Curriculum - Foreign Languages

FOREIGN LANGUAGES TAUGHT IN NEISD:
AMERICAN SIGN LANGUAGE

FRENCH
GERMAN
JAPANESE
LATIN

MANDARIN CHINESE
SPANISH

PHILOSOPHY

GUIDING PRINCIPLES

INDICATORS OF EXCELLENCE

SEQUENCE OF STUDY
BEGINNING IN ELEMENTARY SCHOOL

SEQUENCES OF STUDY
BEGINNING IN MIDDLE SCHOOL

SEQUENCE OF STUDY
BEGINNING IN HIGH SCHOOL

COURSES OF STUDY
MODERN LANGUAGES

COURSE OF STUDY
EXPLORATORY

COURSES OF STUDY
LATIN

Contact: Debra Callihan, Foreign Language Coordinator

804-7180 ext. 349

dcalli@neisd.net

FOREIGN LANGUAGE PHILOSOPHY

"Language and communication are at the heart of the human experience. The United States must educate students who are equipped linguistically and culturally to communicate successfully in a pluralistic American society and abroad."

Standards for Foreign Language Learning: Preparing for the 21^st Century

"When individuals are able to use language to cross linguistic and cultural boundaries, they gain an understanding of each others similarities and differences and learn to treat each other with respect."

Texas Framework for Languages Other Than English

Core Values:

Communication
Cultural awareness, understanding, and respect
Usefulness
Insight into one's own culture and language
Participation in the global community and marketplace

Core Purpose: Language is communication and provides a vehicle for cultural understanding, awareness, and respect.

Critical Attributes: Students will be given opportunities to:

Communicate in the language being studied by speaking, listening, reading, and writing in a variety of settings
Use the language being learned as a tool to develop knowledge and skills in other content areas
Develop an awareness and understanding of, and respect for their own and other cultures
Prepare for participation in the global community and marketplace

NEISD teachers will provide an environment conducive to language acquisition by:

Utilizing a variety of effective instructional strategies
Addressing multiple intelligences and individual learning styles
Building upon the current language skills of the student
Simulating real-world applications of language use
Creating an atmosphere where students can comfortably practice the language and learn from errors
Promoting an atmosphere where students learn to respect each other and their differences

Developing Language Proficiency Language acquisition is directly related to the age and developmental stage of the learner. Proficiency, the ability to use the language, is closely connected to the length of time a student studies and practices a second language. Therefore, students who begin their course of study in elementary school have a better chance of developing an advanced level of proficiency and of being able to use the language effectively in real world situations. Back to the top of Foreign Languages

FOREIGN LANGUAGE GUIDING PRINCIPLES

GUIDING PRINCIPLES	BIBLIOGRAPHY
Learning a foreign language is essential for all students.	Müller, K. E. "Language Education for Children." In Children and Languages: Research, Practice, and Rationale for the Early Grades. (pp. 1-7) New York, NY: National Council on Foreign Language and International Studies, 1988. Simon, Paul. The Tongue-Tied American: Confronting the Foreign Language Crisis. New York: Continuum, 1980.
All students can learn languages.	Brown-Azarowicz, M., Stannard, c. & Goldin, M. Yes! You can Learn a Foreign Language. Lincolnwood, IL: Passport Books, 1987. Wing, B. (ed.) Foreign Languages for All: Challenges and Choices. (Northeast Conference Reports). Lincolnwood, IL: National Textbook Company, 1996.
Multiple student variables affect how students acquire languages and the rate at which they acquire them.	Gardner, H. Multiple Intelligences: The Theory in Practice. New York, NY: BasicBooks, 1993. Krashen, S. D. Principles and Practice in Second Language Acquisition. Hertfordshire, England: Phoenix ELT, 1995. Krashen, S. D. & Terrell, T. D. The Natural Approach. Language Acquisition in the Classroom. Englewood Cliffs, NJ: Alemany Press, Regents/Prentice Hall, 1983. Larsen-Freeman, D. & Long M. H. An Introduction to Second Language Acquisition Research. Essex, England: Longman Group UK Limited, 1991.
Acquiring a new language involves using previously acquired language skills within a context of meaningful and purposeful communication.	Omaggio Hadley, A. Teaching Language in Context. Boston, MA: Heinle & Heinle Publishers, 1993. Rivers, Wilga M. (ed.) Interactive Language Teaching. New York: Cambridge University Press, 1987.
Students who begin their study of another language in elementary school have a better chance of developing an advanced level of proficiency.	Begley, G., "Your Child's Brain." Newsweek, February 19, 1996., pp. 55-62. Curtain, H. A.& Pesola, C. A. Languages and Children - Making the Match. Reading, MA: Addison-Wesley Publishing Company, 1988. Lipton, G. C. Practical Handbook to Elementary Foreign Language Programs. (pp. 11-12) Lincolnwood, IL: National Textbook Compnay, 1995.
Students who develop an advanced proficiency in another language benefit themselves and society.	Academic Preparation for College: What Students Need to Know and Be Able to Do. New York: The College Board, 1983. Huebner. T. Opportunities in Foreign Language Careers, revised edition. Lincolnwood, IL: National Textbook Co., 1981. Weatherford, H. J. Personal Benefits of Foreign Language Study. Washington, DC: Eric Clearinghouse on Languages and Linguistics, US Department of Education, 1986.
Learning a language other than English enables students to understand better other cultures.	Seelye, H. Ned. Teaching Culture. Strategies for Intercultural Communication. Lincolnwood, IL: National Textbook Company, 1985.

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THE NEISD FOREIGN LANGUAGE CLASSROOM

INDICATORS OF EXCELLENCE

The students will:	The teachers will:	The environment of the foreign language classroom will be:
engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings, and exchange ideas and opinions interpret and demonstrate understanding of increasing complicated spoken and written language such as instructions, directions, announcements, reports, conversations, descriptions, narrations, stories, poems, and short novels present information and convey messages on everyday topics to listeners and readers gain knowledge and understanding of the cultures being studied demonstrate an understanding of the nature of language by comparing the language being studied to the student's own language use the language to develop knowledge and skills in other content areas prepare for participation in the global community and marketplace	utilize a variety of effective instructional strategies that foster the development of communication skills design learning sequences which accommodate multiple intelligences and individual learning styles design learning activities that are task-based and simulate real-world use of language design learning scenarios which are multi-staged and result in a written or oral product present vocabulary and grammar in context assess the student's developing use of language through traditional (quizzes and tests) and non-traditional means (portfolios, journal, role plays, projects, reports, publications, and interviews)	a learning environment in which students can comfortably practice the language and learn from errors where the students respect each other and their differences a physical environment with no more than 25 student in a class with only one level of language being taught in any one class period where the teacher can create the atmosphere of another culture where students can interact in pairs and groups with the technology to allow students to communicate with native speakers and to gain knowledge about other cultures

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FOREIGN LANGUAGE SEQUENCES OF STUDY
BEGINNING IN ELEMENTARY SCHOOL

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FOREIGN LANGUAGE SEQUENCE OF STUDY
BEGINNING IN MIDDLE SCHOOL

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FOREIGN LANGUAGES SEQUENCE OF STUDY
BEGINNING IN HIGH SCHOOL

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COURSES OF STUDY MODERN LANGUAGES
FRENCH, GERMAN, JAPANESE, & SPANISH

LEVEL OF LANGUAGE	PROGRAM GOALS
Level I
Communication	The students develop the ability to: greet and respond to greetings introduce and respond to introductions name/identify objects, people, and places express likes and dislikes make and respond to simple requests and directions obtain and provide basic information understand basic ideas and some details in familiar material express basic needs engage in simple conversations write from dictation The students use the language being learned when: speaking, in face-to-face social interaction listening, in social interaction and using audio and video reading, using authentic materials, e.g., menus, photos, posters, schedules, charts, signs, and short narratives writing notes, lists, short poems, postcards, and short letters The students can: use short sentences, learned words and phrases, and simple questions and commands when speaking and writing understand some ideas and familiar details presented in clear, uncomplicated speech when listening understand short texts enhanced by visual clues when reading
Culture	The students gain knowledge and understanding of the culture(s) being studied. Cultural topics include: greetings and introductions, names, family, education, housing, currency, entertainment, music, sports, transportation, food and dining, shopping, holidays & festivals, leisure time, hobbies professions, clothing, etc.

Connections	The students use the language being studied to make connections to other subject areas and to acquire information. The common connections are in geography, history, sociology, architecture, art, music, mathematics, and current events.
Comparisons	The students compares the language being studied to their own language in the areas of writing convention (alphabets, capitalization, and punctuation), conversational idiom, word order, cognates and basic structures. The students also compare their own culture to that of the language being studied.
Communities	The students begin to use the language being studied used within and beyond school settings with appropriate activities. e. g., writing a note to a pen pal or contacting a consulate to obtain information.

LEVEL II	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Level I. They also develop the ability to: describe and compare ask for and give an opinion give and respond to informal commands make suggestions and express feelings talk about or describe events in the past relate a series of events understand and express important ideas and some details The students use the language being learned when: speaking, in face-to-face interactions listening, in social interaction and using audio and video reading, using authentic materials. e.g., short narratives, advertisements, tickets, brochures, and other media writing letters and short guided paragraphs The students can: use and understand learned expressions, sentences, and strings of sentences, questions and informal commands when listening and speaking write simple paragraphs using material material understand the main ideas and some details in highly contextualized authentic texts when reading
Culture	The students expand their knowledge of the culture being studied and demonstrate culturally acceptable behavior when using the language. Additional cultural topics are the metric system, health issues, celebrations, urban life, art, folk tales and legends, weather, and the environment.
Connections	The students continue to use the language being learned to make connections to other subject areas and to acquire information. Additional areas of connection are government, art, science, nutrition, and economics.
Comparisons	The students continue to compare and contrast languages and cultures.
Communities	The students continue to use the language in appropriate settings within and outside of the classroom.

LEVEL III	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Level I & II. They also develop the ability to: clarify and ask for clarification express and understand opinions narrate and understand narration in the present, past, and future identify, state, and understand feelings and emotions transfer learned material to new situations understand the main idea and many supporting details in authentic texts get into, through, and out of simple survival situations write short compositions of various kinds The students use the language being learned when: speaking, in face-to-face social interaction and in simple transactions on the telephone listening, in social interaction and using audio or video reading short paragraphs and articles writing journals, essays, and narratives The students can: use strings of related sentences when speaking understand most spoken language when the message is deliberately and carefully conveyed by a speaker accustomed to dealing with learners create some complex paragraphs when writing acquire knowledge and new information from comprehensive, authentic texts when reading
Culture	The students continue expand their knowledge of the culture being studied and demonstrate culturally acceptable behavior when using the language. Additional cultural topics are recreation, the world of work, technology, artists, movies, politics, communication, the media, dance, careers, etc.
Connections	The students continue to use the language being learned to make connections to other subject areas and to acquire information. Additional areas of connection are journalism and ecology.
Comparisons	The students continue to compare and contrast languages and cultures.
Communities	The students continue to use the language in appropriate settings within and outside of the classroom. Students often avail themselves of opportunities to travel and study in countries being studied.

LEVEL IV	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Level I, II, & III. They also develop the ability to: describe and explain in present, past, and future tenses compare and contrast express and support a point of view express and understand qualified agreements and disagreements express and understand hopes and wishes express and understand what needs to be done express and understand doubt, uncertainty, and disbelief hypothesize paraphrase and summarize The students use the language being learned when: speaking, in face-to-face social interaction and in simple transactions on the telephone listening, in social interaction and using audio or video reading short paragraphs, poems, essays, articles, and short novels when writing letters, journals, essays, and narratives The students can: use strings of related sentences when speaking understand most spoken language in a variety of media create some complex paragraphs when writing acquire knowledge and new information from comprehensive, authentic texts when reading
Culture	The students continue expand their knowledge of the culture being studied and demonstrate culturally acceptable behavior when using the language. The students are able to demonstrate and understanding of the practices and perspectives of the culture(s) being studied.
Connections	The students use the language being studied to obtain, reinforce, or expand knowledge of other subject areas.
Comparisons	The students continue to compare and contrast languages and cultures.
Communities	The students use the language being studied within and beyond the school setting through activities such as participating in cultural events and using technology to communicate. The students begin a life-long use of the language for personal enrichment and career development.

ADVANCED PLACEMENT - LANGUAGE	PROGRAM GOALS
Communication	The students develop the ability to: comprehend formal and informal spoken language use their knowledge of vocabulary and structure to read with ease and accuracy newspapers, magazines, and literature organize and compose expository passages express ideas orally with accuracy and fluency
Culture	The students apply their knowledge of culture when communicating in the language. Cultural topics include literature and philosophy.
Connections	The students use the language being studied to obtain, reinforce, or expand knowledge of other subject areas.
Comparisons	The students continue to compare and contrast languages and cultures.
Communities	The students use the language being studied within and beyond the school setting through activities such as participating in cultural events and using technology to communicate. The students begin a life-long use of the language for personal enrichment and career development.

ADVANCED PLACEMENT - LITERATURE	PROGRAMS GOALS
Communication	The students develop the ability to: understand a lecture in the language being studied and participate actively in discussions on literary topics read intensively literary tests from all genres analyze critically the form and content of literary works (including poetry) orally and in writing using appropriate terminology
Culture	The students analyze and understand cultural topics in literary selections.
Connections	The students connect their literary studies with those
Comparisons	The students compare and contrast literary genres, authors, and styles studied with those found in their native language.
Communities	The students use the language being studied within and beyond the school setting through activities such as participating in cultural events and using technology to communicate. The students begin a life-long use of the language for personal enrichment and career development.

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NORTH EAST INDEPENDENT SCHOOL DISTRICT
COURSE OF STUDYEXPLORATORY LANGUAGES

EXPLORATORY LANGUAGES

PROGRAM GOALS

Exploratory courses in languages other than English introduce the student to the study of other languages. An exploratory course can be offered in one language or multiple languages. Students may take an exploratory course in elementary, middle, or high school.

The students use various components of another language by:

participating in different types of language learning activities
using the language skills of listening, speaking, reading, and writing
demonstrating an awareness of some aspects of culture in using language
demonstrating an awareness of the subsystems of other languages such as grammar, vocabulary, and pronunciation

The students make observations about languages and cultures by:

comparing and contrasting features of other languages to English
comparing some aspects of other cultures to the students' own culture

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NORTH EAST INDEPENDENT SCHOOL DISTRICT
FOREIGN LANGUAGE COURSES OF STUDYCLASSICAL LANGUAGES -
LATIN

LEVEL OF LANGUAGE	PROGRAM GOALS
Level I
Communication	The students develop the ability to read words, phrases, and simple sentences to obtain information comprehends simple written passages on familiar topics recognize in context vocabulary, inflections, and syntax appropriate at the novice reading level recognize and reproduce the sounds of Latin respond to simple questions, statements, or commands given orally in Latin writes simple phrases and sentences in Latin using; previously read text as a model The students use the language being learned: when reading model or practice sentences and simple passages when reading simple passages or stories for comprehension when reading sentences and passages of Latin aloud when responding to oral questions or statements about the content of passages when answering written comprehension questions completing cloze passages of Latin or writing simple sentences using a model after learning new vocabulary, grammatical structures, and syntax in context The students can: understand the main idea and most of the supporting details when reading short passages in Latin written on authentic cultural topics understand simple sentences, questions, and commands on familiar topics when listening use words, phrases, and simple sentences when speaking or writing use Latin word elements to expand their English vocabulary
Culture	Students gain knowledge of culture of the Greco-Roman world on specified topics through Latin and English readings. Students are able to demonstrate an understanding of the practices and products of the Roman world through the perspective of the early Empire.

Connections	The students: reinforce and further their knowledge of other disciplines through their study of classical languages. In Latin I the main disciplines are geography, history, sociology, archeology, anthropology, mythology, and science. strengthen their vocabulary and reading skills. use technology to learn the Latin language and about Roman civilization.
Comparisons	The students: recognize Latin word elements and use them to expand their English vocabulary. learn how to use Latin and English dictionaries for word study. understand Latin abbreviations, phrases and mottoes in common use in the English language. begin to understand the influence of the Greco-Roman world upon Western Civilization and in particular the United States.
Communities	The students begin to identify in the community where Latin is used or where the influences of classical civilization are evident.

LEVEL II	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Latin I. They also develop the ability to: read and understand passages of Latin demonstrate reading comprehension by interpreting the meaning of passages which they have read read Latin aloud with accurate pronunciation, meaningful phrase grouping, and appropriate voice inflection, by imitating the models they have heard respond orally to questions, statements, commands, or other stimuli in Latin use their knowledge of vocabulary, inflections, and syntax to comprehend passages write phrases and sentences in Latin The students use the Latin language: when reading passages of Latin of increasing difficulty when reading aloud passages of Latin when answering written comprehension questions about a Latin passage completing cloze passages of Latin or writing sentences using a model after learning new vocabulary, grammatical structures, and syntax in context The students can: understand the main idea and most details when reading passages of latin composed for the acquisition of content and language skills understand the main idea and most details of reading passages adapted from the original authors understand sentences, questions, and commands on familiar topics when listening use words, phrases, and sentences when speaking or writing
Culture	The students: demonstrate a greater insight into the civilization and culture of the Greco-Roman world on selected topics through Latin and English readings. compare and contrast aspects of their own public and private lives to those of the Romans.
Connections	The students: reinforce and further their knowledge of other disciplines through their study of classical languages. In addition to those listed in Latin I, the students connect with the disciplines of philosophy, military science, and engineering. strengthen their vocabulary and reading skills in English. use technology to learn the Latin language and about Roman civilization.
Comparisons	The students: compare and contrast the language patterns and grammar of Latin to the structure and grammar of English. show the relationship of Latin words to their derivatives and cognates in English.
Communities	Students interact with community members who are involved in a variety of careers to understand how they have used their study of Latin.

LEVEL III	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Latin I & II. They also develop the ability to: read and understand prose and poetry of selected authors with appropriate assistance interpret the meaning of the passages they read begin to interpret content and features of style demonstrate a knowledge of vocabulary, inflectional systems, and syntax appropriate for the Latin passages they read read Latin aloud with accurate pronunciation, meaningful phrase grouping, and appropriate voice inflection write phrases and sentences in Latin. The students use the Latin language: when reading prose and poetry when reading aloud passages of prose and poetry; when writing sentences after learning new vocabulary, grammatical structures, and syntax in context The students can: comprehend the main idea and most details when reading passages of prose and poetry composed for acquisition of content and language skills comprehend the main idea and most details when reading passages of prose and poetry adapted from the original authors comprehend the main idea and most details when reading passages of prose and poetry of selected authors understand sentences, questions, and certain quotations when listening use words, phrases and sentences when writing or speaking.
Culture	The students demonstrate an extensive knowledge of Roman private and public life.
Connections	The students: recognize and make connections with Latin terminology in certain fields such as the social sciences, mathematics, science, technology, philosophy, law, art, and music. reflect on the classical influence in political institutions, law, and history of their own culture. use technology to learn the Latin language and about Roman civilization.
Comparisons	The students demonstrate the ability to transfer their knowledge of Latin vocabulary and structure to their understanding of English.
Communities	The students participate in the community of classical scholars in cultural events, contests, lectures, and seminars.

LEVELS IV & V AP - VERGIL AP-LITERATURE	PROGRAM GOALS
Communication	The students expand their ability to communicate as described in Latin I, II, & III. They also develop the ability to: read and understand the poetry of selected authors with appropriate assistance recognize, explain, and interpret content and features of the style of the authors read demonstrate a knowledge of vocabulary, inflectional systems, and syntax appropriate to the authors read identify and explain figures of speech and other poetical devices in context read Latin poetry aloud with attention to the metrical structure respond appropriately to more complex spoken and written Latin The students use the language being learned when: when reading the selected passages of Latin poetry when listening to short passages of poetry being read when reading aloud selections of Latin poetry The students can: comprehend the main idea and details of the poetry studied identify the meter and style of a poem studied read aloud familiar poetry analyze and interpret the content, style, and poetical features of the poetry studied
Culture	The students: demonstrate knowledge of an author, his genres, and literary period explain the historical and literary context of familiar poetry demonstrate a knowledge of Greco-Roman culture and civilization as they relate to the poetry read
Connections	The students: connect their knowledge of Latin poetry to their understanding of English and other poetry. demonstrate an enhanced ability to read, write, understand, and speak English based on the vocabulary and grammar of Latin use technology to learn more about the authors being studied.
Comparisons	The students: recognize the influence of Roman history, private and public life, art, and architecture on their own world and make comparisons and draw conclusions based on that knowledge compare and contrasts elements of literature, mythology, and philosophy of their own world with that of the ancient world
Communities	The students use their knowledge of Latin to communicate within the student and adult community of classical language learners and scholars and to participate in related events.

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