Upload
strom
View
26
Download
0
Tags:
Embed Size (px)
DESCRIPTION
National Standards Update: Your Input Needed! Marty Abbott, Director of Education American Council on the Teaching of Foreign Languages (ACTFL) Helene Zimmer-Loew, Executive Director American Association for Teachers of German (AATG) SWCOLT Conference Salt Lake City Februrary 29, 2008. - PowerPoint PPT Presentation
Citation preview
National Standards Update: National Standards Update:
Your Input Needed!Your Input Needed!
Marty Abbott, Director of Education
American Council on the Teaching of Foreign Languages (ACTFL)
Helene Zimmer-Loew, Executive Director
American Association for Teachers of German (AATG)
SWCOLT Conference
Salt Lake City
Februrary 29, 2008
THE NATIONAL STANDARDS IN FOREIGN LANGUAGE EDUCATION PROJECT
A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL/APA, ACTR,
CLASS, & NCJLT)
Foreign Language Foreign Language Collaborative ProjectsCollaborative Projects1993 Federal funding received to develop national
standards for students K-12
1996 Publication of generic standards.
1999 Publication of language-specific standards in
Chinese, Classical Languages, French, German,
Italian, Japanese, Portuguese, Russian, Spanish;
(seven languages developed K-16)
More Language-specificMore Language-specific StandardsStandards
ArabicArabic Published 2006Published 2006 African Languages—Swahili, Yoruba, African Languages—Swahili, Yoruba,
and Zulu [in development]and Zulu [in development] Hindi [in development]Hindi [in development] American Sign Language (ASL) [in American Sign Language (ASL) [in
development]development] Need to include more Critical Need Need to include more Critical Need
LanguagesLanguages
ACTFL PERFORMANCE GUIDELINES
FOR K-12 LEARNERS
www.actfl.org
BenchmarksBenchmarks
Novice Learner RangeNovice Learner Range Parallels Novice High in Parallels Novice High in ACTFL Proficiency ACTFL Proficiency
GuidelinesGuidelines (K – 4, 5 – 8, 9 – 10)(K – 4, 5 – 8, 9 – 10) Intermediate Learner RangeIntermediate Learner Range
Parallels Intermediate Mid in Parallels Intermediate Mid in ACTFL ACTFL Proficiency Guidelines Proficiency Guidelines (K-8, 5-12, 9-12)(K-8, 5-12, 9-12)
Pre-advanced Learner RangePre-advanced Learner Range Parallels Intermediate High in Parallels Intermediate High in ACTFL ACTFL
Proficiency Guidelines Proficiency Guidelines (K-12)(K-12)
DomainsDomains
Comprehensibility Comprehensibility How well is the student understood?How well is the student understood?
Comprehension Comprehension How well does the student understand?How well does the student understand?
Language Control Language Control How accurate is the student’s How accurate is the student’s language?language?
Vocabulary Vocabulary How extensive and applicable is the student’s How extensive and applicable is the student’s vocabulary?vocabulary?
Cultural Awareness Cultural Awareness How is the student’s cultural How is the student’s cultural knowledge reflected in language use? knowledge reflected in language use?
Communication Strategies Communication Strategies How does the student How does the student maintain maintain communication?communication?
Integrated Performance Assessment (IPA)
Project
I P
A
www.actfl.org
What is an IPA?What is an IPA? AuthenticAuthentic
Reflects tasks that individuals do in the world outside the classroomReflects tasks that individuals do in the world outside the classroom Performance-BasedPerformance-Based
Reflect how students USE the language and cultural knowledge in Reflect how students USE the language and cultural knowledge in communicative taskscommunicative tasks
IntegratedIntegrated Integrates Communication plus other goal areas of the StandardsIntegrates Communication plus other goal areas of the Standards
Developmental Progress of ProficiencyDevelopmental Progress of Proficiency Novice Novice Intermediate Intermediate Pre-advanced Pre-advanced
Blend with Classroom Instruction and ExperiencesBlend with Classroom Instruction and Experiences Based on the 3 Modes of CommunicationBased on the 3 Modes of Communication
InterpretiveInterpretive InterpersonalInterpersonal PresentationalPresentational
I P
A
www.cal.org/flnaep
The FL NAEP The FL NAEP Assessment Framework VisualAssessment Framework Visual
National Council for the Accreditation of Teacher Education
www.ncate.org
NCATENCATE determines which colleges of education determines which colleges of education
meet rigorous national standards in meet rigorous national standards in preparing teachers and other preparing teachers and other classroom specialists. classroom specialists.
is a coalition of 33 national education is a coalition of 33 national education organizations representing teachers, organizations representing teachers, teacher educators, subject matter teacher educators, subject matter specialists, and policy makers.specialists, and policy makers.
NCATE 2000 Unit StandardsNCATE 2000 Unit Standards
are performance-based—radical are performance-based—radical
departure from input-based systemdeparture from input-based system
focus on what teacher candidates focus on what teacher candidates
should know and be able to doshould know and be able to do
require institutions to show candidate require institutions to show candidate
performance dataperformance data
Required Program ComponentsRequired Program Components
Development of proficiency, especially oralDevelopment of proficiency, especially oral Ongoing assessment of proficiencyOngoing assessment of proficiency Language, linguistics, culture, & literature Language, linguistics, culture, & literature
componentscomponents Methods course: on teaching of foreign Methods course: on teaching of foreign
languages, taught by qualified facultylanguages, taught by qualified faculty
Program Components cont’d.Program Components cont’d.
Early field experiences in foreign language Early field experiences in foreign language classroomsclassrooms
Field experiences supervised by qualified Field experiences supervised by qualified facultyfaculty
Opportunities for candidates to experience and Opportunities for candidates to experience and use technologyuse technology
Opportunities for structured Opportunities for structured study-abroad/immersion experiencesstudy-abroad/immersion experiences
INTASCINTASC
www.ccsso.org/intasc
INTASC: Interstate New Teacher INTASC: Interstate New Teacher Assessment and Support Assessment and Support
ConsortiumConsortium Program of the Council of Chief State Program of the Council of Chief State
School OfficersSchool Officers Established to promote collaboration Established to promote collaboration
among states in standards-based reform among states in standards-based reform of teacher preparation, licensing, and of teacher preparation, licensing, and professional developmentprofessional development
Centered around performance-based Centered around performance-based standards and assessmentsstandards and assessments
Compatible with the National Board for Compatible with the National Board for Professional Teaching StandardsProfessional Teaching Standards
www.nbpts.org
National Certification for Teachers of National Certification for Teachers of World Languages Other than EnglishWorld Languages Other than English
Designed to recognize accomplished Designed to recognize accomplished practice in the fieldpractice in the field
Standards adopted in 2001Standards adopted in 2001 WLOTE Certificates:WLOTE Certificates:
Currently available in French and SpanishCurrently available in French and Spanish Early Adolescence through Young Adulthood Early Adolescence through Young Adulthood
(ages 11-18+)(ages 11-18+) Revision of standards underwayRevision of standards underway More certificates available in the futureMore certificates available in the future
ACTFLACTFLAssessment for the Assessment for the Performance and Performance and
Proficiency of Proficiency of LanguageLanguage(AAPPL)(AAPPL)
Grade Clusters and Proficiency Grade Clusters and Proficiency RangesRanges
Grade ClustersGrade Clusters PK - 7PK - 7 8 - 168 - 16
Proficiency RangesProficiency Ranges Advanced Low - SuperiorAdvanced Low - Superior Intermediate Mid - Advanced LowIntermediate Mid - Advanced Low Novice High - Intermediate MidNovice High - Intermediate Mid Novice Low - Novice HighNovice Low - Novice High
Report ExampleReport Example
Novice LowNovice Low Novice MidNovice Mid Novice HighNovice High
……provides evidence of the ability to provides evidence of the ability to understand short, disconnected utterances understand short, disconnected utterances within highly predictable and familiar within highly predictable and familiar contexts. Comprehension often depends on contexts. Comprehension often depends on recognizing memorized words and phrases, recognizing memorized words and phrases,
……provides evidence of the ability to provides evidence of the ability to understand short, simple speech with understand short, simple speech with memorized words and phrases on highly memorized words and phrases on highly predictable and familiar topics most often predictable and familiar topics most often related to self. related to self.
……provides evidence of the ability understand provides evidence of the ability understand simple speech with memorized phrases on simple speech with memorized phrases on familiar subjects. Can understand speech on familiar subjects. Can understand speech on content that has been previously seen or content that has been previously seen or heard.heard.
Understanding Sean’s performanceSean’s performance falls in the Novice Mid range. He can understand conversations and recorded materials in familiar contexts. He relies heavily on memorized words, phrases, and structures and expends enormous effort to accomplish these listening tasks. Next StepsLanguage learners at this level would benefit from increasing their exposure to spoken language in live and recorded oral texts. Listening should focus on understanding key words and main ideas. Sources for listening practice include level appropriate texts that are related to academic content as well as individual student interests.
Sean’s performance
Situation: Your Chinese class is partnering with a social Situation: Your Chinese class is partnering with a social studies class on a project designed to encourage Chinese-studies class on a project designed to encourage Chinese-speaking people in the community to vote in the upcoming speaking people in the community to vote in the upcoming
mayoral election. You’ve agreed to make signs to be placed mayoral election. You’ve agreed to make signs to be placed around community showing each candidate’s priorities. The around community showing each candidate’s priorities. The social studies team has come up with graphics for each sign. social studies team has come up with graphics for each sign.
Task: Place the Chinese text next to the matching graphics.Task: Place the Chinese text next to the matching graphics.
Type of Response: Modified selected responseType of Response: Modified selected response
VOTE!VOTE!
ACTFL PERFORMANCE GUIDELINES FOR K-12 LEARNERS
Integrated Performance Assessment (IPA)
INTASC
Impact of the StandardsImpact of the Standards
State FrameworksState Frameworks Local curriculaLocal curricula AssessmentsAssessments
AAPPL (Assessment for Performance and AAPPL (Assessment for Performance and Proficiency of Languages) ProjectProficiency of Languages) Project
Individual classrooms—Annenberg Individual classrooms—Annenberg video library www.learner.orgvideo library www.learner.org
Need to address lack of Need to address lack of impact on instructionimpact on instruction
Only 16 states have some kind of Only 16 states have some kind of graduation requirement in languagesgraduation requirement in languages
Several states are pushing for Several states are pushing for proficiency exit standard rather than proficiency exit standard rather than “seat time”“seat time”
IRS (USED) grant application to IRS (USED) grant application to assess impact of standardsassess impact of standards
Issues to ConsiderIssues to Consider Do the Goal Areas (5 C’s) or the Standards
need revisions? What has the impact been on institutions of
higher education? What kind of professional development is
needed for teachers? Can standards-based assessments drive
changes in instruction?