1. Improving Target Language Proficiency

2. 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

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

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

5. 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

6. 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

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

8. The
ACTFL
Proficiency
Rating
Scale

9. (Adult Educated Native)
Distinguished
Native
(Adult Educated Native)

10. 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

11. What Does Proficiency Look Like?
idelines-and-manuals/actfl- proficiency-guidelines-2012

12. Step 2: Can-Do Statements
TARGETS
CAN-DO’S
LANGUAGE OBJECTIVES