Expectations for Learning

Expectations for Learning: World Languages & Cultures

Expectations for learning are the fundamental component of the Ohio Learning Standards for World Languages and Cultures. Expectations for learning show what world language learners know and can do as they develop their intercultural communication and literacy skills, from Novice Low to Advanced Low proficiency. These statements provide a structure for educators to reflect on plans for instruction, monitor observable evidence of language learning and acquisition, and develop summative assessment of language, literacy and intercultural proficiency. When mastered in a progressive sequence, with purposeful integration of previously taught concepts, the expectations for learning can guide the development and evaluation of functional language ability and intercultural competence.

Overview of Expectations for Learning

The following graphics show the overarching expectations of each proficiency level when learners are interacting with authentic cultural materials or native speakers of the language. The full set of proficiency expectations can be found on on pages 9-14 of the K-12 learning standards grid for world languages and cultures.

Interpretive Intercultural Communication


Interpersonal Intercultural Communication


Presentational Intercultural Communication


The cognitive demands within the standards and expectations for learning include the development of:

  • Interpretive communication and literacy skills to identify, understand and analyze input that is heard, read or viewed on a variety of topics from authentic resources.
  • Interpersonal communication and literacy skills to interact and negotiate meaning in spontaneous spoken, written or signed conversations to exchange and share information, reactions, feelings and opinions.
  • Presentational communication and literacy skills to present information, concepts and viewpoints to inform, explain, persuade and narrate in spoken, written or signed language when negotiation of meaning is not possible.
  • Intercultural communication skills to investigate, reflect on and explain the relationship between products, practices and perspectives and interact with others in and from other cultures.​

Proficiency Targets

Proficiency Targets for Languages: These research-based recommendations are designed to provide local schools and districts with the informed guidance needed to set rigorous yet attainable proficiency targets for their language students. These proficiency targets are not state-mandated. District decision-makers ultimately must consider the nature of their programs and establish targets that challenge learners, yet remain obtainable given their student population. Schools and districts may also want to consider the differentiation of targets to meet the needs of all types of learners.


Last Modified: 4/9/2024 11:25:55 AM