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 Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation) Maria Nuzzo, 2006 So, why do they leave?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).