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

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Two Different Language Learning Approaches: Self or Survival

ACTFL’s Interpersonal Level Novice Can-Do statements follow a pattern of having students talking about

self  -> family / friends  ->  community / city.
Most of the Novice level focuses on socializing.  In this approach students go from what is most known or familiar  to them (themselves) outward (to others). Most modern day textbook follow this approach. This approach assumes that students in the classroom will be talking in the target language  to other students about things in their lives.

Another approach is the travel approach where students learn a  language to survive in the target language country. This approach concentrates on daily functioning in the language country. Students learn how to order a meal, ask for a hotel room, check on the price of a product, etc. Very old textbooks and travel conversation books follow this pattern. The travel approach assumes that students in the target language country will be talking in the target language to native speakers.

Although students enjoy talking in the target language to each other and learning about each other as in the ACTFL approach, I have found that they feel the geatest sense of achievement when they can do a real-life daily survival task in the language such as “I can ask the price of something.” I try to blend the two approaches.  As soon as my students learn the numbers (1-59) in the first unit , I teach them to go from telling time to asking the price of things such as  “How much does this soccer ticket cost?” Since I use cultural products in class such as a soccer ticket, the students practice asking and answering how much real things cost. In the ACTFL approach, students cannot ask the price of something until the end of Novice Mid, very near the end of the course.

What approach do you use with your students?  What survival skills do your students have even in the beginning level?

At http://bit.ly/tpthtuttle,  I have  5 any language  picture speaking activities, 25+ ready-to-use Spanish structured speaking activities (including 5 Can-Do ones) for beginning students and numerous Spanish investigation cultural activities.

At  http://bit.ly/tsmash, I have two ebooks, Modern Language Proficiency: Can-Do Strategies and 90 Mobile Learning Modern Language Activities (mainly speaking and culture)

 

 

Analyzing a modern language test

There are numerous ways to analyze a modern language test.

1. Identify what different “skills” are being tested such as  speaking, listening, reading, writing, culture, vocabulary and grammar.  How many points are allocated to each? How many points are there cumulatively in each skill area? What does that show about the test’s priorities?  If listening is a total of 20 points but grammar is 50 points, then the test is predominantly a grammar test. If grammar and vocabulary outweight the other skills than the test is definitely not communicative.

2. Identify how each part is scored.  For example, if students have to write out an answer and each answer is worth eight points, how many points are given for answering the question (content), for vocabulary, and for grammar?  If grammar is five points, content two and vocabulary one, then the test evaluates grammar, not the communication of  ideas.

3. How much of the test is contextual or situational based as opposed to discrete unrelated  items? Test items such as He  _____ (to work),  She ______(to cook) are only connected by being verb conjugations. These same items could be used in a realistic conversation in which students complete a conversation by conjugating the verbs, sometimes in statements and sometimes in questions.

4, Do students answer questions that relate to their own lives? Often students have a writing part on a test but do those questions allow them to tell about their own lives? Are stipulations put on the writing such as include three -er verbs, include a place, and include an occupation so that the writing is forced? Are students encouraged to think on their feet by answering questions for which they did not prepare or is the writing part a writing out of a memorized writing?

5. How much of the test involves the students  reading and writing items in sections that are not labeled as the reading or writing category? Listening comprehension can be based on a picture with multiple choice short answers such as “How many computers are in the room?  A-two B-twenty  ….” or listening comprehension can be tested by giving the students four full sentences from which to select.  The second  method changes the listening comprehension to include a reading component. Students can write out numbers without having to write out a full sentence, especially if points are taken off for grammar writing points. Each category should be as purely that skill as possible without depending on other skills otherwise the teachers can not identify what the results signify.  In addition, reading and writing are the least used skills in normal communication while listening and speaking can count for up to 70% of normal communication. Does the test represent that real life percentage?

6. What percentage of the test is in English? How many questions involve translation from English to the modern language? Prompts for writing, in English, such as “tell your age, where you live” cause the students to translate. Likewise, a vocabulary exercise such as ” tall =, ”  relies on translation. Is there a modern langage reading passage that students answer in  English?  The greater the test percentage is in English, the less the students use the  target language.

7. Does the test assess the the most common verbs and the most common vocabulary according to the 100 most common verbs and 100 most common words lists? Does the test focus on everyday common use of the language or on specific irregularities, exceptions, or non-critical words? Likewise, does the test evaluate the most common language functions like  “I would like…”, “I’m sorry”,  and “Really”? If students were in the targe language country, they would use many of these functions each day.

8. What does the test score tell the teachers about the students’ ability to communicate in the language? How closely does the test reflect the NCSSFL-ACTFL Can-Do Proficiency statements?  Teachers can label each test section with the specific proficiency statement.

What does your test analysis reveal?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

What do modern language tests reveal about speaking?

Modern language students know that tests are important. They know that the tests measure what the teacher considers to be  important.

If students have a unit test that does not include a speaking component, then the students learn that speaking is not important.  If the students have a speaking test, they know that speaking is important. If students have four unit  tests worth 20 points and a speaking test worth ten points, then they discover that speaking is only worth half of what the other tests are worth.

Likewise, if students only have speaking tests at the midterm and at the final, they learn that these tests are not as important as the other tests that they have at the end of each unit. The regularity of the testing adds to its importance to the students.

In addition, the type of speaking test reveals the teachers’ priorities. If students have to memorize some lines of a conversation and repeat those lines, then the teachers’ emphasis is on mechanical or memorized speaking, not the interactive spontaneous communication of real life. In the same manner, if the teachers grade primarily on the grammatical correctness of each utterance, they focus on grammar, not communication.

A suggestion for changing speaking tests is to incorporate speaking “tests” into daily classroom speaking. As students speak with partners, the partners record the number of sentences that they say. After they are done speaking, the partners tell them the number of sentences and suggest other topics that the speakers could have included. For example, a student may describe a family member to his/her partner.

What do your tests reveal about the importance of speaking?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking. Students work in pairs to communicate and they usually assess each other.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

NCSSFL-ACTFL Can-Do Statements: How Proficient are your Students?

My slideshare in which I describe what the NCSSFL-ACTFL Can-Do Statements are, their benefits and suggestions for use based on my classroom use of them.

http://www.slideshare.net/hgtuttle/ncssflactfl-can-do-how-proficiency-are-your-students

My two ebooks,Modern Language Proficiency: Can-Do Strategies and  90 Mobile Learning Modern Language Activitiesare available at http://bit.ly/tsmash

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity. Also, at the same site,  I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Beginning of Year Modern Language Review for Upper Levels

Many modern language teachers start off the school year with a review for their Level 2, 3, 4 and 5 students . Usually, these teachers have the students review grammar or vocabulary. Often, the  teachers focus on the subgoal of learning vocabulary and grammar but not on the big goal of improving oral communication;  the teachers can begin the year with a review of oral communication. ACTFL Proficiencies and, particularly, the Can-Do Proficiency Statements focus on communication, not discrete grammar or vocabulary.   For example, modern language teachers can have their students work in pairs. One student in the group asks a common topic from a communication card. such as home, school, leisure time activities, food, etc. The partner answers the question and the asking student verifies that the answer is close to the written most likely answer.  When the teacher has the students review the communication cards, the students are also reviewing vocabulary and grammar but they are reviewing vocabulary and grammar in context of meaningful communication.

Another activity involves the students looking at a picture for a common topic such as home, school, leisure time activities, food, etc . The students either ask questions about the picture that their partners answer or they  role play two people in the picture.

In addition, as students who are involved in the communication activities mark down how many sentences their partner says or asks and their partners write the same thing for them. In this way the students are also reviewing their fluency to see if they’re at the same high level of fluency that they were at the end of the last year. They set their base line for improvement for this year.

Students want to find out about each other and they like to ask questions about interesting target language pictures; such communication activities allow them to do that. Students like to compete against their own fluency scores.  Students often become bored by doing  isolated non-contextual grammar or vocabulary review activities.

At http://bit.ly/tpthtuttle, I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking through highly structured or scaffolded, speaking. Students work in pairs.  Also, there are four modern language culture inquiry activities and one Spanish culture inquiry activity at  the same location.

Two ebooks, 90 Mobile Learning Modern Language Activities and Modern Language Proficiency: Can-Do Strategies, are available at http://bit.ly/tsmash

My Improving Foreign Language Speaking Through Formative Assessment and a general Formative Assessment book are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

 

Modern Language Formative Assessment or Just Raw Data

The term “formative assessment” is used very frequently in discussing modern language learning. Teachers often cite many different ways of doing formative assessment:  thumbs up or down; five fingers;   A, B, C, D cards;  clickers;  online surveys;  red  yellow green cards;  exit slips;  3-2-1 cards; etc.

Each of these techniques collects raw data. If the activity ends with the raw data, then no formative assessment has been done. Formative assessment implies that the raw data (monitoring), will go to diagnosis, to feedback, and to student implementation of the feedback to overcoming the gap. (Tuttle,Formative Assessment: Responding to Your Students 2009.)

In diagnosis, the modern language teacher decides if there is a gap between the intended learning and the actual student learning. If there is a gap, then the teacher does a diagnosis to determine what specific different strategy the student can use to overcome the gap within this class or a few classes. In feedback the teacher invites the student to use the new different strategy. It is highly unlikely that if the original learning strategy or approach did not work, redoing the same strategy or doing more of it will result in success (“Insanity: doing the same thing over and over again and expecting different results” – attributed to Einstein). The modern language teacher builds in classroom time for the student to practice the new strategy; the student may need several classes. The formative assessment has worked when the student has overcome the language gap and can successfully demonstrate the learning. If the student has not demonstrated the learning after several tries then the student may need another different strategy.

What does formative assessment look like in the modern language classroom? An example from my book: Improving Foreign Language Speaking Through Formative Assessment will illustrate peer formative assessment.  Student A describes a visual for a minute. Student B records a slash for each said statement. At the end of the minute, Student B tells Student A how many sentences he/she said.  Students know that their goal is eight sentences in a minute. If Student A has not said eight sentences, Students B indicates topics or items in the visual that Student A could have talked about.  Student A then creates sentences for those items.Student A and B  may practice several times that class and even during the next class so that they can say eight different things about the visual in a minute.

In another example from my online speaking activities,  Student A asks Student B the question from a printed card.  Student B supplies an answer.  Student A compares that answer to the written answer which contains the most likely response or  responses. If Student B’s answer does not match, then Student A coaches Student B by giving hints about the answer; Student A does not just give him/her the answer. Once Student B gets the answer, Student A asks the question again so Student B can answer it correctly.

Do you do formative assessment or do you collect raw data?

I have 30+ activities (about 24 for Spanish and 6 for all Modern Language) to develop student speaking at http://bit.ly/tpthtuttle. At the same location there are four modern language culture inquiry activities and one Spanish culture inquiry activity.

The formative assessment books are available at http://www.routledge.com/books/search/author/harry_grover_tuttle/

The following ebooks are available at http://bit.ly/tsmash

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

90 Mobile Learning Modern Language Activities by Harry Grover Tuttle

 

 

Modern Language Proficiencies: Can-Do Strategies