FLAME KEYNOTE

The Maine Event: Languages at the Core of the Curriculum

Christine L. Brown is the Assistant Superintendent for the Glastonbury (CT) Public Schools. From 1983 to 2006, Ms Brown served

as Director of the Glastonbury Language Program, which having recently celebrated its 50th birthday is one of the oldest, continuous

Grade 1 through 12 language programs. Formerly, Ms Brown taught French and Spanish at every level K-12. Ms Brown served as Chair

of the K-12 Student Standards Writing Task Force for the national Standards in Foreign Language Education Project. She was

elected to and served a four-year term (1995-1999) on the American Council on the Teaching of Foreign Languages (ACTFL)

Executive Council and served as President in 2002. Ms Brown has presented numerous keynote speeches and workshops. Due to her

knowledge and expertise on language learning and language programs, Ms Brown has been called twice to testify before

subcommittees of the US Congress on behalf of early language programs. She has received a special commendation award from the

Connecticut Commissioner of Education for “Continuous and Visionary Leadership and Advocacy in the Study of World Languages”.

The Prentice Hall Publishing Co. and the national Association of District Supervisors of Foreign Languages named her National

Foreign Language Supervisor of the Year in 2002. In 2006, Brown was named the first Outstanding Administrator by the American

Association of Teachers of French. The Goldman Sachs Foundation and the Center for Applied Linguistics have both named the

Glastonbury Language Program one of the best in the United States.

After wishing FLAME happy 30th birthday and celebrating the work Maine has

accomplished in terms of world language teaching, Christie explained that “Tonight I will

arm you with interesting facts and details to spur your communities to think about

languages and offer a little history lesson that could help you with your administrators.”

Here are some highlights of Ms Brown’s speech.

Did you know...

...that during its first 150 years the US was pluralingual? People of different language

backgrounds co- existed and were not intimidated by the many languages heard and used.

... there were 1,500 languages spoken in the US during the 1700s?

...there is no official language in the US? Indeed, early in the history of the US German

was suggested as the official language and after much discussion it was decided not to

adopt one.

...most slaves were multi-lingual? In fact, in his book Hold your Tongue, James Crawford

explains that newspaper announcements describing slaves often included the number of

languages they could speak. Common languages spoken by slaves were Hebrew, Portuguese

and French. In fact, most Africans today are multi-lingual.

...that many girls, not educated in the colonies, were taught languages by the slaves?

...that our founding fathers were pluralingual?

... that Native Americans were amazingly multi-lingual?

This American openness to languages continued well into the 19th century. As a matter of fact, there was a lot of excitement about learning languages, about using technology in the classroom and preparing students for the global future in the US at that time. (Sound familiar?) French teacher of Latin, Francois Gouin, devised a method of language teaching that capitalized on the way children naturally learn their first language and resembles its more modern counterpart, TPR. Bilingual schools were set up in the mill towns that sprung up where many immigrants came to work. Most children in public schools learned languages at that time, German and French being the most popular. In addition Modern Language associations were formed and many newspapers were written in a variety of languages. It was at this time that the Committee of Ten (college professors across the curriculum) was formed to study the curriculum in US schools. In 1895 their report made the following recommendations: Latin and Greek should continue to be at the center of the curriculum. Latin would be taught in Grade 1, with Greek introduced in Grade 3 and French or German taught no later than Grade 4. Though only 7% of the population went beyond the 8th grade, it was also suggested that students in high school study another language, bringing the number of languages recommended to four! It is interesting to note that English was not taught at that time.

So what happened? The first challenge was the lack of trained instructors! (Sound familiar?) Another was also

looming on the horizon--xenophobia. Richard Henry Pratt, a US cavalry officer, was given the job to strip the Native American male of its language and culture. On November 1, 1879, he founded the Carlisle Indian Industrial School, a non-reservation school for Native Americans where the children were forced to give up their language and culture as part of their education. The motto “Kill the Indian and save the man” reveals the true spirit held by Pratt and the US Government at the time.

With the beginning of American Imperialism in the early 20th century, xenophobia was creeping into the societyand languages other than English were forbidden as well as foreign language newspapers and books. Even elementary foreign language books were burned! Heritage communities could no longer speak their languages without suffering persecution. In Texas a teacher could have his teaching license revoked if caught speaking in another language in school. Many names of towns across the country were changed, as were names of “immigrant” foods. (For example “sauerkraut” became liberty cabbage.)

President Teddy Roosevelt was the champion of mono-lingualism. It was during his administration that, for the first time, English was mandated in the schools and people who could not speak English could not obtain citizenship. In a speech given on 1907 Roosevelt’s attitude towards immigrants is made quite clear: “We have room for but one flag, the American flag, and this excludes the red flag, which symbolizes all wars against liberty and civilization, just as much as it excludes any foreign flag of a nation to which we are hostile...We have room for but one language here, and that is the English language...”

The history of language learning in the US was further complicated by the prevalence of the grammar translation method in American schools. Speaking was not encouraged. To make matters worse, once WWI began, the attitudes of Teddy Roosevelt were supported by a growing number of people and soon only the teaching of Latin prevailed in schools. All modern (spoken) languages disappeared from the curriculum. In addition there existed the elitist attitude that only college bound students needed languages, and then only for reading.

How did this affect the United States?

During the 1950s American competency in the world was questioned. Indeed, after WWII the GIs were embarrassed by their lack of linguistic and cultural knowledge and ability to function globally. Government moneystarted to come into the school to fund new programs. Yet, to this day, there is still a lingering feeling by many in the US that it is somehow un-American to learn about another culture and speak its language. Moreover, since most programs were not differentiated to allow for more students to succeed in language learning, many decision makers still have a very negative attitude toward world languages.

Yet, there are some silver linings. For example, the Mashantucket Pequot Indians own the Foxwood Resort and Casino and are an extremely wealthy tribe. What have they chosen to do with some of that money? Put it into revitalizing the Algonquin language that had died. Now even pre-school children have daily Algonquin lessons in their schools. They are bilingual and are rediscovering their culture in the process as well.

Furthermore students all over the US who are enrolled in language classes describe the benefits their language opportunities have brought to their lives, from better job opportunities to personal enrichment. For example, the students who have graduated from the Glastonbury (CT) long sequence language program report back that knowing another language makes them feel resilient in the face of global change and informed about the world, empathatic towards others. Many add that their language studies even make them feel unique; they never thoughtthey would have a chance to have this experience as Americans.

Earlier in her speech Christie Brown commented that language teachers are innovative: “We were early on the scene to have performance assessments, realia, circumlocution, and articulation”. She added that “If we don’t teach culture, empathy, and cultural perspective” who will? She concluded with a caveat however. The history of our country shows a strong linguistic beginning dwindling to both monolingualism and monoculturalism. How can we fix this? Ms Brown listed the following suggestions:

2

standard and make it their mantra. Share the same with their parents.

or even with another side of themselves.

elaborate projects)

Lastly Ms Brown warned that we need to “think politically and think smart” to ensure that languages thrive in the US today. It is up to us.

by Catherine Hobby,

Editor

MORE CONFERENCE NEWS!

Student Activities Awards

First, Second, and Third Place winners were all

students of Christine Crocker from Orono High School

Greta Landis

Josh Manning

Rachel Kahl

Emmett Harrity

Mike Amato

Joel Riemersma

Amy Mares

Devon Riley

Chelsey Douglass

Virginia Lopez-Anido

Fiona O'Connell

1st place:

Courtney Brewer --5th grade

Teacher: Carol Bart

Boothbay Region Elementary School

2nd place:

Haley McPherson - 6th grade

Teacher: Allison Waterbury

Hall Dale Middle School

3rd place:

MaCkenzie Lorrain and Lexi Morse -6th grade

Teacher: Carol Bart

Boothbay Region Elementary School

Stephane Pejic and his French 5 Students

Yarmouth High School

Mary Oches President moches@erskine.pvt.k12.me.us

Frank Troyan Vice-President troyaf@portlandschools.org

Kim MacDonald Treasurer kmacdonald@poland-hs.u29.k12.me.us

Catherine Hobby Secretary chobby@fps.k12.me.us

Ideas?Questions? Concerns? Please do not hesitate to contact YOUR Board!!

Choosing our FLAME “Teacher of the Year” is always a difficult task. We chose this recipient for the

award, and after I read selected quotes from the nominating letters, I am sure that you will realize why we

selected this outstanding teacher as FLAME's “Teacher of the Year.”

A fellow teacher wrote that “ (This teacher's) service to our school, our school district, and community

has been immeasurable. She serves as a ‘volunteer’ in-house technology expert who is always willing to spend

time with an individual staff member needing assistance with anything from developing a teacher website, to

how to perform a certain function on the laptop, to how to integrate the use of the smart board into a given

content area. In addition to serving as the “key” teacher for our middle school foreign language team, (she),

together with her fellow French teaching colleague, organizes an annual ‘total immersion’ trip to Quebec for her

students.” In a word, she exemplifies a language teacher who is a model not only for foreign language educators

at the state level, but indeed, the national level.

Another colleague expressed that “(This) is a classroom teacher who models “best practices” in the

teaching of French. In addition to extensive use of the target language, (her) teaching strategies are interactive,

hands-on, and include skills-building activities that enable her students to communicate in meaningful and

purposeful activities that simulate real-life situations. (She) has established an effective classroom in which

students feel comfortable in taking risks. Her classroom is the single most extraordinary classroom in our school,

reflecting not only the culture of the French-speaking world, but also showcasing her student's many languagebased

projects.”

Her principal noted “Her ability and capacity to analyze and reflect on her own teaching through (a peer

evaluation model) inspired others to take risks in their own teaching and learning. She is often viewed as a role

model for taking risks in her own learning.”

And finally, from the heart and soul of “all” educational efforts, from the source that is the most

meaningful of all, we have these thoughts offered by students. An eighth grade student wrote “Something that is

really important to me when it comes to what determines a good teacher is whether (or not) I can count on them.

I want to know that if I am having a hard time with a certain concept that (a) teacher will be willing to stay after

school and help me, or if my grades are slipping that they will come to me and let me know, and tell me what I

can do to bring it up. I just want to know that they really have my best interest at heart. In this way, (this teacher)

has exceeded my expectations.” One of her former students explained that “ When I was told that (my former

French teacher) was nominated for the FLAME teaching award, I have to say that I was not surprised. I was a

student in (her) 8th grade French class last year. ... Throughout the year, I found (French) class challenging me a

lot more than I had ever been challenged academically. She always made me believe I could do so much more

than what I previously thought possible.”

I'd like to conclude with that last thought: that kids, students, can always do more, and better, than what

they think their limitations are. Leading young students beyond their own myopic horizons to the wonders of a

world that they cannot yet comprehend should be the aspiration of every teacher. According to the numerous

letters of recommendation, this teacher has embarked upon that quest.

FLAME's 2008 “Teacher of the Year” Award goes to Biddeford Middle School French teacher,

BRAVO NICOLE!!

WE ALL AT FLAME CONGRATULATE YOU !!

by Mary Oches, FLAME Vice-President

Connor FitzSimmons, a senior at Mt. Ararat High School,

is a three sport athlete – he participates in cross country, indoor

track, and track and field. He enjoys running. He likes to move

quickly. Now, you may think that this is a strange way to introduce

FLAME’s Student of the Year, but soon you will see that talking

about Connor’s running ability is an apt metaphor for his language

skills. You see, he runs through language classes like a sprinter. Let

me give you some examples.

As a freshman, Connor was enrolled in a Spanish class for

students identified as being able to learn two years of Spanish in one,

and then during his sophomore year, he was enrolled in Spanish III.

When the time came in the spring of his sophomore year for Connor

to sign up for his junior year classes, he told his Spanish teacher,

Candace Myers, that he wanted to skip Spanish IV and go straight

into Spanish V. Despite her warnings that even the Spanish IV class

with its 7 new tenses, 700 new vocabulary words, and a lot of

speaking, reading, and writing practice would be challenging

enough, Connor persisted in wanting to try Spanish V. So, during

the fourth quarter, she tutored Connor to help him prepare. Each

week, he was producing what students usually produce in a month.

But, as it turned out, Connor did not take Spanish V his junior year. No, instead he signed up for a new Spanish course called Advanced

Spanish Seminar which was designed to meet the needs of students who had already completed Spanish V. He was able to converse

effortlessly with Mt. Ararat’s students from Ecuador, Argentina, and the Dominican Republic, and he amazed everyone with his ability to

employ advanced grammatical structures in both his writing and speaking. As a senior, he has continued his Spanish studies in the evening at

Bowdoin College in a class full of college juniors and seniors returning from their year abroad.

Of course, Connor was not about to stop there. In his junior year, he started taking French and again was enrolled in a class with

students identified as able to learn two years of French in one. After a few months, his French teacher, Ellyn Ballou, knew that he could have

moved on right then to French III or IV, but Connor enjoyed his mentor role with the other students, and Ellyn admits that she selfishly did

not urge him to move up to a higher level because she loved having him in class. By the end of his first year of French, Connor informed

Ellyn that he felt himself ready to move on, but not to French III or IV, but, of course, French V. This delighted Ellyn because she teaches

French V. Now Connor is producing some of the best work in the French V class, even though auditing a class at Bowdoin takes him out of

class frequently.

So, as you can see, Connor does not leave his running shoes on the track, but races his way through languages with great skill.

I’d like to leave you with a quote from Carmen Palmer, Connor’s math teacher and math team coach – oh, did I forget to mention

that Connor is one of the top math team scholars in the state, that he is a member of the Science Olympiad, that he is a National Merit Semifinalist,

that he has spent his summers traveling to a variety of countries, volunteering his time and working to help the local people – well,

anyway, Carmen Palmer has said, “If more ‘Connors’ were around, what a lovely, lovely world it would be.”

Please join me as I proudly congratulate Connor FitzSimmons – FLAME Student of the Year!

Approximately ninety students and their teachers from Brewer HS, Bucksport HS, Foxcroft Academy, Hampden

Academy and Hermon HS gathered on April 2 in Orono for World Languages Day, a new day long immersion program

spear-headed by the FLAME Advisory Board. Students of various levels, ranging from French/Spanish 2 to AP were

invited to attend.

After opening remarks by University of Maine’s Dean of College and Liberal Arts and Sciences, Jeff Hecker,

Professor of French Jane Smith, and Nicholas Cloutier of the Admissions Office, students participated in a “Getting to

know you” Scavenger Hunt. Other activities included bag skits, salsa dancing, Canadian Contra-dance, poem recital and rap

competition, trivia bowl in French/Spanish and English, dessert contest, singing, and a treasure hunt. The Department of

be recognized for all the work they put into this day!

Students really enjoyed the day and had a fabulous time. FLAME hopes that this wonderful event will be offered

next year and become a model for similar programs around the state. Stay tuned!

Connor FitzSimmons surrounded by his parents and

teachers Lyn Ballou (left) and Candace Myers.

Après avoir souhaité la bienvenue à tous les membres, les officiers de l’AATF-ME se sont présentés.

Nous avons présenté la liste d’officiers suivante pour l’année 2008-2009 :

Kathy Yates, Présidente

Katharine Harrington, Vice-Présidente

Sylvie Charron, Trésorière

Priscille Michaud, Secrétaire

Ces candidats ont étés élu à l’unanimité par les membres présents.

Nous avons aussi parlé des activités actuelles de l’AATF.

--Sylvie Charron a parlé de la bourse Laurianna Boucher.

--On a encouragé nos membres de participer au Grand Concours, même s’il était trop tard pour cette année.

--Katharine Harrington et Sylvie Charron ont parlé de notre idée d’appeler la bourse d’été que l’AATF-ME a créée

l’année dernière d’après Richard Williamson, le professeur de français de Bates College qui est décédé l’année

dernière et qui était un champion des efforts des enseignants de français dans l’état du Maine.

--Nous avons mentionnée la conférence nationale de l’AATF à Liège et nous avons distribué des CD-roms aux

enseignants intéressés.

Ensuite, nous avons parlé de la conférence d’automne. La conférence aura lieu de nouveau à Bates College à Lewiston en

octobre. Nous avons sollicité des idées parmi des membres pour un sujet pour la conférence. Après une petite discussion,

nous nous sommes mis d’accord sur le sujet de Champlain à l’honneur des 400 ans de la ville de Québec.

Pour la dernière partie de la réunion, nous avons fait des annonces concernant différentes activités.

--Ray Pelletier a encouragé des enseignants de s’inscrire pour son institut d’été le plus tôt possible car il ne reste presque

plus de place pour cette année.

--Nous avons annoncé le programme du « M.A.T. in French » à l’Université du Maine.

--Language Day aura lieu le 2 avril à Orono.

--Julia Schulz et son collègue Julien nous ont invité à participer à son week-end du Cinéma africain à Montréal en avril.

--Katharine Harrington a annoncé le nouveau programme de français et d’éducation à l’Université de Maine à Fort Kent qui

cherche à former des enseignants de français.

College on Thursday, March 20th. Students from Mount Ararat, Boothbay Regional, Deering, Maranacook Community

and Mount View high schools competed for first, second and third prizes in knowledge of German culture and history,

video production, singing, skits, and a language-guided obstacle course. In addition to the German teachers from the

five competing high schools, faculty from Colby and Bates colleges and the University of Maine in Orono helped judge

this event. 2008 marks the eleventh anniversary of Sprachfest.

This is the 41th year that the AATG German test has been given as a National measurement of high school

student achievement. This year approximately 26,000 students registered for the AATG test across the U.S. In

honoring the 45 German students, who achieved a score of 75% or better, will be held from 2 - 3:30 p.m. at the Blaine

House in Augusta on Tuesday, May 27th. This year's keynote speaker will be Wolfram Hermann from the Goethe

Institut in Boston.

Should the euro-dollar exchange make a trip to German-speaking Europe too pricey, consider immersing

yourself in German language and culture a little closer to home! The Goethe Institut has once again agreed to sponsor

It will take place on the beautiful campus of the College of the Atlantic from August 3rd to 8th. Middle and high school

as well as college-level teachers will come away with a wealth of instructional strategies. For more information please

contact Dr. Peter Nutting at pwn@fairpoint.net.

chapter at Kennebec Valley Community College on Saturday, September 27th 2008. The topic will be posted on the

chapter website in May: http://maine.aatg.org

http://gradcatalog.umaine.edu/apply/index.

or Jane.Smith@umit.maine.edu, or visit http://www.umaine.edu/MLandC/grad.html.

 Check out these courses at UMaine at Orono:

PA 490/597 Language Through Culture

Sociolinguistics is the study of language in social context.  This course is an introduction to sociolinguistic variation (dialectal, social, historical, language contact and change) in Spanish-speaking communities.  There will be discussion of concepts of sociolinguistic theory and major studies in the sociology of language, microsociolinguistic analysis (hypercorrection, types of linguistic changes, etc.), and the variation of Spanish features (phonological, morphosyntactic, discursive).   Additional topics include: cross-cultural communication between Spanish and other languages, language and personal or national identity, oral narrative, the effects of class, gender and age, and the internet and other media on linguistic forms of the Spanish language.

SPA 490/597 Intensive & Creative Writing

A writing workshop that focuses primarily on various writing styles, with the main emphasis on the process of writing. Peer editing and revisions are combined with a variety of topics and prose and poetic texts, both to practice the summary and analysis of the content and also to stimulate reative work.  Readings will encourage personal responses, group dialogue, and an ongoing exchange among course members.  Written discussion will be the basis for grammar and stylistic analysis.  Neither a grammar nor a literature course, the class is designed to motivate copious written work that will improve accuracy in Spanish and develop students' creativity in a second language.

For  more  information   contact:

Kathleen March, Ph.D. , Professor of Spanish , Department of Modern Languages & Classics

201 Little Hall , University of Maine,Orono, ME 04469,    207-581-2088

TEACHER TIP

How to create a literacy “center” in your classroom

What are your students doing when they are done early  with their quiz?  Their Math homework?  I don’t have anything against Math, mind you, but I think that is a perfect time for that student to peruse some books in the language they are learning.  But what to choose?  Here are some finds:

Spanish:

·   Les Petits Cailloux series has charming renditions of some classics.  Try le  “Le Petit Poucet”!

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Creative Bridges for Language Learning is offering a unique hands-on/theory immersion program; fun-filled with

Participants will learn innovative teaching strategies and how to create dynamic lessons that incorporate authentic

All the sessions will be in the morning and every afternoon and evening, participants will be engaged in unique