1. 1. Mohamed Ansary, Presenter School of Middle Eastern & North African Studies The University of Arizona mansary@email.arizona.edu www.mohamedansary.blogspot.com Assessment of Functional Abilities of Arabic Language Learners
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3. 3. Concordia Language Villages & Qatar Foundation International Welcome you to this workshop ----------------------- Strategies to facilitate language learning
4. 4. Assessment of Functional Abilities of Arabic Language Learners --------------------------
5. 5. Assessment or Evaluation?
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7. 7. What are the functions and global tasks that learners can perform?
8. 8. Can the learner communicate minimally with formulaic and rote utterances? Proficiency Level: Novice : ()
9. 9. Can the learner create with language, initiate, maintain and bring to a close simple conversation by asking and responding to simple questions? Proficiency Level: Intermediate : ) (
10. 10. Can the learner narrate and describe in major time frames and deal effectively with an unanticipated complication? Proficiency Level: Advanced : ) (
11. 11. Can the learner discuss topics extensively, support opinions and hypothesize? Can he/she deal with a linguistically unfamiliar situation? Proficiency Level: Superior : )(
12. 12. Oral Proficiency Interview
13. 13. What is an OPI? It is an assessment of functional ability. It can be face to face or a telephone interview. It is based on ACTFL proficiency guidelines.
14. 14. ACTFL = AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES THE ACTFL PROFICIENCY GUIDELINES ARE A DESCRIPTION OF WHAT INDIVIDUALS CAN DO WITH LANGUAGE IN TERMS OF SPEAKING, WRITING, LISTENING AND READING IN REAL-WORLD SIUTATIONS IN A SPONTANEOUS AND NON-REHEARSED CONTEXT. OPI = ORAL PROFICIENCY INTERVIEW ACTFL PROFICIENCY GUIDELINES
15. 15. What is the purpose of the Oral Proficiency Interview? The purpose is to elicit a ratable sample of speech. A ratable sample demonstrates a clear floor and a clear ceiling. . .
16. 16. The floor: the major level at which the speaker sustains functional ability. : . he ceiling: the major level at which the speaker can no longer sustain performance. : .
17. 17. Major levels and Sublevels
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20. 20. The ratable sample must contain the following four phases: - Warm-up The beginning of the interview; a chance for the tester to greet the speaker and gather information about possible content areas. - Wind-down The end of the interview; a chance for the tester to bring closure and thank the speaker - Level checks Questions that are intended to determine or reinforce the floor - Probes Questions that are intended to determine the ceiling.
21. 21. The Warm up - Establishes a rapport between tester and speaker - Puts the speaker at ease in the target language - Allows the tester to gather possible topics for further development Tell me a little bit about yourself. Level Checks - Questions designed to prove or check the floor - Remember: the floor is the highest level of sustained performance Probes - Questions designed to find the ceiling - Remember: the ceiling is the level at which the speaker can no longer Sustain performance The Wind Down - Returns the speaker to the floor or below - Provides the chance to finish the interview on a positive successful note What will you be doing after this interview? What are your plans for the rest of the day?
22. 22. The Role play - Elicits functions not easily achieved through a conversational format, such as: - Handling a survival situation (intermediate) - Handling a situation with a complication (advanced) - Handling a linguistically unfamiliar situation (superior) - May be used as a level check or a probe - Is required between, and including the levels of NH and AM
23. 23. - The tester alternates level checks and probes to establish a clear floor and a clear ceiling. - There is no set number of levels checks and/or probes per interview
24. 24. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_adv anced_1.mp3
25. 25. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_intermediate_1.mp3
26. 26. http://www.actfl.org/sites/default/files/guidelines/arabic_speaking_novice_1.mp3
27. 27. English Sample: NOVICE
28. 28. English Sample: INTERMEDIATE
29. 29. English Sample: ADVANCED
30. 30. Discussion: How can our knowledge of the assessment of the functional abilities of our students help us in the classroom? How can the teacher address his/her students while having these criteria in mind? How can this knowledge help in the formative assessment? Why is it considered an assessment rather than an evaluation?
31. 31. Resources: http://www.actfl.org/publications/guidelines-and-manuals/ actfl-proficiency-guidelines-2012/arabic/%D8%A7%D9%84%D9%83%D9%84%D8%A7%D9%85 http://actflproficiencyguidelines2012.org/arabic/index.php https://www.youtube.com/channel/UCiBeZAsXz-RvyL67GJzzlRw
32. 32. Mohamed Ansary School of Middle Eastern & North African Studies The University of Arizona mansary@email.arizona.edu Assessment of Functional Abilities of Arabic Language Learners