FLAME CONFERENCE NEWS
STUDENT RECOGNITION AWARD
The Flame student of the year is Nathaniel Brown from Hampden Academy. His French teacher, Marisue Schuiling, nominated him and included several letters of support. His Latin teacher, Benjamin Johnson referred to him as “the highest scoring and most consistent student I have ever had”. Nathaniel has a 97.98 grade point average with a course load that includes AP French and AP Latin. He is in his second year of independent study of Ancient Greek and he is also taking Russian at the University of Maine. Nathaniel is President of both the Maine State Junior Classical League and the Hampden Academy Junior Classical League and still finds time to be President of the Hampden Academy National Honor Society as well. He has received awards on the National Latin Exam, in Greek and a Phi Beta Kappa Association Maine Certificate of recognition. Nathaniel has taught Hebrew and is presently involved in a mentoring program. It is no surprise that Marisue Shuilling should call Nathaniel the most gifted language student she has ever had the pleasure to teach. Nathaniel has other interests as well. He was captain of his school soccer team and a PVC award-winning runner. He is also active in drama--in fact, he played the lead in Macbeth!
FLAME AWARD for EXCELLENCE in TEACHING CLASSICAL & MODERN LANGUAGES
The FLAME Teacher of the Year, Tanya Kingsbury of Maine Central Institute in Pittsfield is called “compassionate, funny, and dedicated” by her students. One wrote :“She cared about me and made going to school everyday worthwhile.” Ms Kingsbury works tirelessly with the student council single-handedly managing the group and running their many activities. She has even dressed up as a rapper for an assembly! Her Dean of Academics describes her as a “master teacher whose zeal for Spanish and for languages is infectious”. Her colleagues say “she is the first to arrive and among the last to leave” school. She is a crusader on the issue of assessment and has revamped her department’s assessment system. She serves on many committees and inspires other teachers to be more involved in their profession as foreign language teachers. Ms Kingsbury has taught Spanish at MCI in Pittsfield for twenty-seven years. She is presently Department Chair and is a recipient of the Faculty Chair Award, the highest honor a teacher may receive at MCI. In addition, last year she was selected to receive the Douglass & Cummings Endowed Fellowship for Advanced Studies. It is evident that the FLAME Teacher of the Year has impacted hundreds of students and is a true role model and leader.
*by Teresa Farrar, FLAME President
AATSP NEWS at the FLAME Conference
After two inspiring sessions and a delicious lunch, the annual AATSP meeting convened. The meeting began with a brief presentation from Don Reutershan concerning the proposed changes to the Maine Learning Results and the local assessment system. Perhaps the most significant change for Spanish teachers is the proposal that all students be required to demonstrate Intermediate Low proficiency in a second language to graduate from high school. This idea inspired many questions about assessments, and training for current and future teachers in Maine.
Luckily, Kathy Yates had some good news to share. The University of Maine plans to begin a master’s program in the teaching of Spanish. The program would be structured in a similar way to that of the M.A.T. in French. What an opportunity!
The meeting continued with a slight changing of the guard. Kathy Yates announced that she would step down as President and take the position as Vice President. Hailie Furrow was voted in as President. Skip Crosby will remain the Treasurer, and Betsy Hudson will remain the Secretary.
The meeting concluded with a discussion of ideas for the annual fall conference. Many people expressed their desire to gain access to pertinent websites and technology tools to use in the classroom. Other people mentioned doing another “Idea Swap.” The meeting concluded leaving all eager to plan and attend our chapter’s conference in the fall.
For more information on the meeting, the fall conference, or any other concern, please feel free to contact one of your officers: President: Hailie Furrow, Mt. Ararat High School furrowh@link75.org; Vice President: Kathy Yates, Mt. Ararat High School yatesk@link75.org; Treasurer: Skip Crosby, Poland High School skipbeth1@mybluelight.com; Secretary: Betsy Hudson, John Bapst Memorial High School mousytongue@msn.com
*by Hailie Furrow
YOUR NEW SLATE of FLAME OFFICERS for 2007-2008
President Sonia Stevenson, Erskine Academy, sstevenson@erskineacademy.org
Vice-President Mary Oches, Erskine Academy, oches@adelphia.net
Treasurer Kim MacDonald, Poland High School, kmacdonald@poland-hs.u29.k12.me.us
Secretary Catherine Hobby, Falmouth Schools, chobby@fps.k12.me.us
PRE-CONFERENCE BANQUET KEYNOTE
Don Bouchard
Communication: Many Languages – One Goal
Don Bouchard has worked almost 40 years in ESL, language minority education and cross-cultural communication. Raised in a northern New England French-speaking environment, Mr. Bouchard began his international career as a Peace Corps Volunteer in Brazil, a move that led to his work with Portuguese immigrants in New Bedford, Massachusetts. After graduate work at the School for International Training, Mr. Bouchard taught ESL at Bristol Community College in Fall River. Mr. Bouchard has also worked in Kosovo and in Tunisia. In 1983, Mr. Bouchard returned to the U.S. where he initiated the literacy education/ESL concentration master’s program at USM. In 1996 he began working with the Portland Schools as the Multilingual Programs’ Professional Development Specialist, a position that he still holds today. Mr. Bouchard continues to consult nationally and worldwide and maintains a passion for languages, and international music and cuisine.
Don Bouchard’s keynote speech at the FLAME Conference on March 8 was entitled “Metalinguistic Awareness and the Goal of Communication”. It began with a quote from MacAllister defining metalinguistic awareness as “the ability to think about language, to comment on it, to produce it, to comprehend it, and to manipulate language as an object with identifiable and functional parts.”
The following is taken from Mr. Bouchard’s presentation:
The problem: A general decline in the understanding of language use in teaching and learning.
1. The unintended impact of communicative competence
2. The sociopsychological context of the whole-to-part approach
3. The object lesson of a survey
The solution: Readjusting the pendulum with four teaching perspectives
1. Focus on form in context
2. Focus on lexis and the grammar of lexis
3. Focus on interesting similarities/differences between the FL and English
4. Focus on a dash of pedagogical humor
Mr. Bouchard went on to describe three different approaches foreign language teachers might find useful in their classrooms. The following is taken from the handouts he gave during his talk.
The Lexical Approach is the organizational framework for examining the natural and common ways in which words go together, or “chunk”, in language use. Certain words co-occur with greater than random frequency. The Lexical Approach promotes raising students’ awareness of and developing their ability to use multi-word items successfully, thus helping to expand their vocabulary. The central strategy of the lexical approach is pedagogical chunking, to help learners add to their phrasal mental lexicon. The higher the information content of a word, the more likely it is that another language will have a direct equivalent in word-for-word translation. The more rare the word is, the more likely it is to carry a lot of meaning.
Example: The doctor diagnosed a case of acute appendicitis. (easily translated into another language).
It never crossed my mind (an equivalent expression is needed, not a direct translation).
Collocation is an effective strategy for working with vocabulary. To collocate means to co-occur, and there is a statistical tendency for certain words to occur together. When students learn word combinations, they are more likely to use the words appropriately when they later create original sentences or use new words in conversations.
Example: civil
civil war civil rights civil law
More examples of collocations:
1. subject noun + verb The lion roars.
2. Verb+ object noun She bites her nails
3. Adjective + noun Heavy traffic, a loud noise
4. Adverb + past participle Badly dressed
5. Adjacency Out of. such as, as well as
Categories for comparing/contrasting foreign language and English
Simplicity vs complexity of language features
Conciseness vs elaboration of phrasing
Word borrowings; Spelling features; Word order
Vocabulary features such as culturally derived terms, connotative meanings, affixation, phrasal verbs and metaphorical usage.
Categories for pedagogical humor
Slurring; Jokes; Puns; “Things to think about”
For example: Can you cry under water?
Finally Mr. Bouchard also invited us to encourage our colleagues to talk about the language they use when teaching content. He elaborated that writing out both content objectives and language objectives in our daily plans will strengthen both the metalinguistic and metacognitive components of every lesson.
*by C. Hobby, editor
A Literary Journey to Quebec
by Ann Sullivan
Last summer Ray Pelletier led fifteen teachers on a literary journey which provided us with some amazing
opportunities. Many of us had participated in the two previous summer institutes with Ray, so we had high
expectations—which were more than fulfilled.
Before the institute began, we read
Maria Chapdelaine (Louis Hémon) ; Le Goût du beau risque, Les Conditionsgagnantes
, and L’Amnésie globale transitoire, a trilogy by Victor-Lévy Beaulieu ; Les Enfants du bonhomme dansla lune
(Roch Carrier) ; and Le Premier jardin (Anne Hébert).Then in late June we traveled to the sites where the stories took place and immersed ourselves in the culture and
language to develop a deeper appreciation and understanding of these works. We first visited the Lac St-Jean region
where Louis Hémon wrote
Maria Chapdelaine. Even in early summer it was not hard to imagine howdifficult—and cold—life must have been for the “colons” that Hémon described. Leafy trees are few and far
between, and we traveled through miles and miles of forests that clearly would have been difficult to clear.
For my part, the highlight of the trip was our meetings with two of the authors of the texts we’d read. First, we had
lunch with Victor-Lévy Beaulieu, the most prolific of all present-day Quebec authors. Ray arranged for us to speak
with him in small groups of three or four, so we had a wonderful opportunity to talk with him and to gain some
insights into his novels. VLB, as we affectionately called him, was incredibly generous with us, allowing us to ask
all manner of questions. He also presented each of us with a copy of Quebec folktales which he had edited. Then,
he unexpectedly invited us to spend the next morning at his house, and we got to chat some more and to visit his
house, his beautiful garden, and his many pets and farm animals.
A few days later we spent an afternoon with Roch Carrier in his hometown. In addition to being an important
author, he has played a role in Quebec politics and until recently was the National Librarian of Canada. One of his
most popular works is an autobiographical story. Carrier grew up in a tiny town near St-Georges; as is common in
Quebec, all of the boys loved to play hockey. When his old hockey shirt wore out, Roch’s mother ordered a
Montreal Canadiens jersey from a catalogue. To the child’s dismay, he received a Maple Leafs shirt instead. One
disaster after another befell him, and in the end he was sent to church to pray—and he did pray—that mites would
eat the offending shirt…The story clearly deals with the cultural tensions between English and French speakers and
with Quebeckers’ search for identity. Its importance is underscored by the fact that on the back of a Canadian $5
bill is an illustration of one of the scenes of the story.
This coming school year, I will be teaching a brand new course at Messalonskee High School; Christine Boisvert
and I are very excited about the opportunity to offer this class which will afford our students the opportunity to
learn about the Franco-American cultural heritage of a considerable percentage
of our kids. I plan to use what I have learned during the three summer institutes
to create the course. We will study several films, some short stories, folk tales,
and works of art, poems, songs, and excerpts from novels. The course will
mostly be theme-based, and will deal with topics such as family, ecology and the
environment, the role of art, cultural identity, the role of religion, leisure time
activities, and the exodus from the countryside to the city and to various New
England mill towns.
Future summer institutes are planned, and I encourage you to consider
participating. It’s an opportunity to learn a great deal and to connect with
wonderful colleagues. And it’s always a lot of fun as well; you won’t regret it!
Roch Carrier with his Black Bears Puck and KimFrench with her Canadiens
jersey—autographed by Roch Carrier.
A BOLD Colored Marker for our White Boards
Perhaps one of the greatest pitfalls of teaching, and of life in general, is getting too comfortable. As a young teacher (almost 2 years!) I am excited that I know my curriculum pretty well and my units are largely in order. I’m also aware of the great danger that comes with this-- I may forget that my way is not always the best way and that my plans are not always the best plans. As a maturing teacher, I am finding that a large part of my responsibility is to be reflective, innovative, and willing to be vulnerable and courageous all at the same time. I have found a tool to put in my teaching tool belt, or a more appropriate analogy for teachers-- a “different colored marker to write on my white board” that allows me to do just that. Please read on to find out a little more about TPRS-- Teaching Proficiency through Reading and Storytelling (previously known as Total Physical Response Storytelling
As I write, I am perfectly aware that many people do not believe in TPRS. I am also aware that many are simply uninformed about how it is done and what it can accomplish. I am also acutely aware that some are afraid of change and of the hard work it might require to make some changes. These are all perfectly valid. I respect all of these positions and attitudes. I do not write to fight against what anyone does in her/his classroom. I write to invite... might you add some aspects of TPRS in order to help your students achieve greater levels of fluency and language acquisition? Maybe you are ready for an entire paradigm shift in the way you teach language. Either way, be prepared for a challenge well worth taking.
In July of last year, I attended the National TPRS Conference in Burlington, Vermont with the assistance of the FLAME New Teacher Scholarship (¡muchisimas gracias!). I can say in complete honesty and truth, it has allowed me to tap in to the potential my students have and has taken my relationship with my students to a completely different level.
TPRS is not for the faint of heart. It requires courage, training, faith, but most of all an intense passion for the lives of the students we teach and the language which we teach. TPRS is a way to get at language which involves repetition and loads of comprehensible input. It is based entirely on research on how the brain acquires a foreign language and experimentation with students. TPRS engages teachers and students in discussing students’ lives, formulating stories in which students are the stars of their own lives in specific and meaningful ways. TPRS calls on bold teachers and students to practice with their language each and every day by listening, speaking, reading, and occasionally writing.
TPRS is not easy; it is not effortless. Quite to the contrary, it requires not only a shift in the way we approach our instructional strategies but also an entire paradigm shift in the way we think about teaching language. Here’s the big question: Do we teach about a language with loads of grammar instruction and little practical application or do we teach fluency of the language? Would a pianist become a pianist by learning about the piano or by practicing it every day?
I, personally, have been most amazed at how I see my students’ understandings of the true “workings of the language” come together. Let me give two examples. First, I can go to any of my classes and communicate in Spanish for 35 of 42 minutes knowing that at least 90% of my students are understanding nearly everything we say to one another. And yes, they do absolutely speak and ask questions. That’s powerful! Second, a common misconception is that TPRS does not teach grammar. I have now been teaching my 7th graders two out of every three days for six months. They have an understanding of the difference between definite and indefinite articles, direct object pronouns, adjective placement, AND perhaps most amazing, a growing understanding of indirect object pronouns and the differences between the present, preterite, and imperfect tenses. Admittedly, and perhaps this is the concern for teachers of grammar, they do not know these things by name. My students do not know what “conjugation” is even though they do it all the time. Is this “bad”? This is a question we ALL, as foreign language teachers, need to answer. Perhaps what we need is “communication” in order to better understand one another and what we are doing. This seems appropriate for language teachers.
As foreign language teachers, we need a lot of “different colored markers for our white boards”. Check out TPRS. It is a bold color that will draw attention and recognition. Your students WILL thank you as they view foreign language in an entirely different way.
by Tricia Carver, Spanish Teacher, SAD 22
Professional Development
Deutsche Woche in Bar Harbor, ME -- August 5-11, 2007 --
Deutsche Woche in Bar Harbor, ME -- August 5-11, 2007 --
The twenty-fourth session of the Deutsche Woche in Bar Harbor will take place August 5-11, 2007 on the campus of the College of the Atlantic in Bar Harbor, Maine. A total immersion program for middle, secondary, and college teachers of German, the Deutsche Woche offers lectures and workshops designed to help you refresh your German skills and to acquire new ideas for teaching.
This year's topic is “Ecology and Technology: Developing Environmental Units for the German Classroom.“ This summer's seminar leader is Jo Sanders of Anchorage, Alaska. Jo has conducted numerous teacher training workshops, including in Bar Harbor in 2000. A past president of the AATG, Jo is currently a consultant for a new German K-8 immersion school in Anchorage. She will provide training in the creation of thematic teaching units on ecological and environmental issues. Participants will receive extensive handouts and will prepare their own units as part of the workshop using computer technology and the environments of coastal Maine.
The Deutsche Woche in Bar Harbor provides a wonderful opportunity to be immersed in German language and culture while enjoying the natural beauty of one of New England's most picturesque seaside locations. The cost of the program is $595, which includes room (primarily double occupancy, with a few singles available), board, and materials.
Accommodations and classrooms are in several former summer cottages right on the water's edge and adjacent to Acadia National Park. The Deutsche Woche in Bar Harbor is sponsored by the Maine AATG Chapter and the Goethe Institute Boston. 4.5 continuing education units are available from the University of Maine for $5.
The seminar begins at dinner on Sunday, August 5th and ends at breakfast on Saturday, August 11th. Participants are expected to stay for the full week and to speak German during the duration of the program.
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Name ________________________________________________________________
Home Address _____________________________________________________________________
School or College Affiliation___________________________________________________________
Home Telephone _______________________ Email Address ___________________
How long have you taught German? _____________ Native Speaker? _____________
Please return this registration by July 15th along with a non-refundable deposit of $75 to:
Dr. Peter W. Nutting, 653 Pleasant View Ridge Rd, China, ME 04358
Phone: 207-968-2510
Email: pwn@pivot.net
Early registration is recommended. Make checks payable to Deutsche Woche in Bar Harbor. The balance payment is due on arrival in Bar Harbor. This form is also available at
http://www.aatg.org/content/view/79/34/
Applied Spanish Language Intensive
University of Maine SPA305 (3 credits)
Summer 2007
This course at the Hutchinson Center in Belfast, Maine, is offered through the University on Maine at Orono and will take place July 16th through July 20th, 2007. Class will be from 8am to 3:30pm.
Complex grammar points will be taught and discussed in this five-day course. The required texts will be: Directo al Grano: A complete reference manual for Spanish grammar by Priscilla Gac-Artigas and Gustavo Gac-Artigas. Fot the study of literature, the text will be El Cuento Hispánico: A graded literary anthology (Sexta edición) by Eduard J. Mullen and John F. Garganigo. This text contains short stories written by famous Hispanic authors.
Another aspect of this course will entail conversations with Hispanic community members living in Maine. These talks will be called Charlas con la Comunidad. The history, current events and culture of different Hispanic countries will be discussed. Students will write compositions and do presentations regarding the material studied. Spanish films will be shown and discussed.
The instructor will be Alison Gwyther. Ms. Gwyther is a native speaker from Buenos Aires, Argentina. She has a Master’s Degree from the University of Maine at Orono in Teaching Foreign Languages and has been teaching Spanish for the last 15 years both at the university and high school levels.
For more information please call (207) 777-1207
Fantasy and Magical Realism
Spanish Intensive
University of Maine SPA490 (3 credits)
Summer 2007
This one week long course at the Hutchinson Center in Belfast, Maine, is offered through the University of Maine at Orono and will take place July 9th through July13th, 2007. Class will be from 8am to 3:30pm.
This course will discuss fantasy and magical realism short stories of contemporary Spanish and Hispanic writers as well as Gabriel Garcia Márquez’s One Hundred Years of Solitude. This novel will be a required reading prior to the beginning of class. The required texts for this course will be: Antología: Los mejores relatos fantásticos de habla hispana (sixth edition) and Cien Años de Soledad by Márquez.
Another component of this course will entail conversations with Hispanic member of the community living in Maine. These talks will be called Charlas con la Comunidad and will focus on various topics. Spanish films will be shown to discuss and make connections with the concepts of fantasy and magical realism in film.
The instructor will be Alison Gwyther. Ms. Gwyther is a native speaker from Buenos Aires, Argentina. She has a Master’s Degree in Teaching Foreign Language from the University of Maine at Orono and has been teaching Spanish for 15 years both at the university and high school levels.
For more information please call (207) 777-1207
