issues paper

For the Working Group: Heidi Byrnes, Elizabeth Hoffman, Cynthia Ning, Paul Sandrock, Margot Steinhart, Diane Tedick.

The following assumes an approach to Curriculum, Instruction, Articulation, and Assessment for Levels (PreK-16+) that is standards-based and student-centered, with an emphasis on purposeful language learning that is assessed through performance. This approach focuses language learning on the five C's of Communication (defined as meeting interpersonal, interpretive, and presentational purposes), Culture, Connections, Comparisons, and Communities, and assumes the following features: (1) a program model that is coherent in its goals and approaches and makes students aware of their progress on the language learning continuum; (2) an emphasis on the learning process; (3) effective integration of technology into instruction. When curriculum, instruction, and assessment are effectively linked, there develops a seamless progression from one level to the next that facilitates articulation in a (PreK-16+) sequence of language learning.

Curriculum

 
We could...

• establish criteria grounded in research for
  • creating content-based curricula in which concepts and structures are presented in a spiraling fashion that is cognitively engaging and intrinsically interesting for students;
  • creating curricula that reflect student populations that are diverse in terms of (1) language background (e.g., monolingual English; students with multilingual backgrounds, heritage language learners), and (2) learner characteristics (e.g., varied learning styles, at-risk students, low motivation);
  • assessing curricular models with regard to their efficiency and effectiveness;
• identify, collect, evaluate, and disseminate a variety of curricular models that meet the criteria for effectiveness and integrate language with content;
• create curricula that are responsive to local, national, and international interests and needs;
• influence publishers and materials developers to move from grammar-based fixed "full-service packages" to modular, thematic, proficiency-based units and regularly updated materials for students at various instructional and acquisitional levels;
• enhance curricula by using technology to provide authentic materials and experiences.

Instruction

We could ...

• establish criteria for selection of effective instructional materials and resources;
• support a variety of learner-centered delivery models that foster flexible access in terms of time, place, and learning goals;
• provide effective strategies and rich instructional models for teaching varied student groups (e.g., monolingual English, heritage speakers) with regard for varied language and learning backgrounds and multiple intelligences;
• support instructional contexts that reflect research on optimal environment (e.g., class size);
• identify, collect, evaluate, and disseminate a variety of instructional approaches that meet criteria for effectiveness;
• provide models to demonstrate student-enhanced learning through the integration of technology and the curriculum;
• link instructional approaches with assessment that reflects the curricular goals.

Assessment

We could ...

• develop performance-based assessment models that go beyond the prevalent quantitative approaches and devise criteria for performance-based assessment;
• directly link assessment with content- and task-based instructional approaches that reflect the curricular goals;
• shape the design, development, and use of standardized state and national tests used by various organizations through increased representation on key committees and decision-making bodies;
• determine threshold levels of attainment using the guidelines for novice, intermediate, and advanced, including attitudinal as well as cognitive measures.

Articulation

We could ...

• support the creation of models of Pre-K-16+ seamless articulation;
• encourage the supervision of program articulation by a qualified language expert;
• redefine instructional levels (e.g., Level I, II, etc.) in terms of language performance;
• replace seat-time-based instructional credits with performance-based measures of progress within a new framework of reporting student achievement or progress;
• encourage horizontal as well as vertical articulation through emphasis of content incorporating connections with other disciplines;
• establish a bridge between academic cultures, i.e., preschool, elementary, middle, high and postsecondary.

• There is no clear explanation as to why the shift from textbooks to modular units is considered an improvement. Newer textbooks are designed to address the standards, are built around thematic units, and provide performance-based assessment. If we are promoting a sequential, articulated learning sequence with appropriate spiraling of materials, it seems that an articulated textbook series is much more likely to offer that possibility than are individual modules which come from a variety of sources. Also, the mobility of the student population and teacher overload are important factors to consider before we throw out textbooks.
• There should be a discussion of national standardized tests and their lack of alignment with the national standards. This is an area where the profession should be in control. However, it seems that foreign language professionals and organizations who are not current in their knowledge and expertise have been allowed to take the lead.
• Technology is referred to as an important component or enhancement, but little sense of its function is provided.
• It would be important not to waste energy and resources on trying to adopt nationwide models that in reality may not be considered useful by states and localities.

CURRICULUM, INSTRUCTION, ARTICULATION AND ASSESSMENT
Additions from Delegate Assembly and the New Visions Focus Session
1999 ACTFL Convention

I. Curriculum

• Move from a textbook- and grammar-driven curriculum to a modular curriculum organized around the Standards and based on performance and proficiency
• Curriculum should activate what students already know
• There should be a spiraling and recycling of curricular features
• Extend the content and context of the middle and upper levels of instruction to include an interdisciplinary approach
• Build on successful curricular models at the local and state levels
• Influence publishers to
  • develop new materials in a collaborative fashion by bringing together instructors, publishers, and authors as well as parents, business people and community leaders to discuss textbooks and materials
  • pilot materials before marketing and selling them
  • shift from textbooks to modular units
  • look at alternative delivery systems for all learners

II. Instruction

• Emphasize the appropriate use of technology; attempt to match the medium to the communicative message, mode, skill
• Provide appropriate instructional models
• Provide instructions with information, techniques and strategies to teach to the wide diversity of students in the classroom

III. Articulation

Develop articulation models that

• can give us a new "vocabulary" for discussion instruction at various levels
• show us how to establish common goals
• exemplify benefits of articulation
• deal with the increasing issue of multiple entry points K-16 and appropriate placement
• correlate assessments for easy transfer and placement

IV. Assessment

Develop assessment models that

• are performance based
• are geared to proficiency and advancement
• are on-going
• include multiple skills and communicative modes
• incorporate technology but keeping in mind that assessment should reflect our current methods of teaching
• communicate progress to parents in a way that they can relate to, yet still reflects our current teaching methodology
• take into account individual student needs and intelligences
• provide alternatives