1. Betty Lou Leaver, PhD BILC May 2016
The Counterintuitive nature of teaching & learning to upper levels of proficiency: a case for transformative pedagogy
Betty Lou Leaver, PhD
BILC May 2016

2. Upper Levels at dliflc
The dream: as close as possible to the WEHAN (well educated highly articulate native speaker)
The tasked goal: ILR 2+ or 3, depending upon the course
The typical attainment: ILR 3, 3+, 4 (one 4+)
Four skills
Time frames: 4 weeks to 47 weeks

3. “not more of the same” Intuition searches for the best method
Research/experience: upper level is an individualized, transformative process
Intuition asks for an upper level textbook
Research/experience: the higher the level, the more students differ, requiring an open architecture & diagnostically oriented instruction
Intuition argues for rote memory/word lists & direct grammar instruction
Research/experience: greater effectiveness for associative memory, grammar “in the wild” & vocabulary through authentic texts & tasks (CBI)
Intuition wants summative tests to “grade” students
Research/experience: formative testing is more effective for results

4. Transformative methodology
Transmission
Transaction
Transformation
Theory
Mastery Learning
(Bloom)
Experiential Learning
(Dewey, Freire)
Humanistic Learning
(Rogers)
Class Work
Exercises Memorization
Tasks
Projects
Self-directed study
Contracts
Homework
Written work
Research
Teacher
Knower
Facilitator
Advisor
Tests
Achievement
Proficiency
Formative
Syllabus
Form-based
Theme-based
Task-based
Content-based
Open Architecture

5. Paradigm shift: TRANSFORMATIVE PEDAGOGY
Move beyond lock-step instruction and uniform expected outcomes
Removal of the “bar”
Diagnostically oriented instruction:
Cusp level & zone of proximal development (ZPD)/F2F diagnostic assessment
Recall protocol
Open architecture
Flexible syllabi
Course individualized by style, need/interest, pace, content, currency of topic
Authentic tasks (including job tasks)
Grades assigned through projects, briefings, reports, contracts
Student responsible for learning; teacher as advisor

6. Typical mistakes that jeopardize mission achievement AT HIGHER LEVELS
Reliance on students learning at home and being tested in class
Teacher-directed study (vs self-directed study), especially for homework:
Lack of recognition of the style wars
Teachers apply inappropriate error correction techniques (ectenic/synoptic)
The hidden classroom creates a dysfunctional class
Misidentification of the “good” students and “slow learners”
Tortoises often win the race, while the hares go to sleep
Kinesthetic and/or concrete-sequential at-risk students benefit from immersion immensely

7. The challenges & Proposed remedies
Most program leaders have not taught or acquired a language at this level
Advanced Language Academies (open to external participants)
The “What Works” book
Students do not come equipped
Edify them as to “not more of the same”
Train missing background and skills
Curricula are lock-step and rote-based
Abandon textbooks
Institute open architecture
A paradigm shift takes time, training, leadership, reviews & analyses, and faculty buy-in

8. QUESTIONS?