CAL Resource Guides Online |
Introduction
Digests
ERIC/CLL Publications
Publications From Other Sources
Listservs
Web Sites
Organizations of Language Teachers
Foreign Language Resource Centers
Conferences
State-Level Standards
ERIC Documents
Development of national and state standards has been the result of a convergence of events in the education reform movement in the United States and the work of a great many people in the field of foreign language education and other disciplines. The standards have resulted in improvements in professional development, curricula, and program design. Resulting publications and other resources have also given teachers, administrators, and policymakers new tools to work with as they seek to provide a quality education for all children.
At the national level, an 11-member task force representing a variety of languages, levels of instruction, program models, and geographic regions undertook the task of defining content standards--what students should know and be able to do--in foreign language education. First published in 1996, Standards for Foreign Language Learning: Preparing for the 21st Century represented a consensus among educators, business leaders, government, and the community on the definition and role of foreign language instruction in American education. The latest version of the standards, Standards for Foreign Language Learning in the 21st Century, was published in 1999 and incorporates into the 1996 document information about applying the standards to specific languages. Information about this publication is available below (See "Publications from Other Sources." Most states have developed standards as well. Links to state-level standards documents available on the Web are provided below. (See "State-Level Foreign Language Teaching Standards."
Publications, Web sites, conferences, listservs, and other sources of information on the foreign language standards follow, with a search of the ERIC database to guide further research.
ERIC/CLL is grateful to Marty Abbott, Foreign Language Coordinator, Fairfax County Public Schools (Virginia); Christine Brown, Glastonbury Public Schools; and Elizabeth Hoffman of the Nebraska State Department of Education for their valuable assistance in compiling this Resource Guide Online.
Digests are brief overviews of topics in education. ERIC/CLL offers digests on a wide range of topics related to language teaching and learning, including the following titles related to foreign language standards.
Enhancing Authentic Language Learning Experiences Through Internet Technology Meeting the National Standards: Now What Do I Do?"National Standards: Preparing for the Future" appeared in K–12 Foreign Language Education. The ERIC Review, Volume 6, Number 1 (Fall 1998). This article offers an overview of the standards and information about incorporating the standards in the classroom.
"Pilot Sites Help Chart the National Foreign Language Standards" appeared in the March 1996 issue of the ERIC/CLL News Bulletin, a print newsletter that includes substantive articles on a wide range of topics in language education and related fields. To subscribe, contact us at 1-800-276-9834 or send us an email message that includes your mailing address. Subscription is free of charge. This article is not available online.
Language Teachers Align Curricula with Standards: Preliminary Results of a National Survey appeared in the Fall/Winter 1997 issue of the ERIC/CLL News Bulletin.
Where is the United States Headed with K–12 Foreign Language Education? appeared in the Fall/Winter 1998 issue of the ERIC/CLL News Bulletin.
National Standards in Foreign Language Learning Project. (1999). Standards for Foreign Language Learning in the 21st Century including Chinese, Classical Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish. Lawrence, KS: Allen Press. This document incorporates into Standards for Foreign Language Learning: Preparing for the 21st Century language-specific learning scenarios, including a heritage language scenario. The Executive Summary is available at the Standards section of the American Council on the Teaching of Foreign Languages (ACTFL) Web site.
Brown, C. (2000.) "Constructing College Foreign Language Curricula: Research and Practice." AAAL Letter, 22(1). This article describes the development of national foreign language standards and their effect on schools and teachers, as well as examining the rationale for early language learning. The author provides suggestions for the second language acquisition research agenda as it pertains to K–12 learners.
International Society for Technology in Education. (2000). Preparing Tomorrow's Teachers to Use Technology Project. Eugene, OR: Author. The American Council on the Teaching of Foreign Languages (ACTFL) is an official partner in the National Educational Technology Standards project, which developed this publication.
National K–12 Foreign Language Resource Center. (1997). Bringing the Standards into the Classroom: A Teacher's Guide. Iowa City, IA: Author. The purpose of this guide is to assist teachers in aligning their present foreign language curriculum with the national standards for student learning.
Terry, R.M. (Ed.) (1997.) Dimension '97. Addressing the Standards for Foreign Language Learning. The selected proceedings of the 1997 Joint Conference of the Southern Conference on Language Teaching and the South Carolina Foreign Language Teachers' Association provide articles on technology use, placement, lesson planning, and recruitment strategies. Available from SCOLT.
The Foreign Language Teaching Forum (FLTEACH) is the largest listserv for foreign language teachers, with lively and informative discussions. To subscribe, leave the subject line blank; send the message
SUB FLTEACH FIRSTNAME LASTNAME
to
listserv@listserv.acsu.buffalo.edu
Standards-related discussion frequently takes place on the Language Learning and Technology International Forum. To subscribe, leave the subject line blank; send the message
SUBSCRIBE LLTI FIRSTNAME LASTNAME
to
listserv@listerv.dartmouth.edu
Discussions about the foreign language standards also occur on the listserv maintained by the American Association of Teachers of German (AATG). Subscribe by sending the message
SUBSCRIBE AATG FIRSTNAME LASTNAME
TO
LISTSERV@LISTSERV.IUPUI.EDU
The American Council on the Teaching of Foreign Languages (ACTFL), a national professional association for foreign language teachers, in collaboration with the American Association of Teachers of German (AATG), the American Association of Teachers of French (AATF), the American Association of Teachers of Italian (AATI), and the American Association of Teachers of Spanish and Portuguese (AATSP), has been instrumental in developing national standards for foreign language teaching. ACTFL's Web site provides descriptions of the Standards Project and links to summaries and ordering information for standards documents. ACTFL also provides information about their annual conference, publications, programs, resources, and membership.
National Council of State Supervisors of Foreign Languages (NCSSFL) offers an extensive set of links to state departments of education, state foreign language associations, and state foreign language standards.
Educational Standards and Curriculum Frameworks for Foreign Language/ESL is an annotated list of Internet sites with K–12 standards information. Links to each state's standards are included.
TFLTA Professional Resource Center from the Tennessee Foreign Language Teaching Association provides a comprehensive list of documents and Web sites on state and local foreign language standards. State-by-state standards are listed, as are national language teaching organizations, national language research and support organizations, regional foreign language teaching associations, state foreign language teaching associations, and language and linguistics journals.
The Foreign Language Teaching Forum (FLTEACH) Web site is a useful starting point for finding resources for teaching languages, including standards information. The site also provides subscription information for the FLTEACH listserv and an extensive archive of FLTEACH discussions on topics of interest to language teachers.
The International Society for Technology in Education (ISTE) offers information about national technology standards for teachers and students, as well as resource books connecting national standards-based curriculum and technology for K–12 teachers and for teacher preparation. The American Council on the Teaching of Foreign Languages (ACTFL) is an official partner in the ISTE National Educational Technology Standards initative.
Mid-Continent Research for Education and Learning (McREL) offers an extensive standards database at http://www.mcrel.org/standards-benchmarks, including Summaries of Standards for each content area.
æandutÁ is a Web-based resource from the Improving Foreign Language Instruction project of the Northeast and Islands Regional Educational Laboratory At Brown University (LAB). æandutÁ focuses on K–8 language instruction and offers a wide range of resources, including FAQs, information on foreign language standards, descriptions of model programs, and a calendar of upcoming events.
The National Network for Early Language Learning (NNELL) is dedicated to promoting foreign language instruction for all students, kindergarten through 8th grade, and to supporting educators who teach those students.
The U.S. Department of Education's Web site provides a list of Documents about Standards.
The American Council on the Teaching of Foreign Languages (ACTFL), a national professional association for foreign language teachers, provides information about ACTFL's annual conference, publications, programs, resources, and membership.
American Sign Language Teachers Association
Association of Departments of Foreign Languages (ADFL)
Computer Assisted Language Instruction Consortium (CALICO)
International Association for Language Learning Technology (IALL)
Modern Language Association of America (MLA)
National Council of Organizations of Less Commonly Taught Languages (CouncilNet)
The organizations listed below focus on specific languages or language groups.
African Language Teachers Association (ALTA)
American Association of Teachers of Arabic (AATA)
American Association of Teachers of French (AATF)
American Association of Teachers of German (AATG)
American Association of Teachers of Italian (AATI)
American Association of Teachers of Japanese (ATJ)
American Association of Teachers of Slavic and East European Languages (AATSEEL)
Association for Asian Studies (AAS)
American Association of Teachers of Spanish and Portuguese (AATSP)
American Classical League (ACL)
Cantonese Language Association (CLA)
North American Association for Celtic Language Teachers (NAACLT)
The above list may be found on the Northeast Conference on the Teaching of Foreign Languages (NECTFL) Web site.
The U.S. Department of Education funds nine National Foreign Language Resource Centers across the country. The centers were established to improve and enrich the nation's foreign language capacity.
Duke University/University of North Carolina at Chapel Hill
Slavic and East European Language Resource Center (SEELRC)
Georgetown University/George Washington University/Center for Applied Linguistics
National Capital Language Resource Center (GU/GW/CAL NCLRC)
Iowa State University
National K–12 Foreign Language Resource Center (ISU K–12 NFLRC)
Michigan State University
Center for Language Education and Research (MSU
CLEAR)
Ohio State University
Foreign Language Center (OSU NFLRC)
San Diego State University
National Language Resource Center (SDSU NFLRC)
University of Hawai'i
National Foreign Language Resource Center (U of HI NFLRC)
University of Minnesota
Center for Advanced Research on Language Acquisition (CARLA)
University of Wisconsin at Madison
National African Language Resource Center (NALRC)
The American Council on the Teaching of Foreign Languages (ACTFL) holds an annual conference attended by language teachers from across the country.
The Central States Conference on the Teaching of Foreign Languages (CSC) serves 17 Midwestern and Central states through an annual conference, advocacy activities, and professional awards.
The Northeast Conference on the Teaching of Foreign Languages (NEC) serves the Mid-Atlantic coastal states and the Northeastern states. NEC's Web site includes information on the annual conference, NEC membership, publications, and links to other regional conferences and resources.
The Southern Conference on Language Teaching (SCOLT) serves the Southern and South Central states. SCOLT publishes SCOLTalk, a semiannual newsletter with information about upcoming conferences; Dimension, the selected, edited proceedings of the annual conference; Research Within Reach; and Managing the Foreign Language Department. Information about the annual SCOLT conference may be found at their Web site.
The Southwest Conference on Language Teaching (SWCOLT) works to promote, develop, and enhance the study and teaching of foreign languages and cultures. SWCOLT serves the Southwestern states. Visit their Web site for information about the annual SWCOLT conference.
The Pacific Northwest Council for Languages (PNCFL) serves the Pacific North Coast and Western states. PNCFL holds an annual conference and publishes SELECTA, a journal devoted to all aspects of languages and cultures.
The following are links to state K–12 foreign language standards. Standards are not available for all states.
Alabama Courses of Study - Foreign Languages
Content Standards for Alaska Students - World Languages
Arizona Department of Education Foreign Language Standards
Arkansas Foreign Language Curriculum Framework
California Department of Education Challenge Standards
Colorado Model Content Standards - Foreign Language.
Connecticut Framework K–12 Curricular Goals and Standards
State of Delaware Foreign Languages Curriculum Framework Content Standards
Florida Foreign Languages PreK-2 (Sunshine State Standards)
Florida Foreign Languages Grades 3-5 (Sunshine State Standards)
Florida Foreign Languages Grades 6-8 (Sunshine State Standards)
Florida Foreign Languages Grades 9-12 (Sunshine State Standards)
Georgia's Quality Core Curriculum: Foreign Language By Subject
Georgia Public School Standards
Hawaii Content and Performance Standards - World Languages
Illinois Foreign Language Standards
Indiana Academic Standards--Foreign Languages
Louisiana Foreign Language Contents Standards
Maine Learning Results - Modern and Classical Languages
Massachusetts Foreign Language Curriculum Frameworks
Michigan World Languages Standards
High School Content Standard for World Languages (Minnesota)
Primary Content Standard World Language (Minnesota)
Intermediate Content Standard World Language (Minnesota)
Middle-Level Content Standard World Language (Minnesota)
Missouri Foreign Language Standards
Nebraska Foreign Language Framework (PDF file)
A Statement about the New Hampshire Foreign Language Frameworks
World Languages Curriculum Framework New Jersey
New Mexico Standards - Modern, Classical, and Native Languages
Languages Other than English Resource Guide (New York)
North Carolina Second Language Studies Curriculum
Oklahoma State Department of Education - Core Curriculum
South Carolina Foreign Languages Academic Achievement Standards
Tennessee Curriculum Framework for Classical and Modern Languages
Chapter 114, Texas Essential Knowledge and Skills for Languages Other Than English
Utah Foreign Languages Core Curriculum
Utah Foreign Language Curriculum Courses
Vermont Arts, Language, and Literature Standards
Virginia Department of Education Standards Page
Foreign Language Association of Virginia (FLAVA)
West Virginia - Middle Childhood and Adolescent Foreign Language Education
The above links to state-by-state standards information are among those that appear at the TFLTA Professional Resource Center Web site at http://www.utm.edu/departments/french/resctr.html. This Web site, operated by the Tennessee Foreign Language Teaching Association, is a source of foreign language standards information.
Additional resources on this topic are available through the ERIC database of educational documents. The following search lists books, papers, reports, journal articles, and other documents of interest. Information on obtaining these materials appears after the search.
To conduct your own search of the ERIC database, visit an ERIC Center or conduct your own search on the Web.
ED428549
Colorado Model Content Standards: Foreign Language.
Colorado State Dept. of Education, Denver.(DUN16650)
13p.
1997
EDRS Price MF01/PC01 Plus Postage.
Language: English
Document Type: Legal/Legislative/Regulatory materials (090)
Geographic Source: U.S.; Colorado
Journal Announcement: RIEAUG1999
The model course content standards for foreign language instruction in Colorado's public schools, K–12, provide guidelines, not curriculum, for school districts to design language programs. An introductory section presents some basic considerations in program design. The two general standards for foreign language performance are that: (1) students will communicate in a foreign language while demonstrating literacy in all four essential skills (listening, speaking, reading, and writing), and (2) students will acquire and use knowledge of other cultures while developing foreign language skills. Specific criteria for each of the language skills and cultural knowledge at each of three proficiency levels (beginning, intermediate, advanced) are then outlined. A brief glossary is appended. (MSE)
Descriptors: Behavioral Objectives; Course Content; *Cultural Awareness;
*Curriculum Design; Elementary Secondary Education; Language Proficiency;
*Language Skills; Second Language Instruction; *Second Language Programs; *Second Languages; *State Standards; Statewide Planning
Identifiers: Colorado
EJ570352
Standards for Foreign Language Learning: One District's Experience
Rieken, Elizabeth
Learning Languages, v1 n3 p7-11 Spr 1996
1996
ISSN: 1083-5415
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJAPR1999
Describes one school district's experiences setting standards for foreign-language learning. The district was one of six pilot sites involved in standards development.
Participants gathered information on how the standards interfaced with state and
local frameworks, items missing from the standards, and implementation of the
standards. Participation let the district experience a process it can use for future
program review. (SM)
Descriptors: *Academic
Standards; Elementary Secondary Education; *National Standards; School
Districts; *Second Language Instruction; Second Language Learning; State
Standards
ED424611
Illinois Academic Standards--For Public Review and Comment. Volume Four,
State Goals 28-30. Foreign Languages, Advisory Academic Standards. Preliminary
Draft.
Illinois State Board of Education, Springfield.(BBB17331)
119p.
June 1996
Notes: For the draft reports on state goals for other learning areas, see EA 027
913-915.
EDRS Price MF01/PC05 Plus Postage.
Language: English
Document Type: Guides--Non-classroom (055); Reports--Evaluative (142)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEAPR1999
As part of the school reform legislation of 1985, the Illinois State Board of
Education established State Goals for Learning in six fundamental learning areas:
language arts, mathematics, science, social science, fine arts, and physical
development and health. The next step is to develop standards that will more clearly
define the knowledge and skills that students should have as a result of their
education. The Illinois Academic Standards Project was launched to update the State
Goals for Learning and clarify the knowledge and skills necessary to meet each goal.
This volume, the fourth in a series of four, presents the discussion drafts that are
a product of work by 200 Illinois teachers, administrators, parents, higher education
faculty, and business representatives. The volume proposes guidelines for foreign
languages instruction and the benchmarks to measure progress toward each state goal
for these areas; presents the summary charts for each of the six fundamental learning
areas: English language arts, mathematics, science, social science, fine arts,
physical development and health, and foreign languages. Appendices contain a chart
that compares 1985 State Goals for Learning with the 1996 draft goals, a list of
participants, and two feedback instruments. (Contains 93 references.) (LMI)
Descriptors: *Academic Standards; *Educational Objectives; Elementary Secondary
Education; Evaluation Criteria; *Second Language Instruction; Second Language
Learning; *State Standards; Statewide Planning
Identifiers:
*Illinois
ED419387
Cover to Cover: A Guide to Foreign Language Programs, Instruction and
Resources.
North Carolina State Dept. of Public Instruction, Raleigh.
310p.
1997
EDRS Price MF01/PC13 Plus Postage.
Language: English
Document Type: Guides--Classroom--Teacher (052)
Geographic Source: U.S.; North Carolina
Journal Announcement: RIEOCT1998
Target Audience: Administrators; Practitioners; Teachers
The guide is intended as a resource for North Carolina teachers and administrators
concerning second language education. Part 1 offers a rationale for second language
education, and provides specific reasons for studying French, German, Latin, Spanish,
and uncommonly taught languages. Part 2 describes instructional program models for
elementary and middle schools, outlines state high school graduation and academic
degree requirements, describes advanced placement courses, outlines the international
baccalaureate program, and provides data on language offerings of higher education
institutions in the state. Part 3 examines the characteristics of effective language
teaching, instructional design, and program design at each instructional level,
including distance education and English-as-a-Second-Language teaching. Part 4
provides guidelines and suggestions for curriculum planning and instructional design,
and part 5 discusses sources for additional information and guidance about
supplementary curriculum materials. Part 6 focuses on teaching strategies and
techniques for the general population and for early adolescents, students with
disabilities, and multi-level classes. The final section lists additional
organizational and information sources, including professional organizations,
publishers, Internet addresses, international exchange and travel resources, and
technology resources. Includes a 48-item bibliography. (MSE)
Descriptors: Classroom Techniques; Course Evaluation; *Curriculum Design;
Curriculum Development; Disabilities; Distance Education; Educational Research;
Elementary Secondary Education; English (Second Language); Graduation Requirements;
Higher Education; Instructional Effectiveness; Instructional Materials;
International Educational Exchange; Media Selection; Parent Participation;
Professional Associations; School Business Relationship; School Community
Relationship; Second Language Instruction; *Second Language Programs; *State
Standards; *Student Evaluation; Student Motivation; Study Abroad; Teaching Methods;
Teaching Skills; Travel
Identifiers: North Carolina
ED414765
Wisconsin's Model Academic Standards for Foreign Languages. Bulletin 98032.
Nikolay, Pauli; Grady, Susan; Stefonek, Thomas
Wisconsin State Dept. of Public Instruction, Madison.(ZQU97875)
39p.
1997
ISBN: 1-57337-056-8
EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEMAY1998
This guide outlines curriculum and performance standards for second language
instruction in Wisconsin elementary and secondary schools. An introductory section
describes the rationale for development of, and use of the standards for foreign
language instruction and briefly discusses applications across the curriculum. A
second section gives an overview of the state's second language programs and the
intent of the standards. Subsequent sections detail content standards and
performance expectations for students at three levels (elementary school, middle
school, high school) in these areas: communication (interpersonal, receptive,
productive); culture (practices, products); making connections (across disciplines,
cultural perspectives); making comparisons (language-related, cultural); and creating
communities (use of language outside the classroom, language use for personal
enrichment). Communication proficiency standards are also charted for three areas:
accuracy; content; and cultural context. For several selected standards, sample
tasks and samples of student work at each school level are presented. A list of
contributors is appended. (MSE)
Descriptors: Academic Standards; Comparative Analysis; Course Content; Cultural
Awareness; *Curriculum Design; Educational Objectives; Elementary Secondary
Education; Interdisciplinary Approach; *Language Proficiency; Language Skills;
*Second Language Instruction; Second Language Programs; *Second Languages; *State
Standards
Identifiers:
*Wisconsin
EJ562763
Beyond ALL--Emphasising the Cognitive Dimension of Language Learning.
Scarino, Angela
Babel: Australia, v32 n3 p4-11 Oct-Dec 1997
1997
Language: English
Document Type: Journal articles (080); Opinion papers (120)
Journal Announcement: CIJOCT1998
Summarizes the Australian Language Levels (ALL) guidelines, originally defined in
1988, from the perspective of a professional who helped develop them and has examined
their application over a period of years. Highlights aims in writing the guidelines,
key concepts, goals and outcomes, and student evaluation and teacher training, and
considers some possible refinements. (MSE)
Descriptors: *Academic Standards; *Curriculum Design; *Educational Objectives;
Foreign Countries; National Norms; Public Policy; *Second Language Instruction; Second Language Learning
Identifiers: Australia;
*Australian Language Levels Project
ED382029
Title: South Carolina Foreign Languages Framework.
South Carolina State Dept. of Education, Columbia.(UZO80311)
63p.
November 1993
Notes: Supercedes ED 356 625.
EDRS Price MF01/PC03 Plus Postage.
Also available from: South Carolina State Dept. of Education, Curriculum Framework Office,
1429 Senate Street, Columbia, SC 29201.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; South Carolina
Journal Announcement: RIESEP1995
Target Audience: Teachers; Policymakers; Practitioners
The statement presents a consensus of what South Carolina educators expect children
to know and be able to do in foreign languages, and the changes needed in the
educational system to support what teachers and students do in the classroom. It is
not a curriculum guide, but is intended for use by policymakers, instructional
leaders, teachers, and communities as a broad instructional design for improvement of
the educational system. The first section looks at the rationale for foreign
language instruction, including economic, cultural, and intellectual reasons,
enrollment trends, and directions for the future. The second section outlines a
systematic approach to change, offers guidelines for designing an effective program,
describes different program models, and discusses the choice of languages to teach.
Alternatives to full-scale, self-contained foreign language programs are examined in
the third section, and recommendations are made for improvement in teacher
certification, professional development, and student opportunities. Section four
addresses the need for assessment and evaluation and outlines performance objectives
for language skill areas at the elementary, middle, and secondary school levels.
Specific classroom techniques are discussed in the fifth section, and criteria for
selection of instructional materials in the sixth. Contains 30 references. (MSE)
Descriptors: Behavioral Objectives; Class Activities; Classroom Techniques;
Cooperation; Cultural Awareness; Cultural Pluralism; *Curriculum Design;
Educational Philosophy; Educational Strategies; Elementary Secondary Education;
Evaluation Criteria; Inservice Teacher Education; *Instructional Materials;
Interdisciplinary Approach; International Trade; Language Proficiency; *Language
Role; Language Skills; Language Tests; Media Selection; Program Design; Program
Effectiveness; School Business Relationship; Second Language Instruction; *Second
Language Programs; *State Standards; Statewide Planning; Student Role; Teacher
Certification; Teacher Role; Television; Testing
Identifiers: Authentic
Materials; *South Carolina
ED370176
North Dakota Curriculum Frameworks, Volume II: Arts Education, Business
Education, Foreign Language, Health, Physical Education.
North Dakota State Dept. of Public Instruction, Bismarck.(RFB64575)
115p.
July 1993
Notes: For Volume I, see EA 025 780.
Available from: EDRS Price MF01/PC05 Plus Postage.
Also available from: Department of Public Instruction, Supply Division, State Capitol,
11th Floor, 600 E. Boulevard Avenue, Bismarck, ND 58505-0440.
Language: English
Document Type: Reports--Descriptive (141)
Geographic Source: U.S.; North Dakota
Journal Announcement: RIEOCT1994
Curriculum frameworks for North Dakota elementary-secondary education are presented
in this document. These frameworks are voluntary and serve to promote
interdisciplinary learning, active learning, and student diversity. They are part of
a larger systemic approach to improve instruction in the state's schools and to
identify content outcomes and student performance standards. Each section contains:
a list of North Dakota educators involved in the framework development; a mission
statement for that particular subject area; the graduation outcomes for the state; a
list of content outcomes; content outcomes and performance standards for each outcome
at grades 4, 8, and graduation; a glossary of terms; and a bibliography. In this
volume, curriculum frameworks are provided for the following areas: arts education;
business education; foreign language; health; and physical education. (LMI)
Descriptors: *Art Education; *Business Education; Educational Assessment;
Educational Objectives; Elementary Secondary Education; Guidelines; *Health
Education; *Physical Education; *Second Language Instruction; State Curriculum
Guides; *State Standards; Statewide Planning
Identifiers: *North
Dakota
ED362031
A Guide for Administrators: Elementary Level Second Language Programs in
Louisiana Schools. Bulletin No. 1536.
Louisiana State Dept. of Education, Baton Rouge. Foreign Languages Section.(BBB31258)
35p.
August 1993
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; Louisian
Journal Announcement: RIEFEB1994
Target Audience: Administrators; Practitioners
The Louisiana guide for administration of secondary language programs in grades 4-8
outlines the state foreign language mandate and offers guidelines and suggestions for
a variety of program elements. An introductory section gives the broad rationale for
foreign language instruction and cites the state mandate. The guide then proceeds to
specify: how the mandate is funded, for both salaries and instructional materials;
staffing by Louisiana-certified teachers and foreign nationals granted interim
certification; details of program administration at the state, local, school, and
classroom levels; possible program models (FLES and immersion); preferred teaching
methods and techniques; and suggested methods for evaluation of programs, teachers,
and students. Appended materials include: suggested instructional times, with
reference to state polices; state policy memoranda concerning second language
programs in grades 4-8; notes on interim certification for foreign teachers; tips for
receiving foreign teachers into the local system, including host family role; an
articulation planning chart; notes on evaluation of foreign teachers; and evaluation
forms. (MSE)
Descriptors: Articulation (Education); Classroom Techniques; Educational Technology;
Financial Support; *FLES; Foreign Nationals; *Immersion Programs; Instructional
Materials; Intermediate Grades; Junior High Schools; *Program Administration;
Program Design; Program Evaluation; Public Policy; Records (Forms); School Policy;
*Second Language Programs; Staff Utilization; *State Standards; Statewide Planning;
Student Evaluation; Teacher Certification; Teacher Evaluation; Teacher
Qualifications; Teacher Role; Teaching Methods
Identifiers: *Louisiana
ED310625
Foreign Language Framework for California Public Schools, Kindergarten
through Grade Twelve.
California State Dept. of Education, Sacramento.(CIQ11100)
61p.
1989
Available from: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
Also available from: Bureau of Publications, Sales Unit, California State Department of
Education, P.O. Box 271, Sacramento, CA 95802-0271 ($5.50, plus tax).
Language: English
Document Type: Guides--Non-classroom (055)
Geographic Source: U.S.; California
Journal Announcement: RIEFEB1990
California's framework for second language education describes the state's
requirements for development of effective foreign language instruction in the public
schools. Chapters address these topics: (1) the economic, civic, and cultural
benefits of a foreign language program; (2) characteristics of an effective program,
including communication-based instruction and language in its cultural context; (3)
languages to be included in an effective program, including European langauges,
languages of the Pacific Rim countries, English as a Second Language, classical
languages, native languages (for native speakers), and American Sign Language; (4)
characteristics of a well-planned program, outlining a three-phase curriculum
planning process, classroom instructional approaches, and learning outside the
classroom; (5) the role of the school in policy formation, instructional resources,
and support services; (6) instruction in English as a Second Language, addressing
such issues as program needs, goals, and structure, the nature of the instruction,
and the roles of teachers, administrators, governing boards, and local communities;
and (7) criteria for evaluating a variety of instructional materials. Appended
materials include a comparison of features of effective and less effective language
programs, a comparison of features of communication-based and manipulation
activities; and characteristics of five language competency levels in six skill areas
(listening, reading, conversation, writing, culture, and content and vocabulary).
(MSE)
Descriptors: Administrator Role; American Sign Language; Classical Languages;
Classroom Techniques; Communicative Competence (Languages); Educational Benefits;
Educational Objectives; Elementary Secondary Education; *English (Second Language);
Evaluation Criteria; *Instructional Materials; Media Selection; Native Language
Instruction; *Program Design; Program Effectiveness; *Public Schools; School Role;
*Second Language Programs; *State Standards; Statewide Planning; Teacher Role;
Uncommonly Taught Languages
Identifiers: *California
EJ390691
The South Carolina Plan for Improved Curriculum Articulation between High
Schools and Colleges.
Mosher, Arthur D.
Foreign Language Annals, v22 n2 p157-62 Apr 1989
1989
Language: English
Document Type: Journal articles (080); Reports--Descriptive (141)
Journal Announcement: CIJOCT1989
The South Carolina Council on Foreign Language Placement and Curriculum, created
when state colleges and universities increased foreign language study admission
requirements, serves as a forum for the exchange of information and helps provide
professional critique of plans to change curriculum and implement new placement tests
at postsecondary institutions. (Author/CB)
Descriptors: Admission Criteria; *Articulation (Education); *College School
Cooperation; *Curriculum Development; Higher Education; *Second Language
Instruction; Second Language Learning; *State Standards
Identifiers:
*South Carolina
The full text of most materials in the ERIC database with an accession number beginning with "ED" followed by six digits is available through the ERIC Document Reproduction Service (EDRS) in microfiche, by email, or in paper copy. Approximately 80% of ERIC documents from 1993 to the present are available for online ordering and electronic delivery through the EDRS Web site. You can read ERIC documents on microfiche for free at many libraries with monthly subscriptions or specialized collections. To find an ERIC center near you, contact our User Services staff.
The full text of journal articles may be available from one or more of the following sources:
To obtain journals that do not permit reprints and are not available from your library, write directly to the publisher. Addresses of publishers are listed in the front of each issue of Current Index to Journals in Education and can now be accessed online through the CIJE Source Journal Index.
If you would like additional information about this or any topic related to language education or linguistics, contact our User Services Staff.