Description

How can students use cultural investigation and interaction as a vehicle for communication?


Collaborate with fellow educators to design a unit that guides students to create a personal narrative by investigating and interacting with a new culture via a variety of connections. This session will also explore the new NCSSFL-ACTFL “can-do” statements for interculturality and how they can help drive the personal narrative. Participants will also learn how the “Rigor and Relevance” framework demonstrates how different tasks in the learning process impacts the students.

Contact Information

George Stewart
Director of Curriculum & Program Development
EF Education First
Boston, Massachusetts

Toni Theisen
Thompson School District World Languages Curriculum Representative
Thompson School District Dual Language Immersion TOSA
2009 ACTFL Teacher of the Year
2013 President of the American Council on the Teaching of Foreign Languages
NBCT World Languages

Essential Question

How can students use cultural investigation and interaction as a vehicle for communication?

Participant "I can" Targets

Participants can

  • use the NCSSFL-ACTFL “can-do” statements as a guide to help learners understand what they can do with the language in each of the 3 modes in the different proficiency ranges.
  • use the NCSSFL-ACTFL “can-do” statements when designing learning
  • explain and integrate intercultural competence (the ability to use the language and behave appropriately in cultural contexts) when designing learning
  • use the Rigor and Relevance framework when designing learning
  • guide students to create personal narratives.


Handout :CCFLT 2016 TheisenandStewart handout.pdf

PowerPoint as pdf:CCFLT2017usettandgs-1.pdf


Project Resources

  1. Project-based Learning site with many projects for ideas

  2. EF WeShare: Student Travel projects-Many excellent project designed by student. They will inspire you.

  3. Here are some weShare student travel projects

  4. weshare.png
    weshare.png


ACTFL's new initiative: Lead with Languages: leadwithlanguages.org

  1. Academy of Arts and Sciences 2017 Report on Languages:

  2. ACTFL Academy Commission on Language Learning Americas' Languages.pdf

  3. leadwithlanguages.png









ACTFL pyrmaid 2
ACTFL pyrmaid 2




Core Practices for World Language Learning

New core practices pix.jpg
New core practices pix.jpg

Learn more-videoCore Practices for Effective Language Leaning Preview Video


Interculturality "can-do" Resources-

How do embed culture?

Thanks to Jacque VanHouton and Ruta Couet, NCSSFL


  1. Novice:Novice_intercultural_can_dos-2-1.docx
  2. Intermediate:Intermediate_intercultural_can_dos-1.docx
  3. Advanced:Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx

Teachers must provide opportunities for learners to experience language and culture together, which requires almost exclusive use of the target language. These Interculturality Can-Do statements will allow the students to show their ability to use the language and behave appropriately in cultural contexts.



ACTFL Global Competence Position Statement:

GlobalCompetencePositionStatement0814.pdf

ACTFL Global Competence.png

Interculturality.png

Purpose of the Can-Do Statements for Intercultural Competence Standards at the different proficiency ranges

  1. The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication show how language can be used to express interculturality.
  2. The statements are a tool intended to clarify and support the World Readiness Cultures
  3. Standards and lead learners toward developing intercultural communicative competence.

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Teachers must provide opportunities for learners to experience language and culture together, which requires almost exclusive use of the target language. These Interculturality Can-Do statements will allow the students to show their ability to use the language and behave appropriately in cultural contexts.

Framework-for-Cultural-and-Global-Competency-IMAGE.jpeg



Rigor and Relevance Framework

Rigor and relevance.png
R and R 2.png