How much is that chien in the window?

Financial Literacy in our classrooms

Financial, Economic, Business and Entrepreneurial Literacy. Students in language classes learn about financial and economic issues in the target language culture(s) and are able to compare and contrast with those of the United States. According to the Committee for Economic Development (CED), “…cultural competence and foreign language skills can prove invaluable when working on global business teams or negotiating with overseas clients.” In addition, the changing demographics in the U.S. make language capability a requisite for interacting with non-English speaking communities domestically as well as internationally. Those who are able to communicate with others in their native language will naturally feel more empowered to negotiate with those around the world as they engage in entrepreneurial activities.

Advanced:
EXAMPLE: As part of a unit on community development, students communicate with a Peace Corps volunteer, community activist, or local leader who is fluent in the target language and has field work experience. Students exchange information as it relates to the work/projects being undertaken in that country or locally. Areas of focus may include: agriculture, business, education, health, and the environment. EXAMPLE: In a simulated training exercise, students will roleplay scenarios between airline passengers and flight attendants on a flight to a target language country. Possible scenarios include: passengers who (a) are concerned about missing their connecting flight (b) have food allergies or (c) are becoming ill.
EXAMPLE: In small groups, students design a product and develop a marketing campaign for this product to sell it to consumers in a target country. Students present their marketing campaigns to students in the target language country via target language media outlets.
EXAMPLE: Students access information in the target language online related to children’s rights and labor laws, and engage in a debate related to this issue using an on-line platform to connect with speakers in a target language country.
EXAMPLE: Students plan and execute an immersion weekend (with sleepover, possibly at school, and meal shopping, planning, etc). The goal is to be immersed in the target language throughout the weekend. Students plan activities (topics to present, or games to play) in the target language throughout the time period.

Intermediate:
EXAMPLE: During career week at school, students research job ads in the target language on Internet databases (or in print media) to locate jobs in which they are interested. They choose one each and prepare themselves for an interview by writing a résumé and cover letter and submitting it to classmates. Students are placed into small groups (interview teams) and must review the documents of prospective applicants. Candidates participate in an oral interview in a panel format. Panelists prepare questions for their colleagues and the interviewees must explain their skills and why they should get the job. Students "rate" candidates on a rubric that they have designed as a team.
EXAMPLE: Students work in teams of classmates or team with another class in a target language country to research and analyze costs for a summer study abroad program in a variety of possible destinations in one or more target language countries. Students share responsibility for looking up certain information, exchange information, and complete a cost-benefit analysis to decide the best place to study based on the available budget.
EXAMPLE: Students as market researchers design and conduct an online survey for a new restaurant regarding changing the menu by adding some new international foods items. They then analyze the survey data and create an online graph that summarizes the survey results. Finally in a visual and narrative report to the restaurant manager, using tools such as presentation or animation software, students make recommendations for menu changes and additions.

Novice:
EXAMPLE: With the job title omitted, students read various job/career ads and then match the appropriate job title to the ad. Students are divided into groups. Each group is asked to investigate 3-5 different career/ job sites and identify the jobs and careers that are in high demand in a particular city, region, or country. Students present their findings to the class.
From ACTFL

Governor's Language Academies Updates

All has been sent in for our three candidates
French: Isabel Agolini
Spanish: Caroline Kehoe
Latin: Ben Lasota
Thanks to all involved in the process- nominations, recommendations and testing!

Paw Prints Shout outs!      CROSS-CULTURAL PEN PALS

Mrs. Jaeger's and Mrs. Covarrubias' Spanish 3A and Spanish 3 classes have developed an ongoing relationship with students from Pachuca, Mexico. This month, the Potomac students received posters and Mexican sweets from their pen pals at the American School of Pachuca. Having a regular exchange of letters and gifts has enriched the students' understanding of each other's schools, communities, and cultures. The classes are organizing future plans to video chat and blog with their new friends from Mexico.

LS/MS Buddies

Early Language Learning's impactful moments, read more here

CROSS-DIVISIONAL LEARNING

In a cross-divisional exercise, 4th graders shared their Spanish animal and color books with 1st graders. Then, 1st graders shared one of their recent projects with their older buddies. This fun exchange, along with others by French and Chinese classes, was part of a year-long endeavor by the World Language Department to build bridges with the Lower School.

Any WL submissions in Phoebus?

Let's try for one in each language! Inspire future writers in the target language!

Tech and WL

Thanks to Jenni Ashley for sharing tech resources with us.  Look to an F block sometime soon with Aileen Hawkins.

Vista Higher Learning- Debrief

Representative Cheryl Kincaid came to meet with us and show us all that Vista's book series can do for us.  General comments were positive and most were impressed with all that the new series can offer us.  We will continue to meet this semester about the book adoption.  Please make sure to let me know your opinion about the series.

Thoughts on National Honor Societies and National Language exams?

We currently give the National French and Latin Exams at Potomac.  In the past if they were discontinued it was because of the curricular alignment.  Now, especially because of the changes in the AP exams, the language teachers feel that the exams align with what is being taught in their classrooms.  This is usually why no extra or added instruction is needed or given to teach to the test. The examinations are seen as a motivational contest to recognize student achievement in the study of their languages and to stimulate the interest in learning these languages.  These exams are also outside testing tools that are used nationally to indicate language levels. The purpose of the examinations are to  recognize achievement ,to promote proficiency, assess the national standards and stimulate further interest in the language.  We can use this data from the National Language Examinations to create reports and see how we have improved or need to grow from one academic year to another. What do we think about adding the Spanish exam?

Global Language and Culture Conference in NY! (April)

Check out the website

The Global Language and Culture Conference is open all teachers of World and Classical Languages grades K-12. The conference will feature a keynote speaker (Paul Sandrock, Director of Education at ACTFL), job-alike sessions, exhibits, and a series of workshops on a variety of topics of interest to teachers of all languages and levels. Come to learn new techniques and methods, explore best practices in language teaching, establish connections with colleagues and strengthen your Personal Learning Network.

GLOBAL CLASSROOMS PROGRAM (website)

The Teachers for Global Classrooms Program (TGC) is a year-long professional development opportunity for U.S. teachers (K-12) aiming to globalize teaching and learning in their classrooms and schools. Approximately 80 teachers will be selected for participation in the 2016-2017 program, through a competitive national process. 

Application instructions