The Cardinal

18^th Century Ohio’s Folly of Massacres

Dr. Roger Anderson, Assistant Professor of International Languages & Cultures
Central State University

As the Western Front in the Revolutionary War (1775-1783), the Ohio territory became an epicenter of violence. Belligerents’ inability (or disinterest) to distinguish their opponents from non-belligerents led to a series of gruesome events. This history underscores the importance of bilingual proficiencies and intercultural competence. Three such events are overviewed here. 

Disclaimer: Graphic violence is described. Yet this is part of our Ohio history.

Background

During the war, many American Indian tribes aligned with the British, but the “Moravian Indians” remained famously neutral. They had been Christianized by German-speaking missionaries from Moravia (today’s Czech Republic) and since 1772, had lived in villages along the Tuscarawas River toward the Pennsylvania border. Moravian Christians were committed pacifists, religiously opposed to violence.

Mélissa Baril, Caribou à Lunettes, French Youth Literature                                          
Kathleen Stein-Smith, PhD, Officier dans l’Ordre des Palmes acad​émiques, Chair, AATF Commission on Advocacy

Introduction

In a globalized and multilingual world and an increasingly multilingual US, language skills and cultural knowledge can lead to greater empathy for other cultures and empower language learners both globally and locally. Based on the authors’ session at the OFLA/CSCTFL 2023 conference, this article examines the significance of the French language and Francophone culture in our historical heritage and our cultural identity, as well as their significance among the advocacy steps needed to ensure their future.

Advocacy takes place in the classroom and beyond, and advocacy initiatives can be found in educational institutions and organizations reflecting a wide range of interests and including various levels of French language skills. In addition to AATF and its Commission on Advocacy, OFLA, and Central States, language learning and use are encouraged and supported in communities, the workplace, and the media by organizations including the Franco-American Centre and Nous Foundation, by in-person and online programs like the Franco-Canadian Legacy Podcast and the NH PoutineFest, and through creativity and the arts.

The appreciation of literature is always beneficial, and facilitating the experience of books and literature in French among young adults supports both language skills and cultural understanding. At the same time, it encourages – highlighting contemporary North American authors – the creative use of French within the individual through reading, illustration, and potentially creative writing.

Rachel Faerber-Ovaska, MA, MAT, EdD.
Youngstown State University 

Introduction

Rapid advancements in digital technology continue to reshape educational practices, presenting challenges along with significant opportunities for world language (WL) teachers. In early 2023, updated versions of generative artificial intelligence (AI) chatbots, such as OpenAI’s ChatGPT-4 and Microsoft’s BingAI, became freely available to anyone with Internet access. Interacting with user input, these AI chatbots can communicate fluently in dozens of languages, generating human-like text responses (and even audible speech). This makes them useful for a wide range of language learning activities, and enables teachers to quickly create engaging and effective learning experiences. While many are understandably concerned about their possible use for cheating, these new tools also have great potential to support WL teaching and learning in K-16 classrooms. As a WL teacher and instructional designer, I’d like to encourage my fellow teachers to explore the potential of AI chatbots to serve as a powerful tool in our teaching toolkits.

When learning a new language mistakes are needed

Regina Lerdo de Tejada West
First Grade Spanish Teacher, Mansfield Spanish Immersion School

In the traditional educational setting, mistakes are often seen as failures or negative outcomes that should be avoided at all costs. However, in Señora Lerdo’s classroom in the Spanish immersion program, mistakes are not only accepted, but they are also celebrated and rewarded. This article will explore the benefits of rewarding mistakes in the classroom and how it can positively impact student learning and development.

In Señora Lerdo’s classroom in the Spanish immersion program, students are rewarded for speaking, writing, and reading in Spanish. The students earn “pets” (animal shaped small erasers) for their achievement.  These pets are used as a tool to motivate and positively encourage them to practice their Spanish skills. However, the most intriguing aspect of the program is that students are also rewarded for making mistakes. The program acknowledges that making mistakes is a natural part of the learning process and encourages students to take risks and make errors in a safe and supportive environment.