Barack Obama's election is a powerful example of effective, grassroots, community-based campaigning. As language educators, language advocacy is our campaign but many of us don't know what to do. In this session participants will understand what language advocacy is, the importance of ongoing efforts for sustaining and expanding language programs and how to take advantage of various low-tech and high-tech community-building initiatives to promote, protect and preserve our language programs.

2. When Should You Start?

3. “ The time to advocate for our language programs is when they enjoy strong support.” Marty Abbott, ACTFL’s Director of Education

8. CT Language Teachers YOL Scrapbook

9. The Case for Secondary School Reform in Connecticut Dr. Mark K. McQuillan and Dr. Jay Voss December 5, 2007 http://goo.gl/KY3r

10. Ad Hoc Revisions

11. Bill 944

12. “ After careful deliberation, the Committee recommends that the following doctoral programs be considered for discontinuation after additional consultation and discussion with the leadership of the various schools and colleges in light of the University’s core mission and values” University of Connecticut Committee for Excellence in Graduate and Professional Programs

13. “ After careful deliberation, the Committee recommends that the following doctoral programs be considered for discontinuation after additional consultation and discussion with the leadership of the various schools and colleges in light of the University’s core mission and values” University of Connecticut French, German, Italian Spanish is on the watch list

14. Where Are You?

15. Rebuttal

16. “… the formal study of a second language provides students with the metalanguage to describe and discuss the characteristics of any language, including their native language.” Reagan, T. (2009) Proposed high school reform and world language education in Connecticut: How the Connecticut plan misrepresents the evidence. The NECTFL Review 64 Spring/Summer 2009, 18-33 . Downloaded at http://www2.dickinson.edu/prorg/nectfl/review64.pdf

17. “ Language study also raises student awareness of a host of social, cultural and political issues, and can play a central role in helping students to become more sensitive to such issues.” Reagan, T. (2009) Proposed high school reform and world language education in Connecticut: How the Connecticut plan misrepresents the evidence. The NECTFL Review 64 Spring/Summer 2009, 18-33 . Downloaded at http://www2.dickinson.edu/prorg/nectfl/review64.pdf

18. “… for education to be truly global in nature, other languages should be used as educational media to teach content.” Reagan, T. (2009) Proposed high school reform and world language education in Connecticut: How the Connecticut plan misrepresents the evidence. The NECTFL Review 64 Spring/Summer 2009, 18-33 . Downloaded at http://www2.dickinson.edu/prorg/nectfl/review64.pdf

19. Business needs language: http://goo.gl/R0M7 From The Language Flagship

20. http://www.sde.ct.gov/sde/lib/sde/powerpointpresentations/Commish/SecSchReformPPTMaster.ppt

21. Photo Credit: http://bit.ly/9oSqAI by Barbara Nixon

22. Action Plan

23. It Takes a Tribe “ Any group of people, large or small, who are connected to one another, a leader, and an idea” Seth Godin, Tribes: We Need You to Lead Us

24. http://bit.ly/9VTW0H 1,000 people coordinating their actions is enough to change your world (and make a living.) 1,000 people voting as a bloc can change local politics forever.

25. Cultivating Our Tribe Postcards Social Networking Publications Legislative Testimony Petitions Events

26. Taste of Languages

27. Rhyme Celebration

28. http://drsaraheaton.wordpress.com/free-ebook/

29. Framework for 21st Century Learning http://bit.ly/bh3OZo

31. Languages for Life! http://languages4life.ning.com

32. Our Petitions http://www.thepetitionsite.com/1/languages4life

33. Testimony School Boards Legislative Bodies Letters to the Editor Students & Parents Heritage Organizations

34. Research Support Proposed High School Reform and World Language Education in Connecticut: How The Connecticut Plan Misrepresents the Evidence Timothy Reagan, Central Connecticut State University NECTFL Review, Number 64, pp. 18-33. http://www2.dickinson.edu/prorg/nectfl/review64.pdf Testimony to the Education Committee by Manuela Wagner, University of Connecticut

36. Do You Know Your Elected Officials?

37. More Importantly... Do They Know You?

43. Sylvia, a 7 th grader, has designed colorful postcards with Nicaraguan themes to benefit elementary-school children in rural León, Nicaragua. These children are in need of books, maps, school supplies, shoes, and clothing. A set of five postcards is $5.00. Individual postcards are $1.00. To order the postcards and help in this important effort, please email [email_address] All proceeds from postcard sales go directly to the Albert Schweitzer Institute, Quinnipiac University, 660 New Road, Hamden, CT 06518. The Albert Schweitzer Institute maintains regular contact with educators in León, Nicaragua, and personally delivers aid from donations to school children in that country.

44. “ Silvia has designed postcards to help the children of Nicaragua. Since taking Spanish in her middle school, she has become extremely interested in reaching out and learning about other countries and cultures. In other words, learning others languages touches the hearts and minds of children and young people and connects us all through our common humanity .” Aileen Dever, Quinnipiac University