Policy 2520 (Summary)

Middle Childhood and Adolescent

Foreign Language Education



This section presents requirements set forth in Policy 2510 for foreign language study in grades 5-12 as well as discussion of some curricular issues.

Required elective program of study: Grades 5-8

  • Beginning in Fall 1998, all counties are encouraged to offer two years of foreign language in grades seven and eight.
  • Beginning in Fall 2002, all counties will be required to offer two years of foreign language for students in grades seven and eight.

The intent of the middle school requirement is to encourage students to take longer sequences of foreign language study. "The best way to learn a foreign language in school is to start early and to study it intensively over many years." (From What Works: Research About Teaching and Learning). Just as native English speakers are constantly refining English communication skills, students studying another language must study for several years to develop communicative proficiency.

In light of that intent, it is highly recommended that the two years of foreign language study offered in the middle or junior high school be two full years of study (equivalent to one or two years of high school study) and that students have an opportunity to continue study in that language (and/or to add another language) in grade nine. Some junior high or middle schools offer exploratory courses which afford brief introductions to one or more foreign languages. These exploratory courses are not equivalent to level I high school courses and often are not part of a sequential skill building foreign language program.

Any student who successfully completes a high school level foreign language course prior to grade nine shall receive full credit for that course toward graduation requirements, provided the course fulfills state-adopted foreign language instructional goals and objectives.

Required elective program of study: Grades 9-12

  • A minimum of two levels of one foreign language will be required to be offered.
  • All students are strongly encouraged to complete two courses in a foreign language.

The choice of language(s) to be offered is a county decision. The sequence of courses, how early foreign language study will start and which languages will be offered at what grades also are to be coordinated on the county level. Whether or not foreign language study will be required for some (or all) students at the high school level is an issue which county and school personnel will discuss as they design programs of study which reflect Jobs Through Education requirements.

As with other programs of study, students who demonstrate mastery of instructional objectives at one level of foreign language are to be provided with the opportunity to advance to the next level of objectives.



Foreign Language Program of Study: Overview

The West Virginia Foreign Language Program of Study sets forth the expectations for foreign language study for all West Virginia students in middle, junior high and high schools. The revised curriculum is designed to address the needs of all students engaged in the study of a second language, regardless of the language they study or the grade level at which they begin that study.

The Foreign Language Instructional Goals and Objectives provide leadership for the local establishment of standards for optimal learning experiences in foreign language for students in West Virginia schools. They are designed to provide guidance for the development of district foreign language curricula, the selection of instructional materials, and inservice and preservice professional development programs. Teachers at local schools are responsible for developing a scope and sequence and for selecting the specific content and learning activities that will lead students to a high level of language proficiency. It is imperative, therefore, that all teachers select learning activities which are appropriate for students of differing ages, interests and experiences. Since teachers are the architects of the instruction which occurs in the classroom and instruction is the vital force in the whole curriculum process, instructional decision making is best left in the hands of classroom teachers.

The instructional objectives are organized around three goals of foreign language learning. The recently released national Standards for Foreign Language Learning: Preparing for the 21st Century and the draft Standards for Classical Language Learning provide inspiration for the choice of goals. Both national documents present five goals: communication, cultures, connections, comparisons and communities. The foreign language educators who developed the West Virginia curriculum felt that three goals, as opposed to five, provide a more manageable framework for organizing the teaching and learning of foreign languages. The three goals of foreign language education in West Virginia are communication, cultures and connections. The third goal also incorporates items contained in the national goals of comparisons and communities.

The state foreign language goals are based on the following beliefs:

  • Foreign language study is for all students at all levels and provides a foundation for life-long language learning and for personal enjoyment and enrichment.
  • As stated in Goals 2000, foreign language study belongs in the core curriculum with English Language Arts, Mathematics, Science, Social Studies and Fine Arts.
  • Foreign language study should start at an early age. Because there is a direct correlation between the amount of time devoted to the study of a language and the level of proficiency attained, the sequence of study of one language should span several years.
  • Foreign language study can lead to an awareness of and an appreciation for cultural diversity.
  • Foreign language study can enhance other areas of study through development of higher order thinking skills and a clearer understanding of one's native language.
  • Foreign language skills can serve as a complement to specialized training, leading to global communication skills in a technological world.
  • Foreign languages can also be used as a means of communication to teach other content areas.


Foreign Language Instructional Goals

Communication: Communicate in languages other than English

Communication--using the language--is at the core of foreign language study. The ability to communicate appropriately in at least one language in addition to English is becoming increasingly important in an interdependent world. Language learners use both spoken and written forms to communicate ideas for a variety of purposes and with a variety of audiences.

More specific skills include:

  • Interactive Language Use: Students engage in conversations, provide and obtain information, express feelings and exchange opinions.
  • Non-interactive Language Comprehension: Students understand and interpret written and spoken language on a variety of topics.
  • Non-interactive Language Production: Students convey information to listeners and readers for a variety of purposes.

Because of the unique nature of classical language study, the communication goal for Latin will emphasize the formation of different skills than the communication goal for modern foreign languages. Specific skills under the Latin communication goal include:

  • Reading Comprehension: Students will read, understand and interpret Latin.
  • Oral Skills, Listening and Writing: Students use orally, listen to and write Latin as part of the language learning process.

Separate Latin communication objectives are noted following the modern foreign language communication objectives for all levels. Objectives listed under Cultures and Connections have been renumbered for Latin since the number of communication objectives is less for Latin than for modern languages.

Cultures: Gain knowledge and understanding of other cultures Language and culture cannot be separated. Students cannot truly master a language without understanding the authentic cultural contexts which dictate(d) what behaviors and language are (were) appropriate and acceptable. Foreign language study develops an awareness that the viewpoints, practices and contributions of a society, both from historical as well as modern day perspectives, work together to reflect the culture of that society, and that the culture is then reflected in the language. More specific skills include:

  • Daily Life: Students demonstrate an understanding of the contemporary and historical daily life of the target cultures by examining practices, viewpoints and everyday objects.
  • Contributions: Students identify significant contributions in the arts, sciences and history that the target cultures have made to the world community.
  • Sociolinguistic Applications: Students perceive the relationships among language(s), behaviors and viewpoints of the target culture(s) and use this knowledge to interact effectively in cultural contexts.
  • Culture Comparisons: Students grasp the concept of culture through comparison of the target culture(s) and their native culture.

Connections: Observe connections between native and target languages, between the target language and other disciplines, and between target language skills and their use beyond the classroom setting In addition to developing communication skills and cultural knowledge, students benefit from foreign language study by strengthening skills in their native language, by broadening sources of information available to them, and by enhancing their personal and future professional lives. More specific skills include:

  • Linguistic Connections: Students demonstrate understanding of the nature of language through comparisons of the target language and their native language.
  • Interdisciplinary Connections: Students further their knowledge of other disciplines through foreign language study.
  • Global Connections: Students apply target language skills and cultural knowledge within and beyond the classroom setting.


Process/Workplace Skills in the Foreign Language Instructional Objectives

In Policy 2520, six key areas of process/workplace skills have been identified. These are essential skills students need for successful entry into work or post-secondary education. The ability to solve problems, communicate effectively, work successfully with others, develop sound personal habits, utilize technology, and establish clear objectives for advancing career interests are the six goal areas which have been identified.

Throughout the foreign language curriculum, the symbol marks those academic learning objectives that particularly lend themselves to the development of process/workplace skills.



Foreign Languages Level I

The level I course in modern foreign languages allows students to comprehend and produce simple, short sentences and ideas using memorized words and phrases in the target language. Topics of reading and conversation center around immediate concerns and interests.

Comprehension is generally more developed than language production. Basic communicative asks are facilitated by memorized patterns, resulting in fewer errors. classical language course are oriented to the language through simple primary sources and passages which use appropriate levels of vocabulary and structure. Reading comprehension is enhanced by repeating, reading aloud, reciting and writing simple sentences.

During level I study, in both modern and classical languages, students also learn to recognize people, products and viewpoints of the target culture and begin to compare native and target cultures. Students are introduced to ways in which the target language is connected to the native language, to other disciplines and to resources beyond the classroom.

COMMUNICATION

Interactive Language Use

I.1 Request and exchange basic information on personal needs, courtesies, feelings, likes and dislikes and other familiar topics, relying heavily on memorized vocabulary and structures.

I.2 Describe people and things in the immediate environment.

I.3 Give and follow instructions in order to participate in classroom and cultural activities.

I.4 Make requests in public places, e.g., stores, post office, restaurant, etc.

I.5 Greet and make introductions to classmates, family members and friends.

Non-interactive Language Comprehension

I.6 Understand and respond to both spoken and written commands.

I.7 Comprehend the main idea of short conversations and narratives on familiar topics.

I.8 Recognize words and phrases in songs.

I.9 Watch culturally relevant films, videos and television shows with supporting activities.

I.10 Listen to radio programs and news reports in the target language.

I.11 Identify people and objects based on oral and written descriptions.

I.12 Read isolated words and phrases in a situational context, e.g., menus, signs, schedules, advertisements, etc.

I.13 Read language that the student is able to use orally.

Non-interactive Language Production

I.14 Give directions, instructions and short personal communications to listeners and readers.

I.15 Recite proverbs, short anecdotes and poetry and/or sing songs.

I.16 Write familiar words or phrases, e.g., colors, dates, simple autobiographical information, etc.

I.17 Write and present simple guided texts on familiar topics.

LATIN COMMUNICATION

Reading Comprehension

LAT I.1 Read words, phrases and simple sentences, and relate them to pictures and/or other words, phrases and simple sentences.

LAT I.2 Answer simple questions in Latin or English about short passages.

LAT I.3 Use vocabulary, basic inflectional systems and syntax appropriate to the student's reading level.

Oral Skills, Listening and Writing

LAT I.4 Recognize and reproduce the sounds of Latin.

LAT I.5 Respond to simple questions, statements, commands or other stimuli.

LAT I.6 Sing songs or recite short passages.

LAT I.7 Write simple phrases and sentences.

CULTURES

Daily Life

I.18/LAT I.8 Identify objects, images, products and symbols of the target culture(s).

I.19/LAT I.9 Observe and begin to identify daily routines, cultural viewpoints and practices in the target culture(s).

I.20/LAT I.10 Identify some common generalizations about the target culture(s).

I.21/LAT I.11 Identify social, geographic and historical factors that impact cultural practices.

Contributions

I.22/LAT I.12 Explore artistic, scientific and philosophical contributions of the target culture(s).

Sociolinguistic Applications

I.23/LAT I.13 Recognize that common words, phrases and idioms reflect the target culture(s).

I.24/LAT I.14 Recognize language and behaviors that are/were appropriate to the target culture(s).

Culture Comparisons

I.25/LAT I.15 Recognize similarities and differences between native and target cultures, including

  • contributions
  • cultural viewpoints
  • practices.

I.26/LAT I.16 Identify differences in cultural practices among same-language cultures.

CONNECTIONS

Linguistic Connections

I.27/LAT I.17 Recognize structural similarities and differences, including

  • sound patterns
  • word formation patterns
  • connotations and denotations
  • sentence structure
  • idiomatic expressions.

I.28/LAT I.18 Demonstrate an awareness of sociolinguistic conventions in native and target languages.

Interdisciplinary Connections

I.29/LAT I.19 Recognize information and skills common to the foreign language and other disciplines.

I.30/LAT I.20 Identify the general topic of print and nonprint sources intended for native speakers of the language.

Global Connections

I.31/LAT I.21 Identify opportunities to use the target language outside the classroom.

I.32/LAT I.22 Locate resources in the community which relate to the target culture(s).



Foreign Languages Level II

The level II course in both modern and classical foreign languages expands the students' knowledge of structure and vocabulary so they can understand and produce more complex ideas in the target language. Students become increasingly confident in working with authentic materials. Students identify the products, practices and viewpoints of the target culture and learn to discuss generalizations about that culture. Level II students are more aware of similarities and differences between target and native languages and cultures. They also become more adept at using information and skills common to the target language which could be transferred to other disciplines.



COMMUNICATION

Interactive Language Use

II.1 Exchange information, both orally and in writing, about a variety of topics including school and personal activities.

II.2 Interact and negotiate in a variety of situations to meet personal needs, e.g., ask permission, ask for or respond to an offer of help, ask for or give directions, etc.

II.3 Elaborate on basic ideas of likes, dislikes, feelings, agreement and disagreement.

Non-interactive Language Comprehension

II.4 Comprehend a series of spoken and/or written instructions or commands on familiar topics.

II.5 Expand understanding of authentic oral and written language by using aural, visual and context clues to derive meaning.

II.6 Derive the main idea and some supporting details from simple texts on familiar topics.

II.7 Read, listen to and reenact folk tales, short stories, poems or songs that are written for native speakers of the target language.

Non-interactive Language Production

II.8 Write short messages in response to given situations, e.g., post cards, personal notes, phone messages, directions, etc.

II.9 Write short paragraphs on topics of personal interest.

II.10 Present short plays and skits.

II.11 Prepare and present audio or video recorded messages.

II.12 Prepare brief written reports using primary sources.

II.13 Read aloud a familiar passage with appropriate intonation and comprehensible pronunciation.

II.14 Summarize orally or in writing the plot and describe the characters in selected pieces of literature.

II.15 Relate a simple narrative about a personal experience or event.

LATIN COMMUNICATION

Reading Comprehension

LAT II.1 Read and understand passages composed for acquisition of content and language.

LAT II.2 Read and understand passages adapted from the original authors when provided with appropriate assistance.

LAT II.3 Read and understand short unadapted passages when provided with appropriate assistance.

LAT II.4 Use vocabulary, inflectional systems and syntax appropriate to the student's reading level.

Oral Skills, Listening and Writing

LAT II.5 Read aloud with accurate pronunciation and meaningful phrase grouping by imitating the models presented in class.

LAT II.6 Respond to questions, statements, commands and other stimuli.

LAT II.7 Write phrases and sentences.

CULTURES

Daily Life

II.16/LAT II.8 Describe objects, images, products and symbols of the target culture(s).

II.17/LAT II.9 Identify daily routines, cultural viewpoints and practices in the target culture(s).

II.18/LAT II.10 Identify and discuss generalizations about the target culture(s).

II.19/LAT II.11 Discuss social, geographic, and historical factors that impact cultural practices.

Contributions

II.20/LAT II.12 Identify the development of artistic, scientific and philosophical contributions of the target culture(s) and historical factors that impacted those contributions.

Sociolinguistic Applications

II.21/LAT II.13 Identify common words, phrases and idioms within a cultural context that reflect the target culture(s).

II.22/LAT II.14 React to language and behaviors that are/were appropriate to the target culture(s).

Culture Comparisons

II.23/LAT II.15 Discuss similarities and differences between native and target cultures including:

  • contributions
  • cultural viewpoints
  • practices.

II.24/LAT II.16 Explain cultural practices among same-language cultures.

CONNECTIONS

Linguistic Connections

II.25/LAT II.17 With guidance, predict structural similarities and differences between native and target languages, including

  • sound patterns
  • word formation patterns
  • connotations and denotations
  • sentence structure
  • idiomatic expressions.

II.26/LAT II.18 Recognize examples of sociolinguistic conventions in both native and target languages.

Interdisciplinary Connections

II.27/LAT II.19 With guidance, apply information and skills common to the target language and other disciplines.

II.28/LAT II.20 Extract the main idea from print and nonprint sources intended for native speakers of the language.

Global Connections

II.29/LAT II.21 Pursue opportunities to use the target language outside the classroom.

II.30/LAT II.22 Use resources in the community to explore aspects of the target culture.



Foreign Languages Level III

The level III course in both modern and classical languages prepares students to understand short passages and authentic texts on familiar topics and themes using learned vocabulary, structures and context clues. In modern language classes, students create short messages, letters and simple conversations from sentence through paragraph length using past, present and future time. As they develop a more sophisticated understanding of the target culture, level III modern and classical language students discuss, analyze and explain various cultural aspects. They interpret cultural connotations of common linguistic items and, in the modern languages, begin to incorporate appropriate behaviors and gestures in language use. Students transfer information, skills and resources from the target language to other disciplines and vice versa. They seek opportunities to use or apply the target language outside the school environment.

COMMUNICATION

Interactive Language Use

III.1 Exchange information, both orally and in writing, about past, current and future events.

III.2 Initiate, sustain and close conversation on a variety of topics, responding to factual and interpretive questions.

III.3 Support opinions using previously learned vocabulary and structures.

Non-interactive Language Comprehension

III.4 Understand the main idea and significant details of live and recorded discussions, narratives and presentation(s).

III.5 Gain new information and knowledge and derive the main idea and significant details from authentic written materials such as personal letters, pamphlets, newspaper and magazine articles, advertisements and selected literary texts.

Non-interactive Language Production

III.6 Explain a process based on prior knowledge or experience to listeners and readers.

III.7 Give descriptions using more complex grammatical structures.

III.8 Give oral reports on a given topic.

III.9 Produce formal and informal written communication.

III.10 Complete authentic forms and documents.

III.11 Take notes in some detail on oral presentations of familiar topics.

III.12 Write brief paraphrases and summaries of written material.

III.13 Use the language creatively in writing and presenting poetry, prose, essays, etc.

LATIN COMMUNICATION

Reading Comprehension

LAT III.1 Read and understand prose and/or poetry of selected authors.

LAT III.2 Read and understand passages containing vocabulary, inflectional systems and syntax appropriate to the student's reading level.

LAT III.3 Recognize, explain and interpret content and stylistic features of authors read.

Oral Skills, Listening and Writing

LAT III.4 Read prose and/or poetry aloud with attention to such features as metrical structure and meaningful phrase grouping.

LAT III.5 Respond to more complex questions, statements, commands and other stimuli.

LAT III.6 Write short passages.

CULTURES

Daily Life

III.14/LAT III.7 Explain objects, images, products and symbols of the target culture(s).

III.15/LAT III.8 Explain the significance of daily routines, cultural viewpoints and practices in the target culture(s).

III.16/ LAT III.9 Analyze some common generalizations about the target culture(s).

III.17/LAT III.10 Examine social, geographic and historical factors that impact cultural practices.

Contributions

III.18/LAT III.11 Discuss the development of artistic, scientific and philosophical contributions of the target culture(s) and the historical factors that impacted those contributions.

Sociolinguistic Applications

III.19/LAT III.12 Interpret the cultural connotations of common words, phrases and idioms.

III.20 Produce language and behaviors that are appropriate to the target culture(s).

Culture Comparisons

III.21/LAT III.13 With guidance, analyze similarities and differences between native and target cultures including:

  • contributions
  • cultural viewpoints
  • practices.

III.22/LAT III.14 Compare and contrast cultural practices among same-language cultures.

CONNECTIONS

Linguistic Connections

III.23/LAT III.15 Discuss structural similarities and differences between native and target languages, including

  • sound patterns
  • word formation patterns
  • connotations and denotations
  • sentence structure
  • idiomatic expressions.

III.24/LAT III.16 Independently identify and produce examples of sociolinguistic conventions in both native and target languages.

Interdisciplinary Connections

III.25/LAT III.17 Independently identify and transfer information and skills which can be applied to specific disciplines.

III.26/LAT III.18 Extract the main idea and some supporting details from sources intended for native speakers of the language.

Global Connections

III.27/LAT III.19 Use the target language outside the classroom.

III.28/LAT III.20 Use resources in the community to experience the target culture.



Foreign Languages Level IV

In modern foreign languages, level IV students initiate, sustain and bring to closure a wide variety of communicative tasks. They begin to solve problems using the language and acquire new knowledge from authentic sources. Students at this level demonstrate an increased ability to express chronology and abstract ideas.

Since Latin students in level III begin to use authentic materials almost exclusively, level IV students continue to use Latin texts to refine skills of comprehension, analysis, interpretation and translation.

As students in both modern and classical languages continue to expand their knowledge of various aspects of the target culture(s), they also apply, evaluate, explain and integrate this information. By the fourth year of study, students are able to synthesize and apply information from target language sources to other disciplines and vice versa. They independently locate target language resources and opportunities to expand language use beyond classroom experiences.

COMMUNICATION

Interactive Language Use

IV.1 Initiate and sustain discussions and interviews which include extended descriptions and narrations about a literary or cultural topic and responses to factual as well as interpretive questions.

IV.2 Exchange opinions and individual perspectives on a variety of topics dealing with contemporary and historical issues from the target culture(s).

IV.3 Interact in complex social situations, e.g., expressing regret, stating complaints, etc.

IV.4 Paraphrase what someone else has said.

IV.5 Substantiate opinions and persuade others, both orally and in writing.

Non-interactive Language Comprehension

IV.7 Comprehend the main ideas and significant details in selected authentic texts.

IV.8 Read for comprehension from a variety of longer authentic materials, e.g., short stories, newspapers, magazines, personal correspondence, etc.

IV.9 Make judgments about what is read, e.g., identify cause and effect relationships, predict outcomes.

Non-interactive Language Production

IV.10 Speak and write spontaneously about present, past and future events using learned vocabulary and structures.

IV.11 Convey pertinent information from authentic materials to an audience.

IV.12 Give oral reports on a given topic.

IV.13 Write a well-organized composition on a given topic.

IV.14 Use the language creatively in writing and presenting poetry, prose, essays, etc.

IV.15 Write a letter or an article for a student publication describing and analyzing an issue of importance to them.

IV.16 Take detailed notes on oral presentations of familiar topics.

IV.17 Write a summary of a short story, newspaper or magazine article.

LATIN COMMUNICATION

Reading Comprehension

LAT IV.1 Read and understand prose and/or poetry of selected authors.

LAT IV.2 Read and understand passages containing vocabulary, inflectional systems and syntax appropriate to the student's reading level.

LAT IV.3 Recognize, explain and interpret content and stylistic features of authors read.

Oral Skills, Listening and Writing

LAT IV.4 Read prose and/or poetry aloud with attention to such features as metrical structure and meaningful phrase grouping.

LAT IV.5 Respond to more complex questions, statements, commands and other stimuli.

LAT IV.6 Write short passages.

CULTURES

Daily Life

IV.18/ LAT IV.7 Analyze the cultural significance of objects, images, products and symbols of the target culture(s).

IV.19/LAT IV.8 Analyze the daily routines, cultural viewpoints and practices of the target culture(s).

IV.20/LAT IV.9 Evaluate some common generalizations about the target culture(s).

IV.21/LAT IV.10 Analyze the development of different cultural practices.

Contributions

IV.22/LAT IV.11 Analyze and evaluate the development of artistic, scientific and philosophical contributions of the target culture(s) and the historical factors that impacted those contributions.

Sociolinguistic Applications

IV.23 Integrate culturally embedded words, phrases and idioms into everyday communications.

IV.24 Apply language and behaviors appropriate to the target culture in an authentic situation.

Culture Comparisons

IV.25/LAT IV.12 Explain the significance of similarities and differences between native and target cultures, including

  • contributions
  • cultural viewpoints
  • practices.

IV.26/LAT IV.13 Analyze cultural practices among same-language cultures.

CONNECTIONS

Linguistic Connections

IV.27/LAT IV.14 Independently predict how native and target languages are likely to be structured in the areas of

  • sound patterns
  • word formation patterns
  • connotations and denotations
  • sentence structure
  • idiomatic expressions.

IV.28/LAT IV.15 Explain similarities and differences in sociolinguistic conventions between native and target languages.

Interdisciplinary Connections

IV.29/LAT IV.16 Continue to transfer and apply information gathered through foreign language resources for use in other disciplines.

IV.30/LAT IV.17 Extract the main idea and most supporting details from sources in other disciplines intended for native speakers of the language.

Global Connections

IV.31/LAT IV.18 Continue to use the target language outside the classroom.

IV.32/LAT IV.19 Use resources in the community to internalize aspects of the target culture(s).



Foreign Language Technology Objectives

Where appropriate technology is available, students will be given opportunities to

FLT1. use the computer and World Wide Web to:

  • acquire information
  • access libraries
  • identify job-related skills in the target language
  • explore opportunities to live and/or study in a target language country
  • communicate in the target language intra-school and inter-school, inter-city, inter-state, and internationally
  • correspond with a "key pal" .

FLT2. use computer software and CD ROMs to:

  • retrieve information
  • select materials from other disciplines supporting special topics in the target language
  • gain access to appropriate programs in the target language to carry out tasks designed to reinforce language skills and/or to help students discern cultural practices
  • record responses for teacher or self-assessment
  • interact with other students studying the target language through games and software.

FLT3. use the VCR and laser discs to:

  • view and listen to interactions of native speakers in both simulations and culturally authentic situations, and complete assigned tasks
  • prepare presentations on assigned topics
  • gather information to complete classroom assignments.

FLT4. use TV/satellite to:

  • retrieve specific information by watching news reports, talk shows, documentaries, soap operas, cartoons and commercials
  • glean cultural information.

FLT5. use the language laboratory, tape recorder, record player or CD player to:

  • complete listening skills activities
  • record responses for self-assessment
  • gain cultural information.

FLT6. use cameras and camcorders to:

  • record role plays such as skits, newscasts and interviews for self-assessment
  • develop narratives and other descriptive activities.

FLT7. use various projectors (overhead, slide, opaque, filmstrip) to:

  • give presentations on various topics .

FLT8. use radio/short-wave radio to:

  • retrieve specific information
  • communicate with and report on target language speakers.


Foreign Language Instructional Practices

1. Identify lesson goals and objectives.

2. Inform students of lesson goals and objectives.

3. Implement activities to accomplish these goals and objectives.

  • Use the target language for classroom communication.
  • Provide frequent opportunities for target language use with peers and teacher.
  • Include realistic applications of language use whenever possible.
  • Provide opportunities to hear native speakers of the target language.
  • Incorporate authentic materials as often as possible.
  • Create a culturally authentic atmosphere through use of art, literature, crafts, music, food, etc.
  • Utilize available technology.
  • Use instructional materials that are as diverse as the teaching strategies.
  • Tap into students' creative talents to enrich classroom activities.
  • Present content through reading and listening first before asking students to use content in writing and speaking.
  • Allow opportunities for students to communicate in a low risk environment.
  • Match error correction with the objective.
  • Reinforce course content through continuous review and application.
  • Assign appropriate homework, including both long and short-term projects.
  • Provide sufficient opportunities for students to demonstrate achievement so that extra credit is not necessary to compensate for unsatisfactory student performance.
  • Match assessment to the format and content of classroom instruction.