the kendall conversational proficiency levels (p-levels)
TRANSCRIPT
The Kendall Conversational Proficiency Levels (P-Levels)
Martha French, Ph.D.April 19, 2017VSDB Webinar
Introductions Background and Orientation to Language The Kendall Conversational Proficiency Levels: P-
Levels Q & A
This session is not a P-Level Assessment training.
It is a “sales pitch” for:
Using tools to assess language.
Becoming “communities of learners” about students’ language development.
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How do you
Think about language development?
Monitor it?
Facilitate development?
What do you do with that information?
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Language Acquisition for most children who are Deaf is a matter of education:
We need tools, processes, and procedures to support acquisition and learning.
The P-Levels is an example of a tool.
Are systems with subsystems
rules, or conventions , apply to the subsystems
Are resources, or tools, for communication
making meaning with others
The goal for acquiring language is to become a competent communicator.
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1. Linguistic knowledge
2. Sociolinguistic knowledge
3. Discourse knowledge
4. Strategic knowledge
Parameters, Phonology
Vocabulary (knowing and selecting words/signs)
Grammar (structure, “form”)
For many people, this is what “language” means—a consequence of structuralist linguistic theories that dominated early to mid- 20th century thinking.
Appropriate use of language
For different purposes
With different people
According to topic
Telling stories
Maintaining longer conversations
Effectively arguing a point
Making a “speech” (telling “all about” in detail)
Sustaining imaginary play
Fixing conversation breakdowns
Knowing what kind and how much background
information to give
Knowing what language resources will “work”
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Content
Use Form
LinguisticKnowledge
DiscourseKnowledge
StrategicKnowledge
SociolinguisticKnowledge
Ex: Content Milestones( 36-42 mo.)
Ex. Form Milestones(36-42 mo.)
Ex. Use Milestones(36-42 mo.)
• Can use and understand semantic relationships between and within sentences (additive, temporal, causal, contrastive)
• first complex sentence forms appear
• More flexibility in requesting (Can you…?, Would you…?)
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An Assessment of Language Development
Developmental Scale of Communicative Competency
Developed for Deaf and HOH Children Classroom/naturalistic environment based A systematic, informal (not standardized),
observational assessment Language neutral: can be used with spoken
language or sign language (not written language).
Assumes that Communicative Competency grows out of functional, purposeful language use.
Examines language content, use, and structure, but assumes structure emerges with use.
8 paragraph descriptions of language proficiency
P Level
0+
PLevel
1
PLevel
2
PLevel
3
PLevel
4
PLevel
5
PLevel
6
PLevel
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Infancy levels
Mature, adult use
Target for K
The child tells complicated stories about things that happened in the past or may happen in the future. Even a stranger (at least one accustomed to deaf children) can understand her easily (and she understands the stranger). They understand each other even when one of them doesn't know anything about the place where the story occurs. The child can say a lot about how different things relate to other things; how one thing makes something else happen; how one thing contradicts another; how one thing changes as a result of another; how some things have to wait on others; and she can talk about the state of her own knowledge about things. She uses language to find out what's happening, who is doing what, what state things are in, what people are doing, and why. She can carry on an extensive conversation; she sticks to the point and has a lot to say from experience that relates to what the other person is saying.
On a P-LevelsOn a P-Level
0+ 1 2 3 4 5 6 7
1+ 2+ 3+ 4+ 5+ 6+
Or Between LevelsHas all of one level and the majority of proficiencies at the next
Requires Extensive Observational
Take notes and create videos
Identification and knowledge of the language assessed
Understanding and use of the assessment “Critieria Questions”
Content
Use Form
1.Reference 2. Content
3. Cohesion4. Use
5. Form
5.1 = Reference Questions 5.2 = Content Questions
Criteria Questions, P-Level 5 , continued
5.3 = Cohesion Questions 5.4= Use Questions
Criteria Questions, P-Level 5 , continued
5.4= Form Questions
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0+.1.
0+.2.a.
0+.2.b.
0+.3.a.
0+.3.b.
0+.3.c.
0+.4
0+.5
1.1
1.2
1.3.a.
1.3.b.
1.4a
1.4b
1.4c
1.5
2.1
2.2
2.3
2.4a
2.4b
2.4c
2.4d
2.4e
2.4f
2.4g
2.5
Become familiar with the assessment Determine the language to be assessed for
the child Make sure those making the assessment
know the language Observe the student in a variety of settings,
over a period of time. Include more than one person in making the
assessment.
A frame of reference for language development
A tool for assessing language
A source of information for planning long-term and short-term language goals
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Information about reading and writing Detailed information about language form, or
structure (English or ASL)
Some information about accompanying ASL structures is provided in the “Supplement” to the P-Levels—pages 45-50 in The Toolkit, Appendices for Starting with Assessment.
Multiple Assessments Are Better than One!
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Dr. Martha French, for her wonderful presentation today;
The Virginia Department of Education, provider of the grant that funds Outreach Services, VSDB;
Our great interpreters, Kathy Campbell, Rachel Effinger, and Erin Yanez;
Cavalier Reporting for their captioning services for this webinarand for providing technical assistance for those using CART today; and to
All of YOU, for the services you provide daily for students and their families!