1. Why Proficiency? Amy Lenord Spanish Teacher – Instructional Consultant Shepton High School - Plano ISD

2. Learning Targets I can… O Identify and explain the main motivators for students taking language classes. O Explain the difference between a traditional language program and a proficiency based language program. O Discuss the benefits of a proficiency based program. O Identify the necessary components of a proficiency based program.

3. A Little Reflection My Language Story O Fold a sheet of paper into 6 squares. Fill those squares in with the following items: SQUARE 1 Draw a picture that represents what your 2 nd language learning looked like. SQUARE 2 Write one sentence about how you developed the fluency you have now in the 2 nd language. SQUARE 3 Write 5 key words that explain why you chose to pursue learning a 2 nd language beyond the normal requirement. SQUARE 4 Draw a symbol that represents how you feel about your fluency in the 2 nd language now. SQUARE 5 Write 3-6 bullets that explain what you were able to do in the language after finishing your required classes. SQUARE 6 Draw a picture that represents what you hope your students get out of your class. Now, share your language story with the whole group.

4. What is the MAIN reason why the majority of students study a language? An Important Question:

5. What is the MAIN reason why the majority of students study a language?

6. What percentage of students DO NOT continue language study once the perceived requirements are met? One More Important Question:

7. What percentage of students DO NOT continue language study once the perceived requirements are met? One More Important Question:

8. So, why do they leave? O I’m graduating. O I hate it. O I want more fun classes. O I’m tired of studying this language. O Don’t have the patience for it. O Lazy O I would probably fail it. O Two foreign language credits is all that is required for a diploma of distinction. O I already know the language-- we speak it at home. O Don’t want to O It is getting very hard for me, and I need other subjects to graduate with honors. O Too hard O Don’t like it, and I’m not good at it. O Tired of the language O The class is interesting, but I didn’t enjoy it very much. There are more useful and enjoyable classes I can take later.

9. “ I am so tired of all these d*** verbs!” And when asked why he would not be continuing his language studies beyond the second year one student said: Survey conducted by the Arlington ISD World Language Department, Spring 2012

10. Motivation is THE most influential factor in learning a new language. R.C. Gardner in Shrum and Glisan Teacher’s Handbook, 2010

11. So, why proficiency?

12. The Elephants in the Room

13. Exploring the Possibilities Examining Student Samples

14. Changing Our Thinking: The ACTFL Proficiency Guidelines How do they apply to our students? How do they apply to us? How do they evaluate our practices? ACTFL Proficiency Level Samples

15. Changing How We Act: Traditional Language Instruction Proficiency Based Instruction Language ConceptsLearning Targets Textbook ChaptersThematic Units Objective TestsPerformance Assessments Grammar & Vocabulary Development Intentional Proficiency Development Teaching in EnglishTeaching in the Target Language Culture Days or ProjectsEmbedded Culture

16. Realities & Reassurances What has to change to move our program towards proficiency building? How does that affect me as a teacher?

17. Access to All Workshop Resources: www.amylenord.net/ why-proficiency.html

18. Works Cited: O American Council for the Teaching of Foreign Languages. 2012 ACTFL Proficiency Guidelines. O American Council for the Teaching of Foreign Languages. 2013 NCSSFL-ACTFL Can-Do Statements. O Arlington ISD World Languages. 2012 Student Survey Data. O Duncan, Greg. 2012 Lesson Planning for 21 st Century Learners: Some Things We Need to Know (presentation). O Nuzzo, Maria. 2006 Attrition in the Foreign Language Classroom: Possible Causes and Solutions (unpublished dissertation).