These questions or prompts are designed to evoke responses that address the 5 C’s
(Communication, Cultures and Written Communication, Connections, Comparisons, and Communities).
1. Communication: is at the heart of second language study, whether the communication takes place faceto-face, in writing, or across centuries through the reading of literature.
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.2 Students understand and interpret written and spoken language on a variety of topics.
1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
2. Cultures and Written Communication: Through the study of other languages, students gain a knowledge and understanding of the
that use that language and, in fact, cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.
2.1 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Students demonstrate understanding of authentic patterns of communication.
2.2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
3. Connections: Learning languages provide
to additional bodies of knowledge that may be unavailable to the monolingual English speaker.
3.1 Students reinforce and further their knowledge of their disciplines through the foreign language.
3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
4. Comparisons: Through
and contrasts with the language being studied, students develop insight into the nature of language and the concept of culture and realize that there are multiple ways of viewing the world.
4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
5. Communities: Together, these elements enable the student of languages to participate in multilingual
at home and around the world in a variety of contexts and in culturally appropriate ways.
5.1 Students use the language both within and beyond the school setting.
5.2 Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
National Standards in Foreign Language Education
Form B (revised 1/17/14 jw) Language portfolio entry 4 of 4

Please create a document (either on a word processor or handwritten) in which you respond to the following five questions or prompts in English. Please use 12 point font (if word processing) or blue or black ink (if writing by hand). If your response is handwritten, please be careful to create a legible document and either print or use cursive handwriting. Please note: If these instructions are not followed, your submission will be considered
incomplete. Be sure to include this Language Autobiography as part of your completed Language Portfolio, which must be submitted by Friday, September 12, 2014, at 5 p.m.
Organize your responses to provide evidence of the 5 C’s from the Standards for Foreign Language Learning.
Provide new information for every question or prompt. Please avoid repeating yourself across the prompts. Be sure to fully develop your responses by providing specific details and examples. Please be sure to look at the rubric that will be used to score your Language Autobiography (see below).
Please note that if you are requesting the Riverside County Seal of Multiliteracy in two or more “target” languages, you must prepare Language Autobiographies for each “target” language—one addressing each “target” language.
The additional Language Autobiographies must be written with the same care as the first.
* Note: We use the term “target” language for the language other than English.
1. Title the first page: Language Autobiography.
2. Place your name and the date under the title on the first page.
3. Copy the number and then the wording of the question or prompt, verbatim.
4. Write each response directly under its number and question or prompt using no more than 200 words (not including the number of words in the question or prompt). a. Detail and examples are powerful. Remember, you have 200 words per prompt for your response. b. This Language Autobiography will determine if you are invited to the Student Assessment Event.
1.
Communication: What language(s) did you first learn to speak in your home? Describe your family background in regard to language(s), motivation to learn other languages, and/or travel to places where the local people speak your “target” language, etc.
2.
Culture and Written Communication: Describe how you gain and increase your knowledge of the “target” language and the culture(s) of the people who speak it. Include an example of how language and culture are intertwined. How have you developed authentic patterns of communication? What products or perspectives are unique in the culture(s) using your “target” language?
3.
Connections: How have you gained access to additional bodies of knowledge through your acquisition of the
“target” language, knowledge that would be unavailable to the monolingual speaker? What have you gained?
What distinctive viewpoints have you gained through your study of the “target” language and its cultures?
4.
Comparisons: What important differences are there between English and the “target” language that you have learned? What features of the languages might make one easier or more difficult to learn than the other (i.e., grammar, pronunciation, social usage rules, etc.)? What cultural traits or values can be tied to the language characteristics of either English or your “target” language?
5.
Communities: Describe scenarios or opportunities you have had to use your “target” language, both in writing and orally, to communicate and participate in multilingual communities (i.e., in school, at home, and/or in other parts of the world). Describe your opportunities for face-to-face conversations, providing or obtaining information for yourself or others, or exchanging opinions. With whom do you typically communicate and about what sorts of things? How does learning about other languages and communities bring you personal enjoyment, enrichment, and make a difference in your life?
Form B (revised 1/17/14 jw) Language portfolio entry 4 of 4

Assessors’ Names: Language: Table Number:
District: Portfolio Number: Student’s Name:
For each row labeled (A-E), circle one (1) descriptor (5, 4, 3, 2, or 1) and identify a holistic, final score at the bottom by checking the appropriate box.
5
Excellence
4
Command
3
Competence
2
Suggests Lack of
Competence
1
Demonstrates Lack of
Competence
A Communication,
Cultures,
Connections,
Comparisons, and Communities
The responses to the 5 prompts of the Language
Autobiography address all 5
C’s (see the back of rubric).
The responses to the 5 prompts of the Language
Autobiography address 4 of
the C’s.
The responses to the 5 prompts of the Language
Autobiography address 3 of
the C’s.
The responses to the 5 prompts of the Language
Autobiography address 2 of
the C’s.
The responses to the 5 prompts of the Language
Autobiography address 1 of
the C’s.
B Demonstration of
Ability to
Develop the
Topic
C Use of the
Structures of the
English
Language Syntax
Fully and appropriately addresses prompts with relevant and thorough treatment, is very well organized and cohesive, offers a rich variety of details and examples.
Use and control of a variety of structures; there is no repetitive pattern of structures used. Syntax (word order) is consistently appropriate.
Appropriately addresses all or almost all of the prompts, completes tasks, welldeveloped treatment and well organized, generally cohesive and offers a variety of details and examples.
Evidence of control, good to very good use of some elementary structures. Syntax is generally correct.
Addresses and completes the task, responds adequately to most of the prompts, is organized with adequate cohesiveness, is generally appropriate, may have some repetition of the information.
There may be lack in the variety of structures used; there may be some patterns detected. There may be awkward structures. A few errors in syntax may occur.
Partially addresses the prompts, may respond inappropriately to some parts of the task, may have some irrelevant treatment, may be inadequately organized, may be underdeveloped due to lack of example and detail, may be repetitive.
Errors occur in elementary structures with some correctness with advanced structures. Simple structures are consistently used with definite patterns or sentences may be awkward. Syntax errors occur.
Limited vocabulary, perhaps some interference from another language. Usage errors may occur.
Does not complete all portions of the prompts, responds inappropriately to most parts of the task, includes irrelevant elements, may be disorganized and have contradictions or confusing information, may be very repetitive.
Numerous errors in structures impede communication. Sentence structures are very elementary. Syntax can be problematic.
D Vocabulary Use
E Use of
Conventions
Rich, precise vocabulary with ease of expression. Accurate usage.
Excellent command of conventions: spelling, paragraphing, punctuation, agreement. Correct register.
Considerable breadth of vocabulary, solid but perhaps not overly sophisticated.
Usage is generally correct.
Conventions are generally correct perhaps with occasional errors. Maintains appropriate register.
Appropriate vocabulary, perhaps lacking sophistication with some repetition. A few usage errors may occur.
There may be errors but the most of the response is accurate. There may be a lack of sophistication.
Register is generally appropriate with occasional lapses.
There are errors in the use of conventions that impede the reader. There may be significant and inappropriate changes in register.
Insufficient and therefore repetitive vocabulary, perhaps some interference from another language.
Usage errors may impede the reader.
There are pervasive errors in the use of conventions that interfere with communication. Register may be consistently inappropriate.
Adapted from AP Spanish Language 2010 Writing and Speaking Scoring Guidelines.
Language Portfolio Score:  5  4  3  2  1
A student must score a minimum holistic 3 out of a possible 5 on the Language Portfolio . A score of 2 or less on any section will disqualify a student.
For office use only:
Form B (rev. 3.6.14JW)