1. • A two day workshop to energize your staff on:
– Latest instructional technology
– Articulation of your program
– Empowering pre-AP instruction
– Using and finding authentic materials
Presented by
Ed Weiss
2. Il faut se présenter!
Nom, vos cours
Expérience avec AP, la technologie
Raison d’être (ici à l’atelier!)
Famille, intérêts, etc.....
3. A New Vocabulary
New world language guidelines
• integrate language, content and culture
• help students “function in the language” rather
than “learn language function”
• promote fluency and accuracy in language
use, recognizing the importance of grammar but
placing priority on communication.
4. Critical Revisions
• Focus on three modes of communication:
Interpersonal, Interpretive and Presentational
• The course has a thematic approach.
• The course includes a focus on culture as described in the
Standards: cultural products, practices, and perspectives.
5. Communication Modes
Interpersonal Communication
Active negotiation of meaning among individuals through conversation
(face-to-face or telephonic); however, it can also be realized through reading
and writing (e.g., exchange of personal letters, notes, summaries or e-mails)
Interpretive Communication
No active negotiation of meaning with another individual, although there is
an active negotiation of meaning construction; includes the cultural
interpretation of text, movies, radio, television and speeches
Presentational Communication
Creation of spoken or written communication prepared for an audience and
rehearsed, revised or edited before presentation; one-way communication
that requires interpretation by others without negotiation of meaning
6. Six Primary Learning Objectives
(the six jobs that students must do)
Spoken Interpersonal Communication
Written Interpersonal Communication
Audio, Visual, and Audiovisual Interpretive
Communication
Written and Print Interpretive Communication
Spoken Presentational Communication
Written Presentational Communication
8. Products, Practices, Perspectives
Students must be familiar with cultural
“products, practices and perspectives.”
The AP exam will not have a separate culture
section. No cultural trivia questions.
At all levels we want to provide culturally
relevant materials to engage students.
11. Focus on Communication
• The course is designed around an overarching premise:
When communicating, AP® world language students [must]
demonstrate an understanding of the culture(s), incorporate
interdisciplinary topics (Connections), make comparisons
between the native language and the target language and
between cultures (Comparisons), and use the target language
in real-life settings (Communities).
12.
13. How do we assess all of this?
Achievement Level Descriptions
•Represent a student’s progression along the second
language learning trajectory
•Provide explicit descriptions of student performance at
5, 4, 3 and 2
•Will allow for more detailed and meaningful reporting of
student performance
14. AP® World Language and Culture
Courses
Achievement Level Descriptions:
Spoken
Interpersonal
Communication
•
•
•
•
•
•
•
•
Interaction
Strategies
Opinions
Language structures
Vocabulary
Register
Pronunciation
Cultures, connections
and comparisons
Audio, Visual
and Audiovisual
Interpretive
Communication
Comprehension of
content
Critical viewing and
listening
Vocabulary
Cultures, connections
and comparisons
Written
Presentational
Communication
Discourse and
development
Strategies
Language structures
Writing conventions
Register
Cultures, connections
and comparisons
15. Broader Application of Curriculum Framework
• AP® is generally the capstone course offered in the fourth
or fifth year of an articulated sequence.
• The Curriculum Framework can be used to inform the
entire program of instruction from beginning to AP. At all
levels you can:
o Design thematic instruction
oDevelop proficiencies in each mode of communication
oArticulate expected levels of performance
16.
17. Now that we know the basics…
• Let’s take a look at how a French program
works as a cohesive, articulated set of courses
where each level seamlessly leads students to
proficiency and success….
Editor's Notes
Activity on p. 2
AP is shifting away from the four skills approach. The focus of the revised course is on integrated content/skills and the development of students’ proficiencies in the three modes of communication as defined by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive and Presentational. The focus is also on culture. The change in nomenclature (AP French Language and Culture) indicates a shift in emphasis. We’ll explore what this shift means.
The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction?You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
At the core of the AP French Language and Culture course are six groups of primary learning objectives identifying what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational). Activity page 19
Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings.Themes help integrate language and content while developing students’ understanding of culture. Very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap).AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
Let’s look at what we mean by “products, practices and perspectives.”Cultural products, refer to both those products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions);Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes and assumptions that underlie both practices and products. Themes give students opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
See p. 5Student performance in the course is now described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is now described relative to performance guidelines established by the profession, admissions officers will be able to better grasp how a score of 3, 4, or 5 is relevant, and place students appropriately by proficiency.
The “overarching premise” of the Curriculum Framework is based on the “5 C’s defined by the Standards for Foreign Language Learning.
ALDS are divided into categories that describe different aspects of each Learning Objective area. For example, the ALD for Spoken Interpersonal Communication describes students’ ability to interact (maintain and close conversations using culturally appropriate expressions and gestures), their capacity for stating and supporting opinions, and their comprehension and use of a variety of vocabulary.“Cultures, connections and comparisons” is a thread through the ALDs. Students must demonstrate that they understand various elements of culture and interdisciplinary connections being described in source material. For example, if a student is reading or listening to a text that includes a description of a cultural festival or something similar, the student should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.
