NCDPI Webinar
CAST for World Languages
Counselor Advising and Scheduling Tips (CAST)
Module for K – 12 World Languages
Cynthia Floyd, School Counseling Consultant
Ann Marie Gunter, World Languages Consultant
Broadcast from 3:00 – 4:30 p.m. on October 20, 2015
Webinar Controls
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Please be ready to share
any unanswered questions
with the presenters
during the Q & A portion
of this broadcast.
Poll Question
Where are you joining us from for this webinar?
•My office at school
•A computer lab at school
•My home
•Another off-site location
•I’m at a secret location!
NC Standard Course of Study
Common Core
State Standards
• English Language Arts
* Literacy Standards for
History/Social Studies, Science,
and Technical Subjects
• Mathematics
Standards in violet must be delivered
through ALL content areas.
This CAST Module focuses on
World Languages!
North Carolina
Essential Standards
• Arts Education
• English Language
Development
• Guidance
• Healthful Living
• Information and Technology
• Science
• Social Studies
• World Languages
CAST Module
K – 12
WORLD LANGUAGE PROGRAMS
North Carolina World Language
Essential Standards (WLES)
WLES High School (HS)
Program and Course Options
WLES High School (HS)
Program and Course Options
• Alphabetic Languages
– Cherokee
– Arabic
– Hebrew
– French
– German
– Italian
– Greek (Modern) – Russian
– Spanish
Other Modern Language (ex. Hindi)
currently without a language-specific course code set
• Logographic Languages
– Chinese (Mandarin)
– Japanese
• Visual Language
– American Sign Language
WLES High School (HS)
Program and Course Options
• High School Immersion Continuation courses
usually scheduled as Modern Languages Level
III or higher
• Heritage Language courses, formerly known as
Spanish for Native Speakers (SNS) courses,
develop literacy skills and bridge into advanced
Modern Language courses for
Alphabetic Languages & Logographic Languages
WLES High School (HS)
Program and Course Options
• Classical Languages
– Latin
– Ancient Greek
– Other Classical Language
• Include classical studies
• Sometimes called
“dead” or “immortal”
languages since they
are no longer any
population’s first
language in the world
WLES High School (HS)
Program and Course Options
?4U – Respond to this
section’s first reflection
question on your CAST
Module for World
Languages sheet.
Inherently Advanced Courses
Honors Level Courses at Level III and above
in World Languages:
State Board of Education Policy GCS-L-004 states that
courses eligible for weights include higher-level high school
courses that fall into one of the following categories:
4.2. Pre-calculus, non-AP/IB calculus, mathematics courses beyond
the level of calculus, and world language courses beyond the
second-year level are considered inherently advanced and are
assigned Honors-level weighting in accordance with section 3.1.2
above.
Please see the State Board of Education Policy Manual online
at http://sbepolicy.dpi.state.nc.us/ for more information.
Inherently Advanced
Classical Language Courses
Latin
• Latin III Honors
• Latin IV Honors
• Latin V Honors
• Latin VI Honors
Other Classical Language
• Oth Classical Lang III Honors
• Oth Classical Lang IV Honors
• Oth Classical Lang V Honors
• Oth Classical Lang VI Honors
Later in this CAST Module, details about course
codes for these courses (and others) will be shared.
Inherently Advanced
Heritage Language Courses
Heritage II Honors
A Heritage Language II course
is the equivalent of a
Modern Language Level III course
Therefore, Heritage II courses are
also inherently advanced and
earn honors weight.
•
•
•
•
•
•
•
•
•
•
•
•
Arabic Heritage II Honors
Cherokee Heritage II Honors
Chinese Heritage II Honors
French Heritage II Honors
German Heritage II Honors
Greek Heritage II Honors
Hebrew Heritage II Honors
Italian Heritage II Honors
Japanese Heritage II Honors
Russian Heritage II Honors
Spanish Heritage II Honors
Oth Modern Lang Heritage II Honors
Inherently Advanced
Modern Language Courses
Alphabetic
•
•
•
•
•
•
•
•
•
•
Logographic
• Chinese III – VIII Honors
Arabic III – VIII Honors
• Japanese III – VIII Honors
Cherokee III – VIII Honors
French III – VIII Honors
German III – VIII Honors
Visual
Greek III – VIII Honors
• ASL III – VIII Honors
Hebrew III – VIII Honors
Italian III – VIII Honors
Later in this CAST Module,
Russian III – VIII Honors
details about course codes
Spanish III – VIII Honors
Other Modern Lang III – VIII Honors for these courses (and
others) will be shared.
Inherently Advanced
Modern Language Courses
Level III through Level VIII
The curricula for these courses are written using proficiency-based
objectives and can be traditional language and literature courses or used
to teach a variety of courses linked with career and technical education,
student career interests, graduation projects, or course concentrations,
such as:
•Language for specific purpose courses (Medical Spanish, Law Enforcement
Chinese, Business German, etc.),
•Interpreter or Translator certification courses (ASL Interpreter, Chinese
Translator, Legal/Court Interpreter, etc.),
•Dual language courses at the secondary level for language and academic credit
(Algebra I, Chemistry, World History, Photography, etc.), and
•Languages Across the Curriculum (LAC) mini-course series devoted to a
particular topic or theme (agricultural sustainability, world health, economic
policies, etc.).
Community College Courses
Community College World Language
courses have been crosswalked or
aligned to high school courses so that
students in Early College programs,
or any student who takes courses
from a community college,
can be scheduled appropriately into
the language sequence.
Community College
Classical Language Courses
Please use this chart for sequencing
Latin courses and selecting the
appropriate PowerSchool course code.
The complete list of Community College World Language courses
crosswalked or aligned to the high school sequence is a handout and is also
posted on the World Language wiki’s Google drive. Download it by clicking
hereThe complete list of Community College World Language courses
crosswalked or aligned to the high school sequence is a handout and is also
posted on the World Language wiki’s Google drive. Download it by clicking
Community College
Modern Language Courses
This is the chart showing the sequencing of
Spanish courses to select the appropriate PowerSchool
course code.
The charts for French, German, Italian, Portuguese, and
Russian are similar with a series of six courses aligned.
Please see the entire list of Community College World Language courses aligned to
the high school sequence in the handout on the World Language wiki’s Google drive.
Download it by clicking hereDownload it by clicking here or visiting the COs by Course
Outcomes page on the wiki.
Community College
Modern Language Courses
This is the chart showing the sequencing of
American Sign Language (ASL) courses to select the
appropriate PowerSchool course code.
The charts for Arabic, Chinese, and Japanese are similar
with a series of four courses aligned.
Please see the entire list of Community College World Language courses aligned to
the high school sequence in the handout on the World Language wiki’s Google drive.
Download it by clicking hereDownload it by clicking here or visiting the COs by Course
Outcomes page on the wiki.
WLES High School (HS)
Program and Course Options
?4U – Respond to this
section’s second
reflection question on
your CAST Module for
World Languages sheet.
Poll Question
Which of the high school programs or course options
have you worked with most recently?
•Classical Languages program
•Dual & Heritage Languages program
•Inherently Advanced courses
•Community College courses
•None – I don’t work at the high school level.
North Carolina World Language
Essential Standards (WLES)
WLES Middle School (MS)
Program and Course Options
WLES Middle School (MS)
Program and Course Options
• High School Credit Courses
Proficiency-based courses that meet the high school level
standards and student outcomes
(May be offered in block or traditional schedules with
flexibility to complete the course in one academic year or
over two academic years as Part A and Part B)
• Beginning Courses
Proficiency-based courses that are 1-semester or year-long
• Continuing Courses
Proficiency-based courses following a year-long course
• Exploratory Language Courses
Short duration courses less than 1 semester (ex. 6-weeks or
9-weeks) which lay the foundation for future study of one or
more languages and may be part of a “wheel” rotation
WLES Middle School (MS)
Program and Course Options
MS Immersion Continuation Courses
Proficiency-based classes for students from a K-5 dual
language/immersion program that function as the
Language Arts class in the target language, such as
Spanish Language Arts, or can be scheduled as high
school credit courses [Heritage Language Levels I – II or
Modern Languages Levels II – III]
HS Credit Heritage Language Courses
Proficiency-based courses that meet the high school level
standards and student outcomes
(May be offered in block or traditional schedules with
flexibility to complete the course in one academic year or
over two academic years as Part A and Part B)
WLES Middle School (MS)
Program and Course Options
?4U – Respond to this
section’s first reflection
question on your CAST
Module for World
Languages sheet.
High School Credit Courses for
Middle School (MS) Students
Course for Credit Policy for MS Students Taking
High School Credit World Language Courses
State Board of Education Policy GCS-M-001 states:
3. Students in grades 6-8 who pass English I and/or mathematics, science, social
studies, or world language courses that are described in and aligned to the North
Carolina Standard Course of Study for grades 9-12 may use the course(s) to meet
high school graduation requirements. Such course(s) shall count toward meeting
graduation requirements and the number of credits required to graduate, and shall
appear on the high school transcript. These courses shall not be included in the
calculation of students’ high school Grade Point Average (GPA). Student GPA shall be
computed only with courses taken during high school.
Please see the State Board of Education Policy Manual online
at http://sbepolicy.dpi.state.nc.us/ for more information.
High School Credit Courses for
Middle School (MS) Students
• Levels I, II and/or III of Classical and Modern
Languages, as well as Levels I and II Heritage
Languages, can be offered for high school credit to
middle school students
• Course coding in the 6th digit shows that the course is
offered to middle school students
• Course coding in the 7th digit shows if the course is
offered in one academic year or over two academic
years as Part A and Part B
Later in this CAST Module, details about course
codes for these courses (and others) will be shared.
WLES Middle School (MS)
Program and Course Options
?4U – Respond to this
section’s second reflection
question on your CAST
Module for World
Languages sheet.
North Carolina World Language
Essential Standards (WLES)
WLES Elementary School (ES)
Program and Course Options
WLES Elementary School (ES)
Program and Course Options
• Foreign Language in the Elementary
School (FLES)
Proficiency-based courses with a minimum of 90
minutes per week of instructional time
• Exploratory Language Courses
Courses that have less than 90 minutes per week of
instructional time or are short duration courses (ex. 6weeks or 9-weeks) which focus on basic vocabulary
and culture and lay the foundation for future study of
one or more languages
WLES Elementary School (ES)
Program and Course Options
Dual Language/Immersion Programs
K-5 programs where students are taught academic
content (NC Standard Course of Study) in two
languages, English and the target language, so that they
become bilingual and biliterate
4 models are in use and the program, school, or district
selects the model based on the population served:
•Developmental Bilingual – heritage or home language
speakers of the target language
•Full Immersion – primarily native speakers of English
•Partial Immersion – primarily native speakers of English
or secondary immersion continuation
•Two-Way – 50% native speakers of English and 50%
native speakers of the target language
WLES Elementary School (ES)
Program and Course Options
?4U – Respond to this
section’s first reflection
question on your CAST
Module for World
Languages sheet.
K-12 Dual Language/Immersion
Preparing Students for the World:
Final Report of the State Board of Education’s
Task Force on Global Education
Task Force Recommendations – Commitment 2: Leadingedge Language Instruction
2.1 Institute a plan for statewide access to dual language/immersion
opportunities beginning in elementary school and continuing through
high school.
Please see the final report noted above and other information
about Global Education online at
http://www.ncpublicschools.org/globaled/
K-12 Dual Language/Immersion
Course codes for K-8 Dual Language/Immersion (DLI)
Literacy or language arts courses in the target language
have been added as of 2015 – 2016 to help track
enrollment growth statewide
– The first four digits of the course code are unique to the target
language DLI program
– Course coding in the 6th digit shows whether the course is offered
to elementary or middle school students
– Course coding in the 7th digit shows what grade level the students
are in
Later in this CAST Module, details about course
codes for these courses (and others) will be shared.
Poll Question
Which of the K – 8 programs or course options have
you worked with most recently?
•FLES program
•Dual Language/Immersion program
•Exploratory courses
•High school credit courses
•None – I don’t work at the K – 8 level.
CAST Module
WORLD LANGUAGE
COURSE CODES
World Language Course Codes
State course codes are 7 digits in length
– The first four digits of World Language
course codes indicate the language and
level of the course
– The 5th digit is the academic level or weight
– The 6th digit is the gradespan of the student
– The 7th digit is usually 0 and is sometimes
used to indicate course sequence
information
The 8th, 9th, and 10th digits can be used locally by districts
and schools to indicate a variety of details.
World Language Course Codes
1st – 4th digits for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
0 - K-8
1 – Level I
2 – Level II
3 – Level III
4 – Level IV
5 – Level V
6 – Level VI
7 – Level VII
8 – Level VIII
9 – Heritage I
10 – Heritage II
11 – DLI Literacy
5th
digit
6th
digit
7th
digit
World Language Course Codes
1st – 4th digits
for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
1275 Exploratory Language
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
5th digit
6th digit
7th digit
1275 Exploratory Language
•< 90 minutes per week at K – 5
•Short duration course at middle school
•Same course code for
one language (Exploratory…ex. Spanish)
OR
multiple languages
(Exploratory…ex. 2+ languages)
World Language Course Codes
1st – 4th digits for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
5th digit
6th digit 7th
digit
0 - K-8
1 – Level I
2 – Level II
3 – Level III
4 – Level IV
5 – Level V
6 – Level VI
7 – Level VII
8 – Level VIII
9 – Heritage I
10 – Heritage II
11 – DLI Literacy
What courses do
these course codes
represent?
1121
1164
1225
1302
1150
World Language Course Codes
1st – 4th digits for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
5th digit
6th digit 7th
digit
0 - K-8
1 – Level I
2 – Level II
3 – Level III
4 – Level IV
5 – Level V
6 – Level VI
7 – Level VII
8 – Level VIII
9 – Heritage I
10 – Heritage II
11 – DLI Literacy
What courses do
these course codes
represent?
1121 Chinese I
1164 German IV
1225 Arabic V
1302 Other Modern Lang II
1150 Spanish Heritage II
Explanations in slide notes
World Language Course Codes
1st – 4th digits for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
0 - K-8
1 – Level I
2 – Level II
3 – Level III
4 – Level IV
5 – Level V
6 – Level VI
7 – Level VII
8 – Level VIII
9 – Heritage I
10 – Heritage II
11 – DLI Literacy
5th digit
6th digit
Academic
level or
weight
Gradespan
of student
2
Standard
X
High
School
5
Honors
Y
Middle
School
Z
Elementary
School
7th digit
0
(Usually a
zero unless
being used
for course
sequence
information)
World Language 7th Digit for . . .
High School Credit Courses at the Middle School
1st – 4th digits for the course
5th digit 6th
digit
7th digit
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
2
Y
0
Standard
Middle School Usually a 0
1 – Level I
2 – Level II
3 – Level III
9 – Heritage I
10 – Heritage II
course sequence
information
A
1st part of HS
credit course
taught at middle
school
Spanish IA: 11412YA
B
2nd part of HS
credit course
Spanish IB: 11412YB
World Language 7th Digit for . . .
MS Beginning & Continuing Courses
1st – 4th digits
for the course
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
5th digit 6th digit
7th digit
course sequence
information
0
K-8
2
Standard
Y
Middle
School
German examples
11602Y0 – 6th or 7th
semester
11602Y1 – 6th or 8th
year-long
Explanations are in
slide notes
0
< 1 year of study
1
1 year of study
2
2 years of study
3
3 years of study
World Language 7th Digit for . . .
Elementary FLES Courses
1st – 4th digits for the course
5th digit
6th digit
7th digit
course sequence
information
110_ French
112_ Chinese
114_ Spanish
116_ German
118_ Japanese
120_ Russian
122_ Arabic
124_ Latin
125_ Other Classical Lang
126_ Cherokee
128_ ASL
130_ Other Modern Lang
132_ Greek
134_ Hebrew
136_ Italian
0
K-8
2
Standard
Z
Elementary
School
French examples
11002Z0 – K or 3rd
11002Z1 – 1st or 4th
11002Z2 – 2nd or
5th
Explanations are in
slide notes
0
< 1 year of study
1
1 year of study
2
2 years of study
3
3 years of study
4
4 years of study
5
5 years of study
6
6 years of study
World Language 7th Digit for . . .
Elementary DLI Literacy Courses
1st – 4th digits for the course
1111
1131
1151
1171
1191
1271
1331
French DLI Literacy
Chinese DLI Literacy
Spanish DLI Literacy
German DLI Literacy
Japanese DLI Literacy
Cherokee DLI Literacy
Greek DLI Literacy
5th digit
2
Standard
6th digit
grade span
of student
7th digit
Z
Elementary
School
0
Kindergarten
Chinese examples
11312Z0 – Kindergarten
11312Z1 – 1st grade
11312Z2 – 2nd grade
Explanations are in slide notes
course sequence
information
1
1st grade
2
2nd grade
3
3rd grade
4
4th grade
5
5th grade
World Language 7th Digit for . . .
Middle School DLI Literacy Courses
1st – 4th digits
5th digit
1111
1131
1151
1171
1191
1271
1331
2
6th digit
7th digit
course sequence
information
French DLI Literacy
Chinese DLI Literacy
Spanish DLI Literacy
German DLI Literacy
Japanese DLI Literacy
Cherokee DLI Literacy
Greek DLI Literacy
Standard
Y
Middle
School
Spanish examples
11512Y6 – 6th grade
11512Y7 – 7th grade
11512Y8 – 8th grade
Explanations are in slide notes
6
6th grade
7
7th grade
8
8th grade
Advanced Placement (AP)
Course Codes
Advanced
Placement (AP)
1A027X0
1A037X0
1A047X0
1A057X0
1A067X0
1A077X0
1A087X0
1A097X0
- AP
- AP
- AP
- AP
- AP
- AP
- AP
- AP
Chinese
French
German
Italian
Japanese
Latin
Spanish Language
Spanish Literature
AP courses do not use the North Carolina
Essential Standards.
For an AP course code, there will be:
•A in the 2nd digit and
•7 in the 5th digit
Also, courses that lead to an AP course should not
be coded as AP. For example, if there is a Level V
course in the fall prior to the spring AP course, the
fall course code would have a 5 in the 5th digit
because it is a course from the North Carolina
World Language Essential Standards.
International Baccalaureate (IB)
Course Codes
International Baccalaureate
(IB)
1I058X0 – IB French SL
1I068X0 - IB French HL
1I078X0 - IB German SL
1I088X0 - IB German HL
1I098X0 - IB Japanese SL
1I108X0 - IB Japanese HL
1I118X0 - IB Latin SL
1I128X0 - IB Latin HL
1I138X0 - IB Mandarin SL
1I148X0 - IB Mandarin HL
1I158X0 - IB Spanish SL
1I168X0 - IB Spanish HL
1I178X0 - IB French ab initio
1I188X0 - IB German ab initio
1I198X0 - IB Japanese ab initio
1I208X0 - IB Mandarin ab initio
1I218X0 - IB Spanish ab initio
1I228X0 - IB Hebrew SL
1I238X0 - IB Russian SL
1I248X0 - IB Russian HL
IB courses do not
use the North
Carolina Essential
Standards.
For an IB course
code, there will be:
•I in the 2nd digit
and
•8 in the 5th digit
World Language Course Codes
All K-12 World Language Course Codes, along with
explanations and resource documents for teachers,
can be found on the World Languages Wiki at
http://wlnces.ncdpi.wikispaces.net/COsbyCourseOutcomes
where they are organized by language.
The current Course Code Master List with
course codes for all content areas is posted
on the Home Base Student Information System site
at http://www.nc-sis.org/courses.html
as a downloadable spreadsheet.
Let’s Chat for a Moment . . .
What information about World Language
programs, courses or course codes
was most surprising or new to you?
Raise your electronic
hand to be unmuted.
CAST Module
SCHEDULING
BEST PRACTICES
Scheduling Best Practices:
Articulated Sequences
Continuity, or an articulated sequence
of language courses, is crucial for
building proficiency in a language.
Scheduling Best Practices:
Articulated Sequences
It is preferable for students to take each level of
language sequentially in back-to-back years or
semesters, especially the first two levels.
For example:
– In a traditional schedule, a student would take
German I during the freshman year and
German II during the sophomore year.
– In a block schedule, a student would take
Japanese I during the fall semester and
Japanese II during the spring semester of a school
year.
Scheduling Best Practices:
Articulated Sequences
To facilitate student learning, the first two levels of
courses should not be large classes. If possible,
sections should be no larger than approximately
25 - 30 students.
For example:
If 45 students request Spanish I, they could be . . .
• Divided into sections of 25 in 1st period and 20 in 3rd period
in a traditional schedule.
• Divided into sections of 23 on A day Spanish I and 22 on B
day in a block schedule.
• Asked if a few would like to take the course online through
the North Carolina Virtual Public School.
Scheduling Best Practices:
Articulated Sequences
In Level III and above courses, there are often
fewer students enrolled and sometimes small
classes get combined into one class period within a
language. If that is necessary, it is better to
combine upper level classes that are sequential.
For example:
French III and French IV together in one class period,
but NOT Latin II and Latin III in the same class period
and NOT Chinese I and Chinese III in the same
block.
Scheduling Best Practices:
Articulated Sequences
Continuity, or an articulated sequence
of language courses, is crucial for
building proficiency in a language.
?4U – Respond to this
section’s first reflection
question on your CAST
Module for World
Languages sheet.
Scheduling Best Practices:
Reaching Higher Levels
The earlier a student starts language
study, the higher they can go with
proficiency in the language, which also
yields benefits academically, cognitively,
and professionally.
Scheduling Best Practices:
Reaching Higher Levels
Level III – VI Classical Language courses,
Level II Heritage Language courses, and
Level III – VIII Modern Language courses are
inherently advanced and earn honors weight.
•Students who can demonstrate proficiency gained in K-8
programs, such as middle school for high school credit
courses or an articulated sequence over a longer time,
may be able to begin at Level II or higher in high school.
•AP courses can be reached after a student has
completed Level III or Level IV, depending on how the
local sequence is structured.
Scheduling Best Practices:
Reaching Higher Levels
The UNC Minimum Admissions Requirement
(MAR) is two courses in the same language.
•The UNC Board of Governors has removed the suggestion
that one of the two courses be taken in the senior year.
•The two courses do not have to be sequential. For
example, if a student has taken Level II and then gains
proficiency from an outside or enrichment experience, he or
she could then be placed in Level IV after demonstrating
their proficiency.
•Some colleges and universities, both within and outside the
state, give preference to students with advanced levels (III
and up) of language study.
Scheduling Best Practices:
Reaching Higher Levels
Placement is a local decision, so students can be
placed in the level that is most appropriate for
them individually based on a variety of
experiences with the language:
•Previous language study at any age, including enrichment
programs and heritage schools;
•Use of the language in the home or community;
•Immersion in the language outside of school while living,
studying or traveling abroad; and so on.
Scheduling Best Practices:
Reaching Higher Levels
The Credit by Demonstrated Mastery (CDM)
process can allow students to earn credit by
demonstrating their proficiency in a language as
aligned to the student outcomes for each level.
These outcomes are also used to place a student
directly into a class if no credit is desired or being
sought through CDM.
Scheduling Best Practices:
Reaching Higher Levels
Native speakers of a language other than English
have a variety of options. They can:
•Enroll in any level of a course in their native
language depending on the placement decision;
•Take a Heritage Language course or sequence
and bridge into advanced courses afterwards;
•Choose to study another world language different
from their home language and/or in addition to their
first language; and so on.
Scheduling Best Practices:
Reaching Higher Levels
Balance and long-range planning is critical
when the master schedule includes many
singleton courses.
Students who want to reach higher level
language courses also often want to take other
advanced courses, such as honors or AP
courses in the arts disciplines (dance, music,
theatre arts, visual arts), English, math, science,
social studies, etc.
Scheduling Best Practices:
Reaching Higher Levels
The earlier a student starts language
study, the higher they can go with
proficiency in the language, which also
yields benefits academically, cognitively,
and professionally.
?4U – Respond to this
section’s second reflection
question on your CAST
Module for World
Languages sheet.
Global Languages Endorsement
SBE Policy GCS-L-007
At the January 2015 meeting of the State Board of
Education (SBE), the Global Languages
Endorsement was adopted as one of the five high
school diploma endorsements that students may
earn.
Students have to show that they have proficiency in
English and at least one other language, which helps
ensure that they are College and Career Ready in
an interconnected world, to earn the Global
Languages Endorsement.
Global Languages Endorsement
SBE Policy GCS-L-007
Global Languages Endorsement
SBE Policy GCS-L-007
For more information
about the Global Languages Endorsement,
see the Global Education wikipage
dedicated to it at
http://gled.ncdpi.wikispaces.net/
Global+Languages+Endorsement
?4U – Respond to this
section’s reflection
questions on your CAST
Module for World
Languages sheet.
Poll Question
Which of these practices or options have you worked
with most recently?
•Scheduling articulated sequences
•Scheduling so students can reach higher level
courses
•Global Languages Endorsement
•Other – Put this answer in the Question box
Future Considerations
Discuss with students how language might
connect to their future with these questions:
•How does language study impact career skills and
academic achievement?
•What is the job market seeking in language proficiency
for different careers?
•Will the ability to speak another language lead to
increased pay or other opportunities?
•Does the student plan to travel, study, live and/or work
abroad in the future?
Future Considerations
Q: How does language study impact career skills
and academic achievement?
A: Quite positively! Research shows that
studying another language leads to greater
cognitive development in the areas of mental
flexibility, creativity, divergent thinking and
higher-order thinking skills. It also results in a
broader English vocabulary, a better
understanding of one’s own language and
culture, and higher scores on standardized tests.
Impact of 3 or more years of
World Language Study
Increasingly higher
test scores on the
SAT in Critical
Reading, Math, and
Writing correlate
with 3, 4, and
more than 4 years
of language study.
Future Considerations
Q: What is the job market seeking in language proficiency
for different careers?
A: Employees with language proficiency at various levels
starting at Intermediate Low, which is the minimum for the
Global Languages Endorsement, can use their language
skills in a globally competitive work world! Take a look at
the chart on the next slide to see the proficiency level
descriptors linked with jobs and careers, followed by the
kind of instruction needed beginning at K-12 to reach
those levels of proficiency.
The Building Proficiency Levels to be Globally Competitive for Work chart
can be downloaded and printed as a handout or poster from the wikipage
where this module is posted.
Future Considerations
Q: Will the ability to speak another language lead to increased
pay or other opportunities?
A: Yes! Bilingual and multilingual people earn more around the
world, including in the United States, and not just in fields like
interpretation and translation. Knowing another language also
means knowing more about culture, your own and others. This
knowledge helps people connect with each other at work and
be more understanding and tolerant. Without it, the
consequences can be harsh for employees, supervisors, and
even leaders. Being bilingual also has benefits for the brain
and delays the onset of symptoms of dementia as we age.
See excerpts from articles on the next two slides for details.
The links to the articles are in the slide notes.
Recent Articles . . .
Ex. EMT annual salaries
Monolingual
$30,360
Bilingual
$40,000
+ $200,000 for career
Facing thousands of investors, Anshu Jain
knew a lot was riding on his speech at the
annual meeting of Germany's largest bank.
"On this day, every word matters," Jain said
in German. For that reason, he said he'd
continue in his mother tongue. The Indianborn British national delivered the rest of the
address in English.
Less than three weeks later, Jain resigned
after losing the confidence of investors.
Recent Research . . .
Future Considerations
Q: Does the student plan to travel, study, live
and/or work abroad in the future?
A: It’s quite likely the answer is yes. But, even if
a student isn’t planning to leave our state, they
still need to have language skills because North
Carolina is global now. The next slide is pulled
from Mapping the Nation and shows that our
state has an increasing number of jobs linked to
international trade and exports, along with a
population that speaks many languages.
http://mappingthenation.net/state-northcarolina.html
Poll Question
Which of these questions do you rank as most important to
discuss with your students?
•How does language study impact career skills and academic achievement?
•What is the job market seeking in language proficiency for different careers?
•Will the ability to speak another language lead to increased pay or other
opportunities?
•Does the student plan to travel, study, live and/or work abroad in the future?
CAST Module
WORLD LANGUAGE RESOURCES
Resource Web Sites
NCDPI World Languages Wiki
http://www.ncpublicschools.org/globaled/
Resource Web Sites
NCDPI Global Education web site
http://www.ncpublicschools.org/globaled/
Resource Web Sites
Global Languages Endorsement Wiki
http://gled.ncdpi.wikispaces.net/
Global+Languages+Endorsement
Resource Web Sites
Information on all graduation endorsements
http://www.ncpublicschools.org/curriculum/scholars
Resource Web Sites
NCDPI Wiki Central with links to content areas
http://wikicentral.ncdpi.wikispaces.net/
NCDPI+WikiCentral+Page
Let’s Chat for a Moment . . .
What other questions do you have about
World Languages?
Raise your electronic
hand to be unmuted.
CAST for World Languages Evaluation
We thank you for participating in the NCDPI CAST for
World Languages webinar, and hope you found the
information helpful.
Please complete the short evaluation at the following
link by next Tuesday, October 27, so that we may
continue to enhance our information sessions.
CAST for World Languages Evaluation:
https://docs.google.com/forms/d/1TbOxSdjzHurTtac1f
0t9rdgxniEFPeis-EbdjyAUolQ/viewform