Oregon Department of Education Second Language Standards of Learning

1
Oregon Department of EducationSecond 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 2011This 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