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ACTFL 2012 P 21 World languages Skills Map

ACTFL 2012 P 21 World languages Skills Map

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21st Century Skills Map
DES IGN ED IN COOPERATION W I TH T H E NATI O N' S WO RL D L A NG UAG E E D U C ATO R S
This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership has issued this map for the core subject of World Languages. This tool is available at www.P21.org. The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that represent t
21st Century Skills Map
DES IGN ED IN COOPERATION W I TH T H E NATI O N' S WO RL D L A NG UAG E E D U C ATO R S
This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership has issued this map for the core subject of World Languages. This tool is available at www.P21.org. The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that represent t

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Published by: Susan Murray-Carrico on Nov 07, 2012
Copyright:Attribution Non-commercial

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The Partnership for 21st Century Skills (P21) has forged alliances with key national organizations that representthe core academic subjects, including Social Studies, English, Math, Science, Geography, World Languages andthe Arts. These collaborations have resulted in the development of 21st Century Skills Maps that illustrate theintersection between core subjects and 21st Century Skills.
Developed through a year-long collaborative process, spear-headed by the American Council on the Teaching of Foreign Languages(ACTFL) and P21, this map reflects the collective effort of hundreds of World Language teachers and illustrates the integration of World Languages and 21st Century Skills. This map provides educators, administrators and policymakers with concrete examples of how 21st Century Skills can be integrated into core subjects.
This 21st Century Skills Mapis the result of hundreds of hours of research, developmentand feedback from educatorsand business leaders acrossthe nation. The Partnership hasissued this map for the coresubject of World Languages. Thistool is available at www.P21.org.
An example from the WorldLanguages Skills Map illustratessample outcomes for teachingCreativity and Innovation.
CE
Sample StudentOutcome/ExamplesInterdisciplinary ThemeModes of Communication
= Interpersonal mode= Interpretive mode= Presentational mode
21st Century Skills Map
DESIGNED IN COOPERATION WITH THE NATION'S WORLD LANGUAGE EDUCATORS
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
Publication date: 03/11
 
1
21st CenturySkillsSkill Definition
ABD
 
Introduction
(continued)
One Massachusetts Avenue NW, Suite 700 Washington, DC 20001 202-312-6429 www.P21.org
Publication date: 03/11
 
3
Connections:
Students are able to access knowledge in other disciplines through the targetlanguage and to reinforce concepts already learned in these disciplines in the language classroom.
Comparisons:
As students learn a new language and culture, they develop insight into their ownlanguage and culture, thus providing them with a deeper understanding of how language works andhow cultures reflect the perspectives, practices, and products of the people who speak that language.
Communities:
Language learning becomes even more purposeful for students when theysee the application beyond the classroom. With today’s communication technologies, languageclassrooms can bring the world to the students, as teachers provide opportunities for students touse the language beyond the confines of their classroom walls.As communicative competence becomes a more focused goal for classrooms across the U.S.,student progress in developing higher levels of proficiency becomes increasingly important. Inorder to prepare students adequately for the work force as well as post-secondary education,students need a long sequence of well-articulated language learning that begins in elementaryschool. If students are expected to be ready to use their languages for professional purposes uponentering the work force, they need to leave the K-12 educational system with an Advanced level of proficiency and the post-secondary world at the Superior level. Meeting these levels of proficiencyrequires that students begin early and continue in an extended sequence of language learning thatbuilds sequentially from one level to another.Language education not only contributes to students’career and college readiness, it also helps developthe individual as language learners take on a newand more invigorating view of the world. They cometo understand the world better because of theirknowledge of speakers of another language – of people who share many of the same hopes anddreams for their future. While perspectives maydiffer among speakers of different languages, moresimilarities exist than we might imagine. However, itis only through knowing the language of others thatwe can truly understand how they view the world.And this is what makes the language student a 21stCentury skilled learner! 

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