Presentation on theme: "Understanding the World Languages Program Review"— Presentation transcript:
1Understanding the World Languages Program Review Dr. Jacque Van Houten, KDE
2Agenda Why a World Language Program Review? The document and the timeline.What does proficiency in a WL look like?What does effective WL teaching/learning look like in a classroom? In a program?What resources are there to help?
3Traditional 21st Century Reasons Reasons To improve vocabularyTo learn your own language better (grammar)For travel abroadTo learn geographyTo enrich knowledge of cultureTo get into collegeTo appreciate int’l lit, music, art, filmTo improve communicative and cultural competenciesTo speak to our neighbor & co-workerTo improve employment potential and advancement; to compete for hireTo prepare for the military; National Security and International DiplomacyTo build literacy & sharpen cognitive skillsTo meet college admission requirementsBecause learning a language involves a variety of learning skills, studying a foreign language can enhance one's ability to learn and function in several other areas. Children who have studied a language at the elementary level score higher on tests in reading, language arts, and math. People who have learned foreign languages show greater cognitive development in areas such as mental flexibility, creativity, and higher order thinking skills, such as problem-solving, conceptualizing, and reasoning.In addition to cognitive benefits, the study of foreign languages leads to the acquisition of some important life skills. Because language learners learn to deal with unfamiliar cultural ideas, they are much better equipped to adapt and cope in a fast-changing world. They also learn to effectively handle new situations. In addition, the encounter with cultures different from one's own leads to tolerance of diverse lifestyles and customs. And it improves the learner's ability to understand and communicate with people from different walks of life.
4Trending… International Benchmarking Partnership for 21st Century SkillsGlobal MatrixCollege & Career ReadinessCareer & Technical education, internshipsEmphasis on literacy and Common Core ELA
5International Benchmarking Finland – everyone’s standard for mathEvery student exits high school with communicative competence in at least 4 and usually 5 other languagesKorea – high scoresEvery student learns English; OPI testing• EU – requires 3 languages for graduation and funds college study in another EU country• Brazil – Students learn Portuguese (L1), Spanish, and now English
6Partnership for 21st Century Skills Core subjects:1. English2. WL = communication and literacy;Interdisciplinary theme = Global AwarenessCreativity and InnovationCritical Thinking and Problem SolvingCommunication and Collaboration
7Global Competence Matrix Investigate the World*Recognize Perspectives*Communicate ideas with diverse audiences**Take Action***KY WL Standard Language Competencies*KY WL Standard Intercultural CompetenciesInvestigation, recognizing perspectives and taking action are directly representative of the KY Standard for WL Proficiency Intercultural Competencies. Communication is the focus of the Standard’s Language Competencies.
8College and Career Readiness Switch from seat time to proficiency level requirements at UK & WKUOnly precollege requirement that did not become a graduation requirement for allCareer & Tech now have courses in Sp for … and int’l internshipsCareerKWTC and KY Chamber of Commerce are calling for students to be prepared with competency in another WL another language and interculturalityAg, service industry, courts & medical calling for languagesMilitary pays bonuses for WL competency and requires officers to demonstrate proficiency
9Emphasis on Common Core ELA ELA’s Reading, Writing, Speaking and Listening are captured in the World Language Standards goal area of Communication, by emphasizing the purpose behind the 3 modes of communication: Interpersonal (speaking-listening or writing-reading) Interpretive (reading, listening, viewing) Presentational (writing, speaking, visuallyrepresenting)
10Alignment to ELA Common Core State Standards In learning a WL students:Learn to ask and answer questions, identify words, describe people, places and things, retell stories, interpret text, and apply the conventions of languageDeveloping mental flexibility, decoding and problem-solving skills, and increase memory functionIn addition, students:(Romance) Learn a new phonetic system, whole new vocabulary, extra language conventions (spelling, accent marks, pronunciation, intonation, inflection)(Asian) Learn to read by character recognition and write by following precise stoke steps to form a single character that may represent a word or phrase3rd grade students who had received four years of language instruction in the Georgia Elementary School FL Model Program significantly outscored older students who had not had FL instruction on the Math portion of the ITBS.
11National PerspectiveSince 2007 the U.S. Department of Defense spends $57 million each year to increase national language capacity.Governors of DE, UT and NC have prioritized language learning in their education agendas. DE has world language in every elementary school and 22 immersion schools. UT has 52 dual immersion schools and NC has 57 immersion schools, VA 35.WI and WA recognize higher levels of proficiency with certificates, somewhat like technical skills certificates.
12Illiteracy in the 21st century = Monolingualism So, how do we prepare our students with the world language and cultural competencies they need to compete with other countries and defend our nation?
13High School based learning for some students Service- and community-based learningProject-based learningStudy abroadinternshipsHigh School based learning for some studentsMiddle school based learning for some studentsElementary school based learning for all studentsOnline courses, dual-credit coursesSummer campsWe need to flip our approach to teaching and learning world languages, so that more students have intense experiences in elementary school, where research shows learning is easier and has the greatest overall effect (cognition, literacy, pronunciation, etc.) By the time they get to high school, students should be using language for collaborative int’l projects, interning in companies that need language speakers, doing community service projects in heritage communities, etc.
14Timeline2005 State Board directive to build capacity for graduation requirement; LinguaFolio; China MOU; Gov’s Summit on Int’l Education2006 Alt Cert program; WL/Arts Teacher Academies2007 Assessment pilot2009 Proficiency-based WL Standards2010 EPSB/CPE/KDE WL Summit; Confucius Institutes2011 Gov.’s TEK Recommendation 3E for enhancing the teaching of world languages at all grade levels. KWLA FL Festival change2012 UK/WKU admission req’t change; Proficiency training blitz: Preparing a Global Workforce symposia.2006-7: Alt cert for WL teachers at NKU; KET produces Arte Y Mas for elementary Spanish with arts content;
15WL Program Review Timeline • Preparation YearProfessional DevelopmentProficiency TrainingImmersion Incentive grants• Pilot Year• Field Testing Year• Full Implementation
16teaching/learning look like What’s theBIGpicture?What should WLteaching/learning look likein a program?
17Expanding the Languages Taught in KY SpanishFrenchChineseGermanLatinJapaneseASLArabicRussianAnd ENGLISH as a Second Language
18Changing the PracticeFocus on functional language with grammar as a toolEmphasis on proficiency/performance versus seat time for learning outcomes and creditImportance of formative and summative performance- based assessment;Shift from textbooks to thematic/content-basedPopularity of hybrid or blended coursesTeacher professional development = professional learning communities, PLCsHow: Time, Funding, Teachers are not the major issues.Rosetta Stone is not the answerThink innovativelyFocus on PROFICIENCYCreate LEARNING OPPORTUNITIESINCENTIVISE LANGUAGE LEARNING
19Forging New Directions Longer & Stronger, Pyramid Base: Begin language learning at a younger age and continue learning opportunities throughout schoolingIncrease the effectiveness of language learning opportunitiesExpand the range of languagesExpand access and opportunities to learn via innovative delivery systemsEstablish clear proficiency expectations for students’ language learning outcomesRecognize & encourage learning wherever it occurs
20It’s all about learning to USE a language in today’s world Proficiency = PerformanceCulture is more than food and songThe earlier the better & easierGrowth takes time
21Let’s look at the Program Review Student AccessThe school provides opportunities for each student, including heritage speakers, to learn and develop benchmarked proficiencies in at least one world language by scheduling time for instruction, learning opportunities, and monitoring.The school promotes and encourages language- learning opportunities for each student outside of school and recognizes achievement through performance-based credit.
22Elementary Model Options Traditional teacher in a classroomDual Language Immersion school or strandHybrid: (i.e., Arte Y Mas, Middlebury Interactive + shared teacher + language facilitator)Literacy CentersBefore/After school programs• Intensive summer camps
23Steps to Starting a Program Determine a language policy that reflects a shared vision.Administer a community surveyRecognize/Promote outside learning the classroomEstablish school language proficiency targets.Investigate existing models/visit schoolsConsider: immersion, hiring a visiting teacher, partnering with university/community, summer programs, hybrid programs, utilizing parent volunteers, etc.
24Possible first steps…Engage native speakers, language teachers, high school or college students to work afterschool with student volunteers to create label phrases (i.e., media center hours, today’s lunch is, put papers here, do not disturb, etc.)During announcements use the language to greet, give a phrase of the day, recognize a world holiday, etc.Celebrate ESL student’s home languages.Bring in a guest native speaker to aide a PE teacher in doing an activity only in the target language (dance, aerobic exercise, sport, etc.).Post things around the school that are written in another language.Invite foreign speakers and ask them to use some of their language.Encourage teachers integrate the language (look at foreign labels, learn to pronounce foreign names, titles correctly.
25Possible second steps… Start a serious before or after school language club for each grade with targeted I Can goalsGive incentives for demonstration of language performanceInclude a WL station in literacy centers (i.e., use a software pgm; read a book in English that uses foreign words, pair an ESL student with English speaking students)Initiate a partnership with a foreign school and SKYPE themModel use of the world language
26Program Review: Aligned & Rigorous Curriculum is designed to develop students 21st Century skills of creativity, innovation, critical thinking, problem solving and collaboration.is designed to build students’ cognitive and literacy skills in another language …intentionally integrates content across disciplines …
27Student PerformanceStudents demonstrate consistent growth in the three modes of communicationStudents demonstrate consistent benchmarked growth in the development of their intercultural competenciesStudents set performance goals …Students use the language outside of class …
28What is World Language Proficiency? Language is described in proficiency levels and sublevels (low/mid/high) that outline key benchmarks achieved in world language programs given sufficient instruction over time:Novice (the beginning level, regardless of age or grade)IntermediateAdvancedSuperior
29Scenario A Martian has landed in your neighborhood and is asking around about this thing calleda “circus.” Follow the directions on thecard you are given to describe a circusfor your new friend.Novice Low—describe a circus in single words: clowns, tigers, acrobats, fun, big topNovice Mid—describe a circus in words and phrases: clowns ride tricycles, elephants marching, tigers jumping through hoopsNovice High—describe a circus in simple sentences: The clowns ride the elephants, they sell cotton candy, acrobats swing through the airIntermediate Low: Describe a circus in strings of sentencesIntermediate Mid: Describe a circus in a paragraph
30ACTFL Inverted Pyramid: Moving up the levels requires exponential growth (horizontally as well as vertically)The most critical factor in developing higher levels of proficiency in a second language is time. According to research, manystudents in K-12 systems with continuous performance-oriented sequences aligned to the standards can reach Pre-Advanced,if continuously enrolled K through 12. Most secondary systems (7-12 or 9-12) have Novice High as their exit proficiency goal.
31Kentucky Standard for WL Proficiency One Standard6 Core Competencies:3 Linguistic, 3 InterculturalCore Performance Skills reported out inACTFL Proficiency Guideline levelsLearner BenchmarksLearning IndicatorsSample Learning Targets
32Kentucky’s World Language Core Competencies LINGUISTIC COMPETENCIESInterpretive Listening and ReadingI can interpret information, concepts, and ideas from a variety of culturally authentic sources on a variety of topics.Interpersonal CommunicationI can exchange information, concepts, and ideas with a variety of speakers or readers on a variety of topics in a culturally appropriate context.Presentational Speaking and WritingI can present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in a culturally appropriate context.
33Learner Benchmark1.NH.R: I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.Learning Indicator:I can communicate some basic information about my everyday life.Sample Learning Goal or Target:I can give times, dates and weather information.I can tell about what I eat, learn, and do.I can tell about places I know.I can ask and understand how much something costs.I can tell someone the time and location of a community event.I can
34Kentucky’s World Language Core Competencies INTERCULTURAL COMPETENCIESInvestigationI can use my language skills to investigate the world beyond my immediate environment.PerspectiveI can recognize and understand my own and others’ ways of thinking.ActionI can use my language skills and cultural understanding to interact with others and improve my world.
35Learner Benchmark:1NH.IC I can identify some basic cultural beliefs and values.Learning Indicator:I can identify some beliefs and values related to age, gender, social class and ethnicity.Learning Targets:I can sometimes tell the way people address each other differently based on age and social standing.I can sometimes recognize that appropriate dress is determined by cultural traditions.I can recognize that gender and age can determine one’s role in the family, school, and workplace.
36What should WL teaching/learning look like in a classroom, in a program?
37KEY PROGRAM COMPONENTS • Curriculum focused on communication building cognitive and literacy skills.• The target language used almost all of the time and learning and is made comprehensible through a variety of strategies (i.e., visuals, body language, objects, hands-on-experiences) and technologies.• Students are provided a variety of ways to experience and communicate in the three modes of communication (interpretive, interpersonal and presentational) in authentic cultural contexts.• Authentic performance tasks are routinely used to assess students’ language and there is a thoughtful procedure for documenting and reporting student performance.
38Unit Profile: Elementary Learning Target:I can give information about my pet, describe it, tell where it lives, what it likes to do, what, where and when it eats.Performance Assessment:You have a partner class in a foreign country and want to share information about pets. Your task is to show a photo and tell about the pet.
39Sample themes Eating Right and Getting Fit Counting Pennies for a Rainy DayCan you dance?How safe is your water?Reading for PleasureFantasy SoccerEye care, do you?Note the integration of other content: Counting Pennies—economics, consumer spending, monetary units, etc.
40Options for Demonstrating Proficiency End-of-course AssessmentBenchmark AssessmentsLinguaFolio EvidenceOnline Standardized Tests(NOELLA)Teacher-designed Performance-Based AssessmentsE-PortfoliosIntegrated Performance AssessmentsStudent-designed Performance-Based AssessmentsRegional World Language ShowcaseELLOPA & SOPA assessmentsOral InterviewsPerformance Events
41What helps to learn a language? Hearing, seeing and using the target languageComprehensible instructionFrequent & meaningful participationActive involvement in the learning process
42KY World Language Proficiency Route Traditional HS sequenceFLESThe TBD optionImmersionProgramsIndependentTech-enabledKY World Language Proficiency RouteOptionsMiddleCollegeForeign Exchange/TravelThese are the paths students can take to learn WLs, ranging from traditional middle and high school classes, to elementary WL study where language is maintained through an ILP, to state, national or international summer language camp, to virtual classes, to living or staying in a foreign country, etc. If students meet the proficiency goal in elementary school, then they create an Individual Learning Plan to sustain and improve their proficiency. Schools may offer classes or conversation groups that meet once, twice, or three times a week, as in Europe.Heritage SpeakersSummer LanguageCampsTraditional Virtual Sequence
44KY Course Codes Elementary School (P-5) Spanish I Engages learners in developmentally appropriate activities to acquire the language necessary to communicate within the novice range on the ACTFL Proficiency scale on a variety of topics, including connections to other subject areas. Cultural aspects are typically included in order to understand the relationship among the products, practices and perspectives of Spanish speaking cultures. In addition, students develop insight into their own language and culture.
45KY Course CodesElementary School World Language Immersion. This class facilitates the learning of a world language within the novice to intermediate range on the ACTFL Proficiency scale through a specific grade level content area, such as science, math, etc.World Language Special Topics Provides cursory look at one or more language and culture. N.B. This course was only be available through the school year.
46Immersion Program Resources RFP for Kentucky Language Immersion Initiative1) $35,000 to 3 school forimplementation grant2) $10,000 to 10 schools forplanning grants
47PROFICIENCY TRAINING Co-op MOAs-- $10,000 each --OPI trainings* --PD for administrators--Conference attendance support• Summer NXG World Language & Arts Academies$10,000 grants to schools for attendeesKY World Language AssociationConference theme: “Proficiency to the Core”World Language Showcase redesign
48KWLA Language Showcase State participation requires a demonstration of Novice High in two regional eventsEvents:On Site Performance TasksCommunity Service ProjectsInterdisciplinary ProjectsPersonal Interest ProjectsLanguage BowlGroup multi-step language challenge
49Teacher/Student Resources Visiting / Guest Teachers (Spain, China, France, Germany, Japan)Language & Culture Assistants through EmbassiesNKU, UK summer certification programsTeacher AcademiesSTARTALK programsSummer camps/Concordia Language VillagesKET’s Arte Y Mas (K-3 arts/Spanish)
50For more information, contact Dr. Jacque Van Houten