Lingua Folio and Lingua Folio Online Can Do

Lingua. Folio and Lingua. Folio Online: “Can Do” Language Learning Made Easy OFLA Annual Conference Columbus, Ohio April 9, 2010 Ryan Wertz - ODE World Languages Consultant Parthena Draggett – Jackson High School WL Department

AGENDA I. What is Lingua. Folio and how is it used to document language learning? II. Where does Lingua. Folio come from? III. What does Lingua. Folio do for students? IV. What are the 3 components of Lingua. Folio? V. How does Lingua. Folio promote goal setting & support reflective learning? VI. What importance does Lingua. Folio place on interculturality? VII. What are the benefits of Lingua. Folio? VIII. Who is using Lingua. Folio? IX. Practical information and advice from a Lingua. Folio piloting teacher.

I. What is Lingua. Folio and how is it used to document language learning?

Lingua. Folio… …is a standards-based, self-directed formative assessment tool that records ongoing language learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

Lingua. Folio… …is a three-part electronic portfolio that language learners keep throughout their educational and professional careers to…. n n document their language competencies in all languages, including heritage languages and English for speakers of other languages; set personalized language-learning goals; n reflect on & self-assess their own language learning; and n document their interactions with other cultures and any associated self-reflections.

Lingua. Folio informs…. n n Language learners; Parents of language learners; Educators of language learners at all levels; and Prospective employers / business.

Lingua. Folio users document their language learning by archiving… n n n language samples that best reflect their current language proficiency (performance-based assessments, projects, presentations, tests, etc. ); examples of their intercultural experiences; language-learning goals and self-reflections on those goals; awards, certificates and other examples of their language-learning accomplishments; and other external summative assessments (e. g. , STAMP test, CAAP test, OPI, WPT, etc. ).

Lingua. Folio Online Portal (Coming Soon!)

Lingua. Folio for Young Learners Under Revision – Returning Soon! (Check www. ncssfl. org for updates. )

II. Where do Lingua. Folio and Lingua. Folio Online come from?

Lingua. Folio… …is a creation of the National Council of State Supervisors of Languages, which is the national organization of language professionals charged with overseeing K-12 world language teaching and learning at the state level.

http: //www. ncssfl. org

National Standards LF ACTFL Proficiency Guidelines ACTFL K-12 Performance Guidelines Lingua. Folio

Lingua. Folio Online n Lingua. Folio Online will eventually replace the first generation Lingua. Folio (which was paper-based). n LF Online is being developed for the NCSSFL by CASLS, the Center for Applied Second Language Study, which is a national foreign language center housed at the University of Oregon. n The component parts of LF Online are being revised and added to the NCSSFL Web site on a regular basis. Visit regularly!

III. What does Lingua. Folio do for students?

Lingua. Folio promotes learner success by requiring learners to… n regularly evaluate their own competencies and proficiency progress; n identify and understand their strengths and weaknesses related to language learning; n know how to routinely set learning goals and benefit by reflecting on them ;

Lingua. Folio promotes learner success by requiring learners to… (contd. ) § understand that greater effort equals greater achievement; § discover what strategies and techniques help them learn; and § know how and when to use a variety of these strategies.

Lingua. Folio is designed to… n n serve as a tool for students to manage and selfassess their own language learning and intercultural competence; add value to language learning and intercultural competency by providing individuals with the means to document their performance; facilitate articulation among K-16 language programs based on a clear and commonly accepted description of language proficiency; recognize and value heritage languages;

Lingua. Folio is designed to… (cont. ) n n n promote language learning and intercultural growth as a life-long endeavors; promote “plurilingualism” & “pluriculturalism”; make language learning and intercultural growth more clearly understood by those other than language educators (e. g. , parents, employers); enhance the mobility and marketability of students and workers; and benchmark language learning in the U. S. with internationally accepted proficiency criteria.

IV. 3 of What are the components Lingua. Folio?

LANGUAGE BIOGRAPHY § Language learning background § Can-do statements § Learning goals DOSSIER PASSPORT Digital text, audio, and video work samples MP 3 files Podcasts § Summarized snap shot of selfassessments § § Record of external assessment results

I. The Biography includes: n n A self-assessment checklist, which enables students to self-assess what they know and can do with a language. This checklist must be completed before the learner fills out the other two portions of his/her Lingua. Folio. Tools for identifying one’s study skills and learning styles (Learning Styles Inventory); Multiple documents from which to choose for recording significant language learning and intercultural experiences; and The learner’s goals and learning reflections.

Self-Assessment Checklist n n n Written in the form of student-friendly “Can Do” statements. Checklists for Novice Low through Superior in: n Interpretive Listening n Interpretive Reading n Interpersonal Communication n Presentational Speaking n Presentational Writing Checklists can be accessed on the NCSSFL Web site at: http: //www. ncssfl. org/links/index. php? selfassessments.

Novice Mid Can-Do Statements

Lingua. Folio Jr. Can Do’s

Classroom Self-Assessment Activity Easily p I can identify 5 rooms in a house. __ With help __ p I can make a chore list for my family members. __ p I can answer questions about my room. __ p I can write a 4 -5 sentence description of my house for a realtor. __ __

The Biography includes self-inventories related to the following: n History of language-learning ; n Intercultural experiences; n Travel, study, and/or work in other countries; n Language use in programs or foreign countries; n Pen pals or hosting exchange students; and n Reflections on important linguistic and intercultural experiences.

II. The Dossier includes…. § Digital text, audio, and video work samples, MP 3 files and Podcasts; n Certificates that indicate language skills; n Reports from tutors, teachers, program directors, etc. ; and n Assessments.

Formative & Summative Assessment Options Formative • Self-assessments of language competencies and intercultural experiences • Work Samples • Learning tasks Summative • ELLOPA / SOPA • STAMP / NOELLA • OPI / MOPI • IPAs • End-of-Course Exams • Performance Tasks

III. The Passport includes: 1. A linguistic profile which summarizes: n n Formal language-learning and intercultural experiences associated with school; Informal language-learning and intercultural experiences outside of school; Summer study, academies, or camps; and Contact with speakers of the language. 2. A self-assessment grid and global scale.

Passport

V. How does Lingua. Folio promote goal setting and support reflective learning?

Student-Driven Cycle: 1. Use / Review the “I cans” and the self-assessment grid. 2. Write goals based on a preview of the upcoming chapter or unit content and learner’s perceived strengths. 3. Visit chapter or unit and determine learning strategies for achieving goals. 4. Save goals and all completed class work in a folder, on a CD, or on a shared or portable (e. g. , flash) drive. 5. End of chapter/unit: Choose BEST work for each goal. 6. Self-Assess: reflection based on BEST work and goals. 7. Revisit the “I can…” statements in the Biography section and update as necessary.

Set learning goals Selfassess Reflective Learning Process Provide evidence Select strategies

Critical Element #1: Goal Setting n n Model the creation of realistic /attainable learning goals for your students. Incorporate the setting and review of learning goals into your daily routine; Provide frequent opportunities for learners to set and reflect on their own goals. Make it clear that functional use of language, not grammar knowledge, is their primary goal.

Critical Element #2: Learner Reflection n Learners must connect what they already know to what they are learning; n They must check frequently to see what they can and cannot do yet; n They must determine which learning strategies help them learn most effectively; and n They must reflect on the effectiveness of the strategies they selected and the goals they set ; and n Based on their reflections, they must set more effective goals and select better strategies for future learning.

VI. What importance does Lingua. Folio place on interculturality?

Interculturality Practices Perspectives Interpersonal Presentational Products Cultures Communication Interpretive

Reflecting on Interculturality Learners must be able to: n Identify the multiple aspects of culture & relate them to their language learning progress; n Find and successfully engage in intercultural activities; n Self-assess their intercultural growth; and n Describe how their intercultural skills have changed/developed over time.

Reflecting on Interculturality Learning Facilitators… n Provide insight into their own culture; n Share their own intercultural experiences; n Provide language learners with opportunities to have their own unique intercultural experiences; n Demystify cultural differences; and n Facilitate student reflection on their own cultural interactions.

VIII. What are the proven benefits of Lingua. Folio?

The Benefits of Lingua. Folio: Increases learner motivation; n Heightens self-confidence; n Requires active learning; n Promotes learner autonomy; n Requires learners to think about his/her own learning (metacognition); and n Allows for smoother transitions between levels/teachers and between schools/programs. n

Benefits (Continued) Increases teacher creativity; n Puts a stronger focus on communication; n Improves relationships and communication between teachers and students; n Informs parents; and n Facilitates a greater appreciation of foreign language use by local communities. n

VIII. Who is using Lingua. Folio?

Who is using Lingua. Folio in the U. S. ? Language learners/users in…. n elementary programs; n middle school programs; n secondary programs; n STARTALK programs; n Post-secondary programs; n businesses; and …. in nine pilot states (including OH) and most of the other states around the country.

Important Tips for Teachers: Model, model! n Help students set realistic goals. n Store Lingua. Folio files electronically. Be sure to back up files in a separate location. n Use Lingua. Folio to introduce new chapters/units and later to give closure. n

Resources n NCSSFL http: //www. ncssfl. org/links/index. php? linguafolio n Lingua. Folio Online (CASLS) http: //casls. uoregon. edu/lfo. php n European Language Portfolio http: //www. coe. int/portfolio/

Ohio Lingua. Folio Contacts: Debbie Robinson, ODE Consultant n debbie. [email protected] state. oh. us n Ryan Wertz, ODE Consultant n ryan. [email protected] state. oh. us n Carol Eiber, Retired LF Piloter n [email protected] com n Parthena Dragett, Current LF Piloter n n phd 2 [email protected] jackson. sparcc. org