https://www.teachlangwisconsin.com/interviews daily 0.75 2024-01-07 https://www.teachlangwisconsin.com/interviews/kathystamos monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799788476-BAK7J0GGKY56073HPAM1/image-asset.jpeg Interviews - Kathy Stamos - Kathy Stamos is an English language teacher at Northcentral Technical College in Wausau and former president of Wisconsin TESOL. She talks about her start in Spanish education, but then how she signed up to be a substitute teacher at NTC and the next day ended up as an adjunct professor! She explains why she loves working with adults and how she supports Hmong-speaking students despite not speaking the language. She talks about difficulties individuals can face when they speak a language that not many others speak in Wausau and details her work with WITESOL. Kathy Stamos es profesora de inglés en Northcentral Technical College en Wausau y ex-presidenta de Wisconsin TESOL. Habla de su comienzo como maestra de español, pero luego de cómo se inscribió para ser maestra sustituta en NTC y ¡al día siguiente terminó como profesora adjunta! Explica por qué le encanta trabajar con adultos y cómo apoya a los estudiantes que hablan Hmong a pesar de no hablar el idioma personalmente. Habla sobre las dificultades que las personas pueden enfrentar cuando hablan un idioma que no se habla por otros en Wausau y detalla su trabajo con WITESOL. https://www.teachlangwisconsin.com/interviews/kathyhennreinke monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799740417-7A9PPXH3ESPXLK4BUJE2/image-asset.jpeg Interviews - Kathy Henn-Reinke - Kathy Henn-Reinke is a former UW Oshkosh Professor of Bilingual and ESL Education, WIABE member, and author. She talks about her time as a classroom teacher and as a professor at Oshkosh where they licensed over 350 bilingual educators. She shares why it is exciting to see language programming expanding and the work she has done with trilingual education. She provides an overview of her work on the Literacy Club and her involvement with WIABE and explains why you have to assess bilingual programs with different standards than monolingual instruction. Kathy Henn-Reinke es ex-profesora de educación bilingüe y ESL en UW-Oshkosh, miembro de WIABE y autora. Habla de su experiencia como maestra y como profesora en Oshkosh, donde licenciaron a más de 350 educadores bilingües. Ella comparte por qué es emocionante ver la expansión de la programación de idiomas y el trabajo que ha realizado con la educación trilingüe. Ella ofrece una descripción general de su trabajo con el Literacy Club y su participación en WIABE y explica por qué es necesario evaluar los programas bilingües con estándares diferentes a los de la instrucción monolingüe. https://www.teachlangwisconsin.com/interviews/karijohnson monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799369570-VWZKAD4Y667DNL0AVAZI/image-asset.jpeg Interviews - Kari Johnson - Kari Johnson is a Fort Atkinson ESL teacher and president of Wisconsin TESOL. Though she does speak Spanish, she talks about strategies she uses with her students that speak neither Spanish nor English. She shares how Fort Atkinson promotes linguistic diversity and what her role looks like with Wisconsin TESOL. She also explains why it is not necessary to be multilingual to be an ESL teacher, but why it is valuable to take language courses to experience what it is like to be a language learner. Kari Johnson es maestra de ESL de Fort Atkinson y presidenta de Wisconsin TESOL. Aunque habla español, habla de las estrategias que usa con sus estudiantes que no hablan ni español ni inglés. Ella comparte cómo Fort Atkinson promueve la diversidad lingüística y cómo es su rol en Wisconsin TESOL. También explica por qué no es necesario ser multilingüe para ser profesor de ESL, pero por qué vale la pena tomar cursos de idiomas para experimentar lo que es ser un estudiante de idiomas. https://www.teachlangwisconsin.com/interviews/emilyzoeller monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799209820-O20GI1I5Y3V1OKXVLCDE/image-asset.jpeg Interviews - Emily Zoeller - Emily Zoeller is an Assistant Professor and Coordinator of ESL, Bilingual, and Reading Education at Edgewood College. She talks about why she decided to switch to education post-graduation and why bilingual teacher preparation is her passion. She shares the guiding principles of Edgewood’s programming and how we can and why we must make equity the principal focus of DLI programs. She talks about how the linguistic experience of her own children in a DLI program is different from that of their peers and why we should befriend data when obtained via proper assessments. Emily Zoeller es profesora asistente y coordinadora de educación de ESL, bilingüe y lectura en Edgewood College. Habla sobre por qué decidió cambiarse a la educación después de la graduación y por qué la preparación de maestros bilingües es su pasión. Ella comparte los principios rectores de la programación de Edgewood y cómo podemos y por qué debemos hacer de la equidad el enfoque principal de los programas de DLI. Habla sobre cómo la experiencia lingüística de sus propios hijos en un programa DLI es diferente a la de sus compañeros y por qué deberíamos hacernos amigos de los datos cuando se obtienen a través de evaluaciones adecuadas. https://www.teachlangwisconsin.com/interviews/gretawiederhold monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614486994295-TDK8I4LIVPIK3IC0EFY2/image-asset.jpeg Interviews - Greta Wiederhold - Greta Wiederhold is a UW-Eau Claire student studying German Education and TESOL. She talks about her start in German and how her love of language as a whole has led her to study Spanish and Chinese as well. She shares what it was like to study abroad, especially when the dialect was so much different from what she was used to, and how she finds confidence in her abilities as a non-native speaker. She describes how language majors are viewed on campus and how much hard work is required to these degrees. Greta Wiederhold ist UW-Eau Claire-Studentin, die Deutsch-Lehramt und TESOL studiert. Sie spricht über ihren Anfang in Deutsch und wie ihre Liebe zur Sprache als Ganzes sie dazu brachte, auch Spanisch und Chinesisch zu lernen. Sie erzählt, wie es war, im Ausland zu studieren, besonders wenn der Dialekt so anders war als sie es gewohnt war und wie sie das Vertrauen in ihre Fähigkeiten als Nicht-Muttersprachlerin findet. Sie beschreibt, wie Studierenden, die eine Sprache als Hauptfach studieren, auf dem Campus gesehen werden und wie viel Fleiß für diese Abschlüsse erforderlich ist. https://www.teachlangwisconsin.com/interviews/catherinewilson monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799087991-7CPQI4LBU61VV89LCZDJ/image-asset.png Interviews - Catherine Wilson - Catherine Wilson is an EL teacher in the Fort Atkinson School District and Wisconsin TESOL Secretary. She talks about how her experience in the Peace Corps resulted in her learning Russian and encouraged her to become a teacher. As someone who also speaks Spanish and only works with students who also speak Spanish, she talks about the difficulty of staying in English and describes what a typical day looks like for someone in her position. She speaks to social pressures English Learners experience, especially in older grades, and how she creates a safe and inclusive classroom environment. She speaks to her work with WITESOL and how it helps build community for EL teachers who often don’t have many coworkers in similar positions at their schools. Catherine Wilson es maestra de EL en el Distrito Escolar de Fort Atkinson y Secretaria de TESOL de Wisconsin. Habla de cómo su experiencia en los Peace Corps le permitió aprender ruso y la animó a convertirse en maestra. Como alguien que también habla español y solo trabaja con estudiantes que también hablan español, habla sobre la dificultad de permanecer en inglés y describe cómo es un día típico para alguien en su posición. Habla de las presiones sociales que experimentan los aprendices de inglés, especialmente en los grados superiores, y de cómo crea un entorno de clase seguro e inclusivo. Habla de su trabajo con WITESOL y cómo ayuda a construir una comunidad para los maestros de EL que a menudo no tienen muchos compañeros de trabajo en puestos similares en sus escuelas. https://www.teachlangwisconsin.com/interviews/tatianajoseph monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613798943591-TPR74W2057DFK22UVGO7/image-asset.jpeg Interviews - Tatiana Joseph - Tatiana Joseph is an Assistant Professor of ESL and Bilingual Education at UW-Milwaukee. She talks about her experience as an immigrant from Costa Rica and how she overcame doubt and uncertainty to not just earn her master’s, but her PhD too. She explains why we need to focus on equity in bilingual education and how teachers can best work with multilingual learners (and why collaboration is key!). She talks about diversifying the teaching force and why representation matters to students. Tatiana Joseph es profesora asistente de ESL y educación bilingüe en UW-Milwaukee. Ella habla sobre su experiencia como inmigrante de Costa Rica y cómo superó la duda y la incertidumbre no solo para obtener su maestría, sino también su doctorado. Ella explica por qué debemos centrarnos en la equidad en la educación bilingüe y cómo los maestros pueden trabajar mejor con los estudiantes multilingües (¡y por qué la colaboración es clave!). Habla sobre la diversificación de la fuerza docente y por qué la representación es importante para los estudiantes. https://www.teachlangwisconsin.com/interviews/michaelwu monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613796581299-APCVIFI748FB1CZEJEW2/IMG_4197.jpg Interviews - Michael Wu - Michael Wu is a UW-Madison student studying music with a background in Chinese and French. He speaks to the differences between language education in the United States and China, and weighs in on changes we could make stateside that may yield better results. As a musician, he explains why he views music as a universal language and a source of unity. 迈克尔·吴（Michael Wu）是威斯康星大学麦迪逊分校的一名学生，她以中文和法语学习音乐。 他谈到了美国和中国语言教育之间的差异，并权衡了我们可以在美国进行的可能会产生更好结果的变革。 作为音乐家，他解释了为什么他将音乐视为一种通用语言和统一性的源泉。 https://www.teachlangwisconsin.com/interviews/mayareinfeldt monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613793464952-O1UHZ9NX40AB0CQ3Y40J/Maya-Reinfeldt-400x400.jpeg Interviews - Maya Reinfeldt - Maya Reinfeldt is a junior at UW-Madison studying Russian and International Studies. She shares what it was like growing up in a Russian-speaking family and how she has been able to teach the language to students at the Madison Russian School, which her mom first opened back in 2003. She talks about how the school and other community groups have allowed her to connect with Wisconsin's Russian population, and we discuss the motives behind learning a language, emphasizing how important (and frankly unavoidable!) learning about the diverse culture of its speakers is. Майя Райнфельдт учится на третьем курсе в университете Висконсин-Мэдисон, изучая русскую литературу и международную науку. Она рассказывает, каково было расти в русскоязычной семье в Америке, и как ей удалось преподавать язык ученикам в русской школе Мэдисона, которую ее мама впервые открыла в 2003 году. Она дальше рассказывает о том, как эта школа и другие местные русские общины позволили ей связаться с русским населением Висконсина, и мы обсуждаем причины изучения русского языка, подчеркивая, насколько важно (и, откровенно говоря, неизбежно!) изучать разнообразную культуру его носителей. https://www.teachlangwisconsin.com/interviews/sarahchajaclardy monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799606041-NRWPKL8RAIMB9F7HSBFL/image-asset.jpeg Interviews - Sarah Chaja-Clardy - Sarah Chaja-Clardy is the Director of Secondary - Teaching, Learning and Equity at the Sun Prairie School District. She talks about her strong base of academic Spanish, but how it took longer to develop her social language skills. A former bilingual teacher, she talks about feeling confident in that position and why perfection shouldn’t be the ultimate goal. She talks about her work in Madison in an administrative role and what she learned from her doctoral work. She shares advice on how teachers and administrators can have positive relationships and encourages pre-service teachers to stick with it, even though covid is making teaching look even harder right now. Sarah Chaja-Clardy es la Directora de Secundaria - Enseñanza, Aprendizaje y Equidad en el Distrito Escolar de Sun Prairie. Habla de su sólida base de español académico, pero de cómo le tomó más tiempo desarrollar sus habilidades de lenguaje social. Como ex-maestra bilingüe, habla sobre sentirse segura en ese puesto y por qué la perfección no debería ser el objetivo final. Habla sobre su trabajo en Madison en un puesto administrativo y lo que aprendió de su trabajo de doctorado. Ella comparte consejos sobre cómo los maestros y los administradores pueden tener relaciones positivas y alienta a los maestros en formación a seguir adelante, a pesar de que covid está haciendo que la enseñanza parezca más difícil en este momento. https://www.teachlangwisconsin.com/interviews/megkumar monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618789490770-NKNUBQALWKV7OXOEXGEL/Meg+Kumar+Interview+Photo.jpg Interviews - Meg Kumar - Meg Kumar is a Spanish teacher at Sun Prairie High School. She talks about how excited she was to learn Spanish when she was younger and how she found herself in teaching despite not majoring in education. She tells us what she loves about teaching and what changes she would make to the structure of Sun Prairie’s language programming to have even better outcomes. She shares why vulnerability is important and how she finds confidence as a non-native speaker. Meg Kumar es profesora de español en Sun Prairie High School. Habla de lo emocionada que estaba de aprender español cuando era más joven y de cómo se encontró en un puesto como maestra a pesar de no especializarse en educación. Nos cuenta lo que le encanta de la enseñanza y los cambios que haría en la estructura de la programación de los idiomas de Sun Prairie para experimentar mejores resultados. Ella comparte por qué la vulnerabilidad es importante y cómo encuentra confianza como hablante no-nativa. https://www.teachlangwisconsin.com/interviews/mirvajohnson monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613798285603-S046ASLLJOH3ELV2WET6/image-asset.jpeg Interviews - Mirva Johnson - Mirva Johnson is a UW-Madison PhD candidate in Scandinavian Folklore with minors in Linguistics and Curriculum and Instruction. She is a speaker of Finnish and Swedish and works closely with the historically-Finnish community of Oulu. She explains the concept of post-vernacularity and how Oulu engages with this form of language. Mirva shares some projects she has worked on, both related to Finns and not, and even teaches us about a fun Finnish cartoon show. Mirva Johnson on Pohjoismaiden folkloristiikan tohtorikoulutettava. Hänen sivuaineet ovat sekä lingvistiikka että kasvatustiede. Hän puhuu sekä suomea että ruotsia ja tekee yhteistyötä historiallisen suomalaisyhteisön Oulu, Wisconsinin kanssa. Hän selittää ”post-vernacularity” käsitteen ja sen, miten Oulu suhtautuu tällaiseen kielenkäyttöön. Mirva kertoo työskentelystä projekteissa, joista vain osa liittyy suomalaisuuteen. Hän myös opettaa vähän hauskoista hahmoista rakastetussa suomalaisessa kirjassa ja sarjakuvassa. https://www.teachlangwisconsin.com/interviews/marcoespinosa monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613799476921-G1M9UF7PM4V9EW6BIB3B/image-asset.jpeg Interviews - Marco Espinosa - Marco Espinosa is the Youth Program Coordinator with Escalera at Madison East High School. He talks about his linguistic study of Spanish in college and his journey to working in education despite not majoring in it in college. He explains why his mom did not want him to participate in a dual language program when he was younger in California and talks about how multilingualism is viewed differently in California, Illinois, and Wisconsin. He shares what he does with Escalera and how they balance academic language with supporting linguistic diversity. Marco Espinosa es el Coordinador del programa juvenil de Escalera en Madison East High School. Habla sobre su estudio lingüístico del español en la universidad y su camino hacia el trabajo en educación a pesar de no especializarse en la universidad. Explica por qué su madre no quería que participara en un programa de lengua dual cuando era más joven en California y habla sobre cómo el multilingüismo se ve de maneras diferentes en California, Illinois y Wisconsin. Comparte lo que hace con Escalera y cómo equilibran el lenguaje académico con el apoyo a la diversidad lingüística. https://www.teachlangwisconsin.com/interviews/donhones monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613800095036-12U32TK8E9ZE5RVVKV4E/Hones_Don_08.jpg Interviews - Don Hones - Don Hones is a UW-Oshkosh professor who specializes in English language learners and bilingual education. He talks about his multicultural upbringing and how he approaches language learning like a game. He speaks of his experiences living and teaching abroad and how the Oshkosh area responded to increases in migration starting in the 90s, especially as it relates to language supports in schools and the recruitment of teachers to fill these positions. He explains how bureaucratic barriers can get in the way of linguistically-talented individuals entering the teaching profession and shares ways that he connects with the studies he does research with, the Hmong community especially. He highlights projects he has worked on and tells us why it is important to support home languages. Don Hones es un profesor de UW-Oshkosh que se especializa en el aprendizaje del inglés y educación bilingüe. Habla de su educación multicultural y de cómo aborda el aprendizaje de idiomas como un juego. Habla de sus experiencias viviendo y enseñando en el extranjero y cómo el área de Oshkosh respondió al aumento de la migración a partir de los años 90, especialmente en lo que se refiere al apoyo lingüístico en las escuelas y la contratación de profesores para ocupar estos puestos. Explica cómo las barreras burocráticas pueden interponerse en el camino de las personas con talento lingüístico que ingresan a la profesión docente y comparte las formas en las que se conecta con los estudios con los que investiga, especialmente la comunidad hmong. Destaca los proyectos en los que ha trabajado y nos dice por qué es importante apoyar los idiomas del hogar. https://www.teachlangwisconsin.com/interviews/heatherlinville monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613800269577-PJ3MGQIBUYJL6LSUXQS3/image-asset.jpeg Interviews - Heather Linville - Heather Linville is Associate Professor and TESOL Director at UW- La Crosse and board member of Wisconsin TESOL. She provides context for some acronyms and terms used in language education and gives us some advice on how to have positive, productive conversations about English language learners. She describes her experience teaching all over the world and the work she does relating to teacher advocacy. She gives some ideas on how monolingual teachers can support their multilingual students and talks about her involvement with WITESOL and TESOL International. Heather Linville es profesora asociada y directora de TESOL en UW-La Crosse y miembro de la junta de Wisconsin TESOL. Proporciona contexto para algunos acrónimos y términos utilizados en la educación de idiomas y nos da algunos consejos sobre cómo tener conversaciones positivas y productivas sobre los aprendizajes del inglés. Ella describe su experiencia enseñando en todo el mundo y el trabajo que realiza en relación con el apoyo por parte de los maestros. Ella da algunas ideas sobre cómo los maestros monolingües pueden apoyar a sus estudiantes multilingües y habla sobre su participación en WITESOL y TESOL International. https://www.teachlangwisconsin.com/interviews/mikeippolito monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613800172096-JBDC0XSGW34L66YHLE9U/mike+ippolito+photo.png Interviews - Mike Ippolito - Mike Ippolito is a cybersecurity analyst with UW-Madison living in Sun Prairie. He talks about his military family upbringing and how this allowed him to live all over the world and have contact with several languages and education styles. He weighs in on how much a parent should push a child to learn a language and suggests some ways we could change language education that could potentially lead to greater outcomes. Mike Ippolito est analyste de cybersécurité avec UW-Madison qui habite à Sun Prairie. Il parle de l'éducation familiale militaire et comment cela lui a permis de vivre partout dans le monde et d'avoir des contacts avec plusieurs langues et styles d'éducation. Il parle à quel point un parent devrait pousser un enfant à apprendre une langue et, il suggère des moyens de changer l'enseignement des langues qui pourraient potentiellement causer des meilleurs résultats. https://www.teachlangwisconsin.com/interviews/lizlanou monthly 0.5 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613834252447-CJ7UDONLQMKUODV329ZX/image-asset.png Interviews - Liz LaNou - Liz LaNou is the principal of Banta Elementary in Menasha, a school with a DLI program. She talks about the transition from teacher to administrator and provides an overview of Menasha’s history with bilingual education. She explains why professional development is so important for teachers and some of the challenges that come with hiring for bilingual programs. She talks about her work with WIABE and specifically their coalition document meant to be a guide for both schools and families that participate in bilingual programming. Liz LaNou es la directora de Banta Elementary en Menasha, una escuela con un programa DLI. Habla sobre la transición de maestra a administradora y ofrece una descripción general de la historia de Menasha con la educación bilingüe. Ella explica por qué el desarrollo profesional es importante para los maestros y algunos de los desafíos que conlleva la contratación para programas bilingües. Ella habla sobre su trabajo con WIABE y específicamente su documento de coalición con la meta de ser una guía tanto para las escuelas como para las familias que participan en la programación bilingüe. https://www.teachlangwisconsin.com/interviews/manuelfernandez monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613966141096-C3SLO1R1IQQWO7LL3EOO/image-asset.jpeg Interviews - Manuel Fernández - Manuel Fernández is a Professor of Spanish at UW-Eau Claire. His wife, Tomomi Kakegawa (another interviewee) is a Japanese speaker and together they are raising their children trilingual (they were interviewed too!). He describes his early years in Cuba and Miami and how he provides his own children with opportunities to learn Spanish. Since they have attended a Japanese Saturday school in Minnesota for years and periodically visit family in Japan, Spanish has actually been the harder language to teach! Manuel Fernández es profesor de español en UW-Eau Claire. Su esposa, Tomomi Kakegawa (otra entrevistada) es una hablante de japonés y juntos están criando a sus hijos con tres idiomas (¡también fueron entrevistados!). Describe sus primeros años en Cuba y Miami y cómo brinda a sus propios hijos oportunidades para aprender español. Dado que han asistido a una escuela de sábado japonesa en Minnesota durante años y visitan periódicamente a la familia en Japón, ¡el español ha sido el idioma más difícil de enseñar! https://www.teachlangwisconsin.com/interviews/jackiebarreragonzalez monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614022169412-6S38WLNQENX04Z73UDMT/image-asset.jpeg Interviews - Jackie Barrera-Gonzalez - Jackie Barrera-Gonzalez is a UW-Madison pre-service teacher. She shares her experience at Nuestro Mundo, a Madison DLI school, growing up and why coming back to volunteer there in high school solidified her desire to work at Nuestro Mundo post-graduation. Though UW-Madison doesn’t have a DLI-focused degree, she talks about how the ESL program does prepare her to work with multilingual students and how she finds community on the campus with others that share similar identities and interests. Jackie Barrera-Gonzalez es una maestra “pre-servicio” de UW-Madison. Ella comparte su experiencia en Nuestro Mundo, una escuela DLI de Madison, cuando era niña y por qué regresar para hacer trabajo voluntario allí durante la escuela secundaria solidificó su deseo de trabajar en Nuestro Mundo después de su graduación. Aunque UW-Madison no tiene un título centrado en DLI, habla sobre cómo el programa de ESL la prepara para trabajar con estudiantes multilingües y cómo encuentra comunidad en el campus con otros que comparten identidades e intereses similares. https://www.teachlangwisconsin.com/interviews/kristindalby monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614102985903-IYLGJ50STA77EA0SGN65/image-asset.jpeg Interviews - Kristin Dalby - Kristin Dalby is the Assistant Director at the University of Wisconsin-Madison Language Institute. Though a French major, she has spent 20+ years living all over the world teaching English. She describes the facilitated language program available at a few Wisconsin high schools and provides an overview of the STARTALK Korean language program. She weighs in on the various rationales to learn and fund languages and talks about what areas people work in after completing a Second Language Acquisition PhD. Kristin Dalby est directrice adjointe de l'Institut des langues de l'Université du Wisconsin-Madison. Bien que diplômée en français, elle a passé plus de 20 ans dans le monde entier à enseigner l'anglais. Elle décrit le programme de langue facilité qui est disponible dans quelques lycées du Wisconsin et donne un aperçu du programme de langue coréenne STARTALK. Elle parle sur les différentes raisons pour apprendre et financer les langues et, elle parle sur les domaines dans lesquels les gens travaillent après avoir terminé un doctorat en acquisition d'une langue seconde. https://www.teachlangwisconsin.com/interviews/sandradescourtis monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618950529403-DPLTRDWE07K414P84VPG/Sandra+Descourtis+Website+Photo.jpg Interviews - Sandra Descourtis - Sandra Descourtis is a PhD candidate in Second Language Acquisition and a graduate teaching assistant in French at UW-Madison. She describes the French approach to language education she grew up in and how that contrasts with the US approach. She talks about how teachers can include authentic materials in their classroom and reminds us that any source can be used with any group of students -- it’s the task you give them that changes the difficulty! Sandra Descourtis est doctorante d’acquisition d'une langue seconde et, elle est assistante d'enseignement diplômée en français à l'UW-Madison. Elle décrit l'approche française de l'enseignement des langues dans laquelle elle a grandi et comment cela contraste avec l'approche américaine. Elle explique comment les enseignants peuvent inclure du matériel authentique dans leur classe et nous rappelle que n'importe quelle source peut être utilisée avec n'importe quel groupe d'élèves - c'est la tâche que vous leur confiez qui change la difficulté ! https://www.teachlangwisconsin.com/interviews/nikkilogan monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613966012041-K1YACFIUKTKWR6ZPMFVF/image-asset.jpeg Interviews - Nikki Logan - Nikki Logan is a UW-Stevens Point professor and former bilingual special education teacher. She starts by explaining some commonly used terminology in the field of special education, and then provides a background on how she came to work in this field, at first being hired without feeling fully proficient in Spanish. She explains how language factors into diagnosing children as needing specialized services and responds to the notion that bilingual education is “too much” for children with special needs. She also offers advice for teachers who aren’t certified in special education, but will be working with students who do receive additional assistance. Nikki Logan es profesora de UW-Stevens Point y ex-maestra de educación especial bilingüe. Empieza con una explicación y opinión de la terminología del campo de la educación especial, y luego proporciona un trasfondo sobre cómo llegó a trabajar en este campo, al principio contratada sin sentirse completamente competente en español. Explica cómo las lenguas tienen influencia en el diagnóstico de que los niños necesitan servicios especializados y responde a la noción de que la educación bilingüe es "demasiado" para los niños con necesidades especiales. También ofrece consejos para los maestros que no están certificados en educación especial, pero que trabajan con estudiantes que sí reciben asistencia adicional. https://www.teachlangwisconsin.com/interviews/kendrasager monthly 0.5 2021-04-26 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614007660500-G96NLH64PI44RQNHGW5U/IMG_0567.jpg Interviews - Kendra Sager - Kendra Sager is the Director of Midrasha Hebrew High School in Madison. She talks about her own background with Hebrew language immersion camps and shares the goals of Midrasha’s programming given that they are an additional, out-of-school program. She speaks of how the forced shift to more technology as a result of covid has actually been beneficial, but still recognizes the challenges this modality creates for language learning. Note: I have not been able to outsource Hebrew translation assistance. What is included below was provided via Google Translate. If you can suggest any edits to the translations, I will gladly pay you to fix it! קנדרה סגר היא מנהלת בית הספר התיכון העברי "מדרשה" במדיסון. היא מדברת על הרקע שלה עם מחנות טבילה בעברית ומשתפת ביעדי התכנות של מדרשה בהתחשב בכך שהם תכנית נוספת מחוץ לבית הספר. היא מדברת על האופן שבו המעבר הכפוי לטכנולוגיה רבה יותר כתוצאה מקוביד אכן הועיל, אך עדיין מכיר באתגרים שהמודליות הזו יוצרת עבור לימוד השפה. https://www.teachlangwisconsin.com/interviews/jocelynorozco monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618840825509-A3GOC9NWFWC41HHIURRZ/Jocelyn+Orozco+Website+Photo.jpg Interviews - Jocelyn Orozco - Jocelyn Orozco is a UW-Madison student studying special education and TESOL. She shares how her family and language background influenced her decision to pursue these two degrees and she speaks to the differences in how Spanish is viewed in L.A. versus Wisconsin. She also talks about her interest in Japanese and Korean and how her knowledge of Spanish specifically supports her study of Japanese. She speaks to linguistic oppression and explains how to support students receiving more than one additional form of support. She also details her work with Diverse Leaders in Education. Jocelyn Orozco es una estudiante de UW-Madison que estudia educación especial y TESOL. Ella comparte cómo su familia y experiencia lingüística tienen influencia en su decisión de obtener estos dos títulos y habla de las diferencias en cómo se ve el español en Los Ángeles versus Wisconsin. También habla sobre su interés por el japonés y el coreano y cómo su conocimiento del español apoya específicamente su estudio del japonés. Habla de la opresión lingüística y explica cómo apoyar a los estudiantes que reciben más de una forma adicional de apoyo. También detalla su trabajo con Diverse Leaders in Education. https://www.teachlangwisconsin.com/interviews/adrianhanrahan monthly 0.5 2021-08-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618532536209-ZP0PE3A9AAGW19MLSRR5/Adrian+Hanrahan+Website+Photo.png Interviews - Adrian H. - Adrian is a UW-Oshkosh student who is an English Secondary Education major with minors in Spanish and Social Justice. Adrian took Spanish throughout school, but now is starting to learn Japanese and Ladino. Adrian talks about the limited, repetitive nature of middle and high school language courses and offers suggestions on how we could improve language education. Adrian shares ways to practice language in lieu of study abroad and what type of teaching he wants to pursue in the future. Adrian es un estudiante de UW-Oshkosh que se especializa en educación secundaria en inglés con subconcentraciones en español y justicia social. Adrian estudió español durante toda la escuela secundaria, pero ahora tiene ganas de aprender el japonés y ladino. Adrian habla sobre la naturaleza limitada y repetitiva de los cursos de idiomas de la escuela secundaria y ofrece sugerencias sobre cómo podríamos mejorar la educación de las lenguas. Adrian comparte formas de practicar el idioma en lugar de estudiar en el extranjero y describe qué tipo de enseñanza quiere seguir en el futuro. https://www.teachlangwisconsin.com/interviews/daiseyvelazquez monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614487343172-3H0PK31H3SDPU4D7VC1S/image-asset.jpeg Interviews - Daisey Velazquez - Daisey Velazquez is a UW-Madison senior studying to become a Spanish teacher. She shares her non-traditional journey to arriving at Madison and what it has been like participating in the last year of UW-Madison offering her major. She compares Madison with the city in Illinois where she grew up, Madison’s liberal aura not necessarily meeting expectations when it came to diversity and inclusivity. Though making connections has been harder as a non-traditional student, she talks about the places where she does feel a sense of community on campus. She describes what it has been like student teaching during covid and how theories you learn about in courses don’t always perfectly translate to classroom practices. Daisey Velazquez es una estudiante de último año de UW-Madison en preparación para trabajar como maestra de educación de español. Ella comparte su viaje menos tradicional para llegar a Madison y la experiencia de participar en el último año del que UW-Madison está ofreciendo su especialización. Compara Madison con la ciudad de Illinois donde creció, notando que el aura liberal de Madison no necesariamente cumple con las expectativas cuando se trata de diversidad e inclusión. Aunque hacer conexiones ha sido más difícil como estudiante no tradicional, habla sobre los lugares donde siente un sentido de comunidad en el campus. Ella describe cómo ha sido la experiencia de maestra en práctica durante el covid y cómo las teorías que aprendes en los cursos no siempre se traducen perfectamente a prácticas en el aula. https://www.teachlangwisconsin.com/interviews/michaelamiller monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613835233243-ORNPOZR681M19TPGMIFB/image-asset.jpeg Interviews - Michaela Miller - Michaela Miller is an ELL and Heritage Spanish teacher at Sun Prairie High School. She describes how she got into teaching, despite not majoring in education, and explains the purpose and curriculum of heritage language courses. She talks about how the way she has learned Spanish is different from how most of her students have learned the language and shares resources to help us stay current in the field. Michaela Miller es maestra de ELL y español para estudiantes de herencia en Sun Prairie High School. Ella describe cómo se involucró en la enseñanza, a pesar de no especializarse en educación y explica el propósito y el plan de estudios de los cursos de herencia. Habla sobre cómo la forma en que ha aprendido español es diferente de cómo la mayoría de sus estudiantes han aprendido el idioma y comparte recursos para ayudarnos a mantenernos al día en la profesión. https://www.teachlangwisconsin.com/interviews/sarahshanebrooksmith monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618950594039-VNMKVDQF8CMBV66MHPTH/Sarah+Shanebrook+Smith+Website+Photo.jpg Interviews - Sarah Shanebrook-Smith - Sarah Smith is Kenosha’s Director of Language Acquisition. She oversees language programming at 42 schools and explains how DLI programs operate in the district. She walks us through the development of their Spanish for Spanish Speakers classes and explains how Rosetta Stone has been of benefit to both her staff and students. Sarah Smith es la directora de adquisición de idiomas de Kenosha. Supervisa la programación de idiomas en 42 escuelas y explica cómo funcionan los programas DLI en el distrito. Ella nos guía a través del desarrollo de sus clases de español para hispanohablantes y explica cómo Rosetta Stone ha beneficiado tanto a su personal como a sus estudiantes. https://www.teachlangwisconsin.com/interviews/justicemoore monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614014527505-OT2630K7UIB5M04ERLJP/image-asset.jpeg Interviews - Justice Moore - Justice Moore is a student at UW-Madison double majoring in Spanish and English on the pre-law track. Born deaf in both ears, she describes what it was like getting used to cochlear implants and how her teachers and peers supported her in school. She speaks to how covid has made learning and daily life more difficult for her and why she decided to pursue a degree in Spanish. Justice Moore es una estudiante de UW-Madison con especialización doble en español e inglés con ganas de ser abogada. Nacida sorda de ambos oídos, describe cómo fue acostumbrarse a los implantes cocleares y cómo sus maestros y compañeros la apoyaban en la escuela. Habla de cómo covid le ha dificultado el aprendizaje y la vida diaria y por qué quiere estudiar el español. https://www.teachlangwisconsin.com/interviews/tomomikakegawa monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613835596397-3L3HQ74FG0IS8UJPFYJM/image-asset.jpeg Interviews - Tomomi Kakegawa - Tomomi Kakegawa is the UW-Eau Claire Japanese Professor. She shares what it is like being the sole professor for a department and how this latitude and flexibility gives her the ability to create unique language learning experiences for her tight-knit group of students. She speaks to the experience of raising Japanese/Spanish/English trilingual children (also interviewees!) and how her teaching style takes into account the fact that most of her students are learning Japanese for the first time as adults. 掛川知美はUW-オークレアの日本語の教授です。日本語の学部の唯一の先生であることがどうでしょうか、そしてこの自由と適応性が親しい学生グループのためにユニークな言語学習体験をあげるかを説明します。日本語/スペイン語/英語の三か国語が話せる子供を育てた経験と、ほとんどの生徒が大人として初めて日本語を習っているについて話します。 https://www.teachlangwisconsin.com/interviews/jaerinahn monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613966449043-42IJSSS1Z4J8OY65XWV4/image-asset.jpeg Interviews - Jaerin Ahn - Jaerin Ahn is a Faculty Associate in Korean with the UW-Madison Department of Asian Languages and Cultures and a leader of STARTALK Korean Language and Culture Academy. Jaerin shares her work and upbringing in Korea and how her work in ed. tech influences her view and strategic use of technology during online school. She provides an in-depth explanation of what STARTALK is and how it is adapting to accommodate a digital modality this summer. She compares language education in Wisconsin to that of Korea, and underscores the importance of authentic, engaged teaching and learning. 안재린 교수님은 위스콘신 대학교-매디슨 캠퍼스 동양언어문화 부서의 한국어학과 부교수이자 STARTALK 한국언어문화아카데미의 리더입니다. 안재린 교수님은 한국에서의 경험과 작업 및 교육공학 분야에서의 일이 어떻게 온라인 학교에 대한 전략과 시각에 영향을 미쳤는지 공유합니다. 교수님은 STARTALK에 대한 심도있는 설명을 제공하고 이번 여름을 맞이해 어떻게 디지털 양식에 적응하고 있는지에 대해 깊이 논의합니다. 교수님은 위스콘신과 한국의 언어학을 비교하면서 진실되고 마음과 힘을 다하는 교육과 배움의 중요성을 강조합니다. https://www.teachlangwisconsin.com/interviews/danetteandelenadaniels monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616302161730-3G8HFPY7HUTC8NQ6U8RY/image0.jpeg Interviews - Danette and Elena Daniels - Danette and Elena joined me to talk about language education from the student and parent perspective. Danette, a speaker of Italian and Spanish, always has valued languages and wanted to raise her daughter multilingual. Elena describes how overwhelming it felt at first to be in the DLI program, and Danette seconds this, but they both agree the struggle is worth it! Elena explains her decision to switch to non-DLI French in middle school and they both talk about the challenges brought on by covid. Danette y Elena se unieron a mí para hablar sobre la educación de lenguas desde la perspectiva de un estudiante y una madre. Danette, hablante de italiano y español, siempre ha valorado los idiomas y ha querido criar a su hija multilingüe. Elena describe lo abrumador que se sintió al principio estar en el programa DLI, y Danette lo confirmó, ¡pero ambas están de acuerdo en que la lucha vale la pena! Elena explica su decisión de cambiarse al francés no-DLI en la escuela secundaria y ambos hablan sobre los desafíos provocados por covid. https://www.teachlangwisconsin.com/interviews/sarlimercado monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614487131675-YK8F6DZBXKR9QEMS60ET/image-asset.jpeg Interviews - Sarli Mercado - Sarli Mercado is a UW-Madison Spanish Professor. She has a background in poetry and literature and talks about how she keeps things fun in intro-level courses that may be more heavily focused on grammar. She creates course content that reflects the diverse population of Spanish speakers in the world and makes a point to be available to support students, especially those that are heritage speakers. She describes how she has approached language learning with her daughter and how difficult it is to raise children speaking the language when there are so many social pressures. Sarli Mercado es profesora de español en UW-Madison. Especializa en poesía y literatura y habla sobre cómo mantiene las cosas divertidas en cursos de nivel de introducción que pueden estar más enfocados en la gramática. Ella crea contenido de cursos que refleja la diversa población de hispanohablantes en el mundo y se asegura de estar disponible para apoyar a los estudiantes, especialmente a aquellos que son hablantes de herencia. Ella describe cómo ha abordado el aprendizaje de idiomas con su hija y lo difícil que es criar a los niños que hablen el idioma cuando hay tantas presiones sociales. https://www.teachlangwisconsin.com/interviews/catystrait monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618982717869-2I44NVPBGCDA3KZ1OMBS/image.jpg Interviews - Caty Strait - Caty Strait is a French education student at UW-Milwaukee. She describes how a high school study abroad experience solidified her desire to pursue this as a career and why she didn’t pick Spanish as her language in school. She talks about the challenges brought upon by covid, specifically as it relates to language courses, and ways she is able to connect with French language and culture at UW-M. Caty Strait est étudiante en éducation française à UW-Milwaukee. Elle décrit comment une expérience d'études secondaires à l'étranger a renforcé son désir de poursuivre cette à une carrière et pourquoi elle n'a pas choisi l'espagnol comme langue secondaire à l'école. Elle parle des défis posés par covid, particulièrement comment ces défis concerne les cours de langue, et des façons dont elle est capable de se connecter avec la langue et la culture françaises à UW-M. https://www.teachlangwisconsin.com/interviews/valentineschneider monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614487586086-B8L0N03WJ30PR8XO7L7X/image-asset.jpeg Interviews - Valentine Schneider - Valentine Schneider is a student at La Follette High School in Madison. She describes what it was like participating in a DLI program embedded within an elementary school that also offers monolingual programming and how this resulted in a small community where most of her friends also participated in DLI. She reflects on her experience in French non-immersion classes and compares Madison where she goes to school vs Columbus where she lives when it comes to language inclusivity. Valentine Schneider es estudiante de La Follette High School en Madison. Ella describe cómo fue participar en un programa DLI integrado en una escuela primaria que también ofrece programación monolingüe y cómo esto resultó en una pequeña comunidad en la que la mayoría de sus amigos también participaron en DLI. Reflexiona sobre su experiencia en las clases de francés sin inmersión y compara Madison, donde asiste a la escuela, con Columbus, donde vive, en cuanto a la inclusión lingüística. https://www.teachlangwisconsin.com/interviews/faithhoenecke monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614571705297-P47GQD08YLNU9G5853N4/image-asset.jpeg Interviews - Faith Hoenecke - Faith Hoenecke is a Spanish teacher at Madison West High School in Madison. She didn’t have much of a choice growing up when it came to languages, Spanish the only course offered at her school, but she fell in love with it and currently works to lead the Facilitated Language Studies program at West that allows students to explore less-commonly-taught languages. She is the DLI coordinator and world language department chair, so she shares her micro-level classroom experiences as well as what it is like working in the space of language education on a school/district/state-wide macro level. She speaks to the similarities and differences between the DLI, Global Scholars, and Seal of Biliteracy programs and explains how she is able to still stay in the target language while supporting the social-emotional needs of her students, especially during covid. Faith Hoenecke es profesora de español en Madison West High School en Madison. No tuvo muchas opciones en cuanto a las clases de idiomas en la niñez (el español fue el único curso que se ofreció en su escuela), pero se enamoró y actualmente trabaja para dirigir el programa de Facilitated Language Study en West que permite a los estudiantes explorar idiomas que se enseñan con menos frecuencia. Ella es la coordinadora de DLI y directora del departamento de idiomas del mundo, así que comparte sus experiencias en el aula a nivel micro y también como lo que es trabajar en el espacio de la educación de idiomas en un nivel macro de escuela / distrito / estado. Habla de las similitudes y diferencias entre los programas DLI, Global Scholars y Seal of Biliteracy y explica cómo puede permanecer en el idioma de destino mientras apoya las necesidades socioemocionales de sus estudiantes, especialmente durante el covid. https://www.teachlangwisconsin.com/interviews/addyadams monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614486670673-RIJDUNI6GWE71D882LRH/image-asset.jpeg Interviews - Addy Adams - Addy Adams is a senior at Cameron High School who lives in Chetek. She describes a moment that solidified her interest in studying Spanish and talks about what it is like going to a small school where you are in class with the same group of students year after year. She talks about her engagement with the Somali population in the surrounding area and how the schools and communities support or could improve on their support of this population. Addy Adams es una estudiante de último año en Cameron High School y vive en Chetek. Ella describe un momento que solidificó su interés por estudiar español y habla de lo que es ir a una escuela pequeña donde estás en clase con el mismo grupo de estudiantes año tras año. Habla sobre su compromiso con la población somalí en el área circundante y cómo las escuelas y comunidades apoyan o podrían mejorar su apoyo a esta población. https://www.teachlangwisconsin.com/interviews/nicolemarinin monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614571597705-TD7H13S7S9CVDXEHIFJV/image-asset.jpeg Interviews - Nicole Marinin - Nicole Marinin is a secondary English Learner/ Bilingual Education teacher at the Luxemburg-Casco School District. She talks about what it is like working in a smaller district with a smaller population of students and what it was like switching both schools and grade levels during covid. She shares how covid has made it more difficult to teach and for her students to learn, especially since seeing someone pronounce words is such a big part of language development, but also emphasizes how desirable multilingual abilities are when looking for a job. Nicole Marinin es maestra de educación bilingüe / aprendices del idioma inglés al nivel secundario en el Distrito Escolar Luxemburg-Casco. Ella habla de cómo es trabajar en un distrito pequeño con una población de estudiantes pequeña y cómo fue cambiar de escuela y de nivel durante el covid. Ella comparte cómo covid ha hecho que sea más difícil enseñar y que sus estudiantes aprendan, especialmente porque ver a alguien pronunciar palabras es una parte muy importante del desarrollo del idioma, pero también enfatiza cuán deseables son las habilidades multilingües cuando se busca trabajo. https://www.teachlangwisconsin.com/interviews/hopewachholz monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614487712060-XUDSP4RKNBJ3JH20GBYW/Canvas+Profile+Picture.jpg Interviews - Hope Wachholz - Hope Wachholz is a UW-Eau Claire student studying Spanish Education, CS&D, Latin American Studies and has a minor in TESOL. She provides an overview of her language learning experience and assesses whether she felt confident in her skills at the completion of high school or not. She talks about how she builds community within her areas of study and explains why she thinks Eau Claire is supportive of linguistic diversity, but still notices her education department lacking the voices of multilingual students. She also shares how she has adapted to not being able to study abroad due to covid. Hope Wachholz es estudiante de UW-Eau Claire que estudia Educación del español, CS&D, Estudios Latinoamericanos y tiene una subconcentración en TESOL. Proporciona una descripción general de su experiencia de aprender el español y evalúa si se sintió segura de sus habilidades al final de la escuela secundaria o no. Habla sobre cómo construye una comunidad dentro de sus áreas de estudio y explica por qué cree que Eau Claire apoya la diversidad lingüística, pero aún nota que su departamento de educación carece de las voces de estudiantes multilingües. También comparte cómo se ha adaptado a no poder estudiar en el extranjero debido al covid. https://www.teachlangwisconsin.com/interviews/kimberwilkerson monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618691708269-ZLTAVUDVEV2R00CDXGRP/Kimber+Wilkerson+Website+Photo.jpg Interviews - Kimber Wilkerson - Kimber Wilkerson is the UW Madison Faculty Director of the Teacher Education Center and also Professor of Special Education. She is an expert when it comes to the Teacher Pledge, an initiative part of UW-Madison School of Education’s IMPACT 2030 campaign that provides financial assistance to pre-service teachers. Kimber provides an overview of how the Pledge works and how requirements differ for language educators. Though she doesn’t work explicitly with language education, we talk about the intersection of language and special education supports and how important it is for both fields to work in collaboration with one another. https://www.teachlangwisconsin.com/interviews/abhijanamanchi monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616303907718-VMZT3ICSRRWKRR7OA5U2/image-asset.jpeg Interviews - Abhinav Janamanchi - Abhinav Janamanchi is a second-year student at Washington and Lee University who was born in India, but spent most of his life here in Sun Prairie, Wisconsin. Abhi shares his background in Telugu (and Hindi), and how he continues to use Telugu today, even if it isn’t spoken by the wider community. He weighs in on secondary school language programming and how it is easy to get swept up in Spanish, even if it isn’t necessarily the language you would have wanted to pursue. He reflects on how multilingualism is viewed in the different places he has lived and how he can sometimes feel in-between places and culture, told not to speak English when in India to avoid being labeled as “one of those.” Abhinav Janamanchi es un estudiante de segundo año en la Universidad de Washington y Lee que nació en India, pero ha estado en Sun Prairie durante la mayoría de su vida. Abhi comparte su experiencia en telugu (e hindi), y cómo continúa usando el telugu hoy en día, incluso si no lo habla la comunidad en general. Él analiza la programación de idiomas de la escuela secundaria y lo fácil que es dejarse llevar por el español, incluso si no es necesariamente el idioma que hubiera querido seguir. Reflexiona sobre cómo se ve el multilingüismo en los diferentes lugares en los que ha vivido y cómo a veces puede sentirse entre dos mundos, los en India diciéndole que debe evitar el uso del inglés para evitar la etiqueta de un “otro”. Please contact me if you are a Telugu speaker + are interested in being paid to translate the above summary! https://www.teachlangwisconsin.com/interviews/dgarcia monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615406094537-ABCNFEAMPTHDTWQFBDE8/image-asset.png Interviews - D. Garcia - D Garcia is the Director of Multilingual and Global Education in the Waukesha School District. She recounts her difficult relationship with education early on, but how she came to fall in love with teaching and the Spanish in her early adult years. Prior to her role in Waukesha, she worked in Milwaukee in both education and social services. She highlights language programming offered in Waukesha and explains how she engages with WIABE’s work. D García es el Director de Educación Multilingüe y Global en el Distrito Escolar de Waukesha. Ella relata su relación difícil con la educación en el principio, pero cómo se enamoró de la enseñanza y del español en sus primeros años de adultez. Antes de su puesto en Waukesha, trabajó en Milwaukee tanto en educación como en servicios sociales. Destaca la programación de idiomas que se ofrece en Waukesha y explica cómo se relaciona con el trabajo de WIABE. https://www.teachlangwisconsin.com/interviews/macyroberts monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615406346494-1BLAAYBWXSD1LWGYZ1IM/IMG_9063.JPG Interviews - Macy Roberts - Macy is a pre-service teacher at UW-Eau Claire originally from Minnesota. In this conversation, we chatted about how she became interested in English as a Second Language education, her less-than-ideal secondary experience learning French, and how she is able to find confidence as an aspiring ESL teacher, despite potentially not speaking any of the same languages as her students. She shared what it was like growing up in a smaller suburb that may not have as much contact with non-English languages and how even she herself had to work at changing her attitude towards and view of linguistically diverse individuals. Macy highlighted the importance of growing language diversity in rural areas of the Midwest and is in awe of the bravery required of students to learn more than one language. Macy est enseignante à UW-Eau Claire qui est originaire du Minnesota. Dans cette conversation, nous avons discuté comment elle s'est intéressée à l’éducation d’anglais langue seconde, de son expérience secondaire moins qu’idéale dans l'apprentissage du français, et comment elle est capable de prendre confiance en elle en tant qu'aspirante professeure d'anglais langue seconde, malgré le fait qu'elle ne parle potentiellement pas les mêmes langues que ses élèves. Elle a raconté comment elle a grandi dans une petite banlieue qui n'avait peut-être pas autant de contacts avec les langues non-anglophones et comment elle a dû travailler à changer son attitude envers et sa vision des individus linguistiquement diversifiés. Macy a souligné l'importance d'une diversité linguistique croissante dans les zones rurales du Midwest et est en admiration de la bravoure nécessaire des étudiants pour apprendre plus d'une langue. https://www.teachlangwisconsin.com/interviews/aarongreenberg monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615406840386-OSPXE9XDNOZW2D4ZW0YO/image-asset.jpeg Interviews - Aaron Greenberg - Aaron Greenberg is a UW-Madison student studying German, Russian, and linguistics and teacher at the German School of Madison. He talks about how he got “hooked” on language/linguistics, and what it is like to study more than one language at once (especially when participating in the intense Russian Flagship Program!). He talks about the importance of vulnerability when teaching a language that you are not a native speaker of and why his experience as a multilingual individual in Madison is different from that of others. Aaron Greenberg ist UW-Madison-Student, der Deutsch, Russisch und Linguistik studiert und an der German School of Madison unterrichtet. Er spricht darüber, wie er sich für Sprache/Linguistik begeisterte und wie es ist, mehr als eine Sprache gleichzeitig zu lernen (besonders wenn man am intensiven russischen Flaggschiff-Programm teilnimmt!). Er redet über die Wichtigkeit der Verwundbarkeit beim Unterrichten einer Sprache, die man nicht als Muttersprachler sprechen, und darüber, warum sich seine Erfahrung als mehrsprachige Einzelperson in Madison von der anderer Menschen unterscheidet. https://www.teachlangwisconsin.com/interviews/marianacastro monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615406607218-V45NDYR8UCBXWQ980SA1/Castro_Mariana_17-1.jpg Interviews - Mariana Castro - Mariana Castro is the WCER Deputy Director. She shares her experience as an educator before coming to work with WCER and her involvement with budding multilingual programs in Madison such as Nuestro Mundo. She talks about the importance of social justice in dual language programs and how she works with groups and projects, both local and national, to advance equity and expand opportunities for multilingual individuals to become language educators. Mariana Castro es la subdirectora de WCER. Comparte su experiencia como educadora antes de trabajar con WCER y su participación en programas multilingües en desarrollo en Madison como Nuestro Mundo. Habla sobre la importancia de la justicia social en los programas DLI y cómo trabaja con grupos y proyectos, tanto locales como nacionales, para promover la equidad y ampliar las oportunidades para que las personas multilingües se conviertan en educadores de idiomas. https://www.teachlangwisconsin.com/interviews/cathystafford monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615407491503-CCNSH63HDQY8JCO1RBVD/image-asset.jpeg Interviews - Cathy Stafford - Cathy Stafford is an Associate Professor of Spanish at UW-Madison. She recounts her rocky start to Spanish teaching in Maryland, but how she quickly hit her stride and eventually moved up into academia to study adult second language acquisition. She talks about building rapport and trust with her research participants and her involvement with the SLA PhD program. She shares her opinion in relation to how we market language education and talks about writing Wisconsin Talk’s chapter on Spanish in the state. Cathy Stafford es profesora asociada de español en UW-Madison. Relata su comienzo difícil en la enseñanza del español en Maryland, pero cómo rápidamente aceleró y eventualmente se trasladó al mundo académico para estudiar la adquisición de un segundo idioma en los adultos. Habla de la construcción de una relación y confianza con los participantes de su investigación y su participación en el programa de doctorado de SLA. Ella comparte su opinión de cómo comercializamos la educación de idiomas y habla de su participación en la redacción del capítulo de Wisconsin Talk sobre español en el estado. https://www.teachlangwisconsin.com/interviews/jennacushingleubner monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615407274406-NNKMQAUBM4DBDRU7DF8J/image-asset.jpeg Interviews - Jenna Cushing-Leubner - Jenna Cushing-Leubner is an Assistant Professor of World Heritage Language Education at UW-Whitewater. She talks about her multilingual background and how as of recent she has begun to learn Hmong through work she is doing with Hmong heritage language education. She breaks down the concept of translanguaging and explains the difference in connotation between world and foreign language. She provides an overview of Whitewater’s comprehensive language programming and walks us through the bureaucratic barriers and bottlenecks that can make teacher recruitment and certification a challenge. Jenna Cushing-Leubner ist Assistenzprofessorin für Welterbe-Sprachunterricht an der UW-Whitewater. Sie redet über ihren mehrsprachigen Hintergrund und darüber, wie sie in letzter Zeit begann, Hmong durch die Arbeit zu lernen, die sie mit dem Sprachunterricht für das Hmong-Erbe macht. Sie macht das Konzept von „Translanguaging” klar und erklärt den Unterschied in der Konnotation zwischen Welt- und Fremdsprache. Sie gibt einen Überblick über das umfassende Sprachprogramm von Whitewater und führt uns durch die bürokratischen Hürden, die die Anwerbung und Zertifizierung von Lehrern zu einer Herausforderung machen können. https://www.teachlangwisconsin.com/interviews/rileyswope monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615407619327-02I76X5E93L0I1ZZWXCU/image-asset.jpeg Interviews - Riley Swope - Riley Swope is a junior at St. Mary’s College in Indiana, but originally from Sussex, Wisconsin, majoring in Speech and Language Pathology with minors in Spanish and ESL. We talked about how she engaged with Spanish in high school, and how the structure there and in college contrasts with her time abroad (and how she responded when she was sent home early due to Covid). She speaks about the difference in language diversity and support between central Milwaukee and the suburbs, and how a linguistic approach to language supports her own learning and teaching. Riley Swope es estudiante de tercer año en St. Mary’s College en Indiana, originalmente de Sussex, Wisconsin, con una especialización en patología del habla y del lenguaje con subconcentraciones en el español y ESL. Hablamos de cómo interactuaba con el español en la escuela secundaria, y de cómo la estructura allí y en la universidad contrasta con su tiempo en el extranjero (y cómo respondió cuando tuvo que regresar a casa temprano debido a Covid). Ella habla sobre la diferencia en la diversidad lingüística y el apoyo entre el centro de Milwaukee y los suburbios, y cómo un enfoque lingüístico del lenguaje apoya su propio aprendizaje y enseñanza. https://www.teachlangwisconsin.com/interviews/katekopotic monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615405787149-97Q1TNT0UVKSVMAUNHLA/image-asset.png Interviews - Kate Kopotic - Kate Kopotic is a senior at Sun Prairie High School with plans of attending West Point and either majoring or minoring in a world language. She shares her early exposure to Spanish, some of the struggles of a “standard” high school language program, and her interest to learn other languages in the future. We talk about structured grammar-based v.s. proficiency-driven instruction, and she explains how learning a language and being vulnerable can connect us. Kate Kopotic es estudiante de último año en Sun Prairie High School con planes de asistir a West Point y especializarse con una concentración o subconcentración en un idioma mundial. Ella comparte su exposición temprana al español, algunas de las luchas de un programa de idiomas de la escuela secundaria "estándar" y su interés por aprender otros idiomas en el futuro. Hablamos de una instrucción basada en la gramática frente a una basada en el dominio de destrezas comunicativas, y ella explica cómo aprender un idioma y ser vulnerable puede conectarnos. https://www.teachlangwisconsin.com/interviews/leahebener monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615407061523-AZFN36NLFJDL5CMGQYUA/image-asset.jpeg Interviews - Leah Ebener - Leah Ebener is a K-5 Spanish teacher at Roosevelt Elementary in Kenosha. She explains what non-DLI education looks like at the elementary level and how being an IB school affects their programming. Leah shares how she became involved with FLESFest and how it helps her stay current in the field of language education. Leah Ebener es maestra de español K-5 en Roosevelt Elementary en Kenosha. Explica cómo funciona la educación no-DLI en el nivel primario y cómo ser una escuela del IB afecta su programación. Leah comparte cómo se involucró con FLESFest y cómo le ayuda a mantenerse al día en el campo de la educación de lenguas. https://www.teachlangwisconsin.com/interviews/rainsparkman monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618573798960-339PKIYUWWXHR4FK9RJ8/Rain%2BSparkman%2BWebsite%2BPhoto.jpg Interviews - Rain Sparkman - Rain Sparkman is wrapping up her freshman year at La Follette High School in Madison. We spoke about her participation in the DLI program at Nuestro Mundo growing up and what her K-12 experience has been like as a non-native speaker of Spanish. She talked about the transition to online classes specifically as it relates to language and some ways she thinks her language abilities could be helpful for the future. Rain Sparkman está terminando su primer año en La Follette High School en Madison. Hablamos sobre su participación en el programa DLI en Nuestro Mundo mientras crecía y cómo ha sido su experiencia K-12 como hablante no nativa de español. Habló sobre la transición a las clases en línea (específicamente en relación con las lenguas) y algunas maneras en las que cree que sus habilidades lingüísticas podrían ser útiles para el futuro. https://www.teachlangwisconsin.com/interviews/lolahernandez monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618580757312-K1P660CA1UW8R1E9T0MO/Lola+Hernandez+Website+Photo.jpg Interviews - Lola Hernandez - Lola Hernandez is a freshman at Madison Memorial High School in Madison. She was raised speaking Spanish, but didn’t start with the DLI program until this year, French her language of choice in middle school. She describes the difference between these two language-learning styles and speaks of her work with Memorial’s DLI student group. She points out that while Madison may be supportive of certain language speakers, it may not treat those that speak less commonly spoken languages the same. Lola Hernandez es estudiante de primer año en Madison Memorial High School en Madison. Se crió con el español, pero no comenzó con el programa DLI hasta este año, el francés su idioma preferido en la escuela media. Ella describe la diferencia entre estos dos estilos de aprendizaje de idiomas y habla de su trabajo con el grupo de estudiantes del programa DLI de Memorial. Ella señala que, si bien Madison puede apoyar a ciertos hablantes de idiomas, es posible que no trate de la misma manera a aquellos que hablan idiomas menos comúnmente hablados. https://www.teachlangwisconsin.com/interviews/geraldinemoguelgarcia monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616302353854-MEKSNP0O5C2WF5U2FA2L/geraldine+moguel+garcia+photo.jpg Interviews - Geraldine Moguel-Garcia - Geraldine Moguel-Garcia is a student at Fort Atkinson High School. She shares what it was like being mistreated growing up for speaking Spanish, but how now she views her linguistic abilities as an asset and way to help others. She speaks about her experiences in French and Spanish courses with non-native Spanish speakers and how the vocabulary and way of speaking from these classes doesn’t reflect how she and her peers speak. She explains why it is especially important for people who come from Spanish-speaking families to continue to use and develop their abilities in the language, but how frequently many people, including her, experience great barriers to doing so. Geraldine Moguel-García es estudiante de la preparatoria en Fort Atkinson. Ella comparte cómo fue ser maltratada al crecer por hablar español, pero cómo ahora ve sus habilidades lingüísticas como una ventaja y una forma de ayudar a los demás. Habla sobre sus experiencias en cursos de francés y español con hablantes no-nativos de español y cómo el vocabulario y la forma de hablar de estas clases no refleja cómo hablan ella y sus compañeros. Explica por qué es especialmente importante que las personas que provienen de familias de habla hispana continúen con el uso y desarrollo de sus habilidades en el idioma, pero como con qué frecuencia muchas personas, incluida ella, experimentan grandes barreras para hacerlo. https://www.teachlangwisconsin.com/interviews/jorgeavalos monthly 0.5 2021-04-25 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616216375564-T216INPG95BO72UBTA1L/thumbnail_Avalos.jpg Interviews - Jorge Avalos - Jorge Avalos is an Associate Principal at Verona Area High School and former Sun Prairie Spanish teacher. He speaks of his Chicago upbringing and why he made the transition to administration. He believes it is important for multilingual individuals to be in leadership positions in schools and he describes how he has worked directly with the language department (and how covid has changed everything!). He explains his strategy for raising his son bilingual and why being multilingual is beneficial for all phases of life. Jorge Avalos es director adjunto de Verona Area High School y ex-profesor de español de Sun Prairie. Habla de su educación en Chicago y por qué hizo la transición a la administración. Él cree que es importante que las personas multilingües ocupen puestos de liderazgo en las escuelas y describe cómo ha trabajado directamente con el departamento de idiomas (¡y cómo covid lo ha cambiado todo!). Explica su estrategia para criar a su hijo bilingüe y por qué ser multilingüe es beneficioso para todas las etapas de la vida. https://www.teachlangwisconsin.com/interviews/christinathao monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615862019960-XO0RYN628XDT9L8PB5BE/thumbnail_Christina2019-6549-1.jpg Interviews - Christina Thao - In this interview, I spoke with Christina Thao, who is a nurse in Madison. Christina spoke about her background in the Hmong language and how she helps Hmong-speaking patients with translations. She spoke about her use of “Hmonglish” and what her experience was like studying French and Spanish in school. She talks about how what we say can be interpreted in different ways and the importance of different perspectives. Nyob rau hauv qhov kev xam phaj no, kuv tau nrog Christina Thao uas yog ua haujlwm rau hauv tsev kho mob nyob rau hauv Madison. Christina qhia txog nws keeb kwm ntawm cov lub Hmoob, thiab nws pab cov neeg mob nrog rau cov neeg txhais lub li ca. Nws qhia tias nws kev hais los yog siv lus Hmoob zoo li nws kawm lub Fab Kis thiab lus Spanish (lus Mev) nyob rau hauv tsev kawm ntawv. Nws piav tias qhov kev hais lus Hmoob tej zaum kuj txhais tau ntau yam, thiab qhov tseem ceeb yog los ntawm kev peb pom tau sib txawv. https://www.teachlangwisconsin.com/interviews/taiyokakegawafernandez monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616553344738-DB3RDN2R1EE1INP7P93B/taiyo.JPG Interviews - Taiyo Kakegawa-Fernandez - Taiyo Kakegawa Fernandez is Japanese/Spanish/English trilingual and is the son of Manuel Fernandez and Tomomi Kakegawa (also interviewees!). He describes what it is like to take high school language classes when you are a native speaker of the language and how switching between languages at home can sometimes be stressful (and frustrating when your grammar is corrected!), but is great for training your brain. He explains how speaking more than one language allows him to better get to know his multilingual classmates. タイヨウ・掛川フェルナンデスは掛川知美とマヌエル・フェルナンデスの日本語/スペイン語/英語が話せる息子です。高校の授業に習っている母国語が話せるはどのようなものか、そして自宅で別の国語を使っていることがストレスになることを説明します。文法が直されるとイライラになりますが、国語を練習ために最適です。複数の国語を話すことで、多言語のクラスメートをよく知り合うことができると説明しています https://www.teachlangwisconsin.com/interviews/kristinmontgomery monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616304826094-1S8E96B90VRB50O0DRJ6/Presenters-2020-1-7.png Interviews - Kristin Montgomery - Kristin Montgomery is a Spanish teacher at La Follette High School in Madison and blogger. She describes how her start in French morphed into Spanish and how her experiences teaching, living, and traveling abroad make her a better teacher. She speaks to the challenges that arise when students with different backgrounds in the Spanish language are all in one class and makes a case for heritage language programs. She also shares some great resources that teachers can check out to connect with others in the profession. Kristin Montgomery es profesora de español en La Follette High School en Madison y bloguera. Ella describe cómo su comienzo en francés se transformó en español y cómo sus experiencias enseñando, viviendo y viajando al extranjero la convierten en una mejor maestra. Ella habla de los desafíos que surgen cuando los estudiantes con fondos diferentes en el español están todos en una clase y aboga por los programas de hablantes de herencia. También comparte algunos recursos que los maestros pueden consultar para conectarse con otros en la profesión. https://www.teachlangwisconsin.com/interviews/evelynmontenegro monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618570477600-921S1T3F0V6R45M903MM/Evelyn+Montenegro+Website+Photo.jpg Interviews - Evelyn Montenegro - Evelyn Montenegro is a Madison Memorial High School student in Madison. She talks about the contrast between a “typical” Spanish class and a DLI program, highlighting how differences in regional vocabulary may lead to confusion in one setting but not the other. She shares why being multilingual will help her in the future as a lawyer and explains how Madison as a community supports multilingualism. Evelyn Montenegro es una estudiante de Madison Memorial High School en Madison. Habla del contraste entre una clase de español "típica" y un programa DLI, destacando cómo las diferencias en el vocabulario regional pueden llevar a confusión en un entorno, pero no en el otro. Ella comparte por qué ser multilingüe la ayudará en el futuro como abogada y explica como Madison como comunidad apoya el multilingüismo. https://www.teachlangwisconsin.com/interviews/rebeccasawyer monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616304206166-Y6RM09893Z0453SZPLQ6/Sawyer-Photo.jpg Interviews - Rebecca Sawyer - Rebecca Sawyer is a Second Language Acquisition PhD student at UW-Madison and Spanish language educator. She speaks of her experience as a high school teacher and why she decided to pursue her PhD given her interest in varieties of Spanish spoken. She walks us through what a day in the life of a PhD student looks like and what she is thinking of doing post graduation. She shares her philosophy on raising her son, especially as it relates to language, and why she is conflicted if she should try to enroll him in a bilingual elementary program or not. Rebecca Sawyer es una estudiante de doctorado en Adquisición de un segundo idioma en UW-Madison y educadora del español. Ella habla de su experiencia como maestra de escuela secundaria y por qué decidió seguir su doctorado dado su interés en las variedades de español hablado. Nos explica cómo es un día en la vida de una estudiante de doctorado y qué piensa hacer después de graduarse. Ella comparte su filosofía sobre la crianza de su hijo, especialmente en lo que se refiere a los idiomas, y por qué está en conflicto si debe intentar inscribirlo en un programa bilingüe de primaria o no. https://www.teachlangwisconsin.com/interviews/juanhernandez monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618661967078-FD0NW4WI45H4G3KVIZR2/Juan+Hernandez+Website+Photo.jpg Interviews - Juan Hernandez - Juan Hernandez is a student at La Follette High School in Madison. He describes how speaking multiple languages was a source of stress for him when he was younger, but how through the years he came to see the value of being multilingual. He explains why he doesn’t view the DLI program as learning two languages and how this program compares to his French classes. Juan Hernandez es estudiante de La Follette High School en Madison. Describe cómo hablar varios idiomas era una fuente de estrés para cuando era más joven, pero cómo a través de los años llegó a ver el valor de ser multilingüe. Explica por qué no considera el programa DLI como aprender dos idiomas y cómo se compara este programa con sus clases de francés. https://www.teachlangwisconsin.com/interviews/joanmejia monthly 0.5 2024-01-07 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618663150747-68R2ABP5LL4CXA35CKA0/Joan+Mejia+Website+Photo.png Interviews - Joan Mejia - Joan Mejia is a student at La Follette High School in Madison. He speaks about his experience spending most of his youth living in Mexico and how he connects with his classmates through Escalera. He speaks to the linguistic diversity of Madison and why he sees speaking more than one language as an advantage. Joan Mejia es estudiante de La Follette High School en Madison. Habla sobre su experiencia al pasar la mayor parte de su juventud viviendo en México y cómo se conecta con sus compañeros de clase a través de Escalera. Habla de la diversidad lingüística de Madison y de por qué considera que hablar más de un idioma es una ventaja. https://www.teachlangwisconsin.com/interviews/karenevansromaine monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618669945609-DRS2YWKCAMJI2212SANV/Karen+Evans-Romaine+Website+Photo.jpg Interviews - Karen Evans-Romaine - Karen Evans-Romaine is a Professor of Russian at the University of Wisconsin-Madison. She describes her multilingual upbringing and what it was like to learn three languages while in college. She walks us through half a century of language education, highlighting how practices differ not only compared to the past, but at present between different languages. She provides an overview of the Russian Flagship Program and describes how they have adapted in response to Covid-19. Карен Эванс-Ромейн - профессор русского языка в университете Висконсин-Мэдисон. Она описывает свое многоязычное воспитание и каково было изучать три языка в университете. Она описывает полвека языкового образования, подчеркивая насколько разные методы образования изменились по сравнению с прошлым, и насколько они в настоящее время различны среди разных языков. Она дает обзор русской флагманской программы своего университета и описывает, как они адаптировались в ответ на Covid-19. https://www.teachlangwisconsin.com/interviews/mandyrios monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618571313110-P5P06277LI2971E0QG7G/Mandy+Rios+Website+Photo.png Interviews - Mandy Rios - Mandy Rios is a student at La Follette High School in Madison. She talks about what it has been like having Spanish as her first language but over the years becoming stronger in Spanish. She describes the differences between the DLI program and her French classes and explains how Madison supports people who speak Spanish. Mandy Rios es estudiante de La Follette High School en Madison. Ella habla de lo que ha sido su experiencia de tener el español como su primer idioma, pero con los años se ha vuelto más fuerte en español. Describe las diferencias entre el programa DLI y sus clases de francés y explica cómo Madison apoya a las personas que hablan español. https://www.teachlangwisconsin.com/interviews/rishavroy monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618848172677-LLUF315CWWMSOWU9YZMK/Rishav+Roy+Website+Photo.png Interviews - Rishav Roy - Rishav Roy is a UW-Madison student studying physics with a background in French from high school and Bengali, which his family speaks at home. He shares why he believes being multilingual is an additive part of his identity and how he has become more interested in formalizing his Bengali skills through the years. Rishav Roy est étudiant de l'UW-Madison qui étudie la physique avec une formation en français du lycée et en bengali—la langue sa famille parle chez lui. Il explique pourquoi il pense qu'être multilingue est une partie supplémentaire de son identité et comment il est devenu plus intéressé à la formalisation de ses compétences en bengali au fil des ans. https://www.teachlangwisconsin.com/interviews/mayakakegawafernandez monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618532010592-HYZN364MHOVXY0ULXGBC/Maya+Kakegawa+Website+Photo.jpg Interviews - Maya Kakegawa-Fernandez - Maya Kakegawa-Fernandez is Japanese/Spanish/English trilingual and is the daughter of Manuel Fernandez and Tomomi Kakegawa. She describes what it is like speaking different languages to different members of the household and how international experiences have helped her develop her language skills. She explains why despite loving language and language learning she doesn’t necessarily want to pursue it as a career and mentions one of the best parts of being trilingual — being able to understand 3x the amount of humor! マヤ・掛川フェルナンデスは掛川知美とマヌエル・フェルナンデスの日本語/スペイン語/英語が話せる娘です。家族のさまざまなメンバーに別の国語を話すことがどうでしょうか、そして国際的な経験が国語のスキルの発達にどのように役に立ったかについて説明します。国語と国語学習をにも愛しているかかわらず、必ずしもキャリアとして追求したくない理由を説明します。トリリンガルであることの最も優れることの一つ、「3倍のユーモアを理解できることです」と言っていました。 https://www.teachlangwisconsin.com/interviews/joesalmons monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616077798183-PDMSQUK6GL0Y1JJVREQV/image-asset.jpeg Interviews - Joe Salmons - Joe Salmons is a UW-Madison Language Sciences professor who specializes in Germanic languages. In this conversation, we talk about how his need to know the “why” led him to a career in linguistics, rather than philosophy, and how experiences of personal linguistic discrimination have informed his work. He talks about what it was like to write a book on the languages of Wisconsin and how community engagement talks led him to investigate the languages and language acquisition (or lack thereof) of earlier immigrants to the state. Joe Salmons ist UW-Madison-Professor für Sprachwissenschaften, der sich auf germanische Sprachen spezialisiert. In diesem Gespräch sprechen wir darüber, wie sein Bedürfnis, das „Warum” zu wissen, ihn zu einer Karriere in der Linguistik und nicht in der Philosophie führte und wie die Erfahrungen mit persönlicher sprachlicher Diskriminierung seine Arbeit beeinflussten. Er redet darüber, wie es war, ein Buch über die Sprachen von Wisconsin zu schreiben, und wie Community-Engagement-Gespräche ihn dazu veranlassten, die Sprachen und den Spracherwerb (oder deren Fehlen) früherer Einwanderer in den Staat zu untersuchen. https://www.teachlangwisconsin.com/interviews/marcyolson monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617337633444-VG7T8ZCF8EAQ5BX7BXQD/olson-marcy.jpg Interviews - Marcy Olson - Marcy Olson is an Assessment Content Specialist at WIDA. She describes her background as an ESL teacher and the difficult, but rewarding, decision to transition into her position at WIDA. She talks about the important project her team just completed and walks us through all that goes into developing an assessment. She shares the challenges that can arise when trying to raise a multilingual child and how life sometimes can make it difficult to provide that immersive experience. Marcy Olson es especialista en contenido de evaluación en WIDA. Ella describe su experiencia como maestra de ESL y la decisión difícil, pero gratificante, de hacer la transición a su puesto en WIDA. Habla sobre el importante proyecto que acaba de completar su equipo y nos explica todo lo que implica el desarrollo de una evaluación. Ella comparte los desafíos que pueden surgir al tratar de criar a un niño multilingüe y cómo la vida a veces puede dificultar producir esa experiencia inmersiva. https://www.teachlangwisconsin.com/interviews/xanghang monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617336736740-UR08391WXAXWEI7K3SJS/Xang-Hang.jpg Interviews - Xang Hang - Xang Hang is a UW-Madison senior and PASS Americicorps Academic Coach. He talks about what it is like having Hmong technically as his first language, but feeling much more confident in his English. With significant exposure in French and a major in Spanish, Xang shares what it has been like to learn multiple languages and more specifically covid shutting down his study abroad after 1 day in Perú. He speaks about his work with Escalera and the visibility of the Hmong population in the state. Xang Hang kawm ntawv nyob qib siab nyob rau hauv UW-Madison, thiab xeem dhau Americicorps tau los ua ib tug tub qhia txuj ci. Nws hais tias lus Hmoob yog nws li thawj yam lus tabsis nws paub lus mekas zoo dua lus Hmoob. Los ntawm kev tshawb nrhiav thiab nthuav txog Fabkis thiab kawm ntawv Mev, Xang qhia txog kev kawm thiab paub ntau yam lus zoo li cas, thiab nws ua dabtsi thaum nws kawm ntawv nyob txawv teb chaws es tsev kawm ntawv raug kaw tom qab 1 hnub nws pib kawm ntawv yog vim covid-19. Nws hais txog nws kev ua haujlwm nrog Escalera thiab nws pom tias Hmoob no coob npaum li cas nyob rau hauv lub xeev los yog lub lav no. https://www.teachlangwisconsin.com/interviews/joshforehand monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617337152752-1ZS2NG8BKZF70ZNSD9YX/noid1q02033.jpg Interviews - Josh Forehand - Josh Forehand is the principal of Nuestro Mundo in Madison. He speaks of how he ended up as the principal of a Spanish immersion school, despite not majoring in Spanish or education. He walks us through the structure of Nuestro Mundo’s DLI program and how they keep equity at the core of their decisions, especially when it comes to enrollment. He describes what the school is looking for in teachers and how non-Latine individuals can be effective and respectful teachers in bilingual programs. Josh Forehand es el director de Nuestro Mundo en Madison. Habla de cómo llegó a este puesto como director de una escuela de inmersión en español, a pesar de no especializarse en español ni en educación. Él nos guía a través de la estructura del programa DLI de Nuestro Mundo y cómo mantienen la equidad en el centro de sus decisiones, especialmente cuando se trata de la matrícula. Describe lo que la escuela busca en los maestros y cómo las personas no-latines pueden ser efectivas y respetuosas en los programas bilingües. https://www.teachlangwisconsin.com/interviews/eleanorefalck monthly 0.5 2021-07-07 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617337371675-64JWOVORG0SRXMUN09J3/HeadShot.png Interviews - Eleanore Falck - Eleanore Falck is a junior at UW-Stout studying Game Design and Development Art and creator of Growing Up Ojibwe — The Game. She shares her Oneida and Ojibwe background and how she engages with culture and language despite not being a fluent speaker. She speaks of her experience learning Japanese in high school and walks us through the process of creating the game and how language is embedded throughout. Please contact me if you are interested in being paid to translate the above text to Ojibwe or Oneida! https://www.teachlangwisconsin.com/interviews/saminahossain monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617338984815-RTJO5EER7C1XD1GJ9YC5/Hossain_S_17.jpg Interviews - Samina Hossain - Samina Hossain is a UW Madison PhD student in Sociology. She describes her switch from engineering to her current focus on refugee resettlement and her background speaking Bengali, Spanish, and at present learning Farsi. She details her work with UW-Oshkosh Professor Paul Van Auken and shares some frustrations she has heard minority students express in relation to how their history is taught, if it even is, in the classroom. She speaks to bureaucratic barriers that refugee students may face in pursuing higher education and why having a lot of resources available is not always best for students. She shares the different ways she has learned and practiced language and how doing so opens her eyes to different cultures. Samina Hossain es una estudiante de doctorado en Sociología de la UW-Madison. Ella describe su cambio de ingeniería a su enfoque actual en el reasentamiento de refugiados y su experiencia en hablar bengalí, español y, en la actualidad, como está aprendiendo farsi. Ella detalla su trabajo con el profesor Paul Van Auken de UW-Oshkosh y comparte algunas frustraciones que ha escuchado expresar a estudiantes de minorías en relación con cómo se enseña su historia, si se enseña, en la universidad. Habla de las barreras burocráticas que los estudiantes refugiados pueden enfrentar para obtener una educación superior y de por qué tener muchos recursos disponibles no siempre es lo mejor para los estudiantes. Ella comparte las diferentes formas en que ha aprendido y practicado el idioma y cómo hacerlo le abre los ojos a culturas diferentes. https://www.teachlangwisconsin.com/interviews/monicamacaulay monthly 0.5 2021-04-23 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617335171362-RYPCEJXCV8QE83Q192CR/image-asset.jpeg Interviews - Monica Macaulay - Monica Macaulay is a Professor of Language Sciences at UW-Madison specializing in the Menominee language. She talks about her start working with the Mixtec language and what it is like working with the Menominee language when she doesn’t personally have a cultural tie to the language or its speakers. She describes the various backgrounds of students that are enrolled in the Menominee course being offered at UW and how she has changed how she speaks of the status of the Menominee language in her own courses, now coming from a place of hope. I have not been able to find a Menominee speaker to be able to translate the above summary. If you have this skill and are interested in being paid to translate, please reach out via the contact tab! https://www.teachlangwisconsin.com/interviews/joelbaraka monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617335649970-T8DILZMW8O8Z8Q7L699V/Screenshot+2021-04-01+225352.png Interviews - Joel Baraka - Joel Baraka is an engineering student at UW-Madison and founder/CEO of My HOME Stars. Joel shares how growing up in Uganda’s Kyangwali refugee camp led to his acquisition of several languages and how this experience inspired him to pursue a degree in civil engineering. He shares the frustrating bureaucratic struggles students can face when attempting to have their language abilities validated, and more broadly speaks about the transition into the US education system. He tells us about his work with My HOME Stars and it’s 5 STA-Z educational board game, designed to support the academic achievement of children in Uganda and surrounding nations. Joel Baraka ni mwanafunzi wa uhandisi huko chuo kikuu cha UW-Madison na mwanzilishi wa My Home Stars. Joel anashiriki jinsi kukua katika kambi ya wakimbizi ya Kyangwali ya Uganda ilisababisha kujifunza lugha kadhaa na jinsi uzoefu huu ulimchochea kufuata digrii katika uhandisi ya ujenzi. Anashiriki mapambano ya kukatisha tamaa ya kiurasimu ambayo wanafunzi wanaweza kukabiliana nayo wakati wanajaribu kuhakiki uwezo wao wa lugha, na kwa upana anazungumza juu ya mabadiliko ya mfumo wa elimu wa Umarekani. Anatuambia juu ya kazi yake na My Home Stars na ni mchezo 5 STA-Z, iliyoundwa kusaidia watoto wachanga sana sana watoto wakimbizi katika nchini Uganda na mataifa jirani. https://www.teachlangwisconsin.com/interviews/paolahernandez monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617336186540-4ZYTS6RAERAEIFV5RNP3/image-asset.jpeg Interviews - Paola Hernández - Paola Hernández is the UW-Madison Professor of Latin American Theatre Studies. She shares with us how culture and visual components can be incorporated into language classes of all levels and why it is important to use inclusive language in her classes. She details her work with the Center for Visual Cultures and describes her approach to raising bilingual children in an English-dominant community. She highlights the importance of parent/guardian advocacy for multilingual children, but reflects on how power and status can impact how seriously these concerns are taken into account. Paola Hernández es profesora de estudios de teatro latinoamericano en UW-Madison. Ella comparte cómo la cultura y los componentes visuales se pueden incorporar en las clases de idiomas de todos los niveles y por qué es importante usar lenguaje inclusivo en sus clases. Ella detalla su trabajo con el Center for Visual Cultures y describe su estrategia en criar niños bilingües en una comunidad donde predomina el inglés. Ella destaca la importancia de la defensa de los padres / miembros familiares para los niños multilingües, pero reflexiona sobre cómo el poder y el estatus pueden afectar la seriedad con la que se toman en cuenta estas preocupaciones. https://www.teachlangwisconsin.com/interviews/andrewtrumbull monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617334732359-KIX8YR2IC7BEEP6581FK/1522736995769.jpg Interviews - Andrew Trumbull - Andrew Trumbull is the co-founder of the Burmese Rohingya Community of Wisconsin. He first explains differences in languages and terminology related to the communities he works with. He then talks about his own background, how he came to work with the BRCW, and how he and Anuwar, the other co-founder, have skills that compliment one another. He speaks to challenges people may not realize refugees and immigrants face upon arrival to the US and explains how they have worked to teach English, covid further complicating matters. He also describes a unique parternship between UW-Milwaukee students and his organization that pairs pre-service teachers with Rohingya students to provide tutoring support. Note: The following translation was produced via Google Translate and has yet to be verified. If you would be interested in editing this translation (compensated!), please let me know. Andrew Trumbull သည် Wisconsin ရှိဗမာရိုဟင်ဂျာအသိုက်အဝန်းကိုပူးတွဲတည်ထောင်သူဖြစ်သည်။ သူသည်ပထမ ဦး ဆုံးသူနားလည်သောဘာသာစကားများနှင့်သူနှင့်အတူအလုပ်လုပ်သောရပ်ရွာများနှင့်ဆက်စပ်သည့်ဝေါဟာရများကိုရှင်းပြခဲ့သည်။ ထို့နောက်သူသည်သူ့နောက်ခံအကြောင်း၊ BRCW နှင့်မည်သို့အလုပ်လုပ်ခဲ့ပုံနှင့်သူနှင့်အခြားပူးတွဲတည်ထောင်သူ Anuwar တို့အချင်းချင်းတစ်ယောက်ကိုတစ်ယောက်ချီးမွမ်းသည့်စွမ်းရည်များအကြောင်းပြောဆိုခဲ့သည်။ သူသည်အမေရိကန်ပြည်ထောင်စုသို့ရောက်ရှိလာသည့်အခါဒုက္ခသည်များနှင့်ရွှေ့ပြောင်းနေထိုင်သူများရင်ဆိုင်ကြုံတွေ့နေရသောလူများနားလည်သဘောပေါက်မှုမရှိနိုင်သည့်စိန်ခေါ်မှုများကိုပြောကြားခဲ့ပြီး၎င်းတို့အားအင်္ဂလိပ်စာသင်ကြားရာတွင်မည်သို့အလုပ်လုပ်သည်ကိုရှင်းပြပြီးပိုမိုရှုပ်ထွေးသည့်ကိစ္စရပ်များကိုလည်းပြောကြားခဲ့သည်။ သူက UW-Milwaukee ကျောင်းသားများနှင့်သူ၏အဖွဲ့အစည်းအကြားထူးခြားသည့်မိတ်သဟာယဖွဲ့မှုအားဆရာ ၀ န်များနှင့်ရိုဟင်ဂျာကျောင်းသားများနှင့်အတူကျူရှင်ပံ့ပိုးမှုပေးသည်။ https://www.teachlangwisconsin.com/interviews/maileevang monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617336467011-PVSX1R5YZWAG99B4MFSX/image-asset.jpeg Interviews - Mai Lee Vang - In this interview, I spoke with Mai Lee Vang who works in the radiology department at UW-Health. Mai Lee spoke about her background in the Hmong language and how she helps Hmong-speaking patients with translations. She explained the difference between two Hmong dialects, White and Green, and how that influences communication between family members. She also shared how her family celebrates Hmong New Year and how celebrations in Wisconsin compare to traditions in Laos. Nyob rau hauv qhov kev xam phaj no, kuv tau nrog Mai Lee Vang uas yog ua haujlwm nyob rau hauv chav thaij duab txog neeg lub civ uas qhia seb koj lub civ puas muaj kab mob, nyob rau tom UW-Health. Mai Lee tham txog nws keeb kwm ntawm cov lus Hmoob thiab ua li cas nws thiaj pab cov neeg mob hais lus Hmoob nrog rau cov neeg txhais lus. Nws kuj piav thiab qhia txog ntawm ob hom lus Hmoob uas yog Hmoob Dawb thiab Hmoob Ntsuab, tias nkawv cuam tsuam li cas nyob rau hauv kev sib tham thiab txuas lus ntawm tsev neeg, los yog phooj ywg. Thiab nws qhia txog kev noj peb caug nyob rau hauv Wisconsin zoo li cas piv rau kev koob tsheej/noj peb caug nyob rau tebchaws Nplog. https://www.teachlangwisconsin.com/interviews/aaronbirdbear monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617335247794-T8OEICFPWKSR5RJJBWKW/image-asset.jpeg Interviews - Aaron Bird Bear - Aaron Bird Bear is the Tribal Relations Director in the Office of University Relations in the Division of Extension at the University of Wisconsin-Madison. He first provides us with a rundown on terminology and the connotation that each term may carry, emphasizing that in general it is best to be as specific about the group of people as possible. He talks about the creation of his position and how he came to work in this space after specializing in an entirely different subject in college. He describes the purpose of Act 31 and provides background as to how we arrived at a point where though there is a lot of hope, we even had to consider language revitalization in the first place. He talks about the changing public perception around Indigenous language and why for him language is medicine. I have not been able to oursource a translation in Diné. If you are interested in being paid to translate the above summary, please contact me! https://www.teachlangwisconsin.com/interviews/matthewkashdan monthly 0.5 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617334477063-8MTP6Q6K7A29U5B6ING1/Kashdan.jpg Interviews - Matthew Kashdan - Matthew Kashdan is a French teacher at Middleton High School. He describes how his extended time living abroad in France informs his teaching in Wisconsin and how he (tries!) to maintain a work/life balance while both teaching and pursuing his graduate degree. He talks about the importance of vulnerability as a non-native speaker and why he makes a point to include worldly affairs, such as language use as a by-product of colonialism, in his class. Matthew Kashdan est professeur de français au lycée Middleton. Il décrit comment son séjour prolongé à l'étranger en France informe son enseignement dans le Wisconsin et comment il (essaie !) de maintenir un équilibre travail / vie privée tout en enseignant et en poursuivant ses études supérieures. Il parle sur l'importance de la vulnérabilité en tant que locuteur non natif et pourquoi il tient à inclure les affaires du monde, par exemple l'utilisation de la langue comme sous-produit du colonialisme, dans sa classe. https://www.teachlangwisconsin.com/interviews/timcavnar monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617336980415-M1REP9ELIHUM5B5C6EDM/Tim-headshot-225x300.jpg Interviews - Tim Cavnar - Tim Cavnar is a UW-Madison PhD student in the Second Language Acquisition program. He speaks about his experience teaching English in China and how he has committed to continuing his study of Chinese, in part because it is the primary language spoken by his wife’s family and he wants to raise their son bilingual. He elaborates on the challenges that surround raising a multilingual child in a monolingual English dominant community and speaks to the tensions that arise from working to help students improve their academic English while simultaneously studying it as an ideological construct. 蒂姆·卡夫纳（Tim Cavnar）是西澳大学麦迪逊分校第二语言习得计划的学生。 他谈到了自己在中国教英语的经验，以及他致力于继续学习中文的部分原因，因为这是妻子家庭所使用的主要语言，并且他想抚养自己的儿子双语。 他详细阐述了在以英语为母语的母语社区中养育多语种儿童所面临的挑战，并谈到了在努力帮助学生提高其学术英语的同时，将其作为一种意识形态结构进行研究而产生的紧张关系。 https://www.teachlangwisconsin.com/interviews/erikasuo monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617338548303-CXOPEQKOY4Y0TWLQICYM/Erika+Suo+Headshot.jpg Interviews - Erika Suo - Erika Suo is a fourth grade teacher at South Shore Elementary in Port Wing, Wisconsin. While not a speaker of Finnish, older generations of her family are, and Finnish culture makes its way into her family traditions and even teaching practices. She shares how her school and surrounding communities teach about local cultures, and weighs in on language education in rural schools. Erika Suo on neljännen luokan opettaja South Shore ala-asteella Port Wing, Wisconsinissa. Vaikka hän ei puhu suomea, hänen perheensä vanhemmat sukupolvet puhuvat, ja suomalainen kulttuuri ilmestyy hänen perheperinteisiinsä ja jopa opetuskäytäntöihin. Hän kertoo kuinka hänen koulunsa ja ympäristön yhteisöt opettavat paikallisista kulttuureista ja keskustelee kielikoulutuksesta maaseutukouluissa. https://www.teachlangwisconsin.com/interviews/tanjaskiljevic monthly 0.5 2021-05-05 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618251889530-JPHSOBXUEI1I9H046C1V/Tanja+Skiljevic+Website+Photo.jpg Interviews - Tanja Skiljevic - Tanja Skiljevic is a JD candidate at the University of Wisconsin-Madison Law School and speaker of Serbian. Tanja shares what it was like growing up speaking the language at home, but not having the opportunity to develop it in a formalized academic sense until undergrad. She details her work with Green Card Voices and talks about the complex way she engages with identity as a refugee that doesn’t “look” like what people may stereotypically expect of someone with that background. Tanja Škiljević je kandidat za JD na Pravnom fakultetu University of Wisconsin-Madison i govori srpski jezik. Tanja bi voljela istaknuti činjenicu odrastanja i korištenja maternjeg jezika u okviru porodice i uže populacije, ali bez konkretne mogućnosti da usavrši jezik u redovnom školovanju da bi dostigla akademski nivo jezika. Tanja je angažovana u "Green Card Voices" i opisuje vrlo složen način da predstavi svoj lični identitet izbjeglice, koji se razlikuje od onoga što ljudi mogu stereotipno očekivati od nekoga s tim poreklom. https://www.teachlangwisconsin.com/interviews/diegoroman monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617765432832-5LWQHF62M31B5XTATT4F/Diego+Roman+square-1.jpg Interviews - Diego Román - Diego Román is Assistant Professor of Bilingual and Bicultural Education at UW-Madison and the advisor for this project. Diego shares his Ecuadorian background and his experiences learning and teaching in several other states before landing in Wisconsin. He speaks of his work with rural Latinx communities and explains the importance of teachers having an ESL background, even if they aren’t becoming world language teachers. He describes his approach to raising his son bilingual and how he seeks environments where they can practice and be proud of their languages. Diego Román es profesor asistente de educación bilingüe y bicultural en UW-Madison y asesor de este proyecto. Diego comparte sus raíces ecuatorianos y sus experiencias de aprendizaje y enseñanza en varios otros estados antes de llegar a Wisconsin. Habla de su trabajo con las comunidades latinx rurales y explica la importancia de que los maestros tengan experiencia en ESL, incluso si no se están convirtiendo en maestros de idiomas del mundo. Describe su enfoque para criar a su hijo bilingüe y cómo busca entornos donde puedan practicar y estar orgullosos de sus idiomas. https://www.teachlangwisconsin.com/interviews/kaitlinleppert monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617765816580-KXDOJXCH1NXA6LO8PJR5/thumbnail_image.png Interviews - Kaitlin Leppert - Kaitlin Leppert is a grades 5-8 Spanish teacher at Lake Country Academy in Sheboygan. She shares her unconventional route to becoming a Spanish teacher and how the way she learned Spanish growing up compares to the way she teaches now (comprehensible input!). She weighs in on the importance of personal proficiency when teaching a language, and speaks about how she connects with other language educators, from Facebook groups to YouTube to even having her own podcast! Kaitlin describes the kind of classroom environment she aims to create and explains how she balances her love for the profession with creating a work-life balance. Kaitlin Leppert es maestra de español de los grados 5-8 en Lake Country Academy en Sheboygan. Ella comparte su ruta poco convencional para convertirse en maestra de español y cómo la forma en que aprendió la lengua cuando era estudiante se compara con la forma en la que enseña ahora (¡input comprensible!). Ella nos da su opinión en relación con la importancia de la competencia personal al enseñar un idioma y habla sobre cómo se conecta con otros educadores de idiomas, desde grupos de Facebook hasta YouTube ¡e incluso a través de su propio podcast! Kaitlin describe el tipo de entorno de clase que pretende crear y explica cómo equilibra su amor por la profesión con la creación de un equilibrio entre el trabajo y la vida. https://www.teachlangwisconsin.com/interviews/tomchang monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619135102862-7631284GJY7SQ59GY6C0/Tom+Chang+Website+Photo.jpg Interviews - Tom Chang - Tom Chang is a recent graduate of UW-Madison’s Curriculum and Instruction master’s program about to begin his PhD. He talks about the geographical distribution of Hmong in Wisconsin and his experience growing up in Sheboygan. Additionally, he shares what it was like working as an educational assistant and why translation is not as cut and dry as it may seem. Tom Chang nyuam qhuav kawm ntawv tiav los ntawm Curriculum thiab Instruction Master’s program nyob rau hauv UW-Madison, thiab nws tabtom yuav mus pib nkawm tauj rau Ph.D. Nws tham txog kev Hmoob nyob rau hauv lub zos Wisconsin, thiab nws qhov kev paub loj hlob nyob rau hauv Sheboygan. Ib qho txiv, nws qhia txog kev ua haujlwm nrog rau tus xib fwb tias zoo li cas, thiab yog vim li cas kev txhais lus thiaj tsis zoo li peb tau pom. https://www.teachlangwisconsin.com/interviews/maryellenmerck monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618538197658-688NT9I239UF5O2WO94C/Maryellen+Merck+Website+Photo.jpg Interviews - Maryellen Merck - Maryellen Merck is a bilingual reading specialist in Green Bay Area Public Schools. She shares her less-than-conventional route to arriving at her current role and why her position is vitally important for the success of the students she works with. She talks about the status and state of bilingual research and why we need multilingual individuals leading the way. She also highlights the importance of not simply teaching Spanish “a la English.” Maryellen Merck es especialista en lectura bilingüe en Green Bay Area Public Schools. Ella comparte su ruta menos convencional para llegar a su papel actual y por qué su posición es sumamente importante para el éxito de los estudiantes con los que trabaja. Ella habla sobre el estado y el estatus de la investigación bilingüe y por qué necesitamos individuos multilingües en posiciones influyentes. También destaca la importancia de no simplemente enseñar español "a la english". https://www.teachlangwisconsin.com/interviews/sabeelsamrah monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618807180091-M8ZKPH6FG6MIMTX9PLC3/Sabeel+Samrah+Website+Photo.jpg Interviews - Sabeel Samrah - Sabeel Samrah is a senior at Sun Prairie High School currently participating in a dual credit program through Madison College. She talks about how though Arabic is technically her first language, she is more dominant in English, and has been learning Spanish through school. She compares MMSD language programming to Sun Prairie to the Madison College program, and how the context determines if her linguistic abilities are additive or not. She speaks of the difficulties in her Spanish classes sometimes having to translate from Arabic to English to Spanish and how conversational skills are difficult to acquire when there aren’t opportunities to practice in that way in class. Sabeel Samrah es estudiante de último año en Sun Prairie High School y actualmente participa en un programa de doble crédito a través de Madison College. Habla de cómo, aunque el árabe es técnicamente su primer idioma, domina más el inglés y ha estado aprendiendo español en la escuela. Ella compara la programación de lenguaje de MMSD con Sun Prairie y el programa de Madison College, y cómo el contexto determina si sus habilidades lingüísticas son aditivas o no. Habla de las dificultades en sus clases de español al tener que traducir a veces del árabe al inglés y al español y de cómo las habilidades de conversación son difíciles de adquirir cuando no hay oportunidades para practicar de esa manera en clase. https://www.teachlangwisconsin.com/interviews/pemlo monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618843826267-XW1M7FA8FITT0B2GCEFF/Pem+Lo+Website+Photo.png Interviews - Pem Lo - Pem Lo is a Hmong speaker who works in Madison as a security supervisor. He shares how Wisconsin’s Hmong community compares to Pennsylvania where he grew up and how he tries to use his language skills to help patients at the hospital he works at. He talks about raising his children with the language and what Hmong New Year celebrations look like. Pem Lo yog ib tug tub Hmoob ua haujlwm nyob rau hauv Madison uas yog ib tug tub saib xyuas kev ruaj ntseg. Nws piav tias Hmoob zej zog nyob rau hauv Wisconsin zoo li cas piv rau Pennsylvania uas yog lub zos nws loj hlob es nws yuav sim siv nws cov lus los pab rau cov neeg mob nyob hauv tsev kho mob uas yog nws ua hawjlum rau. Nws tham txog kev tu menyuam nrog nws hom lus thiab seb Hmoob lub tshiab peb caug zoo li cas. https://www.teachlangwisconsin.com/interviews/kevinfoleyandenochmelgarejo monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618454785818-PSJJI7GX66XLO1LXRXG2/Untitled+design.png Interviews - Kevin Foley + Enoch Melgarejo - Kevin Foley and Enoch Melgarejo work to support students at Madison College. Both speakers of Spanish, they speak about how this makes them better at their work, but also what they do if the students and/or families they are working with do not speak either of their languages. They share challenges immigrant, refugee, and other non-traditional students may experience in pursuit of higher education and highlight some of the programs that Madison College offers. Kevin Foley y Enoch Melgarejo trabajan para dar apoyo a los estudiantes de Madison College. Hablantes de español, hablan de cómo esto los hace mejores en su trabajo, pero también de lo que hacen si los estudiantes y / o familias con las que están trabajando no hablan ninguno de sus idiomas. Comparten los desafíos que los inmigrantes, refugiados y otros estudiantes no tradicionales pueden experimentar en la búsqueda de una educación superior y destacan algunos de los programas que ofrece Madison College. https://www.teachlangwisconsin.com/interviews/mayderlor monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617766800373-IMYSRX1MEKGKI3TYZTVP/C0665A78-C461-454C-932F-27C749D116F4.jpeg Interviews - Mayder Lor - Mayder Lor is a MSCR High School Recreation Specialist at Madison East High School. She talks about her unconventional education path and how it led to her to work with MSCR, specifically with Asian youth. She talks about lexical differences between Hmong and English and how she leans on her parents to help with translations. Mayder shares how difficult it can be to explain Hmong heritage to those not familiar with the community and important, but draining, activism she has engaged in with her students. Mayder Lor yog MSCR High School Recreation Specialist ntawm Madison East High School. Nws tham txog nws txoj kev kawm ntawv uas lub hom phiaj yog kawm los pab rau cov tus ntxhais hlus thiaj li coj nws los ua txoj haujwm rau MSCR, uas yog ua rau Asian cov tub ntxhais hlus. Nws tham txog hais tias Hmong thiab Meskas muaj tej lo lus uas sib txawv uas nws tsis paub txog yawg li nws thiaj li tau kom nws niam thiab txiv los pab txhais rau nws. Mayder piav tias nws yog ib qhov nyuaj heev uas yuav los piav qhia txog Hmoob li keeb kwm rau cov neeg uas tsis paub txog lub zej zog thiab qhov tseem ceeb, tab sis maj mam siv sij hawm dhau los kuj ua rau nws muaj kev raug zoo nrog rau nws cov tub ntxhais kawm ntawv lawm thiab. https://www.teachlangwisconsin.com/interviews/masongauthier monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617765610978-OD3ZWR1WNJZ729G4VA1J/MASON-GAUTHIER_-900x600.jpeg Interviews - Mason Gauthier - Mason Gauthier is a UW-Madison pre-service Spanish teacher. He describes the unconventional route he is taking due to a change in the language education program and explains why he is choosing to take the Teacher Pledge. As a non-native speaker, he knows the importance of immersing himself in the language, but sometimes finds it tricky when trying to balance learning French at the same time! Mason Gauthier es un maestro de español en formación de UW-Madison. Describe la ruta poco convencional que está tomando debido a un cambio en el programa de educación de idiomas y explica por qué está eligiendo hacer el Teacher Pledge. Como hablante no nativo, conoce la importancia de sumergirse en el idioma, ¡pero a veces le resulta complicado tratar de equilibrar el aprendizaje del francés al mismo tiempo! https://www.teachlangwisconsin.com/interviews/alexsandraolveralara monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618868018530-W4CE4HXNDDU0HYT3FQYZ/Alexsandra+Olvera-Lara+Website+Photo.png Interviews - Alexsandra Olvera Lara - Alexsandra Olvera-Lara is a student at Fort Atkinson High School. She talks about what it is like to speak Spanish at home, take French at school, and learn Korean and Japanese on the side. She compares her school and wider community in how they support linguistic diversity and shares some fun ways she practices all of her languages. Alexsandra Olvera-Lara es estudiante de Fort Atkinson High School. Habla sobre lo que es hablar español en casa, tomar francés en la escuela y aprender coreano y japonés al mismo tiempo. Compara su escuela y la comunidad en general en la forma en la que apoyan la diversidad lingüística y comparte algunas formas divertidas en las que practica todos sus idiomas. https://www.teachlangwisconsin.com/interviews/joshbrown monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618464835282-3143UVS6Y1TJE65AX4V7/Josh+Brown+Website+Photo.jpg Interviews - Josh Brown - Josh Brown is an Associate Professor of German and Linguistics at UW-Eau Claire who is particularly knowledgeable of Pennsylvania Dutch. He explains the origin of the language and walks us through some similarities and differences of who the speakers are and how they interact with the language. He speaks of some stereotypes or misconceptions people hold of Amish and Menonite people, and how his teaching is informed by the heritage of his students. He additionally describes work he has done with Somali speakers, specifically in Barron. Josh Brown ist Associate Professor für Deutsch und Linguistik an der UW-Eau Claire und kennt sich besonders gut mit Pennsylvania Dutch aus. Er erklärt den Ursprung der Sprache und führt uns durch einige Ähnlichkeiten und Unterschiede, wer die Sprachbenutzende sind und wie sie mit der Sprachen interagieren. Er spricht von einigen Stereotypen oder Missverständnissen, die Menschen von Amish und Mennoniten vertreten, und davon, wie seine Lehren vom Erbe der Studierenden beeinflusst wird. Er beschreibt außerdem die Arbeit, die er mit somalischen Sprechern machte, insbesondere in Barron. https://www.teachlangwisconsin.com/interviews/yancialmontevargas monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618863344357-EFWDD6VPOTJ2JTKBI9RR/Yanci+Almonte+Vargas+Website+Photo.jpg Interviews - Yanci Almonte Vargas - Yanci Almonte Vargas is a UW-Madison student on the pre-med track. He talks about what it was like to move to the U.S. at age 13 from the Dominican Republic and some struggles he faced in school when trying to access the same opportunities and classes as other students. He details his work with Green Card, Youth Voices and the degree to which he feels included and valued on campus. Yanci Almonte Vargas es un estudiante de UW-Madison con ganas de trabajar en la medicina. Habla sobre cómo fue la experiencia de mudarse a los Estados Unidos a los 13 años desde la República Dominicana y algunas luchas que enfrentó en la escuela al intentar acceder a las mismas oportunidades y clases que otros estudiantes. Detalla su trabajo con Green Card, Youth Voices y el grado en el que se siente incluido y valorado en el campus. https://www.teachlangwisconsin.com/interviews/mamadoujawo monthly 0.5 2021-04-23 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618850018302-2J47NKW7I11UTGOHMAZU/Mamadou+Jawo+Website+Photo.JPEG Interviews - Mamadou Jawo - Mamadou Jawo is a JD candidate at the University of Wisconsin Law School. He shares his inspiration to pursue a degree in law and what it was like transitioning from the Gambian to the US education system as a teenager. He speaks to the importance of language support in legal proceedings and how his language skills are often viewed differently from more widely spoken and taught languages in the US such as Spanish. He talks about his high school experience in ESL classes, despite growing up in a British education system where the primary language of instruction was English, and some of the cultural references that are difficult to relate to at first as an immigrant. See below for the translation of this summary! https://www.teachlangwisconsin.com/interviews/briannasmit monthly 0.5 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618859123402-E2E729PHYA336RB1L3NQ/Brianna+Smit+Website+Photo.png Interviews - Brianna Smit - Brianna Smit is the EL Coordinator at the Eau Claire Area School District. She talks about her early exposure to languages and her background in Spanish and TESOL. Eau Claire just started a dual language program, so she talks about the development of that and how they centered equity and communicated the benefits to the community. Staffing can be difficult in DLI programs, so she shares their strategy for this and how common non-standard routes to certification are. She also speaks of her work more generally as the EL Coordinator for the district and specifically programming designed to reflect the identities of Hmong students. Brianna Smit es la coordinadora de EL en el distrito escolar de Eau Claire. Habla sobre su exposición temprana a los idiomas y su experiencia en español y TESOL. Eau Claire acaba de comenzar un programa DLI, así que habla sobre el desarrollo de ese y cómo centraron la equidad y comunicaron los beneficios a la comunidad. La dotación de personal puede ser difícil en los programas de DLI, por lo que comparte su estrategia para esto y cuán comunes son las rutas no estándar para la certificación. También habla de su trabajo de manera más general como Coordinadora de EL para el distrito y específicamente de la programación diseñada para reflejar las identidades de los estudiantes Hmong. https://www.teachlangwisconsin.com/interviews/nancypike monthly 0.5 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618862774085-KW3S1D9JT06T59UY9QTI/Nancy+Pike+Website+Photo.png Interviews - Nancy Pike - Nancy Pike is the Outreach Coordinator with Immigrant Advocates Barron County. She talks about her current work in this position, specifically with the Somali population living in Barron, as well as her involvement with the Barron County Area Literacy Council. She emphasizes the importance of relationship building and speaks to the supports Barron and surrounding areas have in place for non-English-dominant individuals. She also suggests ways you can participate in IABC’s efforts. This translation was produced via Google Translate and has yet to be verified. If you speak Somali and would be interested in editing this translation (for compensation!), please let me know. Nancy Pike waa Isuduwaha Wacyigelinta ee La Doodayaasha Muhaajiriinta ee Barron County. Waxay kahadleysaa shaqada ay hada kuqabato booskan, gaar ahaan dadka soomaaliyeed ee kunool Barron, iyo waliba ku lug lahaanshaheeda Golaha Barbara ee Deegaanka Barron. Waxay ku nuuxnuuxsatay muhiimadda dhisidda xiriirka waxayna la hadlaysaa taageerada Barron iyo meelaha ku hareeraysan ee ay u hayaan shaqsiyaadka aan Ingiriisiga u badnayn. Waxay sidoo kale soo jeedinaysaa siyaabo aad uga qaybqaadan karto dadaalka IABC. https://www.teachlangwisconsin.com/interviews/davidoconnor monthly 0.5 2021-05-13 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618880322744-YH7H1OYH4J32948TEXS7/David+O%27Connor.jpg Interviews - David O’Connor (Bwaakoningwiid) - David O’Connor (Bwaakoningwiid) is an Education Consultant at the Wisconsin Department of Public Instruction who leads the American Indian Studies program. He speaks of his upbringing and experiences studying Ojibwe at UW-Madison and what his position at the DPI entails. He explains Act 31 and his “Three Is” view of education. Bwaakoningwiid shares resources for listeners to check out and provides an overview of the distribution of American Indian students in the state. Please reach out if interested in being paid to provide a translation of this summary! https://www.teachlangwisconsin.com/interviews/karenhaygood monthly 0.5 2021-04-24 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618790209927-77K7WNBUDPN9FVPIOV4Y/Karen+Haygood+Website+Photo.png Interviews - Karen Haygood - Karen Haygood is the founder of Creando Languages in Madison, a Spanish immersion school. She talks about her inspiration to open Creando and its style of teaching. She shares the importance of starting language learning at an early age and gives some advice for how monolingual families can support children in bilingual programs. Karen Haygood es la fundadora de Creando Languages en Madison, una escuela de inmersión en español. Habla de su inspiración de crear Creando y su estilo de enseñanza. Ella comparte la importancia de comenzar el aprendizaje de idiomas a una edad temprana y da algunos consejos sobre cómo las familias monolingües pueden apoyar a los niños en programas bilingües. https://www.teachlangwisconsin.com/interviews/roncornjr monthly 0.5 2021-04-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618859903842-U9UECZ68FFZ47O82WONT/Ron+Corn+Jr+Website+Photo.jpg Interviews - Ron Corn Jr. - Ron Corn Jr. is an educator and one of the handful of native speakers of Menominee (but working to change that!). Ron shares his journey to achieving proficiency in the Menominee language, and how he is continuing to learn more himself as he raises his children and grandchildren with the language. He speaks about how the Menominee Nation has approached language revitalization, offering programming for babies in the form of an immersion school up to adult Zoom lessons around the country. He makes a case for the importance of revitalizing and speaking the Menominee language and shares ways that those both connected to the Menominee Nation and not can support this effort. Ron Corn Jr. is an educator and one of the handful of native speakers of Menominee (but Muqsāhkwat enoh nekot taeh akom kan mānāēwak Omaeqnomenēw kaehkēnōhamōwekohwak working to change that!). Ron shares his journey to achieving proficiency in the Menominee Muqsāhkwat eneq ‘s awāhtohtaman otācemwan s’kaehkēnah Omaeqnomenēw- language, and how he is continuing to learn more himself as he raises his children and eqnesen, men-new yoq-waeh mecen-new anīh-kaehkēnah āēs-es pīcekehātuaq onīcianan grandchildren with the language. He speaks about how the Menominee Nation has approached osesāēhsan s’ūkuaq otāēsēqnaesenowāwan. Eneq s’kīkītet yoq-esētatuaq pas yāh-pītōkūaq language revitalization, offering programming for babies in the form of an immersion school up otāēsēqnaesenowāwan, mōsah-new Omaeqnomenēw-eqnesen s’kew ūkuaq payīcekehātuaq pēpēsak enes kaehkēnōhamōtīwekamekoh to adult Zoom lessons around the country. He makes a case for the importance of revitalizing wenuaq-ap-new pāēmātesewak wāptīhstekan s’kew ūkuaq. Sākācekmow eneh-waeh āwan-new and speaking the Menominee language, and shares ways that those both connected to the ayōyah ketāēseqnaesewen, aw mesek kayāēnet kaekoh weyak s’wīketatuaq s’esētatuaq Menominee Nation and not can support this effort. pas nātamōwekaetuaq https://www.teachlangwisconsin.com/interviews/anneneveu monthly 0.5 2021-04-23 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618861097410-TR2OFERXDU5DY1PLJGRB/Anne+Neveu+Website+Photo.jpg Interviews - Anne Neveu - Anne Neveu is a doctoral student in the UW-Madison Department of Communication Sciences & Disorders who works closely with the folks in the Kaushanskaya Language Acquisition and Bilingualism (LAB) Laboratory. Growing up in France, she is a native French speaker that learned English at a young age, Spanish soon after, and is working on adding a couple additional languages now. With her focus on translation, she offers advice for schools that want to provide translated materials and speaks about how we can improve the efficacy of secondary language programs. She shares the findings of research she is working on, their conclusion definitely coming as a surprise! Anne Neveu est étudiante au doctorat au Département des sciences et troubles de la communication qui travaille étroitement avec les gens du laboratoire d'acquisition de la langue et de bilinguisme de Kaushanskaya (LAB en anglais). Elle a grandi en France ; elle est de langue maternelle française qui a appris l'anglais très jeune, l'espagnol peu de temps après, et travaille sur l'ajout de quelques langues supplémentaires. Avec son focus sur la traduction, elle offre des conseils aux écoles qui souhaitent fournir des documents traduits et explique comment nous pouvons améliorer l'efficacité des programmes de langue du secondaire. Elle partage les résultats des recherches sur lesquelles elle travaille, leur conclusion étant définitivement une surprise! https://www.teachlangwisconsin.com/interviews/lorimenning monthly 0.5 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619635005474-M5WVZCCJ4EARP3Z7SOJD/Menning_Lori+Photo.jpg Interviews - Lori Menning - Lori Menning is principally an EL, Bilingual-Bicultural, World Languages Consultant at CESA-6, but also an educator and board member of Wisconsin TESOL and WIABE. She explains what a CESA is, what services and programs they offer, and how they have modified their operations in response to Covid. She shares ways that teachers can support students that speak languages that the teacher does not and details her work with WITESOL/WIABE. Lori Menning principalmente es consultora de idiomas del mundo, estudiantes EL y programas bilingües-biculturales en CESA-6, pero también es educadora y miembro de la junta de Wisconsin TESOL y WIABE. Explica qué es una CESA, qué servicios y programas ofrece y cómo ha modificado sus operaciones en respuesta a Covid. 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https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/dd14d4a1-b5c9-4d03-b355-c466477f0d86/Thank+%289%29.png Background https://www.teachlangwisconsin.com/ojibwe daily 0.75 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616852734264-6YRW0B443OV1OLUEX8NJ/ojibwe-map Ojibwe - Ojibwe is a language within the Agonquian family of languages. In Wisconsin, the tribes that speak it are: Red Cliff, St. Croix, Bad River, Lac Courte Oreilles, Lac du Flambeau, and Sokaogan (Mole Lake). These six tribes are known as the Lake Superior Chippewa Ojibwe. Ojibwe refers to both a language and a group of people. Ojibwe speakers are concentrated in the northern portion of the state. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616857590539-HQPXL4OZ0TY0P1BKBEHZ/ojibwe-clan-system Ojibwe - Clan System Ojibwe clans were patrilineal, meaning the clan a child belonged to depended on their father. You were not permitted to marry within your clan. There were seven original clans that each had a different function: Crane and Loon — Leadership Fish — Intellectuals and Mediators Bear — Protectors (“Police,” Medicine, Healing) Marten — Warriors Deer — Poets Birds — Spiritual Image Credit: https://dp.la/item/594f837b1ca90e3d06f19c8e95537d77?q=ojibwe%20wisconsin&page=1 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616859442826-VF58U2AZW8VVOWE0TLTY/ojbiwe-wisconsin-migration Ojibwe - Migration to Wisconsin The Ojibwe were one of the “refugee” tribes that originally were living in the modern-day New York area near the Hudson Bay. Around 1500 they began moving westward. Along the way, they stopped at what is known today as Madeline Island, named after the Christian name of a daughter one of the leaders took upon marrying Michael Cadotte. La Pointe became an economic and spiritual center. They settled in the southern region of Lake Superior, prospering off the Manoomin wild rice they found there. Image Credit: https://project.geo.msu.edu/geogmich/ojibwe.html https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616856353815-TYR4CQQUHTX3TEITP4WD/image-asset.jpeg Ojibwe - Migration Within Wisconsin Due to environmental stress/lack of resources, religious divisions from missionary presence, and a growing population, they began to move south. This encroached on Ho-Chunk territory and led to conflict. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM128692 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616857227657-ER6WYNO5M3HJ2IJXFQOB/ojibwe-hunting Ojibwe - Hunting In earlier years, the Ojibwe were made up of smaller, more mobile bands. This is because the north had shorter growing seasons, which meant they depended more on hunting/trapping than agriculture. Due to this focus, they became better with rifles, but this led to more deadly conflicts. Wild rice was a diet staple. Seasons dictated their lifestyle. Spring — Fish and maple Summer — Lots of fishing, a bit of hunting, women planting gardens and harvesting berries/nuts Late Summer — Wild rice Winter — Deer hunting and beaver trapping Image Credit: https://www.thoughtco.com/ojibwe-people-4797430 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619579344271-53CWDMSPW29KC8RD7NG1/ojbiwe-european-trade.png Ojibwe - Relationships with Europeans They were generally known for being friendly with the French, benefiting greatly from trade, especially when it came to weaponry. They allied with the French to fight the British. Image Credit: https://www.dibaajimowin.com/tawnkiyash/the-westward-expansion-of-the-ojibwe https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616859209931-LM0T5J8EBU3YZ4WDBN3Z/prairie-du-chien-treaty-ojibwe Ojibwe - Prairie Du Chien Treaty of 1825 This was a treaty signed between the United States and various tribes. It includes over 40 Ojibwe signatures, showing that they did not have one central leader. It created more official boundaries between tribes. It wasn’t necessarily clear to the tribes at the time, but this would make subsequent land seizures much easier for the US government. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM3142 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616859926807-Y5AQ5K9WBFMQ1KDYT3I1/ojibwe-land-cession Ojibwe - Land Cessions In 1826, Ojibwe were brought to Fond Du Lac to basically scare them into submission, the US flaunting their weapons. Being decentralized and not having a very developed military put them at a clear disadvantage. “In 1837, Ojibwe chiefs and government officials met near present-day St. Paul, resulting in the sale, or cession, of 13 million acres in east-central Minnesota and northern Wisconsin. The transaction was contingent on the Ojibwe retaining rights to hunt, fish, and gather on the newly ceded territory. […] An additional provision to the treaty required the United States to make annual payments called annuities to band members for 25 years. Annuity payments generally included cash, food, and everyday utility items. Five years later, Ojibwe headmen and government representatives agreed upon a 10-million-acre land cession that included portions of northern Wisconsin and Upper Michigan. The treaty opened the south shore of Lake Superior to lumberjacks, along with iron and copper miners. Similar to the previous 1837 arrangement, the 1842 Treaty guaranteed the Ojibwe's hunting, fishing and gathering rights and promised annuity distributions.” “In 1850, a removal order was issued for the Ojibwe bands, but a delegation [that walked to Washington D.C.] was able to convince President Fillmore to rescind the removal order and begin the setup of permanent reservations. Treaty negotiations of 1854 established four reservations for the Ojibwe bands (Bad River, Lac Courte Oreilles, Lac Du Flambeau and Red Cliff), and again insisted on rights to hunt, fish, and gather on ceded lands.” They memorized the treaties to make sure they remained in compliance, but the US still abused their power and disregarded many of the provisions they had agreed to. The St. Croix and Mole Lake (Sokaogon) did not go to the 1854 negotiations, and thus remained landless for 80 years. Source: http://www.glifwc.org/publications/pdf/SandyLake_Brochure.pdf Image Credit: https://www.colinmustful.com/wp-content/uploads/2018/08/CededTerritory.jpg https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616861568933-Q1KD1JE3PJ3CFNYLXHIT/ojibwe-assimilation Ojibwe - Forced Assimilation Forced assimilation has resulted in the loss of language, culture, and generational trauma that hurt the generations of the past, is hurting the people at present, and will hurt generations to come. “The years following the creation of the Ojibwe reservations included many damaging policies of assimilation that affected the Ojibwe. The General Allotment Act in 1887 reduced the total Ojibwe land base by more than forty percent. The federal government divided land into 80 acre parcels for each tribal member, when land used to be owned communally, and sold the rest. Forced boarding school education, starting as early as 1856, required children to be taken away from their families and communities and placed in government schools. School teachers and administrators strictly forbade the use of Ojibwe language, religion and culture. In these boarding schools, conditions were poor, corporal punishment was widespread, illness was spread and corruption was common among superintendents. There were industrial schools in Lac Du Flambeau, Hayward, or Tomah and parochial schools like St. Mary’s in Bad River, but some children were even sent to boarding schools in other states [such as Carlisle in Pennsylvania]. Children were stripped of their Ojibwe identities and given education in menial labor to enter domestic service, or become farm hands or laborers. Students were often forced to work in these types of jobs for exploitative wages over the summer instead of returning home [the outing system]. The boarding school era did untold damage to Native American children and communities in Wisconsin and throughout the nation.” Image Credit: https://www.wisconsinhistory.org/Records/Image/IM35888 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616864338532-S8P21RYK7PVEZ26OFVAG/1201001365-l.jpg Ojibwe - Post-Boarding School Era Forced assimilation has resulted in the loss of language, culture, and generational trauma that hurt the generations of the past, is hurting the people at present, and will hurt generations to come. “The boarding school era and allotment officially ended with the passing of the Indian Reorganization Act in 1934, encouraged by Bureau of Indian Affairs commissioner John Collier. Ojibwe bands were able to reorganize their tribal government structures and apply for community development funds. Following the IRA, the “lost bands” of Ojibwe that did not receive land in the 1854 La Pointe Treaty, the St. Croix and Mole Lake Sokaogon bands, were able to establish reservations and tribal governments.” Men played an important role in WW1 and WW2. “The Indian Citizenship Act of 1924, following World War I, was passed partially in recognition of the thousands of Indians who served in the armed forces across the nation. In addition to many other examples of honorable service, men from Wisconsin Ojibwe bands were “code talkers” in the Thirty-Second Infantry Division in the South Pacific, using the Ojibwe language to communicate.” Post-WW2 was extremely challenging, Ojibwe being forced into cities and left without ways to find jobs. They maintained their tribal status, unlike the Menominee, but it was still a very difficult time. The American Indian Movement, AIM, played an important role in the 1971 conflict between the Northern States Power Company and the La Courte Oreilles over rice beds. In 1974, the Lac Courte Oreilles (and subsequently the other Ojibwe bands) raised a class-action lawsuit against the State of Wisconsin for violation of treaty rights, especially relating to fishing. They lost the first trial, but the decision was reversed in 1983. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM126965 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616865596799-8R30D1AC2PQ80C4H0VT3/LCO-lake Ojibwe - Name Lac Courte Oreilles is a lake that translated from French means lake short ears. The Ojibwe term for the lake is Odaawaa-Zaaga'iganiing, meaning Ottawa Lake. The French assigned this name after they encountered the Ojibwe people and believed that they were cutting their ears to make them shorter. This wasn’t true, but was perhaps influenced by other groups elongating their ears with heavy earrings, making these seem short in comparison. Image Credit: https://www.travelwisconsin.com/article/fishing/best-places-to-fish-in-wisconsin-lac-courte-oreilles https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616865308887-BY9FC7R1JG6ME4ZNQAZX/Lac_Courte_Oreilles_2.png Ojibwe - Historical Overview They first arrived in the modern-day Hayward area around 1745, eventually driving out the Sioux that had lived there prior. There are not many historical records prior to European contact. Their reservation was established in 1854. Their land was encroached on by local natural resource and power companies throughout the years, some of which have been mentioned above. “Beginning plans in 1912, and finally carrying them out in 1923, the Wisconsin-Minnesota Light & Power Company built a dam and flooded 5,600 acres of reservation land including rice beds, cemeteries, and an entire village. The tribe was unable to plant new rice beds, and the remains of hundreds of deceased Ojibwe were disturbed, despite promises by the W-MLP Company to avoid both of these results.” Image Credit: https://www.glitc.org/tribes-served/lac-courte-oreilles-band-of-lake-superior-chippewa-indians-of-wisconsin/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616864798030-BCBI5TSUP9LXG7ORE24Q/LCO-community-college Ojibwe - Lac Courte Oreilles Ojibwa Community College This is the only Wisconsin Ojibwe band with its own college. It is featured in the Post-Secondary Programs tab. It is located in Hayward, Wisconsin and along with Waadookodaading shows their strong commitment to education and language revitalization. Image Credit: https://www.lco.edu/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616867445488-E4GO7AC1LKVMH8W2GA41/jim-denomie-lco-ojibwe Ojibwe - At Present The population currently sits around 7,000. They have a robust community/social services network, and are divided into several communities: Chief Lake, Little Round Lake, New Post, Northwoods Beach, and Reserve. Image Description: Art by Jim Denomie, LCO artist Image Credit: http://www.bockleygallery.com/artist_denomie/available/01.html https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616867993162-1QTFLV80THVFT5924BWN/Lac-du-flambeau-name Ojibwe - Name “This Ojibwe nation is known for spearing fish at night by the light of birchbark torches. French fur traders who watched this ritual called the village Lac du Flambeau, or Lake of the Torches." The Ojibwe equivalent is Wasswagani-Sagaigan. Image Credit: https://www.wxpr.org/post/strawberry-island-heart-lac-du-flambeau#stream/0 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616867870597-E7F46OXX53RB1V8OW2A9/Lac_du_Flambeau.png Ojibwe - Historical Overview Like LCO, the tribe also settled in Wisconsin around 1745. Fish was a diet and economic staple. “The tribe was loyal to the American colonies, never taking sides with the British or French and fought with the Union forces in the Civil War.” The US government created a boarding school on the reservation in 1895, which has had devastating emotional, economic, and cultural impacts on the community. Lumber and fur played a big role, especially early on, but were known for unethical practices. Image Credit: https://www.glitc.org/tribes-served/lac-du-flambeau-band-of-lake-superior-chippewa-indians/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616868268176-6CQ6F4MUCSH8X3Y3WJ77/Lac-du-flambeau-casino Ojibwe - At Present The population currently sits around 3,500. They operate the Lake of the Torches Casino, in addition to hosting several other industries. While they do not have any language schools, they operate a daycare, in addition to other community services, and welcome local language and culture. Image Credit: https://lakeofthetorches.com/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616870041864-DVS1GAZSLG5I7FC2BT6S/Red_Cliff-seal.png Ojibwe - Historical Overview The Red Cliff are the people who stayed near Madeline Island post-mid-1700s Ojibwe diaspora. Red Cliff is located in the northern tip of Wisconsin. “…Red Cliff was originally part of the LaPointe Band, the primary village of the Great Buffalo, Head Chief of the Anishinaabe. The Great Buffalo is a historical tribal leader, most widely known for his role as peacemaker in the formation of the Treaty of 1854…” Religion proved to be divisive, an official split happening in 1854, the christianized Ojibwe under Chief Buffalo going to live near the Red Cliffs of Buffalo Bay and the traditional Ojibwe becoming Bad River. The two groups stayed on good terms. Fishing and logging were central to their economy, but due to unsustainable logging practices, they quickly exhausted that resource. Before, and especially after, many of them were working for outside employers, competing against bigger companies and industries proving difficult. They were especially hard-hit by the Great Depression. Image Credit: https://www.glitc.org/tribes-served/red-cliff-band-of-lake-superior-chippewa-indians/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616870067861-UOMLD2FRJT2O1ODZ8I7V/frog-bay-red-cliff Ojibwe - At Present The population is currently around 5,000. Gaming (Legendary Waters Resort and Casino) helps support their economy and social services. “In 2012, the band created Frog Bay Tribal National Park, the first tribal national park in the U.S.” They also operate a fish hatchery. Language revitalization is part of their Head Start program. Image Credit: https://wisconsinfirstnations.org/frog-bay-tribal-national-park/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616871804530-5LSV3H1IHSD902C67O3E/Bad-River-Band-of-Lake-Superior-Chippewa2.png Ojibwe - Historical Overview The Bad River Band was the other half of the Ojibwe split at Madeline Island, considered the pagan faction of the two. It is the last of the four 1854 treaty-created reservations. “In 1856 a small Christian boarding school was started to educate Ojibwe boys and girls, and in 1883 a larger Catholic school, St. Mary’s was constructed. In the early 1900s, Stearns Lumber Company was a large company that held a monopoly in Bad River, controlling all major businesses and conspiring with the Indian Agent to extort tribal members and illegally gain land for logging.” “The original religious society is known as Midewiwin or Grand Medicine Lodge.” Image Credit: https://www.glitc.org/tribes-served/bad-river-band-of-the-lake-superior-tribe-of-chippewa-indians/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616873331056-JGD26QPHE1L61FO1ZUA3/GLIFWC.png Ojibwe - At Present The population currently sits at around 7,000. It is the largest employer in Ashland County and the largest Ojibwe reservation in the state with the vast majority of their land undeveloped. “Odanah, the Ojibwe word for town, is the main village and the seat of government for the tribe.” They have a casino (Bad River Lodge and Casino) and a fish hatchery. The Great Lakes Indian Fish & Wildlife Commission (GLIFWC) is headquartered on the reservation. Image Credit: https://glifwc.org/blank.php https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616873723080-MLDSJ7IQUY3M2OA68GRV/mole-lake-sokaogon-seal Ojibwe - Historical Overview “As the Ojibwe migrated to other parts of the Great Lakes region, a group known as the “Post Lake Band” under the leadership of Ki-chi-waw-be-sha-shi settled on land near current-day Rhinelander.” “Sokaogon means "Post in the Lake" people, because of the spiritual significance of a post, possibly the remains of a petrified tree, that stood in nearby Post Lake.” The Battle of Mole Lake in 1806 between the Sioux and the Ojibwe over rice bed control resulted in hundreds of casualties. “The nation was known as the “Lost Band” when the maps showing where their reservation would be were lost in the mid 1800s. Land was finally purchased for the tribe’s reservation in 1934.” In the interim, they suffered from extreme poverty. Chief Ackley was instrumental in this process. Image Credit: https://www.glitc.org/tribes-served/sokaogon-chippewa-community/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616876122936-XG7PGCZ2JXMPHORV471A/mole-lake-casino Ojibwe - At Present The population currently is quite small, just over 1,000. “The introduction of bingo and casinos [Mole Lake Casino and Lodge] drastically altered unemployment on the reservation. Rates fell from 80% to 10% within a couple of years.” Image Credit: https://molelakecasino.com/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616876411914-WRXF0IIA6T7EGX210DRD/St_Croix_Chippewa-seal.png Ojibwe - Historical Overview St. Croix was the other lost band of the Ojibwe, also not being recognized for 80 years till 1934. There was intermarriage with a lot of different groups, so it wasn’t always clear who was part of the St. Croix band. Image Credit: https://www.glitc.org/tribes-served/sokaogon-chippewa-community/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616877031528-G7GPYLJQVQ5TWF11L16D/st-croix-casino Ojibwe - At Present The population of this band hovers around 1,000 today. Similar to others, they rely on a casino (St. Croix Casino at Turtle Lake) to support their social services. “The Annual St. Croix Wild Rice Pow-wow has been in existence for more than 20 years. The three-day celebration takes place at the Tribal Center in Hertel in late August, and hosts drums and singers from all over North America.” “The five major communities are Sand Lake, Danbury, Round Lake, Maple Plain, and Gaslyn.” Image Credit: https://www.apg-wi.com/spooner_advocate/free/st-croix-wild-rice-pow-wow-marks-harvest/article_8abfc772-d62d-11e9-8097-832602a81235.html https://www.teachlangwisconsin.com/french daily 0.75 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615822967442-AD8LG53CBHY0KY28QCX2/french-overview French - Overview “Although many Wisconsin towns bear French names, French immigration and settlement in Wisconsin was minimal. The French played an important economic role in 17th and 18th century Wisconsin, but they never contributed many permanent residents. In 1763, the French lost control of Wisconsin to the British in the French and Indian War (1754-1763). […] colorful history and powerful influence of early French explorers, traders, missionaries, and soldiers. After that era, between 1820 and 1950, only 18,398 French immigrants settled in Wisconsin, most in Milwaukee and Dane counties.” Source: Wisconsin Historical Society Summary Image credit: https://www.wisconsinhistory.org/Records/Image/IM134100 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615812111871-F41AYSQ76J9WKLC9NYYK/215a6c_d43a3ac1fb194af7aadd9e899d55853d.gif French - Place Names The name “Wisconsin” came from a multi-part shift with two main contributors. First, it was Meskonsing, the Miami Indian name for the present-day Wisconsin river, the English translation “a river running through a red place.” Father Jacques Marquette recorded it in his 1673 journal as such, but over the years, it shifted to Miksonsing —> Mescousin —> Ouisconsin (due to poor handwriting) —> Wisconsin. The modern day spelling is thought to have been established in the 1820s. Wisconsin Historical Society History of Wisconsin Name More Concise Summary From Wisconsin State Journal For a more complete list of city names with French roots, explore the directory here. The following is simply a sample of various place names across the state. They are not necessarily the most important nor the largest, and if interested, I’d recommend digging into some of the other place names! Fond du Lac, Racine, Door County, Trempealeau, and Wausau are all great places to start! Image credit: https://www.aatfwi.org/ouisconsin-swag  https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615818188503-86AILYJS015479SPOGLE/french-somerset French - Somerset Somerset, located right across from Minneapolis, is one of many Wisconsin cities with a history of French Canadian settlers. “The first European settlers in the present Town of Somerset were two French Canadian brothers, Joseph and Louis Parent who arrived in 1850. In 1851, the brothers built a cabin near the confluence of the St. Croix River, which is the present day Apple River. […] The Parent brothers named the settlement Apple River Falls and invited friends and family to join them. As others soon arrived, a schoolhouse and a church were built and here a French Canadian community was born. To this day, French surnames are common in the phone books and tax lists of the Town of Somerset.” Sources: Brief History History via Town Website History of Somerset Somerset Library Digital Collections Image Credit: Somerset Library Image Description: Most likely includes Thomas J. Chappell and Desire Rivard, town supervisors from the first 1856 town election. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618515066642-BYISX6BLH0YZAPGC4BN9/oconto-french French - Oconto Oconto, near Green Bay, is perhaps better known as a hub for migrant farm work, but has close French ties too. “In 1669 Father Claude Allouez, a Jesuit missionary, wintered among the Oconto River, and brought Chistianity to the Menominee and others leaving here. French traders dealt in beaver and other furs giving goods such as knives, axes, beads and blankets in exchange. Northeast Wisconsin was part of New France that included the Great Lakes region and Canada. After defeat of the French by British forces, Oconto became part of the English colony of Canada.” “1849 Peter Pecor came from New England and married Angelique Courchaine. Together they founded “Frenchtown“, now a part of the city of Oconto.” Sources: Brief History County Historical Timeline https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616590340561-6QZ14V9O023CNCKXUEQW/la-crosse-french French - La Crosse La Crosse, which includes a portion of French Island, is a college town in the Western part of the state whose name originates from a game played by American Indians. “The first Europeans to see the site of La Crosse were French fur traders who traveled the Mississippi River in the late 17th century. There is no written record, however, of any visit to the site until 1805, when Lt. Zebulon Pike mounted an expedition up the Mississippi River for the United States. Pike recorded the location’s name as “Prairie La Crosse.” The name originated when he saw the Native Americans playing a game with sticks that resembled a bishop’s crozier, or la crosse in French.” “The game of lacrosse, also known as the “Creator's Game” to the Ho-Chunk, has a long history, as there were three different types played across the United States at the onset of European contact in the seventeenth century: southwestern, Great Lakes, and Iroquoian.” Sources: Wisconsin Historical Society La Crosse County Historical Society Lax All-Stars Zebulon Pike Bluff County Image Credit: https://www.lchshistory.org/things-that-matter-2016/2017/1/14/lacrosse-stick?rq=french Image Description: “Lacrosse sticks like this one are made from a single piece of wood that is carved, and then steamed, boiled, and bent to create the circular shape.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616595967303-A9PM9ZHI812D7X5F8P41/green-bay-french-wisconsin French - Green Bay Green Bay, better known by some as Titletown, is a translation of the original French descriptor. The history of the name is complex. In 1634, Jean Nicolet landed in the Green Bay region. It is said that local guides told him that they called the people living in the region Winnebago, which is an inaccurate prior name for the Ho Chunk that is derogatory, created by an outside tribe, and means something to the effect of stinkards or stinky people, perhaps due to all the fish that made the air smell putrid. So, the French originally assigned the name La Baye des Puants, the French equivalent for the Bay of the Stinkers. Later explorers like Marquette were confused as to the namesake, as they didn’t smell anything foul, so assumed it was in reference to the swampland. They also called it Baye Verte, which directly translated to English is Green Bay, perhaps “the reason for it was, as some said, that when Voyagers left Michilimackinac at the end of winter and followed the lake-shore south to this bay, they found the leaves green on the trees by the time they arrived there.” The latter was eventually adopted and modified by the British, who took over after the French in the region. “The first permanent white settlers, the Charles de Langlade family, arrived around 1745. In 1763, the British ousted the French and took control of Green Bay until 1783, when the Americans won control in the American Revolution.” de Langlade was the son of a French-Canadian fur trader and an Ottawa woman. Sources: Wisconsin Historical Society Green Bay, a Brief History UIOWA Archeology Names on the Land Ho Chunk v.s. Winnebago French Wisconsin at Fort La Baye Image Credit: History of Green Bay https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616596363165-UJETJ7BW89CVPNTZR3B2/eau-claire-french-wisconsin French - Eau Claire Though Eau Claire had French origins, other European immigrants (primarily German and Norwegian) came to dominate the population in the 19th century. “English traveler Jonathan Carver wrote the first description of the area in 1767, and by 1784 two mixed-race fur traders named LeDuc and Penasha had settled there. In the first half of the 19th century, French-speaking traders continued to winter in the area but it was not until 1845 that the first permanent white settlers arrived.” Eau Claire is French for clear waters. Supposedly French explorers shouted “Voici l'eau claire!” [Here is clear water] upon arrival, but this has yet to be backed up by concrete evidence. It is suggested that the name is simply a translation of the Ojibwe ‘“Wah-yaw-con-ut-ta-gua-yaw-Sebe,” which means “the water of the river is clear.”’ Sources: Wisconsin Historical Society Eau Claire, a Brief History How Did Eau Claire Get It’s Name Image Credit: Wisconsin Historical Society https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616636879063-0KXDWBGE30RSJKGK7E4T/jean-nicolet-french-wisconsin French - Jean Nicolet 1598-1642 “Jean Nicolet was a French explorer, believed to be the first European to see Wisconsin. He migrated to Canada in 1618 to serve as an interpreter under Samuel de Champlain. He spent several years living with the Indian tribes near Lake Huron, learning their languages and serving as an official interpreter for several tribes.” Some believe he originally set off with sights to reach Asia, reportedly putting on clothing he found characteristic of the continent before stepping off his boat in Green Bay, which he accompanied with gunshots to the air, but others argue that this is not factually correct. Sources: Biography Wisconsin Historical Society Rethinking Jean Nicolet’s Journey to Wisconsin Wisconsin Official Marker Image credit: https://madison.com/wsj/news/local/famed-french-explorer-jean-nicolet-gets-a-historical-revision/article_ee5baffe-aba9-5d6c-98f5-d5ab33a8a7ff.html https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616599090958-GHVBNOCHR0SM1L7IDVVF/claude-jean-allouez-wisconsin-french French - Claude Jean Allouez 1622-1689 Allouez was a French Jesuit missionary active in the La Pointe/Madeline Island area of Northern Wisconsin as well as Green Bay and most notably De Pere. He was an aide to Marquette and has a town as well as other historical markers named after him. Sources: Wisconsin Historical Society Image credit: Wisconsin Historical Markers Image Description: Allouez at center https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615821072116-P56M69XX24BDJ9E8PGJO/jacques-marquette-french-wisconsin French - Jacques Marquette 1637-1675 Marquette, a French-Canadian Jesuit missionary and polyglot, was known for his exploration of the Mississippi River. His right-hand man was Louis Joliet, and together they led a famous 1673 expedition. “Despite sharing a goal to find the river, the two leaders' ambitions were different: Joliet, an experienced mapmaker and geographer, was focused on the finding itself, while Marquette wanted to spread the word of God among the people he encountered on the way there. Marquette's group traveled westward to Green Bay in present-day Wisconsin, ascended the Fox River to a portage that crossed to the Wisconsin River and entered the Mississippi near Prairie du Chien on June 17, 1673.” That portage later became the town of Portage. While he is said to have had good relations with American Indian tribes, and did make a point to learn their languages, it is probably fair to say he also had motives that weren’t necessarily the most virtuous. Marquette is the namesake of Marquette University in Milwaukee. Sources: Biography Marquette University Portage History Image credit: https://www.flickr.com/photos/shootmathers/7131021907/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616637051737-ECY54HCVFRTLFXNDGU60/nicolas-perrot-french-wisconsin French - Nicolas Perrot 1644-1717 Though not the first, he was a prominent multilingual fur trader who played an important role in the Green Bay area. He was known for brokering peace treaties with native groups, but keep in mind that “peace” from the viewpoint of many in history meant something completely different to others. He is the namesake of Perrot State Park. Sources: Biography Wisconsin Historical Society Image credit: http://www.biographi.ca/en/bio/perrot_nicolas_2E.html https://www.teachlangwisconsin.com/about daily 0.75 2023-02-24 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/74ad62a3-9b31-40f2-938f-0378a4783f0a/DSC_0177+%282%29+%282020_04_29+17_30_28+UTC%29sdf-3.jpg About - About Me Hello! My name is Claire Darmstadter, and I am so glad you stopped by! I am a student at UW-Madison studying Elementary Education - ESL, LACIS (Latin American, Carribean, and Iberian Studies), Chicane/Latine Studies, and Educational Policy, all to pursue a career in Spanish/English bilingual education. Though I have lived in Wisconsin all my life (save for infancy in Minnesota and a short college stint at the University of Michigan last year), I admittingly did not know much about the linguistic diversity of the state beyond Spanish before embarking on this journey. I do not claim to be the expert on any of these topics, but I hope you’ll find at least some aspects thought-provoking, new, or interesting. I know I sure did! I ask almost all of my interviewees why being multilingual is a superpower, but I never answer the question myself! Here are a few times I’ve felt the superpower! When you realize there is something that you only can completely express in a particular language When you can speak in one language, a friend can speak in another, and you can both understand one another and carry on a full conversation When you hear/look at a language you don’t speak and realize that all those squiggles/tones can cause tears of joy, tears of sadness, and tears of laughter — it is a secret code that may mean nothing to me, but contains the entire lives of others! When you finally reach a level of proficiency where you can appreciate humor and tell jokes! When you see the smile on someone’s face (well, in their eyes as of recent!) when they realize you speak one of their languages When you look at as dull of an item as a chair and realize there are thousands of different terms to describe that one object Because Sesame Street said so: (English Version) (Versión en español) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1613440281776-VHWL0IGYBR16OW1QKFY7/Diego-Rom%C3%A1n-Profile-Photo About Thank you to Professor Diego Román for serving as the advisor for this project Diego is an Assistant Professor of Bilingual/Bicultural Education at the University of Wisconsin-Madison. He has worked as an educator, researcher, and educator of to-be educators for years, and was instrumental in connecting me with resources and potential interviewees across the state. I think it is safe to say we are both glad the days of my essay-long emails are behind us, but he always has provided such thoughtful answers to each query, tension, and niche question that I would send his way. Be sure to check out his faculty page as well as listen to the interview we recorded together, linked below! And, congratulations to Diego on his recently-accepted project proposal: Teaching Local Socio-Scientific Issues to Latinx English Learners! https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/33accc13-2c47-4896-bfbe-d642c4c9970f/Mirva+Johnson+Website+Photo.jpg About Mirva Johnson -- Finnish Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/51d876e3-c536-49b8-b1d8-399ed22346a9/Tanja+Skiljevic+Website+Photo.jpg About Tanya Skiljevic-- Serbian Translation https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1aa9a71c-f051-4d4b-862b-779bfd63ab67/Maya+Reinfeldt+Website+Photo.jpeg About Maya Reinfeldt -- Russian Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/b4b1d8bd-bec5-4474-9c9a-e44ad6409019/Haoyu+Du+Website+Photo.jpg About Haoyu Du - Chinese Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/aa71140d-b10b-47d3-8803-85148b22408d/Greta+Wiederhold+Website+Photo.jpg About Greta Wiederhold -- German Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/36e543c1-826c-4afa-a84a-bd2e0816f4b1/Kiera+Rosenberg+Website+Photo.jpg About Kiera Rosenberg -- Japanese Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/45fba78e-6c21-4f4c-947d-b4d82e451a97/Joel+Baraka+Website+Photo.png About Joel Barraka -- Swahili Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/4525dec7-8ca3-4d9d-95cf-0f1786c2132b/Ron+Corn+Jr+Website+Photo.jpg About Ron Corn Jr -- Menominee Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/5528881d-2eac-466a-9484-d7a99e68db37/Yunseo+Cho+Website+Photo.jpg About Yunseo Cho -- French and Korean Translations https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/89ea487a-6569-4439-8647-b2a817ce3451/Pahua+Thao+Website+Photo.jpg About Pahua Thao -- Hmong Translations and Content Review https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/830c74e1-4df6-485a-aa21-00c44835c918/Mamadou+Jawo+Website+Photo.JPEG About Mamadou Jawo -- Fula Translation https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/212affe8-6a23-4502-99fa-40280984bd68/Names+for+people+that+don%27t+want+photos.png About Serbian Translation https://www.teachlangwisconsin.com/potawatomi daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616879254788-Q9I3L9HR8JPTX7A5MW50/potawatomi-map Potawatomi - Like Ojibwe, Potawatomi is another algonquian language. The Wisconsin tribe is the Forest County Potawatomi. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616882166722-YUZAYBC0I7EHW6AWDPYB/jim-thunder-potawatomi Potawatomi - Language Revitalization Efforts Jim Thunder, one of the few native speakers, has been instrumental in this process. He has created an online course that covers language basics with sound clips. The creation of an alphabet was important for the education and utility of the language. “(He tells) stories in his language, which the tribe publishes, and twice a week, he guides an eager group of adults through the long process of mastering the challenging Potawatomi tongue. “Our language is vast,” he says. “I tell them to speak to each other as much as they can.” Thunder, the Potawatomi elder, says his parents and elders told him that when their language is no longer spoken, the tribe will cease to exist – a comment echoed at other tribes around Wisconsin.” View his work here Article Image credit: https://www.fcpotawatomi.com/news/wete-yathmownen-real-stories-potawatomi-oral-history/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616883699719-YBXIFL7YZ0LQSXEX419Q/Forest-County-Potawatomi-logo Potawatomi - Overview They left the Eastern Seaboard with the Ojibwe and Ottawa over 500 years ago. These three nations made up the confederacy called “Council of the Three Fires.” Early on, they lived in the greater Great Lakes region, but as a result of the 17th century Beaver Wars, they moved into modern-day Wisconsin. Their success in war and trade was boosted by their efficient, sleek canoes that could move much faster than those of others. They allied with the French and served as an intermediary between them and other Great Lakes tribes. However, following the French defeat in the French and Indian War (and a rough patch of stifled trade), many of the Milwaukee-area bands had a preference for the colonists’ cause in the Revolutionary War. They signed 42 treaties, more than any other nation, with the US government. by 1829, they had lost 70% of their original land. This was a way of paying back the debt they had dug themselves into from a seasonal profit/deficit cycle. During the early 1900s, there were a lot of “strolling” bands, those who did not get annuities from the government because they refused removal, and thus were quite poor. “Around 1880, a group of Potawatomi settled in an area near Blackwell and Wabeno in Forest County. This group was the origin of the Forest County Potawatomi Community.” Said community was created in 1913, and in 1988 they gained reservation status. Image Source: https://dpi.wi.gov/amind/tribalnationswi/fcp https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616887647813-BPOZV97W0RL6O4YBL7JR/potawatomi-social-structure Potawatomi - Social Structure Though they are patrilineal clans, there are close connections between children and maternal grandfathers. Marriage always occurs outside one’s clan, sometimes even with Ojibwe and Ottawa. This strengthened relationships and cooperation. “In addition to the clan structure, there was also an additional division of the people which cut across families and clans to create two opposing groups based on their order of birth within the family. Within each family, the odd-numbered children ( for instance, first, third, and fifth) were assigned to the “senior side,” while the even-number children were in the “junior side.” These groupings operated in games such as lacrosse and in some ceremonies and rituals. Rivalries between these groups were sanctioned and, through fierce competition, allowed some release of tension in some social situations.” “Traditionally, the Potawatomi probably did not have a chief of the entire tribe, but under some circumstances, such as intertribal warfare or overall agreements, these village leaders might select a single man from one of the villages to speak for them with a single voice.” Image source: https://www.wisconsinhistory.org/Records/Image/IM5227 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616884371895-2EN0H03BVN0H42NKVO5V/FCPC-Biodigester_0.jpg Potawatomi - Environmental Stewardship “They were the first American Indian nation to use wind power to create all of their nation’s electricity” Image source: https://www.energy.gov/indianenergy/articles/forest-county-potawatomi-recognized-renewable-energy-achievements https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616884943993-TG9X9BWAX47SAXKHH4QB/potawatomi-hotel-and-casino Potawatomi - Casino and Population The Potawatomi Hotel and Casino is one of the largest casinos in Wisconsin, and is a large source of revenue for the tribe. With this money, they are able to fund community development projects. This has made them one of the most well-off tribes in the state, along with the H0-Chunk. They are now looking towards ways that they can help other nations in the state. In 1998, they decided to share some of their revenue with the Red Cliff from a prior alliance. With only ~ 1,300 people and a 100% graduation rate, they are relatively stable. Image source: https://www.paysbig.com/frequently-asked-questions https://www.teachlangwisconsin.com/contact daily 0.75 2024-02-28 https://www.teachlangwisconsin.com/finnish daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618168902975-FZMH9SU1CZ5P8O2YDXNP/Finnish-Cities-Map-Wisconsin Finnish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618180391216-G3C5R8A5QPSXB5HJU4MI/finnish-logging Finnish - Logging “Although the Finns arrived in Wisconsin at the end of the logging boom,” they were knowledgeable when it came to trees. “Immigrant pioneers had been settling in the state for almost half a century before the Finns began to arrive, and of course the best land was the first taken. Finns therefore had little to choose from except lands in those far-northern counties known as the “cutover.” These were the old logging counties, now offered to the immigrants by railroads, logging companies, and real estate agents.” Image Credit: Finns in Wisconsin, page 18 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618180188471-F12XXZ7JVD2OBXABBQPM/finnish-socialism-tyomies Finnish - Socialism “Many Finnish workers became active in the American labor movement as socialists, communists, and members of the Industrial Workers of the World — the famed IWW — which primarily organized mining, lumbering, and agricultural laborers before World War I. Their radical approach to labor organization mirrored the Finns’ low social station, as well as their cultural heritage: the Labour Party was founded in Finland in 1899 and adopted Marxist tenets in 1903, developing along revolutionary lines.” “While several of these workers’ groups still survive, especially in Superior, their history, as well as that of societies long since disbanded, seems to suggest that they have been more successful as cultural and social agencies than as advocates of class struggle.” This image is of Työmies Publishing Company, a socialist newspaper. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM55430 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618183147774-C9ILHZP1XEXH8WEM3PYN/finnish-coop Finnish - Traditions “The Finns settling in rural Wisconsin maintained a pioneer existence far later than most immigrant groups, building their homes and farms in the traditional styles by traditional methods long after other immigrants had made the transition to American balloon-framed architecture. […] Part of their apparent fondness for traditional ways might also reflect their late arrival: after all, they came to Wisconsin some sixty years after the beginning of the influx of groups such as the Germans and Norwegians, who had been assimilating into American society for over two generations when the Finns began to arrive. […] But perhaps most importantly, the Finns tended to settle together and created little Finlands wherever they went. This cultural reinforcement allowed them to live independently of “foreign” or non-Finnish language and ways; their own language, both written and oral, their associative spirit, their desire to maintain familiar ways under new freedoms found in the United States, permitted the Finns to exist as an independent ethnic community well into the twentieth century.” Co-ops were mainstays in Finnish life. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM4476 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618170286796-1BHSVRPN4QZ17BMHC65A/finnish-windmill-overview Finnish - Overview “Finnish immigrants first came to Wisconsin in the 1890s and settled in primarily rural areas. Most settled in 13 counties in northern Wisconsin, three of which, Douglas, Iron, and Bayfield, accounted for half of the state's total Finnish population. Small Finnish communities did exist in Superior, Milwaukee, Ashland, Kenosha, Racine, and West Allis. In the first wave of settlement, from 1890 to 1910, many Finns were forced to take temporary jobs as laborers before they could purchase farms. Between 1910 and 1925, Finns made intensive efforts to convert former woodlands in northern Wisconsin into productive farmlands. Most of these farms failed. As a result, by World War II, most Finns had stopped farming.” Source: Wisconsin Historical Society Image Credit: https://www.wisconsinhistory.org/Records/Image/IM38200 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618180794615-ER4XHCH94L0R495GTFC4/finnish-iron-mine-florence Finnish - Wisconsin v.s. Minnesota and Michigan “Although the landscape of the Wisconsin area resembled Finland, economic opportunity was by far the most important factor influencing Finnish settlement patterns in the Western Great Lakes region. For this reason the state, with its limited mining, never attracted the numbers of Finns as did Michigan and Minnesota.” Railroads and rock quarries offered employment opportunities. Michigan and Minnesota had the largest Finnish populations nationally during this time. Image credit: Finns in Wisconsin, page 17 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618170426641-D2YJUMUG7O2E8CK9G9AV/finnish-log-cabin Finnish - First Arrivals Finns arrived in the U.S. relatively late compared to other European immigrants, coming into Wisconsin in the 1880s. Farming wasn’t the most fruitful job back in Finland, but as many moved out of agriculture, they were met with poverty and unemployment. The late 1800s was filled with waves of famine and death. Upon arrival in America, most worked as unskilled laborers. Log cabins were emblematic of Finnish settlers and they can be credited with introducing them to America. They are also known for their saunas. Image Credit: https://www.wisconsinhistory.org/Records/Image/IM53441 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618165300703-EZBJWG5B4VLD1ZGTCP1W/Finns-in-Wisconsin Finnish https://www.teachlangwisconsin.com/home daily 1.0 2023-02-24 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618944488680-9B2HYXEMO4G3E85V8NR5/interviewee-backgrounds Home - These positions https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618945532580-4G2DBW3UORHUZ0S25WF1/languages-spoken Home - Speaking these languages https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618884637473-B942OUKOJUSA4H230IL5/interviewee-location-cities Home - From these places in the state https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/45060a3a-fa06-4875-80cd-a4617a0fbd8c/Mamadou+Jawo+Website+Photo.JPEG Home 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https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/5fdec0c3-8b5c-44b5-9aef-4712caefe511/Meg+Kumar+Interview+Photo.jpg Home https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/7b8c28f2-57d7-4207-9528-b611bebefcaa/David+O%27Connor.jpg Home https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/ad5e6c92-9564-4248-bf85-78249dc1a52b/Tom+Chang+Website+Photo.jpg Home https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/25173413-daba-41a6-aec7-219cda3387cb/Menning_Lori+Photo.jpg Home https://www.teachlangwisconsin.com/somali daily 0.75 2021-04-22 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618095270473-4HR3MQZ3JW0JL9HKJ1Z7/somali-independence Somali - 1960-1991 Somalia gained freedom from Italian and British rule in 1960. Over the next 30 years, the country would be marked by political instability and violent combat, some 300,000 individuals losing their lives. Aden Adde was the nation’s first president. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618094928888-BG0J3ZDQTKPCF9GGOEVR/somalia-map Somali - 1991 The tipping point came in 1991 when the nation descended into full-blown civil war. Longtime President Siad Barre was ousted and forced into exile. “As a result of the devastating Somali Civil War, approximately two million Somalis sought refuge in neighboring African nations and abroad. The massive death toll to Somalis—with some estimates as high as 500,000 (White 2012)—came about due to violence and also blockades of refugee camps. The war became an international issue in 1992 when twenty four nations deployed military troops with the purpose of subduing violence and aiding food supplies (Yusuf 2012). Eventually, the United States withdrew its troops from Somalia following the Battle of Mogadishu, and then opened up its borders to asylum seekers.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616645859733-44QZ3QOCX1G3LYPAOEX2/somali-minnesota Somali - 1990’s The Twin Cities in Minnesota became the de facto capital of Somalis in the U.S. Although the weather was quite an adjustment, it was attractive due to its well-established refugee support network and job opportunities. There was a big push to open restaurants and cultural centers to welcome these new individuals into the community. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616646615434-216AUPM91J2JYT5664XR/barron-map Somali - Late 1990’s Job opportunities started to decline in the Twin Cities, and Wisconsin, Barron specifically, started looking like a more attractive option on several counts. For one, the graduation test requirements in Wisconsin weren’t as strict as Minnesota. The smaller city environment felt safer, was cheaper, and it had a Jennie-O Turkey factory in need of labor. The transition wasn’t seamless, and there certainly were needs and accommodations that Barron didn’t have the resources to fully provide (housing, language services, and familiar grocery options to name a few), but the community did their best to welcome their new guests. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616647358768-WMOFM3P8WPBOEBPLPI4B/barron-grocery-somali Somali - Post-9/11 Just as the community was starting to connect and better understand the Somali population, 9/11 hit and anti-Muslim tensions rose to an all-time high. In 2002, the International Center opened with the goal of providing resources and information to those living in Barron and the surrounding areas. Islam is the official religion of Somalia and those who practice the religion of Islam are called Muslims. Some 99% of Somalis identify as Sunni Muslim. For many followers, they pray five times a day and will fast during daylight hours in the month of Ramadan. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616647430149-OPLMZ2Y8R6AIURHS32BV/barron-high-school Somali - School Schools have been asked to do a lot, and while everything hasn’t been perfect, the school district has become a central place for connection and understanding among residents. Soccer has been a uniting sport, and a non-high school-affiliated club has been established as well. At first, most of the children were in high school, but now the number of Somali students in the younger grades is expanding as well. Community members have been able to find jobs working as bilingual aides in the schools, and non-Somali teachers and staff have worked to create inclusive spaces, such as a designated prayer room. They provide familiar foods at meals and label ingredients that may not be allowed due to their religion. Barron also has an Adult Literacy Council that helps provide ESL classes. Image Credit to Josh Brown https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618094553224-1ENIVIPGELXGYXGBLYW3/somali-family-separation-documentary Somali Description courtesy of Immigrant Advocates Barron County. Click the image above to watch this powerful film produced in parternship with UW-Eau Claire. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618964681347-5U8NTFFLS5FN1AEGH768/immigrant-advocates-barron-county Somali - Immigrant Advocates Barron County I have had the privilege of working alongside the incredible individuals behind IABC. They do not solely focus on matters related to Somali individuals, but as of recent they have been working tirelessly to address family reunification. They recently created a documentary that tells the story of some of the people living in their community. See their website linked below to learn about how you can support their efforts. https://sites.google.com/view/immigrantadvocatesbarroncounty/ https://www.teachlangwisconsin.com/overview daily 0.75 2021-05-27 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622129562456-RENRKTU3KECST9F6M6GP/featured-cities-and-schools Overview - Featured Cities and Schools Appleton Arcadia Beloit Delevan Eau Claire Green Bay Indian Community School Kenosha Madison Menasha Milwaukee Oshkosh Racine Sheboygan Sun Prairie Verona Waukesha Help me fill in the map! If you know of another school that should be featured, let me know! https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372794750-3K9T9Z77REIKXQQRH9LW/appleton-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622129857129-TRX6HAXLZM0GMRT70HNG/Beloit-Map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372829702-70CJXYFLNE5D0RBMBTIN/arcadia-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372879875-K52W5EEWU41DJ7E5Y9RE/eau-claire-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372862436-LA60QVSK4JVH1PK4IHKO/delavan-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372930841-KTNCJH0E3QMJTXAYQ4MF/green-bay-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372951635-UNSPL966SJX5BTPVSYY6/Indian-community-school-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372978727-NR5O4A9R2BJPL48NSBQ5/kenosha-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618372997089-4A6W8BP903045QMN0V4Y/madison-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373061252-WQDIBMCS5EW5952V2TW8/milwaukee-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622129792032-YXWJN22ASXIQ96DQ9CLW/oshkosh-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373025150-TOV88OMF4JBGDZD7BXLL/menasha-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373421808-0M3747XWNM5JFEK4KESR/sheboygan-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373409133-RTD6HEZ43SRIPQNQB6WL/racine-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373446490-VLFPNP472F4H0903O75V/sun-prairie-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373459181-FFDEZHCLWMXE12M5SURK/verona-map Overview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618373543014-P5Q5O8XMM3KJ0MHPP3RJ/waukesha-map Overview - Make it stand out Whatever it is, the way you tell your story online can make all the difference. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622131190231-SEY61JXJTYA70GRGV9Z2/School-Spotlight-City+%288%29.jpg Overview https://www.teachlangwisconsin.com/sun-prairie daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618347672791-ZXWV40WZUAPBBFJR3UDQ/sun-prairie-schools-logo Sun Prairie - English Learners Heritage Spanish + Hmong Sun Prairie is one of the few districts in the state to offer heritage Hmong and Spanish classes. “Spanish Language for Heritage Speakers are classes for students who speak or understand Spanish as a heritage language. In these classes students will work on improving their reading, writing, speaking, and listening skills through the study of the history and culture of multiple Spanish speaking countries. Students will read and study literature as a point of departure for advanced vocabulary and grammar instruction. The classes will be conducted entirely in Spanish.” “Hmong Language for Heritage Speakers is a class for students who speak or understand Hmong as a heritage language. In this class students will work on improving their reading, writing, speaking, listening and comprehension skills through the study of the history and culture of the Hmong. Students will read and study literature as a point of departure for advanced vocabulary and grammar instruction. The class will be conducted primarily in Hmong.” See interview with Michaela Miller to learn more about these programs. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618348010039-CNCBWTTOFI5GEXZQ06YP/sun-prairie-high-school-sun-rise Sun Prairie Less-Commonly-Offered Languages + Global Scholars In addition to French and Spanish, Sun Prairie High School also offers German and Chinese, as well as ASL in an informal club setting. “Sun Prairie High School belongs to the Wisconsin Global Schools Networks and our language students have the opportunity to earn the Wisconsin Global Education Achievement Certificate. The Wisconsin Global Education Achievement Certificate (GEAC) is awarded to graduating high school students who have demonstrated a strong interest in global issues by successfully completing a global education curriculum and engaging in co-curricular activities and experiences that foster the development of global competencies.” Dual-Enrollment This option is offered through the AP Spanish and French courses. “…..a dual-credit class via UW-Green Bay to earn up to 14 college credits if successfully completed (B or better). UW-Green Bay credits will transfer to the majority of other colleges and universities. This dual credit is 3 credits for the course, plus 11 retroactive credits (available for World Languages, after a B or better in a 202 level course), all through UW-Green Bay. AP is a separate additional amount of credits, depending on the exam score and individual university requirements. The partnership between the high school and UW-Green Bay allows UW-Green Bay to reduce tuition to $100 per credit, which is 1/3 less than regular, on-campus, tuition.” https://www.teachlangwisconsin.com/delavan daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618346752808-M3L0M6STO49C7LFDHYG3/delavan-darien-DLI Delavan - Dual Language Program “Two-Way Dual Language (DL) classes are ideally made up of half English speakers and half Spanish speakers. Beginning in 5K, ninety percent of the classroom instruction is in Spanish. The percentage of English instruction increases each year. A Two-Way Dual Language program provides our English speaking children the opportunity to learn a second language, through academic content, alongside native Spanish speaking peers. Spanish speaking children have the opportunity to be instructed with English speaking student models, while developing their language skills through academic content. The optimal window of learning a second language is during a child's primary years. Both groups will benefit from the multicultural/multilingual aspect of the program.” Learn more Image Credit: Anthony Wahl https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618345818352-9SRZYKE9AH1KFT7IN804/delavan-darian-school-district-logo Delavan American Sign Language The district offers a full I-IV sequence of ASL, with a ‘“Voices Off” Policy to ensure ASL immersion.” at all levels. By the end of level IV, “students will show an acquired language fluency with the ability to communicate with a native ASL signer.” Spanish for Native Speakers These courses are created for students who speak Spanish as a home language. Outcomes of participation: Engage in intermediate to advanced conversation: provide and obtain information, express feelings, emotions and personal needs, and exchange opinions Understand and interpret written and spoken language with a variety of topics Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics, demonstrating an intermediate to advanced level of vocabulary and grammatical structure Demonstrate an understanding of the relationship between the practices, perspectives, and products of the Spanish-speaking cultures studied Acquire information and recognize the distinctive viewpoints that are only available through the Spanish language and its cultures Demonstrate an understanding of the nature of language through comparisons of Spanish and English Show evidence of becoming life-long learners by using the Spanish language both within and beyond the school setting https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618346923134-CY56X897LIQH6648LUYQ/wisconsin-school-for-the-deaf-logo Delavan - Wisconsin School for the Deaf “The Wisconsin School for the Deaf (WSD) is the only residential school for deaf and hard of hearing students in the state of Wisconsin. We operate under the direction of the Wisconsin Department of Public Instruction and provide educational services for deaf and hard of hearing students ages 3 through 21. In recognition of the diverse needs of Wisconsin’s deaf and hard of hearing children, the Wisconsin School for the Deaf is dedicated to educational excellence in a unique ASL/English bilingual-bicultural environment by preparing students to achieve their maximum potential and become successful citizens of the future.” This program is unaffiliated with the Delavan-Darien School District. Learn more https://www.teachlangwisconsin.com/postsecondaryprograms daily 0.75 2021-09-03 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614781240065-T4PWGF70MEUNMIAQEZKD/uw-madison Post-Secondary Programs - UW- Madison Madison [Southeast Wisconsin] Explore the 40+ languages offered Institute for Regional and International Studies Programs Undergraduate Programs Middle Childhood/Early Adolescent - ESL (stepping stone to bilingual certification) Early Childhood - ESL (stepping stone to bilingual certification) TESOL Certificate Graduate Programs Secondary World Language Education (in transition from undergrad to graduate) Second Language Acquisition PhD Secondary ESL (1 course away from bilingual certification!) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614781919182-F1D0F4LJEMIJIIEK54OJ/uw-milwaukee Post-Secondary Programs - UW-Milwaukee Milwaukee [Southeast Wisconsin] Language and Culture American Indian Studies Certificate Anishinaabe Language Certificate Arabic Minor Asian Studies Certificate Chinese — Submajor, Minor French — Major, Minor German —Major, Minor Italian —Major, Minor Hebrew/Jewish Studies —Major, Minor Japanese —Submajor, Minor Latin American, Caribbean and U.S. Latin@ Studies Major Latino Studies Certificate Latin American and Caribbean Studies Certificate Portuguese Minor Spanish — Major, Minor Russian — Major, Minor, Russian and East European Studies Certificate Tesol — Undergrad certificate, graduate certificate Hmong Diaspora Studies Certificate Education Highlights Pk-12 ESL Pk-12 World Language Bilingual Supplemental https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614782991897-KVTCEWZ83DYT6M4K153D/uw-whitewater Post-Secondary Programs - UW- Whitewater Whitewater [Southcentral Wisconsin] Ethnic Studies Latinx/Latin American Studies Minor American Indian Studies Minor Asian/Asian American Studies Minor Middle Eastern Studies Minor International Studies w/ Language Emphasis Languages Japanese - Major and Minor Spanish - Major and Minor French - Major and Minor German - Major and Minor Chinese - 2-year program, not degree Arabic - Courses, not degree Teaching Languages German Spanish French ESL/Bilingual Program Additional School of Education Programs https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614798690984-O08WY1MWDEF9H9U1OO0N/uw-eau-claire Post-Secondary Programs - UW-Eau Claire Eau Claire [West-Central Wisconsin] Languages French - Major, Minor, Certificate Spanish - Major, Minor, Certificate [study abroad required] German - Major, Minor, Certificate Japanese - Minor American Indian Studies - Major, Minor Latin American and Latinx Studies - Language Major, Culture Major, Minor, Certificate Language Teaching Spanish French German Other Education Degrees *The Barron County campus does not have specific education programming/language beyond introductory Spanish, but it is a great starting point for those looking to earn credit in high school, earn a general Associate of Arts + Sciences degree, or save some money before transferring to another school. Learn More. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614798777221-88TKQIJQTXFRZJ6B6ZR6/uw-stevens-point Post-Secondary Programs - UW- Stevens Point Stevens Point [Central Wisconsin] Certificates/Minors Basic Secondary Language Proficiency Bilingual/Bicultural Education “You will only be awarded the Certificate if you successfully complete the English as a Second Language Minor with K-12 Teacher Certification.” Language Study Interdisciplinary Certificate Teaching English as a Second Language Can be added to education majors or completed independently; PK-12 Majors Foreign Language Education Grades PK-12; German, French, or Spanish; study abroad required French, German, or Spanish Pair with a teaching degree https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614799295662-823DK3K0MD4WGV87PFYQ/uw-green-bay Post-Secondary Programs - UW-Green Bay Green Bay [Northeast Wisconsin] German Major, Minor, Teacher Certification Spanish Major, Minor, Teacher Certification French Minor and Teacher Certification Education Program Include main licensing areas Bilingual and World Language Education First Nations Major and Minor First Nations PhD https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614799511092-WLWKKG148AKX9IVORF0T/uw-la-crosse Post-Secondary Programs - UW- La Crosse La Crosse [West-Central Wisconsin] Languages Certificates French Russian Minors Chinese French German Spanish Majors French German Spanish Languages + Education (minors also offered) Spanish Education French Education German Education List of Education Degrees (ESL and Languages Included) Hmong and Hmong-American Studies Certificate TESOL Department Heather Linville Interview https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614799662853-31R4RKATI1M1VLQHER8B/uw-oshkosh Post-Secondary Programs - UW- Oshkosh Oshkosh [Northeast Wisconsin] TESOL Certificate Spanish - Major, Minor, Certificate Japanese - Major, Minor, Certificate German - Major, Minor, Certificate French - Major, Minor, Certificate, European Studies Minor American Sign Language and Deaf Culture Certificate Special and Early Childhood Education Programs Minors Bilingual Education — Hmong Bilingual Education — Spanish English as a Second Language French German Spanish Indigenous Studies Certificate Elementary Education ESL/Bilingual Education License More on Language Education Degrees Master’s education program offers ESL and Bilingual emphases https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614799902009-TMD32ATHR2UMVGTW0FHC/uw-platteville Post-Secondary Programs - UW- Platteville Platteville [Southwest Wisconsin] Child Care Education Lots of programs, five of which are Spanish/bilingual Elementary Education Emphasis on rural areas, which are quickly becoming very linguistically diverse Secondary Education Spanish, German, French available K-12 Ethnic Studies Minor + Certificate TESOL Minor Languages Foreign Languages Certificate French Certificate and Minor German Major and Minor Spanish Major and Minor https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614800571632-DCFM049CKGMT1DFIDJ8H/uw-parkside Post-Secondary Programs - UW-Parkside Kenosha [Southeast Wisconsin] Education Early Childhood Education (Major) Elementary Ed (Major) Secondary Ed (Major) Special Ed (Major) ESL Minor Bilingual Education Certificate Spanish Major and Minor French Minor https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614804327080-YURP02I3OUIXPNMZU96M/beloit-college-sign.jpg Post-Secondary Programs - Beloit College Beloit [South Wisconsin] Modern Languages and Literature (majors and minors offered for each; can be combined with teaching degrees) Chinese French Japanese Russian Spanish Minors Asian Studies Russian Studies Latin American and Caribbean Studies Teacher Certification Foreign Language (grades 1-12) Elementary and Middle School (grades 1-8) Middle and High School (grades 6-12) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617721414080-ZWLU3L5K4EUX04VWVBNR/cardinal-stritch-university Post-Secondary Programs - Cardinal Stritch University Milwaukee [Southeast Wisconsin] Spanish Programs [pair with an education degree] Latin American and Translation Studies Major Latin American Studies Major Latin American Studies Minor Spanish Interpretation and Translation Major Interpretation and Translation Minor Spanish Language and Culture Minor Education Programs Language and Literacy Development Minor English as a Second Language Minor Elementary and Secondary/Special Education (combine with minors) At the master’s/PhD level, Cardinal Stritch provides several opportunities, one being ESL and another Language and Literacy https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803781835-VY82AWKM5PSJWZ55TZNO/carroll-university Post-Secondary Programs - Carroll University Waukesha [Southeast Wisconsin] Spanish Major and Minor Pairing a Spanish major with a secondary education major prepares you for teaching Spanish. Elementary Education/Secondary Education w/ ESL Dual License Master of Arts in Teaching Can be licensed K-12 ESL and secondary Spanish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615254861407-EHRV2VFA0QJ9QVPAVOSQ/carthage-college Post-Secondary Programs - Carthage College Kenosha [Southeast Wisconsin] Languages (offered as Majors and Minors) Chinese French German Japanese Spanish “Some students elect to combine Spanish with programs of supporting disciplines, and in these cases the major and the minor in Spanish will appeal more broadly to those who desire a comprehensive liberal arts education with a multicultural dimension, those who wish to complete a teaching major or minor in Spanish, those who intend to continue their language studies in graduate school, and those interested in government service, careers in international commerce and industry, or in other fields.” Education Includes programs leading to standard DPI licensure areas, and it is suggested that you can combine language with these degrees. Accelerated Certification for Teachers and Master of Education Bilingual Add-On License ESL Add-On License https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803570159-AU5LT98FUS8LIVIW1KTG/concordia-university Post-Secondary Programs - Concordia University Mequon [Southeast Wisconsin] Early Childhood/Elementary Education + ESL Minor K-12 Spanish Education Spanish Major Master’s (Bilingual and ESL tracks) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614798964772-RVGSU7DILYNFPMJFX0UF/Untitled+design+%281%29.png Post-Secondary Programs - Edgewood College Madison [South Central Wisconsin] Here is an overview pdf. Latin American Studies Minor ESL and Bilingual Minors Bilingual options according to licensing requirements Spanish Spanish Teaching Major (Ages 0-21 Certification) Spanish Teaching Minor Spanish Major Spanish Minor Elementary Education (automatically has an ESL license too) Accelerated Education Programs https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803090423-JO8I3JM4HGE43SNXQU38/lakeland-university Post-Secondary Programs - Lakeland University Plymouth [Southeast Wisconsin] Spanish Major Minor K-12 Certification 1-8 Certification 6-12 Certification ESL Minor/Teacher Certification Additional Education Programs https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614802945703-UYQOTFXU9QABQ4BLDGKM/lawrence-university Post-Secondary Programs - Lawrence University Appleton [Northeast Wisconsin] Education You can become certified in elementary/secondary and add an additional major/minor in a language/ESL, or specifically pursue their all levels (k-12) degree in World Languages or ESL World Language program offered for: Chinese, French, German, Japanese, Latin, Russian, or Spanish Study abroad required for every language except Latin Languages Teaching ESL Minor Chinese (Major & Minor) Japanese (Minor) French (Major & Minor) Spanish (Major & Minor) German (Major & Minor) Russian (Major & Minor) *Latin American Studies Minor (some language, greater emphasis on culture) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614802689875-CXJRN3O3UFTFP4J97KMA/maranatha-baptist-university Post-Secondary Programs - Maranatha Baptist University Watertown [South-Central Wisconsin] Early Childhood Education (associate’s degree) can be combined with a TESOL minor Minors/Concentrations: Spanish TESOL Special Education (can be combined with Spanish/TESOL minors) Early Childhood (can be combined with TESOL minor) Elementary Education (can be combined with TESOL minor) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614802213011-H7WSY459QUXY973KW8UP/635590985729848532-Marian134.jpg Post-Secondary Programs - Marian University Fond du Lac [Northeast Wisconsin] Grades 1-8 Certification w/ Spanish Education Minor Spanish Minor https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617721223472-251RKNACZHQFJNY65WGM/marquette-university.jpg Post-Secondary Programs - Marquette University Milwaukee [Southeast Wisconsin] Educational Studies (non-licensure) Education Major (Grades 1-8 or 6-12) Concentrations Spanish German French Latin Master’s Education Program (includes language options) Language Department Majors — (see concentrations) Classics French German Latin American Studies Spanish Language, Literature and Culture Spanish for the Professions Minors — (see concentrations) Arabic Studies (Interdisciplinary Minor) Classical Languages Classical Studies French German Italian Language and Cultural Studies Latin American Studies Latinx Studies Spanish Spanish for the Professions SLP - Bilingual English-Spanish Specialization https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614801635878-ML72WETMZKALC114Y7TJ/image-asset.jpeg Post-Secondary Programs - Mount Mary University Milwaukee [Southeast Wisconsin] *A women’s-only university Pre-baccalaureate Certificate for Native and Heritage Speakers Not a bachelor’s degree, but can formalize Spanish skills Spanish Major w/ Education Concentration “If you wish to teach Spanish in schools, you must complete requirements for both the Spanish and Education majors. When you complete the program, you will be eligible to teach Spanish from early childhood through adolescence (approximately grades K-12).” Study abroad required Can also choose the Spanish concentration of “for professionals” (couple be helpful if working as a translator in schools) or “for native/heritage speakers” (can be combined with education certification) Post-Baccalaureate Certificates For individuals who already have a bachelor’s degree Bilingual education, Spanish for Professionals or Spanish for Native/Heritage Speakers Education Degrees Middle Childhood Through Early Adolescence “This certification allows you to work with students from ages 6-13 (typically grades 1 through 8) in all subject areas. Spanish or bilingual Spanish minors possible options. Early Childhood through Adolescence Can teach Spanish Prek-12 Early Adolescence through Adolescence Middle School and HS Spanish and bilingual Spanish minors possible options https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614800893961-HDY4FE6KLCD7G8SW9HEF/ripon-college Post-Secondary Programs - Ripon College Ripon [Northeast Wisconsin] Teacher Certification offered in main DPI areas Can become licensed in Pk-12 Spanish and French education Spanish (Major and Minor) French (Minor) Foreign Language Major Latin American and Caribbean Studies Minor https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614800774773-86BYZ0J7TTD4MH16FX2S/st-norbert-college Post-Secondary Programs - St. Norbert College De Pere [Northeast Wisconsin] Language Majors — study abroad required Spanish French German Minors Spanish French German Japanese Education (degrees offered in all major DPI license areas) Spanish, French, German teaching minors — study abroad required ESL minor https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614800172451-VE8FLI40PZLY4FBK35PH/viterbo-university Post-Secondary Programs - Viterbo University La Crosse [West-Central Wisconsin] Spanish Education PK-12 Additional Spanish Options Spanish Major Spanish Minor Latin American + Latinx Studies Minors Interpreting Minor Community Interpreting Certificate Additional Education Degrees (not language, but can be combined) Early Childhood Minor Post-Baccalaureate Teacher Licensure (Non-Degree, but Spanish an option) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803679671-FYMQG0PLWU8SAX19XQOO/college-of-the-menominee-nation Post-Secondary Programs - College of Menominee Nation Green Bay [Northeast Wisconsin] Degrees - A specific emphasis is put on education of American Indian children Bachelor’s of Arts in Education Bachelor’s of Science in Early Childhood/Middle Childhood Education Associates in Early Childhood Education Menominee and Oneida Language Courses https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803379216-LPJVGGVR5XW7L4MX94LK/fox-valley-technial-college Post-Secondary Programs - Fox Valley Technical College Appleton [Northeast Wisconsin] TESOL 9-Credit Certificate Spanish Certificate Childcare Programs While not explicitly tied to language, these programs can be combined with language abilities/courses to work with multilingual students. While immersion schools, for example, tend to have pretty strict requirements for lead teachers, for support staff and individuals who want to work in other areas of education, you don’t always need an explicit language education degree. Assistant Teacher Child Care Administrator Early Childhood Education Early Childhood Teacher Family Child Care Foundations of Teacher Education Infant and Toddler Teacher Aide https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614803202468-7WS957E1MT7VGW0WU4JM/lac-courte-oreilles-ojibwe-community-college Post-Secondary Programs - Lac Courte Oreilles Ojibwe Community College Hayward [Northern Wisconsin] Ojibwe Language Specialized Certificate - 19 credit certificate Student learning focuses primarily on use of the Ojibwe language and the incorporation of Ojibwe culture and traditional activities through the language. Topics that are covered in this certificate program include the importance of language as a means of cultural expression, communication, and revitalization Native American Studies - Associate’s Degree Early Childhood Education (emphasis on Ojibwe) Certificate and associate degree options https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614802788037-FXWYJAGRHE1X3BP470D8/madison-college Post-Secondary Programs - Madison College Madison [South-Central Wisconsin] Spanish and French Language Proficiency Certificates Early Childhood Education Infant & Toddler-Bilingual (Spanish/English) Education Transfer Path “Though not itself a teacher-certification program, the Education Pre-major is for students intending to teach at the K-12 level after completing their bachelor’s degree at a four-year institution.” Madison College has transfer agreements with four-year universities to allow students to easily continue their studies. See interview with Kevin Foley and Enoch Melgarejo https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614802059804-RZCVZDR5VQ3OPFEQRX89/milwaukee-area-technical-college Post-Secondary Programs - Milwaukee Area Technical College Milwaukee [Southeast Wisconsin] The West Allis campus offers bilingual “modes” to the following programs: Childcare Services Diploma Preschool Certificate Early Childhood Education Degree “You can earn the Child Care Services technical diploma and Preschool certificate on the way to completing this associate degree.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614801151551-JKGNH5N3D19NV9ROA6RW/northcentral-technical-college Post-Secondary Programs - Northcentral Technical College Wausau [North-Central Wisconsin] Sign Language Interpreting In Education (Certificate) Sign Language Interpreting in Education (Associates) See additional education programs https://www.teachlangwisconsin.com/arcadia daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618344571034-NM6PC1689S4L6HRBR8FH/arcadia-school-district-logo Arcadia - English Learner Services Landing Page Foundations of Academic Spanish “This class is taught using Spanish and is intended for Spanish-speaking students who have gaps in their Spanish language literacy skills (reading and writing). Students will use their listening and speaking skills to communicate in Spanish and to develop reading strategies in order to understand a variety of texts in Spanish. Students also will produce simple forms of writing in Spanish, apply increasing knowledge of grammatical structures, and expand their academic vocabulary.” Spanish IV/Spanish for the Heritage Speaker “This course is designed for the student who wishes to continue his or her study of Spanish at the university level, or anticipates the “on the job” usefulness of fluency in Spanish. Communication is expected to be completely in Spanish. This class focuses on examining literature from various Latin American countries. Each student will be expected to participate in literature analysis and academic debates in the target language. They will be asked to produce and defend opinions on various cross-disciplinary content. In this class, students will work to perfect and refine formal paragraph writing and move to writing a paper with academic level Spanish. At this level, students will master formal verb tenses and be able to correctly use Spanish in an academic setting.” Heritage Spanish is also offered at the 8th grade level. https://www.teachlangwisconsin.com/verona daily 0.75 2021-08-12 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618348590985-TON8DKWQEBZO2V4UZGF4/verona-area-school-district-logo Verona - Bilingual Programs & Instructional Equity Spanish Two-Way Immersion This program is offered at Glacier Edge and Sugar Creek Elementary Schools and Badger Ridge Middle School. “Two-Way Immersion (TWI) is a model of bilingual education in which children spend half of their school day learning academic content in Spanish and the other half in English to develop academic skills, language proficiency in both languages, and cross-cultural competence. The linguistic make-up of TWI classrooms consists of approximately 50% students from Spanish-speaking homes and 50% students from English-speaking homes (including homes in which a language other than Spanish is spoken).” TWI is interchangeable for DLI. See the website (elementary, middle) for more. Seal of Biliteracy Verona is one of three districts in Wisconsin to offer this program. The requirements are the same as they are in MMSD. Learn More Less-Commonly-Taught Languages Offered at VAHS VAHS offers Chinese and ASL https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618348523008-E5L3ZHRZ8BU473LFO30Y/verona-area-international-school-logo Verona - Verona Area International School (VAIS) “Verona Area International School (VAIS), founded in 2010, is a tuition-free K-5 Chinese immersion public school option in the Verona Area School District. We follow a 50-50 instructional model, where students learn half-days in Chinese-Mandarin and half-days in English.” See the website for more. Click here to learn more about VAIS and other Chinese language schools in the Madison area. https://www.teachlangwisconsin.com/milwaukee daily 0.75 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618400238063-F0PDWXUOTUTRAPF5K6UL/milwaukee-french-immersion-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618400271771-N8071EGQSQN27AX39URD/milwaukee-spanish-immersion-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618436034541-U37VJ809S1SY2VEJN0I0/riverwest-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618399874360-MROPJO8ZZDECCROD9A2J/international-newcomer-center-logo.png Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618400862741-YDVMF5M7US4N0YUMMJ00/allen-field-elementary Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618400361184-8M6CB5KDLFOOPY06S6LK/milwaukee-school-of-languages Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618400626130-17DLYJSB48CDTPVY2RQB/ALBA-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618401270622-B3CJPGJ3X9GR9C3YPWPW/audubon-technology Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618401403438-B5LLST8JE5RVPC0STDXK/doerfler-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618401981047-BCGABODXS8PGZIH46GAO/forest-home-avenue-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618402415543-A7EV40Z7IU4TC7LESWFQ/la-escuela-fratney Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618402971570-1C1FW5RXCK6EXTBSAJ5J/hayes-bilingual-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618402861328-3GLYE6Q2EPSRF449V0H8/greenfield-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618403641683-3BRGND1M86T5B6WO3IH3/lincoln-elementary Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618403229689-RUU37I68I0IZT7BAXBGZ/kagel-elementary-school.jpg Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618403988852-3H940WS26BGOTOV1E8JX/lincoln-center Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618404219335-TBKC40CXWZQCEGXMY7AM/longfellow-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618404349763-T095FSM4Q7B6RDVEQGSC/mitchell-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618405365948-PN1WL22DAVLEARCQEHO0/mps-logo Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618406446031-DUB7T6VLLQXDJVHLQH8W/south-division-hs Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618406300593-P2OV5APQAKOCX0HY3VCN/riverside-high-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618978619183-QH7JOKY15DZ29TJCDIKV/pulaski-high-school Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618407646489-HMG8XHGWTWI4SGPIYB31/mps-logo Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618977989628-HVWSVB0PGPIXUFK460BD/la-causa-charter Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618415934110-Q90P676UTTO6GH5ODGAO/B5JHOD3d.jpg Milwaukee https://www.teachlangwisconsin.com/glossary daily 0.75 2021-12-15 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081670670-HP64EZBHO0POGEB3SFXI/wida Glossary - World- Class Instructional Design and Assessment “We offer a comprehensive, research-based system of language standards, assessments, professional learning and educator assistance. WIDA’s trusted resources are used by 42 domestic states and territories and approximately 500 international schools throughout the world.” WIDA is affiliated with the WCER, the Wisconsin Center for Education Research. Nowadays, WIDA goes solely by the acronym. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081697594-LHPCSJK1THKXG6231YH1/waflt Glossary - Wisconsin Association For Language Teachers “WAFLT has been serving Wisconsin teachers since 1913 and is one of the largest state language associations in the country. Over 1700 teachers from Wisconsin and its neighboring states attended the annual conference in Appleton.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081686699-WTQ9PHCSIHVKXXGQT04I/dli Glossary - Dual Language Immersion “A program in which the language goals are full bilingualism and biliteracy in English and a partner language, students study language arts and other academic content (math, science, social studies, arts) in both languages over the course of the program, the partner language is used for at least 50% of instruction at all grades, and the program lasts at least 5 years (preferably K-12). Throughout the U.S., it is frequently used synonymously with two-way immersion (TWI).” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081632101-D75VEWY6VH43QZU4WJ9Q/limited-english-proficient Glossary - Limited English Proficient An antiquated term used in the 80’s to describe what today most call ELLs or ELs, English (Language) Learners. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081880557-JFR7WMKEF98VYRQ8AASE/l2 Glossary - Language 2 Language(s) and individual is not a native speaker of (acquired later in life). Learning a L2 typically involves a more effortful/conscious effort. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081866120-9O840W1XTNBE5044Z2LU/l1 Glossary - Language 1 Language(s) and individual is a native speaker of. One can have more than one L1. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081797101-GV0ZVG631WU15Y1IN11H/fles Glossary - Foreign Language Early Start Formerly Foreign Language Elementary School, the ES has shifted to meaning ‘early start’ to include those learning a new language for the first time at an older age. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081778056-FA2TN9TIDAAG9BB4OQFS/wiabe Glossary - Wisconsin Association for Bilingual Education “The Wisconsin Association for Bilingual Education (WIABE) is the largest organization of bilingual educators, parents, students, researchers and allies in the state of Wisconsin. Our organization is keenly focused on statewide advocacy, professional development and member engagement.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081987674-W1YA0WAJPC1A3AUSGBEI/witesol Glossary - Wisconsin Teachers of English to Speakers of Other Languages “WITESOL is the professional organization for Wisconsin Teachers of English to Speakers of Other Languages. As an affiliate of TESOL International and an associate of IATEFL, we provide professional development opportunities and a network for educators of English Learners and multilingual students of all levels and ages around the state of Wisconsin.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081965874-11PBKJS0RKER6YDRE97I/wcer Glossary - Wisconsin Center for Education Research WCER is housed at UW-Madison and as the name implies, is the home to education-related research. Within WCER is WIDA, the global assessment and instructional standards group. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081918926-8YDOK8RKHSGMZNNQSLB0/esl Glossary - English Second Language This usually refers to a course or type of support students receive (e.g. I was in ESL in elementary school or the ESL teacher). Some suggest other terms as this doesn’t reflect students who are learning English as a third, fourth, etc. language. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615081905315-PB3U5SFZYXSE7KHB1NKV/actfl Glossary - American Council on the Teaching of Foreign Languages The largest national organization uniting language educators. They are known for their national conferences, proficiency levels, and related proficiency tests required by most states for language teacher certification. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615083142386-Z8JQPEGGK8BP7I84CK7V/sla Glossary - Second Language Acquisition The name spells it out pretty well! This is a broad term and does not only refer to English. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615082150915-YIPZOOEJ692R2SOXTAN0/ell%2Fel Glossary - English Language Learner/ English Learner These terms are seen by some as more inclusive than ESL because they don’t specify English as the second language. ELL and EL are used interchangeably, but EL is probably more common. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615083158582-9PV4S19V6YGZAEAB7Q14/nabe Glossary - National Association for Bilingual Education “Since 1975, the National Association for Bilingual Education (NABE) has been a non-profit membership organization that works to advocate for educational equity and excellence for bilingual/multilingual students in a global society.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615083441810-ZRRJBGPFGOMN7U5120UA/CI Glossary - Comprehensible Input “Comprehensible input is language input that can be understood by listeners despite them not understanding all the words and structures in it. It is described as one level above that of the learners if it can only just be understood. According to Krashen's theory of language acquisition, giving learners this kind of input helps them acquire language naturally, rather than learn it consciously.” The main distinction is it often rejects textbooks, explicit grammar, and vocabulary lists. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619016147629-YK37UOT8K31Q6YAL2OX4/BIPOC Glossary - Black, Indigenous, (and) People of Color This is a term often used as an umbrella to refer to non-white-identifying students. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619016024891-VKP2GSVSGV9WQQBY82OA/PWI Glossary - Predominately White Institution This usually refers to colleges/universities where at least 50% of students identify as white. UW-Madison is an example of a PWI. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615083458146-NTMMF38LRVVHDSQ186HH/EB Glossary - Emergent Bilingual This is a newer term that focuses on the asset of someone’s language abilities rather than just what they lack (such as ESL focusing on their lack of English rather than abilities in other languages). This is not as commonly used. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619015511637-U31HU1TF3UQ721B2PJA4/IEP Glossary - Individualized Education Program This is a special plan for students who fall into one of the 13 disability categories under the Individuals with Disabilities Education Act (IDEA). This is distinct from a 504 plan that refers to accomodations not necessarily linked to a diagnosed disability. https://www.teachlangwisconsin.com/bookshelf daily 0.75 2021-05-15 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618888406309-HXQJ1GMOBVB592BFMH19/bilingual-immersion-programming-and-methods-books Bookshelf - Bilingual/Immersion Programming & Methods Books Why Dual-Language Schooling Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students ‘Bilingual Education: An Introductory Reader Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning Dual Language Education: Teaching and Leading in Two Languages Biliteracy From the Start: Literacy Squared in Action Rethinking Bilingual Education: Welcoming Home Languages in Our Classrooms **Wisconsin Perspectives!! Foundations of Bilingual Education and Bilingualism The Translanguaging Classroom: Leveraging Student Bilingualism for Learning Dual Language Education Program Design and Implementation Dual Language Instruction from A to Z: Practical Guidance for Teachers and Administrators Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners 7 Steps to Success in Dual Language Immersion: A Brief Guide for Teachers and Administrators Dual Language Essentials for Teachers and Administrators The Teaching of Reading in Spanish to the Bilingual Student: La Enseñanza de la Lectura en Español Para El Estudiante Bilingüe Struggling Learners and Language Immersion Education: Research-Based, Practitioner-Informed Responses to Educators’ Top Questions Spanish Language Pedagogy for Biliteracy Programs An Educator's Guide to Dual Language Instruction Teaching for Biliteracy: Strengthening Bridges Between Languages Teaching in Two Languages: A Guide for K–12 Bilingual Educators Bilingual Language Development and Disorders in Spanish-English Speakers https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618888586022-C3P4J0HBKZRQXK970AQK/spanish-education-books Bookshelf - Spanish Education Books El libro de estrategias de lectura: Guía completa para formar lectores hábiles ¡Toma la palabra! The Teaching of Reading in Spanish to the Bilingual Student: La Enseñanza de la Lectura en Español Para El Estudiante Bilingüe Spanish Language Pedagogy for Biliteracy Programs La Palabra Justa: An English-Spanish / Español-Inglés Glossary of Academic Vocabulary for Bilingual Teaching & Learning Bilingual Language Development and Disorders in Spanish-English Speakers Bilingual Language Acquisition: Spanish and English in the First Six Years https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618888685865-X0L7W7E22WMB9T5QNYZC/additional-language-education-books Bookshelf - Additional Language Education Books Essential Linguistics, Second Edition: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students Educating Emergent Bilinguals: Policies, Programs, and Practices for English Learners America the Bilingual https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618888956261-8ZQ82PSSF438NX1JG9EK/wisonsin-related-books Bookshelf - Wisconsin-Related Books People of Wisconsin Series These short readers are great ways to get an overview of different ethnic/linguistic groups in the state. Available at libraries and for purchase locally! Wisconsin Indians Indian Nations of Wisconsin: Histories of Endurance and Renewal Native People of Wisconsin (geared towards elementary students) Swedes in Wisconsin Welsh in Wisconsin Mexicans in Wisconsin Irish in Wisconsin Danes in Wisconsin Finns in Wisconsin Swiss in Wisconsin Poles in Wisconsin Jews in Wisconsin Norwegians in wisconsin Germans in Wisconsin Hmong in Wisconsin Somos Latinas: Voices of Wisconsin Latina Activists Wisconsin Talk: Linguistic Diversity in the Badger State *many other books are mentioned and linked on history/interview pages! https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618893344399-IZ8LIA0ZKIAWAE3JHPHA/additional-readings-and-resources Bookshelf - Additional Readings and Resources (books and articles that didn’t have a home anywhere else!) WIABE Action Coalition - Updated Final Version World Language Resources Wisconsin Language Roadmap What Are The Key Elements To Successful Chinese Dual Language Programs? https://www.teachlangwisconsin.com/careers-and-licensing daily 0.75 2021-08-12 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617717217528-4TWZDN9YZH0NSVP5GZZM/licensure-age-grade-ranges Careers and Licensing - Licensure Age/Grade Ranges Note: the MC-EA will soon include K-9 rather than 1-8. Source: https://dpi.wi.gov/sites/default/files/imce/tepdl/pdf/Intro-Pathways-Handout.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614649294760-DLQV98BW31VQI1BHTZ6C/speech-language-pathologist-bilingual Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614651000217-5250I50R0DLSGA30PQXX/bilingual-dli-education Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618423789429-5THZ1TSPBGO9CQINOGYS/heritage-language-education Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614650683850-B56X5WNWMKL97NE3OOUQ/district-technology Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614650547024-BUTWTXONMF31MLH4PFJA/Special-Education-music-class.jpg Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614650467370-RYHKIFPAK65W8A7KPLVJ/special-education-language Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614651679020-2U4D1FM5754GEVS9GBW6/library-media-specialist Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618423637343-X2YYWFSMU275SBL08VQF/school-nurse Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614651263268-PM4JC1531LCZF099Z0CR/reading-literacy-specialist Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614652079035-2IVF1Y4CA3FCW3H19MDC/k-12-world-language Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614651726622-VSOF2PL4I0084KS8HYJ7/adult-education Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617681734247-7K8MZOHSIU0IGGGO90AZ/english-second-language Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617685396561-K3XJYH9E3DQMRPS9NGLG/bilingual-resource-specialist Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617685106519-BYER3HXMZCAVE5G5JP26/substitute-teacher Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617685483543-96A6SPXJ6KC772BEXG9G/out-of-school-program-leader Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618424179273-46Q7AD6KW8Q2NQSGUNG2/school-counselor-social-worker Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618424068696-CQVVWH44QEDQ1WD6PDVW/camp-counselor Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617684813628-RB5TZRKJVUI3REY9VW5J/administrators Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617711895595-XEN0TRKA9GVHFAWQJCPT/early-childhood-education Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618424133155-7DJO6WFAHA4LB5VKPPH8/administrative-assistant Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617713607458-KAYM0AUL63I82EYFEO8O/bilingual-aide-paraprofessional Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617712149363-YKNQ60MYS0TM9TQ0VX50/online-language-educator Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617712713914-WCU4METNQ7NMXRCU2WU3/professor Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617712776686-X6X0A8OLRXKIGCIFFJLR/education-policy-maker-researcher Careers and Licensing https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617720495314-KB0CFU7QKLEJN4IAOTJ8/Sign_language_interpreter.jpg Careers and Licensing - Interpreter Interpreters often work alongside one or a few students to typically provide ASL (American Sign Language) interpretation. This is another area of very high need, and there are colleges in Wisconsin that provide ASL/interpretation degrees (see the college page!). Licensing Requirements https://www.teachlangwisconsin.com/madison daily 0.75 2021-08-12 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614655867092-556ZHUA68R4KN9RTNOOT/hmongbilingual Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614655019148-TOPUERMO4MPLBJ82V87O/spanishdli Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614655283373-H18IKZACPI79PWRBZXUH/spanishlibrarybooks Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614658177982-32PA9ON9ZHKLPIWDFPFI/facilitatedlanguagestudy Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614659933724-PTDFAO8CRKI0O2F1WJC1/hmongnewspaper.jpg Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614659973630-ONOL3VZGP5MPCKTQWUCI/papelpicado Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614660114690-WH0Z68EMX9MAWHHAO4ZB/sealofbiliteracy Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614657215879-0HSKCH6CXGOWY2U6133S/languagehouses Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614657521126-46U1GRV79705BBCTOVX0/russianflagship Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618345288515-9UM6CF51BJS2QLTSS1AQ/germanschoolofmadison Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614658517706-NFYS0ZI0033JYI0J9WYG/midrashahebrewhighschool Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614658265510-NJ3E7WGB1XJTDQ9HGHTP/creandolanguages Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618345418330-T175R9BSYHWZN4DMU5R6/madinah-academy-of-madison Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1614659059174-PAVBPRQB7TZDCB42MWFQ/madisonchineselanguageschools Madison https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618345369918-1GH417XUJCPC0VV4GO31/madisonrussianschool Madison https://www.teachlangwisconsin.com/racine daily 0.75 2021-04-13 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618347223512-FBD9JTS0KDUHMRY7FHAJ/racine-unified-school-district-logo Racine Dual Language Immersion “RUSD Dual Language Program begins in 4k and students have the opportunity to continue through 8th grade. In RUSD we follow a 90/10 content language allocation model. Students receive 90% of instruction in the first two years in Spanish and 10% in English. Over the course of the elementary grades, the percentage of instruction in Spanish decreases, while the percentage of English gradually increases. Instructional time in each language reaches a 50/50 ration in 5ht grade. English and Spanish is divided evenly in all core academic content areas. This model ensures bilingual and biliteracy development for all students. Elementary Schools That Offer Dual Language Program Dr. Jones Fratt Janes S.C. Johnson Julian Thomas Mitchell Elementary Bull Early Education Center Wadewitz Students who wish to continue in the dual language program in middle school attend either Mitchell School, Jerstad-Agerholm School, or Starbuck IB Middle School.” *A bilingual program is offered in high school for EL students. Learn more. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618347404272-J57M2NW7QP69ONDWYPNL/racine-case-hs Racine - Education Academy Pathways “Students interested in careers at the elementary, middle, or high schools will find many opportunities to help students learn and grow. The Elementary and Secondary Education Pathway will lead students through coursework and activities resulting in experiences in elementary and middle schools, transferable post‐secondary education credit, the opportunity to continue the Pathway at Gateway Technical College, and an Intro to Para-educator Careers work ready Certificate from Gateway Technical College. Careers across education will be explored including: teachers, administrators, social workers, counselors, and others that help our students to success.” Offered at all three high schools. Learn more about the Racine Case program. https://www.teachlangwisconsin.com/digitalconnections daily 0.75 2023-03-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618430062614-QJPD706RSLRAKNHOF5QD/general-language-education-faebook-groups Digital Connections - General Language Education Facebook Groups (not specific to a particular language) World Language Teacher Lounge Transformation Through Acquisition Driven Instruction Elementary CI/TPRS Growing With CI Tech for World Language Teachers Teaching for Intercultural Competence CI Liftoff Cultivating Curiosity in the World Language Classroom Language With the Five Senses WL Teachers https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618429833272-5DT18S59VAU0DM12V5FJ/bilingual-education-facebook-groups Digital Connections - Bilingual Education Facebook Groups Bilingual Education Research SIG AERA Instructional Coaching in Dual Language/ESL Programs Bilingual Teachers/Dual Language Study Club National Association for Bilingual Education Dual Language Learning Resources for Teachers, Parent, and Students Bilingual Teacher Group Kinder Bilingual/Dual Teachers (KB CLUB) Bilingual Educators Lounge (#BEVS) Secondary Dual Language / Immersion Teachers The Language & Literacy Collaborative Community for teaching Bi(Literacy) Bilingual Teacher Language Partners Spanish Immersion & Dual Language Teachers Bilingual Teachers/Dual Language K-12 Bilingual and ESL Teachers Bilingual Education: Resources, Approaches, Materials, Opportunities Y Más Dual Language Teachers Support Group CABE Bilingual Resources | Recursos Bilingües | Tài liệu tham khảo https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618430360242-XAGT0ZJ3ZNREW5I664G3/other-language-education-facebook-groups Digital Connections - Other Language + Education Facebook Groups Spanish 1 Teachers Teachers of Spanish - Elementary School Units of Study en Español TCRWP Spanish & Bilingual Children's Book Exchange | Intercambio de Libros Entre Dos - Raising Bilingual Kids Together Language Kids Fun for Spanish Teachers Incorporating Afro-Latino Culture in Spanish Classrooms Free Resources for English Teachers TEFL, TESOL & English Teachers: Resources & Jobs Resources for ESL/EFL teachers Spanish Conversation Club / Club de conversación en español Bilingual / Multilingual Kids & Families Bilingual/Multilingual Families in the US Raising Bilingual/Multilingual Children Language Exchange Safe for Women Raising Bilingual Kids in Spanish Wisconsin Librarians and Teachers Supporting Act 31 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618889655447-1DGCCYHDAX7LHFTPXD6J/twitter-accounts Digital Connections - Twitter We Teach Languages Lead With Languages CSCTFL Concordia Language Villages AERA Bilingual Education Research Special Interest Group AERA Second Language Research Special Interest Group Stephanie Madison Stacey Margarita Johnson EL Magazine Mis Clases Locas Martina Bex Hastags #langchat #heritagelang #ACTFL https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618431795204-4P52XE9JW3JVX04WEICY/channels-youtube Digital Connections - YouTube Channels to Subscribe To Fun for Spanish Teachers Profe Valentina Kaitlin Leppert (Wisconsin teacher + interviewee!) Sarah Breckley (a Wisconsin teacher!) Ms. Debi Señor Jordan Green Card Voices Dual Language Schools Colorín Colorado Language Collaboratory https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618437044780-DGUUEW3W8XO49IDY4I80/educators-instagram Digital Connections - Educator and Language-Related Instagram Accounts https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618432466634-UYEZMXML8NEQS02CC450/podcasts Digital Connections - Podcasts to Listen to Preaching to Aquire (a Wisconsin teacher + interviewee!) Empowered Teaching Entre Dos Biliteracy Now Bilingual Parenting Adventures in ESL The Motivated Classroom Inspired Proficiency Nice White Parents All Things ESL We Teach Language https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618433341655-YRM68W5HWJ1YBUDOJ856/blogs-and-individual-teachers Digital Connections - Blogs and Individual Teacher Websites Fun For Spanish Teachers Srta. Spanish Mis Clases Locas Profe Sierra The Engaged Spanish Classroom La Secundaria La Maestra Loca Profe Valentina Preaching to Acquire That Spanish Teacher The Woke Spanish Teacher Bilinguitos Brinca Into Bilingual Jorga’s Dual Language Classroom Bilingual Diaries Biliteracy Now Growing Global Citizens (a Wisconsin teacher + interviewee!) Sra. Cruz Spanish Mrs. Cabello https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618433366422-HUCVQX0BCLV6GMFUKNM3/professional-groups-and-resources Digital Connections - Professional Groups and Resource Websites Dual Language Schools WIDA Wisconsin Bilingual Marketplace Comprehensible Classroom WAFLT Wisconsin Teachers of Local Cultures Chinese Teaching Forum @ Madison Chalk Academy (Mandarin Chinese and Korean teaching resources) Central States Conference on the Teaching of Foreign Languages WAFLT Language Associations Wisconsin Network for Early Language Learning Immigrant Journeys from South of the Border Multilingual Reach Wisconsin Association of Colleges for Teacher Education CCWT Webinars The Center for Advanced Research on Language Acquisition (CARLA) TESOL International WITESOL NABE WIABE CESAs https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618433620058-Y5SBV8UJX16MGQ6HTSIT/professional-development Digital Connections - Professional Development Opportunities These opportunities are not just for practicing teachers! Many conferences will be more than happy to allow pre-service teachers to attend (you may even be able to get a reduced rate!). CSCTFL (Central States Conference on the Teaching of Foreign Languages) March ACTFL (American Council on the Teaching of Foreign Languages) Annual Convention and World Languages Expo Novemember WAFLT (Wisconsin Association for Language Teachers) Summer Institute August WAFLT Fall Conference November Accepts proposals WITESOL Fall Conference November 5-6th Accepts proposals FREE WAFLT (Wisconsin Association for Language Teachers) Virtual Power Hours Informal monthly chats with other language teachers in Wisconsin FLESFEST (hosted by Wisconsin Network for Early Language Learning) Late February Free + Online in 2021, not sure going forward https://www.teachlangwisconsin.com/lawsandrights daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1615746950150-6GH9UOVLU8PAQPULOM4B/Bennett+Law+Opposition.png Laws and Rights https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619011269077-C28RKRXNXMSNDWZ5219V/600px-ESEAJohnson-1.jpg Laws and Rights https://www.teachlangwisconsin.com/eauclaire daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618338602126-AVNQJZOBDRFMZMQ6IU55/Eau-claire-area-school-district-logo Eau Claire - English Learner Landing Page // About 400 students in the district are classified as ELs Less-Commonly-Offered Languages In addition to French, German, and Spanish, ASL and Japanese are also offered. Dual Language Immersion ECASD wrapped up their first year of DLI last school year. Programming currently goes up to 5th grade, with aspirations to extend it further in coming years. Listen to my interview with Brianna Smit to learn more! Landing Page Program Flyer Summary of Program’s First Year Information Videos: Spanish // English https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618339823734-9UDGKYW18BQYNTC7RTI3/eau-claire-high-school Eau Claire Language and Culture Clubs In addition to the perhaps more common Spanish, French, and German clubs, both high schools offer Japanese, North offers Hmong, and Memorial offers ASL and Native American clubs. Culturally-Relevant Courses Eau Claire high schools offer language and culture courses that are fairly unique compared to other high schools. Since these courses are less common, there is additional work required by the teachers and district to create content and make them available. But, allowing students to see their backgrounds and interests reflected in course material is a big step towards creating a school environment that doesn’t just accept, but embraces and celebrates differences. World Cuisines World Studies The Vietnam War Hmong History and Culture https://www.teachlangwisconsin.com/mohegan/munsee/lenape daily 0.75 2023-12-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616909317397-46AS2Z1VGW6SCDJDUTH7/stockbridge-munsee-map Mohegan/Munsee/Lenape - These languages fall under the Algonquian family, and are/were spoken by the Stockbridge-Munsee as well as the Brothertown Indians (a non-officially-recognized tribe). Both have populations between 1,000-1,500. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616914845000-SUPO1LX5E9TQ81FX3BFN/brothertown Mohegan/Munsee/Lenape - Language Revitalization Efforts The Stockbridge-Munsee are currently working on a dictionary. They also have language revitalization classes: “The purpose of the Language Program is to preserve and protect the languages of the Stockbridge Munsee Community. We are unique in the fact that we have two recognized languages, Mohican and Munsee. We do this through extensive research and guidance of language scholars and those in the community who have knowledge of the language.” They publish video recordings of each of their lessons. https://www.mohican.com/our-language/ “Although [Brothertown] languages are no longer spoken natively among the Brothertown Indian people, the tribe is beginning to work together with the Mohegan tribe on reviving the Mohegan language.” Mohegan Dictionary Mohegan Language Restoration Project “Fidelia Fielding, the last fluent speaker of the Mohegan language, died in 1908. At that time, many Mohegans had stopped teaching the language to their children, for fear of retribution by teachers in local schools. An extensive project has long been underway to restore the Mohegan language and teach it to Tribal members, especially the young generation, so that they may carry it forward.” Image credit: https://www.wpr.org/author-shares-story-wisconsins-unrecognized-indian-nation https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616911016638-CRBFDJXNH7R8J94COTRP/Stockbridge-Munsee-Band-of-Mohican-Indians.png Mohegan/Munsee/Lenape - Stockbridge-Munsee “The Stockbridge-Munsee Band of Mohican Indians is descended from a group of Mohicans (variously known as Mahikan, Housatonic and River Indians; the ancestral name Muh-he-con-ne-ok means “people of the waters that are never still”) and a band of the Delaware Indians known as the Munsee.” “The Mahican's first contact with Europeans occurred in 1609, when Henry Hudson sailed up the river that now bears his name. The Dutch built a trading post nearby in 1614. From that point onward, Native people exchanged furs and agricultural surplus for metal tools, beads, and other trade goods.” “In 1734, the first missionary arrived among the Mahican. In the years following, the Reverend John Sergeant and the Mahican founded a mission village called Stockbridge which included a school. During the next several years, they were joined by a number of English families in an experimental Native-White community. Lessons and religious services were held in the Mahican language. Town lands were allotted to each family, who adapted to English-style agricultural life but still sent out hunting parties and practiced other aspects of traditional life.” They tended to side with the U.S., but that resulted in a lot of deaths. “Although the land treaties with the Stockbridge, Brothertown, and Oneida were disputed by the Menominee and Ho-Chunk, the Stockbridge in Indiana and New York began moving to Wisconsin, settling along the Fox River near present-day Kaukauna. A Christian mission was established there in 1825.” “The Stockbridge-Munsee moved to their new home on Lake Winnebago between 1832 and 1834. Since soils were poor on their new lands, many Stockbridge depended on the sale of timber from their lands.” They had some hard economic times in the early 1900s, but they got back on their feet, and in 1937 gained tribal status. “New difficulties in urban centers after World War II (in which many Mohican men enlisted) were followed by activism of the 1960s and 1970s. With the arrival of gaming in the 1980s, the Stockbridge-Munsee community started to feel economic benefits.” Image Source: https://dpi.wi.gov/amind/tribalnationswi/mohican https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616914131291-V85F12S2M8M50OIN3SE5/stockbridge-munsee-social-structure Mohegan/Munsee/Lenape - Social Structure — Stockbridge-Munsee “The Mahican were originally matrilineal -- that is, they traced their family descent through their mother's family. There were three matrilineal clans (groups of people who considered themselves related through their mother's families and were identified by mythic descent from a totemic animal): Bear, Wolf, and Turtle. Leadership positions were usually held by men but also tended to follow through the female line. Some families and those they descended from were considered more important than others. Each clan had a chief. Tribal leaders, called sachems, were often chosen from these leading families. Sachems were seen as having authority over particular territories and guided the people in decision-making. Important men such as sachems occasionally had more than one wife. Between different villages, trading and other cooperative relationships existed, and furs, shell beads, food stuffs, and other resources could be spread over wider areas. Trading also existed across wider areas to adjacent tribes.” Image source: https://www.mohican.com/library-photo-gallery/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616911271563-9Q9DEJZQAL0MUP9Y7RS5/brothertown-seal-logo Mohegan/Munsee/Lenape - Brothertown Their parent tribes are all Algonquian. They fought against the British in the Revolutionary War. They arrived in Wisconsin in 1832 along with the Stockbridge-Munsee and Oneida who they were close partners with. They were primarily situated in Connecticut, but moved in and out of New York/Massachusetts. They were initially prosperous upon arrival in Wisconsin, but the allotment period quickly changed that, and poor logging practices didn’t help the matter. Their boarding school situation in many cases was manageable, students being afforded more freedom/perks so long as they “stood in line.” The literacy skills they gained while there was seen as a benefit to be able to stand up to the government. They still do not have federal recognition. Image Source: http://brothertownindians.org/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616913041183-5E9WI0533WSGJW10VBTD/Electa-Quinney.png Mohegan/Munsee/Lenape - Electa Quinney “Wisconsin’s first public schoolteacher was Electa Quinney, a member of the Stockbridge-Munsee band of Mohicans. Quinney had come to Wisconsin in the massive Indian removal from New York in 1827. She wanted to teach the children of the Stockbridge-Munsee settlement around Kaukauna. In 1828, she opened the first school in the state that did not charge an enrollment fee. The school gave poor families who could not afford to pay for schooling their children a free education.” Image source: https://diversity.wisc.edu/2020/01/electa-quinney-wisconsins-first-public-school-teacher/ https://www.teachlangwisconsin.com/indian-community-school-of-milwaukee daily 0.75 2021-05-01 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618235460608-ZUOOML1RYUOB3ABOXI7K/indian-community-school-logo Indian Community School of Milwaukee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618340561886-U0VYF78MOK9X5NDYUMK8/indian-community-school-interior Indian Community School of Milwaukee - History “The ICS started in the homes of three Oneida women in Milwaukee in 1969 who felt that Milwaukee Public Schools were not doing right by their kids. The school moved twice into more official homes before closing in 1983 because it was “struggling financially,” according to an official timeline. In 1986, with the school closed but its board still active, it purchased land at 16th and Canal streets in the Menomonee Valley. The next year the school reopened on the former campus of Concordia College on Milwaukee’s West Side, and three years later, after approaching several tribes, it inked a deal with the Forest County Potawatomi transferring the Valley land – now the site of Potawatomi Hotel & Casino – and the old Concordia campus to the tribe. The ICS operated on a lease from the Potawatomi until it moved onto its Franklin campus in 2007. All of this came amid the growth of Indian gaming around the country as the result of the federal Indian Gaming Regulatory Act in 1988. The lease provided the school with millions of dollars of casino money each year, and allowed it to build not only the Franklin school, but also create an endowment now in the neighborhood of $500 million. “We invested the money very well, and that is what has allowed the school to be set into perpetuity,” says Marks.” Image Credit: Lacy Landre, Milwaukee Mag https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619831544479-LSU3MEVH8W1PX3AG6IN6/indian-community-school-interior2 Indian Community School of Milwaukee - Languages Students “…take Native languages each day – committing as kindergartners to either Oneida, Menominee or Ojibwe instruction. The school is also in discussion with the Ho-Chunk to add daily instruction in that language, too.” Image Credit: Lacy Landre, Milwaukee Mag https://www.teachlangwisconsin.com/menasha daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618349627099-BAJBT97VDP0ECH9UNGU4/menasha-joint-school-district Menasha - English Learners Dual Language Immersion The dual language program is housed in its own school, Banta Elementary, after many years at Gegan Elementary. The program continues in middle and high school, students taking certain subjects in Spanish and certain subjects in English. Banta partners with UW-Oshkosh via Project Estrella to connect with pre-service teachers. Listen to the interview with Liz LaNou to learn more! Learn More Dual Language Flyer Less-Commonly-Taught Languages Japanese is I-V is offered at the high school. “Students can choose to take this course in conjunction with UW-Oshkosh to earn college credit through the CAPP program (Cooperative Academic Partnership Program).” https://www.teachlangwisconsin.com/green-bay daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618365464590-IZQN6BX503JRIVORK8YV/green-bay-area-public-school-district-logo Green Bay - English Learners Dual Language Program “This program is offered at Baird, Jackson, and Wilder Elementary Schools; and at Edison and Franklin Middle Schools. The District’s program uses the following framework for language allocation: 70% Spanish and 30% English in grades K-2 30% Spanish and 70% English in grades 3-5” In middle school students can take Latinx Culture as part of the bilingual program “This course provides students in the bilingual pathway the opportunity to gain a more robust understanding of the history and culture of the Latinx community in the United States. Students will learn how the richness of this culture comes from the historical and geographic diversity of its people. They will study current social issues impacting the Latinx community and develop the knowledge and skills to be agents of change within their communities.” Program Q&A Bilingual Head Start Dual Language Bilingual Education Listen to the interview with Maryellen Merck to learn more about her role as a bilingual reading specialist! World Language Exploration K-5 at Da Vinci School for Gifted Learners “K-5 students will have two 30 minute Spanish exploration/enrichment classes each week. These experiences are ungraded and provide students the opportunity to learn basic language while exploring the cultures where the language is spoken. Students take high school world language courses at da Vinci beginning in grade six.” School Website Course Descriptions https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618367078887-ZJVPKRAJYMK20LQ1ZYOX/franklin-middle-school-green-bay Green Bay - Unique Middle School Programming “As part of the IB Middle Years Programme at Franklin Middle School, students learn about the countries, culture and language of Spanish- or French- speaking people.” — Franklin MS Heritage Spanish “Heritage Spanish 1 is designed for students who demonstrate a high level of oral proficiency in Spanish, a basic ability to read and write in Spanish (or English reading proficiency), and would like to improve their skills in the Spanish language. Heritage Spanish 1 is based on world language standards and benchmarks while focusing on improving reading and writing in Spanish language. Students will learn context vocabulary, standardized syntax, and a better understanding of grammatical structures. Spanish culture and history is used as a contextual platform for students’ language development.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618367302039-QQKU83B25FN8USYOD38H/green-bay-preble-high-school Green Bay - Unique High School Programming Courses to explore careers in education Sign Language I-IV Italian I-II IB Program Spanish Heritage Spanish Survey of Spanish Language Literature https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618367624266-DF77TYMAM9P0UV1ZX6U9/casa-alba-melanie Green Bay - Casa ALBA Melanie Spanish GED La Escuelita Preschool Literacy Classes Learn More https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618368527499-NMUY8VDWQT0VOL3DQWDQ/grace-world-language-logo Green Bay - GRACE World Language Program “Students in kindergarten, first and second grades have Mandarin classes twice a week, along with Spanish classes three times a week. Students in kindergarten through fifth grade learn Spanish through the lens of a specific country.” Website https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618367856998-CBE6EMKUS57NCNTTJN05/literacy-green-bay Green Bay - Literacy Green Bay “Our mission is to help adults and families acquire the reading, writing, math, English language, computer, and workforce skills they need to function effectively as workers and community members.” Website History Videos https://www.teachlangwisconsin.com/menominee daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616896172826-EFERZXHZGVA06JDO8ZAV/menominee-map Menominee - Menominee is a language in the Algonquian family. The speakers and the language are both Menominee. The tribe is made up of almost 9,000 people. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618933404540-S9IDRP7UKQSEIT8R1C9Q/menominee-early-years Menominee - Early Years “Prior to the coming of the French, the Menominee settled in village sites at the mouth of the Menominee River. Their main village, called Menekaunee, was located near present-day Marinette, Wisconsin. Their lifestyle necessitated considerable mobility, with outlying camps and special purpose gathering and processing stations.” Other tribes fleeing to Wisconsin in the 1600s-1700s caused the Menominee to suffer. “In 1667, the French began to trade for furs with the Menominee. This encouraged the Menominee to abandon their large permanent villages and instead live in bands that spent spring and summer in semi-permanent villages of several hundred people. […] The Menominees retained strong ties to the French and fought alongside them during the French and Indian War.” They later switched allegiance to the British. Image Source: https://www.wisconsinhistory.org/Records/Image/IM27675 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618933508633-KUWGCG8KCFMIJNW8U6JN/Menominee-Indian-Tribe-of-Wisconsin.png Menominee - Nineteenth Century and Beyond They became involved in conflict with both the US Government and the Oneida, Brothertown, and Stockbridge-Munsee over treaties and land cessions. “The reservation era brought about new challenges and disruptions. The various Menominee bands could no longer support a seasonal, dispersed band life on their new reservation, so the band leaders chose areas on the reservation and settled there with the members of their band largely living around them.” Many were wiped out by disease in the mid 1800s, and they too experienced logging disputes with the Pine Ring. “To protect Menominee forests, Congress made a permanent provision in 1890 for the Menominee to harvest their timber under government supervision. Waste, inefficiency, and fraud marred the effort and the Menominee lost substantial revenues.” “The Menominee underwent Termination early because the federal government felt the tribe possessed the economic resources necessary to succeed without governmental supervision. On April 30, 1961, the reservation ceased to exist and became Menominee County. All tribal property and assets were held by Menominee Enterprises, Incorporated. […] Termination of the Menominee Tribe led to a drastic decline in tribal employment, increased poverty, and brought about devastating reductions in basic services and health care.” Their status was restored in 1976. Image Source: https://www.menominee-nsn.gov/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616901332181-TEU6QFSPPORBRM9V8NAW/menominee-social-structure Menominee - Social Structure “Generally speaking, the Menominee were originally organized into clans which fell into two moieties -- groups of clans -- which were named the Thunderers and the Bears. The clans were exogamous, so individuals could not marry a person of the same clan. Upon marriage, a couple usually went to live with the husband's family.” Image source: https://www.wisconsinhistory.org/Records/Image/IM55932 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616900937238-T2ATN24KIU51MTMA155L/menominee-conservation Menominee - Conservation “Today, because of the Menominee Tribes' world-famous sustained yield forest management practices, 95% of the reservation produces the finest old stands of hardwood, pine and hemlock located in the Great Lakes region. Forty-six of Wisconsin’s timber varieties grow and are harvested on the reservation by the Menominee Tribe.” Image source: https://www.inhabitantsfilm.com/menominee https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616898188309-LZX4W44CB8T1ND0L1ZSC/College-of-menominee-nation-logo Menominee - College of the Menominee Nation Created in 1994, “American Indian culture is at the heart of the College of Menominee Nation.” They offer several language courses and education degrees. See the program listing under Post-Secondary Programs Image source: http://www.menominee.edu/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616899836498-WECTLETCEZYWR1KTGDDO/menominee-casino-resort Menominee - Menominee Casino “The Menominee casino in Keshena doesn’t generate as much as some other tribes’ larger gaming operations, but it helped the Menominee start the day-care program, which now runs on grants from the federal Administration for Native Americans.” Image source: https://www.menomineecasinoresort.com/ https://www.teachlangwisconsin.com/hmong daily 0.75 2022-03-30 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616952852646-PSAZIMZO4APSA4JV4R4D/hmong-population-percent-wisconsin Hmong Even though 2-4% may not seem like much, it can still represent thousands of people. And, even if the concentration isn’t huge, the total population can be significant (such as in Milwaukee County). https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616953624252-8Q1DMMQG6WYCONVIF6RG/hmong-population-united-states Hmong - California, Minnesota, and Wisconsin are the three states with the largest concentration of Hmong people. California has a higher amount of people, while Minnesota and Wisconsin have a higher percent (concentration). The third most common language spoken in Wisconsin (after English and Spanish) is Hmong, and it is the only state that is true for. See More: https://www.businessinsider.com/what-is-the-most-common-language-in-every-state-map-2019-6 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619062113506-XBJEI273953ROCXZF7CB/asian-population-wisconsin Hmong https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616954272595-HVQ45KICFCJYKGDX4241/hmong-population-numbers Hmong These are words https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616952613746-ONA0G4ASI17ZVIT4BJAI/hmong-map-wisconsin-cities Hmong - The areas with the largest Hmong populations are shown at right. The Wausau/Eau Claire area is especially known for the presence of Hmong residents. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/6ced9f21-3c09-4544-9395-5dddad206b8d/HAPA_World+Peace+Video.png Hmong - Make it stand out Click the image above to view another HAPA video! (Direct Link: https://www.youtube.com/watch?v=DeKpuu5Xzoo) https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618940559609-O7OLNFC2UDYFYBSQGMBX/hmong-regions-map Hmong - Origin The Hmong people do not have their own nation. They are an ethnic group that is said to have originated near the Yellow River in China. For many years, they suffered oppression as a minority group at the hands of the dominant Chinese. Later, around the 1800s, they moved south into Northern Vietnam, Laos, Thailand, India, and Myanmar (Burma). In these new areas, they led more simple lives as farmers and remained separate from the locals. Image Source: https://keepinitrealevanston.wordpress.com/2012/07/10/554/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618940618253-ZVHHSPRYJXQFKOFLCJKW/hmong-clans Hmong - Clans There are 18 Hmong clans. Clans are units larger than a family that share a similar last name. It is expected that you marry outside of your clan. Hmong society is patrilineal, meaning your ancestors are traced through your father. Image Source: https://my-ecoach.com/project.php?id=17531&project_step=79441 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616970453626-YFQVZRAAVL36NN1NT4UN/secret-war-hmong Hmong - Secret War In ‘60s and ‘70s, the Hmong living in Laos were recruited by the CIA/France to fight against Vietnam, being promised protection no matter the outcome. These fighters were known as the Secret Army and tens of thousands didn’t make it out alive (in addition to the thousands of civilians who perished in the crossfires). Post war, the United States declined to provide aid and many were put into Thai refugee camps — and “put” doesn’t mean they received personal escorts to their new living arrangements. Many walked the long, treacherous journey. Image source: https://www.wisconsinhistory.org/Records/Image/IM55932 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616967112515-XTBOKAL9BZ9Q18HAOGY7/refugee-by-year-wisconsin Hmong https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616967143373-5VEUYSNMYCA0IRVVFB8A/refugee-wisconsin-origin-countries Hmong https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616970760188-QUOWY30C8H09TT84ECZW/hmong-refugee-resettlement Hmong https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616974190849-CLF3A6GSNBXCXRWXNEOM/hmong-flowers-farmers-market Hmong - Early 2000s In 2003-2004, the United States allowed 15,000 more Hmong to come to the U.S. so the refugee camps in Thailand could be closed. 3,300 were brought to Wisconsin. Tensions continued, and one particularly challenging moment was when the Hmong community got word of racist remarks on the part of one UW-Madison professor. In an effort to not bring up any past pain, I am going to decline to link the article here. As individuals lost refugee status (and support), but hadn’t gotten to a place where they are entirely independent, many struggled to get by. Others, though, found avenues to greater financial stability by selling crafts or agricultural products at farmers’ markets and through other local mechanisms. There was a divide between whether they should sell goods that were familiar to them, but “exotic” to many who had lived in the US for a while (and as a result wouldn’t sell well), or pick the crops that would yield the greatest economic return. Most chose the latter. Misunderstandings were discriminatory at best, deadly at worse, some incidents gaining national recognition. The community nor the teachers in schools were educated on practices and traditions of the Hmong people and a lot of avoidable suffering occurred. La Crosse created a Hmong Culture and Community Center. Image source: https://www.wisconsinhistory.org/Records/Image/IM110177 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616974209853-WE1T0EWNF2XLHTRFG6J7/wisconsin-hmong-dress Hmong - Today There are about 50,000 Hmong living in Wisconsin. In 2014, UW-Madison welcomed “UW-Madison's first professor in Hmong American Studies -- the only tenure-track faculty in his field in the world.” Today, there are additional Hmong professors at UW-Madison and other universities across the state, as well as growing educational and extracurricular opportunities for Hmong students and families in Wisconsin. Learn more about a new project at UW-Madison with the goal to “investigate mechanisms that produce higher education inequalities for Hmong American students and engage in what we call counter-invisibility work. This involves reporting findings to support advocacy for specific policy changes that address factors producing inequalities that can be shared with students, educators, community members and administrators.” The role of women have started to change, which on the surface level may seem like a positive thing, but much of this was spurred by men having difficulty processing all the PTSD from the war. However, more presently, there has been direct, unacceptable bias and racism directed at the Asian community both here in Wisconsin and nationally. Learn more about how students are responding in my interview with Mayder Lor. As she says, it is horrible that students are being put in a position where they feel like they need to speak up, but the work they are doing is incredible. Image source: https://www.flickr.com/photos/lesterpubliclibrary/5002884793 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616972420863-TFQWFKIOC1Z2U2NGZHKE/hmong+employment Hmong The 2006-2010 data was most likely impacted by the recession, but it is still clear that more Hmong Persons are joining the labor force. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616972512821-K95TM5HYIJE7N0JHBYBJ/hmong-poverty-wisconsin-graph Hmong https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616974985927-IE1CGVPABBMN5T7M6SN3/hmong-in-wisconsin-book Hmong This is a wonderful book that provides a clear, concise overview of the Hmong population in Wisconsin. Look for it at your local library or order through the Wisconsin Historical Society. https://www.teachlangwisconsin.com/spanish daily 0.75 2022-01-10 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617204659253-WX42R9D0R32GGSEWWWK6/latin-america-map.jpg Spanish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618185115501-8RTEFGDETAXMAIUP7XHK/hispanic-identity Spanish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618191169961-EDZMOBW38QM29J2S762N/hispanic-latino-population-growth Spanish The graph labels are important to note here, as it starts at 75% white, but it is still clear that the Hispanic/Latine population is growing. 2019 data shows the state is nearly 7% Hispanic/Latine. Image Source: https://cdn.apl.wisc.edu/publications/Wisconsin_Demographics_RERIC_2018.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618190532522-9Q2YXGCFDV93JSBCLHJF/wisconsin-hispanic-latino-origin-percentage Spanish - Wisconsin Hispanic or Latino Origin Population Percentage by County The Hispanic/Latine population is principally concentrated in Southeastern Wisconsin near Milwaukee, Northeastern Wisconsin near Green Bay, and West-Central Wisconsin near Arcadia. Image Source: https://www.indexmundi.com/facts/united-states/quick-facts/wisconsin/hispanic-or-latino-population-percentage#map https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618191455251-FC37TXQ2HF7FBP0K2JNK/latino-origin-wisconsin Spanish Though this data is from 2010, it is mostly accurate compared to 2019 data. There has been about a 12% growth in the percent of Hispanics/Latines that are Central American. Image Source: https://washington.extension.wisc.edu/files/2010/07/Latinos-in-Wisconsin-A-Statistical-Overview.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618190549736-7KF4J4QSHYQ4NSMNF76N/latino-population-growth Spanish - The growth of the Latine population in rural areas is an important trend, especially for schools (see Arcadia below). This growth can be vitally important for districts with small/declining enrollment, but it also means that there often are adjustments and additions they need to make in terms of staff, coursework, and support services. Image Source: https://cdn.apl.wisc.edu/publications/Wisconsin_Demographics_RERIC_2018.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618193426564-9LOG6D9Y0ZVNLIJPIW0V/english-spoken-latino Spanish - This is dated data, but more recent estimates do show fairly consistent figures. As mentioned above, many Latine people do not speak Spanish. In fact, 1/3 of those in Wisconsin do not. There is a complex web of factors that contributes to this, and language “loss” is common among younger generations, especially when the schools they attend to not offer immersion/heritage courses. Many people will say that newer linguistically-diverse populations are not learning English as fast as prior groups, and this is categorically false. However, I would argue this is not necessarily something that entirely deserves celebration, as mother tongues are being lost at the expense of the push to quickly learn English. Source: https://washington.extension.wisc.edu/files/2010/07/Latinos-in-Wisconsin-A-Statistical-Overview.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618194257236-IBC3AEGACSDY2LSQRQRQ/school-districts-LEP Spanish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618194240809-XJ6C32ZKCTRX0O9DW4AN/school-districts-latino Spanish https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618195109174-Z7W9SSRF5COPJO9H599U/k-12-language-courses Spanish - Spanish is overwhelmingly the language offered to and taken by Wisconsin students. Source: Wisconsin Language Landscape https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618200366368-6EEEMIH3PYHIJUOO6IR6/spanish-overview Spanish - Overview “Census records show that few Spanish-speaking immigrants had settled in Wisconsin between 1850 and 1910. […] Mexicans began arriving in large numbers after the Mexican Revolution broke out in 1910, and remained the dominant immigrant group until the 1950s when many Puerto Ricans began to settle in Wisconsin. More Mexicans arrived to work in Milwaukee factories in the 1920s but the Depression forced many to return to Mexico. The out-migration continued until the labor shortages of WWII caused a reversal. Mexican-American farm workers, mainly from Texas, also began to come back to rural Wisconsin farms.. Mexican migratory farm workers had first been recruited in the 1920s to work in sugar beet fields and continued to come in increasing numbers until the early 1970s. The emergency farm labor program, established in 1943 by the federal government, led to the placement of several thousand agricultural workers, most from outside the United States, throughout the remainder of the decade. Wisconsin farmers participated in the Bracero program from 1951 to 1964, which brought workers from the southwestern U.S. to Wisconsin. Diverse and better-paying jobs in urban areas led more Mexican-Americans to settle in Milwaukee, Kenosha, Racine, and Waukesha in the 1970s.” Image Source: https://www.wisconsinhistory.org/Records/Image/IM22900 Quoted Material: https://www.wisconsinhistory.org/Records/Article/CS1791 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618200588889-E727MBXJ8HN6TXDYI4AI/raphael-baez-mexican-spanish Spanish - Origins Raphael Baez, a musician, is widely recognized as the first Mexican (and Latine) to settle in Wisconsin. “Baez eventually settled in Milwaukee where he became a successful organist for a number of Milwaukee churches and then a professor of music at Marquette University. He was the school’s first Mexican professor and quickly became a respected teacher.” Musician Raphael Baez One Of First Mexicans To Call Milwaukee Home Image Source: https://www.mpl.org/blog/now/rafael-baez-the-first-latino-milwaukeean https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618201145585-IM3E6KVGJQR60PED6L2Y/mexican-spanish-early-immigrants-solteros Spanish - Early Immigrants The first two decades of the 20th century was mostly made up of “solteros,” single men that came on work contracts without family. The primary pull was agriculture or railroad work. Besides Milwaukee, most were in rural areas, and sugar beets were the primary crop being harvested (the workers referred to as betabeleros). The immigration acts/quotas of the 1920s did not put limits on the Mexican population, giving the farmers a cheap form of labor that they could hire for seasonal work. The Mexican Revolution more generally was a factor that led to US immigration. Many Mexicans did come in with or obtain a higher education, but mostly due to racism, they were still blocked out of advancement outside of labor positions, resulting in many moving back to México. In 1920, the first Mexican marriage was documented, a sign that people were beginning to settle down in the state permanently. Image source: https://www.wisconsinhistory.org/Records/Image/IM44666 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618202542849-CF4TMHYEW2VMRU9OQSH8/mexican-spanish-religion Spanish - Religion Religion was a source of unity, most identifying as Catholic or at least following Mexican Catholic practices. Religious groups in the state engaged in outreach with the Mexican community and tried in earnest to support the transition to the US. El Club Mexicano was established in Milwaukee to bring together Milwaukee Mexican Catholics. Image source: https://www.wisconsinhistory.org/Records/Image/IM128190 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618202352881-CMWA0JXRF46MFG3HYPTX/mexican-spanish-great-depression Spanish - Settling Down + Great Depression Chain migration (a small group of individuals moving to one area spurs others following suit) led to a population increase. Early on, Waukesha was a community that had a large Mexican population. The reception of these immigrants wasn’t necessarily warm, but in the ‘20s and ‘30s, grocery stores and restaurants started opening up in these first communities, called los primeros. Similar to other immigrant groups, they created mutual aid organizations, mutualistas. School was difficult for many children, teachers not extending the same linguistic support to Spanish-speaking students as they had done in the past for German, etc. Since the Mexicans arrived later, they didn’t have the same autonomy as earlier immigrant groups — they couldn’t necessarily “go rogue” and make their own schools to blatantly ignore rules. Milwaukee’s Mexican population dipped below 1,500 during the Great Depression. Seen as surplus labor, they were always the first to be fired. The government would fund their return to México, mostly to avoid having to pay for welfare for them. These forced removals and deportations resulted in a great deal of family separation. Image source: https://www.wisconsinhistory.org/Records/Image/IM91132 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618203936695-K26UOFZVQNAOF1ANW57Z/mexican-spanish-bracero Spanish - WW2 + Bracero Program + Post-War During the war, many Mexicans served, and many others moved into wartime production industrial work (alternating with beet harvesting in the summer). Post war, their language skills started to become viewed as an asset, and businesses took advantage of these abilities to expand economies. The Mexican population began to climb up, and various groups, societies, and newspapers began to crop up, especially in the Milwaukee area. The Bracero program brought in guest workers and lasted until 1964. Measures intended to protect the rights and safety of these workers were not followed, and work was hard. Door County’s cherry industry was especially supported by Bracero workers. Over-recruiting was a common practice, and this resulted in many being left jobless and wages being suppressed. The canning business picked up as a result of the war, and as more moved into city jobs, rural agriculture jobs started to become desperate for employees. The focus turned towards domestic workers, Tejanos, those form Texas, making up the bulk of this new recruitment. Wautoma, Oconto, Rosendale, Lomira, and Fox Lake had large worker concentrations. Children of farm laborers often did not attend school, instead helping with the harvest. Those that did still continued to experience difficulties, bilingual assistance scant. There were some schools established near the migrant camps. The government ran official studies of migrant working conditions that highlighted how dependent the state was on these workers and how poor conditions were. Image source: https://www.wisconsinhistory.org/Records/Image/IM92042 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618204811731-R2430SBXF3X8KCPCR80B/mexican-spanish-school Spanish - Education It was often really hard for educators to work with migrant students because they didn’t have stability for education and were often 5+ years behind, of no fault to their own. The Governor’s Committee on Migratory Labor thought of different ideas to address the issue, summer programming, day care, church-funded schools, and specialized programs all being suggested. Wautoma in 1962 opened the state’s first Spanish Head Start program. That same year a daycare was opened for migrant children. Image source: https://www.wisconsinhistory.org/Records/Image/IM128226 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618205168708-Z8PVV8YR3ARYE4ZEYQJ0/mexican-spanish-jesus-salas Spanish - Jesús Salas + Obreros Unidos “Milwaukee’s Latino population was mostly Mexican but included Puerto Ricans and other South and Central Americans. Therefore, in the 1960s through the 1970s social movement activists were careful to take a pan-Latino approach. In the 1960s, Mexican American migrants from Texas formed Obreros Unidos (United Workers) to organize migrant workers in Wisconsin’s agricultural fields and canneries.” In 1966, they marched from Wautoma to Madison to demand better conditions. “Inspired by César E. Chávez, they began organizing workers in Texas and followed the workers to Wisconsin. In 1968, Jesus Salas, a founding member of Obreros Unidos (OU) , the Wisconsin-based farm workers union, [and an educator] moved to Milwaukee to take a job with the United Migrant Opportunities Services (UMOS) and to organize the grape boycott in support of César Chávez’s union in California.” Learn more about Puerto Ricans in Wisconsin Quote Source: https://emke.uwm.edu/entry/mexicans/ Image source: https://www.wisconsinhistory.org/Records/Image/IM92472 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618206251282-8JNEF69BKIJD2Y26FYMG/mexican-spanish-umos Spanish - Transition to City Life The threat of automation in the 70s pushed workers into city jobs. Groups like UMOS worked to ease this transition. During this time, the Milwaukee Latine population grew beyond Mexicans and Tejanos to include Cubans and more Puerto Ricans. Gil Marrero, Puerto Rican baseball player, came to Milwaukee to work with Latine youth. Centro Hispano opened in the late 60s. Image source: https://www.wisconsinhistory.org/Records/Image/IM139263 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618205797026-KUX8Y02BUAT8A5QVIHVL/9999018923-l.jpg Spanish - Push for Bilingual Education + Higher Education Representation The Mexican American Political and Educational Committee (MAPEC) along with other organizers (Puerto Rican Tony Baéz, mentioned above, an important figure) fought for bilingual education in Milwaukee schools. They fought for maintenance bilingual programs that would preserve and develop Spanish, rather than transitional ones that solely focused on rapid English acquisition, often at the expense of Spanish. They received funding to start bilingual education programs in several of the MPS schools. “On September 16 and 23 of 1971, Latino students walked out of their Milwaukee Public School (MPS) buildings. They protested MPS’ lack of a bilingual education program, lack of curriculum that included Latino history, and lack of Latino teachers, as well as racist suspensions.” Salas worked with UW-Madison students to push for the creation of a Chicane studies department. “…pan-Latino activism led to demonstrations calling attention to the small number of Latinos attending college. Mexican and Puerto Rican activists formed the Council for the Education of Latin Americans (CELA), which in August of 1970 led about 200 Mexican Americans and Puerto Ricans to sit-in in the UW-Milwaukee chancellor’s office demanding the university recruit more students from the Latino community and offer college courses on Latino culture and history. The protest led to UWM creating the Spanish Speaking Outreach Institute (SSOI) to better recruit and advise Latino students. Mexicans joined with Puerto Rican activists in the creation of La Guardia, a bilingual community newspaper.” The Struggle for Bilingual Education Image source: https://www.wisconsinhistory.org/Records/Image/IM142267 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618285184579-6ZZYS99P7FQGFYF7CYU7/mexican-spanish-puerto-rico-farmer-immigrant Spanish - 1980s Immigration and Political Activism Unemployment and economic crises in México led to an increase in immigration. Wisconsin was appealing due to its industrial and agricultural work. Immigration raids were common and though most Latines in Wisconsin were Wisconsin-born, the media attention focused on those that were undocumented. While the Latine community was politically active, they weren’t always able to translate this work into tangible changes or political seats. This is not to say that there weren’t major victories. Image source: https://www.wisconsinhistory.org/Records/Image/IM142264 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618207655007-ACADGIZ3LZ76FS0PEALY/mexican-spanish-arcadia-rural Spanish - Present There are two clear trends at present: 1) More Central American individuals are coming into Wisconsin, in alignment with a national increase. 2) Latines are growing in rural areas. The rural growth is especially important for schools, as mentioned above. The graph shown at right is for the Arcadia School District, but this general pattern shows up in many rural schools across the state. Be sure to watch the segment on Arcadia in the Latino Wisconsin documentary above. Learn about Diego Román’s upcoming project: Teaching Local Socio-Scientific Issues to Latinx English Learners https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618187933729-HHE1ZX6MF40T7IBUMUQ4/mexicans-in-wisconsin Spanish This is a wonderful book that provides a clear, concise overview of the Mexican population in Wisconsin. Look for it at your local library or order through the Wisconsin Historical Society. https://www.teachlangwisconsin.com/waukesha daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618351587267-WF3TMB6JDIMVF2PZZNEE/school-district-of-waukesha-logo Waukesha - English Learners Dual Language Immersion and Seal of Biliteracy “…kids learn 100 percent of their content in Spanish in K4, moving to 90 percent Spanish in first grade, and so on -- until they reach fourth grade, when instruction in core subjects like math, science, social studies and language arts is taught 50-50 between English and Spanish.” SDW offers both a one-way and two-way immersion program. “The Dual Language Program is offered at North and South High School. Dual Language at the secondary level, grades 6-12, is defined by participation in daily Spanish Literacy and at least one content area in Spanish.” Learn More Dual Language in HS Seal of Biliteracy/Global Scholars (+ feature article) Learn more in my interview with D. Garcia! Less-Commonly-Taught Languages Japanese is I-V is offered at the high school. “Students can choose to take this course in conjunction with UW-Oshkosh to earn college credit through the CAPP program (Cooperative Academic Partnership Program).” Mandarin Chinese is offered in middle school. https://www.teachlangwisconsin.com/kinyarwanda daily 0.75 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617028360311-94QZFIN5BK5PMX5IT0D2/congolese-refugee-admission-wisconsin Kinyarwanda Note that 2020 is not included here, but due to Covid especially, those numbers were quite low. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617026161332-ZPTO415BPYOHPXFGJABR/refugee-origin-country-graph Kinyarwanda These are words https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617028267594-6CQQPYZTQV21JCHSJDTY/congolese-population-centers Kinyarwanda - The areas with the largest Congolese populations are shown at left. The Fox Cities and Milwaukee are the most popular. Read More: https://data.rgj.com/refugee/wisconsin/dem-rep-congo/all/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617026669580-NZ9KGJWVBPFS0W8M846W/wisconsin-refugee-country-of-origin Kinyarwanda - Making up almost half of refugee admissions in 2019, the DRC presence in the state is becoming very important for both schools and wider communities to plan for, even if they may not have the sheer number coming in at once that the Hmong had, for example. Read More: Wisconsin Department of Children and Families https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617028839332-TD7L6QNN4ATMUW4771GF/congolese-map Kinyarwanda - Origins of Unrest Independence from Belgium in 1960 created instability and set off the series of conflicts that are still afflicting the nation at present. Warning that the content that follows depicts violence. “With the 1973 oil crisis and global collapse in commodity prices, the country’s economy deteriorated greatly. Despite economic reforms and slight improvements, the situation had become critical by the late 1980s.” “For nearly 2 decades, DRC has been divided by armed conflict as a result of the First and Second Congo Wars (1996–1997 and 1998–2003,) and the Kivu Conflicts in eastern DRC (2004–present).” “The DRC currently hosts more than half a million refugees [from Rwanda, the Central African Republic, South Sudan and Burundi] and five million internally displaced people (IDPs) - the largest IDP population in Africa.” “Following the Rwandan genocide in 1994, millions of Rwandan refugees flooded into the eastern DRC. In 1996, Rwanda and Uganda invaded eastern DRC in an effort to locate the remaining perpetrators of the genocide, who were believed to be hiding in camps there.” “In 1998, President Kabila ordered Rwandan and Ugandan forces to leave the eastern DRC, fearing invasion of the resource-rich territory by the 2 regional powers. This move sparked the beginning of the Second Congo War. With the involvement of 9 African countries and more than 20 armed militia groups, the Second Congo War is often referred to as “Africa’s World War” and is considered to be the deadliest global conflict since World War II.” Image Source (and source of some of the quoted material): CDC https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617032308889-CHCER467N77JHUNZ99DO/Screenshot+2021-03-29+103817.png Kinyarwanda - Kivu Conflict “The Kivu conflict is an ongoing ethnic war over rights to natural resources located in the North/South Kivu region of Eastern Democratic Republic of the Congo in Africa.” “Through the effects of constant war and conflict, the North and South Kivu provinces have devolved into areas controlled by armed militia groups, but is primarily fought between the military of the Democratic Republic of the Congo (FARDC) and the Hutu Power group Democratic Forces for the Liberation of Rwanda (FDLR). Mass atrocities such as attacking villages, mass rape of women and girls, forced labor and forced recruitment of children continue to be committed to this day. According to the Jewish World Watch, "All sides of the conflict—the DRC’s army, neighboring government’s armies, rebel groups, and United Nations peacekeepers—have committed atrocities against the population." “‘North and South Kivu are rich in minerals needed for the world today. According to Jewish World Watch, "Violence is being fueled by a multi-million dollar illicit mining industry of minerals such as the 3 Ts (tin, tantalum, and tungsten) that can be found in all of our electronic devices including: smartphones, gaming systems, computers, and military equipment.”’ Image and Information Source: ArcGIS Report https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617032638791-KJD9NXOQ71KYW2U74JCF/rf2262909_handwashingdrc-1200x800.png Kinyarwanda - Resurgence of Ebola “In addition to widespread violence from armed groups, many displaced people are facing major health risks. Since August 2018, the country has been battling the worst Ebola outbreak ever recorded in the country and the world’s second largest in history. The World Health Organization has declared the ongoing outbreak a public health emergency of international concern with more than 3,300 confirmed cases of infection and 2,200 deaths. The eastern provinces of Ituri and North Kivu, which are most affected by the outbreak, are also the areas most affected by displacement and violence.” Image and Information Source: UN https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617031280438-I3497HNJED1KOR60JY6I/image-asset.png Kinyarwanda - Arrival to US and Present “Congolese migration to the United States has taken off since 2005, making the United States the second most popular Congolese destination outside Africa. Refugees and asylees represent a large share of Congolese obtaining permanent status in the United States, around 60 percent over the 2005-13 period). But the face of Congolese migration to the United States has been changing rapidly, with a growing share arriving via the diversity visa program (almost 40 percent of Congolese immigrants in 2013).” Most recent refugee arrivals consist of family members joining others who are already settled in Wisconsin, a UN priority. Click the screencap to access the video, or view it via this link: https://www.thenorthwestern.com/videos/life/2017/06/01/refugee-family-arrives-oshkosh/102394166/ https://www.teachlangwisconsin.com/kenosha daily 0.75 2021-04-20 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618356378484-BUF89GAGES0TQCGSMKQ9/Kenosha-unified-school-district-logo Kenosha - Language Acquisition Programs Dual Language Immersion “EBSOLA Dual Language offers a Dual Immersion Program that supports the Kenosha Unified School District’s goal of biliteracy in grades K-5. The Dual Language Program offers instruction in Spanish and English each and every day. Beginning in Kindergarten, instruction is presented primarily in Spanish, while English instruction remains included on a daily basis. As students progress through the grades each year, Spanish instruction is reduced while English instruction is increased. By the third grade, students receive fifty percent instruction in each target language. The goal of this program is for all students to become bilingual and biliterate; to enhanced awareness of linguistic and cultural diversity; and high levels of academic achievement through instruction in two languages.” A k4 program is set to begin this upcoming academic year! Learn More Rosetta Stone Rosetta Stone, an online language-learning program is offered to students and teachers alike. For students, it helps them fit languages into their schedules that otherwise would have no space, as well as lets them take less-commonly-taught languages. For teachers, they were given access to this program to learn languages that their students may speak and/or to get a better understanding of what it means to be a language learner. Learn More Listen to the interview with Sarah Smith to learn more about Kenosha programming! https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618357170515-3UVWLAGDJKTQKTGX6P9J/KUSD-high-school Kenosha Unique HS Course Offerings Ethnic Studies Spanish Culture and Civilization Spanish for Spanish Speakers Read the guide Less-Commonly-Taught Languages Chinese I-IV and Italian I-III are offered at the high schools. https://www.teachlangwisconsin.com/oneida daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616888696708-HTO5MIM28W19OGPCI649/oneida-map Oneida - Oneida is the only Iroquoian language spoken in Wisconsin. The people and the language are both referred to as Oneida. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616891849072-LBVORT73A18PI29D67KC/Randy-Cornelius-oneida-jpg Oneida - Language Revitalization Efforts “Oneida language is taught at schools on the reservation near Green Bay and in two nearby school districts, as well as at St. Norbert College and UW-Green Bay; there are also an immersion Head Start program and adult classes on the reservation and at the tribe’s Milwaukee branch office.” The Indian Community School offers Oneida as one of the tracks, and the school was first started in 1969 by three Oneida mothers. UW-Madison has The Wisconsin Oneida Language Preservation Project The Oneida Nation has a dedicated webpage focused on language. “A significant movement toward saving the language began in the late 1960’s-1970’s during an era of change across the Great Turtle Island. Oneida was fortunate enough to have a collaborative working relationship with the University of Green Bay Wisconsin. A man by the name of Orville Clark realized how valuable the language is to Oneida and hired Bill Gollnick to lead efforts in starting a Language Program. This language program worked with adult learners who were taught by fluent speaking elders living in the Oneida community. A requirement of this program included returning to school for a degree to teach. Many of the learners met this requirement and were subsequently hired at the Oneida Nation School System that comprised of Kindergarten through 8th grade students.” In response to a startling realization in the late 90’s about the status of their language, “A plan was developed to connect Elders with Oneida Language/Culture Trainees in a semi-immersion process which would produce speakers and teachers of Oneida language.” “The current weekly schedule of the Oneida Language Trainees includes two hours per day of learning. Some conduct classes for family, and Tribal departments. Oneida Nation School system high school students travel to the Language House for morning classes. On occasion Trainees provide services as substitute teachers for Oneida Nation Schools. In between classes, the trainees develop language lesson plans and create innovative language teaching materials.” Image description: Randy Cornelius, Oneida Tribal Elder and Language/Culture Educator Image credit: https://pbswisconsin.org/article/celebrating-native-american-heritage-month/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616893380060-TZA4QR5IJEQQYDYTQK61/oneida-new-york-map Oneida - Pre-Wisconsin The Oneida were originally a part of the Five Nations Haudenosaunee Confederacy in the present-day New York region. “The influx of European traders brought more than trade goods: By the 1660s, all Iroquois groups had suffered multiple major epidemics of introduced European diseases, including smallpox. At the same time, French Jesuits also visited and settled among the Iroquois tribes, attempting to convert as many as possible to Catholicism. These were not particularly successful among the Oneida, despite the creation of the mission of St. François Xavier established there in 1667.” They sided with the British in the French and Indian War. They fought against the British in the Revolutionary War. “Despite being on the “winning” side, the Oneida were badly handicapped by the Revolutionary War; their villages had been burned and they were scattered throughout New York, having taken refuge with other Iroquois tribes. […] They were joined by the Stockbridge, who founded their town, New Stockbridge, on Oneida lands in 1785. In 1788, they were also joined by members of tribes from New England who founded Brothertown.” Image Credit: http://soulamericanactor.com/nativeamerican02.shtml https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616890693399-QGR4WMRZ59CZNU7UDZYA/Oneida_Seal_no_background_2-new.png Oneida - In Wisconsin “Williams and Jedidiah Morse, a White missionary, believed the Oneida and the other Iroquois nations would continue to suffer White encroachment in New York. They launched a plan approved by the federal government to relocate all New York Indians to the Green Bay, Wisconsin area. Many Stockbridge and Brothertown favored removal westward as well. A delegation led by Eleazar Williams arrived in Green Bay in 1821 and negotiated with the Menominee and Ho-Chunk for about 860,000 acres.” The Menominee never accepted the treaty that brought the Oneida onto their lands, and in 1831 they worked with the US government to reduce the Oneida land holdings. “The Oneida did not relinquish any lands until 1887, when Congress passed the Dawes Act. […] By 1920, only a few hundred acres remained in the possession of Oneida tribal members. […] In 1936, the Oneida wrote a new constitution, reorganized their tribal government and the following year bought back 1,270 acres of land in northern Wisconsin.” Though it still was difficult, it is generally said that their boarding school experience allowed them to preserve a bit more culture and autonomy. Image Source: https://dpi.wi.gov/amind/tribalnationswi/oneida https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616894235344-JOHQ3AT7XBP91TM68LO2/oneida-social-structure Oneida - Social Structure “Whereas Oneida society had been strongly clan-oriented, life in Wisconsin was more focused on the nuclear family of a married couple and their children, with other kin bonds extending out through the neighborhood.” They are matrilineal, meaning clan status is determined by the mother. “Iroquois societies were strongly matrilineal: Women controlled agricultural lands, the election of leaders, and, to some extent, warfare. Strong clans provided an organizing framework for social relations both within and between groups. Trade relationships existed between different villages and between different Iroquois tribes as well as with the Mahican for shell beads and other coastal products. The gender-based division of labor made women responsible for agricultural work and housekeeping, while men hunted, fished, and traded, although there were also women traders. Government, warfare and raiding on neighboring groups were also male activities although the clan mothers heavily influenced decision-making.” Image source: https://www.wisconsinhistory.org/Records/Image/IM55923 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616895494287-YI3RB5R2O3L69UM2D436/oneida-casino Oneida - Casino and Population The Oneida Casino has kept them relatively economically prosperous, supporting their tribal services. The Oneida have a health population in Wisconsin with around 12,000 tribal members. Image source: https://oneidacasino.net/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616895304478-L3M9SCXXUD9MQ3E001TG/oneida-nation-school-turtle Oneida - Oneida Nation School “The Oneida Tribal School, built in the shape of a turtle, is a kindergarten through eighth grade school that provides a culture-based curriculum for students.” Image source: https://oescgroup.com/benefits-to-the-oneida-nation/ https://www.teachlangwisconsin.com/sheboygan daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618354465577-ICOI6APVA8FE47ELI26K/lake-country-academy-logo Sheboygan - Listen to my interview with Kaitlin Leppert to learn more! Lake Country Academy is a K-8 charter school that offers Spanish instruction in every grade. “After decades of research in second language acquisition, researchers have found that language is not built up from practice but from consistent and constant exposure to comprehensible input of the language being acquired. The Spanish language program at Lake Country Academy is proficiency-based and focused on providing opportunities for students to interact with the Spanish language in class. The Spanish curriculum at LCA equips students from day one with high frequency vocabulary that allows students to be able to communicate on a broad range of subjects.” Learn More https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618353587359-C153K2UMLW81QR0O8W3Z/sheboygan-area-school-district Sheboygan Dual Language Immersion “The Sheboygan Area School District offers a Dual Language program for students starting in 4-year-old kindergarten or 5-year-old kindergarten. The Dual Language classes include native-Spanish speakers and native-English speakers, who receive content-based instruction in both Spanish and English. The program is offered at the Early Learning Center (4K), Sheridan Elementary School (K - 5) and Horace Mann Middle School.” Learn More HS Course Offerings Hmong Learning Lab: “This class teaches Hmong literacy to Hmong speakers.” Introduction to Education — A great way for students to explore the teaching profession while still in high school! Spanish for Spanish Speakers — Designed for Heritage Language Learners Read the guide Less-Commonly-Taught Languages Chinese I-IV is offered at the high schools, as well as an independent study option for students that have exhausted the standard language sequence courses. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618353862422-OZIE02RGVBPF8WF9JZ0X/sheboygan-english-learners Sheboygan - English Learners “The EL/Bilingual programs in the Sheboygan Area School District started in the late 1970's with the arrival of the Hmong refugees from the Vietnam War. By 1980 there were 80 students K-10. Today there are about 1,900 EL/Bilingual students who participate in the programs, and roughly 36 different languages are represented among these students. The main languages are Hmong and Spanish.” Learn More https://www.teachlangwisconsin.com/hochunk daily 0.75 2022-09-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616903826208-AJFO6ME0CA8Q393R608X/ho-chunk-map Ho-Chunk - Ho-Chunk is the only Siouan language spoken in Wisconsin. The people and the language are both referred to as Ho-Chunk. There are 6,500 Ho-Chunk in Wisconsin. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616907156245-6CZQA9QMWOIK8XSI8O01/ho-chunk-logo Ho-Chunk - Language Revitalization Efforts “The Ho-Chunk in western Wisconsin are developing an immersion day care like Corn’s, and Ho-Chunk is taught in five public school districts, along with informal instruction in several branch offices and online courses.” “[The Indian Community School] is also in discussion with the Ho-Chunk to add daily instruction in that language, too.” “Adrienne Thunder, the head of the Ho-Chunk language department, is in a UW-Madison doctoral program in educational leadership and policy analysis, with the goal of using what she learns to help start a Ho-Chunk tribal college.” Madison East offers Ho-Chunk through its facilitated language program. “The Hoocak Academy was created to provide language materials, resources and instructional learning to the community. The resources created will help assist the everyday learner in his or her language journey. Some of the resources created are as follows; the website, fun interactive videos via YouTube, pictures with recordings via Facebook and a fun interactive online learning program. The Hoocak Academy also provides great materials for classes available in our Learning Center here on our website.” Image credit: https://www.hoocak.org/hoocak-academy/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616907573330-GR6LARO5HOA6E10S8MR6/ho-chunk-origins Ho-Chunk - Origins “The oral traditions of the tribe, particularly the Thunderbird clan, state that the Ho-Chunk originated at the Red Banks on Green Bay.” “There are a number of theories regarding the origins of the ancestors of the Ho-Chunk. One early theory suggests that they migrated into the Midwest from the eastern seaboard. According to this theory, they migrated west along the Ohio River, and the branch that became the Ho-Chunk moved north into Wisconsin between AD 800 and 1200. Other scholars have hypothesized that the tribe migrated from the lower Mississippi River valley and arrived in Wisconsin during the 1500s, shortly before contact with the French. Some have also asserted that the ancestors of the Ho-Chunk built the large, earthen effigy mounds which were common in various parts of Wisconsin, but there is no conclusive evidence for this yet.” Image Source: https://www.wisconsinhistory.org/Records/Article/CS4377 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616907657816-PM0QWBW722FPBQBJAQBW/ho-chunk-early-years Ho-Chunk - Early Years “In contrast to their Wisconsin neighbors the Menominee and Potawatomi, the Ho-Chunk relied more on agricultural products for subsistence.” “The Ho-Chunk first made contact with Europeans in 1634 when they met the French explorer Jean Nicolet. At that time, they were living in the Green Bay region and Fox River valley along with their Algonkian-speaking neighbors the Menominee. French traders with whom they made contact described them as powerful and skilled warriors who frequently made war with other tribes. In the years after Nicolet's visit, refugees from Algonkian-speaking tribes in southern Michigan fled to Wisconsin to escape the onslaught of the League of the Iroquois who fought with tribes as far away as Minnesota to monopolize rich Midwestern beaver lands. The refugee Indians and the Ho-Chunk both suffered from starvation, disease, and intertribal warfare. During this period, the tribe declined from about 4,000 or 5,000 tribal members to about 600 or 700 as a result of introduced European diseases and warfare.” “Following this period, the Ho-Chunk intermarried with members of other tribes to help recover their population losses. As a result, they became more like the Algonkian neighbors they married, borrowing a number of customs and traditions. With their pursuit of the fur trade, they also reorganized their ways of life to depend more on valuable fur species. […] Instead of the large villages they had previously had, they created smaller settlements (as many as 40 of them) dispersed over a wider area, switching to domed wigwams from their earlier rectangular house forms.” “Like other Wisconsin tribes, they engaged in the fur trade with French and later British traders. […] the Ho-Chunk, like other Wisconsin tribes, retained a strong attachment to the British. The Ho-Chunk fought against the United States during the American Revolution.” Image Source: https://www.wisconsinhistory.org/Records/Article/CS4377 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616904885835-1FCYNC9Q4HRSKEVK5EDE/Ho-Chunk+Nation.png Ho-Chunk - Nineteenth Century and On The Ho-Chunk resisted repeated attempts by the US government to remove them from their lands. “In 1875, the Ho-Chunk built a schoolhouse at Black River Falls with Christian missionaries of the Evangelical and Reform Church as teachers. Later, the missionaries expanded it into a boarding school and in 1921 transferred it to a new and larger building at Neillsville. Lutheran missionaries established a school at Wittenberg in 1884 that ministered to the Ho-Chunk, Oneida, Stockbridge-Munsee, and Menominee.” Though the Ho-Chunk boarding schools had a better reputation than others, the children were still stripped of their culture and forbade from speaking their language. “Religious differences created problems for the Ho-Chunk for many years, disrupting tribal unity.” “Beginning in 1913, many Ho-Chunk began to settle at the Wisconsin Dells and developed performance programs and crafts sales to appeal to tourists. This became so profitable for many Ho-Chunk that they moved to the Dells to sell crafts and perform for tourists and alternated this work with seasonal farm labor. Unfortunately, what was a good adaptation for the family economy seldom allowed children to go far in school, which made them poorly suited to moving out of seasonal unskilled labor and into better paying jobs later in life.” Their constitution was created in 1963. “In November 1994, the tribe adopted "Ho-Chunk" as their official name.” Image Source: https://ho-chunknation.com/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616906607276-05IG040YABK1F26B01ND/social-structure-ho-chunk Ho-Chunk - Social Structure “At time of contact with Europeans, the Ho-Chunk were said to have been organized in 12 patrilineal clans divided into two moieties, but there is some speculation that the patrilineal system was an outgrowth of the fur trade period and that before contact they were matrilineal. Given their strong dependence on agricultural products and the labor of women in producing those products, matrilineal descent for an earlier period is certainly a possibility. If this is the case, the Ho-Chunk may have adapted local Algonkian patrilineal models of descent once they became more dependent on hunting and fur trapping following contact with Europeans.” “The moiety of the sky clans ("those who are above") was comprised of the Thunder, Eagle, Hawk, and Pigeon clans; the earth or ground moiety ("those who are below") included the Bear, Wolf, Water Spirit, Buffalo, Deer, Elk, Fish, and Snake clans. Both clans and moieties were exogamous, and different leadership roles and functions were in some sense dictated by the moieties.” Image source: https://www.wisconsinhistory.org/Records/Image/IM61743 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616905076922-LKAYEXV4H8T052A5MQL0/ho-chunk-mounds-uw-campus Ho-Chunk - Relationship with UW- Madison UW-Madison has had a problematic history with the Ho-Chunk. Read more about this past, and what they are trying to do at present. Image source: https://isthmus.com/news/cover-story/uw-madison-grapples-with-wisconsins-ugly-treatment-of-the-ho-chunk/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616905021692-N89JU3EFCAE34CZL5UO1/Cover-Aaron-Bird-Bear_.jpg Ho-Chunk - https://diversity.wisc.edu/2019/10/aaron-bird-bear-named-uw-madisons-first-director-of-tribal-relations/ https://news.wisc.edu/uw-madison-heritage-marker-honors-ho-chunk-recognizes-land-as-ancestral-home/ https://diversity.wisc.edu/tag/ho-chunk/ https://isthmus.com/news/cover-story/uw-madison-grapples-with-wisconsins-ugly-treatment-of-the-ho-chunk/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616905528971-KR1RTFJ0PPR1JM1SMMS1/ho-chunk-gaming Ho-Chunk - Casino Due in part to their well-known casino, the Ho-Chunk financially have done relatively well. Image source: https://www.travelwisconsin.com/casinos-gaming/ho-chunk-gaming-wisconsin-dells-203529 https://www.teachlangwisconsin.com/appleton daily 0.75 2021-04-21 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618364076872-IW2LS8118TRWEP280A6B/appleton-west-high-school Appleton - Unique High School Programming Hmong Literacy CAPP Dual Enrollment Language Courses Latin Unique Spanish Courses Un viaje por las Américas ¡Viva España! Tradiciones y costumbres del mundo hispanohablante Misterios de los Mayas, Incas, y Aztecas Course Guide https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618363812024-KM8LIE16HEKTLU9VX47G/appleton-classical-school-logo Appleton - Appleton Classical School “Classical students learn Spanish daily in immersive classes involving little English—students in grades K-6 receive 25 – 30 minutes of daily Spanish instruction and students in grades 7 and 8 receive 45 minutes of daily Spanish instruction. Students at Classical School begin learning Spanish by listening to understand vocabulary. Early Spanish instruction emphasizes aural proficiency to promote natural language acquisition through repetition of the basic grammar of everyday situations. As students progress they learn more sophisticated, specialized grammar and vocabulary and develop their Spanish conversational skills.” Students also learn Greek and Latin roots from 4th to 8th grade. School Website https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618359264483-CM7WUBACRQCMH616Z8RL/appleton-bilingual-school-logo Appleton - Appleton Bilingual School ¿Por qué bilingüe? / Why Bilingual? School Website “Multiple instructional strategies that embrace divergent learning styles and skills will be used, including: Total Physical Response (TPR) An approach to learning that uses gestures and body language responses to help students connect with unfamiliar vocabulary in a natural way. Language Experience Approach (LEA) An instructional strategy that creates common experiences and therefore common discussion topics for students.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618358457727-SJTG3UIB2ZB94I1XSXPS/appleton-area-school-district-logo Appleton - English Learners and Bilingual Education English Learners and Newcomer Program “…in the past five years Appleton has welcomed an influx of Congolese refugees who speak Swahili or Kinyarwanda.” “The Appleton school district operates a Newcomer program to serve students who have been in the country for less than two years and know little or no English when they arrive.” Language Breakdown Hmong (42%) Spanish (40%) Swahili (4%) Kinyarwanda (2%) …and 40+ other languages each representing less than 1% of students! Read More: https://www.postcrescent.com/story/news/local/2020/12/10/appleton-area-school-district-english-learners/6264560002/ Bilingual Staff “Our bilingual staff also provides important native language support to students in order to enhance academic progress as students learn English. We have about 40 teachers (some full-time, a few part-time) and about 35 interpreters, K-12.” https://www.teachlangwisconsin.com/wisconsin-american-indians-overview daily 0.75 2021-09-19 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616728481485-5VY8DKHYIGJGPIL4GX99/tribal-languages-wisconsin Wisconsin American Indians Overview - Languages within the same family, though not necessarily mutually intelligible, share similar roots and features. Ho-Chunk and Oneida are completely distinct. Though this is a fantastic graphic, it does not include the Brothertown Nation, the only in Wisconsin without federal/state recognition. According to the Nation: “Our parent tribes are Algonquian, and all spoke an Algonquian variant. Understanding was possible across the tribes, especially among the Pequot and Mohegan. However, when the members of the six tribes came together as Brothertown, English was chosen.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616729106857-6YVIMGPKVKY0CERH3OH0/tribal-map-wisconsin Wisconsin American Indians Overview - The lightly-colored white patches represent present-day tribal lands, while the colored regions represent 1800 treaty lands. By visiting the webpage, you can customize various overlays. See the bottom of the page for links to the different Nations’ websites. https://wisconsinfirstnations.org/map/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616729692546-TH6P2537EA9D8PRWR0PG/tribal-map-government Wisconsin American Indians Overview This map provides similar information to the one above, just simplified to the seals and centers of each Nation. https://dpi.wi.gov/amind/tribalnationswi https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616730394989-BHRC0FZR8SOKC3VUUXYH/wisconsin-first-nations-map Wisconsin American Indians Overview This is a great primer document to learn the basics of each Nation. Click the image to access the pdf and read the descriptions. https://wisconsinfirstnations.org/wp-content/uploads/2018/11/Current-Tribal-Lands-Map-and-Facts-Poster_PDF.pdf https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616731187088-M48K6UHOX7IMJEB8N6O8/tribes-of-wisconsin Wisconsin American Indians Overview - “The Tribes of Wisconsin reference book, prepared by the Department of Administration, contains information about the history of the Tribes, elected Tribal officials, Tribal government, and Tribal Demographics.” Click the image to access the guide. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616877967296-NQWMDOO59W6RGWI72FIT/native-people-of-wisconsin Wisconsin American Indians Overview - Native People of Wisconsin is the version of Patty Loew’s Indian Nations of Wisconsin: Histories of Endurance and Renewal designed for mid-upper elementary students. Click the image to view the listing, available through the Historical Society, as well as most local libraries. Wisconsin First Nations has prepared a Teacher Guide https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1616878256091-UF525AS6BJQ8V7KPDZ2X/indian-nations-of-wisconsin Wisconsin American Indians Overview - Patty Loew’s Indian Nations of Wisconsin: Histories of Endurance and Renewal has been updated with a second edition, designed for people middle school-age and older. Click the image to view the listing, available through the Historical Society, as well as most local libraries. Wisconsin First Nations has prepared a Teacher Guide https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618276118932-I2L9SWW7W0466ODHCYA2/indian-names-on-wisconsin%27s-map Wisconsin American Indians Overview - Virgil Vogel’s Indian Names on Wisconsin’s Map teaches readers, as the name implies, about place names that are tied to or originate from American Indian terms and descriptors. A significant focus is put on the name of the state itself. While I cover this in the French history page, as noted there as well as in this book, the state name was influenced by more than just the French. Click the image to view the listing. https://www.teachlangwisconsin.com/rohingyaburmese daily 0.75 2021-04-28 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617132906614-V1BFJYG7EZSIY61Y5R80/burmese-russia-resettlement Rohingya/Burmese Note that 2020 is not included here, but due to Covid especially, those numbers were quite low. Despite being the largest refugee group at present coming into the state, most people do not know much about their persecution or reasons for seeking refuge. https://data.news-leader.com/refugee/wisconsin/burma/all/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617132888457-JFLHPLOLTSWIDP5ZTW0H/rohingya-wisconsin-map Rohingya/Burmese - The Milwaukee area is the center of the Rohingya/Karen population in the state. Oshkosh and Sheboygan each are home to ~150-200 themselves. Read More: https://data.news-leader.com/refugee/wisconsin/burma/all/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617026669580-NZ9KGJWVBPFS0W8M846W/wisconsin-refugee-country-of-origin Rohingya/Burmese - Refugees from Myanmar (Burma) made up over 1/3 of refugee admissions to Wisconsin in 2019. Read More: https://dcf.wisconsin.gov/refugee/statistics-population https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617026161332-ZPTO415BPYOHPXFGJABR/refugee-origin-country-graph Rohingya/Burmese These are words https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617136670165-YJ42ZW1OMSCEK4MW2SPR/myanmar-groups-map Rohingya/Burmese - Overview “Since the nation gained independence from the British Empire in 1948, these divisions have exploded into multiple civil wars and genocidal campaigns under a military junta controlled by the majority ethnic group, known simply as Burmans.” “In Rakhine State, along the Bay of Bengal, the nation's Buddhist majority is waging a campaign of persecution against a largely Muslim group known as the Rohingya people. Despite the Rohingya's long history in the country, the government treats these people as illegal immigrants and does not include them among the country's recognized ethnic groups. Like the Hmong, they're essentially a stateless people.” The Karen people are a more recent group of arrivals to Wisconsin. “The Karen people, from an eastern part of the country bordering Thailand, have engaged in armed resistance against the government, which regularly sends military patrols to destroy villages, rape women, kill civilians and conscript people into forced labor. Thousands of Karen live in refugee camps just over the Thai border, and still more are internally displaced within Burma — perpetually on the run from the military and barely surviving in the jungle.” “The majority of Burmese refugees in Wisconsin are Karen, but some are Rohingya and others belong to another persecuted minority, the Chin people…” Image Source: https://www.mcw.edu/-/media/MCW/Departments/Office-of-Global-Health/Refugee-Resettlement-Presentation.pdf?la=en https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617137552737-Q56KS1G804TRU7YGEOIS/rohingya-protest Rohingya/Burmese - 2017 “In August 2017, a deadly crackdown by Myanmar's army on Rohingya Muslims sent hundreds of thousands fleeing across the border into Bangladesh.” “At least 6,700 Rohingya, including at least 730 children under the age of five, were killed in the month after the violence broke out…” At least 288 villages were destroyed. “…Burmese living in Milwaukee protested the genocide in their country. “For many of the protesters on Wisconsin Avenue on September 15, it was the first time they have had the opportunity to organize and participate in a rally. A public demonstration of this type in Myanmar would have lead to imprisonment, or even death.”" Image and Information Source: https://www.arcgis.com/apps/MapJournal/index.html?appid=cb09d24f4caf4a8e921039028329f21c https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618980350131-ZT4DEO4SVROD6XBS5T9Y/myanmar-protests Rohingya/Burmese - Present — In Myanmar Are things getting better or just getting a bandaid? “Observers fear that the reforms Burma has undertaken might change the country enough to attract more foreign investment and tourism — and enrich the powers that be — but not enough to stop the government's ethnically and religiously targeted killing and persecution.” People think that the 2010 release of an opposition leader will lead to people forgetting about the nation and the people — they will see the leader in and assume everything is fixed. However, “The country's leader Aung San Suu Kyi, once a human rights icon, has repeatedly denied allegations of genocide.” “…fears that the international community is letting the Burmese government off easy. The United States has eased sanctions on Burma, as has the European Union, and NGOs have been losing funding for refugee camps inside the Thai border.” “…the Rohingya "has never been a radicalised population, and the majority of the community, its elders and religious leaders have previously eschewed violence as counterproductive. The fact that more people are now embracing violence reflects deep policy failures over many years rather than any sort of inevitability."' Many say the government has reached full-blown genocide. “President Joe Biden said he was ordering new sanctions against Myanmar's military regime and that more measures were to come. He said the sanctions would prevent Myanmar's generals from accessing $1 billion in Burmese funds being held in the U.S.” “Kutupalong, the largest refugee settlement in the world according to UNHCR, is home to more than 600,000 refugees alone.” Information Source: https://www.wiscontext.org/burmas-complex-crisis-fuels-refugee-resettlement-wisconsin Image Credit: https://www.myanmar-now.org/en/news/myanmar-yesterday-today-and-a-new-tomorrow https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617138074364-YTCK7W8W17Y0MBP8XSWC/burma-protest Rohingya/Burmese - Present — In Wisconsin “On Feb. 6 [2021], more than 100 people, many of them Burmese refugees, lined the sidewalk on the western edge of Mitchell Park in Milwaukee. They chanted "Burma, Burma, free, free" and held signs with Suu Kyi’s picture saying, "We stand with our leader." “Does that mean Milwaukee has the largest Rohingya community in the U.S.? The answer is, most likely, yes. A State Department official did not provide exact numbers but told WUWM that of about 8,000 Rohingya refugees settled in the US since 2005 — the highest number were placed in Milwaukee.” Groups within the community working to provide aid include: Rohingya American Society in Milwaukee The Burmese Rohingya Community of Wisconsin (interviewee!) Image Credit: https://www.jsonline.com/story/news/2021/02/13/myanmar-refugees-milwaukee-fear-safety-their-loved-ones/4441153001/ https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1617139029737-2GIE810VNJ8EDU1X6E4J/sea-literacy Rohingya/Burmese - Burmese Immersion Project “SEA Literacy began when Bob, a landlord, noticed his refugee tenants were largely isolated from the larger Milwaukee community, the children’s school grades were woefully inadequate, and their English proficiency was not progressing. Captivated by the Burmese families’ humble, grateful nature and their indomitable spirit, Bob was compelled to help. We primarily focus on assisting students with homework, ESL (English as a second language) activities, and developing social skills. We began as a handful of individuals helping a group of 10 refugee kids with their homework and giving impromptu English lessons. Today, SEA Literacy serves around 80 active students with homework help, advanced tutoring, and whole-language based ESL projects.” Image Credit: https://www.sealmke.org/about Read More: https://urbanmilwaukee.com/2015/03/27/we-serve-burmese-immigrants/ https://milwaukeenns.org/2015/03/25/burmese-immersion-project-makes-new-home-at-neighborhood-house/ https://mediamilwaukee.com/culture/new-land-new-life-burma-refugees-settle-milwaukee https://www.teachlangwisconsin.com/germanandpennsylvaniadutch daily 0.75 2021-05-01 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618102668911-C0RU4P7P0CLG56EC6XGU/german-overview German and Pennsylvania Dutch - Overview “Germans were the largest immigrant group to settle in Wisconsin in the 19th century. They were also the largest group of European immigrants to the United States in the 19th century. Most entered in three major waves between 1845 and 1900, spurred by political, social, and economic upheavals in Europe. The earliest groups came for largely religious and political reasons. Those who migrated after mid-century were primarily farmers, artisans, and laborers.” German immigrants came in three distinct phases Early 1850s — Southwestern German states + German-speaking areas of the Switzerland and Austrian empire Post Civil War — Northwestern and Central German States 1880s — Largest group, Northwest Germany Image Credit: https://www.wisconsinhistory.org/Records/Image/IM5457 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618110166570-RU46YGWMZ6LJOMDXM61N/german-milwaukee-1800s German and Pennsylvania Dutch - Mid 1800s Wisconsin was a frontier territory in the mid 1800s. There were abundant natural resources and the population was small in terms of Europeans. The population boom began in the 1830s following the Revolutions, among other factors leading to desperation and took off in 1852 when the Office of Emigration was created to attract new families. They launched a massive PR campaign with multilingual materials to make the journey to America as easy as possible. Upon arrival, many of these new arrivals stuck together, a move not uncommon to immigrant communities, especially those of a different linguistic profile. This created “speech islands” where German flourished and English was not a necessity. More often than not, the German ended up rubbing off on the English rather than the other way around. Image Source: https://www.wisconsinhistory.org/Records/Image/IM7487 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618113255523-LK1NWS2AQ5DL2GJR6WUA/german-schools-wisconsin German and Pennsylvania Dutch - Early German Schools Because Wisconsin practically begged the Germans to come across the pond, they were given considerable autonomy upon arrival. Education was of high importance to them, and they brought high literacy rates and even introduced the first Kindergarten here. The German school format was used, all teachers were native German speakers, and even the materials were German-produced. In 1848, the state affirmed this linguistic choice, saying districts could choose to add on additional languages beyond just English for instruction. However, an 1854 law six years later tried to shut that down, requiring that all “major subjects” be delivered in English. But the state was not necessarily in a place to enforce these rules, so Germans essentially ignored the new mandate. Yankee families living amongst Germans even elected to send their children to German schools and summer camps, complaints against the language of instruction remaining minimal. German expanded so much that in the late 1860s, German was required to be offered as at least an optional subject in all schools. It spread like wildfire in Milwaukee, though they never voted to officially make the 100% switch to German. Bilingual programs were common, and the state became a hub for German teacher training. 50 years after the last major wave of immigration, 25% of the population was still monolingual German speakers. Even if not speaking English, many of them essentially were bilingual. Home language German (Plattdeutsch) was so different from the High German spoken in schools that it made learning quite difficult for many children. Image Source: https://www.wisconsinhistory.org/Records/Image/IM25554 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618112994680-BE6AN7BVX1D2N4KQSC93/german-horse-wisconsin German and Pennsylvania Dutch - Late 1800s As economies began to expand and there was an increased interdependence for labor, land dealings, and governmental matters, the pressure of language assimilation began to creep in. With a lack of suitable partners in their own communities, people began to marry across languages, further shaking up the linguistic landscape of the state. German’s slow-burn death in Wisconsin schools started in the late 19th century as anti-immigrant sentiment rose, an 1889 law requiring English and an “American values curriculum.” They had fought in the Civil War and brought over a highly sophisticated education system, so the message that they were inferior did not sit well. Though this law was quickly repealed, the surge in anti-German sentiment as a result of World War 1 essentially wiped away all German schools, laws similar to the loose ones from before now being strictly enforced. Parochial schools and summer camps were able to hold out a little while longer, but the effort was ultimately futile. Even though the language did not stick, the related politics, practices, and history has been formative for our new bilingual programs. Image Source: https://www.wisconsinhistory.org/Records/Image/IM138727 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618119430402-Y9H6F7WAVPLAIGILH69G/girls-school-german-1900s German and Pennsylvania Dutch - 1900s “During the second half of the twentieth century, German culture came to be viewed as quaint and nonthreatening, perhaps because it was more difficult than ever to distinguish the descendants of German immigrants from other white Milwaukeeans. In 1990, 48 percent of city residents still claimed some German heritage, but few of them spoke German or belonged to organizations maintaining German traditions. Aspects of German festive culture reemerged in commercialized form. The Old World Third Street entertainment district, restaurants, and brewery tours nod to Milwaukee’s German past. German Fest is one of the ethnic celebrations held annually on Milwaukee’s lakefront. Its combination of good cheer and cultural pride harks back to the nineteenth century, but nostalgia has replaced German-language debates and interactions.” https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618104738188-Y481AKNCJIRNMK2T7RZA/amish-pennsylvania-dutch German and Pennsylvania Dutch - Pennsylvania Dutch Wisconsin is home to the 4th largest Amish population in the nation. Pennsylvania Dutch, a.k.a Pennsylvania German is spoken primarily nowadays by old-order Amish and Mennonite. Although English is changing the frequency of which the language is used and how it is spoken, many Amish and Mennonite are first language speakers of it. Listen to the interview with Josh Brown to learn more! Mark Louden’s Pennsylvania Dutch Website Make Kade Institute Informational Page Amish and Mennonite Books Linguist helps open doors to Wisconsin’s Pennsylvania Dutch communities Image Credit: https://www.wisconsinhistory.org/Records/Image/IM122386 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1619830904940-VFC6HX81L5KZH9G00BT4/HustisfordWisconsinDowntown.jpg German and Pennsylvania Dutch - Hustisford “In 1910, a quarter of the population in Hustisford were still monolingual German speakers. This was not because they had recently arrived; almost 60% of them had immigrated before 1880. A third of them had been born in the U.S. More surprisingly, a number of those had been born in the U.S. to U.S.-born parents." […] It took almost 100 years and nearly five generations for Hustisford to become a purely English-speaking town.” The Hutisford example is not provided to suggest that it is a bad thing that they resisted English for so long, but rather to show that it was possible. The Wisconsin Town That Didn't Learn English for Five Generations Village of Hustisford In Rural Wisconsin, German Reigned For Decades https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618117928054-IZFB8K9E0G2NHXBM9EE5/milwaukee-german German and Pennsylvania Dutch - Milwaukee The pattern and progression described above played out on a large scale in Milwaukee. The German influence is especially present when it comes to alcohol, the Milwaukee Brewers an emblematic example. A History of the German Immigrant Community in Milwaukee, WI https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618119744097-66JXN3J4MIAYNT39TF4R/new-glarus-german German and Pennsylvania Dutch - New Glarus Known as America’s Little Switzerland (German is an official language of Switzerland), the city looks and feels like a European getaway. “For over 150 years, the beautiful little community of New Glarus, Wisconsin, has been a magnet for Swiss settlers. New Glarus was originally settled by a hardy band of 108 Swiss pioneers in 1845 who left the Canton of Glarus in Switzerland during an economic crisis. Since then, succeeding generations and a steady stream of new Swiss immigrants have kept alive the community's Swiss-German language, folk traditions, and music.” A History of the German Immigrant Community in Milwaukee, WI New Glarus Official Website https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618120840132-29SHVYJPO1AZV16SX9SP/germantown-german German and Pennsylvania Dutch - Germantown As the name implies, there was a large German presence early on in the town’s history. “Originally one square mile, Germantown was formed by incorporating seven separate hamlets (or towns) into the Village of Germantown as we know it today. Germantown got its start as “Town 9” Washington County, Wisconsin Territory in 1836. Germantown was officially incorporated in 1924 and remained a small farming community until 1963, when Milwaukee County annexed a small piece of land from Washington County to build a landfill. Fearing further annexation by Milwaukee County, the surrounding unincorporated hamlets of Kuhburg, Willow Creek, Meeker Hill, Goldenthal, Rockfield, Dheinsville, and Germantown decided to merge into one incorporated village - and Germantown was born.” Germantown Official Website https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618121713711-UK4M9RUFT3ZEVDO27ISN/freistadt-german German and Pennsylvania Dutch - Freistadt “The name Freistadt means “free city” in German, and identifies a little community that was founded in 1839 by 20 families who fled from Pomerania, Germany, to escape religious persecution. The immigrants purchased 40 acres of land when they arrived, and the following spring they built the first Lutheran church in the state of Wisconsin, a 30’ x 20’ log building, that also served as a school for the children.” Freistadt is a community in Mequon. Source: https://www.washingtonhouseinn.com/freistadt-wisconsin Freistadt Historical Markers https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618100150186-YL8YH0SAY8DE64QVOVA3/milwaukee-german-immersion-school German and Pennsylvania Dutch Milwaukee German Immersion is a K4-5 school designed to teach primarily-English-speaking students German. https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618100028861-9YWJBQ7ZUBPSMT1S5GH7/german-school-of-madison German and Pennsylvania Dutch https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1618099869296-YRVHOLGOM2KOA1QIO9HL/germans-in-wisconsin German and Pennsylvania Dutch https://www.teachlangwisconsin.com/oshkosh daily 0.75 2021-06-05 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622131776745-EP7U46SICPJ1BUWTHQ2W/oshkosh-school-district-logo Oshkosh - English Learner Landing Page Interpreters Interpreters/support staff offered for: Spanish, Hmong, Swahili, Kibembe, Kurdish, Arabic, Chinese, Dinka, Karen, Thai, Urdu, Serbian, Croatian, Bosnian, Montenegrin and Turkish. Unique High School Programming 7 course offerings that provide an introduction to the field of education Academy for Global Studies that leads to the Global Education Achievement Certification Hispanic Honor Society at North + more than 10 other language/culture clubs CAPP Spanish Dual-Credit via UW-Oshkosh Non-traditional/less-commonly-offered language courses Spanish for Upperclassmen Spanish for the Workforce Spanish for Travel and Culture French for Travel and Culture Course Guide https://www.teachlangwisconsin.com/beloit daily 0.75 2021-05-27 https://images.squarespace-cdn.com/content/v1/602ad20bf6b7c4321ae3bd98/1622133307188-1Q759YEIPYI1FSVLDLTU/District-Beloit-Proud.jpg Beloit - Dual Language Landing Page Unique High School Programming Spanish for Spanish Speakers AP Spanish Literature & Culture (in addition to AP Spanish Language and Culture) Language and Education Pathways/Academies Unique social studies courses that include experiences of speakers most likely of languages other than/in addition to English: American Minorities, Latino Studies, World Cultures, and more! CAPP Language Courses Seal of Biliteracy and Global Scholars Course Guide