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BOLECTRONICO EDICION SAN PATRICIO

¡Feliz día de San Patricio!

Ya hace mucho tiempo que no os escribo. Como ya saben, el Bole será publicado de este momento en adelante todas las dos semanas.
(A Roberto del Valle y a Dottie Szendre les gustarán los colores porque son de Shorecrest y de Redmond High.

I. WAFLT Spring Regional.

If you haven't signed up for the WAFLT Spring Regional at Mount Vernon High School, get in touch with Katy Armagost ASAP if
you want to go. armagost@sos.net.

II. PRENTICE HALL and McDOUGALL LITTELL SCHOLARSHIPS.

Prentice Hall, publisher of the Spanish text Paso a Paso, has generously donated $100 to be awarded to a graduating senior of a Juan
de Fuca Chapter member who a career in teaching Spanish or Portuguese. The due date for your nomination is April 30, and your
nomination should address this student's excellence and dedication. As per their request, this award may also go to an outstanding
1999-2000 student teacher. After the award is made, the money will be disbursed when the student offers proof of enrollment
(1999-2000 for a student teacher, Fall 2000 for an entering freshman taking 200-level or above Spanish or any level of Portuguese
with the intention to teach.) TEACHERS NOMINATE STUDENTS OR INTERNS. Send to Jay Adams-Feuer, Secretary, Juan de Fuca
AATSP at this e-mail address. Inline e-mail text is fine, as is Word 6.0 or below.

McDougall Littell, publisher of En Español and Bravo, has generously donated $100 to be awarded to an outstanding senior who
plans to use Spanish in a non-teaching career (e.g. journalism, business, diplomacy, court interpretation). In this case, the
STUDENT writes a letter stating why s/he should be awarded the funds, and the teacher writes a supporting letter. Send to Jay
Adams-Feuer, Secretary, Juan de Fuca AATSP at this e-mail address. Inline e-mail text is fine, as is Word 6.0 or below.

III. WASHINGTON STATE SPANISH TEACHER OF 2000.

The committee to select Washington State Spanish Teacher of 2000 consists of Barb Rupert, Egils Macs, and Jay Adams-Feuer.
Please nominate a socio/a of this chapter who exemplifies the best in the profession, promotes the study of Spanish both within and
without his or her building, who is innovative in their instructional practices, and inspires not just their students, but their
colleagues. We have received one nomination so far. They are due May 31, 2000. Please e-mail submissions to Barb Rupert,
brupert@nwrain.com.

IV. ANNUAL INTERNATIONAL FILM FESTIVAL OUTING.

Last year we had a fiasco of moving dates, but a small and dedicated group of socios went to see Amantes del Círculo Polar and ate
tapas at Dandy Porter's house. This year we will wait until the festival schedule is actually in writing: May 1 is their press date, and
we will then select a date and a film and buy some discounted tickets for a Spanish-language film and...eat tapas at Dandy's house once
again! (A few people have mentioned a desire to see a Portuguese film, and I suggest you contact Board Member and Portuguese
Instructor Elwin Wirkala at ewirkala@u.washington.edu. The chapter can only get discounts when we buy 25 tickets or more, and
this will not happen for a Portuguese film, so you will need to pay the full $7.50 movie price.)

V. FROM LYNN KLAUSENBURGER AT UW AND WAFLT: ACTFL MODIFIED ORAL PROFICIENCY WORKSHOPS (MOPI)

(Jay notes: The French one is given by Chantal Thompson, who impressed the heck out of me at ACTFL in Dallas last November!)

Here is information on two workshops that I hope will be of interest to
you and your colleagues. A flyer will be mailed in a couple of weeks. It
isn't quite ready yet. The following paste-in includes most of the info
except for a registration form. If you think there would be enough
interest for a MOPI session for German teachers, I could try to arrange
it. It will mean finding 25 people at varying degrees of proficiency to
be interviewed (for a small stipend).

Thanks for the attention.

UW Educational Outreach presents
Workshops in Teaching and Testing for Proficiency

Two opportunities for foreign language teachers to work with national
experts in aligning their teaching practices with national guidelines. On
Aug. 14 Chantal Thompson will present a one-day workshop on Teaching for
Proficiency: Focus on Higher-Order Learning. Clock hours are available.

In it teachers of all languages will
Learn about recent developments in second language acquisition
Distinguish higher-order learning from lower-order learning
Learn how to use authentic input
Design a hierarchy of tasks for authentic reading
Focus on teacher listening
Find out how to go from input to output
Consider the challenges of group work and designing a proficiency-based
curriculum

On Aug. 15-16, 8 a.m. to 5 p.m. there will be two Workshops on Modified
Oral Proficiency Interviews, one for French and one for Spanish. These
will be limited to 15 participants each. Workshop leaders are Chantal
Thompson for French, Jim Cassidy for Spanish. Clock hours are available.

Participants will
Listen to and discuss a demonstration interview
Listen to and rate pre-recorded interviews
Learn about applications and implications of the OPI for classroom
instruction and prochievement testing
Practice interviewing

Chantal Thompson is Teaching Professor of French at Brigham Young
University, a certified ACTFL tester/trainer, the recipient of many awards
and author of several texts. Jim Cassidy coordinates the Spanish Language
Program and the Foreign Language MA in Teaching Program at Oregon State
University. A certified ACTFL tester/trainer, he has given workshops all
over the world. In Oregon he works extensively on articulation issues and
foreign language standards.

Those registering for either one of these workshops must also register for
Teaching for Proficiency: Focus on Higher-Order Learning. It is not
possible to just register for the Aug. 15-16 workshops. Fee for either
workshop is $194.

Register for #905 (A2) Workshop on Modified Oral Proficiency Interviews,
French
Register for #905 (A3) Workshop on Modified Oral Proficiency Interviews,
Spanish

Deadline for registration for any of the workshops is August 4. After
that date call (206) 685-6504 or e-mail Lynn Klausenburger at
lhk@u.washington.edu to see if space is available.

Campus housing is available. Call UW Conference Housing and Special
Services at (206) 616-1031 or e-mail confhous@u.washington.edu and
identify yourself as a participant in the workshop(s).

VI. FROM EDUARDO TOBAR AT OSPI: BECAS EN ESPAÑA:

If you want the application form for the summer seminars in Spain you can
get it at: http://www.spainembedu.org/becas.html

VII. "SEPHARAD" MEANS SPAIN.

The Sephardic Jews had their beginnings in Spain. "Sepharad" is the Hebrew word for Spain.

Song of the Sephardi: Film exploring the history of the Sephardic Jewish communities.
Based on interviews with many of Seattle's prominent Sephardim. Saturday, March
25. Sephardic Bikur Holim Congregation, 6500 - 52nd Ave. S., 8:00-10:30 p.m. No fee. For information, call: (206) 543-6450

VIII. NATIONAL SPANISH EXAMS: A MESSAGE FROM ORIANA CADMAN

NATIONAL SPANISH EXAMINATIONS - Teachers who gave the NSE need to send
test papers to Oriana Cadman THIS WEEK so she can mail them to Martha
Quiat at the National Office. The exams must be in the hands of the
National Coordinator by March 25. No exams will be accepted after this
date.

IX. THE CARLA NEWSLETTER

The Center for Advanced Research on Language Acquisition (CARLA) at the
University of Minnesota is one of nine National Language Resource Centers
(NLRC) funded by the U.S. Department of Education to improve the nation's
capacity to teach and learn foreign languages effectively. CARLA supports a
number of coordinated programs of research, training, development and
dissemination of information relating to second language teaching and
learning.

The CARLA Update is an electronic newsletter designed to give second
language teachers and researchers current information on the programs and
projects currently operating under the auspices of CARLA. We hope that you
enjoy receiving these updates on a quarterly basis. If you would like us
to take you off the list or if you would like more information about CARLA
and its activities, please e-mail the center at <carla@tc.umn.edu>. You are
also invited to visit the CARLA website at <http://carla.acad.umn.edu>.

Please share this issue with colleagues who may be interested and ask them
to e-mail us so that they can be added to the CARLA database.

In this issue, you will find information about the following CARLA research
and action initiatives:

* Summer Institute Opportunities offered by USDE Language Resource Centers

* Project Update: Content-Based Language Teaching through Technology (COBALTT)

*Research Update: Learning Language in a Non-school Environment: The Case
of the Language Immersion Village

* CARLA Publications: ACIE Newsletter

* Upcoming Presentations at AAAL and TESOL

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
SUMMER LEARNING OPPORTUNITIES
FOR LANGUAGE TEACHING PROFESSIONALS

US. Department of Education
Title VI Language Resource Centers
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

This coming summer, all nine USDE Title VI-funded Language Resource Centers
will offer a wide array of summer institutes focused on improving language
teaching and learning. Topics include: developing materials and resources
for less commonly taught languages, using technology in second language
teaching, developing second language assessment tools, business language
for the high school classroom, teaching second language learning
strategies, and strengthening language teacher preparation programs. There
are also institutes created for specifically for teachers of Japanese,
Chinese, Spanish, and Slavic and East European Languages.

A full list of summer institutes sponsored by USDE Language Resource
Centers is available on the LRC website at: http://nflrc.msu.edu/.

CARLA Summer Institute Update

Registration has been strong for all seven CARLA summer institutes, and we
encourage those who are interested in attending to sign up soon.

Detailed information about each institute is available on the CARLA website
at: http://carla.acad.umn.edu/summerinst.html. You can now register for
CARLA summer institutes on line with a credit card! The on-line
registration form is located at:
http://www.conferences.umn.edu/mn/leadcitz/.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Program Update:
Content-Based Language Teaching through Technology
An Initiative Supported by the NLRC
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

The Content-Based Language Teaching through Technology (COBALTT) program is
designed to assist K-16 foreign language teachers in enhancing their
students' language proficiency development. The specific goals of COBALTT
program include:

… establishing the Content-Based Language Teaching Through Technology
(COBALTT) professional development program for K-16 foreign language
teachers, which will help teachers to leverage technology in order to
create engaging and authentic content-based and performance-based
instruction and assessment to improve students' ability to meet challenging
national and state standards;
… creating a World Wide Web resource center which will serve as a virtual
reference library for language teachers seeking to learn how to use
technology to create and use content-based curriculum and to provide access
to specific tasks, materials, and assessment tools. The resource center
will include modules focused on Technology in the Language Classroom,
Content-Based Language Instruction, Standards, Principles of
Proficiency-Oriented Language Instruction, and Performance-Based Assessment;
… developing a Best Practices Network to support the training and continued
professional development of language teachers throughout Minnesota and,
indeed, the United States who are seeking to use technology to enhance the
paradigm shift towards teaching to standards through content-based
instruction; and,
… establishing a national consortium of language teacher educators which
will spearhead a national action agenda focused on integrating technology
into content-based language instruction.

Under the direction of Diane Tedick, the COBALTT program was launched in
June 1999 with 20 teachers participating in a year-long COBALTT
professional development program that began with began with a summer
institute and includes three follow-up workshops held throughout the year.
Between each of the training sessions, the COBALTT teachers have been
piloting and giving feedback on new materials developed for the COBALTT Web
Resource Center and are now fully engaged in creating their own materials.
Recruitment is underway for another cohort of teachers to participate in
the program during 2000-2001.

Work on the Resource Center has focused on creating a template for the
online submission of COBALTT activities and developing exemplars of tasks
and activities in several languages and the development of several of the
learning modules has begun. Planning is also underway for the second
international conference on language teacher education to be held at the
University of Minnesota from May 17-20, 2001. One of the thrusts of the
conference will be on content-based language instruction and technology and
will include participation by teachers and staff engaged in the COBALTT
program.

More information about the COBALTT program can be found on the CARLA
website at: http://carla.acad.umn.edu/COBALTT.html.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Research Update:
Learning Language in a Non-school Environment:
The Case of the Language Immersion Village
An Initiative Supported by the NLRC
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

Below is an overview of the research study that will be conducted by
Professor Andrew Cohen and colleagues at the Concordia Language Villages as
part of CARLA's Language Resource Center grant.

BACKGROUND INFORMATION

Language immersion has become a popular model for second and foreign
language acquisition in U.S. elementary and secondary schools, and to a
limited extent at the university level as well. The language serves as a
vehicle for learning of content subjects. Research has shown that such
programs have been successful at providing participants a higher level of
fluency in and facility with the language than traditional programs which
focus more on teaching the language as an end in itself. Nonetheless,
there has emerged an awareness that such programs may suffer from a
potential excess of teacher control, a more limited range of functions and
vocabulary than is typically experienced outside the classroom, infrequent
opportunities for extended student output, students resorting to their
native language out of earshot of the teacher, and an overemphasis on
academic versus social language development.

For this reason, there has been over the last decade of immersion schooling
a growing interest among administrators to supplement these programs with
exchange opportunities both within the community and abroad and to
encourage key pals and the development of other Internet-supported
relationships (see, for example, issues of the ACIE Newsletter, published
by CARLA). These programmatic innovations have prompted researchers to
take a closer look at alternate, often more informal approaches to
enhancing language development both to discover the dynamics that produce
language learning results and then to explore ways in which these dynamics
might be applicable to programs of instruction in more formal language
learning contexts (see E. Tarone & M. Swain, (1995). A sociolinguistic
perspective on second language use in immersion classrooms. The Modern
Language Journal, 79, (2), 166-178.)

One such alternate approach to enhancing language learning is the language
camp or "village" experience. The rationale for promoting such programs is
that they may be uniquely structured to allow for the development of
different kinds of language because they provide more than classrooms in
the woods. Rather, they are intended to offer a residential, mini-village
experience in an alternative setting/context, as well as putting emphasis
on alternative instructional practices. The issue for research, then, is
to explore the similarities and differences between such language villages
and an immersion school experience, and ideally to identify what is unique
about the language village setting as a language/culture learning program.

The research that is being envisioned would identify one language camp
program that has a strong track record for providing language skills for
learners, and proceed to conduct a rigorous study intended to identify what
contributes to language acquisition. The ultimate goal would be to apply
insights from studying this special environment to teacher education and to
further enhancing current language classroom situations.

RESEARCH QUESTIONS

1. How might the target language use patterns of counselors and villagers
at a language village be characterized? The concern is to identify ways in
which these relationships may inform current approaches to content-based
instruction in school classrooms (e.g., by suggesting ways of handling
language material more indirectly). Specifically:
a. How do the counselors use the target language with villagers?

b. How do they use the target language with other counselors in the
presence of campers?

c. What factors determine the extent to which villagers use the target
language with the counselors?

d. What factors determine the extent to which villagers use the target
language with each other? Among factors under consideration would include
whether the villagers’ language use is while participating in a teacher-led
or a counselor-led activity, whether in non-directed time there is a
teacher or counselor in the immediate vicinity, and time of day.

2. To what extent can unstaged, spontaneous language that villagers speak
with other villagers and with counselors provide insights into language
acquisition in a village environment?

3. What factors may lead to successful acquisition of language structures
explicitly taught within the communicative context of an immersion village?

RESEARCH DESIGN

The research will be conducted with three of the language village programs,
the Russian village, the German village, and the with the French voyageur
(wilderness/canoeing) program. The data will be collected from the end of
the middle of July until the end of August.

A quasi-experiment will be set up in order to investigate research question
#3 regarding the factors that may lead to successful acquisition of
language structures explicitly taught within the communicative context of
an immersion village. The teacher and a subgroup of 8-10 of the
credit-course villagers will be videotaped in several lessons which, while
communicative in nature, also focus on certain selected forms that the
villagers will not be expected to have control over (e.g., prepositions in
German). These lessons will be typical of that village and not contrived
for the experiment. Attention will be given to the conventional and perhaps
unconventional ways in which the teacher conveys the material (e.g., slang,
village humor, etc.). The teacher will view the videotaped sessions and be
asked to retrospect as to how the rationale they used in designing the
lessons and the strategies they used in presenting them.

The structures presented in the lessons will then be reinforced in village
activities such as setting the table (after it has purposely been set
incorrectly). Then the 4-week villagers will be called upon to teach in the
village language an activity like setting the table appropriately to a
lower-language-level peer group of villagers (ideally younger 2-week
villagers) either alone or as team-teachers. Presumably the language they
use in their instruction will reveal the extent to which their control of
the structures improved by virtue of the communicative focus on form plus
village activities. Control of the structures will be assessed by a
specially designed set of measures on a pre-post basis. In addition the
villagers will view the videotapes and retrospect as to their awareness of
these structures and the strategies they may have employed in their use.
While pre-pilot data were collected in the German village last summer,
pilot data will once again be collected from the first credit-course
villagers this summer, before conducting the experiment with the second
group.

The following are the instruments to be used in answering questions #1-3:

a. Questionnaire: A questionnaire will be constructed that taps language
use patterns by teachers, counselors, and villagers. Specifically,
questions will be designed which probe into how counselors use the target
language with villagers, how they use the target language with other
counselors in the presence of campers, the factors determining the extent
to which villagers use the target language with the counselors, and the
factors determining the extent to which villagers use the target language
with each other. Efforts will be made to capture "frame-shifting"
activities, wherein teachers do not act like teachers, and those in which
villagers may take on the teacher role. Emphasis will be given to a range
of situations from those led by staff to those involving staff but
undirected, to those where staff are not present over the span of the
entire village day and evening.

b. Observation: To get at issues relating to networks and relationships
(as outlined in question 1 above), systematic observation of a subset of
villagers, counselors, and teachers will be conducted. This information
will be supplemented by interviews and interviews.

c. Videotaped recordings: With regard to question #2, the intent will be
to capture on a hand-held camcorder episodes of verbal interaction between
villagers and counselors and among villagers. As concerns question #3,
videotaping would be used to record villagers engaged in the learning of
language structure, in task reinforcement, and then in teaching the task to
villagers in the two-week program.

d. Verbal report interviews: Retrospective self-observation will be
obtained from villagers, teachers, and counselors (while viewing
videotapes), to help interpret the data collected with regard to both
questions #2 and #3, e.g., their rationale for or effectiveness of using a
particular language at a given time: what they meant to say, what they
said, what they thought about it in terms of the language used/not used and
why or why not. Verbal report could be an important conduit for gleaning
information from counselors and villagers regarding their language teaching
and learning, and language use strategies.

e. Language structure measures: In responding to question #3, a set of
language structure measures, both oral and written, will be constructed
that assesses the credit-course villagers’ control over certain grammatical
structures (e.g., prepositions). The measures will elicit control of the
structures in communicative tasks.

EXPECTED OUTCOMES

The findings are expected to help reveal what is special or even magical
about a language village experience that is lacking from a classroom.
Needless to say, there are bound to be many similarities since many
classroom activities perhaps fashion themselves after more "fun" kinds of
activities that go on at a language village. On the other hand, it may be
possible to capture some of the magic that takes place when two counselors
are having a heated discussion in French and villagers and sitting nearby,
glued to every word. Likewise, it may also be able to capture those
moments of genuine interaction between villagers in the language of the
village. In addition, if it is possible to document the acquisition of
form in a communicative context such as a summer village, this may well be
a first in second language acquisition research.

Returning to the rationale for the study, the effort will be to identify
strategies from village activities that may serve to enhance language
learning in the schools. This aim is to be accomplished by looking at a
learning community that is quite different from school programs in terms of
the student-adult ratio - looking at the variety of language learning
opportunities whether physical or mental, whether focused on language or
focused away from language, whether through adult teachers or peer
teaching, and whether or not physical activities are employed as
reinforcements to classroom learning.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
CARLA Publications
The ACIE Newsletter
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

The American Council on Immersion Education (ACIE) will release the next
issue of the ACIE Newsletter on March 20. Key topics covered in this issue
of the newsletter include:

* Standardized Testing: Overcoming the Threat to Immersion
* The Changing Role of the Parent-Teacher Organization in an Immersion School
* Meeting the Challenges of Immersion Education: Using English Achievement
Data to Promote Immersion Education
* Proyecto LEE - Project Read (summer reading project for 5th & 6th grade
Spanish immersions students)
* Summer Immersion Institute 2000: A Preview

In early January, ACIE sent over 2,000 ACIE Newsletters to immersion
educators around the country. The newsletter included articles on
"Integrating Technology Into Your Immersion Classroom," "Bringing the
Biodiversity of Ecuador to Spanish Immersion Classrooms," "A Qualitative
Case Study of African American Children in a Two-Way Immersion Program,"
and "Homework in an Immersion Classroom: Parental Friend or Foe?" The
winter issue will be sent to current ACIE members.

If you would like more information about the American Council on Immersion
Education or would like to join this growing organization, please visit our
website at: <http://carla.acad.umn.edu/acie.html>.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
Upcoming Presentations
* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *

We invite you to check out the presentations that will be made by
faculty, staff, and graduate students affiliated with CARLA.

=============================
Presentations at AAAL
March 11-14, 2000
Vancouver, British Columbia, Canada
=============================

Direct vs. Translated Writing:
Alternative Modes for Alternative Learners
Andrew Cohen and Amanda Brooks-Carson
Monday, March 13, 2000
4:30 p.m.

Getting Serious about Language Play:
Language Play, Interlanguage Variation,
and Second Language Acquisition
Elaine Tarone
A presentation at the colloquium on Language Play
Tuesday, March 14, 2000
2:00 - 5:00 p.m.

=============================
Presentations at TESOL
March 14-18, 2000
Vancouver, British Columbia, Canada
=============================

Combining Quantitative and Qualitative Studies
of Direct vs. Translated Writing
Andrew Cohen and Amanda Brooks-Carson
A presentation at the
TESOL Research Interest Section Colloquium
Wednesday, March 15, 2000
2:00 - 4:45 p.m.

Accommodations for LEP Students
in Standardized Reading Assessments
Bonnie Swierzbin and Mike Anderson
Thursday, March 16, 2000
4:00-4:45 p.m.

Oral language production in Colombian classrooms
Andrew Cohen
Friday, March 17, 2000
4:00-4:45 p.m.

Successful Instruction for
Literacy-Level Adults
Patsy Vinogradov
Saturday, March 18, 2000
8:30am to 10:15 a.m.

* * * * * * * * * * * * *

We hope that you enjoy receiving the CARLA Update. Please send your
comments and suggestions to <carla@tc.umn.edu>.

Elaine Tarone, CARLA Director
Andrew Cohen, NLRC Director
Karin Larson, Coordinator
Suzanne Hay, Secretary
The Center for Advanced Research on Language Acquisition (CARLA)
University of Minnesota
333 Appleby Hall
128 Pleasant Street S.E.
Minneapolis, MN 55455

Phone: (612) 626-8600
FAX: (612) 624-7514
E-mail: carla@tc.umn.edu
Web: http://carla.acad.umn.edu

PLEASE NOTE:
CARLA will be moving on March 28, 2000.
Our new address will be:

617 Heller Hall
271 19th Avenue So.
Minneapolis, MN 55455

X. THEATER OF THE OPPRESSED

2 upcoming workshops that may be of interest. Please contact Marc Weinblatt
/ Mandala Center for Awareness, Transformation, & Action if you wish more
information on these and other events........
Marco59@aol.com
360-297-5059

#1)
A Taste of T.O.
** Theatre of the Oppressed **

(a 1-day introductory workshop)

Experience a sampling of the acclaimed social change tools developed by
Brazilian visionary, Augusto Boal. Theatre of the Oppressed (T.O.) is used
all over the world for political and social activism, conflict resolution,
community building, and therapy.
Highly participatory, this workshop will feature metaphorical games,
non-verbal physical imagery, and improvisation. Techniques can be
immediately applied by teachers, social workers, psychotherapists, community
organizers, as well as theatre artists.
Also for anyone interested in exploring themselves and the society in which
we live.
Those new to the forms will get a taste of what is possible.
Those already familiar can re-whet their appetite.
Empowering, liberating, dialogue generating, & fun!!
Absolutely no acting experience necessary!

When: Saturday, March 18th, 2000
9:30 am - 6 pm

Where: Seattle, WA
(directions sent upon registration)

Cost: $25 - $50 sliding scale

For more info, contact:
Marc Weinblatt
(360) 297-5059 Marco59@aol.com

Facilitated by Marc Weinblatt -- founder & director of the Mandala Center for
Awareness, Transformation, & Action. Marc has been a professional educator,
activist, artist, and workshop facilitator since 1980. Formerly Artistic
Director at the Seattle Public Theater, Marc is an internationally recognized
expert in the use of Augusto Boal's groundbreaking "Theatre of the Oppressed"
to stimulate personal and social change. He has worked extensively with both
adults and youth and with diverse communities ranging from corporate
executives to homeless youth, academics to refugees in Azerbaijan. Marc is
also a Licensed Massage Therapist and Registered Counselor.

------------------------------------------------------------------------------
-------------------------

REGISTRATION FORM
"A Taste of T.O."

Saturday, March 18th, 2000

Seattle, WA

Cost: $25 - $50 sliding scale ($25 non-refundable deposit is necessary to
hold your space.)

Please make checks payable to: Marc Weinblatt

Mail to:
Marc Weinblatt
PO Box 483
Indianola, WA 98342

Confirmation, directions, and further instructions will be sent upon
registration.

Name: ____________________________

Address: __________________________

_________________________________

Phone: ___________________________

E-mail: ___________________________

Payment enclosed: __________________

-------------------------------------------------------------------

#2)
Theatre of the Oppressed
* Facilitator Training *

(a 6-day intensive workshop w/ community performance)

Developed by Brazilian visionary, Augusto Boal, Theatre of the Oppressed
(T.O.) is used all over the world for political and social activism, conflict
resolution,
community building, therapy .... even government legislation.
This workshop is designed to train participants to use the techniques with
both youth and adults. It will feature community building games, Image
Theatre, and Forum Theatre and will culminate in an interactive public Forum
Theatre performance / community dialogue. Each day will include time to
discuss the previous day's facilitation as well as applications in the field.
Techniques can be immediately applied by teachers, social workers,
psychotherapists, community organizers, as well as theatre artists.
Also for anyone interested in exploring themselves and the society in which
we live.
No previous experience necessary!

When: June 26th - July 1st, 2000
(M-Th 9:30 am - 6 pm; Fri 1-10 pm; Sat 10 am - 1 pm)

Where: Seattle, WA
(directions sent upon registration)

Cost: $300; $330 if registered after 6/5
(Some scholarship available for Puget Sound residents based on need.)

For more info, contact:
Marc Weinblatt
(360) 297-5059 Marco59@aol.com

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REGISTRATION FORM
"Theatre of the Oppressed - Facilitator Training"

June 26th - July 1st, 2000
M-Th 9:30 am - 6 pm; Fri 1-10 pm; Sat 10 am - 1 pm

Seattle, WA

Cost: $300; $330 if registered after 6/5
(Some scholarship available for Puget Sound residents based on need.)

Please make checks payable to: Marc Weinblatt

Mail to:
Marc Weinblatt
PO Box 483
Indianola, WA 98342

Confirmation, directions, and further instructions will be sent upon
registration.

Name: ____________________________

Address: __________________________

_________________________________

Phone: ___________________________

E-mail: ___________________________

Payment enclosed: __________________

XI. SURVEY ON TECHNOLOGY FOR AATSP MEMBERS

Dear AATSP Washington socios,
My name is Richard Ranschio. I am the associate editor of the Media/Computers column for Hispania Journal. I think that we all
can agree that the use of technology has become more pervasive in our profession and that it is time to examine where we are in terms
of its uses and the concerns its uses raise among us.
To this end, I have developed a brief survey (about 5 minutes) intended to gather information about our perceptions of the state of
technology in our profession: its uses, effectiveness, and what we consider to be of importance in its development.
To participate in this survey, go to http://department.stthomas.edu/techsurvey.
Please be assured that no information of a personal nature is being requested, nor will any of the information gathered be used for
any other purposes than those of the current study. Thanks in advance for your willingness to participate in this survey. The survey
will be available until May 1, 2000. If you wish further information, please contact me at: raraschio@stthomas.edu
Sincerely,
Richard A. Raschio
University of Saint Thomas St. Paul MN
mailto:raraschio@stthomas.edu

XII. NEWS FROM SEATTLE PUBLIC SCHOOLS.

As many of you know, Latona Elementary will cease to exist, becoming instead the John Stanford International School, and will focus
on early acquisition of foreign languages by elementary students, including instruction in the target languages for academic
subjects.

What many don't know is that Hamilton Middle will be the Middle School associated with this project, and that they will begin
instruction in grade 6 of students in French, Spanish, and Swahili. The school intends to give students the equivalent of six years of
proficiency in three years.

Best wishes to Hamilton!

XIII. SCHOLARSHIPS FOR TEACHERS FOR THE MIDDLEBURY COLLEGE ONE-WEEK LANGUAGE INSTRUCTION
TECHNOLOGY.

Very late June: This week-long in-residence course has GENEROUS SCHOLARSHIPS associated with it. Middlebury has long
been the standard in World Language Education, and this new seminar is an unprecedented opportunity for teachers to learn the new
technology in a hands-on setting. Equivalent of three semester hours. http://cet.middlebury.edu/teachtech/index.html

XIV. INTERNATIONAL SCHOOLS AND JOBS.

International Teaching Position: American School in London seeks
teachers for Lower, Middle and High School. Student body of 1,250
representing over 50 nationalities. Located in central London. For
information: <www.asl.org> or write: William Mules, Head of School, The
American School in London, 2-8 Loudoun Road, London NW8 ONP, UK.

International Education Positions: The Bangkok Patana School, a British International School in Bangkok, is seeking early
childhood teachers, elementary student counselor, elementary P.E. teacher, secondary information technology coordinator, director
of athletics and extra curricular activities. Patana serves 1,600 British, Thai and international students, from K-13. For
information, contact: Dr. Paul Beresford-Hill, c/o Educational Consulting Associates, 55 South Broadway, 1st Floor, Tarrytown, N.Y.
10591. Or call: (914) 631-8097.

International Position: Supt of American Collegiate Institute, Izmir, Turkey. Private, co-educational, secondary day school located in
the third largest city in Turkey (on the seacoast) serving 1,570 American, British, Canadian and Turkish youths. Requirements:
minimum of 5 years experience as a school administrator; M.A.; U.S. or Canadian citizenship; certification as a secondary school
teacher. Minimum of three year commitment expected. Salary depends on experience. Cover letter and
resume must be sent by March 3 to: Dr. Jacklyn Blake Clayton, Chair, Search
Committee - FABSIT Foundation, 14 Beacon Street, Room 708, Boston, MA 02108.

International Teaching Position: Dresden International School. Seeking school principal, primary coordinator, K-4 teachers,
middle school coordinator, English, art and French, German, Music, P.E. and ESL teachers. For information, phone: (49)
351-3400428 or e-mail: <dis@dresden-is.de>

XV. NEW BOARD MEMBERS.

A separate mailing was sent out talking about our new Board members and the smashing success of the Brazilian Workshop. Just to
reiterate, please welcome new Acting Eastern Vice President Kerry Chama of A.C. Davis High School in Yakima. You cna reach her
at cheetah101@earthlink.net.

After the April issue, Nathalie Kasselis, Professor of Spanish and French at Central Washington University takes the reins of
CLAMOR, our excellent newsletter. You may reach Nathalie at kasselin@cwu.edu.

¡Bienvenidas!

Hasta la próxima vez!

Jay