Voluntary Standards for World Languages

1. Voluntary Standards for World Languages Workshop for Issaquah School District August 30, 2006 Presented by Michele Anciaux Aoki, Ph.D. Anciaux International Communication | www.anciauxinternational.com Materials available on www.anciauxinternational.com/worldlang/issaquah2006/

2. Purpose The purpose of this workshop is to provide current foreign language teachers with an overview of World Language Standards and an opportunity to incorporate standards into your own curriculum development, instruction, and assessment practices.

3. Workshop Objectives Upon completion of this workshop, you will be able to: • Explain the purpose of standards • Distinguish different types of standards: Content Standards | Performance StandardsProficiency Standards | Program Standards • Explain how to use Content Standards and Performance Standards (sample progress indicators) in planning classroom curriculum • Understand how to use Proficiency Standards • Demonstrate how to incorporate standards into curriculum and assessment planning

4. Why Standards? • Essential questions: • Why do we need standards for foreign/world language learning? • What are the different types of standards? • What are the National Standards for Foreign Language Learning?

5. Why do we need standards for foreign language learning? • 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.

6. What are the different types of standards? Content Standards • Whatshould students know and be able to do? Performance Standards • How can students show they are achieving the content standards? Proficiency Standards • How wellare students achieving – how can we measure progress? Program Standards • When? Where? Who? – what are the elements of program design?

7. What are the National Standards for Foreign Language Learning? Content Standards:What students should know and be able to do. A brief history… • 1993 – work on national K-12 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 • 2006 – Standards for Chinese and Arabic added

8. Communication Communicate in Languages Other Than English • Interpersonal Mode • Interpretive Mode • Presentational Mode

9. Cultures Gain Knowledge and Understanding of Other Cultures PERSPECTIVES(Meanings, attitudes, values, ideas) o PRACTICES(Patterns of social interactions) PRODUCTS(Books, tools, foods, laws, music, games)

10. Connections Connect with Other Disciplines and Acquire Information • Further knowledge of other disciplines • Recognize distinctive viewpoints

11. Comparisons Develop Insight into the Nature of Language and Culture • Compare language studied to their own • Compare culture studied and their own

12. Communities Participate in Multilingual Communities at Home & Around the World • Use the language within and beyond school • Use language for personal enjoyment and enrichment

13. National Standards for Foreign Language Learning - Intertwined

14. Voluntary World Language Standards in Washington State • “Voluntary” Standards adopted by OSPI in December, 2005, based on the National Standards for Foreign Language Learning • Washington now has Content Standards for World Language (but no Performance, Proficiency, or Program Standards) • By adopting the National Standards we have access to a wealth of resources from ACTFL and other states

15. Bringing the Standards into the Classroom Standards-based Curricula… • Focus on communication • Define cultureas relationships among perspectives, products, and practices • Integrate content with language learning • Make meaningful comparisons • Take language skills into the world

16. No Need to Reinvent the Wheel • Nebraska K-12 Foreign Language Frameworks • Aligned with 5 C’s of National Standards • Excellent resource on curriculum development, assessment, and more • New Jersey World Languages Curriculum Framework • Aligned with Communication & Cultures • Well-developed Learning Scenarios

17. New Ways of Teaching Language • Standards-Based Thematic Units • Project-Based Learning • iEARN – International Education and Resource Network • Example: Global Art: Images of Caring

18. New Ways of Assessing Language • Oral Proficiency Assessment • Using the COPE/SOPA Rating Scale • Language Proficiency Self-Assessment • LinguaFolia

19. Program Standards Take a moment to consider the schools in your district: • Who gets to study languages? All students? Just college-bound students? • What languages do you teach? • When do students begin world (foreign) language study? How many years are offered? • Where (which schools) offer them? Do some schools offer more than others? • Why do students study a language? To fulfill college admissions requirement (2 credits of WL)? Personal reasons? Career advantage? • How do you teach? Are you getting the best results possible?

20. Program Standards and YOU Would it make a difference to you as a teacher if you knew what the Program Standards were for your district and school?