Non-Native Language Grade Expectations – Grades 11-12

NNL11-12:1

Students show skill development in interpersonal communication

by…

· Participating fully in conversations, improvised dialogues,

interviews, etc. (e.g., "holding one’s own end of a

conversation).

· Asking clarifying questions.

· Expressing different types of thinking ideas on various

topics using writing strategies (e.g., comparing and contrasting,

showing cause and effect, and expressing possibility).

· Creating oral and written texts to obtain information or

reply to requests, (e.g., writing personal and business

letters, participating in an interview).

NNL11-12:2

Students show skill development in presentational communication

by…

· Performing plays, recitations.

· Reporting, narrating and describing, using connected

sentences, and longer forms of discourse.

· Using a greater number of characters.

· Creating a variety of presentations, including reports,

media reviews, reactions to articles, songs and poems.

· Applying writing and speaking strategies.

NNL11-12:3

Students show skill development in interpretive communication

by…

· Recognizing more sound/symbol/meaning relationships.

· Answering and generating a variety of questions and

making extended statements about presented material.

· Applying reading strategies, to extract the main idea, and

separate facts from opinions (e.g., identifying the genre,

raise questions from the text, making connections).

· Analyzing presented material on various topics by ranking,

giving personal response, categorizing; comparing

and contrasting, showing cause and effect and defending

a hypothesis.

NNL11-12:4

Students demonstrate understanding of the customs, beliefs,

cultural differences, and traditions by…

· Making inferences about a culture based on cultural practices

and symbols (e.g., exams for educational placement,

graduation, greeting cards).

· Comparing and contrasting the meaning of words and

symbols and explaining how they can be charged with

embedded meaning or are taboo (e.g., "collaboration,"

swastika).

· Using acronyms and abbreviations.

NNL11-12:5

Students demonstrate skills representative of the customs,

beliefs, and traditions of another culture by…

· Creating representations (e.g., dramatizations, collage,

performances) that show importance of products and practices.

· Using words and gestures in cultural games, role plays and

skits, including folktales and proverbs.

· Raising questions and obtaining information about difference

and various aspects of the culture.

· Identifying cultural issues in presented material.

NNL11-12:6

Students access new information through the language and

culture by…

· Participating in interdisciplinary activities (e.g., singing,

dancing, painting, counting, creating visual art, playing

musical instruments, participating in a play).

· Identifying and presenting the historical reasons for the

variety of countries of the target language (e.g., colonization,

wars of independence).

· Using target language for learning another academic discipline

by identifying and discussing national social, health

and cultural issues (e.g., immigration and de-colonization

in target country).

· Acquiring new cultural and political viewpoints through

the Web, resource materials and original sources in the

language and/or native informants.

· Engaging in sustained verbal or written conversation on an

assigned topic with a native or fluent speaker.

· Interpreting literature and art works from a variety of

viewpoints (e.g., historical, aesthetic, cultural, technical,

political).

NNL11-12:7

Students demonstrate understanding of the nature of language

through comparisons of the language studied and

their own by…

· Comparing different ranges of meaning in the two languages

(e.g., verb tenses, subjunctive mood, idioms).

· Using correctly grammatical notions of agreement

(gender, number, subject, verb).

· Identifying different forms of language (dialect, slang,

informal expressions).

· Identifying characteristics of cognates and root words

(e.g., -ity words in English are -ite, in French or -idad, in

Spanish, -ität in German.

· Demonstrating appropriate verbal and non-verbal behavior

patterns.

NNL11-12:8

Students show understanding of how knowing another language

and culture influences lifelong choices by…

· Identifying opportunities for lifelong involvement with the

target language, camps, work experiences, travel, media,

community conversation groups, internet, study abroad

opportunities to foster enjoyment of learning the language).

· Responding creatively to learning challenges (e.g., art,

music, re-enactments, poems, etc.).

· Appreciating and accepting and overcoming challenges

inherent in the learning, (e.g., simulated cultural environment,

the interference of native language; persevering

when not understood or understanding, taking risks, analyzing

ethnocentrism).

· Using a variety of strategies/techniques to address those

challenges (e.g., consulting sources, inquiring, initiating

research).

· Applying problem solving skills (e.g., using words that are

familiar, accessing prior knowledge, consulting authentic

resources; communicating directly in target language).

· Taking responsibility for setting and adjusting goals for

self (e.g., managing time, meeting deadlines, prioritizing

responsibilities).

NNL11-12:9

Students employ appropriate social strategies in language

learning by---

· Using peers and advanced or native speakers to practice

and validate language use.

· Cooperating in a group or partnership to maintain an environment

of safety, confidence, mutual esteem, and support.

· Responding and collaborating constructively as members

of a partnership or group to pursue research and create a

product.