The New Curriculum for Modern and Classical Languages

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The New Curriculum for Modern and Classical
Languages
Kathy Cox State Superintendent of Schools
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Vision for the New Curriculum
A standards and performance-based document that
focuses on practical communication and supports
instruction that includes all students.
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Philosophy
Language and communication are the essence of
all that is human. The world of the 21st century
is one in which all people must learn to
communicate both culturally and linguistically
with others in their communities and around the
world. This is a skill all students need,
regardless of whether they plan to go to college.
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Goals of the New Curriculum

• To equip students with realistic lifelong
  skills that will
• enable them to function competently in a
  language
• other than their own and communicate
  effectively in
• the global community and marketplace
• To instill a greater awareness of their own
  culture and
• the culture(s) of others
• To enrich students lives by increasing their
• appreciation for language and culture

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Organization

• Based on Standards for Foreign Language Learning
  in the 21st Century and the ACTFL Performance
  Guidelines for K-12 Learners
• Organized in outline form, integrating the
  national standards and the three modes of
  communication person-to-person listening and
  reading for understanding and oral and written
  presentation
• Includes assessment recommendations and a list
  of suggested skills and themes for each level.

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The Five Cs

• Communication
• Culture
• Connections
• Comparisons
• Communities

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Key Points Key PointsOrganized in
eight levelsCompatible with traditional or
block schedulesAllows students to enter at the
appropriate proficiency level
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Level I Course Description

• The Level I language course focuses on the
  development of communicative competence in the
  target language and understanding of the
  culture(s) of the people who speak the language.
  It assumes that the students have minimal or no
  prior knowledge of the language and culture.
•  
• This course may be taught over two years (e.g.,
  middle school programs), over one year (e.g.,
  traditional high school programs), or during one
  semester (e.g., 4 x 4 block schedule). The major
  means of communication between students and
  instructors will be in the target language.
  Because students may begin formal language
  learning at various stages of their cognitive
  development, teachers must adjust vocabulary and
  content to reflect developmentally appropriate
  interests.
•  
• An important component of language classes is the
  use of the language beyond the classroom in the
  real world. The integration of technology is an
  important tool in accessing authentic information
  in the target language and in providing students
  the opportunity to interact with native speakers.
•  
• By the end of Level I, the student will exhibit
  Novice-Mid level proficiency in listening,
  speaking, reading, and writing (ACTFL Proficiency
  Guidelines, 1999).

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Person-to-Person Communication

• Exchange simple spoken and written information
  in the
• target language, utilizing cultural
  references where
• appropriate.
•  
• A. Use basic greetings, farewells, and
  expressions of courtesy, in both oral and written
  forms.
• B. Express likes, dislikes, emotions, agreement
  and disagreement.
• C. Make simple requests.
• D. Ask for clarification.
• E. Give simple descriptions.
• F. Comprehend basic directions.
• G. Ask questions and provide responses based on
  topics such as self, family, school, etc.
• H. Use sequenced information, such as the
  alphabet, days of the week, months, seasons, and
  numbers 0 to 100 in context.
•  

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Listening and Reading
Understand simple spoken and written language
presented through a variety of media in the
target language based on topics such as self,
family, school, etc.  Identify main ideas and
some details when reading and listening. Comprehen
d simple, culturally authentic announcements,
messages, and advertisements. Understand simple
instructions, such as classroom procedures and
basic computer terminology. Demonstrate
Novice-Mid proficiency in listening, viewing and
reading comprehension.
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Sample Assessment Strategies

• Work in pairs to develop and/or practice
  conversations
• Perform a skit or short play for a class, the
  school or the community
• Develop conversations or create stories
• Use flash cards or board activities to
  demonstrate comprehension
• Play games such as charades, Concentration/Memory,
  Pictionary, Slaps, Go-Fish, Guess Who, Dice
  Games, Board Games, etc. to practice vocabulary
• Work in pairs on computer activities, such as
  Internet flash card drills, concentration games,
  and/or quizzes
• Communicate via mail or the Internet with a pen
  pal
• Send and respond to invitations

•    

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The new curriculum for Modern Languages and Latin
is on the web

• Languages and International Education Home
  Page
• http//www.glc.k12.ga.us/pandp/modclass/homepg.htm
  

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For more information Elizabeth Webb Program
Specialist for Foreign Language and
International Education Tel (404)
651-7275 Email ewebb_at_doe.k12.ga.us Fax (404)
656-5744
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Multilingualism is the norm, bilingualism is
a transition, monolingualism is a rarity among
developed nations. It is not un-American to be
multi-lingual Christy Brown President,
American Council the Teaching of Foreign
Languages