Improving Target Language
Proficiency [email protected]
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
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