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Ever consider assessment an advocacy tool?

KWLA 2009 : Target language only please! Trade-in translation for authentic assessments in World Language classrooms K-8 Andrea Suarez & Nadine Jacobsen. Ever consider assessment an advocacy tool? Participants will also learn about “Can-Do” statements and

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Ever consider assessment an advocacy tool?

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  1. KWLA 2009 : Target language only please!Trade-in translation for authentic assessments in World Language classrooms K-8Andrea Suarez & Nadine Jacobsen 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. Andrea Suarez - MEdVilla Madonna AcademyVilla Hills, KY Native Spanish speaker who began learning English at 15 years old. Taught EFL for 10 years in South America. Public and private schools. Taught Spanish high-school level for three years in the US. Currently teaching Spanish at VMAK-8.

  3. Nadine JacobsenDunn ElementaryLouisville, KYnadinejacobsen@hotmail.com Non-native speaker Learned Spanish in the university and abroad in Spain and Panama ESL background in interpreting and translating learning goals to learners and parents in elementary. Currently teaching 600+ K-5 learners.

  4. 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.”

  5. 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)

  6. Use Of Target Language “..the first language can be used “judiciously” to help facilitate the intake process,..” (p. 205) Boletin\Boletin 2009-10\3.2_BoletinSept09.pdf “..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)

  7. Negotiation of Meaning “…ironically, one goal of an effective discussion activity is misunderstanding and uncertainty-that is, there should be an element of confusion that causes breakdown in communication…” “…when this confusion or miscommunication between speakers arises, they must negotiate until meaning is clear…” “…in this process, the speakers attempt to successfully convey information to one another; they reach mutually comprehension through restating, clarifying, and confirming information” (as cited in False, 2006, p. 40)

  8. WHAT TO DO? • Concentrate on every day language to use in the classroom • If it is difficult to see yourself using the target language almost 100%: observe other teachers (those who use TL!!!), Annenberg series (great resource that WL teachers don’t use so much) • TFL: Video Organizer

  9. WHAT TO DO? • ...“your natural inclination, especially when your students do not understand something that you have just said, is to paraphrase immediately. However, you should avoid paraphrasing in your second attempt at explaining something. Wait until the third attempt…” (as cited in False, 2006, p. 40)

  10. WHAT TO DO? • …“the first time that you say something, the language is just entering the learners’ ears and mind. Students are processing what they have just heard or what they think they have heard….they would like to hear the same or very similar line one more time…second attempt: try to repeat yourself…third attempt: paraphrase words or phrases that that prevent comprehension…” (as cited in False, 2006, p. 40)

  11. WHAT TO DO? • Practice with your colleagues if possible • Keep in mind YOU might have been confused too when you were learning a FL • It is OK to make mistakes. It is part of the learning process

  12. Examples • Information gap activity: negotiation of meaning LA ROPA • “La gallinita ciega”

  13. “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.

  14. Example: Si Se Puede!

  15. “Pañuelito”

  16. Don’t give up! Both native and non-native teachers can give up if students show confusion! It is a myth that it is easier if you are a native speaker. It is your attitude and planning!

  17. References Arnett, K., Turnbull, M. (2002). Annual Review Applied Linguistics, 22, 204-218. False, k. (2006). The Art of Teaching Speaking: Research & Pedagogy for the ESL/EFL classroom.

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