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Friday, March 4 • 9:00am - 9:45am
Technology Toolkit for World Language Instructors

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As world language educators, we strive to ensure that students develop proficiency in the areas of presentational writing, presentational speaking, interpersonal speaking, interpretive reading, and interpretive listening. Often, our biggest hurdle is finding resources that we can consistently rely upon when developing our lessons and curriculum. Many world language educators are a department of one and they long for opportunities to learn from their peers.

By the end of the session, participants will have a bounty of resources that they can use to help them reach this goal. Session participants will be tasked with setting one short term (when I return to school next week, I will _____________) and one long term goal (Starting in August of 2022, I will _____________, OR In one year, I will ________________).

The presentation will be divided into the following segments:

1. Introduction, outline of goals and norms for the session. Participants will be connected to the Padlet backchannel where they can leave questions and comments throughout the presentation.

2. Tech tools for authentic resources and networking. This will include ways to connect with language educators on social media for immediate support, connection and collaboration.

3. Tech tools for presentational writing.

4. Tech tools for presentational speaking.

5. Tech tools for interpersonal speaking.

6. Tech tools for interpretive reading.

7. Tech tools for interpretive listening.

8. Questions, response to Padlet.

Throughout the presentation, a variety of tasks will rely upon participation from attendees. These tasks will include:
Pear Deck
A Padlet backchannel
Throughout the presentation, I will ask that participants actually try out some of the tools in order to get a feel for what works for them.

avatar for Estelle Stokes Bowden

Estelle Stokes Bowden

Teacher, Greensboro Day School

Friday March 4, 2022 9:00am - 9:45am EST
  Concurrent, Content and Instruction
  • Grade Span 6-8, 9-12
  • Devices Chromebooks, iPads, Tablets, Macbooks, PC Laptops, SmartPhones
  • Diversity At the onset of my presentation, norms for the presentation will be presented. These are norms are derived from NAIS's norms for the People of Color Conference (PoCC). I use these norms with my students, and they allow for a safe and inclusive space. I will be sure to state my pronouns (she/her/hers/ella) and that I identify as Black American, cis-gender female. I will also acknowledge that which indigenous tribe originally inhabited that land where the presentation is taking place. As a world language instructor, one of my ongoing goals is to include authentic resources from a variety of target-language cultures. Thus, resources shared in the presentation will reflect this goal. Such resources will include, but will not be limited to, videos, sharing student products, online resources such as newspapers, brochures, and an explanation for the practices in my classroom that support our school's diversity statement. These tools include diversity signage in the target language, teaching students gender nonconforming language, a survey that participants may use in their own classrooms, and a sharing of how I audited and redesigned a course to be more attuned to what voices my students were encountering during the class. In full transparency, I make it a habit to build my curriculum by using Rosetta Lee's framework. Over the years, these practices have become second-nature to what I do, and I am very grateful the support my school has provided in my development in this area.
  • Level Beginner
  • Room 402