This page contains assignments for Dr. Montgomery's Span 676/SLaT 604 course. Assignments are DUE on the date under which they are listed.

Dec. 17

Final Exam Study Guide:

The final exam will be held 5:30 - 8:30 p.m. on Tues., Dec. 17 (NOT 8-10 p.m. as stated in the finals schedule. Meet outside JFSB B181 to move to our final location.

Dec. 12

0) Since you all agreed, the final exam will be held 5:30 - 8:30 p.m. on Tues., Dec. 17 (NOT 8-10 p.m. as stated in the finals schedule). Location TBA.

1) Prepare your presentation for Thursday:

a) Choose a topic (I recommend using the same one you did for your article)
b) Prepare a 5-min. presentation
c) If you use a PowerPoint, no more than 25 slides.
d) Goal: Move your audience to action re: assessment
e) Strategies: Tightly package info., use IMAGES, challenge them cognitively and engage them emotionally
2013-12-10 18.23.53.jpg

2) Finish your final draft of your classroom assessment project (the one where you created an assignment sheet and rubric). Due on the day of the final exam.

Dec. 10

1) What burning questions would you like for us to address re: assessment before the end of the semester?

a) Respond below.
b) Sign your response by typing ~ 3 times.

My burning questions:

Sometimes I wonder if students do better on test/ paper assessment rather than performance assessment because they are so used to pencil paper assessments. How can I help students see the true value in performance over pencil/ paper assessments? - oxyfay oxyfay

Since we should assess like we teach, should we ever have "test items" like fill in the blank with the correct verb? Do those have a place in the classroom at all?
- jessicabryan jessicabryan ~ ~ ~

I want to give my students what each of them needs. How can I balance assessments for special needs and gifted students in the same class? - msusybird msusybird

I would like to know/hear the actual challenges of assessment of teachers in the classroom (Dr. Montgomery and my classmates). Readings, applications, and activities we covered in the class, but in classrooms unexpected happens. In such a case, what would you do? what have you done? what worked? - km394 km394

How to give constructive feedback or comments? It is really difficult for me to be critical and most times I feel I am lack of good feedback to give. - liaoy liaoy

How can I give constructive feedback or comments? U

2) Prepare your presentation for Thursday:

a) Choose a topic (I recommend using the same one you did for your article)
b) Prepare a 5-min. presentation
c) If you use a PowerPoint, no more than 25 slides.
d) Goal: Move your audience to action re: assessment
e) Strategies: Tightly package info., use IMAGES, challenge them cognitively and engage them emotionally

Dec. 5

1) Read:

2) Post materials from your lesson to the appropriate section of this page of the wiki. Include:
  • PowerPoints
  • Worksheets
  • Videos
  • Photos

3) Take a look:
Doctopus + Goobric - Give students instant feedback and distribute it quickly and easily to a class list with rubrics using Google extensions and scripts

Dec. 3

Writing Assessment Presentation by Jessica and Becca P.

Homework for this day:
  • Send us a picture of something you do every day! (,
  • Skim the chapter before coming to class, look at the headings in each section.
  • Bring an electronic device (computer/ tablet) to class

November 21

Reading Assessment by Becky and Keiko
  • Skim through Ch. 9
  • Use the attached questionnaire while skimming the chapter.
  • Bring a textbook that you currently use to teach or reading material that you are going to teach in the near future (in your target language).
  • Watch the video.

November 19

Speaking Assessments by Susy and Fernando


1) Read Chapter 8
2) Make a list of all the speaking assessments you perform in you class.
  • You need at least five.
  • Make sure to bring the list to class because it will be used as part of your assessment.

Nov. 14:

1) Familiarize yourself with Ch 7.
  • Read all of the subheadings
2) Choose a listening assessment from your class.
  • Look at listening types on pg 162
  • Identify the types of listening assessments you used
  • Identify which of the 4 skills are tested (listening, reading, writing, speaking)
  • Identify which culture elements are tested
3) Reflect on the effectiveness of your assessment
4) Be prepared to talk about your discoveries in class.

Nov. 12

1) Work on your chapter presentation.

2) Read:


Nov. 7

1) Read the chapter you and your colleague will be presenting.

2) Jot the following things down and bring them to class with you:
  • Identify 3-5 key concepts from your chapter.
  • Identify 5-7 key principles (rules of thumb) from your chapter.
  • Determine 1-3 performance objectives (Students will . . . .)
  • Come with an idea for one hands-on activity for your chapter.
  • Come with an idea for one formative assessment for your chapter. How will you know that we "got" it before we leave class?
  • Come with an idea for a SMALL homework assignment to prepare us for your class.

Nov. 5

1) Find a research-based article re: assessment of students with special needs in the world language classroom.

a) Go to GoogleScholarLogo.gif

b) Locate an article about assessing students with special needs in FL.
c) Type the title below and hotlink it to the article:

Becky: Language Planning For the 21sr Century: Revisiting Bilingual Language Policy for Deaf Childre
Elizabeth: The Education of Dyslexic Children from Childhood to Young Adulthood
Susy: Assisting //Students// with //Foreign Language// Learning Difficulties in **...**
Fernando: Computer-based assessment of Special-Need Students
Keiko: A dynamic curriculum-based language assessment: Planning instruction for special needs students who are linguistically diverse
Becca: Assessing the Effects of Cooperative Learning in an Honors Foreign Language Classroom
REBecca:Creating Success for Students with Learning Disabilities in Postsecondary Foreign Language Courses (Need access to ERIC, which you can get through the HBLL)
Here's another one. I couldn't decide.Should the Modern Language Aptitude Test Be Used to Determine Course Substitutions for and Waivers of the Foreign Language Requirement?
Jessica: So I know this one is a bit different, but I liked it because when I moved to Germany I was told I was dyslexic when in reality, I just didn't speak German
The assessment of learning difficulties in literacy among children learning English as an additional language this one is also similar: Psychometric Issues in the ELL Assessment and Special Education Eligibility This article is good to know as a teacher, this way I can have guesses as to what dyslexia could look like in the students in my classroom:German and English dyslexic similarities and here is one that is probably more what we were supposed to find: Dynamic assessment and instructional strategies for learners who struggle to learn a foreign language

2) List at least one GENUINE question you have about assessing students with special needs.

a) Double-click on the wall below.
b) Type your question.
c) Type your name.

(If you can't get the wall below to work, post your question here.)

3) Sign up for a Teaching Demo

a) Choose a topic (2 people per topic):

Assessing Listening - Elizabeth/ Rebecca
Assessing Reading - Becky / Keiko
Assessing Speaking - Susy / Fernando
Assessing Writing - Jessica/ Becca

b) Begin reading the related chapter from Brown.

Assessing Listening: Brown, Ch. 6
Assessing Reading: Brown, Ch. 8
Assessing Speaking: Brown, Ch. 7
Assessing Writing: Brown, Ch. 9

c) Prepare a class session on the topic with your partner. [We will discuss this in class. Due dates listed on the syllabus will be shifted back.]

  • Identify a SMALL homework assignment to prepare us for your class.
  • Identify 3-5 key concepts from your chapter.
  • Identify 5-7 key principles (rules of thumb) from your chapter.
  • Determine 1-3 performance objectives (Students will . . . .)
  • Engage us with the concepts/principles using hands-on activities (at least 3).
  • Develop a formative assessment: How will you know that we "got" it before we leave class?

Food Recipes

Dough recipe:

  • 1 cup plus 2 Tbsp warm water
  • ⅓ cup oil
  • 2 Tbsp yeast
  • ¼ cup sugar
  • ½ tsp salt (I usually do 1 Tbs)
  • 1 eggs
  • 3½ cups flour (It seems to need more flour than this, so I just add until dough is not too sticky, but can still stick to itself as needed)
  1. In the bowl of a stand mixer, combine water, oil, yeast, and sugar. Allow mixture to rest for 15 minutes.
  2. With a dough hook, mix in salt and eggs and 2 of the cups flour until combined. Add remaining flour ½ cup at a time.
  3. Shape dough into 12 flat circles
  4. Place filling in the middle and fold.
  5. Crimp edges with fingers and then with fork
  6. Place uncooked pirozhki in a warm spot and let rest for 10 minutes. (I preheat my oven to170 then turn it off while I prepare the dough. By the time I get to this point, it is the perfect temperature to let the dough rise.
  7. Heat oil to 300 F. Pour enough oil to come up half way on the pirozhki.
  8. Place pirozhki in hot oil and cook until dark brown. If undercooked, rolls will be doughy inside.
  9. Flip and repeat.
  10. Place on plate with paper towel and allow to cool.

Meat filling:
Heat a large skillet over medium/high heat. Brown ground beef and turkey, breaking it up into small pieces with a spatula. Season meat with ½ tsp salt, 1/ tsp pepper and ½ tsp garlic powder.
  1. When the meat is almost done, add diced onion and saute 5 minutes, stirring occasionally.
  2. Add shredded carrots and saute another 3 minutes, stirring occasionally.
  3. Add 3 tbsp dill, mix well.
  4. Add mayo, stir well.
  5. Stir in ½ cup water to moisten the meat mix. Transfer meat mix to a bowl and let cool to warm or room temperature.

My product was a combination of recipes found here and here

There are step-by-step pictures and instructions on each. Good luck!

Vinaigrette recipe:
I made this from my head, so my measurements are estimates. You can make it any way you want. I'll try to sketch out here what I remember doing:

5-6 Potatoes
4-5 small beets (I used canned beets because there were no fresh ones at the store. Fresh beets are usually a lot bigger than canned ones)
3-4 medium carrots
1 onion
1 can (15.5 oz) chick peas
1 can (14.5 oz) Sauerkraut
2 Tbs olive oil
Salt to taste
½ Tbs Dill weed
Sour cream (optional)

Dice potatoes and boil. Drain and let cool to room temperature.
Shred carrots and boil. Drain and let cool to room temperature.
Dice onion and sautee. Remove and let cool to room temperature.
(If using fresh beets): Boil whole on medium high heat until tender. Remove and peal the peel off. Shred or dice.
(If using canned beets): Shred or dice.
Combine all of the boiled vegetables once they have cooled into a large bowl as well as the chick peas and sauerkraut. Add 2Tbs olive oil and salt to taste. Add about ½ Tbs dill weed (to taste). Serve with sour cream (optional).

Nov. 1: Language Educator Articles

A) Submit your article to The Language Educator:

1) Revise your article based on the feedback you received in class.

2) Review the requirements of the Author Guidelines for The Language Educator.

3) Make necessary changes to comply with the Author Guidelines.

4) Submit your final copy to //The Language Educator//.

5) Submit your final copy to Dr. Montgomery by e-mail.

B) Reflect on the revision process we used in class:

1) Click on this discussion forum.

2) Critically reflect on your experience in class. Use the following questions to help you.

a) What did you LIKE/DISLIKE about the process?
b) Did the process INFLUENCE the final article you produced?
c) What did you notice about the STRUCTURE of the process?
d) What did you notice about the SOCIAL DYNAMICS of the process?
e) What would you change about this if you were asked to do it again?

Oct. 29: Preparing for Peer Review

1) Revise your article based on my feedback.

2) Find your assigned group below:

Group 1

Group 2


3) Type a 4-sentence e-mail to your group:

Sentence 1: What will teachers change after reading your article? Teachers will . . .
Sentence 2: What are your questions about your article? The main question I still have about my article is . . .
Sentence 3: What feedback do you still need? The thing(s) I want your help with are . . . (help identifying what works/what you like, help coming up with more concrete examples, help making my language more teacher-friendly, help expressing my ideas more clearly, help with organization, help with word choice, help with editing grammar/mechanics, etc.).
Sentence 4: What kind of feedback should people AVOID? Please don't spend your time giving me feedback about . . . (my examples, the rubric I included, the appendices to my article, my grammar, my word choice, my sentence structure, my organization, etc.)

4) E-mail your group your revised article and message.

a) You may use Google Docs or another tech tool to share articles if you prefer.
b) Bring at least 2 hard copies of your article to class (4 copies would be better because then everyone in your group can have their own).

5) Read your 3 group members' articles BEFORE CLASS.

Come prepared to:

a) DISCUSS your group's 4 articles.
b) GIVE FEEDBACK on each article.
c) READ ALOUD your 3 most important paragraphs. (These can be 3 in a row or from 3 different places in your article.)


a) Sit with your group and present in alphabetical order.
b) The presenter reads aloud their 3 paragraphs.
c) The group discusses the ENTIRE article aloud (using discussion questions provided by Dr. M.)
d) The author remains silent until time is called (like Dr. M. demonstrated in class)
e) The author can then comment/ask questions until time is called and a new person begins presenting.

Oct. 24: Language Educator Articles

1) Read the Author Guidelines for The Language Educator.

2) Explore at least one of these sample articles.

3) Revise your article for The Language Educator.

a) Does your title "capture" the reader's attention by addressing a common problem easily recognizable to K-12 teachers?
b) Does your title show that you will offer a new perspective or idea about your targeted problem?
c) Did you write your article with a focus on your AUDIENCE (as opposed to your content)?
d) Does your article systematically answer the questions practicing teachers are likely to have about your topic?

  • Here's the classroom situation that made me want to explore this topic
  • Here's what I found out about the topic from my explorations
  • Here's what that information fails to address, consider, or take into account (i.e., here are the problems that we still have with this topic)
  • Here's my proposal for addressing those problems I just identified

e) Does your article meet all of the author guidelines?

4) Send your REVISED article to Dr. Montgomery for feedback.

5) Bring a hard copy of your revised article to class.

Oct. 22: Getting Out of the Box

1) Bring a hard copy of a draft of your article for The Language Educator with you to class.

2) What did you learn from your explorations last Thursday? Post your comments in this discussion forum.

3) Skim: How a Radical New Teaching Method Could Unleash a Generation of Geniuses

a) Skim the article.
b) Consider these 2 questions:
  • If we were to try to implement this method in our class for the rest of the semester, what might that look like?
  • What might it look like in a world language classroom?
c) Join Span 378 for a virtual conversation about this by posting your ideas on Tricider.

Oct. 17: Technology

We will not meet on campus today. Instead, please complete at least one of the following options:

1) Prepare a rough draft of your article: (A hard copy is due in class by Oct. 22 even if you don't choose to work on this option during class time on Thursday.)

a) Find a feature article in The Language Educator that is similar to what you want to write.
b) Analyze the article for content, organization, word choice, tone, etc.
c) Use the article as a template for writing your own.
d) Use the outline you created for homework to guide your writing.
e) Remember to write so that you answer a REAL question that REAL teachers REALLY have!
f) Consider using Chatzy, Google Docs, Titan Pad, Today's Meet, or the discussion forums in Wikispaces to collaborate with and obtain feedback from your colleagues as you work.

2) Explore the technology tools for assessment on this wiki.

a) Choose at least 5 tools on the page.
b) Register for each one.
c) Try to create something in each one.
d) How could you use each one to assess your own students?
e) How would you incorporate these tools into professional development on assessment?

(Note: Also, if you haven't explored the other pages on this wiki, you might want to do so.)

3) Explore the materials from Dr. M's 6-hour MaFLA workshop: The Culture Connection: Linking Language, Learners, & Life (these will not be completely available until Thursday at 11 a.m.)

a) Work through the materials (recognizing that not everything has been posted yet and that some portions are intended to be supported by a PowerPoint or by face-to-face interaction).
b) Play with the tools.
c) Come to class prepared to share what you learned.

4) Explore the materials from Dr. M's 3-hour MaFLA workshop: Click to Collaborate (these will not be completely available until Friday at 12 p.m.)

a) Work through the materials (recognizing that not everything has been posted yet and that some portions are intended to be supported by a PowerPoint or by face-to-face interaction).
b) Play with the tools.
c) Come to class prepared to share what you learned.

Oct. 15: Self-assessment

1) Read: Literature Review on Self-Assessment

2) Revise the outline of your article according to this format and bring a hard copy to class:

Thesis Statement: What is the main idea of your article?

Purpose of the Article: What action do you want teachers to take after reading your article? (Please write this as a "can do" statement.)

7 Key Principles: What important ideas do teachers need to understand in order to "do" what you listed above? (These principles should be the basis of your argument and should "add up" to your final conclusion.)

  • Structure these as a logic chain, where the last word or concept in the sentence becomes the first word of the next sentence.
  • Make sure that each principle progressively builds to your final "conclusion"--the big idea that you want teachers to take from the article.
  • Make sure that your principles lead the reader's thinking so that by the time they get to the conclusion, they say, "Oh, that makes perfect sense! Of course!"

3 Pedagogical Strategies: What basic steps do teachers need to take in order to put the principles you listed above into action? (List at least 3, concrete strategies teachers can try immediately in their classrooms as they experiment with putting what you said in your article into practice.)

1 Example: What would the principles and strategies you are advocating look like in a real world language classroom? (Briefly give at least one, real life classroom example or story you can tell that illustrates the principles and strategies you outlined above.)

OPTIONAL: 3) Explore: Encouraging Self-Direction & Collaboration

Oct. 10: Portfolios

1) Explore: Linguafolio Evidence Exemplars

2) Read: Macmillan. Using portfolios to assess understanding, reasoning, skills, and products.

Optional: Complete this worksheet on gospel-based teaching:
a) This might be a fun thing to do instead of your regular scripture study for this week.
b) I recommend:
  • Read the scriptures in Column 1 on the first page.
  • SKIP the video examples in Column 2 on the first page (because they are a bit abstract, so you might not see the connections to the scriptures as easily as you will on the other pages).
  • Fill out Column 3 on the first page based on the scriptures you read.
  • Do all the other pages in order (Column 1, Column 2, Column 3).
  • Come back and do the video examples from the first page.
c) For you overachievers, it would be fun for next week's scripture study to create a gospel-based teaching principles worksheet like this that is focused exclusively on assessment. :-)

Optional Assignment B: Linguafolio Training Modules (for those who want to know more)

Oct. 8: Effective Programs, General Conf.

1) Prepare an outline of your professional article on assessment for The Language Educator.

a) Your outline should include the following elements:
  • Your Name
  • Tentative Title for the Article
  • Thesis Statement
  • 7 key points

b) Your 7 key points should form a "logic chain." View this video to see an example of how a logic chain works:

c) The 7 key points should "add up" to your thesis statement.

d) Bring a hard copy of your outline to class.

2) Read: Characteristics of Effective Elementary Foreign Language Programs

3) Read: Sandrock, P. & Webb, E. (2003). Learning languages in middle schools, pp. 8-10.

4) Skim: EPP. A systematic review of the characteristics of effective foreign language teaching to pupils between the ages of 7-11.

5) Skim: Successful College & University Foreign Language Programs 1995-1999

6) Self-assess your project assignment sheet and rubric using the following checklists and rubric:

7) Revise the project assignment sheet and rubric you prepared for class based on what you learned from your self-assessment and the "round robin review" we did of those items in class today.

8) Don't forget to watch General Conference!
Everything about conference is designed to help us self-assess! :-)

Twitter: I like to share some of what I learn from General Conference with my family, friends, and colleagues through Twitter (which I have linked to my Facebook page). For those of you who have never tried it, you can go to and type in the hashtag #ldsconf It will bring up a stream of tweets from conference. For more information, see this article:

Twubs: I find reading them on Twitter too slow, so I usually watch for someone to tweet a "Twubs" link where you can watch a live feed of the tweets.

Google Docs: Someone also usually tweets the URL of a Google Doc where people from around the U.S. simultaneously and collaboratively take notes on the talks as they are given. This is my absolute favorite tool for paying attention because I know that my notes are no longer just for "me," but for a real audience (so I find I listen more carefully, synthesize the material more precisely, and share more accurately). My username on Twitter is chericem if you are interested in seeing what I tweet.

Today's Meet: If you are too nervous to tweet publicly, we can set up a Today's Meet or a discussion forum here where you can share your thoughts with one another during conference.

Oct. 3: Project-based Assignment

1) Generate a project title.
2) Create an "assignment sheet" for your project.
3) Develop a rubric to evaluate the project.

Bring hard copies of these materials to class on Thursday for group critique.


Create a checklist and model of your project.

Oct. 1: Performance-based Assessments

1) Post an answer to this question in this discussion forum: What did you learn from our class discussion on Thursday? (If you were absent, please comment on what you learned from the readings or from talking with your colleagues who were present.)

2) Examine: Framework of Assessment Approaches & Methods

3) Read:


4) Thoroughly Explore:

The Projects Section of Teens N Tech (especially the Projects Section on the Disney Dilemmas page)


Read: Integrated Performance Assessments (IPAs)

Watch: The Time You Have (in Jellybeans) (Think about the question, "How do you measure a year?")

Sept. 26: IPAs

1) Read: Brown, Ch. 10, pp. 252-255.

2) Choose ONE to read:

3) Watch: Welcome to my PLE

4) Explore: Assessments


Forget What You Know (Jacob Barnett)

Building 21st Century Literacy: Developing & Assessing Language Performance (PowerPoint by Paul Sandrock)

CAPS Rubrics

Sept. 24: Standards-based Assessment

1) Read: Sandrock, P. (2011, October 24-26). Developing and Assessing Your Students' Language Proficiency. BYU Minicourse Handout.

2) Skim this page: ACTFL Performance Descriptors

3) Familiarize yourself with these items: Standards for Foreign Language Learning: Preparing for the 21st Century & ACTFL Proficiency Guidelines (Updated 2012)

4) What PRACTICAL/PEDAGOGICAL implications do all these standards-based documents have for assessing target language proficiency in the world language classroom?

5) Respond to Question 4 in this discussion forum.

Optional: Explore these links:

Sept. 19: Research Exploration & Curricular Analysis

1) Find a research article on assessment in world language education.

a) Choose an assessment-related topic you want to learn more about.
b) Search for your topic on Google Scholar
c) Identify three interesting articles & scan their abstracts.
d) Choose your favorite article from those three.
e) Bring TWO PRINTED COPIES of it to class.

2) Aligning Assessments: Curricular Analysis Activity

1) Select one thematic unit
2) Examine the stated objectives, formative assessments, & summative assessments.
3) To what extent will the assessments provide evidence that students have achieved the objectives?
4) Has the teacher provided adequate scaffolding in the lessons to enable students to complete the assessments successfully?
5) What problems do you see with the assessments?


3) Optional: Skim Chapter 2 of the textbook by Brown.

4) Optional: Read this article and think about what implications it has for administrators and teachers regarding assessment:

Sept. 17: Shrum & Glisan

1) Complete this study guide for: Shrum & Glisan, Ch. 11 (Bring a hard copy to class)

2) E-mail Dr. Montgomery a draft (brainstorm) of your conference proposal.

  • Name of Conference
  • Topic of Presentation
  • Title of Presentation
  • Content of Presentation (Bulleted list of key activities or ideas you will include)
  • Be sure your presentation is related to world language assessment in some way

3) Bring your completed reading guide for Curtain & Pesola, Ch. 7 to class today

Sept. 12: Curtain & Pesola

1) Complete:

a) Read the sections identified on the reading guide.
b) Answer the questions on the reading guide.
c) You do not need to read the whole chapter.
d) This chapter will give you an overview of assessment that focuses on younger learners. You will read another chapter next week that focuses on older learners.


2) Watch:

Sept. 10: Standardized Testing

As you do the homework today, think about what each item has to do with the concept of "understanding."

1) SKIM:

Patton, Dean. (2013, January 11). Standardized test backlash: Some Seattle teachers just say 'no.' Christian Science Monitor. Retrieved January 14, 2013, from

2) READ the 4 paragraphs that come immediately following the first video. (They start with Hi. I'm Karen.)
Pay close attention to the 4th paragraph.

3) Watch this video: (ViewPure Link)

Sept. 5: Sign-ups

1) Join Wikispaces

a) Choose a username
b) Choose a password
c) Add a working e-mail address
d) Check NO (about making a wiki)
e) Click submit

2) Join the Learn2Assess Wiki

a) Sign into Wikispaces with your username and password.
b) Go to:
c) Click Join in the upper, right-hand corner
d) Type "676" in the box
e) Click submit

3) Sign up to facilitate the warm-up.

a) Go to the Warm-up Sign-up page.
b) Click "Edit."
c) Choose a date.
d) Type ~ three times.
e) Click "Save."
(Note: You won't be able to do this until I have approved your request to join the wiki).

4) Sign up to bring food (optional).

a) Go to the Food Sign-up page.
b) Click "Edit."
c) Choose a date.
d) Type ~ three times.
e) Click "Save."
(Note: You won't be able to do this until I have approved your request to join the wiki).

5) Complete: Course Information Survey

6) Complete: True Colors Test

  • Take the paper test.
  • Bring the paper test with you to class.

7) Complete: Course Video Permission Form

8) Select a tentative topic for your article (due Nov. 1):


9) Optional - Complete: Assessment Research Survey

10) Optional - Join a Facebook Group:

BYU Alumni group on Facebook

BYU Grad Students group on Facebook

BYU Undergrads group on Facebook
Deep Approach to Language Learning group on Facebook
//FLTEACH// Group on Facebook

10) Optional - Register to participate:

AATSP - July 8-11, 2014 in Panama City, Panama

ACTFL - November 22-24, 2013 in Orlando, FL


SWCOLT - April 24-26, 2014 at Snowbird Resort in Snowbird, UT

UFLA - October 5, 2013 in TBA, UT