REPRESENTATION MATTERS

Incorporating Diverse Comprehension-Based Novels to Support Language Acquisition Through Reading

Marcia Davis, Diversity Committee & Secondary Language Learning Committee Chair
Assistant Principal, World Language Middle School
, Columbus City Schools

Comprehension-based novels are a powerful part of the second language classroom. “The Comprehension Hypothesis” of Dr. Stephen Krashen’s Second Language Acquisition Theory says that we acquire language when we are able to understand what we hear or read. 

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SPOTLIGHT ON NEW TEACHERS: TIMO ACKER

Nicole Hanlon, OFLA Beginning Teachers Chair
French Teacher, Buckeye Valley High School

The OFLA Beginning Teacher Committee is working hard to connect with new teachers and to support them in becoming excellent, innovative, resourceful, and long-lasting world language teachers. Our goal is to provide a network of resources, strategies, and tools for new teachers. We want new teachers to know that they are not alone and that OFLA is here to help them. To this end, we will be interviewing new teachers throughout the year and highlighting them in The Cardinal. Timo Acker is a German teacher at Tinora High School in Defiance, Ohio. This is his second year teaching.

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AROUND THE STATE

Ryan Wertz and Kathy Shelton, Education Specialists for World Languages and Cultures, Ohio Department of Education

Sister School and Classroom-to-Classroom Partnerships

In this installment of Around the State, we’d like to highlight the many benefits that come with the formation of strong international partnerships between classrooms and between schools. We’d also like to explore what strong international education partnerships might look like and ways that your class or school can become involved in an internationally based learning experience.

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NATIONAL GERMAN EXAM RESULTS 2023

Ohio has one winner!

Darlene Lyon, Ohio AATG Testing Chair
German Teacher, Berea-Midpark High School 

This year’s National German Exam continued with its successful online format with 652 students in 12 schools around Ohio completing the exam.  At Level 2, fifty students scored at or above the 90th percentile. Twenty-six students at Level 3 and eight students at Level 4 scored at or above the 90th percentile. What outstanding achievements for our Ohio competitors!    

This year the Travel Scholarship sponsored by the PAD (Pädagogische Austausch Dienst) in Germany was continued. Ohio nominated seven students and ONE student in Ohio accepted the scholarship to travel and study in Germany for 3 weeks this summer. 

We congratulate and recognize the amazing students and their teachers who do so much and represent Ohio nationally!

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WHEN EVERYONE LOOKS (AND SOUNDS) LIKE THE ENEMY

18th 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.

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FRANCOPHONE CULTURE IN THE US: EMPATHY, EMPOWERMENT, AND ADVOCACY

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.

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ADDING CHATBOTS TO YOUR TEACHING TOOLKIT: STRATEGIES, CAVEATS, AND BENEFITS

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.

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JIGSAW LEARNING STRATEGY IN THE ARABIC CLASSROOM FOR MIDDLE SCHOOL

Writing Project in Eighth Grade

Hind Haddad, International Academy of Columbus, Arabic Teacher 6-8

Overview

The jigsaw technique means that the teacher splits the class into four to five groups and splits the lesson concepts into four to five segments. Afterwards, the teacher gives one segment to  each group to study, solve, and work on their specific piece.

Students in this strategy work collaboratively to enhance each other’s skills so the individual will focus on the group goals, which is the opposite of the competitive concept. In theory, this will help students with low self-esteem enhance their confidence (Moskowitz et al., 1989).

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GET REWARDED FOR MAKING MISTAKES

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.

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HOW TO KEEP MOVING FORWARD WITHOUT FALLING BACKWARDS 

Debbie Varga, Spanish Teacher
Revere Local Schools 

This time of year always allows for many moments of self-reflection.  Sometimes, however, one can fall into the trap of “I could have…” or “I should have…” moments.  I wanted to write about some topics that can help refocus you at this time of the year.

It is so easy to constantly compare yourself with colleagues; the nature of a vertically-aligned curriculum lends itself to that scenario. However, I want you to think about your situation and the unique group of students under your charge. We know it is out of our control when others compare our beliefs, methods, and strategies. In order for us to achieve our personal best, we need to hold strong to the best practices that will allow us to individually “move forward” without compromising ourselves in the process. 

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