FLANC

Conference 2019

Program September 21st

Salesian College Preparatory Richmond, CA

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CONFERENCE AGENDA REGISTRATION 8:00 – 8:45 SESSION I 9:00 – 9:50 ROOM # EssentialEdTechtoImproveYourStudent’sListeningandEngagement

HugoXiongandHollinWakefield

NeuroscienceinYourClassroom TatianaMcCaw

IncorporateCulturalActivitiesintoCurriculumDesign

SiyiGao,WenhuaCao,Li-yuanLiao,andSuiRao,ChaoXie

AwarenessoftheRoleofMindfulnessinForeignLanguageAcquisition

MirnaKhaterandKaraMacDonald

TeachingChinesePronunciationMoreEffectively YaoliangYan

GettingtheMostOutofAuthenticMaterialsbyUsingProperQuestioningTechniques

RobinBerubeandPyongGagAhn

BREAK 9:50 – 10:00

SESSION II 10:00 – 10:50 ROOM # BecomingaChangeAgentThroughReflectiveTeaching HananKhaled LeveragingTechnologytoIncreaseStudentEngagement

CitlalliDelCarpioandAliceA.Miano

EffectiveClassroomActivitiesthatareCulturallyResponsiveandSkillsIntegrated XiboHenderson ReadingComprehensionStrategiesforChineseLanguageLearners YiXu GrammarastheBedrockforBuildingupaHigherProficiencyinForeignLanguageLearning

SvetlanaDavidekandValentinaSoboleva

TheConflictsofChineseTeacherControllingPracticesinWesternStudents SherryHsiuhongLiang

KEYNOTE SPEAKER - AUDITORIUM 11:00 – 12:00

Forging Global Competence in World Language Classrooms

Ms.YingJin

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LUNCH AN ASSOCIATIONS MEETINGS 12:00 – 13:30 SESSION III 13:30 – 14:20 ROOM # TraveltoCuba:WhatTeachersShouldKnow AnneFountain DevelopingInterculturalCommunicationCompetence(ICC)ActivitiesinLanguageBasicCourses

TarekElgendy

Discourse-OrientedApproachforChineseReadingClassroom XinhuaZha

TheRealEpiphanyinReflectiveTeaching:Teacher’sExperience

YerieHanandJeongsunKim

ImplementingLinguisticSpacesandIdeologiesasaPedagogicalPracticeintheForeignLanguageClassroom

MirtaMaldonado

TeachingL2CompositionintheTransformativeEra SvetlanaDavidek

BREAK 14:20 – 14:30 SESSION IV 14:30 – 15:20 ROOM # WorkingwithAnxietyCanDetermineSuccessinForeignLanguageLearning TanyadeHoyos

WhatMakesitHardtoAcquireaGoodChinesePronunciation,andIntonation? XiaoqiWu

ApplyingCultureandLanguageIntegratedLearning(CLIL)ModelinOverseasStudy YingAmataya

Millennials,GenZ-ersandBeyond.EffectiveStrategiesforStudentEngagement TatyanaNeronova

MandarinontheStreet:HowtoImplementChineseLanguageLearningDuringtheTrip RyanRussell

LearningOutsidetheClassroom:CreatingCulturalImmersionSpaceswithQRCodes

SoniaEstima,EdgarRoca,andNataliaBarley

ForJapanesepresentationscoordinatedbyNCJTA,please,checktheprogramonthedayoftheevent.

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SESSIONS AND PRESENTERS SESSION I 9:00 – 9:50 EssentialEdTechtoImproveYourStudents’ListeningandEngagementHugoXiongandHollinWakefieldAbstract:TheamountofEdTechavailabletodayisoverwhelming,andourstudentsstillaren’tasengagedaswe’dlikethemtobe.Additionally,ourstudentsstillstruggletounderstandnativespeakers.Comelearnhowtoseamlesslyintegratetoday’stoptechintoyourlessons.Thefocusofthispresentationisontechnologywithasmalllearningcurvesoyoucanusethetoolsyoulearnaboutrightaway!--Alllevels–PresentationinEnglish–ExamplesinSpanish,Chinese,andFrenchNeuroscienceinYourClassroomTatianaMcCawAbstract:Brain-basedlearningandteachinghavethepotentialtoincreasemotivationandacademicachievement.Thegoalofthispresentationistointroduceresearch-basedstrategiesthatpromoteabrain-friendlyforeignlanguageclassroom.Thepresenterwillalsodemonstratehowtointegratethesestrategiesintoalesson.--Alllevels–PresentationinEnglishIncorporateCulturalActivitiesintoCurriculumDesignSiyiGao,WenhuaCao,Li-yuanLiao,SuiRao,andChaoXieAbstract:Theobjectiveofthispresentationistoshowhowculturalactivitiescanbeincorporatedintocurriculumdesignforbeginning-levellanguagelearners.Innovativeculturalactivitiesareeffectiveinhelpinglearnersunderstandtheimportanceofapplyingtargetlanguageandcultureindailylife,boostingmotivationandcreatingapositivelearningenvironment.Thepresenterswillsharethedesignofvariousclassroomactivities,includinglessonplans,activitymaterials,proceduresforconductingactivities,videofootage,andstudents’feedback.–-Alllevels–PresentationinEnglish–ExamplesinChineseAwarenessoftheRoleofMindfulnessinForeignLanguageAcquisitionMirnaKhaterandKaraMacDonaldAbstract:Mindfulnessisbeingpresentinthemomentandoffersmanyphysical,learningandpsychologicalbenefits.However,manylearnersandeducatorsarenotattentivetotheimportanceofself-awarenessandself-directednesstoavoidemotionalandphysicalhindrancesinperformance.Thesessionexplainstheimpactsofstressandothersobstaclesonstudents’learningandteachers’instructionalpracticeandexploreswaystoeliminatesuchimpedimentsthroughmindfulness.Attendeesreceiveresourcesandmethodstoassiststudentsandthemselves.--Alllevels–PresentationinEnglish

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TeachingChinesePronunciationMoreEffectivelyYaoliangYanAbstract:Differingfromthetraditionalapproach,presenterwillproposeanewpracticetoteachChinesepronunciation.Hewillarguethat4tonesshouldbetaughtatthesequenceof“Halfthird-Second-First-Fourth”andexplaintheadvantagesofthispractice.Hewillalsosuggestandexplainwhythatmorelanguagecomponents(e.g.vocabulary,grammar,etc.)shouldbetaughtasidefrompronunciationinordertomakestudents’learningmorefruitful.--Alllevels–PresentationinChinese–ExamplesinChineseGettingtheMostOutofAuthenticMaterialsbyUsingProperQuestioningTechniquesRobinBerubeandPyongGagAhnAbstract:Insecondlanguageteaching,askingquestionsthatemployhigherorderthinkingskillscanbeaneffectivewaytofullyexploitauthenticmaterials,assuchquestionsnaturallyencouragestudentstothinkonamorecomplexlevel.Byaskingthe“right”questions,teachersenhancetheefficacyofsimpleclassroomactivitiesandencouragestudentstodeveloptheircriticalthinkingskills.Thispresentationwillintroducemethodsandtechniquesofposingquestionstopromotestudents’low-andhigh-orderthinkingskills.--Alllevels–PresentationinEnglish–ExamplesinKorean

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SESSION II 10:00-10:50 BecomingaChangeAgentThroughReflectiveTeachingHananKhaledAbstract:Presentationgoalistoincreaseteachers’self-reflectionupontheirteachingpractices.Presentersharescharacteristicsofreflectiveteachersandtheoreticalandpracticalframeworksofreflectiveteaching.Thefirstdescribespreconditionsforreflectionandtypesofbeliefsthatwoulddifferentiatebetweenreflectiveandpseudo-reflectiveteacher.Thesecondidentifiestendenciesanddegreesofreflection.Attheend,teacherstakeaself-assessmentquestionnairetodeterminelevelandrangeoftheirreflectionandsharefutureplansinpracticingreflectiveteaching.--Alllevels–PresentationinEnglishLeveragingTechnologytoIncreaseStudentEngagementCitlalliDelCarpioandAliceA.MianoAbstract:Thepurposeofthispresentationistwofold:todemonstratehowtocreatePrezipresentationstoenhanceclassroominstructionandsharetechnology-enhancedlearningactivitiesforthelanguageclassroom.Prezis,alongwithothertoolssuchasGoogleEarth,Notability,andPinterest,canenrichtheclassroomwithvisualaidstopromoteabstractthinking,languageproduction,vocabularyacquisition,andinterculturalawareness.ParticipantsinthissessionareencouragedbringtheirlaptopstoworkshoptheirownPrezis.--Alllevels–PresentationinEnglish–ExamplesinSpanishEffectiveClassroomActivitiesthatareCulturallyResponsiveandSkillsIntegratedXiboHendersonAbstract:ThispresentationshowcasesthreeclassroomactivitiesrelatedtodirectionalwordsandusagesofChineselanguage.Theseactivitiesintegratefourskillsinlearning:listening,reading,writingandspeaking.Theessenceoftheseclassroomactivitiesisnotonlyforlearningthelanguageinapositiveenvironmentbutalsoforbuildingateam.SincealloftheseactivitiesaregamifiedandblendbothChineseandAmericanculture,theyareeasyandfunforAmericanstudentstoenjoy.--Alllevels–PresentationinEnglish–ExamplesinChineseReadingComprehensionStrategiesforChineseLanguageLearnersYiXuAbstract:CultureandLanguageIntegratedLearning(CLIL)modelengageslanguagelearnersinmeaningfulreal-lifetasksandenhanceslearners’languageproficiencyaswellasculturalknowledge.ThepresentationillustratestheapplicationofCLILModelinafaculty-ledshort-termChineselanguageoverseasstudyprogram.Thestrategiesemployedincludeimplementingcontent-basedinstruction,designingreal-lifescenario-basedlearningtasks,conductingoverseasstudyprogramqualitycontrol,andcreatingapost-immersionculturalshowcase.--PostSecondarylevel–PresentationinChineseMandarin.

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GrammarastheBedrockforBuildingupaHigherProficiencyinForeignLanguageLearningSvetlanaDavidekandValentinaSobolevaAbstract:Thepresenterswillsharetheirapproachtoteachinggrammar.Theessenceoftheapproachliesintheintegrationofalleffectiveelementswithintheexistingmethods,traditionalandcontemporary,includingpsycholinguisticandtransformative.Thepresenterswillbrieflyevaluatethoseelementsanddemonstrateacomprehensiveplanthatsystemicallyincorporatesthoseelements,layingafoundationfordevelopingalllanguageskills.ThisapproachguaranteestheattainmentofhigherlevelsofFLproficiency,sodesirednowadays.Exampleswillfollow.--Alllevels–PresentationinEnglish–ExamplesinEnglishandRussianTheConflictsofChineseTeacherControllingPracticesinWesternStudentsSherryHsiuhongLiangAbstract:Thelevelofteacher-studentemotionalrelatednessinfluencesstudent’sperceptionstowardtheteacherandlearningmotivation,andviceversa.TeacherswhoteachintheUSAbuteducatedintheirhomecountrieshavefrequentlyencounteredconflictsintheclassroom.Enhancinginterculturalcommunicationfromtheearlystageoflanguagelearningcaninternalizebothpartiesculturalintellectionbutalsopromoteaharmoniousclassroom.--Alllevels–PresentationinEnglish

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KEYNOTE SPEAKER - AUDITORIUM 11:00 – 12:00

“ForgingGlobalCompetence

inWorldLanguageClassrooms”

Ms.YingJinMs.Ying Jinhasmore than20yearsChineselanguage and culture teaching experience indiverse settings, including middle schools,highschools,andcollegesinboththeU.S.andChina.SheiscurrentlyateacherofMandarinChinese at the Fremont Union High SchoolDistrictinCupertino,California.

Ms.JinservesasthePresidentofCLASS(ChineseLanguageAssociationofSecondary-ElementarySchools).ShereceivedherMAdegreeinInstructionalTechnologiesfromSanFranciscoStateUniversity,andBAdegreeinChineseLanguageandLiteraturefromPekingUniversity,China.Ms.Jinhasreceived2018TeacheroftheYearfromACTFL(AmericanCouncilontheTeachingofForeignLanguages),2017TeacherOftheYearfromSWCOLT(TheSouthwestConferenceOnLanguageTeaching),2016TeacherOftheYearfromCLTA(CaliforniaLanguageTeachersAssociation),2015OutstandingTeacherAwardfromCLTA(CaliforniaLanguageTeachersAssociation)and50thAnnualMurphyEducatoroftheYearAwardin2014.Shehaspresentedmanytimesinconferences,suchasACTFL,CLTA(CaliforniaLanguageTeachersAssociation),andSTARTALK.Ms.JinenjoysinteractingwithotherteachersandpromotingworldlanguageteachingintheK-12realm.

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LUNCH AN ASSOCIATIONS MEETINGS 12:00 – 13:30 SESSION III 13:30 – 14:20

TraveltoCuba:WhatTeachersShouldKnowAnneFountainAbstract:TraveltoCubaforU.S.citizensandthoseresidingintheUnitedStates,asindividualsorwithstudents,canbecomplicated.U.S.regulationshavefluctuateddramaticallyinthelasttwodecades.ACubaspecialist,(over20tripstoCubasincethe1990s)whohasorganizedtravelforstudents,teachersandprofessionals,explainswhatnewandreturningtravelersshouldknow.Thissessiongivesfacts,answersquestions,andofferssuggestionsforwhatCubacanoffertoteachers.–SecondaryandPostSecondarylevels–PresentationinEnglishandSpanish.DevelopingInterculturalCommunicationCompetence(ICC)ActivitiesinLanguageBasicCoursesTarekElgendyAbstract:Thepresentationdiscussesthedevelopmentofclassroomactivitiestobuildlearners’interculturalcommunicationcompetence.Interculturalcommunicationactivitiesincorporatebothcross-culturalexpertiseandlanguageskills.Thegoaloftheseactivitiesistoenhancestudents'interculturalcommunicationcompetencewheretheylearnabouttheuseoflinguisticandextralinguisticfeaturestiedtothecultures.--PostSecondarylevel–PresentationinEnglish-ExamplesinArabicDiscourse-OrientedApproachforChineseReadingClassroomXinhuaZhaAbstract:Thispresentation1)examineswhatthediscourseisintermsoflanguageeducationandwhywe should emphasizediscourse analysis, 2) demonstratesdifferent dimensionsof discourseanalysis by using Chinese authentic texts with teaching approaches applicable in classrooms, 3)discussesthechallengingissue-Readingbetweenthelines,e.g.inferencesandimplications.ThispresentationwilluseChinesewrittenpassagesasexamplestoanalyzedimensionsandpatternsofdiscoursestructuresofChinesetexts.--PostSecondarylevel–PresentationandExamplesinChineseMandarin.TheRealEpiphanyinReflectiveTeaching:Teacher’sExperienceYerieHanandJeongsunKimAbstract:TwoforeignlanguageinstructorssharedtheirexperienceswhileparticipatingintheReflectiveTeachingProgram(Hall&Simeral,2015).Overasix-weekperiod,theydailyreflectedonlessonplanning,teachingstrategies,students’responsetoinstructionandabilitytoadjustteachingtomeetstudents’evolvingneeds.Throughtheprocess,theycametoadeeperunderstandingofwhatworksandwhatdoesn’tintoday’slanguageclassroom,withacompilationoftheirpersonalreflections.--Alllevels–PresentationinEnglish–ExamplesinEnglishandKorean

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ImplementingLinguisticSpacesandIdeologiesasaPedagogicalPracticeintheForeignLanguageXlassroomMirtaMaldonadoAbstract:Thefollowingsessionaimstoexploredifferentwaysinwhichteachersandstudentscanunpackandreconstructtheforeignlanguageclassroomasalinguisticspacewherevisualtextsandmaterialstransformlanguagepractices.Indoingso,wewillanalyzehowspacesaremodifiedtodisplaylanguageintheclassroominordertoprovidestudentswithmoreauthenticandorganiclinguisticcontext,whichinturnhelpstudentsdeveloptheirpragmaticandcommunicativecompetenceinthetargetlanguage.--Alllevels–PresentationinEnglishTeachingL2CompositionintheTransformativeEraSvetlanaDavidekAbstract:DespitetheadvancedtechnologyusedintheL2classroom,writingskillsremaintobesoessentialinmodernsociety.ThepresenterwillinvitetheaudiencetodiscussthechallengesL2learnersfacewhenwritinginanL2aswellaswhattheteachersmightneedtokeepinmindtoteachwritingeffectively.--Alllevels–PresentationinEnglish

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SESSION IV 14:30 – 15:20 WorkingwithAnxietyCanDetermineSuccessinForeignLanguageLearningTanyadeHoyosAbstract:Studentsareconstantlyfacinganxiety,acommonphenomenonintheForeignLanguage(FL)classroom.Overcomingthisstateoflanguage,willhelpteachersandlearnerstounderstandthesituationandmakeanxietyapositiveaspecttoservelearningandteachingpurposes.Althoughallaspectsofusingandlearningaforeignlanguagecancauseanxiety,bothlisteningandspeakingareregularlycitedasthemostanxietyprovokingofforeignlanguageactivities(MaclntyreandGardner,1994).Identifyanxiousstudentsandmakeinterventionstohelpthemovercomewhenlearningaforeignlanguagewillhelpthemtofindwaystomakethebestoutofit.Themoreproficientinforeignlanguagestudentsare,thelessanxioustheyfeel.Thispresentationprovidesabroaderperspectiveintosomeofthetraitsofbeingmoreproficientwithstudentswhoexperienceanxiety,andhownewhabitshelpthemsucceed.Thissessionalsoprovidesconcreteexamplesofhowtodevelopaplantoraiseawarenessofthesupportiverolesoffamilyandclassmates,basedonliteraturereview.Thisinteractivepresentationwillbefollowedbyadiscussionoftheimplicationsthismayhaveforteachers.--Alllevels–PresentationandExamplesinEnglishWhatMakesitHardtoAcquireaGoodChinesePronunciation,andIntonation?XiaoqiWuAbstract:ThepresentationwillfocusonlesscommonlyinstructedtopicsandlesspracticedpartsinCFL,namely,stress,intonationwhichinvolvessensegroupingandpause.Theseelementsshowconsiderableeffectonlearners’progressastheymoveforwardintheirstudy,especiallyintheareasoflisteningandspeaking.Studies(publishedandpersonal)andrecentdiscoveriesregardingtheseelementswillbeintroduced.Usefulstrategiestohelpimprovelearningwillbeshared.--PostSecondarylevel–PresentationinEnglish-ExamplesinChineseMandarinApplyingCultureandLanguageIntegratedLearning(CLIL)ModelinOverseasStudyYingAmatayaAbstract:ThemodelinOverseasStudyCultureandLanguageIntegratedLearning(CLIL)engageslanguagelearnersinmeaningfulreal-lifetasksandenhanceslearners’languageproficiencyaswellasculturalknowledge.ThepresentationillustratestheapplicationofCLILModelinafaculty-ledshort-termChineselanguageoverseasstudyprogram.Thestrategiesemployedincludeimplementingcontent-basedinstruction,designingreal-lifescenario-basedlearningtasks,conductingoverseasstudyprogramqualitycontrol,andcreatingapost-immersionculturalshowcase.--Alllevels–PresentationandExamplesinEnglishandChinese

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Millennials,GenZ-ersandBeyond.EffectiveStrategiesforStudentEngagementTatyanaNeronovaAbstract:Thesessionoutlinesteachingapproachesthatmighthelpwithengaging21stcenturystudentsinactiveparticipatorylearning.ThepresenterwillsharefindingsondifferencesbetweenMillennialsandGenZ-ersandofferpracticalinnovativestrategiesforcreatingstudent-centeredlearningenvironmenttofacilitatetheeffectivelanguageacquisitionandpromotecriticalthinking.--Alllevels–PresentationandExamplesinEnglishMandarinontheStreet:HowtoImplementChineseLanguageLearningDuringtheTripRyanRussellAbstract:Inthissession,wewillexplainwhylanguageprogramsshouldrunimmersiontoursandshowteachershowRealChinaruneducationalprogramstoChina,specificallyhowweimplementmandarinChinesewithdifferentactivitiesandaccomplishtasksduringthetrips. -Alllevels–PresentationinEnglishandChineseLearningOutsidetheClassroom:CreatingCulturalImmersionSpaceswithQRCodesSoniaEstima,EdgarRoca,andNataliaBarleyAbstract:Maximizingthephysicalsurroundingsofourclassesandcommonspacesasopportunitiestocreateamoreculturalimmersiveenvironmentforstudents(andevenvisitors)–QRcodesareusedtohelpviewerstogo"beyondthepictureorobject"tolinkwithliveinformationsourcesandmedia(soundandvideo);andleadthestudenttoadeeperengagementwiththeculture,values,andtraditions.Participantswillhavepracticalapplicationandhands-onexperimentationwiththematerialspresented.-Alllevels–PresentationinEnglish