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Oregon Department of Education Second Language Standards of Learning

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Second Language and Curriculum Goals – PowerPoint PPT presentation

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Title: Oregon Department of Education Second Language Standards of Learning


1
Oregon Department of Education Second Language
Standards of Learning
  • Second Language and Curriculum Goals

2
Successful Communication
Knowing how,
when,
and why
to say what
to whom.
3
  • Formerly, most teaching in second language
  • was grammar based.
  • The current organizing principle for second
  • language study is communication, highlighting
  • the why, the whom, and the when.
  • So, while grammar and vocabulary are essential
    tools for communication, it is the ability to
    communicate with users of other languages that is
    the ultimate goal of todays second language
    instruction.
  • (Standards for Foreign Language Learning in the
    21st century, ACTFL, et al, Allen Press, Inc.,
    1999).

4
Correlation Between Length of Study and
Proficiency
  • There are various approaches to language
    instruction in Oregon. A student who begins
    second language study in the early elementary
    grades and continues an uninterrupted sequence of
    instruction will advance further than a student
    who does not begin language study until high
    school. However, student proficiency in a second
    language may be achieved over different periods
    of time depending on such factors as
  • Age of the learner
  • Varying learning speeds and learning styles
    of students
  • Teaching methodologies
  • Abilities and interests of the instructor
  • Scheduling patterns of the language program
  • Scope and sequence of the language program
  • Authenticity of the cultural environment and
    materials
  • (Standards for Foreign Language Learning in the
    21st Century, ACTFL, et al, Allen Press, Inc.,
    1999)

5
  • You live a new life for every new language you
    speak. If you know only one language, you live
    only once.

6
Connecting Oregon Content Standards to the Five
Cs of Standards for Foreign Language Learning
  • The reasons for studying foreign languages are as
    diverse as the students themselves. Regardless of
    the reason, foreign languages have something to
    offer everyone. It is with this philosophy in
    mind that the National Standards Task Force
    identified five goal areas that encompass all of
    these reasons Communication, Cultures,
    Connections,
  • Comparisons, and Communities the five Cs of
    foreign language education.

7
Communication Communicate in Languages
Other Than English
  • 1.1 Students engage in conversations, provide and
    obtain information, express feelings and
    emotions, and exchange opinions.
  • 1.2 Students understand and interpret written and
    spoken language on a variety of topics.
  • 1.3 Students present information, concepts, and
    ideas to an audience of listeners or readers on a
    variety of topics.

8
Cultures Gain Knowledge and Understanding
of Other Cultures
  • 2.1 Students demonstrate an understanding of the
    relationship between the practices and
    perspectives of the culture studied.
  • 2.2 Students demonstrate an understanding of the
    relationship between the products and
    perspectives of the culture studied.

9
Connections Connect with Other Disciplines and
Acquire Information
  • 3.1 Students reinforce and further their
    knowledge of other disciplines through the second
    language.
  • 3.2 Students acquire information and recognize
    the distinctive viewpoints that are only
    available through the second language and its
    cultures.

10
Comparisons Develop Insight into the
Nature of Language and Culture
  • 4.1 Students demonstrate understanding of the
    nature of language through comparisons of the
    language studied and their own.
  • 4.2 Students demonstrate understanding of the
    concept of culture through comparisons of the
    cultures studied and their own.

11
Communities Participate in Multilingual
Communities at Home and Around the World
  • 5.1 Students use the language both within and
    beyond the school setting.
  • 5.2 Students show evidence of becoming life-long
    learners by using the language for personal
    enjoyment and enrichment.
  • The Five Cs of Standards for Foreign Language
    Learning are embedded in the Oregon Second
    Language Standards.
  • (Standards for Foreign Language Learning in the
    21st Century, ACTFL, et al, Allen Press, Inc.,
    1999)

12
Framework of Communicative Modes
  • Interpersonal
  • Direct oral and or written communication
  • Productive abilities speaking, writing
  • Receptive abilities listening, reading
  • Knowledge of cultural perspectives
  • Recognize different practices in communication
  • Realize cultures use different patterns of
    interaction

13
Framework of Communicative Modes
  • Interpretive
  • Listener,viewer, reader works with visual,
    printed or recorded materials
  • Receptive abilities listening, reading, viewing
  • Knowledge of the relationship between cultural
    perspectives and its products and encoded
    meaning
  • Ability to analyze, compare and interpret content
    in language and culture in both the target and
    U.S. culture

14
Framework of Communicative Modes
  • Presentational
  • Productive communication using oral or written
    language
  • Productive abilities speaking, writing, showing
  • Knowledge of cultural perspectives governing
    interactions
  • Able to present cross-cultural information
  • Recognize that cultures use different patters pf
    interaction

15
Culture Is the Context Within Which
Communication Occurs
  • Development of cultural understanding includes
    developing an awareness of other peoples world
    views, of their unique way of life, and of the
    patterns of behavior that order their world.

16
What is Culture?
  • Big C Culture
  • Formal Culture
  • Requires knowledge of social, political, and
    economic institutions, great figures of history,
    literary and artistic works
  • little c culture
  • aspects of daily living
  • housing, clothing, food, patterns of daily
    behavior

17
  • The true content of the foreign language course
    is not the grammar and the vocabulary of the
    language, but the cultures expressed through the
    language.

18
Successful Communication
Knowing how,
when,
and why
to say what
to whom.
19
  • March 2011 This presentation was created for
    Oregon Second Language Standards by Jody Soberón
  • Brookings Harbor High School
  • Brookings, Oregon
  • http//www.ode.state.or.us/teachlearn/subjects/sec
    ondlanguages/standards/standards.pdf
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