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1. Use the language to engage in interpersonal communication.(Interpersonal Communication : Person-to-Person Communication)

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1. Use the language to engage in interpersonal communication.(Interpersonal Communication : Person-to-Person Communication)

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Interpersonal skills are used in informal, one-on-one or small group conversations. Students can ask for clarification when needed and negotiate with each other during the conversation. Most interpersonal communication involves everyday topics, like greetings, instructions, directions, current events, class discussions, news about family and friends, social events, requests for information, academic discourse, and so on.

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Using language to eliminate discrimination, bullying, and prejudice

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2. Understand words and concepts presented in the language.(Interpretive Communication: Listening and Reading) 

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2. Understand words and concepts presented in the language.(Interpretive Communication: Listening and Reading) 

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Interpretive skills involve receiving information in a situation where meaning cannot be negotiated. Students hear or see the message and respond based on their interpretation. These messages could be about any topic and come from a wide variety of sources and media: textbooks, newspapers, signs, websites, news broadcasts, television and radio programs, lectures, presentations-live and recorded, etc.

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3. Use the language to present information to an audience.(Presentational Communication: Speaking and Writing) 

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3. Use the language to present information to an audience.(Presentational Communication: Speaking and Writing) 

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Presentational skills involve preparing information to be shared with an audience, either through speaking or writing. Students have time to draft, revise, and practice presentations that show their use of language. These presentations vary from somewhat informal, such as a quick report to the class on an article, to quite formal, which might be a culminating project involving a multimedia display with a speech.

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4. Compare the students’ culture and the target culture.(Culture)

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4. Compare the students’ culture and the target culture.(Culture)

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Learning about culture means building an understanding of the practices, perspectives and products of a society. The practices involve patterns of social interactions, such as how people are greeted or how respect is shown. Perspectives are the values, beliefs, ideas, and attitudes that are an
integral part of life. Products are the books, foods, laws, music, games, etc., that are created and used
within the society.

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*Connections to Language & Literacy – CLL (Comparisons)
The world language being studied, referred to as the target language, helps students develop a greater understanding and insight into the nature of language and culture, including their native or first language. These comparisons, along with the three communication modes, blend together to focus
students on language and literacy.

*Connections to Other Disciplines-COD (Connections)
Studying a world language involves making connections with other academic disciplines, formally and informally. Within the communication skills, the language arts of reading, writing, speaking, and listening are utilized. As students learn about numbers and currency, mathematics and economics are included. All of social studies is part of culture, as are the arts, health, physical education, and science. Career and technical skills in these areas are also drawn on, and technology is woven throughout world languages as a resource for materials and a means of expression and presentation.

*Communities – CMT (Communities)
Students preparing for success in the 21st Century need to access knowledge and information from other communities, and use that information to function well with people from diverse backgrounds.

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As students progress through a language program and accumulate 135 or 150 hours for each course, this instructional time adds up.
• Level I: 135-150 (total hours for a block schedule or a traditional schedule)
• Level II: 270-300 (total hours including Level I time)
• Level III: 405-450 (total hours including Levels I and II)
• Level IV: 540-600 (total hours including Levels I-III)
• Level V: 675-750 (total hours including Levels I-IV)
• Level VI: 810-900 (total hours including Levels I-V)
• Level VII: 945-1,050 (total hours including Levels I-VI)
• Level VIII: 1,080-1,200 (total hours including Levels I-VII)

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Proficiency Expectations for Alphabetic Languages (Spanish)

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Proficiency Expectations for Alphabetic Languages (Spanish)

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Course Description for a Modern Language (Level I)

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Course Description for a Modern Language (Level I)

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This course is an introduction to the study of the target language and its culture and may be taken in middle or high school. Students perform the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development of the four skills of listening, speaking, reading, and writing within a given context extending outside of the classroom setting when possible. The content focuses on the students' lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language conventions (functions). A general introduction to the culture, its products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values, beliefs), and practices
(patterns of social interaction) is integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is ongoing throughout the course.

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*People use language to give meaning by using written text, visual text, or verbal expression.
*Languages have rules of grammar to follow so all people can understand the meaning of the words.
*Language can adapt and change over time and between different countries.
*The functions of language include communication, understanding, and expression.
*Languages are a system of spoken words, written text, and symbols that express meaning.

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*Change
*Adaptation
*Function
*Systems
*Communities

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*Rules
*Communication
*Grammar
*Visual Text
*Written Text
*Meaning
*Responding
*Sequence
*Perspective
*Expression
*Connection

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*What languages are spoken in your community?
*What languages are spoken in your country?
*How many countries in the world speak Spanish?
*How many dialects of Spanish exist?

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This resource explains how language acquisition works. By understanding language acquisition, we can better understand the functions of language.

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Language Acquisition: Crash Course Linguistics #12

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This resource discusses how language can be used to create identity. Since one of the focuses of this unit is the functions of language, it is important that students see how language plays a role in creating identity.

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Sociolinguistics: Crash Course Linguistics #7

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One question that we are focusing on in this unit is how language changes over time and from country to country. This resource shows students how language changes from a linguistics standpoint.

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Language Change and Historical Linguistics: Crash Course Linguistics #13

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Health Benefits of Learning a Foreign Language

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Health Benefits of Learning a Foreign Language

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Since this unit focuses on the function of language, it is important to note secondary functions of a language. In this video, students will see that their are health benefits found in learning a second (or third and so-on) language.

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The Health Benefits Of Learning a Foreign Language | Daria Zaikovskaia | TEDxOulu

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Comparing Learning a Language to Video Games

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Comparing Learning a Language to Video Games

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Many students enjoy video games and understand things better when it is compared to things that they already understand. This video compares learning a language to video game maps. This means that learning a language unlocks new areas, just like exploring more in a video game unlocks new parts of a map.

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The Fastest Way to Learn a New Language: The Video Game Map Theory

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Case Study of Spanish Language Use in Texas Border Town

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Case Study of Spanish Language Use in Texas Border Town

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Examples of How to Write Spanish Case Studies

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Examples of How to Write Spanish Case Studies

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*Why do languages have rules?
*How do languages adapt and change over time or between countries?
*How do people use language to give meaning to written text, visual text, or verbal expressions?
*What is the function of a language?

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*How can people use languages to eliminate bullying, discrimination, and prejudice?
*How can people use language to challenge unfair systems?
*Why might a person choose to learn a new language?

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This case study focuses on how identity is tied to a language. In this case study, we observe how heritage Spanish speakers find identity in their language.

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The main focus of this unit is the function of language, and in order to understand the function of language, we must first understand how we acquire language. This case study explores how second languages are acquired.

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Using Technology to Learn a Language Case Study

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Using Technology to Learn a Language Case Study

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Many students have access to cell phones, computers, internet, etc. This case study observes how technology can be used to help a person learn a new language online.

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This case study dives deeper into the actual topic of the function of language. In particular, this case study observes the function of language from a language-teaching standpoint.

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Tips to Stay Motivated While Learning Languages

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Tips to Stay Motivated While Learning Languages

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The news media the British Council provides tips for learning languages better. Learning a language is not easy for most people, especially older students or adults, so it is easy for them to lose motivation and feel helpless. This resource provides students with some positive reinforcement of methods to help them better learn their new language.

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Why Multilingual Learners Want to Learn More Languages

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Why Multilingual Learners Want to Learn More Languages

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This interview with multilingual school kids explains the debatable question presented in this unit: Why might a person choose to learn a new language. This interview is presented from the point of view of children currently learning multiple languages.

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Why these multilingual school kids want to learn more languages

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Interview about Immigration and Learning a Foreign Language

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Interview about Immigration and Learning a Foreign Language

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This video focuses on the necessity of learning a foreign language due to immigration. This interview also helps students develop responses to the debatable question of why might a person choose to learn a new language.

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Immigrating & Learning A Foreign Language | Interview with Adriana from EnglishTeacherAdriana.com

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In order to keep my students engaged, I will periodically use this podcast to reinforce the basic skills and vocabulary that they have learned in the classroom. This podcast is a wonderful tool for making sure that you retain the language that you have learned.

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Welcome to Coffee Break Spanish! In lesson 1 of this first season, you'll learn to say "hello" and ask people how they're feeling, using simple, easy-to-learn phrases. Please note that lesson 1 of Season 1 was originally known as lesson 101 of Coffee Break Spanish. We have renumbered the lessons of each season as lessons 1-40 to make things more simple for our listeners.

This season of Coffee Break Spanish features a total of 40 lessons, all of which will be included in the podcast feed. Just stay subscribed to the podcast to enjoy each episode. If you'd like to benefit from video versions, lesson notes and bonus audio materials, you can access the premium version of Coffee Break Spanish in the Coffee Break Academy.

Don't forget to follow Coffee Break Spanish on Facebook where we post language activities, cultural points and review materials to help you practise your Spanish. Remember - a few minutes a day can help you build your confidence in the language. Access the Coffee Break Spanish Facebook page here.

If you'd like to find out what goes on behind the scenes here at Coffee Break Languages, follow @coffeebreaklanguages on Instagram.

You can also check out our Coffee Break Spanish Twitter page and the Coffee Break Languages YouTube channel.

Hosted on Acast. See acast.com/privacy for more information.

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CBS 1.01 | Saying how you are feeling | Coffee Break Spanish on Acast

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Welcome to Coffee Break Spanish! In lesson 1 of this first season, you'll learn to say "hello" and ask people how they're feeling, using simple, easy-to-learn phrases. Please note that lesson 1 of Season 1 was originally known as lesson 101 of Coffee Break Spanish.

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This telenovela created by BBC for language-learning purposes allows absolute beginners to be able to watch a new drama series in the target language. This experience will keeps students engaged by providing entertainment that reinforces new information to make it "stick."

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Me Vida Loca - Episodio UNO -  BBC Spanish Learning Drama

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This daily e-journal will allow students to see how translators are involved in the Spanish language and Hispanic heritage. This e-journal uses a variety of mediums from articles, papers, and other print resources.

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Sección periódica del Centro Virtual Cervantes dedicada la la traducción, con textos de colaboradores del Instituto Cervantes.

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In this learning experience from the Cervantes Institute, students will be able to hear the differences in dialects from Spanish-speakers across the globe. My dialect is a mix of two of these, since I have lived in Argentina and coastal Spain. My students will be challenged to see if they can hear which countries created my unique dialect of Spanish. This activity will also allow students to see the identity function of language.

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El Catálogo de voces hispánicas ofrece muestras audiovisuales de las principales manifestaciones y variedades de la lengua española, procedentes de todo el mundo hispánico, junto a muestras de las principales lenguas originarias con las que la lengua española convive. El catálogo también incluye un pequeño conjunto de muestras de español hablado por aprendices de diverso origen lingüístico-geográfico.

Las muestras van acompañadas de la transcripción de los textos, así como de información gráfica y textual sobre la lengua española y sobre su presencia en los territorios de los que proceden aquellas. Su contenido está relacionado con los usos, costumbres y características culturales de su zona de procedencia.

El número inicial de muestras, proyectado para el fondo básico del catálogo, es de alrededor de 100. Cada muestra del catálogo está integrada por materiales como los siguientes:

Muestra visual de hablantes de cada área.

Transcripción del material sonoro en ortografía ordinaria.

Cuadro explicativo de las características lingüísticas del área de procedencia de la muestra.

Cuadro resumen de elementos culturales o tradicionales más característicos del área de procedencia de cada muestra.

Mapa del área de procedencia de la muestra, con información complementaria sobre diversos aspectos: demografía del territorio; situación lingüística (lenguas de uso y oficiales); escritores destacados en su historia; artistas destacados en su historia.

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El Catálogo de voces hispánicas ofrece muestras audiovisuales de las principales manifestaciones y variedades de la lengua española, procedentes de todo el mundo hispánico, junto a muestras de las principales lenguas originarias con las que la lengua española convive. El catálogo también incluye un pequeño conjunto de muestras de español hablado por aprendices de diverso origen lingüístico-geográfico.

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In this class, I would have my students read the Kid Quixotes book by Stephen Haff. This book demonstrates many of the functions of language as the students in the book navigate their way through translating Don Quixote into English. By seeing how language functions for these students, my own students will have a better understanding of the function of language.

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The Traveling Serialized Adventures of Kid Quixote

Video by Thelma Boyiri

Please read and share Valeria Luiselli's beautiful essay about the Kid Quixotes of Still Waters in the New York Times! The online story includes an embedded video of the kids singing one of their original songs. Please consider becoming a patron of THE TRAVELING SERIALIZED ADVENTURES OF KID QUIXOTE at our Patreon Page.

The group's running translation combines Spanish and English and is being adapted and performed collectively by the kids as a series of brief, traveling adventure plays in non-theatrical settings, such as apartments, offices and classrooms, all around New York City. A "Greek Chorus" of children sings original songs written by the students, songs inspired by the novel and by their own lives. Renowned composer Kim Sherman is teaching the children music theory and lyric writing.

Francisco Goldman has written a beautiful account of his experiences with the Still Waters kids, as they work on a song for the Quixote Project. You can read the full published article at Literary Hub.

We are also studying the historical context in which the book is situated, including the atrocities of imperial Spain and the Spanish Inquisition-a time and place remarkably similar to our own in its xenophobia and scapegoating and extremes of wealth and poverty. We are assisted in this study by professors William Egginton of Johns Hopkins University and Diana Conchado of Hunter College.

"The great novel has never been in better hands." -Edith Grossman, Translator

The families of Still Waters have left their native soil for the promise of prosperity and peace, only to run into the hard reality of the Bushwick barrio, just as Don Quixote leaves his village in order to live out his fantasy of heroism and discovers that the world can be hostile to dreams. His persistence in the face of unforgiving obstacles runs parallel to the unquitting determination of these families. Quixote maintains a child-like innocence and a genuine desire to help others just as the students at Still Waters remain innocent and compassionate even as they are surrounded by many types of violence, including the destabilizing force of gentrification and the daily traumas of living in poverty and fear of deportation.

Translation, across languages and borders and cultures and identities, is a fundamental experience of these children and their families. They live in two worlds and must always move between the two, the children often helping their parents, for whom the duality of the immigrant life is especially difficult, by negotiating between Spanish and English at school, the doctor's office or in court. The multiple translations of this project, crossing art forms, history, geography, fiction and reality in addition to language, widen the very idea of translation. Collective storytelling and choral singing are ways of belonging to a community, or making a community. These compositions are both emotional, imaginative expressions and deliberate social actions. Here, the children belong.

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The Traveling Serialized Adventures of Kid Quixote Video by Thelma Boyiri Please read and share Valeria Luiselli's beautiful essay about the Kid Quixotes of Still Waters in the New York Times! The online story includes an embedded video of the kids singing one of their original songs.

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This video is going to be used in my Unit 1 -Functions of Language Lesson 3: Identity. This video explores the connection between language and identity.

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How are language and identity connected?  | Big Think

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Students will be tasked to create a "Podcast" segment in which they discuss each function of language in their own words. Students will be asked to show how their native language and target language help to shape their answers. For example, if their native language is English and the target language is Spanish, the student might demonstrate why they want to learn the target language (participate in/understand a new culture or cultures). By being able to explain how language functions in their own lives, students will have successfully demonstrated understanding of this unit.

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Students will write in a journal post a 3-2-1 Bridge about what they think about when they hear the word language. This assessment will allow me to see what students already know about the function of language, as well as to see what the students want to know about language.

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*Lesson 1 - What is the function of language? -Communication
Formative Assessment: Tripwire Exit Ticket
Students will be asked to list three misunderstandings about the lesson that could potentially "trip up" their peers. By asking students to view the topic from this angle, I can get a better understanding of how well the students understood the lesson.

*Lesson 2 - What is the function of language? -Understanding
Formative Assessment: 3-2-1 Bridge Exit Ticket
Students will write in their journal:
3 things they learned in the lesson
2 Questions that they still have unanswered
1 metaphor or simile about language

*Lesson 3 -What is the function of language? -Identity
Formative Assessment: see-think-wonder exit ticket
What did you notice in the video?
What does this make you think about?
What more do you wonder about how language shapes identity?