W&L Foreign Language Teaching Assistants Attend FLAVA Fall Conference – The Columns

Foreign Language Teaching Assistants from Washington and Lee University Attend FLAVA Fall Conference

By Lily Caldwell

November 20, 2024

Seven foreign language teaching assistants (TA) from Washington and Lee University recently participated in the Foreign Language Association of Virginia (FLAVA) Fall Conference, held in Norfolk, Virginia, from October 10-13.

The TAs, who represented a variety of languages and their respective countries, accompanied Dick Kuettner, adjunct professor of romance languages and teacher education and director of the Global Discovery Laboratories in the Ruscio Center for Global Learning. Kuettner was honored with the Helen Warriner-Burke FLAVA Distinguished Service Award.

The TAs in attendance were Maria Francesca Pastore (Spanish), Jéssica Sousa Borges (Portuguese), Paul Moreaux (French), Kira Binder (German), Amal AlQassimi (Arabic), Yameng Tian (Chinese), and Kazuya Shirahama (Japanese).

“It’s always a treat to have the TAs accompany me to conferences,” said Kuettner. “They get to see the American education system from the inside, learn from pros in the field of language learning, and make contacts, be they for future employment, graduate study, or lifelong friends.”

FLAVA Fall Conference: Navigating a Changing World with Languages

The FLAVA Fall Conference serves as a platform for educators to discuss current trends and challenges in foreign language teaching. The conference aims to support the professional development needs and interests of Virginia world language program educators, administrators, and scholars to enhance language learning for students. This year’s theme, “Navigating a Changing World with Languages,” emphasized the importance of language in global understanding and bridging cultural gaps to create a connected and compassionate world.

Integration of Culture in Language Learning

One of the highlights for Borges was a session presented by Shane Goodpasture, a teacher from Smyth County Public Schools, on integrating culture into the language classroom on a daily basis.

“Too often, we think of culture as something extra or separate from language learning,” said Borges. “But Shane’s approach showed how it can be naturally woven into our teaching routines, enriching both the learning experience and student engagement.”

Expanding Teaching Strategies and Perspectives

The language TAs attended the conference with the goal of gaining insight into new teaching strategies that they could incorporate into their own lesson plans. They found inspiration through collaboration with professionals in the field and expanded their viewpoints by exchanging ideas and knowledge.

“I had hoped to learn about new intriguing ways of teaching that could be applied in my own German classes, but I gained more than I ever could have expected,” said Binder. “Not only was the conference a great window into the workings of academic gatherings, it also provided a wonderful opportunity for networking and interacting with other educators and the German language teaching community here in Virginia.”

Building a Global Community

By connecting with other educators and sharing different perspectives and approaches, the TAs were able to expand their community across the entire field of language teaching, as well as within their specific language. This experience left them feeling empowered about their culture and background.

“Participating in the conference allowed me to connect with knowledgeable teachers and professors not only from the U.S. but also from other countries,” said Pastore. “I was able to chat and gain valuable insight into the teaching profession and opportunities to further develop my abilities and career in the U.S. and in my home country.”

Washington and Lee University’s Commitment to Language Learning

Washington and Lee University recognizes the importance and value of qualified native-speaking teaching assistants in enhancing the language learning experience. These TAs assist during classes, conduct activities, and organize cultural events to help students develop their language-speaking skills.

If you know a Washington and Lee student who has achieved great things, nominate them for an accolade here.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 16: Peace, Justice and Strong Institutions

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
• Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status
• Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

No, the article does not mention or imply any specific indicators that can be used to measure progress towards the identified targets.

4. SDGs, Targets, and Indicators

Source: columns.wlu.edu