Globalized World Language Standards

5/21/2018 Globalized World Language Standards

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Globalized World Language Standards

The following World (Foreign) Language standards come from the Tennessee Department

of Education website, but originally come from ACTFL (American Council on the Teaching

of Foreign Languages).

http://tennessee.gov/education/ci/foreign_lang/

http://www.actfl.org/publications/all/national-standards-foreign-language-education

ACTFLs statement of philosophy on their website says:

Language and communication are at the heart of the human experience. The United States must educate

students who are linguistically and culturally equipped to communicate successfully in a pluralisticAmerican society and abroad. This imperative envisions a future in which ALL students will develop and

maintain proficiency in English and at least one other language, modern or classical. Children who cometo school from non-English backgrounds should also have opportunities to develop further proficienciesin their first language.

Standard1.11.In the target language (Spanish), students are able to engage in conversations, provide and

obtain information, express feelings and emotions, and exchange opinions. (TN Modern ForeignLanguage Standards, Year 1also from ACTFL)

2. To integrate global education into this standard of communication, I could set students up with

ePals in another country to give them the opportunity to practice their budding language skillswith native speakers of Spanish, making the language learning more relevant and giving them a

deeper sense of engagement in their own learning.

3. Global competencies I would be targeting by connecting my students with ePals would be

Investigating the World (Educating for Global Competence, p. 72), and communicating

ideas (EfGC, p. 74). Some specific lesson plan modifications would be to 1) give students ideas

for basic topics of introductory discussion to use with their ePals, 2) have them to do research todetermine the best ways to ask and talk about these topics in Spanish, 3) try their language out

with their ePals, and 4) write/present a reflection on how the conversations went.

4. Informal outcome assessmentstudents could copy/paste the body of their email

conversations into a document for me to review, and then write a reflection or give a presentation

about how their conversations went - what was successful, what miscommunications (if any)

occurred, and what they could do better next time.

Standard 2.2

1. Students are able to demonstrate an understanding of the relationship between the productsand perspectives of the culture studied and begin to experience songs, stories, games, traditional

celebrations, art, literature, film, and other products of the cultures being studied. (TN Modern

Foreign Language Standards, Year 1also from ACTFL)
http://tennessee.gov/education/ci/foreign_lang/http://tennessee.gov/education/ci/foreign_lang/http://www.actfl.org/publications/all/national-standards-foreign-language-educationhttp://www.actfl.org/publications/all/national-standards-foreign-language-educationhttp://www.actfl.org/publications/all/national-standards-foreign-language-educationhttp://tennessee.gov/education/ci/foreign_lang/


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2. This standard is already very globalized,but in order to make sure that it is truly developing

students global competencies, Iplan to have students independently investigate the music, art,

literature, etc. of another country and the perspectives behind these cultural products in order tocreate comparison charts, blogs, presentation videos to share their findings with the rest of the

class.

3. This globalized lesson would be targeting the competencies of Investigating the World, withstudents researching the arts and literature of another country; Recognizing Perspectives, with

students researching the perspectives/history behind the arts or literature; and Communicating

Ideas, with students presenting their ideas to their classmates.If students feel inclined, they maychoose to Take Action as well and conduct a project thatwill lead to supporting the arts of the

cultures of Latin America that are gradually disappearing due to globalization (e.g. the Guaran

en Argentina/Paraguay/Brasil).

4. Informal outcome assessmentthe presentation (be it through a comparison chart, power

point, blog, or videolog) would be assessed for each global competency.

Standard 3.2

1. Students are able to acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures, identify idiomatic expressions in bothlanguages; recognize the difference in time and person as related to verb forms; use new

information and perspectives to expand their personal knowledge. (TN Modern Foreign

Language Standards, Year 1also from ACTFL)

2. I would like to globalize this standard by having students research common idiomatic phrases

in Spanish, the history and/or cultural perspectives behind the idiomatic phrases, and

compare/contrast what they find with common American idiomatic phrases and thehistory/cultural perspectives behind them.

3. In this globalized standard, students would be learning the global competencies ofInvestigating the World (researching phrases from Spanish-speaking countries), Recognizing

Perspectives (learning the meaning of the perspectives behind the phrases), and Communicate

Ideas (sharing knowledge with classmates through presentations through blogs, videologs,posters, power points). Specific lesson plan modifications I could make would be to have

students choose one country in the Spanish-speaking world to research in terms of 5 or so

(clean!) idiomatic phrases and present to the class what they mean in that country. They could

use websites like the ones below and/or communicate with their ePals to investigate these

phrases.http://www.121spanish.com/

http://www.languagerealm.com/spanish/spanishidioms.php

4. For an informal outcome assessment, I would have students present their research to the class

and compare the phrases they learned to other Spanish-speaking countries phrases and to idioms

that we have in American English. Students could create different types of presentations to teachtheir classmates the phrases they have learned, such as blogs, videos, posters, podcasts, etc.
http://www.121spanish.com/http://www.121spanish.com/http://www.languagerealm.com/spanish/spanishidioms.phphttp://www.languagerealm.com/spanish/spanishidioms.phphttp://www.languagerealm.com/spanish/spanishidioms.phphttp://www.121spanish.com/


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Standard 4.2

1. Students are able torecognize that cultures use different patterns of interaction and can apply

this knowledge to their own culture, demonstrate awareness of body language and gestures inboth cultures; compare simple patterns of behavior; and identify different cultures belief/value

systems. (TN Modern Foreign Language Standards, Year 1also from ACTFL)

2. To integrate global education into this standard, I could give students several driving questionssuch as What beliefs and values domany Spanish-speakers (or a specific nationality) have?

How are Americans (or other students nationalities) similar and/or different? thenhave

students research the beliefs and values of a country and create comparison charts

3. Students could be connected with students in the target culture through an ePal exchange and

given specific questions to ask their ePal about beliefs and values. Specific topics they could

discuss are families, work, religion/spirituality, government/politics, and friendship/relationships.They could also work on creating their own questions to ask their ePals about beliefs and values,

depending on how their conversations go. The global competencies involved in this lesson would

be Investigate the World, Recognize Perspectives, and Communicate Ideas. If studentsfind some significant differences between their beliefs/values and the target cultures, we could

also incorporate a Take Action piece to help educate our school community about the cultures

studied and promote peaceful intercultural understanding and cooperation.

4. An informal outcome assessment of this globalized lesson would be the presentations students

gave about the cultures they studied and the similarities/differences they encountered. These

presentations could be given in the form of oral presentations with printed visuals for theaudience (power points and/or handouts), videologs, blogs, or podcasts.

Standard 5.2

1. Students are able to show evidence of becoming lifelong learners by using the language for

personal enjoyment and enrichment, understand the main ideas of beginning level videos,

television commercials, etc.; and write simple letters or emails in the target language to theteacher and/or classmates. (TN Modern Foreign Language Standards, Year 1also from

ACTFL)

2. To globalize this standard, I want to have students watch a variety of Spanish-language

commercials, movie ads, etc. from different countries and compare them to commercials, movie

ads in English, as well as continue to communicate with their ePals for fun on a regular basis

outside of the classroom and assigned activities.

3. Specific lesson plan modifications would be to use websites such as Zambombazo

http://zachary-jones.com/zambombazo/category/cine/to help students learn how to compare

movie trailers in Spanish-speaking countries and the ones we see here in the U.S. I have used thiskind of activity in my Spanish II Honors class before, and students loved hearing Spanish spoken

over the trailers they usually hear in English and being able to make comparisons between the

two. Students could also research and find Spanish language TV ads, etc. on their own. Theycould use this type of activity to communicate with their ePals about the differences in movies
http://zachary-jones.com/zambombazo/category/cine/http://zachary-jones.com/zambombazo/category/cine/http://zachary-jones.com/zambombazo/category/cine/


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and television in their respective countries and really have fun with language learning. The

global competencies we would be addressing with this lesson would be Investigate the World,

Recognize Perspectives, and Communicate Ideas.

4. As an informal outcome assessment, I would have students create comparison charts to show

the similarities and differences between the commercials/trailers/videos they watched and theones we see on TV in the U.S. I could also have them write reflections about their ePalconversations to share with their classmates.

Documents

Globalized World Language Standards