•                           2005 Connecticut World Language Curriculum Framework

     

    Approved October 5, 2005

     

     


    Introduction

     

    All children should have the opportunity to study at least one language, other than English, from pre-kindergarten through Grade 12.  The 2005 World Language Curriculum Framework presents a guide for world language content and instruction for all pre-kindergarten through Grade 12 students in Connecticut.  The document is based upon the work of the National Standards in Foreign Language Education Project (1996) and recent research findings in world language education.

     

    The 2005 Framework provides a progressive development of essential concepts and skills for Grades pre-kindergarten - 12, recognizing that many school districts are just beginning to move forward in offering world languages at the early elementary school level.

     

    Each district's curriculum in world languages depends on the starting point.  A system that begins in Grades 5-8 or Grades 9-12 must start from the beginning of the matrix, at Pre-K - 4, and continue from there.  The designations of Novice/Beginning, Intermediate, and Advanced are meant to correspond roughly to the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines.   As more students advance through longer sequences, these scales may need adjustment. 

     

    Six Domains and nine content standards with overarching questions frame world language content:

     

    COMMUNICATION

               

    How do I use another language to communicate with others?  (Interpersonal Mode)

     

    How do I understand what others are trying to communicate in another language?  (Interpretive Mode)

     

    How do I present information, concepts and ideas in another language in a way that is understood?  (Presentational Mode)

     

    CULTURES

     

    How do I use my understanding of culture to communicate and function

    appropriately in another culture?

     

    CONNECTIONS

               

    How do I use my understanding of another language and culture to reinforce and

                expand my knowledge of other disciplines and vice versa?  (Interdisciplinary Mode)

               

    How do I use my understanding of another language and culture to broaden and

                deepen my understanding of that language and culture and access and use      information that would otherwise be unavailable to me?  (Intradisciplinary Mode)

    COMPARISONS AMONG LANGUAGES

     

    How do I demonstrate an understanding of the similarities, differences and interactions across languages?

     

    COMPARISONS AMONG CULTURES

     

    How do I demonstrate an understanding of the similarities, differences and interactions across cultures?

     

    COMMUNITIES

     

                How do I use my knowledge of language and culture to enrich my life and broaden

    my opportunities?

     

    Grade-cluster content standards are developmentally sequenced responses to the overarching questions.  The Framework is formatted so that the development of essential skills and concepts is evident across grade levels in each domain.

     

    This document is designed to facilitate competency in world languages for all students in Connecticut public schools.