I have spent some time this week reviewing other state standards for world/foreign language on the Internet. I was primarily interested in:
Since neither Washington state, nor the Seattle School District, currently provides state or district standards for world language, the John Stanford International School will need to define its own content and performance standards, based, to the extent possible, on the National Standards for Foreign Language. We will look to the other states' standards for further detail, clarity, and resources.
Here is a summary of my findings:
Link: www.cde.state.co.us/index_stnd.htm (select PDF file for Foreign Languages)
Model Content Standards for Foreign Language
Foreign Language Standards:
1. Students communicate in a foreign language while demonstrating literacy in all four essential skills: listening, speaking, reading, and writing.
2. Students acquire and use knowledge of other cultures while developing foreign language skills.
The document provides specific content standards, rationale,and performance standards for:
Beginning Level (K-4 in K12 program)
Intermediate Level (5-8 in K12 program)
Advanced Level (9-12 in K12 program)
Note: Colorado's Foreign Language Standards are not specifically aligned with the National Standards for Foreign Language. They focus more on the traditional skills (listening, speaking, reading, writing).
Link: www.state.ct.us/sde/brta/corefram.htm
Common Core of Learning
Goal: "By the end of Grade 12, students will listen, speak, read, and write proficiently in at least one language other than English, and will understand the culture(s) of that language."
Program Goals based on the "5 C's" with K-12 Content Standards in:
The World Languages Curriculum Framework (March 1998)
Standards with benchmarks K-4, 5-8, and 9-12.
Link: www.doe.state.de.us/Standards/Foreign_Language/toc.htm
Foreign Languages Curriculum Framework Content Standards (1997)
This extensive document includes background on the foreign language goals and standards in Delaware and implementation implications. The Goals and Standards are based on the "5 "C's". There are 39 learning scenarios presented. A variety of appendices include a Glossary, the ACTFL Proficiency Guidelines, Textbook Selection, References, etc.
Organization of the standards:
Goal: (e.g., Communication)
Content Standards:
(e.g., 1.1. Students listen and respond, engage in
conversations, etc.)
- covers Interpersonal, Interpretive, and Presentational
Modes
Performance Indicators(Elementary - Stage 1; Middle - Stage 1
& 2; Secondary - Stage 1 & 2)
Sample Tasks
Link: www.firn.edu/doe/curric/prek12/frame2.htm(select Foreign Language)
Sunshine State Standards
For Foreign Languages, each of the clusters includes standards under 4 of the "5 C's" - Communication, Culture, Connections, Comparisons.
Link: janus.state.me.us/education/lres/mcl.htm
"Maine people must have the linguistic and cultural skills to communicate successfully in a pluralistic society at home and abroad. All students will develop a level of proficiency in at least one other language. To succeed, all students must study language and culture in an integrated fashion, beginning in kindergarten and extending throughout their entire school experience."
Modern and Classical Languages - Content Standards
A. Person-to-person Communication
B. Reading, Listening, and Viewing for Understanding
C. Oral and Written Presentations
D. Workings of Language
E. Cultural Practices, Products, and Perspectives
F. Cross-Cultural Connections and Comparisons
Under each content standard, there are several performance indicators for benchmarks at PreK-2, 3-4, 5-8, and secondary grades. There are also brief examples elucidating the indicators.
The Maine standards correspond roughly to the National Standards for Foreign Language, at least for the first 4 of the "5 C's".
Link: www.edneb.org/IPS/mainNDE.html(homepage)
Nebraska K-12 Foreign Language Frameworks - 1996
(in a larger binder - 370 pages; I couldn't find it on the
Internet)
Goals and Standards:
1. Communication
2. Cultures
3. Connections
4. Comparisons
5. Communities
Each Goal includes one or more Content Standard, as well as Progress Indicators at the Beginning, Developing, and Expanding levels. There are also many Classroom Examples to clarify the Progress Indicators, as well as Learning Scenarios.
The Nebraska K-12 FL Frameworks correspond almost verbatim to the National Standards for Foreign Language (the "5 C's").
There are about 40 Learning Scenarios, organized by level and topic, correlated to the specific Content Standards.
Also included:
Link: www.state.nj.us/njded/frameworks/worldlanguages/
World Languages Curriculum Framework - Winter, 1999
366 page document (available in PDF on the Internet) includes:
Core Curriculum Content Standards:
7.1 All students will be able to communicate at a basic literacy level in at least one language other than English. (includes 3 modes: Interpersonal, Interpretive, Presentational)
7.2 All students willl be able to demonstrate an understanding of the interrelationship between language and culture for at least one language other than English (includes 3 aspects of culture: Perspectives, Practices, Products)
Under each Content Standard, there are Cumulative Progress Indicators for:
The Learning Scenarios cover almost 100 pages and are grouped by K-4, 5-8, 9-12 levels and organized around the folowing themes:
Link: www.state.vt.us/educ/stand/page3.htm
Framework of Standards and Learning Opportunities
The Standards are divided into two categories:
The Vital Results
The Fields of Knowledge
Non-Native Language is included under "Arts, Language, and Literature Standards" under The Fields of Knowledge.
The one-page Non-Native Language Standards include:
5.19 Speaking and Listening
5.20 Reading
5.21 Writing
with performance indicators for PreK-4, 5-8, and 9-12.
Note: The Vermont Standards are skills-based, not based on the National Standards for Foreign Language "5 C's".
Link: www.pen.k12.va.us/VDOE/Instruction/tocontents.html(select Foreign Language)
Foreign Language Standards of Learning
- draft as of December 20, 1999
Goals:
Strands of language development and application for students:
(Note: there are modifications for Latin)
The specific Content Standards under each goal and the 7 Strands correspond roughly to the "5 C's" of the National Standards.
There are generic course descriptions and performance indicators organized around the 7 Strands for:
There are also specific Standards of Learning for:
- Spanish I, II, III, IV
and other languages
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Report by Michele Anciaux