Completing the Picture of Language Learner Competencies with LinguaFolio

1. Completing the Picture of Language Learner Competencies with LinguaFolio Oregon’s Second Language Education Conference: Preparing Oregon’s Global Workforce Saturday Workshop - October 13, 2007 Dr. Kristin Hoyt Kennesaw State University

2. LinguaFolio … is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

3. National Standards (5 Cs) ACTFL Proficiency Guidelines ACTFL K–12 Performance Guidelines LinguaFolio LinguaFolio in Context

4. Formative & Summative Assessment Options • Self-assessments of language competencies and intercultural experiences • Work samples • ELLOPA • SOPA • STAMP • IPA • End-of-Course exam • OPI • Performance task

5. LANGUAGE • BIOGRAPHY • Language • learning background • Can-do statements • Learning goals PASSPORT • Summarized snap shot of self-assessments • Record of external assessment results DOSSIER • Text, audio, and digital work samples

6. LinguaFolio allows learners • to examine their language competencies • to consider their cultural interactions • to develop reflective learning skills • to manage their own language learning • provide a holistic view of their language performance

7. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio

8. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common European Framework of Reference Common Scale of Reference European Language Portfolio

9. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common Scale of Reference(CSR) a description of what people can do at 6 different levels of language performance and competence B-Independent User C-Proficient User A-Basic User A1 A2 B1 B2 C1 C2

11. Watching TV and Film • C1/C2 Can follow films employing a considerable degree of slang and idiomatic use • B2 Can understand most TV news and current affairs programs • B2 Can understand a large part of many TV programs on topics of personal interest • B1 Can follow many films in which visuals and action carry much of the story line & language is straightforward • A2 Can identify main points and follow changes of topic of factual TV news items & form an idea of the main content

12. Language Biography Can-dos

15. Classroom Activity Easily With help • I can identify 5 rooms in a house. __ __ • I can make a chore list for my family members. __ __ • I can answer questions about my room. __ __ • I can write a 4-sentence description of my house for a realtor. __ __

16. Lesson on sports/meals/daily activities/foods in the target culture. How can what I learn about eating habits and fitness activities in the target culture help me to make healthier choices. Lesson on pop music/watching tv/going to the movies/youtube How can what I learn about pop culture in the target culture help me to exchange information with my pen/e-pal? Lesson on using a public phone/reading the phone book/using cell phones and land lines/sending email messages/blogging/using a foreign search engine How can I use what I learn about phones and the internet in the target culture, help me communicate with others?

17. Reflecting on Interculturality Learners also need to be able to self- assess their intercultural activities. • Are learners aware of the multiple aspects of culture? • Do they know where to find and how to engage in intercultural activities?

19. In-Class Activity • What surprised me about the students we blogged with in Colombia was… • I found the language used by my blogging friend easy/hard to understand because… • One thing I learned about myself or my own culture from blogging is… • What I still don’t understand is… • To prepare for the next time I blog, I want to…

20. Research from the ELP pilot • Increased motivation • Increased self-confidence • Increased active learning • Increased time thinking about learning • Improved relations between learner/teacher

21. Research from the ELP pilot • Greater teacher creativity • Stronger focus on communication • More informed parents • Greater realization of language use in community

22. Reflective Teaching The teacher • uses the target language • helps learners to communicate by scaffolding speech • engages learners in activities that produce language • involves learners regularly in evaluating their progress & thinking about how they learn

23. Reflective Learning The learners • think about their own learning through a deliberate step-by-step process. • gradually develop a useful repertoire of learning strategies. • demystify the learning process through ongoing teacher, peer and self-evaluation.

24. Learners’ reflections include • connecting what they already know to what they are learning • checking frequently to see what they can and cannot do yet • determining which activities help them learn most effectively • setting small, achievable goals • planning and monitoring future learning

25. Student Self-Check • What am I learning? • Why am I learning it? • How am I learning it? • How can I demonstrate my learning? • What am I going to do next?

26. Reflecting on Learning • What I enjoyed most about this project was… • It is still hard for me to … • Is easy for me to … • What helped me to learn the new vocabulary was… • The activity I most liked was… • What makes writing in … unique is… • I discovered that I am good at…

27. About my learning I have learned… I can… I am good at… I haven’t managed… I don’t understand… I have difficulty in… About the lessons I like best… The most interesting thing is… I don’t like… The most boring thing is… Student Reflection Activity

28. Practices that Support Reflective Learning • Collaborative Work • Inquiry-Based Approach • Top-Down Approach • Journaling • Peer- and Self-Assessment • Use of Portfolios / Use of Rubrics

29. ACTIVITY • Think / Pair / Share • K-W-L Charts • Application Cards • Learning Logs • Think Aloud • Admit / Exit Slips

30. Does not mean. . . Self-instruction Teacher transferring all control to learners Does mean. . . Learners accept responsibility for their learning, review their learning and evaluate its effectiveness Learners exhibit a capacity for reflection Learner Autonomy

31. Setting Goals • Model goal setting • Make it clear that functional use of language (not grammar knowledge) is the principle goal • Provide opportunities for learners to set their own goals

32. LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska • the impact of goal setting on student achievement • the role of self-assessment • the implementation of LF as an assessment tool to promote articulated K-16 language program

34. Postsecondary Implementation • Dr. Patricia Cummins, Virginia Commonwealth University • Dr. Mary Beth Decatur, UNC Asheville • Dr. Randall Lund, Brigham Young University • Dr. Ute Maschke & Dr. Gunhild Lischke, Cornell University • Dr. Jeff Rogers, University of Kentucky

35. Hands-On Time • Learning Scenarios • Drafting Student Can-Do Statements • Drafting Reflective Learning Statements • Drafting Goal Statements • LinguaFolio-like Activities to Foster Student Self-Direction, Student Reflection and Self-Assessment

36. Your Turn to Self-Assess • I can explain the purpose and identify the benefits of LinguaFolio for my own FL teaching context. • I can create LinguaFolio-like activities that give students opportunities to use the FL for purposeful communication.

37. Your Turn to Self-Assess • I can see how the use of LinguaFolio will help my students successfully meetThe Oregon Second Language Content Standards.

38. The Three Steps … • I can identify the benefits of reflective learning • What is still unclear for me about LinguaFolio is… • My next step with LinguaFolio will be…

39. Resources • European Language Portfolio http://culture2.coe.int/portfolio/ • LinguaFolio 5-State Pilot http://www.doe.virginia.gov/linguafolio/ • LinguaFolio Nebraska http://www.nde.state.ne.us/FORLG/PreK16.htm • National Council of State Supervisors for Languages www.ncssfl.org