Goals1. I can discuss the benefits of a K-12 World

Language program.

2. I can give an overview of our program at Dunn since 2007.

3. I can discuss the vision of the World Language program at Dunn including what will continue and what will improve.

World Language Lingo

& Benefits ACTFL Modes of communication ACTFL benchmarks Six domains of performance

MODES AND BENCHMARKS

Three Modes of Communication Interpersonal Interpretive Presentational  

Three Benchmark Levels Novice Learner (K-4, 5-8, 9-10) Intermediate Learner (K-8, 7-12) Pre-Advanced Learner (K-12)

Three Benchmark LevelsNovice Learner (K-4, 5-8, 9-10) Intermediate Learner (K-8, 7-12) Pre-Advanced Learner (K-12)

Six Domains of Performance

Comprehensibility How well is the student understood?

Comprehension How well does the student understand?

Language Control How accurate is the student's language?

Vocabulary Usage How extensive and applicable is the student's language?

Communication Strategies How do they maintain communication?

Cultural Awareness How is their cultural understanding reflected in their communication?

Research corroborates additional benefits

These benefits accrue with instruction that is continuous

throughout the school year, connected grade to grade, and

more frequent than twice per week, adding up to at least 90 minutes per week, at both the elementary and middle school

levels. 

From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

BenefitsStrengthening of literacy in

students’ first language

From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

BenefitsRaising

standardized test scores in

other subject areas

From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

BenefitsStudents who had engaged in long

sequences of language study (e.g., beginning in grades 4-6) performed significantly better on the corresponding AP Exams and positioned themselves to be granted advanced placement and/or receive academic credit when entering college. (Baum, Bischof, & Rabiteau, 2002)

Baum, D. Bischof, D, & Rabiteau, K. (2002). Before and Beyond the AP Foreign Language Classroom. http://www.collegeboard.com/prod_downloads/apc/ap04_beforeandbeyond.pdf

World Language Study Translates to Higher SAT

Scores In the College Board’s report, 2004 College

Bound Seniors: A Profile of SAT Test Takers,

students whose profiles include long-sequences of world language study consistently demonstrate higher scores on both the math and verbal portions of the SAT than do their non-language studying counterparts. The gains are incremental; the more years of world language study, the greater the gains on the SAT Test.

“Regardless of their race, sex, academic level, students outperformed those who were not taking a world language class”

In addition to developing a lifelong ability to communicate with more people, children derive other benefits from early language instruction, including improved overall school performance and superior problem-solving skills. Research has shown that children who have studied a world language in elementary school achieve higher scores on standardized tests in reading, language arts, and mathematics than those who have not (Masciantonio, Rafferty). The results of the Louisiana Report on world language and basic skills (Rafferty) show that regardless of their race, sex, or academic level, students in world language classes outperformed those who were not taking world languages. World language study has also been shown to enhance listening skills and memory, and the development of second language skills can contribute a significant additional dimension to the concept of communication. Furthermore, students who have studied a world language develop greater cognitive skills in such areas as mental flexibility, creativity, divergent thinking and higher order thinking skills (Foster and Reeves; Landry; Rafferty; Ginsburg and McCoy).

BenefitsDeveloping comfort with

cultural differences

Research suggests that language learners develop a more positive attitude toward the target language and/or the speakers of that language.

From ACTFL: http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#early

Dunn Elementary Since 2007

Student testimony Student demonstration Creation of curriculum Creation of website Action Research Representation at the local, state, regional and national level

Exposure To Other Languages At Home

2%

94%

4%

L1 other than English

L2 spoken in home

Monolingual

Dunn Elementary

School – Home - World Connection

Provide an opportunity for parents to get involved and to give

extra support.https://maestranadine.wikispaces.com

www.maestranadine.wikispaces.com

Spanish k – 5 Si Se Puede! Yes It CAN Be Done!

1st Grading

Period 2nd Grading

Period 3rd Grading

Period 4th Grading

Period 5th Grading

Period 6th Grading

Period

Community Culture Healthy Me Count On It! Connect With

Nature Wrap It Up!

P1 (k) How do I go about my

day in class? Who am I? You are what you eat!! Counting On A Career I Spy With My Little Eyes....

Show Off Notebook / Portfolio

Reflect Set Goals

P2 (1st)

How do I go about my day in school?

Mi Casa es Su Casa! (My house is your

house!) Who’s Hungry? Math Mascots

How Does The Weather Change

Around Me?

Show Off Notebook / Portfolio

Reflect Set Goals

P3 (2nd)

How do I go about my day in the community? Where I Am From. Climbing The Food

Pyramid. Goofy Graphs What Crawls Around Me?

Show Off Notebook / Portfolio

Reflect Set Goals

P4-5 (3rd- 5th)

On The Go! Are We There Yet? Feeding Frenzy! Money Matters Happy Habitats

Show Off Notebook / Portfolio

Reflect Set Goals

4th State Your Business We are .. Moving on up! Funky Fractions Where have they all gone? (endangered

species)

Show Off Notebook / Portfolio

Reflect Set Goals

5th Going Global I am ... Making Great Choices Time To Go! Living Green

Show Off Notebook / Portfolio

Reflect Set Goals

Language Learning Approach

Linguafolio Inspired I CAN statements

Build confidence by saying,

“I can!”

Match assessment to curriculum

using real-life performance-based

tasks.

Support student-centered

learning experiences.

How does what learners believe they can do compare

to what they can do? Below are the results of thirty

learner’s surveys based on question 1-6.

Over fifty percent of their responses reflect they were confident they could demonstrate the “I can” statements without help.

The interview demonstrates learners thought they could do better than they really could do.

It also demonstrates the contrary showing they could do more than what they thought they could do in regards to their answers about needing to work on certain statements.

Survey (30 students)

58%17%

25%Can do

With help

Need w ork

Interview (30 Students)

44%

41%

15%

Can Do

With Help

Need Work

I can talk about myself. I can talk about school supplies

and books. I can talk about school. I can talk about seasons. I can talk about the weather. I can talk about what I like to

do. I can talk in Spanish!! I can tell what I do in the

classroom. I can tell what sports I like to

play. I can tell when my birthday is. I can sing a birthday song in

Spanish (Espanol). I can sing a pinata song. I can sing Spanish songs. I can write in Spanish. I can write Spanish books.

I can ask basic questions and respond to them.

I can count in espanol. I can count to triente (30). I can name the people in my

family. I can say my name and how I feel

in Spanish. I can say what I like to do outside

and inside. I can say what my room is like. I can talk about animals. I can talk about colors. I can talk about days, months and

seasons. I can talk about food. I can talk about math. I can talk about me. I can talk about my cat. I can read a book in Spanish.

Examples Of Learner’s I Can Statements

Nadine JacobsenSpanish TeacherDunn ElementaryLouisville, KY

KY NELL Representative

And you can continue to

have all of this and more for....

..20 more minutes at the 3-5th grade level!

30 minute classes 2 times a week

or

20 – 30 minute classes 3 times a week

College Bound Anyone?