Volume 15, No 1 FLAME NEWS DECEMBER 2003
A Message from the President
Dear Colleagues,
This is a challenging time to be a foreign language teacher. Most districts have tightened their budgets, and many teachers are concerned about the future of their programs. Many are also apprehensive that the No Child Left Behind Act may leave Foreign Languages behind, as resources may be siphoned toward reading, math, and science at the expense of other disciplines. In addition, many are troubled that the Maine Department of Education has moved our student certification date further and further forward and has provided us with so little guidance in regard to Local Assessment Systems. We can wonder: are we on the radar screen?
Many of the goals the FLAME Advisory Board has set for itself this academic year are in direct response to these concerns and are intended to help us face the challenges ahead. One is to create an advocacy video that will emphasize the benefits of foreign language study. We are in the process of hiring a media producer to help us with the filming, editing, and general creation of the video. We hope to include footage of school classrooms, interviews with business leaders, and testimonials from those whose lives were enriched by the study of foreign languages. This video would be mode available to ail schools in Maine and could be used at school board, PTA, or any other professional meetings.
An issue that is affecting all of us is the Local Assessment System. Its complexities are increased due to minimal guidance from the Department of Education. A small group of FLAME Board members met with the Deputy Commissioner, Patrick Phillips, to bring the problem to his attention. After an encouraging meeting, it was decided that we would create a State Advisory Committee (SAC) to formulate a strategic plan. We are moving fast and this SAC will have its first meeting before Christmas.
Strong foreign language programs can be an insurance against budget cuts. Yet finding professional development opportunities that can help teachers improve both their language and teaching skills can be difficult in Maine. Again, FLAME is trying to help. A good number of you returned the questionnaire I sent out regarding FLAME sponsored institutes. We will be using your responses to work with local universities and colleges to create an Institute with workshops that will meet the needs and interests of Maine teachers. In the meantime, note that the FLAME Conference will be held on March 4 and 5, 2004. (See page 4.)
We also hope to involve more students in FLAME. To that end we have started a video contest you can do with your students. (See the Directory page 4 for more details). After all, our students are the center and focus of everything we do and shouldn't we give them a voice?
With all these challenges it is especially important to support each other. In an attempt to encourage such collaboration I have created a listserv: f l teachers. (See page 5.) This will allow all those who join to be in direct contact with teachers from around the state, to share information and ideas, and to ask questions of each other through the ease of email. For those who are fortunate to have a working Collaborative in their area, do consider attending their meetings to meet, to share, and work with neighboring colleagues. And in those areas where there is no Collaborative, I encourage you to start one. A New Year's resolution perhaps?
Participating in professional organizations, collaborating and sharing with colleagues, advocating in our schools and in our communities will help us meet the challenges ahead and ensure vital and articulated world language programs here in Maine. We cannot rely on others to do the work for us. We cannot work in a vacuum. We are preparing our students for their role in a global society, and we need to reach out to work together to give them the most effective and engaging world language adventure possible. I invite you to help make these goals a reality.
Happy Holidays to all,
Catherine Hobby, FLAME President
Summer Adventure
Janice Clain (Hermon High School)
For many years I’ve been hearing about, reading about and studying the Camino de Santiago, the pilgrimage route that encompasses a network of walking paths connecting all the countries of Europe. These paths all lead to Santiago de Compostela, in western Spain, site of the tomb and shrine of Saint James, one of the apostles of Christ. According to legend, Saint James preached in Spain then returned to Jerusalem where he was beheaded. His body was transported back to
Spain and buried in what has become one of the most revered sites in Christendom. By the late 9th century AD, pilgrims started flocking to the shrine of Saint James, passing through lands recently re-conquered from Moslem invaders who would occupy Spanish territories for more than 7 centuries. Through the Middle Ages, services and infrastructure along the route developed to accommodate the thousands of pilgrims who walked from their homes to visit the shrine of the apostle.
A few years ago, after doing a project on the Camino for an art history class, I persuaded a former student who now teaches Spanish to drive from Burgos, in north central Spain, westward to Santiago. The experience only made me more interested in the path and determined to walk it myself. I contacted another former student, who also teaches Spanish and who is an avid hiker, and explained my project. After doing a little Internet research, she agreed to join me.
We flew into Madrid, took a train from there to Pamplona, in northeastern Spain, arriving just before Sanfermines. From there, we took a bus to Roncesvalles, a small village in the Pyrenees on the border between France and Spain, and legendary site of the famous battle between the troops of Roland and the Saracens. We started walking on June 29, heading ever westward, and averaging about 15 miles a day. We carried only the necessities, a couple changes of clothing, a light sleeping bag, toiletries, foot-care products (very important!), and a guidebook. The terrain and the path varied greatly, sometimes through grain fields or vineyards, sometimes along the highway or along old roman roads, sometimes through forest paths, passing through hundreds of small towns and a few large cities. We usually walked five to six hours a day, mostly in the morning to avoid the heat. We stayed mostly in refuges, some private and some run by local or national government agencies. Some of these were newer buildings, but many were restored medieval structure, even old churches and monasteries. For a small fee, usually 3-5 euros ($4-6) or a donation, we got a cot, a shower, kitchen facilities, and a place to hand wash and dry clothes. In most towns, no matter how small, there was a bar or restaurant, or a shop where we could buy the materials to make a picnic lunch or an evening meal. Along the way there were also hundred of churches, monasteries, bridges, and hospices built during the middle ages to attract and accommodate pilgrims.
As we walked, we met many people, all ages and all nationalities, walking all or parts of the path, and walking for a variety of reasons. The first person we met was a sixteen-year-old boy from Bristol, Maine, with whom we actually walked about two-thirds of the trail. Some of our other favorites were the German twins who celebrated their 67th birthday on August 4 in Santiago, the Danish couple who brought the woman’s six-year-old son and pushed him in a stroller, the Spanish gentleman who treated our blisters, and the German woman who spent her resting time on the trail each day by making a wildflower wreath, leaving it at an appropriate place to beautify the spot.
I arrived in Santiago on August 2, having walked 445 miles, and Jill had arrived the day before. I had had to skip two days of walking in mid-July, taking the bus for 26 miles, because of a bad case of tendonitis, which, along with blisters, is a common affliction on the path.
It’s been a memorable experience, and I now have many picture postcards, digital photos and video to help me remember all the places I saw.
For those who would like more information on experiences on the Camino and tips for planning a pilgrimage, Marcia Tyrol, Jill Cote and I will present a workshop at the FLAME Conference in March.
Secretary’s Statement on International Education Week
Editor's note: Though the International Education Week has just passed, Mr. Paige makes some points worth sharing.
Secretary of Education Statement on International Education Week
(November 1 7-21, 2003) by Secretary of Education Rod Paige, Washington, D.C.
June 2003
I am pleased to invite you to participate in the fourth annual International Education Week, November 17-21, 2003, jointly sponsored by the U.S. Department of State and the U.S. Department of Education.
Since the inception of International Education Week in November 2000, Americans have experienced several world events that should leave us with little doubt that we are living in an interconnected world. The need for understanding other cultures, languages, and global issues has become increasingly more significant. We should do our very best to give our students the skills they need to be successful global citizens.
To better understand this new 21st century world, we need to expose our children to languages, cultures and the challenges outside our borders. We must teach our students to understand world issues and their connections to them. One way to do this is to nurture excellent reading habits. Reading is an important skill that all children should master by the end of the third grade. Armed with the ability to read and write well early in their education, children will be able to climb the ladder of learning successfully, and after all, that is what we are trying to achieve when we say that no child will be left behind.
On one hand, reading can be seen as a daily tool that all of us need to advance our learning and to help our children build the knowledge and the ability necessary to progress from grade to grade. On the other hand, reading can also be a very sophisticated and powerful tool, which can open up a new world for all our children.
Children can use their reading skills to read about the cultures and traditions not only of their own country but also of others in the global community. They can use their reading skills to navigate the Internet, learn about world affairs, and even pave the way to learning another language-or perhaps two or three or more. During this year's International Education Week, let us each read at least one book by a foreign author and experience life in another culture through the words of those whose experiences are different from ours.
International Education Week 2003 is a time to celebrate the diversity of America and the many different cultures, languages and traditions that make up our global community. I invite you to log on to <http://exchanges.state.gov> or stay informed about International Education Week 2003 by joining the listserv. Please go to <http://exchanges.state.gov/iew/involved/mailinglist.htm> for instructions. For general information about international education activities and programs at the U.S. Department of Education, please visit <http://www.ed.gov/international>.
There are many wonderful ways to commemorate International Education Week. No matter which ones you choose, I know this experience will enrich your life and those of your students.
Rod Paige
2004 FLAME CONFERENCE
The Flame fall conference will be held on March 4 and 5, 2004, in Portland at the Holiday Inn by the Bay. This year's theme will be World Languages: The Key to Every Student's Future".
This year's keynote speaker is Ellen Shrager: http://hometown.aol.com/mrsshrager/index.html. She is a graduate of Boston College and earned an MBA from the University of Carolina at Chapel Hill. She believes that by using only traditional methods in foreign language classes, many teachers unwittingly exclude students.
Ellen Shrager's presentation on Thursday evening, March 4 will be "Reaching All Learners: Barriers and Solutions". On March 5 she will be offering two sessions of her workshop entitled "Motivating Reluctant Learners".
A CALL FOR WORKSHOP PRESENTERS for the FLAME CONFERENCE!
The Foreign Language Association of Maine (FLAME) in collaboration with the Maine Department of Education invites language teachers and other interested educators to submit proposals for 60- or 90- minute workshop sessions on topics of modern and classical language interest to be held on Friday March 5, 2004. Swap shops and panel discussions are also desired, as are sessions conducted in the target languages. If you have colleagues whom you would recommend as workshop presenters, please encourage them to submit proposal forms.
You can find proposal forms in your FLAME Directory (page 11) or on the FLAME website at www.umaine.edu/FLAME
Penobscot Collaborative
The Penobscot Foreign Language Collaborative held its first meeting on October 1 at Hermon High School. Janice Clain and Jill Cote made a brief presentation on their experiences walking the Camino de Santiago in Spain last summer. Ray Pelletier presented plans for bridging the gap in leadership of AATF in the state, as well as a cross-border project organized through the Department of Resource Economics aimed at promoting and enhancing the study of modern languages.
Those present at the meeting brainstormed a list of topics for professional projects for the year, including further study of TPRS, Internet and computer generated instructional tools, laptop instruction and portfolio assessment.
The next meeting of the collaborative is scheduled for Wed., Dec. 3 at 3:30 at Brewer High School. The topic for the meeting will be “Using computer and Internet resources to create instructional tools.” Participants will share the materials they have created or adapted using computer and Internet resources. The meeting is open to all language instructors within commuting distance of Bangor/Brewer. For more information, contact Janice Clain (Janice_Clain@hermon.net ).
FLAME HAS A LISTSERV!
Consider joining flteachers, the place where you can connect with your colleagues around Maine- without driving!
A listserv is an automatic mailing list server. When an email is addressed to a listserv mailing list, it is automatically sent to everyone who is a member of the listserv. The result is similar to a discussion board, except that the messages are transmitted entirely through email. Consequently, the information is only available to members on the list.
The listserv flteachers, created by the Foreign Language Association of Maine, is designed to be a place where we new and not-so-new teachers in Maine can support each other in our endeavor to be the best foreign language teachers we can possibly be. This is a place where you can ask questions, post suggestions, share teacher tips, pose classroom management conundrums, and anything else that relates to the teaching of foreign languages in Maine schools.
Here are the addresses you will need to subscribe to the listserv and to post messages. I certainly hope many of you will join! The more voices, the better!!!
Post message: flteachers@yahoogroups.com
Subscribe: flteachers-subscribe@yahoogroups.com
Unsubscribe: flteachers-unsubscribe@yahoogroups.com
HIGH SCHOOL LANGUAGE TEACHER HOSTING OPPORTUNITY
The Fulbright Teacher and Administrator Exchange Program seeks U.S. high schools/school districts to host English as a Foreign Language (EFL) teachers from Morocco for six weeks during March - April 2004. The Moroccan teachers would observe or team-teach English, French or Arabic language classes as well as serve as educational resources on Islam. This program is an excellent opportunity for U.S. schools to contribute toward promoting mutual understanding between the United States and the Islamic world. We are particularly interested in high schools/school districts with ESL programs.
A full program description is available at:
http://www.fulbrightexchanges.org/View/ViewOtherOpps.asp
Teacher Tips
NUMBER MATCH
Cut shapes (you can choose any shape, try Xmas trees for the Holidays!) from one color of paper. Label one set of paper shapes with numbers, i.e. if you have 20 children, label the feathers with the numbers one to ten. On the other half draw one dot on one, two on another, and so on until ten. Give each child one feather and have them find the child with their match, in the target language of course, by milling around the room repeating their number. When the children have found their match, they sit in a designed area of the room. When everyone has found their match, mix up the cards and repeat.
For my elementary students, I used this with the numbers 11-20, which are usually the trickier ones. I made sure I placed the dots to encourage the students to count by 2s, or 5s, even 3s. I also made sure that I placed the dots so they could immediately see whether their number was odd or even.
(Adapted and submitted by C. Hobby from The Activity Place)
Feather Games http://www.123child.com/fall/thanks.html
FUTURE TENSE Activity
Place your students in small groups of 2 or 3. Then let them work together to create 2 predictions (in the target language!) about you, the teacher. Once they have created 2 sentences, each group will say them aloud, and you will react to them.
Then have the groups repeat the activity by creating 2 or 3 predictions about a fellow student (or one sentence per fellow student, depending on how many students you have in a class). Once the students have written their sentences, each group will share the predictions and this time the targeted student reacts.
(Adapted and submitted by C. Hobby from Voilà! - Heinle & Heinle- )
Do you have any teacher tips or websites you would like to share? Please send them to Catherine Hobby, editor, for inclusion in future editions of FLAME News- rhobby1@maine.rr.com
PRONOUNS-Guess Who?
This exercise can be adapted to any language. Give students a list of famous people. Student A chooses to be one person but does not reveal his/her new identity. The other students create questions using the prompts provided and student A needs to respond using pronouns whenever possible. When Student A is unsure of the answer he/she can say: "I don't know whether I...." (This adds a touch of humor and they keep using those pronouns!)
I chose the following famous people (my students were older adults- you would probably choose people a little more "hip".): George W. Bush, Hilary Clinton, Paul Newman, Lance Armstrong, Prince Charles, Jerry Seinfeld, and Oprah.
Questions:
- whether he/she is married
- whether he/she has kids
- whether he/she is afraid of the press
- whether he/she talks about their trips in public
- whether he/she likes the arts and literature
- whether he/she does cycling
- whether he/she makes speeches
- whether he/she makes people laugh on purpose
- whether he/she makes tomato sauce
- whether he/she wears dresses or skirts
(Submitted by C. Hobby)
Websites for Teachers
ALL LANGUAGES
Cool websites for all languages
http://clear.msu.edu/dennie/matic
http://www.sedl.org/loteced/scenarios
http://www.bbc.co.uk/languages
Interactive activities for many languages, some with sounds, some printable.
http://dmoz.org/Kids_and_Teens/School_Time/Foreign_Languages
Site for reproducible maps
http://geography.about.com/library/blank/blxindex.htm
Scroll down to find cultural links at
http://home.freeuk.net/elloughton13/sitemap.htm
Homeschooling site with language links
http://www.gomilpitas.com/homeschooling/directory/Languages.htm
FRENCH
Fun sites for young learners of French:
Cajun Websites
http://www.cajunfrenchmusic.org
French pronunciation guides
http://www.ldsmissions.net/fpm/fpg.html
http://www.jump-gate.com/languages/french/french1.html
Words to francophone songs
Online museum visits try the "Musées et expositions virtuelles" du quartier français du village planétaire
http://www.richmond.edu/~jpaulsen/musees.html
Great dictionary for terminology
http://w3.granddictionnaire.com/btml/fra/r_motclef/index1024_1.asp
SPANISH
Spanish literature sites
http://www.questia.com/Index.jsp?CRID=spanish_literature&OFFID=se1
http://www.uky.edu/Subject/latinamlit.html
http://www.donquijote.org/spanishlanguage/literature
Site with Spanish lyrics, games, proverbs, etc
http://www.spanishromance.com/
LATIN
Perseus Digital Library-Primary and secondary sources for the study of Ancient Greece and Rome
Latin teaching materials
http://www.slu.edu/colleges/AS/languages/classical/latin/tchmat/tchmat.html
PLAYING CARDS (French/Italian teachers)
Here's a little site on the history of playing cards
http://www.coolquiz.com/trivia/explain/docs/cards.asp
And for some antique playing cards:
http://www.ahs.uwaterloo.ca/~museum/vexhibit/plcards/decks/suited/europe/france.html
AATF 2003 FALL CONFERENCE
La Conference d'automne 2003
The AATF Fall conference was held at Bates College this year. After a cordial "Café du matin", Sylvie Charron (University of Farmington) gave an enlightening talk entitled "L'Islam et les Maghrébins en France: Tahar Ben Jelloun et la situation actuelle". She presented Islam in present-day France through photos and quotations, with special emphasis on the works of the prize-winning author Tahar Ben Jelloun.
After the business meeting, Aziz El Madi (University of Farmington) gave a colorful audio-visual travelogue of Morocco while Richard Williamson (Bates College) took us on an informative internet tour of the many websites available for further study of Morocco and Islam. Finally Isaure Mignotte the Academic and Linguistic Attachee from the French Consulate of Boston showed us the myriad resources available through the Consulate to support the learning and teaching of French. And we all went home with educational materials: posters, flyers, books, even a CDrom for Elementary students!
The next AATF meeting, which will be held on Friday March 5 at the FLAME conference!
LE GRAND CONCOURS
Nous devons tous être très fiers des résultats de nos élèves du Maine. Quoique l'on puisse en dire, les examens étaient dans l'ensemble très difficiles. Aussi il faut saluer l'excellente préparation dont ont bénéficié nos élèves pour ce Grand Concours 2003.
Je tiens à féliciter tout particulièrement Sarah Spring (Falmouth Middle School), Alison Davee (Lincoln Academy) et Priscille Michaud (Cony High School) pour les résultats exceptionnels de leurs élèves. Elles reçoivent chacune une collection de quatre CD "les 100 chansons françaises de légendes".
Willy LeBihan-National French Contest- Maine- http://www.efdm.org
THE FRENCH LIBRARY AND CULTURAL CENTER IN BOSTON
We strongly recommend every teacher of French to become a member of the French library in Boston and to gain access to all their books, videos, and other materials. Indeed, anyone living inside New England may become a member and order books by mail! Spread the word! The library covers a variety of media, published throughout the Francophone world. To see more information, visit: http://www.frenchlib.org/library To look for books, visit: http://bibliotheque.frenchlib.org
The Media Center offers a variety of resources in different media: More than 700 French movies, a collection of children's videos by category or series, 16 mm films for classroom projections ONLY, French music CDs, Educational CD-Roms, over 400 Audio cassettes. For a list of interesting Francophone websites see: http://www.frenchlib.org/media
Language Workout: Saturday day-long intensive workshops with a French buffet lunch! Small conversational groups are taught by native French-speaking instructors with three levels available. For more information visit the website at
http://www.frenchlib.org/courses/coursetype.cfm?category=languageworkout&catid=10
For other courses: http://www.frenchlib.org/courses
French Library and Cultural Center, 53 Malborough Street, Boston - MA 02116 Tel: 1.617.912.0400
To become a member: http://www.frenchlib.org/members
ST-CROIX INTERPRETIVE TRUNKS
DID YOU KNOW?
In 1604, Pierre Dugua de Mons, Samuel Champlain and 77 other men settled on St. Croix Island, located several kilometers upriver from the mouth of the St. Croix. It was the first French colony in North America and the village included a governor's house, a church and a hall. Today St. Croix Island is an international historic site. The settlement's 400th anniversary will be commemorated in June 2004.
The explorations and experiences of this colony are chronicled Samuel Champlain's diaries. The story of St. Croix Island is a compelling case study of contact, exploration and settlement. The U S. National Park Service has created the St. Croix 1604 Interpretive Trunk to help students learn about this facet of history by bringing to life the story of this first French settlement in North America. The Trunk has been piloted by Maine and New Brunswick teachers and will be a permanent asset to teachers of French, social studies classes, language arts, and of local and native studies. It has received resounding top reviews from educators.
The contents of the trunk (over 30 items) are as follows:
- The 40 page Teacher's Guide containing 5 units.
- A Historical Background reference booklet.
- Narrative containing excerpts from Champlain's personal diary.
- A resource binder including historical photos and images of First Nations and French material culture.
- Audio cassettes to help students understand native culture and languages. Passamaquoddy tribal elders prepared three of the tapes.
- Video tape produced by Parks Canada which follows two children who slip through a time portal to talk with Chaplain about the hard winter at St. Croix in 1604 and the year that followed at Port Royal.
- Objects with historical significance: spices, beaver pelt, wooden cross, etc.
- Objects highlighting the different materials available to each culture.
All Trunk materials and the teachers guide are provided in French and English.
The Trunk will be produced in limited quantity and the purchase price includes an on-site teacher training workshop and on-going teacher support. FLAME will offer another workshop at the March conference to explain the contents to teachers. The cost of the Trunk is $300, but through grant monies there are 15 trunks available to school districts free of charge!! AATF of Maine will be working on a plan to disseminate the 15 free trunks and make them conveniently available.
The trunks will be also available for purchase. For more information regarding this incredible opportunity please contact pmichaud@augusta.K-12.me.us .
Bravo España 2003-2004
Tours of Culture and Fun for Teachers and their Students
About Bravo
Bravo Tours is an American-based tour company specializing in groups to Spain. Over the last twenty years the Spanish Tourist Office, Iberia Airlines, and many of America’s leading educational institutions and teachers have recognized Bravo as the forerunner of some of the most exciting cultural programs to Spain. Two new programs have been introduced this year: Home Stay Study Program and Vistas Culturales.
Scholarship Program
This year, in addition to our scholarship program to Barcelona, we have added one to Madrid. Now, teachers may decide on either destination or both. Using these programs for professional improvement is ideal. Also, graduate credits for these programs may be available.
A Word About Pricing
Since we market on a nation-wide basis, it would be impossible to list the program price from every departure city. Therefore, please call and allow us to provide you a price for the program you wish, your departure city, and the departure date of your choice. As always, we do not charge membership fees, application fees, or adult supplements.
Free Travel: One teacher-chaperone free for every 6 paying participants.
Note: Bravo also pro-rates trips. For example, should you have 11 paying participants, you would receive one free trip and the other chaperone would only pay one-sixth of the tour price or you may choose the stipend.
Stipends
Instead of free travel, you may choose to earn per-person stipends according to the cost of your trip. For m ore details visit http://www.bravotours.com/why.htm
Hotels are all centrally located with private baths. Buses are Deluxe and air-conditioned. All Tours and Excursions are conducted by local professionals.
Meals Spain: Buffet breakfast and dinner daily included, except on Scholarship programs.
Fees:
None. No application fees. No membership fees. No adult supplements.
Cancellation Policy: One of the most liberal.
Insurance
Full medical and surgical insurance in Spain. Passenger protection program available at low cost premium. $100,000 flight insurance included on all regularly scheduled flights.
Extras
Free flight bags and luggage tags.
Mobile phone in Spain (one per group)
FREE Web page on Bravotours.com
Itineraries: One of the largest varieties available. Customized tours are also available. http://www.bravotours.com/spainstd.htm
Goal: Cultural and linguistic insights combined with the fun of travel.
For more information contact:
Lou and Grisell Dinnella , 215 East Ridgewood Ave., Suite 201, Ridgewood, NJ 07450
phone: 800-272-8674 (800-BRAVOSI), 201-445-2450
fax: 201-445-4410
e-mail: info@bravotours.com
website: http://www.BravoTours.com
SPAIN BCN-Barcelona - 2004 Educational trip to Barcelona
Hola ! Let us introduce you our proposal for a 2004 Educational trip to Barcelona. We are specialized in organizing, all year round, the stay in Barcelona for groups who want not just learn or practice the Spanish language but also enjoy the culture and traditions, the charm of the Mediterranean sea and the History of Spain and Barcelona.
MONDAY TO FRIDAY : Morning lessons from 9 h. am to 2 h. pm : Groups of students per levels. Learning material and Certificate of studies included. Afternoons: Cultural activities and guided visits to Antonio Gaudi's Buildings and his best works, best museums of Barcelona (Miro', Picasso, MACBA, Marítimo, Pueblo Espanol...,) Modernist routes and historical walks with a History Professor, visiting the Gothic Quarter and the Roman ruins.
SATURDAYS:1 day Excursion to enjoy the Mediterranean coast with guided routes and cultural visits to the most interesting places such as: 1.-) Salvador Dali's Theatre-Museum in Figueras, in the Costa Brava and his home in Cadaques; 2.-) Tarraco, the first city founded by Romans, south of Barcelona; 3.-) Sitges and its country side; Girona, a medieval city very well preserved; 4.-) Others...
ACCOMMODATIONS:Accommodation with Spanish host families very well selected, nice and safe neighbourhoods close to the school. Half board: breakfast and dinners with the family. Lunch at school.
* The program and accommodation in Barcelona is free for the person/s who organize/s the trip to Barcelona.
PICK UP SERVICE AT ARRIVAL AND DEPARTURE DATES .
* For more information visit the website http://www.spainbcn.com or contact
Ana Roca-SPAIN BCN-Barcelona, Consell de Cent, 304, 08007 Barcelona - SPAIN
Ph.: ++ 34 93 487 00 04 e-mail: clavebcn@teleline.es
SPANISH LANGUAGE AND CULTURE SUMMER COURSES IN SPAIN
Partially sponsored Spanish language and Culture, literature and methodology summer courses given in Spanish Universities. For teachers and educators in the United States and Canada JULY 2004
The Ministry of Education, Culture and Sports, the universities which participate in the program and the Education Office of the Embassy of Spain partially sponsor the summer courses. Most of the courses are especially designed for teachers at the K-12 and community college levels in the United States and Canada:
- Teachers of Spanish as a foreign language
- Teachers in bilingual programs
- Teachers in immersion programs
- Teachers of Spanish for Spanish-speakers
The price with the partial scholarship includes classes, food and lodging, cultural activities and medical insurance. At some universities it also includes the possibility of extending one's stay and optional excursions.
For more information, visit: http://www.sgci.mec.es/usa/becas
Educational News from the French Embassy
The RESOURCE CENTER for the TEACHING OF FRENCH was inaugurated in May 2002 in Rutgers University and was created in collaboration with the Cultural Services of the French Embassy following the agreement signed between the Department of Education in New Jersey and the French Government in June 2000.
This center was created to help the teachers of French find and create the right resources for their classes. It aims at promoting the teaching of French and at encouraging the best pedagogical practices. The Center organizes seminars and presentations on educational issues, disseminates innovative curricular models and materials for all levels.
We encourage you to visit its website and to sign up for the educational newsletter : www.frenchresources.org.
YOUTH & TEEN PUBLICATIONS IN FRANCE
Children’s Newspaper can be useful materials for the teachers of foreign languages. In those newspapers the words are simpler, and the images less shocking. Here is a list of the most well-known and serious children’s and teenagers’ newspapers and magazines.
For the younger ones:
- Milan Presse- www.milanpresse.com
- Les Clés de l’Actu Junior: 8-12 years old, weekly http://www.lesclesjunior.com
- Le Journal de Victor: for children - weekly http://www.recre-action.net
- Le Journal des Enfants: 8-12 years old, weekly special section of the Newspaper: Dernières Nouvelles d’Alsace http://www.jde.fr
"Fiches Methodes" for teachers, you can use them with any article of your choice: http://www.jde.fr/jde/premier/rubrique/Enseignants
Play-Bac Presse: These newspapers are only available through a registration. "Le Petit Quotidien" is one of the most popular newspapers for the young readers (10 to 14 years old).
- Le petit Quotidien: 7-10 years old, daily. http://www.lepetitquotidien.com
- Mon Quotidien: 10-14 years old, daily. http://www.monquotidien.com
- L’Actu: 14 and up, Daily. http://www.lactu.com
For the older ones:
- Okapi: Teenagers, weekly, Bayard Presse. http://www.okapi.bayardpresse.fr/
- Phosphore: 15-25 years old Weekly http://www.phosphore.com
- Coup d'Oeil: Special teenagers' section of the Belgium Newspaper of the same name. Dossiers sur la Belgique, sur les BD.... http://coupdoeil.win.be/liens/liens.htm (Site currently unavailable--FLAME webmaster--7/10/2005)
- Presse-Ecole: Special section designed for the younger reader of the daily newspaper « Le Télégramme »: a daily electronic newspaper by Viamedia. http://www.presse-ecole.com
- And for those who would like to create their own French newspaper, there is a kit imagined by J.Presse, a French association for the youth publications. jpresse@jpresse.org
***Compiled by Isaure MIGNOTTE
Academic and Linguistic Attachée
Penobscot School Immersion Opportunities
Come join fellow educators and lovers of language and share in the immersion opportunities and classes offered at the Penobscot School this winter.
SATURDAY DEC 6 -Italian IMMERSION DAY-INTERMEDIATE-10 a.m. - 4 p.m., with instructor Cristina Arrigoni Martelli. Fee: $88-Registration deadline: 12/1/03
FMI: 207 594-1084
SATURDAY DEC 6 -French IMMERSION DAY-INTERMEDIATE-10 a.m. - 4 p.m., with instructor Karine George. Fee: $88-Registration deadline: 12/1/03.
FMI: 207 594-1084
SATURDAY DEC 13 -SPANISH IMMERSION DAY-INTERMEDIATE
10 a.m. - 4 p.m., with instructor Natalia Gomez. Fee: $88-Registration deadline: 12/8/03-FMI: 207 594-1084
FRIDAY DEC 5: Cena Comune, 6 p.m.
Pot-luck supper with Italian students, teachers and friends.
Bob Baldwin 207 236-9687
SUNDAY DEC 7: Adventskaffee, 4 p.m.
Kaffee und Kuchen und Weihnachtslieder - pot-luck. Sally Burtnette-Leser 207 230-0098
FRIDAY DEC 12: Russian Pot Luck, 6 p.m. -Julianna Gerrity 207 563-1761
SATURDAY DEC 13: Swedish Christmas Smörgåsbord and celebration of St. Lucia, 4:30p.m. - bring a pot-luck item for the table; suggested donation: $5,Call Penobscot School, 207 594-1084, or Swedish Instructor Jeannie Hamrin, at 207 633-7369 to make reservations.
FRIDAY DEC 19: Souper Noël, à partir de 18h -à la fortune du pot- Denis Healy 207 236-4623
Coming up in 2004:
January 10-29 Le Français en Guadeloupe Immersion
February 2004
1 - Registration deadline for Italian Immersion in Tuscany, (June 3-10, 2004), call David Clough at Penobscot School for details, 594-1084
14 - Italian for Travelers Immersion Day-1, Beg. *
21 - Italian for Travelers Immersion Day-2, Beg. *
28 - Spanish for Travelers Immersion Day-1, Beg. *
March 2004
6 - Spanish for Travelers Immersion Day-2, Beg. *
13 - French for Travelers Immersion Day-1, Beg. *
20 - French for Travelers Immersion Day-2, Beg. *
27 - Kevätjuhla - Finnish Celebration of Spring, with music provided by the Maine Kantele Consort. Public invited!
* Italian, French and Spanish for Travelers, (for those planning a trip abroad): Held on two consecutive Saturdays, 10 am – 4 pm, includes instruction, materials, and lunch. Fee: $150 for both days, $85 for one day.
Call Penobscot School for registration details, 207 594-1084 or visit the website: http://www.languagelearning.org
Carla Summer Institutes 2004
CARLA is pleased to announce its ninth annual series of summer institutes at the University of Minnesota. This series reflects CARLA's commitment to connecting research with practice and the Center's ongoing mission to share what we've learned with teachers and their second language learners.
Each of the institutes is a highly interactive blend of theory and practical application. Teachers will be engaged in discussion, networking, theory-building and hands-on activities that relate to the topic of the day. Nearly 1,400 language professionals have come from all over the world to participate in the CARLA summer institute program. They have included ESL and foreign language teachers at all levels of instruction, program administrators, and curriculum specialists. All the summer institutes have been very popular, so we encourage early registration!
The institutes offered during summer 2004 include:
Content-Based Language Teaching through Technology (CoBaLTT)-July 26-30, 2004
Presenters: Diane Tedick, Marlene Johnshoy, & Laurent Cammarata
Language teachers will learn how to create content-based curriculum that motivates students and enhances their content-cultural knowledge and language skills. This institute was developed as part of a year-long professional development program and accompanying web resource center. It is the first time it has been offered to a national audience. A special rebate will be available to teachers who submit a satisfactory unit to the CoBaLTT website.
Basics of Second Language Acquisition for Teachers-July 26-30, 2004
Presenters: Elaine Tarone with Maggie Broner
Participants in this institute will use basic understandings provided by second language acquisition research to examine learner language and will then consider the language teaching implications of insights gained in this examination.
Proficiency Oriented Language Instruction & Assessments (POLIA)-
July 26-30, 2004
Presenter: Constance Nelson with Tony Kienitz
Using the Minnesota Articulation Project's Proficiency Oriented Language Instruction & Assessment: A Curriculum Handbook for Teachers, foreign language teachers will develop practical skills in creating curriculum materials and assessment tools that are proficiency-oriented and linked to the National Standards. The Handbook is included in the cost of the institute.
Maximizing Study Abroad: Teaching Strategies for Language and Culture Learning and Use-
August 2-6, 2004
Presenters: Margaret Demmessie and Joe Hoff
Participants will learn how to facilitate effective learning and use of strategies to enhance students' language development and cross-cultural adaptation through all segments of the study abroad experience (pre-departure, in-country, and reentry).
Developing Materials for Less Commonly Taught Languages (LCTLs)-
August 2-6, 2004
Presenters: Bill Johnston and Louis Janus
This summer institute will provide LCTL teachers with practical tools and hands-on experience in designing a wide range of materials that will improve their students' abilities to use the language for communicative purposes. A special rebate will be available to teachers who submit satisfactory curricular material to the LCTL website.
Developing Assessments for the Second Language Classroom-August 2-6, 2004
Presenters: Ursula Lentz and Donna Clementi
Focusing on the alignment of standards-based curriculum and assessment, this institute includes an overview of the wide range of purposes in assessment, an in-depth examination of the National Standards and step-by-step guidance in creating Integrated Performance Assessments for classroom use.
Meeting the Challenges of Immersion Education: Special Needs Learners
August 2-6, 2004
Presenters: Tara Fortune with Kathryn Kohnert and Kris Woelber
This timely institute will look closely at the relevant research and current practices on working with the special needs learner in the immersion classroom. A must for veteran immersion teachers and curriculum coordinators!
Immersion 101: An Introduction to Immersion Teaching-August 9-13, 2004
Presenters: Amy Egenberger and Tara Fortune
This institute provides novice immersion teachers with the tools and information they need to survive and thrive in the immersion classroom. The institute also includes a two-day session for administrators of immersion education programs.
A Practical Course in Styles- and Strategies-Based Instruction-
August 9-13, 2004
Presenters: Martha Nyikos and Susan Weaver
This annual summer institute is designed to help language teachers maximize students' ability to learn a foreign/second language through Styles- and Strategies-Based Instruction (SSBI).
Culture as the Core in the Second Language Classroom
August 9-13, 2004
Presenters: Francine Klein and Margaret Demmessie
Weaving together theory and practice, this interactive institute will help teachers develop instructional strategies and practical tools for integrating culture into an established language curriculum.
Technology in the Second Language Classroom
August 9-13, 2004
Presenters: Marlene Johnshoy, Mark Kondrak, Jenise Rowekamp, Rick Treece, Pablo Viema, Jian Wu, Zhen Zou
Participants in this institute will learn how to use a wide range of technology resources and evaluate their role in enhancing language instruction. Two sections for different levels of ability/comfort with technology are offered.
The cost of each of the CARLA summer institutes is $300 if registration is received by May 31, 2004 and $350 after that date. More information and registration forms are available on the CARLA website at: http://nflrc.msu.edu http://www.carla.umn.edu/institutes
The Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota is one of several Title VI National Language Resource Centers (NLRC) funded by the U.S. Department of Education to improve the nation's capacity to teach and learn foreign languages effectively.
You are also invited to visit the CARLA website at http://www.carla.umn.edu. For more information about all the National Language Resource Centers, visit our joint site at http://nflrc.msu.edu.
ANOTHER CALL FOR VOLUNTEERS!!!
To be a volunteer you
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do NOT need to be an expert |
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do NOT need to be a veteran teacher |
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do NOT need a lot of free time (who has that?!) |
To be a volunteer you
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need a love of world languages |
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need a willingness to help |
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need a desire to work with like-minded people who really appreciate your being there!! |
The specific needs at this time are:
Student Activities
This committee provides enrichment activities for foreign language students in Maine. A juried exhibit of student work is held in conjunction with the annual spring conference. At the moment we have opened a Student Video Contest and hope to receive some entries. Wouldn't it be fun to pop some popcorn and enjoy some student videos?
AATF
Calling all teachers of French! AATF needs your help!!
Though Ray Pelletier, Priscille Michaud, and Sylvie Charron volunteered at the last minute to run our Maine AATF and put on a great Fall Conference they cannot do it alone! Please consider volunteering to ensure a strong, vital AATF in Maine!
For more information contact Sylvie Charron at scharron@maine.maine.edu
And take a look at the list of committees and please consider joining us and being an active part of FLAME! For more information about any committee and/or to sign on, contact Catherine Hobby, President, at rhobbby1@maine.rr.com