Second language studies standard course of study and grade level competencies, K-12

              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