Northeast Conference on the Teaching of Foreign Languages Preliminary Listing of Sessions, #techlab and Research Roundtable - Northeast Conference on the Teaching of Foreign Languages

Preliminary Listing of Sessions

Saturday, April 24–Saturday, May1

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The following is a listing of sessions which will be live-streamed, and/or pre-recorded. Conference registrations will have access to everything listed on this page.
“Featured Sessions,” listed first, have been selected for their particular relevance to the conference theme. They will be live-streamed and recorded for later viewing.
Listed next are all other live-streamed sessions. These will also be recorded and made available for later viewing.
Following our live-streamed sessions, you will find approximately 70 sessions that will be posted as recordings only.
Finally, you will find our #techlab and our Research Roundtable presentations. These are shorter presentations and will also be pre-recorded.
The listing below is tentative and subject to change.
Use the search function on your device to search the listing using these options:
- Language: Spanish, French, Arabic, Chinese, etc.
- Level: PreK-8, PreK-12, PreK-16+ (all), Elementary, Middle School, High School, Secondary (6-12), College, Post-secondary
- Keyword: Articulation, Assessment, Communities/Workplace, Connections/Comparisons, Culture/Literature, Curriculum, Diversity, Instructional Strategies, Materials, Policy Issues, Professional Development, Research, Technology

Featured Sessions
Live-streamed Sessions
Pre-recorded Sessions
#Techlab
Research Roundtable

Featured Sessions

(selected for their particular relevance to the conference theme)

108. Talking Social Justice: Conversations That Matter
Saturday, April 24, 2021, 12:30 PM–1:30 PM

Presenter(s):
Sydney Chaffee, Codman Academy Charter Public School, Boston, MA

Teachers don’t have to be afraid of controversial topics in our classrooms. We can engage students in collaborative discussions using thoughtful protocols and help them deepen their understanding of history, develop literacy skills, and build social and emotional competencies at the same time. In this session, participants will explore structures for facilitating class discussions on complex, controversial texts and topics; participate in a collaborative discussion; and plan for how to incorporate these techniques into their own curricula. (Best for grades 6-12.)

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Curriculum

111. Becoming Agents of Change: The Work BEFORE the Work!
Saturday, April 24, 2021, 2:00 PM–3:00 PM

Presenter(s):
Samara Spielberg, The Allen-Stevenson School, New York, NY
Stephen Krawec, The Allen-Stevenson School, New York, NY

WHAT? You want students to be agents of change. SO WHAT? You want to teach through a social justice lense! NOW WHAT? Come explore two critical building blocks for effective social justice work: emotional literacy and perspective taking. Gain practical tools that help your students wash away the seeds of assumption and fear. Instead, plant seeds of curiosity and wonder that will be nourished through emotional connection and perspective taking.

Language of presentation:	English	Levels:	PreK-8
Examples in:	English and Spanish	Keyword:	Curriculum

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity
Sunday, April 25, 2021, 10:00 AM–11:00 AM

Presenter(s):
Beth Wassell, Ed.D., Rowan University, Glassboro, NJ
Pamela Wesely, Ph.D., University of Iowa, Iowa City, IA
Cassandra Glynn, Concordia College, Moorehead, MN

Social justice issues related to fairness, human rights, and equity are inherent in the cross-cultural, reflective, and analytical nature of studying world languages and cultures. In this session, we provide a framework and instructional strategies for adding a layer of social justice to the cultural products, practices, and perspectives you currently teach. We will emphasize ways to transition your traditional or typical culture topics to include current issues, such as justice and equity issues related to the Covid-19 pandemic. Materials and resources will be shared that can be immediately incorporated into your curriculum and instruction.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Culture/Literature

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays
Monday, April 26, 2021, 4:00 PM–5:00 PM

Presenter(s):
Rebecca Blouwolff, Wellesley Middle School, Wellesley, MA
Dawn Carney, Arlington Public Schools, Arlington, MA
Kristine Keefe-Hassan, Edison Public Schools, Edison, NJ

Too often, teaching holidays in world language classrooms has centered around a celebration of Christmas, whether secular or religious. It’s “what’s been done” for a variety of reasons: it’s familiar to students, prominent in American and many other target cultures, widely celebrated, and an easy point of cultural comparison. This session will focus attention on intercultural competence as it relates to teaching holidays. How and why might we decenter Christmas in our classrooms? What can be gained by deconstructing a holidays unit into an ongoing exploration of both target culture practices, and students’ cherished traditions? Hear from a middle school teacher, high school teacher, and department head, of three different religious backgrounds, to gain concrete suggestions to bring back to your setting.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English, French, Spanish	Keyword:	Diversity

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements
Monday, April 26, 2021, 5:30 PM–6:30 PM

Presenter(s):
Lea Graner Kennedy, Stonington Public Schools, Stonington, CT

How do teachers design effective and engaging lessons based on important issues of social justice, while grounding them in the World-Readiness Standards and the modes of communication? This session will provide participants with a variety of activities allowing students to demonstrate what they can do when the lesson is built around real-world topics of social justice and functional goals. Designing and implementing social justice lessons and units based on topics that are engaging to students, promotes motivation to use the target language for authentic purposes. Sample resources, tasks by mode, and lessons will be provided.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish and French	Keyword:	Instructional strategies

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

Presenter(s):
Michael Hegedus, Seton Hall Preparatory School, West Orange, NJ
Lucy Lee, Seton Hall Preparatory School, West Orange, NJ
Margaret Mainardi, Seton Hall Preparatory School, West Orange, NJ

Examining inequality, racism and other social justice issues through Project Based Learning (PBL) allows students to take ownership of foreign language learning, solve real world problems, and reach a wider school or community audience. Participants of this session will learn how to design PBL modules that can be streamlined into pre-existing thematic units. Presenters will then discuss how they collaborated to adapt the projects to different languages and scaffold them across various language proficiency levels. Finally, participants will interact to brainstorm social justice PBL units for their own classroom use.

Language of presentation:	English	Levels:	High School & College
Examples in:	Chinese and Spanish	Keyword:	Instructional strategies

156. Going to the Movies: Developing Social Justice Units Using Film
Thursday, April 29, 2021, 5:30 PM–6:30 PM

Presenter(s):
Michelle Kindt, Hershey High School, Hershey, PA

This session highlights the development and sequencing of a proficiency-oriented unit that uses a feature film in the target language as its base. Participants will learn how to gather authentic resources, utilize engaging discussion techniques, underscore targeted grammatical structures and develop appropriate assessments that support the themes of the film aligned with proficiency goals. By using high-frequency vocabulary and high-interest topics of social justice, these engaging units of film study provide optimal comprehensible input and boost language acquisition.

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Curriculum

163. Social Justice Can’t Wait: Engaging Learners from the Start
Friday, April 30, 2021, 5:30 PM–6:30 PM

Presenter(s):
Charlotte Gifford, Greenfield Community College, Greenfield, MA

This generation is rightly concerned with social justice questions. Can novices tackle big ideas like these in the target language? It is not only possible, it is essential if they are to engage deeply with complex topics at upper levels! The session takes two familiar novice-level themes and weaves in two social justice concerns. Engaging authentic resources offer a hook to initial work in the interpretive mode. Interpersonal and presentational activities use strategic scaffolding (sentence starters, discussion protocols) to foster target language use at upwards of ninety percent. Key linguistic content is reinforced in the real-world context. Experience the novice level with a twist, and learn to build a solid base for engagement with social justice topics, both in current novice-level and future higher level courses.

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Instructional strategies

166. Elles, Muxes, and Identities in WL classroom
Saturday, May 1, 2021, 8:30 AM–9:30 AM

Presenter(s):
Abelardo Almazan-Vazquez, The Putney School, Putney, VT

This session aims for an honest reflection around how to deconstruct and expand our linguistic repertoire around gendered vocabulary in our classes. We will explore the power of building non-gendered idiolects for our non-binary students, and adding specific examples of how and when can our students reflect and practice around Lenguaje Inclusivo No Binario Directo e Indirecto. We will also explore the importance of representing non-binary identities in WL with the Muxe community from the Mexican state of Oaxaca. We will be emphasizing that this session is not intended to challenge the notions of how gendered language is, but instead, how to create safe spaces where students -who identify as nonbinary/gender non conforming- can relate to individuals like the Muxes in Mexico.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish and Zapotec	Keyword:	Culture/Literature

174. Cultural Competency: Theory into Practice
Saturday, May 1, 2021, 12:30 PM–1:30 PM

Presenter(s):
Gabmara Álvarez-Spychalski, The Baldwin School, Bryn Mawr, PA

Cultural competency is a buzzword that has been floating around in education for the past couple of years. But what does this look like in our classrooms? In this workshop, we’ll share the best practices for creating an anti-bias classroom and we’ll work through case studies that will help put theory into practice. These case studies will present instances of microaggressions in the classroom which impact the Latinx community, as well as other marginalized folks, and participants will learn and practice different strategies to address them.

Language of presentation:	English	Levels:	PreK-12
Examples in:	English	Keyword:	Diversity

All Live-streamed Sessions

102. Image-ination
Saturday, April 24, 2021, 8:30 AM–9:30 AM

Presenter(s):
Jennifer Carson, Old Dominion University, Norfolk, VA

Images capture cultural practices and products and are a rich and abundant authentic resource that can aid novice learners to uncover cultural perspectives. Online social media platforms like Twitter and Instagram are a fresh and relevant source of images, providing a window into other cultures and motivating students to use their language skills. In this interactive session, you will learn how you can bring this “High-Leverage Teaching Practice” to your classroom. Ignite your students’ imaginations and spark meaningful dialogue in the target language with simple strategies and easy planning.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	French and Spanish	Keyword:	Culture/Literature

103. Bring the World into Your Classroom
Saturday, April 24, 2021, 8:30 AM–9:30 AM

Presenter(s):
Heidi Trude, Loudoun Valley High School, Purcellville, VA

Are you looking for ways to incorporate target language and culture into your classroom? In this session, we will examine the process of setting up and participating in a Mystery Hangout all while staying immersed in the target language. Through Mystery Hangouts, students are engaged in authentic calls with native speakers and have the opportunity to learn first hand about the culture where the speaker lives. Get ready to have some fun and learn how you can bring the world into your classroom with Mystery Hangouts!

Language of presentation:	English	Levels:	PreK-12
Examples in:	French	Keyword:	Technology

104. Best of DE: Creating a Positive Learning Environment
Saturday, April 24, 2021, 8:30 AM–9:30 AM

Presenter(s):
Jennifer Campbell, Middletown High School, Middletown, DE

This session will present ways to maximize student growth by developing connections and personalizing their learning. The presenters will share not only things that you can physically add to your classroom, but strategies you can embed into your lessons to develop cultural competence, increase comfort levels, and ultimately increase work ethic and proficiency in a hybrid or virtual setting. This is designed for all grade levels, but examples will be given with a secondary classroom in mind.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Professional development

105. General Session and Keynote Address
Saturday, April 24, 2021, 10:00 AM–11:00 AM
Sponsored by Extempore App

Presenter(s):

Join us for our general session and keynote address by Sydney Chaffee, 2017 National Teacher of the Year. Sydney Chaffee is a National Board Certified Teacher with a passion for helping diverse learners grow through authentic, relevant, interdisciplinary curricula. Sydney believes that education is an essential tool to work towards social justice. It can transform students’ self-perceptions and arm them to fight for a more just world. Throughout the school year, Sydney and her students seek to answer big questions: What is justice? How have people resisted injustice throughout history? What power do people have to change the world? Read more at https://www.nectfl.org/conference/.

106. Creating Opportunities for Assessment in a Virtual Learning WL Classroom
Saturday, April 24, 2021, 12:30 PM–1:30 PM

Presenter(s):
Holly Schnittger, Thomas McKean High School, Wilmington, DE
Christopher Wendel, Odessa High School, Middletown, DE

This session focuses on assessing the modes of communication in a virtual learning classroom. Assessment examples will be provided for interpretive, presentational, and interpersonal communication. Some assessment tools that will be highlighted are Zoom breakout rooms, Flipgrid, and Schoology discussion boards. Participants will leave with concrete examples of what these look like in a virtual learning world language classroom and these can be applied to a traditional in-person classes well. Presenters will provide examples from multiple levels in both French and Italian, but it can be applied to other languages and levels.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	French and Italian	Keyword:	Assessment

107. Creating Thematic Units for Social Justice
Saturday, April 24, 2021, 12:30 PM–1:30 PM

Presenter(s):
Katia Marticorena, Arlington High School, Arlington, MA
Christina Toro, Arlington High School, Arlington, MA

The presentation will explore the topic of immigration as a result of inequality, social divides, and violence that force families to leave their homes and countries and migrate in search of economic and physical security. The participants will learn how to design a thematic unit – essential questions, standards, goals and summative assessments- which connects language proficiency to the principles of Social Justice. This unit enables language learners to value diversity, be aware of social injustices and develop plans of action for a more equitable world. As a result, the language learners will develop a deeper understanding of the immigration process while making connections across disciplines, developing 21st century skills, and improving language proficiency.

Language of presentation:	Spanish	Levels:	High School
Examples in:	Spanish	Keyword:	Curriculum

108. Talking Social Justice: Conversations That Matter
Saturday, April 24, 2021, 12:30 PM–1:30 PM (FEATURED SESSION)

Presenter(s):
Sydney Chaffee, Codman Academy Charter Public School, Boston, MA

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Curriculum

109. Breaking Barriers: Combining SDGs & Top Tech = Interculturality
Saturday, April 24, 2021, 2:00 PM–3:00 PM

Presenter(s):
Noemi Rodriguez, Pascack Valley Regional HS District, Montvale, NJ

Let’s break barriers and lead with the Global Goals for Sustainable Development as a school community by creating interdisciplinary connections and collaborative experiences for all students! Using several Global Goals for Sustainable Development and technology tools, participants will be able to design unique interdisciplinary activities and authentic social experiences for their learners that foster both empathy and interculturality. Come prepared to collaborate, share ideas and create!

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Technology

110. Equity and Inclusion Across Hispanic Cultures
Saturday, April 24, 2021, 2:00 PM–3:00 PM

Presenter(s):
Beatriz Garcia, Northfield Mount Hermon School, Gill, MA

How can we teach a language with an interdisciplinary approach? How do we explore the world views of various communities and the deep layers of the cultural iceberg in our everyday practice? In this interactive workshop, I’d like to invite participants to think about why we study new languages, how that helps us become global citizens, and how we develop cultural competency. Participants will be encouraged to examine their own practice, contribute to the discussion with their own models, and leave with resources and a new mindset to approach the study of a language. We do not need to stop celebrating the Day of the Dead but we should do it without cultural appropriation and with a true understanding of the celebration, the people and the cultural context in which it happens.

Language of presentation:	English	Levels:	High School
Examples in:	English and Spanish	Keyword:	Diversity

111. Becoming Agents of Change: The Work BEFORE the Work!
Saturday, April 24, 2021, 2:00 PM–3:00 PM (FEATURED SESSION)

Presenter(s):
Samara Spielberg, The Allen-Stevenson School, New York, NY
Stephen Krawec, The Allen-Stevenson School, New York, NY

Language of presentation:	English	Levels:	PreK-8
Examples in:	English and Spanish	Keyword:	Curriculum

112. Connecting With Classrooms Around the World
Saturday, April 24, 2021, 3:30 PM–4:30 PM

Presenter(s):
Teresa DelGiudice, Pascack Valley Regional HS District, Montvale, NJ
Francesca Silvano, Pascack Valley High School, Hillsdale, NJ

Our world is increasingly becoming more connected, as are the ways in which we can connect. Why not get to know one another? Let’s celebrate diversity, with respect and tolerance for those around the world, through cultural enrichment, service projects, and social awareness. We can achieve unity while promoting 21st century skills, including digital and global citizenship. Examples and use of tech-tool web sites and communicative platforms such as Edmodo, FlipGrid, and Skype will be discussed. The implementation and successful execution of an international exchange program will also be presented.

Language of presentation:	English	Levels:	High School
Examples in:	French, Italian and Spanish	Keyword:	Communities/Workplace

113. Deeper and More Meaningful Questions in the World Language Classroom
Saturday, April 24, 2021, 3:30 PM–4:30 PM

Presenter(s):
Tracy Zarodnansky, West Windsor-Plainsboro High School North, Plainsboro, NJ

This session is designed to give world language teachers the tools to create an environment where students ask deeper and more meaningful questions in the target language. We will review strategies such as, how to set up the classroom, modeling conversation starters, and activities that model and encourage higher order thinking and deeper questioning. The session will include participant simulation in English so teachers understand what the experience is like for their students. Examples and modeling will be available in both English and Spanish.

Language of presentation:	English	Levels:	High School
Examples in:	Spanish	Keyword:	Instructional strategies

114. Best of VA: Improving the Quality of Your Students’ Writing
Saturday, April 24, 2021, 3:30 PM–4:30 PM

Presenter(s):
Knikki Hernandez, William Monroe High School, Standardsville, VA

This session is designed for teachers looking for ways to improve the quality of their students writing as well as increase their students’ comprehension of the material and language. Anyone interested in changing the nature of the academic discourse in their classrooms virtually or face-to-face would benefit from attending this conference program, as the presenter will both explain and demonstrate the techniques being discussed for the attendees.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

115. Teacher of the Year Candidates Networking Session
Saturday, April 24, 2021, 4:30 PM–5:30 PM

Presenter(s):

This is a closed meeting for 2021 NECTFL Teacher of the Year Nominees.

116. NNELL Networking “Un-Conference” Share Session
Sunday, April 25, 2021, 8:30 AM–9:30 AM

Presenter(s):
Marissa Coulehan, Dobbs Ferry Schools, Dobbs Ferry, NY

The NNELL Networking Share Session is an opportunity for early language educators, PreK – 8, to meet for an open discussion to swap ideas and professionally connect with other early childhood, elementary, and middle school world language educators from around the region. This will be run in an “un-conference” style session to foster ideas, conversation, and most importantly engagement between attendees. Need some ideas? Need to vent? Need some guidance? Have something to share? Come chat with us!

Language of presentation:	English	Levels:	PreK-8
Examples in:	Multiple	Keyword:	Professional development

117. Mead Collaborative
Sunday, April 25, 2021, 8:30 AM–9:30 AM

Presenter(s):
Deborah Espitia, Ellicott City, MD

This is a closed session for current and former Mead Leadership Fellows, NECTFL board members, and Mead mentors. During this session, the current Mead winners will have the opportunity to share overviews of their projects and collaborate with mentors and former Mead winners to strengthen their plans and make connections that will help facilitate their projects.

118. NADSFL/NCSSFL Breakfast
Sunday, April 25, 2021, 8:30 AM–9:30 AM

Presenter(s):
Jill Schimmel, NYCDOE, New York, NY

This is a closed meeting of NADSFL and NCSSFL. Please RSVP prior to the conference.

119. Using External Assessments: Their Power and Their Messages
Sunday, April 25, 2021, 10:00 AM–11:00 AM

Presenter(s):
Greg Duncan, InterPrep, Inc., Marietta, GA

More and more schools and districts are using external proficiency/performance assessments like AAPPL and STAMP. But what are they learning from these assessments? Each administration delivers powerful, and important messages about learning and teaching, and these messages need to be heard and studied. This session will delve into this topic and will use several data samples to illustrate how testing data can be exploited to improve both learning and teaching.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Assessment

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity
Sunday, April 25, 2021, 10:00 AM–11:00 AM (FEATURED SESSION)

Presenter(s):
Beth Wassell, Ed.D., Rowan University, Glassboro, NJ
Pamela Wesely, Ph.D., University of Iowa, Iowa City, IA
Cassandra Glynn, Concordia College, Moorehead, MN

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Culture/Literature

121. Supporting Your Students – Building Connections for Communication
Sunday, April 25, 2021, 10:00 AM–11:00 AM

Presenter(s):
Elena Kamenetzky, Jefferson County Public Schools, Louisville, KY

This school year has brought unprecedented uncertainty into the lives of our students. Join the ACTFL National Language Teacher of the Year to explore how language learning can develop the communication skills and self-confidence to build learners’ resilience and support their mental health. Walk into the classroom of the Teacher of the Year to acquire more strategies to help learners lower their affective barriers and develop healthy relationships – using the investigation of and reflection on cultural similarities and differences.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Japanese and English	Keyword:	Instructional strategies

122. Maximizing Potential in All Learners
Sunday, April 25, 2021, 12:30 PM–1:30 PM

Presenter(s):
Rita Oleksak, Glastonbury Public Schools, Glastonbury, CT
Megan Villanueva, Glastonbury Public Schools, Glastonbury, CT

Join us for an interactive session where teachers discuss how targeted interventions helped middle school students show gains in their performance levels toward reaching their speaking proficiency targets. Presenters will share the different strategies that were implemented to support students in the interpretive listening and interpersonal speaking modes of communication. Participants will leave with strategies for replication in their own institutions. This sessions highlights K-16 collaboration.

Language of presentation:	English	Levels:	Middle School
Examples in:	Spanish, French, Chinese	Keyword:	Instructional strategies

123. Teaching Languages for Compassionate Intercultural Citizenship
Sunday, April 25, 2021, 12:30 PM–1:30 PM

Presenter(s):
Benjamin Rifkin, Ph.D., Hofstra University, Hempstead, NY
Manuela Wagner, Ph.D., University of Connecticut, Storrs, CT

Current events make it clear that students need to be prepared to be active, and in our opinion, compassionate global or intercultural citizens. We argue that language education is especially well situated to help students develop the knowledge, skills, and attitudes required to investigate the world around them and take action, based on reason and compassion. We’ll briefly explain the concepts of compassion and intercultural citizenship and show how they can be embedded in language lessons while at the same time fostering students’ proficiency in the target language. Attendees will then work in groups to develop a language learning activity in which compassion and intercultural citizenship are embedded, addressing the communication, cultures, and connections standards.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Russian, German, Spanish	Keyword:	Culture/Literature

124. Mead Project: Recruiting Teachers in the Target Language: Resources for Teacher Recruitment
Sunday, April 25, 2021, 12:30 PM–1:30 PM

Presenter(s):
Michele Back, Ph.D., University of Connecticut, Storrs, CT, Mead Fellow 2020–2021
Co-presenters:
May George, Smith College, Northampton, MA
Melissa Scarbrough, Ellington High School, Ellington, CT
Kimberly Torres, PA

2020–2021 Mead Leadership Fellow Michele Back will discuss her fellowship project with three of her collaborators. The presentation will provide a hands-on introduction to the Future Language Educators Recruitment Project (FLERP), a target language curriculum promoting the teaching and learning of world languages and fostering the recruitment of new language teachers. Participants will learn how to access and navigate the ten online modules (presentations, interactive worksheets, and resources) available in Spanish, French, and Arabic for grades 7-12 and postsecondary, as well as the five modules in Spanish and French for learners in grades 4-6. Using these modules, language teachers can promote discussion on the importance of language learning, stimulate interest in language teaching, and provide their students with important resources on this career, all while using authentic resources and adhering to ACTFL’s and district policies on target language use in the classroom. These resources are easily accessible on ACTFL’s website.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish, French, Arabic	Keyword:	Curriculum

125. High-Impact Strategies to Maximize the Value of Authentic Images
Sunday, April 25, 2021, 2:00 PM–3:00 PM

Presenter(s):
Matt Coss, George Washington University, Washington, D.C.

This session will present a variety of low-prep, high-impact, learner-centered strategies for world language teachers of students at any level of proficiency, in order to make the most out of the authentic images they plan to use in the classroom. The primary goal of this session is that each attendee is able to take away concrete steps they can immediately incorporate into their own classrooms. These strategies will weave culture and content in the target language to facilitate student language acquisition and growth. The goal is not to change what we teach, or even to change how we teach, but to remember to constantly ask ourselves: Is there a more culturally-entrenched and relevant way I can have my students interact with this content?

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Chinese and Spanish	Keyword:	Instructional strategies

126. Approaching Social Justice through Short Stories and Digital Storytelling
Sunday, April 25, 2021, 2:00 PM–3:00 PM

Presenter(s):
Celia Bianconi, Ph.D., Boston University, Boston, MA
Miriam Angrist, Boston Universirty, Boston, MA
Viktoria Hackbarth, Ph.D., Boston University, Boston, MA

Incorporating themes of social justice is an integral part of the cultures and communities components of the ACTFL World-Readiness standards. Addressing social justice through curricular elements and pedagogical choices, will allow students to engage in a deeper and more critical understanding of cultures and communities, increase cultural sensitivity, and advance students’ intercultural communicative competence (ICC). Presenters will focus on two pedagogical choices: teaching through short stories followed by activities from input to output, and students’ creations of digital storytelling reflecting diverse voices. Both strategies support and increase engagement and active learning. The content of this presentation is applicable to both face-to-face and online learning.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish, Portuguese, Hebrew	Keyword:	Instructional strategies

127. Best of RI: Teaching Heritage Learners Through A Workshop Model
Sunday, April 25, 2021, 2:00 PM–3:00 PM

Presenter(s):
Jen Lopez, Cristo Rey Jesuit High School – Twin Cities, Minneapolis, MN

Are you interested in using reading and writing workshop methods in your heritage class, but don’t know where to start? Or are you looking to add some more language arts, but feel like you’re lacking the background knowledge to do it? I’ve been there! This session is meant for teachers who have dedicated heritage learner classes. I will model the quick write process, book talks, independent reading, writer’s notebooks and more. Come get ideas and lots of resources to make this your best year ever with your heritage learners!

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish and English	Keyword:	Instructional strategies

128. Yes, Novices Can! From Global Awareness Toward Social Justice
Sunday, April 25, 2021, 3:30 PM–4:30 PM

Presenter(s):
Rebecca Blouwolff, Wellesley Middle School, Wellesley, MA

Prepare Novice learners to be informed world citizens by grounding traditional topics in AP global challenges and social justice. Through a focused examination of a Novice High French unit on global housing, learn how to plan rich thematic units based on simple language, abundant input, and structured output. Study examples of appropriate authentic resources for Novice learners, a menu of non-verbal processing tasks, techniques for scaffolding output, and appropriate real-life summative tasks to assess student learning.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	French	Keyword:	Curriculum

129. Practical Guide to Standards Based Grading for Equity
Sunday, April 25, 2021, 3:30 PM–4:30 PM

Presenter(s):
Jason Caputo, New Brunswick High School, New Brunswick, NJ

Standards and proficiency targets guide language instruction, but traditional 0-100 grading systems are still the norm. Teachers can increase equity and transparency through a standards-based system, but changing long held beliefs is challenging. This session will provide practical strategies for using proficiency based instruction and feedback instead of traditional grades. Examples will be provided for informal assessments, essays, conversations, and project based tasks in the physical and virtual classroom. Customizable digital rubrics will be shared that simplify the grading process and the delivery of meaningful feedback to your students. Additionally, attendees will be invited to share strategies for retakes, late work, and homework that increase equity while maintaining rigor.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Multiple	Keyword:	Assessment

130. Get in the Right Mindset to Teach Grammar Inductively
Sunday, April 25, 2021, 3:30 PM–4:30 PM

Presenter(s):
Deborah Espitia, Howard County Public Schools-MD (retired), Ellicott City, MD

The shift to teaching for proficiency is more than just getting a new curriculum. Teachers need to have the characteristics of a growth mindset and know that it may not be easy nor happen all at once. With perseverance and work, they can change the way they’ve always taught to better help their students become proficient in the target language. This session will help teachers identify the characteristics of a growth mindset that will help them in this shift, both ones they already have and ones they need to work on. We’ll look at what teaching grammar inductively looks like and how to do it. Then, we’ll look at steps they can emulate to create their own inductive grammar lessons for their students.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	French and Spanish	Keyword:	Instructional strategies

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays
Monday, April 26, 2021, 4:00 PM–5:00 PM (FEATURED SESSION

Presenter(s):
Rebecca Blouwolff, Wellesley Middle School, Wellesley, MA
Dawn Carney, Arlington Public Schools, Arlington, MA
Kristine Keefe-Hassan, Edison Public Schools, Edison, NJ

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English, French, Spanish	Keyword:	Diversity

132. Peer Feedback Done Better
Monday, April 26, 2021, 4:00 PM–5:00 PM

Presenter(s):
Greta Lundgaard, NFLC at the University of Maryland, College Park, MD

The ability to give feedback to others is an important aspect of fruitful collaboration. The process of giving peer feedback causes learners to interact, negotiate, and reflect on the language they are learning. By teaching specific strategies to use when examining or analyzing speaking/writing output, learners can provide input into the output of others and will begin to notice their own skill and knowledge gaps. This session identifies strategies that teachers can use to make peer feedback effective, impactful, and motivational, leading to proficiency growth for all learners.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Instructional strategies

133. Vive le petit prince! Il est revenu…
Monday, April 26, 2021, 4:00 PM–5:00 PM

Presenter(s):
Janel Lafond-Paquin, Rogers High School, Newport, RI

The Little Prince is back! There are so many things that can be done with this much-loved book for both young and not so young students! Come participate in a myriad of engaging activities that incorporate the four skills as well as those that target the multiple intelligences and give students choice! This session will be conducted mostly in French and a handout will be provided to participants.

Language of presentation:	French and English	Levels:	Secondary (6-12)
Examples in:	French	Keyword:	Instructional strategies

134. Differentiating Instruction in Online and Blended Learning Environments
Monday, April 26, 2021, 5:30 PM–6:30 PM

Presenter(s):
Leslie Grahn, Independent Consultant

Language educators strive every day to meet the needs of the wide diversity of their learners, while providing instruction that contributes to growth in language proficiency. Through differentiated instruction, struggling learners are given the scaffolds and supports they need to be successful and advanced learners are provided the appropriate challenge level in tasks. With the shift to blended and online learning, we will explore how to adapt face-to-face strategies in virtual environments.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Instructional strategies

135. World Language Resource Audit: Diversity Inventory
Monday, April 26, 2021, 5:30 PM–6:30 PM

Presenter(s):
Julia Koch, Ridge High School, Basking Ridge, NJ
Dorie Conlon Perugini, Glastonbury Public Schools, Glastonbury, CT

Diversity in educational content and resources is more important than ever. Within our language classrooms, introducing our students to multiple cultural perspectives through a diverse body of resources can augment the development of empathy, curiosity, and open mindedness. With a heterogeneous mix of people, contexts, and choices represented in our curricula, we can increase empathy and intercultural competence for students of all ages and backgrounds. This workshop will introduce teachers to a diversity checklist of the presenters’ creation and posit avenues for increased representation of marginalized groups in class resources and activities. Participants will leave with resources and activities to enrich the diversity of their lessons and units, starting Monday!

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish and French	Keyword:	Diversity

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements
Monday, April 26, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

Presenter(s):
Lea Graner Kennedy, Stonington Public Schools, Stonington, CT

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish and French	Keyword:	Instructional strategies

137. NECTFL Awards Ceremony
Monday, April 26, 2021, 7:00 PM–8:00 PM

Presenter(s):

Join us as we recognize our 2021 NECTFL award winners, NECTFL Teacher of the Year (TOY), Mead Fellows, and all Northeast Region TOY candidates.

138. Mead Project: Offering the Seal of Biliteracy at Your School District
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

Presenter(s):
Cherie Garrett, Dallastown Area High School, Dallastown, PA, Mead Fellow 2020–2021

Offering the Seal of Biliteracy at your school district will not only recognize those students who are proficient in two or more languages by their high school graduation, but will also generate support and excitement among your students, teachers, administrators and the community for your world language program. In this presentation, the purpose and benefits of the Seal of Biliteracy will be explained and a plan for implementation will be shared so you have a simple process to offer the Seal of Biliteracy to the students in your school district.

Language of presentation:	English	Levels:	High School
Examples in:	English	Keyword:	Research

139. Encouraging Conversation Through Classroom Drama
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

Presenter(s):
Barbara Kurtz, Meadville Area Senior High School, Meadville, PA
Wilma Dunkle, Meadville Area Senior High School, Meadville, PA

Our students sometimes lack speaking skills because fear of failure or ridicule paralyzes them. We will share ideas, activities and resources that have been effective in encouraging and motivating our students to take risks and advance their speaking (and listening) proficiency in the target language. You’ll enjoy mingling with theatrics, games, sitcoms and surprises that you can use with students of all ages, levels and languages. And we hope you’ll share some of your favorite activities, too. Let’s bring the right kind of drama into our classrooms!

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish and German	Keyword:	Instructional strategies

140. Journey to Proficiency – Plan, Guide, and Enjoy the Ride
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

Presenter(s):
Jessica Haxhi, ACTFL, Alexandria, VA
Howie Berman, ACTFL, Alexandria, VA

Every year students enroll in your class eager to ‘travel,’ through the target language and cultures. You are the ‘travel planner’ and ‘tour guide’ on the language learning journey. What motivates learners more than acquiring language to meet their purposes? Plan the journey by picturing the final destination (advanced proficiency), stops along the way, assistance for your travelers, and helpful tips. Focus on proficiency in your classes to ensure learners are motivated to stay on the language learning ‘journey.’ Learn to plan, teach, assess, engage, and celebrate learner success – tapping ACTFL resources to lead learners on the best trip ever to reach their desired destination: proficiency!

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Curriculum

141. No Place Like Home – A Thematic Approach
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

Presenter(s):
Denise Flood-Doyle, Bronxville School, Bronxville, NY
Toby Gillen, Bronxville School, Bronxville, NY

What is home? Using this guiding question, explore how one department designed a thematic unit across the 6-12 continuum. Over the course of seven years of language study, students analyze evidence of the complex nature of the concept of “home”, including geographic, economic, religious, power and gender influences. This common thread across the languages provides the framework for students to organize their knowledge and make connections across grade levels. As a capstone project, students design a reflective portfolio demonstrating their growth in language over time and their deepening understanding of the concept of home. This scaffolded, thematic approach embraces technology and encourages reflection, metacognition, and critical thinking. Attendees will leave equipped with a step by step guide for constructing and implementing a reimagined, vertically aligned, unit of study.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	French, Latin, Spanish	Keyword:	Articulation

142. Activating HLTP: Create a Classroom Discourse Community Centered in Justice
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

Presenter(s):
Joseph Parodi-Brown, Ed.D., Marianapolis Preparatory School, Thompson, CT
Michael Orlando, Ed.D., St. John’s Preparatory School, Danvers, MA

Teaching for social justice is a choice about pedagogy as well as content, and the High Leverage Teaching Practice (HLTP) of creating a discourse community helps achieve the goals of social justice education by drawing on students’ skills and engaging learners in discussions about meaningful topics at all levels. This includes social justice topics that center target language cultures to create a classroom discourse community that merges HLTP with content and methodology that are based in the work of justice and equality. Attendees will develop an understanding of the HLTP while integrating the practice into a social justice based class. Participants will use strategies for discourse engagement promoting discussion and assessment on meaningful topics at all levels.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish	Keyword:	Instructional strategies

143. Framing Conversations about Race in the Classroom
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

Presenter(s):
Angèle Kingué, Ph.D., Bucknell University, Lewisburg, PA

This presentation will articulate a practical framework for having conversations about race in the classroom. Through a variety of materials, videos, texts, and images, we will explore ways to center our teaching around what it means to be part of a community of humans and how we interrogate and challenge assumptions and stereotypes. We will suggest effective strategies and activities for promoting students’ critical thinking and linguistic skills within real-world social contexts, both present and historical.

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Diversity

144. Advisory Council Meeting and Reception
Tuesday, April 27, 2021, 7:00 PM–8:00 PM

Presenter(s):

This is a closed meeting for members of the NECTFL Advisory Council. Please visit our website or contact [email protected] for details. Prior registration required.

145. The Inclusion of Non-binary Language in the Curriculum
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

Presenter(s):
Cristiane Soares, Ph.D., Tufts University, Medford, MA
Glaucia Silva, Ph.D., University of Massachusetts-Dartmouth, Dartmouth, MA
Celia Bianconi, Ph.D., Boston University, Boston, MA

The use of non-binary terms in languages marked by grammatical gender, such as in ortuguese, was unthinkable a few years ago. Recently, claims for more representation of LGBTQ+ people in curricula (Kosciw, Greytak, Zongrone, Clark, & Truong, 2018) have gone beyond linguistic norms and researchers have stressed the importance of pedagogical experiences that incorporate dialogues on issues related to non-binary identities, including language (Currie, Mayberry, & Chenneville, 2012). Presenters will focus on a guide for use of non-binary language in Portuguese and argue that the inclusion of a non-binary language is a sociolinguistic issue that deserves immediate attention not only in Portuguese language courses but in all language courses.

Language of presentation:	English	Levels:	High School & College
Examples in:	Portuguese	Keyword:	Curriculum

146. Voces Elevando Voices
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

Presenter(s):
Abigail Cleary, Lansing High School, Lansing, NY

This workshop focuses on voices. Specifically voices that are oppressed, dehumanized, ignored and reduced to stereotypes. The classroom that is aware of social justice can raise the voices too often missing, and connect our students to the truths absent from many classes. We will look at how the voices of young hispanohablantes worldwide and in the U.S. can help language students develop their own “voice” in Spanish by using voice recordings and group conversations to generate responses to the ideas of young people their age. I will give examples of how I connect my students to the realities of young hispanohablantes using music and YouTube videos as authentic sources of young voices on climate change, identity, gender, race, immigration, and student movements.

Language of presentation:	Spanish	Levels:	High School & College
Examples in:	Spanish	Keyword:	Connections/Comparisons

147. Best of CT: Para cultura y proficiencia…¡Llama a la llama!
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

Presenter(s):
Megan Wojcicki, South Windsor Public Schools, South Windsor, CT
Marisa Lewis, South Windsor Public Schools, South Windsor, CT

No prob-llama! Novice level speakers can easily make cultural comparisons, participate in cultural practices and interact with authentic products! This session will provide examples of how to embed a cultural context into every lesson in a full immersion program that focuses on student proficiency. Marisa Lewis and Megan Wojcicki, elementary Spanish teachers in South Windsor, CT will demonstrate strategies to create units and lesson activities within a cultural context, aligning with the ACTFL World Readiness Standards. Lesson examples incorporating target language cultural practices, products, and perspectives at the novice levels will be provided.

Language of presentation:	Spanish and English	Levels:	Elementary
Examples in:	Spanish and English	Keyword:	Culture/Literature

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning
Wednesday, April 28, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

Language of presentation:	English	Levels:	High School & College
Examples in:	Chinese and Spanish	Keyword:	Instructional strategies

149. LILL Leadership Forum: Leading Action Plans in Your State
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

Presenter(s):
Catherine Ritz, Ed.D., Boston University Wheelock College of Education & Human Development, Boston, MA

The Leadership Initiative in Language Learning (LILL) supports world language teachers across the country in developing leadership skills and implementing action plans in their states. Come join a panel of NECTFL-sponsored LILL representatives to learn about their experiences in planning and implementing action plans in their own states. You’ll come away with ideas to improve and advocate for world language education as well as strategies and tips for success.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Professional development

150. Effective Hybrid Learning in the Language Classroom
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

Presenter(s):
Maureen Lamb, Kingswood Oxford School, West Hartford, CT

With opportunities for both online and in-person learning this year, this presentation will review some of the best practices in hybrid learning. This will include how to transition back and forth from online to in-person learning using online tools for organization strategies, how to support students who may not be able to attend class in person through remote synchronous learning, and how to set up an effective asynchronous environment for students who cannot participate. Some of the tools covered will include Zoom, the Google Suite, FlipGrid, Wakelet, Peardeck, mobile apps, and more. Teachers will have opportunities to ask questions, to work on strategies in small groups, and to come away from this presentation with activities that they can use right away in their language classes.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English	Keyword:	Technology

151. State Leaders Meeting
Wednesday, April 28, 2021, 7:00 PM–8:00 PM

Presenter(s):

This is a closed meeting for leaders of state associations.

152. SUPER Projects for Intermediate/Advanced French & Spanish Students
Thursday, April 29, 2021, 4:00 PM–5:00 PM

Presenter(s):
Jon Shee, St. Luke’s School, New Canaan, CT
Evan Downey, St. Luke’s School, New Canaan, CT
Liliana Amodeo, St. Luke’s School, New Canaan, CT

Project-Based Learning (PBL) units for intermediate/advanced language classes can range from disappointing slogs to total academic wins. Discover examples of many successful and student-appreciated projects from varied contexts: the creation of a virtual city (in Spanish), the novel ‘Le fantôme de l’opéra,’ the rock opera ‘Le Roi Soleil,’ the creation of a virtual amusement park, and a choose-your-own-adventure story using Google Slides. Project design models, evaluation methods, and rubrics will be discussed thoroughly. Attendees will discover many of the pitfalls that can be avoided in PBL through student survey feedback and examples of less-successful projects. Projects shared are in French and Spanish, but concepts apply to most modern languages, so all are welcome!

Language of presentation:	English	Levels:	High School & College
Examples in:	French and Spanish	Keyword:	Assessment

153. United Nations Sustainable Development Goals: A Roadmap for Learning German
Thursday, April 29, 2021, 4:00 PM–5:00 PM

Presenter(s):
Christopher Gwin, University of Pennsylvania, Philadelphia, PA
Margaret Gonglewski, Ph.D., The George Washington University, Washington, D.C.

What does a sustainable future look like? How can we guide learners of German at varied levels of proficiency to deepen their understanding of the global climate crisis? This session explores a wide range of sample lessons, which weave the themes of the 17 United Nations Sustainable Development Goals and Agenda 2030 into existing German language and culture curricula at both the high school and college levels of instruction. Presenters share their paths in developing the materials and the experiences of learners in finding voice and agency in their classroom communities and beyond. These lesson samples can inform choices for instruction and materials in many traditional module or unit frameworks, and can drive curricula, or they can enhance already mandated text and lesson plans.

Language of presentation:	English	Levels:	High School & College
Examples in:	German	Keyword:	Curriculum

154. Best of MD: Old Tricks, New Platform
Thursday, April 29, 2021, 4:00 PM–5:00 PM

Presenter(s):
Aubrey Swisher, Boonsboro High School, Boonsboro, MD
Caroline Schlegel, Smithsburg High School, Smithsburg, MD

Want to revamp your tricks of the trade to engage virtual learners in a hands-on, experiential session? Come join us as we showcase how to use Interactive Zoom features, social-emotional checks, whole-class and small-group games, collaborative Slides and Docs, Breakout Room organizers and monitoring tactics. Instead of reinventing, remodel! Learn to adapt your instruction to meet the needs of digital learning and increase engagement in your virtual classroom! All participants will leave with access to ready-to-manipulate tools, templates, and how-tos!

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

155. Identity: The Power of Giving Students Language and Culture
Thursday, April 29, 2021, 5:30 PM–6:30 PM

Presenter(s):
Norah Jones, Fluency Consulting, LLC

Language is a living phenomenon, composed of identity, integration, and impact. We’ll see how to harness this linguistic and cultural power for teaching through three steps: purposefully engaging student identity in context; connecting students to contemporary speakers; and establishing a path to daily closure through personalized impact. In the connection segment, participants will learn the what, why, how, and when of connecting to contemporary target-language speakers through the world-wide corpora. Each Corpus provides millions of searchable data insights in words, phrases, and social practice. This important layer of identity, when integrated into our lessons, gives students the tools to understand and embrace their identity, to make an impact in their lives and in the world.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish, French, Portuguese, English	Keyword:	Materials

156. Going to the Movies: Developing Social Justice Units Using Film
Thursday, April 29, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

Presenter(s):
Michelle Kindt, Hershey High School, Hershey, PA

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Curriculum

157. Playing Matchmaker- Grammar and Your Units
Thursday, April 29, 2021, 5:30 PM–6:30 PM

Presenter(s):
Michael Travers, Wellesley High School, Wellesley, MA

ACTFL’s Core Practice of Teaching Grammar as a Concept takes careful, intentional planning. When planning a unit, it can be difficult choosing the right grammar to support your goals and even more difficult to incorporate that grammar in a meaningful way. Join us for this session where we will talk about creating thematic units and finding grammar’s place in those units. We will look at examples of what to do when planning, when introducing grammar and how to follow up using grammar throughout the units all while keeping communication as our primary goal.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish	Keyword:	Instructional strategies

158. LILL Cohorts 1-3 Meet-up
Thursday, April 29, 2021, 7:00 PM–8:00 PM

Presenter(s):
Beckie Bray Rankin, Lexington High School, Lexington, MA

A you a member of LILL Cohorts 1, 2, or 3? Join for this informal get-together. We’ll chat about our action plans, problems of practice, and our growing spheres of influence.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Policy/Issues

159. Building Literacy in the Interpretive Mode
Friday, April 30, 2021, 4:00 PM–5:00 PM

Presenter(s):
Laura Terrill, NFLC-University of Maryland, College Park, MD

How can teachers structure activities to cause learners to engage meaningfully with both literary and informational texts? Several before, during, and after reading strategies that require readers to engage meaningfully with a text will be presented. A model for creating A.C.T.I.V.E readers — readers who ask questions, make connections, track down important ideas, make inferences, visualize, and extend their thinking — will be shared. Examples of how texts can be used to promote acquisition of new vocabulary and language structures will also be shared.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	French and Spanish	Keyword:	Instructional strategies

160. Best of ME: Let’s Give Them Something to Talk About
Friday, April 30, 2021, 4:00 PM–5:00 PM

Presenter(s):
Stephanie Carbonneau, York Middle School, York, ME

As language teachers, we want students to communicate in the target language, level up their communication and grow their proficiency, but are we providing them with the necessary tools and supports to do so and not resort to English? What can we do to support our learners as they climb the proficiency ladder? Give them something to talk about by giving them something to talk WITH. Come see how we can provide the necessary age and level appropriate scaffolding for students to be successful communicators in the target language at their appropriate proficiency level by using total participation techniques, word walls, chat mats, write brites and loads of other supports. Examples will mostly be given in French, some in Spanish, with sources to find what you need in your Target Language.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Multiple	Keyword:	Instructional strategies

161. World Language Proficiency Fellows Panel Discussion
Friday, April 30, 2021, 4:00 PM–5:00 PM

Presenter(s):
Stacey Ward, Leon M. Goldstein High School for the Sciences, Brooklyn, NY
Jill Schimmel, NYC Department of Education, Division of Multilingual Language Learners, New York, NY

In this panel discussion with participants in the New York City World Language Proficiency Fellows we will explore the possible answers to these questions. What is proficiency-based language teaching? How would it shift your classroom? How could administering a proficiency-based exam (AAPPL) support this shift? How do you plan differently? What does proficiency-based learning look like in a distance learning model? How can using Integrated Performance Assessments move you towards proficiency-based teaching?

Language of presentation:	English and Spanish	Levels:	Secondary (6-12)
Examples in:	English and Spanish	Keyword:	Curriculum

162. The Thingamabob that Does the Job: Rubrics
Friday, April 30, 2021, 5:30 PM–6:30 PM

Presenter(s):
Beckie Bray Rankin, Lexington High School, Lexington, MA

Are your rubrics learning guides and feedback tools that save you time and energy? Adventure through places in your curriculum where rubrics can become magic carpet ride pathways for learning. Curate and manipulate paired tasks and rubrics that evaluate where your students are and that demonstrate where they can level up. Increase your effectiveness by selecting when and how to introduce learners to rubrics in your learn-practice-assess-reflect cycles.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Assessment

163. Social Justice Can’t Wait: Engaging Learners from the Start
Friday, April 30, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

Presenter(s):
Charlotte Gifford, Greenfield Community College, Greenfield, MA

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Instructional strategies

164. Research Roundtable
Friday, April 30, 2021, 5:30 PM–6:30 PM

Presenter(s):
Cynthia Chalupa, Ph.D., West Virginia University, Morgantown, WV
Catherine Ritz, Ed.D., Boston University, Wheelock College of Education & Human Development, Boston, MA
Carolina Bustamante, Ph.D., SUNY Old Westbury, Old Westbury, NY
Xiaoyan Hu, University of Rhode Island, Kingston, RI

Research Roundtable is a special session where researchers from our region and beyond can share about the work they are doing. Each presenter’s research is included in the conference app as a separate recording. In this live session, our research-based presenters are invited to provide a two-minute “elevator pitch” about their work, followed by an open forum for Q&A, and small breakout rooms as requested. All attendees are welcome to attend.

Language of presentation:		Levels:
Examples in:		Keyword:

165. Past Chairs Meeting and Reception
Friday, April 30, 2021, 7:00 PM–8:00 PM

Presenter(s):

This is a closed meeting for past chairs of NECTFL.

166. Elles, Muxes, and Identities in WL classroom
Saturday, May 1, 2021, 8:30 AM–9:30 AM (FEATURED SESSION)

Presenter(s):
Abelardo Almazan-Vazquez, The Putney School, Putney, VT

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish and Zapotec	Keyword:	Culture/Literature

167. Competitive Conversations: Improving Oral Proficiency Through Language Games
Saturday, May 1, 2021, 8:30 AM–9:30 AM

Presenter(s):
Ellie Allen, Washington County Public Schools, Washington County, MD
Rachel Dayley, Washington County Public Schools, Washington County, MD

Communicative games can be more than just vocabulary review. They provide students with an opportunity to decode, circumlocute, and use language in impromptu situations. In this session, participants will learn ways to use games in the language classroom to help students, from beginners to advanced, improve their oral proficiency. Participants will experience several proficiency-oriented language games that the presenters use regularly in their own classrooms such as Spyfall, Code Names, and Assassin.

Language of presentation:	English	Levels:	High School & College
Examples in:	French and Spanish	Keyword:	Instructional strategies

168. Using Authentic Materials to Assess 21st Century Students’ Communication Skills
Saturday, May 1, 2021, 8:30 AM–9:30 AM

Presenter(s):
Norka Delgado Fuller, Floral Park Memorial High School, Floral Park, NY

Teachers will learn how to create lessons to assess their students listening, reading, speaking and writing skills through higher-order thinking interpretative questions, engaging interpersonal tasks, and presentational read-to-write activities based on authentic resources. These Integrated Performance Assessments (IPAs) will also incorporate intercultural communication. There will be a focus on activities that will fulfill the communication skills standards across performance levels in preparation for world language assessments. Participants will have hands-on opportunities to create elements of an IPA based on authentic materials (provided by the presenter). We will discuss how to implement such activities and how to differentiate them to meet their students’ level. Participants will also receive copies of discussed lessons.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Assessment

169. Supporting Each Other in Stressful Times
Saturday, May 1, 2021, 10:00 AM–11:00 AM

Presenter(s):
Jessica Haxhi, ACTFL, Alexandria, VA
Howie Berman, ACTFL, Alexandria, VA

How can we continue to deal with all the changes we face as educators? How can we survive and thrive both as educators and in supporting our learners? One enduring lesson from 2020 was to focus on what is the most important: relationships. Let’s identify our current challenges and find specific ways to support each other and our learners. Examine strategies to focus and simplify planning for learning, take steps to tap into professional learning networks, identify helpful resources, and set your personal goal of supporting yourself and others as language educators.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Professional development

170. Engaging Games to Get Our Novice Learners Speaking
Saturday, May 1, 2021, 10:00 AM–11:00 AM

Presenter(s):
Laura McClintock, Burlington Township School District & Rowan University, Burlington Township, NJ

In this session, we will explore games that will help our novice level students to continuously speak the target language in a way that is attainable, engaging, and non-threatening. Additionally, we will consider how we can keep our students accountable when it comes to staying in the target language, along with ways that we can structure our activities and games to take away the temptation of resorting to the learner’s first language. Participants will then consider their own teaching situations and brainstorm ways in which they can bring each game or strategy back to their own classrooms. Finally, we will discuss ideas on how we can help our students to overcome the fear of speaking a new language.

Language of presentation:	English	Levels:	PreK-8
Examples in:	French and English	Keyword:	Instructional strategies

171. Deutsche Songs gegen Rassismus (German Songs against Racism)
Saturday, May 1, 2021, 10:00 AM–11:00 AM

Presenter(s):
Mariah Ligas, Antietam School District, Reading, PA
Mohamed Esa, Ph.D., McDaniel College, Westminster, MD

German pop songs by Black musicians taken as authentic texts contribute to the intercultural competence of students. In this session, participants will learn how songs from Black German musicians can be effectively and purposefully used in instruction to combat racism. Example lessons for specific songs will be presented and discussed.

Language of presentation:	German	Levels:	High School & College
Examples in:	German	Keyword:	Diversity

172. Tackling Social Justice Topics with Digital Games
Saturday, May 1, 2021, 12:30 PM–1:30 PM

Presenter(s):
Silvina Orsatti, Ed.D., University of Pittsburgh – Greensburg, Greensburg, PA

Digital games are being recognized as new contexts and means for language learning. During this session, participants will discover social impact games about real-world issues, explore communicative activities that make gameplay relevant to the language learning process, and brainstorm ideas for gamifying a lesson, a unit, or an entire curriculum. Bring your gamer attitude!

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Technology

173. Best of GWATFL: Choosing Intentionally: EdTech in the Early Language Classroom
Saturday, May 1, 2021, 12:30 PM–1:30 PM

Presenter(s):
Glenda De Hoyos, The Langley School, McLean, VA

The goal of this session is to model ideas and strategies for how to use different tech tools in the early language classroom, focusing on backward design and planning with the mindset of less-is-more. At a time in which there is a tendency to believe that more is better, it is important to assess and re-evaluate the why, the purpose and the essential goals, so that we can be intentional about our tech choices in our classes. Participants will have access to a variety of sample activities and ideas using different tech tools. The presenter hopes that this session will facilitate the creation of fun, engaging and meaningful activities that are intentionally planned to maximize our students’ learning experiences. These ideas can be applied to in person, hybrid, or virtual learning environments.

Language of presentation:	English	Levels:	PreK-8
Examples in:	Spanish	Keyword:	Technology

174. Cultural Competency: Theory into Practice
Saturday, May 1, 2021, 12:30 PM–1:30 PM (FEATURED SESSION)

Presenter(s):
Gabmara Álvarez-Spychalski, The Baldwin School, Bryn Mawr, PA

Language of presentation:	English	Levels:	PreK-12
Examples in:	English	Keyword:	Diversity

175. SEL in the Classroom: A Platform for Social Justice
Saturday, May 1, 2021, 2:00 PM–3:00 PM

Presenter(s):
Jennifer Schwester, Brick Township Memorial High School, Brick, NJ

This interactive workshop will help teachers to understand what SEL (Social Emotional Learning) is and is not, as well as practice ways to help students work on their social emotional learning skills in their target language. By helping students identify their emotions, acknowledge them, and work on ways to deal with them, students receive valuable life skills that make them more effective and productive learners. SEL also helps to create a level playing ground in the classroom by understanding each other as humans and not as our heritage, social standing, race, or ability. SEL activities help students to develop kindness, care, and understanding amongst students, and to open them to the larger ideas of social justice: human rights, equality, access, and participation.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Instructional strategies

176. Using Storybooks to Address Social Justice in the World Language Curricula
Saturday, May 1, 2021, 2:00 PM–3:00 PM

Presenter(s):
Susan Hanna Wicht, New York, NY

Some teachers may struggle to include topics that deal with identity, race, or gender, into an existing curriculum. Those issues have become increasingly important for the social and emotional well-being of students, not only as learners but as world-citizens too. This session will provide world-language educators with strategies to incorporate storybooks into their curriculum, with the aim of addressing existing inequities and injustices in the languages and cultures they teach. Closely examined, storybooks can foster a deeper understanding of the intersection between social justice questions, language proficiency, and cultural competence.

Language of presentation:	Arabic and English	Levels:	High School & College
Examples in:	Arabic and English	Keyword:	Culture/Literature

177. Who’s American? A Unit on Justice, Identity and Food
Saturday, May 1, 2021, 2:00 PM–3:00 PM

Presenter(s):
Vicky Wang, St. Paul’s Schools, Lutherville, MD
Elizabeth Ransom, St. Paul’s School, Lutherville, MD

If you ask your students to name an “American” food what would they say? In this session participants will learn how to apply culturally responsive teaching practices to the WL classroom through a unit on food. Through this unit, students will become aware of their own biases while exploring positive aspects of their identity and our historically diverse food heritage in the United States. At the end of the unit, students reconsider their ideas about what it means to be “American.” Examples and templates given in Spanish and Chinese.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish and Chinese	Keyword:	Curriculum

178. Mentor Scholarship Winner Debrief
Saturday, May 1, 2021, 3:30 PM–4:30 PM

Presenter(s):
Michael Bogdan

This is a closed event for Mentor Scholarship Program participants.
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All Pre-recorded Sessions

401. Art, Authentic Resources, and Activity in the Spanish Classroom
Pre-recorded

Presenter(s):
Rich Sayers, Savvas Learning Company, Paramus, NJ

How can you keep students motivated in the Spanish classroom while also building language proficiency and cultural awareness? This session explores how to use fine arts, authentic resources, and activities to make the Spanish classroom engaging and relevant. Participants will take part in many activities, share their own best practices, and leave with ideas and strategies to use right away as they return to their classrooms.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

402. Teaching the Geography of Quebec
Pre-recorded

Presenter(s):
Jayne Abrate, Ph.D., American Association of Teachers of French, Carbondale, IL

Out of all of the Francophone areas of the world, Quebec is where the influence of its geography is most strongly felt. From the days of the early explorers, to today’s issues with climate change, water has served as a travel and trade route, a natural resource, and an economic boon. Starting with the St. Lawrence River and the history of its exploration, students can learn skills they can apply to other subjects, examine the relationship with First Nations, as well as other explorers and invaders, and look at how people adapted to and managed their surroundings in order to survive and prosper.

Language of presentation:	French	Levels:	High School & College
Examples in:	French	Keyword:	Culture/Literature

403. Teaching and Promoting French in a New Era
Pre-recorded

Presenter(s):
Jayne Abrate, Ph.D., American Association of Teachers of French (Exhibitor), Carbondale, IL

The AATF is positioning itself for the 21st century with new materials, projects, and services. These include new digital and print publications on IPAs, cinema, Martinique/Quebec, an ever-developing website with curated resources on multiple platforms, new French standards, and upcoming conventions. We will highlight our year-long series of professional development webinars on teaching virtually, addressing diversity, and learning more about the French-speaking world.

Language of presentation:	French	Levels:	High School & College
Examples in:	French	Keyword:	Professional development

404. Proficiency Testing as a Catalyst for Change to Proficiency-Focused Learning
Pre-recorded

Presenter(s):
Andrew Bowen, LTI, the Exclusive Provider of ACTFL Assessments (Exhibitor), Tarrytown, NY

Language educators finally have actionable, personal data that shows exactly how proficient students are based on the ACTFL Can-Do Statements and World-Readiness Standards. This same data also provides a way to track students’ progress towards proficiency and make adjustments to curricula based on student proficiency findings. We will share how programs have used online ACTFL proficiency assessments to promote forward, proficiency-focused thinking. Attendees will take an in-depth look at nationwide data produced by proficiency testing as it is administered on school, district, and state levels – and explore how these innovative online tools keeps learning in the forefront to provide tangible evidence of interpretive, presentational, and interpersonal abilities.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish, French, Mandarin, German	Keyword:	Assessment

405. Creando Comunidad: Language-Based Strategies for Community Engagement for Spanish/Nursing Students
Pre-recorded

Presenter(s):
Elizabeth Fouts, Ph.D., Saint Anselm College, Manchester, NH
Marigen Learnard, Saint Anselm College, Manchester, NH

Designed to give an overview of language-based community engagement activities carried out over the past five years in a unique Spanish minor program for nursing majors at a small liberal arts college, this session will use student reflection, evaluation, and artifacts to allow participants to experience the program. This is an excellent opportunity to experience culture and language across the higher education curriculum.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	Spanish	Keyword:	Diversity

406. Bridging Proficiency and Culture Through Virtual and Augmented Reality
Pre-recorded

Presenter(s):
Ikuko Yoshida, Bennington College, Bennington, VT
Noëlle Rouxel-Cubberly, Ph.D., Bennington College, Bennington, VT

Presenters will introduce Virtual Reality/Augmented Reality activities rooted in a pedagogy framework that enhances language acquisition and cultural understanding. First, the presenters will briefly review the current research on VR/AR and language learning. Second, they will introduce adaptable units that utilize Google Cardboard, Tour Creator, and Google Expeditions to develop both proficiency and cultural understanding. Each thematic unit revolves, through VR/AR, around specific objects, selected to inform, analyze or illustrate the theme. These objects (piano, mask, tableware, etc.), and a specific linguistic concept (past tense, negation, cause/consequence, etc.) serve as the basis of these units. Examples in French and Japanese at the novice and intermediate levels.

Language of presentation:	English	Levels:	High School & College
Examples in:	French and Japanese	Keyword:	Instructional strategies

407. How to Modify Your Activities for Students with an IEP
Pre-recorded

Presenter(s):
Hala Abdou, North Carolina Virtual Public School, Virtual
Ahmed Salem, King Abdullah Academy, Herndon, VA

Teaching is hard enough as it is, and teaching a language complicates things further, so ensuring that every student has a clear understanding of the subject matter is crucial. Lapses in learning can result in a skewed or delayed understanding of the language and large gaps in knowledge later on. The way to minimize this is through the use of Universal Design of Learning and Bloom’s Taxonomy. By scaffolding the structure of the classroom properly, you can personalize instruction for each and every student to ensure understanding of the language. This helps not only students with an IEP, but the whole class.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Arabic	Keyword:	Instructional strategies

408. Equity for All: Social Justice in the WL Classroom
Pre-recorded

Presenter(s):
Suzanne Pezzulli, The Gordon School, East Providence, RI

How do Fair Trade practices impact farmer cooperatives and consumers globally? Teach language, culture and environmental issues through the prism of social justice and equity. Work with local community organizations to provide tools to deepen students’ understanding and awareness of social and environmental issues both in their local and global communities. Take away practical innovations and ideas for learning and activism that provide opportunities for students to connect more directly with their local and global counterparts. Presented in English with examples in Spanish and is of special interest to middle and high school teachers (6-12).

Language of presentation:	Emglish	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Curriculum

409. Teach Big Ideas, Even with Small Words
Pre-recorded

Presenter(s):
Chela Crinnion, The Nightingale-Bamford School, New York, NY

One challenge that students face when learning a new language is feeling limited in their expression. Simplistic vocabulary can constrain learning to concrete ideas, centered on one’s own experience. By reframing units with essential questions and powerful key words, teachers can maintain target-language instruction while opening the door for deeper learning. Even beginner-level classes can explore topics such as having vs. being, luxury vs. necessity, and house vs. home. Images and texts sourced from websites and social media can spark conversations about identity and diversity, as well as global and social issues. This session provides a sampling of activities and resources in Spanish, adaptable for other languages.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

410. Willingness to Communicate: A Means to Student Empowerment
Pre-recorded

Presenter(s):
Lorianne Morache, Association québécoise des écoles de français langue étrangère (Exhibitor), Montréal, QC

Why is it that some L2 learners are eager to talk in their L2, while others are reluctant to do so? To answer these questions, this session takes a look at the individual, social, linguistic, and situational factors influencing the degree to which L2 learners are willing to initiate or contribute to communication both inside and outside the classroom. How do we use these factors in order to promote participation in the classroom? How do we provide such an environment that increases students’ empowerment and willingness to assert themselves in the L2 community? This workshop offers various paths of reflexion and ideas on how to make students share their voices.

Language of presentation:	English and French	Levels:	Post-secondary
Examples in:	English and French	Keyword:	Instructional strategies

411. Using Global Challenges to Foster Community Engagement
Pre-recorded

Presenter(s):
Carolyn Sánchez, Seton Hall Preparatory School, West Orange, NJ

Come behind the scenes of the designing, and implementing, of a social justice unit integrating World Readiness Standards. Explore global challenges in the context of social conscience. Pique the curiosity of your learners with overarching essential questions, real-life tasks that engage all learners, and culminating unit summative assessments. Your students will become a part of the global community by taking an active role in the solution to a global challenge. Discover the link between communication and culture, which is applied in making connections and comparisons. The presenter is an experienced teacher of Spanish and will demonstrate how materials can be adapted to different levels in middle and high schools. Go back to the classroom with resources, activities and assessments.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

412. Social Justice across Cultures in Media
Pre-recorded

Presenter(s):
Kyounghye Park, George Mason University, Fairfax, VA

This presentation will introduce how to integrate the idea of social justice into foreign language classrooms. The street arts of Bansky, a well-known British artist, and the Korean movie Parasite by Junho Bong, which won Best Film at the Oscars in 2019, will be used as examples to represent the idea of social justice. Students will differentiate the specific contexts in which they were produced. Students will also identify a repeating theme related to the topic across cultures. Students will practice their speaking skills and new literacy skills by producing a form of media reflecting their own ideas of social justice. Digital tools will be introduced to be used. The target students are intermediate-level college students learning Korean. This will be also applicable to other languages.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English and Korean	Keyword:	Culture/Literature

413. The edTPA in World Languages: Information, Experiences and Discussion
Pre-recorded

Presenter(s):
Erin Kearney, Ph.D., The University at Buffalo, Buffalo, NY
Michael Nusbaum, Mott Hall Charter School, The Bronx, NY

Organized in stations, we present (1) information on what the edTPA is and how it functions as a part of teacher certification in NYS, (2) stories of recent experience with taking the edTPA, and (3) opportunities to examine sample tasks and rubrics to gain a better understand what is involved in the world languages edTPA. Whether you are a teacher candidate soon to take the edTPA, a classroom teacher who is curious about or who will soon host a student teacher, or a methods instructor seeking to learn more about the process, this session provides perspectives from the presenters’ multiple vantage points and experiences and many opportunities to gather information, engage with others and ask questions.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Chinese and French	Keyword:	Assessment

414. Student Choice in Project-Based and Integrated Performance Assessment Models
Pre-recorded

Presenter(s):
Andrea Sell, Northfield Mount Hermon School, Mount Hermon, MA

We want students to be engaged in our classes. We want our students to develop their passions and find their voice. We want to create space for creativity, and we want to provide differentiation. Often, though, our assessments don’t provide much room for student choice and creativity. Even when our assessments are authentic and creative in design, they can leave students feeling boxed-in, or can result in all students submitting very similar work. This session will provide ideas, guidelines, rubrics, and frameworks to create assessments that allow greater student choice in the process. This workshop will be applicable to teachers using PBL, IPAs, and other authentic assessments. It will also be adaptable to remote learning situations.

Language of presentation:	English	Levels:	High School
Examples in:	French	Keyword:	Assessment

415. Diversity and Equal Representation in the Spanish Heritage Language Classroom
Pre-recorded

Presenter(s):
Eva Gomez Garcia, Brown University, Providence, RI

Learning a heritage language transforms identities and shapes new communicative selves. This session aims to address the relationship between language and identity in the context of heritage Spanish in the US. One of the objectives of this session will be to review the ideologies found in heritage language textbooks and classrooms, and their role in the performance of identity. We will explore who is represented and who is not and discuss the inequities and evaluate why they happen. Through the lens of social justice, close attention will be paid to alternatives to develop pedagogical materials and practices that address bias and injustice, and look at power dynamics at different levels so that all students are represented and given a voice.

Language of presentation:	Spanish	Levels:	High School & College
Examples in:	Spanish	Keyword:	Diversity

416. Social Justice and the Cambridge Latin Course
Pre-recorded

Presenter(s):
Caroline Bristow, Cambridge University (Exhibitor), Cambridge, UK

The marginalised and marginalising position of Classics is one born of years of pedagogical and curriculum decisions. This paper highlights the repercussions of those decisions and challenges their perpetuation. The Cambridge Latin Course has been one of the most popular Latin textbooks in the world for over 50 years. With such a long history, the CLC provides a fitting vehicle to reflect on the progress made in the teaching of Classics in the recent past, and in the future. This session will include practical ways of using the CLC in its current form to address issues of social justice, reflections on how materials and attitudes have changed over the last 50 years, as well as an exploration of how we can continue to improve for the future.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Latin	Keyword:	Diversity

417. Harvest of Empire- The Untold Story of Latinos in America
Pre-recorded

Presenter(s):
Claudia Decker, Nashua High North, Nashua, NH
Eva Castillo, Ph.D., New Hampshire Alliance for Immigrants and Refugees, Boston, MA

This roundtable discussion will explore the use of the documentary film “Harvest of Empire”, in high school, college, and local communities to create empathy and understanding of the challenges faced by Latinos in the United States. Spanish teacher Claudia Decker will offer inter-disciplinary units based on snippets of the film and NHAIR Director Eva Castillo will impart strategies for discussions with parents, administrators, community organizers, and Latino students about what it means to assert Latino identity in a positive and assertive way.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish	Keyword:	Connections/Comparisons

418. Activities, Engagement and Assessment
Pre-recorded

Presenter(s):
Wendy Hsieh, Bayside High School, Bayside, NY

Are you trying to engage your language learners with fun and meaningful strategies? Are you using formative assessment effectively in your language classroom? In this session, a variety of teaching strategies and activities will be shared with you to motivate your language learners acquiring the targeted language in a meaningful way. Different formative assessment tools will be employed in the session to help you evaluate students’ progress. Participants will take away ideas and strategies that can be applied in a language classroom. Some “active engagement” time will be given to participants for better understanding.

Language of presentation:	English	Levels:	High School
Examples in:	Chinese	Keyword:	Instructional strategies

419. Beyond Boal- Developing Student Voices and Social Justice Through Theatre
Pre-recorded

Presenter(s):
Helen Freear-Papio, Ph.D., College of the Holy Cross, Worcester, MA
Ellen Lokos, Ph.D., College of the Holy Cross, Worcester, MA

This presentation expounds upon proven pedagogical processes that engage students with social justice through theater. Following a brief theoretical overview, including Boal’s Theatre of the Oppressed, we will share strategies successfully integrated into our co-curricular, bilingual theatre troupe which translate effortlessly back into the classroom. Theatre, at large, serves as a tool to solve the challenges so often seen in a diverse FL classroom, consisting of students with different levels of linguistic and cultural competencies. We use theatrical exercises to address microaggressions and microracisms as well as macro issues of social justice. After the presentation, attendees will have the opportunity to gain hands-on experience with these techniques.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	Spanish	Keyword:	Instructional strategies

420. Designing Language Programs for Persistence
Pre-recorded

Presenter(s):
Sharon Wilkinson, Ph.D., Independent Consultant, Pittsburgh, PA

Many accepted norms in typical language programs—from placement systems to program objectives to assessment criteria—can actually discourage students from continuing their study of a language. But what if we were to design a program entirely around the goal of long-term persistence? This session offers a case study of such a program where the faculty shifted their attention from learner proficiency to learner persistence, strengthening their efforts in three key areas: access, relevance, and community. The program redesign resulted in improved engagement and retention of a more diverse student population, as well as renewed enthusiasm among faculty. Both the framework and the specific how-to examples offered in this session are adaptable across languages at K-12 and postsecondary levels.

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Curriculum

421. Multiplicidad de voces: diversidad social en el aula
Pre-recorded

Presenter(s):
Liliana Paredes, Ph.D., Difusión & Duke University (Exhibitor), Durham, NC

Social justice can be used as a theme in class or can be intentionally made visible by working with materials that bring to light themes that usually are silenced: a family with two mothers, Afro-Hispanic presence in history or the prestige of different varieties of Spanish. As teachers we can take a stand that intentionally makes these themes of silenced voices visible and work in the production of teaching materials towards this end. In this session we will show examples of teaching activities that focus on students’ interactions with the complexity of the Hispanic world to understand it in the context of social justice. We will present and discuss criteria to design didactic materials that integrate social themes as a point of reflection and action.

Language of presentation:	Spanish and English	Levels:	High School & College
Examples in:	Spanish and English	Keyword:	Diversity

422. Latinx Voices, Agents of Change, Policy Makers, Emerging Classroom Leaders
Pre-recorded

Presenter(s):
William Yepes – Amaya, Shady Hill School, Cambridge, MA
Abelardo Almazan – Vazquez, The Putney School, Putney, VT

Understanding the impact of identity and implicit bias is essential in classroom. As educators we need to interrogate our practice, our curriculum, and our schools in order to understand how the world language classroom is serving its community. There is an altruistic belief that education is an equalizer. However, we continue to see how the inequity keeps on growing. We know by our practice that teaching Spanish is a political act and that it can lead to change if we create spaces for students to build their leadership and activism as global citizens right now. We are a group of research practitioners, who discuss the systemic impact that policies have in the latinx community. We will share instructional strategies to connect with community organizers, activists, and authentic resources.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish	Keyword:	Diversity

423. Teaching/Learning Greek in the 21st Century
Pre-recorded

Presenter(s):
Sophia Alpos, Greek123 (Exhibitor), Silver Spring, MD

Greek123 boasts a tradition of excellence in Modern Greek education. Levels are designed with “Can Do” statements at their core, allowing learners to systematically build reading, writing, speaking, and listening skills as they advance to fluency. We will showcase our unique teaching method with an introduction to our curriculum. An example lesson will illustrate effective teaching techniques for beginner-level students of all ages. Audiences will explore the Student Book as well as an array of bespoke materials that augment each chapter: a rich digital platform, audio/video resources, animated games, and supplementary teaching tools. Our experienced teachers will interact with participants to further demonstrate our process, which has helped learners achieve success for more than 60 years.

Language of presentation:	English and Greek	Levels:	PreK-8
Examples in:	Greek	Keyword:	Articulation

425. Les registres de language : un révélateur social.
Pre-recorded

Presenter(s):
Alexandra Borer, Ph.D., Columbia University, New York, NY
Samuel Skippon, Columbia University, New York, NY
Pascale Crepon, Ph.D., Columbia University, New York, NY

The study of vocabulary registers in French language is a useful point of entry for tackling sociological realities as well as social justice issues in ways that can be adapted to different levels. An understanding of the implications of language registers is essential to cultural literacy and supports a more inclusive approach to teaching culture by adding a focus on underrepresented aspects of society. Instructors can add variety to their lesson plans with diverse materials such as news articles, TV shows, contemporary literature, or parodies of the classics. Participants will be presented with rich authentic materials conducive to teaching slang and colloquial French and that also lend themselves to lessons focusing on contemporary culture as well as linguistic proficiency and literacy.

Language of presentation:	French	Levels:	Post-secondary
Examples in:	French	Keyword:	Culture/Literature

426. On Your Way(side) to Proficiency: Practices that Get You There
Pre-recorded

Presenter(s):
Terri Hammatt, Wayside Publishing (Exhibitor), Freeport, ME

We’re changing the way textbooks work! Come learn more about eight best practices for teaching for proficiency and how Wayside Publishing’s Spanish and French series, EntreCulturas and EntreCultures, incorporate them all! We’ll talk about using backward-design grounded in essential questions, authentic resources that inspire tasks across all modes of communication, grammar taught in context, Can-Do statements, formative performance assessments, summative IPAs, and other ACTFL-aligned best practices.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	French and Spanish	Keyword:	Instructional strategies

427. Augmented Reality and Virtual Reality in Language Acquisition
Pre-recorded

Presenter(s):
Hayet Bensetti-Benbader, Ed.D., New Jersey City University, Jersey City, NJ

In the past few years, there has been a rise in the creation of computer/ web-based technology specifically designed to provide highly collaborative, immersive, and interactive learning environments for learners. Virtual Reality (VR) and Augmented Reality (AR) are two tools which, when applied to the educational setting, provide authentic learning experiences for students. This session will present an overview of VR and AR technology in language education, convey the current applications and trends, and discuss the advantages and disadvantages of integrating the technology with language acquisition.

Language of presentation:	English and French	Levels:	High School & College
Examples in:	English and French	Keyword:	Technology

428. Advocacy Tools Everyone Can Use in Today’s Educational World
Pre-recorded

Presenter(s):
Amanda Seewald, JNCL-NCLIS (Exhibitor), Garrett Park, MD

What do you advocate for students, yourself, programs, and language education in today’s world? Learn essential advocacy tools and explore issues locally, regionally, and nationally. Come away understanding how YOU can make a difference and how JNCL-NCLIS builds legislative impact to catalyze growth in our field. Participants will leave with an actionable set of resources to build their own advocacy.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Policy/Issues

429. How We Incorporated Social Justice Topics into Japanese Language Education
Pre-recorded

Presenter(s):
Naemi McPherson, Brown University, Providence, RI
Noriko Sugimori, Ph.D., Kalamazoo College, Kalamazoo, MI
Hiromi Miyagi-Lusthaus, Boston University, Boston, MA

Have you thought about incorporating social justice topics into your language class? Issues of diversity and inclusion are more relevant than ever to students amidst ongoing calls for racial justice. However, despite broad awareness of the importance of these topics, pedagogical integration remains challenging for obvious reasons: forever-sensitive topics, lack of materials, discrepancies with traditional ideas of foreign language teaching, etc. This session will showcase sample practices, outcomes, and pedagogical implications for all levels of Japanese courses.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	Japanese	Keyword:	Diversity

430. Teaching About Racism and Stereotypes in Short German Language Film
Pre-recorded

Presenter(s):
Mohamed Esa, Ph.D., McDaniel College, Westminster, MD
Ingrid Zeller, Northwestern University, Evanston, IL

Due to their brevity, short films are ideal for language instruction. Inspired by the Black Lives Matter movement, this session will address racism and stereotypes with a focus on Black Germans in German-language short films. Lesson plans and handouts with innovative ideas, impulses, and resources for the effective use of short films in the German curriculum will be shared for immediate use in the classroom.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	German	Keyword:	Diversity

431. How to Amplify Student Voices Through Socratic Seminars
Pre-recorded

Presenter(s):
Christina Margiore, North Shore Schools, Glen Head, NY

With Socratic Seminars you will have the class discussions in the target language that you have always wanted. Socratic Seminars are student-led discussions based on a prompt that encourage critical thinking and spontaneous conversation. Many English and Social Studies classes are already using this amazing discussion technique to get students thinking on a deeper level. We can do it, too! We just have to adapt these practices for the WL classroom.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English and Spanish	Keyword:	Instructional strategies

432. With a Little Help from Our Friends!
Pre-recorded

Presenter(s):
Suzanne Cook, Robert D. Reynolds Elementary School, Upper Saddle River, NJ

Come and learn about the benefits of an authentic virtual pen pal exchange! For the past four years, first graders at Robert D. Reynolds School in Upper Saddle River, NJ have exchanged video messages with students at the Robert Muller LIFE School in Panajachel, Guatemala. At the outset of this project, the goal was for students to practice their Spanish in an authentic context and compare their lives with the lives of our Guatemalan friends. However, we quickly learned that our amigos were facing a serious problem: they had limited access to clean drinking water. Learn how we helped to make a difference in their lives! Attend this session if you are interested in exploring how you can create a classroom environment that promotes kindness and social justice.

Language of presentation:	English	Levels:	Elementary
Examples in:	Spanish	Keyword:	Connections/Comparisons

433. Deconstructing Stereotypes in Intercultural Communication: An Experiential Workshop
Pre-recorded

Presenter(s):
Elena Alston, Goethe-Institut NY (Exhibitor), New York, NY

Regardless of what language you teach, mastering intercultural communication techniques is key to both fostering an equitable classroom atmosphere, and to successfully imparting a foreign language. In this hands-on session, we will take an experiential approach to different methods of deconstructing stereotypes as a key strategy in intercultural communication. We will probe different scenarios to learn new strategies that will empower you and your students, increase awareness, and enable us to act professionally and efficiently in globally diverse settings.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Diversity

434. Creating Lessons on Social Justice in the Three Modes
Pre-recorded

Presenter(s):
Patricia Lennon, Ed.D., Proficiency Press Co. (Exhibitor),
Douglas Moore, Proficiency Press Co.,
Jonathan Piccirillo, Proficiency Press Co.,
Carmela Taliercio-Cohn, Proficiency Press Co.,

Need ready-made proficiency style activities to motivate your students? Proficiency Press will provide you with fun, communicative, culturally based activities that will engage your students throughout your lesson using the 5Cs. From Performance Assessment in the three modes, to Read to Write tasks, you will be able to use these materials immediately with your students. E-chapters featuring all proficiency style activities can be downloaded and shown to your students using the latest technology in your classrooms. Sample IPAs focusing on social justice will be demonstrated and distributed.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish, French, Italian	Keyword:	Instructional strategies

435. Redefining Digital Language Learning Techniques
Pre-recorded

Presenter(s):
Rochell Alves, Sayreville Public Schools, Parlin, NJ
Melissa Wells, Elizabeth Public Schools, Elizabeth, NJ

Technology provides many opportunities for students to engage with the world around them. We will be redefining the language learning classroom and means of targeting the three modes of communication by opening a discussion about how to transform your classroom using the SAMR model. This session does not target any specific applications or learning management systems, however, participants will learn how to use their digital resources to engage with and learn different activities using various tools in ways that are immediately applicable to their classes. This presentation will also demonstrate how to raise awareness, join partners, start conversations and change minds through the utilization of technology in the language learning classroom.

Language of presentation:	English	Levels:	High School
Examples in:	English, Spanish, Italian	Keyword:	Technology

436. Equitable Implementation of Seal of Biliteracy: Lessons from Hartford, CT
Pre-recorded

Presenter(s):
Kimberly Winfield, Hartford Public Schools, Hartford, CT
Daisy Torres, Hartford Public Schools, Hartford, CT

This session is designed for educators interested in learning more about implementing the Seal of Biliteracy. Over 35 states have implemented the Seal, empowering and motivating students to demonstrate what they can do in English and one or more additional languages. Participants will learn what they can do at the classroom, school, and district level to support diverse learners and create pathways to achieving the Seal of Biliteracy. The session will offer data and key takeaways from the first and second years of implementation in Hartford Public Schools.

Language of presentation:	English	Levels:	High School
Examples in:	English	Keyword:	Assessment

437. Teaching Diversity and Inclusion in Chinese Classrooms
Pre-recorded

Presenter(s):
Lucy Lee, Seton Hall Preparatory School, West Orange, NJ
Carol Chen-Lin, Ph.D., Choate Rosemary Hall, Wallingford, CT
Baocai Jia, Cupertino High School, Cupertino, CA
Yulan Lin, Ph.D., Boston Public Schools, Boston, MA

In today’s global society, diversity, inclusion, social emotional learning, and youth culture are important topics. The presenters will share strategies for creating an inclusive, safe classroom for Chinese learners. Through demo lessons, the participants will learn how to implement newly designed lessons to explore and support diverse perspectives and backgrounds of students to build and promote a sense of inclusion in Chinese classrooms.

Language of presentation:	Chinese and English	Levels:	Secondary (6-12)
Examples in:	Chinese	Keyword:	Diversity

438. Fighting White Supremacy in the French Classroom
Pre-recorded

Presenter(s):
Julia Spiegelman, University of Massachusetts Boston, Boston, MA

White supremacy is a deadly and invisible ideological force that pervades even the most well-intentioned French foreign language programs. How can we as teachers work to combat racism in our classrooms? Through real-life classroom examples, this session will explore challenges and possibilities for anti-racist teaching that are unique to a French foreign language context. Together, we will identify white supremacist ideology as it appears in teaching materials and critically evaluate different approaches to social justice teaching. We will explore models of a critical text-based approach that can empower students to engage in conversations about power and identity. Participants are invited to share their ideas, lessons, and resources to a shared file that will be made available to all.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English and French	Keyword:	Diversity

439. Voice and Power in Grimms’ Fairy Tales
Pre-recorded

Presenter(s):
Nancy Johnson, University of Massachusetts Lowell, Lowell, MA

In H.C. Anderson´s literary tale “The Little Mermaid”, the main character gives up her voice to attain immortality, but the origin of Anderson´s literary tale can be traced to older folk tales. These are not the tales of females in distress saved by a “knight in shining armor” made so famous by Disney films. These are lesser known tales handed down in oral tradition, most likely by female story-tellers, and collected by the Grimm brothers which show sacrifices made by female protagonists forced to literally give up their voice to a power beyond their control. In the original story, whether regaining her voice means coming to terms with her own weakness or saving those she loves from magical transformation, persevering, and overcoming her lack of voice is the only way to achieve her purpose.

Language of presentation:	English	Levels:	High School & College
Examples in:	English and German	Keyword:	Culture/Literature

440. Maintaining a Strong German Program
Pre-recorded

Presenter(s):
Joseph Carosella, Niskayuna High School, Niskayuna, NY
Tracy Prebish, Niskayuna High School, Niskayuna, NY
Kirsten Borger, Consultant

Is German relevant in this day and age? Absolutely! This session will consider how best to take advantage of social media, an exchange program with a partner school, a German Club, community liaison and outreach, and students themselves to promote and maintain a strong, vibrant German Program at the high school level. Learn to share and celebrate the relevance of German to our education system, economy and global culture.

Language of presentation:	English	Levels:	High School
Examples in:	English and German	Keyword:	Connections/Comparisons

441. Diversity in Competitive Scholarship Applicants: Strategies for Success
Pre-recorded

Presenter(s):
Daniel Villanueva, Ph.D., Cultural Vistas, Inc., New York, NY
Max Flescher, Cultural Vistas, Inc., New York, NY
Rachael Agnello, Cultural Vistas, Inc., New York, NY

This panel outlines the best practices and strategies to encourage diversity in applications for competitive, language-based exchange scholarships with a special focus on the experiences of Congress-Bundestag Youth Exchange (CBYX) staff and program participants. We will consider the recruitment, application, and selection process as well as alumni outreach in order to outline how language educators and merit scholarship advisors can best collaborate to increase applicant and participant diversity.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English and German	Keyword:	Diversity

442. Service Learning: Building Authentic Language Connections in the Community
Pre-recorded

Presenter(s):
Tancee Brodeur-Sassi, Upper School, Greenwich Academy, Greenwich, CT
Heather Way, Upper School, Greenwich Academy, Greenwich, CT

How can language teachers introduce community engagement into the curriculum? How can we meaningfully connect our students with the target language in their own communities? The presenters, high school Spanish teachers, will share their experiences of attempting to combine community outreach and classroom learning. By connecting with local organizations and immigrant populations, this presentation will give insight on how to create a syllabus with a focus on community engagement. In addition to exploring potential challenges and successes, the session will discuss curricular resources, share ways to look for target language speakers, and allow for participants to brainstorm the development of a similar course.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English and Spanish	Keyword:	Connections/Comparisons

443. Maximizing Interpersonal Speaking Skills
Pre-recorded

Presenter(s):
Cherie Garrett, Dallastown Area High School, Dallastown, PA

Increasing spoken proficiency is an essential element of language learning and is often the most challenging aspect of language to teach and assess in the classroom. I will present several interpersonal speaking activities, which participants will experience through use with each other. Additionally, I will present about an online conversation platform, Boomalang, and will play brief clips of my students speaking with native speakers in Spanish about AP-based themes. I will explain the benefits of using Boomalang and the classroom application of sharing cultural knowledge that the students gained through the conversations.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	English and Spanish	Keyword:	Instructional strategies

444. Networking and Resource Session for German Teachers
Pre-recorded

Presenter(s):
Michael Shaughnessy, Ph.D., American Association of Teachers of German (Exhibitor), Cherry Hill, NJ

Working in isolation is one of the greatest challenges German teachers face. This session will focus on practical strategies and resources for growing and promoting your German program. Whether it’s a need for up-to-date instructional resources or developing mentoring networks with peers, we’ll provide ways to connect with colleagues, access high-quality materials, and find relevant professional development opportunities.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	German	Keyword:	Professional development

445. Voices Through Murals- Breaking Down Barriers for Intercultural Competence
Pre-recorded

Presenter(s):
Viktoria Hackbarth, Ph.D., Boston University, Boston, MA
Amina Shabani, Ph.D., Boston University, Boston, MA

Murals are powerful narratives that can uplift community members, honor voices of the past, and help individuals stay grounded in the present. This interactive session will explore ways to incorporate social justice in the foreign language classroom through the analysis and interpretation of murals to help foster students’ critical thinking, empathy and intercultural sensitivity. Presenters will provide a wide array of activities, applicable from the novice to the advanced learner, which will help develop students’ ability to analyze and interpret (inter)cultural practices. Participants will walk away with tools and ideas to create their own lessons incorporating murals to develop intercultural literacy and invite students to draw comparisons with their own real-world experiences.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish, French, Portuguese	Keyword:	Instructional strategies

446. ¿Y mis abuelos, dónde están? Activities for Communication Across Generations
Pre-recorded

Presenter(s):
Luisa Piemontese, Ph.D., Southern CT State University, New Haven, CT

The current pandemic has forced individuals to value people and things that previously might have been taken for granted. Communities have been particularly concerned about the elderly. Families have been forced to maintain distance from older members to protect them from infection. In a contemporary society where the older people are, the more invisible they become, suddenly, the elderly appear in the spotlight and are the focus of concern and attention. This session presents content featuring the value and significance of the elderly in the culture of the Spanish-speaking world. Participants will be exposed to media and texts and will engage in activities to foster understanding, empathy, and student involvement and production in all modes of communication.

Language of presentation:	Spanish	Levels:	High School & College
Examples in:	Spanish	Keyword:	Culture/Literature

447. Interactive Games and Communicative Strategies for Online Synchronous Instruction
Pre-recorded

Presenter(s):
Sara Villa, Ph.D., The New School, New York, NY
Marlenys Villamar, The New School, New York, NY

Transitioning our courses online requires a shift in teaching materials and a repurposing of tools at our disposal. Although it is true that we have a plethora of online, open access and ready to use teaching materials, there is a need for more interactive and communicative tasks that make the synchronous space as lively as possible. Teaching online separates students and instructors via a screen that serves as a barrier that often distracts, filters and results in a more passive presence than face-to-face. This barrier can be reduced by creating synchronous tasks to maximize participation, motivation, and interaction. Concrete examples of games, techniques, and web tools that can be used in a synchronous online environment to create an interactive and communicative learning space will be shared.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	Spanish	Keyword:	Instructional strategies

448. Widening Students’ Horizons Through Critical Thinking Activities
Pre-recorded

Presenter(s):
Hye Young Shin, Ph.D., American University, Washington, D.C.
Haewon Cho, University of Pennsylvania, Philadelphia, PA
Jae Hong Lee, Bayside High School, New York, NY

The purpose of this workshop is to introduce sample Can-Do statements associated with three modes of communication, and share practical ideas on developing and implementing learning activities in line with the Can-Do Statements. Activities designed for each of the three communication modes and 4Cs, in particular, are integrated into tasks that are directly linked to real life communication. The activities for real life communication promote the opportunities to engage students in real-world learning, which promotes critical thinking, creativity, and communication skills in the context of doing authentic, meaningful work. In addition, the activities help students prepare to meet the challenges of 21st-century by introducing presentational materials using various online resources and technology.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Korean	Keyword:	Connections/Comparisons

449. Construyendo puentes entre los hablantes de herencia
Pre-recorded

Presenter(s):
Ken Stewart, Vista Higher Learning and Duke University (Exhibitor), Durham, NC
Laura Zinke, Vista Higher Learning and McClintock High School, Tempe, AZ

Making cultural and personalized connections with your students is a key to success in the classroom; it’s even more essential in order to reach heritage students. How can we bridge culture, language, and heritage? Participants will take away resources to make those connections using literature, art, music, film, and current events to bring language learning to life for heritage and native speakers in Spanish. Come join Vista Higher Learning in this interactive session and learn how to integrate authentic media and digital materials.

Language of presentation:	Spanish	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Instructional strategies

450. También podemos aprender español: Estrategias para Asperger, ADHD y Dislexia
Pre-recorded

Presenter(s):
Lisi Barros-Sehringer, ELEPrinceton, Princeton, NJ

Living in an interconnected world demands learning an additional language as an essential tool to interact in social, educational or business environments. However, many students diagnosed with Autism/Aspergers, AD(H)D, or Dyslexia, often get a waiver for the foreign language classes or simply extra time for written tasks. A tailored approach that focuses on a student’s strengths rather than weaknesses is more appropriate for developing such necessary skills, which can also be transferred into a mainstream classroom. Developing just oral proficiency, can be one way to play to these learners’ strengths. Speaking an additional language, gives the power of communication and is a matter of social justice. Integration is not enough, inclusion should be the goal.

Language of presentation:	Spanish	Levels:	PreK-12
Examples in:	Spanish	Keyword:	Diversity

451. Work in Progress: Social Justice in Teacher Training
Pre-recorded

Presenter(s):
Jutta Schmiers-Heller, Columbia University, New York, NY
Silja Weber, Ph.D., Columbia University, New York, NY
Chris Hoffman, Columbia University, New York, NY
Nate Wagner, Columbia University, New York, NY

Supporting our German graduate fellows at Columbia University in becoming versatile language teachers is a continually evolving process. An area that has not been systematically addressed is that of social justice. This session will highlight the programmatic steps taken to implement a more systematic foundation for incorporating social justice into our graduate student teacher training and by extension our classrooms. This involves defining our concept of the term, as well as scaffolding self-reflection for instructors, creating self-reflective activities and including social justice perspectives at various levels, and evaluating the process. The steps will provide the springboard for discussion and generating further ideas. Participants will receive materials to adapt for their own use.

Language of presentation:	English	Levels:	High School & College
Examples in:	English and German	Keyword:	Professional development

452. Increasing Social Justice Awareness within Your Curriculum
Pre-recorded

Presenter(s):
Cortney Dávila, Johns Hopkins University, Baltimore, MD
Mariana Álvarez Torres, Johns Hopkins University, Baltimore, MD

How can we increase cultural competence at all levels of language learning and ensure meaningful learning, while also fulfilling the basic grammar acquisition requirements of the program? While most instructors have the desire to foster social justice awareness in their students, they are faced with the reality, attempting to do so while concurrently meeting their program’s grammar-based objectives within ambitious timelines. We provide examples of how to prioritize social justice based themes and still contextualize grammar, within the said themes. Furthermore, discover the key ingredient to fostering student empathy in order to shift the motivation for second language acquisition from self-serving rewards to a desire to contribute to the global conversation about social change and justice.

Language of presentation:	English and Spanish	Levels:	Post-secondary
Examples in:	Spanish	Keyword:	Instructional strategies

453. How Can We Help? 25 Seal of Biliteracy Questions Answered
Pre-recorded

Presenter(s):
Linda Egnatz, Global Seal of Biliteracy, Frankfort, IL

A Seal of Biliteracy builds retention in university and high school language programs. Learners are motivated by credentials that articulate their skills for advanced placement, scholarships, study abroad and job opportunities. This session answers the most commonly asked questions about the Seal of Biliteracy program adoption and implementation. Learn how schools, public and private, use the program to benchmark proficiency targets and create a pathway of awards that motivates students to level-up. Topics include testing, college and competency-based credits, washback on instruction, and more. For universities, discover how the Global Seal of Biliteracy offers a language credential that provides similar benefits to re-energize college programs.

Language of presentation:	English	Levels:	High School & College
Examples in:	English	Keyword:	Articulation

454. Resources for Learner Centered Instruction and Planning
Pre-recorded

Presenter(s):
Betsy Hart, National Foreign Language Center (UMD), Riverdale, MD
Matt Coss, National Foreign Language Center (UMD), Riverdale, MD

The role of the highly effective language teacher is to plan, deliver, and adjust highly engaging experiences in which all learners can meet daily goals and develop linguistic and intercultural competence. This session will identify the key features of a learner-centered classroom and empower participants to center the focus of their own instruction on their learners. Presenters will share and demonstrate a variety of freely available resources, which will enable all participants to put learners first in their mindset, their planning, and their instruction. Participants will engage with each resource and discuss specific ways to implement each one into their various instructional contexts—curriculum planning, lesson planning, lesson delivery, and assessment.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Materials

455. Peaceful Brigade: Foster Empathy and Boost Oral Production
Pre-recorded

Presenter(s):
Maureen Magnan, Ph.D., Sharon Public Schools, Sharon, MA
Borja Ruiz de Arbulo Alonso, Boston University, Boston, MA

This presentation will provide strategies to implement active listening, thoughtful questioning, and opportunities to make empathetic connections in the classroom. In a world where mutual respect and understanding are not clearly modeled in politics or the media, educators are confronted with the responsibility to provide students with a space to foster these values in their own classrooms. This session will present the tools to equip learners to engage in active listening through ethnographic and OPI interviews with greater openness to facilitate difficult conversations. With the drive and willingness to make meaningful connections, teachers will be equipped to help their students use the art of storytelling and interpersonal communication to understand another’s story.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish	Keyword:	Connections/Comparisons

456. La Nueva Canción Chilena and Social Justice Movements
Pre-recorded

Presenter(s):
Marisol Galarza-Ruiz, Monroe Community College, Rochester, NY

This presentation will help increase global awareness by learning about the political, historical, and cultural aspects of the 1973 Coup d’état in Chile, the music genre La Nueva Canción Chilena, and some of its major exponents like: Victor Jara, Violeta Parra, Quilapayun, and Inti- Illimani. Assignments are designed to help students understand, collaborate, and demonstrate the role that music played in political and social justice movements. Through this unit, students will learn basic vocabulary words related to politics and the music genre, in English and Spanish, in order to better understand the political and social context expressed in selected songs from different artists.

Language of presentation:	English and Spanish	Levels:	High School & College
Examples in:	English and Spanish	Keyword:	Culture/Literature

457. Artful Voices: Using Artwork to Prompt Presentational Communication
Pre-recorded

Presenter(s):
Michael Griffin, Carnegie Learning (Exhibitor), Pittsburgh, PA

Art has the power to stimulate curiosity and critical thinking skills. Creative writing builds confidence by allowing students to play with language and take ownership of their work. Put them together to engage and stimulate your students’ imaginations and foster their creative expression. Give your novice and intermediate students a voice to build their presentational skills by using authentic art images and creative writing activities.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish and French	Keyword:	Instructional strategies

458. Diverse Perspectives of Social (In)justice in Text, Film, and Song
Pre-recorded

Presenter(s):
Alexandra Reuber, Ph.D., Tulane University, New Orleans, LA

Using French text, music, and film, this multimedia presentation will focus on how to engage learners at the advanced level through authentic and culturally rich material illustrating diverse perspectives of social issues and injustices, such as economic and religious oppression, discrimination, racism, and xenophobia. All the while taking students’ multiple intelligences and deep engagement with the material into account, the presenter’s selection of task- and content-based assignments will showcase a variety of differentiated learning opportunities that not only allow students to identify, examine, and discuss these social issues and injustices, but also strengthen their linguistic and higher-level thinking skills, as well as their understanding of and voice for social (in)justice.

Language of presentation:	English	Levels:	High School & College
Examples in:	French	Keyword:	Instructional strategies

459. Making Telecollaboration Work
Pre-recorded

Presenter(s):
Angelika Kraemer, Ph.D., Cornell University, Ithaca, NY
Theresa Schenker, Ph.D., Yale University, New Haven, CT

This session presents examples for successful telecollaboration projects to connect language learners online with native speakers or other learners of the same language. Based on ten years of telecollaboration experience, the presenters will outline best practices, effective platforms, collaborative tasks, and ways to find partners for virtual exchanges. Projects for different language levels and goals will be introduced.

Language of presentation:	English	Levels:	High School & College
Examples in:	English and German	Keyword:	Technology

460. Improvise, Adapt, Overcome: How to Increase Student Engagement
Pre-recorded

Presenter(s):
Kim OuYang, Westfield High School, Westfield, NJ

Teachers have been told to cater to 21st Century learners and help them adapt to the ever-changing modern society. However, it has become an increasing challenge for us to compete with shorter attention spans and constant distractions. How do we keep every student engaged for a full class period? We will discuss and share methods that appeal to student interest while committing to the course curriculum.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Mandarin Chinese	Keyword:	Instructional strategies

461. Social Justice Through the Lens of Literature
Pre-recorded

Presenter(s):
Mary Helen Kashuba, DML, Chestnut Hill College, Philadelphia, PA

This presentation will address some of the many examples in which French authors have noted the sad realities of social injustice and have imagined a more equitable society. It will bring to life creations such as Beaumarchais’ Figaro, Zola’s Miners, and Senghor’s Images of Colonialism. The presenter will work through selections from these and other works, while noting student projects and responses, and will invite the participants to apply these examples to situations in today’s society.

Language of presentation:	English and French	Levels:	High School & College
Examples in:	French	Keyword:	Culture/Literature

462. The Refreshed ACTFL/CAEP Standards for WL Teacher Preparation
Pre-recorded

Presenter(s):
Teresa Bell, Ph.D., ACTFL, Alexandria, VA

This session will present proposed updates to the ACTFL/CAEP “Standards for Preparing World Language Teachers”. These standards were most recently approved in 2013. Every seven years, CAEP suggests a revision to update the standards, to ensure that they are still in line with the most current research on second language acquisition, language learning, and language teaching. Participants will be shown a side-by-side comparison of the 2013 Standards with the proposed revised standards. Participants will be encouraged to share feedback. Feedback is needed so that the revision committee has as much imput as possible from as many educators in the profession before a draft of these standards are submitted to CAEP.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English	Keyword:	Policy/Issues

463. Technology Updates: See Familiar Tools in a New Light
Pre-recorded

Presenter(s):
Sarab Al Ani, Yale University, New Haven, CT

This presentation will go through a number of well-known and familiar tech tools that are used in today’s classroom, as well as demonstrate new features that have been added to them. Then working with the attendees in a hands on session will demonstrate how these updates can save them the burden of learning new tools, a step that might totally be necessary. It will also demonstrate how many of these updates and upgrades that are featured in these tech tools, add to the ways these tools can be used, and therefore add to the benefit gained from using them.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Arabic and English	Keyword:	Technology

464. Weekly Chats with a Refugee: Connecting Across Borders
Pre-recorded

Presenter(s):
Olivia Grugan, Appalachia Intermediate Unit, Altoona, PA

Picture this: It’s a Friday morning in rural Pennsylvania on a small college campus. Arabic students in their respective dorm rooms log on to their computers and join each other virtually to have a 1 hour conversation with their class partner, a refugee from Syria living in Jordan. She only speaks Arabic. They are novice learners. After the first session, one student writes to the professor saying “I love the Friday sessions. I learn so quickly.” Come view recorded clips of these Friday conversations and join with colleagues in an evaluation of the best practices for intercultural exchange and authentic language immersion experiences virtually.

Language of presentation:	English	Levels:	High School & College
Examples in:	Arabic	Keyword:	Connections/Comparisons

465. Action! Using Drama to Build Communicative Skills
Pre-recorded

Presenter(s):
Rebecca Klassen, Henry Barnard School/ Rhode Island College, Providence, RI

Whether using live skits or recorded videos, drama can help students feel comfortable speaking. This fun format lowers the affective filter of the students which leads to increased retention of language and greater proficiency. Drama techniques are excellent for building communicative skills for students of all ages from PreK-college. Participants will learn to make green screen videos, write skits, and showcase learning through plays or film festivals.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Spanish and French	Keyword:	Instructional strategies

466. ‘Pachas en Peru’: Videos to Discuss Social Justice in Peru
Pre-recorded

Presenter(s):
Beth Pachas, Joel Barlow High School, Redding, CT

Explore social justice through videos filmed on site in Peru. The featured videos align with this year’s theme of social justice in that they capture a tour guides’ detailed explanation of the inequalities in Peruvian culture while explaining the underlying history. Participants will experience lessons centered around the videos, discuss modifications based on the level and needs of their students, brainstorm ideas of how to integrate the videos in their curriculum, and leave with a heightened awareness of social justice issues and the history in Peru. By the end of the workshop, participants will gain access to these videos, explore different apps to use in conjunction, collaborate during a variety of hands-on activities, and receive modifiable templates to create lessons of your own.

Language of presentation:	English and Spanish	Levels:	High School & College
Examples in:	Spanish	Keyword:	Connections/Comparisons

467. Finding Social Justice in Authentic Chinese Materials
Pre-recorded

Presenter(s):
Janice Dowd, Ed.D., Glastonbury, Glastonbury, CT
Carol Chen-Lin, Ph.D., Choate-Rosemary Hall, Wallingford, CT
Lucy Lee, Livingston High School, Livingston, NJ

Teachers are always looking for authentic materials that they can use to explain how social justice is reflected in the beliefs and attitudes of the target culture. These materials must also match their students’ proficiency levels. The presenters will review the proficiency levels, the ACTFL Core Practice of interpreting authentic resources, and then present examples of appropriate authentic materials that discuss social justice in Chinese culture. Teachers will review the strategies and materials and be able to evaluate the appropriateness of these materials for their own classes.

Language of presentation:	English and Chinese	Levels:	Secondary (6-12)
Examples in:	Chinese	Keyword:	Materials

468. Representing, Embracing, and Celebrating Latinx Communities
Pre-recorded

Presenter(s):
Ivania Marinero, The Heschel School, New York, NY

How can world language teachers represent, embrace, and celebrate differences related to race and culture within the Latinx community when teaching Spanish? How can educators encourage and provide tools to students in the world language classroom to seek justice? In this session, participants will explore how to intentionally incorporate targeted sociocultural knowledge through practical examples that bridge the gap between language and cultural identities within the Spanish-speaking spheres. Moreover, participants will gain insight on how to create content in the target language that disrupts systems of oppression and brings visibility to marginalized cultural identities throughout the Latinx community and beyond.

Language of presentation:	English and Spanish	Levels:	High School & College
Examples in:	Spanish	Keyword:	Diversity

469. Nurturing the Growth of a Student Teacher
Pre-recorded

Presenter(s):
William Anderson, Hofstra University, Hempstead, NY
Elvira Morse, Ed.D., Hofstra University, Hempstead, NY
Jenny Maldonado, North Shore School District, Long Island, NY

Have you ever thought about hosting a student teacher but were afraid of the time commitment? Stop by this session to discover the importance of supporting future language educators and to explore the opportunities available at local universities to work with participant observers and student teachers. Participants will walk away with a new found understanding of how collaborating with a student teacher can be both empowering and possibly the best world language PD ever.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Professional development

470. Interculturality: Where to Begin?
Pre-recorded

Presenter(s):
Jean Copeland, J. R. Masterman Laboratory and Demonstration School, Philadelphia, PA

As language professionals, we handle the many aspects of the cultures of our languages everyday in our classrooms. Now we need to delve deeper into our teaching of culture and how we make the connection with the ACTFL Intercultural Communication Proficiency Benchmarks and Can-Do Statements. We need to take some of our current cultural lessons, and develop them into intercultural lessons/activities that will provide our students with opportunities to investigate and interact with some of the cultural nuances of the language that they are learning, as well as their ability to thoughtfully examine, compare and contrast those cultures with their own. Come and see how to take a simple activity and develop it into a complete intercultural lesson. Sample lessons will be shared.

Language of presentation:	English	Levels:	High School
Examples in:	English and French	Keyword:	Connections/Comparisons

471. Partnering with Duolingo for Student Engagement
Pre-recorded

Presenter(s):
Sharon Wilkinson, Ph.D., Duolingo
Lisa Frumkes, Ph.D.

With 500 million learners worldwide, Duolingo leverages a significant data corpus to improve its effectiveness, leading to many updates and innovative features such as audio lessons, level-appropriate short stories, podcasts, grammar lessons, and even live events. This session offers an overview of these resources and a wide range of ideas for using Duolingo in K-16 classrooms to complement your curriculum while motivating students to practice listening, speaking, reading, and writing for the sheer fun of it. Hear from Duolingo linguists, teachers, and learning scientists about the latest innovations designed to support classroom teachers and learners, and then come to one of our meet-up sessions to continue the conversation.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple languages	Keyword:	Materials

472. Accessibility in Immersion Experiences
Pre-recorded

Presenter(s):
Brooke Marchewka, Xperitas
Jenny Behrens, Xperitas

Join us for an engaging and informative session exploring the importance of building accessibility into language and cultural immersion travel programs. During this session, we will discuss the value of immersion experiences, share statistics on the accessibility of these programs, discuss barriers to accessibility, and equip you with tips to assist students of diverse backgrounds in overcoming these barriers.

Language of presentation:	English	Levels:	High School
Examples in:	English	Keyword:	Diversity

473. L’authenticité au coeur de l’apprentissage-enseignement des langues
Pre-recorded

Presenter(s):
Catherine Caws, Ph.D., University of Victoria, Éditions Maison des Langues
Annye Castonguay, University of Victoria, Éditions Maison des Langues

This session outlines the task-based and socio-interactive approach to teaching French in a North American context. The presenters will emphasize that authentic interactions must provide the central motivating force for the foreign language classroom. Drawing on the theoretical work of Ellis, Nuna and Ortega, as well as the CEFR, the presenters will contextualize their theoretical discussion with examples from Défi francophone, a new higher ed title from EMDL. Concrete examples will demonstrate how to accompany learners in completing tasks that are based in the real world, thereby making them active participants in their own learning. Among the key themes to be considered: Fostering interactions, promoting critical thinking skills, learner autonomy and intercultural competence.

Language of presentation:	French	Levels:	Post-secondary
Examples in:	French	Keyword:	Instructional strategies

#techlab

Facilitator:
Deborah Espitia, Howard County Public Schools, retired
ALL #TECHLAB PRESENTATIONS ARE PRE-RECORDED AND ARE 10–15 MINUTES IN LENGTH

NECTFL #techlab consists of shorter presentations (10–15 minutes) on a variety of technology uses, similar to a tech fair. Typically, this would be in one big room, like a tech fair, but this year we have to do things differently. Browse the topics and brush up your tech skills!
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202. Foreign Language Learning and Intercultural Exchange Online Through Teletandem
Pre-recorded

Presenter(s):
Leah Adelson, Georgetown University, Washington, DC
Michael J. Ferreira, Ph.D., Georgetown University, Washington, D.C

This session will discuss Teletandem, an online, intercultural, video-based exchange in which pairs of speakers work collaboratively to learn the language of the other. Specifically, the session will review the background and development of Teletandem, describe the ways in which Teletandem can be adopted by an institution and into a language course, share specific examples of how Teletandem has been used by language programs and in specific language courses, and present what must be considered to prepare for future implementation of Teletandem at an institution.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English and Portuguese	Keyword:	Technology

203. Seesaw – For Home or School Learning
Pre-recorded

Presenter(s):
Nathan Lutz, Kent Place School, Summit, NJ

Seesaw is a student-driven digital portfolio that empowers learners of any age to independently document what they are learning at school and then share it with their teachers, parents, classmates, and even the world. Seesaw also empowers teachers to push out lessons and assignments to their learners – and then gently collect it back – all in one tidy platform, without the aid of the parents’ email! In this #TechLab session, you will learn Seesaw’s basic features and explore ideas on how to use it to demonstrate learning in any discipline, engender learner reflection, and show off your classroom’s awesome teaching and learning.

Language of presentation:	English	Levels:	Elementary
Examples in:	French	Keyword:	Technology

204. Interculturality Through Technology
Pre-recorded

Presenter(s):
Kate Kagan, Ph.D., Russell Sage College, Troy, NY

This session presents online tools that can be used in any language to explore cultures as defined by ACTFL. The selected tools encourage communication and interaction and bring authentic materials into the classroom to make learning more real and enjoyable for students while they build their cultural understanding and interpretive skills. Join the conversation about combining authentic resources to enhance students’ proficiency. Resources, strategies, and activities to inspire and engage students based on current research will be provided.

Language of presentation:	English	Levels:	High School & College
Examples in:	English and Spanish	Keyword:	Technology

205. Support Diverse Foreign Language Learning Needs with BookWidgets!
Pre-recorded

Presenter(s):
Iman Elahmadieh, Defense Language Institute, Augusta, GA

This techlab will demonstrate the use of BookWidgets, a valuable web-based app used to create interactive and fun activities while reducing grading time by eighty percent for teachers. By using BookWidgets, teachers can create a flipped learning approach with personalized materials that can be easily shared through a link, a QR code, an email, Schoology, Moodle, Google Classroom, or Microsoft Teams. Students can practice and review language skills with flash cards, puzzles, or games such as bingo or hangman. All participants in this techlab, regardless of language taught, will create an account and embed their first activities to launch in class. Participants will experience the key features of BookWidgets that allow teachers to conduct surveys, self-assessment, quizzes, and worksheets.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English and Arabic	Keyword:	Technology

206. Online Classes Can Read Together Too! Teaching a Novel Virtually
Pre-recorded

Presenter(s):
Olivia Grugan, Appalachia Intermediate Unit, Altoona, PA
Anita Young, Appalachia Intermediate Unit, Altoona, PA

What does it look like to read and teach a novel in an online class? Come see how these Spanish teachers used an intermediate level Spanish novel to facilitate language acquisition and the development of cultural competence in a fully virtually learning environment. Drawing on their experience teaching online Spanish 3 and 4 classes, the presenters will review best practices for teaching whole-class novels with a focus on how those practices can be tailored to the virtual classroom.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Culture/Literature

207. Emerging Educational Technologies in Foreign Language Learning
Pre-recorded

Presenter(s):
Haning Hughes, Ph.D., United States Air Force Academy, Air Force Academy, CO
Ramon Ahrens, United States Air Force Academy, Air Force Academy, CO

A significant challenge facing foreign language classrooms today, is how to transition from traditional school curricula to the new educational technologies and applications that are emerging in the foreign language education field. This presentation will introduce participants to a variety of leading-edge language-learning technological innovations that can enhance and augment foreign language classroom instruction by assisting faculty members with the development of more effective curriculum-design techniques and improved instructional methodologies. These emerging technologies include Softbank’s humanoid robotics, VirBela’s virtual reality chat rooms, ImmerseMe’s interactive scenarios, and Lingco’s adaptive language learning platform, among others.

Language of presentation:	English	Levels:	High School & College
Examples in:	Chinese and German	Keyword:	Technology

208. Using Technology to Increase Oral Proficiency
Pre-recorded

Presenter(s):
Raquel Williams, Metuchen Schools District, Metuchen, NJ

Attendees will have the opportunity to learn different technology applications to develop and increase students’ oral proficiency. Examples of how to integrate those tools when building an IPA will be given as well as ideas on how to use tech connected with the 5 Cs. We must teach for communication and reach all learners. Technology has proven to be a great way to engage students by creating a fun and productive environment in which to learn. In this presentation, teachers will learn tech tools that can be used to develop the modes of communication and will learn how technology can greatly transform their classroom into a fun and engaging place where students have no fear to speak in the target language.

Language of presentation:	English	Levels:	PreK-12
Examples in:	Spanish	Keyword:	Technology

Research Roundtable

Facilitators:
Cynthia Chalupa, Ph.D., West Virginia University, Morgantown, WV
Catherine Ritz, Ed.D., Boston University, Wheelock College of Education & Human Development, Boston, MA
Carolina Bustamante, Ph.D., SUNY Old Westbury, Old Westbury, NY
Xiaoyan Hu, Ph.D., University of Rhode Island, Kingston, RI

Research Roundtable is a special session where researchers from our region and beyond can share about the research work they are doing. Each of the following presentations will be 15–25 minutes in length. There will be one live session with all Research Roundtable presenters. In this live session, our research-based presenters are invited to provide a two-minute “elevator pitch” about their work, followed by an open forum for Q&A, and small breakout rooms as requested. All attendees are welcome to attend. (See separate listing 164. Research Roundtable for access to the live-streamed presentation.)

302. What Influences Teachers’ Perception of Grammar Instruction?
Pre-recorded

Presenter(s):
Rich Madel, Ed.D., Colonial School District, Plymouth Meeting, PA

The profession is in the throes of a paradigm shift that is moving away from explicit teaching about the TL and toward implicit acquisition to support communication, but old habits really do die hard. So what influences teachers’ value of grammar instruction? What role can we play in pushing the paradigm shift toward a new generation of communicative language pedagogy? This session describes new research on the perceptions that teachers have about grammar instruction and what influences their practice. We will discuss the relationships between these variables and what it tells us about how pedagogy has transfered throughout generations. More importantely, we’ll discuss how teacher leadership may be just what the profession needs to disrupt this cycle!

Language of presentation:	English	Levels:	High School & College
Examples in:	Multiple	Keyword:	Professional development

303. Benefits of Bilingualism: World Language Education Advocacy
Pre-recorded

Presenter(s):
Rebecca Fox, Ph.D., George Mason University, Fairfax, VA
Kelley Webb, George Mason University, Fairfax, VA
Bonnie Corretjer, Ph.D., George Mason University, Fairfax, VA

Join this roundtable to learn about the important results of an in-depth research analysis in response to the question: What does the research tell us about the benefits of being bilingual or the importance of learning a world language? This cross-disciplinary investigation explored multiple databases to access empirical research published between 2012 and 2019 in peer-reviewed journals and other highly regarded publications. Quantitative and qualitative results report multiple benefits, including increased cognitive abilities, creativity, academic achievement, intercultural competence, increased employability, and healthier aging. Discussion will include dialogue regarding advocacy and social justice in world language education based on the research.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Research

305. Proficiency Development in Beginning Language Courses: An Exploratory Study
Pre-recorded

Presenter(s):
Christina Huhn, Ph.D., Indiana University of PA, Indiana, PA

This session will present the results of an exploratory study that investigated the oral and written proficiency development of students enrolled in three semesters of beginning Spanish classes at the university level. Topics explored include evidence of oral proficiency development, development of writing proficiency over time, and contrast between writing and speaking proficiency levels, as well as student reflections on their experiences. The study also explored the student experience during a semester with an abrupt and unprecedented shift to online instruction.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	Spanish	Keyword:	Research

307. Assessing Heritage Language Learners: Teacher Knowledge, Practices, and Needs
Pre-recorded

Presenter(s):
Jamie Morgan, Center for Applied Linguistics, Washington, DC
Meg Montee, Ph.D., Center for Applied Linguistics, Washington, D.C
Meg Malone, Ph.D., Georgetown University, Washington, D.C

As the number of heritage language learners (HLLs) in the U.S. continues to grow, it is important to consider the unique backgrounds that these students bring to the language classroom. Classroom practices must be designed to support, celebrate, and value HLLs, and more research is needed on assessment uses and challenges when working with this population. This session presents results from an online survey of 215 educators of HLLs who have a home or cultural connection to the language they are learning. The survey examined educators’ knowledge, experiences, and needs related to assessing HLLs. Presenters will highlight the findings, discuss implications for future resource development, and present a free online tutorial on assessment that has been updated to support teachers of HLLs.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Multiple	Keyword:	Assessment

308. Exploring World Language Teachers’ Understandings and Integration of Intercultural Competence
Pre-recorded

Presenter(s):
Kelley Webb, George Mason University, Fairfax, VA

The rising emphasis for students to develop global and intercultural competence leads the purpose of this qualitative study to explore U.S.-based world language (WL) teachers’ understandings and integration of intercultural competence (IC) in their instructional practices. Recent updates to the World-Readiness Standards for Language Learning alongside the newly developed Can-Do Statements for Intercultural Communication, have prompted this call for research with WL teachers regarding how they conceptualize IC and integrate an intercultural approach to language teaching. The findings of this study will contribute to the WL field with a foundational understanding of how teachers are making sense of IC and fostering the development of students’ IC with its integration in their classrooms.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Research

310. Implementing Invited Lectures in an Advanced Japanese Course
Pre-recorded

Presenter(s):
Kayo Nonaka, New York University, New York, NY

This session is a report on the implementation of invited lectures in an advanced Japanese course. Speakers were invited to give a lecture on their specialized field in Japanese. Readings were assigned before the lecture, and a response paper was submitted thereafter. Some students introduced the speakers in Japanese and others gave a mini-presentation in a later class. In this session, the procedure will be described in detail, and samples of the lectures will be shared along with the results of the students’ survey. The advantages, challenges, and other possibilities for advanced language courses will be discussed. Finally, the importance of providing advanced learners opportunities that are both challenging and rewarding will be discussed.

Language of presentation:	Japanese and English	Levels:	Post-secondary
Examples in:	Japanese and English	Keyword:	Instructional strategies

311. Supporting Teachers of Rigorous Content in a Foreign Language
Pre-recorded

Presenter(s):
Hrysoula Davis, Ed.D., Odyssey Charter School /University of Delaware, Wilmington, DE

Research conducted in native language classrooms across the US shows that teachers struggle to engage students in the rigorous, cognitively demanding mathematics content necessary for developing deep mathematical understanding (Stein et al., 1996). With an increased prevalence of foreign language math classrooms (such as immersion, FLES, and EL) across the nation, the added difficulty of conveying rigorous material in a foreign language (or Cognitive-Linguistic Demand Interaction) must also be investigated and addressed. This talk presents data that supports the existence of a Cognitive-Linguistic Demand Interaction and a Professional Development Program designed to mediate its effects on student access to rigorous mathematics in the target language.

Language of presentation:	English	Levels:	Elementary
Examples in:	English and Greek	Keyword:	Professional development

312. Increasing Student Willingness to Communicate in an Urban Language Classroom
Pre-recorded

Presenter(s):
Ameeta Schmitt, Ed.D., Pittsburgh Public Schools, Pittsburgh, PA

This session seeks to explain how using the construct of Willingness to Communicate (WTC) can increase student participation in urban foreign language classrooms. The work presented reflects the outcomes of a study conducted in Pittsburgh Public Schools. The study explored the use of student self-reports and questionnaires to receive input to understand what ecological and content factors influenced student WTC. The study analyzed student participation in speaking activities. Participants in this session should leave with resources to capture student interest and tools to monitor student participation in the classroom as well as a list of factors that influence the classroom.

Language of presentation:	English	Levels:	High School
Examples in:	English and Italian	Keyword:	Instructional strategies

313. Pre and In-service Gap: Exploring IPA Implementation During Student Teaching
Pre-recorded

Presenter(s):
Jennifer Eddy, Ph.D., Queens College, CUNY, Flushing, NY
Carolina Bustamante, Ph.D., SUNY Old Westbury, Old Westbury, NY

Teacher candidates are expected to implement the Integrated Performance Assessment (IPA) during their clinical experience while their cooperating teachers’ perceptions and familiarity of the same are at all points on the spectrum. Without state standards in place to recommend or require the IPA of in- service teachers, what can we learn from this experience in order to close the pre and in-service gap? This research explored the experiences of teacher candidates from two institutions implementing the (IPA) as student teachers, as well as perceptions of cooperating teachers and the university field supervisor. Let Carolina and Jennifer share the data as well as pedagogical applications for certification programs and professional development opportunities for in -service, cooperating teachers.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English and Spanish	Keyword:	Research

314. Cultivating Leadership in the Language Classroom
Pre-recorded

Presenter(s):
Vardit Ringvlad, Ph.D., Middlebury College, Middlebury, VT
Doran Katz, Ed.D., Middlebury School of Hebrew, Middlebury, VT

In this presentation we will explore the construct of the ‘Language Teacher Leader.’ This specific form of teacher autonomy is unique to how leadership is generally described in the field of teaching and learning. We will identify key characteristics of these educators and look at ways to help support and cultivate their growth in the field. This presentation is based on research data collected from Middlebury School of Hebrew Masters of Arts students both during and after their graduation from the program.

Language of presentation:	English	Levels:	High School & College
Examples in:	English	Keyword:	Research

315. Spanish Language Instruction and Non-Binary Language
Pre-recorded

Presenter(s):
María Mercedes Fages Agudo, University of South California, Los Angeles, CA
Liana Stepanyan, Ph.D., University of Southern California, Los Angeles, CA
Goretti Prieto Botana, Ph.D., University of Southern California, Los Angeles, CA
Carolina Castillo Larrea, Ph.D., University of Southern California, Los Angeles, CA

Rooted in the ongoing international discourse on non-binary identity and the recent shift towards adopting non-binary language on universities nationwide, this paper analyzes specific shifts on USC’s campus, as well as the attempts of the faculty at the department of Latin American and Iberian Cultures to integrate non-binary language in the Spanish classroom. We will discuss the findings of the polls conducted among Spanish Learners at USC, the success and the challenges from faculty’s efforts to foster diverse pedagogical and curricular approaches. Strategies to develop the enhancement of students learning process, encouragement of critical-thinking, and ultimately the promotion and celebration of diversity, equity and inclusion will be included.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish	Keyword:	Diversity

316. Transforming Teaching: Critical Content Based Instruction in World Language Classrooms
Pre-recorded

Presenter(s):
Allison Spenader, Ph.D., College of St. Benedict and St. John’s University, St. Joseph, MN
Cassandra Glynn, Ph.D., Concordia College, Moorhead, MN

Critical content-based instruction (CCBI) provides an opportunity to teach language through meaningful content that deals with complex issues of culture and social justice (Sato, Hasegawa, Kumagai & Kamiyoshi, 2017). This session presents findings from a study of four Spanish teachers in traditional world language programs. This session shares how CCBI is used to examine complex topics through social justice, and how teachers perceive their successes and challenges related to that shift in curriculum. Findings indicate that teachers feel compelled to integrate topics of social justice to promote engagement and to provide an opportunity for both teachers and students to challenge the status quo and become agents of change within their own communities and beyond.

Language of presentation:	English	Levels:	Secondary (6-12)
Examples in:	Spanish	Keyword:	Connections/Comparisons

317. Will You Be My ‘PAL?’ Promoting Spanish Student Success
Pre-recorded

Presenter(s):
Jesse Gleason, Southern Connecticut State University, New Haven, CT
Katherine De Oliveira, Ed.D., Southern Connecticut State University, New Haven, CT

Peer teaching assistants (PTAs) have been shown to garner numerous benefits, both for students and tutors (Rodríguez-Sabater, 2005). This presentation will describe a PTA program known as ‘PALS,’ (Peer Academic Leaders). Over the course of a pilot semester, 13 PALS offered discipline-specific support to over 450 students across 21 sections of beginning Spanish courses at a small public university in the Northeast with a strong social justice mission. Each undergraduate PAL was paired with an instructor and their classes to provide individualized support. Results examine how stakeholders developed a community of practice and the impact of the PAL program on student performance. Implications will be drawn for developing PTA-programming in high school/university world language programs.

Language of presentation:	English	Levels:	High School & College
Examples in:	Spanish	Keyword:	Communities/Workplace

318. Artworks that Promote Discussions on Social Issues in Language Classrooms
Pre-recorded

Presenter(s):
Beatriz Glick, DML, The Pennsylvania State University, Hazleton, PA

Using visual art forms to discuss social injustices can be a powerful means to involve students in meaningful discussions and to address different learning styles. However, which artworks are more effective in enhancing discussions? What level are these discussions? This study uses paintings by Latin-American and Spanish painters to ask students to explain social injustices in various Spanish-speaking countries through the description of the painting, the inclusion of a short, historically relevant biography of the painter, and the student’s opinions of the artwork in a blog. The use of specific vocabulary, and the breadth and depth of discussions created by each artwork, indicates effectiveness of art to create meaningful discussion on social issues.

Language of presentation:	English	Levels:	Post-secondary
Examples in:	English and Spanish	Keyword:	Research

319. Increasing Listening Skills Through Teaching a Telenovela
Pre-recorded

Presenter(s):
Theresa Schenker, Ph.D., Yale University, New Haven, CT
Lieselotte Sippel, Ph.D., Yale University, New Haven, CT

This sessions summarizes results from a research project investigating the effects of including daily telenovela clips into 2nd year German classes on students’ listening skills. The presenters will outline ways to effectively teach the telenovela “Jojo sucht das Glück” (Deutsche Welle) and summarize students’ feedback on the strengths and shortcomings of incorporating this show into German class. Suggestions for strengthening listening skills through other TV shows will be provided.

Language of presentation:	English and German	Levels:	High School & College
Examples in:	German	Keyword:	Instructional strategies

320. Promote Social-Emotional Well-Being Through Differentiated Instruction
Pre-recorded

Presenter(s):
Jing Zhou, Ed.D., University of Southern California, Los Angeles, CA

The diversity of students should be honored. Differentiated Instruction (DI) is not a specific technique, but rather an approach integrates many strategies and methods. This presentation will share the research findings regarding the knowledge, skill, and motivation needed for foreign language teachers to conduct DI effectively in their classrooms, therefore promoting students’ social-emotional well-being.

Language of presentation:	English	Levels:	High School & College
Examples in:	English	Keyword:	Diversity

321. Programming, Practices, and Outcomes in MA Schools: Preliminary Findings
Pre-recorded

Presenter(s):
Nicole Sherf, DML, Salem State University, Salem, MA
Catherine Ritz, Ed.D., Boston University, Boston, MA

This session will share the preliminary findings of a survey of K-12 public schools in Massachusetts about programming, instructional practices, and learner outcomes. The project was funded by an ACTFL Research Priorities Grant. The researchers seek to establish a baseline of programming, practices, and connections to learner outcomes at the onset of the Seal of Biliteracy in the state as well as the anticipated January, 2021 publication of the state framework.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	English	Keyword:	Research

322. Two Completely Opposite Scenes from a Heritage Class
Pre-recorded

Presenter(s):
Jaemin Roh, Ed.D., Boston University, Boston, MA

Heritage students demonstrate superior listening and comprehension skills in spoken language but need more reading and writing practice. Additionally, they need to recognize and be able to identify good grammatical forms either spoken or written for better linguistic performance. Focusing on recognizing common linguistic errors in their own speech, students were asked to voice-record new learning points such as speech errors, newly recognized vocabulary items, or grammatical misuses in the first-year class. The second-year students were instructed to create four thematic podcast broadcasting pieces with the freedom to be creative. The survey results indicate two completely different responses between these two classes.

Language of presentation:	English and Korean	Levels:	Post-secondary
Examples in:	Korean	Keyword:	Curriculum

323. Empowering Spanish-speaking Students by Utilizing Their Unique Skill Set
Pre-recorded

Presenter(s):
Megan Biondi, DML, County College of Morris, Randolph, NJ

This presentation highlights the importance of encouraging rather than suppressing the knowledge of Spanish among Italian, Portuguese, and French learners, allowing Spanish-speaking students to utilize the immense skill set that they bring with them: Spanish. It is unfortunate that in many academic settings, these students are urged to suppress Spanish in order to learn new languages, when they instead should be reminded that their knowledge of Spanish is useful in new language acquisition. There is a philosophy of inclusion and social justice behind the recognition that Hispanophones possess a unique advantage when learning new Romance languages, and in empowering them to be aware of their own linguistic advantage.

Language of presentation:	English	Levels:	High School & College
Examples in:	Multiple	Keyword:	Diversity

324. Chinese Language Faculty’s Perceptions of Online Chinese Character Teaching
Pre-recorded

Presenter(s):
Xiaoyan Hu, University of Rhode Island, Kingston, RI
Wayne He, Ph.D., University of Rhode Island, Kingston, RI
Yiping Zhang, University of Rhode Island, Kingston, RI

The study examines the Chinese language faculty’s perceptions of online Chinese character teaching. K-16 Chinese teachers (N=173) participated in a research survey study about Online Chinese Character Teaching (OCCT) in May 2020. The survey examined perceptions of the value of online language teaching and their confidence for OCCT. Suggestion for curricular design is provided. The first speaker will introduce the general curriculum innovation background and our research rational. The focus is the design of “Computer Chinese” at novice, intermediate, and advanced levels of instruction. The second speaker will talk about the survey design from the instructor’s perspectives and the process of data collection. The third speaker will share the data analysis results and conclusion.

Language of presentation:	English	Levels:	PreK-16+ (all)
Examples in:	Chinese	Keyword:	Research

Preliminary Listing of Sessions

Saturday, April 24–Saturday, May1

Table of Contents

Featured Sessions

108. Talking Social Justice: Conversations That Matter Saturday, April 24, 2021, 12:30 PM–1:30 PM

111. Becoming Agents of Change: The Work BEFORE the Work! Saturday, April 24, 2021, 2:00 PM–3:00 PM

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity Sunday, April 25, 2021, 10:00 AM–11:00 AM

Presenter(s): Beth Wassell, Ed.D., Rowan University, Glassboro, NJ Pamela Wesely, Ph.D., University of Iowa, Iowa City, IA Cassandra Glynn, Concordia College, Moorehead, MN

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays Monday, April 26, 2021, 4:00 PM–5:00 PM

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements Monday, April 26, 2021, 5:30 PM–6:30 PM

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning Wednesday, April 28, 2021, 5:30 PM–6:30 PM

156. Going to the Movies: Developing Social Justice Units Using Film Thursday, April 29, 2021, 5:30 PM–6:30 PM

163. Social Justice Can’t Wait: Engaging Learners from the Start Friday, April 30, 2021, 5:30 PM–6:30 PM

166. Elles, Muxes, and Identities in WL classroom Saturday, May 1, 2021, 8:30 AM–9:30 AM

174. Cultural Competency: Theory into Practice Saturday, May 1, 2021, 12:30 PM–1:30 PM

All Live-streamed Sessions

102. Image-ination Saturday, April 24, 2021, 8:30 AM–9:30 AM

103. Bring the World into Your Classroom Saturday, April 24, 2021, 8:30 AM–9:30 AM

104. Best of DE: Creating a Positive Learning Environment Saturday, April 24, 2021, 8:30 AM–9:30 AM

105. General Session and Keynote Address Saturday, April 24, 2021, 10:00 AM–11:00 AM Sponsored by Extempore App

106. Creating Opportunities for Assessment in a Virtual Learning WL Classroom Saturday, April 24, 2021, 12:30 PM–1:30 PM

107. Creating Thematic Units for Social Justice Saturday, April 24, 2021, 12:30 PM–1:30 PM

108. Talking Social Justice: Conversations That Matter Saturday, April 24, 2021, 12:30 PM–1:30 PM (FEATURED SESSION)

109. Breaking Barriers: Combining SDGs & Top Tech = Interculturality Saturday, April 24, 2021, 2:00 PM–3:00 PM

110. Equity and Inclusion Across Hispanic Cultures Saturday, April 24, 2021, 2:00 PM–3:00 PM

111. Becoming Agents of Change: The Work BEFORE the Work! Saturday, April 24, 2021, 2:00 PM–3:00 PM (FEATURED SESSION)

112. Connecting With Classrooms Around the World Saturday, April 24, 2021, 3:30 PM–4:30 PM

113. Deeper and More Meaningful Questions in the World Language Classroom Saturday, April 24, 2021, 3:30 PM–4:30 PM

114. Best of VA: Improving the Quality of Your Students’ Writing Saturday, April 24, 2021, 3:30 PM–4:30 PM

115. Teacher of the Year Candidates Networking Session Saturday, April 24, 2021, 4:30 PM–5:30 PM

116. NNELL Networking “Un-Conference” Share Session Sunday, April 25, 2021, 8:30 AM–9:30 AM

117. Mead Collaborative Sunday, April 25, 2021, 8:30 AM–9:30 AM

118. NADSFL/NCSSFL Breakfast Sunday, April 25, 2021, 8:30 AM–9:30 AM

119. Using External Assessments: Their Power and Their Messages Sunday, April 25, 2021, 10:00 AM–11:00 AM

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity Sunday, April 25, 2021, 10:00 AM–11:00 AM (FEATURED SESSION)

121. Supporting Your Students – Building Connections for Communication Sunday, April 25, 2021, 10:00 AM–11:00 AM

122. Maximizing Potential in All Learners Sunday, April 25, 2021, 12:30 PM–1:30 PM

123. Teaching Languages for Compassionate Intercultural Citizenship Sunday, April 25, 2021, 12:30 PM–1:30 PM

124. Mead Project: Recruiting Teachers in the Target Language: Resources for Teacher Recruitment Sunday, April 25, 2021, 12:30 PM–1:30 PM

125. High-Impact Strategies to Maximize the Value of Authentic Images Sunday, April 25, 2021, 2:00 PM–3:00 PM

126. Approaching Social Justice through Short Stories and Digital Storytelling Sunday, April 25, 2021, 2:00 PM–3:00 PM

127. Best of RI: Teaching Heritage Learners Through A Workshop Model Sunday, April 25, 2021, 2:00 PM–3:00 PM

128. Yes, Novices Can! From Global Awareness Toward Social Justice Sunday, April 25, 2021, 3:30 PM–4:30 PM

129. Practical Guide to Standards Based Grading for Equity Sunday, April 25, 2021, 3:30 PM–4:30 PM

130. Get in the Right Mindset to Teach Grammar Inductively Sunday, April 25, 2021, 3:30 PM–4:30 PM

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays Monday, April 26, 2021, 4:00 PM–5:00 PM (FEATURED SESSION

132. Peer Feedback Done Better Monday, April 26, 2021, 4:00 PM–5:00 PM

133. Vive le petit prince! Il est revenu… Monday, April 26, 2021, 4:00 PM–5:00 PM

134. Differentiating Instruction in Online and Blended Learning Environments Monday, April 26, 2021, 5:30 PM–6:30 PM

135. World Language Resource Audit: Diversity Inventory Monday, April 26, 2021, 5:30 PM–6:30 PM

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements Monday, April 26, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

137. NECTFL Awards Ceremony Monday, April 26, 2021, 7:00 PM–8:00 PM

138. Mead Project: Offering the Seal of Biliteracy at Your School District Tuesday, April 27, 2021, 4:00 PM–5:00 PM

139. Encouraging Conversation Through Classroom Drama Tuesday, April 27, 2021, 4:00 PM–5:00 PM

140. Journey to Proficiency – Plan, Guide, and Enjoy the Ride Tuesday, April 27, 2021, 4:00 PM–5:00 PM

141. No Place Like Home – A Thematic Approach Tuesday, April 27, 2021, 5:30 PM–6:30 PM

142. Activating HLTP: Create a Classroom Discourse Community Centered in Justice Tuesday, April 27, 2021, 5:30 PM–6:30 PM

143. Framing Conversations about Race in the Classroom Tuesday, April 27, 2021, 5:30 PM–6:30 PM

144. Advisory Council Meeting and Reception Tuesday, April 27, 2021, 7:00 PM–8:00 PM

145. The Inclusion of Non-binary Language in the Curriculum Wednesday, April 28, 2021, 4:00 PM–5:00 PM

146. Voces Elevando Voices Wednesday, April 28, 2021, 4:00 PM–5:00 PM

147. Best of CT: Para cultura y proficiencia…¡Llama a la llama! Wednesday, April 28, 2021, 4:00 PM–5:00 PM

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning Wednesday, April 28, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

149. LILL Leadership Forum: Leading Action Plans in Your State Wednesday, April 28, 2021, 5:30 PM–6:30 PM

150. Effective Hybrid Learning in the Language Classroom Wednesday, April 28, 2021, 5:30 PM–6:30 PM

151. State Leaders Meeting Wednesday, April 28, 2021, 7:00 PM–8:00 PM

152. SUPER Projects for Intermediate/Advanced French & Spanish Students Thursday, April 29, 2021, 4:00 PM–5:00 PM

153. United Nations Sustainable Development Goals: A Roadmap for Learning German Thursday, April 29, 2021, 4:00 PM–5:00 PM

154. Best of MD: Old Tricks, New Platform Thursday, April 29, 2021, 4:00 PM–5:00 PM

155. Identity: The Power of Giving Students Language and Culture Thursday, April 29, 2021, 5:30 PM–6:30 PM

156. Going to the Movies: Developing Social Justice Units Using Film Thursday, April 29, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

157. Playing Matchmaker- Grammar and Your Units Thursday, April 29, 2021, 5:30 PM–6:30 PM

158. LILL Cohorts 1-3 Meet-up Thursday, April 29, 2021, 7:00 PM–8:00 PM

159. Building Literacy in the Interpretive Mode Friday, April 30, 2021, 4:00 PM–5:00 PM

160. Best of ME: Let’s Give Them Something to Talk About Friday, April 30, 2021, 4:00 PM–5:00 PM

161. World Language Proficiency Fellows Panel Discussion Friday, April 30, 2021, 4:00 PM–5:00 PM

162. The Thingamabob that Does the Job: Rubrics Friday, April 30, 2021, 5:30 PM–6:30 PM

163. Social Justice Can’t Wait: Engaging Learners from the Start Friday, April 30, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

164. Research Roundtable Friday, April 30, 2021, 5:30 PM–6:30 PM

165. Past Chairs Meeting and Reception Friday, April 30, 2021, 7:00 PM–8:00 PM

108. Talking Social Justice: Conversations That Matter
Saturday, April 24, 2021, 12:30 PM–1:30 PM

111. Becoming Agents of Change: The Work BEFORE the Work!
Saturday, April 24, 2021, 2:00 PM–3:00 PM

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity
Sunday, April 25, 2021, 10:00 AM–11:00 AM

Presenter(s):
Beth Wassell, Ed.D., Rowan University, Glassboro, NJ
Pamela Wesely, Ph.D., University of Iowa, Iowa City, IA
Cassandra Glynn, Concordia College, Moorehead, MN

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays
Monday, April 26, 2021, 4:00 PM–5:00 PM

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements
Monday, April 26, 2021, 5:30 PM–6:30 PM

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

156. Going to the Movies: Developing Social Justice Units Using Film
Thursday, April 29, 2021, 5:30 PM–6:30 PM

163. Social Justice Can’t Wait: Engaging Learners from the Start
Friday, April 30, 2021, 5:30 PM–6:30 PM

166. Elles, Muxes, and Identities in WL classroom
Saturday, May 1, 2021, 8:30 AM–9:30 AM

174. Cultural Competency: Theory into Practice
Saturday, May 1, 2021, 12:30 PM–1:30 PM

102. Image-ination
Saturday, April 24, 2021, 8:30 AM–9:30 AM

103. Bring the World into Your Classroom
Saturday, April 24, 2021, 8:30 AM–9:30 AM

104. Best of DE: Creating a Positive Learning Environment
Saturday, April 24, 2021, 8:30 AM–9:30 AM

105. General Session and Keynote Address
Saturday, April 24, 2021, 10:00 AM–11:00 AM
Sponsored by Extempore App

106. Creating Opportunities for Assessment in a Virtual Learning WL Classroom
Saturday, April 24, 2021, 12:30 PM–1:30 PM

107. Creating Thematic Units for Social Justice
Saturday, April 24, 2021, 12:30 PM–1:30 PM

108. Talking Social Justice: Conversations That Matter
Saturday, April 24, 2021, 12:30 PM–1:30 PM (FEATURED SESSION)

109. Breaking Barriers: Combining SDGs & Top Tech = Interculturality
Saturday, April 24, 2021, 2:00 PM–3:00 PM

110. Equity and Inclusion Across Hispanic Cultures
Saturday, April 24, 2021, 2:00 PM–3:00 PM

111. Becoming Agents of Change: The Work BEFORE the Work!
Saturday, April 24, 2021, 2:00 PM–3:00 PM (FEATURED SESSION)

112. Connecting With Classrooms Around the World
Saturday, April 24, 2021, 3:30 PM–4:30 PM

113. Deeper and More Meaningful Questions in the World Language Classroom
Saturday, April 24, 2021, 3:30 PM–4:30 PM

114. Best of VA: Improving the Quality of Your Students’ Writing
Saturday, April 24, 2021, 3:30 PM–4:30 PM

115. Teacher of the Year Candidates Networking Session
Saturday, April 24, 2021, 4:30 PM–5:30 PM

116. NNELL Networking “Un-Conference” Share Session
Sunday, April 25, 2021, 8:30 AM–9:30 AM

117. Mead Collaborative
Sunday, April 25, 2021, 8:30 AM–9:30 AM

118. NADSFL/NCSSFL Breakfast
Sunday, April 25, 2021, 8:30 AM–9:30 AM

119. Using External Assessments: Their Power and Their Messages
Sunday, April 25, 2021, 10:00 AM–11:00 AM

120. Reframing Your Teaching of Culture to Emphasize Justice and Equity
Sunday, April 25, 2021, 10:00 AM–11:00 AM (FEATURED SESSION)

121. Supporting Your Students – Building Connections for Communication
Sunday, April 25, 2021, 10:00 AM–11:00 AM

122. Maximizing Potential in All Learners
Sunday, April 25, 2021, 12:30 PM–1:30 PM

123. Teaching Languages for Compassionate Intercultural Citizenship
Sunday, April 25, 2021, 12:30 PM–1:30 PM

124. Mead Project: Recruiting Teachers in the Target Language: Resources for Teacher Recruitment
Sunday, April 25, 2021, 12:30 PM–1:30 PM

125. High-Impact Strategies to Maximize the Value of Authentic Images
Sunday, April 25, 2021, 2:00 PM–3:00 PM

126. Approaching Social Justice through Short Stories and Digital Storytelling
Sunday, April 25, 2021, 2:00 PM–3:00 PM

127. Best of RI: Teaching Heritage Learners Through A Workshop Model
Sunday, April 25, 2021, 2:00 PM–3:00 PM

128. Yes, Novices Can! From Global Awareness Toward Social Justice
Sunday, April 25, 2021, 3:30 PM–4:30 PM

129. Practical Guide to Standards Based Grading for Equity
Sunday, April 25, 2021, 3:30 PM–4:30 PM

130. Get in the Right Mindset to Teach Grammar Inductively
Sunday, April 25, 2021, 3:30 PM–4:30 PM

131. A Jew, a Muslim, a Christian: Perspectives on Teaching Holidays
Monday, April 26, 2021, 4:00 PM–5:00 PM (FEATURED SESSION

132. Peer Feedback Done Better
Monday, April 26, 2021, 4:00 PM–5:00 PM

133. Vive le petit prince! Il est revenu…
Monday, April 26, 2021, 4:00 PM–5:00 PM

134. Differentiating Instruction in Online and Blended Learning Environments
Monday, April 26, 2021, 5:30 PM–6:30 PM

135. World Language Resource Audit: Diversity Inventory
Monday, April 26, 2021, 5:30 PM–6:30 PM

136. Focusing Lesson Design Through Social Justice, Standards & Can-Do Statements
Monday, April 26, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

137. NECTFL Awards Ceremony
Monday, April 26, 2021, 7:00 PM–8:00 PM

138. Mead Project: Offering the Seal of Biliteracy at Your School District
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

139. Encouraging Conversation Through Classroom Drama
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

140. Journey to Proficiency – Plan, Guide, and Enjoy the Ride
Tuesday, April 27, 2021, 4:00 PM–5:00 PM

141. No Place Like Home – A Thematic Approach
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

142. Activating HLTP: Create a Classroom Discourse Community Centered in Justice
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

143. Framing Conversations about Race in the Classroom
Tuesday, April 27, 2021, 5:30 PM–6:30 PM

144. Advisory Council Meeting and Reception
Tuesday, April 27, 2021, 7:00 PM–8:00 PM

145. The Inclusion of Non-binary Language in the Curriculum
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

146. Voces Elevando Voices
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

147. Best of CT: Para cultura y proficiencia…¡Llama a la llama!
Wednesday, April 28, 2021, 4:00 PM–5:00 PM

148. Sustained Inquiry of Social Justice Issues Through Project Based Learning
Wednesday, April 28, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

149. LILL Leadership Forum: Leading Action Plans in Your State
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

150. Effective Hybrid Learning in the Language Classroom
Wednesday, April 28, 2021, 5:30 PM–6:30 PM

151. State Leaders Meeting
Wednesday, April 28, 2021, 7:00 PM–8:00 PM

152. SUPER Projects for Intermediate/Advanced French & Spanish Students
Thursday, April 29, 2021, 4:00 PM–5:00 PM

153. United Nations Sustainable Development Goals: A Roadmap for Learning German
Thursday, April 29, 2021, 4:00 PM–5:00 PM

154. Best of MD: Old Tricks, New Platform
Thursday, April 29, 2021, 4:00 PM–5:00 PM

155. Identity: The Power of Giving Students Language and Culture
Thursday, April 29, 2021, 5:30 PM–6:30 PM

156. Going to the Movies: Developing Social Justice Units Using Film
Thursday, April 29, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

157. Playing Matchmaker- Grammar and Your Units
Thursday, April 29, 2021, 5:30 PM–6:30 PM

158. LILL Cohorts 1-3 Meet-up
Thursday, April 29, 2021, 7:00 PM–8:00 PM

159. Building Literacy in the Interpretive Mode
Friday, April 30, 2021, 4:00 PM–5:00 PM

160. Best of ME: Let’s Give Them Something to Talk About
Friday, April 30, 2021, 4:00 PM–5:00 PM

161. World Language Proficiency Fellows Panel Discussion
Friday, April 30, 2021, 4:00 PM–5:00 PM

162. The Thingamabob that Does the Job: Rubrics
Friday, April 30, 2021, 5:30 PM–6:30 PM

163. Social Justice Can’t Wait: Engaging Learners from the Start
Friday, April 30, 2021, 5:30 PM–6:30 PM (FEATURED SESSION)

164. Research Roundtable
Friday, April 30, 2021, 5:30 PM–6:30 PM

165. Past Chairs Meeting and Reception
Friday, April 30, 2021, 7:00 PM–8:00 PM

166. Elles, Muxes, and Identities in WL classroom
Saturday, May 1, 2021, 8:30 AM–9:30 AM (FEATURED SESSION)

167. Competitive Conversations: Improving Oral Proficiency Through Language Games
Saturday, May 1, 2021, 8:30 AM–9:30 AM

168. Using Authentic Materials to Assess 21st Century Students’ Communication Skills
Saturday, May 1, 2021, 8:30 AM–9:30 AM

169. Supporting Each Other in Stressful Times
Saturday, May 1, 2021, 10:00 AM–11:00 AM

170. Engaging Games to Get Our Novice Learners Speaking
Saturday, May 1, 2021, 10:00 AM–11:00 AM