Stylistics and Discourse, Teaching and Assessment of Grammar, Summaries of Grammar and Composition

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July 2020 – SBE-Approved Draft, Chapter 9 Page 1 of 66 Chapter 9: The Proficiency Ranges in the World Languages Standards Table of Contents Chapter 9: The Proficiency Ranges in the World Languages Standards......................................1 Chapter Overview.....................................................................................................................4 Introduction..............................................................................................................................4 Global Competence for California Public Schools....................................................................5 Figure 9.1: The Four Domains of Global Competence..........................................................7 Figure 9.2: United Nations Sustainable Development Goals.................................................8 Ranges and Phases of Language Proficiency and the CA WL Standards................................9 Figure 9.3: Inverted Pyramid Representing ACTFL Rating Scale.........................................9 Figure 9.4: Text Types Used within Each Range of Proficiency..........................................11 Figure 9.5: Phases within Each Range of Proficiency.........................................................12 Snapshot 9.1 Scaffolding Language Used in Informational Text in Second Grade Portuguese.........................................................................................................................14 Figure 9.6: Examples of Scaffolds for Each Mode of Communication.................................18 Proficiency in Communication, Cultures, and Connections.................................................19 Communication Standard 1: Interpretive Communication.......................................................20 Figure 9.7: What Learners Can Do in the Interpretive Mode of Communication.................22 Figure 9.8: Sample Scaffolds for the Interpretive Mode of Communication.........................24 Communication Standard 2: Interpersonal Communication....................................................25 Figure 9.9: What Learners Can Do in the Interpersonal Mode of Communication..............25 Figure 9.10: Sample Scaffolds for the Interpersonal Mode of Communication....................27 Communication Standard 3: Presentational Communication..................................................27 Figure 9.11: What Learners Can Do in the Presentational Mode of Communication..........29 Figure 9.12: Sample Scaffolds for the Presentational Mode of Communication..................32 Proficiency Benchmarks for the Modes of Communication.....................................................32 Figure 9.13: ACTFL Benchmarks for Interpretive, Interpersonal, and Presentational Communication...................................................................................................................32 Summary of Communication Standards 1–3.......................................................................34 Communication Standard 4: Settings for Communication......................................................34 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 July 2020 – SBE-Approved Draft, Chapter 9 Sample Settings Appropriate within Each Major Range of Proficiency...................................35 Figure 9.14: Sample Settings for Communication within Major Proficiency Ranges...........35 Moving from Novice to Intermediate Proficiency.................................................................37 Moving from Intermediate to Advanced Proficiency............................................................38 Communication Standards 5–7 and Metalinguistic Awareness..............................................40 Communication Standard 5: Receptive Structures in Service of Communication...................41 Receptive Structures within Each Major Range of Proficiency............................................42 Figure 9.15: Receptive Structures within Each Major Range of Proficiency........................43 Communication Standard 6: Productive Structures in Service of Communication..................44 Productive Structures within Each Major Range of Proficiency...........................................45 Figure 9.16: Productive Structures within Each Major Range of Proficiency.......................46 Communication Standard 7: Language Comparisons in Service of Communication..............47 Language Comparisons Within Each Major Range of Proficiency......................................47 Figure 9.17: Language Comparisons within Each Major Range of Proficiency...................48 Figure 9.18: Proficiency Benchmarks for Major Ranges - Intercultural Communication......50 Cultures Standard 1: Culturally Appropriate Interaction..........................................................51 Figure 9.19: Sample Ranges of Language Proficiency Within Cultures Standard 1............52 Cultures Standards 2: Cultural Products, Practices, and Perspectives...................................53 Figure 9.20: Cultures Framework........................................................................................53 Figure 9.21: Sample Ranges of Language Proficiency in Cultures Standard 2...................54 Cultures Standard 3: Cultural Comparisons...........................................................................56 Figure 9.22: Sample Ranges of Language Proficiency in Cultures Standard 3...................57 Cultures Standard 4: Intercultural Influences..........................................................................58 Figure 9.23: Sample of Major Ranges of Language Proficiency in Cultures Standard 4.....59 Major Proficiency Ranges within the Connections Standards.............................................59 Connections Standard 1: Connections to Other Disciplines...................................................60 Figure 9.24: Sample Connections to Other Disciplines across Major Proficiency Ranges. .61 Connections Standard 2: Diverse Perspectives and Distinctive Viewpoints...........................62 Figure 9.25: Sample Diverse Perspectives and Distinctive Viewpoints across Major Proficiency Ranges.............................................................................................................63 Conclusion.............................................................................................................................63 Works Cited............................................................................................................................65 Text Accessible Descriptions of Graphics for Chapter 9.........................................................66 Page 2 of 68 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 1 July 2020 – SBE-Approved Draft, Chapter 9 on the subject matter within the career field. For example, the oral proficiency demand of a cashier is far lower than that of a social worker, an account executive of a bank, or a foreign diplomat. According to research from the American Council on the Teaching of Foreign Languages (ACTFL), “the most common program model for language learning in this country continues to be two years of instruction at the secondary level. This model limits students to performance in the Novice range” (2012, p. 12). Since the workplace requires a much higher range of proficiency than that achieved by only two years of language study, an emphasis on well-articulated world languages pathways is necessary. As noted in ACTFL’s report titled Making Languages Our Business, “in an era when STEM curricula are overshadowing all other subject areas, [world] languages may often be treated as a competing discipline. Instead, it needs to be recognized as a complementary and often interdependent skill that produces the globally competent workforce employers are seeking” (2019, p. 3), one that can be taught with STEM in a language other than English. Creating and sustaining long sequences of language learning pathways provides opportunities for students to develop global competence and a functional range of proficiency for the workplace. One initiative, Global California 2030, is a call to action. This state initiative is aimed at equipping students with language skills in order to appreciate and engage with the rich and diverse communities of the world and prepare them to succeed in the global economy (CDE, 2018). Global California 2030 This initiative supports the creation of pathways to multiliteracy that enable students to achieve high ranges of communicative and cultural proficiency, thus developing globally competent Californians. This chapter explores what students can do in the target language within the ranges and phases of language proficiency reflected in the WL Standards. Sections of this chapter also describe the emphasis in California on connecting cross-disciplinary concepts and developing students’ global and intercultural communicative competencies. Additionally, this chapter serves as a tool for educators to develop understanding of these concepts, put them into practice in curriculum and instruction, and to inform those who plan and support world languages programs at all grade levels throughout the state. Global Competence for California Public Schools Emphasis Quote California's kindergarten through grade twelve (K–12) student population of 6.2 million includes the largest number of immigrant families and English learners in the nation. Page 5 of 68 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 4 July 2020 – SBE-Approved Draft, Chapter 9 A Blueprint for Great Schools Version 2.0 outlines "The California Way," which emphasizes a challenging and innovative education for all students that includes multilingualism, multiculturalism, and viewing the world with a global lens extending far beyond our borders. Reaching our goals of providing a globally connected education to California students starts with the individual.” (Tom Torlakson 2016) Emphasizing the importance of developing globally competent citizens, California has brought together a variety of stakeholders to create frameworks, standards, and initiatives that support global competence education. Global competence is defined by the Council for Chief State School Officers (CCSSO), the Asia Society, and Mansilla and Jackson as “the capacity and disposition to understand and act on issues of global significance” (2011, xiii). In their Position Statement on Global Competence, ACTFL makes the point that “the ability to communicate with respect and cultural understanding in more than one language” (2014) is a key element of global competence. Within world languages, then, the definition of global competence is the capacity and disposition to understand and act on issues of global significance in more than one language and culture. Many other California K–12 Standards and Frameworks emphasize global competence, including those for History-Social Sciences, the Next Generation Science Standards, and those for the Visual and Performing Arts. Recognizing that global competence is crucial for living and working in the global era of the 21st century, the CCSSO, in collaboration with the Asia Society Partnership for Global Learning, commissioned a task force to identify the capacities of globally competent students. As shown in Figure 9.1, their task force determined that students who are globally competent can do the following:  Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research  Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully  Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers  Take action to improve conditions, viewing themselves as players in the world and participating reflectively The contents of the bullets above comprise the four domains of global competence. Globally competent individuals are life-long learners who understand issues of global significance and have an appreciation for cultural differences, an ability to understand Page 6 of 68 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 5 July 2020 – SBE-Approved Draft, Chapter 9 and consider multiple perspectives, use critical and comparative thinking skills as well as problem-solving abilities, and are comfortable with ambiguity and change (World Savvy). For more information and resources related to global competence as shown in Figure 9.1, see the CDE website, the California Subject Matter Project, and the Asia Society. Figure 9.1: The Four Domains of Global Competence Text accessible version of Figure 9.1 Source: Asia Society (2005) Global competency can be a natural path to equality, where students investigate issues of global significance and learn to value a variety of perspectives, ideas, and discourse when aligned with the three areas of the standards: Communication, Cultures, and Connections. The world languages classroom provides the unique academic environment needed to develop multiliterate, globally competent students who are well- prepared for college and career success. One way world language teachers may implement the WL Standards, while also supporting the development of global competence, is through organizing thematic units related to the United Nations Sustainable Development Goals (UNSDGs). According to the United Nations, “the Sustainable Development Goals are a call for action by all countries – poor, rich and middle-income – to promote prosperity while protecting the Page 7 of 68 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 183 184 185 186 187 6 July 2020 – SBE-Approved Draft, Chapter 9 Text accessible version of Figure 9.3 The inverted pyramid shows how, as language learners move from Novice to Distinguished, more is required to move from range to range. For Category I Languages (French, Italian, Spanish) using standards-based and framework-aligned practices (See Appendix A of the California WL Standards), movement from Novice Low to Novice Mid is common within one semester of language study. Movement from Novice to Intermediate often takes two years of study. Some students are able function at Advanced Low after five years of instruction. Those who earn a bachelor’s or master’s degree in the language may function within the Advanced High or Superior range of proficiency. As language users develop proficiency, each range and phase includes and builds upon the knowledge and skills of the previous one(s). Students completing a DLI WL pathway from TK/K–12, the longest possible language learning sequence available to them, will generally reach the Advanced Low range of proficiency by the time they graduate from high school. The Superior range is included in the WL Standards since some Superior level content and functions may be addressed after long sequences of study for heritage or non-heritage learners. The Proficiency Guidelines developed by ACTFL describe Superior range language users as those who are able to communicate in the language with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives (ACTFL 2012). Careers requiring Superior language use include university language professors, lawyers, judges, and court interpreters. Page 10 of 68 240 241 242 243 244 245 246 247 248 249 250 251 252 253 254 255 256 257 258 259 260 261 262 263 9 July 2020 – SBE-Approved Draft, Chapter 9 The Proficiency Guidelines developed by ACTFL describe performance within the Distinguished range as highly articulate, professionally specialized language use (ACTFL, 2012). Professionals who use Distinguished language include diplomats, negotiators in international business, and intelligence specialists. The ranges and phases of proficiency shown in Figure 9.3 are derived from those created by ACTFL and are based on the language from the assessment manuals developed by the California World Language Project, the Classroom Oral Competency Interview, the Classroom Writing Competency Assessment, and the Classroom Receptive Competency Matrix. The WL Standards define language proficiency as the ability to use language for real world purposes in culturally appropriate ways and outline the text types used within each range of proficiency (2019, p. 54). Figure 9.4 shows that text types are the form of the message produced or received (memorized words and phrases, sentences and strings of sentences, paragraphs and strings of paragraphs, and coherent and cohesive multi-paragraph text). When considering Figures 9.4 and 9.5, language teachers keep in mind that the ability to carry out tasks within each range and phase of proficiency varies depending on the language category of the target language being acquired. Recognizing the text type that language learners produce is key to determining their proficiency range within the standards. See Chapter 3 of this framework for more information on language categories. Figure 9.4: Text Types Used within Each Range of Proficiency Novice Text Types Intermediate Text Types Advanced Text Types Superior Text Types Learners use learned words and phrases (formulaic language). Learners use sentences and strings of sentences (created language). Learners use paragraphs and strings of paragraphs (planned language). Learners use coherent and cohesive multi- paragraph texts (extended language). Source: California WL Standards (2019) Novice language users are able to communicate minimally with formulaic and rote utterances, lists, and phrases. These are language learners who communicate at the “word” level using memorized words, chunks, and phrases. Page 11 of 68 264 265 266 267 268 269 270 271 272 273 274 275 276 277 278 279 280 281 282 283 284 285 286 287 288 10 July 2020 – SBE-Approved Draft, Chapter 9 Intermediate language users are able to create with language. They can initiate, maintain, and bring simple conversations to a close by asking and responding to simple questions. As distinguished from Novice language users who may use memorized sentences, Intermediate language users understand who did what to whom within sentences and are able to use this knowledge to rearrange pieces and parts of sentences to create “real” sentences rather than the memorized sentences that Novices are unable to manipulate to reflect their individual meaning. Advanced language users are able to narrate and describe in past, present, and future. They can deal effectively with an unanticipated complication and, as a result, can live in countries where target languages are spoken. Advanced level language users are able to move beyond the use of sentences and strings of sentences and use paragraph-level discourse. Superior language users are able to discuss topics extensively, support opinions, and hypothesize. They are able to deal with linguistically unfamiliar situations and can communicate in cohesive and coherent multiparagraph texts. Figure 9.5 provides a brief description of the phases within each range of proficiency, from Novice through Advanced. Phases of proficiency relate to language learner accuracy in comprehension and production. There are no phases within the Superior range. Figure 9.5: Phases within Each Range of Proficiency Phase Description of Phases within each Range Low ● Learners are just able to produce the text type characteristic of the range. ● Accuracy in comprehension and production is low. Mid ● Learners produce a wide variety of text types within the range. ● Accuracy in comprehension and production is high. Page 12 of 68 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 11 July 2020 – SBE-Approved Draft, Chapter 9 Mr. Duffy teaches second grade in an elementary Portuguese dual language immersion program. His class consists of a mix of English only and heritage Portuguese speakers. Proficiency in both languages varies depending on individual student experiences, but students are generally within the Novice High range in Portuguese. Mr. Duffy is teaching his students about interdependent relationships in ecosystems as part of a unit on the environment. The students have planted different kinds of plants in the school garden. They have read about types of plants found in Portugal and Brazil and they types of insects they attract and made comparisons between those and local flora and fauna (Interpretive Mode, Intermediate/Interpersonal Mode, Novice High. Students are now determining which kinds of insects are beneficial or detrimental to the plants and why, including the role of pollinating insects (Interpretive Mode, Intermediate). The students will talk about the informational texts they read on the topic, the multimedia they viewed, and what they observe in the garden and record in their journals (Interpersonal/Presentational Mode, Novice High). Mr. Duffy presents the language used in the informational science texts the class is reading, and the language needed to engage in science tasks, such as observing insects in the garden and then discussing the observations or recording them in writing (Interpretive, Intermediate). This language includes domain-specific vocabulary (e.g., beneficial insects, pollinators, pests), general academic vocabulary (e.g., devour, gather), and adverbials, such as prepositional phrases (e.g., with its proboscis, underneath the leaf, on the stem) [Novice language chunks]. Using a document camera, he highlights some of the language patterns in the informational texts students are reading (e.g., most aphids, some aphids, many aphids) [Novice words and phrases], as well as some complex sentences with long noun phrases that may be unfamiliar to students (e.g., “As they feed in dense groups on the stems of plants, aphids transmit diseases. Whereas the caterpillars of most butterflies are harmless, moth caterpillars cause an enormous amount of damage.”) [Students are able to understand main ideas, Intermediate proficiency]. As he highlights, he guides students to highlight as well. He guides the students to “unpack” the meanings in these phrases and sentences in whole class formats or in small groups. Mr. Duffy strategically selects the language from the texts that he will focus on in instruction, and he also points out to students that this language is a model for students to draw upon when they write or tell about the insects and the ecosystems that depend on each other. He structures opportunities for the students to practice using the new language questions and answers and in writing. For example, he asks them to provide oral descriptions of the characteristics and behavior of the caterpillars and butterflies they have been observing, using their science journals and books they have in their groups. To support their descriptions, he asks them to draw a detailed picture of one Page 15 of 68 372 373 374 375 376 377 378 379 380 381 382 383 384 385 386 387 388 389 390 391 392 393 394 395 396 397 398 399 400 401 402 403 404 405 406 407 408 409 14 July 2020 – SBE-Approved Draft, Chapter 9 insect and he shows them a chart where he has written the words structure in one column and functions in another. The class briefly generates some ways to describe the physical structures of insects (head, thorax, or abdomen) and functions (to sense and eat, to move and fly, or to survive or reproduce) of these structures. He writes these phrases and words students brainstorm on a chart for students to see as they label and discuss their own drawings. He asks the students to engage with a partner and first tell the characteristic structures and behavior of the insects and then tell how the insects are beneficial or detrimental to the plants and why, using evidence from their science journals. He prompts them to use a chart with reminders for effectively contributing to conversations (take turns, ask good questions, give good feedback, add important information, or build on what our partner says). Following their collaborative conversations, Mr. Duffy asks the students to work together to write about what they have learned. He asks them to talk with their partners about what they will write, and he tells them that they must both write the same thing. This requires the students to negotiate and justify their ideas, which, Mr. Duffy observes, and supports them to clarify their thinking. Content Standards World Languages Standards WL.CM.1.N, WL.CM.2.N, WL.CM.5.N, WL.CM.6.N, WL.CM.7.N; WL.CL.3.N; WL.CN.1.N CA CCSS for ELA/Literacy SL.2.1; L.2.6; W.2.2, W.2.4 Next Generation Science Standards 2-LS2-2A (Interdependent relationships in ecosystems) Source: Adapted from ELA/ELD Framework In Snapshot 9.1, Mr. Duffy scaffolds for his language learners in numerous ways. He facilitates a discussion around what students observed in their garden, ensuring that he models academic language with the students. He uses a document camera to guide students as they highlight language patterns in the text they are reading. Mr. Duffy guides whole and small group discussions of the complex text they are highlighting in order to check for understanding, maintain engagement by providing social interaction, Page 16 of 68 410 411 412 413 414 415 416 417 418 419 420 421 422 423 424 425 426 427 428 429 430 431 432 433 434 435 436 437 438 439 440 441 15 July 2020 – SBE-Approved Draft, Chapter 9 and allow language practice with support. He explicitly identifies for students that this language is a model for them as they write about and discuss ecosystems. He provides opportunities for students to think-write-pair-share by first giving them time to write about their observations of the insects, then discuss those observations with peers, and finally participate with the whole class in labeling the chart. The chart is also another scaffold provided by Mr. Duffy, as he uses an image of an insect to model the academic language needed for labeling it. He then ensures that chart is visible for all and prompts them to use it while they create their own. Mr. Duffy provides scaffolds for the students by planning for pair work and for students to write about their learning. Finally, he circulates to provide any additional support as his students work. Figure 9.6 provides more examples of possible scaffolds for each mode of communication. For more information about the three modes of communication, please see Chapter 6 of this framework. Page 17 of 68 442 443 444 445 446 447 448 449 450 451 452 453 454 16 July 2020 – SBE-Approved Draft, Chapter 9 more information and examples on implementing the standards, see Chapters 6, 7, and 8 of this framework. Communication Standard 1: Interpretive Communication This section highlights the goals and standards within Communication Standard 1: Interpretive Communication. The section examines what language learners can do with language across the proficiency ranges in the Interpretive Mode of communication. Goal  Students demonstrate understanding, interpret, and analyze what is heard, read, or viewed on a variety of topics, from authentic texts. They use technology, when appropriate, to access information. (WL Standards, 2019, p. 13). The Interpretive Mode of communication is receptive. In the Interpretive Mode, language learners rely on reading, listening, and viewing skills to make sense of what is heard, read, or viewed in the target language. In order to make sense of target language and target culture content, this mode requires that language learners:  draw from their prior knowledge of the target language, culture, and content to make sense of the target language;  use contextual clues to aid in comprehension as they work with a variety of sources of information; and  make inferences in order to make sense of the linguistic and cultural content they are hearing, reading, or viewing. The range and phase of language proficiency has a direct influence on what students know and can do when completing tasks in the Interpretive Mode. For example, a unit on healthy lifestyles may include what people eat around the world. Within the Novice range, the teacher may present a series of food images from the target culture(s) and ask students to identify food items and to associate products and practices visible in the food images, learned words, and phrases. In contrast, within the Intermediate range, the teacher may present the same target culture food images and ask students to explore, in the target language, the underlying cultural perspectives related to food and eating, using sentences and strings of sentences. Page 20 of 68 485 486 487 488 489 490 491 492 493 494 495 496 497 498 499 500 501 502 503 504 505 506 507 508 509 510 511 512 513 19 July 2020 – SBE-Approved Draft, Chapter 9 Emphasis Quote A unit on healthy lifestyles may include what people eat around the world. Within the Novice range, the teacher may present a series of food images from the target culture(s) and ask students to identify food items and to associate products and practices visible in the food images, learned words, and phrases. In contrast, within the Intermediate range, the teacher may present the same target culture food images and ask students to explore in the target language the underlying cultural perspectives related to food and eating, sentences and strings of sentences. While teachers use many resources as a means of input for the Interpretive Mode, the use of varied and age-appropriate authentic materials in the world languages classroom is critical in order to fully and effectively implement the WL Standards. Authentic materials are “instructional resources created by native speakers for native speakers of the target language and cultures” (WL Standards, p. 41). Some examples of authentic materials include target language newspapers and magazines, advertisements, songs, images, videos, and literature. Teachers can use the same authentic materials across proficiency levels, beginning with the Novice range. When teachers use authentic materials as part of their curriculum, they maintain the interrelated nature of language, culture, and content. This helps ensure that students develop both communicative skills and cultural competence from the beginning of their language studies. In order to use the same authentic material for students within different proficiency ranges, the teacher will need to select the appropriate material for the theme of the unit and then edit the task they ask the language learners to perform, not the text (Shrum & Glisan, 2010). When editing the task, teachers first consider what students know and can do with the language and then design age-appropriate tasks within the students’ range of proficiency. In this way, a teacher is able to use the same authentic materials with students within various proficiency ranges planning linguistically and culturally meaningful tasks. For more on instructional design and authentic materials, see Chapter 5 of this framework. Some examples of what learners can do with language within each major range of proficiency in the Interpretive Mode of communication are included in Figure 9.7. Page 21 of 68 514 515 516 517 518 519 520 521 522 523 524 525 526 527 528 529 530 531 532 533 534 535 536 537 538 539 540 541 542 543 20 July 2020 – SBE-Approved Draft, Chapter 9 Figure 9.7: What Learners Can Do in the Interpretive Mode of Communication Page 22 of 68 544 21 July 2020 – SBE-Approved Draft, Chapter 9 Communication Standard 2: Interpersonal Communication This section highlights the goals and standards within Communication Standard 2: Interpersonal Communication. The section examines what language learners can do with language across the proficiency ranges using the Interpersonal Mode of communication. Goal  Students interact and negotiate meaning in a variety of real-world settings and for multiple purposes, in spoken, signed, or written conversations. They use technology as appropriate, in order to collaborate, to share information, reactions, feelings, and opinions. (WL Standards, 2019, p. 14). The Interpersonal Mode of communication is both productive and receptive. In the Interpersonal Mode, language learners rely on listening/viewing, speaking/signing, reading/writing while negotiating meaning with others in the target language. Some examples of what learners can do with language within each major range of proficiency in the Interpersonal Mode of communication are included in Figure 9.9. Figure 9.9: What Learners Can Do in the Interpersonal Mode of Communication Page 25 of 68 575 576 577 578 579 580 581 582 583 584 585 586 587 588 589 590 24 July 2020 – SBE-Approved Draft, Chapter 9 Novice Intermediate Advanced ● Greet others appropriately. ● Introduce themselves when they meet people. ● Respond to questions about very basic personal information. ● Tell others whether or not they understand them. ● Say what food they like or dislike. ● Use a photo to tell about their family ● Describe the physical or personality traits of a character. ● Ask and answer questions about what kinds of chores are easier or more enjoyable. ● Text questions and answers about the type of restaurant they would like to go visit. ● Exchange information about what to do for fun. ● Exchange advice to ● Share ideas with others about how to celebrate a friend's birthday. ● Make a hotel reservation by phone. ● Post a reaction to a friend's social media post about a concert they attended. ● Participate in a conversation with a partner to identify the information they need to plan a trip. ● Exchange social media posts about raising money for a cause. ● Interact to schedule an appointment in a hair salon and say what they need. ● Exchange opinions on a school policy and give reasons for why it should be changed. ● Respond to a series of inquiries from a potential employer as part of my application for a job. ● Exchange ideas on ● Describe how and why one behaves in a certain way when visiting a family for dinner in a different culture. ● Exchange information about changes teenagers experience going from middle to high school. ● Interact with the hotel staff to complain. ● Contribute to an online discussion about a current social issue. ● Discuss current issues related to immigration and outline the current rules for getting citizenship. ● Discuss with peers about how an experience abroad changed stereotypes about a culture. ● Interact with an advisor online in the target culture to figure out a necessary change in schedule due to unforeseen circumstances. Page 26 of 6825 July 2020 – SBE-Approved Draft, Chapter 9 Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. To enable students to develop higher ranges of proficiency in Interpersonal Communication, teachers use a variety of instructional strategies coupled with scaffolds including but not limited to those described in Figure 9.10. Figure 9.10: Sample Scaffolds for the Interpersonal Mode of Communication ● Clarify needed language structures and patterns prior to communication on the topic. ● Teach and prompt students to use circumlocution when they do not know a word or phrase. ● Provide phrases to open, maintain, and close conversations. ● Provide sentence frames for communication. ● Allow students to use graphic organizers completed during the Interpretive Mode to aid in communication with others. Note: Scaffolds can be used across proficiency ranges and are adjusted based on student needs. For more information on teaching the Interpersonal Mode of communication, see Chapter 6 of this framework. Communication Standard 3: Presentational Communication Page 27 of 68 591 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 613 614 615 616 617 26 July 2020 – SBE-Approved Draft, Chapter 9 Novice Intermediate Advanced ● State their physical or personality traits on a personal webpage. ● Create and present a simple chart of a few things they like and dislike to create a plan for collective weekend activities. ● Name some countries on a map when planning a family trip. ● Share some simple information about animals, foods, or sports using pictures or photos shared with a target culture e-pal. ● Identify places where people can go to see art or listen to music. ● Present an ordered list of favorite and least favorite free time activities on a survey for a summer program in a target culture community. ● Tell about a simple routine such as getting lunch in a cafeteria or restaurant for students new to ● Tell target culture friends what they want or need to do on a particular day. ● Produce a video for a target culture audience with multi- step instructions for completing a process, such as preparing a recipe. ● Create and present a simple advertisement for a product or service. ● Tell a simple story about a childhood memory or a recent family trip or event. ● Present a review of a work of art or song and give specific reasons to support their point of view. ● Describe how to plan and carry out an event in the United States, such as a party or celebration to individuals in the target culture. ● Give a presentation at a target culture event describing the rise and fall of certain popular or historical trends over time. ● Write a blog post describing the highlights of a recent trip or excursion. ● Create and present an infomercial promoting an event, a service, a celebration. ● Present a proposal of a detailed itinerary of the social and cultural activities they have planned for a future trip. ● Write an article or blog describing the influence of an art or music genre over time. ● Present in detail on a topic that they have read or heard in the news. ● Present an explanation of how beliefs and values are reflected in their own Page 30 of 6829 July 2020 – SBE-Approved Draft, Chapter 9 Novice Intermediate Advanced ● Tell about their favorite actor or author on a web page in the target language. ● Share whom they and people in other cultures consider to be part of the family using a few simple details with members of the target culture. ● Present an outline to a target culture committee of their predictions about consequences of an environmental practice. ● Present comparisons of the roles of family members in their own and target language cultures to target culture e-pals. ● Compare school or learning environments and curricula to share what is valued in their own and other cultures. ● Write about challenges facing families and communities for an online news source. ● Present information about environmental, economic, or political issues. Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. To enable students to develop higher ranges of proficiency in Presentational Communication, teachers use a variety of instructional strategies coupled with scaffolds including, but not limited to, those described in Figure 9.12. Page 31 of 68 638 639 640 641 642 643 644 645 646 647 648 649 650 30 July 2020 – SBE-Approved Draft, Chapter 9 Figure 9.12: Sample Scaffolds for the Presentational Mode of Communication ● Allow students to use resources (graphic organizers, guided notes) completed during the Interpretive and Interpersonal Modes to support research and/or creation of a presentation ● Break down the steps of the writing process into small chunks (prewriting, organizing, drafting, revising, proofreading, and publishing). ● Plan opportunities for peer feedback. ● Provide guidance and corrective feedback throughout the writing process. ● Plan for time for mini presentations for practice and feedback. Note: Scaffolds can be used across proficiency ranges and are adjusted depending on student needs. For more information on teaching the Presentational Mode of communication, see Chapter 6 of this framework. Proficiency Benchmarks for the Modes of Communication Communication is the primary goal of language learning. ACTFL offers many resources to educators as they plan curriculum, instruction, assessment, and share realistic expectations with stakeholders. Some of these resources include the Proficiency Guidelines (2012), Performance Descriptors (2014), and the NCSSFL-ACTFL Can-Do Statements (2017). Figure 9.13, adapted from the NCSSFL-ACTFL Can-Do Statements (2017), provides a general overview of benchmarks for communication addressed throughout the proficiency ranges of the Communication standards. These benchmarks are organized by the modes of communication and proficiency ranges included in Communication Standards 1–3. Figure 9.13: ACTFL Benchmarks for Interpretive, Interpersonal, and Presentational Communication Benchmarks for the Interpretive Mode of Communication Page 32 of 68 651 652 653 654 655 656 657 658 659 660 661 662 663 664 665 666 667 668 669 670 671 672 673 674 675 676 677 31 July 2020 – SBE-Approved Draft, Chapter 9 ● Students recognize (Novice), participate in (Intermediate), initiate (Advanced), or sustain (Superior) language use opportunities outside the classroom and set goals while reflecting on progress, and use language for enjoyment, enrichment, and advancement. (WL Standards, 2019, p. 15). Settings for communication provide the context within which students can reasonably be expected to perform the functions, or specific communicative tasks, appropriate to each range of proficiency. Settings are situations within which students answer the questions, “Where?”, “When?”, and “With whom?” Successful language learners, who progress steadily across the language proficiency continuum over time, are those who are provided varied opportunities to interact in real world, culturally authentic settings in the target language. There are elements of language that are appropriate in some contexts but inappropriate in others. For example, many languages have more than one form of the pronoun “you.” In these languages, one form is used to show respect while another is used to address children or peers. Through varied opportunities to interact in real world, culturally authentic settings in the target language, students have the opportunity to practice culturally appropriate ways of interacting in the target language. In doing so, language learners develop the sociolinguistic competence, the ability to express themselves within the social and cultural context of communication, that enables them to communicate effectively within and beyond the classroom. Sample Settings Appropriate within Each Major Range of Proficiency Sample settings within each major range of language proficiency are included in Figure 9.14. In the figure below, it is important to note that Novice and Intermediate language users often function within the same settings. The difference between the two is that Novice language users need to have rehearsed the language in order to use it, whereas Intermediate language users can communicate in transactional and some informal settings adapting the language to the situation. Additionally, the list of settings and content referenced within Figure 9.14 is not exhaustive. Figure 9.14: Sample Settings for Communication within Major Proficiency Ranges Page 35 of 68 709 710 711 712 713 714 715 716 717 718 719 720 721 722 723 724 725 726 727 728 729 730 731 732 733 734 735 736 737 738 739 34 July 2020 – SBE-Approved Draft, Chapter 9 Novice (Text types: words and phrases) Intermediate (Text types: sentences and strings of sentences) Advanced (Text types: paragraphs and strings of paragraphs) Functions: Understand and produce lists of words and phrases dealing with the following content within the settings listed below: ● Classroom setting. Content: furniture, tools, supplies ● Home and neighborhood setting. Content: family members, rooms of the house, furniture, routines, utensils, articles of clothing, garage, car, places (parks, stores) and people in the neighborhood ● School and neighborhood setting. Content: friends, school subjects, schedules, routines, and activities ● Restaurant and grocery Store setting. Content: high- frequency ingredients, food items, or dishes Functions: Ask and answer questions and tell about the following content within the settings listed below: ● Doctor’s office setting. Content: make general statements and solicit advice related to states of health ● Restaurant and kitchen setting. Content: inquire about food preparation, ingredients, health and safety procedures, dietary restrictions ● Leisure time settings. Content: Socialize as they share experiences related to entertainment, sports, games, hobbies ● Retail setting. Content: requesting and giving fashion advice Functions: Narrate, describe, explain, present an opinion, or discuss the following content within the settings listed below: ● Living in the target culture setting. Content: concrete and factual work- and school-related topics ● Business setting. Content: Business transactions that are not complex ● Café and other social settings. Content: basic concepts and issues of politics, social justice, and the environment; habits, customs, and traditions Page 36 of 6835 July 2020 – SBE-Approved Draft, Chapter 9 Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. Note the example of language needed to function across the Novice, Intermediate, and Advanced ranges of proficiency below. Moving from Novice to Intermediate Proficiency The fundamental distinction between communicating within the Novice and Intermediate ranges of proficiency is that Novice learners rely almost entirely on formulas, memorized but unanalyzed chunks of language, whereas Intermediate learners are able to break apart and recombine these formulas in order to create personal messages. If asked range-appropriate questions, questions which trigger a learned response, Novice learners can, at times, respond with surprising accuracy and fluency. Similarly, if they find themselves in situations closely resembling the situations they rehearsed in class, they are able to use their memorized formulas in order to “communicate.” Hence, the Novice learner can ask someone’s name or tell someone what time it is, provided a situation requiring such an exchange occurs. Let us suppose that Mary, a student of French who is on a trip in France, wants to take the train from Paris to Chartres. Since she has studied the formulaic language of ticket- buying, she is able to go to a window and ask for a ticket to Chartres (the setting fits her language range and text type). But suppose the clerk tells her that trains for Chartres do not leave from this station. At this point, even if she understands the problem, Mary’s formulaic language no longer fits the situation. As a Novice learner, Mary has insufficient understanding of the internal logic of the language and is unable to shift, reassemble, and adapt what she knows into situationally appropriate utterances which would allow her to ask directions to the right train station. In short, Mary does not have sufficient control of grammar and vocabulary to create with the language and to adapt language to unanticipated situations. Page 37 of 68 740 741 742 743 744 745 746 747 748 749 750 751 752 753 754 755 756 757 758 759 760 761 762 763 764 765 766 767 768 769 770 771 772 773 36 July 2020 – SBE-Approved Draft, Chapter 9 proficiency. Teachers should not be misled into thinking that this complex creativity is inferior to the simple, linear creativity of the Intermediate language user. Adapted from Ken Kirkeby and Brandon Zaslow, “Further Characteristics of the Three Ranges” (COCI Manual) Settings for Communication provide language learners the opportunity to showcase the linguistic and cultural content they learn in different real world settings. For more information and examples on implementing the Communication Standard 4, see Chapter 6 of this framework. Communication Standards 5–7 and Metalinguistic Awareness Communication standards 5–7 address receptive and productive structures and language comparisons in service of communication. Prior to exploring the structures and text types students can comprehend and produce and language comparisons they make across proficiency ranges, it is important to focus some attention on language learning. A natural occurrence among language learners as they make sense of and produce language is focusing conscious attention on their own language use and meaning- making abilities (Donato 1994, Swain 1998, 2000). These interactions are referred to as metalanguage. Metalanguage is thinking about and talking about language. Metalanguage is not translation. It is a practice used by language learners, at times guided by language teachers, which aids in the development of metalinguistic awareness or the extent of language awareness and self-monitoring that students have within a particular proficiency range. Research has found that metalinguistic awareness supports self-regulation, self- monitoring, intentional learning, and strategic use of language (Christie 2012, Duke et al. 2011, Halliday 1993, Hess et al. 2009, Palinscar and Brown 1984, Pearson 2011, and Schleppegrell 2004). Metalanguage among bilinguals includes making cross- language connections and examining similarities and differences in each language. These practices deepen understanding of subject matter, strengthen language competence, and nurture literacy competencies (Beeman and Urow 2013). Research-based instruction for language learners focuses on critical principles for developing language and cognition in academic contexts (Christie 2012; Derewianka 2011; Gibbons 2009; Halliday 1993; Hyland 2004; Schleppegrell 2004). These principles emphasize  meaningful interaction; Page 40 of 68 842 843 844 845 846 847 848 849 850 851 852 853 854 855 856 857 858 859 860 861 862 863 864 865 866 867 868 869 870 871 872 873 874 875 39 July 2020 – SBE-Approved Draft, Chapter 9  the development of metalinguistic awareness in contexts that are intellectually rich and challenging, focused on content, strategically scaffolded, and respectful of the cultural and linguistic knowledge students bring to school; and  the use of such knowledge as a resource. These principles help students to develop understanding of the relationship between and within languages. As students achieve the WL Standards, particularly Communication standards 4–7 and the Connections standards, they use metalanguage to make sense of the languages they are learning. Understanding these principles helps teachers to support the development of metalinguistic awareness as they make decisions related to communication, language comparisons, and target language use. Current research has built upon metalanguage research by suggesting that students learning a second language are not two separate monolinguals with distinct linguistic systems (Otheguy, García, and Reid, 2015). According to Bilingual education in the 21st century: A global perspective, bilinguals not only use metalanguage but also use translanguage as they make linguistic decisions (Garcia, 2011). Translanguage goes beyond more than one linguistic and cultural repertoire. Translanguaging is defined as how bilingual people fluidly use their linguistic resources—without regard to named languages—to make meaning and communicate. As language transfer (positive and negative) occurs, bilinguals make purposeful communicative decisions depending on the sociocultural context within which they communicate. As the research describes this, “there is a more complex sociocultural marking of which features to use when and where than for monolinguals, who most often speak with the language conventions of the society in which they live” (Otheguy, García, and Reid 2015, p. 13). As noted above in the discussion on metalanguage, teachers with an understanding of these linguistic practices among bilinguals better support the linguistic and cultural development of students as they make decisions related to communication, language comparisons, and target language use. Seminal research (Krashen 1981, Long 1983, Swain 1985, Vygotsky 1986) and multiple state and national professional organizations support and advocate for 90 percent input or more in the target language. However, educators ensure opportunities are available for language learners to develop metalinguistic awareness through metalanguaging and translanguaging practices as they make sense of and produce the language(s) they learn. With practice, educators can learn to teach almost exclusively in the target language and address metalanguaging and translanguaging in service of communication. Communication Standard 5: Receptive Structures in Service of Communication Page 41 of 68 876 877 878 879 880 881 882 883 884 885 886 887 888 889 890 891 892 893 894 895 896 897 898 899 900 901 902 903 904 905 906 907 908 909 910 911 40 July 2020 – SBE-Approved Draft, Chapter 9 This section highlights the goals and standards within Communication Standard 5: Receptive Structures in Service of Communication. The section examines the language structures and text types learners learn to understand across the proficiency ranges. Goals  Students use the following structures to communicate o sounds, parameters, and writing systems (Novice); o basic word and sentence formation (Intermediate); o structures for major time frames and text structures for paragraph-level discourse (Advanced); and o all structures and text structures for extended discourse (Superior).  Students use the following language text types to communicate o learned words, signs and fingerspelling, and phrases (Novice); o sentences and strings of sentences (Intermediate); o paragraphs and strings of paragraphs (Advanced); and o or coherent, cohesive multi-paragraph texts (Superior). (WL Standards, 2019, p. 16). Within this standard, language learners develop their ability to comprehend structures and text types in service of communication. For example, Novice language learners use receptive skills to link sound and meaning and understand very basic grammatical structures at the word and/or phrase level. Below are some examples of what students know and can do within each major range of proficiency in the K-12 language classroom. Receptive Structures within Each Major Range of Proficiency When beginning their study of world languages and cultures, learners are able to understand chunks of language that they associate with sounds, signs, and letters. As Novice learners, they do not understand the internal structure of the formulas they use to communicate. Teachers often guide them to notice agreement and word order in authentic texts addressing Intermediate level receptive skills while they are still performing within the Novice range. Over time, these students begin to understand who did what to whom in sentences and move into the Intermediate range of receptive proficiency. Movement from the Intermediate to Advanced range of receptive proficiency requires learners to understand agreement within and across clauses in complex sentences in past, present, and future time. Within the Advanced range of proficiency, students interact with authentic texts that often connect main ideas and supporting details in ways very different from those in the languages and cultures with which they Page 42 of 68 912 913 914 915 916 917 918 919 920 921 922 923 924 925 926 927 928 929 930 931 932 933 934 935 936 937 938 939 940 941 942 943 944 945 946 41 July 2020 – SBE-Approved Draft, Chapter 9 Productive Structures within Each Major Range of Proficiency When beginning their study of world languages and cultures, learners are able to understand chunks of language that they associate with sounds, signs, and letters. With practice, learners use their growing knowledge of the sound, sign, and writing system to produce the words and phrases they understand. As learners move into the Intermediate range, they begin to understand the internal structure of the formulas they use to communicate. With practice, and with increasing control of agreement and word order, they are able to produce sentences and strings of sentences in present time. Movement from the Intermediate to Advanced range of receptive proficiency requires learners to understand agreement within and across clauses in complex sentences in past, present, and future time. Within the Advanced range of proficiency, students interact with authentic texts that often connect main ideas and supporting details in ways very different from those in the languages and cultures with which they are familiar. As learners practice these sentence-level elements and learn to construct paragraphs as they are used in the target language and culture, they begin to communicate within the Advanced range of proficiency. Some samples of productive structures within each major range of language proficiency are included in Figure 9.16. Page 45 of 68 987 988 989 990 991 992 993 994 995 996 997 998 999 1000 1001 1002 1003 44 July 2020 – SBE-Approved Draft, Chapter 9 Figure 9.16: Productive Structures within Each Major Range of Proficiency Novice Intermediate Advanced Students produce basic spoken, signed, and written messages using knowledge of the sound-, sign-, or writing system. ● Use knowledge of learned words and phrases (formulas) to communicate Students produce basic spoken, signed, and written messages using simple sentence-level structures, including: ● Subject-verb agreement ● Noun-adjective-article agreement (as applicable by language) ● Word order for simple questions and statements ● Knowledge of sentence-level discourse to communicate Students produce spoken, signed, and written messages using sentence- and paragraph- level structures, including: ● Subject-verb agreement in past, present, and future time (as applicable by language) ● Agreement in complex sentences within and across clauses (as applicable by language) ● Knowledge of paragraph-level discourse to communicate Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on Page 46 of 68 1004 1005 1006 1007 1008 1009 1010 1011 1012 45 July 2020 – SBE-Approved Draft, Chapter 9 performance, please see Chapter 10 on Assessment of World Languages Learning. For more information and examples on implementing Communication Standard 6, see Chapter 6 of this framework. Communication Standard 7: Language Comparisons in Service of Communication This section highlights the goals and standards within Communication Standard 7: Language Comparisons in Service of Communication. The section examines what students can do as they use the target language to make language comparisons across the proficiency ranges. Goal ● To interact with communicative competence, students use the target language to investigate, explain, and reflect on the nature of language through comparisons of similarities and differences in the target language and the language(s) they know (WL Standards, 2019, p. 19). Making language comparisons serves multiple significant purposes in language acquisition. Activities that call for students to investigate, explain, and reflect on the nature of language helps students not only to solidify their understanding of the nature of the target language, but they also improve the learner’s understanding of their native language—and other languages they may know. Students make language comparisons using knowledge of their first language. Language Comparisons Within Each Major Range of Proficiency As they learn a new language, students need to transfer knowledge and use of structures when the languages they know align as well as learn new patterns when they do not. One way students do this is by making comparisons among the linguistic structures of the languages they know and are learning. Teachers can facilitate this process by giving students overt practice in comparing the target language to their first or other languages, enhancing their proficiency in both languages. Samples of language comparisons students may make within each major range of language proficiency are included in Figure 9.17. Page 47 of 68 1013 1014 1015 1016 1017 1018 1019 1020 1021 1022 1023 1024 1025 1026 1027 1028 1029 1030 1031 1032 1033 1034 1035 1036 1037 1038 1039 1040 1041 1042 46 July 2020 – SBE-Approved Draft, Chapter 9 culturally appropriate interaction include those with professionals invited to the classroom, videoconferencing with target language speakers, emailing pen pals, creating and sharing products with students in target language communities and countries where the target language is spoken and the target culture gives meaning to the world. Throughout the four Cultures standards, the development of language proficiency and cultural competence are intertwined. The ACTFL Proficiency Benchmarks for Intercultural Communication (2017), shown in figure 9.18, provide a clear description of what language learners know and are able to do across ranges of proficiency as they develop culturally appropriate communication skills as they investigate the products, practices, and perspectives of the target cultures and interact with others. Figure 9.18: Proficiency Benchmarks for Major Ranges - Intercultural Communication Investigate: Investigate Products and Practices to Understand Cultural Perspectives Novice Intermediate Advanced In my own and other cultures, I can identify some typical products related to familiar everyday life. In my own and other cultures, I can make comparisons between products and practices to help me understand perspectives. In my own and other cultures, I can explain some diversity among products and practices and how it relates to perspectives. In my own and other cultures, I can suspend judgment while critically examining products, practices, and perspectives. Interact: Interact with Others in and from Another Culture Novice Intermediate Advanced I can interact at a survival level in some familiar everyday contexts. I can interact at a functional level in some familiar contexts. I can interact at a competent level in familiar and some unfamiliar contexts. Notes Page 50 of 68 1101 1102 1103 1104 1105 1106 1107 1108 1109 1110 1111 1112 1113 1114 1115 1116 49 July 2020 – SBE-Approved Draft, Chapter 9 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. Source: NCSSFL-ACTFL Can-Do Statements (2017). For more information and examples on implementing the Cultures Standards, see Chapter 7 of this framework. Cultures Standard 1: Culturally Appropriate Interaction This section highlights the goals and standards within Cultures Standard 1: Culturally Appropriate Interaction. The section examines what students can do as they interact with cultural competence and understanding across the proficiency ranges. Goal  Students interact with cultural competence and understanding (WL Standards, 2019, p. 20). As learners use the target language to increase their proficiency in the Cultures standards, they enhance their ability to interact with members of the target culture in appropriate ways in a variety of real-world settings (WL Standards, 2019, p. 19). Language learners learn to use the target language while developing cultural competence through interactions with the culture. Achieving Cultures Standard 1: Culturally Appropriate Interaction is a key component for students to become effective target language communicators with culture bearers throughout the world. When developing the ability to interact in culturally appropriate ways, students learn and use behaviors that are tied to target culture settings. Within the Novice range of proficiency, learners use rehearsed behaviors that they recognize in highly predictable common daily settings. Intermediate learners do the same in some informal, transactional and interpersonal settings. Advanced learners acquire cultural knowledge and proficiency in order to function in most informal and some formal situations. Figure 9.19 includes some samples of culturally appropriate interactions within each major range of language proficiency. Page 51 of 68 1117 1118 1119 1120 1121 1122 1123 1124 1125 1126 1127 1128 1129 1130 1131 1132 1133 1134 1135 1136 1137 1138 1139 1140 1141 1142 1143 1144 1145 1146 1147 1148 1149 1150 50 July 2020 – SBE-Approved Draft, Chapter 9 Figure 9.19: Sample Ranges of Language Proficiency Within Cultures Standard 1 Novice Intermediate Advanced Use age-appropriate gestures and expressions in very familiar, common daily settings. ● Greet and take leave from someone using polite rehearsed behaviors, taking note of personal space and gender ● Use rehearsed behaviors when shopping in a familiar type of store ● Use appropriate gestures and expressions when purchasing an entrance ticket to a landmark or historical site Interact with understanding in a variety of informal, transactional, and interpersonal settings. ● Schedule a call or video conference with a peer in the target culture demonstrating awareness of time differences and other’s schedules ● Show respect when visiting a historical site or place of worship by dressing appropriately, adjusting the volume of voice, and acting with consideration for others ● Use some appropriate internet slang or abbreviations to communicate a short message through social media Interact with cultural competence in most informal and some formal settings. ● Adjust personal space and body language when interacting with others in a business, school, or work environment ● Evaluate and adjust behaviors when interacting in a formal situation ● Interact appropriately at a family event based on cultural norms and family dynamics Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. Page 52 of 68 1151 1152 1153 1154 1155 1156 51 July 2020 – SBE-Approved Draft, Chapter 9 Novice Intermediate Advanced ● List locations to buy something (products and practices) and how culture affects where people shop (perspectives). ● Experience target culture social practices such as greetings, introductions, leave- taking, and thanking people (practice). ● Sort familiar landmarks and monuments (products) according to what they represent to people in the target culture (perspectives). ● Recognize how people count and measure (practices) in the target culture and their own (perspectives). ● Interpret simple schedules (products) and make inferences about how people in the target culture and their own think about time (practices and perspectives). ● Experience attitudes toward informality and formality in relationships (perspectives) and how they affect behavior and language in the target culture and their own (practices). ● Explore how and why (perspectives) houses, buildings, and towns (products and practices) affect target culture lifestyles. ● Investigate school environments and curricula (products and practices) to determine what is valued in target culture and own culture (perspectives). ● Recognize the roles of family members in target culture and compare with own (practices and perspectives). ● Analyze how food is organized on the target culture’s food plate or pyramid (products and practices) and compare this to their own culture, based on factors such as geography, economy, or attitudes toward health (perspectives). ● Explain how the role of personal space and topics of conversation (perspectives) influence social interaction (practices). ● Discuss the cultural influences (perspectives) on the design of houses, buildings, and towns in the target culture (products and practices). ● Compare the degree to which target culture and own culture supports the family and family values (practices and perspectives). ● Analyze how target culture beliefs and values are reflected (perspectives) in, ceremonies, and certificates (products and practices). ● Explain the attitudes toward meals, health, and fitness in the target culture and their own (perspectives) and about how this affects the way people live (products and practices). Page 55 of 6854 July 2020 – SBE-Approved Draft, Chapter 9 Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. For more information and examples on implementing Cultures Standard 2, see Chapter 7 of this framework. Cultures Standard 3: Cultural Comparisons This section highlights the goals and standards within Cultures Standard 3: Cultural Comparisons. The section examines what students can do with language and culture as they compare similarities and differences between the target culture and their own in order to interact with cultural competence across the proficiency ranges. Goal ● To interact with cultural competence, students use the target language to investigate, explain, and reflect on the nature of culture through comparisons of similarities and differences in the target cultures and the culture(s) they know (WL Standards, 2019, p.23). By engaging in the study of their own languages and cultures and those of the target language, students participate, in the target language, in the investigation of cultural similarities and differences in order to develop the ability to function with cultural and intercultural competence. Figure 9.22 provides samples of culturally appropriate investigations and reflections students may complete across the major language proficiency ranges for Cultures Standard 3. Page 56 of 68 1192 1193 1194 1195 1196 1197 1198 1199 1200 1201 1202 1203 1204 1205 1206 1207 1208 1209 1210 1211 1212 1213 1214 1215 1216 1217 1218 1219 55 July 2020 – SBE-Approved Draft, Chapter 9 Figure 9.22: Sample Ranges of Language Proficiency in Cultures Standard 3 Novice Intermediate Advanced ● List some traditional products that are globalized, such as fast food, jeans, or social media ● Name similar or different artists and musicians, their styles, or contributions ● Infer perspectives comparing the length of the workday, school schedule, or mealtimes ● State similarities and differences among traditional practices that are globalized, such as fast food, jeans, or social media ● Tell about similarities and differences among artists and musicians, their styles, and contributions. ● Ask about products, practices, and perspectives related to the length of the workday, school schedule, or mealtimes ● Discuss how and why traditional products are globalized, such as fast food, jeans, or social media ● Describe the styles and contributions of artists and musicians ● Explain how and why traditional practices are globalized, including the length of the school or workday or mealtimes Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on performance, please see Chapter 10 on Assessment of World Languages Learning. Page 57 of 68 1220 1221 1222 1223 1224 1225 1226 1227 1228 1229 1230 56 July 2020 – SBE-Approved Draft, Chapter 9 the target language. Learning to function in real world, academic, and career-related settings provides opportunities for students to develop global competence and intercultural communicative competence across proficiency ranges. Connections Standard 1: Connections to Other Disciplines This section highlights the goals and standards within Connections Standard 1: Connections to Other Disciplines. The section examines what students can do in the language as they learn to function in real world, academic, and career-related settings through connections to other disciplines across the proficiency ranges. Goal ● To function in real-world situations, academic, and career-related settings, students build, reinforce, and expand their knowledge of other disciplines using the target language to develop critical thinking and solve problems (WL Standards, 2019, p. 23). Connections Standard 1 incorporates academic subjects into language learning. It is in this standard where world languages teachers guide students to build, reinforce, and expand their knowledge of other disciplines. Some of these disciplines include English- Language Arts, Science, and Mathematics, to name a few. This connection is clearly made using the Modes of Communication and the language skills of listening, viewing, speaking, signing, reading, and writing. Using these language skills in the applicable modes of communication also develops literacy skills in English and in the target language. Language learners build, reinforce, and expand their knowledge of other disciplines while learning to use the language of those disciplines in the target language. This allows students to develop content knowledge and academic vocabulary. Now more than ever, California state-adopted academic content standards require teachers to integrate other subjects using a cross-disciplinary approach to teaching and learning. This emphasis on cross-disciplinary teaching promotes global competence and critical thinking and problem-solving skills across subjects and grade levels, particularly at the secondary level. Additionally, as learners incorporate knowledge of other disciplines in the target language, teachers have the duty to provide opportunities to stretch student perspective on matters of social justice. This may look different in many learning communities; however, students should explore contemporary challenges in the context of how another culture responds to those challenges. For example, quality education, gender Page 60 of 68 1276 1277 1278 1279 1280 1281 1282 1283 1284 1285 1286 1287 1288 1289 1290 1291 1292 1293 1294 1295 1296 1297 1298 1299 1300 1301 1302 1303 1304 1305 1306 1307 1308 1309 59 July 2020 – SBE-Approved Draft, Chapter 9 equality, and climate action, among others. Figure 9.24 includes sample connections to other disciplines across major proficiency ranges. Figure 9.24: Sample Connections to Other Disciplines across Major Proficiency Ranges Novice Intermediate Advanced ● Compare daily class schedules in the U.S. and target cultures (English Language Arts, History-Social Studies) ● Survey classmates then tally and share survey results with members of the target culture (Mathematics, Science) ● Convert temperature or currency (Mathematics, Science) ● Identify elements of a healthy lifestyle (Health, Physical Education) ● Ask and answer questions about career and college opportunities for high school graduates in the target culture (English Language Arts) ● Participate in volunteer and service- learning opportunities in target culture communities (History- Social Studies, Civics/Government) ● Investigate and report on the rights of children from target language sources (History-Social Science) ● Describe specific career plans, required skills and education, and interviewing in target culture communities (History- Social Science). ● Explore environmental problems and propose solutions (Science) ● Create and justify a budget for a study abroad experience in the target culture (Mathematics, Economics). Notes 1. Language learners cannot sustain performance within the Superior range of proficiency within the K–12 setting. However, those who complete long, well- articulated sequences of WL study may begin to address abstract and professional topics and some Superior functions within the Superior range. 2. Proficiency and performance are not the same. When performing, students have prepared and, as a result, their profile of strengths and weakness will be higher than that of their proficiency in unrehearsed situations. For more information on Page 61 of 68 1310 1311 1312 1313 1314 1315 1316 1317 1318 1319 1320 1321 60 July 2020 – SBE-Approved Draft, Chapter 9 performance, please see Chapter 10 on Assessment of World Languages Learning. For more information and examples on implementing Connections Standard 1, see Chapter 8 of this framework. Connections Standard 2: Diverse Perspectives and Distinctive Viewpoints This section highlights the goals and standards within Connections Standard 2: Diverse Perspectives and Distinctive Viewpoints. The perspectives students encounter are found in authentic materials and are necessary for students to function in the target language in real world situations and in both academic and career-related settings. Goal ● To function in real-world situations in academic and career-related settings, students access and evaluate information and diverse perspectives that are readily or only available through the language and its cultures (WL Standards, 2019, p. 24). The goal of Connections Standard 2 is for students to effectively function in real world situations and in both academic and career-related settings. Students explore authentic materials and reflect on diverse perspectives found within target language and target culture materials. Students’ ability to access and evaluate this information within different settings or contexts varies depending upon the range of their language proficiency. Figure 9.25 includes samples of how students may explore and reflect upon diverse perspectives and distinctive viewpoints across major proficiency ranges. Page 62 of 68 1322 1323 1324 1325 1326 1327 1328 1329 1330 1331 1332 1333 1334 1335 1336 1337 1338 1339 1340 1341 1342 61 July 2020 – SBE-Approved Draft, Chapter 9 Works Cited Adair-Hauck, B., Glisan, E. W., & Troyan, F. J. (2013). Implementing Integrated Performance Assessment. ACTFL, Alexandria, VA. American Council on the Teaching of Foreign Languages. (2019). Making Languages Our Business: Addressing Foreign Language Demand Among U.S. Employers. ACTFL: Alexandria, VA. American Council on the Teaching of Foreign Languages. (2017). NCSSFL-ACTFL Can Do Statements. ACTFL: Alexandria, VA. American Council on the Teaching of Foreign Languages. (2012). ACTFL performance descriptors for language learners. ACTFL: Alexandria, VA. ACTFL Position Statement on Global Competence https://www.actfl.org/news/position- statements/global-competence-position-statement. [Link no longer valid] Beeman, K., & Urow, C. (2013). Teaching for biliteracy: Strengthening bridges between languages. Philadelphia, PA: Caslon Publishing. CDE Source: DataQuest, CDE Selected Statewide Data Summarized by County for the year 2017-18 Data Reporting Office Prepared: 3/31/2019 2:56:03 PM. Clementi, D., & Terrill, L. (2013). The Keys to Planning for Learning. ACTFL, Alexandria, VA. Interagency Language Roundtable: https://www.govtilr.org/ (Retrieved December 30, 2018). Glisan, E. W., & Donato, R. (2017). Enacting the Work of Language Instruction: High- Leverage Teaching Practices. ACTFL, Alexandria, VA. Mansilla, V. B., & Jackson, A. (2011). Educating for global competency. New York: Asia Society. Retrieved from: http://asiasociety.org/files/book-globalcompetence.pdf. McLaren, P.(1993). Multiculturalism and the postmodern critique: Towards a pedagogy of resistance and transformation. Cultural Studies, 7(1), 118–146. Met, M. (1991). Elementary school foreign languages: What research can and cannot tell us. In E. S. Silber (Ed.), Critical issues in foreign language instruction (pp. 63–79). New York: Garland Publishing, Inc. Page 65 of 68 1377 1378 1379 1380 1381 1382 1383 1384 1385 1386 1387 1388 1389 1390 1391 1392 1393 1394 1395 1396 1397 1398 1399 1400 1401 1402 1403 1404 1405 64 July 2020 – SBE-Approved Draft, Chapter 9 Pino, B. G. (1989). Prochievement testing of speaking. Foreign Language Annals, 22(5), 487–496. Sandrock, P., Swender, E., Cowles, M. A., Martin, C., & Vicars, R. (2012). ACTFL performance descriptors for language learners. ACTFL, Alexandria, VA. Shrum, J. L. (2015). Teacher's handbook, contextualized language instruction. Cengage Learning. Stewart, J. H. (2005). Foreign language study in elementary schools: Benefits and implications for achievement in reading and math. Early Childhood Education Journal, 33(1), 11–16. from PsycINFO database. Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence. United Nations (2020). United Nations Sustainable Development Goals. Retrieved from: https://www.un.org/sustainabledevelopment/. Text Accessible Descriptions of Graphics for Chapter 9 Figure 9.1: The Four Domains of Global Competence This image is a circle divided into four main sections. The center of the circle contains the words “Four Domains of Global Competence,” with an image behind the words that depicts an outline map of North America and the northern part of South America. Surrounding the center circle is ring divided into four quadrants. Each quadrant contains a single symbol: a magnifying glass, two arrows intertwined, a light bulb, and a gear wheel. Each symbol is designed to illustrate one of the four domains of global competence. In the quadrants surrounding the symbols, there are the titles of the four domains and then a brief explanation of each. The first quadrant (represented by the magnifying glass) is “Investigate the World: Students investigate the world beyond their immediate environment.” The second quadrant (represented by the intertwined arrows) is “Recognize Perspectives: Students recognize their own and others’ perspectives.” The third quadrant (represented by the light bulb) is “Communicate Ideas: Students communicate their ideas effectively with diverse audiences.” Page 66 of 68 1406 1407 1408 1409 1410 1411 1412 1413 1414 1415 1416 1417 1418 1419 1420 1421 1422 1423 1424 1425 1426 1427 1428 1429 1430 1431 1432 1433 1434 1435 1436 65 July 2020 – SBE-Approved Draft, Chapter 9 The fourth quadrant (represented by the gear wheel) is “Take Action: Students translate their ideas into appropriate action to improve conditions.” Return to Figure 9.1. Figure 9.2: United Nations Sustainable Development Goals This figure includes three rows of colored squares; each square represents one of the United Nations Sustainable Development Goals. There are seventeen numbered goals which include, in numerical order, No Poverty, Zero Hunger, Good Health and Well- Being, Quality Education, Gender Equality, Clean Water and Sanitation, Affordable and Clean Energy, Decent Work and Economic Growth, Industry, Innovation and Infrastructure, Reduced Inequalities, Sustainable Cities and Communities, Responsible Consumption and Production, Climate Action, Life Below Water, Life on Land, Peace, Justice, and Strong Institutions, and Partnerships for the Goals. Return to Figure 9.2. Figure 9.3: Inverted Pyramid Representing ACFTL Rating Scale with Major Ranges and Phases Including Distinguished This image illustrates the progression made by language learners as they move along the ranges of proficiency from Novice to Distinguished, as established by the American Council on the Teaching of Foreign Languages (ACTFL). The image is a six-sided conical inverted pyramid, starting at a point at the bottom of the image and widening progressively to the top of the image. Along the side of the pyramid are the proficiency ranges and phases which read from bottom to top: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High, Advanced Low, Advanced Mid, Advanced High, Superior, and Distinguished. On the pyramid, there are solid lines dividing the proficiency ranges (Novice, Intermediate, Advanced, and Superior) and then dashed lines within the ranges to further divide each range into the phases (Low, Mid, High). The dashed lines are only shown in Novice, Intermediate, and Advanced ranges because Superior and Distinguished do not have phases. The separation of the proficiency ranges is further illustrated by color coding: blue for Novice, green for Intermediate, orange for Advanced, yellow for Superior. Return to Figure 9.3 Figure 9.20: Cultures Framework This figure is made up of three boxes distributed in a triangle with Perspectives on the top, Practices in the lower left-hand quarter and Products in the lower right-hand Page 67 of 68 1437 1438 1439 1440 1441 1442 1443 1444 1445 1446 1447 1448 1449 1450 1451 1452 1453 1454 1455 1456 1457 1458 1459 1460 1461 1462 1463 1464 1465 1466 1467 1468 1469 66