Every year, Hispanic Heritage Month offers the United States a chance to honor the profound and varied contributions of Latino communities. We celebrate scientists like Ellen Ochoa, the first Latina woman in space, and activists like Dolores Huerta, who fought tirelessly for workers’ rights. We use this month to recognize the cultural richness that Spanish-speaking families bring to our communities, including everything from vibrant festivals to innovative businesses that strengthen our local economies.
But there’s a paradox at play.
While we spotlight Hispanic heritage in public spaces, many classrooms across the country require Spanish-speaking students to set aside the very heart of their cultural identity: their language.
This contradiction is especially personal for me. I moved from Puerto Rico to the mainland United States as an adult in hopes of building a better future for myself and my family. The transition was far from easy. My accent often became a challenge in ways I never expected, because people judged my intelligence or questioned my education based solely on how I spoke. I could communicate effectively, yet my words were filtered through stereotypes.
Over time, I found deep fulfillment working in a state that recognizes the value of bilingual education. Texas, where I now live, continues to expand biliteracy pathways for students. This commitment honors both home languages and English, opening global opportunities for children while preserving ties to their history, family, and identity.
That commitment to expanding pathways for English Learners (EL) is urgently needed. Texas is home to more than 1.3 million ELs, which is nearly a quarter of all students in the state, the highest share in the nation. Nationwide, there are more than 5 million ELs comprising nearly 11 percent of the U.S. public school students; about 76 percent of ELs are Spanish speakers. Those figures represent millions of children who walk into classrooms every day carrying the gift of another language. If we are serious about celebrating Hispanic Heritage Month, we must be serious about honoring and cultivating that gift.
A true celebration of Hispanic heritage requires more than flags and food. It requires acknowledging that students’ home languages are essential to their academic success, not obstacles to overcome. Research consistently shows that bilingualism is a cognitive asset. Those who are exposed to two languages at an early age outperform their monolingual peers on tests of cognitive function in adolescence and adulthood. Students who maintain and develop their native language while learning English perform better academically, not worse. Yet too often, our educational systems operate as if English is the only language that matters.
One powerful way to shift this mindset is rethinking the materials students encounter every day. High-quality instructional materials should act as both mirrors and windows–mirrors in which students see themselves reflected, and windows through which they explore new perspectives and possibilities. Meeting state academic standards is only part of the equation: Materials must also align with language development standards and reflect the cultural and linguistic diversity of our communities.
So, what should instructional materials look like if we truly want to honor language as culture?
Instructional materials should meet students at varying levels of language proficiency while never lowering expectations for academic rigor.
Effective materials include strategies for vocabulary development, visuals that scaffold comprehension, bilingual glossaries, and structured opportunities for academic discourse.
Literature and history selections should incorporate and reflect Latino voices and perspectives, not as “add-ons” during heritage month, but as integral elements of the curriculum throughout the year.
But materials alone are not enough. The process by which schools and districts choose them matters just as much. Curriculum teams and administrators must center EL experiences in every adoption decision. That means intentionally including the voices of bilingual educators, EL specialists, and, especially, parents and families. Their life experiences offer insights into the most effective ways to support students.
Everyone has a role to play. Teachers should feel empowered to advocate for materials that support bilingual learners; policymakers must ensure funding and policies that prioritize high-quality, linguistically supportive instructional resources; and communities should demand that investments in education align with the linguistic realities of our students.
Because here is the truth: When we honor students’ languages, we are not only affirming their culture; we are investing in their future. A child who is able to read, write, and think in two languages has an advantage that will serve them for life. They will be better prepared to navigate an interconnected world, and they carry with them the ability to bridge communities.
This year, let’s move beyond celebrating what Latino communities have already contributed to America and start investing in what they can become when we truly support and honor them year-round. That begins with valuing language as culture–and making sure our classrooms do the same.
Altagracia “Grace” Delgado, Texas Association for Bilingual Education & Assessment for Good
Altagracia “Grace” Delgado has devoted 30 years to education, serving as a bilingual teacher, literacy coach, and both a school and central office administrator. A passionate advocate for students in special populations, she collaborates with various organizations to ensure they receive the support and resources they need. Grace serves as a Board Member of the Texas Association for Bilingual Education and an Advisory Board Member for Assessment for Good, a project of the Advanced Education Research & Development Fund, as well as the Houston Christian University’s Women in Leadership Program.
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Altagracia “Grace” Delgado, Texas Association for Bilingual Education & Assessment for Good
Obviously, both things can’t be true, so which is it?
That depends on which of the polls you choose to believe.
Political junkies, and the news outlets that service their needs, abhor a vacuum. So there’s no lack of soundings that purport to show just where Californians’ heads are at a mere six weeks before election day — which, in truth, is not all that certain.
Newsom’s pollster issued results showing Prop. 50 winning overwhelming approval. A UC Berkeley/L.A. Times survey showed a much closer contest, with support below the vital 50% mark. Others give the measure a solid lead.
Not all polls are created equal.
“It really matters how a poll is done,” said Scott Keeter, a senior survey advisor at the Pew Research Center, one of the country’s top-flight polling organizations. “That’s especially true today, when response rates are so low [and] it’s so difficult to reach people, especially by telephone. You really do have to consider how it’s done, where it comes from, who did it, what their motivation is.”
Longtime readers of this space, if any exist, know how your friendly columnist feels about horse-race polls. Our best advice remains the same it’s always been: Ignore them.
Realizing, however, the sun will keep rising and setting, that tides will ebb and flow, that pollsters and pundits will continue issuing their prognostications to an eager and ardent audience, here are some suggestions for how to assay their output.
The most important thing to remember is that polls are not gospel truth, flawless forecasts or destiny carved in implacable stone. Even the best survey is nothing more than an educated guess at what’s likely to happen.
That said, there are ways to evaluate the quality of surveys and determine which are best consumed with a healthy shaker of salt and which should be dismissed altogether.
Given the opportunity, take a look at the methodology — it’s usually there in the fine print — which includes the number of people surveyed, the duration of the poll and whether interviews were done in more than one language.
Size matters.
“When you’re trying to contact people at random, you’re getting certain segments of the public, rather than the general population,” said Mark DiCamillo, director of the nonpartisan Berkeley IGS Poll and a collaborator with The Times. “So what needs to happen in order for a survey to be representative of the overall population … you need large samples.”
Which are expensive and the reason some polls skimp on the number of people they interview.
The most conscientious pollsters invest considerable time and effort figuring out how to model their voter samples — that is, how to best reflect the eventual composition of the electorate. Once they finish their interviews, they weight the result to see that it includes the proper share of men and women, young and old, and other criteria based on census data.
Then pollsters might adjust those results to match the percentage of each group they believe will turn out for a given election.
The more people a pollster interviews, the greater the likelihood of achieving a representative sample.
That’s why the duration of a survey is also something to consider. The longer a poll is conducted — or out in the field, as they say in the business — the greater the chances of reflecting the eventual turnout.
It’s also important in a polyglot state like California that a poll is not conducted solely in English. To do so risks under-weighting an important part of the electorate; a lack of English fluency shouldn’t be mistaken for a lack of political engagement.
“There’s no requirement that a person be able to speak English in order to vote,” said Keeter, of the Pew Research Center. “And in the case of some populations, particularly immigrant groups, that have been in the United States for a long time, they may be very well-established voters but still not be proficient in English to the level of being comfortable taking a survey.”
It’s also important to know how a poll question is phrased and, in the case of a ballot measure, how it describes the matter voters are being asked to decide. How closely does the survey track the ballot language? Are there any biases introduced into the poll? (“Would you support this measure knowing its proponents abuse small animals and promote gum disease?”)
Something else to watch for: Was the poll conducted by a political party, or for a candidate or group pushing a particular agenda? If so, be very skeptical. They have every reason to issue selective or one-sided findings.
Transparency is key. A good pollster will show his or her work, as they used to say in the classroom. If they won’t, there’s good reason to question their findings, and well you should.
A sensible person wouldn’t put something in their body without being 100% certain of its content. Treat your brain with the same care.
MINNEAPOLIS (AP) — A Minnesota school district has banned a police officer from working as a substitute teacher after a series of “racially harmful” actions that officials say included putting a student on the ground for a reenactment of the 2020 murder of George Floyd by a Minneapolis officer.
The staffing agency that placed him at Woodbury High School said Wednesday that he also no longer works for them.
The man was serving as a substitute English teacher on Monday when he told students in four separate 10th and 12th grade classes that they might want to hear about his life as a police officer, school officials said in a letter to students, families and staff.
Besides the re-enactment of the actions that led to the death of George Floyd, students also complained that the substitute teacher “repeatedly made racially harmful comments,” “told sexist jokes,” “spoke in disturbing detail about dead bodies he had seen,” said “cops would be the best criminals” because “they know how to get away with stuff,” and “stated that police brutality isn’t real,” the letter SAID.
The letter was signed by the principal of Woodbury High School and the superintendent and assistant superintendent of the South Washington County Schools district. It said the man is now prohibited from setting foot on district property. They also said they reported the incident to the Minnesota Department of Education, the state teacher licensing board and the Woodbury Police Department.
Floyd died after a white officer pinned his neck to the pavement for 9 1/2 minutes despite the Black man’s dying pleas of “I can’t breathe.” Children were among the concerned witnesses, including a teen who captured the incident on a video widely viewed on social media. The officer, Derek Chauvin, was convicted of murder. Floyd’s death touched off protests that sometimes turned violent, testing the leadership of Gov. Tim Walz at one of the state’s most consequential moments, and sparking a nationwide reckoning over racial discrimination and police misconduct.
“I specifically want to acknowledge racial harm that occurred when the substitute teacher reenacted the prone restraint that resulted in the murder of George Floyd,” Principal Sarah Sorenson-Wanger wrote.
“This reported behavior is reprehensible. I am embarrassed, and I am sorry this happened to our students. We will take as much time as students need to listen and create open space for courageous conversations that lead to healing, action and education. The reported actions are not, and will not, be tolerated at Woodbury High School or in South Washington County Schools,” the principal wrote.
The man was not identified in the letter, but it said he is not a police officer in Minnesota. Woodbury is a suburb southeast of St. Paul, and the eastern suburbs of the Minneapolis-St. Paul metro area extend into western Wisconsin.
The substitute was hired through Teachers on Call, a staffing agency that’s part of the national Kelly Education employment network. The company said the man passed comprehensive background checks before he was placed.
“The actions of this individual were unacceptable, and the substitute teacher is no longer an employee of Teachers on Call,” company spokesperson Danielle Nixon said in a statement. “We recognize the significant public trust placed in us to ensure our substitute educators maintain a safe learning environment. We have a zero-tolerance policy for any form of violent, aggressive, or harmful behavior.”
Citing the ongoing investigation, she added that Teachers on Call is not releasing any additional information on its former employee.
Woodbury Police Chief Jason Posel said in a statement Wednesday that his department is “disturbed by the preliminary information of what occurred” and will investigate this incident to the fullest extent, while showing compassion to the students impacted.”
A police spokesman, Cmdr. Tom Ehrenberg, said officials didn’t know yet which law enforcement agency employs the substitute teacher.
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The principal did not immediately return a message seeking further details Wednesday. The superintendent’s office referred a call to the district spokesperson, who did not immediately return a message either. Messages were also left with the Department of Education and the teacher licensing board.
The South Washington County Schools district says it serves about 18,700 students at 25 schools in seven communities. It says 37% of its students identify as a race other than white.
Los Angeles public school students have some positive news when it comes to the standardized tests they took in spring: Their scores rose in math and English across nearly every grade level and demographic — a year-over-year increase that bested improvements seen in state scores.
But in the broader picture — beyond a one-year snapshot — the percentage of students meeting the state math and English standards remains below the state. Highlights include:
43% of LAUSD students met grade-level standards in English, up 1.8 percentage points. Statewide, 47% of students are proficient in English.
In math, 32.8% of Los Angeles students met standards, up 2.3 percentage points from 2023 scores. Statewide, 35.5% of student are proficient.
LAUSD proficiency rates in science reached 24%, up 1.8 percentage from 2023. Statewide it’s 30.7%.
Put another way, 57% of Los Angeles Unified students do not meet standards in English; 67.2% do not meet standards in math and 76% in science.
Yet, Los Angeles school leaders Friday found reason to celebrate the improving scores.
“We’re not done,” school board President Jackie Goldberg said at a news conference. “We’re not at the state average in anything yet. … But when you see growth that looks like this, you actually now believe that it’s possible to get there.”
Supt. Alberto Carvalho said students’ growth, not their overall proficiency rates, is most important. The proficiency rate measures what percentage of students have met the California learning standard expected for a certain grade or subject matter.
“America has a proficiency issue, particularly applicable to students of color, English language learners and students with disabilities,” Carvalho said. “The strategy for that is to improve the rate of growth separating those students from all other students in America, and what we’re doing here, what we’re proving is it’s working.”
The Department of Education has administered the Smarter Balanced assessments, which measure whether students are meeting state standards, since 2015. Students are tested in math and English in grades three through eight and 11. They are tested in science in grades five and eight as well as once in high school.
Gains among English learners, others
The district saw particular gains among English learners and students with disabilities, both groups achieving the proficiency rates last seen before the pandemic. Still, scores remain low: 10.7% of English learners met standards in English and 8.9% in math. For students with disabilities, 13.5% of students met English standards and 11% in math.
That means that across both groups, more than 85% of students are not proficient in math and English.
LAUSD’s 121 priority schools — schools the district has determined to be in need of additional investment — saw gains, according to the district. But LAUSD did not release proficiency rates for those schools.
Black student performance in math was a particularly bright spot for growth. Metrics not only surpassed those of the district’s Black students in pre-pandemic 2019, but also hit the state’s 2019 metrics with 20.7% of students meeting grade-level standards. Still, nearly 4 in 5 Black students are not proficient in math.
But spring 2024 scores remain low for 11th grade students, who will be graduating this year: 49.6% of students are proficient in English and 21.4% in math, rates at least 6 percentage points below this year’s 11th-grade state scores. Scores remain 2.1% lower than before the pandemic in English and 3.9% in math. At the same time, LAUSD’s graduation rate has jumped to nearly 84% in 2023, about 5 percentage points above the 2019 rate.
LAUSD’s youngest students — in grades 3 through 5 — saw increases that exceeded pre-pandemic levels in math. However, older students are still struggling to recover.
Stanford professor Thomas S. Dee said this in part could result from compositional changes. Younger families were more likely to move or pull their students out of public schools during the pandemic to avoid online instruction. High school students were more likely to stay and also faced chronic absenteeism and mental health struggles.
USC professor Morgan Polikoff said that there is still far to go to reach strong academic levels, an issue that districts across the state have grappled with since before the pandemic.
“California is not a particularly high-performing state. There are still serious concerns about student performance, not to mention other outcomes like chronic absenteeism and graduation,” he said, when looking at LAUSD’s performance in comparison to California.
Dee said the gains among LAUSD’s demographics are hopeful but that there were important caveats to consider within the data’s composition.
With declining enrollment, the district’s demographics have changed, which would affect the data.
“I do see that as encouraging, but also would hold those results until we can more carefully assess whether it reflects true academic recovery,” Dee said. “We don’t quite understand who is now in the district and who is sitting for these tests several years after the pandemic started.”
Polikoff agreed, noting that many other states compare an average of individual student progress to determine improvements, whereas California compares only the percentage of students who have met the state’s learning standards.
LAUSD’s rising test scores come three years after the pandemic pushed schools to close and classes to shift online for nearly a year — and as state and federal pandemic funds expire, which will limit district funding for extra intervention programs.
L.A. Unified and other districts across the state continue to grapple with enrollment declines and chronic absenteeism as educators focus on getting students back on track academically.
Carvalho said the district is refining its budgetary approaches to maintain investments in its schools despite the reduction in funding, choosing to reduce administrative funding, while also calling for further investment.
“We are concerned and we ought to rally before members of Congress and Sacramento for increased levels of funding, not decreased,” he said.“
Rachel Ruffalo, EdTrust West’s senior director of strategic advocacy, applauded LAUSD’s growth this year, emphasizing a need for continued investment in its students. She also said it was important to understand that test scores are not the only metric that districts should be looking at when evaluating student success.
“Other data points that get to students’ experiences and the different types of access and resources that students have really all need to be taken into consideration as we think about what’s working and where we should invest,” she said.
Cuco White Oak Music Hall – Lawn September 27, 2024
The first time I heard a song by Cuco was around 2018. The track was “Amor de Siempre – Mariachi Version” which popped up on one of those recommended playlists that Spotify releases. The song begins super slow and chill, but then shifts mid-track to fun and lively. The cover art, which depicts a red rose on a sky blue background also caught my eye.
That same year I saw him live for the first time at the Neon Desert Music Festival in El Paso. It was an early afternoon set that attracted a decently large crowd of mostly Latino and Chicano music nerds who sometimes like to jam to music alone in their bedroom, myself included. Then he played his trumpet and we all left his set with a little sad vibes but happy at the same time.
So I was beyond excited to see him on the lawn at White Oak Music Hall. I missed his last two shows in Houston, but was determined to catch him on Friday night. And man, was it ever a perfect evening for a show. It was a super rare night in H-Town: no mosquitos, no rain, not too hot, As the sun set behind the skyline in the distance, you could feel the energy of all the Cuco fans in the crowd.
It was a lovely evening for a lawn concert at White Oak Music Hall, and the venue was full of adoring fans of Cuco and his sad boi, bedroom pop/rock music.
Photo by Marco Torres
Cuco and his band took to the stage around 8:30 p.m., his sleeveless cutoff T-shirt showing off his tattoos. He began the set with “Ego Death In Thailand” — a super moody track that was met with praise from his fans. After starting the second song “Junkies and Rarities,” Cuco stopped the show to call attention to a fan near the front row who was almost passing out. He requested security and the medical team for assistance, and the young fan was escorted to the medical tent.
“We are all a big community here, so I just want to make sure you all are good and having a good time,” he said before starting the song again. Sadly, this was only the first of several times that night he would stop the show for similar circumstances, but it was refreshing to see how much he cares for the wellbeing of his audience. We all deserve to attend a show, be safe, and have a great time.
“I’m so happy to be back in Houston, Texas” he declared. “Houston was the first show we ever played in Texas back in 2017!” He also apologies for “sounding crazy” as he has been suffering from congestion.
Cuco shifted fluidly between English and Spanish throughout his set list, and incorporated elements of pop, rock, mariachi, and hip-hop into his music.
Photo by Marco Torres
“I just finished my new album, y’all wanna hear some of it” he asked us, receiving an emphatic cheer from the crowd. Cuco then began to play “My 45” and the crowd swayed back and forth to the beat. He followed that up with his popular cover of “Piel Canela” which caused a massive sing along.
A few lucky individuals received an autograph from Cuco, and the variety of items was humorous and interesting: a shoe, a vinyl record, some photos. Someone even threw a stuffed Bucee’s beaver at him. “Am I supposed to sign this or keep this? Y’all are wild!”
As the night came to an end, he thanked his fans for the support. “All I want to do is inspire y’all, either through my sobriety or my music, I just want y’all to keep growing and keep moving forward! Now let’s get psychedelic!”
The night ended with “Amor De Siempre,” “Sunnyside” and “Lo Que Siento.” Cuco waved and smiled, admiring the chill, relaxed lovely evening and audience before exiting the stage waiving a large Mexican flag.
And then the song “Amigo Bronco” by the popular Mexican group Bronco played over the speakers and I was like “WTF?” and “Oh that makes sense I guess” at the same time, so I just galloped back to my car singing “Se fueeeeeee!” the entire walk.
Thanks for an awesome show Cuco, come back anytime homie!
Lincolnshire, Ill. – Today 95 Percent Group LLC, the trusted source for comprehensive, proven literacy solutions, announced the Missouri Department of Elementary & Secondary Education approved its 95 Phonics Core Program®, 95 Literacy Intervention System™, and Sound Wall Classroom Kit™ as recommended English Language Arts Supplemental Resources. Missouri is one of more than 40 states nationwide to support evidence-based literacy instruction focused on the science of reading. The state’s Missouri Read, Lead, Exceed initiative provides a framework for action to align state, district, and local literacy efforts, with the goal of ensuring every student develops the strong literacy skills they need for the future.
“I am thrilled to see the accelerating, national momentum behind using evidence-based, science of reading aligned instruction to help young learners build literacy skills,” said Brad Lindaas, CEO, 95 Percent Group. “We have already seen our school and district clients in Missouri experience significant literacy success with their students and are excited to participate in the state’s broader goal of supporting every student in growing into a strong reader.”
After an extensive review process of submitted materials, Missouri state education officials selected 95 Percent Group’s programs for inclusion on its recommended supplemental materials list for grades K-5, determining that they meet state curriculum standards and are aligned to the science of reading.
95 Percent Group has a strong track record in Missouri. According to an independent study of 16 Missouri schools conducted over two years by LXD Research, more students were reading on grade level when they used the company’s flagship product, 95 Phonics Core Program, as compared to their peers who were learning with a different program. Based on this study, 95 Phonics Core Program earned the Strong rating on the Evidence for ESSA website for Tier 1, Whole-Class Instruction. The Strong rating confirms that the program’s research meets federal standards under the Every Student Succeeds Act (ESSA) for demonstrating the highest level of evidence. School partners call the program essential to their students’ literacy progress.
Joplin School District Assistant Superintendent of Learning Services Sarah Mwangi said, “What we have learned on our journey is that 95 Phonics Core Program is a great centerpiece for our literacy instruction. It is the program that we are dedicated to ensuring happens for our kids each day. It’s intensive, explicit and straightforward, offering exactly what you need to do with students instead of being one piece of an overwhelming ‘big box’ curriculum. If you are a district that has struggled with inconsistent foundational literacy instruction and you need to get schools back on the same page, 95 Phonics Core Program is a great, direct, explicit way to do that.”
95 Percent Group products approved by the Missouri Department of Elementary & Secondary Education are:
95 Phonics Core Program:a Tier 1 structured literacy solution that supports meaningful and effective literacy progress linked across grades, grounded in the science of reading and for the critical K-5 years. The program adds an explicit phonics strand to the daily reading block to ensure that all students receive consistent evidence-based and research-aligned phonics instruction to improve outcomes.
95 Literacy Intervention System™: a new digital platform that puts the tools for diagnosing skill gaps, digitally grouping students with similar needs, and assigning targeted reading instruction at teachers’ fingertips. Linking to 95 Phonics Core Program™ and 95 Phonics Lesson Library™, the 95 Literacy Intervention System allows teachers to ensure all students receive the targeted instruction they need to quickly graduate from intervention.
Sound Wall Classroom Kit for Grades K-2: provides teachers with everything they need to create a Sound Wall to help students build phonological and phonemic awareness. The kit includes Kid Lips® cards, a Kid Lips® teacher’s instructional guide, phoneme/grapheme cards – teacher’s instructional set, phoneme/grapheme mini cards, Student Sound Wall folder, and many other resources.
About 95 Percent Group
95 Percent Group is an education company whose mission is to build on science to empower teachers—supplying the knowledge, resources, and support they need—to develop strong readers. Using an approach that is based in structured literacy, the company’s One95™ Literacy Ecosystem™ integrates professional learning and evidence-based literacy products into one cohesive system that supports consistent instructional routines across tiers and is proven and trusted to help students close skill gaps and read fluently. 95 Percent Group is also committed to advancing research, best practices, and thought leadership on the science of reading more broadly. For more information, visit www.95percentgroup.com.
About LXD Research
LXD Research is an independent evaluation, research, and consulting division within Charles River Media Group focusing on educational programs. They design rigorous research studies, multifaceted data analytic reporting, and dynamic content to disseminate insights. Visit www.LXDResearch.com.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
“Fairy Rap Frequency,” from her album of songs for learning English, helps listeners learn to count and use simple verbs.
MISSISSAUGA, Ontario, February 13, 2024 (Newswire.com)
– Language-learning innovator Angeline Pompei is pleased to announce the upcoming release of her new single, “Fairy Rap Frequency,” a rap song designed to help people learn how to count in English and to practice simple verbs.
Angeline Pompei is the creator of a trailblazing approach for adults to learn English fast. Her program includes a series of easy-to-read, interest-based, bilingual books for adults to practice English with line-by-line translations, and her album “Verbiage,” which incorporates vocabulary themes, verb conjugation, and grammar into immersive songs that transform remote learning into an engaging and enjoyable experience.
“Fairy Rap Frequency” is the first track released, outside of her album “Verbiage,” that helps adults learn to count numbers and to practice the verbs “ask” and “get.” The rap song, expected to be released around Valentine’s Day, makes numbers a focus of the lyrics, which explore the theme of the breakup of a relationship.
“I started to reflect on my own memories,” Angeline Pompei said. “I realized a memory is really a moment in time that makes you feel something good or bad. I thought, what better way to help people learn English faster than by invoking feelings? Songs really tell a story. It is easier to remember words with music and lyrics that rhyme.”
A study at the University of San Francisco entitled “Teaching English as a Second Language through Rap Music” found evidence that music can help students learn a language. Studies show music can help discern separate words better than if they listen to lyrics without music. The rhythm and intonation of a song aids learners in hearing prosody. When students sing or rap, they connect words and stress specific syllables following the musical pattern. It shows that they can learn a language better when accompanied by music.
Angeline Pompei’s album goes a step further, with songs she created specifically to help adults learn English, an alternate approach to conventional language-learning tools. “I intentionally created my songs with hidden grammar themes. They present an easy way to engage with English grammar and spoken English,” she said.
She recommends reading the lyrics first and connecting on an emotional level with the song because if the song elicits feelings or imagination in the listener, the lyrics are more likely to be remembered. The bilingual lyrics are available for download at https://learnenglishfast.com/pages/verbiage-esl-songs-for-adults. Then, learners can download “Fairy Rap Frequency,” other selected tracks, or the entire “Verbiage” album from streaming platforms such as Spotify, Apple Music, or Amazon Music and add it to their playlist. Users can memorize the words by listening to the song repeatedly.
Her “Learn English Fast With Angeline” is an online platform that delivers ESL books, music, and other resources. Her songs, which focus specifically on English grammar, have downloadable bilingual lyrics from her bilingual songbook in English/Spanish, English/French, English/Portuguese, English/Italian, English/German, English/Polish and English/Japanese. To date, the Learn English Fast bilingual books series is available for native Spanish, French, Italian and Polish speakers. A Portuguese series is to be released this year.
Through the power and emotion of music, Angeline Pompei is using her innovative method to redefine the language learning process. To learn more about Learn English Fast®, visit Angeline Pompei’s website at https://learnenglishfast.com.
About Learn English Fast® Angeline Pompei is an entrepreneur and adult language learner with a degree in aerospace engineering and a TELF certification to teach English internationally as a second language. Founder and CEO of Angeline Authentic, she created the Learn English Fast® system for people to learn English as a second language. Learn English Fast® comprises Angeline Pompei’s unique series of line-by-line bilingual books for learning languages, including Spanish, French, Italian, and Polish. She is also an artist with an album, “Verbiage,” that teaches grammar, vocabulary, and verb conjugation through music.
Angeline Pompei is most proud of her skincare books, having been a successful entrepreneur in the skincare industry for 18 years, which includes her 3D anti-aging formula to maintain youthful skin. A multi-faceted individual, she uses all her experience to teach adults English through interest-based learning, bilingual materials, and music. All Learn English Fast® resources are available on Amazon, and her music is on major streaming platforms. Her songbook is available on Amazon and in a free PDF on her website.
At the TCEA Convention & Exposition, thousands of educators from various parts of the world get together to connect, gain knowledge, and improve their craft while becoming familiar with new advances in education technology. The event’s focus is not only on ed tech but also on good teaching, good learning, and good leadership with ed tech. The TCEA event has the goal of setting up educators to become curious and to discover education technology through the on-trend sessions, leading speakers, and an exhibit hall full of exhibitors. This year’s event featured more than 800 sessions on various topics such as leadership, mathematics, STEAM, digital citizenship, literacy, English language arts, and more. Scroll down for some highlights as pulled from the newswire:
Lumio by SMART Technologies, a cloud-based learning platform that effortlessly makes learning fun and engaging on student devices, unveiled a new plan, ‘Spark’. The Spark plan offers new, additional capabilities and features designed to support schools, Multi-Academy Trusts, and other organizations with enhanced instructional consistency and more flexible lesson creation and delivery. New features include an Organization Library, Shared Libraries, Co-Editing, and Learning Management System Integrations.
Dan McMahon, VP of Product at SMART Technologies, says: “We’re excited to reveal Lumio’s Spark plan at TCEA this year, giving customers access to their top-priority organization-level features. Our new multi-tiered offering continues to set Lumio apart from other tools, providing highly requested features and functionality today and in the future, at a really competitive cost. The organizations we talk to are very eager to get access to these features, and we’re proud to support even more schools and educators with keeping learning fun and engaging.”
For organizations seeking enhanced instructional consistency and even more efficient workflows, Lumio’s Spark plan provides a library to house approved curriculum content, integration with popular platforms, and the ability for teachers to collaborate on content. It allows educators to easily find and access approved curriculum content and seamlessly share and build resources with colleagues, saving them time.
TCEA attendees will receive the first public viewing of the Spark plan’s newest features alongside a chance to win a ‘Golden Ticket’ granting them a one-year Spark subscription for themselves and their teaching colleagues. All US educators at TCEA will also have the opportunity to claim one year of Lumio’s Standard plan for just $1.
Epson America, Inc. showcased its extensive lineup of lamp-free laser displays, including standard and ultra-short throw projectors and interactive solutions, as well as wireless document cameras – all designed to create immersive learning experiences and empower educators to optimize technology and create multipurpose classrooms.
Featuring user-friendly tools and virtually maintenance-free laser light sources, Epson projectors empower teachers to seamlessly integrate display technology into their classrooms and lesson plans. In addition to showcasing interactive and non-interactive display stations, the Epson booth took attendees through a variety of applications relevant to today’s educational institutions. Epson’s booth presence was designed to inspire today’s educators with new ideas and provide a solid understanding of how large displays impact classrooms and how Epson’s technology simplifies integration. Key booth takeaways include:
How to create immersive and environmentally conducive spaces that encourage social-emotional learning in today’s multipurpose classrooms. Educators will experience different projection solutions and applications that take students out of traditional sitting-at-the-desk learning and place them into interactive educational experiences. Furthermore, the booth will show how projection can keep students engaged with content and subject matter projected onto walls – from the floor to the ceiling – and how to achieve this in a cost-effective way.
How to optimize classroom technology and utilize Epson partners such as Eduscape for enhanced lesson plan content that inspires student creativity and elevates learning. Offering professional insight and lessons at the Epson booth, educators will be able to engage and ask questions of Eduscape. Ultimately educators will walk away with a deeper understanding of how Epson technology can seamlessly integrate into current programs and curricula, such as Google Classroom and STEM/STEAM lessons, as well as teacher-led exercises for social-emotional development.
A better understanding of the latest projection technology along with the why and how display size impacts learning in classrooms. Attendees can explore various flexible display solutions that enable educators to optimize wall space and utilize smart, functional mobile solutions such as Artome S1 with the PowerLite® 770F for active learning environments. Plus, with the PowerLite 810E’s optical engine and extreme short throw technology, show attendees will experience firsthand the impressive image size that one projector solution can achieve. Capable of a 160-inch image, one PowerLite 810E can deliver more than four times the display size of a 75-inch flat panel display.
Encore Data Products, a bulk school audio-video products retailer, displayed their various offerings in the headphone category, such as headphones with microphones, disposable headphones, school headphones, hearing protection products, and earbuds. Meanwhile, their AV technology products include PA systems and microphones, docking stations, document & web cameras, recorders/players, laptops (for kids), charge & sync products, tour and language interpretation systems, podcasting & streaming setups, and sports & stage communication systems.
A spokesperson for Encore Data Products says, “We always make sure to attend the annual TCEA conference because it is one of the leading resources for educators who are interested in improving how they engage with students through technology while ensuring the provision of solid teaching. The 2024 conference should be able to encourage school administrators and teachers to envision a brighter future for their students through the help of the latest high-tech products and curriculum. On our part, we are truly excited to be a part of the event, offering the best audio-video products for the education environment. We’re happy and excited that people realize the great value offered by our wide-ranging product catalog.”
Encore Data Products offers various school headphones for every need and budget. These include: classroom headphones, remote learning headsets with on-ear or over-ear pads and limited-use school headphones; various cord lengths; 3.5mm or USB plugs; with volume control; and available in cases, sacks, and classroom packs.
Encore Data Products also offers cleaning supplies, including headphone covers, microphone covers, wipes & sanitizers (plus dispensers), hot towels for the maintenance of AV equipment, and electronic sanitizers. They also offer a range of AV accessories, including carts, cables & adapters, cases, STEAM & STEM, medical-grade media, and keyboards and mice.
Encore Data Products frequently supplies critical audio-video equipment for schools, libraries, medical centers, businesses, museums, tour buses, fitness centers, call centers, distance learning, home theaters, remote work, and more.
Cyber Acoustics, a leading manufacturer of EdTech for all in-person and virtual classrooms, showcased the new CA Essential Webcam Flex. Also on display were the company’s line of headsets, headphones, webcams, PC speakers, and laptop docking stations.
The two biggest challenges with remote learning are how to effectively teach without a traditional whiteboard or way to share interactive lessons, and ensuring teachers are visible to students. Through two unique mounting positions, the CA Essential Webcam Flex addresses both of these challenges.
The first position is Table View, which extends the arm of the camera out from the monitor and turns any desk into an overhead projector. This allows for easy sharing of lessons or objects that can be demonstrated in real-time, creating a more collaborative learning environment.
The second position is Center View, where the camera is positioned in the center of a monitor to create a more natural gaze and enable easy eye contact. This fundamental element of human interaction is challenging with a traditional webcam, as to achieve it parties must look at the camera lens and NOT their audience. This gives the appearance of eye contact, but it’s not creating an engaged, connected experience.
The CA Essential Webcam Flex makes virtual learning as close to in person as possible, giving the teacher the ability to demonstrate by writing on paper like a whiteboard or look students in the eye so lessons are more engaging. The company has spent years understanding the needs of educators and the result is a line of durable, affordable headsets that just work, no software or apps required.
Cyber Acoustics makes it easy for schools to recycle headphones and headsets that are no longer needed, accepting wired and wireless headsets, headphones, and earbuds from ANY brand for proper recycling. To participate or learn more visit https://www.cyberacoustics.com/recycling-program. To learn more about Cyber Acoustics commitment to sustainability visit https://www.cyberacoustics.com/sustainability.
Kevin is a forward-thinking media executive with more than 25 years of experience building brands and audiences online, in print, and face to face. He is an acclaimed writer, editor, and commentator covering the intersection of society and technology, especially education technology. You can reach Kevin at KevinHogan@eschoolnews.com
The new edition of myView Literacy comes at a time when the Science of Reading movement has gained national momentum, with many states now requiring the use of evidence-based strategies for teaching students to read. More and more school districts today are making it a priority to use high-quality instructional materials that not only demonstrate both efficacy and a positive impact on student achievement but also provide teachers the training and support they need to successfully implement the curriculum.
Firmly grounded in the Science of Reading, myView’s daily foundational-skills instruction follows an easy-to-teach sequence that’s proven to increase reading achievement and close skills gaps. Adding to the program’s exciting authentic literature and interactive resources, the new edition of myView Literacy now features an increased focus on foundational writing instruction, more student practice opportunities, and new enhancements and improved navigation for a more seamless digital teaching and learning experience.
“With its integrated design that makes Science of Reading-based instruction simple, easy, and engaging to teach, myView Literacy is just what K-5 educators are looking for today,” said Bethlam Forsa, CEO of Savvas Learning Company. “Our myView program ensures that every student, from struggling readers to advanced learners, receives the support and challenge they need for reading and writing growth.”
Incorporating the latest evidence-based research and best practices, myView Literacy features explicit and systematic instruction in foundational skills that’s proven to boost student achievement. The program covers each of the key concepts that national standards require to qualify as an effective reading program: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Designed by leading literacy scholars and authors, the program’s evidence-based pedagogy from prior editions has been determined to meet ESSA (Every Student Succeeds Act) Level 2 Evidence for its positive impact on learning outcomes. It also received EdReports “All-Green” ratings, the highest tier within EdReports’ ratings scale for evaluating high-quality, standards-aligned instructional material. Read the full review of myView Literacy on EdReports.org.
Delivered on the award-winning Savvas Realize learning management system, the interactive learning solution provides a set of connected digital and print resources that help educators establish instructional routines, save planning time, and prioritize student achievement. The new edition of myView Literacy now includes:
An Integrated Approach to Reading and Writing offers educators a comprehensive system for explicit foundational skills-instruction and meaningful practice activities that help students showcase their learning.
A Student-Centered Experience increases engagement and learning with new digital resources, like articulation videos, games, a Building Knowledge Library, and a greater focus on multi-sensory practice in every lesson.
Built-in Teacher Training and Support provides integrated professional learning, robust planning tools, and differentiated instruction for multilingual learners to give educators what they need to help all students achieve.
Data-Driven Insights and Progress Monitoring, provided by a suite of dynamic assessment tools, empower teachers to monitor student growth, identify skills gaps, and transform data into engaging instruction.
Laura Looney, an elementary ELA content specialist who coaches teachers in Las Cruces (NM) Public Schools, appreciates the “high-quality teaching materials, aligned with the proven Science of Reading, that myView Literacy offers teachers and students in their educational journey.”
“In our classrooms, where diverse learning needs abound, myView Literacy stands out as an invaluable resource, especially for students who require additional assistance in honing their foundational skills,” Looney said. “The well-crafted content not only facilitates engagement but also plays a pivotal role in cultivating a strong foundation in literacy while the targeted support recommendations are excellent in helping accelerate the language needs of our emergent bilingual students. The program’s commitment to aligning with evidence-based practices ensures that our students receive the targeted support they need, making the teaching and learning experience richer and more effective.”
For educators looking for even more powerful literacy assessments, Momentum Assessment Suite works seamlessly with myView Literacy by identifying each student’s greatest opportunities for growth and pairing that data with aligned instructional resources. The screeners and diagnostics can also be used with SuccessMaker, a proven-effective, continuously adaptive personalized reading program. Together, the combined solution delivers cutting-edge assessments, high-quality core curriculum, and adaptive personalized learning all on one platform, providing an individualized pathway to success for each student.
ABOUT SAVVAS LEARNING COMPANY
At Savvas, we believe learning should inspire. By combining new ideas, new ways of thinking, and new ways of interacting, we design engaging, next-generation K-12 learning solutions that give all students the best opportunity to succeed. Our award-winning, high-quality instructional materials span every grade level and discipline, from evidence-based, standards-aligned core curricula to supplemental and intervention programs to state-of-the art assessment tools — all designed to meet the needs of every learner. Savvas products are used by millions of students and educators in more than 90 percent of the 13,000+ public school districts across all 50 states, the District of Columbia and Puerto Rico, as well as globally in more than 125 countries. To learn more, visit Savvas Learning Company. Savvas Learning Company’s products are also available for sale in Canada through its subsidiary, Rubicon.
eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.
For more news on AI in education, visit eSN’s Digital Learning page
Last spring, a few weeks after I started using ChatGPT, I challenged my high school English students: “Artificial intelligence can do any of your class assignments,” I told them flatly. “Now prove me wrong.”
I wanted to provoke them, to get them to ask questions, and to start using these tools—not to cheat—but to flip their learning on its head. I knew we needed to learn this together. And since that day, we didn’t just shift the paradigms—we sent them into somersaults.
1. Putting ChatGPT on trial
I first became aware of ChatGPT last February when I began reading mind-blowing comments of several progressive educators. As a teacher who strives to help students uncover their interests and stretch their imaginations, I wanted to ensure they were participating in this new technology. We were about to begin our unit on The Crucible and I began wondering how we could leverage ChatGPT.
Typically, at the end of the unit, I ask my students to put various characters on trial, backing up their ideas with plenty of original evidence. This time around, I wanted them to also put ChatGPT on trial. What are its strengths and opportunities, its weaknesses and threats?
So I created a project-based scenario: The students were attorneys for a law firm, and I was their client, bringing them this challenge: I was thinking about investing in ChatGPT. Based on their understanding and the research they’d conduct during The Crucible unit, should I? What would be the implications? The upsides and the down?
So the students began, first reading The Crucible, relying only on their human intelligence. Then, after a week, they opened up their understanding of the classic play through ChatGPT. And it was astonishing: ChatGPT helped students discover subtle nuances and character traits they’d missed initially, created authentic-sounding trial documents that outlined their arguments, provided historical information about the Salem witch trials, and prompted students to explore the play’s themes and messages. It also generated hypothetical conversations between characters, providing fresh insights into how characters evolved throughout the play.
At the unit’s completion, the students had glimpsed AI’s potential—and its potential problems. Many students were concerned about cheating, about bias, about invented “facts,” and about privacy. But, ultimately, the majority of students advised that I, as their client, should invest in AI, finding that it increased efficiencies, helped with workload, sped up research, improved grammar, relieved deadline stress, and more.
2. Using ChatGPT as a creative partner
When they returned from spring break, students found that I’d taken their advice to heart: I’d invested $20 on a premium version of ChatGPT and had created an AI workspace in our classroom. Now I invited them to use ChatGPT during our final inquiry unit, during which they’d ask questions, come up with a plan, leverage their research, and then go public with their findings. Soon they found they could use ChatGPT as a creative, brainstorming, spit-balling partner—with great results: generating open-ended questions, discovering and exploring their interests, creating a day-by-day calendar to reach goals, ideating original art pieces, and augmenting lyrics for songs and scripts. To say they were wowed by ChatGPT’s ability to take their own thinking and creativity further would be an understatement.
3. Considering what’s next
During that inquiry unit, I wanted to better understand—and for my students to better understand—what might be ahead of us in terms of AI. So I invited our school librarians to visit our class, presenting glimmers of what’s ahead: the good, from conducting medical research to solving complex global problems; the bad, from impersonating someone’s speech to waging war with AI; and the surprising, from saving bees to predicting earthquakes.
Impressively, the librarians also fielded questions, addressing ethical considerations of AI, detailing the importance of vocabulary when it comes to writing powerful prompts, and reminding students that they need to be thinkers themselves and not just settle for what ChatGPT generates.
4. Going from zero to hero
Just days before our fall semester started, I learned that I’d been assigned mythology—a subject I’d not taught before and one without a syllabus. But, like my students during their inquiry unit, I knew I could turn to ChatGPT as my creative partner. To begin, I wrote a thorough prompt, telling it: “You’re a high school English teacher who wants to teach an inquiry-based mythology class with self-directed learning. You have questions and you’re looking for answers. (That’s so the hero’s journey à la Joseph Campbell.) Now create a syllabus, complete with readings.” Less than a minute later, there it was, in all its mind-boggling near perfection. Next, I asked ChatGPT to create a hero’s journey chart with student checkpoints along the way. Once again, in 20 seconds, there it was. In class, I’ve stuck with these materials mostly and, so far, so good.
5. Clubbing—AI style
Most recently, I’ve teamed up with a school librarian to create an extracurricular AI club. We’re not totally clear on our mission or our goals—we’re in the early days. But we do want students to understand what’s happening with AI and to be, if not prepared, at least thinking about AI and how it may impact not only their careers but their lives.
As for that first challenge I presented—the one about AI being able to do any schoolwork—unfortunately, it proved true: AI can do pretty much any class assignment. And that made us all squirm. In fact, that feels scary. But that’s all the more reason to delve into AI. As Bill Gates said last spring, “You definitely want the good guys to have strong AI.” You don’t want only the “bad guys” to be using it, manipulating it to deceive or to swindle or to gain power or to wage war. That’s why we must keep talking about AI with our students. We can’t run away.
Soon AI will be a common tool in myriad fields. That’s why we as educators need to help our students use it, become familiar with it, and think for themselves about its implications. Yes, it’s threatening. It’s also exciting. And it’s going to be their world.
Mary Martin, Ed.D., English Language Arts Teacher, Platte County High School
Mary Martin, Ed.D., is an English language arts teacher for Platte County High School near Kansas City, Missouri. She recently took her students on a field trip of sorts—to her school parking lot where she invited them to check out her new car’s AI features. By the way, she wrote this essay with no assistance from ChatGPT.
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Mary Martin, Ed.D., English Language Arts Teacher, Platte County High School
BOGOTA, Colombia (AP) — The Colombian navy rescued a man from Dominica who says he survived 24 days adrift in the Caribbean on a sailboat by eating ketchup, garlic powder and seasoning cubes.
Elvis Francois, 47, had scrawled the word “help” in English on the boat’s hull, which officials said was key to his rescue.
The sailboat in which Francois was adrift was spotted from the air 120 nautical miles northwest of La Guajira peninsula and then escorted to the port city of Cartagena with the help of a passing container ship, the Colombian navy said in a statement Wednesday.
Francois told Colombian authorities that his ordeal began in December when currents swept the sailboat out to sea while he was making repairs off the island of St. Martin in the Netherlands Antilles, where he lives.
“I called my friends, they tried to contact me, but I lost the signal. There was nothing else to do but sit and wait,” Francois recalled in a video released by the navy.
He said subsisted on a bottle of ketchup, garlic powder and Maggi cubes.
Francois said he had to constantly remove water from the boat to prevent it from sinking. He also tried to light a fire to send a distress signal without success.
Finally, a plane passed by and he signaled with a mirror. He said the navy told him that he was spotted when the plane passed again.
“At some point I lost hope and thought about my family, but I thank the coast guard. If it weren’t for them I wouldn’t be telling the story,” Francois said.
The navy said Francois was in good health when he was rescued. After receiving a medical check on shore, he was handed over to immigration authorities for his return home to Dominica.
Japanese words that even the most proficient learners of the language find the hardest to pronounce can be, ironically, the ones borrowed from their own native tongue.
My wife, who’s originally from the United States and now is a fluent speaker of Japanese after living in Japan for 15 years, still struggles to pronounce one of her home country’s most well-known brands — “McDonald’s,” which in Japanese is マクドナルド (makudonarudo).
Knowing how katakanization works is an important practical skill for native English speakers who study Japanese.
Words of English origin, when they get converted to katakana, often throw off native speakers of English. This is because it’s hard to unlearn their native tongue’s phonology — the sound system with a set of rules that they subconsciously follow since their early childhood — and then modify the original sound to match the Japanese phonology. I call this process katakanization because foreign words adapted into Japanese are typically spelled with katakana characters and are commonly called katakana-go (katakana words).
In my opinion as a native speaker of Japanese and a language lover, knowing how katakanization works is an important practical skill for native English speakers who study Japanese. Not only can the ability to pronounce these words help you to be more easily understood by Japanese speakers, it also has the added benefit of expanding your vocabulary, and almost instantaneously, without as much effort as you might think. And as you might already know, we use a lot of katakanized loanwords of English origin. Like, a lot.
So I am writing this article with the hope of helping native-English-speaking Japanese learners who struggle with one of the biggest quirks of the Japanese language — katakana words. Later in this article, you will learn three basic rules for how to katakanaize English words. I am hoping they will help you to be able to katakanize words on your own so that you can pronounce words of English origin in a way that Japanese speakers can easily understand.
Prerequisites: To get the most out of this article, you should already know katakana (especially how to pronounce them). If you need to brush up, have a look at our Ultimate Katakana Guide.
Why Katakanize?
Before getting into the basic katakanization rules, first, let me explain a little more about why I think you should learn them.
Nobody Wants That “Oh-No-This-Person-Is-Talking-to-Me-in-English Look,” Right?
One of the most common reasons I hear some learners (even when their Japanese is pretty advanced) avoid katakanizing English words is, “Why can’t I just pronounce English words correctly?”
The answer is pretty simple. Many Japanese speakers wouldn’t be able to understand it unless they know the original English pronunciation of the word. Isn’t “being able to communicate with Japanese people” the whole point of studying Japanese (at least, for many of you), anyway?
Code-switching to your native tongue compromises intelligibility.
While code-switching to your native tongue may give you some authenticity as the speaker of the original language, it compromises intelligibility. You could try asking “McDonald’s-tte doko desu ka?” (Where is McDonald’s?) with perfectly-pronounced McDonald’s on the street in Japan. You could also try asking where “Seven-Eleven” is without katakanizing it to sebun irebun (セブンイレブン). In either case, you would most likely get that horrified, oh-no-this-person-is-talking-to-me-in-English look.
Note that for katakanized words that are particularly long and can be a little bit trippy, you can usually shorten them — in fact, many Japanese people do! Take the previous example of マクドナルド; this can be shortened to マック or マクド. Similarly, セブンイレブン becomes セブン. So don’t worry if you don’t have full confidence of pronunciation just at the start.
Japanese Speakers Use English Loanwords, Like A Lot
Japanese people use 3,000 – 5,000 loanwords in daily conversations, and 94% of them are of English origin.
Names of restaurant and store chains are not the only English words borrowed into the Japanese language. English-derived loanwords have been deeply woven into Japanese, both written and spoken. A study from the 1990s showed that over 35% of all vocabulary printed in 70 Japanese magazines were foreign loanwords, most of them being of English origin. A 2010 book about wasei eigo (Japan-made English) also indicated that Japanese people use 3,000 – 5,000 loanwords in daily conversations, and 94% of them are of English origin. Of course, these studies are from years ago, so we probably use even more katakana words in Japanese today. The point is, it’s so hard to carry on conversations in Japanese without Western loanwords that Japan even has a drinking game where you have to take a shot every time you use one!
The portion of English loanwords in Japanese is increasing with the influx of new technologies and concepts are evident in software manuals like: アイコンをダブルクリックしてアプリケーションをインストールします icon-o doubleclick-shite application-o install-shimasu “Doubleclick the icon to install the application.” With this, it’s becoming all the more beneficial to know how katakanization works. While having to Japanize your native tongue can be a challenge, it may help you become more approachable for people who grew up speaking Japanese.
Unpronounceable English Sounds
You may also want to ask why Japanese speakers katakanize English words in the first place. It’s simply because many sound patterns in English are not permitted in the Japanese phonology, just like the French guttural /r/ isn’t in English. One of the (many) reasons why English pronunciation is a pure nightmare for Japanese high school kids is that Japanese does not allow any syllables ending with a consonant with the exception of /n/ (ン). English has thousands of words ending with consonants like cat, look and ship but they are simply unpronounceable in the Japanese phonological universe.
There is no choice other than to katakanize loanwords to make them pronounceable within the Japanese phonology.
Complex syllables like strength, sixth and clothes are even more unpronounceable for Japanese speakers because the Japanese phonology doesn’t permit two or more consonants to be squeezed together. The English /th/ sound is totally impermissible in Japanese — in fact, in most human languages — and therefore needs to be replaced with the closest Japanese sound /s/ as in surī (スリー) “three.” Simply put, there is no choice other than to katakanize them to make them pronounceable within the Japanese phonology.
So katakanization doesn’t exactly happen because of the writing system. It’s precisely because of the Japanese phonology that governs how words are pronounced in the language.
Basic Conversion Rules
So how exactly does katakanization work? Although we have some exceptions, there are three basic conversion rules that native Japanese speakers subconsciously apply.
Note: IPA symbols we use in this article are based on American English pronunciations.
Rule #1: Add Vowels
When a consonant is not immediately followed by a vowel, you add a vowel.
This is because each sound usually involves a vowel in Japanese. The ン (/n/, or /m/) sound is an exception, but besides that, a unit of Japanese sounds is either a single vowel like ア /a/ – イ /i/ – ウ /u/ – エ /e/ – オ /o/, or a set of consonant and a vowel like カ /ka/ – キ /ki/ – ク /ku/ – ケ /ke/ – コ /ko/. If you know how katakana works, this probably makes sense to you.
Now, what vowel should I be adding, right? That is:
/o/ after /t/ or /d/
/i/ after /ch/ or /j/
Nothing after /n/ and /r/
/u/ elsewhere.
Let’s use the word “risk” as an example. First, r is followed by a vowel i, so you just leave it alone. But the rest, s and k are not followed by a vowel. For s, you add u. For k, add u. And you’ll get ri-su-ku — リスク.
Take a look at another example — the word “size.” When you try to parse it, you see two pairs of a consonant and a vowel — si and ze. So it would be… シゼ…? No, not that. Be careful not to get confused with the spelling and the sound. The word “size” sounds like “saiz,” right? In case you can’t think of the phonetic spelling off the top of your head, there are converters like this that might come handy for katakanization. Now, going back to the “size (saiz)”, z is the only sound that’s not followed by a vowel. So you add a u there, and now you’ve got sa-i-zu — サイズ. That’s how you write and say “size” in Japanese.
Rule #2: Replace Sounds
Replace illegitimate sounds with similar legitimate Japanese sounds.
You might already know this, but the Japanese language has fewer sounds than the sounds English has. Like I mentioned earlier, the th/θ/ sound doesn’t really exist in Japanese, and the closest sound is the s sound. This is why “three” becomes surii (スリー) and “thank you” becomes sankyū (サンキュー) in Japanese. Just like that, for sounds that the Japanese language doesn’t have, you’ll be replacing sounds with the Japanese equivalents. Now let’s take a deeper look.
Vowels
As you may know, Japanese has only five vowel sounds ア, イ, ウ, エ, and オ. That’s obviously more limited compared to English — for example, English has three “a” sounds (/æ/, /ʌ/, /ə/), but ア replaces them all.
IPA
Examples
US English
Japanese
ア
æ
apple /ˈæpəl/
アップル
ʌ
umbrella /ʌmˈbɹɛlə/
アンブレラ
ə
account /əˈkaʊnt/
アカウント
イ
ɪ
east /iːst/
イースト
ウ
ʊ
oops /ʊps/
ウップス
エ
ɛ
every day /ˈɛvɹiˌdeɪ/
エブリデイ
オ
ɔ
on /ɔn/
オン
All examples above start with vowels for the sake of example, but of course, this replacement rule applies to a combination of vowels and consonants.
hat /ˈhæt/
ハット
hut /hʌt/
Words “hat” and “hut” — they have the different “a” sounds, but in Japanese, they both get converted to ハット because the /æ/ and /ʌ/ sounds both replace to ア. This means “cowboy hat” (カウボーイハット) and “Pizza Hut” (ピザハット) — they both use ハット despite the difference in the English sounds.
Also, when it comes to vowels, pay attention to the length of the vowel in question. Long, extended vowel sounds are represented as “ー,” the hyphen-looking symbol in Japanese. For example, “pull” is プル (puru), but “pool” is プール (pūru). An /r/ after a vowel as in car, four and earth becomes the extension of the vowel as well. So, much like in British English, car is カー (kā), four is フォー (fō) and earth is アース (āsu).
Consonants
Now, onto consonants! Just like some of the vowels, there are several English consonant sounds that don’t really exist in Japanese, and thus get replaced with the closest sound instead. Here are some examples.
IPA
Examples
US English
Japanese
s-sounds サシスセソ
s
mouse /ˈmaʊs/
マウス
θ
mouth /ˈmaʊθ/
b-sounds バビブべボ
b
berry /ˈbɛri/
ベリー
v
very /ˈvɛri/
r-sounds ラリルレロ
l
lease /ˈliːs/
リース
r
wreath /ˈriːθ/
jy-sounds ジャジュジョ
dʒ
legion /ˈliʤən/
リージョン
ʒ
lesion /ˈliʒən/
z-sounds ザジズゼゾ
ð
then /ðɛn/
ゼン
z
zen /zɛn/
Now, looking at this list, can you guess what the word “belly” would look like in katakana?
Belly would be ベリー, just like “berry” and “very.” That’s because there’s no difference in sound between “b” and “v” nor “r” and “l” in Japanese. ベリー interesting (…and potentially ベリー confusing), right?
There are also a few consonant + vowel pairs that we pronounce differently in English yet get represented with the same katakana character in Japanese. These differences might be more subtle than the ones shown above, but for example, si and shi both become シ. So “sea” and “she” both become シー in katakana. Similarly, the voiced versions of these sounds, “zi” and “ji” both become ジ.
Rule #3: Duplicate Consonants
Duplicate the “stop” consonant at the end of the word if it occurs after a short vowel.
Bit, dip, look… What makes these words sound so skippy? It is the quick “pause” between sounds. In romaji to represent this kind of sound, we use duplicated consonants like bitto, right? In katakana, we use ッ (the small tsu) as in ビット to represent these quick pauses. You’ll be duplicating the “stop” consonants, which are /p/, /b/, /ch/, /j/, /t/, /d/, /k/ and /g/ — sounds you make by blocking the air flow.
Now, let’s practice katakanizing “dip” and “look” — “dip” becomes ディップ (dippu) and “look” becomes ルック(rukku). Are you getting the gist?
Bear in mind this rule generally applies to the last syllable only. For example, picnic becomes pikunikku (ピクニック) instead of pikkunikku (ピックニック). Also don’t forget this only happens to the consonant after a short vowel as opposed to long vowels, like beat, deep, or Luke.
Congrats, you’ve just learned the three basic rules of katakanization! Although these three rules account for most katakanization processes, they won’t simply make you a master of katakanization. You’ll still encounter curve balls and some tricky ones — for these, you still need to make small adjustments here and there.
Combination Katakana
If you’re hoping to take your katakanization to the next level, it would be a good idea to review combination katakana. Combination katakana are katakana characters made of a combination with a small character like フォ, ティ, or ジュ.
For example, you might expect “cat” to become katto (カット), but it actually has to be kyatto (キャット) because the vowel of cat makes the c sound more like the Japanese /kya/ sound than the /ka/ sound. Similarly, “gap” becomes gyappu (ギャップ) instead of gappu (ガップ). That’s too easy? These might be relatively common katakana combinations, but there are some curveballs you might not be so familiar with — like トゥ as in トゥモロー (tomorrow), or デュ as in デュエット (duet).
These combination katakana are the unsung heroes of katakana. They allow us to represent sounds that we didn’t have in Japanese — the sounds are even closer to the original English pronunciations.
Today, loanwords have a tendency to apply combination katakana to better represent the original sounds.
However, combination katakana can be less familiar and not-so-easy-to-pronounce for Japanese speakers, especially older folks. Today, loanwords have a tendency to apply combination katakana to better represent the original sounds, but this wasn’t always the case. For example, “idea” used to be commonly written as アイデア in katakana, but these days, アイディア is far more common. And, this leads to the next note: watch out for older loanwords!
Watch Out for Older Loanwords
Some of you may have already noticed common English loanwords don’t really follow the basic rules. Like, kēki (ケーキ) “cake” not being kēku (ケーク), rajio (ラジオ) “radio” not being reidio (レイディオ) and kariforunia (カリフォルニア) “California” nor being kyarifōnia (キャリフォーニア). That is because these words are relatively old borrowings that came to Japan before the conversion rules became consistent.
Older loanwords are often the way they are for customary reasons — you’ll need to remember how to spell them in katakana.
As you might’ve noticed, a part of this reason is the no-use of combination katakana. Sounds that we traditionally didn’t have or uncommon sounds in Japanese were replaced with ones easier to pronounce and recognize for Japanese speakers. So if they were borrowed today, they would be katakanized differently — like レイディオ. However, many of them remain the same despite the change as we are already used to the way they are! That means, older loanwords are often the way they are for customary reasons — you’ll need to remember how to spell them in katakana.
Katakanize Like a Pro
Katakanization can be a challenge for native-English-speaking learners, even those who are already fluent in Japanese. However, don’t forget learning how to katakanize will not only help you better acclimate to Japanese phonology and improve your overall pronunciation, but also make your spoken Japanese more comprehensible and approachable. And if you look at it from a different perspective — being an English speaker can also be an advantage in Japanese learning if you know how katakanization works. When you start being able to convert English words to katakana smoothly, and recognize more katakana words that Japanese speakers use, you would be surprised how many words you know already!
I hope the three basic rules and extra tips help you build a good foundation for katakana conversion. It is a highly practical skill and potentially a game changer to bring your Japanese to the next level. So, keep katakanizing and keep learning — Guddo rakku!
L to R: Raphael Alejandro, Eugenio Derbez and Enrique Árrison.
Apple TV
If you haven’t yet seen Acapulco, you’re missing out. The bilingual comedy has returned for a second season and it doesn’t disappoint.
It’s fun, heartwarming, has a great cast, a well-curated 80s soundtrack and a brilliantly executed storyline that leaves you wanting to jump to the next episode. The bilingual comedy flawlessly transitions between English and Spanish in a way that’s not forced or intrusive, but rather, natural.
For newcomers to the show, Acapulco weaves the story of Máximo Gallardo told in two timelines – present day and in the mid-80s. Present day Máximo (Eugenio Derbez) narrates an embellished account of his past to his young nephew Hugo (Raphael Alejandro), sharing how his younger self (Enrique Árrison) landed his dream job as a cabana boy at Las Colinas, the hottest resort in the Mexican seaside city, as his ambition for greater things led him to become a millionaire living in a mansion in Malibu.
In season 1 we learn of Máximo’s big crush on Julia (Camilia Perez), his devotion to his mother Nora (Vanessa Bauche ), sister Sara (Regina Reynoso) and his best friend Memo (Fernando Carsa). We also get introduced to a legion of diverse and comic characters that really complete the show, such as the self-absorbed Las Colinas resort owner Diane Davies (Jessica Collins), her seemingly clueless son Chad (Chord Overstreet) and no-nonsense resort manager Don Pablo (Damián Alcázar), who becomes Máximo’s mentor.
Season 2 is set in 1985. There are lots of changes with the resort on the brink of bankruptcy, a new love story, a breakup and journeys of self-discovery. We also get a chance to learn more about each character’s back story, hopes and dreams. And present day Máximo returns to Acapulco after many years for a funeral, as he keeps his exasperated nephew – and the audience – guessing who is the mysterious person he’s trying to avoid seeing during his visit.
Árrison, who is as cheerful as his young Máximo character, was delighted with the series renewal, getting back to the set and seeing his cast members once again.
“You have no idea how much we grow – our characters and ourselves – when we’re on the set. We got to know each other a lot and we are really good friends,” he says. “I think we’re a great team and the new season is really fantastic.”
“That’s why we went back to the 80s….It’s like hey, remember that time where everyone was happier? I was a kid back then but I felt like it was my happy place and I wanted to portray that.”
The writing and production team have definitely accomplished that goal.
For Árrison, working with Derbez was a dream come true.
“Imagine being the young version of the biggest star in Mexico. It was a huge opportunity. I was very excited because I grew up watching his movies, his series. And it was such a pleasure to get the role. I’m honored to do this, to share this character with him.”
Just like his character Máximo, Árrison, who has been working with a language coach to improve his English, has set out to achieve his goals.
“Like in the series… to dream bigger. And I’m dreaming bigger. I want to reach more audiences, to get Hollywood roles and to keep enjoying what I do. I really love my career. I love my job. And the best way is to share it. So, I’m getting ready to do that.”
Season 2 is now streaming on Apple TV. The finale, set for December 16, ends with a big surprise, leaving you wanting to see more.
The series deserves a renewal. We can only hope Apple TV greenlights a third season soon.
Learning to speak a new language is this summer’s travel staple as 83% of Americans have summer travel plans
Press Release –
Jul 20, 2022
MIAMI, July 20, 2022 (Newswire.com)
– Lingoda, a leading online language school, is helping travelers get up to speed in their travel destination’s local language. With 83% of Americans having summer travel plans in 2022, many travelers will find themselves immersed in a new culture and language when taking the plunge to travel abroad this summer. Many of them might find themselves unable to speak the local language in a foreign country, which could dim their travel experience. With Lingoda’s online language classes available 24/7 in Spanish, French, German, English and Business English, the popular online language school can get travelers up to speed in their travel destination’s language before, or even during, their trips to ensure that they get the best out of their travel experience in 2022.
And the outlook for summer travel still remains strong as travel bookings have more than doubled even with inflation, rising fuel costs and ongoing flight cancellations.
“Lingoda’s courses are centered around human interaction and maximum conversation time,” says Philippa Wentzel, the Curriculum Team Lead at Lingoda. “To expose class participants to a range of accents and speaking styles, we rotate teachers and students from more than 120 countries to build ‘language fluidity’ and to teach real-life language and cultural context. Our classes can really get you up to speed at any language level before or during the summer travel season.”
And with Lingoda classes available 24 hours a day, 7 days a week from a laptop or computer, travelers have the opportunity to learn the basics – or even more – of their travel destination’s local language, making Lingoda classes this summer’s must-have travel item.
ABOUT LINGODA
Lingoda is one of the top online language schools. Founded in Berlin, Germany, in 2013, we provide convenient and accessible online language courses in German, English, Business English, French and Spanish to over 100,000 students worldwide. With almost 550,000 classes available per year and accessible 24/7, our mission is to build bridges around the world through language learning.
YORK, England, May 12, 2022 (Newswire.com)
– The UK’s National Railway Museum is seeking the help of rail fans across the United States to help celebrate the 100th birthday of one of the world’s most recognizable steam locomotives – Flying Scotsman.
Built in Doncaster, England, in 1923, the engine became the first steam locomotive to officially reach 100 mph, capturing the hearts of people across the world.
Flying Scotsman turns 100 in 2023, and the locomotive’s current owners, the National Railway Museum, have launched an appeal to find memories and stories of Flying Scotsman. These could feature as part of a new exhibition called Flying Scotsman: 100 Years, 100 Voices.
Charlotte Kingston, Head of Interpretation and Design at the National Railway Museum, said: “Often described as ‘the people’s engine,’ we want to hear what Flying Scotsman means to you, and we particularly want to hear from people who have family memories of Flying Scotsman’s famous trip to the United States. We hope that this exhibition will create a lasting and important chapter in the Flying Scotsman story.”
Flying Scotsman famously visited the United States and Canada between 1969 and 1973 as part of a tour organized by British owner Alan Pegler. In 1969, Flying Scotsman was fitted with a cowcatcher, a bell and American-style whistle and set off from Boston along the eastern seaboard of the United States, visiting New York, Washington D.C., and ending in Houston, Texas.
The following year Flying Scotsman began another tour of U.S. towns and cities, which included Chicago and the National Railroad Museum at Green Bay, Wisconsin, before travelling to Canada and finishing at Niagara Falls on the Canadian/U.S. border.
The 1970 tour was beset by financial difficulties, and in a bid to balance the books, in 1971 Pegler arranged for the train to travel to Toronto and then San Francisco where it went on display at Fisherman’s Wharf. The trip worked well operationally but was a financial disaster, and Alan Pegler was forced into bankruptcy, leaving Flying Scotsman stranded in the USA.
In 1973 Flying Scotsman was brought back to the UK after Sir William McAlpine arranged to pay creditors and to purchase the locomotive.
Flying Scotsman left the Doncaster workshops in February 1923 and was the first locomotive of the newly formed LNER (London and North Eastern Railway). Designed by Sir Nigel Gresley and numbered 1472, the locomotive was named ‘Flying Scotsman’ the following year when it was picked to attend the British Empire Exhibition in London and renumbered 4472.
ACT English, ACT Math, ACT Reading, and ACT Science scores show improvements over prior best scores, with 44% of students improving their ACT composite by an average of 1.53 points
Press Release –
updated: Jun 22, 2021
BROOKHAVEN, Miss., June 22, 2021 (Newswire.com)
– Jumpstart Test Prep recently released the ACT® improvement results from Kemper County High School, whose junior class used the program to prepare for the state-administered February 2021 ACT® exam (American College Testing). Following completion of Jumpstart’s complete ACT prep review, the school had 65% of its students improving their best prior English subscores by an average of 2.8 points and 38% improving their Reading sub-scores by an average of 3.46 points. Additionally, 32% of students improved their Science sub-scores by an average of 3.54 points and 47% improved their Math subscores by an average of 2.18 points.
Students who showed significant gains were excited to provide their thoughts about the review program. On her first ACT® attempt, Kemper County junior Kaylan Clayton achieved a 21 on her English subscore. She says Jumpstart made the difference because, “It helped me to gain knowledge in new areas and to refresh my memory. Jumpstart also taught me how to best use my time when taking the ACT.” Anderiah Rush agrees, as her English subscore improved 5 points over her prior attempt. “The many tips and flashcards helped me to remember things I learned years ago. The mark and move strategy for time management helped me to finish the ACT completely.” Rush continued, “I think other students in Mississippi need to know about Jumpstart and use it because the review will help them to remember everything they’ve forgotten.” Another student, Kaylah Hearn, who improved her English subscore by 3 points over her last attempt commented, “Jumpstart gave me a refresher of things I had completely forgotten about and the flashcards taught me a lot of tips that I didn’t know. I would say that Jumpstart works!”
Kemper County junior Illyana McClendon improved her English subscore by 4 points, going from a 14 to an 18. She shared, “Jumpstart gave me so many tips and tricks to help me succeed on the ACT. It was a refresh from elementary school until now and that made all the difference for me!” Reslyn Ramsey agreed with McClendon, “The tips and tricks that Jumpstart shows you are really amazing and it is also a great program to teach time management.” Reslyn achieved a 45% increase in her English subscore, improving by 5 points.
Jumpstart Test Prep is an online review program based on over 50 years of work by Dot McClendon, a legendary educator and Mississippi’s 19-year STAR teacher hall of fame inductee. “As a teacher at The Mississippi School of the Arts and several other schools during my career, I was able to help guide the preparation of students in person,” said McClendon. “Now through our online, on-demand video review, students in Kemper County classrooms, as well as classrooms around the country, around the breakfast table, or on the couch at home, are able to benefit from our approach.”
All juniors at Kemper County had access to the following resources:
Expert content review and practice, along with test-taking tips and strategies delivered in the classroom via streaming video
Online, on-demand, 24-hour review (36 modules, approximately 40 minutes each) of English, Math, Reading, and Science content tested by the ACT® that could be led from the classroom or used individually by students
Consumable student workbooks for each subject area to be completed in conjunction with lecture content and later used as a student study guide
Online assessments for the Math and English review areas which linked students back to their weaker areas reviewed in the Jumpstart module content
School administrators utilized an online dashboard reflecting the video module completion progress of teachers assigned to proctor the review and/or individual student progress.
Madeleine Golda, Cross-Cultural Training Director of EduBoston, and Executive Director of Bachson Academy, to Present at Toronto Event
Press Release –
updated: Nov 15, 2017
BOSTON, November 15, 2017 (Newswire.com)
– EduBostonis pleased to have been invited to participate in the Professional Development Conference for Homestay Managers in Toronto. For over a decade, EduBoston has been a placement service provider to thousands of International Students interested in receiving a high school education in the United States and knows first hand the importance of placing these students with nurturing and loving Host Families.
Recent studies support the growing trend of International Secondary Students studying in the United States. In fact, the study by the “iie Institute of International Education” in New York reflects that in 2016, there were 81,981 International Secondary Students who studied in the United States. This trend provides evidence that Host Families are needed more than ever, and professional organizations like EduBoston must continue to provide their knowledge and expertise to Host Families and professionals who manage Host Families to be able to stay in line with the growing trends.
The International Student homestay industry has to keep up with trends that affect students, including academics, cultural immersion, expectations, English proficiency challenges and so much more. Continual communication, guidance, and education help bridge the differences between North Americans and students from other cultures. I really appreciate being invited to Doug Ronsom’s conference and look forward to collaborating with him further.
Madeleine Golda, Director of Cross-Cultural Training
The Professional Development Conference for Homestay Managers in Toronto,Ontario, Canada, takes place on Nov. 16-17, gathering professionals in the International Student industry focused on topics in relation to Homestay and Host Family Management for the international students in North America. Panels and sessions invite educators and host management professionals to participate over the two-day conference reviewing topics that discuss the demand for host families as the trend of students studying abroad increases.
Informative topics include:
Recruiting Great Host Families in Competition with Other Programs and Airbnb by Doug Ronson, ESQ Educational Services
Cross-Cultural Communication for Homestay Programs – Ms. Madeleine Golda, EduBoston
Preventing Homestay Coordinator Burnout – Jennifer Wilson, Canada Homestay Network
Mental Health; Changing Marijuana Laws and Concerns about Substance Abuse – Dr. Abby Goldstein, University of Toronto
And many other sessions. A full schedule can be downloaded at homestayguide.com.
The series of conferences that take place throughout North America is organized by visionary Doug Ronson, CEO of ESQ Educational Services. ESQ’s mission is to enhance the international education experience for students, hosts and homestay coordinators. Being in the homestay industry for more than 20 years, having been a Host Parent and homestay coordinator, Ronson knows first-hand the benefits as well as the trials and tribulations of hosting and the homestay industry. He has published many manuals and guidebooks for hosts and students and for the past two years has been organizing professional development workshops for homestay managers and professionals in the international student industry. Ronson states, “We are delighted to have Madeleine Golda speak at the conference. The homestay managers in attendance will benefit from her expert knowledge and vast experience.”
Ms. Madeleine Golda, Cross-Cultural Training director of EduBoston, and executive director of Bachson Academy, states, “The international student homestay industry has to keep up with trends that affect students, including academics, cultural immersion, expectations, English proficiency challenges and so much more.” Golda continues, “Continual communication, guidance and education help bridge the differences between North Americans and students from other cultures. I really appreciate being invited to Doug’s conference and look forward to collaborating with him further.”
About EduBoston Established in 1998, EduBoston is an industry-leading International Education consulting firm based in Boston, Massachusetts. Through the work of highly trained, dedicated local staff and CSIET-certified Host Family program, EduBoston ensures students are positioned to succeed both academically and socially. www.EduBoston.com
About Bachson Academy: Provide International Students and immigrants with effective and engaging English as a Second Language instruction, orientation to U.S. culture and the U.S. education system and improved learning skills, using methods which embrace learners’ diverse backgrounds and goals and promote intercultural understanding, service to others, reflection on experience and individual achievement. www.BachsonAcademy.com
Ms. Madeleine Golda serves as its executive director and recently was nominated and elected to the board of directors of CSIET-The Council on Standards for International Educational Travel. www.csiet.org
Media Contact: Christina Andrianopoulos, Senior Marketing Officer, EduBoston, 857.498.1203, Christina@EduBoston.com
