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Foreign Language Association of Northern California FLANC NEWSLETTER Volume LII, Number 2 Fall 2004 FLANC Fall Conference! Saturday, November 13, 2004 University of California, Berkeley T he Executive Council of FLANC invites you to join us at our annual Fall Conference. As always, it will present you with material which will infuse your classroom with something exciting by offering a wide array of Interest Sessions. There will be many Exhibitors. The presentations Inside Agenda.............................41 Cecilia Ross Grant.............6 Classified Ads..................26 CWʼs CDs.........................20 Executive Council............42 Fall Conference...............38 Gisèle Hart Award...........12 Lenguawebtech.com........15 NeaTeachBits.....................5 News from the Fronts.........3 The Norman Litz Page.....19 Poster Contest..................23 Proposal Form.................16 Registration form.............14 www.fla-nc.org Fall 2004 will have practical how-toʼs for use Monday morning, ideas for the classroom, and the ever present technology and its adaptation to our classes. Mark the date on your calendar, send in the registration form, donʼt forget to mark “lunch” which is always great, and we will see you at the University of California. Berkeley! Teach on! FLANC and World Language Study supporters! EMC Paradigm........................2 Holt, Rinehart & Winston......15 Journal Français.....................32 McDougal Littell...................27 MSLA....................................31 Prentice Hall..........................35 Santillana...............................11 Tandberg Educational............43 vistas in education.................29 The Presidentʼs Desk T hank you very much for your support of FLANC. As the new FLANC president, I would first like to thank the preceding president, Francine Shirvani, and the Executive Council members, for their strong leadership and devoted service, including organization of the Fall Conference and Spring Workshops, management of the budget, publication of the newsletters, maintenance of the web page, and representation of FLANC in related language organizations. I am extremely impressed by Executive Council membersʼ invaluable contributions to FLANC. FLANC enjoys a large and enthusiastic membership (about 500 as of June this year) representing many European and Asian languages at both the secondary and the university levels, and we Continued on page 34 1 FLANC fall04 7.5x10 6/18/04 9:24 AM Page 1 Live it! EMC New! Discover the Authentic. Call your local sales representative, Gene Lorentz, at 888-725-5472 to request exam materials. FLANC Newsletter © EMC Corporation 800-328-1452 • www.emcp.com 2 News from the Language Fronts Compiled by fz Chinese The Chinese Language Teachers Association of Californiaʼs 29th Annual Mandarin Speech Contest was held at Dwinelle Hall at the University of California at Berkeley on Saturday April 24th. A record turnout of over five hundred contestants from elementary to university level represented schools from throughout the state of California in this competition. CLTAC president Chaofen Sun of Stanford University announced at the opening ceremony that the CLTAC had been invited to nominate two top participants from the contest to participate in the ʻChinese Bridgeʼ International Chinese Speech Contest held in China this fall. These representatives will represent California in the competition, with all expenses paid for by the Chinese consulate. For a detailed list of winners and participating schools, please see the CLTAC web site: http://www.cltac.org. The CLTAC 2004 Spring Workshops were held on the beautiful campus of the Monterey Defense Language Institute on Saturday, March 15. Presentations were given by Chengzhi Chu of Stanford University, Jiaying Howard of Monterey Institute of International Studies and Tsengtseng Chang, Qian Gao, Meeijin Xiao, Kueilan Chen, Jian Kang, Wang Lai and Daiwen Xiao of Defense Language Institute. Not only were these workshops a great success, the Defense Language Instituteʼs gracious hospitality was demonstrated by a military transportation vehicle tour of the DLI campus and the famous 17 Mile Drive in Monterey. The CLTAC looks forward to planning additional events this year for our members, in addition to hosting the 30th annual Speech Contest next year. Christina S.T. Wu Yee Continued on page 8 FLANC Life Members Ann L. Alderman Martha C. Arnold Anita Aileen Axt Mary Ann Brewster John W. Burns Sister María Campos Mary Louise Castillo Holly Chenette Joyce K. H. Chow Doris Sze Chun Adrena Clemmer Julie Darknell Xavier A. de la Prade Agnes L. Dimitriou Fall 2004 Shoko Endo Ethyl F. Fabrín Loreto G. Genilo Marie Goff-Tuttle Sheila G. Gold Fumiko Grant Janet M. Hack Gisèle A. Hart Giuseppina Heyer Frederick Hodgson Marilyn M. Imes Patricia J. Jiménez Leonard W. Johnson Man-Chung Lam Virginia Ann Leskowski Norman Litz Mikiko Matsumura Carla Claire McGonagle Robert A. Morrey Richard OʼBrien Patricia A. OʼReilly Wendy Ruebman Ilia Salomone-Smith Nancy C. McLaren Salsig Fabián G. Samaniego Paul A. Schwarzbart Alvina R. Sheeley Michèle G. Shockey Michelle Sikora Yvonne M. Steffen Hisako Takahashi Manuel Tarango Yolanda Thompson Sara Trélaün Chris Wallace Christina S. T. Wu Yee J. Francisco Zermeño C. 3 Be a Donor to the Silent Auction! by Ed Stering How much would you bid for a set of French posters depicting 10 different chateaux? You would want to see them first, right? That is the rationale for a silent auction: Take a close look at the item, and then make your bid. Highest bid takes home the treasure! Where do these “items” come from? FLANC members and friends of FLANC donate them. FLANC will have a silent auction at the Fall Conference at UCB. Your tax accountant probably can verify that any donation to FLANC is tax-deductible when you itemize your charitable contributions. You will get a receipt for the itemʼs fair market value. And you will help FLANC weather these hard economic times. Please take the time to be a donor to the silent auction on November 13. Consider it one of many ways to participate in the National Year of Languages spirit! Ed Stering is heading the silent auction, and he will provide you with the receipt. When you arrive at the conference, simply take your item(s) to the silent auction table. Please suggest a probable value, and please recommend a starting bid amount. Examples (hypothetical): ITEM #1: a brake pedal from Pancho Villaʼs infamous automobile “La Cucaracha” and authentication papers. Fair market value: $27,500 FLANC Newsletter Opening bid: $5,000 Please bid at least $50 over the previous highest offer. ITEM #2 (real): A Guatemalan huipil, black with multicolored details on center of chest and sleeves. Fair market value: $28 Opening bid: $8 Please bid at least $2 over the previous highest offer. ITEM #3 (real): A bottle of delicious Gran Zermeño wine from Spain, brought back with tender loving care, direct from Spain, and donated by the Zermeño Family. Fair market value: $25. Opening bid will be $10. You could not go wrong with this item, as it will delight your taste buds and take you on a trip to the land of Don Quijote! I am also working on obtaining a copy of FLANCʼs 50th anniversary poster, like the one on this page. It would be signed by the artist, a student of Chris Wallace. This request for donations is static and impersonal because there is only so much a newsletter can do. But email me at [email protected], and I will answer you. What is the role of El que FLANC in todayʼs world? habla Bridging the barriers through dos language learning and lenguas teaching is at the heart of vale por todayʼs hope for the future. dos FLANC is a nonprofit organization that survives Adèle solely on its membersʼ Martínez support. Be a donor to the silent auction, por favor. 4 NeaTeachBits Compiled by fz ➃ The FLANC Winter Break Workshops of 2004 Notre Dame de Namur was the setting for this yearʼs annual “spring” workshops which were held in late winter. It turned out to be a sunny day and fortunately very little rain. A total of 9 workshops were conducted with small attendance. However, those present reaped so many benefits! I had the opportunity after setting up the breakfast and coffee items to attend a presentation during the second morning sessions on using Latin American art in the class room. A short walk to the other end of the campus took me to a small hall where four of us gathered to hear the speaker, Ms. Ruth Victorino, who provided us with plenty of ideas and topics on the historic, social and political implications of oil paintings from colonial times to the present. The samples and sources she distributed were most rewarding and the numerous analogies she made of the historic and social implications resulted in plenty of materials useful for an upper division class including Advanced Placement. The explanations she gave and the connections much of her work provided gave both me and other colleagues that opportunity to incorporate and research the elements in the coming year or present semester. The real pleasure I obtained from the time I was present permitted me to gather several web sites that I can use as sources for similar or like projects in the future. Another Bonanza for building a block of instruction in the course of one semester. In the afternoon, I presented a short workshop with my colleague Martha Melara. We discussed many ideas and suggestions for the Spanish Language AP instructor. At the beginning of the hour, I kept reminding myself if we would ever have time to finish all that we planned to say and tell. As an afterthought I realized it would be impossible. Generally the potential lies in organization but even this was against us. We covered language use and practice, success and failure, verbs and dialogues, presentations and listening comprehenFall 2004 sion, term papers and use of the internet, etc. There were questions and answers plus plenty of ideas that other teachers attending asked about. I only wish that we could have had more time and energy to cover much more! Two hours were just not enough! In any event I came away with a sense of relief that at least I had attempted to cover most of the elements that make the Advanced Placement such a demanding course but that can simultaneously be a success with variety, practice and organization. These workshops have over the years always proven effective and beneficial to me because I can express my difficulties, learn something that will make my remaining months of the spring semester more rewarding and give my students other choices. They have been a part of my curriculum for their ability to make me search and learn other ways that will make my teaching better. I only wish more members would attend and increase the numbers for the tremendous Chris Wallace rewards they offer. ➃ ¡Hola a todos! I want to announce an exciting new class Iʼm offering at Foothill College. Itʼs called “Spanish for Heritage Speakers” (Span 10A) and is completely online. While there are some classes for bilingual heritage speakers out there, I believe this class is unique in that is offered via the Internet, thus allowing time for busy schedules. Students earn 5 credits and assignments include a thorough review of Spanish spelling and grammar (especially those often forgotten accents!), readings pertaining to the cultural experience of Latinos in the U.S. and participation in online forums. The class will be offered next in the Spring (from April 5th to the end of June), but this Summer it will be offered in an intensive format for 6 weeks (June 28th-August 4th). If you want to check it out for yourself, visit either of these pages (http:// fh.etudes. fhda.edu/ OR http://www.foothillglobalaccess.org), or send me an email: [email protected]. ¡Espero verlos pronto en nuestra clase virtual! Patricia Crespo ➃ We must be careful of our “language” and our eating habits. The Last Word about Diets. For those of you who watch what you eat and drink, here is the Continued on page 18 5 Cecilia Ross Memorial Grant Award In order to enrich their teaching of foreign language, all members of FLANC are encouraged to apply for the Cecilia Ross Memorial Grant. The next Award will be made in the Spring of 2004. A list of the criteria for application is appended at the end of this article. If we trace the history of the Foreign Language Association of Northern California from its inception up to the present, we find one name continually and predominantly appearing on every page of that history. That name is Cecilia Ross. In 1951, Cecilia and two colleagues founded the Foreign Language Association of Northern California, to which she brilliantly and consistently contributed her talent, time and energy right up to the day of her fatal accident in June 1989. Cecilia made FLANC the effective and dynamic force it is today among teachers of foreign languages in Northern California. Her teaching, her research and her vigorous interest in every aspect of foreign language curricula at every level of instruction made Cecilia Ross an outstanding leader in foreign language education not only in the state of California, but nationwide as well. Her years of selfless devotion and service to students and colleagues revealed how many great accomplishments one person can make who has such a deep love and understanding of his or her chosen profession. Among her many gifts, her ability to communicate her knowledge and love of the learning and teaching of foreign languages is most to be remembered and to be praised. Cecilia Ross filled every office and served on every committee with unstinting energy and devotion. The excellence of the Newsletter is owed to her early leadership as editor. Her editorials and articles which appeared in so many issues are the highlight of numerous years of this publication. Because of her vast and intimate knowledge of every detail of the functions of FLANC, she provided its Executive Council with guidance that enabled its members to serve well the needs of fellow teachers in the various language affiliates that make up the membership of FLANC. In honor of Cecilia and her many creative contributions to the growth and enhancement of foreign language teaching and research in California, a Cecilia Ross Memorial Grant was created by the FLANC Executive Board in 1989. Since the creation of the award in 1989 there have been many winners. The following teachers won in the past: 1990, Laurie Rodgers, Pacific Grove High; 1992, Stephen Covey, Sunnyvale Middle School; FLANC Newsletter Criteria for Application The person applying for this Grant must present the following: 1. Be teaching a foreign language in K-12, College, or University. 2. Be a paid-up member of FLANC for the current year and the previous year. 3. Submit a description of the project for which the Grant will be used, e.g., a) Provide for the improvement of language instruction in the classroom. b) Present a project which would enhance the cultural knowledge of students in the classroom. c) Present methodology for the improvement of instruction. d) Need to submit a budget e) What other funding will be asked for to complete this porject? 4. Submit a letter of recommendation from a School Administrator or the Department Chair. 5. Applications must be received by March 31, 2005. Applications in duplicate are to be sent to: FLANC Cecilia Ross Memorial Grant Committee c/o Agnes Dimitriou Dwinelle Hall Department of Spanish and Portuguese, #2590 University of California Berkeley, CA 94720 The Award is up to $1,500. The Award Winners will be contacted by June 2005 and announced at the FLANC Fall Conference. 1995, Wendy Ruebman, Albany High, Albany; 1996, Anne McCormick, U.C. Berkeley and Sheree Lin, Cal State University at Hayward; 1997, Rebecca Shirah, Sacred Heart Cathedral Prep in San Francisco; 1998, Lynda Southwick, Mendocino College, Ukiah; 1999, Ignacio González, Sacred Heart Cathedral Prep in San Francisco; 2001, Lois M. Moore, San Marin High 6 Cecilia Ross Grant School, Novato; 2002, Adelaida Cortijo, U.C. Berkeley and Martha Melara, Sacred Heart Cathedral Prep in San Francisco; 2003, Rakhel Villamil-Acera, U.C. Berkeley. For the year 2004 there are two winners: Lynda Southwick, Mendocino College, Ukiah, doing a project called “Bretagne Culture Capsule” and Dolores Isern, U. C. Berkeley, doing “Aproximaciones hacia la enseñanza de la escritura: el ensayo de exposición”. All these recipients prepared a project designed to enhance professional growth, skills and knowledge in teaching languages and culture. Some projects include technology, others art, customs, presentation of videos or slides. The projects have varied from year to year and keep alive the wonderful spirit that Cecilia Ross inspired to study and enrich foreign language teaching at all levels from elementary through university. We urge teachers to apply for these funds to keep this mission going and to honor Ceciliaʼs life purpose. They received an award for a project which would help in their professional growth. To keep alive the spirit of Cecilia Ross, especially to continue her inspiration in furthering the enrichment of foreign language teaching, you are urged to apply for the Cecilia Ross Memorial Grant created to honor a woman who was herself a great and talented teacher. Application for the Cecilia Ross Memorial Grant Name ___________________________________________ Address _________________________________________ _________________________________________ School ___________________________ Address __________________________ __________________________ Name of Principal or Department Chair ______________________________________ Address (if different from above) ___________________________________________ Title of Project __________________________________________________________ Are you receiving any other funds for this project? Yes______ No______ What are the dates for this project? Beginning_______ Ending_________ Additional materials needed for submission: 1. A letter of recommendation from a department head or principal, indicating your experience in the classroom and a comment on the project itself. 2. A brief description of the project, limited to one page double spaced. 3. A commitment to present the project at our next FLANC conference after receiving the grant. 4. A curriculum vitae, no more than one page, showing your professional experience in the teaching profession. Thank you for your application Fall 2004 7 News from the Language Fronts Continued from page 3 Deutsch Northern California does well in national German contest. The American Association of Teachers of German (AATG) has administered the National German Examination for High School Students for over 30 years. In 2004, about 23,000 students took the National German Examination, including about 900 in Northern California; many of these students scored at or above the 70th percentile and earned a certificate for their efforts. Those scoring at the 90th percentile or above also earned a medal. From this latter group, thirteen school representatives from our Northern California chapter were chosen for a final round of telephone interviews in German. Several studentsʼ applications were then sent on for national consideration. Competition at the national level is tough; less than 50 students are chosen for the Grand Prizes - month-long study trips to Germany. However, our Northern California AATG chapter has a proud heritage of doing extremely well in the competition. This year is no exception! Ten of our finalists were honored by gifts such as German books, and some also earned monetary prizes. We are especially proud of three students who will be traveling to Germany as prizewinners. The national competition offers study trips in two categories. The Regular category is for non-seniors. Our winner is Visnja Milojicic of Gunn High School in Palo Alto. Our Senior Category winner is Amy Lee, also of Gunn. Amy plans to attend U.C. Berkeley next year and major in German. Both are students of Kerstin Helbing. This year, for the first time, our Chapter has sponsored a scholarship. The first ever winner of the Northern California AATG Chapter Scholarship is Varsha Narasimhan of Foothill High School in Pleasanton. Her German teacher is Cindy Jackson. All of the students who participated in the testing, their German teachers, and their families were honored at an Awards Reception held on May 2, 2004, at Stanford University. In attendance were FLANC Newsletter repre-sentatives of the AATG, the San Francisco Goethe Institut, Klett Edition Deutsch Publishers, and Stanford University. Many students came on stage to be recognized by certificates, medals and prizes for their excellent test results, and delicious treats from a local German bakery added to the festive atmosphere. Any German teacher interested in having students take the National German Exam is encouraged to contact Testing Chair Roslyn Raney at [email protected]. We would love to have even more students involved. Students at many types of schools are eligible to take the exam: German “Saturday schools”, public and private (including parochial) high schools and middle schools, home-schooled students studying German, and high school students, including those in Middle College programs, who take German at community colleges. Roslyn Raney AATG Testing Chairs in Deutschland, BonnWeimar-Berlin, Januar 2004. Letzten Herbst bekam ich ein Mail, in dem eine Einladung stand, im Januar 2004 zehn Tage in Deutschland zu verbringen. Diese Einladung kam vom Pädagogischen Austauschdienst (PAD). Es hiess, man wollte den AATG-Mitgliedern, die in jeder Region der USA das National German Examination für Schüler verwalten, auf diese Weise für ihre ehrenamtliche Arbeit danken. So kam es, dass ich mit 31 anderen “Testing Chairs” an einem Seminar über das deutsche Schulwesen teilnahm. Die Kollegen kamen aus den verschiedensten Gegenden Amerikas. Einer war noch Student, eine Kollegin war schon im Ruhestand, ein paar waren als High SchoolLehrer tätig, viele an Universitäten und Colleges. Durch unsere Gespräche und eine Umfrage, die ich allen nach unserer Rückkehr per Mail schickte, lernte ich etwas mehr über unsere gemeinsame Aufgabe. Ein Kollege ist seit 30 Jahren Testing Chair! Einige arbeiten ganz allein, andere haben ein TestingKomitee. Die Schüler, die Finalisten im National German Examination sind, werden interviewt. Das erfolgt aber auf verschiedene Weisen: per Telefon, oder der Testing Chair fährt zu den Schulen der Finalisten, oder er interviewt die Schüler in seiner 8 News from the Language Fronts Continued from previous page Stadt und lädt sie dann zum Mittagessen ein. Bei der Preisverteilung kann es auch Unterschiede geben. Meistens bekommen die Schüler, deren Prüfungsnoten über 90% sind, Bücher, andere kleine Geschenke und manchmal auch etwas Geld. Ein Kollege erwähnt: “...ich schicke Preise an Schulen, deren Deutschprogramme sich irgendwie ausgezeichnet haben”. Alle Kollegen waren so nett, dass es echt eine Freude war, mit ihnen meine Deutschlanderlebnisse, Stand Januar 2004, zu teilen. Aus meinen Gesprächen mit ihnen und aus der Umfrage ergeben sich einiges. Alle waren so freudig überrascht wie ich, die Einladung zu bekommen. Alle fanden das Programm, das unsere drei Betreuer vom PAD zusammengestellt hatten, interessant, abwechslungsreich und überhaupt einfach prima. Unsere drei Betreuer waren Herr Jörg Kretschmer, Frau Beate Flessing und Frau Yvonne Büscher. Frau Flessing lernten wir zuerst kennen. Sie war am Gustav-Stresemann-Institut in Bonn, wo wir ein paar Tage wohnten. Dort empfing sie uns freundlich, indem sie uns einige Seminarunterlagen und sogar etwas Taschengeld austeilte. Wir bekamen auch alle eine blaue Baumwolletüte, mit den Worten “Sokrates - Comenius - Bildung und Kultur” beschriftet. Die Tüten brachten viele von uns immer mit, und man kann sie wohl in vielen unserer Souvenirbilder sehen. Am ersten Abend lernte ich auch Herrn Kretschmer kennen, und am nächsten Morgen Frau Büscher. Alle amerikanischen Kollegen schwärmen noch für alle drei Betreuer: “Ganz toll!”“professionell und freundlich” - “gute Vorarbeit” -”Ich war von der Betreuung sehr beeindruckt” -”sehr kompetente und sehr sympathische Menschen” -”You are miracle workers!” -”einfach fantastisch”. Meine eigene Bemerkung: ich bin froh, diese Menschen kennengelernt zu haben, und bin auch froh, dass sie ihre zehn Tage mit uns wirklich zu genießen schienen. Beate war einfach süß, Jörg so lustig und lebensfroh, Yvonne so freundlich. In meiner Umfrage wollte ich wissen, was die amerikanischen Teilnehmer für den “Höhepunkt” der Reise hielten. Natürlich gingen die Meinungen unter den 32 Teilnehmern ein bisschen auseinander, aber einige Trends ergaben sich auch. Wir besichtigten mehrere interessante Museen, wie z.B. Fall 2004 das Bauhausmuseum in Weimar. Während unseres Tagesausflugs nach Köln konnten wir uns ein Museum aussuchen, und so kam ich ins LudwigMuseum, da mir die moderne Kunst besonders gut gefällt. Der Höhepunkt der ganzen Reise war für mich aber das “Haus der Geschichte” in Bonn. Mehrere Kollegen waren auch davon begeistert. Anhand von Urkunden aus der Zeit nach dem Zweiten Weltkrieg, aus der DDR und der BRD wurde mir Deutschlands Geschichte lebendig. Da der zehntägige Aufenthalt der Testing Chairs als Seminar über das deutsche Bildungswesen konzipiert wurde, waren die Schulhospitationen ein wichtiger Teil des Seminars, und für viele waren sie der Höhepunkt: “Die waren ... die besten Aspekte des Programms. Alleine hätten wir sowas nicht organisieren oder erfahren können”. “Natürlich waren die verschiedenen Schulbesuche für mich, ja für uns alle, von besonderem Wert”. In Bonn-Beuel sahen wir uns eine schöne, moderne Gesamtschule mit farbenfrohen Plakaten und Gemälden an. Schon am selben Vormittag besuchten wir das private Ernst Kalkuhl Gymnasium ; dort gingʼs viel traditioneller zu, aber wir wurden besonders herzlich empfangen und genossen während des Mittagessens das Gespräch mit den Lehrern. Unsere Reise setzte sich fort. Wir verließen Nordrhein-Westfalen und fuhren mit dem Zug nach Thüringen, wo Weimar auf uns wartete. Aus den Kommentaren der Kollegen ergibt sich Weimar als der große Schlager! Die Unterkunft und die Verpflegung waren während der ganzen Reise ausgezeichnet, aber im neuen Weimarer Hilton genossen wir alle ein echtes Luxuserlebnis. Da ich Musikerin bin, begeisterte ich mich besonders für die zwei Konzerte, die man uns in Weimar anbot - ein Orgelkonzert und ein Konzert an der Musikhochschule. Für eine Kollegin ist Weimar “der Inbegriff der deutschen Kultur”, ein Kollege erwähnte, “neben den Großstädten war Weimar auch überschaubar” und freute sich auch, eine Stadt im uns lange nicht so leicht zugänglichen östlichen Teil Deutschlands zu erkunden. Viele waren auch sehr 9 News from the Language Fronts Continued from page 9 gern “auf den Spuren von Goethe” und fanden den Spaziergang durch den Park und die Besichtigung von Goethes Gartenhaus schön - und erfrischend, wegen des kühlen Wetters. Am kältesten war es aber in Buchenwald; irgendwie war das recht so. Diese Gedenkstätte war erschütternd, aber auch für uns Deutschlehrer äußerst wichtig. Wir waren froh, nach Weimar zurückzufahren. Als Höhepunkt erwähnten viele das GoetheGymnasium in Weimar. Die Schüler führten Schauspiele für uns auf, und wir hatten auch die Gelegenheit, mit ihnen zu sprechen. Wir durften uns ein Fach für die Hospitation aussuchen, und so erlebte ich eine faszinierende Musikstunde. Die junge Lehrerin war noch Referendarin. Am Anfang der Stunde sangen alle - auch wir Amerikaner - ein Beatles-Lied. Dann hörten wir uns eine Art Musikcollage an, und man sollte sich über die Bedeutung davon Gedanken machen. Ich kam auch nach der Stunde mit einem amerikanischen Austauschschüler aus Texas ins Gespräch. Wir sprachen Englisch, was ich während des zehntägigen Aufenthalts sonst kaum machte - es war ja auch eine Freude, sozusagen in meiner zweiten Sprache leben zu können. Endlich gingʼs nach Berlin los. Berlin ist so groß, dass man die Stadt wohl immer wieder besichtigen kann. Trotz der vielen Stimmen für Weimar als Lieblingsstadt sahen wir auch sehr gern Berlin: ein Kollege fand es interessant, “wie sich die Stadt ständig ändert”. Der Berliner Schulbesuch war in der Kennedy-Schule, einer deutsch-amerikanischen Schule, an der man den amerikanischen Schullabschluss (=Diplom) oder das deutsche Abitur machen kann. In Berlin sahen und erlebten wir in zwei Tagen recht viel: besonders interessante Vorträge über Ost und West, die Humboldt-Universität, das Abgeordnetenhaus. Auf dem Weg zum gemütlichen Kabarett-Abend waren einige von uns im schönen Nikolaiviertel. Endlich warʼs so weit: in der Nähe von unserem Berliner Hotel Ludwig van Beethoven hatten wir eine schöne Abschiedsfeier. Kaum zu glauben war, dass unser Frühstück schon um 4:00 in der Nacht bereit war, da einige von uns recht früh zum Flughafen fahren FLANC Newsletter mussten. So durften wir ein letztes Mal die leckeren deutschen Brötchen kosten. Wirklich nett war es auch, dass unsere deutschen Betreuer vom PAD trotz der recht frühen Stunde dabei waren, um uns einen guten Heimflug zu wünschen. Inzwischen haben sich alle in Amerika wieder eingelebt, begeistern sich aber weiterhin für unseren Deutschlandaufenthalt und schreiben auch, dass sie die neuen Erlebnisse schon anwenden. Schon wurde ein Vortrag über das deutsche Schulwesen gehalten. Eine Kollegin erwähnt einen Onlinekurs, den sie entwickelt und für den sie Fotos von unserer Reise als Material benutzt. Sie freut sich auch besonders über die Freundschaft zwischen Deutschland und den USA, die durch diese Reise nur stärker geworden ist. Diese Worte zeugen auch davon, wie die Kollegen ihre neuen Erlebnisse anwenden: “My suitcase and notebooks are filled, ready to be used whenever possible spreading what I saw, experienced and learned”. Vielleicht sollten ein paar Zitate von den Testing Chairs unser gemeinsames Erlebnis zusammenfassen: “The PAD trip gave me a picture of Germany, not only the places and information, but ... of people”. “Können wir In order to serve dieselbe Reise mit derselben our readership Gruppe und better, denselben FLANC Betreuern nicht announces nächstes Jahr Business Card Ads! noch einmal If you would like to machen?” run an “Die ganze Ad using your Reise war an business card, und für sich der let us know! Höhepunkt”. Roslyn Raney Northern California Testing Chair Continued on the next page FLANC is here for your needs. Ads will be $30 per issue. 10 News from the Language Fronts ESPAÑOL Cuentos del pasado: El castigo inexplicado. Hace meses que quiero escribir de mi pasado y de mi vida en Brooklyn, Nueva York. El tiempo y las obligaciones diurnas no me lo han permitido y creo todo por mi propio bien. En el transcurso del tiempo he podido escuchar mi voz interior y pensar un poco en lo que realmente quisiera relatar. Ahora la vida corre más veloz que nunca y no quiero dejar en olvido algunos asuntos muy bien grabados en la memoria. Recuerdo un día martes cuando hacía un poco de calor y estaba en clase. Era un muchachito de doce años en la clase de religión. Habían unos treinta o más alumnos, todos varones que acabábamos de reintegrarnos del patio donde estábamos jugando “kickball” con la Hermana Corita. Todos traspirados y polvorientos, con uniformes cubiertos por los “overoles” azul gris que nos obligaban a usar. Nos sentamos en los pupitres esperando que la campana sonara para iniciar la clase con el solemne rezo dirigido en el segundo que ingresara la estrictísima Hermana Carmelita. Aquel día estábamos todos parados derechitos mirando hacia el pizarrón. La Hermana, quien se encontraba parada al frente, nos miraba como un falcón viendo quien no fuera a repetir con ella el Ave María seguido por el Ángelus. Como siempre, era el más alto de mi clase y me sentaban al fondo de la sala en doble pupitre, me destacaba. ¡Uno nunca podía evitar mi presencia ni tomar en cuenta que EL GRINGOTE era el más alto y el más obvio! La Hermana Carmelita siempre se paseaba inmediatamente por el aula revisando apariencias, manos y Fall 2004 cualquier sospecha que tuviera que le llamara la atención. Aquel día ella tomó cartas en mano después de concluirse el rezo. En una voz calmada dijo “¡Wallace, quédate parado hasta que te diga que puedas sentarte!” Naturalmente quedé perplejo y algo asustado. Nunca me había ocurrido algo así. Me sentí completamente paralizado. ¡Ella se acercó y me miró en los ojos como un sargento haciendo la inspección! ¡Por lo tanto se me quedó mirando, que a mí me parecía eterno y me empezaron a salir de la frente gotas de transpiración! No tenía la menor idea a qué se debía todo esto. Al rato se dio la vuelta para empezar la clase de religión. Continued on the page 17 11 Gisèle Hart FLANC Membership Award This award was created to honor Gisèle Hart for her many years of service to FLANC. Mrs. Hart, who has been a truly dedicated and enthusiastic French teacher and longtime FLANC Council member, has made significant contributions to the field of foreign language teaching. As the Master Teacher of dozens of aspiring French teachers in the Bay Area, Mrs. Hart has been greatly instrumental in the promotion of language learning for over thirty years. Purpose of the Award: To encourage beginning language teachers to devote themselves to the language teaching field. Criteria for the Award: Current member of FLANC. Fewer than 3 years of teaching experience. Application Procedure: • Complete the award application –- applications must have a signature from a school principal or department chair verifying language teaching experience. • Along with the application, send in a brief curriculum vitae. • Applications must be received by November 30, 2004. As you contact, call, visit, and/or shop with the various businesses advertised in the FLANC Newsletter, please mention seeing their ad in this Newsletter. ¡Gracias mil! FLANC Newsletter Do you have any ideas for your teaching colleagues? Are you doing anything which could earn you the Nobel Prize for Language Teaching? Does your activity cross language barriers? Any unique classroom stories? Let’s share them! Get them to fz (Francisco)! 12 Gisèle Hart FLANC Membership Award Application THREE YEARS OF FREE FLANC MEMBERSHIP (2005-2007) To be considered for the membership award, applicants must meet the following requirements: Must be a current member of FLANC. Have fewer than 3 years of language teaching experience. Last Name: ____________________________________________________ First Name: ____________________________________________________ Address: ______________________________________________________ City/State: _____________________________ Zip Code: _______________ Home Phone: _______________ Work Phone: ______________ Email: ____________________________________ Work Experience Verification School: _______________________________________________________ Address: ______________________________________________________ City/State: _____________________________ Zip Code: _______________ Start Date: ______________________________ School Administrator: _____________________________________ Signature _____________________________________ Print Name _____________________________________ Title Please mail this application to: Norman Litz FLANC Membership Award Committee 3210 Upper Lock Ave. Belmont, CA 94002-1317 Applications must be received by November 30, 2004. The winner of the award for 2005-2007 will be chosen by drawing at the December 2004 FLANC Executive Council meeting. Thank you for your participation in FLANC activities! Fall 2004 You may copy this application and share it with a colleague. 13 Fall Conference Pre-Registration Form Saturday, November 13, 2004 Dwinelle Hall, University of California, Berkeley Name _____________________________________________________ NOTE: Home Address ______________________________________________ City, State, Zip (9 digit)_______________________________________ Home Telephone ( ____ ) _____________________________________ Home Fax ( ____ ) ____________ e-mail _______________________ School Name _______________________________________________ School Address ______________________________________________ City, State, Zip (9 digit) _______________________________________ School Telephone ( ____ ) _____________________________________ School Fax ( ____ ) ____________ School e-mail _________________ May we use email address(es) for FLANC communications? Yes ___ No ___ For those wishing only to renew dues, please use the dues portion below. Please feel free to duplicate these forms for your colleagues. FLANC Affiliate Language Group(s) Please check one or more of the following. ❏ AATF (French) ❏ AATG (German) ❏ AATI (Italian) ❏ AATSEEL (Slavic and East European) ❏ AATSP (Spanish/Portuguese) ❏ CCA (Latin and Greek) ❏ CLTAC (Chinese) ❏ CAJLT (Japanese) ❏ NCJTA FLANC Membership Dues For 2004-2005 (September 1-August 31, renewable each year on date of payment) Individual.....................................30.00 _____ FLANC Scholarship Contribution..........................$ ______ Retired..........................................20.00 _____ Student (w/ proof of status)..........20.00 _____ Student Teacher............................20.00 _____ Husband/Wife...............................55.00 _____ Sustaining (minimum/year)...........60.00 _____ Sponsoring (one year)...................90.00 _____ Life Membership (1 payment).....450.00 _____ (Note: $1.00 of registration for FLANC scholarships) Cecilia Ross Memorial Grant donation...................$ ______ CLTA statewide dues ($35.00) + FLANC $30........$ ______ (Note: For those who wish to join the statewide organization and who are paid-up members of FLANC, submit an additional $35.00 payable to FLANC. Conference Pre Reg: Mail Postmark Deadline is November 04, 2004. (Late mail, add $10 Late Fee to Registration fee) On Site Reg: HIGHER FEES. Conference Fees Please indicate choices(s) Member Pre Reg DISCOUNT (FLANC dues current/enclosed); on site Reg. is $65.00...........$45.00......... __________ Non-Member Pre-Registration DISCOUNT; on site Reg. is $95.00; ..........................................75.00 ........ __________ Student Registration:.on site Reg. is $40.00;................................................................................30.00 ....... __________ Luncheon (NOT included in registration fee. Reserve early! Limited seating available)...........15.00 ....... __________ Scrumptous gourmet sandwiches (check one) ❐ Herbivore ❐ Carnivore No Host Wine Bar available....................................................................................................................... FLANC Membership Dues FLANC dues (see box above)..............................................................................................$30 or other ........ __________ CLTA statewide dues (if a FLANC member) or both dues.............................................$35.00 or $65 .......... __________ Cecilia Ross Memorial Grant and/or FLANC Scholarship donation (see box above) ................................... __________ Total enclosed: ......... _________ ✎ Make checks payable to FLANC (no Purchase Orders without check attached), and send to Elisabeth Zermeño, FLANC P.O.Box 92 Mt Eden, CA 94557 FLANC Newsletter Pre-Registration Deadline: Postmarked by November 4, 2004 or add late mail fee of $10.00 to Reg Fee. Note: Registration Fees include refreshments on site. 14 lenguawebtech.com surfed by fz √ So, do you like the new title for this column? I have received some very good sites, have read about many others, and here are some more. Remember, send them to me...Happy surfing! √ www.champs-elysees.com has a good article on why learning another language is a good idea. It was written by David Gaddol, author of The Future of English. √ Latino art can be found at www.elmuseo.org with art with a Puerto Rican and New York flavor, wwwmolaa.com/index.htm from Long Beach and is one of the few ones featuring Latin American art, and www. latinoweb.com/museo is based in Miami, with Latino art from all over the world. √ You can find ideas for Foreign Language Week at www.mafla.org, www.cortland.edu/flteach/FAQ/FAQFL-Week.html#Theme, www.mvschool.com/main_02-03pages/foreignlang_ week.htm, www.jc.edu/users/faculty/stevenso/flwk. html, www.funtrivia.com/dir/50.html. √ For a lot of good info on German, see http://muweb.millersville.edu/~forlang/Willkumm!!_ Center_for_PA_German_Studies.html. √ You want Italy? Hey, no problem...first check out http://www.italiantourism.com/, where you will find everything, from tours, to restaurants, to sight and sounds, wine and cheese and lots of Italian culture for you and for your students. They have a section called Art Cities, which lists all the cities in Italy which have been declared World Heritage Sites by UNESCO. I have been to a couple of them...When is your next trip to Europe? HOLT Fall 2004 15 FLANC Fall Conference 2005 Proposal Form Please print or type the information. Name ______________________________________ Address ____________________________________ City, State and Zip Code ______________________ Phone: (Home) ___________________ (School) __________________ Fax ____________________________ Email __________________________ School Name ________________________________ Affiliation __________________________________ If you prefer to receive your information at other than the address given above, please give us the information here. _____________________________________ _____________________________________ If there is a co-presenter, Name: ______________________________ School: _____________________________ Short Title and description for the program of your presentation. (Please limit to 3-4 sentences) Each session is forty-five minutes; double sessions are possible. Please specify if you would like your session to be a Double Session. Indicate level for which presentation is intended and if it is for a special audience, i.e., language . Elementary _________ Secondary __________ College __________ All ____________ Special audience ____________ Any special equipment needs: ________________________ (Only VCR and overhead projector are available) Please return two copies to Agnes Dimitriou Dept. of Spanish & Portuguese Dwinelle Hall, #2590, University of California Berkeley, CA 94720-2590 Thank you for your interest. All proposals should be received by November 30, 2004 FLANC Newsletter 16 News from the Language Fronts Continued from page 11 vi muchas fotos y manifestaciones del pueblo coreano y sus logros. Al salir de la exhibición, había una tienda bastante grande donde vi varios objetos artísticos que me llamaron la atención. Entré y vi unas máscaras pequeñas hechas a mano. Una de ellas, la compré. Tenía una cara muy espiritual y era de color azul. La tengo colgada en mi oficina y aunque no se destaca por su belleza en comparación a las otras que son más grandes y diferentes, he decidido siempre considerarla mi mejor obra dado a que me impulsó a través de estos cuarenta años a coleccionar. Ahora tengo muchísimas y de diferentes partes del mundo. Son más grandes, policromadas, pintadas y de muchas culturas. El único continente no representado en la colección es Australia. Pensándolo bien, no se si tienen los aborígenes máscaras en sus ritos. Tendré que investigarlo. Mi colección es repartida y exhibida en mi oficina de trabajo, en mi casa y de vez en cuando, en colecciones de museos o bibChris Wallace liotecas. Nunca he contado cuántas he coleccionado pero me han siempre dado mucha Máscaras del mundo. No recuerdo bien cuando exactamente empecé a coleccionar mis máscaras satisfacción por ser obras naturales creadas por artistas de la zona. o por qué, pero sí recuerdo la primera que compré. En su forma, en su contexto y en el material de Cuando tenía catorce años acudí a la Feria Mundial de su fabricación me he visto obligado a disfrutar de las 1963-64 en Flushings, Nueva York. Ese día viajé solo por varias horas en bus con un grupo de adultos de mi muchas que he comprado de sus creadores o que me han traído de países o lugares muy distantes. Tengo parroquia para ver las últimas maravillas mundiales y máscaras del oeste de África que tal vez son mis conocer los pabellones de los diferentes países y esfavoritas. Famosas en sus maderas de caoba, las dos tados del mundo. Fue un acontecimiento que más sobresalientes son de Ghana y Senegal. Las dos jamás olvidaré ya que, son únicas por su color y tallado. Menos pintura y más trabajo de mano, crean un aspecto muy llamativo. Mi estando cerca de la máscara favorita es la de China que me regaló mi herentrada se encontraba mana cuando supo que me encantaban estas obras. Es el pabellón Coreano diminutiva con recargamiento decorativo y de madera donde ingresé primde palo de rosa. Parece ser representativo de un actor ero. de ópera de Beijing o del palacio de la ciudad prohiAllí fue donde bida donde vivía el emperador. me impresioné con los Ayer estuve contando la colección y me sormaravillosos paisajes prendí que no eran muchísimas. Tengo 37 máscaras y y las estatuas budistas cada una tiene su cuento. Tal vez las más que había en exContinued on page 24 hibición. Estando allí, Parecía eterno lo que tuve que estar parado. Si no recuerdo bien, me dejó sentarme después de que casi llegara la clase a su conclusión. Me amenazó varias veces con una mirada fría y firme pero quedé derecho sin moverme todo el rato. Recuerdo que al final, cuando me autorizó sentarme, quedé tieso y tuve que doblar las rodillas un poco, para iniciar la circulación. ¡Qué dolor sentía en las piernas y cuánto me costó luego pararme porque quedaban pocos minutos para que sonara la campana! El castigo nunca se me explicó, ni jamás se me ocurrió a mí por qué me lo habían dado. Siempre quedé resentido y callado. Por muchos años me quedaba tranquilo y jamás hacía saber a ninguna persona mis opiniones o molestias. Tal vez fue el momento que en la vida supe lo que era humillarse y aceptar. ¡No sé! Pero sí puedo pensar que lo que me ocurrió aquel día quedó marcado en mi memoria y me hace siempre meditar en lo que habría sido o lo que no me habría hecho….el castigo de la Hermana Carmelita! Fall 2004 17 NeaTeachBits Continued from page 5 final word on health and nutrition. It is a relief to know the truth after all the conflicting medical studies. 1. The Japanese eat very little fat and suffer fewer heart attacks than the Americans. 2. The Mexicans eat a lot of fat and suffer fewer heart attacks than the Americans. 3. The Japanese drink very little red wine and suffer fewer heart attacks than the Americans. 4. The French drink large amounts of red wine and suffer fewer heart attacks than the Americans. 5. The Germans drink a lot of beer and eat lots of sausages and fats, and suffer fewer heart attacks than the Americans. Conclusion: Eat and drink what you like. Speaking English is apparently what kills you. Polyglot, April 2004 published by FLASCC different cultures as items were represented. Everything was bid on at least once. This fall we hope for increased participation because more members will be aware of this event. FLANC is a non-profit organization that exists because of you and all the other members and friends foreign language learning and teaching has in northern California. Be a supporter. Take a look! Ssssh, place your bid! Example: Porcelain replica of the David by Michelangelo. Opening Bid: $ 4 Recommended increase: $ 1 1. Arnold Schwarzenegger $4 2. María Shriver $5 3. This could be YOU! $6 ____ (Foreign Language Association of Santa Clara County). 4. _____closed________ Ed Stering SA Chair ✓ Auctioneering at UCB! “How much do I hear for this miniature replica of Michelangeloʼs David?” ✓ ClassPak Online Lesson and Quiz Program. LanSSSSH! You donʼt hear any bids at all! Itʼs a silent auction. Come and see the classroom and home guage Learning Solutions works with the Center for items that speak volumes about world cultures. Make Applied Second Language Studies, a National Foreign Language Resource Center, to develop and distribute a bid and enhance your collection. proficiency based teaching and assessment tools. FLANC will have an auction at the Fall ConClassPak, the online lesson and quiz creating ference on November 13, 2004 at the University of program containing hundreds of authentic texts for California, Berkeley. Stop by the silent auction table Spanish, French, German, and Japanese is now availduring the day, and at the end of lunch, the bidding able. A new tutorial with links to a risk free online will close. You can pick up your item then, or after the last session. Ed Stering will be accepting your checks order form has just been posted. You can get full accesss to ClassPak within 48 hours of ordering, then or cash at the auction table. You will get a receipt receive an invoice with 30 day terms. If you decide from FLANC, and your donation may be tax-deductit doesnʼt suit your needs, just contact the company, ible. and they will cancel the subscription and invoice. To Last fall at the University of San Francisco, access the tutorial, go to www.onlinells.com/onlinells/ FLANC had the first silent auction. Almost as many products/demo/classPakdemov1/demo.asp. Fill out the information, then choose to view the tutorial. A link to At the Fall Conference, FLANC invites the online order form can be found on every page of you to participate in a Silent Auction. the tutorial at the top, just click “Purchasing InformaThere will be many interesting and wontion.” derful things which should interest you. ClassPak helps you develop proficiency based Look for the lesson plans using the companyʼs authentic texts. You Silent Auction Table can quickly generate quizzes and assignments for near Registration. reading and writing, and the company automatically Continued on page 21 FLANC Newsletter 18 The “Norman Litz” Page This page is in honor of a FLANC longtime member and our indefatigable Treasurer, Norman Litz. In this page, I will gather, present and offer to you, information about scholarships and grants. Why? Well, Norm has been our money man, keeping FLANC afloat and always concerned about our finances. As a teacher, you are also concerned about these matters, and will appreciate some of these grant and scholarship opportunities, which will be presented to you, in honor of Norm. Teach on! Grant opportunities for teachers: ∞ The Robert G. Mead Jr. Travel and Study Scholarship Award, for travel and/or study in a Luso Hispanic country with a given proposal or goal in mind. For members of AATSP. $1000. Every May 1. More info at Carol E. Fox, Executive Director, AATSP, 423 Exton Commons, Exton, PA 19341-2451. ∞ The Cecilia Ross Scholarship. See pages 6 and 7 of this Newsletter. ∞ The Gisèle Hart Membership Award. See pages 12 and 13 of this Newsletter. ∞ The CLTA Awards and Grants 2004 (The California Language Teachers Association). Visit their website at http://www.clta.net/awards/index.html. ∞ The CCIE (California Colleges for International Education) Student Scholarship is awarded to any student who attends a CCIE member college and participates in an internationally oriented program. In case a student is unable to claim their award, the money will be returned to CCIE and given to competition alternates. Surf over to http://www.lmu.edu/globaled/ccie/. Fall 2004 ∞ The Blakemore Freeman Fellowships for Advanced Asian Language Study Grants are awarded for one year of advanced language study in East or Southeast Asia in structured language programs or private tutorial programs where the primary focus is on study of the modern language. Go over to http://www.blakemorefoundation.org/language.htm. ∞ The Sons of Italy Western Foundation Scholarship Programs. This foundation and the Grand Lodge of California, Order Sons of Italy in America, are proud to provide college scholarships to eligible students. These scholarships range from $500.00 to $5,000.00. Additionally, Italian Language Study Grants are available for a one-month complete immersion course in Italian language at an Italian College. Visit Italy at http://sonsofitalyca.org/scholarship.html. ∞ The HP Technology for Teaching Grant Initiative is designed to support the innovative use of technology in K-16 education, and to help identify K-12 schools and higher education institutions that HP might support with future grants. Based on the outcomes of the projects funded through this initiative in 2004, HP will offer grant recipients the opportunity to apply for additional, higher-value grants in 2005. For more information, type in http://grants.hp.com/us/programs/tech_ teaching/. ∞ Of course, you can also visit FLANCʼs website for more information on these scholarships. Let us know if you run into any other scholarship opportunities for teachers. Visit www. fla-nc.org. 19 CWʼs CD Corner by Chris Wallace I have to admit that recently finding a good and rewarding sound that pleases my taste in music has not been easy! Searching in so many places and asking countless people for references has led me to what I have in store for you. My first choice is a series of sounds that you can download off the computer from Polish radio stations out of Warsaw and Krakow. The hits are tremendous, fresh and terribly varied! I learned all of this from my good student Jakob Rezepka . This young man immigrated to the California some ten years ago and now is headed for Marymount-Loyola in Chicago. Over the past year he took Spanish AP Language, and at many opportunities introduced his real devotion which was world music and DVDʼs. He has a huge collection and made numerous copies for me of the favorites and most popular numbers on the radio. When on the internet I can be in Poland just as soon as it comes on the computer! I donʼt understand a word of Polish, but the music I pick up is very entertaining. The CD copy I had made for myself has proven lots of fun, and I want to share the feeling I get every time I put it on. I first herd the music in the heart of winter. It was very much a rock sequence which surprised my taste since it is not a type of music I enjoy. This was different mainly because the language was clear and you could hear all the verses. I discovered it was a love poem of regret! Naturally a little help comes in handy, and I donʼt mean the dictionary! I found the songs refreshing and all with a beat! In discussing with Jakob he told me that guitar and rock music, not electrical guitar, comes to be a big part of the music now so popular in Eastern Europe. I remember many years ago in the early eighties I found that the Poles had a little more freedom to express themselves in the arts. At that time I subFLANC Newsletter scribed to a political-artistic magazine called Niew Polska. This little magazine had many great articles and pictures of works produced in Poland during the communist years. This magazine subscription for a year cost a mere $4.00 from the Polish Embassy in Washington! No longer published, it has always remained a memory in my mind because of the wonderful illustrations and printed works displayed on its pages. What all this has done for me is keep a little light bulb on in memory and educate me of a culture and nation I knew very little about. I have been able to remember from those oppressive years when a little artistic beam would provide me with a source and illustration of artistic achievement. Now for the música…. There are few songs I donʼt like on this set. The Karis Macho number has a good beat and certainly sounds funny coming from a culture where you least expect to hear it. The love sounds are good in the two early tracks, and the rest of the numbers can lead you to singing along. The vocals are all very clear, and you can always hear the language very completely; nothing is garbled or drowned in the music. I think if I spent some time studying Polish I would be able to understand the language. What I like about the music in general is the beat and the sound of the words. It is all very unusual, and certainly something I enjoy when just wanting a little background music. Sting and many other rock stars have had great influence on the music of the world, and this certainly shows up here! Unlike other cultures though, the songs are not the same but all have a touch of the original. All of the artists have very good voices and are all accompanied by excellent 20 NeaTeachBits Continued from page 18 musicians. This, I think, is what makes me like the language and the singing so much. Its originality and simplicity. Bravisimo! Before I leave you I want to recommend one other group out of Ireland that has also appealed to me tremendously and that have some superb Gaelic-vocal combinations in the concept of rock! The Corrs are found on this CD. I like all their songs but above all the combination of a cultural flow into new and old. The melting of the tin whistle, drum, bagpipe and drum all make for wonderful sounds!!! My favorite is the Minstrel Boy! Great beat and lovely sound. The opening has a languid return to the foggy banks of maybe an island in the outer Hebrides. My imagination flows with the music and the beat of the drum, but when the vocals begin, the message is poignant and clear! A distant fiddle is herd all of a sudden, and a quick beat to the cadence of the drums in the background puts you in mind of the songʼs purpose, a minstrel, be he/she likely to beguile thee! Overcome with enthusiasm you hear the playing. It soothes your spirit and takes you away to a happier moment. Joy is probably the most suited word for this composition and for the collection of songs. I urge you to download off the Internet and enjoy the creation of music and hear what their achievement has done for these young artists! These pieces you can download off the internet and collect to your hearts content at very little cost to you. The radio stations are listed under www.internationalradio.org. Fall 2004 grades the reading items and helps you grade the writing items. Lessons and quizzes you develop can be shared with colleagues to reduce work load and facilitate collaboration. For more information, contact a rep at [email protected]. MaFLA, xii/04 ✓ Summer Classics Institute at the University of Georgia. Each summer, the Summer Classics Institute at the University of Georgia offers a variety of undergraduate and graduate Latin and Classics courses, and, in odd numbered years, Intensive Beginning Greek. The Instituteʼs curriculum is supplemented by workshops and guest lectures by visiting Master Teachers and other scholars. The program is designed especially for Latin teachers who wish to continue their education or earn a Masterʼs degree in Latin on a summer only basis. The 15 faculty members of the department share in a tradition of cooperation with high school teachers and programs which has culminated in an excinting and challengin curriculum. Classes are held from mid June to early August, and most courses are offered in intense four week short sessions. The Department of Classics houses both the Alexander Toom, a quiet, comfortable reading room and a reference library with approximately 3,200 volumes, and a state of the art computer lab for its students and is adjacent to the Universityʼs three million volume library. Scholarships assitance is available and Latin teachers pay only the low in-state Georgia tuition. For more information about the Institute and their summer programs, visit www.classics.uga.edu/summer_instititute. MaFLA, xii/04 Editorʼs note: While it is too late for this year, you certainly can prepare yourself for next summerʼs edition, and hopefully visit them so that we could begin a similar program here in the Bay Area, right? ✓ 1.4 million is the number of U.S. college students studying at least one foreign languagae, the most in any year since 1972. Also, there are 10, 596 students learning Arabic, up from 5,505 in 1998. Lastly, it is believed that it takes about 88 weeks of study in order to become proficient in Arabic. Time ✓ Iʼll tell you what really chaps my hide. GQ, that show biz magazine, in its July 2004 issue has an article entitled 32 signs that you may not be a patriot. Number 30 is ʻYou speak a foreign language.ʼ That is quite asinine for such a popular magazine. I am a Democrat, I vote, I fight for this country, and I am not a patriot because I speak other languages than English? Huh! Of course, if we complain, they will say that it was tongue in cheek. It is quite stupid and infantile, especially this year, when Congress has declared a ʻThe Year of Languages.ʼ Donʼt buy the magazine, go see it at your library, and sent them a note about how immature they are. Continued on page 22 21 FLANC Salutes its Retired Members! Alfred F. Alberico Jacquie Anderson Marie Louise Ardini Marie Lyen Sandra I. Mack Joanne Argyres Harvey E. Mayer Karen Mitchell Marilyn Au Michael J. Mouat Margaret J. Azevedo Lorraine Bassadonne Merlin Bradshaw José S. Cerrudo Adrena Clemmer Yole Correa Janice Costella Betty J. Crenshaw Edith F. Croft Cassandra M. Dandridge Xavier A. dela Prade Bill Denevan Anne R. Dinelli Yvette M. Fallandy Mary Farquhar Catherine Feucht Loreto G. Genilo Marie Goff-Tuttle Mabel M. Goodale Jaquelyn W. Green Gisèle A. Hart Marylou Herrera Kurt Mueller-Vollmer Virginia Murillo Kirsti Nicholas Maurice A. OʼMeara Patricia OʼReilly Earl F. Pimentel, Jr. Julian F. Randolph Walter E. Rex C. Peter Rosenbaum Livia Rosman Fabián G. Samaniego Paul A. Schwarzbart Alvina Sheeley Michèle Shockey Michelle Sikora Carol L. Sparks Pierrette Spetz Yvonne Steffen Barbara D. Swedlow Yolanda Thompson Leslie L. Threatte, Jr. Carol Trapp Keiko Hiramoto Hess Jean-Paul et Sara Trélaün Maria J. Huber Marilyn M. Imes Kathleen Trenchard Betsy Tumbas Leonard W. Johnson Claudia B. Lee Maria Mutsuko Warner Richard Westrup Rose Leonardini Wen-Chao Li Lucinda Winter Norman Litz Flavia R. Lorega Karuko Yagi Edith Yang Send FLANC your Retired Dues to be included above. FLANC Newsletter NeaTeachBits Continued from page 21 ✓ Francine Shirvani vous propose quelques bonnes adresses ʻInternet.ʼ • AP central - http://apcentral.collegeboard.com/ • AATF - http://www.frenchteachers.org/ • Site pour les profs - http://www.tv5.org, http://www. tv5.org/TV5Site/lf/langue_francaise.php, http://www. theteachersguide.com/, http://www.actfl.org/ • Clicnet : Français langue étrangère et langue seconde http://clicnet.swarthmore.edu/fle.html • Tennessee Bobʼs Famous French Links (Excellent!) http://www.utm.edu/departments/french/french.html • Trésor de la langue Française - http://humanities. uchicago.edu/ARTFL/ARTFL.html • Premiers pas (lʼInternet pour les petits Français mais très utile pour le français langue étrangère) http://www.momes.net/ • Citations et proverbes - http://www.evene.fr/citations/index.php, http://globegate.utm.edu/french/ globegate_mirror/proverb.html • Chansons françaises et francophones - http://www. paroles.net, http://www.soniccreations.com/ • Banque dʼimages (Excellent site!) - http://www. cssmi.qc.ca/carrefour_educatif/ressources/banques/ • Pour conjuguer les verbes - http://www.pomme. ualberta.ca/devoir/default.htm, http://www.pomme. ualberta.ca/devoir/exer.htm (seulement avec Explorer) http://www.sbg.ac.at/rom/babelnet/jeux/ tempsludiques/index.htm • Create your own learning activities - http://www. quia.com/, http://puzzlemaker.school.discovery.com/, http://www.school.discovery.com/ • Recherche de correspondants - http://www.franceworld.com/fw3/ •French tongue twisters - http://www.uebersetzung. at/twister/fr.htm • Pour lire - http://www.bonjourdefrance.com/, http:// www.alalettre.com/ • Pour commander - http://www.amazon.fr (France), http://www.fnac.com (France), http://www.alapage. com (France), http://www.arcenplume.ca/ (Canada) http://www.archambault.ca/store/default.asp (Canada) http://www.renaudbray.com/ (Canada) • BAY AREA FRANCOPHILE LIST - par Suzanne Toczyski - http://www.sonoma.edu/users/t/toczyski/ BAFLHomepage.shtml Continued on page 29 22 Theme When Where Eligibility Prizes Size POSTER CONTEST - 2004 Year of Languages 2004 FLANC Fall Conference -- November 13, 2004 University of California, Berkeley Language students whose sponsoring teacher is a member of FLANC Certificates and $25 Cash awards 18” x 24” (no exceptions) General Instructions The number of posters is limited to 7 (seven) per school. Print on the back of the poster the studentʼs name, language,level, school, and the teacherʼs name. Posters must be submitted to the Registration Table by 9:00 a.m. FLANC reserves the right to reproduce any posters. Winning Categories Most colorful Most amusing idea Most original idea Most relevant to the theme Best graphic technique Elementary School Questions? Please call Liz Barthe at 650.343.3631, ext. 156 or at [email protected]. As you contact, call, visit, and/or shop with the various businesses advertised in the FLANC Newsletter, please mention seeing their ad in this Newsletter. ¡Gracias mil! FLANC remembers ✝ Wendy Ruebman postering at the 2003 Fall Conference Fall 2004 Jean Schroeder ✝ who passed away last year. She taught at Napa Valley College and was long-time member of FLANC. 23 News from the Language Fronts Continued from page 17 interesantes son de Guatemala y de la República Dominicana. No son de colores sino de madera natural y con formas exquisitas. Se nota el trabajo y la mano de obra del artista que las hizo. Son obras que llaman la atención y que siempre me hacen recordar de tantas cosas que hice en los países, las ciudades o los pueblos donde las compré. El gusto mío ha sido adquirir máscaras que ahora me dicen son raras y talladas por artistas famosos. Entre mi colección tengo dos que son de Comala en Colima, México. Sin saberlo descubrí una tien-decita cerca de la plaza en 1999 cuando viajé allí a conocerla con un grupo de alumnos. Compré una máscara del diablo que es una maravilla hecha en madera y pintada con negro y rojo, y que incluye los cuernos. La segunda obra es de un gallo enmascarado de rojo y muchos colores brillantes. Son obras únicas que ahora se destacan en formas parecidas en el museo de arte contemporáneo de Brooklyn y de algunas colecciones de las Naciones Unidas en Nueva York y de los Estados Americanos en Washington. Consultando una vez con un coleccionista neoyorquino, me recomendó sacarles seguro y conservarlas en un lugar más propicio. Me quedé sorprendido y le pregunté en dónde sería mejor exhibirlos. ¡Me recomendó prestárselas a un museo de renombre y/o ponerlas en depósito! Le contesté retóricamente... FLANC Newsletter ¿Qué vale tenerlas si no las puedo apreciar en mi casa y cada día de la vida? Lo más importante de mi colección siempre ha sido su amplitud pero más que nada su belleza natural y una verdadera manifestación de la mano de obra de muchos grandes artistas. El arte se aprecia en su sencillez, naturalismo y forma que agrada quien la observa y la contempla en cada momento. de que ellos tienen la razón y nosotros no! Fácil decir que uno no tiene este problemita pero cuando llegamos al momento de la verdad, ¡se trata simplemente de otra cosa! Yo creo que muchos chicos creen y viven con otros valores y bajo diferentes circunstancias que me hacen a lo que avanzo en años abrir mi mente más y escuchar con paciencia. ¡No me avergüenza decirlo, ya que la maestra vida me Chris Wallace muestra cosas nuevas toda la vida! Sinceramente creo que mi solución Mientras empiezo a mad- ha sido tener la mente abierta, esurar en la carrera….¿Sabía Ud. cuchar y en pocas palabras, explique durante la carrera de un profecarme para que los chicos sepan cómo y qué uno piensa. sor, se le va perdiendo mucho el No hay que ser violento ni tacto y la sensibilidad que cualquier otro profesional retiene? Yo no me gritar ni ignorarlos. Esto solamente había dado cuenta de esto pero reprovoca más complicaciones. El sulta que al tener que tratar con mis buen profesor se anima, escucha alumnos menos disciplinados que y trata de ser lo más comprensivo. tienen complicaciones en cualquier Esto no quita de ser estricto ni ramo de estudio, noté que miraban perder el control. Hay que demlas soluciones de otra manera y que ostrar que se pueden lograr muchas siempre ellos trataban de compartir cosas con las habilidades, tanto del menos y de aprovechar más de cualumno como con del profesor. alquier circunstancia. Al comienzo, Ahora aprendo mucho de simplemente no lo quería creer los chicos. Me enseñan tecnología, pero poco a poco me di cuenta de moda, sociología juvenil, lengua y que ellos optaban por solucionar tanto más que será parte de nuestra todo de la manera más fácil. Esto lo cultura en cuanto avanza la sociedad. Tengo que ver como ellos sé ahora porque ellos son jóvenes y es su naturaleza, pero me costó miran el mundo porque, para que años aceptarlo. estamos con cuentos…¡hoy es muy diferente a lo que era en 1950! Se ¡Detecto en lo que avanzo en años, que los chicos son muy espera mucho de ellos y tal vez capaces en como convencernos se cree que ellos tendrán todas las soluciones en los próximos veinte años. 24 News from the Language Fronts Continued from previous page Mi lema es comprensión y paciencia pero tener en cuenta que siempre Ud. es el que dirige el aprendizaje y la clase. Así, hablar y comprender se hacen compañeros en la sala de enseñanza. Chris Wallace Dime como hablas y te diré como piensas. Uno de los aspectos más fascinantes del idioma es la conexión que éste tiene con la psicología de quien lo habla. Para ilustrar esto, nada como un ejemplo sencillo. En español “las horas caminan”, en inglés “las horas corren”, en francés “las horas dan vuelta” y en alemán “las horas marchan”. ¿Tiene entonces algo que ver nuestro idioma con nuestra idiosincrasia? Mi respuesta es sí. Siempre me ha interesado este punto pero nunca he aprendido tanto como en la práctica docente. Enseñar un idioma es conocerlo. Profundizar en sus reglas y excepciones; analizar sus sentidos y contrasentidos. Es penetrar en el modo de pensamiento propio y en el ajeno. Tal es el caso de los llamados verbos accidentales, dando por hecho que quien me lee sabe que los nombres que se utilizan para la enseñanza formal de un idioma no son los mismos que los de la enseñanza del idioma como segunda lengua. Estos fascinantes verbos esconden un aspecto no muy positivo de nuestra cultura, pues atenúan (o anulan, digo yo) la responsabilidad de quien los usa. “Se me olvidó la tarea”, “se me hizo tarde”, “se me rompieron los vasos”, etc. Toda mi vida utilicé estas formas de expreFall 2004 sión de manera natural, sin cuestionarme nada, pues ¿qué tiene de extraño? Sin embargo, la primera vez que les tuve que enseñar estos verbos a los extranjeros, mi propia reacción fue de asombro y no necesito decir que la de ellos fue de desconcierto. ¿Por qué esa extraña estructura? Si analizamos que el verbo concuerda con el sustantivo y no con el que habla, entenderemos quién es el sujeto: La tarea ¡Válgame Dios! Así que ella es la responsable de tal olvido. “Pobre de ti, realmente no es tu culpa, entiendo, fue un accidente, mañana me la traerás con mejor suerte”. Julia ¿Se te quemó el pastel?, o… Otro aspecto colorido lo encontramos en las llamadas estructuras de probabilidad. Pensemos, por ejemplo, en el futuro de probabilidad que nos indica que tenemos una duda en el presente ¿En el presente? ¿Por qué el presente, si usamos futuro? Paradojas de la lengua. Analicemos el siguiente ejemplo: ¿Qué hora será? A esta pregunta podemos contestar con tres respuestas probables: 1. Serán las diez. 2. Han de ser las diez. 3. Deben de ser las diez. Algo de perverso tiene indicarles a mis estudiantes que se olviden de la respuesta 1, pues es la menos común. Después de la cara de frustración viene la pregunta: ¿Por qué usar la respuesta más difícil? Porque a los hispanohablantes nos gusta lo complicado ¡Es el sabor de la vida! Y si ya es difícil la respuesta, ¿Por qué usar dos indistintamente? Porque en la variedad está el gusto… Y si no se sabe la respuesta, ¿Por qué contestar? Porque no nos gusta quedarnos callados. Ante tal contundencia, sólo tienen dos opciones: Amar u odiar nuestra lengua. Ejemplos como estos abundan en los idiomas y hacen más divertida su enseñanza ¿Es o no fascinante la relación lenguaje– pensamiento? Karina Cachón Guillén Escuela Kukulkan http.//www.kukulcan. com.mx Nota del Editor: Este artículo es el primero de muchos, espero, enviados desde Cuernavaca, la ciudad mexicana de la eterna primavera. Karina enseña español. También, ella me inspiró a escribir el siguiente artículo, acerca de mi bebida favorita, licor de Dios, la tequila. La Tequila. A propósito, he aquí mi explicación de por qué yo pienso que el tequila debe también ser femenino, la tequila. El macho mexicano es controlado por la entidad femenina. Acepta la muerte porque es mujer. La mujer le da vida y es otra mujer que se la quita. La tierra es mujer. La naturaleza es mujer. Sufrimos de complejo de Edipo. La madre patria es mujer -- España y México -- que también Continued on page 33 25 Cultural Lexical Gems CLASSIFIED ADS POSTER STORAGE & DISPLAY Compact out-of-the-way storage yet, quick, easy access and display of teaching charts, posters... Get the SpanTab™ and WallFile™ system at www.snaptab.com. POSTERS Unusual, inexpensive posters for your classroom? Free catalogue from the Old Poster Peddler, 2820 Villageside Dr., Santa Rosa, CA 95405. MEMBERS! Tell your colleagues, especially the new teachers at your school, about the benefits of becoming members of FLANC. A-Z SPANISH STUDY GUIDE! Your friendly neighborhood FLANC Newsletter Editor, yours truly, has created a student friendly study guide for your students and for you. It has kilos of information about Spanish grammar, lots of verbs and is only $10! It is a steal! Contact me at 510.732.2746 or at machetez@sbcglobal. net for your copy. You will receive a free A-Z Study Guide Poster with your purchase of ten guides. Call today! Gracias mil. PARTICIPATE Are you interested in working with language teachers promoting language study here in California? Contact the Newsletter Editor today! I promise that your first task will not be a difficult one! ADS? Would you like to place a Classified Ad? Do it today! Two lines for $10 or 3 lines for $15. Send it to the Editor. ¡Gracias mil! FLANC Newsletter compiled by fz Ω Why is the dance style “salsa” called salsa? This type of music, whose major contributor was the late Celia Cruz, really was born from the mixture of various types of Caribbean styles. When this fusion was made, there was a television program in Venezuela which used to have this type of music. The program was sponsored by a famous brand of tomato sauce named Pampero, and as a result, upon introducing the musical number, the presenter would mention the word “salsa” (“sauce”). The name stuck and the music became “la música de la salsa” (“the sauce music”). Great, huh? H, v/04 Ω ¿Why is ʻmanzanaʼ (apple) used to designate a section of land in a city? The first documentation of ʻmanzanaʼ is in the Royal Academy Dictionary (1732). It is used in different parts of América. In Argentina and Chile this name is given to a cuadrangular plot of land (built upon or not). In certain countries of Central America it is a unit of measurement with precise dimensions: in Costa Rica it is equivalent to 6.950,6 m, and in Guatemala to 6.967,4 m. In spite of these facts, the use of the word in this sense is not explained well, since it is applied especially to cuadrangular portions; there are also no parallels in other languages which support the similarity. It has been suggested that it has an Arabic origin, but also does not have good support. Finally, it is a genuine mystery that business of going around the ʻappleʼ. Conozca más, vi/03 Ω The story goes like this...one of the early Spaniards was touring Perú with some Incas. In the distance he saw some of those animals with the long necks, indigenous to that country. Wanting to know what they were called, he asked one of the Incas, “¿Cómo se llama ese animal?” (What is that animal called?). The Inca, not understanding Spanish, repeated back; “¿Llama?” From that day on, the llama has been a llama. What do you jfzc think? 26 McGraw Fall 2004 27 SWCOLT Excellence in Teaching Award 2004 March 7, 2004 To Whom It May Concern: On behalf of the Board of Directors of the Southwest Conference on Language Teaching, I ask that you join us in extending sincere congratulations to Mr. Francisco Zermeño, Spanish Professor at Chabot College in Hayward, California. Mr. Zermeño will be receiving the SWCOLTʼs 2004 Excellence in Teaching Award which recognizes outstanding teaching by an individual who has contributed significantly to the teaching of second languages and to the profession of foreign language education. This award honors an individual selected from among our eight state region which includes Arizona, Colorado, Nevada, New México, Oklahoma, Texas, Utah and, of course, California. Mr. Zermeño was nominated by Agnes Dimitriou, of the University of California, Berkeley. Ms. Dimitriou cited Franciscoʼs “classroom enthusiasm and dedication” as well as his professional service and community action in her convincing letter of nomination. Francine Shirvani, President of the Foreign Language Association of Northern California, seconded the nomination by stating that Mr. Zermeñoʼs enthusiasm for his studentsʼ effort, faith in their capabilities and energies tapped in their pursuit of Spanish make him one of the most respected and loved professors.” Chabot College President Robert Carlson adds that “Francisco is highly committed to his profession and to his love of teaching. We are fortunate to have Francisco as faculty member at Chabot College.” Mr. Zermeño will receive his award at the SWCOLT annual Awards luncheon at this yearʼs conference at the Hyatt Regency hotel in Albuquerque on March 26, 2004. It is important that the profession recognize those people who perform outstanding service and Mr. Zermeño is a model for us all. I trust that you join us in extending heartiest congratulations to Mr. Francisco Zermeño. Linda Cotten SWCOLT Awards Chair, Las Vegas, Nevada Editorʼs Note: Being the modest type, I did not want to reproduce the letter above, but I was ordered to do so by FLANCʼs Executive Board. This is a great honor, and those who need to be thanked include the FLANC Executive Board, and especially Agnes, Francine and Mary Louise, as well as my students and my family. My visit to Albuquerque was a good one...good friends, great sopapillas and enchiladas, delicious beer from New México, along with some good wine and tequila, but I was disappointed with the chiles...not spicy enough! The awards luncheon was good, but the meeting and chatting with the folks there much better. My wife and I saw some great scenery and a buffalo ranch, but they had no wings. Teaching is the best profession in the world...encourage your students to follow in your footsteps...Teach on! FLANC Newsletter Editor Zermeño reacting to his SWCOLT award. 28 NeaTeachBits Continued from page 22 ☛ Aozora: Intermediate-Advanced Japanese Communication develops the oral and written communicative skills of intermediate students and also provides insights into the Japanese society and culture of today, especially life in the big cities, and how the Japanese culture is maintained. These materials encourage students to actively participate in a variety of authentic and intellectually stimulating activities including discussions of discourse and sociological aspects of the Japanese language. Three hours of natural language samples on CD provide the students with examples of language use in multiple social contexts and useful functions and topics. The set includes a student text with three accompanying audio CDs and an Instructorʼs Guide. The cost of the program (text which includes 3 audio CDs) is $35.00 plus shipping. The cost of the instructorʼs guide for Aozora is $15.00 plus shipping. Both are available from the University of Hawaiʼi Press. For more information visit nflrc. hawaii.edu/ publications/Aozora. ☛ El juego de los reyes. El ajedrez fue creado en la India hace más de cinco mil años para que los príncipes supieran que un Rey no puede hacer nada sin la ayuda de los súbditos. El juego representa una batalla entre dos ejércitos que deben capturar al Rey contrario; cuando éste no halla la salida, se da término al juego con el “jaque mate”, expresión que proviene del árabe “al-jahl-mat”, que significa “el rey ha muerto.” Max, marzo 2003 FLANC Sustaining Members Ivette M. Fallandy Charles Faulhaber Christiane Frederickson Diane M. Musgrave Julian F. Randolph MaFLA, October 2003 vistas Fall 2004 29 World Languages in the Capitol Years of Foreign Language Study 108th CONGRESS, Ist Session, S. RES. 170, Designating the years 2004 and 2005 as ʻYears of Foreign Language Study.ʼ IN THE SENATE OF THE UNITED STATES, June 12, 2003. Whereas according to the 2000 decennial census of the population, 9.3 percent of Americans speak both their native language and another language fluently; Whereas according to the European Commission Directorate General for Education and Culture, 52.7 percent of Europeans speak both their native language and another language fluently; Whereas the Elementary and Secondary Education Act of 1965 names foreign language study as part of a core curriculum that includes English, mathematics, science, civics, economics, arts, history, and geography; Whereas according to the American Council on the Teaching of Foreign Languages, foreign language study increases a studentʼs ability to compare and contrast cultural concepts; Whereas according to the 1992 report by the College Entrance Examination Board, students with 4 or more years in foreign language study scored higher on the verbal section of the Scholastic Aptitude Test (SAT) than students who did not; Whereas the Higher Education Act of 1965 labels foreign language study as vital to secure the future economic welfare of the United States in a growing international economy; Whereas the Higher Education Act of 1965 recommends encouraging businesses and foreign language study programs to work in a mutually productive relationship which benefits the Nationʼs future economic interest; Whereas according to the Centers for International Business Education and Research program, foreign language study provides the ability both to gain a comprehensive understanding of and to interact with the cultures of United States trading partners, and thus establishes a solid foundation for successful economic relationships; Whereas Report 107-592 of the Permanent Select Committee on Intelligence of the House of Representatives concludes that American multinational corporations and nongovernmental organizations do not have the people with the foreign language abilities and cultural exposure that are needed; FLANC Newsletter Whereas the 2001 Hart-Rudman Report on National Security in the 21st Century names foreign language study and requisite knowledge in languages as vital for the Federal Government to meet 21st Century security challenges properly and effectively; Whereas the American intelligence community stresses that individuals with proper foreign language expertise are greatly needed to work on important national security and foreign policy issues, especially in light of the terrorist attacks on September 11, 2001; Whereas a 1998 study conducted by the National Foreign Language Center concludes that inadequate resources existed for the development, publication, distribution, and teaching of critical foreign languages (such as Arabic, Vietnamese, and Thai) because of low student enrollment in the United States; and Whereas a shortfall of experts in foreign languages has seriously hampered information gathering and analysis within the American intelligence community as demonstrated by the 2000 Cox Commission noting shortfalls in Chinese proficiency, and the National Intelligence Council citing deficiencies in Central Eurasian, East Asian, and Middle Eastern languages: Now, therefore, be it Resolved, SECTION 1. DESIGNATION OF YEARS OF LANGUAGE. (a) SENSE OF THE SENATE - It is the sense of the Senate that foreign language study makes important contributions to a studentʼs cognitive development, our national economy, and our national security. (b) DESIGNATION AND PROCLAMATION - The Senate (1) designates the years 2004 and 2005 as ʻYears of Foreign Language Studyʼ, during which foreign language study is promoted and expanded in elementary schools, secondary schools, institutions of higher learning, businesses, and government programs; and (2) requests that the President issue a proclamation calling upon the people of the United States to (A) encourage and support initiatives to promote and expand the study of foreign languages; and (B) to observe the “Years of Foreign Language Studyʼ with appropriate ceremonies, programs, and other activities. Editorʼs note: Folks, letʼs not waste this opportunity! Start a club, do a festival, experiment with short courses, do film festival, invite community members to your class. Share this with others! Teach on! 30 Donations to FLANC by Norman Litz W e are grateful for the following donations to FLANC during a time when the membership has been struggling a bit and the attendance at our workshops was a small group, leading to tight financial circumstances to meet our expenses and make our scholarship and Cecilia Ross Grant commitments to our membership: the Zermeño family—one monthʼs Independent Contractor stipend totaling $350, and the Norm Litz family—three monthʼs of Normʼs salary totaling $2400, plus the savings on tax payments related to that. We hope that many of you will wish to help us out, too, by making a contribution of some kind when you register for our Fall Conference in Berkeley or when you renew your dues for the current year. FLANC is also so very grateful and thankful to the following Publishing Companies, who, in addition to purchasing tables for exhibits at the Fall Conference, included a generous donation toward the cost of our refreshments and reception expenses: EMC, PARADIGM, McDOUGAL LITTELL, A - Z STUDY GUIDE. FLANC appreciates all of you who renew your dues each year and lend your support. We hope that you will encourage your colleagues to come to a FLANC Conference or other event and to consider paying dues to gain the advantages of membership. For paid-up membership, all conferences and workshops are available at a much lower registration fee than non-members and all members receive two Newsletters with lots of useful information. Nonmembers only receive FLANC Flyers announcing our Conferences and other events. May we encourage you to bring donations also for the Silent Auc-tion, mentioned elsewhere in this Newsletter. Itʼs a chance to find a new home for something you wish to give up. Lastly, please encourage your students to participate in the Poster Contest. Itʼs a chance for them to achieve recognition for their artistic talents. See you all at UC Berkeley! MSLA Fall 2004 31 News from the Language Fronts Continued from page 25 son repúblicas. Sufrimos, nos emborrachamos, nos torturamos (Solís, Jiménez y más) por causa de la mujer. Tenemos comida, tortillas, música, arte, ciencia, belleza, prostitutas, carne, fruta, gracia, enfermedad, raza de bronce y la Virgen de Guadalupe. Entonces, si tanto le debemos nosotros los machos a la mujer, ¿por qué no tratar como mujer al mejor líquido que nos dio Dios? ¿Les gusta mi explicación? ¿Los convencí? Escríbanme y dialoguemos un poco. jfzermeñoc FRANÇAIS Mots Croisés créés par Francine Shirvani pour testez vos connaissances. Our own immediate past President, Francine Shirvani has a gift for crosswords. Here is her first one for you. The diagram is on the facing page. Go for it...have some fun and learn a bit of French culture with your students, with a loved one. And make sure that you stay focussed on the target language. The answers? Well, they will be given to you in the next issue of this Newsletter. Bonne chance! FLANC Newsletter Horizontal 2) Les Français lʼappellent “ la petite reine”. 6) Diplôme reçu à la fin des études secondaires au lycée. 8) Ce quʼon a surnommé “le rasoir national”. 9) Un vent froid et violent qui souffle du Nord. 14) La _______ République a commencé en 1958. 17) À Paris, la Madeleine, le Sacré-Cœur et Dame sont des _______________. 18) Un des aéroports de Paris. 20) Nombre de ponts qui traversent la Seine. (2 mots) Vertical 1) Lʼemblème traditionnel de la monarchie. (3 mots) 3) Le plus long fleuve de la France. 4) Terme familier pour une chanson qui a un grand succès. 5) Service de transports inauguré à Paris en 1900. 7) Foyers de culture française à lʼétranger -- __________ Françaises 10) On appelait le roi Louis XIV, le roi ___________. 11) Un des quatre départements dʼoutre mer. 12) Fabricant de pneus. 13) Le symbole du peuple français est le ________. 15) Un café fameux à Paris-- Les Deux ___________. 16) Scientifique française qui a reçu le prix Nobel deux fois. ( 2 mots) 19) La sainte patronne de Paris: Sainte ____________. Le pot-au-feu. Envie dʼun bon pot-au-feu ou dʼun excellent cassoulet? Eh bien ne cherchez plus, vous les trouverez à un restaurant français de Menlo Park “Le Pot-Au-Feu”. Une grosse marmite en cuivre, un décor rustique et lʼamabilité de Dominique vous invite à savourer un bon petit dîner en amoureux ou entre amis. Comme entrée vous avez le choix entre une salade verte avec gésiers et canard fumé, des moules à lʼail et à la chapelure, ou lʼassiette de pâtés. Puis vient le plat de résistance qui va du canard en sauce, au ris de veau, au sensationnel cassoulet avec ses grosses saucisses de Toulouse, au fameux potau-feu avec son gros sel et la moutarde le tout arrosé dʼun bon Bordeaux ou un Châteauneuf-du-Pape. Mais tous ces plats ne seraient rien sans la main du chef et propriétaire Philippe ou “Fifi” pour les intimes dans sa minuscule cuisine. Ah! vous ne pouvez pas partir sans goûter à une petite mousse au chocolat, une crème- 32 News from the Language Fronts Continued from previous page brûlée ou un sorbet accompagnés dʼun espresso ou une coupe de champagne. Mais attendez, il vous faudra revenir et goûter aux autres spécialités de ce petit resto de la Baie. Le pot-au-feu est situé au 1149 El Camino Real Menlo Park, CA 94025. Faites des réservations au 650.322.4343. Fall 2004 Elisabeth Zermeño ITALIANO The American Association of Teachers of Italian (AATI). Founded in 1924, AATI has more than 1,500 members, individual and institutional, in North America and in no fewer than twenty-four countries around the world. It is the oldest association dedicated to the promotion of the language, literature, and culture of Italy in North America. In addition, there Continued on page 36 33 The Presidentʼs Desk Continued from page 1 actively encourage new membership. FLANC annually offers a Fall Conference and Spring Workshops at which members can network, run into old friends, make new ones, get teaching hints from publisher representatives, bid on the Silent Auction items, share a good lunch with the rest, have a good drink of wine, possibly win a door prize at the drawing, munch on cheeses at the Reception, and, most importantly, throughout the day exchange cutting-edge instructional ideas, and state-of-the-art books, materials, and computer software. These meetings are exciting and have been very successful. This coming Fall Conference at UC Berkeley will continue this dynamic tradition with 40 presentations and 40 exhibitions. FLANC newsletters are both stimulating and entertaining and enjoy a great reputation. FLANC also administers award programs that promote teaching and research excellence. For more information, see http://www.fla-nc.org. Let us all do what it takes to advance the status of FLANC as one of the finest foreign language associations in the world! Noriko Nagata, Professor Chair, Department of Modern and Classical Languages University of San Francisco Our past President, Francine, flanked by two comadres, Mary Louise Castillo, left, and Marilyn Imes. FLANC wishes to express our special thanks to those listed here who have contributed between September 1, 2003 and June 30, 2004, to the FLANC Scholarship Fund and to the Cecilia Ross Memorial Grant. We are really appreciate all these donations. FLANC thanks the following contributors to the Scholarship Fund and to the Cecilia Ross Grant Jacquie Anderson Margaret Azevedo Jeff M. Caldwell Mary Louise Castillo Edith F. Croft Ursula A. Dinter Yvette M. Fallandy Mabel M. Goodale Keiko Hiramoto Hess Rosemary Jiménez-Cuzos Micheline Le Gall FLANC Newsletter Flavia Lorega Albert H. Lozano Helga P. Marshall Virginia Murillo Diane W. Musgrave Kirsti Nicholas Patricia A. OʼReilly Francine G. Shirvani Bill Southwick Carol Trapp Christina Yee Alfred F. Alberico Anita Aileen Axt Mary Louise Castillo Edith F. Croft Yvette M. Fallandy Catherine Feucht Mabel M. Goodale Keiko Hiramoto Hess Mari Houssni-Adler Marilyn M. Imes Micheline Le Gall Flavia Lorega Helen E. Moritz Diane W. Musgrave Patricia A. OʼReilly Angèle Pastore John R. Petrovsky Flora Praszker Francine Shirvani Vincenzo P. & Jane Traversa 34 Prentice Hall Fall 2004 35 News from the Language Fronts Continued from page 33 are many local AATI chapters. According to statistics gathered by the Modern Language Association of America, Italian is the fourth largest language taught in the United States (after Spanish, French and German), and enrollments at the K-12 level and in the colleges and universities are increasing every year. For example, a recently published MLA study showed that enrollments in Italian courses at the college/university level had increased from 49,287 to 63,866 ( 29.6%) in the four-year period between 1998 and 2002. For an historical perspective on the development of the study of Italian in the United States, one should consult the fundamental study by Joseph G. Fucilla, The Teaching of ltalian in the United States (1967), and for an overview of the growth of Italian in North American universities, one should consult the various surveys conducted by Edoardo A. Lebano and published in Italica, as well as the recent booklength survey, which Lebano researched with Max Creech, Report on the Teaching of Italian in American /nstitutions of Higher Learning (1983-1996, ONelland: Soleil, 1999). In the 1970s, AATI sponsored the publication of a manual, A Handbook for Teachers of Italian (Toronto: Livingstone Printing, 1976), edited by Anthony Mollica; this volume contains sixteen essays dedicated to pedagogical, linguistic and cultural topics. AATI provides support for Italian teachers at all levels, from elementary school to university graduate programs. To achieve its goals the Association sponsors annual conferences and occasional pedagogical workshops. Moreover, it encourages other activities that are directed toward the diffusion of Italian in North America. ln addition to the twice-yearly AATI Newsletter, the Association publishes the prestigious quarterly journal Italica, which contains articles and notes on Italian literature, cinema, pedagogy, and linguistics, as well as book reviews and bibliographies. For many years AATI has been organizing an annual conference, often in conjunction with the American Council on the Teaching of Foreign Languages (ACTFL), in the course of which many presentations are given on subjects relating to pedagogy, language literary criticism, film, linguistics, and culture. The FLANC Newsletter program includes sessions and round tables during which curricular and professional topics are discussed. On three occasions, AATI has held its annual conference in Italy: Chianciano Terme-Siena-Perugia (1995); Crotone (1998); Treviso-Venice (2001). The proceedings of two of these conferences have been published in Italy. In 2002 AATI met in Toronto, Canada, in conjunction with the Canadian Society Italian Studies. With the support of the Italian Ministry of Education AATI has been able to sponsor a series of intensive summer seminars (corsi di perfezionamento) on pedagogy and culture in Italy for North American teachers of Italian. In addition to its sponsorship of the National High School Italian Test and the College Essay Contest, AATI has succeeded in its quest to establish an Advanced Placement Course and Examination in Italian with the College Board; the course is scheduled to begin in the academic year 2005-2006. Every two years, AATI honors one of its members with the “AATI Distinguished Service Award” in recognition of that personʼs contribution to Italian Studies in North America. Recipients of this award include Aldo S. Bernardo, Giovanni Cecchetti (t), Edoardo A. Lebano, and Joseph Tusiani. When appropriate, AATI confers honorary life membership on meritorious foreign scholars and other individuals who have made significant contributions to the promotion of Italian Studies and to the work of the Association in the realization of its various missions. Among the Honorary Members are Paolo Balboni (Università di Venezia), Mauro Barni (Università per Stranieri di Siena), Paola Bianchi De Vecchi (Università per Stranieri di Perugia), and Ezio Raimondi (Università di Bologna).Visit http://www.italianstudies.org/aati/ for more information. JAPANESE The Fourth International Conference on Practical Linguistics of Japanese was held on April 3 and 4, 2004, at San Francisco State University (chaired by Professor Masahiko Minami). These 36 News from the Language Fronts conferences provide a forum in which to examine contributions in a variety of areas of Japanese linguistics to the teaching and learning of Japanese in the second/ foreign language classroom. This yearʼs conference continued to provide two interrelated areas of benefits to the participants. Firstly, both researchers and teachers benefited from their colleaguesʼ expertise and received new insights applicable to their respective fields. Secondly and more important, the conference served as a forum to promote ways in which to apply linguistic theory to the learning of Japanese as a second or foreign language. Overall, the presentations integrated theoretical concepts and empirical research findings in second or foreign language development for application to educational practices. The conference brought together researchers on the cutting edge of Japanese linguistics and provided a forum for presenting the latest linguistic research to those interested in teaching Japanese as a second/foreign language as well as those interested in computerassisted language learning technology. examination are required of all applicants. The language examination will be conducted at the Japan Information Center. For more information or to receive an application form, please call (415) 356-2461 or e-mail at [email protected]. The Japan Exchange & Teaching (JET) Program invites young college and university graduates from overseas to participate in international exchange and foreign language education throughout Japan. The program is co-sponsored by the Ministry of Foreign Affairs; the Ministry of Education, Culture, Sports, Science & Technology; the Ministry of Public Management, Home Affairs, Posts and Telecommunications and local governments throughout Japan, in cooperation with the Council of Local Authorities for International Relations (CLAIR). Begun in 1987 with fewer than 1,000 participants, the JET Program has grown tremendously. Today, the program is one of Japanʼs largest cultural exchange programs, with over 6,200 Dr. Masahiko Minami, San Francisco State University participants taking part in the program this year from 39 different countries. Nearly half of these participants 2005 Japanese Government Scholarships for are from the United States. Research Students. The deadline was Friday, July 16, Participants are invited to Japan as representa2004, but keep this in mind for the following year. tives of their home countries, and play an important The Japanese government is now offering role in promoting mutual understanding between two-year scholarships to American students who wish nations. Although no prior teaching experience and to study at Japanese universities as Research Students no prior Japanese-language skills are necessary (for beginning in the academic year 2005. the ALT position), successful JET Program applicants To apply, applicants must hold U.S. citizenmust have a strong sense of responsibility, a genuine ship, be under the age of 35, be a college or university interest in learning about Japan, and must be able to adapt to a different culture and new situations. Appligraduate (at the time of participation in the program), be able to leave for Japan in April or October, conduct cations for the 2005 JET Program will become availresearch in the same or a related field as he/she studied able in September 2004. To request information or to be placed on the application mailing list for the 2005 in university, and be able to contact a professor at the Japanese university where he/she wishes to study and JET Program, please contact the Consulate General of obtain a letter of acceptance. Japan in San Francisco at [email protected]. All applications submitted to our office by Editorʼs Note: Do you have some interesting tidbits the above date will be screened. Those candidates who pass the initial screening will be invited to take a about the language(s) you teach? Read a good book three-hour Japanese language examination and will be lately? Watch a great movie? Write it down, and send it to me, your friendly neighborhood newsletter ediinterviewed at the Japanese Consulate in San Francisco. This interview and Japanese language tor...nos vemos... Fall 2004 37 F a l l C o n f e r e n c e P r o g r a m Saturday, November 13, 2004 Dwinelle Hall, University of California, Berkeley Registration & Refreshments Exhibits All Day, beginning at 8:00 a.m. First Interest Session 9:00 - 9:50 Exhibits 9:50 - 10:10 8:00 a.m. - 1:00 p.m. Opening Remarks and Keynote Address 10:10 - 10:30 Exhibits 10:30 - 11:00 Second Interest Session 11:00 - 11:50 Luncheon 11:50 - 1:00 p.m. Exhibits 1:00 - 3:00 Third Interest Session 1:10 - 1:50 Exhibits 1:50 - 2:10 Fourth Interest Session 2:10 - 3:00 AAT Meetings 2:10 - 3:00 Reception, Raffle & Friends 3:00 - 4:00 Room 370 Sessions on tap for the Fall Conference. More detailed information will follow in the Fall Conference Flyer. Stay tuned and see you in November! CHINESE The Aspectual Features of the Static Verb Jian Kang How to Use Stories in the Foreign Language Classroom Leo Lee Chinese Dimensions of Phonetic Similarity in the ChineseTransliteration of EuropeanNames Chris Wen-Chao Li Characters, Cultural Implications and Instructional Applications Heping Xu Practical Listening Activities Rina Eding Teaching Listening Xiaoqi Wu Teaching & Testing Hao Shuching FLANC Newsletter 38 F a l l C o n f e r e n c e P r o g r a m FRENCH A Hands on Approach to Teaching Literature Seda Chavdarian Envol, A French Textbook Made in Swtizerland Gabriela Jannibelli Teaching French in an Era of Global Studies & Multiculturalism Jean Marie Schultz Evaluating Creative Writing in the French Class Anna Livia Brawn GENERAL Music: A Tool to Facilitate Adult Language Teaching Yzng Shiroma Learning from Brain Research, Thomas Bacon Selecting Reading Texts for Classroom Use & Testing Raúl Cucalón, Chung-Yao Kao & Gilbert Other Eyes: How to Benefit from Peer Teacher Observation Margaret van Daalen Film: The Ultimate Pedagogical Tool Fabián Banga, Jane Dilworth & Craig Haden Innovations in Computer-based Testing Mark Kaiser & Lisa Little Drama Pedagogy in the Foreign Language Classroom Sarah Roberts, Niklaus Euba, David Davita & Kirstenn Templeman Year of Languages, Duarte Silva Foreign Languages Meets Politics, Julian Randolph Motivating Students, Jie Judy Zhe Using Power Point: Teaching Vocabulary & Culture, Sandra Howard Learn a Foreign Language: Chinese, Christina Wu Yee 24 Hour, 3 Day Off Site Immersion Experience, example in Arabic Christine Campbell, Ousama Akkad, Salwa Halabi, & Madlain Michael GERMAN Putting the Text Back in the Textbook, Chantelle Warner Rauber saufen Blut, Micaela Grobbel New Uses for Old Magazines Kathy Failing Mach den Mund auf: Sharathon for Oral Activities Kersten Helbing Passwort Deutsch: A Proficiency-based Game Christiane Frederickson Fall 2004 39 F a l l C o n f e r e n c e P r o g r a m JAPANESE Teaching Casual Speech Masahiko Minami, Hirose Imase & Sanae Fukuda Teaching Japanese Numerics Masahiko Minami, Kayoko Imagawa & Maki Takata Task–based Japanese Language Instruction Yoko Oda Teaching Japanese through TPR and Beyond Yoko Clark Saboten Web Design Keiko Schneider & Yasuhiro Omoto Pedagogical Study of Sentence Particles: ne & yo Minho Son Teacher Talk, Classroom Implications Hiroshi Matsumoto SPANISH The Many Faces of the ʻBeginningʼ Spanish Learner LeeAnn Stone, & María Carreira Técnicas de escritura: El ensayo de exposición Dolores Isern, ¿Cómo se lee un texto? Rakhel Villamil-Acera, Un poema de Bécquer Michael Iarroci, Joyas léxicas Francisco Zermeño, Navegando, Using Technology to Live the Language Teri Kuester Partial list of FLANCʼs Fall Conference Exhibitors ACIS Americal Systems AMSCO School Publications, Inc. A-Z Spanish Study Guide EMC/Paradigm Corporation McDouglas, Littell, Houghton Mifflin Santillana USA Publishing Company Vistas in Education FLANC Newsletter 40 For your Agenda, 2004 - 2006 ✎ October 7-9, 2004 • Latin American Studies Association in Las Vegas, Info at lasa.international.pitt.edu. ✎ October 13-16, 2004 • Ameri- can Translators Association (ATA) in Toronto, Canada. Info at www.atanet.org. ✎ November 4-6, 2004 • Don Quijote: The First 400 Years in Hempstead. Info at www.hofstra.edu/ campusL/culture. ✎ November 13, 2004 • FLANC Fall Conference Year of Languages at the University of California, Berkeley. Info at www.flanc.org/Fall.html, or for registration info, Elisabeth Zermeño at 510.732.2746. Norman Litz at 1.650.591.5041 for membership information and “package deals.” For further program information, contact Agnes Dimitriou, Program Chair, at 415.422.6227 or at [email protected]. edu. ✎ November 18-21, 2004 • AC- TLF Convention & Expo, Chinese Language Teacherʼs Association, AATG in Chicago. Info at 808.956.2692, [email protected] or clta.deall.ohio-state.edu, www. aatg.org and www.actfl.org. ✎ December 27-30, 2004 • Modern Language Association of Fall 2004 América in Philadelphia. Info at [email protected] or www.mla. org. ✎ December 27-30, 2004 • American Association of Teachers of Slavic and Eastern European Languages (AATSEEL) and American Council of Teachers of Russian, San Diego. Info at [email protected] or clover.slavic.pitt.edu/ ~aatseel. ✎ March 31-April 3, 2005 • Northeast Conference on the Teaching of Foreign Languages in New York. Info at 717.245.1977, nectfl@dickinson. edu or www.dickinson.edu/nectfl. ✎ April 7-9, 2005 • Southwest Conference on Language Teaching (SWCOLT) Conference in Irving, Texas. Info at 775.358.6943, [email protected] or www.learnalanguage.org/swcolt. ✎ July 18 - 23 • American As- sociation of Teachers of French (AATF) in Atlanta. Info at 618.453.5731, [email protected] or frenchteachers.org. ✎ July 2005 • 86th Annual Meeting of the American Association of Teachers of Spanish and Portuguese. Info at AATSP, [email protected] or www.aatsp.org. ✎ April 14-17, 2005 • CLTA Conference: The Inland Empire Strikes Back at Monolingualism in Ontario Doubletree Hotel. Info at www.clta.net. ✎ November 2005 • FLANC Fall Conference Year of Languages at the University of California, Berkeley. Info at www.fla-nc.org/ Fall.html, or for registration info, Norman Litz at 1.510.642.2106. For further program information, contact Agnes Dimitriou, Program Chair, at 415.422.6227 or at [email protected]. ✎ November 9-12, 2005 • American Translators Association (ATA) in Seattle. Info at www. atanet.org. ✎ November 18-20, 2004 • AC- TLF Convention & Expo, in Baltimore. Info at .914.963.8830, www.actfl.org. ✎ December 27-30, 2005 • Modern Language Association of América in New York. Info at [email protected] or www.mla. org. ✎ March 30-April 2, 2006 • Northeast Conference on the Teaching of Foreign Languages in New York. Info at nectfl@dickinson. edu or www. dickinson.edu/nectfl. 41 FLANC Executive Council for 2004-2005 President, FLANC Noriko Nagata University of San Francisco University Representative Agnes Dimitriou University of California, Berkeley Vice President Wendy Ruebman, Retired University of San Francisco Representatives at Large Carmel McDonnell Mills High School Past President Francine Shirvani The Head Royce School FLANC Publicity Chair Christopher Wallace Sacred Heart Cathedral Prep., San Francisco Webmaster Fabián Banga Vista Community College Virgina Murillo, Retired Sarah Roberts UC Berkeley Ed Stering City College of San Francisco Michèle Shockey, Retired American Association of Teachers of French Anita Axt San Francisco State University Diane Musgrave College of San Mateo Poster Contest Director Liz Barthe Mercy High School, Burlingame Treasurer & Membership Chair Norman Litz, Retired American Association of Teachers of German Newsletter Editor J. Francisco Zermeño C. Chabot College American Association of Teachers of Spanish and Portuguese Mary Louise Castillo Mercy High School, Burlingame Recording Secretary Marilyn Imes, Retired California Classical Association Denali St. Amand Menlo Middle School FLANC Exhibits Corresponding Secretary Wendy Ruebman, Retired Atsuko Morse The College Prep School, CLTA Representative Liz Barthe Mercy High School, Burlingame California Association of Japanese Language Teachers Chinese Language Teachers Association of California Christina Wu Yee San Francisco State University Northern California Japanese Teacherʼs Association Atsuko Morse The College Prep School, Oakland Community College Representatives Christina Wu Yee City College of San Francisco J. Francisco Zermeño C. Chabot College The FLANC Executive Council hard at work, preparing the Fall Conference, and the Spring Workshops. Want to join us? FLANC Newsletter 42 AMerical Fall 2004 43 Norman Litz FLANC Treasurer 3210 Upper Lock Avenue Belmont, CA 94002-1317 Attend FLANCʼs Fall Conference INSIDE: November 13, 2004 Dwinelle Hall University of California, Berkeley Program and Registration for Fall Conference 2004! We invite you to share this Newsletter with all your colleagues. ¡Gracias mil! FLANC Newsletter Volume LII Number 2 Fall 2004 Published by the Foreign Language Association of Northern California P.O.Box 92 Mount Eden, CA 94557-0092 J. Francisco Zermeño C. Newsletter Editor P.O.Box 92 Mount Eden, CA 94557-0092 510.732.2746 Fax: 510.732.6624 [email protected] Permission is freely granted to reproduce material in this publication provided credit is given to the FLANC N e w s l e t t e r . FLANC Newsletter ✄ Moving? We want everyone to stay in touch...Please fill out below... Name ______________________________________________ Home Address _______________________________________ City, State, 9 digit Zip _________________________________ Home Telephone ( ____ ) ___________ Home Fax ( ____ ) ___________ email ______________________________________ May we use email address(es) for FLANC communications? Y __ N __ School _____________________________________________ School address ______________________________________ School City, State, Zip ________________________________ School phone ( ____ ) _____________ School Fax ( ___ ) ___________ and mail to: Norman Litz, FLANC Treasurer 3210 Upper Lock Ave. • Belmont, CA 94002-1317 1.650.591.5041 • fax 1.650.593.1760 • normfl[email protected] 44