1. Are You Fluent in National Standards? Making the Standards a Fundamental Part of Foreign Language Lessons and Curriculum Susan Navey-Davis Assistant Department Head for Student Affairs Foreign Languages and Literatures North Carolina State University navey@ncsu.edu

2. Introductions Who you are What you do (what you teach, where, etc) What’s your passion?

3. Prediction and Verification Activity To get to know one another a bit more To demonstrate an activity that will be discussed later in the presentation

4. Prediction and Verification Activity Working 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 years 2. Have been teaching more than 15 years 3. Travel out of the country every year or two 4. Have family living outside the US 5. Have family that live in the US but regularly speak a language other than English 6. Read professional publications 7. Read in their target language for fun 8.Frequently listen to music in their target language 9. Use their target language outside the classroom most days 10. Attend community events related to the target language or culture(s) 11. Share teaching ideas on a weekly basis 12. Use photos and realia from personal travels in class 13. Attend professional conferences every year or two 14. Present at professional conferences or other events 15. Are proficient in more than 2 languages Follow instructions given by the presenter to determine the truth.

5. Pop Quiz Group quiz What 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?

6. 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.

7. STANDARDS FOR FOREIGN LANGUAGE LEARNING 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 Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES Gain 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.

8. STANDARDS FOR FOREIGN LANGUAGE LEARNING 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 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) CULTURES Gain 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.

9. “Knowing how, when, and why to say what to whom” All 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 today’s foreign language classroom. The Five C’s of Foreign Language Education Communication Cultures Connections Comparisons Communities http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

10. The Five Cs: Important Considerations Communication – All three forms at all levels of instruction and therefore assessment involving all three Cultures – Critical thinking, not just learning facts Connections – Help students find how their passion connects to foreign languages and cultures Comparisons – Critical thinking, applicable to other classes, higher levels of education and tests such as SAT, GRE, LSAT Communities – Getting to know people and cultures brings language and culture alive, can last a lifetime

11. The Learning Scenario Begins with Standards targeted Is a series of connected activities, deliberately chosen Is more than a lesson plan Can be a unit plan Has implications for curriculum planning

12. Activities – May be part of larger Learning Scenario or may be developed into full Learning Scenario Prediction and Verification Artifact Study Realia: 1) Class schedule, 2) Concert schedule, 3) Vacation Rental, 4) Advertisements Fine art 1) Description and more, 2) Walk and Talk, 3) Auction Mix and Mingle: A Big Party Grid Format: 1) City and country life, 2) The life of a foreign language professor Role play

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

15. Activities? Standards targeted?

16. Concert realia Review schedule, choose places and times Work with a partner to decide where and when to go together, to go separately, and to meet Standards targeted? Others that could be included?

17. Standards targeted? Expansion activities?

18. Advertisements, etc.

19. Presentational Communication Student products based on information gathered from interpretive communication Student products based on information gathered from interpersonal communication

20. Fine Art 13-19 página 435

21. 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?

22. Walk and Talk with Art Briefly describe the piece of art Offer an opinion Other items to discuss? How to tailor the activity to various levels? Standards targeted?

23. Small Project  Presentational Communication 13-20 página 435

24. Plazas 4e fine art samples

25. Art Auction Can work in all levels, from low to high Includes practice with numbers Students put a price on their works of art (a price they can express in the L2) Students have certain amount of money Students can work in groups or as a class They bid or works of art Teacher can describe works in lower levels Students describe them in higher levels If study of art is part of curriculum, works can be classified by artist, by period, medium, etc.

26. Mix and Mingle Activities Interpersonal communication Students speak with many, perhaps all, classmates Instructor monitors and assists as needed but often speaks little More like real like interaction than many other classroom activities Often motivating and fun for students Presentational communication assignment may given as follow-up Other Standards may be included

27. Mix and Mingle Activity 7-18 página 225

28. 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.

29. 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 Options for expansion to address additional Standards: Include cultural elements Party to celebrate special event Specific foods and beverages Music and dance Add past narration by requiring …explanation of why each activity was done Role play the party Write a story of the party for a blog posting or local newspaper

30. Grid Activity 12-5 página 393

31. Find someone who… Prefers to teach in the morning Prefers to teach in the afternoon Prefers to teach in the evening Often takes a beverage to class Observes classes taught by other instructors from time to time Teaches distance education classes Stands or walks around in class more than sits Includes oral assessment on a regular basis Uses technology in class frequently Possible follow-up activities? Standards addressed in additional activities?

32. Role Play

33. Pescados y Mariscos Camarones Finas Hierbas Langostinos a la Plancha Langostinos al Curry Flamée Filet de Róbalo Meuniere Filet de Róbalo en Salsa de Vino Blanco De La Parrilla Filet Mignon Graní 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?

34. Role Play Standards?

39. Sample chapter in book http://books.quia.com http://books.quia.com Rumbos 2e chapter 2 Follows format of Learning Scenario Includes all 5 Standards

40. Communication? Cultures? Connections? Comparisons? Communities?

43. Group Work 1. Interpersonal Communication 2. Presentational Communication 3. Interpretive Communication 4. Cultures (Products, Practices, Perspectives) 5. Connections 6. Comparisons 7. Communities With a partner or in a small group, choose a standard and inform the presenter Identify and discuss activities that address your chosen standard Try to include critical thinking and bring in other standards Address assessment if time allows

44. Share information from group work Questions Comments Conclusions Thank you!