SAILN Events

Mat is directing SDSU-LARC, together with Chris Brown. He is also a professor of German and European Studies in the College of Arts & Letters, the co-editor of the journal of the American Association of Teachers of German, and the treasurer of CALICO, the North American association of Computer-Assisted Language Learning. By training, he is a teacher of German and Russian. So, teaching and grammar are two of his favorite topics. If you would like to know more, visit https://pantarhei.press/mat/.

Evan Rubin is the SDSU Language Training Center (LTC) program coordinator and technology support for all SDSU LARC programs and language training courses. Evan also volunteers as the International Association of Language Learning Technology (IALLT) co-webinar coordinator, a monthly webinar series that invites exceptional and visionary world language instructors, language lab directors, and language program coordinators to discuss their research, projects, and/or publications in an online interactive webinar format. Evan has his B.A. in Sociology from UC Santa Barbara and M.A. in Latin American Studies, with a specialization in education technology, from SDSU.

As a Learning Technologies Coordinator, Mari is responsible for managing the conceptualization, design, operation, and evaluation of the language space at LARC. She holds a PhD in Spanish from Arizona State University, where she specialized in computer-assisted language learning. She previously taught Spanish and English as a second language for over ten years.

It is Cecile's passion to support and mentor teachers that led her to earn a PhD in curriculum and instruction. Her doctoral dissertation is titled, "Teachers' understanding of differentiated instruction in Swiss elementary schools." Cecile started teaching languages (French & English) in 2005. She became a mentor for K-12 teachers and a California World Language Project (CWLP) Fellow in 2009. At SDSU-LARC, Cecile contributes to the planning and implementation of SAILN activities, coordinates project resources, and liaises with project stakeholders to collect and disseminate project information. She is also the SAILN Strand A lead. Cecile is the 2025 CLTA Teacher of the Year.

Abstract:

Step into the world of dynamic language instruction with our immersive workshop on performance-based assessments in the world language classroom. Designed for educators seeking to invigorate their teaching methods, this workshop delves into the intricacies of the three modes of communication: interpersonal, interpretive, and presentational. Join us to explore the power of performance-based and Integrated Performance Assessments (IPAs) as comprehensive tools for evaluating language proficiency. In addition to mastering assessments, attendees will uncover a treasure trove of low-tech assessment ideas that foster engagement and authentic language use.  Don't miss this opportunity to revolutionize your teaching approach and empower your students to thrive in the diverse landscape of language learning. Join us to embark on a transformative journey towards excellence in world language education.

Biographies:

Robin Newsom Wuertz is an American Sign Language educator with over 25 years of teaching experience. She is the founder of Creative ASL Teaching. She is a blogger and content creator. She holds a Bachelor's degree in Deaf Studies from California State University Northridge and a Master’s of Science in School Counseling from the University of LaVerne. Currently, she teaches ASL and Physical Education at Sage Creek High School in Carlsbad, CA.

In addition to her teaching responsibilities, Robin is a prominent workshop presenter, focusing on curriculum development, World Language standards, and second language acquisition. She also serves as a consultant, aiding schools in her area and across the United States to establish and maintain robust ASL programs. Robin’s dedication to the field extends to her role as a mentor for new teachers and as a Fellow in the California World Language Project. Her passion lies in supporting ASL teachers, guiding them to become creative innovators and leaders in World Language instruction.

Dr. Lisa M. Basista has been an E.S. L. and Spanish language teacher, administrator, and advocate for over 30 years. She is currently a Spanish instructor and world language dept. chair at Sage Creek High School in Carlsbad, Ca. and a Core Adjunct Professor in the School of Education at National University. Lisa’s passion for second language acquisition is deeply rooted in her own experiences as a second language learner in Tucumán, Argentina, where she studied at the Instituto Vocacional Concepcion while in high school and her time at the Universidad Iberoamericana in Mexico City, Mexico. Lisa holds a Doctorate in Education with an emphasis in Teaching English to Speakers of Other Languages, a Master’s degree in Educational Administration, and a Bachelor’s degree in Spanish/Hispanic Studies. She has presented at numerous local, national, and international language conferences and trainings and is a past recipient of the Presidio of Monterey’s prestigious Distinguished Language Educator Award for Spanish language instruction.Her mission is to help teachers create safe and supportive learning spaces where students are empowered to take linguistic and academic risks, build confidence, and achieve proficiency.

Abstract:

Equitable grading practices is the new “it” term in education. But what does it really mean and how do we use it effectively in the classroom? This presentation will help us examine our own beliefs about grading and how this influences our grading practices. We’ll look at some of the equitable grading practices currently recommended and discuss how to make these applicable and meaningful in your classroom and subject matter. Teachers will have time to discuss the challenges and rewards of using equitable grading practices and explore ways to make their classroom grading more equitable and conducive to reflecting the learning of their students.

Biography:

I grew up in Ann Arbor, Michigan, but moved to the rival school, Michigan State University for college. Here I completed a major in English and Education, with a minor in Spanish. I also completed my Masters in Education. After completing my education, I moved to San Diego for a high school English teaching position with San Diego Unified. I have been at my school for 15 years, and now it feels like a second home and family. Outside of teaching reading and writing my passions in education include support for Multilingual Learners in the classroom and equitable grading practices.

Abstract:

We know that one of the main goals of our language course is to expose our students to as much real world target language as possible, but short of transporting them to the countries that use the target language, this can be daunting. Through the use of authentic resources, we can show students what this real-world language looks like, as well as expose them to culture all at the same time. But what is an authentic resource and where do we find them? What if they are too difficult for students to understand? In this workshop, participants will learn what constitutes an authentic resource, how to find them, and how to use them in the classroom for the purpose of formative assessment. We will also look at where we can place these authentic resources during the unit: at the beginning, middle, or end. The presenter will give participants ideas for using a specific type of authentic resource -- an infographic -- but opportunities to collaborate with others to find and organize different types of authentic resources will also be part of this session.

Biography:

Edward Stanko has been a Spanish teacher since 2008, but has worked with high school level youth since 2005 when he started as an AVID tutor. He has taught all levels of Spanish from level one through AP Spanish Language and Culture. His pedagogy is based around two major concepts: input and the social nature of language learning. Edward has been teaching for 16 years and is currently a doctoral student in International and Multicultural Education at the University of San Francisco. His focus is on language and culture, and his dissertation research is in critical language awareness and the Spanish heritage speaker classroom.

Abstract:

This workshop presents some of the best teaching strategies based on neuroscience and behavioral psychology. The workshop explains how a student’s brain navigates learning and what teachers can do to give the best support possible. Highlights include how the brain really learns, strategies that will change the dynamic of a classroom, how to create an effective learning environment, lesson planning to support how the brain learns most efficiently, the two biggest influences on student success, and much more.

Biography:

Matthew Thomas has been a classroom teacher and academic coach for nineteen years and runs the Teach Based on Science YouTube channel. His area of focus is highlighting the best teaching strategies based on neuroscience and behavioral psychology. These strategies have brought Mr. Thomas many teaching successes, including a Teacher of the Year award and having the top test-taking students in his district for sixteen years in a row. By understanding how the brain learns, teachers can teach more efficiently and make a better connection to all learners. His high-energy and engaging workshop offers many strategies that teachers can use immediately.

Abstract:

This session focuses on how teachers can create a unit with a topic and a few subtopics. The presenter will use a five sessions unit focusing on “City Life” communication skills for novice-high to intermediate-high/advanced-low Persian learners. Each session has an approximate duration of 120 minutes. During this unit, students navigate the practical language associated with getting around in a Persian-speaking environment using present tense or present continuous tense for lower levels and future tense for higher levels. Learners practice the language in different task-based engaging activities appropriate for each proficiency-level, and age, and at the end, learners are able to describe, understand, and compare their daily activity to others and create a model of an ideal city using their knowledge.

Biography:

I have a degree in Mathematics and have experience in implementing world language pedagogy also I am a fellow of the California World Language Project (CWLP) and ACTFL trained. I have been the Persian Language Group Leader at the STARTALK Teacher training programs at LARC since 2013 and Persian Mentor during STARTALK Persian Focus Teacher Training 2021 LARC-SDSU. As the group leader, I assisted the Persian Language Group participants with developing thematic lesson plans that include activities in the target language.

I am the Persian Instructor at the STARTALK Persian Summer Camps offered by LARC since 2010 and since 2021 with Hybrid Persian STARTALK Students Program (pre-summer and post-summer sessions) and in person at San Diego State University campus (summer camp) .I am currently teaching Persian to different group ages at the Iranian School of San Diego. I was recognized as the “Teacher of the Year” by the San Diego Iranian School in 2015. I am one of the author of a published Persian workbook is being used by the most Persian schools around United States.

Abstract:

A mix of presenter-led discussions and collaborative activities will support participants in reviewing the advantages of getting these awards, requirements and assessments for the Seal of Biliteracy, and ideas for Biliteracy Recognition implementation. We will also explore how to advocate for the Seal of biliteracy and create a campaign to publicize it at your school. We will also review implementation resources from the California Department of Education and learn who to contact for resources and support.

Biography:

Dr. Eva Pando Solís is an award-winning educator with more than 25 years of experience. She began her career in Spain, teaching Spanish literature, English and French. In 1993, Eva came to California where she has been a teacher, coach and administrator in SEI and DLI programs. In the year 2000, Eva was recognized as "Teacher of the Year" by the Los Angeles COE. Eva’s credentials include a bachelor’s degree in education, master’s degrees in English and Spanish, and a doctorate in applied linguistics. Eva is a coordinator with the San Diego COE, supporting DLI, world languages, and global competence.

Abstract:

According to the CAL Center for Applied Linguistics, Integrated Performance Assessments (IPAs) feature three tasks, where each task assessing a different communicative mode—Interpretive, Interpersonal, and Presentational as defined by the ACTFL World-Readiness Standards for Learning Languages—is connected by a central theme. In this workshop, I will focus on the Presentational Mode. The presentational mode is the one that provides students with opportunities to speak, sign, and write for a variety of purposes, listeners, viewers, and readers in culturally appropriate ways; students use the most suitable media and technologies to present and/or publish. By the end of this workshop, educators will have a better understanding on how to improve the activities they already implement in the classroom.

Biography:

¡Hola! It was during my junior year in high school that I learned I wanted to become a high school Spanish Teacher. I obtained my bachelor’s and teaching credential from SDSU; I had the opportunity to study abroad at the Universidad de Avila, Spain in 2006. I’m proud to be a blue devil as I obtained my master’s degree in Spanish Language & Literature from Central Connecticut State University. I have been an educator for 18 years and I feel the same passion for the field as I did during my first year of teaching. I’m a proud SAILN Fellow and a member of the Foreign Language Council of San Diego. I currently work for Sweetwater High School in the town of National City, CA.

Abstract:

In this workshop, we will first explore our taken-for-granted assumptions about language and language models, together with their implications for how world language learning is conceived. We will then discuss implications for classroom practice concerning different speaker populations, the use of target language, and how translingual scaffolds may be utilized. We will engage in a critical discussion regarding the perceived boundaries among languages and communicative resources.

Biography:

Eduardo R Muñoz-Muñoz, PhD, is an associate professor serving as the Coordinator of the Critical Bilingual Authorization program “Bilingüismo y Justicia” at the Lurie College of Education at San José State University, as well as the site director of the Stanford World Language Project (SWLP). Dr. Muñoz-Muñoz earned his doctorate at Stanford University in 2018. He also holds a Master’s Degree in Sociology (Stanford University, 2016), a Master’s Degree in Educational Leadership (UC Berkeley, 2010), and a Licenciatura in English Philology (Universidad de Córdoba, España, 2000).

Dr. Muñoz-Muñoz has taught high school in Spain and the UK and elementary bilingual education, before becoming an elementary school principal in 2010. In his research, teaching, and practice, he engages with issues of linguistic access, educational opportunities, and teacher preparation. He serves now as the past president of the California Association for Bilingual Teacher Education (CABTE). Additionally, he regularly supports and advises districts and dual immersion programs on design and implementational issues pertaining to multilingualism. Dr. Muñoz-Muñoz is passionate and convinced about the transformative power of critical teachers, and is honored by partaking in their sustainable development as professionals and critical agents of change.

Abstract:

This workshop is designed to explain exactly what goes on during the development of a multilingual student’s mind. Knowing this information allows parents, paraeducators, and teachers to know exactly how to give the best support possible. Topics include how multilingual learners navigate learning, how to grade for equity, why certain questions are more difficult for multilingual learners to answer, best ways to support learning challenges, how to phrase questions to maximize responses, and much more.

Biography:

Matthew Thomas has been a classroom teacher and academic coach for nineteen years and runs the Teach Based on Science YouTube channel. His area of focus is highlighting the best teaching strategies based on neuroscience and behavioral psychology. These strategies have brought Mr. Thomas many teaching successes, including a Teacher of the Year award and having the top test-taking students in his district for sixteen years in a row. By understanding how the brain learns, teachers can teach more efficiently and make a better connection to all learners. His high-energy and engaging workshop offers many strategies that teachers can use immediately.

Abstract:

Participants will be able to plan and implement learning sessions in their own classrooms that lead to student collaboration (listening and speaking components of a language), and are aimed at formulating Claims (CER responses) supported by the proper evidence and reasoning (reading and writing components of a language). This practice will be presented through diverse contents, such as Social Studies, Science, and Grammar, to be applied in an elementary classroom, K-6, in both English and Spanish.

Biography:

Born and raised in Mexico City has allowed me to teach in the Spanish language as the native speaker that I am. Education is my second path in life, a profession which I have fully embraced for close to 20 years in San Diego, CA. My experience in the classroom includes grades 2, 3, 4, and 7, always in Dual Immersion Programs. At present, I am teaching the Spanish language in Grade 3 (reading, writing, speaking, and listening) mainly through the Common Core State Standards as they relate to the content of Social Studies and Science. I am also a Professor in the Graduate School of Education, in Point Loma Nazarene University. I have been participating with SAILN at San Diego State University for the past two years.

Abstract:

This presentation emphasizes the importance of creating collaborative and interactive learning environments and developing interpersonal skills to ensure the retention of acquired knowledge and effective educational outcomes within the framework of the 21st-century educational system. It also showcases the effectiveness of collaborative and interactive activities conducted in the classroom.These activities can be adapted by Persian language instructors for various grade levels and language proficiency levels in their classrooms.

Biography:

Hajar (هاجر) Shakhali is a member of the STARTALK instruction team and has many years of experience teaching Persian at SDSU’s Language Acquisition Resource Center (LARC). She also teaches intermediate and advanced level students at the Iranian School of San Diego. Hajar holds a Master’s degree in Education from San Diego State University and has co-authored textbooks designed for heritage language learners. At SDSU’s LARC, she has experience developing and teaching a variety of Persian language courses, from novice to advanced levels, both online and in-person. She is also a fellow of the California World Language Project (CWLP) and ACTFL-trained. Her primary areas of interest include heritage language education and innovative teaching methodologies.

Abstract:

World language teachers will learn a higher level of vocabulary frontloading activities in the interpersonal and presentational mode. Strategies include quick activities involving a lot of repetition and movement from students. Students ask questions, chat, create a simple post, email, etc.

Abstract:

In an era defined by technological advancements, the integration of Artificial Intelligence (AI) in education has become a significant influence. Teachers are increasingly turning to AI-powered tools to streamline administrative tasks, personalize learning experiences, and enhance overall teaching efficacy. This workshop aims to equip educators with the knowledge and skills necessary to leverage AI effectively in their teaching practices.

Biographies:

Evan Rubin is the SDSU Project Global Officer (GO) ROTC scholarship coordinator, LTC program coordinator, and SDSU Summer Intensive Language Program coordinator. He also volunteers as the International Association of Language Learning Technology (IALLT) co-webinar coordinator, a monthly webinar series that invites exceptional and visionary world language instructors, language lab directors, and language program coordinators to discuss their research, projects, and/or publications in an online interactive webinar format. Evan has his BA in Sociology from UC Santa Barbara and MA in Latin American Studies, with a specialization in education technology, from SDSU.

Dr. Cecile Nedellec contributes to the planning and implementation of activities, coordinates project resources, and liaises with project stakeholders to collect and disseminate project information. She currently teaches French at Patrick Henry High School. Dr. Nedellec is also a mentor for the SDUSD induction program via UCSD Extended Studies. Dr. Nedellec earned the CLTA Outstanding Award in 2024 and is the 2025 CLTA Teacher of the Year. It is Dr. Nedellec’s passion to support and mentor teachers that led her to earn a PhD in curriculum and instruction. Her doctoral dissertation is titled, "Teachers' understanding of differentiated instruction in Swiss elementary schools." She is a former National Board-Certified French Teacher (2009-2019) and a CWLP fellow (2009).