1. Benjamin Rifkin The College of New Jersey

2.  Background  Development  ACTFL and ILR  Modalities  Levels and sublevels

3.  List  Create with language / personalize  Ask questions  Communicate through a simple situation  Narrate  Describe  Communicate through a complicated situation  Argue (support opinion)  Hypothesize  Circumlocute through an unfamiliar situation

4.  Words or phrases (memorized)  Single sentences  Strings of sentences  Paragraph  Groups of paragraphs (extended discourse)

5.  Text consisting of multiple sentences  Ordered according to the text’s own internal logic (may be chronological) such that the sentences cannot be recombined in a different order without altering the meaning  With beginning, middle, and end  Featuring complex syntax to distinguish foreground from background  Expressing a single key idea

6.  No grammatical errors for novices?  Many grammatical errors for intermediates  Control of time frame for advanced speakers  No patterned errors for superior speakers

7.  Immediate  Personal  Family  Other(s)  Current events (concrete)  Abstraction or Theoretical level

8. Example: Family List Personalize/Create Ask Questions Narrate Describe Argue (abstract) Hypothesize (abstract)

9.  Informal  Formal

10. Know what students can do with language Provide opportunities for them to practice tasks at next higher level Proficiency guidelines as framework Moving level to level within reasonable expectations

11.  Authentic tasks  Communicative purpose  Sympathetic interlocutor at lower levels  Focus on meaning, not only on form  Listening, reading, writing, speaking  Cultural competency

13.  Development of theoretical framework  Development of language-specific examples  Adoption of criteria by different organizations, states, communities

14.  Communication  Cultures  Connections  Comparisons  Communities

18. Кого? Кому? Who? Whom?

20. Teaching for long-term goals Teaching for short-term goals Topics Functions Text-type Grammatical accuracy Pronunciation and intonation Communicative Performance Attention to all modalities Attention to culture Focus on meaning

21.  Assess for all the Standards  Build standards into curriculum and assessment

22.  Poetry  Music  Art  Skits  Dance  Holidays  Visitors  Records of performance

23.  Model successful performances  Provide students with group tasks (ungraded) and feedback  Explain assessment criteria  Ask groups to use criteria to assess sample work  Provide clear learning objectives and assessment criteria correlated with them

24.  Communicates successfully  Organizes communication  Communicates logically  Uses syntax appropriately  Conforms to norms of grammar and spelling  Uses specific (non-generic) lexicon  Communicates with originality  Engages properly in the peer-editing process

25.  Communicates successfully  Can be understood in terms of use of norms of pronunciation and intonation  Uses targeted structures and vocabulary  Uses syntax accurately and can be understood  Speaks quickly enough to be understood by native speaker not used to foreigners  Speaks appropriately (register)

26.  Gets the gist (top-down processing)  Identifies specified details (bottom-up processing)  Extracts meaning through context or background knowledge  Identifies points of cultural comparison  (Superior Level Only) Reads between the lines or infers

27.  Identifies cultural patterns and practices  Compares cultural patterns and practices  Explains cultural challenges or predicts cultural errors made by uninformed Americans in a particular situation  Analyzes scenarios with cultural conflict  Demonstrates understanding of the culture from the perspective of the culture

28.  Open-ended  Information gap vs. display  Why? How?  Listening to students  Engaging students to listen to one another  Role of silence  Place of error correction

29.  Spiraling up in complexity from year to year  Range of topics to match student interest  Communication, Culture, Connections, Comparisons, Communities

31. Please contact me by e-mail at r i f k i n @ t c n j. e d u