a peek inside an elementary world language program dawn carney, wan wang, lan wu mafla 2014
TRANSCRIPT
A PEEK INSIDE AN ELEMENTARY WORLD LANGUAGE PROGRAM
Dawn Carney, Wan Wang, Lan WuMaFLA 2014
Desired Outcomes
EWL Program goals Oral proficiency targets Curriculum development Assessment Success & challenges Chinese EWL – Driscoll School
What are the standards for our world language program?What should our students be able to do in each grade level/grade level span?
Program Goals
Program: Standards
Standards: 5C’s of ACTFL Communication
Interpretive Interpersonal Presentational
Culture Connections Comparisons Community
http://www.actfl.org/publications/all/national-standards-foreign-language-educationAmerican Council on the Teaching of Foreign Languages
K-5 World Language
Content-enriched FLES* (2008 Override)
Proficiency in the 3 modes of communication Understanding of and appreciation for other cultures Reinforcement of skills from other curriculum areas Development of students as language learners
Program Model Grades K-2: 3 x 20 minute lessons, 60 minutes/week Grades 3-5: 3 x 30 minute lessons, 90 minutes/week
*Foreign Language in Elementary School
Program: Proficiency-Based
ACTFL Proficiency Guidelines in the four skills of speaking, writing, listening, reading Novice Intermediate Advanced Distinguished Superior
3 subcategories: low, intermediate, high
Our Proficiency Targets
Novice
• respond to simple questions• use:
• isolated words • lists of words • memorized phrases• some personalized re-combinations of words or
phrases• ask memorized, formulaic questions• satisfy immediate needs• WORD level
Intermediate
• “conversation” partner in simple, direct conversations• describe and narrate • ask and answer simple questions • handle survival language • “create” with language • SENTENCE level
How to design an elementary world language program?How to determine articulation with an existing upper grades program?
Curriculum development
Our curriculum design, K-5
Understanding by Design integrated with 5C’s of the National Standards
Thematic approach, grounded in Enduring Understandings and Essential Questions of culture
Learning activities in the 3 modes of communication: interpersonal, interpretive and presentational
Knowledge and skills by grade level Spiraling curriculum K-5
Curriculum development process
Designated curriculum developer/leader Elementary and language expertise Time: research, site visits, development Plan: process and content
Learning Expectations
Grades K-2 Themes of School and Community,
Family, and Climate
Grades 3-5 Themes of Community, Leisure time,
Climate, Food
Internal Assessment: Our FY15 Pilot
Challenge: assess for oral proficiency Project that serves as interpersonal tool
Evidence of growth Planned addition of listening
Internal Assessment: Formative Activities
Sample learning activities, novice mid-novice high Classroom interviews/surveys; exchanging
personal information Descriptions of people and places Descriptions of daily life: school and home Asking for information to get around in a
Spanish/Chinese speaking country Asking for information to solve a problem Explaining by describing why or how
External Assessment
STAMP Standards-based Measurement of Proficiency PSB pilot 2012 in grade 8
AAPPL ACTFL Assessment of Performance toward
Proficiency in Languages PSB pilot 2014 in grades 7*
STAMP 4Se Anticipated spring 2015, grade 5
Success & challenges
Continuously developing & revising curriculum
Continuously transitioning existing middle grades and high school program
Hiring and retaining qualified teachers Scheduling Educating all stakeholders
Routines Opening routine K-4
G5
Space Immersion classroom environment.
Instructional strategies
Pair oral work
Culture
Chinese New Year
Moon Festival
Dragon Boat Festival
Authentic documents in instruction
Culture: Chinese New Year
Parent involvement
Chinese open house and morning coffee
PTO support
Parent involvement
Chinese open house and morning coffee PTO
Language and communication are at the heart of the human experience.
The United States must educate students who are equipped
linguistically and culturally to communicate successfully in a
pluralistic American society and abroad.
-Standards for Foreign Language Learning
Resources
Books Languages and Children, Making the Match:
New Languages for Young Learners, Grades K-8 (4th ed), Curtain, Dahlberg
Practical Handbook to Elementary Foreign Language Programs (FLES*), Lipton
Elementary Foreign Language Programs (FLES*), An Administrator’s Handbook, Lipton