Communities and Comparisons Curricular Areas are Integrated

Throughout the World Languages Standards

The WL Standards incorporate the five goal areas, also plines. The Communities goal area can be found under
known as the five Cs, of the American Council on the Teach- the Settings for Communication, Cultural Products,
ing of Foreign Languages (ACTFL), into three curricular Practices, and Perspectives, and Diverse Perspectives
strands—Communication, Cultures, and Connections. Educa- and Distinctive Viewpoints standards. This integration
tors familiar with the ACTFL standards will recognize what of the Communities goal area addresses the language
this redistribution accomplishes: The integral components of skills that learners need to interact in target-language
proficiency in the Communities and Comparisons goal areas communities at home and around the world. While the
can be found in all three goals areas of Communication, approach to teaching and learning world languages
Cultures, and Connections. For example, Comparisons are remains aligned with the ACTFL standards, the Com-
found under the Language Comparisons, Cultural Compari- munities and Comparisons goal areas have been
sons, and Connections to Other Disciplines standards. The strategically distributed throughout the WL Standards
integration of the Comparisons goal area addresses how to emphasize communicative proficiency in the world
students make connections between the home and target languages classroom.
language and culture and to their studies in other disci-

The 2019 California OMMUNICATION

World Languages Standards Communication takes place in a variety of authentic settings that represent what
students will experience in the target cultures. cultural comparisons – Students use the target
• Interpretive: language users listen, view, and read using knowledge of language to investigate, explain, and reflect on the
cultural products, practices, and perspectives. nature of culture through comparisons of similarities
and differences in the target cultures and those they
• Interpersonal: culturally appropriate listening and speaking, reading and know in order to interact with cultural competence.
writing, and viewing and signing (American Sign Language [ASL]) take
place as a shared activity among language users. culture bearers – Individuals in a group who share
• Presentational: speaking, signing, and writing take place for an audience of common behaviors and views of the world.
listeners, readers, and viewers in culturally appropriate ways.
What is essential for educators to know? intercultural influences – How diverse cultural
groups affect one another’s products, practices,
The Communication Standard uses the term structures to capture the multiple and perspectives through interaction.
Students in the twenty-first century, with all its technolog- dards establish a path for students to become multilingual components of grammar that students must learn to communicate with accuracy.
ical developments, live in a global society. People all over and prepare to attain California’s Seal of Biliteracy. The WL interpersonal communication – Language users
the world can communicate in real time, organizations and Standards also provide guidance in light of two significant listen and speak, read and write, and view and sign
as they negotiate meaning with others.
businesses are multinational, and new professions are pieces of legislation. In 2016, the passage of Proposition

ULTURES
continually emerging. Students that are successful in the 58, the California Education for a Global Economy (EdGE), interpretive communication – Language
twenty-first century will be those who are proficient in more initiated a statewide effort to promote linguistic, global, and users listen to, read, and view authentic materials
using knowledge of cultural products, practices,
than just the core subjects. These students will be global intercultural competency among California students. The and perspectives without the opportunity for
citizens with the ability to navigate the international market- charge of this legislation and a subsequent initiative—Global interpersonal communication.
California 2030—is for K–12 schools to support multilingual- Students need to acquire the ability to interact appropriately with culture bearers
place, communicate proficiently, and interact meaningfully perspectives (cultural) – Beliefs of members of a
ism for California’s unique and diverse student population to communicate successfully. Culturally appropriate language use requires an
with understanding and awareness across cultures. These particular group.
through access to world languages programs. understanding of the relationships between the products and practices of cul-
skills—understanding, speaking, reading, writing, and signing
tures and their underlying perspectives. While acquiring knowledge of products, practices (cultural) – Behaviors of members of a
in world languages, as well as in English—are essential particular group.
Taken together, these initiatives prompt schools to introduce practices, and perspectives of the target cultures, learners engage in compari-
for students to effectively contribute to state and national
and support language learning early in elementary school, sons of similarities and differences among their cultures and the target cultures, presentational communication – Language
efforts and succeed in business, research, and international users speak, sign, and write in culturally appropriate
offer a wider range of world languages, and streamline and also explore intercultural influences when they come into contact with
relations in the twenty-first century. ways for audiences of listeners and readers without
the progression of language acquisition from elementary multilingual and multicultural communities.
the opportunity to negotiate meaning.
California is ready to expand opportunities for its unique through high school and beyond. The WL Standards can products – (1) [cultural] Tangible and intangible
and diverse student population to acquire world languages, help schools bolster opportunities for students to develop items created and used by members of a particular
develop intercultural competence, and become global essential, lifelong aptitudes by offering multiple entry points group; (2) The “how” of differentiation; a teacher
citizens. California educators will find that the 2019 World
Languages Standards for California Public Schools,
to instruction in world languages from kindergarten through
grade twelve. The standards also support local education
ONNECTIONS may provide a variety of ways for students to
demonstrate their learning.

Kindergarten Through Grade Twelve (WL Standards) are agencies as they promote multilingualism for all students settings – Situations where the language is used
Language users address a variety of topics that are appropriate to their age and (highly predictable, transactional, informal, formal);
aligned with and support recent legislation and initiatives through access to high-quality, well-articulated world lan-
may be face-to-face or mediated by technology.
that champion these outcomes. Naturally, the WL Stan- guages programs. range of proficiency, increase their knowledge of numerous areas of the curricu-
lum, and make connections across K–12 areas of study. As students develop their structures – Elements of the linguistic system
ability to communicate in the target language and cultures, they are able to more (phonology/parameters in ASL, morphology, syntax).

Note: This document provides an overview of the essential information California educators need to know about the WL Standards. The standards
fully address topics that increase in complexity and learn how target-culture bear-
document itself includes additional information not included here. Two notable examples are appendices that provide guidance regarding ways the WL ers understand and address discipline-specific and cross-disciplinary concepts.
Standards support biliteracy and multilingual education and ways students with disabilities may access the WL Standards.
Goal Areas for Communication, Cultures, Communication Standard 7: Language Comparisons in Service of Communication
Each standard is
and Connections Standards Goal
presented first with
• T
 o interact with communicative competence, students use the target language to
The goal areas for the standards highlight the kinds of its name—in this case,
investigate, explain, and reflect on the nature of language through comparisons of
knowledge and skills students will be acquiring. These goals “Communication
similarities and differences in the target language and the language(s) they know.
are aligned with the most current documents that inform Standard 7: Language
language and culture teaching communities, including Novice Intermediate Advanced Superior Comparisons
guidance from ACTFL. in Service of
WL.CM7.N WL.CM7.I WL.CM7.A WL.CM7.S Communication.”
The goals compiled below highlight how California’s WL Identify similarities Identify similarities Identify similarities Identify similarities The goal(s) of that
and differences in and differences in the and differences and differences
Standards support the Global California 2030 initiative by particular standard
the orthography, basic sentence-level in sentence- in sentence-
identifying what students should know and be able to do in phonology, ASL elements (morphology level elements level elements are placed under
languages other than English. The standards also establish a parameters, and very and syntax) of the (morphology and (morphology and the title, followed by
path for students to become multilingual and prepare to attain basic sentence-level languages known. syntax in major syntax of common a chart describing
California’s Seal of Biliteracy. elements (morphology time frames) and and uncommon student outcomes in
and/or syntax) of the in paragraph-level structures) and in the different ranges
languages known. discourse (text extended discourse
Communication Goals structure) of the (text structure) of the of proficiency for
languages known. languages known. that standard.
Interpretive Communication
WL.CM1 To access information, students demonstrate
understanding and interpret and analyze what is heard, read, or Shifts in Instructional Approaches
viewed on a variety of topics from authentic texts, using technology
when appropriate. in the World Languages Standards 8. Then – Use of technology as a “cool tool”
Now – Integrating technology into instruction to
The WL Standards illustrate necessary shifts in instructional enhance learning
Interpersonal Communication approaches intended to bring about optimal performance among
WL.CM2 To collaborate and share information, reactions, feelings, students in world languages classrooms. The standards, and more • Teachers use technology to teach authentic texts rich
and opinions, students interact and negotiate meaning in a variety specifically the Then and Now chart highlighted in the appendix in language, culture, and content.
of real-world settings and for multiple purposes, in spoken, signed called “Ways Students May Access the World Languages • Students use technology to research, collaborate,
(ASL), or written conversations, using technology as appropriate. cite evidence, revise, edit, and publish in the target
Standards,” respond to a call to action to create a more inclusive
language.
learning environment in the world languages classroom. • Students use technology to communicate in the
Presentational Communication target language, supported with digital media and
WL.CM3 To present and publish, students present information, The Then and Now chart calls attention to necessary shifts in visual displays.
concepts, and ideas to inform, narrate, explain, and persuade, on a instructional approaches by contrasting the ineffective practices
variety of topics and for multiple purposes, in culturally appropriate of the past (Then) with the research-based practices that yield 9. Then – Teaching only the language
evidence of positive impact on world languages acquisition Now – Use of language as the vehicle to teach
ways, adapting to various audiences of listeners, readers, or viewers, academic content
(Now). Additional guidance for program delivery is provided in
using the most suitable media and technologies.
the appendices of the WL Standards and will be fully developed • Students further their knowledge of content through
in the California World Languages Framework. target-language sources.
Settings for Communication • Students learn target-culture perspectives on content.
WL.CM4 Students use language in highly predictable, daily settings 1. Then – Students learn about the language • Students develop information, media, technology, and
(Novice); transactional and some informal settings (Intermediate); (grammar) emotional literacies.
most informal and formal settings (Advanced); informal, formal, Now – Students learn to use the target language 10. Then – Same instruction for all students
and professional settings, and unfamiliar and problem situations • Teachers use the target language almost exclusively. Now – Differentiating instruction to meet
(Superior) in their communities and in the globalized world. • Teachers use the target language to make language, individual needs
WL.CM5 Students recognize (Novice), participate in (Intermediate), culture, and content comprehensible using multiple • Teachers differentiate based on student learning
initiate (Advanced), or sustain (Superior) language-use opportunities modalities for learning. profiles, readiness, and interests.
outside the classroom and set goals, reflect on progress, and use • Grammar is taught as a tool for communication. • Teachers differentiate content, process, and products.
language for enjoyment, enrichment, and advancement. 2. Then – Teacher-centered class • Teachers differentiate for students who are
Now – Student-centered with teacher as facilitator disengaged or accelerated, who have disabilities or
or collaborator other special needs, and who are heritage and native
Language Structures in Service of Communication speakers.
WL.CM6 Students use structures to communicate: sounds, • Teachers design activities that lead to autonomy and
parameters (ASL); writing systems (Novice); basic word and flexibility in unrehearsed situations and create a student- 11. Then – Use of situations from textbook
driven class. Now – Use of personalized real-world tasks
sentence formation (Intermediate); structures for major time frames;
• Students engage in individual, pair, and small- and • Students use the target language in real-world
text structures for paragraph-level discourse (Advanced); all whole-group activities. settings.
structures (Superior); and text structures for extended discourse • Students are able to choose activities based on • Students use the target language spontaneously.
(Superior). learning profiles, readiness, and interests. • Students exchange information and opinions and
Students use language text types to communicate: learned words, • Students are able to assess, plan, and direct their own express thoughts and feelings through the target
signs, and fingerspelling (ASL); phrases (Novice); sentences and learning. language.
strings of sentences (Intermediate); paragraphs and strings of 3. Then – Focus on four skills 12. Then – Classroom language learning
paragraphs (Advanced); or coherent, cohesive multi-paragraph texts Now – Focus on interpersonal, interpretive, and Now – Opportunities to use the target language
(Superior). presentational communication in the target beyond the classroom
language
• Students participate in language-use opportunities
Language Comparisons • Students interpret authentic (informative, cultural, with target-language users in the school.
WL.CM7 To interact with communicative competence, students use literary) audio, video, and written texts. • Students participate in target-language-use
the target language to investigate, explain, and reflect on the nature • Students communicate spontaneously in culturally opportunities in local and global communities.
of language through comparisons of similarities and differences in authentic, real-world settings. • Students show evidence of becoming lifelong
the target language and the language(s) they know. • Students make a variety of presentations for target- learners.
culture audiences in appropriate ways.
13. Then – Test to find out what students do not know
Cultures Goals 4. Then – Coverage of the textbook
Now – Use of backward design focusing on the end
Now – Assess to find out what students can do

goal • Teachers use measures to generate a profile of

Culturally Appropriate Behavior student strengths and weaknesses.
WL.CL1 Students interact with cultural competence and • Teachers design culturally authentic integrated • Teachers design tasks that require proficiency in
understanding. performance tasks for units and courses in the target language, culture, and content.
language. • Teachers differentiate content, process, and products
Cultural Products, Practices, and Perspectives • Performance tasks develop skills measured in to optimize opportunities for success.
benchmarks and final examinations.
WL.CL2 To interact with cultural competence, students demon- 14. Then – Teacher knows criteria for grading
• Assessment (form checks, measures, integrated
strate understanding and use the target language to investigate, performance tasks) informs instruction. Now – Students understand criteria for
explain, and reflect on the relationships among the products cultures assessment and use rubrics
5. Then – Use of the textbook as the curriculum
produce, the practices cultures manifest, and the perspectives that • Teachers use criteria that focus on language, culture,
Now – Use of thematic units and authentic resources
underlie them. and content.
• Essential questions guide the selection of themes and • Students participate in self-assessment using criteria
Cultural Comparisons sub-themes. and rubrics.
WL.CL3 To interact with cultural competence, students use the • Materials from the textbook are used only when those • Students self-direct when demonstrating knowledge
target language to investigate, explain, and reflect on the nature of materials develop appropriate knowledge and skills. and proficiency.
• Teachers use authentic materials rich in language, culture,
culture through comparisons of similarities and differences in the and content. 15. Then – Students “turn in” work for the teacher
target culture and the culture(s) they know. Now – Students create to “share and publish” for
6. Then – Emphasis on teacher as presenter target-culture audiences
Now – Emphasis on student as “doer” and “creator”
Intercultural Influences • Students interpret a wide variety of authentic
WL.CL4 To interact with intercultural competence, students • Students use the target language for real-world materials.
demonstrate understanding and use the target language to purposes in culturally appropriate ways. • Students communicate interpersonally in real-world
investigate how cultures influence each other over time. • Students use the target language beyond the situations.
classroom. • Students present to target-culture audiences for a
• Students use the target language to learn content, think variety of purposes and in appropriate ways.
Connections Goals critically, and solve problems.
7. Then – Focus on isolated cultural “factoids”
Connections to Other Disciplines
Now – Focus on relationships among products,
WL.CN1 To function in real-world situations in academic and practices, and perspectives
career-related settings, students build, reinforce, and expand their
knowledge of other disciplines using the target language to develop • Students learn the target cultures through the target
language.
critical thinking and solve problems. • Students learn to function in culturally appropriate ways.
• Students learn target-culture perspectives that underlie
Diverse Perspectives and Distinctive Viewpoints cultural products and practices.
WL.CN2 To function in real-world situations in academic and career- • Students learn about the effects of intercultural
related settings, students access and evaluate information and influences.
diverse perspectives that are readily or only available through the
language and its cultures. Keep up with the latest developments by visiting the World Languages Standards and the
World Languages Framework web pages on the California Department of Education website.