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Digital
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Edtech Advocacy &
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Monitor Target Language Proficiency: Strategies and Resources for World Language and ELL

Participate and share

Participate and share : Poster


Wednesday, June 26, 11:00 am–1:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 2

Mimi Stapleton  
Learn strategies for monitoring target language oral proficiency. Discover free tools and resources that model authentic ELL and Spanish language use and form and allow educators to markup fluency, pronunciation, vocabulary and grammar. Learn how to strengthen early language and build linguistic skills.

Audience: Teachers, Technology coordinators/facilitators, Library media specialists
Skill level: Beginner
Attendee devices: Devices not needed
Focus: Digital age teaching & learning
Topic: Personalized learning
Grade level: PK-12
Subject area: ESL, World languages
ISTE Standards: For Administrators:
Digital Age Learning Culture
  • Model and promote the frequent and effective use of technology for learning.
For Students:
Empowered Learner
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
For Educators:
Leader
  • Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session
Related exhibitors: Curriculum Pathways

Proposal summary

Purpose & objective

In this session, participants explore strategies and innovative tools that help monitor oral proficiency in the target language. Participants will learn how to

• Observe oral proficiency specifics (exchange greetings, likes/dislikes) vs observing general oral proficiency (tell a story).
• Measure oral fluency with an easy-to-use markup interface.
• Weave communicative approaches with grammatical instruction when needed to enhance verb tense and sentence structure.
• Use a library of speaking gaps and specific strategies to overcome them.

In the demonstration, I will:
• Explain how to access free resources and apps from Curriculum Pathways.
• Show digital exemplars that model proper language use and form moving from word > to sentence > to paragraph.
• Model strategies for using these resources and tools to monitor oral proficiency: markup fluency, pronunciation, vocabulary and grammar.
• Discuss how students can use these resources and strategies to enhance speaking skills.

In the Hands-on Exploration (participant choice), participants will:
• Create free accounts for all resources
• Use the tool to monitor oral proficiency
• Report out to the larger group to share discoveries, offer suggestions, and ask for input.

In the conclusion, I will:
• Address any questions
• Discuss best practices for classroom integration
• Point out available support materials and professional development opportunities

Supporting research

The goal of language education is to develop second language proficiency: linguistically, literarily, and culturally. Assessing language proficiency is difficult. The learner’s ability to engage in conversation develops at a various pace. Oral proficiency assessment instruments are not new to this field and many are supported and aligned with the American Council on the Teaching of Foreign Languages (ACTFL) and the Center for Applied Linguistics (CAL). Results from Sohee’s study supports how online recordings along with teacher feedback improve speaking skills. But oral instruction cannot be in a vacuum. Rodriquez found that grammar instruction was needed to help students move up in oral proficiency.

ACTFL Speaking Proficiency Guidelines, file:///C:/Users/mistap/Downloads/ACTFLSpeakingProficiencyGuidelines.pdf

Kim, SoHee (2014) Developing Autonomous Learning Using Digital Storytelling. http://llt.msu.edu/issues/june2014/action1.pdf

Rodriguez, Lisbet M. and Avent, Patty. (2002) What Happens When Direct Grammar Instruction is used to Develop Oral Proficiency in a Spanish Immersion Classroom?

Shrum, Judith L. and Glisan, Eileen W. (2010) Teacher’s Handbook, 4th edition. Heinle

Student Oral Proficiency Assessment (SOPA) http://www.cal.org/ela/sopaellopa/

Young, Richard and He, Agnes Weiyun. (1998) Talking and Testing: Discourse Approaches to the Assessment of Oral Proficiency.

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Presenters

Mimi Stapleton, Curriculum Pathways

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