For students to have adequate opportunity to acquire language and develop proficiency in a language other than English, maximum use of the target language in the classroom by teachers and students is critical. While the research-based recommendation is that target language use represents 90% of teacher and student discourse in the classroom, many teachers struggle to maximize the use of L2 (world language that the student is working to learn during instruction).
The December 2015 article on the NCSSFL-ACTFL Can-Do statements guided world language educators on using the resource for identifying learning targets relative to proficiency level. This article builds off of that idea, and it looks closer at thematic units in order to understand why and how they best empower educators to teach to language proficiency.
The Maine DOE introduces the first of three collections of articles for the 2015-16 school year in the “Content Corner,” resources designed to support teaching and learning in Maine classrooms and make connections to classroom applications and research.
Research indicates that the identification of clear learning targets is a strong support for language learning. The NCSSFL-ACTFL Can-Do Statements for Language Learning are progress indicators for language learning, and are a valuable resource for teachers and students alike. Based on research that reveals language learners to be more motivated and self-directed when they have an understanding of the proficiency spectrum and language progressions, as well as gaining the ability to self-assess on their language ability, the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) collaborated to develop the national Can-Do statements. These are made up of two parts: the Can-Do Benchmarks and the Can-Do Statements.
The following Priority Notice was distributed to school superintendents today in advance of the 104th Annual Commissioner’s Conference for Superintendents:
We look forward to working with you next week during the 104th Annual Commissioner’s Conference for Superintendents, scheduled to begin at 5 p.m. on Sunday, June 28 at Sunday River’s Jordan Hotel in Newry.
The Maine DOE has been notified of the requirement to submit Maine teacher shortage areas by Dec. 11 for designation by the U.S. Department of Education (U.S. DOE) for the 2015-2016 school year. The U.S. DOE annually designates teacher shortage areas for purposes of deferment of loan repayments or reductions of teaching obligation under the following student loan programs: Continue reading “Input sought for teacher shortage areas”
The final deadline for districts looking for an extension in implementing a proficiency-based diploma requirement is next week.
Earlier this year, the Department released six extension request options to provide the time and support districts say they need to undertake the thoughtful, systemic change needed to ensure quality implementation of systems that support the awarding of proficiency-based diplomas starting in 2018.
As Maine moves toward a proficiency-based education system that will ensure students graduate from our high schools having mastered State learning standards, I am often asked what this expectation means for our nearly 30,000 students with disabilities.
The Maine DOE’s World Languages in Maine: A Standards-Based Teaching and Assessment Initiative, now in its third year, will be again offering free regional workshops for world language teachers statewide during the 2014-15 school year.
The Maine DOE is pleased to announce the Smarter Balanced Digital Library, a collection of vetted instructional, assessment and professional development resources, currently contains more than 2,000 resources, including each grade level, K-12, in the content areas of mathematics and English language arts.