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Marilyn Pace
World Language Supervisor
mpace@mcpss.com
(251) 221-4039
Proficiency in a foreign language is a valuable asset in today's global and culturally diverse society. World language students gain an increased understanding and heightened awareness of their own native language. The curriculum writing committees for Languages Other Than English: World Languages have completed the tasks of writing the new local pacing guides. Teachers will be provided CDs and a hard copy for their use.
The Mobile County Pacing Guide correlates to the Alabama State Course of Study. The standards presented in the Alabama State Course of Study are the minimum requirements for a classroom instructor, however teachers are encouraged to teach above and beyond the minimal standards presented in this guide. Additional objectives and examples are provided.
The pacing guide that follows is designed to facilitate a smooth transition for students who transfer within the system during the school year and to ensure successful bridging between the various levels in each school. These bridges are noted on the pacing guide page, however, the following is a suggested pacing guide. Minor adjustments may be needed to accommodate scheduled school activities, testing, and other interruptions. Each student should have ample opportunity to engage in conversation and composition. The teacher may choose from the listed activities, or create teacher-made activities, as long as the objectives are met.
This pacing guide has been developed to provide the French teachers of Mobile County Public School System with practical and manageable course outlines for middle and high school French. The teachers are given state standards with objectives for grade 6 through high school level IV. A suggested outline will be given for level V. Based on a review of the currently adopted textbooks and ancillary materials, this curriculum guide recommends an overall scope and sequence, including course standards and objectives. Also provided are At-A-Glance pages and a suggested pacing guide that has been carefully correlated to the 2008 Alabama Course of Study for Languages Other Than English: Foreign Languages.
SPECIAL NOTE: The selected programs offer such a wide variety of exercises and ancillary materials that the teacher cannot realistically use all of them during instructional time. The teacher must carefully select the materials that will be most effective in meeting the goals set forth by the state and local curriculum guides. PROGRAM PHILOSOPHY
The curriculums of the Mobile County Public School System meets the guidelines established in the 2008 Alabama Course of Study for Languages Other than English: Foreign Languages. The program gives Alabama students the opportunity to gain proficiency in a foreign language and will help prepare them for the demands of the twenty-first century.
The content standards are the minimum requirements dictated by the State of Alabama. These standards are not exhaustive. The Mobile County Public School System has included additional content to address specific local needs.
Teachers in the Mobile County Public School System will implement the goals of a successful language program developed by ACTFL (American Council on the Teaching of Foreign Languages) and outlined in the 2008 Alabama Course of Study for Languages Other Than English: Foreign Languages. The five goal areas are
· Communication
· Cultures
· Connections
· Comparisons
· Communities ASSESSMENTS
The unique nature of foreign languages, especially the proficiency-oriented language experiences, calls for the use of multiple forms of assessment to clearly evaluate each student’s progress, as well as the impact of the instructional strategies. The task of the teacher is to use the most effective and valid forms of assessment for the type of skill being assessed and for the individual. Developing a variety of assessment options allows the teacher to better assess the students’ ability to demonstrate knowledge in a given area. Assessment options include, but are not limited to, the following:
*Traditional – paper/pencil tests and quizzes (including objective and open-ended questions), homework, class work, and classroom participation
Note: It is important that foreign language teachers include assessment for listening and speaking as well as reading and writing.
*Non-traditional – performance assessments, interviews, conferencing, peer assessments, portfolio assessments, projects, and journals
Note: It is extremely important that teachers give at least one major assessment per week.
GRADING PROCEDURES
Grades for all assessments should be recorded in the STI teacher’s grade book. Teachers should print out a hard copy frequently for security and personal record keeping. Formulas used to calculate grades should follow the Mobile County guidelines of 60% for tests, 30% for quizzes, daily work, projects, participation, etc., and 10% for homework. The final exams will count 20% of the final grade.
While progress reports are required for students with grade averages of D and E, teachers are encouraged to issue periodic progress reports to all students. Students doing well need the affirmation a good progress report provides. Individual school policies may differ, but a progress report should be given at least every 4 weeks.
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