The trip included visits to the historical sites of the National Socialist Party Rallies in Nuremberg, the courtroom of the Nuremberg Processes, the atrium in the University of Munich’s main building where the student members of the White Rose resistance movement were arrested while distributing anti-Nazi pamphlets, the site of the “Beer Hall Putsch” where Hitler first tried to overthrow the German government in 1923, the Dachau Concentration Camp, and a number of historically significant places in Berlin, including the Reichstag, as well as the site of the atrocious 1933 book burning event.

Students got to visit, study, and compare numerous memorial sites and places of remembrance, including the national Holocaust Memorial right next to the Brandenburg Gate, the Jewish Museum with its multiple experiential memorial features, and many “Stolpersteine” in various cities – brass “tripping stones” in the sidewalks that remind of the Jews who used to live in nearby buildings.

In addition to a rather full program, students had free time to explore Munich and Berlin, get acquainted with German cuisine and public transportation, experience Karaoke and other aspects of German night life, and visit an opera show and other cultural performances. Among the highlights were the ‘free’ days. Splitting into two groups, some went to Salzburg, Austria, while others climbed the “Hirschberg,” a 5,500-foot peak in the foothills of the Alps. On the free day in Berlin, students took advantage of the warm weather and went to the Wannsee beach, while others explored Berlin flea markets.

Despite the trip’s heavy and dark historical theme, many students regretted having to return after only 12 days. “This has been the highlight of my college education,” one student wrote in the trip evaluations. Others praised the “unforgettable memories that will stay in my heart forever” and noted that they had gained “lifelong friendships” on the trip. German and double major Matthew Hohmann noted: “I spent 20 years having never left the country and after this trip I want to always be out of it.” Here’s hoping that many other Montclair students will have the opportunity to study abroad, be it on a faculty-led trip like this one, in a summer program, or for a semester or year abroad. The students from this trip certainly caught the travel bug and many of them sure will return abroad one day.

Montclair student instructors pick themes and create lesson plans for each week, and it is perhaps not surprising that some students choose to focus on fairy tales, as Professor LaFountain teaches a course on “Fairy Tales from Grimm to Disney” that focuses on cultural relevance of fairy tales in contemporary culture. Professor LaFountain emphasizes creating a welcoming and creative teaching environment: “We meet on Friday so our goal is for this to feel more like a party than a language lesson,” says Pascale Lafountain. “Ideally it is both, and the children leave hungry to learn more about other languages, cultures, and the world around them.”

For the “Wichtelmänner” performance, the 12 elementary-school-aged local children learning and practicing German through the SPARK for German program made elf hats, donned costumes, drew sets, learned vocabulary, and rehearsed in German before the arrival of their families. Michael Thompson, Project Manager at the Goethe-Institut, and Alina Frieser, an intern from Germany, joined the audience and shared gift bags with the children, noting that this was their first chance to visit one of the 150 North American SPARK for German labs in person. The Montclair SPARK lab, which has support from the Goethe-Institut and the , has now taught hundreds of children and produced multiple post-graduate winners of Fulbright Germany and Fulbright Austria grants, hopes to host Goethe-Institut representatives again in the future.

As part of this partnership, each year two ��Ʒ���˸������� University student receive full-year full-ride scholarships including a living stipend to study at the and live in Graz.

This year, Jose Padilla and Atticus Heuges have not only explored academics and new social connections in German – they were even featured in a local Graz newspaper. In their German interview with a reporter, published in (Bürger:inneninformation der Stadt Graz), a large public monthly news outlet for the city of Graz, the students discussed their admiration for the Austrian quality of life, their sense of security living in a country without weapons, and their appreciation for low tuition costs at Austrian universities (non-European Union citizens pay 750 Euros, or about 900 dollars, per semester).

Ranging from the challenge of being in lectures where they only understand about 80 percent of the professor’s presentation because of the language barrier to praise for Austrian investment in fundamentals such as public health care and public transportation, the interview demonstrates how these students are indeed living up to the ’s purpose of boosting intercultural communication between the United States and Austria.

Jose Padilla plans to return in the fall to continue his degree in Political Science, while Atticus Heuges plans to pursue a career teaching in Europe after graduation.

Every guest was a winner, receiving a German-themed temporary tattoo, stickers, gummy bears, an inspirational German-language message, or a flag from Germany, Austria, Switzerland, or Liechtenstein as a souvenir. The club not only handed out hundreds of prizes to interested visitors, but also enjoyed special connections with the many guests who had visited a German-speaking country before, who plan to visit, and/or who are taking German classes at Montclair.

The club members themselves represent some of the diversity typical at Montclair, with members of the executive board also sharing connections to Dominican, Mexican, Peruvian, Polish, Italian, Ukrainian, Kazak and other cultures, and to majors such as Language, Business & Culture; Math; Data Science; Chemistry; Linguistics and more.

As can be seen in this and in the recent feature of staff member Casey Coleman, who organizes the day, World’s Fair Day brings together many kinds of campus organizations and connects with hundreds of attendees from the campus and local communities, including everyone from the University President Jonathan Koppell to the University mascots to children visiting campus for Take Your Child to Work Day. Held on the final day of campus events before finals, the day also served as a culmination of an action-packed year in which German Club enjoyed outings to the NJ Devil’s and the Jewish History Center in New York City, karaoke auf Deutsch, and much more. The executive board has already begun shaping plans for next fall’s events, no doubt informed by the study abroad many club members will undertake in Germany this summer.

Italian majors Alessandra Aziz, Pierluigi Sirio, Chiara Cardone, and Alex Ryon shared with their high school guests what led them to choose Montclair and the Italian Program for their studies. A picture emerged of a student-centered program, career prep courses, modules and projects, professional and cultural networking opportunities, and a warm sense of community among students. Pierluigi shared that he was happy to have transferred to Montclair because he gets to interact closely with each of his professors. Double major Alex (Italian and History) added that her Italian teacher and Montclair Italian alumnus, Robert Campana, had highly recommended the Montclair Program based on his own experience some years ago. Chiara highlighted how Drs. Antenos and Miele had hosted her for a day’s visit on campus, which led her to choose Montclair Italian. Lastly, Alessandra spoke about the warm and fun atmosphere created among students in the program through small classes, meetings, and events. In fact, Alessandra leads weekly culture and conversation gatherings funded by the Inserra Chair for Italian and Italian American Studies, the source of many cultural and educational opportunities for students, as is the Coccia Institute for the Italian Experience in America.

WHRHS teachers Balsimelli and Truong had this to say about their day in Montclair:

“The field trip was such a meaningful and enriching experience for WH students and teachers! Upon arrival, students were warmly welcomed by Professor Trubiano and several of her advanced Italian students for a conversation on their connections to the Italian language and an informative presentation about the undergraduate and graduate Italian program at Montclair. It was a valuable experience for our students to hear from their older peers and to share their own connections to the Italian language and culture.

The discussion with Professor Dini was highly engaging and offered students deeper insight into the film’s historical context and relevance to conversations about identity and immigration today. Furthermore, Professor Dini provided the students with a preview of an actual college lecture, offering exposure to university life, which was especially meaningful to the students heading off to college in the fall.

Overall, both students and teachers greatly valued the visit to Montclair, as it fostered intellectual growth while also strengthening social connections among students. The experience was especially meaningful because it gave students the opportunity to engage with and reflect on complex themes such as identity and immigration, deepening both their academic understanding and personal perspectives. We look forward to visiting again in the future!”

Their students added:

“I really enjoyed my experience at Montclair and being able to engage with the professors and students. I liked how they both introduced the Italian program at Montclair and how it can really benefit our college experience and help us with our jobs in the future. The students talking about their time at Montclair helped me realize the opportunities they give to their students and how I can continue my Italian in college. I also really enjoyed talking about the film we watched in class with one of the professors, going through the real meanings and our thoughts on the film. Overall, it was a nice experience at Montclair!!”
— Alexa, 11th grade

“I really enjoyed our trip to ��Ʒ���˸������� University. My sister just graduated from Montclair last spring, so I’m familiar with the campus, but learning about the Italian program felt like learning about an entirely different school. The trip opened my eyes to just how much Montclair has to offer. My favorite part of the tour was talking to the students because they were very welcoming and informative. It also made me feel more connected to the Italian program and to the school after talking to students who are actually a part of it. The classrooms were very nice, and I could tell by their size that Montclair makes sure students form a real connection with their professors. Overall, there was so much to do on and off campus, the learning environment seemed positive and welcoming, and the Italian programs were super interesting to hear about and seemed like so much fun.”
— Ella, 11th grade

“Montclair was so fun to visit. The Italian program is filled with passionate and welcoming teachers.”
— Ivana, 11th grade

“The field trip was very interesting and educational! I enjoyed meeting the Montclair students and talking to the professors.”
— Noa, 11th grade

“Leading up to the trip, I felt very nervous and anxious. I had just committed to Montclair, and prior to the field trip I had only attended an open house. Since I didn’t meet anyone from the Italian program there, I had no idea what to expect. What would lectures look like? What teaching styles would my professors have? The trip helped answer my questions.

The field trip not only eased my nerves, but also made me more comfortable with the campus. Italian is a less popular language at my school compared to Spanish, Mandarin, and French, let alone people pursuing it as a major. The trip solidified not only my choice of university, but also my decision to pursue a double major in Education and Italian, and it only made me more excited to attend in the fall. Hearing about the experiences of other Montclair students, including one who is double majoring in History and Italian, made me feel even more encouraged.

Overall, the experience made me feel more secure because it was a trip organized by my two current Italian teachers, and I loved being able to experience what a lecture may look like. The film we watched prior to the excursion sparked my curiosity, and it was great being able to dissect every little detail with the guidance of a potential future professor. I honestly wish it could have been a bit longer. I really enjoyed it, and I felt like it was an amazing first impression. It definitely helped persuade my friends to apply to Montclair during their senior year.”
— Genesis, 12th grade

For students who have already chosen ��Ʒ���˸������� University, the Italian Program can’t wait to welcome them. For those who have decided to pursue their undergraduate education elsewhere, we hope to welcome them back for the new  Master of Arts in Teaching (MAT) in Italian graduate program and other graduate programs. We look forward to hosting WHRHS students again in the near future!

In her years with the Italian Program here at ��Ʒ���˸������� University, Angela has distinguished herself, both in the classroom and beyond, in many ways. She has served as a Tutor of Italian at Center for Academic Success and Tutoring (CAST), was awarded the Coccia-Inserra Italian Internship as well as an MSU Italian graduate scholarship and has been a valuable assistant for a number of Italian projects and events. This distinguished NECFTL award will support her in her practicum to complete licensure as she moves on to become an effective, inclusive and innovative educator.

MAT Director Dr. Gina Miele commented: “I am especially proud that Angela Sabetta, the first student in our Dual MAT in Italian and Teaching Students with Disabilities program, won the prestigious Future Language Educator Award from NECTFL, the Northeast Conference on the Teaching of Foreign Languages.

Last year, Angela was the recipient of the Cavaliere Mary Ann Re PhD Scholarship for Graduate Studies in Italian. She also participated in Montclair’s Reggio Emilia Immersion course and study abroad program in Spring 2025. This year, she also garnered a scholarship from the National Organization of Italian American Women for her graduate studies.

The Reggio Emilia approach is a globally renowned philosophy that views students as capable, curious individuals who actively shape their learning, and Angela has applied it with great success in her classroom.”

Angela had the following to say about this special distinction from NECTFL: “When I learned that ��Ʒ���˸������� University is the only university in the whole state offering a dual- certification program for both Italian and TSOD, applying was a no-brainer. World Language classes are inherently inclusive, so I wanted to ensure that I would be fully prepared to serve students of all abilities, P-12. This training also serves as a career change for me, having had a decade-long run in the music industry. This time last year, I attended the Reggio Children conference in Northern Italy and learned about how the classroom can act as a ‘third teacher’. I cannot wait to transfer all of my working skills and newly acquired knowledge on teaching methodologies to my classroom.”

The Italian Program is happy and proud to add that Angela has recently accepted a teaching position in Italian in a Bergen County public school.

The scholarship will support Roby’s participation in an intensive, immersive eight-week summer program in Mandarin at Tamkang University in New Taipei City, Taiwan, where participants complete the equivalent of one year of language study. During the program, he will live with a host family, meet regularly with a language exchange partner on campus, and immerse himself in the sights, sounds, and rhythms of the local community. Following the program, he hopes to continue his studies at National Taiwan University’s International Chinese Language Learning Program for the academic year and the following summer term. He has also considered the possibility of living in Taiwan long-term by pursuing a master’s degree in Political Science at National Taiwan University and seeking employment in a Chinese-speaking environment.

I am deeply grateful for this once-in-a-lifetime opportunity to further develop my Chinese language skills. Wherever I ultimately go, I am confident that the language training I have received at ��Ʒ���˸������� University, along with the experiences provided by the U.S. Department of State’s Critical Language Scholarship and National Taiwan University, will prepare me to use Chinese effectively in my career and continue developing my skills to their fullest potential.
—Jacob Roby

His achievement highlights the strength of ��Ʒ���˸������� University’s language programs in fostering student success and advancing global understanding and engagement. This milestone marks the second time a Chinese minor at Montclair has been awarded the Critical Language Scholarship. To learn more about the scholarship, visit

As an international student from Mexico, she was drawn to Montclair’s computing program and the chance to build a tech career. After she excelled in a German language course, that success became the first step toward building multiple degrees, as faculty encouraged her to add German, explore linguistics and step into teaching and research roles she had never considered. She even turned her work with children in German into a research project on how programs like the SPARK Lab influence college students’ interest in teaching.

“One of the most important things I’ve learned at Montclair is that you don’t have to limit yourself to just one thing,” Zarate Gonzalez says.

At Montclair’s SPARK Lab, Isabella Zarate Gonzalez collaborates with fellow students to plan German lessons for local schoolchildren as part of a national ‘SPARK for German’ teaching network. (Photo by University Photographer Mike Peters)

Community‑engaged learning that opens doors

The SPARK Lab is a partnership between Montclair and nearby schools, giving children early access to world languages while mentoring college students into community‑focused leadership roles. It is part of a national network supported by the . Zarate Gonzalez is among the students who teach German to elementary school children one hour a week for six weeks each semester, including a Meistergruppe for kids who speak German as a heritage language.

Children in Montclair’s SPARK Lab listen to German fairy tales. (Photo by University Photographer Mike Peters)

As part of a multi‑university research project with the University of Tennessee Knoxville, the University of St. Thomas and the University of Chicago, she led data collection and analysis on how SPARK affects college students. She focused on whether experiences like the SPARK Lab encourage students to consider teaching German and what broadly applicable professional skills they gain, surveying Montclair’s student instructors about their motivations and how teaching had changed their career plans.

The research findings, co‑authored with faculty and collaborators at the four campuses, were and presented at the 2023 American Council on the Teaching of Foreign Languages conference in Chicago.

At Montclair, Isabella Zarate Gonzalez found support to grow a single major into three degrees – Data Science, Language, Business and Culture, and German – plus a minor in Linguistics. (Photo by University Photographer Mike Peters)

Studying abroad with scholarship support

Scholarship support opened the world for Zarate Gonzalez.

Through the  Montclair–Graz Sister City Scholarship, she spent the 2024–25 academic year studying in Graz, Austria. The full scholarship, funded by ��Ʒ���˸������� University, Montclair’s Overseas Neighbors and the City of Graz, provides free tuition, room and a small stipend and sends two Montclair undergraduates each year to study in Montclair’s sister city.

Montclair’s status as a Hispanic‑Serving Institution also helped her win a full scholarship to Middlebury’s prestigious German Language School, a summer immersion program.

“There aren’t a lot of people who can say, ‘This university allowed me to do three bachelor’s degrees, win full scholarships and study abroad in Europe,’” she says.

Isabella Zarate Gonzalez talks with Associate Professor Pascale LaFountain in Montclair’s SPARK Lab. In addition to their work there, Zarate Gonzalez joined LaFountain on a translation project for an archive of Austrian Jewish history. (Photo by University Photographer Mike Peters)

Hands-on research and a peek into history

Advanced language study also led Zarate Gonzalez into meaningful work and helped her discover the academic field that ties her interests together. With Associate Professor Pascale LaFountain and local resident Diane Forman, she worked on a translation project for an extraordinary archive of Austrian Jewish history centered on Forman’s grandfather, composer Wilhelm Grosz.

The team organized and translated Grosz’s letters – including correspondence with figures such as Leonard Bernstein and Langston Hughes – along with his musical manuscripts, Nazi‑era property documents and personal library, preparing the materials for the Exil.arte Jewish music archive in Austria.

For Zarate Gonzalez, working so closely with those documents made the Holocaust feel personal and showed her how language skills and data‑driven thinking could come together in fields like Computational Linguistics.

Looking ahead

When Zarate Gonzalez graduates in May 2026, she will have earned degrees in Data Science; Language, Business and Culture; and German, plus a minor in Linguistics – all completed in four years.

Now, as she looks ahead, she is exploring teaching opportunities in both German and STEM fields and planning for a future master’s program in Computational Linguistics.

“I think about what would have happened if I had chosen not to come to Montclair,” she says. “My life would be completely different. I genuinely believe I got the most out of it.”

Ready to start your Montclair journey? Learn more about the College of Science and Mathematics and the Department of World Languages and Cultures at Montclair.

Accepted students: Make it official by submitting your new student deposit and registering to attend Accepted Students Day.

This milestone event, the first IMLD celebration at this scale on campus, was led by and and brought together more than a dozen units across campus and beyond, reflecting an extraordinary level of collaboration and shared commitment to multilingualism.

Participating departments, centers, and offices included: CLaSE (Center for Latino Heritage and Spanish Language Excellence), Anthropology, Linguistics, Spanish & Latino Studies, World Languages & Cultures, NJCIJ (New Jersey Center for Indigenous Justice), Writing Studies, the Office of Global Engagement, the Office of Inclusive Excellence, the Office for Hispanic Initiatives, and Sprague Library.

The event also featured strong participation from international students and student organizations, including MASA, PASO, LASO, ESA, and NAIS, whose engagement contributed to the dynamic and inclusive atmosphere of the day.

With over 300 attendees, including students, staff, faculty, and members of Indigenous groups from Latin America and Native American communities, this event became a vibrant testament to the linguistic and cultural richness that defines our campus and surrounding areas.

The First Floor Reading Room of Sprague Library was transformed into an immersive, global experience where participants “traveled” across languages. Each attendee received a “language passport”, guiding them through a journey across more than twenty interactive tables, each representing a different language and cultural context or perspective. As they moved from table to table, they collected stamps or stickers while engaging in activities that celebrated language as a living, dynamic force.

Students explored language through creativity, play, and reflection. They became “Vocabulary Detectives,” shared regional expressions at the “Teach Us Your Dialect” table, and connected through challenges like “Language Mapping” and “Translation Challenges”. At other tables, they mapped their linguistic identities, contributed to a “Word Wall”, and responded to prompts such as “Tell Us in Your Language” and “Where in the World Is Your Language?”

Hands-on cultural experiences added depth and beauty to the event. Participants practiced Chinese calligraphy, learned to write their names in Korean, and explored basic expressions in French and Mazahua. They also engaged with global Indigenous cultures through interactive Kichwa language guessing activities and the Navajo String Game.

Other stations invited deeper reflection on language as identity and future. Through activities including “Language Futures Survey”, “Words of Wisdom”, and the “Latin American Slang Wall -¿Cómo se dice?”,  we celebrated the emotional and cultural connections embedded in language.

A highlight of the event was the series of four lightning panels, which brought powerful voices and perspectives into the room. These included presentations by Dr. Jesse Ha (Teaching & Learning), Librarian Catherine Oliver, Verónica Muenala, Próspero Martinez and Elías Hilario Guzmán (members of the Concejo de Pueblos Originarios), Precious Benally (Director of NJCIJ), and three outstanding students, Alondra Molina, Sofia Andersen Garreffa and Kaung Hla Zan. Presenters provided deeply moving personal reflections and scholarly insights, reminding us of the individual, cultural, and political significance of language in people’s lives.

The event also created meaningful bridges across time and tradition. Participants read graffiti from the ancient world and engaged with Indigenous languages and knowledge systems, reminding us that language is not only communication, but memory, resistance, and continuity.

Throughout the room, there was laughter, curiosity, and a powerful sense of belonging. Languages were spoken and celebrated, not as barriers, but as bridges. The presence of President Koppell, who joined the celebration and expressed appreciation for the energy and vibrant participation of attendees further underscored the importance of this collective moment.

This celebration was more than an event. It was a living expression of what it means to be part of a multilingual, multicultural campus space where every language is recognized as a source of strength.

See you next year!

Dr. Maisa Taha and Dr. Antonella Calarota-Ninman

The event represented a powerful convergence of educational philosophies. Melenciano, who attended the gathering and spoke with the educators, later reflected on the unexpected resonance between Afrotectopia’s approach and Reggio Emilia principles: “A shared belief in pedagogy that begins as play — a rigorous yet porous method for imagination and inquiry,” she wrote. “Reggio Emilia centers the design of environments, forms of participation, and professional growth through organic, student-centered approaches. Values that deeply resonate with Afrotectopia. The creation of Black Metal, and much of Afrotectopia’s ethos overall, has been about designing the ‘container’ for imagination to thrive without a preset destination. Black Metal emerged from four aligned artists mind-melding and simply asking, ‘What’s possible?'”

Following the gallery experience, several participants who had traveled to Italy as part of an innovative Reggio Emilia immersion program (2024, 2025) at ��Ʒ���˸������� shared reflections on how their international study informs their teaching practices. Through this program, designed and taught by Dr. Miele and Dr. Elizabeth Erwin (CEEL), two cohorts of MSU undergraduate, graduate, and doctoral students have studied at the Loris Malaguzzi International Center in Reggio Emilia.

Miele has been engaged with progressive approaches to education, and Reggio Emilia in particular, since 2010. In 2016, she organized a widely attended panel on “The Reggio Emilia Approach: The U.S. School System’s Responses to an Italian Educational Philosophy” that drew educators from across New Jersey, covered extensively in La Voce di New York (, ). Saturday’s event attracted a similarly robust turnout, reflecting continued enthusiasm for child-centered pedagogy.

For more information about NJEEPRE, visit . The Age of Black Metal is on view at the George Segal Gallery through December 14.