Hello SWCOLT friends! Right now, I am in the Denver Airport waiting for a connecting ight to Oklahoma City, where we will hold our next conference (February 4-6, 2027). The SWCOLT Executive Board and members of the OFLTA Site Committee are conducting a pre-conference visit of the Skirvin Hilton Hotel. I have a seven-hour layover, so I planned to use the time to write a President’s Message. Because I was already thinking about writing this message, an experience I had deboarding the plane from Salt Lake City to Denver made a strong impression on me. As usual, I was sitting toward the back of the aircraft. A young mother, father, and three kids were sitting directly in front of me. While we were waiting for those in the front of the plane to grab their bags and leave, the mother took a moment to search the seat pocket in front of her. She was probably trying to make sure that they didn’t leave anything on the plane. Been there, done that. As she rummaged through the various items in the pocket, she took particular notice of the pamphlet describing the features of the Airbus A320. She pulled the pamphlet out of the pocket and showed it to her husband who was sitting on the other side of the aisle with two of the children. She laughed and said, “They actually call it an airbus. I have never seen a plane officially called an airbus, but I guess that is kind of what it is.” Her husband smiled and chuckled and they both went back to wrangling the children. It took me a second to realize that she didn’t know Airbus is a French company that builds commercial aircraft. She must have thought airbus was a deliberate naming choice made by Frontier Airlines rhetorically supporting the company’s low-cost image. She didn’t realize that it was the actual make and model of the airplane. As I thought about it, I recognized that not knowing about the company Airbus probably meant she didn’t know a variety of things about the larger context of the company as well. For example, Boeing, the American competitor, and Airbus are the two largest commercial aircraft builders in the world, and the fortunes of each company have a signicant impact on the economy in America and the European Union. Our economist friends could give us further detailed explanations of how the competition between Boeing and Airbus shapes world economic conditions, but for this story it is enough to say that the mother and father in front of me were not aware of the signicance of Airbus and as a result made a false assumption concerning the meaning of the word. What does this have to do with my President’s Message? Well, all of us have essentially this same experience many times every day. We either understand the fuller context of the words/language we encounter, or we do not. When we don’t understand the context or don’t know the meaning of a word, we make assumptions. Based on the amount of language and cultural competence we possess, we make either better or worse assumptions. As second language and culture teachers, we appreciate that meaning is made. We acquire language when our minds create meaning-form pairs by assigning meaning to written or spoken language forms. We develop language and cultural prociency as we interact with others in authentic interpersonal, presentational, and interpretive contexts. The more meaning-form pairs we create, the more we are able to use our mind’s vast, interconnected neural web of these pairs to make sense of and communicate about the world around us. This is true about all languages we learn including music, math, art, physics, sports, etc. All human endeavors have a language associated with them. Before I make my nal point, I want to set up what I think is a vital contrast. This last Spring, we had another round of university graduations. At many of them, the graduates in the audience loudly booed whenever AI was mentioned by the commencement speaker. This makes good sense. These graduates started their studies before AI had made much of an impact on their intended professions. As new graduates, they are now entering a work force where they are not sure if their studies have prepared them to actually get a job or not. The societal debate over AI and its place in our human future is really just starting, but for this year’s graduating class AI is largely perceived as a threat to their immediate job prospects.
It wasn’t that long ago, politicians and business icons were widely and condently proclaiming that every student needed to learn to code. Some even suggested that coding should be considered a second language (replacing other languages) and all high school students should learn to do it. As a part of these kinds of arguments, powerful voices would often claim that the entire secondary and university education systems needs to be re-invented. All of the majors and subjects that don’t lead to a specic job title should be cut or signicantly reduced. They would claim that these kinds of studies are a bridge or a road to nowhere saying things like we should put our taxpayer dollars into the kinds of studies that actually matter and lead directly to employment. After all, they explained, there is no job with the title of philosophy. Well, the advent of AI has revealed the anemic and short-sighted nature of those kinds of arguments. Many of the students who took the seemingly unassailable advice to study coding now nd themselves in a precarious position. AI can easily and instantly do much of the work of a beginning coder. The projected incalculable number of available positions for new coders in our economy now seems tragically nite. In fact, there is now a real need for graduates in philosophy who know how to think logically and who can therefore more quickly and logically formulate AI instructions and prompts. It turns out that the real bridge or road to nowhere is actually the zero-sum and education-only-for-employment thinking of those who don’t really understand the larger context of what it means to be human. Humans create, solve, connect, build, improve, synthesize, analyze, compose, hypothesize, comprehend, serve, lift, envision, invent, calculate, predict, combine, debate, strive, love, and so much more. We can only do those things when we can think. When we study languages and cultures as well as the humanities/liberal arts, we are learning to be more fully human. We are developing prociency in the languages of humanness. We are continually adding to our ability to make meaning. The more language we possess,
the more we can be exceptionally human.
And now to my nal point: there are powerful voices in our society who claim that as the capacity of AI expands, the value of learning other languages decreases. These voices ask, “why should we learn languages when AI can just translate everything for us?” They point to what one can already do to communicate with others even in real time using AI. What
these voices fail to comprehend, is that the only thing of value that we will possess in the new AI world is our individual, exceptional humanity. Since many of us live in states with long lonely highways, I will use the highway as my metaphor. Despite the claims that languages will become less signicant in the impending AI era, languages will not be the attened roadkill decomposing on the shoulder of the AI highway as the great car of humanity races onward. No, languages will be the road signs, maps,
mile markers, landmarks, rest stops, refueling stations, and scenery that we humans will use to prompt AI to help us advance to our desired destinations. It can’t be done without what makes us human. We aren’t human without all of our languages and cultures. Continually learning languages expands our ability to understand and be aware of larger contexts helping us to avoid incorrect assumptions that lead us to incomplete meanings and would therefore cause us to prompt AI to direct us to unintended destinations. I hope you got to the end of my longer President’s Message. I don’t want to live in a post-reading society, so I gave you all the chance to focus and read for just a bit longer ;). I wish you all a wonderful start to the new school year. Be condent that we are more essential to our collective success than we have ever been in the past. Radiate all of your passion for learning languages and cultures to your students. They will feel it and respond in positive ways we don’t fully expect.
Stephen Van Orden
SWCOLT President 2026-2027
Our OFLTA team preparing for a fabulous SWCOLT-OFLTA 2027 conference!
2026-2027 SWCOLT Board of Directors Each of our nine SWCOLT states (Arizona, California, Colorado, Hawaii, Nevada, New Mexico, Oklahoma, Texas & Utah) is represented on the board. Board of Directors serve for a minimum of three years as a Chair or a member of the Executive Board (President, Past President, Vice President). Representatives are selected by their state organization to serve on the SWCOLT Board. For more information about the SWCOLT Board of Directors, contact jraught@swcolt.org.
Welcome to the SWCOLT Board of Directors! Spencer Reemelin – Hawaii
SWCOLT 2026-2027 Awards Chair
Spencer Reemelin has been a Spanish and Portuguese instructor at the University of Hawai'i for 20 years. Learning these languages as an adult has given him a unique perspective, reminding him that language learning is not about a final destination, but rather a journey. Teaching in Hawai'i is unique due to the culture of aloha—a way of life encompassing patience, awareness, generosity, and love. Inspired by his favorite surfer, Olympic swimming champion and ambassador of surfing, Duke Kahanamoku, Spencer aims to teach with aloha on his own continuous journey of learning the languages he teaches.
Melanie Mello – Arizona
SWCOLT 2026-2027 Teacher of the Year Chair
Melanie Mello is proud to serve as the Arizona representative to SWCOLT. She serves as the Dual Language Immersion and World Language Coordinator for Gilbert Public Schools in Arizona. Her career in education has spanned K-16, curriculum development, teacher training, and educational leadership. She is also the founder and director of the Arizona German Language School and an associate faculty member at Arizona State University. Melanie is especially passionate about supporting and connecting educators, strengthening language programs, and expanding access to high-quality language learning for students. She believes strongly in the power of collaboration and professional learning and enjoys creating opportunities for educators to learn from one another. Having served Arizona’s language teaching community in a variety of leadership roles, she is excited to represent Arizona on the Southwest Council and to help strengthen connections among educators throughout the region.
Start Your Planning NOW to Attend SWCOLT-OFLTA 2027! Dear World Language Colleagues, On behalf of the Southwest Council for Language Teaching (SWCOLT) and the Oklahomans For World Language Teaching Association (OFLTA), I am excited to invite you to our joint Spring Conference, taking place February 4–6 in vibrant Oklahoma City! As your SWCOLT Vice President and a local Oklahoman, I am thrilled to extend a warm, genuine Oklahoma welcome to educators from across all nine states of our region. We are assembling an exceptional lineup of professional development designed to inspire, equip, and energize your teaching. To help you dive even deeper, we are kicking off the event with six intensive Thursday workshops packed with actionable strategies for your classroom. Beyond the sessions, this conference is a premier space to reconnect, share ideas, and enjoy meaningful fellowship with fellow language professionals who share your passion. While you are here, we want you to experience the very best of OKC! Our city seamlessly blends the rugged charm of our heritage with a hip, modern energy. You can ride the trams through downtown, explore our world-class museums, and discover why our stop along historic Route 66 is renowned for its incredible food scene. If you're looking for extra excitement, you might even catch the electrifying atmosphere of a "Loud City" NBA game with the Oklahoma City Thunder. Whether you are coming for the high-impact professional growth, the camaraderie, or the local flavor, we cannot wait to host you. Pack your curiosity and enthusiasm—we'll handle the hospitality! See you in Oklahoma City this February! Are y o u ho p ing to p re se nt a 60-m inute se ssio n o r 15Warmly, m inute id e a se ssio n a t Carina Plett SWCOLT-OFLTA 2027? Info & Vice President, SWCOLT fo rm a t w w w .sw co lt.o rg Awards Chair, OFLTA
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Submit a proposal to present a 60-minute session or a 15-minute idea. Presenters will be notified of presentation acceptance by mid-October. Compelling proposals address the needs of today’s learners and educators by focusing on innovative
programs, emerging trends and research-informed practices. SWCOLT encourages proposals for ASL, Less Commonly Taught Languages (French, German, Japanese, Chinese, Italian, etc.), and indigenous languages. We would love to include an entire strand of sessions related to less commonly taught languages.
SWCOLT-OFLTA 2027 Conference Information Registration opens September 1 Click here to access full 2027 SWCOLT-OFLTA conference information
Visit Oklahoma City
A Welcome from the OKC Local Committee
Click HERE for more information.
Teresa Bell Brigham Young University
Maylén Sullivan Coronado Unified School District
Jill Landes-Lee University of Utah Beckie Bray-Rankin Lexington High School
Lindsay MacDonald Westmoore High School Diane Portillo Washington High School
Cherice Montgomery Brigham Young University
Leslie Grahn World Language Consultant
2027 SWCOLT Awards --Submit a nomination here-SWCOLT recognizes outstanding world language educators and supporters of world language education in the Southwest region via the following categories: Friend of the Profession, Honorary Lifetime Member, Excellence in Teaching (Elementary, Secondary, Post-secondary). Excellence in Classroom Teaching Award The Excellence in Classroom Teaching Award recognizes outstanding teachers of Languages Other Than English. One individual may be recognized at each of the following levels: elementary, secondary, and postsecondary. Any teacher residing in the nine state SWCOLT area can nominate or apply. Click HERE to see full description, process, criteria, and nomination form . Honorary Lifetime Memberships Honorary Lifetime Memberships are awarded to members who have made significant contributions to SWCOLT and to the language teaching profession. Any teacher residing in the SWCOLT region may nominate/apply. Click HERE to see full description, process, criteria, and nomination form. Friend of the Profession Award The Friend of the Profession Award recognizes an individual or organization not directly involved in the teaching of second languages that has made a significant contribution to the profession. Any person residing in the SWCOLT region may nominate/apply. Click HERE to see full description, process, criteria, and nomination form. If you have any questions, please contact: Spencer Reemelin (sreemelin@swcolt.org) For a listing of past SWCOLT Award recipients, visit https://www.swcolt.org/awards.
Submission deadline: November 7, 2026
2027 SWCOLT Scholarship --Submit an application here--
Submission deadline: November 8, 2026
DIGITAL ADVERTISING OPPORTUNITIES • •
Is your company or organization unable to attend the 2027 SWCOLT conference? Would you like to purchase additional advertising to maximize your exposure at SWCOLT 2027 & on the SWCOLT website?
Check out our digital advertising opportunities below and complete the Digital Advertising registration form (www.swcolt.org/exhibitors) Thank you for your support of world language education in the Southwest region!
The Skirvin Oklahoma City: A Hilton Hotel
Don’t miss out on the SWCOLT-CLTA Webinar series for 2026-2027! Register at clta.net or www.swcolt.org. Cost: $25 per webinar for non-members; FREE for members • Who is a member? Current members of SWCOLT (Yearly membership $50) – Join SWCOLT here Current members of CLTA - Join CLTA here SWCOLT-CCFLT 2026 attendees
Webinars 1 & 2 – Featuring Andrea Caulfield (Sept 9) AND Angela Beeson (Oct 14) Read more below. Register at http://www.clta.net
Intercultural Competence
Teaching with AI Storybooks & Apps
The Value of a SWCOLT Membership
Who are we? The Southwest Conference on Language Teaching is a regional world language teachers' organization that hosts an annual conference in partnership with state world language teacher associations. In addition, SWCOLT participates in the professional advancement and development of teachers through scholarships, awards, publications, and advocacy. The participating states in SWCOLT are Arizona, California, Colorado, Hawaii, Nevada, New Mexico, Oklahoma, Texas, and Utah. Purposes of the Southwest Conference on Language Teaching •
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Disseminating and publicizing information, data, and materials which promote, develop, and enhance the study and teaching of languages together with their literatures and cultures Recognizing and publicizing excellence in second language study and teaching Promoting the work and interest of state language organizations Cooperating with state, national, and international organizations whose purpose is to enhance second language study and teaching.
Levels of Membership
Regular Membership $50 Click here to join or renew Retired Educator Membership $25 your membership. Full-time World Language Education Student Membership $25 State World Language Teachers' Association Membership $100 o State Association Membership allows you to submit a "Regional Teacher of the Year" candidate submit a "Best of State" session to be automatically accepted into the annual conference program receive a complimentary exhibit table in the conference exhibit hall (when requested)
Some specifics The Membership Year begins February 1st and ends January 31st. If you are attending the current year's conference (full registration), membership is included in the registration. If you are unable to attend the conference, but want to be a current member of SWCOLT, then please print the form from the link below and mail to: SWCOLT HQ, 14675 North 90th Lane, Peoria, AZ 85381 or fill out the Membership Application (below) and continue to the option to pay with your credit card online.
Benefits of Membership
Receive SWCOLT news and access to all digital publications and events Receive an invitation to the SWCOLT members' reception at the annual conference Free registration for all SWCOLT webinars Access to all SWCOLT webinar archives Eligibility for SWCOLT awards, scholarships, and the SWCOLT Teacher of the Year program
Did you know? SWCOLT offers each scholarship recipient a $300 stipend to help with travel expenses. SWCOLT awards the Regional Teacher of the Year with a $500 honorarium. SWCOLT supports the "Best of SWCOLT" session presenter with $600 to help with costs at ACTFL.
We are able to provide these incentives to teachers because of your support for our organization. Thank you for your support of the Southwest Conference on Language Teaching!
WHAT’S NEW AT SWCOLT??? SWCOLT has a new leadership initiative coming soon! SWELL: Uplifting Emerging Leaders Are you looking for more ways to grow? Have you been attending conferences and want to present but not sure what you have to share? Are you frustrated with the state of language education and want to see programs grow in your school, district or state? Do you want to know what it’s like to serve on a board and make decisions? Are you a party planner who wants to transfer your skills to conference planning?
Stay tuned for information about SWELL! SouthWest Emerging Language Leaders
Musings from our SWCOLT Executive Director
SWCOLT . . . FROM THE BEGINNING Prepared by Jocelyn Raught - SWCOLT Executive Director
The Vision & The Mission Taken from the SWCOLT Resource BOOK 1989
A Brief History of the Southwest Conference By Barbara Gonzalez Pin and Hyde Flippo
The newest of the five regional conferences, the Southwest Conference on Language Teaching held its first meeting March 1-3, 1984 with the Colorado Congress of Foreign Language Teachers (CCFLT) in Colorado Springs. That organizational session came after two years of extensive planning by a dedicated group of language educators from throughout the region. And it was not until February 1985 in Las Vegas, Nevada that SWCOLT (pronounced “Southwest Colt”) held its first meeting as a truly independent organization, with ratified constitution, bylaws and the first elected Board of Directors. The advisory Council then consisted of 41 representatives from the eight states stretching from California to Texas. Language educators have typically found regional meetings to be a worthwhile idea. Such sessions afford an opportunity for broader professional contacts and for more extensive sharing of ideas than local and state meetings, with the limitation of time, distance and expense often connected with national conferences. For these reasons and in order to share problems, solutions, issues and ideas throughout the Southwest, second-language educators and their organizations in the region have supported and facilitated the formation of the Conference. The American Council on the Teaching of Foreign Languages (ACTFL) and the CCFLT both played a key role in the founding effort, along with the other four regional conferences. The Southwest Conference is unique in several aspects. It comprises a particularly vast territory, parts of which are very sparsely populated. The region contains the 1500-mile-long borderlands with Mexico, and among its inhabitants are large populations of speakers of Spanish, Asian and native-American languages. These unique characteristics, along with many other issues, have been addressed in SWCOLT’s five annual meetings to date. Since its founding in Colorado Springs, SWCOLT has held conferences in Las Vegas, Phoenix, San Antonio and Denver, helping to share the resources and experience within the region. The conference will continue to address the local, regional and global concerns of the profession. The Sixth Annual Meeting will be held March 2-4, 1989 in Salt Lake City. We invite your active participation and support. The relationship will certainly be of mutual benefit to all.
And today . . . This article from the beginnings of SWCOLT, a mere 5 years after its creation, still describes who we are and what we are trying to do! Originally only 8 states, Arizona, California, Colorado, New Mexico, Nevada, Oklahoma, Texas and Utah, we are happy to have added Hawai’i to our mix! However, just as stated above, we do not work in isolation, we are part of the team of many organizations and people who helped us start, grow and continue today. Our goal has always been one of providing and disseminating information and professional development on the teaching of languages and cultures, as well as recognizing excellence in the field, but I think one of the most important parts of our organization is the connections we make with each other in our willingness to listen, share and involve ourselves in our efforts to improve and support language acquisition and teaching everywhere. As I read the last line of the article above, I stopped, read it again and then nodded my head as this line really defines SWCOLT! “We invite your active participation and support. The relationship will certainly be of mutual benefit to all.” SWCOLT exists in the active participation of our members and attendees, their ideas and experiences, their willingness to share and learn, their willingness to work together during both times of adversity and celebrate the accomplishments of colleagues and the profession. As our conference moves from state to state, our organization is invigorated and advanced at each location. The upcoming conference in Oklahoma City in cooperation with the OFTLA (Oklahomans for World Language Teaching Association) is another opportunity for your active participation and support. In fact, this year’s theme expresses it well: “Weathering the Storm Together: Language, Culture and Community”. We truly do mutually benefit from the active participation of all! We hope you can join us in Oklahoma City (Feb. 4-6)!
Jocelyn Become a member - www.swcolt.org
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Arizona California Colorado Hawaii Nevada New Mexico Oklahoma Texas Utah
News from our SWCOLT States
SWCOLT is so much more than a regional organization! Check out news and events from our member organizations.
Visit our SWCOLT member state websites for more detailed information & upcoming events. Arizona - AZLA:
Home
California - CLTA:
California Language Teachers' Association - CLTA.net
Colorado - CCLTA:
World Language | Ccflt
Hawaii - HALT:
HALT: Hawai'i Association of Language Teachers
Nevada - PLAN:
PLAN - PLAN
New Mexico - NMOLE:
New Mexico Organization of Language Educators
Oklahoma - OFLTA: https://oflta.org Texas - TFLA: https://tfla.wildapricot.org/All-Things-TFLA Utah - UFLA:
Home
2026 UFLA Award Winners - Congratulations!
What’s happening . . .
A snapshot of where we are
Aloha, Update: Recent Highlights from the Hawaiian Association of Language Teachers (HALT)
Hawaii
We are pleased to share updates on two significant events hosted by HALT at the University of Hawaiʻi at Mānoa this year: 40th Annual Spring Conference (April 25, 2026): Focused on the theme, "Navigating Diversity: Language, Culture, and Advocacy in a Globalized World," the conference brought together educators to discuss vital topics in language instruction. A highlight of the event was the presentation of the Excellence in Teaching Award to Kaylene Kauwila Sheldon of Kahuku High and Intermediate School. HALT Summer Summit (July 15, 2026): Following the spring conference, the summer summit—titled "Starting the Year Strong"—provided a productive space for educators to prepare for the upcoming academic year. We extend our congratulations to all the educators and organizers involved in these successful gatherings. Me ka mahalo, (With gratitude)
NMOLÉ's Fall Lift-Up Conference will be held on Saturday, September 26 at the University of New Mexico's Language
New Mexico
Learning Center in Albuquerque. NMOLÉ’s advocacy effort last March in DC was appreciated by our US Members of Congress. JNCL-NCLIS gathers advocates from all 50 states to work on language issues. We carry our positions to congressional offices. Our advocacy team looks forward to its next event: Language Advocacy Days, March 1-2, 2027. If your district has an ROTC program, and you want to start or strengthen your language program, check out WLARA, grants are available! https://www.languagepolicy.org/post/world-languages-amendment-included-in-house-defense-reauthorization-bill Greetings from Utah! Here is some recent news from UFLA: Over the course of this last year, we have been revamping the UFLA website. Our new site is simpler to navigate and
Utah
easier to update. We have a new logo. We are able to share information and invitations more effectively. Go take a look at UFLA.net. This last Spring, UFLA wrote a letter to the State Superintendent and State Board of Education advocating that the State Board hire a Director of Dual Language Immersion (DLI) and World Languages when it looked like the position might not exist going forward or might not be filled with a language expert. Many voices were involved in the discussion, and in the end, Utah now has a new Director of Dual Language Immersion (DLI) and World Languages, Michaela Claus-Nix, who replaces Karl Bowman. It is not always easy to engage in advocacy. Through the great work of our UFLA President and Board, UFLA was able to be a positive voice for the important role of appropriate state-level leadership. Check out information about UFLA”s new and updated Journal. 2026 UFLA Award Winners - Congratulations!
Upcoming Events Click HERE for more information
The purpose of this is to keep you informed - JNCL-NCLIS is the lobbying arm for language education in the US, and SWCOLT is a member organization. The recent brieng focused on the current congressional outlook, the status of the U.S. Department of Education, and several urgent FY27 funding threats affecting world language education, multilingual learners, international education, exchange programs, and national language readiness. Congressional Outlook JNCL-NCLIS reported that there are limited legislative days remaining before the August recess. Appropriations and the second reconciliation bill are complete, but major unnished business remains, including FY27 appropriations. Because no FY27 appropriations bills have passed the Senate, a September Continuing Resolution is increasingly likely. This means
advocacy now is especially important as Congress continues to determine funding levels and priorities.
U.S. Department of Education Status The continued phase-out and restructuring of the U.S. Department of Education: According to the brieng, approximately 2,000 USED staff have already been laid off, and additional staffing reductions may occur as some senior staff positions are converted to at-will positions. JNCL-NCLIS also noted that more state waivers of federal education regulations are expected. Some states are already being granted exibility to consolidate funding across programs, which could affect how federal education dollars are distributed and protected. Program administration is being transferred to other federal agencies, including: • K–12 and postsecondary programs moving to Labor Department • Indian Education moving to Department of the Interior • Title VI/Fulbright-Hays moving to State Department • IDEA moving to HHS Department • OCR moving to Justice Department For USED programs that continue, staffing levels remain uncertain. Grant programs are continuing, but new competitive grant priorities may include “returning education to the states” and AI, and grant applications may be subject to political review. Formula funds are expected on time, and USED is expected to retain its current grants management system for FY27. FY27 Budget and Appropriations Concerns The President’s F27 budget proposes to eliminate or reduce several key education and language-related programs, including: • Title III • Migrant Education • Native Hawaiian Education • HEA Title VI/Fulbright-Hays
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Title II-A Title IV-A Alaska Native Education State Department Bureau of Educational and Cultural Affairs funding
The budget is also quiet (unknown) on WLARA (Defense), the World Language Advancement and Readiness Act grant program. In the House Appropriations Committee, the current education proposal would cut the USED budget by 10%, eliminate funding for ESEA Titles II-A and III and HEA Title VI/Fulbright-Hays, and reduce Title I by $1.9 billion. Some programs, including Title IV-A, Indian Education, Alaska Native Education, Native Hawaiian Education, and Native American Language Resource Centers, would be preserved at level funding or receive slight increases. For State Department funding, the House proposal includes a $20 million cut to the Bureau of Educational and Cultural Affairs. WLARA funding in Defense Appropriations is not yet known. Immediate Calls to Action JNCL-NCLIS is asking members and advocates to take action now through its advocacy portal: https://www.languagepolicy.org/takeaction There are three current action campaigns: 1. Secure World Language Advancement and Readiness funding in FY27 Defense Appropriation. This campaign supports continued funding for WLARA grants. 2. FY27 Education Appropriations: Protect national investments in critical language education programs This campaign urges Congress to protect federal investments in language education, including Title III and other key education programs. 3. FY27 State Department Budget: Tell the Senate to restore funding for the Bureau of Educational and Cultural Exchange This campaign supports international scholarships, exchange, and language programs administered through the State Department. Please take a few minutes to complete the JNCL-NCLIS action alerts and share them with your networks. Constituent voices and stories are especially important during this narrow advocacy window. Try to personalize even if you just introduce yourself and your hometown. Thank you for continuing to advocate for language education and for helping ensure that Congress hears from the language education community.
ACTFL Rep or t to SWCOLT - Au gu s t 2026 Jill Landes-Lee, ACTFL Board of Directors SWCOLT Representative 1. Professional Learning and K-16 Alignment
ACTFL’s Professional Learning Committee is working in conjunction with the newly formed K-12/Higher Education Team to identify priorities in K-16 language learning and prioritize action steps. Key areas of focus include: K-16 alignment, K-12/higher education partnerships, Career connection and application of languages & The Seal of Biliteracy and Program Advocacy. -
Please visit the updated ACTFL Professional Learning Webpage! Visitors can filter page content by audience (PK-12, Higher Ed, everyone), Number of contact hours provided, pricing tier (Free, Free to Members, Member discount, and Purchase),and Format (Archived, Individual workshop, Group workshop, Convention, Self-pace course, or Webinar).
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ACTFL launched a Proficiency Institute for Higher Education, a free, three-part professional learning opportunity for post-secondary language educations of Teacher Prep Programs and higher-level world language courses seeking to deepen their knowledge of designing proficiencybased content, learning and instruction.
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ACTFL launched the updated NCSSFL-ACTFL Can-Do Statements in March, and has posted three videos free to everyone. ● Introduction to using the NCSSFL-ACTFL Can-Do Statements ● Mapping your curriculum with NCSSFL-ACTFL Can Do Statements ● Level up your lessons with the 2026 NCSSFL-ACTFL Can-Do Statements
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Finally, Thanks to the generous sponsorship of Klett World Languages, we launched four 90minute on-demand free courses for ACTFL Members to support language teachers, department chairs, and administrators at the district and/or state level.
2. Teacher Recruitment, Retention and Organizational Outreach
ACTFL leadership has continued conversations with partner organizations to strengthen teacher education and recruitment pathways. This includes discussions with the American Association of Colleges of Teacher Education (AACTE) around teacher preparation, recruitment, and standards development. ACTFL is also maintaining direct outreach to state and regional associations. Director of Education and Certification Kathleen Shelton has been meeting with regional leaders during conferences to drive the K12/Higher Ed focus group. ACTFL is exploring ways to serve as a stronger connector among leadership cohorts each region has developed, potentially through a regional leadership page or community on the ACTFL website.
3. Diversity, Equity and Inclusion
On International Mother Language Day, ACTFL launched its 2026 theme: I Am My Language: Roots, Rhythm & Resistance. Led by ACTFL President Krishauna Hines-Gaither, the initiative centers on the role of spoken, unspoken and signed languages in shaping identity and community. ACTFL is encouraging organizations, schools, districts and businesses to sign and share the related Statement of Affirmation and to amplify associated activities across tier networks.
4. Advocacy and External Partnerships
ACTFL’s Advocacy Committee is devoted to developing and supporting use of resources to promote and sustain your language program. Visit the Language Advocacy Resource Center webpage to explore the Advocacy Activities Menu: ideas and templates to kickstart your efforts. “ACTFL Voices” is a new podcast series (tagine: The Future Speaks Through Us) launched in early April with three episodes that are available on the ACTFL website, YouTude and in all major podcast sides: ● Leslie Grahn: “Cracking the Code: Simple Shifts to Student Engagement” ● Krishauna Hines-Gaither: “I Am My Language - Roots, Rhythm and Resistance” ● Meredith White: “Finding the Right Tech Tool in the Language Classroom” ● Partnership with the Office of the Commissioner of Indigenous Languages ● MAGIC with Jessica Haxhi
ACTFL continues to be an active participant at JNCL-NCLIS Language Advocacy Days on Capitol Hill, joining state and national leadership, board members, staff and students. Notably, Nathan Campbell and his son Lucas met with leaders from the U.S. Department of Education and the U.S. Department of State to discuss world language education. ACTFL is actively engaged in conversations with partner organizations, including the Office of the Commissioner of Indigenous Languages (OCIL), Pueblo Unido (certifying indigenous language specialists to rate oral proficiency of interpreters), and the Taiwanese Ministry of Education.
5. 2026 Convention Highlights - San Antonio
Come join the excitement in San Antonio this November 20-22! The Opening General Session will feature Debbie Allen, Academy and Golden Globe Award Winner, actress, and advocate. The Closing General Session features Mychal-Bella Rayne Bowman, actress, humanitarian. Please see the Funding Options and Ideas website page. In addition to over a hundred presentation and workshop sessions, don’t miss: - President’s Welcome Reception - Thursday at 5:30pm - First Time Attendee Orientation & Welcome - Friday 7:15am - ACTFL Language Connects Award Ceremony - Friday 6:30pm - SIGstravaganza! (Special Interest Group Members, registration required) - Friday 7pm
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SWCOLT 2026 Teacher of the Year Dr. Maylén R.R. Sullivan - California
Dr. Maylén Sullivan, a high school French and Spanish teacher and district World Languages instructional leader in the Coronado Unified School District (CUSD), has been selected as the 2026 California Language Teachers Association (CLTA) Teacher of the Year. She was then selected to represent SWCOLT at ACTFL 2026. “Dr. Sullivan is a visionary educator whose commitment to equity, student voice, and high-impact instruction is transforming language education in California,” said CLTA President Ronit Ron-Yerushalmi. “She combines passion, scholarship, and heart to elevate every student — whether they are discovering their first word in French or preparing for the AP Spanish Literature exam. We are thrilled to honor her with this recognition.” Dr. Sullivan has become a statewide leader in multilingual instruction and teacher development. She currently serves as a World Languages Teacher on Special Assignment (ToSA), where she supports K–12 teachers in designing framework-aligned curriculum, analyzing data to inform instruction, and building inclusive, proficiency-driven programs across CUSD. In addition, Dr. Sullivan supports English learners as the ELD Coordinator. “Dr. Sullivan has been a passionate and innovative leader in developing CUSD’s world language pathways,” said Maria Simon, CUSD’s Public Information Officers. “We are proud to have her on our faculty and thrilled that she has been recognized by a statewide organization.” Known for crafting engaging, culturally rich units that connect students to real-world issues, Sullivan has led students through projects such as ocean conservation conferences, ethical debates on AI, and reflections on migration and identity. She regularly brings in guest speakers from across the French-speaking world and integrates authentic materials into her curriculum. Her work consistently centers student voice, critical thinking, and global competence. Beyond the classroom, Dr. Sullivan is a certified leadership coach, an expert in professional learning design, and a frequent presenter at CLTA and at the yearly summer World Languages Seminar. She has played a leading role in implementing the Coronado district’s Pathway to Biliteracy awards, expanding the Seal of Biliteracy program, and providing access to CIEE summer study abroad scholarships for students. A graduate of Princeton and the Stanford Teacher Education Master’s Program (STEP), Sullivan holds a Ph.D. in Leadership Studies from the University of San Diego and has been a member of CLTA since 2013. The CLTA Teacher of the Year Award recognizes outstanding California World Language educators who demonstrate excellence in teaching, leadership, and service to the profession. Each year, CLTA honors one teacher whose work exemplifies the highest standards of language instruction and advocacy. Dr. Sullivan will now represent California in regional and national recognitions, including participation in the ACTFL Teacher of the Year process. Her year of service will begin in early 2026 and will include professional learning presentations, mentorship, and state-level advocacy for world languages and multilingual learners.
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SWCOLT Presents . . . LYANNE TERADA SWCOLT 2026 Honorary Lifetime Member
An interview with Stephen Van Orden, 2026-2027 SWCOLT President Last year, SWCOLT presented Lyanne Terada of Colorado our Honorary Lifetime Member award. Lyanne has had a remarkable career as a Spanish teacher in Hawai’i and Colorado. She is now working as an Instructional Coach helping teachers in all subject areas improve and grow. Last week, we had a fantastic phone interview, and I was inspired by her insight and passion. Here is a transcript of our spoken conversation: Stephen: All right, let’s dive right in. Tell me a little bit about how you became a language teacher and why you became a language teacher. What’s been your career arc as you’ve gone through your years as a language teacher? Lyanne: So, really, my language, my exposure to the world was when I was 9, my dad moved from Hilo, Hawai’i to Guam. Three years later we were in Jamaica, where I started middle school. They had Spanish and French, and really that opened my eyes to more language, obviously. If I had stayed in Hawai’i, I would have continued in Japanese, my heritage language. However, we ended up in Mexico City and then Costa Rica. I continued Spanish in high school and college, and then joined the Peace Corps. That really led me to teaching. It was not something that I thought that I would do or knew that I would like at all, but because of that experience, I ended up in elementary school. I taught in a middle school and then went back to gain my certication to teach at the public high school level. Spanish was just a natural t for me, having double majored in Spanish at university thinking that I just wanted to do that for myself. But I was just so passionate about Spanish, the more I took classes, I found I just loved traveling every year to keep up my Spanish. So I wanted to share that with others, to travel with students. Working in Hawai’i for 8 years as a Spanish teacher--really having some great connections with the University of Hawaii and their Spanish program--and then moving to Colorado, I continued my journey as a language teacher. What was instrumental in shifting me into more leadership roles as a world language educator was attending the original LILL, which is the Leadership Initiative for Language Learning from ACTFL at the national level. Because of that summer institute, becoming involved, being asked to become a facilitator, really encouraged me to run for leadership at CCFLT and lead the organization in the midst of the pandemic. That whole time I was really trying to give back to the organization when it was just so needed to advocate for world languages, for our profession. We needed to connect people at a time when we were in the midst of a global pandemic. We needed each other for support. So now I have shifted from the classroom. This is going to be my fth year outside of the classroom as an instructional coach at my school in Thornton, Colorado at Horizon High School, and I love it. I am excited about the work that we’re doing with all the educators in our building and in all content areas. There is such a need to continue to grow educators to meet the really challenging needs of students today. Stephen: Thank you so much. Where was your Peace Corps work? Lyanne: So initially, I was going to be assigned in Poland, but at the last minute there was an opening in Belize in Central America. And although I ended up in a Mayan village in Indian Creek in the southern district, I chose to be closer to some possible Spanish connections, during which time I was able to use some Spanish, but I did have to learn Kekchí Mayan for my village. Stephen: That’s exciting! Tell me just a little bit about how being a language teacher plays into you being a coach for other subject areas. Lyanne: That’s an interesting question. I guess I view it as so many parts of the metaphor of learning a language. Becoming familiar with a language, the amount of work and demand it takes to become procient enough in a language, has really helped me, because it’s fascinating to think about education. We use so many terms, often the words themselves are so complex that people have a different understanding of terminology, of priorities, of initiatives. And it really helps to think about speaking the same language as somebody, to help people understand not only with the intent of the words, but the context as well. Context shapes so much of people’s willingness to do certain types of work, and we’re really still working with more of a foundation of knowledge type of mentality. You’re working with peoples’ strengths, you’re working with people and what people have, rather than thinking about what they’re lacking.
Stephen: I think that we, as language educators, have so much that we can give to all the subject areas in our schools in our teaching context. I think a lot of our future is going to be very collaborative with other teaching areas. So that’s interesting to me that you get to work in that eld. Tell me a little bit about the things that you’re most passionate about as a language teacher. Lyanne: You know, bottom line for me--this is going to be my 28th year as an educator--has always been the students. I would not have stuck it out if I just didn’t love students, working with students, having that type of impact that you can with students to travel with them, which allows them opportunities beyond what they’re comfortable doing, even within the classroom, as you build a target language community. And, you know, sometimes students are physically uncomfortable in a new environment, but at the same time we draw in their curiosity, allowing them to have handles to move forward and providing them excitement and fun. I also think we can be so creative in language classes to be able to do that. And in addition to having clubs, activities, honor societies, we help them become who they are, regardless. I do want to tell a story. I traveled back to Hawaii the past two summers, and it was interesting, because last summer I was really questioning if I should go back to the classroom. Do I really like being outside of the classroom in this role? And it was funny because I haven’t taught in Hawaii for 17 years, but I ran across a former student in Safeway in Hawaii. He obviously referred to me by my maiden name, but he was like, Señorita, you know, trying to talk to me. Here he is, this man. I didn’t really recognize him. He’s pushing a toddler in a stroller, and he was like, “I’m not sure if you remember who I am. It’s Joseph, and I just want to apologize that I was a troublemaker in your class.” And it was just the funniest thing. I’m like, seriously, like, obviously this was one summer ago, right? So it’s 16 years later, and here I am wondering, should I continue? This is hard work. What am I doing? And to have a student come up to me unprompted 16 years later to reach out to me and tell me that and then apologize for his behavior. It was so warming to me to think about the impact we really have as educators, and often we never get to see the follow through. We don’t often get to know how they are doing now or what they thought of me. What kind of impact did I have? I think back to my previous years, and I know so much more now. What kind of educator was I back then? And at the same time this past summer, again, I saw another student working at Costco, and even though he said, “no, I’m not taking Spanish. I don’t really use a lot of Spanish anymore.” But it was just so nice, because unless they really felt a connection to me, why would they even tell me that they used to be in my Spanish class, and they just wanted to say hello. You know, I just thought it was so beautiful to think about how we really have such impact and that has really continued to be a passion area for me. What are we doing that is best serving as many students as possible, because our goal is to reach the needs of all students in our language classes, in our school, and then beyond. Stephen: Thank you so much for telling those two stories. I think as language teachers or in education in general, sometimes you turn on a light, and sometimes the light doesn’t go on for 6 months or for 10 years. We never totally see the direct impact of what we do. And so I think those are really important stories for all of us to hear. What kind of advice would you give as a seasoned language teacher and now language coach to the new language teachers in our profession? Lyanne: Well, I denitely think teaching has become a lot more challenging. There are a lot more demands on teaching in general, and for language teachers in a time where programs are declining, we have decreased enrollment in our classes. I’m going to just say kudos to new educators. At the same time, I think the real challenge is newer educators trying to balance this tension around trying to create communities of trust, having relationships, helping students belong, having high expectations. And then on the other side there is the balance between the relationship and the academic demand. Zeretta Hammond talks about becoming a warm demand. I think that is a really hard thing to move from developing just relationships with yourself, to really building a community of learners, where there’s academic rigor, because language learning is hard. And to sustain your programs, you need to move your students from level one and two to that intermediate level. You really want to get them into a place where they want to continue, that it’s still fun and it’s not about the grades. It’s really about the learning and, you want to really build a robust program so that students get to higher levels of prociency and really go beyond. They become the ones who are marketing your programs. It’s really a hard time for educators. I think my advice would be to stay the course, to set clear boundaries for yourself, and to push through what often can be resistance, resistance in so many When the language teaching is so good for them, there’s that resistance, so to push through when they don’t want to talk to each other, to push through when you know you’re trying to do all these different types of approaches . . . it’s exhausting. You might want to just go an easy path and just go to, I’m going to say a worksheet. But to really uncover what it is that you want students to do is based on alignment. Align your task, your daily task and what you’re having them do and really have some solid planning. I think as an educator, I think about how do I really want to spend my time? I want to spend it planning. And I want to spend it in really crafting that alignment, because that is really going to help. Instead of constantly being reactive, reactive to what’s turned in, reactive to whatever it is. There’s a point where, yes, you have to certainly be inuenced and be aware, because whatever evidence you’re collecting should denitely tell you what you need to do to help them along this path. But the path is never a straight line. The path for growth is always up and down, up and down, and it’s trying to help them get to that place when they’re all going to be at different time frames in terms of their own learning, because that’s how learning is. So that wasn’t as concise as I hoped it would be. Stephen: Oh no, I think that’s perfect. As you were giving your answer, I realized that every single one of us is a new teacher every single year. And so much of what you just said are things that have been oating around in my mind all summer, and you’ve helped me. I made a couple of decisions while you were talking about some things I want to do slightly differently next year. And so that was great advice for me as well. What advice would you have for veteran teachers in our profession? Lyanne: I’m going to modify the question a little, because for veteran educators, I’m going to put out a heartfelt, sincere, thank you. Thank you so much for giving your life and your time. So many times you sacrice your loved ones in your life to do the work, to stay the course. I think educators, especially in world languages, have not felt the recognition, the appreciation, or the gratitude, that is deserved, and I want to rst and foremost, put that out there. People have not seen how much you have to do to have keep your
program sustained. How you have spent nights writing letters of recommendations, how you have taken the time to travel with students, how much time you have given to be their club sponsor, to go with them, to cook those foods, whatever it is. I think it’s a beautiful, beautiful thing to think about the legacy so many of you have built all across the world. It’s so wonderful. I will leave veteran educators with two questions. One is, how are you advocating for our profession? Advocacy, even though often we
just want to stay in our bubble, we just want to stay in our classroom, we just want to stay in our schools, our districts, whatever it is, it cannot remain just there, because our work is interconnected with what is happening in the world. And there is a point where the people
who have been in our profession the longest must speak up. We must say things. We must talk to our administrators, talk to others about the importance of language education, because we are in decline. We need to reverse the course of world languages and help them still be fostered to survive these challenging times. Let it be considered the time of pruning so that we can ourish and blossom even more. My second question is how are you building capacity in the next generation of world language educators and leaders, because it cannot end with you. I have seen it over and over when the teacher retires, their whole program is shut down, and they do not hire to replace that teacher. That is such a loss. That is such a grief for our profession. Although we can’t control it in many cases.
How do we still build capacity? How do we build our students to become world language educators? How do we build our colleagues? How do we attract professionals into our eld to become the next educators in this area? I think these are two very important questions
that we must all wrestle with.
Stephen: Thank you so much. That can be hard, because sometimes toward the end of a career, you are a little bit tired, but it’s exactly at those moments where all our experience is so valuable. Is there anything else that you would like to share with our SWCOLT membership? You have a stage here. Lyanne: So I want to go back to, to talk about how important our role as educators, world language educators, is in terms of helping students make connections, with their own family, with the world, and ultimately to themselves. Understanding others in our target language, in the language that we’re teaching, the culture we’re providing--everything along that with linguistic and global competencies. I think we really provide a context and provide some compare and contrast for people to understand their own values, to understand their own cultural norms, to really understand themselves and who they are so that they can intentionally change the way they navigate their trajectory for the rest of their lives. This is so valuable. In addition, as a SWCOLT member or as a member of a professional language organization, I think of our organizations as an oasis in a desert. I think professional learning is not just about learning. It’s not just about knowledge; it’s not just about new tricks. When I started attending some of the instructional coaching conferences, it was just really sad, because I’m sitting by myself, and I have to say that other content areas are not as fun and is not as relatable as world language educators. When I go to SWCOLT, it’s like family. I go to HALT, I go to CCFLT. I go to ACTFL. It is about relationships. It is about support. It is fun to meet new people. People are, I guess, better conversationalists in world languages than in other professions. It’s just so lovely, and I think prioritizing (this is something Toni Theisen said to me because I asked her), I said: “How do you afford going to CCFLT, going to SWCOLT, and going to ACTFL? This is breaking my budget.” She said, “Lyanne, you have to plan. This doesn’t just happen. You plan to save for the trip. You plan to invest in
your own wellness, your own professional health. You do this because this is not just an extra. This is an essential part of our own health, you know? You have to set aside the budget. You might not be able to go every year depending on the location, but you still plan. You plan to go, and you save up to go, and you had better be going to your state every year.”
If you have a state organization, you must be involved at least at that level because there’s no excuse for you not driving to your conference or connecting virtually. I’m going to encourage language teachers to connect beyond just Facebook or wherever people are connecting, that is not enough. The in-person is so valuable. Make a commitment. SWCOLT, at least once a decade, is going to come to your state. If you can make it happen, in the other years, have a little fun and drive down to a nearby state with some colleagues. Make it a thing, but you must take the time to prioritize and put your money where it matters because yes, you can spend it on whatever. And let’s be intentional about making ourselves better and making our
whole community better, because we need you. We need every one of you to be a part of a professional language community and to be present.
Stephen: Thank you so much. I’m so glad that you called our state and regional and national organizations a family, because that’s really who we are. And it makes all the difference in the world when we meet together and build each other. We’ll end our official interview right there. I just want to say, thank you very, very, very much. I was inspired just listening to you and it’s going to have a positive impact on me this year, and I’m sure that it’s going to have a positive impact on many of our SWCOLT members. So thank you very, very much. Lyanne: Thank you so much. I really appreciate you and all the hard work that you do with SWCOLT.
SWCOLT Scholarships Chair, Megan Whalon of Texas, presents Lyanne Terada with the 2026 Honorary Lifetime Member award at SWCOLT-CCFLT in Colorado.
In Memoriam Desa Dawson – Oklahoma
To say that we are deeply saddened by the loss of our dear friend, colleague, and champion for World Languages cannot begin to explain or describe Desa Dawson’s impact on our personal and professional lives. To our community, she was a staunch advocate and a tireless voice for the power of communication and culture. Her legacy is woven into the very fabric of our profession. Under her visionary leadership, our Oklahoma standards were transformed, and vital international partnerships with Spain, France, and China were established. It was through her persistence and dedication that the Oklahoma Seal of Biliteracy came to fruition, forever changing the trajectory for students in our state. Her excellence was recognized globally and locally. She was the rst OFLTA Teacher of the Year, a recipient of the prestigious Chevalier de l'Ordre des Palmes Académiques for her work on the Oklahoma-Amiens Memorandum of Understanding, and she served with distinction as the 2017 ACTFL President. Desa’s connection to our organization was foundational, dating back to our founder, Dr. Lowell Dunham, who personally persuaded her to join this new movement. For decades, she remained our North Star. Now, it is our turn to step into the space left behind. While the loss is immeasurable, our mission is clear: we are now tasked with continuing her work, honoring her memory by ensuring the languages she loved continue to bridge worlds. A scholarship has been set up in Desa’s name. If you wish to contribute to the Desa Dawson Memorial Scholarship fund, click here.
2026 SWCOLT Award recipients
Congratulations to our 2026 SWCOLT Award recipients! Your accomplishments and contributions to World Language education are inspiring. Your commitment to improving language education is deserving of many accolades! To read more about the 2026 SWCOLT Award recipients, visit https://www.swcolt.org/awards. Our 2027 Award recipients will be recognized at SWCOLT-OFLTA in Oklahoma City on February 6, 2027.
To nominate a deserving colleague, visit https://www.swcolt.org/awards.
Excellence in Teaching
Honorary Lifetime Member
Friend of the Profession
Lyanne Terada - Colorado
Paul Maricle - Colorado
Elementary Ying Shao - Arizona
Congratulations!
Julia Bartholomew Utah SWCOLT-VHL K-12 Future Language Educator Scholarship Julia Bartholomew is a high school Varsity lacrosse player, in her 5th year of learning Spanish, and a sister to nine siblings. Julia served as the Highland Youth Council Mayor in 2025 and competed at Nationals for the Educators Rising Club this past summer. Julia loves to find ways to teach, lead, and carry others around her. While striving to embrace inevitable challenges. Julia values open-mindedness and integrity.
Katie Larsen
Lorena Casas de Anda
Utah
Texas
SWCOLT-VHL Higher Ed Future Language Educator Scholarship Katie Larsen is a student at Utah State University majoring in English Teaching and minoring in Portuguese. Katie is extremely passionate about languages, human connection, and education. She is hoping to become a language teacher who helps students connect with each other across cultures. Growing up, Katie watched her mom build relationships with her students, which in turn helped her realize that being a teacher means so much more than the curriculum. It’s about helping kids on their journey and making them feel seen and encouraged to grow. Katie is honored to receive this scholarship and is excited to pursue her goal of being a language educator that makes a difference.
Apply for a 2027 SWCOLT Scholarship
MundoLengua Scholarship Lorena Casas de Anda is a bilingual Spanish educator originally from Monterrey Nuevo Leon, Mexico, with experience teaching in both Mexico and the United States. She holds a degree in law, as well as a master’s degree and a doctorate in education. Her professional path has been shaped by a strong desire to contribute to her community and support others through education, guidance, and meaningful learning experiences. Lorena currently teachers AP Spanish and has experience working with the rigor and expectations of the AP program. She is committed to continuous growth and enjoys learning more about the program, strengthening instructional practices and taking advantage of every opportunity to better support her students. Lorena believes that ongoing professional development allows her to help students reach their full potential and achieve strong results on college level exams. Having taught in two different countries has been a deeply enriching experience for Lorena. It has allowed her share cultural perspectives, real-life experiences, and meaningful connections with her students. She believes that the MundoLengua cultural exchange will be highly valuable for both her students and herself, as the program fosters understanding, respect, and a deeper appreciation for language and culture. create engaging, inclusive, and meaningful learning environments.