DOCUMENT RESUME

ED 259 557 FL 015 115

TITLE The Foreign Language Learner with Special Needs. ASpecial Issue.

INSTITUTION New York State Association of Foreign LanguageTeachers.

PUB DATE Jan 85NOTE 26p.PUB TYPE Collected Works Serials (022)JOURNAL CIT Language Association Bulletin; v36 n3 Jan 1985

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS Classroom Environment; *Classroom Techniques; Course

Organization; interprofessional Relationship;Language Teachers; *Learning Disabilities;Professional Associations; Reading InstrUction;*Second Language Instruction; *Second LanguageLearning; Self Evaluation (Individuals); *SpecialEducation; Student Needs

ABSTRACTAn issue of the journal devoted to teaching foreign

languages to students with special educational needs, resulting froma New York State Board of Regents plan to require foreign languagesof all students, contains these articles: "A New Challenge: TheForeign Language, Learner with Special Educational Needs" (HarrietBarnett, John B.. Webb); "Editor's Comments" (John B. Webb); "Teachingthe Slower Student" (Lenora McCabe); "Foreign Languages for theLearning Disabled: A Reading Teacher's Perspective" (HarrietBarnett); "Foreign Languages for Special Education Students: ASpecial Education Teacher Speaks," (Jeff Miller); "Teaching AllStudents: An Inventory of Teachers, Classroom Strategies forSelf-Analysis" (Anthony Papalia); and "Concluding Remarks" (NancyMcMahon, John Underwood). Listings of the New York State Associationof Foreign Language Teachers' officers and committee chairpersons for1985 are also included. (MSE)

*********************************************************************** Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

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SPECIAL ISSUE

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Language Association Bu inNew York State Association of Foreign Language Teachers

Liu\ VOL. XXXVI

CrsLIN(J

January 1985

Al New Challenge: The Foreign Language LearnerWith Special Educational Needs

Harriet Barnett and John B. Webb

Foreign language always has held a place in thecurriculum of our State's schools. The study of a lan-guage other than English traditionally was seen as ameans for developing cultural and intellectual sophis-tication among students and an exercise which wouldexpand their minds. Indeed, to be in a language classwas a signal to others that a student held a place thatwas a cut above the average. Foreign language was, inshort, a discipline for the intellectually superior andsocially elite who were to go on to advanced educa-tion and enter the respected professions.

To be a student of foreign languages was a mark ofdistinction, and even the teachers themselves boastedthat they worked with only the very best students. Infact, this aiways has been a motivating factor forpotential teachers of foreign languages.

Today, this almost purely academic view oflanguage study has changed. The world wars, the need;) conduct business across international boundaries,

e eff Irts to attain and preserve a climate of peace-tul co -ation among nations, and the arrival of

r.rmigrants on our shores have given riseto a demar:c1 for communicative and cultural compe-tence among a larger segment of our nation's popula-tion. The demands of the latter half of the 20thcentury have created a need for these comptencieswhich transcends the academic realm. Pursuit of ourdiscipline is now motivated by pragmatism ratherthan pure intellectualism. To meet the new demands,schools turned to methods that would not justexpand the mind and elevate the tastes, but wouldproduce students capable of understanding and speak-ing the languages they were studying and of function-ing within their respective linguistic and culturalenvironments both here at home and abroad.

Harriet Barnett, teacher of Spanisn and Fren,.h, DobbsFerry Union Free School District, Dobbs Fel -y N.Y.John B. Webb, Chairperson of Foreign Languages aridESL, Pomona Junior High School, East Ramapo Central School District, Spring Valley, N.Y.

2

No. 3

The upsur'e in interest and demand for languagestudy forced teachers to seek appropriate methodol-ogies and to turn to technology in their attempt toachieve their goals. Language labs, cassettes, videorecordings, computers, shortwave radios, and a hostof other kinds of equipment have been used to motivate students and improve their performance levels.Various techniques have been used to encouragestudents to speak and use the language.

While society's needs for people possessing lan-guage competence and the accompanying methodolo-gies and teaching tools were changing, so was thestudent body. It soon became apparent that, if thosesocietal needs were to be satisfied, language programswould have to include a larger percentage of the stu-dent body.

A discipline once reserved for the above-averagestudents had to alter its approach so as to not onlyachieve communicative competence but to achieve itamong the average as well as above-average students.Teachers also have accustomed themselves to workingwith both groups of students.

Enhanced awareness of the need for communica-tive and cultural competence has given rise to man-dates which call for ALL students to achieve a certainlevel of proficiency in a foreign language. Further-more, a close look at the culturally and linguisticallyplural nature of our society and the globally interde-pendent posture which all nations are being forced toassume, clearly indicates that every sector and everysocioeconomic stratum of our society will requirethese competencies in order to function successfully.

This means that the foreign language programs andthe teachers of foreign languages in our State'sschools must now be prepared to accomodate yet athird segment of the student body those youngsterstraditionally referred to as belowaverage.

Herein lies the newest and perhaps the greatestchallenge. The teachers of foreign languages will nowbe working with students: (continued on page 3)

BEST COPY AVAILABLE

Language Association BulletinA Publication of the

New Ynfit State Association of Foreign Language TeachersFounded 1917

VOL. XXXVI January 1985

ContentsNo. 3

SPECIAL ISSUE: THE FOREIGN LANGUAGE LEARNER WITH SPECIAL NEEDS

Flair iet Barnett and John B. Webb 1

John B. Webb 4

Lenora McCabe 5

Harriet Barnett 7

Jeff Miller 9

Patil W. Wood 10

11

Anthony Papalia 19

Nancy McMahon and John Underwood 25

Officers:Pres'de t: Paul Wood, St. Bonaventure University,

S . naventure, Now York (1985)First Vice President: Shirley Sherburne, North Syracuse

Junior High School, North Syracuse, New York (1985)Second Vice President: Anthony beNapoli, Wantagh

High School, Wantagh, New York (1985)Secretary: Nancy McMahon, Cazenovia High School,

Wantagh, New York (1986)Treasurer. Alice Werynski, Amherst Central Junior High

School, Cazenovia, New York (1986)Past President: Russell Webber, Penfield High School,

Penfield, New York (1985)

Directors:Brenda Benzin, Benjamin Franklin Middle SchoolPhilip A. Fulvi, Pace UniversityJoseph Gersitz, Brighton Central SchoolsAdrienne Greenbaum, Cold Spring Herlor High SchoolConcetta Giuliano, Martin VanBuren High, SchoolAndrew Harts, PeekskillGisela Kapuscinski, SUNY at Stony BrookEdith Manne, Nazareth CollegeElaine Albero Mon, Dobbs Ferry High SchoolMadeleine Ortoleva, Skidmore CollegeFrances Raucci, High id High SchoolCarol Reed, High C. VVilliams High SchoolRichard Sinicki, Binghamton High SchoolAnne Sorrentino, Rome Free AcademyLeonard Symansky, ColumbiaGreene Community CollegeIrmgard Taylor, SUCNY at CortlandNancy Wallace, Orchard Park High SchoolMargaret Wilson, North Rockland High School

2

A New Challenge: The Foreign LanguageLearner with Special Educational Needs

Editor's Comments

Teaching the Slower Student

Foreign Languages for the Learning Disabled:A Reading Teacher's Perspective

Foreign Languages for Special Education Students:A Special Education Teacher Speaks

From the President

NYSAFLT Directory 1985

Teaching All Students: An Inventory ofTeacher's Classroom Strategies for Self-Analysis

Concluding Remarks

Editor:John B. Webb, Pomona Junior High School

Editorial Board:Harriet Barnett, Dobbs Ferry Middle SchoolSonja Karsen, Skidmore CollegeKay Lyons, Half Hollow Hills High SchoolEdith Manne, Nazareth CollegeGioconda Marun, Fordham UniversityAnna Nolfi Coordinator of ReviewsAnthony Papalia, SUNY at BuffaloPatricia Sweet, James Farley Middle SchoolRanee Waldinger, City College CUNYNancy Wallace, Orchard Park Central Schools

Newsletter Editor:Maryalice Seagrave, Buffalo

Advertising/Business Manager:Robert J. Ludwig, 1102 Ardsley RoadSchenectady, New York 12308

Subscription to the Language Association Bulletin is in-cluded in membership in the NYSAFLT. Annual subscriptionrate for libraries is $20.00.

Articles submitted for publication must be typewrittendouble-spaced and mailed to John El, Webb, editor, 36 West11th Street, New York, New York 10011.

All rights reserved. No part of this journal may be reproduced, stored in a retrieval system or transmitted in anyform or by any means, electronic, mechanical, photo copying,recording, I otherwise without prior permission ofthe editor,

3

Language Association Bulletin

(continued from page 1)- who have physical disabilities such as:

* imperfect hearing* imperfect vision

perceptual-motor impairments* speech impediments* hyperactivitywho have specific learning disabilities in skills need-ed for academic areas. They include:* thinking and remembering* spelling* handwriting* linguistic impairmentwho have other disabilities including:

mental retardation* emotional hand caps* neurological impairment* cultural and economic disadvantageswho have social problems such as:* lacking a sense of propriety in interpersonal

relations* exhibiting disruptive behavior which

requires special discipline* hating school* hating foreigners* having a short attention span* being highly sensitive and insecure

- who lack native language skills such as:* ability to read or write

understanding of grammar* vocabularyTo give the reader an idea of the kind of challenge

to be faced by teachers working with the kinds ofstudents alluded to above, it may be wise to ask thefollowing questions. They will cause most teachers tore-evaluate their tried and true teaching strategies.

What do I do with students who cannot hear wellor cannot hear sounds accurately?* Can I use a language lab?What do I do with students whose vision is severe-ly impaired?* Can I use an overhead projector or mimeographed

or thermofaxed materials?- What do I do with students who lack visual-motor

coordination?* Can I ask them to copy from the chalkboard?

- What do I do with students who are hyperactive?* Can I give them a long dictation or ask them to

do any activity for 30 minutes?- What do I do with students who have extreme dif-

ficulty articulating sounds accurately?* Can I ask them to repeat after me accurately?

- What do I do with students who have trouble re-membering?* Can I ask them to memorize dialogues c,r- vocabu-

lary lists?What do I do with students v:hose handwriting isillegible because they cannot write?* Can I give them the same tests as everyone else?

January 1985

What do I do with students who hate school ingeneral and foreign language in particular?* Can I use a grade as a motivational technique?

- What do I do with students who are severe discipline problems?* Can I get order by raising my voice?What do I do with students who read well belowgrade level?* Can I ask questions of inference?What do I do with students who are scared tospeak out loud in class?* Can I insist on oral participation?

What do I do with students who resent school be-cause they always have been losers in every class?* Can I correct all of their errors?What do I do with students who have no apparentneed to learn a foreign language?* Can I motivate the class with college entrance re-quirements?In the past, teachers of foreign languages had none

of these concerns because below-average studentswould not have found their way to a foreign languageclass or would hate dropped it before very long. Theywould not have been considered "language material."Now this is no longer the case, and proper attentionto the kinds of questions asked above may well be thekey to professional survival.

As foreign language teachers embark upon thisnew challenge and seek answers to those questions, itis important to keep in mind that you have a host oftechniques at your command born of years of train-ing and experience. There is no need for excessivefear because these students CAN be taught, and theyCAN attain a level of proficiency. The challenge isreally' to break old habits and disavow old notionsthat such students cannot learn a second language.New ways can be found, and it CAN be done.

. PROFESSIONAL CALENDAR

February 8-9 NYSAF LT Board ofDirectors Meeting

- National Foreign Language Week- Rochester Regional Meeting

Nazareth CollegeMarch 21.23 International

Foreign Language ConferenceSheraton Centre, Toronto

- Long Island Regional MeetingNortheast ConferenceNew York CityBuffalo Language Fair

- NYSAFLT/SED ColloquiumTurf Inn, Albany

May 18 Mid-Hudson Regional MeetingSUCNY at New Paltz

October 13-15 NYSAFLT Annual MeetingConcord Hotel

March 3-9March 16

March 30April 26-2E,

April 27May 3

4 3

Editor'sComments

John B. Webb

One day a while ago during a faculty lounge dis-cussion of the. Regents Plan and its foreign languagerequirement for ALL students, one of my highlyrespected colleagues of many years said to me, "Wel-come, at long last, Ito the profession. You foreignlanguage teachers are finally going to get a taste ofwhat it's really like to have to teach." This commentreflects a long-held feeling on the pare of many educa-tors that foreign language teachers do not really knowhow to teach because vie work only with the elite. Anew era is beginning when foreign language teacherswill join the ranks with their colleagues in teachingbelow-average as well as above-average children. Formany, the addition of these students to our classeswill cause few problems and they will be accepted asa matter of course. For others, initial exposure is like-leto come as a bit of a shock. Either way, teachingbelow-average children requires that we carefullyevaluate what we teach and how we do it.

Foreign language teachers are an energetic and enthusiastic group, and these qualities will serve us well.We have labored proudly to produce students whocan speak ...le languages we teach (or at least conjugatea few of their verbs) and who will develop respect, orhopefully love, for those languages and their cultures.Soon, however, we will face a group of students whomay differ to a considerable extent from those whomwe have grown accustomed to teaching. In many in-stances, their academic experiences probably havebeen less successful over the years thereby giving riseto less-than-positive attitudes toward teachers, theircourses and school in general. Those attitudes, if theyare to be appropriately channeled, will require specialmeasures. Their desire to learn a second language maybe motivated less by the promise of future travel andcareers than by everyday exposure to signs on publictransportation or to neighbors from linguistically dif-ferent groups. (Many people in rural areas are justplain angry about this requirement because they seeno earthly reason why the son of a farmer in Rose-boom, New York, should have to learn a second lan-guage, particularly if he is having trouble in school).

.Their learning styles will probably be less familiar tous, so we will have to grapple with different types ofmotivation and approaches to insure that our instruc-tional objectives are met. In fact, we may have tohave a serious look at our objectives.

Resistance to second language study for below-average students will probably be encountered fromthe students themselves, but I suspect that they will

4

be more receptive than many parents AND administrators or other colleagues who sincerely believe thatthe foreign language requirement will confuse thechildren and deprive them of urgently needed remedi-ation in English, the language of survival in the USA.In fact, I have heard administrators express' thisopininion so vehemently that they are urging defianceof the Commissioner's Regulations. This kind of situa-tion creates double trouble for foreign languagepeople because we must not only know how to teachstudents with whom we have had little experience,but we must, at the same time, be able to respond tothe critics whom we are certain to encounter, particularly in the early years of the mandate.

As we contemplate the task, it might be a goodidea for us to forget for a moment that we are teachersof a fdreign language and concentrate on the fact thatwe are teachers of children. As such, we are responsi-ble for the whole child and not just his second lan-guage development. Learning implies skill acquisition,the skills of thinking, analyzing, synthesizing anddrawing well-founded conclusions based on certaininput. It would be wise to examine foreign languagestudy from that perspective and to fOcus on it in ourplanning so that the larger learning outcomes willovershadow, temporarily, our dviotion to the languageitself. We can call this a coming to terms with reality.In many instances, just getting through a school dayis a difficult challenge for some children, so if theirexposure to us is a positive human experience thatday, school may be a better place than it was, perhaps,the day before. (There may have been no mention ofrelative pronouns, but some child may feel betterabout him/herself, and that is very important). To beeducated is to be the product of a wide rangep,acorpus, of meaningful experiences. Foreign languagesmust hold a place there in the contexts of both thestudents' school and home experiences. Without thisthread, this connection, much will be tiost.

In short, it becomes essential to see beyond boththe structural and the functional aspects of our disci-pline to the larger world which the child inhabits. Ourtask is to make certain that we as individual teachersand that what we teach will in some way enhance theability to survive in that milieu or in any milieu thestudents may ultimately choose to inhabit. This viewhelps to make second language study more relevant,regardless of the school's geographical location andregardless of the students' academic standing.

NYSAFLT recognizes that the task facing its members is not an easy one, but it is hoped that thisspecialissue of the Bulletin will give our readers some morematerial or food for thought that will prove beneficial.

NEED A JOB?Contact NYSAFLT Placement Service

There may be an opening for youlChairperson, Joseph Gersitz

90 Hotchkiss Circle, Penfield, NY 14526

Language Association Bulletin

Teaching the Slower StudentLenora McCabe

When I ilrst began my teaching career a long-timefriend who taught first grade once said to me, "I canteach my first graders any topic. I just have to find theright way to present it." For example, she gatheredall her first graders around iier and told them a specialstory about the four brothers Cloud. Each brotherwas different both in appearance and personality.One was light and fluffy with a good disposition, andhe was called Cumulus. Another was dark and brood-ing, had a terrible temper, and frequently exploded ateverybody, and was called Nimbus. On and on thestory went. By the time she finished with her tale, allthe children knew about the four kinds of clouds andwhat weather each brought. In a sense, that is whatour assignment is when we undertake the teaching ofan academic subject to slower yoUngsters. We have tofind the right words, the right approach, the rightmaterials to entice more reluctant learners to reachfor an understanding of what is essentially an academicsubject.

This beginning appreciatiora for our disciplines restsalmost entirely with the teacher. Here is the opportun-ity for you to be truly important. No other level ofstudent is more dependant on the teacher than theslow learners. Teachers make or break their chancesfor success. These youngsters, naore than all others,need our respect and affection, our skill and profes-sional competence, our sense of humor and kindness,and all the myriad human qualities that go into creat-ing the good teacher. If you want to be creative, hereis your chance. If you feel unappreciated, just reachone of these children, and your reward will be morethan you have received in years.

Slower learners want very much to please and beloved, just like all of us, but how difficult it is forthem to achieve so basic a commodity in school. Haveyou ever been the only child in the room to get atwenty on the test? Have you felt the pain of beingcalled on by the teacher when you had no idea of theexpected answer" Have you been asked to read, whenyou stumbled over every other word and heard thewhole class snicker? What a loss of esteem. What anattack on one's self-confidence. These are childrenwho have been humiliated and ridiculed year afteryear. Is it any wonder that they find ways to disguisethis pain by being the class clown, the class truant,the class troublemaker, the student who "doesn'tcare?" It takes real compassion and sensitivity to readbetween the lines of some of the linest dramatic per..formances ever seen. In his book, Horace's Compro-mise,' Theodore Sizer says that learning is painful.

Lenora McCabe, teacher of social studies and ESL,Pomona Junior High School, Spring Valley, NY.

January 1985

For few other children is this statement more truethan for the slow learner.

So what do you do? Books have been written onclassroom organization, methodology, expectationsetc. I suggest that you read one or two that makesense. For the moment, however, a few pointers canbe offered form this twenty-year veteran in the field.Have firm but fair discipline. It is ahszilutely essential.Learning cannot take place in chaos. Have a highexpectation of their ability to perform, but temperthat with reason. These are not college seniors. Donot expect them to be what they cannot be, but al-ways expect them to learn and make progress. Beserious about your subject and your purpose. Believein what you are doing. If you come to class every dayprepared with a proper lesson. materials Organized,ready to work, so will they. If you have very little todo each day, they will get the message very quickly.Resjaect them as people. Be a role model. If you aregood to them, you have a right to expect them to begood to you and to each other. Touch your studentsgently. A pat on the head, a smile, a gentle tap on theshoulder, all show approval and affection. Acknow-ledge them in the halls, the cafeteria, in study hall, Beglad to see them; Give compliments for a pretty dress,a new hairdo, a good ball game, a good paper, an im-proved effort. Always notice them. Do not praise badbehavior, but always separate the person from theaction. "I always like you, but I do not always likewhat you do or say." Make the distinction. Try tokeep calm, even when you are angry. Anger producesanger. Yelling begets more yelling. These studentshave been hollered at often. They are used to that. Besunny. Be fun. Be consistent. Have some organizationor daily routine so they know what is expected ofthem. These students handle sudden change less easilythan others. Provide variety in your routine somewriting some listening -- some acting some movement. Slow learners have a short attention span. It isnot their faiilt. It is just a given, Give lots of repeti-tion. Slower students do not retain and assimilateinformation as well as others. Build in some successthat each can achieve. It is important, maybe evencurcial, that they increase their self esteem.

I once taught a below level seventh grade socialstudies class that contained some very weak students.Mixed in this class were students much more capableOf working on their own, reading and writing andgenerally learning. What to do with the bottom five?They read on a first or second grad:: level. They couldnot do the simplest task in social studies easily. I de-cided to give the class a work sheet based on materialin their textbook. For the five maker students, I hadwritten a 1 in each textbook next to the answer for

65

question number one a 2 next to the answer forquestion number two and so on. I gathered the fivearound me in a little circle, and we all did the ques-tions together. Each person read a few sentences tofind the answer. When the first very slow student.found the answer, he shouted out, "I found it, MissMcCabe! I found the answer!'' The next thing I knewtwo or three others were creeping over to my area,wanting to get closer to the group to get some of thegravy we call success, or "right answers." I do notknow how much each child learned that they couldtell you now, but I am sure that the five who sat withme felt good about themselves, and the others whowere better students, but not good students, felt goodtoo, because they were not so afraid to be wrong.They had my attention and they were finding theright answer a rare occurence for these students.

So can these slower students learn a foreign lan-guage, one of the most elite subjects in the school?Well, yes, I think they can, provided you are going toemphasize conversation and not verb tenses. They canlearn Je m'appelle Lenora or Habla espagnol, They canlearn Dis ist mein handt or Arrivedercci. They can alsolearn a language if they are permitted to make a fewmistakes just as they do in English. They may say orwrite mon soeur instead of ma soeur. They may outplates on le table in stead 'of la table, but they caniearn something.

Is it easy teaching? No. Is it more work? Yes. Is itharder to do well? Yes. Does it represent a challenge?Oh, definitely yes. But you can do it. We, in otherdisciplines, have been doing it for years, Do we suc-ceed with every student? No. Do not be afraid ofsome failure. We have all failed some slow learnerssome of the time, but do not write them off. Theyare great, if you approach the experience positively,and they deserve a chance to shine.

Should they try a language. Oh, yes, for sure, Theylive in all the neighborhoods where people comespeaking Spanish, Creole, French, Vietnamese, etc.They work in the marketplace where all these otherscome. They may, in fact, have more direct contactwith non-English speaking populations than anyothers. They also could profit from this knowledgewhen working in hospitals, nursing homes, city pro-grams, schools, etc. They might even get those jobsmore easily, and more importantly, be able to acceptour newcomers more readily,

The first time it ever occurred to me that slowlearners might enjoy learning a foreign language waswhen my school, Pomona Junior High School, in theEast Ramapo School District, in suburban SpringValley, New York, started getting Haitian students.Maybe it was ten years ago. The two young Haitianboys were put in my below grade level social studiesclass because we had no special program for foreign-born students, The two students were better studentsthan anyone else in the room, but, because they didnot know any English, they had quite a struggle. Days

6

and weeks went by and my American-born studentsstarted asking questions about that "funny" languagethese two students were speaking. My two Haitianstudents knew both Creole and French, but, of course,I only knew a little French. Occassionally I spokesome French to help explain what we were doing inclass. I put a few French words on the board .^ Bonjour, Comment allez-vous? , Je m'appelle ---, etc. I

told all my students what each meant. All the studentspracticed saying these few expressions. One youngsterfinally blurted out, "Miss McCabe, I want to get mesome of that French," I thought to myself, ",Well,why not?"

NOTESSizer, Theodore, Horace's Compromise, The Dilemma of the

American High School, Houghton Mifflin Co., Boston, 1984,

A CALL FOR NOMINATIONS

The Nominating Committee of NYSAFLTneeds your help in selecting people to fill theoffices open for 1986. Nominations are sought forthe following positions:

Officers: First Vice-PresidentSecond .Vice - PresidentTreasurer

Directors: Buffalo Region (1)Capital District (1)Westchester (1)Med-Hudson Region (1)New York City Region (1)Southern Tier (1)

Nominating Committee: Membersat-large (7)

Qualifications:Nominees for Vice-President and Secretary

should have had experience teaching a foreign lan-guage or preparing teachers. They must have beenmembers of NYSAFLT for a minimum period offive years, and shall preferably have had priorservice on the Board of Directors.

Nominees for the position of Director shouldhave demonstrated active leadership on NYSAFLTcommittees, workshops, and regional meetings;and should have been' members of NYSAFLT for aminimum of thiee consecutive years.

Please send the names, addresses, institutionalaffiliations, and resumes of professional experienceof the persons you would like to nominate to:

Lucille Lambert, Chairperson106 Awixa Avenue

Bay Shore, New York 11706

Deadline for submitting nominations is:March 20, 1985

Language Association Bulletin

Foreign Languages for the Learning Disabled:A Reading, Teacher's Peripective

Harriet Barnett

In the September ir,sueof The Medical Forum, alearning disability is described as "... a handicap thatinterferes with someone's ability to store, process, orproduce information." ' The terms most often usedare terms we all have heard but with which we havenot had too much contact. The kinds and combina-tions of problems are variable; in fact, the MedicalForum says that no two people with a learning dis-ability are ever alike. 2 It is easier to talk in terms ofspecific deficits:1) Difficulty in keeping attention focused: turning in

and out, inconsistent performance, impulsive be-havior and a negative self-image. (This is the mostcommon deficit).

2) Language difficulties: oral, aural and written.3) Spatial orientation problems: words look different,

reversals in letters and in placement of letters andwords are made.

4) Poor memory5) Fine motor control problems: a breakdown be-

tween head and paper, handwriting difficulties.

6) Sequencing problems: difficulty in putting a seriesof items in correct order, difficulty in followinginstructions, difficulty in organizing work. (Oneway of handling these students is to give fewer in-structions at one time).'

A commonality among the above students is thatthey appear depressed, overwhelmed, and have diffi-culty in making and keeping friends. They lose theirmotivation and stop trying, but they are not lazy orstu pid.

I teach foreign languages and remedial reading. andam writing here, basically, as a Reading Specialist, butwill not be able to help referring constantly to myexperiences as a foreign language teacher of the learn-ing disabled. My students are hyperactive, they havespeech impediments, imperfect vision, perceptualmotor impairments and therefore have difficulty writ-ing, spelling, thinking and remembering. There is littlesense of grammar, and they have poor English vocabulary, they hate school, exhibit disruptive and improperbehavior, and have severe emotional problems. Thesestudents of mine are disabled in one, some or manyof the above mentioned areas. One factor that is

common to all of them, however, is that they aresupersensitive.

They all come to me because they have readingproblems specifically that they have scored wellbelow grade' level in reading competency exams.

Harriet Barnett, teacher of Spanish and French,Dobbs Ferry Union Free School District, Dobbs Ferry,New York.

January 1985

Some have been labelled handicapped and some,though not labelled, are receiving extra help from ourResource Room specialist, speech theraPiSt, psycholo-gist, etc.

I would like to deal with two of their most commonreading problems decoding and comprehension.'

DECODING. Students with decoding problems havedifficulty processing what their eyes see. The normal.eye examination given by the school or the eye-doctor does not pick up this problem since it is not aproblem of the eye itself, but of what happens in theprocess of the brain's making sense of what the eyesees. Letters often seem distorted, lettersand wordsare often reversed, lines seem to slide into other linesso that the students have difficulty keeping theirplace when reading. Their visual memory is very shortand erratic so that by the time they get to the end ofa line they cannot remember what they had read atthe beginning of that line. What do I do with thesestudents? The most important thing I do is make themunderstand that I realize they have a problem, thatthey are neither stupid nor lazy, and that I will under-stand and tA,, to help them do the work. We have hadpractice exercises in holding our thumbs at the endsof the lines when reading so that those lines will notslip. (This is helpful in English and foreign languageclasses). I often write a part of a word that I feel willbe easily reversed, such as "ie," bit by bit. For ex-ample, with pienso. We all write "pi," and when thatis written, we continue with the "enso." I call theirattention to word configurations. I remind them thata part goes on the end or at the beginning. I remindthem of what the sentence said in the beginning afterwe get to the end so as to help give meaning to thewhole. These are little tricks or clues that most stu-dents do not need. These are the tricks and cities thathelp my students to learn by giving them a boost, andwhich make them feel comfortable because they showthat I care and that I understand that a problem doesexist.

COMPREHENSION. By the time the students arein the 7th grade or higher, the major problem is com-prehension, or understanding what they have read.The students who are still experiencing some decod-ing problems will most certainly have comprehensionproblems because they are concentrating 30 much onwhat they see.

One of the most useful bits of information I everlearned is that there are levels of comprehension. Thethree terms most often used for the levels are:1. LITERAL the recognition of that which the

author specifically states.i.e. a. Did Goldilocks like porridge?

7

1/4

b. Did Goldilocks break the wee beari chair?c. Was Goldilocks a blond?

2. INTERPRETATIVE the recognition of the manyalternatives which the author might have meant,although he did not state therh specifically.i.e. a. Did the wee bear have more in common

with Goldilocks than Mama and Papa did?b. Was Goldilocks a vandal?c. Was Goldilocks a very curious little girl?

3. CREATIVE COMPREHENSION the individual'sdrawing upon his background of information andexperience, to relate to that which is specificallystated or implied in the selection.i.e. a. Is a bear's home his castle?

b. Is trespassing forbidden?c. Should small girls stay out of strange bed

rooms?What is the significance of these reading levels for

the foreign language teacher? When the majority offoreign language students were the above-average, onecould expect all levels of comprehension, or mostcertainly the literal and interpretative in the foreignlanguage. Now that there will be many students whocannot read above the literal level in their native language, foreign language teachers will have to be awareof this in order to succeed with the students. Nothingcould be more frustrating toall students, and especial-ly to the new super sensitive ones, than to be expectedto do more in the foreign language than they are ableor expected to do in their native language.

Since teachers of foreign languages will soon befaced with the reality of these students in their class,what can be done to help insure a successful learningexperience?1.). If you are working with a reading passage one posi

tive technique is to give the students the questionsbefore you give them the reading. Then they willknow what to look for.

2) Stick to the literal level if youlurpose is to findout what the student understands in the foreignlanguage.'Remember: "Is it stated?"

3) When translating vocabulary words to English, besure to take time to explain the English meaningof the words. Many of the students will have avery poor English vocabulary. They may be able togive you the English meaning of a word withouthaving any idea of what the word really means.Then what have you accomplished? By stopping toexplain, you have improved the students' Englishvocabulary as well as their vocabulary in the targetlanguage.

4) Check the grade level of the material you are using.Often the reading level of the foreign languagematerial is at a higher grade than that of the mater-ial the child can handle in his native language.There are formal and informal tests to use tocheck the reading level of materials. Often pub.fishers state a grade level, but if many students arehaving difficulty, I suggest you check, it yourself.

8

One very informal way to check is to give the stu-dent the same material and ask theiame quesfionsin English. For example, i randomly select a read-ing passage from a book (one I have NOT presentedto them). I translate the pasage and the questionsand give it to the class to do. If they have anyficulty with it, either the level of the text is tooadvanced or the questions beyond their compre-hension level. Frustration Would obviously set inwith such material.

I would like to mention some activities common toforeign language teaching and give some clues as towhat I do with my learning disabled students.

COPYING. I try to make it brief. I check it careful-ly. I have students help others who are having greatdifficulty.

QUESTIONS. I am sure to stick to the literal levelOr what is specifically stated. When I go on to aninterpretative level, I do it on a volunteer or extra -

credit basis. The students know whom I expect tovolunteer or do extra credit, and the others are notfrustrated because they are able to complete the basicwork with satisfaction.

MEMORIZING. When a student has great difficultymemorizing, I let him be the reader for someone elsewho has already memorized the dialogue. While read-ing it, he is learning it. Some students can memorizebits and pieces, and I whisper and fill in. Some stu-dents merely read their parts to me. This way they canparticipate and not feel totally frustrated.

FORMING QUESTIONS. Our text has many exer-cises requiring formation o' questions from answerswith italicized portions. I used to skip these automati-cally because I thought they were too difficult for thestudents. Then I reaiiitd that they have trouble withthis in English, so (.decided to tackle it in Spanish, butslowly. We discussed why certain words were itali-

kized. We learned the question words.) left them onthe board with the sentences which had the key partsunderlined. Little by little, every child was able atleast to tell which question word would start thequestions. Most of them went on to form the properquestions easily. When we came to this exercise in theEnglish reading text, the improvement in performanceW23 noticeable. When we had other exercises like thisin Spanish class, they felt a great sense of pride in be-ing able to do them.

With a little patience and compassion, you canfind these students the most satisfying to work with.They have already been frustrated in their school ex-periences. They are starting' omething new.with you,something in which YOU can see that they succeed.They may well become your most enthusiasticstudents.

NOTESi"Learning:Abilities and Disabilities," The Harvard Medical

School Health Letter, September, 1984, IX:11, 3.

9 Language Association Bulletin

Foreign 'Languages for Special Education Students:A Special Education Teacher Speaks

Jeff Miller

Like many Special Education teachers who havesurvived five to ten years in the special class environ-ment within the public school setting, I sometimesthink I have, or should have, a great deal to say aboutthe nature and programming of thos6 students labelledor identified as "special." My wife and children woulddefinitely agree that I usually have too much to say. I

have taken home many of the issues that I am aboutto discuss time after time.

I am always humbled by the scope of our tasks. inpublic education,: and this is especially true now thatwe face planning for the "learning impaired" in manynewly emerging programs, including foreign languages.I am beginning to have an idea of the scope of yourtask as foreign language teachers and can furthersense that many educators are having mixed and verycomplex feelings about traditional foreign languagestudehts versus students with special needs. The day Iopened the door to my first self-contained special*education classroom, I thought, "Okay, Mr. SpecialEducation Teacher, what makes you think you arequalified or able to do for these students what some-one else before you didn't, couldn't, wouldn't or per-haps hasn't thought about or tried?" Today I still askmyself the same question from time to time. Eventhough I may not be able to articulate a definiteanswer, I can say that I am a better observer now andreact faster to what I observe. Some of my observa-tions may be of assistance to you as you approach thechallenging tasks ahead.

Labels, medical technology, psycho- educationaljargon and the elusive standard of normalcy all add tothe "child held in disrepute process." There are morelabels available than we zan shake our Boards of Edu-cation at. Children who do not seem to fit the moldare thought to have so many problems that they areoften excluded from trying courses for which theprerequisite is normalcy. Once labeled, both the childand the system make assumptions about potential. Inthis way, the "child held in disrepute process" setsthe limits.

Emotional, social and cultural problems arecommon to all children. I. believe these problems areintensified in the ;learning disabled students. Thespecial or high risk children- seem to focus on theseproblems. Their academic pursuits appear to besecondary or on hold until they can realize that aneducation can help with these problem areas. Thefollowing observations include what I have found tobe common to the learning disabled students I have

Jeff Miller, Teacher of Special Education, CazenoviaCentral School District, Cazenovia, New York.

January 1985

worked with. They are not prio itized or all-inclusive.Some deaf with the traditional clinical model weoften refer to in public schools; others deal with aholistic model.

These students are cdnstantly struggling with theproblem of self-fulfilling prophecy they think theycan't so they don't. They have retrieval and short-termmemory deficits, and rote learning is easily lost.There is a tendency for them to be either better visuallearners or auditory learners, but there is seldOmequal strength in both processes. They lack confi-dence in the system and adults in general, particularlyin 4unior and senior high. These students are concretethinkers and often have difficulty with abstractionsand aesthetics. It is difficult for them to apply pre-viouslylearned information'to new but related situa-dons: Moving from one topic to another, shiftinggears, during the same class period can cause problems.For example if a teacher were to move from -the_iifeof Simon Bolivar to conjugating verbs it would bedifficult for them to follow, Many learning disabledstudents do not necessarily want to change their lot.They can be threatened by change and have ifficultybelieving that new and special intent tions andspecial classes or teachers will 'help. Failurq,, is ofteneasier to cope with.

As foreign language teachers begin to constructPrograms, one of the challenges will be .decidingwhether your model will be homogeneous or hetero-eneous. On the one hand, heterogeneous grouping

p vides a good opportunity to share a variety oflearning experiences with a cross-section of intellect-ual, social and cultural backgrounds. On the otherhand, tracking is beneficial in that it allows for modi-fication to meet the needs of the distinct groups. Agood compromise situation might be to combine bothgroups for special projects, presentations, trips, andother social activities.

Another concern of the foreign language teachermight be whether the programs established in variousdistricts will end up being programs designed for theaverage or above-average student and then watereddown for the learning disabled. Careful thought mustalso be given to whcther the .course designed forspecial students will be experiential in nature or com-petency based.

Some time ago, I was th nking about ways to dealwith some of the concerns just pointed out. At thattime, I was working with the self-contained model ona daily basis and wanted to promote mainstreamingto students and co-workers. I wanted my high schoolage students, most of whom had previously beentransported away from the home school for their

109

1

educational programs, to break away from the tradi-tional stereotypes to get a better picture of themselves and their counterparts in the mainstream, andvise versa. I wanted to'expand the self-contained for-mat over a reasonable leogth of time, keeping in mindtleat special education itudents are often reluctant to

*change and that the system needs time to adjust.Because I had previous experience and good luck

using a student mentor approach, I asked the foreignlanguagb supervisor to provide me with an advancedsludent of Spanish. The mentor and. I discussed thefollowing aspects of this project: a) life skills getting

\--..je-kracuie4he mentor as!sperson;'b) a touch oereality- fostering comrnunication between two vastly di41ferent socioeoilnomic, and intellectual backgrounds;c)".9.oft.clitioning - ariticipring the continuation of thementor model in other subject areas; d) motivation -providing a non-threatening experience in learning anacademit subject. Keep in mind that this group wasrough and tough and not toc sure that school was thebest place to be. PI

I was surprised at the rate at which most were ableto learn to count from one to twenty aril to ndhle...objects in the classroom, school, home and commun-ity. The students and mentor were more enthusiasticthan I had anticipated. The mentor was iileasantlysurprised with the students' progress and courtesy, es

well as with herself. She seemed eager to return and.I often saw her taking the time to say, "Hello," to mystudents as they passed in the halls. I am sure Thatmany of my students surprised themselves. And yes,they did ask how to swear in Spanish and wanted to'know Spanish names for unmentionable body parts.(Fortunately, they did not ask the mentor, and I couldnot tell them anyway). Our final activity featured amini-fiesta complete with piñata and some tacos thatwe prepared in the classroom. The mentor brought inslides of her trip to Mexico.

This was a small project compared to the projectsyou will be undertaking with your students, but itwas sur.cessful in many ways. It helped to pave theway for 'uture mainstreaming efforts. I do recommendthat you consider the use of mentors when you planfor the learning disabled. Students and adults fromthe community always have been a vital part of mywork with my classes.

This is a new challenge for all of us and the ob-stacles may seem overwhelming at this time. I believethat if foreign language and special education teacherswork together programs can be designed and imple-mented which will benefit many of our learningdisabled students without causing early retirementsStatewide

MEDALS MAKE GREAT PRIZESFRENCH, GERMAN, ITALIAN, SPANISH

Silver Plated at 56.75 eachNYSAFLT Headquarters, 1102 Ardsley Road

Schenectady, New York 12308

10

`,9 ."

Fromthe

President

I am looking forward with great anticipation to thecoming year and to the implications of the recentdevelopments in language teaching. All of us in theprofession must shy an enthusiasm that will affectour students, our school administrators, and subse-quehtly spill over to the general public.

NYSAFLT played a key role in drawing up thenew mandates and will continue to play a major parrin the implementation of the new regulations pertain-ing to language for all students. Now that the futureis upon us we must join together and take the necess-ary steps to ensure that the mandates are successfullyimplemertted.

Attendance at Regional Meetings will help keep usinformed of new developments in the field of languageteaching and of new techniques for use in the class-room. Publications also keep one abreast in the field,Statte level meetings,,,such as the Colloquium and theAnnual Meeting are prime oppprtuni ties for profes-sional growth. NYS,AFLT's publicatiqcs' are flowingon gearing up for the irnplenientation of the Regent..Action Plan. For example, thisarnaticiBulletincentering on "The Foleign-rarTguagelLearner withSpecial Needs" will htlp,, us\ meet the challenge ofteaching students whoktve se difficultiestraditional curriculum. The Newsletter with its briefarticles and announcements is extremely vajuable forkeeping informed of current opportunitrStor profes-sional 'growth. A new publication, CommunicativeSyllabus:. Teaching for Meaning and .CommunicationIs to be published this year.

Two Avellent opportunities for professional de-velopment are the 1985 Colloquium and the AnnualMeeting. Look for information on these meetings inthe Bulletin and in the Newsletter and plan to attend.If you wish to be on the program as a host, hostess,or a recorder contact the Chairpersons immediately(See addresses elsewhere in this issue). An .additionalbonus conference will be held this spring in Toronto.Cosponsored by the Ontario Modern LanguageTeachers Association (OMLTA) and NYSAFLT, theSixth. International Confe Pence will make accessibleto New York State Teachers an additional major con-ference. All teachers will receive registration materialsand information; if not contact NYSAFLT Head-quarters.

NYSAF LT's thirty-five committees fisted in theBulletin insert offer a splendid opp )rtunity to becomeinvolved. Feel free to contact any of the listed com-mittee co-chairs with queitions or vith rearrests

Accept as a personal challenge to involve a col-league either for renewal or by initiating a new mem-ber. It is up to us to be prepared and to prepare othersin order that, as a profession we remain strong andgrow with the Regents Action Plan.

Paul W. Wood, President

11 Language Association Bulletin

1985 1111,SAFLTOFFICERS AND DIRECTORS

EXE VIIYISOMMITTEEPredent

aul Wood(Buffalo)1985

First Vice Presklant ,

Shirley Sherburne(Syracuse)1985

Second Vice President

Anthony DeNapolit(Laing Island)

Secretary

Nancy McMahon(Syracuse)1986

Treasurer

Alice Werynski(lcuffelo)1985

0Past President

'Mussel' Webber(Rochester)4984

DIRECTORS

Brenda Benzin(Buffalo)1985

Philip A. Fulvi(New York City)1987

Jonph F. Gersitz(Rochester)1987

Co ncetta Giuliano(New York City)1985

Adrienne Greenbaum(Lung Island)1986

Andrew Hart.(Westchester)1986

January 1985

HOME INFORMATION

102 Virginia StreetWean, New York 14760(716)372-9511

1015 7th North Street A-3Liverpool, New York 13088(315)451.3009

281 Sagamore Hills DrivePort Jefferson Station,New York 11776(516)928-4854

/Route 1, Box 629Kelsey tapeErieville, N.Y. 13061.9753(315)662.3679

129 Albert DriveLancaster, New York 14086(716)683.9359

7 Bromblewood LanePenfield, New York 14526(716)377.5661

824 Delaware RoadKenmore, New York 14223(716)876.7811

175 West 13th Street 14-ffk New York, New York 10011

(212)242.5359

90 Hotchkiss CirclePenfield, New York 14526(716)381.8659

35.19 76th StreetJackson Heights, N.Y. 11372(212)446.5666

31 Brewster Street 238Glen Cove, New York 11542(516)759.2125

928 Lyman AvenueP.O. Box 456Peekskill, New York 10566

12

SCHOOL INFORMATION

Modern Language DepartmentSt. Bonaventure UniversitySt. Bonaventure, New York 14788

North SyraFuse Jr. High,School .

5353 West Taft RoadNorth Syracuse, New York 13212(315)470-3179

Wantagh Public Schools .

Wantigh, New York 11793(516)7811000

Cazenovia High SchoolCazenovia, New York 13035

. (315)655.3444

Amherst Middle School55 Kings KighwayAmherst, New York 14226(716)836.30PC

Penfield Senior High SchoolPenfield, New York 14526(716)248.3000, Ext. 333

Benjamin Franklin Middle School540 Parkhurst BoulevardKenmore, New York 14223(716)834.7444

Dept. of Modern. LanguagesDyson College, Pace UniversityPace Plaza, New York, N.Y. 10038(212)4881498

Brighton Central School1150 South Winton RoadRochester, New Yurk 14618(716)442.1500, Ext. 267

Martin VanBuren High School232 Street - Hillside AvenueQueens Village, N.Y. 11429(212)7764728

Cold Spring Harbor High SchoolTurkey LaneCold Spring Harbor, N.Y. 11724(516)6924008

Not Applicable

11

Gisela Kapuscinski(Long Island)1887

Edith Manne(Rochester)1986

Elaine Albin, Mobs(Westchester)1985

Madeleine Ortoleya(Capital District)1985

Francis Raucci(Mid-Hudson)1985

Carol Rood(Northern)1986

Richard Sinicki(Southern Tier)1985

Ann Sorrentino(Syracuse)

1987

Leonard L. Symansky(Capital District)1987

Irmgard Taylor(Syracuse)1986

Nancy E. Wallace(Buffalo)1987

Margaret Wilson(Mid-Hudson)1987

CONSULTANTS

Robert J. LudwigAdministrative Assistant(Capital District)

Paul Dimmer, ChiefBurma of FL Education

(Capital District)

57 Split Oak DriveEast Norwich, New York 11732(516)922.5308

9 Twin Brooks RoadFairport, New York 14450(716)5861095

R.D. 6, Hemlock Hollow RoadHopewell Junction, New York 12533(514)223.5278

Mann RoadBallston Spa, New York 12020(518)8854632

50 New Peitz Roadc, Highland, New York 12528

(914) 691-2274

Route 1De Kalb Junction, N.Y. 13630(315)347.3416

3635 Joel DriveEndwell, New York 13760(607)754.1961

600 North Madison StreetRome, New York 13440(315)337.8086

12 Sylvan 11venue

Delmar, New York 12054(518)439.9298

23 Floral AvenueCortland, New York 13045(607)756.7266

23 Concord DriveBuffalo, New York 14215(716)834.2902

153 Boyd StreetMontgomery, New York 12549(914)457.3670

1102 Ardsley RoadSchenectady, New York 12308(518)372.3453

Harkness RoadJohnsonville, New York12094.033

1.3

SUNY at Stony BrookDept. of French and Italia,.Stony Brook, New York 11790(516)246-8676

Foreign Languages DepartmentNazareth College4245 East AvenueRochester, New York 14610(716)586.2525, Ext. 490

Dobbs Ferry High SchoolBroadwayDobbs Ferry, New York 10522(914)693.0474

Skidmore CollegeSaratoga Springs, New York 12866(518)684.5000, Ext. 24

Highland High SchoolPancake Hollow RoadHigfiland, New York 12528(914)691.2933

Canton Central SchoolHugh C. Williams High School99 State St., Canton, N.Y. 13617(3151386.8561

Binghamton High School31 Main StreetBinghamton, New York 13905(607)772.7006

Rome Free Academy500 Tu;iii St., Rome, N.Y. 13440(315)338.3321

Columbia-GreeneCommunity College

P.O. Box 1000, Hudson, N.Y.12534(518)828.4181

SUNY Collage at CortlandDepartment of ICCCortland, New York 13045(607)753-4303

Orchard Park Middle School60 South Lincoln AvenueOrchard Park, New York 14127(716)662.6227

North Rockland High SchoolHammond RoadThiells, New York 10984(914)942.2700

Mont Pleasant high SchoolForest RoadSchenectady, New York 12303(518)310.8189

Bureau of Foreign LanguagesState Education DepartmentAlbany, New York 12234(518)474.5927

12 Language Association Bulletin

Editor. Bulletin

John Webb

Editor. Newsletter

Maryalice Seagrove

36 West 11th StreetNew York, New York 10011(212)228.5806

350 Warwick AvenueBuffalo, New York 14215(716)833.0437

Pomona Junior High SchoolPomona RoadSuffern, New York 10901(914)3564100, Ext. 460

Not Applicable

1985 NYSAFLTCOMMITTEE CHAIRPERSONS

CHAIRPERSON/COORDINATOR HOME INFORMATION

Coordinator of Committees

Russell Webber 7 Bramblewood LanePenfield, New York 14526(716)377.5651

STANDING COMMITTEES ON ADMINISTRATION

Annual Meeting

Anthony De Napoli

Awards

Mildred Spano

Therese Clarke

Budget

Joseph Tursi

Russell Webber

Colloquium

Shirley Sherburne

Constitution Revision

Dick Hartzell

John Webb

Financial Review

Sr. Jean Whalen

January 1985

281 Sagamore Hills DrivePt. Jefferson Sta., New York 11776(516)928-4854

38 Albern AvenueOceanside, New York 11572(516)766-4855

32 Crosby BoulevardBuffalo, New York 14226(716)833.9780

11 Raven DriveCommack, New York 11725(516)543.9491

7 Bramblewood LanePenfield, New York 14526(716)377.5661

1015 7th N. Street, A.3Liverpool, New York 13088(315)451.3000

8 Birchwood DriveGoshen, New York 10924W4)469.9591

36 West 11th StreetNew York, New York 10011(212)228.5806

432 Western AvenueAlbany, New York 12203(518)482.2814

14

SCHOOL INFORMATION

Penfield High SchoolHigh SchoJi DrivePenfield, New York 14526(716)586.7170, Ext. 110

Wantagh Public SchoolsBeltagh AvenueWantagh, New York 11793(516)781.8000, Ext. 361

Not Applicable

Williamsville Schools105 Casey RoadEast Amherst, New York 14051(716)6894148

Dept. French/ItalianSUNY at Stony BrookStony Brook, New York 11794(516)246.8676/77

Penfield High SchoolHigh School DrivePenfield, New York 14526(716)5864170, Ext. 110

North Syracuse Jr. High School5353 West Taft RoadNorth Syracuse, New York 13212(315)470.3179

Pomona Junior High SchoolPomona RoadSuffern, New York 10901(914)3564100

Pomona Junior High SchoolPomona ReedSuffern, New York 10901(91413564100, Ext. 460

College of St. RCMP432 Western AvenueAlbany, New York 1220315181454.5217

13

Vann' McMullen

Foreign Linguae, Fairs

Elaine Kraus

James Coffman

Historians

Gertrude Rouin

Margaret Wilson

(,'.Membership

Elizabeth Smith

Nomination

Lucille Lambert

Placemont Service

Joseph Gersitz

Brenda Benzin

Projects /Research

Anthony NNW

Renee Weldinger

Publications,

John Webb

Moryelice Seagrove

Regional MeetinadJamas E. Allen

Helene Combopieno

2241 Webster DriveSchenectady, New York 12309(518)3934308

192 Inglewood DriveRochester, New York 14619(716)328.9342

23 Alfred StreetJamestown, New York 14701(716)488-0688

53 E. Maple AvenueSuffern, New York 10901(914)357.1818

153 Boyd StreetMontgomery, New York 12549(914)457.3870

3 Ramble LaneBurnt Hills, Nev, York 12027(518)399.6270

106 Awing AvenueBeyshore, New York 11706(516)6664728

90 Hotchkiss CirclePenfield, New York 14526(716)381-8659

824 Delaware RoadKenmore, New York 14223(718)876-1811

610 Baseline RoadGrand Island, New York 14072(716)773.1086

600 Maitland AvenueTeaneck, New Jersey 07886(201)836.5565

36 West 11th StreetNew York, New York 10011(212)226.5606

350 Warwick AvenueBuffalo, New York 14215(716)8334437

71 Grand BoulevardBinghamton, New Yoik 13905(607)7214775

15

Mt. Pleasant High SchoolForest RoadSchenectady, New York 12303(518)370.8189

East High School1801 East Main StreetRochester, New York 14609(716)288.3130

Jamestown Public SchoolsJamestown, New York 14701(716)4813470

Not Applicable

North Rockland High School()Hammond Road

Thiells, New York 10984(914)942.2700

Mont Pleasant High SchoolForest RoadSchenectady, New York 12303(518)370.8189

Burr's Lane Junior High SchoolBurr's LaneDix Hills, New York 11746(516)5494752

Brighton High School1150 So. Winton RoadRochester, New York 14618(716)442-1500, Ext. 267

Benjamin Franklin Middle School540 Parkhurst BoulevardKenmore, New York 14223(716)634-7444

576 Biddy HallSUNY at BuffaloAmherst, New York 14260(718)6361174

Graduate School, CUNY33 West 42nd StreetNew York, New York 10036(212) 790-4497

Pomona Junior High SchoolPomona RoadSuffern, New York 10901(914)3564100, Ext. 460

Not Applicable

West Junior High SchoolWest Junior AvenueBinghamton, New York 13905(607)727.1271

14 Language Association Bulletin

Carol Reed

Student Scholarships

Philip Fulvi

Teacher Incentive

' ' Vicki Arnold

Joy Lewis

Route 1Molls Junction, New York 13630(315)347.3416

175 W. 13th Street 14DNew York, New York 10011(212)242.5359

159 Mineral Springs RoadBuffalo, New York 14210(716)8264580

9 Stony Hill LaneWest Nyack, New York 10994(914) 942.2700

Hugh C. Williams High School99 State StreetCanton, New York 13617(315)386.865i

Dyson College, Pace UniversityPace UniversityNew York, New York 10038(212)4881489

St. Francis High SchoolS4129 Lake Shore RoadAthol Springs, New York 14010.0400

North Rockland School DistrictNorth Rockland High School.Hammond RoodThiells, New York 10984

iTANDING COMMITTEES ON FOREIGN LANGUAGE CURRICULUM/INSTRUCTION

Arts

Leonard Symansky

Madeleine 0 rtoleve

Classics

Donna Cadwell

Antoinette Colapinto

College Student

Rosemary Foal

Linda Sikka

Culture

Gretchen Kessler

Carol Wirth

Instructional Technology,

Harry Tuttle

Louise Solpietro

January 1985

12 Sylien AvenueDelmar, New York 12054(518)43941298

Mann RoadBallston Spa, New York 12020(518) 8854632

4042 Lockport AvenueNorth Tonowanda, New York 14120(716)693-9446

19 Wing RoadRexford, New York 12148(518)399-0376

168 Huntley RoadBuffalo, New York 14215(716)832.1118

144 Scamridge CurveWilliamsville, New York 14221(716)631.0044

136 Lorfield DriveSnyder, New York 14226(716)839.2779

i47 Harlem RoadWest Seneca, New York 14224(716)824.9330

3875 Songbird LaneLiverpool, New York 13088(315)8524515

395 S. Woodside DriveAlden, New York 14004(716)937.9099

16

ColumbiaGreene Community Coll.P.O. Box 1000Hudson, New York 12534(518)8284181

Skidmore CollegeSaratoga Springs, New York 12866(518) 584.5000, Ext. 2834

Not Applicable

Shenendehowa High SchoolP.O. Box 58Clifton Park, New York 12065(518)371.6000, Ext. 446

Canisius CollegeMein St., Buffalo, New York 14208(716)883.7700, Ext. 246

Foreign Language DepartmentS.U.C. at Buffalo(716)8784830

Canisius High School1180 Delaware AvenueBuffalo, New YOFIC 14209(716)882-0466

St. Francis High School4129 Lake Shore RoadAthol Springs, New York 14010(716)6V:4386

Board OfficeTaft RoadNorth Syracuse, New York 13211(315)470.3231

Alden High SchoolPark Street, Alden, New York 14004(716)937.9116

1li

fatly Foreign Lemma ExperienceNancy Wallace 23 Concord Drive

Buffalo, New York,14215(716)834.2902

Sue Balon 54 Lakeside CourtWest Seneca, New York 14224(716)822-7073

Foreign imams Learner With Special Needs

John Underwood 227 Forest Hill DriveSyracuse, New York 13206(315)463.5013

Nancy McMahon Route 1, Box 629 Kelsey LaneErieville, New York 13061-9753(315)662-3879

Gifted/Talented

Michael Nicodemou

Peiyu Wang Chow

Global Education

Ann Sorrentino

Lilian. Wilk

Higher Education

Thomas Vince

Sonja Karon

Dina TAiuto

Concetta Giuliano

Materiels Benk

Andrew Minns

Profession Development

lrmgard Taylor

Edith Mann.

16

7 Femvick AvenueFarmingville, New York 11738(518)736.1012

43 Hilltop DriveSyosset, New York 11791(516)692-8322

600 North Madison StreetRome, New York 13440(315)337.8088

1003 Winton Road NorthRochester, New York 14809(716)2884711

98 Hidden Hollow LaneMillwood, New York 10546(9141762-0897

634 Eastbrooke LaneRochester, New York 14618(716)461-9147

35.19 76th StreetJackson Heights, Neya York 11372(212)448.5686

80.52 69th DriveMaspeth, New York 11378(212)328.1642

23 Floral AvenueCortland, New York 13045(607)756.7266

9 Twin Brooks RoadFairport, New York 14450(716)5861095

17

Orchard Park Middle School60 So. Lincoln AvenueOrchard Park, New York 14127(716)6621227

Not Applicable

Ca 'movie High SchoolCa:movie, New York 13035(315)655.3444

Cazenovia High SchoolCazenovia,.New York 13036(315)655.3444

Southside High SchoolHillsidb AvenueRockville Centre, New York 11570(516)225.8976

BOCES Ill Suffolk Lovers SchoolSwine Dr., Commack, New York 11725(618)5431901

Rome Free Academy500 Turin StreetRome, New York 13440(315)338.3321

Penfield High SchoolHigh School DrivePenfield, New York 14526(716)586.7170, Ext 110

Chair Foreign LanguagesMercy CollegeDobbs Ferry, New York 10522(914)6934500, Ext. 346

Skidmore CollegeSaratoga Springs, New York 12866(518)584.5000, Ext. 382

School 37Congress AvenueRochester, New York 14619

Martin Van Buren High School232 Street-Hillside AvenueQueens Village, New York 11429(212)7784728

Roslyn Junior High SchoolRoslyn Heights, New York 11577(5111)MA14900

SUNY College it CortlandDeportment of ICCContend, New York 13045(807)7634303

Nazareth College4246 East AvenueRochester, New York 14810(716)6864625, Ext. 490

Language Association Bulletin

Regent's Study .

Frances Raucci

Allen Remaley

condor

Thomas Regan

Raymond Salerno

Solt-Instructional Lamas Programs

Robert Read

Neil Miller

Supervision

Alessio Evangelista

Frank Curran

TESOL/Bilingual Education

Mildred Spillane

Travel

Andrew Norte

eltudia Bennett

50 New Peitz RoadHighland, New York 12528(914)691.2274

4 West Circular CourtSaratoga, New York 12866(518) 584-2974

327 Nassau BoulevardNew Hyde Park, New York 11040

(516)2484373

581 Waterview RoadOceanside, New York 11572

(516)678.6078

1 Naomi DriveCazenovia, New(315)655-2411

ork 13035

747 Bruce Drive 1.1

East Meadow, New York 11554(516)2944666

36 Hilltop DrivePittsford, New York 111534(716)381.9864

2 Ailing StreetHicksville, New York 11801

(516)334.190U

2 Greenhouse LaneBox 3141Poughkeepsie, New York 12603

928 Lyman AvenueP.O. Box 456Peekskill, New York 10566

1117 Lake AvenueRochester, New York 14613(716)4584557

STANDING COMMITTEES ON PUBLIC ACTION,

External Affairs

To be announced

Legislation

David Greenberg

Anne Szczesny

January 1985

2063 Raker AvenueSchenectady, New York 12309(518)374.5870

112 Alaska StreitBuffalo, New York 14208(716)894.3089

18

Highland It* SchoolPancake Ho low RoadHighland, New York 12528(914)691.2933

Saratoga Springs Jr./Sr. High SchoolSaratoga Springs, New York 12866

(518)584.7510

Junior High School 1d9144.80 Barclay AvenueFlushing, New York 11355(516)359.6676

South Side High SchoolShepherd StreetRockville Centre, New York 11570(516)255.8970

Cazenovia Central SchoolGreen StreetCazenovia, New York 13035

.(315)655-3444

Department of Languages andInternational Studies

Adelphi UniversityGarden City, New York 11530(516)294.8700

City School District131 W. Broad StreetRochester, NeW York 14608

Carla Place High SchoolCherry LaneCarle Place, New York 11514(516)681.2409

Arlington Senior High SchoolPleasant Valley, New York 12569

Not Applicable

Greece Arcadia High School120 Island Cottage RoadRochester, New York 14812(716)6214730

Shenendehowa High SchoolR.D. 4, Box 58Clifton Park, New York 12065(518)371.6000, Ext. 645

Frontier CentralBay View RoadHamburg, New York 14075(718)8484001

Public Relations

Ella Schwartz

Harriet Barnett

'Resolutions

Adrienne Greenbaum

Lucille Lambert

AD HOC COMMITTEES

French Cultural Services Award

William Marceau, CSJ

Goethe House Awed

Mary Champagne

Spanish Heritage Award

Anna Nolfi

Leadership Institute

Joanne HumeNigro

6555 BroadwayBronx, New York 10471(212)884.0950

225 Clinton AvenueDobbs Ferry, New York 10522(914)693.0474

31 Brewster Street 238Glen Cove, New York 11542(516)7594125

106 Awixa AvenueBay Shore, New York '11706(516)666.3728

3479 East AvenueRochester, New York 14618

305 Estate DriveWebster, New York 14580(716)8724364

32 Knollbrook RoadApt. 21 Rochester, New York 14610(716)654.8918

57 Deer Creek RoadPittsford, New York 14534(76)381.7478

j(ev Communicator to Local Foreign Lemnos Oreenizations

James Hoose Box 115Fair Haven, New York 13064(316)947.5882

ATTENTIONFRENCH CULTURAL SERVICESTRAVEL/STUDY GRANT FOR

SUMMER 1986

For further information andapplication contact:

Ms. Cheryl Gillen30 Holloway Road

Rochester, New York 14610

Completed applications must be postmarkedno later than AUGUST 25.

18

Woodlands High School475 W. Hartsdale AvenueHartsdale, New York 10530(914)7611000

Aobbs Ferry P. S.Dobbs Ferry, New York 10522(914)6934640

Cold Spring Harbor High SchoolTurkey LaneCold Spring Harbor, New York 11124(516)6924008

Burr's Lane Junior High SchoolBurr's LaneDix Hills, New York 11746(516)5491752

St. John Fisher College3690 East AvenueRochester, New York 14618(716)5864140

Greece Arcadia High School120 Island Cottage RoadRochester, New York 14612(716)621.4730

Not Applicable

PittsfordMendon High SchoolPittsford, New York 14534(716)3814940, Ext. 141

Red Creek High SchoolSouth StreetRed Creek, New York 13143(315)7644277

1985 GOETHE HOUSE AWARD

For applications write to:Elaine Kraus

192Inglewood DriveRochester, New York 14619

orMary Champagne

Greece Arcadia High School120 Island Cottage Road

Rochester, New York 14812

Language Association Bulletin

Teaching All Students: An Inventory ofTeachers' Classroom Strategies for Self-Analysis

Anthony Papa lia, SUNY at Buffalo

Research is hardly needed to demonstrate that the quality of teaching is the key to the success of an educational program. A poor teacher will impart little to his/her students, while a superior teacher will transcend a poortextbook or faulty organization and will make learning interesting and relevant.

Foreign language programs depend in large part on the teachers for success and for the profit to be derivedfrom them. How teachers deal with learning environments, planning and organization, management and control,application of knowledge, teaching/learning climate, and personal/professional relationships determine howsuccessful they are in teaching all students. The following inventory allows teachers to examine what they tend todo with these topics and it assists in identifying successful behaviors in teaching all students.

THE LEARNING ENVIRONMENT!. Giving attention to the emotional atmosphere of the Doing Need to Need to

classroom: all right do it more do it lessI show evidence of concern about students withemotional problems;I develop a relaxed atmosphere;

I direct attention toward the search for causes,rather than treatment of symptoms;I attempt to identify students who are 3asily dis-tracted and do not follow directions;I attempt to identify students who have certainlearning disabilities.

2. Showing sensitivity to pupils' concern:I am conscious of classroom lighting, ventilation,and temperature;

01 let students assume responsibilities for insuringclassroom comfort;When appropriate, I let students select their seatsin the classroom;When appropriate, I use small group seatingarrangements.

3. Providing an attractive, esthetically-satisfyingenvironment:

I use the bulletin boards to show evidence of ourplanning;

1 use displays to develop a pleasant, attractive andinviting room;

1 display students' projec,s around the room;1 have students assist in developing a bulletinboard reflecting the topics of each unit;I have students write to travel agencies and foreignconsulates for realia to be displayed in the class-room.

4. Using a variety of instructional materials:I use supplementary authentic documents;I use films, recordings, videotapes, and other printand nonprint materials;I develop instructional materials to clarify the useof structures and to provide communicativeopportunities;I use multisensory materials which involve hearing,seeing and doing;

January 1985 20 19

I use audio - and perceptual-motor activities suchas paritomine, dramatization and simulations;I use materials which contain authentic languageand facilitate face-to-face interaction on the topicsidentified in the NYS Communicative. Syllabus;I use materials which incorporate pictorial collages

`for students to describe events an to developpossible conversations taking place among thecharacters depicted in the scenes.

5. Using community resources:I use community resources and people;I use field trips, thus the community becomes anextension of my classroom;I assign cultural projects which can be completedby using community resources;1 ask students to interview natives on certaincultural and folkloric topics and to develop appro-priate reports.

Doing Need to Need toall right do it more do it less

II. PLANNING AND ORGANIZATION1. Showing knowledge of methods and materials in

pre-planning ability:I make flexible plans, directly connected withstated objectives;I make long-range as well as day-to-day plans;I am able to relate material within a unit and fromone unit to another;I organize my lessons according to topics, situa-tions and functions;I identify specific structures useful to express theselected functions;I identify the cultural points present in the con-text;I tend to use approaches to match students' learn-ing styles;1 incorporate elements in my approach for stu-dents to realize how they learn;

l teach efficient strategies to be used in specifictask;;1 me approaches which emphasize hearing, seeingand doing;I use activities which go from the concrete to theabstract, from observation to discovery,

2. Demonstrating ability to plan with pupils:I plan effectively with the students thwugh demo-cratic group processes most of the time;I plan for the students but with their concerns inmind;I plan with the students on the topics to be coveredin class;

el plan with students certain settings with lists ofvocabulary and functions to generate conversa-tions appropriate to the situations.

3. Setting realistic and worthwhile goals:el develop goals consistently relevant and appropri-

ate to course content and level of difficulty;

20 21

c.

.,1

sl

Language Association UMW!"

I am able to make fair estimates of time necessaryfor teaching-learning of given material;I am willing to try new ideas;I use an inventory to determine students' interests;I use students' suggestions to formulate goals.

4. Showing flexibility in meeting change:I am able to meet unexpected changes;I make definite provisions for choice of students;

e l insure flexibility through dependence upongroup decisions;

1 am willing to incorporate supplementary ma-.

teriali;I create a cultural island.

Doing Need to Need toall right do it more do it less

III. MANAGEMENT AND CONTROL1. Overall management of the classroom:

I attempt to balance friendline'ss with firmness;I gain respect of students;I work increasingly toward pupil self-direction;

.1 make homework assignments relevant and I dofollow-up;

e l move around the room;e l maintain a lively pace;

I make use of positive reinforcements;1 give students-opportunities to take part in plan-

ning and decision making;I create a supportive classroom environment inwhich students feel free to communicate.

2. Handling problems of discipline effectively:e l develop a learning environment in which few dis-

ciplinary problems arise;I show understanding, patience and good humor indealing with unacceptable behavior;I maintain discipline according to school policies;

e l insure that students are aware of what is expectedof them,

3. Making standards of behavior known to students:e l provide opportunities for dedision making;e l develop with the class behavior standards that are

agreed upon through pupil-teacher discussion;I move toward students' self-discipline.

4. Developing rapport with students:I encourage that students give evidence of consider-ation for each other while sustaining thu teaching/learning activity;I am consistent in dea.ing with students;I promote a cobperative attitude.

IV. APPLICATION OF KNOWLEDGE1. Giving evidence of background preparation:

e l am well-prepared;I show evidence of background study and a keeninterest in continued research in subject area.

22January 1985 = 21

2. Demonstrating skill in applying knowledge throughteaching:

I have the ability to convey material in meaningful,functional situations to touch students' lives;I accommodate for individual differences;I focus on the learner and on his/her needs forcommunicating;

I am able tc use effectively the plans and ap-proathes that I have pre-planned.

3. Recogniiing the worth of one's experiences andtheir uses in `teaching:I use personal illustrations and interpretations tosupplement study; 5

l attempt to enliven subject matter through per-sonalized interpretation;I provide opportunities for students to draw fromtheir experiences;

I use group tasks where students have the oppor-tunity to share.

4. Pointing out the inter-relatcdness of knowledge tostudents:

I relate subject matter to the lives of students;I bring out interrelated generalizations;I correlate subject matter areas;I let students explore ways of solving problems;I give short objective tasks which cut across disci-plines and give immeuiate feedback.

V. TEACHING/LEARNING CLIMATE

Doing Need to Need toall right do it more do it less

1. Utilizing learning opportunities:I recognize and utilize leilning opportunities

through many approaches;I show ability to change plans to meet new condi-tions;

1 guide students to discover rules through ques-tioning;I provide in the classrooppsituations where languageis used in a natural waV:r

2. Communicating effectively with students:I have a good rapport with students;l provide face-to-face interaction with peers ontopics appropriate for discussion;I am skillful in promoting discussion and bringingout communication skills of students;I. provide the opportunity to use language in rele-vant and meaningful situations such as reporting,seeking and giving information about facts, events,and feelings appropriate to the topic.

3. Writing as a communicative skill:I use the blackboard effectively;I have students combining sentences;My written comments are consistently clear andto the point;

1 present a series of pictures to students and to-gether we develop compositions;

it move students from labeling items on a pictureto drawing inferences.

22 Language Association Bulletin

23:

4. Involving class in group learning activities:I involve the class to work in pairs in small or largegroups appropriate to the particular task;I consistently get feedback on progress of groupassignments;I provide opportunities for students to evaluatethe role they played in their group.

5. Involving class in. individual learning activities:I blend individual and group techniques effectively;

',Students are willing to participate as individualsand are not afraid to respond incorrectly;Individual, and group tasks are chosen appropriate-ly;I provide opportunities for students to work alone;I use self-pacing materials.

6. Demonstrating skill in evaluation processes:I utilize many forms for evaluating student pro-

.gress;

I use teacher-made tests;I use Student-teacher contracts;I use student evaluation;I use visual observation of students over a periodof time;

. I use integrative tests;I use disciete point tests.

Doing Need to Need toall right do it more do it less

VI. PERSONAL/PROFESSIONAL RELATIONSHIPS1. Making use of a sense of humor:

I have a good sense of humor;I am able to take a joke;I laugh with students at times;1 present a cartoon and ,ask students to providepunch lines.

2. Exhibiting poise and self-confidence:I like to be with others;I believe in students' own capacities;I find some success in meeting problems;I like young people and show respect for the abil-ity and worth of every student.

3. Demonstrating emotional stability:I am cheerful;I meet difficulties calmly;I am relatively stable and dependable;I provide security and support to students;I am patient and fair with students.

4. Showing initiative:I am usually ready to assume responsibilities;I work to develop initiative in students;I consult with other teachers;

.1 am willing to give extra time to students;I show enthusiasm for teaching.

5. Establishing effective relationships with parents:I attempt to keep parents informed of student pro-gress;

January 1985

2423

7

I attempt to secure information about home back-ground;

1 seek parental help with behavior problems.

6. Establishing effective relationships with faculty:1 seek opportunities to communicate with other

language teachers;I work cooperatively with them;

1 attempt to become acquainted with other per-sonnel in the school and attempt ,to explain ourlanguage program;1 am cooperative with other members of facultyand staff.

7. Showing care in personal apPearance:I give attention to grooming;I usually dress appropriately.

8. Giving evidence f dependability:I notify pt op I e sufficiently in advance

able to keep appointments;1 carry out aszurnt,ti responsibilities;

I seek furtlier responsibilities;I am consistently dependable;

al continually try to improve.

9. Professional activities:I join professional associations;I read professional journals in my area;

I attend professional meetings and workshopsupgrade my skills.

when un-

to

Doingall right °

Need todo it more

Need todo it less

portuguesestudents professors teachers executives professionals

contemporary portuguesesetting up a portuguese programcommercial / business portuguese

. reading knowledge of portugiaeseteaching portuguese (e.p.l.e.) translating

1, 1+ & 2 semester programs (16, 20, 32 credits)summer sessions (4 to 16 credits)

sabbaticals interim term special study sessionssmall classes (maximum 6 students)

culture & civilization lecturesexcursions visits cultural activities

LISBON MIa IasiLouise Herber Programs Coordinator

CIAL Centro de LinguaeBox 5409, G.C.S. Mew York, NY 10163

212/662-1090 or 212/430-7804

24 25 Language Association Bulletin

Concluding RemarksNancy McMahon and John Underwood

Co-Chairpersons, NYSAF LT Standing Committee on theForeign Language Learner with Spgcial Needs

Many teachers in the foreign language professionhaft long advocated the teaching of a second languageto all students. However, the reality of the R^gents'Action Plan demands that we now recognize the needto accommodate a segment of the student populationtraditionally referred to as "below average."

As we begin to implement the' foreign languagecomponents of the Regents' Action Plan, we shouldnot lose sight of the rationale for the inclusion ofthese requirements ;n the Plan: "This Action Plan isaddressed to the task of anticipating future needs andobligations ter New Yorkers."' It might be addedthat due to the increased mobility of our populationthese anticipated needs and obligations must beviewed in a much broader context, nationally andeven internationally. Furthermore, "Our Plan centerson the standards which reflect best judgment of whatour children must know and be able to do in their21st century lifetime. "2

Beyond teaching our students the fundamentals oflanguage, we must remindcthem that they will have toencounter a reality greater than their own. TheRegents have concluded that "Many factors influencedecisions on educational standards. These include:the demand on each person to understand and usemore complex knowledge; the need to increase oursociety's capacity to govern itself under the principlesof a free, democratic republic with the awful tensionbetween preparing for long-term objectives and living

'with potential split-second decisions which may meanthe difference between life and death on this globe;the demand for strengthening connections amongpeople of many backgrounds within the State andwith people all over this world;,and the importance ofrelating new knowledge, discovery and invention andthe development of skills to the economic potentialof our society."3

The mandates of the Regents' Action Plan shouldnot be the sole motivation for reaching all students inthe foreign language classroom. We are all cognizantof the increased need for global awareness and foreignlanguage competency in today's world. In addition tothe exigencies inherent in the need for this "new civicliteracy" we must also bear in mind that Li the 21stcentury all students will need higher level intellectualskills to function productively in the workplace.Studies project that by the year 2000 process skillswill 'pr..: more important than content skills in jobtraining.* It has been stated that language study con-tributes to the development of whole new approathesand strategies for learning, in that students are forcedto analyze the structure of a language, and to choosefrom numerous options in order to express themselveseffectively.'January 1985

As the "slower" student, in particular., will mostprobably be engaged in occupations not as yet con-ceived, it is incumbent upon us as professional educa-tors to provide foreign language instruction for allstudents, not merely those tracked into a Regentsprogram, in order to help them develop the processskills necessary for survival in the decades to come.We-, in our discipline, must become part of a move-ment which will help insure that these 'students, whofor whatever reason are termed "below average," donot become the disenfranchised person of the 21stcentury.

NOTESNew York State Board of Regents Proposed Action Plan to

Improve Elementary and Secondary Education Results inNew York. Revised Plan, February, 1984, p. 12lbid..31b id.4Marilyn Ferguson, The Aquarian Conspiracy. Los Angeles:J.P. Tarcher, 1980. pp. 289-291.5Anthony Papalia, "From the President," Language Associa-tion. Bulletin, September, 1983, p. 10.

(1/

1984-1985SCHOLARSHIP AWARD REMINDER

The 'Student Scholarship Award Committeewishes to remind the membership that the Limehas come for the 1985 nomination procedures tobegin.

Sponsoring teachers must be current members ofNYSAF LT and may nominate graduating studentsof demonstrated excellence to the Region&Directors (no more than two nominees may besubmitted from one high school),

NOMINATION PACKETS MAY BEOBTAINED FROM:

Mr. Robert J. LudwigAdministration Assistant, NYSAF LT

1102 Ardsley RoadSchenectady, New York 12308

OTHER INQUIRIES SHOULD BEADDRESSED TO:Dr. Philip A. Fulvi

Chairman, S.S.A. Comm., NYSAF LTChairman, Modern Languages and Cultures

Dyson College, Pace University1 Pace Plaza, New York, New York 10038

DEADLINE FOR NOMINATIONS TO THEREGIONAL DIRECTORS: MARCH 15, 1985

2625