2012 ACTFL National Language Teacher of the Year

Yo Azama

Teacher of Japanese
North Salinas High School
Salinas, California
Finalist from SWCOLT

Expansion of our personal family circle is critical to a future global world as Mother Teresa once stated, "The problem with the world is that we draw the circle of our family too small." The opposite of this phenomenon creates negative consequences as evidenced daily news. I believe the only way to expand this circle of family is by learning other family members' languages and cultures. It opens a wide range of possibilities and realities that can only be attained by communicating with members who speak other languages and cultures. Furthermore, acquiring other languages and cultures enables us to connect with others at a deeper level by identifying with each other's successes and struggles as well as providing us with insightful perspectives that strengthens our overall humanity. It is language culture that binds us together as "family" and makes us understand and understood with our personal or global family.

My personal quest to expand the “circle of family” began on the small island of Okinawa, a context where three distinct cultures co-exist. I spoke Okinawan at home and engaged in the island’s traditional cultural activities in the community, while learning academics in Japanese. Additionally, on weekends I would join my American friends from the nearby American base for one of those iconic American cultural products – Dairy Queen ice cream! This rather unique environment made me realize early on that language was essential to break the difficult cultural codes of each community. The perspectives I gained through those three cultures helped me formulate a new view of the world; a world forces us to examine our own culture and ourselves, perhaps the greatest lesson learned throughout my multiple language and culture learning quests is that the acquisition of other languages and cultures adds an unparalleled dimension of sensitivity that makes us more empathetic, keen constructive listeners, and effective communicators. It enables us to analyze every issue from a multiple perspectives point of view, be less judgmental and at the same increase our awareness of our interconnectedness and our identity as world citizens.

My experience as a language teacher convinces me that today’s students are ready and more than willing to learn other languages and cultures, and prepare themselves to join a world that has no borders and offers them unlimited opportunities if they have the linguistic and cultural competency. Nothing makes me more proud than witnessing my students feel the pride of having developed a high level of Japanese and cultural competency that enables them to successfully accomplish a linguistic task, engage in a meaningful conversation with native speakers in culturally appropriate ways and  most of all when they share how this learning experience has opened their horizons and engendered the kind of confidence in them that they are indeed prepared to meet the opportunities and challenges inherent in the global society of the Twenty-First Century. Language connects us and as a result it binds us the global family that we are.

Watch a video of Yo Azama in his classroom, provided by the Annenberg Learner:

Wendy Brownell

Teacher of Spanish
Camdenton High School
Roach, Missouri
Finalist from CSCTFL

“The importance of learning another language is second to none. I love learning and using Spanish in my everyday life. I see myself using this valuable resource in my years to come.”

-Casey, 9^th grade Spanish Student

World language education in the United States is extremely undervalued, particularly in my home state of Missouri. I believe we as Americans are behind the rest of the world economically, politically, and socially because of our poor knowledge of and appreciation for other languages and cultures. Political and business leaders are aware of this issue; this awareness alone, however, has not translated into strengthened world language programs in our nation. In these tough times world language programs are especially vulnerable to budget cuts. Therefore, advocacy on my part and by that of all world language educators is vital.

While national security and U.S. Economic prosperity are important reasons for becoming highly proficient in another language, students add their own perspective. When I ask students why they study world language their response is increased career and travel opportunities. Many also express the desire to be able to hold fluent conversation in the target language with native speakers.

In order to meet the students’ expectations, world language educators must provide students with a personalized, meaningful learning experience that attracts and retains language learners. Students must feel successful in using the target language for communicative purposes. If the students do not believe their efforts in language class lead to the ability to use the target language outside of the classroom, they will not continue their language study to advanced levels.

The primary mission of world language educators is to teach their students to communicate in the target language in culturally appropriate ways, and the methods for doing so are endless. Our classroom is not only within the school, it is in our community, cyberspace, and the world. We do not just teach language; we teach art, music, science, math, literature and many other subject areas. Our resources reach far beyond the textbook to realia collected during travels, authentic materials provided through technology, and contact with native speakers of the languages we teach.

World language educators have the ability to not only produce proficient language speakers but also to teach students to become more tolerant and understanding of people from other cultures. Furthermore, through world languages education, we have the power to encourage young people to see themselves as world citizens and to take more ownership in issues that face our planet. Finally, world language study allows young people to experience the immense satisfaction that comes from being able to communicate and form lasting relationships with people who speak another language.

Sherri Harkins

Teacher of French
Pittsville Elementary Middle School
Pittsville, Maryland
Finalist from NECTFL

To fully understand my beliefs on the value of learning a language and culture, it is important to understand the evolution of my feelings. The first several years of my teacher career were spent trying to be “the French teachers” – filling shoes left by the high school French teacher I loved. My energy was directed towards making sure students wanted to take French, not Spanish. My program had to be better than the competition’s. While I was successful in building a French program, something was missing.

When the changes of high-stakes testing affected my schedule I was forced to look at my students, not my program. My classes did not look like my own high school French class. Many of my students have never been off the Eastern Shore of Maryland. Some of my students could be a family’s first generation to go to college. I realize I am not just a French teacher. I am a teacher whose content has the ability to unite my students with the world.

Inspirational posters talk about education opening doors but they don’t talk about the nudge it takes to go through those doors. Learning a second language and its accompanying culture can be that nudge. The French language and culture are now my tools and my program exposes students to the world. Some students are still taking French because “it sounds pretty,” or because they want to visit the Eiffel Tower, or because they like me. However, I am teaching French as a passport to the world. We are talking about the world – how it has and will affect our lives. Instead of viewing other languages as competition, my students and I are collaborating with other language classes on how we can all become better world citizens.

Although my students and schools have changed, the realizations I made about learning a language and culture have not. My students constantly remind me of the value of language learning. Through their challenges and triumphs, I see how the lessons learned through a language and its culture do more than match up with content standards. The ability to communicate with others is the single greatest skill which unites the human race. My students find joy in simple greetings to total strangers in another language. They are excited to hear someone speaking a language other than English and use their best listening strategies to decipher meaning. Our ability to communicate with others is enhanced by our understanding of their culture. When my youngest students start to question why we would “say mean things” about a group of people, the ensuing discussions sparks in them a sense of solidarity with other kids just like then around the world.

There is no replacement for the life lessons learned through a language and its culture. One of my kindergarteners said it best “learning to talk another way makes me part of the world!” No longer “the French teacher”, I am a doorman nudging students towards world citizenship!

Lisa Podbilski

Teacher of Mandarin Chinese
Berkley Preparatory School
Tampa, Florida
Finalist from SCOLT

When I was in 7^th grade, I became friends with a girl who emigrated from Taiwan a year earlier. Her language and culture was completely different from my own. Her grandfather was Buddhist, her family spoke Mandarin, and her home contained unique artwork that I had never seen before.

From 7^th to 8^th grade I discovered that the unique artwork was called calligraphy scrolls and that my favorite Chinese food became “bao zi” (Chinese steamed dumplings). When I was a junior in high school, I had the opportunity to learn Mandarin. By the end of my high school career, I had studied Latin in the 7^th and 8^th grade; Spanish for all four years in high school; and Chinese in 11^th and 12^th. I was enamored with language learning. When I was searching for a university, it had to offer Chinese and Russian.

Having studied three different languages allotted to me the wonderful opportunity to learn about other cultures. One cannot separate learning a language from learning culture; they are intertwined. Culture and language cannot exist without one another. Learning another language and culture not only allows one to gain understanding and insight to that new culture, but also provides an opportunity for reflection upon one’s own culture. Reflection and introspection allow us to become better people, and, in turn, to gain empathy for other cultures.

I frequently tell my students that they can speak a language perfectly, but if they do not understand culture, their language skills will get them nowhere. Therefore, it is extremely important to integrate culture when teaching language. As a result, students can naturally make their own connections, thus comparing and reflecting up on their own culture and experiences. Teachers can incorporate simple, daily activities in the classroom to promote culture and language. Music is always a wonderful way to connect young people. Spanish teachers know this all too well. Listening to music when I was a Spanish student prompted me to purchase Latin music for my own personal enjoyment, and, in turn, improve my language skills. Last summer while in China, one of my students learned a popular Chinese pop song called Xi Shuashua. As she played the song, I instantly knew all of my classes would want to hear it. During the annual Florida Statewide Chinese competition, students from my school performed a dance to the song. Upon their return from the competition, I had the students perform their dance in front of the entire school. Needless to say, their performance was warmly received. Students and teachers alike wanted to know the name of the song!

My goal as a world language teacher is to encourage students to connect with people from other cultures, show them the tools that they can use to make that connection, and then watch as my students realize that people from around the world are not any different from us. As students grow and mature, the lessons that they learned from learning a foreign language goes beyond the classroom – it is something they take with them for a lifetime.

Susanne Kanning

Teacher of German
Inglemoor High School
Kenmore, Washington
Finalist from PNCFL

Language learning is a life-long endeavor. My passion for the German language and cultures of the countries where it is spoken began when I spent a year in Lingen, Germany as an AFS student. I never stopped trying to learn as much as possible about the language, the history, and the culture. I try to make the most of every opportunity to speak German. All of my experiences in Germany and learning German have enriched my life, and it is now my desire to share this passion with my students. It is also my hope that I can inspire them to be life-long language learners.

Integral to learning a language is learning about the culture(s) of the country or countries where the language is spoken. As an exchange student my eyes were opened to the world for the first time. I became aware of the fact that there is more than one way of doing something, and the way we did something at home was not necessarily the only or best way. As language learners we become more open-minded and flexible in our thinking. In class we talk a lot about the differences in day-to-day life, as well as the similarities. I explain what I learned from my exchange experiences, as well as have the exchange students who are at the school for a semester or a year come and talk to my students. I also have my students who are returning from an exchange experience talk to my classes. All of this with the hope of helping them embrace the idea that different cultures are interesting and something to be experienced, not just strange or “wrong”.

As we develop our skills in another language, we also enhance our understanding of our native language. Whenever I am teaching a new grammar concept I find my students mulling over the concept not just in German, but also in English. I have had students tell me that they have learned more about grammar and grammatical sturctures from than in their English classes. One of my favorite stories that illustrated this occurred during my first year of teaching. I had an outstanding group of students and some of the senior boys had qualified to compete in the State Knowledge Bowl. When they returned to school after the competition they burst into my classroom to announce their success. They were so excited to tell me that they had won, because the final question asked them to identify the verb form in a sentence. They were the only team that got the answer right. The answer was, the subjunctive!

One cannot be a language learner without learning to take risks. It is impossible to know exactly how to say everything you want to, especially at the beginning of one’s studies. Plunging in and simply trying is such an important skill to learn. It is also important to learn how to laugh and learn from one’s mistakes. Sometimes we say things that are nothing close to what we intended to say, but to laugh, try again, perhaps learn what one was trying to say, and to realize that it didn’t “kill” you is something will help you throughout life.

Language learning is so many things. Not all learners many be as passionate as a language teacher, but we as language educators can inspire all students to go out into the world to explore and experience, talking and learning every step of the way.

2011 ACTFL National Language Teacher of the Year

Clarissa Adams Fletcher

Teacher of Spanish
Dunwoody High School
Dunwoody, Georgia
Finalist from the Southern Conference on Language Teaching (SCOLT)

“Can you really separate language from culture? Is one worth more than the other?

Communication is culture, and because culture colors everything we do or say and how we react, real communication cannot exist apart. It is impossible to learn language without culture for many colloquial expressions are based on it. Vocabulary is based on it. However, to communicate at a level beyond that of a passing tourist, you must understand the culture. It is easy today to put words in a translator, but to know local phrases might be the difference between closing a business deal or not. It most certainly will make the conversation about the local celebrations more meaningful and entertaining. In fact, it may help you find a place to eat when others are hungry. It unlocks doors to relationships and connections that exist only to those who look beyond basic communication.

The ability to enter a “foreign” land and comprehend on various levels is special. Enter without understanding the culture and your experience will not be a rich and receptive.

The value of learning a language and culture is seen in human connections forged in and outside of class. It is measured by social networking technology that maintains these connections. It is measured by the money spent on song downloads from class that are now on your iPod. Pop music has a different sound based on the culture of the country. The music of Julieta Venegas and Alejandro Sanz is pop but the sound varies from “ranchera” to “flamenco”. It is measured by the realization that birthday celebrations with family or mourning the deceased in a cemetery is customary. But, perhaps for others it means building altars in their house or having quinceañeras to celebrate. It is measured by how often you realize that you are writing in your new language, because a particular word sounds better. Ultimately the value will be seen by how we mature into globally competent citizens.

Students who choose to study languages want to communicate with peers, family and others. However, what they truly desire is to integrate into the society. This is only achieved by reaching a level of proficiency in the language open through cultural knowledge. The novice learner simply wants to speak the language. The excitement is sharing the moment when they are able to give a simple exchange not only with words but also with the appropriate gesture-a kiss on the cheek. Although it may be a simple exchange, at that moment, the seed is planted. Since the study of language can be demanding, the link between culture and language is essential. As students gain knowledge of the culture and can communicate with native speakers, their connection to the language is strengthened. Undeniably, it is the integration of language and culture that makes language learning so engaging. Learning a language teaches you what to say, but learning the culture teaches you when and how to say it.”

Amy Velasquez

Teacher of Spanish
Evanston Middle School
Evanston, WY
Finalist from the Pacific Northwest Council for Languages (PNCFL)

“In my classroom I use many different teaching methods to engage all of my learners. I am aware that all students learn differently so I try to incorporate as many different methods as I can in one 40-minute lesson. For example, students use TPR to review the Quinceañera vocabulary. They love to be able to move around while learning the words instead of just sitting in their seats. I also bring in a little competition as the kids are “challenging” each other by using their vocabulary words. They really seem to enjoy the competition and it encourages them to study and participate in class. The communicative activity allows for students to use the vocabulary to find information. This helps them understand that by using the target language they can get their needs met, meet new people and be able to communicate for themselves without the need of a translator while traveling around the world. The Quinceañera Project Challenge allows the kids to focus on a cultural aspect of the target language while working together to create a real-world presentation that will actually be used. They take great pride in putting together the best project and in the process they learn about all of the cultural aspects of the Mexican tradition of the Quinceañera. They use skills that will be essentials in the 21st century including research skills, global and cultural awareness skills, problem solving skills, computer skills, communication skills, presentation skills and teamwork.

All of the projects I have my students do encourage them to continue in their study of Spanish as I try to peak their interest in the culture and how it is so closely tied to the language they are learning. Once students are able to make that connection, they become very self-motivated in their learning because they see that by learning the language so many doors of opportunity are opened. They are more valuable in the job market, they can travel throughout the world, they see the value of knowing about other cultures and they are a vital part of our quickly changing 21st century. In the words of Frank Smith, “One language sets you in a corridor for life. Two languages open every door along the way.” Knowing more than one language is like opening new doors to the world and I hope to help my students see that tremendous benefit.”

Stephen Van Orden

Teacher of German
Timpview High School
Provo, Utah
Finalist from the Southwest Conference on Language Teaching (SWCOLT)

“Acquiring communicative skills in another language has so many benefits. It strengthens all of my first language reading, writing, and speaking skills. It provides me with access to other people and communities. It unlocks otherwise non-existent economic possibilities. It offers me access to more information that is only available in the other language. It improves my cognitive abilities as I learn to integrate what I am learning with what I already know in seamless real-time communication. It helps me become a better test taker because I have daily practice with consuming and assigning meaning to new, never-before-experienced language. In short, it makes me smarter.

In addition to all of these and many other practical benefits, learning a language should make me a better person. As I am confronted with new ideas, cultural behaviors, and world views; my rough edges should be knocked off and smoothed one-by-one like a stone rolling in a swift-flowing steam. As a result, I should become a better member of my human communities because learning language teaches me how to positively interact wit others.

Our world needs tolerance and not just respect for diversity but true valuing of diversity. Biologists lament the extinction of species through the destruction of the rain forests because studying those extinct species might have led to the cure for cancer or solved some other large human problem. In the same vein, language teachers know that studying other cultures and languages leads to ideas and understandings that can and will solve a variety of human social problems. A species of plant or animal that goes extinct diminishes possibilities of future scientific discoveries. Similarly, when people do not learn languages beyond their native language, they diminish their possibilities for future discovery. Just like the scientist has faith in progress through the scientific method, I believe that as we study other cultures and languages, we will learn to think in new ways that will bring the bright flashes of epiphany that recast our human problems in the light of opportunity.

For me, learning another language is the intense act of expanding and refining my humanity. It is the compact core at the heart of all learning. It is feeling, experiencing, and thinking. Most of all, it’s fun, and it’s for everybody.”

Maryann Woods-Murphy

Teacher of Spanish
Northern Highlands Regional High School
Allendale, NJ
Finalist from the Northeast Conference on the Teaching of Foreign Languages (NECTFL)

“Language and culture walk hand and hand into my classroom. I am always creating learning scenarios which help students imagine that they are living and working in the target language country. They have to solve a real problem together to understand the products, practices and perspectives of the culture they are studying. We have mock trade summits, medical conferences, business meetings and health and fitness discussions which all use the target language to work out a current issue or situation.

In my classroom, the first thing one might notice is that all communication is done in the target language. I speak at a natural pace and students quickly get used to that. The students also speak to each other and share their thoughts and ideas when I’m looking and when I’m not.

When students are working, I go from group to group to engage in conversation, to support and to clarify. I take the students seriously as thinkers, researchers and presenters. They absolutely know that this is true and they respond accordingly. I have seen that this can happen everywhere. I’ve taught in the Bronx, in the suburbs, in rich schools and poor ones from kindergarten to college. In each setting, I’ve seen how students will shine through when high expectations and respect are coupled.

The role of the imagination is another thing to note in my room. I know that I am an out-of-the-box thinker, but when I am very clear about including activities for all styles of learner, I get full participation. As a teacher, I believe it’s vital to remember that not everyone learns the way we do and that what is challenging or easy for us may be different for of our students. Together, we stretch our comfort zones when our classrooms are emotionally competent and filled with opportunities to show what students know and are able to do.

Another important part of the culture of my classroom is the fact that the space belongs to all of us. Students post their documents - straight or crooked - and will self-police to keep on target to speak Spanish. During project work, every table has a student “linguistic police officer” whose job it is to give out small pieces of paper which represent “fines” or “multas” whenever English is spoken. They do this with humor, which is another crucial part of how I run my class. If we can’t laugh or feel comfortable, we won’t learn as well as we might.

Our students will learn language and culture when we create safe and exciting rooms where they are truly invited to participate in their imperfect, awkward, but magnificent way.”

Martha Pero

Teacher of Spanish
Hudson City Schools
Hudson, Ohio
Finalist from the Central States Conference on the Teaching of Foreign Languages (CSCTFL)

“Language learning is no longer just being successful at conjugating verbs, declining articles and making adjectives agree. It is a communicative skill vital to our country. More than ever our students are being required to become globally competent citizens.

Yes, they need to know grammar, but that is only one part of their language experience. Culture is the heart of every language. It is where the true understanding of language exists. You can offend a client in an instant if you do not know the proper register that is culturally accepted. You can offend your host mother, as I did years ago, by saying good-bye and leaving for the day while she was waving at me. Unfortunately for me, waving in Guatemala with the hand going up and down means “come here”. If you play a joke on someone in Spain on April 1st instead of December 28th, he or she will not understand and may take offense. There are so many facets involved in communicating beyond grammar. That is why it is vital that culture and language usage be intertwined seamlessly in teaching communication in a second language.

My goal is not only to help my students become competitive in today’s job market, but also to open their eyes to the world in which they are going to manage and be responsible for in the future. They need to understand and be empathetic to peoples of the world. They need to improve their critical thinking skills to solve problems. They need to acknowledge and accept that societies, which use languages to express their cultural norms and ideals, are not right or wrong; they are just different.

They can accomplish this by learning a language in the context of culture. One of the biggest compliments I had was from a student I overheard speaking to a native speaker. The speaker has asked him how much culture he studied in class because it was obvious in their conversation that he had learned many things. He responded by saying, “We don’t learn about culture, we just learn Spanish”. He had not even realized that the culture was woven into his Spanish lessons. This is what teaching a language is all about.”
 

2010 Teacher of the Year Award Winner

Lisa Lilley

Teacher of Spanish
Central High School
Springfield, Missouri
Central States Conference on the Teaching of Foreign Languages (CSCTFL)

I feel privileged to guide young people to develop an appreciation of the “Other” and to consider ideas they weren’t even aware of before , all of which build self-confidence. Travel with students to another country is the best performance assessment that can be devised. What better way exists to gauge increased global literacy than a comparison of how a young person viewed the world before a journey and how that a view has been  altered upon returning home? Learning language through culture contributes to strengthened personal identity but, paradoxically, can lead to diminished importance placed upon one’s self. Carefully constructed units that intertwine culture and language typically cause language learners to expand their awareness of social and economic injustices in far-away lands. As the result of being able to communicate with the inhabitants of those countries, they may be in a position to do some actual good in the world. The enhancement of the quality of life for all concerned is priceless.

Above all, I believe that language study offers our students an experience they can’t get elsewhere . In a world languages classroom, learners are fully engaged in meaningful, personalized activities that promote proficiency in the target language and its culture. They have the opportunity to delve into individual interests such as art, music, cooking, design, architecture, linquistics, history, and current political, social and environmental issues. Businesses heavily recruit employees with these broader cultural sensitivities, as they are more flexible in a changing work force, and I would submit, are more interesting people.

But we will fail in our efforts to deliver the benefits of global literacy to upcoming generations if we are unable to field a corps of qualified educators. The good news is that interest has never been higher in learning another language and potential recruits are in front of us each day in our classrooms. Our positive example helps to portray world languages teaching as a dynamic career that attracts the best and the brightest of professionals. By encouraging just one of our students each year to consider joining our ranks, we could reduce the shortage of skilled professionals and in turn, offer up a vibrant  vocation that is full of rewards. Indeed, what an excellent reward it is to promote global proficiency by opening the doors of the world to others.”

Renee Fritzen

Teacher of Spanish
Campbell County High School
Gillette, WY
Pacific Northwest Council for Languages (PNCFL)

“Building life-long learners who value foreign language learning is imperative in my classroom.  I see the value of foreign language learning in three main areas: career, community, and cultural literacy.  Careers are the ‘Product’ (as in one of the three P’s) or outcome of what foreign language learning should be and provide a door for job opportunities.  Community is ‘Practice(s)’ that helps define, as language learners, who they are and their place in this ‘flat world’. Cultural literacy helps students to see the value of what they are learning and gives them ‘Perspective’ in the world in which they live.

Foreign language learning is vital for an increasing number of careers.  There are advantages in the job market for those people who travel and are able to solve problems, or combine work and pleasure because they are able to communicate effectively.

Student need to be able to make the connections with what they are learning as valuable in the world.  That is why I like to provide communicative activities where students are role playing “real world” situations. Some days my classroom may transform into a city complete with stores where students practice asking for directions. The next unit might be a restaurant or a museum.  By allowing students to make connections through real world scenarios, they are making multiple pathways to future career possibilities and opportunities. Connecting careers to the benefits of language learning makes a tangible product.

One way for students to be part of their community and experience cultural appreciation is by providing cultural activities through the arts. Through the arts, student gain an appreciation for the language of study and become “whole learners”.

Because culture inherently appeals to students through stories, art, poetry, drama, and music, students’ lives are enriched because it allows students to connect with what is in the real world.  By providing real-world connections, students experience cultural input and provide output through their own participation, thus providing an ideal environment for whole learning.

Cultural literacy enables students to converse fluently and therefore become familiar with literature, history, a life interwoven with art, language such as slang expressions, and the experiences that have shaped a community. Students will see that foreign language study is an effective tool to overcome the restrictions of  monolingualism and limited cultural perspective.  Experiencing another culture enables students to find an understanding of their own.”

Nella Spurlin

Teacher of German
Temple High School
Temple, Texas
Southwest Conference on the Teaching of Foreign Languages (SWCOLT)

“My earliest awareness of a foreign language came around the time I learned to spell. My grandparents switched into German for those conversations that “little ears” weren’t meant to hear.  Of course, that piqued my curiosity, but I knew I’d never understand-until a neighbor told me she was taking German in high school. How amazing, that you could actually learn another language! My decision to learn German was made.  Our German teacher made class fun, fascinating, and challenging.  In addition, she arranged a study trip, and 12 of us spent a month in southern Germany, we lived with host families, attended classes, and took day trips. It was truly a life-altering experience.  That summer I decided to become a German teacher—an exciting journey in its own right.

To me, language teaching  is not a job—it is truly a Berufung, a calling, offering opportunities and challenges.  Language teachers are on a mission to bring the world to their students and to help them comprehend the variety of cultures and worldviews they may encounter.

Learning a new language opens a door to a new lifestyle.  Because of my overseas experience, I wanted my students to also have this opportunity.  Since 1995, we have had an ongoing exchange program with a partner school in the Rhineland.  Through this program, about 160 Germans have visited our school and about 140 of our students have spent a month in Germany.  While our students are overseas, they grow in so many ways; their language abilities surge, they become responsible for themselves, they learn to appreciate a new culture, and they become more tolerant of the ideas of others. International issues now have a more personal meaning, since they affect friends. Personal experiences form a context for history, art, and politics. Differences in lifestyle make sense.  Most of these students continue their language studies; a sizable portion have earned either majors or minors in German and have traveled back to see their host families or to study.  During the Germans’ visit, the impact on the rest of the student body is enormous—suddenly there is a face linked to the concept of “German” (often perceived as a downright good-looking face, at that!); a “foreign “ language becomes the language that Kai and Katrin speak.  To me, this is our true purpose as language teachers—to make the world a little smaller, a little more personal, a little more real.

So many other advantages of language learning come into consideration, as well: better understanding of the native language, academic and career opportunities, connections to other subjects such as history and literature, and the chance for a student to learn more about his own cultural heritage.  All of these factors are important; but learning to become a citizen of the world seems the most far-reaching, particularly as technology increases international contacts.  For language teachers, Christa MacAuliffe’s words ring true:  ‘I touch the future; I teach’.”

Vickie A. Mike

Teacher of Spanish
Horseheads School District
Horseheads, New York
Northeast Conference on the Teaching of Foreign Languages (NECTFL)

“Learning language and culture has personal, cultural, and educational value.  Learning language and culture opens minds and opens hearts.  Learning another language is transformational. The study of another language transforms the personal and the professional self. It changes our way about thinking about the world as well as the way we think about ourselves.  The process of learning another language teaches us as much about our own language and culture as it does about another language and culture.

The underlying value in learning a second language and culture is preparing world citizens to be contributing members of a global society. Without the study of another language and culture we deny ourselves the necessary skills for living, working, and participating in our diverse global society. Learning another language and culture enables us to better understand ourselves and own language and culture. Language learning also provides us with a more global perspective of the world.

My basic belief is that there is value in learning and studying all disciplines. No one discipline is more or less valuable that another. Furthermore, if in schooling we do not offer opportunities to study all discipline areas, from the beginning, we establish yet another inequity, yet another gap, in the education of our children.

When I began teaching Spanish, and even when I was a student, the study of a foreign language was not a requirement for all students. The study of another language was an elective that was not offered until junior high school, and only then, did some students elect to study another language. Foreign language study was considered ‘fluff’and only an elite few opted to study another language. Now, thirty years later, yes, in my state, the study of a language other than English is a requirement for all students. However, the requirement does not begin until middle school, with a one to three year minimum requirement. Can you imagine our children beginning school and not studying mathematics, science, or social studies, for the first time, until grade seven or eight?  Or having to study mathematics, science, or social studies, for only one or two or three years out of their entire twelve years?  Of course not!  There has never been any doubt about if and when to begin and continue instruction in the mathematics, sciences, and social studies. Including the study of another language and culture as part of the core curriculum contributes to the intellectual development of our students.

Equality in education includes all disciplines. Therein is the true value of learning another language and culture. Excluding the opportunity to learn another language devalues education and limits the access to global opportunities and careers our students will have in the future. Learning must include all disciplines: foreign language, history, art, music, technology, mathematics, and science.  An inclusive and comprehensive  curriculum includes opportunities in all areas, from the beginning. Anything less is a reflection of inequality in education.”

Linda Zins-Adams

Teacher of German
Highland High School
Fort Thomas, Kentucky
Southern Conference on Language Teaching (SCOLT)

“The promotion of language learning is one way our nation can protect itself.  During times of war, military protection is vital; however, I feel the learning  languages protects us from isolationism and ignorance.

We have touted ourselves as a dominant nation, but how do we dominate in areas like business and academia world?  Many of our competitors are multilingual and harvest the benefits.  The presumption that many will learn English, speak English and adhere to our American ways, is simply arrogant, and our failure to recognize this is harming our nation.

Too often, we, as Americans, do not see the need to do something unless it will directly affect us.  Our nation is not geographically located in a area that forces us to go beyond our comfort zones.  Fortunately, technology allows me to shatter my students’ comfort zones and filter in very authentic sources.  After 16 years of teaching , I have witnessed an explosion of technological advancements all of which have helped me bring language learning to life. My students are exposed to the global society.

Years ago, I had a student return from a study-trip to Germany, and it amazed her that the Germans actually said the things that we had learned in class!  She was extremely fortunate to have won this trip for her performance on the National German Exam. Today, many students can easily make this type of connection to language learning without traveling abroad.  My students can speak face to face with others in different countries through the computer. We can access up-to-date news reports in a variety of forms.  It is my responsibility to utilize all that is available to me in order to enhance my students’ exposure to language and culture.

Currently, I have a partnership with a school in Germany. Not all of my students can go and study in Germany, so this partnership is a way for me to connect our lessons to the world beyond our classroom in the basement. My students can now blog, use Skype, text, e-mail, and send snapshots from their world on a daily basis. The Germans are here for less than a month, but our connection to one another will hopefully build many bridges that will nurture friendships for years to come.

Students who learn a language are more receptive to both sides of historical events and less likely to repeat the mistakes from the past. I consider my role as a world language teacher is to contribute to the overall well-being of our nation. Without language teachers, children would lack the vision to see beyond our borders.  We share this world and we must co-exist, as well as, compete on an even playing field.  My goal as a world language teacher is to empower students with the ability to connect with people from other cultures.  America needs to realize that we are interconnected to other societies and cannot rely solely on ourselves."

2009 Teacher of the Year Award Winner

Toni Theisen

Teacher of French
Loveland High School
Finalist from Southwest Conference on Language Teaching (SWCOLT)

I know for sure that both language and culture are intricately woven into a majestic tapestry, a tapestry of the world, hoping to be admired, pleading to be studied and pushing to be understood. I truly believe that we live in a multicultural and multilingual world, where cultural and linguistic boundaries in order to create the possibilities of working, creating, problem solving and collaborating with each other.

Furthermore, I realize that our 21^st century students, the “digital natives,” are being rewired to seek out understanding of the world in many new ways. They already share their creations such as podcasts and movies with international “friends” on social networking sites all over the world. I sense that they are here to teach us, the “digital immigrants,” that every view of the world and every cultural perspective add to the synergetic growth of the planet…. 

Effective communication and strong interpersonal skills in more than one language will be important assets in order for them to collaborate in a variety of globally integrated team structures that will constantly change. Horizontal thinking, or the ability to blend different perspectives and disciplines together to create a new thing will take on a life of its own for them.

But in believing in these values of language and culture learning, I have the responsibility to make sure that students can both experience them and manifest them. Cultivating respect and interpersonal skills are essential goals in a world where diversity of perspectives is a fact of life. I must build a community of learners based on trust and integrity. I must be clear that the classroom is a real place to learn, create, explore and be honored, as well as being shared space for all. The classroom must be a microcosm of the multilingual and multicultural world of which I speak and aligned to the values of language and culture learning to which I adhere. I must work to understand their communication styles and I must provide experiences that will encourage and engage them in weaving a party of the tapestry. And most of all, I must model what I believe.

Sandy Garcia

Teacher of Japanese
Forest Grove High School
Finalist from Pacific Northwest Conference for Languages (PNCFL)

Looking back at my study abroad experience in Japan, I believe there is more value to learning a foreign language other than just identifying objectives. For me, that value has been the ability to perceive the world through a new set of eyes. Although this answer may at first seem simple, there are many facets to it. It might be easier to understand if we look at snowmen.

Have you ever seen a Japanese snowman? It has only two circles, not three like the typical America snowman.

In Japanese, a snowman is not a snowman, but rather a snow daruma or yukidaruma, a relative to that “red-eye thing” I saw in the shop. The use of two circles is in honor of the Indian sage, Daruma, the father of Zen Buddhism in Japan. It is reported that he preyed so long, seven years, that he lost the use of his legs. Because he showed such devotion and perseverance, the Japanese made their snowman legless as a constant reminder of him.

So, how does the snowman relate to the value of knowing a foreign language and culture? First, it was the language, or lack of knowing the language, that brought around the curiosity of the name. Without knowing the language, I would have guessed that the snowman was a yuki otoko (man); it is easier to build a two-circle one rather than a three-circle one. Secondly, I went beyond just language learning. I learned of Daruma’s perseverance and started to understand the Japanese concept of time in relationship to achievement. Their, this new information has created a symbol through which many endeavor requires one to study or work at it for at least 10 yeas.

What began as a simple Japanese word embedded in culture started me on a journey of learning how the Japanese look at life. It also changed my way of looking at the world. I know I have a richer and more diverse life due to the language and the culture I’ve experienced. It is my privilege to help students have a similar eye-opening experience when they meet a “yukidaruma” or “that one-eyed red thing in the corner of that shop.”

Samantha Godden-Chmielowicz

Teacher of French
Schurz High School
Finalist from Central States Conference on the Teaching of Foreign Languages

Both schools where I have worked serve disadvantaged students. Some have lived their whole lives in Chicago without ever going downtown. Some have grown up too soon, yet have the fortitude to survive. They amaze me. I am able, through French, to show them that there is more to the world than their block, and the results are heartfelt and wonderful. Francophone cultures provide me with many ways to tap my students’ interests. I have received grants to bring musicians and authors to our school. We have seen musical performances, plays and movies. We have a chef visit our class. (One girl described her fanciest restaurant: “Long John Silver.”) My current school participates in a program at the Alliance Française. I have had 3 students receive 10-day scholarship trips to France, two of whom continue to study French in college. A program through the American Association of Teachers of French allowed my principle to visit France last fall with other US principals.

One memorable student is Ernest. Ernest was walking attitude in high school, not in a fighting way, but rather self-serving. This was a result of negative home, family and life experiences. By senior year he had it together and amazed us all by realizing how his actions impacted himself and others. I kept in touch after graduation and received a postcard from his study abroad in Paris, as he had continued to study French. Ernest from West Englewood in Paris! Wow! I saw him in “Starbucks” last year and reconnected. He can still speak some French and is considering a year in Japan to teach English! How else can I explain that leap of faith unless I start with his exposure to Francophone cultures in my high school class? That is to know I have done well. This is my proof of the value of learning language and culture.

Carmen Leigh Scoggins

Teacher of Spanish
Watauga High School/Spanish Teacher
Finalist from the Southern Conference on Language Teaching (SCOLT)

I was a senior in high school when I first went to Mexico. Maybe it was the smell of Mexico City; the sight of the Pirámide del Sol; or the sound of the mariachi band; but my life forever changed.

As a non-native speaker of Spanish, I understand the frustrations and needs of my students. By creating a comfortable environment, students are more inclined to interact with a variety of activities that include frequent listening practice for native speakers, one-on-one questions, interviews, and visuals while focusing on what they know and are able to do to be successful.

I challenge students to explore how Spanish can be useful in their own lives and I provide opportunities for them to see Spanish as an asset rather than just a graduation requirement. Since there is little diversity in my district, I encourage students to explore other cultures, to ponder differences, and to dispel stereotypes. My students hear different accents, observe young people in Spanish-speaking countries, and experience literature that exemplify other cultures. This exposure transports them beyond the boundaries of their community and helps them become more open to different experiences, though processes, and the human condition. When students make comparisons, compassion, empathy, and acceptance can occur.

I want those around me to feel my passion for language and compassion for others. I want my students to learn to think for themselves. Most of all, I want them to have an epiphany as I did at eighteen- to learn there is so much to experience and that languages are the key to embracing differences and making connections to communities and the global world in which we live.

Emily Z. Wagner

Teacher of French
Germantown Academy
Finalist from the Northeast Conference on the Teaching of Foreign Languages (NECTFL)

Language learning does more for one’s spirit than permit us to become linguistically proficient. In the language classroom, students are constantly challenged to see the connections as well as the differences, in cultural values and customs, and to honor them. Language is not mere words; it brings with it a set of habits, beliefs, history, literature, ways of thinking and processing world events—all necessary for seeing the world though the mind’s eye of another culture. Through the acquisition of another language and the study of the ways other peoples live and work, we gain an appreciation of the differences among nations and begin the dialogue to peace among the peoples of the world. Learning a language will help remove obstacles to understand and lead to peace.

I often wonder, though: How successful are we, as language educators, at providing students with the proper equipment to open these doors to peace in our wonderful pluralistic society as well as to harmony in today’s world? Do we spend too much time making sure the past participle agrees with the preceding direct object and not enough time providing opportunities for our students to connect and communicate with the community of the target language? Does our study of the literature of the target culture speak to the human condition? How can we help those students who do not or cannot follow the language sequence to a level of proficiency benefit from their few years in the language classroom?

This “tool” we call language is a passkey; it can open portals into the traditions of another people. It engages the mind as it unlocks the bolts to let the cylinders of tolerance fall into place. Among the greatest benefits of learning a second language, I believe, is the ability to see the world through the values and imaginations of others, and thus develop a sense of “cultural literacy” unparalleled in any other discipline.

2008 Teacher of the Year Award Winner

Janet Glass

Teacher of Spanish and ESL
Dwight-Englewood School
Englewood, NJ
Finalist from NECTFL

“There’s a Spanish proverb, ‘El hombre bilingüe vale por dos,’ or ‘The bilingual person is worth two.’  To me, this neatly states the value of knowing another language and culture.  Although my Spanish program is a FLES [Foreign Language in the Elementary School] program and not a bilingual program, my students seem to have this wonderful double vision already.  To be able to move comfortably in two worlds benefits both the individual and society.  I believe profoundly deeper multiculturalism results from the study of the culture and language.  There is added value in capitalizing on this when students are young and attitudes are being shaped. The individual values of learning language and culture include wider communication, deeper multiculturalism, cognitive flexibility, enhanced self-esteem and, we might add, the enjoyment of world literature and employment benefits.  How might these benefit society?  Of course there is a link between national security and being multilingual.  Learning language and culture, extensively and early, is a value whose time in these United States is past due.”

Jamin Lynch

Teacher of German and English
Independence High School
San Jose, CA
Finalist Southwest Conference on Language Teaching (SWCOLT)

“The Austrian Philosopher Ludwig Wittgenstein once stated, ‘Die Grenzen der Sprache sind die Grenzen der Welt’ equating to, ‘The boundaries of one’s language are the boundaries of one’s world.’  To me, this means communicating in more than one language is a valuable key which opens doors to new worlds.  Without the key of language, a student’s understanding of countries, cultures, and communities remains relatively superficial, because the student remains a relative outsider.  But, language learning transforms the student into an active participant.  As a teacher of language, I have a terrific opportunity and a sincere responsibility to help students cross boundaries into new worlds, for the value of language learning and culture cannot be understated.  As we continue into the 21st century, we need to create a world community which respects, appreciates, and understands all of our valuable cultures.”

Juan Carlos Morales

Teacher of German and ESL
Miami Palmetto Senior High School
Miami, FL
Finalist from Southern Conference on Language Teaching (SCOLT)

“It is only in recent times that we, as Americans, have been forced to take a step back to appreciate how we value each other and how we value ourselves.  These times have made us realize that there is still much we do not understand about other peoples, other cultures, and other customs.  As a World Languages teacher, I am faced with these two tasks daily: how do I teach my students to value themselves and each other, and how do I teach them to value others whose cultures and values are different from theirs?  My task it to make the foreign into something familiar, to take the far away and try to shape it into something that feels like one’s own.  In doing so, I am creating a third space, one that brings together the ‘I’ and the ‘other’ harmoniously.”

Betty Lotterman

Teacher of Spanish and German
Mounds View High School
St. Paul, MN
Finalist from Central States Conference on the Teaching of Foreign Languages

“Neither we nor our students know which languages they may need to know during their lifetime; but if they have learned a language in school, it will be easier for them to learn whichever language they need to know.  I tell my students they should learn another language because they never know when they will need it.  I also hope they will come to share my fascination for human language.  Not only is learning another language fascinating, it is also the only way people from different cultures can hope to understand each other.  As such, it truly is our only hope for a more peaceful world.”

Kathryn L. Beppler

Teacher of French
Evanston High School
Evanston, WY
Finalist from Pacific Northwest Council for Languages (PNCFL)

“The value of learning a language and culture is that it has become a life skill.  We language teachers are the key to our students’ survival, and I mean this literally.  When cultures clash, individuals must have the skills to communicate their perspectives and to know when to step back from a disagreement.  These skills are taught in today’s standards-based classrooms where students are no longer simply taught the rules of grammar and lists of vocabulary to memorize.  They learn to negotiate meaning and to be members of a group with different needs and boundaries.  Only by serious foreign language education, will our students be able to develop these skills so vital to interacting in the world community.”

2007 Teacher of the Year Award Winner

Christine Lanphere

Teacher of French
Natomas High School
Sacramento, California
Finalist from the Southwest Conference on Language Teaching (SWCOLT)

“Learning more than one language can create more tolerant members of our own community.  I believe that a root cause of intolerance is lack of exposure to diversity and difference.  By learning another language, we are given the opportunity to explore different ways of communicating and thinking which will ultimately stretch our own view of the world.  In order to build tolerance and encourage everyone to value diversity, we must change inward-looking attitudes by increasing access to a wide variety of language learning opportunities in our schools.  In so doing, our young people will be better equipped to communicate our cultural perspectives and create communities in the wider global community.  They will thus benefit fully the gift of multi-lingual communication.”

Christi Moraga

Teacher of French and Spanish
West Woods Upper Elementary
Farmington, Connecticut
Finalist from the Northeast Conference on the Teaching of Foreign Languages (NECTFL)

2005: The Year of Languages has given me more conviction, ammunition and inspiration to talk about the many facets of language and cultural acquisition.  With whom do I discuss that one is never too young or too old to study a language, or toss around new ways to make languages come alive in the classroom?  I talk to and enlist my family, my world language colleagues, my school community, and people in the larger community, both in person and on-line.  I have always tried to spread the joy for learning languages to my students, but now I feel that the cause has become bigger and more important.  It’s time to convince the public at large about the value of language learning and culture.

Tracy Veler Knick

Teacher of French
Rockledge High School
Rockledge, Florida
Finalist from the Southern Conference on Language Teaching (SCOLT)

“The learning of a second language has proven to have a positive impact on intellectual growth.  Students of a foreign language learn about their own language and score statistically higher on standardized tests...The high-stakes testing mandated by the No Child Left Behind Act can be directly and positively impacted with an increase in the learning of languages, as the skills gained in the study of language transfer.  I have had many students who have improved their Florida Comprehensive Achievement (FCAT) scores and attributed their success to the study of French.  I currently have a senior student who told me that she wishes that she had started her French studies earlier so that she wouldn’t have had to retake the FCAT during her senior year.  She will be the first in her family to graduate high school with a traditional diploma and she will start college in the fall...If we don’t support the inclusion of the study of language and culture in the core for all students, then we will all be left behind.”

Gisela (Nina) K. Holmquist

Teacher of Spanish
Nicolet High School
Glendale, Wisconsin
Finalist from Central States Conference on the Teaching of Foreign Languages (CSCTFL)

“The world in which our students will live as adults will be totally different from the one we live in today.  I believe international learning is a gift we can give them to help them succeed and be happy as individuals in this new and ever-developing world.  The larger component, however, is the contribution they will ultimately make to the greater good which includes building bridges and developing friendships and political alliances, as well as increasing stability, security and trade with other countries.”

Terri Carnes

Teacher of Spanish
Crescent Valley High School
Corvallis, Oregon
Finalist from Pacific Northwest Council for Languages (PNCFL)

“Learning language while I was living in the culture has had a deep impact on my life.  It has led me to the wonderful career of teaching and it has created so many opportunities for me during my lifetime.  It has afforded me numerous travel opportunities; it has allowed me to create friendships around the world; it has opened my eyes to the global issues that plague our society; it has allowed me to teach numerous students in my French and Spanish classes in three different states; and it has afforded me the knowledge to be able to be successful in whatever culture in which I lived.”

2006 ACTFL Teacher of the Year Winner

Ken Stewart

Teacher of Spanish
Chapel Hill High School
Chapel Hill, North Carolina
Finalist from Southern Conference on Language Teaching (SCOLT)

“I subscribe to the ancient philosophy that Plutarch stated in his teachings:  ‘The mind is not a vessel to be filled but a fire to be kindled.’  As a world language teacher I cannot imagine a better model to follow.  Language teachers are charged with fostering an intercultural understanding as well as igniting the intellectual flames of adolescents—one student at a time.  As an 18-year teaching veteran, I seek to fulfill this challenge by cultivating a positive rapport with students and fomenting an atmosphere in my classes in which both student and teacher strive to be exemplary.  Demands for accountability, increased scrutiny from the outside, and the political climate of public education require that educators be at the forefront of our profession in terms of pedagogy, technology, and meeting the needs of an increasingly diverse population.  To meet those demands, we must transform America beginning with its schools and universities and improve upon the fact that only 9% of Americans speak a second language.  Moreover, we must diversify in our study of languages; only 8% of students in grades 7-12 are taking a language other than Spanish, French, or German.”

Gisela  (Nina) K. Holmquist

Teacher of Spanish
Nicolet High School
Glendale, Wisconsin
Finalist from Central States Conference on the Teaching of Foreign Languages

“At no time ever before has it been as important as today to be proficient in foreign languages and cultures.  Our world is becoming smaller and smaller, and if we, as a country and individuals want to have a positive impact on the world, we must expand the language skills and cultural awareness of every American.  It has been the case too often that our businessmen, tourists, and ambassadors went abroad full of goodwill, but without any understanding of the culture and language of the places they visited, and thus not reaping the success they had expected.  This cannot be the case any longer.  If we want to promote democracy, establish business relations, teach Aids prevention, etc., our mission will only be credible if we communicate with peoples in their language and are sensitive to what makes them tick.  Today competition is fierce, and I am not necessarily speaking of the business world.  Today we must educate youth that speak Pashtun to rebuild Afganistan, Russian to re-establish confidence in us, or Creole to promote understanding in Haiti, just to name a few.

Desiann (Desa) Dawson

Teacher of Spanish
Del City High School
Del City, Oklahoma
Finalist from Southwest Conference on Language Learning (SWCOLT)

“It is not enough to teach “about” another culture. To truly appreciate another way of life one must become proficient in the language of its people. Anyone who has lived among people of another culture and learned to speak the language can tell you the difference between “observing” and “experiencing” another lifestyle. This does not mean forsaking one’s own cultural ways, but it does allow us to see them in a different light and to develop deeper insights into our own way of doing things as well as that of others.  We cannot be satisfied with exposure to language and culture.  It takes prolonged study to develop the level of proficiency needed to communicate with ease and to participate in another society, or our own, in a culturally appropriate way.  We must continue to work toward this goal.

In the pluralistic society of the United States, as well as in the global society into which we have been thrust, we must prepare ourselves to meet the challenge of an ever-changing world.  We can choose to ignore people who differ from us, and risk being misunderstood by them, or embrace language and cultural study and welcome a world full of possibilities to explore.  I will continue to devote my career to that end.”

Stephanie K. Appel

Teacher of French
Fair Lawn Schools
Fair Lawn, New Jersey
Finalist, Northeast Conference on the Teaching of Foreign Languages (NECTFL)

“I am a prime example of why it is so important to give value to language and culture.  Teachers need to establish a purpose for their students to use the language and their knowledge of other cultures.  In less than a decade we have been faced with the weakening of our national security due to a lack of proficient speakers of other languages critical in the world today.  Corporate Americais leaving town with our jobs making us more and more reliant on other countries for our basic goods.  Without providing a concrete need for a second language our students will remain monolingual or novice speakers at best.  Although Americans are slow starters in the race to compete globally on an even playing field, I believe that we are making greater strides to prepare our current and future language teachers.  Teachers’ methods and new vision are gradually driving their students from simply understanding a language’s structure to using it with a purpose.  Much like learning to walk, students and teachers began rolling with translation, started crawling with the audio-lingual method, and have just begun walking with the aide of the five C’s and the modes of communication.”

Scott Underbrink

Teacher of Russian and French
Natrona High School
Casper, Wyoming
Finalist from Pacific Northwest Council for Languages (PNCFL)

“Teaching languages we are able to stimulate the minds of our students from all angles.  Multiple intelligences, mastery learning, TPR, all of the movements of education pass by us and we take from them, adapt what they have to our own kids and grow professionally.  I am not the same teacher I was 28 years ago, and that is not at all a bad thing.  With each lesson I get a chance to reevaluate, consider what went well and needs to be kept and what could go better.  Part of the advantage in having years in the profession is that I have had so many chances at everything I teach, and I hope I haven’t and won’t waste a single one of these opportunities....This year I chaired a cohort group of language teachers studying best practices of the profession.  One of our monolingual vice-principals participated in the group.  After viewing videos and sharing strategies we turned to him.  His reaction was an impressed, ‘I didn’t know that you language teachers had so much to teach!’  How proud I am to be part of such a talented corps of educators.  As language teachers we work harder and more passionately.  Is it any wonder that so many of our kids grow to love what we teach them?”