Tuesday, October 24, 2017

NCCA joins call for all states to recognize and adopt the Seal of Biliteracy

Recommendations on Requirements for Seals of Biliteracy for Classical Languages

History of the Seal

Across the country, states, school districts, and even individual schools have begun to issue Seals of Biliteracy for high school diplomas, to identify graduates “who have studied and attained proficiency in two or more languages by high school graduation.” The first state to issue such seals was California, beginning with its 2012 graduates, after over 100 school districts in that state had already made them available. In a state whose students speak over 60 different languages (plus 13,000 students whose languages fall under “other”) one primary goal of this designation was to honor achievement both in students’ first languages and in English. As the clearinghouse Seal of Biliteracy says: “Our vision is to help students recognize the value of their academic success and see the tangible benefits of being bilingual.” Nearly half of the fifty states have adopted a version of this seal to date. The Commission on Language Learning of the American Academy of Arts & Sciences has endorsed it.

In 2015 four national organizations (American Council on the Teaching of Foreign Languages--ACTFL; National Association of Bilingual Education--NABE, National Council of State Supervisors for Languages--NCSSFL, and Teachers of English to Speakers of Other Languages--TESOL International Association) published recommendations for national guidelines for such standards. Importantly for us, these recommendations assume that students of any language should eligible to earn a seal. They also recognize that in language assessment one size does not fit all; specifically, they note that students of Latin and classical Greek may demonstrate proficiency in reading and writing and not necessarily in oral communicative modes.


We, the undersigned, recommend:
  • that all states accept and implement the national guidelines, specifically that which asks students to demonstrate proficiency by assessments beyond classroom performance, in both English and one or more other languages;
  • that each state or district make its own determination of the level of proficiency a student must demonstrate to earn a seal;
  • that states use one or more of the following assessments to demonstrate proficiency in Latin and Greek:
    • Advanced Placement Latin Exam
    • ALIRA (ACTFL Latin Interpretive Reading Exam)
    • International Baccalaureate Exams in Latin or Greek
    • National Latin Exam
    • National Greek Exam
    • SAT Subject Test in Latin
    • state-specific exams when appropriate;
  • that states recognize but do not require students to demonstrate productive use in either oral or written mode in either Latin or Greek;
  • that Classicists research the status of Seals of Biliteracy in their own states and advocate for appropriate assessments for students of Latin and Greek.
  • National Committee for Latin and Greek
  • Classical Association of the Middle West and South
  • Illinois Classical Conference
  • Society for Classical Studies
  • North Carolina Classical Association

Wednesday, May 31, 2017

FLANC Fall 2017

FLANC logo The FLANC Fall Conference will be in RDU on October 20-21, 2017.

NCCA Sessions. Saturday, October 21. Sheraton Imperial Hotel, 4700 Emperor Blvd. Durham, NC 27703. Room Bull Durham B.

  • 8:30-9:20. Session 70. Colleen Girouard (colleen.girouard@ravenscroft.org) 'Incorporating CI strategies into a Reading-Based Latin curriculum'
    This session will offer an overview of teaching with Comprehensible Input (CI) and how this approach can be blended with a more traditional, reading-based Latin textbook. This work not only aligns with standards and moves students on the path to proficiency, it also engages and energizes students, fostering a love of Latin and, as an added benefit, boosting enrollment.
  • 9:30-10:20. Session 82. Mary Pendergraft, (pender@wfu.edu) ‘Teaching Caesar: Resources and Strategies’
    Caesar’s Gallic War was a staple of Latin education, particularly for the upper class. Winston Churchill said he struggled through the text with one beating per page. We ask whether this text, which glorifies conquest and values military success, is appropriate for students today. We look at resources for studying Caesar and the Gallic campaigns, and approaches to the text that will increase student fluency in reading Latin, and skill and interest in asking hard questions of the text.
  • 10:50-11:40. Session 94. Jessie Craft (jicraft@wsfcs.k12.nc.us) ‘Storytelling in Minecraft for the CI/TPRS Classroom’
    This presentation will show an innovative way to foster language acquisition through a blending of Minecraft and CI/TPRS. There will be discussion on the principles of CI/TPRS and their powerful impact on language acquisition. This will be followed by a discussion on how to use Minecraft to create the 3D virtual space in which the language can be delivered to learners through compelling and comprehensible storytelling. The presentation will conclude with a demonstration of the principles and methods.
  • 11:40-12:50. Lunch and Business Meeting. Report: Many thanks to Christy Tucker for volunteering to serve as Vice-President. It is hoped that through her relationship with JCL, our organizations may grow closer. We discussed a spring meeting the last Saturday in February in Durham or Raleigh. We also voted to add our name to the list of organizations encouraging states to adopt standards for the 'Seal of Biliteracy'. Many thanks also to Colleen Girouard for stepping in at the last minute to provide the first talk of the day. The talks were nicely attended with between 10 and 25 people at each.
  • 1:00-1:50. Session 106. John Stevens (stevensj@ecu.edu) ‘The Latin and Greek Exchange in UNC Online’
    In the budget crisis of 2011, UNC foreign language depts were asked to explore cooperation and course sharing across the system so that less commonly taught languages would not be lost in the crisis and to maximize efficiency. The result was the Language Exchange in UNC Online, which offers both synchronous and asynchronous courses in distance education. We will look at the offerings, the technology, and discuss the possibilities for and obstacles to cooperation between secondary schools and universities.

Tuesday, April 4, 2017

FLANC Share-Fest

FLANC Announces Its First ShareFest!

"Knowledge is the food of the soul"--Plato.  If you're feeling hungry and can't wait for the main course, which is our FLANC Fall Conference, then come whet your appetite at our first ever ShareFest!  Each of FLANC’s four regions will offer the opportunity for teachers to share their own ideas to enlighten and engage even the most hard-to-reach student.  Although these appetizers to our Annual Fall Conference will be FREE of charge, we encourage you to tip us by suggesting ways to keep this new tradition going.  Register (link to Google form: https://docs.google.com/a/flanc.org/forms/d/e/1FAIpQLSeXAPd7IS5tdoxp6bFUPhkBqcNu7IETGI9TwvbpmBE1_z0BHg/viewform) today, and encourage your colleagues to join you. These events are open to all world language teachers, including non-members. You will also earn three attendance hours. Bring your own snack, and enjoy networking and learning with the others. Information will be updated on the FLANC website (link: http://www.flanc.org/share-fest).
Saturday, April 29, 9:00AM-Noon, South Central High School, 570 West Forlines Road, Winterville, NC (Contact: Consuelo Schwartz, eastern.rep@flanc.org)

Saturday, April 29, 1:00-4:00PM, Wake Forest University, Winston-Salem, NC (Contact: Yasuko Rallings, past.president@flanc.org)

Saturday, May 13, 1:00-4:00PM, St. Pauls High School, 648 N. Old Stage Road, St. Pauls, NC (Contact: James Goins, southern.rep@flanc.org)

Saturday, April 22, 1:00-4:00PM, Charlotte Latin School, 9502 Providence Road, Charlotte, NC (Contact: Rosalyn Rhodes, western.rep@flanc.org)