ACTFL World Language 21st century skills map

21st Century Skills Map
DESIGNED 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 S

This 21st Century Skills Map The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that represent
is the result of hundreds of the core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages and
hours of research, development
the Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate the
and feedback from educators
and 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 Languages
issued this map for the core
subject of World Languages. This (ACTFL) and P21, this map reflects the collective effort of hundreds of World Language teachers and illustrates the integration of
tool is available at www.P21.org. 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 Communication
An example from the World
Languages Skills Map illustrates = Interpersonal mode
sample outcomes for teaching
= Interpretive mode
Creativity and Innovation.
= Presentational mode

One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org Publication date: 03/11 1

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.


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 new
Comparisons: As students learn a new language and culture, they develop insight into their own and more invigorating view of the world. They come
language and culture, thus providing them with a deeper understanding of how language works and to understand the world better because of their
how 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 and
Communities: Language learning becomes even more purposeful for students when they dreams for their future. While perspectives may
see the application beyond the classroom. With today’s communication technologies, language differ among speakers of different languages, more
classrooms can bring the world to the students, as teachers provide opportunities for students to similarities exist than we might imagine. However, it
use 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 21st
student 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 elementary
school. If students are expected to be ready to use their languages for professional purposes upon
entering the work force, they need to leave the K-12 educational system with an Advanced level of
proficiency and the post-secondary world at the Superior level. Meeting these levels of proficiency
requires that students begin early and continue in an extended sequence of language learning that
builds sequentially from one level to another.


Introduction (continued)
Then and Now IN THE PAST TODAY

Students learned about the language (grammar) Students learn to use the language
The language classroom in the U.S. has
been transformed in the last 20 years Teacher-centered class Learner-centered with teacher as facilitator/collaborator
to 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 presentational
competence. Unlike the classroom
Coverage of a textbook Backward design focusing on the end goal
of yesteryear that required students
to know a great deal of information Using the textbook as the curriculum Use of thematic units and authentic resources
about 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’s
classroom is about teaching languages so Isolated cultural “factoids” Emphasis on the relationship among the perspectives,
practices, and products of the culture
that students use them to communicate
with native speakers of the language. Use of technology as a “cool tool” Integrating technology into instruction to enhance learning
This is what prepares them to use their
Only teaching language Using language as the vehicle to teach academic content
language learning as a 21st Century Skill.
Following is a chart comparing how Same instruction for all students Differentiating instruction to meet individual needs
language classrooms looked in the past
Synthetic situations from textbook Personalized real world tasks
compared 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.


Introduction (continued) VA M D T

INTERDISCIPLINARY THEMES MODES OF COMMUNICATION

Global Awareness. Language education and cultural understanding are at the heart Interpersonal mode.
VA D T
M
of developing global awareness for students. In order to understand and address global Interpersonal mode is active oral or
issues, it is important to understand the perspectives on the world that speakers of other written communication in which the
languages bring to the table. By learning other languages, students develop respect and openness to participants negotiate meaning to make
those 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
M
interact 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 to
Students 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 oral
and foreign language skills can prove invaluable when working on global business teams or negotiating
communication in which the presenter
with overseas clients.” In addition, the changing demographics in the U.S. make language capability a
must take into account the impact
requisite for interacting with non-English speaking communities domestically as well as internationally.
on the audience since this is one-way
Those who are able to communicate with others in their native language will naturally feel more
communication with limited opportunity
empowered 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 government
functions of the target language country(ies) and are able to compare and contrast those with the civil
liberties and responsibilities in the U.S. Because they can communicate in the target language, they are
able to engage in discussions with other students and participate in activities in which they discuss civic
life in their respective countries.

Health Literacy. Language learners are engaged in a value-added activity as they can
address global health and environmental issues in the target language and understand materials
that were written for native speakers of that language. They have access to information
because 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.


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 school's 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.


INFORMATI ON, MEDIA AND TECHNOLOGY SKILLS

Communication (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.

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.



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.

• 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.



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
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.



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
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• 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.


INFORMATION, MEDIA AND TECHN OLOGY SKILLS

Creativity 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.


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.



Information Literacy
Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and legal ways.

• 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.



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.



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
• 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.


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.

• 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.



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.

• 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



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.

• 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).



Social 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 and
linguistic contexts.


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.



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.


ACTFL World Language 21st century skills map

ACTFL World Language 21st century skills map

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ACTFL World Language 21st century skills map