SLA Theories, FL Teaching, and Assessment: (Dis)Connections

Introductions • Virginia Scott • Background & experiences • Chalene Helmuth • Background & experiences

Goals of the workshop 1. To review current theories in SLA and … • question our individual notions about SLA. • explore the ways SLA theories inform practice. 2. To review the ACTFL Proficiency Guidelines • Oral proficiency assessment LUNCH! 3.To review Standards for Language Learning in the 21st Century. • Shifting our paradigms 4. To familiarize you with the resources in the Standardsmanual and discuss practical applications of the progress indicators.

Questions about SLA • What does it mean to “know” another language? • Do adults acquire a second language (L2) the way children acquire their native language (L1)? • What is the best age for acquiring a L2? • How do age, motivation, attitude, gender, learning style affect L2 acquisition?

Participant conversation (1) List 2 other questions you have about HOW students acquire a second language.

More questions about SLA • What is the role of grammar instruction in L2 acquisition? • What is the role of interaction in L2 acquisition? • What is the role of error correction in L2 acquisition? • How do listening, speaking, reading, and writing contribute to L2 acquisition? • How do critical thinking skills, cultural awareness, and multilingual sensibilities contribute to L2 acquisition?

Participant reflections We will review several Theories about SLA After each theory, you will see the following icon: Write a FL teaching practice that might be linked to this theory.

LEARNING THEORIES learner learner behaviorist cognitivist learner OTHER sociocultural

Theories about SLA LANGUAGE ACQUISITION DEVICE (LAD child L1) UNIVERSAL GRAMMAR proposes a finite set of fundamental principles that are common to all languages, (a sentence must always have a subject) and a finite set of parameters that determine syntactic variability among languages COMPETENCE vs. PERFORMANCE competence = the mental representation of linguistic rules; intuitive performance = use of grammar comprehension and production Noam Chomsky Aspects of the Theory of Syntax (1965)

Theories about SLA Hello! Hola! Communicative Competence Canale and Swain (1983) grammatical: mastery of linguistic code sociolinguistic: knowledge of social and cultural rules discourse: ability to connect sentences coherently strategic: ability to use verbal and non-verbal communication strategies

Theories about SLA Principles and Practice in Second Language Acquisition (1981) FIVE HYPOTHESES: • acquisition / learning are two different processes (spontaneous vs. conscious) • natural order (grammar is acquired in a predictable order in a natural setting) • monitor (learning functions only as an editor, or monitor) • input (comprehensible input is essential for acquisition) • affective filter (acquisition occurs when affective conditions are optimal, i.e., low anxiety, motivation, confidence, etc. Stephen Krashen The Monitor Model

Theories about SLA SOCIAL DEVELOPMENT THEORY • Full cognitive development requires social interaction. • The range of skill that can be developed with adult guidance or peer collaboration exceeds what can be attained alone. [child L1 acquisition] Lev Vygotsky 1896-1934 Thought and Language(1962) [discovered in the 1990s] Pedagogical Psychology Institute of Moscow

Participant conversation (2) You have heard about several SLA theories: • Chomsky’s theories of LAD, UG, and Competence vs. Performance • Canale & Swain’s theory of communicative competence • Krashen’s Monitor Model • Vygotsky’s Social Development Theory You have written an idea about each theory. Share your ideas with another participant. List at least 3 FL teaching practices that are linked to these SLA theories.

SLA and teaching practice: A summary • Distinguish between what students KNOW and what they can DO (Chomsky). • Communicative competence is more than grammar (Canale & Swain). • Anxiety is counter-productive when learning a L2 (Krashen). • Students at all levels can learn from each other (Vygotsky).

TAKE A BREAK! (10 minutes)

Assessment / Progress Indicators • American Council on the Teaching of Foreign Languages • ORAL PROFICIENCY LUNCH ! • Standards for Foreign Language Learning in the 21st Century  5 Cs

ACTFL Proficiency Guidelines (1986) Four levels for assessing speaking, listening, reading, writing proficiency: Novice = words, phrases Advanced = paragraphs Intermediate = sentences Superior = extended discourse

ACTFL Proficiency Guidelines (1986) • The guidelines represent a hierarchy of observable behaviors, or performance, in speaking, listening, reading, and writing. • Each description is a representative, not an exhaustive, sample of a particular range of ability. • These guidelines identify stages of proficiency, as opposed to achievement. They do not measure what individuals achieve through specific classroom instruction, but assess what individuals can and cannot do. • The levels of proficiency are designed for global assessment and are not related to where, when, or how the language was learned or acquired. • The words "learned" and "acquired" are used in the broadest sense, and are not based on a particular linguistic theory or pedagogical method.

Oral Proficiency Interview • Warm-up • Puts interviewee at ease • Reacquaints him/her with L2 • Tester builds database • Level checks • Shows what s/he can do • Identifies functions/content • Finds highest level of sustained performance = floor • Probes • Shows what s/he cannot do • Identifies the areas that result in linguistic breakdown • Finds lowest level at which performance can no longer be sustained = ceiling • Wind-down • Returns interviewee to level at which s/he functions accurately = sense of accomplishment • Positive feelings – this is important!

All the elements of the level must be present for an individual to be considered proficient at that level

Sample level questions Novice: 1) Yes/no questions • Is math your first class? 2) Either/or questions - Do you walk or ride your bike to school? 3) Desperate dozen - What foods do you eat in a typical day? - Tell me about your room at home. - Today is Monday … what other days of the week do you have classes?

Sample level questions Intermediate: 1) Identify a familiar topic • What do you do on the weekends? 2) Open-ended questions - You mentioned you like to XX … Why? 3) Spiraling up - What movies have you seen lately? Which one did you like best? Why? How were the main characters different / similar ?

Sample level questions Advanced: 1) Press for details - What movies have you seen lately? Which one did you like best? Why? How were the main characters different / similar? What did your friends think about the movie? Are your reactions typical of the general public? How? Why? 2) Major time frames - Tell me about the last time you went to a museum? Where were you? Why did you go? Who were you with? What did you like best / least? Do you plan to go again? Why / why not? 3) Role play - Offer a situation with a complication – you play the police officer Example: You are feeding your neighbor’s cat while they’re away and think the house may have been burglarized. Call the police and explain what you think has happened.

Participant conversation (3) You have heard about the ACTFL guidelines and the oral proficiency interview. Find a partner who teaches at the same level. Using the handout (Assessment Criteria for Speaking and sample level questions), generate 5 OPI questions for your students.

ACTFL Proficiency Guidelines Remember … • Proficiency is not a methodology. • Proficiency is not a measure of classroom instruction. • Proficiency is not a set of curriculum plans. • Proficiency is not synonymous with years of study. • Proficiency is not synonymous with lowered standards. • Proficiency is not just grammar-based. • Proficiency is what your students can DO with what they know.

FL learning is no longer this:

As much as it is this…

To end up here • A collective pathway • Cultivating awareness of L2 culture(s) • “Knowing how, when, and why, to say what to whom.” Standards for Foreign Language Learning, 11 (1999)

LUNCH!

Your own copy of the …. Standards for Foreign Language Learning in the 21st Century (Thanks to CLAIS!)

Standards for Foreign Language Learning in the 21st Century The 5 Cs of FLED • Communication: communicate in languages other than English • Cultures: gain knowledge and understanding of other cultures • Connections: connect with other disciplines • Comparisons: develop insight into the nature of language and culture • Communities: participate in multilingual communities at home and around the world A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and NCJLT-ATJ Chinese, Classical languages, French, German, Italian, Japanese, Portuguese, Russian, Spanish

Standards for Foreign Language Learning in the 21st Century The “weave” of curricular elements Language system * Cultural knowledge * Communication strategies Critical thinking skills * Learning strategies * Technology “The Standards (1999) grew out of the Goals 2000: Educate America Act ... and represent an effort to go beyond a limited four-skills view of language education, proposing in the process to change radically current teaching paradigms.[...] Rather than seeing language study as a fundamentally skill-oriented, self-contained enterprise that only tangentially includes culture in terms of practical competencies, the Standards encourage language instruction that focuses on its interdisciplinary implications and ability to influence learners in terms of developing an increased awareness of self and others and in terms of encouraging deep cognitive processing skills”(13). Jean Marie Schultz. 2001. The Gordian Knot: Language Literature, and Critical Thinking. In SLA and the Literature Classroom, edited by Virginia Scott and Holly Tucker. Boston: MA, Heinle.

Standards for Foreign Language Learning in the 21st Century Standard 1: Communication Communicate in Languages Other Than English • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions • Standard 1.2: Students understand and interpret written and spoken language on a variety of topics • Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

Standards for Foreign Language Learning in the 21st Century Standard 2: Cultures Gain Knowledge and Understanding of Other Cultures • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied • Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied

Standards for Foreign Language Learning in the 21st Century Standard 3 - Connections Connect with Other Disciplines & Acquire Information • Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language • Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

Standards for Foreign Language Learning in the 21st Century Standard 4 - Comparisons Develop Insight into the Nature of Language & Culture • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. • Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Standards for Foreign Language Learning in the 21st Century Standard 5: Communities Participate in Multilingual Communities at Home & Around the World • Standard 5.1: Students use the language both within and beyond the school setting • Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Participant conversation (4) Standards for FL Learning in the 21st Century Working with another participant, review page 28 (How to use) and list: • 2 things the Standards ARE • 2 things the Standards are NOT

Progress indicators The Standards give progress indicators for grades 4, 8, 12, 16 for all languages listed on the front of the volume. Are the terms “progress indicator”and “assessment” different? If so, how?

Sample progress indicators for Standard 1.1, grade 8 Students extend, accept, and refuse invitations. Students use expressions for managing conversations (i.e., show interest, take the floor, ask for help, check comprehension) Students exchange information then use these data to compare, contrast, and express opinions and preferences Students use the TL to acquire goods, services, or information orally and/or in writing. Students use TL in group activities, such as town meetings and advice columns, in which they develop and propose solutions. [page 484]

Participant conversation (5) Divide into 5 groups (one for each C). Identify the 2 most interesting / useful progress indicators for your designated C. (Note that indicators vary according to language.) Designate a speaker to share with the whole group.

The GOOD FL TEACHER … • works on what students can DO and not just what they know. • avoids exclusive focus on grammar instruction. • provides comprehensible input in L2 using authentic materials (realia, film, art, literature, etc.). • develops cross-cultural awareness and sensitivity. • creates a comfortable, low-stress learning environment. • accommodates varied learning styles. • keeps a good pace and varies activities. • creates opportunities for pair & small group work. • is familiar with the Standards and incorporates the 5Cs in teaching and evaluating learners.

Closing visions “Each act of language opens a small window to a new culture, its history, and its values.” Janet Swaffar. “The Case for Foreign Language as a Discipline.” MLA Profession 1999: 155-67. Trompe l’oeilby Ron Francis. Provence, France. (mural on fibreboard) http://users.senet.com.au/~rfrancis/

SLA Theories, FL Teaching, and Assessment: (Dis)Connections