2015 Legislation enacted world language proficiency certificates and bilingual and multilingual seals to provide ALL Minnesota students the opportunity to earn college credits. What are they? How are they awarded? How can you prepare and support your students? This presentation aims to answer these and other participant questions.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
Challenge to the assessment of speaking (derince cakmak)eaquals
This document summarizes a presentation on integrating the Common European Framework of Reference (CEFR) into English language curricula and assessments at Marmara University School of Foreign Languages in Turkey. It describes the school's transition to a CEFR-based curriculum and assessment system, including in-service teacher training on the CEFR and English as a lingua franca. The training aimed to help teachers more reliably assess students' speaking skills in line with other skills. However, the document notes that CEFR descriptors still focus heavily on native speaker norms and do not adequately address the growing use of English as a lingua franca globally.
This document summarizes a meeting between Stanford University and SFUSD to discuss building teacher capacity for English language instruction. It describes:
- The demographics of EL students in SFUSD, including over 14,000 students speaking 65 languages.
- A research partnership exploring a multidimensional model of professional development for teachers focused on designated and integrated English language development.
- Elements of the professional development model including an online course with 5 modules and face-to-face meetings, focusing on key communication features for designing ELD activities.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
How has our understanding of BICS/CALP and time needed for academic achievement by second-language learners changed over the last 3 decades as we have learned more from new waves of immigration and new research findings? In this session, this foundational information will be updated and re-examined based on current research and teaching practices.
2015 Minnesota legislation for world language proficiency certificates, bilingual and multilingual seals provides ALL Minnesota students the opportunity to earn college credits. Assessing languages without ACTFL-based assessments presents a challenge to schools and teachers. This session provides resources and guidance for development of ACTFL-aligned assessments for those languages.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
Challenge to the assessment of speaking (derince cakmak)eaquals
This document summarizes a presentation on integrating the Common European Framework of Reference (CEFR) into English language curricula and assessments at Marmara University School of Foreign Languages in Turkey. It describes the school's transition to a CEFR-based curriculum and assessment system, including in-service teacher training on the CEFR and English as a lingua franca. The training aimed to help teachers more reliably assess students' speaking skills in line with other skills. However, the document notes that CEFR descriptors still focus heavily on native speaker norms and do not adequately address the growing use of English as a lingua franca globally.
This document summarizes a meeting between Stanford University and SFUSD to discuss building teacher capacity for English language instruction. It describes:
- The demographics of EL students in SFUSD, including over 14,000 students speaking 65 languages.
- A research partnership exploring a multidimensional model of professional development for teachers focused on designated and integrated English language development.
- Elements of the professional development model including an online course with 5 modules and face-to-face meetings, focusing on key communication features for designing ELD activities.
Choosing to incorporate strategies for learning a second language leads to more success on the part of your students. These slides will provide you with ideas on how to achieve this goal and meet the national standards for teaching foreign language in the United States.
The document summarizes the key topics covered in the CTEL Module 1 review, including:
- Language structure and use, covering phonology, morphology, syntax, semantics, language functions/variations, discourse, and pragmatics.
- First and second language development, covering theories of language acquisition, second language acquisition, and cognitive/linguistic/social factors affecting development.
It then provides sample questions testing knowledge of these topics, with explanations of correct answers.
This document provides a review of key topics in the CTEL Module 1 exam, including 10 domains covering language structure, first and second language development, and factors affecting language acquisition. It includes sample exam questions testing knowledge of each domain, such as distinguishing complete sentences from fragments, identifying strategies for teaching pronunciation, and understanding theories of second language acquisition. The questions are multiple choice and include an explanation of the correct answer.
This document provides an introduction to Module II of an English language proficiency course. It reviews concepts from Module I, defines social and academic language, and discusses using language proficiency standards to develop language objectives for lessons. The document explains how to write effective language objectives that are closely related to content topics and explicitly address how students will use language. It provides a framework to guide writing language objectives and includes an example. Learners will then practice writing language objectives in groups using the framework.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document provides an introduction to the Common European Framework of Reference for Languages (CEFR). It explains that the CEFR aims to provide common standards for describing language learning levels across languages and countries. It establishes six reference levels (A1 to C2) defined by "can do" statements describing what a learner can do at each level. The document discusses how teachers can use the CEFR to map out students' language journeys, select teaching materials, and help students reflect on their progress. While not prescribing methodology, the CEFR aims to provide a common basis for discussing language ability globally.
This study analyzed writing errors made by Thai EFL students in different text types (narrative, descriptive, comparison/contrast) due to interference from their first language (Thai). The researchers analyzed 120 paragraphs written by 40 English major students. They identified 16 categories of first language interference errors, including verb tense, word choice, sentence structure, articles, prepositions, and more. The types and frequency of errors varied across text types. Narratives showed the most frequent errors in verb tense, word choice, sentence structure, prepositions and modals. Descriptions and comparisons showed the most frequent errors in articles, sentence structure, word choice, singular/plural forms, and subject-verb agreement. The study concluded teachers should consider expected
The document discusses different models of medium of instruction in second language classrooms, including monolingual, mixed-language, and bilingual approaches. It reviews research on both sides of the debate around using students' first language in the classroom and recommends a strategic approach that combines inter-lingual methods comparing languages with intra-lingual focus on second language skills.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
This document outlines an English as a foreign language curriculum for students in Ecuador. It proposes a communicative language approach and integrates Content and Language Integrated Learning (CLIL) to teach English through content. The curriculum is based on internationally recognized language levels and focuses on developing the four language skills of speaking, listening, reading and writing. It emphasizes a learner-centered approach that recognizes students learn in different ways and respects their individual personalities and interests.
This document provides an overview of the key topics covered in Module 3 of the CTEL exam, which focuses on culture and inclusion. It includes 8 domains: 1) culture and cultural diversity and their relationship to academic achievement, 2) culturally inclusive instruction, 3) the role of culture in the classroom, 4) culturally inclusive learning environments, 5) family and community involvement, and 6) culturally inclusive curriculum and instruction. For each domain, it lists the main topics and concepts covered, and provides sample multiple choice questions testing knowledge of that domain.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.
Jim Cummins developed a theory distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS refers to conversational language skills, which second language learners can develop within 2-5 years. In contrast, CALP involves more technical academic language skills and can take 4-7 years to develop, depending on various learner factors. Cummins also distinguished between context-embedded communication providing supports like gestures, and context-reduced communication providing fewer clues, as well as cognitively undemanding versus cognitively demanding types of communication.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
This document describes an analysis tool called OLiVe (Organization Length Vocabulary) that is used to assess English language proficiency across five levels. It evaluates organization, length of sentences, and vocabulary used in a student's work. At lower levels there is little organization and use of single words and memorized phrases. At higher levels, writing shows clear organization, longer and more complex sentences, and greater vocabulary including academic and target words.
This document provides a list of memory-related verbs and example prompts to test one's memory. It includes common verbs like "forget", "remember", and "remind" as well as memory test prompts spanning people, events, objects, phrases in other languages, and pop culture that one may need to recall.
This document provides a review of key topics in the CTEL Module 1 exam, including 10 domains covering language structure, first and second language development, and factors affecting language acquisition. It includes sample exam questions testing knowledge of each domain, such as distinguishing complete sentences from fragments, identifying strategies for teaching pronunciation, and understanding theories of second language acquisition. The questions are multiple choice and include an explanation of the correct answer.
This document provides an introduction to Module II of an English language proficiency course. It reviews concepts from Module I, defines social and academic language, and discusses using language proficiency standards to develop language objectives for lessons. The document explains how to write effective language objectives that are closely related to content topics and explicitly address how students will use language. It provides a framework to guide writing language objectives and includes an example. Learners will then practice writing language objectives in groups using the framework.
Academic Vocabulary and Reading Online for ELLsltoday
This document provides an agenda for a seminar on teaching academic vocabulary and reading to English language learners online. It discusses research supporting direct vocabulary instruction and the importance of repetition, rich contexts, and active engagement. It also outlines how the Spotlight on English program aligns with this research-based approach and key accountability requirements in New York like state standards and assessments.
This document provides an introduction to the Common European Framework of Reference for Languages (CEFR). It explains that the CEFR aims to provide common standards for describing language learning levels across languages and countries. It establishes six reference levels (A1 to C2) defined by "can do" statements describing what a learner can do at each level. The document discusses how teachers can use the CEFR to map out students' language journeys, select teaching materials, and help students reflect on their progress. While not prescribing methodology, the CEFR aims to provide a common basis for discussing language ability globally.
This study analyzed writing errors made by Thai EFL students in different text types (narrative, descriptive, comparison/contrast) due to interference from their first language (Thai). The researchers analyzed 120 paragraphs written by 40 English major students. They identified 16 categories of first language interference errors, including verb tense, word choice, sentence structure, articles, prepositions, and more. The types and frequency of errors varied across text types. Narratives showed the most frequent errors in verb tense, word choice, sentence structure, prepositions and modals. Descriptions and comparisons showed the most frequent errors in articles, sentence structure, word choice, singular/plural forms, and subject-verb agreement. The study concluded teachers should consider expected
The document discusses different models of medium of instruction in second language classrooms, including monolingual, mixed-language, and bilingual approaches. It reviews research on both sides of the debate around using students' first language in the classroom and recommends a strategic approach that combines inter-lingual methods comparing languages with intra-lingual focus on second language skills.
This document outlines the goals and standards for teaching English in the K to 12 curriculum in the Philippines. The main goals are developing students' communicative competence and ability to understand multimedia literacies. It describes the learning area standards, key stage standards for different grade levels, and identifies the core processes and skills taught, including listening, speaking, reading, writing, responding and representing. The standards are designed to improve students' English communication skills and prepare them for life as global citizens.
This document outlines an English as a foreign language curriculum for students in Ecuador. It proposes a communicative language approach and integrates Content and Language Integrated Learning (CLIL) to teach English through content. The curriculum is based on internationally recognized language levels and focuses on developing the four language skills of speaking, listening, reading and writing. It emphasizes a learner-centered approach that recognizes students learn in different ways and respects their individual personalities and interests.
This document provides an overview of the key topics covered in Module 3 of the CTEL exam, which focuses on culture and inclusion. It includes 8 domains: 1) culture and cultural diversity and their relationship to academic achievement, 2) culturally inclusive instruction, 3) the role of culture in the classroom, 4) culturally inclusive learning environments, 5) family and community involvement, and 6) culturally inclusive curriculum and instruction. For each domain, it lists the main topics and concepts covered, and provides sample multiple choice questions testing knowledge of that domain.
This document discusses second language acquisition among English language learners. It notes that ELL students progress through predictable stages of language development at different rates as they learn English. The stages include pre-production, early production, speech emergence, and fluency. Teachers must understand language acquisition in order to modify instruction appropriately for each student's level of English proficiency.
The document outlines the curriculum guide for Grade 8 English in the Philippines. It covers 4 quarters and includes standards and competencies for various domains of literacy like listening comprehension, oral language, vocabulary, reading, literature, viewing comprehension, writing, and grammar. The focus is on developing communicative competence through understanding Afro-Asian literature and culture. Key areas covered include strategies for comprehending texts, applying grammar rules, enhancing vocabulary, and conducting research.
This document discusses the development of a new assessment to measure literacy skills of low-literacy adult English language learners in Florida. It was created by CASAS to address the needs of immigrants with limited education in their native language or English. The assessment uses touch-screen technology and measures oral language, listening, reading, and writing skills. It includes field testing with adult ESOL students and programs to validate the assessment before full implementation.
Jim Cummins developed a theory distinguishing between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). BICS refers to conversational language skills, which second language learners can develop within 2-5 years. In contrast, CALP involves more technical academic language skills and can take 4-7 years to develop, depending on various learner factors. Cummins also distinguished between context-embedded communication providing supports like gestures, and context-reduced communication providing fewer clues, as well as cognitively undemanding versus cognitively demanding types of communication.
This document provides the curriculum guide for English 8 for the first three quarters. It outlines the program, grade level, content and performance standards for each quarter. The standards cover key areas like listening comprehension, oral fluency, vocabulary, reading comprehension, literature, viewing comprehension, writing, grammar and study strategies. For each standard, it provides learning competencies and examples of how students can demonstrate their understanding. It also lists specific skills and strategies students should develop for each standard by quarter.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
The document discusses strategies for bridging the gap between elementary and secondary world language teachers. It emphasizes using consistent instructional strategies, authentic materials, and common concepts like the three modes of communication across levels. The presentation recommends improved vertical alignment of curriculum, shared resources, and continuous professional development to unify world language programs.
This document discusses integrating culture into foreign language instruction. It defines culture and explains how culture is essential to accurate and complete world language teaching. The document discusses interculturality as a philosophy that emphasizes authentic cultural interaction over intense grammar instruction. Interculturality is student-centered and uses techniques like flipped classrooms and interactions with native speakers to better understand cultural perspectives. The goals are to prepare students for real-world language use and help them appreciate both similarities and differences between cultures. ACTFL standards have increasingly emphasized developing cultural competence alongside language skills over the past 20 years.
This document provides an overview and introduction to the Common European Framework of Reference for Languages: Learning, Teaching, Assessment. It acknowledges contributions from language experts across Europe who helped develop the Framework. The Framework aims to encourage reflection on language learning and teaching and to help practitioners set clear objectives and describe what learners should achieve. It provides a comprehensive descriptive scheme to define language competencies and map learner progress across common reference levels. The Framework is not prescriptive but intended as a tool for practitioners to define objectives and describe methods and outcomes in a transparent, coherent manner.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
This document describes an analysis tool called OLiVe (Organization Length Vocabulary) that is used to assess English language proficiency across five levels. It evaluates organization, length of sentences, and vocabulary used in a student's work. At lower levels there is little organization and use of single words and memorized phrases. At higher levels, writing shows clear organization, longer and more complex sentences, and greater vocabulary including academic and target words.
This document provides a list of memory-related verbs and example prompts to test one's memory. It includes common verbs like "forget", "remember", and "remind" as well as memory test prompts spanning people, events, objects, phrases in other languages, and pop culture that one may need to recall.
Increasingly rigorous adult ESL classes are a reality, and one area of focus is academic language. Do adult ESL teachers know how to integrate academic language at all levels of instruction? This session focuses on promising practices for teaching academic language from beginning through intermediate levels of adult ESL.
This document discusses the concept of samaj in Bhutanese culture and its implications for instructing Nepali-Bhutanese refugee students at Minnesota State Community Technical College. Samaj refers to the community, which plays a central role in Bhutanese culture by solving problems, preserving traditions, valuing education, and helping others. The increasing enrollment of Nepali-Bhutanese refugees at MState requires instructors to understand students' cultural backgrounds and ensure teaching is meaningful and adapted to different learning styles and experiences, such as living in refugee camps.
English Learner (EL) students can concretely demonstrate their understanding of literacy standards by creating media on their iPad devices. The Apps my students have used to show their learning reinforce listening, speaking, reading, and writing. I will explain the process and Apps the students in my classroom use to support language proficiency.
For ELLs to succeed, ESL teachers must wear three hats. They must provide systematic English language development, content support, and be advocates and experts. This session will explore all three roles, offering practical tips and resources for each.
SLIFE may not have much experience with literacy and academic knowledge, but their oral cultural background has equipped them with certain affordances, or strengths, which can and should serve as the basis for creating effective SLIFE instruction. In this session, I will present two particularly SLIFE-suited approaches, with a research-based rationale and examples of their use with SLIFE and all students. Participants will engage in hands-on activities designing and implementing each approach.
Do you have questions about how to best implement WIDA’s ELD Standards in your school? Would you like to hear how WIDA assessments and standards have been put into use in other districts? This presentation will share the results of research stemming from interviews with twelve different districts across the state.
To what extent can the use of a modified version of Readers' Theatre improve secondary ELs' use of pausing and prominence to signal thought groups within English speech production? Could non-native speakers of English become more intelligible and comprehensible through explicit suprasegmental instruction and repeated reading experiences that were relevant?
Three elementary ESL teachers explored ways to enhance their instruction of academic language in inclusion settings in primary grade language arts, social studies, and science classes. They will share the sources and ideas they used and will provide suggestions for supporting elementary ELs' growth in academic language.
The document summarizes a meeting of migrant education program coordinators that took place on November 5, 2015. It provides an agenda for the meeting which included debriefing the previous summer, presentations from partner organizations, sharing of best practices between sites, and discussion of timelines and deliverables for 2016. Key metrics on children served and priority for service students from the previous summer are presented. Challenges and opportunities for the upcoming year are also discussed.
20th century novels are still relevant and can provide ESL students opportunities for developing 21st century critical thinking skills. This presentation focuses on student and teacher reflections on Of Mice and Men and The Great Gatsby in a college composition course. Teaching materials and lesson ideas are provided.
Although we have a strong body of best practices with English Learners (ELs), inequities continue to prevail. How do we create a heightened sense of urgency and increase stakeholder sensitivity to ELs’ school experiences? This session will focus on creating instructional tools to gauge the presence and strength of evidence-based instruction as used in daily practice. Participants will consider specific actions that lead to improved student outcomes and systemic access and equity for ELs.
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
This presentation will discuss questions teachers can use to focus on in academic text. These questions help students interact with the information in the text, the author’s purpose, and the text’s organization. Participants will examine text samples, example questions, and student work from elementary and secondary contexts.
A summary from the TESOL Advocacy & Policy Summit, Washington D.C. June 21-23, 2015. Facts and news from the Office for Civil Rights, US Department of Education; a brief legislative overview including most current news on ESEA reauthorization; the Office of English Language Acquisition (OELA), US Department of Education and their development of a new toolkit; how is NEA working on advocacy for ELLS?; teacher advocacy for ELLs - a useful text; Capitol Hill and meetings with legislative aides.
This ethnographic analysis of Bhutanese students enrolled in a community college is a cultural translation of samaj (community). Student experiences inside and outside the classroom are examined through interviews, observation, and participant observation. Responses from community college instructors are also analyzed leading to a necessary call for change.
This session will offer a new and different approach to teaching the traditional type of American culture seminar class. Attendees will be able to take away simple and creative ways to implement this approach in their own programs.
There is a trend in education to make use of crowdfunding. Different platforms will be compared to highlight specific advantages and disadvantages. The presenter successfully ran a Kickstarter campaign in 2015 to fund a music project. She can give useful tips on aspects that make a crowdfunded project successful. A discussion will follow the presentation.
The WIDA ELP Standards were developed to address the needs of English language learners, their families, teachers, administrators and other stakeholders. The standards focus on academic language proficiency across five domains: social instructional language, language arts, math, science and social studies. They are organized into two frameworks for planning instruction and assessment, and include five ELP standards, four language domains, grade level clusters and six language proficiency levels to measure students' development.
California World Language Standards UpdateCarla Piper
The document outlines guidelines for revising the California World Language Standards from 2009. The revisions aim to implement 21st century world language education that promotes multilingualism through dual immersion programs. It also aims to reflect the standards and principles of influential documents like the ACTFL World-Readiness Standards. The revised standards will include an introduction linking language learning to college and career readiness. It will also have a section specific to supporting dual immersion programs.
Key Principles & Digital Tools for ELL Instruction in CCSS Fall CUE2015Martin Cisneros
Are your EL students ready for the CCSS & assessments? Explore a set of key principles & the various digital resources to support ELs in meeting the Common Core State Standards.
Assessment & Curriculum Design for International Graduate Studentsnancyabney
The document discusses an assessment of international graduate students' academic English skills and a curriculum designed to support students. It found that despite adequate TOEFL scores, only 5-6% of students possessed the expected communication skills, with 44-51% needing intermediate support and 47-51% requiring extensive language intervention. A series of academic writing and speaking courses were created to enhance students' oral and written proficiency in skills needed for graduate-level work like presenting research, publishing papers, and participating in discussions.
The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
Curriculum Review 2014 Performance vs proficiencyMichelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
SCPS World Languages Curriculum Review 2014 Michelle Olah
This document summarizes a curriculum review workshop for world languages teachers. It discusses evaluating the current curriculum based on standards and proficiency, including content, performance, and proficiency standards. It defines proficiency levels from novice to advanced and how they differ from performance. It also outlines the three modes of communication - interpersonal, interpretive, and presentational - and how to incorporate all standards and modes into the curriculum. The workshop aims to help teachers improve practice and increase student proficiency in world languages.
1. The document discusses the California English Language Development (ELD) Standards which were designed to support English Learners and be used in tandem with the Common Core State Standards for English Language Arts.
2. The ELD Standards outline three proficiency levels - Emerging, Expanding, and Bridging - that English Learners progress through as they develop English language and literacy skills.
3. Key shifts in the 2012 version of the ELD Standards include a focus on meaningful interaction, understanding how English works, using foundation skills, and engaging with complex texts and content across the disciplines rather than isolated skill development.
This document provides information about assessing writing performance at Cambridge English: Advanced (C1) level, including:
- Examiners use a detailed assessment scale to evaluate writing based on content, communicative achievement, organization, and language.
- The scale describes performance at different bands to determine if a candidate has achieved C1 level writing skills. Higher bands demonstrate greater relevance, flexibility, and sophistication.
- Teachers can use the scale to analyze student writing, provide feedback, and gauge readiness for the exam. An activity guides teachers in applying the scale to sample exam responses.
Ket Handbook Key English Test - Hand Book For TeachersAnvesh Rao
The document provides an overview of the Key English Test (KET), including its content, structure, and level. KET consists of three papers - Reading and Writing, Listening, and Speaking. The Reading and Writing paper is 1 hour 10 minutes and tests reading comprehension and basic writing skills. The Listening paper is 30 minutes and tests understanding of dialogues and monologues. The Speaking test is 8-10 minutes per pair of candidates and involves interaction with an examiner and another candidate. KET is at level A2 of the Common European Framework, demonstrating a basic ability to communicate in everyday English.
The document discusses language literacy, learning, and education standards. It summarizes:
1) The College and Career Readiness Anchor Standards are divided into four literacy strands to help students demonstrate independence, build knowledge, comprehend and critique texts, value evidence, and understand other perspectives.
2) The Common Core State Standards (CCSS) for English Language Arts/Literacy emphasize balancing literary and informational texts, increasing text complexity, writing using evidence, text-based questions, and academic vocabulary.
3) The 2012 California English Language Development (ELD) Standards aim to provide fewer, clearer standards to help English Learners (ELs) interact meaningfully and develop English proficiency while gaining content knowledge.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document discusses the Common Core State Standards for New York State. It provides background on the development of the standards in 2010 to better prepare students for college and career. It notes that over the past decade, graduation rates have increased as standards were raised for high school graduation. However, not all students graduate being college and career ready. The document then outlines the six instructional shifts in English/Language Arts brought about by the standards and provides details on the college and career readiness anchor standards for reading, writing, speaking/listening, and language.
The document provides information about the Common Core State Standards for New York grade 10 students. It discusses how the standards were created in 2010 to better prepare students for college and career. It also notes that over the past decade, New York schools have seen real gains in graduation rates as the standards for high school graduation have increased, though not all students graduate college and career ready. The document then outlines the six instructional shifts in English/Language Arts that are changing classrooms and provides details on the college and career readiness anchor standards for reading, writing, speaking and listening, and language.
Criterion-referenced approach to language assessment prepared by Shaho HoorijaniShaho Hoorijani
The document discusses criterion-referenced approaches to language assessment. It provides background on why criterion-referenced models developed as a response to overreliance on norm-referenced tests. Key differences between criterion-referenced and norm-referenced tests are outlined, such as criterion-referenced tests measuring mastery of predetermined criteria rather than performance relative to peers. Examples of large-scale criterion-referenced language assessment programs are described, including the WIDA Consortium which created English language proficiency standards and the ACCESS test, and the Common European Framework of Reference.
The document provides guidance on planning and implementing English language development (ELD) instruction according to the Arizona English Language Proficiency Standards. It includes information on how to structure ELD time allocations based on students' proficiency levels, determine language objectives, and code lessons to target specific standards. Sample language objectives and examples of coding ELD lessons are also provided.
BrianNorthWhat does the CEFR mean in practice? What's new?eaquals
This document discusses the Common European Framework of Reference for Languages (CEFR) and its relevance and applications. It provides an overview of key aspects of the CEFR including its aims to stimulate reflection on language teaching practices and provide common reference points for describing language proficiency levels. It describes the CEFR levels and their salient characteristics. It also discusses how the CEFR can be used for joined-up thinking in language planning, teaching, and assessment. Specifically, it discusses how the CEFR can be used to provide "can do" statements to signpost learning objectives, and how its descriptors can help specify teaching content and assessment criteria.
The document discusses the Common European Framework of Reference for Languages (CEFR). It provides an overview of what the CEFR aims to do, which includes stimulating reflection on language teaching practices and providing common reference points for describing language proficiency levels. It describes some key aspects of the CEFR, such as the descriptive scales for language skills, communicative language competencies, and qualitative aspects of proficiency levels. The CEFR is intended to facilitate networking, joined-up thinking in language planning, teaching and assessment, and keeping the learner experience as the focus.
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Lentz_what who when and how earning college credit through world language proficiency certificates
1. What, Who and How: Earning
College Credit through World
Language Proficiency Certificates,
Bilingual and Multilingual Seals
MELEd Conference
November 7, 2015
Ursula Lentz
2. Seal and Certificates
What are they?
How are they awarded?
Who is eligible?
How can you prepare and support your
students?
How can students earn certificates?
What type of assessments are needed?
What might this look like in your district?
3. Session Goals
Provide information about the 2015 Legislation
that:
• Amended 2014 legislation enacting bilingual
and multilingual seals
• Changed world language certificates
to provide ALL Minnesota students the
opportunity to earn college credits.
4. Legislation
2015 Legislature amended Sec. 2. Minnesota
Statutes 2014, section 120B.022, subdivision 1a
and 1b https://www.revisor.mn.gov/statutes/?id=120B.022
World language proficiency certificates
Bilingual and multilingual seals
High school elective credit
College credit
5. 5
Why Bilingual and
Multilingual Seals?
Nearly half of EL students do not
graduate from high school, representing
a major loss of talent and potential that
the state cannot afford if we wish to
maintain our economic competitiveness
and high standard of living.
Per MDE cited in:
The Learning for English Academic Proficiency
and Success Act: Ensuring Faithful and Timely
Implementation
By Conor P. Williams, Ph.D. and Colleen Gross Ebinger
Report commissioned by The McKnight Foundation
2014-2015 numbers show 70,779 K-12 English
learners in Minnesota.
7. What? Bilingual and Multilingual Seals
LEAPS Legislation: Recognizes home languages as an asset
2015 Amendments created two levels of seals
• Gold – Intermediate-High (IH)
• Platinum – Advanced-Low (AL)
Requirements: All modalities (Reading, writing, listening,
speaking)
Based on the American Council on the Teaching of Foreign
Languages (ACTFL) proficiency guidelines on a valid
assessment for reading, writing, listening and speaking
education.state.mn.us 7
8. Other Requirements
(b) In addition to paragraph (a), to be eligible to
receive a seal:
(1) students must satisfactorily complete all
required English language arts credits; and
(2) students must demonstrate mastery of
Minnesota's English language proficiency
standards.
education.state.mn.us 8
9. World Language Proficiency Certificate
Changes
• 2015 Amendments created one level of
certificates
Intermediate-Low (IL)
• High Achievement certificate became the gold
seal
– Using ACTFL proficiency guidelines on a valid
assessment for reading, writing, listening and
speaking
• All modalities/skills at Intermediate-Low
education.state.mn.us 9
10. Other Legislation
Amended
Sec. 3. Minnesota Statutes 2014, section
120B.022, subdivision 1 Elective standards:
A district must use the current world languages
standards developed by the American Council
on the Teaching of Foreign Languages
Addresses local standards and benchmarks
education.state.mn.us 10
11. Credits Awarded
education.state.mn.us11
Upon enrollment and student request within 3 years of
earning a seal(s) or certificate
Certificates, Seals Level Credits
World language
proficiency certificate
Intermediate-
Low
2 semesters
Gold bilingual or
multilingual seal
Intermediate-
High
3 semesters
per language
Platinum bilingual or
multilingual seal
Advanced-Low 4 semesters
per language
12. Who can be Awarded Seals or Certificates?
Any student who can demonstrate the required
proficiency levels are eligible to receive Bilingual
Seals and World Language Proficiency Certificates.
4/11/2015
http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html
13. Who has been awarded World
Language Proficiency Certificates?
education.state.mn.us 13
Award Ceremony 2013,
Ted Mann Concert Hall
14. Minneapolis Public Schools, 2015. Used with permission
http://worldlanguages.mpls.k12.mn.us/bilingual_seal_testing
education.state.mn.us 14
16. Who can receive Seals and Certificates?
Bilingual Seals and Certificate are available for any
students who can demonstrate the required
proficiency levels.
–Heritage learners
–Learned language in a community based
organizations, such as Saturday school
–Summer camps
–Extended stay overseas
–Learned language in language classes
4/11/2015
17. • Generally after four possibly three very good
years of language study
– Depends on many factors (time, block vs.
semester, focus of curriculum, etc.)
• Research from CARLA’s Articulation Project
showed the above.
– http://www.carla.umn.edu/articulation/MNAP.ht
ml
What About Students in “Traditional
Language Programs”?
education.state.mn.us 17
19. Speaking, Writing, Listening, Reading
English version ACTFL Proficiency Guidelines
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english
A Very Short Summary of ACTFL
Proficiency Guidelines
education.state.mn.us 19
20. • Intermediate Low – simple questions, face to
face conversations, main ideas, some details
on familiar topics. Create statements and
questions to meet practical demands and
social demands. Can cope successfully with
simple survival and social situations.
Proficiency Level Characteristics
education.state.mn.us 20
21. • Intermediate High – converse with ease for
social situations and routine tasks. Narrate in
major timeframes. Uses some connected
sentences (discourse).
• Can be understood by native speakers; may
have gaps in communication.
Proficiency Level Characteristics
education.state.mn.us 21
22. • Advanced-Low – can handle a wide variety of
communicative tasks. Participate in informal
and limited formal conversations related to
home, school and some work, current events,
public and personal interest.
Proficiency Level Characteristics
education.state.mn.us 22
23. Writers at the Intermediate Low sublevel are able to meet some limited
practical writing needs. They can create statements and formulate
questions based on familiar material. Most sentences are recombinations
of learned vocabulary and structures. These are short and simple
conversational-style sentences with basic word order. They are written
almost exclusively in present time. Writing tends to consist of a few simple
sentences, often with repetitive structure. Topics are tied to highly
predictable content areas and personal information. Vocabulary is
adequate to express elementary needs. There may be basic errors in
grammar, word choice, punctuation, spelling, and in the formation and
use of non-alphabetic symbols. Their writing is understood by natives
used to the writing of non-natives, although additional effort may be
required. When Intermediate Low writers attempt to perform writing
tasks at the Advanced level, their writing will deteriorate significantly and
their message may be left incomplete. - See more at:
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/english/writing#intermediate
Writing: Intermediate Low
education.state.mn.us 23
24. Writers at the Intermediate High sublevel are able to meet all practical
writing needs of the Intermediate level. Additionally, they can write
compositions and simple summaries related to work and/or school
experiences. They can narrate and describe in different time frames
when writing about everyday events and situations. These narrations
and descriptions are often, but not always, of paragraph length, and
they typically contain some evidence of breakdown in one or more
features of the Advanced level. For example, these writers may be
inconsistent in the use of appropriate major time markers, resulting in
a loss of clarity. The vocabulary, grammar and style of Intermediate
High writers essentially correspond to those of the spoken language.
Intermediate High writing, even with numerous and perhaps
significant errors, is generally comprehensible to natives not used to
the writing of non-natives, but there are likely to be gaps in
comprehension.
Writing: Intermediate High
education.state.mn.us 24
25. Writers at the Advanced Low sublevel are able to meet basic work and/or
academic writing needs. They demonstrate the ability to narrate and
describe in major time frames with some control of aspect. They are able
to compose simple summaries on familiar topics. Advanced Low writers
are able to combine and link sentences into texts of paragraph length and
structure. Their writing, while adequate to satisfy the criteria of the
Advanced level, may not be substantive. Writers at the Advanced Low
sublevel demonstrate the ability to incorporate a limited number of
cohesive devices, and may resort to some redundancy and awkward
repetition. They rely on patterns of oral discourse and the writing style of
their first language. These writers demonstrate minimal control of
common structures and vocabulary associated with the Advanced level.
Their writing is understood by natives not accustomed to the writing of
non-natives, although some additional effort may be required in the
reading of the text. When attempting to perform functions at the Superior
level, their writing will deteriorate significantly.
Writing: Advanced Low
education.state.mn.us 25
26. How? Assessment Options
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or
Writing Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in
Languages (AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American
Sign Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum
level of language proficiency.
4/11/2015
27. What Do Other States Use/Require?
National Guidelines for Seals (http://www.actfl.org/news/press-
releases/seal-biliteracy-guidelines-released)(
• Advanced Placement Exam
• International Baccalaureate Exam
• Oral Proficiency Interview, Reading Proficiency Test, or Writing
Proficiency Test
• Standards-based Measurement of Proficiency (STAMP4S)
• ACTFL Assessment of Performance toward Proficiency in Languages
(AAPPL)
• Tribal language assessments
• Signed Language Proficiency Interview (SLPI) for American Sign
Language
• ACTFL Latin Interpretive Reading Exam (ALIRA)
• Other assessments correlated to the required minimum level of
language proficiency.
4/11/2015
29. What if there are no Proficiency
Assessments for the languages our
students speak?
education.state.mn.us 29
30. “Where valid and reliable assessments are
unavailable, a school district or charter school may
rely on evaluators trained in assessing under ACTFL
proficiency guidelines to assess a student's level of
foreign, heritage, or indigenous language
proficiency under this section.”
https://www.revisor.mn.gov/statutes/?id=120B.022
For languages for which there are no
proficiency assessments available:
education.state.mn.us 30
31. Available frameworks and models to assess students' language
levels
Considerations:
Numbers of students who may use the assessment
• Modified OPI as a model using ACTFL guidelines as a guide
• ELPAC (MLPA Model) – using ACTFL guidelines as a guide
• Integrated Performance Assessment Framework (ACTFL
developed)
• CLEAR: http://clear.msu.edu/clear/
– http://clear.msu.edu/assessment/ppt/SUN-
Best%20Practices%20Guidelines%20for%20LCTL%20Assessment.htm
– http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/
Resources for Developing Assessments
education.state.mn.us 31
32. Resources:
What am I assessing: CARLA Virtual Assessment
Center
Omaggio Grids
CLEAR Assessment Development
http://clear.msu.edu/assessment/current-projects/online-speaking-tests-for-lctls/
Proficiency Assessment Models
education.state.mn.us 32
33. • Students take assessments
• By end of April school requests seals from
MDE
• Form on MDE site (language, test, scores)
– Signed by principal
• Student diploma can show seal, transcript
must have seal (or notation- space issue)
• Student requests seal when admitted-within 3
years of receiving the seal
Logistics of Obtaining Seals and
Certificates
education.state.mn.us 33
34. Helping students earn College credit:
moving to Higher Level of Proficiency
Start with Parents:
• Read to elementary students
• Continue to use the language at home
• Publicize college credit
35. Who can be Awarded Seals or Certificates?
Your students!
4/11/2015
http://www3.canisius.edu/~itsdocs/CST/Gifted_CST_Review/Gifted_CST_Review_print.html
World Language High Achievement Proficiency Certificate Recipients
French – Noura Abukhadra, Fatimzahra Ajaraam, Betty Mfalingundi,
Townesend Nelson, Emmanuel Castellanos, Kalil Toure, Daniel Tondra,
Kendra Roedl, Elise Gumm, Ciara Cagemoe, Soline Van de Moortele
Spanish – Adriana Alarcón Parra, Alberto Zangano, Amy Mexquititla
Perez,Ana Martinez-Pavón, Anahí Terrones Bernal, Anggy Pinos Reinoso,
Anna Kleven, Audrey Goodnight, Bernabel Aguilar, Blas Del Villar Garcia,
Brenda Gutierrez-Rosas, Brian Meza Álvarez, Carlos Pérez González,
Dibani Domingues Sifuentes, Erik Chavez Molina, Erika Hernandez,
Fanny Pallchizaca, Fernando L Marquez Garcia, Gabriela Rios Mendoza,
Gabriela Ruiz Kuehn, Griselda Castillo Cortez, Guadalupe Castillo Mata,
Hillary Cumbe, Jamie M Llapa Puma, Jennifer Aucapina Arroyo, Johan
Cavert, Jonathan Cabrera, Jonathan Celis, José Meza Palacios, Josiah
Ferguson, Kaitlyn Mulhern, Karla Olivares Bravo, Kevin Rubio-Mendoza,
Luis Ángel Santos Henríquez, Luis M. Llauca-Astudillo, Marco Xavier
Lema Sibre, María de Jesús Ojeda Hernández, María Gabriela Figueroa
Robles, Mario Diaz-Gutierr, Maxwell Baker, Mayted Lucero Leon-Ortiz,
Mirtha Quevedo Gana, Nathaly Carchi Gualpa, Nicolas Mercadel,
Nohemi Villa, Óscar Aníbal Chiqui Veletanga, Paola Estrada Andrade,
Peter Gustafson, Rebecca Krasky, Rigoberto Gonzalez, Salma Valencia
Falcón, Samantha Compean, Samantha Ruiz Zavala, Tannya Cedillo
Pérez, Victor Nieto Vides, Zaira Vazquez-Aguilar, Zulma Valencia Falcón