ACTFL World Language 21st century skills map


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ACTFL World Language 21st century skills map, 2011

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ACTFL World Language 21st century skills map

  1. 1. 21st Century Skills MapDESIGNED IN COOPERATION W I T H T H E N AT I O N S WO R L D L A N G UAG E E D U C ATO R SThis 21st Century Skills Map The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that representis the result of hundreds of the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages andhours of research, development the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate theand feedback from educatorsand business leaders across intersection between core subjects and 21st Century Skills.the nation. The Partnership has Developed through a year-long collaborative process, spear-headed by the American Council on the Teaching of Foreign Languagesissued this map for the coresubject of World Languages. This (ACTFL) and P21, this map reflects the collective effort of hundreds of World Language teachers and illustrates the integration oftool is available at World Languages and 21st Century Skills. This map provides educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into core subjects. A 21st Century Skills B Skill Definition C Sample Student Outcome/Examples VA D T M D Interdisciplinary Theme VA D T M T VA M E D Modes of CommunicationAn example from the WorldLanguages Skills Map illustrates = Interpersonal modesample outcomes for teaching = Interpretive modeCreativity and Innovation. = Presentational mode One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 1
  2. 2. Introduction Increasingly global economies, a heightened need Learning other languages and understanding the culture of the people who speak them is a 21st Century for national security, and changing demographics skill that is vital to success in the global environment in which our students will live and work. In a 2006 in the U.S. have increased attention to our report entitled, Education for Global Leadership: The Importance of International Studies country’s lack of language capability. Every call and Foreign Languages for U.S. Economic and National Security, the Committee for Economic to action to prepare our students for the 21st Development (CED) stated “To confront the twenty-first century challenges to our economy and national Century includes offering them the opportunity security, our education system must be strengthened to increase the foreign language skills and cultural to learn languages other than English and increase awareness of our students. America’s continued global leadership will depend on our students’ abilities to their knowledge of other cultures. Yet the latest interact with the world community both inside and outside our borders.” For college and career readiness, enrollment figures indicate that in 2007-08 only our students need to be proficient in other languages, regardless of whether they choose to transition directly 18.5% of students in U.S. public schools K-12 to the workforce or to post-secondary education. were enrolled in a language class. The language teaching community has reached strong consensus regarding the goals of a language program: Clearly, language education is critical to our to develop students’ language proficiency* around modes of communicative competence reflecting real life students’ success in the world of the future: a communication. This is reflected in the Standards for Foreign Language Learning in the 21st Century in the world that will insist upon their need to interact opening statement, “Language and communication are at the heart of the human experience.” The national effectively with others who do not speak English. standards are undergirded by five goals (the 5 Cs) that focus language learning on: It is critically important that schools, elementary through post-secondary, offer our students that Communication: The ability to convey and receive messages based on the three modes of opportunity to develop those skills. communication; interpersonal, or two-way interaction with someone else; interpretive, the ability to understand and interpret a one-way aural or written text; and presentational, the ability to present information in either a written or oral format. These modes reflect how people communicate in real life. The examples included in the World Language Skills map reflect these modes of communication.* Language proficiency in a Latin program emphasizes the ability to interpret written Latin but uses the aural/oral skills to promote the interpretive ability. Cultures: As the teaching of language and culture are inextricably intertwined, students learn to understand For American Sign Language classes, communicative competence focuses on signed communication ability. the culture of the people who speak the target language through learning about the products and practices of the culture and how those relate to the perspectives of the people of that culture. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 2
  3. 3. Introduction (continued)Connections: Students are able to access knowledge in other disciplines through the target Language education not only contributes to students’language and to reinforce concepts already learned in these disciplines in the language classroom. career and college readiness, it also helps develop the individual as language learners take on a newComparisons: As students learn a new language and culture, they develop insight into their own and more invigorating view of the world. They comelanguage and culture, thus providing them with a deeper understanding of how language works and to understand the world better because of theirhow cultures reflect the perspectives, practices, and products of the people who speak that language. knowledge of speakers of another language – of people who share many of the same hopes andCommunities: Language learning becomes even more purposeful for students when they dreams for their future. While perspectives maysee the application beyond the classroom. With today’s communication technologies, language differ among speakers of different languages, moreclassrooms can bring the world to the students, as teachers provide opportunities for students to similarities exist than we might imagine. However, ituse the language beyond the confines of their classroom walls. is only through knowing the language of others that we can truly understand how they view the world.As communicative competence becomes a more focused goal for classrooms across the U.S., And this is what makes the language student a 21ststudent progress in developing higher levels of proficiency becomes increasingly important. In Century skilled learner!order to prepare students adequately for the work force as well as post-secondary education,students need a long sequence of well-articulated language learning that begins in elementaryschool. If students are expected to be ready to use their languages for professional purposes uponentering the work force, they need to leave the K-12 educational system with an Advanced level ofproficiency and the post-secondary world at the Superior level. Meeting these levels of proficiencyrequires that students begin early and continue in an extended sequence of language learning thatbuilds sequentially from one level to another. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 3
  4. 4. Introduction (continued)Then and Now IN THE PAST TODAY Students learned about the language (grammar) Students learn to use the languageThe language classroom in the U.S. hasbeen transformed in the last 20 years Teacher-centered class Learner-centered with teacher as facilitator/collaboratorto reflect an increasing emphasis on Focused on isolated skills (listening, speaking, Focus on the three modes: interpersonal, interpretive,developing students’ communicative reading, and writing) and presentationalcompetence. Unlike the classroom Coverage of a textbook Backward design focusing on the end goalof yesteryear that required studentsto know a great deal of information Using the textbook as the curriculum Use of thematic units and authentic resourcesabout the language but did not have Emphasis on teacher as presenter/lecturer Emphasis on learner as “doer” and “creator”an expectation of language use, today’sclassroom is about teaching languages so Isolated cultural “factoids” Emphasis on the relationship among the perspectives, practices, and products of the culturethat students use them to communicatewith native speakers of the language. Use of technology as a “cool tool” Integrating technology into instruction to enhance learningThis is what prepares them to use their Only teaching language Using language as the vehicle to teach academic contentlanguage learning as a 21st Century Skill.Following is a chart comparing how Same instruction for all students Differentiating instruction to meet individual needslanguage classrooms looked in the past Synthetic situations from textbook Personalized real world taskscompared to today. Confining language learning to the classroom Seeking opportunities for learners to use language beyond the classroom Testing to find out what students don’t know Assessing to find out what students can do Only the teacher knows criteria for grading Students know and understand criteria on how they will be assessed by reviewing the task rubric Students “turn in” work only for the teacher Learners create to “share and publish” to audiences more than just the teacher. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 4
  5. 5. Introduction (continued) VA M D TINTERDISCIPLINARY THEMES MODES OF COMMUNICATIONGlobal Awareness. Language education and cultural understanding are at the heart Interpersonal mode. VA D T Mof developing global awareness for students. In order to understand and address global Interpersonal mode is active oral orissues, it is important to understand the perspectives on the world that speakers of other written communication in which thelanguages bring to the table. By learning other languages, students develop respect and openness to participants negotiate meaning to makethose whose culture, religion, and views on the world may be different. Language students are able to sure that their message is understood. VA D T Minteract with students from the target language in order to discuss issues and reach solutions. Interpretive mode.Financial, Economic, Business and Entrepreneurial Literacy. Interpretive mode is the ability to listen toStudents in language classes learn about financial and economic issues in the target or read a text and interpret the meaning.language culture(s) and are able to compare and contrast with those of the United States. Presentational mode.According to the Committee for Economic Development (CED), “…cultural competence Presentational mode is written or oraland foreign language skills can prove invaluable when working on global business teams or negotiating communication in which the presenterwith overseas clients.” In addition, the changing demographics in the U.S. make language capability a must take into account the impactrequisite for interacting with non-English speaking communities domestically as well as internationally. on the audience since this is one-wayThose who are able to communicate with others in their native language will naturally feel more communication with limited opportunityempowered to negotiate with those around the world as they engage in entrepreneurial activities. for feedback.Civic Literacy. Language learners become aware of the judicial, legislative and governmentfunctions of the target language country(ies) and are able to compare and contrast those with the civilliberties and responsibilities in the U.S. Because they can communicate in the target language, they areable to engage in discussions with other students and participate in activities in which they discuss civiclife in their respective countries.Health Literacy. Language learners are engaged in a value-added activity as they canaddress global health and environmental issues in the target language and understand materialsthat were written for native speakers of that language. They have access to informationbecause they can understand the language and can thus engage in global discussions on health,environmental, and public safety issues, and can prepare for careers in these fields. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 5
  6. 6. INFORMATION, MEDIA AND TECHNOLOGY SKILLS Communication Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas. Novice Range Intermediate Range Advanced Range• Articulate thoughts and ideas effectively using oral, OUTCOME: Students in the novice range are OUTCOME: Students in the intermediate range OUTCOME: Students in the advanced range written and nonverbal able to comprehend and use short memorized are able to express their own thoughts, provide are able to narrate and describe using connected communication skills in phrases and sentences. descriptions, and communicate about familiar sentences and paragraphs in at least three time a variety of forms and topics using sentences and strings of sentences. frames when discussing topics of personal, school, contexts. This proficiency level reflects the beginning They comprehend general concepts and messages and community interest and can comprehend stages of language learning which could be at the about familiar and occasionally unfamiliar topics. main ideas and significant details regarding a• Use communication for a elementary, middle, or high school levels. They can ask questions on familiar topics. variety of topics. range of purposes (e.g. to inform, instruct, motivate, VA D T Students reach this proficiency range generally Students generally reach this proficiency range and persuade). M after 4-5 years in a language program depending after participating in a well-articulated standards-• Communicate effectively EXAMPLE: Students listen to authentic audio on its intensity. based K-12 language program. in diverse multi-lingual clips featuring native speakers describing an event, environments. and can match the oral description to a picture, VA D T or put pictures in the order of the sequence of M T events as described. M VA D EXAMPLE: Students prepare an EXAMPLE: As part of a unit on community electronic infobrief in the target development, students communicate with a EXAMPLE: Students read several language that provides information Peace Corps volunteer, community activist, or M VA authentic menus and identify which about daily life in the United States local leader who is fluent in the target language would be appropriate for different to prepare for a visit from an e-pal and has field work experience. Students exchange people based on likes/dislikes and from the target language country. T VA M D information as it relates to the work/projects T VA special dietary needs. M D being undertaken in that country or locally. EXAMPLE: Students work in groups to research Areas of focus may include: agriculture, business, EXAMPLE: Students interview family members local restaurants and produce restaurant reviews education, health, and the environment. to find out the ingredients in their favorite recipes. in the target language. They map the restaurants They make a list of the ingredients and then on internet maps and give directions to the EXAMPLE: In a simulated training compile a book of popular recipes in the target restaurants in the language. exercise, students will role- language. VA M D Tplay scenarios between airline VA M D VAVA MM D D T T EXAMPLE: Students write a short email passengers and flight attendants EXAMPLE: Students browse the website of a describing their schools technology, its use in on a flight to a target language current popular magazine in a target language class, and appropriate-use guidelines. They ask country. Possible scenarios include: country. They identify the emotions of the people students of a teacher in a target language country passengers who (a) are concerned in the photo based on their interpretation of visual to describe the same at their school, and then about missing their connecting flight (b) have and linguistic cues and then discuss their findings discuss the similarities and differences. food allergies or (c) are becoming ill. with their classmates. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 6
  7. 7. INFORMATI ON, MEDIA AND TECHNOLOGY SKILLSCommunication (continued)Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text,and to present information, concepts, and ideas. Novice Range Intermediate Range Advanced Range VA D T M EXAMPLE: Students practice the use of EXAMPLE: The senior class plans a real or circumlocution and other communicative simulated senior trip to a country/countries strategies with a group of community volunteers that VA speaks the target language. Students VA DD TT MM who are fluent in the target language, and invite investigate two potential locations, one a very them to visit the school once per month for an challenging situation (because of local conflict or informal conversation hour. natural disaster) and the other a very appealing destination and give a presentation outlining arguments why the class should go to one and not the other. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 7
  8. 8. INFORMATION, MEDIA AND TECHNOLOGY SKILLS Collaboration Students as collaborators use their native and acquired languages to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal. Novice Range Intermediate Range Advanced Range• Articulating thoughts VA M D T and ideas clearly and EXAMPLE: Students team with another class EXAMPLE: Students work in teams of EXAMPLE: T Dsmall groups, students design In T VA M VA DM effectively through in a target language country to identify and classmates or team with another class in a target a product and develop a marketing campaign speaking and writing compare endangered species in both countries, language country to research and analyze costs for this product to sell it to consumers in a and collaborate to produce a multi-media for a summer study abroad program in a variety VA VA D T D T target country. Students present their marketing• Demonstrating the ability M M informational presentation for their peers using of possible destinations in one or more target campaigns to students in the target language to work effectively with basic information in the target language. language countries. Students share responsibility country via target language media outlets. diverse teams for looking up certain information, exchange• Exercising flexibility information, and complete a cost-benefit analysis and willingness to to decide the best place to study based on the be helpful in making available budget. necessary compromises to accomplish a common goal EXAMPLE: During career week• Assuming shared at school, students research job responsibility for ads in the target language on collaborative work Internet databases (or in print media) to locate jobs in which they are interested. They choose one each and prepare themselves for an interview by writing a résumé and cover letter and submitting it to classmates. Students are placed into small groups (interview teams) and must review the documents M M M D D D applicants. Candidates VA VA VA of prospective T T T participate in an oral interview in a panel format. Panelists prepare questions for their colleagues and the interviewees must explain their skills and why they should get the job. Students "rate" candidates on a rubric that they have designed as a team. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 8
  9. 9. INFORMATION, MEDIA AND TECHNOLOGY SKILLS Critical Thinking and Problem Solving Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives. VAVA DD T T MM Novice Range Intermediate Range Advanced Range VAVA DD T T MM• Exercising sound reasoning in EXAMPLE: Students develop a T D VA M VA D M T EXAMPLE: Students explore an environmental EXAMPLE: Students investigate an understanding survey to investigate the eating issue in a target language country with a group of immigration issue in the US and a target- habits of the class, interview peers from that country. Together they propose language country, analyze and synthesize the• Making complex choices students, analyze the data in terms solutions that are environmentally safe. information, and propose a solution in the form and decisions of good nutritional habits, synthesize of a letter to the editor.• Understanding the it into a graph, and create a document to share the interconnections among results with others. systems EXAMPLE: Students examine a variety of resumes from Internet sites. They then identify• Identifying and asking possible jobs/careers that the resume writer(s) significant questions that EXAMPLE: With the job title might seek. Using an Internet resume site, D D T T T clarify various points of omitted, students read various VA VA M M M VA D students complete a template for a job/career view and lead to better job/career ads and then match they might have at some time in the future, solutions theM M appropriate jobTtitle to the ad. T and write a cover letter in which they "apply VAVA DD• Framing, analyzing and Students are divided into groups. Each for" a prospective job. Students organize a class synthesizing information group is asked to investigate 3-5 different career/ job/career fair, alternately playing the roles of in order to solve problems job sites and identify the jobs and careers that interviewer and interviewee. and answer questions are in high demand in a particular city, region, or country. Students present their findings to the class. VA D T M EXAMPLE: Using a word cloud generator, present students with a graphic visualization of a text (poem, song, rhyme, fable) and have them predict (whole class, groups or pairs) the main theme, idea or key concepts. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 9
  10. 10. INFORMATION, MEDIA AND TECHNOLOGY SKILLS Creativity and Innovation Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions. VA D T M VA D T M Novice Range Intermediate Range Advanced Range• Demonstrating originality and inventiveness in work EXAMPLE: Students create a song to help EXAMPLE: Students create raps and/or poems EXAMPLE: Students design a unique game• Developing, implementing others learn about endangered species in a target reflecting a perspective, such as a “coming of (board game or video game) that explores language country. age” event in the target culture and compare this multiple alternative scenarios. to introduce and communicating new VA with the D“coming of age” process in the U.S. such T gamers to a global issue. ideas to others M as getting a driver’s license or the right to vote.• Being open and These examples are then shared with peers in responsive to new and EXAMPLE: Students identify and select images the target culture who have completed a similar diverse perspectives of importance to them from a service learning project and the results are shared on a social EXAMPLE: Students investigate situation. They brainstorm with their peers to media website with comments in the target alternative energy projects in a• Acting on creative ideas produce a list of words and phrases that they language. target language country (ex: Solar to make a tangible and associate with the VA image. They then share theD M VA D M T T Decathlon Europe) and use ideas useful contribution to image with others from different target cultures gleaned from their M investigation to T T VAVA DD the domain in which the asking them to identify words and phrases they M design and explain an original design innovation occurs associate with the images. They create a multi- EXAMPLE: Students work in groups to identify of an electric car, solar house, or renewable- media presentation that captures what they and different volunteer vacation opportunities around energy alternative specific to their school. others have shared in an effort to convince others the world. They connect D D technology with VAVA via T T Students vote on the best use of renewable MM to engage in volunteer work. target language speakers who work with these energy and defend their choice in an alternative VA VA VA MMM DDD T T T projects to learn more and to find out what a energy publication. typical day is like when working on a volunteer project. They create a multi-media presentation to EXAMPLE: Students browse online recipes from share with others on the importance of the work target language sites and work in pairs to change that is being done. ingredients to a healthier alternative, which they present to the class. EXAMPLE: Students rework a familiar story, VA M VA D M T D T such as Goldilocks and the Three Bears so that it takes place in a target language culture and incorporates elements of the target culture. Students then retell the story with visuals using narrated presentation or other software. Students share and discuss stories with e-pals. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 10
  11. 11. INFORMATION, MEDIA AND TECHN OLOGY SKILLSCreativity and Innovation (continued)Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions. Novice Range Intermediate Range Advanced Range EXAMPLE: Student Created Museum: after deciding upon a topic of significant cultural and/ or historical interest, students propose research questions, divide themselves into teams to conduct research and locate representations of artifacts. Then they compile the research and artifacts into a series of museum exhibits for whichVA serve as D D D T T TMembers of the VA they M M M VA the docents. target language community serve as consultants on the project during its development. The student docents prepare a virtual tour of the museum to share with their peers both within the school community and in the target language country. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 11
  12. 12. INFORMATION, MEDIA AND TECHNOLOGY SKILLS Information Literacy Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and legal ways. Novice Range Intermediate Range Advanced Range• Accessing information efficiently and effectively,EXAMPLE: Students find a food VAEXAMPLE: VA Students access music in the target DD T T EXAMPLE: Students access VAVA MM D D MM evaluating information pyramid or similar nutritional guide language and develop a website to showcase the information in the target language critically and competently online from a target language various musical genres following legal and ethical online related to children’s rights and using information country and read it to understand guidelines for posting and sharing music. They and labor laws, and engage in a accurately and creatively healthy eating in that country. They compare and contrast the laws for posting and debate related to this issue using for the issue or problem VA go shopping onDa target language VA D T T sharing music in the U.S. and the target language an on-line platform to connect with MM at hand website, select foods that represent a healthy meal country. speakers in a target language country. according to the nutritional guidelines and create• Possessing a fundamental a menu for a week. They then have a conversation understanding of the with a person from the target language country to ethical/legal issues verify their understanding of the food pyramid. EXAMPLE: Students use various EXAMPLE: Students use various surrounding the access target language media to gather target language media to follow and use of information information about target culture target language Presidential Presidential election candidates D D VAVA MM T T campaign promotions (ads, and create a digital poster about commercials, etc.) and create a the candidate of their choice. They short promotion for their chosen EXAMPLE: Students research activities of D VAVA MM D various T T also identify examples of propaganda found in the candidate and his/her platform or "cause" using United Nations theme days (for example, World course of their research. Mock class voting will video or podcasts Students identify differences in Food Day, World AIDS Day) on websites from the take place prior to the actual election, and results advertising techniques, comparing and contrasting VAVA MM DD T T United Nations and target language countries. Each will be displayed in a chart. candidate promotions with those used for recent student (or student team) selects a participating U.S. elections. Mock class voting will take place country and develops a digital poster of its prior to the actual election, and results will be activities related to the celebration. compared and analyzed in an article for the students’ school newspaper and the newspaper of the students’ sister school. VA VA VA DDD T T T MMM EXAMPLE: Students work in groups of 3-4 to prepare a live news broadcast using websites from various news sites. Students will use information on local, regional, and world news from a target language website to produce a news broadcast. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 12
  13. 13. INFORMATI ON, MEDIA AND TECHNOLOGY SKILLS Media Literacy Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture. VA D T M Novice Range T Intermediate Range Advanced Range T VA M D VA M D• Understanding how media messages are EXAMPLE: Students identify movie titles of U.S. EXAMPLE: Students view several advertisements EXAMPLE: Students listen to online constructed, for what films showing in a target language country and from a target country and analyze the strategies programming of the news from the target purposes and using which then discuss in English why those movies are used to market the product. language country related to a current U.S. event tools, characteristics and popular in other countries and what they reflect and analyze how the target culture perspectives conventions about American culture. influence how that VA event is M M VA covered. D D T T• Examining how individuals VAVA DD T T EXAMPLE: Working in small groups, learners interpret messages MM review websites from a target culture that differently, how values EXAMPLE: Students compare news headlined by provide information about the learners home VAVA DD T T EXAMPLE: Students write and post book and points of view are MM the target culture(s) and their home community city or state. Based on information given in the reviews to a target language website after reading included or excluded and to determine what sorts of events are considered target culture and original research, each small a book in the target language. how media can influence important. Similarities and differences are graphed group collaborates with other groups in class beliefs and behaviors and discussed. to develop an informational entry about their• Possessing a fundamental city, state or school and posts it to an online understanding of the encyclopedia site. ethical/ legal issues surrounding the access and use of information EXAMPLE: Students share selected TV commercials VA adsM M the target T T VAor from D D language. Students discuss the products to be sold and identify the words or phrases used to persuade the public. Students identify the advertising strategies or marketing techniques used to appeal to their emotions. They then compare these ads and products. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 13
  14. 14. INFORMATI ON, MEDIA AND TECHNOLOGY SKILLS Technology Literacy Students as productive global citizens use appropriate technologies when interpreting messages, interacting with others, and producing written, oral, and visual messages. VA D T M Novice Range Intermediate Range Advanced Range• Using digital technology, VA T D T M VA DM communication tools and/ EXAMPLE: Students engage in e-pal exchanges EXAMPLE: Students prepare a multimedia EXAMPLE: Students connect with a D VA M target T or networks appropriately with students in a target country comparing how presentation in which they show how education language class using internet telephony or similar to access, manage, much time students spend on homework and how in the United States is similar to and different application and exchange information related integrate, evaluate, and much time they spend on leisure activities. The from education in the target culture. to technology tools that students use in both create information in students compile the survey results and compare schools. Students discuss how the tools have order to function in a them across cultures. evolved over time and how they have affected knowledge economy educational practices. T T EXAMPLE: Students as market• Using technology as VAVA MM D D researchers design and conduct an a tool to research, EXAMPLE: Students listen to an emergency online survey for a new restaurant VA M VA DM T D T organize, evaluate and weather report describing a major approaching regarding changing the menu by EXAMPLE: Students create social media communicate information, storm and create a text message in the target adding some new international foods profiles in the target language posing as different and understanding of language to warn their friends playing soccer in the items. They then analyzeVA VA M M M D D D the survey VA T T T characters from a book. They build their profiles the ethical/legal issues field near the school. data and create an online graph that according to the characters in the book and post surrounding the access summarizes the survey results. Finally in a visual regularly in the target language from the point of and use of information and narrative report to the restaurant manager, view of those characters. using tools such as presentation or animation software, students make recommendations for menu changes and additions. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 14
  15. 15. LIFE AND C AREER SKILLS Flexibility and Adaptability Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity of language while balancing diverse global perspectives. Novice Range Intermediate Range Advanced Range• Adapting to varied roles VA VA VA MMM DDD T T T and responsibilities EXAMPLE: Students visit a local community EXAMPLE: Students take a variety of different EXAMPLE: Students create a virtual or• Working effectively in a center for senior citizens who D VAVA MM D speakT T target the roles (manager, writer, editor, publisher) while real museum on a topic of current interest language. They research foods that represent the working in small groups and VA teams of their with M VA D M T or relevance to the target culture. Students T climate of ambiguity and D cultures of the native and reach consensus on peers from the target language country to create determine the theme, quantity, and nature of changing priorities two snacks to prepare and serve during their a multi-part digital presentation about an issue exhibits, plan for advertising and create or collect visit. They serve the snacks to the senior citizens affecting both their own and the target culture all necessary materials. while engaging them in conversation about their population. The presentation includes proposed native country. solutions which they then present to local officials in their respective communities. EXAMPLE: Working in small groups, each group will plan an imaginary Eco-tour. Each group chooses an ecological purpose and a location. EXAMPLE: Working in small groups, each group Using digital media, the group develops a travel is assigned a city located in the target culture. diary defining sociological Information (ecological Students plan a trip to their specific city. Each day issue, current situation, future consequences or of the unit the instructor gives the group a travel ramifications, and D VA VA D tasks the group will complete T T MM problem to solve. Using their own knowledge, to contribute to changes); practical Information the knowledge of their group members, or (travel arrangements, cultural issues, financial knowledge acquired digitally, each group solves issues), and personal reflections (each group the problem to their own satisfaction and member makes commentary-real or imagined- reports their solution to class. The next "day" VAVA MM DD T T regarding their own personal commitment to the in the sequence, the instructor gives them back trip/issue). their solution, and adds a complication or factor that makes the original solution unworkable or now inappropriate. The group solves the new problem based on the additional information and reports out. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 15
  16. 16. LIFE AND C AREER SKILLS Initiative and Self-Direction Students as life-long learners are motivated to set their own goals and reflect on their progress as they grow and improve their linguistic and cultural competence. Novice Range Intermediate Range Advanced Range• Monitoring one’s own understanding and EXAMPLE: Students use a self-assessment EXAMPLE: Students choose a global topic and EXAMPLE: High school students volunteer after learning needs checklist to set goals for the semester, collect VA D T throughout the semester use their free reading VAVA MM DD school T T on a monthly basis at a local elementary M evidence of their learning and post them time as well as time outside of the classroom to school or other community venue with a high• Going beyond basic to a classroom wiki in order to showcase find authentic resources in the target language in immigrant population, providing translation and mastery of skills and/ their progress. Throughout the course of the order to advance their understanding about the interpretation services for the school community. or curriculum to explore semester, students check in with their teachers topic. Students summarize their learning at the Students use a reflection journal toD VA document T and expand one’s own M and discuss their progress and strategies to use end of the year by sharing it with their classmates their strengths and identify areas of needed learning and opportunities to meet their goals. in an online space such a blog, wiki, etc. language growth each month. They set a learning to gain expertise target based on each previous volunteer session,• Demonstrating initiative and then document their language growth and to advance skill levels cultural perspectives gained from working with towards a professional the native speakers. level• Defining, prioritizing and completing tasks without direct oversight• Utilizing time efficiently and managing workload• Demonstrating commitment to learning as a lifelong process One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 16
  17. 17. LIFE AND C AREER SKILLS Social and Cross-Cultural Skills Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts. Novice Range Intermediate Range Advanced Range• Working appropriately VA M D T and productively with EXAMPLE: In order to make students from a EXAMPLE: Students survey students in their VA VA MM DD T T EXAMPLE: Working with an others target language culture feel more welcome in international partnership school and their own international community center, the school, students learn to use appropriate classmates about their favorite sports or leisure students organize a community• Leveraging the collective gestures and oral expressions for greetings, leave- time activities. Students compare and contrast garden project and a special intelligence of groups takings, and common classroom interactions, and the gathered data in order to understand the event to encourage nutrition when appropriate incorporate them into their daily routines. perspectives represented by the participating and healthy eating habits in the• Bridging cultural VA M D T students. whole community. Students investigate eating differences and using habits from the cultures represented by the differing perspectives to VA local immigrant community and crops that grow VA VA M M M DDD T T T increase innovation and EXAMPLE: Students demonstrate gestures, table well in both the target and local climate. Based the quality of work manners, greetings and leave takings (etc) via short, EXAMPLE: Students write and illustrate a on their research, students prepare a series of rehearsed skits to be presented to the student digitized "Target Language Etiquette" digital videos that can be used for presentations to body during Discover Languages Month. VA VA M M M or pamphlet and/or create a video VA brochure D D D T T T teach their peers and/or younger children about podcast about this subject to be passed along the importance of healthy eating habits. to novice level students. Then students work together in groups to create their own simulation EXAMPLE: Students diagram and games concerning target culture dos and don’ts, report their families eating times which are then played by the whole class. and habits to come up with a chart of what is culturally "normal" for EXAMPLE: Students collaborate to create a them as a class. This chart is thenM VA D M VA T D T wiki report on a recent VA M M M news D T T T VA important VA D D event compared with heritage speakers in the target language country, focusing on what in the school or community, a partner surprised or interested them about the cultural school, or alternatively, an Internet investigation. EXAMPLE: Using the Internet, students response. Students locate a blogger in the An analysis of the transition from morning to participate in a "walking tour" of a city in a target country who is reporting on the event, contact afternoon to evening/night, school attendance language country. Students "shop" for clothing him/her, share their wiki, and ask for opinions on times, and work times is conducted. on the website of a department store, M D the VA VA M M using D D VA T T their cultural evaluations. T "currency" of the target language country, and explain to their classmates the items they bought and why they bought them. Students "visit" art museums in the country of their target language culture and give a guided tour of the art works to "tourists" (their classmates). One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 17
  18. 18. LIFE AND C AREER SKILLSSocial and Cross-Cultural Skills (continued)Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural andlinguistic contexts. Novice Range Intermediate Range Advanced Range EXAMPLE: Students investigate fast-food websites in target language countries and compare them to their own experiences at fast-food restaurants to find cultural differences. Email/video chat differences with students in target language country to discuss differences. Students create VA VA MM DD T T and video a commercial promoting the target language country fast-food restaurant specifically as it is different from ones in the US. They also research the calories and other nutritional aspects of the various food outlets and include that information in a separate report. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 18
  19. 19. LIFE AND C AREER SKILLS Productivity and Accountability Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge. VA D T M Novice Range VA D Intermediate T Range Advanced Range M• Setting and meeting high VAVA DD T T MM standards and goals for EXAMPLE: Students use technology to find EXAMPLE: Students organize a conversation EXAMPLE: Students create a class blog related delivering quality work on new music in their favorite genre from the target table during lunch that allows native speakers to future plans for career and college choices time culture. Students keep a listening log each week in and new language learners to communicate on a and how language can enhance these choices. which they document new vocabulary words and weekly topic selected by the students. They continually investigate possibilities, reflect• Demonstrating diligence cultural insights they gain from listening. critically on these and post their thoughts on and a positive work ethic the blog. (e.g., being punctual and reliable) EXAMPLE: Students use a digital self-assessment and portfolio system to track their progress and EXAMPLE: Students propose and choose a set achievable learning goals. VA cultural- VA VA M M M orDcontent-based problem/research DD T T T quest at the beginning of the year. They then work throughout the year on their own time to become "expert" on this topic, and present their findings at the end of the year (or school term) in a format of their choosing. EXAMPLE: Students plan and execute an immersion weekend (with sleepover,VA VA possiblyM school, T T T VA at D D D MM and meal shopping, planning, etc). The goal is to be immersed in the target language throughout the weekend. Students plan activities (topics to present, or games to play) in the target language throughout the time period. One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 Publication date: 03/11 19