| (a) General requirements.
(1) Level V can be offered in high school. Students
shall be awarded one credit for successful completion of this course.
Successful completion of Level IV, achieving an Intermediate Mid to
Intermediate High proficiency level in the four skills of listening,
reading, writing, and speaking, or demonstrated equivalent proficiency
as determined by the district is a prerequisite for this course.
(2) Students of logographic languages such as Chinese
and Japanese and non-Romance and non-Germanic languages such as Arabic
and Russian will require more time to achieve proficiency, especially
in reading and writing. Initially, the skill focus should be placed
on speaking and listening without ignoring reading and writing in
the target language's writing system. As the students become more
proficient, a balanced emphasis of all four skills becomes more attainable.
(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. Students become aware
of multiple perspectives and means of expression, which lead to an
appreciation of difference and diversity. Further benefits of foreign
language study include stronger cognitive development, increased creativity,
and divergent thinking. Students who effectively communicate in more
than one language, with an appropriate understanding of cultural context,
are globally literate and possess the attributes of successful participants
in the world community.
(2) 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.
(3) The use of age-level appropriate and culturally
authentic resources is imperative to support the teaching of the essential
knowledge and skills for LOTE. The use of culturally authentic resources
in world language study enables students to make connections with
other content areas, to compare the language and culture studied with
their own, and to participate in local and global communities.
(4) The three modes of communication (interpersonal,
interpretive, and presentational) provide the organizing principle
for describing language performance across all ranges of performance:
Novice, Intermediate, Advanced, Superior, and Distinguished.
(A) The interpersonal mode is characterized by the
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.
(B) The interpretive mode focuses 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.
(C) The presentational mode refers to the creation
of oral and written 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.
(5) All student expectations and modes of communication
are aligned with and address the ACTFL National Standards for Foreign
Language Education: Communication, Cultures, Connections, Comparisons,
and Communities.
(6) Students will perform on the Intermediate High
to Advanced Mid proficiency level as described by the ACTFL Proficiency
Guidelines 2012.
(A) The Intermediate High to Advanced Mid student communicates
in a language other than English using all three modes and all four
skills.
(B) By the end of Level V, students of logographic
languages should perform on an Intermediate Mid to Intermediate High
proficiency level for reading and writing. In listening and speaking,
students of logographic languages should perform on an Intermediate
High to Advanced Low proficiency level.
(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 communicates in the interpersonal mode using appropriate
and applicable grammatical structures and processes in the target
language at the specified proficiency levels. The interpersonal mode
is the ability to understand and exchange information in the target
language. The student is expected to:
(A) engage in conversations with generally consistent
use of register in all time frames;
(B) verbally exchange information with generally consistent
use of register on a variety of geographic, scientific, historical,
artistic, social, or political features of target culture communities;
(C) write with generally consistent use of register
and in all time frames items such as correspondence, narratives, descriptions,
and summaries of a factual nature; and
(D) produce, with generally consistent use of register,
written exchanges that provide information on a variety of geographic,
scientific, historical, artistic, social, or political features of
target culture communities.
(2) Interpretive communication: reading and listening.
The student uses the interpretive mode in communication with appropriate
and applicable grammatical structures and processes in the target
language at the specified proficiency levels. The interpretive mode
focuses on comprehending main ideas and identifying some supporting
details in the target language. The student is expected to:
(A) read and analyze information from a variety of
authentic print and electronic resources such as artwork, graphs,
media, narratives, and descriptions in various literary genres, including
texts about past, present, and future events that communicate information
on a variety of geographic, scientific, historical, artistic, social,
or political features of target culture communities;
(B) compare, contrast, and analyze cultural practices
and perspectives from authentic print and electronic resources;
(C) listen to and analyze information from a variety
of authentic audio and audiovisual resources from the target culture
that communicate information in the past, present, and future on a
variety of geographic, scientific, historical, artistic, social, or
political features of target culture communities; and
(D) compare, contrast, and analyze cultural practices
and perspectives from authentic audio and audiovisual resources.
(3) Presentational communication: speaking and writing.
The student communicates using appropriate and applicable grammatical
structures and processes in the target language at the specified proficiency
levels. The presentational mode refers to the creation of oral and
written messages in the target language. The student's presentation
is comprehensible to an audience unaccustomed to interacting with
language learners. The student is expected to:
(A) plan, produce, and present, with some ease and
clarity of expression, spoken presentational communications that are
supported with cited examples in multiple paragraph length discourse
to explain, express opinions, describe, and narrate on topics that
communicate information on a variety of geographic, scientific, historical,
artistic, social, or political features of target culture communities;
and
(B) plan and produce, with some ease and clarity of
expression, written presentational communications that are supported
with cited examples in multiple paragraph length discourse to explain,
express opinions, describe, and narrate on topics that communicate
information on a variety of geographic, scientific, historical, artistic,
social, or political features of target culture communities.
|
