Page 1

World Language Proficiency Framework in Action Laura Q. Nelson Ulrike Dannhauer East High School, UT


Looking back – How and why did we create the Framework?

Looking forward – How can we use the Framework? How could we improve the Framework?

Q & A Session

Contact Information 


VISION The World Language Department seeks to provide students with the knowledge and appreciation of other languages, cultural understandings, and cultural competencies. We hope to inspire students to continue their study of world languages to become proficient speakers, listeners, readers, and writers and to effectively participate and communicate in the global community.

How we started…  How

aware are you of what the instructional content of teachers in your building involves? In your department?

 How

aware are you of the instructional content in other buildings? In other grade levels?

How we started…  How

aware are you, and other teachers, of the expectations for what students need to know and be able to do in upper level world language classes?

 What

do you know and understand about the World Language Core and how it relates to the Language Arts Common Core?

How did we arrive at the FRAMEWORK?  Consensus  Looked

maps by language

for patterns, commonalities, gaps

 Synthesized

consensus maps and created a proficiency document

 Filled

in the gaps, aligned, with final assessment in mind, we created the framework


of the new 2014 Utah World Language Core Standards for Proficiency (grades 1-12)

 ACTFL  The  The


new "Can Do Statements"

work done in Kentucky and South Carolina

WHY?! us to see the bigger picture: Where have students come from? Where are they? Where are they going?

 Allows

 Informs

us: Where should we take the students?

opportunity for authentic and efficient collaboration, planning, and preparation

 Provides

better communication among students, parents, teachers, departments, schools, districts

 Fosters  But

mostly... to deepen Student Learning

WHY?! “A map does not just chart, it unlocks and formulates meaning; it forms bridges between here and there, between disparate ideas that we did not know were previously connected.� Reif Larsen, The Selected Works of T.S. Spivet



Assessments Backward Develop

/ Rubrics


meaningful and engaging learning experiences

LINKS  http://  http://

Unit/Theme: Food Level: 2 Topic: International Food Pyramids How do your lifestyle choices affect your health and vice versa?

Unit/Theme/EQ: How do celebrations and holidays differ from one culture to another? Level: 1 Topic: Family traditions/celebrations

How are the students’ family traditions/celebrations in this class similar or different?

ASSESSMENTS Rubrics/Checklist

for the three modes of communication

Linguafolio AAPPL

Self-Assessment Grid

Testing will be piloted next school year

Q&A 



World Language Proficiency Framework in Action  

Presentation at SWCOLT 2014 in Snowbird, Utah