commonly and less comonly taught languages, this discussion will appeal to all audiences.
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304Session 1: 9:30-10:30 AMInstructionThe Learning Experience, Learning ToolsTeachers (All Levels)
English and Italian
ItalianGet Ready for Prime Time! Catena Bellone, Italian Teacher, Westerly Middle SchoolCatena Bellone has taught Italian to primarily middle school, but also high school and college students, since 2005. She is currently working on becoming certified to teach French in addition to Italian. Her love for learning drives her love for teaching; seeing students excited about actually being able to communicate in the TL inspires her to keep improving her craft.Did you know that there is a prime time within each lesson to capture your student's attention and maximize their absorption of new concepts?
Join me for some Italian learning fun to experience first-hand my key take-aways from RIFLA's Summer 2017 Proficiency Institute presented by Thomas Sauer. Learn how to incorporate "learning episodes" and "brain breaks" in your daily lessons to maximize brain receptivity to acquiring daily language targets and provide multiple opportunities for students to use the TL in easily digestible, real-life bits spanning the interpretive, interpersonal and presentational modes.
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305Session 1: 9:30-10:30 AMPolicy/ProgramEnvironment, The Learning Experience, Planning, ProfessionalismTeachers (All Levels), Administrators, PolicymakersEnglishEnglishMyth Busters: Debunking Common Language Beliefs to Advocate Kayla Butts, French Teacher at Coventry High School and the University of Rhode IslandKayla Butts is currently a French teacher at Coventry High school and an adjunct instructor at the University of Rhode Island. She completed her Bachelor’s degree in French and Master’s degree in Education. She is currently working on a second Master’s degree in French language teaching and hopes to pursue research in the field of second language acquisition and linguistics.“Classrooms are good places for learning about language, but not for learning how to use language!” FALSE! This myth busting session will not only change your personal views towards teaching and learning but will also inform you how to combat the popular opinions and statements from administrators and parents, as well as encourage and motivate students.
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306Session 1: 9:30-10:30 AMInstructionCollaboration, Planning, Performance & Feedback, ProfessionalismTeachers (Elementary, Middle, Secondary)EnglishFrench/SpanishRIFLA New Teacher WorkshopAmy Hubertus, RIFLA Vice President, World Language Department Chair - Exeter-West Greenwich School DistrictAmy has been a French teacher for nine years and a department chair for the past four years. As chair, Amy has worked closely with administration to include the development of a FLES program in the District Strategic Plan. The FLES program will begin in the 2017-2018 school year, one year ahead of schedule. Last year, Amy worked to implement the Seal of Biliteracy at EWG, graduating the first two students to be awarded the Seal in 2016. Prior to her teaching experience, Amy managed international information technology projects for a multi-national corporation based in Providence.This facilitated workshop is for those new to language teaching (last 3-4 years) or just joining the teaching profession. Ask questions and share your experiences about any facet of the profession, including the evaluation process. Learn about all the resources available to teachers on the state and national level.
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313bit.ly/riaatsp2017Session 2: 11:00 AM - 12:00 PMInstructionThe Learning Experience, Collaboration, Learning ToolsTeachers (All Levels) EnglishSpanish and PortugueseBest Practices for Authentic Language Learning (AATSP Session)Christine Ford, Technology Teacher/Coach at the International Charter School; Mafalda Gatani Nula & Mary AshbyChristine is a native Rhode Islander who has been teaching for five years. She currently teaches in a dual language setting at the International Charter School where she serves as the technology teacher and coach. Christine is the current president of the RI Chapter of AATSP.

A native of Argentina, Mafalda has been teaching Spanish in the U.S. for over thirty years. At present, she is an Adjunct Professor at URI. She is very active with the R.I chapter of the American Association of Teachers of Spanish and Portuguese, where she serves as the Coordinator for the National Spanish Exam. She lives in Newport with her husband Bob, and loves to travel and play with her six grandchildren.

Mary has been a Spanish teacher for many years with experience from FLES to college level. She is currently teaching Middle School at St. Michael’s Country Day and Adjunct at Salve Regina University.
Exposing students to authentic materials from the Spanish speaking world will help them to relate to the people who speak this language, and to get a better cultural understanding of those people. This understanding will then benefit them in their future careers. #blendedlearning #thearts #authenticresources #duallanguage
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315http://bit.ly/2yu6iQQSession 2: 11:00 AM - 12:00 PMAssessmentPerformance & FeedbackTeachers (All Levels) Administrators, Community Members, PolicymakersEnglishSpanish and FrenchPortable Web Based Language Lab for 1:1 Chromebooks, iPads, Macs or PCs Chip Howe, New England Representative for 27 Years CTS- SANS Inc IntegratorChip Howe has worked with hundreds of school systems for almost three decades to design language learning systems (language labs) throughout New England based on each school's language program. His patience and support throughout the funding process allows schools to install successful language systems.SANSSpace “LIVE” creates a Proficiency Directed Language Learning Environment (Language Lab) in school and at home using Chromebooks, iPads, Macs, PC’s. “LIVE” does not require a dedicated classroom, CAN BE PORTABLE OR USED IN ALMOST ANY EXISTING COMPUTER LAB. Annual Licensing makes purchasing affordable and realistic for all school systems
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316http://bit.ly/2z8j1GmSession 2: 11:00 AM - 12:00 PMInstructionEnvironment, PlanningTeachers (Elementary, Middle, Secondary)SpanishSpanish/EnglishStations rotations in the World Language classroom, especially for traveling teachersLois Gendreau and Dori Carpenter, World Language Teachers, Chariho Regional School DistrictLois Gendreau is a Spanish teacher in grades K-4 in the Chariho Regional School district where she helped to design and implement the new World Language curriculum at the elementary level. She holds a Master of Arts degree with a concentration in ESL from the University of Framingham. For ten years she served as department chair in grades 6 through 12 in the East Greenwich School District. She previously taught French, Spanish and English at the Santa Cruz Cooperative School in Santa Cruz, Bolivia where she lived for 15 years.

Dori Carpenter teaches K-4 Spanish at Hope Valley, Richmond and Ashaway Elementary Schools in the Chariho Regional School District. She began teaching high school Spanish in 2010 and has been teaching at the elementary level in Chariho since 2014. ​​She studied Spanish and Secondary Education at Providence College and The University of Salamanca in Salamanca, Spain.
Station rotations can be challenging for traveling teachers and those with short instructional blocks. We will offer tips and resources on planning, classroom setup, number and type of stations, accountability and implementing stations. You will be given time at the end of the session to start working on creating classroom routines for your stations.
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317http://bit.ly/2yu6rDSSession 2: 11:00 AM - 12:00 PMInstructionEnvironment, Performance & FeedbackTeachers (All Levels)ChineseChineseListening Skill Training in Chinese ClassJiehua Wan, Chinese Instructor, Confucius Institute at URIJiehua Wan has taught Chinese to international students at Zhejiang University in China since 2003. She is currently a Visiting Professor of Chinese with the Confucius Institute at the University of Rhode Island, where she teaches both at URI and in K-12 settings. Listening is one of the most difficult skill in Language learning, but also is the most important one. In the daily communication, listening always go ahead of speaking. How to practise listening skill seems really useful in our Chinese Class.
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304http://bit.ly/2iZRioGSession 2: 11:00 AM - 12:00 PMInstructionEnvironment, The Learning Experience, Collaboration, PlanningTeachers (Secondary, University), Administrators, Community Members, Policymakers
English & Italian
English & ItalianBuilding Bridges: How the URI Italian Program Fosters Applied Language Learning (RITI Session)Michelangelo La Luna, Professor of Italian, URI; Daniel Shields, Michelangelo La Luna is a Professor of Italian at URI. He directs the Italian International Engineering Program and the URI/Derada Italian Institute study abroad programs in Calabria and Puglia, Italy. His research interests include the literature of Girolamo De Rada, the Arbreshe Italian/Albanian dialect and the studies of Italian writer Dacia Maraini.

Daniel Shields is an Italian/Spanish teacher at Cranston High School West and has taught for the URI/Derada Italian Institute study abroad program in Calabria and Puglia, Italy. He is also currently a Master of Arts in Spanish candidate at the University of Rhode Island.
In this session, participants will learn about a hidden gem of language learning URI's International Engineering Program which provides students with two degrees: a BA in the target language and a BS in their engineering discipline. The key to the IEPs success is one year study plus internship in the host country.
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305http://bit.ly/2xNJzf2Session 2: 11:00 AM - 12:00 PMInstructionPlanning, Performance & Feedback, Learning ToolsTeachers (Middle, Secondary, University)FrenchFrenchA Proficiency-based Metamorphosis of a French Thematic Unit with Philippe Muyl's film "Le Papillon" (AATFRI Session)Claire Leatham, French Teacher, Chariho High SchoolClaire Leatham has a BA in French and Comparative Literature, an MA in French literature and an MAT, specializing in French. She teaches French I-V and EEP at Chariho High School for four years but has experience teaching all ages. She enjoys integrating cinema and theater into her teaching practice.The presenter shares her inspiration to apply the proficiency paradigm shift to a French 2 unit about camping/nature which in turn can inspire students to use French as national or state rangers. The presenter describes using the film "Le Papillon" as authentic text with 90 %+ L2 and tech tools.
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313PadletSession 3: 1:20-2:20 PMInstructionThe Learning Experience, Collaboration, Planning, Learning ToolsTeachers (All Levels) Administrators, Community Members, PolicymakersEnglishEnglish, Spanish and PortugueseLearn Another Language: The Language of Social and Emotional LearningKatie Nerstheimer, M.Ed, English Language Learner Teacher, South Kingstown, RI; Cynthia Sime, BA and Soraya Gomes, LICSW, International Charter SchoolKatie is an English Language Learner Teacher in South Kingstown. She is passionate about social and emotional learning and works to develop these skills with her global learners. She has extensive experience in special education and language acquisition.

Cynthia is a native speaker of Spanish. She teaches Kindergarten in Spanish at West Kingston Elementary School in their Dual Language Immersion program. She has been featured in numerous publications by the Northeast Foundation related to Responsive Classroom.

Soraya is a multi-lingual social worker who has extensive experience in multicultural environments. She chair’s the Behavior Support Team and the School-Wide Social and Emotional Learning Team at the International Charter School in Pawtucket.
Participants will engage in an interactive overview of the CASEL Social and Emotional Learning Competencies and their application into different settings considering linguistic, socioeconomic and cultural differences. These 21st Century skills are imperative for success from classroom to career. Participants will leave with ready-to-use resources and tools.
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315https://goo.gl/Qvi3RtSession 3: 1:20-2:20 PMInstructionEnvironment, The Learning Experience, Planning, Learning ToolsTeachers (All Levels), AdministratorsEnglishEnglish, SpanishUsing Authentic Cultural TextsSarah Steverman, RIFLA President and World Langauges Chair, Westerly Public SchoolsSarah Steverman is a secondary Spanish teacher as well as World Languages district coordinator at Westerly Public Schools in Westerly, RI. She holds a bachelor’s degree in Spanish from Assumption College, a master’s degree in secondary education with a concentration in Spanish from the University of Rhode Island and a Certificate of Advanced Graduate Studies in Advanced Leadership from the University of New England. She is an active member of NECTFL, AATSP, ACTFL and NADSFL. She has visited and studied in China, the Caribbean, Central America and Spain. Designing and carrying out interactive reading and listening comprehension tasks using authentic cultural texts is central to all good world language teaching. In this workshop, participants will explore finding and selecting appropriate texts and embedding them into their classroom practice.
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317http://bit.ly/2zGtlq9Session 3: 1:20-2:20 PMInstructionCollaboration, Performance & Feedback, Learning ToolsTeachers (All Levels), Administrators, PolicymakersEnglishEnglish and SpanishUsing Flipgrid to Enhance Language Teaching and LearningLuis M. Oliveira, Director of Unified Arts and Kristen A. Lyon, Spanish Teacher/Guidance Counselor, Middletown High School, Middletown, RI Luis Oliveira is the Director of Unified Arts/Spanish and has been an ELL Teacher at Middletown High School in Middletown, RI for 26 Years. He also serves as a Technology Coach and Boys Varsity Soccer Coach and is a Flipgrid Ambassador and Certified Educator.

Kristen A. Lyon has been a Spanish Teacher/Guidance Counselor at Middletown High School for 27 years. She was named Middletown Education Collaborative Educator of the Year 2005 and District Teacher of the Year 2017. She is also a Flipgrid Certified Educator.
Flipgrid is a video recording communication tool that allows students to interact with each other, their teachers, and their local and global communities. Flipgrid's ease of use makes it an ideal video recording platform for novice or expert technology users. Participants will see classroom examples and have the opportunity to use the program on their own devices.
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316Session 3: 1:20-2:20 PMInstructionThe Learning ExperienceTeachers (All Levels), Administrators, Policymakers
English and Spanish
EnglishHeritage Language and Cultural IdentityAleida Benitez, Spanish YK-2, Gordon SchoolBorn in El Salvador, now living in Providence with her lovely family, Aleida Benitez got her undergraduate degree from the University of Minnesota. She returned to graduate school at Miami of Ohio for a Masters in Art Education. Since then she worked with young people through art and after school spaces. Aleida loves seeing learning happen. She loves seeing children's natural curiosity and zest for learning many aspects of the Spanish language, culture, food, music and dance. Aleida believes learning a language is wonderful when it is taught in a fun, creative and safe space.How can heritage language focus on linguistic building as well as issues of race, identity and cultural wealth of our learners? What does curriculum look like on a day to day bases? How does Youth Participatory Projects play a role in enriching the curriculum?
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304Session 3: 1:20-2:20 PMPolicy/ProgramEnvironment, The Learning Experience, Collaboration, Planning, Performance & Feedback, Learning ToolsTeachers (All Levels), Administrators, PolicymakersEnglish Chinese, English Immersion in Learning Chinese: Students’ TestimonyWayne He, Professor of Chinese; Director, Chinese Language Flagship Program; Director, Confucius Institute at URI; Head, Chinese Section, Department of Languages; Xiaoyan Hu, Xiaoyan Hu, RIFLA TOY 2017 & Assistant Director, Chinese International Engineering Program and Senior Lecturer in Chinese; Qingyu Yang, Lecturer in Chinese; Yu Wu, Assistant Professor of Chinese, University of Rhode IslandWayne Wenchao He is Professor of Chinese and Director of the URI Chinese Language Flagship Program and of the Confucius Institute at URI. Dr. He joined The University of Rhode Island in summer 2010. He received his doctoral degree in second language acquisition from Clark University.

Xiaoyan Hu is a graduate student in the URI/RIC PhD in Education Program and a Senior Lecturer of Chinese at URI. Before teaching at URI, she taught Chinese as a foreign language at Zhejiang University in China for seven years. Xiaoyan is excited to strengthen the Chinese curriculum by using her experience in developing proficiency, computer assisted communication, and project-based learning methodologies. Her goal is to share the Chinese language and culture with eager students and assist them on their path to become global professionals, while continually expanding her own professional and academic career.

Professor Wu came to URI in 2016 and is an instructor for the Chinese Language Flagship Program. Before coming to URI, she taught undergraduate and graduate courses at the Middlebury Chinese Summer School and also taught various levels of Chinese at UMass Boston. In addition, she taught community interpreting at Boston University Metropolitan School and legal Mandarin at Boston University School of Law. She is certified by the American Council on the Teaching of Foreign Languages (ACTFL) as an Oral Proficiency Interview (OPI) tester.

Qingyu Yang’s professional background is in teaching Chinese as a second language and exploring the fields of blended Chinese teaching methods and proficiency-based teaching. Before coming to URI, she was a visiting professer at Brandeis University, where she earned her MA. In her academic career, Yang has taught different levels of Chinese at the University of Science and Technology Beijing and in programs such as the CET summer program in Beijing. Besides teaching multiple levels of Chinese at URI, Yang also manages the university’s HSK testing center, local outreach programs, and teaches calligraphy.
“Immersion strategy” plays an important role in URI Flagship curriculum. It becomes a necessary method in Flagship communicative teaching and effective tool to bring students from Novice to Superior level proficiency. The URI “immersion strategy” includes in class immersion in the target language from the first class at beginning level through to the last class at advance level, first summer immersion program on campus, summer study abroad immersion program, Capstone professional Chinese environment. In a word, “immersion strategy” functions throughout the 4-5 years of program.
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305http://bit.ly/2l3sMDISession 3: 1:20-2:20 PMPolicy/ProgramCollaboration, Planning, ProfessionalismTeachers (Elementary, Middle, Secondary), Administrators, Policymakers, Community MembersEnglishEnglish and ChineseHow TCLP Can Help Your District Establish a Chinese or Arabic ProgramXiaojing Lao, Chinese Teacher, Jenks Middle School; Erin Papa, Ph.D., Dual Language Facilitator, Pawtucket School Department, Pawtucket, RILao Xiaojing is Rhode Island's first Teachers of Critical Languages Program (TCLP) Exchange Teacher. She is hosted by Joseph Jenks Middle School in Pawtucket. She is originally from Guangzhou, China and received her bachelor's degree in English Education from South China Normal University. She has been an English Teacher at Guangzhou No. 2 High School since 2006. One of the things she is most excited about is sharing her culture with her American students.

Erin L. Papa is Dual Language Facilitator at the Pawtucket School Department. She earned her Ph.D. in Education in August 2016 at the University of Rhode Island (URI) and Rhode Island College (RIC), with a research focus on bilingual education access in language-minoritized communities. She holds a Master's in TESL and Bachelor's degrees in civil engineering and German. She previously served as Assistant Director of the URI Chinese Flagship Program and as Program Coordinator for the URI International Engineering Program, and has taught English to speakers of other languages K-16 in Rhode Island; Hangzhou, China; and Melbourne, Australia. Erin also serves as an Associate Member of the National Council of State Supervisors for Languages (NCSSFL) in the absence of a language education official at the RI Department of Education.
Has your district considered adding or expanding Chinese or Arabic language programs? Learn from the Pawtucket School Department about the Teachers of Critical Languages Program (TCLP), a U.S. Department of State-funded program that brings teachers of Chinese or Arabic to U.S. schools for one year. Participants will learn about the grant application process and how TCLP can help to establish or enhance an Arabic or Chinese program.
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317Session 4: 2:30-3:30 PMInstructionThe Learning Experience, Planning, Performance and Feedback, Learning ToolsTeachers (All Levels), Administrators, PolicymakersEnglishFrench, Spanish, ChineseMeeting the Goal of 90%+ Target Language in the ClassroomJoshua Cabral, World Language Classroom; French & Spanish Teacher, K-12; Xiaoyan Hu, RIFLA TOY 2017 & Assistant Director, Chinese International Engineering Program and Senior Lecturer in Chinese, URIJoshua Cabral has a BA in French and an MA in Applied Linguistics, specializing in psycholinguistics and second language acquisition. He has been teaching French and Spanish at the elementary, middle and high school levels for 20 years and regularly presents workshops on language proficiency and cultural competence at state, regional and national conferences. He also works with schools and districts as they work toward building proficiency-based language programs. Joshua is passionate about access to education in developing countries and works closely with schools in Haiti and Nicaragua where he often travels to work with teachers and students.

Xiaoyan Hu is a graduate student in the URI/RIC PhD in Education Program and a Senior Lecturer of Chinese at URI. Before teaching at URI, she taught Chinese as a foreign language at Zhejiang University in China for seven years. Xiaoyan is excited to strengthen the Chinese curriculum by using her experience in developing proficiency, computer assisted communication, and project-based learning methodologies. Her goal is to share the Chinese language and culture with eager students and assist them on their path to become global professionals, while continually expanding her own professional and academic career.
Join our keynote speaker and 2017 Teacher of the Year in a panel discussion on strategies for achieving the goal of 90% plus target language use in the classroom! With experience spanning K-16 across commonly and less comonly taught languages, this discussion will appeal to all audiences.
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315Session 4: 2:30-3:30 PMInstructionThe Learning Experience, Planning, Learning ToolsTeachers (All Levels)SpanishSpanishQuestioning: The active art of communicationJuan José Vázquez-Caballero, High School Spanish Teacher, Lyme-Old Lyme High School, Region School District 18Juan José is from Spain and is currently a high school Spanish teacher in CT. He has taught in urban and suburban districts at the elementary, middle school, high school and community college level. Juan José has been awarded teacher of the year in his district and was Graduate Studies Department Academic Award recipient at CCSU. He has presented at CCSU, CTCOLT, AATSP, University of Fairfield and RIFLA; has published articles in Hartford Courant and in Language Magazine; and is a table leader/AP Spanish reader for College Board.
The workshop will share a process and activities on how to teach students to ask, to spark interpersonal communication and curiosity, to lift students higher on bloom’s taxonomy, to assess questioning, to create inquiry questions for deep cultural understanding, and to feel more comfortable asking questions in/out of class or in the digital world.
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306http://bit.ly/2yBPs17Session 4: 2:30-3:30 PMInstructionEnvironment, The Learning Experience, PlanningTeachers (Middle, Secondary, University), Administrators, Policymakers, Community MembersEnglishTeaching Heritage Language Learners: What teachers need to knowMaria M. Carreira, Ph.D., Professor, Department of Romance, German, and Russian Languages and Literatures and Spanish Program Director, California State University, Long Beach; Co-director, National Heritage Language Resource Center, UCLA Maria Carreira is a professor of Spanish at California State University, Long Beach and co-director of the National Heritage Language Resource Center at UCLA. Her research focuses on U.S. Spanish and heritage language pedagogy. She is a co-author of five Spanish textbooks published by Cengage and a book about U.S. Latinos (Voces: Latino Students on Life in the United States, Praeger, 2014). Her most recent book publication is a co-edited book with Olga Kagan and Claire Chik on heritage language teaching around the world. With her colleagues at UCLA and with a grant from STARTALK, Professor Carreira is currently developing an online certificate on HL teaching. Heritage language (HL) learners are not just different from second language learners; they're also different from each other with regard to what they can do with their HL. Because of this, an effective HL pedagogy must accomplish two main tasks: (1) target the needs, build on the strengths, and respond to the needs of HL learners and (2) be accessible and useful to learners at different levels of readiness, that is, it must be learner-centered and differentiated. In this presentation I will give an overview of both tasks, focusing on what every teacher should know about HL teaching and learning.
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307http://bit.ly/2zSl8PfSession 4: 2:30-3:30 PMInstructionThe Learning ExperienceTeachers (Elementary, Middle, Secondary), AdministratorsEnglishEnglish, French, SpanishSecond Language Acquisition Theory Put Into PracticeKristin Archambault, French, Spanish, and ESL teacher, Mansfield, CT public schoolsKristin Archambault has a Master's in Romance Languages from the University of Georgia and has been a Spanish and French teacher in public schools for 23 years.This session will present an overview of the main principles of Second Language Acquisition Theory and information about research to back up these theories. Then, a number of classroom activities that are based on these theories will be presented so teachers can use them in their own classrooms as soon as Monday morning. By using methods based in current theory, students can be more successful in the language classroom and can discover that acquiring a second language can be natural and fun.
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304http://bit.ly/2znT99OSession 4: 2:30-3:30 PMAssessmentThe Learning Experience, Collaboration, Performance & FeedbackTeachers (Middle, Secondary)EnglishSpanishEQUITY FOR ALL: Social Justice in the World Language ClassroomSuzanne Pezzulli, Middle School Spanish and French Teacher and Iveth Streisand, Spanish Teacher, The Gordon School, East Providence, RISuzanne Pezzulli teaches middle school French and Spanish at The Gordon School. She is fluent in French, Italian and Spanish with 28 years experience teaching K-12 in both the US and overseas. Suzanne has been instrumental in the development and extension of The Gordon School language program, teaching cultural and linguistic proficiencies through the prism of social justice and equity. Suzanne and the ML team actively partner with local community organizations as a way to further authenticate their students’ language and cultural experiences.

Iveth Streisand is a native language speaker from Ecuador and teaches lower school and middle school Spanish at the Gordon School. She has seven years of language experience from early childhood to high school and teaches with a focus on cultural connections and students interests.
In the world language classroom, students are interested in exploring global issues that impact their daily lives. In studying these issues, they want to become more actively involved in their learning and community contributions through authentic experiences and connections with others. During this session, participants will learn about a local community connection: Equal Exchange in West Bridgewater, MA: Fair Trade, its impact on both the farmer and the consumer. The Co-presenters will outline their partnership with Equal Exchange and provide curricular units and assessment tools. The Co-Presenters also encourage participants to share their experiences and community connections with others during the session.
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