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California World Language Standards Update

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Changes in world language standards and frameworks for California

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California World Language Standards Update

  1. 1. California World Language Standards (2009) World Language Standards World Language, Adopted January 2009 (PDF; 4MB) Word version of World Language Content Standards (DOC) Foreign Language Framework (PDF; 3MB)
  2. 2. Stages of the Language Learning Continuum • Stage I (Formulaic): Learners understand and produce signs, words, and phrases. • Stage II (Created): Learners understand and produce sentences and strings of sentences. • Stage III (Planned): Learners understand and produce paragraphs and strings of paragraphs. • Stage IV (Extended): Learners understand and produce cohesive texts composed of multiple paragraphs. • Stage V (Tailored) proficiency, which represents performance typically achieved through university-level study.
  3. 3. Categories: Content • Language users address a wide variety of topics that are appropriate to their age and stage. • As students develop their ability to communicate in the target language and culture, they are able to more fully address topics that increase in complexity along the Language Learning Continuum.
  4. 4. Categories: Communication • Real-world communication takes place in a variety of ways. • It may be interpersonal: culturally appropriate listening, reading, viewing, speaking, signing, and writing take place as a shared activity among language users. • It may be interpretive: language users listen, view, and read by using knowledge of cultural products, practices, and perspectives. • It may be presentational: speaking, signing, and writing take place in culturally appropriate ways. Planning Systematic Instruction • Allocate sufficient time to essential skills. • Organize information to minimize confusion that learners may experience. • Introduce new information in manageable and sequential units. • Identify prerequisite skills and build on the prior knowledge of the learner. • Review previously taught skills. • Integrate old knowledge strategically with new knowledge. • Progress from skills in more easily managed contexts to more complex contexts. • Include modifications, as necessary, for students who have special needs.
  5. 5. Categories: Cultures • Culturally appropriate language use requires an understanding of the relationship between the products and practices of the culture and its underlying perspectives. • Students must acquire the ability to interact appropriately with target culture bearers in order to communicate successfully. • This category allows students to make connections and comparisons between languages and cultures.
  6. 6. Structures • The content standards use the term structures to capture the multiple components of grammar that learners must control in order to successfully communicate in linguistically and culturally appropriate ways. • Students need to acquire orthography, the writing systems of languages that have them • phonology, the sound systems of languages or parameters in ASL • morphology, the rules for word formation • syntax, the principles of sentence structure • semantics, language-based meaning systems • pragmatics, meaning systems connected to language use.
  7. 7. Settings • Language users need to carry out tasks in a variety of situations representative of those they will experience in the target culture. • The success of learner communication will depend on the situation in which the language is used. • Understanding social linguistic norms will assist learners in communicating effectively in real- world encounters. This Photo by Unknown Author is licensed under CC BY-NC-ND
  8. 8. California World Language Revisions – 2019 Implement 21st Century world language education programs that promote linguistic, global, and intercultural competency and reflect the following goals: • Deliver world language instruction primarily in the target language. • Support multilingualism for California’s unique and diverse student population with access to world language programs, including dual immersion, via multiple entry points from kindergarten through grade 12. • Build proficiency with authentic resources, including through multimedia, and regular opportunities for interaction in real-world contexts. • Be concise and easy to navigate with updated scope and sequence, terminology, and proficiency levels. Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
  9. 9. California World Language Revisions – 2019 Reflect the language and guiding principles of other significant documents, including • Five Goal areas (the 5 Cs) in the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages (WRS); • ACTFL Proficiency Guidelines, Performance Descriptors for Language Learners, and Can-Do Statements • California English Language Development Standards (ELD) Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
  10. 10. California World Language Revisions – 2019 • Five Goal areas (the 5 Cs) in the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages (WRS) • ACTFL Can-Do Statements - https://www.actfl.org/sites/default/files/p dfs/Can-Do_Statements_2015.pdf Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
  11. 11. An introduction that provides an overview and rationale for the structure of the revised standards; • Recognizes the unique attributes and specific needs of California’s diverse students and describes implications for world language learning; • Acknowledges that different languages are taught and acquired differently; • Links communicative proficiency and intercultural competence to college and career readiness and global citizenship, including a path toward attaining the State Seal of Biliteracy. Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp California World Language Revisions – 2019
  12. 12. Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp California World Language Revisions – 2019
  13. 13. • Section with specifics on how the CA WL Standards support dual immersion programs and discussion of the following: • How to support students in • Building understanding of both the knowledge and skills and the cultures of the target language; and • Developing grade-level academic content area proficiency in the target language. • Performance and assessment considerations of dual immersion learners (what students are able to do in at least two languages). • Development considerations and other phenomena specific to dual immersion learners (e.g., developing English skills may take longer, what it means for a heritage language student to be in a language course in high school, etc.). Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp California World Language Revisions – 2019