Your SlideShare is downloading. ×
I3 Assessing Chinese Language Proficiency in Young Students: Strategies and Results
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

I3 Assessing Chinese Language Proficiency in Young Students: Strategies and Results

807

Published on

Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3) …

Assessing Chinese Language Proficiency in Young Students: Strategies and Results (I3)
Speakers: Claudia Navarro-Villarroel, Marcia Rosenbusch, Chengbin Yin

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
807
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
12
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Discuss at what inter
  • Discuss at what inter
  • Discuss at what inter
  • Discuss at what inter
  • Transcript

    • 1. Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Marcia H. Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Chengbin Yin, Project Coordinator Chinese K-5 Curriculum Project Center for Applied Linguistics (CAL), Washington, DC
    • 2. K-5 Chinese Project
      • Collaborative Partners
      • National K-12 Foreign Language Resource Center at Iowa State University and
      • Center for Applied Linguistics, Washington, DC
      • Two Midwestern School Districts
      • Funding Source
      • U.S. Department of Education, Language Resource Centers: 2006-2010
    • 3. K-5 Chinese Project
      • Purpose of Project
      • Curriculum
          • Develop a K-5 Chinese language framework for non-intensive (90 min./week) programs
          • Develop proficiency-focused and standards-based curriculum and materials through Backward Design;
          • Train teachers in best practices;
          • Train teachers in classroom-based assessment with the SOPA.
    • 4. K-5 Chinese Project
      • Purpose of Project
        • Research
          • Students’ progress in Chinese language proficiency ;
          • Attitudes toward the Chinese language and culture of students, administrators, teachers, parents and the community;
          • Student progress on standardized assessments of English language arts and mathematics as compared to the progress of control groups.
    • 5. Why assess oral proficiency?
      • Demonstrate student progress in language learning
      • Assess performance – values authentic communication
    • 6. What is the SOPA?
      • S tudent O ral P roficiency A ssessment
      • Goal: To find out what students can do with the language they are learning.
    • 7. Based on the 5 Goals of National Standards
      • Goal 1: Communication
      • Interpersonal Mode
      • Interpretive Mode
      • Presentational Mode
      • Goal 2: Cultures
      • Goal 3: Connections
      • Goal 4: Comparisons
      • Goal 5: Communities
      • Standards for Foreign Language Learning in the 21 st Century. (1999). National Standards in Foreign Language Education Project. American Council on the Teaching of Foreign Languages, et. Al.
    • 8. Student Oral Proficiency Assessment: SOPA
      • What skills are rated?
      • Oral Fluency
      • Grammar
      • Vocabulary
      • Listening Comprehension
    • 9. SOPA Rating Scale
      • Three Main Levels:
      • Junior Novice
      • Junior Intermediate
      • Junior Advanced
    • 10. SOPA Rating Scale Sublevels :
      • Junior Advanced-High
      • Junior Advanced-Mid
      • Junior Advanced-Low
      • Junior Intermediate-High
      • Junior Intermediate-Mid
      • Junior Intermediate-Low
      • Junior Novice-High
      • Junior Novice-Mid
      • Junior Novice-Low
    • 11. Non-Immersion SOPA
      • Warm Up: (Put students at ease) Introductions
      • Task 1: Fruits/other objects (Identify, name)
      • Goal: To assess listening, word-level speech
      • Task 2: All about You (Answer informal questions)
      • Goal: To give students opportunity to create with language on familiar topics
    • 12. Non-Immersion SOPA (cont.)
      • Task 3: Community or Classroom Activity (Follow/giving commands, describe)
      • Goal: To give students opportunity to create sentence-level speech
      • Wind down: Finish at student’s comfort level
    • 13. SOPA Task 1: Fruits
      • Identifying (Where are the red fruit?)
      • Naming (What is this fruit called?)
      • Following instructions (Put the fruit here. Count them.)
    • 14. SOPA: Task 2 – All About You
      • All about you
      • Answering informal questions
      • How old are you ?
      • What do you do on your birthday?
      • Do you have brothers or sisters?
      • Would you like to have a sister/brother?
      • Do you have a pet?
      • What is it called?
      • What is it like?
      • Why?
    • 15. SOPA: Task 3 – The Community
      • Identifying
      • Following Instructions
      • Describing
      • What do you have there ?
      • Where is the red fire truck?
      • Where is the fireman?
      • Take the dog. The dog is playing with a ball in
      • front of the apartment building.
      • What is the mailman doing in the pet store?
      • Why?
    • 16. SOPA: Wind Down
      • Following instructions
      • Positive ending, task students can complete successfully!
      • Simon says...
      • Touch your head.
      • Raise your right hand.
      • Touch your left eye.
      • Clap for both of you.
    • 17. Adaptations: Chinese SOPA Grade 2
      • Task 1: Identifying, naming, following instructions
      • Materials: Backpack with school supplies
      • Identifying
      • 指指红色的铅笔。 (Point to a red pencil.)
      • 红色的铅笔在哪里? (Where is the red pencil?)
      • 蓝色橡皮是哪个? (Which ruler is blue?)
    • 18. Chinese SOPA Grade 2
      • Task 1: Identifying, naming, following instructions (cont.)
      • Materials: Backpack with school supplies
      • Naming (Oral Fluency)
      • 这是什么颜色? (What color is this?)
      • Following instructions
      • 把所有的铅笔 / 尺 / 橡皮 / 蜡笔放在一起。 (Put all pencils/crayons/rulers/erasers together.)
    • 19. Adaptations: Chinese SOPA Grade 2
      • Task 1: Identifying, naming, following instructions (cont.)
      • Transition to Task 2
      • 铅笔 / 橡皮 / 尺 / 蜡笔,有多少?
      • (How many pencils/rulers/erasers/crayons are there?)
    • 20. Chinese SOPA Grade 2
      • Task 2: All about you
      • Answering informal questions
      • 你住在哪儿? (Where do you live?)
      • 你有姐姐吗? (Do you have older brothers?)
      • 有几个? (How many brothers and sisters do you
      • have?)
      • 在学校里学什么? (What do you learn in school?)
      • 今天几月几日? (What is the date today?)
    • 21. SOPA: Task 3 – House Scene
      • Identifying
      • … 在哪里? (Where is …?)
      • 指一指 …… . (Point to …….[mom/dad/little boy/little girl, bedroom/kitchen/living room/bathroom].)
      • 几个人?(房间 / 三明治 / 香蕉) (How many……[people/rooms/sandwiches/bananas]?)
    • 22. SOPA: Task 3 – House Scene
      • Naming and describing
        • 这是什么? (What is this?)
        • 这是谁? (Who is this?)
        • 他 / 她在干什么? (What is s/he doing?)
    • 23. SOPA: Task 3 – House Scene
      • Giving and Following Commands
      • 把爸爸放在卧室里。 (Put dad in the bedroom.)
      • 把花放在客厅里。 (Put the flowers in the living-room.)
      •   Then, hand the little boy/girl magnet to one student and tell the student: 你是这个小男孩 / 小女孩 (You are the little boy/little girl), and gesture for the student to make up his/her own commands for the other student.
    • 24. SOPA: Task 4 – Story
      • Tell what happened in the story (for advanced learners)
        • Materials: Story-book
        • What is this? ( 这是什么? )
        • What are they doing? ( 他们在干什么? )
    • 25. SOPA: Wind Down
      • Positive ending, task students can complete successfully!
      • Tell the students that they have the option of singing a song, or play “Simon Says!” If students have difficulty responding to this activity, follow the commands together with them. Make it fun!
      • 很好 (Great!)
      • 谢谢你 (Thank you!)
      • 再见 (Good bye!)
    • 26. Research Design
      • Treatment Schools vs. Control Schools
        • Have World Language = Treatment Schools
        • Have no World Language = Control Schools
      • Longitudinal Study: Chinese
      Grade K 1st 2nd Y1: 2007-08 X Y2: 2008-09 x X Y3: 2009-10 x x X
    • 27. Table 1: Ethnicity distribution among schools Table 2: Free/Reduced price lunch among schools Retrieved on 2009 from http://www.schooldigger.com / School Characteristics 2007 Ethnicity District 1 District 2 School 1 (Treatment) School 2 (Control) School 3 (Treatment) School 4 (Control) Caucasian 84.7 % 85.9 % 69.7 % 46.6 % Asian 4.4 % 6.4 % 1.6 % 0.2% Other Ethnicity 10.9 % 7.7 % 28.7 % 53.2 % District 1 District 2 School 1 (Treatment) School 2 (Control) School 3 (Treatment) School 4 (Control) Percentage eligible for free and reduced price lunch 12.0 % 7.0 % 68.0 % 72.0 %
    • 28. SOPA Rating: Junior Novice Level
      • Junior Novice-High = 3
      • Junior Novice-Mid = 2
      • Junior Novice-Low = 1
    • 29. School 1 Research Results
    • 30. School 1
    • 31. School 3
    • 32. School 3
    • 33. SOPA Findings: Year 1
      • In schools with a non-intensive Chinese program (90 min./week) in kindergarten and first grade…
      • Students score at the Junior Novice Low level at the end of Year 1
    • 34.
      • Complete oral proficiency assessments of students at regular intervals (depending on intensity of program)
        • Values oral proficiency
        • Demonstrates program outcomes to student, parents, and community
      Recommendations
    • 35.
        • Become familiar with summative oral proficiency assessments that are available for different levels and purposes:
        • ELLOPA www.cal.org/ela
        • SOPA www.cal.org/ela
        • NOELLA casls.uoregon.edu/noella.php
      Recommendations
    • 36.
      • Train teachers in the use of summative oral proficiency assessments
        • They will value oral proficiency
        • They will focus on developing students’ oral proficiency
        • They will integrate measures of authentic oral assessment into the classroom
      Recommendations
    • 37.
      • Use available resources for training teachers in oral proficiency assessment:
        • ELLOPA and SOPA: www.cal.org/ela
      Recommendations
    • 38.
      • SOPA will be administered:
        • at the end of Year 3 (Grade 2)
        • At the end of Year 4 (Grade 3) pending funding
        • At the end of Year 6 (Grade 5) pending funding
      • Data will be analyzed to explore differences in results over time and between schools
      Plans for Future Research
    • 39.
      • Other oral proficiency assessments will also be used:
        • National Online Early Language Learning Assessment (NOELLA)
          • At the end of Year 4 (Grade 3) pending funding
          • At the end of Year 6 (Grade 5) pending funding
        • Teacher Observation Matrix (based on the SOPA) TOM-SOPA
          • In Years 4-6 (Grades 3-5) pending funding
      Plans for Future Research
    • 40. Questions?
    • 41. Assessing Chinese Language Proficiency in Young Students: Strategies and Results Claudia Navarro-Villarroel National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Marcia H. Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Chengbin Yin, Project Coordinator Chinese K-5 Curriculum Project Center for Applied Linguistics (CAL), Washington, DC

    ×