Download Click Here for Proposal Form

Conference Theme: Aim for World Language Proficiency:
The key to West Virginia's Future!
October 20-21, 2017
Advanced Technology Center at BridgeValley CTC
DEADLINE for submission: June 2, 2017
(Notification of acceptance by June 16th, 2017.)
Submit to Program Coordinator:
Amelia Richter
At
[email protected]
Name*:
Language(s)/Level(s) Taught:
E-mail:
School Address:
School Phone:
Home Phone:
Home Address:
*Contact information of main presenter. If more than one presenter is involved, please include copresenter(s)’ name(s) on proposal form below.
I would like to:
_____Present a 45-minute session (related to the conference theme/strands) Note: A separate proposal
must be completed for each presentation. You may wish to leave the last 5-10 minutes open for Q & A.
_____Present a 15-minute poster session on any academic or research topic applicable to world
language education in West Virginia. (Poster sessions are not required to be directly related to
conference theme but CANNOT be sales presentations or vendor sponsored.)
______Lead/facilitate a 45-minute panel discussion re: research, paper or literary review
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2017 WVFLTA Conference Proposal
About the Strands. The American Council on the Teaching Foreign Languages, or ACTFL, is
dedicated to improving the teaching and learning of all languages on all levels. ACTFL has proficiency
guidelines that indicate what a person can do with the language. Although, the guidelines are not based on
any particular theory, pedagogy, or curriculum, they do stress the following 6 Core Practices.
(www.actfl.org) The strands are now based on the Core practices. Checking all that apply, please indicate on
which Strand(s) your presentation primarily focuses. (If the presentation focuses on more than one Core
Practice then justification needs to be provided in the session description below.)
_____ Strand #1: Use the target language as the vehicle and content of instruction.
What strategies can teachers use to provide target language input at 90%+? How can teachers,
regardless of their own proficiency level, provide target language input at 90%+?
_____Strand #2: Design and carry out interpersonal communication tasks for pair, small group, and
whole class instruction.
How can teachers design interpersonal communication activities around meaningful topics? How can
teachers help students negotiate and interpret meaning? How can teachers create a “communicative
classroom?” How can textbook based units be designed to be communicative?
_____ Strand #3: Design lessons and tasks that have functional goals and objectives, to include
activities needed to support and meet communicative objective.
How can language teachers use the “Backward Design” model to plan lessons with functional goals and
objectives? How can teachers plan learning experiences that meet communicative objectives?
_____ Strand #4: Teach grammar as a concept and use it in context.
How can teachers help students focus on meaning before form? What are some strategies teachers can
use to present grammar as a contextualized concept? What do errors indicate about a student’s level of
proficiency?
_____ Strand #5: Design and carry out interactive reading and listening comprehension tasks using
authentic cultural texts and follow-up tasks that promote interpretation.
How do the quality of reading and listening exercises increase a student’s measurable written and
spoken communication? What is the role of scaffolding in understanding the authentic cultural texts?
_____ Strand #6: Provide appropriate feedback in speech and writing tasks.
What is effective feedback that increases a student’s proficiency? Is error correction effective? How
can students self-monitor their proficiency?
_____ Strand #7: Beyond the K-12 Classroom
Topics in this strand help those in higher education and K-12 classroom settings to examine issues in
world and classical language programs in West Virginia and beyond. Topics include but are not limited
to: higher education professors/instructors sharing with high school teachers what skills and knowledge
their students need to succeed at the next level, how universities/colleges can partner with K-12 schools
to promote world language study and cultural/global literacy, increasing higher education participation
in WVFLTA, ascertaining the most effective placements (schools and mentors) for pre-service teachers,
evaluating pre-service teacher programs, are current assessments of pre-service teachers an accurate
measure of their future success in a classroom, etc. Note: presenters may choose to lead a round table
open discussion rather than a formal presentation.
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TARGET AUDIENCE(S)
_____Elementary Teachers (FLES)
_____Middle School Teachers
_____High School Teachers
_____Higher Education
_____Pre-Service Teachers
NOTES

Not all members of the audience will speak your target language. Consider using examples in more than
one language or in English.

Conference sessions – and all components of them – should tie in as closely as possible to the
conference theme and strands and include suggestions for methods, culture and materials.

If presenting more than one session, submit a separate proposal for each session.

Preference will be given to interactive sessions that can be immediately implemented in the classroom.
Session Title:
Presenter(s):
Presentation Method
(Strand #, Poster, Roundtable):
Session Goals/Objectives:
Target Audience:
Equipment needs: (Limited
presentation equipment is available.
Presenters will be notified as to
availability.)
Session Description: Please provide a detailed description of your presentation. If your
presentation focuses on more than one Core Practice, justification must be provided here. (150
words maximum)
JUSTIFY
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