Current Year

Please join us for the 50th annual…
MaFLA Fall Conference: 

Languages Transform Individuals

Into Communities

October 26-28, 2017
Sheraton Springfield Monarch Place Hotel, Springfield, MA

MaFLA is delighted to welcome you to our 50th annual conference in a new location!

To register for the 50th Annual MaFLA Fall Conference, please CLICK HERE.

Special group pricing is available at the Sheraton Springfield Monarch Hotel, please follow this link to reserve your hotel room:

Conference proposal submission has been closed.  Thanks to all those who submitted.  You should hear from us shortly.

Keynote Speaker: Dr. Ted Zarrow, 2016 ACTFL Teacher of the Year

Dr. Zarrow earned his PhD from Yale in Classics & Ancient History. His primary fields of Research are Roman history, coinage, and epigraphy. The winner of several teaching awards — including 2016 MaFLA Teacher of the Year, 2016 NECTFL Teacher of the Year, and 2016 ACTFL Teacher of the Year — he currently teaches Latin at Westwood High School.

Thursday Workshops, 10/26/17, 9:00 a.m. – 3:00 p.m.:

Thomas Sauer

W1: Thomas Sauer, “Performance & Feedback: Planning Like an Assessor” (PEDAGOGY)

How can I prepare my students to be successful during performance assessments? Where do I start on Monday? This workshop will help participants shift their planning and teaching focus to the formative side of assessment (including rubrics and feedback) and work on developing daily learning checks that prepare students to develop ownership in order to be successful on larger scale performance assessments.

W2Señor Wooly, “Filmmaking with Sr. Wooly” (PEDAGOGY)

Señor Wooly

In this hands-on workshop, Sr. Wooly will demystify low-budget filmmaking and how teachers can create compelling and comprehensible input for their students through effective videos. Attendees will learn to produce customized teaching tools using smartphones or tablets, as well as discuss how teacher-made videos can be used in class for maximum effect with higher quality, and minimal time and budget. Attendees must bring a smartphone or other device to practice recording.

W3: Tiesa Graf & Nicole Sherf: “Organizing and Supporting Students Developing Proficiency: The New Teacher Guide” (PEDAGOGY)

Tiesa Graf & Nicole Sherf

This workshop will overview the nationally recognized characteristics and standards for effective foreign language teaching and advocacy. Technological tools will be presented to implement a proficiency-oriented approach to teaching, assessment, and programming, spark student interest and engage learners in communicative and culturally based classroom activities. This workshop is designed for new teachers and for those who need a methods course refresher. Bring a device and a class textbook if it is not accessible online.

W4: Kara Jacobs & Arianne Dowd, “A CI/TPRS Path to Proficiency” (SPANISH)

Kara Jacobs

This workshop will share a variety of Comprehensible Input/TPRS units for levels 1-4. Teachers will leave with a better understanding of what a CI/TPRS unit looks like and how to implement a unit that is centered on a music video, a cortometraje, a leveled novel, or a movie. Spanish teachers will leave this workshop with a wealth of resources to use immediately in their classrooms while also transforming their classes into a language proficiency-based community. In Spanish.

W5: Julien Suaudeau, “The Fluidity of the French Identity: Past-Present-Future” (FRENCH)

Julien Suaudeau

Bestselling author Julien Suaudeau (Dawa, 2014, Le Français, 2015 and Ni le feu Ni la foudre, 2016), a dynamic French literary voice, will lead this workshop. In the morning, Professor Suaudeau will share his perspective on the fluidity of the French identity, focusing on terrorism, socio-economic   inequalities, immigration and multiculturalism. In the afternoon, he will present authentic resources and instructional strategies to assist participants in developing thematic units for their students. In French.

Thursday Workshops, 10/26/17, 4:30 – 8:30 p.m.:

W6: Darcy Rodgers (OWL),Transform the Classroom: Build Community through Personalization & Movement!” (PEDAGOGY)

Darcy Rodgers

This workshop demonstrates hands-on techniques that transform individuals into communities. The language experience is personalized — which in turn builds community — as interactive conversations and literacy build off of student interest. A sense of family is created in class through integration of different physical space structures, strategies for staying in the TL and movement. Students are motivated to stay in the TL, which leads to higher engagement and language levels. Come experience it for yourself!

W7: Ted Zarrow, “Practical Strategies for Promoting a Student Driven World Language Classroom” (PEDAGOGY)

Ted Zarrow

In this workshop, participants will explore ways to move from a student centered environment to one that is student driven – one in which students are truly part of the creative process. Whether you are looking for alternatives to traditional assignments & assessments, strategies for getting ahead of student anxieties, or approaches to developing high-value experiential learning opportunities for students – ones that give them ownership of their proficiency – this workshop is for you!

Friday Workshops, 10/27/17, 8:00 – 11:00 a.m.:

W8: Thomas Sauer, “It’s Not What a Teacher Knows, but What a Teacher Does” (PEDAGOGY)

Thomas Sauer

If we as language educators are truly committed to creating a path to proficiency for our learners, then we need to be able to identify practices that will help facilitate those learning experiences. Illustrating several key principles and processes outlined by the Teacher Effectiveness for Language Learning (TELL) Project this workshop will help educators identify what they already know and their own professional growth goals while discovering ways to become more effective language teachers.

W9: Rebecca Blouwolff  & J.J. Kelleher, “Interpersonal Speaking Boot Camp: Live-Graded Power Stations” (PEDAGOGY)

Rebecca Blouwolff & J.J. Kelleher

Learn to use a Talk/Accuracy/Listen/be Kind (TALK) rubric to assess one group of students’ interpersonal speaking proficiency while the rest of the class works at learning stations in other modes. Participants will do a TALK conversation in groups, view a video of middle school students engaged in this activity, score their performances with the TALK rubric, and learn to prepare students and set up their classrooms for success.

W10: Maria Hernandez, Isa Perez, & Adriana Gonzalez, “Hispanic Food and Music to Build Community: (SPANISH)

Maria Hernandez, Isa Perez, & Adriana Gonzalez

Prepare Ecuadorian, Dominican, and Venezuelan authentic dishes while dancing pasacalles, merengue, and salsa. Move and cook with “taste.”  Build community as you share your passion for food and music. Come to enrich your teaching material collection! Join us for some fun! In Spanish.

W11: Nathalie Degroult, “Images of Children and Adolescents in Contemporary French/Francophone Films” (FRENCH)

Come to this workshop and discover the latest Francophone films that focus on children, adolescents, and their various struggles. Films to be presented will include Adama (Simon Rouby, 2015), Corbo (Mathieu Denis, 2015), Et les mistrals gagnants (Anne-Dauphine Julliand, 2017), Le ciel attendra (Marie-Castille Mention-Schaar, 2016), and Les enfants de la chance (Malik Chibane, 2016). Participants will take home a ready to use pedagogical dossier of Un sac de billes (Christian Duguay, 2017). In French.

Nathalie Degroult

W12: Antonietta Di Pietro, “One, Two, Three, AP! Spiraling Instruction in the Italian Classroom” (ITALIAN)

This workshop offers student-centered, creative approaches to analyze and use a broad variety of authentic texts on the same topics with increasing complexity from Beginning Italian to Advanced and AP Italian. A spiraling curriculum in the Italian classroom reinforces previous learning and helps students performing linguistic and cultural analysis, as well as understanding Italian perspectives and practices, in order to become true citizens of a larger community. In Italian.

Sara Cain

W13: Sara Cain, “Omnibus Discendum Est” (LATIN)

How do I build a community for my diverse classroom of Latin learners? From students with ADHD to those who are gifted and all variations in between, come develop strategies for lessons and assessments that, by design, include and challenge all students at their level.

W14: Shirin Kasraeian-Moghaddam & Kurt Achatz (Curtis), “How to Creatively Utilize Music Videos in Your Classroom” (GERMAN)

The workshop will take a group work approach. We will use up to five music videos to introduce and work through various related activities with the teachers. For example, how can one use Social Media productively in the classroom, how can you introduce Goethe to your lessons as well as music videos for poems, stories, collages or newspaper articles? Most activities will be easily transferable to other music videos as well. In German.

W15: Yixing (Star) Lew, “What and When: Chinese Program Articulation and Curriculum Streamlining” (CHINESE)

In K-12 Chinese language classrooms, how to make the program fun as well as rigorous has always been a discussion. In this workshop, the presenter will introduce ready-to-use strategies categorized by themes from Novice Mid to Advanced Low levels. For each theme, the presenter will introduce a customized ACTFL Can-Do Statement for the proficiency target combined with an ACTFL Performance Descriptor specifically for Chinese language teaching. In Mandarin.

Friday Workshops, 10/27/17, 1:00 – 4:00 p.m.:

W16: Dr. Alvino E. Fantini & Beckie Rankin, “Exploring Intercultural Communicative Competence: Concepts, Components, Implementation & Assessment” (PEDAGOGY, Powers-Endowed Workshop)

In this workshop, participants will explore concepts and components of Intercultural Communicative Competence (ICC). They will be acquainted with a framework for incorporating ICC within the foreign language curriculum as well as various intercultural activities and resources to address ICC components, followed by an exploration of multiple strategies for monitoring and measuring ICC development and a specific assessment instrument.

Señor Wooly

W17: Señor Wooly, “Beyond the Play Button” (PEDAGOGY)

We all know how to click ‘play’, but how do we mine media for every single scrap of comprehensible input? In this workshop, Jim Wooldridge, a.k.a. Sr. Wooly, will demonstrate a variety of practical activities that will give you the confidence to use music videos in the classroom. Equally important, he will model how to foster a positive class culture where videos and music are welcomed with open arms instead of eye rolls.

Saturday Workshops, 10/28/17, 8:30 – 11:30 a.m.:

Alison Nelson

W18: Alison Nelson, “Comprehensible Input (CI) Helps Create a Community of Learners” (PEDAGOGY)

Teaching with Comprehensible Input (CI) engages students with content, and also with classmates. Input provided in the classroom must be comprehensible to students to maximize acquisition and engagement. Many methods of CI have students working together to build a community of learners within the classroom. This workshop will explore some of the methods to increase CI in your classroom. Attendees will leave with ideas and activities to increase CI and engage students in language acquisition.

Rita Oleksak

W19: Rita Oleksak, “Never Underestimate the Impact of Student Evidence” (PEDAGOGY)

In this workshop, participants will learn how districts can use evidence gathered through departmental Student Learning Objectives to increase rigor and reach established district proficiency targets. Working with the Standards and Can-Do Statements, participants will learn about the powerful impact that evidence can have on instruction and learning and will leave with ideas for replicating objectives, activities and assessments in their own learning environment.

Joshua Cabral

W20: Joshua Cabral, “Language and Culture: The Path to Global Citizenship” (PEDAGOGY)

In this workshop, we will explore a framework of dimensions of cultural value and learn how to reference them with students so that they are prepared to be global citizens with a strong Cultural Intelligence (CQ). It is best to embed the study of culture into language proficiency goals. To achieve this we will explore what language students will use to talk about culture along with the language needed to engage appropriately and respectfully with various cultures.