1. *
Mandy Menke
August 23, 2012

2. * “what individuals can do with language…in
real-world situations in a spontaneous and non-
rehearsed context” (ACTFL, 2012)
*

3. Accuracy
Discourse word
Type choice, pronuncia
coherence, tion, syntax, flue
cohesion, amount ncy
of output
Functions
what a
speaker can
Contexts &
do in the
language, task Content
s circumstances, t
opics
*

4. *

5. *

6. * Conceptual control: understand how it works
* Partial control: expand contexts of use, greater
inaccuracies
* Full control: full integration into language
system; learning  acquisition
*

7. * Recycling of material
* 1st grade: Introduce preterite, irregular preterite
* 2nd grade: Practice preterite, irregular preterite; Introduce
imperfect, preterite/imperfect
* 3rd grade: Practice preterite, imperfect, preterite/imperfect
* 4th grade: Master preterite; Practice
preterite/imperfect, imperfect
* 5th grade: Master preterite, irregular preterite, imperfect;
Practice preterite/imperfect
* 6th grade: Practice preterite/imperfect
* 7th grade: Master preterite/imperfect
*

8. * Introduce – conceptual control
* Focus on form, controlled contexts
* Students read a story: * When does this story occur?
* What do you notice about
Cuando llegó a la casa, sus the verbs?
amigos lo esperaban para * Why is llegó in the preterite
jugar. Pero Harry no tenía and esperaban in the
ganas de jugar así lo dejaron imperfect?
solo. * What rules can we put
together?
*

9. * Practice – partial control
* Balance between controlled/structured practice
* Allow some inaccuracies if expanding text type, contexts
* Joaquín y los frijoles encantados
* Copita de Nieve _________ (dar) leche todos los días y todos los días
Joaquín __________ (vender) la leche y __________ (traer) el diner a
casa. Una mañana la vaca no __________ (dar) leche.
* Annie
* ¿Cómo estaba la Sra. Hannigan? ¿Qué llevaba?
* ¿Qué hacía la gente por la calle?
* ¿Qué hizo Sr. Warbucks? ¿Qué hizo Sra. Hannigan?
* ¿Qué hacían las niñas cuando pasaron Sr. Warbucks y Sra. Hannigan?
*

10. * Master – full control
* Creative practice
* Every error counts
* Relata los sucesos de un cuento.
* Biografía
* El procedimiento de un experimento
*

11. * Language is used to carry out functions
(academic, communicative, social, etc.).
* Function: justify / give reasons for an
action, decision, point of view
* Form: passive voice
* Se necesita, se recomienda, no se acepta, etc.
*

12. *Characteristics of IPAs
*Authentic
*Performance-based
*Based on the 3 Modes of Communication
*Integrated
*Illustrate developmental progress of proficiency
according to ACTFL Performance Guidelines for K-12
Learners
*Blend with classroom instruction and experiences
*

13. *

14. * Davin, Troyan, Donato & Hellman (2011)
* Programmatic evaluation
* Strength – interpersonal
* Weakness – interpretive
* Student Awareness
* Noticed gaps in language (vocabulary, listening
comprehension, sentence combining skills)
* New language goals and purposes for learning (textual cohesive
devices, rules for participation in interaction, etc.)
*