Changes in world language standards and frameworks for California

1. California World Language
Standards (2009)
World Language Standards
World Language, Adopted January 2009 (PDF; 4MB)
Word version of World Language Content Standards (DOC)
Foreign Language Framework (PDF; 3MB)

2. Stages of the Language Learning Continuum
• Stage I (Formulaic): Learners understand and produce signs, words,
and phrases.
• Stage II (Created): Learners understand and produce sentences and
strings of sentences.
• Stage III (Planned): Learners understand and produce paragraphs and
strings of paragraphs.
• Stage IV (Extended): Learners understand and produce cohesive texts
composed of multiple paragraphs.
• Stage V (Tailored) proficiency, which represents performance typically
achieved through university-level study.

3. Categories: Content
• Language users address a wide
variety of topics that are
appropriate to their age and
stage.
• As students develop their
ability to communicate in the
target language and culture,
they are able to more fully
address topics that increase in
complexity along the Language
Learning Continuum.

4. Categories: Communication
• Real-world communication takes place in a
variety of ways.
• It may be interpersonal: culturally
appropriate listening, reading, viewing,
speaking, signing, and writing take place as a
shared activity among language users.
• It may be interpretive: language users listen,
view, and read by using knowledge of cultural
products, practices, and perspectives.
• It may be presentational: speaking, signing,
and writing take place in culturally
appropriate ways.
Planning Systematic Instruction
• Allocate sufficient time to essential
skills.
• Organize information to minimize
confusion that learners may
experience.
• Introduce new information in
manageable and sequential units.
• Identify prerequisite skills and build
on the prior knowledge of the learner.
• Review previously taught skills.
• Integrate old knowledge strategically
with new knowledge.
• Progress from skills in more easily
managed contexts to more complex
contexts.
• Include modifications, as necessary,
for students who have special needs.

5. Categories: Cultures
• Culturally appropriate language use
requires an understanding of the
relationship between the products and
practices of the culture and its underlying
perspectives.
• Students must acquire the ability to
interact appropriately with target culture
bearers in order to communicate
successfully.
• This category allows students to make
connections and comparisons between
languages and cultures.

6. Structures
• The content standards use the term structures to
capture the multiple components of grammar that
learners must control in order to successfully
communicate in linguistically and culturally appropriate
ways.
• Students need to acquire orthography, the writing
systems of languages that have them
• phonology, the sound systems of languages or parameters in
ASL
• morphology, the rules for word formation
• syntax, the principles of sentence structure
• semantics, language-based meaning systems
• pragmatics, meaning systems connected to language use.

7. Settings
• Language users need to carry out
tasks in a variety of situations
representative of those they will
experience in the target culture.
• The success of learner
communication will depend on the
situation in which the language is
used.
• Understanding social linguistic
norms will assist learners in
communicating effectively in real-
world encounters.
This Photo by Unknown Author is licensed under CC BY-NC-ND

8. California World Language Revisions – 2019
Implement 21st Century world language education programs that
promote linguistic, global, and intercultural competency and
reflect the following goals:
• Deliver world language instruction primarily in the target language.
• Support multilingualism for California’s unique and diverse student
population with access to world language programs, including dual
immersion, via multiple entry points from kindergarten through grade 12.
• Build proficiency with authentic resources, including through multimedia, and
regular opportunities for interaction in real-world contexts.
• Be concise and easy to navigate with updated scope and sequence,
terminology, and proficiency levels.
Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp

9. California World Language Revisions – 2019
Reflect the language and guiding principles of other
significant documents, including
• Five Goal areas (the 5 Cs) in the American Council on the
Teaching of Foreign Languages (ACTFL) World Readiness
Standards for Learning Languages (WRS);
• ACTFL Proficiency Guidelines, Performance Descriptors for
Language Learners, and Can-Do Statements
• California English Language Development Standards (ELD)
Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp

10. California World Language Revisions – 2019
• Five Goal areas (the 5 Cs) in the
American Council on the
Teaching of Foreign Languages
(ACTFL) World Readiness
Standards for Learning
Languages (WRS)
• ACTFL Can-Do Statements -
https://www.actfl.org/sites/default/files/p
dfs/Can-Do_Statements_2015.pdf
Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp

11. An introduction that provides an overview and rationale for
the structure of the revised standards;
• Recognizes the unique attributes and specific needs of California’s
diverse students and describes implications for world language
learning;
• Acknowledges that different languages are taught and acquired
differently;
• Links communicative proficiency and intercultural competence to
college and career readiness and global citizenship, including a
path toward attaining the State Seal of Biliteracy.
Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
California World Language Revisions – 2019

12. Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
California World Language Revisions – 2019

13. • Section with specifics on how the CA WL Standards support dual
immersion programs and discussion of the following:
• How to support students in
• Building understanding of both the knowledge and skills and the cultures
of the target language; and
• Developing grade-level academic content area proficiency in the target
language.
• Performance and assessment considerations of dual immersion learners
(what students are able to do in at least two languages).
• Development considerations and other phenomena specific to dual
immersion learners (e.g., developing English skills may take longer, what it
means for a heritage language student to be in a language course in high
school, etc.).
Website - https://www.cde.ca.gov/be/st/ss/wlrevisionguidelines.asp
California World Language Revisions – 2019