^{This blog as well as the other installments in this series were written by Karen Nickel. Learn more about her work here.}

Proficiency-Based Learning Part 1.2: Communication

In What Ways Do Learners Communicate?

Karen here! I'm back again with more about proficiency-based learning from my experience as a world language educator and consultant. 

In Part 1 of this blog series, we defined “communicate” as successfully interpreting and conveying meaning for a purpose. Here in Part 2, we consider that purpose and see how language learners communicate. For a quick overview of what you'll find in this blog, check out the blog breakdown below.

Purpose through language functions

Examining language in terms of language functions helps us see ways in which language is used for a purpose. Purpose is essential to real communication, and it is through language functions that learners accomplish a purpose. For example, the ACTFL Performance Descriptors list the following functions: “ask formulaic questions; initiate, maintain, and end a conversation; create with language; narrate and describe; and make inferences." 

In Clementi and Terrill’s The Keys to Planning for Learning; Effective Curriculum, Unit, and Lesson Design, the authors encourage developing a curriculum spiral so that learners have the opportunity to return to ten high-frequency functions, namely 

1. Asking and responding to questions: 
   1. ex. What time is the movie tonight?
   2. ex. The movie begins at 7:15.
2. Describing people, places, things
   1. ex. This cake is delicious! 
3. Expressing feelings and emotions
   1. ex. I am happy.
4. Expressing preferences and opinions
   1. ex. I would prefer to stay inside today.
5. Maintaining a conversation or discussion
   1. ex. So.... what else did you do on vacation?
6. Telling or retelling stories
   1. ex. One time when I was in Bordeaux, I had an unforgettable experience...
7. Summarizing
   1. ex. First, we went to the pool and hung out with some friends. Then, we went back to Gerard's house for lunch.
8. Interpreting texts
   1. ex. The Statue of Liberty was a gift to the United States from the French. It's one of the most famous landmarks in the country…
9. Presenting information orally
   1. ex. Welcome! Today I am here to give you advice about your first day of school. 
10. Presenting information in writing
    1. ex. Dear School Board, We want to have more options for healthy lunches in our cafeteria... 

Learners approach these functions differently depending on their targeted level of proficiency, but much of the language that learners use (and that we ourselves use in everyday conversation) can be categorized into functions. It is through these functions that purposeful communication is evident. Focusing on language functions keeps us focused on the purpose of communication.

Purpose is essential to real communication.

Communication can be further understood by exploring the ways we use language to communicate via the ACTFL three modes of communication. 

The interpretive mode of communication refers to comprehension and analysis of written, spoken, or signed viewed material. When we convey and negotiate meaning in interaction with others (back-and-forth, spontaneous conversations, written, spoken or signed), we are engaging in the interpersonal mode of communication.  And when we present ideas to impact an audience (spoken, written or signed), we are using the presentational mode of communication. 

As seen in the ACTFL World-Readiness Standards for Language Learning, the three modes of communication are: 

As in real life, the three modes of communication are often interconnected. After we listen to song lyrics (interpretive), we talk about them with friends (interpersonal), and perhaps we are inspired to write and perform a song of our own (presentational). When we read a blog that makes us examine our teaching practices (interpretive), we discuss it with our colleagues (interpersonal), and then we incorporate ideas from the blog into a presentation for our department (presentational). In this way the modes of communication are naturally intertwined. Together, assessments in the three modes of communication form an Integrated Performance Assessment (IPA). To read more about the three modes and how they are interconnected see the resources below. 

• The Integrated Performance Assessment Twenty Years and Counting
• ACTFL Performance Descriptors
• Center for Advanced Research on Language Acquisition

The Three Modes of Communication on Extempore

All this mentioning of the three modes of communication and purpose in language teaching pairs perfectly with the Extempore platform. Practice and assess all three modes, score against a rubric, and create purposeful tasks for your students to use the target language in authentic scenarios. 

In proficiency-based language learning standards, learners are required to engage in meaningful communication.

In part 1.3, we'll look at how performance tasks and assessments allow learners to demonstrate communication in a proficiency-based learning environment. 

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Read part 1.3 here to learn more about how learners demonstrate communication in a proficiency-based learning environment. 

Or return to the series overview page here.