PEAK PERFORMANCE

Descriptors that Drive Student Performance

#ICTFL16 Linda L. Egnatzwww.lindaegnatz.com @miprofeAP

«No soy tan y tan bueno, lo

que ocurre es que tengo la

fortuna de jugar en el Barça».

-- Gerard Piqué

It’s not that I’m so great, what

happens is I that have the

good fortune of collaborating

with other passionate

language educators.

-- Linda Egnatz

Gerard Piqué

Soccer, Center-Back Defense

FCB, Spain National Team

37 Career Goals

2010 World Cup Champion

«Soy un tipo alegre, pero en el campo no hago tonterías».--

Gerard Piqué

“I’m a happy guy, but on the soccer field I don’t fool around.”

Proficiency takes time.

It also takes intentional planning.

ACTFL Proficiency Guidelines

According to the data...

73

%

25

%

90

%

15%

42

%

Statistics from U.S. Department of Education, 2010 and Eurostat,

2012

• 73% of Europeans are

bilingual

• 25% of Americans (only

7% cite school)

• 90% of Europeans

begin 2nd language

study at age 6

• Only 15% of elementary

schools offer language.

• 42% of Europeans

begin a 3rd language by

age 12.

K - 8 9 - 12 13 - 16

Expanding the VISION: What can be.

Expanding

Vocabulary

Expanding

Language Functions

Expanding

Opportunity

“Language learning is a civil rights narrative.”

Mohamed Abdel-Kader,

Deputy Assistant Secretary

U.S. Department of Education

“One in five jobs is linked to international economy.”

“Language learning is not a nice to have, it’s an essential.”

What would motivate my students?

Relevance

Feeling successful

Sense of community

Curiosity – piqued and satisfied

Rewards

Download this PDF at www.actfl.org/publications

Language is not a college requirement, it is an enviable life skill.

Language isn’t a “credit for graduation to check off,” but a

skill that “checks you in” to future opportunity.

It’s time to see our students, not as

test-takers, but as language users.

It’s time to see ourselves as

Opportunity Providers.

“Interest is a psychological state of engagement. . . Interest acts as an APPROACH urge and pushes back the AVOID urges that

keep us safe. Interest pulls us forward.”

- Paul Silvia, Univ North Carolina

Pique their Interest with Seals of Biliteracy

What role does classroom design play ?

Code-switching

Design for communication

Effect of newness of physical surroundings

“The Third Teacher” – classroom input

Collaborative – Team building

REV up … your Classroom

Be Intentional.

How might this

impact student

learning?

“There ain't no rules

around here. We're

trying to accomplish

something.”

-- Thomas Edison

"'I speak without exaggeration when I say that I have constructed

three thousand different theories in connection with the electric

light, each one of them reasonable and apparently to be true. Yet

only in two cases did my experiments prove the truth of my theory.”

Design is a plan for

arranging elements in such

a way as best to accomplish

a particular purpose.

ACTFL-NCSSFL World-Readiness Standards for Learning Languages

Is it time to change gears?

Culture

Communication

Community

What if . . .

we look for

ways to

connect our

students?

…in diversity

we recognize

similarity?

Connections

-History

-Art

-Math

-Music

-Sports

-Business

--SCIENCE!

Comparisons

Is it time to switch gears?

Are your students engaged? How do they plan to use the language you teach?

I believe so much in

the power of

performance I don't

want to convince

people. I want them

to experience it and

come away

convinced on their

own.

-- Marina Abramovic

Which comes first? the car or the driver ?

Which comes first? the lesson plan or the student?

• Know my students’

current proficiency level

• Teach above level but

assess at level

• Allow for customization

• Reflect – “go back to the

drawing board”

Novice Low

Word count (50-100)

Basic “intro self” vocabulary

High frequency memorized phrases

Common vocabulary, forms lists

Numbers

Simple nouns

Family words

Color words

Food words

Increase word

count – based on

needs

Get excited!

Lots of visual

support

Novice Mid

Forms simple (practiced) sentences

Simple asking / answering questions

Short descriptions with memorized structure

Expanding vocabulary on common topics

Needs visual support

Describing self

Focus on “chunks”

of language that can be

reordered

Useful questions &

answers

Novice High

Forms (elaborated) sentences

Asks / answers questions with some detail

Series of sentences, sequencing

Vocabulary on multiple topics

Frequent structural errors

Describing people,

places, things . . . ideas

Conversational skills

Elaborating – creating

organized narratives

Keeping the Proficiency Engine Running

“Speed has never killed anyone,

suddenly becoming stationary…

that’s what gets you.”

― Jeremy Clarkson

Our Goal: Break the Intermediate-Low Ceiling

2010 STAMP Test Data

Level 6Intermediate

High

Intermediate Low

Creates to communicate personal

messages with frequent grammar errors

“Message” more important than form

Vocabulary acquisition slows w/o

recycling

Can sequence sentence strings,

transitions

Describing events

Intentional recycling of

vocabulary / structures

Agree / Disagree –

Supporting opinions

Consider the

“Adrenaline

Factor”

Being

understood by a

native speaker is

like removing the

training wheels.

Intermediate Mid

Creates to communicate personal

messages with fewer grammar errors

“Message” is comprehensible to

sympathetic native speakers

Mix & Matches vocabulary phrases

Organized sentence strings, transitions

Creates and responds to questions

Narrates a story with description

Describing events in

3 time frames –

past – present – future

Building endurance with

authentic resources

Use the language in REAL

ways – Foster interaction with

native speakers

Making

REAL WORLD

Connections

Intermediate High

Can communicate on a wide variety of topics

Can use past – present – future time frames but

with errors.

Organized, paragraph-length

Struggles but can survive unexpected situations

Narrates a story in the past with description

Use language to create

products for REAL audiences

Role-Plays with a twist

Storytelling

Deep culture / Social issues

What Teaching Practices Lead to Proficiency?

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“Building Your Core:

Effective Practices for

Language Learners and

Educators”

By Pete Swanson, ACTFL

2016 President

and Marty Abbott, ACTFL

Executive Director

www.actfl.org

Resources

Use Target Language for Learning

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90%

COMPREHENSIBLE INPUT + 1

• Language & Tasks are scaffolded to level

• Language input is for communicative purposes

• Make meaning clear with visual support

• Frequent comprehension checks (non-verbals)

• Teach strategies to negotiate meanings

• Encourage self-expression & spontaneous use

• Provide student feedback, incentives

• DON’T DEFAULT to English to check for comprehension.

• Create a culture in which errors are part of growth

Use Target Language for Learning

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90%

WHY use the maximum amount of the target language?

“Learners can only acquire (internalize) language when

they hear large quantities of input that the teacher provides

orally that is interesting, a little beyond students' current

level of competence (i + 1), and not grammatically

sequenced. (Krashen, 1982) Note that the i refers to the

current competence of the learner and the +1 represents

the next level of competence beyond where the learner is

now. 2nd Language acquisition mimics natural acquisition.”Steven Krashen,

Explorations in

Language

Acquisition and

Use

Design Communicative Activities

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• Goal-directed: the speaker and the listener communicate in order to accomplish

a specific goal.

• Extended: multiple turns-at-talk between the speakers are required to negotiate

aspects of the interaction. Should include both questions and answers.

• Structured: easy-to-follow instructions for both speakers.

• Controlled: the topic (e.g., vacations, job, food, etc.) and the task type (e.g.,

descriptive, procedural, narrative, etc) are controlled by the task and not

negotiable. A provided rubric lets students know what needs to be included to

“complete the task” and how they will be scored. (vocabulary, accuracy,

elaboration, organization, etc.)

Teach Grammar as a Concept and Use as in Context

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Students focus on meaning BEFORE form.

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Oral Proficiency Interview: Level Descriptors

Intermediate Low Intermediate Mid Intermediate High Advanced Low Advanced Mid Advanced High

Text Type and Length

short messages and

postcards, simple

notes, statements,

questions

sentence length

short, simple letters,

essays descriptions

loosely connected

sentences

notes, letters,

summaries, essays

simple descriptions

and narrations

paragraph length

letters, narrations,

descriptions,

summaries of a factual

nature

paragraph length units

same as Adv. Low

texts of several

paragraphs

correspondence,

essays, narrations,

including special areas

of competence

multi-paragraph text

Sentence Type

non-complex non-complex non-complex

some complex

sustained control of

simple sentences

partial control of more

complex structures

complex sentences;

good control of

coordinating and

subordinating

structures

all types, with patterns

of error when

hypothesizing and

arguing

Communicative

Task(s)

create with language

limited expression of

elementary needs in

present tense

many practical writing

needs

all practical writing needs

often paraphrase and

elaborate

describe and narrate in

different time frames with

some inaccuracies

meet basic work,

social, and academic

writing needs

narrate and describe in

major time frames

paraphrase, elaborate

a range of work, social,

academic writing

narrate and describe with

some detail in all major

time frames

paraphrase and elaborate

Write about general and

some specialized topics,

with some diffiiculty when

abstract

Narrate and describe

Paraphrase and elaborate

Some argumentation and

hypothesis

Organizational Skills

simple sentence or

question

loosely connected

series of sentences

minimal cohesive

elements, little

evidence of deliberate

organization

sentences connected

into paragraphs with

basic cohesive

elements, with some

breakdown

can link sentences within

paragraphs using a limited

number of cohesive

devices;

can include redundancy

and awkwardness

a number of cohesive

devices to produce text of

several paragraphs;

intro., topic sentences,

support, , comparison and

contrast, sequencing,

summary, conclusion

where appropriate

structure fairly

extensive texts

including arguments

and hypotheses

(some weakness and

error)

Vocabulary and

Accuracy

basic vocabulary on

familiar topics

frequent errors in

grammar, vocab.,

punctuation,

spelling

vocabulary related to

personal experience,

immed. surroundings

Evidence of

control of simple

sentence syntax,

basic present

tense verb forms

vocabulary on familiar

topics of current,

general interest

tense and aspect

not consistently

accurate

Mostly generic vocabulary

typical of informal writing

Overall control of

past tenses, frequent

errors in complex

sentencesSignificant deterioration

when arguing or

hypothesizing

general vocabulary

sufficient for clarity;

may be frequent

errors in complex

sentences, spelling,

punctuation;decline in quality with

superior-level tasks

Fairly wide general

vocabulary

Good control of full

range of grammatical

structures, some

inaccuraciesLacks flexibility for dificult

tasks or readers; cannot

sustain superior level

Comprehensibility

can be understood by

natives used to non-

natives

readily understood by

natives used to non-

natives

generally

comprehensible to

natives not used to

non-natives

understood by natives

not used to non-

natives

readily understood by

natives not used to

non-natives

understood with

occasional distractions

by natives not used to

non-natives

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Teach Grammar as a Conceptand Use as in Context

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AP

Rubrics

CONCEPTUAL Control

PARTIAL Control

FULL Control

What about Grammar?

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Concept of Control: Examples

Novice Intermediate Pre-Advanced

Full greetings, leave-takings;

listing

Asking questions

(interview)

Use basic connecting

words (because, therefore,

when)

Partial Asking questions;

expressing feelings and

emotions

Adjective agreement Narration, elaboration

(past time)

Conceptual Adjective agreement Past time (narration) “What if …”

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Summary by ACTFL

Use Authentic Resources

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• Authentic texts embed culture and use grammar & vocabulary

naturally

• Authentic texts are higher interest and more engaging to students

than textbooks or made-for-student materials

• Authentic resources are limitless and support any theme or topic

• Use authentic resources to support Integrated Performance

Assessments

• Authentic texts teach students to infer meaning.

• Begin at the novice level – support with visuals, infographics

• Don’t modify the authentic text – modify the task

Use Authentic Resources

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When using authentic resources with

students, be sure to set the

expectation with students that they

are NOT supposed to understand

every word. Translation is not the

goal; the goal is to complete the task

www.hungryplanet.com

• Describe

• Use vocabulary

• Identify

• Compare and

contrast

• Cultural values/

information

• Evaluate

Authentic Resources: Imagery

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Scaffolding Student Engagement

Authentic Resources: Food

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FRANCE

• ENGAGE - images, menus, videos

• INFORM – food pyramids, articles re: health/ingredients

• SUPPORT – traditional food recipes, commercials, ads

• CONNECT – healthy eating habits (obesity, diabetes)

• COMPARE/CONTRAST – geographic impact? school lunches

• AMUSE and ENTERTAIN – videos, celebrations, tastings

• CHALLENGE – global hunger, social action, renewable sources

• SURPRISE / SHOCK – unusual foods

• PROMPT more QUESTIONS

Interpretive Mode:

• Authentic Resources as source of cultural information

Interpersonal Mode:

• CLOZE activities

• Q & A: Eating habits, preferences, etc.

• Plan a healthy school lunch or menu – special diets?

• Compare/contrast food pyramids – design your own

Presentational Mode:

• Research and present an unusual food

• Present a solution to a ‘real world’ problem

Scaffolding the 3 Modes:

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Plan with Backward Design Model:

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Design Steps:

1. Identify Results – What students will be able to do CAN-DOs

2. Determine acceptable evidence Performance Assessments

3. Plan learning experiences and instruction Unit / Lesson Design

Backward Design:

ACTFL’s Keys to Planning for Learning

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Templates for

unit design:

1. Topic/Theme

2. Essential

Question(s)

3. Student Can-Dos

4. Assessments

5. Learning Activities

ACTFL - App

Plan with Backward Design

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Novice• Minimal

autobiographical information

• Formulaic, rote phrases

• Lists

• Highly practiced, memorized

• Informal settings

• Most common aspects of daily life

• Difficult to understand

Intermediate

• Create with language (mix

and match acquired

language)

• Ask and answer simple

questions

• Narrate and describe

(present)

• Predictable and familiar

topics (daily activities,

personal life)

• Understood, with some

repetition

• SURVIVAL

Advanced

• Narrate and describe in

three time frames

• Handle an unanticipated

complication

• Extended and more

organized

• Formal and informal

settings

• Topics of general

interest

• Easily understood

• PARTICIPATORY

Can-Do Statements:

Spiral Language Functions

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• Function: Descriptive Narrative

• Function: Expressing likes/dislikes, preferences, opinions

• Function: Asking / Answering Questions

• Function: Compare / Contrast

• Function: Expressing needs, wants, hopes

• Expanding Vocabulary

• Expanding Text-Type - Elaboration

• Expanding Text-Type - Organization

Cognitive / Linguistic

• I can describe people.

• I can describe things.

• I can describe places.

• I can describe ideas, concepts, cultures (3 Ps)

• I can use past (recycled), present and personalized vocabulary (3 Ps)

Growing Text-Type:

Scaffolding Descriptive Narrative

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Vocabulary / Length

• I can identify characteristics. (list)

• I can write a descriptive sentence.

• I can describe in sentences with multiple parts. (conjunctions)

• I can describe with strings of sentences, some organization. (pre-paragraph)

• I can write an organized, descriptive paragraph.

Scaffolding Text-Type: How much?

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Growing Text Type:

Student Samples:

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Student samples that

display GROWTH in

TEXT-TYPE work

well for teachers to

demonstrate growth

for parents and

administrators that do

not understand L2.

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Growing Text Type:

Student Samples:

• ENGAGE - clip from Video series “Isabel I” RTVE

• INFORM – Segovia, Spain online website – history, images

• SUPPORT – Art / Architecture from period (Google earth)

• CONNECT – History – Roman Empire, Americas 1492

• COMPARE/CONTRAST – Renaissance and Modern City

• AMUSE and ENTERTAIN – Disney princesses - Cinderella

• CHALLENGE – Religion, prejudices (cXV Spain / Global)

• SURPRISE / SHOCK – Spanish maps 1560s

• PROMPT more QUESTIONS

Sample scaffolding. . . Segovia

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Interpretive Mode:

• illustrate, summarize, create Qs

Interpersonal Mode:

• CLOZE activities

• Famous people Q & A , Descriptions

• Plan your visit

• Compare/contrast Segovia with US city – now & then

Presentational Mode:

• Write a fairy tale

• Retell the history

• Tell your own childhood story

Cenicienta y el Príncipe Azul

el cuento de hadas

Scaffolding the 3 Modes: Segovia

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Vocabulary / Length

• I can identify characteristics. (T-chart, Venn Diagram)

• I can create a comparative sentence.

• (--- but ----)

• I can compare and contrast in a sentence with multiple parts. (conjunctions)

• I can compare and contrast with strings of sentences. (pre-paragraph)

• I can create an organized, comparative paragraph.

Scaffolding: Compare & Contrast

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Provide Appropriate Feedback

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• Rubrics

• Commentary – note growth

• Teach above level – Assess at level

• Student Ownership of Proficiency

• Can-Do Statements

• Assessments: Reflection

• General Self-Evaluations - Folders

AFLA16 - L. Egnatz

Student Reflection on Growth

What Teaching Practices Lead to Proficiency?

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“Building Your Core:

Effective Practices

for Language

Learners and

Educators”

By Pete Swanson,

ACTFL 2016

President

and Marty Abbott,

ACTFL Executive

Director

www.actfl.org

Resources

Discuss with your partner:

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Which of the

Core

Practices

would you like

to improve

upon. Why?

Workshop Goals

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• How do we define proficiency?

• What is Teaching for Proficiency?

• What resources exist to support teaching for proficiency?

• What does proficiency in a classroom look like?

• What teaching practices lead to student proficiency?

Questions?

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Don't lower your expectations to meet your performance. Raise your level of

performance to meet your expectations. Ralph Marston, The Daily Motivator

Heart

Rosa

“Yesterday is gone.

Tomorrow has not yet

come. We have only

today.

Let us begin.”

- Mother Teresa

Find an ICTFL friend . . . and start DRIVING!

#ICTFL16

Linda L. Egnatz

www.lindaegnatz.com

@miprofeAP