1. Designing Standards-Based Curriculum: Middle Schools Establishing K-12 Critical Language Programs April 26th, 2007 Michael W. Bacon, PPS Establishing K-12 Critical Language Programs April 26th, 2007 Michael W. Bacon, PPS

2. Background 13 years teaching 2nd language/LA SS at middle school level Public and private Domestic and Foreign Traditional and Immersion 13 years teaching 2nd language/LA SS at middle school level Public and private Domestic and Foreign Traditional and Immersion

3. A Couple of Interesting Facts about Middle School The average middle school teacher lasts only 2 years (source?) In the average secondary 2nd language classroom students only speak 27 seconds per week (Goethe Institute; Sprenger) The average middle school teacher lasts only 2 years (source?) In the average secondary 2nd language classroom students only speak 27 seconds per week (Goethe Institute; Sprenger)

4. Effective MS Curriculum for Language Learning Real and Meaningful Activities Authentic Audiences Cooperative Learning Student centered Multiple Intelligences Content infused/based Cognitively engaging Proficiency Based/Functions Based Performance Tasks for Assessment Real and Meaningful Activities Authentic Audiences Cooperative Learning Student centered Multiple Intelligences Content infused/based Cognitively engaging Proficiency Based/Functions Based Performance Tasks for Assessment

5. Experiential Learning Local and Abroad In and Outside the classroom Tying it back to the classroom Ultimate performance task tied to standards Accountability Backwards design Local and Abroad In and Outside the classroom Tying it back to the classroom Ultimate performance task tied to standards Accountability Backwards design

6. Experiential Learning Opportunities Portland Parks and Recreation Summer Immersion Camp Oregon Museum of Science and Industry(OMSI) summer camp in Mandarin Community Based Language Learning Aspiring Educators - tutoring Writing children’s books China Research Residency - 8th Grade Academic Trip Portland Parks and Recreation Summer Immersion Camp Oregon Museum of Science and Industry(OMSI) summer camp in Mandarin Community Based Language Learning Aspiring Educators - tutoring Writing children’s books China Research Residency - 8th Grade Academic Trip

7. Connections to Content 5 C’s of the National Standards (ACTFL) Cognitively Engaging Integrating content and language objectives - pulling from the standards Supports “core” content teachers Examples: Math: Statistics from math Social Studies: Debating a Public Issue 5 C’s of the National Standards (ACTFL) Cognitively Engaging Integrating content and language objectives - pulling from the standards Supports “core” content teachers Examples: Math: Statistics from math Social Studies: Debating a Public Issue

8. Language Proficiency What does this mean to you?

9. Defining Proficiency “What students know and can do” Proficiency is a goal of language teaching rather than a methodology Students may show proficiency at different levels in different modalities at any given time Proficiency is a goal of language teaching rather than a methodology Students may show proficiency at different levels in different modalities at any given time

10. Proficiency Outcomes Content Accuracy Functions

11. ACTFL Proficiency Guidelines

12. Approximate time & proficiency

13. PPS Content Standards Functions

14. ODE Standards FUNCTIONS

15. Function? Which one of these is function-based? A.Present tense, simple sentence construction; gender/number agreement B.Describing something; understanding descriptions Which one of these is function-based? A.Present tense, simple sentence construction; gender/number agreement B.Describing something; understanding descriptions

16. Function Simply put…. A function is a “task” In proficiency-oriented instruction students are provided with numerous opportunities to practice carrying out a range of functions likely to be necessary in dealing with others in the target language/culture. Simply put…. A function is a “task” In proficiency-oriented instruction students are provided with numerous opportunities to practice carrying out a range of functions likely to be necessary in dealing with others in the target language/culture.

17. Some Functions Making inquiries (ask and respond) Acting out simulated survival situations Narrating or describing events Expressing preferences Hypothesizing, arguing, persuading Providing opinions Carrying out tasks dealing with everyday encounters Making inquiries (ask and respond) Acting out simulated survival situations Narrating or describing events Expressing preferences Hypothesizing, arguing, persuading Providing opinions Carrying out tasks dealing with everyday encounters

18. Addressing Challenges of MS Curriculum in K-12 Language Program Language and Literacy Development out paced by cognitive development Reading for pleasure - lack of affect Subtleties and nuances of language are key to adolescent development Self Identity - breaking away from the “cute” elementary program Rebelling against parental decision Need for personal connection to language and culture Language and Literacy Development out paced by cognitive development Reading for pleasure - lack of affect Subtleties and nuances of language are key to adolescent development Self Identity - breaking away from the “cute” elementary program Rebelling against parental decision Need for personal connection to language and culture

19. Challenges Continued Social Language vs. Academic Language Perceived loss of language skills “Immersion Geek” Anglicization of immersion language Keeping students in the target language Finding a teacher who is qualified, certified and probably most importantly likes working with this age group Social Language vs. Academic Language Perceived loss of language skills “Immersion Geek” Anglicization of immersion language Keeping students in the target language Finding a teacher who is qualified, certified and probably most importantly likes working with this age group