Planning Curriculum for Learning World Languages

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No. 3001, 2002, 258 pp.

Planning Curriculum for Learning World Languages is available for purchase as a book, CD-ROM, or bundled together for a discount. Bundle options are available on the gray “Price” drop-down list at the top of the page.

Learning world languages is an essential goal for all students. Today’s interdependent world economy and our American society require that we interact with people from other cultures. Regardless of the specific languages our students learn, learning another language gives students the tools needed to communicate across cultural borders.

Based on Wisconsin’s standards, this guide describes step-by-step the decisions necessary for designing a curriculum for learning languages. Instead of beginning with a grammatical sequence and lists of vocabulary to learn, a standards-based curriculum describes what students can do with the target language vs. what they can say about the language. The switch in the unit and lesson planning cycle is to design curriculum units beginning from the mindset of the standards and working backward to the level of grammatical structures and vocabulary.

 

Table of Contents

Foreword
Task Force
Acknowledgments
Introduction

PART I — Creating Curriculum

  1. Introduction to Wisconsin’s Standards for Learning World Languages
    What is the Vision of Wisconsin’s Standards for Learning World Languages?
    What Do We Expect Students to Know and Be Able to Do as a Result of Instruction in Another Language?
    Overview to Wisconsin’s Standards for Learning World Languages
    What Is the Bridge from Standards to the Classroom?
    Linking Standards-Based Assessment to Curriculum and Instruction
  2. Implications of Standards for Curriculum and Assessment
    A Standards-Based Curriculum: How Can it Help?
    A Mind-Set for Curriculum
    A Mind-Set for Assessment
    Performance Guidelines Linked to Key Questions: Context
    Characteristics of Interpersonal, Interpretive, and Presentational
    Communication: Implications for Assessment
    Characteristics of a Standards-Based Curriculum: A New Basis for Articulation
  3. Creating a Standards-Based Curriculum
    Introduction The Curriculum Design Process
    Implications of a Standards-Based Design in Curriculum Planning: The Mind-Set
    The Process for Developing Units in a Standards-Based Curriculum
    Planning for Instruction
  4. Standards-Based Curriculum Units
    What’s Different?
    Sample Templates for Designing Curriculum
    Benchmark Examples of Thematic Content Across Language Levels, K-12: Work and Career Units
    Sample Thematic Curriculum Units: Grouped by Level

    PART II — Issues Impacting Instruction

  5. The Role of the Student in a Standards-Based Curriculum
    Instruction Flowing from a Curriculum of Standards-Based Assessment
    Brain-Compatible Learning
    Welcoming Brain-Friendly Learningr
    Tuning Teaching to Learning, Memory, Attention, and Motivation
    The Impact of Threat on Inhibiting Language Acquisition
    The Role of Enrichment in Enhancing Language Acquisition
    Working with the Brain for World Language Acquisition and Learning
    Lesson Planning for Brain-Compatible World Language Acquisition
  6. The Role of Methodology in a Standards-Based Curriculum
    Factors Shaping Language Learning and Teaching Today
    From Theory to Practice

    PART III — Issues Impacting Language Programs

  7. Considerations for Building Effective Programs
    Components of High Quality World Language
    Programs
    Practical Considerations
    Characteristics of Effective Foreign Language Instruction
    Program Enrichment Opportunities
    Considerations for Designing Foreign Language in the Elementary
    School (FLES) Programs
    Planning for Success: Common Pitfalls in the Planning of Early
    Foreign Language Programs
  8. Related Issues
    Why Language Learning Matters
    Why Learn Another Language?
    Considerations for Heritage Speakers
    Use of Technology in World Language Instruction

    PART VI — Resources

    • Curriculum Planning Template — Blank
    • Annotated Curriculum Planning Template
    • Key Questions: Thematic Topics
    • Wisconsin’s Model Academic Standards for Foreign Languages
      1. Overview of Foreign Languages
      2. Content and Performance Standards
      3. Wisconsin Performance Guidelines
      4. Sample Student Performance Tasks
    • Language Functions: A Different View of Structures and Vocabulary