Performance and Proficiency:What Every STARTALK Teacher Needs to Know

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Stephanie DhonauUniversity of Arkansas-Little Rock

Paul SandrockACTFL

What do I need to know about PROFICIENCY to be

an effective STARTALK learner or teacher?

Proficiency Pre-Quiz Questions

1. What does it mean to be proficient at something?

2. How do you know when someone is proficient at riding a bike? What do you see?

3. When someone is proficient at using language what does that mean?

4. Would you say that being proficient at using language requires a learner to speak and write perfectly?

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Proficiency• Proficiency is independent of any one task in a

classroom, any one grammar item, any specific vocabulary word = independent use of language by learner

• Our goal is to provide learners with this independent use of language through meaningful classroom activity

proficiency

Proficiency does NOT mean perfectionAccuracy – even for native speakers – is a lifelong goal and is rarely 100%

Proficiency is based on what a person can DO (functional ability to use language)

Proficiency is NOT based on a sequence of grammatical structures or lists of vocabulary

proficiency

Key Point 1

Can create with language, initiate, maintain and bring to a close simple

conversations by asking and responding to simple questions

Can narrate and describe in past, present and future and deal

effectively with an unanticipated complication

Can discuss topics extensively, support opinions, hypothesize; deal

with linguistically unfamiliar situation.

INTERMEDIATE

ADVANCED

SUPERIOR

Can communicate minimally with

formulaic and rote utterances,

lists, and phrases

NOVICE

Can tailor language to specific audience, persuade, negotiate; deal

with nuance and subtlety

DISTINGUISHE

D

What can NOVICE Language Learners

do?

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Novices can DO a lotNovice level performance/proficiency may be limited but is still creative. Learners can share personal, meaningful information even when at the novice level. We are always encouraging novices to move to intermediate level tasks.

What does a NOVICE speaker sound like?

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Key Point 2

Novice level language features

• individual words

• lists

• isolated phrases

• memorized phrases or formulas (I like ….)

• basic sentences

• may insert first language

• may just copy when writing

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SELF

STARTALK teachers can expect Novice learners to:• make lists

• introduce themselves

• name objects they see

• identify things they like

• Identify people and give a brief description

• tell when they do certain activities (days, time, months, seasons)

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What can INTERMEDIATE

Language Learners do?

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Intermediate level proficiency means creating personal meaning

• Intermediate level proficiency requires more use of language among learners focusing on describing themselves, their immediate environment, and personal interests

• How does it differ from Novice language?

• Requires creating with language

• Learning from mistakes 12

Intermediate Language Features• create new language spoken or written in

sentences ranging from individual sentences to strings of sentences

• ask and answer questions

• describe things that are known to them

• usually talk or write about events in the present

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STARTALK teachers can expect Intermediatelearners to

• describe a typical day

• describe a favorite outfit

• ask and answer simple questions about their family

• purchase a ticket to the movies

• talk about a friend

• describe their room

• tell about a movie they like14

What can ADVANCED level

Language Learners do?

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Advanced level language features

• create paragraph length responses

• narrate and describe in the past, the present and the future with reasonable control

• compare and contrast items, places, situations

• handle situations with complications

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STARTALK teachers can expect Advanced learners to• tell about an interesting trip they took

• explain how a science experiment worked from beginning to end

• tell a story about something that happened to someone they know

• relate a current event they have paid attention to

• compare two places, events, times

• solve a problem that has a complication

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To move to Advanced level proficiency requires:

• Telling stories

• Adding details

Key Point 4

What do I need to know about PERFORMANCE to be

an effective STARTALK learner or teacher?

Performance

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Points TOWARD Proficiency

PERFORMANCE PROFICIENCY

•Language is learned and practiced in

an instructional setting

•Familiar contexts and content areas

•Curriculum dependent

•Assessment is based on what was

taught and practiced

•Spontaneous, non-rehearsed

interaction in real-world situations

•Broad content and context in

real-world situations

•Independent of curriculum or

when, where, or how the language

was acquired

•Assessment is based on the

criteria in the ACTFL Proficiency

Guidelines

Key Point #5

PERFORMANCE develops through guided practice of language functions

Performance toward Proficiency

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LearningExperiences

(Bridge)

To bridge from performance to proficiency:

1. Have learners practice using language through simulations of real life activities

2. Use authentic resources (so learners become used to sifting through all they heard, read, or view, but still accomplish the task)

3. Create situations where learners have to ask questions (and don’t already know the answer)

What proficiency levelshould STARTALK teachers target

for STARTALK learners?

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Instruction and practice should target the next higher level of proficiency in order to help STARTALK learners improve their language PERFORMANCE

Key Point 6

INTERMEDIATE: Returning STARTALK Learners (3-5 years)

ADVANCED: Heritage STARTALK Learners

NOVICE: Beginning STARTALK Learners

What level should I target for my STARTALK learners?

How do I create learning targets for my STARTALK program?

How will you get ready to help a student visiting from _____ get oriented to your STARTALK program?

Presentational Provide Evidence of Can-Do Statements

1. Create a list of questions you

want to ask the visiting student

(email and write responses)

2. Plan and practice giving a tour

of the STARTALK site

3. Prepare a welcome packet of

important differences the

visitor will need to know

4. Plan a day for the visitor – and

create the schedule for the first

day at the STARTALK site

5. Create a podcast about your

normal STARTALK day – and

send it to the visitor

1. NH – I can write information about my daily life

in a letter, blog, discussion board, or email

message

2. IL – I can describe a school or workplace

3. IL – I can write briefly about familiar topics

and present information using a series of

simple sentences

4. NM – I can fill out a simple form with some

basic personal information

• I can fill out a simple schedule

5. NH – I can tell about a familiar experience or

event using phrases and simple sentences

STARTALK Curriculum TemplateLearning Targets

NCSSFL-ACTFL GLOBAL CAN-DO BENCHMARKS

PROGRAM CAN-DO STATEMENTS OR NCSSFL-ACTFL CAN-DO STATEMENTS

Presentational– Intermediate LowI can write briefly about familiar

topics and present information

using a series of simple sentences

Presentational– Intermediate LowI can write about people, activities, events,

and experiences

Summative Performance Assessments

Interpretive Interpersonal PresentationalPrepare a welcome packet

of important differences

the visitor will need to

know

Adapting Can-Do Statements

Create a list of questions you want to ask the visiting student (email and write responses)

Presentational Writing: Novice High

• I can write information about my daily life in a letter, blog, discussion board, or email message

• I can ask for information in writing

Adapted Can-Do:

I can write questions to get information (such as a survey)

Adapting Can-Do Statements

Plan and practice giving a tour of the STARTALK site

Presentational Speaking – Intermediate Low:

• I can talk about people, activities, events, and experiences

– I can describe a school or workplace

• I can present information on plans, instruction, and directions

Adapted Can-Do:

I can present information to describe and explain my STARTALK site

STARTALK Curriculum TemplateLearning Targets

Summative Performance Assessments

Interpretive Interpersonal PresentationalPrepare a welcome packet of

important differences the

visitor will need to know

PROGRAM CAN-DO STATEMENTS

Learners can … MAJOR LEARNING EXPERIENCES & EVIDENCE Learners will experience & demonstrate …

1. I can write questions to get information (such as a survey)

2. I can present information to describe and explain my STARTALK site

1. Create a list of questions you want to ask

the visiting student (email and write

responses)

2. Plan and practice giving a tour of the

STARTALK site

Key Point 7NCSSFL-ACTFL CAN-DO STATEMENTS

can be adapted to fit the contentthat learners are practicing

What does this mean to me as a STARTALK teacher

or to a STARTALK learner?

• Focus on meaningful tasks

• Understand that errors and mistakes are part of moving towards higher levels of performance

• Refer to Can-Do statements to guide performance to the next higher level – always be looking ahead to plan tasks (don’t jump too far too fast)

• Be patient – it takes time to establish strong performance at each level; it takes time to move with consistency into the next higher level

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WHAT DOES THIS MEAN TO ME AS A STARTALK TEACHER or to a STARTALK learner?

Key Point 8STARTALK teachers and learners need to focus daily on the language performance

goals (captured as Can-Do Statements)