Teaching and Learning to the Highest Levels of Language Proficiency - Sharings from the Journal of Distinguished Language Proficiency and More (abstracts)
Just out! Volume 8 of the Journal for Distinguished Language Studies. Read the abstracts. See something you like? Explore more! The JDLS is available from Amazon, Barnes & Noble, other online sellers, the MSI Press webstore -- and, in some (we hope, many) cases your local academic library. (If you want it at your local public library -- just ask the librarian to order it, or better, subscribe to it.)
Volume 8 Abstracts
Beyond
the Language: Debating as High-Intensity Cultural Engagement & Leadership
Emilie Cleret (French War College)
This
article discusses the use of debating in senior
professional military education (PME) at the French War College in Paris to
help officers reach native-like English language competence.
In France, senior
Professional Military Education (PME) is delivered by two schools – Ecole de
Guerre (French War College) and Centre des hautes études militaires, (Centre
for Higher Military Studies). The case this article explores is the use of
debating by the English Studies Department to support the officers’ effort to
achieve a native-like level of L2 competence during their one-year course in
the French War College. The author’s perspective is that of a practitioner who
heads this department, designs the courses, and manages the faculty that
delivers them. All the members of the faculty are from English-speaking
countries.
Keywords: Debating, Leadership, (French) Military Education, Culture, Argumentation, Public Speaking
Helping
Learners Achieve the Distinguished Level of Proficiency
James E. Bernhardt, Ph.D. (Foreign Service Institute,
emeritus)
The current article proposes that a task all learners who have
attained superior levels of proficiency and who wish to achieve the
distinguished level have in common is the need to double the size of their vocabulary. The article suggests
that instructional designs for distinguished level training should include
massive amounts of input: reading, listening and watching. It also proposes a
number of ways, all vocabulary based, to evaluate whether materials are at-level
for learners and advocates for materials that are appropriate to the individual
learners needs, objectives and interests.
Key words: vocabulary, objectives, rights, Bloom’s taxonomy, text profiling
Roadmaps
to Distinguished Speaking Proficiency
Jack Franke (Defense Language Institute Foreign
Language Center)
Although
study abroad is viewed in the United States as sine qua non, the study abroad experience is not a panacea to
achieve distinguished foreign language speaking proficiency. This study attempts to uncover how
persistence, study abroad, motivation, and learner autonomy play into the
pursuit of distinguished speaking proficiency.
Using the theoretical framework of complexity theory and
phenomenological design, the study utilized interviews of four educators at an
institute in the Western United States as the primary instrument of data
collection. This study investigated the
roadmaps which successful foreign language educators have utilized to achieve
distinguished speaking proficiency through interviews and documentary research.
Data analysis of interviews with the participants revealed distinguished
speaking proficiency was a highly personal pursuit, characterized by different
motivations based on the choice of a foreign language, engagement in the target
culture, grit, and time. Overall, the
participants were highly self-efficacious learners, many married to
foreign-speaking spouses, and spent extended periods in the foreign culture and
community. The study provided possible
roadmaps for students and educators who wish to achieve near-native speaking
proficiency in a foreign language.
Keywords: persistence, study abroad, motivation,
learner autonomy, distinguished speaking proficiency, motivation
Protocol-Based
Formative Assessment: Evolution and Revolution at the Defense Language
Institute
Andrew R. Corin, Ph. D. (Defense Language Institute
Foreign Language Center, emeritus) & Sergey Entis (Defense Language
Institute Foreign Language Center, retired)
Protocol-based formative assessment (PBFA) can be a
powerful tool for enhancing learning and diagnosing learning challenges. Yet
there is an inherent tension between effectiveness and efficiency in the
delivery of PBFA. This can be addressed through a variety of strategies:
“rationing” PBFA to instances of individual learning difficulties; applying
PBFA to all students but in fewer instances; or by engineering greater
efficiency into the protocol. Regardless of the strategy adopted, it is taken
for granted that PBFA should be maximally integrated with instruction-based
formative assessment (IBFA) as an integral component of day-to-day classroom
instruction. This article articulates the dilemma as it developed at the
Defense Language Institute Foreign Language Center (DLIFLC) between 1989 and
2015 and the path pursued to overcome it through re-design of PBFA.
Keywords: diagnostic assessment; formative assessment; dynamic assessment; zone of proximal development; learner variables; learning styles; text typology; language proficiency; world language education; foreign language learning; Defense Language Institute Foreign Language Center
On the Cusp: Grids to Guide Formative Assessment Incorporating Zone of
Proximal Development Consideration
Betty Lou Leaver, Ph.D. (MSI
Press LLC)
The chasm between the various
proficiency levels (ILR -1, -2, -3, 4/ACTFL Novice, Intermediate, Advanced,
Distinguished) is large traversing the space between the levels can take many
years—up to 17 years for some Level-4 language users. The Cusp Grids, developed
under the guise of the National Foreign Language Center, with input from large
numbers of Level-4 language users, focus on the proficiency elements critical
from passing from one level to another and how to use this knowledge along with
formative assessment to determine best next steps for individual learners,
based on their zones od proximal development. The grids provided for English,
French, Russian, and Spanish can be used to guide the development of similar
grids for other languages.
Keywords: proficiency cusps,
cusp grids, zone of proximal development, formative assessment, proficiency
levels
Protocol-Based
Formative Assessment: Evolution and Revolution at the Defense Language
Institute
Andrew R. Corin, Ph. D. (Defense Language Institute
Foreign Language Center, emeritus) & Sergey Entis (Defense Language
Institute Foreign Language Center, retired)
Protocol-based formative assessment (PBFA) can be a
powerful tool for enhancing learning and diagnosing learning challenges. Yet
there is an inherent tension between effectiveness and efficiency in the
delivery of PBFA. This can be addressed through a variety of strategies:
“rationing” PBFA to instances of individual learning difficulties; applying
PBFA to all students but in fewer instances; or by engineering greater
efficiency into the protocol. Regardless of the strategy adopted, it is taken
for granted that PBFA should be maximally integrated with instruction-based
formative assessment (IBFA) as an integral component of day-to-day classroom
instruction. This article articulates the dilemma as it developed at the
Defense Language Institute Foreign Language Center (DLIFLC) between 1989 and
2015 and the path pursued to overcome it through re-design of PBFA.
Keywords:
diagnostic
assessment; formative assessment; dynamic assessment; zone of proximal
development; learner variables; learning styles; text typology; language
proficiency; world language education; foreign language learning; Defense
Language Institute Foreign Language Center
The JDLS is published biennially and is accepting proposed articles for the 2023-2024 issue (release: December 31, 2024), as described in the current Call for Papers, the latest version of which is always available on the JDLS webpage at the MSI Press website, along with submission requirements information for both articles and book reviews.
The JDLS is shelved at the Library of Congress and can be ordered from Amazon, other booksellers, and the MSI Press webstore as single copies or on subscription. Contact us (editor@msipress.com) for review copies.
Find the latest information on the JDLS webpage and follow our blog for additional information (we are looking into making digital versions available, sales of articles at minimal cost, and availability from indexers and will report any movement on those things in the Thursday posts), as well as dialogue on this important topic for language learners and teachers.
For more posts about the JDLS, click HERE.
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