National Standards for Foreign Language Learning

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National Standards for Foreign Language Learning

  1. 2. The National Standards describe what students should know and be able to do… <ul><li>In other words… </li></ul><ul><li>students need to know </li></ul><ul><li>how, when, and why to say what to whom. </li></ul>
  2. 3. The National Standards have <ul><li>5 goals, known as the 5 “C”s </li></ul><ul><ul><li>C ommunication </li></ul></ul><ul><ul><li>C ultures </li></ul></ul><ul><ul><li>C onnections </li></ul></ul><ul><ul><li>C omparisons </li></ul></ul><ul><ul><li>C ommunities </li></ul></ul><ul><li>11 standards are within the 5 goals </li></ul>
  3. 4. Communication <ul><li>Interpersonal (1.1) </li></ul>
  4. 5. Communication <ul><li>Interpretive (1.2) </li></ul>
  5. 6. Communication <ul><li>Presentational (1.3) </li></ul>
  6. 7. Cultures <ul><li>Practices and Perspectives (2.1) </li></ul><ul><li>Products and Perspectives (2.2) </li></ul>
  7. 8. Perspective the belief / view (the Why) Practice the actions (the How) Product the things (the What)
  8. 9. Connections <ul><li>With other disciplines (3.1) </li></ul>
  9. 10. Connections <ul><li>Acquire information and viewpoints only available through the foreign language and its cultures (3.2) </li></ul>
  10. 11. Comparisons <ul><li>Compare own language and target language (4.1) </li></ul><ul><li>Compare own culture and target culture (4.2) </li></ul>verb cognates grammar
  11. 13. Communities <ul><li>Students use language within and beyond school (5.1) </li></ul><ul><li>Not only in the classroom </li></ul><ul><li>Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment (5.2) </li></ul><ul><ul><ul><li>Use language of own free choosing </li></ul></ul></ul>
  12. 14. <ul><li>The National Standards for Foreign </li></ul><ul><li>Language Learning are Content </li></ul><ul><li>standards: they indicate what skills the </li></ul><ul><li>student should be able to demonstrate </li></ul>
  13. 15. <ul><li>The standards guide us in creating </li></ul><ul><li>experiences to enable our students to </li></ul><ul><li>know </li></ul><ul><li>how, when, and why to say what to whom. </li></ul>
  14. 16. Media Credits <ul><li>Photos: </li></ul><ul><li>http://www.flickr.com/photos/judybaxter/10714145/sizes/s/ by Old Shoe Woman </li></ul><ul><li>http://flickr.com/photos/lakerae/39027823/sizes/o/ by lakerae </li></ul><ul><li>http://flickr.com/photos/greenchameleon/2163807212/ by greenmonster </li></ul><ul><li>http://flickr.com/photos/mo/7405066/ by moritz </li></ul><ul><li>http://flickr.com/photos/judybaxter/2315412604/ by Old Shoe Woman </li></ul><ul><li>http://flickr.com/photos/berzowska/1759594225/ by berzowska </li></ul><ul><li>http://www.cooperativaupa.com/media/Image/ANUNCIO_SUPER_WEB.jpg </li></ul><ul><li>http://flickr.com/photos/wonderlane/41905676/ by Wonderlane </li></ul><ul><li>http://flickr.com/photos/greenchameleon/2163807212/ by greenmonster </li></ul>

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