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![• The course is designed around an overarching premise:
When communicating, AP®
world language students [must]
demonstrate an understanding of the culture(s), incorporate
interdisciplinary topics (Connections), make comparisons
between the native language and the target language and
between cultures (Comparisons), and use the target language
in real-life settings (Communities).
Focus on Communication
‹11›](https://image.slidesharecdn.com/apfrenchleaders-130708195621-phpapp02/85/Ap-french-leader-s-11-320.jpg)
Uploaded byEd Weiss
Ap french leader's
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
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Ap french leader's
- 1. AP® French Language andCulture Course and Exam Presented by Ed Weiss 1
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- 3. Changes and Improvements The AP® French Language and Culture course and exam are changing to reflect contemporary best practices in language teaching and to more fully align with national standards. You may already use some of these strategies and approaches. ‹3›
- 4. Basic Timeline Courseimplementation: 2011-12 academic year. Revised exam: Administered for the first time in May 2012. ‹4›
- 5. • AP® regularly updatescourses to • stay abreast of developments within each academic discipline; and • ensure ongoing alignment with parallel college courses. • AP is aiming to standardize world language courses and exams. • AP is encouraging colleges and universities to have a single credit and placement policy across the board. Why change? ‹5›
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- 7. Revised Course Therevised AP® French Language and Culture Curriculum Framework aims to • integrate language, content and culture; • help students “function in the language” rather than “learn language function”; and • promote fluency and accuracy in language use, recognizing the importance of grammar but placing priority on communication. ‹7›
- 8. Critical Revisions • Focuson three modes of communication: Interpersonal, Interpretive and Presentational • The course has a thematic approach. • The course includes a focus on culture as described in the Standards: cultural products, practices, and perspectives. ‹8›
- 9. AP Course Intermediate Pre-AdvancedNovice PerformanceGuidelines ‹9›
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- 11. • The courseis designed around an overarching premise: When communicating, AP® world language students [must] demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities). Focus on Communication ‹11›
- 12. Communication Modes Interpersonal Communication Activenegotiation of meaning among individuals through conversation (face-to-face or telephonic); however, it can also be realized through reading and writing (e.g., exchange of personal letters, notes, summaries or e-mails) Interpretive Communication No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television and speeches Presentational Communication Creation of spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning ‹12›
- 13. Six Primary LearningObjectives Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual, and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication ‹13›
- 14. Products, Practices, Perspectives Students must be familiar with cultural “products, practices and perspectives.” The exam will not have a separate culture section. No cultural trivia questions. ‹14›
- 15. AP® World Language andCulture Courses Achievement Level Descriptions •Represent a student’s progression along the second language learning trajectory •Provide explicit descriptions of student performance at 5, 4, 3 and 2 •Will allow for more detailed and meaningful reporting of student performance ‹15›
- 16. AP® World Language andCulture Courses Achievement Level Descriptions: Spoken Interpersonal Communication Interaction Strategies Opinions Language structures Vocabulary Register Pronunciation Cultures, connections and comparisons Written Presentational Communication Discourse and development Strategies Language structures Writing conventions Register Cultures, connections and comparisons Audio, Visual and Audiovisual Interpretive Communication Comprehension of content Critical viewing and listening Vocabulary Cultures, connections and comparisons ‹16›
- 17. Broader Application ofCurriculum Framework • AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence. • The Curriculum Framework can be used to inform the entire program of instruction from beginning to AP. At all levels you can: o Design thematic instruction oDevelop proficiencies in each mode of communication oArticulate expected levels of performance • It can help unify instruction in classes that have students with combined levels. o Activities focus on same theme, mode o Differentiate instruction, rubric for different learners
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- 19. AP® Exam Format Section I(Interpretive Communication) Multiple choice (50% of total score): 65 items in 9 sets 4 reading 2 listening and reading combined 3 listening Section 2 (Interpersonal and Presentational Communication) Free Response (50% of total score): 4 items Interpersonal Writing Presentational Writing Interpersonal Speaking Presentational Speaking ‹19›
- 20. Students will beprovided contexts for doing exam tasks. They will not be asked questions that are decontextualized. Listening rejoinders, grammar fill-ins and paragraph completion will be eliminated. Tasks and source materials will come with advance organizers and time for previewing. Audio sources will be played twice. Most audio sources last from 1 min. 30 sec.—2 min. 30 sec, no longer than 3 minutes. Key Revisions to the AP® Exam ‹20›
- 21. Introduction Thème du cours:Les défis mondiaux Dans cette sélection il s’agit d’un match de hockey. La publicité originale a été publiée le 16 février 2010 au Canada par Jour de la Terre Québec, situé à Montréal. Cet organisme réalise des activités éducatives et culturelles pour la protection de l’environnement. Sample Advance Organizer Print Source ‹21›
- 22. Introduction Thème du cours: La quête de soi Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean-Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie. Sample Advance Organizer Audio Source ‹22›
- 23. Key Revisions tothe AP® Exam Students will work with a greater variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French-speaking world. Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. Materials will be reasonably chosen, but will also reflect a range of cultural perspectives and linguistic features. ‹23›
- 24. Multiple-Choice Items Mixof factual and interpretive questions Vocabulary in context Purpose of the text, point of view of speaker/writer Audience of the text Inferences and conclusions Questions of “cultural” or “interdisciplinary” nature that ask students to show understanding of information contained in the text ‹24›
- 25. New Types ofMultiple-Choice Items For texts that are interpersonal in nature (letters, interviews, promotional pieces): What would an appropriate reply to X be? How does what X says/writes relate to what Y has said/written? (agreement, contradiction, support, elaboration) For texts that are presentational in nature (brief lectures/presentations, print narratives): How does the speaker/author organize the text? What would be an appropriate summary statement of the text? For combined sets: How does information in the print text relate to information in the audio text? (general/specific, point/counterpoint) ‹25›
- 26. Aligning Assessment toCurriculum Key Revisions to the AP® Exam In spoken and written responses, accuracy of content, as well as linguistic accuracy, will be important. In most of the spoken and written responses, students will be required to demonstrate understanding of some type of input. ‹26›
- 27. Free-Response Item 1 E-mailReply (Interpersonal Writing) Directions (in English and French, printed side-by-side): You will write a reply to an e-mail message. You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Stimulus: A formal e-mail message (i.e., from a business, organization, university) presented as an e-mail message window; contains a greeting and a closing; contains a request for clarification, elaboration or explanation by the student; contains two questions that cannot be answered yes/no. ‹27›
- 28. Free-Response Item 2 PersuasiveEssay (Presentational Writing) Directions (in English and French, printed side-by-side): You will write a persuasive essay to submit to a French-language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your persuasive essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. ‹28›
- 29. Free-Response Item 2(cont’d) Persuasive Essay (Presentational Writing) Stimuli: (1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart or a table that presents information on the topic—this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) ‹29›
- 30. Free-Response Item 3 Conversation(Interpersonal Speaking) Directions (in English followed by French): You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Then, the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible. Stimulus: Outline of a conversation in French that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye). ‹30›
- 31. Free-Response Item 4 CulturalComparison (Presentational Speaking) Directions (in English followed by French): You will make an oral presentation to your class on a specific topic. You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the French- speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the French-speaking world. You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the French-speaking world about which they’ve learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed and listened to; personal experiences; and observations. ‹31›
- 32. AP® Course Audit for2011-12 ‹32›
- 33. Basic Audit Information •All AP® French teachers will need to do a new Course Audit for the 2011-12 academic year. • Teachers must submit a syllabus aligned with the new Curriculum Framework for audit between March 2011 and Jan 2012. • Preferred date for submission: June 1, 2011 • Final date for submission: Jan. 31, 2012 ‹33›
- 34. Audit Resources • Availableonline • AP® French Language and Culture Course and Exam Description • Syllabus Development Guide • Sample Syllabi (4) www.collegeboard.com/html/apcourseaudit/index.html ‹34›
- 35. What should asyllabus look like? • Syllabus must demonstrate use of a diverse range of authentic materials: • Audio and video, including but not limited to: podcasts, music, film, television • Print, including but not limited to: literature, newspapers, magazines, maps/charts, tables, websites • Activities must target each of the three modes: • Interpersonal • Interpretive • Presentational ‹35›
- 36. What should asyllabus look like? • Lessons must include the six themes. • Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes. • Themes may be addressed separately or in combination. • Activities must encourage students to explore cultural products, practices and perspectives. • Students must have opportunities to understand cultural and linguistic differences in the French-speaking world. • Students must have opportunities to compare what they learn about the target culture(s) with their own culture. ‹36›
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- 39. AP Vertical Teams® Guideand Workshop ‹39›
- 40. Pre-AP® World Languages and Cultures workshops: • Interpersonal Communication • Interpretive Communication •Presentational Communication ‹40›
- 41. Online Resources http://advancesinap.collegeboard.org/ http://collegeboard.com/html/apcourseaudit/index.html ‹41›
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- 43. Handbook Activities: Audioand Video LINKS Model: Choosing Authentic Materials to Support Thematic Instruction • Vidéo : ACTUALITÉS : Expliquez-nous: la burqa: http://www.elle.fr/Societe/Videos-Societe/Actu/VIDEO-La-burqa-en-France-paroles-de-musulmans Evaluation: L’homme et l’Environnement • Part 3: RTL Podcast: http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique-7646788772 Evaluation: Les Ressources naturelles • Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1 • Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.youtube.com/watch? v=8XrCNPei3Bg Assessment: The Environment in Song • Part 3: Video for “Respire” by Mickey 3D. http://www.videosurf.com/video/mickey-3-d-n-respire-123864254 43
- 44. Practice Exam: Multiple-ChoiceAudio • Interpretive Communication, Print and Audio combined, Sélection numéro 1, Questions 31-40, Source numéro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3 • Interpretive Communication, Print and Audio combined, Sélection numéro 2, Questions 41-47, Source numéro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 3, Questions 48-52 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 4, Questions 53-57 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_4_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 5, Questions 58-65 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_5_temp.mp3 44
- 45. Practice Exam: Free-ResponseAudio • Presentational Writing Persuasive Essay, Source numéro 3 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_A_Persu Essay_temp.mp3 • Interpersonal Speaking, Conversation http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_Conv_ temp.mp3 • Presentational Speaking,Cultural Comparison http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_CultC omp_temp.mp3 45
Editor's Notes
- #4 The Standards for Foreign Language Learning: Preparing for the 21 st Century (the “5 Cs”) and the ACTFL Performance Guidelines for K-12 Learners served as the foundation for building the curriculum framework.
- #5 Audit information will be forthcoming later in this presentation.
- #6 AP reviews courses and exams every few years, (conducting College Curriculum Studies) to ensure that content and assessment is consistent with what would be provided in an equivalent college course. AP wants to give colleges and universities a consistent message about what it means to be a Level 3, 4 or 5 AP student, no matter the language. This will make it easier for admissions officers, college department heads, and language program coordinators to understand where AP scores fit into their curricula.
- #8 Activity on p. 2
- #9 AP is shifting away from the four skills approach. The focus of the revised course is on integrated content/skills and the development of students ’ proficiencies in the three modes of communication as defined by the Standards for Foreign Language Learning in the 21 st Century : Interpersonal, Interpretive and Presentational. The focus is also on culture. The change in nomenclature (AP French Language and Culture ) indicates a shift in emphasis. We ’ll explore what this shift means.
- #10 See p. 5 Student performance in the course is now described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is now described relative to performance guidelines established by the profession, admissions officers will be able to better grasp how a score of 3, 4, or 5 is relevant, and place students appropriately by proficiency.
- #11 Course content is structured around specific themes to promote exploration of the language in context and develop students ’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings. Themes help integrate language and content while developing students ’ understanding of culture. Very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
- #12 The “ overarching premise ” of the Curriculum Framework is based on the “ 5 C ’ s defined by the Standards for Foreign Language Learning.
- #13 The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “ negotiation of meaning ” ? The AP curriculum framework describes six primary learning objectives within the three modes . They identify what students should know and be able to do across the three modes of communication.
- #14 At the core of the AP French Language and Culture course are six groups of primary learning objectives identifying what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational). Activity page 19
- #15 Let ’ s look at what we mean by “ products, practices and perspectives. ” Cultural products , refer to both those products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions); Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes and assumptions that underlie both practices and products. Themes give students opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
- #16 ALDs articulate the expected performance levels students demonstrate in each mode of communication. ALDs are global descriptions of performance. They are not exam rubrics. Exam rubrics are for specific tasks. However ALDs can inform the types of tasks you give your students, and provide the basis for rubrics for those specific tasks. A “1” is anything below a two. Broad range of low performance. You can see the ALDs in the Course and Exam Description.
- #17 ALDS are divided into categories that describe different aspects of each Learning Objective area. For example, the ALD for Spoken Interpersonal Communication describes students ’ ability to interact (maintain and close conversations using culturally appropriate expressions and gestures), their capacity for stating and supporting opinions, and their comprehension and use of a variety of vocabulary. “ Cultures, connections and comparisons” is a thread through the ALDs. Students must demonstrate that they understand various elements of culture and interdisciplinary connections being described in source material. For example, if a student is reading or listening to a text that includes a description of a cultural festival or something similar, the student should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.
- #21 Students will be given contexts, that is, information about what they are about to read/listen to/interpret. This information will appear in Advance Organizers that are standardized across the exam to give the same type of information throughout. We ’ll show you some advanced organizers in few moments. There will be NO tasks that are decontextualized and standalone. Listening rejoinders, grammar fill-ins, and paragraph completion will not be part of the exam. Audio sources will be played twice except for the interpersonal speaking prompts in the simulated conversation.
- #22 This is an example of an advanced organizer for a print source. Ask: What information is given here? (It gives the theme and a short introductory paragraph that describes the material—text type, time and place of publication —and the excerpt content).
- #23 This is an example of an advanced organizer for an audio source. Important to note that it tells students the length of the selection.
- #24 Content will always be about something in the French speaking world. Students would not , for example, read a standard news account of an American political happening in French. The material must highlight something happening in the French-speaking world. It is extremely important that the day of the exam not be the first time that students encounter print or audio texts that represent the linguistic and cultural diversity of French speakers.
- #26 Some items will be have longer stems and options (questions and answers) than on the current exam. Will give students more time for these. For combined sets, participants will be listening and reading.
- #28 Student must read, understand the situation and write an appropriate response.
- #29 Such an item will allow for a range of performance. High performing students will be able to make a point and substantiate it.
- #30 This assessment will be highly structured. One print and one audio piece would present clearly opposing viewpoints. The third piece of authentic material would provide additional, support information (for example, a chart or graphic providing data). The audio will be played twice.
- #31 The direction lines for the student are very directed, not simply “Answer the question.” Students will be instructed what they need to communicate.
- #34 The preferred date for submission is June 1.
- #36 Interpersonal: Spontaneous, direct communication, such as student-led class discussions, debates, unrehearsed role plays; e-mails with e-pals, letter writing. Not memorized dialogues and skits (such tasks fall under the heading of presentational communication). Interpretive: Demonstration of understanding of a variety of authentic materials (comprehension questions, summaries, reports, citing examples from source materials that would support an argument). Presentational: Oral presentations, PowerPoints, posters, essays, etc. Activities should have a defined audience.