1 / 18

Understanding Language Learning Motivation and Proficiency: Insights for Educators

In this session, Amy Lenord, an experienced Spanish teacher and instructional consultant, explores the motivations that drive students to take language classes and the key differences between traditional and proficiency-based language programs. Attendees will examine the benefits of proficiency-based approaches, identify essential components for success, and reflect on personal language learning journeys. The session aims to address common challenges in language education, including student attrition, and provides actionable strategies for fostering engagement and proficiency in the classroom.

makoto
Télécharger la présentation

Understanding Language Learning Motivation and Proficiency: Insights for Educators

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Why Proficiency? Amy Lenord Spanish Teacher – Instructional Consultant Shepton High School - Plano ISD

  2. Learning Targets I can… • Identify and explain the main motivators for students taking language classes. • Explain the difference between a traditional language program and a proficiency based language program. • Discuss the benefits of a proficiency based program. • Identify the necessary components of a proficiency based program.

  3. A Little Reflection My Language Story • Fold a sheet of paper into 6 squares. Fill those squares in with the following items: Now, share your language story with the whole group.

  4. An Important Question: What is the MAIN reason why the majority of students study a language?

  5. An Important Question: A majority of students indicated that wanting to be able to speak a second language was the main reason for studying it. Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation) Maria Nuzzo, 2006 What is the MAIN reason why the majority of students study a language?

  6. One More Important Question: What percentage of students DO NOT continue language study once the perceived requirements are met?

  7. One More Important Question: What percentage of students DO NOT continue language study once the perceived requirements are met? 75%

  8. So, why do they leave? • I’m graduating. • I hate it. • I want more fun classes. • I’m tired of studying this language. • Don’t have the patience for it. • Lazy • I would probably fail it. • Two foreign language credits is all that is required for a diploma of distinction. • I already know the language--we speak it at home. • Don’t want to • It is getting very hard for me, and I need other subjects to graduate with honors. • Too hard • Don’t like it, and I’m not good at it. • Tired of the language • The class is interesting, but I didn’t enjoy it very much. There are more useful and enjoyable classes I can take later.

  9. “ I am so tired of all these d*** verbs!” And when asked why he would not be continuing his language studies beyond the second year one student said: Survey conducted by the Arlington ISD World Language Department, Spring 2012

  10. Motivation is THE most influential factor in learning a new language. R.C. Gardner in Shrum and Glisan Teacher’s Handbook, 2010

  11. So, why proficiency?

  12. The Elephants in the Room

  13. Exploring the Possibilities Examining Student Samples

  14. Changing Our Thinking: The ACTFL Proficiency Guidelines How do they apply to our students? How do they apply to us? How do they evaluate our practices? ACTFL Proficiency Level Samples

  15. Changing How We Act:

  16. Realities & Reassurances What has to change to move our program towards proficiency building? How does that affect me as a teacher?

  17. Access to All Workshop Resources: www.amylenord.net/why-proficiency.html

  18. Works Cited: • American Council for the Teaching of Foreign Languages. 2012 ACTFL Proficiency Guidelines. • American Council for the Teaching of Foreign Languages. 2013 NCSSFL-ACTFL Can-Do Statements. • Arlington ISD World Languages. 2012 Student Survey Data. • Duncan, Greg. 2012 Lesson Planning for 21st Century Learners: Some Things We Need to Know (presentation). • Nuzzo, Maria. 2006 Attrition in the Foreign Language Classroom: Possible Causes and Solutions (unpublished dissertation).

More Related