2026 Hall of Fame Nominee
Lee’s Summit School District
Lee’s Summit, MO
Learning another language is more than acquiring words and grammar—it is an invitation to see the world through new eyes. World language teachers spark curiosity, open doors to diverse communities, and nurture empathy by guiding students to explore the products, practices, and perspectives of other cultures. In doing so, students learn to embrace differences, challenge assumptions, and build bridges across divides. In a world that is both deeply connected and deeply divided, language learning becomes a powerful force for unity, understanding, and global citizenship.
I believe that language learning must be both relevant and deeply human. When students see how language connects them to real people and lived experiences, their motivation grows. I strive to create an immersive environment where students engage with diverse communities through culturally authentic resources, school-sponsored exchanges, and hosting opportunities. Language learning should extend beyond the classroom walls and into real-world interaction.
World language study is more than an academic subject; it is essential preparation for life. It equips students to explore multiple perspectives, express themselves with empathy, and collaborate across cultures. These are not just markers of global competence. They are survival skills in our increasingly interconnected world. I use acquisition-driven instruction and task-based learning to help students engage with meaningful content and apply the language to real-world problems. In my classroom, student perspectives and interests are leveraged, helping learners see language not as a school subject, but as a powerful tool to understand and impact the world. Most recently, my students have been exploring the United Nations Sustainable Development Goals, using the target language to investigate global challenges of their choosing and design actionable solutions. This work not only builds linguistic proficiency but also fosters a deep sense of purpose, as students recognize their ability to influence change across cultures and communities.
Finally, as world language teacher preparation programs shrink and language offerings diminish, the risk is not just to our profession, but to our country’s readiness for a multilingual, multicultural future. Every student deserves access to the life-changing benefits of language learning. Equity in language education is not a luxury. It is a necessity. My hope is that all students, regardless of background, graduate with the ability to communicate in more than one language and with cultural competence. This vision demands advocacy, access, and a shared commitment to preparing our students not just for assessments, but for the world. Language learning is a gift and a right. It expands hearts and minds, connects communities, and creates pathways to opportunity. As educators, it is our responsibility to ensure that every student receives that gift.
In my district, I have worked intentionally to close the gap in access to language learning. For example, I have met with the Associate Superintendent of Elementary Education of Lee’s Summit R-7 Schools to propose a FLES program, and while discussions continue (particularly around funding during difficult financial times) I remain committed to expanding opportunities for students. I also volunteer to travel between buildings so that more students can learn German. While I believe that any language is a valuable choice, I also believe students deserve options. In the Midwest, many of my students choose German because of family heritage, and I want them to have that connection available to them.
Equally important, I strive to ensure that every student feels welcome in my classroom, regardless of readiness or achievement. I do not gatekeep enrollment, and I resist the idea that struggling learners should be denied access to language courses to make room only for high achievers. On the contrary, I believe language learning strengthens literacy in the native language and offers unique benefits for students who may find reading and writing difficult. I gladly differentiate, scaffold, and modify instruction for all learners, because I believe the gift of language learning belongs to everyone. My goal is to make languages accessible not just through district initiatives, but also every day in my own classroom.