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- The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. “World-Readiness” signals that the Standards have been revised with important changes to focus on the literacy developed and the real-world applications.
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What are the world-Readiness Standards for learning languages?
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What are the world languages K-12 learning standards?
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The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every student. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local ...
- The Five C’s of World Language Education
- II. World Languages Learning Standards
- COMMUNICATION
- CULTURES
- CONNECTIONS
- COMPARISONS
- COMMUNITIES
- Paul Aoki, Ph.D.
- Erin Jones
- Lauren Kiolet
- Caleb Perkins, Ph.D.
- Misa Bourdoiseau
- Vince Eberly
- Gisela Hanks
- Yoshitaka Inoue
- Rachel Martin
- William E. Saxe
- David Woodward
- Bridget Yaden, Ph.D.
- Karen Williams
- Bridget Yaden, Ph.D.
The purposes and uses of world languages are as diverse as the students who study them. Some students study another language in hopes of finding a rewarding career in the international marketplace or government service. Others are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages. Sti...
The standards indicate what students should know and be able to do as they study and learn to communicate in a language other than English. There are eleven standards in five goal areas.
Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. This standard focuses on interpersonal communication, that is, direct oral or written communication between individuals who are in personal contact. In most modern languages, stude...
Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. This standard focuses on the practices that are derived from the traditional ideas and attitudes (perspectives) of a culture. Cultural practices refer to patt...
Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively Learning today is no longer restricted to a specific discipline; it has become interdisciplinary. Just as reading cannot be limited to a particular segment of the schoo...
Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. This standard focuses on the impact that learning the linguistic elements in the new language has on students’ ability to examine English and to develop hypotheses about the struct...
School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. This standard focuses on language as a tool for communication with speakers of the language throughout one’s life: in schools, in the community, and abroad. In schools, students share...
Director, University of Washington Language Learning Center
Former French Immersion Teacher, Milken Award Winner, Currently Assistant Superintendent for Academic Achievement, OSPI
Retired German Teacher, Executive Director of Washington Association for Language Teaching (WAFLT)
Former Social Studies and International Education Program Supervisor, OSPI
American Association of Teachers of French (AATF)-Northwest President, Representative on WAFLT Board
ELD/Russian Teacher Central Valley High School (Spokane)
German Teacher Joel E. Ferris High School American Association for the Teaching of German (AATG) Representative on WAFLT Board
Japanese Teacher Kamiak High School Washington Association of Teachers of Japanese, National Council of Japanese Language Teachers
French and Spanish Teacher Cheney High School Member of WAFLT Board
Colonel, USAF (Ret.) Chinese Teacher Washington High School and Franklin Pierce High School
Executive Director, Associates in Cultural Exchange
Assistant Professor of Spanish, Pacific Lutheran University, Past President of Washington Association for Language Teaching (WAFLT)
French Teacher Eastlake High School Past President of WAFLT
Assistant Professor of Spanish, Pacific Lutheran University, Past President of Washington Association for Language Teaching (WAFLT)
What Are the World-Readiness Standards? The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world.
Jun 28, 2023 · What are Ohio's Learning Standards for World Languages and cultures? Ohio’s Learning Standards for K-12 World Languages and Cultures were adopted in March 2020. The revised standards integrate intercultural, communication and literacy skills into proficiency levels from Novice Low to Advanced Low.
The World-Readiness Standards for Learning Languages define the central role of WL in the learning career of every student.
May 23, 2024 · What are the requirements for world languages? All districts are required to have K–12 programs that ensure students meet the New Jersey Student Learning Standards for World Languages. The 2020 NJSLS-WL has identified proficiency level benchmarks for grade bands: K–2, 3–5, 6–8, 9–12.
The World-Readiness Standards for Learning Languages clarify and better illustrate each goal area and standard in order to guide implementation and influence assessment, curriculum, and instruction. Responses to the online feedback survey gave overwhelming support to the proposed revisions:
