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Subject Area - 12:
World Languages
  • Standard Area - 12.3: The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)
  • Performance Indicator - 12.3.1: The Role of CULTURE in World Language Acquisition (PERFORMANCE INDICATORS)
Performance Indicator - 12.3.1

The Role of CULTURE in World Language Acquisition (PERFORMANCE INDICATORS)

  • Performance Level - 12.3.1.S1 STAGE 1
Standard - 12.3.1.S1.A

Discuss the fundamental products and customs of the target culture in the target language.

  • Flags
  • Landmarks
  • Names
  • Culture-specific foods and crafts

Standard - 12.3.1.S1.B

Use culturally appropriate memorized expressions and gestures for basic social interactions.

  • Greetings and leave-takings
  • Familiar and polite forms of address
  • Common courtesies

Standard - 12.3.1.S1.C

Model life skills and social interactions in the target language culture and in one’s own culture.

  • Concepts of time and punctuality
  • Family and peer relationships
  • Daily routine
  • Knowledge of stereotypes
  • Cultural sensitivity

Standard - 12.3.1.S1.D

List and relate content subject words used in English that have origins in the target language.

  • Mathematics (e.g., metric, geometry)
  • Music (e.g., lento, a cappello, allegro)
  • Literature (e.g., Hansel and Gretel, Arabian Nights)
  • Physical Education (e.g., tango, ballet, Olympics, soccer)
  • Science (e.g., Fahrenheit, Celsius, Homo sapiens)

  • Standard Area - 12.3: The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)
  • Performance Indicator - 12.3.1: The Role of CULTURE in World Language Acquisition (PERFORMANCE INDICATORS)
  • Performance Level - 12.3.1.S2: STAGE 2
Standard - 12.3.1.S2.A

Discuss the products and customs of the target culture in simple sentences in the target language.

  • Holidays
  • Famous people and their contributions
  • Menus and schedules

Standard - 12.3.1.S2.B

Write and perform simple role-plays reflecting daily life in a culturally competent manner.

  • Making purchases and placing orders
  • Table manners and eating customs
  • Telephone and letter etiquette
  • School classes and activities

Standard - 12.3.1.S2.C

Write about and dramatize cultural similarities and differences in daily activities in the target language.

  • Youth, school and leisure culture
  • Concept of personal space and distance
  • Relationships with adults and authority figures
  • Work ethic

Standard - 12.3.1.S2.D

Read and comprehend simple sentences from the target language/culture in other school content areas.

  • Consumer Science (e.g., recipe instructions and cooking terms)
  • Geography (e.g., map reading)
  • Mathematics (e.g., monetary systems and conversions)
  • Technology/Computer (e.g., instructions and frequently used terms)

  • Standard Area - 12.3: The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)
  • Performance Indicator - 12.3.1: The Role of CULTURE in World Language Acquisition (PERFORMANCE INDICATORS)
  • Performance Level - 12.3.1.S3: STAGE 3
Standard - 12.3.1.S3.A

Speak and write about cultural aspects of services, products and customs in the target language.

  • Cultural reenactments
  • Commerce and tourism
  • Popular culture

Standard - 12.3.1.S3.B

Generate spontaneous oral and written role-plays and interviews in a culturally competent manner.

  • Expressions of emotion
  • Conversations with speakers of the target culture
  • Negotiating everyday business routines (e.g., bank, service station)

Standard - 12.3.1.S3.C

Read, interpret, discuss and write about cultural similarities and differences in specific social interactions in two cultures.

  • Educational process (e.g., schedules, extra-curricular activities)
  • Personal healthcare and survival (e.g., going to doctor, hygiene)
  • Family (e.g., customs, traditions)

Standard - 12.3.1.S3.D

Research and select culturally competent information from multiple sources for presentation (e.g., written, oral, visual in the target language).

  • Standard Area - 12.3: The Role of CULTURE in World Language Acquisition (CONTENT STANDARDS)
  • Performance Indicator - 12.3.1: The Role of CULTURE in World Language Acquisition (PERFORMANCE INDICATORS)
  • Performance Level - 12.3.1.S4: STAGE 4
Standard - 12.3.1.S4.A

Speak, write and read about unfamiliar products, customs and institutions of the target culture.

  • System of government
  • Economic development
  • Educational system
  • Environmental concerns

Standard - 12.3.1.S4.B

Interpret, write about and dramatize cross-cultural situations occurring in the local community in order to explain varied cultural traditions and customs.

  • Daily personal business situations
  • Social situations
  • Home and family
  • Video representations (e.g., cartoons, short films, age appropriate videos)

Standard - 12.3.1.S4.C

Read, discuss, write and make a presentation about a culture’s traditions, customs and lifestyles that represent its perspectives, beliefs and assumptions.

  • Peer and family relationships
  • Gender issues in the family and workplace
  • Institutional infrastructures (e.g., personnel, police, fire, health, government)

Standard - 12.3.1.S4.D

Use the target language to synthesize topics and events from other subject areas.

  • Civics and Government (e.g., current political issues)
  • Humanities (e.g., art)
  • English (e.g., literature, history of language)
  • Environment & Ecology (e.g., national parks, global warming)
  • Economics (e.g., global economy)

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