STARTALK Professional Development Course for Swahili Instructors: Theory and Practice

July 19th to 30th, 2010University of Wisconsin, Madison

Alwiya S. OmarIndiana University, Bloomington

Understanding by design

According to Wiggins and McTighe (2005) the following factors are important in designing a curriculum:

National Standards

(instructional designs and assessment designs)

Student needs

Course design

‘Backward’ design (Wiggins and McTighe 2005)

Stage 1: Identify desired results (proficiency goals) Stage 2: Determine acceptable evidence(assignments and assessment) Stage 3: Plan learning experiences and

instruction(recourses and teaching methods)

Stage 1: Desired Results

Level Goal

1st year ACTFL Intermediate low/ILR 1 2nd year ACTFL Intermediate high/ILR 1+

3rd year ACTFL Advanced mid/ILR2 4th year ACTFLAdvanced high/ILR2+

Proficiency levels and sub-levels

LevelsACTFL Novice/ILR 0+ ACTFL Intermediate/ILR 1ACTFL Advanced/ILR 2ACTFL Superior/ILR 3 Sub-levelsLow – just hanging onMid – length and strength; some features of the next

levelACTFL High/ILR+ – functions most of the time at the

next higher level

Proficiency guidelines for speaking at the Novice/0+ level

communicate minimally and with difficulty use a number of isolated words and

memorized phrases frequent pauses recycle their own and interlocutor’s words maybe understood with great difficulty even

by sympathetic native speakers

ACTFL proficiency guidelines for writing at the Novice/0+ level

able to copy or transcribe familiar words or phrases

reproduce from memory a modest number of isolated words and phrases in context

can supply limited information - names, numbers, ..

use of formulaic language

Proficiency guidelines for reading at the Novice/0+ level

able to recognize the symbols of an alphabetic and/or syllabic writing system

can identify highly contextualized words and/or phrases

can recognize cognates and borrowed words

Proficiency guidelines for listening at the Novice/0+ level

able to understand some short, learned utterances and speech is clearly audible

comprehend words and phrases that refer to basic personal information

May request repetition and/or slower speech

Proficiency guidelines for speaking at the Intermediate/1 level able to handle successfully a variety of

uncomplicated communicative tasks conversation is generally limited to topics

about self, family, home, daily activities, and social needs such as food, shopping, travel and lodging

can create with language and produce strings of sentences

generally understood by sympathetic listeners can give instructions and directions

Proficiency guidelines for writing at the Intermediate/1 level

able to meet a number of practical writing needs

can write short, simple communications, compositions, descriptions, and requests for information in loosely connected texts

able to write on daily routines, common events, and other topics related to personal experiences and immediate surroundings

Write mostly is in present time, with inconsistent references to other time frames

Proficiency guidelines for listening at the Intermediate/1 level able to understand sentence-length

utterances which consist of re-combinations of learned utterances on a variety of topics.

Can understand contents that refer primarily to basic personal background and needs, social conventions and somewhat more complex tasks, such as lodging, transportation, and shopping.

can follow instructions and directions.

Proficiency guidelines for reading at the Intermediate/1 level

able to read and understand connected texts dealing with a variety of basic and social needs.

able to read linguistically noncomplex texts which impart basic information and to which the reader brings personal interest and/or knowledge

can read short, straightforward descriptions of persons, places and things

Proficiency guidelines for speaking at the Advanced/2 level able to handle with ease and confidence a

large number of communicative tasks. participate actively in most informal and some

formal exchanges narrate and describe in major time frames handle with ease situations with

complications contribute to conversation with much

accuracy and clarity

Proficiency guidelines for writing at the Advanced/2 level

able to meet a range of work and/or academic writing needs with good organization and cohesiveness

able to write about familiar topics relating to interests and events of current, public, and personal relevance

demonstrate the ability to narrate and describe with detail in all major time frames in texts of several paragraphs in length.

Proficiency guidelines for listening at the Advanced/2 level

able to understand main ideas of texts that frequently involve description and narration in different time frames or aspects

texts may include interviews, short lectures on familiar topics, and news items and reports primarily dealing with factual information.

Proficiency guidelines for reading at the Advanced/2 level

able to read somewhat longer prose of several paragraphs in length

get the main ideas and facts but may miss some details.

texts include short stories, news items, bibliographical information, social notices, personal correspondence, routined business letters, and simple technical material written for a wider audience

Proficiency guidelines for speaking at the Superior/3 level

able to communicate in the language with accuracy and fluency in order in formal and informal settings from both concrete and abstract perspectives

discuss interests, explain complex matters in detail, and provide lengthy and coherent narrations, with ease, fluency, and accuracy

can hypothesize and discuss abstract topics

Proficiency guidelines for writing at the Superior level

able to produce most kinds of formal and informal correspondence, complex summaries, reports, and research papers on a variety of topics treated both abstractly and concretely and in major time frames

use a variety of sentence structures, syntax, and vocabulary to direct their writing to specific audiences

demonstrate an ability to alter style, tone, and format according to the specific requirements of the discourse

demonstrate a strong awareness of writing for the other and not for the self

Proficiency guidelines for listening at the Superior/3 level

able to understand the main ideas of all speech in a standard dialect, including technical discussion in a field of specialization

Can follow the essentials of extended discourse which is propositionally and linguistically complex, as in academic/professional settings, in lectures, speeches, and reports

show some appreciation of aesthetic norms of target language, of idioms, colloquialisms, and register shifting

able to make inferences within the cultural framework of the target language

Proficiency guidelines for reading at the Superior/3 level

able to read with almost complete comprehension and at normal speed expository prose on unfamiliar subjects and a variety of literary texts

reading ability is not dependent on subject matter knowledge, although the reader is not expected to comprehend thoroughly texts which are highly dependent on knowledge of the target culture

read easily for pleasure superior-level texts feature hypotheses,

argumentation, and supported opinions, and include grammatical patterns and vocabulary ordinarily encountered in academic/professional reading.

Implications of OPI concepts for Teaching and LearningStructure of the ACTFL OPI Warm-up – makes interviewee feel

comfortable Level checks – prove what the speaker can

do; establish strength Probes – demonstrate to the interviewee

his/her weakness Wind-down – level of comfort

Role plays

Role plays can be used for level checks or probes to solicit functions that cannot be readily proven through a conversational mode

Several role play situations are available and can be chosen according to content and appropriateness for the interviewee

Sample Intermediate/1 Role play

You are in city X. You missed your plane to New York. Ask the person behind the counter three or four questions to find out what you need to know to get to New York quickly.

Sample Advanced/2 Role play

When you arrived at the airport in city Y, your luggage is not in the baggage claim area. You speak with a service representative, explain why you and your luggage did not arrive in the same flight, and make arrangements to have the bags delivered to your hotel.

Sample Superior/3 Role plays

You just received an award for “_______ of the Year”. Make a brief speech accepting this award.

You are leading a discussion at your club on a book/movie you read/saw recently. Describe a major theme of the book/movie, and discuss the significance of the theme to society

Role play situations

Role plays can be used to reinforce old functions (OPI level checks - on level cards) or introduce new functions (OPI probes - higher level cards)

Application of ACTFL OPIs to Language instruction/assessment Teacher’s role - guide students; good listener;

encourage students to use language to express their meaning

Student focused Phases of the interview

Warm-up – prepare students for the class

Level checks – review of old materials

Probes – introduction of new materials

Wind down – leave students with a “can do” sense Opportunity for role playing

Assessment

According to Cifford (2006)

Achievement - Rehearsed or memorized responses using the content of a specific textbook or curriculum

Performance - Semi-rehearsed ability to communicate in specific familiar settings

Proficiency - Unrehearsed general ability to accomplish communicative tasks across a wide range of topics and setting

Prochievement

According to Pino (1998)

Prochievement - Proficiency oriented achievement tests

A combination of achievement, performance, and proficiency tests

Prochievement

Rifkin www.international.ucla.edu/cms/files/Rifkin.pdf

• Blend of achievement and proficiency test• Constrained by material• Tasks rehearsed and lifelike• Students work with new texts not taught in

class• Mimic real world experience

References

Clifford, R. (2006) Classroom Implications of the ACTFL Proficiency Guidelines. Workshop presented at the ALTA conference, March 23, 2006, Rutgers University.

Pino, B. (1998) Prochievement Testing of Speaking: Matching Instructor Expectations, Learner Proficiency Level, and Text Type. Texas Papers in Foreign Language Education. V3 n3 pg 119-33 Fall 1998

Rifkin, B. Testing in the Proficiency-Oriented Curriculum: Proficiency, Achievement, and Prochievement Testing. www.international.ucla.edu/cms/files/Rifkin.pdf

Wiggins, G. and McTighe, J. (2005). Understanding by Design. Merrill Education/ASCD Textbook series

http://www.actfl/org for ACTFL proficiency guidelines

Maswali?

Please contact me at:E-mail: aomar@indiana.edu

Tel: 812 855 3323Office: 326 Memorial Hall

Bloomington, IN 47405Indiana University African language web page:

http://www.indiana.edu/~afrilang

ASANTE!