FAQs for World Languages and Cultures Standards


What are Ohio's Learning Standards for World Languages and cultures?

Ohio’s Learning Standards for K-12 World Languages and Cultures were adopted in March 2020.  The revised standards integrate intercultural, communication and literacy skills into proficiency levels from Novice Low to Advanced Low. 


What are the modes and skills of communication?

Students learn to communicate through the interpretive skills of reading, listening and viewing; the interpersonal skills of conversing with written, spoken or signed language; and the presentational skills of writing, speaking or signing.


What is the purpose of the Model Curriculum?

The Model Curriculum provides a framework that assists teachers and districts in creating the most appropriate content and coursework for their learners' needs and provides instructional supports and strategies for teachers when implementing the standards.


How do Ohio's proficiency standards impact my instruction?

The focus on intercultural, communication and literacy skills emphasizes that the overall goal is for students to move beyond memorized vocabulary and grammar.  Rather, students must now learn to use language to communicate in real-world, authentic situations in culturally appropriate ways.


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: 8/25/2021 1:59:08 PM

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.