When assessing your students for higher abilities, students may show these signs:
Fast absorption and memorization of vocabulary, conjugations, grammar rules, etc.
Acquiring the language at a faster rate than that of their peers.
High-level translation skills.
Perceive and classify similarities and differences between the foreign language and English; Grasp idiomatic patterns.
Enjoy more creative expression and less close-ended questions.
Understand language in a more advanced way--thinking critically about how it is used, origins, characteristics of language, etc.
Seek more language learning opportunities on their own; come to class well ahead.
Enjoy manipulating words, phrases, meaning, etc.; Advanced control and understanding of the language.
Take this quick assessment to see if your student could be a High Ability Learner ------)
The assessment results above should be used in addition to the following criteria to determine if your students are high ability learners in your world language class:
Recipient of language awards (Seal of Biliteracy, World Language Distinguished Scholar, etc.)
Participation and success in language competitions (Language fairs, writing contests, etc.)
High scores on verified / valid language assessments (AP, AAPPL, STAMP 4S, etc.)
Participation in language immersion programs
Continuous and consistent language learning engagement, including formal and informal coursework, dual language immersion programs, or self-study.
Overall academic capability:
Consider students' overall academic performance, realizing that language learning may be a special talent, skill, or ability due to personal goals and interests.
Consider student goals and interests in world languages.
Teacher recommendations. You can include the assessment above as part of this (be sure to print the results as evidence!), but be sure to think about the following:
Testimony of a student's exceptional aptitude for language learning
Observations regarding motivation, self-regulation, dedication, and engagement in language learning.
Evaluation of interpersonal skills and interaction with peers and others.
Demonstrations of intercultural communication that include understanding and appreciation of one's own and other cultures (e.g., openness, empathy, and ability to think critically about their own and other cultures–products, practices, perspectives).
Willingness to go beyond the curriculum and engage in language-related activities beyond the classroom.