World Languages Standards for

California Public Schools, Kindergarten

Through Grade Twelve
Approved by the State Board of Education
January 2019
 1 Introduction
2 The World Languages Standards for California Public Schools, Kindergarten Through
3 Grade Twelve are intended to provide guidance to teachers, administrators, students,
4 parents and the community at large in implementing World Languages programs for
5 California’s diverse student population and ensure successful entry at any point in the
6 curriculum from kindergarten through grade twelve.

7 Developing Global Competency and Literacy

8 To succeed in the twenty-first century, in addition to proficiency in English and subject-
9 specific content literacy, today’s students need to develop communicative and
10 cultural proficiency and literacy in several of the world’s languages and cultures. The
11 ability to communicate on a wide variety of topics, in culturally appropriate ways, and in
12 multiple target-culture settings, demonstrates how these literacies increase intercultural
13 understanding and the effectiveness of collaborative international endeavors in today’s
14 technologically-driven global economy. Student success in an interconnected world,
15 their college and career readiness, and global citizenship, depend on learners’ effective
16 use of language and cross-cultural communication skills.

17 The World Languages Standards for California Public Schools, Kindergarten Through
18 Grade Twelve address the literacies of the 21st Century Skills Map for World
19 Languages, with pointed focus on: Information Literacy through which students, as
20 “informed global citizens”, access, manage, and effectively use culturally authentic
21 sources in ethical and legal ways; Technology Literacy through which students as
22 “productive global citizens” use appropriate technologies when interpreting messages,
23 interacting with others, and producing written, oral, manual, and visual messages;
24 Media Literacy through which students as “active global citizens” evaluate authentic
25 sources to understand how media reflect and influence language and culture; and
26 Emotional Literacy through which students as “emotionally intelligent global citizens”
27 develop self-awareness, build community, and interact with understanding and
28 empathy.

29 California’s Diverse Student Population

30 California’s students bring a rich variety of linguistic and cultural assets to the
31 classroom. Students may have learned a heritage language at home, arrived recently
32 as immigrants, or acquired the ability to understand or produce one or more languages
33 through contact in their communities or abroad. All students further develop their
34 knowledge of English. Some choose to further develop the languages they know; others
35 seek opportunities to learn additional languages and cultures. Thus, the considerable
36 number of languages spoken and taught in California schools and the range of entry
37 points and proficiency levels among students require standards that are connected to
38 student performance rather than grade level.
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40 The Length of Time for Learning Languages and Cultures
41 The amount of time it takes to learn another language and its cultures is linked to the
42 linguistic and cultural similarities and differences among the languages and cultures
43 students already know. The particular language and cultures that learners study and
44 their performance profile when they enter a program determine the amount of time
45 required to achieve a particular level of proficiency. Categories of languages have been
46 established by the Foreign Service Institute based on the time it takes for native
47 speakers of English to develop proficiency in target languages and cultures. For
48 students who speak English only, Arabic, Japanese, Korean and Mandarin, Category IV
49 languages, will take considerably longer to acquire than French, Italian, Portuguese or
50 Spanish, Category I languages. For students who speak Hebrew, in addition to English,
51 acquiring Arabic will take substantially less time, due to the similarities between these
52 two Semitic languages. American Sign Language (ASL), Classical Greek, Latin, and
53 Native American languages have not been assigned by the Foreign Service Institute to
54 language categories.

55 The Foreign Service Institute has compiled learning expectations for languages taught
56 at their facilities. When using their data, one must be cognizant that students are
57 typically forty years old, with an aptitude for formal language study, and frequently
58 knowledge of several world languages. They study in small classes of no more than six
59 students. Their schedule calls for twenty-five hours of class per week with three to four
60 hours per day of directed self-study.

61 Category I: Languages closely related to English (600 class hours are typically
62 necessary for learners to perform within the Superior Range of Proficiency)
63 • Dutch
64 • French
65 • Italian
66 • Norwegian
67 • Portuguese
68 • Romanian
69 • Spanish
70 • Swedish

71 Category II: Languages with linguistic and/or cultural differences from English
72 (1200 class hours are typically necessary for learners to perform within the Superior
73 Range of Proficiency)
74 • Bulgarian
75 • Dari
76 • Farsi
77 • German
78 • Greek

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79 • Hindi
80 • Indonesian
81 • Malay
82 • Urdu

83 Category III: Languages with significant linguistic and/or cultural differences from
84 English
85 (1800 class hours are typically necessary for learners to perform within the Superior
86 Range of Proficiency)
87 • Armenian
88 • Bengali
89 • Burmese
90 • Czech
91 • Filipino
92 • Finnish
93 • Hebrew
94 • Hmong
95 • *Hungarian
96 • Khmer
97 • Lao
98 • Pashto
99 • Polish
100 • Punjabi
101 • Russian
102 • Serbian
103 • Tamil
104 • *Thai
105 • Turkish
106 • *Vietnamese
107 • Xhosa
108 • Zulu

109 Category IV: Languages which are exceptionally difficult for native English
110 speakers
111 (2400 class hours are typically necessary for learners to perform within the Superior
112 Range of Proficiency a subset of which is in the target cultures)
113 • Arabic
114 • Cantonese
115 • Mandarin
116 • Japanese
117 • Korean

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118 *Languages preceded by asterisks are typically more difficult for native English
119 speakers to learn than other languages in the same category.

120 The value of acquiring proficiency in the world’s languages and cultures cannot be
121 overemphasized. The world languages classroom offers opportunities for students to
122 become global citizens, capable of collaborating in multilingual communities, face-to-
123 face or through technology, to address the wide variety of challenges that face our
124 nation and our neighbors in the 21st century. To ensure success in this endeavor all
125 stakeholders in the educational enterprise must support the study of a wide variety of
126 languages. Introducing language learning early in the elementary grades ensuring
127 smooth articulation throughout twelve years of public schooling and beyond.

128 The Ranges and Phases of Proficiency

129 The ranges and phases of proficiency referenced in this section are derived from those
130 created by the American Council on the Teaching of Foreign Languages (ACTFL) and
131 have been adapted from the assessment manuals developed by the California World
132 Language Project, the Classroom Oral Competency Interview, the Classroom Writing
133 Competency Assessment and the Classroom Receptive Competency Matrix.

134 Ranges and Text Types

135 Novice Learners use learned words and phrases (formulaic language).
136 Intermediate Learners use sentences and strings of sentences (created language).
137 Advanced Learners use paragraphs and strings of paragraphs (planned language).
138 Superior Learners use coherent and cohesive multi-paragraph texts (extended
139 language).

140 Phases within each Range

141 Low Learners are just able to produce the text-type characteristic of the range.
142 Accuracy in comprehension and production is low.
143 Mid Learners produce a wide variety of text-types within the range.
144 Accuracy in comprehension and production is high.
145 High Learners begin to produce, but not consistently, text-types of the
146 subsequent range.
147 Accuracy in comprehension and production is maintained in the current
148 range of proficiency and is low in the subsequent range.

149 Although State and National documents use different scales to measure student
150 proficiency, ACTFL’s Stages of Proficiency, as do the levels referenced in the widely
151 consulted documents below, tap into similar performance profiles, and as such, are
152 compatible:

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153 • Common Core State Standards for English Language Arts and Literacy in
154 History/Social Studies, Science, and Technical Subjects (CCSS)
155 • College and Career Readiness Anchor Standards (CCRAS)
156 • California English Language Development Standards (CA ELD)
157 • English-Language Arts Content Standards for California Public Schools (CA
158 ELA)
159 (See Appendix 4, Ways the World Languages Standards Support Common Core State
160 Standards)

161 It is important to recognize that that language learners may require more than one year
162 to progress from one proficiency range to the next and may spend a significant amount
163 of time in two adjacent ranges. For example, learners of Russian, a Category III
164 language, may require two years to move beyond Novice performance in listening and
165 speaking but longer than two years for reading and writing. Programs may focus on
166 specific communicative modes. For example, a Mandarin program may choose to
167 develop Advanced proficiency in listening and speaking, Intermediate proficiency in
168 reading, and Novice proficiency in writing. Since classical languages are no longer
169 spoken, Classical Greek and Latin programs emphasize reading from the very
170 beginning of instruction. Further, it is common in the elementary school context for
171 learners who do not have a heritage language background to remain Novices for an
172 extended period of time.

173 California’s Language Programs

174 California offers a variety of language programs, beginning in elementary school,
175 continuing in middle school, and most typically in comprehensive high schools. These
176 programs must be age-appropriate in order to address students’ cognitive, emotional,
177 and social needs. Long sequences within these programs provide pathways for
178 students to earn California’s State Seal of Biliteracy on their high school diplomas.
179 Elementary school programs include: Foreign Language Experience (FLEX), Foreign
180 Language in the Elementary School (FLES) and a variety of bilingual and immersion
181 programs some of which serve heritage learners of the target language. Elementary
182 school program models differ substantially in the number of contact hours allocated to
183 the curriculum (see Appendix 1, Ways the World Languages Standards Support
184 Biliteracy and Multilingual Education). Some middle schools also offer immersion and
185 FLEX programs as well as introductory courses that may be equivalent to the first or
186 second year of high school study. High school programs traditionally offer a four-year
187 sequence preparing students for the Scholastic Aptitude Test (SAT) II examinations in
188 world languages other than English and often culminating in the Advanced Placement
189 (AP) and National Examinations in World Languages (NEWL) programs and, less
190 frequently, the International Baccalaureate (IB) program. Programs for heritage and
191 native speakers, also offered primarily in high school, include bilingual and immersion
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192 programs, particularly at the elementary school level, specialized courses designed to
193 meet learner needs, and accommodations for these learners in world-language
194 classrooms in middle and high schools. The use of research-based instructional
195 practices, Universal Design for Learning, and appropriate accommodations ensure
196 that students with disabilities are successful in world languages classrooms (see
197 Appendix 2, Ways Students May Access the World Languages Standards).

198 Organization of the Standards

199 The World Languages Standards for California Public Schools, Kindergarten Through
200 Grade Twelve provide an organizing principle to ensure the continuous development of
201 student proficiency, irrespective of the multiple points of entry and exit from California’s
202 language programs. They represent a strong consensus that the study of a wide variety
203 of the world’s languages and cultures is part of the core curriculum. The Standards
204 present the knowledge and skills that all learners should acquire in the study of world
205 languages and cultures within their thirteen years in California public schools. Because
206 of the considerable number of languages taught in California schools, the standards are
207 not language-specific. They were developed to accommodate all languages by
208 describing the various ranges through which learners pass as they become increasing
209 proficient and literate. Further, due to the various proficiency profiles of students and the
210 multiple points of entry and exit from California’s language programs, the standards are
211 not tied to specific grade levels but rather describe ranges of linguistic and cultural
212 proficiency that may be achieved by elementary, middle or high school students. It is
213 unlikely, even in long instructional sequences, that high school graduates will develop
214 all of the competencies necessary to place them within the Superior Range of
215 proficiency since performance within this range requires highly specific, abstract
216 language use within professional contexts. The Superior Range is included in this
217 document since learners can develop some of its competencies and its presence can
218 inform backward planning of program curricula.

219 It is useful to distinguish the organization of California’s Standards from the national
220 standards developed by the American Council for the Teaching of Foreign Languages
221 (ACTFL). In 1999, the national standards introduced five C’s and a variety of related
222 concepts for ease of understanding and use in planning and in instruction. Two decades
223 later, this standards document focuses on the same content but distributes it among
224 three C’s to emphasize the relationships between the components of the
225 Communication Standards. Both sets of standards, ACTFL in its "weave of curricular
226 elements" and California in this description, emphasize that however divided, the
227 standards merge seamlessly within each of the stages of proficiency.

228 Communication
229 Real-world communication is purposeful and takes place in a variety of authentic
230 settings representative of those that learners will experience in the target cultures. It
231 may be interpretive: language users listen, view, and read using knowledge of cultural
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232 products, practices, and perspectives. It may be interpersonal: culturally appropriate
233 listening and speaking, reading and writing, viewing and signing (ASL) take place as a
234 shared activity among language users. It may be presentational: speaking, signing,
235 and writing take place for an audience of listeners, readers and/or viewers in culturally
236 appropriate ways. The Communication Standards use the term “structures” to capture
237 the multiple components of grammar that learners must control in order to communicate
238 with accuracy. Students need to acquire orthography, the writing systems of languages
239 that have them; phonology, the sound system (parameters in ASL); morphology, the
240 rules for word formation; syntax, the principles of sentence structure; semantics,
241 language-based meaning systems; and pragmatics, meaning systems for language
242 use. (See also Appendix 3, Proficiency Ranges at a Glance.)

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243 Cultures
244 Students must acquire the ability to interact appropriately with target culture bearers in
245 order to communicate successfully. Culturally appropriate language use requires an
246 understanding of the relationship between the products and practices of cultures and
247 their underlying perspectives. While acquiring knowledge of products, practices and
248 perspectives of the target cultures, learners engage in comparisons among their
249 cultures and the target cultures and explore how cultures affect each other when they
250 come into contact in multilingual and multicultural communities. (See also Appendix 3,
251 Proficiency Ranges at a Glance.)

252 Connections
253 Language users address a wide variety of topics that are appropriate to their age and
254 range of proficiency and increase their knowledge of numerous areas of the curriculum.
255 As students develop their ability to communicate in the target language and cultures,
256 they are able to more fully address topics that increase in complexity and learn how
257 target-culture bearers understand and address discipline-specific and cross-disciplinary
258 concepts. (See also Appendix 3, Proficiency Ranges at a Glance.)

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259 The Communication Standards
260 Communication is purposeful, taking place when language users carry-out real-world
261 functions in culturally-authentic settings, in three communicative modes. In the
262 Interpretive Mode, learners view, listen to, and read authentic texts, using knowledge
263 of cultural products, practices and perspectives, often with technology to access
264 information. In the Interpersonal Mode, learners listen and speak, view and sign (in
265 American Sign Language, ASL), or read and write, interacting in real-world settings and
266 often using technology to collaborate. In the Presentational Mode, learners speak, sign
267 (ASL), and write for a variety of purposes, listeners, viewers and readers, in culturally
268 appropriate ways, using the most suitable media and technologies to present and
269 publish.

270 As learners move through the ranges of proficiency, they are able to understand and
271 produce the following text-types when they communicate:

272 Ranges and Text Types

273 Novice Learners use learned words and phrases (formulaic language).
274 Intermediate Learners use sentences and strings of sentences (created language).
275 Advanced Learners use paragraphs and strings of paragraphs (planned language).
276 Superior Learners use coherent and cohesive multi-paragraph texts (extended
277 language).

278 Within each range of proficiency, learners progress through low, mid and high phases.
279 For example, within the Intermediate Range, learners performing at Intermediate Low,
280 are just able to understand and produce sentences, often with low levels of accuracy.
281 Learners performing at Intermediate Mid, understand and produce a wide variety of
282 sentences and some strings of sentences with a high degree of accuracy. Learners
283 performing at Intermediate High, understand and produce many strings of sentences as
284 they attempt to comprehend and use paragraph-level discourse. Intermediate High
285 sentences do not consistently cohere and accuracy is compromised as learners
286 struggle to understand and communicate messages that require paragraph-level
287 discourse.

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288 Phases within each Range
289 Low Learners are just able to produce the text-type characteristic of the range.
290 Accuracy in comprehension and production is low.
291 Mid Learners produce a wide variety of text-types within the range.
292 Accuracy in comprehension and production is high.
293 High Learners begin to produce, but not consistently, text-types of the
294 subsequent range.
295 Accuracy in comprehension and production is maintained in the current
296 range of proficiency and is low in the subsequent range.
297 Functions
298 Language functions describe the purposes to which language is used in culturally
299 appropriate real-world communication. Functions may be receptive or productive. Ten
300 high frequency functions appear below:
301 • Asking and responding to questions,
302 • Describing people, places and things,
303 • Expressing feelings and emotions,
304 • Expressing preferences and opinions,
305 • Maintaining a conversation or discussion in person or virtually,
306 • Telling or retelling stories,
307 • Summarizing authentic oral texts,
308 • Interpreting authentic written texts,
309 • Presenting information orally, and
310 • Presenting information in writing.
311 From The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design,
312 Donna Clementi and Laura Terrill, ACTFL, 2017.

313 Settings
314 With the Communication Standards students use language both within and beyond the
315 classroom to interact in local communities and abroad in a wide variety of settings.
316 Technology facilitates this collaboration where and when target-language communities
317 are not available locally or where and when students wish to participate virtually in
318 global settings. As students engage in simulations within the classroom and carry-out
319 age-appropriate, real-world tasks in target-culture communities, they begin to take
320 charge of their learning. As life-long learners, they set goals, reflect on progress, and
321 use language for enjoyment, enrichment and advancement in real-world, academic and
322 career-related settings. The standards underscore the need for learning to be stage-
323 (Novice, Intermediate, Advanced, Superior), age- (elementary, middle, high school) and
324 linguistically- (non-native, heritage, native speaker) appropriate.

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325 Structures
326 Languages vary considerably in the structures they use to convey meaning. As a
327 result, the structures standards in service of communication are general in order to
328 apply to all languages. For this reason, curricula must feature language-specific
329 structures essential for accurate communication. As students interact with authentic
330 materials and with teachers who communicate in the target language in culturally-
331 appropriate ways, they discover and acquire the structures of the target language
332 through the messages they understand and the concepts they grasp. In order to foster
333 growth in content knowledge and communicative proficiency, teachers tailor their
334 language and the materials they use just above the proficiency range of their students’
335 current performance levels. For example, if Novice Low, target Novice Mid. If Novice
336 High, target Intermediate Low. If Intermediate High, target Advanced Low, if Advanced
337 Mid, target Advanced High. The World Languages Standards for California Public
338 Schools, Kindergarten Through Grade Twelve focus on using language to comprehend
339 messages (receptive structures) and to produce messages (productive structures).
340 The structures standards in service of communication are a vital component of the
341 Communication Standards since they provide the means for real-world, culturally-
342 appropriate target-language use. They are not intended to encourage instruction “about”
343 the target language.

344 The goal statements that proceed each of the standards were adapted from the World
345 Readiness Standards for Learning Languages (ACTFL, 2015) and “Outcomes for
346 Language and Culture Learning” (Zaslow, 2016).

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347 Communication Standard 1: Interpretive Communication
348 (Equivalent to Interpretive Communication, CA ELD Standards)
349 Goals
350 • Students demonstrate understanding, interpret, and analyze what is heard, read
351 or viewed on a variety of topics, from authentic texts, using technology, when
352 appropriate, to access information.
Novice Intermediate Advanced Superior
WL.CM1.N WL.CM1.I WL.CM1.A WL.CM1.S
Demonstrate Demonstrate Demonstrate Demonstrate
understanding of understanding of understanding of understanding and
the general the main idea and the main idea and infer meaning from
meaning and some some details on supporting details in complex, authentic,
basic information on some informal major time frames multi-paragraph
very familiar topics related to self on most informal texts on topics
common daily topics and the immediate and formal topics of ranging from broad
by recognizing environment in general public general interests, to
memorized words, sentences and interest in authentic unfamiliar, abstract,
phrases, and simple strings of sentences texts using and hypothetical
sentences in in authentic texts paragraph-level areas of specialized
authentic texts that that are spoken, discourse that are professional and
are spoken, written, written, or signed spoken, written, or academic expertise,
or signed (ASL). (ASL). signed (ASL). in texts that are
spoken, written, or
signed (ASL).
353

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354 Communication Standard 2: Interpersonal Communication
355 (Equivalent to Collaborative Communication, CA ELD Standards)
356 Goal
357 • Students interact and negotiate meaning in a variety of real-world settings and for
358 multiple purposes, in spoken, signed (ASL), or written conversations, using
359 technology as appropriate, in order to collaborate, to share information,
360 reactions, feelings, and opinions.
Novice Intermediate Advanced Superior
WL.CM2.N WL.CM2.I WL.CM2.A WL.CM2.S
Participate in real- Participate in real- Participate in real- Participate fully and
world, spoken, world, spoken, world, spoken, effectively in real-
written, or signed written, or signed written, or signed world, spoken,
(ASL) conversations (ASL) conversations (ASL) conversations written, or signed
on very familiar related to self and and discussions in (ASL) discussions
topics, using the immediate major time frames and debates, on
memorized words, environment, on topics of general topics ranging from
phrases, and simple creating sentences public interest using broad general
sentences, and and strings of connected interests, to
questions in highly sentences to ask sentences and unfamiliar, abstract
predictable common and answer a paragraph-level and hypothetical
daily settings. variety of questions discourse in most areas of specialized
in transactional and informal and formal professional and
some informal settings. academic expertise,
settings. using a wide variety
of text-types with
cohesive discourse
in informal and
formal settings, and
problem situations.
361

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362 Communication Standard 3: Presentational Communication
363 (Equivalent to Productive Communication, CA ELD Standards)
364 Goal
365 • Students present information, concepts, and ideas to inform, narrate, explain,
366 and persuade, on a variety of topics and for multiple purposes, in culturally
367 appropriate ways, adapting to various audiences of listeners, readers, or
368 viewers, using the most suitable media and technologies to present and
369 publish.
Novice Intermediate Advanced Superior
WL.CM3.N WL.CM3.I WL.CM3.A WL.CM3.S
Present information Make simple Deliver Deliver complex
in culturally presentations in presentations in presentations with
appropriate-ways on culturally- culturally- precision of
very familiar appropriate ways on appropriate ways on expression, in
common daily topics transactional and topics of general culturally-
using memorized informal topics public interest using appropriate ways,
words, phrases, and related to self and paragraph-level for a wide variety of
simple sentences the immediate discourse in major audiences, on
through spoken, environment using time frames through topics ranging from
written, or signed sentences and spoken, written, or broad general
(ASL) language strings of sentences signed (ASL) interests to
using the most through spoken, language using the unfamiliar, abstract,
suitable media and written, or signed most suitable media and hypothetical
technologies to (ASL) language and technologies to areas of specialized
present and publish. using the most present and publish. professional and
suitable media and academic expertise,
technologies to using a wide variety
present and publish. of text-types with
cohesive discourse,
through spoken,
written, or signed
(ASL) language,
using the most
suitable media and
technologies to
present and
publish.
370

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371 Communication Standard 4: Settings for Communication
372 Goals
373 • Students use language in highly predictable common daily settings (NOVICE),
374 transactional and some informal settings (INTERMEDIATE), most informal and
375 formal settings (ADVANCED), informal, formal and professional settings, and
376 unfamiliar and problem situations, (SUPERIOR), in their communities and in the
377 globalized world.
378 • Students recognize (NOVICE), participate in (INTERMEDIATE), initiate
379 (ADVANCED), or sustain (SUPERIOR), language use opportunities outside the
380 classroom and set goals, reflecting on progress, and using language for
381 enjoyment, enrichment and advancement.
Novice Intermediate Advanced Superior
WL.CM4.N WL.CM4.I WL.CM4.A WL.CM4.S
Recognize age- Participate in age- Initiate, culturally- Sustain culturally-
appropriate, appropriate, authentic, real-world authentic, real-
culturally-authentic, culturally-authentic, and academic world and academic
real-world and real-world and language-use language-use
academic language- academic language- opportunities in opportunities on
use opportunities in use opportunities in most informal and topics ranging from
highly predictable transactional and formal settings in broad general
common daily some informal target-language interests, to
settings in target- settings in target- communities within unfamiliar, abstract
language language the United States and hypothetical
communities within communities within and around the areas of specialized
the United States the United States globe. professional and
and around the and around the academic expertise,
globe. globe. in target-language
communities within
the United States
and around the
globe.
382

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383 Communication Standard 5: Receptive Structures in Service of
384 Communication
385 Goals
386 • Students use structures: sounds, parameters (ASL), writing systems (NOVICE),
387 basic word and sentence formation (INTERMEDIATE), structures for major time
388 frames, text structures for paragraph-level discourse, (ADVANCED), all
389 structures (SUPERIOR), text structures for extended discourse, in order to
390 communicate.
391 • Students use language text-types: learned words, signs and fingerspelling (ASL),
392 and phrases (NOVICE), sentences and strings of sentences (INTERMEDIATE),
393 paragraphs and strings of paragraphs (ADVANCED), or coherent, cohesive
394 multi-paragraph texts (SUPERIOR) in order to communicate.
Novice Intermediate Advanced Superior
WL.CM5.N WL.CM5.I WL.CM5.A WL.CM5.S
Demonstrate Demonstrate Demonstrate Demonstrate
understanding of understanding of understanding of understanding on
words, phrases transactional and topics of general topics ranging from
(signs and informal topics public interest using broad general
fingerspelling in related to self and knowledge of interests, to
ASL), and simple the immediate sentence-level unfamiliar, abstract
sentences on very environment using elements and hypothetical
familiar common basic sentence-level (morphology and areas of
daily topics using elements syntax in major time specialized
orthography, (morphology and frames) and professional and
phonology, ASL syntax). paragraph-level academic
parameters and discourse (text expertise, using
very basic structure). knowledge of
sentence-level sentence-level
elements elements
(morphology and/or (morphology and
syntax). syntax of common
and uncommon
structures) and
extended
discourse (text
structure).
395

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396 Communication Standard 6: Productive Structures in Service of
397 Communication
398 Goals
399 • Students use structures: sounds, parameters (ASL), writing systems (NOVICE),
400 basic word and sentence formation (INTERMEDIATE), structures for major time
401 frames, text structures for paragraph-level discourse, (ADVANCED), all
402 structures (SUPERIOR), text structures for extended discourse, in order to
403 communicate.
404 • Students use language text-types: learned words, signs and fingerspelling (ASL),
405 and phrases (NOVICE), sentences and strings of sentences (INTERMEDIATE),
406 paragraphs and strings of paragraphs (ADVANCED), or coherent, cohesive
407 multi-paragraph texts (SUPERIOR) in order to communicate.
Novice Intermediate Advanced Superior
WL.CM6.N WL.CM6.I WL.CM6.A WL.CM6.S
Communicate on Communicate about Communicate about Communicate
very familiar transactional and topics of general about topics
common daily topics some informal public interest using ranging from broad
using words and topics related to self knowledge of general interests,
phrases (signs and and the immediate sentence-level to unfamiliar,
fingerspelling in environment in elements abstract and
ASL), and simple sentences and (morphology and hypothetical areas
sentences using strings of sentences syntax in major time of specialized
orthography, using basic frames) and professional and
phonology or ASL sentence-level paragraph-level academic
parameters and elements discourse (text expertise, using
very basic (morphology and structure). knowledge of
sentence-level syntax). sentence-level
elements elements
(morphology and/or (morphology and
syntax). syntax of common
and uncommon
structures) and
extended
discourse (text
structure).
408

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409 Communication Standard 7: Language Comparisons in Service of
410 Communication
411 Goal
412 • Students use the target language to investigate, explain, and reflect on the
413 nature of language through comparisons of similarities and differences in the
414 target language and those they know in order to interact with communicative
415 competence.
Novice Intermediate Advanced Superior
WL.CM7.N WL.CM7.I WL.CM7.A WL.CM7.S
Identify similarities Identify similarities Identify similarities Identify similarities
and differences in and differences in and differences in and differences in
the orthography, the basic sentence- sentence-level sentence-level
phonology, ASL level elements elements elements
parameters and (morphology and (morphology and (morphology and
very basic syntax) of the syntax in major time syntax of common
sentence-level languages known. frames) and in and uncommon
elements paragraph-level structures) and in
(morphology and/or discourse (text extended
syntax) of the structure) of the discourse (text
languages known. languages known. structure) of the
languages known.
416

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417 The Cultures Standards
418 As learners increase their proficiency in the Cultures Standards, while using the target
419 language, they enhance their ability to interact with members of the target culture in
420 appropriate ways in a variety of real-world settings. In classrooms, and in culturally-
421 authentic contexts, learners use the target language to investigate the relationships
422 between the products cultures produce, whether they be tangible products of a cultural
423 group, such as pieces of folk art, or intangible cultural products, such as a particular
424 style of music or revisions to the legal system, and use; the practices cultures manifest,
425 such as appropriate ways of making physical contact or protocols for business
426 interactions; and understanding the perspectives that underlie them, be they
427 collaboration and collectivism, or competition and individualism.

428 As they interact with target-culture bearers and their products, practices and
429 perspectives, students discover that both the target cultures and their own are not
430 singular entities. This may occur as they learn that language and cultures of Paris vary
431 greatly from those of French-speaking Africa and associate these differences with what
432 they know of the English language and cultures Oakland, Boston and Jamaica. They
433 use these opportunities to investigate the similarities and differences within the target
434 cultures as well as between the target cultures and their own.

435 Students learn that cultures are not static, although they are the product of their history
436 and are conditioned by their geography and past and current traditions, in real and
437 virtual multicultural communities in California and beyond, cultures come into contact
438 with one another and by virtue of sharing physical or electronic space, change in
439 profound ways. In the case of many Native American languages and cultures, learners
440 use such experiences to explore the effects of Intercultural Influences in order to
441 discover the origins of products, practices and perspectives where they have been
442 transmitted through English, rather than through the language of the indigenous cultural
443 groups where they originated.

444 Multilingual and multicultural communities within the United States, virtual interaction via
445 technology, and the ease of travel abroad provide many opportunities for students to
446 use and acquire language and cultural skills beyond the classroom. Through inquiry and
447 exploration of the target language cultures and their own, learners discover and often
448 value the multiple ways that cultures interpret the world, offer ways of being and doing,
449 and provide solutions to challenges. Learners see that differences in products, practices
450 and perspectives derive from the unique history of a community of culture bearers and
451 that different cultural approaches enrich the human experience. Furthermore, learners
452 develop new ways to understand academic content and new reasons to prize their own
453 languages and cultures.

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454 Cultures Standard 1: Culturally Appropriate Interaction
455 Goal
456 • Students interact with cultural competence and understanding.
Novice Intermediate Advanced Superior
WL.CL1.N WL.CL1.I WL.CL1.A WL.CL1.S
Use age- Interact with Interact with Improvise in
appropriate understanding in a cultural culturally-
gestures and variety of familiar competence in appropriate ways in
expressions in very age-appropriate, most informal and unfamiliar and
familiar, common transactional formal settings. unpredictable
daily settings. situations and situations, in
common daily informal and formal
informal settings. settings, and in
specialized
academic and
professional
contexts.
457

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458 Cultures Standard 2: Cultural Products, Practices and Perspectives
459 Goal
460 • Students demonstrate understanding and use the target language to investigate,
461 explain and reflect on the relationships among the products cultures produce, the
462 practices cultures manifest, and the perspectives that underlie them in order to
463 interact with cultural competence.
Novice Intermediate Advanced Superior
WL.CL2.N WL.CL2.I WL.CL2.A WL.CL2.S
Experience, Experience, Participate, use, Research, analyze,
recognize and recognize and describe and discuss and
explore the explore the discuss the hypothesize about
relationships relationships relationships the relationships
among typical age- among typical age- among target- among a wide
appropriate target- appropriate target- cultures’ products, range of concrete
cultures’ products, cultures’ products, practices and and abstract,
practices and practices and perspectives in general and
perspectives in perspectives in culturally- specialized,
culturally- culturally- appropriate ways in academic and
appropriate ways in appropriate ways in most informal and professional target-
very familiar transactional formal settings. cultures’ products,
common daily situations and practices and
settings. some informal perspectives from
settings. different
viewpoints, in
culturally-
appropriate ways.
464

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465 Cultures Standard 3: Cultural Comparisons
466 Goal
467 • Students use the target language to investigate, explain, and reflect on the
468 nature of culture through comparisons of similarities and differences in the target
469 cultures and those they know in order to interact with cultural competence.
Novice Intermediate Advanced Superior
WL.CL3.N WL.CL3.I WL.CL3.A WL.CL3.S
Identify some Exchange Describe and Research, analyze,
similarities and information about explain similarities discuss and
differences among similarities and and differences hypothesize about
very familiar, differences among among products, similarities and
common daily common daily practices and differences among
products, practices products, practices perspectives of concrete and
and perspectives in and perspectives in general public abstract, general
the mainstream the immediate interest in the and specialized,
cultures of the environment in the mainstream academic and
United States, the mainstream cultures of the professional
students’ own cultures of the United States, the products practices
cultures, and the United States, the students’ own and perspectives in
target cultures. students’ own cultures, and the the mainstream
cultures, and the target cultures. cultures of the
target cultures. United States, the
students’ own
cultures, and the
target cultures.
470

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471 Cultures Standard 4: Intercultural Influences
472 Goal
473 • Students demonstrate understanding and use the target language to investigate
474 how cultures influence each other over time in order to interact with intercultural
475 competence.
Novice Intermediate Advanced Superior
WL.CL4.N WL.C.4.I WL.CL4.A WL.CL4.S
Identify cultural State reasons for Describe how Research, analyze,
borrowings. cultural borrowings. products, practices discuss and
and perspectives hypothesize about
change when a wide range of
cultures come into concrete and
contact. abstract, general
and specialized,
academic and
professional
products, practices
and perspectives,
and how they
change when
cultures come into
contact.
476

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477 The Connections Standards
478 The Connections Standards underscore the value of teaching elements of the core
479 curriculum through the target language. All world language learners benefit when they
480 recognize distinctive viewpoints as they access, build, reinforce, and expand their
481 knowledge of other disciplines and develop literacy skills in the target language. The
482 knowledge students acquire through the target language supports content-area learning
483 in English and often reflects new perspectives. Activities that support progress toward
484 high levels of achievement require critical thinking, inquiry, problem solving, creativity,
485 innovation, flexibility and adaptability in order to function in real-world, academic, and
486 career-related settings, all of which are emphasized in the Common Core State
487 Standards and 21st Century Skills Map for World Languages.

488 Connections Standard 1: Connections to Other Disciplines

489 Goal
490 • Students build, reinforce, and expand their knowledge of other disciplines using
491 the target-language to develop critical thinking and solve problems in order to
492 function in real-world situations, academic and career-related settings.
Novice Intermediate Advanced Superior
WL.CN1.N WL.CN1.I WL.CN1.A WL.CN1.S
Acquire, exchange, Acquire, exchange, Acquire, exchange, Research, analyze,
and present and present and present discuss and
information information in the information in the hypothesize in the
primarily in the target language on target language on target language
target language topics related to factual topics of about topics
about very familiar self and the public interest and ranging from broad
common daily immediate general academic general interests, to
elements of life and environment and content across unfamiliar, abstract
age-appropriate age- appropriate disciplines. and hypothetical
academic content academic content areas of specialized
across disciplines. across disciplines. professional and
academic expertise
across disciplines.
493

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494 Connections Standard 2: Diverse Perspectives and Distinctive Viewpoints
495 Goal
496 • Students access and evaluate information and diverse perspectives that are
497 readily or only available through the language and its cultures in order to function
498 in real-world situations, academic and career-related settings.
Novice Intermediate Advanced Superior
WL.CN2.N WL.CN2.I WL.CN2.A WL.CN2.S
Recognize diverse Identify diverse Research and Research, analyze,
perspectives and perspectives and explain diverse discuss and
distinctive distinctive perspectives and hypothesize in the
viewpoints on very viewpoints on distinctive target language
familiar common topics related to viewpoints on about diverse
daily topics self and the topics of general perspectives and
primarily in the immediate public interest in distinctive
target language environment in the the target language viewpoints on
from age- target language through authentic topics ranging from
appropriate from age- materials from the broad general
authentic materials appropriate target cultures. interests, to
from the target authentic materials unfamiliar, abstract
cultures. from the target and hypothetical
cultures. areas of
specialized
professional and
academic expertise
language through
authentic materials
from the target
cultures.
499

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500 Appendix 1: Ways the World Languages Standards
501 Support Biliteracy and Multilingual Education
502 The passage of Proposition 58, “Education for a Global Economy” (EdGE), in 2016
503 initiated a state-wide effort to promote linguistic, global and intercultural competency
504 among California students. This initiative links communicative proficiency to college and
505 career readiness and global citizenship, including a path to attain the State Seal of
506 Biliteracy. The charge of this legislation and a subsequent initiative, “Global California
507 2030: Speak. Learn. Lead.” is for K-12 schools to support multilingualism for California’s
508 unique and diverse student population through access to world language programs,
509 including a wide variety of languages with multiple entry points from Kindergarten
510 through grade 12.

511 To achieve the goals of Proposition 58 and subsequent initiatives, elementary schools
512 throughout the state will need to develop robust offerings with clear pathways to
513 biliteracy in a variety of languages.

514 According to the California Association for Bilingual Education

515 (www.resources.gocabe.org), effective program types in elementary settings, include:
516 • Foreign Language Experience (FLEX)
517 • Foreign Language in the Elementary School (FLES)
518 • Dual Immersion Program (DLI)
519 o A DLI program (formerly known as “Two-Way Immersion”) provides
520 integrated language and academic instruction for native speakers of
521 English and native speakers of another language, with the goals of high
522 academic achievement, first and second language proficiency, and cross-
523 cultural understanding. (EC § 306(c)(1).)
524 • Developmental Bilingual Program
525 o Developmental Bilingual programs are designed for students to participate
526 for approximately five to six years, with the goal of bilingualism and
527 biliteracy (Lindholm-Leary, (2010) Improving Education for English
528 Learners: Research-Based Approaches, Chapter 6).”
529 • Two-Way Bilingual Education
530 o Up to 90 percent of instruction is in a language other than English in
531 programs for speakers of English and the target language

532 In light of the potential for increase of multilingual education programs in elementary
533 schools, secondary programs must focus their efforts on the development of advanced
534 courses in language arts in the target language beyond those currently offered for
535 Advanced Placement or as part of the International Baccalaureate programs.

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536 Certification of bilingual teachers is central to the success of secondary programs that
537 wish to offer courses from the core curriculum in a language other than English. With
538 attention placed on culturally-appropriate perspectives on content, subject-specific
539 courses can be taught using perspectives from the target cultures.

540 One of the greatest challenges for integrated programs is to provide multiple entry
541 points for students to begin or continue their study of an additional language and its
542 cultures and of academic content through the language and its cultures. For speakers of
543 English, this requires opportunities to begin study in elementary, middle and high
544 schools. Differentiated instruction is necessary for students with differing ranges of
545 proficiency and discipline-specific knowledge and skills to access the core curriculum
546 and enhance their linguistic and cultural skills. For heritage and native learners, this
547 requires assessments that determine appropriate placement in the sequence and
548 access to essential parts of the core curriculum should they need it. Schools should also
549 encourage students at advanced levels in English and an additional language to begin
550 the study of a third and fourth world language.

551 The strength of the world language standards is that they reflect the current consensus
552 on research-based practice in language and culture education. As a result, these
553 standards can be used to support all language educators, including those who work in
554 the area of English Language Development (ELD) and Multilingual Education, where
555 language instruction supports content-area instruction, English and target-language
556 development.

557 The statements listed in the charts below are a unified set of goals reflected in the
558 World Languages Standards for California Public Schools, Kindergarten Through Grade
559 Twelve and derived from the most current documents that inform the language and
560 culture teaching communities (see references below).

561 The Communication Goals

562 Interpretive Communication
563 Students demonstrate understanding, interpret, and analyze what is heard, read or
564 viewed on a variety of topics, from authentic texts, using technology, when appropriate,
565 to access information.

566 Interpersonal Communication

567 Students interact and negotiate meaning in a variety of real-world settings and for
568 multiple purposes, in spoken, signed (ASL), or written conversations, using technology
569 as appropriate, in order to collaborate, to share information, reactions, feelings, and
570 opinions.

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571 Presentational Communication
572 Students present information, concepts, and ideas to inform, narrate, explain, and
573 persuade, on a variety of topics and for multiple purposes, in culturally appropriate
574 ways, adapting to various audiences of listeners, readers, or viewers, using the most
575 suitable media and technologies to present and publish.

576 Settings for Communication

577 Students use language in highly predictable common daily settings (NOVICE),
578 transactional and some informal settings (INTERMEDIATE), most informal and formal
579 settings (ADVANCED), informal, formal and professional settings, and unfamiliar and
580 problem situations, (SUPERIOR), in their communities and in the globalized world. They
581 recognize (NOVICE), participate in (INTERMEDIATE), initiate (ADVANCED), or sustain
582 (SUPERIOR), language use opportunities outside the classroom and set goals,
583 reflecting on progress, and using language for enjoyment, enrichment and
584 advancement.

585 Language Structures in Service of Communication

586 Students use structures: sounds, parameters (ASL), writing systems (NOVICE), basic
587 word and sentence formation (INTERMEDIATE), structures for major time frames, text
588 structures for paragraph-level discourse, (ADVANCED), all structures (SUPERIOR), text
589 structures for extended discourse, in order to communicate. Students use language
590 text-types: learned words, signs and fingerspelling (ASL), and phrases (NOVICE),
591 sentences and strings of sentences (INTERMEDIATE), paragraphs and strings of
592 paragraphs (ADVANCED), or coherent, cohesive multi-paragraph texts (SUPERIOR) in
593 order to communicate.

594 Language Comparisons

595 Students use the target language to investigate, explain, and reflect on the nature of
596 language through comparisons of similarities and differences in the target language and
597 those they know in order to interact with communicative competence.

598 The Cultures Goals

599 Culturally Appropriate Behavior
600 Students interact with cultural competence and understanding.

601 Cultural Products, Practices and Perspectives

602 Students demonstrate understanding and use the target language to investigate,
603 explain and reflect on the relationships among the products cultures produce, the
604 practices cultures manifest, and the perspectives that underlie them in order to interact
605 with cultural competence.

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606 Cultural Comparisons
607 Students use the target language to investigate, explain, and reflect on the nature of
608 culture through comparisons of similarities and differences in the target cultures and
609 those they know in order to interact with cultural competence.

610 Intercultural Influences

611 Students demonstrate understanding and use the target language to investigate how
612 cultures influence each other over time in order to interact with intercultural
613 competence.

614 The Connections Goals

615 Connections to Other Disciplines
616 Students build, reinforce, and expand their knowledge of other disciplines using the
617 target language to develop critical thinking and solve problems in order to function in
618 real-world situations, academic and career-related settings.

619 Diverse Perspectives and Distinctive Viewpoints

620 Students access and evaluate information and diverse perspectives that are readily or
621 only available through the language and its cultures in order to function in real-world
622 situations, academic and career-related settings.

623 American Council on the Teaching of Foreign Languages (ACTFL) Documents

624 • 21st Century Skills Map for World Languages
625 • ACTFL Proficiency Guidelines
626 • ACTFL Performance Descriptors for Language Learners
627 • ACTFL World Readiness Standards for Learning Languages
628 • NCSSFL-ACTFL Can-Do Statements

629 California Department of Education (CDE) Documents

630 • Common Core State Standards for English Language Arts and Literacy in
631 History/Social Studies, Science, and Technical Subjects
632 • California English Language Development Standards
633 • Career Technical Education Standards for California Public Schools
634 • California English Language Arts/English Language Development Framework
635 • California Global World Language Initiative 2030

636 California World Language Project Document

637 • Zaslow, Brandon. (2016) “Outcomes for Language and Culture Learning”, Los
638 Angeles, CA: California World Language Project

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639 Through the study of a language other than English, students acquire content
640 knowledge, cultural perspectives on content, and cultural and linguistic knowledge and
641 literacy skills that are often transferable to contexts where English is used and acquired
642 by English Language Learners. The study of additional languages and cultures provides
643 a window into how others understand and act in the world and opens opportunities to
644 value differences as learners become multilingual and multicultural. For heritage and
645 native speakers, knowing that their languages and cultures are valued builds self-
646 esteem and supports the attainment of high levels of linguistic and cultural proficiency.
647 California’s State Seal of Biliteracy validates the importance of multilingualism and
648 multiculturalism for vibrant and prospering communities, and for the economic and
649 security needs of the State and the Nation. The State Seal recognizes high school
650 graduates who have attained a high level of proficiency in speaking, reading, and writing
651 in one or more languages in addition to English. This vision of high levels of literacy for
652 our students requires long sequences of world language study, multiple entry points for
653 students throughout K-12 education, and the development of a variety of courses that
654 support advanced and even superior levels of proficiency in world languages and
655 cultures.

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656 Appendix 2: Ways Students May Access the World
657 Languages Standards
658 Almost all humans acquire a first language, and most, when provided with appropriate
659 learning environments, can acquire a second or third. This includes students with
660 disabilities. Research-based, differentiated, World Languages and Cultures instruction
661 provides the means to maximize learning. It promotes the achievement of all students,
662 including those with special needs and develops linguistic and cultural knowledge and
663 skills that can be used productively in the world beyond the classroom. Given that
664 students with disabilities will be more successful in classrooms where the practices are
665 aligned with current research, the following non-exhaustive accommodations enhance
666 the achievement of special needs populations.

667 Accommodations
668 Understanding New Concepts
669 • prioritize essential learning distinguishing it from less important material
670 • provide cues, prompts, learning tools and graphic organizers
671 • teach concepts and develop learning opportunities in a variety of ways
672 • provide extended time for meaningful practice, review and repetition
673 Retaining and Retrieving Information
674 • break down instruction into small tasks
675 • use frequent repetition
676 • use color coding, mnemonics, imagery, rhythm, and movement to reinforce
677 learning
678 • provide multiple and varied strategies for retrieval of information
679 • support the design of student generated tools
680 Working in Groups
681 • teach independence through bridging phrases, disagreeing agreeably, voice,
682 tone, body language, facial expressions
683 • use a wide variety of grouping strategies
684 • ensure support of a partner within the group
685 • provide self-monitoring tools
686 Assessment
687 • weigh assessment of knowledge and skills based on priorities set for essential
688 learning
689 • provide opportunities for pre-assessment
690 • teach test taking and assessment strategies
691 • allow a variety of ways to demonstrate knowledge and skills
692 • allow for re-assessment

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693 Research-based practices, reflected in the “Then and Now” section below highlight
694 instruction that serves all students well, particularly those with disabilities.

695 1. Then – Students learn about the language (grammar)

696 Now – Students learn to use the target language
697 • Teachers use the target language almost exclusively.
698 • Teachers use the target language to make language, culture and content
699 comprehensible using multiple modalities for learning.
700 • Grammar is taught as a tool for communication.

701 2. Then – Teacher-centered class

702 Now – Learner-centered with teacher as facilitator or collaborator
703 • Teachers design activities that lead to autonomy and flexibility in
704 unrehearsed situations and create a learner-driven class.
705 • Students engage in individual, pair, small group and whole-group
706 activities.
707 • Students are able to choose activities based on learning profiles,
708 readiness, and interests.
709 • Students are able to assess, plan and direct their own learning.

710 3. Then – Focus on four skills

711 Now – Focus on interpersonal, interpretive, and presentational
712 communication in the target language
713 • Students interpret authentic (informative, cultural, literary) audio, video,
714 and written texts.
715 • Students communicate spontaneously in culturally-authentic, real-world
716 settings.
717 • Students make a variety of presentations for target-culture audiences in
718 appropriate ways.

719 4. Then – Coverage of the textbook

720 Now – Use of backward design focusing on the end goal
721 • Teachers design culturally-authentic integrated performance tasks for
722 units and courses in the target language.
723 • Performance tasks develop skills measured in benchmarks and final
724 examinations.
725 • Assessment (form checks, measures, integrated performance tasks)
726 informs instruction.

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727 5. Then – Use of the textbook as the curriculum
728 Now – Use of thematic units and authentic resources
729 • Teachers use authentic materials, rich in language, culture, and content.
730 • Essential questions guide the selection of themes and sub-themes.
731 • Materials from the textbook are used only when those materials develop
732 appropriate knowledge and skills.

733 6. Then – Emphasis on teacher as presenter

734 Now – Emphasis on learner as “doer” and “creator”
735 • Students use the target-language for real-world purposes in culturally-
736 appropriate ways.
737 • Students use the target-language beyond the classroom.
738 • Students use the target-language to learn content, think critically, and
739 solve problems.

740 7. Then – Focus on isolated cultural “factoids”

741 Now – Focus on relationship among products practices, and perspectives
742 • Students learn the target cultures through the target language.
743 • Students learn to function in culturally-appropriate ways.
744 • Students learn target-culture perspectives that underlie cultural products
745 and practices.
746 • Students learn about the effects of intercultural influences.

747 8. Then – Use of technology as a “cool tool”

748 Now – Integrating technology into instruction to enhance learning
749 • Teachers use technology to teach authentic texts rich in language, culture
750 and content.
751 • Students use technology to research, collaborate, cite evidence, revise,
752 edit and publish in the target language.
753 • Students use technology to communicate in the target language,
754 supported with digital media and visual displays.

755 9. Then – Teaching only the language

756 Now – Use of language as the vehicle to teach academic content
757 • Students further their knowledge of content through target-language
758 sources.
759 • Students learn target-culture perspectives on content.
760 • Students develop information, media, technology, and emotional literacies.

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761 10. Then – Same instruction for all students
762 Now – Differentiating instruction to meet individual needs
763 • Teachers differentiate based on student learning profiles, readiness, and
764 interests.
765 • Teachers differentiate content, process, and products.
766 • Teachers differentiate for disengaged, special needs, accelerated
767 students, students with disabilities, and heritage and native speakers.

768 11. Then – Use of situations from textbook

769 Now – Use of personalized real-world tasks
770 • Students use the target language in real-world settings.
771 • Students use the target language spontaneously.
772 • Students exchange information and opinions and express thoughts and
773 feelings through the target language.

774 12. Then – Classroom language learning

775 Now – Opportunities to use the target language beyond the classroom
776 • Students participate in language-use opportunities with target-language
777 users in the school.
778 • Students participate in target-language-use opportunities in local and
779 global communities.
780 • Students show evidence of becoming life-long learners.

781 13. Then – Test to find out what students don’t know
782 Now – Assessing to find out what students can do
783 • Teachers use measures to generate a profile of student strengths and
784 weaknesses.
785 • Teachers design tasks that require proficiency in language, culture and
786 content.
787 • Teachers differentiate content, process and products to optimize
788 opportunities for success.

789 14. Then – Teacher knows criteria for grading

790 Now – Students understand criteria for assessment and use rubrics
791 • Teachers use criteria that focus on language, culture and content.
792 • Students participate in self-assessment using criteria and rubrics.
793 • Students self-direct when demonstrating knowledge and proficiency.

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794 15. Then – Students “turn in” work for the teacher
795 Now – Learners create to “share and publish” for target-culture audiences
796 • Students interpret a wide variety of authentic materials.
797 • Students communicate interpersonally in real-world situations.
798 • Students present to target-culture audiences for a variety of purposes and in
799 appropriate ways.

800 Expanded by Zaslow (2011) using the 21st Century Skills Map for World Languages.

801 The Differentiated Classroom

802 A differentiated classroom serves the needs of all students including those with
803 disabilities. In a differentiated classroom, the teacher plans and carries out varied
804 approaches to content, process, and products in anticipation of and response to
805 student differences in readiness, interest, and learning needs. Differentiated instruction
806 provides multiple approaches to content, process, and products. The aim is to create a
807 learning environment which encourages students to engage their abilities to the greatest
808 extent possible, including taking risks and building knowledge and skills in what
809 students perceive as a safe, flexible environment. It is a blend of whole-class, group,
810 and individual instruction. It is student-centered, fosters independence and initiative, is
811 interdisciplinary, open, encouraging, complex, rich in resources, methods, and tasks,
812 mobile, flexible and fluid, qualitative, proactive and adapting.

813 Universal Design for Learning provides students with a wide range of abilities, special
814 needs, ethnic backgrounds, language skills, and learning styles multiple means of
815 representation, action and expression, and engagement. It is a set of principles for
816 curriculum development that gives all students equal opportunities to learn. It focuses
817 on the “what” of learning, content; the “how” of learning, process and products; and the
818 “why” of learning, interest and motivation.

819 Differentiating Curricular Elements of Content

820 Content refers to knowledge and skill. It is what students must know and be able to do
821 as the result of instruction. Content may be differentiated by focusing on the unit’s most
822 relevant and essential elements. Process refers to the ways students interact with
823 content during the phases of the unit. Process is the “how” of teaching. To modify
824 process, teachers can apply a variety of strategies such as grouping by ability, interest,
825 or learning profile, e.g., strengths and weaknesses. Products are the ways in which
826 students demonstrate their knowledge and skills. Both Bloom’s Taxonomy and
827 Gardner’s Framework for Multiple Intelligences can be applied to the differentiation of
828 products, providing greater challenge and variety in how students show what they have
829 understood.

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830 Differentiating for Student Traits
831 Students learn better when their interests, learning profiles and readiness level have
832 been recognized. In order to respond to learners’ diverse interests, teachers can align
833 the key understandings of the unit with topics that intrigue students, encourage
834 investigation, and give choices of products or tasks, including student-designed options.
835 A number of variables comprise a student’s learning profile including the desire to work
836 alone or in groups, preferring hands-on activities over logical-sequencing activities,
837 learning better when listening over viewing, and demonstrating a strong musical-
838 rhythmic over bodily-kinesthetic intelligence. Teachers can address these variables and
839 create positive learning environments with flexible learning options; a choice of
840 cooperative, independent, or competitive learning experiences; and modification of
841 content, process, or product to align with the different learning styles of students. Tiered
842 lessons and activities address standards and key concepts offering several pathways
843 for students to arrive at understanding or develop skills based on their interests,
844 readiness, or learning profiles. Tiered instruction addresses the same essential skills
845 and understandings for all students, but at different levels of complexity, abstractness,
846 and open-endedness. Adapted from “Universal Design for Learning”, Center for Applied
847 Special Technology (CAST), 2013.

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848 Appendix 3: Proficiency Ranges at a Glance
849 The Novice Range of Proficiency
850 The Communication Standards

851 Interpretive Communication Mode

852 WL.CM1.N
853 Demonstrate understanding of the general meaning and some basic information on very
854 familiar common daily topics by recognizing memorized words, phrases, and simple
855 sentences in authentic texts that are spoken, written, or signed (ASL).

856 Interpersonal Communication Mode

857 WL.CM2.N
858 Participate in real-world, spoken, written, or signed (ASL) conversations on very familiar
859 topics, using memorized words, phrases, and simple sentences, and questions in highly
860 predictable common daily settings.

861 Presentational Communication Mode

862 WL.CM3.N
863 Present information in culturally appropriate-ways on very familiar common daily topics
864 using memorized words, phrases, and simple sentences through spoken, written, or
865 signed (ASL) language using the most suitable media and technologies to present and
866 publish.

867 Settings for Communication

868 WL.CM4.N
869 Recognize age-appropriate, culturally-authentic, real-world and academic language-use
870 opportunities in highly predictable common daily settings in target-language
871 communities within the United States and around the globe.

872 Receptive Structures in Service of Communication

873 WL.CM5.N
874 Demonstrate understanding of words, phrases (signs and fingerspelling in ASL), and
875 simple sentences on very familiar common daily topics using orthography, phonology,
876 ASL parameters and very basic sentence-level elements (morphology and/or syntax).

877 Productive Structures in Service of Communication

878 WL.CM6.N
879 Communicate on very familiar common daily topics using words and phrases (signs and
880 fingerspelling in ASL), and simple sentences using orthography, phonology or ASL
881 parameters and very basic sentence-level elements (morphology and/or syntax).

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882 Language Comparisons in Service of Communication
883 WL.CM7.N
884 Identify similarities and differences in the orthography, phonology, ASL parameters and
885 very basic sentence-level elements (morphology and/or syntax) of the languages
886 known.

887 The Cultures Standards

888 Culturally Appropriate Interaction
889 WL.CL1.N
890 Use age-appropriate gestures and expressions in very familiar, common daily settings.

891 Cultural Products, Practices and Perspectives

892 WL.CL2.N
893 Experience, recognize and explore the relationships among typical age-appropriate
894 target- cultures’ products, practices and perspectives in culturally-appropriate ways in
895 very familiar common daily settings.

896 Cultural Comparisons

897 WL.CL3.N
898 Identify some similarities and differences among very familiar, common daily products,
899 practices and perspectives in the mainstream cultures of the United States, the
900 students’ own cultures, and the target cultures.

901 Intercultural Influences

902 WL.CL4.N
903 Identify cultural borrowings.

904 The Connections Standards

905 Connections to Other Disciplines
906 WL.CN1.N
907 Acquire, exchange, and present information primarily in the target language about very
908 familiar common daily elements of life and age-appropriate academic content across
909 disciplines.

910 Diverse Perspectives and Distinctive Viewpoints

911 WL.CN2.N
912 Recognize diverse perspectives and distinctive viewpoints on very familiar common
913 daily topics primarily in the target language from age-appropriate authentic materials
914 from the target cultures.

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915 The Intermediate Range of Proficiency
916 The Communication Standards
917 Interpretive Communication Mode
918 WL.CM1.I
919 Demonstrate understanding of the main idea and some details on some informal topics
920 related to self and the immediate environment in sentences and strings of sentences in
921 authentic texts that are spoken, written, or signed (ASL).

922 Interpersonal Communication Mode

923 WL.CM2.I
924 Participate in real-world, spoken, written, or signed (ASL) conversations related to self
925 and the immediate environment, creating sentences and strings of sentences to ask and
926 answer a variety of questions in transactional and some informal settings.

927 Presentational Communication Mode

928 WL.CM3.I
929 Make simple presentations in culturally-appropriate ways on transactional and informal
930 topics related to self and the immediate environment using sentences and strings of
931 sentences through spoken, written, or signed (ASL) language using the most suitable
932 media and technologies to present and publish.

933 Settings for Communication

934 WL.CM4.I
935 Participate in age-appropriate, culturally-authentic, real-world and academic language-
936 use opportunities in transactional and some informal settings in target-language
937 communities within the United States and around the globe.

938 Receptive Structures in Service of Communication

939 WL.CM5.I
940 Demonstrate understanding of transactional and informal topics related to self and the
941 immediate environment using basic sentence-level elements (morphology and syntax).

942 Productive Structures in Service of Communication

943 WL.CM6.I
944 Communicate about transactional and some informal topics related to self and the
945 immediate environment in sentences and strings of sentences using basic sentence-
946 level elements (morphology and syntax).

947 Language Comparisons in Service of Communication

948 WL.CM7.I
949 Identify similarities and differences in the basic sentence-level elements (morphology
950 and syntax) of the languages known.

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951 The Cultures Standards
952 Culturally Appropriate Interaction
953 WL.CL1.I
954 Interact with understanding in a variety of familiar age-appropriate, transactional
955 situations and common daily informal settings.

956 Cultural Products, Practices and Perspectives

957 WL.CL2.I
958 Experience, recognize and explore the relationships among typical age-appropriate
959 target- cultures’ products, practices and perspectives in culturally-appropriate ways in
960 transactional situations and some informal settings.

961 Cultural Comparisons

962 WL.CL3.I
963 Exchange information about similarities and differences among common daily products,
964 practices and perspectives in the immediate environment in the mainstream cultures of
965 the United States, the students’ own cultures, and the target cultures.
966 Intercultural Influences

967 WL.C.4.I
968 State reasons for cultural borrowings.

969 The Connections Standards

970 Connections to Other Disciplines
971 WL.CN1.I
972 Acquire, exchange, and present information in the target language on topics related to
973 self and the immediate environment and age-appropriate academic content across
974 disciplines.

975 Acquiring Diverse Perspectives and Distinctive Viewpoints

976 WL.CN2.I
977 Identify diverse perspectives and distinctive viewpoints on topics related to self and the
978 immediate environment in the target language from age-appropriate authentic materials
979 from the target cultures.

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 980 The Advanced Range of Proficiency
981 The Communication Standards
982 Interpretive Communication Mode
983 WL.CM1.A
984 Demonstrate understanding of the main idea and supporting details in major time
985 frames on most informal and formal topics of general public interest in authentic texts
986 using paragraph-level discourse that are spoken, written, or signed (ASL).

987 Interpersonal Communication Mode

988 WL.CM2.A
989 Participate in real-world, spoken, written, or signed (ASL) conversations and
990 discussions in major time frames on topics of general public interest using connected
991 sentences and paragraph-level discourse in most informal and formal settings.

992 Presentational Communication Mode

993 WL.CM3.A
994 Deliver presentations in culturally-appropriate ways on topics of general public interest
995 using paragraph-level discourse in major time frames through spoken, written, or signed
996 (ASL) language using the most suitable media and technologies to present and publish.

997 Settings for Communication

998 WL.CM4.A
999 Initiate, culturally-authentic, real-world and academic language-use opportunities in
1000 most informal and formal settings in target-language communities within the United
1001 States and around the globe.

1002 Receptive Structures in Service of Communication

1003 WL.CM5.A
1004 Demonstrate understanding of topics of general public interest using knowledge of
1005 sentence-level elements (morphology and syntax in major time frames) and paragraph-
1006 level discourse (text structure).

1007 Productive Structures in Service of Communication

1008 WL.CM6.A
1009 Communicate about topics of general public interest using knowledge of sentence-level
1010 elements (morphology and syntax in major time frames) and paragraph-level discourse
1011 (text structure).

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1012 Language Comparisons in Service of Communication
1013 WL.CM7.A
1014 Identify similarities and differences in sentence-level elements (morphology and syntax
1015 in major time frames) and in paragraph-level discourse (text structure) of the languages
1016 known.

1017 The Cultures Standards

1018 Culturally Appropriate Interaction
1019 WL.CL1.A
1020 Interact with cultural competence in most informal and formal settings.

1021 Cultural Products, Practices and Perspectives

1022 WL.CL2.A
1023 Participate, use, describe and discuss the relationships among target-cultures’ products,
1024 practices and perspectives in culturally-appropriate ways in most informal and formal
1025 settings.

1026 Cultural Comparisons

1027 WL.CL3.A
1028 Describe and explain similarities and differences among products, practices and
1029 perspectives of general public interest in the mainstream cultures of the United States,
1030 the students’ own cultures, and the target cultures.

1031 Intercultural Influences

1032 WL.CL4.A
1033 Describe how products, practices and perspectives change when cultures come into
1034 contact.

1035 The Connections Standards

1036 Connections to Other Disciplines
1037 WL.CN1.A
1038 Acquire, exchange, and present information in the target language on factual topics of
1039 public interest and general academic content across disciplines.

1040 Acquiring Diverse Perspectives and Distinctive Viewpoints

1041 WL.CN2.A
1042 Research and explain diverse perspectives and distinctive viewpoints on topics of
1043 general public interest in the target language using authentic materials from the target
1044 cultures.

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1045 The Superior Range of Proficiency
1046 The Communication Standards
1047 Interpretive Communication Mode
1048 WL.CM1.S
1049 Demonstrate understanding and infer meaning from complex, authentic, multi-
1050 paragraph texts on topics ranging from broad general interests, to unfamiliar, abstract,
1051 and hypothetical areas of specialized professional and academic expertise, in texts that
1052 are spoken, written, or signed (ASL).

1053 Interpersonal Communication Mode

1054 WL.CM2.S
1055 Participate fully and effectively in real-world, spoken, written, or signed (ASL)
1056 discussions and debates, on topics ranging from broad general interests, to unfamiliar,
1057 abstract and hypothetical areas of specialized professional and academic expertise,
1058 using a wide variety of text-types with cohesive discourse in informal and formal
1059 settings, and problem situations.

1060 Presentational Communication Mode

1061 WL.CM3.S
1062 Deliver complex presentations with precision of expression, in culturally-appropriate
1063 ways, for a wide variety of audiences, on topics ranging from broad general interests to
1064 unfamiliar, abstract, and hypothetical areas of specialized professional and academic
1065 expertise, using a wide variety of text-types with cohesive discourse, through spoken,
1066 written, or signed (ASL) language, using the most suitable media and technologies to
1067 present and publish.

1068 Settings for Communication

1069 WL.CM4.S
1070 Sustain culturally-authentic, real-world and academic language-use opportunities on
1071 topics ranging from broad general interests, to unfamiliar, abstract and hypothetical
1072 areas of specialized professional and academic expertise, in target-language
1073 communities within the United States and around the globe.

1074 Receptive Structures in Service of Communication

1075 WL.CM5.S
1076 Demonstrate understanding on topics ranging from broad general interests, to
1077 unfamiliar, abstract and hypothetical areas of specialized professional and academic
1078 expertise, using knowledge of sentence-level elements (morphology and syntax of
1079 common and uncommon structures) and extended discourse (text structure).

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1080 Productive Structures in Service of Communication
1081 WL.CM6.S
1082 Communicate about topics ranging from broad general interests, to unfamiliar, abstract
1083 and hypothetical areas of specialized professional and academic expertise, using
1084 knowledge of sentence-level elements (morphology and syntax of common and
1085 uncommon structures) and extended discourse (text structure).

1086 Language Comparisons in Service of Communication

1087 WL.CM7.S
1088 Identify similarities and differences in sentence-level elements (morphology and syntax
1089 of common and uncommon structures) and in extended discourse (text structure) of the
1090 languages known.

1091 The Cultures Standards

1092 Culturally Appropriate Interaction
1093 WL.CL1.S
1094 Improvise in culturally-appropriate ways in unfamiliar and unpredictable situations, in
1095 informal and formal settings, and in specialized academic and professional contexts.

1096 Cultural Products, Practices and Perspectives

1097 WL.CL2.S
1098 Research, analyze, discuss and hypothesize about the relationships among a wide
1099 range of concrete and abstract, general and specialized, academic and professional
1100 target-cultures’ products, practices and perspectives from different viewpoints, in
1101 culturally-appropriate ways.

1102 Cultural Comparisons

1103 WL.CL3.S
1104 Research, analyze, discuss and hypothesize about similarities and differences among
1105 concrete and abstract, general and specialized, academic and professional products
1106 practices and perspectives in the mainstream cultures of the United States, the
1107 students’ own cultures, and the target cultures.

1108 Intercultural Comparisons

1109 WL.CL4.S
1110 Research, analyze, discuss and hypothesize about a wide range of concrete and
1111 abstract, general and specialized, academic and professional products, practices and
1112 perspectives, and how they change when cultures come into contact.

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1113 The Connections Standards
1114 Connections to Other Disciplines
1115 WL.CN1.S
1116 Research, analyze, discuss and hypothesize in the target language about topics ranging
1117 from broad general interests, to unfamiliar, abstract and hypothetical areas of
1118 specialized professional and academic expertise across disciplines.

1119 Acquiring Diverse Perspectives and Distinctive Viewpoints

1120 WL.CN2.S
1121 Research, analyze, discuss and hypothesize in the target language about diverse
1122 perspectives and distinctive viewpoints on topics ranging from broad general interests,
1123 to unfamiliar, abstract and hypothetical areas of specialized professional and academic
1124 expertise using authentic materials from the target cultures.

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1125 Appendix 4: Ways the World Languages Standards
1126 Support Common Core State Standards
1127 Unlike the Common Core State Standards (CCSS), The World Languages Standards
1128 for California Public Schools, Kindergarten Through Grade Twelve (WLCS) are
1129 designed to be delivered in a language other than English. The WLCS do support the
1130 CCSS through transfer of knowledge and skills, constrained of course, by students’
1131 range of proficiency in the target language. The outcomes that follow identify ways in
1132 which, within all ranges of target language proficiency, the WLCS can be used to further
1133 strengthen the achievement within the CCSS.

1134 Goals for World Languages Instruction in Support of Common Core State
1135 Standards
1136 Reading

CCSS Goal Areas Outcomes for World Languages

Instruction

1. Key Ideas and Details WL.R.1 Read for main ideas.

2. Craft and Structure WL.R.2 Read for supporting details.

3. Integration of Knowledge and Ideas WL.R.3 Use knowledge and ideas from
reading in speaking and writing.

4. Range of Reading and Level of Text WL.R.4 Read informational, cultural and
Complexity literary texts.

1137 Writing
CCSS Goal Areas Outcomes for World Languages
Instruction
1. Text Types and Purposes WL.W.1 Write for a variety of purposes
and audiences.
2. Production and Distribution of Writing WL.W.2 Write, revise, edit and rewrite.
3. Research to Build and Present Knowledge WL.W.3 Use technology to research,
produce and publish and to collaborate
with others.
4. Range of Writing WL.W.4 Write a variety of texts.
1138

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1139 Speaking and Listening
CCSS Goal Areas Outcomes for World Languages
Instruction
1. Comprehension and Collaboration WL.SL.1 Converse and collaborate with
others.
2. Presentation of Knowledge and Ideas WL.SL.2 Present knowledge in speech or
sign (ASL) supported by digital media and
visual displays.

1140 Language
CCSS Goal Areas Outcomes for World Languages
Instruction
1. Conventions of Standard Language WL.L.1 Use conventions of the standard
target language in speaking or signing and
writing.
2. Knowledge of Language WL.L.2 Recognize effect of choice on
meaning and choose language
appropriate to register.
3. Vocabulary Acquisition and Use WL.L.3 Develop receptive and productive
vocabularies.
1141 From Zaslow, Brandon (2013) “Reasonable Common Core Outcomes for World
1142 Language and Culture Education”, Los Angeles: California World Language Project

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1143 Glossary
1144 The glossary that follows contains items that appear bold in the text as well as items
1145 that appear in charts and are not in bold face.

1146 abstract topics – Subjects that are not concrete or factual but represent concepts and
1147 ideas, e.g., beauty, democracy, compassion, justice, faith
1148 academic topics – Subjects that are part of the curriculum of school or university
1149 programs
1150 accuracy – In speaking and writing, the quality of the message produced; in listening
1151 and reading, the quality of the message received
1152 Advanced [range of proficiency] – (Receptive) understands main ideas and most
1153 supporting details in most informal and formal settings on concrete and factual topics of
1154 public interest (external environment); understands native speakers when using
1155 paragraphs and strings of paragraphs; (Productive) Uses paragraphs and strings of
1156 paragraphs, narrates, describes and explains in major time frames in most informal and
1157 formal settings, deals with concrete and factual topics of public interest (external
1158 environment); is intelligible to natives speakers unaccustomed to non-native speech.
1159 Advanced Placement (AP) – A program of the College Board that recommends
1160 advanced placement in a course sequence for students who successfully complete an
1161 end-of-year examination
1162 authentic materials – Materials created by native speakers for native speakers of the
1163 target language and cultures
1164 backward planning (Understanding by Design UbD) – A process for establishing the
1165 outcomes (what students need to know and be able to do) and assessment strategies
1166 prior to designing the activities that will lead to the achievement of the outcomes
1167 coherent – Use of reference to a particular context and content to give unified meaning
1168 to a text
1169 cohesive – Use of structures and vocabulary to link parts of a text and give it a unified
1170 meaning
1171 Communicative Literacy – High levels of skill in the Interpretive, Interpersonal and
1172 Presentational Modes of Communication
1173 connections – Points of access to content from other disciplines and to perspectives
1174 available most fully through the target language and its cultures
1175 content – (1) The topics an individual addresses, (2) The “what” of differentiation;
1176 teachers may focus on the most important aspects of a lesson, organize the materials in
1177 different ways providing supports for memory and retention

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1178 Content Literacy – High levels of knowledge and skill in areas of the elementary,
1179 secondary and university curriculum
1180 contexts – The situations or settings in which an individual uses a language
1181 created language – Understanding of sentence-level relationships and use of
1182 sentences and strings of sentences
1183 culture bearers – Individuals in a group who share common behaviors and views of the
1184 world
1185 cultures in contact – How diverse cultural groups influence one another’s products,
1186 practices and perspectives through interaction
1187 cultural borrowings – Tangible and intangible items, behaviors, and beliefs of a
1188 particular group that are used by another group
1189 cultural perspectives – Beliefs of members of a particular group
1190 cultural practices – Behaviors of members of a particular group
1191 cultural products – Tangible and intangible items created and used by members of a
1192 particular group
1193 culturally appropriate – Widely acceptable to members of a particular group
1194 culturally appropriate perspectives on content – Ways in which a target-culture
1195 group views the organization, meanings, and significance of a subject-specific discipline
1196 Cultural Literacy – High levels of knowledge and skills in using the products, practices
1197 and perspectives of groups that share a target language
1198 Cultural Proficiency – High levels of skill in interacting with target-culture bearers in
1199 real-world situations
1200 Developmental Language and Literacy Programs – Academic study and literacy
1201 development in both a language spoken at home and in English
1202 differentiated instruction – Variations in content, process and products that allow
1203 students to access knowledge, develop skills, and demonstrate achievement in subject-
1204 specific disciplines
1205 discourse (paragraph/extended) – The use of language and context to connect
1206 sentences or paragraphs to give them unified meaning
1207 discrete elements – Language that refers to concrete objects in a particular culture
1208 Emotional Literacy – High levels of self-awareness and skills in building community,
1209 and in interacting with understanding and empathy
1210 extended language – Understanding and producing cohesive texts composed of
1211 multiple paragraphs

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1212 external environment – Broad contexts where individuals communicate about world
1213 events, belief systems, policies, etc.
1214 Dual Language Education (DLE) – Programs (such as Dual Immersion (DLI) and
1215 Developmental Bilingual programs) that are designed for students to develop
1216 bilingualism and biliteracy in English and one other world language.
1217 Foreign Language in the Elementary School (FLES) – Elementary school programs
1218 that meet for a minimum of 70 minutes per week with the goal of developing proficiency
1219 in language and its cultures
1220 Foreign Language Experience (FLEX) – Also known Foreign Language Exploratory,
1221 elementary and middle school programs that expose students to the study of a
1222 language or languages and cultures in order to motivate them to pursue further study
1223 formal settings – Situations requiring the use of careful, impersonal forms of language
1224 and behavior
1225 formulaic language – Understanding and producing words and phrases without
1226 knowledge of their internal structure
1227 framework – A state document that provides guidance in the delivery of instruction
1228 aimed at the achievement of state standards, answers the question, how a discipline
1229 should be taught
1230 functions – The ability to carry out tasks with language. May be receptive (listening,
1231 reading, and viewing) or productive (speaking, signing, and writing)
1232 generic standards – A set of outcomes that is valid for all languages, for all ages, and
1233 for all ranges of proficiency
1234 gifted (talented) – Students who demonstrate high levels of performance and/or
1235 potential and require accommodations in order to fully develop their capabilities
1236 grammar – The rules governing the use of a natural language
1237 heritage language programs – Programs designed to increase the proficiency of
1238 learners who have acquired a language other than English in the United States
1239 heritage learners – (1) An individual who has acquired any proficiency in a language
1240 other than English while living in the United States. (2) An individual who may or may
1241 not have proficiency in a language other than English, but has a cultural connection to a
1242 community of target-language users
1243 high [phase of a range of proficiency] – Begins to produce, but not consistently, text-
1244 types of the subsequent range; accuracy in comprehension and production at the
1245 subsequent range is low
1246 highly predictable – Common situations in which learners rely on the use of learned
1247 formulas and formulaic behavior

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1248 immersion programs – Generally refers to programs in which a target language is
1249 used to teach the core curriculum, with the target language used at a minimum of 50%
1250 of each school day. Programs that use the target language less than 50% of the day are
1251 sometimes referred to as Partial Immersion.
1252 immediate environment – Narrow contexts where individuals exchange personal
1253 information, communicate about common daily routines, and carry out transactional
1254 tasks, etc.
1255 informal settings – Situations in which rapport and friendly relationships require
1256 personal forms of language and behavior
1257 Information Literacy – High levels of knowledge and skill in accessing, managing and
1258 effectively using culturally-authentic sources in ethical and legal ways
1259 Intercultural Competence – A range of cognitive, affective, and behavioral skills that
1260 lead to effective and appropriate communication with individuals from other cultures
1261 Intercultural Influences – How diverse cultural groups affect one another’s products,
1262 practices and perspectives through interaction
1263 Intermediate [range of proficiency] – (Receptive) understands the overall meaning,
1264 key ideas and some supporting details in transactional and some informal situations on
1265 topics related to self and the immediate environment, everyday survival topics and
1266 courtesy requirements; understands native speakers when they use sentences and
1267 strings of sentences; (Productive) uses sentences and strings of sentences, breaks
1268 apart memorized materials to express meaning in transactional and some informal
1269 situations on topics related to self and the immediate environment, everyday survival
1270 topics and courtesy requirements; is intelligible to native speakers accustomed to
1271 dealing with non-native learners.
1272 International Baccalaureate (IB) – A two-year curriculum and testing protocol that lead
1273 to a diploma widely recognized by the world’s leading universities
1274 Interpersonal Communication – Language users listen and speak, read and write,
1275 and view and sign as they negotiate meaning with others
1276 Interpretive Communication – Language users listen to, read, and view authentic
1277 materials using knowledge of cultural products, practices, and perspectives without the
1278 opportunity for interpersonal communication
1279 language category – Groups of languages identified by the Foreign Service Institute,
1280 that require similar amounts of time for native speakers of English to acquire due to
1281 linguistic and cultural differences between English and the target language and cultures
1282 learning profile – A set of effective approaches individual learners employ to acquire
1283 language, culture and academic content including language based preferences (using
1284 writing to support listening or speaking), style (kinesthetic, graphic organizers, charts) or

Page 51 of 56
1285 personal/cultural preferences (competitive/cooperative, inquiry/problem
1286 solving/meaningful practice)
1287 linguistic system – The study of language in human communication that includes
1288 phonology/parameters (ASL), orthography, morphology, syntax, semantics, and
1289 pragmatics
1290 Literacy (Communicative) – High levels of skill in the Interpretive, Interpersonal and
1291 Presentational Modes of Communication
1292 Literacy (Content) – High levels of knowledge and skill in areas of the elementary,
1293 secondary and university curriculum
1294 Literacy (Cultural) – High levels of knowledge and skills in using the products,
1295 practices and perspectives of groups that share a target language
1296 Literacy (Emotional) – High levels of self-awareness and skills in building community,
1297 and in interacting with understanding and empathy
1298 Literacy (Information) – High levels of knowledge and skill in accessing, managing
1299 and effectively using culturally-authentic sources in ethical and legal ways
1300 Literacy (Media) – High levels of knowledge and skill in evaluating authentic sources,
1301 in order to understand how media reflect and influence language and culture
1302 Literacy (Technology) – High levels of knowledge and skill in using appropriate
1303 technology when interpreting messages, interacting with others, and producing written,
1304 oral and visual messages
1305 low [phase of a range of proficiency] – Just able to produce the text-type
1306 characteristic of the range; accuracy in comprehension and production is low
1307 Maintenance Bilingual/Biliteracy Programs – See Developmental Language and
1308 Literacy Programs
1309 mid [phase of a range of proficiency] – Produces a wide variety of text-types within
1310 the range; accuracy in comprehension and production is high
1311 Media Literacy – High levels of knowledge and skill in evaluating authentic sources, in
1312 order to understand how media reflect and influence language and culture
1313 Modes of Communication – Manners of obtaining (interpretive), exchanging
1314 (interpersonal) and presenting (presentational) information
1315 morphology – The field of linguistics that studies the internal structure of words or
1316 signs (ASL), e.g., character radicals, grammatical inflection and derivation
1317 native – (1) An individual with any level of proficiency in a language acquired during the
1318 critical period for first language acquisition, (2) A Native American who uses the
1319 language of her or his ancestors at any level of proficiency

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1320 negotiation of meaning – Communicative processes in which participants reach
1321 understanding through interaction
1322 NEWL (National Examinations in World Languages) – A testing system recognized
1323 by the College Board to validate Advanced Placement for students of less-commonly-
1324 taught languages
1325 Novice [range of proficiency] – (Receptive) understands memorized words and
1326 phrases in highly predictable common daily settings on discrete elements of daily life;
1327 understands natives when they use discrete words and phrases; (Productive) uses
1328 discrete words and phrases, uses and recycles memorized words and phrases in highly
1329 predictable common daily settings on discrete elements of daily life; may be
1330 unintelligible or intelligible if rehearsed
1331 One-Way Immersion – Up to 80% percent instruction in a language other than English
1332 in programs exclusively for native Speakers of English
1333 orthography – The writing system or systems of languages that have them. e.g.,
1334 fingerspelling (ASL), accents and other diacritical marks, character strokes
1335 paralinguistic – Nonverbal communication, e.g., use of space, physical contact,
1336 gestures, facial cues
1337 parameters – Linguistic features of sign language equivalent to the phonology of a
1338 spoken language: hand shape, orientation, location, movement, nonmanual signals and
1339 facial expressions
1340 performance [standards] – Clearly defined statements about how well students are
1341 expected to meet standards; in California, the state creates standards and an
1342 instructional framework and schools and districts create performance standards
1343 perspectives (cultural) – Beliefs of members of a particular group
1344 phases – Levels of performance within each Proficiency Range (Novice Low/Mid/High,
1345 Intermediate Low/Mid/High, etc.)
1346 phonology – The field of linguistics that studies how sounds and ASL parameters are
1347 organized and used, e.g., pronunciation, tones and prosody (patterns, intonation, stress
1348 and rhythms in sound)
1349 planned language – Understanding and producing paragraphs and strings of
1350 paragraphs
1351 practices (cultural) – Behaviors of members of a particular group
1352 pragmatics – The field of linguistics that studies meaning systems linked to language
1353 use in an interactional context, beyond literal meaning, e.g., effect on meaning of
1354 knowledge of situations, content, culture – example: “It’s cold in here, isn’t it?” (i.e.,
1355 close the window), “You have a green light” (so, go!)

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1356 presentational communication – Language users speak, sign, and write in culturally-
1357 appropriate ways for audiences of listeners and readers without the opportunity to
1358 negotiate meaning
1359 process – The “how” of differentiation; a teacher may provide a variety of ways for
1360 students to learn and retain knowledge and skills
1361 products – (1) [cultural] Tangible and intangible items created and used by members of
1362 a particular group; (2) The “how” of differentiation; a teacher may provide a variety of
1363 ways for students to demonstrate their learning
1364 productive skills – Speaking and writing
1365 proficiency – The ability to use language for real-world purposes in culturally-
1366 appropriate ways
1367 Range [of proficiency] – Stages of performance that are characterized by a cluster of
1368 linguistic and cultural traits (Novice, Intermediate, Advanced, Superior); ACTFL refers to
1369 ranges but also to stages and levels of proficiency
1370 real-world – Behaviors that occur in target culture communities
1371 receptive skills – Listening and reading
1372 SAT (Scholastic Assessment Test) II – In world languages, examinations intended to
1373 evaluate student achievement after completing a third year of world language study,
1374 currently offered in Chinese, French, German, Hebrew, Italian, Japanese, Korean, Latin
1375 and Spanish
1376 Seal of Biliteracy – A distinction placed on the diploma of a graduating senior who has
1377 demonstrated literacy in English and in another world language
1378 semantics – The field of linguistics that studies language-based meaning systems e.g.,
1379 meaning of words, sentences, texts
1380 settings – Situations where the language is used (highly predictable, transactional,
1381 informal, formal); may be face-to-face and/or mediated by technology
1382 signs – Linguistic features of sign language equivalent to the words of a spoken
1383 language
1384 simulations – situations created in the classroom that mirror culturally-appropriate
1385 language and culture use and are used to develop learner skill for use beyond the
1386 classroom
1387 standards – Clearly defined statements about what students are expected to know and
1388 be able to do
1389 students with disabilities – Learners who require specialized accommodations in
1390 order to access knowledge, develop skills and demonstrate achievement in subject-
1391 specific disciplines

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1392 structures – Elements of the linguistic system (phonology/parameters in ASL,
1393 morphology, syntax)
1394 Superior [level of proficiency] – (Receptive) understands the ideas and most
1395 supporting details in most formal and informal settings and problem situations on
1396 unfamiliar, abstract, practical, social and professional topics, topics of general and
1397 particular interest, special fields of competence; understands complex, multi-paragraph
1398 texts, experiences some difficulty with dialect and slang; (Productive) uses complex
1399 multi-paragraph texts, discusses extensively, in detail and with precision, supports
1400 opinion, abstracts and hypothesizes in most formal and informal settings and problem
1401 situations on unfamiliar, abstract, practical, social and professional topics, topics of
1402 general and particular interest, special fields of competence; errors never interfere with
1403 being understood and rarely disturb the native speaker
1404 syntax – The field of linguistics that studies the internal structure of sentences e.g.,
1405 word/phrase order, word boundary, and hierarchy
1406 target language and cultures – The languages and cultures that a learner seeks to
1407 acquire
1408 tiered lessons – Tiered instruction provides multiple pathways for students to develop
1409 knowledge and skill by adjusting the complexity of the content to be learned, the
1410 process to be used for learning, and the product to demonstrate the acquisition of
1411 knowledge and skill
1412 Technology Literacy – High levels of knowledge and skill in using appropriate
1413 technology when interpreting messages, interacting with others, and producing written,
1414 oral and visual messages
1415 text types – (1) In world language contexts, this refers to the form of the message
1416 produced or received (oral and written formulas, sentences, paragraphs, extended
1417 discourse); (2) In the California English Language Arts and Literacy Standards, the term
1418 refers to types of literary texts (stories, drama, and poetry) and informational texts
1419 (literary nonfiction, historical, scientific, and technical texts)
1420 transactional – Situations that require the exchange of information, goods, and
1421 services
1422 Two-Way Bilingual Education – Up to 90 percent of instruction is delivered in a
1423 language other than English in programs for speakers of English and the target
1424 language
1425 Universal Design for Learning (UDL) – Provides students with a wide range of
1426 abilities, special needs, disabilities, ethnic backgrounds, language skills, and learning
1427 styles multiple means of representation, action and expression, and engagement

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1428 view – (1) Interpretive communication that relies on nonlinguistic elements; (2) In
1429 American Sign Language, attention to, comprehension, and interpretation of visual
1430 information of a signed language in person or from various media

California Department of Education, December 2018

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