Language Reference Levels for the Spanish Bilingual Program of - PowerPoint PPT Presentation

Language Reference Levels for the Spanish Bilingual Program of Alberta A correlation between the Spanish Language Arts Program of Studies (K-12) and the Common European Framework of Reference for Languages . Carlos Soler Montes Brandee Strickland Instituto Cervantes, Calgary University of Calgary carlos.soler@cervantes.es bmstrick@ucalgary.ca

Spanish Bilingual Program of Alberta • Spanish Language Arts and other core subjects, K-12 • Implemented in September of 2001 • A unique and exemplary model within North America • Already being used in 12 schools in Calgary and Edmonton • 5 more schools will be added by next September • Part of the International Spanish Academies (ISA) network, sponsored by the Spanish Ministry of Education • Strong link between this program and its European mentors suggests a need to establish equivalences with the CEFR

Common European Framework of Reference for Languages (CEFR) • Published in 2001 • Language reference levels described by the Council of Europe • Divided into 6 different levels (A1, A2, B1, B2, C1, C2) • Provides a basis for the mutual recognition of language qualifications • Increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates • Recommended for use in setting up systems of validation of second language ability • CASLT has played an important role since 2004 in increasing the exposure to CEFR within Canada

Research objectives • Establish equivalencies between the Bilingual Spanish Language Arts POS of Alberta and the 6 language reference levels described by the CEFR • In addition we will rely on the Cervantes Institute Curricular Plan (CICP) • The CICP applies the CEFR levels of description to the Spanish language • These correlations will also contribute to an improved implementation of the Alberta curriculum • Teachers would have access to a more detailed description of each outcome, with real language examples that could help them to interpret the curriculum more clearly • Impact on the teaching, learning, and assessment processes

Research questions 1. Could the European reference levels be useful in improving the implementation of the Spanish Bilingual program of Alberta by giving access to more detailed language descriptors, international language credentials, transparency of standards, etc.? 2. Are the equivalents of all six European levels present within Alberta’s program of studies? In what grades can one observe a transition between these levels? 3. Will the results of our research lead to the use of new learning materials and resources?

CEFR – Spanish Language Arts alignments K 1 2 3 4 5 6 7 8 9 10 11 12 Grades Bilingual � � � � Program 9 Year � � � � � � � � � � � � Program ¡Hola Amigos! 3 Year Program � � A1 A2 B1 B2

Correlations Processes A1 -Grades K – 12 A2 -General Outcomes B1 -Specific Outcomes B2 C1 C2

Spanish Bilingual Correlations Process -12 language inventories A1 -Grades K – 12 -Language samples -General Outcomes A2 -Specific Outcomes -Spanish Bilingual B1 Subcommittee B2 -Grades 2 – 5 -Grade 6 in process C1 Validation -Alberta students C2 production

GENERAL OUTCOME 1: GRADE Students will listen, speak, read and write, view and represent in 4 Spanish to explore thoughts, ideas, feelings and experiences. ALBERTA PROGRAM CEFR PERFORMANCE OF STUDIES LEVELS SPANISH REFERENCE ASSESSMENT LEVELS TASKS GENERAL SPECIFIC A1 A2 B1 B2 INVENTORY LANGUAGE ALBERTA STUDENTS OUTCOME OUTCOME CORRELATION SAMPLE PRODUCTION Invent. 5: 2 : 2.2, 2.4. - Para mí, Written production: 1.1. Express � p.220-221 escuchar ideas -Create an original text based on Discover canciones es personal observations 1. Describe 2. Expresar opiniones, and muy útil para actitudes y [Yo pienso que la presentación and reflect aprender Explore conocimientos. de Kim están muy bien] upon 2.2. Dar una opinión español. [Yo creo que me gustaría porque 2.4. Valorar personal - La película está es buen para tu cuerpo] bastante mal. observations and experiences - Me llamo Carla, Invent. 7 : 3 : 3.1.1. Written production: p.293 to reach soy italiana y � -Use knowledge of sentence estudio español en tentative patterns to form new 3. Macrofunciones Lima. sentences conclusions. 3.1. Macrofunción -Soy alta, rubia, descriptiva: personas [-Kim le gusta montar delgada y un poco 3.1.1. Proceso bicicleta… prototípico: punto de tímida, pero tengo - Ella le gusta porque es vista muchos amigos en objetivo, de general a divertido y puedes ver muchas la escuela. particular: cosas… -Me parezco un -Anclaje - Me gustaría saber más a la poco a Shakira. -Aspectualización historia de bicicletas…] - Puesta en relación .

GENERAL OUTCOME 2: GRADE Students will listen, speak, read and write, view and represent in Spanish to comprehend and respond personally and critically to 4 oral, print, visual and multimedia texts. ALBERTA PROGRAM CEFR PERFORMANCE OF STUDIES LEVELS SPANISH REFERENCE ASSESSMENT LEVELS TASKS GENERAL SPECIFIC A1 A2 B1 B2 INVENTORY LANGUAGE ALBERTA STUDENTS OUTCOME OUTCOME CORRELATION SAMPLE PRODUCTION Invent. 7: 3.4 p. 299 Vivo en Written production: 2.3 Create � Barcelona. El original texts - Create an orginal text based on Understand 3.4. Macrofunción lunes pasado fui personal observations 5. create narrativa forms and a la playa, está [Algo nuevo que yo aprendí es original texts techniques cerca de mi casa. que Kim montar bicicleta y to Era muy puedes ver muchas cosas communicate temprano, así chéveres] que nadé, tomé and Coordinación: un poco el sol y demonstrate [Hay diez personas en su equipo me dormí. understanding de gimnasia y todas las personas Cuando of son niñas] desperté, había forms and una mujer a mi Subordinación: techniques. lado. La señora [Para hacer gimnasia, ella dice era muy guapa. que necesitas agua para beber y Era rubia, tenía ropa de gimnasia] el pelo largo y los ojos verdes. Yo me senté en la toalla, ella se sentó en una silla…

GENERAL OUTCOME 4: GRADE Students will listen, speak, read and write, view and represent in 4 Spanish to enhance the clarity snd artistry of communication. ALBERTA PROGRAM CEFR PERFORMANCE OF STUDIES LEVELS SPANISH REFERENCE ASSESSMENT LEVELS TASKS GENERAL SPECIFIC A1 A2 B1 B2 INVENTORY LANGUAGE ALBERTA STUDENTS OUTCOME OUTCOME CORRELATION SAMPLE PRODUCTION Invent. 7: 2.2.1. p. Formalidades: Oral production 4.4 Effective oral � 339 Buenos días… and visual - Use simple sentences Present and Presentación communication - Share information and ideas 2.2.1. Presentación share personal: pública breve y about favorite hobby or pastime 2. describe and Primero voy a preparada sobre un - Demonstrate presentation skills explain tema conocido o de presentarme: me interés personal Formalidades information and llamo…, soy estudiante… [Hola. Yo me llamo Calista] ideas to a Introducción: particular Introducción Como ustedes audience; and [Llevo seis años de estar saben el tema de coleccionando rocas.] select and use charla es la Desarrollo appropriate natación… [Me gusta coleccionar rocas volume, Desarrollo: por… porque son…] intonation and La natación es un deporte muy Conclusión nonverbal cues. completo porque [Hora yo voy a mostrar un es… poquito de mis rocas] Conclusión: En resumen, nada es bueno para la salud.

GENERAL OUTCOME 6: Students will acquire Spanish to understand and appreciate GRADE languages, and use Spanish confidently and competently in a variety of situations for communication, personal satisfaction and 4 further learning. ALBERTA PROGRAM CEFR OF STUDIES LEVELS SPANISH REFERENCE LEVELS GENERAL SPECIFIC OUTCOME INVENTORY CORRELATION LANGUAGE OUTCOME A1 A2 B1 B2 SAMPLE Grammatical Elements ( modelled situations) 6.1 Invent. 2 : 9.3 p.84 � No te vayas . Commands- negative form Imperativo negativo: coincidencia el Linguistic presente de subjuntivo. (proclisis de los Elements pronombres) Prepositions Mi madre era alta. Invent. 2: 9.1.2. p.130 � Imperfect Iba todos los días al Forma + irregularidades colegio. Valores: descriptivo, habitual o cíclico Invent. 2: 7.1.3. p.122 Vos te hacés la comida. Me, te, le, nos, os , les Se lo dieron. � [Zonas voseantes de Hispanoamérica.] Object pronouns – Se lo doy a Luis Sustitución de le , les por se indirect: me, te, le, nos, Presencia/ ausencia Voy a escribirle/ os, les Posición Le voy a escribir Experimentante semántico (no sujeto Me interesa, me encanta… gramatical) Invent. 2: 7.1.6. p.124 A mí me gusta el azul. Pronombres tónicos comp. preposicionales Conmigo, contigo. Object of prepositions: � Formas coincidentes con las del sujeto Con él me divierto Reduplicación del pronombre mí, ti, él, ella usted… Formas amalgamadas A mí de gusta el azul Valores: anafórico, con preposición a (OI)