Strand Interpersonal communication involves everyday topics, such as greetings, current events, news about family and friends, social events, personal viewpoints, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language.

Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Multiplayer games and hands-on activities allow students to interact, collaborate and work as a team.

Strand Interpersonal communication involves everyday classroom or academic topics, such as greetings, instructions, directions, class discussions, school events, requests for information, academic discourse, and so on. Students make connections in conversation with other academic disciplines during both language and academic instruction, and they are able to converse about mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc.

Through an extensive activity curriculum, students are chatting, playing games designed for the world language classroom, performing dialogues and role plays, following TPR and other directions as well as demonstrating understanding and application through hands-on activities developed for the classroom teacher. Connections to every-day liffe, current events and other disciplines are reinforced.

Interpersonal communication involves everyday topics, such as greetings, directions, current events (locally or in the target culture), class discussions, community events, requests for information, community discourse/debate, and so on. Students access knowledge and information from other communities and use that information in conversations to become knowledgeable global citizens.

Learners are actively engaged in exploring their world and the outside world to better understand, communicate appropriately, and use their target language at the assigned proficiency level with the knowledge of the nuances in the language/ communication. The culture card component of the FL4K program allows students to explore other cultures and react to the information in various mediums. Authentic cultural resources are used in various social media formats and role plays are integrated so students incorporate the vocabulary/ customs/ etiquette into scenarios that mimic real life situations. Students also do polls, debate, make cultural comparisons and work in a digital format similar to Instagram. Dialogues allow students to demonstrate oral proficiency and play back their own voices.

Strand Interpretive communication involves listening to and reading about everyday topics, such as current events, news about family and friends, social events, personal viewpoints, social media, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language, as they learn to draw on specific strategies and skills sets to infer meaning in situations where no negotiation takes place.

Differentiated fiction/non-fiction readings allow students to read at their unique challenge level. Practice questions allow students to respond in various modes to demonstrate understanding/ comprehension. Videos allow for immersion of comprehensible input in a fun, engaging way and represent native and non-native speakers to provide the student with anchoring and comfort level.

Interpretive communication involves listening to information about common classroom or academic topics, such as instructions, directions, class discussions, lectures (live or recorded), school events, requests for information, and so on. It also involves reading of all types, such as from textbooks or other instructional materials, fiction and non-fiction books, websites, wikis, etc. Students make connections through listening and reading with other academic disciplines during both language and academic instruction, and they build background knowledge in mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc., that can be used later to engage in Interpersonal and Presentational Communication.

Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement moving towards proficiency and an achievement on the Seal of Biliteracy.

Content is contextualized and represents relevant topics/situations in everyday life of the student. Readings are fiction/non-fiction with culture embedded across a wide range of disciplines such as climate change, animal habitats, career, wellness, transportation, visual/performing arts, etc, and songs are used to support comprehension, literacy, and cultural understandings.

Interpretive communication involves listening to and reading about topics from daily life, such as greetings, directions, current events (locally or in the target culture), class discussions, community events, requests for information, community discourse/debate, news broadcasts, television and radio programs, websites, wikis, other social media, and so on. Students access knowledge and information from other communities and use that information in listening and reading to become knowledgeable global citizens.

Content is aligned to the core ideas and performance expectations of the 5 C’s (Communication, Cultures, Connections, Comparisons, Communities, ACTFL 2012). It also is aligned to the Connections to Language & Literacy, Connections to other Disciplines and Interpersonal, Interpretive, Presentational Connections within Communities.

Strand Presentational communication involves speaking and writing about everyday topics, such as introductions, current events, stories about family and friends, past and present events, differing viewpoints, and so on. Students develop greater understanding and insight into the nature of language and culture, including their native or first language, because they have time to prepare and practice what they plan to present.

Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

Strand Presentational communication involves speaking and writing in the classroom or other academic setting, such as making introductions, giving class presentations or lectures (live or recorded), participating in school events, sharing requests for information, and so on. It also involves responding to learning, such as cooperative activities in the classroom, writing in journals, presenting reports, etc. Students make connections through speaking and writing with other academic disciplines during both language and academic instruction, and they are able to present on mathematics, economics, social studies, the arts, health, physical education, science, career and technical skills, technology, etc.

Multiple practice activities, redo/retake options, instant feedback, and playback opportunities for incorrect responses are provided to assist students in the learning process. Teachers can assign differentiated activities to meet student skill level. Super seven verbs are used to enable students to acquire language in a natural format. Projects and various presentational mediums are incorporated and can be done by individual, pairs or small group. A list of hands-on activities is provided for teacher/district selection.

Presentational communication involves speaking about topics from daily life, such as making introductions, giving directions, sharing current events and news (locally or in the target culture), participating in class discussions or community discourse/debate, sharing requests for information, being involved with broadcasts (speaking on television and radio programs), creating or contributing to websites or other social media, and so on. Students access knowledge and information from other communities and use that information in speaking and writing to become knowledgeable global citizens.

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. Various social media components are embedded in the program to allow for debate, discourse, videos, broadcasts, etc. Cross-content connections are made that meet the standards of other disciplines.

❖ 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.

Language is inextricably linked to cultural understanding and awareness, a concept called interculturality, or knowing how to say what, to whom, and when. Within language and literacy, this involves understanding the cultural nuances associated with practices, perspectives, and products when communicating.

Provides an engaging and fun language acquisition and intercultural awareness program possible for today’s student so that they can communicate naturally and spontaneously, including Interpretive, Interpersonal, and Presentational skill-building with a complete video program interwoven with an intercultural curriculum, authentic resources, reading program, hands-on activities, online practice questions, and games specifically designed to build oral proficiency.

Culture within classroom and academic environments involves understanding the cultural nuances associated with practices, perspectives, and products when communicating about learning or within discipline-specific topics. Students make cultural connections when communicating about other academic disciplines during both language and academic instruction.

Reflect the NCSSFL-ACTFL Can-Do Statements Proficiency Benchmarks: 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.

Culture within communities, whether a target language community or communities of learners of the same target language, involves understanding the cultural nuances associated with practices, perspectives, and products when communicating about topics and events that impact people as a group or community.

Cultivates cultural understanding and awareness of what it means to be a global citizen. Relevant, interesting cultural resources are used to help students embrace diversity and open their eyes to other perspectives.