Literacy and Proficiency: Making the Connection Massachusetts Foreign Language Association Oct. 30,...

Literacy and Proficiency: Making the Connection

Massachusetts Foreign Language Association Oct . 30, 2015

Charlotte Gifford

Greenfield (MA) Community College [email protected]

Today’s agenda:1. World Language study can reinforce gains in English Language Arts (ELA)

2. Key documents in both fields – ACTFL’s crosswalk Common Core Proficiency Guidelines and WL Standards

3. Curriculum (re)design Proficiency scale applications Target Language use – 90% plus Performance-based teaching and learning Backward Design

4. Moving forward from here: the TELL Project

Claims made on the benefits of language study:•Turn to your partner and discuss:• What I know• What I think I know• What I need to know

• Literature review: The annotated bibliography on the ACTFL website

http://www.actfl.org/advocacy/what-the-research-shows

Claims made on the benefits of language study:•Two key considerations:• How much language study?• What kind of language study?

• So, before we make claims for any given program:• Can we ensure the results that we describe?

Two crucial factors:1. Time on language learning• ACTFL and DLI data

Defense Language Institute Data

Group 1 Aptitude

Length ofTraining

Minimum Average Superior

8 weeks(240 hours)

1 1 / 1+ 1+

16 weeks(480 hours)

1+ 2 2+

24 weeks(720 hours)

2 2+ 3

Two crucial factors:1. Time on language learning

Two crucial factors:1. Time on language learning• ACTFL and DLI data• What about the 10,000 Hour Rule?

Fluency, expertise and functionality

Two crucial factors:1. Time on language learning• ACTFL and DLI data• What about the 10,000 Hour Rule?

Fluency, expertise and functionality

2. Characteristics of the programs• Immersion• Early start• Adults (motivation)

Common Core:Students Who are College and Career Readyin Reading, Writing, Speaking, Listening, and Language:• They demonstrate independence.• They build strong content knowledge.• They respond to the varying demands of audience, task, purpose, and discipline.• They comprehend as well as critique.• They value evidence.• They use technology and digital media strategically and capably.• They come to understand other perspectives and cultures.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

Common Core:Three key shifts in ELA1. Regular practice with complex texts and their academic language2. Reading, writing, and speaking grounded in evidence from texts,

both literary and informational3. Building knowledge through content-rich nonfiction

Turn to your partner and discuss:Can World Language study support these practices?

http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/

World-Readiness Standards for Learning Languages (2015)•5 C’s:• Communication• Cultures• Connections• Comparisons • Communities•3 modes of communication:• Presentational• Interpretive• Interpersonal

ACTFL Proficiency Guidelines (2012):•Proficiency ranges• Novice• Intermediate• Advanced• Superior• Distinguished

ACTFL’s Crosswalk: Common Core, Standards & Proficiency Guidelines

http://www.actfl.org/news/reports/alignment-the-national-standards-learning-languages-the-common-core-state-standards

Our charge:We must build programs that deliver on our claims.• Reasonable goals and expectations, based on the research• Articulated sequences that build student proficiency• Demonstrable growth over time

ACTFL Proficiency Scale:levels and language functions

ACTFL: Gov’t scale: Novice 0

Intermediate 1

Advanced 2

Superior 3 - 5

Source: ACTFL OPI Tester Training Manual


Who am I?I communicate in words and phrases.I can recombine elements to express myself.I rely on memorized material to communicate.I communicate in complete sentences.I can ask and answer questions.I can narrate and describe in past, present and future.

ACTFL Proficiency Scale:levels and language functionsI’m a novice-level learner:

I rely on memorized material to communicate.I communicate in words and phrases.

ACTFL Proficiency Scale:levels and language functionsI’m an intermediate-level learner:

I communicate in complete sentences.I can ask and answer questions.I can recombine elements to express myself.

ACTFL Proficiency Scale:levels and language functionsI’m an advanced-level learner:

I can communicate at the paragraph level.I can narrate and describe in past, present and future.


Sub-levels and major barriers Novice High: like an Intermediate Low more that 50% of the time• a “fallen angel” who can’t sustain the intermediate level all the time

Intermediate Low: has crossed the barrier; a true intermediate, but• “just barely”


“Families” of levels• Novice low and Novice mid• Novice high, Intermediate Low and Intermediate Mid• Intermediate High, Advanced Low and Advanced Mid

Why these groupings?

ACTFL Proficiency Scale:Taking it to the next level

Sneak previews – several ramifications of all this information:• In order for students to move up the proficiency scale and show growth, we will

need to set Proficiency Targets.• Our Proficiency Targets will need to be reasonable and achievable.• We will need to aim instruction at the NEXT level above students’ current ability.• We will need to share this information with students!

ACTFL Proficiency Scale:Showing students the way!

Shelby County Schools, TN

Classroom postings

ACTFL Proficiency Scale:Showing students the way!

Amy Lenord’sAnchor Charts

ACTFL Proficiency Scale:Taking it to the next level

One immediate application – the OPI’s elicitation of language.• Yes/No questions• Choice questions• Fact and information questions• Intonation questions• Statements with a question tag• Requests and polite requests• Prelude questions• Hypothetical questions

What kind of language will each question elicit? What proficiency level?

Classroom application:Eliciting more language from novicesThe name of the game is: Get rid of your chips!

Today’s topic: the 24 hours before you arrived at MaFLA.• Circulate and find out what people did before arrival.• You may ask only yes/no questions.• You must answer honestly, but you may not use the word “yes” – in any language!• If someone does use the forbidden word, s/he has to take one of your chips.• Get rid of all your chips to win!

Debrief: What kind of language did you use for these yes/no questions?

yes

Let’s circle back - today’s premise:In order for students • to attain functional ability in language• to experience the literacy gains,

there will be two key aspects of successful programs:• target language use at 90% plus by teachers and students

= comprehensible input at I=1•performance-based teaching and learning

= output

Input & output:Target language use at 90% plus by teachers and students•Krashen: Comprehensible input at I+1•Variety of authentic sources

Performance-based teaching and learning•Vygotsky: Output in the ZPD (Zone of Proximal Development)•Expectation of performance (demonstration of ability)

Target language use: 90 % plus•ACTFL’s Position Statement

Use of the Target Language in the Classroom“Research indicates that effective language instruction must provide significant levels of meaningful communication* and interactive feedback in the target language in order for students to develop language and cultural proficiency.

*Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability.

Target language use: 90 % plus“The pivotal role of target language interaction in language learning is emphasized in the K-16 Standards for Foreign Language Learning in the 21st Century.

http://www.actfl.org/news/position-statements

Target language use: 90 % plus“ACTFL therefore recommends that language educators and their students use the target language as exclusively as possible (90% plus) at all levels of instruction during instructional time and, when feasible, beyond the classroom.


Target language use: 90 % plus“In classrooms that feature maximum target language use, instructors use a variety of strategies to facilitate comprehension and support meaning making.


Target language use: 90 % plus“For example, they:1. provide comprehensible input that is directed toward communicative goals;2. make meaning clear through body language, gestures, and visual support;3. conduct comprehension checks to ensure understanding;4. negotiate meaning with students and encourage negotiation among

students;5. elicit talk that increases in fluency, accuracy, and complexity over time;6. encourage self-expression and spontaneous use of language;7. teach students strategies for requesting clarification and assistance when

faced with comprehension difficulties; and8. offer feedback to assist and improve students’ ability to interact orally in

the target language.” http://www.actfl.org/news/position-statements

Target language use: 90 % plusWhat kind of language?•Comprehensible input at I+1“Comprehensible input, an element of language acquisition identified by education professor Stephen Krashen, refers to written or spoken language that is possible for students to understand, but is just beyond their current level of competence. The information should also be interesting to students and presented in a low-pressure way to help them better understand it.”

-Annenberg Teaching Foreign Language Workshop

http://www.learner.org/channel/workshops/tfl/glossary.html

Target language use: 90 % plusSecond Language Acquisition insights•The key precursor to performance:

comprehensible input•The gasoline in the engine of SLA

(Lee & Van Patten)

Target language use: 90 % plus

“Comprehensible input is a necessary (but perhaps not sufficient) ingredient of language acquisition. What this means is that successful language acquisition cannot happen without comprehensible input. Classroom learners who get a steady diet of explanation and practice might appear to have some kind of language ability, but it is not the same as those who get consistent and constant exposure to comprehensible input.”

Lee & Van Patten

Target language use: 90 % plusSecond Language Acquisition insights•The key precursor to performance:

comprehensible input•The gasoline in the engine of SLA

(Lee & Van Patten)•Engaging learners in the input phase:

no passive receptacles!

Target language use: 90 % plusCharacteristics of comprehensible input at I+1• Initial exposure to new language• Strategies to make language comprehensible• Frequent clarifications•Opportunities for quick student responses• Frequent checks for understanding

Target language use: 90 % plusEnforcing TL use• persistent and enthusiastic encouragementMaking TL use possible• equipping students with the means to stay in TLMaking TL use necessary and relevant• designing activities and tasks that engage studentsMaking TL use desirable and rewarding• connected to their successful performanceLooping back to enforcement: no excuses!• a shift in classroom / department / school culture

Learning by doing:Performance-based teaching & learningLee and VanPatten submit that“comprehensible input is a necessary (but perhaps not sufficient) ingredient of language acquisition.” (emphasis added)

What’s the other half?

Output!Student performance

Learning by doing:Performance-based teaching & learningOverarching goal - communication in all 3 modes:• Presentational• Interpretive• Interpersonal

Curricular goals:• Concrete, realistic and attainable performance objectives• Can-do Statements

Performance assessment:• Aligned with the objectives in all 3 modes

Learning by doing:Performance-based teaching & learningTry this theater analogy:• real-world situations within the classroom•providing a metaphorical stage on which to• rehearse,• role-play,• improvise, and eventually • perform.

Learning by doing:Performance-based teaching & learningIf that analogy doesn’t resonate for you, try these:•Music: from practice through performance• Sports: from training through performanceWhatever the analogy, we must convince our learners that we are helping them get ready for performance. Student motivation increases with the expectation of performance.

Literacy and Proficiency:Let’s remember the two critical components:•Target language use at 90% plus•Performance-based teaching and learning

When we set these conditions,NOW we’re making the connection!

But how can I (re)organize my curriculum?

Backward Design: the base of a performance-based modelAn invaluable organizing principle:• “Backward design, also called backward planning, is a

pedagogical approach to unit or lesson planning in which the teacher first identifies the desired end task or product, then works in reverse from the assessment task(s) to identify the prerequisite learning tasks.”




Backward Design: a three-step cycle1. Curricular goals:

Identify desired results• What should my students know and be able to do?

2. Performance assessments:Determine acceptable evidence• How can I find out what my students know?

3. Classroom practices:Plan learning experiences and instruction• What will it look like in the classroom?• What are the best practices to get the results I want?

Wiggins & McTighe: Understanding by Design

Backward Design: 1. Curricular goalsReality Check!•Proficiency targets - reasonable expectations for sustained

performance:• Novice:

words/phrases; memorized chunks• Intermediate:

complete sentences; ask/answer questions; create with language• Advanced:

paragraphs; multiple time frames

Backward Design: 1. Curricular goalsAnalyze these performance objectives:

I can...1. offer an invitation to do something with another person.2. relate past events in logical order with first, next, etc.3. briefly describe a person.

*** Note the necessary functions and text types ****** Note the mode(s) of communication. ***

Backward Design:2. Performance assessment:Determine acceptable evidence = performance

•demonstrations of student ability• evidence of growth over time• indication of progress toward proficiency targets

Backward Design:2. Performance assessment:“During a performance assessment, students demonstrate their ability to use the target language in activities that parallel what native speakers might do. For example, students might create a newspaper, respond to a want ad, or conduct an interview to learn about a cultural topic. These assessments are best evaluated using clearly developed rubrics, although grades can be assigned in a more traditional way.”



Backward Design:2. Performance assessment:Formative and summative assessment•Performance assessment vs. true proficiency assessment

Feedback on student performance•Rubrics that show the learners the path to proficiency

Backward Design:2. Performance assessment:What will students do to show they can meet a goal?•Proficiency target = Novice Mid:

I can briefly describe a person.•Proficiency target = Novice High:

I can offer an invitation to do something with another person.•Proficiency target = Intermediate High:

I can relate past events in logical order with first, next, etc.

*** Note the necessary functions and text types ****** Note the mode(s) of communication. ***

Backward Design:3. Classroom practices:Good assessment mirrors classroom practice – the benefits:• Students can see the purpose of activities.• Assessments hold no surprises;

students can predict what will be on the test.• Students are more confident;

if they’ve done it in class, they can do it again.

Backward Design:3. Classroom practices:Let’s step through one sample from a unit on Health & Wellness:

Curricular goals:• I can describe symptoms and feelings.• I can give and receive advice (suggestions, recommendations, requests)Performance:• Role play – Flu: Getting Excused from Class (interpersonal mode)Classroom Practice• Comprehensible input: exposure to authentic language in context• Basic practice: paired activities• Scaffolded role play (mirrors upcoming performance)

Backward Design:3. Classroom practicesOrganization of curriculum around thematic units and authentic texts offer an ideal link to the key shifts in the ELA goals of the Common Core:1. Regular practice with complex texts and their academic

language2. Reading, writing, and speaking grounded in evidence from

texts, both literary and informational3. Building knowledge through content-rich nonfiction

Drawing on colleagues’ resources:Reading authentic texts

Integrated Performance Assessment:“The Integrated Performance Assessment (IPA) is a cluster assessment featuring three tasks, each of which reflects one of the three modes of communication--Interpretive, Interpersonal and Presentational. The three tasks are aligned within a single theme or content area, reflecting the manner in which students naturally acquire and use the language in the real world or the classroom. Each task provides the information and elicits the linguistic interaction that is necessary for students to complete the subsequent task.

CARLA: Center for Advanced Research on Language Acquisition

Integrated Performance Assessment:1. Interpretive task:

Thematically linked authentic text

2. Interpersonal task:Two-way exchange

3. Presentational task:Final product resulting from the IPA

Integrated Performance Assessment:“IPAs are designed for students at the novice, intermediate, and advanced levels of proficiency. They are standards-based, performance-based, developmental in nature, integrative. IPAs are designed to be used with scoring rubrics that rate performance in terms of whether the performance meets expectations, exceeds expectations, or does not meet expectations for the task.”

CARLA: Center for Advanced Research on Language Acquisition

New Jersey’s FLAP grant:Consortium for Assessing Performance StandardsThematically Organized Assessments (TOA’s)•Many complete units, by proficiency level• Adaptable rubrics, by proficiency level• Samples of student work in three categories:• Exceeds expectations• Meets expectations• Does not meet expectations

http://flenj.org/CAPS/toas.shtml

The TELL ProjectTeacher Effectiveness for Language Learning• Defining Teacher Effectiveness• Because the teacher matters

• Providing Common Language and Definitions of the Model World Language Teacher• Because world language teachers can become models if the model teacher is defined.

• Framework > 7 domains > subdomains > specific criteria• Based on work in general education (notably C. Danielson, R. Marzano)

The TELL ProjectFor example:

LE4: I ensure that my students receive comprehensible input.

Framework: The Learning Experience

Looking for more support materials?

Tools: Further Reading

http://www.tellproject.org/framework/

http://www.tellproject.org/tools/further-reading/

Literacy and Proficiency: Making the Connection Massachusetts Foreign Language Association Oct. 30,...

Documents

Transcript of Literacy and Proficiency: Making the Connection Massachusetts Foreign Language Association Oct. 30,...