Understanding the
World Languages
Program Review
Dr. Jacque Van Houten, KDE
Agenda
• Why a World Language Program Review?
• The document and the timeline.
• What does proficiency in a WL look like?
• What does effective WL
teaching/learning look like in a
classroom? In a program?
• What resources are there to help?
21st Century
Reasons
Traditional
Reasons
•
To improve vocabulary
•
To improve communicative and cultural
competencies
•
To learn your own language better
(grammar)
•
To speak to our neighbor & co-worker
•
For travel abroad
•
To improve employment potential and
advancement; to compete for hire
•
To learn geography
•
•
To enrich knowledge of culture
To prepare for the military; National
Security and International Diplomacy
•
To get into college
•
To build literacy & sharpen cognitive
skills
•
To appreciate int’l lit, music, art, film
•
To meet college admission requirements
Trending…
• International Benchmarking
• Partnership for 21st Century Skills
• Global Matrix
• College & Career Readiness
• Career & Technical education, internships
• Emphasis on literacy and Common Core ELA
International Benchmarking
• Finland – everyone’s standard for math
Every student exits high school with communicative
competence in at least 4 and usually 5 other languages
• Korea – high scores
Every student learns English; OPI testing
• EU – requires 3 languages for graduation and funds college
study in another EU country
• Brazil – Students learn Portuguese (L1), Spanish, and now
English
Partnership for
21st Century Skills
•
Core subjects:
1. English
2. WL = communication and literacy;
•
Interdisciplinary theme = Global Awareness
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
Global Competence Matrix
• Investigate the World*
• Recognize Perspectives*
• Communicate ideas with diverse audiences**
• Take Action*
**KY WL Standard Language Competencies
*KY WL Standard Intercultural Competencies
College and Career Readiness
College
•
Switch from seat time to
proficiency level
requirements at UK & WKU
•
Only precollege requirement
that did not become a
graduation requirement for
all
•
Career & Tech now have
courses in Sp for … and int’l
internships
Career
•
KWTC and KY Chamber of
Commerce are calling for
students to be prepared with
competency in another WL
another language and
interculturality
•
Ag, service industry, courts &
medical calling for languages
•
Military pays bonuses for WL
competency and requires
officers to demonstrate
proficiency
Emphasis on Common Core
ELA
ELA’s Reading, Writing, Speaking and Listening are
captured in the World Language Standards goal area
of Communication, by emphasizing the purpose
behind the 3 modes of communication:
Interpersonal (speaking-listening or writing-reading)
Interpretive (reading, listening, viewing)
Presentational (writing, speaking, visually
representing)
Alignment to ELA Common
Core State Standards
In learning a WL students:
•
Learn to ask and answer questions, identify words, describe people, places and
things, retell stories, interpret text, and apply the conventions of language
•
Developing mental flexibility, decoding and problem-solving skills, and
increase memory function
In addition, students:
•
(Romance) Learn a new phonetic system, whole new vocabulary, extra
language conventions (spelling, accent marks, pronunciation, intonation,
inflection)
•
(Asian) Learn to read by character recognition and write by following precise
stoke steps to form a single character that may represent a word or phrase
National Perspective
• Since 2007 the U.S. Department of Defense spends
$57 million each year to increase national language
capacity.
• Governors of DE, UT and NC have prioritized
language learning in their education agendas. DE
has world language in every elementary school and
22 immersion schools. UT has 52 dual immersion
schools and NC has 57 immersion schools, VA 35.
• WI and WA recognize higher levels of proficiency
with certificates, somewhat like technical skills
certificates.
Illiteracy in the 21st century =
Monolingualism
• So, how do we prepare our students
with the world language and cultural
competencies they need to compete
with other countries and defend our
nation?
Service- and
communitybased
learning
Projectbased
learning
Study
abroad
Online
courses,
dual-credit
courses
internships
High
School based learning
for some students
Middle
school based learning for some students
Elementary
school based learning for all students
Summer
camps
Timeline
• 2005 State Board directive to build capacity for graduation
requirement; LinguaFolio; China MOU; Gov’s Summit on Int’l
Education
• 2006 Alt Cert program; WL/Arts Teacher Academies
• 2007 Assessment pilot
• 2009 Proficiency-based WL Standards
• 2010 EPSB/CPE/KDE WL Summit; Confucius Institutes
• 2011 Gov.’s TEK Recommendation 3E for enhancing the teaching
of world languages at all grade levels. KWLA FL Festival change
• 2012 UK/WKU admission req’t change; Proficiency training
blitz: Preparing a Global Workforce symposia.
WL Program Review
Timeline
• 2012-2013
Preparation Year
Professional Development
Proficiency Training
Immersion Incentive grants
• 2013-2014
Pilot Year
Professional Development
• 2014-2015
Field Testing Year
Professional Development
• 2015-2016
Full Implementation
What’s the
BIG
picture?
What should WL
teaching/learning look like
in a program?
Expanding the Languages
Taught in KY
• Spanish
• French
• Chinese
• German
• Latin
• Japanese
• ASL
• Arabic
• Russian
Changing the Practice
• Focus on functional language with grammar as a tool
• Emphasis on proficiency/performance versus seat
time for learning outcomes and credit
• Importance of formative and summative performancebased assessment;
• Shift from textbooks to thematic/content-based
• Popularity of hybrid or blended courses
• Teacher professional development = professional learning
communities, PLCs
Forging New Directions
• Longer & Stronger, Pyramid Base: Begin
language learning at a younger age and continue
learning opportunities throughout schooling
• Increase the effectiveness of language learning
opportunities
• Expand the range of languages
• Expand access and opportunities to learn via
innovative delivery systems
• Establish clear proficiency expectations for
students’ language learning outcomes
• Recognize & encourage learning wherever it
occurs
It’s all about learning to USE a
language in today’s world
Proficiency = Performance
Culture is more than food and song
The earlier the better & easier
Growth takes time
Let’s look at the
Program Review
Student Access
• The school provides opportunities for each student,
including heritage speakers, to learn and develop
benchmarked proficiencies in at least one world
language by scheduling time for instruction, learning
opportunities, and monitoring.
• The school promotes and encourages languagelearning opportunities for each student outside of
school and recognizes achievement through
performance-based credit.
Elementary Model Options
• Traditional teacher in a classroom
• Dual Language Immersion school or strand
• Hybrid: (i.e., Arte Y Mas, Middlebury Interactive +
shared teacher + language facilitator)
• Literacy Centers
• Before/After school programs
http://asiasociety.org/education/afterschool/term
• Intensive summer camps
Steps to Starting a Program
• Determine a language policy that reflects a shared vision.
• Administer a community survey
• Recognize/Promote outside learning the classroom
• Establish school language proficiency targets.
• Investigate existing models/visit schools
• Consider: immersion, hiring a visiting teacher, partnering
with university/community, summer programs, hybrid
programs, utilizing parent volunteers, etc.
Possible first steps…
• Engage native speakers, language teachers, high school or college students
to work afterschool with student volunteers to create label phrases (i.e.,
media center hours, today’s lunch is, put papers here, do not disturb, etc.)
• During announcements use the language to greet, give a phrase of the
day, recognize a world holiday, etc.
• Celebrate ESL student’s home languages.
• Bring in a guest native speaker to aide a PE teacher in doing an activity
only in the target language (dance, aerobic exercise, sport, etc.).
• Post things around the school that are written in another language.
• Invite foreign speakers and ask them to use some of their language.
• Encourage teachers integrate the language (look at foreign labels, learn to
pronounce foreign names, titles correctly.
Possible second steps…
• Start a serious before or after school language club for each
grade with targeted I Can goals
• Give incentives for demonstration of language performance
• Include a WL station in literacy centers (i.e., use a software
pgm; read a book in English that uses foreign words, pair an
ESL student with English speaking students)
• Initiate a partnership with a foreign school and SKYPE them
• Model use of the world language
Program Review:
Aligned & Rigorous Curriculum
• is designed to develop students 21st Century skills of
creativity, innovation, critical thinking, problem
solving and collaboration.
• is designed to build students’ cognitive and literacy
skills in another language …
• intentionally integrates content across disciplines …
Student Performance
• Students demonstrate consistent growth in the
three modes of communication
• Students demonstrate consistent benchmarked
growth in the development of their intercultural
competencies
• Students set performance goals …
• Students use the language outside of class …
What is World Language
Proficiency?
• Language is described in proficiency levels and
sublevels (low/mid/high) that outline key
benchmarks achieved in world language
programs given sufficient instruction over time:
• Novice (the beginning level, regardless of age or
grade)
• Intermediate
• Advanced
• Superior
Scenario
• A Martian has landed in your neighborhood
and is asking around about this thing called
a “circus.” Follow the directions on the
card you are given to describe a circus
for your new friend.
Kentucky Standard for
WL Proficiency
• One Standard
• 6 Core Competencies:
3 Linguistic, 3 Intercultural
• Core Performance Skills reported out in
ACTFL Proficiency Guideline levels
• Learner Benchmarks
• Learning Indicators
• Sample Learning Targets
Kentucky’s World Language
Core Competencies
LINGUISTIC COMPETENCIES
• Interpretive Listening and Reading
I can interpret information, concepts, and ideas from a variety of
culturally authentic sources on a variety of topics.
• Interpersonal Communication
I can exchange information, concepts, and ideas with a variety of
speakers or readers on a variety of topics in a culturally appropriate
context.
• Presentational Speaking and Writing
I can present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics in a culturally appropriate
context.
Learner Benchmark
1.NH.R: I can communicate on very familiar topics
using a variety of words and phrases that I have practiced and
memorized.
Learning Indicator:
I can communicate some basic information about my
everyday life.
Sample Learning Goal or Target:
• I can give times, dates and weather information.
• I can tell about what I eat, learn, and do.
• I can tell about places I know.
• I can ask and understand how much something costs.
• I can tell someone the time and location of a community
event.
• I can
Kentucky’s World Language
Core Competencies
INTERCULTURAL COMPETENCIES
• Investigation
I can use my language skills to investigate the world beyond my
immediate environment.
• Perspective
I can recognize and understand my own and others’ ways of
thinking.
• Action
I can use my language skills and cultural understanding to
interact with others and improve my world.
Learner Benchmark:
1NH.IC I can identify some basic cultural beliefs
and values.
Learning Indicator:
I can identify some beliefs and values related to age,
gender, social class and ethnicity.
Learning Targets:
• I can sometimes tell the way people address each other
differently based on age and social standing.
• I can sometimes recognize that appropriate dress is
determined by cultural traditions.
• I can recognize that gender and age can determine one’s
role in the family, school, and workplace.
What should WL
teaching/learning
look like in a
classroom, in a
program?
KEY PROGRAM COMPONENTS
• Curriculum focused on communication building cognitive and
literacy skills.
• The target language used almost all of the time and learning
and is made comprehensible through a variety of strategies (i.e.,
visuals, body language, objects, hands-on-experiences) and
technologies.
• Students are provided a variety of ways to experience and
communicate in the three modes of communication (interpretive,
interpersonal and presentational) in authentic cultural contexts.
• Authentic performance tasks are routinely used to assess
students’ language and there is a thoughtful procedure for
documenting and reporting student performance.
Unit Profile: Elementary
Learning Target:
• I can give information about my pet, describe it, tell
where it lives, what it likes to do, what, where and
when it eats.
Performance Assessment:
• You have a partner class in a foreign country and
want to share information about pets. Your task is to
show a photo and tell about the pet.
Sample themes
• Eating Right and Getting Fit
• Counting Pennies for a Rainy Day
• Can you dance?
• How safe is your water?
• Reading for Pleasure
• Fantasy Soccer
• Eye care, do you?
Options for Demonstrating Proficiency
End-of-course
Assessment
Benchmark
Assessments
LinguaFolio
Evidence
Online
Teacher-designed E-Portfolios
Standardized Tests Performance(NOELLA)
Based Assessments
Integrated
Performance
Assessments
Student-designed Regional World
PerformanceLanguage
Based Assessments Showcase
ELLOPA & SOPA Oral Interviews
assessments
Performance
Events
What helps to learn a language?
• Hearing, seeing and using the target
language
• Comprehensible instruction
• Frequent & meaningful participation
• Active involvement in the learning
process
Traditional
HS sequence
The TBD
option
Independent
Techenabled
Middle
College
Summer
Language
Camps
KY World
Language
Proficiency Route
Options
Traditional
Virtual
Sequence
Immersion
Programs
Foreign
Exchange/
Travel
Heritage
Speakers
What resources
are there
to help?
KY Course Codes
Elementary School (P-5) Spanish I
Engages learners in developmentally appropriate activities
to acquire the language necessary to communicate within
the novice range on the ACTFL Proficiency scale on a
variety of topics, including connections to other subject
areas. Cultural aspects are typically included in order to
understand the relationship among the products, practices
and perspectives of Spanish speaking cultures. In addition,
students develop insight into their own language and culture.
KY Course Codes
• Elementary School World Language Immersion. This class
facilitates the learning of a world language within the novice
to intermediate range on the ACTFL Proficiency scale
through a specific grade level content area, such as science,
math, etc.
• World Language Special Topics Provides cursory look at one or
more language and culture. N.B. This course was only be available
through the 2011-2012 school year.
Immersion Program
Resources
• 2012-2013 RFP for Kentucky
Language Immersion Initiative
1) $35,000 to 3 school for
implementation grant
2) $10,000 to 10 schools for
planning grants
PROFICIENCY TRAINING
• Co-op MOAs-- $10,000 each
--OPI trainings*
--PD for administrators
--Conference attendance support
• Summer NXG World Language & Arts Academies
$10,000 grants to schools for attendees
• KY World Language Association
Conference theme: “Proficiency to the Core”
World Language Showcase redesign
KWLA Language Showcase
• State participation requires a demonstration of
Novice High in two regional events
• Events:
On Site Performance Tasks
Community Service Projects
Interdisciplinary Projects
Personal Interest Projects
Language Bowl
Group multi-step language challenge
Teacher/Student Resources
• Visiting / Guest Teachers (Spain, China, France,
Germany, Japan)
• Language & Culture Assistants through Embassies
• NKU, UK summer certification programs
• Teacher Academies
• STARTALK programs
• Summer camps/Concordia Language Villages
• KET’s Arte Y Mas (K-3 arts/Spanish)
For more information, contact
Dr. Jacque Van Houten
Jacqueline.vanhouten@education.ky.gov
502-564-2106