FLAVA Teacher Workshops

Each year, FLAVA invites World Language educators to share their expertise regarding language instruction. The sessions are held at Washington and Lee University in Lexington, VA and broadcast live to dozens of locations across the Commonwealth, webinar-style. These workshops are free and open to FLAVA members and non-members. They are usually held on Thursdays from 4pm to 6pm and happen about every other month. Take a look at the current workshop sites to find the one nearest you and then register for any of the sessions you’d like to attend.

FLAVA Teacher Workshops 2019-2020

October 24, 2019

¡Habla en español, tio!​- Changing teaching styles to engage Generation Z students effectively

Javier Buenadicha Gomez

Generation Z (those born between late 1990s and early 2000s) has already arrived to high school and college. Their use of technology and the Internet is remarkably different from their predecessors, with an emphasis on social media. This makes their interests, ways of communicating and learning styles remarkably different.  As a result, language instructors face new challenges in how to successfully instruct this generation of students. Why is learning a language important? How do we make students speak in L2 most of the time? These are some of the questions we will try to answer in this session that is geared towards teachers of ALL world languages.


Javier Buenadicha was born in Spain and has been teaching his native language in Europe and the US since 2009. He is a Visiting Instructor of Spanish at Washington and Lee University.  When not in the classroom, he likes reading, hiking and rock climbing.


December 5, 2019

Moving Towards Proficiency

Eric S. Jaworski 

Language proficiency implies the ability to have a fluid (verbal or written) conversation. This means not being stopped by a lack of knowledge!  Proficient speakers do not need to know every single word. They do need, however, familiarity with other words and major grammatical structures in order to be able to fill in any missing piece(s) and offer an appropriate reply, before the conversation could devolve into long, blank stares or drawn-out repetitions. In both receiving and giving information, this also necessitates not relying too heavily on nonverbal cues.​ In this workshop, we will discuss how we can move our students in the right direction where proficiency becomes a natural part of the communication process.

Eric Jaworski is the winner of the 2018 David Cox FLAVA Excellence in Teaching K-12 Award.  Eric is Department Chair and a Spanish teacher at Ocean Lakes High School in Virginia Beach.  He received his Bachelor of Arts in Spanish from Old Dominion University and his M.Ed. in Curriculum & Instruction from Averett University.  Some of Eric’s other honors include OLHS Distinguished Teacher Award, 2014-15, Recipient of the OLHS I-Make-A-Difference Award, 2012, OLHS Student Cooperative Association (SCA) Teacher of the Quarter, 2006.


January 30, 2020

Designing Activities for Meaningful and Spontaneous Interpersonal Communication

Lily Anne Goetz

Do you want your students to use the target language in meaningful, spontaneous interactions, instead of writing, memorizing and presenting tired, meaningless dialogues?  In this workshop, participants will participate in a technique that engages all students in meaningful and spontaneous oral interpersonal communication, taking risks and negotiating meaning to resolve unexpected issues as speakers do in real life.  Attendees will brainstorm to create original “scenarios” for use in their classes.  Handouts and examples will be provided.

Dr. Lily Anne Goetz is Professor of Spanish and Coordinator for Teacher Preparation in Modern Languages and ESL at Longwood University.  She also directs study abroad programs in Spain for undergraduate students and has conducted many Summer Institutes for Spanish Teachers in Spain and Venezuela.  She has published articles on Spanish literature, teaching second language reading skills, and fostering intercultural competence during study abroad and has presented at variety of conferences.  In addition, she was the recipient of the FLAVA Award for Excellence in Foreign Language Teaching, Post-Secondary in 2001.  One of her joys is making students sing songs in Spanish during class.  Outside of class she likes to travel, cook, and eat.


March 19, 2020

Achieving the World-Readiness Standards for Learning Languages through Social Justice Education 

Stephanie M. Knouse

In this interactive workshop, attendees will discover how to incorporate issues relating to social justice in their units and lesson plans and how these topics enable them to robustly integrate the World-Readiness Standards for Learning Languages (W-RSLLs) and the Teaching Tolerance Social Justice Standards. Likewise, attendees will leave the workshop with a draft of an action plan of how to add in some of these topics, lessons, or units in their courses.


This workshop topic might appeal to language educators for several reasons. First, social justice education allows teachers and students to confront stereotypes and sources of discrimination, to become co-constructors of knowledge by utilizing students’ backgrounds and perspectives, and to learn how to think critically about systems of power, privilege, and oppression in a particular society or culture (Nieto, 2010, cited by Glynn et al., 2014, p. 1-2). Language educators are in a prime position to facilitate lessons on social justice due to the interdisciplinary nature of our field. Furthermore, this pedagogy provides students with an additional purpose beyond oral proficiency of why they should study a second language. Social justice approaches can foster more sophisticated levels of empathy, global competence, and motivation among learners as well.


Stephanie M. Knouse is an Associate Professor of Spanish, the University Supervisor of Foreign Language Education, and the Executive Reflection Fellow at Furman University. She has facilitated more than a dozen workshops on reflective practices and issues related to second language (L2) pedagogy. Dr. Knouse’s research interests are social justice in the language classroom, students’ attitudes and motivation toward language learning, and variation in native and non-native speech. Dr. Knouse regularly presents on these topics at the ACTFL annual convention and has published articles in Foreign Language Annals, Hispania, Dimension, among other venues. Furthermore, as a firm supporter of experiential learning, Dr. Knouse has co-directed four study abroad programs to Spain, regularly integrates service and community-based learning into her courses, and collaborates with undergraduate students on research projects.


Past Workshops

October 18, 2018     Arts in the World Language Classroom   Link to presentation

Allison Carneiro da Silva


November 29, 2018   Promoting Student Voice and Creativity in the World Language Classroom

Heidi Trude


January 31, 2019   Blended Learning: Where Virtual Instruction Comes Face to Face with Classroom Practices to best Prepare 21st Century Students     Link to Presentation

Leah Devine


March 7, 2019   Virginia LinguaFolio Online – The Power of Portfolio Assessments