Volume 15, No 1 FLAME NEWS DECEMBER
A Message from the President
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
Clain (Hermon High School)
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
Secretary’s Statement on International
Editor's note: Though the
International Education Week has just passed, Mr. Paige makes some points worth
Secretary of Education Statement on
International Education Week
(November 1 7-21, 2003) by Secretary of
Education Rod Paige,
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
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.
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
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".
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
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
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.
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!!!
LANGUAGE TEACHER HOSTING OPPORTUNITY
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:
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.
and submitted by C. Hobby from The Activity Place)
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.
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-
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.
- 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
- whether he/she makes
- whether he/she makes
people laugh on purpose
- whether he/she makes
- whether he/she wears
dresses or skirts
(Submitted by C. Hobby)
Cool websites for all languages
Interactive activities for many languages, some with sounds, some printable.
Site for reproducible maps
Scroll down to find cultural links at
Homeschooling site with language links
Fun sites for young learners of French:
French pronunciation guides
Words to francophone songs
Online museum visits try the "Musées et expositions virtuelles" du quartier
français du village planétaire
Great dictionary for terminology
Spanish literature sites
Site with Spanish
lyrics, games, proverbs, etc
Perseus Digital Library-Primary and secondary sources for the study of Ancient
Greece and Rome
Here's a little site on the history of playing cards
And for some antique playing cards:
AATF 2003 FALL
La Conference d'automne 2003
The AATF Fall conference was held at
Bates College this year.
After a cordial "Café du
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!
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
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
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:
look for books, visit:
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:
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
For other courses:
French Library and Cultural Center,
53 Malborough Street, Boston - MA 02116 Tel: 1.617.912.0400
To become a member:
DID YOU KNOW?
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,
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
Culture and Fun for Teachers and their Students
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
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
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.
Instead of free
travel, you may choose to earn per-person stipends according to the cost of
your trip. For m ore details visit
Hotels are all
centrally located with private baths. Buses are Deluxe and
air-conditioned. All Tours and Excursions are conducted by local
Spain: Buffet breakfast and dinner
daily included, except on Scholarship programs.
application fees. No
membership fees. No adult supplements.
One of the most liberal.
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.
Free flight bags and luggage tags.
Mobile phone in Spain (one per group)
FREE Web page on Bravotours.com
One of the largest varieties
available. Customized tours are also available. http://www.bravotours.com/spainstd.htm
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),
- 2004 Educational trip to Barcelona
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
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.
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...
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:
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
- Teachers in
- 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:
Educational News from the French Embassy
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
- Milan Presse- www.milanpresse.com
- Les Clés de l’Actu Junior: 8-12 years old, weekly
- Le Journal de Victor: for children - weekly
- Le Journal des Enfants: 8-12 years old, weekly special section of the
Newspaper: Dernières Nouvelles d’Alsace
"Fiches Methodes" for teachers, you can use them with any article of your
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.
- Mon Quotidien: 10-14 years old, daily.
- L’Actu: 14 and up, Daily.
For the older ones:
- Okapi: Teenagers, weekly, Bayard Presse.
- Phosphore: 15-25 years old Weekly
- Coup d'Oeil:
Special teenagers' section of the Belgium Newspaper of the same name.
sur la Belgique, sur les BD....
(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.
- 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.
***Compiled by Isaure MIGNOTTE
Academic and Linguistic Attachée
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
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
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. *
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
* 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:
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
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
Presenters: Elaine Tarone with
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
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
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.
Assessments for the Second Language Classroom-August
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.
Challenges of Immersion Education: Special Needs Learners
August 2-6, 2004
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!
101: An Introduction to Immersion Teaching-August
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.
Course in Styles- and Strategies-Based Instruction-
August 9-13, 2004
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
the Core in the Second Language Classroom
August 9-13, 2004
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.
in the Second Language Classroom
August 9-13, 2004
Johnshoy, Mark Kondrak, Jenise Rowekamp, Rick Treece, Pablo Viema, Jian Wu,
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:
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
You are also invited to visit the CARLA website at
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