Statement on Competencies in Languages Other Than English Expected of Entering Freshmen. Phase I--French, German, Spanish.

Institution	California State Univ., Sacramento. Academic Senate.; California Univ., Sacramento. Academic Senate.; California Community Colleges, Sacramento. Academic Senate.; California State Dept. of Education, Sacramento.
Titel	Statement on Competencies in Languages Other Than English Expected of Entering Freshmen. Phase I--French, German, Spanish.
Quelle	(1986), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8011-0807-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Admission Criteria; Articulation (Education); College Freshmen; Communicative Competence (Languages); Cultural Awareness; Curriculum Development; Evaluation Criteria; French; German; Higher Education; Language Proficiency; Language Skills; Listening Comprehension; Reading Comprehension; Second Language Learning; Skill Development; Spanish; State Curriculum Guides; State Standards; Vocabulary Skills; Writing Skills; California + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Studienanfänger; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Cultural identity; Kulturelle Identität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Französisch; Deutscher; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Leseverstehen; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung; Spanisch; Rahmenlehrplan; Aktiver Wortschatz; Writing skill; Schreibfertigkeit; Kalifornien
Abstract	This guide communicates the increasing need in California for young people to develop skills in languages other than English, and to direct attention to assessing these skills in terms of language use competency in realistic situations rather than in terms of courses taken or units earned. The guide recognizes successive stages of competency and describes each stage in terms of the communicative tasks students should be able to perform. The study suggests that college freshmen should have attained, by the end of high school, the ability to listen, converse, read, and write in the target language with sufficient basic skill, vocabulary, accuracy, and cultural awareness to communicate needs in everyday situations in a culturally appropriate way. The report describes a continuum of competency consisting of four stages, giving specific competencies for comprehension (listening and reading), production (conversation and writing), cultural awareness, vocabulary control, and language accuracy at each stage. The competency level descriptions serve as guidelines for curriculum development in language programs and provide criteria for rating functional language ability. Appended materials include membership lists of the organizations responsible for developing the standards and an acknowledgement list. (Author/MSE)
Anmerkungen	Bureau of Publications, Sales Unit, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($4.00, plus sales tax for California residents).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC