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#EDC&I 495 World Languages: Standards and Assessment

Fall, 2003

Presented by Michele Anciaux Aoki, Ph.D.,in conjunction with P-20 International Education Summit “Teaching and Learning in a Global Community”

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Purpose

The purpose of this course is to provide teachers with an overview of World Language Standards and Assessment and an opportunity to incorporate standards into their own curriculum development and assessment.

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Course Objectives

Upon completion of this course, participants will be able to:

Explain the purpose of standards for Foreign/World Languages

Distinguish different types of standards: Content Standards, Performance Standards, Proficiency Standards, and Program Standards

Use the Content Standards and Performance Standards (sample progress indicators) of the National Standards for Foreign Language in planning classroom curriculum

Understand how to use Proficiency Standards as a basis for assigning students to a particular proficiency level

Demonstrate how to incorporate standards into short and long-term curriculum and assessment planning

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Session 1: Intl Ed Summit

Attend the P-20 International Education Summit at the UW HUB on September 18, 2003, including the World Language sessions presented by Myriam Met, Acting Director of the National Foreign Language Center:

World Language before High School Linking Curriculum, Instruction, and

Assessment Focusing on the Cultures Standard World Languages Q&A

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Following Session 1

• Write a brief reflective essay (at least 200 words) about what you have learned during the International Education Summit. Provide concrete examples wherever possible.

• Submit the reflection to the instructor by September 30, 2003 michele@anciauxinternational.com

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Session 2: UW LLC

• Date/Time: Sept. 25, 2003 4:30-6:30 pm• Location: UW LLC Denny Room 109

• Topics to be covered: Why do we need standards for foreign/world

language learning? What are the different types of standards? What are the National Standards for Foreign

Language Learning? Examples of instructional strategies that

demonstrate a standards-based curriculum

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Why do we need standards for foreign language learning?

• Students, parents, administrators, and language teachers need to know what “learning another language” means in U.S. schools.

• If we are to align our efforts to increase language proficiency, we need common goals and terminology.

• If language learning is a journey, we need a map to show us the way.

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What are the different types of standards?

Content Standards What should students know and be able to do?

Performance Standards How can students show they are achieving the

content standards?

Proficiency Standards How well are students achieving – how can we

measure progress?

Program Standards When? Where? Who? – the elements of

program design

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What are the National Standards for Foreign Language Learning?

A brief history…• 1993 – work on national foreign

language content standards began• 1996 – generic standards published• 1999 – language-specific standards

published for: Chinese, Classical Languages, French,

German, Italian, Japanese, Portuguese, Russian, and Spanish

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Standards for Foreign Language Learning

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Communication

Communicate in Languages Other Than English

Interpersonal Mode Interpretative Mode Presentational Mode

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Cultures

Gain Knowledge and Understanding of Other Cultures

PRACTICES(Patterns of social

interactions)

PRODUCTS(Books, tools, foods, laws,

music, games)

oPERSPECTIVES(Meanings, attitudes, values, ideas)

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Connections

Connect with Other Disciplines and Acquire Information

Further knowledge of other disciplines Recognize distinctive viewpoints

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Comparisons

Develop Insight into the Nature of Language and Culture

Compare language studied to their own Compare culture studied and their own

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Communities

Participate in Multilingual Communities at Home & Around the World Use the language within and beyond

school Use language for personal enjoyment

and enrichment

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Examples of instructional strategies

• Speak in the target language (keep English to a minimum)

• Use “real” objects to convey meaning• Teach vocabulary in context• Try paired and small-group activities• Focus on communication, not just

perfect grammar

from New Jersey World Language Standards, p. 60

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Learning Strategies

Show students how to:• Organize in advance by previewing,

skimming, or reading for the gist• Reflect on what they’ve learned• Summarize • Ask for clarification or explanation

from Standards for Foreign Language Learning p. 34

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Communications Strategies

• Circumlocution• Guessing intelligently• Deriving meaning from context• Understanding, interpreting, and

producing gestures• Asking for and providing clarification• Making inferences, predictions, and

generalizations• Drawing conclusions

from Standards for Foreign Language Learning p. 34

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What’s Next: Following Session 2

1. Review the reading assignments for next session: Shadrock, Paul. State Standards: Connecting a National Vision

to Local Implementation http://www.actfl.org/public/articles/Winter1997.pdf (7 pages)

National Standards for Foreign Language Educationhttp://www.actfl.org/public/articles/details.cfm?id=33 and pdfhttp://www.actfl.org/public/articles/execsumm.pdf (executive summary) (8 pages)

Bringing the Standards into the Classroom (National K-12 Foreign Language Resource Center) http://www.educ.iastate.edu/nflrc/publications/stds.htm and pdfhttp://www.educ.iastate.edu/nflrc/publications/guide.pdf (42 pages, large print)

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Following Session 2 (cont.)

2. Review the Washington State Essential Academic Learning Requirements

Reading: http://www.k12.wa.us/curriculumInstruct/reading/pubdocs/pdf/reading.pdf (10 pages)

Writing: http://www.k12.wa.us/curriculumInstruct/writing/pubdocs/pdf/writing.pdf (9 pages)

Communication: http://www.k12.wa.us/curriculumInstruct/communications/ealrs.aspx (9 pages)

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Following Session 2 (cont.)

3. Choose a World Languages classroom activity or unit to share in class next session. Or review the sample scenarios in one of the states’ standards and choose one to share at the next session.

Here are example state standards: Nebraska K-12 Foreign Language Frameworks

http://www.nde.state.ne.us/FORLG/Frameworks/Frameworks.pdf

New Jersey World Languages Curriculum Frameworkhttp://www.state.nj.us/njded/frameworks/worldlanguages/

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Following Session 2 (cont.)

4. Select a topic for a small project to share as a brief paper that can be accessed from the International Education Washington web site (http://internationaledwa.org/).

Note: All topics must be approved in advance by the instructor.

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Example projects (select one):

• Create a new or modified lesson plan for a unit or learning scenario that is aligned with the National Standards for Foreign Language (indicating Content Standards and Performance Standards (Progress Indicators)) to incorporate into your classroom curriculum.

• Create a lesson plan based on modifying a sample scenario from the Nebraska or New Jersey standards to incorporate into your classroom curriculum. Provide a copy of the original and your modified version, showing how you have tailored it to your classroom, yet maintained the connection to standards.

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Example projects (select one):

• Show a comparison of the National Standards for Foreign Language Learning with the Washington State Essential Academic Learning Requirements (EALRs) for Reading, Writing, and Communication. What elements of the National Standards are missing in our state standards in these areas? Which overlap?

• Draft a recommendation for Program Standards for World Languages for a hypothetical district in Washington state. When should world language instruction be started? How many years should students have? What types of programs should be offered (FLES, immersion, etc.)? Which languages should be taught? What level of proficiency should students attain? Where do world language standards fit in?

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Session 3: UW LLC

• Date/Time: Oct. 11, 2003 9-11 am• Location: UW LLC Denny Room 109• Topics to be covered:

Using proficiency standards for assessment Examples of standards-based resources from

other states How do the foreign/world language standards

align with the Washington State Essential Academic Learning Requirements for Reading, Writing, and Communication?

Analyzing examples of curriculum aligned with foreign/world languages standards

Developing examples of standards-based curriculum

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Following Session 3

• Submit an outline, plan, or draft of your paper to the instructor.(The instructor will provide feedback by email.)

• Submit the final paper to the instructor to be linked on the International Education Washington website: http://internationaledwa.org/

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Evaluation Criteria

Satisfactory completion of this course will be based on: Submission of the brief reflective essay

following the Summit by September 30, 2003

Attendance at all three sessions (in person or by video connection for sessions 2 and 3)

Completion of the final written paper by October 31, 2003