American Council on the Teaching of Foreign Languages, 1999

Signature 1. Can name the 5 C’s of National Standards 2. Can give an example of an Interpretive task 3. Can give an example of an Interpersonal task 4. Can explain what culture perspectives are 5. Can give 3 strategies for a teacher to use to convey meaning in the target language 6. Can describe characteristics of communicative tasks 7. Can explain an information gap activity Linguafolio,

Why are the standards important? How did they impact the teaching of world languages? How does standards-based teaching and learning compare with traditional world languages practices? How can I alter learning tasks to reflect the standards and build proficiency? How will I know if my students are moving along the proficiency continuum?

Five Cs of the National Standards urces/series185.html?pop=ye s&pid=2002

Teaching to the Standards “The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.” National Standards for Foreign Language Learning

“Knowing how, when, and why to say what to whom.”

Communication: Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal) 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)

Cultures: Gaining Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections: Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Comparisons: Develop Insight into the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities: Participate in Multilingual Communities at Home & Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

What is “Communication?”

How can teachers encourage communication among early language learners? What are the classroom practices that teachers use in proficiency-based second language teaching?

Interpretive Understanding spoken or written language Interpersonal Two-way, meaningful, spontaneous communication Presentational Edited and rehearsed written or spoken communication

INTERPRETIVE COMMUNICATION TASK You are walking through a park in France and you see a piece of paper on the ground. You pick it up and read it.

INTERPRETIVE COMMUNICATION TASK From: trionyx.free.fr/ identite2.htmtrionyx.free.fr/ identite2.htm 1.Circle the words that are mentioned on the piece of paper. Address NationalityFirst Name Age Birth dateHair color Last Name ProfessionHeight Face shape Father’s nameWeight Passport # Eye color Travel destination 2. What is the purpose of this piece of paper? 3.What do you think is the difference between “Nom” and “Prénom?”

You see a policeman, greet him, and give him the identity card you found. During the conversation, he asks you some questions. Answer the questions. Thank him and say good-bye. You can use the ideas below as guidelines: Name Birthday Age Country of birth Nationality Address INTERPERSONAL COMMUNICATION TASK

PRESENTATIONAL COMMUNICATION TASKS You now attend a French immersion school. Your principal has decided that each student will need a student ID card. He/She asks you to design what this identity card will look like. You remember the one you found in France and use it as an example.

Target Language (TL) use by teacher Why is this important? Is this possible? How? TL use by students How can students who do not know all the words understand and respond in another language? How can a teacher encourage TL use?

Info Gap Tasks Language Experiences Stories Role-plays/Scenarios Rhymes/Chants) Gouin Series Sports Arts and Crafts NJ World Languages Curriculum Framework: nguages/appendc.pdf nguages/appendc.pdf

IN THE PAST Students learned about the language (grammar) Teacher-centered class Focused on isolated skills (listening, speaking, reading, and writing) Coverage of a textbook Using the textbook as the curriculum Emphasis on teacher as presenter/lecturer Isolated cultural “factoids” Use of technology as a “cool tool” Same instruction for all students Synthetic situations from textbook Confining language learning to the classroom Testing to find out what students don’t know Only the teacher knows criteria for grading Students “turn in” work only for the teacher

Teaching Foreign Languages K-12: A Library of Classroom Practices html Stephanie Appel teaches a lesson on the Solar System to her elementary French students.

TODAY Students learn to use the language Learner-centered Focus on the three modes: interpersonal, interpretive, and presentational Backward design focusing on the end goal Use of thematic units and authentic resources Emphasis on learner as “doer” and “creator” Emphasis on the relationship among the perspectives, practices, and products of the culture Integrating technology into instruction to enhance learning Using language as the vehicle to teach academic content Differentiating instruction to meet individual needs Personalized real world tasks Seeking opportunities for learners to use language beyond the classroom Assessing to find out what students can do Students know and understand criteria on how they will be assessed by reviewing the task rubric Learners create to “share and publish” to audiences

From drill and practice to communication Nommez les personnes ou les choses suivantes: Ex. …une personne que j’admire MLK Jr. est une personne que j’admire Ex. …une ville que je voudrais visiter Paris est une ville que je voudrais visiter. 1.…une ville que j’aime. 2.…un magazine que je lis. 3.…un film que je voudrais voir. 4.…un acteur que j’admire beaucoup. Gustos personales For each category, write a sentence stating one thing in that category that you like and another that you do not like. Be sure to use the correct definite article (el or la) in your sentence. Modelo: deportes Me gusta el tenis. No me gusta el futbol. 1.deportes3. musica 2.comida4. clases

From drill/practice to communication Working in pairs, convert the textbook activities to tasks for authentic communication.

Closure: Socratic Seminar Have a discussion with colleagues about the validity of standards-based teaching. What are some of the characteristics of standards-based world languages teaching? Is it sufficiently rigorous? Will it prepare students appropriately for living in an interconnected world? Why or why not?

Signature 1. Can name the 5 C’s of National Standards 2. Can give an example of an Interpretive task 3. Can give an example of an Interpersonal task 4. Can explain what culture perspectives are 5. Can give 3 strategies for a teacher to use to convey meaning in the target language 6. Can describe characteristics of communicative tasks 7. Can explain an information gap activity

Observations What will you look for? Work with a partner to devise questions that will guide your observations. Debrief with the group.