比较
Develop insight into the nature of language and culture in order to interact with cultural competence
- 语言的比较: Learners use the language to investigate, 解释, and reflect on the nature of language through comparisons of the language studied and their own.
- 文化的比较: Learners use the language to investigate, 解释, and reflect on the concept of culture through comparisons of the cultures studied and their own.
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社区
Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world
- 学校和全球社区: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
- 终身学习: Learners set goals and reflect on their progress in using languages for enjoyment, 浓缩, 和进步.
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哲学陈述
Language and communication are at the heart of the human experience. The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, 现代的还是古典的. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.
读 "A Decade of Foreign Language Standards: Impact, Influence, and Future Directions." (PDF) | 调查结果 (PDF)
The National Standards Collaborative Board is a collaborative effort of the American Association of Teachers of Arabic, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Japanese, American Association of Teachers of Korean, American Association of Teachers of Modern Greek, American Association of Teachers of Spanish and Portuguese, 美国古典联赛, American Council of Teachers of Russian, American Council on the 教学 of Foreign Languages, American Sign Language Teachers Association, Chinese Language Association of Secondary-Elementary Schools, Chinese Language Teachers Association, 现代语言协会, National Council of Less Commonly Taught Languages, and National Standards Task Force for Hindi.
Original 1996 National Standards Executive Summary (PDF)
