Issues in Mainstream Proficiency Guidelines

Issues in Mainstream Proficiency Guidelines

Their responses are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language. In spite of frequent misunderstandings that may require repetition or rephrasing, Intermediate Low speakers can generally be understood by sympathetic interlocuters, particularly by those accustomed to dealing with non-natives.

Issues in Mainstream Proficiency Guidelines in a TEFL Context Issues in Mainstream Proficiency Guidelines in a TEFL Context Speaking Skills in a TEFL Context

ACTFL Speaking Proficiency Guidelines Humanistic Language Teaching Suggestions for Improvement Speaking Skills in a TEFL Context

Disconnected from a western culture and language Students do not fully understand the context in a foreign country unless theyve traveled there before. Immediate and personal nature of speaking

Speaking issues in a TEFL context that do not relate to their spoken skills Different Kinds of Cultures Low Context Cultures

USA Europe High Context Cultures Middle East

Asia Africa South America

High Context vs. Low Context Cultures Source:http://www.slideshare.net/awidzinska/ hofstedes-cultural-dimensions-17196634 ACTFL Speaking Proficiency Guidelines Source: http://www.actfl.org/ ACTFL

Vision Meeting the needs of language professionals Ensuring a dynamic and responsive organization

Working proactively through advocacy and outreach Working to ensure that the language-teaching profession reflects the racial, racial, and linguistic diversity U.S. society ethnic ethnic and linguistic

diversity of U.S. of society Promoting research that impacts the development of professional programs and enhances the quality of language teaching and learning. Oral Proficiency Interview (OPI) Looking at the ACTFL through

Humanistic Language Teaching Humanism Development of the human race as a whole toward enlightenment, refinement, and greater differentiation from animals: in other words, toward its full potential -Earl W. Stevick Humanism in Language Teaching Humanistic Language Teaching

Teaching Methods in the 70s The Silent Way Community Language Learning (CLL)

Suggestopedia Total Physical Response (TPR) The Silent Way Community Language Learning (CLL) Suggestopedia/Desuggestopedia

Total Physical Response (TPR) 5 Emphases in Humanism Feelings Social Relations

Responsibility Intellect Self-Actualization ACTFL Level Descriptions

Novice High Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects, and a limited number of activities, preferences, and immediate needs. Novice High speakers respond to

simple, direct questions or requests for information. They are also able to ask a few formulaic questions. Intermediate Low Their responses are often filled with hesitancy and inaccuracies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message. Their speech is characterized by frequent pauses, ineffective reformulations and self-corrections. Their pronunciation, vocabulary and syntax are strongly influenced by their first language. In spite of frequent misunderstandings that may require

repetition or rephrasing, Intermediate Low speakers can generally be understood by sympathetic interlocuters, particularly by those accustomed to dealing with non-natives. Distinguished Speakers at the Distinguished level are able to use language skillfully, and with accuracy, efficiency, and effectiveness. They are educated and articulate users of the language. They can reflect on a wide range of global issues and highly abstract concepts in a culturally appropriate manner. Distinguished-level speakers can use persuasive and

hypothetical discourse for representational purposes, allowing them to advocate a point of view that is not necessarily their own. They can tailor language to a variety of audiences by adapting their speech and register in ways that are culturally authentic. Suggestions to improve the ACTFL Speaking Proficiency Guidelines Communicative Competencies Linguistic

Sociolinguistic Appropriate ways to communicate with others Discourse

Grammar, vocabulary, phonetics, morphology Ideas portrayed in spoken and written discourse Strategic The ability to deal with communication breakdowns

Communicative Competencies Communicative Competencies Celce-Murcia 2007 Szab and Rutherfords Radar Charts Radar Charts Sociocultural Competence

Linguistic Competence Formulaic Competence Strategic Competence Interactional Competence Radar Charts Sociocultural Competence Linguistic Competence

Formulaic Competence Strategic Competence Interactional Competence Radar Charts Linguistic Sociocultural

Strategic Formulaic Interactional Radar Charts Sociocultural 40 20

Linguistic Strategic 0 Formulaic Interactional Radar Charts Sociocultural

40 20 Linguistic Strategic 0 Formulaic Interactional

Radar Charts Create a well-rounded, humanistic picture of the student Reduce the judgmental nature and cultural inaccuracy of the guidelines

Incorporate a visual image More universal Resources http://www.actfl.org/

Larsen-Freeman, Diane and Marti Anderson. Techniques & Principles in Language Teaching. 2011, Oxford University Press, Oxford, 3rd edition. Rethinking the Role of Communicative Competence in Language Teaching in Intercultural Language Use and Language Learning. Eds. Eva Alcon Soler and Maria Pialr Safont Jorda. 2007, Springer, Spain. http://

www.peterutherford.de/2014/01/radar-charts-and-communicative_5.html http://www.slideshare.net/awidzinska/hofstedes-cultural-dimensions17196634 Stevick, Earl W. Humanism in Language Teaching.1990, Oxford University Press, Oxford Questions

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