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ACTFL Standards (go to ACTFL.org to order the complete document)
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21st Century Skills Map
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ACTFL Standards (go to ACTFL.org to order the complete document)
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NATIONAL STANDARDS FOR
FOREIGN LANGUAGE EDUCATION
A Collaborative Project of ACTFL, AATF, AATG, AATI, AATSP, ACL, ACTR, CLASS and NCJLT-ATJ
With the help of a three-year grant from the US Department of Education and the National Endowment for the Humanities, an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, undertook the task of defining content standards -- what students should know and be able to do -- in foreign language education. The final document, Standards for Foreign Language Learning: Preparing for the 21st Century, first published in 1996, represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of foreign language instruction in American education. This visionary document has been used by teachers, administrators, and curriculum developers at both state and local levels to begin to improve foreign language education in our nation's schools. The NEW 3rd Edition Standards for Foreign Language Learning in the 21st Century, revised including Arabic standards, is now available.
Standards Orderering
ACTFL continues to play a leadership role in the collaborative project that was responsible for the development of national content standards for foreign language education. The project continues to operate, focusing now on professional standards, and the development of programs and publications to assist in the implementation of standards nationwide.
Statement of Philosophy
Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.
standardsSTANDARDS FOR FOREIGN LANGUAGE LEARNING
COMMUNICATION
Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics
Standard 1.3: 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
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES
Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
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Mary Cazabon is Senior Program Research Associate for WestEd and is a member of the Applied Linguistics Faculty of the University of Massachusetts, Boston. Dr. Cazabon is the retired Director of Bilingual, ESL and Two-Way Immersion Programs for Cambridge Public Schools. She is a consultant to the Nihao FLAP Chinese Immersion Program.
Vivian Tam is the project coordinator of the Nihao FLAP Chinese Immersion Program at the Dr. Martin Luther King, Jr. School in Cambridge, Mass. She has taught grades K–12 in both urban and suburban public schools.
PresentationThank you for coming and sharing with us in our presentation session. It was so wonderful to have met many great teachers and administrators! I hope you will continue to collaborate with us to develop a highly effective and high quality program to all children learning in Chinese immersion prorgams all over the U.S. We look forward to seeing you online!
Presentation slides (View slides on fullscreen for best visual result.)
New -Cambridge Chinese immersion National Chinese Conference
A Literacy Block Sample Lesson Plan

April 13-17 in Hilton Union Square, San Francisco, CA
Session presentation: April 15, 2011, 2:30-3:30PM, Franciscan B (Ballroom level)
Collaborative - {file:///Users/viviantam/Library/Caches/TemporaryItems/moz-screenshot-5.png} A Kindergarten
Presenter information:
Gerald Yung, a graduate of the Harvard University School Principal Program, is principal of the Dr. Martin Luther King, Jr. School in Cambridge, Mass., where he is also director of the Nihao FLAP Chinese Immersion Program.

Literacy Collaborative - {file:///Users/viviantam/Library/Caches/TemporaryItems/moz-screenshot-5.png} A Kindergarten Chinese Literacy Approach in the King Chinese Immersion Program
Presenter information:
the Dr.
Martin Martin Luther King, Nihao FLAP
Chinese Chinese Immersion Program.
Mary Cazabon is Senior Program Research Associate for WestEd and is a member of the Applied Linguistics Faculty of the University of Massachusetts, Boston. Dr. Cazabon is the retired Director of Bilingual, ESL and Two-Way Immersion Programs for Cambridge Public Schools. She is a consultant to the Nihao FLAP Chinese Immersion Program.
Vivian Tam is the project coordinator of the Nihao FLAP Chinese Immersion Program at the Dr. Martin Luther King, Jr. School in Cambridge, Mass. She has taught grades K–12 in both urban and suburban public schools.