Last edited by Akigrel
Monday, May 18, 2020 | History

2 edition of Framework for a proficiency-based second language curriculum. found in the catalog.

Framework for a proficiency-based second language curriculum.

Framework for a proficiency-based second language curriculum.

  • 99 Want to read
  • 28 Currently reading

Published by Alberta Education in Edmonton, Alta .
Written in English

    Subjects:
  • Language and languages -- Study and teaching -- Alberta.,
  • Second language acquisition.

  • Edition Notes

    ContributionsAlberta. Alberta Education. Language Services., Alberta. Alberta Education.
    The Physical Object
    Paginationiii, 53 p. :
    Number of Pages53
    ID Numbers
    Open LibraryOL18535238M
    ISBN 100773202005

    This book presents a year-long curricular framework for the proficiency-based, communicative language classroom unlike anything I have ever seen. It contains six instructional cycles organized around literacy foci: Narration, Description, Information, and Opinion/Argumentation. Assessing Language Proficiency for Credit in Higher Education. ERIC Digest. This Digest assumes general familiarity with the American Council on the Teaching of Foreign Languages (ACTFL) skill level descriptions. For more information on the ACTFL guidelines, see the resources listed in the reference section at the end of the Digest.

    Background. Task-based language learning has its origins in communicative language teaching, and is a subcategory of ors adopted task-based language learning for a variety of reasons. Some moved to task-based syllabus in an attempt to make language in the classroom truly communicative, rather than the pseudo-communication that results from classroom activities with no direct.   North, B. The development of a common framework scale of descriptors of language proficiency based on a theory of measurement. Sys - Cited by:

    An overview of pre-, formative, summative, proficiency based, and portfolio assessments to inform instruction and monitor student progress. References An annotated list of resources that support various components of the WSD instructional framework. Glossary A short dictionary of terminology used throughout the document. File Size: 1MB. The Neurolinguistic Approach (NLA) for Learning and Teaching Foreign Languages ix and the NLA’s origins and implementation, in Canada, as well as in Asia, and elsewhere in the world (Chapter 6). Broadly speaking, the two more “theoretical” parts frame the more “practically” oriented parts (the second part [Chapters 4 and 5] and the.


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Framework for a proficiency-based second language curriculum Download PDF EPUB FB2

Characteristics of Proficiency-Oriented Language Instruction. Proficiency-oriented language instruction is a general framework for organizing instruction, curriculum, and assessment, rather than a method or a theory.

Within this framework, language learners practice the four modalities (listening, speaking, reading, and writing) in order to communicate meaningfully, effectively, and creatively. 2/ Four Aspects of the Second-Language-Learning Requirement March Alberta Learning, Alberta, Canada III.

The Effects of Second-language (L2) Learning on Students with Special Needs • There is a great deal of research that looks at the difference between students who are culturally and linguistically diverse versus those with Size: KB.

19 thoughts on “ 4 Steps to Creating a Proficiency-Based Curriculum Map ” Audra J at pm. Just when I think your posts can’t get any better, I get this one.

You are so generous and I want you to know you have helped me become a better teacher with your ideas. organizing principle for language curriculum and instruction.

This rethinking of the curriculum, toward content-based, task-based language instruction and an emphasis on meaningful language use is the focus of the national standards and efforts of the Curriculum Team of the Articulation Size: KB.

I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g.

family, hobbies, work, travel and current events). I can interact with a degree of fluency and spontaneity that. 6 The Development of English Language Proficiency in Grades K Policies and practices with respect to educating English learners (ELs) in the United States have historically been driven largely by beliefs and attitudes about how best to ensure that they acquire high levels of functional proficiency in English as quickly as possible (Espinosa, ).

The Framework for Proficiency-Based Learning represents a system of essential structures necessary to promote equitable outcomes for all students. These structures help educators create coherence as they define and prioritize student learning outcomes, plan for assessment and feedback, select methods for communicating progress, and determine readiness for graduation.

Proficiency-Based Assessment: Process, Not Product (Foundations of quality K curriculum, instruction, and assessment and vocabulary relating to them) [Troy Gobble, Mark Onuscheck, Anthony R.

Reibel, Eric Twadell] on *FREE* shipping on qualifying offers. Proficiency-Based Assessment: Process, Not Product (Foundations of quality K curriculum, instruction5/5(2). Curriculum (ECS–Grade 12) for a Language Other Than English or French.

Edmonton, AB: Alberta Education Language Services Branch, Framework for a Proficiency-Based Second Language Curriculum. Edmonton, AB: Alberta Education Language Services Branch, Locally Developed Language and Culture Programs: Guidelines for Development.

Reports on results of a Swiss project designed to provide descriptions of language competence at various cross-over points at which Swiss learners change from one educational sector to another in order to create a coherent information system for course planning, coordination of certification, self-assessment, and reporting achievement.

(72 references) (CK)Cited by: This paper adopts the proficiency-based framework and presents a proposal of curricular goals that provides a brief description of program goals, mission, and vision, and outlines a four-year, two Author: Han Luo. The Model Curriculum framework allows teachers at every level of experience to find resources that will help address the specific needs of their learners.

Last Modified: 6/23/ AM Pursuant to ORC (B) (3) andit is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational. Development of a Proficiency Based Skills Curriculum for the Fundamentals of Endoscopic Surgery Primary Investigator: E.

Matthew Ritter MD FACS* Associate Investigators: James R. Korndorffer MD FACS# and Jonathan P. Pearl MD FACS^ * Norman M. Rich Department of Surgery, A, Uniformed Services University of the Health.

The following guide, comprising a selection of our entries, is intended to provide a comprehensive introduction to learning standards and how they work in our education system, which extends to related standards-based strategies such as proficiency-based learning, curriculum mapping, and backward design.

Our goal, quite simply, is to make this. Developmental stages in second-language acquisition and levels of second-language proficiency 17 2.

T o what extent do common or differ ent profile features exist across the. Some participants favored sharing proficiency-based expectations with parents and/or administrators. @tiesamgraf wrote, “Providing a can-do letter [with] expectations for parents at open house night is a great start to proficiency [language] for stakeholders.”.

ACTFL Performance Descriptors for Language Learners3 The ACTFL Performance Descriptors for Language Learners are designed to describe language perfor-mance that is the result of explicit instruction in an instructional setting.

A companion to the ACTFL Proficiency Guidelines, a File Size: KB. Second, these proficiency-based curricula adopt the broader perspective suggested by Schulz who includes kinesics, paralinguistics, etc.8 Finally, the task-universals basic to ILR proficiency testing become the behavioral goals in proficiency-based course design (see Functions column in Figure 1).

Two courses resulted. Planning for Instruction. Developing a Content-Based Level 5 Foreign Language Class. Comparing State Framework and Curriculum Documents.

Exploring Options for CBI at the Post-Secondary Level. Discuss and Reflect. Analyzing the Use of Content and Context in a Japanese Lesson. CONNECTING LANGUAGE LEARNING TO THE ELEMENTARY SCHOOL CURRICULUM. A federally-funded three-year project is described that was undertaken by the American Council on the Teaching of Foreign Languages to train a group of Texas-based college level foreign language educators in French, German, and Spanish to serve as oral proficiency interviewers and evaluators of all applicants for a Texas state teaching certificate in foreign language education beginning in.

A project has recently been proposed by the National Education Examinations Authority, P. R. China, to develop a national framework of reference for English language education, provisionally called China Standards of English (CSE).

In this article, we argue for the necessity of developing the framework of reference in China and challenges facing such an important by:   Proficiency-Based Instruction: Rethinking Lesson Design and Delivery By Eric Twadell, Mark Onuscheck, Anthony R.

Reibel, and Troy Gobble (Solution Tree Press, – Learn more) Reviewed by Jennifer Savery. For those of you who haven’t noticed (smile), society has changed drastically over the years.While this idea is not new, Hill and Miller provide The Academic Language Framework to help teachers decide what specific language the students will require to complete a task.

For example, in order to compare and contrast ancient civilizations, students will need to use transitions like “On the other hand” or .