Learning a language is very different than learning content areas. In order to determine success with language, language teachers must ascertain the proficiency levels of their students. Many often confuse proficiency with performance or achievement. Quite simply put, proficiency is the ability to use language in a real-world situation. Performance is the ability to use language in a limited and controlled situation such as a classroom or controlled situation-based exchange, and Achievement is the ability to repeat language elements that have been taught and mastered at some level. Each of these areas, proficiency, performance, and achievement has a role in language learning, but only proficiency is what people use to communicate in the real world. In language learning, proficiency is the KEY. It allows us to know what students can do with the language in spontaneous, unrehearsed, real life situations.

ACTFL, the American Council for Teachers of Foreign Language, is the national organization that has defined language proficiency for K - 12 settings. More information regarding ACTFL and proficiency can be found on the ACTFL website:ACTFL_Proficiency_Guidelines_2024.pdf 

DLI and world language programs often have establish Proficiency Targets in all four skills: listening, reading, speaking, and writing. These targets assist teachers in creating an instructional focus and establishing expectations for student output. Because there are many factors that influence language acquisition, not all students are expected to attain the targets in all four skills.

How long does proficiency take to develop?

How long will it take my child to learn the second language?

While the process can vary between students, it typically takes 1-3 years to acquire social language (the language of the playground) and at least five years or more to acquire academic language (the language of school). Students encountering a second language for the first time may experience a "silent period" that lasts anywhere from one day to six months or more. This does not mean that the brain is silent. It simply means that the student may be hesitant to orally interact in the new language. During this time, they are acquiring receptive understanding, and should not be forced to speak. Even as they develop proficiency, children may be reluctant to "perform" in their second language for adults at home.

The following are some common stages that students experience as they learn a second language:

STAGE OF LANGUAGE ACQUISITION

GENERAL BEHAVIORS OF STUDENTS

Silent/Receptive Stage

(ACTFL Novice)

• Up to 6 months

• 500 receptive words

• point to objects, act, nod, or use gestures

• say yes or no

• speak hesitantly

Early Production Stage

(ACTFL Novice)

• 6 months to 1 year

• 1000 receptive/active words

• produce one-or two-word phrases

• use short repetitive language

• focus on key words and context clues

• may appear to have a smaller vocabulary than other children in each language, but a larger vocabulary across the two languages

Speech Emergence Stage

(ACTFL Intermediate)

• 1-2 years

• 3000 active words

• engage in basic dialogue

• respond using simple sentences

Intermediate Fluency Stage

(ACTFL Intermediate)

• 2-3 years

• 6000 active words

• use complex statements

• state opinions and original thoughts

• ask questions

• interact in more lengthy conversations

Advanced Fluency Stage

(ACTFL Advanced - Superior)

• 5-7 years

• content area vocabulary

• converse fluently

• understand all grade-level classroom activities

• argue and defend academic points

• read grade-level textbooks

• write organized and fluent essays

The five stages of language acquisition described above are a general framework for understanding how students progress as they learn a language. However, it must be noted that language learning is an ongoing, fluid process that differs for every student. Children may move between stages of language acquisition, depending on the linguistic and cognitive demands of the academic language.

(Adapted from The Stages of Second Language Acquisition) 

Proficiency and Length of Time by Language

Linguistic distance is a concept that explores how different one language is from another. Studies have shown that this can impact the length of time it takes to become proficient in the second language. Take a look at the chart below:

The STAMP assessment will be administered to APS DLI students in 1st grade and up. The results will provide our DLI Spanish teachers with additional evidence of student progress as reviewed by an external evaluator.

Developed by AVANT Assessments, the Avant STAMP 4Se (STAndards-based Measurement of Proficiency), was created by experts in the field to improve language learning outcomes in elementary language programs. STAMP enables teachers to reflect upon their instruction to improve proficiency outcomes and empowers school and district leaders to make decisions on curriculum and teacher training.

The STAMP Se provides real-world content and question types that are appropriate for elementary-aged students. The STAMP Se is administered on the computer and is adaptive, so students feel challenged, but not overwhelmed. The speaking section of the assessment is scored by language experts at AVANT. The results provided by the test will provide the Spanish DLI teachers with some additional data on what their students are able to do with the language as scored by an external evaluator. DLI Spanish teachers will utilize the STAMP results as one piece of data in their determination of assignment of levels on the APS Spanish Proficiency Report.

Avant STAMP 4S Monolingual is a general language proficiency assessment of Reading, Writing, Listening, and Speaking skills. It is designed for second-language learners aged 13 and older in school grades seven and above, including middle and high schools, college and university students, and adults. 

Parents can obtain more information about the STAMP Se assessment at https://www.avantassessment.com/tests

Proficiency Reports

As part of our commitment to supporting language development, APS utilizes Proficiency Reports to provide a clear and comprehensive picture of each student's progress in the four key language domains: listening, speaking, reading, and writing. These reports are designed to assist teachers in effectively communicating how students are performing in relation to established language proficiency targets. Families will receive these reports in May, offering valuable insights into their child's language growth and areas for continued development. 

APS Dual Language Immersion Proficiency Targets

APS has established language proficiency targets for each language domain for each grade level. Check out the chart below: