3. Goals 1. I can discuss the benefits of a K-12 World Language program. 2. I can give an overview of our program at Dunn since 2007. 3. I can discuss the vision of the World Language program at Dunn including what will continue and what will improve.

4. World Language Lingo & Benefits  ACTFL  Modes of communication  ACTFL benchmarks  Six domains of performance

6. MODES AND BENCHMARKS Three Modes of Communication  Interpersonal  Interpretive  Presentational Three Benchmark Levels  Novice Learner (K-4, 5-8, 9-10)  Intermediate Learner (K-8, 7-12)  Pre-Advanced Learner (K-12)

7. Three Benchmark Levels Novice Learner (K-4, 5-8, 9-10) Intermediate Learner (K-8, 7-12) Pre-Advanced Learner (K-12)

8. Six Domains of Performance  Comprehensibility How well is the student understood?  Comprehension How well does the student understand?  Language Control How accurate is the student's language?  Vocabulary Usage How extensive and applicable is the student's language?  Communication Strategies How do they maintain communication?  Cultural Awareness How is their cultural understanding reflected in their communication?

9. Research corroborates additional benefits These benefits accrue with instruction that is continuous throughout the school year, connected grade to grade, and more frequent than twice per week, adding up to at least 90 minutes per week, at both the elementary and middle school levels. From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#earlyhttp://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

10. Benefits Strengthening of literacy in students’ first language From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#earlyhttp://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

11. Benefits Raising standardized test scores in other subject areas From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#earlyhttp://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

12. Benefits Students who had engaged in long sequences of language study (e.g., beginning in grades 4-6) performed significantly better on the corresponding AP Exams and positioned themselves to be granted advanced placement and/or receive academic credit when entering college. (Baum, Bischof, & Rabiteau, 2002) Baum, D. Bischof, D, & Rabiteau, K. (2002). Before and Beyond the AP Foreign Language Classroom. http://www.collegeboard.com/prod_downloads/apc/ap04_beforeandbeyond.pdf

13. World Language Study Translates to Higher SAT Scores In the College Board’s report, 2004 College Bound Seniors: A Profile of SAT Test Takers, students whose profiles include long- sequences of world language study consistently demonstrate higher scores on both the math and verbal portions of the SAT than do their non-language studying counterparts. The gains are incremental; the more years of world language study, the greater the gains on the SAT Test.

14. “Regardless of their race, sex, academic level, students outperformed those who were not taking a world language class” In addition to developing a lifelong ability to communicate with more people, children derive other benefits from early language instruction, including improved overall school performance and superior problem-solving skills. Research has shown that children who have studied a world language in elementary school achieve higher scores on standardized tests in reading, language arts, and mathematics than those who have not (Masciantonio, Rafferty). The results of the Louisiana Report on world language and basic skills (Rafferty) show that regardless of their race, sex, or academic level, students in world language classes outperformed those who were not taking world languages. World language study has also been shown to enhance listening skills and memory, and the development of second language skills can contribute a significant additional dimension to the concept of communication. Furthermore, students who have studied a world language develop greater cognitive skills in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills (Foster and Reeves; Landry; Rafferty; Ginsburg and McCoy).

15. Benefits Developing comfort with cultural differences Research suggests that language learners develop a more positive attitude toward the target language and/or the speakers of that language. From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#earlyhttp://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

16. Dunn Elementary Since 2007  Student testimony  Student demonstration  Creation of curriculum  Creation of website  Action Research  Representation at the local, state, regional and national level

17. Dunn Elementary

19. School – Home - World Connection Provide an opportunity for parents to get involved and to give extra support. https://maestranadine.wikispaces.com www.maestranadine.wikispaces.com

22. Language Learning Approach

23. Linguafolio Inspired I CAN statements Build confidence by saying, “I can!”

24. Match assessment to curriculum using real-life performance-based tasks.

28. Support student-centered learning experiences.

30. How does what learners believe they can do compare to what they can do?  Below are the results of thirty learner’s surveys based on question 1-6.  Over fifty percent of their responses reflect they were confident they could demonstrate the “I can” statements without help.  The interview demonstrates learners thought they could do better than they really could do.  It also demonstrates the contrary showing they could do more than what they thought they could do in regards to their answers about needing to work on certain statements.

31.  I can talk about myself.  I can talk about school supplies and books.  I can talk about school.  I can talk about seasons.  I can talk about the weather.  I can talk about what I like to do.  I can talk in Spanish!!  I can tell what I do in the classroom.  I can tell what sports I like to play.  I can tell when my birthday is.  I can sing a birthday song in Spanish (Espanol).  I can sing a pinata song.  I can sing Spanish songs.  I can write in Spanish.  I can write Spanish books.  I can ask basic questions and respond to them.  I can count in espanol.  I can count to triente (30).  I can name the people in my family.  I can say my name and how I feel in Spanish.  I can say what I like to do outside and inside.  I can say what my room is like.  I can talk about animals.  I can talk about colors.  I can talk about days, months and seasons.  I can talk about food.  I can talk about math.  I can talk about me.  I can talk about my cat.  I can read a book in Spanish. Examples Of Learner’s I Can Statements

32. Nadine Jacobsen Spanish Teacher Dunn Elementary Louisville, KY KY NELL Representative

33. And you can continue to have all of this and more for....

34. ..20 more minutes at the 3-5 th grade level!

35. 30 minute classes 2 times a week or 20 – 30 minute classes 3 times a week

36. College Bound Anyone?