Social Emotional Wellbeing of Language Teachers by Dr. Margaret Peterson, Executive Director of CWLP, Graduate School of Education at Stanford University
What does your Japanese-language learning journey look like?: An introduction to the Compass Interactive Workbook by Mr. Yo Azama (Salinas Union High School District), Ms. Atsuko Kiuchi-Fagerness (Elk Grove High school), Ms. Mio Nishimura (Alisal High School), and Ms. Michelle Lupisan (Salinas High School)
Conference Agenda
Conference Registration and Membership Due
08:30-08:50 PDT All Welcome, Opening Remarks, and Announcements
Opening Remarks and Newsletter: J. Francisco Zermeño C., Chabot College
Connections Online! Editors 2021-2022: Sandra García Sanborn, CSU Stanislaus, and Gaye Walton-Price, University of San Francisco
Post-Conference Survey
Help Desk
09:00-09:50 PDT Concurrent Presentations 1
Presentation 1A
Building a Multi-Language School’s Community Forum Using Appreciative Inquiry
The session explores a multi-language school’s community forum with a focus on appreciative inquiry, an asset-based approach for faculty engagement using a question and dialogue structure, to identify existing strengths and opportunities for collective growth regarding instructional practice. An additional outcome is connection and unity across distinct language programs.
Kara Mac Donald, Viktoriya Shevchenko, and Mirna Khater, Defense Language Institute Foreign Language Center (DLIFLC)
Session Chairs: J. Francisco Zermeño C., Chabot College and Branka Sarac, DLIFLC
Presentation 1B
Racial and Ethnic Inclusivity in the Spanish Classroom: Incorporating Afro-Latino Content
Spanish curricula and assessments rarely reflect the presence and contributions of Afro-descendants in Latin America and Spain. This presentation addresses how to incorporate content that brings visibility to the historical, geographical, social, and cultural significance of Black peoples in the Spanish-speaking world.
Trina Philpot-Montaño and Sheryl Chávez-Silverman, DLIFLC
Session Chair: Sandra García Sanborn, CSU Stanislaus
Presentation 1C
Technoliteracy and Writing in Language Classrooms
Student writing is at the heart of teaching and learning. Since learners are “tech-savvy,” instructors must cater to learners’ needs and 21 st -century skills. To achieve this end, this presentation sheds light on research that examines the utility of writing technoliteracies and technology-based techniques in writing for inclusive teaching. The approach contributed to improved proficiency.
Reem Desouky, American University in Cairo and Alexandria
Session Chair: Hanan Khaled, DLIFLC
Presentation 1D
The Words We Choose: Bringing More Compassion into the Classroom
By being mindful and compassionate towards themselves, teachers can better serve their students. Attendees will work on cultivating tools to learn and experience mindful self-compassion and how to help their students translate these valuable life skills into the classroom and beyond.
Jennifer Schwester, Brick Township Public Schools
Session Chair: Gaye Walton-Price, University of San Francisco
10:00-10:50 PDT Concurrent Presentations 2
Presentation 2A
Building Background Knowledge to Achieve Higher Language Proficiency
As foreign language learners advance, their rate of skill improvement inevitably slows, especially as they try to achieve higher proficiency. This presentation demonstrates how higher language proficiency can be consistently achieved by providing learners sufficient opportunities to obtain in-depth knowledge of the various topics addressed in the classroom..
Robin Berube and Pyong Gag Ahn, DLIFLC
Session Chair: Hanan Khaled, DLIFLC
Presentation 2B
Transformative language pedagogy through Sustainable Development Goals Integration
Sustainable development goals and their applications in second-language classrooms empowers both teachers and language learners to adopt and acquire world readiness standards in second- language teaching and learning. The current presentation aims to highlight the latest transformative language pedagogical strategies built on inclusive instruction and the TPAK model in the target language as essential components of a socially just language learning framework.
Bhavya Singh, Hindi Lead Facilitator, California Language Teachers’ Association
Session Chair: América Salazar, Harker School
Presentation 2C
Fast and Fun Material Development with Camtasia for an Engaging and Inclusive Language Classroom
Camtasia is a simple yet powerful tool with huge potential for quickly putting together instructional videos and tutorials to engage digital native language learners. The unique capabilities of this audio and video editing app help create interactive language activities which can bring teachers and students together.
Ivanisa Ferrer and Michelle Omidi, DLIFLC
Session Chair: Henri-Simon Blanc-Hoàng, Jewish Community High School of the Bay
Presentation 2D
Leave No Students behind: Using Technological Tools to Engage Students
Everyone should be entitled to equal learning opportunities. However, struggling students tend to feel left behind or not confident enough to engage fully due to language barriers. This presentation will introduce three practical technological tools (Wordwall, Padlet, and Bookwidget) that all students can use to enhance their participation regardless of their proficiency levels.
Minghua Wong, Chao Liu, and Liping Qin, DLIFLC
Session Chair: Wendy Tu, DLIFLC
11:00-12:00 PDT Keynote Address
The Socially Just, Globally Engaged Language Classroom: Core Principles and Practices
In this keynote, Dr. Stacey Margarita Johnson and Dr. Ali Miano explore what it means to teach and learn languages in a socially just, globally conscious language classroom. They examine three essential pillars in doing this work: global challenges, communities and community-building, and critical perspectives. Finally, practical examples will guide a discussion of how this theoretical foundation plays out in classrooms.
Stacey Margarita Johnson, Vanderbilt University, and Alice “Ali” Miano, Stanford University
Keynote Chair: Branka Sarac, DLIFLC
12:00-13:00 Lunch and Walk
12:00-13:00 PDT Exhibition
María Jesús Abilleira, M.A., Product and Marketing Manager, Klett World Languages, Inc.
Session Chair: America Salazar
12:55-15:35 PDT CLTAC 2022 Fall Virtual Pedagogy Workshop on Global Awareness
12:55-12:58 PDT Welcome and Opening Remarks
Hsin-Yun Liu, City College of San Francisco
13:00-14:00 PDT CLTAC Keynote Address
Social Emotional Wellbeing of Language Teachers
As teachers, we are ALL leaders, and our profession needs teachers who are able to act with clarity and wisdom as they grow in their own leadership capacity. The Integrative Leadership Development (ILD) model empowers teacher leaders to thrive and centers the wellness of teachers and students. Grounded in cutting-edge research, the ILD model demonstrates the intersection of social-emotional wellness, linguistic and cultural heritage, and the California World Languages Standards and Framework.
Margaret Peterson, Executive Director of CWLP, Graduate School of Education at Stanford University
Keynote Chair: Zhiqiang Li, University of San Francisco
13:00-13:50 PDT Concurrent Presentations 3
Presentation 3A
Let’s Cultivate Critical Awareness for Heritage Students
Research shows that critical awareness creates a common approach to language education based on the identification of the specific language features for Heritage Students (HS). This presentation explores various aspects to empower students’ critical consciousness: 1) HS have learned the basic language as their primary language but do not have formal education in this language; 2) Limited exposure to and experience with proper, written Spanish; 3) Pressure of language mixing is considered to contain too much Spanish or too much English; and 4) Teachers should attempt to embrace and integrate, language, cultural background of HS into the classroom. This session offers concrete examples based on a literature review of how to design a roadmap to raise HS critical awareness and maximize their learning. In English and Spanish.
Tanya de Hoyos, DLIFLC
Session Chair: Henri-Simon Blanc-Hoàng, Jewish Community High School of the Bay
Presentation 3B
Mastering Modern Standard Arabic Nuances in All the Arab World
Used in an area larger than the US, Modern Standard Arabic (MSA) reflects the diversity of its speakers. This presentation addresses how curriculum and its sources play a vital role in bringing such diversity to the classroom to make the learner functional in any part of the Arab World.
Khalid Hilal, DLIFLC
Session Chair: Gaye Walton-Price, University of San Francisco
Presentation 3C
Global Justice as Project-Based Learning Topic in the Foreign Language Classroom
Project-Based Learning (PBL) actively engages students in language learning through meaningful real-world projects. The presentation discusses the Gold Standard of PBL and examines essential project-design elements, suggesting ways of incorporating global justice topics in a foreign language learning classroom.
Tatyana Neronova, DLIFLC
Session Chair: Hanan Khaled, DLIFLC
14:00-14:50 PDT Concurrent Presentations 4
Presentation 4A
What does your Japanese-language learning journey look like?: An introduction to the Compass Interactive Workbook
This presentation is about a journey of making the world a better place for all through language learning! Specifically, we will explore “The Compass Interactive Workbook,” which provides students with opportunities to explore and discuss universal issues while learning the Japanese language and its cultural perspectives. Topics include how to live harmoniously with technology, cultural and social identities, and living a purposeful life as a global citizen.
Yo Azama (Salinas Union High School District), Atsuko Kiuchi-Fagerness (Elk Grove High school), Mio Nishimura (Alisal High School), and Michelle Lupisan (Salinas High School)
Session Chair: Masahiko Minami, San Francisco State University
Presentation 4B
Planning and Executing a Flipped Classroom
In a flipped classroom, teachers deliver some of the instructional content online. The goal is to increase student engagement in learning. For teachers to use this technique, some of the content must be self-assessed, and the teaching schedule should indicate what students should do without the teachers and with the teacher.
Tarek Elgendy, DLIFLC
Session Chair: Branka Sarac, DLIFLC
Presentation 4C
Applying Appreciative Inquiry in Developing Global Learning
The presentation demonstrates how Appreciative Inquiry (AI) helps build global learners through an immersive learning environment. In the AI learning approach, teachers help students develop their own viewpoints about the virtues and vices of the culture. While doing so, they become open-minded embracers of the language and culture. The approach proved effective in building students’ language proficiency.
Ying Amatya, DLIFLC
Session Chair: Hanan Khaled, DLIFLC
Presentation 4D
Identity in the Gen Z Classroom
In this session, we will reflect on the Generation Z learners, their awareness of identity, and how it impacts our language classes. After this session, participants will have a variety of tools that will engage students by expressing who they are, celebrating their own diverse communities, and discovering new ones, all while learning how to communicate in another language in authentic and real situations. (Audience: Spanish / All levels; Language of Presentation: Español)
María Jesús Abilleira, Klett World Languages
Session Chair: Henri-Simon Blanc-Hoàng
14:05-15:35 PDT CLTAC Roundtable Discussion and Member Meeting
14:05-15:05 PDT Socially Just and Globally Engaged Classroom
Mingjung Chen, Menlo School in Atherton, and Mindy Chiang, Carlmont High School in Belmont
Roundtable Chair: Rita Yeh, Palo Alto Unified School District
15:05-15:35 PDT CLTAC Member Meeting
Zhiqiang Li, President of CLTAC, University of San Francisco
15:00-15:30 PDT Closing Circle
Community Building Activities
Scavenger Hunt
Fun Mugs as conversation starters
Transformative Language Learning and Teaching edited by Betty Lou Leaver, Dan E. Davidson, and Christine Campbell. Cambridge University Press, 2021.
Small Teaching: Everyday Lessons from the Science of Learning by J. M. Lang (2nd ed.). Jossey-Bass, 2021.
Complete the Post-Conference Survey to enter the book raffle.