DLI+Second+Grade+Team-Jan+25,+2018

= Agenda = = = = Targets-Participants can =
 * 1) Greetings and check in
 * 2) What is Dual Language Immersion-The TSD Model-from Utah-Immersion observation chart
 * 3) Research from Portland City Schools Immersion Program
 * 4) World Standards, Proficiency Ranges, 3 Modes, Proficiency reports
 * 5) Intercultural competence
 * 6) AAPPL demo
 * 7) Working in groups with the curriculum documents-Spanish-Spanish, English-English ,all 4 together
 * 1) Relate current research to TSD program
 * 2) Understand and apply the TSD Model
 * 3) Use the points in the Immersion Observation Chart
 * 4) Apply the World Standards, Proficiency Ranges, 3 Modes, Proficiency reports
 * 5) Become familiar with the AAPPL assessment
 * 6) Identify aspects of cultural competence that can be integrated into curriculum

What is Dual Language Immersion?
Dual Language immersion is a way to learn academic content while acquiring another language at the same time. Students receive math, science, or social studies instruction in a target language, such as Spanish, French, or Chinese. Because of the teaching strategies used, the students learn the concepts and skills for the subject area and develop the ability to read, write, speak, and listen in another language.

The goals are for the students to develop literacy skills in both English and the target world language such as Spanish, French, or Chinese while attaining academic achievement that is at or above their grade level as measured by Utah core testing. Furthermore students will develop a world cultural sensitivity. Dual Language Programs strive to prepare students academically, linguistically and socially for the challenges and needs of our global community.

=TSD Dual Language Immersion Curriculum Documents 2017-2018=

Research
Research:Dual-Language Immersion Programs Raise Student Achievement in English: Research from Portland City Schools

Opening links and videos

 * 1) How learning a new language improves tolerance
 * 2) Anna Rosling Rönnlund: See how the rest of the world lives, organized by income | TED Talk |
 * 3) Dollarstreet.org

== TSD Dual Language Immersion Program ==

==Integrating Culture, Content and Language==

== TSD Dual Language Immersion Assessment Plan will follow Utah model==







=Dual Language Immersion Curriculum Documents 2017-2018=

== AAPPL Spanish Language Testing for Proficiency ==

==AAPPL:== The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is unlike any other assessment. AAPPL Measure addresses the //World-Readiness Standards for Learning Languages// and uses today’s communication media in which test takers perform tasks such as participating in a virtual video chat, creating wikis, e-mailing, and using apps to demonstrate language ability. The AAPPL Measure assesses the following modes of communication:
 * Language and Modes of Communication**
 * Interpersonal Listening/Speaking
 * Presentational Writing
 * Interpretive Reading and Listening




 * [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png caption="TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx" link="file:tsdwlstandards/TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx"]] ||
 * TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx ||




 * [[image:tsdwlstandards/Screen Shot 2018-01-16 at 2.27.55 PM.png width="770" height="391"]] ||
 * Screen Shot 2018-01-16 at 2.27.55 PM.png ||


 * Revised Colorado World Languages Academic Standards-2018 **

= ACTFL-NCSSFL New "Can-do" Statements =



ACTFL-NCSSFL New "Can-do" Statements


**Standard 2 Cultures: Interact with cultural competence and understanding. ** The study of other cultures is deeply intertwined with the acquisition of other languages. One learns to understand another culture and interact appropriately within it through the acquisition of its language for purposes of communication in the Interpersonal, Interpretive, and Presentational Modes. Learning about and experiencing another culture in both simulated and authentic situations, either real or virtual, enable students to understand that particular culture on its own terms. Developing an understanding and awareness of other cultures’ perspectives is critical in the development of global competence, an essential “theme in preparing learners for life and work in the world”. All students need to understand diverse cultural perspectives that exist both within the United States and other countries in order to function appropriately in varied cultural and linguistic contexts that they may encounter in their future. It is fundamental to develop an awareness of other people’s worldviews and patterns of behavior that characterize their world, as well as the products that the culture has created and the reasons for their existence.

Because **language** is the primary vehicle for expressing cultural perspectives and participating in social practices, the acquisition of a language provides multiple opportunities for learners to investigate the relationships between the perspectives and the practices and products of a particular culture, as well as to develop insights about a culture that are available in no other way. In reality, the true content of a language course or program is not discrete elements of grammar and vocabulary, but rather the cultures expressed through the language.

A **significant shift** in how culture is taught in the language classroom is the move away from teaching isolated facts to integrating culture with language. **At the heart of the Colorado Academic Standards for World Languages is the attitude of being an explorer, using language to investigate, explain, and reflect on how perspectives are exhibited in the practices and products of a culture.** Through language acquisition experiences, learners increase their background knowledge of the cultures that speak the language being acquired and also develop the skills of observing and researching questions that surface around cultural perspectives, practices, and products.


 * [[image:tsdwlstandards/ACTFLPyramid color pdfuse copy.png]] ||
 * ACTFLPyramid color pdfuse copy.png ||


 * [[image:tsdwlstandards/ACTFL pyramid 1 copy.png]] ||
 * ACTFL pyramid 1 copy.png ||