ACTFL+2007


 * 2007 Annual Convention and World Languages Expo**
 * November 16-18, San Antonio, Texas**
 * Henry** **B. Gonzales Convention Center**

USM Participants: Neelie Barthenheier, Jeff Ballentine, and Todd Schlenker

ACTFL President speech and ACTFL Awards to Outstanding Teachers Keynote Address: Actor, Tony Plana
 * Friday 8:30-10:00 Opening Ceremony**

TPRS in Elementary Classroom (Todd) wikis(Jeff) We learned about some of the ways wikis are used. The presenter was was a college professor. She used the wiki space for her syllabus, and nearly all information she wanted to disseminate to her class. Some of the ideas I came away with were to create this wiki for our MS department and eventually bring in the US and LS. I hope to use this space as a way to share ideas, learn from each other perhaps communicate outside of USM. The most compelling classroom use was for students to post sound files on a class wiki and have students critique each other’s work. There are many possibilities.
 * 10:45-12:00 Using Smartboard Technology in the FL Classroom** (Cancelled)

· Use parables in sequenced pictures, four at a time to tell a story. · Start with mini-stories and work your way up. · Boy who cried wolf · See book entitled: __Cuéntame más__ · Pictures A and B: List differences
 * 1:45-3:00 New Possibilities For Language Learning; Totally comprehensible content rich story form whole language; in Swedish: Janice Holter Kittok Jan@EducatorInService.com (Todd)**

Using ipods in the classroom (Jeff) Many of the ipod uses are obvious. Teachers use them to have students record sound files, film and share skits, disseminate notes. There was a hand out with about 30 different uses. I have a copy if you would like to see it.

My thoughts kept running to “where can I find the time to implement this stuff?” My answer was: take little steps (like this wiki) and make small adjustments and improvements each week.

1. zanahoria, zanahoria, naranja (just like duck, duck, goose) 2. En la ca –lle, -lle veinticua-tro tro (clapping game with two students clapping each other's hands) 3. Rimas infantiles-juegos tradicionales/folcloricos (You Tube and Google search these prompts for more ideas.) 4. Baleros (ball and cup game): See You Tube for different “tiradas” and organize contests with points for different tiradas 5. Pirinolas / Peonzas: Spinning Top Game (for counting, colors, materiales etc.) Karaoke Mic’s help announce contests. 6. Peteca: Brazilian beach game made with feather, fabric and sand or seeds. See Internet 7. Nine mens war: Un juego como tres en raya con historia de Alfonso X el sabio. “trique” 8. Tripa de coche: Write numbers randomly on a paper, each; each number twice and then connect the numbers so it looks like tripas de cochino. Lines cannot touch or cross each other. 9. Pun: Counting game (like Buzz) where you say “pun” instead of the number if it’s a multiple of three or has a three in it. 10. El perro muerto: (“Quién diga este numero se ha comido el perro muerto.”) Choose any number 1-9 and count. If you say a number that contains the given number then you have eaten the dead dog.
 * 3:15-4:30 Cultural Connections Through Traditional Children’s Games** (Todd)

1. lapiceros de colores (__16 cuentos y los pingüinos__) 2. Un arcoiris de palabras 3. “De la Habana ha venido un barco cargado de …” (palabras de la misma primera letra) 4. Gramatica Divertida 5. Ni en jueves ni en domingo (calendario de errores) 6. ¿Se pitufa en la cocina? Adivinar el verbo con 20 preguntas… 7. Juego de los susurros (telefono) 8. Frases Ocultas (entre dos grupos: cada grupo construye un cuento alrededor de una frase que les da el maestro.) 9. El pergamino misterioso (Doblar el papel después de escribir una parte del cuento para aprender el desarrollo de un cuento: personajes, acciones, desenlace 10. Rompecabezas literarias: Para aprender la estructura de un cuento (planteamiento, nudo, desenlace) 11. Refranes en dos partes: Se parten unas frases en dos y tienen que emparejar las dos partes de la frase.
 * 4:45-6:00 El Español Da Juego:** Marta Moran, martamoran@mec.es Asesora Tecnica de la Embajada de España (Jeff and Todd)

This presenter pointed out what a great job foreign language teachers are doing when it concerns novice foreign language speakers. However, we have a hard time moving our novice speakers into becoming intermediate speakers. This speaker offered a variety of pair work activities that gets students both answering and asking questions.
 * __Talking up a Storm! How to Get More from our students.__** (Presenter: Gregory Duncan)

This college instructor uses project-based learning to develop student confidence, independence and collaboration. Throughout the semester the students are asked to research French cites that they answer questions about. Eventually they create a class travel guide. Most of the class work is done electronically on Black Board. The student work is easily shared among all the students and often they must constructively critique classmate work on Black Board. This workshop gave me good insight on how important technology is at the university level and how middle and high school teachers need to do more on-line class work.
 * __Developing Language Learner Autonomy Through Technology-Enhanced Simulated Travels__** (Presenter: Nicole Mills)

This high school teacher taught a group of seniors who where not honors students, but who simply wanted to learn French. Every month she dedicated 2 weeks to this project. During the first weeks she did not assign any homework, so students could be doing research in the evenings. However, she taught her regular curriculum during this first week. During the second week the students presented their projects. Every month students did a new project related to their country. For these projects the students were asked to write, present, and do research on the Internet. The project subjects are listed below. This project could easily be adapted to another country and language.
 * __Focus on La Francophonie__** (Presenter: Joyce Beckwith)


 * National symbols
 * Geography and climate
 * Famous people
 * Holidays
 * Fine arts
 * History
 * Cuisine
 * Tourist attractions
 * Current events

This session once again underlined how much universities are using technology in the foreign language classroom. In this instructor’s class, on a regular basis the students are asked to create Podcasts which they post on the class blog. When creating a Podcast, students are not allowed to script out what they will say. Once the Podcast is posted students are asked to listen to other student work and post comments. An example would be: “You seem to be having a hard time with the French r, but over all your pronunciation is good. I too have visited Montréal. Isn’t it a great city?” One great idea she offered for a Podcast project is to interview in the target language someone who traveled abroad to a French speaking country. The instructor mentioned there are many free and easy ways to create a Podcast. Podflux, Odeo, and Evova were three she mentioned. A great idea she offered for a listening comprehension activity using the Ipod was a scavenger hunt. The students would have to listen to the clues on the Ipod as they carry it along with them. One interesting comment she made was that students do not download the Podcast on to their Ipods. They would rather listen and do their homework on a computer and listen to their personal music on their Ipod.
 * __Podcasting Projects for Language Classes: What, When, Why and How:__** (Presenter: Lara Lomicka-Anderson)

This instructor used the software Hyper-studio to tell stories in French using multimedia. He linked pictures and definitions to vocabulary. He also linked a video recording of himself telling the story. Through this video students can listen to the story and watch the lips of the reader.
 * __Multimedia Stories in the Pre-K-12 French Language Classroom__** (Instructor: Marat Sanatullov)


 * Saturday, November 17**

Art Examples from **__Realidades__** OHT book Use famous Latino fine art examples to practice vocabulary and grammar as well as composition, while learning about culture and well known master pieces, especially those from the AP curriculum Examples included Picasso, Botero, Dali, Velazquez, Goya and more
 * 10:00-11:5** **Picasso and the Art of Building Proficiency**

MAGNETS FOR MOTIVATION 1. Purpose: making something happen 2. Curiosity: Natural Inquisitiveness (Revealing on the overhead or hiding a mysterious object.) 3. Emotional Connections 4. Problem Solving 5. Resolving Desequilibrium (see Piaget) 6. Story Forms: Beginning, middle, end 7. Fun!! 8. Maniupulatives: Hide the little bear (repeat the question “donde esta el osito de peluche” and not “hot, cold, warm” etc. to reinforce the target sentence.) 9. Information Gap (Tell your partner the class directions.) 10. ESP activities: Try to guess how your partner will answer some questions. 11. Which flag is it? Put up ten flags and ask twenty questions to eliminate. Is it blue? Does it have stripes? Good for reviewing question chunks. Put a flag in your pocket and play a guess who type game. 12. Sandwiches: Cut out paper that looks like sliced bread and have students put together their own sandwiches. (good manipulative) 13. Jigsaw puzzle: Give four pieces of paper to a group and each student reads their paper to guess what the four papers are describing. Example: It’s a large animal. It is black and white. It has stripes. It lives in Africa. 14. Elbow phones made of PVC piping.
 * 1:15-2:30** **I Like What You Said; Helping Students Use the Target Language** Helena Curtain hcurtain@uwm.edu and Carol Ann Dahlberg cadahlbe@cord.edu


 * 3:00 -4:30** **The Alamo:** History of San Antonio


 * 4:30-5:30** **Siesta and on-line Wikispace construction**


 * 6:00-8:00** **Riverwalk and dinner at the Paloma Riverwalk:** Order the Tampiqueña


 * 9:00** Bedtime to prepare for our 5:20 a.m. departure from the Marriot Rivercenter to catch our 7:22 a.m. flight out of San Antonio to Minneapolis: flight to Milwaukee leaves at 12:57 p.m. to arrive in Milwaukee at 2:03 p.m.