Running head: FL 561 TASKS 1-4 ON PAGES 8-10 1

FL 561 Tasks 1-4 on Pages 8-10

Rebekah Diser

University of Southern Mississippi

FL 561 Tasks 1-4 on Pages 8-10

Task One A 1

1.) The American Association of Teachers of Frenchs (AATF) headquarters is

located in Marion Illinois. Its mission is to address its

members concerns which include promoting the study of languages in

general and French in particular; facilitating the implementation of

national and state standards in the classroom; improving the training of

French teachers by encouraging minimum levels of language and cultural

proficiency, and exposure to the French-speaking world through study

abroad opportunities; creating opportunities and finding resources for

practicing teachers to update their skills and improve their teaching;

encouraging the use of new technologies in the teaching of French and

actively developing materials to support this use.

(http://www.frenchteachers.org/aatfabout.htm)

2.) There is a form on the website that one can use to join, or one can join online.

Regular membership costs $55.00. There is a $28.00 discount for students or

emeritus status. Members receive reduced prices on merchandise available on

the website. The association also publishes two publications The French

Review and The National Bulletin.

3.) The association offers teaching materials as well as other publications.

4.) The 2017 Convention will be 16 July-19 July in St. Louis, MO.
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5.) Membership in this association allows me to sponsor a chapter of French

National Honor Society. Membership also affords me up to date information

about issues unique to the teaching of French.

Task One A 2

1.) Arkansas Foreign Language Teachers Associations headquarters is

located in North Little Rock, AR. Its mission is

to promote and coordinate the general interest of the teaching

of foreign languages and cultures, to provide professional

development, and to serve as an information source for foreign

language teachers in Arkansas. (http://www.aflta.org/)

2.) To join the AFLTA, one fills out a form and submits it along with dues of

$35.00. The association offers professional development opportunities,

contests, and a newsletter.

3.) The association offers professional development opportunities, contests, and a

newsletter.

4.) The 2017 conference has not yet been announced.

5.) Membership in this association would allow me to offer my students the

opportunity to attend a foreign language competition and it would also afford

me an additional opportunity to stay informed about issues pertinent to the

world of foreign language education.

Task One B SCOLT

1.) Southern Conference On Language Teaching (SCOLT)s headquarters is

located in Georgia. Its mission is the advancement of the study of modern

and classical languages and their literatures and cultures at all levels of

instruction. (http://www.scolt.org/index.php/about)

2.) One can join as either a Sponsor or a Patron. The membership fee for a

sponsor is $40.00, and the membership fee for a patron is $50.00 or $100.00

for two representatives from an institution. To apply for membership, one

submits a form along with payment. Membership comes with these

privileges: Reduced conference registration fee immediately following the

calendar year (Example: A sponsor or patron having paid for 2006 would

receive a discounted registration for the 2007 conference.)

i. Eligibility for nomination for election to the Board of Directors

ii. Free issue of Dimension, the journal proceedings of the annual

conference

iii. Free issue of SCOLTalk (spring and fall editions)

iv. Participation in the evaluation and planning of the annual

meeting

v. Voting privileges in the election of members of the Board of

Directors

vi. Listing for you (Sponsor) or you and your organization

(Patron) in the conference program and Dimension

vii. Participation in the annual Advisory Board meeting and

reception held during the annual conference

viii. Special Sponsor & Patron Update Mailing in November

ix. Reduced fee for Student Certificates

x. Nomination Recommendations for SCOLT Awards

(http://www.scolt.org/index.php/about)

3.) The 2018 conference will be held 15 March-17 March in Atlanta, Georgia.

4.) Membership in this organization allows members to stay up to date with

issues important to foreign language educators.

Task Two

1.) The AATF has content materials available for educators to use in their

classrooms.

2.) The AATF has materials available to assist educators as they advocate for the

continued support of French programs.

3.) The AATF provides a professional development opportunity in the form of its

annual conference held in a francophone location.

Task Three

1.) ACTFL has both a set of world readiness standards as well as a set of

proficiency guidelines. The world readiness standards more closely resemble

the Arkansas state standards. Both have a set of skills that students should

complete at a given course level. They do not attempt to give a level based on

what tasks a student is able to competently perform. Instructional strategies

are not addressed in the ACTFL, state or NBPTS standards. These are only

addressed as part of the InTASC standards. There is also no mention of

standards of professionalism in the state or ACTFL standards; this important

part of the profession is only mentioned in the NBPTS and InTASC standards.
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4.) At first John and Amy lack the confidence to command the respect necessary

to exert effective classroom management. They more closely identify with

their students than an authoritative teacher, and this causes them to lose their

students respect during the first quarter. In the second quarter, they both take

a firmer approach, but lose some of the hope and optimism that led them

down this path in the first place. In the third quarter, they had corrected some

of their mistakes and saw themselves as teachers. Amy took a fake it until

you make approach. She expressed that while the researchers may have

observed a competent professional, she did not feel that way. She further

expressed that she knew how she had to act to be a successful teacher, but it

was just that: an act. John did not express a similar sentiment.

Task Four

1.)

2.) According to ACTFL, World Language education is real world education.

This skills learned in the world language classroom are directly applicable to

students futures no matter which path they choose. The critical thinking and

technological skills can be immediately applied to both the students future

careers or education endeavors. The language skills can be applied personally

or professionally.

3.) In English-only Legislation in the United States, TESOL exposes the

fallacies of arguments often called upon when the supposed need for such

legislation arises. The position paper explains each flawed argument. Then, it

exposes the reality of the argument. If one is generous, those who are making
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these arguments are ignorant of consequences of the proposed legislation.

Another possibility is that since it is socially unacceptable to be

discriminatory, they are using the false pretense to enact discriminatory

legislation. Both possibilities are unacceptable.

4.) A discrepancy exists between heritage speakers and their value to the

United States. There have been many attempts to stamp out heritage

languages within the United States. Many Native Americans have lost their

language because of language policies that have penalized use of their

heritage language. The United States have tried rectify their indiscretion with

the Native American Languages Act of 1990. (Bale, 2010) This has been

seen as too little too late by some. The ultimate fate of Native American

heritage languages remains to be seen; however, the current situation does not

appear favorable. The United States military has used Native American

languages as a basis for a secret code during World War II. This military

program is depicted in the film Windtalkers. The code based on the Native

American heritage languages has never been broken.

The United States Department of Defense continues to exploit heritage

speakers in this matter. The majority of foreign language policy focuses on

defense and economic growth. A foreign language is not valued until there is a

crisis involved. Then, there is a big push to find proficient speakers of the

language that is needed. It is often difficult to find qualified speakers because in

an attempt to expedite assimilation into American society, immigrants are

discouraged from continuing speaking languages other than English. There are
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also not usually programs in place producing proficient speakers of the necessary

language. Given the crisis at hand and the lack of speakers, the few speakers

available face high-levels of scrutiny concerning their loyalty. This further

alienates and marginalizes others who could be helpful in the situation in

question. Fewer heritage speakers are willing to come forth and provide

assistance. With the focus of language learning on defense and business, less

attention is given to culture. This exacerbates the issue since not only are there

few speakers of the language, those who do not have a firm grasp of the culture.

In the best situations with people who firmly understand the culture,

misunderstandings are still possible. Without such knowledge major offenses are

possible.

This can be the case even with two cultures speak the same language as

when President George H. W. Bush made a gesture with his hand while in

Australia. In the United States, the gesture where a person forms a v with his or

her fingers symbolizes victory, but in Australia the same gesture is the equivalent

of an American giving another person the middle finger. This incident occurred

while the American leader was visiting an ally. If such an event occurred while

treating with an enemy, the consequences could be catastrophic. Linguistic

competence is not enough, speakers must also attain proficiency in the target

cultures where the language is spoken.

Attaining this level of competence requires time. When language policy relies

on whatever crisis is currently affecting the world, speakers do not have the time

to develop the necessary proficiency. In order to ensure that a supply of

competent speakers exists when they are needed, language study needs to be

encouraged at all levels. In order to ensure the diversity of languages present,

heritage speakers should be encouraged to maintain proficiency. These measures

would ensure that when the United States were faced with a tragedy, resources to

rectify the problem would be available which would further enable the problem to

be resolved more quickly. This may also prevent the issue from becoming more

serious.

Finally, it is not enough to ensure adequate speakers of our enemies

languages. Some say that if a country is really Americas friend, then they will

learn English, but what kind of friend does that make America? Do these

Americans think that they are not capable of acquiring another language? It is

important for Americans to acquire both the languages and cultures of its allies as

well as its enemies. This will aide in the resolution of issues as well as ensure the

ability for allies to share common ground. (The Modern Language Journal, 2007)

5.)

a. According to the article, foreign language departments need to change

in a way that produces translingually, transculturally proficient

graduates if they are to remain relevant in a post 9/11 society. No one

disputes the need for linguistic proficiency; however, there is a debate

about how that should occur. One argument is that linguistic

proficiency can be obtained in a training center without the focus on

literature that has long been the driving force in the upper levels in

university language programs. While this argument considers the need

for language proficiency for business or security concerns, it does not

consider that cultural knowledge is essential for the proper

understanding of the message as well as a proper response. If one

considers business concerns, one might have a business dinner to

attend. Without cultural knowledge, one would not know that the

French do not discuss a business deal until after the dinner. This lack

of knowledge could cause issues since some cultures would discuss the

deal during the dinner as is the case in America.

b. Language programming needs to be developed for heritage speakers.

Intensified programming for highly motivated learners needs to be

offered. Programs in translation and interpretation are needed. Study

abroad with financial aid support are needed. Forums for language

teachers to collaborate are needed.

6.)