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Standard Course of Study and Grade Level Competencies SECOND LANGUAGE STUDIES K-12 Hola ! Guten Tag! PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction STATE BOARD OF EDUCATION Howard N. Lee, Chairman Raleigh Jane P. Norwood, Vice Chair Charlotte Kathy A. Taft Greenville Michelle Howard-Vital Wilmington Edgar D. Murphy Durham Evelyn B. Monroe West End Maria T. Palmer Chapel Hill Robert “Tom” Speed Boone Wayne McDevitt Asheville John Tate III Charlotte Beverly Perdue, Lieutenant Governor New Bern Richard Moore, State Treasurer Kittrell NC DEPARTMENT OF PUBLIC INSTRUCTION Patricia N. Willoughby, State Superintendent 301 N. Wilmington Street • Raleigh, North Carolina 27601-2825 • www.ncpublicschools.org In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, NC Public Schools administers all state-operated educational programs, employment activities, and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to the Office of Curriculum and School Reform Services, 6307 Mail Service Center, Raleigh NC 27699-6307. Telephone (919) 807-3761; Fax (919) 807-3767 2004 xxii Second Languages TABLE OF CONTENTS Acknowledgments...........................................................................................................1 Preface ............................................................................................................................3 Modern Foreign Languages Philosophy...........................................................................................................6 Purpose.............................................................................................................. 12 Program Description ..........................................................................................23 Organization of the Curriculum..........................................................................35 Goals .................................................................................................................37 Elementary Grades K-2......................................................................................38 Kindergarten ..........................................................................................40 Grade 1 ..................................................................................................43 Grade 2 ..................................................................................................46 Elementary Grades 3-5 ......................................................................................49 Grade 3 ..................................................................................................51 Grade 4 ..................................................................................................54 Grade 5 ..................................................................................................57 Middle Grades 6-8 .............................................................................................60 Grade 6 (Beginning)...............................................................................64 Grade 7 (Beginning)...............................................................................68 Grade 8 (Beginning)...............................................................................72 Grade 6 (Continuing)..............................................................................76 Grade 7 (Continuing)..............................................................................80 Grade 8 (Continuing)..............................................................................84 Grade 6-8 (Exploratory) ......................................................................... 88 High School Levels I-IV/Advanced Placement Courses .....................................91 Level I....................................................................................................93 Level II ..................................................................................................97 Level III ............................................................................................... 101 Level IV............................................................................................... 105 Advanced Placement Courses .......................................................................... 109 AP Modern Foreign Language.............................................................. 110 AP Modern Foreign Language Literature ............................................. 114 Spanish for Native Speakers Preface............................................................................................................. 119 Purpose............................................................................................................ 120 Program Description ........................................................................................ 128 Goals ............................................................................................................. 134 SNS Level I ..................................................................................................... 135 SNS Level II.................................................................................................... 143 Latin Preface............................................................................................................. 154 Purpose............................................................................................................ 155 Program Description ........................................................................................ 158 2004 xxiii Second Languages Goals ............................................................................................................. 165 Middle Grades ................................................................................................. 166 Grade 6 – 8 (Exploratory)..................................................................... 168 Grade 7 (Beginning Sequence) ............................................................. 170 Grade 8 (Beginning Sequence) ............................................................. 172 Grade 8 (Continuing Sequence)............................................................ 174 High School Levels I-IV/ Advanced Placement Course.................................... 177 Latin I .................................................................................................. 179 Latin II ................................................................................................. 182 Latin III................................................................................................ 185 Latin IV ............................................................................................... 188 Advanced Placement Latin............................................................................... 191 Glossary ...................................................................................................................... 195 American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines..................................................................................... 203 Bibliography ............................................................................................................... 212 2004 1 Second Languages ACKNOWLEDGMENTS The Second Language Section from the Instructional Services Division of the Department of Public Instruction gratefully acknowledges the cooperation and assistance received from individuals and groups throughout the State in this current revision process. We wish to express special thanks to: • The Office of Instructional and Accountability Services for providing the leadership that guided the development of this document. • The many educators who participated in the current revision process by serving on curriculum committees, focus groups, and/or by reacting to draft documents. • The faculty members from the institutions of higher education who served on committees, provided input through focus groups, and reviewed draft documents. • The parents, business, and community members who contributed to this document in a variety of ways. In addition, we would like to express special gratitude and appreciation to the members of the Second Language Advisory Board who devoted their time, energy, and expertise to the development of the 1999 North Carolina Second Language Standard Course of Study: Janis Antonek - Teacher Trainer - UNC-Greensboro. Lori Brown - German Teacher - Buncombe County. Marta Casali-McLeod - Spanish Teacher - Union County. Bonita Cavender - Spanish Teacher - Pender County. Constance Colby - Spanish Teacher - Carteret County. Kathy Dean - Parent - Wake County. Helga Fasciano - German Teacher - Hickory City. Laura Feregrino - French and Spanish Teacher - Wake County. Jo Garrison - German Teacher - Wake County. Martha Giraldo - Spanish Exchange Teacher - Perquimans County. Betty Griffiths - French Teacher - Winston-Salem/Forsyth. Nathan Hester - French Teacher - Chapel Hill/Carrboro. Tammy Kasserman - Spanish Teacher - Winston-Salem/Forsyth. Ryuko Kubota - Teacher Trainer - UNC-Chapel Hill. Natalie Kulibaba - French Exchange Teacher - Surry County. Danny McDowell - French and Spanish Teacher - Sampson County. Kelly Price - Central Office Supervisor - Charlotte/Mecklenburg Schools. Anne Thibodeau - French and Spanish Teacher - Haywood County. Kathy Vaughan - Spanish Teacher - Wilson County. Carol Zimmerman - French and Spanish Teacher - Wake County. Fran Hoch - Section Chief - NC Department of Public Instruction. Bernadette Morris - Second Language Consultant - NC Department of Public Instruction. as well as the members of the 2004 Second Language Advisory Board who devoted their time, energy and expertise to the 2004 revision of the North Carolina Second Language Standard Course of Study: 2004 2 Second Languages Modern Foreign Languages Neil Bolick – Spanish Teacher – Catawba County Regina Brandon – French Teacher – Charlotte/Mecklenburg Pat Cotton – Spanish Teacher – Wake County Cinnamon Hunter – Spanish Teacher – Guilford County Tammy Kasserman – Spanish Teacher – Winston-Salem/Forsyth County Jo Garrison – German Teacher – Wake County Lee Howard – Latin Teacher – Clinton City Ryuko Kubota – Teacher Trainer – UNC Chapel Hill Erin Mcguire – Spanish Teacher – Ashe County Bernadette Morris – French consultant Kelly Price – Central Office Supervisor – Charlotte/Mecklenburg Jacqui Reher – German/Spanish Teacher – Wake County Tom Skinner – German Teacher – Charlotte/Mecklenburg Mimi Stapleton – Parent – Wake County Ken Stewart – Spanish Teacher – Chapel Hill/Carrboro City Beth Thompson – Latin Teacher – Charlotte/Mecklenburg Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction Spanish for Native Speakers Diana Beddow - Teacher - North Johnston High School, Johnston County Ann Borisoff-Rodgers - Supervisor - Pitt County Rose D. Cline - Teacher - Lexington Senior High School, Lexington City Ximena del Corral - Supervisor - Buncombe County Schools Nhora Gomez-Saxon - Teacher - South Mecklenburg High School, Charlotte Mecklenburg Tom Haitema - Teacher - Fike High School, Wilson County Schools Liliana Mahecha - Teacher - Independence High School, Charlotte Mecklenburg Jennifer Pearsall - Supervisor - Charlotte Mecklenburg Cecilia Rodriguez Pino - Teacher Trainer - New Mexico State University Kelly Price - Supervisor - Charlotte Mecklenburg Cynthia Rush - Teacher - East Henderson High School, Henderson County Pam Schlueter - Teacher - North Henderson High School, Henderson County Lillian Tudela - Teacher - Clyde Erwin High School, Buncombe County Kim Bowen - English Language Arts Consultant - Department of Public Instruction Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction Bernadette Morris - Second Language Consultant - Department of Public Instruction Latin Betsy Dawson – East Chapel Hill High School Temple Eller – Grimsley High School Lee Howard – Clinton High School Jennifer Parry-Hill – Kiser Middle School Beth Thompson – Alexander Graham Middle School Mary Pendergraft – Wake Forest University Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction 2004 3 Second Languages PREFACE Intent The No Child Left Behind (NCLB) Elementary and Secondary Education Act of 2001, which was signed into federal law in January 2002, defines Foreign Languages as one of the core subject areas, along with English, Reading/Language Arts, Mathematics, Science, Civics and Government, Economics, Arts, History, and Geography. The North Carolina Second Language Standard Course of Study establishes competency goals and objectives directing the teaching and learning of foreign language, heritage language, and classical language in North Carolina. This document sets high expectations for all students, it supports extended sequence of language learning and it takes into account the national standards for foreign language learning. In addition, the Second Language Standard Course of Study gives administrators a rationale and guidelines for the study and the planning of an articulated language program. Because it describes the overarching concepts governing language education in the state, it should be used as a guide by school districts as they make decisions concerning their second language programs. The overview presented in the document will need to be expanded in local curriculum documents to reflect the beliefs, policies, and philosophy of the local school districts in ways that best meet the needs of their specific student population. The Revised Second Language Standard Course of Study replaces the document published in 1999. It is comprised of three Second Language curriculum sections: Modern Foreign Languages, Spanish for Native Speakers and Latin. It is accompanied by a Teacher Document, which provides support, application, explanation, and expansion of the goals and objectives presented in the Standard Course of Study. The companion document can be obtained by contacting the Publications Sales Division of the NC Department of Public Instruction. Both documents can also be accessed via the NCDPI web site located at: www.ncpublicschools.org or via the Second Language website located at: www.learnnc.org/dpi/instserv.nsf/Category9 . Second This document is specifically designed to guide instruction for the Languages and teaching of foreign languages, such as French, German, Spanish, as English as a well as the less commonly taught languages, along with heritage Second languages (Spanish for Native Speakers) and Latin. A separate Language Standard Course of Study for English Language Development mandates English proficiency standards which are different from the standards for languages other than English. National In 1989, state and national leaders met to reach agreement on setting Standards national educational goals for the American public schools. Shortly thereafter Congress voted on “Goals 2000: Educate America Act” which endorsed the original goals and expanded goal 3 to incorporate foreign languages in the core curriculum. Subsequently, 2004 4 Second Languages the National Council on Education Standards recommended the development of national standards for the disciplines included in the goals. Foreign In 1993, foreign language education became the seventh and final Language subject area to receive federal funding to develop national standards Standards for students, kindergarten through twelfth grade. The American Council on the Teaching of Foreign Languages (ACTFL) organized a task force to meet this challenge. Finally, in 1996, after seeking and receiving extensive input from the foreign language community the Standards for Foreign Language Learning: Preparing for the 21st Century were published. Standards for Classical Language Learning was published in 1997 by the American Classical League in collaboration with the American Philological Association and is aligned with and is a companion document to the Standards for Foreign Language Learning. Revision Process In response to a mandate from the North Carolina General Assembly instructing the Department of Public Instruction to revise the individual Standard Courses of Study on a five-year basis, a committee was selected to review the 1999 document and decide whether to revise or clarify the document. The committee, comprised of K-12 teachers, university professors, central office representatives, parents, community leaders, and DPI staff revisited the national standards and state initiatives and decided to make no major changes, other than the inclusion of AP foreign language course descriptions. In addition, it was decided to include the Latin curriculum rewritten to reflect the Standard Course of Study format and the newly developed Spanish for Native Speakers curriculum in the Second Language Standard Course of Study. Input The committee solicited input through a variety of focus groups, regional meetings, questionnaires, and individual conversations. In addition, a draft of this document was posted on the Second Languages web page and foreign language teachers, university language faculty, teacher-trainers, as well as other interested parties in the state were invited to review the document and participate in an online survey. The final draft of the document was revised to incorporate suggested changes. Second Languages 2004 5 Modern Foreign Languages MODERN FOREIGN LANGUAGES Second Languages 2004 6 Modern Foreign Languages PHILOSOPHY MODERN FOREIGN LANGUAGES General The Second Language Standard Course of Study for modern foreign languages is based upon a set of principles governing Principles language education. These tenets are anchored in language education research and supported by practice. They are as follows: • All students can learn and experience success in a second language. • Students learn in different ways. • Language acquisition is a lifelong process. For optimum results, students should have the opportunity to engage in a long sequence of study. • Students acquire proficiency at different rates. • Students develop the needed skills to be citizens of a global society by learning a second language. • Students develop some insights into other cultures as well as their own when learning a second language. • Students are involved in interdisciplinary connections when learning a second language. • Learning is assessed and reflects the students’ ability to interpret and/or communicate in the target language. Languages for Since 1985 and the inception of the Basic Education Program All (BEP) and now reinforced by the 2002 federal No Child Left Behind legislation, second language educators in the state have held the belief that a second language is part of a basic education for each child in the state. Given the opportunity, all children can benefit from learning another language and all children are capable of doing so. This belief is reflected in the national standards document which states that “all children can be successful language and culture learners” (Standards for Foreign Language Learning, p. 7). Additionally, reports from Louisiana, Milwaukee, and Cincinnati have pointed to the benefits of language instruction for all children but especially for disadvantaged children and children with average or below average intelligence. In one study, Foreign Language in the Elementary School (FLES) students of average and below average intelligence performed as well as their peers with above average intelligence on oral production and interpersonal communication skills (Rosenbusch, 1995). Second Languages 2004 7 Modern Foreign Languages Brain Research During the last decade, many theories and models on learning styles, And Learning often incorporating brain research, have emerged. Some of the theories follow. Howard Gardner points to seven multiple intelligences (an eighth intelligence has been added to the original seven) which are present in some capacity in all of us and which have the potential to be further developed given the appropriate experiences. Genesee (2000) states that “Instructional approaches that advocate teaching parts and not wholes or wholes and not parts are misguided, because the brain naturally links local neural activity to circuits that are related to different experiential domains.” He continues; “Student’s vocabulary acquisition can be enhanced when it is embedded in real-world complex contexts that are familiar to them.” Zull (2003) proposes that there are four pillars of human learning based on four distinct functions that are housed in different areas of the brain: gathering (sensory cortex), analyzing (back integrative cortex), creating (front integrative cortex) and acting (motor cortex). Utilizing the four pillar theory also addresses individual learning styles. The study of foreign languages naturally provides opportunities for students to use these four functions and in essence have the chance to use their whole brain. These theories and others have great implications for foreign language learning. They attest to the importance of teaching to the students’ different learning styles, of reaching all students, and of providing the opportunity for deeper and more thorough learning. Language According to the research on second language acquisition, students Acquisition develop communicative competence in a second language in much the same way as in their first language, although the rate of acquisition will vary. For most learners, language development occurs in a predictable pattern according to a series of stages. For example, students acquire language when the language is meaningful and interesting and when they are in a non-threatening environment. They first acquire the language through “comprehensible input” (Krashen) which is focused on developing listening comprehension by building on receptive vocabulary. For this reason, learners usually can understand more than they are able to say. Thus, language acquisition begins long before speech production occurs. As the students’ interaction with the language intensifies, they are able to speak using one or two words or short phrases. They are encouraged to produce the vocabulary they already understand. Speaking results from acquisition and speech emerges naturally, gradually, on its own and in stages. Reading and writing are introduced as extensions and support what students can already understand and say. Second Languages 2004 8 Modern Foreign Languages At the next stage of language development, students move ahead by using longer phrases and strings of sentences. They recombine the language in different ways and they begin to create with the language. As language development proceeds, students become increasingly able to use the language in a variety of contexts, for a variety of audiences, and for a variety of purposes. Proficiency The main goal for modern foreign language education is to help students develop the ability to communicate with speakers of another language. To achieve this goal, students need to use the language in a variety of real-life, meaningful, and culturally accurate situations designed to promote relevant communication. As stated above, language acquisition and development occur in a series of stages. The American Council on the Teaching of Foreign Language (ACTFL) has organized these stages (novice, intermediate, advanced, and superior) in the ACTFL Proficiency Guidelines and more recently in the ACTFL Performance Guidelines which are used to describe the expectations for students at each level of language development. A full description of the ACTFL Proficiency Guidelines is located in the Appendix. Superior Advanced Intermediate Expected Level of Proficiency For Students in a K-12 Novice Sequence Figure 1. Levels of Proficiency Explanation of Figure 1 The level of language proficiency, which can be attained, is directly related to the amount of time spent in the target language. It is easier to move up at the beginning levels of proficiency than at the more advanced levels. The beginning levels are dealing with vocabulary expansion, limited language structures, and limited ability to communicate. The leap from novice to intermediate involves vocabulary expansion and use of some basic grammatical structures and can be achieved in shorter amount of time. At the upper levels, the language is more sophisticated and the vocabulary becomes broader and more complex. Speakers at this level have the ability to function as a native or near native speaker. The Superior level can be attained only through extensive living in the target culture. Second Languages 2004 9 Modern Foreign Languages The level of proficiency students can attain is closely related to the program goals, to the quality of instruction, and to the amount of time and practice they have with the language. A long sequence of language instruction is likely to produce students who develop higher levels of proficiency than those in a program which starts late and/or which is not sequenced. Another factor that affects language acquisition is the age of the learner. Children, according to Krashen, “acquire” language in that they are given time to sort out the language they hear and understand before using it. Adult learners on the other hand “learn” a language through vocabulary and grammar structures that they then apply when communicating. Also, in a proficiency-based program, students have different rates of individual learning. One learner may take two years to move from one proficiency level to another, while another may take three or four years. Furthermore, according to the Research Committee of the Interagency Language Roundtable (ILR), it is also important to note that students may attain different levels of proficiency according to the language they learn. The School of Language Studies of the Foreign Service Institute has determined that the closer the modern language is to English, the more quickly an adult learner can achieve proficiency; therefore, the languages have been grouped in different categories. More contact hours will be needed for the languages in Category II and III to achieve the same level of proficiency than for languages in Category I. Category I: Languages closely cognate with English French, Italian, Spanish (German falls between I and II) Category II: Languages with significant linguistic and/or cultural differences from English Greek, Polish, Russian Category III: Languages which are exceptionally difficult for native English Speakers Chinese, Japanese, Korean, Arabic Figure 2. Language Categories According to Proficiency Attainment Second Languages 2004 10 Modern Foreign Languages Cultural By learning another language, students gain access to the different Appreciation culture(s) associated with that language. They learn to appreciate the different ways of life and accomplishments of each culture. In doing so, they become more reflective about their own culture and they are able to generalize about the components of culture. When we learn one language we open doors to new ways of thinking and doing, believing and communicating, and through the process we learn more about ourselves (The Massachusetts World Languages Curriculum Framework, January 1996). Students’ openness for other cultures seems to be at an optimum prior to the age of ten. Lambert and Klineberg (1967) note that younger students seem to be more receptive to people who are different from themselves than their older peers. Citizens in a With the ever-increasing interdependence of nations, the study of a Global World foreign language has become essential to the effectiveness of the United States in a global world. Students can be prepared to function in that global world by acquiring needed communication skills and by developing cultural understanding. To study another language and culture is to gain an especially rich preparation for the future. It is difficult to imagine a job, a profession, a career, or a leisure activity in the twenty -first century, which will not be enhanced by the ability to communicate efficiently and sensitively with others. While it is impossible to foresee which foreign language will be useful at a later point in life, those who have experienced the process of acquiring a second language have gained language learning skills that make learning another language easier. Possession of the linguistic and cultural insights, which come with foreign language study, will be a requisite for life as a citizen in the worldwide neighborhood (SFFLL, p. 12). Connections Connecting the foreign language curriculum to other disciplines gives added relevancy to the study of languages and brings new insights into the rest of the curriculum. Connections can emanate in the foreign language classroom but can also originate in other disciplines. To study another language and culture increases enormously one’s ability to see connections. Since the content of a foreign language course deals with history, geography, social studies, science, math, and the fine arts, it is easy for students to develop an interdisciplinary perspective at the same time they are gaining intercultural understandings (SFFLL, p. 12). Second Languages 2004 11 Modern Foreign Languages Assessment As new standards for student achievement in foreign languages are developed, it is essential to devise assessments which can diagnose, monitor learning, and provide useful feedback about the attainment of the identified goals and learning objectives. All aspects of the curriculum ranging from the ability to function in the three communication modes to the ability to make connections and comparisons, need to be assessed. Once teachers have identified whether the focus of an objective is on content, skill development, performance, or application, they can decide whether the objective lends itself to one or more assessment measures. There are many kinds of assessments available to teachers. These range from the more traditional pen and pencil tests to authentic and alternative assessments including portfolios, journals, logs, performance assessments, self assessments, and peer assessments. However, no one single assessment can give us all the answers we need about student learning, program effectiveness, and accountability. For this reason, teachers need to give careful attention to the purpose of the assessment as well as to the selection of the tool, which is best suited for that purpose. Assessments can help teachers make decisions about individual students, groups of students, instruction, and program. At any rate, assessment should be an integral and on-going part of the learning process. (For additional information on assessment, refer to the Teacher Companion Document and to the Assessment, Articulation, and Accountability Document available from the NC Department of Public Instruction.) Second Languages 2004 12 Modern Foreign Languages PURPOSE Rationale for The ability to communicate with others is central to human nature. Language Throughout the ages, humans have been able to share information, Learning interests, needs, and values over time and space and thus have influenced others by their actions and their words. In recent years existing and emerging technologies have brought the world closer and have erased many of the existing borders. As boundaries between countries are being dissolved, the need for foreign language instruction has become a necessary component for linking with the rest of the world and for producing an enlightened citizenship able to function in today’s ever-shrinking world. In addition to the need for communication within a global world, the study of a foreign language is needed to ensure economic competitiveness, to maintain national security, and to teach tolerance and respect for others inside and outside of the United States. Finally, learning another language is a passport to greater understanding of one’s own language and culture. Studies and Beginning in the late 1970’s there has been renewed interest in the Reports study of languages. Many studies and reports have highlighted the need for foreign language competence. • The National Commission on Excellence in Education published a report A Nation at Risk (1983) which ranked foreign language education at the same level as the “basic academic fields - English, mathematics, computer science, social studies, and the natural sciences” (pp. 25-26). • The College Board (1983) recommended expanding basic skills to include foreign language education for all students. • The American Council on Education Commission on International Education in the document What we can’t say can hurt us: A call for foreign language competence by the year 2000 (1989) urged leaders of higher education to require competence in a foreign language as an admissions requirement. • The Goals 2000: Educate America Act states: “By the year 2000 all American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter including English, mathematics, science, foreign language, civics and government, arts, history, and geography...” Second Languages 2004 13 Modern Foreign Languages • The National Association of State Boards of Education (NASBE, 2003) stated that “...it is far more effective to initiate foreign language study in the elementary school than in secondary school both from the perspective of more advanced language study and enhancing general academic skills” (p. 1). • The Council for Basic Education (2004) states that research suggests that “foreign language instruction can help close gaps between white and minority students’ performance on mathematics and reading assessments.” There are many other reasons for studying another language. These reasons can be divided in four categories: • economic reasons • national security • social reasons, and • academic reasons. Economic To be competitive on a global scale, the business world needs individuals with strong skills in a second language, who can work within a culturally diverse environment. The following data attest to the needs for such individuals. • Research shows that multilingual societies have a competitive edge over monolingual societies in international trade. (Halliwell, 1999) • Research shows that in the service industries, more than half of U.S. professionals working in a multicultural environment whether in the U.S. or abroad are linguistically unprepared to do so. (Lena & Reason Moll, 2000) • Global languages are important in over 100 occupations and are considered vital for the U.S. to remain competitive in technology, science and trade. (Nat’l Academy of Sciences) • In NC alone there are over 1000 international firms representing many countries. • “The business climate too is changing. We often face our foreign clients through electronic desktops, where the information from e-mail, videoconferencing, corporate chatrooms and web sites is ever current; the delivery often instantaneous. In these circumstances, expectations for a quick turn-around are as high as the stakes, less and less time to find a way around using our correspondent's language. Of the estimated 310 million regular internet users in the world, nearly 60% are from outside North America, and only about 50% are English-speaking. (Tennessee Commerce Department , 2003) Second Languages 2004 14 Modern Foreign Languages National The events of 9/11 have highlighted the shortage in the manpower needed to translate the messages gathered through intelligence. • The 2001 Hart Rudman Report on National Security in the 21st Century names foreign language study and requisite knowledge in languages as vital for the Federal Government to meet 21st Century security challenges properly and effectively. • The American Council on Education in its 2002 policy paper. Beyond September 11: A Comprehensive National Policy on International Education states “Developing global competence is a long-term undertaking and must begin at an early age, especially for foreign language acquisition.”(p.10) • In the Public Statement Release of the 9/11 Commission Report, July 22, 2004: “What the FBI needs is a specialized and integrated national security workforce, consisting of agents, analysts, linguists and surveillance specialists. Social Reasons A less obvious but nonetheless compelling reason to study another language rests in the power that languages have to promote cultural understanding between people of different backgrounds. • The study of language helps students develop a sense of cultural pluralism. Through the study of another language students interact and communicate with others and thus discover genuine similarities and differences among various cultures. At the same time, they develop respect and appreciation for the cultural perspectives, practices, and products of the different cultures. • North Carolina has a growing non-English speaking population. There are more than 150 languages currently spoken by students in our schools. North Carolina realized a 73% increase in immigrant population from 1995-1999. (Johnson, The Melting Pot) From April 1, 1990 to April 1, 2000, the Hispanic population increased 401.2 % and the Asian population increased 99.6%. The ability to speak a second language helps us to communicate directly with those who speak that language. In addition, it enables us to understand firsthand the process for second language acquisition and to be prepared to handle the challenges of living and working with non-English speakers. Academic The study of another language impacts other academic areas. Reasons • Data from the Admissions Testing Program of the College Board show a positive correlation between SAT scores and the study of a foreign language. Verbal scores of students increased with each additional year of language study. The Second Languages 2004 15 Modern Foreign Languages most interesting piece of information is that the verbal scores of students who had taken four or five years of foreign language were higher than the verbal scores of students who had taken four or five years of any other subjects. • It helps students develop greater cognitive skills in such areas as mental flexibility, creativity, divergent thinking, and higher-order thinking skills. • The study of a foreign language has been shown to enhance listening skills and memory and can contribute a significant additional dimension to the concept of communication. • Cloud and Genesee(1998) argue that basic education in the new millennium must include second and third languages if the United States is to cope with the diversity within its borders and compete successfully in the global marketplace. They cite both cognitive and sociocultural benefits of language study. They conclude, “Linguistic and cultural competence will be the mark of the well-educated citizen of the 21st century.” (65). • Curtain(2003) states “Every area of the curriculum can be reinforced or enriched in the foreign language classroom, and subject content can be taught through the second language.” (p. 399) • The UNC system requires two credits in the same language to meet entrance requirements. • The North Carolina University/ College Course of Study graduation pathway requires two credits in the same language for a high school diploma. Conclusion The study of another language prepares students for the complicated world they inhabit. The value of such an education not only lies in job-related advantages but also in the added dimension of an understanding of other people and cultures. Benefits Over the past twenty years much research has been conducted documenting the immediate and long-range benefits of foreign language learning. Modern Foreign Languages in the Elementary Schools Acquisition Children have the ability to learn and excel in the pronunciation of a foreign language (Dulay and Krashen; Krashen and Long, et al.; Krashen and Terrell). The Neuroscience Program at Stanford University has gathered much information on where in the brain the learning of a second language takes place in children vs. adults. According to Talukdar Second Languages 2004 16 Modern Foreign Languages (2001) “A combination of listening and vocalization seems to be the most advantageous method of acquiring a second language for both adults and children.” As reported in News and Science, in 2002, researcher Laura-Ann Petitto reported that children exposed to two languages from a very early age “grow as if there were two mono-linguals housed in one brain.” She added that there is no contamination of either language by the other. The researchers concluded, that “the earlier and more intensively the languages are introduced, the better.” Higher Scores In the area of language arts, students of second languages are thought to improve their reading comprehension in the native language and also score higher in reading achievement, including vocabulary, cognitive learning, and total reading ability. (Masciantonio, 1977; Rafferty, 1986). Basic Skills The Louisiana Report: Second Language Study Improves Basic Skills (Rafferty, 1986). The results of this study indicate that regardless of their race, sex, or academic level, students in foreign language classes outperformed those who were not taking foreign language on the third, fourth, and fifth grade language arts sections of Louisiana's Basic Skills Tests. Foreign language study appears to increase the scores of boys as much as girls, and African Americans as much as other races. This finding supports the notion that, beginning as early as third grade, second language study facilitates the acquisition of English language skills. Armstrong and Rogers (1997) showed that third graders who were taught Spanish for thirty minutes three times per week showed statistically significant gains on their Metropolitan Achievement Test scores in the areas of math and language after only one semester of study. It is particularly interesting that one class of students in the experimental group had actually received one and a half fewer hours of math instruction per week, and still outperformed the students in control classes in math. Saunders (1998) examined the performance of third grade students enrolled in the Georgia Elementary School Foreign Language (ESFL) model program. She compared students who had not received any foreign language instruction with students one year younger who had received four years of foreign language instruction, five days each week, for thirty minutes per day. She found those students in the ESFL program scored significantly higher on the math portion of the Iowa Test of Basic Skills. They also performed better on the reading portion, but the difference was not statistically significant. A report in the May, 1997 issue of Developmental Psychology suggests based on the latest research on reading, that knowing a second language can help a child comprehend written language faster and perhaps learn to read more easily. Second Languages 2004 17 Modern Foreign Languages Listening Skills Foreign language study has been shown to enhance listening skills and memory (Rattle, 1968), and the development of second language skills can contribute a significant additional dimension to the concept of communication. Cognitive Children who have studied a foreign language show Development greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills (Foster and Reeves, 1989; Landry, 1973; Rafferty, 1986; Ginsburg and McCoy, 1981; Bamford and Mizokawa, 1991). With respect to cognitive abilities, Ginsburg and McCoy (1981) cited research findings to support that when students learn another language at the elementary level and there is good program articulation, second language students advance more rapidly than monolingual students in cognitive abilities, independent of IQ. Regarding creativity, in the Landry (1973) and Kessler and Quinn (1980) studies, students who studied a second language in elementary school scored significantly higher on tests of divergent thinking as measured in terms of figural fluency and figural flexibility independent of age and IQ. Recent research indicates that “the length of time students study a foreign language relates directly and positively to higher levels of cognitive and metacognitive processing” (Rosenbusch, 1995). Cultural Children who have studied a foreign language develop a sense Pluralism of cultural pluralism, openness to and appreciation of other cultures (Carpenter and Torney; Hancock and Lipton et al.; Lambert and Tucker). Self-Concept Children studying a foreign language have an improved self-concept and sense of achievement in school (Genesee; Holobow et al.; Masciantonio). Second Languages 2004 18 Modern Foreign Languages Previous Second language learning in the elementary school, especially Knowledge at its beginning stages is less dependent on previous verbal learning than are most other elements of the curriculum. This factor allows some students to succeed who have otherwise experienced repeated failure in school. In a study (Holobow et al. 1987) working class students did just as well in French as middle class students, even though their English skills were not as good. Foreign Languages in the Secondary Schools SAT Scores During the past several years, data from the Admissions Testing Program of the College Board definitely show a positive correlation between SAT scores and the study of foreign languages. According to Profiles, College-Bound Seniors, 1981, a publication of the Admissions Testing Program, of 922,919 seniors tested, 13.6 percent had taken no foreign language courses. For this group the mean SAT score on the verbal portion of the test was 366; on the math portion it was 409. Length of Study Some studies have found that students who learn a foreign language have higher verbal and math SAT scores than students who have not had foreign language (College Entrance Examination Board 1992; Cooper, 1987). Data from Profiles, College-Bound Seniors, 1984 and 1990, tell essentially the same story. Again, sheer time spent taking a subject appears to relate to a better test score, and concentration on foreign languages for periods of four or more years results in the highest SAT-verbal average of any of the subject group. (Thomas C. Cooper. "Foreign Language Study and SAT-Verbal Scores." The Modern Language Journal ,Volume 71, Number 4, Winter 1987.) ACT and A study by Olsen and Brown (1989) supports that English Foreign and mathematics performance levels of students who have Languages studied a foreign language in high school are higher than those of students who have not. In prior research that controlled for variations in students' ability, the English and math performance levels of students who had studied a foreign language tended to be higher than those of students who had not. (Wiley; Eddy; Bastian; Timpe; Skelton; Olsen and Brown). Further and more detailed study of interrelations among parts might reveal, as suggested by Jarvis, that the mental processing skills required to do mathematics problems are also developed by language processing and vice versa. Second Languages 2004 19 Modern Foreign Languages Career Global language competency, cultural sensitivity, political and economic awareness, flexibility, and computer skills are the five skills needed to compete in the global marketplace of today and into the 21st century. (Careers, 2000) Second language learning provides a competitive edge for all students regardless of their chosen career path, and addresses a shortage of workers in virtually every field that uses languages to communicate successfully. (NASBE – The Complete Curriculum, 2003) Status of Modern Foreign Languages in North Carolina Enrollment The Public Schools of North Carolina Statistical Profile reports that the modern foreign language enrollment for K-12 students during the 2002 - 2003 school year was just under 350,000 students. Spanish is the language of choice followed by French, Latin, German, Japanese, and other languages. Currently, students begin their study of a second language at different entry points (reflected by the beginning and continuing headings for some objectives in this Standard Course of Study). Fifty-two percent of high school students are studying another language compared with twenty percent at the middle school level and twenty-seven percent at the elementary level. Programs Contributing to the diverse second language learning opportunities is the variety of programs available in North Carolina. FLES, Immersion, Content-Enriched, Exploratory, Beginning Sequential programs, International Baccalaureate, and Spanish for Native Speakers are a few of the programs found at the elementary, middle and high school level. These programs differ not only in their overall goals but also in the amount of time students are engaged in the language, in the level of proficiency they reach, and in the types of resources and activities used in the classroom. Second Languages 2004 20 Modern Foreign Languages ELEMENTARY PROGRAMS Foreign Language in the Elementary School (FLES) FLES classes usually meet from two to five times a week for 20 to 40 minutes. FLES programs form the majority of elementary programs in North Carolina. These programs emphasize the development of the four language skills of listening, speaking, reading, and writing. The primary focus is on understanding and speaking with the teaching of culture integrated throughout the program. Immersion Programs Dual Language Programs * In total immersion programs, the entire school day is spent in the foreign language during the first two to five years of instruction. * In partial immersion programs, the foreign language is used during half of the school day. The focus of immersion programs is to help students become proficient in the target language while mastering subject content from other disciplines. In immersion programs, the “regular” curriculum is taught in the foreign language. A variation of immersion programs includes dual language (two-way bilingual) programs. These programs group native speakers of English with native speakers of the target language. Instruction is provided both in English and in the target language on alternate days, according to academic subjects, or according to a daily schedule (morning in one language and afternoon in the other). Content-Enriched Programs Content-enriched classes usually meet from two to five times a week 20 to 40 minutes. In content-enriched programs, students develop foreign language skills while reinforcing their study of math, science, social studies, or another subject area. Figure 3. Elementary School Foreign Language Programs in North Carolina Second Languages 2004 21 Modern Foreign Languages MIDDLE SCHOOL PROGRAMS Exploratory Programs Exploratory programs can vary in length from a few weeks to one semester. These programs are usually short term. These programs are mostly found at the middle school level. Exploratory programs are non-sequential. They introduce students to one language and culture and do not lead to the development of communicative proficiency. Beginning Sequential Programs Beginning sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. Many students begin the study of another language at the middle school level. These programs focus on the development of communicative proficiency with culture being integrated throughout the program. Listening and speaking skills are developed first followed by reading and writing skills. Depending on the extent of the program, beginning sequential programs may allow students to place out of some foreign language classes at the high school level. Continuing Sequential Programs Continuing sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. Students who have participated in an elementary program pursue the development of their language skills in continuing programs. Continuing programs allow students to take the language without any major break in the sequence. With adequate instructional time, continuing programs allow students to place out of some foreign language classes at the high school level. Figure 4. Middle School Foreign Language Programs in North Carolina A few middle schools and elementary schools in North Carolina are implementing pre-IB programs to prepare their students to be successful in the high school IB program. Only schools approved by the International Baccalaureate Organization are authorized to offer the curriculum and to present candidates for the examination. At the high school level programs such as Advanced Placement, International Baccalaureate, and Spanish for Native Speakers complement the “traditional” programs. Second Languages 2004 22 Modern Foreign Languages HIGH SCHOOL PROGRAMS Traditional Programs These programs form the majority of programs at the high school level. They start at level I and continue to a possible level VIII in high schools following a block schedule. High school programs are geared toward the development of communicative proficiency in the four language skills and the understanding and appreciation of other cultures. Because the course length has been shortened by 30 hours in a block schedule, careful examination of what students can realistically learn at each level of instruction must take place. Locally-developed pacing guides are helpful to address this concern. Advanced Placement Program (AP) The AP program is an opportunity for students to pursue college level studies while in secondary schools. The AP program offers a variety of courses for students who have gone beyond a high school level III or IV. They are: AP French Language, AP French Literature, AP German Language, AP Spanish Language, and AP Spanish Literature. The AP language courses emphasize the use of active communication. The AP literature courses are an introduction to representative works of prose, poetry, and drama from different periods. Literature courses may or may not have a required reading list; however, the content of the courses is geared toward helping students do well on the AP examination. International Baccalaureate The International Baccalaureate (IB) Program is a rigorous two-year curriculum leading to examinations. The general objectives of the program are to provide students with a balanced education; to facilitate geographic and cultural mobility; and to promote international understanding through a shared academic experience. Spanish for Native Speakers A complete description for this course can be found in the section preceding the Spanish for Native Speakers curriculum. Figure 5. High School Foreign Language Programs in North Carolina Second Languages 2004 23 Modern Foreign Languages PROGRAM DESCRIPTION Introduction The North Carolina K-12 program in modern foreign language studies is designed to afford students the opportunity to develop communicative competence in another language and cultural appreciation of cultures speaking that language. The Second Language Standard Course of Study establishes the competency goals and objectives needed to achieve these aims. It is designed to address the study of languages such as French, German, Spanish along with other less commonly taught languages, and Japanese with some adaptation. The Latin and Spanish for Native Speakers Standard Course of Study are addressed separately in this document. Program Goals The Standard Course of Study is organized in seven overarching goals adapted from the Standards for Foreign Language Learning: Preparing for the 21st Century. The goals are not listed in order of importance; however, the goal of communication plays a central role since it is through communication that the other goals can be met. Language is used to talk about content, it is used in the community, it is used to compare with one’s own language and is used to “gain knowledge and understanding of the cultures that use that language” (SFFLL, p. 27). Therefore, it is impossible to address one goal without connecting to another one. At each grade level or course throughout the entire sequence, students should exhibit increased proficiency in the following areas. Goal 1: Interpersonal Communication - The learner will engage in conversations and exchange information and opinions orally and in writing in the target language. Goal 2: Interpretive Communication - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Goal 3: Presentational Communication - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Goal 4: Cultures - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Goal 5: Comparisons - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Goal 6: Connections - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Second Languages 2004 24 Modern Foreign Languages Goal 7: Communities - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Communication Communication is at the heart of foreign language study. The ability to communicate is increasingly important in a global world. For American students, the ability to function directly in at least one language other than English will become increasingly important in the rapidly shrinking, interdependent world of the twenty-first century... They must be able to participate appropriately in face-to-face interaction with members of other societies, and they must also be able to interpret the concepts, ideas, and opinions expressed by members of these societies through their media and their literatures. (SFFLL, p. 35). To be communicatively competent in a foreign language, a student must convey and receive messages successfully by combining the knowledge of the language system with the knowledge of the cultural conventions. For this reason, culture and language are closely intertwined. The Standards for Foreign Language Learning characterize communication in three communicative modes that place primary emphasis on the context and purpose of the communication (Brecht & Walton, 1994). The three modes are: 1. The Interpersonal Mode 2. The Interpretive Mode 3. The Presentational Mode Second Languages 2004 25 Modern Foreign Languages Framework of Communicative Modes (SFFLL, p. 33) INTERPERSONAL INTERPRETIVE PRESENTATIONAL DEFI NI TI ONS Direct oral communication (e.g., face-to-face or telephonic) between individuals who are in personal contact Direct written communication between individuals who come into personal contact Receptive communication of oral or written messages Mediated communication via print and non-print materials Listener, viewer, reader works with visual or recorded materials whose creator is absent Productive communication using oral or written language Spoken or written communication for people (an audience) with whom there is not immediate personal contact or which take place in a one-to-many mode Author or creator of visual or recorded material not known personally to listener P AT HS Productive abilities: speaking, writing Receptive abilities: listening, reading Primarily receptive abilities: listening, reading, viewing Primarily productive abilities: speaking, writing, showing C K U N L O T W U L R E A D L G E Knowledge of cultural perspectives governing interactions between individuals of different ages, statuses, backgrounds Ability to recognize that languages use different practices to communicate Ability to recognize that cultures use different patterns of interaction Knowledge of how cultural perspectives are embedded in products (literary and artistic) Knowledge of how meaning is encoded in products Ability to analyze content, compare it to information available in own language and assess linguistic and cultural differences Ability to analyze and compare content in one culture to interpret U.S. culture Knowledge of cultural perspectives governing interactions between a speaker and his/her audience and a writer and his/her reader Ability to present cross-cultural information based on background of the audience Ability to recognize that cultures use different patterns of interaction KNOWLEDGE OF THE LINGUISTIC SYSTEM The use of grammatical, lexical, phonological, semantic, pragmatic, and discourse features necessary for participation in the Communicative Modes Figure 6. Modes of Communication Second Languages 2004 26 Modern Foreign Languages Interpersonal The learner will engage in conversation, express and Mode exchange information and opinions orally and in writing in the target language. The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be made accordingly. As a result, there is a higher responsibility of ultimately achieving the goal of successful communication in this mode than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or of electronic mail (E-mail) messages (SFFLL, p. 32). Interpretive Mode The learner will understand and interpret written and spoken language on a variety of topics in the target language. In the interpretive mode the listener, viewer, or reader works with visual or aural materials whose creator is absent. In this mode, there is no opportunity to negotiate meaning and to interact with the author of the text. The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of “one-way” reading or listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches (SFFLL, p. 32). Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it requires a much more profound knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretation of a written or spoken text (SFFLL, p. 33). Presentational The learner will present information, concepts and ideas Mode to an audience of listeners or readers on a variety of topics in the target language. The Presentational Mode refers to the creation of messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. Examples include the writing of reports and articles or the presentation of speeches. These examples of “one-way” writing and speaking require a substantial knowledge of the language and culture from the outset, since the goal is Second Languages 2004 27 Modern Foreign Languages to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines”(SFFLL, p. 34). Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. The study of another language enables students to understand a different culture on its own terms. The exquisite connections between the culture that is lived and the language that is spoken can only be realized by those who possess a knowledge of both. American students need to develop an awareness of other people’s views, of their unique way of life, and of the patterns of behavior which order their world, as well as learn about contributions of other cultures to the world at large and the solution they offer to the common problems of humankind (SFFLL, p. 43). In this document, culture is perceived as being composed of the perspectives (the way people perceive things: their beliefs, attitudes, values, ideas), the practices (what people do: their patterns of social interactions), and the products (what people create: their books, tools, laws, foods, etc.), both tangible and intangible, of a society. These three components are closely interrelated. Just as the perspectives of a society influence the social practices and the products created by that society, often the practices and products are interrelated and influence one another. Perspectives (Meanings, attitudes, values, ideas) Practices Products (Patterns of social interactions) (Books, foods, laws, music, games) Figure 7. Relationship among perspectives, practices, and products Second Languages 2004 28 Modern Foreign Languages This goal concerns itself with what has been commonly referred as Culture with a “Big C” e.g., the arts, music, architecture, literature, and culture with a “little c” e.g., daily customs, way of life, realia, gestures. Students should be able to know what to say, when to say it, and to whom in any given situation. For this reason, knowledge and understanding of the formal high culture (Big C) and the popular deep culture (little c) are essential if students are to interact effectively with native speakers of another culture. Because language and culture are so closely interconnected and because language influences and is influenced by the products, practices, and perspectives of a society, it is hoped that the target language will be used to illustrate and discuss the perspectives, practices and products of that society. However, there may be times when the complexity of the concepts to be discussed may warrant the use of English especially in the earlier stages of language learning. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Students benefit from language by discovering different patterns among language systems and cultures. Through the study of a new language system and the way such a system expresses meanings in culturally appropriate ways, students gain insights into the nature of language, linguistic and grammatical concepts, and the communicative functions of language in society, as well as the complexity of the interaction between the language and culture (SFFLL, p. 53). There is a commonly held notion that learning another language is beneficial to the understanding of one’s own language and culture. It is when students are faced with learning different concepts, different word order, different ways of communicating the same idea that they begin to understand that all languages and cultures are not like their own. By comparing their own language and culture to the one they are learning, they gain some insights into languages and cultures in general. They “cease to make naive assumptions about other languages and cultures solely based upon knowledge of their own” (SFFLL, p. 53). Second Languages 2004 29 Modern Foreign Languages Connections The learner will acquire, reinforce and further his/her knowledge of other disciplines through the foreign language. Foreign language learning expands the educational experience of all students by connecting with other disciplines in the school curriculum either formally or informally...The conscious effort to connect the foreign language curriculum with other parts of students’ academic lives opens doors to information and experiences which enrich the students’ entire school and life experience. Those connections flow from other areas to the foreign language classroom and also originate in the foreign language classroom to add unique experiences and insights to the rest of the curriculum (SFFLL, p. 49). In real life, learning is interdisciplinary and does not occur in isolation. Similarly, students involved in the study of another language need to talk and/or write about some content. The foreign language class, at all levels of the curriculum, is the appropriate forum for the reinforcement of concepts and information introduced in other disciplines. Interdisciplinary reinforcement serves several purposes: • It allows students to expand and deepen their understanding of other areas of the curriculum. • It makes the foreign language relevant. • It engages and motivates students. • It validates what the students already know. • It contributes to the entire educational experience of students. In immersion and/or content-based programs, students develop language skills by using the language as a medium to learn other subjects. In these programs, the curriculum of that discipline determines the kind of language to be introduced. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. This goal focuses on the application of the language within and outside the school setting throughout a person’s life. The foreign language becomes more motivating and meaningful when students have the opportunity to experience it in the real world. Second Languages 2004 30 Modern Foreign Languages They find that their ability to communicate in other languages better prepares them for school and community service projects, enables them to expand their employment opportunities both at home and abroad, and allows them to pursue their own interests for personal benefit. Ultimately, as a result of their ability to communicate in other languages, students realize the interdependence of people throughout the world (SFFLL, p. 59). North Carolina is a very diverse state actively recruiting business from international firms. Also, the number of limited English-proficient students in our schools is growing at a fast rate. Therefore, there are many opportunities to draw on the resources within the state. In addition, modern technology can aid students in this endeavor. The Internet, e-mail, and satellite broadcasts are just of few of the options available to students for practicing their language outside of the school setting. Strands Traditionally, foreign language study was broken down into the teaching of listening, speaking, reading, writing, and culture. Students progressed from one skill to the other in sometimes contrived activities structured to address one skill at a time. While these skills remain important, they rarely take place in isolation in real life but instead are interrelated as communication takes place - people communicate with an audience for a purpose, they listen to speeches or presentations, they participate in conversations, they react to what they read or hear and they write what they hear. Also, as they engage in these activities they are aware of the conventions of language and culture. The listening, speaking, reading, and writing skills run through each one of the seven goals and are needed to accomplish the individual objectives listed under those goals. The skills evolve progressively according to language acquisition theory since, in order to become effective communicators, students need to “develop increasing control of the language and its convention” (NC English Language Arts Standard Course of Study, 1999) when they listen, speak, read, and write. For this reason, it is important to ensure that classroom activities correspond to the level of language of the students, as well as to their cognitive development, and that they take place within a communicative context with an audience and a purpose. The way the four skills are addressed in this document differs from previous documents because of: • the interconnectedness of all four skills (listening, speaking, reading, and writing) • the application of the listening, speaking, reading, and writing skills within an interpersonal, interpretive, and presentational context. Second Languages 2004 31 Modern Foreign Languages Listening The listening skill is a receptive skill present in the interpersonal and interpretive modes. It is mostly subsumed in the interpersonal mode where students must understand what they hear in order to make sense of it and respond as needed. However, it plays an important part in the interpretive mode where students are involved in “one-way” listening and where they interpret or “listen between the lines” of the text they hear. According to the American Council on the Teaching of Foreign Languages (ACTFL) Guidelines, novice learners of the language are able to understand short and some sentence-length utterances from familiar materials. They can comprehend words and phrases from simple questions, statements, high frequency commands and courtesy formulae, and pick out main ideas and key words from familiar materials such as conversations, dialogs, short narratives, songs, rhymes, games, advertisements, simple stories and literary texts. As their listening skills expand, intermediate students are able to understand simple questions and answers, simple statements and simple face-to-face interaction, and understand main ideas and some supporting details from a variety of texts including simple face-to-face conversations, radio/television broadcasts, announcements, simple instructions, and simple lectures. Advanced learners are able to get main ideas and most supporting details of connected discourse on a variety of topics beyond the immediacy of the situation. They can understand abstract topics in a familiar context and face-to-face speech in standard dialects with some repetition. They listen to texts which include interviews, one-way communications such as radio/television broadcasts, announcements, instructions and directions, reports primarily dealing with factual information, narratives, and short lectures on familiar topics. Speaking The speaking skill is a productive skill present in both the interpersonal and the presentational modes. The interpersonal mode, where active negotiation of meaning among individuals prevails, differs from the presentational mode which is characterized by “one-way” speaking where the ultimate goal is to ensure that the audience can interpret the messages they hear. At the beginning level, the novice learners can communicate minimally to satisfy basic requirements. They produce isolated words and learned phrases and ask questions or make statements involving learned material. They do so in basic conversations, interviews, and short presentations. At the continuing level, the intermediate learners create with the language by combining and recombining learned elements. They initiate and minimally sustain communicative tasks, and ask and answer questions. They are engaged in conversations, story telling, plays, skits, short reports, and poetry. Second Languages 2004 32 Modern Foreign Languages At the advanced level, the learners converse in clearly participatory fashion, initiate, sustain and bring to closure a variety of communicative tasks, and satisfy the requirements of school and work situations. They can narrate and describe in the present, past, and future time. They take part in conversations both face-to-face and on the telephone. They might be involved in debates, surveys, polls, and interviews. They present speeches, reports, and presentations. Reading The reading skill is a receptive skill found in the interpersonal and in the interpretive modes. In the interpersonal mode, the learners make sense of written communication exchanged between individuals who come into personal contact and ask for clarification of meaning when the message they read is not clear. The interpretive mode involves the receptive communication of written messages communicated via print and non-print materials. The novice learners identify isolated words and/or major phrases when strongly supported by context. They can pick out main ideas from familiar materials. They are able to read for instructional and directional purposes standardized messages, phrases and expressions, menus, schedules, time tables, maps, signs, forms, ads, and correspondence. The intermediate learners at the continuing level understand main ideas and/or some supporting details from texts dealing with a variety of personal and social needs. Some possible texts may include newspapers, maps, simple instructions, memos and messages with social purposes, simple labels and postcards, ads and labels, public announcements, instructions, descriptions of persons, places, and things. The advanced readers are able to read longer prose of several paragraphs in length. They understand the main idea and supporting facts and details and can understand abstract topics in a familiar context. Some texts may include short narratives, simple short stories, news items, bibliographical information, personal correspondence, routine reports, literary works, and academic texts. Writing The writing skill is a productive skill found both in the interpersonal and the presentational modes. In the interpersonal mode, writing involves direct communication between individuals who come into personal contact whereas in the presentational mode, it addresses productive communication with an audience with whom there is no immediate personal contact. The novice learners are able to copy and transcribe simple materials. They can list, identify and label. They can supply basic biographical information on simple forms and documents. They can write simple phrases and sentences using familiar materials. Students can write cards, simple letters, and e-mail messages. They can fill in forms and write simple captions. Second Languages 2004 33 Modern Foreign Languages The intermediate learners can meet practical needs and limited social demands. They can take notes, write simple letters or e-mail messages, brief summaries, and paragraphs. The advanced learners can write routine and more formal social correspondence. They can write discourse of several paragraphs, summaries, narratives and descriptions of a factual nature. They are involved in the writing of correspondence, notes, résumés, reports, dialogue journals, and poems. Communications Learning another language is a process requiring active mental and Language engagement. “Research shows that effective language learners Learning use specific strategies to enhance their learning, retention, and Strategies application of the language” (SFFLL, p. 30). However, students do not necessarily have access to a large repertoire of communications and language learning strategies. For this reason, foreign language teachers may consider the teaching and modeling of strategies such as previewing, skimming, scanning, asking for clarification, deriving meaning from context, making inferences, and predicting within their classroom. Learning strategies benefit all students since even those who use some strategies effectively can be taught additional ones. Students are also able to apply effectively these strategies to learning tasks in other disciplines. Broadening the scope of language learning strategies is an integral part of the language programs. Students are able to apply the strategies that work best long after they leave the classroom for a lifetime of learning (SFFLL, p. 31). The Role In the study of a foreign language, mastery of grammar used to of Grammar equate to success in language ability. It was thought that if students knew the grammar, they would automatically be able to transfer this knowledge to the speaking and writing skills and to apply it to a communicative setting. Too often, grammar practiced in drills and unrelated exercises became the focus of instruction. However, in the 1980’s the proficiency movement challenged the notion of grammar for its own sake and reinforced the idea that breaking down and analyzing language components at any stage does not lead to effective language production. The main goal of foreign language instruction is to develop communicative proficiency. Grammar provides the essential framework for supporting meaning and communication. Without grammar it would be difficult to make sense of the words. Grammar dictates the word order and therefore influences the meaning. The challenge is to keep grammar contextualized. In the foreign language classroom, the context determines the grammatical elements which need attention. While students develop as speakers and writers, their competence to manipulate the language and to create more complex and sophisticated sentences increases. This ability is inherently tied to the Second Languages 2004 34 Modern Foreign Languages interaction students have with those around them and to their attempt to understand the world. Their language is tailored to the specific audiences. In this manner, grammar and communication become mutually inclusive. The Role of Technology has revolutionized the way we live. Traditionally, Technology foreign language teachers use a variety of technology resources (e.g., audio/video tapes, language labs, radio/TV, transparencies) to facilitate teaching and learning. Today, foreign language teachers have an array of technology tools (e.g., tool software, Internet, PDA’s, wireless computers, cable/satellite broadcasts, digital cameras, video/web conferencing, mobile phones) to facilitate teaching and learning by providing real-time access to native speakers and foreign language media resources. Teachers and students can use tool software (e.g., word processing, database, spreadsheet, multimedia, telecommunications) to collect, organize, analyze, present and share ideas/information with audiences near and far. As stated in the national standards for effective use of technology: • allows teachers and students to communicate orally and in writing with other speakers of the language outside of the confines of the classroom • opens the classroom to other cultures • provides unlimited access to a vast array of primary and secondary source materials The challenge for foreign language teachers is to create an environment which engages the student in authentic, culturally-appropriate, and meaningful experiences designed to stimulate the development of proficiency. In doing so, technology serves the instructional program, motivates students and allows them to apply many of the skills they have developed. The role of technology is addressed at greater length in the document Technology – The Common Language which is a guide for the integration of technology within the foreign language class. This document is available from the NC Department of Public Instruction. Second Languages 2004 35 Modern Foreign Languages ORGANIZATION OF THE MODERN FOREIGN LANGUAGE CURRICULUM Overview Students across North Carolina begin the study of another language at different grade levels anywhere along the K-12 continuum. Therefore, the Second Language Standard Course of Study is designed to address multiple entry points. It recognizes that all students start acquiring a second language in the same way, although they may participate in different learning activities ,which are appropriate to their ages, interests, and experiences. Goals The curriculum is organized around 7 goals, which are the same for all students K-12. They define the major purposes and program outcomes for a foreign language education. They are: COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION COMPETENCY GOAL 4: CULTURES COMPETENCY GOAL 5: COMPARISONS COMPETENCY GOAL 6: CONNECTIONS COMPETENCY GOAL 7: COMMUNITIES The goals are not listed in order of importance; all are interconnected and dependent on one another. Objectives For each goal, there are objectives which are specific to each grade and/or course. The purpose of these objectives is to define what students are expected to know and be able to do to achieve the stated goal. The objectives must coincide with the stages of language development and with the cognitive level of the student. As the objectives show progression from one level to the next, the numbering may vary from level to level to accommodate that progression. Second Languages 2004 36 Modern Foreign Languages Elementary Objectives at K-5 are stated grade by grade but repeated within grade ranges K-2 and 3-5. Students may begin second language study at anytime K-5. Moreover, there is great variation in the amount of instructional time, in both numbers of days per week and number of minutes per session. Teachers need to modify the stated objectives to match the amount of time a student receives second language instruction. Middle Grades For grades 6-8, there are two sets of objectives, which are stated Beginning and grade by grade but often repeated at grades 6,7, and 8. One set of Continuing objectives is for the beginning sequence and is designed for students starting second language instruction at the middle grades. The second set is for the continuing sequence and addresses the needs of students who began second language study in the elementary grades. However, middle grades teachers will have to examine carefully the prior instructional experiences of their students in order to choose the appropriate instructional objectives for their program. Students who studied a second language for only a year or two prior to middle school, who had minimal instruction (once a week or less), and who stopped language study for a year or more generally would be unable to meet the continuing objectives. Middle Grades A separate set of objectives are included for middle grades Exploratory exploratory programs which are typically 6-9 weeks in duration and which focus on an introduction to the study of one language, usually Spanish or French. Because instructional time is minimal, students are not expected to move toward the development of communicative proficiency and will be able to address some of the objectives only in English. High School The High School objectives have been developed generically for four courses-- Level I, Level II, Level III, and Level IV. These objectives reflect the sequential nature of language development, the progressive acquisition of cultural knowledge, and the increasing ability to apply language and culture in an authentic setting. Students who come to high school with previous language experience should be assessed to determine the level or course at which to begin their high school instruction. Grade Focus For each grade and/or level a focus section outlining the main and Course emphases for that specific grade level is included. Description For high school courses (levels I-IV) the information in the focus section is a brief description of the course. Second Languages 2004 37 Modern Foreign Languge MODERN FOREIGN LANGUAGES GOALS COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Second Languages 2004 38 Modern Foreign Languages ELEMENTARY GRADES K-2 (Beginning Sequence) Goal In the K-2 Foreign Language at the Elementary School (FLES) program, the primary goal is the development of listening and speaking and cultural awareness through concrete experiences. However, one must not forget that language acquisition begins with listening. For this reason, “Successful language learning activities emphasize comprehension rather than speaking at the beginning stages” (Curtain and Pesola, 1988). Content Learners in Grades K-2 begin with content topics close to the self, the home, and the school. Topics can include family, friends, home, house, etc. The topics are selected from the K-2 school curriculum and are introduced in a meaningful communicative context involving concrete activities aimed at developing language and reinforcing content from other disciplines. Age appropriate literature, arts, music, and games are also an integral part of the K-2 second language program. Communication Most of the practice in the early grades is in a social setting. Children are involved in interpersonal communication by participating in simple face-to- face interactions with classmates, teachers, family, and visitors. They engage in interpretive communication by following directions and commands, and by demonstrating their understanding of simple questions, everyday words, and statements relating to their immediate environment. They learn songs, recite poems, and give oral commands as they participate in presentational communication targeted to other students, parents, community members, other classes, and other teachers. Reading and At this level, reading and writing are not introduced. Instead, Writing emphasis is placed on the oral language development necessary for students to become good readers and writers later on. Students are introduced to story telling and story reading using big books and other predictable stories. In addition, they are surrounded by environmental print. Second Languages 2004 39 Modern Foreign Languages Grammar Grammar is not ignored but is learned indirectly. Because grammar represents concepts which are too abstract for young children, it is acquired more effectively when it is from context and when attention is given to function rather than terminology. Instructional Successful language learning activities are geared to the children’s Techniques interest level and motor skills. Because primary age children have a short attention span and tire quickly, instructional techniques are varied and are age appropriate. They involve large muscle physical activities such as Total Physical Response (TPR), concrete experiences and language experience approach (LEA), dramatic and role play, along with the use of visuals, manipulatives, realia, songs, games, and rhymes. When available, realia, songs, games, and rhymes of the target culture(s) are incorporated as a way to gain some insight into other cultures. Immersion In Immersion programs, the regular school curriculum is taught through Programs the second language. In a full immersion program the curriculum is taught in the target language for the entire day, whereas in a partial immersion program only a part of the curriculum is delivered in the target language. The goals and objectives which follow will have to be adapted for immersion programs. Because students use the language for longer and more frequent periods of time, they will develop higher levels of proficiency than their counterparts in a FLES program. In addition, the objectives of immersion also include those of the Standard Course of Study in all content areas at the appropriate grade level. Dual In Dual Language Programs students from two different language Language backgrounds receive academic instruction in two “target” languages. This Programs program also includes the grade level objectives of the Standard Course of Study in all content areas. The following Modern Foreign Language objectives will have to be adapted for dual language programs. In addition any ESL instructional objectives will be provided through the English Language Development Standard Course of Study. Second Languages 2004 40 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten The Kindergarten program described in this document begins a sequence of instruction leading to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the kindergarten curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher. Students communicate through basic words and short memorized phrases within a given context. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally. 1.05 Exchange personal information orally with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about the immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons). 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 41 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name people, places, and things using simple words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Give oral commands. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the kindergarten class. 6.02 Recognize and apply learning strategies and processes from other disciplines. 6.03 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 42 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 43 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 The Grade 1 program described in this document is sequential and leads to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades and/or it extends and strengthens skills and concepts introduced during the previous year of study. The stated objectives can be applied for both beginning and continuing programs. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the first grade curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher and with one another. Students communicate through basic words and short memorized phrases within a context. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally. 1.05 Exchange personal information with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about the immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons). 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 44 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using simple words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Give oral commands. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the first grade class. 6.02 Recognize and apply learning strategies and processes from other disciplines. 6.03 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 45 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 46 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 The Grade 2 program described in this document is sequential and leads to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades and/or it strengthens and extends concepts and skills introduced during the previous year(s) of study. The stated objectives can be applied for both beginning and continuing programs. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the second grade curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face-to-face interaction with the teacher and their peers. Students communicate through basic words and short memorized phrases within a given context. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally with each other. 1.05 Exchange personal information with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken and written words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words and phrases in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons) and make inferences based on the information presented. 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 47 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Retell a simple story orally with visual cues and prompting. 3.04 Give clues and commands orally. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the second grade class. 6.02 Share information when prompted about topics from other disciplines, in the target language. 6.03 Recognize and apply learning strategies and processes from other disciplines. 6.04 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 48 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 49 Modern Foreign Languages ELEMENTARY GRADES 3-5 (Beginning and Continuing Sequences) Goal The primary goal of the 3-5 program is the progressive development of proficiency -- the ability to communicate purposefully. A child says, “ I am cold” “I want some water,” or “where is my coat?” with a purpose in mind. He/she writes a birthday card or a brief letter for a reason. Each of these tasks requires a certain amount of communicative ability involving the skills of listening, speaking, reading, and writing. However, one must not forget that language acquisition begins with listening. For this reason, listening comprehension will take precedence over speaking at the beginning stages. Content Learners at grades 3-5 begin with content topics which represent the self and family and become acquainted with community and other parts of the world. At their age, they are “at a maximum of openness to people and situations different from their own experience. For these students a global emphasis is extremely important...”(Curtain and Pesola, p. 67). Content is drawn from the 3-5 curriculum and is delivered through first-hand, concrete experiences which are deeply embedded in context. Reading and Reading and writing are introduced as natural extensions of oral Writing language. Much time is devoted to pre-writing and pre-reading activities in order to elicit prior knowledge. These activities help students generate ideas, vocabulary, and structures needed to accomplish a task. In addition, they show students that listening, speaking, reading, and writing are interrelated and are mutually supportive. Materials selected are age-appropriate and have a high interest level. They may include big books, class books, individual books, use of the Internet, CD-ROMs, folktales, legends, songs, rhymes, and games of the target culture(s). The amount of time devoted to reading and writing will vary depending on the students’ level of language and on the amount of time available for the language class. Second Languages 2004 50 Modern Foreign Languages Grammar Grammar provides the essential framework for supporting meaning. The language functions which are selected dictate the kind of grammatical structures to be introduced. At this level, grammar is learned indirectly and it is a part of a bigger context. Instructional Most of the communication is in face-to-face interactions with Strategies teachers. However, in the upper elementary grades, students can begin to work in pairs or groups as long as they are working on concrete tasks. Some students in the upper elementary grades may resist pair work with a member of the opposite sex. Through the elementary years, children learn best when they are involved in concrete situations accompanied by manipulatives and realia and when they have the opportunity to move. Technology is integrated with the program and is focused on developing communicative skills and cultural awareness. Immersion In these programs, the regular school curriculum is taught through Programs the second language. In a full immersion program the curriculum is taught in the target language for the entire day, whereas in a partial immersion program only a part of the curriculum is delivered in the target language. The goals and objectives which follow will have to be adapted for immersion programs. Because students use the language for longer and more frequent periods of time, they will develop higher levels of proficiency than their counterparts in a FLES program. In addition, the objectives of immersion also include those of the Standard Course of Study in all content areas at the appropriate grade level. Second Languages 2004 51 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 The Grade 3 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strengthens and extends concepts and skills introduced during the previous year(s) of language study. The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Pre-reading/writing activities through oral language. • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the third grade curriculum • Awareness of the importance of learning another language and culture Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics. Strands: Listening, Speaking, Reading, Writing COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact with the teacher and others using greetings, farewells, and expressions of courtesy orally and/or in writing. 1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 1.03 Ask and answer questions using learned material orally and/or in writing. 1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics. Second Languages 2004 52 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of spoken and written words, phrases, and statements relating to familiar topics. 2.02 Demonstrate understanding of oral and written questions about familiar topics. 2.03 Follow oral commands and written directions. 2.04 Identify main idea(s) from simple oral and written selections. 2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children’s stories) about familiar topics. 2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite poetry and sing songs. 3.03 Retell a simple story orally and/or in writing with visual cues and prompting. 3.04 Give directions and commands orally and/or in writing. 3.05 Write familiar words and phrases associated with visuals, props, or familiar contexts. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Objectives 4.01 Recognize and use learned non-verbal gestures, manners, and behaviors of the target cultures. 4.02 Recognize and use learned verbal greetings and idiomatic expressions of the target cultures. 4.03 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.04 Participate in activities and celebrations reflective of the customs and traditions of the target cultures. 4.05 Demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures. 4.06 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features. 4.07 Identify people and products and their importance to the target cultures. 4.08 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts. Second Languages 2004 53 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Identify the sound patterns of the target language and compare them to his/her own language(s). 5.02 Develop an awareness of the structural patterns (e.g., gender agreement, adjective placement) in the target language and his/her own language(s). 5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s). 5.04 Develop an awareness of the use of idiomatic expressions in the target language. 5.05 Identify connections among languages by recognizing cognates and loan words. 5.06 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.07 Identify similarities and differences of tangible products (e.g., toys, sport equipment, food) of the target cultures and his/her own culture(s). 5.08 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own culture(s). 5.09 Recognize some viewpoints and attitudes of people in both the target cultures and his/her own culture relating to family, home, school, work, and play. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the third grade class. 6.02 Share information with others about topics from other disciplines in the target language. 6.03 Recognize and apply learning strategies and processes from other disciplines. 6.04 Develop learning strategies in the target language which can be used in other disciplines. COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Interact with people of other cultures in the target language about familiar topics. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 54 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 4 The Grade 4 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strenghtens and extends concepts and skills introduced during the previous year(s) of language study. The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Communication including the skills of listening, speaking, reading, and writing • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the fourth grade curriculum • Awareness of the importance of learning another language and culture Reading and writing are introduced; however, much time is spent on pre-reading/writing activities through oral language. Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics. Strands: Listening, Speaking, Reading, Writing COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact orally and/or in writing with the teacher and others using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 1.03 Ask and answer questions using learned material orally and/or in writing. 1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics. Second Languages 2004 55 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 4 COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of spoken and written words, phrases, and statements relating to familiar topics. 2.02 Demonstrate understanding of oral and written questions about familiar topics. 2.03 Follow oral commands and written directions. 2.04 Identify main idea(s) from simple oral and written selections. 2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children literature) about familiar topics. 2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite poetry and sing songs. 3.03 Tell
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Title | Second language studies standard course of study and grade level competencies, K-12 |
Other Title | Second languages |
Contributor | North Carolina. Department of Public Instruction. |
Subjects |
Language and languages--Study and teaching--North Carolina--Handbooks, manuals, etc. Languages, Modern--Study and teaching--North Carolina--Handbooks, manuals, etc. |
Place | North Carolina, United States |
Description | Title from opening screen (viewed on October 1, 2012).; Includes bibliographical references (p. 216-224). |
Publisher | Public Schoola of North Carolina, State Board of Education, Department of Public Instruction |
Agency-Current |
North Carolina Department of Public Instruction |
Rights | State Document see http://digital.ncdcr.gov/u?/p249901coll22,63754 |
Requirements for Use | System requirements: Adobe Acrobat Reader; current access available via PURL. |
Physical Characteristics | 224 p. of electronic text : digital, PDF file. |
Collection | North Carolina State Documents Collection. State Library of North Carolina |
Type | Text |
Language | English |
Format |
Guides Instructional materials |
Digital Characteristics-A | 8028 KB; 224 p. |
Digital Collection | North Carolina Digital State Documents Collection |
Digital Format | application/pdf |
Related Items | http://worldcat.org/oclc/811564828/viewonline |
Audience | All |
Pres File Name-M | pubs_standardcoursestudy2004.pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
Full Text | Standard Course of Study and Grade Level Competencies SECOND LANGUAGE STUDIES K-12 Hola ! Guten Tag! PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction STATE BOARD OF EDUCATION Howard N. Lee, Chairman Raleigh Jane P. Norwood, Vice Chair Charlotte Kathy A. Taft Greenville Michelle Howard-Vital Wilmington Edgar D. Murphy Durham Evelyn B. Monroe West End Maria T. Palmer Chapel Hill Robert “Tom” Speed Boone Wayne McDevitt Asheville John Tate III Charlotte Beverly Perdue, Lieutenant Governor New Bern Richard Moore, State Treasurer Kittrell NC DEPARTMENT OF PUBLIC INSTRUCTION Patricia N. Willoughby, State Superintendent 301 N. Wilmington Street • Raleigh, North Carolina 27601-2825 • www.ncpublicschools.org In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, NC Public Schools administers all state-operated educational programs, employment activities, and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints should be directed to the Office of Curriculum and School Reform Services, 6307 Mail Service Center, Raleigh NC 27699-6307. Telephone (919) 807-3761; Fax (919) 807-3767 2004 xxii Second Languages TABLE OF CONTENTS Acknowledgments...........................................................................................................1 Preface ............................................................................................................................3 Modern Foreign Languages Philosophy...........................................................................................................6 Purpose.............................................................................................................. 12 Program Description ..........................................................................................23 Organization of the Curriculum..........................................................................35 Goals .................................................................................................................37 Elementary Grades K-2......................................................................................38 Kindergarten ..........................................................................................40 Grade 1 ..................................................................................................43 Grade 2 ..................................................................................................46 Elementary Grades 3-5 ......................................................................................49 Grade 3 ..................................................................................................51 Grade 4 ..................................................................................................54 Grade 5 ..................................................................................................57 Middle Grades 6-8 .............................................................................................60 Grade 6 (Beginning)...............................................................................64 Grade 7 (Beginning)...............................................................................68 Grade 8 (Beginning)...............................................................................72 Grade 6 (Continuing)..............................................................................76 Grade 7 (Continuing)..............................................................................80 Grade 8 (Continuing)..............................................................................84 Grade 6-8 (Exploratory) ......................................................................... 88 High School Levels I-IV/Advanced Placement Courses .....................................91 Level I....................................................................................................93 Level II ..................................................................................................97 Level III ............................................................................................... 101 Level IV............................................................................................... 105 Advanced Placement Courses .......................................................................... 109 AP Modern Foreign Language.............................................................. 110 AP Modern Foreign Language Literature ............................................. 114 Spanish for Native Speakers Preface............................................................................................................. 119 Purpose............................................................................................................ 120 Program Description ........................................................................................ 128 Goals ............................................................................................................. 134 SNS Level I ..................................................................................................... 135 SNS Level II.................................................................................................... 143 Latin Preface............................................................................................................. 154 Purpose............................................................................................................ 155 Program Description ........................................................................................ 158 2004 xxiii Second Languages Goals ............................................................................................................. 165 Middle Grades ................................................................................................. 166 Grade 6 – 8 (Exploratory)..................................................................... 168 Grade 7 (Beginning Sequence) ............................................................. 170 Grade 8 (Beginning Sequence) ............................................................. 172 Grade 8 (Continuing Sequence)............................................................ 174 High School Levels I-IV/ Advanced Placement Course.................................... 177 Latin I .................................................................................................. 179 Latin II ................................................................................................. 182 Latin III................................................................................................ 185 Latin IV ............................................................................................... 188 Advanced Placement Latin............................................................................... 191 Glossary ...................................................................................................................... 195 American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines..................................................................................... 203 Bibliography ............................................................................................................... 212 2004 1 Second Languages ACKNOWLEDGMENTS The Second Language Section from the Instructional Services Division of the Department of Public Instruction gratefully acknowledges the cooperation and assistance received from individuals and groups throughout the State in this current revision process. We wish to express special thanks to: • The Office of Instructional and Accountability Services for providing the leadership that guided the development of this document. • The many educators who participated in the current revision process by serving on curriculum committees, focus groups, and/or by reacting to draft documents. • The faculty members from the institutions of higher education who served on committees, provided input through focus groups, and reviewed draft documents. • The parents, business, and community members who contributed to this document in a variety of ways. In addition, we would like to express special gratitude and appreciation to the members of the Second Language Advisory Board who devoted their time, energy, and expertise to the development of the 1999 North Carolina Second Language Standard Course of Study: Janis Antonek - Teacher Trainer - UNC-Greensboro. Lori Brown - German Teacher - Buncombe County. Marta Casali-McLeod - Spanish Teacher - Union County. Bonita Cavender - Spanish Teacher - Pender County. Constance Colby - Spanish Teacher - Carteret County. Kathy Dean - Parent - Wake County. Helga Fasciano - German Teacher - Hickory City. Laura Feregrino - French and Spanish Teacher - Wake County. Jo Garrison - German Teacher - Wake County. Martha Giraldo - Spanish Exchange Teacher - Perquimans County. Betty Griffiths - French Teacher - Winston-Salem/Forsyth. Nathan Hester - French Teacher - Chapel Hill/Carrboro. Tammy Kasserman - Spanish Teacher - Winston-Salem/Forsyth. Ryuko Kubota - Teacher Trainer - UNC-Chapel Hill. Natalie Kulibaba - French Exchange Teacher - Surry County. Danny McDowell - French and Spanish Teacher - Sampson County. Kelly Price - Central Office Supervisor - Charlotte/Mecklenburg Schools. Anne Thibodeau - French and Spanish Teacher - Haywood County. Kathy Vaughan - Spanish Teacher - Wilson County. Carol Zimmerman - French and Spanish Teacher - Wake County. Fran Hoch - Section Chief - NC Department of Public Instruction. Bernadette Morris - Second Language Consultant - NC Department of Public Instruction. as well as the members of the 2004 Second Language Advisory Board who devoted their time, energy and expertise to the 2004 revision of the North Carolina Second Language Standard Course of Study: 2004 2 Second Languages Modern Foreign Languages Neil Bolick – Spanish Teacher – Catawba County Regina Brandon – French Teacher – Charlotte/Mecklenburg Pat Cotton – Spanish Teacher – Wake County Cinnamon Hunter – Spanish Teacher – Guilford County Tammy Kasserman – Spanish Teacher – Winston-Salem/Forsyth County Jo Garrison – German Teacher – Wake County Lee Howard – Latin Teacher – Clinton City Ryuko Kubota – Teacher Trainer – UNC Chapel Hill Erin Mcguire – Spanish Teacher – Ashe County Bernadette Morris – French consultant Kelly Price – Central Office Supervisor – Charlotte/Mecklenburg Jacqui Reher – German/Spanish Teacher – Wake County Tom Skinner – German Teacher – Charlotte/Mecklenburg Mimi Stapleton – Parent – Wake County Ken Stewart – Spanish Teacher – Chapel Hill/Carrboro City Beth Thompson – Latin Teacher – Charlotte/Mecklenburg Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction Spanish for Native Speakers Diana Beddow - Teacher - North Johnston High School, Johnston County Ann Borisoff-Rodgers - Supervisor - Pitt County Rose D. Cline - Teacher - Lexington Senior High School, Lexington City Ximena del Corral - Supervisor - Buncombe County Schools Nhora Gomez-Saxon - Teacher - South Mecklenburg High School, Charlotte Mecklenburg Tom Haitema - Teacher - Fike High School, Wilson County Schools Liliana Mahecha - Teacher - Independence High School, Charlotte Mecklenburg Jennifer Pearsall - Supervisor - Charlotte Mecklenburg Cecilia Rodriguez Pino - Teacher Trainer - New Mexico State University Kelly Price - Supervisor - Charlotte Mecklenburg Cynthia Rush - Teacher - East Henderson High School, Henderson County Pam Schlueter - Teacher - North Henderson High School, Henderson County Lillian Tudela - Teacher - Clyde Erwin High School, Buncombe County Kim Bowen - English Language Arts Consultant - Department of Public Instruction Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction Bernadette Morris - Second Language Consultant - Department of Public Instruction Latin Betsy Dawson – East Chapel Hill High School Temple Eller – Grimsley High School Lee Howard – Clinton High School Jennifer Parry-Hill – Kiser Middle School Beth Thompson – Alexander Graham Middle School Mary Pendergraft – Wake Forest University Fran Hoch - Section Chief - Department of Public Instruction Helga Fasciano – Second Language Consultant – Department of Public Instruction 2004 3 Second Languages PREFACE Intent The No Child Left Behind (NCLB) Elementary and Secondary Education Act of 2001, which was signed into federal law in January 2002, defines Foreign Languages as one of the core subject areas, along with English, Reading/Language Arts, Mathematics, Science, Civics and Government, Economics, Arts, History, and Geography. The North Carolina Second Language Standard Course of Study establishes competency goals and objectives directing the teaching and learning of foreign language, heritage language, and classical language in North Carolina. This document sets high expectations for all students, it supports extended sequence of language learning and it takes into account the national standards for foreign language learning. In addition, the Second Language Standard Course of Study gives administrators a rationale and guidelines for the study and the planning of an articulated language program. Because it describes the overarching concepts governing language education in the state, it should be used as a guide by school districts as they make decisions concerning their second language programs. The overview presented in the document will need to be expanded in local curriculum documents to reflect the beliefs, policies, and philosophy of the local school districts in ways that best meet the needs of their specific student population. The Revised Second Language Standard Course of Study replaces the document published in 1999. It is comprised of three Second Language curriculum sections: Modern Foreign Languages, Spanish for Native Speakers and Latin. It is accompanied by a Teacher Document, which provides support, application, explanation, and expansion of the goals and objectives presented in the Standard Course of Study. The companion document can be obtained by contacting the Publications Sales Division of the NC Department of Public Instruction. Both documents can also be accessed via the NCDPI web site located at: www.ncpublicschools.org or via the Second Language website located at: www.learnnc.org/dpi/instserv.nsf/Category9 . Second This document is specifically designed to guide instruction for the Languages and teaching of foreign languages, such as French, German, Spanish, as English as a well as the less commonly taught languages, along with heritage Second languages (Spanish for Native Speakers) and Latin. A separate Language Standard Course of Study for English Language Development mandates English proficiency standards which are different from the standards for languages other than English. National In 1989, state and national leaders met to reach agreement on setting Standards national educational goals for the American public schools. Shortly thereafter Congress voted on “Goals 2000: Educate America Act” which endorsed the original goals and expanded goal 3 to incorporate foreign languages in the core curriculum. Subsequently, 2004 4 Second Languages the National Council on Education Standards recommended the development of national standards for the disciplines included in the goals. Foreign In 1993, foreign language education became the seventh and final Language subject area to receive federal funding to develop national standards Standards for students, kindergarten through twelfth grade. The American Council on the Teaching of Foreign Languages (ACTFL) organized a task force to meet this challenge. Finally, in 1996, after seeking and receiving extensive input from the foreign language community the Standards for Foreign Language Learning: Preparing for the 21st Century were published. Standards for Classical Language Learning was published in 1997 by the American Classical League in collaboration with the American Philological Association and is aligned with and is a companion document to the Standards for Foreign Language Learning. Revision Process In response to a mandate from the North Carolina General Assembly instructing the Department of Public Instruction to revise the individual Standard Courses of Study on a five-year basis, a committee was selected to review the 1999 document and decide whether to revise or clarify the document. The committee, comprised of K-12 teachers, university professors, central office representatives, parents, community leaders, and DPI staff revisited the national standards and state initiatives and decided to make no major changes, other than the inclusion of AP foreign language course descriptions. In addition, it was decided to include the Latin curriculum rewritten to reflect the Standard Course of Study format and the newly developed Spanish for Native Speakers curriculum in the Second Language Standard Course of Study. Input The committee solicited input through a variety of focus groups, regional meetings, questionnaires, and individual conversations. In addition, a draft of this document was posted on the Second Languages web page and foreign language teachers, university language faculty, teacher-trainers, as well as other interested parties in the state were invited to review the document and participate in an online survey. The final draft of the document was revised to incorporate suggested changes. Second Languages 2004 5 Modern Foreign Languages MODERN FOREIGN LANGUAGES Second Languages 2004 6 Modern Foreign Languages PHILOSOPHY MODERN FOREIGN LANGUAGES General The Second Language Standard Course of Study for modern foreign languages is based upon a set of principles governing Principles language education. These tenets are anchored in language education research and supported by practice. They are as follows: • All students can learn and experience success in a second language. • Students learn in different ways. • Language acquisition is a lifelong process. For optimum results, students should have the opportunity to engage in a long sequence of study. • Students acquire proficiency at different rates. • Students develop the needed skills to be citizens of a global society by learning a second language. • Students develop some insights into other cultures as well as their own when learning a second language. • Students are involved in interdisciplinary connections when learning a second language. • Learning is assessed and reflects the students’ ability to interpret and/or communicate in the target language. Languages for Since 1985 and the inception of the Basic Education Program All (BEP) and now reinforced by the 2002 federal No Child Left Behind legislation, second language educators in the state have held the belief that a second language is part of a basic education for each child in the state. Given the opportunity, all children can benefit from learning another language and all children are capable of doing so. This belief is reflected in the national standards document which states that “all children can be successful language and culture learners” (Standards for Foreign Language Learning, p. 7). Additionally, reports from Louisiana, Milwaukee, and Cincinnati have pointed to the benefits of language instruction for all children but especially for disadvantaged children and children with average or below average intelligence. In one study, Foreign Language in the Elementary School (FLES) students of average and below average intelligence performed as well as their peers with above average intelligence on oral production and interpersonal communication skills (Rosenbusch, 1995). Second Languages 2004 7 Modern Foreign Languages Brain Research During the last decade, many theories and models on learning styles, And Learning often incorporating brain research, have emerged. Some of the theories follow. Howard Gardner points to seven multiple intelligences (an eighth intelligence has been added to the original seven) which are present in some capacity in all of us and which have the potential to be further developed given the appropriate experiences. Genesee (2000) states that “Instructional approaches that advocate teaching parts and not wholes or wholes and not parts are misguided, because the brain naturally links local neural activity to circuits that are related to different experiential domains.” He continues; “Student’s vocabulary acquisition can be enhanced when it is embedded in real-world complex contexts that are familiar to them.” Zull (2003) proposes that there are four pillars of human learning based on four distinct functions that are housed in different areas of the brain: gathering (sensory cortex), analyzing (back integrative cortex), creating (front integrative cortex) and acting (motor cortex). Utilizing the four pillar theory also addresses individual learning styles. The study of foreign languages naturally provides opportunities for students to use these four functions and in essence have the chance to use their whole brain. These theories and others have great implications for foreign language learning. They attest to the importance of teaching to the students’ different learning styles, of reaching all students, and of providing the opportunity for deeper and more thorough learning. Language According to the research on second language acquisition, students Acquisition develop communicative competence in a second language in much the same way as in their first language, although the rate of acquisition will vary. For most learners, language development occurs in a predictable pattern according to a series of stages. For example, students acquire language when the language is meaningful and interesting and when they are in a non-threatening environment. They first acquire the language through “comprehensible input” (Krashen) which is focused on developing listening comprehension by building on receptive vocabulary. For this reason, learners usually can understand more than they are able to say. Thus, language acquisition begins long before speech production occurs. As the students’ interaction with the language intensifies, they are able to speak using one or two words or short phrases. They are encouraged to produce the vocabulary they already understand. Speaking results from acquisition and speech emerges naturally, gradually, on its own and in stages. Reading and writing are introduced as extensions and support what students can already understand and say. Second Languages 2004 8 Modern Foreign Languages At the next stage of language development, students move ahead by using longer phrases and strings of sentences. They recombine the language in different ways and they begin to create with the language. As language development proceeds, students become increasingly able to use the language in a variety of contexts, for a variety of audiences, and for a variety of purposes. Proficiency The main goal for modern foreign language education is to help students develop the ability to communicate with speakers of another language. To achieve this goal, students need to use the language in a variety of real-life, meaningful, and culturally accurate situations designed to promote relevant communication. As stated above, language acquisition and development occur in a series of stages. The American Council on the Teaching of Foreign Language (ACTFL) has organized these stages (novice, intermediate, advanced, and superior) in the ACTFL Proficiency Guidelines and more recently in the ACTFL Performance Guidelines which are used to describe the expectations for students at each level of language development. A full description of the ACTFL Proficiency Guidelines is located in the Appendix. Superior Advanced Intermediate Expected Level of Proficiency For Students in a K-12 Novice Sequence Figure 1. Levels of Proficiency Explanation of Figure 1 The level of language proficiency, which can be attained, is directly related to the amount of time spent in the target language. It is easier to move up at the beginning levels of proficiency than at the more advanced levels. The beginning levels are dealing with vocabulary expansion, limited language structures, and limited ability to communicate. The leap from novice to intermediate involves vocabulary expansion and use of some basic grammatical structures and can be achieved in shorter amount of time. At the upper levels, the language is more sophisticated and the vocabulary becomes broader and more complex. Speakers at this level have the ability to function as a native or near native speaker. The Superior level can be attained only through extensive living in the target culture. Second Languages 2004 9 Modern Foreign Languages The level of proficiency students can attain is closely related to the program goals, to the quality of instruction, and to the amount of time and practice they have with the language. A long sequence of language instruction is likely to produce students who develop higher levels of proficiency than those in a program which starts late and/or which is not sequenced. Another factor that affects language acquisition is the age of the learner. Children, according to Krashen, “acquire” language in that they are given time to sort out the language they hear and understand before using it. Adult learners on the other hand “learn” a language through vocabulary and grammar structures that they then apply when communicating. Also, in a proficiency-based program, students have different rates of individual learning. One learner may take two years to move from one proficiency level to another, while another may take three or four years. Furthermore, according to the Research Committee of the Interagency Language Roundtable (ILR), it is also important to note that students may attain different levels of proficiency according to the language they learn. The School of Language Studies of the Foreign Service Institute has determined that the closer the modern language is to English, the more quickly an adult learner can achieve proficiency; therefore, the languages have been grouped in different categories. More contact hours will be needed for the languages in Category II and III to achieve the same level of proficiency than for languages in Category I. Category I: Languages closely cognate with English French, Italian, Spanish (German falls between I and II) Category II: Languages with significant linguistic and/or cultural differences from English Greek, Polish, Russian Category III: Languages which are exceptionally difficult for native English Speakers Chinese, Japanese, Korean, Arabic Figure 2. Language Categories According to Proficiency Attainment Second Languages 2004 10 Modern Foreign Languages Cultural By learning another language, students gain access to the different Appreciation culture(s) associated with that language. They learn to appreciate the different ways of life and accomplishments of each culture. In doing so, they become more reflective about their own culture and they are able to generalize about the components of culture. When we learn one language we open doors to new ways of thinking and doing, believing and communicating, and through the process we learn more about ourselves (The Massachusetts World Languages Curriculum Framework, January 1996). Students’ openness for other cultures seems to be at an optimum prior to the age of ten. Lambert and Klineberg (1967) note that younger students seem to be more receptive to people who are different from themselves than their older peers. Citizens in a With the ever-increasing interdependence of nations, the study of a Global World foreign language has become essential to the effectiveness of the United States in a global world. Students can be prepared to function in that global world by acquiring needed communication skills and by developing cultural understanding. To study another language and culture is to gain an especially rich preparation for the future. It is difficult to imagine a job, a profession, a career, or a leisure activity in the twenty -first century, which will not be enhanced by the ability to communicate efficiently and sensitively with others. While it is impossible to foresee which foreign language will be useful at a later point in life, those who have experienced the process of acquiring a second language have gained language learning skills that make learning another language easier. Possession of the linguistic and cultural insights, which come with foreign language study, will be a requisite for life as a citizen in the worldwide neighborhood (SFFLL, p. 12). Connections Connecting the foreign language curriculum to other disciplines gives added relevancy to the study of languages and brings new insights into the rest of the curriculum. Connections can emanate in the foreign language classroom but can also originate in other disciplines. To study another language and culture increases enormously one’s ability to see connections. Since the content of a foreign language course deals with history, geography, social studies, science, math, and the fine arts, it is easy for students to develop an interdisciplinary perspective at the same time they are gaining intercultural understandings (SFFLL, p. 12). Second Languages 2004 11 Modern Foreign Languages Assessment As new standards for student achievement in foreign languages are developed, it is essential to devise assessments which can diagnose, monitor learning, and provide useful feedback about the attainment of the identified goals and learning objectives. All aspects of the curriculum ranging from the ability to function in the three communication modes to the ability to make connections and comparisons, need to be assessed. Once teachers have identified whether the focus of an objective is on content, skill development, performance, or application, they can decide whether the objective lends itself to one or more assessment measures. There are many kinds of assessments available to teachers. These range from the more traditional pen and pencil tests to authentic and alternative assessments including portfolios, journals, logs, performance assessments, self assessments, and peer assessments. However, no one single assessment can give us all the answers we need about student learning, program effectiveness, and accountability. For this reason, teachers need to give careful attention to the purpose of the assessment as well as to the selection of the tool, which is best suited for that purpose. Assessments can help teachers make decisions about individual students, groups of students, instruction, and program. At any rate, assessment should be an integral and on-going part of the learning process. (For additional information on assessment, refer to the Teacher Companion Document and to the Assessment, Articulation, and Accountability Document available from the NC Department of Public Instruction.) Second Languages 2004 12 Modern Foreign Languages PURPOSE Rationale for The ability to communicate with others is central to human nature. Language Throughout the ages, humans have been able to share information, Learning interests, needs, and values over time and space and thus have influenced others by their actions and their words. In recent years existing and emerging technologies have brought the world closer and have erased many of the existing borders. As boundaries between countries are being dissolved, the need for foreign language instruction has become a necessary component for linking with the rest of the world and for producing an enlightened citizenship able to function in today’s ever-shrinking world. In addition to the need for communication within a global world, the study of a foreign language is needed to ensure economic competitiveness, to maintain national security, and to teach tolerance and respect for others inside and outside of the United States. Finally, learning another language is a passport to greater understanding of one’s own language and culture. Studies and Beginning in the late 1970’s there has been renewed interest in the Reports study of languages. Many studies and reports have highlighted the need for foreign language competence. • The National Commission on Excellence in Education published a report A Nation at Risk (1983) which ranked foreign language education at the same level as the “basic academic fields - English, mathematics, computer science, social studies, and the natural sciences” (pp. 25-26). • The College Board (1983) recommended expanding basic skills to include foreign language education for all students. • The American Council on Education Commission on International Education in the document What we can’t say can hurt us: A call for foreign language competence by the year 2000 (1989) urged leaders of higher education to require competence in a foreign language as an admissions requirement. • The Goals 2000: Educate America Act states: “By the year 2000 all American students will leave grades 4, 8, and 12 having demonstrated competency in challenging subject matter including English, mathematics, science, foreign language, civics and government, arts, history, and geography...” Second Languages 2004 13 Modern Foreign Languages • The National Association of State Boards of Education (NASBE, 2003) stated that “...it is far more effective to initiate foreign language study in the elementary school than in secondary school both from the perspective of more advanced language study and enhancing general academic skills” (p. 1). • The Council for Basic Education (2004) states that research suggests that “foreign language instruction can help close gaps between white and minority students’ performance on mathematics and reading assessments.” There are many other reasons for studying another language. These reasons can be divided in four categories: • economic reasons • national security • social reasons, and • academic reasons. Economic To be competitive on a global scale, the business world needs individuals with strong skills in a second language, who can work within a culturally diverse environment. The following data attest to the needs for such individuals. • Research shows that multilingual societies have a competitive edge over monolingual societies in international trade. (Halliwell, 1999) • Research shows that in the service industries, more than half of U.S. professionals working in a multicultural environment whether in the U.S. or abroad are linguistically unprepared to do so. (Lena & Reason Moll, 2000) • Global languages are important in over 100 occupations and are considered vital for the U.S. to remain competitive in technology, science and trade. (Nat’l Academy of Sciences) • In NC alone there are over 1000 international firms representing many countries. • “The business climate too is changing. We often face our foreign clients through electronic desktops, where the information from e-mail, videoconferencing, corporate chatrooms and web sites is ever current; the delivery often instantaneous. In these circumstances, expectations for a quick turn-around are as high as the stakes, less and less time to find a way around using our correspondent's language. Of the estimated 310 million regular internet users in the world, nearly 60% are from outside North America, and only about 50% are English-speaking. (Tennessee Commerce Department , 2003) Second Languages 2004 14 Modern Foreign Languages National The events of 9/11 have highlighted the shortage in the manpower needed to translate the messages gathered through intelligence. • The 2001 Hart Rudman Report on National Security in the 21st Century names foreign language study and requisite knowledge in languages as vital for the Federal Government to meet 21st Century security challenges properly and effectively. • The American Council on Education in its 2002 policy paper. Beyond September 11: A Comprehensive National Policy on International Education states “Developing global competence is a long-term undertaking and must begin at an early age, especially for foreign language acquisition.”(p.10) • In the Public Statement Release of the 9/11 Commission Report, July 22, 2004: “What the FBI needs is a specialized and integrated national security workforce, consisting of agents, analysts, linguists and surveillance specialists. Social Reasons A less obvious but nonetheless compelling reason to study another language rests in the power that languages have to promote cultural understanding between people of different backgrounds. • The study of language helps students develop a sense of cultural pluralism. Through the study of another language students interact and communicate with others and thus discover genuine similarities and differences among various cultures. At the same time, they develop respect and appreciation for the cultural perspectives, practices, and products of the different cultures. • North Carolina has a growing non-English speaking population. There are more than 150 languages currently spoken by students in our schools. North Carolina realized a 73% increase in immigrant population from 1995-1999. (Johnson, The Melting Pot) From April 1, 1990 to April 1, 2000, the Hispanic population increased 401.2 % and the Asian population increased 99.6%. The ability to speak a second language helps us to communicate directly with those who speak that language. In addition, it enables us to understand firsthand the process for second language acquisition and to be prepared to handle the challenges of living and working with non-English speakers. Academic The study of another language impacts other academic areas. Reasons • Data from the Admissions Testing Program of the College Board show a positive correlation between SAT scores and the study of a foreign language. Verbal scores of students increased with each additional year of language study. The Second Languages 2004 15 Modern Foreign Languages most interesting piece of information is that the verbal scores of students who had taken four or five years of foreign language were higher than the verbal scores of students who had taken four or five years of any other subjects. • It helps students develop greater cognitive skills in such areas as mental flexibility, creativity, divergent thinking, and higher-order thinking skills. • The study of a foreign language has been shown to enhance listening skills and memory and can contribute a significant additional dimension to the concept of communication. • Cloud and Genesee(1998) argue that basic education in the new millennium must include second and third languages if the United States is to cope with the diversity within its borders and compete successfully in the global marketplace. They cite both cognitive and sociocultural benefits of language study. They conclude, “Linguistic and cultural competence will be the mark of the well-educated citizen of the 21st century.” (65). • Curtain(2003) states “Every area of the curriculum can be reinforced or enriched in the foreign language classroom, and subject content can be taught through the second language.” (p. 399) • The UNC system requires two credits in the same language to meet entrance requirements. • The North Carolina University/ College Course of Study graduation pathway requires two credits in the same language for a high school diploma. Conclusion The study of another language prepares students for the complicated world they inhabit. The value of such an education not only lies in job-related advantages but also in the added dimension of an understanding of other people and cultures. Benefits Over the past twenty years much research has been conducted documenting the immediate and long-range benefits of foreign language learning. Modern Foreign Languages in the Elementary Schools Acquisition Children have the ability to learn and excel in the pronunciation of a foreign language (Dulay and Krashen; Krashen and Long, et al.; Krashen and Terrell). The Neuroscience Program at Stanford University has gathered much information on where in the brain the learning of a second language takes place in children vs. adults. According to Talukdar Second Languages 2004 16 Modern Foreign Languages (2001) “A combination of listening and vocalization seems to be the most advantageous method of acquiring a second language for both adults and children.” As reported in News and Science, in 2002, researcher Laura-Ann Petitto reported that children exposed to two languages from a very early age “grow as if there were two mono-linguals housed in one brain.” She added that there is no contamination of either language by the other. The researchers concluded, that “the earlier and more intensively the languages are introduced, the better.” Higher Scores In the area of language arts, students of second languages are thought to improve their reading comprehension in the native language and also score higher in reading achievement, including vocabulary, cognitive learning, and total reading ability. (Masciantonio, 1977; Rafferty, 1986). Basic Skills The Louisiana Report: Second Language Study Improves Basic Skills (Rafferty, 1986). The results of this study indicate that regardless of their race, sex, or academic level, students in foreign language classes outperformed those who were not taking foreign language on the third, fourth, and fifth grade language arts sections of Louisiana's Basic Skills Tests. Foreign language study appears to increase the scores of boys as much as girls, and African Americans as much as other races. This finding supports the notion that, beginning as early as third grade, second language study facilitates the acquisition of English language skills. Armstrong and Rogers (1997) showed that third graders who were taught Spanish for thirty minutes three times per week showed statistically significant gains on their Metropolitan Achievement Test scores in the areas of math and language after only one semester of study. It is particularly interesting that one class of students in the experimental group had actually received one and a half fewer hours of math instruction per week, and still outperformed the students in control classes in math. Saunders (1998) examined the performance of third grade students enrolled in the Georgia Elementary School Foreign Language (ESFL) model program. She compared students who had not received any foreign language instruction with students one year younger who had received four years of foreign language instruction, five days each week, for thirty minutes per day. She found those students in the ESFL program scored significantly higher on the math portion of the Iowa Test of Basic Skills. They also performed better on the reading portion, but the difference was not statistically significant. A report in the May, 1997 issue of Developmental Psychology suggests based on the latest research on reading, that knowing a second language can help a child comprehend written language faster and perhaps learn to read more easily. Second Languages 2004 17 Modern Foreign Languages Listening Skills Foreign language study has been shown to enhance listening skills and memory (Rattle, 1968), and the development of second language skills can contribute a significant additional dimension to the concept of communication. Cognitive Children who have studied a foreign language show Development greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills (Foster and Reeves, 1989; Landry, 1973; Rafferty, 1986; Ginsburg and McCoy, 1981; Bamford and Mizokawa, 1991). With respect to cognitive abilities, Ginsburg and McCoy (1981) cited research findings to support that when students learn another language at the elementary level and there is good program articulation, second language students advance more rapidly than monolingual students in cognitive abilities, independent of IQ. Regarding creativity, in the Landry (1973) and Kessler and Quinn (1980) studies, students who studied a second language in elementary school scored significantly higher on tests of divergent thinking as measured in terms of figural fluency and figural flexibility independent of age and IQ. Recent research indicates that “the length of time students study a foreign language relates directly and positively to higher levels of cognitive and metacognitive processing” (Rosenbusch, 1995). Cultural Children who have studied a foreign language develop a sense Pluralism of cultural pluralism, openness to and appreciation of other cultures (Carpenter and Torney; Hancock and Lipton et al.; Lambert and Tucker). Self-Concept Children studying a foreign language have an improved self-concept and sense of achievement in school (Genesee; Holobow et al.; Masciantonio). Second Languages 2004 18 Modern Foreign Languages Previous Second language learning in the elementary school, especially Knowledge at its beginning stages is less dependent on previous verbal learning than are most other elements of the curriculum. This factor allows some students to succeed who have otherwise experienced repeated failure in school. In a study (Holobow et al. 1987) working class students did just as well in French as middle class students, even though their English skills were not as good. Foreign Languages in the Secondary Schools SAT Scores During the past several years, data from the Admissions Testing Program of the College Board definitely show a positive correlation between SAT scores and the study of foreign languages. According to Profiles, College-Bound Seniors, 1981, a publication of the Admissions Testing Program, of 922,919 seniors tested, 13.6 percent had taken no foreign language courses. For this group the mean SAT score on the verbal portion of the test was 366; on the math portion it was 409. Length of Study Some studies have found that students who learn a foreign language have higher verbal and math SAT scores than students who have not had foreign language (College Entrance Examination Board 1992; Cooper, 1987). Data from Profiles, College-Bound Seniors, 1984 and 1990, tell essentially the same story. Again, sheer time spent taking a subject appears to relate to a better test score, and concentration on foreign languages for periods of four or more years results in the highest SAT-verbal average of any of the subject group. (Thomas C. Cooper. "Foreign Language Study and SAT-Verbal Scores." The Modern Language Journal ,Volume 71, Number 4, Winter 1987.) ACT and A study by Olsen and Brown (1989) supports that English Foreign and mathematics performance levels of students who have Languages studied a foreign language in high school are higher than those of students who have not. In prior research that controlled for variations in students' ability, the English and math performance levels of students who had studied a foreign language tended to be higher than those of students who had not. (Wiley; Eddy; Bastian; Timpe; Skelton; Olsen and Brown). Further and more detailed study of interrelations among parts might reveal, as suggested by Jarvis, that the mental processing skills required to do mathematics problems are also developed by language processing and vice versa. Second Languages 2004 19 Modern Foreign Languages Career Global language competency, cultural sensitivity, political and economic awareness, flexibility, and computer skills are the five skills needed to compete in the global marketplace of today and into the 21st century. (Careers, 2000) Second language learning provides a competitive edge for all students regardless of their chosen career path, and addresses a shortage of workers in virtually every field that uses languages to communicate successfully. (NASBE – The Complete Curriculum, 2003) Status of Modern Foreign Languages in North Carolina Enrollment The Public Schools of North Carolina Statistical Profile reports that the modern foreign language enrollment for K-12 students during the 2002 - 2003 school year was just under 350,000 students. Spanish is the language of choice followed by French, Latin, German, Japanese, and other languages. Currently, students begin their study of a second language at different entry points (reflected by the beginning and continuing headings for some objectives in this Standard Course of Study). Fifty-two percent of high school students are studying another language compared with twenty percent at the middle school level and twenty-seven percent at the elementary level. Programs Contributing to the diverse second language learning opportunities is the variety of programs available in North Carolina. FLES, Immersion, Content-Enriched, Exploratory, Beginning Sequential programs, International Baccalaureate, and Spanish for Native Speakers are a few of the programs found at the elementary, middle and high school level. These programs differ not only in their overall goals but also in the amount of time students are engaged in the language, in the level of proficiency they reach, and in the types of resources and activities used in the classroom. Second Languages 2004 20 Modern Foreign Languages ELEMENTARY PROGRAMS Foreign Language in the Elementary School (FLES) FLES classes usually meet from two to five times a week for 20 to 40 minutes. FLES programs form the majority of elementary programs in North Carolina. These programs emphasize the development of the four language skills of listening, speaking, reading, and writing. The primary focus is on understanding and speaking with the teaching of culture integrated throughout the program. Immersion Programs Dual Language Programs * In total immersion programs, the entire school day is spent in the foreign language during the first two to five years of instruction. * In partial immersion programs, the foreign language is used during half of the school day. The focus of immersion programs is to help students become proficient in the target language while mastering subject content from other disciplines. In immersion programs, the “regular” curriculum is taught in the foreign language. A variation of immersion programs includes dual language (two-way bilingual) programs. These programs group native speakers of English with native speakers of the target language. Instruction is provided both in English and in the target language on alternate days, according to academic subjects, or according to a daily schedule (morning in one language and afternoon in the other). Content-Enriched Programs Content-enriched classes usually meet from two to five times a week 20 to 40 minutes. In content-enriched programs, students develop foreign language skills while reinforcing their study of math, science, social studies, or another subject area. Figure 3. Elementary School Foreign Language Programs in North Carolina Second Languages 2004 21 Modern Foreign Languages MIDDLE SCHOOL PROGRAMS Exploratory Programs Exploratory programs can vary in length from a few weeks to one semester. These programs are usually short term. These programs are mostly found at the middle school level. Exploratory programs are non-sequential. They introduce students to one language and culture and do not lead to the development of communicative proficiency. Beginning Sequential Programs Beginning sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. Many students begin the study of another language at the middle school level. These programs focus on the development of communicative proficiency with culture being integrated throughout the program. Listening and speaking skills are developed first followed by reading and writing skills. Depending on the extent of the program, beginning sequential programs may allow students to place out of some foreign language classes at the high school level. Continuing Sequential Programs Continuing sequential programs vary in their scheduling, some meet daily for the entire semester or year, others meet on alternate days throughout the year. Students who have participated in an elementary program pursue the development of their language skills in continuing programs. Continuing programs allow students to take the language without any major break in the sequence. With adequate instructional time, continuing programs allow students to place out of some foreign language classes at the high school level. Figure 4. Middle School Foreign Language Programs in North Carolina A few middle schools and elementary schools in North Carolina are implementing pre-IB programs to prepare their students to be successful in the high school IB program. Only schools approved by the International Baccalaureate Organization are authorized to offer the curriculum and to present candidates for the examination. At the high school level programs such as Advanced Placement, International Baccalaureate, and Spanish for Native Speakers complement the “traditional” programs. Second Languages 2004 22 Modern Foreign Languages HIGH SCHOOL PROGRAMS Traditional Programs These programs form the majority of programs at the high school level. They start at level I and continue to a possible level VIII in high schools following a block schedule. High school programs are geared toward the development of communicative proficiency in the four language skills and the understanding and appreciation of other cultures. Because the course length has been shortened by 30 hours in a block schedule, careful examination of what students can realistically learn at each level of instruction must take place. Locally-developed pacing guides are helpful to address this concern. Advanced Placement Program (AP) The AP program is an opportunity for students to pursue college level studies while in secondary schools. The AP program offers a variety of courses for students who have gone beyond a high school level III or IV. They are: AP French Language, AP French Literature, AP German Language, AP Spanish Language, and AP Spanish Literature. The AP language courses emphasize the use of active communication. The AP literature courses are an introduction to representative works of prose, poetry, and drama from different periods. Literature courses may or may not have a required reading list; however, the content of the courses is geared toward helping students do well on the AP examination. International Baccalaureate The International Baccalaureate (IB) Program is a rigorous two-year curriculum leading to examinations. The general objectives of the program are to provide students with a balanced education; to facilitate geographic and cultural mobility; and to promote international understanding through a shared academic experience. Spanish for Native Speakers A complete description for this course can be found in the section preceding the Spanish for Native Speakers curriculum. Figure 5. High School Foreign Language Programs in North Carolina Second Languages 2004 23 Modern Foreign Languages PROGRAM DESCRIPTION Introduction The North Carolina K-12 program in modern foreign language studies is designed to afford students the opportunity to develop communicative competence in another language and cultural appreciation of cultures speaking that language. The Second Language Standard Course of Study establishes the competency goals and objectives needed to achieve these aims. It is designed to address the study of languages such as French, German, Spanish along with other less commonly taught languages, and Japanese with some adaptation. The Latin and Spanish for Native Speakers Standard Course of Study are addressed separately in this document. Program Goals The Standard Course of Study is organized in seven overarching goals adapted from the Standards for Foreign Language Learning: Preparing for the 21st Century. The goals are not listed in order of importance; however, the goal of communication plays a central role since it is through communication that the other goals can be met. Language is used to talk about content, it is used in the community, it is used to compare with one’s own language and is used to “gain knowledge and understanding of the cultures that use that language” (SFFLL, p. 27). Therefore, it is impossible to address one goal without connecting to another one. At each grade level or course throughout the entire sequence, students should exhibit increased proficiency in the following areas. Goal 1: Interpersonal Communication - The learner will engage in conversations and exchange information and opinions orally and in writing in the target language. Goal 2: Interpretive Communication - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Goal 3: Presentational Communication - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Goal 4: Cultures - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Goal 5: Comparisons - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Goal 6: Connections - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Second Languages 2004 24 Modern Foreign Languages Goal 7: Communities - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Communication Communication is at the heart of foreign language study. The ability to communicate is increasingly important in a global world. For American students, the ability to function directly in at least one language other than English will become increasingly important in the rapidly shrinking, interdependent world of the twenty-first century... They must be able to participate appropriately in face-to-face interaction with members of other societies, and they must also be able to interpret the concepts, ideas, and opinions expressed by members of these societies through their media and their literatures. (SFFLL, p. 35). To be communicatively competent in a foreign language, a student must convey and receive messages successfully by combining the knowledge of the language system with the knowledge of the cultural conventions. For this reason, culture and language are closely intertwined. The Standards for Foreign Language Learning characterize communication in three communicative modes that place primary emphasis on the context and purpose of the communication (Brecht & Walton, 1994). The three modes are: 1. The Interpersonal Mode 2. The Interpretive Mode 3. The Presentational Mode Second Languages 2004 25 Modern Foreign Languages Framework of Communicative Modes (SFFLL, p. 33) INTERPERSONAL INTERPRETIVE PRESENTATIONAL DEFI NI TI ONS Direct oral communication (e.g., face-to-face or telephonic) between individuals who are in personal contact Direct written communication between individuals who come into personal contact Receptive communication of oral or written messages Mediated communication via print and non-print materials Listener, viewer, reader works with visual or recorded materials whose creator is absent Productive communication using oral or written language Spoken or written communication for people (an audience) with whom there is not immediate personal contact or which take place in a one-to-many mode Author or creator of visual or recorded material not known personally to listener P AT HS Productive abilities: speaking, writing Receptive abilities: listening, reading Primarily receptive abilities: listening, reading, viewing Primarily productive abilities: speaking, writing, showing C K U N L O T W U L R E A D L G E Knowledge of cultural perspectives governing interactions between individuals of different ages, statuses, backgrounds Ability to recognize that languages use different practices to communicate Ability to recognize that cultures use different patterns of interaction Knowledge of how cultural perspectives are embedded in products (literary and artistic) Knowledge of how meaning is encoded in products Ability to analyze content, compare it to information available in own language and assess linguistic and cultural differences Ability to analyze and compare content in one culture to interpret U.S. culture Knowledge of cultural perspectives governing interactions between a speaker and his/her audience and a writer and his/her reader Ability to present cross-cultural information based on background of the audience Ability to recognize that cultures use different patterns of interaction KNOWLEDGE OF THE LINGUISTIC SYSTEM The use of grammatical, lexical, phonological, semantic, pragmatic, and discourse features necessary for participation in the Communicative Modes Figure 6. Modes of Communication Second Languages 2004 26 Modern Foreign Languages Interpersonal The learner will engage in conversation, express and Mode exchange information and opinions orally and in writing in the target language. The Interpersonal Mode is characterized by active negotiation of meaning among individuals. Participants observe and monitor one another to see how their meanings and intentions are being communicated. Adjustments and clarifications can be made accordingly. As a result, there is a higher responsibility of ultimately achieving the goal of successful communication in this mode than in the other two modes. The Interpersonal Mode is most obvious in conversation, but both the interpersonal and negotiated dimensions can be realized through reading and writing, such as the exchange of personal letters or of electronic mail (E-mail) messages (SFFLL, p. 32). Interpretive Mode The learner will understand and interpret written and spoken language on a variety of topics in the target language. In the interpretive mode the listener, viewer, or reader works with visual or aural materials whose creator is absent. In this mode, there is no opportunity to negotiate meaning and to interact with the author of the text. The Interpretive Mode is focused on the appropriate cultural interpretation of meanings that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Such instances of “one-way” reading or listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches (SFFLL, p. 32). Since the Interpretive Mode does not allow for active negotiation between the reader and the writer or the listener and the speaker, it requires a much more profound knowledge of culture from the outset. The more one knows about the other language and culture, the greater the chances of creating the appropriate cultural interpretation of a written or spoken text (SFFLL, p. 33). Presentational The learner will present information, concepts and ideas Mode to an audience of listeners or readers on a variety of topics in the target language. The Presentational Mode refers to the creation of messages in a manner that facilitates interpretation by members of the other culture where no direct opportunity for the active negotiation of meaning between members of the two cultures exists. Examples include the writing of reports and articles or the presentation of speeches. These examples of “one-way” writing and speaking require a substantial knowledge of the language and culture from the outset, since the goal is Second Languages 2004 27 Modern Foreign Languages to make sure that members of the other culture, the audience, will be successful in reading and listening between the lines”(SFFLL, p. 34). Cultures The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. The study of another language enables students to understand a different culture on its own terms. The exquisite connections between the culture that is lived and the language that is spoken can only be realized by those who possess a knowledge of both. American students need to develop an awareness of other people’s views, of their unique way of life, and of the patterns of behavior which order their world, as well as learn about contributions of other cultures to the world at large and the solution they offer to the common problems of humankind (SFFLL, p. 43). In this document, culture is perceived as being composed of the perspectives (the way people perceive things: their beliefs, attitudes, values, ideas), the practices (what people do: their patterns of social interactions), and the products (what people create: their books, tools, laws, foods, etc.), both tangible and intangible, of a society. These three components are closely interrelated. Just as the perspectives of a society influence the social practices and the products created by that society, often the practices and products are interrelated and influence one another. Perspectives (Meanings, attitudes, values, ideas) Practices Products (Patterns of social interactions) (Books, foods, laws, music, games) Figure 7. Relationship among perspectives, practices, and products Second Languages 2004 28 Modern Foreign Languages This goal concerns itself with what has been commonly referred as Culture with a “Big C” e.g., the arts, music, architecture, literature, and culture with a “little c” e.g., daily customs, way of life, realia, gestures. Students should be able to know what to say, when to say it, and to whom in any given situation. For this reason, knowledge and understanding of the formal high culture (Big C) and the popular deep culture (little c) are essential if students are to interact effectively with native speakers of another culture. Because language and culture are so closely interconnected and because language influences and is influenced by the products, practices, and perspectives of a society, it is hoped that the target language will be used to illustrate and discuss the perspectives, practices and products of that society. However, there may be times when the complexity of the concepts to be discussed may warrant the use of English especially in the earlier stages of language learning. Comparisons The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Students benefit from language by discovering different patterns among language systems and cultures. Through the study of a new language system and the way such a system expresses meanings in culturally appropriate ways, students gain insights into the nature of language, linguistic and grammatical concepts, and the communicative functions of language in society, as well as the complexity of the interaction between the language and culture (SFFLL, p. 53). There is a commonly held notion that learning another language is beneficial to the understanding of one’s own language and culture. It is when students are faced with learning different concepts, different word order, different ways of communicating the same idea that they begin to understand that all languages and cultures are not like their own. By comparing their own language and culture to the one they are learning, they gain some insights into languages and cultures in general. They “cease to make naive assumptions about other languages and cultures solely based upon knowledge of their own” (SFFLL, p. 53). Second Languages 2004 29 Modern Foreign Languages Connections The learner will acquire, reinforce and further his/her knowledge of other disciplines through the foreign language. Foreign language learning expands the educational experience of all students by connecting with other disciplines in the school curriculum either formally or informally...The conscious effort to connect the foreign language curriculum with other parts of students’ academic lives opens doors to information and experiences which enrich the students’ entire school and life experience. Those connections flow from other areas to the foreign language classroom and also originate in the foreign language classroom to add unique experiences and insights to the rest of the curriculum (SFFLL, p. 49). In real life, learning is interdisciplinary and does not occur in isolation. Similarly, students involved in the study of another language need to talk and/or write about some content. The foreign language class, at all levels of the curriculum, is the appropriate forum for the reinforcement of concepts and information introduced in other disciplines. Interdisciplinary reinforcement serves several purposes: • It allows students to expand and deepen their understanding of other areas of the curriculum. • It makes the foreign language relevant. • It engages and motivates students. • It validates what the students already know. • It contributes to the entire educational experience of students. In immersion and/or content-based programs, students develop language skills by using the language as a medium to learn other subjects. In these programs, the curriculum of that discipline determines the kind of language to be introduced. Communities The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. This goal focuses on the application of the language within and outside the school setting throughout a person’s life. The foreign language becomes more motivating and meaningful when students have the opportunity to experience it in the real world. Second Languages 2004 30 Modern Foreign Languages They find that their ability to communicate in other languages better prepares them for school and community service projects, enables them to expand their employment opportunities both at home and abroad, and allows them to pursue their own interests for personal benefit. Ultimately, as a result of their ability to communicate in other languages, students realize the interdependence of people throughout the world (SFFLL, p. 59). North Carolina is a very diverse state actively recruiting business from international firms. Also, the number of limited English-proficient students in our schools is growing at a fast rate. Therefore, there are many opportunities to draw on the resources within the state. In addition, modern technology can aid students in this endeavor. The Internet, e-mail, and satellite broadcasts are just of few of the options available to students for practicing their language outside of the school setting. Strands Traditionally, foreign language study was broken down into the teaching of listening, speaking, reading, writing, and culture. Students progressed from one skill to the other in sometimes contrived activities structured to address one skill at a time. While these skills remain important, they rarely take place in isolation in real life but instead are interrelated as communication takes place - people communicate with an audience for a purpose, they listen to speeches or presentations, they participate in conversations, they react to what they read or hear and they write what they hear. Also, as they engage in these activities they are aware of the conventions of language and culture. The listening, speaking, reading, and writing skills run through each one of the seven goals and are needed to accomplish the individual objectives listed under those goals. The skills evolve progressively according to language acquisition theory since, in order to become effective communicators, students need to “develop increasing control of the language and its convention” (NC English Language Arts Standard Course of Study, 1999) when they listen, speak, read, and write. For this reason, it is important to ensure that classroom activities correspond to the level of language of the students, as well as to their cognitive development, and that they take place within a communicative context with an audience and a purpose. The way the four skills are addressed in this document differs from previous documents because of: • the interconnectedness of all four skills (listening, speaking, reading, and writing) • the application of the listening, speaking, reading, and writing skills within an interpersonal, interpretive, and presentational context. Second Languages 2004 31 Modern Foreign Languages Listening The listening skill is a receptive skill present in the interpersonal and interpretive modes. It is mostly subsumed in the interpersonal mode where students must understand what they hear in order to make sense of it and respond as needed. However, it plays an important part in the interpretive mode where students are involved in “one-way” listening and where they interpret or “listen between the lines” of the text they hear. According to the American Council on the Teaching of Foreign Languages (ACTFL) Guidelines, novice learners of the language are able to understand short and some sentence-length utterances from familiar materials. They can comprehend words and phrases from simple questions, statements, high frequency commands and courtesy formulae, and pick out main ideas and key words from familiar materials such as conversations, dialogs, short narratives, songs, rhymes, games, advertisements, simple stories and literary texts. As their listening skills expand, intermediate students are able to understand simple questions and answers, simple statements and simple face-to-face interaction, and understand main ideas and some supporting details from a variety of texts including simple face-to-face conversations, radio/television broadcasts, announcements, simple instructions, and simple lectures. Advanced learners are able to get main ideas and most supporting details of connected discourse on a variety of topics beyond the immediacy of the situation. They can understand abstract topics in a familiar context and face-to-face speech in standard dialects with some repetition. They listen to texts which include interviews, one-way communications such as radio/television broadcasts, announcements, instructions and directions, reports primarily dealing with factual information, narratives, and short lectures on familiar topics. Speaking The speaking skill is a productive skill present in both the interpersonal and the presentational modes. The interpersonal mode, where active negotiation of meaning among individuals prevails, differs from the presentational mode which is characterized by “one-way” speaking where the ultimate goal is to ensure that the audience can interpret the messages they hear. At the beginning level, the novice learners can communicate minimally to satisfy basic requirements. They produce isolated words and learned phrases and ask questions or make statements involving learned material. They do so in basic conversations, interviews, and short presentations. At the continuing level, the intermediate learners create with the language by combining and recombining learned elements. They initiate and minimally sustain communicative tasks, and ask and answer questions. They are engaged in conversations, story telling, plays, skits, short reports, and poetry. Second Languages 2004 32 Modern Foreign Languages At the advanced level, the learners converse in clearly participatory fashion, initiate, sustain and bring to closure a variety of communicative tasks, and satisfy the requirements of school and work situations. They can narrate and describe in the present, past, and future time. They take part in conversations both face-to-face and on the telephone. They might be involved in debates, surveys, polls, and interviews. They present speeches, reports, and presentations. Reading The reading skill is a receptive skill found in the interpersonal and in the interpretive modes. In the interpersonal mode, the learners make sense of written communication exchanged between individuals who come into personal contact and ask for clarification of meaning when the message they read is not clear. The interpretive mode involves the receptive communication of written messages communicated via print and non-print materials. The novice learners identify isolated words and/or major phrases when strongly supported by context. They can pick out main ideas from familiar materials. They are able to read for instructional and directional purposes standardized messages, phrases and expressions, menus, schedules, time tables, maps, signs, forms, ads, and correspondence. The intermediate learners at the continuing level understand main ideas and/or some supporting details from texts dealing with a variety of personal and social needs. Some possible texts may include newspapers, maps, simple instructions, memos and messages with social purposes, simple labels and postcards, ads and labels, public announcements, instructions, descriptions of persons, places, and things. The advanced readers are able to read longer prose of several paragraphs in length. They understand the main idea and supporting facts and details and can understand abstract topics in a familiar context. Some texts may include short narratives, simple short stories, news items, bibliographical information, personal correspondence, routine reports, literary works, and academic texts. Writing The writing skill is a productive skill found both in the interpersonal and the presentational modes. In the interpersonal mode, writing involves direct communication between individuals who come into personal contact whereas in the presentational mode, it addresses productive communication with an audience with whom there is no immediate personal contact. The novice learners are able to copy and transcribe simple materials. They can list, identify and label. They can supply basic biographical information on simple forms and documents. They can write simple phrases and sentences using familiar materials. Students can write cards, simple letters, and e-mail messages. They can fill in forms and write simple captions. Second Languages 2004 33 Modern Foreign Languages The intermediate learners can meet practical needs and limited social demands. They can take notes, write simple letters or e-mail messages, brief summaries, and paragraphs. The advanced learners can write routine and more formal social correspondence. They can write discourse of several paragraphs, summaries, narratives and descriptions of a factual nature. They are involved in the writing of correspondence, notes, résumés, reports, dialogue journals, and poems. Communications Learning another language is a process requiring active mental and Language engagement. “Research shows that effective language learners Learning use specific strategies to enhance their learning, retention, and Strategies application of the language” (SFFLL, p. 30). However, students do not necessarily have access to a large repertoire of communications and language learning strategies. For this reason, foreign language teachers may consider the teaching and modeling of strategies such as previewing, skimming, scanning, asking for clarification, deriving meaning from context, making inferences, and predicting within their classroom. Learning strategies benefit all students since even those who use some strategies effectively can be taught additional ones. Students are also able to apply effectively these strategies to learning tasks in other disciplines. Broadening the scope of language learning strategies is an integral part of the language programs. Students are able to apply the strategies that work best long after they leave the classroom for a lifetime of learning (SFFLL, p. 31). The Role In the study of a foreign language, mastery of grammar used to of Grammar equate to success in language ability. It was thought that if students knew the grammar, they would automatically be able to transfer this knowledge to the speaking and writing skills and to apply it to a communicative setting. Too often, grammar practiced in drills and unrelated exercises became the focus of instruction. However, in the 1980’s the proficiency movement challenged the notion of grammar for its own sake and reinforced the idea that breaking down and analyzing language components at any stage does not lead to effective language production. The main goal of foreign language instruction is to develop communicative proficiency. Grammar provides the essential framework for supporting meaning and communication. Without grammar it would be difficult to make sense of the words. Grammar dictates the word order and therefore influences the meaning. The challenge is to keep grammar contextualized. In the foreign language classroom, the context determines the grammatical elements which need attention. While students develop as speakers and writers, their competence to manipulate the language and to create more complex and sophisticated sentences increases. This ability is inherently tied to the Second Languages 2004 34 Modern Foreign Languages interaction students have with those around them and to their attempt to understand the world. Their language is tailored to the specific audiences. In this manner, grammar and communication become mutually inclusive. The Role of Technology has revolutionized the way we live. Traditionally, Technology foreign language teachers use a variety of technology resources (e.g., audio/video tapes, language labs, radio/TV, transparencies) to facilitate teaching and learning. Today, foreign language teachers have an array of technology tools (e.g., tool software, Internet, PDA’s, wireless computers, cable/satellite broadcasts, digital cameras, video/web conferencing, mobile phones) to facilitate teaching and learning by providing real-time access to native speakers and foreign language media resources. Teachers and students can use tool software (e.g., word processing, database, spreadsheet, multimedia, telecommunications) to collect, organize, analyze, present and share ideas/information with audiences near and far. As stated in the national standards for effective use of technology: • allows teachers and students to communicate orally and in writing with other speakers of the language outside of the confines of the classroom • opens the classroom to other cultures • provides unlimited access to a vast array of primary and secondary source materials The challenge for foreign language teachers is to create an environment which engages the student in authentic, culturally-appropriate, and meaningful experiences designed to stimulate the development of proficiency. In doing so, technology serves the instructional program, motivates students and allows them to apply many of the skills they have developed. The role of technology is addressed at greater length in the document Technology – The Common Language which is a guide for the integration of technology within the foreign language class. This document is available from the NC Department of Public Instruction. Second Languages 2004 35 Modern Foreign Languages ORGANIZATION OF THE MODERN FOREIGN LANGUAGE CURRICULUM Overview Students across North Carolina begin the study of another language at different grade levels anywhere along the K-12 continuum. Therefore, the Second Language Standard Course of Study is designed to address multiple entry points. It recognizes that all students start acquiring a second language in the same way, although they may participate in different learning activities ,which are appropriate to their ages, interests, and experiences. Goals The curriculum is organized around 7 goals, which are the same for all students K-12. They define the major purposes and program outcomes for a foreign language education. They are: COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION COMPETENCY GOAL 4: CULTURES COMPETENCY GOAL 5: COMPARISONS COMPETENCY GOAL 6: CONNECTIONS COMPETENCY GOAL 7: COMMUNITIES The goals are not listed in order of importance; all are interconnected and dependent on one another. Objectives For each goal, there are objectives which are specific to each grade and/or course. The purpose of these objectives is to define what students are expected to know and be able to do to achieve the stated goal. The objectives must coincide with the stages of language development and with the cognitive level of the student. As the objectives show progression from one level to the next, the numbering may vary from level to level to accommodate that progression. Second Languages 2004 36 Modern Foreign Languages Elementary Objectives at K-5 are stated grade by grade but repeated within grade ranges K-2 and 3-5. Students may begin second language study at anytime K-5. Moreover, there is great variation in the amount of instructional time, in both numbers of days per week and number of minutes per session. Teachers need to modify the stated objectives to match the amount of time a student receives second language instruction. Middle Grades For grades 6-8, there are two sets of objectives, which are stated Beginning and grade by grade but often repeated at grades 6,7, and 8. One set of Continuing objectives is for the beginning sequence and is designed for students starting second language instruction at the middle grades. The second set is for the continuing sequence and addresses the needs of students who began second language study in the elementary grades. However, middle grades teachers will have to examine carefully the prior instructional experiences of their students in order to choose the appropriate instructional objectives for their program. Students who studied a second language for only a year or two prior to middle school, who had minimal instruction (once a week or less), and who stopped language study for a year or more generally would be unable to meet the continuing objectives. Middle Grades A separate set of objectives are included for middle grades Exploratory exploratory programs which are typically 6-9 weeks in duration and which focus on an introduction to the study of one language, usually Spanish or French. Because instructional time is minimal, students are not expected to move toward the development of communicative proficiency and will be able to address some of the objectives only in English. High School The High School objectives have been developed generically for four courses-- Level I, Level II, Level III, and Level IV. These objectives reflect the sequential nature of language development, the progressive acquisition of cultural knowledge, and the increasing ability to apply language and culture in an authentic setting. Students who come to high school with previous language experience should be assessed to determine the level or course at which to begin their high school instruction. Grade Focus For each grade and/or level a focus section outlining the main and Course emphases for that specific grade level is included. Description For high school courses (levels I-IV) the information in the focus section is a brief description of the course. Second Languages 2004 37 Modern Foreign Languge MODERN FOREIGN LANGUAGES GOALS COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Second Languages 2004 38 Modern Foreign Languages ELEMENTARY GRADES K-2 (Beginning Sequence) Goal In the K-2 Foreign Language at the Elementary School (FLES) program, the primary goal is the development of listening and speaking and cultural awareness through concrete experiences. However, one must not forget that language acquisition begins with listening. For this reason, “Successful language learning activities emphasize comprehension rather than speaking at the beginning stages” (Curtain and Pesola, 1988). Content Learners in Grades K-2 begin with content topics close to the self, the home, and the school. Topics can include family, friends, home, house, etc. The topics are selected from the K-2 school curriculum and are introduced in a meaningful communicative context involving concrete activities aimed at developing language and reinforcing content from other disciplines. Age appropriate literature, arts, music, and games are also an integral part of the K-2 second language program. Communication Most of the practice in the early grades is in a social setting. Children are involved in interpersonal communication by participating in simple face-to- face interactions with classmates, teachers, family, and visitors. They engage in interpretive communication by following directions and commands, and by demonstrating their understanding of simple questions, everyday words, and statements relating to their immediate environment. They learn songs, recite poems, and give oral commands as they participate in presentational communication targeted to other students, parents, community members, other classes, and other teachers. Reading and At this level, reading and writing are not introduced. Instead, Writing emphasis is placed on the oral language development necessary for students to become good readers and writers later on. Students are introduced to story telling and story reading using big books and other predictable stories. In addition, they are surrounded by environmental print. Second Languages 2004 39 Modern Foreign Languages Grammar Grammar is not ignored but is learned indirectly. Because grammar represents concepts which are too abstract for young children, it is acquired more effectively when it is from context and when attention is given to function rather than terminology. Instructional Successful language learning activities are geared to the children’s Techniques interest level and motor skills. Because primary age children have a short attention span and tire quickly, instructional techniques are varied and are age appropriate. They involve large muscle physical activities such as Total Physical Response (TPR), concrete experiences and language experience approach (LEA), dramatic and role play, along with the use of visuals, manipulatives, realia, songs, games, and rhymes. When available, realia, songs, games, and rhymes of the target culture(s) are incorporated as a way to gain some insight into other cultures. Immersion In Immersion programs, the regular school curriculum is taught through Programs the second language. In a full immersion program the curriculum is taught in the target language for the entire day, whereas in a partial immersion program only a part of the curriculum is delivered in the target language. The goals and objectives which follow will have to be adapted for immersion programs. Because students use the language for longer and more frequent periods of time, they will develop higher levels of proficiency than their counterparts in a FLES program. In addition, the objectives of immersion also include those of the Standard Course of Study in all content areas at the appropriate grade level. Dual In Dual Language Programs students from two different language Language backgrounds receive academic instruction in two “target” languages. This Programs program also includes the grade level objectives of the Standard Course of Study in all content areas. The following Modern Foreign Language objectives will have to be adapted for dual language programs. In addition any ESL instructional objectives will be provided through the English Language Development Standard Course of Study. Second Languages 2004 40 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten The Kindergarten program described in this document begins a sequence of instruction leading to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the kindergarten curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher. Students communicate through basic words and short memorized phrases within a given context. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally. 1.05 Exchange personal information orally with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about the immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons). 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 41 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name people, places, and things using simple words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Give oral commands. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the kindergarten class. 6.02 Recognize and apply learning strategies and processes from other disciplines. 6.03 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 42 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Kindergarten COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 43 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 The Grade 1 program described in this document is sequential and leads to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades and/or it extends and strengthens skills and concepts introduced during the previous year of study. The stated objectives can be applied for both beginning and continuing programs. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the first grade curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face to face interaction with the teacher and with one another. Students communicate through basic words and short memorized phrases within a context. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally. 1.05 Exchange personal information with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about the immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons). 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 44 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using simple words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Give oral commands. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the first grade class. 6.02 Recognize and apply learning strategies and processes from other disciplines. 6.03 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 45 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 1 COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 46 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 The Grade 2 program described in this document is sequential and leads to the development of communicative proficiency in one language other than English. It lays the foundation for further language study in upcoming grades and/or it strengthens and extends concepts and skills introduced during the previous year(s) of study. The stated objectives can be applied for both beginning and continuing programs. Frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the second grade curriculum • Awareness that the target language is used outside the classroom Reading and writing are not addressed. Instead varied and concrete experiences engage students in oral language development within a social setting involving face-to-face interaction with the teacher and their peers. Students communicate through basic words and short memorized phrases within a given context. Strands: Listening, Speaking COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during oral interactions. 1.03 Ask and answer simple questions orally. 1.04 Share likes and dislikes, feelings and emotions orally with each other. 1.05 Exchange personal information with the teacher. COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of every day spoken and written words and phrases when accompanied by visual clues and/or props. 2.02 Demonstrate understanding of statements about immediate environment and needs. 2.03 Follow oral directions and commands. 2.04 Demonstrate understanding of spoken key words and phrases in a variety of materials (e.g., songs, short narratives, simple poems, rhymes, cartoons) and make inferences based on the information presented. 2.05 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. Second Languages 2004 47 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION -The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite simple poetry and sing songs. 3.03 Retell a simple story orally with visual cues and prompting. 3.04 Give clues and commands orally. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives, of cultures other than his/her own. Objectives 4.01 Recognize and use learned everyday greetings, gestures, and behaviors of the target cultures. 4.02 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.03 Participate in activities related to major holidays, festivals, and special dates celebrated by children of the target cultures. 4.04 Demonstrate understanding of children’s stories, poetry, and folktales of the target cultures. 4.05 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, and/or electronic materials and cultural artifacts. COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.02 Identify similarities and differences of tangible products (e.g., toys, sports equipment, food) of the target cultures and his/her own. 5.03 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the second grade class. 6.02 Share information when prompted about topics from other disciplines, in the target language. 6.03 Recognize and apply learning strategies and processes from other disciplines. 6.04 Develop learning strategies in the target language which can be used in other disciplines. Second Languages 2004 48 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 2 COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Greet people of other cultures in the target language using culturally appropriate behaviors. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 49 Modern Foreign Languages ELEMENTARY GRADES 3-5 (Beginning and Continuing Sequences) Goal The primary goal of the 3-5 program is the progressive development of proficiency -- the ability to communicate purposefully. A child says, “ I am cold” “I want some water,” or “where is my coat?” with a purpose in mind. He/she writes a birthday card or a brief letter for a reason. Each of these tasks requires a certain amount of communicative ability involving the skills of listening, speaking, reading, and writing. However, one must not forget that language acquisition begins with listening. For this reason, listening comprehension will take precedence over speaking at the beginning stages. Content Learners at grades 3-5 begin with content topics which represent the self and family and become acquainted with community and other parts of the world. At their age, they are “at a maximum of openness to people and situations different from their own experience. For these students a global emphasis is extremely important...”(Curtain and Pesola, p. 67). Content is drawn from the 3-5 curriculum and is delivered through first-hand, concrete experiences which are deeply embedded in context. Reading and Reading and writing are introduced as natural extensions of oral Writing language. Much time is devoted to pre-writing and pre-reading activities in order to elicit prior knowledge. These activities help students generate ideas, vocabulary, and structures needed to accomplish a task. In addition, they show students that listening, speaking, reading, and writing are interrelated and are mutually supportive. Materials selected are age-appropriate and have a high interest level. They may include big books, class books, individual books, use of the Internet, CD-ROMs, folktales, legends, songs, rhymes, and games of the target culture(s). The amount of time devoted to reading and writing will vary depending on the students’ level of language and on the amount of time available for the language class. Second Languages 2004 50 Modern Foreign Languages Grammar Grammar provides the essential framework for supporting meaning. The language functions which are selected dictate the kind of grammatical structures to be introduced. At this level, grammar is learned indirectly and it is a part of a bigger context. Instructional Most of the communication is in face-to-face interactions with Strategies teachers. However, in the upper elementary grades, students can begin to work in pairs or groups as long as they are working on concrete tasks. Some students in the upper elementary grades may resist pair work with a member of the opposite sex. Through the elementary years, children learn best when they are involved in concrete situations accompanied by manipulatives and realia and when they have the opportunity to move. Technology is integrated with the program and is focused on developing communicative skills and cultural awareness. Immersion In these programs, the regular school curriculum is taught through Programs the second language. In a full immersion program the curriculum is taught in the target language for the entire day, whereas in a partial immersion program only a part of the curriculum is delivered in the target language. The goals and objectives which follow will have to be adapted for immersion programs. Because students use the language for longer and more frequent periods of time, they will develop higher levels of proficiency than their counterparts in a FLES program. In addition, the objectives of immersion also include those of the Standard Course of Study in all content areas at the appropriate grade level. Second Languages 2004 51 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 The Grade 3 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strengthens and extends concepts and skills introduced during the previous year(s) of language study. The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Oral language development with a focus on listening and speaking skills • Pre-reading/writing activities through oral language. • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the third grade curriculum • Awareness of the importance of learning another language and culture Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics. Strands: Listening, Speaking, Reading, Writing COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact with the teacher and others using greetings, farewells, and expressions of courtesy orally and/or in writing. 1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 1.03 Ask and answer questions using learned material orally and/or in writing. 1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics. Second Languages 2004 52 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of spoken and written words, phrases, and statements relating to familiar topics. 2.02 Demonstrate understanding of oral and written questions about familiar topics. 2.03 Follow oral commands and written directions. 2.04 Identify main idea(s) from simple oral and written selections. 2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children’s stories) about familiar topics. 2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite poetry and sing songs. 3.03 Retell a simple story orally and/or in writing with visual cues and prompting. 3.04 Give directions and commands orally and/or in writing. 3.05 Write familiar words and phrases associated with visuals, props, or familiar contexts. COMPETENCY GOAL 4: CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. Objectives 4.01 Recognize and use learned non-verbal gestures, manners, and behaviors of the target cultures. 4.02 Recognize and use learned verbal greetings and idiomatic expressions of the target cultures. 4.03 Learn age-appropriate songs, rhymes, dances, and games of children in the target cultures. 4.04 Participate in activities and celebrations reflective of the customs and traditions of the target cultures. 4.05 Demonstrate understanding of children’s literature including stories, poetry, folktales, fables, and legends of the target cultures. 4.06 Demonstrate an awareness of the different target countries by locating them on a map or globe and identifying their major geographical features. 4.07 Identify people and products and their importance to the target cultures. 4.08 Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts. Second Languages 2004 53 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 3 COMPETENCY GOAL 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others. Objectives 5.01 Identify the sound patterns of the target language and compare them to his/her own language(s). 5.02 Develop an awareness of the structural patterns (e.g., gender agreement, adjective placement) in the target language and his/her own language(s). 5.03 Recognize similarities and differences in the ways languages are written (e.g., alphabet/characters, punctuation, capitalization) in the target language and his/her own language(s). 5.04 Develop an awareness of the use of idiomatic expressions in the target language. 5.05 Identify connections among languages by recognizing cognates and loan words. 5.06 Demonstrate an awareness that behaviors such as gestures and greetings may differ among cultures. 5.07 Identify similarities and differences of tangible products (e.g., toys, sport equipment, food) of the target cultures and his/her own culture(s). 5.08 Identify similarities and differences of intangible products (e.g., songs, rhymes, folktales) of the target cultures and his/her own culture(s). 5.09 Recognize some viewpoints and attitudes of people in both the target cultures and his/her own culture relating to family, home, school, work, and play. COMPETENCY GOAL 6: CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language. Objectives 6.01 Demonstrate understanding and apply information and skills that are common to foreign language instruction and the third grade class. 6.02 Share information with others about topics from other disciplines in the target language. 6.03 Recognize and apply learning strategies and processes from other disciplines. 6.04 Develop learning strategies in the target language which can be used in other disciplines. COMPETENCY GOAL 7: COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment. Objectives 7.01 Perform and/or participate in a school or community celebration. 7.02 Share knowledge of the target language and cultures with others. 7.03 Interact with people of other cultures in the target language about familiar topics. 7.04 Visit places in person or via technology which provide opportunities to use the target language and/or experience the target cultures. 7.05 View and listen to various forms of media that utilize the target language and reflect the target cultures. Second Languages 2004 54 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 4 The Grade 4 program described in this document is sequential leading to the development of communicative proficiency in one language other than English. It can be a beginning program which lays the foundation for further language study in upcoming grades or a continuing program which strenghtens and extends concepts and skills introduced during the previous year(s) of language study. The stated objectives can be applied for both beginning and continuing programs. However, frequency and quality of instruction will impact on the students’ ability to meet the stated objectives. Modifications may need to be made for programs meeting minimal periods of time. The emphasis at this grade level is on: • Communication including the skills of listening, speaking, reading, and writing • Awareness of other cultures • Comparison of language and culture to the students’ own language and culture • Connections to the fourth grade curriculum • Awareness of the importance of learning another language and culture Reading and writing are introduced; however, much time is spent on pre-reading/writing activities through oral language. Concrete activities involve students in oral language development within a social setting and include interaction with their teacher and their peers in a variety of groupings. Students communicate through basic words and short memorized phrases within a context and may begin to combine words and phrases to exchange information about everyday topics. Strands: Listening, Speaking, Reading, Writing COMPETENCY GOAL 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language. Objectives 1.01 Interact orally and/or in writing with the teacher and others using greetings, farewells, and expressions of courtesy. 1.02 Use basic words and short memorized phrases during interactions orally and/or in writing. 1.03 Ask and answer questions using learned material orally and/or in writing. 1.04 Share likes and dislikes, feelings and emotions with each other orally and/or in writing. 1.05 Engage in conversation with the teacher and other students to exchange information about everyday topics. Second Languages 2004 55 Modern Foreign Languages MODERN FOREIGN LANGUAGES - Grade 4 COMPETENCY GOAL 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language. Objectives 2.01 Demonstrate understanding of spoken and written words, phrases, and statements relating to familiar topics. 2.02 Demonstrate understanding of oral and written questions about familiar topics. 2.03 Follow oral commands and written directions. 2.04 Identify main idea(s) from simple oral and written selections. 2.05 Make inferences from simple oral and written selections (e.g., conversations, dialogs, narratives, songs, rhymes, chants, and children literature) about familiar topics. 2.06 Interpret phrases presented with accompanying gestures, intonations, and other visual or auditory cues. COMPETENCY GOAL 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language. Objectives 3.01 Name and describe orally people, places, and things using everyday words and phrases. 3.02 Recite poetry and sing songs. 3.03 Tell |
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