Virginia North Carolina South Carolina Georgia Kentucky Welcome to LinguaFolio Transatlantic Dialogue Sponsored by the Goethe-Institut Members of • Council of Europe • Ministries of Education • National Council of State Supervisors for Languages (NCSSFL) EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Alliance Française Goethe-Institut Instituto Cervantes Russian Language Testing Consortium Universidade de Lisboa Università per Stranieri di Perugia University of Cambridge EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio • Over 75 approved versions are used in over 20 countries • Each version must be approved by the Council of Europe EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common Frame of Reference Common Scale of Reference European Language Portfolio ACTFL Performance Guidelines 160 statements for language educators to determine proficiency… Common Scale of Reference Approximately 400 statements, subdivided into 40 categories, which describe what typical language users can do… ACTFL Proficiency Guidelines (Speaking) Comparison Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence. ACTFL proficiency guidelines and the Common European Framework Novice Mid European CSR Can do Descriptors (Speaking) A1 Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. Spoken Production I can use simple phrases and sentences to describe where I live and people I know. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES The ELP seeks to: • • • • Add value to language learning Promote plurilingualism Encourage reflection on achievement Contribute to mobility in Europe for workers and students LinguaFolio further seeks to: • • • • Facilitate K-16 articulation Serve as a tool for students to manage their language learning Recognize and value heritage languages Promote language learning as a life-long endeavor LinguaFolio helps: • Language learners and their parents • Educators • Businesses and employers P ilot LinguaFolio Indiana! Student Name: Indiana Department of Education World Languages LinguaFolio USA! - A national “Year of Languages” world language initiative endorsed by the National Council of State Supervisors of Foreign Languages (NCSSFL). LinguaFolio Indiana! - A state pilot program supported by the Indiana Department of Education, Office of Program Development: World Languages. www.doe.virginia.gov/Instruction/ Language/LinguaFolio Virginia Department of Education http://www.doe.virginia.gov/linguafolio What is LinguaFolio? • A Web site of resources for creating an individual portfolio What is LinguaFolio? • A pilot program for elementary, secondary, university, and adult learners http://www.doe.virginia.gov/linguafolio/participate.html Five training modules: Module 54321 Welcome How Accessing Send Just do do a New it! I to learn? the LinguaFolio Message: Global Let me Chat “Can-do” Google – the Room ultimate the inboximportance ways… The Guidelines Implementation for development of in interculturality the classroom of selfHistory andcriteria Developing assessment autonomous developmentand of reflective LinguaFolio learners through self-assessment Implementation For LinguaFolio to be effective, it is important that students record information in all three sections of LinguaFolio: Language Biography Language Dossier Language Passport Timeline Pace your implementation to best fit your: schedule school class or level goals teacher student Model, Model, Model Complete your own LinguaFolio or a sample for students to see. Sample activity from training module 5: Complete p. 55 or 86 of Teacher’s Guide Discuss with partner how you decided what to enter and also how you would introduce this activity in your class Housing LinguaFolio Paper Electronic Notebook Floppy Disk Individual Folders Jump Drive In the room CD Student keeps Hard Drive School Server Classroom School Lab Implementation Tips Introduction to Learners: Game Score Analogy (p. 6 ) LinguaFolio Nebraska Implementation Tips Language Biography Share your model Allow learners to complete, answering any questions that arise Group learners to work on biography section together Implementation Tips Language Passport Checklists Self, Peer, Teacher LinguaFolio Jr. Grades 3-8 Reflects outcome based program goals LinguaFolio Grades 9-16 Reflects personal goal and career plans Implementation Tips Language Dossier Folder of Evidences Collection of evidence ongoing Implementation Tips Language Dossier can include: Dialogs Projects Research Compositions Copies of awards PowerPoint presentations CDs/DVDs/Videotapes Photos Classroom Time Management Scenarios Self directed, once a week time periods for learners to update and record their progress Periodic time fillers, when there is an extra 10 minutes, learners could update and record their progress Adapted from LinguaFolio Indiana Classroom Time Management Scenarios Frequent out of class assignments for which learners could be assigned to update and record their progress Periodic group work where learners can peer assess Adapted from LinguaFolio Indiana Timeline Checklist: Decide where to house LinguaFolio Dates for learner, parent, community presentation of LinguaFolio Dates for pilot data submissions Reflect integration throughout year or semester Checklist: List Timeline of chosen Biography pieces and due dates Dates for checklist work including self-assessment, peer assessment and teacher assessment Dates for dossier collection, reflection, evaluation Passport completion Resources LinguaFolio Nebraska http://www.nde.state.ne.us/FORLG/PreK16.htm Indiana World Languages site with LinguaFolio links: http://www.doe.state.in.us/opd/wrldlangs/ European Language Portfolio http://culture2.coe.int/portfolio/ LinguaFolio http://www.doe.virginia.gov/LinguaFolio Contacts Virginia Helen Small Foreign Language Specialist Virginia Department of Education North Carolina Georgia Susan Crooks Program Specialist, Foreign Language and International Education Georgia Department of Education OR Helga Fasciano Second Language Consultant NC Department of Public Education Gregory Barfield, World Languages Coordinator Fulton County School System South Carolina Kentucky Ruta Couet World Languages SC Department of Education Jacqueline Bott Van Houten World Language and International Education Consultant Kentucky Department of Education Just go for it!