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NATIONAL STANDARDS
Making the
National Standards Part of Your
Language Classes
Prof. Guiomar
Borrás A.Glendale
Community College
[email protected], TX. March
4, 2011
NATIONAL STANDARDS1. What are the
five National Standards for
Foreign Language Learning? 3. What are
the three aspects of the
second standard?
5. When were they
published?
4. Who wrote the standards?
2. What are the three
categories of the first
standard?
NATIONAL STANDARDS
1. COMMUNICATIO
N
2. CULTURES
3. CONNECTIONS
4. COMPARISONS
5. COMMUNITIES
http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
2. The three categories of the first standard (COMMUNICATION) are: Interpersonal communication, interpretive and presentational.
3. The three categories of the second standard (CULTURES) are: Practices, products and perspectives.
4. The National Standards were written by an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, who undertook the task of defining content standards -- what students should know and be able to do -- in foreign language education. This group of people received a three-year grant from the US Department of Education and the National Endowment for the Humanities.
5. The final document, Standards for Foreign Language Learning: Preparing for the 21st Century, first published in 1996.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATIONCommunicate 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.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
CULTURESGain 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.
CONNECTIONSConnect 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.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMPARISONSDevelop 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.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNITIESParticipate 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.
STANDARDS FOR FOREIGN LANGUAGE LEARNING
“Knowing how, when, and why to say what to whom”
Most teaching in foreign language classrooms concentrated on how (grammar) to say what (vocabulary).
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.
http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
WhyWHY ARE THE FIVE C’ IMPORTANT IN THE CLASSROOM?
Communication – All three forms (interpersonal, interpretive, presentational) at all levels of instruction are the heart of second language study.
Cultures – Through the study of a language, students are able to gain knowledge of the culture. Develop critical thinking, not just learning facts.
Connections – Help students find how their passion connects to foreign languages and cultures.
Comparisons – Students compare and contrast their own language with the language studied realizing that there are more than one way to view and deal with the rest of the world.
Communities – Getting to know people and cultures brings language and culture alive, can last a lifetime.
Activities for the classes
Cultural objects Communication: Interpersonal,
Interpretive, Presentational Culture Through Art Art Auction Mix & Mingle Activities Interviews / Role Play
How do you use your pictures in the class?
Interpersonal communication
InterpretivePresentational
Interpretive / Presentational
Art: Fernando Botero
Art AuctionCan 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
Students describe the works of art in lower or higher levels
If study of art is part of curriculum, works can be classified by artist, by period, medium, etc.
Frida y Diego Rivera
Museo de Guggenheim Bilbao
La pareja de Alejandro Xul Solar
Autoretrato de Oswaldo Guayasamín
Mix & Mingle ActivitiesInterpersonal communication
Students speak with many, perhaps all, classmates
Instructor monitors and assists as needed but often speaks little
More like real live interaction
Often motivating and fun for students
Presentational communication assignment may given as follow-up
Mix & Mingle: ¿Quién en Venezuela?
Mix & Mingle: La gran fiesta
Role Play/ Interviews
Role Play
Role Play
Questions? Ideas How have you been using the
Standards in your language classes? What type of activities have been
successful in your classes? What type of activities do you think the
students like the most?
NATIONAL STANDARDS