Last edited by Nejin
Sunday, May 3, 2020 | History

4 edition of A Guide to proficiency-based instruction in modern foreign languages for Indiana schools found in the catalog.

A Guide to proficiency-based instruction in modern foreign languages for Indiana schools

A Guide to proficiency-based instruction in modern foreign languages for Indiana schools

generic competencies, levels I-IV

  • 94 Want to read
  • 18 Currently reading

Published by The Dept. in [Indianapolis] .
Written in English

    Subjects:
  • Competency based education -- Indiana,
  • Language and languages -- Study and teaching -- Indiana

  • Edition Notes

    StatementCenter for School Improvement and Performance, Indiana Department of Education in cooperation with The Office of School Programs, Indiana University ; editors, Lorraine A. Strasheim and Walter H. Bartz.
    SeriesKraus curriculum development library -- FOR 4-003.
    ContributionsStrasheim, Lorraine A., Bartz, Walter H., Center for School Improvement and Performance (Ind.)
    The Physical Object
    FormatMicroform
    Paginationxi, 43 p.
    Number of Pages43
    ID Numbers
    Open LibraryOL17533973M
    OCLC/WorldCa32252518

    Both project-based learning and STEAM education (science, technology, engineering, art and math) are growing rapidly in our schools. English can be integrated, as well as foreign languages and social studies. It’s all about designing effective PBL that targets these content areas. For some schools, project-based learning is redefining. dence that the academic performance of ELs or heritage language speakers can vary from country to country. Specifically, research has shown that immigrant ELs in Canada and Australia on average perform as well as or better than native-born students on standardized tests of academic achievement (Aydemir et al., ; Cobb-Clark and Trong-Ha Nguyen, , respectively).

    The Interagency Language Roundtable (ILR) scale was developed to measure a person’s ability to communicate in a language. It consists of five levels of language proficiency and is the standard grading scale for language proficiency for the Federal Government.   The program emphasizes the instruction of Modern Standard Arabic or MSA (fusha). The MSA program runs for four weeks offering highly intensive course work in Arabic. Classes run from Monday to Thursday, from a.m. to p.m. Experienced instructors use a proficiency-based approach that emphasizes all five skills: listening, speaking.

    English Language Arts Lesson Plans for Middle School by Grade. 6th grade language arts lesson plans: Time4Learning’s 6th grade language arts curriculum is broken up into two parts: language arts lessons and language arts extensions. At the end of this coursework, 6th grade students should be reading non-fiction texts with ease as well as analyzing them more deeply.   Byrnes, Heidi. Constructing curricula in collegiate foreign language departments. In Learning foreign and second languages: Perspectives in research and scholarship, ed. Heidi Byrnes, – New York: Modern Language Association. Google ScholarAuthor: Charlotte Melin.


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A Guide to proficiency-based instruction in modern foreign languages for Indiana schools Download PDF EPUB FB2

This curriculum guide for Indiana's foreign language education (1) establishes what proficiency is at the end of each of four instructional levels, through sets of competencies, or learning outcomes, to be achieved throughout that level; (2) defines progress throughout the sequence of levels in terms that can be readily understood; and (3) integrates culture and communication at every Author: Lorraine Strasheim, Walter H.

Bartz. A statewide Indiana study designed to pilot selected learning outcomes in foreign language programs is reported. It investigated the usefulness of the state's "Guide to Proficiency-Based Instruction in Modern Foreign Languages for Indiana Schools." The report outlines the project's background, the need for proficiency-based goals, the professional interest in foreign language proficiency in.

A language proficiency scale provides a very useful, standardized measurement of one’s abilities. Proficiency, however, is not just a measure of what you already know or can do in a language—proficiency is a framework that can be leveraged to guide and organize what and how you learn.

Proficiency-based language instruction stands in contrast to traditional language programs in. Characteristics of Proficiency-Oriented Language Instruction. Proficiency-oriented language instruction is a general framework for organizing instruction, curriculum, and assessment, rather than a method or a theory.

Within this framework, language learners practice the four modalities (listening, speaking, reading, and writing) in order to communicate meaningfully, effectively, and creatively.

Classical languages and provides another means for teachers of Classical languages to expand instruction. World Languages and English as a Second Language Indiana’s Academic Standards for World Languages are designed to guide instruction in world languages including commonly and less-commonly taught languages, heritage languages, and.

A Guide to Proficiency-Based Instruction in Modern Foreign Languages for Indiana Schools. State of Indiana, June Language Learning in Australia Book 1 in Australian Language Levels Guidelines.

Learning a language other than English invites our students into new worlds of both language and culture. The Foreign Language program builds on a proficiency-based model of instruction which stresses learning in the context of purposeful communication through speaking, listening, writing and reading.

No matter the content area, evidence-based grading puts student growth at the heart of the classroom. Designed for teachers and administrators of gradesProficiency-Based Grading in the Content Areas details a five-step approach for implementing evidence-based grading and maintaining its effectiveness over time.

This book equips any educator -- from technical to fine arts -- with the 5/5(1). A guide to proficiency-based instruction in modern foreign languages for Indiana scholars. Indiana: State of Indiana University. Indiana: State of Indiana University.

Wiseman, R. ().Author: Betül Demirel, Aslı Özlem Tarakcıoğlu. A public school student who has completed foreign language courses in private schools may receive credit for such coursework provided it is "at least equivalent to" work at the same grade level in the public schools.

Statute specifies foreign languages for which such coursework may be applicable. This digest considers the problems of foreign language instruction in small high schools and discusses possible solutions. A critical challenge for American education, pointed out by reform reports of the 's, is improvement of instruction in foreign languages to instill language by: 2.

There are six ACTFL Core Practices that serve as guide for teachers as they teach toward increased foreign language proficiency in their classrooms. One of the key core practices is designing communicative activities for students.

The wave of communicative language teaching began several years back when the language teaching community (linguists, teachers and students alike) took a.

32 Sparicman, Lee, ed Culture in the FLES Program. A Report by the FLES Committee of the American Association of Teachers of French. Philadelphia: Chilton Books, 33 Strasheim, Lorraine A., and Walter H. Baitz.

A Guide to Proficiency -Based Instruction in Modern Foreign Languages for Indiana Schools. State of Indiana, June An official language certification from the American Council on the Teaching of Foreign Languages (ACTFL) leads to increased job opportunities, instills confidence, and creates a significant professional advantage in the global marketplace.

Organic World Language (OWL) foreign language teaching methodology has been instrumental in reframing my approach to teaching. It has helped me to understand not only the importance of teaching with proficiency objectives, but how to do it.

OWL is "a vibrant, passionate, and active community of educators and students dedicated to working together to establish. Full text of "ERIC ED An Early Start: A Resource Book for Elementary School Foreign Language." See other formats.

American Council on the Teaching of Foreign Languages (ACTFL / NTC Award Chair, ) National Society for the Study of Education. Indiana Foreign Language Teachers Association (Vice President, and President, ) Central States Conference on the Teaching of Foreign Languages (Board of Directors ) EXCELLENCE IN TEACHING.

International Education and Foreign Languages reviews the Department of Education’s Title VI and Fulbright-Hays Programs, which provide higher education funding for international education and foreign language programs. This book offers a timely look at issues that are increasingly important in an interconnected world.

on Teaching East Asian Languages, Indiana University, AugBloomington, IN “Standardized Testing Techniques Applied to Classroom Testing” on the panel “Proficiency, Prochievement, and Achievement Testing in Less CommonlyTaught Languages”— ACTFL Annual Meeting, NovemberWashington D.C.

This section includes a wide range of classroom tasks and thematic units to support proficiency-oriented language instruction and assessment. Each task and unit appears in a standard format or template that stipulates the corresponding theme, standards, level, purpose, functions, language structures, cultural aspects, and modalities.

Chairman, Department of Modern Foreign Languages & Literatures () AWARDS AND HONORS. Robert J. Ludwig National Distinguished Leadership Award, presented by the New York State Association of Foreign Language Teachers, Kiamesha Lake, NY, Octo About ACTFL. The American Council on the Teaching of Foreign Languages (ACTFL) is dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction.

ACTFL is an individual membership organization of more than .quate preparation by including evidence of proficiency based on performance as well as upon credit hours.

Certification of candi-dates by the State should therefore be based on the following principles. 1. All institutions professing to prepare teachers of modern foreign languages for .