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Model Standards for Curriculum Development and Assessment Based on Japanese and Russian Examples

 


Goal One: Communication

 


Goal: Students communicate in the target language.

Standard: Students function in sustained communicative exchanges with listening, reading, writing, and speaking on everyday topics to meet life needs.

Definition:

  • Students socialize at an appropriate register with peers
  • Students seek and exchange necessary oral and written information to meet needs of daily life
  • Students get things done in the target language community
  • Students express and elicit attitudes
  • Students organize and maintain communication

Examples:

 

  • able to ask and answer questions, give directions, describe, express, convey and discuss information on a variety of topics within appropriate registers;
  • interpret and present information, e.g., introductions, directions, descriptions (geography, physical appearance, character traits, etc.), intentions, and gift giving
  • communicate appropriately with increasing accuracy and self-correction of errors.

Assumption: This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.

Assessment: Assessments for skill-getting (discrete) and skill-using (integrative) in appropriate contexts.

 


Goal Two: Socio-Cultural

 


Goal: Students engage in aspects of life in the target language community.

Standard: Understand and demonstrate knowledge of social conventions, practices, and products in everyday life.

Definition:

  • Students modify verbal and non-verbal language and behavior to accommodate the target language and the culture's patterns.
  • Students discuss attributes of the target language culture.

Examples:

 

  • appropriate forms of address
  • greetings
  • age, class, and gender roles
  • behavioral expectations in a variety of settings
  • kinship
  • aesthetics
  • spatial relationships
  • attitudes toward religion
  • attitudes toward work
  • attitudes toward children
  • sense of personal space in a variety of contexts
  • commercial transactions (stores, restaurants, markets, etc.)
  • some knowledge of geography, history and literature

Assumption: This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.

Assessment: Authentic assessment of cultural understanding in cultural situations. Use of English may be necessary depending on what is being assessed, particularly in understanding of literature and history.

 


Goal Three: Learning How to Learn

 


Goal: Students commit to high levels of attainment in language learning.

Standard: Students understand their own role in the process of language learning.

Definition:

  • Students are able to articulate their own rationale for studying a foreign language.
  • Students see a connection between the study of a target language and opportunities in life.
  • Students plan for and set realistic short and long term goals.
  • Students make critical assessments of their own progress on a regular basis.
  • Students understand that learning is an individual responsibility and continue to learn outside the classroom.
  • Students seek and use outside content resources.
  • Students use own learning style to maximize opportunities to learn.
  • Students generalize about patterns in the target language beyond taught materials.
  • Students predict syntactic and phonological patterns from their understanding of the target language system.

Examples:

  • students understand and use learning strategies appropriate to modality
  • monitor own progress
  • use tools to find information related to language learning
  • recognize and act on the differences between modalities
  • know when to ask for guidance (what and whom)
  • recognize the relationship of the first language to the second in learning

Assumption: This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.

Assessment: Students apply strategies both within and outside the classroom and are assessed through self-assessment, including diaries, checklists, and think-aloud procedures.

 


Goal Four: Language and Culture

 


Goal: Students discern the interaction of the target language with target culture.

Standard: Students integrate the language system with the culture as the fabric that supports it.

Definition:

  • Students compare/contrast the first language and culture with the target language and culture to enrich their knowledge of both.
  • Students comprehend and acquire discourse protocols and rituals appropriate for written and oral exchanges.

Examples:

  • students acquire information and perspectives that are only available through the target language and culture.
  • understand the relationship of language and culture in age, social position, and forms of address
  • use cultural expressions of politeness, sympathy, surprise, etc.
  • use situational and age appropriate expressions, including slang
  • understand the relationship of the first language to the target language through borrowed vocabulary and cultural practices.

Assumption: This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.

Assessment: Students demonstrate culturally appropriate discourse patterns and communication rituals and etiquettes.

 


Goal Five: General Knowledge

 


Goal: Students acquire broader experience as world citizens through the study of another language and culture.

Standard: Students gain access to knowledge about how different societies address similar needs.

Definition:

  • Students compare/contrast the first language and culture with the target language and culture to enrich their knowledge of other world languages and cultures.
  • Students deduce from the study of another language and culture how societies are organized based on their physical geography and social experience.
  • Students recognize a range of empathetic and tolerant attitudes toward other cultures.

Examples:

  • basic needs (food, clothing, shelter)
  • relationship to nature
  • individual and society
  • spirituality
  • governance

Assumption: This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.

Assessment: Students display their knowledge of issues by representing all relevant dimensions through written and/or oral means.

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Last Modified: June 3, 2015 at 15:11