LinguaFolio Training Using Student Self-Assessment to Build and Document Proficiency Immersion 2012: Building Contexts for a Multilingual World Pre-Conference.

LinguaFolio Training Using Student Self-Assessment to Build and Document Proficiency Immersion 2012: Building Contexts for a Multilingual World Pre-Conference Afternoon Workshop October 18, 2012 LinguaFolio® Training: Using Student Self-Assessment to Build and Document Proficiency Immersion 2012: Bridging Contexts for a Multilingual World Pre-Conference Afternoon Workshop St. Paul, Minnesota October 18, 2012

Introductions With the group, we will be sharing: Name & Title(s)
Location & Language(s) of Immersion Program Your primary PD goal for this workshop [Tweet form: < 15 words]

Info & Logistics Breaks & Restrooms Wireless Network Power Outlets
Electronic Gadgets Please Switch all electronic devices to silent, mute or vibrate Login to the wireless network with only 1 device

Group Norms Individual Work Teamwork Take care of own needs
Be a reflective learner Ask questions and be actively involved in your learning Have FUN! Begin and end on time Listen to ideas and experience of others Respect different communication styles and learning needs Work together!

Let’s take a look at the agenda . . .

Introductions With the group, please share: Name & Title(s)
Location & Language(s) of Immersion Program Your primary PD goal for this workshop [Tweet form: < 15 words]

Overview of LinguaFolio

Overview of LF Read the 9 statements and decide if each one is Reality or Rumor!

Overview of LF LinguaFolio® is a standards-based formative assessment tool that consists of three parts, which are the Biography, the Dossier and the Passport. LinguaFolio® encourages students to record and reflect on their ongoing language learning, and, when combined with work samples, external exams or proficiency-based tests, it can provide a complete picture of a student’s language performance. Reality!

LinguaFolio standards-based self-directed formative assessment tool
THAT records ongoing learner progress displays student-selected evidence to validate proficiency self-assessment, and provides a comprehensive view of student performance The LinguaFolio is a powerful new formative assessment tool that fits well into the comprehensive assessment tool belt to help globally position students for Life in the 21st century.

PASSPORT Global Profile in e-LF
BIOGRAPHY Language learning background Can-do* statements Learning goals DOSSIER Digital text, audio, and video work samples MP3 files Podcasts PASSPORT Global Profile in e-LF Summarized snap shot of self-assessments Record of external assessments As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections. The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions. The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

Overview of LF 2. LinguaFolio® is a language portfolio learners use only during their K-12 formal instructional time. It allows them to document their language competencies in all languages, including immersion and heritage languages, and is designed to help them learn to manage their own language learning. Rumor!

Overview of LF 3. All LinguaFolio® documents are available for FREE in Microsoft Word and PDF formats, and the software for the online version, e-LinguaFolio (as seen at is also available at no charge to educational entities (state departments, universities, districts, schools, etc.) through open source licensing. Note: It is necessary to have server space available and a technology specialist manage the e-LinguaFolio software. Reality!

The LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Passport. LinguaFolio was first piloted in in five tates. Feedback from teachers was used to revise LinguaFolio and it has been adopted nationally by the National Council of State Supervisors for Languages (NCSSFL). Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency level that is consistent with language programs around the globe. LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done. Explain the history of LinguaFolio and reference these organizations as they appear on the grid that we’ve just worked with. The following organizations have all played a role in creating, developing, or informing LinguaFolio. (Please elaborate) ACTFL : American Council on Teaching of Foreign Languages ACTFL Proficiency & Performance Guidelines European Council Common Scale of Reference European Language Portfolio (ELP): The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. NCSSFL: National Council for State Supervisors for Languages TESOL: Teachers of English to Speakers of Other Languages

e-LinguaFolio http://www.elinguafolio.org/
The e-LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Global Profile or Passport. e-LinguaFolio was piloted in in North Carolina with over 100 teachers K-20. Feedback from the group was used to revise e-LinguaFolio and it is now available statewide for FREE. Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency levels that is consistent with language programs around the globe. Using LinguaFolio as a professional tool is also a way for World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language. LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own ‘can do’ statements to make the learning of that content transparent, as LinguaFolio has done.

Overview of LF 4. LinguaFolio® Junior is only available in American Midwestern states and central Canadian provinces because it can withstand blizzards, ice storms and tornadoes but not hurricanes, earthquakes or tsunamis. Rumor!

Overview of LF 5. Thanks to a partnership with the Appalachia Regional Comprehensive Center (ARCC) at Edvantia, the LinguaFolio® self-assessment checklists are available in English and 10 other languages: Arabic, French, German, Hmong, Japanese, Korean, Mandarin Chinese, Russian, Spanish and Vietnamese. Additional languages could also be added. Reality!

Why those 10 LOTE? LOTE=languages other than English
Home language survey results Program needs ESL Dual Language/Immersion Others such as Cantonese, Cherokee, Greek, Hawaiian, etc. How soon? Done by whom?

Overview of LF 6. LinguaFolio® allows language educators and administrators to align local language programs with state curriculum standards, national standards in language education and other content areas, and internationally accepted criteria. This makes language learning more clearly understood by those who are not language educators, such as parents and principals. Reality!

Individual Proficiency Analysis
Use the LF Self-Assessment grid to assess your communication skills in a 2nd or 3rd language Read the ‘I can’ statements for each skill from Novice Low – Superior. Circle the highest level you can demonstrate for each skill. Reflect and be ready to share 1 or 2 observations about this activity. Let’s do a quick LinguaFolio activity to gauge where each of us is in learning a language. Choose a language that you have learned, or are still actively learning, as a second or third language. In looking at the grid, read the ‘I can’ statements for each skill from Novice Low – Advanced Mid, and beyond if needed, and then circle the highest level you can demonstrate for each skill. Once you’ve finished, turn this over and answer the questions on the back. Discuss questions and allow volunteers to share answers.

The green arrow indicates the Low, Mid and High ranges of each level.
NOVICE INTERMEDIATE ADVANCED SUPERIOR This slide represents the entire LF self-assessment grid to which we will refer a different points throughout the presentation. At the top you see the range of ACTFL proficiency levels from Novice – Superior (BLUE) The green arrow indicates the Low, Mid and High ranges of each level. On the left-hand side, circled in RED, are the 3 modes of communication: interpretive, interpersonal and presentational. The idea is that Learners using LF will chart their journey from Novice, Intermediate, Advanced and Superior in the 3 modes of communication wherever and whenever they learn a language. 22

Intermediate Plus/Advanced Effective Operational Proficiency
Proficiency Scales ACTFL SLPI TESOL CEFR ILR NL-Novice Low NFS/Novice Entering – Level 1 Beginning – Level 2 A1 Breakthrough 0-0+ NM-Novice Mid Novice Plus NH-Novice High Survival IL-Intermediate Low Survival Plus Developing – Level 3 1-1+ IM-Intermediate Mid Intermediate Expanding – Level 4 A2 Waystage IH-Intermediate High Intermediate Plus B1 Threshold AL-Advanced Low Intermediate Plus/Advanced 2-2+ AM-Advanced Mid Bridging – Level 5 B2 Vantage AH-Advanced High Advanced Plus S-Superior Superior Reaching – Level 6 Exit program… C1 Effective Operational Proficiency 3-3+ This is a comparison of the different proficiency scales: ACTFL (American Council on the Teaching of Foreign Languages) – National professional, civilian, educational, and assessment use; SLPI (Sign Language Proficiency Interview) – National assessment use for American Sign Language (ASL); TESOL (Teachers of English to Speakers of Other Languages) – National educational use for English as a Second Language (ESL); CEFR (Common European Framework of Reference) – European professional, educational, and assessment use *Note: The current representations are approximations pending final results of ongoing alignment studies by ACTFL and the Council of Europe of the two proficiency scales.; ILR (Interagency Language Roundtable) – United States government and military use Discuss proficiency-based teaching and refer back to this chart during the next activity.

Overview of LF 7. LinguaFolio® debuted in 2001 during the North American Year of Languages celebration. It was piloted by teachers in 15 states and 3 provinces. Feedback from the pilot was collected by the American Council on the Teaching of Foreign Languages (ACTFL) and revisions were completed by 2005. Rumor!

European Language Portfolio
PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio Optional slide if you want to show ELP The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. Its development was supported by members of ALTE – The Association of Language Testers in Europe – representing 29 organizations or institutions and 24 languages, such as the Goethe Institute, Alliance Française, Cervantes Institute, etc. There was a broad base of support from among various European agencies with vested interest in such a progressive tool. Each version of the European Language Portfolio must be validated by the Council of Europe. Currently there are over 80 approved versions of the European Language Portfolio in use in over 20 countries. Many countries have produced several different portfolios, each geared to specific age groups or academic programs.

Who are the players? ACTFL
American Council on Teaching of Foreign Languages ACTFL Proficiency & Performance Guidelines European Council Common Scale of Reference NCSSFL National Council for State Supervisors for Languages TESOL Teachers of English to Speakers of Other Languages The following organizations have all played a role in creating, developing, or informing LinguaFolio. (Please elaborate) ACTFL : American Council on Teaching of Foreign Languages ACTFL Proficiency & Performance Guidelines European Council Common Scale of Reference NCSSFL: National Council for State Supervisors for Languages TESOL: Teachers of English to Speakers of Other Languages

Created by the National Council of State Supervisors
NCSSFL developed LF, based on the European Language Portfolio (ELP) created by the Council of Europe. The ELP was launched on a European scale during the European Year of Languages 2001 and has since proved to be of major interest in the member states; 103 models exist. Answered the call for international benchmarking.

and K-12 Performance Guidelines
European Common Scale of Reference ACTFL Proficiency and K-12 Performance Guidelines National TESOL Standards f or ELLs LF LinguaFolio LF uses the ACTFL Proficiency Guidelines, ACTFL K-12 Performance Guidelines and the European Common Scale of Reference. ACTIVITY: Have participants look at the LinguaFolio grid individually to note where they would place themselves for a second or third language. Note that the ACTFL Prof. Guidelines are written for EDUCATORS, whereas the Common Scale of Reference is written for LEARNERS. Performance guidelines identify language performance: “how well” students perform the “what” they learn. The main difference between the Proficiency Guidelines and the Performance Guidelines is that the the K-12 Performance Guidelines were designed for students who learn languages in an academic setting, whereas The Proficiency Guidelines assess the level of proficiency no matter how or where the language was learned.

History of LinguaFolio
5-state pilot, GA, KY, NC, SC, VA National revisions ESL Checklists from NC 2007 – 2009 Revisions to LinguaFolio Jr Present History of LinguaFolio 5-state pilot, -involved GA, KY, NC, SC and VA National revisions , made with pilot feedback and new versions posted in Spring 2010 Additional revisions with LinguaFolio Jr. begin in August 2010-meeting in Atlanta August 15-17 English as a Second Language ESL LinguaFolio pilot -checklists adapted for ESL programs in the 20 months prior to pilot -pilot included ESL, dual language/immersion, and heritage language programs Revisions done and posted Fall 2009 -CEEE assisted with alignment to WIDA standards and TESOL proficiency levels -group formed to create K-2/Entering-Emerging checklists with picture support, which were finalized July 2010

Nationally and internationally aligned
LinguaFolio Proficiency-based Nationally and internationally aligned Learner-centered FREE LinguaFolio is proficiency-based and uses the ACTFL proficiency scale. It is also aligned nationally and internationally with approximations to other proficiency scales used around the globe for a variety of purposes. LinguaFolio is learner-centered and ultimately belongs to the student, not the teacher or the school. It is also available for free, which, in the budget situation we’re experiencing now, is good news! LinguaFolio is a formative assessment tool for language learners that draws on the best practices we’ve just been discussing. LinguaFolio provides a place for learners to record their progress with any and all languages they are studying, whether in a school-based program or outside of it during travel abroad, in a virtual environment or through connections with friends and family. LinguaFolio has a portfolio system built into it, which allows learners to select and display evidence that shows their language learning progress. There are also a series of self-assessment checklists that students complete and then validate through the evidences they select. This gives the learner, and their teacher and parents, a comprehensive view of their language learning that can be shared. As a formative assessment tool for language learners, LinguaFolio is designed to capitalize on the best practices of formative assessment. It allows learners to manage their own learning and develop ownership and autonomy. LinguaFolio also has space where students can assess their skills in a home or heritage language, so that all of their language skills are recognized and valued. LinguaFolio has reflection pieces that have students consider their intercultural understanding, or how to use language and other types of communication effectively within the parameters of culture or context. For example, greetings vary by culture, so it’s not enough to know how to say “Hello. How are you?” A student also has to understand how formal to be depending on who they’re greeting, what gestures are used, how much personal space to allow, and so on. Finally, LinguaFolio facilitates K-16 articulation so that as students move from course to course, or transition from middle school to high school and then to college, they can continue to document their language learning. They may even use LinguaFolio as part of a professional portfolio in their career, and it certainly helps them see language learning as a lifelong endeavor. This information is animated and comes up bullet by bullet. Do not read slides but elaborate as each bullet comes up, using examples from classroom experience and the concept of global awareness with learner autonomy, 21st Century Skills, etc.

Overview of LF 8. The LinguaFolio® Biography contains the self-assessment checklists, but also has reflection pieces where students can record information about their language learning background, strategies and even their intercultural encounters. The reflection pieces can be used as is or modified and adapted for specific programs or groups. Reality!

Novice High GRID OR MAIN CAN-DO SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO
Here is a sample of the can-do statements for listening - descriptions of what learners can do at the Novice High (on the ACTFL scale) level. The first statement (in italics) is from the grid often referred to as the MAIN CAN-DO (RED) The statements in bold, or the Sub can-dos (BLUR) area series of descriptors that give the learners an idea of the range of performances under that main can-do statement. The bulleted statements are examples that reflect a variety of curriculum. Finally, there is an optional write-in statement that may be custom designed if the preceding statements do not include specifically targeted performances. These descriptors are sometimes difficult and overwhelming for high school students who are not accustomed to self-assessing and thinking about what they can do with language. This is why it is so important--even before you begin to use LinguaFolio-- to start embedding short self-assessments into your every day teaching. The can-do statements for all the levels are posted on the NCSSFL web site. CUSTOMIZED CAN-DO 32

Overview of LF 9. By 2017, every dual language/immersion student will have their own LinguaFolio® which can continue to be used in postsecondary education and the world of work as evidence of a graduate who is a multilingual, knowledgeable global citizen. Rumor!

What’s your LF Reality? 10. Please use this space for your own LinguaFolio® reality based on the plans you’re making individually, as a school or program, etc. Please use this space for your own LinguaFolio® reality based on the plans you’re making individually, as a school or program, etc.}

Creating a LinguaFolio

BIOGRAPHY Language learning background Can-do* statements Learning
goals As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections. The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions. The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

“I Can” Self-Assessment Checklists with Evidence Upload Area (Dossier)

DOSSIER Digital text, audio, and video work samples MP3 files Podcasts
As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections. The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions. The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

PASSPORT Summarized snap shot of self-assessments
Record of external assessments As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections. The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions. The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes. The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

LinguaFolio: Passport
History In and out of class activities Summation of ‘I can’ statements from self-assessment checklists 42

Implementing LinguaFolio

LinguaFolio Outcomes Facilitates K-16 articulation
Serves as a tool for students to manage their language learning Recognizes and values immersion and heritage languages Promotes language learning as a life-long endeavor 44

LinguaFolio Outcomes Informs language learners and their parents
Assists businesses and employers Helps educators . . . Work smarter, not harder! LinguaFolio informs language learners, educators, and businesses. How? How does LF help learners and their parents? It enables them to Evaluate and describe their language proficiency in clear and simple terms Document and reflect on language learning inside and outside the classroom Inform others about their proficiency in different languages, e.g. changing schools, applying for jobs, exchange programs Set personal language objectives and map out ways to achieve them Businesses and employers? LF helps them to Understand language learning more clearly Profile language proficiency of their employees or job applicants Make better use of language abilities of employees LF helps educators to Recognize needs and motivation of learners and help them set learning goals Develop programs based on learner strengths and needs Obtain information about previous language learning experiences Evaluate and document performance in a differentiated way Connect US standards and performance guidelines with internationally accepted European Scale of Reference Produce evidence of language learning 45

Research from Europe Increased . .
Motivation Active learning Self-confidence Time thinking about learning Teacher creativity Improved relations between learner/teacher Stronger focus on communication More informed parents Greater realization of language use in community The research on using formative assessment tools like LinguaFolio came first from research done in Europe in 3 major international studies since 1998. Findings from research on the ELP pilot in Czech Republic indicated that: • In spite of the time it took in the beginning to implement the European Language Portfolio, motivation increased among all students. • Students became more confident when they saw what they could actually do. • Students’ relationships with other learners and with their teachers became more positive and students actually spent more time thinking about their language abilities and knowledge.

LinguaFolio Nebraska Study
Dr. Ali Moeller, University of Nebraska, conducted a 5-year longitudinal study investigating the: Impact of goal setting on student achievement Role of self-assessment Implementation of LF as an assessment tool to promote articulated K-16 language programming 47

Set or adjust learning goals Self-assess and reflect
Reflective Learning Process Self-assess and reflect Select strategies Provide evidence

Effects on Student Achievement
Principles of Assessment for Learning + LinguaFolio 4x to 5x > Reduced Class Size Ali’s statement: The effect of the principles that underlie Assessment for Learning and LinguaFolio on student achievement is some four to five times greater than the effect of reduced class size Moeller, 2010

Moeller’s Research Results
Goal Setting is key Motivation increased Achievement positively affected and increased over time Teacher training highly important

Jigsaw Activity A handout on the Jigsaw Activity is available.

Jigsaw Activity Purpose: Acquire research based practices and knowledge that underlie LF Outcome: Elevator speech depicting a successful learner to share with colleagues, students, parents and/or administrators A handout on the Jigsaw Activity is available.

Jigsaw Activity Choose a topic Goal Setting Self-Assessment Autonomy & Self-Regulation Become an expert on that topic Read and discuss article, then summarize major points Share out to the whole group Create (and record?) an elevator speech to use A handout on the Jigsaw Activity is available. The three articles used in this activity are available as PDF documents. A fourth document on LinguaFolio is also available.

Jigsaw Activity Create (and record?) an elevator speech to use
Guiding Questions to Consider: What are the characteristics of a successful learner? What is the role of the teacher in creating successful learners? What is the role of the student in successful learning? How does LF address or meet these? Elevator speeches can be sent to Jessica Farley, Technologist - Microsoft and Apple/Mobile Red Clay Consolidated School District, Wilmington, DE 19808, at for uploading to the virtual space that has been created to house all of the LinguaFolio information. Feel free to send them as is or upload them to TeacherTube and then send the video link.

Housing & Logistics What format to use?
PDF (folders) Word (flash/jump drives, wikis, etc.) Online How and by whom will it be stored? At school With students Plan out an implementation timeline Share your plan with others Start small and then branch out

Online Resources & Wrap-Up

Created by the National Council of State Supervisors
NCSSFL developed LF, based on the European Language Portfolio (ELP) created by the Council of Europe. The ELP was launched on a European scale during the European Year of Languages 2001 and has since proved to be of major interest in the member states; 103 models exist. Answered the call for international benchmarking.

Red Clay e-LinguaFolio http://redclay.elinguafolio.org/

LinguaFolio by any other name…
Different States LinguaFolio Jr. ESL Dual Language Immersion Heritage Language Programs Higher Education STARTALK > LFO e-LinguaFolio LinguaFolio is used in all types of language programs across the country. 61

LinguaFolio Training Modules
Designed to be adaptable for use with: Individuals Schools Departments Districts PLCs Includes information about documenting for license renewal credits Each module was designed to take approximately 2 hours to complete, including reading materials, videos, activities, and reflection activities. This time will vary based on individual learning styles and PD approaches. Information is included about how contact hours for CEU’s can be documented.

LinguaFolio Training Modules
What Is LinguaFolio? Building Your Own LinguaFolio Reflective Learning & Teaching in an Autonomous Environment LinguaFolio-Like Activities The Importance of Interculturality Assessing Language Performance Implementation Timeline & Setting Goals The 7 modules mirror the face-to-face training in so far as topics covered and the order of presentation. However, it is not necessary to do the modules in order. Align them the way it works best for PD purposes. The modules can also be used for review or accessed again at any time.

Plus/Delta Feedback What worked well? Suggestions for improvement!

LinguaFolio Trainers Ann Marie Gunter Nadja Trez ann.gunter@dpi.nc.gov
World Language Consultant NC Dept. of Public Instruction Nadja Trez Title III/ESL Consultant NC Dept. of Public Instruction

LinguaFolio Training Using Student Self-Assessment to Build and Document Proficiency Immersion 2012: Building Contexts for a Multilingual World Pre-Conference.

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LinguaFolio Training Using Student Self-Assessment to Build and Document Proficiency Immersion 2012: Building Contexts for a Multilingual World Pre-Conference.

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