• Standards and Benchmarks

     

     

    WORLD LANGUAGES

                                       Communication• Cultures• Connections• Comparisons• Communities

      MICHIGAN DEPARTMENT OF EDUCATION

    MICHIGAN WORLD LANGUAGE STANDARDS AND BENCHMARKS

    Introduction

    The Michigan World Language Standards and Benchmarks define what students should know and be able to do to communicate effectively in a language other than English. These standards and benchmarks outline three levels of proficiency: a level that meets the Michigan Merit Curriculum requirements and two additional levels that describe the knowledge and skills attained by students who complete an extended program of study.

    Specifically, the standards and benchmarks describe:
    1) the communicative functions, or tasks, that students should be able to carry out in that language,
    2) the contexts, or situations, in which students can understand and use written, spoken and/or signed language to carry out these tasks, and
    3) the level of accuracy and appropriateness of the language students use.

    This three part functions-contexts-accuracy model can be used to describe language proficiency at a variety of levels, from the very basic, like greeting and asking how someone is, to the highly sophisticated, like supporting and defending an opinion or negotiating a business transaction.

    There are many ways for language learners to develop and enhance their language proficiency. However, all of these paths to language proficiency have five essential elements in common. All proficiency-oriented opportunities to learn a world language emphasize:

    • meaningful spoken, written and/or signed communication
    • the fundamental link between language and the culture or cultures in which the language is used
    • the role of interdisciplinary content connections
    • the need for opportunities to compare languages and cultures
    • frequent opportunities to learn and use language within the context of an authentic, living language community

    These five essential elements are at the heart of the national Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 2006).

    Vision

    Michigan students, like students throughout the United States, are living in and contributing to an increasingly diverse society and interdependent community of nations in the 21st century. To realize their personal, social, and long-term career goals, individuals need to be able to communicate with others skillfully, appropriately, and effectively. The challenge of contemporary education is to prepare all students for life in this new world. Because language and communication are at the heart of the human experience, the United States must equip students linguistically and culturally to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which all students develop and maintain proficiency in English and in at least one other language.

    WORLD LANGUAGES MICHIGAN DEPARTMENT OF EDUCATION 

    Context for the World Language Standards and Benchmarks

    • language as communication
    • language learning through meaningful and significant use
    • cultural, social, and cognitive processes in language and academic development
    • assessments that reflect the social, cultural and communicative nature of language.

    General Principles of Language Acquisition

    Current linguistic, psychological and educational research offers insight into the process of learning additional languages and the pedagogy that supports language learning. Even though language learning takes place in the community as well as in classrooms, in the school setting, several general principles are fundamental to successful language teaching and learning for all students:

    • Language is functional.

    The development of listening, speaking, reading, writing, or signing skills is essential for students to function in social as well as academic situations.

    • Language skills develop interdependently.

    The acquisition of interpersonal, interpretive, and presentational language proficiency, or receptive and expressive signed (American Sign Language) proficiency, occurs simultaneously and interdependently as students learn and use language in a variety of contexts. For example, in interpersonal oral communication, students are required to both listen and speak. Similarly, in interpersonal signed communication, students must operate in both the receptive and expressive modes.

    • Language learning is cultural learning.

    Language is the primary vehicle for expressing cultural perspectives and participating in social practices. Thus, the study of a new language provides opportunities for students to develop cultural insights that are available in no other way. Since people who share the same native language share many common values, beliefs, and behaviors, language and culture are truly inseparable. It is also important to recognize that members of one culture tend to make assumptions and draw corresponding conclusions about other cultures based upon their own values. Through language study, learners come to understand, respect, and value the practices, products, and perspectives that are at the heart of cultures other than their own. To accomplish this, teachers must integrate language and culture within each daily lesson and compel students to make cultural comparisons and connections.

    • Language proficiency develops through meaningful use and interaction.

    World language learners must have multiple opportunities to learn and use authentic language, to interact with others as they study meaningful and intellectually challenging content, and to receive feedback on their language use. This means that teachers and students should use the target language exclusively as the means of communication within and beyond the classroom. To do this, teachers must both have a high level of language proficiency and must be able to tailor their language to the level of their learners.

    • Language acquisition is a long-term process and occurs at different rates.

    Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Teachers, parents and students must recognize that language learning takes time and that learners acquire language and develop proficiency at different rates.

    • Language proficiency develops in varied ways.

    A variety of factors influence students’ acquisition of another language. These factors include students’ proficiency in their first/home language, their learning and cognitive styles, motivation for language learning, personality, personal interests, and previous language learning experiences. To help all students succeed in the language classroom, teachers must take these differences into consideration and use a variety of strategies, techniques and materials when teaching and assessing student learning.

    Expected Proficiency Levels

    The Proficiency Guidelines of the American Council on the Teaching of Foreign Languages (ACTFL) describe language proficiency in terms of five levels: Novice, Intermediate, Advanced, Superior and Distinguished. At the Novice, Intermediate, and Advanced levels, proficiency is further defined as low, mid, or high. As outlined in the following chart, ACTFL suggests that students who study the same language from Kindergarten through Grade 12 can reach the levels of Pre-advanced or Advanced Low.

    As shown in the preceding figure, from the ACTFL Performance Guidelines for K-12 Learners (1999), students’ proficiency in Grade 12 is directly related to the amount of sustained instruction that they have in the language. For example, students who have daily and sustained opportunities to learn and use a world language in Grades K – 4can reach the level of Novice Mid. Similarly, students who have daily, sustained and continuous opportunities to learn and use a world language in Grades K –12 may reach the level of Intermediate Mid to Intermediate High. Students who study the same world language beginning in Kindergarten and continue with that language in an uninterrupted sequence of study throughout their college years, will have a strong and sophisticated command of the language. Note that the preceding figure illustrates expected levels of performance for students who have access to different opportunities to learn and use a language; these levels of performance are fully consistent with the expected outcomes for the various scheduling models presented in the Michigan Languages Other Than English Guidelines.

    Description of Proficiency Levels for K-12 Learners in Michigan

    Novice High

    (Students have met the minimum two-credit graduation requirement.)

    Intermediate Low and Intermediate Mid

    (Students can meet all expectations at the Novice High level and the following.)

    Pre-Advanced

    (Students can meet all expectations at the Intermediate Low and Intermediate Mid levels and the following.)

    Effectively carry out everyday social and survival tasks that present no complications

    Effectively communicate about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment

    Communicate about present and future events; reports series of isolated events in the past

    Communicate in sentence-length discourse recombining and reformulating learned phrases

    Are understood primarily by native speakers who are very accustomed to interacting with language learners

    Can identify the text type, topic, and some significant details of an authentic presentational or interpersonal oral, written, or signed text

    Effectively carry out everyday social and survival tasks that may present complications

    Effectively communicate about topics beyond self and home; developing ability to communicate about topics related to work, current events, and issues of personal and public interest

    Communicate consistently about present and future events; communicates inconsistently about past events

    Communicate in sentences and short paragraphs

    Are consistently understood by native speakers accustomed to interacting with language learners

    Can identify the text type, topic, main ideas and some significant details of an authentic presentational or interpersonal oral, written, or signed text

    Effectively carry out tasks that present complications and require negotiation of meaning

    Effectively communicate about topics related to work, current, public, and personal interest; developing the ability to communicate about unfamiliar topics

    Can generally narrate and describe in past, present, and future time

    Communicate in connected, paragraph length discourse

    Are understood by native speakers who are unaccustomed to interacting with language learners

    Can identify and analyze the text type, topic, main ideas, details and other features of an authentic presentational or interpersonal oral, written,

    Functions, Contexts, Time Frames, Levels of Discourse, Comprehensibility, Accuracy, and Comprehension

     

    Contexts
    As learners increase in proficiency, they are able to function in increasingly varied, wide-ranging, and complicated situations. It is important to note, however, that the range of contexts in which Novice High and Intermediate Low–Mid students is quite similar. For example, students at both the Novice High and the Intermediate Low–Mid levels can successfully carry out everyday social and survival tasks such as purchasing an item of clothing. Unlike the Novice High learner, however, Intermediate Low–Mid learner can describe the item to be purchased in greater detail and communicate successfully when the situation involves a complication. The Intermediate High–Advanced Low learner can address all of those same topics as well as more sophisticated and abstract topics that go beyond everyday social and survival situations.

    The table below outlines the contexts in which students should be able to comfortably understand and use the world language at the Novice High (N), Intermediate Low–Intermediate Mid (M), and Intermediate High–

    CONTEXTS: WORLD LANGUAGE STANDARDS and BENCHMARKS

    Proficiency Level

    Units of Study

    • family members, family relationships, personal characteristics (size, hair color, country of origin and nationality, character and personality traits), and pets

    • family activities, daily routines, chores and household tasks

    • personal possessions: toys, games, electronics, clothing (color, numbers, size, fabric, style, features)

    • leisure activities: sports, hobbies, pastimes, television shows, movies, music, graphic arts

    • foods and beverages: typical breakfast, lunch, snack, and dinner foods, regional specialties, favorite foods

    • body parts, illness, injuries, and treatments, food choices, diets, health behaviors, and fitness, healthy practices (exercise preferences, sports, diet and health choices)

    • rooms and furnishings in a house, table setting

    • recreational, commercial, and government buildings

    • stores and shopping

    • transportation

    • school (school supplies, classes, schedules, activities, rules, routines)

    • careers (professions, employment, future plans)

    • community services

    • days, dates, months, seasons, and weather patterns

    • geographical features and land forms, neighboring regions and countries

    • holidays, ceremonies, and festivals, sites of interest, travel

    • nature, ecosystems, and living things (plants, animals)

    • the arts (music, sculpture, architecture, film, literature, visual arts)

    • government and political systems

    • current events and public issues

    • beliefs and values

    Overview to the Michigan World Languages Standards and Benchmarks

    The Michigan World Language Standards and Benchmarks are correlated with the National Standards for Foreign Language Learning and are organized around the 5Cs: communication, cultures, connections, comparisons, and communities. Local school districts are encouraged to use these standards and benchmarks in developing an articulated K-12 world language program that meets the needs of all learners.

    Language Options

    While most languages taught in Michigan schools require students to build proficiency in listening, speaking, reading and writing, some languages do not have a written or oral form. Students may fulfill the requirement in the following ways:

    • For languages that are both written and spoken, students must demonstrate proficiency at the Novice High level in speaking and writing (productive skills) and in listening and reading (interpretive skills). (See ACTFL Proficiency Guidelines for Speaking and for Writing for definition).

     

    Communication

     

    Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

    Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.

    Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

    Practices and Perspectives: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

    Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

    Knowledge: Students reinforce and further their knowledge of other disciplines through the world language.

    Point of View: Students acquire information and recognize the distinctive viewpoints that are only available through the world language and its cultures.

    Comparing Languages: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

    Comparing Cultures: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

    Use of Language: Students use the language both within and beyond the school setting.

    Personal Enrichment: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

    InterpersonalCommunication

    Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

    Socializing

    Use the target language with culturally appropriate gestures in everyday social situations such as greeting, leave taking or introductions

    Ask and answer basic questions about the weather, health/physical conditions, self, family and friends

    Recognize and use appropriate register/honorifics in a limited number of simple social situations such as greetings, leave-takings and introductions

    Request, offer, invite, and reply appropriately using memorized phrases

    Socializing

    Use the target language with culturally appropriate gestures to greet one another and engage in conversations about everyday topics such as school and community events and activities

    Recognize and use appropriate register/honorifics in a limited number of routine social situations such as making a purchase or an appointment

    Request, offer, invite, and reply appropriately using simple phrases/sentences and provide rationale for the request and/or reply

    Socializing

    Use the target language with culturally appropriate gestures to greet one another and engage in conversations about past and future activities such as weekend plans, vacation, jobs and travel

    Recognize and use appropriate register/honorifics in routine social and professional situations

    Request, offer, invite, and reply appropriately and provide rationale for the request, offer, invitation and reply

     

     

     

    Identifying andDescribing

    Ask questions about physical appearance, character and personality traits of friends, family, classmates and answer using a list of traits

    Ask questions about feelings, emotions and health of friends, family, classmates and answer using a list of traits

    Ask questions about the attributes of places and things in their immediate environment and answer using a list of traits

    Identifying and Describing

    Share a detailed description about physical appearance, character and personality traits of contemporary figures in their own and the target culture

    Share a detailed description about feelings, emotions and health of contemporary figures

    Share a detailed description of places and things beyond their immediate environment or in the target culture

    Identifying andDescribing

    Share detailed description and analysis of physical appearance, character and personality traits of historical figures and characters in literature, TV, film, and the arts in the target culture

    Share detailed description and analysis of feelings, emotions and health of historical figures and characters in literature, TV, film, and the arts

    Share an analysis and comparison of attributes of places and things in the target culture by providing a detailed description

    Exchanging Information

    Exchange information in the target language about personal and social, community or current events

    Exchanging Information

    Use target language to discuss social issues and problems

    Exchanging Information

    Exchange information in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life

    Ask for and obtain information in everyday situations in the target language about time, place, price, size, relating to restaurants, stores, transportation, and services

    Ask for and obtain information in everyday situations with a complication that needs to be resolved in the target language, in person or on the telephone relating to restaurants, stores, transportation, and services

    Use target language to discuss current or past events that are of significance in the target culture

    Report to someone the resolution of an everyday situation with a complication in the target language, in person or on the telephone relating to restaurants, stores, transportation, and services

    Exchanging Opinions

    Interview a classmate in the target language about their likes, dislikes, preferences, and opinions

    Share opinions and individual perspectives on a variety of topics dealing with contemporary issues

    Exchanging Opinions

    Share their opinions via discussion on what they have recently read or seen such as articles, short stories, books, comics, film, video/DVD, music and art

    Exchange, support and discuss opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues in the target culture

    Exchanging Opinions

    1.1.N.SL.j

    Share likes and dislikes in the target language with a classmate

    Share opinions and preferences in the target language with their classmates

    Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet one another and write about everyday topics such as school and community events and activities

    Recognize and use appropriate register/honorifics in routine written social correspondence

    Request, offer, invite, and reply appropriately in writing using simple phrases/sentences, and provide rationale for the request and/or reply

    Socializing

    Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet one another and write about past and future activities such as weekend plans, vacation, jobs, and travel

    Recognize and use appropriate register/honorifics in routine written social and professional correspondence

    Request, offer, invite, and reply appropriately in writing and provide rationale for the request, offer, invitation and reply

    Socializing

    Use the target language in email messages, text messages, blogs, webpages, letters, and notes to greet, take leave, or make introductions

    Exchange information by asking and answering basic questions in writing about the weather, health/physical conditions, self, family, and friends

    Recognize and use appropriate register/honorifics in limited, simple social correspondence

    Request, offer, invite, and reply appropriately in writing using memorized phrases

    Identifying andDescribing

    Ask questions in writing about physical appearance, character and personality traits of friends, family, classmates, and answer in writing using a list of traits

    Ask questions in writing about feelings, emotions and health of friends, family, classmates, and answer in writing using a list of traits

    Ask questions in writing about the attributes of places and things in their immediate environment, and answer in writing using a list of traits

    Identifying andDescribing

    Share a written detailed description of physical appearance, character, and personality traits of contemporary figures in their own and the target culture

    Share a written detailed description of feelings, emotions, and health of contemporary figures

    Share a written detailed description of places and things beyond the student’s immediate environment or in the target culture

    Identifying andDescribing

    Share in writing a detailed description and analysis of physical appearance, character, and personality traits of historical figures and characters in literature, TV, film, and the arts in the target culture

    Share in writing a detailed description and analysis of feelings, emotions and health of historical figures and characters in literature, TV, film, and the arts

    Share in writing an analysis and comparison of attributes of places and things in the target culture by providing a detailed description

    Exchanging Information

    Exchange information in writing in the target language on familiar topics such as personal interests, memorable experiences, school activities, and family life

    Exchanging Information

    Exchange information in writing in the target language about personal and social, community, or current events

    Exchanging Information

    Exchange information in writing about social issues and problems

    Inquire in writing, to obtain information in the target language about time, place, price, and size relating to restaurants, stores, transportation, and services

    Report in writing, to someone, the resolution of an everyday situation with a complication in the target language relating to stores, transportation, services, and online purchases

    Use target language to write about current or past events that are of significance in the target culture

    Resolve in writing an everyday situation that presents a complication that needs to be resolved in the target language relating to stores, transportation, services, and online purchases

    Exchanging Opinions

    Share in writing, opinions and individual perspectives on a variety of topics dealing with contemporary issues

    Share opinions in writing about something read or viewed, such as, articles, books, films/DVDs, TV shows, music presentations, or art

    Exchange, support and discuss opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues in the target culture

    Demonstrate understanding of oral classroom language in the target language including directions, commands, and requests

    Understand interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences

    Understand main idea of a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)

    Understand main idea of an audio presentation (CD, lecture, radio, podcast, songs/music)

    Demonstrate understanding of oral classroom language in the target language on familiar topics

    Understand interpersonal communication, spoken messages, and group discussions in the target language on familiar topics related to family, school, and community

    Understand main idea and supporting detail, and summarize a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)

    Understand main idea and supporting detail, and summarize an audio presentation (CD, lecture, radio, podcast, songs/music)

    Demonstrate understanding of oral classroom language in the target language on a variety of familiar and unfamiliar topics

    Understand interpersonal communication, spoken messages, interviews, group discussions and lectures in the target language on a variety of familiar and unfamiliar topics

    Analyze a visual media or live presentation (film/DVD, TV shows and commercials, theatre and musical production)

    Analyze an audio presentation (CD, lecture, radio, podcast, songs/music)

    Demonstrate understanding of written classroom language in the target language on familiar topi

    Understand main idea and supporting detail, and summarize accessible written materials on familiar topics in the target language such as, textbook content, magazine and newspaper articles/ads, websites/internet, poetry or stories.

    Understand written interpersonal communication in the target language on familiar topics related to family, school, and community (email, letters, messages, notes, and text messages)

    Demonstrate understanding of written classroom language in the target language on a variety of familiar and unfamiliar topics

    Understand and analyze written materials in the target language on unfamiliar topics such as, literary works, print media, websites/internet, directions

    Understand written interpersonal communication in the target language on a variety of familiar and unfamiliar topics (email, letters, messages, notes, and text messages)

    Demonstrate understanding of written classroom language in the target language including directions, commands, and requests

    Understand main idea of simple accessible written materials in the target language such as, textbook passages, age-appropriate magazine and newspaper articles/ads, websites/internet, poetry or stories

    Understand written interpersonal communication on topics of personal interest such as preferences, family life, friends, leisure and school activities, and everyday occurrences (email, letters, messages, notes, and text messages)

    Present songs, poems or stories in the target language

    Present brief personal descriptions on familiar topics in target language such as self, friends, family, home, and school

    Record materials in the target language, such as a puppet show, fashion show, or weather report

    Present skits or short plays in the target language

    Retell a story to an audience in the target language

    Present brief oral reports about personal experiences, school, and community happenings in target language

    Produce a short original target language video/DVD recording, such as a segment of a newscast, talk show, or game show

    Participate in and perform scenes in the target language from plays, and/or poems, or excerpts from short stories

    Present a summary of a story including plot and characters or an event to an audience

    Present oral reports on familiar and unfamiliar topics in target languag

    Produce an original target language information video/DVD recording of a complete newscast or target culture topic

    Illustrate and present materials in the target language such as an informational brochure or instructions

    Create original compositions or journal entries in the target language

    Present brief written reports about personal experiences, school, and community happenings in the target language

    Create and disseminate a newsletter or webpage in the target language

    Prepare a written analysis of a literary work, journalistic article, publication, or media/TV/DVD presentation intended for native speakers of the language

    Present written reports on familiar and unfamiliar topics in the target language

    Illustrate and present materials in the target language such as an advertisement, poster, or menu

    Prepare illustrated stories (big books, posters, dioramas, cartoons) about activities or events in student’s personal life, and share these with an audience

    Write brief personal descriptions on familiar topics in the target language such as self, friends, family, home, and school
    Practices and Perspectives
    Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
    Understanding the impact of historic events and governmental systems within the target cultures (H)

    Explain the chronology of major historic events and their impact on the culture of a community or country in which the language is spoken

    Describe three important features of the governmental/ political system(s) in a country in which the language is spoken

    Explain important political issues in a community or country in which the language is spoken

    Explain the importance of significant current events in a community or country in which the language is spoken

    Analyze the impact of major historic events on the culture of communities or countries in which the language is spoken

    Compare the governmental system of a country in which the language is spoken with that of one or more other countries

    Compare the position vis-à-vis an important political issue in two or more communities or countries in which the language is spoken

    Analyze the impact of major current events on the culture of communities or countries in which the language is spoken

    Identify and explain the impact of three major historic events and their impact on the culture of a community or country in which the language is spoken

    Name the governmental system(s) and key political figures in a country in which the language is spoken

    Identify one important political issue in a country in which the language is spoken

    Identify and describe significant current events in a country in which the language is spoken

    Identify and explain how the language and culture expanded throughout the world

    Analyze the influence of linguistic and cultural expansion on indigenous populations or within different communities, regions, or countries

    Analyze major tensions within and outside a community or country in which the language is spoken

    Explain who is considered majority and minority within a culture

    Analyze issues of gender, class and/or status in the target culture

    Analyze the characteristics and beliefs that define the identity of a member of a community or culture in which the language is spoken

    Understanding the role of family and community

    within the target culture

    Describe family structures and the role of friends within a community or culture in which the language is spoken

    Describe daily routines within a community or culture in which the language is spoken (concept of time, typical activities appropriate to various periods during the day)

    Compare family structures and the role of friends within two or more communities or cultures in which the language is spoken

    Compare daily routines within two or more communities or cultures in which the language is spoken (concept of time, typical activities appropriate to various periods during the day)

    Analyze changes in family structures and the role of friends within a community or culture in which the language is spoken

    Analyze the cultural beliefs, values, and perspectives associated with time and daily routinesDescribe how daily needs are met within a community or culture in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

    Describe typical leisure activities commonly practiced within a community or culture in which the language is spoken

    Explain the practices and significance of an important:

    - civil or religious holiday or celebration AND

    - regional holiday or celebration AND

    - personal or family holiday or celebration

    within a community or culture in which the target language is spoken

    Describe how daily needs are met within two or more communities or cultures in which the language is spoken (housing, shopping, food preparation, transportation, health care, access to public services)

    Describe leisure activities associated with a particular community, region, or culture in which the target language is spoken

    Compare the practices and significance of an important:

    - civil or religious holiday or celebration AND

    - regional holiday or celebration AND

    - personal or family holiday or celebration

    across multiple communities or cultures in which the target language is spoken

    Analyze and compare changes over time in how daily needs are met within a community or culture in which the language is spoken

    Analyze the balance between work and leisure activities within a community or culture in which the language is spoken

    Explain how cultural beliefs, values and perspectives serve as the basis for the practices associated with civil, religious, and personal/family holidays or celebrations

    Compare the educational systems in a community or country in which the language is spoken with one or more other communities or countries

    Compare the economic system in a community or country in which the language is spoken with one or more other communities or countries

    Compare the role of work within a community or culture in which the language is spoken with that of one or more other communities or countries

    Analyze secondary and post- secondary educational opportunities that lead to careers in the target country

    Analyze the role and impact of the economic system on a community or country in which the language is spoken

    Analyze the cultural beliefs related to money, wealth, and the social status of various types of employment

    Identify levels of instruction, courses, and typical daily school schedules and activities in a community or culture in which the language is spoken

    Identify the economic system in a community or culture in which the language is spoken

    Identify ways in which people of all ages earn money and/or make a living in a community or culture in which the language is spoken

    Products and Perspectives

    Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

    Understanding the impact of geography and natural resources on the target cultures (G)

    Locate and explain the development of urban, rural, and suburban areas within a country where the language is spoken

    Explain how geographic features help to define regional identities within a country

    Analyze the relationship of a country in which the language is spoken to its neighboring countries and throughout the world

    Analyze how geographic location, climate and typical seasonal weather patterns influence the economy and population density

    Identify countries, their capital and major cities in which the language is spoken

    Identify major geographic features (rivers, mountains, deserts, forests) of a country in which the language is spoken

    Identify the neighboring countries and geographic features surrounding a country in which the language is spoken

    Describe the climate and typical seasonal weather patterns in various parts of a country in which the language is spoken

    Identify and describe regions and their distinctive characteristics within the countries where the language is spoken

    Identify and describe major geographic features (rivers, mountains, deserts, forests) of additional countries or regions in which the language is spoken

    Identify and describe the neighboring countries and geographic features surrounding additional countries in which the language is spoken

    Describe the climate and typical seasonal weather patterns in various regions in additional countries in which the language is spoken

    Understanding the importance of cultural and creative heritage within the target cultures (C)

    Describe the significance of current cultural icons (arts, architecture music, literature, film, media, TV, newspapers, and the creators of these products)

    Describe the significance of historic cultural icons (arts, architecture music, literature, film, media, TV, newspapers, and the creators of these products)

    Analyze the enduring contributions of current cultural icons to the world (arts, music, architecture, literature, film, media, TV, newspapers, important people)

    Analyze the enduring contributions of historic culture to the world (arts, music, architecture, literature, film, media, TV, newspapers, important people)

    Identify current cultural icons (arts, music, literature, film, and the creators of these products as well as natural sites)

    Identify historic culture icons (arts, music, literature, film, and the creators of these products as well as natural sites)

    Understanding the artifacts associated with family and community life within the target culture(s) (F)

    Describe the products needed to carry out daily routines and meet basic needs within a community, region, or culture in which the language is spoken (housing, stores, foods, transportation, health care, public services)

    Identify products that were native to a community, region, or country in which the language is spoken

    Compare the products needed to carry out daily routines and meet basic needs within two or more communities, regions, or cultures in which the language is spoken (housing, stores, food preparation, transportation, health care, public services)

    Compare the products that are native to a community, region or country with those of one or more other communities, regions, or countries

    Analyze and compare changes over time in products needed to carry out daily routines and meet basic needs within a Analyze the contribution of indigenous products within the economy of different communities, regions, or countries

    Analyze how changes in the availability of particular products over time influence work and leisure activities within a community or culture in which the language is spoken

    Explain how cultural beliefs, values and perspectives influence the products associated with civil, religious, and personal/family holidays or celebrations

    Describe the products needed for leisure activities commonly practiced within a community, region, or culture in which the language is spoken

    Describe and explain the significance of the products associated with an important:

    - civil or religious holiday or celebration AND

    - regional holiday or celebration AND

    - personal or family holiday or celebration within a community or culture in which the target language is spoken

    Compare the products needed for leisure activities within two or more communities, regions, or cultures in which the language is spoken

    Compare the significance of the products associated with an important:

    - civil or religious holiday or celebration AND

    - regional holiday or celebration AND

    - personal or family holiday or celebration across multiple communities or cultures in which the target language is spoken

    Understanding the artifacts associated with education, employment, and the economy in the target cultures (E)

    Analyze how cultural values and beliefs about education influence educational facilities, supplies, and materials

    Analyze the role and impact of the major natural resources, commercial products, services, and industries on the way of life in a community, region or country in which the language is spoken

    Analyze how the value of the currency influences the way of life in a community, region, or country in which the language is spoken

    Compare the facilities, supplies and materials needed for schooling in a community or country in which the language is spoken with one or more other communities or countries

    Compare the major natural resources, commercial products, services, and industries in a community or country in which the language is spoken with one or more other communities or countries

    Compare the value of a currency used in a community or country in which the language is spoken with one or more other communities or countries

    Identify facilities, supplies, and materials needed for schooling and activities in a community or culture in which the language is spoken

    Identify the major natural resources, commercial products, services, and industries of a country in which the language is spoken,currency of a country in which the language is spoken

    Knowledge

    Students reinforce and further their knowledge of other disciplines through the world language.

    Reinforce previously learned content knowledge through the target language

    Acquire new content knowledge about familiar topics through the target language

    Acquire new content knowledge about unfamiliar topics through the target language

    Point of View

    Students aquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.

    Use audio, visual, and/or print materials available only in the target language to recognize that a topic or situation may be viewed differently in one’s own culture than in the target culture

    Use audio, visual, and/or print materials available only in the target language to acquire information

    Use information available only through the target language to identify and compare distinctive cultural viewpoints

    ComparingLanguages

    Students demonstrate understanding of the nature of language through comparisons of the language studies and their own.

    Identify basic differences and similarities in vocabulary between one’s own language and the target language (cognates and borrowed words)

    Identify basic differences and similarities in grammatical structures between one’s own language and the target

    Recognize that vocabulary reflects culture and use this knowledge to adjust language accordingly and strengthen the
     
    Recognize that grammatical structures reflect culture, and use this knowledge to adjust language accordingly and strengthen the understanding of both languages

    Select vocabulary recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language to the target language

    Select grammatical structures recognizing that meaning is not always conveyed through direct word-for-word Identify basic differences and similarities in register/honorifics between one’s own language and the target language

    Identify basic differences and similarities in phonological features (such as pronunciation, intonation, and tone) between one’s own language and the target language

    Select register/honorifics recognizing that meaning is not always conveyed through direct word-for-word translation from one’s own language and the target language

    Select phonological features recognizing that meaning is not always conveyed through equivalent application of the same features from one’s own language to the target language

    Recognize that register/honorifics reflect culture, and use this knowledge to adjust language accordingly and strengthen the understanding of both languages

    Recognize that phonological features reflect culture, and use this knowledge to adjust language accordingly and strengthen the understanding of both languages

    Comparing Cultures

    Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

    Identify basic target culture practices and compare them to one’s own

    Identify basic target culture products and compare them to one’s own 

    Describe the institutions, values, beliefs, and perspectives that serve as the foundation of the target culture practices and compare them to one’s own

    Describe the institutions, values, beliefs, and perspectives that serve as the foundation of the target culture products and compare them to one’s own

    Identify the significance of the cultural practices within the target culture(s) and compare them to one’s own

    Identify the significance of the cultural products within the target culture(s) and compare them to one’s own

    Use of Language

    Students use the language both within and beyond the school setting.

    Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, and electronic presentations

    Provide services to others in the school district through activities in the target language such as skits and/or musical presentations, or by reading to others in the target language

    Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, electronic presentations, and newsletters, and/or webpages

    Provide services to others in the school district and community through activities in the target language such as serving as conversation partners for other students in the target language

    Exchange information in the target language with people locally and around the world through avenues such as pen and key pals, email, electronic presentations, publications, and speeches

    Provide services to the school district and community through activities in the target language such as tutoring and helping speakers of the target language to function within the school or community

    Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

    Willingly use the target language within the classroom setting

    Use authentic target language print materials and electronic media to explore topics of personal interest and enjoyment

    Identify careers where skills in another language or cross-cultural understanding are needed

    Seek out opportunities and use the target language with teachers, friends, or family outside of the classroom

    Use authentic target language print materials and electronic media to explore topics of personal interest within their own culture and the new culture

    Investigate and present information to others about careers where skills in another language, or cross-cultural understanding, are needed

    Seek opportunities and use the target language in real life situations within the community

    Use authentic target language print materials and electronic media to explore topics of personal interest from the points of view of the new culture

    Participate in school-to-work projects such as an internship or outreach program that req