 |
|
The World Language Standards define and describe what all students should know, understand, and be able to do as a result of the education provided to them in the Guam public school system. The standards state what students need to know about languages and cultures, including their own; what they need to be able to do; and how this knowledge and these abilities relate to the subject matter of other core areas. They state clearly and in measurable terms:
These standards for foreign language study are highly challenging for all students. They assume an extended sequence of learning throughout the students’ school career, thus reflecting the likely nature of schools in the future. Meeting these standards will require the study of grammar-the forms and structures of the language-as well as effective learning strategies. Students will also need to use technologies that will bring the language and the culture to them in new ways and enhance their opportunities to learn. In these standards we refer to "the target language", which stands for “world language”, “foreign language”, "second language” or "heritage language” (i.e., the Chamoru language, our predominant language in Guam). |
|
AMERICAN COUNCIL OF TEACHERS OF FOREIGN LANGUAGE Statement of Philosophy Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language. |
|
Summary Of Content Standards 1. COMMUNICATIONS Students use the skills of listening, speaking, reading, and writing. A. Students will engage in interpersonal communications, to provide and obtain information, express ideas, needs, feelings, emotions, and exchange opinions. B. Students will understand and interpret ideas and information written or spoken in a language other than English C. Students will write and speak in a language other than English to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 2. CULTURES Students gain knowledge and understanding of other cultures. A. Students will demonstrate an understanding of the traditions, perspectives, practices, and products of the culture studied, including human commonalties as reflected in history, literature, and the visual and performing arts. 3. CONNECTIONS Students make connections with other subject areas, or disciplines, and acquire and process information. A. Students will use the target language to reinforce and expand their knowledge of other disciplines and to acquire new information and knowledge. B. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture. 4. COMPARISON Students develop insight into the nature of language and culture by comparing own language and culture to another. A. Students will demonstrate understanding of the nature of language through comparisons of the language studied and their own. B. Students will demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. 5. COMMUNITIES Students participate in communities at home and around the world in other languages. A. Students will speak, read, and converse in languages other than English within and beyond the school setting. B. Students understand the world as an interdependent community and develop cross-cultural interpersonal and group skills to communicate, solve problems, resolve conflicts, and make decisions. C. Students will show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. These standards describe the overall content of teaching, learning, and assessment. Each is introduced by an essay, and elaborated into performance indicators (learning standard components) which describe what students should know and be able to do at various stages of their language study. The performance indicators listed assume participation in language programs that begin in elementary school. They are defined as:
Because students begin language study at different grades, it is important to note that Stage 1 performance indicators could apply to both third graders who have studied a language other than English (i.e., Chamoru) throughout elementary school, and to high school students who are just beginning the study of a new language. The Learning Standards are designed to complement those in the English Language Arts, Social Studies, and Fine Arts Standards. Teachers of foreign language should consult these other standards, particularly when they design curricula that deal with:
|
|
|
