This document discusses proficiency testing and its role in improving instruction for English learners. It introduces several key frameworks and assessments, including WIDA standards and assessments, CELLA, and Krashen's theories of second language acquisition. The purpose of proficiency testing is to inform classroom instruction, monitor students' English language progress, and ensure educational equity for English learners as required by laws like NCLB.
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
This presentation is an introduction to some classic definitions and concepts in second language Acquisition. It is part of the seminar on applied linguistics offered at Universidad del Valle.
An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10.
In this slideshow, we will learn about different perspectives regarding input in Second Language Acquisition. This is part of the applied linguistics seminar offered at Universidad del Valle.
An attempt at presenting Krashen's input hypothesis in language learning by students of PBET 2113 Faculty of Education Universiti Malaya. Primary source: Brown, H. Douglas. 2007. Principles of Language Learning and Teaching, 5th Edition. White Plains, NY: Pearson Education. Chapter 10.
In this slideshow, we will learn about different perspectives regarding input in Second Language Acquisition. This is part of the applied linguistics seminar offered at Universidad del Valle.
Understanding the Language Learning A Grounded Theory Perspectiveijtsrd
The study aimed to understand the language learning in the perspective of Krashen’s SLA Theory and Bandura’s Social Learning Theory as applied in classroom setting. It was bound to develop a language learning model grounded on a theory. The research is a grounded theory design. Classroom activities were conducted casually with themes intended for inquiry and data gathering in form of observation, interview and documentation anchored on Language learning acquisition, Monitor, Natural Order, Input and Affective filter hypotheses, together with the Social Learning Theory of Albert Bandura. All of the five language learning hypotheses of Krashen were affirmed true to the learning experience of the participants. The Social Learning theory of Albert Bandura was also proven to be true as to the participants’ language learning phenomena. It was found that language learners were not given opportunities to connect informal learning and formal learning. Their preferred learning style in the input was not, considered. Learners need social, active and concrete language models to look up.This study has generated theories such as Language learning and language acquisition can come separately and independently Preferred learning styles in the input is causative of positive learning output Physically active language models stimulate attention and imitation. To fill the gaps found in the three generated theories become the grounds to support a developed language learning model called Social, Active and Concrete Language Learning Model SAC LaLeMo The conclusions recommend for informal and informal learning attributes to be connected. Social Media learning attributes maybe provided to consider preferred language learning styles of students in the input. Social Media and other learning modalities may present active and concrete language models for students to imitate. Other researchers may consider the SAC LaLeMo to be validated. Dr. Anibel A. Lamo "Understanding the Language Learning: A Grounded Theory Perspective" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-6 , December 2023, URL: https://www.ijtsrd.com/papers/ijtsrd61169.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/literature/61169/understanding-the-language-learning-a-grounded-theory-perspective/dr-anibel-a-lamo
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💥 Speed, accuracy, and scaling – discover the superpowers of GenAI in action with UiPath Document Understanding and Communications Mining™:
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https://arxiv.org/abs/2306.08302
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https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
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Paper presented at SYNERGY workshop at AVI 2024, Genoa, Italy. 3rd June 2024
https://alandix.com/academic/papers/synergy2024-epistemic/
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Epistemic Interaction - tuning interfaces to provide information for AI support
Consent Decree Florida
1. Using Proficiency Testing
to Improve Instruction:
WIDA, CELLA, and Classroom Standards
By: E. Pappamihiel & F. Mihai
J. Govoni, Designer
2. Proficiency testing informs
instruction and is critical in
making connections between
language proficiency and the
classroom environment.
Proficiency Assessment
3. NCLB requires annual proficiency
assessment of ELs.
Website: http://www2.ed.gov/nclb/landing.jhtml
Elementary and Secondary Education Act (ESEA)
No Child Left Behind (NCLB), 2001
4. Proficiency Testing:
Discrete Point-language measured in small bits
such as, multiple-choice or fill-in type questions
Integrated Approach-language viewed as an
immediate use of skills such as, learning new
vocabulary words by listening to a story and
retelling it
Pragmatic Skill-language viewed as tasks that
seek more ‘real-life’ experiences such as, making
inferences in story retell
Theoretical Trends
5. World-Class Instructional Design and
Assessment (WIDA) Consortium
The mission of the WIDA Consortium is to advance
academic language development and achievement for
PreK-12 ELs through high-quality standards, assessment,
research, and professional development.
Go to: http://www.wida.us/
WIDA
6. Its Purpose
To promote educational equity and academic achievement for ELs.
WIDA English Language Proficiency (ELP) Standards address
listening, speaking, reading and writing domains.
The framework is both summative (demonstration of ELs’ level of
language proficiency over an extended time) and formative (to
guide learning and instruction on a continuing basis).
http://www.wida.us/
WIDA
World-Class Instructional Design and Assessment
7. Describes a specific level of English language proficiency
for a specific language domain (listening, speaking, reading, writing).
Three elements:
1. language function (e.g., to describe)
2. example topic (e.g., language operations)
3. support (e.g., pictures)
Strands are thematically connected and scaffolded
from one level of language proficiency to the next.
Model Performance Indicator
MPI
8.
3 tiers: beginning, intermediate, advanced
Scores used to…
monitor ELs’ progress annually.
determine when ELs attain proficiency in English
according to state criteria.
inform classroom instruction and assessment.
assist in programmatic decision-making.
www.wida.us/
Assessing Comprehension and Communication
in English State-to State (ACCESS)
11. Acquired is a subconscious process similar to the way
children acquire their first language.
Learned is the conscious knowledge about a language, i.e.,
knowing the grammar rules of a language.
Acquisition vs. Learning
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
12. An internal set of explicit grammar rules ELs may use
when they have time to focus on the accuracy of their
utterances, e.g., when they write in English.
According to Krashen (2007), the monitor acts in
planning, editing, and correcting when second
language learners have met three specific conditions:
(a) have sufficient time, (b) focus on form or think
about correctness, and (c) know the rules.
Monitor Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
13. Grammatical structures follow a natural
order. Some grammatical structures are
acquired early while others later. This is
independent of learner’s age,
background, and conditions of exposure
(Krashen, 2007).
Natural Order Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
14. Introduces concept of (i +1) or comprehensible input as a
condition of language acquisition.
ELs understand input language (i) that is a bit beyond their current
level of language competence.
ELs progress along a 'natural order' when receive 'input' that is one
step beyond their current stage of linguistic competence.
For example, if an EL is at stage 'i' then, acquisition takes place
when exposed to 'comprehensible input' that belongs to level (i + 1)
(Krashen, 2007).
Input Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
15. According to Krashen…
Affective variables such as motivation, self-confidence, and
anxiety play a role in classroom learning.
Low motivation, low self-esteem, and debilitating anxiety can
'raise' the affective filter and form a 'mental block.
Acquisition best takes place in environments where anxiety
levels are low.
Affective Filter Hypothesis
Krashen’s Theory of SLA
http://www.sk.com.br/sk-krash.html
16. CELLA
Developed to meet the needs of NCLB.
Measurement of four language proficiency skills: listening,
speaking, reading, and writing.
Developed by Educational Testing Services (ETS).
Data used to make instructional decisions for ELs; NOT used for
grade level placement or promotion/retention,
Source: http://www.fldoe.org/aala/cELLa.asp
Comprehensive English Language Learning
Assessment
17. Every teacher must be able to
effectively integrate assessment of
content area knowledge with the
development of English language
proficiency.