American Council on the Teaching of Foreign Languages

www.actfl.org

World Language World Readiness Standards & 5Cs

The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every student. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities.

The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world. (Actfl.org)

Path to Proficiency

A visual representation of the journey to proficiency. This path can be used to set and track goals in language learning.

Comprehensible Input Strategies & Strategies for Maintaining Target Language Use.

How can we scaffold and support what the students hear and read to help them comprehend meaning - both big ideas and small details?

What strategies can we used to stay in the target language when teaching and interacting with our students?

Visit this site to see ACTFL's Strategies for Supporting the Use of Target Language

https://www.actfl.org/guiding-principles/use-target-language-language-learning/strategies

TELL Project: Teacher Effectiveness for Language Learning

The Teacher Effectiveness for Language Learning (TELL) Project, a project of the National Foreign Language Center, is a collection of products and processes that can be used to enhance the effectiveness of world language teachers. TELL, which emanates from an understanding that student achievement is influenced more by an effective teacher than any other factor, synthesizes work from the general education arena regarding those things that effective teachers do and make that information specific to the work of language teachers. The heart of the TELL Project is the Teacher Effectiveness for Language Learning Framework, which is supported by a variety of tools and resources.

The TELL Project began as a collaborative endeavor of Sharon Deering (formerly of Arlington [TX] Independent School District), Greg Duncan (InterPrep), Thomas Sauer (formerly of Jefferson County [KY] Public Schools), and Alyssa Villarreal (Shelby County [TN] Schools).

The foundational centerpiece of the TELL Project is the Teacher Effectiveness for Language Learning Framework, which establishes those characteristics and behaviors that model teachers exhibit. The Framework consists of 7 domains designed to address a teacher’s need to Prepare for Student Learning, Advance Student Learning, and Support Student Learning. (http://www.tellproject.org/framework/)

West Virginia World Language Standards

In 2018, WV will launch our new standards the "West Virginia College- and Career-Readiness Standards for World Languages"

http://wvde.state.wv.us/policies/ Policy 2520.7 Contains our current and new standards.

You can download the standards as a word document or PDF.

Introduction from the new standards:

Language

The following five communication skill sets in world languages lead to proficiency in the language.

Interpersonal Communication

Interpersonal Communication refers to communication between a minimum of two individuals and involves an exchange of information. Interpersonal communication may be oral or written, and participants utilize the language to negotiate meaning.

Presentational Speaking

Presentational Speaking is one-way verbal communication. Learners use the target language to present information, concepts and ideas in order to inform, explain, persuade, and narrate. More advanced learners are able to adapt the language to various audiences.

Presentational Writing

Presentational Writing is one-way written communication. Learners use the target language to present information, concepts, and ideas in order to inform, explain, persuade, and narrate. More advanced learners are able to adapt the language to various audiences.

Interpretive Listening

Interpretive Listening is analyzing and interpreting another person’s spoken words. Learners use these words to determine the main idea and context of a spoken passage.

Interpretive Reading

Interpretive Reading is analyzing and interpreting written text. Learners use these words to determine the main idea and context of a written passage.

Interculturality

Language and culture are naturally intertwined. Language influences culture and culture influences language. As such, it is impossible for students to effectively and appropriately communicate with native-speakers, regardless of their language proficiency level, without understanding cultural norms.

As culture is an on-going learning process and understanding of perspectives does not always occur as rapidly as specific language skills, the interculturality standards are the same for the emerging levels of language learning. The advanced levels share more rigorous standards. For this reason, there will be repetitiveness in the interculturality standards across learning levels.

Investigation of Products and Practices

Investigation of Products and Practices involves the study of common products that are produced by and representative of the target culture(s). In addition, it encompasses common traditions and behaviors that are typical of the target culture(s).

Understanding of Cultural Perspectives

Understanding of Cultural Perspectives is the insight into the values, norms, and thoughts that are representative of the target culture(s). These perspectives are typically shaped by the society in which the individual lives.

Participate in Cultural Interaction

Participate in Cultural Interaction is the process in which the learner is able to conduct himself appropriately in interactions with those from the target culture. The learner will recognize cultural differences and will avoid behaviors that are unacceptable by and to individuals from the target culture.

College- and Career-Readiness Indicators for World Languages

World languages standards on the following pages define what students should know, understand, and be able to do by the end of each proficiency level. The College- and Career-Readiness Indicators and level-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.

Integration of Literacy in World Languages

Literacy strategies and skills are applied as students acquire information and communicate their learning and understanding in the target language. Integration of literacy in all content areas is critical for student success. It is essential that literacy strategy and skill instruction be purposefully and appropriately planned and embedded within world language learning. This occurs naturally through the Interpretive Reading and Presentational Writing skills.