LinkingStandardsProftoClassroom ACTFLRegionalSession2014

Linking Standards and Proficiency to Your Classroom

Mar y Lynn Redmond
ACTFL President

Marty Abbott
ACTFL Executive Director


Today’s Learning Goals
I can …

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Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’
learning

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Connect key national initiatives to my daily classroom instruction
Identify effective and appropriate means to measure student growth
Describe various components for supporting and evaluating teacher effectiveness

Hello


Unlock the Gateway to Communication

Backward Design

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1. What are the goals? Identify desired results
2. How will you and learners know they reached the
goals? Identify acceptable evidence

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3. What does it take to get there?
Plan learning experiences
and instruction


Backward Design

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1. What are the goals? Identify desired results

WHAT

Standards

HOW WELL

Proficiency Levels

Timeline

Standards for Learning Languages

 1993 – 1996 Standards developed under Goals 2000 Educate America Act
 1996 Publication of Standards for Foreign Language Learning: Preparing for the 21st
Century (with 10 languages)

 2000 Publication of Standards for Foreign Language Learning in the 21st Century (with
Chinese)

 2006 Publication of Standards for Foreign Language Learning in the 21st Century (with
Arabic)

 2013 Refreshed World-Readiness Standards for Learning Languages
Hello


Standards Collaborative Board
(16 national language organizations)

Our “Common Core”:
5 Cs and the 11 descriptive standards

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State Standards in over 40 states
Local curricula based on these Standards
Teacher preparation based on these Standards


Process to “refresh” the Standards influenced by 2011 report, A Decade of
Foreign Language Standards: Impact, Influence, and Future Directions
Guiding Principles for “refreshing” standards:

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Maintain the essence of each standard
Clarify the language


FROM:
Interpersonal Communication: Students engage in conversations, provide and obtain information, express
feelings and emotions, and exchange opinions.
TO:
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written
conversations to share information, reactions, feelings, and opinions


FROM:
Practices of Culture: Students demonstrate an understanding of the relationship between the practices and
perspectives of the culture studied.
TO:
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on
the relationship between the practices and perspectives of the cultures studied

FROM:
Lifelong Learning: Students show evidence of becoming life-long learners by using the language for personal
enjoyment and enrichment
TO:
Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment,
enrichment, and advancement




Linking Common Core &
World Languages

Reading
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Interpretive

Listening

Interpersonal

Writing

Presentational

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Speaking
and
Listening

Speaking
Proficiency
Levels:
Novice
Intermediate
Advanced

www.actfl.org/commoncore

Language

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Conventions
How language functions
Vocabulary


Performance Points Toward Proficiency
Documenting Student Growth

Describing Performance
Performance
Descriptors
2012
WHAT:
Standards for
Learning Languages

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Five Cs
Three Modes of Communication

HOW WELL:

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2012 Performance Descriptors for Language Learners
Update and revision of 1998 Performance Guidelines for
K-12 Learners

www.actfl.org – Publications – Performance Descriptors


Performance
Three Ranges of Performance:

Novice

Intermediate

Advanced

Three Modes of Communication: Interpersonal, Interpretive, Presentational


ACTFL Proficiency Guidelines

www.actflproficiencyguidelines2012.org


ACTFL Proficiency Guidelines

www.actflproficiencyguidelines2012.org/speaking


Domain

Functions

Examples

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What it describes

Ask formulaic questions

Functions are the global tasks the learner can perform in

Initiate, maintain, and end a conversation

the language

Create with language
Narrate and describe
Make inferences

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Domain

Functions

Contexts and
Content

Examples

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What it describes

Ask formulaic questions

Functions are the global tasks the learner can perform in

Initiate, maintain, and end a conversation

the language

Create with language
Narrate and describe
Make inferences

Oneself

Contexts are situations within which the learner can

One’s immediate environment

function;

General interest
Work-related

Content is the topics which the learner can understand
and discuss

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Domain

Functions

Contexts and
Content

Text Type

Examples

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What it describes

Ask formulaic questions

Functions are the global tasks the learner can perform in

Initiate, maintain, and end a conversation

the language

Create with language
Narrate and describe
Make inferences

Oneself

Contexts are situations within which the learner can

One’s immediate environment

function;

General interest
Work-related

Content is the topics which the learner can understand
and discuss

Words

Text type controlled by the learner is that which the

Phrases

learner is able to understand and produce in order to

Sentences

perform the functions of the level

Questions
Strings of sentences
Connected sentences
Paragraphs
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How / How well able to be understood and to understand
Domain

Language Control

What it answers

What it describes

How accurate is the language learner’s

Describes the level of control the learner has over certain

language?

language features or strategies to produce or understand
language

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How / How well able to be understood and to understand
Domain

Language Control

What it answers

What it describes

How accurate is the language learner’s

Describes the level of control the learner has over certain

language?

language features or strategies to produce or understand
language

Vocabulary

How extensive and applicable is the language

Describes the parameters of vocabulary used to produce

learner’s vocabulary?

or understand language

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