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Spanish Standards Of Learning For Virginia Public Schools
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Book Synopsis Spanish Standards of Learning for Virginia Public Schools by : Virginia. Department of Education
Download or read book Spanish Standards of Learning for Virginia Public Schools written by Virginia. Department of Education and published by . This book was released on 2007 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Standards of Learning in this publication represent a major development in public education in Virginia. Adopted in February 2007 by the Virginia Board of Education, these standards emphasize the importance of foreign language instruction in the Commonwealth and, therefore, are an important part of Virginia's efforts to provide challenging educational programs in the public schools and to enhance the preparation of Virginia's students to compete in a rapidly expanding global society. The Foreign Language Standards of Learning identify essential content, processes, and skills for each level of language learning in Virginia's secondary schools. This report presents specific standards for levels I through IV of Spanish. The standards for level IV focus on refinement of language skills and may be applied to levels V, VI, and above by adjusting specific course content. The content of the Modern Foreign Language Standards of Learning is organized around the following seven essential strands of language development and application: (1) Person-to-Person Communication; (2) Listening and Reading for Understanding; (3) Oral and Written Presentation; (4) Cultural Perspectives, Practices, and Products; (5) Making Connections through Language; (6) Cultural and Linguistic Comparisons; and (7) Communication across Communities. [For overall Virginia language standards, see ED498205.].
Book Synopsis Introduction to the Standards of Learning by :
Download or read book Introduction to the Standards of Learning written by and published by . This book was released on 1988 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Foreign Language Standards of Learning for Virginia Public Schools by : Virginia. Department of Education
Download or read book Foreign Language Standards of Learning for Virginia Public Schools written by Virginia. Department of Education and published by . This book was released on 2007 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Foreign Language Standards of Learning identify essential content, processes, and skills for each level of language learning in Virginia's secondary schools. Included are specific standards for levels I through IV of French, German, Spanish, and Latin, as well as generic standards adaptable for levels I through IV of other modern languages, including non-Roman-alphabet languages. Each level of the modern language standards is organized into specific content strands and contains 8 to 12 standards that outline the knowledge, skills, and processes essential for language learning. The emphasis on communication and interpretation ensures that students completing long-term, sequential foreign language programs in Virginia's secondary schools will be able to interact, within reasonable limits, with users of the language and understand their culture. The ability to communicate comfortably with native speakers of the language about most topics is not obtained solely through classroom study, and standards are intended to provide a framework from which school divisions may develop local curricula based on the needs of their students and community. The standards do not comprise the curriculum for a given course or prescribe how the content should be taught. The concepts and structures for each level should be presented in a spiraling fashion that allows them to be reintroduced with increasing complexity at various stages of language development. Within the scope of each level of study, students will be able to perform with reasonable success in each of the following areas: (1) Effective Communication; (2) Enhanced Cultural Understanding; (3) Expanded Access to Information; and (4) Increased Global Perspective. The content of the Modern Foreign Language Standards of Learning is organized around seven essential strands of language development and application: (1) Person-to-Person Communication; (2) Listening and Reading for Understanding; (3) Oral and Written Presentation; (4) Cultural Perspectives, Practices, and Products; (5) Making Connections through Language; (6) Cultural and Linguistic Comparisons; and (7) Communication across Communities. In level I foreign language courses, students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language. In level II, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. At level III, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They communicate on a variety of topics at a level commensurate with their study, using more complex structures in the language and moving from concrete to more abstract concepts. In level IV and above, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the language. They are able to exchange and support opinions on a variety of topics related to contemporary and historical events and issues at a proficiency level commensurate with their study. They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. Students use the target language to access information in other subject areas and to compare and contrast cultural elements found in the countries where the target language is spoken with those found in their own. [For related documents, see ED498205, ED498202, ED498210 and ED498689.].
Book Synopsis Modern Foreign Language Standards of Learning for Virginia Public Schools by : Virginia. Department of Education
Download or read book Modern Foreign Language Standards of Learning for Virginia Public Schools written by Virginia. Department of Education and published by . This book was released on 2007 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Foreign Language Standards of Learning identify essential content, processes, and skills for each level of language learning in Virginia's secondary schools. Included are specific standards for levels I through IV of French, German, Spanish, and Latin, as well as generic standards adaptable for levels I through IV of other modern languages, including non-Roman-alphabet languages. Each level of the modern language standards is organized into specific content strands and contains 8 to 12 standards that outline the knowledge, skills, and processes essential for language learning. The emphasis on communication and interpretation ensures that students completing long-term, sequential foreign language programs in Virginia's secondary schools will be able to interact, within reasonable limits, with users of the language and understand their culture. The ability to communicate comfortably with native speakers of the language about most topics is not obtained solely through classroom study, and standards are intended to provide a framework from which school divisions may develop local curricula based on the needs of their students and community. The standards do not comprise the curriculum for a given course or prescribe how the content should be taught. The concepts and structures for each level should be presented in a spiraling fashion that allows them to be reintroduced with increasing complexity at various stages of language development. Within the scope of each level of study, students will be able to perform with reasonable success in each of the following areas: (1) Effective Communication; (2) Enhanced Cultural Understanding; (3) Expanded Access to Information; and (4) Increased Global Perspective. The content of the Modern Foreign Language Standards of Learning is organized around seven essential strands of language development and application: (1) Person-to-Person Communication; (2) Listening and Reading for Understanding; (3) Oral and Written Presentation; (4) Cultural Perspectives, Practices, and Products; (5) Making Connections through Language; (6) Cultural and Linguistic Comparisons; and (7) Communication across Communities. In level I foreign language courses, students begin to develop communicative competence in the target language and expand their understanding of the culture(s) of the people who speak the language. In level II, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They begin to show a greater level of accuracy when using basic language structures, and they are exposed to more complex features of the language. At level III, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the target language, understanding oral and written messages in the language, and making oral and written presentations in the language. They communicate on a variety of topics at a level commensurate with their study, using more complex structures in the language and moving from concrete to more abstract concepts. In level IV and above, students continue to develop their communicative competence by interacting orally and in writing with other speakers of the language. They are able to exchange and support opinions on a variety of topics related to contemporary and historical events and issues at a proficiency level commensurate with their study. They comprehend spoken and written texts from a variety of authentic sources as well as produce compositions containing well-developed ideas on various topics. Students use the target language to access information in other subject areas and to compare and contrast cultural elements found in the countries where the target language is spoken with those found in their own.
Book Synopsis Standards of Learning by : Virginia. Dept. of Education
Download or read book Standards of Learning written by Virginia. Dept. of Education and published by . This book was released on 1984 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis World-Readiness Standards (SPANISH) by :
Download or read book World-Readiness Standards (SPANISH) written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Standards of Learning by : Virginia. Department of Education
Download or read book Standards of Learning written by Virginia. Department of Education and published by . This book was released on 1984 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Changing Landscape of Spanish Language Curricula by : Alan V. Brown
Download or read book The Changing Landscape of Spanish Language Curricula written by Alan V. Brown and published by Georgetown University Press. This book was released on 2018-07-01 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spanish remains a large and constant fixture in the foreign language learning landscape in the United States. As Spanish language study has grown, so too has the diversity of students and contexts of use, placing the field in the midst of a curricular identity crisis. Spanish has become a second, rather than a foreign, language in the US, which leads to unique opportunities and challenges for curriculum and syllabus design, materials development, individual and program assessment, and classroom pedagogy. In their book, Brown and Thompson address these challenges and provide a vision of Spanish language education for the twenty-first century. Using data from the College Board, ETS, and the authors’ own institutions, as well as responses to their national survey of almost seven hundred Spanish language educators, the authors argue that the field needs to evolve to reflect changes in the sociocultural, socioeducational, and sociopolitical landscape of the US. The authors provide coherent and compelling discussion of the most pressing issues facing Spanish post-secondary education and strategies for converting these challenges into opportunities. Topics that are addressed in the book include: Heritage learners, service learning in Spanish-speaking communities, Spanish for specific purposes, assessment, unique needs for Spanish teacher training, online and hybrid teaching, and the relevance of ACTFL’s national standards for Spanish post-secondary education. An essential read for Spanish language scholars, especially those interested in curriculum design and pedagogy, that includes supporting reflection questions and pedagogical activities for use in upper-level undergraduate and graduate-level courses.
Download or read book Virginia State Documents written by and published by . This book was released on 2007 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Quality Assurance and Accreditation in Foreign Language Education by : Donald F. Staub
Download or read book Quality Assurance and Accreditation in Foreign Language Education written by Donald F. Staub and published by Springer. This book was released on 2019-08-01 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Greater student mobility, increasing demand for access to tertiary education, as well as policy changes have spurred rapid expansion of the global higher education sector. However, with increased demand comes considerable variation in the quality of the supply. As higher education is an expensive endeavor for all stakeholders – governments, funders, employers, and families – there are also increasing expectations for accountability and demonstrations of quality. English as a foreign language (EFL) programs, in particular, are under considerable pressure to substantiate their value, resulting in a significant rise in interest around their quality. This volume is the outcome of a May 2018 international conference on quality and specialized accreditation, held in Turkey. The book’s three sections take the reader from the global to the program level, examining trends and best practices in quality assurance and accreditation in EFL programs. The book’s geographic focus is primarily the Middle East and Turkey, yet the issues discussed herein a quite global in nature. This volume will be of interest to educational administrators at the institutional or program level, educational leadership programs focusing on higher education, language teacher preparation programs, and administrators in centralized education systems or accrediting organizations.
Book Synopsis World Language Education as Critical Pedagogy by : Timothy G. Reagan
Download or read book World Language Education as Critical Pedagogy written by Timothy G. Reagan and published by Routledge. This book was released on 2020-09-02 with total page 277 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessible and cutting-edge, this text is a pivotal update to the field and offers a much-needed critical perspective on world language education. Building off their classic 2002 book, The Foreign Language Educator in Society, Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths, advocacy, the perceived and real benefits of language learning, linguistic human rights, constructivism, learning theories, language standards, monolingualism, bilingualism and multiculturalism. Organized into three parts – "Knowing Language," "Learning Language," and "Teaching Language" – this book applies a critical take on conventional wisdom on language education, evaluates social and political realities, assumptions, and controversies in the field. Each chapter includes questions for reflection and discussion to support students and educators in developing their own perspectives on teaching and learning languages. With a critical pedagogy and social justice lens, this book is ideal for scholars and students in foreign/world language education, social justice education, and language teaching methodology courses, as well as pre- and in-service teachers.
Book Synopsis The Early Childhood Coaching Handbook by : Dathan D. Rush
Download or read book The Early Childhood Coaching Handbook written by Dathan D. Rush and published by Paul H Brookes Publishing. This book was released on 2020 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher's Handbook, Contextualized Language Instruction by : Judith L. Shrum
Download or read book Teacher's Handbook, Contextualized Language Instruction written by Judith L. Shrum and published by Cengage Learning. This book was released on 2015-08-26 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teach foreign language effectively with TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION! Designed to prepare you to teach foreign language, this fifth edition handbook incorporates the Standards for Foreign Language Learning in the 21st Century, recently refreshed as World-Readiness Standards for Learning Languages. It provides a practical framework for integrating the Five C's and ACTFL-NCSSFL Can-Do Statements into foreign language teaching, as well as case studies of beginning teachers as they learn to navigate the complexity of being on the other side of the desk. Mastering the material is easy with examples of communication in authentic settings, thoughtful case studies, extensive appendices, and a text-specific website with links to teacher resources and streaming video of standards-based instruction. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Book Synopsis Spanish-speaking Parents' Understanding of Third Grade Literacy Skills and Support for Their Children's Literacy Education by : Nancy Keller Bryant
Download or read book Spanish-speaking Parents' Understanding of Third Grade Literacy Skills and Support for Their Children's Literacy Education written by Nancy Keller Bryant and published by . This book was released on 2011 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the understandings of Spanish-speaking parents of third grade students regarding the reading and writing skills expected of third graders. Further, the study explored how those understandings inform the parents‘ support of their children in developing those skills as well as the parents‘ support, in general, of their children‘s education. The study was a qualitative, constructivist exploration through narrative inquiry. Interviews were the primary data collection tool. Observation of parent/teacher conferences and document analysis of a weekly folder of papers sent home to parents provided triangulation of the data. The Spanish-speaking parents of eleven third grade students in a northern Virginia public school participated in the study. Among the major findings were that the parents support their third grade students in reading through high expectations of accuracy and recalling facts from the story and, in writing, through expectations of neatness and editing accuracy. While language was described as a barrier, most parents listen to their children read in English and ask them to summarize the story in Spanish. Parents often depend on older siblings or the dictionary to help with reading and writing skills. Actively encouraging the development of bilingual speaking, reading, and writing skills at home fosters success in reading and writing in school. The parents have little knowledge of standards-based testing or the No Child Left Behind law designed to foster higher achievement among all subgroups. The parents did not provide evidence that the school is, at this time, fostering development of bilingual skills, pride in the students‘ Hispanic culture, or innovative outreach programs for Hispanic parents. Recommendations of the study include talking with parents about the specific, rigorous expectations of the reading and writing standards of learning, encouraging the development of bilingual skills through activity both at home and in the school, informing parents about the details of standardized testing and the No Child Left Behind law, and developing groundbreaking ways to involve parents more deeply in the day-to- day life of the school as well as with community resources. Also recommended is encouraging parents to continue fostering high academic achievement and expectations.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher's Handbook by : Judith L. Shrum
Download or read book Teacher's Handbook written by Judith L. Shrum and published by Heinle. This book was released on 2000 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher's Handbook emphasizes real-world practice by presenting a concise theoretical review followed by provocative case studies that ask new and experienced instructors to judge for themselves how best to acquire ESL and foreign language proficiency. Appropriate for secondary and college instructors, Teacher's Handbook also includes extensive appendices covering professional organizations, publications, and performance standards for language teachers and students. This new edition includes a text-specific web site that contains video case studies, a bulletin board, and useful links to a variety of professional organizations and mailing lists.
Book Synopsis Education Empire by : Daniel L. Duke
Download or read book Education Empire written by Daniel L. Duke and published by State University of New York Press. This book was released on 2012-02-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the fact that more than one-half of the students in the United States are educated in suburban schools, relatively little is known about the development of suburban school systems. Education Empire chronicles the evolution of Virginia's Fairfax County public schools, the twelfth largest school system in the country and arguably one of the very best. The book focuses on how Fairfax has addressed a variety of challenges, beginning with explosive enrollment growth in the 1950s and continuing with desegregation, enrollment decline, economic uncertainty, demands for special programs, and intense politicization. Today, Fairfax, like many suburbs across the country, looks increasingly like an urban school system, with rising poverty, large numbers of recent immigrants, and constant pressure from an assortment of special interest groups. While many school systems facing similar developments have experienced a drop in performance, Fairfax students continue to raise their achievement. Daniel L. Duke reveals the keys to Fairfax's remarkable track record.
