2019 COFLT Spring Workshops

A huge thank you to our Spring workshop sponsors:


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The 2019 annual COFLT Spring Conference will take place at Linfield College in McMinnville, OR on March 2, 2019 and is a workshops only format.  When you register you will choose one of the following four full-day workshop tracks:

    1. Harnessing Technology in the World Language Classroom: Explore, Create and Integrate (Tara Miller)

    2. Integrated Performance Assessment and Instruction – Linking the Three Modes of Communication (Interpretive, Interpersonal and Presentational) (Deborah Lindsay)
    3. Moving Beyond the Textbook: Building Authentic Language Skills in the L2 Classroom (Darcy Rogers)
    4. ACTFL Global Competence & Core Practice Feedback (for Japanese language teachers only) (Dr. Watanabe)
    5. German Language Teachers Workshop: Culture in the Language Classroom and Curriculum (for German language teachers only) (Lorely French and Natascha Milde)

All workshops run from 9 a.m. to 4 p.m. with a one hour break for lunch (included in registration fee).

Newly Discounted Workshop Registration Prices!

  • $80 COFLT or WAFLT members
  • $20 COFLT student members
  • $40 COFLT retired teacher members
  • $160 non-members
Register before Feb. 23 for lunch to be included

COFLT 2018-19 Membership (Sept 1-Aug 31): 
  • $50 regular, $25 student/retired

    Conference Schedule at a Glance

    • 8:00 – 8:30 a.m. Registration and Light Breakfast
    • 8:30 – 9:00 a.m. Welcome and COFLT updates
    • 9:00 – 12:00 p.m Workshop Morning Session
    • 12:00 – 1:00 p.m. Lunch
    • 1:00 – 4:00 p.m. Workshops Afternoon Session

    900 SE Baker St, McMinnville, OR 97128

    Parking on Saturday is free on campus when you print this Linfield College Parking Permit.

    Linfield College: Campus Map

    Workshop 1: Harnessing Technology in the World Language Classroom: Explore, Create and Integrate

    Let’s dive in and explore current and emerging educational technology tools, trends and integration strategies! In this hands-on, collaborative workshop we will investigate, evaluate and experiment with a selection of free, web-based tools that are being used to create effective and engaging learning experiences for students in K-12 world language classrooms around the globe.

    This workshop will provide participants with technology integration ideas, a list of peer-reviewed digital resources, and supported time to produce authentic teaching materials that can be used immediately within the classroom.

    Workshop topics covered include:

    - Content Presentation Tools and Strategies

    - Formative and Summative Assessment Tools and Strategies

    - Promoting Student Reflection and Creativity with Digital Portfolios

    - HyperDocs: Creating Interactive Learning Experiences with Google Tools

    Tara Miller

    Tara brings over 17 years of teaching experience in K-8 classrooms and Higher Education; she is dedicated to supporting teachers’ professional practice as a Technology Integration Specialist. After completing her Masters in Educational Technology from Boise State University, Tara currently works as a Technology Integration Specialist and as an instructor in the Graduate School of Education at Portland State University, preparing elementary and secondary teacher candidates to effectively utilize and integrate educational technologies in a variety of classroom settings. With a focus on digital equity and sound pedagogical approaches, Tara strives to support and enrich current and future teachers’ professional practice, providing and modeling strategies to effectively harness and implement technology to meet the diverse needs of today’s students.

    Tara began her career in education after graduating with a degree in Cinema and Animation from San Francisco State University. After developing and teaching a series of animation workshops for K-8 students, she realized that education was her true calling. She spent 10 years as a Middle School ESL, Film and Technology teacher in Portland Public and Beaverton School Districts before transitioning to teaching in Higher Ed and conducting training workshops.

    Workshop 3: Moving Beyond the Textbook: Building Authentic Language Skills in the L2 Classroom

    Have you begun transitioning away from a textbook? How has it been beneficial to you and your students? This collaborative session will explore how to set up a smooth transition and foster authentic language skills for students. Through hands-on, collaborative activities and structures, every element of this session will be something that you can use in class to create a language-rich, student-directed learning environment. Together we will take a look at proficiency, movement and the important role of building community to improve language levels. The techniques and strategies shared will make language learning come to life for you and your students!

    Darcy Rogers

    Darcy is the Founder of Organic World Language (OWL), and began developing the methodology in 2003. Her work is based on second language acquisition research, student motivation, and best teaching practices. Focusing on creating a space for second language to be naturally acquired, she believes in placing emphasis on students developing language through movement, social interaction, play and 100% immersion. The key element is the importance of creating community in the classroom while putting the student in the center as the curriculum. Darcy received her Bachelors in Spanish and Education from Western Oregon University and her Masters in Spanish Literature from University of Northern Iowa, Tec de Monterrey en Querétaro, México. She has 14 years teaching experience and since 2011 has been presenting at national conferences and working with schools to implement OWL internationally.

    Workshop 2: Integrated Performance Assessment and Instruction in World Languages – Linking the Three Modes of Communication (Interpretive, Interpersonal and Presentational)

    In the workshop participants will acquire and/or deepen their understanding of world language performance standards through interactive and hands-on activities, working with the ACTFL Proficiency Guidelines, ACTFL Performance Descriptors for Language Leaners, the NCSSFL-ACTFL Can-Do Statements and the Oregon Content Standards. Workshop participants will work towards the ability to set performance goals at various levels of instruction, to design and administer real-life assessments, identify instructional strategies that support student language acquisition and to design an articulated performance-based language program that is aligned among languages at the school and district level.

    Deborah Lindsay

    Deborah Lindsay has been teaching world languages at South Albany High School since 1984. She received her bachelor’s degree in German and Education from the University of Washington and her master’s degree in German/Education/Adult Education from Oregon State University. She is certified to teach German and Spanish in the state of Oregon. Deborah is a certified tester and trainer in the ACTFL Oral Proficiency Interview and currently rates for Language Testing International in the OPIc and AAPPL assessments. She is also the Quality Assurance Leader in German for the ACTFL AAPPL assessment. In addition to working for ACTFL and Language Testing International, Deborah was a member of the National Department of Education committees that designed the framework specifications and oversaw test construction for the National Assessment for Educational Progress in Spanish (NAEP Foreign Language Assessment) which was to be administered in 2004.

    Workshop 4: ACTFL’s Core Practices: Implications for Japanese Language Teaching

    As part of the position statement and its mission to guide foreign language educators, ACTFL promotes a set of guiding principles consisting of six core practices in world/foreign language teaching. They are 1. Use of the target language, 2. Interpersonal communicative tasks, 3. Backward designing, 4. Teach grammar as a concept, 5. Authentic cultural texts for interpretive communicative mode, and 6. Appropriate feedback. In this workshop, I will go over key concepts in each of the core practices such as the three communicative modes, Can-Do Statements, and corrective feedback. There will be opportunities for us to reflect upon our day- to-day teaching, review textbook materials, and plan or modify lessons and units.

    Dr. Suwako Watanabe

    Suwako Watanabe is a professor of Japanese in the Department of World Languages and Literatures (WLL) at Portland State University. She also serves as Associate Chair for WLL, Section Head of the Japanese language program, and Director of the Institute for Asian Studies. She has taught at PSU since 1990. Her research interests include discourse analysis, interactional sociolinguistics, and language assessment. She is a certified trainer and tester of the ACTFL Oral Proficiency Interview, a certified rater of the ACTF WPT and AAPPL. She is the current president of American Association of Teachers of Japanese.

    Workshop 5: German Language Teachers Workshop: Culture in the Language Classroom and Curriculum

    The day-long workshop includes a morning session devoted to presentations on contemporary topics in German-speaking cultures, including those that students at Pacific University have researched for their senior projects: Cailie Cross: “Amerikanische Familie in Deutschland: Informationen und Ratschläge;” Lauren Hento: “Dexit: Ja oder Nein?;” Sierra Paola: “Sexuelle Gewalt an Universitäten und Hochschulen in Deutschland und in den USA;” Kimberly Parsons: “Deutsche Kultur in Namibia;” Hannah Sites: “Nicht-binär-Sein;” Erika Vives: “Berlin: Ein kultureller Rythmus in Endlosschleife.” Each presenter will first give a 15-minute overview of the project by answering the following questions: 1. What is the main question posed in the project? 2. Why is the topic important? 3. How did the presenter come to choose the topic? 4. What method, process, and format did the presenter use to investigate the topic? 5. What are the results of the project? 6. What can German instructors learn from the project? 7. How can the project be used in the teaching of German? 8. What importance does the project have for students learning German? After the presentations, workshop participants will formulate ways to incorporate cultural elements of the projects into the classroom and share ideas about their own best practices. 

    The afternoon session will be led by Natascha Milde, Fachberaterin für Deutsch als Fremdsprache der Zentralstelle für das Auslandsschulwesen/Counsultat for German as a Foreign Language of the Central Agency for Schools Abroad (ZfA), in Olympia, Washington. The topic is entitled "Heute schon geJANDelt? Konkrete Poesie im DaF- Unterricht/How to Motive Students and Unleash Their Creativity." This session will focus on how to encourage German learners to deal with authentic texts and to put them in motion - literally. With the help of Ernst Jandl's and other writers' poetry, different theatrical and writing techniques for teachers of German will be presented. We will examine how "Konkrete Poesie“ will help teachers to introduce German in an entertaining yet instructive manner.

    The day will end with a brief OATG meeting to vote on changes to the constitution and upcoming projects and a chance to share ideas further.

    Learning Outcomes: Participants in the workshop will:

    1. Gain an understanding of a wide range of topics in contemporary German-speaking cultures that are relevant to the teaching of German language and culture;

    2. Create, through collaboration with other educators, methods to implement cultural elements and their contexts into German classroom instruction and the curriculum;

    3. Analyze some best practices of how to deal with authentic texts from German-speaking cultures and to develop interactive instructional materials for the classroom.

    Lorely French

    Lorely French is Professor of German at Pacific University and President of the Oregon Association of Teachers of German (OATG). She teaches all levels of German. Her main research foci have been on Roma and Sinti writers (book publication: Roma Voices in the German-speaking World, Bloomsbury 2015/2016) and on German women writers from the 18th century to the present (book publication: German Women Letter Writers 1750-1850). Her German classes are project-based, whereby students at all levels create final projects, which they present at the end of the semester. Students at all levels have created films, presentations, and performances. Past group projects by intermediate and advanced students have included an exhibit on Roma and Sinti; an art exhibit with works by the Austrian Romani artist and writer Ceija Stojka; a performance of a their version of Tieck's play Der gestiefelte Kater (called Kater in Stiefeln); an interactive exhibit/performance on migration in Germany; a film screening of their films at the Clinton Street Theater in Portland; a website devoted to their short stories; and a film interviewing previous GDR citizens 25 years after the fall of the Wall. Lorely is proud of the students' COFLT presentations because they align with the active, relevant undergraduate research that she promotes in German classes. All the students studied abroad either for a semester (Sierra Paola, Hannah Sites, Erika Vives in Bamberg; Lauren Hento in Freiburg; Cailie Cross in Konstanz) or for a summer (Kimberly Parsons in Hamburg and Göttingen). They all are double majoring with German Studies and other disciplines (Sierra Paola and Kimberly Parsons with Public Health; Hannah Sites with Media Arts; Erika Vives with Journalism; Cailie Cross with Psychology). They all have been active with German Club and with other clubs on campus.

    Natascha Milde

    After having worked as a Teaching assistant in France, a TV Promotion manager for Warner Bros., a project manager for a consulting company, Natascha Milde received her MA and State Exam at the University of Hamburg. She is a trained teacher of English and French and was recently employed at the Wolfgang-Borchert Gymnasium in Halstenbek, Schleswig-Holstein, Germany. She was the head of the world language department, served as a teacher training supervisor, curriculum developer and public relation manager. Since 2013, she works for the ZfA (Central Agency for Schools Abroad) as a German Language Advisor. She is responsible for the Administration of the Language Certificate, German Language Proficiency Assessment A1 and A2, in Alaska, Washington State, Oregon, Montana, Idaho and Wyoming.  She hosts lectures and workshops for teachers throughout the US.

    Student Presenters

    Kimberly Parsons         Cailie Cross        Lauren Hento  


    Hannah Sites            Sierra Paola             Erika Vives         


    Contact COFLT:
    email us: cofltoregon at gmail com
    COFLT,  A-153, Pacific University, 2043 College Way, Forest Grove OR 97116
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