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Title: Assessment and Heritage Language Learning
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Cynthia M. Ducar is Associate Professor of Hispanic Sociolinguistics at Bowling Green State University. Her research interests include Spanish as a heritage language (linguistic characteristics, motivations, pedagogy) and Spanish in the United States (attitudes, code-switching, identity, and maintenance and loss).
The field of heritage languages continues to grow along with the population of learners it aims to serve. As the presence of heritage language learners in classes at all levels and across nearly all languages continues to grow, so too does the need to assess those students. There are at least three major types of assessment that are pertinent to the HLL field: diagnostic assessment (or assessment for placement purposes), formative assessment and summative assessment.
Placement of heritage students involves at least a two-step process. As Kim Potowski frequently states, you first have to separate the apples from the oranges – that is the second language learners (L2s) from the HLLs, and you then have to separate out all of the different varieties of apples and oranges as well, so that each can receive the proper nourishment. Thus, an effective HLL placement tool must first identify HLLs and separate them from L2s while also being able to separate out the varying levels of linguistics abilities among the HLLs tested. This can be done in a myriad of ways, from surveys regarding a student’s linguistic background, to oral interviews, compositions, multiple-choice exams, lexical identifiers (i.e. slang that L2s would be unlikely to know), to computer adaptive placement exams. Issue 1 of Volume 9 of the Heritage Language Journal offers a comprehensive overview of placement issues in the HLL field for those interested in additional information.
Summative assessment is defined as assessment that intends to gauge a learner’s understanding post-instruction in order to assign a grade. Although summative assessment is what some might refer to as a “necessary evil," it is important to look at what types of evaluation tools are employed to assign students grades in the HL context, bearing in mind the natural language acquisition process through which a majority of HLLs initially acquired their heritage language. The non-classroom context of early heritage language acquisition for most HLLs makes them less apt to be aware of metalinguistic terminology and academic discourse styles so common to testing in the L2 context (see Correa 2011a, 2011b). Thus, it is imperative that we design summative assessments with the HLL in mind rather than simply relying on measures already used in the L2 context.
Lastly, formative assessment refers to the continuous assessment that should occur in classes in order to enhance student learning (Carreira 2012). Formative assessment concerns itself with understanding the whole picture of language learning – from attitudes and motivations to the how, why and what of the knowledge being gained. The on-going feedback that such assessment offers is crucial to both student success and successful planning on the part of HLL instructors as well. Such assessment helps instructors to know when to adjust the pace of their classes and modify both the topics and the teaching methods employed in class in order to be more effective teachers for their students. Given the heterogeneous nature of typical learners in the HLL classroom formative assessments that lead to differentiated instruction are key to successful HLL instruction (for specific examples of formative assessments in the HL classroom, see Carreira 2012).
References
Carreira, M. (2012). Formative Assessment in HL Teaching: Purposes, Procedures, and Practices. Heritage Language Journal, 9(1), 100-120.
Correa, M. (2011a). Subjunctive accuracy and metalinguistic knowledge of L2 learners of Spanish. Electronic Journal of Foreign Language Teaching, 8(1), 39-56.
Correa, M. (2011b). Heritage language learners of Spanish: What role does metalinguistic knowledge play in their acquisition of the subjunctive? In L. Ortiz (Ed.), Selected Proceedings of the 13th Hispanic Linguistics Symposium (pp. 128-138). Somerville, MA: Cascadilla Proceedings Project.
The Heritage Language Journal, 9(1). Available for free download at: http://www.heritagelanguages.org
Source: CASLS Topic of the Week
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Content Type: 5
Title: Stephanie Knight Presents on Backwards Design in Nashville
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At CASLS, we believe that language education that is largely driven by the acquisition of vocabulary lists and distinct grammatical structures is limited in nature. Such an approach in the classroom often produces students who lack knowledge of linguistic variety and have underdeveloped pragmatic skills. Perhaps more importantly, this approach also fails to reach and motivate diverse populations of language learners because personal relevance and autonomy can be lacking or even ignored.
Keeping these principles in mind, Stephanie Knight, CASLS Language Technology Specialist, presented at a district-wide training for world language middle and high school teachers in Metro Nashville Public Schools. In the training, she focused on meaningful backwards design in which teachers bring context to learning by focusing on concepts that can connect world languages to other subject areas and areas of student interest. Other points of emphasis included using Costa’s Levels of Thinking and Questioning and appropriate assessment. Of particular interest was CASLS’s LinguaFolio Online, a customizable assessment tool in which students and teachers can monitor progress towards meaningful language acquisition using NCSSFL-ACTFL Can-Do statements.
We are happy to report that the day was a success. According to Stephanie Ridley, AP Spanish teacher and coordinator of the event, “We, as world language teachers, had a very productive day because many of us got a new set of techniques to prepare us for the next school year with new interactive resources to help our students plug into learning language in a multifaceted way”. Indeed, whenever educators collaborate and reflect upon improving their craft and acquiring more tools to realize best practices, the quality of education for students is improved.
If you are interested in learning more about LinguaFolio Online or other tools created by CASLS, please visit https://casls.uoregon.edu/pages/toolsearch/search.php .
Source: CASLS Spotlight
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Content Type: 2
Title: Curriculum Design Series Begins Next Week
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We are extending our June series on heritage language learners by one week, finishing today with an article about assessment by Cynthia M. Ducar. Next week we will start a two-month series about curriculum design for language learning. In the coming weeks you can look forward to article about best practices in language learning, the NCSSFL-ACTFL Global Can-Do Benchmarks, student learning objectives, integrated performance assessments, and more.
Source: CASLS
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Title: Book: Re-examining Language Testing
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From http://www.routledge.com/books/details/9781138774704/
Re-examining Language Testing: A Philosophical and Social Inquiry
By Glenn Fulcher
Published by Rutledge Tayler & Francis Group
Re-examining Language Testing explores ideas that form the foundations of language testing and assessment. The discussion is framed within the philosophical and social beliefs that have forged the practices endemic in language education and policy today.
From historical and cultural perspectives, Glenn Fulcher considers the evolution of language assessment, and contrasting claims made about the nature of language and human communication, how we acquire knowledge of language abilities, and the ethics of test use.
The book investigates why societies use tests, and the values that have driven changes in practice over time. The discussion is presented within an argument that an Enlightenment inspired view of human nature and advancement is most suited to a progressive, tolerant, and principled theory of language testing and validation.
Covering key topics such as measurement, validity, accountability and values, Re-examining Language Testing provides a unique and innovative analysis of the ideas and social forces that shape the practice of language testing. It is targeted at advanced undergraduate and postgraduate students of Applied Linguistics and Education. Professionals working in language testing and language teachers will also find this book invaluable.
Visit the publisher’s website at http://www.routledge.com/books/details/9781138774704/
Source: Routledge
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Title: Monograph: Researching Language Learner Interactions Online: From Social Media to MOOCs
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From https://calico.org/page.php?id=668
Researching Language Learner Interactions Online: From Social Media to MOOCs
Edited by Edward Dixon and Michael Thomas
CALICO Monograph Series, Volume 13
This volume presents timely research on second language learning in online environments from social media to MOOCs.
For purchasing options visit the CALICO website: https://calico.org/page.php?id=668
Source: CALICO
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Title: Call for Proposals: 2016 FLENJ Annual Conference
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From http://conference.flenj.org/2016/
The Foreign Language Educators of New Jersey 2016 Annual Conference will take place February 26th and 27th. The FLENJ is seeking proposals for workshops to be presented at the conference. This conference offers presenters a wonderful opportunity to share ideas with educators in the tri-state area. Proposals must include a strong connection to language proficiency and to the National Standards.
Submit proposals by September 15, 2015.
The proposal submission form is available at https://docs.google.com/forms/d/1TXNS57a5cX8t83coNiR8OMvOPRNtipWyEtldiFZBvME/viewform?c=0&w=1
Source: FLENJ
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Title: Call for Presentations: International Symposium on Chinese Language Teaching and Learning 2016
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From http://linguistlist.org/issues/26/26-3103.html
The Chinese Language Teachers Association, USA is pleased to announce the Second CLTA International Symposium on Chinese Language Teaching and Learning (CLTA-S2) to be held at the University of Maryland from April 1-3, 2016. The symposium is intended as a forum for Chinese language teachers and scholars to share views and experiences, discuss and explore theoretical and practical issues, and report findings of empirical studies.
Proposals on all topics related to the teaching and learning of Chinese as a Second Language (CSL) are welcome. The deadline for submission is August 31, 2015.
Please visit the conference website at http://conference.clta-us.org/index.php/clta-iscltl/S2 for information about submission.
Source: LINGUIST List
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Title: Request for Proposals to Host CALICO 2018
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From the CALICO-L listserv:
While CALICO is still on your mind, we would like to invite proposals from institutions to host CALICO's annual conference in 2018.
CALICO conferences typically bring together 300-400 faculty, developers, vendors, and policy makers from across the United States and 10-15 other countries. Contributors present the latest advances and findings in the use of technology for foreign language teaching, learning, and research. The five-day conference includes three days of hands-on workshops and two days of individual presentations, keynote speakers, commercial vendor exhibits, and a technology showcase. Holding a CALICO conference enables the host institution to showcase its campus and facilities to leaders in the field of computer-assisted language learning.
CALICO 2016 will be held at Michigan State University in East Lansing, and 2017 at Northern Arizona University in Flagstaff.
If you are interested in hosting CALICO 2018, please complete the attached form and return it to Esther Horn (ec06@txstate.edu). Questions can also be addressed to Esther.
The deadline for proposals is August 15th and a decision will be made by the executive board at their September meeting.
Horn, E. Request for Proposals to Host CALICO 2018. CALICO-L listserv (CALICO-L@LISTSERV.CALICO.ORG, 30 Jun 2015).
Source: CALICO-L
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Title: 6th American Indian / Indigenous Teacher Education Conference
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From http://jan.ucc.nau.edu/~jar/AIE/AIITEC6.html
Northern Arizona University's College of Education is hosting its Sixth American Indian / Indigenous Teacher Education Conference "Honoring Place, Community, and Culture" on July 10-11, 2015 at NAU's High Country Conference Center with a reception at NAU's Native American Culture Center on July 9 from 6:00 to 7:30 PM.
This conference for preschool, K-12, college, and university educators and concerned community members was designed through panels, workshops, and papers to share ideas for improving the lives and education of Indigenous children.
Visit the conference website at http://jan.ucc.nau.edu/~jar/AIE/AIITEC6.html
Source: Northern Arizona University
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Title: 3rd Annual Binghamton University Conference on Foreign Language Teaching
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From http://binghamton.edu/romance/language-conference/
3rd Annual Binghamton University Conference on Foreign Language Teaching
Navigating the 5 "C's": Charting a Course for the 21st Century
October 3-4, 2015
Binghamton University, New York
Learn more and register at http://binghamton.edu/romance/language-conference/
Source: Binghamton University
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