Developing

Prociency:

A Guide to Improving Learners Performance

Paul Sandrock
ACTFL

Todays Learning Goals

I can
Describe what it takes to move from one Prociency level
to the next:
Moving from Novice to Intermediate
Moving from Intermediate toward Advanced
IdenEfy strategies learners need to pracEce to get to their
next level
Design eecEve learning experiences and assessments to
develop learners language performance in each mode:
Interpersonal Mode of CommunicaEon
PresentaEonal Mode of CommunicaEon
InterpreEve Mode of CommunicaEon

Planning for Learning

IdenEfy desired results What are the learning targets?

What?
World-Readiness Standards
for Learning Languages

Three Modes of CommunicaDon

ClemenE Sandrock CPS 2016

Interpersonal CommunicaDon: Learners interact and nego,ate

meaning in spoken, signed, or wriUen conversaEons to share
informaDon, reacDons, feelings, and opinions



InterpreDve CommunicaDon: Learners understand,
interpret, and analyze what is heard, read, or

viewed on a variety of topics.

PresentaDonal CommunicaDon: Learners present

informaEon, concepts, and ideas to inform, explain,
persuade, and narrate on a variety of topics using
appropriate media and adapDng to various audiences
of listeners, readers, or viewers

CULTURES - RelaDng Cultural PracDces (Products) to PerspecDves:

Learners use the language to invesEgate, explain, and reect on the
relaEonship between the pracEces (products) and perspecEves of the
cultures studied
CONNECTIONS - Making ConnecDons: Learners build, reinforce, and
expand their knowledge of other disciplines while using the language to
develop criEcal thinking and to solve problems creaEvely
COMPARISONS - Language Comparisons: Learners use the language to
invesEgate, explain, and reect on the nature of language through
comparisons of the language studied and their own
COMMUNITIES Lifelong Learning: Learners set goals and reect on
their progress in using languages for enjoyment, enrichment, and
6
advancement.

Planning for Learning

IdenEfy desired results What are the learning targets?

What?
World-Readiness Standards
for Learning Languages

How well?
ACTFL Prociency Guidelines

Can Novice Learners do anything

other than imitate and repeat?

NOVICE
Can communicate with formulaic
and rote utterances, lists, and
phrases

Teachers can expect Novice Learners to:

make lists
introduce themselves
name people, places and things they
see
state likes and dislikes, preferences
give simple descripEons of people,
places, things
tell when they do certain acEviEes
(days, Eme, months, seasons)
ask and respond to simple quesEons

What are the dierences?

Can communicate with
formulaic and rote uUerances,
lists, and phrases

Novice Learners can:

make lists
introduce themselves
name people, places and things
they see
state likes and dislikes, preferences
give simple descripEons of people,
places, things
tell when they do certain acEviEes
(days, Eme, months, seasons)
ask and respond to simple
quesEons

Can create with language; iniEate,

maintain, and bring to a close simple
conversaEons by asking and
responding to simple quesEons

Intermediate Learners can:

describe a typical day or event
ask and answer quesEons about
topics they have learned in class
express opinions on familiar topics
manage simple tourist interacEons
such as making purchases,
ordering in a restaurant, buying a
Ecket
recount an event or story

Moving from Novice to Intermediate

THEREFORE
Novice Learners need to pracDce:
1. Using memorized language to
express personal meaning
2. Asking quesEons
- Start with memorized quesEons
- Ask quesEons that follow up
on what partner said
NOVICE
Can communicate with formulaic
and rote utterances, lists, and
phrases

3. Producing sentences (pubng

memorized chunks together)
4. Adding in some details

Presentational Writing
Alejandro Sanz Yesterday, Tuesday, November 15th, 2005, the fans of
the Spanish singer Alejandro Sanz, were able to see and hear his idol in
person at the Radio City Music Hall in New York City. The Eckets were
sold out a month ago, and the performance of Alejandro Sanz was
superior. As usual, Alejandro sang his most popular songs such as El
Alma al Aire (The Soul in the Air), Mi Soledad y Yo (My
Lonelyness and I), Heroe (Heroe), and more. The concert started
on Eme at 8pm and nished at 11pm. Three excellent hours of an
outstanding performance, Sanz, gave to his fans from all over the
world. The adrenaline of the fans was high with the romanEc voice of
the singer. Also, there were some lucky ones who were able to hold
hands with their idol, and show their aecEon by giving to their
favorite singer some giis, such as owers, teddy bears, chocolate
boxes, etc. Furthermore, the price of the Eckets were from $85.00 to
$300.00, and all the Eckets were sold out a month ago. There is not
doubt the Alejandro Sanz has won his fans heart. Personally, I believe
that Alejandro Sanz is an excellent singer and his sense of humor, his
personality, his passion for believing in the true love, makes him a
unique singer.

http://www.acll.org/publicaEons/guidelines-and-manuals/acll-prociency-guidelines-2012/ 11

Presentational Writing
Advanced
Alejandro Sanz Yesterday, Tuesday, November 15th, 2005, the fans of
the Spanish singer Alejandro Sanz, were able to see and hear his idol in
person at the Radio City Music Hall in New York City. The Eckets were
sold out a month ago, and the performance of Alejandro Sanz was
superior. As usual, Alejandro sang his most popular songs such as El
Alma al Aire (The Soul in the Air), Mi Soledad y Yo (My
Lonelyness and I), Heroe (Heroe), and more. The concert started
on Eme at 8pm and nished at 11pm. Three excellent hours of an
outstanding performance, Sanz, gave to his fans from all over the
world. The adrenaline of the fans was high with the romanEc voice of
the singer. Also, there were some lucky ones who were able to hold
hands with their idol, and show their aecEon by giving to their
favorite singer some giis, such as owers, teddy bears, chocolate
boxes, etc. Furthermore, the price of the Eckets were from $85.00 to
$300.00, and all the Eckets were sold out a month ago. There is not
doubt the Alejandro Sanz has won his fans heart. Personally, I believe
that Alejandro Sanz is an excellent singer and his sense of humor, his
personality, his passion for believing in the true love, makes him a
unique singer.

http://www.acll.org/publicaEons/guidelines-and-manuals/acll-prociency-guidelines-2012/ 12

PresentaEonal WriEng Intermediate

Email requesDng a meeDng
My name is Pascal. I am a member of the accounEng
department. I work here since 6 years. I am in charge
of audit of your company. Nice to meet you. This email is the rst contact of us. I want to know each
other. Please let me know when you can aUend a
meeEng. How about 12 Feb or 14 Feb? And Where
do you hope to take place? Please asertain the
agenda of meeEng. Regard. Pascal
13

http://www.acll.org/publicaEons/guidelines-and-manuals/acll-prociency-guidelines-2012/

PresentaEonal WriEng Intermediate

Email requesDng a meeDng

My name is Pascal.
I am a member of the accounEng department.
I work here since 6 years.
I am in charge of audit of your company.
Nice to meet you.
This e-mail is the rst contact of us.
I want to know each other.
Please let me know when you can aUend a meeEng.
How about 12 Feb or 14 Feb?
And Where do you hope to take place?
Please asertain the agenda of meeEng.
Regard. Pascal

http://www.acll.org/publicaEons/guidelines-and-manuals/acll-prociency-guidelines-2012/

What are the dierences?

Can create with language; iniEate,
maintain, and bring to a close
simple conversaEons by asking and
responding to simple quesEons

Can narrate and describe in

past, present, and future, and
deal eecEvely with an
unanEcipated complicaDon

Intermediate Learners can:

Advanced Learners can:

describe a typical day or event

ask and answer quesEons about
topics they have learned in class
express opinions on familiar topics
manage simple tourist interacEons
such as making purchases,
ordering in a restaurant, buying a
Ecket
recount an event or story

tell about a memorable

experience
compare (with connected
thoughts and extensive
descripEon) two places,
events, Emes
defend their opinion on a
current event
solve a problem that has a
complicaEon

Moving from Intermediate to Advanced

THEREFORE
Intermediate Learners need to pracDce:
1. NarraEng and telling stories by
connecEng ideas and sentences
2. Organizing thoughts by using
cohesion and chronology
3. Describing by expanding details
INTERMEDIATE
Can create with language; iniEate,
maintain, and bring to a close simple
conversaEons by asking and
responding to simple quesEons

4. Expressing a point of view by giving

reasons for opinions
5. Using language more spontaneously,
more independently

TEXT TYPE

Paragraphs

Strings of
sentences

Sentences

Words
www.quotaEonof.com

ClemenE/Sandrock Chicago Public

Schools Project
17

RANGE OF PERFORMANCE
DOMAIN

PARAMETERS OF PERFORMANCE

EXAMPLES

Text Type

What types of texts can the

learner understand and
produce in order to be a
novice, intermediate,
or advanced communicator?

Words
Phrases
Sentences
QuesEons
Strings of sentences
Paragraphs

18

Contexts and Content

Special Areas of Interest

and ExperEse
Personal and
General Interest

Interests
Global Issues

Community
Oneself
www.quotaEonof.com

Predictable
and Familiar

Common/Daily Life

ClemenE/Sandrock Chicago Public

Schools Project
19

RANGE OF PERFORMANCE
DOMAIN

PARAMETERS OF PERFORMANCE

EXAMPLES

Text Type

What types of texts can the

learner understand and produce
in order to be a novice,
intermediate,
or advanced communicator?

What are the contexts (situaEons)
in which the learner can
communicate?
What are the topics that the
learner can understand and
discuss?

Words
Phrases
Sentences
QuesEons
Strings of sentences
Paragraphs
Oneself
Family
Community
Interests
Professions
Global issues

Contexts and
Content

20

RANGE OF PERFORMANCE

Contexts and Content

Novice Intermediate Advanced

From: The Keys to Planning for Learning

ClemenE & Terrill, 2012

RANGE OF PERFORMANCE
DOMAIN
Text Type

PARAMETERS OF PERFORMANCE
What types of texts can the
learner understand and produce
in order to be a novice,
intermediate,
or advanced communicator?

EXAMPLES
Words
Phrases
Sentences
QuesEons
Strings of sentences
Paragraphs

Contexts
and
Content

What are the contexts

(situaEons) in which the learner
can communicate?
What are the topics that the
learner can understand and
discuss?

Oneself
Family
Community
Interests
Professions
Global issues

FuncDons What types of

Ask and answer quesEons
communicaEon can the
ACTFL Performance
Describe a person, place, thing
Descriptors 2012
learner understand and use
Express likes, dislikes with reasons
(global tasks)?
Tell story with detailed descripEons
22

DISTINGUISHED
Can reect on a wide range of global
issues and highly abstract concepts,
use persuasive hypotheEcal
discourse, and tailor language to a
variety of audiences

SUPERIOR
Can support opinions, hypothesize,
discuss topic concretely and
abstractly; and handle a linguisDcally
unfamiliar situaDon.

ADVANCED
Can narrate and describe in all major
Dme frames and handle a situaEon
with a complicaDon

INTERMEDIATE
Can create with language, ask and
answer simple quesDons on familiar
topics, and handle a simple situaEon
or transacDon

NOVICE
Can communicate with formulaic
and rote utterances, lists, and
phrases

Oral Proficiency Levels in the Workplace

ACTFL Level

CEFR

Language FuncEons

DisEnguished

Ability to tailor
Foreign Service: Diplomat, Contract NegoEator,
language to spe-cic
InternaEonal Specialist, Intelligence Specialist
audience, persuade,
nego-Eate. Deal with
nuance and subtlety.

Highly arEculate, professionally specialized

naEve speakers
Language learners with extended (17 years)
and current professional and/or educaEonal
experience in the target culture

Superior

C2

Discuss topics
extensively, sup-port
opinions,
hypothesize. Deal
with linguis-Ecally
unfamiliar situaEon

University Language Professor, Lawyer, Financial

Services MarkeEng Consultant, Foreign Area
Ocer, Court Interpreter, Judge

Well-educated naEve speakers

Educated language learners with extended
professional and/or educaEonal experience in
the target language environment

Advanced
High




Advanced
Mid

C1





B2+

Narrate and describe
in past, present and
future and deal
eecEvely with an
unanEcipated
complicaEon

Physician, Human Resources CommunicaEon

Language learners with graduate degrees in
Consultant, Financial Services Senior Consultant,
language or a related area and extended
Quality Assurance Specialist, MarkeEng Manager,
educaEonal experience in target environment

Financial Advisor, Broker, Military Linguist,
Heritage speakers, informal learners, nonTranslaEon Ocer
academic learners who have signicant
contact with language
Banking/Investment Customer Service
Undergraduate majors with year-long study in
RepresentaEve, Fraud Specialist, Account
the target language culture
ExecuEve, Medical Interpreter, Court
ACTFL, Inc., 2012
Stenographer, Benets Specialist, Technical
Service Agent, CollecEon RepresentaEve,
EsEmaEng Coordinator

View the ACTFL Proficiency Guidelines 2012 at

http://www.actfl.org/publications/guidelines-and-manuals/
actfl-proficiency-guidelines-2012 /

Corresponding Professions/PosiEons

Examples of Who Is Likely to FuncEon at the

Level?

Oral Proficiency Levels in the Workplace

ACTFL Level

CEFR

Language FuncEons

Corresponding Professions/PosiEons

Advanced Low

B2

Narrate and
describe in past,
present and future
and deal eecEvely
with an
unanEcipated
complicaEon

K-12 Language Teacher, Customer Service

Undergraduate language majors
RepresentaEve, Social Worker, Claims
Processor, Police Ocer, Maintenance
Administrator, Billing Clerk, Legal Secretary,
911 Dispatcher, Consumer Products Customer
Services RepresentaEve, Retail Services
Personnel

Intermediate High


Intermediate Mid


Intermediate Low

B1+



B1

Create with
language, iniEate,
maintain and bring
to a close simple
conversaEons by
asking and
responding to
simple quesEons

Fireghter, UEliEes Installer, Auto Inspector,

AviaEon Personnel, Missionary, Tour guide

Cashier, Sales clerk (highly predictable

contexts), RecepEonist

A2

Novice High

Novice Mid
Novice Low

A1

Communicate
minimally with
formulaic and rote
uUerances, lists and
phrases

Examples of Who Is Likely to FuncEon at

the Level?

View the ACTFL Proficiency Guidelines 2012 at

http://www.actfl.org/publications/guidelines-and-manuals/
actfl-proficiency-guidelines-2012 /

L2 learners aier 6-8 year sequences of

study (AP, etc.) or 4-6 semester college
sequence

L2 learners aier 4 year high school

sequence or 2 semester college
sequence
L2 learners aier immersion program
K-6

L2 learners following content-based

language program K-6
L2 learners aier 2 years of high school
language study

Time as a critical component for developing language

performance

ACTFL Performance Descriptors 2012

Focusing on Proficiency Level Targets

Texas EssenEal
Knowledge and
Skills for
Languages Other
Than English

Level IV: IM - IH

Level V: IH - AL
Level III: IL IM

Level II: NH - IL

Level I: NM - NH
27

PERFORMANCE

PROFICIENCY

Language is learned and practiced in Spontaneous, non-rehearsed

an instructional setting
interaction in real-world situations
Familiar contexts and content areas Broad content and context in
authentic situations
Curriculum dependent

Independent of curriculum or
when, where, or how the language
was acquired

Assessment is based on what was

taught and practiced

Assessment is based on the

criteria in the ACTFL Proficiency
Guidelines

Peformance Toward Proficiency

Assessments of performance reect instrucDon leading

to the development of language prociency
Performance develops through guided pracDce of
language funcDons
Prociency is independent use of language by learner
Our goal is to provide learners with this independent use
of language through meaningful classroom pracDce

Prociency

www.acll.org PublicaEons Guidelines & Manuals Can-Do .

NCSSFL/ACTFL Can-Do Statements

Proficiency described from

the learners perspective:

I can

30

Global Benchmarks

Global Can-Do
Benchmarks
General description of the
proficiency level for each
of the modes

31

Bold statements
Main indicators for
the level and the
mode
32

Target statements
(Examples Only)
Provide instructional
focus
Create class
evidence
Should emphasize
re-spiraling

33

Language FuncDons: Interpersonal

Novice
Intermediate
Advanced
Asking and
MID
LOW
HIGH

responding




ask some simple ask and answer
use my
resolve an
to
quesDons
quesEons;
quesEons on language to unexpected
answer a variety
factual
handle a
complicaEon
of simple
informaEon situaEon that that arises in
quesEons
(familiar to me) may have a
a familiar
complicaEon
situaEon

Language FuncDons: PresentaDonal

Explaining
and
ElaboraDng

Novice
MID

Write about
myself using
learned
phrases and
memorized
expressions

Intermediate

Advanced

HIGH
LOW
HIGH
LOW




Write short Prepare
Write a Drai and
notes using materials for simple
revise an
phrases and
a
summary essay or
simple presentaEon about composiEon
sentences (Write out a something
drai of a
(announceI have
presentaEon
ment,
(List family
that I plan to learned or
invitaEon, or
members, their
present orally) researched
thank you)

ages,
relaEonships,
what they like to
do)

Identifying Our Language Goals

You are assigned to teach a
unit on my community
. . . what do you teach?

36

Identifying Our Language Goals

My Community: What do you teach?

1.Places in my neighborhood (vocabulary)
2.Giving direcEons (funcEon)
3.Professions

4.Asking: where do you live? (structures)

5.Dierences of urban, suburban, rural (content)
6.Describing locaEons (funcEon)
7.Making comparisons (funcEon)

37

Identifying Our Language Goals

You have a student coming from

the target country (Guatemala,
Korea, China) to spend a year at
your school.
How will you and your students
prepare to help that student adjust
to spending a year in your
community?

38

1.

2.

3.
4.

How will you get ready to help the student adjust to spending a year in your
community?
Interpersonal
Interpretive
Presentational
Share questions the
1. Find out what is
1. Create a list of questions you
new student might
different (research)
want to ask the new student
have and agree on
(email and write responses)
2. Read brochures
things the new student
from different
2. Plan and practice giving a
might need to know
communities in that
tour of your community
Decide who is going to
country, identify
3. Prepare a welcome packet of
do what to welcome
similarities and
important differences the new
the new student
differences about
student will need to know
(activities, etc.)
communities in both
4. Plan a day for the new
countries
Practice greeting and
student and create the
addressing peers
3. Go to websites of
schedule for the students first
different cities in the
Exchange emails
day
target country and
related to cultural
5. Create a podcast about things
identify whats
questions you might
to do in your community and
different (find out
have
send it to the new student
what the new
student needs to
know)

How will you get ready to help a new

student adjust to spending a year in your
community?

Interpersonal
1. Share questions the new student
might have and agree on things the
new student might need to know

Provide Evidence of Can-Do Statements

1. IL I can talk with someone about school or work

2. Decide who is going to do what to

2. NH I can make plans with others
welcome the new student (activities,
etc.)
3. Practice greeting and addressing
peers
4. Exchange emails related to cultural
questions you might have

3. NM I can greet and leave people in a polite way

4. NM I can ask some simple questions

I can ask who, what, when, where questions

I can ask questions about something I am learning

How will you get ready to help a new

student adjust to spending a year in your
community?
Interpretive
1. Find out what is different
(research)

Provide Evidence of Can-Do Statements

1. NM - I can recognize words, phrases, and characters when
I associate them with things I already know

2. Read brochures from different

communities in that country,
identify similarities and
differences about communities
in both countries

2. NH I can usually understand short simple messages on

familiar topics

3. Go to websites of different
cities in the target country
and identify whats different
(find out what the new
student needs to know)

3. NH - I can sometimes understand short, simple descriptions

with the help of pictures or graphs

How will you get ready to help a new

student adjust to spending a year in your
community?
Presentational
Provide Evidence of Can-Do Statements
1. Create a list of questions you want to ask
the new student (email and write
responses)

1. NH I can write information about my daily life in a

letter, blog, discussion board, or email message
2. IL I can describe a school or workplace

2. Plan and practice giving a tour of your

community
3. Prepare a welcome packet of important 3. IL I can write briefly about familiar topics and
differences the new student will need to
present information using a series of simple
know
sentences
4. Plan a day for the new student and create
4. NM I can fill out a simple form with some basic
the schedule for the students first day
personal information
5. Create a podcast about things to do in your
community and send it to the new student
I can fill out a simple schedule
5. NH I can tell about a familiar experience or event
using phrases and simple sentences

What do our learners need

to move to the next level?
1. Create a verEcal team (Novice-IntermediateAdvanced)
2. Select ONE of the CommunicaEon Strategies (for
Interpersonal or PresentaEonal)
3. Create examples of the words and expressions
learners will need to produce the Can-Do statement
4. Label by Prociency Level; Post under the strategy

Focus on Level ONE level you teach:

Examine the Can-Do Statements for each
mode for the performance range of that level

How will you guide your learners to focus on
what counts to move to the next level of
prociency related to each mode?

Interpersonal CommunicaDon: Learners

interact and negoDate meaning in spoken,
signed, or wriUen conversaEons to share
informaDon, reacDons, feelings, and opinions

45

Real-world contexts:
Interpersonal
Small talk; Talking at a social
event

CompleEng a transacEon at the post

oce

Gebng to know someone

CompleEng a transacEon at the bank

Making plans to do something

Playing a game

CompleEng a transacEon at a Ecket

window (travel, concerts, movies, etc)

Making a purchase
Ordering in a restaurant

Interviewing someone

Asking for/gebng direcEons

Making an appointment
ParEcipaEng in on-line chat
DebaEng an issue

Discussing a current event

Applying for a job
Making/building/creaEng something
Working on a project
TexEng, etc.
Donna Clement9 Chicago Public Schools Project, 2016
46

Hierarchy of questions
Yes/no
Either/or
What? When? Where? Who?
Why? How?
Describe
Tell me more
Can you explain/give an example
Tell me about a Eme when.

Donna ClemenE Chicago Public Schools Project, 2016

47

Find Someone Who

Island

Farm

Another State

Disney World

Mountains

Ocean

Desert

Another Country

Big City
48

Interpersonal Task
Find out how much you and your partner have in common.
Where do you want to go? What do you want to do?
I want to go to ____ because I want to _____.

Do you want to ..?

Yes, I want to explore the cave.
No, Its too hot. I want to go to the beach.

play in the waterfall

explore a cave

swim at the beach

zipline

snorkel

Hike in the rainforest

50

Do you want to.? I want/dont want?

Do you like to (activity) in summer or winter?

What do you prefer to do?
What is the weather like when you (activity)?
Are you good at (activity)? Why or why not?
How often do you (activity)?
Where do you (activity)?
51

Questions in an Envelope
On individual slips of paper examples of follow-up quesEons
appropriate to the themaEc focus:

Focus: Places to Visit in the Region

What is interesEng to see?
When is a good season to visit there?
Are there many things for young people?
In bad weather, what can I do for fun?
Describe any special foods of the region
What do you like the most about the region?
Everyone in our group will enjoy the region, right?
What will our leader say to visit or do there?
52

Interpersonal Assessment
Come to agreement with your friends about how to
balance the must sees (museums, monuments) with
the must dos (music, events, adventures) on your visit
to ___

Image:
Gilles van Leeuwen

What might cause you to change your mind and

why?

How can we guide learners to independent

use of language?
I do, We do, You do

Gradual Release of Responsibility (Pearson and Gallagher, 1993)

Formative Assessment
Japanese Grade 4
Non-Immersion Program
San Francisco, CA

How many ways does Margaret Dyer Peterson check the learning
of her students?

What are the specic tasks (assessments) that move from I do to

We do to You do?

I Do

We Do

You Do

Formative
Assessment
s

Lead to

Asking QuesEons
Use Memorized
QuesEons
Ask follow-up
quesEons

Elaborate Add Details

Add when &
where

Ask for ClaricaEon

What / Huh?
Add how many
PracEce in Pairs PracEce building Use QuesEon
Words to clarify
on partners

Paraphrase Do
statements

you mean to say

?

How many dierent ways might you

develop and prac,ce ONE strategy?
How might you assess that strategy?

SummaEve
Assessment
With your
partner, come
to agreement
on what
acEviEes in your
community are
perfect for each
season (see if
you can add
why). See how
long you can
make your list.

AAPPL - DEMO
hUp://aappl.acll.org/demo

hUp://aappl.acll.org/

59

AAPPL Score Report - Interpersonal

AAPPL Dashboard Access Results

Conversation Builder

Conversation Builder
aapplcb.acll.org

ACTFL - Laura Terrill

AAPPL ConversaDon Builder

Assignment of prac9ce Interpersonal tasks
Search the pool (level, language, keyword)
Write and produce original tasks (topic of your choice)
Assign to learners for pracEce (or search on own)
Students respond (computer, mobile device)
Play back student responses
Provide feedback
Read more at: hap://aappl.accl.org/tools
Access at: hap://aapplcb.accl.org/

Focus on Presentational Mode

PresentaEonal CommunicaDon: Learners
present informaDon, concepts, and ideas to
inform, explain, persuade, and narrate on a
variety of topics using appropriate media and
adapEng to various audiences of listeners,
readers, or viewers

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Real-world Contexts: Presentational

WriDng for an audience

Speaking for an audience

ReciEng a poem, verse
PresentaEon of informaEon in
person or virtually
Podcast
Play, skit
Song
DemonstraEon of how to do
something
Formal speech
Storytelling
Sales presentaEon

Lists
Notes
Agendas
Postcards, greeEng cards
InvitaEons
Recipes, instrucEons
LeUers/email/postcards
Journals
News arEcles
Brochures, yers
Posters
Websites, blogs
Poems, Stories
Skits, plays
Songs
Essays, reports
donna.clemenE@gmail.com
Reviews, editorials

69

Interpersonal vs. Presentational

What would make these
tasks Interpersonal?

What would make these
tasks PresentaEonal?

What changes level to level?

1. Role play
2. Email message
3. Dialogue
4. LeUer
5. Telephone call
6. Survey
7. Text message
8. Skype/video chat
9. Telling a story
10.WriEng a blog
entry
11.Debate

70

InterpreDve CommunicaDon: Learners

understand, interpret, and analyze
what is heard, read, or viewed on a
variety of topics.

71

http://www.planet-wissen.de/alltag_gesundheit/gastarbeiter_und_migration/migrationsland_deutschland/index.jsp

Real World Contexts: Interpretive

Schedules
AdverEsements
Menus, Recipes
Catalogs
Cartoons
LeUers/email/postcards
InstrucEons
Newspapers

Announcements
Recorded messages
Music
Talk shows, News shows
Television programs
Lectures
Performances
Movies

Magazines
Poetry

Radio

Short stories
Plays

Plays

Novels
Internet sites/blogs

Debates

VIEWING

LISTENING

READING

Podcasts
ConversaEons
InstrucEons
Sports play-by-play

Models
Charts
Graphs
Graphic organizers
Maps
Posters
Pictures
Photos
Movies
Signs
Symbols
PainEngs
Sculptures
Architecture

L1 or L2 ?
May use naDve language to demonstrate understanding as
appropriate to the task and to the language level of the learner

Assessing comprehension in the target language may limit

learners ability to demonstrate what they have
comprehended.
Several studies have shown that learners receive higher
comprehension scores when they are tested in their naEve
language.

The language of recall aects FL readers performance in

terms of:
The amount of textual informaEon recalled accurately
The number of inferences, elaboraEons, and
metacogniEve statements produced.
Teachers Handbook Fourth Edi9on page 205 (Shrum and Glisan)
ClemenE Sandrock ACTFL 2013

74

Viewing

ClemenE Sandrock ACTFL 2013

75

NoDce Withhold Judgment Describe

REFLECT

ClemenE - Sandrock WAFLT 2014

76

Read Cover Remember - Retell

What is one thing you can say about
schools in France?

What is one quesEon you have about
schools in France?

ACTFL - Laura Terrill

Read Cover Remember - Retell

ACTFL - Laura Terrill

Strategies: Aier reading

Graphic Organizers

Who
Alice

What

When

Where

Why

Fell down She was In

a rabbit chasing
Wonderhole
the rabbit land

She was
very
curious

Because Alice was very curious, she chased a rabbit and

fell down a rabbit hole in Wonderland.

hUp://www.carla.umn.edu/cobalU/modules/
strategies/gorganizers/EDITABLE.HTML
ClemenE Sandrock ACTFL 2013

79

PredicDng
Los 10 consejos para proteger el medio ambiente
Possible Content (Predicted)
1.
2.
3.
4.
5.
6.

Save electricity
Save water
Change buying habits
Change driving habits
Reuse cloth towels
Recycle paper

Found in arDcle?
1.
2.
3.
4.
5.
6.

donna.clemenE@gmail.com

80

Da Mundial

Los 10 consejos para proteger el medio ambiente

Con moDvo del Da Mundial del Medio Ambiente, te proponemos unos consejos para pensar en
verde, muy Dles para combaDr el calentamiento global. Tomad accin para ser parte de la
solucin de los problemas medioambientales. Todos podemos aportar nuestro granito de arena
para proteger el planeta. Pensar en verde no es tan dizcil como parece. A conEnuacin te
ofrecemos la manera de reverdecer tu ruEna diaria. Todo comienza cuando apagas el despertador...

1. El prximo despertador que te compres que sea solar, no elctrico.

2. UEliza una mquina de afeitar elctrica o manual con cuchillas de repuesto en lugar de las
desechables. Ser una gran ayuda para reducir desechos. No permitas que corra el agua
mientras te ests afeitando, lavando la cara, o cepillando los dientes. Ahorras mucha agua!
3. Despus de leer el peridico encrgate de reciclarlo. Para los amantes del zumo, la prxima vez
que te toque hacer la compra busca los zumos que vienen en envases reciclables, nunca en
individuales. Y cuando salga de casa, no olvides apagar todas las luces y aparatos elctricos.
Incluso desenchufa los que se manEenen en stand by, conEnan consumiendo an cuando no
estn siendo uElizados. Ahorrar energa ayuda a reducir la polucin del aire.
4. Para ir al trabajo, la manera ms fcil de reducir tu huella de carbono es evitar las prisas. As
que disminuye la velocidad. Aunque lo ideal sera montar en bicicleta, caminar, viajes
comparEdos con compaeros, transporte pblico... Si no puedes prescindir del vehcul, al
menos mantn los neumEcos inados a la presin correcta, contamina menos.
5. Una vez en el trabajo, si necesitas apuntar algo, voltea un anDguo documento y escribe en la
parte de atrs.
6. Recicla la basura en el trabajo, en el colegio y en casa. Esta es una de las acciones que ms
contribuyen a reducir el calentamiento global. De hecho, se esEma en actualidad slo el 25%
de lo que arrojamos a la basura es reciclado
donna.clemenE@gmail.com

81

PredicDng
Los 10 consejos para proteger el medio ambiente
Possible Content (Predicted)

1.
2.
3.
4.
5.
6.

True, False, If false, what is

No Evidence?
the correct
informaDon?
Using solar energy is the best way to 1.
save electricity.
2.
Disposable razors are bad for the
3.
environment.
Save water by collecEng rainwater. 4.
5.
Dont drive; use a bicycle.
Oil-generated electricity is beUer for 6.
the environment than using coal.
More than half of garbage is now
recycled.
82

Challenges for Teaching toward

Proficiency Targets
1. Assessing the Modes

of CommunicaEon
2. Focusing on language
performance
3. Teaching toward the summaEve assessments
83

What does this mean to me as a language educator

or as a language learner?
Focus on meaningful tasks
Understand that errors and mistakes are part of
moving towards higher levels of performance
Refer to Can-Do statements to guide performance to
the next higher level always be looking ahead to plan
tasks (dont jump too far too fast)
Be paEent it takes Eme to establish strong
performance at each level; it takes Eme to move with
consistency into the next higher level
84