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Foreign Language Association of Northern California
Volume LII, Number 2
Fall 2004
FLANC Fall Conference!
Saturday, November 13, 2004
University of California, Berkeley
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
Cecilia Ross Grant.............6
Classified Ads..................26
CWʼs CDs.........................20
Executive Council............42
Fall Conference...............38
Gisèle Hart Award...........12
News from the Fronts.........3
The Norman Litz Page.....19
Poster Contest..................23
Proposal Form.................16
Registration form.............14
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!
World Language Study
EMC Paradigm........................2
Holt, Rinehart & Winston......15
Journal Français.....................32
McDougal Littell...................27
Prentice Hall..........................35
Tandberg Educational............43
vistas in education.................29
The Presidentʼs Desk
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
FLANC fall04 7.5x10
9:24 AM
Page 1
Live it!
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 •
News from the Language Fronts
Compiled by fz
The Chinese
Teachers Association of
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
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:
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.
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
automobile “La
FLANC Newsletter
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
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?
Bridging the barriers through
language learning and
teaching is at the heart of
vale por
todayʼs hope for the future.
FLANC is a nonprofit
organization that survives
solely on its membersʼ
support. Be a donor to the
silent auction, por favor.
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
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
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
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. OR, 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
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
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
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
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
Thank you for your application
Fall 2004
News from the Language Fronts
Continued from page 3
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
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
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
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
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
Betreuern nicht
nächstes Jahr
Business Card Ads!
noch einmal
If you would like to
run an
“Die ganze
Ad using your
Reise war an
business card,
und für sich der
let us know!
Roslyn Raney
Northern California
Testing Chair
Continued on the
next page
is here for your
Ads will be
$30 per issue.
News from the Language Fronts
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
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
in the FLANC Newsletter, please mention seeing
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)!
Gisèle Hart FLANC Membership Award Application
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:
Print Name
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.
Fall Conference Pre-Registration Form
Saturday, November 13, 2004
Dwinelle Hall, University of California, Berkeley
Name _____________________________________________________
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
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)
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.
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
√ has a good article
on why learning another language is a good idea. It
was written by David Gaddol, author of The Future of
√ Latino art can be found at with
art with a Puerto Rican and New York flavor, from Long Beach and is one of
the few ones featuring Latin American art, and www. is based in Miami, with Latino
art from all over the world.
√ You can find ideas for Foreign Language Week at,,
√ For a lot of good info on German, see!!_
√ You want Italy? Hey, no problem...first check out, 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?
Fall 2004
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
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
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
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
de ópera de Beijing o del palacio de la ciudad prohiAllí fue donde
donde vivía el emperador.
me impresioné con los
Ayer estuve contando la colección y me sormaravillosos paisajes
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
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
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!
Porcelain replica of the David by Michelangelo.
Opening Bid: $ 4
Recommended increase: $ 1
1. Arnold Schwarzenegger
2. María Shriver
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
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,
and they will cancel the subscription and invoice. To
Last fall at the University of San Francisco,
access the tutorial, go to
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
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
∞ 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
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
∞ 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
∞ 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
∞ Of course,
you can also
website for
more information on
these scholarships. Let
us know if
you run into
any other
for teachers.
Visit www.
CWʼs CD Corner
by Chris Wallace
I have
to admit that
finding a
good and
sound that
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
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
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
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.
✓ 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
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
Continued from page 21
✓ Francine Shirvani vous propose quelques bonnes
adresses ʻInternet.ʼ
• AP central -
• AATF -
• Site pour les profs -, http://www., http://www.,
• Clicnet : Français langue étrangère et langue seconde
• Tennessee Bobʼs Famous French Links (Excellent!)
• Trésor de la langue Française - http://humanities.
• Premiers pas (lʼInternet pour les petits Français mais
très utile pour le français langue étrangère)
• Citations et proverbes -,
• Chansons françaises et francophones - http://www.,
• Banque dʼimages (Excellent site!) - http://www.
• Pour conjuguer les verbes - http://www.pomme., http://www.pomme. (seulement avec Explorer)
• Create your own learning activities - http://www.,,
• Recherche de correspondants -
•French tongue twisters - http://www.uebersetzung.
• Pour lire -, http://
• Pour commander - (France), (France), http://www.alapage.
com (France), (Canada) (Canada) (Canada)
Toczyski -
Continued on page 29
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,
shop with the various
businesses advertised in the
FLANC Newsletter, please mention seeing
their ad in this Newsletter.
¡Gracias mil!
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
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
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
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
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
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
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–
Karina Cachón Guillén
Escuela Kukulkan
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
Cultural Lexical Gems
Compact out-of-the-way storage yet, quick, easy
access and display of teaching charts, posters...
Get the SpanTab™ and WallFile™ system at
Unusual, inexpensive posters for your classroom? Free catalogue from the Old Poster
Peddler, 2820 Villageside Dr., Santa Rosa, CA
Tell your colleagues, especially the new teachers
at your school, about the benefits of becoming
members of FLANC.
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.
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!
Would you like to
place a Classified
Ad? Do it today!
Two lines for $10
or 3 lines for $15.
Send it to the
¡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,
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 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
Fall 2004
SWCOLT Excellence in Teaching Award
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
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.
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. 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
Sustaining Members
Ivette M. Fallandy
Charles Faulhaber
Christiane Frederickson
Diane M. Musgrave
Julian F. Randolph
MaFLA, October 2003
Fall 2004
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
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
(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!
Donations to FLANC
by Norman Litz
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:
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!
Fall 2004
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.
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
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
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)
1) Lʼemblème traditionnel de
la monarchie. (3 mots)
3) Le plus long fleuve de la
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 -- __________
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
Fall 2004
Elisabeth Zermeño
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
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 Let us
all do what it takes to advance the status of FLANC as
one of the finest foreign language associations in the
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
Prentice Hall
Fall 2004
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
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 for
more information.
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
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
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
All Day, beginning at 8:00 a.m.
First Interest Session
9:00 - 9:50
9:50 - 10:10
8:00 a.m. - 1:00 p.m.
Opening Remarks and Keynote Address 10:10 - 10:30
10:30 - 11:00
Second Interest Session
11:00 - 11:50
11:50 - 1:00 p.m.
1:00 - 3:00
Third Interest Session
1:10 - 1:50
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!
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
F a l l
C o n f e r e n c e
P r o g r a m
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 &
Jean Marie Schultz
Evaluating Creative Writing in the French Class
Anna Livia Brawn
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
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
F a l l
C o n f e r e n c e
P r o g r a m
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
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
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
For your Agenda, 2004 - 2006
✎ October 7-9, 2004 • Latin
American Studies Association in
Las Vegas, Info at
✎ October 13-16, 2004 • Ameri-
can Translators Association
(ATA) in Toronto, Canada. Info at
✎ November 4-6, 2004 •
Don Quijote: The First
400 Years in Hempstead.
Info at
✎ November 13, 2004 •
Fall Conference
Year of Languages
at the University of California, Berkeley. Info at, 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, www. and
✎ December 27-30, 2004 • Modern Language Association of
Fall 2004
América in Philadelphia. Info at
[email protected] or www.mla.
✎ 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]
✎ 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
✎ April 7-9, 2005 •
Southwest Conference on Language
Teaching (SWCOLT)
in Irving, Texas. Info at
775.358.6943, [email protected] or
✎ July 18 - 23 • American As-
sociation of Teachers of French
(AATF) in Atlanta. Info at
618.453.5731, [email protected]
✎ July 2005 • 86th Annual
Meeting of the American Association of Teachers of Spanish
and Portuguese. Info at AATSP,
[email protected]
✎ April 14-17, 2005 •
CLTA Conference:
The Inland
Empire Strikes Back
at Monolingualism
in Ontario Doubletree Hotel. Info
✎ November 2005 •
Fall Conference
Year of Languages
at the University of California,
Berkeley. Info at
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.
✎ November 18-20, 2004 • AC-
TLF Convention & Expo, in
Baltimore. Info at .914.963.8830,
✎ December 27-30, 2005 • Modern Language Association of
América in New York. Info at
[email protected] or www.mla.
✎ March 30-April 2, 2006 •
Northeast Conference on the
Teaching of Foreign Languages in New York. Info at
nectfl@dickinson. edu or www.
FLANC Executive Council for 2004-2005
President, FLANC
Noriko Nagata
University of San Francisco
Agnes Dimitriou
University of California, Berkeley
Vice President
Wendy Ruebman, Retired
University of San Francisco
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
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
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
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
Chinese Language
Teachers Association
of California
Christina Wu Yee
San Francisco State University
Northern California
Japanese Teacherʼs
Atsuko Morse
The College Prep School,
Community College
Christina Wu Yee
City College of San Francisco
J. Francisco Zermeño C.
Chabot College
Executive Council
hard at work,
preparing the
and the
Want to join us?
FLANC Newsletter
Fall 2004
Norman Litz
FLANC Treasurer
3210 Upper Lock Avenue
Belmont, CA 94002-1317
FLANCʼs Fall Conference
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
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
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]

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