North Carolina World Language Essential Standards Romance Languages Faculty Meeting January 15, 2014

Future-Ready Students NC State Board of Education (SBE) Goals Students Globally Competitive Healthy & Responsible Schools Led by 21st Century professionals Leadership guiding innovation Governed & Supported by 21st Century Systems The philosophy of the World Language Essential Standards supports the guiding mission of the North Carolina State Board of Education that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.   The first goal states that “every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.” Given this mission and goal, the State Board of Education specifically tasked Second Languages to research and define mastery or proficiency-based models so that it was clear what students would know and be able to do with the knowledge and skills they learn. The K-12 World Language educators involved in the writing of the World Language Essential Standards decided to organize the standards by proficiency level to support this goal and address the issue of multiple entry points. Students have opportunities to begin language study in one or more languages at any point in their K-12 career. Organizing by proficiency level allows us to look at what students know and are able to do with their language skills, not just what grade or level of study they have reached. Web: Link to the State Board of Education goals at http://www.ncpublicschools.org/stateboard/about/goals The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century. Goal: NC public schools will produce globally competitive students. Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate in a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology. Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st Century. Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition. Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment. Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit. Goal: NC public schools will be led by 21st Century professionals. Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning. Every teacher and administrator will use a 21st Century assessment system to inform instruction and measure 21st Century knowledge, skills, performance, and dispositions. Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study. Every education professional will have 21st Century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities. Every educational professional uses data to inform decisions. Goal:NC public school students will be healthy and responsible. Every learning environment will be inviting, respectful, supportive, inclusive, and flexible for student success. Every school provides an environment in which each child has positive, nurturing relationships with caring adults. Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices. Every school focuses on developing strong student character, personal responsibility, and community/world involvement. Every school reflects a culture of learning that empowers and prepares students to be life-long learners. Goal: Leadership will guide innovation in NC public schools. School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21st Century learning, and understand global connections. School leaders will create a culture that embraces change and promotes dynamic continuous improvement. Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success. The public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students. Goal: NC public schools will be governed and supported by 21st Century systems. Processes are in place for financial planning and budgeting that focus on resource attainment and alignment with priorities to maximize student achievement. Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st Century learning. Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results. Procedures are in place to support and sanction schools that are not meeting state standards for student achievement. Goals approved by the North Carolina State Board of Education on September 7, 2006.

Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages Here is the list of the Common Core State Standards and North Carolina Essential Standards, which comprise the new Standard Courses of Study (SCoS) for all areas.. Each set of standards has similarities in goals, structure and in limitations, but the focus is on what teachers need to know to improve student outcomes. Keep in mind that Common Core Literacy Standards, English Language Development, Guidance, and Information and Technology Essential Standards must be delivered through ALL content areas. It is also the responsibility of ALL teachers to ensure that they are working with AIG, EC, and ESL teachers to deliver the appropriate services and standards for students. * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

Philosophy Communication is central to human nature Technology brings the world closer together Language learning is essential for all Leads to insights into culture Makes interdisciplinary connections Builds proficiency for a multilingual world The philosophy behind the World Language Essential Standards includes the following principles and tenets:   Communication with others is central to human nature, and all students can learn a second language. Language acquisition is a lifelong process where skills develop in four areas: listening, speaking, reading, and writing. Students build mastery or acquire proficiency in these skill areas in various ways and at different rates based on: o time devoted to language learning - both formal instructional hours and informal opportunities; o access to language programs that offer an extended sequence of courses; o intensity of language study - continuous and articulated, rather than interrupted; o type of writing system (such as alphabetic with Spanish or character-based with Chinese) used in the language being learned; o student age, developmental level, motivation, etc. In recent years, technology tools have brought the world closer and have erased many of the existing borders. As boundaries between countries are dissolving, the need for learning world languages has become a necessary component for linking with the rest of the world and for producing an enlightened citizenship able to function in today's global marketplace. In learning a language, students: Augment needed skills to be citizens of a global society. Develop insights into other cultures, as well as their own. Make interdisciplinary connections, because all other content areas can be incorporated into language lessons, reinforcing literacy skills, or reading and writing, problem solving skills, and so on. Build proficiency so that they are able to communicate in a functional way with the new language.

North Carolina World Language Essential Standards K-12 Classical Languages Ancient Greek, Latin, etc., along with classical studies K-12 Dual & Heritage Languages Dual Language/ Immersion Programs Heritage Language Courses I-II K-12 Modern Languages Alphabetic Logographic Visual Statewide implementation began Fall 2012 The North Carolina World Language Essential Standards are proficiency-based and are comprised of three K-12 programs: Classical Languages, Dual & Heritage Languages, and Modern Languages. Classical Language programs involve the study of languages like Latin and Ancient Greek, which are sometimes called “dead” languages, since they are no longer a native or first language for any population. The study of Classical Languages builds skills in reading, writing, reciting, and translating. There is no conversation component to Classical Languages, because they are not being used in an everyday way by a society, so Interpersonal Communication is not a focus of study.   Dual & Heritage Language programs include dual language/immersion programs where students are taught academic content in two languages, English and the target language, as well as Spanish for Native Speaker or other heritage languages taught to native speakers. In dual language/immersion programs, students are learning math, science, social studies, etc., in two languages and become bilingual and biliterate as a result. For heritage language speakers, such as those who speak Spanish or some other language besides English at home, heritage language programs help build literacy skills in reading and writing, so that they can bridge into advanced language courses. Modern Language programs involve the study of languages that are a first or native language for a population somewhere in the world. These programs are the most common and are often what comes to mind when world language or foreign language classes are mentioned. In North Carolina, the following languages are studied as modern languages: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Mandarin Chinese, Russian and Spanish. Additional modern languages could be added to this list at any time and would use the same set of Essential Standards, Clarifying Objectives, and Assessment Examples.

Structure & Organization Communication Culture Comparisons Connections to Language & Literacy (CLL) Connections Connections to Other Disciplines (COD) Communities (CMT) World Language Essential Standards The strands of the Essential Standards The intent of the World Language Essential Standards is that a comprehensive set of language skills be developed and used for effective communication. These skills are known nationally as the 5 C’s or Communication, Cultures, Connections, Comparisons, and Communities. The American Council for the Teaching of Foreign Language (ACTFL)’s Standards for Foreign Language Learning in the 21st Century are the basis for this, which is where the five rings graphic originates, as are the standards from the American Classical League (ACL) and the American Philological Association (APA). These national standards are currently reflected in the 2004 SL SCS.   Feedback from the field showed that it was important to focus on Communication and Culture, as well as integrate the other three national C’s. A special point was made about how challenging this can be for teachers new to the world language classroom, who have either just graduated from a teacher education program or decided to enter the teaching profession through lateral entry. Within the North Carolina World Language Essential Standards, the Essential Standards and the strands serve the purpose of aligning our classrooms to all 5 national C’s. The first two C’s of Communication and Culture are the Essential Standards, and the other three C’s, or Comparisons, Connections, and Communities, are incorporated into the World Language Essential Standards through the strands. Connections to Language & Literacy (CLL) strand is the Comparisons component. The world language being studied, referred to as the target language, helps students develop a greater understanding and insight into the nature of language and culture, including their native or first language. The Comparisons focus, achieved through the three communications modes, blend together to develop student language and literacy skills. Connections to Other Disciplines (COD) strand is the Connections component. Studying a world language involves making connections with other academic disciplines, formally and informally. Within the communication skills, the language arts of reading, writing, speaking, and listening are utilized. As students learn about numbers and currency, mathematics and economics are included. All of social studies is part of culture, as are the arts, health, physical education, and science. Career and technical skills in these areas are also drawn on, and technology is woven throughout world languages as a resource for materials and a means of expression and presentation. Communities (CMT) strand is the Communities component. 21st Century students need to access knowledge and information from other communities representative of the target language(s) being learned, and be able to successfully use that information to interact purposefully and appropriately with people from those diverse communities.

4 Essential Standards Use the language to engage in interpersonal communication. (Interpersonal Mode) Understand words and concepts presented in the language. (Interpretive Mode) Use the language to present information to an audience. (Presentational Mode) Compare the students’ culture and the target culture. (Culture) These are the four Essential Standards in the WLES   Here is a brief summary of each: ES 1. Use the language to engage in interpersonal communication. Interpersonal skills are used in informal, one-on-one or small group conversations including texting, IM’ing, and emailing. Students can ask for clarification when needed and negotiate with each other during the conversation. Most interpersonal communication involves everyday topics, like greetings, instructions, directions, current events, class discussions, news about family and friends, social events, requests for information, academic discourse, and so on. ES 2. Understand words and concepts presented in the language. Interpretive skills involve receiving information in a situation where meaning cannot be negotiated. Students hear or see the message and respond based on their interpretation. These messages could be about any topic and come from a wide variety of sources and media: textbooks, newspapers, signs, websites, news broadcasts, television and radio programs, lectures, presentations-live and recorded, etc. ES 3. Use the language to present information to an audience. Presentational skills involve preparing information to be shared with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. These presentations vary from somewhat informal, such as a quick report to the class on an article, to quite formal, which might be a culminating project involving a multimedia display with a speech. ES 4. Compare the students’ culture and the target culture. Understanding culture means building an understanding of how the practices, perspectives and products of a society are connected. The practices involve patterns of social interactions, such as how people are greeted and customary traditions for that society. Perspectives are the values, beliefs, ideas, and attitudes of importance and that are an integral part of life in that society. Products are the books, foods, laws, music, games, etc., that are created and used within the society.

Proficiency-Based Organization World Language Essential Standards ACTFL Proficiency Scale D – Distinguished S – Superior AH – Advanced High AM – Advanced Mid AL – Advanced Low IH – Intermediate High IM – Intermediate Mid IL – Intermediate Low NH – Novice High NM – Novice Mid NL – Novice Low K-12 Proficiency Expectations The American Council on the Teaching of Foreign Languages or ACTFL is the national professional organization for world language educators. ACTFL has established a national proficiency scale which currently has 10 levels. This proficiency scale is used across the country in K-20 education and with other language professions such as interpreters and translators. There are four main levels: novice, intermediate, advanced, and superior. The first three levels are divided into sub-levels of low, mid and high. ACTFL is currently exploring adding two levels beyond Superior, and they are tentatively referred to as Distinguished and Native.   In the ACTFL K-12 Performance and Proficiency Guidelines, each proficiency level and sub-level has a description of what students can do with language in the four domains of listening, speaking, reading and writing.    However, the writers and reviewers of the World Language Essential Standards, as well as the stakeholders who provided feedback on the drafts, agreed that K-12 World Language program proficiency expectations should go through Advanced Mid. There may be students who reach the Advanced High or Superior proficiency levels, but the program proficiency expectations, or student outcomes, for the programs and courses are designed to be challenging, yet reasonable, goals for the K-12 group of language learners.

Proficiency Outcome Expectations for Levels I - VIII Alphabetic Languages Modern Language programs involve the study of languages that are a first or native language in use today somewhere in the world. In North Carolina, the following modern languages are currently being studied: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Japanese, Mandarin Chinese, Russian, and Spanish. Additional languages can be added at any time.   Modern language instruction is a vital part of a global-ready curriculum. Proficiency-based instruction is aligned with the characteristics of a 21st Century learner, in that it acknowledges that the student may progress from one level to another, independent of the course in which he or she is enrolled, and that proficiency may vary in each of the four skill areas: listening, speaking, reading, and writing. High school grades 9-12 have language-focused programs. These are intended to develop proficiency in the modern language, to articulate to college-level language courses, and to provide the credits students need to meet and exceed college entrance requirements, like the University of North Carolina system’s Minimum Admissions Requirement of two credits in the same second language or demonstration of proficiency in a language other than English. Please see pages 11-14 of the North Carolina World Language Essential Standards for the entire Modern Languages programs information.

ACTFL Proficiency Levels Superior-Distinguished-Native Advanced Intermediate Novice Advanced – Paragraph Level Narrate and describe in past, present and future and deal effectively with an unanticipated complication Intermediate – Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions From Building Proficiency Levels Needed to be Globally Competitive for Work Why is this an inverted pyramid? Turn to a partner and say what you think Share a few answers – be sure to talk about depth/breadth/complexity and amount increasing with each level, and time from one level to the next Novice – Word Level Communicate minimally with formulaic and rote utterances, lists and phrases

Proficiency Expectations Alphabetic Languages Novice Intermediate Advanced Interpersonal (NA for Classical Languages) Levels I, II Levels III, IV, V Levels VI, VII, VIII Interpretive Presentational Levels I, II , III Levels IV, V, VI Levels VII, VIII Levels VI, VII, VIII Clipart from Word http://www.cbs.com/shows/survivor/ All of the Proficiency Posters are available on the World Language wiki at http://wlnces.ncdpi.wikispaces.net/Proficiency+Posters. Using the left side navigation bar, they are under Materials & Resources listed as Proficiency Posters.

Building Proficiency to be Globally Competitive for Work When does a Future-Ready student develop a level of proficiency to use in the global marketplace? See the handout, Building Proficiency Levels to be Globally Competitive for Work.

NC World Languages Wiki This presentation, as well as other resources and materials which allow for further depth of understanding, are available on the wiki site: http://wlnces.ncdpi.wikispaces.net/. Click on Professional Development listed on the left side navigation bar and choose Curriculum Workshops for 2013-2014. http://wlnces.ncdpi.wikispaces.net/

Contact Information Ann Marie Gunter World Language Consultant NC Department of Public Instruction ann.gunter@dpi.nc.gov 919-807-3865 Christie Lynch Ebert Section Chief, K-12 Programs christie.lynchebert@dpi.nc.gov 919-807-3856 Helga Fasciano Special Assistant, Global Education NC Department of Public Instruction helga.fasciano@dpi.nc.gov 919-807-3864 Ann Marie Gunter World Language Consultant NC Department of Public Instruction ann.gunter@dpi.nc.gov 919-807-3865