Download - Welcome to LinguaFolio Virginia North Carolina South Carolina Georgia Kentucky.

Welcome to Welcome to LinguaFolioLinguaFolio

Virginia North Carolina South Carolina Georgia Kentucky

Members ofMembers of• Council of EuropeCouncil of Europe• Ministries of EducationMinistries of Education• National Council of State National Council of State

Supervisors for Languages Supervisors for Languages (NCSSFL) (NCSSFL)

Transatlantic Dialogue Transatlantic Dialogue Sponsored by the Goethe-InstitutSponsored by the Goethe-Institut

EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES

Alliance FrançaiseAlliance FrançaiseGoethe-InstitutGoethe-InstitutInstituto CervantesInstituto CervantesRussian Language Testing Russian Language Testing ConsortiumConsortiumUniversidade de Lisboa Universidade de Lisboa Università per Stranieri di Università per Stranieri di Perugia University of Perugia University of Cambridge Cambridge


• Over 75 Over 75 approved approved versions are versions are used in over 20 used in over 20 countries countries

• Each version Each version must be must be approved by the approved by the Council of Council of EuropeEurope

European European Language Language PortfolioPortfolio

European Language European Language Portfolio Portfolio

Common Scale of ReferenceCommon Scale of Reference

Common Frame of Common Frame of ReferenceReference


Approximately Approximately 400400 statements, statements, subdivided into 40 subdivided into 40 categories, which categories, which describe what describe what typical language typical language users can do…users can do…

Common Common Scale of Scale of ReferenceReference

160160 statements statements for language for language educators to educators to determine determine proficiency…proficiency…

ACTFL ACTFL Performance Performance GuidelinesGuidelines

Comparison Comparison ACTFL proficiency guidelines ACTFL proficiency guidelines and the Common European and the Common European

FrameworkFramework

ACTFL Proficiency Guidelines (Speaking)

NoviceMid

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

European CSR Can do Descriptors (Speaking) A1Spoken Interaction

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

Spoken Production

I can use simple phrases and sentences to describe where I live and people I know.

• Add value to language Add value to language learninglearning

• Promote plurilingualismPromote plurilingualism• Encourage reflection on Encourage reflection on

achievementachievement• Contribute to mobility in Contribute to mobility in

Europe for workers and Europe for workers and studentsstudents

The ELP seeks to:The ELP seeks to:


• Facilitate K-16 articulation Facilitate K-16 articulation • Serve as a tool for students Serve as a tool for students

to manage their language to manage their language learninglearning

• Recognize and value Recognize and value heritage languagesheritage languages

• Promote language learning Promote language learning as a life-long endeavoras a life-long endeavor

LinguaFolio further seeks to:LinguaFolio further seeks to:

LinguaFolio helps:LinguaFolio helps:

• Language learners and Language learners and their parentstheir parents

• EducatorsEducators

• Businesses and employersBusinesses and employers

Pilot

LinguaFolio Indiana!

Student Name:

Indiana Department of EducationWorld Languages

LinguaFolio USA! - A national “Year of Languages” world language initiative endorsed by the National Council of State Supervisors of Foreign Languages (NCSSFL).LinguaFolio Indiana! - A state pilot program supported by the Indiana Department of Education, Office of Program Development: World Languages.

www.doe.virginia.gov/Instruction/Language/LinguaFolio

Virginia Department of Education

What is What is LinguaFolioLinguaFolio??

• A Web site of resources for A Web site of resources for creating an individual creating an individual portfolioportfolio

http://www.doe.virginia.gov/linguafoliohttp://www.doe.virginia.gov/linguafolio

What is What is LinguaFolioLinguaFolio??

• A pilot program for A pilot program for elementary, secondary, elementary, secondary, university, and adult university, and adult learners learners http://www.doe.virginia.gov/linguafolio/http://www.doe.virginia.gov/linguafolio/

participate.htmlparticipate.html

Module 1Module 1Welcome to LinguaFolio – the Welcome to LinguaFolio – the ultimate inbox ultimate inbox History and development of History and development of LinguaFolioLinguaFolio

Five training Five training modules:modules:

Module 2Module 2How do I learn? Let me How do I learn? Let me Google the ways… Google the ways… Developing autonomous and Developing autonomous and reflective learners through reflective learners through self-assessmentself-assessment

Module 3Module 3Accessing the Global Chat Accessing the Global Chat Room Room The importance of The importance of interculturalityinterculturality

Module 4Module 4Send a New Message: “Can-Send a New Message: “Can-do” do” Guidelines for development Guidelines for development of self-assessment criteriaof self-assessment criteria

Module 5Module 5Just do it! Just do it! Implementation in the Implementation in the classroomclassroom

ImplementationImplementationFor LinguaFolio to be effective, it For LinguaFolio to be effective, it

is important that students is important that students record information in all three record information in all three sections of LinguaFolio: sections of LinguaFolio:

Language Biography Language Biography Language DossierLanguage Dossier Language PassportLanguage Passport

TimelineTimelinePace your implementation to best fit Pace your implementation to best fit your:your: scheduleschedule

schoolschool class or levelclass or level

goals goals teacherteacher studentstudent

purposepurpose

Model, Model, Model, Model, ModelModelComplete your own LinguaFolio or a Complete your own LinguaFolio or a

sample for students to see.sample for students to see.

Sample activity from training module 5:Sample activity from training module 5:Complete p. 55 or 86 of Teacher’s GuideComplete p. 55 or 86 of Teacher’s GuideDiscuss with partner how you decided Discuss with partner how you decided what to enter and also how you would what to enter and also how you would introduce this activity in your classintroduce this activity in your class

Housing LinguaFolioHousing LinguaFolioPaper Paper

NotebookNotebook

Individual Individual FoldersFolders

In the room In the room

Student keepsStudent keeps

Electronic Electronic

Floppy DiskFloppy Disk

Jump DriveJump Drive

CDCD

Hard DriveHard Drive

School ServerSchool Server

ClassroomClassroom

School LabSchool Lab

Implementation TipsImplementation Tips

Introduction to Learners:Introduction to Learners:

Game Score Analogy (p. 6 )Game Score Analogy (p. 6 ) LinguaFolio Nebraska LinguaFolio Nebraska


Language BiographyLanguage BiographyShare your modelShare your modelAllow learners to complete, Allow learners to complete, answering any questions answering any questions that arisethat arise

Group learners to work on Group learners to work on biography section togetherbiography section together

Implementation TipsImplementation TipsLanguage PassportLanguage Passport

ChecklistsChecklistsSelf, Peer, TeacherSelf, Peer, Teacher

LinguaFolio Jr.LinguaFolio Jr.Grades 3-8Grades 3-8Reflects outcome based program goalsReflects outcome based program goals

LinguaFolioLinguaFolioGrades 9-16Grades 9-16Reflects personal goal and career Reflects personal goal and career plansplans


Language DossierLanguage Dossier

Folder of EvidencesFolder of Evidences

Collection of evidence ongoingCollection of evidence ongoing

Language Dossier can include:Language Dossier can include:

DialogsDialogs ProjectsProjects ResearchResearch CompositionsCompositions Copies of awardsCopies of awards PowerPoint presentationsPowerPoint presentations CDs/DVDs/VideotapesCDs/DVDs/Videotapes PhotosPhotos


Classroom Time Classroom Time Management ScenariosManagement Scenarios

Self directed, once a week Self directed, once a week time periods for learners to time periods for learners to update and record their update and record their progressprogress

Periodic time fillers, when Periodic time fillers, when there is an extra 10 minutes, there is an extra 10 minutes, learners could update and learners could update and record their progressrecord their progress

Adapted from LinguaFolio IndianaAdapted from LinguaFolio Indiana

Frequent out of class assignments Frequent out of class assignments for which learners could be for which learners could be assigned to update and record their assigned to update and record their progressprogress

Periodic group work where learners Periodic group work where learners can peer assesscan peer assess

Adapted from LinguaFolio IndianaAdapted from LinguaFolio Indiana

Classroom Time Classroom Time Management ScenariosManagement Scenarios

TimelineTimelineChecklist:Checklist:

Decide where to house LinguaFolioDecide where to house LinguaFolio Dates for learner, parent, Dates for learner, parent,

community presentation of community presentation of LinguaFolioLinguaFolio

Dates for pilot data submissionsDates for pilot data submissions Reflect integration throughout Reflect integration throughout

year or semesteryear or semester

Checklist:Checklist: List of chosen Biography pieces List of chosen Biography pieces

and due datesand due dates Dates for checklist work Dates for checklist work

including self-assessment, peer including self-assessment, peer assessment and teacher assessment and teacher assessmentassessment

Dates for dossier collection, Dates for dossier collection, reflection, evaluationreflection, evaluation

Passport completionPassport completion

TimelineTimeline

LinguaFolio NebraskaLinguaFolio Nebraskahttp://www.nde.state.ne.us/FORLG/PreK16.htm

Indiana World Languages site with Indiana World Languages site with LinguaFolio links:LinguaFolio links:http://www.doe.state.in.us/opd/wrldlangs/

European Language PortfolioEuropean Language Portfoliohttp://culture2.coe.int/portfolio/

LinguaFolioLinguaFoliohttp://www.doe.virginia.gov/LinguaFolio

Resources

VirginiaHelen Small

Foreign Language SpecialistVirginia Department of Education

North CarolinaHelga Fasciano

Second Language ConsultantNC Department of Public

Education

South CarolinaRuta Couet

World LanguagesSC Department of Education

GeorgiaSusan Crooks

Program Specialist, Foreign Language

and International Education Georgia Department of Education

ORGregory Barfield,

World Languages CoordinatorFulton County School System

KentuckyJacqueline Bott Van Houten

World Language and International Education Consultant

Kentucky Department of Education

Contacts

Just go for it!Just go for it!