Improving Target Language

Proficiency myriammet@gmail.com

Program Goals

• High levels of proficiency in English• High levels of proficiency in the non-English

(target) language• Academic performance (including biliteracy) at

or above expectation• Cross cultural competence

Paying Attention to Language

1. Academic rigor

2. Coherence within program and continuous progress toward goals

3. Accountability to parents and evidence to district leaders

Academics

LiteracyLanguage

Language, Literacy, and Academics

Components of A Language Framework

1. Set targets

2. Describe end-of-year outcomes

3. Develop a language framework (functions, forms, and vocabulary)

4. Integrate framework into content units and lesson plans

5. Provide explicit language/literacy instruction

5

Set Targets

At the end of 90:10 Programs 50:50 Programs

Grade 2 Intermediate - Low Novice - High

Grade 5 Intermediate - Mid Intermediate - Low to Intermediate - Mid

Grade 8 Intermediate - High Intermediate - Mid toIntermediate - High

WHAT DO THE TARGETS MEAN?

Options for defining language proficiency

Measuring English language growth

Measuring the target language

The ACTFLProficiencyRating Scale

Distinguished

Native(Adult Educated

Native)

• Lists words/phrases• Attempts at conversation• Memorized chunks• Telegraphic language• Limited topic areas

NOVICE

• Creates, functions with

• Language• Can ask and answer

questions• Handles simple• Situations

INTERMEDIATE

• Full conversational partner• Speaks with

confidence• Can narrate and

describein all time frames• Can handle a

situation• with a complication

ADVANCED

What Does Proficiency Look Like?

http://www.actfl.org/publications/guidelines-and-

manuals/actfl-proficiency-guidelines-2012

Step 2: Can-Do Statements

TARGETS CAN-DO’SLANGUAG

E OBJECTIV

ES

http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements