Georgia Standards of Excellence for World Languages
FL4K’s Alignment with GA Standards of Excellence for World Languages
Includes the 5 Cs for World Readiness Standards for Learning Languages:
Provides opportunities to compare, connect, and communicate through cultural contexts using authentic resources and offers ideas for teachers and students on how to interact with local and international communities.
Learners set goals and reflect on their progress in using language for enjoyment, enrichment, and advancement moving towards proficiency and an achievement on the Seal of Biliteracy.
Promotes the three modes of communication
Regional expertise, cross-cultural competence, and advanced language proficiency are no longer skills reserved only for those who plan for a career overseas - they are skills that will enhance any career field, encourage international investment to our state, and develop a workforce that is successful in working on diverse international teams to collaborate and solve global problems. Developing international perspective and advanced language proficiency, particularly as this relates to college and career readiness, will ensure our nation's security and will support our statewide and regional economic development goals. Business leaders across Georgia and the Southeast have made it clear that these skills are the fastest route to success in a global job market and that they provide a competitive advantage that moves an applicant's resume to the top of the pile.
Provides opportunities for collaboration, promoting leadership, critical thinking and problem solving, decision-making, developing technology and media literacy skills, encouraging accountability and responsibility, and developing interculturality and global citizenship. Aligns with ACTFL 21st Century World Readiness Standards.
The FL4K culture component is relevant and provides high interest topics that allow students to make comparisons between cultures. Students become aware of global concerns with examples of climate change, lack of resources, changes in habitats and well-being of citizens across the globe.
Dual Language Immersion for Cultural History:
Learners identify and investigate some typical products related to everyday life in the target culture(s) and in the learners’ own culture. They begin to infer perspectives (attitudes, values, beliefs, the way a native speaker living in the target culture interprets meaning) of the target culture society. Communities, animals and their habitats, technology, geography, climate, fine and performing arts. Learners recognize and identify a few typical practices of the target culture.
Presents products, practices, and perspectives of 11 Hispanic cultures with opportunities for investigation and interaction. The program includes cultural comparisons, reflection questions, polls, and opportunities for critical thinking, problem solving, and decision making with regard to the following topics: geography and climate, citizens, languages, sites of interest, transportation, animals, food, lodging, nature, adventures, contemporary topics, and the arts.
Uses NCSSFL-ACTFL Can-Do self-assessment checklists used by language learners to assess what they “can do” with language in the Interpersonal, Interpretive, and Presentational modes of communication.
Offers Can-Do Statements with built-in recording features for students to provide evidence of what they can do as they progress on a continuum of proficiency according to skill in an interwoven language and culture program with a multi-level intercultural curriculum for differentiation including heritage speakers
Standards follow the Seal of Biliteracy Achievement.
Mirrors the format for the national tests used for the Seal of Biliteracy to provide a comfort level from the lowest level to the intermediate level. The objective for learning is to scaffold language in context as students achieve higher proficiency levels in each mode. Feedback to students is personalized. Student content can easily be differentiated to meet the learner needs.
Promote an acquisition process that is research-based, spiraling and recursive, and aligned to appropriate proficiency targets that are designed to ultimately enable learners to attain Novice-High level proficiency or above.
Fosters an acquisition process with proficiency targets that lead to a student feeling comfortable and confident with the target language, with the goal of reaching a Novice-High, or higher, level of proficiency.
Learners will be able to comprehend spoken and written language when accessing appropriate and authentic media sources (e.g., film, music, television, web sites, email, text messages) from countries in which the target language is spoken. MLDML6.INT1
Students will reach an intermediate-mid level by the end of the program units and be able to:
Learners will be able to present information orally and in writing using familiar and new vocabulary, phrases, and patterns in increasingly complex sentences incorporating appropriate and authentic media sources (e.g., film, music, television, web sites, email, text messages) from countries in which the target language is spoken. MLDML6.IP2
By the end of the program students will be able to: