LinguaFolio STARTALK March 2008

Document Sample
LinguaFolio STARTALK March 2008 Powered By Docstoc

              March 2008
        Deborah W. Robinson, Ph.D.
World Languages Consultant, Ohio Dept. of Ed.
            NCSSFL President
         Critical Issues in
    Curriculum & Assessment
• How do we determine what students
  should know and be able to do in these
  STARTALK programs?

• How do we determine how well they
  can do it?
    The WHAT of Curriculum:
   National and State Standards

5Cs: Communication, Cultures,
Connections, Comparisons, Communities
  – Modes of Communication: Interpersonal,
    Interpretive, Presentational
  – Products, Practices, and Perspectives

Progress Indicators at grades 4, 8, 12,
and 16

“Students ask and answer simple
questions about topics such as family,
school, daily routine, and activities.”

             How Well?

Formative and Summative Assessments

• Based globally on proficiency guidelines
• Based locally on performance objectives

   ACTFL Proficiency Guidelines
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.
   European Common Scale of
         Reference A1:
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 helps 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.
         What IS LinguaFolio?
• A language portfolio learners keep throughout
  their educational and professional careers.

• A tool in which language learners, including
  heritage learners and English for speakers of
  other languages, record and reflect on their
  language learning and intercultural experiences.

• A tool to help learners become reflective and
  autonomous language learners as they manage
  their own learning.                           8

Components of LinguaFolio
     1. Language Passport

An overview of experiences and
abilities with different languages. It
can be updated frequently and
records formal qualifications and
diplomas and self-assessments.
    The Passport includes:
• a summary of language learning and
  intercultural experiences or language
  courses outside of school;
• summer study, academies, or camps;
• contact with speakers of the language;
• a self-assessment grid and global scale;
• a linguistic profile.

  2. Language Biography
A record of personal language
learning history that helps to
evaluate learning goals and reflect
on language learning and cultural

    The Biography includes:
• learning goals—why you are learning
  language(s) and which language skills are
  most important to you;
• language history—list of language learning
  experiences and dates;
• significant language learning and
  intercultural experiences;
• current linguistic priorities including Self-
  Assessment Checklist. The Self-
  Assessment Checklist must be completed
  before filling out your Passport.               13
   Why do we need Can Do’s?
“Students ask and answer simple
questions about topics such as family,
school, daily routine, and activities.”

    Self-Assessment Can Do’s
I can ask simple questions and give simple
   responses on familiar topics such as:
• What I like and dislike
• What I am doing
• Where I am going
• When I am going to do something
• Who someone is
• What day it is
• What the weather is like                   15
         Evidence for Biography
Choose any or all of the following:
• History of language learning and intercultural
• Travel, study, or work in other countries
• Language use in programs or foreign countries
• Pen pals or hosting exchange students
• Reflections on exchanges and study visits
• Reflections on important linguistic and
  intercultural experiences                      16
   What is Interculturality?
Culture          Interculturality
• Products       • Understanding
                   another culture in
• Practices        relation to one’s own
• Perspectives   • Interaction with native
                 • Engagement with
                   authentic artifacts 17
          Cultures Standard
              meanings, attitudes,
                values, ideas

      Practices                 Products
celebrations, greetings,   art, literature, foods,
   social interactions     laws, music, games

Practices                      Products

What interactions have you had with
people from another culture using
another language
  –in the last day?
  –in the last week?
  –in the last month?
  Evaluate Your Study Skills:
• Learning inventory: What have you
  accomplished using a foreign

• How do you learn? Learning style
  examples and ideas.
             3. Dossier

A collection of pieces of work and
certificates chosen by the individual to
document and illustrate language skills,
experiences, and achievements. It can be
used to demonstrate the individual’s
language abilities to others.
      The Dossier includes:
• samples of written work and
• certificates that indicate language
• video and/or audio recordings;
• reports from tutors.
         Types of Assessment
Internal              External
•   Ongoing           •   Periodic
•   Holistic          •   Specific
•   Formative         •   Summative
•   Self-assessment   •   Validation
•   Learner-driven    •   Criterion-driven

Internal        External
• LinguaFolio   • ELLOPA / SOPA
                • OPI / MOPI
                • STAMP / NOELLA
                • MLPA
                  listening, speaking,
                  reading, writing)
                • AP test
        Formative & Summative
         Assessment Options
• Self-assessments of language competencies
    and intercultural experiences
•   Work samples
•   IPA
•   End-of-Course exam
•   Performance task
•   ELLOPA, SOPA, STAMP, OPI              27
   Critical Element: Goal Setting
• Model goal setting

• Make it clear that functional use of
  language, not grammar knowledge,
  is the principle goal

• Provide opportunities for learners to set
  their own goals
                            Activity                DO
• Right, left, straight, opposite,   • Understand, follow, and
  across from, behind, roads,          give simple directions
  streets,                             with visual support
• House, police station, store,      • Interact in culturally
  post office, bus stop,               appropriate ways in
• Where, what, how much,               service and purchasing
  currency                             situations
• From, to, in, out                  • Present information about
                                       your ‘hood to others
• Numbers up to ten
• How to read a map
• Word order varies, word
  borrowing, yes/no questions,
  Interrogative markers/words,                                29
  gender agreement
        Student-Driven Cycle:

1. Review Self-Assessment of Competency Level Rubric.
2. Write goals based on unit content and perceived
3. Determine tasks for achieving goals.
4. Save goals and all completed work in a folder.
5. End of unit: Choose BEST work for each goal.
6. Write self-reflection based on BEST work and goals.
   Learner Reflection Includes:
• connecting what they already know to what
  they are learning.
• checking frequently to see what they can and
  cannot do yet.
• determining which activities help them learn
  most effectively.
• setting small, achievable goals.
• planning and monitoring future learning.    31
   Students Should Reflect on:
Learning                  Lessons
• I have learned…         • I like best…
• I can…                  • The most interesting
• I am good at…             thing is…
• I haven’t managed…      • I don’t like…
• I don’t understand…     • The most boring
• I have difficulty in…     thing is…

   Reflecting on Interculturality
Learners also need to be able to self-assess
their intercultural growth:
   – Are learners aware of the multiple aspects
     of culture?
   – Do they know where to find and how to
     engage in intercultural activities?

    Practices and Activities that
     Promote Self-Assessment
• Journaling or learner logs
• Portfolios
• Rubrics
• Peer-assessment
• Admit/exit slips
• KWL charts (What I know, want to know,
• Think-Pair-Share                         34
    The Benefits of LinguaFolio:
•   Increased motivation
•   Heightened self-confidence
•   Active learning
•   Promotes learner autonomy
•   Time thinking about learning

        Benefits, continued
• Increased teacher creativity
• Stronger focus on communication
• Improved relationships between
  teachers and students
• More informed parents
• Greater realization of language use in
    LinguaFolio informs:
• language learners and their parents

• educators

• businesses and employers

• facilitates K-16 articulation
• serves as a tool for students to
  manage their language learning
• recognizes and values heritage
• promotes language learning as a life-
  long endeavor
        LinguaFolio Online
• U. of Oregon Center for Applied Second
  Language Studies, Carl Falsgraf,
• “Can Do” statements, uploadable
• On-line by June 1, 2008!
For STARTALK: Novice-level Can Do's form the
basis of the framework.

Programs choose Can Do’s from a menu of

The full set of Novice and Intermediate Can
Do's can be used with heritage speakers and
others with some language background to
conduct before and after self-assessment.     40
• Good programs will not rely solely on Can
  Do self-assessment.
• Programs should develop performance
  assessments and other measures.
• Students can enter scores in LinguaFolio
• May have capability to upload performance
  assessments (text and audio) this summer
  as evidence of accomplishing Can Do's
  and broader cultural and content goals
               Can Do’s

• I can do this with help
• I can do this

  Recap: What is LinguaFolio?
A standards-based, self-directed
formative assessment tool that
records ongoing learner progress
and, along with external summative
assessment results, provides a
comprehensive view of student

• European Language Portfolio
• ACTFL Performance Guidelines for K-
  12 Learners
• ACTFL Proficiency Guidelines

         How to Find the Project

Helen’s slide:

Lessons learned in Virginia
•   “Now we will do the LinguaFolio…”
•   Students must understand WHY
•   Students need guidance in HOW
•   Realistic expectations (level, goals)
•   Teacher training is key
•   Start small!