Span+378+Winter+2014+Assignments

//The assignments due in class for Span 378 Winter 2014 will be posted here. Assignments are DUE on the date under which they are posted.//toc

=17 abril:=


 * 1) Complete the Instructor Evaluation for this class (BYU sent you a link) by April 17.**


 * 2) Españolandia:** Meet in JFSB B152 at 7 a.m. You will be done by noon.


 * 3) Bring your textbooks** (Así se dice 1 and Realidades 3) to class on the day of the final exam.

a) Here is a study guide to help you prepare for the final exam:
 * 4) Study for final exam,** which is scheduled for ** [|Monday, April 21, from 2:30 - 5:30 p.m.] ** It will take most of the time, so please try to be on time. If you'd like to bring a treat to share, you may (but it is not required).

b) You will find a series of graphic organizers that students from another semester put together in preparation for finals on this page . You may wish to them as tools to help you study. c) I have started a list of "Can Dos" for you here. I recommend that you see if you can finish crafting the list based on the Final Exam Study Guide. You should be able to do a LOT of things that you couldn't do when you started this class:


 * I can list the National Standards for Foreign [[image:http://discountbu-a.akamaihd.net/items/it/img/arrow-10x10.png]] and give an example of each one.
 * I can explain how the three modes of communication differ from one another.
 * I can explain what the cultural triangle is and why it is important.
 * I can give an example of a cultural product, practice, and perspective.
 * I can state at least 3 different ways a teacher can contextualize grammar and vocabulary.
 * I can list several pedagogically sound pre-, during, and post-reading activities.
 * I can use web 2.0 technologies to create instructional materials.
 * I can identify key components of professionalism and give an example of each.

=15 abril:=


 * 1) [|Sign up] for Españolandia.** After attending, post a half-page reflection outlining the personal insights you gained from participating [|here]. This counts as your Professional Conference Assignment so please be thoughtful as it is not just a 10-point assignment.


 * 2) Create a final assessment (choose ONE option)**

a) Create a 10-item test. b) Assess key content from this course. c) Choose a technological tool from this page. d) Use the tool to create your test. e) Be ready to take each other's tests.
 * Option A:** Unit Test


 * Post Tests/Rubrics Here**

[|Kevin's Test] user:krothert

El exámen por Lindseyuser:limaso

user:madrid2011

[|Ryan's Test] user:rsbwiki

user:a.christensen Paul Walker - chapter 1 quiz Password is : spanish

[|Professor Raleigh's Final Assessment-SPAN 378] user:daneral20

a) Create a rubric for the ideal foreign language lesson plan. b) Use these materials to help you. c) Submit a hard copy to Dr. M. Google Doc of Ethan's Rubric
 * Option B:** Lesson Planning Rubric


 * 3) Complete FLTEACH assignment:**

a) Click here, choose a month, and read 5 threads: b) the assignment: c) You will be graded using this criteria: d) Sample projects are located here. e) Post final projects here.


 * 4) Study for finals using these materials:**

a) Here is a study guide to help you prepare for the final exam:

b) You will find a series of graphic organizers that students from another semester put together in preparation for finals on this page . You may wish to them as tools to help you study. c) I have started a list of "Can Dos" for you here. I recommend that you see if you can finish crafting the list based on the Final Exam Study Guide. You should be able to do a LOT of things that you couldn't do when you started this class:


 * I can list the National Standards for Foreign [[image:http://discountbu-a.akamaihd.net/items/it/img/arrow-10x10.png]] and give an example of each one.
 * I can explain how the three modes of communication differ from one another.
 * I can explain what the cultural triangle is and why it is important.
 * I can give an example of a cultural product, practice, and perspective.
 * I can state at least 3 different ways a teacher can contextualize grammar and vocabulary.
 * I can list several pedagogically sound pre-, during, and post-reading activities.
 * I can use web 2.0 technologies to create instructional materials.
 * I can identify key components of professionalism and give an example of each.

d) The final exam is scheduled for [|Monday, April 21, from 2:30 - 5:30 p.m.] It will take most of the time, so please try to be on time. If you'd like to bring a treat to share, you may (but it is not required).


 * 5) Optional: Review the materials re: True Colors that Dr. M. sent to you via e-mail in preparation for class on Tuesday.**

Additional info. on True Colors: []

Print Version of the Test: []

**6) Optional:** Explore these materials re: **differentiation** in preparation for class on Tuesday: http://meaningfulmethods.wikispaces.com/Differentiation/

Classroom Management page of the wiki.)
 * 7) Optional:** Watch these videos regarding **classroom management** in preparation for class on Tuesday. [[file:Classroom Management Video Explorations Worksheet.doc]] (You may also want to visit the

=10 abril:=

1) Sign up for Españolandia

I agree with Caleb. I would especially love to know how to do transitions. user:unklesbay
 * Questions to address before the end of the semester:**
 * Caleb:** This might not be possible, but I think it would be AWESOME to see a full-on lesson start to finish like the children's book lesson. It seems like we've done many important pieces and explored a lot of options, but it's still not completely clear how to make it flow from pre to during to post all in Spanish where the students understand etc. I would even be willing to come somewhere outside of class time to learn/participate/experience.

=8 abril:=

1) Continue to work on FLTEACH assignments. 2) the Professional Conference Assignment. 3) Everyone - please respond to the following questions re: Span 378: 4) Spanish Teaching Majors - Please do #3 on a separate sheet of paper for Span 380.
 * What is working?
 * What needs attention?
 * Concrete strategies for addressing what needs attention.
 * Do not put your name on this.
 * Bring a hard copy to class.

=3 abril:=


 * 1) Read:**




 * 2) Explore:**

Assessment Resources

Tools for Assessment


 * 3) Analyze:** [[file:Sample Quiz & Test Question Formats.doc]]

a) What does each quiz allow you to learn about the students' understanding? b) What would the affordances and constraints of each quiz be for the teacher? The student? c) How does each quiz encourage (or ignore) the development of students' critical thinking?


 * 4) FLTEACH Project:**

a) Click here, choose a month, and read 5 threads: b) the assignment: c) You will be graded using this criteria: d) Sample projects are located here

=20 marzo:=


 * A. Study for the reading quiz on Tuesday, Mar. 25.**

a) Decide which reading you wish to be quizzed over:


 * Taylor & Bateman, Ch. 8 - What have you read lately?
 * Moeller - Article on //Children's Literature: A Rich Resource for Teaching Language & Culture//

b) Prepare for the quiz.


 * The Taylor and Bateman quiz requires you to respond to prompts about:
 * The skills and processes that influence reading
 * How principles of copyright influence reading instruction
 * Pedagogical purposes of different types of reading and writing activities
 * How different levels of reading proficiency affect student performance
 * Definitions of terms related to various theories about how students learn to read (including different types of reading and processing)
 * The Moeller quiz requires you to respond to prompts about:
 * The role of reading in a proficiency-oriented classroom
 * The author's definition of literature
 * Differences between traditional approaches to teaching literature v. more contemporary approaches
 * Criteria for selecting texts for classroom use
 * Pedagogical purposes of different types of reading and writing activities
 * What you learned from the article


 * B. Post presentation materials under the //Lesson Plans// section of this page**

//**Create a new page for your story (if one does not already exist for it).**// a) Click on the link above. b) Click the Edit button. c) Type the name of your story (or text). d) Highlight the name and click the link button. e) Click the blue //Add Link// button that appears and then //Save// the page.

//**Upload your materials.**// f) Click the name of your story. g) When the new page opens, click Edit. h) Upload your materials (using the File button). i) Type ~ three times to sign your work. j) Save the page.
 * Lesson Plan (or you can type it right onto the page)
 * Link to the story (if available online, or at least to Amazon or a site where the book could be purchased)
 * PowerPoint (if applicable)
 * Video Clips (if applicable)
 * Worksheets

//**We will continue with presentations in this order:**//

Annika Caleb Dane Ryan Kevin Heather Lindsey Paul Ethan Eliza


 * C. Optional Reading:**

[|What is Studying a Foreign Language Worth?] [|LimonAid] - Think service learning

=18 marzo:=

1) Select a culturally authentic text. 2) Prepare a pre-reading activity for the text. 3) Prepare a during reading activity for the text. 4) Prepare a post-reading activity for the text. 5) You will have 5 minutes to facilitate one or more of your activities on Tuesday.

=13 marzo:=


 * A. Read Handouts #1-5 from the top of this page.**


 * B. Explore this list of Reading Strategies.**


 * C. Explore the links under Book Lists.**


 * D. Create a pre-, during, and post-reading activity for a culturally authentic text.**

1) Select a culturally authentic text. 2) Prepare a pre-reading activity for the story. 3) Prepare a during reading activity for the story. 4) Prepare a post-reading activity for the story. 5) Be ready to "teach" at least one of your activities next Tuesday.

=11 marzo:=

1) CHOOSE ONE of the following 2 readings and skim it


 * Escamilla, K. (1999). [|Teaching literacy in Spanish]. In R. DeVillar & J. Tinajero (eds.). (2000). //The Power of Two Languages//. New York: McMillan/McGraw-Hill, 126-141. Retrieved July 23, 2009, from []


 * Taylor, James, & Luckau, Paul F. (1996/1986). Chapter 8 - What have you read lately? //Fundamentals of language teaching: What every Spanish teacher needs to know.// Brigham Young University.

2) Select a culturally authentic children's book or story.

3) Brainstorm pre-reading, during reading, and post-reading activities to engage students with the story (you don't need to write them down).

For THURSDAY, you will actually select one pre-, one during, and one post-reading activity from your brainstorming session to develop and "teach" in class.

OPTIONAL: Skim this blog post: http://www.edutopia.org/blog/communication-rules-world-language-classroom-sarah-wike-loyola

=6 marzo:=

No homework for today.

=4 marzo:=

Read the article by Moeller (Literature: A Rich Resource). You will have a reading quiz over the material.

=27 febrero:=

Come prepared to discuss main ideas from ONE video and ONE article.


 * A) Choose ONE video to watch (you can watch more than one if you like):**

[|Can Skateboarding Save Our Schools] (14:51)

[|Changing Education Paradigms] (11:41)

[|Forget What You Know] (18:10)

[|Hackschooling] (11:13)


 * B) Choose ONE blog post/article to read:**

1) //FROM//

2) //FROM//

3) //FROM//

4) //FROM //

5) //FROM//

6) // FROM//

7) // FROM//

8) //FROM//

9) //FROM //

10)

11) // **FROM** //

=25 febrero:=


 * 1) Choose a topic (culture or thematic planning).**


 * 2) Do the reading from your topic area.**


 * **Planning (Read BOTH items sent to you via e-mail, and explore the sample units)**
 * Curtain & Dahlberg - Thematic Planning
 * Shrum & Glisan - Section on Bloom's Taxonomy & Planning
 * Explore the sample thematic units located here (especially the first one): []


 * **Culture (Choose ONE reading from the list below).**
 * Taylor & Bateman, Ch. 11: Developing Cultural Proficiency (Read pages 243-248, skim the rest.)


 * [|I C? I see! Developing Learners’ Intercultural Competence] - Excellent article that focuses on the “why” of teaching culture and offers practical suggestions for doing so. The term “intercultural competence” is becoming a buzzword in the profession, and standards are being developed to help teachers assess it, so it will be useful to you to read this.


 * [|Understanding & Assessing Intercultural Competence] - Very interesting work that shares different ways to define and assess intercultural competence. If you choose this one, I would recommend that you spend time skimming the definitions after each italicized word, and spend time with the charts, graphs, and tables.


 * [|Giving Dimension to Mappamundi: A Matter of Perspective] - Scroll down to “Examine the Research” and click on Part 1, 2, 3 to read the article. The article is dense, but fascinating.


 * 3) Answer the following questions in this [|discussion forum]:**

a) What are the 3 most important ideas from the readings you did? b) What is one question you still have about your topic? c) Respond to someone else's question.


 * Optional (for your own information):**

Culture in Second Language Teaching [] Very simple and to the point, but kind of leaves anyone who has spent much time around world languages going “Well, duh!”

Best Authentic Resources for World Language Teachers [] Very practical list. Lacks theoretical depth and a lot of these are self-evident to me, but may be useful to you as new teachers.

(An extra 1 minute of fun: [] - What do you notice? Why do you think this video makes Dr. M. sooooo happy? How does it exemplify principles of good graphic design--can you name the ones it embodies?)

=20 febrero:=

(An extra 1 minute of fun: [] - What do you notice? Why do you think this video makes Dr. M. sooooo happy? How does it exemplify principles of good graphic design--can you name the ones it embodies?)

The "real" assignment begins here:

1) Read through the principles below. 2) Explore the links associated with each principle. 3) You do not have to "read" all of the documents, but do become familiar with what they offer. 4) Please post a brief reflection (at least one sentence per question) in this [|discussion forum].

a) What insights did you gain from your explorations? b) How do you think this will influence what you do in your classroom? c) Why?

Read and explore what follows:
 * ** Activate Prior Knowledge & Experiences - ** Build on what students already know about their own culture to help them understand cultural ideas and practices that are new to them. Start locally and then build (i.e., self, families, communities, nations). Teach them that they have a culture (i.e., how would they respond to the idea of eating chicken soup on Thanksgiving?)
 * [|101 Characteristics of Americans/American Culture]


 * **Allow the Culture to Speak for Itself -**
 * **//Interaction/Participation// -** Provide students with multiple opportunities to interact with the target culture (through exposure to culturally authentic artifacts and materials, native speakers, opportunities to view and participate in culturally authentic practices, community events, etc.).
 * **//Evaluation// -** Assist students in evaluating the accuracy, authenticity, authority, credibility, and coverage of the cultural information they encounter.
 * **//Interpretation// -**Teach students to generate a variety of alternative hypotheses about the meaning of the cultural information they encounter and to base their final interpretations on sound reasoning and evidence (as opposed to emotional reactions or hearsay).
 * [|Civilisation Français]
 * [|Taller Hispano]


 * **Avoid Stereotypes**- Purposefully provide counterexamples to stereotypes and over-generalizations. Try to avoid absolutes (i.e. "All French people . . . ."), "othering" (objectifying the other culture or separating "US" from "THEM," often with the intent to criticize or pass value judgments), "exoticizing" (i.e., emphasizing only what grabs attention or will be perceived as strange or weird by students), "trivializing" (i.e., presenting only what is quaint or silly) or "political bias." You can "type" without "stereotyping."
 * [|Amish Paradise]


 * **Compare, Don't Just Contrast**- Present both similarities and differences between the target culture and the dominant culture of your students (i.e., refrain from "othering" the target culture by emphasizing solely the differences).
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)
 * [|Cultural Venn Diagram]
 * [|Pre-departure Orientation for Chinese Students (Chart)]


 * **Critically Evaluate Texts** - Consider the cultural content (or lack thereof) embedded in the texts you choose to use
 * **Elicit & Challenge Incomplete or Mistaken Information**- Uncover students' mental models about culture by giving them opportunities to talk about their own culture. Address their misconceptions respectfully. Offer students multiple examples/representations of the phenomena under study so they can see the diversity that exists within the target culture. Be sure to address both "big C and little c" culture.
 * [|Barbara Snyder's Culture Clashes]
 * We & They by Rudyard Kipling ([|Poem], [|YouTube Reading])


 * **Embed Culture in EVERY Activity (See activity examples below)**
 * **Frame the Culture Positively** - Encourage students to avoid value judgments (i.e., "different," not "better," "worse," "stupid," or "weird"). Speak about the culture as though a native speaker were standing in the room--honestly, openly, but respectfully.
 * **Highlight Connections & Relationships** - Focus on the //relationships// between products, practices, and perspectives in the target culture rather than considering each one separately and in isolation.
 * **"Make the Familiar Strange" -** Encourage students to examine their own culture from the perspective of an "outsider."
 * **"Normalize" the Target Culture -** Use culturally authentic images and materials on a regular basis. Try not to "frame" or "teach" the culture as something that needs to be separated or "pulled out" each time (from Deanna Mihalyi)
 * **Prioritize Perspectives**- Encourage students to examine how the beliefs, values, historical events, and physical conditions of the culture influence the logic behind what and how people do things.
 * [|American Culture & American Diversity] (See pp. 41-56 for great activities that help students explore cultural perspectives)

=18 febrero: No hay clases (Monday Instruction=

=13 febrero:=

1) this study guide:

a) Read the questions. b) Use the hyperlinked documents/page numbers to answer the questions. c) Print a hard copy of the study guide. d) Turn in the hard copy in class.

2) Come prepared for a reading quiz.

a) Read the following "Can Do" statements:


 * **I can define proficiency** (as it pertains to world languages). (See [|ACTFL Performance Descriptors]. bottom of p. 4)
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers** ( Read the 1st and 3rd paragraphs in the first column: [|ACTFL OPI: Answers to Frequently Asked Questions])
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines] )
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], and the [|NCSSFL-ACTFL Global Can Do Statements] ** (See [|ACTFL Performance Descriptors]. p. 3)

b) Be sure you can do each thing. c) Use the page numbers to help you study. d) The quiz will cover those 4 items.

=11 febrero:=

1) Watch the first example from the [|Intermediate] section. How is it different from the novice examples?

2) Watch the first example from the [|Advanced] section. How is it different from the intermediate examples?

3) Come prepared for a reading quiz. Use this checklist to be sure you are ready:
 * **I can define proficiency** (as it pertains to world languages).
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers** ( Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions])
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines] )
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], the [|ACTFL Performance Descriptors], and the [|NCSSFL-ACTFL Global Can Do Statements] ** ( Skim this page: [|ACTFL Performance Descriptors], then familiarize yourself with [|this document]. Next, p lay around with this grid: [|NCSSFL-ACTFL Global Can Do Statements], then CAREFULLY explore [|this document] -- particularly the checklists)

4) This study guide will help you prepare for the quiz as well:

=6 febrero:=

Hagan la tarea que les dieron la Dra. Knapp =

= =4 febrero:=

Hagan la tarea que les dieron la Dra. Knapp

=30 enero:=

No había tarea (Invitada - Lynn Fulton-Archer) =

= =28 enero:=

1) **Complete this reading quiz over Ch. 15 of Taylor & Bateman: ** a) Answer the questions. b) You may use your book if you don't know. c) E-mail your quiz to Dr. M.

2) **Join Hootcourse** by clicking on this [|link].

3) **Read Ch. 14** of Taylor & Bateman for a **reading quiz from Dr. Knapp** on Tuesday 1/28/14.

=23 enero:=


 * 1) Read Ch. 15 of Taylor & Bateman (for reading quiz).**


 * 2) Examine the materials in the ACTFL folder (from class).**

a) Look at //The Language Educator// and //FLAnnals.//
 * Who is the intended audience for each publication?
 * How might each publication help you become a better teacher?
 * How might you contribute to each publication?

b) Look at the other materials in the folder.
 * What is ACTFL?
 * What are some of the benefits of ACTFL membership?
 * Why would it be advantageous for you to become a student member of ACTFL right now?
 * How can ACTFL help you become a better teacher?


 * 3) Revise your worksheet based on what you learned in class today.**
 * Does your worksheet include only copyright-safe materials (or use materials according to fair use guidelines)?
 * Does your worksheet incorporate principles of good graphic design?
 * Post your revised worksheet on your student page next to the old one.
 * 4) Set up a Diigo account (for free): [[image:DiigoLogo.jpg link="http://www.diigo.com/"]]**

=21 enero:=


 * 1) Read the first page of this handout: [[file:Graphic Design Principles for Teachers.pdf]]**


 * 2) Use the principles to create your own worksheet:**

a) Find an article in Spanish about a cultural topic. b) Create an activity, game, or worksheet about the article. c) The activity should help students understand the article. d) The activity should help students practice key vocabulary and grammar. e) The activity should include the following items:

f) Post the worksheet to your student page.
 * a header (containing the title of the worksheet)
 * a footer (containing your name, your e-mail, and the date)
 * formatted text (bold, italicized, or underlined)
 * a screenshot that has been cropped with a border
 * a shape (i.e., a circle, an arrow, etc.) that has been grouped to another item
 * a text box


 * 3) Complete the blue Diigo Scavenger Hunt worksheet**. [[file:Diigo Scavenger Hunt.docx]][[file:Diigo Scavenger Hunt.pdf]]


 * 4) Begin reading Ch. 15 of Taylor & Bateman (due Jan. 23).**

=16 enero:=

1) :

2) Watch: [|A Fairy Use Tale] media type="custom" key="24865212"

3) the take-home test over S ankey's [|Considering visual literacy when designing instruction] in [|this discussion forum.].

4) Submit at least one question, concern, or joy here for the NECTFL New Teacher Webinar on Feb. 6, 2014 from 5-6 p.m. EST. Here is the prompt they gave: "Methods class students, student teachers, grad students, teachers in their first three years, career changers: WHAT ARE YOUR CONCERNS OR ISSUES TO RAISE? WHAT ARE YOUR JOYS TO SHARE?" In order to submit a question or make a comment, you should double-click in the green space in the background.

=14 enero:=


 * 1) Take: True Colors Test **


 * Take the paper test that was distributed in class.
 * Submit online results using this form.
 * Submit the paper test to Dr. Montgomery.


 * 2) Finish your wiki student page.**

a) Go to Student Pages. b) Click on your initials. c) Add: d) Click "Save." e) Once I have recorded your scores, you may use these pages to take notes in class.
 * Text
 * A link
 * An image
 * A document
 * A video (embedded)
 * One other item that is not a video (embedded, NOT just linked)

**3) Complete**:


 * 4) Read:** Sankey, Michael D. (2002). [|Considering visual literacy when designing instruction] . // e-Journal of Instructional Science and Technology, 5 // . Retrieved December 15, 2007, from []

a) Read the article. b) List the 5 main points of the article. c) You will take a quiz over the main ideas of the article in class.


 * 5) Explore:** [|A Periodic Table of Visualization Methods]

a) Read the definitions of the 6 types of visualization at the top of the page. b) Scroll over each of the squares. c) Examine the image that pops up. d) Be prepared to discuss which ones would be most helpful to language teachers.


 * 6) Begin your** **FLTEACH Project** (due near the end of the semester).

a) Click here, choose a month, and read 5 threads: b) Complete the assignment: c) You will be graded using this criteria: d) Sample projects are located here


 * 7) OPTIONAL:**

a) Explore the pedagogical suggestions for teaching visual literacy from [|this article]. b) Take [|ACTFL Program Standards for the Preparation of Foreign Language Teachers Survey]

=9 enero: Getting to Know You=


 * 1) Join [|Wikispaces] **

a) Choose a username b) Choose a password c) Add a working e-mail address d) Check NO (about making a wiki) e) Click submit


 * 2) Join the LanguageLinks2006 Wiki **

a) Sign into Wikispaces with your username and password. b) Go to: http://languagelinks2006.wikispaces.com/ c) Click // Join // in the upper, right-hand corner d) Type "378" in the box e) Click submit


 * 3) Sign up to give the opening prayer.**

a) Go to the Bienvenida page. b) Click "Edit." c) Choose a date. d) Type ~ three times. e) Click "Save."


 * 4) Complete: Course Information Survey**


 * 5) Complete: Student Teaching Information Survey**


 * 6) Complete: Technology Survey **


 * 7) Read the syllabus: [[file:Syllabus Span 378 Winter 2014.pdf]] **


 * OPTIONAL:**


 * You may wish to join:**

//[|BYU Undergrads]// group on Facebook.

//[|Deep Approach to Language Learning]// group on Facebook.

[|//FLTEACH// Group on Facebook]


 * You may wish to register to participate:**

 March 13-16, 2014 at the Town & Country Resort & Convention Center, San Diego, CA
 * [|California Language Teachers Association Conference (CLTA)] **

April 3-4, 2014 at Murray High School, Murray, UT [|Proposals due January 31, 2014]
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 24-26, 2014 at Snowbird Resort in Snowbird, UT
 * [|Southwest Conference on Language Teaching (SWCOLT)]**

July 8-11, 2014 in Panama City, Panama
 * [|American Association on the Teaching of Spanish & Portuguese (AATSP)]**

November 21-23, 2014 in San Antonio, TX [|Proposals due Wednesday, January 15, 2014 at 11:59 EST]
 * [|American Council on the Teaching of Foreign Languages (ACTFL)]**

More Professional Development Opportunities

Activity Sheets; Agenda for Today; Archives;Assignments for Today; Assignment Sheets; Important Dates; Links to Supplemental Resources; Observation Appointments; Program Links (BYU); Reading List; Student Pages; Syllabus & Schedule; Tech Tools

CM; CMAgendas