Are You Fluent in National Standards? Making the Standards a Fundamental Part of Foreign Language Lessons and Curriculum Susan Navey-Davis Assistant Department.

Are You Fluent in National Standards?

Are You Fluent in National Standards?Making the Standards a Fundamental Part of Foreign Language Lessons and Curriculum

Susan Navey-DavisAssistant Department Head for Student AffairsForeign Languages and LiteraturesNorth Carolina State [email protected]

IntroductionsWho you areWhat you do (what you teach, where, etc)Whats your passion?Prediction and Verification ActivityTo get to know one another a bit moreTo demonstrate an activity that will be discussed later in the presentationPrediction and Verification ActivityWorking with one or two other people, predict how many people fit each of the following categories. Place an X in the proper spot to indicate your prediction for each item. Most Some A few 1. Have been teaching fewer than 5 years2. Have been teaching more than 15 years3. Travel out of the country every year or two4. Have family living outside the US5. Have family that live in the US but regularly speak a language other than English6. Read professional publications 7. Read in their target language for fun8.Frequently listen to music in their target language 9. Use their target language outside the classroom most days10. Attend community events related to the target language or culture(s)11. Share teaching ideas on a weekly basis12. Use photos and realia from personal travels in class13. Attend professional conferences every year or two14. Present at professional conferences or other events15. Are proficient in more than 2 languagesFollow instructions given by the presenter to determine the truth.

Pop QuizGroup quizWhat are the five National Standards for Foreign Language Learning?What are the three categories of the first standard?What are the three aspects of the second standard?Who wrote the standards?When were they published?http://www.actfl.org/i4a/pages/index.cfm?pageid=3392

With the help of a three-year grant from the US Department of Education and the National Endowment for the Humanities, an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, undertook the task of defining content standards-- what students should know and be able to do -- in foreign language education. The final document, Standards for Foreign Language Learning: Preparing for the 21st Century, first published in 1996, represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of foreign language instruction in American education. This visionary document has been used by teachers, administrators, and curriculum developers at both state and local levels to begin to improve foreign language education in our nation's schools.

STANDARDS FOR FOREIGN LANGUAGE LEARNINGCOMMUNICATIONCommunicate in Languages Other Than EnglishStandard 1.1:Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinionsStandard 1.2:Students understand and interpret written and spoken language on a variety of topicsStandard 1.3:Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.CULTURESGain Knowledge and Understanding of Other CulturesStandard 2.1:Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedStandard 2.2:Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedCONNECTIONSConnect with Other Disciplines and Acquire InformationStandard 3.1:Students reinforce and further their knowledge of other disciplines through the foreign languageStandard 3.2:Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesCOMPARISONSDevelop Insight into the Nature of Language and CultureStandard 4.1:Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownStandard 4.2:Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.COMMUNITIESParticipate in Multilingual Communities at Home & Around the WorldStandard 5.1:Students use the language both within and beyond the school settingStandard 5.2:Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

STANDARDS FOR FOREIGN LANGUAGE LEARNINGCOMMUNICATIONCommunicate in Languages Other Than EnglishStandard 1.1:Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions (Interpersonal communication)Standard 1.2:Students understand and interpret written and spoken language on a variety of topics (Interpretive)Standard 1.3:Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)CULTURESGain Knowledge and Understanding of Other CulturesStandard 2.1:Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studiedStandard 2.2:Students demonstrate an understanding of the relationship between the products and perspectives of the culture studiedCONNECTIONSConnect with Other Disciplines and Acquire InformationStandard 3.1:Students reinforce and further their knowledge of other disciplines through the foreign languageStandard 3.2:Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culturesCOMPARISONSDevelop Insight into the Nature of Language and CultureStandard 4.1:Students demonstrate understanding of the nature of language through comparisons of the language studied and their ownStandard 4.2:Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.COMMUNITIESParticipate in Multilingual Communities at Home & Around the WorldStandard 5.1:Students use the language both within and beyond the school settingStandard 5.2:Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Knowing how, when, and why to say what to whomAll the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on how (grammar) to say what (vocabulary).While these components of language are indeed crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of todays foreign language classroom.The Five Cs of Foreign Language EducationCommunicationCulturesConnectionsComparisonsCommunitieshttp://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

The Five Cs: Important Considerations Communication All three forms at all levels of instruction and therefore assessment involving all threeCultures Critical thinking, not just learning factsConnections Help students find how their passion connects to foreign languages and culturesComparisons Critical thinking, applicable to other classes, higher levels of education and tests such as SAT, GRE, LSATCommunities Getting to know people and cultures brings language and culture alive, can last a lifetimeThe Learning ScenarioBegins with Standards targetedIs a series of connected activities, deliberately chosenIs more than a lesson planCan be a unit planHas implications for curriculum planningActivities May be part of larger Learning Scenario or may be developed into full Learning Scenario Prediction and VerificationArtifact StudyRealia: 1) Class schedule, 2) Concert schedule, 3) Vacation Rental, 4) AdvertisementsFine art 1) Description and more, 2) Walk and Talk, 3) Auction Mix and Mingle: A Big PartyGrid Format: 1) City and country life, 2) The life of a foreign language professorRole play

Artifact Study In groups:What is it made of?What are its most obvious characteristics?What might it be used for?

Standards targeted?

Activities?Standardstargeted?

Concert realiaReview schedule, choose places and timesWork with a partner to decide where and when to go together, to go separately, and to meetStandards targeted?Others that could be included?

Standards targeted?Expansion activities?

Advertisements, etc.

Presentational CommunicationStudent products based on information gathered from interpretive communication Student products based on information gathered from interpersonal communicationFine Art 13-19 pgina 435

What are the main colors?What emotions do they evoke?Do you see animals in the painting? Explain. What other figures do you see?Describe movement that you see in the painting.What does the artist do to create the impression of movement?Can you compare this to other paintings that you know?

Standards targeted?

Walk and Talk with ArtBriefly describe the piece of artOffer an opinion

Other items to discuss?How to tailor the activity to various levels?Standards targeted?Small Project Presentational Communication

13-20 pgina 435

Plazas 4e fine art samples Art AuctionCan work in all levels, from low to highIncludes practice with numbersStudents put a price on their works of art (a price they can express in the L2)Students have certain amount of moneyStudents can work in groups or as a classThey bid or works of artTeacher can describe works in lower levelsStudents describe them in higher levelsIf study of art is part of curriculum, works can be classified by artist, by period, medium, etc.

Mix and Mingle ActivitiesInterpersonal communicationStudents speak with many, perhaps all, classmatesInstructor monitors and assists as needed but often speaks littleMore like real like interaction than many other classroom activitiesOften motivating and fun for studentsPresentational communication assignment may given as follow-upOther Standards may be includedMix andMingleActivity7-18 pgina 225

The Big Party: Who did what?1. Bought the food.2. Prepared the food.3. Decorated the house.4. Arrived early.5. Ate a lot.6. Danced all night.7. Refused to dance.8. Left early.

1. A,B 2. C, D 3. E-H 4. I-L 5. M-O 6. P-R 7. S 8. T-Z

Ask and answer questions to determine who did each activity.

The Big Party: Who did what?1. Bought the food2. Prepared the food3. Decorated the house4. Arrived early5. Ate a lot6. Danced all night7. Refused to dance8. Left early

Options for expansion to address additional Standards:

Include cultural elements Party to celebrate special event Specific foods and beverages Music and danceAdd past narration by requiring explanation of why each activity was done Role play the partyWrite a story of the party for a blog posting or local newspaperGrid Activity 12-5 pgina 393

Find someone whoPrefers to teach in the morning

Prefers to teach in the afternoonPrefers to teach in the eveningOften takes a beverage to class

Observes classes taught by other instructors from time to timeTeaches distance education classes

Stands or walks around in class more than sits

Includes oral assessment on a regular basisUses technology in class frequently

Possible follow-up activities? Standards addressed in additional activities?Role Play

Role Play

Pescados y Mariscos Camarones Finas Hierbas Langostinos a la Plancha Langostinos al Curry Flame Filet de Rbalo Meuniere Filet de Rbalo en Salsa de Vino BlancoDe La ParrillaFilet Mignon Gran T-Bone Steak Churrasco de Solomo Lomito Rebanado Parrilla Mixta

Carnes Tournedos TARZILANDIA Lomito en Salsa de Mango Lomito Stroganoff Steak Tartar preparado Cordon Blue de Cerdo Lomito Charl Magne

http://www.tarzilandia.com/index.htm

Standards addressed? Role Play

Standards?

Standards?

Sample chapter in bookhttp://books.quia.comRumbos 2e chapter 2Follows format of Learning ScenarioIncludes all 5 Standards

Communication? Cultures? Connections? Comparisons? Communities?

Communication? Cultures? Connections? Comparisons? Communities?

Communication? Cultures? Connections? Comparisons? Communities? Group Work1. Interpersonal Communication2. Presentational Communication3. Interpretive Communication4. Cultures (Products, Practices, Perspectives)5. Connections6. Comparisons7. Communities

With a partner or in a small group, choose a standard and inform the presenterIdentify and discuss activities that address your chosen standardTry to include critical thinking and bring in other standardsAddress assessment if time allows

Share information from group workQuestionsCommentsConclusionsThank you!