Why do we need standards for
world language learning?
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Students, parents, administrators,
and language teachers need to know
what “learning another language”
means in U.S. schools.
If we are to align our efforts to
increase language proficiency, we
need common goals and
terminology.
If language learning is a journey, we
need a map to show us the way.
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What are the different types of
standards?
Content Standards
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What should students know and be able to do?
Performance Standards

How can students show they are achieving the
content standards?
Proficiency Standards
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How well are students achieving – how can we
measure progress?
Program Standards

When? Where? Who? – the elements of
program design
State Standards: Connecting a National Vision to Local Implementation (PDF)
by Paul Sandrock, ACTFL
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What are the National Standards
for Foreign Language Learning?
A brief history…
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1993 – work on national foreign language
content standards began
1996 – generic standards published
1999 – language-specific standards
published for: Chinese, Classical Languages,
French, German, Italian, Japanese, Portuguese,
Russian, and Spanish
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2006 – added language: Arabic
Standards for Foreign Language Learning in the 21st Century
http://www.actfl.org/i4a/pages/index.cfm?pageid=3324
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The National Standards 5 C’s
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Communication
Communicate in Languages Other
Than English
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Interpersonal Mode
Interpretative Mode
Presentational Mode
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Cultures
Gain Knowledge and Understanding
of Other Cultures
PERSPECTIVES
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(Meanings, attitudes, values, ideas)
PRACTICES
(Patterns of social
interactions)
PRODUCTS
(Books, tools, foods, laws,
music, games)
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Connections
Connect with Other Disciplines and
Acquire Information
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Further knowledge of other disciplines
Recognize distinctive viewpoints
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Comparisons
Develop Insight into the Nature of
Language and Culture
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Compare language studied to their own
Compare culture studied and their own
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Communities
Participate in Multilingual
Communities at Home & Around the
World
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Use the language within and beyond
school
Use language for personal enjoyment
and enrichment
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Instructional Strategies
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Speak in the target language
(keep English to a minimum)
Use “real” objects to convey meaning
Teach vocabulary in context
Try paired and small-group activities
Focus on communication, not just
perfect grammar
from New Jersey World Language Standards, p. 60
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Learning Strategies
Show students how to:
• Organize in advance by previewing,
skimming, or reading for the gist
• Reflect on what they’ve learned
• Summarize
• Ask for clarification or explanation
from Standards for Foreign Language Learning p. 34
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Communications Strategies
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Circumlocution
Guessing intelligently
Deriving meaning from context
Understanding, interpreting, and
producing gestures
Asking for and providing clarification
Making inferences, predictions, and
generalizations
Drawing conclusions
from Standards for Foreign Language Learning p. 34
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Course #EDC&I 495: World Languages: Standards and