Award Digital Badges for World Language Proficiency

This is a summary of my ISTE June 2015 poster session  “Award Digital Badges for World  Language Proficiency”

(ACTFL Can-Do Statements)

College Students’ Preferences for Beginning Spanish Class:
Digital Badges – 52%         Paper Certificates – 48%

Digitial Badges

TuttleDigitalBadgesforCanDo
Pro
– Is a waste of paper / will loose paper
– Breaks down proficiency more
– Shows what I can / can’t do; check progress
– Is more attractive
– Is more appropriate since we use Schoology

Paper Certificate
TuttlePaperCertificateNoviceLow
Pro
– Looks more official / credibile
– Is physical /  can touch it
– Is easier for me, limited tech at home
– Have when course / Schoologyfor course ends
– Can easily show to others
– Can post on frig

Issues
– Does digital badge physically represent the standard/ proficiency?
– Does the digital badge title accurately represent the standard/ proficiency?
– Do you give a digital badge for each standard/ proficiency or do you group standards together.  Example in World Languages, there are 57 Can-Do proficiencies,does each get its own badge?
– Are the digital badges arranged to show progress through the standards/ proficiencies?

At http://bit.ly/tpthtuttle, I have 5 any language  picture speaking activities and 25+ ready-to-use Spanish structured speaking activities  for beginning students (including 5 Can-Do ones). At  http://bit.ly/tsmash, I have an ebook. Modern Language Proficiencies-Can-Do with many activities.  At  http://bit.ly/tsmash, I have an ebook 90 Mobile Learning Modern Language Activities (mainly speaking and many current culture activities) and a English Common Core Mobile Activities  At http://bit.ly/tuttlebks, I have a book, Improving Foreign Language Speaking Through Formative Assessment.

At http://bit.ly/tpthtuttle, I have numerous students-as-investigators cultural activities (modern language culture).

Real Language in Modern Class Based on Modern Language Travel

I recently returned from an almost two week trip to Ecuador.  On the second day, I became very aware of communications in Spanish: What?- I asked the breakfast lady what the breakfast foods were; Where? – Where was the nearest bus stop? Do the bus go to a certain location?   How much?- How much is the fare? How much is the juice?  When? – When does the museum open?; Etc.  I also overheard and participated in many conversations about family, work, school, sports, food, etc.

Both the modern language class and the modern language daily life involve communication. How much authentic and purposeful language do modern language students use in the class? How much time do our students spend in learning about the language as opposed to using the language? How prepared are our students for real language interaction, the give and take in the language?  How prepared are our students to quickly switch from one topic to another  as in a normal conversation such as from family to jobs to hobbies to travel? The learning in our modern language classes has to go beyond book learning to realistic language use even at beginning levels.

How much real language interaction takes place in your classroom?

 At  http://bit.ly/tsmash, I have an ebook 90 Mobile Learning Modern Language Activities (mainly speaking and many current culture activities).

 Also, at http://bit.ly/tpthtuttle, I have 5 any language  picture speaking activities and 25+ ready-to-use Spanish structured speaking activities  for beginning students (including 5 Can-Do ones). At  http://bit.ly/tsmash, I have an ebook. Modern Language Proficiencies-Can-Do.  At http://bit.ly/tuttlebks, I have a book, Improving Foreign Language Speaking Through Formative Assessment.

At http://bit.ly/tpthtuttle, I have numerous students-as-investigators cultural activities (modern language culture).