Source: http://www.cal.org/twi/rgos/flstandards.html
Timestamp: 2018-01-16 19:33:47
Document Index: 200352363

Matched Legal Cases: ['art 1', 'art 2', 'art 3', 'art 4', 'art 5', 'art 6']

National K–12 Foreign Language Resource Center. (1997). Bringing the Standards into the Classroom: A Teacher's Guide. Iowa City, IA: Author. The purpose of this guide is to assist teachers in aligning their present foreign language curriculum with the national standards for student learning.
Terry, R.M. (Ed.) (1997.) Dimension '97. Addressing the Standards for Foreign Language Learning. The selected proceedings of the 1997 Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association provide articles on technology use, placement, lesson planning, and recruitment strategies. Available from SCOLT.
Arkansas Foreign Language Curriculum Framework
California Department of Education Challenge Standards
Document Type: Legal/Legislative/Regulatory materials (090)
The model course content standards for foreign language instruction in Colorado's public schools, K–12, provide guidelines, not curriculum, for school districts to design language programs. An introductory section presents some basic considerations in program design. The two general standards for foreign language performance are that: (1) students will communicate in a foreign language while demonstrating literacy in all four essential skills (listening, speaking, reading, and writing), and (2) students will acquire and use knowledge of other cultures while developing foreign language skills. Specific criteria for each of the language skills and cultural knowledge at each of three proficiency levels (beginning, intermediate, advanced) are then outlined. A brief glossary is appended. (MSE)
Descriptors: Behavioral Objectives; Course Content; *Cultural Awareness; *Curriculum Design; Elementary Secondary Education; Language Proficiency; *Language Skills; Second Language Instruction; *Second Language Programs; *Second Languages; *State Standards; Statewide Planning
EJ570352
Standards for Foreign Language Learning: One District's Experience
Describes one school district's experiences setting standards for foreign-language learning. The district was one of six pilot sites involved in standards development. Participants gathered information on how the standards interfaced with state and local frameworks, items missing from the standards, and implementation of the standards. Participation let the district experience a process it can use for future program review. (SM)
Descriptors: *Academic Standards; Elementary Secondary Education; *National Standards; School Districts; *Second Language Instruction; Second Language Learning; State Standards
Illinois State Board of Education, Springfield.(BBB17331)
Notes: For the draft reports on state goals for other learning areas, see EA 027 913-915.
Document Type: Guides--Non-classroom (055); Reports--Evaluative (142)
As part of the school reform legislation of 1985, the Illinois State Board of Education established State Goals for Learning in six fundamental learning areas: language arts, mathematics, science, social science, fine arts, and physical development and health. The next step is to develop standards that will more clearly define the knowledge and skills that students should have as a result of their education. The Illinois Academic Standards Project was launched to update the State Goals for Learning and clarify the knowledge and skills necessary to meet each goal. This volume, the fourth in a series of four, presents the discussion drafts that are a product of work by 200 Illinois teachers, administrators, parents, higher education faculty, and business representatives. The volume proposes guidelines for foreign languages instruction and the benchmarks to measure progress toward each state goal for these areas; presents the summary charts for each of the six fundamental learning areas: English language arts, mathematics, science, social science, fine arts, physical development and health, and foreign languages. Appendices contain a chart that compares 1985 State Goals for Learning with the 1996 draft goals, a list of participants, and two feedback instruments. (Contains 93 references.) (LMI)
Descriptors: *Academic Standards; *Educational Objectives; Elementary Secondary Education; Evaluation Criteria; *Second Language Instruction; Second Language Learning; *State Standards; Statewide Planning
ED419387
EDRS Price MF01/PC13 Plus Postage.
Target Audience: Administrators; Practitioners; Teachers The guide is intended as a resource for North Carolina teachers and administrators concerning second language education. Part 1 offers a rationale for second language education, and provides specific reasons for studying French, German, Latin, Spanish, and uncommonly taught languages. Part 2 describes instructional program models for elementary and middle schools, outlines state high school graduation and academic degree requirements, describes advanced placement courses, outlines the international baccalaureate program, and provides data on language offerings of higher education institutions in the state. Part 3 examines the characteristics of effective language teaching, instructional design, and program design at each instructional level, including distance education and English-as-a-Second-Language teaching. Part 4 provides guidelines and suggestions for curriculum planning and instructional design, and part 5 discusses sources for additional information and guidance about supplementary curriculum materials. Part 6 focuses on teaching strategies and techniques for the general population and for early adolescents, students with disabilities, and multi-level classes. The final section lists additional organizational and information sources, including professional organizations, publishers, Internet addresses, international exchange and travel resources, and technology resources. Includes a 48-item bibliography. (MSE)
Descriptors: Classroom Techniques; Course Evaluation; *Curriculum Design; Curriculum Development; Disabilities; Distance Education; Educational Research; Elementary Secondary Education; English (Second Language); Graduation Requirements; Higher Education; Instructional Effectiveness; Instructional Materials; International Educational Exchange; Media Selection; Parent Participation; Professional Associations; School Business Relationship; School Community Relationship; Second Language Instruction; *Second Language Programs; *State Standards; *Student Evaluation; Student Motivation; Study Abroad; Teaching Methods; Teaching Skills; Travel
ED414765
Wisconsin's Model Academic Standards for Foreign Languages. Bulletin 98032.
Nikolay, Pauli; Grady, Susan; Stefonek, Thomas
Wisconsin State Dept. of Public Instruction, Madison.(ZQU97875)
This guide outlines curriculum and performance standards for second language instruction in Wisconsin elementary and secondary schools. An introductory section describes the rationale for development of, and use of the standards for foreign language instruction and briefly discusses applications across the curriculum. A second section gives an overview of the state's second language programs and the intent of the standards. Subsequent sections detail content standards and performance expectations for students at three levels (elementary school, middle school, high school) in these areas: communication (interpersonal, receptive, productive); culture (practices, products); making connections (across disciplines, cultural perspectives); making comparisons (language-related, cultural); and creating communities (use of language outside the classroom, language use for personal enrichment). Communication proficiency standards are also charted for three areas: accuracy; content; and cultural context. For several selected standards, sample tasks and samples of student work at each school level are presented. A list of contributors is appended. (MSE)
Descriptors: Academic Standards; Comparative Analysis; Course Content; Cultural Awareness; *Curriculum Design; Educational Objectives; Elementary Secondary Education; Interdisciplinary Approach; *Language Proficiency; Language Skills; *Second Language Instruction; Second Language Programs; *Second Languages; *State Standards
EJ562763
Beyond ALL--Emphasising the Cognitive Dimension of Language Learning.
Summarizes the Australian Language Levels (ALL) guidelines, originally defined in 1988, from the perspective of a professional who helped develop them and has examined their application over a period of years. Highlights aims in writing the guidelines, key concepts, goals and outcomes, and student evaluation and teacher training, and considers some possible refinements. (MSE)
Descriptors: *Academic Standards; *Curriculum Design; *Educational Objectives; Foreign Countries; National Norms; Public Policy; *Second Language Instruction; Second Language Learning
Title: South Carolina Foreign Languages Framework.
South Carolina State Dept. of Education, Columbia.(UZO80311)
Notes: Supercedes ED 356 625.
Also available from: South Carolina State Dept. of Education, Curriculum Framework Office, 1429 Senate Street, Columbia, SC 29201.
Target Audience: Teachers; Policymakers; Practitioners The statement presents a consensus of what South Carolina educators expect children to know and be able to do in foreign languages, and the changes needed in the educational system to support what teachers and students do in the classroom. It is not a curriculum guide, but is intended for use by policymakers, instructional leaders, teachers, and communities as a broad instructional design for improvement of the educational system. The first section looks at the rationale for foreign language instruction, including economic, cultural, and intellectual reasons, enrollment trends, and directions for the future. The second section outlines a systematic approach to change, offers guidelines for designing an effective program, describes different program models, and discusses the choice of languages to teach. Alternatives to full-scale, self-contained foreign language programs are examined in the third section, and recommendations are made for improvement in teacher certification, professional development, and student opportunities. Section four addresses the need for assessment and evaluation and outlines performance objectives for language skill areas at the elementary, middle, and secondary school levels. Specific classroom techniques are discussed in the fifth section, and criteria for selection of instructional materials in the sixth. Contains 30 references. (MSE)
Descriptors: Behavioral Objectives; Class Activities; Classroom Techniques; Cooperation; Cultural Awareness; Cultural Pluralism; *Curriculum Design; Educational Philosophy; Educational Strategies; Elementary Secondary Education; Evaluation Criteria; Inservice Teacher Education; *Instructional Materials; Interdisciplinary Approach; International Trade; Language Proficiency; *Language Role; Language Skills; Language Tests; Media Selection; Program Design; Program Effectiveness; School Business Relationship; Second Language Instruction; *Second Language Programs; *State Standards; Statewide Planning; Student Role; Teacher Certification; Teacher Role; Television; Testing
ED370176
North Dakota Curriculum Frameworks, Volume II: Arts Education, Business Education, Foreign Language, Health, Physical Education.
North Dakota State Dept. of Public Instruction, Bismarck.(RFB64575)
Notes: For Volume I, see EA 025 780.
Also available from: Department of Public Instruction, Supply Division, State Capitol, 11th Floor, 600 E. Boulevard Avenue, Bismarck, ND 58505-0440.
Curriculum frameworks for North Dakota elementary-secondary education are presented in this document. These frameworks are voluntary and serve to promote interdisciplinary learning, active learning, and student diversity. They are part of a larger systemic approach to improve instruction in the state's schools and to identify content outcomes and student performance standards. Each section contains: a list of North Dakota educators involved in the framework development; a mission statement for that particular subject area; the graduation outcomes for the state; a list of content outcomes; content outcomes and performance standards for each outcome at grades 4, 8, and graduation; a glossary of terms; and a bibliography. In this volume, curriculum frameworks are provided for the following areas: arts education; business education; foreign language; health; and physical education. (LMI)
Descriptors: *Art Education; *Business Education; Educational Assessment; Educational Objectives; Elementary Secondary Education; Guidelines; *Health Education; *Physical Education; *Second Language Instruction; State Curriculum Guides; *State Standards; Statewide Planning
ED362031
A Guide for Administrators: Elementary Level Second Language Programs in Louisiana Schools. Bulletin No. 1536.
Louisiana State Dept. of Education, Baton Rouge. Foreign Languages Section.(BBB31258)
Geographic Source: U.S.; Louisian
The Louisiana guide for administration of secondary language programs in grades 4-8 outlines the state foreign language mandate and offers guidelines and suggestions for a variety of program elements. An introductory section gives the broad rationale for foreign language instruction and cites the state mandate. The guide then proceeds to specify: how the mandate is funded, for both salaries and instructional materials; staffing by Louisiana-certified teachers and foreign nationals granted interim certification; details of program administration at the state, local, school, and classroom levels; possible program models (FLES and immersion); preferred teaching methods and techniques; and suggested methods for evaluation of programs, teachers, and students. Appended materials include: suggested instructional times, with reference to state polices; state policy memoranda concerning second language programs in grades 4-8; notes on interim certification for foreign teachers; tips for receiving foreign teachers into the local system, including host family role; an articulation planning chart; notes on evaluation of foreign teachers; and evaluation forms. (MSE)
Descriptors: Articulation (Education); Classroom Techniques; Educational Technology; Financial Support; *FLES; Foreign Nationals; *Immersion Programs; Instructional Materials; Intermediate Grades; Junior High Schools; *Program Administration; Program Design; Program Evaluation; Public Policy; Records (Forms); School Policy; *Second Language Programs; Staff Utilization; *State Standards; Statewide Planning; Student Evaluation; Teacher Certification; Teacher Evaluation; Teacher Qualifications; Teacher Role; Teaching Methods
ED310625
Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve.
California State Dept. of Education, Sacramento.(CIQ11100)
Also available from: Bureau of Publications, Sales Unit, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($5.50, plus tax).
California's framework for second language education describes the state's requirements for development of effective foreign language instruction in the public schools. Chapters address these topics: (1) the economic, civic, and cultural benefits of a foreign language program; (2) characteristics of an effective program, including communication-based instruction and language in its cultural context; (3) languages to be included in an effective program, including European langauges, languages of the Pacific Rim countries, English as a Second Language, classical languages, native languages (for native speakers), and American Sign Language; (4) characteristics of a well-planned program, outlining a three-phase curriculum planning process, classroom instructional approaches, and learning outside the classroom; (5) the role of the school in policy formation, instructional resources, and support services; (6) instruction in English as a Second Language, addressing such issues as program needs, goals, and structure, the nature of the instruction, and the roles of teachers, administrators, governing boards, and local communities; and (7) criteria for evaluating a variety of instructional materials. Appended materials include a comparison of features of effective and less effective language programs, a comparison of features of communication-based and manipulation activities; and characteristics of five language competency levels in six skill areas (listening, reading, conversation, writing, culture, and content and vocabulary). (MSE)
Descriptors: Administrator Role; American Sign Language; Classical Languages; Classroom Techniques; Communicative Competence (Languages); Educational Benefits; Educational Objectives; Elementary Secondary Education; *English (Second Language); Evaluation Criteria; *Instructional Materials; Media Selection; Native Language Instruction; *Program Design; Program Effectiveness; *Public Schools; School Role; *Second Language Programs; *State Standards; Statewide Planning; Teacher Role; Uncommonly Taught Languages
EJ390691
The South Carolina Plan for Improved Curriculum Articulation between High Schools and Colleges.
Mosher, Arthur D.
Foreign Language Annals, v22 n2 p157-62 Apr 1989
Journal Announcement: CIJOCT1989
The South Carolina Council on Foreign Language Placement and Curriculum, created when state colleges and universities increased foreign language study admission requirements, serves as a forum for the exchange of information and helps provide professional critique of plans to change curriculum and implement new placement tests at postsecondary institutions. (Author/CB)
Descriptors: Admission Criteria; *Articulation (Education); *College School Cooperation; *Curriculum Development; Higher Education; *Second Language Instruction; Second Language Learning; *State Standards
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