Frameworks for Language Programmes by sarah aleksandra wong chiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u ACTFL & WIDA by Anna, Robin and Sarah en-us 2021-10-12 04:34:03 UTC 2023-03-13 07:41:37 UTC hello@padlet.com WIDA - Can do philosophy sarahaleksandrawongchiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1809660290 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

]]> 2021-10-12 04:44:32 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1809660290 ACTFL robinhercules540 https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1810713914 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).


]]> 2021-10-12 13:27:23 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1810713914 ACTFL Assessments: What's New in 2020-21! Annabananaa https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1813092017 2021-10-13 06:47:15 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1813092017 FYI: Activity1_Small group blog post on one framework for language programs Annabananaa https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1813109309 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.
]]> 2021-10-13 06:56:51 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1813109309 The 5 Cs robinhercules540 https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1814064360 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.


]]> 2021-10-13 14:10:05 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1814064360 WIDA - Levels of Proficiency sarahaleksandrawongchiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815798303 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.]]> 2021-10-14 02:55:50 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815798303 WIDA - Performance Definitions sarahaleksandrawongchiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815815697 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/


]]> 2021-10-14 03:03:42 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815815697 WIDA Standards Framework sarahaleksandrawongchiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815986113 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

]]> 2021-10-14 04:29:49 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1815986113 How to apply the framework for lesson planning and instruction sarahaleksandrawongchiu https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1816060413 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
]]> 2021-10-14 05:10:39 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1816060413 How can ACTFL Assessments be used in society? Annabananaa https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817148943 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.]]> 2021-10-14 13:58:59 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817148943 ACTFL Assessments Brochure 2012 Annabananaa https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817167359  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. ]]> 2021-10-14 14:03:52 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817167359 ACTFL Testing Annabananaa https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817173784 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)

]]> 2021-10-14 14:05:39 UTC https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817173784 How to apply the 5 Cs for lesson planning and instruction robinhercules540 https://padlet.com/sarahaleksandrawongchiu/33057omjgvet649u/wish/1817364174 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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