This document discusses key aspects of language acquisition and assessment. It addresses: 1) The three stages of language control: conceptual, partial, and full control. 2) The recycling of grammar concepts from 1st to 7th grade, with increasing mastery expected over time. 3) Characteristics of Integrated Performance Assessments (IPAs), which authentically evaluate student progress according to proficiency guidelines.

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.)
*