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No Longer a Frill: Using Technology in Learning, Teaching and Assessing World Languages

No Longer a Frill: Using Technology in Learning, Teaching and Assessing World Languages . NEALLT Conference March 1, 2008 Rutgers University College Avenue Student Center Janis Jensen, NJDOE. Our Mission: Proficiency. The ability to communicate meaningful content in realistic contexts.

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No Longer a Frill: Using Technology in Learning, Teaching and Assessing World Languages

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  1. No Longer a Frill: Using Technology in Learning,Teaching and AssessingWorld Languages NEALLT Conference March 1, 2008 Rutgers University College Avenue Student Center Janis Jensen, NJDOE

  2. Our Mission: Proficiency The ability to communicate meaningful content in realistic contexts

  3. Creating the Rationale The best reason to use technology in the world language classroom is to provide authentic, contextualized interactive tasks with members of a target language speech community.

  4. Tasks • A task is an activity with a concrete, nonlinguistic, realistic goal that requires language to accomplish that goal. In other words, it is authentic.

  5. The Need to Make the Connection The need for teachers to make the connection between proficiency and the value of technology in the language acquisition process, is greater than ever- along with teacher training in effective use of technology.

  6. Current Demand Currently, there is a demand for more students learning more languages and learning them at increasingly complex and advanced levels.

  7. Confronting the Challenge Our insistence on language teaching rather than language learning will continue to be the major barrier to creating a critical mass of proficient speakers of other languages. Technology is the tool that can break down that barrier.

  8. The Third Language Learning Paradigm The emerging technology of virtual worlds: thoughtfully constrained interaction in an authentic socio-cultural context with peers, mentors, and native speakers The impact of Second Life and other virtual worlds on society may eventually rival that of the World Wide Web

  9. NJ Grade 8 Pilot Assessment Project • This project is the largest data collection event in second languages at the 8th grade level ever undertaken in the United States. • It is anticipated that the data will be valuable to language researchers and program directors throughout the country as they endeavor to establish highly effective language programs. • http://www.state.nj.us/njded/aps/cccs/wl/g8assess

  10. Findings • Need sufficient duration • More effective programs > 21 weeks / year • Need sufficient intensity • More effective programs >= 3 times / week • To attain to significant proficiency outcomes, a program needs to have a minimum of 5,000 minutes of instruction time spread across the school year. • Even when the total number of hours per year is held constant, students perform better when instruction time is evenly distributed across the school year. • Both the distribution of time and the minimum amount of time are significant factors.

  11. The STAMP TEST The STAMP is a criterion-referenced test based on a set of standards consistent with ACTFL Proficiency Guidelines. Using computer-adaptive testing technology, STAMP identifies students’ proficiency from the Novice-Low through the Intermediate-Mid range.

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