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Proficiency-Contextualized Learning

DJUSD's goal for learning languages 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. [See World Language Program Mission Statement.]

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). These 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). 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.

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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.

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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

ACTFL K-12 Performance Guidelines
DJUSD World Language Proficiency Expectations
Pathways, Demonstrated Proficiency and Placement
May 2, 2011 Presentation at Harper Jr. High: World Language Program Community Update
April 2011 letter to parents and community: Invitation to WL Program Update Presentation at Harper Junior High School
June 2010 presentation: World Language standards, proficiency scale and DJUSD 2009-10 scores
June 2010 letter to parents regarding scores
May 2009 letter to parents and community: Update and 2008-09 proficiency scores
Spanish language at Emerson Junior High
Professional development for World Language teachers, learners and enthusiasts

The Importance of Articulation

" By using the same proficiency guidelines and scale at all levels of instruction, the program is articulated naturally into a World Language Proficiency Pathway for Spanish. This pathway builds on students' progress at each stage of their education and ensures proper placement in language courses when transitioning from elementary to middle school and from middle school to high school. Students are placed in language courses based upon their demonstrated level of proficiency. " --From p.6 of April 2010 DJUSD Master Plan for Spanish Immersion. To read the complete document, click here.