Chinese Early Language & Immersion Network 2018
KeyFeaturesofEffectiveChineseLanguagePrograms:ACELINChecklist
IntroductionChinese language programs are emerging in new ways in schools, school districts, and states across the United States. They take the form of world language, immersion, and dual language programs, primarily in elementary school, but increasingly in middle and high school as well. Program leaders are seeking to build effective programs that provide learning pathways, from Pre-K through university, in which students develop high levels of oral proficiency and literacy in Chinese language that allow them to participate effectively in academic settings, the workplace, and the world.
Based on the Guiding Principles for Dual Language Education (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, 2007; Howard et al., 2018) and numerous conversations with experts and practitioners in the field, nine features of effective Chinese dual language programs are identified and analyzed in a checklist form. The purpose of this checklist is to provide a way for
practitioners (teachers and administrators) to review their programs, in order to identify strengths and areas for improvement of their programs. With such knowledge, they can then develop plans to advance their programs to the next level. The nine features are as follows:
1: Program Design, Funding, Leadership, & Accountability 2: Curriculum 3: Assessment 4: Instruction 5: Staff Quality & Professional Development 6: Materials, Resources, & Technology Tools 7: Program Articulation 8: Family Support & Community Engagement 9: External Networking & Partnerships
After this checklist was developed, it was reviewed by CELIN Advisors (listed at the end of this document). Their input and suggestions are incorporated into the current document. We invite researchers and practitioners in the field to further pilot test this checklist, as it is a work in progress.
AUTHORS
ShuhanC.Wang,Ph.D.ProjectDirector,CELINJoyK.Peyton,Ph.D.SeniorProjectAssociate,CELINCELINBRIEFSERIESEDITORS
ShuhanC.Wang,Ph.D.ProjectDirector,CELINJoyK.Peyton,Ph.D.SeniorProjectAssociate,CELIN
CITATION
S.C.Wang&J.K.Peyton(2018).KeyFeaturesofEffectiveChineseLanguagePrograms:ACELINChecklist.InS.C.Wang&J.K.Peyton(Eds.),CELINBriefsSeries.NewYork,NY:AsiaSociety.CELINBriefsaredevelopedbytheChineseEarlyLanguageandImmersionNetwork,undertheChinaLearningInitiativesatAsiaSociety.
OurPathToward“Distinguished”HowtoEngageinProgramSelf-AssessmentWhen a program is ready to conduct a self-assessment using this checklist, we suggest that staff follow this process: 1. Understand that this is a long-term process that may require several months, or even a school year, to conduct the assessment and progress checking, set a deadline for completing the tasks, and publicly release the report. 2. Identify and invite key stakeholders who are knowledgeable about the program and have the will and ability to carry out the needed actions for program improvement. Form a committee or task force of these individuals. Set up a schedule for reviewing the key features and developing an actionable plan. 3. Implement the activities for program improvement. Document the process and analyze the results.
4. Compile the collected data and documents, analysis, and action outcomes in a meaningful report, including using the template for formative/summative assessment (found at the end of this checklist). 5. Share the report with the community of interest and invite further comments for continuous improvement. HowtoUsetheRubricThe nine features below are presented in a matrix with specific indicators, on a scale of “Approaching, Somewhat Evident, Clearly Evident, and Distinguished.” The table below gives guidelines for making these selections. As program staff engage in self-assessment, using this checklist, team members may enter comments or record ideas for further consideration or action.
A:Approaching SE:SomewhatEvident CE:ClearlyEvident DI:Distinguished
Littleornoevidenceofexamplesfortheindicator
ispresent.
Someevidenceofexamplesfortheindicator
ispresent.
Strongevidenceofexamplesfortheindicator
ispresent.
Evidenceofexamplesfortheindicatorisfullypresent.Thisprogram
couldserveasanexampleforotherprogramsinthis
area.
3
Feature1:ProgramDesign,Funding,Leadership,andAccountability(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI1.Thevision,goals,andplanfortheprogramareinplace.
2.Programdesignisbasedonaresearch-basedframeworkandbestpracticestailoredtomeettheneedsoflocalandstatecontexts.
3.Programfundingissound,andaplanforfurtherdevelopmentisinplaceandactivelypursued.
4.ProgramadministratorsareknowledgeableaboutimmersioneducationandChineselanguageandculture.
5.Programadministratorsandkeystaffdemonstratecollaborativeleadership.
6.Infrastructureforsupportingallstudents(includingthosewithspecialneeds)isinplace.
7.Agoverningboard(orcommittee)worksincollaborationwithprogramadministratorsinallaspectsofprogramimplementation,includingfidelitytomission,budgetmanagement,advocacy,andcommunityrelations.
8.Asystemofaccountabilityisinplaceandcleartoallstaff.
NUMBEROFINDICATORS/8TOTAL OurStatusIs(#/outof8elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
4
Feature2:Curriculum(AP:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI1.Acurricularframeworkandguidingprinciplesareinplace.(Yourprogrammayhavedevelopedyourownguidingprinciplesorfollowedthoseofyourdistrict.Therearenationallyendorsedguidingprinciplesavailableaswell.Forexample,ACTFLhasalistofGuidingPrinciplesforLanguageLearningrelatedtohigh-leverageteachingpractices:https://www.actfl.org/guiding-principles).
2.Thecurriculumisalignedwithappropriatenationalstandards(e.g.,ACTFLLanguageStandards,CommonCoreStateStandards,Next-GenerationScienceStandards,CareerPathwayStandards)orstateordistrictstandards.
3.ThecurriculumisarticulatedandcoherentacrossgradesforeachcontentareataughtinChineseandEnglish.
4.Thecurriculumisthematicallyorganizedandconnectedtocontentandculture.
5.ThereisaclearstatementoftheroleandallotmentoflanguageandliteracydevelopmentinChineseandEnglishtoachievethegoalofdevelopingbilingual,biliterate,biculturallearners(withguidanceregardingthebalanceofChineseandEnglish,includingpercentoflanguageuseinallcontentareas).
6.Languagelearningtargetsaredescribedclearly,basedonanationallyorinternationallyacceptedlanguageproficiencyscale.(SeeReferences,UsefulResources,andAppendixAfordetail).
7.AclearlearningpathforChinese-specifictopicsisinplace(e.g.,teachingofreadingandwritinginChinese;useoftraditionalandsimplifiedChinesecharacters;whenandhowtointroduceandusePinyin;articulationofissuesofhandwritingandcomputerkeyboarding;teachingofreadingandwriting;andteachingofcontentareas).
8.Aprocessfordiscussing,implementing,revising,andenhancingthecurriculuminvolvesallinstructionalstaff.
9.Staffandparentsunderstandthecurriculumanditsgoals.
NUMBEROFINDICATORS/9TOTAL OurStatusIs(#/outof9elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
5
Feature3:Assessment(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI1.Learningobjectives,expectedoutcomes,andlearningpathsarebasedonanationalorinternationallyrecognizedproficiencyscale(e.g.,ACTFLorotherinternationallyrecognizedProficiencyGuidelines,Hanban(HSK),Singapore,CEFR),andassessmentsusedateachgradelevelareclearlyarticulated.(SeeAppendixAforalistofassessmentsusedintheUnitedStates.)
2. Teachers have received adequate training in administering and interpretingassessments and are able to clearly show progress towards achieving the program’slanguage,literacy,culture,andcontentgoalsanddesiredstudentlearningoutcomes.
3.FormativeandsummativeassessmentsofstudentproficiencyinChineseandEnglish(Listening,Speaking,Reading,andWriting)areinplaceandadministeredinaneffectiveandtimelyfashion,inlinewiththethreemodesofcommunication:Interpersonal(ListeningandSpeaking,ReadingandWriting);Interpretive(Listening,Reading,andViewing);andPresentational(Speaking,Writing,andMediaRepresentation).
4.Appropriateassessmentsincontentareasandotherlanguageslearnedareidentifiedandused.
5.Assessmentsofnon-linguisticornon-contentareas(e.g.,socio-emotionalskills,globalperspectives,attitudes,interculturalcompetency)areidentifiedandused.Evidenceofthesedomainsiscollected,analyzed,andreported.
6.Datafromstudentassessmentsareanalyzedandusedforstudentplacement,diagnosis,andtoguideinstruction(includingdifferentiatedinstruction).
7.Assessmentdataarecommunicatedclearlytoparentsandotherstakeholders.
NUMBEROFINDICATORS/7TOTAL OurStatusIs(#/outof7elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
6
Feature4:Instruction(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI
1.Selectionanduseoflanguageofinstruction(ChineseandEnglish;separationoflanguages)isbydesign,intentional,andpurposeful.
2.Languageimmersiontechniquesandbestpracticesareusedininstruction.
3.Instructionisgearedtowardthedevelopmentofstudents’languageproficiency,contentknowledge,literacy,mediaskills,culturalknowledge,andglobalcompetency.
4.Instructionislearner-centered;differentiationisconsciouslyplannedandimplementedtosupporteachlearner.Teachersaddressindividuallearningneeds,abilities,andinterestsbyusingavarietyofdifferentiationstrategies,groupingtechniques,andtasks,whichinvolvemultipleintelligenceanddifferentmodalities-listening,speaking,viewing,reading,andwriting,byhandandbycomputer.Instructionalstrategies,classroomactivities,andinteractionsareengaging,meaningful,andcontextualized.
5.Engaging,meaningful,andcontextualizedtechniquesandstrategiesforlanguageimmersionandcontentlearningareusedininstruction,classroomactivities,andsocialinteractions.
6.Studentsareencouragedtoinquire,explore,andexperiment.
7.Theclassroomiswellmanaged,andthelearningenvironmentisnurturingandsafe. 8.Alllanguagesandculturesinthestudentbodyandthecommunityarevalued,andstudentsareencouragedtoidentifycommonalitiesanddifferencesinlanguages,cultures,perspectives,andpractices.
NUMBEROFINDICATORS/8TOTAL OurStatusIs(#/outof8elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
7
Feature5:StaffQualityandProfessionalDevelopment(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI1.Teachers are effective in instruction, assessment, classroom management, andaddressingindividualstudents’differences.
2.Teacherqualifications(includingcontentknowledge,pedagogicalskills,languageproficiency,andcertifications)areclearlyarticulated,andsupportforearningthemareavailablethroughoutteachers’professionallives.
3.Theadministrativestructureandstaff(e.g.,bilingualguidancecounselor;bilinguallibraryresourcestaff;bilingualteachers;teachersofart,music,PE)areadequatetosupportallstudentsandteachers.
4.Teachersandrelevantadministratorsholdregularmeetingstodiscussstudentlearning,planning,andkeyissuesthatarise.
5.Asystemisinplaceforobservingclassroominstructionandprovidingfeedback,mentoring,coaching,andevaluation.
6.Meaningfulandtargetedprofessionaldevelopmentisprovidedforteachersthroughouttheschoolyear.
7.Systemsareinplaceforteacherrecruitment,induction,certification,andprofessionaldevelopmentforteacherand/orteacherleader.
8.Programstaffparticipatesinlocal,district,state,ornationalprofessionalorganizations,conferences,orworkshops.
9.Iftheprogramemploysguestteachers,asystemofsupport(forprofessionalworkandlivinginthelocalcommunity)isinplace.
10.Paraprofessionalsintheprogram(ifany)arebilingualinChineseandEnglish,arefamiliarwithbothChineseandAmericancultures,andareclearabouttheirrolesandresponsibilitiesinandoutoftheclassroom.
NUMBEROFINDICATORS/10TOTAL OurStatusIs(#/outof10elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
8
Feature6:Materials,Resources,andTechnologyTools(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI1.Materialsandresourcesusedintheprogramarerichinlanguage,content,andculture.
2.Materialsareauthentic,ageappropriate,andengagingforstudentsofintendedlanguageproficiencylevels.
3.Technologytoolsareadequatelyprovidedandusedeffectivelyininstructionandclassroomactivities.
4.Thereisamaterialsselectionoradaptationguidethatisresearch-basedforlanguageandcontentlearningandthatincludesmaterialsselectionstandards,useofauthenticmaterialandrealia,andlearninggoals.
5.Materialsaredeveloped,selected,andadaptedinlinewiththeguidementionedabove.
6.AprocessisinplacefortranslatingmaterialsintoChineseoradaptingthemforinstructioninthisprogram:E.g.,Howisthisisdone?Whodoesit?WhoupdatestheChinesematerialswhentheEnglishcurriculumandtextsareupdated?
7.Usefulwebsitesareidentifiedandusedininstruction,learning,assessment,andfamilysupport.
NUMBEROFINDICATORS/7TOTAL OurStatusIs(#/outof7elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
9
Feature7:ProgramArticulation(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI
1. Articulation occurs across content areas, grades, language proficiency levels, andprograms/schools (e.g., Pre-K to elementary school; elementary school to middleschool;middleschooltohighschool;highschooltocollege).
2.Sufficienttimeisallocatedforstaffwhoworkatdifferentlevelsandindifferentareastomeet.
3.Programpathwaysarecommunicatedclearlyandfrequently,atappropriateintervals,toparentsandotherstakeholders.
4.Therearemultiplepointsforentryintoandtoexitfromtheprogram.
NUMBEROFINDICATORS/4TOTAL
OurStatusIs(#/outof4elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
10
Feature8:FamilySupportandCommunityEngagement(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI
1.Familiesandcommunitymembersunderstandtheprogram’svision,mission,andgoalsandexpectationsforlanguageandliteracydevelopmentandschoolachievement.
2.Theprogram/schooloffersworkshopsforparentstoshowwhattheintendedlearningoutcomesatdifferentgradelevelswouldlooklikeandsharestrategiesthatparentscanusetosupporttheirchildren’slearningincontentareasandinEnglishandChineselanguageandliteracy.
3.Programstaffdiscussstrategiesandresourcesthatparents,families,andcommunitiescandotosupportchildren’slearninginaChineseimmersionprogramandathome(e.g.,parentslearnabouthowtoengageinreadingwiththeirchildreninChinese,English,orthechild’shomelanguage).
4.Eventsareheldregularlytoinformandengageparentsandcommunitymembersintheprogram.
5.Parentsandcommunitymembershelporganizeandconductprogramadvocacyandfundingactivities.
6.Therearelinksthatconnecttheprogramwithentitiesthathelpleverageresources(e.g.,district,state,andnationalgovernment;theheritagelanguagecommunity;thecommunity-at-large;businesses;educationentities;andparents).
7.Theprogramhasinplaceapublic/communityoutreacheffortthatsendsoutclearmessagesaboutChineseimmersioneducationandrelatedtopics(e.g.,importanceof,researchon,andoutcomesoflanguagelearning;theroleandimportanceoftheschoolanditsprogram).
NUMBEROFINDICATORS/7TOTAL OurStatusIs(#/outof7elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
11
Feature9:ExternalNetworkingandPartnerships(A:Approaching;SE:SomewhatEvident;CE:ClearlyEvident;DI:Distinguished)
INDICATOR A EV CE DI
1.Programleadersareawareoftheresourcesavailablefromotherschools;stateorregionalconsortia;localConfuciusInstitutesandpostsecondaryinstitutionsorprograms;stateandnationalorganizations;federalprojects;privatesectorsandfoundations;andglobalentities.(Seebelowforexamples.)
2.Therearemultipleopportunitiestopursuefundingandpartnershipsfortheprogram.
3.Theprogramhasauser-friendlyandinformation-richwebsiteforteachers,students,parents,andthecommunity-at-large.
4.Theprogramisclearaboutthepurposesfordomesticorglobalpartnershipsandformspartnershipsaccordinglyandmanagespartnerexpectations.
Examplesfor#1:
• StateandnationalorganizationsmayincludetheAmericanCouncilontheTeachingofForeignLanguages(ACTFL),AsiaSociety,CenterforAppliedLinguistics(CAL),CenterforAdvancedResearchonLanguageAcquisition(CARLA),ChineseEarlyLanguageandImmersionNetwork(CELIN),ChineseLanguageAssociationofSecondary-ElementarySchools(CLASS),CollegeBoard,NationalAssociationofDistrictSupervisorsofForeignLanguages(NADSFL),NationalNetworkforEarlyLanguageLearning(NNELL),andNationalCouncilofStateSupervisorsforLanguages(NCSSFL).
• FederalprojectsmayincludeLanguageFlagshipsandSTARTALK.• GlobalentitiesmayincludeHanbanfromChinaandpublicorprivateorganizations
fromotherChinese-speakingregions/countries.
NUMBEROFINDICATORS/4TOTAL OurStatusIs(#/outof4elements)
Weare(Approaching,SomewhatEvident,ClearlyEvident,Distinguished)onthisfeature
COMMENTS
EVIDENCEOFINDICATORS
NEEDS
NEXTSTEPS
12
SummaryofProgramReview
ProgramName
FirstReviewDate
TeamMembers
SecondReviewDate
TeamMembers
ThirdReviewDate
TeamMembers
13
TemplateforFormative/SummativeAssessmentoftheProgram
KEYFEATURECURRENTSTATUS ROADMAP
Basedonthenumbersandscaleofindicatorscheckedforthatparticular
feature,weare:
Topprioritiesarenumberedandlistedasfollows;1isthemosturgentorproductivestepthatwillhelpus
moveforward
Feature1:ProgramDesign,Funding,Leadership,andAccountability
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature2:Curriculum
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature3:Assessment
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature4:Instruction
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature5:StaffQualityandProfessionalDevelopment
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature6:Materials,Resources,andTechnologyTools
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature7:ProgramArticulation
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature8:FamilySupportandCommunityEngagement
☐Approaching
☐SomewhatEvident ☐ClearlyEvident ☐Distinguished
Feature9:ExternalNetworkingandPartnerships
☐Approaching
☐SomewhatEvident ☐ClearlyEvident
☐Distinguished
14
Intermsofallninefeaturesofprogramqualityandeffectiveness,we
are…
☐Approaching(1-3featuresarepresent) ☐SomewhatEvident(4-6features) ☐ClearlyEvident(7-8featuresarepresent) ☐Distinguished(all9featuresarepresent)
FORPROGRAMDESCRIPTION/PROMOTION,WECANSAY(SeeAppendixBforexample)
Ourstrengthsare
Ourareasforcontinuousimprovementare
Wefeelconfidentwewillmoveonelevelhigherbythefollowingdate
FORSECONDORTHIRDREVIEW
Sinceourpreviousreview,wehavemadethefollowingimprovements
Theneedstobeaddressedandactionstobetakenare
WewillbecomeadistinguishedChineselanguage/immersion
programby
15
AcknowledgmentsWearegratefultotheCELINAdvisors,whocontributedtothedevelopmentofthisChecklist:RichardAlcorn,MaquitaAlexander,MicheleAoki,MichaelBacon,SusanBerg,JeffBissell,DerlinChao,TaraFortune,AnnMarieGunter,RobinHarvey,SharonHuang,JanisJensen,YuLanLin,ChrisLivaccari,TommyLu,YonglingLu,StacyLyon,RitaOleksak,NancyRhodes,DebbieRobinson,PaulSandrock,EricSchneider,DuarteSilva,MadelineSpring,FrankTang,JacqueVanHouten,andElizabethWeise.References
HowardE.R.,Sugarman,J.,Christian,D.,Lindholm-LearyK.,&Rogers,D.(2007).GuidingPrinciplesforDualLanguageEducation,SecondEdition.Washington,DC:CenterforAppliedLinguistics.http://www.cal.org/resource-center/publications/guiding-principlesHowardE.R.,Lindholm-LearyK.J.,Rogers,D.,Olague,N.,Medina,J.,Kennedy,B.,Sugarman,J.,&Christian,D.(2018).GuidingPrinciplesforDualLanguageEducation,ThirdEdition.Washington,DC:CenterforAppliedLinguistics,DualLanguageEducationofNewMexico,&SantillanaUSA.http://www.cal.org/resource-center/publications/guiding-principles-3
ResourcesAmericanCouncilontheTeachingofForeignLanguages.(2012a).ACTFLChinesestandards.Alexandria,VA:Author.Retrievedfromhttp://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/chineseAmericanCouncilontheTeachingofForeignLanguages.(2012b).ACTFLproficiencyguidelines2012.Alexandria,VA:Author.Retrievedfromhttp://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012AmericanCouncilontheTeachingofForeignLanguages.(2015a).ACTFLperformancedescriptorsforlanguagelearners.Retrievedfromhttps://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdfAmericanCouncilontheTeachingofForeignLanguages.(2015b).World-readinessstandardsforlearninglanguages.(revisedfromtheoriginalACTFLnationalstandards,1996).Alexandria,VA:Author.Retrievedfromhttps://www.actfl.org/publications/all/world-readiness-standards-learning-languagesAsiaSociety(2012).(Ed.),Chineselanguagelearningintheearlygrades:AhandbookofresourcesandbestpracticesforMandarinimmersion.NewYork,NY:Author.Retrievedfrom
16
https://asiasociety.org/files/chinese-earlylanguage.pdfAsiaSociety.(2006).CreatingaChineselanguageprograminyourschool.NewYork,NY:Author.Retrievedfromhttp://asiasociety.org/files/Creating%20a%20Chinese%20language%20Program%20in%20Your%20School.pdfCameron,L.(2001).Teachinglanguagetoyounglearners.NewYork,NY:CambridgeUniversityPress.CenterforAppliedSecondLanguageStudies(CASLS),UniversityofOregon.(2010).Whatproficiencyleveldohighschoolstudentsachieve?Eugene,OR:Author.Retrievedfromhttps://casls.uoregon.edu/wp-content/uploads/pdfs/tenquestions/TBQProficiencyResults.pdfCouncilofEurope.(2001).CommonEuropeanframeworkofreferenceforlanguages:Learning,teaching,andassessment(CEFR).NewYork,NY:CambridgeUniversityPress.Retrievedfromhttp://www.coe.int/t/dg4/linguistic/cadre1_en.aspFortune,T.W.(2012).Whattheresearchsaysaboutimmersion.InAsiaSociety(Ed.),Chineselanguagelearningintheearlygrades:AhandbookofresourcesandbestpracticesforMandarinimmersion(pp.9-13).NewYork,NY:Author.Retrievedfromhttp://www.carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.htmlInteragencyLanguageRoundtable.(2015).ILRskillleveldescriptors.Retrievedfromhttp://www.govtilr.orgLanguageFlagshipProgram.Retrievedfromhttp://www.thelanguageflagship.orgMcLaughlin,B.(1992).Mythsandmisconceptionsaboutsecondlanguagelearning:Whateveryteacherneedstounlearn.EducationalPracticeReport,5.UniversityofCalifornia,SantaCruz.Retrievedfromhttp://cmmr.usc.edu/FullText/McLaughlinMyths.pdfOfficeofChineseLanguageCouncilInternational.(2007).Chineselanguageproficiencyscalesforspeakersofotherlanguages.Retrievedfromhttp://english.hanban.org/node_8002.htmOfficeofChineseLanguageCouncilInternational.(2008).InternationalcurriculumforChineselanguageeducation.国际汉语教学通用课程大纲. 外语教学与研究出版社.Xu,X.Padilla,A.M.,&Silva,D.M.(2015).LearnerperformanceinMandarinimmersionandhighschoolworldlanguageprograms:Acomparison.ForeignLanguageAnnals,48(1),26-38.Retrievedfromhttps://www.questia.com/library/journal/1P3-3683880121/learner-performance-in-mandarin-immersion-and-high
17
AppendixAAssessmentInstrumentsUsedinChineseLanguageProgramsinGradesK-12
ACTFLOralProficiencyInterview(OPI)(FromthispageyoucanlinktoLanguageTestingInternational)toreadmoreorscheduleatest.)
https://www.actfl.org/professional-development/assessments-the-actfl-testing-office/oral-proficiency-assessments-including-opi-opic
ACTFLWritingProficiencyTest(WPT)
https://www.actfl.org/professional-development/assessments-the-actfl-testing-office/actfl-writing-proficiency-assessments
ACTFLAssessmentofPerformanceTowardProficiencyinLanguages(AAPPL)(Usetheleftnavigationbartoaccessdetailsontasksandtopics,scorereporting,FAQs,demos,andtools.)
https://www.actfl.org/assessment-professional-development/assessments-the-actfl-testing-office/aappl
AvantStandards-BasedMeasurementofProficiency(STAMPAssessment)https://avantassessment.com/stamp4s
CollegeBoardAdvancedPlacement(AP)ExaminationinChineseLanguageandCulture
https://apcentral.collegeboard.org/courses/ap-chinese-language-and-culture/exam?course=ap-chinese-language-and-culture
CollegeBoardSATII:ChineseWithListening
https://collegereadiness.collegeboard.org/sat/practice
EarlyLanguageListeningandOralProficiencyAssessment(ELLOPA)http://www.cal.org/ela
HanbanChineseProficiencyTest(HanyuShuipingKaoshi,HSK)
http://www.china.org.cn/english/features/hsk/105146.htm
HanbanYouthChineseTest(YCT)https://confucius.ncsu.edu/testing-scholarship/yct
InternationalBaccalaureate(IB)ProgramExaminations
http://www.ibo.orgNCSSFL-ACTFLCan-DoStatements(2017)
https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
StudentOralProficiencyAssessment(SOPA)http://www.cal.org/ela/sopaellopa
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AppendixBExampleofaProgramReview
HereisanexampleofthecommentsmadeafterareviewofFeature1.Feature1.ProgramDesign,Funding,Leadership,andAccountabilityStatusoftheFeature:SomewhatEvidentEvidenceofIndicators:+Thevision,goals,andplanfortheprogramarestatedintheprogram’smissionstatement.+Theprogramdesignisbasedonaresearch-basedframeworkandbestpracticesandistailoredtomeettheneedsoflocalandstatecontexts.
Needs:-Programfundingissound,butthereisnoplanforfurtherprogramdevelopmentorgrowth.-ProgramadministratorsarenewandknowverylittleaboutimmersioneducationandChineselanguageandculture.-Programadministratorsandkeystaffarenewandarenotworkingtogetheratthispoint.-Infrastructureisinplaceforsupportingallstudents,butstaffdon’tdonotyetunderstandit.-Thereisagoverningboard,butitisnewandneedstolearnabouttheprogramandthecommunity.-Asystemofaccountabilityisinplace,butstaffneedtoknowaboutitandunderstandit.NextSteps:1. Manyoftheindicatorsofthiscomponentarenotyetinplace,becausethisisanewprogram,andleadersandstaff
needtolearnalotaboutit.2. Establishafundingcommittee,whichwilldevelopaplanforcontinuedfundingandgrowth.3. Setupmeetingsandworkshopsforadministratorsandteacherssothattheybecomefamiliarwithallaspectsof
theprogram–keyfeaturesofChineselanguageandimmersioneducation,programvisionandgoals,researchbaseandstandards,instructionalgoals,accountabilitysystem.
4. Setupmeetingsforthegoverningboardtohelpthemlearnabouttheprogramandthecommunity.