613 Language Other Than
English
Standards for Foreign
Language Learning in the U.S.
Preparing for the 21st Century
Statement of Philosophy
Standards for Foreign Language Learning
“Language and communication are at the heart of the human
experience. The United States must educate students who are
linguistically and culturally equipped to communicate successfully in a
pluralistic American society and abroad. This imperative envisions a
future in which ALL students will develop and maintain proficiency in
English and at least one other language, modern or classical. Children
who come to school from non-English backgrounds should also have
opportunities to develop further proficiencies in their first language.”
Statement of Philosophy
Standards for Foreign Language Learning
2
Background Information
In 1993, a coalition of four national language organizations received
funding to develop standards for foreign language education, grades K12.
ACTFL, American Council on the Teaching of Foreign Languages
AATF, American Association of Teachers of French
AATG, American Association of Teachers of German
AATSP, American Association of Teachers of Spanish & Portuguese
3
Federal Support Helps
Teaching foreign languages was the final subject area to receive federal
support to develop national standards.
Bush Administration’s America 2000 education initiative
Goals 2000 in the Clinton Administration
11 member task force, representing a variety of languages, levels of
instruction, program models, and geographic regions, was appointed to
undertake the task of defining content standards.
4
Question:
How do you define Content Standards?
Answer:
What students should know and what students
should be able to do with foreign language learning.
5
Question:
What did the task force do to gain
unprecedented consensus?
Answer:
6
At each stage of development of the content
standards, the task force shared its work with the
broader profession and the public at large. As a
result there is unprecedented consensus among
educators, business leaders, government, and the
community on the definition and role of foreign
language instruction in education in the United
States.
The Standards for Foreign Language:
What they do & What they do not do:
•Provide
a gauge against which to measure
improvement in the years to come.
•Suggest the types of curricular experiences
needed to enable students to achieve the
standards.
•Support the ideal of extended sequences of
study beginning in elementary grades and
continuing through secondary school and
beyond.
•Must be used in conjunction with state and
local standards and curriculum frameworks to
determine the best approaches and reasonable
expectations for students in individual districts
and schools.
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•The
Standards will not be achieved
overnight.
•Do not describe the current status of foreign
language education in the U.S.
•Do not describe what is being attained by
the majority of foreign language students.
•The standards are not a curriculum guide.
•Do not describe specific course content.
•Do not describe a recommended sequence
of study.
Question:
What are some of the purposes and uses
of foreign languages in the United
States?
Answers:
Finding a rewarding career in the international marketplace.
Finding a rewarding career in government service.
Interest in intellectual challenges and cognitive benefits to
those who acquire and learn multiple languages.
Fulfill an educational graduation requirement.
Finding a rewarding career in the field of teaching.
More. . .
8
Question:
What are the 5 C’s of foreign language
education?
1.
2.
3.
4.
5.
9
The answer to this question lies in this clue. What are
the 5 C’s of any language learning?
Communication
Cultures
Connections
Comparisons
Communities
Question:
What is communication in foreign
language learning?
Answer:
Communication is at the heart of 2nd language study
and learning, whether the communication takes
place face-to-face, in writing, or across centuries
through the reading of literature.
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Question:
What is the role of cultures in foreign
language learning?
Answer:
Through the study of other languages, students gain a
knowledge and understanding of the cultures of the
speakers of those languages. In fact, speakers of 2nd
languages cannot truly master knowing that language
unless they have also mastered the cultural contexts in
which the language occurs.
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Question:
What connections do the students gain
by learning 2nd languages?
Answer:
Learning languages provides connections to additional
bodies of knowledge that may be unavailable to the
monolingual English speaker.
Quiz:
What examples of connections to additional bodies of
knowledge can you list?
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Question:
How do students benefit from learning to
make comparisons and contrasts between
the 2nd language and their 1st language?
Answer:
Through comparisons and contrasts with the language being
studied, students develop insight into the nature of
language and the concept of culture and realize there are
multiple ways of viewing the world.
Quiz:
What examples of comparisons and contrasts have your
students made between Mandarin and English that you
can list today?
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Question:
How does learning a 2nd language help
individuals build communities?
Answer:
Together, the five C’s of foreign language education
enable the students of 2nd languages to participate in
multilingual communities at home and around the world
in a variety of contexts and in culturally appropriate
ways.
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Quiz:
When have you witnessed your 2nd language students
cross into a 2nd culture and begin to build a multilingual
community?
Question:
What is communicative competence?
Question:
How do you interpret the intent of this phrase?
“knowing how, when, and why to say what to
whom”
Clue:
How do you teach a language? What do you want
your students to learn?
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Some Answers to the Question:
What is Communicative Competence?
All the linguistic and social knowledge required for effective
human-to-human interaction is encompassed in these words,
“knowing how, when, and why to say what to whom”.
The ability not only to apply the grammatical rules of a language in
order to form grammatically correct sentences, but also to know
when and where to use these sentences and to whom.
Communicative competence includes:
1.
2.
3.
a.
b.
c.
d.
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Knowledge of the grammar and vocabulary of the language
Knowledge of the rules of speaking
Knowing how to use and respond to different types of speech acts
(requests, apologies, thanks, and invitations, etc.)
Knowing how to use language appropriately
Source: Longman, Dictionary of Language Teaching & Applied Linguistics.
Time to Reflect Question:
What about culture and communicative
competence?
What do the Standards for Foreign Language Learning say about the
role of cultures in 2nd language learning?
Clue: Do students really know how to communicate in a 2nd language if
they do not understand the cultures of the speakers of that language?
Answer:
Through the study of other languages, students gain a knowledge and
understanding of the cultures of the speakers of those languages. In fact,
they cannot truly master the 2nd language until they have also mastered
the cultural contexts in which the language occurs.
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Time to Reflect Question:
How does the inclusion of knowing how, when, and
why to say what to whom in 2nd language education
change your classroom?
Clue: Does teaching 2nd language with the five C’s make a difference?
Answers:
Formerly, most teaching in foreign language classrooms concentrated on the
how (grammar) to say what (vocabulary).
These components of language are crucial, but the current organizing
principle of foreign language study is communication, it is the acquisition of
the ability to communicate in meaningful and appropriate ways with users of
other languages that is the ultimate goal of today’s foreign-language
classroom.
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Standards: Communication
Communicate in Languages Other than
English
Standard 1.1: Students engage in conversations, provide and obtain
information, express feelings and emotions, and exchange opinions.
This standard focuses on interpersonal communication; direct oral or
written communication between individuals who are in personal
contact. In most modern languages, students can quickly learn a
number of phrases that will permit them to interact with each other. In
the course of their study, they will grow in their ability to converse in a
culturally appropriate manner.
Can you think of a sample progress indicator for grade 4, grade 8, or
grade 12 students?
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Standards: Communication
Communicate in Languages Other than
English
Sample Progress Indicators for Standard 1.1:
Grade 4: Students ask and answer questions about family, school
events, and celebrations in person or in letters, e-mails, or on
audio or video tapes.
Grade 8: Students exchange information about personal events,
memorable experiences, and other school subjects with peers
and/or members of the target cultures.
Grade 12: Students exchange, support, and discuss their
opinions and individual perspectives with peers and/or speakers
of the target language on a variety of topics dealing with
contemporary and historical issues.
Source: Standards for Foreign Language Learning,
st
20Preparing for the 21 Century.
Standards: Communication
Communicate in Languages Other than
English
Standard 1.2: Students understand and interpret written and spoken
language on a variety of topics.
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As the learners work with a variety of print and non-print materials,
they are involved with one-way listening and reading. The context in
which language is experienced and the ability to control what is heard
and read may impact the students’ development of comprehension.
The ability to read may develop before the ability to comprehend rapid
spoken language. Content knowledge will often affect successful
comprehension because students often understand materials with
greater ease that reflect their interests or for which they have some
background knowledge.
Can you think of a sample progress indicator for grade 4, grade 8, or
grade 12 students?
Standards: Communication
Communicate in Languages Other than
English
Sample Progress Indicators for Standard 1.2:
Grade 4:
Students comprehend the main idea of
developmentally appropriate oral narratives that may include personal
anecdotes, familiar fairy tales, and other narratives based on familiar
themes.
Grade 8: Students use knowledge acquired in other settings and
from other subject areas to comprehend spoken and written messages in
the target languages.
Grade 12: Students demonstrate an increasing understanding of
the cultural nuances of meaning in written and spoken language as
expressed by speakers and writers of the target language in formal and
informal settings.
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the
21st
Source: Standards for Foreign Language Learning, Preparing for
Century.
Standards: Communication
Communicate in Languages Other than
English
Standard 1.3: Students present information, concepts, and ideas to an audience
of listeners or readers on a variety of topics.
Students are ready for formal presentations of information, concepts,
and ideas in the spoken and written form, in most cases with one-way speaking
and writing. Students with little or no previous language experience are likely
to produce written and spoken language containing a variety of learned
patterns or patterns that look like English with words in the 2nd language. This
process is natural and, over time, the learners begin to acquire authentic
patterns and use appropriate styles. By contrast, home-background students
will write in ways closely resembling the spoken language. They will control
informal oral styles. Over time these learners will develop the ability to write
and speak using more formal styles.
Can you think of a sample progress indicator for grade 4, grade 8, or
grade 12 students?
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Standards: Communication
Communicate in Languages Other than
English
Sample Progress Indicators for Standard 1.3:
Grade 4: Students prepare illustrated stories about activities or
events in their environment and share them with their teachers and
class.
Grade 8: Students prepare tape or video recorded messages to
share locally or with school peers and/or members of the target cultures
on topics of personal interest.
Grade 12: Students prepare a research-based analysis of a
current event from the perspective of both the U.S. and target cultures.
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Source: Standards for Foreign Language Learning, Preparing for
the 21st Century.
Standards: Cultures
Gain Knowledge and Understanding of
Other Cultures
Standard 2.1: Students demonstrate an understanding of the
relationship between the practices and perspectives of the culture
studied.
Students are focusing on the practices derived from traditional
ideas and attitudes (perspectives) of a culture. Cultural practices refer
to patterns of behavior accepted by a society and deal with aspects of
culture that may include rites of passage, use of forms of discourse,
social class structure, and use of space. They represent the knowledge
of “what to do when and where”.
Can you describe a learning scenario that demonstrates the
learning in standard 2.1?
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Standards: Cultures
Gain Knowledge and Understanding of
Other Cultures
Sample Learning Scenario Demonstrating Standard 2.1:
Grade 6-8: Students in a Latin class re-enact a Roman wedding.
Students receive printed information from their teacher about Roman
marriage ceremonies. This includes a marriage contract, the sequence of
events, and the script participants read during the ceremony, along with
supporting vocabulary in Latin and its English derivatives. After
discussing the information, students choose roles. After students
enacted the ceremony in Latin, they compare Roman weddings with
weddings in American culture.
Source:
Massachusetts
Framework, August, 1999.
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Foreign
Language
Curriculum
Standards: Cultures
Gain Knowledge and Understanding
of Other Cultures
Standard 2.2: Students demonstrate an understanding of the
relationship between the products and perspectives of the culture
studied.
Students are learning about the products of the target culture
and how they reflect the perspectives of the culture. Products can be
tangible (a painting, piece of literature, pair of chopsticks) or intangible
(a story in the oral tradition, a dance, a sacred ritual, a system of
education). Whatever the form of the product, its presence within the
culture is required or justified by the underlying beliefs and values
(perspectives) of that culture, and the cultural practices involving the
use of that product.
Can you describe a learning scenario that demonstrates the
learning in standard 2.2?
27
Standards: Cultures
Gain Knowledge and Understanding of
Other Cultures
Sample Learning Scenario Demonstrating Standard 2.2:
Using texts, VCR, and videocassettes of films as the products, students
read excerpts of the classical epic novel of the Monkey King, “Journey to the
West”, view and listen to segments of Hewlett and Albarn’s Chinese opera,
“Monkey: Journey to the West”, and perhaps view the film, “The Forbidden
Kingdom” and segments of the television series, “The Lost Empire”. Students then
compare the text version with the opera, films, and television videos, commenting
on the fidelity of the films to the original text. They then compare the opera, the
movie, and the tv series to the original story, analyzing the interpretation of the
themes. Studying a variety of theatre and film reviews in Mandarin, students then
write their own review in Mandarin of either the opera or one of the films.
Source: Massachusetts Foreign Language Curriculum Framework, August, 1999,
Wikipedia, and several internet sites.
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Standards: Connections
Connect with Other Disciplines and
Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other
disciplines through the foreign language.
Learning today is interdisciplinary. Reading is not limited to a
particular segment of the school day. Foreign language can be used to
build on the knowledge students acquire in other subject areas.
Students can learn to relate information studied in other subjects to
their learning of a foreign language and culture. Foreign language
instruction is a means to expand and deepen students’ understanding
of, and exposure to, other areas of knowledge. The new information
and concepts presented in one class become the basis of continued
learning in the foreign language classroom.
Can you describe a learning scenario that demonstrates the learning in
standard 3.1?
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Standards: Connections
Connect with Other Disciplines and
Acquire Information
Sample Learning Scenario Demonstrating Standard 3.1:
Using food packaging, nutritional charts, food advertising from Japan
and the United States, students in grades kindergarten through 4 can learn about
nutrition, food groups, and eating a balanced diet. Students can draw
comparisons between the typical American diet and a Japanese diet. They study
food packaging and nutritional charts from Japan and compare them to their
own. They find out how different meals in Japan satisfy nutritional requirements.
Source:
August, 1999.
30
Massachusetts Foreign Language Curriculum Framework,
Standards: Connections
Connect with Other Disciplines and Acquire
Information
31
Standard 3.2: Students acquire information and recognize the
distinctive viewpoints that are only available through the foreign
language and its cultures.
As a result of learning another language and gaining access to its
unique means of communication, students can broaden the sources
of information available to them. At the beginning levels of language
learning, students can begin to examine a variety of sources intended
for native speakers to extract specific information. As they gain more
proficiency in the 2nd language, they can search for materials of
interest to them, analyze the content, compare it to information
available in their own language, and explore the linguistic and cultural
differences.
Can you describe a learning scenario that demonstrates the learning
in standard 3.2?
Standards: Connections
Connect with Other Disciplines and Acquire
Information
Sample Learning Scenario Demonstrating Standard 3.2:
Using texts students in grades 11 or 12 can read Balzac’s
Eugenie Grandet or Le Pere Goriot and compare these to works in
English such as Charles Dickens’ Christmas Carol, or George Eliot’s
Silas Marner. Students discuss the plots, the main characters,
settings, and themes. Finally each group presents its findings to the
class by first outlining the stories and then analyzing the similarities
and differences in the author’s use of classic examples.
32
Source:
Massachusetts Foreign Language Curriculum
Framework, August, 1999.
Standards: Comparisons
Develop Insight into the Nature of
Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of
language through comparisons of the language studied and their own.
Students focus on learning the linguistic elements in the new
language. This learning enables students to examine English and develop
hypotheses about the structure and use of languages. From the beginning
stages of 2nd language learning, students can compare and contrast the two
languages as different elements are presented. Activities can be systematically
integrated into instruction to assist students in gaining understanding and in
developing their abilities to think critically about how languages work,
similarities, and differences.
Can you describe a learning scenario that demonstrates the learning in
standard 4.1?
33
Standards: Comparisons
Develop Insight into the Nature of Language
and Culture
Sample Learning Scenario Demonstrating Standard 4.1:
Using resources on the Day of the Dead (el Día de los Muertos);
books, articles, web sites, dictionaries, documentary films,
students in grades 6 to 8 can learn the vocabulary pertinent to the
American holiday of Halloween and the Mexican celebration of the
Day of the Dead (el Día de los Muertos). Using a variety of
materials including textbook presentations, information from the
Internet, cultural objects, students will be able to compare and
contrast the two celebrations and explain the meanings and
origins of words, phrases, images, and practices.
Source: Massachusetts Foreign Language Curriculum Framework,
August, 1999.
34
Standards: Comparisons
Develop Insight into the Nature of
Language and Culture
35
Standard 4.2: Students demonstrate understanding of the
concept of culture through comparisons of the cultures studied and their
own.
Students expand their knowledge of cultures through foreign
language learning and discover perspectives, practices, and products
that are similar and different from their own culture. This acquisition of
knowledge and the discoveries enable them to hypothesize about
cultural systems in general. In the classrooms we can encourage the
reflective process by incorporating it into our instruction from the
earliest levels of learning.
Can you describe a learning scenario that demonstrates the
learning in standard 4.2?
Standards: Comparisons
Develop Insight into the Nature of
Language and Culture
Sample Learning Scenario Demonstrating Standard 4.2:
Using print and non-print materials on immigration trends in the
United States and in Latin American countries, in conjunction with history classes,
students in grades 6 to 8 can work in small groups to research trends in the U.S.
since 1800. Other groups of students can investigate trends in immigration to a
Latin American country during the same time period to find similarities and
differences. They research reasons for immigration, countries of origin,
conditions in those countries, the immigrants’ adjustments to the new culture,
and traditions and products they brought to their adopted country. Groups then
present findings to the whole class for discussion. Good sources for this activity
include encyclopedia entries and biographies of famous immigrants or
descendants of immigrants.
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Source:
August, 1999.
Massachusetts Foreign Language Curriculum Framework,
Standards: Communities
Participate in Multilingual Communities
at Home & Around the World
Standard 5.1: Students use the language both within and
beyond the school setting.
Language is a tool for communicating with speakers of the
target language in one’s life: in schools, in communities, and while
traveling to other countries. In schools, students share their knowledge
of language and culture with classmates and with younger students
who may also be learning the target language. Students come to realize
the advantages in being able to communicate in more than one
language and develop an understanding of the power of language.
Can you describe a learning scenario that demonstrates the
learning in standard 5.1?
37
Standards: Communities
Participate in Multilingual Communities
at Home & Around the World
Sample Learning Scenario Demonstrating Standard 5.1:
Using resource materials on the target culture; art materials, groceries
needed to prepare food, etc., students in grades 9 to 10 can make arrangements
to set up a booth at traditional cultural festivals in their communities. These
festivals may include the Blessing of the Fleet, Cinco de Mayo, Feast of St.
Anthony, Oktoberfest, Bastille Day and more where they sell food and/or crafts
typical of the target culture. Since many people attend these festivals speak the
target language, students attempt to use it to conduct as many transactions as
possible. If it is appropriate, students can perform a dance, sign a song, or tell a
story from the target culture. This model can also be used in a school-wide
multicultural fair.
Source:
August, 1999.
38
Massachusetts Foreign Language Curriculum Framework,
Standards: Communities
Participate in Multilingual Communities
at Home & Around the World
Standard 5.2: Students show evidence of becoming life-long learners
by using the language for personal enjoyment and enrichment.
Learners can use skills to access information in their 2nd language by
developing a certain level of comfort and confidence with their new language.
Just as each day millions of people in the United States spend leisure time
reading, listening to music, viewing films and TV programs, and interacting with
each other. Students who study a 2nd language can use their skills to further
enrich their personal lives. Some students have the opportunities to travel to
communities and countries where the 2nd language is used extensively. Through
this experience, they can further develop their language skills and
understanding of the culture.
Can you describe a learning scenario that demonstrates the learning in
standard 5.2?
39
Standards: Communities
Participate in Multilingual Communities
at Home & Around the World
40
Sample Learning Scenario Demonstrating Standard 5.2:
Using job-related resources, dictionaries, and Internet materials,
students in grades 11 to 12 can volunteer their time in a community
service center, performing non-critical translations to aid communication
between speakers of these languages and the staff of the centers. In
some cases, students might be enrolled in a school-to-work program. In
other cases, students who demonstrate strong skills in their English
classes may be able to offer tutoring assistance to individuals in the
community learning English as a Second Language who speak the target
language.
Sources:
Massachusetts Foreign Language Curriculum
Framework, August, 1999 and my students’ actual experiences.
Sample Learning Scenario Activity One:
Newscast
Description: In the Spanish II class in Williamston High School, a small rural
community in Michigan, students worked in groups to write, produce, and
videotape a 15 to 20 minute Spanish language news show that included news
events; a live, from-the-scene report; weather, sports; and commercials. The
news events included items from the Spanish-speaking world, the United States,
the state, and local areas. This scenario can be applied to any language at a
variety of levels—be creative.
Your task today is to develop your own class activity identifying the Standards for
Foreign Language Learning targeted in your lesson plan and activity with using a
newscast as your focus.
41
Enjoy working together in your group and we will report back with your results in
approximately 15 minutes.
Sample Learning Scenario Activity
Two: Chinese Calendar
Description: In Ms. Chen-Lin’s Chinese class in W. Hartford, CT, 8th graders are
learning about the Chinese calendar. Students listen to the folkloric tale of how
the years got their names, as the teacher explains using story cards. The students
use artistic expression to recall the details of the story by making posters that
announce the race of the 12 animals in the story. They are encouraged to include
on their poster the date, time, location, and prize in Chinese. On the next day,
the class explores the importance of a calendar in the students’ own culture and
in others. The students discuss the differences found in the Chinese and
American calendars. They make a calendar using Chinese characters to be used
in their homes. They include birthdays, family celebrations, school activities, and
other special events.
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Your task today is to develop your own class activity identifying the Standards for
Foreign Language Learning targeted in your lesson plan and activity with the
Chinese Calendar.
Enjoy working together in your group and we will report back with your results in
approximately 15 minutes.
What did your students learn?
What standards were targeted?
Sample Learning Scenario One: Newscast
If the students were asked to view taped newscasts and commercials from two
Spanish speaking countries and use them as models for their project, an
emphasis could be placed on Standards 1.2 and 4.1 and Standard 4.2. This type
of preparation for the project would also provide the opportunity to target
Standard 2.2 with students analyzing a product of the culture studied. This
scenario could be applied to any language at a variety of levels.
In preparation for the project, students view newscasts and compare and
contrast the language styles. Students also note cultural similarities and
differences in the videotapes they viewed.
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Targeted Standards: 1.1, Interpersonal Communication, 1.3, Presentational
Communication, 2.1, Practices of Culture, 3.1, Furthering Connections, 5.1,
School and Community, 5.2, Life-long Learning.
What did your students learn?
What standards were targeted?
Sample Learning Scenario Two: Chinese Calendar
In this activity, the students understand the calendar explanation more
easily because the teacher accompanies the story with visuals. The
use of artistic expression to check for their understanding allows
students with various learning styles to be successful in showing what
they understood from the story. The follow-up discussion helps
students reflect on the importance of a calendar within a culture and the
role the calendar plays in American culture.
Targeted Standards: 1.2, Interpretive Communication, 2.2, Products of
Culture, 4.2. Culture Comparisons.
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Thank you!
Sources Used to Prepare for Today:
Standards for Foreign Language Learning: Preparing for the 21st Century
Massachusetts Foreign Languages Curriculum Framework, August, 1999.
Longman Dictionary of Language Teaching & Applied Linguistics.
My education at U. MA., Boston, Applied Linguistics Program.
My professional experience as a bilingual corporate language trainer,
community college instructor, trainer of graduate students, and teacher
for second language speaking high-school and middle-school students.
My life as a second language speaker and my family members’
experiences.
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