1. Day Eight - Wednesday Review of last class
Teaching Across Proficiency Levels (Brown, Ch. 7)
How to teach Fingerspelling
1/3 of students to give their Mock Teaching Project presentations

2. Chapter 7: Teaching Across Proficiency Levels
Homework:
View Dr. Raychelle Harris’ Video Presentation in Blackboard

3. Proficiency Levels Beginner Intermediate Advanced
In ASL? What do these levels look like? How many signs would a beginner know?

4. American Council on the Teaching of Foreign Languages (ACTFL)

5. ACTFL Proficiency Guidelines
Brief history about ACTFL, OPI, SLPI ASL and ASLPI
Not attached to only one language
Useful checkpoints for assessment, curriculum development and revision

6. Beginners Most challenging The teacher becomes central for students
Language growth is most visible
Student’s ability to retain new words, structures and concepts is limited

7. Beginners, Intermediate & Advanced Student Characteristics
Cognitive Learning
Role of Teacher
Teacher Talk
Authenticity of Language
Fluency and Accuracy
Student Creativity
Techniques
Listening and Speaking Goals
Grammar

8. Beginners Students’ cognitive learning processes Role of Teacher
* Plenty of repetition to help transfer from focal to peripheral processing
Role of Teacher
Highly dependent on teacher, yet still can be
student-centered
Teacher Talk
Clearly articulated, somewhat slower.
Use of native language restricted

9. Beginners 4) Authenticity of language 5) Fluency and accuracy
May feel artificial. Keep authentic yet manageable.
5) Fluency and accuracy
Emphasis on phonology only for short utterances
Allow students to practice freely and openly without fear
Correction important (“no news is good news”)
6) Student Creativity
Beginners will innovate more when they have more language development.

10. Beginners 7) Techniques 8) Listening and Speaking Goals 9) Grammar
Repetition and drilling dominate this level.
Group and pair work. Variation important.
8) Listening and Speaking Goals
Functional, meaningful and authentic communication tasks are limited for grammar, vocabulary and length of utterance.
9) Grammar
Simple to complex grammar sequence is crucial.
Overt and inductive (more effective) grammar instruction.

11. Intermediate Students’ cognitive learning processes Role of Teacher
Automatic processing increases, as teacher facilitates this process
Role of Teacher
Less dependent on teacher. Students should be asking more questions and making comments. More student interaction. More student-centered cooperative activities.
Teacher Talk
More natural pace, yet clear. Students should be talking more. Much less native language at this level.

12. Intermediate 4) Authenticity of language 5) Fluency and accuracy
Students may become overly concerned about grammar- keep focus on authenticity.
5) Fluency and accuracy
Students divide in two groups: 1) overly concerned about accuracy and 2) being in a self-satisfied rut.
Pacing/flow important, without either #1 or #2.
6) Student Creativity
Creativity seen through inter-language errors- recognize this as a positive language development

13. Intermediate 7) Techniques 8) Listening and Speaking Goals 9) Grammar
Complex techniques including chain stories, surveys, polls, paired interviews, group problem solving, role plays and/or storytelling.
8) Listening and Speaking Goals
Function may not be more complex, but forms are.
9) Grammar
Occasional overt grammar teaching for “sore spots” can be helpful, but should not dominate teaching

14. Advanced Students’ cognitive learning processes Role of Teacher
Automatic processing almost complete, teacher role is in minor corrections.
Role of Teacher
Job may seem easier, but no. Students at this level will take over & keep talk in their “comfort level”. As teacher, must create effective and yet challenging learning opportunities.
Teacher Talk
Natural language at natural speed is a must. Challenge students with more advanced vocabulary and linguistic features. Students need to produce language so teacher adheres to their role as a provider of feedback.

15. Advanced 4) Authenticity of language 5) Fluency and accuracy
Authentic language material should be challenging for this level.
5) Fluency and accuracy
Most of students’ signings should be fluent and accurate at this level. Feedback from teacher & peers will be helpful.
6) Student Creativity
Students can now apply more creativity to their performances.

16. Advanced 7) Techniques 8) Listening and Speaking Goals 9) Grammar
Even more complex techniques include group debates and argumentation.
Focus at this level is in using language for specific purposes with specific audiences
8) Listening and Speaking Goals
Fine-tuning production and comprehension, especially in pragmatic/cultural conditions (e.g. turn-taking, topic change/termination, etc.)
9) Grammar
Linguistic meta-language skills more useful now.

17. Review and Questions & Answers

18. Assignments and Readings
Assignment: * Mock Teaching Project FINAL (2/3 of student presentations) due on Thursday Readings: Brown, Chapter 8 View Dr. Raychelle Harris’ Chapter 8 Video Presentation in Blackboard