The document outlines Michigan's graduation requirements for world languages, emphasizing the importance of early language acquisition and integration of language study across the curriculum. It describes the benefits of studying foreign languages for cognitive development, cultural appreciation, and academic performance. Additionally, it provides guidelines for program components, instructional hours, and a community-based approach to language education.

1. Meeting Michigan Graduation Requirements for Languages Other Than English (LOTE) Integrating Grade Level Content Expectations and State Standards & Benchmarks Across the Curriculum Convivencia Sept 2008 ©

2. Michigan High School Graduation Requirements English 4 years Mathematics 4 years, including algebra Science 3 years Social Studies 3 years World Languages (Languages Other Than English - LOTE) (Class of 2016) 2 years (or their equivalent) Visual, Performing, or Applied Arts 1 year Physical Education 1 year On-line Learning Experience

3. Michigan State Content Standards & Benchmarks World Language Studies - Vision World Languages is the study of Languages Cultures Learners develop the ability to communicate interlinguistically interculturally gain insight into themselves and others Learners acquire knowledge of the structure and function of languages and society Studying languages provides learners with access to knowledge and skills necessary to function in a global community marketplace workplace MiDoE, Draft Standards for World Languages , July 1997

4. Michigan State Content Standards & Benchmarks World Language Studies - Description Unique discipline Spiraling Content Standards must be flexible and attainable by students starting additional language learning at different times participating in different types of programs The degree and depth to which students attain these standards is commensurate with the length and depth of relevant instruction MiDoE, Draft Standards for World Languages , July 1997

5. Credit Verification Adding to the Status Quo -- Every body does two years in high school or its equivalent 7 th -9th A developmental K-8 program, integrating Grade Level Content Expectations and State Standards & Benchmarks to verify credit achievement prior to high school Add FTE World Language Teachers D- Novice High Certification .

6. Why start in elementary school? Children, before the age of ten, are able to master the pronunciation of a world language in addition to the mother tongue use a language acquisition area of the brain those who begin later use a different area of the brain Children who have studied a world language show greater cognitive thinking in such areas as Flexibility Creativity Divergent thinking Children who have studied a world language develop a sense of openness to different people appreciation of other cultures 1 Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition.

7. Integrated & developmental studies translate to life-long learning Children who study a world language have a positive self-image an impression of success at school Children who studied a world language have better results than those who have not studied a WL on standardized tests (in English) in reading language arts mathematics Continuation of WL study into secondary school and beyond, brings favorable results on AP examinations at the university level Adapted from Lipton, G. 2004. Practical Handbook to Elementary FL Programs (FLES*). Blueprints for Learning, PO Box 2632, Kensington, MD 20891, 4th Edition.

8. Community Approach Integrating GLCEs with cross-curricular State Standards, addresses the five interconnected Cs of World Language Studies: Communication Cultures Connections Comparisons Communities Varied emphasis at each grade level is given to development of content knowledge and skills using a language other than English to Listen Speak Read Write Understand Culture Our Consultants meet with a local Community Advisory Committee to determine language choices and program development

9. Program Components Developing School Skills and Target World Language & Cultural Foundations Reinforcing Standard Curriculum via Target World Language Exploring & Learning via Target World Language Proficiency Testing to meet Graduation Requirement Grades Sessions per week & length of sessions Annual instructional hours Total program hours K – 3 Minimum TWO times per week at 20 minutes per session Including minimum ONE Culture Focus session per month at 40 minutes per session [1] 27 hours 135 hours 4-6 Minimum TWO times per week at 30 minutes per session Including minimum TWO Culture Focus session per month at 30 minutes per session 36 hours 72 hours 7-8 Integrated 9-week Exploratories: Minimum FIVE times per week @ 40-60 minutes per session, including cross curricular studies and TWO Culture Focus sessions per month @ 40 -60 minutes per session 30-45 hours 60-90 hours 267-297 hours

10. Kindergarten Mexico & the Caribbean Developing Reading & Writing Skills Greetings & Farewells Responsibility & School Behavior Living or Non-Living? Plants & Animals (Pets) Geometric Shapes & Patterns Measuring Time: Past/Present/Future Milestone Events 1 st Grade Southern South America: Chile, Argentina, Paraguay, & Uruguay My Family Leaders Baby Animals Sink or Float? 2 nd Grade Northern South America: Colombia, Venezuela, Ecuador, Peru, Bolivia My Community Transportation Continents Plants 3rd Grade Mexico & Spain Indigenous Peoples Colonization Leaders & Activists Solar System 4 th Grade Hispanic Immigrants to Michigan: MexicoPuerto Rico, Cuba Multilingualism Food Chain/Food Web Agriculture & Climate Money 5 th Grade Central America (Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, Panama) Explorers/Empires Weather Friction/Resistance