Language Planning Committee
Language Proficiency Assessment
The John Stanford teachers took the initiative to provide a one-day training to the newer immersion teachers at the school in the ELLOPA (Early Language Listening and Oral Proficiency Assessment) in mid-May. They plan to complete Student Self-Assessments, Teacher Observation Matrix (using the CAL SOPA scale (PDF)), and conduct some ELLOPA interviews with students. Bravo!
Hamilton has administered the CAL Student Self-Assessment survey to over 250 Spanish students. We put it into an online form for the students to complete in the computer lab. It takes just a few minutes (assuming no technology glitches :). Using the online form eliminates paper and printing costs and makes data collation much faster and easier. (If you'd like to see a copy of the survey, please email: firstname.lastname@example.org.)
In terms of future grant funding, Michele contacted the Center for Applied Linguistics about partnering with us in a grant application to cover assessment costs over several years (as immersion students move from elementary to middle school). They are interested. We'll be thinking about next steps over the summer. Other updates from CAL:
Language Immersion Workshop for Tacoma Immersion Schools
Bridget Yaden of PLU, who has been coordinating the FLAP grant at Sheridan Elementary and Stewart Middle School in Tacoma this year, has asked Michele to organize and "run" an intensive 6-day workshop for their language immersion teachers (French, Spanish, Japanese) August 3-10 . This should be a very exciting experience. The plan is to make it very interactive, fun, inspiring, and practical. There are several brand-new immersion teachers starting next year.
We are lining up a number of people to share their expertise at the workshop, including Prof. Amy Ohta from the UW sharing her research on Vygotsky and the Zone of Proximal Development. In addition, we will have a coordinator position for each language, and Mihoko Tsang, K-1 Japanese immersion teacher at John Stanford, has agreed to be the coordinator for Japanese. One of the Spanish coordinators will be Toni Stevens from Sunset Elementary in Bellevue, and Michael Bacon, who coordinates language immersion in Portland (and teaches Japanese immersion in middle school) will be coming for a day, as well, to work with the middle-school immersion teachers. This workshop will be an excellent opportunity for all of us to hone our skills, while helping the Sheridan and Stewart folks develop resources, prepare for the new school year, and strengthen their program.
Bridget and I expect to post resources to the web so that other immersion programs can benefit from them. More news about this later this summer.
Agreement with Spain and UW Student Projects
Paul has identified approximately a dozen students from the UW College of Education who are interested in doing projects in conjunction with John Stanford and/or Hamilton or Roosevelt, related to language learning, technology, motivation in learning, culture, etc. One student, Ying Ren, has agreed to work with Michele on some of the statistical analysis of data from the language assessments at John Stanford. Several students are interested in the project Paul is coordinating with Mercedes Rico of Spain. Paul has received a draft survey for the school and for parents from Mercedes that needs to be completed this spring. Contact Paul for more information: email@example.com.
Summer Language Immersion Camps
John Stanford will be holding summer language immersion camps in Japanese and Spanish for students at the school the weeks of June 21-25 and June 28-July 2.
Educating Language Learners Article
If possible, Michele and Karen will collaborate with John Stanford teachers to write an article for a special edition of Educational Leadership on Language Learning. Due date is July 1, 2004.
SUBMIT ARTICLES FOR A SPECIAL "EDUCATING LANGUAGE LEARNERS" ISSUE OF EDUCATIONAL LEADERSHIP. This December 2004/January 2005 issue will explore two types of language learners: those learning the dominant language of the country in which they live, and those learning the dominant language of another country. We welcome articles on innovative language learning strategies, using subject matter to teach language, and achieving high standards of language acquisition. International contributions are of special interest. Submission Deadline: July 1, 2004. To see more about the editorial process, see http://www.ascd.org/cms/index.cfm?TheViewID=634.
Status of Next Steps from 1/20/2004 meeting at UW
Since we're approaching the end of the academic year, this is a good time to take stock of where we're at. Several suggestions for "next steps" were made at the 1/20/2004 meeting at the UW Language Learning Center. Here's a quick status on these items.
Paloma Borreguero and Marcos Garcia came to John Stanford on March 19 to meet with Spanish immersion teachers to look at how to use web lesson plans from the Ministry of Spain and Mexico. Everyone thought it was a rewarding experience.
The Winter issue of the Global Outlook (PDF) featured a page on UW Partnership activities (see page 4). This is probably a useful piece to share with leaders at the School District and UW who need to understand how this partnership works and how it benefits both the UW and the schools.
Hamilton has had four tutors from the UW helping in Spanish 103 classes this spring. (Thanks!)
Priorities for Next Year
About the UW Partnership
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