TM ® LinguaFolio A Tool for Reflective Learning & Student Self-Assessment
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TM ®
LinguaFolio
A Tool for Reflective Learning
& Student Self-Assessment
TM ®
Today’s Faciliators:
Mara Cobe
Joan Lachance
TM ®
LinguaFolio
standards-based self-directed formative assessment tool
THAT
records ongoing learner progress displays student-selected evidence
to validate proficiency self-assessment, and
provides a comprehensive view of student performance
TM ®
What is language learning?
According to Standards for Foreign Language Learning in the 21st Century,
To study another language and culture gives one the powerful key to successful communication: knowing how, when and why, to say what to whom.
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Proficiency Standards
ACTFL
Novice
Intermediate
Advanced
Superior
Low, Mid, High for
each level until
Superior
WIDA Entering
Beginning
Developing
Expanding
Bridging
Reaching
ACTFL Proficiency Levels
Superior-Distinguished-Native
Advanced
Intermediate
Novice
Novice – Word Level Communicate minimally with formulaic and
rote utterances, lists and phrases
Intermediate – Sentence Level Create with language, initiate, maintain and
bring to a close simple conversations by
asking and responding to simple questions
Advanced – Paragraph Level Narrate and describe in past,
present and future and deal
effectively with an unanticipated
complication
ACTFL Proficiency Levels
Novice
(Parrot)
Intermediate
(Survivor)
Advanced
(Storyteller)
Proficiency Expectations
Alphabetic Languages
Alphabetic
Languages
Novice Intermediate Advanced
Interpersonal (NA for Classical Languages)
Levels I, II Levels III, IV, V Levels VI, VII, VIII
Interpretive Levels I, II Levels III, IV, V Levels VI, VII, VIII
Presentational Levels I, II, III
Levels I, II
Levels IV, V, VI
Levels III, IV, V
Levels VII, VIII
Levels VI, VII, VIII
Proficiency Expectations
Logographic Languages
Logographic
Languages
Novice Intermediate Advanced
Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII
Interpretive Levels I, II, III Levels IV, V, VI Levels VII, VIII
Presentational Levels I, II, III, IV, V Levels V, VI, VII, VIII
Proficiency Expectations
Classical Languages
Novice Intermediate Advanced
Interpretive Listening
Reading
Levels I, II
Level I
Levels III, IV, V, VI
Levels II, III, IV
Levels V, VI
Presentational Speaking
Writing
Levels I - VI
Levels I, II
Levels III, IV, V, VI
Proficiency Expectations
Visual Languages
Visual
Language
Novice Intermediate Advanced
Interpersonal
Levels I, II Levels III, IV, V, VI Levels VII, VIII
Interpretive: Receptive & Fingerspelling
Levels I, II
Level I
Levels III - VII
Levels II, III, IV, V
Level VIII
Levels VI, VII, VIII
Presentational Expressive & Glossing
Levels I, II, III
Levels I, II
Levels IV, V, VI
Levels III, IV, V, VI
Levels VII, VIII
Levels VII, VIII
12
ACTFL Performance Guidelines
• Comprehensibility (How well is the student understood?)
• Comprehension (How well does the student understand?)
• Language Control (How accurate is the student’s language?)
• Vocabulary (How extensive and applicable is the student’s vocabulary?)
• Cultural Awareness (How is the student’s cultural knowledge reflected in language use?)
• Communication Strategies (How does the student maintain communication?)
Essential Standards for
World Languages
The Essential Standards are written to define
what students should be able to do with
their language (based on ACTFL proficiency
levels):
– Novice (Low, Mid, High)
– Intermediate (Low, Mid, High)
– Advanced (Low, Mid)
3 Strands in the WLES
CLL Connections to Language &
Literacy
COD Connections to Other Disciplines
CMT Communities
4 Essential Standards
1. Use the language to engage in interpersonal communication. (Interpersonal Mode)
2. Understand words and concepts presented in the language. (Interpretive Mode)
3. Use the language to present information to an audience. (Presentational Mode)
4. Compare the students’ culture and the target culture. (Culture)
Three Modes of Communication
Interpersonal: Person-to-Person
• Initiate, maintain, sustain conversation (oral or written)
• Active negotiation of meaning
Interpretive: Viewing, Listening & Reading
• Interpret and respond to received messages
• NO active negotiation of meaning with writer or speaker
Presentational: Speaking & Writing
• Create, revise, and practice oral or written messages
• NO direct opportunity for active negotiation
Activity: Mode Sort
1. Read the Mode Sort slips
with your table group.
2. Sort them using this chart:
Interpretive Interpersonal Presentational
Proficiency Level
(Novice Low) Strand
(Connections to Language & Literacy)
Essential Standard (#3) Clarifying Objective
(#1)
How to Read the WLES
CLL: Connections to Language & Literacy
NL.CLL.3 Use the language
to present
information to
an audience.
NL.CLL.3.1 Use single words and simple,
memorized phrases in
presentations to identify the
names of people, places, and
things.
NL.CLL.3.2 Use the language to recite
memorized poetry and songs
from the target culture.
NL.CLL.3.3 Use appropriate pronunciation to
present memorized phrases.
Essential Standards for
World Languages
NM.COD.3: Use the language to present
information to an audience.
NM.COD.3.1:
Use memorized words and phrases about the
weather, date, seasons, numbers, and daily
classroom activities to give a spoken or
written presentation.
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Individual Proficiency Analysis
Use the LinguaFolio grid
on the last page of the
Passport to self-assess
your proficiency in a
language you have
studied.
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NOVICE SUPERIOR INTERMEDIATE ADVANCED
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Individual Proficiency Analysis
1. Read the ‘I can’ statements in each skill’s
row from Novice Low through Superior.
2. Circle the ‘I can’ at the highest level you
could demonstrate for that skill.
3. Reflect using these questions:
a. Which communication mode is strongest or at
the highest level of proficiency for you?
b. Which communication mode is at the lowest level
of proficiency for you?
c. Why is this the case? How could you change it?
Future Ready Schools
A Comprehensive Balanced Assessment System
Classroom Assessment
(Formative and Summative)
Interim/Benchmark Assessments
(Summative)
Statewide Assessments
(Summative)
Aligned to State Standards
European Language Portfolio
EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES
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ACTFL National Standards or 5 C’s
Common
European
Framework of
Reference
ACTFL
Proficiency
Guidelines
LF
LinguaFolio
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LinguaFolio by any other name…
Different States
LinguaFolio Jr.
ESL Dual Language Immersion
Heritage Language
Programs
Higher Education
STARTALK > LFO
e-LinguaFolio
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LinguaFolio
LinguaFolio
Can facilitate K-16 articulation.
Serves as a tool for students to manage their language learning.
Recognizes and values heritage languages.
Promotes language learning as a life-long endeavor.
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LinguaFolio
LinguaFolio informs
Language learners and their parents
Educators (including administrators)
Businesses and employers
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LinguaFolio allows learners
To examine their language competencies
To consider their cultural interactions
To develop reflective learning skills
To manage their own language learning
To provide a holistic view of their language performance
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LinguaFolio: Biography
Reflection pieces
Language
activities
Intercultural
experiences
Self-assessment
checklists
Goals
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LinguaFolio: Biography
Self –
assessment
checklists I can do this easily
and well.
This is one of my
goals.
Interpersonal
Interpretive
Listening
Reading
Presentational
Speaking
Writing
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Novice High GRID OR MAIN CAN-DO
SUB CAN-DO
EXAMPLES
CUSTOMIZED CAN-DO
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http://www.learnnc.org/lp/editions/Lingua
Folio/5789
(Video clip about biography)
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Please complete both of
these in your LinguaFolio
Biography:
Learning inventory
Language Biography cover sheet
Measuring Proficiency
INTERPRETIVE
Listening/Viewing
INTERPRETIVE
Reading
INTERPERSONAL
Person-to-Person
PRESENTATIONAL
Speaking
PRESENTATIONAL
Writing
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Hands-On Workshop Time
Self-Assessment of my Presentational
Communication – Writing
Use the writing prompt (next slide)
Use a language other than English or your
native language
Use visual and non-visual communication
as needed
You decide to create a blog for your e-Pals in _____ with pictures and descriptions of your family members. Each of your family members has unique likes and dislikes, which you may wish to explain on your blog.
You may want to share things like:
• Names of your family members and their relationship to you;
• Personality and/or physical descriptions;
• What your family members like/don’t like to do
Feel free to include any other information about your family that will really make your blog stand out. Be sure to show off what you can do!
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Writing Prompt Follow Up
Place yourself on the
presentational writing “I can”
checklist
Reflect and write statements or
questions generated as a result of
this activity
Set goals for yourself
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DOSSIER
Digital text,
audio, and
video work
samples
mp3 files
Podcasts
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“I Can” Self-Assessment Checklists with
Evidence Upload Area (Dossier)
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http://www.learnnc.org/lp/editions/Lingua
Folio/5791
(Video clip about dossier)
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PASSPORT
Summary
snapshot of
language
learning and
self-
assessments
Record of
external
assessments
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Proficiency Scales ACTFL SLPI TESOL CEFR ILR
NL-Novice Low NFS/Novice Entering – Level 1
Beginning – Level 2 A1
Breakthrough
0-0+ NM-Novice Mid Novice Plus
NH-Novice High Survival
IL-Intermediate Low Survival Plus Developing – Level 3
1-1+ IM-Intermediate Mid Intermediate
Expanding – Level 4
A2
Waystage
IH-Intermediate High Intermediate
Plus B1
Threshold AL-Advanced Low Intermediate
Plus/Advanced
2-2+
AM-Advanced Mid
Bridging – Level 5
B2
Vantage AH-Advanced High Advanced Plus
S-Superior Superior Reaching – Level 6
Exit program…
C1
Effective
Operational
Proficiency
3-3+
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http://www.learnnc.org/lp/editions/Lingua
Folio/5790
(Video clip about passport)
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Turn to a partner and discuss the
following questions:
How would you decide what to include in
your Dossier?
How did you feel upon completing the
checklist for Presentational Writing?
How would you introduce portions of
LinguaFolio in your class?
When would be a good time to introduce
certain activities to your class?
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“I can” Reflections Yes,
easily
and well
Still one
of my
goals
1. I can provide an overview of
LinguaFolio and its impact as a
formative assessment tool.
2. I can discuss how I might use
LinguaFolio to inform my development
as a lifelong language learner.
Scaffolding Learning
• Focus on purposeful
communication that will be
relevant by being:
– Cognitively engaging
– Intrinsically interesting
– Culturally connected
• Stretch students’
language use towards
next level
10/9/2013 •
page 47
If building proficiency is the
focus, what does research say
needs to happen?
48
Building Proficiency
Communicative Contexts for Transfer
– Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997)
– Natural conversation focus (Toth, 2004)
– Thematic center to support comprehension (Curtain and Dahlberg, 2004)
– Real world, ambiguous challenges (Wiggins and McTighe, 2005)
10/9/2013 • page 49
Building Proficiency
Supporting Communication Skills
– Difficulty comes from learning tasks, not textbook (Terry, 1998)
– Use of authentic texts and other media (Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005)
– More comprehension with authentic texts rather
than simplified ones (Young, 1993 and 1999; Vigil, 1987)
– Viewing helps students learn grammar, advanced-
level proficiency skills and cultural information (Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil,
1999)
10/9/2013 • page 50
Teachers must know student
proficiency levels in order to
target instruction
51
Proficiency:
What Does It Look and Sound Like? ACTFL Proficiency Guidelines 2012
• Latest revisions include
Distinguished
• New website with guidelines and
samples in English for listening,
reading, speaking and writing
• Samples in target languages
coming soon!
10/9/2013 • page 54
http://lfonetwork.uoregon.edu/educators/
evidence-exemplars/
Students learn new languages best when…
Adapted from Languages and Children—Making the Match, Curtain and Dahlberg
2004, 3rd edition, Pearson / Allyn and Bacon
Planning is organized
around a thematic center
and aligned with content
and performance standards.
Backward Design and Thematic Units
So, what is
Backward Design?
To begin with the end in mind means to start with
a clear understanding of your destination. It
means to know where you’re going . . .
Stephen R. Covey
The Seven Habits of Highly Effective People
•
In the absence of Backward
Design as an organizing
principle . . .
how is instruction usually
planned?
Traditional Planning
✤ Goals & Objectives
✤ Activities
✤ Assessments
Backward Design
✤ Goals & Objectives
✤ Assessments
✤ Activities
Advantages ??
❖Teach, test and hope for the
best.
Grant Wiggins
Teaching to the Test is …
Good Either Depends on
the test
Bad
Leaning Tower
Activity
Please lean towards
your answer to this
question . . .
3 Stages to
Backward Design
Plan lessons that will enable
students to show you the results you
want
Decide what you want students to know and be able to do at the end
of the unit
Determine how students will show you what they can
do
Stage 2 Stage 1
Stage 3
ACTFL and the Common Core
http://www.actfl.org/files/Aligning_CCSS_Language_Standards_v6.pdf
Common Core and
Essential Standards
• Our Essential Standards describe the
content and proficiency expectations for all
World Language Programs. This is what we
are expected to teach and assess.
• Our Essential Standards overlap with the
Common Core Standards for Literacy, but
not based on the students’ age or grade
level. It is based on their proficiency level.
65
Common Core Literacy
and World Languages
Foundational Skills for English are not the
same, but for all other Speaking, Listening,
Reading and Writing Skills, we overlap:
Novice-Low/Mid = Kindergarten/some 1st
Grade
Novice High = 1st Grade/some 2nd Grade
Intermediate Low = 2nd and 3rd Grade
Intermediate Mid = 4th Grade/some 5th grade
Intermediate High+ = 6th grade +
66
Common Core: ARGUMENTATION
in K-12 World Languages
Novice-Low/Mid = Use a combination of
drawing and writing to compose
opinion pieces in which they state an
opinion or preference and may supply
a reason for the opinion.
Novice High = Write opinion pieces in
which they state an opinion, supply
reasons for the opinion, and provide
some sense of closure.
67
Preparing for
Student Learning
Advancing
Student Learning
Supporting
Student Learning
E
ENVIRONMENT
How do I create a safe and
supportive learning
environment to prepare for
student learning?
LE
THE LEARNING
EXPERIENCE
How do I provide meaningful
learning experiences that
advance student learning?
C
COLLABORATION
How does my collaboration with
stakeholders support student
learning?
P
PLANNING
How does my planning of
learning experiences prepare for
student learning?
PF
PERFORMANCE &
FEEDBACK
How do my students and I use
assessments to show what
they can do with what they
know?
PR
PROFESSIONALISM
How does my continued growth
as a professional support
student learning?
LT
LEARNING TOOLS
How do my students and I
capitalize on a variety of
learning tools to advance
student learning?
TELL Project Tools
• Framework Documents
• Further Reading – Research,
Pedagogy, etc.
• Correlations to Research-based
National Standards
• Self-Assessment Checklists
• Feedback (observation) Documents
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Reflective Teaching
The Teacher Models the target language
Helps learners to communicate by scaffolding speech
Engages learners in activities that produce oral and written language
Involves learners regularly in evaluating their progress and thinking about how they learn
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Your Turn: Reflection
How did you learn your second
language?
In the classroom, what kind of
activities helped you learn?
What helps you now as a lifelong
learner?
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Student Self-Check
What am I learning?
Why am I learning it?
How am I learning it?
How successful is my learning?
How can I demonstrate my learning?
What am I going to do next?
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Practices that Support
Reflective Learning Cooperative Learning
Journaling
Peer- Assessment and Self-Assessment
Portfolios
Problem-Based Learning
Rubrics
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http://www.learnnc.org/lp/editions/Lingua
Folio/5573
(Video clips with student reflections K-12)
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Setting Goals
Model goal setting
Make it clear that functional use
of language, not grammar
knowledge, is the primary goal
Provide opportunities for
learners to set their own goals
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Setting Performance Goals What should students know and be able
to do?
Communication Modes
Comprehensibility
Comprehension
Language Control
Vocabulary
Communication Strategies
Cultural Awareness
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LinguaFolio-like Activities
Definition: Can-Do activities used in the classroom which focus on language skills
Writing LF-like activities
1. Identify activities that are already LinguaFolio-like activities
2. Expand LinguaFolio-like activities to strengthen language skills
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http://www.learnnc.org/lp/editions/lingua
folio/6440
(Video clip about LF-like activities)
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Classroom Activity Easily With help
I can identify 5 rooms in a house. __ __
I can make a chore list for my
family members. __ __
I can answer questions about my
room. __ __
I can write a 4-sentence description
of my house for a realtor. __ __
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Classroom Activity Easily With help
I can identify 5 rooms in a house. __ __
I can make a chore list for my
family members. __ __
I can answer questions about my
room. __ __
I can write a 4-sentence description
of my house for a realtor. __ __
Can you identify…
The language function?
The content stem?
The skill?
The quantifier?
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Hands-On Workshop Time
Handout: LinguaFolio-like Activities
Sample Checklists
Circle language function
Underline content stem
Identify the skill for each
Identify the quantifier
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Hands-On Workshop Time Handout: Creating Can-do Statements for
LinguaFolio-like Activities
You will need chart paper and markers for this activity!
With a partner, create an activity for one of the
topics on the handout.
Develop 4-5 Can-do statements to help your
students assess what they can do with the
language after completing the activity.
Be prepared to share with the group!
What authentic materials do you use with your students for interpretive tasks?
At your table – brainstorm as many resources, websites, tools as you can. Be prepared to share with the group!
Preparing Students for
Novice Level Interpretive Tasks
• Various ways to assess (reading, listening, viewing)
• Teach strategies for understanding
– Use context clues
– Repeat, Repeat, Repeat
– Listen for key words
– Make predictions about the text
• Types of authentic texts
– Short texts (Lists, simple sentences, etc.)
– Commercials
– Texts that include visual clues
Preparing Students for
Intermediate Level Interpretive Tasks
• Teach strategies for understanding
– Main ideas
– Supporting details
• Types of authentic texts
– Narratives, simple stories, routine
correspondence
– Information-packed texts in predictable
order of information
– Simple sentences to paragraph-like text
– High interest topics about the target
culture(s)
Preparing Students for
Advanced Level Interpretive Tasks
Teach strategies for understanding
– Main ideas and supporting details
– Word and concept inferences
– Identification of author/cultural perspectives
– Identification of organizing principles of text
Authentic texts
– Longer and more complex discourse
– Stories, narratives, social correspondence
(involving past, present, and future)
– Topics of professional and personal interest
– Fiction and non-fiction with wide variety of
topics from target culture(s)
Preparing Students for
Interpersonal Tasks
• Use various assessments (videotaping, journaling, texting)
• Prepare students to engage in natural
conversation:
– Provide warm-up activities that include
dialogue
– Give pre-thinking exercises
– Model constantly (teacher interaction, video clips)
– Differentiate groups (based on proficiency level)
– Integrate opportunity for students to speak
freely with peers in target language (without pressure of evaluation)
Preparing Students for
Presentational Tasks
• Use various ways to assess (speaking, writing, debating, reporting)
• Encourage the use of the writing process
(draft, revise, publish) to self-assess
• Encourage peer evaluation with structure
and/or monitoring from teacher
• Provide feedback to students based on
message NOT accuracy
Good learning tasks ARE good
formative assessments.
TM ®
http://www.learnnc.org/lp/editions
/linguafolio/6.0
For more information and PLC
opportunity to develop formative and
summative assessments
_______________________________________________
What does it look like in our classrooms?
Party Chatter You will be attending a party with guests from many
different cultures. The etiquette sheet defines the role that you will play as you make small talk at the party.
• Study your etiquette sheet very carefully, but keep it secret from everyone!
• Organize into groups of four to six party-goers.
• One group will act as observers to bounce between the parties. (Mara will choose this group!)
• The observers will look for behaviors indicating frustration or special efforts participants make to understand the “rules” of communication.
Do you agree or disagree with each
statement?
Use examples of your experiences from the Chatter game and from real life to support your opinions.
•There is more to a conversation than just the words and sentences.
•We tend to judge other people based on what we think is “normal.”
•Behaviors that we consider to be bizarre or rude may be acceptable or polite in other cultures.
•Sometimes you may feel negative about another person because his or her conversational style seems strange.
•After time, people get used to unusual behaviors and begin paying more attention to the topic of the conversation.
The national World Languages standards (ACTFL – American Council on the Teaching of Foreign Languages) identify three key elements for teaching the goal area of Cultures:
A.Art, literature, and music B.Products, practices, and perspectives C.Who, what, and why D.Economic systems, philosophy/religion, and social
customs
In the following description of a cultural phenomenon in the U.S., identify which item is the cultural perspective, as described in the standards:
A.In the U.S., food labels have to identify calories and nutrition information
B.Many people go on crash diets and pay to join a weight-loss program
C.Americans tend to value youth over old age, some would call it an obsession
D.Restaurants are starting to include more fish and low-carb menu options
All of the following are examples of products of Cultures, as described in the standards, except:
A. Typical breakfast foods
B. Laws
C. Greetings
D. Music
All of the following are examples of practices of Cultures, as described in the standards, except:
A. Eating utensils
B. Patterns of social interaction
C. Paying a set price or bartering
D. Rites of passage, such as entering school, obtaining driving license, graduation, getting married
Teaching of cultures is strengthened when students read, listen to, or view “authentic materials,” which are defined as:
A. Written and oral communications produced by members of a language and culture group for members of the same language and culture group
B. Magazine and online articles, restaurant menus, poems, radio and TV shows
C. Language in real use, “reflecting the details of everyday life in a culture as well as its societal values”
D. All of the above
Of the following, the least effective way to teach culture is:
A.Students experience and explore the culture B.Integrated with the practice and development of
communication C.Connected with a thematic focus D.Isolated cultural topics in specific mini-lessons
Like an iceberg, the majority of culture is found below the surface. In this metaphor for culture, examples of the deep culture that is below the surface are:
A. Food, flags, and festivals
B. Personal space, concept of cleanliness, and attitudes toward children or elderly family members
C. Literature, visual arts, theater, and music
D. Body language, dress, and vocabulary
Language reflects the culture of those who speak it.
Culture is the context within which communication occurs.
Language proficiency is linked to cultural awareness and understanding.
http://www.bbc.co.uk/languages/french/mafrance/html/cooking/video_player_b.shtml
Hint: Use your iceberg handout…
http://www.youtube.com/watch?v=J4rk5zfKrgM&feature=share&list=PLEF6AD005CCBFFAC1
TM ®
Implementing LinguaFolio
Reflect on today’s
workshop and resources
Consider the following
advice:
Work smarter, not harder.
Start small, and build on
your success.
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Wrap-Up
What is your
next step with
LinguaFolio?
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Resources
LinguaFolio Resources for North Carolina educators:
Sign-up for e-LinguaFolio for NC at
http://elinguafolio.org/.
LinguaFolio documents in PDF and/or Word:
http://wlnces.ncdpi.wikispaces.net/LinguaFolio+Mate
rials
LinguaFolio Junior:
http://wlnces.ncdpi.wikispaces.net/LinguaFolio+Jr.+
Materials
ESL LinguaFolio checklists:
http://wlnces.ncdpi.wikispaces.net/ESL+LinguaFolio+
Materials
TM ®
Resources
Online LinguaFolio Modules @ Learn NC http://www.learnnc.org/lp/editions/LinguaFolio NCSSFL http://www.ncssfl.org/links/index.php?linguafolio or http://www.ncssfl.org/ > LinguaFolio STARTALK Online LinguaFolio Resources from CASLS http://lfonetwork.uoregon.edu/
Final Reflection For each color of sticky note, please write the
following and place it in the appropriate
portion of the Reflection Poster.
• I came here expecting…
• I got…
• I really appreciated…
• I would like to suggest…
•Other Comments
TM ®
Christie Lynch Ebert
K-12 Program Areas Section
Chief
Arts Education, ESL, World
Languages
Phone: 919-807-3856
Ann Marie Gunter
World Language Consultant
Phone: 919-807-3865
Ivanna Mann Thrower
Anderson
ESL Consultant and Title III
Director [email protected]
Phone: 919-807-3860
Charlotte "Nadja" Trez
ESL Consultant and Title III
Director [email protected]
Phone: 919-807-3866
TM ®
Thank you for spending today with us!
Mara Cobe
K-12 World Languages Specialist
Charlotte-Mecklenburg Schools
Joan R. Lachance, PhD
Assistant Professor of TESL
UNC-Charlotte
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