WHAT IS PROFICIENCY? White Station High School, Honor’s Spanish III and IV

Achievement = Rehearsed or memorized responses using the very specific content such as from a textbook. (vocabulary quizzes, verb conjugations, grammar tests) Performance = Semi-rehearsed ability to communicate in specific, familiar settings. (announced performance assessment tasks, responding to topic specific s, simulated conversations, topic specific authentic reading) Proficiency = Unrehearsed general ability to accomplish communication tasks across a wide range of topics and settings. (unannounced performance assessment tasks, unscripted conversations on new topics, authentic reading for a specific purpose) FORMS OF LANGUAGE ASSESSMENT

At the beginner levels, the learner must create new utterances mostly words/lists, not just recite dialogs. At the intermediate levels, the learner must handle more topics, forming sentences and asking questions—not just routine communications. At the advanced levels, the learner must hypothesize and defend opinions in subjects beyond one’s personal interests or areas of specialization using strings of sentences and more complex questions. ASSESSING PROFICIENCY

ACTFL PROFICIENCY SCALE

Novice Low speakers have no real functional ability and, because of their pronunciation, may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to participate in a true conversational exchange. NOVICE LOW

Novice Mid speakers communicate minimally 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 say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be understood with difficulty. When called on to handle broader topics and functions they frequently resort to repetition, words from their native language, or silence. NOVICE MID

Novice High speakers are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for information. They are also able to ask a few formulaic questions. NOVICE HIGH

Intermediate Low speakers are able to handle a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Intermediate Low speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. INTERMEDIATE LOW

Intermediate Mid speakers are able to handle a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture. These include personal information related to self, family, home, daily activities, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel, and lodging. INTERMEDIATE MID

Intermediate High speakers are able to converse with ease and confidence when dealing with the routine tasks and social situations of the Intermediate level. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information related to their work, school, recreation, particular interests, and areas of competence. INTERMEDIATE HIGH

Advanced Low speakers are able to handle a variety of communicative tasks. They are able to participate in most informal and some formal conversations on topics related to school, home, and leisure activities. They can also speak about some topics related to employment, current events, and matters of public and community interest. ADVANCED LOW

Speakers at the Advanced Mid sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance. ADVANCED MID

Proficiency Level Professions/PositionsBackground of the average individual likely to perform at this level Intermediate Low Receptionist, Housekeeping staff Learners after 2 years of high school language study Intermediate Mid Cashier, Sales clerk (highly predictable contexts) Learners after 3 or 4 year high school sequence or 2 semester college sequence Intermediate High Auto Inspector, Aviation Personnel, Missionary, Tour Guide Undergraduate language majors without year-long study abroad Experience Learners after 6-8 year sequences of study (AP, etc.) or 4-6 semester college sequence EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING

Proficiency Level Professions/PositionsBackground of the average individual likely to perform at this level Advanced Low Customer Service Agent, Social Worker, K-12 Language Teacher, Police Officer, Legal Secretary Undergraduate language majors with year-long study abroad experience Advanced Mid Account Executive, Court Interpreter, Benefits Specialist, Technical Service Agent Heritage speakers, informal learners, non-academic learners who have significant contact with language Advanced High Physician, Military Linguist, Human Resources, Financial Broker, Translator, Consultant L2 learners with graduate degrees in language- related area and extended educational experience in target environment EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING

Proficiency Level Professions/PositionsBackground of the average individual likely to perform at this level Superior University FL Professor, Business Executive, Lawyer, Judge, Financial Advisor Well-educated native speakers Educated learners with extended professional and/or educational experience in the target language environment Distinguished Diplomat, Contract Negotiator, International Specialist, Translator/Interpreter, Intelligence Specialist Highly articulate, professionally specialized native speakers; Learners with extended (17 years) and current professional and/or educational experience in the target culture EMPLOYMENT QUALIFICATION BY PROFICIENCY RATING

PROFICIENCY OF 500 COLLEGE GRADUATES MAJORING IN ANOTHER LANGUAGE COMPARED TO HIGH SCHOOL COURSE TARGETS ACTFL RatingNumber of Students Target proficiency for high school courses Distinguished0 Superior12 Advanced High24 Advanced Mid95 Advanced Low105AP Spanish Intermediate High175Spanish IV Intermediate Mid86Spanish III Intermediate Low3Spanish II Novice High0Spanish I Novice Mid0 Novice Low0 Total500

 Work  What type of careers interest you?  What level of proficiency level would allow you to do this job in Spanish?  Will travel be a part of your career?  Leisure  What proficiency level do you need to enjoy film/music/television?  What level to you need to interact with native speakers on social media and/or social situations?  Do you plan to vacation in the target culture? WHAT IS YOUR PERSONAL PROFICIENCY GOAL?

Based on your answers to the previous questions, what proficiency level are you interested in attaining? Write it down on the cover of you notebook or backpack, share the goal with classmates and family members, keep it written on a card in your purse or wallet. Let it remind you every day, during every activity we do in class what you are actually working towards achieving. If your willing to have it posted in our classroom (and I hope you are), share it with me and I will post it. PUTTING YOUR CARDS ON THE TABLE