1. Language Learning – Foreign or Global?
Every new language is like an open window that shows a new view of the world and expands your attitude towards life. Frank Harris ( ), Anglo-Irish writer

2. What type of YE District are you representing?
Multi-District
Independent/Stand-alone
Other

3. Your YE role is…
District Chairperson
Inbound Chairperson
Outbound Chairperson
Committee Member
Country Contact/Correspondent
Other

5. Which first words/phrases did you learn?
“I don’t speak your language.”
“Hello, how are you?”
Swear words
“Where is …?”
Do you speak…?
Other

6. What are the language goals for your Outbounds?
Basic communication
Functional fluency
Speak, read and write fluently
Other

7. How much time does your District focus on language learning?
One session at Orientation
Monthly sessions
None
Monitor periodically after outbound selection
Other

8. Who coordinates Language Learning for Outbounds in your District?
Outbound Chair
Outbound Trainer
Language Educator
Non-Rotary Professional
No one

9. Benefits of learning the language of the host country
The 5 C’s of Language Learning

10. Communication
Communication: Communicate in languages other than English
The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language." Students are asked to communicate in oral and written form, interpret oral and written messages, show cultural understanding when they communicate, and present oral and written information to various audiences for a variety of purposes.

11. Cultures Cultures: Gain knowledge and understanding of other cultures
Cultural understanding is an important part of world languages education. Experiencing other cultures develops a better understanding and appreciation of the relationship between languages and other cultures, as well as the student's native culture. Students become better able to understand other people's points of view, ways of life, and contributions to the world.

12. Connections
Connections: Connect with other disciplines and acquire information
World languages instruction must be connected with other subject areas. Content from other subject areas is integrated with world language instruction through lessons that are developed around common themes.

13. Comparisons
Comparisons: Develop insights into the nature of language and culture
Students are encouraged to compare and contrast languages and cultures. They discover patterns, make predictions, and analyze similarities and differences across languages and cultures. Students often come to understand their native language and culture better through such comparisons.

14. Communities
Communities: Participate in multilingual communities at home and around the world
Extending learning experiences from the world language classroom to the home and multilingual and multicultural community emphasizes living in a global society. Activities may include: field trips, use of and the World Wide Web, clubs, exchange programs and cultural activities, school-to-work opportunities, and opportunities to hear speakers of other languages in the school and classroom.

16. Levels of Language Learning
Novice
Intermediate
Pre-Advanced

17. My Day
Describe your day so that a foreign exchange student living with you understands your routine.
Have people THINK about language if you are doing this as a slide show.
Have people DO the following if a workshop:
Assign each group a language level (novice, intermediate, pre-advanced)
Post samples on big paper
Option: Have each group read out their samples.
(Adjust to all groups doing all three levels if time allows)
Arrange postings in room by language level to provide models for the remainder of the workshop.
SHARE out their suggestions, then move to next slide.

18. My Day Novice: I eat breakfast at 7:00. I ride the bus to school.
I arrive at 7:45.
I have math, science and French in the morning. I have social studies, English and physical education in the afternoon. Then I play baseball. I go home at 5:15.
This and the next two slides provide a version of what these proficiency levels might look like. Go through each level and have people tell you why novice is novice (simple, formulaic, repetitive structures). Refer audience back to the ACTFL Performance Guidelines if they need assistance.
If time allows, talk about the fact that novice and intermediate proficiency levels are further broken down into ranges of low, mid, and high.
The point is that, regardless of proficiency level, students can meet the expectation of the task (describe daily routine). Keep this in mind as you read the indicators and benchmarks for high and middle school when students don’t have availability of early language programs.

19. My Day
Intermediate:
I have breakfast at 7:00 and then I take the bus to school. Do you eat breakfast? My morning classes are math, science and French. My afternoon classes are social studies, English and physical education. My class schedule stays the same each day. After school, I practice baseball. Finally, I go home at 5:15.
Intermediate proficiency level (we start to see compound sentences, embedded clauses, variety in sentence structures). Remind participants that at intermediate level, students can ask and answer questions, they can begin to create with language, and they can handle simple situations.

20. My Day
Pre-advanced:
I leave the house at 7:00. I walk to school and arrive at 7:30, since my parents won’t let me drive. My first class is math. Then, I have science and French. During the afternoon, I have social studies, English and physical education. My favorite class is French because it is interesting and fun. My schedule doesn’t change each day like yours. After school, I have baseball practice. I usually get home at 5:15.
Pre-advanced proficiency (More sophisticated explanations and sentence structures).
Here, students are much more fluid. The only reason they are not at advanced level is that generally their life experience does not provide them with sufficient background knowledge to meet the expectations of the advanced proficiency level.
The only way our students will ever reach this proficiency level is through an articulated K-12 sequence of instruction.
REMIND participants that the descriptions for each proficiency level is based on what students can do ON THEIR OWN. We know beginning students can communicate in present, past and future time/aspect in a typical level II or level III class, but that is ONLY with teacher input and lots of structuring. Remember, students at these levels cannot usually produce this type of communication consistently on their own.

21. How to determine “how well” a student knows a language.

22. How accurate is the student's language?
How well...
… is the student understood?
… does the student understand?
… does the student use vocabulary?
… does the student use cultural knowledge when using the second language?
The Five Cs make the content (the "what") of world language education clear, but it is equally important to determine "how well" students are communicating in the second language. For this purpose, the American Council for the Teaching of Foreign Languages (ACTFL) developed ACTFL Performance Guidelines for K-12 Learners (1998) that describe the "how well" of world language learning. These guidelines identify areas for use as a basis for performance assessment in the second language and asks questions such as:
… does the student maintain communication?

23. How do you get an outbound with no language experience to close in on the Novice level?

24. January Overnighter Novice English Word/Phrase Translation/Meaning
Do you speak…?
Name___________________________________
Your country preference____________________
Language spoken there_____________________
English Word/Phrase
Translation/Meaning
Inbound Signature
yes no

25. February Overnighter Novice English Word/Phrase Translation/Meaning
Do you speak…?
Name___________________________________
Your country ____________________________
Language spoken there_____________________
English Word/Phrase
Translation/Meaning
Inbound Signature
How are you?
I am fine, thank you.

26. I am an exchange student.
Novice
March Overnighter
Do you speak…?
Name___________________________________
Your country _____________________________
Language spoken there_____________________
English Word/Phrase
Translation/Meaning
Inbound Signature
Can you help me?
I am an exchange student.

27. Language Sessions with the Inbound Students
Novice
April Overnighter
Do you speak…?
Name___________________________________
Your country _____________________________
Language spoken there_____________________
English Word/Phrase
Translation/Meaning
Inbound Signature
Who?
What?
Language Sessions with the Inbound Students

28. Language Sessions with the Inbound Students
May Overnighter
Language Sessions with the Inbound Students
1. Verbs
2. First Night Questions

30. She picked up a bug while on vacation.
Käfer
Krankheit
Wanze
nerven

31. Audio and Video Courses

32. Websites http://www.uni.edu/becker/

33. Check availability at your local library
Mango is available in the US and Canada - through your local library!
Check availability at your local library

34. Intermediate and Pre-Advanced

35. Intermediate and Pre-Advanced

36. Holding Students Accountable
Evaluation
Beyond the Outbound
Orientation:
Holding Students Accountable
Maureen Considine
Sieglinde Warren