View Content #27641

This week’s activity was developed in the spirit of helping learners unpack language proficiency. We recommend using this activity at the beginning of any language course or program targeted to student learners.

Objectives:

Learners will be able to:

• Demonstrate understanding of whaat language proficiency means.
• Draw connections between language proficiency and their lives in the world.

Modes: Interpersonal, Presentational, and Interpretive

Materials:

Copies of the proficiency scale that you use

Procedure:

1.  Introduce learners to the terms and/or overarching description for the proficiency scale that you use. For example, if you use the ACTFL Proficiency Scale, you will introduce them to the following terms: Novice, Intermediate, Advanced, Superior, and Distinguished.

2. Ask students  to predict what each level  means in practice. To engage in this prediction, instruct them to work in groups to think of some activity in the world and provide examples for what someone engaging in that activity might look like at each level. For example, for the activity of “cooking,” learners might say:

              Novice: Making toast

              Intermediate: Making a sandwich

              Advanced: Cooking a full meal

              Superior: Cooking a three-course meal

              Distinguished: Cooking for a large, fancy banquet

3.  Next, have learners relate their predictions to language learning. What do they think that people should be able to do with language at each level? Have them document those predictions. Then, as a class, discuss responses in order to make a corporate prediction of what each proficiency level means. Document it on the board or on some other large surface (butcher paper or the like) that everyone can easily read.

4. After that, provide learners with the descriptions that are available of each language proficiency level. Allow them to compare and contrast the class’s predictions with the actual descriptions. Use this time as an opportunity to highlight for learners the importance of communicative competence over grammatical competence. This action willhopefully plant the seeds for language play and risk-taking over the course of the rest of the course of language study.

5. Finally, explain to learners what the proficiency expectations are in your specific course and allow them to set 1-3 goals for the school year.