The Foreign Language Teachers Workshop Series (FLTWS) continues to expand across the Commonwealth in an effort to provide useful, professional development opportunities to as many Virginia foreign language educators as possible. The FLTWS is partnered with the Foreign Language Association of Virginia (FLAVA) through its Professional Development Network (PDN).
Beginning in September 2013, the Series will institute two of its four workshops whose topics have been derived from results of Virginia teachers’ self-assessments conducted through the Teacher Effectiveness for Language Learning (TELL) Project which is being integrated as a part of the Virginia Foreign Language Professional Development Framework.
Workshop topics and titles, presenters, and dates are listed below. All workshops take place from 4:00 – 6:00 PM on the date designated. As in the past, the FLAVA/FLTWS workshops can be used for receiving points toward K-12 teacher certification renewal at the discretion of the local school division with the presentation of the certificates which participants receive after each workshop. For those at the post-secondary level in their teaching, participation in these workshops indicates a desire for self-improvement. Recognition of such by college and university administrators is congruent with necessary supplementary faculty activity.
17 September 2013 – view video
Workshop Leader: Jennifer N. Carson
07 November 2013 – view video
Workshop Leader: Kathryn Murphy-Judy
27 FEBRUARY 2014 – view video
Workshop Leader: Ellen Mayock
20 March 2014 – view video
Workshop Leader: Ginny Ogden
Grading practices have come under scrutiny recently with much discussion centered on the assignment of zeros and the introduction of standards-based grading. Unlike many other disciplines, world languages is skills-based; therefore, accurate reporting of what a student knows and can do with the target language is paramount. What does it mean to be an A student in French? How does this correlate with ACTFL proficiency levels? Or Virginia’s SOLs? This session tackles these issues and offers simple solutions for teachers to improve their communication with students, parents, and other stakeholders about student progress toward language proficiency. By emphasizing language usage and communication, teachers will guide students toward improved performance. Participants will receive a copy of proposed grading parameters, which can be used by teachers as an additional mode of tracking student growth. Further, they will have the opportunity to incorporate the information presented into their own proficiency-based grading system.
About the Presenter, Jennifer N. Carson
A graduate of Bryn Mawr College (B.A.), Duke University (J.D.), and the University of Virginia (M.Ed.), Ms. Carson is a former attorney and I.B.-trained French and Spanish teacher. As Coordinator of World Languages for Virginia Beach City Public Schools and adjunct faculty at ODU, she is responsible for the professional development of world language educators. In addition, Ms. Carson currently serves as Secretary of FLAVA, Secretary of VFLSA, and the Southern Regional Representative to NADSFL. She has presented at the state, regional, and national levels on a variety of topics including the TELL Project, Teacher Evaluation, Technology, and Phonetics.
The use of proficiency standards and assessments in foreign language education is a fact of our professional lives nowadays. New technologies and media afford us tools with which to create learning environments with clear proficiency-enhancing goals and feedback. The entire D Strand of the VA-FLPD Framework targets technology in teacher effectiveness training, yet is ‘infused throughout Strands A-C”, focusing on “those technologies that enable students to use emerging language skills for authentic communication.” While we ‘get’ the careful building of listening, speaking, reading and writing proficiencies, we may be overlooking the importance of building digital proficiency itself. However much our students text and ‘Facebook” regularly, their application of specific digital tools to various life and leisure tasks is often limited. Part of our 21st century teaching challenge is to infuse our lessons with increasing digital proficiencies like choosing the right tool, engaging in safe practices, finding techs that converge rather than overwhelm, and especially learning how to become more autonomous e-learners, as we launch them on the path to lifelong learning. By the end of this workshop, we will have articulated novice, intermediate, and advanced digital proficiencies and will apply digital proficiency enhancing strategies across a broad range of language proficiency based lessons.
About the Presenter, Kathryn Murphy-Judy
Kathryn Murphy-Judy’s interest in improving foreign language education has led her to focus on methods of teaching with sound pedagogical uses of computer assisted language learning. She conceived and edited, Nexus: The Convergence of Language Teaching and Research Using Technology for CALICO Monograph 4 and Preparing and co-created and edited Developing Technology-proficient L2 Teachers, CALICO Monograph 6. She also has numerous articles, reviews and book chapters on second language acquisition (SLA) with computer-assisted instruction (CAI) and technology-enhanced language learning (TELL). Dr. Murphy-Judy has also produced a large number of multimedia packages and websites for textbook supplements, co-authored a videodisk of comparative French and American advertisements and teaches online courses for Elementary French. She served on the Executive Board of CALICO and is a member of several professional organizations including AATF, ACTFL, SCOLT, NECTFL, and MAALLT. Currently, she is the president of FLAVA (The Foreign Language Association of Virginia) and the founder of BOLDD (Basic Online Language Design and Delivery) Dr. Murphy-Judy is Associate Professor of French in the School of World Studies at The Virginia Commonwealth University and has been a professor at the University of Arizona, the University of Saint Thomas (MN), and Carnegie Mellon University.
This workshop will focus on using the target language in meaningful ways to teach language, literature, culture and civilization. In addition, I will offer ideas for getting students to use the target language as frequently as possible outside of the language classroom. This workshop is suitable for all levels K-16.
About the presenter, Professor Mayock:
Ellen Mayock is the Ernest Williams II Professor of Spanish at Washington and Lee University, where she teaches in the Department of Romance Languages and with the Women and Gender Studies and Latin American and Caribbean Studies Programs. Her scholarly work includes the invited editorship of a special double-volume issue on the Spanish novel since 1975 for the CIEHL (2011), a monograph on 20th-century Spanish women writers (University Press of the South, 2004, among others. Her co-edited (with Professor Ana Corbalán) volume, Toward a Multicultural Configuration of Spain: Local Cities, Global Spaces, is forthcoming in 2014 with Fairleigh Dickinson University Press. In 2010, the State Council of Higher Education for Virginia awarded Professor Mayock an Outstanding Faculty Award, the highest recognition for higher education faculty in the state of Virginia.
The presenter will describe ten activities that teachers can incorporate into their curriculum planning at all proficiency and learning levels. These activities will help students with grammar and vocabulary practice thereby supplementing their target language skills in meaningful ways.
About the presenter, Ginny Ogden
Ginny Ogden graduated Cum Laude from Lynchburg College and has been teaching for the past fifteen years in a variety of capacities, including ESL at the elementary level, and middle and high school Spanish levels 1-3. She hails from Jefferson Forest High School in Bedford County.
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