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TITLE A Texas Framework for Languages Other Than English.INSTITUTION Texas Education Agency, Austin.; Southwest Educational

Development Lab., Austin, TX.SPONS AGENCY Office of Educational Research and Improvement (ED),

Washington, DC.PUB DATE 1997-00-00NOTE 259p.

PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC11 Plus Postage.DESCRIPTORS Educational Policy; Elementary Secondary Education; *English

(Second Language); *Language Role; *Limited EnglishSpeaking; Public Policy; Second Language Instruction; *StateStandards; *Statewide Planning

IDENTIFIERS *Texas

ABSTRACTAs part of a federally-funded project to develop standards

for English language learning in Texas public schools, the framework isdesigned to provide an intermediate step between state standards foressential knowledge and skills for native speakers of languages other thanEnglish (LOTE) and local curriculum development efforts. It is intended as anaid in development of curricular materials that reflect state standards butare tailored to local school districts' and campuses' particular needs andcharacteristics. An introductory chapter outlines program goals, thephilosophy of education for K-12 LOTE education, and the components of thepresent framework. The second chapter presents eight guiding principles forcurriculum design, and the third chapter discusses the definition,measurement, and development of language proficiency in this population.Chapter four summarizes the Texas Essential Knowledge and Skills forLanguages Other Than English, the state performance standards for LOTEstudents, and chapter five addresses policy and program implementationissues, including program length, student placement, block scheduling, classsize, language learning strategies, student evaluation, technology use, andprogram evaluation. Substantial appended materials include sample courseoutlines and lesson plans and support documentation. Contents are indexed.Contains 30 references. (MSE)

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A Texas Frameworkfor Languages

Other Than English

After the original free distribution to authorized institutions, additional copies may bepurchased from Publications Distribution Office, Texas Education Agency, P.O. Box 13817,Austin, Texas 78711-3817. To purchase additional copies please use the order form foundin the back of this publication. Please remit $8.00 each if you are a nonprofit institutionand $10.00 for all others. Purchase Orders are acceptable only from Texas educationalinstitutions and government agencies. With the increasing demand for educationalmaterial, however, the supply may be exhausted at time.

This Texas Education Agency Publication is not copyrighted. Any or all sections may beduplicated.

Project ExCELLExcellence and Challenge: Expectations for Language Learners

Southwest Educational Development LaboratoryAustin, Texas

Texas Education Agency1701 North Congress Avenue

Austin, Texas 78701-1494

1997

Table of ContentsPreface vAcknowledgements vii

Chapter 1 Introduction 1

Program Goals 2Background 2What is a Framework? 3The Changing Paradigm of PreK-12

LOTE Education 4Framework Components 6

Chapter 2 Guiding Principles 7

1. Inclusion of All Students 72. Student Variables 103. Advanced Proficiency 134. Benefits of Extended Sequences 145. Native Speakers 176. Offering a Variety of Languages 187. Interdisciplinary Nature of Language 198. Increased Cultural Understanding 20

Chapter 3 Language Proficiency 23

Language Proficiency 23Progress Checkpoints 24Accuracy and Proficiency Levels 25Inverted Triangle of Language Development 26Sample Grade Level Activities 29

Chapter 4 Texas Essential Knowledge and Skills 33for Languages Other Than English

Introduction 33Five Program Goals 34Communication 36Cultures 46Connections 52Comparisons 58Communities 66

A Texas Framework for Languages Other Than English 111

Table of Contents

Chapter 5 Implementation 73

Length of Program 73Less Commonly Taught Languages 74Selected Proficiency-based, Sequential

Language Programs 75Nonsequential Language Programs 84Student Placement 85Block Scheduling 87Class Size 89Language Learning Strategies 90Instructional Strategies 91Classroom Assessment Strategies 97Uses of Technology and LOTE 102Program Evaluation 104

Frequently Asked Questions 111Abbreviations & Acronyms 117References 119Index 122

Appendices Appendix A Generic Course Outline forCommunication Program Goal

Appendix B Sample Course Outlines

Appendix C Multiple Intelligences andInstructional Strategies

Appendix D Language Specific Progress Checkpoints:Classical Languages

Appendix E Sample Lesson Plan: 90-Minute Block

Appendix F Suggested Materials for theLOTE Classroom

Appendix G Note to Parents

Appendix H TEKS for LOTE

Appendix I ACTFL Proficiency Guidelines

Appendix J Credit by Examination,Texas Education Agency

Appendix K Selected Resources

5

iv A Texas Framework for Languages Other Than English

Preface In January of 1995, the Texas Education Agency (TEA)applied for and received funds from the United StatesDepartment of Education's Office for Educational Researchand Improvement (OERI). The funds, part of the Fund forthe Improvement of Education Program (FIE), were for thedevelopment of the Texas Essential Knowledge and Skills forLanguages Other Than English (TEKS for LOTE) and relatedproducts, including A Texas Framework for Languages OtherThan English. TEA contracted with the Southwest EducationalDevelopment Laboratory (SEDL) to implement the projectknown as Project ExCELL (Excellence and Challenge:Expectations for Language Learners). The TEKS for LOTEwere adopted by the Texas State Board of Education inApril 1997.

In creating the Framework, Project ExCELL employed writingteams, consultants, field reviewers, and advisory committeesthat included Texas classroom teachers of languages otherthan English (LOTE), district supervisors of LOTE, college oruniversity foreign language professionals, business peo-ple, and representatives from the community. In additionto drawing on their own expertise, the writers used thenational standards for foreign language learning, curriculumframeworks from other states, data collected from fieldreview and field testing, and current research in the field oflanguage learning; they consulted experts in the areas offramework writing, foreign language learning, and languagetesting; and they met to debate, review and revise theirproduct until they were able to reach consensus on what theFramework should look like. The publications Standards forForeign Language Learning: Preparing for the 21st Century andArticulation and Achievement: Connecting Standards, andPerformance and Assessment in Foreign Language both provedto be particularly important resources for Project ExCELL inthe development of the Framework.

The Framework reflects high expectations for all students,supports extended sequences of language learning fromgrades PreK-12 (PreKindergarten-Grade 12), applies to alllanguages, takes into account the state and national standardsfor the LOTE discipline, and is tailored specifically to theneeds of Texas teachers and students. The Frameworkemphasizes five program goals upon which current LOTEprograms are based, the five "C's" of language education:

A Texas Framework for Languages fiher Than English

Preface

vi

Communication, Cultures, Connections, Comparisons, andCommunities. The five C's paradigm was produced by theNational Standards Project in Foreign Language Education;the national standards for foreign language learning, as wellas many other national and state standards projects, haveused the five C's as a basis for their work. Although all fiveprogram goals are important, Texas sees Communication asbeing of primary importance. The other four program goalssupply the content and context within which communicationskills can be attained.

A Texas Framework for Languages Other than English serves asan intermediate step between the TEKS for LOTE and localcurriculum development efforts. The framework facilitatesthe task of developing curricular materials that are based onthe TEKS for LOTE, but are at the same time tailored to theparticular needs and characteristics of local school districtsand campuses.

For Project ExCELL, the TEKS for LOTE and the Frameworkrepresent steps in a systemic change process. The projecthas also addressed teacher education and teacher professionaldevelopment. Project ExCELL's teacher education document,Preparing Language Teachers to Implement the Texas EssentialKnowledge and Skills for Languages Other Than English, is auseful tool for institutions of higher education that prepareLOTE teachers. Not only will prospective teachers becomefamiliar with the TEKS for LOTE, but they also will beprepared to teach in ways that make it possible for studentsto reach the standards. The professional developmentdocument, Professional Development for Language Teachers:Implementing the Texas Essential Knowledge and Skills forLanguages Other Than English, makes it easier for teachers ofLOTE to become familiar with the standards and to reviseand adapt their teaching approaches to help all students toreach the high standards which the TEKS for LOTE outline.

Project ExCELL hopes to increase the likelihood that effortsto establish and meet high and challenging standards for allTexas students will become a reality in LOTE classroomsacross the state.

7

A Texas Framework for Languages Other Than English

Acknowledgements

Project ExCELL would like to express its gratitude and appreciation to those whosehard work and dedication made A Texas Framework for Languages Other Than English areality.

Curriculum Framework Writing Team

This team, with the guidance and support of consultant Mary Atkinson, wrote much ofthe Framework and persevered through the revision process. The team reviewed anddiscussed the needs of Texas language students and teachers, contemplated and debat-ed current research and application in language education, and considered and incor-porated data gathered from the field review of the Framework.

Linda CalkVictoria ContrerasMary de LopezMaria Fierro-TrevitioMayDell JenksDoris KaysDavid KleinbeckMadeleine LivelyAnnette LowryLuz Elena NietoBarbara Gonzalez PinoPhyllis B. Thompson

Framework Consultants

Mary AtkinsonPaul Sandrock

Ysleta ISDThe University of Texas, Pan AmericanThe University of Texas, El PasoNorthside ISDKaty ISDNorth East ISDMidland ISDTarrant County Junior College, NEFort Worth ISDEl Paso ISDThe University of Texas, San AntonioHouston Baptist University

Reading, MAWisconsin State Department of Public Instruction

Framework Field Review Sites

Sites

Northside ISDKaty ISDFort Worth ISD

Site Directors

Maria Fierro-TreviiioMayDell JenksAnnette Lowry

n0

A Texas Framework for Languages Other Than English vii

Acknowledgements

Writing Team for the Clarification of the Essential Elements

Although this team's primary responsibility was to write and revise the Texas EssentialKnowledge and Skills for Languages Other Than English, members laid the groundwork forthe beginnings of the Framework.

Art AndersonNathan BondDulce-Maria Caba-CarawayLinda Calk*Victoria ContrerasMaria Fierro-Trevitio*Cristela GarzaYvette HenoBillie HulkeMarla JonesDoris KaysDavid KleinbeckAnnette LowryLuciano MartinezLinda NanceLuz Elena NietoBarbara Gonzalez PinoCindy PopeRose PotterMaria del Rosario RamosKevin RobersonElias RodriguezKarin SloanPhyllis B. Thompson*

*indicates team co-chair

viii

Brazoswood High School (Clute)Bowie High School (Austin)Pasadena High School (Pasadena)Ysleta ISD (El Paso)The University of Texas, Pan American (Edinburg)Northside ISD (San Antonio)Carroll High School (Corpus Christi)Lamar High School (Houston)Midway High School (Hewitt)Denton High School (Denton)North East ISD (San Antonio)Midland ISD (Midland)Fort Worth ISD (Fort Worth)McAllen, TXStewart Elementary (San Antonio)El Paso ISD (El Paso)The University of Texas, San Antonio (San Antonio)Region 20 Education Service Center (San Antonio)Programs Abroad Travel Alternatives, Inc. (Austin)Clarke Middle School (El Paso)Texas Tech University (Lubbock)Washington Arts High School (Dallas)Carroll High School (Corpus Christi)Houston Baptist University (Houston)

a


Acknowledgements

Texas Essential Knowledge and Skills for Languages Other Than English Field Test Sites

The school districts listed below participated in a field test of the TEKS for LOTE. Asthey tested the quality and utility of the TEKS for LOTE, teachers at the sites generatedthe material upon which the "learning snapshots" found in the Framework are based.

Sites Site Directors

El Paso ISDSocorro ISD

Fort Worth ISDRichardson ISD

Luz Elena NietoMaria Arias

Annette LowryMary Frances Maples

Katy ISD MayDell Jenks

North East ISDNorthside ISD

Field Advisory Committee

Martha AbbottCathy AngellGeorge BlancoDale KoikeAnne Le Comte-HilmyJudith Liskin-GasparroCynthia ManleyMyriam MetTimothy MooreElaine Phillips*June PhillipsKathleen RiordanPaul SandrockElizabeth Smith

*indicates committee chair

Doris KaysMaria Fierro-Trevino

Site Consultants

Mary de Lopez

Madeleine Lively

Phyllis B. Thompson

Barbara Gonzalez Pino

Fairfax County Public SchoolsAustin Community CollegeThe University of Texas, AustinThe University of Texas, AustinTexas A & M, Corpus ChristiUniversity of IowaAustin CollegeMontgomery County Public SchoolsThe University of Texas, AustinMary Hardin BaylorWeber State UniversitySpringfield Public SchoolsWisconsin Department of Public InstructionPlano Independent School District

1 0

A Texas Framework for Languages Other Than English ix

Acknowledgements

Project ExCELL Staff

Ines Garcia, Project DirectorCarl Johnson, Assistant Project

DirectorRobert LaBouve, CoordinatorLillian King, Editor &

Assistant CoordinatorMaria Lissi, Evaluation SpecialistGenia Owens, Administrative

SecretaryGlenn Mack, Layout & Design

Texas Education AgencyTexas Education Agency

Southwest Educational Development LaboratorySouthwest Educational Development Laboratory

Southwest Educational Development LaboratorySouthwest Educational Development Laboratory

Austin, TX

A Texas Framework for Languages Other Than English is a product of Project ExCELL and wasdeveloped through a contract with the Texas Education Agency with funding provided bythe U.S. Department of Education's Fund for the Improvement of Education.

11

X A Texas Framework for Languages Other Than English

1

Introduction

Language and communication are at the heart of thehuman experience. Language enables us to connect with

other people by sharing experiences and ideas, expressingconcerns and opinions, and obtaining information andknowledge. The ability to communicate in more than onelanguage increases opportunities to understand other culturesand to interact with other people within our borders andbeyond. The study of language and culture also helps usreach back in time in order to understand more fully thethoughts and ideas of other civilizations that have helpedform our own.

As the world becomes increasingly interdependent, it isimportant for every person to acquire the skills necessary foreffective communication and cross-cultural understanding(Brecht & Walton, 1995). Language study provides a meansto learn such skills and should be an integral part of everystudent's educational experience. All students should havethe opportunity to prepare themselves for an informed andproductive role in the world community.


Introduction

A Texas Framework for Languages Other Than English presentsa curriculum framework for the learning and teaching oflanguages aimed at helping all students reach the high andchallenging standards described in The Texas EssentialKnowledge and Skills for Languages Other Than English (TEKSfor LOTE). The TEKS for LOTE are organized around thefive Program Goals described below.

Program Goals: The five C's of language education

Communication Students develop communicativeability in three modes: interpersonal, interpretive, andpresentational, integrating the skills of listening,speaking, reading, writing, viewing, and showing.

Viewing and showing are important andsomewhat new concepts for languagelearning; they are elaborated upon in

Chapter Four of the Framework.

Cultures Students learn about and experienceother cultures.Connections Students use language to acquirenew information and knowledge in other subjectareas.Comparisons Students learn about the nature oflanguage and culture by comparing other languagesand cultures with their own.Communities Students use language to participatein communities both at home and around the world.

Language is the dress of thought Samuel Johnson

Background

Essential Elements

Since 1985 schools in Texas have implemented a common,statewide curriculum called the Essential Elements ofinstruction. This curriculum, adopted by the Texas StateBoard of Education in response to legislative action in 1981,detailed the elements of instruction that students shouldhave the opportunity to learn. The Essential Elements haveserved since that time as the basis for local curriculumdevelopment, state-adopted textbook proclamations, andfor preparation and development of educators.

13

2 A Texas Framework for Languages Other Than English

Texas EssentialKnowledgeand Skills

What is aFramework?

Introduction

Ten years after the first implementation of the EssentialElements, the Texas Legislature directed the Texas StateBoard of Education in 1995 to adopt the Texas EssentialKnowledge and Skills for the required curriculum of thestate's public schools, including Languages Other ThanEnglish (LOTE). The resulting TEKS for LOTE are to be usedby school districts as guidelines for instruction.

Languages other than English are now included in therequirements of two of the three graduation plans approvedby the Texas State Board of Education: two years of alanguage are a required part of the Recommended HighSchool Program, and three years of a language are requiredfor the Distinguished Achievement Program.

In recent years, the learning and teaching of languages inTexas and the nation clearly focused on the goal ofcommunicative proficiency and cultural awareness throughthe development of linguistic skills. In addition, there arewidely-accepted provisions for using LOTE to connect toother disciplines, to gain knowledge of English by makingcomparisons with the second language, and to participatemore actively in the global community and marketplace.

The TEKS for LOTE and the Framework exist for the purposeof improving the quality of learning and teaching languages.The TEKS for LOTE reflect high standards and highexpectations for all students and present a positivechallenge for teachers and school districts to deliverquality language instruction.

A curriculum framework is a guide to assist members of theeducational community at the local school district level inthe design and implementation of a well-articulated district-wide curriculum. A curriculum framework is also a guidefor developing curriculum and assessments at the classroomlevel. Those directly involved in the process may includeteachers, administrators, coordinators, and curriculumdevelopers.

In addition, a framework can be used as a tool to align thedistrict curriculum with state standards, plan for preserviceand inservice professional development, aid in the process

14A Texas Framework for Languages Other Than English 3

Introduction

The ChangingParadigm of PreK-12 LOTE Education

of selecting instructional materials, and educate thecommunity about curriculum areas.

A framework does not present detailed lesson plans, nordoes it contain a list of items on which students should betested. Curriculum frameworks are usually developed atthe state level and may:

reflect the policy and educational environmentof the state and facilitate policy and curriculumdecisionmaking in local districts and schoolsprovide direction to local districts and schoolswhile allowing for local flexibilityprovide a bridge between state standards andclassroom practice

L-.) reflect the thinking of state and national leadersand organizations in a disciplineprovide a common point of reference for state,district, and local educators to coordinate thecomponents of the instructional system

t:11 emphasize themes and concepts1:11 be implemented on a voluntary basis

The Framework has been developed to provide guidelinesand facilitate decisions at the local level about effectiveways to deliver language instruction and design programsin the schools. The substance of the document addresses thetenets of the LOTE discipline, student performanceexpectations at various checkpoints, how students learn thediscipline in varying ways as well as different ways to teachit, and strategies for translating the TEKS for LOTE into cur-riculum at the district level and devising activities andlessons at the classroom level. It is important to note thatthe Framework does not represent a set of prescriptive rules;it is meant to be expanded upon and interpreted for specificdistrict and classroom needs.

In the past ten years, research in language instruction haschanged the focus of the learning and teaching of LOTE.The teaching of LOTE is evolving to include programs thatprovide instruction from PreK-12 (PreKindergarten-Grade12) and allow all students to develop language proficiencyand skills they can use in the real world. This chart summa-rizes the general trends in the growth of the learning andteaching of languages other than English.


Introduction

Building on... ovi. Moving to...

an emphasis on offeringtraditional languages (such asSpanish, French, German,and Latin)

course offerings that include traditional languagesand less commonly taught languages (such as Chinese,Japanese, Russian, and Arabic)

programs starting in grades programs starting in elementary school and continuing7 or 8 uninterrupted through high school

LOTE courses for college-bound students and studentsperceived as "above average"

LOTE courses for all students(as explained in guiding principle 1 on page 7)

academic language learningwhich focuses on preparingstudents to study LOTEliterature

language learning that enhances future career opportuni-ties and fulfills students' personal interests and the needsof all sectors of society (government, community, busi-ness, and education)

curriculum based onmemorization

curriculum based on acquiring the language throughmeaningful communication

grammar- and literature-based curriculum

proficiency-based curriculum that focuses on speaking,listening, reading, writing, viewing, and showing but alsoincludes the study of grammar and literature

language learning as aseparate subject area

language-across-the-curriculum, language as part of aninterdisciplinary curriculum

placing native speakers inregular LOTE programs

course offerings and / or assignment options specificallydesigned to maintain and expand language proficiency ofnative speakers

placing bilingual, ESL, andLOTE students in separateprograms

programs that combine students with LOTE back-ground and other students (e.g., dual-language andimmersion programs)

curriculum that emphasizesfacts about the LOTE culture(s)

curriculum that provides ways to experience culturethrough language and that explores the student's ownculture in the context of exploring other cultures

textbook-driven instruction a wide variety of instructional approaches and materials(including the Internet, CD-ROMs, and authentic materi-als such as newspapers in the language)

Table 1.1: The Changing Paradigm of PreK-12 LOTE Education

0rsA Texas Framework for Languages Other Than English 5

Introduction

Components ofA TexasFramework forLanguagesOther ThanEnglish

Introduction

summarizes the importance of languages as part ofall students' PreK-12 educational programprovides background information on statewide standardsand curriculum development efforts in Texasdefines and gives the purposes of a frameworkpresents The Changing Paradigm of PreK-12 LOTEEducation

Guiding Principles

presents eight key statements about the learning andteaching of languages other than English that providethe foundation for the Texas Essential Knowledge andSkills for Languages Other Than English

Language Proficiency

defines language proficiency and proficiency levels;addresses the relationship between accuracy andproficiency; describes novice, intermediate, andadvanced proficiency levels

TEKS for LOTE

describes what all students should know and be ableto do in LOTE according to the five Program Goals ofCommunication, Cultures, Connections, Comparisons,and Communities; provides "learning snapshots"from selected classrooms

Implementation

provides helpful information about implementingLOTE programs at the district and classroom levels

Frequently Asked Questions, Abbreviations &Acronyms, References, Index

Appendices

includes sample course outlines, selected resources,and other helpful supplementary material


Inclusion ofall students

Language learningbenefits everyone

GuidingPrinciples

A Texas Framework for Languages Other Than English is..based upon a set of guiding principles, or key statementsabout the learning and teaching of languages other thanEnglish. These guiding principles are supported by languageeducation research and experience as well as by a strongcommitment to the importance of languages as part of allstudents' educational program in our schools.

1Acquiring languages other than English isessential for all students.

Language learning is for everyone and its applications arecountless. Throughout the United States the importance ofknowing languages other than English is recognized notonly for the benefits it brings students in an academicsetting, but also for the benefits it brings to individuals andcommunities as we interact with others locally and aroundthe world in business and in social situations. The peopleof Texas speak numerous languages and represent many

1r(.)


Guiding Principles

All students can learnlanguages

Students communicateand interact withpeople from othercultures

Students developthinking skills

different cultures; they have long valued the richness thatTexas' heritage and culture bring to their state.

In the past, courses in languages other than English weregeared primarily toward college-bound students. However,this trend is changing. Given the opportunity, all studentsare capable of and can benefit from learning other languages.Data from standardized tests of reading and math inCincinnati, the state of Louisiana, and Milwaukee show thattraditionally disadvantaged groups gain an educationaladvantage through instruction in languages other thanEnglish. Students with strong LOTE instruction in the earlyelementary grades scored consistently higher than thosewith no LOTE instruction (Muller, 1989; Wisconsin Departmentof Public Instruction, 1996). The advantage that proficiencyin LOTE provides in today's world has made learninglanguages increasingly important for all students.

When students acquire another language, they gain theskills that allow them to communicate effectively in thatlanguage. They can engage in conversations for businessand social purposes. By reading and writing the language,they can come to understand the thoughts, feelings, andideas of others. Through LOTE, students learn to uselanguage to interact with people from other places andcultures.

The skills and knowledge acquired through the study oflanguages other than English are transferable to other areasof the curriculum and strengthen students' intellect whileenhancing their lives. Acquiring a new language helpsstudents gain important thinking and reasoning skills, forexample, as students ask and answer questions; expressopinions; and summarize, synthesize, and evaluate materi-al. Language learning is a building process; studentsprogress by applying what they have learned to new situations.As they learn languages, students develop memorizationskills using stored information to create and communicatein meaningful ways. Learning the structural differencesbetween new languages and one's native language requiresabstract reasoning, mental flexibility, and creative problemsolving.

13


Students strengthenfirst language skills

Students learnabout other cultures

Students learnabout themselves

Guiding Principles

Students enhance their first language skills as they learntheir second language. They develop better listening skillsby paying careful attention to the sounds and rhythms ofthe new language. They improve their speaking skills asthey practice new sounds, paying attention to diction andpronunciation. Students in the LOTE classroom are constantlyengaged in using language, gaining practice working withpartners and speaking in front of large groups. These arevaluable skills they can apply with increased confidence intheir first language. Learning to decode and decipher anotherwriting system helps students increase reading, writing,and problem-solving skills, equally applicable in the nativelanguage. In addition, language learners gain metalinguisticskills, that is, skills that enable them to think about languagesand how they work, thus facilitating acquisition of additionallanguages and deepening their appreciation and understandingof their first language.

By learning a language, students gain access to theculture(s) associated with that language. Using the necessarytools and communication strategies, they are able to identifycultural concepts and traits. In addition, students learnabout everyday life and social institutions, contemporaryand historical issues, works of literature and art, andscientific innovations. Having access to new and differenttypes of information expands and enhances the knowledgestudents gain in other disciplines, allowing language studentsto bring new insights to the content of other subject areas.Language students learn to see the perspectives beneath thesurface of the culture.

The experience of learning a second language also increasesawareness of self and others. As students get into the habitof looking beyond their customary cultural and linguistic"borders," they develop insight into their own languageand culture and learn to treat others with respect. Thispromotes cross-cultural communication and understanding,and expands students' sense of community.

Students who graduate from high school knowing morethan one language are better prepared to participate in theinternational community and marketplace of the twenty-first century. Through learning languages, students becomebetter prepared to interact with others and to extend theirinfluence and participation in the world. In addition to the

n 3A Texas Framework for Languages Other Than English 9

Guiding Principles

StudentVariables

First languageacquisition and furtherlanguage acquisitionfollow similar patterns

Age anddevelopmentalstage

Multiple intelligencesand individual learningstyles

10

practical advantages that knowing languages brings, studyingLOTE is enjoyable and brings personal fulfillment for manystudents.

2Multiple student variables affect howstudents acquire languages.

When children learn their native language, they constructthat language in the real world. They use the language toconvey particular meaning and for specific purposes. Similarly,acquiring a new language involves using previouslyacquired language skills within a context of meaningful andpurposeful communication (Omaggio, 1993). Whether apreschooler, teen, or adult, students of all ages must inter-nalize a language's components (such as its sound system,basic lexicon, and grammatical structures). In addition,language learners must have many opportunities to practicethe language so as to develop effective communicationstrategies and culturally appropriate ways of interacting inthe new language. All students can learn languages; theprocess of acquiring one's first language is very similar tohow one acquires other languages. Still, it is critical that theinstructional process match the students' particular learningvariables.

The age and developmental stage of the learner is onevariable that affects language acquisition. Elementarystudents can acquire language by actively listening andparticipating in real and meaningful contexts, such asstorytelling, hands-on presentations using science or math-ematics or social studies content, interactive songs, and chil-dren's games. Young learners should use their new languagein conversations about topics that interest them. Readingand writing should support and reinforce what was learnedin listening and speaking activities. To develop languageskills, early elementary students rarely need explicit instruc-tion in syntax (Krashen & Terrell, 1983).

Multiple intelligences and individual learning styles play arole in how students acquire language. As students mature,their individual language acquisition styles emerge. Auditorylearners acquire language best by listening to oral presentations,

A Texas Framework for Languages OtQrifhan English

Prior knowledgeand experiencewith language

Guiding Principles

music, and tapes. Visual learners benefit from pictures,diagrams, models, maps, and the written word. Those who

learn kinesthetically like to moveSee Appendix C for aroundfor example through dancingmultiple intelligences

chart. and role-playingthus connectinglanguage to movement. Most students,

however, learn and retain knowledge best through a combi-nation of learning styles and intelligences (Gardner, 1993).

Prior knowledge and experience with language and contentalso influence how students learn in language classrooms.The language studied may be the native language for somestudents while, for others, it could be their first experiencewith a language other than English. All students bring sometype of language experience to the language learning classroom.Some students enter LOTE programs with well-developedlistening and speaking skills in the target language that canbecome the foundation for literacy in that language. Theywill build upon the native language skills they bring andbenefit from opportunities for further development in theskill areas of reading and writing.

Finally, there are emotional and affective factors that influencelanguage acquisition. Students' motivation, self-confidence,

Emotional and and level of anxiety can have an impact on how they learnaffective factors languages. Students are motivated when the content is

meaningful and purposeful. They are more apt to practicelanguage when they feel comfortable, are free to make the

mistakes necessary for gainingFor more information on language skills, and are encouraged

affective factors that to take the risks necessary to createinfluence language learning,see Krashen's Affective Filter meaning in another languagehypothesis (Krashen, 1995). (Krashen, 1995; Larsen-Freeman

& Long, 1991).

Learning disabilities

Students who are identified as learning disabled because of -difficulties in areas such as storing, processing, or producing '-linguistic information often experience challenges in learn-ing languages. Reading and writing will present difficultiesfor students with certain types of learning disabilities, suchas dyslexia or language-based learning disabilities (LLD).Teachers need to be alert to adaptations needed so that stu-dents with these difficulties can show what they do knowand can do. Different forms of assessment may be necessary.

00A Texas Framework for Languages Other Than English

Guiding Principles

For these students especially, immersion programs and / orinstructional approaches that place particular emphasis onhearing, seeing, writing, manipulating, physically acting out,and connecting visuals with the language are recommended.

Teachers respond to the different variables affecting howstudents acquire languages by using a variety of instruc-tional strategies. These strategies help students learn moreeffectively and develop communicative proficiency or theability to use language for purposeful communication. Thechart below (Table 2.1) suggests strategies teachers can usein response to the variables affecting language acquisitiondescribed in this guiding principle.

Variables AffectingLanguage Acquisition

InstructionalStrategies

age and developmental stage choose age-appropriate experiences,topics, contexts, materials

diverse learning styles employ various instructional strategiesincluding auditory, visual, and kinesthetictechniques

prior general knowledge build on knowledge and experiencesacquired outside of the classroom

prior linguistic knowledge provide multiple points of entry intolanguage programs; choose activitieswhere students can demonstrate variouslevels of proficiency

emotional and affectivefactors

create classroom environments wherestudents are motivated and feel comfortabletaking risks and making mistakes necessaryfor acquiring language

learning disabilities use approaches that allow these students tobe successfully included in the languagelearning experience, e.g., approaches that useand have students employ a combination ofskills

Table 2.1: Teacher Strategies for Student Variables


AdvancedProficiency

Guiding Principles

Knowing languages other than English atadvanced proficiency levels upon graduationbenefits students and society.

When students graduate from high school knowing alanguage in addition to English at an advanced proficiencylevel, they are able to use that language for real-world

Real-world applications applications in the community, on the job, and in theirfor advanced language personal lives. Real-world applications

eproficiency of LOTE include reading and writing a dSee

efinitionChaptef ad

advancefordletters or reports, giving presentations, proficiency.conducting business over the telephonefor work or educational purposes, reading newspapers fromaround the world to stay up on current events, and usingmail or the Internet for making lasting friendships.

Lifelong learning

Language as animportant job skill

In school, students of LOTE develop the skills to becomelifelong learners. Outside of school, students use these skillsand the language to stay current about world events vianewspapers, magazines, television, and the Internet. Theyenrich their personal lives by reading books and enjoyingprograms and presentations in other languages. They useLOTE to communicate with other people with personalmessages via e-mail locally and internationally.

Knowing more than one language is an increasingly desirablejob skill. It is not enough for students to graduate simplybeing able to use a language to say their names, talk aboutthe weather, and ask where they can find the post office.Tomorrow's graduates need to reach advanced levels ofproficiency; such proficiency allows them to use technology,work, travel, interact with people across cultures, andparticipate in a world of selling products and ideas. It is thegoal of the TEKS for LOTE that students will be able toachieve advanced proficiency in a language other thanEnglish. This is possible only when programs begin early,preferably in elementary school; however, different learnersand different programs will lead to different levels ofachievement in regard to this goal. Proficiency is closelyrelated to the length of time a student studies and practicesthe second language.


Guiding Principles

Students of classicallanguages obtainlinguistic skills andhistorical perspective

Knowing languagesstrengthens our society

Benefits ofExtendedSequences

Developing proficiencytakes time

14

Classical language learners benefit from advantages includingand in addition to those mentioned above. Students of classicallanguages enrich their English vocabulary and develop abasis for better understanding modern languages. Also, bylearning about the ancient world, they gain a sense ofwhere we have been and how we have changed throughouthistory and an appreciation for western cultures of pasttimes.

On a national level, a multilingual populace strengthens oursociety by expanding its members' sense of community.When individuals are able to use language to cross linguisticand cultural boundaries, they gain an understanding of ,

each other's similarities and differences and learn to treateach other with respect.

4LOTE programs that start in elementaryschool and continue uninterrupted throughhigh school allow students to reachadvanced levels of proficiency and benefitstudents in other academic and social arenas.

Studies show that developing advanced language proficiencyrequires an extended period of time so that students haveample opportunities to experience and practice the languagein meaningful communication. Students who begin theircourse of study early, i.e., in elementary school, have a betterchance of developing an advanced level of proficiency andof being able to use LOTE effectively (Curtain, 1990;Omaggio, 1993).

The simple truth is that learning to communicate in anotherlanguage takes time. The goals set out in the TEKS for LOTEfor advanced proficiency simply cannot be reached in twoor three years of language study. Given enough class timeand a good instructional program, students can start thestudy of a language in middle or high school and do well;however, it is unlikely that they will reach a level of proficiencyrequired for most real-world applications. Data from thetesting of Texas students in their third year of high schoollanguage study show that some students do reach the


Learning languages inchildhood has benefitsbeyond communicativeproficiency

Guiding Principles

intermediate level of language proficiency in speaking andlistening, but even students from homes where the languagestudied is spoken rarely move into the advanced levelwithout strong language instruction in the early grades(Texas Education Agency 1995). Even though native languagelearners also need literacy instruction in the elementarygrades in order to reach an advanced level of proficiency inhigh school, their advantage is that the total number ofyears of instruction needed to reach this proficiency is lessthan non-native language learners require.

The opportunity to achieve advanced proficiency is not theonly reason to start learning languages in elementaryschool; language study is beneficial to elementary-agestudents for other reasons as well. Research studies (as citedby Lipton, 11-12, 1995) attest to the following:

Children have the ability to learn and excel inthe pronunciation of a foreign language.Children who have studied a foreign languagein elementary school achieve expected gainsand some have even higher scores on stan-dardized tests in reading, language arts, andmathematics than those who have not.Children who have studied a foreign languageshow greater cognitive development in suchareas as mental flexibility, creativity, divergentthinking, and higher-order thinking skills.Children who have studied a foreign languagedevelop a sense of cultural pluralism (open-ness to and appreciation of other cultures).Children studying a foreign language have animproved self-concept and sense of achieve-ment in school.Elementary school foreign language study hasa favorable effect on foreign language studylater on in high school and college, whether itis the same language or another.

According to some theories of cognitive development, it ispreferable that children start learning other languagesbefore they reach the age of ten. Popular media such asNewsweek and Time featured articles summarizing this


Guiding Principles

Starting languagelearning before age tenprovides numerousadvantages

Long-term studentsLOTE perform wellstandardized tests

research shows that there is a "critical period" in childhoodwhen language learning, and pronunciation acquisition inparticular, occur with relative ease (Lenneberg, as cited inLarsen-Freeman & Long, 1991; Oyama, as cited in Ellis,1986). Others have found that age ten is a crucial time "inthe development of attitudes towards nations and groupsperceived as other," before childrenbegin to restrict their thinking to a morestereotyped view of people they see asdifferent from themselves (Curtain &Peso la, 1994).

For more informationsee "Your Child'sBrain," Newsweek(Begley, 1996) and

"Fertile Minds," Time(Nash, 1997)

Students enrolled in LOTE programs score statistically higheron standardized tests conducted in English. A study by theAdmission Testing Program of the College Board showed

of that students who have studied a second language earn

on higher Scholastic Aptitude Test (SAT) scores than those whohave not, particularly on the verbal section of the test. Infact, the longer the students had studied LOTE, the betterthe SAT scores (Eddy, as cited in Weatherford, 1986).

Learning a secondlanguage at an earlyage enhances nativelanguage development

i

16

Learning another language enhances a child's linguisticabilities in his or her native language. Children can learnmuch about their native language by learning the structureof other languages. Similar vocabulary between languagesalso helps children reinforce the meaning of new words intheir native language and the new language. Experimentalstudies that compared children participating in second lan-guage immersion classes and children educated exclusivelyin the native language showed no long-term delay in nativelanguage development for those chil-dren in immersion classrooms. Anoth-er study showed that by the fifth yearof an immersion program, studentsacademically outperform all compari-son groups and remain high academic achievers throughouttheir schooling (Holobow et al., Swain & Lapkin, as cited inMet, 1993). Learning a second language strengthens ratherthan hinders a child's first language.

See Chapter Five formore information ontypes of immersion

programs.

27


NativeSpeakers 5

Guiding Principles

Maintaining and expanding the language ofnative speakers benefits the individual andsociety.

In many schools in Texas there is a large group of studentswho have a background in the LOTE being taught. WhileSpanish speakers represent the vast majority of speakers ofLOTE in Texas, growing numbers of students come toschool every year speaking a variety of other languages aswell. These students are called "heritage" speakers by someexperts in language education. All of these students possesssome knowledge of and functional ability in the language.These students are valuable linguistic and cultural resourcesand their language skills should be expanded andstrengthened. Students should know that the language theybring from home has value at school. They should be madeto feel comfortable enough in a classroom setting to use thelanguage in an uninhibited fashion.

Since students with home backgrounds in languages otherthan English have varying abilities and proficiencies andvarying amounts of motivation to learn the language,instruction in the language should take into account theprevious knowledge and language experience that thesestudents possess. It is important for school districts torecognize that these students have instructional needs thatare different from those of the traditional foreign languagestudent and may require a For more information look for acurriculum specially developed forthcoming revision of the Texasfor them. For example, many Education Agency publication

districts offer Spanish for Espanol Para el hispanohab-

Spanish Speakers (SSS) courseslante: fund& y nocion.

that offer students with home background in Spanish, i.e.,those who hear Spanish at home, an important opportunityto further develop and strengthen their Spanish skills, whilesimultaneously benefiting their use of English. For moreinformation on students with home background in LOTEand SSS programs, please see pages 81-84.

28


Guiding Principles

,

Offering aVariety ofLanguages

18

Students should have opportunities to develope proficiency in a variety of languages.

In addition to English, there are currently dozens of languagesused by the people of Texas. These languages include, butare certainly not limited to, Arabic, Chinese, Czech, Danish,French, German, Greek, Hungarian, Indic, Italian, Japanese,Khmer, Korean, Laotian, Native American languages,Norwegian, Polish, Portuguese, Russian, Spanish, Swedish,Tagalog, Vietnamese, and Yiddish. Moreover, the ten mostfrequently-spoken languages other than English in the UnitedStates include languages such as Spanish, Chinese, Tagalog;Italian, and Vietnamese (U.S. Bureau of the Census, 1990).

In states like Texas where Spanish is a commonly spokenlanguage, limited resources may cause communities tochoose Spanish as the only language offered in a PreK-12sequence. Nevertheless, considering the vast array oflanguages used in Texas and in the United States andconsidering the relative and emerging world importance ofsome of the less commonly taught languages, school districts,as often as possible, should find ways to offer students theopportunity to learn a variety of languages. Knowledge oflanguages such as Chinese, Japanese, and Russian is becomingmore and more important as countries and states that usethese languages come to the forefront of international rela-tions and the world economy.

For optimum learning, school districts should providestudents with opportunities to study at least one languageother than English in an extended sequence starting inelementary school and continuing through high school.Shorter sequential programs should, of course, remainavailable. Ideally, districts should offer PreK-12 programs insome of the less commonly taught languages; however, ifsuch programs are not feasible, districts should begin byoffering high school programs in these languages andprogress from there. Opportunities to study third andfourth languages also should be provided in high school;then students can pursue higher levels of proficiency inthese languages at post-secondary institutions.


7

Guiding Principles

Learning languages other than English isinterdisciplinary.

Learning languages other than English enlarges the base ofknowledge available to a student. All students can add totheir educational experience by using another language forinterdisciplinary connections within the school curriculum.Students who have skills and knowledge in LOTE haveexpanded access to information that is not always availableto those who only speak English, such as materials fromGermany about acid rain that a student might use for ascience report. In the LOTE classroom, students are able toaccess sources in the language being studied that addinsight to the rest of the curriculum, such as a Frenchperspective on World War II, or a Japanese perspective oncooperative management in a company. Students of LOTEhave the advantage over their monolingual peers ofexpanded resources and knowledge.

Content from other disciplines is incorporated into theLOTE curriculum as a vehicle for communicating in thelanguage. In addition, students gain insights into othersubject areas by studying original works in LOTE, such as anewspaper for social studies or poetry for English languagearts. Using the language, students might:

study world history, historical figures, culturalvariation, and geography, which reinforcesocial studies skillsstudy mathematical terms and concepts andcompare weights and measures, whichreinforce mathematical skillslearn computer and software terminology byproducing a variety of documents and useother technological equipment for worldwidecommunications, which reinforce a variety oftechnology skillsuse reading, writing, and speaking processes,which reinforce English language arts andreading skillsstudy business terminology and sociolinguistics,which support social and business communi-cation skills

n,


Guiding Principles

IncreasedCulturalUnderstanding

20

+ learn about climate, weather, and environmen-tal factors, which reinforce scientific skills

+ expand their vocabulary in content areas

Students will use language in these activities at a levelappropriate to their age, grade, and language ability.

8Languages other than English enable studentsto better understand other cultures.

Learning about and experiencing other cultures is an inte-gral part of studying languages other than English. In addi-tion to the traditional ways of studying culture, i.e., study-ing the facts, events, famous people, and monuments of theculture, culture in language instruction is now generally

understood to include the perspectives (how people per-ceive things), the practices (what people do), and the prod-ucts (what people create, both tangible and intangible) of asociety. In other words, the LOTE discipline has grown tovalue and encompass a fuller, more comprehensive under-standing of culture. One resulting goal for the languageclassroom is using traditional aspects of cultures to betterunderstand their products, practices, and perspectives. Thediagram above illustrates how the products, practices, and


Guiding Principles

of a culture are interrelated. The components, or "gears", ofculture (products, practices, and perspectives) are mechanismsthat perform specific functions within the complete"machine" that is culture. The gears are interlinked anddependent upon one another to make culture "function",and therefore exist, as we know it.

Using products, practices, and perspectives to frame thestudy of culture represents a relatively new way of thinkingabout culture for most language teachers. Perspectives, inparticular, may be a difficult concept to grasp. In fact, notall teachers of LOTE will know all of the perspectives of agiven culture, e.g., their values and attitudes. The goal is toteach about observing and analyzing cultural informationin order to determine what the perspectives of individualsand groups in the culture are. Studying the cultural perspectivesbehind the behavioral patterns of people in that culture(practices) and behind the tangible and intangible creationsof art; literature; dance; music; and social, economic, andpolitical institutions (products) creates a balanced approachto understanding a culture.

A great deal of information about other cultures can begained through the study of disciplines such as the socialsciences and the arts. Language study is unique, however,as it empowers learners to engage in meaningful, directinteraction, both orally and in writing, with members ofother cultures and to experience culture through language.The perspectives, practices, and products of culture,whether historical or contemporary, can be discussed andshared with members of the actual culture from which theyoriginate. The "insider's view" that is cultivated by inter-acting with a culture is a true catalyst for cross-culturalunderstanding.

As students observe and analyze the interdependence ofperspectives, practices, and products of a culture, theybecome more aware of similarities and differences amongcultures. Students explore their own cultures in the contextof exploring others, thus becoming reflective learners adeptat using their newly-acquired, cross-cultural vision.

3


LanguageProficiency

3

LanguageProficiency

Language proficiency is the ability to use language forpurposeful communication. Proficiency describes what

students are able to do with language using the skills of lis-tening, speaking, reading, writing, viewing, and showing.Participating in class discussions, reading literature, playingeducational games, giving oral presentations, or watching avideo of a news report are examples of purposeful commu-nication in an educational setting.

Language proficiency should not be confused with achieve-ment. Achievement, which is also important for students,looks only for students to develop mastery of the content ofinstruction such as grammar and vocabulary in a particularcourse. An emphasis on developing proficiency in LOTEclassrooms, however, prepares students to use language inpractical and meaningful ways in addition to mastering thecontent necessary for such communication to take place.Achievement is a part of gaining proficiency. Teachers con-tinuously need to move students beyond just learning theelements of language to using them proficiently for pur-poseful communication.

33



ProgressCheckpoints

Language proficiency is not developed in a strict linearprogression, a progression of equal-sized blocks of materiallearned and tested. Rather, language proficiency developswhen practice is guided repeatedly over time to help studentsgain confidence and fluency in different language functions.Teachers plan classroom activities to help students get closerand closer to authentic use of language structures andvocabulary, knowing that students' experimentation withlanguage will falter as structured support (such as writtensheets to guide pair work) is removed, but will thenprogress again as students stretch to creatively apply theirlanguage tools. In this section, key Progress Checkpointsalong the path of proficiency are described. These check-points cannot be precisely equated with year-long courses,since experience makes clear that students do not neatlyreach a new checkpoint at the end of each school year. Thepathway is constant, but the time it takes each student toreach each checkpoint is not. These Progress Checkpointshelp guide the teacher and students to know first the goalsfor designing developmental activities and second the signsshowing that students are reaching a given checkpoint. Inthis way, the Progress Checkpoints will guide curriculum,instruction, and assessment.

The specified Progress Checkpoints in the TEKS for LOTErepresent different learning stages also known as proficien-cy levels (novice, intermediate and advanced). An invertedtriangle is often used to show that as students advance from

Progress Checkpoint to ProgressSee page 26 for an Checkpoint, the amount of time

illustration of languagedevelopment. and practice needed to reach the

next stage increases. A student canmove relatively quickly through the early stage of mimickingmemorized words and phrases, a stage that is limited,controlled, and comfortable. To move into later stages,characterized by flexible, challenging, and creative use oflanguage, requires longer periods of practice and anincreasingly meaningful volume of experiences.

34


Accuracy andProficiencyLevels


Gaining proficiency is a process that requires repeatedexposure and opportunities to practice new language func-tions, vocabulary, and structures; to receive feedback; and touse skills in increasingly sophisticated contexts. A topicintroduced at one level might reappear in the next as a chal-lenge in a new context; learners reach for the next level asthey begin to control the tasks of the present level. "Mas-tery" does not come two or three weeks after material isintroduced, but rather after the student has had manyopportunities to practice the material in meaningful ways.In addition, students do not "wake up" one day havingchanged Progress Checkpoints; instead, they move throughstages within the Progress Checkpoint (e.g., novice-low,novice-mid, novice-high) as they progress toward the nextProgress Checkpoint by showing increasing control overand consistency in the use of the language proficiency char-acteristics at the next checkpoint.

Accuracy is the degree to which communication is struc-turally correct and culturally appropriate (The CollegeBoard, 1996). In real-life situations, communication occurswithout complete structural precision, that is, grammar mis-takes do not necessarily equate to lack of communication.However, a high degree of accuracy, including communicat-ing in a socially and culturally appropriate manner, is veryimportant to achieving high levels of proficiency.

At different levels of proficiency, students exhibit differentdegrees of accuracy. Novices, for example, may repeatmemorized phrases with nearly perfect grammar and pro-nunciation. As they begin to combine these learned phrasesin an effort to build more creative ones, accuracy initiallydeclines. Temporary fluctuations in accuracy normallyaccompany increases in skill development. As studentsgrow more secure in their understanding of another culture,their ability to behave in culturally appropriate waysincreases. The overall goal is to gradually use and mesh cul-tural and linguistic skills with increasing accuracy in orderto obtain a high level of language proficiency.



The Inverted Triangle of Language Development:Progress Checkpoints and Proficiency Levels

Advanced learners satisfy the requirementsof school and work situations and

narrate and describe inparagraph-length discourse.

Intermediate learners createsentences to ask and answer

questions, communicate aboutpersonal history or leisureactivities, and meet basic

survival needs.

Novice learners usesingle words, phrases,

and commonexpressions theyhave learned onbasic, everyday

topics.

Illustration 3.1

26

Students of classical languages can reachan advanced level of proficiency in readingand use the skills of listening, speaking,and writing to enhance the reading skills.

36A TCXCIS Framework for Languages Other Than English

ProgressCheckpoints:Modern andClassicalLanguages

NoviceLevels I-II

NoviceV


Progress Checkpoints describe what students should knowand be able to do at the end of each level of proficiency. Thefollowing descriptions help students, teachers, and parentsknow how well students should be able to perform theTexas Essential Knowledge and Skills for Languages Other ThanEnglish. These Progress Checkpoints provide an overallview of the expectations for student performance at criticalpoints along the language learning continuum. As studentsprogress, they may experiment with and show some abilityin language characteristics normally beyond their proficien-cy level; however, for most students their consistent andindependent use of the language follows the progressionfrom novice, through intermediate, to advanced. ProgressCheckpoints will influence the design of class activities andassessment by providing a broad focus for the evaluation ofstudent work.

Using age-appropriate activities, students develop the abili-ty to perform the tasks of the novice language learner.

The novice language learner, when dealing with familiartopics, should:

understand short utterances when listeningand respond orally with learned material;produce learned words, phrases, and sen-tences when speaking and writing;detect main ideas in familiar material whenlistening and reading;make lists, copy accurately, and write fromdictation;recognize the importance of communicating ina culturally appropriate manner; andrecognize the importance of acquiring accura-cy of expression by knowing the componentsof language, including grammar.

Students of classical languages use the skills of listening, speaking, andwriting to reinforce the skill of reading. For an adaptation of theseProgress Checkpoints for classical languages, see Appendix D.

37



IntermediateLevels III-IV

\ /Intermediate

Using age-appropriate activities, students expand their abil-ity to perform novice tasks and develop their ability to per-form the tasks of the intermediate language learner.

The intermediate language learner, when dealing witheveryday topics, should:

participate in simple face-to-face communica-tion;create statements and questions to communi-cate independently when speaking and writ-ing;understand main ideas and some details ofmaterial on familiar topics when listening andreading;understand simple statements and questionswhen listening and reading;meet limited practical and social writingneeds;use knowledge of the culture in the develop-ment of communication skills;use knowledge of the components of lan-guage, including grammar, to increase accura-cy of expression; andcope successfully in straightforward social andsurvival situations.

In survival situations, students can satisfy basic needswithin another culture.

In classical languages, the skills of listening, speaking, and writing are used in Level III toreinforce the skill of reading. Students of classical languages should reach intermediate

proficiency in reading by the end of Level III. Students of classical languages use the skills oflistening, speaking, and writing to reinforce the skill of reading. See Appendix D for an adap-

tation of these Progress Checkpoints for classical languages.

AdvancedLevels V-VII

Using age-appropriate activities, students master novicetasks, expand their ability to perform intermediate tasks,and develop their ability to perform the tasks of theadvanced language learner.

38


AdvancedLevels V-VII

ClassicalLanguages

SampleGrade LevelActivities forProgressCheckpoints


The advanced language learner of modern languages, whendealing with events of the concrete world, should:

participate fully in casual conversations in cul-turally appropriate ways;explain, narrate, and describe in past, present,and future time when speaking and writing;understand main ideas and most details ofmaterial on a variety of topics when listeningand reading;write coherent paragraphs;cope successfully in problematic social andsurvival situations;achieve an acceptable level of accuracy ofexpression by using knowledge of languagecomponents, including grammar; andapply knowledge of culture when communi-cating.

The advanced language learner of classical languages readsand comprehends authentic texts of prose and poetry ofselected authors. The skills of listening, speaking, and writ-ing are used to reinforce the skill of reading. Students ofclassical languages may reach advanced proficiency in read-ing during Level IV. (A student who completes a CollegeBoard Advanced Placementcourse or the InternationalBaccalaureate in Latin shouldreach advanced proficiency inreading during Level IV.)

For an adaptation of theseProgress Checkpoints forclassical languages, see

Appendix D.

These sample grade level activities provide a glimpse ofwhat an observer might see happening in LOTE classrooms.As beginning language students try to achieve the knowl-edge and skills described in the Progress Checkpoints, theywill show their achievement in different ways that are age-appropriate and matched to their own cognitive develop-ment. The following sample activities provide examples ofteaching strategies that are focused on the TEKS for LOTE.These activities could be applied to different Program Goalsof the TEKS for LOTE, blending the practice of communica-tion skills with the context of learning culture, seeking inter-disciplinary connections, making comparisons, and apply-ing these skills in community settings.



Sample NoviceActivities

Novice

Novice

Novice learners use words, phrases, and expressions theyhave learned on basic, everyday topics.

Elementary

Here are some examples of how novice learners in elemen-tary school use the language. These learners may:

introduce themselves and answer questionsabout their age, where they live, and the peo-ple in their familiestalk about favorite toys, pets, and activitieslisten to and comprehend simple story booksplay games on the playgroundput on puppet showsuse learned words and phrases to list andwrite short sentenceslabel articles in the classroom, colors on thespectrum, and places on maps where the lan-guage is usedsing songs and perform dances from the cul-ture

Middle School and High School

Here are some examples of how novice learners in middleschool and high school use the language. These learnersmay:

communicate about topics appropriate to theirage, such as school schedulescommunicate while engaging in an organizedsportconduct a survey on students' favorite enter-tainersexchange information about self, family, andschool life with students from the culture viasimple notes, e-mail, or audio and video tapesdramatize a typical shopping experience usingculturally appropriate behaviorread (or scan) the employment section of anewspaper in the language being studied andthen list job opportunities where knowledge ofmore than one language is usefulcollect and display newspaper clippings con-cerning political, economic, and / or culturaltopics and give the main idea

40


SampleIntermediate

Activities

\ /Intermediate

SampleAdvancedActivities

Advanced


Intermediate learners create sentences to ask and answerquestions, to communicate about personal history or leisureactivities, and to meet basic survival needs.


Here are some examples of how intermediate learners inmiddle school and high school use the language. Theselearners may:

demonstrate and narrate a simple scientificexperiment, such as the use of magnetsuse mathematical skills to indicate the cost ofpreparing a dinner in the culture or culturesbeing studiedwrite and present a skit about a shoppingexpedition in the culture being studiedread descriptions of several jobs and then cre-ate mock résumés to include with applicationsfor a jobwrite a summary putting narrative events insequence after viewing a familiar video or filmdevelop and present a plan for a real or imagi-nary trip to a place where the language stud-ied is used, including an itinerary, hotelaccommodations, and toursresearch opportunities in higher education incountries outside the U.S. where the languageis used

Advanced learners satisfy the requirements of school andwork situations and narrate and describe in paragraph-length discourse.


Here are some examples of how advanced learners in middleschool and high school use the language. These learners may:

initiate, sustain, and close conversationsread a novel, summarize its plot, and analyzecharacters' motivations and conflictsview or listen to a news report from a countryabout an event of international importanceand compare and contrast coverage of thesame event in the local mediaresearch and give a presentation about leadingenvironmental concerns in a country wherethe language is spoken


Introduction

4Texas Essential

Knowledge and Skillsfor Languages

Other Than English

ATexas Framework for Languages Other Than English isinextricably tied to the Texas state student content and

performance standards, the Texas Essential Knowledge andSkills for Languages Other Than English (TEKS for LOTE).

The standards describe what all students should know andbe able to do in the LOTE discipline. The TEKS for LOTE areorganized around five "knowledge and skills", or ProgramGoals: Communication, Cultures, Connections, Compar-isons, and Communities.

SEDL's Project ExCELL, the organization responsible for coordinatingthe development of TEKS for LOTE for State Board of Educationconsideration, owes a debt of gratitude to the National StandardsProject in Foreign Language Education for the development ofStandards for Foreign Language Learning: Preparing for the21st Century. The five C's paradigm and many of the guidingprinciples found in the TEKS for LOTE have much in commonwith the national document, which is grounded in research on

how students acquire a second language and represents aconsensus across the foreign language profession about what

students should know and do in a language.


Texas Essential Knowledge and Skills for Languages Other Than English

Interrelationshipof the FiveProgram Goals

The five Program Goals form the foundation of currentLOTE programs. The first goal, Communication, is thevehicle by which students reach the other four goals,Cultures, Connections, Comparisons, and Communities. Inlanguage classrooms, students are always communicating.Communication is the vehicle students use to becomelinguistically proficient. What students communicate about(topics, themes, literature, etc.) and in what contexts theircommunication takes place (in person, in writing, via theInternet, etc.) can be viewed as the content of the LOTEsubject area.

Cultures Connections

gain knowledgeand understanding

of other cultures

make connections withother subject areas and

acquire information

COMMUNICATION

use the skills oflistening, speaking,reading, writing, vie

and showing

develop insightinto the nature of

language andculture by comparingthe student's own language

and culture to another

Comparisons

n participate incommunities at home

and around the worldby using languages

other than English

Communities

Illustration 4.1: Interrelationship of the Five Program Goals

34 A Texas Framework fir Languages Other Than English

43


Program Goals: The content of the five C'sEach of the five C's is made up of specific content areas. For each content area, there areKnowledge and Skills, Performance Expectations, Example Progress Indicators, LearningSnapshots, and Progress Checkpoints. These are discussed below.

Communication Cultures ConnectionsInterpersonal mode Practices and Perspectives Access to InformationInterpretive mode Products and Perspectives Other Subject AreasPresentational mode

ComparisonsNature of LanguageConcept of CultureInfluence

CommunitiesWithin and Beyond the SchoolPersonal Enrichment and CareerDevelopment

TEKS for LOTE : Components in the Framework

Knowledgeand Skills

PerformanceExpectations

ExampleProgressIndicators

LearningSnapshots

ProgressCheckpoints

A general statement describing what students should know and be ableto do. These statements appear in the official TEKS for LOTE (includedas Appendix H).

Statements describing what students are expected to know and be ableto do at a Progress Checkpoint. These statements appear in the officialTEKS for LOTE (Appendix H).

Illustrations of what students might do to show their progress in meet-ing the Performance Expectations outlined in the TEKS for LOTE. Theyprovide sample descriptions of what a student should know and be ableto do at the Progress Checkpoints. The Example Progress Indicators arejust that, examples; they are by no means limited to the few listed onthe following pages. Example Progress Indicators were created for usein the Framework. These example progress indicators may not alwaysapply to classical languages. For examples of progress indicators forclassical languages at the three progress checkpoints, see Appendix D.

Brief examples of real classroom activities that show what ProgramGoals, Knowledge and Skills, or Performance Expectations can look likewhen implemented. Teachers wrote the learning snapshots which wereadapted for use in the Framework. Many of the learning snapshots canbe adapted to all languages, proficiency levels, and grade levels. Usual-ly more than one knowledge and skill and performance expectation arereflected in the learning snapshots.

The proficiency students should be able to demonstrate at novice,intermediate, and advanced language levels. Descriptions of theProgress Checkpoints appear in the official TEKS for LOTE, Appendix H.

4-4A Texas Framework for Languages Other Than English 35


Communication Communication skills are the primary focus of languagestudy. These skills include the usual skills of listening,speaking, reading, and writing, as well as viewing andshowing skills. Students develop communication skills byusing knowledge of language and culture, communicationstrategies, learning strategies, and content from other subjectareas. Through the Communication goal, students developthe skills necessary to manipulate the content of the otherfour Program Goals.

Viewing means understanding and interpreting non-linguisticcommunication like gestures, seeing a presentation of a play(and not just reading it), observing cultural practices andmanifestations (e.g., noticing that French windows aredifferent from American windows), looking at cultural products,such as works of art, and gaining visual information inaddition to linguistic information from advertisements andtelevision programs. Interpretation is the communicationmode used primarily for viewing.

Showing includes expressing understanding of non-linguistic elementssuch as gestures, demonstrations of cultural practices, (e.g.,dances), using graphics and illustrations with presentations,and role-playing. Presentation is the communication modeused primarily for showing.The national English language arts standards link skills withtheir medium: reading and writing use written language,listening and speaking use spoken communication, andviewing and showing involve visual language:

Being literate in contemporary society means beingactive, critical, and creative users not only of print andspoken languages but also of the visual language of filmand television, commercial and political advertising,photography, and more. Teaching students how tointerpret and create visual texts such as illustrations,charts, graphs, electronic displays, photographs, film,and video is another essential component of the Englishlanguage arts curricula. Visual communication is part ofthe fabric of contemporary life. ... We must thereforechallenge students to analyze critically the texts theyview and to integrate their visual knowledge with theirknowledge of other forms of language. By studying howvisual texts work, students learn to employ visual mediaas another powerful means of communication. (NationalCouncil of Teachers of English, 1996).

The Texas Essential Knowledge and Skills for EnglishLanguage Arts and Reading also provides contentstandards for viewing and representing in grades PreK-12.

36 A Texas Framework for Languages Utl ter Than English


Interpersonal mode

Interpretive mode

Presentational mode

Communicative proficiency derives from control of threemodes of communication: interpersonal, interpretive, andpresentational. Students need practice in all three types ofcommunication throughout a program in order to satisfytheir most commonly expressed reason for taking a lan-guage class: to learn to communicate.

In the interpersonal mode, there is direct exchange of com-munication between individuals, either listeners and speak-ers, or readers and writers. This mode calls for active nego-tiation of meaning among the individuals and requires anatural pattern of adjustment and clarification in order toachieve successful communication. Both receptive skills (lis-tening and reading, sometimes enhanced by viewing) andproductive skills (speaking and writing, sometimesenhanced by showing) are required in the interpersonalmode.

The interpretive mode includes the receptive skills of listen-ing and reading. The communicative source (e.g., theauthor, speaker, or actor) is not present or accessible; there-fore, negotiation of meaning is not possible. The listener orreader must determine the meaning by using prior knowl-edge of the language and culture, personal knowledgeabout the subject, learning strategies, and, perhaps, refer-ence materials. Interpretation of any medium is enhancedby viewing, whether of pictures, staging, setting, or bodylanguage.

The presentational mode calls for the creation of formalmessages, public speaking or an editorial, for example, tobe interpreted by listeners or readers where there is noopportunity for active negotiation of meaning between lis-teners and speakers or readers and writers. The productiveskills (speaking and writing) are used in this mode. Thepresentational mode is enhanced by the showing of non-lin-guistic elements such as photographs, gestures, demonstra-tions of cultural practices (e.g., dances, sports), the use ofgraphics or illustrations, and role-playing.

4JA Texas Framework for Languages Other Than English 37


CommunicationStrategies

Language LearningStrategies

38

LOTE teachers make effective communication and learningstrategies explicit in classroom instruction to help studentsbecome self-motivated, independent learners.

Students need to learn strategies for communication, suchas how to begin, sustain, and end conversations, how tostall for thinking time, how to use circumlocution to getaround a communicative impasse, or how to avoid mistakesin grammatical structures not yet mastered. These skills gobeyond learning vocabulary words and rules for pronuncia-tion, grammar, spelling, and punctuation. Learning aboutand using communication strategies is part of the Commu-nication Program Goal in the TEKS for LOTE.

Another part of communication is becoming aware of andusing effective language learning strategies. For example,students learn to be persistent and creative in testinghypotheses when faced with oral or written communicationthey do not fully understand. They look for cognates to seeif a word might be in the same family as a word theyalready know, keep reading or listening for furtherinformation to complete their understanding, and guess atmeaning from context. Students learn to activate priorknowledge and apply it to the current task. They keep tryingdifferent ways to understand the oral or written communi-cation until they succeed, instead of simply trying the sameineffective techniques such as reading a passage over andover, thinking it will eventually make sense.

Effective learners know how they learn best. They visualizenew words and how they are related to each other, usingmnemonic devices such as a formula or rhyme as an aid toremembering. They take risks in order to communicate theirideas, monitor their own language production for errors,and seek corrective feedback.

The content and context of Communication are derivedfrom the other four Program Goals: Cultures, Connections,Comparisons, and Communities, and should always be age-appropriate.

4"



Learning Snapshot

ENTREVISTASDE NUESTRA

COMUNIDADDE

HISPAIVOHABLANTES

(INTERVIEWSOF OUR

SPANISH-SPEAKINGCOMMUNITy

MEMBERS)Students

preparefor, conduct,

and compileinterviews

with Spanish-speakingmembers

of their communityincluding

parents, teachers,students,

and othermembers

of the local community.The interviews

are

recordedon cassette

and the studentstake notes

during the interviewStudents present

their interviewsto the class and also write summaries

for a booklet or

newsletter.Students

also writethank-youletters to their interviewees.

Maria D. Gonzalez,Northside

/SD, Clark High SGrades

10 -12, Spanish,Course Level /V

choo/Intermediate

4



Communication: Interpersonal mode

Knowledge and Skills

The student communicates in a language other than English using the skills of listen-ing, speaking, reading, and writing.

Performance Expectations

VNovice

The student is expected toengage in oral and writtenexchanges of learnedmaterial to socialize andto provide and obtaininformation.

V Intermediate V Advanced

The student is expected toengage in oral and writtenexchanges to socialize, toprovide and obtain infor-mation, to express prefer-ences and feelings, and tosatisfy basic needs.

Example Progress Indicators

VNovice

By the end of thenovice level studentsare able to:

introduce themselvesand respond tobiographical questionsexpress likes anddislikes about theimmediate environmentuse authentic menus toorder food

40

V Intermediate

By the end of the inter-mediate level studentsare able to:

create and respond toquestions in a simpleconversationsurvey others abouttheir opinions on age-appropriate topicsplan a party menuwhich includes avariety of foods

43

The student is expected toengage in oral and writtenexchanges, including pro-viding and obtaininginformation, expressingfeelings and preferences,and exchanging ideas andopinions.

V Advanced

By the end of theadvanced level stu-dents are able to:

initiate, sustain, andclose a conversationcompare and contrasttheir own school ruleswith those from otherculturesdiscuss what consti-tutes a healthy diet andits impact on health


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MINIIVEZ(MY

CHILDHOOD) In thisactivity

students

writedescriptions of their

childhood andpresent the

writtendescriptions

(without theauthor's

name)along

with achildhood

photograph to theirclassmates. The

students then have toguess

whosechildhood

narrative

theyarereading.

Sincestudents go

through one or two

draftsbefore

displaying their finalproduct, they gain

writing skills in thelanguage.Debbie

Claxton,Richardson ISD,

ApolloJuniorHigh

SchoolGrades 7-9,

Spanish,Course

Level II,Novice

A TeNas ratnewort< for Languages Otherther Titan Eng huh


Communication: Interpretive mode

Knowledge and SkillsThe student communicates in a language other than English using the skills of listen-ing, speaking, reading, and writing.


VNovice

The student is expected todemonstrate understand-ing of simple, clearly spo-ken, and written languagesuch as simple stories,high-frequency commands,and brief instructionswhen dealing with familiartopics.

Intermediate

The student is expected tointerpret and demonstrateunderstanding of simple,straightforward, spokenand written languagesuch as instructions, direc-tions, announcements,reports, conversations,brief descriptions, andnarrations.


VNovice


create a visual to illus-trate some aspect of thelanguage such as a folk-tale, song, or videoread authentic orteacher-produced pass-ports and complete aclass roster with basicbiographical informa-tionlist the descriptors ofthe main charactersafter viewing a familiarvideo

V Intermediate


read a sample of thelanguage such as a let-ter, poem, or interviewand rewrite it as a jour-nal entry from theauthor, journalist, orintervieweeread descriptions ofseveral jobs and createa mock resume toinclude with an appli-cation for one of thosejobssequence importantevents after viewing afamiliar film or video

r-J

V Advanced

The student is expected tointerpret and demonstrateunderstanding of spokenand written language,including literature, on avariety of topics.

V Advanced


listen to interviews oftwo people and write acomparison of theirbeliefs, opinions,and / or feelingsread a course descriptionfor study abroad andcompose an argumentsupporting participationin an exchange programview a film or videoand summarize the plotand / or analyze theconflict(s)


Texas Essential knowledge and Skills for Languages Of her Than English

om Into

l# Learning Snapshots

ti011:

EL CHIVOEN LA HUERTA

(THEGOAT

IN

THEGARDEN)Students

listenas theteacher

readsthe story El Chivo

en laHuerta(byLada

JosefaKatky).

The classdiscussesthe story,

identifiesthecharacters

and the setting,and students

take turnsactingout theparts of the various

animals

in the story.The students

then illustratetheirfavorite

character.Later,

each child is givenacopy of the

story and listensto thestory again

on cassette.After

this secondreading,

the studentsreview

the

sequenceand characters

of the story,then head-

bandswith illustrations

and sentencesfrom the story

aregivento selected

studentswho act out the story

as the rest of the class viewsand helps

to narrate.

MarthaCardona,

Fort WorthISD, T.A. Sims

ElementarySchool,

Kindergarten,

Spanish

immersion,Course

Level I,Novice

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A Texas Frameworkfor "ages Other Than English 43


Communication: Presentational mode


The student communicates in a language other than English using the skills of listen-ing, speaking, reading, and writing.


VNovice

The student is expected topresent information usingfamiliar words, phrases,and sentences to listenersand readers.

VIntermediate

The student is expected topresent information andconvey short messages oneveryday topics to listen-ers and readers.


V'Novice


list the physical charac-teristics of a favoritepersonpresent the location ofpoints of interest on amap

VIntermediate


describe an everydayactivitygive directions from agiven point to a desti-nation

V Advanced

The student is expected topresent information, con-cepts, and ideas on a vari-ety of topics to listenersand readers.

V Advanced


describe an incidentthat occurred in thepast, such as an acci-dent, surprise, orproblemresearch a chosen localeand present the advan-tages and disadvantagesof a trip to that site



Communication: Presentational mode

Learning Snapshots

LATIN ORATORY

Teacher selects (or studentsselect for themselves) passages

from Latin literature tomemorize. As they memorizethe passages, students maywork in teams to help oneanother with pronunciation.

Students recite the passagesbefore the whole class. The

class, which has copies of thepassage being read, judgesthe oratories and selects thebest three speakers based oncriteria such as pronunciation,poise, and clarity. The teacherawards the best speakers andencourages them to enter local,state, and national competitions.

Clyde Lehman, Alan Abbe, andStacy Nix; Northside ISD;

Health Careers High School,Holmes High School, and Taft

High School; Grades 9-12;Latin; Course Level III-IV;

Intermediate-Advanced

WACKYANIMALS

Studentslearn about

animalsand how to discuss

themin French

in1udingtheir names,

physc1trams,

habitat,and

eatnghabits.

Scoal1groups

presentinforrnaton

abouta chosen and

to the rest ot the classusing

isuak,written,

and ora1 convounicaton.

IndMdual

studentsthen invent

their own wackyankrna1

for

exarop1e,a bird With four kegs,

a gargOewith Wings,

a pure andaigator).The draw

herpicture

and Vite its descripton

. GastonNC.

Cyr, Socorro IS

SocorroHigh

M

School,Grades

9-12,Frenc

CourseLevel

II,

ovice

PRI/TASV VERDI/R.4S

(FRO/TS.4N0I Students

learnthe narties

of several

fruitsand vegetables

in Spanish.Using

plastic

mode'sor the real thing,

studentscategorize

the

fruitsand vegetables

by color,beginning

ltter,and

fruitor vegetable.

Theydraw

the fruits and

vegetablesand, with the teacher's

help,label their)

With the correctWord

in Spanish.Leigh Ann Kies, Midland/SD,

BushElementary

School,Grades

K5,

SpanishFEES Pogram

CourseLevel

t, Novice

5-4A Texas Framework for Languages Other Than English 45


Cultures Students learn about and experience other cultures as anintegral part of studying languages other than English. Thisincludes studying and experiencing the following threecultural components of a society:

the perspectives (the way people perceive things:their attitudes and values)the practices (what people do: their patterns ofbehavior)the products (what people create, both tangibleand intangible: their literature, art, music,tools, food, laws, games, etc.)

Products include both the great accomplishments of aculture and the institutions that characterize how the societyfunctions. This element has been referred to as "Big C"culture and includes art, music, dance, drama, poetry, andliterature, as well as social, economic, and political systems.

Cultural behavior is a vital component of communication.Inappropriate body language can convey an unintendedmeaning even when the words are correct (e.g., a gestureintended to be a "good-bye wave" could be confused withthe "come here" gesture in Italian.) Unexpected behaviorcan cause one to misinterpret someone else's meaning (e.g.,arriving "late" to an appointment may mean only that theperson has a different understanding of time).

Learning about and understanding cultures increases studentmotivation to learn the language, fosters divergent thinking,and connects language learning to other subject areas. Inaddition, the program goal of Cultures provides knowledgeto enhance any future contacts with native speakers of thelanguage studied, either informal (through friends or travelexperiences) or formal (in business or professional contexts).

Because novice level students may not have sufficientknowledge of the language to use it exclusively to discussculture, teachers may choose to use English to help studentsunderstand and discuss the perspectives behind culturalpractices and products. Students can then use thisknowledge to apply in tasks matched to their ability to usethe second language, such as listing practices that arecommon among speakers of English, speakers of the



language being studied, or speakers in both cultures. Inter-mediate and advanced level students, however, would usethe language to learn about culture throng the interpretationand discussion of authentic materials. For example, whilenovice-level students might speak in English about why 010de los Mitertos (Day of the Dead) is an important ritual inMexico before applying that knowledge by matchingcontrasting phrases as descriptive of Mexico or of the UnitedStates, intermediate and advanced level students wouldinterpret the -unique cartoons and other Dia de los Mitertosfeatures in Mexican newspapers through discussion inSpanish.

Resources that provide cultural information include videos,literature, periodicals, and guest speakers. Students shouldbe made aware of the cultural context of language segmentsand taught to look for culturalinformation. As they role play, write For more information on

materials, see Appendix F,stories, or conduct interviews, they Suggested Materials forshould do so in a culturally the LOTE Classroom.

appropriate manner.

Learning Snapshots

LAQUINCEARERA

Students learn about this Hispanic "coming-

of-age"celebration for young women. They read about the

celebration's meaning and discussquinceafierasand other

similarcelebrations from different cultures. The class then divides

into groups and plans aquinceafiera in class. They

discuss andengage in

activities centered around such topics as

appropriate dress, food,appropriate gifts, and

invitation design. In

the end, the class has acollection of visual aids

pertaining to a

quinceaneracelebration.

Students come tounderstand the mean-

ing behind thiscelebration as they

compare and contrast the sig-

nificance of the ritual to the young woman and to her family with

how such a rite ofpassage would occur in other cultures.Barbara V.

Mendez/Juanita G. Seiger,El Paso ISD, Andress High School, Grades 9-12,

Spanish, Course LevelIntermediate

56A Texas Framework for Languages Other Than En lisp


Cultures: Practices and Perspectives


The student gains knowledge and understanding of other cultures.


VNovice

The student is expected todemonstrate an under-standing of the practices(what people do) and howthey are related to the per-spectives (how peopleperceive things) of thecultures studied.

VIntermediate

The student is expected touse the language at theintermediate proficiencylevel to demonstrate anunderstanding of thepractices (what people do)and how they are relatedto the perspectives (howpeople perceive things) ofthe cultures studied.


VNovice


identify and illustrate atraditional custom orcelebrationview a role play situa-tion and recognize cul-turally appropriate ver-bal and / or non-verbalexpressions

''Intermediate


view a video depictinga cultural celebrationand write a short letterin the language describ-ing it and explaining itsoriginproduce a skit usingculturally appropriateverbal and / or non-ver-bal expressions such asgestures, greetings, andidiomatic expressions57

VAdvanced

The student is expected touse the language at theadvanced proficiencylevel to demonstrate anunderstanding of thepractices (what people do)and how they are relatedto the perspectives (howpeople perceive things) ofthe cultures studied.

VAdvanced


read a short passageabout the origins of acustom or cultural cele-bration in the languageand do a presentationon it using the lan-guagediscuss inappropriatelyused verbal and non-verbal expressions andanalyze the culturalimplications


Texas Essential know/edge and Skills for Than English

I/ Learning Snapshots

Cultures: Practice

guages ot

s and Perspectives

JAPANESEBUSINESS

CARDSStudents

make

their own businesscards

usingHiragana,

Katakana,

and Kanjiand usetheirbusinesscards

topracticeformal

businessintroduction

in role plays.Students

learnthe

perspectivebehind

the practicebyobserving

thesimilarities

with businessintroductions

in the UnitedStates,

discussingthese

in English,and then summarizing

them

througha list in Japanese.

HirokoTakebe

Scharon,Katy ISD, Taylor

High School

Grades9-12,

Japanese,Course

LevelII, Novice

9

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A TexasFranzetvorkfor Langitages Other Than English 49


Cultures: Products and Perspectives


The student gains knowledge and understanding of other cultures.


V N ovice

The student is expected touse the language todemonstrate an under-standing of the products(what people create) andhow they are related tothe perspectives (howpeople perceive things) ofthe cultures studied.

',Intermediate

The student is expected touse the language at theintermediate proficiencylevel to demonstrate anunderstanding of theproducts (what peoplecreate) and how they arerelated to the perspectives(how people perceivethings) of the culturesstudied.


V'Novice


use a visual to identifythe major resources,products, and contribu-tions and their culturalimportancecollect and displaynewspaper clippingsconcerning political,economic, and / or cul-tural topics

V Intermediate


locate products of theregion studied and,using the language,explain their culturalsignificanceuse the language to list,describe, and prioritizepolitical, economic,and / or cultural con-cerns

V Advanced

The student is expected touse the language at theadvanced proficiencylevel to demonstrate anunderstanding of theproducts (what peoplecreate) and how they arerelated to the perspectives(how people perceivethings) of the culturesstudied.

V Advanced

By the end of theadvanced level studentsare able to:

research the relationshipbetween the use of nat-ural resources and theirimpact on the environ-ment, then use the lan-guage to debate thepros and cons ofresource allocationuse the language tointerview an informedperson (e.g., universityprofessor, consulate,employee, etc.) on polit-ical, economic, and cul-tural issues and reportfindings


"(vas Esserktial owledgeand

ctiv es

lls tot LaLanguage

VicoatActs eyspe

they "Chan "English

ing SvtayshotsLearn ELMUNDO

ESPAROL(THE

SPANISH-

SPEAKINGWORLD)

Studentscollect

newspaper

articlespertaining to

Spanish-speakingcountries. They

mount theirarticles on plain

paper, thensummarize the

article andindicate what they

learned from it. Allarticles are

filed bycountry in a large

binder for the class to use as

topicsofdiscussion about the

Spanish-speakingworld.At

thenovice level,

students may read andsummarize

articles

written inEnglish. At

intermediate andadvanced

levels,

students readauthentic

newspaperarticles and

summarize

them inSpanish,

showing theirunderstanding of the

perspectiveinfluencing the

choice andemphasis of

information bycomparing how the

samestories are

presented in theirhometown

newspaper and how thiswould

influence aculture's view of the

sameevent.

PatSpaulding, Katy ISD,

MemorialParkway

JuniorHighSchool

Grades 7-8,Spanish,

CourseLevel I,

Novicethrough

Advanced

es ago

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School,eta


Connections

52

Knowledge of other languages and cultures provides thetools and context for connecting with other subject areasincluding the arts, health, social studies, sciences, mathematics,and English, for example. In Connections, students use thelanguage to acquire information and reinforce other areas ofstudy.

Acquiring languages other than English becomes morerelevant and engaging to students when it serves as a vehiclefor the development of ideas and acquisition of informationon topics from other disciplines and the students' personalinterests. Using another language to connect with otherdisciplines provides learners with the skills and interests tolook beyond the limits of their immediate circle of experienceand to see how language skills apply to education and otherreal-world concerns. Language skills also provide studentsincreased access to the whole range of information availableinternationally through print, the Internet, satellite technology,and video.

Students make connections in different ways at differentgrade levels. Because linguistic development (native languageand other languages) and other cognitive development takeplace simultaneously in the early elementary grades, examplesof connections appropriate for younger learners couldinclude learning the basic concepts of the solar system, theparts of a plant, or the life cycle of a butterfly completely inthe second language. In middle school, students mightexperiment with Connections through a historical role-playusing the second language. For example, German studentscould set up an Ellis Island-type immigration station with atwistnon-language students play the role of the immigrantsin the late 1800's while German students operate the stationin German. At the high school level, intermediate andadvanced students often create their own personal connections,with the language teacher serving as a coach. Students mayapply their second language skills to acquire informationabout food exports in international agribusiness, originalFrench research on AIDS, or contemporary Chinese musicalopera.

In immersion and content-based language programs, stu-dents develop language skills by using the language as amedium for learning other school subjects. In LOTE programs,

6'A Texas Framework for Languages Other Than English

Texas Essential Know/edge and Skills for Languages Other Than English

students not only connect to other subject areas, but tisetheir new language to gain access to information availableonly in the language and to hear and react artistk works intheir original, forms.

le" Learning Snapshots

PINATASACROSS

THECURRICULUM

First

gradestudents

in adual languageprogram

work on

a week long studyof thepinata

to learn its historyand

origin.Each

daily studyperiod

takesabout

three hours.

Studentsbegin

the unitby listeningto a storyby Alma

FlorAdacalledLa Pinata

read in Englishand Spanish.

They respondto thestory through

discussion,vocabulary

practice,and map work on Mexico.

Later,when

they

learn that thepinata'sorigin

is Chinese,they locate

China

on a map aswell. Duringtheweek,

they listentomusic

aboutpiñatas

while drawingthem,

and then makepinatas

in smallgroups.

The childrencount,

add, and graph

candiestoput in theirpinatas;

makeVenn

diagrams

comparingpinatas

madewith pots to those

madeof

papiermache;

comparedifferent

kindsofglue; and

participatein a directed

writingexperience

to explainhow

to makeapinata.

Studentsbring in pictures

from home

representingtheirpersonal

experienceswith pinatas

to

use as the basis for personalwriting

on the topic in their

first language.Theirpictures

and storiesare exhibited

in a

classscrapbook

for all toenjoy.The week's

studyends

with a celebrationin physical

educationclass

as students

sing a song and breaktheirpinatas.

Ms. AndersonandMs. Quiett,

SocorroISD, Benito

MartinezElementary

School

SpanishEnglish

DualLanguageProgram,

Grade1,

CourseLevel I, Novice

6 2

A Texas TramettiorIc for Languages Other Than ngh:sh 53


Connections: Access to Information


The student uses the language to make connections with other subject areas and toacquire information.


VNovice

The student is expected touse resources (that mayinclude technology) in thelanguage and culturesbeing studied to gainaccess to information.

VIntermediate

The student is expected touse resources (that mayinclude technology) in thelanguage and culturesbeing studied at the inter-mediate proficiency levelto gain access to informa-tion.


'V Novice


watch a travel videoand make a list ofplaces they would liketo visitread a variety of foodadvertisements in thelanguage to extractbasic information inconnection with diet(calorie content/ fatcontent)

54

VIntermediate


watch a travel videoand prepare an oralreport in the languageabout a chosen place ofinterestusing the language,develop a daily mealplan for each mealrequiring low-calorieand low-fat intake

6 3

V Advanced

The student is expected touse resources (that mayinclude technology) in thelanguage and culturesbeing studied at theadvanced proficiencylevel to gain access toinformation.

V Advanced


watch a travel videoand use the language todesign a brochureand/ or make a multi-media presentationabout a chosen place ofinterestuse the language tocompare informationregarding diet from twopamphlets produced bydifferent health associa-tions



Connections: Access to Information

Learning Snapshots

7a:444gRth4rei

ereol?r

ROJVC4ri°AftCe°ritl.e

or the consciousand

each

Y

a visualrepthe fusion

of the two worldsThe

studentaiso explores

the contentof the story

by

relatedtopics

throughmaterials

in

by job._

a n d discuss

which

stheh e

and farl,,,usy,

to the visual.The following

studenc'

117selveswell to this activity:

stones:s

Soca 4rriba,Casa roacia,

and Coot/nu/daft/dsk)cfne

Ilf°7:i4irl:E/hoilrtilsrtonee

resell

SpanisLtion

Marshalir/CA-aria/7

Of nieihnervisual

the

SpanishCourse

Levels IVandl<

Preeerr_..onshort

lending

dGrades It.4iv

gives

haa rub eri °11:

"tro/ot4

Parques.

J.J. Pearce

4dfraoced

nev,i1Ts'pSaigitlis41:?rtAeTsil:FI:e°11sc.11:1dttleenlitsIctead

weatlite.Ireiso.cepcaesitsv:0°I.kccoideWsd\nua%\lentoenc-ess991t°

questionsabout

the forecast,

athtietecno:e\tcatnd

Frenchvocabulary

tor meteorological

terms,

identifyingcities

131 their Frenchabbreviations.

ln

aclgion,they prepare,

in writing,a lictonal

weather

reportfor a chosen

city.

presenttheir onginal

systehlfisoureccpaastsscovIra2:7

the c\ess.1.0sactkv\t`i

acors

studentstd nletkecdituii<ektasut,tyag\eonigTaepnhdyesanarthutetcodCe\tdrsic

RobertSW

ISD TaylorHigh School,

French,Course

LevelIII-IV,

Interrnediate



Connections: Other Subject Areas


The student uses the language to make connections with other subject areas andacquire information.


VNovice

The student is expected touse the language toobtain, reinforce, orexpand knowledge ofother subject areas.

VIntermediate V Advanced

The student is expected touse the language at theintermediate proficiencylevel to obtain, reinforce,or expand knowledge ofother subject areas.


VNovice


illustrate and label atimeline of an historicalperiod previously stud-iedname or illustrate ani-mals and plants thatexist in a particularregion or country previ-ously studied orreviewedmake a list of the pricesof foods in dollars andmatch it against thecurrency of the cul-ture(s) being studied

56

VIntermediate


present a skit in the lan-guage about an histori-cal event previouslystudieduse the language todescribe, in a simpleparagraph, an animalor plant that is indige-nous to a particularregion or country previ-ously studied orreviewed and explainits importance to theregionuse mathematical con-cepts to indicate thecost of preparing a din-ner to celebrate a holi-day in the culture orcultures being studied

C5

The student is expected touse the language at theadvanced proficiencylevel to obtain, reinforce,or expand knowledge ofother subject areas.

V Advanced


use the language tomake an oral history orvideotape an interviewconducted showing theimpact of an historicalevent on the lives of thepeople who witnessed ituse the language toinvestigate and reporton the endangeredspecies of a particularcountry or region previ-ously reviewed or studieduse the language to cre-ate, compare and con-trast, and discussgraphs demonstratingthe types of food andcost of food in differentregions of a country orcountries where thelanguage studied isspoken


Texas Essential knowledge and Skills for Languages

Learni

Other Than Enlish

ng Snapshots

Connections: Other Subject Areas

g

NUESTROMUNDO

(OUR

WORLD)In this activity,

the Spanish

curriculumis integrated

with thatof 6th

gradesocial

studies.Students

areprovided

with aworldmap to color and with the lyrics

to the songNuestro

Mundo(written

by Lou

Wilkinfor Richardson

ISD Divisionof

InstructionalServices).

By listeningtoand

singingthe song,

Spanishvocabulary

for

geographicterms

such as the directions

(N,S,E,W),the poles,

the PrimeMeridian,

and the equatorare learned,

aswell as

propernouns

for placessuch asthe seven

continentsandthe four oceans.

Students

expandupon

the vocabularylearned

by

usingit to ask and answer

questions.The

mediumused for learning,

i.e., music,is

particularlyeffective;

the song Nuestro

Mundoappeals

to the age groupand holds

theirattention.

Lou Wilkin,Richardson

ISD, CanyonCreek

Elementary,Grade

6, Spanishdistance

learning,Novice

C

Texas Framework fia. Lai/swages Oiker Tkaii

EL HUMOSECUNDARIO

(SECOND-

HANDSMOKE)

This projectconnects

Spanishto thesubject

area ofhealth.

Studentsrespond

anonymously

to a

questionnaire

in Spanishconcerning

smoking.Then

studentswatch

avideoin

Spanishon the dangers

ofsmokingand

second-handsmoke.

Afterviewingthe

video,students

write one-pagereflections

on what they learnedfrom the video.

Studentsdiscuss

whethertheyexperienced

any changeof attitude

or opinionas a result

ofviewingthe video.

Brochuresand posters

on smokingare available

in Spanish.

JonathanWelch,

RichardsonISO,

Lake HighlandsHigh School

Spanish,Grades

10-11,Course

Level

Intermediate

57


Comparisons Learning another language enhances one's understandingof the nature of language and culture. Students use thisknowledge to compare languages and cultures, and toexpand insight into their own language and culture.

A natural result of learning another language is thecomparison of the language being learned with the nativelanguage. As a result of these comparisons, students focus,often for the first time, on how their own language functions(e.g., gender or the placement of adjectives). They gain adeeper understanding of vocabulary through the study ofcognates and derivatives. Such comparisons also highlightthe differences between languages and help students tounderstand that there are many different ways tocommunicate the same idea. The insights gained fromlanguage comparisons enable students to be better languagelearners.

The same type of comparisons occur when it comes tocultures. Students learn about different traditions, customs,and practices, as well as discover that they share manythings in common with people of another culture. Studentsrealize how one culture can have an impact upon anotherculture.

Exploring cultural concepts with limited language skillrequires activities that ask students to interpret materials fortheir main ideas and to present information in formats thatmatch their language ability, such as listing. Activities canbe designed that help students express complex culturalcomparisons with simple language. For example, studentscan be asked to check their comprehension or insight on acultural topic by responding to statements with a check inthe appropriate column: this is common in the UnitedStates, this is common in the foreign country, or this iscommon in both cultures. As students progress through aLOTE program, their growing sophistication in culturalinsights will be matched by their growing sophistication inusing the LOTE.

6 'i


Texas Essential knowledge and Skills

1, Learning Snapshots

for Languages Other Than English

VISITINGA JAPANESE

HOMEThe

purposeof thisactivity

is for studentsto

understandappropriate

culturalpractices

for

visitingaJapanese

homeand compare

these

practiceswith those

oftheir own homes.First,

studentslistwhat theyalready

know aboutthe

topic and then they discusstheir lists in small

groups.The teacher

showsand discusses

authenticJapanese

itemssuch as the zabuton

(matsto siton) and furoshiki

(gift-wrapping

cloth).Theywatch

avideothat compares

and

contrastsJapanese

andAmericanvisiting

customs.After class discussion

aboutthe

video,students

prepareand perform

skitsabout

visitingaJapanese

home,using

authentic

culturalitems

as props.

YoshikoElmer,

El Paso ISD

BurgesHigh School

Grades9-12,

Japanese,Course

Level II,

Novice

A TexasFranieworkfor Languages Other Than English 59


Comparisons: Nature of Language


The student develops insight into the nature of language and culture by comparing thestudent's own language and culture to another.


VNovice

The student is expected todemonstrate an under-standing of the nature oflanguage through com-parisons of the student'sown language and thelanguage studied.


The student is expected touse the language at theintermediate proficiencylevel to demonstrate anunderstanding of thenature of languagethrough comparisons ofthe student's own lan-guage and the languagestudied.


VNovice


identify shared and / ordifferent writing con-ventions such as alpha-bets, capitalization andpunctuation, and wordorder of the two lan-guagesrecognize phrases andidioms unique to thelanguage being learned

60

VIntermediate


examine a short pas-sage to identify lan-guage conventionswhich are differentfrom those of Englishcite examples of phras-es and idioms that donot translate directlyfrom one language tothe other

69

The student is expected touse the language at theadvanced proficiencylevel to demonstrate anunderstanding of thenature of languagethrough comparisons ofthe student's own lan-guage and the languagestudied.

V Advanced


identify and apply inwriting appropriate lan-guage conventions thatcommunicate ideaswhich would beexpressed differently inEnglishgenerate and useappropriate phrases oridioms to communicatean idea, then compareand contrast them tosimilar structures inEnglish



Comparisons: Nature of Language

Learning Snapshots

KATAKANADuring

a unit on Me Japanesewriting

system,

studentsace introduced

to the Japanesephonetic

alhabet,the

katakana.Katakana

charactersare used primarily

to write words

of foreignorigin,

such as wordsbdrfowed

from English.When

EnglishWords

writtenor pronounced

in Japanesethey can

soundvery different.

To illustratethis, students

are g'ilena paper

that has two coluMns..one colucnn

has a list of wordsin katakana,

the otherhas a list in English.

The teacherholds

up the cards

with the katakanaWords

from the list, pronouncesthem,

and

distributesthe cards

to variousstudents.

As the NtslOcasare read,

the studentsfind the words

on their OV10list and connect

them

With lines to their Englishequivalents.

1"oan this

one

studentreads

oft thelist M English

and the studentsholding

the

correctkatakana

card holdsit up for the class to see.

As a follow

up, studentsare g'iven

a sheetof katakana

words anda chart that

shoWsthesestem

used to translateforeign

wordsinto katakana.

Usingthchart,

studentsdetermine

the romanization

of the

charactersin each

of the wordson the sheet

and try to determine

what the katakanaWords

are in English.Students

Wahlabout

the

writingand phonologicak

systerhsof Japanese

and comparethem

to the samesystems

in English.

Adaptedfrom a learning

activityin the Connecticut

WorldL.an-

guagesCurriculum

GuideDraft.

GradesK-4, Japanese,

Novice

ICOGNATESStudents

transla

words(selected

te lists of

by the teacherbecause

theyare cognatesG)einrrritoaEnng/ish

Thenthey

Maketwo sets of flscards,

one with the Germanwords

and the

otherwith the English

word.They

may then use thesecards for

Matching, memory,the activity

thebecause itm feeltheyand

"go fish"givesthem

know some

44a/yEASehed,

gaes.Beginning

studentsenjoylanguage,Gerrnan

ri....

.,,yfi Schoolyht

off thebat."

facies 9 72, CourseI.evel

I, Novice

MacArthur1,..,;,..,_

German G

7 0A Texas Framework for Languages Other Than English 61


Comparisons: Concept of Culture




VNovice

The student is expected todemonstrate an under-standing of the concept ofculture through compar-isons of the student's ownculture and the culturesstudied.

VIntermediate

The student is expectedto use the language at theintermediate proficiencylevel to demonstrate anunderstanding of the con-cept of culture throughcomparisons of the stu-dent's own culture andthe cultures studied.


YNovice


view pictures, e.g.,from a magazine, andmake a list of the per-ceived differencesbetween the culturebeing studied and thehome culturedramatize a shoppingexperience exemplify-ing culturally appropri-ate behavior

VIntermediate


watch a video and com-pare cultural patternsof their own culture tothe culture studiedwatch a video aboutshopping in the culturebeing studied andexplain the similaritiesand differences withstudent's own culture,

(

VAdvanced

The student is expected touse the language at theadvanced proficiencylevel to demonstrate anunderstanding of the con-cept of culture throughcomparisons of the stu-dent's own culture andthe cultures studied.

VAdvanced


read scenarios illustrat-ing patterns of a culturebeing studied andexplain why misunder-standings can occurrole play a shoppingexcursion whichinvolves a culturalcomplication



Comparisons: Concept of Culture

6/ Learning Snapshots

UNIVERSALTHEMES

IN FRENCHMOVIES

Students

view Ptio ere,La Gloire

de Mon Pere,and Le Chateau

de Ma Mere, thatdepict

familylite in France

in Me first

PO of Me twer6ethcentury.

"Theykeep

a dailyvieWing

journalof rea6ns

to the tilmsas6t them

in later

wrillngthree

essaysin French

aboutgood family

memories,tre loss of innocence

and disappointmet,

and their descriptonof family

O. This actl\Aeli6ts

thougPtful,insightful

work co Ostudents

and allowstPern

to analyzetheir own lives by

contrastsit

With ttIOSeof

the peoplein the films.

lt underscoresuniverse\

human

valuesof love

and larnilyacross

cultures.

BethLlewellyn,

Fort WorthISO,

Southwest

HighSchool,

French,Grades

10-11,Course

LevelIII,

Intermediate/Advanced

WEDDIIVGAlIVC/ENT

ANDMODERN

Studnts,either

in small groupsor as a whole

class,

discussmodern

dating,

and wedding

customsand practices.

They read aboutRoman

wedding

customsin Latin

and viewa video

clip of a weddingfrom

a movielike 4.0 The students

compareand contrast

ancientand modern

practices.Later,

in groups,students

plana Mock

productionof one

of the threetypes of

Romanweddings

competewith costumes

to presentto

the class.4490, Ledford,North

East iSD RooseveltHigh School

Latin,Grades

9 - 17, CourseLevels / - (depending

on

passage),Novice,

intermediate


BEST COPY AVAILABLE

63


Comparisons: Influence




VNovice

The student is expected todemonstrate understand-ing of the influence of onelanguage and culture onanother.

VIntermediate

The student is expected touse the language at theintermediate proficiencylevel to demonstrateunderstanding of theinfluence of one languageand culture on another.


VNovice


list foods from the cul-ture which are popularin their ownread a short passageand recognize the cog-nates of another lan-guage to deduce mean-ing in context

VIntermediate


use regular mail or e-mail to ask and answerquestions with a nativespeaker pen pal to com-pare foods from the penpal's culture with simi-lar ethnic foods in thestudents cultureread an adapted orauthentic text and cre-ate a derivative wordtree for selected verbs

Iegi

VAdvanced

The student is expected touse the language at theadvanced proficiencylevel to demonstrateunderstanding of theinfluence of one languageand culture on another.

VAdvanced


create a cookbook ofAmerican foods whichoriginated from anothercultureread several short sto-ries and / or poemsrelating to one topicand create a derivativedictionary based uponselected vocabulary


Texas Essential knowledge and Skills for Langua

s/

ges Other Than English

up

Learnng Snapshots

LA PRENSA- UNANUNCIO

COMERCIAL

(THEPRESS-ANADVERTISEMENT)

In smallgroups

or pairs,students

look at two magazine

ads forthe sameproduct

(e.g.,car, food item,

clothing).

Onead isfrom an American

magazineand the other

from

aSpanishlanguage

magazine.Students

also note any

wordsfrom one language

thatare used in theother,

observingthe way that vocabulary

migratesfrom one

languagetoanother.

The studentscompare

the

techniquesused in each to "sell" the product.

Theythen

designand create

their own ads forthe sameproduct

usingthe language.

GregFouldsandMary Martinez,

NorthEastISD,

ChurchillHigh School

Spanish,Grades

9 -12, CourseLevel

III,

Intermediate

tly c7to er4, igh/it/6 etes co coicveast `kl49 at-

e .ecy fto, 0/I 453 vs#79ivitboot ''eto. /ve

ostktio, Of

alere ae/Yfrecif e/7-fr Worm lel: `9141eots e

047 sb,i,hot

fc)/17 <etio //7 /7.9/ish 113'

"c44* 'c?*S; /(16"9*9 0/ t9C600/ 6'4?

/ AVO I,96e

A 74as FrameworkforLanguages Other Than English 65


Communities Learning languages other than English increases opportunitiesfor participation in communities in Texas, in other states,and around the world. Students use languages to enhancetheir personal and public lives and to meet the careerdemands of the 21st century.

Students may participate in Texas communities by attendingcultural events or concerts, or visiting museums or exhibitions.As part of their language study, they may participate in orplan their own celebrations of the traditions of cultural andlinguistic communities that are the same or different fromtheir own. They may also use the language to converse withspeakers of that language outside of class (e.g., helping aSpanish-speaking parent in the school office, or usingVietnamese to serve a patron at a restaurant, for example).Students may also participate in communities in other statesand around the world by traveling or by using technologyto inform themselves about other places, peoples, andcultures.

In studying Communities, students learn how knowingmore than one language is an asset for future career andbusiness opportunities, and thus how it can expand theirpossibilities for employment. High school students mayapply their language skills by tutoring elementary gradenative speakers or by doing an internship during part of theschool day in a business setting where the language beingstudied is used, such as in the international marketing sectionof a manufacturing company or in the internationalexchange center of a bank. In addition, knowing more thanone language provides a means of future learning andpersonal enrichment. Regardless of the language studied,students of LOTE learn how to use languages to communicateacross cultural borders, a skill that is applicable throughoutone's life.


sential Knowledge aTexas Es

Learning, Snapshots1,/

Skills toy Lang-nags Ottter 'Than English

COMMUNITYNEWS

Studentspublish a

community

newsletteras partof theirSpanish

classevery six

weeks.

Thenewspaper

includes a frontpage with logo, and

varioussectionssuch as

sports,school,

socialevents,

localnews,

entertainment,book, and

moviereviews.

Studentsdistribute the

newsletter toparents,

libraries,

andselected

community

organizations.

RosannaPerez,

RogelioSenties, Terri

Wroten,Northside

ISO,

CommunicationArts HighSchool

Spanish,Grades 9 - 10,

CourseLevel II!,Intermediate

exas Framework for Languages Other Than EnglishA T


Communities: Within and Beyond the School


The student participates in communities at home and around the world by usinglanguages other than English.


YNovice

The student is expected touse the language bothwithin and beyond theschool setting throughactivities such as partici-pating in cultural eventsand using technology tocommunicate.


The student is expected touse the language at theintermediate proficiencylevel both within andbeyond the school settingthrough activities such asparticipating in culturalevents and using technol-ogy to communicate.


VNovice

At the end of the novicelevel students are ableto:

exchange informationabout self, family,and / or schoolintegrate commonlyused phrases in conver-sations beyond theclassroom

VIntermediate

At the end of the inter-mediate level studentsare able to:

write a letter and / orhave a short conversa-tion about topics suchas school or leisureactivities with speakersof the languageprepare and / or per-form for a school, com-munity, or special cul-tural event

77

The student is expected touse the language at theadvanced proficiencylevel both within andbeyond the school settingthrough activities such asparticipating in culturalevents and using technol-ogy to communicate.

V Advanced

At the end of theadvanced level studentsare able to:

communicate withmembers of other cul-tures regarding topicsof personal interest,community or worldconcerns via letters,e-mail, audio and videotapes, or other mediaanalyze the impact oflanguage and cultureon the community



Communities: Within and Beyond the School

Learning Snapshots

firstC°4141114//7

49"iliCE

Activitiesinch/de

soccer,gestures,

both the high

relay racers

gradersare able

to overcomeobstacles

to

"I

Aftereach

activity,

usingraces, fevve 13/monthly

.,cthat stuthdee

ulary learnedStudents

reflecton future

appopportunities to serve. licationsand similar

clh°orna°tr so

ac yiestYfor

and face

Courseevels /// and /I% in

school

discuss:a:1studenttls

andflafsir rnigpse atal

sang

snilgis,:osanuPl:g:pi:irtse:ss tjc,mah Idok: iron.r Spanisharts

students sobasberrvieef

in c/assvooab..

SPanisk Grades 8lcbadeo /soPearce

44arsnaIiic,c_ariatio:differeh_es

EL RIO BRAVO(THE

RIO GANDE)Students

conduct

researchon, analyze,

and debatethe role

ofi the 5io Grand

Bravo)as a nature\

resourcefor both the United

Statesand

tAe)6co.(The river series

as a borderseparating

the IWOoun

tries, its boundariesdeterrnined

by rnan-rnadeconcrete

struc-

turesand its waters

poliutedby factolies

oi both natons.)"Me

studentsconsider

the iMpactof the river on the environment

and

liveiihoodof inhabitants

from tlisic0and the United

States.From

their 6sci,%ssions,

they generatea series

of questonswhich

they

use to intervlewa representative

of the InternatonalBoundary

and WaterCommission.

BarbaraV. Mendez

and JuanitaG. Seiger,

El PasoISD, Andress

High School

Spanishfor Spanish

Speakers,

CourseLevel

V, Advanced



S p


The student participates in communities at home and around the world by usinglanguages other than English.


VNovice

The student is expected toshow evidence of becom-ing a lifelong learner byusing the language forpersonal enrichment andcareer development.

VIntermediate

The student is expected toshow evidence of becom-ing a lifelong learner byusing the language at theintermediate proficiencylevel for personal enrich-ment and career develop-ment.


YNovice

At the end of the novicelevel students are ableto:

list words, phrases, orexpressions used whileplaying sports or gamesfrom a culturelist careers in whichproficiency in morethan one language andculture are important

VIntermediate

At the end of the inter-mediate level studentsare able to:

investigate and pro-duce a skit on histori-cal, geographical,and / or biographicalinformation about thesport or athletes from aspecific cultureinterview members ofthe community whodemonstrate languageproficiency and knowl-edge of cultural prac-tices in another lan-guage in their career

V Advanced

The student is expected toshow evidence of becom-ing a lifelong learner byusing the language at theadvanced proficiencylevel for personal enrich-ment and career develop-ment.

V Advanced

At the end of theadvanced level studentsare able to:

instruct others in therules or strategies of agame or sportparticipate in a careerexploration, school,and / or work-relatedproject that requireslanguage proficiencyand knowledge of cul-tural practices



toe Learning Snapshots

- 111

JOBAPPLICATIONS

As a class,students

brainstormand

generatea list of jobs that interest

them,qualifications

required

for such jobs, and the advantagesand drawbacks

of thesejobs.

Fromthe list, students

selecttwo jobs that most interest

them and

completejob applications

for them in Spanish.Each application

must be accompanied

by a coverletter

and a recommendation

letter,both in Spanish.

The recommendation

lettersare actually

writtenby the students

themselves,they write them under

the guise

of a famousSpanish

speakerwho is somehow

connectedto the job

forwhichthey are applying.

Studentspractice

usingimportant,

career-related,

real-worldvocabulary

and structures.

MarshaMcFarland,

RichardsonISD, J.J. Pearce

High School,

Grades11-12,

Spanish,Course

LevelsIV-V,

Intermediate-Advanced

.04,9444'7'90

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Usingthe

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froth theotel. Stuaehts

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n° 16e

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skiiis

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A-rehchCoc/ree

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kras Fronezoorkibr Larzprages Ofber 77/1711

a

5

Implementation

re combination of an early start and an extendedequence in LOTE programs may allow students to reach

the advanced Progress Checkpoint, as the chart on thefollowing page indicates. Not all students who beginlearning a LOTE in elementary school will reach theadvanced proficiency level; however, the earlier studentsstart learning another language and the longer they stay insequential LOTE programs, the higher the proficiency levelthey will attain. Conversely, it is very difficult to reach aproficiency level above novice-high/intermediate-low if thelanguage program does not begin until high school.

The level of proficiency achieved is also dependent upon therelative difficulty of the language being learned. Data fromfederal government language trainingof English-speaking adults categorize See ACTFL Proficiency

Guidelines in Appendix Ilanguages by the amount of intensive for ACTFL's definition oftraining needed to reach an AC [FL Advanced proficiency.Advanced level of proficiency.Students of "Level 2" languages, such as German, take oneand a half times as long to reach Advanced level proficiencyas students of "Level 1" languages such as Spanish and


P1

Implementation

Districts that wishfor their students toachieve advancedproficiency must

design an extendedsequence of learn-ing that begins inthe early grades.

French. A "Level 4" language, such as Japanese, requiresthree times as much time as a "Level 1" language does toreach Advanced proficiency (Liskin-Gasparro, 1982).Additional factors include the type of program, theinstructional strategies used, and the motivation of thestudent (Larsen-Freeman & Long, 1991).

Advanced High

Advanced

Intermediate-High

Intermediate-Mid

Intermediate-Low

Novice-High

Novice-Mid

Novice-Low

PreK K 1 2 3 4 5 6 7 8 9 10 11 12

Entry Points Proficiency

Illustration 5.1: Sample Entry Points and Proficiency Levels Attained for Speaking,as Expected in Extended, Uninterrupted Learning Sequences

The LessCommonlyTaughtLanguages

74

Traditionally, students in Texas have studied French, German,Latin, and Spanish. To meet the needs of the 21st century, itis apparent that students should consider studying lesscommonly taught (LCT) languages. These languagesinclude, but are not limited to, some of the most commonlyspoken languages in the world, such as Arabic, Chinese,Japanese, and Russian. Leaders in the areas of business,

82A Texas Framework fir Languages Other Than English

SelectedProficiency-Based,SequentialLanguagePrograms

Implementation

industry, and government stress that the United States hasvital interests all over the globe, not just in Western Europe.There are many career opportunities for students who areproficient in an LCT language.

The implementation of an LCT language program includessome challenges for the school and the students. Whencompared with English, many LCT languages use verydifferent alphabets and / or writing systems, have very differentsyntax and phonology, have few, if any, cognates, andsometimes have a very different cultural context andperspective. Consequently, some of these languages aremore difficult to acquire and require a longer sequence ofstudy.

The chart on page 74 that shows the impact of early startand length of study on proficiency attained would need tobe adapted to consider the unique nature of languages. Thelack of familiarity most students in the United States havewith LCT languages coupled with the dissimilarity thatthese languages have with English make evident the needfor an early start if students are to reach a useful level ofLCT language proficiency. Additionally, it may require morepersistence and effort to find authentic materials and nativespeakers.

School administrators will need to consider that sometimesthere are shortages of qualified teachers as well as fewerinstructional resources for LCT languages. Nevertheless,there are a number of districts in Texas that have receivedgrants to implement LCT language programs and thesedistricts can serve as a resource to other districts.

The following section provides a look at some of the differenttypes of elementary and secondary sequential languageprograms offered in Texas schools.

Bilingualism and biculturalism that students bring to school are valuableassets upon which to build long sequences of instruction that producetruly bilingual, biliterate, and bicultural graduates. To attain this goal,

programs in grades PreK-12 must be linked to post-secondary programoptions, for language learning is never done. Long sequences of

instruction benefit not only the native speakers of languages other thanEnglish, but also the native speakers of English. The growing popularityof language immersion and two-way bilingual education programs hasopened new doors which present opportunities for cooperation among

LOTE, ESL, and bilingual educators.

A Texas Framework for Langfis Other Than English 75

Implementation

Elementary SchoolProgramDescriptions

Immersion

Immersion programs teach language by using the languageitself as a medium of instruction for other subjects. Theusual curriculum activities from other subject areas(mathematics, science, social studies, arts, health, forexample) are presented in the language. The amount oftime spent in the language varies across programs from"partial" (e.g., 50%) to "total" immersion (100%). Studentsare exposed to the language every day.

Two-Way Immersion or Dual Language

Two-way immersion or dual language programs are similarto regular immersion programs except that the studentbody includes both English-only speakers and native speakersof the language. All students learn subject matter throughboth their "first" and "second" languages, benefiting frominteractions with peers who are native speakers of thelanguage new to them. The amount of instructional timedevoted to each language varies by such factors as studentneeds, program design, and grade level. Decisions regardinginstructional design should be made carefully in order tosupport program goals.

Percentage of 100%

instructionaltime spent in

90%90%

LOTE

50%

76

Percentage ofinstructionaltime spent inEnglish

10%0

K 1 2 3 4 5 6

Grade Level

100%90%

50%

10%0

Illustration 5.2: Two-Way Immersion: One Successful Model

84A Texas Framework tbr Languages Other Than English

Middle School andHigh SchoolProgramDescriptions

Implementation

The table on the preceding page illustrates one successfulmodel for two-way immersion where students begin inkindergarten with 90% of instructional time delivered in theLOTE and 10% delivered in English; the amount of timedevoted to English then increases by grade level until, atsixth grade, 50% of instructional time is delivered in Englishand 50% in the other language.

Another frequently used model divides instructional timeequally (50%-50%) between English and the LOTE at allgrade levels.

FLES (Foreign Languages in the Elementary School)

In general, students in FLES programs meet three to fivetimes a week (no fewer than three times per week) for periodsranging from 20 minutes to an hour or more (at least 75minutes per week). Sometimes FLES programs are "content-enriched," which means that some content from other subjectareas is taught in the target language and the LOTE teacheris partially responsible for areas of the core curriculum. (SeeTable 5.1 for a description of some different FLES programs.)

Continuation

Continuation programs build upon the proficiency a studenthas acquired in elementary and / or middle school, or as aresult of being a native speaker.

Beginning Sequential

Students may begin study of a second or third language(with no previous experience in that language) in middle orhigh school.

Content-Enriched

Students develop proficiency in the language while supple-menting their study of other subject areas. When a programis content-enriched, students use the language to reinforceand expand subject matter from other disciplines. They

_8 5A Texas Framework for Languages Other Than English 77

Implementation

Elementary SchoolPrograms

Percent of Time Spentin LOTE Per Week

Goals of theProgram

Total ImmersionGrades K - 6

approximately 100%(Time is spent learningsubject matter taught inLOTE; language learn-ing per se is incorporat-ed as necessary through-out curriculum.)

become functionally profi-cient in LOTEmaster subject content taughtin LOTEacquire an understanding ofother cultures

Two-Way ImmersionGrades K 6

Student population ismade up of both nativespeakers of LOTE andEnglish.

at least 50% (Time isspent learning subjectmatter taught in LOTE;language learning per seis incorporated as neces-sary throughout curricu-lum.)

become functionally profi-cient in LOTEmaster subject content taughtin LOTEacquire an understanding ofother culturesdemonstrate grade level mas-tery of English

Partial ImmersionGrades K 6

approximately 50%(Time is spent learningsubject matter taught inLOTE; language learn-ing per se is incorporat-ed as necessary through-out curriculum.)

become functionally profi-cient in LOTE (although to alesser extent than is possiblein total immersion)master subject content taughtin LOTEacquire an understanding ofother cultures

Content-based FLES(Foreign Languagesin the ElementarySchool)Grades K 6

15 50% (Time is spentlearning subject mattertaught in LOTE; lan-guage learning per se isincorporated as neces-sary throughout curricu-lum.)

acquire proficiency in listen-ing, speaking, reading, andwriting LOTEuse subject content as a vehi-cle for acquiring languageskillsacquire an understanding ofother cultures

FLES (Foreign Lan-guages in theElementary School)Grades K 6

5 15% (Minimum of 75minutes per week, atleast every other day;time is spent learningthe language per se.)

Rhodes, as adapted in Curtain & Peso la,1994

acquire proficiency in listen-ing and speaking (degree ofproficiency varies with theprogram)acquire an understanding ofother culturesacquire some proficiency inreading and writing (empha-sis varies with the program)

Table 5.1 Types of Sequential Elementary LOTE Or'Ograms


86

Implementation

already have some prior knowledge and experience withthe content in English; in content-enriched instruction theyfurther that knowledge in the language.

Content-Based

Students study one or more subject areas using only thelanguage. When instruction is content-based, the languageis the medium of instruction. Students use the language toacquire new information and knowledge from other subjectareas. Immersion programs are content-based programs.

Pacesetter Spanish

This Level III course was designed by The College Board toprovide challenging language tasks for all students. Itsgoals are to enable students to use their Spanish skills toacquire new information, to understand the cultures ofSpanish-speaking peoples, and to participate in effectivecommunication. The Spanish language is the vehicle oflearning, not the focus. Students learn about the contributionsof Spanish-speaking peoples in art, literature, music, science,math, economics, trade, and politics. Each of the six units isbased on a central theme that requires students to think,listen, read, speak, and write in Spanish. Students work inpairs or small groups, as well as individually, to gain infor-mation and insights from authentic print and non-printmaterials. They use Spanish to investigate and analyzecultural information, to reach informed conclusions, and tosynthesize and present their own views through discussionor in writing. The overt practice of language learning strategiesempowers students to become autonomous, self-directedlanguage learners. They monitor their own learning andengage in self-assessment through learning logs as well asthrough participation in peer evaluation. Formal assessmentis done through portfolios.

Advanced Placement Sequence

The Advanced Placement (AP) Program for LanguagesOther Than English offers students the opportunity to pur-sue college-level studies while still in secondary school andto receive advanced placement, credit, or both in college.The specific courses available for students of LOTE are

A Texas Framework forPanguages Other Than English 79

Implementation

80

French Language; French Literature; German Language;Latin: Vergil; Latin Literature; Spanish Language, and Span-ish Literature. The AP Program is open to any secondaryschool that is willing to organize the courses, foster teacherdevelopment, and administer the AP examinations. The APcourses typically begin at Level IV and continue throughLevel V.

AP examinations qualify as advanced measures for thepurposes of the Distinguished Achievement Program (DAP)in Texas. The DAP requires students to complete some com-bination of external college or professional level measures.A score of three or higher on the AP exam is necessary toqualify as an advanced measure.

Subsidies are currently authorized at the state level to districts,teachers, and students who have an AP program:

a subsidy to districts for teacher training forAP coursesa partial reimbursement subsidy for the APtesting fee, based upon student need

International Baccalaureate Sequence

The International Baccalaureate (IB) Program is an interna-tionally recognized curriculum for students in the 11th and12th grades. Students have the opportunity to earn an IBdiploma by completing and testing in six IB subjects, writingan extended research-based essay; performing 150 hours oforganized service activities, and completing a critical thinkingcourse called Theory of Knowledge. Among the six IB subjectareas that must be completed are Language A (English orthe student's native language) and Language B (a modernlanguage which is spoken today). Students seeking thediploma must test in three of the six subjects at the higher,more challenging level, and three at the subsidiary level.Students who take IB courses without completing the entirediploma program may earn IB certificates by testing inselected IB subjects. For languages other than English, themost common languages included in IB programs areFrench, German, and Spanish. There also are two classicallanguage programs, Latin and Greek, which are offered aspart of the "Group 6 Electives." A portion of the IB examination


Programs forStudents withHome Backgroundin LanguagesOther ThanEnglish

Implementation

is based on performance demonstrated by the studentsthrough audio tape recordings.

The IB Program is open to any secondary school that is willingto organize the courses, foster teacher development, andadminister the IB examinations and that receives approvalfrom the International Baccalaureate North America.Schools must apply to become an IB member school andmeet rigorous qualification criteria and undergo evaluationof progress during the administration of the program aswell. The IB courses begin at Level IV and continue throughLevel VII for LOTE. To be successful in these courses,students must have had a long sequence of languageinstruction.

IB examinations qualify as advanced measures for thepurposes of the Distinguished Achievement Program (DAP)in Texas, which has as one of its requirements for studentsthe completion of some combination of external college orprofessional level external measures to qualify for the DAP.A score of four or higher on the IB exam is necessary toqualify as an advanced measure.

Subsidies are currently authorized at the state level to districts,teachers, and students who have an IB program, including:

a subsidy for districts for teacher training forIB coursesa partial reimbursement subsidy for the IBtesting fee, based upon student need

Home Background (HB) LOTE programs expand theabilities of students with home background in a languageother than English. Although the students, who are alsoknown as "heritage" speakers, may not have studied theirhome language formally, they may possess a wide range ofcommunicative abilities in the language, including knowl-edge about and experience in another culture. The rangeextends from those who are minimally functional in thelanguage, often referred to as "passive bilinguals," to thosewho are completely fluent and literate. Spanish for SpanishSpeakers programs (SSS), described below, provide anexample of one popular program in Texas for students withHB in Spanish.

SOA Texas Framework for Languages Other Than English 81

Implementation

Examples of students with Home Background in LOTE

Students able to understand oral language, butunable to speak the language beyond single-word answers.Students able to understand the language andcommunicate at a minimal level. These studentsmay be able to read some items, but because oftheir limited vocabulary, they may not compre-hend much information. They may write whatthey are able to sound out, but errors areevident.Students who can speak the language fluentlybut who have little to no experience with thelanguage in its written form.Students who have come to the United Statesfrom non-English-speaking countries. They canunderstand and speak the language fluently;however, their reading and writing skills maybe limited due to lack of a formal education intheir countries of origin.Fluent bilingual students who can understand,speak, read, and write another language verywell and have possibly received formalinstruction in that language in the UnitedStates or another country. Since these studentsare usually more advanced in understandingand speaking the language than their English-speaking counterparts, the curriculum forbeginning non-native speakers is inappropriatefor these native speakers of the language.

Home Background (HB) LOTE Program Goals

Students become cognizant of the linguisticstrengths they possess.Students develop a sense of pride in their her-itage by studying their language and culture.Students expand their language skills in listen-ing, speaking, reading, and writing and pro-ceed to add additional skills, using their lan-guage in new applications.

00


Implementation

which standard and non-standard languageshould be employed and comfortably adjusttheir language accordingly.Students receive opportunities to become bilin-gual, biliterate, and bicultural.

Home Background LOTE Program Levels

Programs for students with HB in LOTE can include severallevels of instruction, based upon the individual needs ofeach district. For example, an HB in LOTE I class would befor students who understand the language, but have mini-mal or no oral language ability. An HB in LOTE II classmight include students who understand and speak some ofthe language. Students who understand, speak, read andwrite the language might be in an HB in LOTE III class,with students showing more advanced literacy skills mov-ing to an HB in LOTE IV class. Another option is compact-ing LOTE I and LOTE II into one course and LOTE III andLOTE IV into another so that students study only the partsof each course they need.

Spanish for Spanish Speakers Program

It is important to recognize that Spanish speakers in Texasrepresent a valuable academic, intellectual, and economicresource. This resource can be developed through special-ized programs of instruction that capitalize on the linguis-tic, cultural, and intellectual strengths of Spanish-speakingstudents; these programs are known as Spanish for SpanishSpeakers programs.

What Native Speakers are Saying (L.E. Nieto, personal communication, May, 1997)

"1 could not believe that I wasthe only one who could explain

to the lady that the accidentwas not her fault! She could

only speak Spanish andnobody but me understood

her!"

(Level I student)

"1 thought I knew Spanishbecause we speak Spanish athome. After studying Spanishfor a year, my mind is full of

wonder and admiration for mylanguage and culture."

(Level II student)

91

"I know that I am a valuableasset to my community. I am

biliterate and bicultural. What ismore important, I am proud ofwho I am because I speak thelanguage of Cervantes' Quijote

as well as that of Shakespeare'sRomeo."

(Level Ill student)


Implementation

NonsequentialLanguagePrograms

Since these students are usually more advanced in compre-hending and speaking Spanish than their English-speakingcounterparts, the curriculum for beginning non-nativespeakers of Spanish is inappropriate for native speakers ofthe language. This Spanish for Spanish Speakers program ofinstruction will meet the needs of this portion of the studentpopulation and ensure their motivation and retention inSpanish classes.

The TEKS for LOTE can be consulted in developing curricu-lum for the Spanish speakers. Although it may not alwaysbe feasible, the best arrangement for teaching Spanish toSpanish speakers is in specialized classes consisting exclu-sively of native speakers of the language. This allows the

teacher to maintain instruction primarilySee Appendix B, Sam- in the target language and to structureple Course Outlines: activities and materials commensurateSpanish for Spanish

Speakers. with the language proficiency of thestudents.

The Home Background goals on pages 82-83 are broadenough to allow districts to develop the curriculum to meettheir students' needs. Since native speakers usually functionat a higher level, the overall focus of the SSS programshould be to provide the students with a well-structuredcurriculum designed to promote and further develop theirexisting functional proficiency in the language.

Course offerings under the rubric of nonsequential LOTEcourses may be taught by districts outside the standardLevels I-VII sequential program. Two categories of coursesare approved for districts to offer: Cultural and LinguisticTopics and Exploratory Languages.

Cultural and Linguistic Topics

Cultural and Linguistic Topics may be offered at the ele-mentary, middle, or high school level for one-half to onecredit with no prerequisites. These courses address the his-tory, geography, cultural aspects, and/or linguistic aspectsof selected regions or countries.

92


Exploratory Languages

Implementation

Exploratory Languages courses may be offered at the ele-mentary, middle, or high school level for one-half to onecredit with no prerequisites. They are most typically offeredearly in the middle grades, usually at Grade 6 or Grade 7.These courses provide students with the opportunity toinvestigate, compare, contrast, and come to appreciate avariety of languages and cultures or to value the study ofanother language. This type of experience is especially valu-able as it allows students to decide which language(s) theymay wish to study later in greater depth.

Although nonsequential courses are not geared toward thedevelopment of language proficiency, they do offer a goodopportunity for the enrichment of students who may not beable to fit language courses into their schedule or who areuninterested in pursuing a sequential program in language.

When placing students in middle school and high schoolcourses, the LOTE teacher, in cooperation with the guidancecounselor, should consider the entry level of each individ-ual student. Students entering established programs withhome language ability and / or previous instruction in thelanguage should be tested, receive credit, and be placedaccording to their demonstrated proficiency level. The chartbelow illustrates the approximate correlation betweencourse levels and proficiency levels; the chart is just aguideline, so not all students fit strictly into this scheme.

High School Course Levels Proficiency Levels(as defined by ACTFL)

Levels I and II Novice

Levels III and IV Intermediate

Levels V, VI, and VII Advanced


Implementation

In order to reach Levels V and above students will need tobegin their study of a language in middle school or elementaryschool. Middle school programs that include only someexploration of languages will not provide sufficient instructionfor students to go beyond Level IV in high school. Middleschool programs that focus on the same Level I functions inat least grades seven and eight will make it possible forstudents to enter Level II in ninth grade. The only way forstudents to attain Advanced level proficiency by the end ofhigh school (Level V and above) is to begin language studyin elementary grades.

Proficiency levels in classical languages will reflect students'reading ability, the interpretive skill. Speaking, listening,and writing, the interpersonal skills, reinforce the readingskill. Therefore, for classical languages, students reach inter-mediate proficiency in reading by the end of Level III andadvanced proficiency in reading by the end of Level IV.

Credit by Examination

In the state of Texas, credit by examination must be offeredfree of charge to students at district-designated times anddates for acceleration purposes and to earn credit for aparticular course or grade without having prior formalinstruction. If the examination score is 90% or higher, thescore must then be entered on the academic achievementrecord.

Credit by examination may be offered if the district adoptssuch a policy to address students who have prior instructionin a course. This could apply, for example, to studentscoming in with experience in earlier bilingual educationclasses or from summer programs or educational experiencesabroad, as well as to students who have failed courses orhave had excessive absences (refer to specific district policy).When students are given course credit based on a criterionreferenced examination selected by the district, the score is --recorded on the students academic achievement record. Inthe case of LOTE, such assessment should address theEssential Elements of the course forwhich the student wishes to See Appendix J for thereceive credit. During the 1998-99 state's formal credit byschool year, the TEKS for LOTE will examination policy.

replace the Essential Elements.

9486 A Texas Framezvork pr Languages Other Than English

Implementation

Students entering a district from an unaccredited school,from another state, or from another country may have theirrecords examined to determine appropriate placementand / or credit. Although districts are not required to useexaminations to verify credit from these student records,they may use a variety of methods to verify the content ofthe courses for which the transfer student has received cred-it. Districts may opt, for example, to have a policy to testforeign exchange students with a criterion-referenced test inareas where some prior instruction has taken place andgrant credit based on the examination score. Districts mayopt, in cases of prior formal instruction, to make the deci-sion to grant credit based purely on professional judgmeitabout the content of the prior instruction.

Some school districts schedule courses in different configu-rations of "blocks" rather than in traditional, daily 45-55minute periods. Popular models of block schedulinginclude (but are not limited to):

a four-block schedule where courses run for asemester with students taking four 90-minuteclasses, five days a weeka rotating block schedule where courses run allyear, with students taking one set of four, 90-minute classes on Monday, Wednesday, andFriday (A) and another set of four, 90-minuteclasses Tuesday and Thursday one week (B) ,

then rotating the schedule so that studentstake (B) classes on Monday, Wednesday, andFriday and (A) classes Tuesday and Thursdaythe next weeka combination block where, for example,students have two, 100-minute blocks in themorning and continue with 45-55 minute classperiods in the afternoon

A Sample lesson plan for a 90-minute block is included as Appendix E.

95


Implementation

1

Questions to Consider Regarding Block Scheduling andLOTE

When high school faculties are involved in the process ofdeciding which, if any, form of block scheduling to adopt, itis important for all teachers to be involved in the planningprocess. Teachers of LOTE should be proactive by involvingthemselves positively in faculty discussions and decisionmaking on the block scheduling issue. In so doing, teachersof LOTE may wish to consider the following questions inregard to their discipline:

Are language courses offered sequentially?Students should have the option to continuelanguage study without long lapses of time inbetween. Extended time lapses may have anadverse affect on the level of proficiency stu-dents are able to attain.

Are language courses available to all students at allproficiency levels?Courses should be available to all students,novice through advanced (including AP stu-dents), in a variety of languages. This will helpensure that the needs of both those studentswith prior experience in the language (such asstudents continuing in a long sequential lan-guage program, transfer students, or nativespeakers) and students new to a LOTE (suchas those wishing to begin a new language laterin their high school career) are met.

Does the schedule promote development of languageproficiency?Some LOTE teachers are concerned about thepossible impact of scheduling on the develop-ment of language proficiency. Language profi-ciency most often develops during long, unin-terrupted sequences of language instruction.Because language instruction in longer blocksof time is relatively new in U.S. public educa-tion, national data addressing this concern arelargely anecdotal rather than research-based.However, many European countries havetaught languages in block schedules, with pos-itive results, for decades.


Class Size

Implementation

Is there adequate planning time for teachers?Moving from traditional 45-minute class peri-ods to longer periods requires a different kindof class preparation, including working withthe team of LOTE teachers to determine articu-lation (i.e., smooth transition from one level toanother in a progressive fashion), course con-tent, and academic pacing among courses. Inaddition, longer blocks of class time createmore opportunities for teachers to make con-nections with other subject areas. LOTE teach-ers, therefore, must have sufficient individual,departmental, and cross-curricular planningtime.

+ Will teachers receive adequate professional develop-ment on how to teach for longer blocks of time?Daily lesson plans for traditional 45-55 minuteclass periods vary greatly from those for longerblocks of instruction. Teachers should receiveadequate professional development in the con-tent, pacing, and instructional strategies andmaterials that are most effective for use in longerblocks of time.

Based on research showing the impact of reduced class sizeon student achievement, some states, such as California,Texas, and Wisconsin, have funded a reduction in class sizein some elementary grades. Strong evidence comes fromTennessee's Project STAR (Student / Teacher AchievementRatio), that while the addition of a teacher's aide in classesof 25:1 resulted in modest student improvement, gains werefar greater when class size was reduced to 15:1. The follow-up Lasting Benefits Study found that those who had spenttime in small classes were still ahead of their peers (Viadero,1995). While class size limits are not currently mandated forLOTE classes, the evidence clearly shows the value of small-er class size in order to deliver the high level of interactiveinstruction needed to learn a language.

An ideal class in any subject area should have no more than25 students (and even fewer in elementary school). Thisnumber should represent the number of students per class


Implementation

LanguageLearningStrategies

and not a departmental average. Counselors involved inassigning students to classes should take class size into con-sideration. With respect to language classes, multi-levelclasses should be avoided whenever possible and scheduledjudiciously when it is not. If multi-level classes prove neces-sary, they should be limited to upper levels where studentscan work independently. It is not advisable to combine stu-dents with widely differing proficiency levels in the lan-guage, such as placing a Spanish I student with Spanish IVstudents.

When class size is 25 or below, teachers are better able tofacilitate and guide the kinds of activities (e.g., cooperativelearning group, small group, and pair activities) that benefitlanguage learners and provide opportunities for practicinglanguage. Teachers are also better able to respond to theneeds of all students and their diverse learning styles. Inaddition, on-going, authentic performance assessments,especially for oral proficiency, cannot take place effectivelyin classes with more than 25 students.

Students acquire language more quickly and effectivelywhen they use a variety of learning strategies. As studentsacquire language, they should also become aware of whichstrategies are most effective for them. Students need to tryout different approaches and then reflect on what worksbest for them individually. The goal is to develop metacog-nition, i.e., for students to become more conscious of howthey best learn a language. Teachers can assist their stu-dents' language acquisition process by making differentlearning strategies an explicit part of the LOTE program.

How teachers can teach about learning strategies:

use and name a variety of learning strategiesfor students, allow students to decide whichones work best for themencourage students to switch strategies if oneisn't workingdevelop metacognition by asking students toexplain how they learned somethingremind students to use different strategies,perhaps display a poster of learning strategiesgive individual feedback on how strategies areworking

S S90 A Texas Framework for Languages Other Than English

InstructionalStrategies

Implementation

reward students for trying different strategiesteach students to monitor their own languageproduction, for example, by comparing theirspeech or writing patterns to those used by theteacher or found in authentic materials, andthen incorporating what they heard, read, orviewed in future written or oral expressionteach students to monitor their own listeningfor amount of comprehension possible, firsttrying to understand the gist of what they arehearing and then listening for key pointsbuild student confidence by encouraging stu-dents to take risks with language production;have them try to express themselves in spite oflimited vocabulary and grammatical structures

Language learning is enhanced when teachers use a variety ofinstructional strategies. Below is a list of some instructionalstrategies, activities, and supporting materials that enableteachers to reach the diverse learning styles of all their stu-dents. The information is organized around four categories:Priming, Class Organization, Application, and Practice / Evalua-tion Activities and Strategies.

Priming These strategies help students focus on a new topic, unit, or activity.Otherwise students perceive that new information or topics are presentedin a purely random order or for an unknown purpose. Priming preparesstudents for what is to follow, engaging their thinking.

Brainstorming

zoliat it looks like

Students use brainstorming techniques to generate informationsuch as a list of articles they would need to pack for a trip tothe target country.

Brainstorming may be used to have students generate theirown collaborative vocabulary / expressions list as a review for aunit. The teacher presents the class with the situation that theyare lost in a large city abroad. Students as a whole class or insmaller groups suggest useful expressions or questions in orderto get back to their host school. Other groups suggest what theperson being asked might respond. To follow up on the brain-storming, students group the vocabulary and expressions intocategories, e.g., useful, information-seeking, negative respons-es, etc.

9 9A Texas Framework for Languages Other Than English 91

Implementation

Graphic Students use graphic organizers to help organize their thoughtsOrganizers and get them in the habit of framing questions to clarify mean-

ing in a sequential progression.

what it looks like The "web chart" example below prepares a student of Frenchto write a paragraph about a good friend:

caractere(sympa, studieuse)

age & profession(16 ans; lyceenne)

what it looks like

description physique(yeux marron; cheveux roux)

Giselle activites preferees(tennis; guitare)

CONCLUSION(jeune fille interessante et active)

The following "T-chart"* example helps students to organizetheir thoughts so that they may compare and contrast Japaneseand American culture in the context of visiting someone'shome:

Japan United States

bowtake off shoessit on floorguests bring gifts

shake hands, hugleave shoes onsit on chair / sofaguests don't necessarily bring gifts

*adapted from classroom activity: Yoshiko Elmer, El Paso ISD,Burges High School, grades 9-12, Japanese, Level II (Novice)

KWL Students brainstorm a list of items they Know and Want toknow when beginning a new topic or theme. At the end of theunit students list what they Learned.

what it looks like This can be done silently by having charts on three walls in theroom, one titled "What I Know about the topic," one titled"What I Want to Know about the topic," and one titled "What I


Implementation

Learned about the topic." In the week before beginning a newunit, to prime students' interest, the students are told to writeon the first two charts. This information will help the teacher toplan the unit, giving students real input into the content oftheir learning. Then as students identify key concepts learned,they start writing on the "What I Learned" chart.

SQ3R

what it looks like

Students use the five step reading strategy called "SQ3R:" they(1) Survey the reading to find out what it is about, (2) formu-late Questions about the reading based on their survey, (3)Read the piece carefully using the questions they formulated inthe last step, (4) Recite the main idea and primary details ofwhat they read, and(5) Review the passage (more than once, ifnecessary), reexamining it to find answers to their questions.

This practice is useful to give students a tool for dealing withlonger reading segments. Many textbooks now provide similarpre-reading activities to begin each chapter and similarprocesses for review.

Class Organization These strategies deal with how students will work in the class-room, either alone or in groups. They are alternatives to ateacher-directed or lecture-only approach.

CooperativeLearning

what it looks like

Students work in groups of two to five in order to solve prob-lems, produce language, or research a topic.

In "Numbered Heads Together," students in a small group aregiven a task to complete. The charge to the group is to makesure that everyone in the group can perform the task. To checkthe successful completion of the group task, students numberoff in each group. The teacher calls out a number and studentswith that number raise their hand to be called on to give ananswer or perform a part of the group task.

Inner/Outer Circle Students form two groups and get in two concentric circles,one facing the other. Members of one circle ask members of theother circle function questions to which they respond. Then,one of the circles rotates a certain number of spaces and theprocess is repeated with a new partner.

J


Implementation

what it looks like Use Inner /Outer Circles to help students hear a variety ofideas on a given topic, in preparation for an oral or writtenactivity based on the topic, such as before doing a journal entryor before a two-minute spontaneous "chat" to be recorded inthe language lab. Rather than forcing students to jump intospontaneous situations with no ideas ready, Inner /Outer Cir-cles provide the necessary priming.

Sustained SilentReading (SSR)

what it looks like

Students select reading materials in the language for theirenjoyment and read uninterrupted during a regularly sched-uled period of at least fifteen minutes. Dictionaries should beavailable for their use during SSR times. The teacher spendsthis time reading for enjoyment in the language as well.

As an alternative, students can be given different materials onthe same topic in order to prompt discussion. After the sus-tained silent reading, students will all have at least one idea tocontribute to a small group discussion on the topic. Thegroup's ideas can be presented to the other groups, providing arich variety of information and commentary on a topic in a rel-atively short period of time.

Application These strategies suggest ways that the teacher can begin to organizeinstruction to teach skills applicable beyond the language classroom,linking to many other curriculum areas.

Field Experience

what it looks like

Students use the language in the community.

Students participate in activities such as teaching the languageto younger children, giving a concert with songs in the lan-guage at a Senior Citizen Center, or using the language in a jobinternship situation.

"HOTS"

what it looks like

Students use Higher Order Thinking Skills when they gobeyond reading a short story solely for comprehension to ana-lyzing character motivation, synthesizing a scene and present-ing it in dialogue format, and evaluating the theme of the story.

An application of Higher Order Thinking Skills might occurafter reading a one-minute mystery. Students discuss possiblesolutions, pulling evidence from their interpretation of thestory.

10


Problem Solving

what it looks like

Implementation

Students use the language to solve a problem from anothersubject area. For example, students figure out what elementsconduct electricity by using and practicing the language whileconducting scientific experiments.

In an elementary classroom, students discover the principles ofwater displacement by molding clay into a shape that willallow Columbus to carry more crew and supplies across theocean. A child's wading pool in the middle of the classroomprovides reality for this experiment. The teacher sets the con-text of Columbus' voyage and shows a pile of figurines repre-senting the crew and supplies. Pairs of students create a "boat"and bring it to the "ocean" to be loaded up. Students counthow much the "boat" can hold. If all the items cannot beplaced in the "boat" before it sinks, the students all observe theshape and change the shape of their "boat" in order to be moresuccessful.*

*adapted from classroom activity: Rita Gullickson, WhitnallMiddle School, Greenfield, WI, grade 5, Spanish, Level I(Novice).

"Think Alouds"

what it looks like

Students explain to their partner their thinking process as theytry to make meaning of a passage heard or read. For example,both students in a pair look at a reading passage. One studenttalks aloud, explaining how he or she is figuring out the mean-ing of the passage, while the other student listens. The studentmay predict meaning from the title or illustrations of the pas-sage, guess the meaning of the words from context, make infer-ences, validate predictions, etc. The listener reacts to and rein-forces the strategies used.

This strategy could be used to give students feedback on theirown writing. By having a partner explain the meaning that canbe derived from a description or an essay, the author willquickly identify the sections that are not written clearlyenough. This feedback provides a focus and motivation for theauthor to self-correct the writing.

Writing Process

what it looks like

Students use the same steps taught in English Language Arts(creating a first draft, peer editing, rewriting, etc.) to create apiece of writing in their LOTE class.

Since in real life people use numerous tools to perfect theirwriting, it is reasonable to offer the same tools to our studentswhen the purpose is to create a refined piece of writing rather

1 n3A Texas Framework for Languages Other Than English 95

Implementation

than a simple message, a postcard, or a shopping list. To assistin the editing and rewriting process, students could have accessto computerized spell checks, to bilingual dictionaries, and tosimilar writings such as a business letter from a culture wherethe LOTE is used in order to observe and imitate the format.

Practice/Evaluation Activities and StrategiesWith these strategies, the line between practice and assessment begins todisappear. Students are practicing their language skills in numerousways, providing the teacher with various opportunities to assess studentprogress. Here are several ways to broaden the way that classroomassessment occurs.

Cloze Students fill in blanks where words or simple grammaticalstructures are omitted.

what it looks like This can be turned into a listening activity for students to listento a pop song while they fill in the blanks. Students are thenusing listening clues as well as grammar and meaning to figureout what word or expression goes in each blank.

Dictation

what it looks like

Students listen to and write down an oral communication.

This can be used as a pre-writing activity, providing studentswith vocabulary prompts, spelling help, and priming themwith ideas on a topic. As a follow-up, students can offer theiropinion on the topic of the dictation, can write a different end-ing to the brief description of an event, or can add in descrip-tive phrases throughout the dictation.

Interview

what it looks like

Students formulate questions, interview, and probe for deeperunderstanding and clarification.

Students may interview each other about favorite after-schoolactivities, elder family members about childhood experiences,or community members about opinions on current worldissues.

Journals

what it looks like

Students practice writing skills by keeping journals.

Students write daily, informal entries on school activities, cur-rent events, or other topics of personal interest.

1


Implementation

Read and Retell Students read a story and retell it in their own words.

what it looks like Students take turns retelling an assigned story to the class.

Role Playing

what it looks like

Students use the language to take on various roles in givensituations. Role playing gives students an engaging way toenjoy and practice new vocabulary and language functions.

The teacher gives groups of 2-3 students a situation to playout, such as a visit to the doctor or asking for directions.Students work in their groups to determine appropriatevocabulary and phrasing, then present their role-play to theclass.

Total PhysicalResponse

what it looks like

Students follow oral commands to complete tasks. They arethen able to internalize language before producing it them-selves.

Students participate in activities such as identifying class-room articles by touching them or following directions tocomplete an art project.

ClassroomAssessmentStrategies

The instructional goals and performance expectations of aprogram provide the basis for assessment. LOTE teachers,therefore, should base their decisions as to which assessmentstrategies and content to use on the five Program Goalsdescribed in the TEKS: Communication, Cultures, Connec-tions, Comparisons, and Communities. Since assessmentreflects instruction, it is not surprising to find that manysimilarities exist between the instructional and assessmentstrategies and activities recommended in the Framework.

The purpose of assessment in LOTE is to chart studentprogress in developing language proficiency, identifystrengths and weaknesses, and provide students withopportunities to demonstrate what they know and are ableto do in the language and culture. Traditionally, assessmenthas meant the use of formal tests and quizzes; today muchmore evidence is both available and necessary to evaluatestudent achievement of course objectives.

4 ,'") !`.7"1-)A Texas Framework for Languages Other Than English 97

Implementation

Holistic AssessmentActivities That Focus

on Communication

At the classroom level, assessment takes place in many for-mats to capture the full picture of what a student knowsand can do:

Informal assessment occurs when teachers observestudent conversations or glance at samples of theirwritten expression and note strengths, areas of diffi-culty, and / or inaccurate language use.Formal assessment includes mastery of content onquizzes that focus on contextualized grammarand / or vocabulary groups (e.g., names of clothingitems, verbs expressing animal activities, directobject pronouns), but also performance on oral andwritten assignments that oblige students to applycertain functions (greeting a friend, making a pur-chase, describing major features of a country).Unit assessment occurs throughout a unit of studywhen teachersand the students themselvesevaluate progress toward meeting the unit's goals.This is no longer done solely through an end-of-unit test; numerous assessable components helpchart student progress during the unit.Summative assessment is marked by studentdemonstrations of their global ability to communi-cate about particular topics using specific functionsthrough extended evaluation activities that assesslistening, speaking, reading and writing skills. Suchholistic evaluation focuses on the student's globalcommunication skills, emphasizing the ability tocommunicate effectively.

Students request and need to know how they are going tobe graded, regardless of the assessment strategy used.Teachers need to share the criteria on which the studentperformance will be evaluated. This may be done in a"holistic" way where broad descriptors are given for a lim-ited rating scale, usually of three to six points or bench-marks. Commonly, the descriptors are organized into threegroupings or rubrics: exemplary, satisfactory, or "not thereyet" (i.e., needs more work). An extension of a rubric couldlook like a checklist showing the range for each criteria inthe holistic description. This gives more specific feedback tostudents, showing how they are doing in each identifiedcategory for that performance. Criteria such as vocabulary,

C 698 A Texas Framework for Languages Other Than English

Implementation

organization, ease of speaking or writing, and accuracycould be shown on such a checklist so that students canidentify their specific strengths and weaknesses, helpingthem to focus on areas to work on in the future.

Create a personal portfolioinclude selected examples of students' bestwork including exams, written and revisedcompositions, spontaneous writings and con-versations, recorded audio and video materi-als, journal entries, diskettes, photos of pro-jects, or art work to create a collection of evi-dence of achievement of course objectivesa developmental portfolio would includeexamples of a range of a student's work,including early and later examples in order tobetter show progress made and if the work isbecoming more consistent; this is often extend-ed throughout a program, showing key assess-ments or performances from each courseand / or to gauge the language proficiency levelattained

Keep a personal journalwrite letters to pen pals in the languagewrite about favorite literature, musicians, orother personal interests

Engage in non-prepared speaking activitiesspeak extemporaneously on a topic of studyparticipate in a debate on a current eventparticipate in an improvisational role-play

Present illustrated oral reports to the classdevelop a presentation based on a poster illus-trating personal information (e.g., hobbies,vacation activities, travel, part-time job, fami-ly)develop and present an illustrated thematicnotebook (e.g., on a city, a sport)

Participate in extended pair/small group projectspresent research to the class on a countrywhere the language is spoken

HY

1 1


Implementation

Holistic AssessmentActivities That

Focus onCultures,

Connections,Comparisons,

and Communities

dramatize a story; write, perform and video-tape original student playsvideotape debates and role-play situationswrite, perform, and record a song

Create a posteradvertise a product or serviceprovide information on a research topic or cur-rent eventwrite and illustrate a poem

Participate in a whole-class projectcreate a display of cultural objects or art worksthat includes a commentarywrite and illustrate a cookbookcreate a display for the window or lobby of alocal business

Cultures

conduct and report research on a cultural featuredevelop a culture scrapbook/journal thatincludes a commentaryinterview a native speaker about a culturalfeaturedramatize a cultural practice

Connections

read and report on a current event or topicusing printed material or Internet informationin the languageconduct research on a famous historic figurefrom a culture that uses the language foranother class (history, math, science, literature,music, art)read a poem in the language by a writer beingstudied in language arts

1 C S


Implementation

Comparisons

read a short story; identify practices/ perspec-tives on children, school, etc., and comparewith U.S. perspectives / practicescompare perspectives reflected in foreign andU.S. newspaper accounts of the same eventcompare statistics on a cultural practice (e.g.,family size, budget percentages)list cognates / word families encountered in areading and compare meanings implied inEnglish and the LOTEidentify English equivalents of LOTE proverbs

Communities

interview a community member who speaks alanguage other than Englishinterview an individual who has lived in a cul-ture where the language is spokenidentify local businesses where knowledge of aLOTE is usefulinterview local business people who use aLOTE in their professioncorrespond with a peer from a communitywhere the language is spoken (by mail ore-mail)attend a school or community event where thelanguage and culture(s) are featuredlist examples of LOTE use in the community(names of streets, shops, etc.)conduct research on immigration of membersof a culture that uses the language, their pres-ence in and impact on the student's communi-ty, state, and regioncollect newspaper articles on current cultur-al / political events in a culture that uses thelanguage

4 n 3A Texas Framework fortaguages Other Than English 101

Implementation

Uses ofTechnologyand LOTE

Technology involves more than simply utilizing computers.In addition to computer software and the Internet, technologyincludes media such as audio tapes and compact discs,telecommunication equipment, video tapes, laser disks, CD-ROMs, slides, film, transparencies, presentation software,and videoconferencing (which allows for distance learningin areas where LOTE teachers may previously have beenunavailable). When integrated into instruction, all of theseinnovations can enhance the learning and teaching of lan-guages by bringing real language use into the classroom.With language and culture changing so rapidly, studentsneed to hear, read, and view samples of current usage incontemporary society.

Technology can open the door to the world for the teacherand student of languages other than English, bringingauthentic language and culture into the classroom in a waythat truly impacts the learner. Using technology enablesstudents and teachers to:

"visit" a place where the language and culturediffer from their ownget real-world practice using the language bycommunicating through e-mail and bulletinboard servicesuse the language to research topics on theWorld Wide Web (WWW)access daily news from places where the lan-guage is spoken

Technology lends itself to skill development in the areas ofviewing and showing by providing audio, visual, graphic,and textual resources for teachers and students of languages.Both teachers and students can use word processing, graphics,and multi-media programs to produce materials andenhance presentations.

Technology allows individual practice for all studentsincluding those who need enrichment and remediation.Listening stations increase auditory recognition and com-prehension skills. Books on CD-ROM permit students toclick on a word that is unfamiliar and then find the meaningin one or more languages. Computer software programsallow students to practice verb forms, compare their

4.i.

-f


Implementation

pronunciation with native speakers, and extend languageskills in countless ways. Computer games that allow practicein geography and language offer fun ways for students andteachers to enrich the learning experience. Interactiveprograms on CD-ROM permit students to move along attheir own pace, receive immediate feedback, and recordprogress. Technological advances make language learningmore student-driven, i.e., students can direct their ownlearning. In addition, technology provides new means ofreaching students with different learning styles or withlearning disabilities, since strong support for comprehensioncomes from graphics and sound.

Access to technology is essential for an effective LOTEprogram. Usage no longer means an hour spent in a "listenand repeat" language lab. Various types of technology in aclassroom allow the teacher to incorporate video, audio,and interactive CD-ROM input into various modes for studentoutput. New language labs make it possible to electronicallygroup students in pairs to simulate telephone conversationsor in small groups to discuss a topic. Simultaneously, otherstudents might be listening to a radio broadcast to pick outthe main points; a group might be watching a video to preparea summary to supplement the week's focus topic; and, anindividual might be using a CD-ROM for practice on aparticular element of language.

Teachers will be encouraged to do more authentic types ofassessment when technology is in place. Supplied only witha tape recorder, teachers will avoid doing oral assessmentbecause they are overwhelmed by the logistics of setting upstudents in the hallway to record while the other studentsare doing something else to keep busy in the classroom.Multiple recording stations make it possible for students tobe assessed on their own "portfolio" tape or CD-ROMwhile others are engaged in meaningful communicativepractice, all with a simple touch of the screen on theteacher's master control computer.

Technology is a strong supporting partner in implementingthe Framework. The machinery (for example, computers, lan-guage labs, audio and video recording equipment, docu-ment cameras and a big screen monitor) linked with theauthentic materials (radio broadcasts, TV and film clips,

A Texas Framework for talglages Other Than English 103

Implementation

ProgramEvaluation

music videos, websites, e-mail pal connections) will openup new possibilities for teachers to put in place the instructionand assessment envisioned in the Framework. Teachers needto share how they are using technology to implement theTEKS for LOTE in their classroom, via electronic usergroups, or listservs or a website available to teachers forposting their classroom ideas.

Exemplary schools incorporate effective planning andevaluation into their curricula. They ensure proper programarticulation between grade levels and among schools in thedistrict. They indicate that teachers and administrators havea solid understanding of the direction in which they intendto channel programs.

All those involved in decisions affecting the LOTE programneed to be a part of the program evaluation, includingstudents, parents, teachers, administrators, and schoolboard members. Each language experience needs to belinked to those before and after it. Even students in programswith clear goals written down for each course will notexperience a seamless transition from year to year unless alldecision-makers share a common vision for instruction andassessment. Without agreement on how to implement theTEKS for LOTE, programs will not improve and studentswill not be able to achieve the Program Goals.

Program evaluation should focus on:

Curriculum Alignment

To increase language proficiency, the curricu-lum should be aligned both vertically and hor-izontally, i.e., between levels within a schooland across levels from school to school. Forthis to occur effectively, there needs to be artic-ulation. Articulation refers to the smooth tran-sition from one level to another in a progres-sive fashion.

.1_12


Implementation

Physical Facilities

There should be a well-maintained equipmentor classroom system that allows students tohear the language spoken by persons otherthan the teacher. A formal language laboratoryis not mandatory; however, students shouldhave access to native speakers and opportunitiesto experience the language through technologysuch as CDs, computers, video, laser disc, andcassettes.

Instructional Staff

Instructional staff members should use thelanguage in the classroom and have controlover both oral and written language. In anyclassroom observation, a listener should hear agreat deal of the language spoken by bothteacher and students. Classroom activityshould revolve around students using thelanguage; this is extremely important at eventhe early levels of language acquisition.

Instructional Activities

Communicative activities should be the primaryfocus in order to develop language proficiency.Teachers should not use English in the class-room when the LOTE is understood. Teachersshould provide organized opportunities forstudents to communicate such as paired activi-ties, small group instruction, and role-plays.Communicative activities should take intoaccount affective factors that influence languageuse.

Instructional Materials

A variety of classroom realia is a valuable assetto enhance language learning and helps theteacher to motivate the students to learn. Aneffective teacher will create a positive languagelearning atmosphere by using posters, charts,

1 ,r)

A Texas Frameworkprifitfiguages Other Than English 105

Implementation

authentic materials, and innovative technologies(when possible).

District Resources

At the district level, teachers should haveaccess to professional development, includingpeer coaching and substitute hours in order toattend programs related to implementing theTEKS for LOTE. Teachers also need supportthrough budget for instructional materials andtechnology.

Methods of Assessment

Students should be assessed for proficiency aswell as achievement. Some tests, e.g.,prochievement, have aspects of bothproficiency and achievement testing. Aprochievement test measures a student'sknowledge and performance in terms ofspecific course content, e.g., Russian Level I,through a proficiency style assessment.While teachers may use traditional types ofassessment, they should also include alternativeor more authentic forms of assessment thatsimulate real applications for language usage.Students should show achievement of courseobjectives in more ways than just paper andpencil tests, such as videos, portfolios, formal andinformal oral presentations, pair and smallgroup activities, and whole class projects.

Community Involvement

The community should be informed about theschool's language program. Many languageeducators have had considerable success bydeveloping brochures detailing topics such asclass offerings, scholastic benefits of languagestudy, opportunities for travel and studyabroad, and foreign exchange student oppor-tunities. They share these with the students,counselors, and parents in the communities.


Quality IndicatorInventory

Implementation

Such public relations efforts can have significantimpact on enrollments and the effectiveness ofa language program.

The Quality Indicator Inventory provides guiding questionsthat teachers, administrators, parents, and other members ofthe school community may use to determine the effective-ness of instructional programs in LOTE. Responses to thisinventory's questions provide evidence that may assistdistricts in evaluating specific factors of their programs thatcontribute to their degree of success in meeting the TEKS forLOTE. It is not meant to be a formal checklist.

Organization

Is there effective articulation among teachers,between levels, and between schools?Is there a person designated for coordinatingthe language program?Are the language teachers involved in thedevelopment of the language curriculum?Are counselors informed and knowledgeableabout effective language programs andsecondary and post-secondary languagerequirements?Does the department sponsor fairs, assemblies,public speakers, and festivals and prepare pro-motional brochures?Does class size facilitate oral communication?

+ Is there effective coordination among teachers,counselors, and administrators?

Nature of Offerings

Is there at least a three-level sequence availablein one language?Is the program emphasis on communicativeproficiency in the language?


Implementation

Do the materials used reflect students' interestsand proficiency levels?Are advanced courses available?Are as many languages as possible offered?

Physical Facilities

Is there well-maintained equipment or a class-room system that allows students to hear anduse the language spoken by persons other thanthe teacher?Are technological resources readily available toteachers and students?Do the physical facilities accommodate large-and small-group instruction?Are materials reflecting the culture of thecountries where the language is spokendisplayed in the room?

Instructional Staff

Do instructional staff members use the languagein the classroom and control the languagewell?Is their professional preparation adequate?

: Do teachers join professional language organi-zations and attend their conferences?Have they studied or traveled abroad?Are they aware of services available from theTexas Education Agency language specialists?Education Service Centers (ESCs)? Institutionsof Higher Education (IHEs)?Do teachers have opportunities for continuedstudy and development?

Instructional Activities

Is the focus of instruction on activities thatdevelop communicative competence based onthe three modes of communication (interper-sonal, interpretive, and presentational, seepage 37)?

11 6108 A Texas Framework for Languages Other Than English

Implementation

: How extensively is the language used by theteacher and students as a means of communi-cation?Does the language curriculum provide studentswith opportunities to understand the culturalconnections among perspectives, practices,and products?Does the planning and preparation forinstruction lead to a high level of involvementof students in meaningful activities?How well is instruction adapted to the needsof individual students?Do the instructional objectives and practicesmatch?

Instructional Material

+ Are there maps, posters, and other authenticmaterials?Are supplementary materials used?Are dictionaries and other resource materialsavailable?Are periodicals, newspapers, and age-appropriate magazines available?Is the variety, quality, and use of materialsadequate?

Methods of Evaluation

Does the assessment plan include the threemodes of communicative competence (inter-personal, interpretive, and presentational)?Does student evaluation include alternativeand authentic forms of assessment such asportfolios, videos, paired and small groupactivities, role plays, and oral reports?Are all TEKS for LOTE being assessed?

Community Involvement

Is there a plan for informing the communityabout the school's language program?Is there support for the language program asevidenced by volunteers and visiting speakersfrom the community?

14

10.1


Implementation

110

Is there evidence that students use the languagebeyond the school setting through activitiessuch as participating in cultural events andusing technology to communicate?

113


FrequentlyAsked

Questions

The Framework 1. What is the purpose of the Framework?

The Framework is a guide to assist members of the educa-tional community at the local school district level in thedesign and implementation of a well-articulated, district-wide curriculum. It is also a guide to assist teachers withstudent instruction and assessment at the classroom level.

2. What is the role of the TEKS for LOTE?

The TEKS for LOTE give an overall picture of where stu-dents should be headed within the various program goals.They describe what all students should know and be able todo at certain checkpoints in the PreK-12 sequence. TheTEKS for LOTE do not constitute a curriculum; they are con-tent and performance standards that provide districts withguidelines to meet the needs of their students. The TEKS forLOTE set clear performance expectations for novice, inter-mediate, and advanced language learners. These are furtherillustrated by example progress indicators that provideideas for classroom instructional activities. The goal is todevelop advanced level proficiency that can be obtainedwhen students successfully complete all the performanceexpectations in the TEKS for LOTE.


Frequently Asked Questions

3. How can a state framework be a valuable docu-ment in developing curriculum in the local schooldistricts?

A state framework can be the starting point for developingcurriculum at the local level. Through conversations aboutthe framework's guiding principles, implementation strate-gies, course descriptions, instructional strategies, and theTEKS for LOTE, members of the educational community canuse the framework to design programs, develop assess-ments, articulate course levels, select materials, chooseinstructional strategies to use in the classroom, and plan forpreservice and inservice professional development.

Curriculum 4. Why are the TEKS for LOTE not described in

and Instruction terms of grade levels?

Since levels of entry into the LOTE classrooms are so variedand student progress is not lock-step, the TEKS for LOTEwere not based on and should not be viewed as grade levelequivalents. The TEKS for LOTE are designed to mirror theACTFL guidelines of proficiency. In the LOTE acquisitionprocess, students can and will reach different levels of profi-ciency (novice, intermediate, and advanced) in differenttime frames at different grade levels. The TEKS for LOTEdescribe what all students need to do to achieve anadvanced level of proficiency and also the factors that willaffect progress toward that goal.

5. What is the role of grammar in proficiency-based instruction?Knowledge of grammar was once viewed as a primary orisolated goal of language study. Now, the study of grammaris understood as a tool to support the broader goal of learn-ing to communicate by listening, speaking, reading andwriting.



Decisions regarding the teaching of grammar should bemade after careful consideration of various factors affectinglanguage instruction, such as:

are the students beginning or advanced?what ages are the students?do students have prior knowledge of grammarin other languages?is the language studied a modern or a classicallanguage?are students able to access their grammarknowledge to support communicative skills?do the students themselves perceive thatgrammar study will be useful to them?

If grammar is to be taught explicitly, the instructionalmethodology chosen to present grammar should be com-patible with communicative language instruction. For somelanguage educators, an appropriate methodology is to pre-sent a brief explanation of grammar to students in order tofocus their attention on a linguistic structure when itappears in subsequent oral or written material. Some educa-tors recommend taking students through a series of contex-tualized drills which move from skill-acquiring activities toskill-using activities. For other educators, students are firstintroduced holistically to an oral or written narrative, thenthey discuss a grammar point occurring frequently in thenarrative. In whatever methodology (or combination ofmethodologies) teachers choose regarding grammar, gram-mar instruction is an integral part of total language instruc-tion, not a separate "add-on" piece nor an end in itself.

Decisions regarding the inclusion of grammar in the lan-guage curriculum, such as how much grammar, whichgrammar points, and the approach selected to teach gram-mar, should be based on the usefulness of grammar inmeeting communicative goals at different levels of instruc-tion. As more research is done on the supporting role ofgrammar in communicative language classrooms, languageeducators will have additional information to help makethese decisions.

1 9 1A Texas Framework for Languages Other Than English 113


6. What is the place of English in the LOTEclassroom?

From the earliest levels of modern language instruction, theLOTE class should use English as a survival tool only.When the overall goal of instruction is development of lan-guage proficiency, the LOTE teacher should strive to useonly the language in the classroom. With each level ofinstruction, as students move up the proficiency ladder, theprojects and tasks students are involved in should reflectthe language functions being taught. If the functions andtasks match the students' level of proficiency or are begin-ning to push students into the next level, the studentsshould not feel the need to present projects in English.Sometimes, however, in novice level classes only, teachersand students might use English when learning about cul-tures or comparing languages and cultures. For the teachingof classical languages, English plays a different role, as stu-dents focus more on the interpretative use of language,rather than interpersonal production of it.

7. Given that Communication is the primaryProgram Goal of LOTE education, how canteachers make sure there is a balance as theyteach to the other four Program Goals (Cultures,Connections, Comparisons, Communities)?

When teachers and program developers keep all the fiveProgram Goals in mind, they are able to create a balancedprogram of instruction. While all five Programs Goals maynot be evident in every single lesson, over the course of aweek, a unit, or a quarter, students work on all five areas.When teachers design teaching units, they should deter-mine what segments fit best with what goal(s). If they find aunit that has an overemphasis on one Program Goal, theyshould adjust the unit and work on items that will bring inone or more of the other Program Goals. It is also importantto keep in mind that the goals are not taught or practiced inisolation, rather content or activities may come from cultures,connections, comparisons, and / or communities, with com-munication being a constant part of the LOTE instruction.

4 0



8. How can I add Connections and Communities

1110 to what I am already doing?

ProgramDevelopment

Connectiohs and Communities should not be considered an"add-on" to the current instructional program. Connectionsshould be in the language learning process already. Forexample, when students are studying numbers, art, geography,and culture, these are true connections to the existing cur-riculum. As the LOTE teacher is teaching reading, the read-ing process and the material being read can be the connec-tion.

Newspaper articles, magazine articles, and realia collectedby the students and teacher can bring the community intothe school when the classroom is far from places where thelanguage is used. E-mail, the Internet, pen pals, and localcelebrations can make the community an integral part of theclassroom.

9. When can I find time in the elementary schoolfor LOTE?

The question should not focus on what needs to be takenout of the elementary curriculum in order to fit in LOTEinstruction, rather it should focus on what content isalready in the grade-level curriculum that could appropri-ately be taught through the LOTE. Elementary schools findtime to include LOTE in their instructional program whenthey adopt content-based, content-enriched, or total andpartial immersion programs. LOTE instruction in elemen-tary grades should fit over existing topics and concepts,rather than dealing with unrelated content.

10. How can my school offer a variety oflanguages and levels when we don't have theteachers?

Distance learning, language-learning technology, and dualenrollment at colleges and universities all provide a meansof offering more LOTE instruction than a school might nor-mally be able to provide.

2 'A Texas Framework for Languages Other Than English 115

Abbreviations& Acronyms

AATF American Association of Teachers of French

AATG American Association of Teachers of German

AATI American Association of Teachers of Italian

AATSP American Association of Teachers of Spanish and Portuguese

ACL American Classical League

ACTFL American Council on the Teaching of Foreign Languages

ACTR American Association of Teachers of Russian

APA American Philological Association

AP PROGRAM Advanced Placement Program

ATJ Association of Teachers of Japanese

CLASS Chinese Language Association of Secondary-ElementarySchools

CAMWS Classical Association of the Middle West and South


Abbreviations & Acronyms

DAP Distinguished Achievement Program

ESL English as a Second Language

FLES Foreign Language in the Elementary School

HB Home Background

HOTS Higher Order Thinking Skills

IB PROGRAM International Baccalaureate Program

KWL Know, Want, Learn (A pre-reading strategy)

LCT LANGUAGES Less Commonly Taught Languages

SBOE State Board of Education

SEDL Southwest Educational Development Laboratory

SQ3R Survey, Questions, Read, Recite, Review

SSS PROGRAM Spanish for Spanish Speakers Program

SSR Sustained Silent Reading

SWCOLT Southwest Conference on Language Teaching

TCA Texas Classical Association

TEA Texas Education Agency

TEKS for LOTE Texas Essential Knowledge and Skills for Languages Other Than English

TFLA Texas Foreign Language Association

WWW World Wide Web

I 9 5


References

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Curtain, H. (1990). Foreign language learning: An earlystart. Washington, DC: ERIC Clearinghouse on Languagesand Linguistics, US Department of Education.

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Ellis, R. (1986). Understanding second language acquisition.Oxford: Oxford University Press.

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References

Gardner, H. (1993). Multiple intelligences: The theory inpractice. New York, NY: Basic Books.

Krashen, S.D. (1995). Principles and practice in second lan-guage acquisition. Hertfordshire, England: Phoenix ELT.

Krashen, S.D. & Terrell, T. D. (1983). The natural approach.Language acquisition in the classroom. Englewood Cliffs,NJ: Alemany Press, Regents / Prentice Hall.

Larsen-Freeman, D. & Long, M.H. (1991). An introductionto second language acquisition research. Essex, England:Longman Group UK Limited.

Lipton, G.C. (1995). Practical handbook to elementary for-eign language programs. Lincolnwood, IL: National Text-book Company.

Liskin-Gasparro, J. (1982). ETS oral proficiency testing man-ual. Princeton, NJ: Educational Testing Service.

Massachusetts Department of Education. (1995). Makingconnections through world languages. Malden, MA:Author.

Met, M. (1993). Foreign language immersion programs.Washington, DC: ERIC Clearinghouse on Languages andLinguistics, US Department of Education.

Mii ller, K.E. (1989). Policy and curricular implications ofexpanding language education in elementary schools. InK.E. Muller (Ed.), Languages in elementary schools (pp.204-232). New York: The American Forum for Global Edu-cation.

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Omaggio Hadley, A. (1993). Teaching language in context.Boston, MA: Heinle & Heinle Publishers.

Pecham, E. & Laguarda, K. (1993). Status of new state cur-riculum frameworks, standards, assessments, and monitor-ing systems. Washington, D.C.: Policy Studies Associates.

Sutton, J., Hoover, W., Larson, R., & Marble S. (1993). Cur-riculum framework analysis tool. Aurora, CO: Mid-conti-nent Regional Educational Laboratory.Texas Education Agency. (1995). Spring 1995 field test ofSpanish III end-of-course examination in listening andspeaking. Austin, TX: Author.

The College Board. (1996). Articulation & achievement:Connecting standards, performance, and assessment in for-eign language. New York, NY: College Entrance Examina-tion Board.

The University of the State of New York & The New YorkState Education Department. (1995). Curriculum, instruc-tion, and assessment: Preliminary draft framework. Albany,NY: Authors.

U.S. Bureau of the Census. (1990). Languages spoken athome by persons 5 years and over, by state. 1990 Census ofpopulation [on-line], US Census Bureau Website.

Viadero, D. (1995, July 12). Less is more. Education Week,33-35.

Weatherford, H.J. (1986). Personal benefits of foreign lan-guage study. Washington, DC: ERIC Clearinghouse on Lan-guages and Linguistics, US Department of Education.

Wisconsin Department of Public Instruction. (1996). Wiscon-sin performance report and summary of student participa-tion. Madison, WI: Author.


IndexAccuracy, 25ACTFL, 117

proficiency levels, 73-74, 112Advanced,

language learner, 28-29, 31in middle school and highschool, 31

placement examinations, 80proficiency, 13-15, 73-74

A Texas Framework for Languages Other ThanEnglish, 2-4

components of, 6connection to the TEKS for LOTE, 33guiding principles, 6, 7-21

Assessment, 96-101authentic types of, 90, 103, 106formal, 98holistic activities, 98-101informal, 98methods of, 106purpose of, 97strategies for the classroom, 96-101summative, 98unit, 98

Bilingual students, 75, 81-83Block scheduling, 87-89

popular models of, 87questions to consider, 87-89

Class size, 89-90Classical language learners, 14, 27-29Communication, 2, 34-45, 98-100

cross-cultural, 9interpersonal mode, 37interpretive mode, 37presentational mode, 37strategies, 38

Communities, 2, 66-71, 101participation in, 66, 68

Community involvement, 106, 109-110Comparisons, 2, 58-65, 101

of languages, 58, 60of cultures, 58, 62

Connections, 2, 19-20, 52-57Credit by examination, 86-87

Cultures, 2, 9, 46-51components of,

perspectives, 20-21, 46practices, 20-21, 46products, 20-21, 46

cultural and linguistic topics, 84cultural behavior, 46cultural information,

resources for, 47cultural pluralism, 15cultural understanding, 9, 20-21

Curriculum framework, v, 2-4consultants, viifield review sites, viipurpose and usage, 3-4, 111-112writing team, vii

Curriculum alignment, 104Distinguished Achievement Program (DAP),

80-81English,

in the LOTE classroom, 114Essential Elements, 2-3, 86Evaluation methods (see also Program

evaluation), 109Example progress indicators, 35, 40, 42, 44, 48,

50, 54, 56, 60, 62, 64, 68, 70Exploratory languages courses, 85Field advisory committee, ixGrammar, 112-113Home background in LOTE, 81-84

examples of students with , 82Implementation issues, 73-110Inclusion, 7-8Information,

acquisition of, 52, 54Intermediate language learner, 26, 28, 31

in middle school and high school, 31International Baccalaureate (TB) examinations,

80-81Instruction,

instructional activities, 105, 108-109instructional staff, 105, 108instructional strategies, 12, 91-97


Knowledge and skills, 35, 40, 42, 44, 48, 50, 54,56, 60, 62, 64, 68, 70

Language, 1Languages Other Than English (seeLOTE), 3-5

education, 4-5real-world applications, 13

languages used in Texas, 18learning, 7-12

benefits, 8-9, 13-16, 20critical period, 16extended sequence of, 14-15

benefits, 14-16, 73-74strategies, 38, 90-91

teaching of, 90-91less commonly taught languages, 74-75

implementation of programs, 75offering a variety of languages, 18, 115proficiency, 23-31

relationship to achievement, 23variables affecting acquisition, 10-12

Learning disabled students, 11-12, 103Learning snapshots,

definition of, 35under communication, 39, 41, 43, 45

interpersonal mode, 39, 41interpretive mode, 43presentational mode, 39, 45

under communities, 67, 69, 71personal enrichment and career

development, 71within and beyond the school,

67, 69under comparisons, 59, 61, 63, 65

concepts of culture, 59, 63influence, 65nature of language, 61

under connections, 53, 55, 57access to information, 55other subject areas, 53, 57

under cultures, 47, 49, 51practices and perspectives, 47, 49products and perspectives, 51

Learning styles, 10-11, 103Length of program, 73-74Linguistic development, 52LOTE, 3

Index

Materials,authentic, 104, 105instructional, 105

Metacognition, 90Motivation, 11Multiple intelligences, 10-11National standards project, vi, 33Native,

language, 10, 16speakers, 17, 82-84

Novice language learner, 25-27, 30in elementary school, 30in middle school and high school, 30

Performance expectations, 35, 40, 42, 44, 48,50, 54, 56, 60, 62, 64, 68, 70

Physical facilities, 105, 108Portfolio, 99Prior knowledge, 11Project ExCELL, v-vi, x, 33Proficiency (see also Language proficiency),

13-15, 25Program goals, 2, 34-35

balance of, 114interrelationship, 34

Program evaluation, 104-109focus of, 104-106

Programs,sequential, 75-84

for students with homebackground in LOTE, 81-84

in elementary school, 76-77, 115FLES, 77, 78, 117

content-based, 78immersion, 76, 78partial immersion, 78two-way immersion or dual

language, 76-77, 78in middle school and high school, 77,

79-81Advanced Placement (AP), 79-80beginning sequential, 77content-based, 79content-enriched, 77continuation, 77International Baccalaureate (TB),

80-81Pacesetter Spanish, 79

nonsequential, 84-85

4


Index

Progress checkpoints, 24-31, 35sample grade level activities, 29-31

Quality indicator inventory, 107-110Resources,

at the district level, 106Skills,

thinking, 8reasoning, 8memorization, 8listening, 8, 11speaking, 8, 11metalinguistic, 9reading and writing, 36receptive, 37productive, 37

Showing, 2, 36Spanish for Spanish Speakers (SSS), 17, 81, 83-84Student placement, 85-87Technology and LOTE, 102-104TEKS for LOTE, v, 2-3, 6, 33, 118

components, 35field test sites, ixrole, 111

Viewing, 2, 36Writing team for the clarification of the

Essential Elements, viii

124

1 g 'V 1


Appendix A

Generic Course OutlineFor CommunicationProgram GoalPresented here is a generic course outline focusing on the Program Goal forCommunication. Communication is the overarching goal of the TEKS for LOTE; it islearned and applied through specific applications of language in the other four programgoal areas. Appendix B has several examples of language specific courses that showthis connection of Communication to the other goals of Cultures, Connections,Comparisons, and Communities.

The following course outline provides guidance for teachers and administrators ofLOTE programs to develop articulated program objectives for Communication at thenovice (Course Levels I and II), intermediate (Course Levels III and IV), and advanced(Course Levels V-VII) proficiency levels. The Progress Checkpoints and PerformanceExpectations describe what students are expected to know and be able to do at the end ofeach level of proficiency. The list of language functions gives a sample of which languagefunctions should be targeted, introduced, and / or continued for each level. A selectionof sample topics is also provided for each level. For example, novice students mightask and answer questions about the school and classroom, intermediate students compareand contrast their own schools and classrooms with those in a LOTE culture, andadvanced students analyze and evaluate the educational system in a LOTE culture.Administrators and teachers should adapt these suggested lists to their individualsituations and programs.

'3rI-

A Texas Framework for Languages Other Than English A-1

Appendix ASample Course Outline: Generic

NOVICE: COURSE LEVELS I AND II

Progress Checkpoint

Using age-appropriate activities, students develop the ability to perform the tasks ofthe novice language learner. The novice language learner, when dealing with familiartopics, should:

understand short utterances when listening and respond orally withlearned material;produce learned words, phrases, and sentences when speaking andwriting;detect main ideas in familiar material when listening and reading;make lists, copy accurately, and write from dictation;recognize the importance in communication to know about the cul-ture; andrecognize the importance of acquiring accuracy of expression byknowing the components of language, including grammar.

Students of classical languages use the skills of listening, speaking, and writing to reinforcethe skill of reading.

Modes of Communication and Performance Expectations

Interpersonal

1.A The student is expected to engage in oral and written exchanges of learned materialto socialize and to provide and obtain information.

Interpretive

1.B The student is expected to demonstrate understanding of simple, clearly spoken,and written language such as simple stories, high-frequency commands, and briefinstructions when dealing with familiar topics.

Presentational

1.0 The student is expected to present information using familiar words, phrases, andsentences to listeners and readers.

Selected Language Functions

1. greet and respond to greetings and farewells, leave-taking2. introduce and respond to introductions3. engage in simple conversations4. ask and answer questions 13 3

A-2 A Texas Framework for Languages Other Than English

Sample Course Outline: GenericAppendix A

5. express likes and dislikes6. make and respond to requests7. give and follow directions8. provide and obtain information9. express basic needs10. understand and express important ideas and some details11. describe and compare in simple terms12. express agreement and disagreement13. use and understand expressions indicating emotion14. identify objects and persons

Sample Topics for Novice (and Intermediate) Learners

personal, biographical informationschool and classroompets and animalsplaces and eventsholidayssongs and musiccolorsnumbersclothingtelling timedates (months, date, year)weather and seasonsfamily membersfriendsnationalitiesprofessions, work, and careerssimple greetingssimple geographical informationsimple forms (e.g., a questionnaire)

courtesy expressionsmoney denominationsmoney matterspersonal and place namesoffice and shop designationsrestaurants, foodsactivities and hobbiestransportationlodginghealthcustomsshopping and commercial negotiationsentertainmentsportsmeeting arrangements and invitations

Example Progress Indicators: Novice (Useful for Assessment)

Interpersonal

introduce themselvesand respond to biographicalquestions

express likes and dis-likes about the immediateenvironment

use authentic menus toorder food

Interpretive

create a visual to illus-trate some aspect of thelanguage such as a folk-tale, song, or video

read authentic orteacher-produced pass-ports and complete a classroster with basic bio-graphical information

list the descriptors ofthe main characters afterviewing a familiar video

A


Presentational

list the physical charac-teristics of a favorite person

present the location ofpoints of interest on amap


INTERMEDIATE: COURSE LEVELS III AND IV

Progress Checkpoint

Using age-appropriate activities, students expand their ability to perform novice tasksand develop their ability to perform the tasks of the intermediate language learner. Theintermediate language learner, when dealing with everyday topics, should:

participate in simple face-to-face communication;create statements and questions to communicate independently whenspeaking and writing;understand main ideas and some details of material on familiar topicswhen listening and reading;understand simple statements and questions when listening andreading;

+ meet limited practical and social writing needs;+ use knowledge of the culture in the development of communication

skills;use knowledge of the components of language, including grammar, toincrease accuracy of expression; andcope successfully in straightforward social and survival situations.

In classical languages, the skills of listening, speaking, and writing are used in Level IIIto reinforce the skill of reading. Students of classical languages should reach intermediateproficiency in reading by the end of Level III.


Interpersonal

1.A The student is expected to engage in oral and written exchanges to socialize, toprovide and obtain information, to express preferences and feelings, and to satisfybasic needs.

Interpretive

LB The student is expected to interpret and demonstrate an understanding of simple,straightforward spoken and written language such as instructions, directions,announcements, reports, conversations, brief descriptions, and narrations.

Presentational

1.0 The student is expected to present information and convey short messages oneveryday topics to listeners and readers.




Continue with Novice functions and introduce (but do not expect complete mastery):

1. express preferences and feelings2. express and satisfy basic needs3. understand narration and narrate in past, present, and future4. understand, identify, and state feelings and emotions5. compare and contrast6. understand and give advice and suggestions7. initiate, engage in, and close conversations8. explain and support opinions9. interpret

Sample Topics for Intermediate (and Novice) Learners

personal, biographical informationschool and classroompets and animalsplaces and eventsholidays

1111

songs and musiccolorsnumbersclothingtelling timedates (months, date, year)weather and seasonsfamily members & friendsnationalitiesprofessions, work, and careerssimple greetingssimple geographical informationsimple forms (e.g., a questionnaire)

courtesy expressionsmoney denominationsmoney matterspersonal and place namesoffice and shop designationsrestaurant, foodsactivities and hobbiestransportationlodginghealthcustomsshopping and commercial negotiationsentertainmentsportsmeeting arrangements and invitations

r1V



Example Progress Indicators: Intermediate (Useful for Assessment)

Interpersonal

create and respond toquestions in a simple con-versation

survey others abouttheir opinions on ageappropriate topics

plan a party menuwhich includes a varietyof foods

Interpretive

read a sample of thelanguage such as a letter,poem, or interview andrewrite it as a journalentry from the author,journalist, or interviewee

read descriptions ofseveral jobs and create amock resume to includewith an application forone of those jobs

sequence importantevents after viewing afamiliar film, or video

ADVANCED: COURSE LEVELS V-VII

Progress Checkpoint

Presentational

describe an everydayactivity

give directions from agiven point to a destination

Using age-appropriate activities, students master novice tasks, expand their ability toperform intermediate tasks, and develop their ability to perform the tasks of theadvanced language learner. The advanced language learner of modern languages,when dealing with events of the concrete world, should:

participate fully in casual conversations in culturally appropriateways;explain, narrate, and describe in past, present, and future time whenspeaking and writing;understand main ideas and most details of material on a variety oftopics when listening and reading;write coherent paragraphs;cope successfully in problematic social and survival situations;achieve an acceptable level of accuracy of expression by using knowledgeof language components, including grammar; andapply knowledge of culture when communicating.

The advanced language learner of classical languages reads and comprehends authentictexts of prose and poetry of selected authors. The skills of listening, speaking, andwriting are used to reinforce the skill of reading.

4




Interpersonal

1.A The student is expected to engage in oral and written exchanges, including pro-viding and obtaining information, expressing feelings and preferences, and exchangingideas and opinions.

Interpretive

1.B The student is expected to interpret and demonstrate understanding of spokenand written language, including literature, on a variety of topics.

Presentational

1.0 The student is expected to present information, concepts, and ideas on a variety oftopics to listeners and readers.


Continue with Novice and Intermediate functions and introduce:

1. convince and persuade2. conduct transactions and negotiations3. substantiate and elaborate opinions4. analyze and criticize5. hypothesize6. predict

Sample Advanced Topics

current eventspress, mediapolitics and governmenteconomicseducational systemsleisure / travel / vacationscultural / philosophical issues and practices

historycustomsartliteratureenvironmenttechnologybelief systems

4 11 r).1. ZJI



Example Progress Indicators: Advanced (Useful for Assessment)

Interpersonal

initiate, sustain, andclose a conversation

compare and contrastown school rules withthose from other cultures

discuss what constitutesa healthy diet and itsimpact on health

Interpretive

listen to interviews oftwo people and write acomparison of theirbeliefs, opinions, and / orfeelings

read a course descrip-tion for study abroad andcompose an argumentsupporting participationin an exchange program

view a film or videoand summarize the plotand / or analyze theconflict(s)

Presentational

describe an incident thatoccurred in the past, suchas an accident, surprise, orproblem

research a chosen localeand present the advantagesand disadvantages of atrip to that site


Appendix B

Sample Course Outlines

Appendix B provides course outlines for French, German, Japanese, Latin, Spanish,Spanish for Spanish Speakers, and Spanish / FLES. The appendix gives teachers andadministrators a variety of examples of how districts and local schools can translatethe TEKS for LOTE into curriculum. Even though all districts can base their programon the TEKS for LOTE, no one curriculum model can fit all situations. These courseoutlines were created by various districts and are only samples; they do not representmodel course outlines. (The language specific course outlines should be used with thegeneric course outline for Communication in Appendix A.) The emphasis is on illus-trating the integration of the TEKS for LOTE into a course. Specific decisions regardingthe course format and content should be made at the district and local school levels.

The majority (but not all) of these course outlines divides the Communication ProgramGoal into the following elements of communication:

function: what students are able to do with language, such as ask andanswer questions, narrate, and persuadecontext: the situations and settings where communication takes place,such as face-to-face, on the telephone, or through literaturetext type: the structure of written or spoken language as students progressfrom words and phrases to sentences and paragraphsaccuracy: the degree to which student use of language is structurally cor-rect and their behavior is culturally appropriatecontent: the topics of communication, such as family, current events, orscience

(The College Board, 1996)

Many of the course outlines also include lists of sample topics for the various courselevels. Please note that many of these lists "recycle" topics from the course levels thatprecede them. While different course levels often use similar topics, learning parame-ters, such as depth and higher order thinking skills, will add to the complexity of aparticular topic area as proficiency increases.

A Texas Framezvorifel anguages Other Than English B-1

Appendix BSample Course Outlines: French

FrenchLEVEL I - Novice

Course Description

This course integrates the five Program Goals of the TEKS for LOTE: Communication, Cultures,Connections, Comparisons, and Communities. It is a study of the French language and cultureincorporating the development of listening, speaking, reading, and writing within the fiveProgram Goals. The main goal for this course is for students to develop a novice level abilityby using French in school and in the world community.

Program Goal 1COMMUNICATIONSample Functions Context

Students develop the abilityto:

greet and respond togreetingsintroduce and respondto introductionsengage in conversationsexpress likes and dis-likesmake requestsobtain informationunderstand somedetailsbegin to provide infor-mationidentify main idea andliterary elements of atext

Content

Students can performthese functions:

when speaking, inface-to-face socialinteractionwhen listening, insocial interaction andusing audio or videotextswhen reading, usingauthentic materials,e.g., menus, photos,posters, charts, sched-ules, signs, short nar-ratives, advertise-ments, and brochureswhen writing notes,lists, poems, postcards,and short letters

Text Type

Students can:

use short sentences,learned words andphrases, and simplequestions and com-mands when speakingand writingunderstand some ideasand familiar detailspresented in clear,uncomplicated speechwhen listeningunderstand short textsenhanced by visualclues when readinguse idiomatic expres-sions to describe famil-iar aspects of daily lifeand culture

Levels I and II often include some combination of the following topics:the self: family, friends, home, rooms, health, school, schedules, leisure activities,campus life, likes and dislikes, shopping, clothes, prices, size and quantity, and petsand animals.beyond self: geography, topography, directions, buildings and monuments, weatherand seasons, symbols, cultural and historical figures, places and events, colors,numbers, days, dates, months, time, food and customs, transportation, travel, andprofessions, work, and literature.

1 4

B-2 A Texas Framework for Languages Other Than English

Sample Course Outlines: FrenchAppendix B

Accuracy

Level I students at the Novice level:communicate effectively with some hesitation and errors, which do not hindercomprehension;demonstrate culturally acceptable behavior for novice functions and beyond;understand the most important information.

Program Goal 2CULTURES

Practices

Products

recognize the importance of friendship, greeting behaviors,leisure activitiesidentify important facets of family life regarding dailyactivities, family social events, daily meal sharing, andholidaysunderstand the significance of school and education, timespent in classes, etc.

recognize the importance of familyunderstand the significance of leisure activities such asmovies, sports, television, or video gamesrecognize the importance of school schedules, courseofferings, and grading practicesunderstand the contributions art and literature have made tothe culture

Program Goal 3 - CONNECTIONS

Health

Physical Education

Fine Arts

History

Geography

examine typical French diet and eating practices includingmeal times and typical menus

describe /practice special games and sports (boules, pelote,folk dances, etc.)

identify and pronounce French ballet termslearn names of famous museums and the focus of thecollectionsrecognize selected works of Impressionist artists

identify important events in French history

obtain information about France and selected francophonecountries and regions (location, surrounding countries,major cities and regions, major topographical features)identify places in the United States that have French names

A Texas Framework for Languages Other Than English B-3


Program Goal 4COMPARISONS

identify French /English cognatesrecognize French expressions encountered in English writings(coup d'etat, billet doux, petit)

Program Goal 5COMMUNITIES

identify extracurricular school and community events whichFrench students might attend, including French clubmeetings, district language festivals, foreign film rentaloutletslocate and visit a French restaurantengage in written correspondence via e-mail or letter writingwith a French-speaking pen palrecognize nations and regions where French is widelyspoken and associate them with products they trade with theU.S.get involved with the local chapter of the Alliance Francaise

1.43



Level II - Novice

Course Description

This course provides students with opportunities to continue developing their listening speaking,reading, and writing skills within the five Program Goals of the TEKS for LOTE. Studentscontinue to expand their knowledge of the French language and culture. Students function at anovice-mid to novice-high level of proficiency depending on their background, but they beginto show signs of intermediate-low level proficiency.

Program Goal 1COMMUNICATION

Sample Functions

Students expand their abil-ity to perform all the func-tions developed in Level I.They also develop the abilityto:

make requestsexpress their needsunderstand andexpress importantideas and some detaildescribe and compareuse and understandexpressions indicatingemotion

Content

Context Text Type

Students can perform thesefunctions:

when speaking, in face-to-face social interac-tionswhen listening, in socialinteractions and whenusing audio or videotextswhen reading, usingauthentic materials, e.g.,narratives, advertise-ments, tickets,brochures, and othermediawhen writing lettersand short guided com-positions

Students can:

use and understandlearned expressions,sentences, and strings ofsentences, questions, andpolite commands whenspeaking and listeningcreate simple paragraphswhen writingunderstand importantideas and some detailsin highly contextual-ized authentic texts

Levels I and II often include some combination of the following topics:the self: family, friends, home, rooms, health, school, schedules, leisure activities,campus life, likes and dislikes, shopping, clothes, prices, size and quantity, pets andanimals, dialects, and idiomatic expressions.beyond self: geography, topography, directions, buildings and monuments, weath-er and seasons, symbols, cultural and historical figures, places and events, colors,numbers, days, dates, months, time, food and customs, transportation, travel, andprofessions and work, implications of cultural behaviors when using idiomaticexpressions, dialect, colloquialisms, and formal and informal language.

Accuracy

Level II students at the Novice level:demonstrate increasing fluency and control of vocabulary;show no significant pattern of error when performing Level I functions;communicate effectively with some pattern of error, which may interfere slightlywith full comprehension when performing Level II functions;

A

tiA Texas Framework for Languages Other Than English B-5


understand oral and written discourse, with few errors in comprehension whenreading; demonstrate culturally appropriate behavior for Level II functions;demonstrate understanding of idioms, colloquialisms, formal and informalexpressions;write short compositions (with some errors).


Practices

Products

engage in culturally appropriate communication practicessuch as letter writing and telephoningshow how to issue, accept and refuse invitationsunderstand how to give and receive complimentsdescribe attitudes towards work and professions

explain the role of the post office, the Minitelunderstand aspects of commerce (arrangement andclassification of specialty shops)know how to use public transportationdescribe monetary systemsrecognize commercial products

Program Goal 3CONNECTIONS

Mathematics

Social Studies

Geography

Science and Technology

understand and convert monetary systemsunderstand metric system (e.g., to convert clothing sizes)

describe typical city planning (central places with cathedrals,specialty shops, etc.)name and locate famous Parisian monuments

expand knowledge of physical and economicgeography

recognize the significance of ecology and nuclear powerinvestigate facets of high speed public transportation, suchas the TGV

History identify and describe selected historic periods

145



Culture


compare and contrast commercial establishments (e.g., smallspecialty shops vs. supermarkets and shopping malls)compare and contrast city planning practices and historiccauses of differences (e.g., cities dating from medieval timeswith centralized commercial centers and narrow streets vs.suburbs; public transportation systems)compare and contrast technology applications (Minitel,telecarte)

Language identify structural features of French that differ from those ofEnglish

Influence view an original French film and its American remake,observing the influence of one on the other


engage in written correspondence with a francophone peerthrough pen pal or e-mail programslist professions where knowing French is necessary or helpfulcontact embassies, consulates, or other governmentalagencies, and/ or travel agencies to obtain information aboutfrancophone countries

14uA Texas Framework for Languages Other Than English B-7


Level III - Intermediate

Course Description

This course continues to provide students with opportunities to work toward an intermediatelevel of proficiency, striving to reach intermediate-mid in speaking and listening, as well asexpanding their reading and writing skills within the five Program Goals of the TEKS forLOTE. There is a more in-depth study of francophone cultures and of French-speaking peoplethroughout the world.


Sample Functions

Students expand theirability to perform all thefunctions developed inLevels I and II. They alsodevelop the ability to:

clarify and ask forclarificationexpress and understandopinionsnarrate and understandnarration in the present,past, and futureidentify, state, andunderstand feelingsand emotionstransfer learned materialto new situations

Content

Context Text Type


when speaking, in face-to-face social interactionsand in simple trans-actions on the phonewhen listening, in socialinteractions and usingaudio or video textwhen reading shortstories, poems, essays,articles, and short novelswhen writing journals,letters, and literarycritiques, and brochures

Students can:

use paragraph-lengthspeechunderstand spoken lan-guage in a variety ofmedia by a variety ofFrench speakerscreate a series of writtenparagraphsacquire knowledge andnew information fromcomprehensive, authen-tic texts when reading

Content includes cultural, personal, and social topics such as:history, art, literature, music, current affairs, and civilization, with an emphasis onsignificant people and events in these fields;career choices, the environment, social issues, political issues, health, customs,appearances, media, money, and hobbies.

Accuracy

Level III students at the Intermediate level:tend to become less accurate as the task or message becomes more complex, andsome patterns of error may interfere with meaning (students may also fall back onnon-standard vocabulary to circumlocute); others can engage in conversations withfew errors and use a wide range of vocabulary;generally choose appropriate vocabulary for familiar topics, but as the complexityof the message increases, there is evidence of hesitation and grasping for words, aswell as patterns of mispronunciation and intonation; others can express theirknowledge of familiar topics without patterns and errors;

B-8

1 4 7



generally use culturally appropriate behavior in social situations;are able to understand and retain most key ideas and some supporting detail whenreading and listening; others can expand key ideas and apply those to their dailylife;can be understood by sympathetic listeners.


Practices

Products

explain parent-child relationships, child-rearing practicesshow how to give and receive giftsunderstand birth, marriage, death traditionsexamine teen attitudes and life goalsshow understanding of current events

describe the home (kinds of rooms and their size, furniture,family heirlooms, and decoration)explain vacation travel facilities (rail and air travel, youthhostels, hotels)recognize and understand cultural symbols used inmarketing and advertising products


Social Studies read articles in French language periodicals about significantevents such as national elections, special museum displays,terrorist incidentsidentify important issues such as the environment, theEuropean Economic Community (EEC), immigration,unemployment, future prospects for teenscompare descriptions of historic events in French andAmerican history texts

Art History report on an important artist and his or her work (such asManet, Matisse, Gauguin)

Literature read and discuss excerpts of selected literary artists (such asAimee Cesaire, Jacques Prevert, Victor Hugo, Guy deMaupassant, Anne Hebert)




Culture

Language

compare travel practices in the U.S. and Francecompare and contrast parent-child relationships and childrearing practicescompare and contrast dwellingsexplain selected examples of cross-cultural misunderstandings

compare proverbs vis-a-vis language and perspectiveidentify regional and national dialects, written vs. spokenlanguage

Influence describe the influence of French thinkers on the formation ofthe U.S. government


interview a local French speaker on selected cultural practicesand social issuescollect and analyze published articles reporting currentevents in Francegather information on student exchange or work/studyabroad programs

B-10

143


I. COMMUNICATION

Sample Functions


greet and respond togreetingsintroduce and respond tointroductions; engage inconversationsexpress likes and dislikesmake requestsobtain informationunderstand some ideasand familiar detailsbegin to provideinformation

Content

Sample Course Outlines: GermanAppendix B

German

LEVEL I - Novice

Context

Students use the languagewhen:

speaking, in face-to-facesocial interactionlistening, in social inter-action and using audioand video textsreading, using authenticmaterials, e.g., menus,photos, posters, sched-ules, charts, signs, andshort narrativeswriting notes, lists,poems, postcards, andshort letters

Text Type

Students can:

use short sentences,learned words andphrases, and simplequestions and commandswhen speaking andwritingunderstand some ideasand familiar detailspresented in clear,uncomplicated speechwhen listeningunderstand short textsenhanced by visual clueswhen reading

Course Levels I and II often include some combination of the following topics:greetings / farewells, numbers, origins, transportation, school, sports/hobbies, seasons, weath-er, family, home, appearance, school supplies/subjects, homework/grades, likes/dislikes/favorites, clothing, colors, shopping, foods and customs, household chores, pets, animals, size,health, quantities, landmarks, directions, free time, preferences, telephone etiquette, birthdays,holidays, gifts, buildings, cultural and historical figures, places and events, travel, professionsand work, restaurants and other establishments, and metric measurements.

II. CULTURES

Practices demonstrate understanding of the importance of friendship,greeting behaviors, leisure activitiesexamine family life: daily activities, family social events, dailymeals and holidaysexplain the significance of school and education, time spent inclasses, types of diplomas

1.3A Texas Framework for Languages Other Than English B-11

Appendix BSample Course Outlines: German

Products examine the importance of familydescribe food purchases, preparationunderstand the significance of leisure activities: movies,sports, video gamesdescribe the importance of school schedules, course offeringsand grading practices

III. CONNECTIONS

Health

Physical Education

Geography

IV. COMPARISONS

Culture

Language

Influence

V. COMMUNITIES

B-12

evaluate customary German dietary practices

describe special games, sports, activities and folk dances

obtain information about selected German regions and majorfeatures of German locations, surrounding countries, majorcities and regions

compare dietary practices used in Germany to the practices inthe U.S.compare/contrast favorite sportscompare and contrast school schedules, class offerings andother aspects of the educational system

recognize differences between the German and Englishalphabet, and letter-sound correspondence

recognize that many words in both English and German arederived from Old German

identify extracurricular school and community events forGerman studentslocate and visit German restaurants, festivals and foreign filmoutletsidentify nations /regions where German is widely spoken


I. COMMUNICATION

Function

Students expand their abilityto perform all the functionsdeveloped in Level I. Theyalso develop the ability to:

make requestsexpress their needsunderstand and expressimportant ideas andsome detaildescribe and compareuse and understandexpressions indicatingemotion

Content


LEVEL II - Novice

Context


speaking in face-to-facesocial interactionslistening, in social inter-action and using audioor video textsreading using authenticmaterials, e.g., short nar-ratives, advertisements,tickets, brochures, andother mediawriting letters and shortguided compositions

Text Type

Students can:

use and understandlearned expressions,sentences, and strings ofsentences, questions, andpolite commands whenspeaking and listeningcreate simple paragraphswhen writingunderstand importantideas and some detail inhighly contextualizedauthentic texts whenreading

Course Levels I and II often include some combination of the following topics:Greetings/farewells, numbers, origins, transportation, school, sports / hobbies, seasons,weather, family, home, appearance, school supplies/subject, homework/grades, likes/dislikes/ favorites, clothing, colors, shopping, foods and customs, household chores, pets,animals, size, health, quantities, landmarks, directions, free time, preferences, telephone,birthdays, holidays, gifts, buildings, cultural and historical figures, places and events,travel, professions and work, restaurants and other locations, and metric measurements.

II. CULTURES

Practices

Products

explain the importance of family and friendsshow knowledge of culturally appropriate use ofcommunication, telephone calls, letterwritingdemonstrate how to accept invitationsdescribe commercial practices (courtesy, purchasing formulas)explain attitudes toward work (specialization, gainingexpertise)

describe commercial practices: arrangement and classificationof specialty shopsobtain information about public transportationexplain the money system

A Texas Framework for+dgfrages Other Than English B-13


III. CONNECTIONS

Mathematics

Social Studies

Geography

History

IV. COMPARISONS

Culture

demonstrate familiarity with the money system, conversionof clothing sizes

describe city planning, famous landmarks

expand knowledge of physical and economic geography,discussing agricultural / industrial products

show understanding of selected historical periods andsignificant cultural figures (bring in figures)

compare / contrast commercial establishments, small specialtyshops vs. supermarkets and mallscity planning practices, e.g., public transportation, townsquare, centralized commercial centers vs. suburbs,technology applicationscompare and contrast the monetary system of Germany to theAmerican system

Language

Influence

V. COMMUNITIES

B-14

demonstrate awareness of the structural features in Germanfrom those of the student's first language (placement of directobject and indirect object.)

list and define German words used in English

engage in written correspondence via e-mail, letter writing,pen palsdescribe professions where German is used or is helpfulcontact consulates and governmental agencies to obtaininformation about the country, e.g., economics, culture

1 3 3


I. COMMUNICATION

Function

Students expand their abilityto perform all the functionsdeveloped in levels I and II.They also develop the abilityto:

clarify and ask for andcomprehend clarificationexpress and understandopinionsnarrate and understandnarration in the present,past, and futureidentify, state, andunderstand feelings andemotions

Content


LEVEL III - Intermediate

Context


speaking, in face-to-facesocial interaction and insimple transactions onthe phonelistening in social inter-action and using audioor video textsreading short stories,poems, essays, andarticleswriting journals, letters,and essays

Text Type

Students can:

use strings of relatedsentences when speakingunderstand most spokenlanguage when themessage is deliberatelyand carefully conveyedby a speaker accustomedto dealing with learnerswhen listeningcreate simple paragraphswhen writingacquire knowledge andnew information fromcomprehensive,authentic texts whenreading

Content includes cultural, personal, and social topics such as:locations, historic areas, travel, youth hostels, cultural landmarks, health / illness, Germanschool system, appearances, media, newspapers, advertising, environment, cultural, literature,current affairs, career choices, and social and political issues.

II. CULTURES

Practices

Products

explain the importance of family, friends, parent / childrelationshipsdescribe typical leisure activities, including vacations / travelgather information on teen attitudes toward life goals

describe the home: furniture, decor, family heirlooms, size ofdwellingsinvestigate vacation travel facilities (rail, air travel, youthhostels and hotels)identify cultural symbols used for marketing: advertising andpublicity in the German society, newspapers, billboards,kiosksshow acquaintance with selected artists, writers, poets

i ~I



III. CONNECTIONS

Government

History

Social Studies

IV. COMPARISONS

Culture

Language

Influence

V. COMMUNITIES

B-16

discuss current events, such as national elections

present German views on contemporary issuesenvironment, immigrants, teenage unemployment, futurefor teens

acquire an overall understanding of all historic eras(pre-history to contemporary times)

compare travel in the U.S. and Germany, youth hostels,camping, travel by train, bicycledescribe similarities and differences of parent / childrelationships in the U.S. and German-speaking countriesexplain selected examples of cross-culturalmisunderstandingscontrast cultures on the size of the home, furnishings, types ofhomes

compare proverbs vis-a-vis language and perspectivesidentify variations in student's first language/ and in Germanregisters (e.g., regional vs. national dialects, languageregisters, written vs. spoken language form)

discuss the influence of German music on American life

interview local German speakers on selected social issues(newspapers, magazine articles, reporting current events inthe German language)gather information on student exchange or work /study /travel programs



LEVEL IV - Intermediate

Course Description

The emphasis of this sample course is on German culture and literature. Short stories, poetry,excerpts from various periods of literature, and current events are studied. At this level,emphasis is placed on independent reading, written expression, group products, and oralcommunication. Finer points of grammar are studied as aids to improving students' oral andwritten communication. Students are able to connect the German language with otherdisciplines, compare the German language to their own, and participate in multilingualcommunities at home and around the world.

I. COMMUNICATION

Function

Students expand their ability toperform all the functions devel-oped in Levels I-III. They alsodevelop the ability to:

compare and contrastexplain and support anopiniongive and understand adviceand suggestionsinitiate, engage in, and closea conversationhypothesize

Text Type

Students in German IV are ableto:

use simple discourse in aseries of coherent para-graphs when speakingunderstand most authenticlanguage when listeningcreate a series of coherentparagraphs when writingacquire knowledge and newinformation from compre-hensive, authentic textswhen reading

II. CONTENT OF CULTURES, CONNECTIONS, COMPARISONS, ANDCOMMUNITIES- Suggested Timeline

First Six Weeks

sportsecologyenvironmental concernsfree time

Functions Introduced in Context

express enthusiasm/disappointmentmake suggestions/express preferencesmake wishesexplain /justifymake inquiries/give responsesexpress concernsstate feelings and emotionsask for and give opinions

153A Texas Framework for Languages Other Than English B-17


Second Six Weeks

relationships with family, friends, othersambitions of young peoplelaws pertaining to young peoplemedia /newspaper

Third Six Weeksspending moneyfamous German-Americansmen and women in professional lifeprofessions: dream and reality

Fourth Six Weekspopular musicadvertisingfashionhumor

Fifth Six Weekssocietal changesmodern life

Sixth Six Weeksculture and the artsfestivalshappenings after high school and beyond(future plans)

Types of Resources

B-18

Functions Introduced in Contextask for informationmake inquiries / give responsesmake suggestions /express preferenceshypothesizeagree / disagreestate feelings and emotions

Functions Introduced in Contextmake comparisonsadvisemake suggestions /express preferencesexpress determination/indecisionmake wishes

Functions Introduced in Contextexpress opinionsmake comparisonsmake suggestions / express preferencesreasonexplain /justify

Functions Introduced in Contextreport past eventsask someone to take a standreasonexpress opinionsmake comparisons

Functions Introduced in Contextdescribe an occurrenceexpress preferencesexpress points of viewstate feelings and emotionsexpress determination and indecisionexpress importance and unimportance

maps, posters, and items such as foreign currencytechnology such as CD-ROMS, computer software, audio cassettes and videosperiodicals, newspapersancillary materials that accompany district-adopted textbooksvariety of classroom realiaInternet access so that students will be able to do research in German for the vari-ous topics addressed in the scope and sequence, classroom connection to establishGerman pen palsmusic V

-


Types of Assessment


portfolio assessment with a collection of writing samples and tape of speakingsamplesdistrict-developed semester and end-of-year testsoral interviews conducted throughout the courses since Level Ivariety of oral assessments including dialogues, role-plays, presentations, debates,and storytellingvariety of written assessments including dictation, doze exercises, short answer,guided and free compositions, and essaysjournals / diariesresearch papers expanding on the 6-week topics


Appendix BSample Course Outlines: Japanese

JapaneseLEVEL I - Novice

Course Description

Students will perform in Japanese at the novice-low to novice-mid proficiency levels. A com-prehensive approach addresses not only oral proficiency, but also reading and writing. To sat-isfy reading and writing proficiency, students master the two Kana syllabaries: Hiragana andKatakana. A general introduction to Japanese culture is also integrated throughout the course.

I. COMMUNICATION

Content/Culture

selffamilytimeschool / classroomfoodclothingcolorsnumbers

Accuracy

Function Text Type

Students utilize these func-tions:

use formulaic expres-sionsgive instructionsdescribe thingstell timeexpress relative timeidentify thingsexpress existenceexpress quantitymake plansexpress likes and dis-likesmake requestsmake suggestionsobtain informationrespond to commands

Level I students at the Novice level:

The kind of languagestudents will produce:

use memorized wordsand phrasesuse appropriate hon-orifics to the degreelearned

satisfy partial requirements for basic communicative exchanges by relying onlearned utterancesdemonstrate culturally acceptable use of language within controlled Level Ifunctions

Reading Proficiency

recognize key elementsof the written textscan for gist

Quantity of Characters

48 Hiragana andKatakana charactersapproximately 25 Kanjicharacters

159

Text type

decode Hiragana andKatakana usingauthentic text


Writing Proficiency

write Hiragana andKatakana charactersproduce text equivalentto what can be expressedorally

II. CULTURES

Practices

Products

III. CONNECTIONS

Art

Home Economics

Social Studies

Sample Course Outlines: JapaneseAppendix B


48 Hiragana andKatakana charactersapproximately 25 Kanjicharacters

Text type

reproduce memorizedKanjiuse a word processor toproduce memorizedKanji via recognitionwrite information suchas a short descriptiveparagraph or apersonal letter

demonstrate knowledge of meals, household behavior, andbathingshow understanding of the significance of proper greetingsand leave-takingdemonstrate understanding of cultural change andstereotypesshow the importance of different forms of oral, aural, andwritten communication through appropriate usageuse culturally appropriate gestures and body postureexplain the significance of classroom disciplinedescribe the educational systemexplain the significance of self and family in the Japaneseculture

demonstrate usage of utensils used for dining and bathingshow how to exchange artifacts during greetings and leave-takingdiscuss types of clothing worn during work, school, andleisure

demonstrate paper ornamentation, calligraphy, and flowerarrangement

explain Japanese household furnishings, appliances, and diet

identify major geographical features of Japanexplain aspects of the social structure of Japan

0



IV. COMPARISONS

Practices

Products

V. COMMUNITIES

recognize difference in oral and written communicationbetween Japanese and Englishrelate similarities in oral and written communication ofJapanese and Englishcontrast Japanese household behaviors related to dining,lifestyle, and bathing to that of one's own culturecompare culturally appropriate gestures in Japan and theUnited States (nationally) and in one's own regioncompare practices in classroom environment includingeducation system between Japan and the United Statescompare familiar relationships in Japan with that of one'sown family

compare compositions of meals with those that exist in one'sown environmentcompare environment of a Japanese home with one's ownhouseholdcompare religious symbols and artifacts of Japan and thoseexisting in the United Statescompare artifacts of leisure and artistry of Japan with thoseexisting in the United Statescontrast clothing worn during work, school, and leisure inJapan with that worn in the United States (nationally) and inone's own region

participate in community cultural events associated with thepromotion and celebration of Japan and / or the Japaneselanguageinvite a native of Japan in the community to share his / herexperiences and talents with studentsinvite business people and educators with relationships toJapan to share their experiences and ideas with studentscommunicate with Japanese students using computertechnology such as e-mail

161



LEVEL II - Novice

Course Description

Performance at the novice-high level will be demonstrated in oral and written communication.Written communication will be slightly less proficient than oral communication, though mostwritten communication will still be based on what a student can do orally. Oral and writtentasks will integrate those topics in Level I with geography, friends, weather, seasons and ani-mals/pets. Consistent with the Level I and Level II topics, students begin to negotiate conver-sation and display awareness of socio-cultural appropriateness. In the area of written commu-nication, exposure to and utilization of Kana (Hiragana and Katakana) continues.Approximately 25 50 Kanji (Chinese characters) are also introduced.

I. COMMUNICATION

Content/Culture

GeographyFriendsWeatherSeasonsAnimals / Pets

Accuracy

Function

Students utilize functionsfrom Level I and thefollowing:

express geographic loca-tionsgive / seek / follow direc-tionsreport eventsdescribe thingsexpress preferencesprovide informationdescribe and comparemake requestsexpress needs

Text Type


use learned words andphrasesuse appropriatehonorifics as learned

Level II students at the Novice level:communicate questions effectively in the productive modeunderstand the main ideas in the receptive modedisplay awareness of socio-cultural appropriateness

Reading Proficiency

recognize key elementsscan for gist


includes Hiragana,Katakana, and Kanjicharacters from Level Iadd approximately 25Kanji characters

Text type

decode all Hiragana andKatakanaread isolated words andphrasesdecode variety of printedfonts and handwriting

4 - !N.y'r itA Texas Framework for Languages Other Than English B-23


Writing Proficiency Quantity of Characters

write charactersproduce text

II. CULTURES

Practices

Products

includes Hiragana,Katakana, and Kanjicharacters from Level Iadd approximately 25Kanji characters

Text type

write all Hiragana andKatakana charactersproduce known Kanjilegibly, with correctattention to stroke order

explain the significance of geography on local customs, diet,and celebrationsdescribe some of the significance of geography on nationaldevelopmentdescribe some of the significance of weather on localcustoms, celebrations, and conversational topicsdemonstrate understanding of the importance of age andgender in communicationdescribe seasonal activities and celebrationsidentify seasonal symbolsproduce Haiku with culturally appropriate characteristicsidentify the role that animals play in Japanese mythology andcontemporary culture

explain how utensils used daily are determined bygeography and weather patternsdescribe types of clothing worn during seasonal activitiesand celebrationsidentify religious symbols and artifacts designed for seasonalactivities, celebrations, and holidays

III. CONNECTIONS

World Geography

English

Social Studies

Agricultural Economics

B-24

explain local customs, diet, and celebrationsinvestigate national development

apply knowledge of idiomatic expressions, letter writingstyle, and poetry to English

describe differences in cultural expectations by age andgender

recognize indigenous animals and agricultural development



recognize how differences in geography affect localities inJapan and the United Statesrecognize how geography affects national development ofJapan and the United Statescompare customs and practices related to weather in Japanwith those in the United Statescompare customs with regard to age and gender in Japanwith those in the United Statescompare the celebration of holidays and seasonal events inJapan and the United Statescompare roles that animals play in Japan with roles ofanimals in the United States

compare how food dishes and manufactured products areaffected by geography in Japan and the United Statescontrast seasonal wear in Japan with that of the UnitedStatescompare seasonal symbols of Japan with those existing inthe United Statescompare origins of holidays and events in Japan with thoseobserved in the United Statescompare animals indigenous to Japan and the North andCentral American continents

participate in community events associated with thepromotion and celebration of Japanese holidays and seasonaleventshave natives of Japan in the community share their localcustoms and traditions with studentsinvite geologists and meteorologists to share theirexperiences and ideas with studentscommunicate with Japanese students using computertechnology such as e-mail

lelA Texas Framework for Languages Other Than English B-25


LEVEL III - Novice to Intermediate

Course Description

Performance will continue at the novice-high level, approaching intermediate-low. Oral andwritten tasks will integrate Level I and Level II topics with a wider array of communicativetopics. Consistent with all topics, students negotiate conversations, engage in limited discourse,and demonstrate socio-cultural appropriateness. Students demonstrate an ability to recognizeand produce an additional 25-50 Kanji (Chinese characters).

I. COMMUNICATION

Content/Culture

Includes topics fromLevels I and II and the fol-lowing:

Home and communityJapan and the worldLeisureMeans of communica-tionBody and HealthRites of passageSchool and educationSeasonal eventsSelf, family, andfriendsShoppingTravel/ transportation

Function

Students utilize functionsfrom Levels I and II andthe following:

give evaluationsdescribe sequencesstate abilitiesgive explanationsexpress suppositionstate intentionsgive directionsexpress durationstate purpose / reasonfollow directionsexpress obligationreport events in timedescribe past experiencegive permissionexpress progressiveactionreport speechexpress future eventsexpress wants andneedsdescribe schedulesexpress degree

Text Type


use learned words,phrases, and/ orsentencesuse language appropriatefor the audienceproduce sentence-levelutterances at least 20%of the time whereappropriate

Accuracy

Level III students approaching the intermediate level:communicate messages that are comprehensible to communicating partner(s)some pronunciation errors or pauses which interfere with comprehension may beevidentuse grammar forms such as particles, predicate tenses, and politeness markersforms may differ from norms of standard Japanesedisplay awareness of socio-cultural appropriatenessnegotiate their message after no more than two repetitions

B-26

-L. L.


Reading Proficiency

recognize key elementsscan for gistextract detail

Writing Proficiency

write charactersproduce text

II. CULTURES

Practices

Products



includes Hiragana,Katakana, and Kanji char-acters from Levels I and IIadd approximately 50Kanji characters


includes characters fromLevels I and IIadd approximately 25Kanji characters

Text type

decode memorized Kanjiin letters, brief publishedarticles, and web pagesidentify key informationin signs, schedules,advertisements, etc.

Text type

write information suchas paragraphs and per-sonal letterscomfortably use a wordprocessor to producelanguage known orallyreproduce known Kanji

recognize various kinds of housing, stores, and publicfacilities that existrecognize various kinds of transportation systems that existrecognize various kinds of lifestyles and occupations thatexistexplain the importance and significance of past historicalevents on contemporary Japandescribe cultural importsdiscuss activities of youth and interests of youthrecognize different leisure activities and sports that existidentify development of technology in and by Japanexplain respect for feelings and the human bodydiscuss transition points in a teenager's life with regards toage, customs, ceremonies, milestones, and expectationsdiscuss vacations and traveling customs of the Japanesedescribe shopping

explain the composition of housing, stores, and publicfacilitiesdescribe the transportation systems and stationsidentify the types of clothing worn during work, school, andleisureexplain events and activities used to mark significanthistorical eventsdiscuss types of cultural importsidentify electronic and natural artifacts utilized by youthduring leisure time and sports competitionsexplain technological artifacts utilized in the home, at play,and at workidentify religious symbols and artifacts designed forcelebrations and holidays

rs



III. CONNECTIONS

Social Studies

Economics

History

English

IV. COMPARISONS

Practices

Products

examine Japanese lifestyles and occupationsdiscuss cultural imports

describe the technological and economic development

describe important 20th century events in Japanexplain significant pre-20th century periods

use negotiation and discourse strategies

compare various kinds of housing, stores, and publicfacilities that exist in Japan and the United Statescompare various kinds of transportation systems that exist inJapan and the United Statescompare various kinds of lifestyles and occupations thatexist in Japan and the United Statescompare importance and significance of past historicalevents that occurred in Japan and the United Statescompare the activities and interests of youth in Japan andthe United Statescompare the significance of cultural imports in bothcountriescompare various kinds of leisure activities and sports thatexist in Japan and the United Statescompare the significance of technology development inJapan and the United Statesexplain the importance of respect for feelings and the humanbody in both countriescompare the shopping environments that exist in Japan andthe United States

compare the composition of housing, stores, and publicfacilities in Japan and the United Statescompare the composition of transportation systems andstations in Japan and the United Statescompare types of clothing worn during work, school, andleisure in both countriescompare the types of cultural imports such as language, diet,and manufactured products in Japan and the United Statescompare electronic and natural artifacts utilized by youthduring leisure time in Japan and the United States

i 7B-28 A Texas Framework for Languages Other Than English

V. COMMUNITIES


compare artifacts utilized during leisure activities and sportscompetition in Japan and the United Statescompare technological artifacts utilized in the home, at play,and at work in Japan and the United Statescompare personal letters and invitations in Japan and theUnited States

participate in community events associated with theremembrance of Japanese /American conflictsinvite natives of Japan in the community to share theirexperiences and talents with studentsask business people and community leaders to share theirexperiences and ideas with studentscommunicate globally through a Japanese web page


Appendix BSample Course Outlines: Latin

Latin

LEVEL I - NoviceCourse Description

Latin I is the first course of a recommended three year sequence that focuses on the developmentof the student's ability to read Latin with comprehension. Students acquire an understanding ofthe influence of the Roman world on contemporary culture and also of their differences.Vocabulary and grammar are studied in the context of reading passages into which culturalinformation has also been integrated. Students learn how to pronounce Latin according toaccepted conventions in order to read passages aloud or answer simple questions about passagesor respond to classroom directions and commands. Word derivations and Latin word elementsare also studied to expand the student's English vocabulary.

I. COMMUNICATION

Function


read words, phrases,and simple sentences toobtain informationcomprehend simplewritten passages onfamiliar topicsrecognize in contextvocabulary, inflections,and syntax appropriateat the novice readinglevelrecognize and reproducethe sounds of Latinrespond to simplequestions, statements,or commands givenorally in Latinwrite simple phrasesand sentences in Latinusing previously readtext as a model

Context


when reading model orpractice sentences andsimple passageswhen reading simplepassages or stories forcomprehensionwhen reading sentencesand passages of Latinaloudwhen responding to oralquestions or statementsabout the content ofpassageswhen answering writ-ten comprehensionquestionscompleting cloze pas-sages of Latin or writ-ing simple sentencesusing a modelafter learning newvocabulary, grammaticalstructures, and syntax incontext

1C3

Text Type

Students can:

understand the mainidea and most of thesupporting details whenreading short passagesin Latin written onauthentic cultural topicsunderstand simplesentences, questions,and commands onfamiliar topics whenlisteninguse words, phrases, andsimple sentences whenspeaking or writing


Content

Sample Course Outlines: LatinAppendix B

Selections from adapted and authentic readings are used to achieve the goals from all fiveprogram areas. Content includes cultural, personal, and social topics such as archeology, art,civilization, daily life, dwellings, engineering, family, gender roles, geography, history,literature, religion, and other topics.

Accuracy

Students:comprehend most of the content of reading passagesunderstand the important cultural content of reading passages

II. CULTURES

III. CONNECTIONS

IV. COMPARISONS

V. COMMUNITIES

students gain knowledge of the culture of the Greco-Roman world on specified topics through Latin and Englishreadingsstudents are able to demonstrate an understanding of thepractices and products of the Roman world through theperspective of the early Empire

In Latin I the main disciplines that students connect with aregeography, history, sociology, archeology, anthropology,mythology, and sciencestudents strengthen their vocabulary and reading skills inEnglishstudents use technology to learn the Latin language andabout Roman civilization

students recognize Latin word elements and use them toexpand their English vocabularystudents learn how to use Latin and English dictionaries forword studystudents understand Latin abbreviations, phrases, andmottoes in common use in the English languagestudents begin to understand the influence of the Greco-Roman world upon Western Civilization and in particular theUnited States

students begin to identify in the community where Latin isused or where the influences of classical civilization areevident



LEVEL II - Novice

Course Description

The emphasis of Latin II is the continuation of the development of reading and comprehensionskills. Students develop a deeper understanding of the similarities and differences between theRoman world and today's world. The learning of new vocabulary and more grammaticalstructures is emphasized as reading progresses to longer and more complicated passages. OralLatin is still used to help students understand reading selections. Word studies continue to bean integral part of learning Latin.

I. COMMUNICATIONFunction

Students expand their abilityto perform all the functionsdeveloped in Latin I. Theyalso develop the ability to:

read and understandpassages of Latindemonstrate readingcomprehension by inter-preting the meaning ofpassages which theyhave readread Latin aloud withaccurate pronunciation,meaningful phrasegrouping, and appropri-ate voice inflection, byimitating the modelsthey have heardrespond orally to ques-tions, statements, com-mands, or other stimuliin Latinuse their knowledge ofvocabulary, inflections,and syntax to compre-hend passageswrite phrases and sen-tences in Latin

Context


when reading passagesof Latin of increasingdifficultywhen reading aloudpassages of Latinwhen answering writtencomprehension questionsabout a Latin passagecompleting doze passagesof Latin or writingsentences using a modelafter learning newvocabulary, grammaticalstructures, and syntax incontext

Text Type

Students can:

understand the mainidea and most detailswhen reading passagesof Latin composed foracquisition of contentand language skillsunderstand the mainidea and most details ofreading passages adapt-ed from the originalauthorsunderstand sentences,questions, and com-mands on familiar topicswhen listeninguse words, phrases, andsentences when speakingor writing



Accuracy

Students:demonstrate an increasing knowledge of Latin vocabularycomprehend most of the content of reading passages of increasing difficultyunderstand the important cultural content of reading passages

Content

Adapted and authentic readings are used to achieve the goals from all five program areas.Content includes cultural, personal, and social topics such as archeology, art, civilization, dailylife, dwellings, engineering, family, gender roles, geography, history, literature, religion, andother topics.

II. CULTURES students demonstrate a greater insight into the civilizationand culture of the Greco-Roman world on selected topicsthrough Latin and English readingsstudents compare and contrast aspects of their own publicand private lives to those of the Romans

HI. CONNECTIONS students reinforce and further their knowledge of otherdisciplines through their study of classical languages. Inaddition to those listed in Latin I, the students connect withthe disciplines of philosophy, military science, andengineeringstudents strengthen their vocabulary and reading skills inEnglishstudents use technology to learn the Latin language andabout Roman civilization

IV. COMPARISONS

V. COMMUNITIES

students compare and contrast the language patterns andgrammar of Latin to the structure and grammar of Englishstudents show the relationship of Latin words to theirderivatives and cognates in English

students interact with community members who are involvedin a variety of careers to understand how they have usedtheir study of Latin




Course Description

Latin III is the last course of the recommended three year sequence of study. Students continueto develop the skills of reading and comprehension as they read more and more passages ofslightly adapted and authentic classical Latin. Students further refine their understanding ofthe Roman world and its influence on contemporary culture. Reading passages includeselections of prose and poetry. Advanced grammatical forms, vocabulary, figures of speech,and culture are integrated into the development of reading. This course prepares students forthe College Entrance Examination Board (CEEB ) Latin Achievement Test.

I. COMMUNICATION

Function

Students expand their abilityto perform all the functionsdeveloped in Latin I and II.They also develop the abilityto:

read and understandprose and poetry ofselected authors withappropriate assistanceinterpret the meaning ofthe passages they readbegin to interpret con-tent and features of styledemonstrate a knowl-edge of vocabulary,inflectional systems, andsyntax appropriate forthe Latin passages theyreadread Latin aloud withaccurate pronunciation,meaningful phrasegrouping, and appropri-ate voice inflectionwrite phrases and sen-tences in Latin

Context


when reading prose andpoetrywhen reading aloudpassages of prose andpoetrywhen writing sentencesafter learning newvocabulary, grammaticalstructures, and syntax incontext

d J

Text Type

Students can:

comprehend the mainidea and most detailswhen reading passagesof prose and poetrycomposed for acquisitionof content and languageskillscomprehend the mainidea and most detailswhen reading passagesof prose and poetryadapted from theoriginal authorscomprehend the mainidea and most detailswhen reading passagesof prose and poetry ofselected authorsunderstand sentences,questions, and certainquotations when listeninguse words, phrases, andsentences when writingor speaking



Accuracy

Students:demonstrate an increasing knowledge of Latin vocabularycomprehend most of the content of selected passages of Latin prose and poetryunderstand and explain the cultural content of selected passages

Content

Selected readings are used to achieve the goals from all five program areas. Content includescultural, personal, and social topics such as archeology, art, civilization, daily life, dwellings,engineering, family, gender roles, geography, history, literature, religion, and other topics.Students make the transition from passages composed for language learning to adapted pas-sages and finally to original passages.

II. CULTURES students demonstrate an extensive knowledge of Romanprivate and public life

III. CONNECTIONS

IV. COMPARISONS

students recognize and make connections with Latinterminology in certain fields such as the social sciences,mathematics, science, technology, medicine, philosophy, law,art, and musicstudents reflect on the classical influence in politicalinstitutions, law, and history of their own culturestudents use technology to learn the Latin language andabout Roman civilization

students demonstrate the ability to transfer their knowledgeof Latin vocabulary and structure to their understanding ofEnglish

V. COMMUNITIES students participate in the community of classical scholars incultural events, contests, lectures, and seminars



LEVEL IV Honors - Intermediate/Advanced

Course Description

Latin IV Honors focuses on the reading and study of Latin poetry. Students becomeknowledgeable about the conventions of Latin poetry and the individual styles of theauthors studied. The students' knowledge and understanding of the Greco-Roman worldcontinues to develop from the readings.

Students preparing for a variation of the College Entrance Examination Board (CEEB) LatinAdvanced Placement (AP) Test may focus on poetry in this Level IV course. Options on the APtest include Vergil and Latin literature.

I. COMMUNICATION

Function

Students expand their abilityto perform all the functionsdeveloped in Latin I, II, andIII. They also develop theability to:

read and understand thepoetry of selectedauthors with appropriateassistancerecognize, explain, andinterpret content andfeatures of style of theauthors readdemonstrate a knowledgeof vocabulary, inflectionalsystems, and syntaxappropriate to theauthors readidentify and explainfigures of speech andother poetical devicesin contextread Latin poetry aloudwith attention to themetrical structurerespond appropriately tomore complex spokenand written Latin

Context


when reading the selectedpassages of Latin poetrywhen listening to shortpassages of poetry beingreadwhen reading aloudselections of Romanpoetry

4 7

Text Type

Students can:

comprehend the mainidea and details of thepoetry studiedidentify the meter andstyle of a poem studied;read aloud familiar poetryanalyze and interpret thecontent, style, and poeti-cal features of the poetrystudied



Accuracy

Students:demonstrate an increasing knowledge of the vocabulary and grammatical formscomprehend and interpret selected poems of certain authorsunderstand and explain the cultural content of certain poems

Content

Selected authentic readings are used to achieve these goals. Content includes cultural, personal,and social topics such as archeology, art, civilization, daily life, dwellings, engineering, family,gender roles, geography, history, literature, religion, and other topics.

NOTE: The College Board Acorn Book for the Latin Advancement Placement Exam will specifythe poems or selected lines of poetry to be studied for the selected authors. Since these selectionscan vary slightly from year to year, teachers are advised to consult the most current Acorn Book.

II. CULTURES students demonstrate knowledge of an author, his genres,and literary periodstudents explain the historical and literary context of familiarpoetrystudents demonstrate a knowledge of Greco-Roman cultureand civilization as they relate to the poetry read

III. CONNECTIONS students connect their knowledge of Latin poetry to theirunderstanding of English and other poetrystudents demonstrate an enhanced ability to read, write,understand, and speak English based on the vocabulary andgrammar of Latinstudents use technology to learn more about the authorsbeing studied

IV. COMPARISONS students recognize the influence of Roman history, privateand public life, art, and architecture on their own world andmake comparisons and draw conclusions based on thatknowledgestudents compare and contrast elements of literature,mythology, and philosophy of their own world with that ofthe ancient world

V. COMMUNITIES students use their knowledge of Latin to communicate withinthe student and adult community of classical languagelearners and scholars and to participate in related events

4


Appendix BSample Course Outlines: Spanish

Spanish

LEVEL I Novice

Course Description

This course integrates the five Program Goals of the TEKS for LOTE: Communication, Cultures,Connections, Comparisons, and Communities. It is a study of Hispanic language and cultureincorporating the development of listening, speaking, reading, and writing within the fiveProgram Goals. The main goal for this course is for students to progress towards a novice levelability in using Spanish in school and in the community.

Some material for the Spanish course outline was adapted from Omaggio, 1993(see reference list for complete citation)

I. COMMUNICATION

Sample Functions

Students develop the abil-ity to:

greet and respond togreetingsintroduce andrespond to introduc-tionsname / identifyobjects, people, placesexpress likes and dis-likesmake simple requestsobtain basic informa-tionunderstand somebasic ideas fromfamiliar materialprovide basic infor-mationexpress basic needscopy and transcribesimple material

Context


when speaking, inface-to-face socialinteractionswhen listening, insocial interaction witha sympathetic speakeror when using auxil-iaries like audio orvideo textswhen reading, usingauthentic materials,e.g., menus, photos,posters, schedules,charts, and signswhen writing notes,lists, poems, postcards,and short letters

Text Type

Students can:

use very short sen-tences, with simplelearned words andphrases, and simplequestion and com-mands when speakingunderstand some ideasand familiar detailspresented in clear,uncomplicated speechwhen listeningwrite using familiarwordsunderstand very shorttexts enhanced byvisual clues whenreading


Sample Course Outlines: SpanishAppendix B

Content

Levels I and II often include some combination of the following topics:

self identificationgreetings and farewellsnumbersoriginstransportationschoolhobbiesseasonsweatherfamilyhomeappearanceschool subjects

Accuracy

Students:

homework and gradescourtesyexpressionsclothingcolorsshoppingfoodscustomshousehold chorespetsanimalsdirectionsfree time

preferencestelephone etiquettebirthdaysholidaysgiftsbuildingscultural and historical figuresplaces and eventstravelprofessionsworktelling timehealth

list and give one and two word answers without much hesitation;communicate using memorized or highly familiar material;understand very basic information that is being communicated;demonstrate culturally acceptable behaviors for this level;write with frequent misspellings and grammatical inaccuracies.

II. CULTURES

Practices

Products

discuss the importance of friendships, greeting behaviors,and leisure activitieslearn about family life regarding daily activities, such asfamily social events, daily meal sharing, and holidaysexpress the significance of education and time spent in classesexpress the importance of cultural and behavioralimplications related to the country

identify the important products related to every day familylife, such as food purchases and preparationstate the significance of leisure activities, movies, sports,television, video games, and their place in family socialeventsidentify and explain the importance of school schedules,course offerings, and grading practicesidentify cultural symbols used for celebrations



III. CONNECTIONS

Health

Physical Education

Geography

History

Fine Arts

Science

Home Economics

IV. COMPARISONS

V. COMMUNITIES

B-40

evaluate customary Hispanic dietary practices within Texasand Spanish-speaking countries

describe special games, sports, leisure activities, and folkdances in relation to Hispanic culture

obtain information about selected Spanish regions:geographical locations, topography, and important cities

identify events in U. S. history where Hispanics madecontributions

identify current Hispanics who have made contributions tothe fine arts

identify current Hispanics who have made contributions tothe sciences

describe family meals for different occasions andcorresponding cultural significance

compare dietary practices used in Spanish-speakingcountries to the dietary practices in the United Statescompare / contrast favorite sports and fans' reactions atsporting eventscompare and contrast school schedules, course offerings, andother basic aspects of the educational systemsrecognize the differences between the Spanish and Englishalphabets, sound systems, and pronunciationcompare punctuation and basic rules of capitalization ofnouns

identify extracurricular school and community events held inthe city, surrounding areas, and the statelocate and visit Hispanic restaurants and Hispanic festivalslocate movie rental outlets that have films in Spanish anduse them as resourcesidentify regions in the United States where Spanish is widelyspoken



LEVEL II - Novice

Course Description

This course provides students with opportunities to continue developing their listening, speaking,reading, and writing skills within the five Program Goals of the TEKS for LOTE. Studentscontinue to expand their knowledge of Hispanic language and culture. Students function at anovice-mid to novice-high level of proficiency, depending on their background, but they beginto show signs of intermediate-low level of proficiency.

I. COMMUNICATION

Sample Functions

Students expand theirability to perform all thefunctions developed inLevel I. They also devel-op the ability to:

engage in simpleconversations usinglearned materialcomprehend informa-tion from familiarmaterialuse and understandexpressions indicatingemotiondescribe with somedetailselect main ideas andkey words in familiarmaterialwrite a simple para-graph using memo-rized material

Context


when speaking, in faceto -face interactionswhen listening, insocial interaction andusing audio or videotextswhen reading, usingauthentic materials,e.g., advertisements,tickets, brochures,photos, and othermediawhen writing lettersand short guidedparagraphs

01 v(-1

Text Type

Students can:

use and understandlearned expressions,sentences, and stringsof sentences, questionsand polite commandswhen speaking andlisteningwrite simple paragraphsusing familiar materialunderstand somedetails in highlycontextualizedauthentic texts whenreading



Content

Levels I and II often include some combination of the following topics:

self-identificationgreetings and farewellsnumbersoriginstransportationschoolhobbiesseasonsweatherfamily, homeappearanceschool subjectshomework and gradescourtesy

Accuracy

Students:

clothingcolorsshoppingfoodscustomshousehold chorespetsanimalssizehealthlandmarksdirectionsfree timeexpressions

preferencestelephone etiquettebirthdaysholidaysgiftsbuildingscultural and historical figuresplaces and eventstravelprofessionsworkrestaurants

demonstrate increasing fluency and control of very familiar material;comprehend basic information in listening and reading activities;write with frequent misspellings and inaccuracies;demonstrate culturally appropriate behavior for Level II functions;demonstrate understanding of idioms and use of formal and informal expressions;communicate successfully with sympathetic listeners when attempting to gobeyond learned / memorized material.

II. CULTURES

Practices express importance of immediate and extended familyunderstand communication skills and etiquette such asphone messages, letter writing, accepting and declininginvitationsunderstand how work ethic, honesty, and respect function inthe Hispanic communityunderstand financial responsibilities to family and friends

Products

B-42

identify commercial products useful in everyday life andproducts that are geared towards Hispanicsidentify modes of public transportation, their purposes, andhow they affect the environmentidentify modes of transportation and their use in everydaylife


III. CONNECTIONS

Mathematics

Architecture

Geography

History

Science

Business

English Language Arts

IV. COMPARISONS

V. COMMUNITIES


use math concepts for conversion of weights and measures

appreciate historic landmarks and identify characteristics ofa landmark

expand knowledge of physical and economic geography bydiscussing agricultural and industrial products

identify historical periods and the development of certaincultural customs due to the effects of the period

understand the effects of society on the environment andvice versa

use technology applications in Spanish (use Spanishsoftware to learn Spanish technology terminology and thendevelop and / or complete business forms and letters)

employ the reading and writing processes

compare and contrast commercial establishments, smallspecialty shops vs. supermarkets and malls, city planningpractices (e.g., mass public transportation and the townplaza)compare and contrast how geographical locations havedefined the cultural, economical, and social development ofthe people in the areacompare purchasing practices (bartering vs. fixed prices)compare cultural behaviors

engage in written correspondence via e-mail, letter writing,pen palslist professions where Spanish is used or is helpful in thecommunitycontact consulates and government agencies to obtaingeneral information about a Spanish-speaking countryparticipate in cultural and educational events




Course Description

This course continues to provide students with opportunities to work towards an intermediatelevel proficiency in speaking and listening as well as expand their reading and writing skillswithin the five Program Goals of the TEKS for LOTE. There is a more in-depth study ofHispanic culture and Spanish-speaking people throughout the world.

I. COMMUNICATION

Sample Functions


understand the mainideas and somesupporting detail inauthentic textscan get into, through,and out of a simplesurvival situationidentify, state, andunderstand expressedfeelings and emotionscreate with thelanguagetransfer learnedmaterial to newsituationswrite short messagesand short compositions

Content

Content includes cultural,

biographical informationorigins /nationalitieshistoric areastravelcultural landmarkshealth matterscustoms

Context


when speaking, inface-to-face socialinteraction and insimple transactions onthe phonewhen listening, insocial interaction andusing audio or videotextswhen reading shortparagraphs and articleswhen writing journals,essays, and condensednovelettes

personal, and social topics such as:

appearancesmedianewspapersadvertisingenvironmentmoney mattersradio / television broadcasts

Text Type

Students can:

use strings of relatedsentences whenspeakingunderstand most spokenlanguage when themessage is deliberatelyand carefully conveyedby a speakeraccustomed todealing with learnerscreate some complexparagraphs whenwritingacquire knowledge andnew information fromcomprehensive,authentic texts whenreading

activities / hobbiescareer choicesshopping / making purchasesrestaurants / foodslodging / living quartersdaily routineschool / work experienceseveryday events

B-44 A Texas Framework folI8nalages Other Than English


Accuracy

Students:may need to hear items several times to interpret them accurately;have problems understanding speakers when they speak at a normal pace;generally use culturally appropriate behavior in social situations;are able to understand and retain most key ideas and some supporting detail whenreading and listening;understand the main ideas, but misunderstand the finer points in reading passages;can express themselves using basic structures and vocabulary related to contentareas listed;are understood by speakers dealing with second language learners;have good control of basic constructions with some errors still evident.

II. CULTURES

Practices recognize the importance of family, friends, parent/childrelationshipsexpress the importance of leisure activities, vacation/travelunderstand teen attitudes toward parental advice and lifegoals

Products identify how the home, furniture, decor, family heirlooms,and size of dwellings are defined by different Spanish-speaking communitiesunderstand cultural symbols used for marketing, advertising,and publicity in the Hispanic societyidentify the Hispanic influence in newspapers, billboards,kiosks, etc.

III. CONNECTIONS

Government

Social Studies

Physical Education

Science

Business

identify current events, local, state, and national elections

discuss contemporary issues about the environment,immigrants, unemployment, and what the future holds forteens

identify the lifestyles of healthy eaterslook at exercise and its effect on health

investigate illnesses that seem to be common amongHispanics and report findings

search for employment opportunities in the newspaper thatrequire bilingual personnelwrite personal résumé and letters of interest for jobs

0 LIA Texas Framework for Languages Other Than English B-45


IV. COMPARISONS

V. COMMUNITIES

B-46

compare travel in the United States and in Hispaniccountries (learn about youth hostels, camping, modes oftransportation, etc.)compare parent / child relationships (young children,teenagers, young adults)explain selected examples of cross-culturalmisunderstandingscompare the social rituals of baptisms, quincearieras,weddings, etc.

interview local Spanish speakers on a variety of issuesemploy newspapers, magazine articles, and other media inthe Spanish language to gather information on a variety ofissuesparticipate in Christmas caroling or other volunteer work inthe community such as hospitals, nursing homes, children'shomes, etc.

185



LEVEL IV - Intermediate

Course Description

This course continues to provide students opportunities to reach an intermediate level ofproficiency in speaking and listening as well as expand their reading and writing skills.There is more in-depth study of Hispanic culture and civilization. This level is compatible withand can be offered as an AP language course.

I. COMMUNICATION

Sample Functions

Students expand theirability to perform all thefunctions developed inLevels I, II, and III. Theyalso develop the abilityto:

express simpledescriptions inpresent, past, andfuture tenses usingknown vocabularydevelop flexibility inlanguage productionunderstand a simpleparagraph for personalcommunication,information, orrecreational purposeswrite letters, briefsynopsesparaphrase and sum-marize

Context

Student can perform thesefunctions:

when speaking, inface-to-face socialinteractions and insimple transactions onthe phonewhen listening, insocial interactions andusing audio or videotextswhen reading shortparagraphs, articles,poems, brochures,essays, and condensednoveletteswhen writing journals,letters, essays, and lit-erary critiques

Text Type

Students can:

use strings of relatedsentences whenspeakingunderstand most spokenlanguage in a variety ofmedia (may have to bereplayed depending onthe difficulty of themessage and thepacing)create paragraph lengthinformation whenwritingacquire knowledge andnew information fromcomprehensive, authentictexts when reading

Q



Content

Content includes cultural, personal, and social topics such as:

biographical informationorigins / nationalitieshistoric areastravelcultural landmarkshealth matterscustomsappearancesmedianewspaperadvertisingenvironmentmoney mattersradio / television broadcasts

Accuracy

activitieshobbiescareer choicesshoppingmaking purchasesrestaurantsfoodslodgingliving quartersdaily routineschool / work experiencessocial and political issuesevery day eventscareers and professions

Students:may need to hear items several times to interpret them accurately;can sporadically use simple description and narration of present, past, and future time;writing is comprehensible to a native speaker used to reading Spanish by learners;read with sufficient comprehension to read simple authentic text, but misinterpretationsstill occur with complex language patterns or cultural misunderstandings.

II. CULTURES

Practices

Products

B-48

recognize the importance of family, extended family,compadres / sponsors, and friendsunderstand cultural attitudes about the role of youngsters,teens, and young adults in their family and in societyunderstand the role of men and women at home and insociety

identify the Hispanic influence in a variety of mediaidentify cultural symbolism behind the products produced byHispanic men and womenidentify products that close the gender and age gap and theirinfluences on the family

4 app -#

i


III. CONNECTIONS

Government

Physical Education

Science


identify current events in a variety of fieldsdiscuss contemporary issues in politics facing electedofficials

identify lifestyles that promote good healthdevelop energy consumption charts that fit each individual

discuss the Mayan contributions to astronomyidentify natural resources in the Hispanic World such asvegetation and tropical rain forests and their contributionsto humanity

Mathematics identify the mathematical contributions of the Mayas to thenumber system

History identify the historical and cultural contributions of variousindigenous tribes to the Hispanic World

IV. COMPARISONS compare the social rituals of baptisms, quinceaneras,weddings, funerals and their symbolismcompare linguistic contributions to Spanish from otherlanguagescompare business and social etiquette

V. COMMUNITIES interview local Spanish speakers in a variety of public andbusiness positionsemploy newspapers, magazines, and other media, includingthe World Wide Web, to gather information on a variety oftopics of interestparticipate in community events that reflect Hispanic culture

Q (7)1/4.3


Sample Course Outlines: Spanish for Spanish SpeakersAppendix B

Spanish for Spanish Speakers

LEVEL I - Novice

Course Description

This course integrates the five Program Goals of Communication, Cultures, Connections,Comparisons, and Communities. It incorporates the study of Hispanic language and cultureand assists students in the understanding and appreciation of Hispanic culture. Themain objective is to enrich the students' total language experience by building on the languageproficiency they already possess. Their skills are enhanced according to the level of languageproficiency of the student. The focus is on increasing students' ability to use Spanish flexiblyfor both formal and informal situations and on developing their literacy skills.

I. COMMUNICATION

Sample Functions

Students develop theability to:

greet and respond togreetings in a varietyof social settingsintroduce andrespond to introduc-tions, formally andinformallyengage in conversa-tionsexpress likes anddislikesmake requestsobtain informationunderstand somedetailsbegin to provideinformationidentify main idea ofa text and provide theliterary elements

Content

Context Text Type

Students use the language:

when speaking, in face-to-face social interactionwhen listening, in socialinteraction and usingaudio or video textswhen reading, usingauthentic materials, e.g.,menus, photos, tickets,posters, charts, sched-ules, signs, short narra-tives, advertisements,and brochureswhen writing notes,lists, poems, postcards,and short letters

Students can:

use short sentences,learned words andphrases and simplequestions andcommands whenspeaking and writingunderstand some ideasand familiar detailspresented in clear,uncomplicated speechwhen listeningunderstand short textsenhanced by visual clueswhen readinguse idiomatic expressionsto describe familiaraspects of daily life andculture

Levels I and II often include some combination of the following topics:the self: family, friends, home, health, school, schedules, leisure activities, campuslife, likes and dislikes, shopping, clothes, prices, size and quantity, and pets andanimals.beyond self: geography, topography, directions, buildings and monuments, weatherand seasons, symbols, cultural and historical figures, places and events, colors,numbers, days, dates, months, time, food and customs, transportation, travel,professions, work, and literature.


Appendix BSample Course Outlines: Spanish for Spanish Speakers

Accuracy*

Students:communicate effectively with some hesitation and errors which do not hinder com-prehension;demonstrate culturally acceptable behavior for Level I functions and beyond;understand most important information when performing novice-level tasks.

*The degree of difficulty of the activities will vary according to the students' level of proficiency.

II. CULTURES

Practices describe the extended and immediate family, friends,parent/ child relationshipdescribe leisure activitiesidentify cultural and behavioral implications related tocourtesyexplain historical and mythological literature, oral andwritten legends that impact one's behaviordescribe herbs and rituals in relation to health

Products describe cultural symbols used for historical or religiouscelebrationsexplain cultural rituals affecting the behavior andresponsibilities of an individualdescribe cultural behaviors observed with friends, family,co-workers, communityshow understanding of cultural artifacts, art, music, dancesidentify practices of curanderismo, superstition, religiousfestivitiesread sample literature, newspapers, and / or magazinesdescribe exports from Spanish-speaking countries

III. CONNECTIONS

Health

Social Studies

English

Business Education

Fine Arts

describe dietary practices, medicinal herbs, native practices

learn basic geography, history, sociology, and politics ofSpanish-speaking countriesidentify and study various aspects of Spanish-speaking areasof the U.S.

improve skill in writing compositions and lettersimprove skill in reading literature, prose, and poetryimprove skill in accessing information through newspapersand magazines

investigate the need for and use of Spanish for marketing,advertisement of products, brochures, imports/exports

use Spanish to explore aspects of music, art, dance, andtheater



IV. COMPARISONS

IV. COMMUNITIES

compare dietary practices in Spanish-speaking countries withHispanic practices in the United Statescompare dietary practices of Hispanic culture to those ofother cultures in the United Statesrecognize differences in writing and oral communicationpractices of Spanish and Englishcompare leisure activities of Spanish-speakingcommunities with those in the United Statescompare religious ceremonies of Hispanic culture with thoseof other cultures in the United Statescompare idiomatic expressions used in English and inSpanish (Example: dichos, proverbs, etc.)

identify cultural events taking place in the communityparticipate in cultural or educational events in the communityvisit restaurants, participate in festivals, or religiousceremoniesidentify events related to literature, the fine arts, and culinarydemonstrations



LEVEL II - Novice

Course Description

This course continues to stress the development of Spanish language skills which studentsalready possess and assists them to refine these skills by understanding when and wheredialectal usages are appropriate in oral and written communications. Students in the secondlevel Spanish for Spanish Speakers course are likely to be functioning more and more in theIntermediate range. This course also helps students to understand and appreciate Hispanic cul-ture.

I. COMMUNICATION

Sample Functions

Students expand theirability to perform all thefunctions developed inLevel I. They alsodevelop the ability to:

make requestsexpress their needsunderstand andexpress importantideas and some detaildescribe and compareuse and understandexpressions indicatingemotion

Content

Context


when speaking, in face-to-face social interactionwhen listening, in socialinteraction and whenusing audio or videotextswhen reading, usingauthentic materials, e.g.,narratives, advertise-ments, brochures, andother mediawhen writing shortletters and short guidedcompositions

Text Type

Students can:

use and understandlearned expressions,sentences, and stringsof sentences, questions,and polite commandswhen speaking andlisteningcreate simple paragraphswhen writingunderstand importantideas and some detailsin highly contextualizedauthentic texts whenreadingunderstand and identifyliterary elementsidentify and observecultural behaviors

Levels I and II often include some combination of the following topics:the self: family, friends, home, health, school, schedules, leisure activities, campuslife, likes and dislikes, shopping, clothes, prices, size and quantity, pets andanimals, dialects, and idiomatic expressions.beyond self: geography, topography, directions, buildings and monuments, weatherand seasons, symbols, cultural and historical figures, places and events, colors,numbers, days, dates, months, time, food and customs, transportation, travel, andprofessions and work, implications of cultural behaviors when using idiomaticexpressions, dialects, colloquialisms, and formal and informal language.

A f)%. ior



Accuracy*

Students:demonstrate increasing fluency and control of vocabulary;show no significant pattern of error when performing Level I functions;communicate effectively with some pattern of error, which may interfere slightlywith full comprehension when performing Level II functions;understand oral and written discourse, with few errors in comprehension whenreading;demonstrate culturally appropriate behavior for Level II functions;demonstrate understanding of idioms, colloquialisms, formal and informal expressions.


II. CULTURES

Practices explain immediate and extended family relationshipsobserve cultural behaviors in relation to elders, extendedfamily, and financial responsibilitiesdescribe the significance of school and education as well asgrading practicesdescribe the importance of family life regarding dailyactivities, family, social, and educational events, diningpractices, and celebration of holidays and / or religiousevents

Products demonstrate communication behaviors that reflect thepresence of elders or highly respected individualsexplain the financial responsibilities within immediate andextended familydescribe expectations and high regard for educationexplain how to make food purchases and describe dietarypracticesdescribe the use of medicinal herbsexperience the fine arts of Hispanic cultures, such asfolkloric dancers, music, literaturedescribe commercial practices (purchasing and marketing,courtesy, bartering, formal correspondence)examine attitudes toward money, time, children, teenagersdescribe attitudes toward courtship and marriagedescribe attitudes toward personal hygiene and the use ofbeauty and hair products

I 3 3



III. CONNECTIONS

Mathematics

Science

Art

Social Studies

conversion from the U.S. measurement and weight system tothe metric system, such as conversion of shoe and clothingsizes

identify the physical environment conducive to growingmedicinal herbs; show familiarity with chemicals which canhelp grow these herbsdescribe the environment and its effect on society

identify fine arts and literary figures originally from Spanishspeaking countries

identify geographical sites where famous people were born aswell as their influence on the rest of the worlddescribe behavioral practices regarding family, friends,community, church, government, work ethicexplain historical figures and events which might haveinfluenced the United States

English Language Arts identify Spanish vocabulary words used in the Englishlanguageuse appropriate composition and correspondence techniquesand practices

411) IV. COMPARISONS compare purchasing practices (bargaining without insulting)identify commonalities and differences in publictransportation, commercial centers vs. boutiques, casa deregalos, etc.compare and contrast idioms, colloquialisms, compositiontechniques, literary styles, educational systemscompare and contrast food preparation, dietary preferences,medicinal practices, religious and cultural festivities, holidayscompare and contrast cultural behavior of Hispanics to therest of the United States population, and to people inSpanish-speaking countriescompare intonation and pronunciation of Spanish to English;compare grammatical syntax, mechanics, formality, etc. ofSpanish to English (exclamation marks, adjective noun tonoun adjective, formal and informal correspondence)

V. COMMUNITIES engage in written communication with pen pals, businesses,friends, familyengage in oral communication with Spanish-speakingcommunity membersparticipate in cultural and educational eventsvolunteer to interpret or translate at community meetings




Course Description

This course provides additional opportunities for the enhancement of all language skills. It is astudy of Hispanic language, culture, and history incorporating language skills and grammaticalconcepts. The main objective of this course is to continue building on the skills the students alreadypossess by providing opportunities to expand their grammatical literacy, as well as social,communicative, and functional concepts identified with Spanish for Spanish speakers. Thesestudents will function comfortably in the Intermediate level, with some students showingsome Advanced level abilities.

I. COMMUNICATIONSample Functions


clarify and ask forclarificationexpress and under-stand opinionsnarrate and under-stand narration in thepresent, past, andfutureidentify, state, andunderstand feelingsand emotions

Content

Context


when speaking, in faceto -face social interactionand in simple transac-tions on the phonewhen listening in socialinteraction and usingaudio or video textwhen reading shortstories, poems, essays,articles, and shortnovelswhen writing journals,letters, literary critiques,and brochures

Text Type

Students can:

use paragraph lengthspeechunderstand spokenlanguage in a variety ofmedia by a variety ofSpanish speakerscreate a series ofparagraphs whenwritingacquire knowledge andnew information fromcomprehensive, authentictexts when reading

Content includes cultural, personal, and social topics such as:history, art, literature, music, current affairs, and civilization, with an emphasis onsignificant people and events in these fieldsthe environment, social issues, and political issuescareer choices

Accuracy*

Depending on the level of proficiency, some students:tend to become less accurate as the task or message becomes more complex, andsome patterns of error may interfere with meaning (students may also fall back onnon-standard vocabulary to circumlocute); others can engage in conversations withfew errors and use a wide range of vocabulary;

B-56

4.5



generally choose appropriate vocabulary for familiar topics, but as the complexityof the message increases, there is evidence of hesitation and grasping for words, aswell as patterns of mispronunciation and intonation; others can express theirknowledge of familiar topics without patterns and errors;generally use culturally appropriate behavior in social situations;are able to understand and retain most key ideas and some supporting detail whenreading and listening; others can expand key ideas and apply those to their dailylife.


II. CULTURES

Practices discuss the importance of immediate and extended familyrelationshipsdescribe leisure activities, vacation/ travel, tardeadas, tertuliasdiscuss teen attitudes toward life goalsgive examples of humor in all aspects of lifedemonstrate understanding and practice of subtle culturalbehaviorsdescribe the cultural perspective behind certain celebrations(e.g., weddings, funerals, wakes)explain attitudes toward material acquisitions

Products describe the home: furniture, decor, family heirlooms, size ofdwellingsexplain options in vacation travel facilities (rail, air travel,youth hostels, and hotels)identify and explain cultural symbols used for marketing:advertising and publicity in Hispanic society, newspapers,billboards, pamphletsexperience the works of selected artists, writers, poets,describe language differences: idioms, proverbs, riddles,colloquialismsdescribe and explain culturally-determined behaviors:gender roles, body language, spatial variances

III. CONNECTIONS

Government discuss current events: national elections, notable artists

History / Social Studies debate contemporary issues: environment, immigration,unemployment, future for teenspresent an overall view of important historic eras

English Language Arts show appropriate use of various dialects, colloquialisms,idioms, and grammar

n'LI

A Texas Framework fd;-Languages Other Than English B-57


IV. COMPARISONS

V. COMMUNITIES

B-58

compare travel in the U.S. and in Spanish-speaking societies:youth hostels, camping, travel by train, bicycle, hitchhiking,etc.describe characteristics of parent/child relationships in theU.S. and in Spanish-speaking societiespractice formal and informal communicationidentify and explain cross-cultural misunderstandingsdebate contemporary issuescompare proverbs, idioms, and colloquialismsexamine variations in student's language /and in Spanish-speaking societies (e.g., regional vs. national dialects,language registers, written vs. spoken language form)identify and explain false and true cognates in Spanish andEnglish

interview local Spanish speakers on a variety of social issues(use newspapers, magazine articles, news reports on currentevents in Spanish to identify issues)gather information on student exchange or work / study /travel abroad programsparticipate in community events conducted totally in Spanishspeak and present in community social and religious eventsparticipate in cultural and educational events related toSpanish language and / or culture


Appendix BSample Course Outlines: Spanish/FLES

Spanish/FLESLEVEL I - Novice

Course Description

Students who enroll in a sequential Spanish class in elementary school will receive instructionin Spanish every year from either PreK through sixth grade (minimum of three sessions week-ly) or fourth through sixth grade (daily instruction). Students will complete Level I Spanish bythe end of sixth grade.

Although the TEKS for LOTE for Elementary Spanish are the same as those for a Spanish Icourse at the middle school or high school level, care must be taken to ensure that the activitiesand materials used for instruction are appropriate to the developmental and interest level ofelementary school students. Content is selected from the grade level curriculum, identifyingcontent appropriate for the students' language skills.

ELEMENTARY SPANISH FLES MODEL: GRADES PreK-6


Sample Functions

Students develop the abil-ity to:

greet and respond togreetingsintroduce andrespond to introduc-tionsengage inconversationsexpress likes anddislikesmake requestsobtain informationunderstand someideas and familiardetailsbegin to provideinformation

Context


when speaking, inface-to-face socialinteractionwhen listening, insocial interaction andusing audio or videotextswhen reading, usingauthentic materials,e.g., menus, photos,posters, schedules,charts, signs, and shortnarrativeswhen writing notes,lists, poems, postcards,and short letters

Text type

Students can:

use short sentences,learned words andphrases, and simplequestions and com-mands when speakingand writingunderstand some ideasand familiar detailspresented in clear,uncomplicated speechwhen listeningunderstand short textsenhanced by visualclues when reading


Sample Course Outlines: Spanish/FLESAppendix B

Accuracy

Students :communicate effectively with some hesitation and errors which do not hindercomprehension;demonstrate culturally acceptable behavior for Level I functions;understand most important information.

Sample Topics

colorsnumbersdays / dates / monthstimeschedulesfood and customsfamilyfriendshomehealthschoolleisure activitieslikes and dislikesshopping

Sample Activities

clothespricessize and quantitypets and animalsgeographytopographydirectionsbuildings and monumentsweather and seasonssymbolscultural and historical figuresplaces and eventtransportationtravelprofessions and careers

Students listen to a description of the school building and write on a map thenames of the main rooms.Students bring a photograph or draw a picture of their family pet and describe thepet to a partner. They then write several sentences under the photograph or pictureand post it on the class bulletin board.Students read a TV program guide, write the names and times of three shows thatthey would like to watch, and discuss the shows with a partner, stating why theywant to watch the shows.Students interview classmates to determine their likes and dislikes on a particulartopic.


Students gain knowledge and understanding of the cultures of Spanish-speaking countries.

Sample Activities

Students write letters or e-mail messages to Spanish-speaking pen pals, asking forinformation about the pen pals' school and family.Students read a legend from a Spanish-speaking country and produce a skitretelling the legend. r.J


Appendix BSample Course Outlines: Spanish/FLES


Students use Spanish to make connections with other subject areas and to acquire information.

Sample Activities

Students measure distances on a map of South America with place names inSpanish.Students read and discuss an event from the Texas Revolution from a Mexicanhistory text.Students identify the planets, learn their order, calculate and chart their diameters,set up models across one wall depicting their relative distances apart, discuss theirclimates, and make comparisons of size.Students describe animals native to their environment, identify and chart theirhabitats, describe their diet, and group them on charts according to various criteria.Students identify the basic food groups, design healthy meals, track their own foodintake for one week, and compare their diet with that of people in other countries


Students develop insights into the nature of language and culture by comparing their ownlanguage and culture to the cultures of Spanish-speaking countries.

IIISample Activities

Students develop lists of English-Spanish cognates for various topics.Students produce posters depicting the customs for celebrating a holiday in theUnited States and in various Spanish-speaking countries.


Students participate in communities at home and around the world by using Spanish.

Sample Activities

Students take part in a community celebration (i.e. el dia de las madres, las posadas, 16de septiembre, cinco de mayo).Students host visitors from Spanish-speaking countries.

A Texas Framework for t'anguages Other Than English B-61

Appendix D

Language SpecificProgress Checkpoints:Classical Languages

The essential knowledge and skills acquired by students learning a classical languagewill be somewhat different from those of the modern languages. Communication in aclassical language is through the written messages that have come from the ancientworld. Those messages, whether in the form of epic poetry or graffiti, are the majorlines of communication with the ancient Greeks andRomans. Reading, then, is the key to communicating with Since the Progress Checkpoints

for classical languages maythe ancient world and the primary skill developed in contrast greatly with modernlearning a classical language. In addition, students should languages, the Frameworkacquire appropriate listening, speaking, and writing skills provides an adaptation of the

to enhance the development of reading skills and to Progress Checkpoints for

improve their comprehension of ancient texts. students of Latin and Greek.

Some adapting of the Texas Essential Knowledge and Skills for Languages Other thanEnglish will be necessary for the classical languages. Teachers and curriculum developerswill find it very helpful to refer to the Standards for Classical Language Learning. Thesestandards were developed as a collaborative project of the American Classical Leagueand the American Philological Association with assistance from Regional ClassicalAssociations. Sample course descriptions for Latin I-IV are in Appendix B.

BEST COPY AVAILABLE

A Texas Framework for Languages Other Than English D-1

Appendix DLanguage Specific Progress Checkpoints

Novice

The novice learner of classical language, when dealing with familiar topics, should:

read short passages from specifically prepared material, comprehendingmain ideas and most supporting details;demonstrate an understanding of the importance of knowing the com-ponents of language, including grammar, for the comprehension of pas-sages written for language learning;understand sentence-length speech, including recombinations oflearned material, particularly where the content is related to textual orspecially prepared materials;satisfy classroom needs by using words, phrases, and sentences appro-priately, expanding learned expressions through simple recombinations;write dictation and learned expressions, including some recombinationsof familiar material; anddemonstrate knowledge and understanding of classical culture onselected topics.

Most students will reach novice proficiency by the end of Level II.

Intermediate

The intermediate learner of classical language, when dealing with familiar material,should:

read and comprehend main ideas and most facts from adapted texts ofprose and / or poetry;use the components of language, including grammar, to comprehendadapted texts;comprehend short, simple texts read aloud, particularly where contextstrongly supports understanding;perform a limited number of spoken tasks in classroom situations; anddemonstrate knowledge and understanding of classical culture onselected topics.

Many students will enter the intermediate proficiency checkpoint by the end of LevelIII or during Level IV.

D-2 A Texas Framework for Languages Other Than English

Appendix C

Multiple Intelligences andInstructional Strategies)

Multiple Student Examples ofIntelligences Characteristics Instructional

Strategies for theLOTE Classroom

Verbal / Linguistic likes reading, speaking, andwriting, learning about language,playing with words in puns andpuzzles

students read stories, writeletters, role-play conversations

Logical / Mathematical

Kinesthetic

Visual / Spatial

enjoys solving problems, doingcalculations, experiments, anddevising questions

likes to exercise, move aroundthe classroom

students collect and analyzestatistical data on how peersspend leisure time in their ownculture and the target culture

students manipulate objectswhose names they arelearning and followcommands

communicates and learns visually, students draw maps and makelikes to make illustrations, maps, illustrations of neighborhooddesigns, patterns, charts in the target culture

4.,

A Texas Framework for Languages Other Than English C-1

Appendix CMultiple Intelligences and Instructional Strategies

MultipleIntelligences

StudentCharacteristics

Examples ofInstructional

Strategies for theLOTE Classroom

Musical enjoys singing and playinginstruments, listening to music,rhythmic games

students acquire languagethrough songs, rhymes, andfinger plays in the language

Intrapersonal

Interpersonal

Naturalistic

prefers to work alone, setspersonal goals, thinks deeply,quiet and introspective

likes to work in groups, is agood mediator, senses otherpeople's emotions

loves to explore the outdoors,interested in and able torecognize and distinguishsubtle differences among livingthings

students compare and contrastexperiences of a pen pal withtheir own

students interpret languageand gestures in cross-culturalcommunication

students go on nature fieldtrips and write about theirexperiences in a journal,categorize parts of the naturalworld

1 This chart was adapted from a similar chart found in the Massachusetts World Languages CurriculumFramework (see reference list for complete citation).

C-2 A Texas Framework for Languages Other Than English

Appendix DLanguage Specific Progress Checkpoints

Advanced

The advanced learner of a classical language, when reading the works of certainauthors, should:

read and comprehend selected authentic texts of prose and poetry; andV demonstrate knowledge and understanding of the cultural content of

selected readings of authentic texts.

Listening, speaking, and writing may still be used to reinforce the skill of reading.Some students, particularly those who successfully complete an AP or IB course, willexhibit functions of the advanced proficiency level by the end of Level IV. Many otherstudents will demonstrate advanced proficiency skills during Level V or VI.

rc*

A Texas Framework for Languages Other Than English D-3

Appendix E

Sample Lesson Plan:90 Minute Block

"Block scheduling rests on the premise that it would give teachers more instructionalflexibility (Carroll 1990, Sizer 1990), reduce the fragmentation of the day, and allowteachers to adapt their instructional strategies to address the different ways in whichstudents learn." (North Carolina Department of Public Instruction, 1996, p. 1) Many ofthe perceived gains in student achievement are more attributable to the change in theway that the teacher teaches, rather than as a direct effect of the organizational format.Since the TEKS for LOTE will lead teachers to make their lessons more meaningful andpurposeful for students, it will be difficult to judge the impact of block schedulingalone on improving student achievement.

"Teaching and learning on a block schedule present many challenges to teachers andstudents alike," (North Carolina Department of Public Instruction, 1996, p. 7) includingthe sequencing for foreign language courses, the availability of courses, and the ongo-ing development of language proficiency. A key consideration is what to take out ofthe present curriculum, because students will not cover as much material as in tradi-tional 55-minute classes. For curriculum and lesson planning, teachers must focus onthe essential goals, which is where the TEKS for LOTE will be extremely useful.

NCO

A Texas Framework for Languages Other Than English E-1

Appendix ESample Lesson Plan: 90 Minute Block

Sample Lesson Plan for a 90-minute Block

When planning a lesson for a 90-minute block, it is essential to understand that it is notsimply putting two days' lesson plans together. The entire flow of the 90-minute classis different from a 55-minute class. Considerations for planning for a longer block ofinstructional time include the following:

plan ahead, use all of the ninety minutes and put each lesson in a con-text of total course developmentvary individual, small group, and whole class activitiesvary teacher roles including lecturer, facilitator, coachvary the pace of the lessonmake sure transitions are smooth and logicaluse a variety of instructional materialsuse a variety of instructional approachesallow adequate time for warm-ups, transitions, and closureallow students adequate time to apply and practice language skills inmeaningful contextscontinually assess student progress informally and formallyprovide a variety of breaks, such as processing time, physical move-ment, and mental breakshave an additional activity prepared in case there is extra time

Here is a sample class lesson plan to see how these considerations influence the varietyand order of class activities.

ACTIVITY AMOUNT OF TIME

introduction / warm-up 5-10 minutes

introduction of new material 10-15 minutes

guided listening / speaking practice (whole group) 10-15 minutes

application and language practice (small group) 15-20 minutes

transition 5 minutes

integration of new material with previously learned 15-20 minutesmaterial or an assessment activity

synthesis and closure 10 minutes

1/4.1

E-2 A Texas Framework for Languages Other Than English

Appendix F

Suggested Materials forthe LOTE Classroom

In addition to textbooks for all students and an instructor's edition of that textbook forthe teacher, the following support materials enhance language acquisition in the LOTEclassroom:

General Resources

compact discs and playeraudio cassettes and playervideos (instructional and cul-tural)instructional softwareCD-ROMslaser disk programsassessment programssets of transparencies andillustrationsdictionariesworkbookslanguage laboratory manualsaccess to the Internet andelectronic mail

Manipulatives

flash cards (numbers, vocabulary,etc.)signsplastic objects (foods, animals,furniture, etc.)puppetsprops for role plays

A Texas Framework for Languages Other Than English F-1

Appendix FSuggested Material for LOTE Classroom

Authentic Materials ("real" materials from the target language andculture(s)), such as:

resource books slidesmusic (cassettes and CDs) postersbooks mapsnewspapers gamesmagazines websitescatalogs videosadvertisements menusphotos travel brochures

F-2

2 C 3


Appendix ESample Lesson Plan: 90 Minute Block

WWW sites for further information:

http: / / inmind.com / people / lhs / wired / education / block.htmlhttp: / / www.ascd.org / services / eric / eric.htmlhttp: / / carei.coled.umn.edu /bsmain.htmhttp: / / www.classroom.net / classweb / wasson / myhome.html

A Texas Framework for Languages Other Than English E-3

Appendix G

Note to Parents

A Texas Framework for Languages Other Than English is a publication that provides assis-tance to educators at the local district level in order to design and implement an articu-lated district-wide curriculum. It is a tool that can help in developing a curriculum thatcan be assessed easily and extensively. A Texas Framework for Languages Other ThanEnglish also delineates how the Texas Essential Knowledge and Skills for Languages OtherThan English (TEKS for LOTE) can guide the development of this curriculum.

The major focus of language proficiency is oral and written communication.Traditionally, instruction has emphasized learning about a language rather than theacquisition of a language. The majority of what a student learned encompassedgrammatical structures and pronunciation. In today's classroom, the intent is to basethe content for this communication on connections with other subject areas, comparisonsof a language with one's own language and culture, and applications in a localcommunity and our global society. By adopting a philosophy of proficiency-orientedinstruction, specific attention is focused on developing communicative "survival" skillsin the language and on allowing the students to be exposed to that language as muchas possible so they may function adequately in social interactions and discussions.

Therefore, parents will find that for a child to become proficient in a language, theinstructional methods as well as the learning strategies must enhance communicationin the language other than English. For example, if parents were to enter a languageclassroom, the "noise" level might be higher than it would have been in previousyears, but a closer listening will reveal that the noise is all in a language other thanEnglish. This is evidence that students are practicing their communication skills. Thestudent's homework assignment might require permission to interview a neighborwho speaks a language other than English. Other assignments might be to view a television

njt-L.

A Texas Framework for Languages Other Than English G-1

Appendix GNote to Parents

program, videotape and narrate an activity at the park, write and act out a skitdemonstrating a cultural aspect of the people who speak the language being acquired,record or listen to an audio cassette, or listen to a conversation and note as manydetails as possible.

The curriculum that is proficiency-oriented will enhance the student's languageacquisition. Greater use of the language will facilitate greater proficiency in the languageas well as greater academic success. The Framework can serve as a guide for administrators,teachers, and parents. It can also address any questions the parents may have abouthow and at what pace their child is acquiring another language.

G-2 A Texas Framework for Languages Other Than English

Appendix H

Texas Essential Knowledgeand Skills for LanguagesOther Than English

Chapter 114. Texas Essential Knowledge and Skills for Languages Other Than English

Subchapter A. Elementary

§114.1. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English,Elementary A-1

§114.2. Languages Other Than English, Elementary A-1

Subchapter B. Middle School

§114.11. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English,Middle School. B-1

§114.12. Languages Other Than English, Middle School. B-1

Subchapter C. High School

§114.21. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English,

High School C-1

§114.22. Levels I and II Novice Progress Checkpoint (One Credit Per Level) C-1

§114.23. Levels III and IV Intermediate Progress Checkpoint (One Credit Per Level). C-3

§114.24. Levels V, VI and VII Advanced Progress Checkpoint (One Credit Per Level). C-6

§114.25. Exploratory Languages (One-Half to One Credit) C-9

§114.26. Cultural and Linguistic Topics (One-Half to One Credit). C-10

A Texas Frameworkfor;ligges Other Than English H-1

Appendix HTEKS for LOTE


Subchapter A. Elementary

Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unlessotherwise noted.

§114.1. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English,Elementary.

The provisions of this subchapter shall supersede §75.26 of this title (relating to Other Languages) beginningSeptember 1, 1998.

Source: The provisions of this §114.1 adopted to be effective September 1, 1998, 22 TexReg 4930.

§114.2. Languages Other Than English, Elementary.

School districts are strongly encouraged to offer languages other than English in the elementary grades. Fordistricts that offer languages in elementary, the essential knowledge and skills are those designated as LevelsI and II - novice progress checkpoint, exploratory languages, and cultural and linguistic topics in SubchapterC of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).


r i 1X 1 `1

H-2 A Texas Framework for Languages Other Than English

TEKS for LOTEAppendix H


Subchapter B. Middle School

Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, §28.002, unlessotherwise noted.

§114.11. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English,Middle School.

The provisions of this subchapter shall supersede §75.42 of this title (relating to Other Languages) beginningSeptember 1, 1998.

Source: The provisions of this §114.II adopted to be effective September 1, 1998, 22 TexReg 4930.

§114.12. Languages Other Than English, Middle School.

(a) School districts are strongly encouraged to offer languages other than English in middle school. For dis-tricts that offer languages in middle school, the essential knowledge and skills are those designated asLevels I and II novice progress checkpoint and Levels III and IV intermediate progress checkpoint,exploratory languages, and cultural and linguistic topics in Subchapter C of this chapter (relating to TexasEssential Knowledge and Skills for Languages Other Than English).

(b) Students are awarded one unit of high school credit per level for successful completion of the level andone-half to one unit of high school credit for successful completion of a nonsequential course.

(c) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reducethe traditional schedule when careful consideration is given to the instructional time available on a campusand the language ability, access to programs, and motivation of students.


:1'5A Texas Framework for Languages Other Than English H-3



Subchapter C. High School

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §28.002, unlessotherwise noted.

§114.21. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English, HighSchool.

The provisions of this subchapter shall supersede §75.62(a)-(g) and (k)-(o) of this title (relating to OtherLanguages) beginning September 1, 1998.


§114.22. Levels I and II - Novice Progress Checkpoint (One Credit Per Level).

(a) General requirements.

(I) Levels I and II Novice progress checkpoint can be offered in elementary, middle, or high school.At the high school level, students are awarded one unit of credit per level for successful completionof the level.

(2) Using age-appropriate activities, students develop the ability to perform the tasks of the novice lan-guage learner. The novice language learner, when dealing with familiar topics, should:

(A) understand short utterances when listening and respond orally with learned material;

(B) produce learned words, phrases, and sentences when speaking and writing;

(C) detect main ideas in familiar material when listening and reading;

(D) make lists, copy accurately, and write from dictation;

(E) recognize the importance in communication to know about the culture; and

(F) recognize the importance of acquiring accuracy of expression by knowing the componentsof language, including grammar.

Students of classical languages use the skills of listening, speaking, and writing to reinforce theskill of reading.

(b) Introduction.

(1) Acquiring another language incorporates communication skills such as listening, speaking, reading,writing, viewing, and showing. Students develop these communication skills by using knowledgeof the language, including grammar, and culture, communication and learning strategies, technolo-gy, and content from other subject areas to socialize, to acquire and provide information, to expressfeelings and opinions, and to get others to adopt a course of action. While knowledge of other cul-tures, connections to other disciplines, comparisons between languages and cultures, and communi-ty interaction all contribute to and enhance the communicative language learning experience, com-munication skills are the primary focus of language acquisition.

(3)



(2) Students of languages other than English gain the knowledge to understand cultural practices (whatpeople do) and products (what people create) and to increase their understanding of other culturesas well as to interact with members of those cultures. Through the learning of languages other thanEnglish, students obtain the tools and develop the context needed to connect with other subjectareas and to use the language to acquire information and reinforce other areas of study. Students oflanguages other than English develop an understanding of the nature of language, including gram-mar, and culture and use this knowledge to compare languages and cultures and to expand insightinto their own language and culture. Students enhance their personal and public lives and meet thecareer demands of the 21st century by using languages other than English to participate in commu-nities in Texas, in other states, and around the world.

(c) Knowledge and skills.

(1) Communication. The studentcommunicates in a languageother than English using theskills of listening, speaking,reading, and writing.

(2) Cultures. The student gainsknowledge and understanding ofother cultures.

(3) Connections. The student usesthe language to make connec-tions with other subject areasand to acquire information.

217

The student is expected to:

(A) engage in oral and written exchangesof learned material to socialize and toprovide and obtain information;

(B) demonstrate understanding of simple,clearly spoken, and written languagesuch as simple stories, high-frequencycommands, and brief instructionswhen dealing with familiar topics; and

(C) present information using familiarwords, phrases, and sentences to lis-teners and readers.


(A) demonstrate an understanding of thepractices (what people do) and howthey are related to the perspectives(how people perceive things) of thecultures studied; and

(B) demonstrate an understanding of theproducts (what people create) andhow they are related to the perspec-tives (how people perceive things) ofthe cultures studied.


(A) use resources (that may include tech-nology) in the language and culturesbeing studied to gain access to infor-mation; and

(B) use the language to obtain, reinforce,or expand knowledge of other subjectareas.

A Texas Framework for Languages Other Than English H-5


(4) Comparisons. The studentdevelops insight into the natureof language and culture by com-paring the student's own lan-guage and culture to another.

(5) Communities. The student par-ticipates in communities athome and around the world byusing languages other thanEnglish.


(A) demonstrate an understanding of thenature of language through compar-isons of the student's own languageand the language studied;

(B) demonstrate an understanding of theconcept of culture through compar-isons of the student's own culture andthe cultures studied; and

(C) demonstrate an understanding of theinfluence of one language and cultureon another.


(A) use the language both within andbeyond the school setting throughactivities such as participating in cul-tural events and using technology tocommunicate; and

(B) show evidence of becoming a lifelonglearner by using the language for per-sonal enrichment and career develop-ment.


§114.23. Levels III and IV - Intermediate Progress Checkpoint (One Credit Per Level).


(1) Levels III and IV Intermediate progress checkpoint can be offered in middle or high school. Atthe high school level, students are awarded one unit of credit per level for successful completion ofthe level.

H-6

(2) Using age-appropriate activities, students expand their ability to perform novice tasks and developtheir ability to perform the tasks of the intermediate language learner. The intermediate languagelearner, when dealing with everyday topics, should:

(A) participate in simple face-to-face communication;

(B) create statements and questions to communicate independently when speaking and writing;

(C) understand main ideas and some details of material on familiar topics when listening andreading;

(D) understand simple statements and questions when listening and reading;

(E) meet limited practical and social writing needs;

(F) use knowledge of the culture in the development of communication skills;

13



(G) use knowledge of the components of language, including grammar, to increase accuracy ofexpression; and

(H) cope successfully in straightforward social and survival situations.

(3) In classical languages, the skills of listening, speaking, and writing are used in Level III to rein-force the skill of reading. Students of classical languages should reach intermediate proficiency inreading by the end of Level III.

(b) Introduction.




(1) Communication. The studentcommunicates in a languageother than English using theskills of listening, speaking,reading, and writing.


(A) engage in oral and written exchangesto socialize, to provide and obtaininformation, to express preferencesand feelings, and to satisfy basicneeds;

(B) interpret and demonstrate understand-ing of simple, straightforward, spokenand written language such as instruc-tions, directions, announcements,reports, conversations, brief descrip-tions, and narrations; and

(C) present information and convey shortmessages on everyday topics to listen-ers and readers.



H-8




,


(A) use the language at the intermediateproficiency level to demonstrate anunderstanding of the practices (whatpeople do) and how they are related tothe perspectives (how people perceivethings) of the cultures studied; and

(B) use the language at the intermediateproficiency level to demonstrate anunderstanding of the products (whatpeople create) and how they are relat-ed to the perspectives (how peopleperceive things) of the cultures stud-ied.


(A) use resources (that may include tech-nology) in the language and culturesbeing studied at the intermediate pro-ficiency level to gain access to infor-mation; and

(B) use the language at the intermediateproficiency level to obtain, reinforce,or expand knowledge of other subjectareas.


(A) use the language at the intermediateproficiency level to demonstrate anunderstanding of the nature of lan-guage through comparisons of the stu-dent's own language and the languagestudied;

(B) use the language at the intermediateproficiency level to demonstrate anunderstanding of the concept of cul-ture through comparisons of the stu-dent's own culture and the culturesstudied; and

(C) use the language at the intermediateproficiency level to demonstrate anunderstanding of the influence of onelanguage and culture on another.





(A) use the language at the intermediateproficiency level both within andbeyond the school setting throughactivities such as participating in cul-tural events and using technology tocommunicate; and

(B) show evidence of becoming a lifelonglearner by using the language at theintermediate proficiency level for per-sonal enrichment and career develop-ment.

Source: The provisions of this §I14.23 adopted to be effective September 1, 1998, 22 TexReg 4930.

§114.24. Levels V, VI and VII - Advanced Progress Checkpoint (One Credit Per Level).


(1) Levels V, VI, and VII Advanced progress checkpoint can be offered in high school. At the highschool level, students are awarded one unit of credit per level for successful completion of thelevel.

(2) Using age-appropriate activities, students master novice tasks, expand their ability to perform inter-mediate tasks, and develop their ability to perform the tasks of the advanced language learner. Theadvanced language learner of modern languages, when dealing with events of the concrete world,should:

(A) participate fully in casual conversations in culturally appropriate ways;

(B) explain, narrate, and describe in past, present, and future time when speaking and writing;

(C) understand main ideas and most details of material on a variety of topics when listeningand reading;

(D) write coherent paragraphs;

(E) cope successfully in problematic social and survival situations;

(F) achieve an acceptable level of accuracy of expression by using knowledge of languagecomponents, including grammar; and

(G) apply knowledge of culture when communicating.

The advanced language learner of classical languages reads and comprehends authentic texts ofprose and poetry of selected authors. The skills of listening, speaking, and writing are used to rein-force the skill of reading.

Students of classical languages may reach advanced proficiency in reading during Level IV. (A stu-dent who completes a College Board Advanced Placement course or the InternationalBaccalaureate in Latin should reach advanced proficiency in reading during Level IV.)



(b) Introduction.




H-10

Communication. The studentcommunicates in a languageother than English using theskills of listening, speaking,reading, and writing.



(A) engage in oral and written exchanges,including providing and obtaininginformation, expressing feelings andpreferences, and exchanging ideas andopinions;

(B) interpret and demonstrate understand-ing of spoken and written language,including literature, on a variety oftopics; and

(C) present information, concepts, andideas on a variety of topics to listenersand readers.


(A) use the language at the advanced pro-ficiency level to demonstrate anunderstanding of the practices (whatpeople do) and how they are related tothe perspectives (how people perceivethings) of the cultures studied; and

,^)IN. 4, 4,







(B) use the language at the advanced pro-ficiency level to demonstrate anunderstanding of the products (whatpeople create) and how they are relat-ed to the perspectives (how peopleperceive things) of the cultures stud-ied.


(A) use resources (that may include tech-nology) in the language and culturesbeing studied at the advanced profi-ciency level to gain access to informa-tion; and

(B) use the language at the advanced pro-ficiency level to obtain, reinforce, orexpand knowledge of other subjectareas.


(A) use the language at the advanced pro-ficiency level to demonstrate anunderstanding of the nature of lan-guage through comparisons of the stu-dent's own language and the languagestudied;

(B) use the language at the advanced pro-ficiency level to demonstrate anunderstanding of the concept of cul-ture through comparisons of the stu-dent's own culture and the culturesstudied; and

(C) use the language at the advanced pro-ficiency level to demonstrate anunderstanding of the influence of onelanguage and culture on another.The student is expected to:

(A) use the language at the advanced pro-ficiency level both within and beyondthe school setting through activitiessuch as participating in cultural eventsand using technology to communi-cate; and

(B) show evidence of becoming a lifelonglearner by using the language at theadvanced proficiency level for personalenrichment and career development.


r)t. JA Texas Framework for Languages Other Than English H-11


§114.25. Exploratory Languages (One-Half to One Credit).


(1) Exploratory languages is a nonsequential course that can be offered in elementary, middle, or highschool. At the high school level, students are awarded one-half to one unit of credit for successfulcompletion of a course.

(2) Using age-appropriate activities, students study selected aspects of one or more languages and cul-tures and/or develop basic language learning and communicative skills.

(b) Introduction. Exploratory courses in languages other than English introduce the student to the study ofother languages. Students use components of language, make observations about languages and cultures,develop language study skills, and/or acquire simple communicative skills by completing one or more ofthe knowledge and skills for exploratory languages.


(1) The student uses components of The student is expected to:language.

(A) participate in different types of lan-guage learning activities;

(B) use the language skills of listening,speaking, reading, and/or writing;

(C) demonstrate an awareness of someaspects of culture in using the lan-guage; and

(D) demonstrate an awareness of the sub-systems of other languages (such asgrammar, vocabulary, and phonolo-gy).

(2) The student makes observations The student is expected to:about languages and cultures.

(A) compare and contrast features of otherlanguages to English;

(B) recognize the role of nonlinguisticelements (such as gestures) in com-munication;

(C) demonstrate an understanding of thefact that human behavior is influencedby culture; and

(D) compare some aspects of other cul-tures to the student's own culture.

(3) The student develops languagestudy skills. The student is expected to:

(A) practice different language learningstrategies;

n0



(B) demonstrate an understanding of thefact that making and correcting errorsis an important part of learning a lan-guage; and

(C) demonstrate an awareness of languagepatterns.

Source: The provisions of this § 114 .25 adopted to be effective September 1, 1998, 22 TexReg 4930.

§114.26. Cultural and Linguistic Topics (One-Half to One Credit).


(0 Cultural and linguistic topics is a nonsequential course that can be offered in elementary, middle, orhigh school. At the high school level, students are awarded one-half to one unit of credit for suc-cessful completion of a course. Upon completion of the course, students may choose to receivecredit for a nonsequential course in languages other than English or credit for a social studies elec-tive course.

(2) Using age-appropriate activities, students study cultural, linguistic, geographical, or historicalaspects of selected regions or countries.

(b) Introduction. Courses in cultural and linguistic topics introduce students to the study of other cultures.Students gain the knowledge to understand the historical development, geographical aspects, culturalaspects, and/or linguistic aspects of selected regions or countries by completing one or more of the knowl-edge and skills for cultural and linguistic topics.

( c ) Knowledge and skills.

(1) The student gains knowledge ofthe cultural aspects of selectedregions or countries.

(2) The student gains a knowledgeof certain linguistic aspects ofselected regions, countries, orlanguages.


(A) identify social, cultural, and economicchanges that have affected customsand conventions in a region or coun-try;

(B) explain variations of cultural patternswithin a region or country;

(C) demonstrate an understanding of therole of traditions in influencing a cul-ture's practices (what people do) andproducts (what people create); and

(D) recognize the art, music, literature,drama, or other culturally relatedactivity of a region or country.


(A) reproduce, read, write, or demonstratean understanding of common expres-sions and vocabulary used in theregion, country, or language studied;



(3) The student gains knowledge ofthe geographical aspects of andtheir related influences onselected regions or countries.

(4) The student gains knowledge ofthe historical aspects of selectedregions or countries.

(B) describe general aspects of a languagebased upon the linguistic experiencesprovided, such as word etymologiesand derivatives; and

(C) recognize the linguistic contributionsof native speakers and writers fromvarious regions.


(A) demonstrate an understanding of theinfluence of geography on the histori-cal development of a region or coun-try; and

(B) provide examples of the interrelation-ships between the physical and cultur-al environments.


(A) recognize examples of the interactionsof a region or country with the rest ofthe world;

(B) trace historical events from theirinception to the present; and

(C) identify significant personalities in thedevelopment of a region or country.


2 2


Advanced

Advanced-High

Superior

ACTFL Proficiency Guidelines: WritingAppendix I

expressed through verbal inflection, forms are produced ratherconsistently, but not always accurately. An ability to describe andnarrate in paragraphs is emerging. Rarely uses basic cohesive ele-ments, such as pronominal substitutions or synonyms in writtendiscourse. Writing, though faulty is generally comprehensible tonatives used to the writing of nonnatives.

Able to write routine social correspondence and join sentences insimple discourse of at least several paragraphs in length on famil-iar topics. Can write simple social correspondence, take notes,write cohesive summaries and resumes, as well as narratives anddescriptions of a factual nature. Has sufficient writing vocabularyto express self simply with some circumlocution. May still makeerrors in punctuation, spelling, or the formation of nonalphabeticsymbols. Good control of the morphology and the most frequentlyused syntactic structures, e.g., common word order patterns, coor-dination, subordination, but makes frequent errors in producingcomplex sentences. Uses a limited number of cohesive devices,such as pronouns, accurately. Writing may resemble literal transla-tions from the native language, but a sense of organization (rhetor-ical structure) is emerging. Writing is understandable to nativesnot used to the writing of nonnatives.

Able to write about a variety of topics with significant precisionand in detail. Can write most social and informal business corre-spondence. Can describe and narrate personal experiences fully,but has difficulty supporting points of view in written discourse.Can write about the concrete aspects of topics relating to particularinterests and special fields of competence. Often shows remarkablefluency and ease of expression, but under time constraints andpressure writing may be inaccurate. Generally strong in eithergrammar or vocabulary, but not in both. Weakness and unevennessin one of the foregoing or in spelling or character writing formationmay result in occasional miscommunication. Some misuse ofvocabulary may still be evident. Style may still be obviously for-eign.

Able to express self effectively in most formal and informal writingon practical, social and professional topics. Can write most types ofcorrespondence, such as memos as well as social and business let-ters, and short research papers and statements of position in areasof special interest or in special fields. Good control of a full rangeof structures, spelling or nonalphabetic symbol production, and awide general vocabulary allow the writer to hypothesize and pre-


Appendix IACTFL Proficiency Guidelines: Writing

sent arguments or points of view accurately and effectively. Anunderlying organization, such as chronological ordering, logicalordering, cause and effect, comparison, and thematic developmentis strongly evident, although not thoroughly executed and / or nottotally reflecting target language patterns. Although sensitive todifferences in formal and informal style, still may not tailor writingprecisely to a variety of purposes and / or readers. Errors in writingrarely disturb natives or cause miscommunication.

1-12 A Texas Framework for Languages Other Than English

Superior

ACTFL Proficiency Guidelines: ReadingAppendix I

Able to read with almost complete comprehension and at normalspeed expository prose on unfamiliar subjects and a variety of lit-erary texts. Reading ability is not dependent on subject matterknowledge, although the reader is not expected to comprehendthoroughly texts which are highly dependent on knowledge of thetarget culture. Reads easily for pleasure. Superior-level texts fea-ture hypotheses, argumentation and supported opinions andinclude grammatical patterns and vocabulary ordinarily encoun-tered in academic / professional reading. At this level, due to thecontrol of general vocabulary and structure, the reader is almostalways able to match the meanings derived from extralinguisticknowledge with meanings derived from knowledge of the lan-guage, allowing for smooth and efficient reading of diverse texts.Occasional misunderstandings may still occur; for example, thereader may experience some difficulty with unusually complexstructures and low-frequency idioms. At the Superior level thereader can match strategies, top-down or bottom-up, which aremost appropriate to the text. (Top-down strategies rely on real-world knowledge and prediction based on genre and organiza-tional scheme of the text. Bottom-up strategies rely on actual lin-guistic knowledge.) Material at this level will include a variety ofliterary texts, editorials, correspondence, general reports and tech-nical material in professional fields. Rereading is rarely necessary,and misreading is rare.

Distinguished Able to read fluently and accurately most styles and forms of thelanguage pertinent to academic and professional needs. Able torelate inferences in the text to real-world knowledge and under-stand almost all sociolinguistic and cultural references by process-ing language from within the cultural framework. Able to under-stand a writer's use of nuance and subtlety. Can readily followunpredictable turns of thought and author intent in such materialsas sophisticated editorials, specialized journal articles, and literarytexts such as novels, plays, poems, as well as in any subject matterarea directed to the general reader.

Generic Descriptions-Writing

Novice-Low Able to form some letters in an alphabetic system. In languageswhose writing systems use syllabaries or characters, writer is ableto both copy and produce the basic strokes. Can produce roman-ization of isolated characters, where applicable.

2 2

A Texas Framework for Languages Other Than English 1-9

Appendix IACTFL Proficiency Guidelines: Writing

Novice-Mid

Novice-High

Able to copy or transcribe familiar words or phrases and repro-duce some from memory. No practical communicative writingskills.

Able to write simple fixed expressions and limited memorizedmaterial and some recombinations thereof. Can supply informa-tion on simple forms and documents. Can write names, numbers,dates, own nationality, and other simple autobiographical infor-mation as well as some short phrases and simple lists. Can write allthe symbols in an alphabetic or syllabic or 50-100 characters orcompounds in a character writing system. Spelling and represen-tation of symbols (letters, syllables, characters) may be partiallycorrect.

Intermediate-Low Able to meet limited practical writing needs. Can write short mes-sages, postcards, and take down simple notes, such as telephonemessages. Can create statements or questions within the scope oflimited language experience. Material produced consists of recom-binations of learned vocabulary, and structures into simple sen-tences on very familiar topics. Language is inadequate to expressin writing anything but elementary needs. Frequent errors ingrammar, vocabulary, punctuation, spelling and in formation ofnonalphabetic symbols, but writing can be understood by nativesused to the writing of nonnatives.

Intermediate-Mid Able to meet a number of practical writing needs. Can write short,simple letters. Content involves personal preferences, daily rou-tine, everyday events, and other topics grounded in personal expe-rience. Can express present time or at least one other time frame oraspect consistently, e.g. nonpast, habitual, imperfective. Evidenceof control of the syntax of noncomplex sentences and basic inflec-tional morphology , such as declensions and conjugation. Writingtends to be a loose collection of sentences or sentence fragments ona given topic and provides little evidence of conscious organiza-tion. Can be understood by natives used to the writing of nonna-tives.

Intermediate-High Able to meet most practical writing needs and limited socialdemands. Can take notes in some detail on familiar topics andrespond in writing to personal questions. Can write simple letters,brief synopses and paraphrases, summaries of biographical data,work and school experience. In those languages relying primarilyon content words and time expressions to express time, tense, oraspect, some precision is displayed; where tense and / or aspect is

-)) Li


ACTFL Proficiency Guidelines: ReadingAppendix I

Distinguished Able to understand all forms and styles of speech pertinent to per-sonal, social and professional needs tailored to different audiences.Shows strong sensitivity to social and cultural references and aes-thetic norms by processing language from within the culturalframework. Texts include theater plays, screen productions, edito-rials, symposia, academic debates, public policy statements, liter-ary readings, and most jokes and puns. May have difficulty withsome dialects and slang.

Generic Descriptions-Reading

These guidelines assume all reading texts to be authentic and legible.

Novice-Low Able occasionally to identify isolated words and / or major phraseswhen strongly supported by context.

Novice-Mid

Novice-High

Able to recognize the symbols of an alphabetic and / or syllabicwriting system and / or a limited number of characters in a systemthat uses characters. The reader can identify an increasing numberof highly contextualized words and / or phrases including cognatesand borrowed words, where appropriate. Material understoodrarely exceeds a single phrase at a time, and rereading may berequired.

Has sufficient control of the writing system to interpret written lan-guage in areas of practical need. Where vocabulary has beenlearned, can read for instructional and directional purposes stan-dardized messages, phrases or expressions, such as some items onmenus, schedules, timetables, maps, and signs. At times, but noton a consistent basis, the Novice-High level reader may be able toderive meaning from material at a slightly higher level where con-text and / or extralinguistic background knowledge are supportive.

Intermediate-Low Able to understand main ideas and / or some facts from the sim-plest connected texts dealing with basic personal and social needs.Such texts are linguistically noncomplex and have a clear underly-ing internal structure, for example chronological sequencing. Theyimpart basic information about which the reader has to make onlyminimal suppositions or to which the reader brings personal inter-est and / or knowledge. Examples include messages with socialpurposes or information for the widest possible audience, such aspublic announcements and short, straightforward instructionsdealing with public life. Some misunderstandings will occur.

et

A Texas Framework for Languages Other Than English 1-7

Appendix IACTFL Proficiency Guidelines: Reading

Intermediate-Mid Able to read consistently with increased understanding simpleconnected texts dealing with a variety of basic and social needs.Such texts are still linguistically noncomplex and have a clearunderlying internal structure. They impart basic information aboutwhich the reader has to make minimal suppositions and to whichthe reader brings personal interest and / or knowledge. Examplesmay include short, straightforward descriptions of persons, places,and things written for a wide audience.

Intermediate-High Able to read consistently with full understanding simple connect-ed texts dealing with basic personal and social needs about whichthe reader has personal interest and knowledge. Can get somemain ideas and information from texts at the next higher level fea-turing description and narration. Structural complexity may inter-fere with comprehension; for example, basic grammatical relationsmay be misinterpreted and temporal references may rely primari-ly on lexical items. Has some difficulty with the cohesive factors indiscourse, such as matching pronouns with referents. While textsdo not differ significantly from those at the Advanced level, com-prehension is less consistent. May have to read material severaltimes for understanding.

Advanced

Advanced-High

Able to read somewhat longer prose of several paragraphs inlength, particularly if presented with a clear underlying structure.The prose is predominantly in familiar sentence patterns. Readergets the main ideas and facts and misses some details.Comprehension derives not only from situational and subject mat-ter knowledge but from increasing control of the language. Texts atthis level include descriptions and narrations such as simple shortstories, news items, bibliographical information, social notices,personal correspondence, routinized business letters and simpletechnical material written for the general reader.

Able to follow essential points of written discourse at the Superiorlevel in areas of special interest or knowledge. Able to understandparts of texts which are conceptually abstract and linguisticallycomplex, and / or texts which treat unfamiliar topics and situations,as well as some texts which involve aspects of target-language cul-ture. Able to comprehend the facts to make appropriate inferences.An emerging awareness of the aesthetic properties of language andof its literary styles permits comprehension of a wider variety oftexts, including literary. Misunderstandings may occur.

nor)A.. k; i...


ACTFL Proficiency Guidelines: ListeningAppendix I

Generic Descriptions-Listening

These guidelines assume that all listening tasks take place in an authentic environmentat a normal rate of speech using standard or near-standard norms.

Novice-Low

Novice-Mid

Novice-High

Understanding is limited to occasional isolated words, such as cog-nates, borrowed words, and high-frequency social conventions.Essentially no ability to comprehend even short utterances.

Able to understand some short, learned utterances, particularlywhere context strongly supports understanding and speech isclearly audible. Comprehends some words and phrases from sim-ple questions, statements, high-frequency commands and courtesyformulae about topics that refer to basic personal information orthe immediate physical setting. The listener requires long pausesfor assimilation and periodically requests repetition and / or aslower rate of speech.

Able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supportsunderstanding and speech is clearly audible. Comprehends wordsand phrases from simple questions, statements, high-frequencycommands and courtesy formulae. May require repetition,rephrasing and / or a slowed rate of speech for comprehension.

Intermediate-Low Able to understand sentence-length utterances which consist ofrecombinations of learned elements in a limited number of contentareas, particularly if strongly supported by the situational context.Content refers to basic personal background and needs, social con-ventions and routine tasks, such as getting meals and receivingsimple instructions and directions. Listening tasks pertain primar-ily to spontaneous face-to-face conversations. Understanding isoften uneven; repetition and rewording may be necessary.Misunderstandings in both main ideas and details arise frequently.

Intermediate-Mid Able to understand sentence-length utterances which consist ofrecombinations of learned utterances on a variety of topics.Content continues to refer primarily to basic personal backgroundand needs, social conventions and somewhat more complex tasks,such as lodging, transportation, and shopping. Additional contentareas include some personal interests and activities, and a greaterdiversity of instructions and directions. Listening tasks not onlypertain to spontaneous face-to-face conversations but also to shortroutine telephone conversations and some deliberate speech, such

n 2 r)A Texas Framework for Lartgtfas Other Than English 1-5

Appendix IACTFL Proficiency Guidelines: Listening

as simple announcements and reports over the media.Understanding continues to be uneven.

Intermediate-High Able to sustain understanding over longer stretches of connecteddiscourse on a number of topics pertaining to different times andplaces; however, understanding is inconsistent due to failure tograsp main ideas and / or details. Thus, while topics do not differsignificantly from those of an Advanced level listener, comprehen-sion is less in quantity and poorer in quality.

Advanced

Advanced-High

Superior

Able to understand main ideas and most details of connected dis-course on a variety of topics beyond the immediacy of the situa-tion. Comprehension may be uneven due to a variety of linguisticand extralinguistic factors, among which topic familiarity is veryprominent. These texts frequently involve description and narra-tion in different time frames or aspects, such as present, nonpast,habitual, or imperfective. Texts may include interviews, short lec-tures on familiar topics, and news items and reports primarilydealing with factual information. Listener is aware of cohesivedevices but may not be able to use them to follow the sequence ofthought in an oral text.

Able to understand the main ideas of most speech in a standarddialect; however, the listener may not be able to sustain compre-hension in extended discourse which is propositionally and lin-guistically complex. Listener shows an emerging awareness of cul-turally implied meanings beyond the surface meanings of the textbut may fail to grasp sociocultural nuances of the message.

Able to understand the main ideas of all speech in a standarddialect, including technical discussion in a field of specialization.Can follow the essentials of extended discourse which is proposi-tionally and linguistically complex, as in academic / professionalsettings, in lectures, speeches, and reports. Listener shows someappreciation of aesthetic norms of target language, of idioms, col-loquialisms, and register shifting. Able to make inferences withinthe cultural framework of the target language. Understanding isaided by an awareness of the underlying organizational structureof the oral text and includes sensitivity for its social and culturalreferences and its affective overtones. Rarely misunderstands butmay not understand excessively rapid, highly colloquial speech orspeech that has strong cultural references.

fl 4


ACTFL Proficiency Guidelines: SpeakingAppendix I

such tasks as introducing self, ordering a meal, asking directions,and making purchases. Vocabulary is adequate to express only themost elementary needs. Strong interference from native languagemay occur. Misunderstandings frequently arise, but with repeti-tion, the Intermediate-Low speaker can generally be understoodby sympathetic interlocutors.

Intermediate-Mid Able to handle successfully a variety of uncomplicated, basic andcommunicative tasks and social situations. Can talk simply aboutself and family members. Can ask and answer questions and par-ticipate in simple conversations on topics beyond the most imme-diate needs; e.g., personal history and leisure time activities.Utterance length increases slightly, but speech may continue to becharacterized by frequent long pauses, since the smooth incorpo-ration of even basic conversational strategies is often hindered asthe speaker struggles to create appropriate language forms.Pronunciation may continue to be strongly influenced by first lan-guage and fluency may still be strained. Although misunderstand-ings still arise, the Intermediate-Mid speaker can generally beunderstood by sympathetic interlocutors.

Intermediate-High Able to handle successfully most uncomplicated communicativetasks and social situations. Can initiate, sustain, and close a gener-al conversation with a number of strategies appropriate to a rangeof circumstances and topics, but errors are evident. Limited vocab-ulary, still necessitates hesitation and may bring about slightlyunexpected circumlocution. There is emerging evidence of con-nected discourse, particularly for simple narration and description.The Intermediate-High speaker can generally be understood evenby interlocutors not accustomed to dealing with speakers at thislevel, but repetition may still be required.

Advanced

Advanced

The Advanced level is characterized by the speaker's ability to:- converse in a clearly participatory fashion;- initiate, sustain, and bring to closure a wide variety of commu-nicative tasks, including those that require an increased ability toconvey meaning with diverse language strategies due to a compli-cation or an unforeseen turn of events;- satisfy the requirements of school and work situations; andnarrate and describe with paragraph-length connected discourse.

Able to satisfy the requirements of everyday situations and routineschool and work requirements. Can handle with confidence butnot with facility complicated tasks and social situations, such as

2 3rA Texas Framework for Languages Other Than English 1-3

Appendix IACTFL Proficiency Guidelines: Speaking

Advanced-High

Superior

Superior

elaborating, complaining, and apologizing. Can narrate anddescribe with some details, linking sentences together smoothly.Can communicate facts and talk casually about topics of currentpublic and personal interest, using general vocabulary.Shortcomings can often be smoothed over by communicativestrategies, such as pause fillers, stalling devices, and different ratesof speech. Circumlocution which arises from vocabulary or syntac-tic limitations very often is quite successful, though some gropingfor words may still be evident. The Advanced level speaker can beunderstood without difficulty by native interlocutors.

Able to satisfy the requirements of a broad variety of everyday,school, and work situations. Can discuss concrete topics relating toparticular interests and special fields of competence. There isemerging evidence of ability to support opinions, explain in detail,and hypothesize. The Advanced-Plus speaker often shows a welldeveloped ability to compensate for an imperfect grasp of someforms with confident use of communicative strategies, such asparaphrasing and circumlocution. Differentiated vocabulary andintonation are effectively used to communicate fine shades ofmeaning. The Advanced-Plus speaker often shows remarkable flu-ency and ease of speech but under the demands of Superior-level,complex tasks, language may break down or prove inadequate.

The Superior level is characterized by the speaker's ability to:- participate effectively in most formal and informal conversationson practical, social, professional, and abstract topics; and- support opinions and hypothesize using native-like discoursestrategies.

Able to speak the language with sufficient accuracy to participateeffectively in most formal and informal conversations on practical,social, professional, and abstract topics. Can discuss special fieldsof competence and interest with ease. Can support opinions andhypothesize, but may not be able to tailor language to audience ordiscuss in depth highly abstract or unfamiliar topics. Usually theSuperior level speaker is only partially familiar with regional orother dialectical variants. The Superior level speaker commands awide variety of interactive strategies and shows good awareness ofdiscourse strategies. The latter involves the ability to distinguishmain ideas from supporting information through syntactic, lexicaland suprasegmental features (pitch, stress, intonation). Sporadicerrors may occur, particularly in low-frequency structures andsome complex high-frequency structures more common to formalwriting, but no patterns of error are evident. Errors do not disturbthe native speaker or interfere with communication.

r1A.; 0


Appendix IACTFL ProficiencyGuidelines

ACTFLPROFICIENCY GUIDELINES

The 1986 proficiency guidelines represent a hierarchy of global characterizations of integrated performancein speaking, listening, reading and writing. Each description is a representative, not an exhaustive, sample ofa particular range of ability, and each level subsumes all previous levels, moving from simple to complex inan "all-before-and-more" fashion.

Because these guidelines identify stages of proficiency, as opposed to achievement, they are not intended tomeasure what an individual has achieved through specific classroom instruction but rather to allow assess-ment of what an individual can and cannot do, regardless of where, when, or how the language has beenlearned or acquired; thus, the words "learned" and "acquired" are used in the broadest sense. These guide-lines are not based on a particular linguistic theory or pedagogical method, since the guidelines are profi-ciency-based, as opposed to achievement-based, and are intended to be used for global assessment.

The 1986 guidelines should not be considered the definitive version, since the construction and utilizationof language proficiency guidelines is a dynamic, interactive process. The academic sector, like the govern-ment sector, will continue to refine and update the criteria periodically to reflect the needs of the users andthe advances of the profession. In this vein, ACTFL owes a continuing debt to the creators of the 1982 provi-sional proficiency guidelines and, of course, to the members of the Interagency Language Roundtable TestingCommittee, the creators of the government's Language Skill Level Descriptions.

ACTFL would like to thank the following individuals for their contributions on this current Guidelinesproject:

Heidi ByrnesJames Child

Nina LevinsonPardee Lowe, Jr.Seiichi Makino

Irene ThompsonA. Ronald Walton

These proficiency guidelines are the product of grants from the U.S. Department of Education.

American Council on the Teaching of Foreign Languages, Inc.,6 Executive Plaza, Yonkers, NY 10701-6801

I. tA Texas Framework for Languages Other Than English

Appendix IACTFL Proficiency Guidelines: Speaking

Generic Descriptions-Speaking

Novice The Novice level is characterized by the ability to communicateminimally with learned material.

Novice-Low Oral production consists of isolated words and perhaps a few high-frequency phrases. Essentially no functional communicative abili-ty.

Novice-Mid

Novice-High

Intermediate

Oral production continues to consist of isolated words and learnedphrases within very predictable areas of need, although quality isincreased. Vocabulary is sufficient only for handling simple, ele-mentary needs and expressing basic courtesies. Utterances rarelyconsist of more than two or three words and show frequent longpauses and repetition of interlocutor's words. Speaker may havesome difficulty producing even the simplest utterances. SomeNovice-Mid speakers will be understood only with great difficulty.

Able to satisfy partially the requirements of basic communicativeexchanges by relying heavily on learned utterances but occasional-ly expanding these through simple recombinations of their ele-ments. Can ask questions or make statements involving learnedmaterial. Shows signs of spontaneity although this falls short ofreal autonomy of expression. Speech continues to consist oflearned utterances rather than of personalized, situationally adapt-ed ones. Vocabulary centers on areas such as basic objects, places,and most common kinship terms. Pronunciation may still bestrongly influenced by first language. Errors are frequent and, inspite of repetition, some Novice-High speakers will have difficultybeing understood even by sympathetic interlocutors.

The Intermediate level is characterized by the speaker's ability to:- create with the language by combining and recombining learnedelements, though primarily in a reactive mode;- initiate, minimally sustain, and close in a simple way basic com-municative tasks; and- ask and answer questions.

Intermediate-Low Able to handle successfully a limited number of interactive, task-oriented and social situations. Can ask and answer questions, ini-tiate and respond to simple statements and maintain face-to-faceconversation, although in a highly restricted manner and withmuch linguistic inaccuracy. Within these limitations, can perform

4. 0 C5


Appendix J

Credit By Examination,Texas Education Agency

Subchapter C. Other Provisions

Statutory Authority: The provisions of this Subchapter C issued under the Texas Education Code, §§28.023,28.054, and 38.003, unless otherwise noted.

§74.21. Schedule for Implementation.

The requirements in this chapter shall be implemented according to the following schedule.

Elementary, kindergarten through Grade 5. All provisions of §74.2 of this title (relating toDescription of a Required Elementary Curriculum) shall be implemented fully beginning with the1996-1997 school year.

(2) Secondary, Grades 6-12. All provisions of §74.3(b) of this title (relating to Description of aRequired Secondary Curriculum) and Subchapter B of this chapter (relating to GraduationRequirements) shall be implemented fully beginning with the 1997-1998 school year. A studententering Grade 9 in the 1997-1998 school year or thereafter must meet the provisions ofSubchapter B of this chapter (relating to Graduation Requirements).

(3) Other sections. Provisions of other sections of this chapter shall be implemented during the 1996-1997 school year unless otherwise specified.


§74.22. Options for Offering Courses.

A school district may use alternative procedures for delivering instruction to ensure that essential elementsand courses are taught according to the requirements of Chapter 75 of this title (relating to Curriculum).The district shall pay any fees or other costs for students to participate in alternative delivery procedures.


2 3 9


Appendix JCredit By Examination

§74.23. Correspondence Courses.

Credit toward state graduation requirements may be granted under this section only under the followingconditions.

(I) The institution offering the course must be the University of Texas at Austin, TexasTechnological University, or another public institution of higher education approved by the com-missioner of education.

(2) The correspondence course must include the essential elements specified in Chapter 75 of thistitle (relating to Curriculum) for such a course.


§74.24. Credit by Examination.

(a) General provisions.

(1) A school district must provide at least three days between January 1 and June 30 and three daysbetween July 1 and December 31 annually when examinations for acceleration required underTexas Education Code, §28.023, shall be administered in Grades 1-12. The days do not need tobe consecutive but must be designed to meet the needs of all students. The dates must be publi-cized in the community.

(2) A school district shall not charge for an exam for acceleration. If a parent requests an alternativeexamination, the district may administer and recognize results of a test purchased by the parentor student from Texas Tech University or the University of Texas at Austin.

(3) A school district must have the approval of the district board of trustees to develop its own testsor to purchase examinations that thoroughly test the essential knowledge and skills in the applic-able grade level or subject area.

(4) A school district may allow a student to accelerate at a time other than one required in paragraph(1) of this subsection by developing a cost-free option approved by the district board of trusteesthat allows students to demonstrate academic achievement or proficiency in a subject or gradelevel.

(b) Assessment for acceleration in kindergarten through Grade 5.

(1) A school district must develop procedures for kindergarten acceleration that are approved by thedistrict board of trustees.

(2) A student in any of Grades 1-5 must be accelerated one grade if he or she meets the followingrequirements.

(A) The student scores 90% on a criterion-referenced test for the grade level he or she wantsto skip in each of the following areas: language arts, mathematics, science, and socialstudies.

(B) A school district representative recommends that the student be accelerated.

(C) The student's parent or guardian gives written approval for the acceleration.

(c) Assessment for course credit in Grades 6-12.

(1) A student in any of Grades 6-12 must be given credit for an academic subject in which he or shehas had no prior instruction if the student scores 90% on a criterion-referenced test for the applic-able course.

(2) If a student is given credit in a subject on the basis of an examination, the school district mustenter the examination score on the student's transcript.


2,10J-2 A Texas Framework for Languages Other Than English

Credit By ExaminationAppendix J

§74.25. High School Credit for College Courses.

(a) A school district board of trustees may adopt a policy that allows a student to be awarded credit towardhigh school graduation for completing a college-level course. The course must be provided only by aninstitution of higher education that is accredited by one of the following regional accrediting associations:

(1) Southern Association of Colleges and Schools;

(2) Middle States Association of Colleges and Schools;

(3) New England Association of Schools and Colleges;

(4) North Central Association of Colleges and Schools;

(5) Western Association of Schools and Colleges; or

(6) Northwest Association of Schools and Colleges.

(b) To be eligible to enroll and be awarded credit toward state graduation requirements, a student must havethe approval of the high school principal or other school official designated by the school district. Thecourse for which credit is awarded must provide advanced academic instruction beyond, or in greaterdepth than, the essential elements.


§74.26. Award of Credit.

(a) The award of credit for a course by a school district affirms that a student has satisfactorily met all stateand local requirements. Any course for which credit is awarded must be provided according to this sub-section.

(1) Credit earned toward state graduation requirements by a student in an accredited school districtshall be transferable and must be accepted by any other school district in the state. A district maynot prohibit a new student from attending school pending receipt of transcripts or records fromthe school district the student previously attended. Credit earned in a local-credit course may betransferred only with the consent of the receiving school district.

(2) A school district must ensure that the records or transcripts of an out-of-state or out-of-countrytransfer student or a transfer student from a Texas nonpublic school are evaluated and that thestudent is placed in appropriate classes promptly. The district may use a variety of methods toverify the content of courses for which a transfer student has earned credit.

(b) Districts may offer courses designated for Grades 9-12 (refer to §74.11 of this title (relating to HighSchool Graduation Requirements) in earlier grade levels. A course may be considered completed andcredit may be awarded if the student has demonstrated achievement by meeting the standard requirementsof the course, including demonstrated proficiency in the subject matter, regardless of the time the studenthas received instruction in the course or the grade level at which proficiency was attained. The academicachievement record (transcript) shall reflect that students have satisfactorily completed courses at earliergrade levels than Grades 9-12 and have been awarded state graduation credits.

(c) Credit for courses for high school graduation may be earned only if the student received a grade which isthe equivalent of 70 on a scale of 100, based upon course-level, grade-level standards of the essentialknowledge and skills curriculum.

Source: The provisions of this §74.26 adopted to be effective September I, 1996, 21 TexReg 4311.

n4A Texas Framework for Languages Other Than English

Appendix K

Selected Resources

Inclusion

Anderson & Adams. (1992). Acknowledging the learning styles of diverse populations:Implication for instructional design. In L. Border & N. Chism (Eds.), Teaching fordiversity, new directions in teaching and learning (pp. 19-33). San Francisco, CA:Jossey-Bass.

Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learningstrategies: The role of mediation. The Modern Language Journal, 78, 453-464.

Ehrman, M. E. (1996). Understanding second language learning difficulties. ThousandOaks, CA: Sage.

Gardner, D., & Miller, L. (1994). Directions in self-access language learning. HongKong: Hong Kong University Press.

Gardner, H. (1985). Frames of mind. The theory of multiple intelligences. New York:Harper Collins.

Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.

INTASC, Council of Chief State School Officers (1992). Model standards for beginningteacher licensing and development: A resource for state dialogue. Washington, D.C.:Author.

Kohn, A. (1993). Choices for children: Why and how to let students decide. Phi DeltaKappan, 7 (5), 8-16; 18-20.

r) A 9

A Texas Framework for Languages Other Than English K-1

Appendix KSelected Resources

Lee, J. F., & Van Patten, B. (1995). Making communicative language teaching happen.New York: McGraw-Hill.

National Board for Professional Teaching Standards. (1992). Toward high and rigorousstandards for the teaching profession: Initial policies and perspectives of theNational Board for Professional Teaching Standards. Detroit, MI: Author.

Oxford, R. L. (1990). Language learning strategies What every teacher should know.Boston: Heinle & Heinle.

Pemberton, R. et al. (Eds.). (1996). Taking control: Autonomy in language learning.Hong Kong: Hong Kong University Press.

Richards. (1990). The language learning matrix. New York: Cambridge UniversityPress.

Rubin, J., & Thompson, I. (1994). How to be a more successful language learner.Boston: Heinle & Heinle.

Swain, M. (1985). Communicative competence: Some roles of comprehensible inputand comprehensible output in its development. In S. Gass & S. Madden (Eds.),Input in second language acquisition. Cambridge: Newbury House.

Texas Education Agency. (1994). High expectations: Creating success for every student(TEA Publication No. GE5 601 08). Austin, TX: Author.

Vann & Abraham. (1990). Strategies of unsuccessful language learners. TESOLQuarterly, 24(2), 177-98.

Wing, B. (Ed.). (1996). Foreign languages for all: Challenges and choices. (NortheastConference Reports). Lincolnwood, IL: National Textbook Company.

Communication and Cultures

Adoni, H. (1995). Literacy and reading in a multimedia environment. journal ofCommunication, 45, 152-177.

Barnes, D. (1990). From communication to curriculum. London: Pelican.

Blanchard, R. 0., & Christ, W. G. (1993). Media education and the liberal arts: A blue-print for the new professionalism. Hillsdale, NJ: Lawrence Erlbaum Associates.

1.--)

'1 J

K-2 A Texas Framework for Languages Other Than English

Selected ResourcesAppendix K

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification ofeducational goals. Handbook I: Cognitive domain. New York: David McKay.

Brookfield, S. (1986). Media power and the development of media literacy: An adulteducational interpretation. Harvard Educational Review, 56, 151-170.

Brookfield, S. (1987). Developing critical thinkers: Challenging adults to explore alter-native ways of thinking and acting. San Francisco, CA: Jossey-Bass Publishers.

Brooks, F. B. (1993). Some problems and caveats in communicative discourse: Toward aconceptualization of the foreign language classroom. Foreign Language Annals, 26(2),233-242.

Buckingham, D. (1993). Going critical: The limits of media literacy. Australian Journalof Education, 37(2), 142-152.

Cortes, C. E. (1992). Media literacy: An educational basic for the information age.Education and Urban Society, 24(4), 489-497.

Fowles, J. (1992). Why viewers watch: A reappraisal of television's effects. London:Sage Publications.

Kramsch, C. (1987). Socialization and literacy in a foreign language: Learning throughinteraction. Theory Into Practice, 26: 243-250.

Kramsch, C. (1993). Context and culture in language teaching. Oxford: OxfordUniversity Press.

Krathwohl, D. L., Bloom, B. S. & Masia, B. B. (1964). Taxonomy of educational objec-tives: The classification of educational goals. Handbook II: Affective domain. NewYork: David McKay.

Lafayette, R. C. (1993). Subject-matter content: what every foreign language teacherneeds to know. In G. Guntermann (Ed.), Developing language teachers for a chang-ing world. The ACTFL Foreign Language Education Series (pp. 124-158).Lincolnwood, IL: National Textbook Company.

Lange, D. L. (1997, April). Collaboration on national and state standards for culture: Isthere alignment? Presentation at the Northeast Conference on the Teaching ofForeign Languages, New York City.

McKay, S., & Hornberger, N. (1996). Sociolinguistics and language teaching.Cambridge: Cambridge University Press.

n A .4



Paige, R. M. (1993). Education for the intercultural experience. Yarmouth, ME:Intercultural Press.

Postman, N. (1985). Amusing ourselves to death: Public discourse in the age of showbusiness. New York: Penguin Books.

Postman, N. (1992). Technopoly: The surrender of culture to technology. New York:Alfred A. Knopf.

Quin, R. (1993). Monitoring standards in media studies: Problems and strategies.Australian Journal of Education, 37(2), 182-197.

Robinson, G. L. (1993). Culture learning in the foreign language classroom: A model forsecond culture acquisition. In B. A. Lafford & M. Schockey (Eds.), Culture and con-tent: Perspectives on the acquisition of cultural competence in the foreign languageclassroom (pp. 68). (Southwest Conference on Language Teaching MonographSeries No. 4), Tempe, AZ: Southwest Conference on Language Teaching.

Seeyle, H. N. (1993). Teaching culture: Strategies for intercultural communication.Lincolnwood, IL: National Textbook Company.

Singerman, A. J. (Ed). (1996). Acquiring cross cultural competence. Four stages for stu-dents of French. Lincolnwood, IL: National Textbook Company.

Trend, D. (1993). Nationalities, pedagogies, and media. Cultural Studies, 7, 89-106.

Turnbull, S. (1993). The media: Moral lessons and moral careers. Australian Journal ofEducation, 37, 153-168.

Connections, Comparisons, Communities

Brinton, D., Snow, M. A., & Bingham Wesche, M. (1989). Content-based second lan-guage instruction. New York: Newbury House Publishers.

Cantoni-Harvey, G. (1987). Content-area language instruction: Approaches and strate-gies. Reading, MA: Addison-Wesley Publishing.

Curtain, H., & Peso la, C. A. (1994). Languages and children: Making the match. WhitePlains, NY: Longman.



Law, S., & Bikson, T. (1995). Global preparedness or else. Corporate and academic per-spectives on the human resource implications of globalism. Santa Monica, CA: TheRand Corporation.

Schrier, L.L. (1996). A prototype for articulating Spanish as a foreign language in ele-mentary schools. Hispania, 79, 3, 515-523.

Curriculum and Instruction

Adair-Hauck, B., Donato, R., & Cumo, P. (1994). Using a whole-language approach toteach grammar. In J. Shrum & E. Glisan, Teacher's handbook: Contextualized lan-guage instruction (pp. 90-111). Boston, MA: Heinle & Heinle.

Anderson, L.W. (Ed). (1995). International encyclopedia of teaching and teacher educa-tion. Oxford, UK: Pergammon Press.

Ashton, P. (1996). Improving the preparation of teachers. Educational Researcher, 25(9),21-22, 35.

Blanco, G. (1995). El hispanohablante y la gramatica. Bilingual Research Journal 18 (3 &4), 23-46.

Blanco, G. (1995). Spanish for Spanish speakers. In J.M. Diaz (Ed.), Teacher's guide tothe advanced placement (AP) course in Spanish language. New York: The CollegeBoard.

Brooks, F. B. (1993). Some problems and caveats in communicative discourse: Toward aconceptualization of the foreign language classroom. Foreign Language Annals,26(3), 233-242.

Brooks, F. B., & Donato, R. (1994). Vygotskian approaches to understanding foreignlanguage learner discourse. Hispania, 77(2), 262-274.

Brosh, H. (1996). Perceived characteristics of the effective language teachers. ForeignLanguage Annals, 29(2), 125-138.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach toprogram development. Boston: Heinle & Heinle

Donato, R., & Adair-Hauck, B. (1992). Discourse perspectives on formal instruction.Language Awareness 1(2), 73-89.

2/1GA Texas Framework for Languages Other Than English K-5


Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learningstrategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.

Everson, M. E.(1993). Toward a process view of teaching reading in the second lan-guage Chinese curriculum. Theory into Practice, 33(1), 4-9.

Everson, M. E. (1994). Research in the less commonly taught languages. In A. OmaggioHadley (Ed.), Research in language learning: principles, processes, and prospects(pp.198-228). Lincolnwood: National Textbook Company.

Freeman, D., & Richards, J. C . (Eds.). ( 1996). Teacher learning in language teaching.New York: Cambridge.

Glisan, E. (1988). A plan for teaching listening comprehension: Adaptation of aninstructional reading model. Foreign Language Annals, 21(1), 9-16.

Guntermann, G. (Ed.). (1993). Preparing teachers for a changing world. Lincolnwood,IL: National Textbook Company

Hall, J. K. (1995). 'Aw, man, where we goin'?: Classroom interaction and the develop-ment of L2 interactional competence. Issues in Applied Linguistics, 6(2), 37-62.

Harper, J. Lively, M. & Williams, M. (Eds.). (1998). The coming of age of the profession.Issues and emerging ideas for the teaching of foreign languages. Boston: Heinle &Heinle Publishers

The Holmes Group, Inc. (1986). Tomorrow's teachers. East Lansing, MI: Author.

The Holmes Group, Inc. (1990). Tomorrow's schools. Principles for the design of pro-fessional development schools. East Lansing, MI: Author.

The Holmes Group, Inc. (1995). Tomorrow's schools of education. East Lansing, MI:Author.

Johnson, K. E. (1995). Understanding communication in second language classrooms.Oxford: Oxford University Press.

Kennedy, M.K. (1997). The connection between research and practice. EducationalResearcher, 26 (7), 4-12.

Krashen, S. (1982). Principles and practice in second language acquisition. London:Pergamon.



Lange, D. L. (1990). A blueprint for a teacher development program. In J. Richards & D.Nunan (Eds.), Second language teacher education (pp. 245-268). Cambridge:Cambridge University Press.

Lantolf, J., & Appel, G. (1994). Theoretical framework: An introduction to Vygotskianapproaches to second language research. In J. Lantolf & G. Appel (Eds.), Vygotskianapproaches to second language research (pp. 1-32). Norwood, NJ: Albex Publishing.

Larsen-Freedman D., & Long, M. (1991). An introduction to second language acquisi-tion research. New York: Longman.

La Fleur R. A. (1998). Latin for the 21st century. From concept to classroom. Glenview,IL: Scott Foresman-Addison Wesley.

Markee, N. (1997). Second language acquisition research: A resource for changingteachers' professional cultures. The Modern Language Journal, 81(i), 80-93.

Met, M. (1989). Walking on water and other characteristics of effective elementaryschool teachers. Foreign Language Annals, 22(2), 175-189.

Moore, Z. (Ed.). (1996). Foreign language teacher education: Multiple perspectives.Lanham, MD: University Press of America.

Murray, F. (Ed.). (1996). The teacher educator's handbook: Building a knowledge basefor the preparation of teachers. San Francisco, CA: Jossey Bass.

Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learningprocess. Cambridge: Cambridge University Press.

Omaggio-Hadley, A. (Ed.). (1994). Research in language learning: principles, processes,and prospects. Lincolnwood: National Textbook Company.

Phillips, J.K. (Ed.) (1997). Collaborations: meeting new goals, new realities. The reportsof the Northeast Conference on the Teaching of Foreign Languages. Lincolnwood,IL: National Textbook Company.

Platt, E., & Brooks, F. B. (1994). The "acquisition-rich environment" revisited. TheModern Language Journal, 78(4), 497-511.

Ramirez, A. G. (1995). Creating contexts for second language acquisition: Theory andmethods. New York: Longman.



Richards, J.C., & Nunan, D. (Eds.). (1990). Second language teacher educator.Cambridge, New York: Cambridge University Press.

Robinson, D.W. et al. (1997). Developing future teachers: Working together acrossdiverse contexts. In R. Donato (Ed.). Building community through language learn-ing. Central states conference report. Lincolnwood, IL: National TextbookCompany.

Rubin, J. (1994). A review of second language listening comprehension research. TheModern Language Journal, 78(4), 199-221.

Schrier, L. L. (1993). Prospects for the professionalization of foreign language teaching.In G. Guntermann (Ed.), Developing language teachers for a changing world.pp.105-123. Lincolnwood, IL: National Textbook Company.

Slavin, R. (1995). A model of effective instruction. The Educational Forum, 59, 166-176.

Smylie, M. (1996). From bureaucratic control to building human capital: The impor-tance of teacher learning in education reform. Educational Researcher, 25(9), 9-11.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes theygenerate: a step towards second language learning. Applied Linguistics, 16(3), 371-391.

Texas Education Agency. (1991). Spotlight on the middle. A source book of notableTexas middle school programs (TEA Publication No. FS1-501-04). Austin, TX:Author.

Texas Education Agency. (1992). One student at a time (TEA Publication No. GE2 09105). Austin, TX: Author.

Texas Education Agency. (1994). First impressions. Primeras impresiones (TEAPublication No. GE4 170 04). Austin, TX: Author.

Tedick, D. & Walker, C. (1995). From theory to practice: How do we prepare teachersfor second language classrooms? Foreign Language Annals, 28(4), 499-517.

Tedick, D. & Walker, C. (1996). R(t)eaching all students: necessary changes in teachereducation. In B. Wing (Ed.), Foreign languages for all: Challenges and choices.Report of the Northeast Conference on the Teaching of Foreign Languages.Lincolnwood, IL: National Textbook Company.

Tharp, R.G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, andschooling in social contexts. New York: Cambridge University Press.

n43K-8 A Texas Framework for Languages Other Than English


Tshirner, E. (1996). Scope and sequence: Rethinking beginning foreign languageinstruction. The Modern Language Journal, 80(1), 1-14.

Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.

Walker, G. & McGinnis, S. (1995). Learning less commonly taught languages: An agree-ment on the bases for the training of teachers. Columbus, OH: Foreign LanguagePublications.

Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching.Mind, Culture, and Activity, 3(2), 74-101.

Technology

Beauvois, M. H. (1995). Computer-assisted classroom discussion in the foreign lan-guage classroom: Conversation in slow motion. Foreign Language Annals, 25, 455-464.

Bush, M. (1997). Technology-enhanced language learning. ACTFL Foreign LanguageEducation Series. Lincolnwood, IL: National Textbook Company.

Fast, M.G. (in press). Remote access for foreign or second language acquisition: Newinterpretations of distance learning. In J. Muyskens (Ed.). New ways of learningand teaching: Focus on technology and foreign language education. Boston: Heinle& Heinle.

Garrett, N. (1991). Technology in the service of language learning: Trends and issues.The Modern Language Journal, 75, 74-101.

Garza, T.J. (1990). What you see is what you get...Or is it? Bringing cultural literacyinto the foreign language classroom through video. In J.E. Alatis (Ed.), GeorgetownUniversity Roundtable on Languages and Linguistics (pp. 285-292). Washington,DC: Georgetown University Press.

Garza, T.J. (1991). Evaluating the use of captioned video materials in advanced foreignlanguage learning. Foreign Language Annals 24 (3), 239-258.

Garza, T.J. (1996). The message is the medium: Using video materials to facilitate for-eign language performance. Texas Papers in Foreign Language Education, 2(2), 1-18.

2 U



Joiner, E. G. (1990). Choosing and using videotext. Foreign Language Annals, 23, 53-64.

Jung, H. & Vanderplank, R. (Eds.). (1994). Barriers and bridges: Media technology inlanguage learning. Frankfurt, Germany: Peter Lang.

Otto, S. K., & Pusack, J. P. (1996). Technological choices to meet the challenges. In B.Wing (Ed.), Foreign languages for all: Challenges and choices. NortheastConference Reports (pp. 141-186). Lincolnwood, IL: National Textbook Company.

Waschauer, M. (Ed.). (1995). Virtual connections: On-line activities and projects for net-working language learners. Honolulu, HI: University of Hawaii Press.

Wresch, W. (1997). A teacher's guide to the information highway. Columbus: PrenticeHall.

Assessment

Alderson, J.C., and Beretta, A. (Eds.). ( 1992). Evaluating second language education.New York: Cambridge University Press.

Beretta, A. (1986). A case for field experimentation in program evaluation. LanguageLearning, 36(3), 295-309.

Beretta, A. (1986). Program-fair language teaching evaluation. TESOL Ouarterly, 20(3),431-444.

Beretta, A. (1986). Toward a methodology of ESL program evaluation. TESOLOuarterly, 20(1), 144-155.

Cumming, A. (1987). What is a second-language program evaluation? The CanadianModern Language Review, 43(4), 678-700.

Duhamel, R.J. (1971). Second language program evaluation. The Canadian ModernLanguage Review, 27(2), 37-43.

Genesee, F. , & Upshur, J. A. (1996). Classroom-based evaluation in second languageeducation. New York: Cambridge.

Hancock, C. (Ed.). (1994). Teaching, testing, and assessment: Making the connection.Northeast Conference Reports. Lincolnwood, IL: National Textbook Company.

r)t_.



Henning G. (1982). Growth-referenced evaluation of foreign language instructionalprograms. TESOL Ouarterly, 16(4), 467-477.

Johnson, R.K. (Ed.). (1989). The second language curriculum. New York: CambridgeUniversity Press.

Long M.H. (1984). Process and product in ESL program evaluation. TESOL Quarterly,18(3), 409-425.

Mackay, R., and Palmer, J.D. (1981). Languages for specific purposes: Program designand evaluation. Rowley, MA: Newbury House.

Marshall, J., & Peters, M. (1985). Evaluation and education: The ideal learning commu-nity. Policy Sciences, 18, 263-288.

Milleret, M. (1990). Evaluation and the summer language program abroad: A reviewessay. The Modern Language Journal, 74(4), 483-488.

Omaggio, A.C., Eddy, P.A., McKim, L.W., & Pfannkuche, A. (1979). Looking at theresults. In J.K. Phillips (Ed.), The ACTFL foreign language education series: No. 10.Building on experience Building for success (pp. 233-270). Skokie, IL: NationalTextbook Company.

Robertson, L. (1994). How to evaluate a language program. National Association ofSecondary School Principals Bulletin, 78, 13-17.

Robison, R. E. (1992). Developing practical speaking tests for the foreign languageclassroom: A small group approach. Foreign Language Annals, 25(6), 487-496.

Shohamy, E. (1991). Connecting testing and learning in the classroom and on the pro-gram level. In J. K. Phillips (Ed.), Building bridges and making connections.Northeast Conference Reports (pp. 154-178). So. Burlington, VT: NortheastConference.

Tierney, R. J., Carter, M. A., & Desai, L. E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher Gordon Publishers, Inc.

Weslander, D., & Stephany, G.V. (1983). Evaluation of an English as a Second Languageprogram for Southeast Asian students. TESOL Quarterly, 17(3), 473-480.

4252A Texas Framework for Languages Other Than English K-11


Professional Growth

Antonek, J.L., McCormick, D.E., & Donato, R. (1997). The student teacher portfolio asautobiography: Developing a professional identity. The Modern Language Journal,81(i), 15-25.

Baratz-Snowden, J. (1993). Assessment of teachers: A view from the national board forprofessional teaching standards. Theory Into Practice, 32(2), 82-85.

Burnaford, G. et al. (1996). Teachers doing research. Mahwah, NJ: Lawrence Erlbaum.

Glisan, E. (1995). A collaborative approach to professional development. In R. Lafayette(Ed.), National standards: A catalyst for reform. The ACTFL Foreign LanguageEducation Series (pp. 57-95). Lincolnwood, IL: National Textbook Company.

Glisan, E., & Phillips, J. K. (1989). Immersion experiences for teachers: A vehicle forstrengthening language teaching. The Canadian Modern Language Review, 45(3),478-84.

Goldenberg, C., & Gallimore, R. (1991). Changing teaching takes more than a one-shotworkshop. Educational Leadership, 49, 69-72.

Good lad, J. (1991). Why we need a complete redesign of teacher education.Educational Leadership, 49, 4-10.

Guntermann, G.(Ed.) (1993). Developing language teachers for a changing world. TheACTFL Foreign Language Education Series. Lincolnwood, IL: National TextbookCompany.

Markee, N. (1997). Managing curricular innovation. New York: Cambridge.

Nunan, D. (1990). Action research in the language classroom. In J.C. Richards & D.Nunan (Eds.), Second language teacher education (pp. 62-81). Cambridge:Cambridge University Press.

Nunan, D., & Lamb, C. (1996). The self-directed teacher: Managing the learningprocess. New York: Cambridge.

Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language class-rooms. Cambridge Language Education Series. Cambridge: Cambridge UniversityPress.



Schon, D.A. (1983). The reflective practitioner: How professionals think in action. NewYork: Basic Books.

Schrier, L. L. (1994). Preparing teachers of the critical languages for the 21st century. InK. Komiya Samimy (Ed.), Foreign language education: Teaching critical languagesin American schools. Columbus, OH: Theory into Practice.

Schrier, L. L., & Hammadou, J. A. (1994). Assessment in foreign language teacher edu-cation. In C. D. Hancock (Ed.), Making the connections: Teaching, assessment, test--ig.pp.211-234. Lincolnwood, IL: National Textbook.

Shrum, J.L., & Gilsan, E. W. (1994). Teacher's handbook: Contextualized languageinstruction. Boston: Heinle & Heinle.

Williams, M., & Burden, R. L. (1997). Psychology for language teachers: A social con-structivist approach. New York: Cambridge.

State and National Standards

American Classical League, American Philological Association, & Regional ClassicalAssociations. (1997). Standards for classical language learning. Oxford, OH:American Classical League. (Note: ACL has published its language-specific stan-dards; in 1998 AATF, AATG, AATI, AATSP, ACTR, ATJ, and CLASS will publishtheir language-specific standards. See "Organizations" on page K-14 for addressesof these organizations.)

Connecticut Department of Education. (1998). Guide to K-12 program development inworld languages. Hartford, CT: Author.

Delaware Department of Education. (1997). State of Delaware foreign languages cur-riculum framework. Content standards. Dover, DE: Author.

Florida Department of Education. (1996). Florida curriculum framework: Foreign lan-guages. A guide for teachers to help students achieve the Sunshine State Standards.Tallahassee, FL: Author.

Jackson, C. W. (1996). National standards and the challenge of articulation. In B. Wing(Ed.), Foreign languages for all: Challenges and choices. Northeast ConferenceReports (pp. 115-139). Lincolnwood, IL: National Textbook Company.

Lafayette, R. C. & Draper, J. B. (1996). National standards: A catalyst for reform.Lincolnwood, IL: National Textbook Company.

c. I 4A Texas Framework for Languages Other Than English K-13


Massachusetts Department of Education. (1995). The Massachusetts world languagescurriculum framework. Making connections through world languages. Malden,MA: Author.

National K-12 Foreign Language Resource Center. (1997). Bringing the standards intothe classroom: A teacher's guide. Ames, IA: Author.

Nebraska Department of Education. (1996). Foreign language frameworks. Lincoln,NE: Author.

Phillips, J.(Ed.). (1997). Collaborations: Meeting new goals, new realities. Northeastconference reports. Lincolnwood, IL: National Textbook Company.

Standards for Foreign Language Learning Project. (1996). Standards for foreign lan-guage learning project: Preparing for the 21st century. Yonkers, NY: Author.

Wisconsin Department of Public Instruction. (1997). Wisconsin's model academic stan-dards for Foreign Languages. Madison, WI: Author.

Organizations

American Association of Teachers of French (AATF), Jayne Abrate, Executive Director,Southern Illinois University, Carbondale, IL 62901-4510

American Association of Teachers of German (AATG), Helene Zimmer-Loew,Executive Director, 112 Haddontowne Court #104, Cherry Hill, NJ 08034

American Association of Teachers of Italian (AATI), Anthony Mollica, Faculty ofEducation, Brock University, St. Catherines, Ontaio, L3B 2S1

American Association of Teachers of Spanish & Portuguese (AATSP), Lynn Sandstedt,Executive Director, 210 Butler-Hancock Hall, University of Northern Colorado,Greeley, CO 80639

American Classical League (ACL), Miami University, Oxford, OH 45056

American Council on the Teaching of Foreign Languages, (ACTFL) C. Edward Scebold,Executive Director, 6 Executive Plaza, Yonkers, NY 10701-6801

American Council of Teachers of Russian (ACTR), 1776 Massachusetts Ave, N.W., Suite700, Washington, D.C. 20036



American Philological Association (APA), John Marincola, Executive Director, NewYork University, 19 University Place, Room 328, New York, NY 10003-4556

Association of Teachers of Japanese (ATJ), Campus Box 279, University of Colorado,Boulder, CO 80309-0279

Central States Conference on the Teaching of Foreign Languages, Rosalie Cheatham,Executive Director, University of Arkansas-Little Rock, 2801 South University, LittleRock, AR 72204

Chinese Language Association of Secondary-Elementary Schools (CLASS) P.O. Box2348, Livingston, NJ 07039

Classical Association of the Middle West and South (CAMWS), Gregory Daugherty,Secretary-Treasurer, Randolph Macon College, Department of Classics, P.O. Box5005, Ashland, VA 23005-5505

International Baccalaureate North America, 200 Madison Avenue, Suite 2007, NewYork, NY 10016

National Network for Early Language Learning, Nancy Rhodes, Executive Secretary,Center for Applied Linguistics, 1118 22nd Street NW, Washington, DC 20037

Southwest Conference on Language Teaching (SWCOLT), Audrey Cournia, ExecutiveDirector, 1348 Coachman Drive, Sparks, NV 89434

Teachers of English to Speakers of Other Languages (TESOL), 1600 Cameron St., Suite300, Alexandria, VA 22314

Texas Classical Association (TCA), Doris Kays, Executive Secretary-Treasurer, 2535Turkey Oak, San Antonio, TX 78232

Texas Foreign Language Association (TFLA), Eugenia Simons, Executive Secretary-Treasurer, 1320 Modiste Dr., Houston, TX 77055


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