(a) General requirements.
(1) Advanced Language for Career Applications may be
offered in high school. Students shall be awarded one credit for successful
completion of this course. Prerequisite: successful completion of
Level III, achieving an Intermediate Low to Intermediate Mid proficiency
level, or demonstrated equivalent proficiency as determined by the
district.
(2) Districts may offer this course in a variety of
scheduling arrangements that may extend or reduce the traditional
schedule when careful consideration is given to the instructional
time available on a campus and the language ability, access to programs,
and motivation of students.
(3) This course may not satisfy a high school languages
other than English (LOTE) graduation requirement. Students shall be
awarded one elective credit for successful completion of this course.
(b) Introduction.
(1) The study of world languages is an essential part
of education. In the 21st century language classroom, students gain
an understanding of two basic aspects of human existence: the nature
of communication and the complexity of culture.
(2) The Advanced Language for Career Applications course
provides students with instruction in terminology that prepares students
to communicate in a language other than English in a professional,
business, or industry setting. Students will learn how to communicate
in the target language and use culturally appropriate language when
addressing diverse audiences in different workplace environments.
(3) Communication is the overarching goal of world
language instruction. Students should be provided ample opportunities
to engage in conversations, to present information to an audience,
and to interpret culturally authentic materials in the language of
study. The American Council on the Teaching of Foreign Languages (ACTFL)
identifies three modes of communication: interpersonal, interpretive,
and presentational.
(A) In the interpersonal mode of communication, students
engage in direct oral or written communication with others. Examples
of this "two-way" communication include but are not limited to conversing
face to face, participating in digital discussions and messaging,
and exchanging personal letters.
(B) In the interpretive mode of communication, students
demonstrate understanding of spoken and written communication within
appropriate cultural contexts. Examples of this type of "one-way"
reading or listening include but are not limited to comprehension
of digital texts as well as print, audio, and audiovisual materials.
(C) In the presentational mode of communication, students
present orally or in writing information, concepts, and ideas to an
audience of listeners or readers with whom there is no immediate interaction.
Examples of this "one-to-many" mode of communication include but are
not limited to presenting to a group; creating and posting digital
content; or writing reports, compositions, or articles for a magazine
or newspaper.
(4) The use of age-level appropriate and industry-specific
authentic resources is imperative to support the teaching of the essential
knowledge and skills for LOTE. The use of authentic resources in the
target language enables students to increase their academic vocabulary
and to participate in local and global communities.
(5) Students recognize the importance of acquiring
accuracy of expression by knowing the components of language, including
grammar, syntax, register (formal or informal language use), appropriate
discourse level, and text type.
(6) Students in Advanced Language for Career Applications
are expected to reach a proficiency level of Intermediate Mid to Intermediate
High, as defined in the ACTFL Proficiency Guidelines 2012 and the
ACTFL Performance Descriptors for Language Learners.
(A) Students at the Intermediate Mid proficiency level
express meaning in straightforward and personal contexts by easily
combining and recombining what they know, what they read, and what
they hear in short statements and a mixture of sentences and strings
of sentences. Intermediate Mid students are able to understand some
information from connected statements in oral or written sources.
Intermediate Mid students are generally understood by sympathetic
listeners and readers accustomed to dealing with language learners.
Intermediate Mid students are consistently successful when performing
Intermediate-level tasks.
(B) Students at the Intermediate High proficiency level
express meaning in a variety of contexts by creating with the language,
easily combining and recombining what they know, what they read, and
what they hear in a mixture of sentences and connected discourse.
Intermediate High students are able to understand information from
connected statements in oral or written sources. Intermediate High
students are generally understood by listeners and readers unaccustomed
to dealing with language learners. Intermediate High students are
consistently successful when performing Intermediate-level tasks.
Intermediate High students show evidence of Advanced Low proficiency
but lack consistency.
(7) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Interpersonal communication: speaking and writing.
The student negotiates meaning through the spoken and written exchange
of information in the target language in rehearsed and unrehearsed
situations in a variety of contexts appropriate to the professional,
business, or industry setting. The student uses a mixture of sentences
and connected discourse with appropriate and applicable grammar structures
and processes. The student is expected to:
(A) use professional etiquette and protocol such as
making introductions, speaking on the telephone, and offering and
receiving feedback appropriate to the professional, business, or industry
setting;
(B) participate appropriately in conversations and
in informal written exchanges related to the professional, business,
or industry setting;
(C) identify and use appropriate strategies for communicating
with diverse individuals;
(D) evaluate the effectiveness of one's own and others'
communication;
(E) give and receive complex oral instructions to perform
tasks specific to the professional, business, or industry setting;
(F) interact and react in spoken conversation using
culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using culturally
appropriate expressions, register, and style.
(2) Interpretive communication: reading and listening.
The student comprehends connected statements appropriate to the target
language and the professional, business, or industry setting from
culturally authentic print, digital, audio, and audiovisual materials.
The student uses the interpretive mode in communication with appropriate
and applicable grammatical structures and processes. The student is
expected to:
(A) employ appropriate verbal, nonverbal, and listening
comprehension skills to enhance relationships in the professional,
business, or industry setting;
(B) paraphrase the main idea and supporting details
from professional, business, or industry-related texts, audio, and
audiovisual materials;
(C) compare and contrast practices and perspectives
related to the professional, business, or industry setting from authentic
print, digital, audio, and audiovisual materials;
(D) use prior knowledge and experiences to understand
and interpret meanings in oral and written print, digital, audio,
and audiovisual materials appropriate to the professional, business,
or industry setting;
(E) apply data to evaluate performance or provide solutions
to problems specific to the professional, business, or industry setting;
and
(F) understand and follow directives and procedures
within the context of the professional, business, or industry setting.
(3) Presentational communication: speaking and writing.
The student presents business or industry-related information in the
target language both orally and in writing using a mixture of sentences
and connected discourse with appropriate and applicable grammar structures
and processes with an awareness of situational uses of language in
cultural contexts. The student is expected to:
(A) apply spoken and written conventions and mechanics;
(B) present analyzed data and communicate findings
in a variety of formats specific to the professional, business, or
industry setting;
(C) design and present an effective professional, business,
or industry-related product using appropriate register for the audience,
occasion, and purpose; and
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