What is "Pathways to Proficiency?"(P2P)
What We Are ...
Davis and Elkins College offers an innovative program in which full-time students may acquire proficiency in one or more modern world languages. Students choose to enter the program in a language which is not their "first language." * Students participate in two classes, World Language Pathways 100 and 200, to support further acquisition of proficiency in the language, including campus-based immersive conversational One-on-One (1:1) coaching sessions in Spanish, French, and German. Generally, at the end of the 200-class, students take an online 4-skills assessment of their proficiency for credit.
The most commonly learned languages for English speakers are Spanish, French and German. Other languages could potentially be learned, tested and certified for credit (such as Italian, Portuguese, Chinese, Japanese, Korean, Russian or Arabic) but with a less-immersive coaching relationship.
*A FIRST language is defined as the one your family and surrounding culture primarily speaks (or spoke) when you were very young through adolescence. Some students are "bilingual," either through “heritage” exposure or extensive academic study. However, there generally is a STRONGER language of the two. You will be informally assessed when you sign up for the program which language is your "first" and which is your "second." If the "second" language is the one you choose to work on and be assessed for credit within P2P-DE, that is permissible.
PERSONALIZED! Each student in a World Language course will create, with the instructor/language coach's guidance, a unique PATHWAY, modified weekly, to a higher level of proficiency. Determining the content and pace of this customized pathway will depend on various factors: student proficiency at the beginning of the course, the language itself and learning resources as well as the student's achievement goals and other personal factors.
The most commonly learned languages for English speakers are Spanish, French and German. Other languages could potentially be learned, tested and certified for credit (such as Italian, Portuguese, Chinese, Japanese, Korean, Russian or Arabic) but with a less-immersive coaching relationship.
*A FIRST language is defined as the one your family and surrounding culture primarily speaks (or spoke) when you were very young through adolescence. Some students are "bilingual," either through “heritage” exposure or extensive academic study. However, there generally is a STRONGER language of the two. You will be informally assessed when you sign up for the program which language is your "first" and which is your "second." If the "second" language is the one you choose to work on and be assessed for credit within P2P-DE, that is permissible.
PERSONALIZED! Each student in a World Language course will create, with the instructor/language coach's guidance, a unique PATHWAY, modified weekly, to a higher level of proficiency. Determining the content and pace of this customized pathway will depend on various factors: student proficiency at the beginning of the course, the language itself and learning resources as well as the student's achievement goals and other personal factors.
What We Are Not ...
- A traditional "Class" . The language class (WLAN 100/200) is merely a roster and common space to provide coaching and mentorship in language learning to provide a structured environment to learn or improve upon a specific language (or languages). Within WLAN 100/200, students participate in "1:1" one-on-one, individualized face-to-face sessions with the instructor that meet at mutually agreed-upon 30-minute time slots. Students will have worked with stories and personal expression in their chosen Target Language and have communicated about their activity with the language coach beforehand. The WLAN 100/200 class is a 1-credit-hour course, which does earn quality points that are averaged into the GPA. Any credit earned (up to 12 credit-hours) on the STAMP language assessment is pass-only (no failure reported) elective credit documented on the transcript as the particular language proficiency, i.e. Spanish, French, German, etc.
- "One Size Fits All"- As students come to this experience with different backgrounds, motivations and learning styles, the “pathway” to acquisition can vary from that of other learners. It's very possible to have students of widely ranging proficiencies. Though the stories and other resources used in the language study groups form a DEFAULT CORE CURRICULUM, the expectations for each student vary depending on their level. There is no "pass/fail" mentality at work in the language learning and testing. The STAMP test simply indicates your level of proficiency. The STAMP prep is like preparing for any standardized test (ACT, SAT, AP, GRE, MCAT, LCAT, etc). The ONE-ON-ONE (1:1) sessions are to help students prepare for success on the test and, generally speaking, students get out of it what they put into it. Nearly all students who attempt the STAMP test achieve their goals. Some even exceed them.
- "One Size Fits All"- As students come to this experience with different backgrounds, motivations and learning styles, the “pathway” to acquisition can vary from that of other learners. It's very possible to have students of widely ranging proficiencies. Though the stories and other resources used in the language study groups form a DEFAULT CORE CURRICULUM, the expectations for each student vary depending on their level. There is no "pass/fail" mentality at work in the language learning and testing. The STAMP test simply indicates your level of proficiency. The STAMP prep is like preparing for any standardized test (ACT, SAT, AP, GRE, MCAT, LCAT, etc). The ONE-ON-ONE (1:1) sessions are to help students prepare for success on the test and, generally speaking, students get out of it what they put into it. Nearly all students who attempt the STAMP test achieve their goals. Some even exceed them.
How Are You Assessed?
The STAMP Assessment is taken either in mid-November or mid-April. Most students take it April though there may be good reasons to take it in November. Students need instructor approval for a November taking of the STAMP or waiving of the WLAN 100 credit to register for WLAN 200 in the Spring.
How Do I Start?
Register for World Language 100 (fall) and 200!* (spring) It's offered to all full-time D&E students. If credit is earned, it does not affect your GPA. It goes on your transcript as hours of credit equivalent to the traditional 101-102-201-202 four semesters of coursework. If you come into the program with some proficiency, you'll be a step ahead. If you are a total beginner, no problem! The road to success may be longer, but it depends on your motivation.
How Am I Tested?
Our program uses the STAMP 4s from Avant Assessment. “STAMP”stands for “STandards-based Assessment to Measure Proficiency.” The test has four sections: Reading, Writing, Listening and Speaking.
There is a $24.90 fee for taking the STAMP, payable with a credit or debit card through an online store, which will be made available for students after mid-term. There is also be an additional $25 fee for REMOTE PROCTORING. (With Remote Proctoring, you may take the STAMP anywhere you can find a secure, quiet environment for 3 hours to be proctored by cell phone camera) There are no extra fees for on-campus proctoring in the Naylor Center, though available testing times are more limited than with remote proctoring.
What is the STAMP Test like?
Click on this STAMP 4s link for further information. Take a "Sample Test" in your chosen language! Click on the "Resources" tab and then on "Sample Test." You can start with either "Reading" or "Listening" but you have to work through those to open up "Writing" and "Speaking."
What is Proficiency?
Proficiency is the "capacity to do." It is not "mastery" of specific learned content (though you must do a good bit of that – vocabulary mainly). It is not a rehearsed "performance," (though you will be doing a fair share of that as well with our stories and other content). Proficiency is spontaneous. Proficiency is consistent. Proficiency in golf, for example, is being ABLE to handle the specific challenges of EACH shot on EACH hole on EACH course with consistency. Proficiency in language is being able to handle diverse situations using language without specifically rehearsing. You stay "on your game" and "tuned up" but it's always different. Being "perfect" is not a primary goal! Even being highly "accurate," at least in the novice and lower intermediate proficiencies, is a secondary goal. The MAIN GOAL of preparation for STAMP is to COMPREHEND and express yourself COMPREHENSIBLY. That will be the emphasis in our work together.
The PDF file below is a detailed description of all of the proficiency guidelines for the American system. Focus particular attention and the levels "Novice High" to "Intermediate Mid" in the document. This represents the low and high levels on the "sweet spot" that we are aiming for in this P2P program.
actflproficiencyguidelines2012.pdf | |
File Size: | 646 kb |
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What is STAMP and how is it used to earn credit in this program?
STAMP is a proficiency assessment. It does not directly test grammar (although an awareness of grammar is helpful in understanding and making yourself understood) not does it test on any specific content. It describes what you are able to do when given a prompt at a given point in time.
Each of the four parts of the STAMP 4s assessment (Reading / Writing / Listening / Speaking) will be given a numerical score: 1-9 for Reading and Listening (test items are in the target language with questions in English and English multiple-choice responses); 1-8 for Writing and Speaking (tests will be three scenarios in which you personally respond to the extent you can). Reading and Listening are computer-adaptive (adjusts to your level of proficiency) and are scores are returned immediately after the test. Writing and Speaking are rated by human raters and take anywhere from two days to two weeks to come back.
Important: Writing and Speaking count DOUBLE! The Reading and Listening scores count once. The average of these scores is DIVIDED BY SIX.
For example, if you are taking STAMP in Spanish and receive the following scores,
Reading – 4
Writing – 3 (doubled to 6)
Listening – 4
Speaking – 2 (doubled to 4)
Your total would be 18. 18 divided by 6 = 3.00 (enough for 3 semester hours of credit)
Or, if you were taking STAMP in "LCT languages" such as ARABIC or CHINESE, and receive the following scores,
Reading – 2
Writing – 2 (doubled to 4)
Listening – 1
Speaking – 2 (doubled to 4)
Your total would be 11. 11 divided by 6 = 1.83 (still enough for 3 semester hours of credit)
In the USA* in K-12 and Higher Education, we most often use the ACTFL (American Council for the Teaching of Foreign Languages) scale, which describes proficiency through four levels for second-language speakers (Novice, Intermediate, Advanced and Superior). Each of the first three levels are sub-divided into three sub-levels: Low, Mid and High.
*In Europe, the CEFR scale is used. (Common European Framework of Reference for Languages)
The CEFR uses A, B, and C (divided by A1, A2, B1, B2, C1, C2) to correspond to the American levels. Essentially our program aims at a top-end A1 or, for 12 credits, an A2. On the American scale, which we will use in class and on the STAMP test, we will aim for "Intermediate-Mid" (level 5) for 12 credits.
For our purposes, only Novice and Intermediate are meaningful and relevant. Both in this program and in STAMP’s reporting of scores, we use NUMBERS to indicate these sub-levels.
The chart below indicates the numerical equivalents for these levels. In truth, the highest AVERAGE you can score (and earn credit) is a 5.00. (Intermediate-Mid: IM) IM is regarded as the “threshold of functional proficiency.” At IM, language users can function in most common, daily situations with familiar subjects. It’s not unusual for some of our program’s participants to score a “6”or a “7” (particularly in Reading), but the scores become averaged out by the less-proficient skills. (Speaking is often the lowest – or most stressful – of the skills, but there are many exceptions. Every individual’s set of skills – proficiencies – vary!)
Numerical Proficiency Levels :
1 = Novice Low 4 = Intermediate Low 7= Advanced Low
2 = Novice Mid 5 = Intermediate Mid 8 = Advanced Mid
3 = Novice High 6 = Intermediate High 9 = Advanced High (Reading and Listening Only)
STAMP averages across four skills (Credit Hour Equivalents)
3.00 average = Qualify for Spanish, French or German (3 credit hours)
3.50 average = Qualify for Spanish, French or German (6 credit hours)
4.00 average = Qualify for Spanish, French or German (9 credit hours)
5.00 average = Qualify for Spanish, French or German (12 credit hours)
1.83 average = Qualify for LCT languages* (3 credit hours)
2.00 average = Qualify for LCT languages* (6 credit hours)
2.50 average = Qualify for LCT languages* (9 credit hours)
3.00 average = Qualify for LCT languages* (12 credit hours)
*LCT = Less-Commonly-Taught. This LOWERED credit-hour-by-exam equivalency scale is in effect for non-Western languages not using a Romanized alphabet, especially such languages as Arabic, Chinese, Hebrew, Hindi, Japanese, Korean or Russian. Note: Although ITALIAN and PORTUGUESE are considered LCT languages, the credit-hour-by-exam equivalency scale for them is the same as Spanish, French and German.
Each of the four parts of the STAMP 4s assessment (Reading / Writing / Listening / Speaking) will be given a numerical score: 1-9 for Reading and Listening (test items are in the target language with questions in English and English multiple-choice responses); 1-8 for Writing and Speaking (tests will be three scenarios in which you personally respond to the extent you can). Reading and Listening are computer-adaptive (adjusts to your level of proficiency) and are scores are returned immediately after the test. Writing and Speaking are rated by human raters and take anywhere from two days to two weeks to come back.
Important: Writing and Speaking count DOUBLE! The Reading and Listening scores count once. The average of these scores is DIVIDED BY SIX.
For example, if you are taking STAMP in Spanish and receive the following scores,
Reading – 4
Writing – 3 (doubled to 6)
Listening – 4
Speaking – 2 (doubled to 4)
Your total would be 18. 18 divided by 6 = 3.00 (enough for 3 semester hours of credit)
Or, if you were taking STAMP in "LCT languages" such as ARABIC or CHINESE, and receive the following scores,
Reading – 2
Writing – 2 (doubled to 4)
Listening – 1
Speaking – 2 (doubled to 4)
Your total would be 11. 11 divided by 6 = 1.83 (still enough for 3 semester hours of credit)
In the USA* in K-12 and Higher Education, we most often use the ACTFL (American Council for the Teaching of Foreign Languages) scale, which describes proficiency through four levels for second-language speakers (Novice, Intermediate, Advanced and Superior). Each of the first three levels are sub-divided into three sub-levels: Low, Mid and High.
*In Europe, the CEFR scale is used. (Common European Framework of Reference for Languages)
The CEFR uses A, B, and C (divided by A1, A2, B1, B2, C1, C2) to correspond to the American levels. Essentially our program aims at a top-end A1 or, for 12 credits, an A2. On the American scale, which we will use in class and on the STAMP test, we will aim for "Intermediate-Mid" (level 5) for 12 credits.
For our purposes, only Novice and Intermediate are meaningful and relevant. Both in this program and in STAMP’s reporting of scores, we use NUMBERS to indicate these sub-levels.
The chart below indicates the numerical equivalents for these levels. In truth, the highest AVERAGE you can score (and earn credit) is a 5.00. (Intermediate-Mid: IM) IM is regarded as the “threshold of functional proficiency.” At IM, language users can function in most common, daily situations with familiar subjects. It’s not unusual for some of our program’s participants to score a “6”or a “7” (particularly in Reading), but the scores become averaged out by the less-proficient skills. (Speaking is often the lowest – or most stressful – of the skills, but there are many exceptions. Every individual’s set of skills – proficiencies – vary!)
Numerical Proficiency Levels :
1 = Novice Low 4 = Intermediate Low 7= Advanced Low
2 = Novice Mid 5 = Intermediate Mid 8 = Advanced Mid
3 = Novice High 6 = Intermediate High 9 = Advanced High (Reading and Listening Only)
STAMP averages across four skills (Credit Hour Equivalents)
3.00 average = Qualify for Spanish, French or German (3 credit hours)
3.50 average = Qualify for Spanish, French or German (6 credit hours)
4.00 average = Qualify for Spanish, French or German (9 credit hours)
5.00 average = Qualify for Spanish, French or German (12 credit hours)
1.83 average = Qualify for LCT languages* (3 credit hours)
2.00 average = Qualify for LCT languages* (6 credit hours)
2.50 average = Qualify for LCT languages* (9 credit hours)
3.00 average = Qualify for LCT languages* (12 credit hours)
*LCT = Less-Commonly-Taught. This LOWERED credit-hour-by-exam equivalency scale is in effect for non-Western languages not using a Romanized alphabet, especially such languages as Arabic, Chinese, Hebrew, Hindi, Japanese, Korean or Russian. Note: Although ITALIAN and PORTUGUESE are considered LCT languages, the credit-hour-by-exam equivalency scale for them is the same as Spanish, French and German.
How can I understand and describe the different proficiency levels?
The following PDF is taken from Linguafolio, a self-assessment tool for language proficiency. I have written the NUMBERS above the sub-levels. Basically, we’re aiming at the 3.00-5.00 range as our “sweet spot.” Sub-levels 1 and 2 are very rudimentary: A “1” operates on a “word”level and has a beginning awareness of the language. A “2” is minimally functional in a reactive “memorized phrase” capacity, but neither a “1”or “2” (unless you’re testing for a non-Western language such as Chinese or Arabic) can earn you any credit. At a “3,” a language user is able to operate at the longer-phrase, short sentence level in a wider array of situations, but is still rather reactive, rehearsed and limited. It’s at the “4” and “5” sub-levels that the language user begins to create, mix and match, comprehend more detail and initiate original ideas, even though still perhaps flawed, yet comprehensible.
The following chart simulates the range of responses in both a "presentational" mode (speaking or writing) as well as an "interpretive" mode (reading or listening). All examples here are in English. Imagine these responses in another language you are learning. Try to get a "feel" for each of the five proficiency levels. The middle row, “person-to-person,” is the interpersonal skill which STAMP doesn’t directly assess. It will be a mode we use extensively in our “Face-to-Face” (or virtual) communications in this course. This skill actually supports the other four, since either in Writing (texting or emailing) or Speaking (talking on the phone or in person – listening and speaking) we are sharpening the other four skills tested in STAMP. I highly recommend PRINTING OUT the chart to study; not to “know” it as much as to get a “feel” of what each sub-level of each skill is like. When I tell you I think you’re writing at a “3+” or reading at a “4+” I want those numbers to have some real meaning for you.
The following chart simulates the range of responses in both a "presentational" mode (speaking or writing) as well as an "interpretive" mode (reading or listening). All examples here are in English. Imagine these responses in another language you are learning. Try to get a "feel" for each of the five proficiency levels. The middle row, “person-to-person,” is the interpersonal skill which STAMP doesn’t directly assess. It will be a mode we use extensively in our “Face-to-Face” (or virtual) communications in this course. This skill actually supports the other four, since either in Writing (texting or emailing) or Speaking (talking on the phone or in person – listening and speaking) we are sharpening the other four skills tested in STAMP. I highly recommend PRINTING OUT the chart to study; not to “know” it as much as to get a “feel” of what each sub-level of each skill is like. When I tell you I think you’re writing at a “3+” or reading at a “4+” I want those numbers to have some real meaning for you.
proficiency_self-assesment.pdf | |
File Size: | 418 kb |
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What is the teaching/learning approach for P2P?
The guiding philosophy of this program is "You Learn to Do What You Do." So, the approach is "Just Do It!" What is "it"? Listening, reading, writing and speaking in another language. Theory ( i.e. "grammar") does not come first. Perfection may never come, but who cares? Language is a tool, like a soccer ball, a spoon, a hammer or a guitar. You pick it up and do something with it. The biggest obstacle is simply not "getting into the game." I'll provide a time for you every week to use your language, wherever it may be on the "interlanguage spectrum." What's that? It's the scale that goes from "someone who does not know a single word of Language X" to "someone who has won the Nobel Prize in Literature in Language X." Most of us are on the first end. But hey, once you have 2 or 3 words, you can get started. Really. Many folks stop there. That's a shame. My main role will be to keep you "in the game" and coach you to "up your game" every day.
The P2P program uses materials provided, on this website, by the course-instructor (though I prefer the terms "mentor" or "coach") You are also encouraged to find what motivates you to spend time with a language and culture. I will ask you to read a story, watch a TV series, then log your reading and watching. After that, you'll have the chance to express yourself by writing and speaking (journaling) your ideas and experience. If you do that regularly, and find enjoyment in it, I promise your language skill will improve.
The P2P program uses materials provided, on this website, by the course-instructor (though I prefer the terms "mentor" or "coach") You are also encouraged to find what motivates you to spend time with a language and culture. I will ask you to read a story, watch a TV series, then log your reading and watching. After that, you'll have the chance to express yourself by writing and speaking (journaling) your ideas and experience. If you do that regularly, and find enjoyment in it, I promise your language skill will improve.