Model Standards for Curriculum Development and Assessment Based on Japanese and Russian Examples
Goal One: Communication
Goal:普通外nts communicate in the target language.
Standard:普通外nts function in sustained communicative exchanges with listening, reading, writing, and speaking on everyday topics to meet life needs.
Definition:
- 普通外nts socialize at an appropriate register with peers
- 普通外nts seek and exchange necessary oral and written information to meet needs of daily life
- 普通外nts get things done in the target language community
- 普通外nts express and elicit attitudes
- 普通外nts organize and maintain communication
Examples:
- able to ask and answer questions, give directions, describe, express, convey and discuss information on a variety of topics within appropriate registers;
- interpret and present information, e.g., introductions, directions, descriptions (geography, physical appearance, character traits, etc.), intentions, and gift giving
- communicate appropriately with increasing accuracy and self-correction of errors.
Assumption:This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.
Assessment:Assessments for skill-getting (discrete) and skill-using (integrative) in appropriate contexts.
Goal Two: Socio-Cultural
Goal:普通外nts engage in aspects of life in the target language community.
Standard:Understand and demonstrate knowledge of social conventions, practices, and products in everyday life.
Definition:
- 普通外nts modify verbal and non-verbal language and behavior to accommodate the target language and the culture's patterns.
- 普通外nts discuss attributes of the target language culture.
Examples:
- appropriate forms of address
- greetings
- age, class, and gender roles
- behavioral expectations in a variety of settings
- kinship
- aesthetics
- spatial relationships
- attitudes toward religion
- attitudes toward work
- attitudes toward children
- sense of personal space in a variety of contexts
- commercial transactions (stores, restaurants, markets, etc.)
- some knowledge of geography, history and literature
Assumption:This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.
Assessment:Authentic assessment of cultural understanding in cultural situations. Use of English may be necessary depending on what is being assessed, particularly in understanding of literature and history.
Goal Three: Learning How to Learn
Goal:普通外nts commit to high levels of attainment in language learning.
Standard:普通外nts understand their own role in the process of language learning.
Definition:
- 普通外nts are able to articulate their own rationale for studying a foreign language.
- 普通外nts see a connection between the study of a target language and opportunities in life.
- 普通外nts plan for and set realistic short and long term goals.
- 普通外nts make critical assessments of their own progress on a regular basis.
- 普通外nts understand that learning is an individual responsibility and continue to learn outside the classroom.
- 普通外nts seek and use outside content resources.
- 普通外nts use own learning style to maximize opportunities to learn.
- 普通外nts generalize about patterns in the target language beyond taught materials.
- 普通外nts predict syntactic and phonological patterns from their understanding of the target language system.
Examples:
- students understand and use learning strategies appropriate to modality
- monitor own progress
- use tools to find information related to language learning
- recognize and act on the differences between modalities
- know when to ask for guidance (what and whom)
- recognize the relationship of the first language to the second in learning
Assumption:This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.
Assessment:普通外nts apply strategies both within and outside the classroom and are assessed through self-assessment, including diaries, checklists, and think-aloud procedures.
Goal Four: Language and Culture
Goal:普通外nts discern the interaction of the target language with target culture.
Standard:普通外nts integrate the language system with the culture as the fabric that supports it.
Definition:
- 普通外nts compare/contrast the first language and culture with the target language and culture to enrich their knowledge of both.
- 普通外nts comprehend and acquire discourse protocols and rituals appropriate for written and oral exchanges.
Examples:
- students acquire information and perspectives that are only available through the target language and culture.
- understand the relationship of language and culture in age, social position, and forms of address
- use cultural expressions of politeness, sympathy, surprise, etc.
- use situational and age appropriate expressions, including slang
- understand the relationship of the first language to the target language through borrowed vocabulary and cultural practices.
Assumption:This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.
Assessment:普通外nts demonstrate culturally appropriate discourse patterns and communication rituals and etiquettes.
Goal Five: General Knowledge
Goal:普通外nts acquire broader experience as world citizens through the study of another language and culture.
Standard:学生获得知识如何不同ent societies address similar needs.
Definition:
- 普通外nts compare/contrast the first language and culture with the target language and culture to enrich their knowledge of other world languages and cultures.
- 普通外nts deduce from the study of another language and culture how societies are organized based on their physical geography and social experience.
- 普通外nts recognize a range of empathetic and tolerant attitudes toward other cultures.
Examples:
- basic needs (food, clothing, shelter)
- relationship to nature
- individual and society
- spirituality
- governance
Assumption:This model assumes four to five years of continuous, successful student study and learning as demonstrated by student progression in authentic assessment in the classroom.
Assessment:普通外nts display their knowledge of issues by representing all relevant dimensions through written and/or oral means.