1. Demystifing the New LOTE Standards
John De Mado Language Seminars, LLC
125 S. Collier Blvd./ B202
Marco Island, FL 34145
______
Web:
Phone/Fax: (239)
Specifically Prepared for the Region VIII Education Service Center
Tuesday, October 18, 2016 1

2. Buddy Hackett

3. On Risking
To laugh is to risk appearing the fool. To weep is to risk being sentimental. To reach out for another is to risk involvement. To expose feelings is to risk exposing your true self. To place your ideas, your dreams before the crowd is to risk their loss. To love is to risk not being loved in return. To live is to risk dying. To hope is to risk despair. To try is to risk failure.
But risks must be taken. Because the greatest hazard in life is to risk nothing. The person who risks nothing does nothing, has nothing and is nothing. One may avoid suffering and sorrow, but one simply cannot learn, feel, change, grow, love, in short, live. Chained by one’s certitudes, one is a slave; one has forfeited freedom.
Only a person who risks is free ... Anonymous
AS AN APPLIED LINGUIST, I SEE EVERYTHING THROUGH THE PRISM OF LANGUAGE.
OUR TOPIC TODAY INVITES RISK-TAKING.
IS THERE A LITERACY CRISIS?
IF SO, WHAT ARE THE CAUSES? KIDS? TEACHERS?
What aren’t we seeing? 3

4. ACTFL & The New TEKS for LOTE
IMPORTANT TO NOTE:
The New TEKS for LOTE do not prescribe instruction. Rather, they provide us with a clear picture of anticipated student performance based on a number of factors. They are aligned with the ACTFL Proficiency Guidelines (2012) as well as the ACTFL Performance Descriptors (2012).

5. THREE IMPORTANT TERMS
MASTERY
PERFORMANCE
PROFICIENCY

6. DEFINING MASTERY
Complete ownership and control over all aspects of a language.

7. How to Shift the Paradigm
Understand the inevitable consequences of the strictly ‘mastery-driven’ classroom.

8. DIFFERENTIATING MASTERY FROM PROFICIENCY
MASTERY PROFICIENCY
GRAMMAR RULES VOCABULARY ACQUISITION
(vocabulary) (grammar)
TEACHING FOCUS ACQUISITION FOCUS
(The Editor) (The Applied Linguist)
METALANGUAGE INTERLANGUAGE
IDENTIFY COMMUNICATE
IMITATION SELF-SELECTION

9. DEFINING PERFORMANCE
Demonstration of certain control over isolated, discrete and often memorized or familiar aspects of language.
Formulaic language
Structure
Vocabulary
Syntactical patterns.

10. ACTFL Performance Descriptors
Range: Novice, Intermediate, Advanced
Modes: Interpretive, Interpersonal, Presentational
Performance Descriptors: Functions, Contexts/Content, Text types, Language Control, Vocabulary, Communication Strategies, Cultural Awareness
(Word User to Sentence User to Paragraph User)

11. RANGE

15. MODES

17. PERFORMANCE DESCRIPTORS

24. How to Shift the Paradigm Define Proficiency
Have an operational definition of ‘Proficiency’.
If you don’t, how will you recognize it when you see it?
If you don’t, how will you assess it?

25. Defining Proficiency “...The ability to deliver and receive
communication that is situationally
appropriate...” De Mado

26. Proficiency and Situational Appropriateness
Twitter, Texting
Post Card/ Thank You Note
Personal Letter
Business Letter, Composition, Legal Contract 26

27. DIFFERENTIATING MASTERY FROM PROFICIENCY
MASTERY PROFICIENCY
GRAMMAR RULES VOCABULARY ACQUISITION
(vocabulary) (grammar)
TEACHING FOCUS ACQUISITION FOCUS
(The Editor) (The Applied Linguist)
METALANGUAGE INTERLANGUAGE
IDENTIFY COMMUNICATE
IMITATION SELF-SELECTION

28. How to Shift the Paradigm
Know the role of vocabulary in the ‘language acquisition’ process.
Simply stated, vocabulary is readily communicative.

29. How to Shift the Paradigm
Know the role of grammar in the ‘language acquisition’ process.
The role of grammar is NOT to create communication, but rather to avoid ‘miscommunication’.
Accuracy is a byproduct of acquisition … Not the inverse.

30. THE ROLE OF GRAMMAR
BTTR

31. DIFFERENTIATING MASTERY FROM PROFICIENCY
MASTERY PROFICIENCY
GRAMMAR RULES VOCABULARY ACQUISITION
(vocabulary) (grammar)
TEACHING FOCUS ACQUISITION FOCUS
(The Editor) (The Applied Linguist)
METALANGUAGE INTERLANGUAGE
IDENTIFY COMMUNICATE
IMITATION SELF-SELECTION

32. How to Shift the Paradigm
Embrace the concept of ‘Interlanguage’.
Understand the role of error in the language acquisition process.
Understand how non-standard language evolves into standard language.

33. INTERLANGUAGE
SPEAKER/ L2
SPEAKER/ L1 33

34. INTERLANGUAGE
SPEAKER/ L2
SPEAKER/ L1 34

35. INTERLANGUAGE
SPEAKER/ L1
SPEAKER/ L2 35

36. DIFFERENTIATING MASTERY FROM PROFICIENCY
MASTERY PROFICIENCY
GRAMMAR RULES VOCABULARY ACQUISITION
(vocabulary) (grammar)
TEACHING FOCUS ACQUISITION FOCUS
(The Editor) (The Applied Linguist)
METALANGUAGE INTERLANGUAGE
IDENTIFY COMMUNICATE
IMITATION SELF-SELECTION

37. How to Shift the Paradigm
Understand that, although there are aspects of language that are ‘imitated’, language is primarily ‘self-selected’ and NOT imitated.

38. Imitation
Certain aspects of language are imitated … 38

39. Self-Selection of Language39

40. 90% The L2 Classroom Language is self-selected and acquired in the
crucible of situation and problem-solving …
Comprehensible Input is the key … The more
it is provided, the more it is sought.

43. MOVING FROM PERFORMANCE TO PROFICIENCY
MOVING FROM THE CHROMATIC SCALE TO…
JAZZ!!!!!

44. Language Teacha’ Rap
Big D In ‘Da House!

45. Demystifing the New LOTE Standards
John De Mado Language Seminars, LLC
125 S. Collier Blvd./ B202
Marco Island, FL 34145
______
Web:
Phone/Fax: (239)
Specifically Prepared for the Region VIII Education Service Center
Tuesday, October 18, 2016 45

46. RESOURCES