Massachusetts World Languages Curriculum Framework Review
The review summarizes proposed revisions to the 1999 World Languages Framework in Massachusetts. It outlines the timeline, phases, and main changes, including proficiency levels, organization, and alignment with recent educational frameworks. The document also covers objectives, discussions, and next steps in the curriculum development process.
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Presentation Transcript
Review of the Revised Massachusetts World Languages Curriculum Framework Board of Elementary and Secondary Education December 15, 2020 Heather Peske, Senior Associate Commissioner for Instructional Support Andy McDonie, World Languages Coordinator
Objectives for Today Summarize the proposed revisions to the 1999 World Languages Framework. Board votes on a motion to send the revised World Language Framework out for public comment. 2 Massachusetts Department of Elementary and Secondary Education
World Languages Framework Proposed Timeline Phases 1-4 ( August 2019-November 2020) o Assembled teams of MA stakeholders (students, teachers, administrators) to produce new standards. o Worked with various stakeholders (underrepresented language groups, MA Commission for the Deaf and Hard of Hearing) to review framework for inclusivity and impact. Phase 5 (December 2020- February 2021) o December 2020 February 2021, Solicit and collect public comments on the revised draft o February-March, 2021 Revise Framework using public comment and produce final version o March 23, 2021 Present to the Board for discussion and a vote on formal adoption of the final 2021 World Language Framework Other phases to come (March 2021-June 2022): Implementation and development of supporting materials 3 Massachusetts Department of Elementary and Secondary Education
Summary of Main Changes 1999 Framework 2021 Framework Proficiency Developmental Stages of Language Proficiency Proficiency Levels from broadly recognized American Council on the Teaching of Foreign Languages (ACTFL) supported by MA field Content standards divided by proficiency level, independent of students age or grade Leveling Content standards divided by grade level without regard to amount of time spent learning the language Emerging descriptions of language components Organization Clear description and organization of components of language to reflect advancing research in language acquisition Intentional, explicit descriptions of SEL/SJ skills Social and Emotional Learning/Social Justice Terminology Structure Some implicit descriptions of SEL/SJ skills Foreign Languages Not aligned to any current frameworks World Languages Aligned to structure of recent Framework revisions in other disciplines (e.g., History/SS, Arts) 4 Massachusetts Department of Elementary and Secondary Education
Board Questions and Discussion 5 Massachusetts Department of Elementary and Secondary Education
Thank you THANK YOU Andy McDonie, Language Acquisition Support Specialist World Languages 781.338.3541 www.doe.mass.edu d.andrew.mcdonie@mass.gov 75 Pleasant Street, Malden, MA 02148
