[hala.alhindi]

Task 2: Assignment 3.2.1

What are the advantages of incorporating self-assessment and peer assessment in the language classroom?
By providing self-assessment opportunities to the student the students will be learn to use the tool and recognize how to use it effectively. I have used it for reading fluency where students record themselves reading a paragraph then they can listen to afterwards and make a note of what they need to pay attention to. This is something they can use during the class session as well as when they are studying on their own.
Peer-assessment is helpful for students to work together and help each other identify the strengths and weaknesses. Working with other students helps them learn better.

[hala.alhindi]

Task 3: Assignment 3.6.1

– How can I modify content, process, and product to accommodate different learning styles and abilities?
I have one-on-one weekly sessions with my students that I encourage them to schedule. The buildup of these sessions has shown great improvement in reading, writing, and going over questions and learning needs that are unique to them.

– What strategies can I use to manage classroom logistics effectively while implementing differentiated instruction?
During the classroom, when I ask questions I direct my students to type their answer in the private chat first. Their answers will give me an idea who knows the answers, and who needs to be corrected. I then ask the student with the correct answer to share the answer with the class. I also make sure to address the mistakes I saw in the private chat without naming the students. I found this has helped build my students’ self confidence and increased the participation in classroom.

[hala.alhindi]

Task 3: Assignment 3.5.1
– What are some challenges and barriers in integrating technology into language education? How can these be addressed?
The challenges can be from teachers side as well as the students’. Teachers needs to be trained and keep updating their technology skills which can vary from using the devices (computers, websites, apps, etc) as well as finding support whether technology support or funding. The more the teachers are comfortable using technology the better they will be able to use it in class or online. Students might mostly be comfortable with using technology however, it is not always available for them in their schools and homes.
– Can technology effectively simulate cultural immersion, which is vital for language learning? What are the limitations and advantages compared to traditional immersion methods?
It can be effective to simulate cultural immersion because it will provide opportunities to connect to other classrooms across the world, as well as access websites providing authentic models of culture. The limitations is that they provide very small windows of cultural immersion. Teachers can be creative in providing in class learning experiences that are interactive.

[hala.alhindi]

What are your top three goals for this academic year?

1. Signup and attend more professional webinars and conferences for teaching the Arabic language and or with other language teachers.
2. Learn about AI in support of teaching with focusing on the Image model to teach about Arabic culture.
3. Explore career options which may include going back to school and focus on next steps in career path. This will include updating my resume.

[hala.alhindi]

1.What are the most significant lessons you have learned during Phase 2 training? How do you plan to apply them in your future teaching practice?

What are your plans for continued professional growth and development?
The most significance lesson that I have learned in Phase 2 is about the three C’s of Culture and how to navigate that in the Ps in the IMAGE Model. I had to take the Culture Quiz in 2.2.1 more than one to understand the differences between the three P’s. I tried to apply the IMAGE model in teaching the 10-minute lesson on Flipgrid with that model. I also used it to teach my Peer Chinese teachers, as well in the final lesson with my group – Olive Arabic 2-. I am very interested in learning more how other language teachers are using it and applying it in my lesson plans.

3.How did you navigate challenges and setbacks during Phase 2 training? What strategies did you find effective in overcoming difficulties?

The challenges that I had during Phase was more about organizing me time during the four weeks of the course in June which is a very busy month for me. I have learned that I can focus more on my work by removing myself from home and going to the public library. That will help me focus only on my work. I intend to do that in the future when I have a lot going.

4.Finally, take a moment to acknowledge your growth and achievements during your training. What are you most proud of? How will you celebrate your accomplishments?

I am very proud of the three lessons that I have taught on Flipgrid, Peer 10-minute lesson, and my group lesson. I have learned a lot about myself from the amazing teachers that I have met during those three milestones in Phase. I treasure that connection with them all and hope to maintain it in. I also hope I can meet with some of the teachers from our program if they are going to ACTFL in November 2023 to Chicago.

[hala.alhindi]

3 things fascinating about the post.
I like greeting activities. I like that they students are exploring the different greetings until they find their match of the same culture. I agree with you that this is a great introduction to the novice students to the intercultural competence. Finally, that way it is designed as a game makes it very engaging and the students are moving around and getting an idea about how greeting can be similar or different and they will at the same time learn how to say them.

2 ideas you can adapt.
I will adapt to show verbal greeting versus non-verbal greeting in the Arab world can vary deepening on country or the region of the country.

1 wonder or question.
I was wondering when you at the end mentioned the two kisses and the bowing are the only two ways. In the Middle East some countries would kiss even number of kisses, two or four, on the cheek and other would kiss odd number, one or three. However, in some Arab countries in the Arab Gulf they kiss will be noses touching which I have seen only with men.

Thank you!

[hala.alhindi]

3 things fascinating about the post.
I like this simple activity because it is the first thing we do when we meet someone. It is also unique to the culture it is being demonstrated in. I also think it is fascinating that the two groups are from different cultures, and they will change the norm to that of the other group.

2 ideas you can adapt.
I think if I adapt that, I will show two ways of greeting. One with a handshake and another without the handshake as that both are used in the Arab world. I would also add one step after that when one of each group meet and how to adapt when one is a handshaker and the other is not but that also might happen. That would make it easier to understand both. I like this activity that you have picked.

1 wonder or question.
I was wondering if you would have actual currency of the country they will use. I find there is so much to learn when one must use a currency they are not to read or know the equivalent price to the one they are used to.

[hala.alhindi]

I have chosen Intercultural Activity# 4: A Letter to Myself

The changes that I will make to that activity will be for students who are about to start their Arabic language learning journey. Adding a geographic aspect is also another change that I am making.

Audience:
20 students will write a letter to themselves the first year upon starting their first year of Arabic Language lessons.

Intercultural Competence:
– Self-awareness and self-knowledge
– Self-motivation
– Linguistic and communicative skills

Learning objectives:
– To express motivations, fears, and concerns before starting their language learning.
– To be able to assess their changes in their perceptions and expectations of what they have achieved and what they have learned about the culture as well.

Time:
30 minutes.

Necessary material:
– Pen
– Paper
– Coloring pencils and crayons
– A map of the Arab world
– envelops

Step-by-Step Description of the activity:

First week of course
Students will be given the paper and they will write a letter address to themselves, and they will be asked to write their expected achievements, hopes, concerns about the journey of language learning for the year. They will be given a map to give them a context of where the language is spoken and for them to circle a country or countries they are interested to learn about.
The teacher will keep the letter for them till the end of the year.

Last month of the course
Students will be given back their letters to open and read. They will then share with their group what they think about their letter now that they have studied for a year. Also, they will share what they have enjoyed learning the most and what was the most interesting about the country of their choice.

[hala.alhindi]

Marhaba Hasna,

After reading your first answer now I am now interested in the single-point rubric. I think this the second time that I have heard about it. Giving meaningful feedback while identifying areas for improvement guides the steps of the learners in acquiring proficiency in language. Thank you for sharing.

As for your second answer, I agree with you that we should also challenge our students appropriately to their level of learning to encourage the growth mind set that is very much part of learning language. Receiving constructive feedback is crucial especially with the students who either don’t like making mistakes or need constant encouragement to participate in class. I ask my students to type their answers in private chat in my online classes then I ask those with the correct answer to share their answer, and I take the opportunity to go over what the others have missed. My students know that they will all be participating all the time and I encourage them by guiding them build on what they know.

[hala.alhindi]

Marhaba Hasna,

After reading your first answer now I am now interested in the single-point rubric. I think this the second time that I have heard about it. Giving meaningful feedback while identifying areas for improvement guides the steps of the learners in acquiring proficiency in language. Thank you for sharing.

As for your second answer, I agree with you that we should also challenge our students appropriately to their level of learning to encourage the growth mind set that is very much part of learning language. Receiving constructive feedback is crucial especially with the students who either don’t like making mistakes or need constant encouragement to participate in class. I ask my students to type their answers in private chat in my online classes then I ask those with the correct answer to share their answer, and I take the opportunity to go over what the others have missed. My students know that they will all be participating all the time and I encourage them by guiding them build on what they know.

[hala.alhindi]

Hello,

I agree with you that regular checks for learning and formative assessments provide ongoing feedback and allows the teacher to make adjustments. I like how you described how teachers can create assessments tasks. I also agree that student engagements gives them ownership of the assessment process and helps them reflect on themselves and their peers when they have three modes of communication to do that it gives them different opportunities to continously engage and self-assess.I truly admire how well you have have stated and your answers and the depth of it.

[hala.alhindi]

I watched Laura Terrill’s “Creating Meaningful Performance Assessments” video.

What was the purpose of the assessment?
The propose of the assessment is to find out what does the learner know at that point. The can-do statements guide the teacher design assessment tasks that gives an what the students have learned so far. The teacher can start by doing check-ins, followed by formative assessments which help build up to the summative assessment. The sequence is essential for the students to feel engaged and builds confidence in producing what they have learned.

How does assessment engage students and encourage their active participation?
When the teacher establishes and narrows down the theme and topic, and prepares the steps and material, and tasks, the student will have proper guidance into what is expected of them and will be able to build confidence no matter what level of learners they are. It also helps the students be more engaged and more aware about real-life issues.

[hala.alhindi]

I find myself very interested in OPI. I think it’s a great tool and I know it requires the evaluator to be very fluent in the language. I would not expect it to be available for school students. At least I am not aware if they can take it. I am very impressed by the level of qualification of the administrator and those who take the OPI test. I would be interested in exploring that assessment. Motivating our students to speak as a novice and providing opportunities to practice speaking as they advance as language learners its seems to me that OPI would be the best tool to check the student’s fluency and accuracy as they move from Novice to Intermediate to Advanced.

[hala.alhindi]

I was very happy when I found out that our school district offered it to their students. My daughter took it for the French language she was taking for four years in the high school and passed it from the first time in Fall of her senior year. I wanted her to take the Arabic as well since she was a heritage student but was also taking classes in a Sunday school since she was in first grade, she passed the four language skills from the first time. However, in her French test, she re-took it in Spring and she passed the skills that she did not do well in her Fall test. I am very interested in this test.

[hala.alhindi]

– Who are you evaluating? (Age group? Heritage or non-heritage? Languages for specific purposes?

After reviewing I choose AAPPL (Assessment of Performance towards Proficiency in Languages). AAPPL is an assessment that evaluates the student’s ability to use a language for a specific purpose such as communication and cultural understanding. It is designed for all ages and heritage backgrounds. AAPPL, also known as the Seal of Biliteracy Test in Illinois.

My daughter took the test as Senior at her high school for two languages, French and Arabic. Since she took French in her middle school and high school it was highly recommended by the high school’s Department of world Languages. I encouraged her to take the Arabic test as well because she studied Arabic in a Sunday school since she was a first grader.

– What language skills need to be evaluated?

AAPPL or Seal of Biliteracy Test, evaluates all four language skills: listening, reading, speaking, and writing. When the Seniors in our high school district, who have studied a World language for four years, register and take that test, they can take it in Fall. If they don’t pass in all four skills, they can register and re-take it again in Spring and just take the skill(s) they did not pass in the last time they took the test in Fall. If they register for it in the Spring and don’t pass the four skills in the test, they will lose an opportunity to take it again before graduation. This is all part of planning for the test which needs to be discussed with the school administrator who is in charge of this test. It happened that the head of the Department of World Languages was the administrator of that test.

– Does it require special training for people who will administer this specific assessment platform?

AAPPL/Seal of Biliteracy Test administrators must be trained and certified. I am very interested in this evaluation because the school districts are becoming more and more interested in offering it to their students. I was advised that in some states if students pass that test, they will get university credits for it as well.

I am also, very interested in OPI (Oral Proficiency Interview). This is assessment evaluates the student’s ability to speak a language fluently and accurately. It is designed for all ages and heritage backgrounds. The assessment evaluates general language proficiency rather than language skills. OPI administrators must be trained and certified.

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