View Content #22210

From http://blogs.edweek.org/edweek/global_learning/2016/11/five_steps_for_setting_language_learning_goals_by_proficiency_not_seat_time.html?r=828239475

Language programs in the 21st century must help students gain the language and literacy proficiency they will need to succeed in the real world. This means that relying only on traditional ways of measuring student progress (e.g., time spent in a class), without measuring what students can actually do in the language, is not enough. A critical component of all competency-based language programs in K-12 is to clearly articulate the knowledge and skills that students will acquire and demonstrate. This can be done by taking a backward design approach of using expected student learning outcomes to drive curriculum and instructional decisions. Shuhan Wang and Joy Kreeft Peyton, of Asia Society's Chinese Early Language and Immersion Network (CELIN), discuss strategies based on a recently published research brief, Mapping Chinese Language Learning Outcomes in Grades K-12.

Read the article at http://blogs.edweek.org/edweek/global_learning/2016/11/five_steps_for_setting_language_learning_goals_by_proficiency_not_seat_time.html?r=828239475