{"id":3059,"date":"2024-03-05T09:00:26","date_gmt":"2024-03-05T09:00:26","guid":{"rendered":"https:\/\/www.languagetesting.com\/blog\/?p=3059"},"modified":"2024-09-30T18:30:27","modified_gmt":"2024-09-30T18:30:27","slug":"harnessing-data-in-dli-programs-to-build-confidence-and-sustainability","status":"publish","type":"post","link":"https:\/\/www.languagetesting.com\/blog\/harnessing-data-in-dli-programs-to-build-confidence-and-sustainability\/","title":{"rendered":"Harnessing Data in DLI Programs to Build Confidence and Sustainability"},"content":{"rendered":"

Measuring and reporting on student progress in Dual Language Immersion (DLI) programs can be critical to maintain funding and program sustainability. But how do you know what to measure or what assessment is right for DLI learners? Nationally, language programs are focusing on proficiency, or the ability to use language in real-world, unrehearsed settings. Choosing a proficiency-based assessment can help you understand your program in relation to national proficiency test data and empower your learners as their language develops.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Contact Us Today to Bring Language Proficiency Testing to Your Organization<\/strong><\/a><\/p>\n

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Focus on Proficiency<\/span><\/b>\u00a0<\/span><\/h2>\n

Rather than focusing on measuring content-focused language, leaders in mature DLI programs suggest focusing on <\/span>social language, proficiency, and natural\/holistic use of the language<\/span><\/b> (See: <\/span>https:\/\/www.utahdli.org\/instructional-model\/<\/span><\/a>). Focusing on measuring language in regard to content can be limiting and miss out on capturing broader proficiency indicators.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Measuring Proficiency<\/span><\/b>\u00a0<\/span><\/h2>\n

Language proficiency is measured based on four core factors: <\/span>function, comprehensibility, context, and text type<\/span><\/b>, as described in the ACTFL <\/span>Proficiency Guidelines \u2013 2012<\/span><\/i><\/a>.\u00a0 Focusing on the language learner\u2019s performance, the <\/span>ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL)<\/span><\/a> assesses learners based on function, context, and text type, similar to other official ACTFL tests. Other assessments on the market that attempt to assign an ACTFL rating use a two-criteria rubric with more limited scope.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Four Tips to Capitalize on Data in DLI Programs\u00a0<\/span><\/b>\u00a0<\/span><\/h2>\n

Testing is more than results! Data can be a powerful tool to build confidence in DLI programming, preserve or increase funding, and help students. Here are a few tips to help you capitalize on what data can do for you.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Reporting<\/span><\/b>\u00a0<\/span><\/h3>\n

Consider what access to data you have from your assessment. For instance, the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) has a robust dashboard with reporting features including longitudinal reporting. This allows you to track student progress throughout their experience in DLI programming over a number of years. Additionally, you can access oral and written responses for a period of time to see exactly how your learners responded to prompts.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Trends<\/span><\/b>\u00a0<\/span><\/h3>\n

Pay attention to trends across languages, grades, and skills. AAPPL reporting allows you to segment and filter data to easily see patterns across learners.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Action<\/span><\/b>\u00a0<\/span><\/h3>\n

It\u2019s great to learn from data and even better to do something as a result. Researcher Fernando Rubio <\/span>has published findings<\/span><\/a> from his evaluation of specific aspects in DLI programming in Utah. Your data analysis might lead to improved teaching strategies or changes in your curriculum.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

Tell the story!<\/span><\/b>\u00a0<\/span><\/h3>\n

Share what you\u2019re learning and how your learners are progressing in their language development. Francesco Fratto hosts a <\/span>parent proficiency night<\/span><\/a> to inform parents and the larger community of the great things his DLI schools are doing in New York with great results: \u201cParents were able to better understand the AAPPL measures of proficiency reports and left knowing what their children were able to do with the language. We can now speak with confidence about a student\u2019s progress and the levels of proficiency we expect our students to reach at each grade level.\u201d<\/span>\u00a0<\/span><\/p>\n

Start testing today!<\/span><\/b>\u00a0<\/span><\/h2>\n

If you are looking to implement proficiency-based testing in your DLI or bilingual education program, <\/span>reach out to the experts<\/span><\/a> at Language Testing International (LTI). LTI brings a wealth of expertise and ACTFL proficiency assessments to support DLI programs and the language development journey for learners.<\/span>\u00a0<\/span><\/p>\n

Watch this webinar with Karl Bowman of Utah State Board of Education and Francesco Fratto of Herricks Public Schools, who discussed common concerns around Dual Language Immersion programs, what test data reveals about student achievement in DLI programs, and how they’re using the data to tell a compelling story as they advocate for and build the strength of their programs.\u00a0<\/span>\u00a0<\/span><\/p>\n