Exploring Florida Next Generation World Language Standards
Linda Villadóniga, M.Ed.AATSP Florida Chapter
● Master's in Education from Monterey Institute of International Studies (now Middlebury), Monterey, CA
● Former Department Chair and Coordinator of the Advanced International Certificate of Education Program at St. Augustine High School
● Recognized as Florida Teacher of the Year by FFLA. Served as President of the association
● Active presenter at local, regional, national, and international levels
● Active roles in Florida Chapter of AATSP: Conference Coordinator, State Poster Contest Coordinator, and Editor of La Voz newsletter
● Recipient of AATSP’s Distinguished Leadership Award
What are we going to see today?
1. What are the Florida Standards and Benchmarks for Standard 9?
2. What strategies can we use to teach this standard?
3. How can we maximize these strategies?
4. What can we do to maximize the students’ understanding, learning and engagement?
What does community mean to you and how do you incorporate into your teaching practices?
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- My students, school, staff, parents
- Organize some events
- Everyone who has an interest in the education/well-being of my students
- Asking parents to come and present on a cultural topic
- In the classroom, community is the students working together - class activities depend entirely on students interacting and moving the lesson along.
- I incorporate them into my students assessments.
- Also, interactions with other schools
- School, (all levels) local community, state - working, interviewing, helping outside of class or even class, visiting other classrooms, posting out
- Community means collaboration between our students and families.
- Community for German in MN is pretty much a thing of the past and hard to come by barring a trip abroad.
- a collective of students, parents, & school
- Students, parents, teachers, authorities. Activities according to their customs and interest
- Community within the classroom then their grade level and then their school and beyond.
- Students, teachers and parents. Work together to achieve students’ success
- Community is the real world outside the classroom, I incorporate with videos and events.
- Bring the outside world into your classroom.
- Our students come from a number of towns around where we are located, so their towns and previous schools in their home communities.
- Community day where everyone from the School can join and have fun together with music food and games.
- Teachers, parents, students. Exposure to the language all the time.
- Involve the community to our teaching. Community can help you achieve your goals in teaching effective learning activities to students.
- People working together toward a common pursuit.
- Community means collaboration between our students and families.
What are the main challenges you encounter when incorporating community into your language teaching?
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- lack of culture within the community
- lack of collaboration
- When planning !!!
- Finding resources, human and otherwise.
- scheduling
- misunderstanding
- Finding a time that is good for everyone
- Coordinating with people in the various communities
- In the classroom, students revert to L1.
- The boundaries of the classroom.
- The acceptance and optimism of both sides (the community and learners)
- Getting parents involved is always difficult
- time, willingness for students to do things outside of class, support of administration due to limitations of resources or regulations, reaching communities, support of parents
- Fear and rejection sometimes
- I take my students to the Latin neighborhood in Baltimore. Some teachers complain because students miss classes
- Know my students well to know what excites them.
- No cooperation from students.
- different opinions and cultural backgrounds
- I don’t even know how to incorporate the community into my language teaching, to be honest.
- Very hard to continuing the use of the language outside the classroom.
- Cultural acceptance
- Parents involvement and time for planning
- The world language is just an elective class. Guidance counselor tells students to focus on the classes that are required to graduate.
The student will be able to use the target language both within and beyond the school setting to investigate and improve their world beyond their immediate surroundings for personal growth and enrichment.
● Community always refers to a group of people.
● A community is a group of at least two people who influence each other through social interactions.
● A community is a set of individuals who have various elements in common, such as the territory they inhabit, tasks, values, roles, language, or religion.
● A community is a group of human beings who share certain elements in common, such as language, customs, values, tasks, worldview, age, geographical location (a neighborhood, for example), social status, or roles.
● Sharing experiences and discussing shared interests are excellent ways to foster a sense of community.
● Use key words and phrases in the target language to participate in different activities in the school and community settings.
● Participate in simple presentations, activities, and cultural events in local, global, and/or online communities.
● Use key target language vocabulary to communicate with others within and beyond the school setting.
● Use communication tools to establish a connection with a peer from a country where the target language is spoken.
● Use the target language to participate in different activities for personal enjoyment and enrichment
● Communicate with people locally and/or around the world, through email, video, online communities and /or face-to-face encounters
● Use expanded vocabulary and structures in the target language to access different media and community resources
● Use a variety of media venues in the target language to access information about community events and organizations where the target language is spoken.
● Use knowledge acquired in the target language to reach out to the community to discuss a variety of topics and present point of view.
● Participate in activities where communication in the target language is expected (i.e., writing a letter to the editor, or engaging in an online discussion on a community issue).
● Apply knowledge gained in the target language to make presentations as part of extracurricular activities beyond the school setting.
● Create and present activities in the target language (i.e., drama, poetry, art, music) through a variety of media where communication is extended outside the classroom
● Use knowledge acquired in the target language to access information on careers and employment opportunities.
● Engage in opportunities to increase awareness of careers for which skills in another language and cross-cultural understandings are needed by accessing information through different media.
● Use language skills and cultural understanding beyond immediate environment for personal growth.
● Access organizations or individual through different types of communication to request information about professional activities (such as job opportunities) available in the target language.
Reporteros, Klett World Languages
Mapas, Klett World Languages
Create a slide presentation about a famous Hispanic who has positively impacted the world to celebrate Hispanic Heritage Month.
Create a 6-10 slide presentation about the food of a Hispanic country that could be purchased at a food truck. Share the presentation with other Spanish classes in your school community.
Create an informative digital guide about a Hispanic neighborhood.
An exhibition about Hispanic festivals and traditions.
Participate in a job interview.
Present an interactive map featuring environmental improvement projects in Spanish-speaking countries.
controversial tradition.
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