No. 3001, 2002, 258 pp.
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
- Task Force
PART I — Creating Curriculum
- 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
- 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
- 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
- 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
- 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
- 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
- Considerations for Building Effective Programs
- Components of High Quality World Language
- 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
- 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
- Overview of Foreign Languages
- Content and Performance Standards
- Wisconsin Performance Guidelines
- Sample Student Performance Tasks
- Language Functions: A Different View of Structures and Vocabulary