National Standards: The 5 C’s

1. National Standards: The 5 C’s

2. Introduction (English in the World( • English is so widely spoken, it has often been referred to asa "world language“. • While English is not an official language in most countries, it is currently the language most often taught as a second language around the world. Some linguists (such as David Graddol) believe that it is no longer the exclusive cultural property of "native English speakers", but is rather a language that is absorbing aspects of cultures worldwide as it continues to grow. English is an official language of the United Nations and many other international organizations. • Books, magazines, and newspapers written in English are available in many countries around the world. • English is also the most commonly used language in the sciences.

3. What are the National Standards? The Standards: •outline goals that help students to become proficient users of the language •help them to learn about the culture(s) •help them learn how culture and language are intertwined.

4. National Standards –Foundation Language and communication are the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad.

5. This imperative envisions a future in which ALL student will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English-speaking backgrounds should also have opportunities to develop further proficiencies in their first language.

6. National Standards –Assumptions 1. Competence in more than one language and culture enables people to •communicate with other people in other cultures in a variety of settings, •look beyond their customary borders, •develop insight into their own language and culture, and act with greater awareness of self, of other cultures, and their own relationship to those cultures, •gain direct access to additional bodies of knowledge,

7. 2. All students can be successful language and culture learners, and they •must have access to language and culture study that is integrated into the entire school experience, •learn in a variety of ways and settings. •acquire proficiency at varied rates.

8. 3. Language and culture education is part of the core curriculum, and it •is tied to program models that incorporate effective strategies, assessment procedures, and technologies, •reflects evolving standards , •develops and enhances basic communication skills and higher order thinking skills.

9. National Standards – Goal Areas •Communication •Cultures •Connections •Comparisons •Communities

10. Standards for Foreign Language Learning • The 5 C's (Communication, Cultures, Connections, Comparisons, Communities) describethe "what" (content) of world languages learning, and form the core of standards-based instruction in the world languages classroom.

11. 1. COMMUNICATION Communicate in the Second Language. • Standard 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions • Standard 2: Students understand and interpret written and spoken language on a variety of topics • Standard 3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.

12. What is Communication • The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, and show cultural understanding when they communicate.

13. 2. CULTURES Gain Knowledge and Understanding of Other Cultures • Standard 1:Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied

14. What is Cultures • Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.

15. 3. CONNECTIONS Connect with Other Disciplines and Acquire Information • Standard 1: Students reinforce and further their knowledge of other disciplines through the foreign language • Standard 2:Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures

16. What is Connections • World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes.

17. 4. COMPARISONS Develop Insight into the Nature of Language and Culture • Standard 1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own • Standard 2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

18. What is Comparisons • Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons

19. 5. COMMUNITIES Participate in Multilingual Communities at Home & Around the World • Standard 1: Students use the language both within and beyond the school setting • Standard 2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

20. What is Communities • Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of e-mail, clubs, cultural activities, and opportunities to hear speakers of other languages in the school and classroom.

21. National Standards –Discussion •As a teacher of foreign language: • What do these Standards mean to you? • Can you see yourself incorporating them into your classes? How? • What challenges might you predict in trying to fit the Standards in? • Below is an example:

22. Folktales, Fables, and Funfor the language classroom WHY use folktales?: • “…the great power of the story is that it engages us affectively as well as requiring our cognitive attention; we learn the content of the story while we are emotionally engaged by its characters or events.”-Kieran Egan, Teaching as Storytelling

23. “The use of literature designed for children in the target culture allows learners of the target language to share cultural experiences and attitudes in a very direct way…” -Curtain and Pesola Languages and Children, Making the Match Through the characters on the page, children are able to live out their worst fears and their fondest wishes. Valuable life lessons are conveyed through the stories which children readily absorb in a non-threatening and even enjoyable context”.-Bruno Bettelheim, The Uses of Enchantment

24. With folktales you… WILL: • teach grammar and vocabulary in context • incorporate language, culture and content • communicate with the classroom teacher to reinforce curriculum WONT: • teach grammar and vocabulary in isolated lists • teach language separate from its cultural context • organize lessons on topics that are disconnected from the students

25. What to look for in a story: • Content • Vocabulary • Grammar • Culture • Interesting story Where to find stories: • the community • the Internet • print sources • travel

26. PRE-READING 1•Vocabulary preparation: -Illustrated words 2•Prediction: “Stories allow students to Anticipate and predict thus involving them in activity.” -(Barton and Booth, Storiesin the Classroom, 1990) 3•Story background: Realia-tradition-author –geography.

27. POST-READING 1•Comprehension check: factual questions-opinion questions-related personal questions 2•Story reviews 3•Performance 4•Creative writing: similar story from own culture -find another story from target culture -same genre story

28. Reviews

29. Creating a Curriculum Unit: •Look at current curriculum •Determine links to –language –culture –content •Find folktale •Edit folktale •Build lessons & activities

30. Next Week: Language Learning & Development