The Gray-New Gloucester High School World Languages Department
Language and communication are at the heart of the human experience whether communication occurs face-to-face, in writing, or through the arts and media. Graduates of Maine’s publicly supported schools must have the linguistic and cultural skills to communicate successfully in a pluralistic society at home and abroad. The need to understand and communicate with other peoples of the world is more urgent today because of the forces of globalization. All students are expected to develop the level of proficiency defined in the standards and performance indicators at the 9-Diploma grade span in at least one language other than English. To succeed, all students must study language and culture in an integrated fashion beginning in the early elementary grades and extending through their school experience. A PreK-Diploma structure in all schools is foundational to the State vision for world languages.
The major organizing principle in today’s world language classrooms is communication. While knowledge of vocabulary and the linguistic system remain essential tools for communication, learning to use a second language in meaningful and appropriate ways is the ultimate goal of world language instruction. In any mode of communication, there are particular links between language usage and knowledge of the associated culture(s). In the study of classical languages such as Latin or ancient Greek, proficiency will emphasize the ability to understand the written language over oral communication and will recognize the linguistic and historical importance of the language and the people who spoke it.
Differentiation and Commonality Among World Languages – The World Languages Standards outline both common and unique descriptors for modern and classical languages. Distinctions between modern and classical languages are identified only where necessary to acknowledge significant differences in communication modes and resources. References in the performance indicators and descriptors of modern languages are inclusive of American Sign Language (ASL) except where otherwise noted.
Multiple Entry Points – Throughout the World Languages Standards, the sequence of performance indicators is based on a PreK-Diploma course of study of mainly cognate languages (languages that contain words from two languages that are similar in spelling and meaning or sound and meaning). Some students may elect to participate in the study of more than one world language. In these instances, it is important to recognize that the PreK-Diploma grade span represents a continuum of learning. Students who begin a language later in the Pre-K-Diploma sequence of study and students who study a non-cognate language may not be able to reach the highest level performance indicators (9-Diploma) without additional language experiences – instructional or immersion – or a heritage language background. Students beginning additional world languages at grade 9 or above should not be held accountable for performance indicators at this level. Rather, curriculum, instruction, and assessment will need to be aligned to the grade span expectations that reflect the students’ level of proficiency and advance from that point to the standards and performance indicators defined in subsequent grade spans.
Instruction and Support in the Target Language – All performance indicators for modern languages, with the exception of one (A4), are to be accomplished in the target language (the non-English language being studied by the student). Students engaged in a sequential PreK-Diploma modern language program are expected to develop the knowledge and skills necessary to communicate basic understandings for all performance indicators using target language at a level appropriate to the grade span. Proficiency in the study of classical languages, such as Latin or ancient Greek, emphasizes the ability to understand written language over oral communication although oral communication remains a component. Accordingly, performance indicators A2, A4, B1, B2, B3, C1, C2, and D1 may be accomplished in the target language or English.
Level of Discourse – Standard A outlines grade span proficiencies at grades PreK-2, 3-5, 6-8, and 9-Diploma for communication skills. The document assumes that as students learn the knowledge and skills outlined in Standards B, C, and D, they will do so by developing and using communication skills learned in Standard A, as appropriate to their grade span. By the end of the grade span, students should be able to demonstrate their proficiency of the standards and performance indicators related to Standards B, C, and D using communication skills learned in Standard A, as appropriate for the end of that grade span.
World Languages Standards
Updated September 21, 2018