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ACTFL Convention Plenary

ACTFL Convention Plenary. Empowering Language Educators Through Collaboration Barbara Mondloch , ACTFL President, Moderator Kelly Aramaki , Principal, Beacon Hill International School, Seattle Public Schools

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ACTFL Convention Plenary

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  1. ACTFL Convention Plenary Empowering Language Educators Through Collaboration Barbara Mondloch, ACTFL President, Moderator Kelly Aramaki, Principal, Beacon Hill International School, Seattle Public Schools Gregg Roberts, World Language and Dual Immersion Specialist, Utah State Office of Education Erwin Tschirner, University of Leipzig, Germany

  2. Seattle’s International Schools Hamilton International Middle School Ingraham International High School (2012) John Stanford International School McDonald International School (2012) Beacon Hill International School Denny International Middle School Chief Sealth International High School Concord International School

  3. Seattle’s International Education Framework Academic Excellence • Science • Social Studies • Health/PE • Arts • Reading/Writing • Speaking/ Listening • Int’l Business • Math • Innovative • Teaching • Technology Global Perspective World Languages • Cultural Competency • Communications • Culture • Connections • Comparisons • Communities • Global Challenges • Cultural and World Areas • Global Connections • Partnerships

  4. COLLABORATION WITHIN A SEATTLE INTERNATIONAL SCHOOL • Wednesday Staff Meeting Structure • 1st: All Staff • 2nd: Grade band teams • 3rd: All Staff • 4th: Job-alike teams • Weekly Professional Learning Community (PLC) Meetings • Meetings are planned out at the beginning of the year and address the various needs within an international school with immersion program • Academics and student achievement • Language immersion • Bilingual support • Global competence • Grade band, cross-content coordination • School-wide work around global mission • School-wide work around instruction and other school improvement goals

  5. COLLABORATION ACROSS SEATTLE’S INTERNATIONAL SCHOOLS • International School Principal Meetings (monthly) • Cross-School Professional Development and Collaboration on Non-student Days and Early Release Days • Language immersion teacher meetings hosted at different schools (same language & cross language) • Language immersion professional development for new teachers led by current teachers • International School teacher leadership meetings • Global competence trainings within feeder patterns • District-wide global competence training

  6. UtahThe world is welcome here

  7. Why Collaborate? Benefits vs. Ego • Lessons to learn • Lessons to share • Lessons to explore

  8. Informal Collaboration Dual Immersion Example • Program Model • School Visits • PD Opportunities • Sharing Curriculum • Sharing Assessment

  9. Formal Collaboration K-12 Chinese Flagship • Collaboration Grant • 4 Flagships, 4 SEAs & 5 LEAs • Three Pathways • Dual Immersion • Middle School • High School

  10. International Collaboration Erwin Tschirner University of Leipzig

  11. Common European Framework of Reference (CEFR) • ACTFL CEFR Conferences • Areas of Collaboration

  12. CEFR Foundations • Pragmalinguistics (Speech Act Theory) • Threshold Level (1975) • Communicative Competence • Canale & Swain (1981)

  13. Reading Listening Writing Speaking C2 Mastery C1 Effective Operational Proficiency B2 Vantage B1 Threshold A2 Waystage A1 Breakthrough from Saville, N. (2010)

  14. CEFR Accomplishments • Common European Framework of Reference for Languages: Learning, Teaching, Assessment (2001) • European Language Portfolio (2001) • Reference Level Descriptions (since 2004) • Illustrations of the European levels of language proficiency (2008) • Manual for Language Test Development and Examining (2011)

  15. Conference Goals • Establish correspondences • Easier crosswalk between both systems • Avoid double certification • Enhance validity of assessments • Continued development of test systems • Determine research needs • Initiate research projects

  16. ACTFL CEFR Conference 2011 • Provo, Utah, August 3-6, 2011 • The Elements of Proficiency: An Emerging Consensus for Language Assessment and Instruction • Help practitioners better understand • the elements of proficiency and how it may be assessed • the ACTFL and CEFR systems and how they relate to proficiency and its assessment • their implications for teaching and learning, curriculum and materials development

  17. ACTFL CEFR Conference 2012 • Strasbourg or Graz (June/July 2012) • Hosted by the Council of Europe • Co-Organizers: ACTFL, AATG, Council of Europe, University of Leipzig

  18. Priorities of the 2012 conference • Continuetoexplorethe ACTFL CEFR crosswalkforassessment, teaching, learning, andpolicypurposes • Intersectionsofthe ACTFL K-12 Performance Guidelines andthe CEFR • Joint studiestoinvestigaterealisticstudentoutcomesfrom different programmodels • Formative assessment initiatives • Diagnosticinformationaboutlanguagelearners • Study ofcan-do statements • Testingthereceptiveskills

  19. Collaboration • Quality, transparency, and portability of language teaching, learning, and assessment (Elvira Swender) • Implications for assessment, instruction, curriculum development, and teacher preparation (Eileen Glisan)

  20. Areas 1 • Educational standards • International proficiency benchmarks • Curriculum development • Materials development • Reference Level Descriptions • Common ground between classroom-based (taught) and immersion (self-taught) learning

  21. Areas 2 • Assessment and certification • Correspondences (portability) • Validity issues (speaking, sample size) • Comparability across languages • Formative assessment (performance) • Language portfolios • Can-do statements

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