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2013 Arkansas Foreign Languages Curriculum Frameworks

2013 Arkansas Foreign Languages Curriculum Frameworks. Presented by Dr. Tracy Tucker, Director of Curriculum and Instruction and John I. “Don” Kaminar, Foreign Languages Specialist Arkansas Department of Education. Presentation Objectives. To review the framework revision process

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2013 Arkansas Foreign Languages Curriculum Frameworks

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  1. 2013 Arkansas Foreign Languages Curriculum Frameworks Presented by Dr. Tracy Tucker, Director of Curriculum and Instruction and John I. “Don” Kaminar, Foreign Languages Specialist Arkansas Department of Education

  2. Presentation Objectives • To review the framework revision process • Purposes of the revision process • Reference documents • Revision committee composition • Revision and adoption procedures • To orient viewers to • The new Arkansas Foreign Languages Curriculum Frameworks • The Arkansas Foreign Languages Wiki • The Arkansas World Language STEM Resources Page

  3. Presentation Objectives • To introduce the newly revised frameworks for Foreign Languages • Grade-specific frameworks • Design and format of the revised framework • Curriculum flow from grade level to grade level • To explain • Courses and course code numbers • Gaining approval to teach grade 9-12 courses in grades7-8 • Process for adding new language courses

  4. Framework Revision Process

  5. Purposes of theFramework Revision Process • Ensure the Arkansas frameworks are aligned with • Recent research in the field • Current national standards • Common Core State Standards • Obtain input from Arkansas educators • Ensure appropriate scaffolding and increasing rigor • Fulfill legislative and regulatory requirements

  6. Specific Elements Examined • Content coverage and rigor • Developmental appropriateness • Coherence and progression • Specificity and clarity • Alignment with recognized standards

  7. Revision Process Requirements by Arkansas Law • Analyze content standards from other states • Other U.S. states and territories • Other English-speaking countries • Common European Reference Framework for Languages • Evaluate and use standards of the profession • ACTFL Proficiency Guidelines • ACTFL Performance Indicators • ACTFL Common Core Alignment • Consider recommendations of nationally recognized experts • Review feedback from educator and workforce surveys

  8. Arkansas Standards forAccreditation • 9.01.1 Committee shall consist of teachers and instructional supervisory personnel from public schools and higher education. • 9.01.2 Schools shall use curriculum frameworks to plan instruction.

  9. Framework Committee Tasks Develop revisions to current frameworks Ensure appropriate progression and rigor Clarify Student Learning Expectations Align to national standards and Common Core State Standards (CCSS) Consider input from appropriate sources Other state and national standards and CCSS Results of educator and employer surveys Implications of current research Recommendations by experts

  10. Committee Composition 36 members K-12 public school foreign language instructors Special education and curriculum specialists College-level foreign language faculty All five ACTAAP regions represented Urban, suburban, and rural districts Experience teaching seven languages

  11. Revision Process • Committee met two weeks in June-July 2013 • Reviewed source documents • Four subcommittees for specific frameworks • Modern Languages • Spanish for Heritage and Native Speakers • Latin • K-8 • Entire group critiqued final drafts • ADE staff members facilitated all tasks

  12. Revision Process • ADE staff performed finishing tasks • Formatted all documents properly • Proofread all drafts for grammar, spelling, accuracy, etc. • Cross-referenced drafts to ensure consistency • State Board of Education adopted new frameworks on December 16, 2013 • New frameworks will be implemented statewide starting in fall 2014 • Professional development will be conducted as needed during summer 2014

  13. Orientation to the ADE Web Site How to Find The Arkansas Foreign Languages Curriculum Frameworks The Foreign Languages Wiki and The New World Languages STEM Resources Page

  14. Finding the Frameworks

  15. Finding the Frameworks

  16. Finding the Frameworks

  17. Finding the Frameworks

  18. Finding the Frameworks

  19. Finding the Frameworks

  20. Finding the Frameworks

  21. The Foreign Languages Wiki

  22. World Languages STEM Page

  23. World Languages STEM Page

  24. 2013 Foreign LanguageCurriculum Framework Documents

  25. 2013 Foreign Language Frameworks Reduce number of frameworks from 27 to 5 Facilitate addition of less commonly taught languages Consistent with ACTFL Proficiency Guidelines and Performance Descriptors Aligned with Common Core State Standards

  26. Why Are These Changes Significant?

  27. From 27 Frameworks to 5 “Modern Languages” replaces language-specific documents Eliminates inconsistency among frameworks Consolidates “years” of study into one document Facilitates proficiency-focused instruction

  28. Adding New Languages Allows for shift from traditional Euro-centric language focus Adding new languages no longer requires a new framework Uniform skill sets facilitate development of licensure programs

  29. ACTFL-Consistent SLEs focus on action, not comprehension Emphasize interactive, presentational, and interpretive communication skills Performance descriptors ensure useful purpose of language Understanding the target culture is integral

  30. CCSS Alignment CCSS connections shown in framework documents Feature “purposefulness” of language acquisition Promote development of literacy across disciplines Demonstrate how FL instruction supports other content areas

  31. Four CCSS literacy strands = ACTFL skills • CCSS interpretive skills are integral to language acquisition • ACTFL stresses accessing both informational and literary texts – as do CCSS • Increasing rigor of CCSS literacy standards mirrors ACTFL proficiency levels Why is CCSS Alignment Important?

  32. 2013Foreign Language Frameworks • K-8 Framework Documents • Foreign Language Acquisition • Foreign Language Experiences • High School Framework Documents • Modern Languages I-IV • Spanish for Heritage and Native Speakers I-III • Latin I-II

  33. K-8 Foreign Language Curriculum Framework Documents K-8 Foreign Language Acquisition K-8 Foreign Language Experiences

  34. Arkansas Standards for AccreditationGrades K-4 9.03.2.3 Social Studies • History and culture of Arkansas (a unit at each grade level with emphasis at grade 4), the nation, and the world (including foreign language experiences) • Geography • Economics • Civic education • Social sciences processes and skills

  35. Arkansas Standards for AccreditationGrades 5-8 9.03.3.4 Social Studies • Geography • Economics • Civic education • History and culture of Arkansas (a unit at grades 5 and 6, with emphasis at grade 5), the nation, and the world (including foreign language experiences)

  36. K-8 Foreign Language Acquisition • Intended for use in Foreign Language in Elementary Schools (FLES) programs • Goal is for students to acquire foreign language proficiency • Taught by licensed foreign language teacher • Sliding language proficiency scale

  37. K-8 Foreign Language Acquisition • Allows for multiple entry points (i.e., any grade level) • Focuses on interactive skills (reading, writing, speaking, listening) • Supports instruction for K-8 students as required by the Arkansas Standards for Accreditation

  38. K-8 Foreign Language Experiences • For use in K-8 schools with no FLES program • Primary emphasis is on cultural awareness • Goal is not development of communication skills • Supports instruction for K-8 students as required by the Arkansas Standards for Accreditation

  39. High School Foreign LanguageCurriculum Framework Documents Modern Languages I-IV Spanish for Heritage and Native Speakers I-III Latin I-II

  40. Modern Languages I-IV • Replaces language-specific frameworks (Chinese, French, German, Japanese, Spanish) • Eliminates inconsistency • Recognizes theory and practice of language instruction • Includes appendices that address specific languages • Facilitates adding new language courses

  41. Modern Languages I-IV • Consolidates four years of study into one document • Facilitates teaching for greater proficiency • Enhances cooperation with other content areas • Aligned to Common Core State Standards • Informed by ACTFL Proficiency Guidelines and Performance Descriptors

  42. Spanish for Heritage andNative Speakers I-III • Literacy in L1 supports literacy in L2 • Extensive review of Spanish-speaking cultures • Intended to be conducted entirely in Spanish

  43. Latin I-II • Focus on Classical Latin vocabulary, grammar, and syntax • Teaches applications, problem-solving, and higher-order thinking skills • Includes close study of Greco-Roman culture

  44. Navigating a Curriculum Framework Document

  45. Administrative Information (Pages 1 - 2) • Course Title • Course/Unit Credit • Course Code • Teacher Licensure • Grades (Level) • Prerequisites • Course Description • Strands and Standards • Notes

  46. Administrative Information

  47. Administrative Information

  48. Student Learning Expectations Strand: Communication Content Standard 2: Students will interact by speaking and writing in the target language. (interpersonal) CMC.2.MLI.2 Engage in simple conversations using culturalconventions and social conventions • courtesy phrases • culturally appropriate greetings and farewells • gestures • introductions • learned phrases • idiomatic expressions

  49. Student Learning Expectations Strand: Communication Content Standard 2: Students will interact by speaking and writing in the target language. (interpersonal) CMC.2.MLI.2 CMC=Communication (Strand) 2=Content Standard 2 MLI=Modern Languages I 2=Student Learning Expectation #2

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