1. ESL LinguaFolio Pilot Training Faye Rollings-Carter Rollings-Carter Consulting, LLC October 3, 2008
Welcome and introduction of presenters and group mentors:
Housekeeping details re. asking questions, use of post-it notes, etc.,
ACTIVITY: Cultural Bingo

2. Objectives for Oct. 3-4 What is LinguaFolio?
How is LinguaFolio used in the classroom?
What are the expectations for the ESL LinguaFolio Pilot Project?

3. view of student performance.
LinguaFolio
is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive
view of student performance.
What exactly is LinguaFolio?
LinguaFolio is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.
LinguaFolio is a tool for those who are learning or have learned a language at school or outside of school where they can record and reflect on their language learning and cultural experiences. It accompanies language learners throughout life and is suitable for documenting language competencies for a wide variety of uses.

4. Balanced Assessments Formative Ongoing Frequent Usually brief
Not very formal
No grade
Informs instruction or learning
Summative
Periodic
Measures student progress
Evaluates mastery of material or content
After going over contents of slide, discuss the following ESL example: Writing a paragraph using key vocabulary from a photosynthesis lesson
Formative components:
Check for understanding of components through oral and visual: Asking questions in class
Identifying components of photosynthesis process: Sequence pictures or illustrations with a partner
Write phrases and sentences and match them with visuals: Whole group activity (Students generate phrases and teacher records them)
Review rubric as a checklist with students; Rubric would have topic sentence, s-v agreement, capital letters, complete sentences, key vocabulary
Students begin composing in a small group using the student-generated materials; Teacher observes and asks questions to guide students
Small groups exchange paragraphs and use the rubric/checklist to see if each component was addressed
Summative: Each student writes one paragraph explaining photosynthesis using appropriate scaffolding (ex. sentence stems, word bank, or whatever is appropriate for the individual needs of the student) and the rubric (with point values) is used to score the paragraph for a grade

5. Formative Assessment Options
Quick checks of comprehension
Work samples
Self-assessments of language competencies, including LinguaFolio checklists
Reflections on cross-cultural or intercultural experiences
Cross-cultural experiences-learning within the culture (while immersed)
Intercultural-learnning outside the culture

6. Summative Assessment Options
ESL
W-APT
ACCESS
IPT
Graded classroom assessments
quiz
unit test
performance task
project with a graded rubric
Foreign Language
SOPA, STAMP, NOELLA
ACTFL’s OPI and WPT
AP and IB exams
National Language Exams
Performance task
Graded classroom assessments
Discuss well-known and common summative assessments

7. Passport Summary of language learning and intercultural experiences
Self-assessment grid (with dates)
Linguistic profile
The Passport provides the complete picture of what a learner can do with language because it summarizes the self-assessment checklists from the Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments, that serve as a summary of experiences and competency with different languages that can be updated frequently.
The Passport is an official document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. It belongs to the learner but is intended for use with outside audiences. 7

8. Biography Language goals Language history Intercultural experiences
Self-assessment checklists
The Biography is a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section, there are “can do” statements that help learners assess their language competencies and how they interact in cultural contexts. It also helps them reflect on how they learn and set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the biography will help the teacher guide instructional decisions. 8

9. Dossier Samples of written work and projects
Certificates that indicate language skills
Video and/or audio recordings
The Language Dossier is a collection of work samples and certificates chosen by the language learner to document and illustrate language skills, experiences, and achievements that can be used to demonstrate language abilities to others. 9

10. LinguaFolio allows learners to:
Examine their language competencies
Develop reflective learning skills
Manage their own language learning
Provide a holistic view of their language performance
Consider their cross-cultural or intercultural understanding
Discuss contents of slide
LinguaFolio is a tool for those who are learning or have learned a language at school or outside of school where they can record and reflect on their language learning and cultural experiences.
LF is for all languages, including heritage languages and English for speakers of other languages
It accompanies language learners throughout life and is suitable for documenting language competencies for a wide variety of uses.

11. European Language Portfolio
PORTFOLIO EUROPÉEN DES LANGUES
European Language Portfolio
The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations.
Its development was supported by members of ALTE – The Association of Language Testers in Europe – representing 29 organizations or institutions and 24 languages, such as the Goethe Institute, Alliance Française, Cervantes Institute, etc.
There was a broad base of support from among various European agencies with vested interest in such a progressive tool.
Each version of the European Language Portfolio must be validated by the Council of Europe. Currently there are over 80 approved versions of the European Language Portfolio in use in over 20 countries. Many countries have produced several different portfolios, each geared to specific age groups or academic programs.

12. LF uses the ACTFL Proficiency Guidelines, ACTFL K-12 Performance Guidelines and the European Common Scale of Reference.
Note that the ACTFL Proficiency Guidelines are written for EDUCATORS, whereas the Common Scale of Reference is written for LEARNERS.
Performance guidelines identify language performance: “how well” students perform the “what” they learn.
The main difference between the Proficiency Guidelines and the Performance Guidelines is that the the K-12 Performance Guidelines were designed for students who learn languages in an academic setting, whereas The Proficiency Guidelines assess the level of proficiency no matter how or where the language was learned.

13. Research from the ELP pilot
Increased . .
Motivation
Active learning
Self-confidence
Time thinking about learning
Teacher creativity
Improved relations between learner/teacher
Stronger focus on communication
More informed parents
Greater realization of language use in community
What we know about the effects of tools like LinguaFolio come primarily from research in Europe at this point. There have been 3 major international studies since 1998.
Findings from research on the ELP pilot in Czech Republic indicated that:
• In spite of the time it took in the beginning to implement the European Language Portfolio, motivation increased among all students.
• Students became more confident when they saw what they could actually do.
• Students’ relationships with other learners and with their teachers became more positive and students actually spent more time thinking about their language abilities and knowledge.

14. LinguaFolio Nebraska Study
Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal study investigating the:
Impact of goal setting on student achievement
Role of self-assessment
Implementation of LF as an assessment tool to promote articulated K-16 language program
Ali Moeller is currently conducting research with LinguaFolio that investigates the impact of goal setting on student achievement the role of self-assessment, and the implementation of LF as an assessment tool to promote articulated K-16 language program 14

15. Watching TV and Film
C1/C2 Can follow films employing a considerable degree of slang and idiomatic use
B2 Can understand most TV news and current affairs programs
B2 Can understand a large part of many TV programs on topics of personal interest
B1 Can follow many films in which visuals and action carry much of the story line and language is straightforward
A2 Can identify main points and follow changes of topic of factual TV news items and form an idea of the main content
This is an illustrative scale from the European Common Scale of Reference where examples are given for a very specific skill.

16. Think-Pair-Share
Answer the following questions on Handout #1 and then discuss with a partner:
Where would you rate yourself on this scale? Why?
What goals would you set to reach the next level?
What learning experiences or practice would you need to meet those goals?
ACTIVITY: Think-Pair-Share with HO #1
Answer the following questions on Handout #1 and then discuss with a partner:
Where would you rate yourself on this scale? Why?
Self-assessment by identifying with first-person “can do” statements)
What goals would you set to reach the next level?
Goal-setting
What learning experiences or practice would you need to meet those goals?
LinguaFolio-like activities
If time, ask participants to think about where their students might situate themselves and how they as teachers could help their students begin to set goals for improvement.

17. Piloting LinguaFolio 5-state pilot during 2005-2006 World languages
GA, KY, NC, SC, VA
LinguaFolio and LinguaFolio Jr.
AMG

18. ESL LinguaFolio Creation
Work with the ESL LinguaFolio
February 2007 at LEP Coordinators’ meeting
10 volunteer districts:
Arapahoe Charter, Cumberland, Montgomery, New Hanover, Randolph, Sampson, Stanly, Stokes, Vance, Warren
Meeting dates
2007: March, August, December
2008: January & June
AMG
Give description of ESL LinguaFolio creation process.
In February 2007, at the LEP Coordinators’ meeting, Helga Fasciano shared information about LinguaFolio and asked for volunteers to help create checklists that would be appropriate for ESL classrooms.
Eight districts sent representatives to a series of meetings in 2007 and This group consisted of:
Arapahoe Charter-Vivian Binder;
Cumberland County-Cece Danley and Sandra Hurd;
Montgomery County-Jamie Woodruff and Angel Castro;
New Hanover County-Margarate Fedora;
Randolph County-Ursula Goldston;
Sampson County-Luz Ortega and Guillermo Cortes;
Stanly County-Susan Brooks;
Stokes County (now Caldwell County)-Betsy Burton;
Vance County-Jennifer Hicks; and
Warren County-Maria Lopez-Couyet.

19. ESL LinguaFolio Creation
Evolution of ESL LinguaFolio Grids and Checklists
Grade spans: 3-5, 6-8, 9-12
Levels and Grids > I can statements
Alignment with SCOS revisions, WIDA standards and academic language needs
See Handout #2
AMG
Explain the group’s process using HO#2 Grid:
Creating grids for each grade span
Developing I can statements at 7 proficiency levels (Novice Low, Novice High, Intermediate Low, Intermediate High, Advanced Low, Advanced High, and Superior)
(Group decision to exclude Novice Mid, Intermediate Mid, and Advanced Mid)
Each group worked on I can lists for their grade span and then we did a grades 3-12 comparison, and did a limited pilot just with the Listening checklists in Spring 2008.
At the June 2008 meeting, the lists (grades 3-12) were compared again and revised.
The ESL Consultants edited the lists after the work with WIDA was completed, which was combined with the June version, to get to where the checklists are today-including Levels 1-6 or Entering-Reaching.

20. ESL LinguaFolio Adaptations
Changes to the Passport and Biography to reflect ESL learning environments
Closer alignment with state ELP standards and LF Can do statements
AMG
Passport-addition of more technology (iPod, Internet) and language immersion situations (job, visiting family)
Biography-different checklists, addition of Cross-Cultural Awareness interculturality piece, adaptation of other reflection pieces to focus on ESL/English
Closer alignment example on next slide

21. Can Do Statements-Reading
Novice High (2007)
I can understand words and phrases on everyday signs, such as exit, no smoking, danger, and days of the week.
I can understand simple written messages in the classroom, such as very good, homework, and dates.
Beginning-Level 2 (2008)
I can understand signs and simple written messages in the school and community.
AMG

22. Can Do Statements-Listening
Intermediate High (2007)
I can sometimes identify main ideas and specific information on a variety of topics presented on TV, radio, film and computer presentations.
Expanding-Level 4 (2008)
I can select the main idea and most details of TV programs or films on familiar social, classroom and academic topics.
AMG

23. ESL LinguaFolio Pilot 2008-2009 school year
ESL, dual language/immersion, and heritage language programs
Project Launch: October 3-4, 2008
Collaboration and sharing of progress through wiki at
Project Finale: Friday, April 3, 2009
AMG

24. Wiki Postings November 15, 2008 – Posting #1
Post on your wiki page on or before these dates:
November 15, 2008 – Posting #1
Class description and implementation plans
December 15, 2008 – Posting #2
Reflection on use of 3 sections of LF and LF-like activities
January 15, 2009 – Posting #3
Teacher impressions to date & resolutions for new semester
February 15, 2009 – Posting #4
Reflection on intercultural pieces
March 15, 2009 – Posting #5
Student and teacher feedback
AMG

25. Reflections I can define LinguaFolio.
I can name the three parts of LinguaFolio.
I can describe the difference between formative and summative assessment.

26. 15 minute break

27. Develop own ESL LF Do in second language Explore Passport Biography
Checklists
Choose 1 reflection piece to do
Dossier-Discuss with partner what you might put in your own dossier
Return to Passport and fill in information
AMG and group mentors

28. Passport Read through Passport Mark areas where you have questions
Do NOT fill in anything
AMG and group mentors
The Passport provides the complete picture of what a learner can do with language because it summarizes the self-assessment checklists from the Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments, that serve as a summary of experiences and competency with different languages that can be updated frequently.
The Passport is an official document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. It belongs to the learner but is intended for use with outside audiences. 28

29. Biography
Evaluate your proficiency in your second language with ALL checklists
Choose 1 interculturality piece to complete now
AMG and group mentors
The Biography is a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section, there are “can do” statements that help learners assess their language competencies and how they interact in cultural contexts. It also helps them reflect on how they learn and set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the biography will help the teacher guide instructional decisions. 29

30. Dossier
Find a partner and discuss what you might include in your dossier to illustrate your proficiency and language achievements
Make a list of items to include
AMG and group mentors
The Language Dossier is a collection of work samples and certificates chosen by the language learner to document and illustrate language skills, experiences, and achievements that can be used to demonstrate language abilities to others. 30

31. Passport
Return and fill in your information based on the work you have just completed
AMG and group mentors
The Passport provides the complete picture of what a learner can do with language because it summarizes the self-assessment checklists from the Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments, that serve as a summary of experiences and competency with different languages that can be updated frequently.
The Passport is an official document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. It belongs to the learner but is intended for use with outside audiences. 31

32. Be back in 1 hour 15 minutes

33. Language & Culture
Language reflects the culture of those who speak it.
Culture is the context within which communication occurs.
Language proficiency is linked to cultural awareness and understanding.
Fran & Helga

34. Interculturality
Definition: understanding of culture so that language used is appropriate to the context and audience
Learners need to be able to self-assess cultural understanding and behavior so that they develop interculturality skills
Fran & Helga
Interculturality is using language authentically in cultural contexts, in such a way that demonstrates a knowledge and understanding of the (target) culture.
Intercultural experiences provide the most meaningful opportunities for developing capacity in a language.
Fran shares death/accident scrapbook example.
Also, shrine of flowers at site of death in the US.
Learners also need to be able to self-assess their intercultural activities.
Are learners aware of the multiple aspects of culture?
Do they know how to process and explain cultural differences?

35. Reflecting on Interculturality
Fran & Helga
Intercultural experiences provide the most meaningful opportunities for developing capacity in a language.
Helga shares specific example.
ACTIVITY: Complete the Cross-Cultural Awareness interculturality piece from the Biography in personal ESL LinguaFolio and then discuss.
Reactions to different cultural issues need to be appropriate to the situation and audience. Need to develop the skills sets to help with this and also negotiate meaning to understand the cultural issue.
Learners need to know how to recognize these opportunities and that they are an integral part of language learning and should be documented as much as language progress.
It is important that, as early as possible, students be given the opportunity to identify the products and practices of cultures and relate them to how people think and what they value (perspectives).

36. ESL LinguaFolio-like Activities
Definition: Can-Do activities used in the classroom which focus on language skills
Writing ESL LF-like activities
Identify activities that are already ESL LinguaFolio-like activities
Expand LinguaFolio-like activities to strengthen language skills

37. Science-Conservation
LinguaFolio-like Activity
Easily
With Help
I can name 4 objects that can be recycled.
I can answer simple questions about ways to conserve water.
I can read an article about recycling water and identify the first 4 steps.
I can watch a TeacherTube video about gasoline conservation and write a summary describing how driving habits can waste gasoline.
HO #3
ACTIVITY: Examining a LF-like activity; Look for the language function and content stem in each statement
Language function=action verb
Content stem=noun/topic
One example of an ‘embedded activity’ that builds awareness of and fosters self-assessment skills for learners is the use of approximately four can-do statements at the end of a lesson. On the slide is such an example for an ESL classroom.
Start with the easiest task and build in complexity. Students can use it as a review sheet or start out the next class session by showing what they can do with a peer. They can do it individually during a quiet time in class, as an exit slip, or a peer-assessment.
Handout #3

38. Grades K-2: Calendar & Weather Grades 3-5: Cost/Money Grades 6-8: Maps
In your grade level group, choose a partner or two and create a LinguaFolio-like activity with 5 can-do statements for a lesson
Grades K-2: Calendar & Weather
Grades 3-5: Cost/Money
Grades 6-8: Maps
Grades 9-12: Character Development
DLI and HL: Choose from above based on grade level
Provide copies of WIDA Summative Framework or have handouts by grade level-reference the book
Grades K-2: Calendar & Weather on page
Grades 3-5: Cost/Money
Grades 6-8: Maps
Grades 9-12: Character Development
Partners record their activity on posters distributed by group mentors

39. 15 minute break

40. Reflective Teaching The Teacher . . . Models target language
Helps learners to communicate by scaffolding speech
Engages learners in activities that produce oral and written language
Involves learners regularly in evaluating their progress and thinking about how they learn
Developing reflective learning skills in students requires that we become reflective teachers.
What does reflective teaching look like in the classroom?
Discuss the definition of target language as it applies to ESL, dual language/immersion, and heritage language/SNS programs
Well, for starters, the language of learning is the target language. Teachers teach in the target language. By using actions, visuals, simple recycled and repeated language, and a variety of creative methods, the teacher is able to remain in the target language and help learners to practice their communication skills by using what they know and increasing new language little by little. It’s important to make sure that the learning activities are actually ones that force the students to produce language, not merely repeat or identify or translate language. And learners need to be involved on a continual basis, following relevant activities, to think about what they are learning and what helps them learn.

41. Learner Autonomy Does NOT mean. . . Self-instruction
Teacher transferring
all control to learners
Does mean. . .
Learners accept responsibility for their learning, review their learning and evaluate its effectiveness
Learners exhibit a capacity for reflection
Learner autonomy is a somewhat confusing concept. Some people mistake it for self-instruction or for classroom situations where teachers relinquish all control of instruction to learners who decide what and how they will learn. Nothing could be further from the truth. Autonomous learners are dependent upon teachers to create and maintain learning environments that support the development of learner autonomy. This means providing the activities that reinforce learners’ life agendas, celebrate small successes and gradually build awareness of the learning process.
If needed: (Research has shown that teachers who model reflective practices themselves find it easier to create the appropriate learning environment to foster learner autonomy. This environment is one that is positive and motivating, that encourages collaboration and social interaction, and that embeds reflective practices into daily learning activities. The more learners begin to think about learning, the more transparent learning will become to them.
As teachers we should try to regularly get learners to think about why they are learning certain things, exactly what they are learning and how they learn most effectively. It is important that both the teacher and learner use the target language as much as possible in class, because it is only in using the language that learners can discover what they are mastering or not, and what strategies help them succeed in their learning. Language learners should be given numerous opportunities to use the target language in meaningful contexts with their peers.)

42. Reflective Learning The Learners . . .
Think about their own learning through a deliberate step-by-step process
Gradually develop a useful repertoire of learning strategies
Demystify the learning process through ongoing teacher, peer and self-evaluation
With an emphasis on reading as a process, we must teach children specific methods and strategies to achieve that goal. Learners don’t adopt such methods and strategies unless they are explicitly TAUGHT them.
And when they learn the process, they begin to recognize what helps them learn more effectively and develop a personal repertoire of strategies. They start to understand how they can make progress by identifying small successes, by engaging in on-going and frequent peer and self-assessments. Eventually, learning becomes increasingly transparent and learners realize that the responsibility for learning lies within themselves.

43. Learners’ reflections include . . .
Connecting what they already know to what they are learning
Checking frequently to see what they can and cannot do yet
Determining which activities help them learn most effectively
Setting small, achievable goals
Planning and monitoring future learning
So what are the steps in getting learners to reflect on their learning?
• Just as we use pre-reading activities to get learners to activate their prior knowledge on a topic before reading about it, teachers should frequently encourage learners to think about what they already know when entering into new learning.
• Learners can be involved in evaluating their own work (self-assessment), or other learners’ work (peer assessment)
• Ask learners to make a running list of what activities they like and find helpful in learning. Get them to create a bank of their own activities to share in or outside of class for language practice.
• After a self-assessment or a teacher-administered assessment or performance task, have learners write down what areas they want to improve in (asking a question, using the correct preposition, pronouncing a phrase better), what vocabulary they want to know to talk about a certain topic (their favorite sports, foods they like to eat, qualities they possess), etc. Small goals enable learners to achieve and feel good about their successes--a sure motivator.
Understanding the small steps in the process helps learners plan more realistically for future learning. As they recognize that on a trip to the target culture they will only be able to talk to native speakers about topics with which they are familiar, they come to realize that they had better know the words and phrases that allow them to be able to talk about their part-time job, their hobbies, favorite types of music, etc.

44. Student Self-Check What am I learning? Why am I learning it?
How am I learning it?
How successful is my learning?
How can I demonstrate my learning?
What am I going to do next?
One way to check your progress in developing a reflective learning environment is to to ask learners to answer the following questions.
Likewise, it is common practice that administrators evaluating school programs often ask similar questions of learners in a class they’re observing. If students cannot articulate their ideas in response to these questions, that is a clear signal they’re not going to be able to internalize the learning.

45. Student Reflection Activity
About my learning
I have learned…
I can…
I am good at…
I haven’t managed…
I don’t understand…
I have difficulty in…
About the lessons
I like best…
The most interesting thing is…
I don’t like…
The most boring thing is…
INFORMAL ACTIVITY: Query audience members using these prompts and have them reflect on training to this point.
Teachers should conduct this reflective activity with their learners as far as possible in the target language. When working with absolute beginners, it is better to discuss learning in the mother tongue rather than not at all. However, the capacity to express oneself reflectively is an important part of proficiency in any language. So, when we use the mother tongue to discuss learning with beginners, we should also summarize the outcomes in the target language and display the summary on a poster for future reference. As learners become more proficient, we should insure that their reflection is conducted increasingly in the target language and this will stimulate further growth in their proficiency.

46. Practices that Support Reflective Learning
Cooperative Learning
Journaling
Peer- Assessment and Self-Assessment
Portfolios
Problem-Based Learning
Rubrics
Here are just a few strategies, instructional activities, practices, and tasks that support autonomous learning. Can you think of any others?
These should be briefly defined to assure participants’ clear understanding.
Cooperative Learning
Journaling
Peer- and Self-Assessment
Portfolios
Problem-Based Learning
Rubrics

47. ACTIVITY Admit/Exit Slips Application Cards Learning Logs K-W-L Charts
Think, Pair, Share
HO #4
Activities that give learners more responsibility for their learning are: Learner Logs, Think/Pair/Share, KWL, Admit/Exit Slips.
Learners can also be asked to create their own instructional materials, develop their own assignment/project to demonstrate how they have learned a particular element of language/culture, or interview a native speaker--which takes them out into the real world.
Have participants refer back to the same scenario they selected earlier, and have them design their own scenario-specific reflective learning activity, based on one of these. Add information to group poster.
Handout #4

48. Finale On the index card provided, write down one thing
that you learned today
which you can use
in your classroom or
in your work with students.

49. Debriefing
Go over agenda for Saturday, October 4, including start times and reimbursement information.
Address any questions and remind everyone to leave index cards on the table and group posters on the walls.