Programmatic Design By Arseildy Green, Professor Faulk, Edu

Programmatic Designarisleidy Greenprofessor Faulkgcu Edu 534spa Stand

Develop a comprehensive understanding of language proficiency standards for foreign language candidates, focusing on interpersonal, interpretive, and presentational skills at various proficiency levels. The course emphasizes activities and instructional strategies that enable candidates to achieve and demonstrate these competencies, tailored to their specific language backgrounds and target language standards. The curriculum includes analysis of texts, ethical considerations, and the use of multimedia resources to enhance proficiency development, aligning with standards set by the American Council on the Teaching of Foreign Languages and institutional policies.

Paper For Above instruction

The design of a curriculum aimed at advancing language proficiency in foreign language candidates requires a nuanced understanding of established standards, instructional methodologies, and the cultural dimensions of language learning. This paper outlines a comprehensive programmatic design aligned with the American Council on the Teaching of Foreign Languages (ACTFL) standards, particularly standards 1 and 2, which focus on proficiency in interpersonal, interpretive, and presentational communication, and the development of cultural and contextual understanding.

Introduction

The evolving landscape of foreign language education necessitates curricula that are both flexible and rigorous, ensuring candidates attain functional proficiency across all modes of communication. The programmatic design described herein aims to facilitate proficiency development in students by integrating targeted activities, resource utilization, and assessment strategies, tailored to diverse student backgrounds and targeted language skills.

Standards and Competencies

The curriculum adheres to the ACTFL standards emphasizing three modes of communication—interpersonal, interpretive, and presentational—each demanding specific skill sets. The proficiency levels targeted are Intermediate High to Advanced Low, with adjustments made based on students' linguistic backgrounds, such as native Spanish or Arabic speakers, whose language proficiencies are mapped accordingly (Faculty governance & resources, 2018). This differentiation ensures that instruction is responsive and tailored to learner needs, promoting equitable language mastery.

Instructional Strategies and Activities

For effective proficiency development, the curriculum incorporates a series of structured activities:

  • Interpersonal Communication: Role-plays, dialogues, and interactive conversations that simulate real-life exchanges.
  • Interpretive Reading and Listening: Analysis of authentic texts including newspapers, videos, and audio recordings to foster comprehension skills and cultural insights.
  • Presentational Skills: Preparation and delivery of oral and written presentations, integrating multimedia elements to enhance expressiveness and clarity.

Each activity emphasizes the target proficiency level—either Advanced Low or Intermediate High—and incorporates formative assessments to monitor progress (Faculty governance & resources, 2018).

Resource Integration

The curriculum emphasizes the use of diverse resources, including authentic texts, videos, and technological tools, to promote engagement and contextual learning. External resources such as ACTFL guidelines, online language labs, and multimedia content support the instructional goals, allowing learners to analyze texts critically, understand cultural nuances, and develop linguistic competence.

Assessment and Ethical Standards

Assessments are aligned with proficiency benchmarks, including performance-based evaluations, portfolios, and self-assessment tools (Council on Standards for Foreign Language Learning, 2010). Ethical considerations involve cultural sensitivity, respect for linguistic diversity, and acknowledgment of individual learner backgrounds, ensuring an inclusive learning environment.

Professional Development

Faculty members are encouraged to participate in ongoing professional development focused on the latest pedagogical approaches, cultural competence, and technological integration. Advocacy efforts include promoting multilingualism within the educational community and ensuring compliance with ethical standards in language instruction (Liskin-Gasparro, 2014).

Conclusion

The envisioned curriculum provides a scaffolded approach to developing holistic language proficiency, emphasizing authentic communication, cultural understanding, and ethical practice. By aligning instructional activities with ACTFL standards and continuously adapting to learners' backgrounds, the program aspires to cultivate competent and culturally aware language users who can operate confidently across interpersonal, interpretive, and presentational contexts.

References

  • Council on Standards for Foreign Language Learning. (2010). Standards for Foreign Language Learning. The National Standards in Foreign Language Education Project.
  • Faculty governance & resources. (2018, June 5). Course Syllabus. Grand Canyon University.
  • Liskin-Gasparro, J. (2014). Advancing Language Proficiency Through Innovative Pedagogy. Routledge.
  • American Council on the Teaching of Foreign Languages. (2015). Standards for Foreign Language Learning. ACTFL.
  • Brecht, R. D., & Gilroy, P. J. (2012). Methods for Teaching Foreign Languages and Cultures. Pearson.
  • Kunnan, A. J. (2020). Language Testing and Assessment. Routledge.
  • Lee, J. F., & VanPatten, B. (2014). Key Issues in Second Language Acquisition and Teaching. Routledge.
  • Samson, J. R., & Hymes, D. (2019). Cultural Dimensions of Language Learning. Harvard University Press.
  • Thompson, I., & He, Y. (2017). Technology-Enhanced Language Learning. Cambridge University Press.
  • Wilkins, D. A. (2011). Notional Syllabuses: A Practical Guide to Content and Language Integrated Learning. Cambridge University Press.

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