In our previous article, we explored some of the ways in which language learners can be successful and discussed some of the strategies that can help them reach their goals. Following up on this, we will now take a closer look at the role that language programs can play in the success of their learners. While language programs can take many forms, from highly structured classroom instruction to self-directed independent learning resources, well-designed programs share some core principles that are essential for effectively guiding learners on their journey.
The best-designed language programs are those that follow the principles of backward or reverse design, which start by articulating the major goals and objectives. This approach is based on the work by Wiggins and McTighe (2005)[1] and consists of three major stages: 1) Identify desired results; 2) determine acceptable evidence; and 3) plan learning experiences and instruction. Let’s now take a closer look at each of these in turn.
Identify desired results
First, a starting point for a well-designed program is to identify the results learners will need to attain. Successful language learning outcomes can be articulated in different ways; for example, a frequently used metric is in terms of proficiency outcomes. Proficiency can be measured by the US-based ACTFL (American Council on the Teaching of Foreign Languages) Proficiency scale or the Council of Europe CEFR (Common European Framework of Reference for Languages) scale, and indicates a level of linguistic competence from beginning to advanced and beyond. Other goals might be passing a specific examination for professional purposes or being able to comfortably communicate as a tourist. For our students at Velocity, both proficiency and professional objectives are the major goals, as they must function at a B2 CEFR level in German and successfully pass a job interview to be considered for a healthcare position in Germany. These broad objectives then need to be broken down into manageable steps with clear milestones along the way, such as specific courses and self-guided learning from the beginning to the B2 level as well as mastering specific sub-skills, such as interviewing skills, and acquiring appropriate cultural competence.
Determine acceptable evidence
The second step in the process consists of determining acceptable evidence, which means selecting appropriate assessments that measure whether students have successfully met the goals. This should be done before identifying specific learning resources, such as textbooks or other materials. For our students at Velocity, acceptable evidence of the ultimate goal of B2 competency is to pass an examination by an external agency, such as the Goethe Institute B2 certification, which consists of four separate modules to assess the four major skills areas of listening, speaking, reading, and writing. In addition, there should of course be interim milestones all along the way. As learners progress along their language journey, frequent assessments can guide them to stay on track. Such assessments can be high-stakes, such as passing the proficiency benchmarks for the A1, A2, etc. levels, but can also take the form of formative assessments, that is assessments that reinforce learning. The CEFR Can-do statements are a good example of this type of assessment, and both teachers and learners can use them to keep track of progress and to provide a helpful self-assessment.
Plan learning experiences and instruction
The third and final step of the backward design process involves planning learning experiences and instruction. This happens on many different levels, from designing courses to selecting learning materials to planning specific lessons. For more traditional language classes, this often involves selecting appropriate textbooks and other learning resources, while for more self-directed programs, online tools, language learning apps, and AI tutors might be the most appropriate resources. It is crucial that these learning experiences and resources are aligned with the major programmatic objectives and support the learners personal circumstances and help them progress toward their ultimate goals.
However, even the best-designed language programs alone cannot guarantee that a learner will be successful. As we pointed out in the first article, motivation is an important factor in learning success, and for our Velocity students, the ultimate goal of being offered a position in Germany is a powerful motivator. But even strong motivation can waver when learners are faced with the challenges of daily life, balancing work and home life and dealing with constant time constraints. Therefore, beyond providing a solid academic structure, well-designed language programs should ideally also offer other types of support to guide and encourage the learners along the way. This involves creating a learning community with involvement from all levels: the program staff can check in with the learners to make sure they are staying on track; the teachers might reach out if students have missed a class or are struggling with the learning material; and peers can form study groups or a buddy system to offer support and reinforce learning beyond the classroom. At Velocity, we are designing the language program with these support systems to create the conditions for successful language acquisition that are helping learners to reach their goals.
[1] Wiggins, G. P., & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, USA: Association for Supervision and Curriculum Development.
