The document discusses using target language assessments in K-8 world language classrooms rather than translating assessments. Presenters will demonstrate various assessment methods and tools that promote the use of the target language over translation. "Can-Do" statements can be used as an assessment tool to involve parents and generate interest in language programs.

1. Target language only please! Trade-in translation for authentic assessments in World Language classrooms K-8. Ever consider assessment an advocacy tool? Participants will also learn about “Can-Do” statements and how this assessment tool can be used to promote parent involvement and get them interested in your program. Presenters will demonstrate various assessment methods and tools they have used in order to promote use of the target language rather than translation.

2. Nadine Jacobsen Dunn Elementary Louisville, KY Spanish and ESL certified P-12 Non-native speaker who learned Spanish in college including study abroad programs in Spain and Panama ESL background in interpreting and translating learning goals to learners and parents in various elementary school settings, Kentucky Refugee Ministries and Americana Community Center Currently teaching Spanish at Dunn Elementary to 600+ K-5 learners.

3. Every Word Counts: Are you teaching in the target language? by Janine Erickson, ACTFL President Language Educator, August 2009 “ Learning a language in English, rather than the language itself, has been compared to learning to swim without water.” “ ...encourage target language use beginning with the very first lesson.”

4. Internalizing the Target Language “ ..mere exposure to input in the TL does not entirely guarantee that it becomes internalized in intake.” “ ..learners internalize the TL input once they have been given the opportunity to interact with and negotiate the meaning of the input.” (as cited in Arnett & Turnbull, 2002, p. 204)

5. Use Of Target Language “ ..maximizing the TL in the classroom has been interpreted by most teachers to mean that they should avoid the L1 altogether or restrict its use to grammar lessons or classroom management.” (as cited in Arnett & Turnbull, 2002, p. 205) “ ..the first language can be used “judiciously” to help facilitate the intake process,..” (p. 205) “ ..relying too much on the L1 can lead to student de-motivation; if the teacher overuses the L1 to convey meaningful information, the students have no immediate need to further their understanding in the TL.” (p.206)

6. “ I can!” Statements: Answer that inevitable question, “ What did you learn at school today?” Match assessment to curriculum using real-life performance-based tasks. Build confidence by saying. “I can!” Give purpose to lessons. Support student-centered learning experiences. Provide an opportunity for parents to get involved.

7. Example: Si Se Puede!

9. References Arnett, K., Turnbull, M. (2002). Annual Review Applied Linguistics, 22, 204-218.