1. What are goals and standards?
1.1 Content Standards WHAT?
Explain what students
should know and be able to do– focus on teaching and learning.
1.2 Performance Standards HOW?
Describe how students
will show that they are achieving the content standards.
2. Goals and objectives
2.1 Background
* Educational Reform of the 1990s
Goals 2000 (Bush)
Visionary Goals 2000 (Clinton)
All students should demonstrate proficiency in challenging subject matter in
grades four, eight, and twelve.
* Year 1993 Foreign Language in the mainstream
2.2 ACTFL Standards
2.2.1 Process & Design
- American Council on the Teaching of Foreign Languages (ACTFL)
Other
- AATSP
- AATF
- AATTG
2.2.2 Guiding Principles
All students will develop and maintain proficiency in English and at least
one other language.
Three Assumptions:
1. Language and culture
2. Learners of language and culture
3. Language and culture education
2.3 Language and Culture learning benefits:
2.3.1. Competence in more than one language and culture enables people to:
* Communicate with other people in other cultures in a variety of settings;
* Look beyond their customary borders;
* Develop insight into their own language and culture;
* Act with greater awareness of self, of other cultures, and their own
relationship to those cultures;
* Gain direct access to additional bodies of knowledge;
* Participate more fully in the global community and marketplace
2.3.2 All Students can be successful language and culture learners, and
* They must have access to language and culture study that is integrated
into the entire school experience;
* They benefit from the development and maintenance of proficiency in more
than one language;
* They learn in a variety of ways and settings;
* They acquire proficiency at varied rates.
2.3.3 Language and culture education is part of the core curriculum and
* It is tied to program models that incorporate effective strategies,
assessment procedure, and technologies;
* It reflects evolving standards at the national, state, and local levels;
* It develops and enhances basic communication skills and higher order
thinking skills.
2.4 American Foreign Language Learning Standards
2.4.1 History
1995 First draft
1995 National Standards Collaboration Project
1996 Standards for Foreign Language Learning (9 languages)
1999 National Standards for Foreign Language Learning: Preparing for the
21st Century
2006 Published 2nd edition (10 languages)
2.4.2 The Five C’s
The Five C’s of Foreign Language Education
* Communication
* Cultures
* Connections
* Comparisons
* Communities
2.4.3 Standards for Chinese learners
Chinese Language Association of Secondary-Elementary Schools (CLASS)
* Task Force of Chinese teachers
* Three groups
* Revised by committee with scholars
* 1998 First draft
* 1999 Published with other languages
2.4.4. Five Standards
2.4.4.1 Standard 1: Communication
* Students engage in conversation, provide and obtain information, express
feelings and emotions, and exchange opinions in Chinese.
(interpersonal)
* Students understand and interpret written and spoken language on a variety
of topics in Chinese. (interpretive)
* Students present information, concepts, and ideas to an audience of
listeners or readers on a variety of topics. (presentational)
2.4.4.2 Standard 2: Cultures
* Students demonstrate an understanding of the relationship between the
practices and perspectives of the cultures of the Chinese-
speaking world.
* Students demonstrate an understanding of the relationship between the
products and perspectives of the cultures of the Chinese-speaking
world.
2.4.4.3 Standard 3: Connections
* Students reinforce and further their knowledge of other disciplines
through the study of Chinese.
* Students acquire information and recognize the distinctive viewpoints that
are only available through the Chinese language and culture.
2.4.4.4 Standard 4: Comparisons
* Students demonstrate understanding of the nature of language through
comparisons of the Chinese language with their own.
* Students demonstrate understanding of the concept of culture through
comparisons of Chinese culture with their own.
2.4.4.5 Standard 5: Communities
* Students use the Chinese language both within and beyond the school
setting.
* Students show evidence of becoming life-long learners by using Chinese for
personal enjoyment and enrichment.
2.4.5 Study Case: Name the standards in the scenario
Ms. Chu’s Chinese class in Wisconsin learns the history of kites in China
and concepts in making kites. The students read a short story in Chinese
about kite flying and popular “insect” kites. They review vocabulary on
weather, colors, seasons, and learn new vocabulary related to kites. After
viewing video clips and diagrams on kite making, students work in groups to
design and build their own kites. Later, they describe orally their
completed kites to the class. After school, they
fly the kites on the football field.
2.4.5.1 Review of Standards
1: Communication: interpersonal; interpretive; presentational
2: Cultures: practices & perspectives; products & perspectives
3: Connections: other disciplines; acquire information
4: Comparisons: compare languages; compare cultures
5: Communities: within & outside; life-long learning for personal enjoyment
2.4.5.2 Name the standards
1.1 Students work together to build kites and discuss the finished products.
1.2 Student read and listen to information about kites.
1.3 Students describe their kites orally in class.
2.1 Students learn the history of Chinese kites.
2.2 Students participate in making kites.
3.1 Students connect arts, shapes and weights, winds, and altitude in kite
making and flying.
4.2 Students compare Chinese and American concepts of kites and styles.
5.1 Students fly kites on the school football field and the community
playground.
5.2 Students fly kites for personal enjoyment.
