Fourth & Fifth Departmental Meetings
Fourth Departmental Meeting
Looking at the Three Modes of Communication
at the Novice-High Level
Joan: First of all I want to thank each of you for giving me ideas for our curriculum design. We had agreed to focus on the Novice-High level for our meeting this afternoon. After receiving your ideas, I condensed your thinking into a possible design. Let’s use the time to give our reactions to the design. I’ll put the design on the smart board so we can all take a look.
World Languages Program
Novice-High
Language Proficiency:
Novice speakers use short sentences that contain memorized words and phrases.
Novice listeners understand the target language when it is spoken in short, simple phrases, and sentences. Comprehension is enhanced when spoken language is supported by visual cues and gestures.
Novice writers use short sentences which contain memorized words and phrases.
Novice readers understand brief texts. Comprehension is enhanced when texts are supported by visual cues.
Standard 1.1: Interpersonal Communication (Speaking, Listening/Viewing, Reading, and Writing)
Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Learners negotiate meaning across languages and cultures to ensure that their messages are understood and that they can understand others.
To meet the standard learners at the Novice High Level will:
- Exchange essential information using both formal and informal forms of language in greetings, farewells, feelings, and common classroom interactions using culturally appropriate gestures and oral expressions.
- Ask and answer questions about topics such as family, school events, daily routines, and celebrations in person or via letters, e-mail, or video.
- Share likes and dislikes.
- Share preferences, wants, opinions, and emotions with others.
- Exchange descriptions of people and places.
- Discuss patterns of behavior typical of people of the target culture(s) such as foods, shopping, entertainment, daily routines, family life, and transportation.
- Communicate on a personal level with speakers of the language via letters, email, audio, and Internet.
Joan: Let’s take a few minutes to discuss what we have so far.
Ramon: I like that we put the description of the proficiency level at the beginning of this section. This says to everyone exactly what students must do to achieve a rating of Novice-High. For me each statement is a “can do.” Students can use these statements as a kind of check list to monitor their performance.
Marta: Yes. I can see how students and teachers could use these statements to guide learning. However, I am still not quite getting what students will need to do to demonstrate proficiency at the Novice-High level.
Joan: Let’s table this discussion for later. I agree with Marta that we have to deal with the question of assessing our students’ performances so that when a student is rated a Novice-High, we all agree with the rating. However, let’s concentrate on this first phase of integrating the standards with the proficiency levels.
Carol: Yes. The whole issue of assessments is going to be very important, but let’s continue with this phase of the curriculum. I am in favor of a document that is clear, concise, and user-friendly. So far, that is what I am seeing.
Joan: Let’s continue with the Interpretive Mode of Communication.
Standard 1.2: Interpretive Communication (Reading, Listening/Viewing)
- Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- To meet the standard learners at the Novice-High Level will:
- Demonstrate understanding of the main idea(s) of short conversations and narratives on familiar topics.
- Follow simple directions and instructions.
- Identify people, places, and objects based on oral and written descriptions.
- Comprehend brief written messages and short personal notes.
- Demonstrate understanding of the main themes and ideas and identify principal characters in short narratives.
- Comprehend authentic texts such as menus, schedules, forms, advertisements, and songs.
Ramon: I am already thinking how I can use all the authentic materials I have collected to help students increase their ability to understand the written word. In the past I have been so caught up with “getting through the chapters in the text” that I have not been able to use all the really neat stuff I have collected over the years. Plus, there is so much out there on the Web I could be using with my students. Now I am beginning to see how it all fits together.
Carol: Now there is a reason to integrate those authentic materials along with the textbook activities.
Joan: What is your understanding of “authentic?”
Giselle: For me it has always meant materials that French people actually use in their daily lives. It could be advertisements for foods at the local market, an invitation to a party, or even classified ads from the local paper.
Ramon: Now, with the Internet, so much is available for our use–not only print material but video as well.
Joan: Let’s continue with the presentational mode.
Standard 1.3 Presentational Communication (Speaking and Writing)
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
To meet the standard learners at the Novice-High Level will:
- Present concrete themes, ideas, and perspectives of the cultures studied.
- Write or tell about products, practices, and their perspectives of the cultures studied.
- Present short skits and/or dialogues.
- Write short personal letters or emails to describe themselves and their immediate environments.
Marta: My first-year students have always performed dialogues and skits, but now I see how these activities fit into the total picture. By performing the skit, the students are meeting the requirements of the presentational mode of communication, and at the same time they are demonstrating their ability to use the target language at the required level of proficiency.
Carol: I see what you mean. I think sometimes my expectations for the performances of my beginning students go way beyond what a novice level student is capable of doing. Having a clear definition of performance gives me and my students a much better understanding of what is expected.
Ramon: Now may be the time to talk about using the Proficiency Guidelines as a way to document the amount of student growth over the course of a school year. I think we would all agree that the way we currently document student progress in the language is, at best, a fairly arbitrary process. For example, if students complete a year of study, we assume they have made at least some growth. The process isn’t very scientific. However, if we decide to use the Proficiency Guidelines, we can, with a good degree of accuracy, measure the performances of our students at the end of the year to determine if they have progressed to the next level of proficiency.
Roger: In this way, measuring student growth becomes much more concrete. I think our administrators will really embrace this.
Joan: We have accomplished a great deal this afternoon. For our next meeting I suggest that we continue with a presentation of the Intermediate-Low. Let’s use the format we have already drafted for the Novice Level as we continue with the Intermediate-Low. I think if we are consistent with the format, the document is more user-friendly.
Giselle: I am already feeling comfortable with the format. I’ll be able to put together my thoughts for the Intermediate-Low level and give them to you, Joan, before our next meeting.
Joan: Thanks, Giselle. It helps to have a working draft as we proceed through the process. Thanks to all of you for your input.
Fifth Departmental Meeting
Looking at the Three Modes of Communication
at the Intermediate-Low Level
Using the Target Language 90% of the Time
Joan: At the end of our last department meeting Giselle had volunteered to draft the Intermediate-Low Level for our discussion. Knowing that all of us have been super busy with the first two months of classes, I really want to thank you, Giselle, for spending the extra time to review the descriptions for what students at an Intermediate-Low level of proficiency can do in a language.
Giselle: I had hoped to make copies of my draft before this meeting, but with curriculum night and my extra duties with French Club, I just completed the writing of the draft in the late hours last night. However, while I wrote out my ideas, I was becoming very excited about the possibility of implementing a program which focuses on student performance. I think the Proficiency Guidelines can serve as a kind of blueprint to guide us as we continue to develop our ideas.
Roger: Thanks, Giselle, for all your work. It really helps to have something concrete to look at while we work our way through this process.
Joan: Thanks, Giselle, for getting your copy to me this morning. I had time this afternoon to make copies for all of us, so feel free to write your ideas down on your copy during our discussion. I have also put the draft on the smart board so we can point out the various sections as we go along. I would like Giselle to lead us through the process this afternoon.
Giselle: Well, I kept to the format we have for the Novice-High because I think we need to show the progression as well as the continuity of the program. While I worked to draft the wording for this level, my goal was to keep the language clear and comprehensible so that I could explain it to students, parents, and administrators.
Joan: Let me project the draft on the smart board so everyone can follow along with the presentation.
World Languages Program
Intermediate-Low
Language Proficiency
Intermediate-Low speakers participate in simple conversational situations using sentences and groups of sentences. They can create with the target language by combining and recombining learned phrases and words.
Intermediate-Low listeners can understand conversations dealing with familiar topics or themes.
Intermediate-Low writers use strings of sentences which contain learned phrases and words and create with the target language by combining and recombining learned phrases and words.
Intermediate-Low readers understand authentic texts dealing with familiar topics.
Joan: OK. I suggest we pause at this point to look at the differences between the Novice-High and Intermediate-Low levels of language proficiency. Can we name specific differences in language ability between the two levels and, if so, what are they?
Marta: What jumps out for me are the differences in text type as a speaker moves from Novice-High to Intermediate-Low. For example, at the Novice-High level students are speaking the target language using short sentences compared to an Intermediate-Low speaker who can engage in conversations using sentences and strings of sentences. Also, I think we expect the Intermediate-Low speaker to combine and recombine learned phrases to make their conversations more interesting.
Roger: I agree with Marta. I can see working with these descriptions as I guide my students from the Novice-High to the Intermediate-Low level. The descriptions really make it clear what my students need to do to progress from Novice-High to Intermediate-Low.
Carol: I can definitely see the progression in language use as students move from Novice-High to Intermediate-Low. However, I do notice that both Novice-High and Intermediate-Low stress that students continue to deal with familiar topics in all three communication modes. I like to use authentic materials with my students so I like that even in the beginning levels the Guidelines stress the importance of using authentic texts.
Joan: Let’s continue with the modes of communication.
Standard 1.1: Interpersonal Communication (Speaking, Listening/Viewing, Reading, and Writing)
Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Learners negotiate meaning across languages and cultures to ensure that their messages are understood and that they understand others.
To meet the standard learners at the Intermediate-Low Level will:
- Exchange information about personal events and memorable experiences.
- Acquire goods and services through interaction and negotiation.
- Ask for and give directions.
- Exchange personal opinions on a variety of topics with peers in the home and target culture(s).
- Identify and share patterns of behavior typical of their peers in the target culture(s).
- Identify and discuss tangible products of the target culture(s) such as dress, types of dwellings, and foods.
- Discuss topics from other school subjects, for example, historical facts and concepts, mathematical problems, geographical terms and concepts.
- Communicate on a personal level with speakers of the target language via letters, email, audio, and the Internet.
Ramon: I notice you have included in your list parts of the culture, connections, and communities standards. I really like how this curriculum can integrate the standards rather than treating them as separate entities. Our students have to talk about something, so why not have them engage in conversations about things they are learning in their other subjects. We might even be able to collaborate with some of our colleagues in other content areas to connect topics.
Marta: I also like the objectives that integrate culture and language. For example, I can think of several lessons I have used in the past with my students that would prepare them to share patterns of typical behaviors of kids in Spanish-speaking countries. For example, girls in Mexico who turn 15 have a big celebration. I can see my students learning about this event and then discussing it with another student or even in an email exchange with a girl in Mexico.
Carol: What excites me is the teacher collaboration that can take place if we use this curriculum. For example, the first objective says that our students will exchange information about personal events and memorable experiences. This objective is really wide-open. Which personal events will we want our students to be able to talk about? For example, we could all agree to have at least three events in common so that we could share materials, activities, and assessments.
Joan: How do you think these objectives for the interpersonal communication Intermediate-Low compare to the ones for the Novice-High?
Carol: I think the Novice-High learning objectives definitely work to prepare students to meet the objectives for Intermediate-Low. For example at the Novice-High level students learn to interact with their peers by asking and answering questions, as well as sharing their likes and dislikes. Then in the Intermediate-Low level students continue sharing their opinions and proceed to exchanging ideas about personal events and experiences.
Roger: I see the objectives as the framework of the program. Now the fun part will be choosing the topics for our lessons. In other words, we decide “what” our students will talk about.
Marta: I think we need to make sure that the topics we select always have a cultural component. I think it is so important that our students always make the connection between the target language and its culture.
Giselle: Let’s move on to the interpretive mode of communication.
Standard 1.2: Interpretive Communication (Reading, Listening/Viewing)
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
To meet the standard learners at the Intermediate- Low level will:
- Demonstrate understanding of authentic folk tales, short stories, poems, and songs.
- Understand the main ideas and significant details on familiar topics presented on DVD’s, CD’s, video and the Internet.
- Understand announcements and messages connected to daily activities in the target culture(s).
- Understand written information related to other school subjects.
- Understand the main themes and significant details presented in authentic newspapers, magazines, emails, or other printed sources.
Joan: Again, let’s take a few minutes to compare the Novice-High and Intermediate-Low learner objectives.
Carol: I definitely see the logical flow of the objectives from Novice-High to Intermediate-Low. At the Novice-High level students are learning to understand authentic texts such as menus, advertisements, and songs. As students move on to the Intermediate-Low level, they continue to improve their comprehension of authentic texts.
Roger: I know we all read the new ACTFL statement about the goal of using the target language in the classroom 90% of the time. Well, this 90% use of the target language fits right in with these learner objectives for the interpretive mode/listening. If our students are listening to the target language 90% of the time, they should be more than prepared to meet these objectives. At least they will be used to hearing the target language because we are using the language for real communication in the classroom 90% of the time.
Carol: I think I am going to need some professional development to meet this requirement. Unfortunately I know I have fallen into the habit of using too much English during my classes. I often resort to English especially when I see the confused looks on the faces of my students. However, I know how important it is to use the time I have with my students to focus exclusively on the target language. So I am open to suggestions.
Giselle: You would think that because French is my first language that I would never utter a word of English with my students. However, I, too, find myself falling back on English when my students complain that they can’t understand me.
Joan: If we agree that the 90% goal is worth achieving, let’s make it one of our targets for this year.
Roger: I would be willing to have Giselle observe some of my classes. She could give me feedback on how much my students and I are speaking in French. I would even be open to having her videotape some of my classes. That way, she and I could identify times when I could have stayed in French but found myself slipping back into English.
Joan: I think that is a great idea. I know all of us are capable of using the target language 90% of the time. Now we just need to convince our students.
Ramon: We are definitely on the right track with these objectives. When our students see these objectives I think they will be more willing to try and understand us when we use the target language. They will know that it is for their own good. Hearing the language in class will help them meet the objectives.
Joan: Giselle, let’s continue with the presentational mode.
Standard 1.3: Presentational Communication (Speaking and Writing)
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
To meet this standard, learners at the Intermediate-Low Level will:
- Present a comparison of cultural beliefs and perspectives of people in both the target culture(s) and their own.
- Write or tell about products and/or practices of their own culture to peers in the target culture.
- Prepare illustrated stories about activities or events in their environment and present these stories to an audience.
- Prepare video recorded skits to present to an audience.
- Present and describe types of artwork or crafts made by people in the target culture(s).
- Write or tell about personal topics such as family, school life, friends, or celebrations.
Roger: Thanks, Giselle, for all your work. I am seeing so many connections between the learner objectives and the three modes of communication. When we first started this discussion I was thinking of the three modes of communication being separate from each other. But now I can see when students are working on the interpersonal mode, they are also preparing for many of the objectives in the presentational mode. The three modes support and enhance each other and at the same time provide a variety of learning objectives for our students.
Marta: Also, some students are naturally going to excel in the interpersonal mode whereas other students will excel in the interpretive mode.
Giselle: And we always have those students who can’t wait to get up in front of the class and perform. They will love the presentational mode.
Joan: At this point I think we need to spend a few moments to come to a consensus about how far on the proficiency scale our program needs to go. The ACTFL Proficiency Guidelines begin at the Novice level and continue to the Intermediate, followed by the Advanced and Superior Levels, and ending with the Distinguished Level. Each level is divided into three sub-levels: Low, Mid, and High. I think we have agreed that our program would begin at the Novice-Mid with our seventh-graders. If we added a proficiency level each year, by the time our seventh-graders are seniors, they would be somewhere between Intermediate-Mid and Intermediate-High. What do the rest of you think?
Carol: Before we answer that question, I think we should invite our middle school colleagues to our next meeting. They have the majority of our students for two years before they come to the high school. Traditionally students who complete two years of a language at the middle school come to the high school as freshmen and enroll in a second-level class. Now we are discussing the possibility of having the middle school teachers use this new curriculum which no longer talks about years of study, but rather levels of language performance. If we are expecting our ninth-grade students to be ready for Intermediate-Low level work, then the middle school teachers need to buy in to this approach.
Roger: I agree.
Joan: I see all of you shaking your heads in agreement with Roger. So before we continue with a presentation of the Intermediate-Mid level, I will invite the middle school teachers to join us at our next meeting. Tomorrow I will have a chance to talk with the middle school teachers and bring them up to speed with what we have been discussing. I have a feeling they will have a lot of questions. Hopefully, they will be as excited as we are about the changes.