Developing Global Perspectives in the World Language Classroom Presented by: Karen Luond Fowdy and Lisa Hendrickson WAFLT Fall Conference 2012

CONSIDER: WHAT are Global Competence and Intercultural Competence? WHY should Global Competence be a vital part of World Language instruction? HOW do we design globally connected curriculum?

WHAT is Global Competence? “Global Competence is the knowledge, skills, and dispositions to understand and act creatively and innovatively on issues of global significance.” Council of Chief State School Officers, EdSteps Project, in partnership with the Asia Society Partnership for Global Learning,

Eight Components of GLOBAL COMPETENCE Interculturally competent Effective across cultures Globally aware Knowledgeable about world history Willing to take risks Perceptive and respectful of diversity Open minded Self-aware From: Global Leadership Excellence, LLC.

How might we assess INTERCULTURAL COMPETENCE? Curiosity – asking questions, looking for answers, interest in other people and their way of life Openness – receptive to interacting with people of different cultures; receptive to ideas that are different from one’s own; withholds judgment Ability to refine generalizations about the target culture using supporting evidence, and distinguish them from stereotypes Ability to make comparisons between documents and events in target culture and one’s own culture; ability to identify possible points of misunderstanding Ability to locate and learn new knowledge (products) from the target culture, and apply that learning to real-life/real-time situations Ability to learn new practices and apply that learning to real-life/real- time practices Ability to critically evaluate products, practices, and perspectives in the target culture and in one’s own culture Ability to notice cultural connotations of words and phrases in the target language Recognition that culture varies with time and place and people Donna Clementi – “Connecting to Culture,” WAFLT Summer Institute Aug. 8, 2012

“Learning to communicate in a new culture is like learning a new type of art. Words alone cannot really show what you have learned, and there is no simple way to take a test of give yourself a grade that will show what you have learned. Instead think of good examples from your experiences that show what you have learned about communicating in the culture.” ---Jacobson et al (1999)

WHY should GLOBAL COMPETENCE be a vital part of World Language instruction?

WHY should GLOBAL COMPETENCE be a vital part of World Language instruction? 21 st Century Interdisciplinary Themes Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy Environmental literacy Common Core Standards: English Language Arts Reading Writing Listening & Speaking Language

HOW do we design globally connected curriculum?

Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy Culture Perspectives Products Practices

CURRICULUM PLANNING FLOWCHART Step Five: Communication Standards Step One: Standards as a Mind-Set Step Two: Theme and Essential Question(s) Step Three: Brainstorming: What will students be able to do? Step Four: Performance Assessment: Three Modes (Interpersonal – Interpretive – Presentational) Step Six: ACTFL Proficiency Guidelines Step Seven: Links to Culture and the Other C’s (Connections – Comparisons – Communities) Step Eight: Structures and Vocabulary Step Nine: Check the Unit: Reflection Adapted from: Planning Curriculum for Learning World Languages, Wisconsin Department of Instruction, July 2002, page 50.

Understanding by Design Grant Wiggins and Jay McTighe ENDURING UNDERSTANDINGS Involve the Big Ideas that give meaning and importance to facts. Can transfer to other topics, fields, and adult life. ESSENTIAL QUESTIONS Provocative questions foster inquiry, understanding, and transfer of learning. Drive the unit design.

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Biographical Facts / FAMILY Topic: Getting to know my/your family Targeted Proficiency Level: Novice (low /mid ) Enduring understandings: There are families in every culture. Cultural factors influence the make-up of families. Essential questions: What makes a family a family? What factors affect the structure and dynamics of a family? What is a family’s role in society?

Knowledge and skills:  Students will know that there are many factors that affect the structure of families and the roles and relationships of family members (e.g. population, economics, religion, traditions, intergenerational relationships and responsibilities, other cultural norms…. )  Students will know that although a family can be shaped by cultural factors, individual families are also unique entities.  Students will be able to describe their own families, telling… how their family is a product of their culture(s). how their family is unique.

InterpretivePresentationalInterpersonal Read texts describing families in different cultures. Identify what they have in common and what is unique or special about them. Write questions that would help you learn more about how their culture influences and/or reflects their family. Imagine that a student from another country is coming to live with you and your family. Introduce your family, using both text (spoken or written) and visuals (video or photos). Include aspects of your family life that might be unfamiliar to someone from another culture.  Ask questions about their family that will help you to get to know them and to understand more about families in their culture. In small groups, discuss:  how your families represent local culture.  what makes your family unique or special. Discover what you have in common and how you are different. Performance Assessments (Summative)

Globalizing a theme Choose a THEME Look at the images and brainstorm how they might provide a global perspective of the theme Develop Essential Questions that lead to Enduring Understandings Design possible Performance Assessments in the three modes of Communication Images Resources: “(Theme) around the world” My Room tour-of-bedrooms/243303/ Houses-What makes a house a home? Food- School-Children Around the World: School and Daily Life

How do we assess Global Competence? INVESTIGATE THE WORLD RECOGNIZE PERSPECTIVES COMMUNICATE IDEAS TAKE ACTION Students investigate the world beyond their immediate environment. Students recognize their own and others’ perspectives. Students communicate their ideas effectively with diverse audiences. Students translate their ideas and findings into appropriate actions to improve conditions. GLOBAL COMPETENCE MATRIX for WORLD LANGUAGES

Reflect.... WHAT are Global Competence and Intercultural Competence? WHY should Global Competence be a vital part of World Language instruction? HOW do we design globally connected curriculum?

WHY should GLOBAL COMPETENCE be a vital part of World Language instruction? “…the world will not be saved by high test scores. Throughout the 20th century and into the 21st we have seen all too well the incredible world-defying blunders committed by the so-called best and brightest. The disastrous Vietnam war, the unforeseen consequences of the invasion of Iraq, the financial meltdowns of 2001 and 2008 … What is needed more than ever is a laser-like focus on the kinds of human beings that we are raising and the kinds of societies—indeed, in a global era, the kind of world society—that we are fashioning.” Howard Gardner, Preface to Educating for Global Competence: Preparing Our Youth to Engage the World (Asia Society)