Why Proficiency?
Amy Lenord
Spanish Teacher – Instructional Consultant
Shepton High School - Plano ISD
Learning Targets
I can…
O Identify and explain the main motivators for
students taking language classes.
O Explain the difference between a traditional
language program and a proficiency based
language program.
O Discuss the benefits of a proficiency based
program.
O Identify the necessary components of a proficiency
based program.
A Little Reflection
My Language Story
O Fold a sheet of paper into 6 squares. Fill those squares
in with the following items:
SQUARE 1
SQUARE 2
Draw a picture that
Write one sentence about
represents what your 2nd
how you developed the
language learning looked fluency you have now in
like.
the 2nd language.
SQUARE 3
Write 5 key words that
explain why you chose to
pursue learning a 2nd
language beyond the
normal requirement.
SQUARE 4
Draw a symbol that
represents how you feel
about your fluency in the
2nd language now.
SQUARE 6
Draw a picture that
represents what you hope
your students get out of
your class.
Now, share your language
story with the whole group.
SQUARE 5
Write 3-6 bullets that
explain what you were
able to do in the
language after finishing
your required classes.
A majority of students
indicated that wanting to
be able to speak a second
language was the main
reason for studying it.
Attrition in Foreign Language Courses: Possible
Causes and Solutions
(Unpublished doctoral dissertation)
Maria Nuzzo, 2006
So, why do they leave?
O I’m graduating.
O I hate it.
O I want more fun classes.
O I’m tired of studying this
O
O
O
O
language.
Don’t have the patience for it.
Lazy
I would probably fail it.
Two foreign language credits
is all that is required for a
diploma of distinction.
O
O
O
O
O
O
O
I already know the language-we speak it at home.
Don’t want to
It is getting very hard for me,
and I need other subjects to
graduate with honors.
Too hard
Don’t like it, and I’m not good at
it.
Tired of the language
The class is interesting, but I
didn’t enjoy it very much. There
are more useful and enjoyable
classes I can take later.
And when asked why he would not be continuing his
language studies beyond the second year one student said:
“ I am so tired of
all these d***
verbs!”
Survey conducted by the Arlington ISD World Language
Department, Spring 2012
So, why proficiency?
The Elephants in the Room
Exploring the Possibilities
Examining Student Samples
Changing Our Thinking:
The ACTFL Proficiency Guidelines
How do they apply to our students?
How do they apply to us?
How do they evaluate our practices?
ACTFL Proficiency Level Samples
Changing How We Act:
Traditional Language
Instruction
Proficiency Based
Instruction
Language Concepts
Learning Targets
Textbook Chapters
Thematic Units
Objective Tests
Performance Assessments
Grammar & Vocabulary
Development
Intentional Proficiency
Development
Teaching in English
Teaching in the Target Language
Culture Days or Projects
Embedded Culture
Realities & Reassurances
What has to change
to move our
program towards
proficiency
building?
How does that
affect me as a
teacher?
Access to All
Workshop Resources:
www.amylenord.net/
why-proficiency.html
Works Cited:
O American Council for the Teaching of Foreign Languages.
O
O
O
O
2012 ACTFL Proficiency Guidelines.
American Council for the Teaching of Foreign Languages.
2013 NCSSFL-ACTFL Can-Do Statements.
Arlington ISD World Languages. 2012 Student Survey
Data.
Duncan, Greg. 2012 Lesson Planning for 21st Century
Learners: Some Things We Need to Know
(presentation).
Nuzzo, Maria. 2006 Attrition in the Foreign Language
Classroom: Possible Causes and Solutions
(unpublished dissertation).
Descargar

Why Proficiency?