FAQs about World Language Standards and Proficiency
What are Ohio's Learning Standards for World Languages?
Ohio’s Learning Standards for K-12 World Languages were adopted in June 2012. The two standards of Communication and Cultures require students to learn culturally appropriate communication skills. This means that students not only learn to communicate in the language, but they also understand how to interact with native speakers using appropriate cultural behaviors, such as gestures, personal space and body language.
What are the modes and skills of communication?
Students learn to communicate through reading, listening and viewing, which are interpretive skills; conversing (written and spoken) or signing, which are interpersonal skills; and through writing, speaking or signing, which are presentational skills.
What is the purpose of the Model Curriculum?
Since the learning standards for World Languages are proficiency-based, we do not have any specific content included in our standards. The Model Curriculum provides a framework that assists teachers and districts in creating the most appropriate content and coursework for their learners' needs.
How do Ohio's proficiency standards impact my instruction?
This focus on communication emphasizes that the overall goal is for students to move beyond memorized vocabulary and grammar. Rather, students must now learn to use a language to communicate in real-world, authentic situations.
How do I set proficiency targets for my students?
Students are assessed based on the level of communicative proficiency that they have attained, aligned to the guidelines recommended by the American Council on the Teaching of Foreign Languages (ACTFL). For common languages such as French, Spanish, German, Italian, Latin and American Sign Language, the recommended target proficiency goals are as follows:
By the end of level 1: Novice Mid
By the end of level 2: Novice High
By the end of level 3: Intermediate Low
By the end of level 4: Intermediate Mid
By the end of level 5/AP: Intermediate High/Advanced Low
Proficiency targets will vary slightly for more difficult languages such as Russian, Japanese, Chinese and Arabic.
How do I determine a student's proficiency level?
The Ohio Department of Education has created rubrics
that may be used to assess proficiency and performance on exams, pre/post-assessments and chapter or unit assessments. The rubrics are aligned to the ACTFL proficiency and performance guidelines.
Who wrote Ohio's Model Curriculum for World Languages?
A committee of twenty-one Ohio teachers assisted the department with the development of the World Languages Model Curriculum. These teachers worked diligently with their colleagues throughout the state to create a vast array of tools to help educators design coursework and assessments and inform instruction. The Model Curriculum framework allows teachers at every level of experience to find resources that will help address the specific needs of their learners.
Last Modified: 6/23/2016 8:27:44 AM
Pursuant to ORC 3301.079 (B) (3) and 3313.60, it is the responsibility of Ohio's local boards of education to vet and approve curriculum and educational materials for use in the public schools within their district. The use of any materials posted or linked to on the Ohio Department of Education website, including materials within Ohio’s Learning Standards or Appendices or any state model curricula or other educational resource material, is entirely up to the discretion of each local board of education.