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A new resource from the National Capital Language Resource Center - a must read for WL teachers who are seeking to implement a true standards-based, proficiency-oriented language program.

A new resource from the National Capital Language Resource Center - a must read for WL teachers who are seeking to implement a true standards-based, proficiency-oriented language program.

Driving Question: How can student voice and choice enrich language learning? Recent articles in publications like The Atlantic and The Hill highlight what many describe as a dismal state of language learning in the United States. Both pieces speak to the largely ineffective outcomes of language study, since so few language learners achieve a meaningful level of proficiency, even after years of study. Contributing to the state of language discussion, a recent ACTFL study shows that fewer students are pursuing language study. What seems like a lack of serious commitment to improve outcomes in the U.S. also reflects a long-standing cultural attitude that language learning isn't a worthwhile endeavor.

You need a portfolio for two reasons: to reflect well and look good. Reflection Selecting work to go into a portfolio is a metacognitive process that requires you to compare what you have actually accomplished with the desired end. I would like students to do this more frequently than the end of each grading period, and I plan to make portfolio updating at least a biweekly process. To this end, I've created a whole page within my newly revamped site template for this reflective process (hint: this should also be a gold mine for Assessment of Student Work "time lapse artifacts" for me to show my fitness as an educator). I want students to see their progress in stages.

Rubrics from Fairfax County, VA for WL proficiency assessments.