Respondents: 34 (out of 140 attendees)

Roles:

2   Preschool teacher 
8   K-12 teacher or paraprofessional
0   K-12 principal or administrator
4   College or University faculty or staff
0   Undergraduate student
0   Graduate student
5   Parent
1   PTA Member or Leader
1   Governmental agency
0   Policymaker (e.g., elected official, legislator, school board member)
0   Non-profit organization
2   Business
2   Community member
1   Other

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Feedback on Sessions

Exploring Models for Early Language Learning (Michele Anciaux Aoki)

WHAT I LIKED BEST:

• Good examples of how these models work in our Seattle schools.
• Listening to the latest research and the latest project at UW to support heritage language learners.
• Didn't attend
• I feel that Michele A. Aoki did an excellent job speaking. I would like to get a hold of some of the research papers on how students did as far as grades having a background in two languages or being bi-lingual. I often looked for this type of information but never come up with the right information. I enjoyed meeting the new people, but I never had a chance to mingle. I understand that you all didn't expect the response that you got. 140 participates is a lot. It also created crowded rooms. I for one need space and when it gets to crowded I tend not to be able to focus in the speakers.
• Very informative and well presented.
• It was wonderful to see all the people interested in Early Language Learning
  The presentation, good.
• Gave you clearer expectations of how much children would be learning.
• Great overview to set the stage for a stimulating, thought-provoking symposium. Paul and Michele complemented each other beautifully. A "go with the flow" approach to handling the unexpected turnout was appreciated and noted.
• Good review of basic immersion models
• Overview of different models - critical
• Good basic info.
• Good discussion/highlights of existing programs
• Great to hear what school programs are available.
• Good speaker who knows how to cover her topic in a shortened amount of time
• Very good speaker, knowledgeable about material
• Everything
• Missed it
• Great-best breakdown I've ever had
• Brain research
• Good stuff about iEARN
• Good brief overview
• I think all models are worth to know.
   

WHAT I'D SUGGEST FOR NEXT TIME:

• Talk a little more about the successes and failures of each model, about what populations they work best and worst with. And while I appreciate that time was of the essence, I wish that Michelle could have slowed down a little. I imagine that there might be participants for which English is not their first language, and the speed at which Michelle was going might have made it difficult to follow her.
• Target language specific group discussion
• Hope next time we can go to the same topics and time for special workshops.
• If there was more time set aside in the morning or at noon. I didn't know anyone before I got there. So the space was an obvious problem. Along with the space would alleviate the crowded room.
• The space issue was a problem, but we know you did not anticipate it!
• Larger rooms, workshops specific to programs and more networking.
• Perhaps a handout with all info on it, even if we buy it ourselves
• Of course more space to accommodate the crowd.
• More on how to start each and research related to how each helps students gain academic skills
• Please at least say (or make sure it's spelled out on handouts) what all the acronyms mean (FLES, FLEX, etc)
• Not needed if it's the same audience, unless we get latest developments.
• A few in-depth case studies
• Would be nice to have representatives from schools with these programs to ask how they work
• More time, bigger room
• Would have liked more time to dissect the information.
• Bigger facility (I know it's obvious)
• Allocate more time. Perhaps have us discuss in small groups (to save time)
• Please write our all acronyms. They were orally defined (thanks!) but I would have liked them written out.
• Get administrators here!
• More sharing of information among participants
• Spend more time w/some brief examples of how teachers use in classroom
   

Beyond Colors and Numbers: Global Passport to Culture-Based Language Learning in a FLES and Immersion Classroom  (Hiromi Pingry and Jennifer Geist)

WHAT I LIKED BEST:

• This was my favorite session! I had never heard of iEARN before, and I am impressed and inspired by them. My personal "plan of action" is to get the teachers in my daughter's schools to join iEARN! The examples were wonderful.
• Hiromi and Jennifer gave us the best of them, experience especially.
• I think this is the one that was split up into two classes. I think that was a good idea. Except I some how did not get one of the classes. I think I missed the Immersion one.
• Fantastic. I learned new ways of thinking about learning a second language, in particular, all the many, very valid, levels.
• The specific examples she gave regarding the math lessons
• Excellent presentation with practical suggestions.
• Nice to see concrete examples of how this is working\
• The examples of student work/projects
• Nice overview.
• Interesting to hear about worldwide efforts to foster language learning
• Interesting but...
• Interesting topic
• Missed it
• Hearing about sample projects- seeing Ss' work.
• Variety
• Good overview
• Finding out iEARN exists
• IEarn
   

WHAT I'D SUGGEST FOR NEXT TIME:

• Just more of the same!
• Topic related handouts
• I would like to go to a very special workshop with more practice in the field.
• Some people don't especially like hand--outs, but I do. I have a hard time taking notes and listening at the same time. It is a real distraction for me.
• Methods
• A little less promotional information and much more sharing of others' web-based and other discoveries.
• Offer a one-week free trial if pushing a particular program
• More detailed actual cases
• Needed more time? I have the feeling we didn't hear it all.
• Would have liked more time to dissect the information.
• More time? seemed to end abruptly
• I'd love to be in a computer lab with a guest iEARN password to browse projects, or at least have the presenter log - in + share project options.
• Get administrators here!
• More in-depth, longer session with "nuts & bolts" for implementing this kind of immersion (whether FLEX or FLES)
• Hope to learn more about IEarn
   

 

Keynote: Recent Research on Child Bilingualism  (Julia Herschensohn)

WHAT I LIKED BEST:

• The research itself on what's being done on bilingualism is fascinating. This was a good overview of ongoing research. I appreciated Prof. Herschensohn's attempts to explain the rather technical aspects of the research.
• Result from the latest research.
• N/A
• Good stuff; I felt at a disadvantage because I have never studied linguistics and don't know the lingo, but I'm sure most people there (who taught language) understood. Sitting through the session twice helped.
• Learning about the research
• Interesting information for those who haven't studied linguistics in a long time.
• Really interesting to see actually data related to language acquisition
• Great - loved the research she shared - helpful
• All of it.
• Loved it. We need to show how these studies translate into teaching.
• Very interesting to hear the linguistic perspective
• Fascinating
• The research mitigated questions/concerns I had regarding child bilingualism
• So interesting!!
• Really excellent. Loved the theoretical background!!
• Good info on research that decision-makers need to hear
• Great job of synthesizing lots of info.
• All of it. Brain research
• Theory on language acquisition
• Gender discrimination came quickly for early learners
• Research pointers for further study.
• The result of child Bilingualism
   

WHAT I'D SUGGEST FOR NEXT TIME:

• It was not necessary for Prof. Herschensohn to mention the different scholars doing the research. While I realize that this is standard practice in academia (giving credit where it's due), it was distracting for this particular audience (who don't necessarily know or care who these scholars are, as long as they are well respected) and became a little annoying after a while.
• It is necessary to give workshops to a different level of "Bilingualism". Pres-school, K-12 etc.
• More Q&A time
• Handout, more graspable facts
• It was a little "HEADY" for the layman.
• I wouldn't include this kind of focus on linguistics except as a handout if the symposium will only be a half-day activity.
• More time!!!!
• Research comparing academic outcomes of students in bilingual programs (L2) vs only L1 and in the different bilingual programs
• What does "mora" mean?
• Same thing but the newest research.
• More time, more room
• Longer!!
• Perfect. No suggestions.
• Liked the specifics but would also like generalities (i.e. Bilingual Ss can do ________ better, etc.) Maybe define often-used high-level words first.
• Get administrators here!
• More conclusion/summary
• Non-linguists would find this overwhelming with those terms
• Best as handout for people to read.
• All participants are sold on positives of bilingualism.
   

The Hidden Benefits of Early Language Learning (Panel of Parents and Children)

WHAT I LIKED BEST:

• Liked this best
• The kids were great! They spoke frankly about their experiences, although perhaps the focus was too much on what was positive, and not realistically on what might have been difficult or challenging for them.
• I couldn't attend.
• N/A
• the two children were absolutely fun, especially the boy - open and informative!
  A good thing to get that out as a practical experience
• Actual testimonies from youth
• Didn't attend.
• Good to hear personal experiences and see range of strategies people use
  enjoyed hearing students
• Hearing from the bilingual kids
• Sorry to be such a weenie, but the stifling air & crowding got to me & I took a walk.
• Great forum for hearing about other families experiences
• Kids
• It was life-giving to receive input from the children.
• Frankness of kids
• Great to have "real" bilinguals to share their experience
• Hearing "real" young voices/experiences
• Having the students here! Great! I loved hearing their perspective!
• Yes. Great to
• Didn't attend
• Candid answers
• Commendable sessions All presenters did a wonderful job
   

WHAT I'D SUGGEST FOR NEXT TIME:

• More kids in different stages of their lives. Even perhaps those who did not have great experiences. To be honest, this was not a particularly enlightening panel since I think most of the audience knows what the "hidden benefits" of bilingualism are. Perhaps the focus next time can be on what learning and psychological strategies worked or didn't work with these kids.
• More Information about transitions
• Add immigrant, native Mexican-Spanish and native Russian speakers who learned L2
• Kids with less "prestigious" languages (non European) and kids with less privileged backgrounds who didn't have opportunity to travel abroad
• Longer time slot, better moderation
• Have a stronger moderator to control the rude crowd
• Crowd control
• Perhaps have both adult + children bilinguals. Children are great, but adults could offer more perspective.
• Don't call students about 15 children.
• Larger panel/panel with Heritage students
• Disappointed that there was not room in class for me to attend.
• Make room in class to attend -- limit registration or find bigger rooms
   

Language Learning for Heritage Speakers (Maria Gillman or overflow room with Michele Anciaux Aoki)

WHAT I LIKED BEST:

• I was in the room with Maria, and she was just wonderful. I loved her passion and her commitment to this issue. For me, this session was also closest to my heart, since I am struggling with how to retain Mandarin and Filipino fluency in my three kids. It is absolutely correct that there are very few language classes out there for heritage learners like them. My favorite quote is from Maria: No child should be left behind as a monolingual!
• The project detail and hopeful result
• I don't remember this one??
• Fascinating; a whole new area I didn't realize existed.
• Dialogue
• Did not attend
• Excellent presentation that provided the impetus for me the very next week to encourage my own "heritage learner" to prepare for 4th year or AP next year - he's understandably bored in my Spanish 1 class and I had been frustrated with not knowing how to help him best.
• Discussed a topic which is often neglected. Maria Gillman was an excellent speaker!
• Liked best: similarity of what Maria shared to what I've seen as a student - students misperceptions about Heritage speakers (save problems at high schools!)
• Conclusion: "No children should be left behind as a monolingual."
• She was great in general. (We had classes like these when I was an undergraduate in Florida in the 1950s -- but I don't think they were as well thought out.)
• Excelente!
• It was interesting to hear the issues the Spanish teachers are facing with the different versions of Spanish being spoken by their students.
• Speaker is very interesting, knowledgeable
• I enjoyed very much her passion and enthusiasm for the topic.
• Very interesting. Eye-opener. This needs to be passed on to administrators.
• Learning what the UW's doing
• Brainstorming
• Idea sharing
• Didn't see it.
• Good overview for a segment of language learners that has been neglected as an entity
  Passion - raising the issues.
   

WHAT I'D SUGGEST FOR NEXT TIME:

• Again, more of the same. Perhaps having Maria be on a panel with other teachers of other languages for some comparison of successes and failures.
• Voice of the students who took the heritage student course
• I think this would be a good one for me. I an not a fluent speaker but am still learning. I know some people who understand real well, but are not able to speak or choose not to speak for various reasons. This would help me to get them to a stage of speaking.
• Larger rooms
• More from Maria and her specific strategies as well as from others in similar situations.
• More time! This was a very interesting and important presentation!
• More on successful programs in WA and other states
• Audience needs to be controlled better
• Resources for us! I have several heritage speakers and I'm always scrambling to challenge them.
• Heritage at a younger age.
   

 

Breakout Sessions

WHAT I LIKED BEST:

• The fact that everyone shared the same passion and commitment to this issue and was so willing to give support and share ideas with one another. The energy in the room was wonderful!
• Listening to various perspectives (parents, principals, and teachers in programs in the area)
• Comments of different experiences...
• I think this is the one I attended. I not sure, because I entered late and the session had already started.
• I liked the low-keyed format. Only wish we had more time; so many issues were brought up.
• Learning about the programs
• Open discussion
• Brainstorming
• Finally the chance to share our common concerns, successes, and uphill battles with underfunded districts and decision makers at the administrative level who just don't "get it."
• Chance to hear from others
• Hearing about all the different schools
• Thank you for providing us good food & drink.
• Meeting new people.
• It was great to hear what other school districts and schools are doing to support second language instruction.
• Small group - nice discussion, good leader (Maria G.)
• Focusing on strategies (thanks Jennie!)
• Getting diff voices together
• Strong, vocal expression of common needs - possibilities for future connections
  Good info on John Stanford
   

WHAT I'D SUGGEST FOR NEXT TIME:

• If the group is small enough, let's start with an around-the-room intro so that everyone can see where everyone else is coming from.
• Get together for up-graded situation, perhaps visit centers with special programs, etc.
• We never got past introductions. There were not a lot of people who attended, but the speaker wanted to know who we were. We started to introduce ourselves and that was as far as we got. Time wise we did not have enough to do or learn about the needs of our programs.
• More time for teachers to network
• Some responsible employees could have been present, like from school board...
• answers for funding continued contact with group
• We need a lot more of these focused times in this kind of symposium so that we can problem-solve and network together.
• Not enough time
• Target
• Have district people attend
• Have OSPI/FSD people attend (need the folks to understand and advocate)
• Although all was interesting, next time consider more time to talk, a little less herding and a bit lighter agenda
• More in depth & a longer time.
• Make sure one person doesn't dominate
• Too much focus on one particular school
• Need some suggestions of ways to activate en masse
• Add chances for advocacy as groups not just individuals - pressure legislators/businesses
• Too much on John Stanford?
   

 

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Feedback about the Symposium, overall

How well did the symposium meet its goals (to bring people together, create dialog, share resources, and to assess where we’re at and where we’re going)?
     Very Well (4)    Well (3)    Not Well (2)    Poorly  (1)   RATING:  3.52

The symposium attempted to draw many topics and communities together. Was this valuable for you?
     Very Well (4)    Well (3)    Not Well (2)    Poorly  (1)   RATING: 3.69

What is your overall evaluation of the symposium?

• Liked the breakout session best overall
• This was very well planned, despite the space issue, and I think lots of ground was covered in a short amount of time. The breaks were actually quite essential for networking and getting to know other like-minded people--something I haven't had a chance yet to mention was one of the things I enjoyed the most.
• It was very encouraging to meet many people working to make bilingual/bicultural programs available to all children
• Very good! If divided for levels will much better, for example: Daycare/Preschool, Kindergarten/6garders and so on.
• On the first question I don't mean to sound negative. I think that if you know how big of a response you were going to get I think you all would have planned better. I could see in those of you who had a hand in putting everything together it was really exciting. It was way more then you thought and at the same time you had to improvise. I my self am not good at planning. I never had to do anything like this. I have no real experience to call upon to be of any help. If you needed more time to plan, or had more space for each workshop, or just more help. I don't know, what would be good to make it better.
• Very Valuable
• A good, informative event I would attend again!
• Especially good: the name tags+the list who is who!!"
• Overall it was very informative, possibly more time for each presenter to do question and answer. I realize more came than were expected and things were crammed together a larger facility would have made it easier on all. I felt like I was missing info in the other rooms.
• I liked the chance to interact with peers (definitely not enough time for that though), and to hear from experts about authentic, research-based studies that validate our long-held beliefs that early language learning is best, if not essential - especially in a world that requires us to be more globally aware and sensitive to other cultures.
• Liked the breakout session best
• Liked best: You brought people together! Invigorating! Opportunity to bring a small group to start talking though need more!
• Next time: a deeper focus on less topics would have been better for me
• FOCI choices - 1/2 day on different topics in depth
• Ways to help community understand benefits in Spanish heritage learners!
• Ways to help people understand why subtracting bilingualism is not the way to go!"
• Thank you for providing us good food & drink.
• Excellent. Much more than I expected. It was focused on more specific language needs than the last gathering I attended at UW a couple of years ago.
• Thanks! It was a great beginning.
• Liked the Heritage presentation best. Need more info for establishing heritage programs at high school level. Suggested speaker: Ben Soria, Supt. of Yakima S.D.
• The panel of children was very helpful to see how teenagers are feeling about learning a second language.
• Did all these first things of the goal, but it was hampered by the space problems.
• Assessment of where is dubious. The FL class is inappropriate for HL. We need lang. arts at all levels in the heritage language, if we don't have immersion or dual lang. programs.
• I do appreciate comments from parents, but we felt like many times the speaker's directions was derailed by some of the parents
• Excellent!
• Chance to meet people from different backgrounds and experiences all passionate about world language teaching. Next time I'd like to see more administrators, counselors, legislators here!
• Great job. Thank you for arranging this for us. Excellent start. Keep it going.
• I wanted more on "where we're going" and how to keep connected. Liked having the young people's panel. So glad it happened. I feel less alone and encouraged.
• Great beginning. Needed sharing among participants. Hope there will be follow-ups.
• Need to include specific times for participants to share - websites, contact info, etc. Obviously with this huge turnout, there's an equally huge need for this!"
• All topics.

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Planning for the Future

Would the University of Washington be a good central location through which to develop the dialog about early language learning?

      Definitely (3)   Maybe (2)    No (1)     RATING: 2.9

What are some next steps that the UW Early Language Learning Group should take?

• As someone already mentioned during one of the sessions, "we are the choir." To actually get things moving in the direction we desire, people other than those already committed to this vision have to be roped in. I suggest extending the invitation to as many educators as possible, and especially policy makers.
• Collecting the resources related to language learning available in the UW
• Could be a groups in the Eastside area too! a lot of teacher from this area!
• Steps: consistent workshops or symposiums in different levels.
• I made one comment and that was I have been working in an instructor's position for about eight years. I have never been taught how to teach anything. I have done numerous tasks that has helped me to do my job. I made lesson plans, created materials to teach others. I still teach classes in an alternative school, and for a local community college. I have not had the chance to have someone help me to teach so that I feel like I am accomplishing my goals as an instructor. I guess what I'm saying is I have the tools but don't know how to use them.
• Continue researching and finding more people interested to continue promoting Early Language Learning
• Do it soon again!
• More More More!!! We in Tacoma are eager to get things going forming partnerships etc...
• We have to convince policymakers and stakeholders that language learning - especially when begun early, will not only raise those infamous WASL scores, but also will raise awareness of other cultures, and enable students to achieve success in other academic areas (language arts/social studies especially) Also the Puget Sound ESD has a new facility in Renton with good A/V facilities and meeting space
• Larger meeting rooms
• Perhaps get a larger room to include everyone.
• Universities should be leaders in community activism - they also need to be very aware of the lower schools feeding into them
• Need more space
• You surveyed people to find out who was attending, but didn't adjust sessions to address parents (non-teachers) needs more.
• Plan better space/time.
• Limit registration or find larger rooms."

What are some specific topics that you would like to see addressed in future meetings?

• Introducing languages in schools at elementary level, NOT - as in many cases - in 7th grade or event high school
• One of the language learning models that was ignored in this symposium is language schools that offer classes outside of school, e.g., "Chinese Saturday morning school" which is a staple for most Chinese kids in the US. Are they effective? How do children cope with this extra "burden"? Where does this model fit in among the other models mentioned?
• language specific issues
• More ideas from experience since Daycare/college/Curriculum.
• Practice: Visit centers that already have special programs, like Jennifer was talking about."
• I don't know????
• Methods
• Funding programs, community involvement, finding avenues for our children to speak the languages they are learning outside the school setting for instance my daughter is learning Japanese and has no outside Japanese influence where can I take her to further her "immersion"
• More specific ways we can band together to effect change legislatively and at the district level.
• I recently learned that many superintendents in this state make $200,000 while teachers like me with 15 years of experience and a master's degree have had to start at $40,000 here in WA. In my case, I was given no credit for 11 years of private school experience simply because a certificate wasn't a condition of hire (though both institutions at which I taught were nationally accredited and had stellar reputations - much like Lakeside and Bush here in Seattle). In AZ I was given full credit for that experience, as I'm sure is the case in other states.
• I'm approaching state legislators about this situation because they're the only ones who can effect a change. I have already approached my principals, the HR department in our district, the superintendent of our district, OSPI and the union. All gave me resounding ""nos"" to my appeal for equity.
• I tell my colleagues in CA who were thinking of switching from private to public and considering WA that they should think twice if they value fair compensation. That's a bad message to have to deliver at a time when this ""forward-thinking"" state professes to place a priority on attracting and retaining high-quality teachers from other states.
• Introducing languages in schools at elementary level, NOT - as in many cases - in 7th grade or even high school
• How to start a bilingual/immersion program in a school - How to convince a district (resource packet)
• More on Stanford/UW partnerships
• Research
• HL programs
• As time went on, it became apparent that a future approach should be to cover fewer topics & do them in more depth, including w/time for audience participation.
• Extra resources available
• Additional linguistic research reports on second language learning. A panel of adult bilingual speakers and how they are raising children bilingually.
• 1) Very specific, detailed help with starting early language programs.
  2) Help for L2 teachers in teaching L1 - we learned to teach a foreign language - NOT language arts!"
• Language learners in college /adult learners
• Immersion learning overseas - how does this support bilingualism?"
• training teachers to teach HL classes
• Heritage learners.
• State-wide network to build momentum to support us. We need concrete steps at many levels of involvement. What can we do together?
• Strategies for applying pressure on policymakers/businesses
• Heritage at earlier age
• How parents can help children before K-12 at home to be bilingual
• Dual language
• Files
• IEarn

What are some next steps that you will take after the symposium?

• Talk with my department & administration about implementing support for Heritage Learners in order to close achievement gap (WASL)
• I am going to try to spread the word about iEARN among the teachers and parents in my daughter's schools (2 different elementary schools) and push for them to start engaging the kids on that global level. On a more personal level, my family will try even harder to travel regularly to our countries of origin so that our kids will feel the attachment to their mother (and father--literally in this case) tongues. I will also stay in touch with some of the people I met and continue to support whatever efforts are made to increase the quantity and quality of bilingual language learning opportunities in this state.
• Pay attention to current research
• Spread the word about this symposiums/workshops to work together and sharing our experiences.
• I would like to have e-mail for Jennifer, please?
• Keep on going to these types of events so that I can learn more about teaching second languages. I would like to learn more about inspiring people to learn their heritage languages.
• I will become involved with the Spanish Club at my son's school (Whittier) in Seattle.
• Continue promoting and informing people who are interested
• I am a German and English teacher looking for work in education, and I will contact some people I met - also will have children myself in three years and they will grow up bilingual
• I will continue to attend legislative round tables with PTSA and continue networking with my colleagues in world languages to see whether we can get Rosetta Stone for our district in foreign languages. We have it for English through ELL, but it costs $2,000 a pop for each foreign language - too rich for most district's budgets as are fair salaries for teachers.
• I will also approach local businesses to see whether I can get donations for textbooks, interactive materials, etc. I had to borrow 40 books from other teachers in the district to start my program this year - which for the first time offers foreign language to 7th and 8th graders, instead of just 9th graders. I have to go to the dollar store to get headsets for my kids to use in the lab. There are no funds to cover that, or the VCR that I need to replace the one that died or more copies of the CDs that accompany our series, though we have lots of computers. Instead I bring my own DVD player and my own VCR so that the kids can have ways to access the language in other ways than through me. I devote hours on weekends chasing down websites that can give students ways to hear the language being spoken by someone other than me - unfortunately, most of them come at a price too dear for me or my district to bear. I will also be on the telephone committee at our school to ask for votes to support the upcoming levy for educational funding.
• Talk with my department and administration about implementing support for Heritage Learners in order to close achievement gap (WASL)
• Talk to the districts in Whatcom County : Can you help?
  (We're the College of Education at Western)
• Thanks Michele - the conversation in the break-out helped - a start - but how can we get more support to work toward immersion/bilingual
• Check out some new sites that I learned today
• Refocus on the steps my wife and I are taking to teach our son German. Also search for more cultural events to involve him in.
• Not sure - I was fired up after the Heritage Learner workshop, but I don't think I, as a FL teacher, am equipped to offer a course for heritage speakers. The teacher should be a native speaker trained to teach the lang. in question to native speakers.
• Try to stay involved via the list-serves, volunteering more at the UW
• Talk to other language teachers, administrators
• Get on your website; work with my school and superintendent on keeping our program going.
• Contact others from the symposium as well - legislators who can help advocate for us (i.e. Ross Hunter) - help effect change for teachers - how to attract and retain
• Sharing with other teachers.