World-Readiness Standards and Goal Areas (ACTFL)

 5 C's
 The World-Readiness Standards for Learning Languages - What purpose do they serve?
 The World-Readiness Standards for Learning Languages define the central role of world languages in the 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 and global communities.

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.  "World-Readiness" focuses on the real-world applications of the language.  Learners who add another language and culture to their preparation are not only college- and career-ready, but are also "world-ready" - that is, prepared to add the necessary knowledge, skills, and dispositions to their resumes for entering postsecondary study or a career.

 The 5 Goal Areas and Corresponding Standards
 Communication:  Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.

Interpersonal Communication - Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication - Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication - Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers..


Cultures:  Interact with cultural competence and understanding.

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.

Relating Cultural Products to Perspectives - Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.


Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations.

Making Connections - Learners build, reinforce, and expand their knowledge of other disciplines while using language to develop critical thinking and to solve problems creatively.

Acquiring Information and Diverse Perspectives - Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Comparisons: Develop insight into the nature of language and culture in order to interact with cultural competence.

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.

Cultural Comparisons - Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.


Communities: Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.

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.

Lifelong Learning - Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

 

**The FRSD World Language Curriculum has been designed around the goal areas and corresponding standards mentioned above.  It may or may not be possible to include all of the goal areas within one unit.  However, throughout the school year, students will have had multiple exposure to each goal area and standard!** 

 

 IPA