Demystifing the New LOTE Standards

1. Demystifing the New LOTE Standards John De Mado Language Seminars, LLC 125 S. Collier Blvd./ B202 Marco Island, FL 34145 ______ Twitter: @JohnDeMado E-mail: info@demado-seminars.com Web:www.demado-seminars.com Phone/Fax: (239) 394-5304 Specifically Prepared for the Region VIII Education Service Center Tuesday, October 18, 2016 1

2. Buddy Hackett

3. On Risking To laugh is to risk appearing the fool. To weep is to risk being sentimental. To reach out for another is to risk involvement. To expose feelings is to risk exposing your true self. To place your ideas, your dreams before the crowd is to risk their loss. To love is to risk not being loved in return. To live is to risk dying. To hope is to risk despair. To try is to risk failure. But risks must be taken. Because the greatest hazard in life is to risk nothing. The person who risks nothing does nothing, has nothing and is nothing. One may avoid suffering and sorrow, but one simply cannot learn, feel, change, grow, love, in short, live. Chained by one’s certitudes, one is a slave; one has forfeited freedom. Only a person who risks is free ...Anonymous 3

4. ACTFL & The New TEKS for LOTE IMPORTANT TO NOTE: The New TEKS for LOTE do not prescribe instruction. Rather, they provide us with a clear picture of anticipated student performance based on a number of factors. They are aligned with the ACTFL Proficiency Guidelines (2012) as well as the ACTFL Performance Descriptors (2012).

5. THREE IMPORTANT TERMS • MASTERY • PERFORMANCE • PROFICIENCY

6. DEFINING MASTERY • Complete ownership and control over all aspects of a language.

7. How to Shift the Paradigm Understand the inevitable consequences of the strictly ‘mastery-driven’ classroom.

8. DIFFERENTIATING MASTERYFROMPROFICIENCY MASTERYPROFICIENCY GRAMMAR RULES VOCABULARY ACQUISITION (vocabulary) (grammar) TEACHING FOCUS ACQUISITIONFOCUS (The Editor) (The Applied Linguist) METALANGUAGE INTERLANGUAGE IDENTIFY COMMUNICATE IMITATION SELF-SELECTION

9. DEFINING PERFORMANCE • Demonstration of certain control over isolated, discrete and often memorized or familiar aspects of language. • Formulaic language • Structure • Vocabulary • Syntactical patterns.

10. ACTFL Performance Descriptors • Range: Novice, Intermediate, Advanced • Modes: Interpretive, Interpersonal, Presentational • Performance Descriptors: Functions, Contexts/Content, Text types, Language Control, Vocabulary, Communication Strategies, Cultural Awareness (Word User to Sentence User to Paragraph User)

11. RANGE

15. MODES

17. PERFORMANCE DESCRIPTORS

24. How to Shift the ParadigmDefine Proficiency Have an operational definition of ‘Proficiency’. If you don’t, how will you recognize it when you see it? If you don’t, how will you assess it?

25. Defining Proficiency “...The ability to deliver and receive communication that is situationally appropriate...”De Mado

26. Proficiency and Situational Appropriateness • Twitter, Texting • Email • Post Card/ Thank You Note • Personal Letter • Business Letter, Composition, Legal Contract 26

27. DIFFERENTIATING MASTERYFROMPROFICIENCY MASTERYPROFICIENCY GRAMMAR RULES VOCABULARY ACQUISITION (vocabulary) (grammar) TEACHING FOCUS ACQUISITIONFOCUS (The Editor) (The Applied Linguist) METALANGUAGE INTERLANGUAGE IDENTIFY COMMUNICATE IMITATION SELF-SELECTION

28. How to Shift the Paradigm Know the role of vocabulary in the ‘language acquisition’ process. Simply stated, vocabulary is readily communicative.

29. How to Shift the Paradigm Know the role of grammar in the ‘language acquisition’ process. The role of grammar is NOT to create communication, but rather to avoid ‘miscommunication’. Accuracy is a byproduct of acquisition … Not the inverse.

30. THE ROLE OF GRAMMAR BTTR

31. DIFFERENTIATING MASTERYFROMPROFICIENCY MASTERYPROFICIENCY GRAMMAR RULES VOCABULARY ACQUISITION (vocabulary) (grammar) TEACHING FOCUS ACQUISITION FOCUS (The Editor) (The Applied Linguist) METALANGUAGE INTERLANGUAGE IDENTIFY COMMUNICATE IMITATION SELF-SELECTION

32. How to Shift the Paradigm Embrace the concept of ‘Interlanguage’. Understand the role of error in the language acquisition process. Understand how non-standard language evolves into standard language.

33. INTERLANGUAGE SPEAKER/ L2 SPEAKER/ L1 33

34. INTERLANGUAGE SPEAKER/ L2 SPEAKER/ L1 34

35. INTERLANGUAGE SPEAKER/ L1 SPEAKER/ L2 35

36. DIFFERENTIATING MASTERYFROMPROFICIENCY MASTERYPROFICIENCY GRAMMAR RULES VOCABULARY ACQUISITION (vocabulary) (grammar) TEACHING FOCUS ACQUISITION FOCUS (The Editor) (The Applied Linguist) METALANGUAGE INTERLANGUAGE IDENTIFY COMMUNICATE IMITATION SELF-SELECTION

37. How to Shift the Paradigm Understand that, although there are aspects of language that are ‘imitated’, language is primarily ‘self-selected’ and NOT imitated.

38. Imitation Certain aspects of language are imitated … 38

39. Self-Selection of Language 39

40. The L2 Classroom 90% • Language is self-selected and acquired in the crucible of situation and problem-solving … • Comprehensible Input is the key … The more it is provided, the more it is sought.

43. MOVING FROM PERFORMANCE TO PROFICIENCY MOVING FROM THE CHROMATIC SCALE TO… JAZZ!!!!!

44. Language Teacha’ Rap Big D In ‘Da House!

45. Demystifing the New LOTE Standards John De Mado Language Seminars, LLC 125 S. Collier Blvd./ B202 Marco Island, FL 34145 ______ Twitter: @JohnDeMado E-mail: info@demado-seminars.com Web:www.demado-seminars.com Phone/Fax: (239) 394-5304 Specifically Prepared for the Region VIII Education Service Center Tuesday, October 18, 2016 45

46. RESOURCES