1. LinguaFolio and LinguaFolio Online: “Can Do” Language Learning Made Easy OFLA Annual Conference Columbus, Ohio April 9, 2010 Ryan Wertz - ODE World Languages Consultant Parthena Draggett – Jackson High School WL Department

2. AGENDA I. What is LinguaFolio and how is it used to document language learning? II. Where does LinguaFolio come from? III. What does LinguaFolio do for students? IV. What are the 3 components of LinguaFolio? V. How does LinguaFolio promote goal setting & support reflective learning? VI. What importance does LinguaFolio place on interculturality? VII. What are the benefits of LinguaFolio? VIII. Who is using LinguaFolio? IX. Practical information and advice from a LinguaFolio piloting teacher.

3. I. What is LinguaFolio and how is it used to document language learning?

4. LinguaFolio… …is a standards-based, self-directed formative assessment tool that records ongoing language learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

5. LinguaFolio… …is a three-part electronic portfolio that language learners keep throughout their educational and professional careers to…. document their language competencies in all document their language competencies in all languages, including heritage languages and English for languages, including heritage languages and English for speakers of other languages; speakers of other languages; set personalized language-learning goals; set personalized language-learning goals; reflect on & self-assess their own language learning; and reflect on & self-assess their own language learning; and document their interactions with other cultures and any document their interactions with other cultures and any associated self-reflections. associated self-reflections.

6. LinguaFolio informs…. Language learners; Language learners; Parents of language learners; Parents of language learners; Educators of language learners at all levels; and Educators of language learners at all levels; and Prospective employers / business. Prospective employers / business.

7. LinguaFolio users document their language learning by archiving… language samples that best reflect their current language proficiency (performance-based assessments, projects, presentations, tests, etc.); language samples that best reflect their current language proficiency (performance-based assessments, projects, presentations, tests, etc.); examples of their intercultural experiences; examples of their intercultural experiences; language-learning goals and self-reflections on those goals; language-learning goals and self-reflections on those goals; awards, certificates and other examples of their language-learning accomplishments; and awards, certificates and other examples of their language-learning accomplishments; and other external summative assessments (e.g., STAMP test, CAAP test, AP test, OPI, WPT, etc.). other external summative assessments (e.g., STAMP test, CAAP test, AP test, OPI, WPT, etc.).

8. LinguaFolio Online Portal (Coming Soon!)

9. LinguaFolio for Young Learners Under Revision – Returning Soon! (Check www.ncssfl.org for updates.)www.ncssfl.org

10. II. Where do LinguaFolio and LinguaFolio Online come from?

11. LinguaFolio… …is a creation of the National Council of State Supervisors of Languages, which is the national organization of language professionals charged with overseeing K-12 world language teaching and learning at the state level.

12. http://www.ncssfl.org

13. National Standards ACTFL K-12 PerformanceGuidelines ACTFL Proficiency Guidelines LF LinguaFolio

14. LinguaFolio Online LinguaFolio Online will eventually replace the first generation LinguaFolio (which was paper-based). LinguaFolio Online will eventually replace the first generation LinguaFolio (which was paper-based). LF Online is being developed for the NCSSFL by CASLS, the Center for Applied Second Language Study, which is a national foreign language center housed at the University of Oregon. LF Online is being developed for the NCSSFL by CASLS, the Center for Applied Second Language Study, which is a national foreign language center housed at the University of Oregon. The component parts of LF Online are being revised and added to the NCSSFL Web site on a regular basis. Visit regularly! The component parts of LF Online are being revised and added to the NCSSFL Web site on a regular basis. Visit regularly!

15. III. What does LinguaFolio do for students?

16. LinguaFolio promotes learner success by requiring learners to… regularly evaluate their own competencies and proficiency progress; regularly evaluate their own competencies and proficiency progress; identify and understand their strengths and weaknesses related to language learning; identify and understand their strengths and weaknesses related to language learning; know how to routinely set learning goals and benefit by reflecting on them ; know how to routinely set learning goals and benefit by reflecting on them ;

17.  understand that greater effort equals greater achievement;  discover what strategies and techniques help them learn; and  know how and when to use a variety of these strategies. LinguaFolio promotes learner success by requiring learners to… (contd.)

18. LinguaFolio is designed to… serve as a tool for students to manage and self- assess their own language learning and intercultural competence; serve as a tool for students to manage and self- assess their own language learning and intercultural competence; add value to language learning and intercultural competency by providing individuals with the means to document their performance; add value to language learning and intercultural competency by providing individuals with the means to document their performance; facilitate articulation among K-16 language programs based on a clear and commonly accepted description of language proficiency; facilitate articulation among K-16 language programs based on a clear and commonly accepted description of language proficiency; recognize and value heritage languages; recognize and value heritage languages;

19. LinguaFolio is designed to… (cont.) promote language learning and intercultural growth as a life-long endeavors; promote language learning and intercultural growth as a life-long endeavors; promote “plurilingualism” & “pluriculturalism”; promote “plurilingualism” & “pluriculturalism”; make language learning and intercultural growth more clearly understood by those other than language educators (e.g., parents, employers); make language learning and intercultural growth more clearly understood by those other than language educators (e.g., parents, employers); enhance the mobility and marketability of students and workers; and enhance the mobility and marketability of students and workers; and benchmark language learning in the U.S. with internationally accepted proficiency criteria. benchmark language learning in the U.S. with internationally accepted proficiency criteria.

20. IV. What are the 3 components of LinguaFolio?

21. DOSSIER DOSSIER  Digital text, audio, and video work samples  MP3 files  Podcasts LANGUAGEBIOGRAPHY  Language learning learning background background  Can-do statements statements  Learning goals goals PASSPORT  Summarized snap shot of snap shot of self- self- assessments assessments  Record of external external assessment assessment results results

22. I. The Biography includes: A self-assessment checklist, which enables students to self-assess what they know and can do with a language. This checklist must be completed before the learner fills out the other two portions of his/her LinguaFolio. A self-assessment checklist, which enables students to self-assess what they know and can do with a language. This checklist must be completed before the learner fills out the other two portions of his/her LinguaFolio. Tools for identifying one’s study skills and learning styles (Learning Styles Inventory); Tools for identifying one’s study skills and learning styles (Learning Styles Inventory); Multiple documents from which to choose for recording significant language learning and intercultural experiences; and Multiple documents from which to choose for recording significant language learning and intercultural experiences; and The learner’s goals and learning reflections. The learner’s goals and learning reflections.

23. Self-Assessment Checklist Written in the form of student-friendly “Can Do” statements. Written in the form of student-friendly “Can Do” statements. Checklists for Novice Low through Superior in: Checklists for Novice Low through Superior in: Interpretive Listening Interpretive Listening Interpretive Reading Interpretive Reading Interpersonal Communication Interpersonal Communication Presentational Speaking Presentational Speaking Presentational Writing Presentational Writing Checklists can be accessed on the NCSSFL Web site at: http://www.ncssfl.org/links/index.php?self- assessments. Checklists can be accessed on the NCSSFL Web site at: http://www.ncssfl.org/links/index.php?self- assessments.http://www.ncssfl.org/links/index.php?self- assessmentshttp://www.ncssfl.org/links/index.php?self- assessments

24. Novice Mid Can-Do Statements

25. LinguaFolio Jr. Can Do’s

26. Classroom Self-Assessment Activity Easily With help Easily With help  I can identify 5 rooms in a house. __ __  I can make a chore list for my family members. __ __ family members. __ __  I can answer questions about my room. __ __ room. __ __  I can write a 4-5 sentence description of my house for a realtor. __ __ description of my house for a realtor. __ __

27. The Biography includes self-inventories related to the following: The Biography includes self-inventories related to the following: History of language-learning ; History of language-learning ; Intercultural experiences; Intercultural experiences; Travel, study, and/or work in other countries; Travel, study, and/or work in other countries; Language use in programs or foreign countries; Language use in programs or foreign countries; Pen pals or hosting exchange students; and Pen pals or hosting exchange students; and Reflections on important linguistic and intercultural experiences. Reflections on important linguistic and intercultural experiences.

28. II. The Dossier includes….  Digital text, audio, and video work samples, MP3 files and Podcasts; Certificates that indicate language skills; Certificates that indicate language skills; Reports from tutors, teachers, program directors, etc.; and Reports from tutors, teachers, program directors, etc.; and Assessments. Assessments.

29. Formative & Summative Assessment Options Formative Self-assessments Self-assessments of language of language competencies and competencies and intercultural intercultural experiences experiences Work Samples Work Samples Learning tasks Summative ELLOPA / SOPA STAMP / NOELLA STAMP / NOELLA OPI / MOPI OPI / MOPI IPAs IPAs End-of-Course Exams End-of-Course Exams Performance Tasks Performance Tasks

30. III. The Passport includes: 1.A linguistic profile which summarizes: Formal language-learning and intercultural experiences associated with school; Formal language-learning and intercultural experiences associated with school; Informal language-learning and intercultural experiences outside of school; Informal language-learning and intercultural experiences outside of school; Summer study, academies, or camps; and Summer study, academies, or camps; and Contact with speakers of the language. Contact with speakers of the language. 2.A self-assessment grid and global scale.

32. Passport

34. V. How does LinguaFolio promote goal setting and support reflective learning?

35. Student-Driven Cycle: 1. Use / Review the “I cans” and the self-assessment grid. 2. Write goals based on a preview of the upcoming chapter or unit content and learner’s perceived strengths. 3. Visit chapter or unit and determine learning strategies for achieving goals. 4. Save goals and all completed class work in a folder, on a CD, or on a shared or portable (e.g., flash) drive. 5. End of chapter/unit: Choose BEST work for each goal. 6. Self-Assess: reflection based on BEST work and goals. 7. Revisit the “I can…” statements in the Biography section and update as necessary.

36. Set learning goals Select strategies Provide evidence Self- assess Reflective Learning Process

37. Critical Element #1: Goal Setting Model the creation of realistic /attainable learning goals for your students. Model the creation of realistic /attainable learning goals for your students. Incorporate the setting and review of learning goals into your daily routine; Incorporate the setting and review of learning goals into your daily routine; Provide frequent opportunities for learners to set and reflect on their own goals. Provide frequent opportunities for learners to set and reflect on their own goals. Make it clear that functional use of language, not grammar knowledge, is their primary goal. Make it clear that functional use of language, not grammar knowledge, is their primary goal.

38. Critical Element #2: Learner Reflection Learners must connect what they already know to what they are learning; Learners must connect what they already know to what they are learning; They must check frequently to see what they can and cannot do yet; They must check frequently to see what they can and cannot do yet; They must determine which learning strategies help them learn most effectively; and They must determine which learning strategies help them learn most effectively; and They must reflect on the effectiveness of the strategies they selected and the goals they set ;and They must reflect on the effectiveness of the strategies they selected and the goals they set ;and Based on their reflections, they must set more effective goals and select better strategies for future learning. Based on their reflections, they must set more effective goals and select better strategies for future learning.

39. VI. What importance does LinguaFolio place on interculturality?

40. Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures

41. Reflecting on Interculturality Learners must be able to: Identify the multiple aspects of culture & relate them to their language learning progress; Identify the multiple aspects of culture & relate them to their language learning progress; Find and successfully engage in intercultural activities; Find and successfully engage in intercultural activities; Self-assess their intercultural growth; and Self-assess their intercultural growth; and Describe how their intercultural skills have changed/developed over time. Describe how their intercultural skills have changed/developed over time.

42. Reflecting on Interculturality Learning Facilitators… Provide insight into their own culture; Provide insight into their own culture; Share their own intercultural experiences; Share their own intercultural experiences; Provide language learners with opportunities to have their own unique intercultural experiences; Provide language learners with opportunities to have their own unique intercultural experiences; Demystify cultural differences; and Demystify cultural differences; and Facilitate student reflection on their own cultural interactions. Facilitate student reflection on their own cultural interactions.

45. VIII. What are the proven benefits of LinguaFolio?

46. The Benefits of LinguaFolio: Increases learner motivation; Increases learner motivation; Heightens self-confidence; Heightens self-confidence; Requires active learning; Requires active learning; Promotes learner autonomy; Promotes learner autonomy; Requires learners to think about his/her own learning (metacognition); and Requires learners to think about his/her own learning (metacognition); and Allows for smoother transitions between levels/teachers and between schools/programs. Allows for smoother transitions between levels/teachers and between schools/programs.

47. Benefits ( Continued) Increases teacher creativity; Increases teacher creativity; Puts a stronger focus on communication; Puts a stronger focus on communication; Improves relationships and communication between teachers and students; Improves relationships and communication between teachers and students; Informs parents; and Informs parents; and Facilitates a greater appreciation of foreign language use by local communities. Facilitates a greater appreciation of foreign language use by local communities.

48. VIII. Who is using LinguaFolio?

49. Who is using LinguaFolio in the U.S.? Language learners/users in…. elementary programs; elementary programs; middle school programs; middle school programs; secondary programs; secondary programs; STARTALK programs; STARTALK programs; Post-secondary programs; Post-secondary programs; businesses; and businesses; and ….in nine pilot states (including OH) and most of the other states around the country.

50. Important Tips for Teachers: Model, model, model! Model, model, model! Help students set realistic goals. Help students set realistic goals. Store LinguaFolio files electronically. Be sure to back up files in a separate location. Store LinguaFolio files electronically. Be sure to back up files in a separate location. Use LinguaFolio to introduce new chapters/units and later to give closure. Use LinguaFolio to introduce new chapters/units and later to give closure.

51. Resources NCSSFL NCSSFL http://www.ncssfl.org/links/index.php?linguafolio http://www.ncssfl.org/links/index.php?linguafoliohttp://www.ncssfl.org/links/index.php?linguafolio LinguaFolio Online (CASLS) http://casls.uoregon.edu/lfo.php LinguaFolio Online (CASLS) http://casls.uoregon.edu/lfo.php http://casls.uoregon.edu/lfo.php European Language Portfolio http://www.coe.int/portfolio/ European Language Portfolio http://www.coe.int/portfolio/ http://www.coe.int/portfolio/

52. Ohio LinguaFolio Contacts: Debbie Robinson, ODE Consultant Debbie Robinson, ODE Consultant debbie.robinson@ode.state.oh.us debbie.robinson@ode.state.oh.us debbie.robinson@ode.state.oh.us Ryan Wertz, ODE Consultant Ryan Wertz, ODE Consultant ryan.wertz@ode.state.oh.us ryan.wertz@ode.state.oh.us ryan.wertz@ode.state.oh.us Carol Eiber, Retired LF Piloter Carol Eiber, Retired LF Piloter chimena@aol.com chimena@aol.com chimena@aol.com Parthena Dragett, Current LF Piloter Parthena Dragett, Current LF Piloter phd2jc@mail.jackson.sparcc.org phd2jc@mail.jackson.sparcc.org phd2jc@mail.jackson.sparcc.org