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, modern or classical. Children who come to school from non-English backgrounds should also have opportunities to develop further proficiencies in their first language.

The benefits of effective foreign language instruction focus on the role of the individual in a multilingual, global society. The National Standards for Foreign Language Learning establish the academic, business, personal, recreational and practical benefits of studying foreign languages. The Learning Objectives of the Foreign Languages Department set forth in this document are based on the National Standards. The national document states: "To study another language and culture gives one the powerful key to successful communication: knowing how, when, and why to say what to whom. All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. The approach to second language instruction found in today's schools is designed to facilitate genuine interaction with others, whether they are on another continent, across town, or within the neighborhood."

The purposes and uses of foreign languages are as diverse as the students who study them are. Some students study another language in hopes of finding a rewarding career in the international marketplace or government service. Others are interested in the intellectual challenge and cognitive benefits that accrue to those who master multiple languages. Still others seek greater understanding of other people and cultures. Many come to foreign language classes to fulfill graduation requirements. Regardless of the reason for study, foreign languages have something to offer everyone. It is with this philosophy in mind that the standards task force identified five goal areas that encompass all of these reasons: Communication, Culture, Connections, Comparisons, Communities - the five C's of foreign language education. To these five C's, the Foreign Languages Department adds a sixth objective: information competence.

PROGRAM ASSESSMENT PLANNING

Objectives (5 C's of foreign language education) The 5 C's Standards-based world languages education and the Objectives of the Foreign Languages Department reflect the themes in the Standards for Foreign Language Learning in the 21st Century published in1999), known as "The Five Cs." These standards describe the "what" (content) of world languages learning and form the core of standards-based instruction in the world languages classroom.

Performance Standards

Implementation Strategy Activities students will engage in to help them meet the objectives.

1. Communication COMMUNICATE IN LANGUAGES OTHER THAN ENGLISH or students of foreign languages, the communicative goals are aimed at helping students to become functionally fluent and literate in a language other than English, whether they speak English or another language, whether they will make the transition from school to work, or whether they will make the transition from school to higher education. These skills include the following: the ability to sustain understanding of a native speaker over stretches of connected speech on a number of topics and in a number of situations; the ability to handle most spoken communicative tasks and social situations when interacting with a native speaker; the ability to read and comprehend authentic texts in a second language dealing with a variety of basic personal and social needs and interests; and the ability to meet a number of practical writing needs in a second language. The communication standard stresses the use of language for communication in "real life" situations. It emphasizes "what students can do with language" rather than "what they know about language.".	1.1 Interpersonal Communication Students should be able to engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.2 Interpretive Communication Students should be able to understand and interpret written and spoken language on a variety of topics. 1.3 Presentational Communication Students should be able to present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.	1.1 Interpersonal Communication This Outcomes Assessment focuses on direct oral or written communication between individuals who are in personal contact. Students have already learned a number of phrases and a range of vocabulary essential for this type of communication prior to their major classes, but now they are challenged to grow their ability so as to be able to communicate in a culturally appropriate manner in a wide variety of situations. These interactions may take the form of (but are not limited to) conversations and telephone calls (listening and speaking), or written correspondence, such as sending and receiving notes, letters, and e-mail (reading and writing). 1.2 Interpretive Communication This standard focuses on the interpretive mode, i.e., on understanding "one-way" messages, such as radio and television broadcasts, films, songs, lectures, Internet sites, and even the conversation of others (listening). It also incorporates printed realia, newspaper and magazine articles, literary works, etc. (reading). 1.3 Presentational Communication Focusing on the presentational mode, i.e., the production of "one-way" messages, this standard addresses activities that range from skits to oral presentations (speaking) and from short compositions and creative works to formal written reports (writing).
2. Cultures GAIN KNOWLEDGE AND UNDERSTANDING OF OTHER CULTURES Cultural aspects of the language and the people who use it are inseparable components of the foreign language classroom. Language is the heart of a culture and is taught as the expression of the culture in which the language is spoken. The study of culture enhances, broadens, connects, and awakens sensitivity to different peoples and societies. It opens the door to an understanding of the beliefs, behaviors, patterns of everyday life, and values of others, their similarities and differences. In its multicultural objectives, culture awakens students to other ways of thinking, living, and being. Culture as content in the foreign language classroom helps prepare students for responsible and effective participation in our increasingly diverse nation and interdependent world.Language teachers have traditionally organized cultural objectives into two subcategories. Formal or high culture, also known as "big-C," encompasses the great music, literature, and art of the target culture. Within this realm, students will be expected to recognize and/or explain such things as major geographical monuments, major historical events, and major institutions such as government, education, and so forth.Everyday or "popular" culture, also known as "little-c," or deep culture, deals with "active" cultural patterns consisting of functions or tasks related to everyday living (such as eating, shopping, travel, obtaining lodging, etc.) and "passive" everyday cultural patterns consisting of underlying realities and values, (such as social stratification, work, marriage, etc.). Students should be able to say and do what is culturally acceptable in ordinary social situations and know why these behaviors are important to members of the culture. Through interaction with native speakers and participation in the target culture, they should learn to interpret and evaluate the visual elements of the culture (signs, symbols, objects, nonverbal behavior, etc.). National Standards in Foreign Language Project states:One of the principal products of a culture is its language. Because language is the primary vehicle for expressing cultural perspectives and for participating in social practices, the study of a language provides opportunities for students to develop insights in a culture that are available in no other way. In reality, then, the true content of the foreign language course is not just the grammar and the vocabulary of the language, but also the culture expressed through that language. It is important that students become skilled observers and analysts of other cultures (pp. 43-44).	2.1 Practices of Culture Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 2.2 Products of Culture Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.	2.1 Practices of Culture Here we focus on the practices that are derived from the traditional ideas and attitudes (perspectives) of a culture. Cultural practices refer to patterns of behavior accepted by a society and deal with aspects of culture such as (but not restricted to) rites of passage, the use of forms of discourse, the social "pecking order" (past and present) and the use of space. In short they represent the knowledge of "what to do when and where." The ability to interact effectively within the target culture is an important dimension of cultural competence. Knowledge of and skill in using and interpreting variations in verbal, nonverbal, and written text according to specific cultural contexts are necessary competencies for learners of the target culture. Selecting a level of formality according to audience, purpose, and medium, determining appropriate topics for interaction, and understanding and explaining humor or irony in a cultural context are just some of the necessary skills. 2.2 Products of Culture This Outcomes Assessment focuses on the products of the culture studied and on how they reflect the perspectives of the culture. Products may be tangible (e.g., a painting, a piece of literature, or an everyday item such as a recipe or used car ads) or intangible (an oral tale, a dance, a ritual, a system of education). Whatever the form of the product, its presence within the culture is required or justified by the underlying beliefs and values (perspectives) of that culture, and the cultural practices involve the use of that product. Students demonstrate knowledge and understanding of significant components of the cultures being studied, such as traditions, institutions, art, history, music, and literary and artistic expressions, among others. This standard addresses the interrelatedness of languages, literatures, cultures, artifacts, traditions and other products that are expressions of the target culture. The identification of important historical events and figures, a familiarity with the major literary, music, and artistic contributions of the target country, and an understanding of socio-political institutions and other manifestations of the culture in the society are basic to an understanding of that culture.
3. Connections CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION Foreign language study is ideally suited for curriculum integration and helps students make valuable connections while learning. Content-enriched programs address language arts, as well as one or more curriculum areas, such as social studies, science, geography, art, music, physical education, etc. In addition, culture is easily integrated into the curriculum through the study of a foreign language. Content-based foreign language teaching, by supporting and reinforcing the curriculum, addresses concerns about time and achievement in the other disciplines, since it does not necessarily have to come at the expense of other disciplines. Even though students may bring a wealth of knowledge to the foreign language classroom, connections very often originate in the language classroom. As students learn another language, they are afforded the opportunity to broaden their sources of available information. By using today's technology at home or in school, or by using traditional school and community resources, information can be gathered, interactions with native speakers are possible, and newscasts, etc., may be heard and viewed in the target language. Through the Internet, for example, today's computer-literate generation can actually communicate with the world by establishing "key pal" relationships, by downloading travel and weather information, and by accessing train and bus schedules, magazine and news articles, hometown pages, etc. In addition, the widespread availability of fax machines provides faster and easier means of sending and receiving written communications and graphics. Through these and emerging technologies, such as videophones and mini computer cameras, the possibilities for instant access to authentic language use and original sources of information are endless.	3.1 Connect with Other Disciplines and Acquire Information Students reinforce and further their knowledge of other disciplines through the foreign language.3.2 Accessing Information in target language: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. 3.2 Accessing Information in target language: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.	3.1 Connecting with Other Disciplines Foreign language study builds upon a student's prior knowledge about the world and other discipline areas, thereby becoming a means for making interdisciplinary connections and expanding and deepening understanding. Such integration of knowledge and skills serves to reinforce and support learning across the whole curriculum. Examples of the areas integrated into the foreign language curriculum are: literary analysis, reading competency, writing skills, technological/computer skills (word processing, electronic communication, Internet in the target language), geography, history and social studies are integral to our studies of the target language's literature and civilization. 3.2 Accessing Information in target language Learning a foreign language gives students access to the original sources of information and unique perspectives of that target culture in the target language. This access, either through traditional print or media sources, or through the use of new technologies such as the Internet, provides a veritable "window to the world," giving students advantages that would not be possible without their language skills.
4. Comparisons DEVELOP INSIGHT INTO THE NATURE OF LANGUAGE AND CULTURE. A major benefit of the study of a foreign language is that students better understand their own language and culture. By comparing and contrasting languages, social behaviors, and cultural views, students become keen observers and analysts of their own language and culture and come to the realization that there are multiple world views. In addition, the interconnectedness of language and culture becomes more apparent to them.The phenomenon of language becomes a fascinating field of study as students compare and contrast the culture of the target language to their own in respect to their sound, their grammar, their vocabulary, their writing systems, etc. For instance, the orthography, or writing system of non-Roman alphabet systems such as Russian or Greek, gives students another vantage point from which to view their own language. The radically different nature of the orthographies of languages such as Chinese and Japanese not only present challenges to students accustomed to a phonetic representation of script to sound, but also stimulates inquiry into general language processing.	4.1 Language Comparisons: Develop Insight into the Nature of Language and Culture Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. 4.2 Cultural Comparisons Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.	4.1 Language Comparisons Students learn that different languages use different ways to communicate and can apply this knowledge to their own language. The focus of this standard is on the linguistic elements of French and the impact this learning has on the students' ability to better understand and analyze their native language. Hypotheses forming about the structure and use of language will enhance their perspective and insight into the nature of language per se. 4.2 Cultural Comparisons Students learn that people of different cultures may think and act differently, and students can apply this knowledge to their own culture. This standard addresses the better understanding of their own and other cultures that students gain through the study of language. Developing knowledge of the facts and observing the acts and products of the target culture help learners to develop a better sense of cultural systems in general.
5. Communities PARTICIPATE IN MULTILINGUAL COMMUNITIES, AT HOME, AND IN GLOBAL SOCIETY, AND WORLD MARKETS This goal is aimed at preparing learners to become culturally sensitive and communicatively competent students, travelers, and/or workers in other societies and cultures in the world. At the same time, this goal is aimed at helping students interact positively and more effectively with native speakers of the languages in this State and nation. As a result of foreign language study, students will become more enlightened and productive citizens in the global community. As the world's many separate economies merge further into a global marketplace, Americans who speak only English increasingly will find themselves at a disadvantage. The fact that the U.S. economy has evolved into a service economy provides an even greater imperative for service providers to speak French and interact competently within the culture. Our security and our standard of living depend on our ability to communicate effectively with people from around the world. Challenges in such areas as health and the environment, ethnic and religious conflict, economic and political relationships among nations, etc. demand international understanding and cooperation. Likewise, viewing ethnic diversity within our borders as an asset and appreciating the richness of variety in human cultures can begin to motivate our students to communicate effectively across cultural and linguistic barriers. This goal, then, addresses the language and cross-cultural communication skills needed by future workers in such diverse fields as diplomacy, education, commerce and banking, agriculture, engineering, health and social services, hotel management, tourism, music and the arts, research and publishing, law related fields, etc.	5.1 School and Community Students use the language both within and beyond the school setting. 5.2 Personal Enrichment Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment.	5.1 School and Community Students will find their language study an important tool for communication with speakers of the target language. The usefulness of knowing another language and being able to interact appropriately within that culture in the school, the community, and the international arena is an important competency for learners as they take their places in the global economy and marketplace and deal with (and respect) the diversity they will find throughout their lives in their schooling, their future employment, and in their communities. 5.2 Personal Enrichment Students use language for leisure and personal enrichment. Language learners will find that they can enrich their lives by accessing authentic language and cultural sources of entertainment through music, film, the media, etc. Enrichment programs, such as study-abroad opportunities and foreign exchange programs, should be viewed as additional enhancements for access to French and culture.
6. Information Competence ACQUIRE TECHNOLOGICAL AND PROCESSING SKILLS TO ACCESS AND COMMUNICATE IDEAS Students learn to use appropriate instruments, electronic equipment, computers, networks, and libraries and so forth to access information, process ideas and communicate results. Students of foreign languages benefit from access to a wide range of technology helpful in locating primary sources in the target language and interacting directly with native speakers. Students reinforce their knowledge of software, technical skills and vocabulary as they use this technology both within and beyond the foreign language classroom. The use of technology in the foreign language curriculum adds a powerful tool for lifelong learning, advanced research, recreational activities and understanding of global issues.	6.1 Basic Computer/Technology Operations and Concepts Students should be able to use software and computer programs to access, generate, and manipulate data; and to publish results. They should also be able to decide which type of technology is appropriate to the work they are doing. 6.2 Use of Technology for Research, Problem Solving Students should be able to use technology in communicating, collaborating, conducting research, and solving problems. They will also participate in activities that encourage lifelong learning and will promote equitable, ethical, and legal use of computer/technology resources and apply basic troubleshooting strategies as needed. 6.3. Social, Ethical, and Human Issues Students will apply concepts and skills in making decisions concerning social, ethical, and human issues related to computing and technology.	6.1 Basic Computer/Technology Operations and Concepts Students will operate and use language software packages, word-processing, email, and internet for written and oral communications; use imaging devices such as scanners, digital cameras, and/or video cameras with computer systems and software; demonstrate knowledge of uses of computers and technology in business, industry, and society. 6.2 Use of Technology for Research, Problem Solving Students will integrate a variety of software, applications and learning tools in individual and collaborative projects that require critical analysis and evaluation. They will use word processing for writing and editing assignments; create multimedia presentations; access and use telecommunications tools and resources for information sharing, remote information access and retrieval, and multimedia/hypermedia publishing; use electronic mail and Web browser applications for communications and for research to support learning; use automated online search tools and intelligent agents to identify and index desired information resources and support data collection; participate in broadcast learning, audio/video conferencing, and other distant learning applications. Students will also show understanding of the historical development and important trends affecting the evolution of technology and its probable future roles in society. 6.3. Social, Ethical, and Human Issues Students will be made aware of the dangers of technology: potential for copying and cheating using the web; the importance of verifying web sources; and the potential for special effects and brilliant presentation to take away from solid content. PLEASE NOTE These strategies will vary from class to class depending on the focus. Language classes use technology to enhance communication and practice with the language. Literature and civilization classes use technology to access information, via the web for example, and to make presentations through for example power point. What follows is an overview of what is included in the various programs but not used in every course.