Ron Niedzwiecki, Chairperson
World Languages, Standards and Benchmarks, v.8.07, Michigan Department of Education.
World Languages, Michigan Merit Curriculum, Michigan Department of Education.
Foreign Language K-12, Academic Content Standards, Ohio Department of Education, 2004.
K-12 Foreign Language, Grade Band Overview by Standard and Organizer, Ohio Department of Education, 2004.
World Language Department Articulation Flowchart, Birmingham Public Schools, 2005-2006.
Jackson Area Catholic School students are living in a diverse society. To realize their personal, social and long-term career goals, individuals need to be able to communicate with others skillfully, appropriately, and effectively. Language and communication are at the heart of the human experience. Linguistic and cultural proficiency in a foreign language will ensure that all students in the Jackson Area Catholic Schools will be able to function in a multilingual and multicultural world. It is essential that all students develop and maintain proficiency in English and in at least one other language.
The foreign language academic standards provide a set of clear, rigorous expectations for all students. The document is based on national standards and standards from the states of Michigan and Ohio. The Jackson Area Catholic Schools’ foreign language academic content standards ensure that all students develop linguistic and cultural proficiency to function in a multilingual, multicultural world. The foreign language program:
Communication: Communicate in languages other than English.
-Interpersonal Communication: Students engage in conversations, provide and obtain Information, express feelings and emotions and exchange opinions.
-Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.
-Presentational Communication: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
Cultures: Gain knowledge and understanding of other cultures.
-Practices: Students demonstrate an understanding of insights gained into another culture through the examination of its practices (behaviors) and perspectives (attitudes, values, ideas, world views).
-Products: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connections: Connect with other disciplines and acquire information.
-Integrated Studies: Students reinforce and expand their knowledge across disciplines through the target language.
-New Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the target language and its cultures.
Comparisons: Develop insight into the nature of language and culture.
-Linguistic Comparisons: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
-Cultural Comparisons: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities: Participate in multilingual communities and cultures at home and around the world.
-Outreach: Students use the language both within and beyond the school setting.
-Enrichment and enjoyment: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.
-Career exploration and skills: Students use the language, knowledge of cultural influences and skills acquired in the classroom to interpret events of the modern world from multiple perspectives and to increase career options.
Catholic Identity: Students will use the language in prayer, song, and celebration of the Eucharist. Demonstrate an understanding of the role of the Catholic Church in the culture studied.
Organizational Structure and Coding
The academic expectation at each grade level, are divided intro strands with multiple domains within each strand. To allow for ease in referencing the expectations, each expectation is coded with a strand, domain, grade-level, and expectation number.
For example, C.I.02.03 indicates:
Strand Domain Grade Expectation number
C I 02 03
Communication Interpersonal Second Grade Third Expectation
Communication (C) Interpersonal Communication (I)
Interpretive Communication (IT)
Presentational Communication (P)
Cultures (CU) Practices (PR)
Connections (CN) Integrated Studies (S)
New Viewpoints (V)
Comparisons (CP) Linguistic Comparisons (L)
Cultural Comparisons (CU)
Communities (CM) Outreach (O)
Enrichment and Enjoyment (E)
Career Exploration and Skills (ES)