LinguaFolio and LinguaFolio LinguaFolio and LinguaFolio Online:Online:

““Can DoCan Do”” Language Learning Language Learning Made EasyMade Easy

OFLA Annual ConferenceOFLA Annual ConferenceColumbus, OhioColumbus, OhioApril 9, 2010April 9, 2010

Ryan Wertz - ODE World Languages ConsultantRyan Wertz - ODE World Languages ConsultantParthena Draggett – Jackson High School WL Parthena Draggett – Jackson High School WL

DepartmentDepartment

AGENDAAGENDA

I. What is LinguaFolio and how is it I. What is LinguaFolio and how is it used to document language learning?used to document language learning?

II. Where does LinguaFolio come from?II. Where does LinguaFolio come from?III. What does LinguaFolio III. What does LinguaFolio dodo for for

studentsstudents??IV. What are the 3 components of IV. What are the 3 components of

LinguaFolio?LinguaFolio?V. How does LinguaFolio promote goal V. How does LinguaFolio promote goal

setting & support reflective learning? setting & support reflective learning? VI. What importance does LinguaFolio place VI. What importance does LinguaFolio place

on interculturality?on interculturality?VII. What are the benefits of LinguaFolio?VII. What are the benefits of LinguaFolio?VIII. Who is using LinguaFolio?VIII. Who is using LinguaFolio?IX. Practical information and advice from IX. Practical information and advice from

a LinguaFolio piloting teacher.a LinguaFolio piloting teacher.

I. What is I. What is LinguaFolio and how LinguaFolio and how

is it used to is it used to document language document language

learning?learning?

LinguaFolio…LinguaFolio…

……is a standards-based, self-is a standards-based, self-directeddirectedformative assessment tool thatformative assessment tool thatrecords ongoing language learner records ongoing language learner progress and, along with external progress and, along with external summative assessment results, summative assessment results, provides a comprehensive view provides a comprehensive view of student performance. of student performance.

LinguaFolio…LinguaFolio…

……is a three-part electronic portfolio that is a three-part electronic portfolio that language learners keep throughout their language learners keep throughout their educational and professional careers to…. educational and professional careers to…. document their language competencies in alldocument their language competencies in all languages, including heritage languages and English languages, including heritage languages and English forfor speakers of other languages;speakers of other languages;

set personalized language-learning goals;set personalized language-learning goals;

reflect on & self-assess their own language learning; reflect on & self-assess their own language learning; andand

document their interactions with other cultures and document their interactions with other cultures and anyany associated self-reflections.associated self-reflections.

LinguaFolio informs….LinguaFolio informs…. Language learners;Language learners; Parents of language learners;Parents of language learners; Educators of language learners at Educators of language learners at all levels; andall levels; and

Prospective employers / business.Prospective employers / business.

LinguaFolio users document their LinguaFolio users document their language learning by archiving…language learning by archiving…

language samples that best reflect their language samples that best reflect their current language proficiency (performance-current language proficiency (performance-based assessments, projects, presentations, based assessments, projects, presentations, tests, etc.);tests, etc.);

examples of their intercultural experiences;examples of their intercultural experiences; language-learning goals and self-reflections language-learning goals and self-reflections on those goals;on those goals;

awards, certificates and other examples of awards, certificates and other examples of their language-learning accomplishments; andtheir language-learning accomplishments; and

other external summative assessments (e.g., other external summative assessments (e.g., STAMP test, CAAP test, AP test, OPI, WPT, STAMP test, CAAP test, AP test, OPI, WPT, etc.).etc.).

LinguaFolio Online LinguaFolio Online PortalPortal

(Coming Soon!)(Coming Soon!)

LinguaFolio for Young LearnersLinguaFolio for Young Learners

Under Revision – Returning Soon!

(Check www.ncssfl.org for updates.)

II. Where do II. Where do LinguaFolio and LinguaFolio and

LinguaFolio Online LinguaFolio Online come from?come from?

LinguaFolio…LinguaFolio………is a creation of the National is a creation of the National Council of State Supervisors Council of State Supervisors of Languages, which is the of Languages, which is the national organization of national organization of language professionals language professionals charged with overseeing K-12 charged with overseeing K-12 world language teaching and world language teaching and learning at the state level.learning at the state level.

http://www.ncssfl.org

National StandardsNational Standards

ACTFL K-12 ACTFL K-12 Performance Performance GuidelinesGuidelines

ACTFLACTFLProficiencyProficiencyGuidelinesGuidelines

LFLF

LinguaFolioLinguaFolio

LinguaFolio OnlineLinguaFolio Online LinguaFolio Online will eventually replace LinguaFolio Online will eventually replace the first generation LinguaFolio (which was the first generation LinguaFolio (which was paper-based). paper-based).

LF Online is being developed for the NCSSFL LF Online is being developed for the NCSSFL by CASLS, the Center for Applied Second by CASLS, the Center for Applied Second Language Study, which is a national foreign Language Study, which is a national foreign language center housed at the University of language center housed at the University of Oregon.Oregon.

The component parts of LF Online are being The component parts of LF Online are being revised and added to the NCSSFL Web site on a revised and added to the NCSSFL Web site on a regular basis. Visit regularly!regular basis. Visit regularly!

III. What does III. What does LinguaFolio LinguaFolio

do do for students?for students?

LinguaFolio promotes LinguaFolio promotes learner success by learner success by

requiring learners to…requiring learners to… regularly evaluate their own regularly evaluate their own competencies and proficiency progress;competencies and proficiency progress;

identify and understand their identify and understand their strengths and weaknesses related to strengths and weaknesses related to language learning;language learning;

know how to routinely set learning know how to routinely set learning goals and benefit by reflecting on goals and benefit by reflecting on them ;them ;

understand that greater effort equals understand that greater effort equals greater achievement;greater achievement;

discover what strategies and discover what strategies and techniques help them learn; and techniques help them learn; and

know how and when to use a variety of know how and when to use a variety of these strategies.these strategies.

LinguaFolio promotes LinguaFolio promotes learner success by learner success by

requiring learners to…requiring learners to…(contd.)(contd.)

LinguaFolio is designed LinguaFolio is designed to…to… serve as a tool for students to manage and serve as a tool for students to manage and self-assess their own language learning and self-assess their own language learning and intercultural competence;intercultural competence;

add value to language learning and add value to language learning and intercultural competency by providing intercultural competency by providing individuals with the means to document their individuals with the means to document their performance;performance;

facilitate articulation among K-16 language facilitate articulation among K-16 language programs based on a clear and commonly programs based on a clear and commonly accepted description of language proficiency;accepted description of language proficiency;

recognize and value heritage languages;recognize and value heritage languages;

LinguaFolio is designed to… LinguaFolio is designed to… (cont.)(cont.) promote language learning and intercultural promote language learning and intercultural growth as a life-long endeavors;growth as a life-long endeavors;

promote promote ““plurilingualismplurilingualism”” & & ““pluriculturalismpluriculturalism””;;

make language learning and intercultural make language learning and intercultural growth more clearly understood by those growth more clearly understood by those other than language educators (e.g., other than language educators (e.g., parents, employers);parents, employers);

enhance the mobility and marketability of enhance the mobility and marketability of students and workers; andstudents and workers; and

benchmark language learning in the U.S. benchmark language learning in the U.S. with internationally accepted proficiency with internationally accepted proficiency criteria.criteria.

IV. What are the IV. What are the 3 components3 components

of LinguaFolio?of LinguaFolio?

DOSSIERDOSSIER

Digital Digital text, audio, text, audio, and video and video work sampleswork samples

MP3 filesMP3 files PodcastsPodcasts

LANGUAGE LANGUAGE BIOGRAPHYBIOGRAPHY

LanguageLanguage learning learning backgroundbackground

Can-do Can-do statementsstatements

Learning Learning goalsgoals

PASSPORTPASSPORT

SummarizedSummarized snap shot snap shot of of self- self- assessmentsassessments

Record of Record of external external assessment assessment resultsresults

I. I. The BiographyThe Biography includes: includes: A self-assessment checklist, which enables A self-assessment checklist, which enables students to self-assess what they know and can students to self-assess what they know and can do with a language. This checklist must be do with a language. This checklist must be completed before the learner fills out the completed before the learner fills out the other two portions of his/her LinguaFolio.other two portions of his/her LinguaFolio.

Tools for identifying oneTools for identifying one’’s study skills and s study skills and learning styles (Learning Styles Inventory);learning styles (Learning Styles Inventory);

Multiple documents from which to choose for Multiple documents from which to choose for recording significant language learning and recording significant language learning and intercultural experiences; andintercultural experiences; and

The learnerThe learner’’s goals and learning reflections.s goals and learning reflections.

Self-Assessment ChecklistSelf-Assessment Checklist Written in the form of student-friendly Written in the form of student-friendly ““Can DoCan Do”” statements. statements.

Checklists for Novice Low through Superior Checklists for Novice Low through Superior in:in: Interpretive ListeningInterpretive Listening Interpretive ReadingInterpretive Reading Interpersonal CommunicationInterpersonal Communication Presentational SpeakingPresentational Speaking Presentational WritingPresentational Writing

Checklists can be accessed on the NCSSFL Web Checklists can be accessed on the NCSSFL Web site at: site at: http://www.ncssfl.org/links/index.php?self-http://www.ncssfl.org/links/index.php?self-assessments. assessments.

Novice Mid Can-Do Statements

LinguaFolio Jr. Can Do’s

Classroom Self-Assessment Classroom Self-Assessment ActivityActivity

EasilyEasily With help With help

I can identify 5 rooms in a house. __I can identify 5 rooms in a house. __ __ __

I can make a chore list for my I can make a chore list for my

family members. family members. __ __ __ __

I can answer questions about myI can answer questions about my

room. room. __ __ __ __

I can write a 4-5 sentence I can write a 4-5 sentence

description of my house for a realtor. __ description of my house for a realtor. __ __ __

The Biography includes self-The Biography includes self-inventories related to the inventories related to the following:following:    

History of language-learning ;History of language-learning ; Intercultural experiences;Intercultural experiences; Travel, study, and/or work in other Travel, study, and/or work in other countries;countries;

Language use in programs or foreign Language use in programs or foreign countries;countries;

Pen pals or hosting exchange Pen pals or hosting exchange students; andstudents; and

Reflections on important linguistic Reflections on important linguistic and intercultural experiences.and intercultural experiences.

II. II. The DossierThe Dossier includes….includes…. Digital text, audio, and video Digital text, audio, and video work samples, MP3 files and work samples, MP3 files and Podcasts;Podcasts;

Certificates that indicate Certificates that indicate language skills;language skills;

Reports from tutors, teachers, Reports from tutors, teachers, program directors, etc.; andprogram directors, etc.; and

Assessments.Assessments.

Formative & Summative Formative & Summative Assessment OptionsAssessment Options

FormativeFormative• Self-assessmentsSelf-assessments of language of language competencies andcompetencies and intercultural intercultural experiencesexperiences• Work SamplesWork Samples• Learning tasksLearning tasks

SummativeSummative• ELLOPA / SOPAELLOPA / SOPA• • STAMP / NOELLASTAMP / NOELLA• • OPI / MOPIOPI / MOPI• IPAsIPAs• • End-of-Course End-of-Course ExamsExams• • Performance Performance TasksTasks

III. III. The PassportThe Passport includes:includes:

1.1. A linguistic profile which summarizes:A linguistic profile which summarizes: Formal language-learning and intercultural Formal language-learning and intercultural

experiences associated with school;experiences associated with school; Informal language-learning and intercultural Informal language-learning and intercultural

experiences outside of school;experiences outside of school; Summer study, academies, or camps; andSummer study, academies, or camps; and Contact with speakers of the language. Contact with speakers of the language.

2.2. A self-assessment grid and global scale.A self-assessment grid and global scale.

PassportPassport

V. How does LinguaFolio V. How does LinguaFolio

promote goal setting and support promote goal setting and support reflective learning? reflective learning?

Student-Driven Student-Driven Cycle:Cycle:

1. Use / Review the 1. Use / Review the ““I cansI cans”” and the self-assessment grid. and the self-assessment grid.

2. Write goals based on a preview of the upcoming chapter 2. Write goals based on a preview of the upcoming chapter or unit content and learneror unit content and learner’’s perceived strengths.s perceived strengths.

3. Visit chapter or unit and determine learning strategies 3. Visit chapter or unit and determine learning strategies for achieving goals.for achieving goals.

4. Save goals and all completed class work in a folder, on a 4. Save goals and all completed class work in a folder, on a CD, or on a shared or portable (e.g., flash) drive.CD, or on a shared or portable (e.g., flash) drive.

5. End of chapter/unit: Choose BEST work for each goal.5. End of chapter/unit: Choose BEST work for each goal.

6. Self-Assess: reflection based on BEST work and goals.6. Self-Assess: reflection based on BEST work and goals.

7. Revisit the 7. Revisit the ““I can…I can…”” statements in the Biography statements in the Biography section and update as necessary.section and update as necessary.

Set learning goals

Select strategie

s

Provide evidence

Self-assess

ReflectiveLearningProcess

Critical Element #1:Critical Element #1: Goal Goal SettingSetting

Model the creation of realistic /attainable Model the creation of realistic /attainable learning goals for your students.learning goals for your students.

Incorporate the setting and review of Incorporate the setting and review of learning goals into your daily routine;learning goals into your daily routine;

Provide frequent opportunities for learners Provide frequent opportunities for learners to set and reflect on their ownto set and reflect on their own goals.goals.

Make it clear that functional use of Make it clear that functional use of language, not grammar knowledge, is their language, not grammar knowledge, is their primary goal.primary goal.

Critical Element #2:Critical Element #2: Learner Learner ReflectionReflection

Learners must connect what they already know to what Learners must connect what they already know to what they are learning;they are learning;

They must check frequently to see what they can and They must check frequently to see what they can and cannot do yet;cannot do yet;

They must determine which learning strategies help They must determine which learning strategies help them learn most effectively; andthem learn most effectively; and

They must reflect on the effectiveness of the They must reflect on the effectiveness of the strategies they selected and the goals they set ;and strategies they selected and the goals they set ;and

Based on their reflections, they must set more Based on their reflections, they must set more effective goals and select better strategies for effective goals and select better strategies for future learning.future learning.

VI. What importance does VI. What importance does LinguaFolio place on LinguaFolio place on interculturality?interculturality?

InterculturalityInterculturality

Presentational

Interpretive

Products

Practices

PerspectivesInterpersonal

Communication

Communication

Cultures

Cultures

Reflecting on Reflecting on InterculturalityInterculturality

Learners must be able to:Learners must be able to: Identify the multiple aspects of Identify the multiple aspects of culture & relate them to their language culture & relate them to their language learning progress;learning progress;

Find and successfully engage in Find and successfully engage in intercultural activities;intercultural activities;

Self-assess their intercultural growth; Self-assess their intercultural growth; andand

Describe how their intercultural skills Describe how their intercultural skills have changed/developed over time.have changed/developed over time.

Reflecting on Reflecting on InterculturalityInterculturality

Learning Facilitators…Learning Facilitators… Provide insight into their own culture;Provide insight into their own culture; Share their own intercultural Share their own intercultural experiences;experiences;

Provide language learners with Provide language learners with opportunities to have their own unique opportunities to have their own unique intercultural experiences;intercultural experiences;

Demystify cultural differences; andDemystify cultural differences; and Facilitate student reflection on their Facilitate student reflection on their own cultural interactions.own cultural interactions.

VIII. What are the proven VIII. What are the proven benefits benefits

of LinguaFolio?of LinguaFolio?

The Benefits of The Benefits of LinguaFolio:LinguaFolio: Increases learner motivation;Increases learner motivation;

Heightens self-confidence;Heightens self-confidence; Requires active learning;Requires active learning; Promotes learner autonomy;Promotes learner autonomy; Requires learners to think about Requires learners to think about his/her own learning his/her own learning (metacognition); and(metacognition); and

Allows for smoother transitions Allows for smoother transitions between levels/teachers and between levels/teachers and between schools/programs.between schools/programs.

Benefits (Benefits (Continued)Continued) Increases teacher creativity;Increases teacher creativity; Puts a stronger focus on communication;Puts a stronger focus on communication; Improves relationships and Improves relationships and communication between teachers and communication between teachers and students;students;

Informs parents; andInforms parents; and Facilitates a greater appreciation of Facilitates a greater appreciation of foreign language use by local foreign language use by local communities.communities.

VIII. Who is using VIII. Who is using LinguaFolio?LinguaFolio?

Who is using LinguaFolio in Who is using LinguaFolio in the U.S.?the U.S.?

Language learners/users in…. Language learners/users in…. elementary programs;elementary programs; middle school programs;middle school programs; secondary programs;secondary programs; STARTALK programs;STARTALK programs; Post-secondary programs;Post-secondary programs; businesses; andbusinesses; and

…….in nine pilot states (including OH) and .in nine pilot states (including OH) and most of the other states around the most of the other states around the country.country.

Important Tips for Important Tips for Teachers:Teachers:

Model, model, model!Model, model, model! Help students set realistic goals.Help students set realistic goals. Store LinguaFolio files Store LinguaFolio files electronically. Be sure to back up electronically. Be sure to back up files in a separate location.files in a separate location.

Use LinguaFolio to introduce new Use LinguaFolio to introduce new chapters/units and later to give chapters/units and later to give closure.closure.

ResourcesResources NCSSFLNCSSFL http://www.ncssfl.org/links/index.php?http://www.ncssfl.org/links/index.php?linguafoliolinguafolio

LinguaFolio Online (CASLS) LinguaFolio Online (CASLS) http://casls.uoregon.edu/lfo.phphttp://casls.uoregon.edu/lfo.php

European Language PortfolioEuropean Language Portfoliohttp://www.coe.int/portfolio/http://www.coe.int/portfolio/

Ohio LinguaFolio Ohio LinguaFolio Contacts:Contacts:

Debbie Robinson, ODE ConsultantDebbie Robinson, ODE Consultant debbie.robinson@ode.state.oh.usdebbie.robinson@ode.state.oh.us

Ryan Wertz, ODE ConsultantRyan Wertz, ODE Consultant ryan.wertz@ode.state.oh.usryan.wertz@ode.state.oh.us

Carol Eiber, Retired LF PiloterCarol Eiber, Retired LF Piloter chimena@aol.comchimena@aol.com

Parthena Dragett, Current LF Parthena Dragett, Current LF PiloterPiloter phd2jc@mail.jackson.sparcc.org phd2jc@mail.jackson.sparcc.org