Core Offerings

Strand A: Foundational Level

Participants will learn, review, and practice teaching strategies linked to the three modes of communication: presentational, interpersonal, and interpretive. Participants will receive support in developing lesson plans incorporating the new California World Language Standards and the reviewed/learned strategies. Participants will be able to implement those lesson plans into their own instructional environment.

Day 1 - June 20
  • Interpretive Mode of Communication in the CA Standards and Framework
  • Developing Interpretive Activities
  • Assessing Interpretive Activities
Day 2 - June 21
  • Interpersonal Mode of Communication in the CA Standards and Framework
  • Developing Interpersonal Activities
  • Assessing Interpersonal Activities
Day 3 - June 22
  • Presentational Mode of Communication in the CA Standards and Framework
  • Developing Presentational Activities
  • Assessing Presentational Activities
Day 4 - June 23
  • Backward Design Model, determining learning goals and objectives
  • Levels of Proficiency
  • Connecting the Global Competence Framework and the Sustainable Development Goals to lesson planning
Day 5 - TBD
  • Reflective Practices
  • Lesson Plans Presentations

Strand B: Application Level

Participants will explore strategies and activities to plan a reading unit for flexible learning environments (Face-2-Face, Hybrid and/or Fully online). Participants will receive support in developing a reading unit around the new California World Languages Standards and Framework, the principles of Universal Design for Learning, and the integration of technology, which will guide the development of the participants' reading unit. Participants will be able to implement Can Do Statements, to use backward lesson planning strategies, selecting authentic resources, to integrate technology into lessons, and how to create formative and summative assessment for their reading unit.

Day 1
  • Overview of the CA and ACTFL Interpretive standards
  • I Can Do Statement-Interpretive Mode of Communication
  • Reading unit planning steps
  • Using Authentic Resources
Day 2
  • Edit the task and not the text
  • Backward Design Model
  • Application of Universal Design for Learning strategies in the World Language Classroom
Day 3
  • Using the same text across the proficiency levels using different reading activities
  • Various hybrid reading strategies (before, during, after)
  • Technology Enhanced Pre- & Post- Reading Activities
Day 4
  • PACE model
  • Integrating technology into a reading unit
  • SAMR-Triple E Framework
  • Technology Enhanced Reading Applications
Day 5
  • Presentations of reading units with audience’s feedback

Strand C: Production Level

Strand C focuses on the effective classroom assessment of world language learners. Participants will review the basic assessment concepts and the concept of backward design through the lens of the new California World Languages Standards and Framework. Participants will learn how to search for, select, and use authentic materials to create cognitively engaging and age- and culturally- appropriate learning activities at all proficiency levels for each mode of communication. They will also learn how to integrate interpretive, interpersonal, and presentational tasks to create meaningful summative assessments of the students’ ability to use the target language in real-world settings.

Day 1
  • Name the elements of the new CA WL Standards
  • Identify connections between National and State Standards
  • Explore ways to integrate the new WL Standards in planning, instruction, and assessment
Day 2
  • Explore authentic texts as the foundation of the interpretive mode of communication
  • Identify various strategies and activities to support comprehension and interpretation
  • Describe the interconnected nature of Integrated Performance Assessment (IPA) tasks
  • Use a model to create an IPA overview and an interpretive task
Day 3
  • Identify various strategies to support practice and assessment of Interpersonal communication
  • Design Interpersonal activities and assessments based on practice and assessment in the Interpretive mode
  • Identify the language functions, structures, and essential vocabulary within your thematic unit
Day 4
  • Identify various strategies to support practice and assessment of Presentational communication
  • Design Presentational activities and assessments stemming from practice and assessment in the Interpersonal and Interpretive modes
  • Identify the key formative learning activities/assessments from beginning to end of your thematic unit
  • Select feedback types and rubrics to support the development of students’ TL proficiency
Day 5
  • Participant Presentations
  • Next Steps for Instruction and Assessment

Strand D: Leadership

Leadership is an act of service to the profession. In this course, participants will delve into the philosophy and practices of leadership as it relates to personal growth. Participants will be challenged to think deeply about their role as a leader, regardless of the current position they hold. They will also be encouraged to take risks with their leadership abilities by pursuing actions and roles that create meaningful change in their context.

Strand E: Supporting English Language Learners

Strand E offers professional development for all teachers who do NOT teach world languages but have English Language Learners in their classes. The focus of the strand will be on the intellectual quality of instruction and meaningful access to grade level standards for all students. Participants will learn instructional strategies to support and scaffold learning in all subjects specifically for English Language Learners. At the end of the strand, participants will present a lesson, which they will have developed, using the new instructional strategies, and which they have implemented in their classroom.


 

Contact Information

Shahnaz Ahmadeian Fard
Director, SAILN Project
Email: larc.sailn@sdsu.edu
Office Phone: (619) 594-0846