The presentations and handouts from the conference are posted below as links to PDF files for ease of downloading. Plans for the next conference are already underway.
Please direct all questions and inquiries to Ann Marie Gunter, Second Language Consultant, at agunter@dpi.state.nc.us
]]> Tuesday, April 22, 2008Download: Agenda with Resource Listings
Download Welcome presentation: Dual Language/Immersion Dimensions
Keynote Address:
Download presentation: Keeping the Dream Alive
Marleny Perdomo, Foreign Language Specialist with Arlington (Virginia) Public Schools
Download presentation: Media Resources at School for a Quality Dual Language Program
Download handout:Media Bibliography
Cathy DuPre, Media Coordinator at Oaklawn Language Academy
(Charlotte-Mecklenburg Schools)
Download presentation: VIF: Visiting International Faculty
Jonathan Charney, VIF
International Education Outreach Manager
Download presentation: Global Communicators Program
Download file: Handout on Global Communicators Program
Al Rubio, Education Consultant and Director
Global Communicators Program
North Carolina in the World
Center for International Understanding
Novice Group Session
Panel: Perspectives on Dual Language Programs
Moderated by Marleny Perdomo
Featuring:
Download Executive Summary: Patty Moreira-Garcia, Principal, Oaklawn Language Academy (Charlotte-Mecklenburg Schools)
Download Executive Summary: Maria Petrea, Principal, Collinswood Language Academy (Charlotte-Mecklenburg Schools)
Download Executive Summary: Jennifer Roth, Teacher/Parent, Glenwood Elementary School (Chapel Hill-Carrboro City Schools)
Splash! Language Immersion
Alan Young, CEO
Martha Giraldo, Director of Recruitment
Splash! Language Immersion
International Spanish Academies
Maria Petrea, Principal at Collinswood Language Academy (Charlotte-Mecklenburg Schools)
Download: International Spanish Academies (ISAs) Brochure
Veteran Group Session
Download presentation: Articulation Options at the Middle and High School Levels
Elizabeth Willaum, Education Consultant
Sponsored by Santillana USA
Download presentation: Considerations for Articulation: A Florida Case Study
Download: International Spanish Academies (ISAs) Brochure
Nines Barbosa, Education Office (Embassy of Spain)
Panel: K-16 Articulation for Dual Language Programs
Moderated by Kelly Price, Director, Global Studies and World Languages (Charlotte-Mecklenburg Schools)
Featuring:
Karen Baber, Spanish Teacher, West Mecklenburg High School (Charlotte-Mecklenburg Schools) Download overview of West Mecklenburg HS pathway
Download example Language Course Sequence
Robbie Kale, Director of Magnet Programs (Charlotte-Mecklenburg Schools)
Ynez Olshausen, Principal, Smith Academy of International Languages (Charlotte-Mecklenburg Schools)
Robert Reimer, Chair of Languages & Culture Studies and Professor of German (University of North Carolina – Charlotte)
Wednesday, April 23, 2008
Novice Group School Visit Sites
Collinswood Language Academy
Principal Maria Petrea
Oaklawn Language Academy
Principal Patty Moreira-Garcia
Smith Academy of International Languages
Principal Ynez Olshausen
Veteran Group Presentations
Download presentation: Dual Language Program Surveys at Chapel Hill-Carrboro City Schools
Download handout
José Nambo, ESL/Dual Language Coordinator (Chapel Hill-Carrboro City Schools)
Global Communicators Roundtable
Al Rubio, Education Consultant and Director
Global Communicators Program
North Carolina in the World
Download Coaching Chart:Preparing to Mentor a New Dual Language Program
Fran Hoch, Education Consultant
Finale
Pair and Plan
Download Immersion Comparison Chart
Download Action Plan template
Fran Hoch, Education Consultant
• Students chose the top three languages because they were curious about the language, felt that knowledge of the language would give them a competitive edge in the job market, and thought that studying the language would help them get into college.
• The six languages in the survey are spoken by customers, employees, local citizens, other professionals, and students of all ages.
• Respondents felt that it was important to have people available who could speak these languages:
o to greet visitors and customers and engage them in simple conversations,
o to understand basic replies and requests, and
o to read short passages or messages.
• Many of those surveyed knew that after just two years of studying a language, an individual can:
o converse about familiar activities,
o ask and respond to questions about everyday topics, and
o read and write short sentences and messages.
• It takes approximately three years of study of a new language to be able to write descriptive paragraphs and understand longer conversations and lectures. Writing reports and giving presentations usually requires four years of study.
• Respondents noted that the two most important reasons for North Carolina students to study Arabic, Japanese, or Russian were:
o To operate effectively as individuals in a global society, and
o To improve life for themselves and others in our state and in our communities.
The results of this survey were combined with information from the National Security Language Initiative and the North Carolina home language survey data, and it was determined that two levels of Arabic will be developed as online foreign language courses to be made available to all high school students through the North Carolina Virtual Public School (NCVPS).
This project is funded by the North Carolina General Assembly under Funds to Teach Critical Foreign Languages. Mandarin Chinese is also considered to be a critical foreign language but it is already being made available to our students through a combination of a Foreign Language Assistance Program (FLAP) grant and an Advanced Placement (AP) grant. For more information on the Mandarin Chinese program from NCVPS, go to www.marinegrafics.com/chinese/promo.htm
Outline of the Course Coding Structure
Appendix A contains information about taking Middle School Courses for High School Credit
Download ASL Standard Course of Study
Download ASL Teacher Standards and licensing information
Here are some recent Second Language Updates:
Second Language Update (June 27, 2008)
Second Language Update (June 13, 2008)
If you would like to receive the Second Language Updates in your emailbox, join one of the listservs for foreign language educators in North Carolina by going to http://community.learnnc.org/dpi/secondlang/archives/2005/07/listservs_1.php to decide which listserv would be most beneficial. Then, follow the directions to sign up.
]]>These schools piloted the draft curriculum during the 2006-2007 school year and a revised draft curriculum document, including glossary, resources and activities, is being compiled. We appreciate any feedback you may have on this and encourage you to send comments and questions to Ann Marie Gunter, Second Language Consultant at agunter@dpi.state.nc.us
The Implementation Guide, including the above K-5 Dual Language/Immersion Curriculum, along with resources and activities, will be posted here when it is complete.
What is Linguafolio? It’s basically an ongoing formative assessment tool that can motivate and reward learners at the same time it informs instruction. LinguaFolio is based on the European Language Portfolio (ELP), National Foreign Language Standards, ACTFL Performance Guidelines and ACTFL Proficiency Guidelines and was developed by members of the National Council of State Supervisors For Languages (NCSSFL): http://www.ncssfl.org/links/index.php?linguafolio
]]> The goals of Linguafolio are to:Original pilot states were Nebraska, Kentucky, Indiana, and Virginia. The Virginia and Kentucky versions were revised by the 5 states (Virginia, South Carolina, North Carolina, Georgia and Kentucky.) and piloted. To see the pilot materials, go to: http://www.doe.virginia.gov/linguafolio/participate.html
LinguaFolio creates a document in which those who are learning or have learned a language can record and reflect on their language learning and cultural experiences. It is a tool that should accompany language learning throughout life and is suitable for documenting language abilities for various uses.
Download the latest version of the North Carolina LinguaFolio here: Download PDF of NC LinguaFolio (July 2008)
LinguaFolio consists of three parts, which can be housed electronically or in notebook form.
1. Language Passport: An overview of experiences and ability with different languages. It can be updated frequently and records formal qualifications, diplomas and self- assessments.
2. Language Biography: A record of personal language learning history that helps to evaluate learning goals and reflect on language learning and cultural experiences. This includes a series of Self-Assessment Checklists, which are updated annually.
3. Dossier: A collection of pieces of work and certificates chosen by the individual to document and illustrate language skills, experiences and achievements. It can be used to demonstrate the individual’s language abilities to others.
Professional Development and Implementation in the Classroom
One challenge with any new educational innovation is professional development – those experienced in implementing the Linguafolio see this as crucial to the success of the program. The 4 pilot states found teachers tended to try to get all the forms filled out by the students within a few days. Formative assessment needs to be imbedded and used throughout the learning process. The five modules of professional development will present the background, rationale and implementation tips to guide teachers in successful implementation.
One way to present the LinguaFolio concept is to make an analogy to sports and individual records versus the scores of games the player has played in. Students who play a sport realize that the final score of a game is not an accurate evaluation of their performance as a player. Instead, statistics about performance and visual records may be used to indicate a player’s ability and progress. Similarly, the final test in a class should not be seen as the ultimate goal of language learning, but documentation of all the aspects of second or foreign languages that are under a student’s control can be accumulated to give a richer picture of proficiency in those languages. This is where the language dossier ‘enters the game.’
Contents of the LinguaFolio Language Dossier, or folder of evidences, may include:
• Dialogs
• Projects
• Research
• Compositions
• Copies of awards
• PowerPoint presentations
• CDs/Videos
Classroom time management scenarios:
Teachers may arrange to have self-directed, once a week time periods for learners to update and record their progress. Alternatively, the Linguafolio can be used when there is an extra ten minutes during which learners could update and record their progress.
Nebraska did a 10 day professional development where teachers created their own LinguaFolio. The hardest thing for them was to write the reflection and to set goals. The organizers had to do a lot of training on how to do that. This indicates that students may also need additional support in these areas.
]]>A variety of dual language/immersion programs exist in North Carolina. The program is determined by the population served. In Fall 2005, there were seven schools with dual language/immersion programs. Currently, there are more than 30 programs and that number is growing.
Dual Language/Immersion program descriptions and school site information are available below. The 2008-2009 list, sorted by language, district, and program type, can be downloaded in PDF format here: Download 2008-2009 list
A draft K-5 Dual Language Curriculum was completed as part of the state FLAP grant project "Building the K-5 Infrastructure for Dual Language/Immersion Programs." The draft curriculum was written by teachers and administrators representing 11 dual language/ immersion schools in the state to guide the development of foreign language competencies in these programs and is inclusive of all modern foreign languages.
These schools piloted the draft curriculum during the 2006-2007 school year and a revised draft curriculum document, including glossary, resources and activities, is being compiled. We appreciate any feedback you may have on this and encourage you to send comments and questions to Ann Marie Gunter, Second Language Consultant at agunter@dpi.state.nc.us
To view the Draft K-5 Dual Language Curriculum, please go to the Curriculum link on the home page.
]]> Two-Way programsThe following districts have two-way programs:
Chapel Hill-Carrboro City Schools
Carrboro Elementary (K-5), Spanish
Frank Porter Graham Elementary (K-5), Spanish
Glenwood Elementary (PreK-5), Chinese (Mandarin)
Mary Scroggs Elementary (K-5), Spanish
McDougle Middle School (6-8), Chinese (Mandarin) and Spanish
Charlotte-Mecklenburg Schools
Collinswood Language Academy (K-5), Spanish
Oaklawn Language Academy (K-5), Spanish
Chatham County
Siler City Elementary (K-4), Spanish
Durham Public Schools
Southwest Elementary (PreK-5), Spanish
Greene County
Snow Hill Primary (K-2), Spanish
West Greene Elementary (3-5), Spanish
Johnston County
Selma Elementary (K-5), Spanish
Winston-Salem/Forsyth County Schools
Ashley Elementary (K-5), Spanish
Charter School
Casa Esperanza (PreK-5), Spanish
Full Immersion programs
These programs serve native speakers of English in an environment where the target language is used exclusively. Content is delivered in the target language. English Language Arts is introduced around grade 2 or later. The students become bilingual, biliterate, and bicultural and are equally proficient in both languages with near-native fluency in the target language.
The following districts have full immersion programs:
Alamance-Burlington Schools
Elon Elementary (K-5), Spanish
Charlotte-Mecklenburg Schools
Smith Language Academy (K-8), Chinese (Mandarin)
Smith Language Academy (K-8), French
Smith Language Academy (K-8), German
Smith Language Academy (K-8), Japanese
Cumberland County
E. E. Miller Elementary (PreK-5), Spanish
W.H. Owen Elementary (K-5), Spanish
Guilford County
Jones Elementary (PreK-5), Spanish
Kirkman Park Elementary (PreK-5), Spanish
McDowell County
Eastfield Elementary (K-6), Spanish
Onslow County
Clyde Erwin Elementary-School of International Studies and Cultural Arts (K-5), Spanish
Randolph County
Hopewell Elementary (K-5), Spanish
Independent Schools
International Montessori School (PreK-3), French
International Montessori School (PreK-3), Spanish
Kituwah Academy (PreK-5), Cherokee
Partial Immersion programs
These programs serve native speakers of English in an environment where the target language is used for some portion of the day. Content is delivered in the target language and in English, and students become bilingual, biliterate, and bicultural. They are academically proficient in both languages, though not as fluent in the target language as a full immersion program student.
The following districts have partial immersion programs:
Charlotte-Mecklenburg Schools
Oaklawn Language Academy (K-5), French
Smith Language Academy (6-8), Spanish
Guilford County
Aycock Middle School (6-8), Spanish
Charter School
Socrates Academy (K-3), Greek
Developmental Bilingual programs
These programs are designed to help non-English speakers learn English as well as maintain and improve their native or heritage language skills. Content is delivered both in English and in the heritage language. Students become bilingual, biliterate and bicultural in a way that honors their need to simultaneously identify and communicate with their heritage or home culture and with the mainstream culture they live and will work in.
The following district has a developmental bilingual program:
Duplin County
Rose-Hill Magnolia Elementary (K-5), Spanish
1. Development of a K-5 immersion component for the North Carolina Standard Course of Study for Second Languages and a support implementation guide.
2. Development of a model for ongoing training of immersion/dual language teachers with emphasis on language production in the languages other than English, literacy instruction through a second language, grade level content instruction through a second language, and proficiency assessment for languages other than English.
3. Establishment of a K-5 teaching license for immersion/dual language instruction.
]]>Ann Marie Gunter, Second Language Consultant
6349 Mail Service Center
Raleigh, NC 27699-6349
agunter@dpi.state.nc.us
Phone:(919) 807-3865
Chris Stewart, Office Assistant
6349 Mail Service Center
Raleigh, NC 27699-6349
cstewart@dpi.state.nc.us
Phone: (919) 807-3869
1. Foreign Language Teachers (flteachers)
2. Foreign Language Central Office Coordinators (flcoordinators)
3. College and University Group (ihecontacts)
4. Dual Language/Immersion Educators (dli)
5. LinguaFolio Information and Updates (linguafolio)
6. Spanish for Native Speakers Group (sns)
1. Type one of the following in the Subject line of an e-mail message:
join-flteachers@lists.dpi.state.nc.us
join-flcoordinators@lists.dpi.state.nc.us
join-ihecontacts@lists.dpi.state.nc.us
join-dli@lists.dpi.state.nc.us
join-linguafolio@lists.dpi.state.nc.us
join-sns@lists.dpi.state.nc.us
2. Send the message to agunter@dpi.state.nc.us
3. You will be enrolledl in the listserv and receive a message acknowledging your membership.
Strategies from Hand in Hand document, 2000
Classroom Management Strategies
]]>Language Learning Strategies for Heritage Spanish Speakers
]]>CAL's Ask the Language Experts
Foreign Language Study and the Human Brain
First and Second Language: The Reading and Writing Connection
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