Proficiency

DJUSD World Languages Program's goal is for students to attain communicative proficiency in language, consistent with their level of study, within the context of the culture and language of study.

Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances.

World language proficiency is measured considering content/context, function and accuracy through authentic and unrehearsed language tasks.

[NOTE: These differ from achievement tests, which require learning or memorizing specific curriculum or course materials. In contrast, proficiency assessments measure a student's ability to communicate in a language by looking at the student's demonstrated performance in unrehearsed situations regardless of his/her background or how that language was learned.]

Proficiency measures are guided by the Performance Guidelines for K-12 Learners (of the American Council on the Teaching of Foreign Languages/ ACTFL)

The K-12 Performance Guidelines describe how well students demonstrate competencies while addressing the national world language standards.

• They are organized around the three communication modes (Interpersonal Communication, Interpretive Communication and Presentational Communication). Thus, world language learning occurs with the use of language skills in context, in both productive (writing/speaking) and receptive (listening/reading comprehension) language tasks.
• They address six performance domains: A student's ability to communicate is described in terms of Comprehensibility, Comprehension, Language Control, Vocabulary Use, Communication Strategies, and Cultural Awareness.

• The ACTFL K-12 Performance Guidelines span through three learner ranges: Novice, Intermediate, and Pre-Advanced. Each learner range identifies performance characteristics on the language learning continuum.

The language learning continuum is based on the premise that all language students are in a stage of development which can range from zero knowledge of a language to the proficiency of a native speaker of the language. Stages of language proficiency can be described based on language performance. The earlier a student starts learning a language and the longer he/she continues, the higher the attainable level of proficiency.

Additional References

1. ACTFL K-12 Performance Guidelines
2. Correlation between STAMP and proficiency scales
3. June 2010 presentation: World Language standards, proficiency scale and DJUSD 2009-10 scores
4. May 2011 presentation: World Language Program Community Update
5. DJUSD and the ACTFL pyramid
6. April 2011 letter to parents and community: Invitation to WL Program Update Presentation at Harper Junior High School
7. June 2010 letter to parents regarding scores
8. May 2009 letter to parents and community: Update and 2008-09 proficiency scores
9. World Language Standards, California and National
10. Spanish language at Emerson Junior High 

The Importance of Articulation

Excerpt, p6 of April 2010 DJUSD Master Plan for Spanish Immersion. To read the complete document, click here.