There are many myths and misconceptions about language acquisition. Check out this article from Dual Language Schools: https://duallanguageschools.org/columns/myth-busters-in-dual-language-learning/
What is Proficiency?
Learning a language is very different than learning content areas. In order to determine success with language, language teachers must ascertain the proficiency levels of their students. Many often confuse proficiency with performance or achievement. Quite simply put, proficiency is the ability to use language in a real-world situation. Performance is the ability to use language in a limited and controlled situation such as a classroom or controlled situation-based exchange, and Achievement is the ability to repeat language elements that have been taught and mastered at some level. Each of these areas, proficiency, performance, and achievement has a role in language learning, but only proficiency is what people use to communicate in the real world. In language learning, proficiency is the KEY. It allows us to know what students can do with the language in spontaneous, unrehearsed, real life situations.
ACTFL, the American Council for Teachers of Foreign Language, is the national organization that has defined language proficiency for K - 12 settings. More information regarding ACTFL and proficiency can be found on the ACTFL website: https://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012
DLI and world language programs often have establish Proficiency Targets in all four skills: listening, reading, speaking, and writing. These targets assist teachers in creating an instructional focus and establishing expectations for student output. Because there are many factors that influence language acquisition, not all students are expected to attain the targets in all four skills.
Proficiency and Length of Time by Language
Linguistic distance is a concept that explores how different one language is from another. Studies have shown that this can impact the length of time it takes to become proficient in the second language. Take a look at the chart below:
Source: https://www.languagetesting.com/how-long-does-it-take
STAMP Assessment - Overview for Parents
The STAMP assessment will be administered to APS DLI students in 1st grade and up. We will only administer the listening and speaking portions of the assessment. The results will provide our DLI Spanish teachers with additional evidence of student progress as reviewed by an external evaluator.The STAMP assessment is computer adaptive and will meet the students based on where they are in the language. The STAMP assessment is not based on any textbook, but rather uses real world scenarios to prompt the student. STAMP is valid and reliable as it is based on extensive field testing and expert panels. This is not a test for which students can study.
To assist our parents in understanding the STAMP assessment, we are creating a video that will be posted here soon.
APS Dual Language Immersion Proficiency Targets
APS has established language proficiency targets for each language domain for each grade level. Check out the chart below:
Click here for a pdf of the DLI Proficiency Targets: Download APS_Proficiency_Targets_K-12_2017
ACTFL Can Do Statements for Proficiency
The Can-Do Statements are a culmination of a collaborative effort from the National Council of State Supervisors of Foreign Language and ACTFL. The Can-Do Statements serve two purposes: (1) The statements help the learner identify what he/she can do at each level of proficiency; and (2) The statements assist teachers in planning curriculum, daily lessons and activities that help learners reach a targeted level of proficiency.
To obtain an additional copy, please click the link below:
http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements