Michigan Merit Curriculum
CREDIT/EXPERIENCE GUIDELINES
World
Languages
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R E L A T IONS H I P S • R I G O R • R E L E V A N C E • R E L A T I O N S H I P S • R I G O R • R E L E V A N C E •
•R I G O R • R E L E V A NC E • R E L A T I O N S H I P S • R I G O R • R E L E V A NC E • R E L A T I O N S H I P S • R I G O R
R E L A T I O N S H I P S • R I G O R • R E L E V A NC E •R E L A T I O N S H I P S • R I G O R • R E L E V A N C E •
2 CREDITS
9/2014
CONTENTS
Welcome ....................................................1
World Languages Credit Guidelines ..................................3
World Languages Content Strands and Standards .......................5
Glossary
....................................................6
Appendix A
...................................................8
Assessment Resources ...........................................9
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
1
Language and communication are at the heart of the human experience. Michigan students, like students
throughout the United States, must be equipped linguistically and culturally to communicate successfully
in a pluralistic American society and abroad. This imperative envisions a future in which all students
develop and maintain prociency in English and at least one other language. (Standards for Foreign
Language Learning for the 21st Century*, p.1, 2006).
Through the collaborative efforts of Governor Jennifer M. Granholm, the State Board of Education, and
the State Legislature, landmark state graduation requirements are being implemented to give Michigan
students the knowledge and skills to succeed in the 21st century and drive Michigan’s economic success in
the global economy. Working together, teachers can explore varied pathways to help students meet the
graduation requirement for World Languages.
In 2014 the Michigan Legislature passed HB 4465 which modied the original world language
graduation requirement, provides exibility for students to meet the graduation requirement. This
guide has been updated to reect the new legislation.
This guide was developed to assist school districts and teachers in successfully implementing the
two-credit World Languages Other Than English requirement of the Michigan Merit Curriculum and
to dene the alternative options of two-year equivalent prociency* in a world language other
than English as well as identify additional options available to students to meet this requirement.
The identied guidelines provide a useful framework for designing curriculum, assessment, and
relevant learning experiences for students.
OVERVIEW
In developing these expectations, the Academic Work Group* depended heavily on the generic and
language specic Standards for Foreign Language Learning in the 21st Century* (National Standards
in
Foreign Language Education Project, 2006). In particular, the Michigan World Language Standards
and Benchmarks reect the structure of the national Standards including the Statement of Philosophy
and the framework of Communicative Modes* and
Learning Scenarios*. The Academic Work Group
carefully analyzed other documents, including ACTFL Performance Guidelines for K-12 Learners,
ACTFL Prociency Guideline 2012,
available College Board Advanced Placement courses and exams,
and standards documents from other states, as well as, the Michigan Curriculum Framework, World
Languages: Content Standards and Benchmarks (1998).
CURRICULUM UNIT DESIGN
One of the ultimate goals of teaching is for students to acquire transferable knowledge. To
accomplish this, learning needs to result in a deep understanding of content and mastery level of
skills. As educational designers, teachers must use both the art and the science of teaching. In
planning coherent, rigorous instructional units of study, it is best to begin with the end in mind.
Engaging and effective units:
are aligned to the Michigan World Language Standards and
Benchmarks;
• include essential and focus questions that stimulate inquiry and connections;
• are conducted primarily in the target language, for languages that
are spoken;
• include age-appropriate, research-based instructional strategies and varied activities that meet
the needs of diverse learners;
• incorporate appropriate technology to facilitate learning;
• focus on concepts of language and culture that have value and application beyond the
classroom;
• emphasize the development of all four language skills — listening, speaking, reading, writing,
within the interpersonal, interpretive,
and presentational modes of communication;
• include explicit and systematic instruction that emphasizes real communication and real world
tasks allowing students to work collaboratively with peers;
WELCOME
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
2
• offer relevant and respectful learning experiences in a climate that allows students to express
their own ideas in the target language;
• provide students with opportunities to use the target language to pursue topics of personal interest
and to connect with other disciplines;
• provide students with opportunities to participate, both in person and electronically, in language
communities at home and around the world;
• provide students with opportunities to develop an understanding of the nature of language through
comparisons of the target language and their own;
• include authentic cultural products and materials to expose students to the language and cultures in
which the target language is used;
• provide students with opportunities to develop an understanding of the practices, products, and
multiple perspectives and points of view of the target culture;
• provide students with opportunities to develop an understanding of the concept of culture
through comparisons of the target culture and their own; and
• incorporate performance-based assessments that are varied and have application beyond the
classroom.
STUDENT ASSESSMENT
The assessment process can be a powerful tool when students are actively involved in the process.
Involvement allows students to take ownership of their learning and builds condence in their ability
over time. Reliable formative and summative assessments* provide teachers with information they need
to make informed instructional decisions and be more responsive to students’ needs. Both assessment of
learning and assessment for learning are essential and share common elements.
Sound assessments:
• align with learning goals and instruction;
• incorporate performance-based assessments that have application beyond the classroom;
• are varied in type and format;
• use criteria scoring tools such as rubrics or exemplars;
• demonstrate the acquisition of important language skills and cultural knowledge;
• cause students to use critical thinking skills;
• meet the needs of diverse learners;
• provide opportunities for students to reect on their own learning and progress through timely
feedback.
GOAL STATEMENT
The State Board of Education expects all students, beginning with the graduating class of 2016, to
complete two credits of a world language other than English prior to graduation, or demonstrate
a two-year equivalent prociency. Students are required (1) to demonstrate holistic language
prociency; (2) demonstrate basic knowledge of cultural practices, products, and perspectives of
the culture(s) in which the language is used; (3) gain cultural knowledge as well as knowledge in
other curricular areas using the world language; (4) demonstrate an understanding of the nature
of language and culture through comparisons of the language and culture studied and their own;
and (5) use the language both within and beyond the school setting.
Prociency equivalent to two credits at the high school level is characterized by the ability to function in
highly predictable situations using words, phrases, and complete sentences. At this level, students
can communicate with people who are accustomed to interacting with non-native speakers* (1) in a
variety of contexts relating primarily to oneself, family, friends, home, school, neighborhood, community,
and country; and (2) to carry out a variety of language functions, including socializing, identifying and
describing, exchanging information and exchanging opinions.
NEW LEGISLATION HB 4465
2014 legislation (HB 4465) has modied the original MMC world language requirement by adding exibility
for students to meet the requirement. Students must complete one (1) credit of world language and then
may partially or fully fulll 1 credit of this requirement by completing a department-approved formal career
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
3
and technical education program or may partially or fully fulll 1 credit visual or performing arts instruction
that is in addition to the existing visual or performing arts requirement.
IMPLEMENTATION GUIDANCE
To whom does this change apply:
The board of a school district or board of directors of a public school academy may request as an option
that pupils graduating in 2015 meet the world language requirement, but are not bound by law to require
that pupils graduating in 2015 meet the world language requirement described in HB4465.
The board of a school district or board of directors of a public school academy must require that pupils
graduating in 2016, 2017, 2018, 2019, or 2020 meet the world language requirement described in
HB4465.
WORLD LANGUAGES CREDIT GUIDELINES
Students and school districts may choose to meet this requirement through a variety of languages and
instructional options.
LANGUAGE OPTIONS
While most languages taught in Michigan schools require students to build prociency in listening,
speaking, reading and writing, some languages do not have a written or oral form. Students may fulll the
requirement in the following ways:
• For languages that are both written and spoken, students must demonstrate prociency equivalent
to two credits at the high school level in speaking and writing (productive skills*) and in listening and
reading (interpretive skills*).
• For languages that are no longer spoken (i.e. Ancient Greek or Latin), students are required to
demonstrate prociency equivalent to two credits at the high school level in writing (productive skill*)
and in reading (interpretive skill*).
• For languages without formally accepted orthographies,* students are required to demonstrate oral
prociency equivalent to two credits at the high school level.
• For languages that are signed (i.e. American Sign Language), students are required to demonstrate
receptive and expressive prociency* equivalent to two credits at the high school level for languages
that are spoken and written.
INSTRUCTIONAL OPTIONS
OPTION #1: Two (2) Credits of World Language
Learners at different ages and stages of development progress at different rates and require different
amounts of learning time to achieve equivalent prociency. Research indicates that students benet from
continuous and extended sequences of language study in the same world language. School districts may
choose to deliver a sequence of study equivalent to two years of high school credit in a variety of ways. For
example, students may complete:
1. two years of classroom instruction at the high school level;
2. formal instruction in the same world language provided by their school district over the course of the
K-8 experience (prociency assessment equivalent to two credits at the high school level required; see
next page); or
3. learning beyond the K-12 classroom, for example, formal schooling abroad, study abroad programs,
college coursework, home or heritage languages, online courses, or other life experiences;
formal documentation of equivalent prociency is required.
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
4
Each local school district is responsible for designing opportunities for students to meet the new world
language requirement. For example, a local school district might choose to meet the two-year language
requirement by:
• offering a K-8 program for all children that results in prociency equivalent to two credits at the high
school level;
• encouraging students to complete the rst credit of language study in Grades 6 and 7 and the second
credit of language study
in Grade 8;
• encouraging students to complete the rst credit of language study in Grade 8 and the second credit of
language study in Grades 9-12; or
• spreading two credits of language study over four calendar years, completing the rst credit in two
academic years and the
second credit in two additional years.
Several program models are described in Appendix A.
Equity of Access
Regardless of the program model or mode of instruction, districts must ensure equity of access to two high
school credits in the same world language and must provide a process for evaluating equivalent prociency
earned through experiences beyond the 9-12 classroom experience.
Verication of Prociency
Students may demonstrate language prociency at any point prior to high school graduation and may
meet the two-credit world language graduation requirement in several ways.
1. High School Grades 9-12 Students
fulll the requirement by successfully completing two credits of study in the same world language at
the high school level.
2. Grades K-8 or Combination of K-8 and High School
For students who successfully complete either or both credits of the two credit requirement prior to
high school, a formal assessment aligned to the Michigan World Language Standards and Benchmarks
(2007), is required. The following types of assessments are recommended:
For one credit:
• successful completion of the high school’s rst year summative assessment (e.g., comprehensive
nal exam) or
• successful completion of other district approved assessments.
NOTE: Students who do not demonstrate prociency equivalent to one credit, must take two
credits of a world language.
For a second credit in the same world language:
• successful completion of the second year summative assessment (e.g., comprehensive nal exam)
or
• successful completion of other district approved assessments.
3. Alternative Equivalency
Any student who chooses to fulll the two-credit world language requirement through an alternative
route must provide formal documentation of prociency equivalent to two credits at the high school
level. In addition to the types of documentation listed in (2) Courses K-8 or Combination of K-8 and
High School above, the following documentation is also possible:
For one credit:
• a translated, ofcial school transcript documenting continuous and successful school experiences of
at least one academic semester in which classes were conducted in the language for which credit is
sought.
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
5
For a second credit:
• a translated, ofcial school transcript documenting continuous and successful school experiences
of at least one academic year in which classes were conducted in the language for which credit is
sought.
OPTION #2: One (1) Credit of World Language and up to one (1) credit of a
Career and Technical Education (CTE) program
For students who graduate from high school in 2015, 2016, 2017, 2018, 2019, or 2020 only, a pupil may
partially or fully fulll 1 credit of this requirement by completing a department-approved formal career and
technical education program.
OPTION #3: One (1) Credit of World Language and up to one (1) credit of
Visual, Performing, and Applied Arts (VPAA)
For students who graduate from high school in 2015, 2016, 2017, 2018, 2019, or 2020 only, a pupil may
partially or fully fulll 1 credit of this requirement by completing visual or performing arts instruction that is
in addition to the requirement under subsection (1) (a) (iv).
WORLD LANGUAGES CONTENT STRANDS AND STANDARDS
STRAND 1: COMMUNICATION
Communicate in World Languages
Standard 1.1 Interpersonal
Students engage in conversations, provide and obtain information, express feelings and emotions and
exchange opinions.
Standard 1.2 Interpretive
Students understand and interpret written and spoken language on
a variety of topics.
Standard 1.3 Presentational
Students present information, concepts, and ideas to an audience
of listeners on a variety of topics.
STRAND 2: CULTURE
Gain Knowledge and Understanding of Other Cultures
Standard 2.1 Practices and Perspectives
Students demonstrate an understanding of the relationship between the practices and perspectives of the
culture studied.
Standard 2.2 Products and Perspectives
Students demonstrate an understanding of the relationship between the products and perspectives of the
culture studied.
STRAND 3: CONNECTIONS
Connect with Other Disciplines and Acquire Information
Standard 3.1 Knowledge
Students reinforce and further their knowledge of other disciplines through the world language.
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
6
Standard 3.2 Point of View
Students acquire information and recognize the distinctive viewpoints that are only available through the
world language and its cultures.
STRAND 4: COMPARISONS
Develop Insight into the Nature of Language and Culture
Standard 4.1 Comparing Languages
Students demonstrate understanding of the nature of language through comparisons of the language
studied and their own.
Standard 4.2 Comparing Cultures
Students demonstrate understanding of the concept of culture through comparisons of the cultures studied
and their own.
STRAND 5: COMMUNITIES
Participate in Multilingual Communities at Home and Around the World
Standard 5.1 Use of Language
Students use the language both within and beyond the school setting.
Standard 5.2 Personal Enrichment
Students show evidence of becoming life-long learners by using the language for personal enjoyment and
enrichment.
GLOSSARY
Academic Work Group: Group of academicians and practitioners that began the development of the draft
World Languages guidelines.
ACTFL (American Council on the Teaching of Foreign Languages): (www.act.org) The American
Council on the Teaching of Foreign Languages is the national organization dedicated to the improvement
and expansion of the teaching and learning of all World Languages at all levels of instruction throughout
the U.S. ACTFL engages in many projects on a national level including the publication of the ACTFL
Performance Guidelines for K-12 Learners, the ACTFL Prociency Guidelines for Speaking, and the ACTFL
Prociency Guidelines for Writing.
ACTFL Prociency Guidelines: The ACTFL Prociency Guidelines for Speaking and the ACTFL Prociency
Guidelines for Writing describe what individuals can do with spoken and written language, respectively.
Language prociency is described at ve main levels: Novice, Intermediate, Advanced, Superior, and
Distinguished.
ACTFL Performance Guidelines for K-12 Learners: While the ACTFL Prociency Guidelines were
written with adults in mind, the ACTFL Performance Guidelines for K-12 Learners was written specically
for younger learners in a school setting. Language prociency is described at the Novice through Advanced
Low levels, the levels that best correspond to prociency of K-12 learners.
AP (Advanced Placement): http://apcentral.collegeboard.com Advanced Placement courses are high
school courses designed to be equivalent to college-level courses in content, assignments, and assessment.
High School students who complete Advanced Placement courses and do well on the AP exams can receive
university credit and/or advanced standing for the course work completed.
Assessment: Any of a variety of ways used to determine if students have met the learning objectives for
a given course of study. Assessments are considered formative when the results are used solely to help
students see where they stand in relation to curricular goals Assessments are considered summative when
the results are used to judge student progress for a purpose such as providing a course grade or allowing a
student to pass from one level to another.
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
7
Assessment instruments: The following are recognized, commercially-produced assessment
instruments: SOPI (Simulated Oral Prociency Interview), SOPA (Student Oral Prociency Assessment),
ELLOPA (Early Language Learning Oral Pro ciency Assessment), STAMP (STAndards-based Measurement
of Prociency), SCPI (Signed Communication Prociency Interview), OPI (Oral Prociency Interview).
Authentic instructional resources: Language and cultural products created by native speakers or by
others who have skills comparable to those of a native speaker, expressly for use within a community in
which the language is used. In the language classroom, these authentic instructional resources serve as
models of spoken, written, and/or signed language. To develop native-like language prociency, students
need to read and interpret authentic materials from magazines, newspapers, advertisements, lm,
literature and other documents. Likewise, students need to understand authentic language used by
native speakers in interpersonal communication or through lm, CDs, DVDs, podcasts and other media.
Authentic performance tasks: Exercises, activities, projects, and assessments designed to simulate
tasks that native speakers perform on a daily basis. EXAMPLES: Students read a menu from the target
culture and then role-play ordering a meal; students study a weather map from the target culture and
discuss what activities they can do and what clothes they should wear based on the weather for the day.
Communicative modes: The Standards for Language Learning and the Michigan World Language
Standards and Benchmarks recognize three communicative modes: the interpersonal mode (conversation
involving listening and speaking or written communication requiring a response), the interpretive mode
(listening or reading), and the presentational mode (speaking or writing to an audience of listeners or
readers).
Context: The circumstances or situation in which communication occurs or its topics or themes.
Function: The communicative task the person hopes to accomplish by means of the language; the
purpose or goal of the communication, such as: inviting, accepting and refusing an invitation; greeting;
asking for and providing information; reporting news; expressing surprise; expressing opinions.
Heritage language: In the United States, World Languages originally used by the culture to which one or
one’s family belongs.
Home language: In the United States, World Languages spoken primarily within the context of one’s
home and family.
Language skills: The traditional four language skills include listening, speaking, reading, and writing.
Speaking and writing are often referred to as the productive skills since students produce oral language
by speaking or produce written language while writing. Listening and reading are often referred to as
the interpretive skills since students receive information by listening or reading and then interpret that
information. A four-skills assessment and/or a four-skills curriculum includes listening, speaking, reading
and writing.
Learning scenarios: Thematic units of study composed of lesson plans and assessments
Orthographies: Systems of writing.
Michigan World Language Standards and Benchmarks: A document that denes what students
should know and be able to do in Michigan K-12 world language programs.
Prociency: A range in ability to use a language in comparison with the language skill of the educated
native speaker. Prociency in a language is described at ve main levels: Novice, Intermediate, Advanced,
Superior, and Distinguished. See ACTFL Prociency Guidelines at www.act.org.
Receptive and expressive prociency: A range of ability to understand and produce signed language,
American Sign Language (ASL).
Standards for Foreign Language Learning in the 21st Century: The national Standards for Foreign
Language Learning in the 21st Century are content standards for elementary, middle school, high school,
and post-secondary language courses. The Standards exist in a generic form as well as in language-specic
form. The Standards exist in ve content areas often referred to as the ve Cs: Communication, Culture,
Connections, Comparisons, and Communities.
Target language and target culture: The language and culture being taught and learned. EXAMPLE:
In a Spanish class, the target language is Spanish while the target culture is that of the entire Spanish-
speaking world.
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
8
APPENDIX A
Each local school district is responsible for designing opportunities for students to meet the new World
Language requirement. The ACTFL Performance Guidelines for K-12 Learners (p. 6) provide guidance for
program development and implementation that school districts may nd helpful. The ACTFL Guidelines
state that, to develop prociency, equivalent to two credits at the high school level as dened by the
Michigan Merit Curriculum:
• elementary programs should meet no less than 30-40 minutes per class period 3-5 days per week;
• middle school programs should meet the equivalent of no less than 40-50 minutes ve times per week;
and
• high school programs should meet for the equivalent of no less than 50-60 minutes ve times per
week.
The following tables suggest possible program models and may be helpful to teachers, curriculum
developers, and administrators as they design district world language programs. For example, a local
school district might choose to meet the two-year language requirement:
• by offering a K-8 program for all children that results in prociency equivalent to two years at the high
school level;
• by encouraging students to complete the rst credit of language study in Grades 6 and 7 and the
second credit of language study in Grade 8;
• by encouraging students to complete the rst credit of language study in Grade 8 and the second credit
of language study in Grades 9 – 12; or
• by spreading two credits of language study over four calendar years, completing the rst credit in two
academic years and the second credit in two additional years.
POSSIBLE SCHEDULING MODELS: FIRST CREDIT
Model & Grades
Sessions per Week &
Length of Sessions
Total Hours of
Instruction per Year
Model 1: Grades K-5 Minimum FOUR times per
week at 30 minutes per
session
76 hours of instruction per
year
Model 2: Grades 6-7 Minimum FIVE 40-minute
class sessions per week or
equivalent
126 hours of instruction per
year
Model 3: Grade 8 Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
Model 4: Grades 9, 10, or 11 Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
Model 5: Grades 6-8
(extended time to complete
one credit)
Minimum FIVE 40-minute
class sessions per week or
equivalent
126 hours of instruction per
year
Model 6: Grades 9-10
(extended time to complete
one credit)
Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
World Languages MICHIGAN DEPARTMENT OF EDUCATION
*Dened in Glossary (pages 6-7).
9
NOTE: The models below assume that students have successfully completed an experience equivalent to
one credit. These sample program models describe different routes to earn a second credit in the same
language to fulll the graduation requirement.
POSSIBLE SCHEDULING MODELS: SECOND CREDIT
Model & Grades
Sessions per Week &
Length of Sessions
Total Hours of
Instruction per Year
Model 1: Grades 6-7 (probable
continuation of Grades K-5
program)
Minimum FIVE 40-minute
class sessions per week or
equivalent
126 hours of instruction per
year
Model 2: Grades 8
(probable continuation of Grades
6-7 program)
Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
Model 3: Grades 9, 10, 11, or 12
(probable continuation of Cred-
it 1 from Grade 8, 9, 10, or 11
program)
Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
Model 4: Grades 11-12
(extended time to complete
second credit: probable continu-
ation of Grades 9-10 program)
Minimum FIVE 50-minute
class sessions per week or
equivalent
158 hours of instruction per
year
ASSESSMENT RESOURCES
When a district does not have a locally prepared prociency assessment available in the language for which
the student wishes to test-out, the following additional resources may be helpful.
University or Community College recognized prociency assessments.
Commercially-prepared assessments (i.e. Stamp4)
Prociency equivalent to one credit in high school (rating of 2) or
Prociency equivalent to the second credit in high school (rating of 3).
National exams (i.e. AATSP or Latin)
Prociency equivalent to one credit in high school (rating of Level 1) or
Prociency equivalent to the second credit in high school (rating of Level II).
European level
Prociency equivalent to one credit in high school (rating of A1) or
Prociency equivalent to the second credit in high school (rating of A2).
Successful completion of a combination of district assessments and commercially-prepared assessments
demonstrating prociency equivalent to the second year of high school.
— ELLOPA — SOPI — SLPI
— SOPA — OPI
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Michigan State Board of Education
John C. Austin, President
Ann Arbor
Cassandra E. Ulbrich, Vice President
Rochester Hills
Nancy Danhof, Secretary
East Lansing
Marianne Yared McGuire, Treasurer
Detroit
Richard Zeile, NASBE Delegate
Dearborn
Kathleen N. Straus
Detroit
Daniel Varner
Detroit
Eileen Lappin Weiser
Ann Arbor
Governor Rick Snyder
Ex Ofcio
Michael P. Flanagan, Chairman
Superintendent of Public Instruction
Ex Ofcio
Sally Vaughn, Ph.D.
Deputy Superintendent/Chief Academic Ofcer
Linda Forward, Director
Ofce of School Improvement
MDE Staff
