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International Language and Culture Programs of Study: Friend or Foe?
with Melody Kostiuk
Developed by ERLC/ARPDC as a result of a grant from Alberta Education to support
implementation
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Session GoalsParticipants will have a better understanding of:
the purpose and intent of the International Language and Culture Programs of Studies
the structure of the International Language and Culture Programs of Studies
The Common Curriculum Framework for International Languages
Based on Western Canadian Protocol for Collaboration in Basic Education
Background
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What are International Languages?International languages have been defined as those
languages other than English, French and Aboriginal languages.
Привіт!
Clientele designed for students with little
or no knowledge of the target language (TL)
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ClienteleFour entry points (12-Y) Kindergarten – Grade 12 (9-Y) Grade 4 – Grade 12 (6-Y) Grade 6- Grade 12
(3-Y) Grade 10-Grade 12
Language LearningGrade 12
Grade 4
Assumptions about language learning
Language is communication
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Assumptions about language learningAll languages can be taught and learned.
Привіт!
Assumptions about language learning
All students can be successful; they learn in a variety of ways and acquire proficiency at varied rates
Assumptions about language learningLearning an additional language leads
to enhanced learning in: primary language cognitive development knowledge acquisition
Four Key Focus Areas
Applications
Language Competence
StrategiesGlobal Citizenship
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Think of the Program of Studies like a Car ……
Applications(What students will be able to do in the target language)
Students will use language in a variety of situations and for a variety of purposes.
How we use languageThink of a few ways that you used language
in the last 24 hours?
Applications: Examples
EMOTIONS
EXPLORE OPINONS AND VALUES
APPLICATIONS
SHARE INFORMATION
HUMOUR/FUN
DISCOVER AND
EXPLORE
SHARE
MANAGE GROUP ACTIONS
CREATIVE/AESTHETIC PURPOSES
SOLVE PROBLEMS
PERSONALENJOYMENT
Language Competence(What students will learn about the target language)
Students will use language effectively and competently.
Language Competence Owner’s Manual
The rules of the road when teaching the
target language are: 1. 2. 3. 4.
Other:
Language Competence: Examples
LANGUAGE COMPETENCE
WRITING SYSTEM
GRAMMATICAL ELEMENTS
NONVERBALCOMMUNICATION
VARIATIONS INLANGUAGE
SOCIAL CONVENTIONS
LEXICON
TEXT FORMS SOUND SYSTEM
Global CitizenshipWhy it is important to learn about the target language and culture?
What are some of the skills, competencies and knowledge our students need to become effective global citizens?
Global CitizenshipStudents will
acquire the knowledge, skills, and attitudes to be effective global citizens
Global Citizenship: Examples
Global Citizenship
Affirming Diversity
Target Language
Culture
Personal Growth and
Career Opportunities
valuing
diversity
knowledge
general cultural knowledge
valuing diversity
intercultural skills
cultural and linguistic diversity
targetlanguage and culture
awareness of own culture
awareness of first language
StrategiesStudents will
know and use strategies to maximize the effectiveness of learning and communication
Strategies: Examples
StrategiesLanguage
UseLanguage Learning
General Learning
Social /Affective
Cognitive
Metacognitive
Interactive
Interpretive
Productive
Cognitive
Metacognitive
Social / Affective
Things to remember about the International Language and Culture Programs of Study: 1) The overall goal is communicative
competence
Things to remember about the International Language and Culture Programs of Study:
Driver: Applications the only one who can move the
car forward
Tour Guide: Global Citizenship
adds colour, life, and provides information about where all are going
Trouble-shooter: Language Competence
provides important problem-solving skills
Passenger: Language Competence
knows the rules of the road and interprets road signs for the driver
Adapted from Spanish Language and Culture Guide to ImplementationAlberta Education, Alberta, Canada
2) It is driven by applications
Things to remember about the International Language and Culture Programs of Study:3) It is student-centered
4) Student is an active participant
Things to remember about the International Language and Culture Programs of Study:5) The teacher’s role is facilitator, coach, and language model
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Session GoalsParticipants will have a better understanding of:
the purpose and intent of the International Language and Culture Programs of Studies
the structure of the International Language and Culture Programs of Studies
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Websites International Language and Culture Programs of Study
http://education.alberta.ca/teachers/program/interlang.aspx
Authorized Resources Database http://education.alberta.ca/apps/lrdb/
Guides to Implementation for International Language and Culture
http://education.alberta.ca/teachers/resources/connection/october-2010/curriculum/lanupdate/inter.aspx
Assessment Materials http://education.alberta.ca/teachers/program/interlang/assessment.aspx
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ContactIf you have any questions or require further
information please contact me at:
Melody Kostiuk Institute for Innovation in Second Language
EducationEdmonton Public [email protected]