Tag Archives: language

Professional Learning Networks (PLN) for Foreign Language Teachers (SlideShare)

Professional Learning Networks (PLN) for Foreign Language Teachers (SlideShare) (French, Spanish) www.wlclassroom.comProfessional Learning Networks are a great way to get professional development with other foreign language teachers. It is done virtually through social media on the personal time schedule of the individual teacher.   Check out the SlideShare below for details and examples.

Students rise in proficiency, but what about language accuracy?

It’s the question on everyone’s mind.  What is the role of accuracy in foreign language as students grow in proficiency?  Do we tend to accuracy?  Do we just focus on proficiency and assume that the language will become more accurate with time and practice?

Students are rising in proficiency, but what about language accuracy? (French, Spanish) www.wlclassroom.com

The ACTFL performance descriptors are an effective tool to determine precisely what students can do at each proficiency level (and sub level).  The descriptors go on to state what the language output of students looks like at each level.  Take a look:

Students are rising in proficiency, but what about language accuracy? (French, Spanish) www.wlclassroom.com

While these are very useful, we are often met with the issue of inaccuracy in language.  To be clear, proficiency is about communicating a message and is not so focused on polished and accurate language forms.  Essentially the language structures need to be accurate enough for the message to be understood.  It is generally understood in second language acquisition research that continued exposure (input) to language structures in context will lead to internalization and acquisition of the native-like language structures.

The issue here is that it is often challenging to focus specifically on a particular language element or structure when providing students with contextualized input.  Is there are a way to provide this focused input to students?  Is there a way for students to be actively engaged in the content, which will peak their interest?

I have been faced with this challenge of students moving up to the intermediate proficiency level and speaking and writing in complete, discrete sentences, but the verb forms are often not correct.  Students communicate their message, but I want to provide contextualized input of a particular structure so that students  move toward more accurate language as well.  I’m assuming you have been here?

In an effort to make input compelling and interesting to students I try to have them create the content as much as possible.  The more they choose the topic the more they will be interested and will pay attention to the themes and language structure being highlighted. Combining student-generated content and a focus on a particular language structure I developed these activities.

Students are rising in proficiency, but what about language accuracy? (French, Spanish) www.wlclassroom.com Students are rising in proficiency, but what about language accuracy? (French, Spanish) www.wlclassroom.com

Students begin by  writing the correct form of the verb when given the subject and the infinitive.  To reiterate  the correct form students them locate the subject, infinitive and verb form in the grid.  It works like a word search.  Until this point, it’s a very mechanical exercise that is devoid of context.  So, the next step is to write a sentence with each subject and verb form.  This is where the student-generated content comes in.  Some students choose to write personal sentences, other prefer to write about topics that interest them and some prefer to be humorous.  Regardless of the sentences, in the end the correct verb forms in a contextualized sentence provide very focused input for students.

I have seen a marked increase in accurate verb forms when students use this type of writing activity.  The word-search element provides an interesting way to focus on the correct verb form and the sentences that are student-generated highlight correct usage in context. You can take a it a step further and use the student sentences to create a task such as collating sentences into different categories and graphing results.  The important thing to keep in mind is that all the while students are seeing and using the sentences that contain the accurate verb forms in context.  Increased exposure to these language forms is what is needed to move toward acquisition.

If you would like to help your students  polish their language structures, take a look at these activities.  There are many topics in both French and Spanish.  Click on the links below to access these resources and watch the accuracy of your students’ language rise with their proficiency.

Spanish:

French:

How to Assess Foreign Language Proficiency (SlideShare)

How to Assess Foreign Language Proficiency (SlideShare) (French, Spanish) www.wlclassroom.comAssess foreign language proficiency can be challenging.  This SlideShare presentation will give you some concrete ways of grading communicative language.

How to Assess Proficiency and Give Number and Letter Grades

Most teachers are required to give number or letter grades in their foreign language classes.  Even though there is some level of autonomy regarding how this might be done, the reality is that at the end of the term, semester or year we have to provide one holistic grade.  This is often a challenge due to the sometimes ambiguous nature of communicative language teaching.  Our grading systems are based on a right/wrong approach to assessment.  It’s not easy to honor proficiency progress with a grading system that is set up this way.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comIt’s a simple fact that does not seem to be evolving any time soon…schools require teachers to give a letter or number grade when assessing students.  Along with this reality we as teachers want to provide students with useful feedback on their progress.  Collectively, the hope is to provide this much-needed feedback and assessment while following the grading protocol in our schools.  Ultimately we would like to combine both what is useful to our students with what is required of us professionally in a sustainable way.  Does this even seem possible?

I’ve been there.  Several years back as I began researching and deepening my understanding of ACTFL proficiency levels and communicative language teaching.  It soon became clear that the fluidity of proficiency levels did not integrate well into a concrete grading system.  Essentially, like most teachers, my grades at the end of the term were more a reflection of what students knew about the language than what they could do with the language. As I wrestled with this reality I worked to create a grading program that concretely assessed student proficiency levels while honoring the grading requirements in my school.

As you grapple with this issue, I suggest that you begin by familiarizing yourself with the ACTFL proficiency levels and the text types that are associated with each level.  These text types are the output that students produce.  Knowing what the student output will be is the first step in creating tasks that will assess students.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comOnce you know what the expected test type will be decide what thematic vocabulary you’d like to assess along with the anticipated language structures.  Once you know what the text type should be and you have a solid idea of what the anticipated vocabulary and structures are you can then create a prompt or task that students can complete and be assessed on.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comThis sort of backwards planning is essential.  If you begin with the prompt without considering the text type output or the vocabulary and structures the prompt is not likely to have the intended outcome.

Once you have the task ready to go, you will need a proficiency-based rubric to assess what the student is able to do.  It is essential to include all the elements that that are part of language proficiency.  In particular, text type, language control, vocabulary and strategy use.

How to include proficiency in a traditional grade. (French, Spanish) www.wlclassroom.comYou can download three types of rubrics HERE.  These rubrics include a lesson plan template and are applicable to any proficiency level.  In addition, you will find assessment rubrics for presentational, interpretive and interpersonal communication.

Once you use these rubrics you will quickly see how efficiently you can assess proficiency and easily integrate the grade into your overall grades in your class.  Without them you will likely find yourself where I was a few years back…ready to embrace communicative language teaching, but unable to assess in a productive and sustainable way.

What Does Language Look Like at the Various Proficiency Levels?

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comThe ACTFL Proficiency Levels and Performance Descriptors provide a very useful tool for seeing exactly what learners are able to communicate and produce at the various proficiency levels.  I put together a graphic to visualize the output a bit more concretely.

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com

The question always comes up about how students can move up in their proficiency level.  The ACTFL Text Types show the specific types of language that novice, intermediate and advanced learners produce.

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comReferencing the types of language that learners produce along with the descriptors of what learners are able to communicate we can provide a few suggestion for moving up sub-levels (low-mid-high) and levels (novice, intermediate, advanced).

To move up sub-levels in the novice proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comTo move up sub-levels in the intermediate proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.comTo move up sub-levels in the advanced proficiency range:

What Does Language Look Like at the Various Proficiency Levels? (French, Spanish) www.wlclassroom.com

90%+ Target Language Use: Support and Assessment (SlideShare)

90%+ Target Language Use: Support and Assessment, SlideShare (French, Spanish) www.wlclassroom.comThis SlideShare Presentation gives tips and tools on supporting 90%+ target language use in the classroom. There are also concrete tools to assess proficiency levels and hold students accountable for their commitment to using the target language.

3 Step Foreign Language Class Lesson Plan (SlideShare)

3 Step Foreign Language Class Lesson Plan (SlideShare) (French, Spanish) www.wlclassroom.com Take a look at this SlideShare presentation that shows a 3 step lesson plan to ensure that your students are not just practicing the target language, but using it to communicate.

Use Task Cards to Build Foreign Language Confidence and Proficiency (SlideShare)

Use Task Cards to Build Foreign Language Confidence and Proficiency (SlideShare) (French, Spanish) www.wlclassroom.comTask Cards are a very effective way to provide students with opportunities to practice vocabulary and language structures as they work toward building proficiency.  Check out this SlideShare Presentation for ideas on using task vards in the foreign language classroom.

Growth and Fixed Mindset in Foreign Language Learning (SlideShare)

Growth and Fixed Mindset in Foreign Language Learning (SlideShare) (French, Spanish) www.wlclassroom.comClick through the SlideShare presentation below to learn about how essential it is for learners to have a growth mindset when taking on the task of learning a foreign language.  Think about how teachers can help to promote a growth mindset in their students.  Feel free to share with students.

Foreign Language Speaking Activity with Playing Cards

I am always a fan of repurposing things in my classroom.  Why completely reinvent the wheel when you can just spin it in a different way?  Playing cards are something that I always seem to have so I got to work trying to figure out how I can use them to get students speaking the target language.  I always want to make sure that in addition to practicing vocabulary and language structures (initially) that activities and tasks also provide ample opportunities for authentic communication as well.

Foreign Language Speaking Activity with Playing Cards (French, Spanish)Last year I wrote a blog post about an activity that I crafted using playing cards.  You can read the details of that those activities HERE. I was looking though Pinterest and saw that there was a math game that many teachers are doing using playing cards and I started thinking about how I could do this type of activity with my foreign language students.  The teachers were having groups lay out the cards in a path of their choice and using them as a sort of playing board.  I thought that this be easily modified for use with foreign language vocabulary and language structures and it also lends itself very easily to proficiency levels depending on the task and prompts given to the students.

In my previous playing card activity post I wrote about a reference sheet that I created for students that coincides with each card in the deck.

Foreign Language Speaking Activity with Playing Cards (French, Spanish)

I decided to have students use this same reference sheet to engage in this new activity.  Students have a chance to get a little creative with how they lay out the card path.  Once laid out they get a copy of the reference sheet.  This can be pictures, time, subject/verb pairings, questions…unlimited possibilities.  In addition to the deck of playing cards and the reference sheet, each group of 3-4 students also gets one die and a playing piece, such as different coins or any small object that distinguishes the players.

Foreign Language Speaking Activity with Playing Cards (French, Spanish)

Foreign Language Speaking Activity with Playing Cards (French, Spanish)

Foreign Language Speaking Activity with Playing Cards (French, Spanish)Each player takes a turn by rolling the die and moving the number of spaces (cards) along the path.  They find the box on the reference sheet that corresponds with the card they land on (4 of diamonds, king of hearts, 10 of spades, etc.) and speak using what is in the box.  If students are novice they may identify with a singe word or phrase, but intermediate students could use the word or picture in a complete, discreet sentence.

The first student to reach the end of the path is the winner.  This can sometimes move quickly, so I have students keep points by the number of wins and go back and start again each time there is a winner.

Foreign Language Speaking Activity with Playing Cards (French, Spanish) Foreign Language Speaking Activity with Playing Cards (French, Spanish)Be sure to keep this communicative by asking students to do more than say a verb form, time or vocabulary word.  Consider what the proficiency levels of the students are and have them speak using the reference prompt in context and with the text type that is at their proficiency level.

You can get these card reference sheets on a number topics by clicking the links below.

Spanish:

French: