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Creativity and Inquiry in Chinese as foreign lanaguge class2018 shared copy.pdf

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We Need a Bigger Definition of Creativity

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把你自己见过/做过最有创意的事写在链接里。

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The Future of Work: Will Our Children Be Prepared?

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新加坡航空推出全新機上安全影片

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按下以下链接，辩论学校真的扼杀了创意吗？

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探究教学的老师是怎样的？

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探究教学的老师是怎样的？

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What does it mean to be an inquiry teacher?

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让我们一起来设计一节探究课吧

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Every game has potential for learning! Consider the educational value in some of the more popular, entertainment-focused games that your students (and you!) already enjoy at home. Of course, not all games are school-appropriate, but you can approach any game from an educational perspective.

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Concept based curriculum and instruction

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CONCEPT-BASEDCURRICULUM AND INSTRUCTION H. Lynn Erikson

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教室翻轉桌遊創意教學法 · 創意翻轉教學

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英国国家课程的外语教学要求

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英国国家课程的外语教学要求

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National curriculum in England: languages programmes of study

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Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another lang…

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ACTFL: 美国外语教学协会

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ACTFL: 美国外语教学协会

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Download Two-Page Summary of the World-Readiness Standards for Learning Languages
Download Summary
World-Readiness Standards Available for Purchase

1. Purchase print or eBook Standards book with eBooks of all available languages.

2. Purchase print or eBook Standards book with one eBook of these language-specific documents:

Purchase All Languages Purchase One Language
On 12/21/2020, ACTFL moved to a new fulfillment process for eBooks. Please visit our FAQ page for additional information on how to redeem and access purchased eBooks.

Standards Poster Available for Purchase

The poster highlights the Standards goal areas- also known as the 5 Cs (Communication, Cultures, Connections, Comparisons, Communities). A description of each of the 11 standards is also included.
Purchase Poster
With the help of a three-year grant from the US Department of Education and the National Endowment for the Humanities, an eleven-member task force, representing a variety of languages, levels of instruction, program models, and geographic regions, undertook the task of defining content standards - what students should know and be able to do - in language learning. The final document, Standards for Foreign Language Learning: Preparing for the 21st Century, first published in 1996, represents an unprecedented consensus among educators, business leaders, government, and the community on the definition and role of language instruction in American education. This visionary document has been used by teachers, administrators, and curriculum developers at both state and local levels to begin to improve language education in our nation's schools.

The National Standards for Learning Languages have been revised based on what language educators have learned from more than 15 years of implementing the Standards. The guiding principle was to clarify what language learners would do to demonstrate progress on each Standard.

The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. "World-Readiness" signals that the Standards have been revised with important changes to focus on the literacy developed and the real-world applications. Learners who add another language and culture to their preparation are not only college- and career-ready, but are also "world-ready"-that is, prepared to add the necessary knowledge, skills, and dispositions to their résumés for entering postsecondary study or a career.

"The American Association of Teachers of Spanish and Portuguese is proud to have played a role in the creation of the new revised World-Readiness Standards for Learning Languages. We know that the new Standards will play a vital role in the creation of curricular frameworks and lesson plans for all instructors K-16." - Emily Spinelli, AATSP.

"We are delighted to see the revised Standards. We especially welcome the Sample Performance Indicators for Elementary, Middle and High School, and Post-Secondary students. Congratulations to the team." - Mary Helen Kashuba, AATF.

"The revised and newly designated World-Readiness Standards for Learning Languages build on the existing and now familiar five goals (Communication, Cultures, Connections, Comparisons, Communities) with a clear and comprehensive articulation of the previous Standards through the addition of literacy and career readiness for K-16+ students." - Frank Nuessel, Immediate Past President & Salvatore Bancheri, President, AATI.

"The revised Standards continue to address the original five goal areas, while the descriptors are re-focused, identifying the critical thinking skills necessary for students to acquire new languages, including classical languages." - Kathy Elifrits, ACL.

"The revised World-Readiness Standards for Learning Languages not only provide guidance to Korean teachers on how and what to teach K-16+ students incorporating 21st century skills, but also help create the framework for the curriculum and assessment and eventually build the community of practice and understanding nationwide." - Korean SIG and AATK.

These Standards are equally applicable to:

learners at all levels, from pre-kindergarten through postsecondary levels

native speakers and heritage speakers, including ESL students

American Sign Language

Classical Languages (Latin and Greek)

More Resources

Access the online library listing of almost 600 publications on the National Standards.

Read "A Decade of Foreign Language Standards: Impact, Influence, and Future Directions." (PDF) | Survey Results (PDF)

To cite this publication:
The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author.

The National Standards Collaborative Board is a collaborative effort of the American Association of Teachers of Arabic, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Japanese, American Association of Teachers of Korean, American Association of Teachers of Modern Greek, American Association of Teachers of Spanish and Portuguese, American Classical League, American Council of Teachers of Russian, American Council on the Teaching of Foreign Languages, American Sign Language Teachers Association, Chinese Language Association of Secondary-Elementary Schools, Chinese Language Teachers Association, Modern Language Association, National Council of Less Commonly Taught Languages, and National Standards Task Force for Hindi.

To cite the language-specific Standards: Each language-specific Standard is considered a part of the general World-Readiness Standards for Learning Languages publication and are considered 'chapters' within the publication. They do not have separate identifiers or ISBNs.

View the Standards Summary web page.

Statement of Philosophy

Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.

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World-Readiness Standards for Learning Languages

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Download Two-Page Summary of the World-Readiness Standards for Learning Languages Download Summary Purchase print or eBook Standards book with eBooks of all available languages. Purchase print or eBook Standards book with one eBook of these language-specific documents: Purchase All Languages Purchase One Language On 12/21/2020, ACTFL moved to a new fulfillment process for eBooks.

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Note: Javascript is disabled.

Introduction

Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence. However there are other crucial factors influencing success that are largely beyond the control of the learner. These factors can be broadly categorized as internal and external. It is their complex interplay that determines the speed and facility with which the new language is learned.

Internal factors

Internal factors are those that the individual language learner brings with him or her to the particular learning situation.

Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.

Personality: Introverted or anxious learners usually make slower progress, particularly in the development of oral skills. They are less likely to take advantage of opportunities to speak, or to seek out such opportunities. More outgoing students will not worry about the inevitability of making mistakes. They will take risks, and thus will give themselves much more practice.

Motivation (intrinsic): Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don't.
Extrinsic motivation is also a significant factor. ESL students, for example, who need to learn English in order to take a place at an American university or to communicate with a new English boy/girlfriend are likely to make greater efforts and thus greater progress.

Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't. The student, for example, who has already lived in 3 different countries and been exposed to various languages and cultures has a stronger base for learning a further language than the student who hasn't had such experiences.

Cognition: In general, it seems that students with greater cognitive abilities (intelligence) will make the faster progress. Some linguists believe that there is a specific, innate language learning ability that is stronger in some students than in others.

Native language: Students who are learning a second language which is from the same language family as their first language have, in general, a much easier task than those who aren't. So, for example, a Dutch child will learn English more quickly than a Japanese child.

External factors

External factors are those that characterize the particular language learning situation.

Curriculum: For ESL students in particular it is important that the totality of their educational experience is appropriate for their needs. Language learning is less likely to place if students are fully submersed into the mainstream program without any extra assistance or, conversely, not allowed to be part of the mainstream until they have reached a certain level of language proficiency.

Instruction: Clearly, some language teachers are better than others at providing appropriate and effective learning experiences for the students in their classrooms. These students will make faster progress.
The same applies to mainstream teachers in second language situations. The science teacher, for example, who is aware that she too is responsible for the students' English language development, and makes certain accommodations, will contribute to their linguistic development.

Culture and status: There is some evidence that students in situations where their own culture has a lower status than that of the culture in which they are learning the language make slower progress.

Motivation (extrinsic): Students who are given continuing, appropriate encouragment to learn by their teachers and parents will generally fare better than those who aren't. For example, students from families that place little importance on language learning are likely to progress less quickly.

Access to native speakers: The opportunity to interact with native speakers both within and outside of the classroom is a significant advantage. Native speakers are linguistic models and can provide appropriate feedback. Clearly, second-language learners who have no extensive access to native speakers are likely to make slower progress, particularly in the oral/aural aspects of language acquisition.

The information on this page is based on summaries of research into learner variables (internal factors) in second language acquisition in the following resources:

Lightbown, Patsy M., and Nina Spada. How Languages Are Learned. Oxford: Oxford University Press, 2013. Print.

Macaro, Ernesto.Continuum Companion to Second Language Acquisition. London: Continuum, 2010. Print.

Here is a link to a slideshow on the same topic: Learner Variables in L2 learning

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The factors that influence the acquisition of a second language

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Note: Javascript is disabled. Some students learn a new language more quickly and easily than others. This simple fact is known by all who have themselves learned a second language or taught those who are using their second language in school. Clearly, some language learners are successful by virtue of their sheer determination, hard work and persistence.

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"Languages and learners" by Helina Curtain

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Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond (5th Edition)

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Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond (5th Edition) [Curtain, Helena I., Dahlberg, Carol Ann A.] on Amazon.com. *FREE* shipping on qualifying offers. Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond (5th Edition)

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https://itunes.apple.com/us/app/guess-em/id364744918?mt=8