To access Quick Links, visit our text-only version.

. Public Schools of North Carolina . . State Board of Education . . Department Of Public Instruction .

WORLD LANGUAGES RESOURCES

WORLD LANGUAGES :: RESOURCES :: HIGH SCHOOL PRINCIPALS' BRIEF: SECOND (FOREIGN) LANGUAGES

HIGH SCHOOL PRINCIPALS' BRIEF: SECOND (FOREIGN) LANGUAGES

The Revised Second Language Standard Course of Study and Classroom Applications

NOTE :: Various file formats are used on this page that may require download. If larger than 1mb, it will take longer to download. For instructions or more information, please visit our download page.

The Revised Second Language Standard Course of Study was approved by the State Board of Education in November 1999 and went into effect July 1, 2000.

ORGANIZATION OF THE SCOS

The Second Language Standard Course of Study lists the goals and objectives for students at levels I, II, III, and IV. While the goals are the same for students at all levels, the objectives are tailored to meet the needs of students at each stage of language development. For this reason, as students progress from one level to another, they should be working with language which increases in complexity and in length. At all levels, the role of grammar is to facilitate communication.

Level I Students: The language of beginners consists mainly of one-word answers, of phrases, and of language which has been memorized through practice. Students can satisfy their immediate needs and they can communicate about things in their immediate environment. Beginners spend a lot of time developing their listening and speaking skills and less time on reading and writing activities.

Level II Students: Continuing students have the language of the "basic tourist." They are beginning to recombine language in order to make it their own. They begin to create and to experiment with the language. They are most comfortable when they communicate about familiar contexts. At this level, the focus of instruction is still on the development of the listening and speaking skills.

Level III and Level IV Students: At these levels, students are creating with the language. They can communicate original thoughts using increasingly complex structures and vocabulary. More advanced students, may be able to deal with complications or unforeseen turn of events. Students, in the more advanced levels, are able to exchange points of view and to defend opinions orally and in writing. Students divide their time between listening, speaking, reading and writing activities which may include authentic materials and literature.

Graduation Requirement for the College/University Prep Course of Study: 2 units of the same language. 

 

SECOND LANGUAGE GOALS

INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language.

In the foreign language class, you should see teacher and students using the target language in a variety of interactive and real-life situations involving group and pair work, conversations, questions and answer activities, letters, or e-mail exchanges. Frequent opportunities for interaction in the language, especially with their peers, help students develop oral language proficiency.

INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language.

In the foreign language class, you should see students listening to or reading a variety of print and non-print materials including some authentic materials such as newspapers, magazines, advertisements, posters, tv, radio, video or live presentations, and literature.

PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language.

In the foreign language class, you should see students performing songs and skits, presenting poems and speeches, making oral presentations, giving messages, reports, or retelling stories orally or in writing for a variety of audiences.

CULTURES - The learner will gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

In the foreign language class, you should see students using appropriate verbal and non-verbal behavior from the target cultures and participating in age-appropriate cultural practices. You should see students examining how the different products, patterns of social interaction, and beliefs and values of the culture influence one another.

COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others.

In the foreign language class, you should see students relating vocabulary (e.g., cognates, loan
words, idiomatic expressions), sound system, and syntax to their own language. You should also see students contrasting cultural elements (e.g., verbal and non verbal language, traditions, behaviors, accomplishments) to those of their own culture.

CONNECTIONS - The learner will acquire, reinforce, and further his/her knowledge of other disciplines through the foreign language.

In the foreign language class, you should see students working with age-appropriate information, skills, and concepts from other disciplines. You should see students applying learning strategies and developing their own for use in other disciplines.

COMMUNITIES - The learner will use language and/or demonstrate cultural knowledge and understanding within and beyond the school setting for personal, educational, and professional growth and enrichment.

In the foreign language class, you should see students using the language out of the classroom by sharing what they know with others in their community, by participating in PTA presentations, festivals, or community celebrations, by joining language clubs, by creating materials (books, cassettes, brochures) for others, by interacting with their peers in other schools, states, or countries through
letter exchanges, e-mails, and by accessing authentic materials through technology.

 

For additional information contact:

Helga Fasciano
919.807.3864

Ann Marie Gunter
919.807.3865
ann.gunter@dpi.nc.gov

6349 Mail Service Center
Raleigh, NC 27699-6349