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ciaa 2000 action plan
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TOPIC |
RESOURCES |
TIMELINE |
WHO |
(56 votes – first priority)
EFFECTIVELY LINK CURRICULUM, ASSESSMENT AND INSTRUCTION TO DEVELOP
A SEAMLESS ARTICULATION IN A PRE-K - 16 SEQUENCE OF LANGUAGE
LEARNING
1. Establish and disseminate criteria for identifying effective
program models.
2. Identify a variety of program models (including those with
multiple entry points) that demonstrate the interdependence
of curriculum, assessment and instruction.
3. Evaluate program models.
4. Disseminate effective program models through a variety of
delivery systems, including professional development, technology,
professional publications and professional organizations. |
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Year 1
Year 2
Year 2-3
Year 4-5 |
Theresa Austin Robert Ballinger, Arnold Bleicher, Heidi Byrnes,
Deborah Espita, Jennie Frazier, Charlotte Gifford, Kyle Gorden,
Isabelle Kaplan, Hiroko Kataoka, Ed Lowry, Lucy Lee, Frank
Mulhern, Joclyn Raught, Harry Rosser, Paul Sandrock, Emily
Spinelli, Maria Still, Elvira Swender (ACTFL), Suwako Watanabe,
Helga Ebersberger Williams, Cathy Wilson |
(50 votes – second priority)
IDENTIFY, COLLECT, EVALUATE AND DISSEMINATE MODELS OF EFFECTIVE
INSTRUCTION THAT REFLECT BOTH AN ARTICULATED PRE-K – 16+
SEQUENCE AND SEQUENCES THAT CONSIDER MULTIPLE ENTRY POINTS
Considerations of content include:
1. Which languages
2. Levels (K-6, 6-8, immersion, 12-16+ and others)
3. Program types (two-way immersion, bilingual, heritage learners
and others)
4. Characteristics of effective teaching (NADSL documents) |
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Robert Ballinger, Arnold Bleicher, Peggy Boyles, Heidi Byrnes,
Roger Coloumbe, Deborah Espitia, Jennie Frazier, Greg Duncan,
Susan Jacoby, Hiroko Kataoka, Cyndy Ning, Jane Smith, Martin
Smith, Maria Still, Jim Sweigert, Chih-wen Su, Yashy Tohsaku,
Cathy Wilson |
25 votes – third priority)
STRATEGIC DIRECTION: REDEFINE EXISTING INSTRUCTIONAL LEVELS
IN TERMS OF PERFORMANCE
1. Use existing ACTFL Performance Guidelines for K-12 Learners
2. Create and articulate exit assessment performance tasks
for each performance benchmark that provide alternative assessments
from CLEP, AP and other national assessments.
3. Expand performance guidelines to include 13-16
4. Provide for Professional Development (Pre-K – 16+ |
Identify research-based documents
Nine national resource centers (documents and Web sites) |
Year 1
Years 1-2
Year 3
Year 1 - ongoing
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Virginia Ballinger, Hiroko Kataoka, Paul Sandrock, Jane Smith,
Elvira Swender (ACTFL)
National Task Force (ACTFL, AATs, etc.)
Carol E. Klein
Representatives from all major organizations
Theresa Austin, Jane Shuffelton
Post-secondary faculty
Suzanne Hendrickson
ACTFL, AATs and others |
| (18 votes – fourth priority)
INTEGRATE LANGUAGE AND CULTURE CONTENT IN MEANINGFUL CONTEXTS
THAT ARE TASK-BASED
1. Establish principles for curriculum design that link content
with long-term language acquisition, leading to Advanced-level
performance. Some considerations include:
- Differing starting levels, ages and length of time spent
in formal study
- Differing goals and educational environments
- Definition of terms
2. Conduct surveys, such as:
- Needs assessment for language-related careers
- Current practices in Pre-K – 16+ curriculum
3. Identify models that are consistent with commonly accepted
principles
4. Disseminate information and ideas through institutes, publications,
workshops and Web sites |
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Eileen Angelini, Theresa Austin, Heidi Byrnes, Deborah Espitia,
Carol E. Klein, Lois Mignone, Cherice Montgomery, Harry Rosser,
Jane Shuffelton, Emily Spinelli, Margot Steinhart, Ann Sunderland,
Mara Sukholutskaya, Geoffrey Voght |
| (15 votes – fifth priority)
PROVIDE EFFECTIVE STRATEGIES AND INSTRUCTIONAL MODELS FOR
DIVERSE STUDENT LEARNERS
1. Prepare teachers to teach diverse learners effectively,
without regard to:
- Handicap
- Ethnicity
- Socio-economic background
- Religion
- Proficiency level (readiness)
- Gender
- Sexual preference
- Heritage language learning experience
- Age
- Cognitive development level
- Giftedness/talents
2. Prepare teachers to use effective instructional strategies:
- Incorporate appropriate content and experiences in the
methods course
- Publish articles in professional journals
- Develop a database of resources and best practices
- Develop video training modules and make them part of a
series of National Teacher Training Videos
- Link foreign language professionals with experts from
outside the profession
- Include these strategies in textbooks and materials
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Gladys Arrington, Susan Colville-Hall, Gordon S. Hale, Lois
Mignone, Anita Ratwik, Margot Steinhart |
10 votes – tied for sixth priority)
DELIVERY OF INSTRUCTION - ESTABLISH CRITERIA FOR SELECTION OF
EFFECTIVE INSTRUCTIONAL MATERIALS AND RESOURCES
Assumption: Instruction is contextualized and linked to assessment
and National Standards.
1. Develop and disseminate an evaluative criteria instrument
for print and technology-based materials selection.
2. Develop a database of reviews of effective instructional
materials and resources – create links to publisher’s
sites. |
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Heidi Byrnes, Mari Haas, Isabelle Kaplan, Hiroko Kataoka,
Cherice Montgomery, Jane Shuffelton, Duarte Silva, Maria Still,
Mara Sukholutskaya, Cathy Wilson |
(10 votes – tied for sixty priority)
SEEK OUT AND GATHER STANDARDS-BASED ASSESSMENT MODELS AT VARIOUS
LEVELS
(Performance Assessment Units, State assessments, local assessments)
1. Convene a board and develop criteria to evaluate submissions,
drawing board representation from among those who "control"
assessment as well as from the stakeholders.
2. Disseminate the models through various modes, including:
videos, publications, institutes and on-line conferences.
3. Gather feedback from the field to determine if the process
is addressing needs.
4. Build a professional development component around models
that link assessment to instruction and curriculum.
5. Insure that all involved continue to develop and modify these
processes according to the profession’s needs. |
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Patty Boyles, Anita Bruce, Beverly Canell, Kathy Daugherty,
Greg Duncan, Jennie Frazier, David Jahner, Richard Kalfus,
Hiroko Kataoka, Pardee Lowe, Jr., Rita Oleksak, Debbie Roberts,
Paul Sandrock, Martin Smith, Elvira Swender (ACTFL), Chih-wen
Su, Yashy Tohsaku, Suwako Watanabe |
(9 votes – seventh priority)
ESTABLISH A BRIDGE (VERTICAL AND HORIZONTAL) BETWEEN ACADEMIC
LEVELS PRE-K-16+
Discuss and provide guidelines and implement a curriculum mapping
process. |
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Pat Barr-Harrison, Rita Couet, Kyle Gordon, Virginia Gramer,
Robert Irvin, Isabelle Kaplan, Hiroko Kataoka, Ed Lowry, Harry
Rosser, Emily Spinelli, Mara Sukholutskaya, Yashy Tohsaku |
| (5 votes – eighth priority)
SUPPORT RESEARCH ON OPTIMAL LEARNING AND TEACHING ENVIRONMENTS
1. Establish a national research agenda that includes issues
such as:
- Class size
- Time in class (contact hours)
- Face-to-face contact versus contact via distance learning
- Alternative scheduling
- Reflective practice
- Instructional strategies (tied to L2 acquisition)
- Optimal age
- Developmental levels of learners
- Grouping
- Use of technology (how it supports instruction)
- Benefits of different program models (FLEX, FLES, immersion,
etc.)
2. Identify, collect, evaluate and disseminate existing research
in a user-friendly, understandable way. |
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Sonja Hokanson, Yashy Tohsaku |
ALTERNATIVE ACTIONS (NO PRIORITY)
1. In delivering instruction, be explicit about investigating
existing resources and databases (e.g., LangNet).
2. Include the integration of technology as it supports and
enhances student learning.
3. Investigate the pro’s and con’s of different program
models and how these programs go with the various goals.
4. Include race as part of diversity.
5. Address L2 learning as well as language acquisition.
6. Do not lose an important New Visions question: What if culture
were at the center of language learning and teaching.
7. Include the modular, thematic approach to curriculum and
materials and work with publishers to break the mold.
8. Focus on the needs of minority students. |
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IMMEDIATE PRIORITIES
1. Develop criteria for evaluation instrument for materials
selection.
2. Survey current programs and corporate needs.
3. Collect assessment models in line with programs.
4. Collect program models.
5. Develop principles and define terms for curriculum. |
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David Jahner, Jane Shuffelton, Martin Smith, Elvira Swender
(ACTFL)
Roberta Lavine, Geoffrey Voght
Robert Ballinger, Jennie Frazier, Pardee Lowe, Jr., Jane
Shuffelton, Martin Smith, Elvira Swender (ACTFL)
Pat Barr-Harrison, Maria Still
Susan Jacoby, Hiroko Kataoka, Jane Shuffelton, Maria Still,
Elvira Swender (ACTFL) |
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