Secondary Indigenous and World Languages

  • Philosophy

    The ability to read, write, listen and speak in languages other than English can help students succeed in post-secondary education and career, at home and abroad. Proficiency in two or more languages educates students for work and life in the 21st century. The American Council on the Teaching of Foreign Languages (ACTFL) World-Readiness Standards provide a framework for proficiency aligned to international standards. The SPPS Indigenous and World Languages program supports attainment of ACTFL proficiency levels that correspond to meaningful employment.    

  • Instructional Design

    • Use the American Council on the Teaching of Foreign Language, (ACTFL) World Readiness  Standards, ACTFL world-readiness standards, Performance Descriptors and Can-do Statements as guides to which language functions are targeted in lessons.
    • Ues Comprehensible Input strategies in teaching and classroom design.
    • Ensure lessons are aligned to the unwrapped units, scope and sequence for the grade level/language.
    • Use multiple narratives, include absent narratives on a regular basis and ensure resources and lessons are culturally relevant.
    • Use a variety of texts including primary and secondary resources, and authentic and current media from places where the target language is spoken around the world.
    • Use iPads for accessing content and for students to demonstrate learning.
    • implement syllabus expectations for ELL, Special Education, and acceleration.
    • Discuss Essential Questions and/or Daily Guiding Questions and daily learning objectives to help students understand the purpose and focus of the lesson.
      • Check in with students and ask questions as they circulate the classroom.
      • Re-teach or spiral lesson grammar points/patterns in the target language as needed, based on formative assessments.
      • Support language production by encouraging the use of what has been learned to produce original language both in writing and speaking, and connecting it to new learning.

  • Variations

    Middle school students have two options for earning high school credit.

    Option A: High School-level world language is taught on alternating days, in grades 7 and 8. Students enter high school with Level 1 credit, and begin their study there at Level 2.

    Option B: High school Level 1 is taught every day in 7th grade, and Level 2 is taught every day in 8th grade. Students enter high school with Level 1 and Level 2 credits, and begin their study there at Level 3.


  • Assessment

    Assessments are based on ACTFL Performance descriptors and standards, and include presentational and interpersonal tasks.

    • Students demonstrate proficiency/mastery of lesson objectives in listening and reading through the communication modes of writing and speaking.
    • Teachers include both formative and summative ongoing classroom assessments.
    • Teachers monitor progress and share results with students, using the results to reinforce or re-direct learning.
    • Teachers align tasks with benchmarks and unit language functions.