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Archived Information

Foreign Language Curriculum Frameworks

Appendix H: Stage 4 Learning Standard
Components and Topics

Stage 4

Sample Expected Outcomes

Students are expected to reach Stage 4 at the end of...

  • grade 12 in a PreK - 12 sequence

Communication Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will

  • Perform Stage 1, Stage 2, and Stage 3 Learning Standard Components
  • Initiate, sustain, and close a conversation
  • Negotiate a compromise
  • Discuss national, international, or current events
  • Exchange opinions on a variety of contemporary or historical topics
  • Use rephrasing, summarization, or elaboration to substantiate opinions, or express ideas and emotions
  • Convince and persuade another person to adopt a plan or viewpoint
  • Discuss and analyze literary texts*
  • Identify the main points and details in a radio or TV news program
  • Understand printed or recorded advice and suggestions
  • Analyze the aesthetic qualities of works of poetry, drama, fiction, or film*
  • Interpret literature based on evidence from the text*
  • Analyze moral/philosophical points presented in literary texts*
  • Write journals, letters, stories, and essays
  • Write critiques of books, articles, orations, movies, plays, videos, or CDs from or about the target culture*
  • Write or prepare an oral or videotaped report about a personal interest*
  • Recount events in an incident or a reading*
  • Narrate in the past, present, and future*

*applies to classical language learning

Topics

Topics from Stages 1, 2, 3, and...
authors and their times philosophy
history of cinema political science
economics anthropology
environmental concerns religions

Cultures Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will

  • Describe the evolution of words, proverbs, and images and discuss how they reflect cultural perspectives*
  • Analyze examples of literature, primary source historical documents, music, visual arts, theatre, dance, and other artifacts from target culture(s) and discuss how they reflect individual and cultural perspectives*
  • Describe conflicts in points of view within and among cultures and their possible resolutions; and discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives*
  • Distinguish among knowledge, informed opinions, uninformed opinions, stereotypes, prejudices, biases, open mindedness, narrow mindedness, and closed mindedness in literature, primary and secondary source documents, mass media, and multimedia presentations about and/or from culture; and discuss how these presentations reflect cultural and individual perspectives*
  • Analyze how participants' accounts of the same events can differ; how historians' interpretations of events can change over time; and how participants' and historians' interpretations of events can reflect individual and cultural perspectives*

*applies to classical language learning

Comparisons Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Compare, contrast, and discuss etymological/linguistic roots of English words from the target language*
  • Read and view several literary works (print, film, multimedia) with related themes and compare them*
  • Describe a major aspect of the linguistic system of the target language (such as syntax, style, body language, pragmatics, etc.) and compare and contrast this to a comparable aspect of English*
  • Describe similarities in themes and details found in narratives of the target language and English*
  • Compare, contrast, and discuss how a social issue is treated in primary sources in both English and the target language*
  • Compare and contrast how international events are or have been reported in the target culture's media*
  • Analyze and present how an important event was covered in the media in the target culture and how the U.S. media covered the same or similar events*

*applies to classical language learning

Connections Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Obtain information and knowledge related to other disciplines from sources in the target language*
    Examples of this include:
    • analyzing depictions of mythology by applying the learning standards of the History Strand of the History and Social Science Framework and the Literature Strand of the English Language Arts Framework
    • learning technical vocabulary in the target language to explain a design project when applying the learning standards of the Technology Strand of the Science and Technology Framework
    • researching examples of cultural encounters in history by reading primary source documents from the target culture and analyzing them using the learning standards of the History Strand of the History and Social Science Framework

*applies to classical language learning

Communities Strand: Learning Standard Components

Using sentences and strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will...

  • Apply knowledge of the target language and culture beyond the classroom setting*
    Examples of this include:
    • locating speakers or scholars of the target language in the community, region, or state and establishing ongoing communication through correspondence, multiple interviews or conversations, internships, or volunteer activities
    • locating newspapers, magazines, newsletters, television or radio stations, or websites that use languages other than English and contribute letters, articles, or other materials in the target language
    • describing work and volunteer opportunities requiring second language skills in international government relations, international businesses, and international non-profit organizations

*applies to classical language learning





Last Updated: January 1, 1999
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