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AP® French Language and CultureCourse and Exam

Presented by Ed Weiss

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Introduction

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Changes and Improvements

The AP® French Language and Culture course and exam are changing to reflect contemporary best practices in language teaching and to more fully align with national standards.

You may already use some of these strategies and approaches.

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Basic Timeline

Course implementation: 2011-12 academic year.

Revised exam: Administered for the first time in May 2012.

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• AP® regularly updates courses to• stay abreast of developments within each academic

discipline; and• ensure ongoing alignment with parallel college courses.

• AP is aiming to standardize world language courses and exams.

• AP is encouraging colleges and universities to have a single credit and placement policy across the board.

Why change?

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Course Changes

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Revised Course The revised AP® French Language and Culture

Curriculum Framework aims to• integrate language, content and culture;• help students “function in the language” rather

than “learn language function”; and • promote fluency and accuracy in language use,

recognizing the importance of grammar but placing priority on communication.

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Critical Revisions• Focus on three modes of communication: Interpersonal,

Interpretive and Presentational

• The course has a thematic approach.

• The course includes a focus on culture as described in the Standards: cultural products, practices, and perspectives.

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AP CourseIntermediate Pre-AdvancedNovice

Performance Guidelines

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A Thematic Approach

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• The course is designed around an overarching premise:

When communicating, AP® world language students [must] demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).

Focus on Communication

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Communication Modes

Interpersonal CommunicationActive negotiation of meaning among individuals through conversation

(face-to-face or telephonic); however, it can also be realized through reading and writing (e.g., exchange of personal letters, notes, summaries or e-mails)

Interpretive CommunicationNo active negotiation of meaning with another individual, although

there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television and speeches

Presentational CommunicationCreation of spoken or written communication prepared for an

audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning

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Six Primary Learning Objectives Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive

Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication

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Products, Practices, Perspectives

Students must be familiar with cultural “products, practices and perspectives.”

The exam will not have a separate culture section. No cultural trivia questions.

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AP® World Language and Culture Courses

Achievement Level Descriptions•Represent a student’s progression along the second language learning trajectory•Provide explicit descriptions of student performance at 5, 4, 3 and 2 •Will allow for more detailed and meaningful reporting of student performance

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AP® World Language and Culture Courses Achievement Level Descriptions:

Spoken Interpersonal Communication

Interaction Strategies Opinions Language structures Vocabulary Register Pronunciation Cultures,

connections and comparisons

Written Presentational Communication

Discourse and developmentStrategiesLanguage structuresWriting conventionsRegisterCultures, connections and comparisons

Audio, Visual and Audiovisual Interpretive Communication

Comprehension of contentCritical viewing and listeningVocabularyCultures, connections and comparisons

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Broader Application of Curriculum Framework

• AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence.• The Curriculum Framework can be used to inform the entire program of instruction from beginning to AP. At all levels you can:o Design thematic instructionoDevelop proficiencies in each mode of communicationoArticulate expected levels of performance

• It can help unify instruction in classes that have students with combined levels. o Activities focus on same theme, modeo Differentiate instruction, rubric for different learners

AP® Exam

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AP® Exam FormatSection I (Interpretive Communication)

Multiple choice (50% of total score): 65 items in 9 sets4 reading2 listening and reading combined3 listening

Section 2 (Interpersonal and Presentational Communication)Free Response (50% of total score): 4 items

Interpersonal WritingPresentational WritingInterpersonal SpeakingPresentational Speaking

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Students will be provided contexts for doing exam tasks. They will not be asked questions that are decontextualized. Listening rejoinders, grammar fill-ins and

paragraph completion will be eliminated. Tasks and source materials will come with

advance organizers and time for previewing. Audio sources will be played twice. Most audio

sources last from 1 min. 30 sec.—2 min. 30 sec, no longer than 3 minutes.

Key Revisions to the AP® Exam

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Introduction Thème du cours: Les défis mondiauxDans cette sélection il s’agit d’un match de hockey. La publicité originale a été publiée le 16 février 2010 au Canada par Jour de la Terre Québec, situé à Montréal. Cet organisme réalise des activités éducatives et culturelles pour la protection de l’environnement.

Sample Advance Organizer Print Source

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Introduction Thème du cours : La quête de soiVous aurez d’abord 1 minute pour lire l’introduction et parcourir les

questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean-Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie.

Sample Advance Organizer Audio Source

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Key Revisions to the AP® ExamStudents will work with a greater variety of authentic materials, both

print and audio, reflecting the linguistic and cultural diversity of the French-speaking world. Literary and journalistic texts but also announcements,

advertisements, letters, maps, tables, etc. Scripted dialogues but also radio interviews, podcasts, public service

announcements, brief presentations, etc. Criteria for selection are comprehensibility (accent, pace, minimal

background noise/overlap) and relevance to a course theme and to a topic that could interest students.

Materials will be reasonably chosen, but will also reflect a range of cultural perspectives and linguistic features.

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Multiple-Choice Items Mix of factual and interpretive questions Vocabulary in context Purpose of the text, point of view of speaker/writer Audience of the text Inferences and conclusions Questions of “cultural” or “interdisciplinary” nature that

ask students to show understanding of information contained in the text

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New Types of Multiple-Choice Items For texts that are interpersonal in nature (letters, interviews,

promotional pieces): What would an appropriate reply to X be? How does what X says/writes relate to what Y has said/written? (agreement, contradiction, support, elaboration)

For texts that are presentational in nature (brief lectures/presentations, print narratives): How does the speaker/author organize the text? What would be an appropriate summary statement of the text?

For combined sets: How does information in the print text relate to information in the audio text? (general/specific, point/counterpoint)

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Aligning Assessment to Curriculum

Key Revisions to the AP® Exam In spoken and written responses, accuracy of content, as

well as linguistic accuracy, will be important. In most of the spoken and written responses, students

will be required to demonstrate understanding of some type of input.

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Free-Response Item 1E-mail Reply (Interpersonal Writing)

Directions (in English and French, printed side-by-side):You will write a reply to an e-mail message. You have 15 minutes to read the message and write your reply.

Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message.

Stimulus: A formal e-mail message (i.e., from a business, organization, university)

presented as an e-mail message window; contains a greeting and a closing; contains a request for clarification, elaboration or explanation by the student; contains two questions that cannot be answered yes/no.

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Free-Response Item 2Persuasive Essay (Presentational Writing)

Directions (in English and French, printed side-by-side):You will write a persuasive essay to submit to a French-language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay.

In your persuasive essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.

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Free-Response Item 2 (cont’d)Persuasive Essay (Presentational Writing)

Stimuli:

(1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted)

(2) A map with text, a chart or a table that presents information on the topic—this source doesn’t have to present an opinion (authentic source)

(3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted)

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Free-Response Item 3Conversation (Interpersonal Speaking)

Directions (in English followed by French):You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Then, the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response.You should participate in the conversation as fully and appropriately as possible.

Stimulus: Outline of a conversation in French that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye).

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Free-Response Item 4 Cultural Comparison (Presentational Speaking)Directions (in English followed by French):

You will make an oral presentation to your class on a specific topic. You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation.In your presentation, compare your own community to an area of the French-speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the French-speaking world. You should also organize your presentation clearly.

Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the French-speaking world about which they’ve learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed and listened to; personal experiences; and observations.

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AP® Course Audit for 2011-12

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Basic Audit Information• All AP® French teachers will need to do a new

Course Audit for the 2011-12 academic year.• Teachers must submit a syllabus aligned with the

new Curriculum Framework for audit between March 2011 and Jan 2012.• Preferred date for submission: June 1, 2011• Final date for submission: Jan. 31, 2012

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Audit Resources• Available online

• AP® French Language and Culture Course and Exam Description

• Syllabus Development Guide• Sample Syllabi (4)

www.collegeboard.com/html/apcourseaudit/index.html

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What should a syllabus look like?• Syllabus must demonstrate use of a diverse

range of authentic materials:• Audio and video, including but not limited to: podcasts,

music, film, television• Print, including but not limited to: literature,

newspapers, magazines, maps/charts, tables, websites

• Activities must target each of the three modes:• Interpersonal• Interpretive• Presentational

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What should a syllabus look like?• Lessons must include the six themes.

• Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes.

• Themes may be addressed separately or in combination.

• Activities must encourage students to explore cultural products, practices and perspectives.• Students must have opportunities to understand cultural

and linguistic differences in the French-speaking world.• Students must have opportunities to compare what they

learn about the target culture(s) with their own culture.

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Resources

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http://advancesinap.collegeboard.org

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AP Vertical Teams® Guide and Workshop

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Pre-AP ® World Languages and Cultures workshops:• Interpersonal Communication • Interpretive Communication• Presentational Communication

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Online Resources

http://advancesinap.collegeboard.org/ http://collegeboard.com/html/apcourseaudit/index.html

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Thank You

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Handbook Activities: Audio and Video LINKS

Model: Choosing Authentic Materials to Support Thematic Instruction• Vidéo : ACTUALITÉS : Expliquez-nous: la burqa:

http://www.elle.fr/Societe/Videos-Societe/Actu/VIDEO-La-burqa-en-France-paroles-de-musulmans

Evaluation: L’homme et l’Environnement• Part 3: RTL Podcast:

http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique-7646788772

Evaluation: Les Ressources naturelles• Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1 • Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.youtube.com/watch?

v=8XrCNPei3Bg

Assessment: The Environment in Song• Part 3: Video for “Respire” by Mickey 3D.http://www.videosurf.com/video/mickey-3-d-n-respire-123864254

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Practice Exam: Multiple-Choice Audio

• Interpretive Communication, Print and Audio combined, Sélection numéro 1, Questions 31-40, Source numéro 2

http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3

• Interpretive Communication, Print and Audio combined, Sélection numéro 2, Questions 41-47, Source numéro 2

http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3

• Interpretive Communication, Audio Texts, Sélection numéro 3, Questions 48-52http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3



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Practice Exam: Free-Response Audio

• Presentational Writing Persuasive Essay, Source numéro 3http://media.collegeboard.com/digitalServices/video_audio/ap/

AP_French_Sect_2_Part_A_PersuEssay_temp.mp3

• Interpersonal Speaking, Conversationhttp://media.collegeboard.com/digitalServices/video_audio/ap/

AP_French_Sect_2_Part_B_Conv_temp.mp3

• Presentational Speaking,Cultural Comparisonhttp://media.collegeboard.com/digitalServices/video_audio/ap/

AP_French_Sect_2_Part_B_CultComp_temp.mp3

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