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	*The California Foreign Language Project* *and* *The California Language Teachers Association* Present The 20^th Annual Summer Seminar for Language Teachers "A Score in Retrospect: Reflections on a Continuum of 20 Years of Collaboration Among Foreign Language Educators" University of California Santa Barbara July 26-August 1, 2003 For further information, please contact:
		Arianna Harris, Seminar Registrar California Foreign Language Project Phone: (650) 849-7956 Email: artemis@stanford.edu Lorraine D'Ambruoso, Executive Director California Language Teachers Association Phone: (408) 264-6996 Email: lorda@ix.netcom.com Duarte M. Silva, Executive Director California Foreign Language Project Phone: (650) 849-7955 Email: duarte.silva@stanford.edu

Check-in for the Seminar: Saturday, July 26^th from 1:00PM to 4:00PM *Registration Deadline: Postmarked by June 30, 2003* A registration form for the Seminar can be downloaded as a PDF file from http://csmp.ucop.edu/cflp

The 20^th Annual Summer Seminar for Language Teachers

"A Score in Retrospect: Reflections on a Continuum of 20 Years

of Collaboration Among Foreign Language Educators"

The theme of this year's Seminar, "A Score in Retrospect: Reflections on a Continuum of 20 Years of Collaboration Among Foreign Language Educators," focuses on how prior efforts for continuous improvements in foreign language education provide us with the vision to address current challenges in the field.

During the course of the Seminar, emphasis will be placed on enabling participants to more clearly understand the organizing principles of the new Foreign Language Framework and on how to incorporate them into instructional practices that will foster language competency and literacy for all students.

All participants will explore the Seminar's theme in general sessions and a range of other relevant topics in their content-specific strands and in special interest sessions (i.e. literacy, technology, instructional materials, etc.)

Discovering the Diverse Facets of Spain

Facilitators: Anabel Sanchez and Mariano Zaro

This strand will provide an overview of the multiple aspects of Spanish culture and how it can be incorporated into the Spanish classroom. This goal will be accomplished by different sessions dedicated to a variety of topics, such as the History of Spain, the Diverse Cultures and Languages of Spain, Arts and Literature, Spanish Cinema, Gastronomy, Tourism, Education, Traditions, Government, and various other aspects related to life in Spain. The participants will work through the sessions with an end product in mind: the development of lesson plans based on the different subjects that will bring their students closer to the Spanish reality. The focus will be on teacher work and mutual collaboration between the participants and the presenters. Active participation on the part of the participants will be required in the different sessions.

Early Language Education: Program Models and Best Practices in Curriculum and Instruction

Facilitators: Mimi Met and other Elementary Teacher Leaders and Specialists

This strand will focus on exploring in depth the different program models, instructional practices, and assessment strategies that will lead to the participants developing a blueprint for how to either initiate or strengthen an elementary language program in their school community. In addition, the program will highlight how the elementary foreign language program can reinforce school-wide literacy initiatives for all students, including English Language Learners (ELL). Participants who are currently involved in implementing a language program are encouraged to bring samples of their curriculum to the Seminar in order to share and receive feedback from the other participants as well as the strand's facilitator. Teachers of uncommonly taught languages such as Arabic, Chinese, and Hebrew and those who teach in community schools are encouraged to participate.



	Enseigner le Français à travers les contes africains Facilitator: Marie-Josée Kinkingnehun

	This strand will focus on deepening the understanding of the French-speaking world through content-rich African literature. Instructional strategies learned will use the African short stories and legends in the French classroom. The African oral tradition presents a veritable historic, cultural, and linguistic spectrum of the African short story genre, which, while embracing the fundamentals of the language, at the same time conveys the essential dimensions of African societies. These perspectives will be explored through instructional sequences based on various African stories such as "L'antilope et l'escargot" and "Pourquoi l'éléphant n'a qu'un seul enfant à la fois." The focus will be on moving students into higher levels of linguistic and cultural competency and at the same time developing their overall academic and literacy skills.

	Framework/Standards-Based Japanese Language Instruction Facilitators: Yo Azama and Yoshiko Saito-Abbott

	This strand will assist participants in addressing the concepts of the Japanese Language Teaching Standards within the context of California's Foreign Language Framework for Grades K-12 that was recently published by the California Department of Education. The facilitators will demonstrate model lessons and effective learning activities including assessment procedures. The facilitators will also demonstrate and guide the effective use and implementation of technology. Participants will also learn classroom management and materials development strategies aimed at improving students' communicative competence in Japanese language and culture.

Heroes, Halibut and Herringsalat: Creating Cross-Curriculum German Language and Culture Units Facilitator: Jo Sanders

This strand will focus on creating German language and culture instructional sequences which support the concepts featured in the new Foreign Language Framework. Participants will explore model units on a number of topics relevant to the German language classroom and engage in creating their own units for implementation with their own students. The strand facilitator will challenge the participants to organize their foreign language curriculum based on the Language Learning Continuum and to use the newly created instructional units to systematically move students into higher levels of language proficiency and cultural competence.

Leadership in Foreign Language Education: A Support Providers' Forum Facilitator: Marjorie Tussing, Alan Svidal
This strand is specially designed to address the needs of support providers at every stage of the teacher preparation continuum. The strand will provide a context for fostering collaboration among the various providers, i.e. college/university language and teacher education faculty, supervisors, methods instructors, cooperating teachers, department chairs, and BTSA and PAR mentors. Special emphasis will be placed on identifying means of articulating support for language teachers at every stage of their preparation.

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	Literacy Development in the Foreign/Heritage Language Classroom Facilitators: Becki Anderson and Darrel Nickolaisen


	This strand will focus on assisting participants in designing a foreign/heritage language curriculum and implementing language lessons that emphasize the acquisitions of literacy skills both in the students' target language and in English. A variety of examples of how to put these concepts into practice will be shared with the participants. Special emphasis will be placed on designing language and culture lesson plans for students with low reading and literacy skills in English, including English Language Learners (ELL). In addition, the strand will address the development of literacy skills within the context of heritage language programs. Also discussed will be how these skills contribute to students' developing language acquisition strategies and linguistic learning patterns that will benefit them not only in the language classroom, but across the curriculum.

	Making Communication Come Alive in Your Language Classroom Facilitators: Judith Snyder and Jim Torrance

	This strand will focus on introducing participants to proficiency-oriented instruction and the organizing principles of the new Foreign Language Framework. Participants will observe demonstrations and practice activities and processes which can be used in the classroom, including 1) planning a highly communicative instructional sequence; 2) increasing the number of communication practice activities for students; 3) presenting new content in a communicative way; 4) utilizing the textbook effectively to increase the amount of communication practice; 5) assessing communication activities, and 6) setting up an effective classroom management system to support proficiency-oriented instructional practices.

	Pursuing Accomplished Teaching: Preparing for National Board Certification Facilitators: Don Doehla and Gloria Payette (These facilitators are certified National Board Foreign Language Teachers)

	Are you ready to take on the challenge of National Board Certification? This strand is designed to prepare you for the candidacy year. This strand will analyze in-depth the Five Core Propositions of the National Board for Professional Teaching Standards (NBPTS) and the World Languages Other Than English Standards. Writing strategies for successful portfolio entries will be emphasized, as well as classroom videotaping techniques and personal organization for preparation of your portfolio. Participants will do daily journaling exercises to prepare for the immense quantity of writing and self-reflection that is required of a National Board Candidate. Opportunities for follow-up participation in local support groups and personalized support will be provided.

	Spanish Literature Advanced Placement Facilitator: Ramon Lopez (This facilitator is a College Board-endorsed presenter, and this is an official College Board AP institute.)

	This strand is designed for teachers of High School Spanish who are going to teach the new curriculum for the Advanced Placement (AP) Spanish and Spanish American Literature course for the 2003-2004 exam. It will focus on addressing the changes that the AP Spanish Test Development Committee has made to the literature course: 1) teaching methodologies for the new curriculum, 2) the new reading list, and 3) the new exam format. The resources and materials available will be discussed in depth. Participants will engage in a variety of interactive activities specifically designed to assist them in developing lesson plans and acquiring new teaching strategies for preparing students to succeed in reading, analyzing, and critiquing the works selected for the new exam.

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