^{This blog as well as the other installments in this series were written by Karen Nickel.}

Proficiency-Based Learning Part 1.3: Demonstrating Communication

How do learners demonstrate communication?

Hi! I’m back with Part 3 in our blog series on proficiency-based learning. In this post, I’ll share from my experience as a world language educator and consultant about how learners demonstrate communication. To refresh your memory, in Part 1 we answered the question "Proficient at what?" Then in Part 2 we took a deeper look at ways learners communicate. With purposeful communication as our goal, we now dive into how learners demonstrate communication. 

Purpose Through Performance Tasks

Keeping our focus on communicating for a purpose, we ask learners to demonstrate their learning by completing simulated or real-life tasks. It's important to note that these tasks are not designed for learners to show they can use the past tense or another grammatical structure. Rather, they are designed to elicit communication, like having learners describe and compare experiences.

By focusing on purposeful language we want our learners to use, we can ask learners to demonstrate their communication by completing simulated or real-life tasks. It's important to note that these tasks are not designed for learners to show they can use the past tense or another grammatical structure. Rather, they require that learners use language to communicate a message, like insert communicative message here.

In proficiency-based learning, learners demonstrate their learning by communicating in one or more of the three modes of communication (interpretive, presentational, and/or interpersonal). The tasks set up situations that give learners a purpose for communication. For example, learners could be tasked with finding the most cost-effective method to get from Mexico City to Guadalajara. First, learners might interpret texts and videos of people's travel experiences. Then learners could present to their peers in the target language their findings about the best methods of travel. Finally, learners could discuss the travel options in an interpersonal conversation, and come to a consensus on the advice they would give. 

From performance to proficiency

When learners can experience a variety of real-world scenarios in the classroom, they are simultaneously preparing themselves to use the target language outside the classroom. Classroom performance sets the stage for proficiency in the real world.

Examples of purposeful interpersonal performance tasks might be:

• Find out if you and your partner were ever in the same place around the same time yesterday, by discussing where you were and what you did yesterday.
• Talk with your partner about where you were and what you did earlier today in order to try to remember where you might have left your jacket. 

In each of these examples, the purpose is for a learner to compare where they and their partner were or retrace their steps to find something. The purpose is not to use the past tense. In order to complete these tasks, the learner has to demonstrate target language communication, which is at the center of proficiency-based learning.

Traditional approaches compared to Proficiency-based approaches

A traditional approach to language teaching often focuses on how to help learners accurately produce a grammatical structure such as verb conjugations, noun-adjective agreement, or noun inflection. In a given assessment, learners might fill in the past tense structures for the verbs given in order to demonstrate their knowledge, for example.

The focus of the example assessment above is clearly on language form and not meaning. A learner could even memorize the past tense verb forms that match each pronoun and fill in these sentences correctly without any understanding of their meaning.

In a proficiency-based learning environment, learners complete performance tasks by communicating a meaningful message, and in this way demonstrate their learning. Below is an example of learner performance from an interpersonal assessment that might appear in a proficiency-based learning environment. (Note: This performance task would come after learners have had significant exposure to, processing of, and practice with the target language in a unit on this topic.)

In the above example, learners 1 and 2 recount their daily actions to comment on their impact  on the environment. Unlike the traditional example, there are no blanks to fill in during a real conversation. There are also no explicit directions to use the past tense; instead, learners know that completing the task outlined will require speaking in the past tense. (This task pushes learners performing at the Intermediate level, since it is not until Intermediate High or Advanced levels, as outlined in the ACTFL Proficiency Guidelines, that learners are expected to communicate in various time frames.) 

The learners are participating in a meaningful exchange, not just listing sentences in the past tense. Their exchange is mostly comprehensible, although not completely accurate. 

Unlike the traditional example, there are no blanks to fill in during a real conversation.

Grammatical Accuracy vs Communicative Language

Speaking of accuracy, compare the examples below. Which one is more accurate? Which one is more communicative? 

Learner 1: I went to the museum. I went to the restaurant. I went to the shop. I went home..

Learner 2: I went to museum. Really cool art! The resturant was great. I eat fantastic sandwich. My brother too. I went to the shop. Home next. Finally did sleeping.

Learner 1's language is more accurate but not necessarily more communicative. On the other hand, Learner 2 expresses emotion and information such as opinions, order of events, and other people. Finding a balance between communicating with grammatical accuracy and allowing a learner to truly express their own meaning is a big part of proficiency-based learning. 

In this example, Learner 1's more accurate (yet detail-lacking) response might not inspire a listener to ask follow-up questions, like “What did you see at the museum?" or "What did you buy at the shop?" But because Learner 2's response communicates a more relevant, detailed message, the listener may be more motivated to ask questions to help them clarify some of that meaning, i.e. “Did your brother go to the restaurant with you?“ “Do you always eat fantastic sandwiches? Or do you mean you ate a fantastic sandwich?”

In my experience learners do not come into a language learning experience in order to learn about language. Instead they come in with a desire to be able to use the language to communicate. When our focus is on communication we prepare learners to use language as a means to all the other things that they want to do. For example, they are able to communicate with a peer in the target culture and find out about a fabulous new band. 

Learners are motivated when they realize that language opens up more of the world to them. As described in the NCSSFL-ACTFL Can-Do Statements, being able to function in the give and take of conversation enables learners to exchange ideas, meet their needs, and express and react to preferences and opinions. 

In my experience learners do not come into a language learning experience in order to learn about language. Instead they come in with a desire to be able to use the language to communicate. When our focus is on communication we prepare learners to use language as a means to all the other things that they want to do. For example they are able to communicate with a vendor at a market to get the right amount of the cheese they want. 

Learners are motivated when they realize that language opens up more of the world to them. As described in the NCSSFL-ACTFL Can-Do Statements, being able to function in the give and take of conversation enables learners to exchange ideas, meet their needs, and express and react to preferences and opinions. 

Measuring Learner Growth with Rubrics

Learner performance is best assessed using a rubric, which can be derived from looking at language elements that develop as a learner’s language develops. A rubric built with domains that reflect observable, researched-based language elements and with strong, descriptive performance indicators can be adopted, adapted or created by educators. Having a continuum of common rubrics, used consistently allows the benefits of proficiency-based learning to shine. More about rubrics is discussed in the Proficiency-Based Learning Blog series 4: Reporting and Grading as well as in a separate Blog on Rubrics.

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

Learner performance is best assessed using a rubric, which can be derived from language elements, such as text type or communication strategies. As a learner’s language progresses, it can be seen in the development of these elements. Rubrics built with domains that reflect observable, researched-based language elements and with strong, descriptive performance indicators can be adopted, adapted or constructed by educators. Having a continuum of common rubrics that are used consistently allows the benefits of proficiency-based learning to shine. (More about rubrics in Part 4: Reporting and Grading.)

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Read part 1.4 here. Having looked at how tasks elicit purposeful communication from learners that can be assessed through rubrics, now check out part 1.4 in this blog series. There you will see how proficiency-based learning serves as a framework for learning. 

Or return to the series overview page here.