Why Not Accept ACTFL Can-DO Proficiencies as Your Department Proficiency?

As I talk to many world languages teachers and department chairs, I am amazed at how few have actually accepted the ACTFL Can-Do as the school district world language proficiencies. I think that there are numerous reasons. They …

– Do not know about the ACTFL Can-Do proficiencies. I have trouble with this reason since professional publications and conferences constantly refer to the Can- Do proficiencies. ACTFL has them listed on their web page.

– Do not understand the Can-Do proficiencies. The Can-Do proficiencies are written for students to understand. Unlike some some of the previous ACTFL standards, these standards are very easy to understand.

– Feel that the present district department proficiency standards are superior to the ACTFL standards. Often the same people that feel that their standards are superior cannot specify what their standards are. They refer to the existing syllabus, curriculum, or even textbook as their standards. They often cannot specify what students will be able to do in the language at the end of the first year except for grammar tenses.

– Do not want to be help accountable for meeting the ACTFL standards.When a district adopts the ACTFL Can-Do proficiencies, they become part of a national and international world language curriculum. Their results can be compared year after year and be compared to other districts.

– Do not want to change the syllabus, textbook, classroom instruction and tests to meet the ACTFL Can-Do proficiencies. Yes, if a district accepts the ACTFL Can-Do proficiencies, then it has to figure out how to help their students to achieve the various levels.

– Do not really believe that world language is about being proficient in speaking, reading, writing, etc. They believe that the biggest factor in defining how good the students are in the language is the how well and how many verb tenses the students know. In their minds, conjugation is king.
Why has your world language department not accepted the ACTFL Can-Do proficiencies?
A few online activities that your students can use to begin to meet the ACTFL standards.
Spanish Speaking Food Cooperative Learning Can-Do Whole Class    Answer questions about food – Can Do
Spanish Speaking What I Do (Can-Do Statements)    Answer Can-Do based questions

Spanish Speaking: City Mat Can-Do Novice Mid and High   Talk about city using categorized word lists Can-DO

Advertisements

World Language Teachers Still Ingrained in Grammar Translation

Burke’s “Rituals and Beliefs Ingrained in World Language Pedagogoy: Defining Deep Structure and Conventional Wisdom” explains how grammar-translation is part of the deep structure and conventional wisdom of modern day world language teachers (2011, http://ojs.academypublisher.com/index.php/jltr/article/view/02010112/2479).

Grammar-translation teachers divided language into listening, speaking, reading, and writing; they do not see language as integrated. Culture, if included, is an add-on. Furthermore, English is the predominant language of instruction. The purpose of language instruction is the learning of vocabulary and grammar.

1. Translation

– When teachers introduce a new unit, they distribute word lists or refer students to a textbook page with the words translated.

– Teachers review vocabulary through drill practices and games. The games focus on the discrete meaning of the words. The only context is that they are from the same list.

– Students are to learn a set number of words each unit, Their teachers have the students pratice with the words so that the students can cover the unit, not so the students will be able to communicate with the words.

2. Grammar Practice

– Most teacher assign activities out of textbook or make up grammar activities.

– Teachers ask questions to see if the students know the correct forms; they correct the students.

– Students study the language through translation and verb conjugations.

– Teachers emphasize a sentence-level structure with explicit attention to forms.

– The grammar activities have no personal meaning to the students.

– Attempts to produce communication are absent

3. Non-contextual explicit grammar teaching

– Teachers give explicit instruction on forms and the teacher frequently test the forms through quizzes, online and paper exercises, and tests.

– Teachers usually use English during grammar lessons and students usually ask questions in English.

– Numerous explanations of grammar rules with many exceptions and irregularities are explained in grammatical terms. Students learn many different tenses.

– Teachers have the goal of grammatical mastery for their students. One of the teachers’ primary goals is for the students to use grammar correctly

– Comparisons are made to the structure of English sentences.

Are you a grammar-translation teacher? Or a communicative teacher?

http://bit.ly/mlcomcult  contains many communication activities for beginning to advanced students; they have high structure to help students. These activities are for all world languages and specifically for Spanish.