• California Department of Education

    Executive Office

    SBE-003 (REV. 06/2008)

    cib-pdd-jan09item06

    ITEM #7

     

    CALIFORNIA STATE BOARD OF EDUCATION

    JANUARY 2009 AGENDA

    SUBJECT

    Draft World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve.

    Action

    Information

    Public Hearing

    RECOMMENDATION

    The California Department of Education (CDE) recommends that the State Board of Education (SBE) direct staff to conduct a public hearing and adopt the draft World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve (World Language Content Standards).

    SUMMARY OF PREVIOUS STATE BOARD OF EDUCATION DISCUSSION AND ACTION

    The SBE adopted the current Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve (Foreign Language Framework) at the May 2001 meeting. No previous SBE action on the World Language Content Standards has been taken.

    SUMMARY OF KEY ISSUES

    California Education Code Section 60605.3 requires the SBE to adopt content standards for foreign language, pursuant to the recommendations of the State Superintendent of Public Instruction (SSPI), on or before June 1, 2009. The content standards are intended to guide schools that offer programs of instruction in languages other than English. A working group representing diverse languages and language programs provided input to the SSPI in drafting the standards.

    Field reviews of the draft World Language Content Standards were conducted in July, August, and September 2008. The working group reviewed and evaluated all responses and made suggested edits. Additionally, CDE staff met with Yvonne Chan, the SBE member liaison to review the draft World Language Content Standards. All comments and suggestions were taken into consideration in development of the final draft of the World Language Content Standards.

    Once the draft World Language Content Standards has been adopted, they will be incorporated into the next Foreign Language Framework. It is anticipated that the revised Foreign Language Framework will be completed during fiscal year 2009-10. The CDE will also disseminate the adopted World Language Content Standards to local educational agencies and other interested parties through multiple means.


    SUMMARY OF KEY ISSUES (Cont.)

    Organization of the Draft World Language Content Standards

    The current edition of the Foreign Language Framework was previously adopted by the SBE in May 2001; the Language Learning Continuum serves as the anchor of the document. The Language Learning Continuum, disseminated by the College Board, provides clear benchmarks for measuring students' ability to perform in the target language in culturally appropriate ways. It presents a model of progressive stages in the process of acquiring a second language. In turn, the draft World Language Content Standards clearly defines what students should know and be able to do at each stage of the Language Learning Continuum.

    The draft World Language Content Standards represents a strong consensus that the study of a wide variety of world languages and cultures is part of the core curriculum. The draft World Language Content Standards was developed to accommodate all languages and the various stages a learner goes through to become proficient in languages other than English. Therefore, the draft World Language Content Standards are not language-specific.

    In addition, due to the various levels of student proficiency and the multiple points of entry and exit from California's language programs, the draft World Language Content Standards are not tied to specific grade levels. Instead, the draft World Language Content Standards describe levels of linguistic and cultural acquisition as defined in the stages of the Language Learning Continuum.

    For ease of presentation, the draft World Language Content Standards is separated into five categories: Content, Communication, Cultures, Structures, and Settings. They should to be taught together and in practice merge into seamless instruction within the various stages of the Language Learning Continuum.

    FISCAL ANALYSIS (AS APPROPRIATE)

    The draft World Language Content Standards are not binding by statute; therefore, no fiscal impact is anticipated.

    ATTACHMENT(S)

    Attachment 1: Draft World Language Content Standards for California Public Schools,

    Kindergarten Through Grade Twelve (16 pages)

    Attachment 2: Draft World Language Content Standards for California Public Schools,

    Kindergarten Through Grade Twelve Field Review Results (1 page)


    Draft World Language Content Standards for California Public Schools,

    Kindergarten Through Grade Twelve

    Introduction

    Developing Global Competency

    In order to succeed in the 21st century, today's students need to develop linguistic and cultural literacy, including academic knowledge, proficiency in English, and in several of the world's languages and cultures. The ability to communicate in culturally appropriate ways in a variety of settings will ensure success in a technologically driven global economy and increase intercultural understanding and the benefits derived from collaborative international efforts. In order to succeed in our interconnected world, California's students need to use language and cross-cultural communication skills effectively.

    As a result of culturally appropriate language use, students will enhance their ability to effectively carry out a wide range of tasks with a high level of control of the linguistic system. We can no longer afford to simply learn about languages and cultures but rather, we must provide students with opportunities to learn languages and cultures by participating in communicative interactions that prepare for real-world language use and global citizenship. Language learning needs to be a life-long endeavor.

    The standards that follow are intended to provide guidance to administrators and teachers in implementing a World Languages and Cultures program for a diverse student population at any point in the kindergarten through grade twelve curriculum toward the development of communicative proficiency in linguistically and culturally appropriate ways.

    California's Diverse Student Population

    California's students bring a rich variety of languages and cultures to the classroom. Students may have learned a heritage language in their homes, be recent immigrants, or acquired the ability to understand and/or produce one or more languages through contact in their communities or abroad. Some students pursue languages they know; others seek out opportunities to learn additional languages and cultures. Thus, the considerable number of languages spoken and taught in California schools and the range of entry points and proficiencies among our students require standards that are tied to student performance instead of level.

    Timeframes for Learning Languages and Cultures

    The amount of time it takes to learn another language and culture is linked to the linguistic and cultural differences among the languages and cultures students know. The specific language and culture that learners study and their performance profile at entry will determine the amount of time required to achieve a particular level of proficiency.


    Categories of languages have been established by the Foreign Service Institute (FSI) based on the time it takes for native speakers of English to develop various levels of proficiency in target languages and cultures. For example, Arabic, a Category IV language, will take considerably longer to acquire than French, a Category I language. American Sign Language (ASL), Classical Greek, Classical Latin, and Native American languages have not been assigned to categories since no formal research studies have been published on these languages.

    The Language Learning Continuum (see Foreign Language Framework for California Public Schools, Kindergarten through Grade Twelve), a framework developed by the College Board, is used to indicate growth in linguistic and cultural proficiency. It provides benchmarks for progress in a series of qualitatively different stages of performance:

    • Stage I (Formulaic), learners understand and produce signs, words, and phrases.

    • Stage II (Created), learners understand and produce sentences and strings of sentences.

    • Stage III (Planned), learners understand and produce paragraphs and strings of paragraphs.

    • Stage IV (Extended), learners understand and produce cohesive texts composed of multiple paragraphs.

    The Language Learning Continuum includes Stage V (Tailored) proficiency, which represents performance typically achieved through university level study.

    It should be noted that secondary learners may require more than one year to progress from one stage to the next and may spend a significant amount of time within two adjacent stages. For example, learners of Russian, a Category III language, may require two years to move beyond Stage I in listening and speaking, but longer than two years for reading and writing. Programs may focus on specific communicative modes. For example, a Mandarin program may emphasize different communicative modalities in order to attain Stage III proficiency in listening and speaking, Stage II proficiency in reading, and Stage I proficiency in writing. By necessity, Classical Greek and Latin programs will emphasize reading from the very beginning of instruction. Further, it will be common in the elementary school context for non-heritage learners to remain in Stage I for an extended period of time.

    California's Language Programs

    California offers a variety of language programs, beginning in elementary school, continuing in middle school, and most typically in comprehensive high school. Elementary programs include immersion, Foreign Language in the Elementary School (FLES), and Foreign Language Experience (FLEX) that differ substantially in the contact hours allocated to the curriculum. These programs need to be age-appropriate in order to address students' cognitive, emotional, and social needs. Some middle schools also offer immersion and FLEX programs as well as introductory courses that may be equivalent to the first and/or


    second year of high school study. High school programs traditionally offer a four or five-year sequence preparing students for the Scholastic Aptitude Test (SAT) II examinations in language and often culminating in the Advanced Placement and, less frequently, the International Baccalaureate program in language and literature. Programs for heritage and native speakers can include immersion, specialized courses designed to meet learner needs, and accommodations for these learners within the foreign language classroom. The standards provide an organizing principle to ensure the continuous development of student proficiency, irrespective of the multiple points of entry and exit from California's language programs.

    Organization of the Standards

    The draft World Language Content Standards for California Public Schools, Kindergarten Through Grade Twelve (World Language Content Standards) represents a strong consensus that the study of a wide variety of world languages and cultures is part of the core curriculum. The draft World Language Content Standards present the knowledge, skills, and abilities that all learners should acquire during thirteen years in the California public school system.

    Due to the considerable number of languages in California, the draft World Language Content Standards was developed to accommodate all languages and the various stages a learner goes through to become proficient. Therefore, the draft World Language Content Standards are not language-specific. In addition, due to the various levels of student proficiency and the multiple points of entry and exit from California's language programs, the draft World Language Content Standards that follow are not tied to specific grade levels but rather describe the levels of linguistic and cultural acquisition. For ease of presentation, the standards are separated into five categories: Content, Communication, Cultures, Structures, and Settings. They should to be taught together and in practice merge into seamless instruction within the various stages of the Language Learning Continuum.

    Content

    Language users address a wide variety of topics that are age and stage appropriate. As students develop their ability to communicate in the target language and culture, they are able to more fully address topics that increase in complexity from stage to stage on the Language Learning Continuum.

    Communication

    Real-world communication occurs in a variety of ways. It may be interpersonal in which culturally appropriate listening, reading, viewing, speaking, signing, and writing occur as a shared activity among language users. It may be interpretive in which language users listen, view, and read using knowledge of cultural products, practices, and perspectives. It may be presentational in which speaking, signing, and writing occur in culturally appropriate ways.


    Cultures

    Culturally appropriate language use requires the understanding of the relationship between the products a culture produces, the practices that the culture manifests, and the perspectives that underlie them. Students must acquire the ability to interact appropriately with target culture bearers in order to communicate successfully. This category allows students to make connections and comparisons between languages and cultures.

    Structures

    The draft World Language Content Standards use the term structures to capture the multiple components of grammar that learners must control in order to successfully communicate in linguistically and culturally appropriate ways. Students need to acquire orthography, the writing systems in languages that have them; phonology, the sound systems of language or parameters in ASL; morphology, the rules for word formation; syntax, the principles of sentence structure; semantics, language-based meaning systems; and pragmatics, meaning systems connected to language use.

    Settings

    Language users need to carry out tasks in a variety of situations representative of those they will experience in the target culture. The success of learner communication will be determined by the requirements of the situation in which the language is used. Understanding social linguistic norms will assist learners in communicating effectively in real-world encounters.


    WORLD LANGUAGE CONTENT STANDARDS FOR CALIFORNIA PUBLIC SCHOOLS, KINDERGARTEN THROUGH GRADE TWELVE

    Content

    As students become literate in the target language, they acquire relevant content through various topics. This in turn expands their access to information from around the globe. At the same time, students use the language to participate in everyday social interactions with members of California's diverse communities. Moreover, the content students acquire in the language classroom enables them to make connections and reinforce knowledge from other content areas of the curriculum. As they progress along the Language Learning Continuum, students address a wide variety of content that is age and stage appropriate.

    Stage I

    1.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

    1.1 Students address discrete elements of daily life, including:

     

    Stage II

    2.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

    2.1 Students address topics related to self and the immediate environment, including:

    Stage III

    3.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

    3.1 Students address concrete and factual topics related to the immediate and external environment, including:

    Stage IV

    4.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.

    4.1 Students address

    complex

    concrete, factual

    and abstract

    topics related to

    the immediate

    and external

    environment,

    including:


    Stage I

    Stage II

    Stage III

    Stage IV

    a. Greetings and introductions

    b. Family and friends

    c. Pets

    d. Home and neighborhood

    e. Celebrations, holidays, and rites of passage

    f. Calendar, seasons, and weather

    g. Leisure, hobbies and activities, songs, toys and games, sports

    h. Vacations and travel, maps, destinations, and geography

    a. Social relationships

    b. People in the community

    c. Zoo and farm animals, fables

    d. Care of the home, interacting with people in the community

    e. Holiday customs and transition points in life

    f. Climate

    g. Cultural and leisure-time activities, outdoor, recreational activities, music

    h. Transportation, lodging, itineraries, geographical features and landmarks

    a. Social norms

    b. Historical and cultural figures, stereotypes

    c. Animals and their habitats

    d. community issues, current events

    e. Origins of rites of passage, social and regional customs

    f. Environmental concerns

    g. Media, internet, television, radio, film

    h. Cultural, historic and geographic aspects of travel

    a. Societal expectations

    b. Cultural and literary archetypes

    c. Endangered species

    d. World events, social and political issues

    e. Belief systems

    f. International environmental issues

    g. The visual and performing arts

    h. The nature of our interdependent world


    Stage I

    Stage II

    Stage III

    Stage IV

    i. School, classroom, schedules, subjects, numbers, time, directions

    j. Important dates in the target culture

    k. Jobs

    l. Food, meals, restaurants

    m. Shopping, clothes, colors, and sizes

    .

    n. Parts of the body, illness

    o. Technology

    i. Curricular and extra-curricular interests and events

    j. Significant historical figures

    k. Professions and the working world

    l. Cuisine and recipes

    m. Clothing and fashion

    n. Health, medical care

    o. Technological advances and innovation

    i. Curricular and extra-curricular subjects

    j. Significant historical events

    k. Careers and future plans

    l. Nutrition, fitness, and health

    m. Geographically and culturally appropriate clothing

    n. Cultural differences in health care

    o. Effects of technology in the modern world

    k.

    i. Issues in curricular and extra-curricular subjects

    j. Authors and their times

    k. Transnational careers and economies

    l. Issues of world hunger and health

    m. Design, production and marketing of clothing

    n. Policy issues in health care

    o. The promise and challenge of technology


    Communication

    In order to achieve communicative competence, students convey and receive messages effectively. Students actively use language to transmit meaning while responding to real situations. Moreover, they process language in linguistically and culturally appropriate ways while interacting with a wide variety of audiences. As they progress along the Language Learning Continuum, students engage in communication that is age and stage appropriate.

    Stage I

    1.0 Students use formulaic language (learned words, signs [ASL], and phrases).

    1.1 Engage in oral, written, or signed (ASL) conversations.

    1.2 Interpret written, spoken, or signed (ASL) language.

    1.3 Present to an audience of listeners, readers, or ASL viewers.

    Stage II

    2.0 Students use created language (sentences and strings of sentences).

    2.1 Engage in oral, written, or signed (ASL) conversations.

    2.2 Interpret written, spoken, or signed (ASL) language.

    2.3 Present to an audience of listeners, readers, or ASL viewers.

    Stage III

    3.0 Students use planned language (paragraphs and strings of paragraphs).

    3.1 Engage in oral, written, or signed (ASL) conversations.

    3.2 Interpret written, spoken, or signed (ASL) language.

    3.3 Present to an audience of listeners, readers, or ASL viewers.

    Stage IV

    4.0 Students use extended language (coherent and cohesive multi-paragraph texts).

    4.1 Engage in oral, written, or signed (ASL) conversations.

    4.2 Interpret written, spoken, or signed (ASL) language.

    4.3 Present to an audience of listeners, readers, or ASL viewers.


    Stage I

    Stage II

    Stage III

    Stage IV

    Functions

    1.4 List, name, identify, enumerate.

    1.5 Identify learned words, signs (ASL), and phrases in authentic texts.

    1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way.

    Functions

    2.4 Initiate, participate in, and close a conversation, ask and answer questions.

    2.5 Demonstrate understanding of the general meaning, key ideas, and some details in authentic texts.

    2.6 Produce and present a simple written, oral, or signed (ASL) product in a culturally authentic way.

    Functions

    3.4 Describe, narrate, explain, state an opinion.

    3.5 Demonstrate understanding of the main idea and key details in authentic texts.

    3.6 Produce and present a written, oral, or signed (ASL) product in a culturally authentic way.

    Functions

    4.4 Discuss, compare and contrast, support an opinion, persuade.

    4.5 Demonstrate understanding of the main ideas and most details in authentic texts.

    4.6 Produce and present a complex written, oral, or signed (ASL) product in a culturally authentic way.


    Cultures

    In order to understand the connection between language and culture, students discern how a culture views the world. Students comprehend the ideas, attitudes, and values that shape the target culture. These shared common perspectives, practices, and products incorporate not only formal aspects of a culture such as contributions of literature, the arts and science, but also the daily living practices, shared traditions, and common patterns of behavior acceptable to a society. As they progress along the Language Learning Continuum, students demonstrate understanding of cultural perspectives by behaving in culturally appropriate ways.

    Stage I

    1.0 Students use appropriate responses to rehearsed cultural situations.

    1.1 Associate products, practices, and perspectives with the target culture.

    1.2 Recognize similarities and differences within the target cultures and among students' own cultures.

    1.3 Identify cultural borrowings.

    Stage II

    2.0 Students choose an appropriate response to a variety of situations.

    2.1 Demonstrate understanding of the roles products, practices, and perspectives play in the culture.

    2.2 State similarities and differences within the target cultures and among students' own cultures.

    2.3 State reasons for cultural borrowings

    .

    Stage III

    3.0 Students determine appropriate responses to situations with complications.

    3.1 Use products, practices, and perspectives in culturally appropriate ways.

    3.2 Describe similarities and differences within the target cultures and among students' own cultures.

    3.3 Describe how products and practices change when cultures come in contact.

    Stage IV

    4.0 Students improvise appropriate responses to unpredictable situations.

    4.1 Demonstrate culturally appropriate use of products, practices, and perspectives to others.

    4.2 Explain similarities and differences within the target cultures and among students' own cultures.

    4.3 Explain change in perspectives when cultures come in contact.


    Structures

    Languages vary considerably in the structures that learners use to convey meaning; therefore, the following standards are general in order to apply to all languages. It is expected that the curriculum will feature language specific structures essential to accurate communication. As they acquire vocabulary in the target language, students grasp the associated concepts, and comprehend the structures the language uses to convey meaning. Moreover, they discover patterns in the language system. A language system consists of not only grammar rules and vocabulary, but also such elements as gestures and other forms of nonverbal communication. A language system also includes discourse, whereby speakers learn what to say to whom and when. As they progress along the Language Learning Continuum, students use linguistically and grammatically appropriate structures to comprehend and produce messages. Students identify similarities and differences among the languages they know.

    Stage I

    1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.

    1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.

    1.2 Identify similarities and differences in the orthography, phonology, or ASL parameters of the languages the students know.

    Stage II

    2.0 Students use sentence level elements (morphology and/or syntax) to understand concrete and factual topics.

    2.1 Use sentence level elements (morphology and/or syntax) to produce informal communications.

    2.2 Identify similarities and differences in the sentence level elements (morphology and/or syntax) of the languages the students know.

    Stage III

    3.0 Students use knowledge of text structure to understand topics related to the external environment.

    3.1 Use paragraph level discourse (text structure) to produce formal communications.

    3.2 Identify similarities and differences in the paragraph level discourse (text structure) of the languages the students know.

    Stage IV

    4.0 Students use knowledge of extended discourse to understand abstract and academic topics.

    4.1 Use extended discourse (native-like text structure) to produce formal communications.

    4.2 Identify similarities and differences in the extended discourse (native-like text structure) of the languages the students know.


    Settings

    In order for students to communicate effectively, they use elements of language appropriate for a given situation. Language conveys meaning best when the setting, or context, in which it is used, is known. This knowledge of context assists students not only in comprehending meaning but also in using language that is culturally appropriate. Context also helps define and clarify the meaning of language that is new to the learner. As they progress along the Language Learning Continuum, students carry out tasks in stage and age appropriate situations that reflect the target culture.

    Stage I

    1.0 Students use language in highly predictable common daily settings.

    1.1 Recognize age appropriate cultural or language use opportunities outside the classroom.

    Stage II

    2.0 Students use language in interpersonal settings.

    2.1 Participate in age appropriate cultural or language use opportunities outside the classroom.

    Stage III

    3.0 Students use language in informal and some formal settings.

    3.1 Initiate age appropriate cultural or language use opportunities outside the classroom.

    Stage IV

    4.0 Students use language in informal and formal settings.

    4.1 Sustain age appropriate cultural or language use opportunities outside the classroom.


    GLOSSARY

    This glossary provides simple definitions of concepts contained in the standards document in order to facilitate its comprehension by a wide audience of readers.

    Abstract topics

    Subjects that are not concrete and/or factual but rather represent concepts and ideas.

    Academic topics

    Subjects that are part of the core curriculum of schools or part of university programs.

    Accuracy

    In speaking and writing, the quality of the message produced; in listening and reading, the quality of the message received.

    Advanced Placement (AP)

    A program of the College Board that confers advanced placement in a course sequence for students who successfully complete an end of year examination.

    Archetypes

    A generic version derived from multiple examples found within a group.

    Authentic

    Designed by and for use by members of a particular group.

    Belief system

    The framework of perspectives through which an individual interprets the world.

    Coherent

    Use of reference to a particular context to give unified meaning to a text.

    Cohesive

    Use of structures and vocabulary to link parts of a text and give it a unified meaning.

    Connections

    Language learners gain access to content from other areas of the core curriculum and to perspectives only available through the target language and its cultures.

    Content

    The topics an individual addresses.

    Content standards

    Clearly defined statements about what all students are expected to know and be able to do.

    Contexts

    The situations or settings in which an individual uses a language.

    Created stage (Stage II)

    The second stage on the Language Learning Continuum in which language users understand sentence level relationships and use sentences and strings of sentences.

    Cultural bearers

    Individuals within a group who share common behaviors and views of the world.

    Cultural borrowings

    Tangible and intangible items, behaviors and beliefs of a particular group that are used by another group.

    Cultural perspectives

    Beliefs of members of a particular group.


    Cultural practices

    Behaviors of members of a particular group.

    Cultural products

    Tangible and intangible items created by members of a particular group.

    Culturally appropriate

    Patterns of behaviors widely acceptable to members of a group.

    Discourse (paragraph/extended)

    The use of language and context to connect sentences or paragraphs to give them unified meaning.

    Discrete elements

    Language that refers to concrete objects in a particular culture.

    Extended stage (Stage IV)

    The fourth stage on the Language Learning Continuum in which language users understand and produce cohesive texts composed of multiple paragraphs.

    External environment

    The settings for language use in which paragraphs or extended discourse are used to carry out complex tasks.

    Foreign Language in the Elementary School (FLES)

    Elementary school programs that meet for a minimum of seventy minutes a week with the goal of developing proficiency in language and culture.

    Foreign Language Experience (FLEX)

    Elementary school programs that expose students to the study of a language or languages and cultures in order to motivate them to pursue further study.

    Formal settings

    Situations requiring the use of careful, impersonal forms of language and behavior.

    Formulaic stage (Stage I)

    The first stage on the Language Learning Continuum in which language users understand and produce words and phrases without knowledge of their internal structure.

    Functional proficiency

    The ability to use language for real-world purposes in culturally appropriate ways.

    Functions

    The ability to carry out tasks with language. May be receptive (listening, reading, and viewing) or productive (speaking, signing, and writing).

    Generic standards

    A set of outcomes that is valid for all languages, for all ages, and for all levels of proficiency.

    Grammar

    The rules governing the use of a natural language.

    Heritage learner

    An individual who has acquired any level of proficiency in a language used at home.

    Highly predictable settings

    Common situations requiring the use of learned formulas and formulaic behavior.


    Immediate environment

    The settings for language use in which sentences are used to carry out transactional tasks.

    Immersion

    A program used to teach at least fifty percent of the core curriculum in the target language.

    Informal settings

    Situations in which rapport and friendly relationships require personal forms of language and behavior.

    International Baccalaureate (IB)

    A two-year curriculum and testing protocol that lead to a diploma that is widely recognized by the world's leading universities.

    Interpersonal communication

    Language users listen, speak, sign, read, write, and view as they negotiate meaning with others.

    Interpersonal settings

    Situations requiring the use of sentence level language and appropriate behavior to carry out a variety of transactional tasks.

    Interpretive communication

    Language users individually listen, read, and view using knowledge of cultural products, practices, and perspectives without interaction with others.

    Language category

    Groups of languages that require similar amounts of time for native speakers of English to acquire.

    Language Learning Continuum

    A framework designed by the College Board characterizing the development of language learner proficiency within various performance stages.

    Linguistic system

    The study of language in human communication that includes phonology/parameters, orthography, morphology, syntax, semantics, and pragmatics.

    Morphology

    The field of linguistics that studies the internal structure of words or signs.

    Native learner

    An individual who has acquired any level of proficiency in a language of a country where she or he was born.

    Negotiated language

    Situations that require participants to create a shared communication.

    Negotiation of meaning

    Communicative processes in which participants create understandings through interaction.

    Non-negotiated language

    Situations in which one-way communication requires culturally appropriate interpretation and/or behavior.

    Orthography

    The writing system or systems of a language.

    Parameters

    Linguistic features (hand shape, location, movement orientation, and/or non-manual signals) of sign language equivalent to the phonology of a spoken language.


    Performance standards

    Clearly defined statements about how well all students are expected to meet content standards.

    Phonology

    The field of linguistics that studies how sounds and ASL parameters are organized and used.

    Planned stage (Stage III)

    The third stage on the Language Learning Continuum in which language users understand and produce paragraphs and strings of paragraphs.

    Pragmatics

    The field of linguistics that studies meaning systems linked to language use.

    Presentational communication

    Language users speak, sign, and write in culturally appropriate ways without negotiating language.

    Proficiency

    The ability to use language for real-world purposes in culturally appropriate ways.

    Real-world

    Behaviors that occur in the target culture.

    Rites of passage

    Rituals that mark a change in an individual's status within a group.

    Semantics

    The field of linguistics that studies language-based meaning systems.

    Signs

    Linguistic features of sign language equivalent to the words of a spoken language.

    Stereotypes

    Generalizations made about the characteristics of all members of a group.

    Syntax

    The field of linguistics that studies the internal structure of sentences.

    Target language and culture(s)

    The language and culture(s) that a learner seeks to acquire.

    Text types

    The form of the message produced or received (oral and written formulas, sentences, paragraphs, extended discourse).

    Transactional

    Tasks which require the use of sentences and have as a goal soliciting simple information, goods and services.

    Transition points

    Major events in the human life cycle with changes in individual roles and responsibilities.

    Viewing

    Interpretive communication that relies on non-linguistic elements.

    Viewing (American Sign Language)

    Attention, comprehension, and interpretation of visual information of a signed language in person or from various media.


    Draft WORLD LANGUAGE CONTENT STANDARDS FOR CALIFORNIA PUBLIC SCHOOLS, KINDERGARTEN THROUGH GRADE TWELVE

    Field Review Results

    Surveys = 120

    Rating

    4 = Strongly Agree 2 = Disagree

    3 = Agree 1 = Strongly Disagree

    Question

    Survey Question

    1

    2

    3

    4

    Total

    Overall Rating

    1

    Standards are in the appropriate format and are clear to the reader.

    2

    9

    56

    53

    120

    3.33

    2

    Standards cover all the knowledge and skills that students need.

    4

    10

    56

    47

    117

    3.25

    3

    Standards clearly define what students should know and be able to do.

    4

    21

    50

    45

    120

    3.13

    4

    Standards are sufficiently challenging for most California students.

    3

    1

    60

    64

    118

    3.48

    5

    Introduction is comprehensive and can be understood readily by the reader.

    3

    11

    63

    40

    117

    3.20

    6

    Content Standards section is comprehensive and can be understood readily by the reader.

    2

    6

    58

    47

    113

    3.33

    7

    Communication Standards section is comprehensive and can be understood readily by the reader.

    2

    8

    60

    48

    118

    3.31

    8

    Cultures Standards section is comprehensive and can be understood readily by the reader.

    2

    10

    52

    49

    113

    3.31

    9

    Structures Standards section is comprehensive and can be understood readily by the reader.

    4

    10

    64

    36

    114

    3.16

    10

    Settings Standards section is comprehensive and can be understood readily by the reader.

    2

    8

    55

    46

    111

    3.31

    11

    Glossary is comprehensive and can be understood readily by the reader.

    2

    3

    51

    57

    113

    3.44

    TOTAL

    30

    97

    615

    532

    1274

    3.29

Last Modified on October 18, 2012