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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)
Guidelines for conducting a program quality review or school self-evaluation are presented. The program quality review process is designed to evaluate curriculum and instructional strategy effectiveness, guide the development of an action plan, and provide a model for school self-study. Part 1 describes applications of the quality criteria to planning and implementing school improvement initiatives. Part 2 contains a guide for school self-evaluation. Part 3 describes quality review methodologies, applications of quality criteria to curricular programs, and suggestions for improvement. The final section discusses specific features of the criteria. (LMI)
A list of almost 300 titles of Spanish language reading materials represents the recommendations of the California Media and Library Educators Association for use with Spanish-speaking, limited-English-proficient students in kindergarten through eighth grade. It is intended as a guide for teachers of Spanish and teachers of English language arts who work with this population. Selections include those originally written in Spanish and tales from the oral Spanish tradition, and comprise a variety of genres, including biography, drama, folklore and mythology, historical fiction, modern fantasy, nonfiction, picture book, poetry, realistic fiction, and science fiction. The materials were selected to appeal to readers with a variety of learning abilities and interests. Citations are divided into three sections, including: core and extended materials, recreational and motivational materials, and dual-text materials. Each entry is annotated and includes an entry type (in the case of core and extended materials), recommended grade span, an indication whether the entry is a translation from another language, and genre. Author and title indexes are also provided. (MSE)