MAFLA 2021 VIRTUAL FALL CONFERENCE
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NEWSLETTER
MaFLA 2021 [Virtual] Fall Conference
Happy Back to Classes and the New David Bong, CEO of Avant Assess- in order to help students to solve real
Academic Year! I’m sure we are all anx- ment, will present the opening keynote. world problems.
ious to see how the year unfolds and In his words, ‘Learning a new language Creating Equitable Classrooms
what new challenges it will bring. One and embarrassing yourself in the pro- While Teaching Intercultural Compe-
thing we know is that we have new World cess can be scary. And we all know that tence by Dorie Conlon Perugini of the
Language Standards and DESE has of- experiencing an unknown and differ- Glastonbury Public Schools combines
ferred districts grant monies to provide ent culture can be terrifying. We all fear both Intercultural Competence and
training. We all will need to be aware of making a mistake, or revealing our- Social Justice to create equitable class-
Social Justice, Social-Emotional Learn- selves, or interacting with others who rooms. She will help us enhance our
ing and Cultural Proficiency as newer are different from ourselves.” units and evaluate our resources.
standards and practices. I am here to Manuela Wagner, Professor at the Teaching Languages Younger: Inter-
tell you that MaFLA is preparing to University of Connecticut, closes the cultural Projects for Elementary School
meet your needs in that regard with a conference addressing, “Our intercon- Foreign Language Teachers, presented
top-notch Fall Conference: Creating nected world with its complex problems by Karen Sasky of NNELL is all about
Cross-Cultural Connections with a line- requires students to engage in success- incorporating intercultural projects
up of outstanding presenters! ful intercultural dialogue. The global into the elementary classroom.
To review . . . health crisis related to COVID-19 has Playing MatchMaker: Grammar and
underlined the need for collaboration Your Units by MaFLA’s own Mike Travers
Among the essential competencies at the global level. Her keynote will dis- and Let’s Give Them Something to Talk
that students must have are foreign lan- cuss how we can teach WL for Intercul- About by Katrina Griffin, 2017 ACTFL
guage proficiencies and a deep under- tural Citizenship.” Teacher of the Year, speak for themselves.
standing of other cultures, along with The conference opens with two We will also have some social time
a global perspective and sense of glob- workshops on Thursday, followed by the on Friday evening, Oct 22, with a cook-
al citizenship. Students also need to Opening Keynote, two more workshops ing demonstration via Zoom on mak-
be aware that societal issues are often on Fridah, four on Saturday and two on ing crêpes, and you might enjoy the
global in scope. Global citizens under- Sunday, followed by the closing keynote. yoga class on Saturday morning.
stand and appreciate the interconnect- And so much more! Those are just
edness and interdependence of people, Workshop sessions include . . .
some highlights to whet your interest,
and that they need to respect and pro- In the category of Social Justice and get you motivated and start you think-
tect cultural diversity. Equity, we have MaFLA Board member ing about how to incorporate the new
That said, this conference prom- Bárbara Barnett and her topic : Where standards into your curricula. A while
ises to promote these competencies. Are You Really From?” How Teacher’s back I invited everyone to come join us
There are 2- and 3-hour workshops, Identity and Biases Paint the Learning by submitting a presentation. So many
Simu-live sessions, pre-recorded Experiences of Students. Oftentimes this did! Now I am inviting you to sign up
Deep Dive sessions as well as 15-min- leads to alienation and microaggres- and be a part of the fun and learning
ute Bite Size recorded sessions. So, sions although asked innocently. that MaFLA’s 2021 Fall Conference is
let’s take a look at the workshop ses- Then there’s Intercultural Citizen- all about! See you in October!
sions and see what they are all about. ship in Practice from Manuela Wagner,
But first, a bit about our opening and UConn, showing teachers how to mod- Pat DiPillo,
closing keynotes. ify a unit on intercultureal citizenship MaFLA 2021 Conference Chair
MASSACHUSETTS FOREIGN LANGUAGE ASSOCIATION
Vol. XLIII, NO. 3 Back To School, 2021
Officers Directors Coordinators
President ADRIANA THOMAS (2021) Membership
JEANNE L. O’HEARN Salem Public Schools DEBRA HEATON
Masconomet Regional Middle School SHENG-CHU LU (2021) Woburn High School ( ret.)
President Elect
Pingree School Events
BÁRBARA BARNETT (2021) JOYCE BECKWITH
REBEKAH RANKIN Wellesley Public Schools
Lexington High School Communications
KATIE QUACKENBUSH (2022)
First Vice President Boston Latin Academy RONIE R. WEBSTER
Monson High School (ret.)
PAT DIPILLO TERESA BENEDETTI (2022)
Falmouth High School Minnechaug High School Programming
VILMA BIBEAU (2022) CATHERINE RITZ
Second Vice President Medford High School Boston University
SARAH MOGHTADER
Pollard School, Needham NILMA DOMINIQUE (2023) Exhibits
MIT DOMINIQUE TROTIN
Clerk MICHAEL FARKAS (2023) Holliston Public Schools
KATHLEEN M. TURNER Canton High School Webmaster
Sharon High School
SHANNON VIGEANT (2023) LARRY WEBSTER
Treasurer Mt. Greylock Reg. High School
KATHLEEN EGAN VANESSA FAUBLAS (2024)
Dover Sherborn Middle School Brooks Charter High School
Adjuncts
KIM TALBOT, Salem Public Schools
KRISTIN GILLETT (2024) NICOLE SHERF, Salem State University
Blanchard Middle School
TIM EAGAN, Wellesley Public Schools
MICHAEL TRAVERS (2024) CARLOS-LUIS BROWN,
Wellesley High School Wilmington Public Schools
MEMBERSHIP INFORMATION The MaFLA Newsletter
Membership in MaFLA is open to anyone interested in the learn- The MaFLA Newsletter is the official publication of the Massachusetts
ing and teaching of languages. The basic membership runs one Foreign Language Association. It is published three times per year -
year from date of inception. There are four categories of mem- Winter, Spring, and Back To School. MaFLA welcomes short articles,
bership - Individual, Student, Retired, and First-Year Teachers. anecdotes, brief reviews of books and other teaching materials, and
other items of interest to members of the profession.
Individual memberships: The opinions expressed by the authors of articles published in this
$45.00 for 1 year newsletter are their own and are not necessarily shared or endorsed
$120.00 for 3 years by MaFLA or its Board of Directors.
New Teacher Memberships (first year in the profession) $25.00
Retired memberships: $25.00 per year Deadlines are:
Student memberships: $15.00 per year Back to School - August 5 Spring - March 5
For more info and/or a membership application packet, Winter - Jan. 5
contact:
Debra Heaton
membership@mafla.org
Now you can join, renew or update your
profile online! Just visit mafla.org.
MaFLA Membership!
Click here to renew. Click here to join.
2 2021 MaFLA Newsletter
MaFLA’s Educator In The Spotlight
An Interview With ChinHuei Yeh, Teacher of Mandarin Chinese, Shrewsbury
Chinese at Sherwood Middle School every day?
in Shrewsbury in 2009 and have con- ChinHuei: The part that I enjoy the
tinued teaching since then. When I’m most everyday about being a teacher
not teaching, I enjoy cooking, painting, is to see my students grow as young
photography, Chinese calligraphy and adults and advance in their language
traveling. ability. Being the only Chinese teacher
at my school, I have the opportunity to
MaFLA: You’ve taught a wide range teach the same students several years
of students and levels. What teaching in a row, from the most basic pronun-
skills do you find work with all the ciation/tones to the AP course. I have
grades that you teach? witnessed amazing changes and growth
ChinHuei: I used to travel between two over the years. When students sent me
school buildings for many years. The notecards and told me that they were
commuting time afforded me to reflect able to use the skills they learned in re-
on how to teach effectively within the al-life situations, it always touched my
time constraint. Organizational skill heart and reassured me that my time
ChinHui is a teacher of Mandarin comes to my mind first when I think and efforts were spent most meaning-
Chinese at Shrewsbury High School. I about teaching all grades and levels in fully.
have had the pleasure of working with one day. With multiple lesson plans and
her on the MaFLA Board and on vari- school related responsibilities, I have MaFLA: Since the proficiency move-
ous committees. She is very dedicated to keep on top of everything in order ment is so new, how do you think lan-
to her teaching and always working to to complete my tasks in a timely and ef- guage teaching will evolve over the
inspire and lead others. She was recom- fective manner. Secondly, I need to be next few decades? - or where do you
mended as Educator in the Spotlight by patient and empathetic. Every student see yourself in making the transition to
Sheng-Chu Lu. The students she teach- is unique. My students come from dif- teaching for proficiency.
es range from Chinese II to AP Chinese ferent families, cultural backgrounds ChinHuei: The proficiency movement
and her students’ proficiency rates span and environments. Being able to listen has changed the focus of instruction
from Novice Mid to Intermediate High/ to each one of them and assist them in and assessment in the classroom since
Advanced Low. Ronie R. Webster the ways they need is something I try the beginning of the 21st century. Un-
to do in my work. Thirdly, I try to be der the ACTFL Proficiency Guidelines,
MAFLA: Tell us a little about as reflective as I can. Practicing reflec- students are not merely learning about
yourself. tion daily helps me do a better job in the language, but rather, demonstrat-
ChinHuei: I came to the US in 1991 my role at school as well as in everyday ing what they can do with the language
with my husband as a graduate student. life. I know there is always room for im- learned. I have been following the pro-
I had originally planned to continue the provement if I consciously pay atten- ficiency movement for a few years now
study of history for a doctoral degree. I tion to things as small as a homework and have experienced ups and downs
had not thought of becoming a public assignment or as big as redesigning a through the process. Even though there
school teacher in the US at that time. new unit. Lastly, having a mindset of are bumps, I truly believe that this is the
What led me to teaching was a teach- flexibility and adaptability is a key com- right direction to guide students for-
ing opportunity at a weekend Chinese ponent of my teaching. Change is the ward so that they are able to use the lan-
school in Westborough, MA in 2002 new normal now. Becoming a lifelong guage in real life contexts - the ultimate
as a way of helping my daughter learn learner is not only for all students but goal of learning a second language.
Chinese language and culture and help- also for all teachers to incorporate into
ing the community. Four years later, their career. MaFLA: So then what would be your
I attended an AP Chinese workshop advice to another teacher making the
and formally started the journey of MaFLA: What do you like best about transition to proficiency-based teach-
my teaching career. I started teaching being a teacher and helping students ing?
Back to School 3
MaFLA’s Educator In The Spotlight
An Interview With ChinHuei Yeh, Teacher of Mandarin Chinese, Shrewsbury
ChinHuei: Based on my students’ feed- ing their birthdays. The ritual is that ChinHuei: I believe that if we want to
back, almost all of them prefer the pro- the birthday star is interviewed by the truly motivate our students, we have to
ficiency-based instruction to the for- rest of the students, which incidentally build a safe community for them. One
mer textbook-based method. However, serves as a spontaneous oral assessment. of my students once said, “Many teach-
not totally relying on the textbook and Students also enjoy watching Chinese ers are able to give a fun lesson, but not
building an entire curriculum anew is a TV programs and being introduced to all teachers can foster a safe learning
herculean task, it does not happen over- the life of typical Chinese students in environment.”
night. My advice is to start designing a China or Taiwan. They enjoy Chinese I often encourage my students to take
unit at a time, and collaborate with col- art and writing Chinese calligraphy as risks. Being courageous to make mis-
leagues in or outside your district, take well. Right before the pandemic, I was takes helps students progress in learn-
baby steps while gathering support planning to have a cooking class in the ing a new language. If a student doesn’t
even from a social network. These steps school kitchen, but obviously, it did not want to make mistakes, he/she then
will help the transition. We need to tell take place. The trip to Beijing has al- forsakes the opportunity to use the lan-
ourselves that there are many teachers ways been something my students look guage. I also promote the growth mind-
who are at the same stage as we are in forward to, unfortunately, it did not set in my classroom so that students can
transiting to proficiency-based teach- take place either. face new challenges and struggles and
be empowered and ready to advance to-
wards academic success.
MaFLA: You have been an active mem-
ber of MaFLA. How has your member-
ship inspired your teaching?
ChinHuei: My MaFLA membership
has made me a member of a local pro-
fessional family, in which I have friends
to share daily struggles, joys, tears and
accomplishments, outside my school
and district. It has also offered me op-
portunities to learn from a diverse field
beyond the Chinese teaching commu-
nity and has inspired me to try new
ideas and practices as well as to actively
share my experiences with others.
MaFLA: Last March, teachers found
themselves all of a sudden teaching
ing. Remember, even a small unit plan virtually. What techniques or strate-
All of these activities encourage and gies worked well for you in the virtual
is an opportunity that would make your reward my students’ interest. We know
efforts visible at the continuous im- classroom?
that interested students are motivated
provement toward proficiency. learners. When culture “comes to life” ChinHuei: Teaching virtually is not
before my students’ eyes, it becomes easy as we all know by now. One thing
MaFLA: What are some of the fun an amazing experience that intensifies I remind myself is to keep the learning
things you like to do in class? How their eagerness to learn Chinese. goals clear and visible to students. They
have they affected your teaching and serve as a compass with which to guide
students’ learning? MaFLA: What do you do to motivate students through the learning process.
ChinHuei: My students enjoy celebrat- students? One other thing is to make communi-
cation open to students and their fam-
4 2021 MaFLA Newsletter
President’s Message
by Jeanne O’Hearn
Building Community and Rela- over the summer and we guide our ceptional time. Much of the recent
tionships - a perfect theme as we start students in setting their proficiency professional learning has focused on
a new school year. This fall I begin my goals. This year, I will be adding the the importance of considering the
26th year as a teacher and going back goal of building community and re- social-emotional needs in our stu-
to school this September feels like no lationships among my colleagues and dents and in ourselves. The advice to
other. On top of the normal feelings students. For me this means making be gentle with our students and with
of excitement and anticipation mixed a conscious effort to set aside time ourselves and to focus on the essen-
with a bit of anxiety, so many thoughts regularly to have conversations, to ask tial is still appropriate as we make our
swirl around in my mind. When I think questions, and to listen carefully. After way through this year.
of the 21/22 school year I find myself making it through more than a year of What are you excited about for the
feeling full of hope one moment and teaching in remote and then hybrid new school year? My district will final-
the next reminding myself that we still environments, we are all hungry to be ly start offering the Seal of Biliteracy
face an unknown future. together again collaborating, discuss- this year! Members of our department
Every school year offers the ing, laughing and learning in person. worked this summer on a curricu-
chance for us to set new goals. We Relationships with family, friends, lum review and redesign project. This
develop professional goals and stu- colleagues, and students are not going multi-year initiative involves creating
dent learning goals that incorporate to be quite the same as they used to language neutral thematic units with
new strategies and ideas we gained be. We’ve all made it through an ex- a proficiency-based approach. We at
MaFLA would love to hear what you’re
excited about. Please feel free to email
Educator In The Spotlight (conc.) me at jeannemafla@gmail.com to share
how your 21/22 school year is going.
ilies all the time, so as to reduce the teaching tool box. I would like to re- I look forward to seeing you vir-
stress and frustration among students, mind teachers that when choosing a tually at the annual conference and in
parents and me. tool, we have to be clear about the pur- person in 2022!
pose of using it. Never use any tools Jeanne O’Hearn
MaFLA: Do you have an idea or just because someone else has used
strategy that you feel would be helpful them, or use the tools for the sake of
to share with other teachers? using them.
Want to learn more about
During the pandemic, we were forced
to switch to virtual/hybrid learning. MaFLA: What does proficien-
Community? Check out this
Being able to correctly prioritize the cy-based teaching and learning look recent ASCD publication.
work in the right order was the key to like in a virtual classroom for you?
handling both daily teaching and per- ChinHuei: I would suggest focus-
sonal life. ACTFL’s Six Core Practices ing on interpersonal communication
gave me clear guidance to follow every skills and encouraging students to
time when I encountered teaching practice using the language with the
challenges. chatbox, in breakout rooms, private
Zoom meetings, or other relevant
MaFLA: What resources have you equivalents. Even though we are not
used to aid in teaching remotely? able to do the face-to-face classroom
ChinHuei: Like many teachers, I used activities we used to, using authen-
various technology tools to help me tic resources and making curriculum
deliver instruction and help students relevant to students’ lives is still worth
practice the three modes of commu- our investment of time and efforts
nication last year. Flipgrid, PearDeck, and is making our students’ learning
Classkick, Extempore are a few in my meaningful.
Back to School 5
Building Relationships
by Claudia Elliott
The Star Student Interview is a approach. I learned about the we are just creating tons of input
powerful comprehensible input-driv- asset-based approach from Tan that is relevant to them because
en activity that engages and builds Huynh in his blog Empowering it is all about them. It also brings
connections with your students. It ELLs. This approach highlights the a lot of organic and authentic
also sparks authentic and organic importance of understanding that conversations that we can keep in
conversation in the target language. our students come to our class with the target language.
We can do this activity any day of incredible assets. They have talents, C. It builds community. The Star
Student interview is not only
about the star student. When you
involve the class, you start finding
similarities among your students
and with us as teachers. We realize
that we have a lot in common and
we develop true relationships.
Get ready!
However, the Star Student inter-
view requires some prep. These are my
steps to get ready for this activity.
1. Prepare a set of questions to ask
your star student. Depending on
the level of your classes, think about
questions that can be answered
using one or two words. For novice
levels, think about questions that
can be answered with a proper
noun!
2. Add translations and visuals to make
each question comprehensible to
any student in your class. Staying
comprehensible is essential.
3. Provide sentence starters and
helpful vocabulary so students can
answer the questions in the target
language.
I have created some basic questions
the year, and at any time. This activ- interests, and experiences that can for the beginning of the year. I also have
ity should be in the toolbox of any enrich our classes but we need to created some sets of questions for spe-
teacher. discover them. The Star Student cific months or seasons. The December
I’m not sure who came out with Interview helps us discover those
one includes not only tons of questions
the original idea of the Star Student assets that our students bring to
but input-based assessments and struc-
Interview but I learned it from Bryce our classes.
ture output activities for novice and in-
Hedstrom. These are the three main B. It provides compelling and termediate learners.
reasons I love this activity: comprehensible input. When we
A. It’s a student center activity ask comprehensible questions to Making it happen in your class!
and aligns with the asset-based our students related to their lives, Once you have the set of questions,
6 2021 MaFLA Newsletter
Building Relationships
by Claudia Elliott
you need to do the activity in class. Prompting answers will help you in my class, and the star student inter-
These are my steps to complete the in- stay in the target language and make view is not different. Once we finish our
terview: your student feel safe and comfortable. interview, we, as a class, write a para-
➡ Make the class part of the conver- graph about our star student. I asked
➡ Ask for a volunteer in class. questions to my class and they shared
You’ll always have a student or sation. For some questions, stop
and ask the class. You can say: what they remembered. Those texts be-
a couple of students who want come gold in my class and I can create
to participate. Once this activity Who is fifteen in this class? What
do you prefer, turkey or ham? tons of reading activities with them.
is popular in your class, most of I hope you are sold, and you’re
them will love to participate. ➡ Keep it short and make it even ready to start doing these interviews
➡ Bring the student to the front of shorter if you see your star stu- with your classes too. Let me know.
the class. If you’re virtual, ask dent is uncomfortable or the class You can contact the author Claudia
your start student to use the mic is not fully invested. Sometimes Elliott at Growing with Proficiency.
and greet the class. our students are not ready for this
activity and we need to recognize https://growingwithproficiency.com/
➡ Ask each question to the stu- and honor that. Let it go. Keep it how-can-we-build-strong-relation-
dent making sure that she or short and move on. Maybe you can ships-with-our-students-while-provid-
he understands the question. do it next week. ing-compelling-and-comprehensible-
Depending on the student, you input/
may want to prompt the answer. What’s next?
For example, you can say in the Write it down! I learned about Reprinted with permission from Claudia
target language: Write and Discuss a few years ago from Elliott, Growing with Proficiency.
How old are you? Fourteen? Yes or no? Mike Peto and since then I have used
this strategy after any oral input activity
Classroom Collaborative
One of John Dewey’s most widely improve their practice to address di- asynchronous video and classroom
quoted commentaries is “If we teach verse student needs. time was reserved for class discussion
today’s students as we taught yes- The 2021 MaFLA Classroom Col- over the zoom. I could watch all the
terday’s, we rob them of tomorrow.” laborative has met and exceeded all my videos at my own pace and view the
With a year-long consistent change expectations. For each week of this two lectures anytime and anywhere, even
of instruction modes and interrupt- -week long program, I watched two during my travelling. Upon the com-
ed learning, one of my professional videos prepared by the national pre- pletion of this program, I felt inspired,
goals for this summer was to learn the senters about the high-leverage differ- recharged and empowered with effec-
best-practice approaches to meet the entiation strategies, and then another tive classroom practices and strategies
needs of all learners when I welcome two zoom videos, including one Q and for my students with different points
them back to school this fall. In addi- A session, and one group discussion. I of entry: flexible grouping, respectful
tion, it was very difficult to find time was also assigned one follow-up task to tasks, ongoing assessment, etc. I can’t
to collaborate with colleagues when we work on and received feedback from wait to use what I learned to engage
were teaching in different modes. So I the course facilitator by the end of each and prepare my students for a success-
hoped to find a professional learning week. The program structure was sim- ful year. And I can’t wait to come back
community where teachers could sup- ilar to ‘flipping the classroom’: course to MaFLA Classroom Collaborative
port each other, exchange ideas, and materials were introduced first in an next year. Submitted by Wan Wang
Back to School 7
Editor’s Message
by Ronie Webster
Welcome BACK! I hope that the Putting this issue of the MaF- sion. Their contributions on Reading In
school year has started on a positive LA Newsletter together was exciting. Times of Pandemic, Teaching Heritage
note after a restful and relaxing sum- We received numerous articles on the Learners, and Portfolios are insightful
mer. For me this was probably one of Theme: Community. Reading through so be sure to check them out. I com-
the strangest summers I have ever had. these articles reminded me of so many mend Nicole Sherf and her colleagues
Early on we discovered that getting pertinent and important things we at Salem State for starting their students
parts and other necessities was almost need to keep in mind as professionals. on the road to involvement in the pro-
impossible. We did no boating as we Helping students lower that affective fession.
spent the entire summer awaiting new filter, creating fun so that students feel Our article on Tech Tips is ex-
gears for our motor. Oh and we are on part of a group, integrating coopera- tremely detailed and will help all mas-
a list to possibly get a new refrigerator tive learning groupings so that students ter these tech tools. Our Educator in
to replace the one that started to fail have the opportunity to practice in the Spotlight features ChinHuei Yeh
in July. We may have it by January. We smaller groups rather than the entire who teaches Mandarin at Shrewsbury
were lucky to find someone to tempo- class, getting to know the students and High School ChinHuei is not only a
rarily repair ours. Once again, summer finally welcoming and supporting new colleague but also a friend and a con-
storms took down trees in our backyard. as well as veteran colleagues. Thanks to stant inspiration to me. It was a delight
We still have a few of the ten that came all who contributed. to read her responses to our questions.
down last summer during a very strong In addition to our theme-focused We end this edition with the win-
wind storm and this summer we added articles, we have some great updates ners of the various MaFLA contests
another seven to count of downed trees. such as Advocacy and an update on from 2021. MaFLA congratulates all
We cannot complain however, because World Language Programming in winners.
nothing was damaged while a neighbor Massachusetts. Other exciting articles Enjoy this issue of your MaFLA
ended up with a tree in her bedroom. submitted came from three graduate Newsletter. Wishing all a successful
Scary. Although we found it frustrating, students in programs at Salem State and wonderful academic year. Take
we kept a positive attitude and complet- University. It is so refreshing to see care of yourselves and stay safe!
ed numerous small projects around the these young professionals already shar-
house. That feels good. ing ideas and research with the profes-
I WOULD LIKE TO EXTEND A BIG
TO THE PROOFREADERS OF THE MaFLA NEWSLETTER
CHERIE BAGGS MADELYN GONNERMAN TORCHIN NICOLE SHERF
Without your help and support, this high-quality Newsletter would not be possible.
Ronie R. Webster
8 2021 MaFLA Newsletter
What I have learned most of all is that this new focus requires collaboration with
your department. There is no way to develop proficiency over time in
programming if all are not working together to make this happen.
And, just as departments need to work together, the discipline as a whole is
working together to share resources and grow together on Twitter, Pinterest, blogs,
conferences, podcasts, journals… It is thrilling to experience the generosity of
those who are leading the way in this journey to proficiency-oriented programming.
– Nicole Sherf
Even though most districts provide induction and mentoring programs,
and mentors for new teachers, it is crucial that veteran educators seek
them out, connect with them and make them feel welcome in their
community. All new educators benefit from compassionate professionals
who can point out the positive and enjoyable aspects of their work
and not dwell on the negative ones. Having such allies helps the
new teachers thrive and grow faster into effective practitioners.
– Iolanda Volpe
Lowering the affective filter by creating a safe environment for students has a
positive effect for students learning L2. Students with integrative motivation,
positive self-confidence, and low test anxiety are more receptive to the input, are
more willing to participate, and experience greater success than students with a
higher affective filter.
– Marcel LaVergne
It became evident to me that I needed – among other things – to incorporate a
variety of games that focused on a specific language knowledge and/or skill in my
classes, and that I needed to do so in a repetitive manner. It struck me that there
was this element of predictability - despite the variation - that needed to be
nurtured and continued in order for the class community feeling to thrive.
– Sarab Al Ani
Back to School 9
Creating Community In World Language
Teaching, Learning And Programming:
What You Need To Tell Your Students!
by Nicole Sherf
What an amazing time to be a department. There is no way to develop esting ideas and social justice dilemmas
World Language Teacher in Massachu- proficiency over time in programming in the target culture… This exposure
setts! We have a Curriculum Specialist if all are not working together to make needs to be supported by discussion
at DESE overseeing implementation of this happen. The community that we about what it takes and what it means
our new Seal of Biliteracy and our even create in our Methods class extends to to develop proficiency and supports to
newer Framework. Our Framework connections and supports for this de- facilitate the process. Language learn-
was written to emphasize the need to partmental work. And, just as depart- ing takes time and needs supports,
focus on proficiency development over ments need to work together, the disci- specifically those that facilitate com-
programming. Nationally, we have a pline as a whole is working together to prehension and support meaning mak-
variety of new resources and publica- share resources and grow together on ing. These supports are in the form of
tions to support proficiency focus in Twitter, Pinterest, blogs, conferences, discussion placemats, word walls, sen-
teaching, assessment and program- podcasts, journals… It is thrilling to tence starters, bounce cards… Faculty
ming, not the least of which are af- experience the generosity of those who should collaborate on developing these
fordable and external proficiency tests are leading the way in this journey to supports so that they grow and devel-
for use in K through 12 to monitor pro- proficiency-oriented programming. op with students over programming to
gress of students to proficiency targets Just as world language teachers create strong numbers of students that
and to celebrate those students when are enjoying the transformative nature earn the Seal of Biliteracy.
they reach high levels and earn the Seal of our discipline, our new Framework We are not teaching in the way
of Biliteracy. still includes the Communities Strand, most of us learned a world language.
As the program coordinator of the now in Domain 3 of Lifelong Learning. The messages we need to give to stu-
Masters of Arts in Teaching Spanish at We need to find ways to immerse our dents and our other stakeholders are an
Salem State University and the Meth- students in language and culture in and important part of the language learning
ods instructor and student teaching out of class and foster a love of this lan- process. Many people already know
supervisor, every year I experience the guage and culture so that it will contin- that language proficiency enhances
joy of discovery by my students of the ue outside of class and beyond K-12 for every career and personal life. Less un-
supports and resources to implement personal enjoyment, career enhance- derstood is that errors are a natural and
a proficiency-oriented focus to teach- ment and the betterment of worldwide important part of the language learning
ing and programming. What I have communication. Expose your students process and if you are not making them,
learned most of all is that this new fo- to music, pop culture, literature, fun you are not trying hard enough. Many
cus requires collaboration with your people to follow on social media, inter- people do not understand that develop-
ing high functional levels of proficien-
cy takes time; you have to stick with it.
We can help by advocating for language
learning to start earlier and by pushing
the message that to attain high func-
tional levels of proficiency, students
have to find a way to use it and enjoy
it in their daily lives. Our love of lan-
guage and teaching can push the most
important message of all that language
learning transforms you and connects
you to the wider world in ways you can-
not anticipate.
10 2021 MaFLA NewsletterEnhancing Class Community With Virtual
Activities; The Predictability Element
by Sarab Al Ani
Featuring Educaplay; a titled “Build Community in Your On- they had already established a commu-
free educational game line Course.” (Link here) And in that nal relationship with the instructor and
section, you can find headings such as with one another. Establishing this kind
generator “What moving online means for your of relationship in Fall 2021 is a different
When all instruction shifted to the instruction” and “Create space for stu- story and needs more work.
remote format in March of 2020, many dents to check in with you and each In their article on teaching online
language instructors started receiving other,” as well as “Support your stu- courses, Henry and Meadows (2008)
training on best ways to handle that dents through an adjustment period.” devote one section to discussing the
transformation in a way that main- (Link here) topic of creating a community in on-
tains instruction level and pedagogical When the remote instruction for- line courses. They touch upon many
standards, and fulfills students’ needs mat continued beyond Spring 2020, it important points, the most important
as closely as possible to the face-to-face became obvious that the tips and sug- of which may be that creating a com-
format. In many regards it was a crisis gestions for building class community munity sense “. . . will not happen on its
management mode type of training. in an online class that were given dur- own. Teachers need to work to devel-
Initially the element of class commu- ing the transition stage, though quite op community in their online courses.
nity was not completely neglected nor valuable, were no longer sufficient. Without effort and social presence, any
was it a primary focus in these train- Something else was needed. Consider sense of community tends to wither.”
ings. Under the heading “Resources this; the students who were completing (page 3) Another point that Henry and
for Transitioning”, Harvard Graduate the course remotely in Spring 2020 had Meadows (2008) stress is the need for
School of Education put together a already known one another and the in- small group collaborative learning ac-
common course on Canvas (Link here). structor during the face-to-face portion tivities to enhance that feeling of com-
In that resource, you can find a section on the class (prior to March 2020) and munity (page 3). Additionally, Henry
Back to School 11Enhancing Class Community With Virtual
Activities; The Predictability Element
by Sarab Al Ani
and Meadows (2008) make it clear that be nurtured and continued in order for prompt (that can either be recorded on
once this community feeling is estab- the class community feeling to thrive. the site or uploaded from your device)
lished, teachers need to continue to Hence, I obviously needed a reliable and then write what they heard (by typ-
work on maintaining, fostering, and tech-tool that would help me create ing it in a text box).
supporting it over the duration of the these games. For that purpose, I select- Another game that seems to be
course (pages 3&4). ed Educaplay. more fit for a language learning is the
In their discussion of using games
in the language classroom, Cam and
Tran (2017) touch upon the significance
of collaboration and cooperation that
such games provide. These games do
not only increase students’ confidence,
motivation, and enjoyment according
to Cam and Tran (2017), but they also
enhance students’ positive attitude to-
wards language learning in general. In
their recommendation for using games
in the language classroom, Cam and
Tran (2017) – like Henry and Meadows
(2008) - stress the need for the continui-
ty element. Under “useful tips to success-
fully apply games in class”, they recom-
mend to “establish a routine and set up a
schedule for certain types of activities in
class” (Cam & Tran, 2017, p 68). At the The Dialogue Game in Educaplay
same time, they suggest using a variety About Educaplay
of games and avoid using the same game Dialogue Game. In this game you can
type repeatedly (Cam & Tran, 2017). Educaplay (link here) is a free on- create two or more characters who
Cam and Tran also point out that these line educational game generator. To are engaged in a dialogue. You have
games must be designed consciously join Educaplay and start creating games the option of selecting the characters’
and deliberately in a way that focuses on for your students you need an email names and profile images. Once the
and targets specific knowledge and skill address and a password to create a free selection is complete, the characters
level (Cam & Tran, 2017). account. You can also use your already will appear as though they are having
As I read the articles mentioned existing Facebook account informa- a dialogue in a phone messaging app
above, and pondered the need to cre- tion, your Google account information, where the viewer can see the person’s
ate, boost and maintain class commu- or your Microsoft account information name in profile picture and the se-
nity in my online language classes, it to create your Educaplay account. quence of utterances along with the
became evident to me that I needed – Educaplay features sixteen types of person who made them.
among other things – to incorporate a games. Some of these games seem to be You also have the option of making
variety of games that focus on a specific designed specifically for language class- the exchange in a written format only,
language knowledge and/or skill in my es while others could be used in a va- an audio format only, or a combination
classes, and that I needed to do so in riety of classes such as math or science of both. Dialogue games can be creat-
a repetitive manner. It struck me that (Salazar, 2019). Dictation is perhaps ed in a way that enables the learner to
there was this element of predictability one of the games that one associates complete the dialogue (by recording
- despite the variation - that needed to immediately with a language class. In parts of the dialogue). They can also be
that game, students hear a saved audio designed as a listening activity only.
12 2021 MaFLA NewsletterEnhancing Class Community With Virtual
Activities; The Predictability Element
by Sarab Al Ani
Other more traditional games in that anyone with the link can play the References:
Educaplay include a memory game, game. It also means that all these pub-
crossword games, word search games, lic games can be browsed and played. Cam, L., & Tran, T. M. T. (2017). An
matching, and filling in blanks. Evi- Additionally, each account can create evaluation of using games in teach-
dently, some of these games are collab- a collection of favorite games. Other ing English grammar for first
orative in nature (thus will help to build features that are available in Educaplay year English-majored students at
the class community as mentioned include creating challenges and collec- Dong Nai Technology Universi-
above), while others are solitary in na- tions. Paid accounts include additional ty. International journal of learn-
ture. Therefore, the memory game was features such as having the games be ing, teaching and educational Re-
one of the games that I used in differ- private, saving students’ scores and re- search, 16(7), 55-71.
ent classes as I was aiming for the stu- sults, viewing each student’s responses Henry, J., & Meadows, J. (2008). An Ab-
dents to work collaboratively towards in activities, as well as downloading the solutely Riveting Online Course:
a shared goal. Also for that purpose I activity to play offline (see the site for Nine Principles for Excellence in
would divide the students into teams of additional details). An extremely help- Web-Based Teaching. Canadian
two when they were playing the mem- ful feature that Educaplay has is a short Journal of Learning and Technolo-
ory game. The team who completed video tutorial on creating each game gy, 34(1), n1.
the set faster was declared the winner. (less than 3 minutes each). When you
Miller, J. M. (2012). Finding what works
Game duration is one variable that can start creating a new game, you will see
online: Online course features that
be adjusted in this game, in that you the tutorial video for that game placed
encourage engagement, comple-
can have the game end when all pairs conveniently next to the name of that
tion, and success (Doctoral disser-
were matched or have it end after a cer- game. Watching these videos is very
tation, California State University,
tain number of minutes and then count helpful because it showcases the full
Northridge).
how many matches were made. The features that a game may have.
game can also be made to end after a Over the past two academic years, Salazar, L. S., Pérez, H. G., & Montes,
certain number of pairs were flipped re- I found that using educational games L. P. (2019, September). The Edu-
gardless of whether they were a match. was a great way to introduce an activity caplay interactive platform for the
Changing these elements can make the that would help lift students’ spirits, get learning of mathematics in pop-
game more challenging. To create the them engaged, and bring them closer ulations with special educational
pairs you can enter a text, an image or to one another while at the same time needs. In Journal of Physics: Con-
audio in any combination. demonstrating the knowledge they have ference Series (Vol. 1329, No. 1, p.
In Educaplay, once a game is cre- learned, and the skills they are trying to 012020). IOP Publishing.
ated it can be shared with students in master. Having a tech-tool such as Ed- Resources for transitioning your HGSE
a variety of ways. The easiest (and the ucaplay to create these games facilitates classes online; a Common Canvas
free) way is perhaps by sharing a URL. my task as an instructor and gives me Course (link here)
When the player clicks the URL, they confidence in creating games that I know
are taken to the live game with no need will be helpful, useful, and entertaining. Featured Tech-tool:
for log-in or registration. Other ways to Regularly integrating these games in the Educaplay (link here)
share the games include incorporating class helps foster and sustain strong and
the game to the Learning Management healthy class community.
System. This includes Canvas, Moo-
dle, and Blackboard. Incorporating the
game in the Learning Management Sys-
tem is available for paid accounts only.
All games that are created in the Educa-
play free account are public. This means
Back to School 13Creating A Positive Learning
Environment In The L2 Classroom
Marcel LaVergne Ed.D.
According to Stephen Krashen’s(1) the four language skills of listening, reading, speaking, and writing. In addition
Natural Approach to L2 acquisition and to knowing vocabulary and grammar, students spend most of their time practic-
learning, the affective filter hypothesis ing and developing accurate and fluent communicative skills. Focusing on what
states that learners must be relaxed and students can do with what they know, those activities can often cause a rise in the
open to learning in order for language to affective filter as follows:
be acquired. This “filter” acts as a barrier
to effective learning. The higher the fil-
ter the less learning takes place because
of the student’s lack of motivation, poor
self-confidence, and high levels of stress
and anxiety. Learners who are nervous
or distressed have more difficulty learn-
ing L2 than more relaxed learners who
tend to learn L2 more easily. When the
filter is low, students tend to feel safe
and are more inclined to explore, to take
risks, to make mistakes, to interact with
their peers, and to participate more will-
ingly in the activities.
I like to think of the affective filter
as a wall that stands between the target 1. The productive skill of speaking:
language and the learner: the lower the Some students are reluctant to participate in activities designed to increase
wall the easier it is to scale to get to the the speaking skill because they are afraid of making mistakes in public, of being
other side and the higher the wall the judged and criticized, of being put on the spot, of appearing ignorant and foolish.
more difficult it is to go over. Metaphor- They sometimes feel that when the teacher calls on them to answer they are being
ically the wall represents the emotional picked upon. Feeling unsafe, they rarely volunteer to raise their hands, prefer-
attitudinal factors that could inhibit the ring to sit back and be ignored because of accuracy issues such as pronunciation
learning of L2 such as anxiety, motiva- errors, inadequate vocabulary, and faulty grammatical constructions. Because of
tion, and self-confidence. their unwillingness to participate in speaking activities, they lack sufficient fluency
See figure 1. in making themselves understood. The focus on speaking can cause the students
to exhibit low motivation, poor self-esteem, and high levels of anxiety and stress.
This article will examine the af-
fective filter hypothesis and suggest 2. The productive skill of writing:
ways for teachers to create a positive Contrary to speaking which is done in public, writing activities are done in
learning environment in their class- private to be seen and judged usually only by the teacher. When done at home as
room that will help lower the affec- an assignment, students have access to reference materials but when done in the
tive filter of the students. The teacher classroom as a test the writing must be unassisted and spontaneous. If writing
needs to impart the information in a samples are judged mainly on spelling and grammatical accuracy, the red-ink cor-
low anxiety, less stressful classroom rections can be overwhelming and discouraging. The focus on writing accuracy
that encourages integrative motiva- can cause the students to exhibit low motivation, poor self-esteem, and high levels
tion and positive self-confidence. of anxiety and stress.
3. The receptive skills of listening and reading:
High affective filter contributors The listening and reading comprehension ability of students is often deter-
The communicative approach to L2 mined by how well they can respond in speaking or in writing to a listening or
teaching and learning focuses a great reading passage. Judging students by how well they can speak or write about
deal of attention on the development of something they heard or read gives a false indication of their listening or read-
14 2021 MaFLA NewsletterCreating A Positive Learning
Environment In The L2 Classroom
Marcel LaVergne Ed.D.
ing comprehension abilities. In many cases, the students understand what is be- • higher levels of achievement
ing said or written but not have the ability to express themselves in speaking or • increased retention of learned
writing with any degree of accuracy or fluency. Judging listening and reading by material
means of speaking or writing can cause the students to exhibit low motivation, • improved self-esteem
poor self-esteem, and high levels of anxiety and stress. • more positive attitudes towards
school and in the subject being
Low affective filter contributors learned
If students are to participate actively in activities designed to develop the four • improved relationship among
language skills, they need to feel safe in the L2 classroom. In order to lower the students
affective filter, the L2 teacher must find ways to change the student’s motivation • improved social and collaborative
from instrumental to integrative and to encourage positive self-esteem thereby skills
lowering their anxiety and stress levels as follows: Teachers who practice cooperative
1. Motivation: learning:
Gardner (2) defines motivation to learn L2 as “the extent to which the in- • explain the task clearly
dividual works or strives to learn the language because of a desire to do so and • structure positive interdependence
the satisfaction experienced in this activity.” Students with integrative motivation with mutual goals, joint rewards,
assigned roles
want to learn L2 because they love the language for itself and want to know the
people who speak it whereas those with instrumental motivation simply need the • structure individual accountabil-
ity with random oral quizzing,
language to fulfill a requirement, to get a promotion, or a salary boost. Students individual tests, random check of
who understand the personal benefits of learning L2, the extent of L2 in the world, written work
and the advantages of bilingualism are more prone to have a positive attitude to- • explain criteria for success
wards L2 and to participate more willingly and actively in the classroom activities. • decide size and make-up of the
2. Self-confidence: groups
Students who feel safe in the classroom tend to take risks by participating • arrange the room
more willingly in classroom activities. The more they participate, the better they In addition teachers can help lower
acquire accuracy and fluency, and the more they succeed. Students who succeed the anxiety level of students by encour-
tend to enjoy the subject and develop a positive attitude which leads to a positive aging students to consider errors as part
sense of self-confidence. of the natural process of learning L2.
3. Anxiety: There are two types of errors to be con-
sidered: local and global. The latter cause
Du (3) identifies three types of classroom anxiety: misunderstanding, miscommunication,
• Communication apprehension. This describes the students who may have and misinformation which should be
the ability to perform orally but because of shyness are afraid to participate.
corrected immediately, whereas the
• Test anxiety. Lack of confidence, fear of failure, lack of preparation, poor former contains errors such as gender/
study habits, and pressure to succeed can lead to test anxiety.
number agreement or adjective/noun
• Fear of negative evaluation. This describes the students who are more con-
cerned with others’ opinion of them that they avoid situations that could give placement that do not interfere with the
rise to such evaluations. message. Those errors can be examined
after the speaking activity is over. If writ-
Unless addressed, classroom anxiety can be a source of language anxiety ing tasks are considered as the first draft,
which Gardner and MacIntyre (4) define as “the apprehension experienced when errors should be highlighted so that they
a situation requires the use of a second language with which the individual is not can be corrected by the students them-
truly proficient.” selves and resubmitted to the teacher for
Students engaged in cooperative learning activities are less prone to language a second reading. These simple acts of
anxiety because they become collaborative partners with their classmates rather error correction can reduce the anxiety
than competitors. Research has shown that cooperative learning can lower the level of the student and give them the
affective filter because students show: impression that they can do it.
Back to School 15Creating A Positive Learning
Environment In The L2 Classroom
Marcel LaVergne Ed.D.
Creating a low-anxiety safe plying the Backward Design Model to from the target culture as a part of the
classroom environment lesson planning is equivalent to start- curriculum. However, according to the
ing at the end and working backward National Association for Music Edu-
The following suggestions are to the beginning. Once the end out- cation, (6) playing music in the back-
intended to help teachers create a come has been established and the old ground while students are taking tests
safe place for students to relax and and new content have been identified, or engaged in quiet reading has addi-
feel good about learning a world the main job of the teacher is to create tional benefits other than cultural be-
language. activities and practice exercises that cause it:
1. Teacher-centered vs. student- will help the students do what it is that • reduces feelings of anxiety and
centered classroom. the teacher wants them to do. Rele- stress,
Students who have some control vant assessment activities will help • helps children regulate their emo-
both the teacher and the students de- tions,
over what they do in the classroom
termine how well they are advancing • improves concentration and on-
tend to get more actively involved task behavior,
in the learning process because in toward the final goal. If all goes well,
the students will successfully do what • enhances the way students can
the latter the teacher’s primary func- process language and speech,
tion is that of a facilitator of learning the teacher expects them to do.”
4. The classroom as a laboratory. • improves creative thinking,
rather than the imparter of informa-
• enhances auditory skills
tion. The teacher acts as a guide on A safe classroom is one wherein
the side who helps learners discover • develops reasoning and language
students working together as a team
knowledge and steers them in ways can set individual and group goals • increases engagement in school.
that would help them, a coach who based on the varied learning styles of Conclusion
encourages them to practice what the students, explore and practice what Lowering the affective filter by cre-
they are learning, who provides them they need to do to succeed by means of ating a safe environment for students
with advice, assistance, and correc- group projects, group discussions, and has a positive effect for students learn-
tion while allowing them to explore a cooperative learning activities. In this ing L2. Students with integrative moti-
subject area independently or by in- setting, the trial and error process be- vation, positive self-confidence, and low
teracting among one another. comes part of the learning process rath- test anxiety are more receptive to the in-
2. Assessment. er than a negative outcome. put, are more willing to participate, and
When students are aware of the as- 5. Music. experience greater success than students
sessment criteria for success and of how L2 teachers routinely include music with a higher affective filter.
they will be evaluated, they tend not to
fear tests so much. Adopting a holistic
approach to grading rather than the
normal vocabulary and grammar right
or wrong approach will set their minds
at ease. Assessing students on what they
know and can do rather than on what
they don’t know and can’t do, setting
realistic expectations rather than seek-
ing perfection, and, above all, no pop
or surprise quizzes are excellent ways
to reduce test anxiety.
3. Backward design for lesson
planning.
According to LaVergne, (5) “Ap-
Figure 1.
16 2021 MaFLA NewsletterHelping New Teachers Feel Included
In World Language Departments
And In The School-Wide Community
by Iolanda Volpe
The bittersweet feeling of returning district since they do not have the com- to-face, and chatting during a break. The
to school and the allure of cool, crisp, fort of familiar routines to fall back on. learning curve they expected became
early mornings are near. It can be com- Everything is new for them: students, beyond challenging. It is well document-
forting to think about the schedules colleagues, curriculum, school culture, ed that teaching is inherently labor-in-
and bells left behind in June: they cradle technology systems, and, yes, the poli- tensive, and the weight of the pandem-
and shelter teachers through routines tics and unwritten norms embedded in ic created empathy fatigue, technology
for “returning to normal.” Everyone any institution. overload, and anxiety about so many
hopes that 2021-22 will not be remark- It is not an exaggeration to say that unknowns. Whether they have some
able for the reasons that made last year educators and students are still dealing teaching experience or not, new col-
unforgettable. However, even without with the PTSD caused by school clos- leagues always need acknowledgment,
a pandemic, navigating this academic ings, remote, and hybrid teaching and understanding, and empathy. This year,
year will require considerable attention learning. facing the hurdles of starting their ca-
to the well-being of educators and stu- Teachers who were new last year reer or being in a new school is colored
dents. had to find their way around Zoom by their COVID-19 experiences. Even
As they step out of the remnants of breakout rooms and establish relation- though most districts provide induction
COVID-19, some groups may be more ships with their students and colleagues and mentoring programs and mentors
vulnerable. One of them is the cohort without the benefits of consistent class- for new teachers, it is crucial that vet-
of teachers new to teaching or new to a room comradery, meeting students face- eran educators seek them out, connect
with them and make them feel welcome
Creating A Positive Learning Environment (conc.) in their community. All new educators
benefit from compassionate profession-
References als who can point out the positive and
1. Krashen, Stephen & Terrell, Tracy. The Natural Approach: Language enjoyable aspects of their work and not
Acquisition in the Clasroom. Alemany Press. 1983 dwell on the negative ones. Having such
2. Gardner, R. C. (1985). Social Psychology and Second Language Learning: allies helps the new teachers thrive and
The Role of Attitudes and Motivation. London: Edward Arnold. grow faster into effective practitioners.
3. Du. Xiaoyan.” The Affective Filter in Second Language Teaching.” Asian In Find Your Marigold, Jennifer Gon-
Social Science. Vol. 5. No. 8. August 2009. www.ccnenet.org/journal.html zalez of Cult of Pedagogy says it best.
She compares positive and encouraging
4. Gardner, R. C. & MacIntyre, P. D. (1993). “ A student’s contributions to
second language learning. Part II: Affective variables.” Language Teaching, colleagues to marigolds and those who
26, 1-11. are negative and discouraging to wal-
nut trees. She states: “While seeking out
5. LaVergne, Marcel.“Backward Design Lesson Planning: Start at the end and
your marigolds, you’ll need to take note
back up towards the beginning.” The MaFLA Newsletter. Back to School
Edition. 2013. Vol. XXXV, No. 5. Pp. 9-13 of the walnut trees. Successful gardeners
avoid planting vegetables anywhere near
6. National Association of Music Education. walnut trees, which give off a toxic sub-
www.prosolutionstraining.com/resources/articles/the-benefits-of-music- stance that can inhibit growth, wilt, and
in-the-classroom.cfm ultimately kill nearby vegetable plants.
About the author And sadly, if your school is like most,
Marcel LaVergne, Ed.D., retired, was a high school teacher of French, walnut trees will be abundant.” Find
a Director of Foreign Languages, an adjunct professor of Foreign Language Your Marigold: The One Essential Rule
Methods, a textbook author, and a consultant on Foreign Language Teaching for New Teachers.
and Learning. He was associated with the National Capital Language Re- A group of teachers that need sup-
source Center as the author of the Sound Bites for Better Teaching column and port beyond what was already men-
is a frequent contributor to the MaFLA Newsletter. tioned are teachers relatively new to
Back to School 17You can also read
