ASCD Curriculum Handbook
Congratulations to NCSSFL members Janis Jensen (NJ) and Paul Sandrock (WI) on the
publication of World Languages: A Chapter of the Curriculum Handbook (revised 2005),
Association for Supervision and Curriculum Development (ASCD). For ordering information,
contact ASCD at (800) 933-2723.
Review of World Languages: A Chapter of the Curriculum Handbook
Jacque Bott Van Houten
Fall 2005 • Volume XI, Number 1 • Learning Languages (Journal of the National Network for
Early Language Learning
Don’t be deceived by the traditional cover of the Association for Supervision and Curriculum
Development’s (ASCD) newest Curriculum Handbook “chapter,” which is published as a standalone book, on World Languages. This 135-page revision is as up-to-date an account of the
trends and challenges in world language instruction as one would expect to find in a book written
by two leaders in the field. Paul Sandrock, American Council on the Teaching of Foreign
Languages (ACTFL) president, and Janis Jensen, former National Council of State Supervisors
For Languages (NCSFL) president and current president of NNELL, have authored a practical
and efficient resource book that world language educators of all levels, as well as administrators,
will want to have.
Well aware of changing contexts, Sandrock and Jensen situate us in the redefined contours of
world language teaching and learning. In this easy-to-read resource, they remind of us of the
tools with which we are equipped, the networks that support us and the realistic expectations
learners can aim to achieve. Finally, they prepare us for specific situations we may encounter by
anticipating our questions and offering comprehensive resources—all from a learner-centered
perspective.
Immediately, we’re informed of a noticeable switch from “foreign” to “world” languages” in the
title of this educational mainstream publication. The term “world languages” is clearly defined,
in the “Overview” section, as it relates to global issues, the local community and the classroom.
The authors explain who is studying languages today, when language instruction should take
place, what is being studied and how instruction is being delivered and assessed. Then, by
referencing the 2001 No Child Left Behind (NCLB) Act and drawing upon critically important
advocacy literature, such as the National Association of State School Boards of Education’s
(NASBE) The Complete Curriculum (2003), von Zastrow’s Academic Atrophy (2004) and other
writings, they skillfully situate world languages in the context of American educational
curriculum, before calling for a new framework for thinking about learning languages.
Readers will find the heart and soul of the book to be the section on “Major Trends and Issues,”
where details are provided about national and international influences shaping world language
trends. The discussion centers on student performance and underscores the importance of how
the redefined roles of content, culture and the teacher can facilitate learning and document
progress. There is notable emphasis on realistic goal setting within the framework of the three
modes of communication, standards and the ACTFL Performance Guidelines (1998). Model
performance assessments are described, as well as the LinguaFolio self-assessment/reflective
learning tool, which serves to document students’ progress (Moeller, Scow, & Van Houten,
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2005). Language teachers from primary grades through the postsecondary level who adapt this
approach to their instruction, may not only see improvements in learning, but will reap the
benefit of a more natural curriculum articulation.
The discussion on content integration and focus and embedded culture will answer teachers’
questions about how to address an ever-widening option of topics and what teachers can expect
students to do in the target language. Teachers who are uncomfortable in their changing role may
feel more certain after reading the book’s descriptions about the sequence of rigor in
instructional activities, the supportive role of textbooks and technology, the importance of a
spiraled curriculum and, perhaps, in one of the clearest explanations I have ever read, the concept
of backwards design.
“Flexibility” is an attribute the authors suggest administrators apply when making policy
decisions about scheduling, delivery modes, combined multi-year courses, credit- giving, moving
beyond a single linear sequence, multiple entry points, language maintenance and more. Once
again, this accentuates putting the student at the center. When the learners’ best interests are at
the forefront, such decisions are more likely to be based on ethics rather than efficacy or
economics.
In the “Question and Answer” section, attention is given to addressing specific learners’ needs.
Here, readers will find suggested adaptation strategies for exceptionally able students and
students with disabilities, as well as considerations for heritage-language students. Charts of
sample middle school schedule options, Bloom’s Taxonomy for world language learning and an
Instruction and Assessment Rubric will also prove beneficial to readers.
To be sure, this book does more than comment generally on world languages in the curriculum.
It provides details, examples, clear explanations, advocacy tools and specific resources that will
be invaluable to language educators of all levels. The only low note is that currently this book is
only available to ASCD institutional members. Later in 2006, however, this book will be made
available to the public.
References
American Council on the Teaching of Foreign Languages. (1998). ACTFL performance
guidelines for K–12 learners. Yonkers, NY: Author.
Jensen, J., & Sandrock, P. (2005). World languages: A chapter of the curriculum handbook,
revised 2005. Alexandria, VA: Association for Supervision and Curriculum Development.
Moeller, A., Scow, V., & Van Houten, J.B. (2005). Documenting and improving student learning
through linguafolios. In P. Boyles and P. Sandrock, Eds. The year of languages: Challenges,
changes, and choices. Milwaukee, WI: Central States Conference on the Teaching of Foreign
Languages.
National Association of State Boards of Education. (2003, October). The complete curriculum.
Ensuring a place for the arts and foreign languages in America’s schools. The report of the
NASBE study group on the lost curriculum. Alexandria, VA: Author.
von Zastrow, C. (2004, March). Academic atrophy. The condition of the liberal arts in America’s
public schools. Washington, DC: Council for Basic Education. Retrieved May 11, 2004, from
http://www.c-b-e.org.
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