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Paul Sandrock
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Paul Sandrock, Director of Education at the American Council on the Teaching of Foreign Languages (ACTFL), directs this national organization’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI) , coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the DPI state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance as well as Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL’s Florence Steiner Award for Leadership in Foreign Language Education, K-12.
Friday Pre-Conference Workshop
Implement Core Practices: Facilitating Target Language Comprehensibility and Supporting Classroom Conversations
Explore essential practices to make language instruction and assessment more effective, based on second-language acquisition theory, research on learning, and classroom practice. Unwrap how to enact selected practices, analyzing various teaching moves and their relationship to learning goals. The workshop focuses on ways to support learners’ understanding and use of the target language and strategies to develop and assess Interpersonal interaction and negotiation of meaning.
Explore essential practices to make language instruction and assessment more effective, based on second-language acquisition theory, research on learning, and classroom practice. Unwrap how to enact selected practices, analyzing various teaching moves and their relationship to learning goals. The workshop focuses on ways to support learners’ understanding and use of the target language and strategies to develop and assess Interpersonal interaction and negotiation of meaning.
Friday Keynote
Learning Languages for World-Readiness
World-Readiness Standards for Learning Languages connect world languages with 21st century skills and literacies. What are the implications of the “refreshed” National Standards for planning programs, creating assessments, and designing learning experiences that will help our learners progress from their first experience through professional applications of their language skills? The three modes of communication (Interpersonal, Interpretive, and Presentational) provide a lens to embed literacy, collaboration, critical thinking, and a global competence in language learning. Join this conversation to view your program with a new perspective.
World-Readiness Standards for Learning Languages connect world languages with 21st century skills and literacies. What are the implications of the “refreshed” National Standards for planning programs, creating assessments, and designing learning experiences that will help our learners progress from their first experience through professional applications of their language skills? The three modes of communication (Interpersonal, Interpretive, and Presentational) provide a lens to embed literacy, collaboration, critical thinking, and a global competence in language learning. Join this conversation to view your program with a new perspective.
Saturday Workshop
Guiding Language Learning – Applying Proficiency
Proficiency is at the core of language learning, from measuring progress to identifying effective strategies for learning. What can learners do at each proficiency level (Novice, Intermediate, Advanced) and what does it take to move to the next level? What is the proof that learners are able to use their new language? Experience tasks that serve to develop and assess learners as they demonstrate interacting in conversations; understanding what is heard, read, or viewed; and creating written messages. The overarching question is: “How do you know what learners can do with what they have learned?” Experience how to gather evidence of language performance daily (formative) and at a unit’s end (summative), so both learners and educators can reflect on progress.
Proficiency is at the core of language learning, from measuring progress to identifying effective strategies for learning. What can learners do at each proficiency level (Novice, Intermediate, Advanced) and what does it take to move to the next level? What is the proof that learners are able to use their new language? Experience tasks that serve to develop and assess learners as they demonstrate interacting in conversations; understanding what is heard, read, or viewed; and creating written messages. The overarching question is: “How do you know what learners can do with what they have learned?” Experience how to gather evidence of language performance daily (formative) and at a unit’s end (summative), so both learners and educators can reflect on progress.
NOTE: Friday, Pre-Conference workshop requires separate registration - Details coming soon.