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Oroville Union High School District |
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Foreign Language Curriculum |
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Foreign Language Curriculum - Addendums |
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Mission Statement
The mission of the Oroville Union High School District is to prepare our students for the future by providing them with the necessary skills to be productive citizens.
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Introduction
In response to the national standards, the foreign language departments of the Oroville Union High School District have prepared a new curriculum. Foreign language teachers have designed this document based upon the California Foreign Language Framework, which reflects the national standards. The five organizing principles are Communication, Cultures, Connections, Comparisons and Communities. Our foreign language program should enable students to:
. communicate in languages other than English;
. gain knowledge and understanding of other cultures;
. connect with other disciplines and acquire information;
. develop insight into the nature of language and culture; and
. participate in multilingual communities at home and around the world.
THE NEED FOR FOREIGN LANGUAGE STUDY:
There are numerous benefits to foreign language study. For example, the College Board has identified foreign language as one of the "basic academic subjects" necessary for success in college. Also, foreign language was named as a content area in the national core curriculum according to Goals 2000: The Educate America Act. Additionally, there is a definite correlation between the study of foreign languages and higher SAT scores. Research indicates that the length of time students study a foreign language relates directly and positively to higher levels of cognitive and metacognitive processing (Rosenbusch, 1995).
Along with these important academic and cognitive advantages, there are social benefits as well. Students who study languages are better able to communicate with people from other cultures. They develop a greater awareness of themselves, of other cultures, and of their own relationship to those cultures (National Standards in Foreign Language Education--1995 draft). Additionally, with technological advancement in international travel, telecommunications and trade, isolation from other cultures, languages and people has become impossible. Instruction in a variety of foreign languages is crucial in order to provide our students with the tools they will need to participate fully in a global society. For these and other reasons, foreign language teachers at the O.U.H.S.D. see the need for increasing the number of students who take foreign language and for increasing the minimum requirements for foreign language in our district.
GOALS AND STANDARDS:
The 1999 draft of the California Foreign Language Curriculum Framework, K-12 identifies the following Goals and Standards upon which we have based our curriculum:
Goal 1--Communication: Communication in Languages Other than English
Standard 1.1: Students engage in conversation, provide and obtain information, express feelings and emotions and exchange opinions. (Interpersonal Communication)
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive Communication)
Standard 1.3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics. (Presentational Communication)
Goal 2--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. (Practices of Culture)
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. (Products of Culture)
Goal 3--Connections: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. (Connecting with Other Disciplines)
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that only are available through the foreign language and its cultures. (Accessing Information in the Target Language)
Goal 4--Comparisons: Develop Insights into the Nature of Language and Culture
Standard 4.1: Students demonstrate an understanding of the language through comparisons of the language studied and their own. (Language Comparisons)
Standard 4.2: Students demonstrate an understanding of the concept of culture through comparison of the cultures studied and their own. (Cultural Comparisons)
Goal 5--Communities: Participate in Multilingual Communities at Home and around the World
Standard 5.1: Students use the language both within and beyond the school setting. (School and Community)
Standard 5.2: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment. (Personal Enrichment)
Standard 5.3: Students engage in activities, which prepare them to use the target language to attain career goals. (Career Applications)
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Board Members
Dave Bruce, President
Kathy MacIntyre, Vice President
Mitch Brown, Clerk
Ed Hottell, Trustee
Dr. Steven Rocchi, Trustee
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Credits & Acknowledgements
Foreign Language Curriculum Committee
Dr. Oran Roberts, Director of Education, Oroville Union High School District
Rachel Gwinnup, Language Arts Subject-Area Coordinator, Mentor Teacher, Oroville High School
Kathy Steinhaus, Language Arts Subject-Area Coordinator, Mentor Teacher, Las Plumas High School
Kevin Simas, Curriculum Leader, Spanish Teacher, Oroville High School
Jason Becker, Curriculum Leader, French & Spanish Teacher, Oroville High School
Zackary Drysdale, Spanish Teacher, Oroville High School
Carol Avalos, Spanish Teacher, Las Plumas High School
John Barneson III, Spanish Teacher, Las Plumas High School
Laurence Boag, French Teacher, Las Plumas High School
Anne Marie Scott, Spanish Teacher, Las Plumas High School
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Ordering Information
For ordering information, contact:
Oroville Union High School District
2211 Washington Avenue
Oroville, CA 95966
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Other Information
OROVILLE UNION HIGH SCHOOL DISTRICT
SAMPLE FOREIGN LANGUAGE PROJECT RUBRIC
Exceptional Achievement (Score of 5)
.Errors in mechanics, usage, spelling or pronunciation are rare.
.Communication would be clear and understandable to a native speaker.
.Work exceeds project expectations and guidelines.
Commendable Achievement (Score of 4)
.Few errors in mechanics, usage, spelling or pronunciation, which do not impede overall
communication.
.Errors may slightly affect clarity of meaning.
.Work exceeds project expectations and guidelines
Adequate Achievement (Score of 3)
.More frequent errors in mechanics, usage, spelling or pronunciation, which may impede overall communication.
.Errors affect clarity of meaning.
.Work meets project expectations and guidelines.
Limited Evidence of Achievement (Score of 2)
.Serious errors in mechanics, usage, spelling or pronunciation hinder overall communication.
.Errors seriously detract from clarity of meaning.
.Work barely meets expectations and guidelines.
Unacceptable Demonstration of Achievement (Score of 1 or 0)
.Project expectations and guidelines are not met.
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Copyright Information
Copyright 2000, EdVISION.com Corp. and
Oroville Union High School District
2211 Washington Avenue
Oroville, CA 95966
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