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How to apply the 5 Cs for lesson planning and instruction

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How to apply the 5 Cs for lesson planning and instruction

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The standards can be applied to lessons and lesson plans in the following ways:
In your English lesson the students have to choose a city they would like to go to. They have to say why they would like to go to that city and what they will do or see there.

In the connections box this activity can be linked to other subjects such as History, where students can find out about historical buildings or places to visit, or Geography as students will look at different cities around the world.

In the comparisons box students can compare their own language with the language spoken in the city/country or even compare their cultures.
In the communities box students can form groups with others who want to travel to the same city and they can discuss their plans for the trip.

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Designed by national testing experts, the ACTFL Tests are carefully constructed assessments that determine functional language ability as described in the ACTFL Proficiency Guidelines.  Listening, reading, writing, and speaking abilities are evaluated on a scale from Novice to Superior.

The Reading Proficiency Test and the Listening Proficiency Test are standardized, computer-delivered tests for the global assessment of reading and listening ability in a particular language. ACTFL writing tests are carefully constructed assessments with four to five requests for written responses dealing with practical, social, and/or professional topics that are encountered in informal and formal contexts. Finally, oral proficiency is assessed through the OPIc, an internet-delivered test that simulates a conversation.

ACTFL proficiency tests are currently being used worldwide by academic institutions, government agencies, and private corporations. Teacher certification boards in more than 20 states require evidence of spoken and/or written language competency as demonstrated through official ACTFL ratings.  At the University of Minnesota, ACTFL tests are used to demonstrate Advanced-level proficiency for the Certificate of Advanced Proficiency and in collecting data for the PACE project.

ACTFL Testing | Language Center | College of Liberal Arts (umn.edu)

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Designed by national testing experts, the ACTFL Tests are carefully constructed assessments that determine functional language ability as described in the ACTFL Proficiency Guidelines. Listening, reading, writing, and speaking abilities are evaluated on a scale from Novice to Superior.

The Reading Proficiency Test and the Listening Proficiency Test are standardized, computer-delivered tests for the global assessment of reading and listening ability in a particular language. ACTFL writing tests are carefully constructed assessments with four to five requests for written responses dealing with practical, social, and/or professional topics that are encountered in informal and formal contexts. Finally, oral proficiency is assessed through the OPIc, an internet-delivered test that simulates a conversation.

ACTFL proficiency tests are currently being used worldwide by academic institutions, government agencies, and private corporations. Teacher certification boards in more than 20 states require evidence of spoken and/or written language competency as demonstrated through official ACTFL ratings. At the University of Minnesota, ACTFL tests are used to demonstrate Advanced-level proficiency for the Certificate of Advanced Proficiency and in collecting data for the PACE project.

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Designed by national testing experts, the ACTFL Tests are carefully constructed assessments that determine functional language ability as described in the ACTFL Proficiency Guidelines. Listening, reading, writing, and speaking abilities are evaluated on a scale from Novice to Superior.

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ACTFL Assessments: What's New in 2020-21!

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ACTFL Assessments: What's New in 2020-21!

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ACTFL Assessments: What's New in 2020-21!

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How can ACTFL Assessments be used in society?

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How can ACTFL Assessments be used in society?

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ACTFL proficiency tests are used worldwide by academic institutions, government agencies and private corporations for purposes such as: academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.

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ACTFL Assessments are recognized as the gold standard. ACTFL proficiency tests are used worldwide by academic institutions, government agencies and private corporations for purposes such as: academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification.

Did you know that...

ACTFL administers over 700,000 tests per year in more than 120 languages in over 60 countries through Language Testing International, the ACTFL test administration office?

You can earn college credit by taking an ACTFL assessment? The ACTFL Oral Proficiency Interview (OPI), the ACTFL Writing Proficiency (WPT) the ACTFL Reading Proficiency Test (RPT), the ACTFL Listening Proficiency Test (LPT) and the ACTFL Oral Proficiency Interview Computer Test (OPIc) are recommended for college credit by the American Council on Education (ACE).

ACTFL offers K12 assessment for grades 3-12 across hundreds of school districts in 47 states and the District of Columbia.

ACTFL provides testing support for the U.S. Government and conducts testing according to the Interagency Language Roundtable (ILR) scale. ACTFL's GSA Schedule is located here.

The ACTFL OPI and WPT are recognized by more than 20 state certification boards for teacher licensure?

ACTFL assessments are accepted in all 37 states that participate in the Seal of Biliteracy initiative?

CAEP minimal requirements can be demonstrated through the ACTFL Proficiency Guidelines, ACTFL OPI and OPIc?

Speaking Proficiency

Listening & Reading Proficiency

Writing Proficiency

Proficiency and Performance, Grades 3 -12

Special Projects

Benchmark Advisory Test (BAT)

For questions about ACTFL assessments, contact assessment@actfl.org.
Test Administration & Delivery
Visit Language Testing International ( LTI), the exclusive licensee of ACTFL, to learn more about:

Scheduling/Purchasing an ACTFL assessment

Reviewing the technical requirements

Requesting test accommodations

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ACTFL Assessments are recognized as the gold standard. ACTFL proficiency tests are used worldwide by academic institutions, government agencies and private corporations for purposes such as: academic placement, student assessment, program evaluation, professional certification, hiring, and promotional qualification. Did you know that...

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The American Council on the Teaching of Foreign Languages (ACTFL®), through Language Testing International (LTI), offers ACTFL language proficiency assessments. ACTFL is a national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. ACTFL is a not-for-profit, membership organization of over 12,000 foreign language professionals representing educators and administrators from elementary through graduate education, government and industry.

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How to apply the framework for lesson planning and instruction

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How to apply the framework for lesson planning and instruction

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Candidate includes multiple examples on how to apply the framework for lesson planning and instruction, with examples of methods for language learners in various educational settings:

The WIDA website provides instructional resources for Can Do learning.

Can Do desriptors and key uses edition

This tool lists the what language learners can do at various stages of language development from K-12. This can help you differentiate your instructions.

English Language development standards framework

An example of how to apply the framework would be to use the narrate, inform, explain and argue key language uses. These can overlap and inform each other.

Early language development

A framework for providing instruction to multilingual children. (WIDA, 2021)
WIDA promotes a language-focused approach. Making the home-language and cultural aspects of the young learners part of your planning practice. The focus should be on what the student can do. Communication with parents is also important and encouraged as the families are the experts in their children's language development (WIDA, 2021).

WIDA, (2021). https://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-2-3.pdfhttps://wida.wisc.edu/sites/default/files/resource/CanDo-KeyUses-Gr-2-3.pdf

WIDA, (2021). https://wida.wisc.edu/sites/default/files/resource/WIDA-ELD-Standards-Framework-2020.pdf

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Wida emphasizes the importance of discovering your multilingual learner's skills. They believe that their assets create a learning community which supports their growth and help them reach their full potential.  (WIDA, n.d.)

The Wida philosophy incorporates the importance of the students experience from home and their communities, including the use of different languages, collaborating with others and learning about themselves and how they see the world. (WIDA, n.d.)

Some ways that we can incorporate the WIDA philosophy in the classroom would be to assign projects where they can talk about their hometown. They can make posters or presentations to introduce pictures of their hometown, local food, local music, landmarks, places, etc. Another topic can be about their hobbies and things they do in their free time. Anothe way is to engage with the family of the learner to invite them into the classroom to share their culture/food/song/interests. Finding out more information and connecting with families can support the multilingual learner. (WIDA, n.d.)

Learners are able to build on prior instruction that they already know or have learned.

The philosophy believes getting to know your student is the best way to customise your approach to teaching the lesson.

References
WIDA, (2021). https://wida.wisc.edu/teach/learners

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Discover the value that each multilingual learner brings to the school community

Teachers of multilingual learners need to recognize their students' unique assets in order to create a learning community that develops their full potential. WIDA offers many resources to support you in understanding the strengths and needs of your multilingual learners.

The WIDA Can Do Philosophy highlights the assets that your students have developed in their homes and communities, including moving across languages, working with others, and learning about themselves and the world. When multilingual learners are encouraged to use all their ways of talking, being, and knowing to power their thinking and communicating, they engage more fully in learning and can contribute more to their classroom and school communities.

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Discover the value that each multilingual learner brings to the school communityTeachers of multilingual learners need to recognize their students' unique assets in order to create a learning community that develops their full potential. WIDA offers many resources to support you in understanding the strengths and needs of your multilingual learners.

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The funds of knowledge that students bring into the classroom should be used as a resource or tool to customise instruction that builds upon that already existing knowledge.

-Can do Philosophy

- Guiding Principles of Language Development
-Age-appropriate Academic Language in Sociocultural Contexts
-Performance Definitions
-Strands of Model Performance Indicators

References
The WIDA Standards Framework and its Theoretical Foundations (n.d). Retrieved October 14 2021, from https://wida.wisc.edu/sites/default/files/resource/WIDA-Standards-Framework-and-its-Theoretical-Foundations.pdf

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Each of these describe 6 levels wihtin the WIDA ELP Standards. These definitions provide a global overview of the language acquisition process. They serve as as model and capture the language students are expected to process, understand, and produce as articulated within the Model Performance Indicators (MPIs) for each language proficiency level.

References
WIDA, (2021). https://wida.wisc.edu/

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The labels used for the six proficiency levels were created by the WIDA development team. ELL status is restricted to level 1 through 5. A Student reaching level 6 shows no language characteristics that would distinguish him or hers as needing special English language services. Such a student would be capable enough in all language domains: Speaking, Listening, Reading and Writing, to be able to benefit fully from mainstream classroom instruction.

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FYI: Activity1_Small group blog post on one framework for language programs

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FYI: Activity1_Small group blog post on one framework for language programs

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Research the framework and create a blog post that:

describes the key components of your selected framework,

how to apply it in lesson planning and instruction, as well as

evidence of where and how the framework addresses socio-cultural competence.

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World-readiness standards for learning languages.

There are five goal areas also known as the 5 Cs: communication, cultures, connections, comparisons and communities (The National Standards Collaborative Board, 2015).

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1) Communication goal area students should be able to use language in a variety of situations and purposes. There are 3 standards that describe the purposes of communication namely; interpersonal communication, interpretive communication and presentational communication.

2) Cultures goal area and standards sees students relate cultural practices to perspectives and relate cultural products to perspectives.

3) The connections goal area and standards allow students to make connections with other disciplines as well as acquire information and diverse perspectives.

4) The comparison goal area and standards encourage students to compare their own language and culture with the new language and culture.

5) Communities goal area and standards encourage students to participate in multilingual communities and set goals in their language learning journey.

References
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.