Language learning is not sequential, but recursive. Therefore, material must be presented repeatedly, but not redundantly, in an upwardly spiraling fashion. As a general rule, the presentation of language should progress from linguistically simple to linguistically complex material. Language should first be presented holistically in authentic linguistic and cultural contexts. Analysis of components may follow when helpful.
Language is a lifelong learning process.
An instructional program should provide learners with tools to continue their study ofJapanese after leaving high school. Within each benchmark level, the curriculum will be organized around topics. Functions and structures will be embedded in these topical units. The curriculum will specify the degree of control students are expected to have over a particular function or form. The Assessment Working Group has been reviewing existing assessments, the CIM and PASS requirements, and potential assessment strategies.