Improving Target Language Proficiency myriammet@gmail.com

Program Goals High levels of proficiency in English High levels of proficiency in the non-English (target) language Academic performance (including biliteracy) at or above expectation Cross cultural competence

Paying Attention to Language Academic rigor Coherence within program and continuous progress toward goals Accountability to parents and evidence to district leaders

Language, Literacy, and Academics Why is oral proficiency important to us? Academics

Components of A Language Framework Set targets Describe end-of-year outcomes Develop a language framework (functions, forms, and vocabulary) Integrate framework into content units and lesson plans Provide explicit language/literacy instruction

Set Targets Grade 2 Intermediate - Low Novice - High Grade 5 At the end of 90:10 Programs 50:50 Programs Grade 2 Intermediate - Low Novice - High Grade 5 Intermediate - Mid Intermediate - Low to Intermediate - Mid Grade 8 Intermediate - High Intermediate - Mid to

WHAT DO THE TARGETS MEAN? Options for defining language proficiency Measuring English language growth Measuring the target language

The ACTFL Proficiency Rating Scale

(Adult Educated Native) Distinguished Native (Adult Educated Native)

Full conversational partner Speaks with confidence Can narrate and describe in all time frames Can handle a situation with a complication ADVANCED Creates, functions with Language Can ask and answer questions Handles simple Situations INTERMEDIATE Lists words/phrases Attempts at conversation Memorized chunks Telegraphic language Limited topic areas NOVICE

What Does Proficiency Look Like? http://www.actfl.org/publications/gu idelines-and-manuals/actfl- proficiency-guidelines-2012

Step 2: Can-Do Statements TARGETS CAN-DO’S LANGUAGE OBJECTIVES http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements