Six+Core+Practice+of+Effective+Language+Learning

=Important readings about the Core Practices= = =

Core Practices for World Language Learning
=== The Six Core Practices are highly-effective and research-based teaching methods designed specifically for the world language classroom. The 6 core practices provide clear guidance for classroom instruction in achieving a shift towards a proficiency model and focus on teacher actions. Teaching for proficiency requires a change to the core of world language teaching and learning and provides guidance for student language acquisition. ===

=== Unlike “Best Practices” which defines “what works” based on experience; the 6 core practices are complex instructional practices that fully support student learning. They are not transparent or learnable through modeling alone and need to be rehearsed and coached in the specific context. Teachers must detail, deconstruct, and explicitly teach and assess the core practices. ===
 * [[image:tonitheisen/New core practices pix.jpg width="566" height="459" caption="New core practices pix.jpg" link="@https://www.pathlms.com/actfl/courses/2074"]] ||

Learn more-video-Core Practices for Effective Language Leaning Preview Video

== Kentucky World Languages ==

//This series will try to open a window for world languages teachers, nontraditional world languages teachers and other educators as to what world languages education is about. The series will focus on two goals: to grow new leaders in the language learning profession, and to foster growth in students and teachers through effective instructional practices in language teaching.//

[|Jay Ketner] Introduction || The core practices are research-based practices are high-impact practices for facilitating students’ acquisition of language. They empower teachers to most effectively leverage instructional time and assessment opportunities. || [|Sara Merideth] 1. || We are no longer teaching about a language, we are teaching our students to use the language. What better way to facilitate that use than to use the language ourselves? The 90 percent number should not scare us; it should be a number that empowers us. || [|Lisa A. Harris] 2. || But love of grammar for its own sake aside, the first question we should be asking of ourselves isn’t whether or not grammar is important. It is. The first question should be more along the lines of, “what do we want our students to know and be able to do when they leave our classes?” || [|Nicole Naditz] 3. || If we are to design opportunities for learners to engage in interpersonal tasks that reflect all of these characteristics, we must develop learning experiences that prepare them to speak spontaneously on meaningful topics. || [|Kathy Shelton] 4. || Backward design means planning instruction with the end goals in mind. [|Dorie Conlon Perugini] 5. || **What are authentic resources?** Unlike language found in most textbooks or created by teachers for their students, authentic resources are examples of the target language found in natural settings. || Lea Graner Kennedy 6. || As educators, we know how crucial feedback is for students to make proficiency gains because feedback is both motivating and an important tool to promote learning. ||
 * [|World languages: Strengthen your core!:]
 * * [|Core practices: Using the target language as the vehicle and content of learning:]
 * * [|Core practices: Teach grammar as a concept and use it in context:]
 * * [|Core practices: Fostering interpersonal communication:]
 * * [|Core practices: Backward design of world language curriculum:]
 * 1) **Identify Learning Outcomes**
 * 2) **Determine Acceptable Evidence**
 * 3) **Plan Learning Experiences** ||
 * * [|Core practices: Using authentic texts and resources]
 * * Core practices: Provide feedback to improve learner performance