Infusing P21 Skills and Common Core in WL

Teacher Preparation
Stephanie A Dhonau
University of Arkansas at Little Rock
November 22, 2013
ACTFL Conference
Orlando, FL
WHAT MIGHT I TAKE AWAY
TODAY
Better overview of P21 Skills and WL instruction
Link the SFLL Communication Standard to the
Common Core WL Crosswalk
Discussion of one programs way to incorporate into
teacher training
Use of Web 2.0 technologies to meet instructional
goals
WHAT DO YOU KNOW?
TESTING
P21?
CC/ELA?
5CS, P21, CC?
WHAT WE TRY TO DO IN THE
CLASSROOM
Above 80% of respondents said Below 80% of respondents said
SLA Theories presentational communication
interpersonal communication modes of instruction
contextualized grammar instruction
authentic materials THEMES
interpretive communication National Standards Impact
input/output New assessment techniques
3Ps paradigm Technology-enhancement
learning styles
content-based instruction
Dhonau, S., McAlpine, D. & Shrum, J. (2010) What is taught in the foreign language methods course? NECTFL Review
ACTFL WL P21 SKILLS MAP
WORLD LANGUAGES P21
SKILLS MAP
Communication, Collaboration, Critical Thinking/Problem Solving, Creativity and
Innovation, Information Literacy, Media Literacy, Technology Literacy, Flexibility &
Adaptability, Initiative and Self-Direction, Social and Cross-Cultural Skills, Productivity
& Accountability, Leadership & Responsibility
Years of instruction and assessment using the SFLL (5Cs) have led to strong linkages
with P21 skills
ACTFL WL P21 Skills Map demonstrates how often standards-based WL instruction
meets P21 skills
Ranges of performance highlighted to demonstrate tasks appropriate to learners
abilities
ELA COMMON CORE STANDARDS
College and Career Readiness (CCR) Anchor
standards for each strand
Reading (10 standards/4 categories)
Writing (10 standards/4 categories)
Speaking & Listening (6 standards/2 categories)
Language (6 standards/3 categories)
CCR ANCHOR STRANDS
http://www.act.org/commoncore
COMMON CORE STATES
STUDENTS CAN
Demonstrate independence
Build strong content knowledge
Respond to the varying demands of audience, task, purpose, and discipline -
presentational/interpersonal
Comprehend as well as critique - interpretive
Value evidence - presentational/interpretive
Use technology and digital media strategically and capably - presentational/interpretive
Come to understand other perspectives and cultures - interpersonal
http://www.corestandards.org/ELA-Literacy/introduction/students-who-are-college-and-career-ready-in-reading-writing-speaking-
listening-language
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Key Shifts in ELA:
Implications for World Languages
Sandrock, P. (2013). Common Core Standards through World Languages
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Texts that dont prepare students for
complexity of college/career texts
Appropriately complex texts
Key Shifts in ELA:
Implications for World Languages
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Texts that dont prepare students for
complexity of college/career texts
Appropriately complex texts
Reading to report/summarize content Reading to understand deeper meaning
of what authors want to convey
Key Shifts in ELA:
Implications for World Languages
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Texts that dont prepare students for
complexity of college/career texts
Appropriately complex texts
Reading to report/summarize content Reading to understand deeper meaning
of what authors want to convey
English teacher solely responsible for
teaching literacy
Literacy as part of science, social
studies/history, and technical subjects
(6-12)
Key Shifts in ELA:
Implications for World Languages
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Texts that dont prepare students for
complexity of college/career texts
Appropriately complex texts
Reading to report/summarize content Reading to understand deeper meaning
of what authors want to convey
English teacher solely responsible for
teaching literacy
Literacy as part of science, social
studies/history, and technical subjects
(6-12)
Primarily writing personal narratives Writing more to inform or argue using
evidence
Key Shifts in ELA:
Implications for World Languages
Previous State ELA Standards Common Core State Standards
Focus on literature Focus on more non-ction
Texts that dont prepare students for
complexity of college/career texts
Appropriately complex texts
Reading to report/summarize content Reading to understand deeper meaning
of what authors want to convey
English teacher solely responsible for
teaching literacy
Literacy as part of science, social
studies/history, and technical subjects
(6-12)
Primarily writing personal narratives Writing more to inform or argue using
evidence
Most emphasis on content-specic
vocabulary
Academic vocabulary given emphasis
Key Shifts in ELA:
Implications for World Languages
P21SKILLS & COMMON CORE
STANDARDS - OVERLAP
Both P21 Skills & CC represent the ideal of preparing learners for college and career
readiness in and of themselves
World language has been a clear contributor to P21 success for years with shift to
standards-based instruction, authentic materials, communication, and collaboration
Most clear overlap of these two sets of learning goals are Critical Thinking,
Communication, Information Literacy, Media/Technology Literacy and Collaboration
Most logical connection to world languages is through the SFLL and most importantly
the THREE MODES OF COMMUNICATION
PREPARING FOR P21 & CC INCLUSION IN WL
INSTRUCTION
Backward-design princples
Interdisciplinary performance tasks
Create curriculum-embedded assessments
Collect and share exemplary student work
Provide meaningful opportunities for educators
COMMON CORE WL
CROSSWALK
WHAT DOES WL DO FOR P21
& CC?
AUTHENTIC MATERIALS/Texts - WL educators have
been using authentic texts as a basis of developing
communication for years
Often non-ction supporting a shift from only literary
texts to non-ction texts in CC
Culturally rich materials that represent others ways of
thinking
Creates text complexity as mentioned in the CC
HOW TECHNOLOGY AIDS



digital immigrants v digital natives
SLudenLs as eecuve communlcaLors use languages
Lo engage ln meanlngful conversauon, Lo
undersLand and lnLerpreL spoken language and
wrluen LexL, and Lo presenL lnformauon, concepLs,
and ldeas.
SLudenLs as collaboraLors use Lhelr nauve and
acqulred languages Lo learn from and work
cooperauvely across culLures wlLh global Leam
members, sharlng responslblllLy and maklng
necessary compromlses whlle worklng Loward a
common goal.
SLudenLs as lnqulrers frame, analyze, and
synLheslze lnformauon as well as negouaLe
meanlng across language and culLure ln order Lo
explore problems and lssues from Lhelr own and
dlerenL perspecuves.
SLudenLs as creaLors and lnnovaLors respond Lo
new and dlverse perspecuves. 1hey use language
ln lmaglnauve and orlglnal ways Lo make useful
conLrlbuuons.

SLudenLs as lnformed global cluzens access,
manage, and eecuvely use culLurally auLhenuc
sources ln eLhlcal and legal ways.

SLudenLs as acuve global cluzens evaluaLe
auLhenuc sources Lo undersLand how medla reecL
and lnuence language and culLure.

SLudenLs as producuve global cluzens use
approprlaLe Lechnologles when lnLerpreung
messages, lnLeracung wlLh oLhers, and produclng
wrluen, oral, and vlsual messages.
SLudenLs as exlble and adapLable language
learners are open-mlnded, wllllng Lo Lake rlsks, and
accepL Lhe amblgulLy of language whlle balanclng
dlverse global perspecuves.
SLudenLs as llfe-long learners are mouvaLed Lo seL
Lhelr own goals and reecL on Lhelr progress as
Lhey grow and lmprove Lhelr llngulsuc and culLural
compeLence.
SLudenLs as adepL language learners undersLand
dlverse culLural perspecuves and use approprlaLe
soclo-llngulsuc skllls ln order Lo funcuon ln
dlverse culLural and llngulsuc conLexLs
SLudenLs as producuve and accounLable learners
Lake responslblllLy for Lhelr own learnlng by acuvely
worklng Lo lncrease Lhelr language proclency and
culLural knowledge.
SLudenLs as responslble leaders leverage Lhelr
llngulsuc and cross-culLural skllls Lo lnsplre oLhers
Lo be falr, accepung, open, and undersLandlng
wlLhln and beyond Lhe local communlLy.
CreaLed by Lauren 8osen
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WORKING WITH TEACHER
CANDIDATES
Make aware of standards in world language and beyond
Help them begin to see their content as part of a
larger learning goal
Ask them to use P21 goals, CC standards to anchor
their communication rich lessons
Access, use, design web 2.0 resources to promote
student-centered learning
MATRIX TO DEVELOP LANGUAGE, CONTENT,
STANDARDS
Common Core P21 Skills Tool Used Language Skill Addressed
2
nd
Grade Math: Work with money
involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and
symbols appropriately

2
nd
Grade ELA: Determine the
meaning of words and phrases in a text
relevant to a grade 2 topic or subject
area.
Knowing how to make appropriate
personal economic choices



Analyze how parts of a whole interact
with each other to produce overall
outcomes in complex systems
Padlet

http://padlet.com/wall/
thevalueofmoney1
Reading

Students will follow the link and
simply read the information about
money. The teacher can go over each
note with the students in class. It is
ideal that students would be in a
computer lab so that each student can
read the screen.
2
nd
Grade Math: Work with money
involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and
symbols appropriately

2
nd
Grade ELA: Recall information
from experiences or gather information
from provided sources to answer a
question.
Knowing how to make appropriate
personal economic choices



Articulate thoughts and ideas
effectively using oral, written and
nonverbal communication skills in a
variety of forms and contexts
Padlet

http://padlet.com/wall/
thevalueofmoney2
Writing

Students will follow the link and post
an answer to the question.
2
nd
Grade Math: Work with money
involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and
symbols appropriately

2
nd
Grade ELA: Tell a story or recount
an experience with appropriate facts
and relevant, descriptive details,
speaking audibly in coherent sentences.

2
nd
Grade ELA: Create audio
recordings of stories or poems; add
drawings or other visual displays to
stories or recounts of experiences when
appropriate to clarify ideas, thoughts,
and feelings.
Knowing how to make appropriate
personal economic choices



Articulate thoughts and ideas
effectively using oral, written and
nonverbal communication skills in a
variety of forms and contexts

Understand and utilize the most
appropriate media creation tools,
characteristics and conventions
Animoto

http://animoto.com/play/
S9Psayu1WXuzFcq9iikmiQ
Speaking

Students can work together or
individually to create a short video to
explain what they can buy for $1, $10,
and $100. Or, the teacher can record
the students voices and create the
video for the class.
2
nd
Grade Math: Work with money
involving dollar bills, quarters, dimes,
nickels, and pennies, using $ and
symbols appropriately

2
nd
Grade ELA: Create (listen to) audio
recordings of stories or poems; add
drawings or other visual displays to
stories or recounts of experiences when
Knowing how to make appropriate
personal economic choices



Listen effectively to decipher meaning,
including knowledge, values, attitudes
and intentions
Animoto

http://animoto.com/play/
S9Psayu1WXuzFcq9iikmiQ
Listening

Students will watch videos that other
students or groups have made about the
same topic.
SAMPLE PRODUCTS
CC Standard
Addressed
P21 Skill Web 2.0 tool used Language Mode Emphasized
Speaking and
Listening 2.
Integrate and
evaluate
information
presented in
diverse media and
formats, including
visually,
quantitively and
orally.

Creativity and
Innovation:

Demonstrate
originality and
inventiveness
in work
Students create a video
to help others learn about
endangered species in a
target country.

http://animoto.com/play/
ZYDXk3XskU9xsDVRZU
Ctqw
Interpersonal Communication (Standard
1.1)Converse in ways that reflect
knowledge of target culture communities
(geographic, historical, artistic social and/
or political)
Presentational Communication (Standard
1.3): Present information, concepts and
ideas to an audience of listeners or readers
on a variety of topics, knowing how, when
and why to say what to whom
SAMPLE PRODUCTS
CC Standard
Addressed
P21 Skill Web 2.0 Tool
Language Mode
Emphasized
Speaking and Listening
1. Prepare for and
participate effectively in a
range of conversation and
collaborations with diverse
partners, building on
others ideas and
expressing their own
clearly and persuasively.

Flexibility and
Adaptability:

Working effectively in
a climate of ambiguity
and changing
perspectives.
In pairs, students create a story
of their arrival to an unfamiliar
place. They should include
descriptors of what they were
expecting when they first
arrived and how that changed
as they became more
comfortable with their
surroundings. Once both pairs
have shared, they should
compare situations and create
a short story for how to deal
with uncomfortable situations.

http://storybird.com/books/free-
to-be-me-in-the-city/?
token=7b5kc64y6c
Interpersonal
Communication
(Standard 1.1) Engage
in conversations, provide
and obtain information,
express feelings and
emotions, and exchange
opinions.

Presentational Writing
(Standard 1.3) Present
information, concepts and
ideas to an audience to
listeners or readers on a
variety of topics.
WHAT ARE THE TOOLS TEACHERS
SHOULD BE ABLE TO USE
NOVICE INTERPRETIVE
TASKS?
INTERMEDIATE
INTERPERSONAL TASKS?
ADVANCED
PRESENTATIONAL TASKS?
WEB 2.0 TOOLS TO SUGGEST?
AS METHODS INSTRUCTORS,
WE MUST....
Look to the revision of the SFLL this year to incorporate into the complex weave
of P21 & CC conversations
Innovate and explore web 2.0 technologies to demonstrate in methods but also
require of preservice teachers so that they develop their repertoire when technology
is appropriate
Emphasize modes of Communication to prepare our preservice teachers for not
only good language instruction but also advocacy for how WL only improves ELA and
P21 standards and skills
Focus on performance in language and content that target prociency
QUESTIONS/COMMENTS
Thank you very much!
Resources from presentation
https://sites.google.com/a/ualr.edu/act-2013-
dhonau/
REFERENCES
Arnold, N. (2013), The Role of Methods Textbooks in Providing Early Training for Teaching with Technology in the Language Classroom. Foreign Language
Annals, 46: 230245. doi: 10.1111/flan.12020
Dhonau, S., McAlpine, D. & Shrum, J. (2010). What is taught in the foreign language methods course? NECTFL Review, 66, spring/summer
Hlas, A. C. and Hlas, C. S. (2012), A Review of High-Leverage Teaching Practices: Making Connections Between Mathematics and Foreign Languages.
Foreign Language Annals, 45: s76s97. doi: 10.1111/j.1944-9720.2012.01180.x
Lep, K. (2013). The differences between digital natives and digital immigrants. Retrieved from http://www.edudemic.com/digital-natives-digital-immigrants/
Mau, B. & Sandrock, P. (2012). Developing common core literacy through world languages [PowerPoint Slides]. Retrieved from http://community.actfl.org/
Communities/Resources/ViewDocument/?DocumentKey=55eab6ff-b54d-4dc6-a99e-b47e6479c205
McKeeman, L. & Oviedo, B. (2013). Enhancing Communicative Competence Through Integrating 21st Century Skills and Tools. CSCTFL Report
P21 Common Core Toolkit (2012). Retrieved from http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf