In conjunction with the 2003 P-20 International Education Summit, we
offered a one-credit class for teachers and language instructors through
UW Educational Outreach:
EDC&I 495 World Languages: Standards &
Assessment.
Session 1 of the course took place all day at the
Summit. Sessions 2 and 3 of the course were held at the University of
Washington Language Learning Center in their electronic classroom.
For more information about the course, see the specific sections
below.
Jump to:
Course Description |
Course Objectives |
Course Credit and Fees |
How to Register |
Course Syllabus |
Evaluation Criteria |
Faculty Biography
In the past decade of education reform in Washington State, schools
have focused their attention on meeting the state standards in Reading,
Writing, Listening, and Math. (Science and Social Studies have also
received attention, although they are not yet part of the full-blown
state assessment and accountability system.) Where do World Languages
fit in?
In this course, we look at how other states and national
organizations are addressing the issue of standards for World Languages
and consider how their resources and experience might assist us in
Washington State. In addition, we explore the role of standards and
assessment in creating a rigorous and articulated strategy for language
teaching and learning from preschool through graduate school.
As part of the course, participants attend the P-20 International
Education Summit at the UW on September 18 to learn more about how World
Languages fit into the broader goals of teaching and learning in a
global community.
The purpose of this course is to provide teachers (and
administrators) with an overview of World Language standards and
assessment and an opportunity to incorporate standards into their own
curriculum development and assessment. Upon completion of this course,
students will be able to:
- Explain the purpose of standards for Foreign/World Languages
- Distinguish different types of standards: Content Standards,
Performance Standards, Proficiency Standards, and Program Standards
- Use the Content Standards and Performance Standards (sample
progress indicators) of the National Standards for Foreign Language in
planning classroom curriculum
- Understand how to use Proficiency Standards as a basis for
assigning students to a particular proficiency level
- Demonstrate how to incorporate standards into short and long-term
curriculum and assessment planning
One (1) credit is available to teachers through the University of
Washington Educational Outreach for course EDC&I 495.To earn
course credit, students are expected to have 10 contact hours and 20
hours of out-of-class time, in addition to completing the Evaluation
Criteria (listed below).
To receive one (1) credit from the UW, you must pay a fee of $133 for
tuition and $30 for registration ($163 total) to the UW Educational
Outreach office. You can fill out the form supplied at the first session
and turn it in by the end of the second session with your check. The
course is offered on a credit/no credit basis, which means that letter
grades are not given.
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Instructor: Michele Anciaux Aoki, Ph.D. (michele@anciauxinternational.com)
Instructor of Record: Klaus Brandl, Ph.D. (brandl@u.washington.edu)
Session 1 September 18, 2003 9:00 -
3:00 pm and 3:30 - 6:30 pm
P-20 International Education Summit “Teaching & Learning in a
Global Community”Location:
University of Washington HUB Ballroom |
Attend the Summit, including the World Language sessions presented
by Myriam Met, Acting Director of the National Foreign Language
Center:
- World Languages P-20 part 1: World Language before High
School?
Options for introducing foreign/world language in elementary and
middle school
- World Languages P-20 part 2: Linking Curriculum,
Instruction, and Assessment
Using the concepts of backward design to help you see the
relationship between what you’re teaching and what they’re
learning in the context of World Language Standards
- World Languages P-20 part 3: Focusing on the Cultures
Standard
Planning curriculum to help students “Gain Knowledge and
Understanding of Other Cultures”
- World Languages P-20 part 4: World Languages Q&A
For a detailed schedule, see Summit Schedule.
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Following the session:Write a brief reflective essay (about
200 words) about what you have learned during the P-20 International
Education Summit. Provide concrete examples wherever possible.
Submit the reflection to the instructor by September 30, 2003 -
michele@anciauxinternational.com.
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Session 2 Thursday September 25, 2003
4:30 – 6:30 pm Location:
University of Washington Language Learning Center
Denny Hall Room 109 |
Topics to be covered:
- Why do we need standards for foreign/world language learning?
- What are the different types of standards?
- What are the National Standards for Foreign Language Learning?
- Examples of instructional strategies that demonstrate a
standards-based curriculum
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Following the session:
- Review the reading assignments for next session
- Choose a World Languages classroom activity or unit to share
in class next session. Or review the sample scenarios in one of
the states’ standards and choose one to share at the next session.
Here are example state standards:
- Select a topic for a small project to share as a
brief paper that can be accessed from the International Education
Washington web site (http://internationaledwa.org/).
(All topics must be approved in advance by the instructor.)
Example projects (select one):
- Create a new or modified lesson plan for a unit or learning
scenario that is aligned with the National Standards for Foreign
Language (indicating Content Standards and Performance Standards
(Progress Indicators)) to incorporate into your classroom
curriculum.
- Create a lesson plan based on modifying a sample scenario from
the Nebraska or New Jersey standards to incorporate into your
classroom curriculum. Provide a copy of the original and your
modified version, showing how you have tailored it to your
classroom, yet maintained the connection to standards.
- Show a comparison of the National Standards for Foreign
Language Learning with the Washington State Essential Academic
Learning Requirements (EALRs) for Reading, Writing, and
Communication. What elements of the National Standards are
missing in our state standards in these areas? Which overlap?
- Draft a recommendation for Program Standards for World
Languages for a hypothetical district in Washington state. When
should world language instruction be started? How many years
should students have? What types of programs should be offered (FLES,
immersion, etc.)? Which languages should be taught? What level of
proficiency should students attain? Where do world language
standards fit in?
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Session 3 Saturday October 11, 2003
9:00 am - 11:00 am
Location: University of Washington Language
Learning Center
Denny Hall Room 109 |
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Topics to be covered:
- Using proficiency standards for assessment
- Examples of standards-based resources from other states
- How do the foreign/world language standards align with the
Washington State Essential Academic Learning Requirements for
Reading, Writing, and Communication?
- Analyzing examples of curriculum aligned with foreign/world
languages standards
- Developing examples of standards-based curriculum
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Following the session:
- Submit an outline, plan, or draft of your paper to the
instructor by October 20, 2003. (The instructor will provide
feedback by email .)
- Submit the final paper to the instructor by October 31, 2003
to be linked on the International Education Washington website
http://internationaledwa.org/ .
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Satisfactory completion of this course will be based on:
- submission of the brief reflective essay following the Summit by
September 30, 2003
- attendance at all three sessions (in person or by video connection
for sessions 2 and 3)
- completion of the final written paper by October 31, 2003
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Dr. Michele Anciaux Aoki, owner of Anciaux International
Communication in Seattle, has a BA in Teaching English as a Foreign
Language and MA and PhD in Slavic Linguistics, all from the University
of Washington. She consults with schools and business on education and
training, assessment, technical communication, information design,
leadership development, and working in partnership. For the past decade
she has been actively involved in local, state, and national education
reform efforts, representing the parent perspective on a variety of
committees for the Commission on Student Learning, State Board of
Education, and Higher Education Coordinating Board. She also served on
the Steering Committee for the National Assessment of Educational
Progress for Foreign Language.
Since 2000, Michele has worked with the John Stanford International
School in Seattle to plan, implement, and assess their partial language
immersion program for Spanish and Japanese. Currently she is working
with Hamilton International Middle School to research approaches to
continuing language immersion in middle school. She is also project
director for the Preschool-Graduate School International Education
Summit, held at the UW in Seattle on September 18, 2003, and web
developer for the International Education Washington web site (http://internationaledwa.org/).
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