Standard 7: World Languages

STANDARD 7.1 (COMMUNICATION) ALL STUDENTS WILL BE ABLE TO COMMUNICATE IN AT LEAST ONE WORLD LANGUAGE IN ADDITION TO ENGLISH. THEY WILL USE LANGUAGE TO ENGAGE IN CONVERSATION, UNDERSTAND AND INTERPRET SPOKEN AND WRITTEN LANGUAGE, PRESENT INFORMATION, CONCEPTS, AND IDEAS WHILE MAKING CONNECTIONS WITH OTHER DISCIPLINES, AND COMPARE THE LANGUAGE/CULTURE STUDIED WITH THEIR OWN.

Descriptive Statement: The ability to communicate is at the heart of knowing another language. Communication can be characterized in many different ways. The approach used within the New Jersey and national standards is to recognize three communicative modes that place primary emphasis on the context and purpose of the communication. The three modes are:

The Interpretive Mode. Students understand and interpret within the appropriate cultural context spoken and written communication. Examples of “one-way” reading or listening include the cultural interpretation of texts, movies, radio and television broadcasts, and speeches. Interpretation differs from comprehension because it implies the ability to read or listen “between the lines.”

The Interpersonal Mode. Students engage in direct oral and/or written communication. Examples involving “two-way”, interactive communication are conversing face-to-face, or exchanging personal letters or e-mail messages.

The Presentational Mode. Students present, through oral and/or written communications, information, concepts and ideas to an audience of listeners or readers with whom there is no immediate personal contact. Examples of this “one-to-many” mode of communication are making a presentation to a group or writing an article for the school newspaper.

The Communicative Modes and the Study of Classical Languages. Students and teachers of classical languages, such as Latin and ancient Greek, are primarily concerned with the interpretation of texts and historical/cultural understanding and therefore concentrate their study in the interpretive mode. They may occasionally give some attention to the oral dimensions of the classical languages, or may ask students to make presentations in the language they study as a way of strengthening language knowledge and use.

The Communicative Modes and the Study of Non-European Languages. Students engaging in conversations and negotiations (interpersonal mode), interpreting speeches, texts or films (interpretive mode), or making oral and written presentations (presentational mode) in non-European languages must incorporate a high degree of cultural knowledge to achieve the modes of communication in the communication standard. The amount of cultural knowledge required thus presents a stronger challenge for these students than for English speakers who study European languages.

The Communicative Modes and Heritage Language Speakers. Heritage language students may be newly-arrived immigrants to the United States, first-generation students whose home language is not English and who have been schooled primarily in the United States, or second- or third- generation students who have learned some aspects of the heritage language at home. These students have varying abilities and proficiencies in their heritage language; often they can carry on fluent and idiomatic conversation (interpersonal mode), but require instruction that will allow them to develop strengths in reading (interpretive mode) and formal speaking and writing (presentational mode). These students are held to the same standards for world languages as their English speaking peers and should be provided with opportunities for developing skills in their native language that are both developmentally supportive and rigorous. Designing curriculum to maintain and further develop native-language skills ensures that such skills will not erode over time as English becomes the dominant language for these students.

Novice-Mid Learner Range

According to ACTFL, students beginning the study of a second language in kindergarten, in a program that meets a minimum of 3 times a week for thirty minutes, should meet the following cumulative progress indicators by the end of Grade 2.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of simple, oral directions, commands, and requests through appropriate physical response.

2. Recognize common gestures, intonation, and other visual or auditory cues of the target culture.

3. Identify familiar people, places, and objects based on oral and/or simple written descriptions.

4. Comprehend brief oral exchanges on familiar topics.

● Grade level appropriate health topics (e.g., wellness, feelings and emotions)

● Grade level appropriate science topics (e.g., weather and seasons)

5. Connect the learning of the target language to information studied in other core content areas.

● Grade level appropriate mathematics concepts (e.g., use of numbers to count, measure, label, or locate)

● Grade level appropriate health topics (e.g., nutrition and food groups)

6. Listen to simple passages from age-appropriate, culturally authentic selections for enjoyment and information.

● Recognition of key words

● Main idea

B. Interpersonal Mode (direct oral or written communication)

1. Give and follow simple oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Imitate appropriate gestures and intonation of the target culture during greetings, leave-takings, and daily interactions.

3. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.

4. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or topics studied in other core content areas.

● Grade level appropriate social studies topics (e.g., symbols of American and target culture: flags, famous places, regions, and monuments)

● Grade level appropriate mathematics concepts (e.g., numerical operations: addition/subtraction of 2-digit numbers; counting and performing simple computations with coins)

● Grade level appropriate science topics (e.g., plant and animal characteristics)

5. Exchange basic information about the main characters, main idea, and setting from age-appropriate, culturally authentic selections.

C. Presentational Mode (spoken or written communication for an audience)

1. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

2. Copy/write words, phrases, or simple guided texts on familiar topics.

● Grade level appropriate mathematics concepts (e.g., calendar/time; color/shape/size of objects)

● Grade level appropriate science concepts (e.g., comparing and contrasting living and nonliving things)

3. Present orally or in writing information from age-appropriate, culturally authentic selections.

● Grade level appropriate language arts literacy activities (e.g., contributing to teacher-directed shared writing activities; illustrating stories, or drawing and labeling pictures, charts, or diagrams)

4. Name and label tangible products and imitate practices from the target culture.

● Grade level appropriate visual and performing arts activities (e.g., song, dance, and drama of the target culture)

● Grade level appropriate social studies activities (e.g., participation in culturally authentic experiences such as preparing and eating meals and snacks, playing authentic games, holiday celebrations)

Novice-High Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language in subsequent grades in a program that meets for the same time allocations, should meet the following cumulative progress indicators by the end of Grade 4.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of a series of oral directions, commands, and requests through appropriate physical response.

2. Recognize common gestures, intonation, and other visual or auditory cues of the target-culture.

3. Identify people, places, objects, and activities in daily life based on oral or written descriptions.

4. Comprehend short conversations and brief written messages on familiar topics.

● Messages contained in media (e.g., illustrated texts, posters or advertisements)

5. Connect the learning of the target language to information studied in other core content areas.

● Grade level appropriate visual and performing arts topics (e.g., famous artists and works of art)

● Grade level appropriate mathematics concepts (e.g., symbols for currency and appropriate place value as used in the target culture)

● Grade level appropriate science topics (e.g., life cycle of plants and animals)

6. Demonstrate comprehension of the main idea, and identify the principal characters in readings from age-appropriate, culturally authentic selections.

B. Interpersonal Mode (direct oral or written communication)

1. Give and follow a series of oral directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture during daily interactions.

3. Ask and respond to questions, make requests, and express preferences in various social situations using learned expressions and strings of sentences.

4. Participate in guided conversations on a variety of familiar topics and/or topics studied in other core content areas.

● Grade level appropriate math concepts (e.g., buying/selling transactions)

● Grade level appropriate health topics (e.g., basic human needs such as food, shelter, and clothing)

● Grade level appropriate social studies topics (e.g., geographical landmarks in home and target culture)

● Grade level science topics (e.g., scientists/inventors from the target culture(s) and their contributions)

5. Identify the main characters, main idea, setting, and important events found in age-appropriate, culturally authentic texts.

C. Presentational Mode (spoken or written communication for an audience)

1. Create and present orally or in writing brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary in a guided format.

2. Describe in writing using a guided format people and things from the home/school environment.

3. Tell or retell stories using a guided format from age-appropriate, culturally authentic selections orally or in writing.

4. Tell or write about products of the target culture and simulate common cultural practices.

● Grade level appropriate social studies topics (e.g., culinary contributions, crafts, or artifacts from the target cultures)

Intermediate-Low Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten through grade 4 in a program that meets a minimum of 3 times a week for thirty minutes, and continue the study of that language through middle school in a program that meets 5 times a week for forty minutes, should meet the following cumulative progress indicators by the end of grade 8.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.

2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture in the use of gestures, intonation, and other visual and auditory clues.

● Eye contact and interpersonal social distance

● Table manners and telephone practices

3. Discuss people, places, objects, and daily activities based on oral or written descriptions.

● Grade level appropriate social studies topics (e.g., famous historical and contemporary personalities from the target culture; regions, cities, historical and cultural sites in the target country; events from U.S. history and target culture history from a specific era)

4. Comprehend conversations and written information on a variety of topics.

● Academic and social interests

● Current or past issues and events at home or in the target country

5. Apply knowledge and skills gained in other core content areas to the learning of the target language.

● Grade level appropriate social studies topics (e.g., converting maps into appropriate graphics to display geographical information about the target culture country)

● Grade level appropriate health topics (e.g., comparing and contrasting health concerns that occur during adolescence in the target culture with their own culture)

● Grade level appropriate mathematics concepts (e.g., selecting and using appropriate units of metric measurement to solve real-life problems)

● Grade level appropriate science concepts (e.g., evaluating authentic weather reports from different regions of the target country to predict weather conditions)

6. Identify the main idea and theme, and describe the main characters and setting in readings from age-appropriate, culturally authentic selections.

7. Compare and contrast unique linguistic elements in English and the target language.

● Grade level appropriate language arts literacy topics/concepts (e.g., time and tense relationships; commonly used words and phrases; idiomatic expressions)

B. Interpersonal Mode (direct spoken or written communication)

1. Give and follow a series of oral and written directions, commands, and requests for participating in age-appropriate classroom and cultural activities.

2. Use appropriate gestures, intonation and common idiomatic expressions of the target culture in familiar situations.

3. Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.

● Reactions to an incident occurring in school or an event taking place in the school, community, or world

● Grade level appropriate science topics (e.g., characteristics and shared characteristics of major categories of organisms)

● Grade level appropriate social studies concepts (e.g., the role of the target culture country in colonization and exploration of the Americas or in the American Revolution)

4. Engage in short conversations about personal experiences or events, and/or topics studied in other core content areas.

● Grade level social studies topics (e.g., family celebrations and coming of age customs)

5. Describe the main characters, setting, and important events from age-appropriate, culturally authentic selections both orally and in writing.

6. Identify professions and careers that require proficiency in a language other than English

● Career preparation skills needed to engage in these professions

C. Presentational Mode (spoken or written communication for an audience)

1. Present student-created and/or authentic short plays, skits, poems, songs, stories or reports.

● Grade level appropriate visual and performing arts, language arts and career education (e.g., staging a dramatic presentation of a significant aspect of the life of an important person in the target culture; doing an oral presentation on a famous person, place, or event from target culture supported by research obtained in the target language; creating a visual representation of region or country supported by technological resources and other media)

2. Use language creatively in writing to response to a variety of oral or visual prompts.

● Grade level appropriate language arts literacy topics and career education skills (e.g., writing short, well-organized essays on personal and school-related topics; writing letters in response to ads in local or target language newspapers)

3. Engage in a variety of oral and written tasks using age-appropriate culturally authentic selections.

● Grade level appropriate language arts literacy topics (e.g., summary of the plot and characters; dramatization of principal scenes in the text; role-playing a film critic to express opinions about the text)

4. Describe orally, in writing, or through simulation, similarities and differences among products and practices found in the target culture with their own.

● Grade level appropriate language arts literacy and social studies topics (e.g., origin and development of a product or practice; physical characteristics of the product; use of the product within the culture; role-playing cultural practices)

Pre-Advanced Learner Range

According to ACTFL, students who have begun the study of a second language in kindergarten in a program that meets a minimum of 3 times a week for thirty minutes in the elementary school and 5 times a week for forty minutes in the middle school and high school should meet the following cumulative progress indicators by the end of Grade 12.

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Demonstrate an understanding of spoken and written language, as expressed by speakers of the target language in formal and informal settings through appropriate responses.

2. Compare and contrast the use of verbal and non-verbal etiquette in the target culture with their own culture to perform a variety of functions.

● Persuading, negotiating, offering advice

3. Analyze the historical and political contexts that connect/have connected famous people, places and events from the target culture with the U.S.

4. Synthesize information from oral and written discourse dealing with a variety of topics.

● Television and cinema presentations

● Teen and adult social interactions

● Trends in education and business

5. Apply knowledge and skills gained in other core content areas to interpret information on topics related to the study of the target language and culture.

● Grade level appropriate social studies topics and career education and consumer, family and life skills (e.g., drawing conclusions about political, economic and societal patterns in the target culture country through the use of technological data obtained using authentic sources in the target language)

6. Analyze and critique readings from authentic texts and/or from a variety of art genres.

● Main ideas, theme and supportive details

● Roles and significance of main characters

● Use of figurative language (e.g., symbolism, connotation and denotation)

7. Analyze elements of the target language and comparable linguistic elements in English.

● Influence of languages on each other

● Syntax and morphology

B. Interpersonal Mode (direct spoken and written communication)

1. Give, respond, and ask for clarification on detailed oral and written directions, commands, and requests.

2. Interact in a variety of situations using culturally appropriate verbal and non-verbal communication strategies.

3. Ask and respond to questions as part of group discussion on topics of personal, academic or social nature.

● Grade level appropriate health topics (e.g., explaining and supporting an opinion on a societal issue such as violence or driving under the influence of controlled substances; participating in a panel or debate on a school-wide problem such as harassment due to gender or sexual orientation)

4. Engage in oral and/or written discourse in a variety of time frames on topics of personal or social interest, or on topics studied in other core content areas.

● Grade level appropriate career education and consumer, family and life skills activities (e.g., college and job interviews; transactions and negotiations: filling out a business form in the target culture, asking for telephone service to be connected, demonstrating the ability to seek and apply for a job, compromising with a parent over a weekend curfew)

● Grade level appropriate health topics (e.g., social issues: dating, behavior at school and non-school events)

● Grade level appropriate social studies topics (e.g., analysis of the economic, scientific and political factors that led to the age of European exploration and the commercial revolution)

5. Analyze and critique a variety of culturally authentic selections.

● Reflection of target culture in text

● Purpose, message and style of the author

● Use of figurative language

● Political or social impact and relevance to self

6. Use language in a variety of settings to further personal and/or career goals.

● Grade level appropriate career education and consumer, family, and life skills activities (e.g., participation in career exploration, competitive events in the target language, community service, or school-to-work projects that use the target language and knowledge of its culture)

C. Presentational Mode (spoken and written communication for an audience)

1. Create and perform stories, poems, short plays, or oral reports based on personal experiences and/or exposure to perspectives from the target culture.

● Grade level appropriate health topics (e.g., problems and issues encountered in late adolescence)

● Grade level appropriate language arts literacy topics (e.g., themes found in fiction and nonfiction such as hope, death, love, loyalty, honor, courage)

● Grade level appropriate career education and consumer, family, and life skills activities (e.g., media presentation to “teach a class” about a specific topic related to other core content areas and/or the target culture)

2. Use language creatively in writing for a variety of purposes.

● Grade level appropriate language arts literacy activities (e.g., writing a letter to the editor, an editorial or an op-ed piece in the target language for a newspaper or magazine; writing a research paper using target language sources)

3. Explain the structural elements and/or cultural perspectives of authentic selections.

● Grade level appropriate language arts literacy activities (e.g., summary or retelling the selection with substantive description and detail; analysis of character, theme and setting and how it reflects the target culture)

4. Explain the perspectives of the target culture(s) as evidenced by their products and practices and compare those with home cultural perspectives.

● Grade level appropriate social studies topics (e.g., attitudes and beliefs of the culture that influenced the development of its products or practices: esthetics, concept of time, sex roles, rights and duties, etc.; how a particular product or practice of the target culture compares with a similar product or practice in the U.S.)

● Grade level appropriate science topics (e.g., impact of the environment and natural resources on the development of the products and practices of the target culture)

STANDARD 7.2 (CULTURE) ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE PERSPECTIVES OF A CULTURE(S) THROUGH EXPERIENCES WITH ITS PRODUCTS AND PRACTICES.

Descriptive Statement: With the adoption of national and state standards, a new way of conceptualizing the study of culture has been introduced into the world languages classroom. In addition to the traditional ways of learning about culture (i.e., studying the facts, events, famous people, and monuments), standards-based language instruction encompasses a fuller, more comprehensive view of culture. The anthropological concept of cultural products, practices, and perspectives provides a relatively new framework for the studying and experiencing of culture for most teachers and students, and forms the foundation for student achievement of the culture standard in this document.

Cultural Products. The products of a culture may be tangible (e.g., a painting, wedding veils, boiled peanuts, a pair of chopsticks) or intangible (e.g., street raps, a system of education, graveside eulogies). The culture standard focuses on how these cultural products reflect the perspectives (attitudes, values and beliefs) of the culture studied.

Cultural Practices. The practices of a culture refer to patterns of acceptable behaviors for interacting with members of other cultures. Two examples from the American culture of the practice of expressing congratulations would be slapping a teammate on the back after a winning touchdown, but shaking the presenter’s hand after an excellent speech. The culture standard focuses on practices derived from the perspectives (traditional ideas, attitudes, and values) of the culture studied.

Cultural Perspectives. As defined by the standards, the perspectives of a culture would include the popular beliefs, the commonly held values, the folk ideas, the shared values, and the assumptions widely held by members of a culture. The perspectives of a culture sanction the cultural practices and create a need for the products. The perspectives provide the reason for “why they do it that way” and the explanation for “how can they possibly think that?” Since practices and products not only derive from perspectives, but sometimes interact to change perspectives, this fundamental component of culture must be incorporated to meet the culture standard.

Language, as a key to culture, can tell us what is important to a group of people, what they do for work and play, what their social values are, what level of technology they enjoy, where they come from, and much more. Language and culture as such, are inseparable.

The following cumulative progress indicators for the culture standard are organized according to the three modes of communication: interpretive, interpersonal, and presentational.

Novice-Mid Learner Range

A. Interpretive Mode (understanding and interpretation of spoken or written communication)

1. Identify daily practices of people in the target culture(s).

2. Identify basic geographical features and some common landmarks in countries where the target language is spoken.

3. Identify aspects of the target culture(s) presented in photographs, children’s books, and plays.

4. Identify distinctive cultural products of the target culture(s).

B. Interpersonal Mode (direct spoken and written communication)

1. Imitate culturally appropriate etiquette in verbal and nonverbal communication during greetings, leave-takings, and daily classroom interactions.

2. Participate in a variety of oral and/or written activities after listening to age-appropriate, culturally authentic selections.

C. Presentational Mode (spoken and written communication for an audience)

1. Reproduce a variety of tangible products typical of the target culture(s).

2. Identify and reproduce expressive products typical of the target culture(s).