Foreign Languages
The benefits of effective foreign language instruction focus
on the role of the individual in a multilingual, global society.
No longer do Americans live in isolation; instead, there is
an ever-changing, interdependent world in which diverse cultural
and linguistic groups converge. The National Standards for
Foreign Language Learning establish the academic, business,
personal, recreational and practical benefits of studying
foreign languages, and the Illinois Learning Standards
for Foreign Languages are based on this rationale. The
national document states: "To study another language
and culture gives one the powerful key to successful communication:
knowing how, when, and why to say what to whom. All
the linguistic and social knowledge required for effective
human-to-human interaction is encompassed in those ten words.
. . . The approach to second language instruction found in
today's schools is designed to facilitate genuine interaction
with others, whether they are on another continent, across
town, or within the neighborhood."
Research studies clearly indicate that studying another language
may give students the "edge" needed to succeed at
higher levels in some other subjects. A study of over 17,000
students applying for college admission revealed that "students
who had completed a foreign language course in high school
tended to have higher scores on the ACT exams in English and
math regardless of their ability level" (Olsen
& Brown 1992). It has also been verified that "high
school foreign language students perform significantly better
on the SAT verbal exam than non-foreign-language students,
and that SAT verbal scores increase successively with each
half year of foreign language study" (National Standards).
It is important to consider the special character of the
classical languages, Latin and ancient Greek. Although orality
may be one common component of instruction in these languages,
the main thrust of the curriculum is the comprehension of
written language rather than fluency in speaking. This fact
must be considered when applying the standards to the classical
languages and learning benchmarks found within this document.
In addition to reading and writing skills, a social-cultural-historical
emphasis may also be an important curricular goal in the classical
language classroom.
The standards included in this document are intended to be
generic and are not written for any one specific language.
Since all languages have differing vocabulary, syntactic structures,
sound systems, writing systems and cultures, they offer a
different set of greater and lesser challenges to English-speaking
students. As a result, users of this document should apply
necessary modifications to make them applicable to a specific
language.
The five stages are designed to correspond to the students'
expected level of progress as they study the language. The
Stage One (Beginning) benchmarks need to be mastered first
regardless of whether the study begins in elementary school,
middle school or high school, with mastery of the other stages
following in sequence. In short-term programs (e.g., current
2 - 4 year programs) students may not be able to achieve mastery
of the more advanced stages.
Applications of Learning
Through Applications of Learning, students demonstrate and
deepen their understanding of basic knowledge and skills.
These applied learning skills cross academic disciplines and
reinforce the important learning of the disciplines. The ability
to use these skills will greatly influence students' success
in school, in the workplace and in the community.
Solving Problems
Recognize and investigate problems; formulate and propose
solutions supported by reason and evidence.
Learning a foreign language develops the tools for dealing
with various types of survival challenges, technical skills
and interpersonal exchanges across and among cultures. Students
use the process of forming a hypothesis, testing that hypothesis,
eliminating nonessential information and drawing conclusions,
aided by and further developing the four skills which are
at the core of communication: listening, speaking, reading
and writing. Knowledge of other cultures and world issues
helps students temper their communication about the problems
they endeavor to solve.
Communicating
Express and interpret information and ideas.
The four basic skills essential for oral and written communication
are enhanced by an understanding of non-verbal gestures, cultural
symbols and rituals, global trends, regional varieties of
language, and local traditions and contexts. For students
of language to contribute to society, they must learn the
academic, technical and workplace uses of language and how
those realms of knowledge relate to other fields of study.
Students learn to communicate for a complete range of purposes
including personal, school-based, community, vocational, recreational
and professional. In modern languages, curricular designs
reflect the importance of students developing simultaneously
all four communication skills—listening, speaking, reading
and writing.
Using Technology
Use appropriate instruments, electronic equipment, computers
and networks to access information, process ideas and communicate
results.
Students of foreign languages benefit from access to a wide
range of technology helpful in locating primary sources in
the target language and interacting directly with native speakers.
Students reinforce their knowledge of software, technical
skills and vocabulary as they use this technology both within
and beyond the foreign language classroom. The use of technology
in the foreign language curriculum adds a powerful tool for
lifelong learning, advanced research, recreational activities
and understanding of global issues.
Working on Teams
Learn and contribute productively as individuals and as members
of groups.
Group learning activities at the core of foreign language
learning are one component of actual communication in the
target language. Students using the target language to engage
in group discussions and research projects are already communicating
within the classroom. Group learning activities also reflect
contexts and processes outside the classroom. For example,
students involved in a debate may cover the same issues as
presented in a court of law during the French Revolution.
Students preparing a group presentation on the Amazon rainforest
may cover the same problems as a group of Brazilian engineers
and scientists.
Making Connections
Recognize and apply connections of important information
and ideas within and among learning areas.
Students of foreign languages make four types of connections
throughout their study. First, they learn how to transfer
skills and content of the foreign language in ways to better
understand skills and content of the first language. Second,
students make subject-matter connections, reinforcing content
and skills of other areas such as science and fine arts. Third,
students explore issues and themes which cross disciplinary
lines, and fourth, students use the target language for making
connections to vocabulary and processes important in the world
of work, in community service, and for recreational purposes.
Goals
Goal 28 - Communication  
Goal 29 - Culture and Geography
Goal 30 - Connections and Application
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