An Explanation of "Levels" Cf Competence in Foreign Language Learning; German, Levels I, II, III
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DOCUMENT RESUME ED 033 641 FL 001 514 1UTHOF Castle, Pat; And Others TI 'LE An Explanation of "Levels" cf Competence in Foreign Language Learning; German, Levels I, II, III. TNSTTTUTTCY Illinois State Office of the Superintendent of Public Instruction, Springfield. pons Agency Office of Education (DHEW), Washington, D.C. Pub Date Apr 69 Note 18p. EDFS Price EDFS Price ME-$0.25 BC-(t1.00 Descriptors Articulation (Program), Audiolingual Methods, Audiolingual Skills, College High School Cooperation, *Course Content, Course Objectives, Cultural Awareness, *German, Grammar, Language Instruction, *Language Learning Levels, Language Skills, Listening Comprehension, Reading Comprehension, *Secondary Schools, *Second Language Learning, Speaking, Writing Skills Abstract This report of a two-day meeting at Bloomington, Illinois in April 1969 discusses the basic elements of each cf tle first three levels of foreign language learning. Desired student performance at the completion of levels 1,2, and 3 of German is enumerated for listening comprehension, speaking, reading, writing, grammar, and culture. Suggested basic grammatical items for levels 1and 2 are specified and a list of conference participants is provided. (WB) 1 NP!RIMiNI OF HALM 'MOIRE OFFICE OF EntLy'ON THIS DOCUMEN7 ,AS BEEN REPRODUCED EXLCIt PECENED FROM 1 v4 PIPSON OR OZ&INIIMION (117i6tNCINO 11 POINT! OT VIEW OkOPINI STIR DO NOT NEUSSARILY REPPESENT OFFICE OF EDUCATION 0 POSITION OR POLICY PCN1 cf\ uJ GUIDELINES FOR THREE LEVELS OFCOMPETENCE IN GERMAN THE OFFICE OF THE SUPERINTENDENTOF PUBLIC INSTRUCTION STATE OF ILLINOIS RAY PAGE, SUPERINTENDENT a TITLE III, NATIONAL DEFENSE EDUCATION ACT DOCTOR PAUL E. WOODS, DIRECTOR FOREIGN LANGUAGE STAFF DERALD MERRIMAN, ASSISTANT DIRECTOR, TITLE III,NDEA FOREIGN LANGUAGE SUPERVISOR Office of the Superintendent of PublicInstruction 316 South Second Street Springfield, Illinois 62706 Phone: (217) 525-2829 Mr. H. Ned Seelye Mr. Charles D. Jay Foreign Language Supervisor Foreign Language Supervisor 38 South 6th Avenue Benton Road Apartment A-1 Mt. Vernon, Illinois 62864 LaGrange, Illinois 60525 Phone: (618) 242-0157 Phone: (312) 354-2538 Mrs. Pat Castle Foreign Language Supervisor 1326 Parkview Drive Macomb, Illinois 61455 Phone: (309) 833-2870 An Explanation of "Levels" of Competence in Foreign Language Learning GERMAN Levels I, II, III Prepared by Pat Castle, Charles Jay, and Derald Merriman Foreign Language Supervisors Office of the Superintendent of Public Instruction Based upon the Deliberations and Recommendations of Participants at the Bloomington Conference April 1969 INTRODUCTION Illinois from thelack of soundarticulation The confusion whichhas resulted in obvious the need for moremeaningful dialogue in foreign languageprograms made levels of learning. For this reason among foreignlanguage teachers at all Instruction sponsored atwo-day meeting the Office of theSuperintendent of Public "A Conference forthe Improvement at Bloomingtonin April 1969,which was called of Foreign LanguageArticulation." questions that havebeen raised byIllinois This meeting attemptedto resolve many "level" of learningand a "year"of teachers concerning thedifference between a utmost importanceif well- The solution to thisproblem is of the learning. Classroom teachers agreethat it is articulated programs are tobe developed. the skills of one"level" in one often unrealistic to expectstudents to master materials used,teacher the tremendousvariations in academic year because of and studentabilities. methodology, class size,length of period, competency and of Public in the Office ofthe Superintendent Foreign language supervisors by defininglanguage the classroomteachers that only Instruction concur with regardless of thelength learning in terms oflevels, which willremain constant proficiency, cansound articulationbe of time required for astudent to achieve became an actualitybecause thisOffice achieved. The Bloomington Conference of would reflect notonly the opinions wanted an explanationof levels which professional viewpointsof a State Foreign LanguageSupervisors but also the teachers and collegeprofessors. The represen- statewide group of high school teachers using attend this meeting were across-section of tatives chosen to methodol- of electronicteaching aids, and many differenttexts, various kinds from traditional to the mostaudio-lingual. All grades ogies from the most all both large andsmall schools from junior high throughbeginning college, in (See Appendix forlist of geographical areas ofIllinois were represented. participants and theiraddresses.) what should be the teachers was to discussand agree upon The task of these fact that "level" of learning. They stressed the basic elements in each complete the need a three-year sequencein high school to most students will explain this first two levels. Classroom teachers must requirements for the discussing this matter and also assume theresponsibility of to their students student programs with administratorsand counselors. Those responsible for understand that studentswho have not in the secondaryschools should clearly "levels" of learningwill be successfully completed twoforeign language (Students who complete severely handicapped intheir first college course. credit towardgraduation, of only two "years" inhigh school will receive usually lack many ofthe course, butthey should be warnedthat they will Level III courses incollege.) necessary skillsthat are needed in EXPLANATION In reading the explanation of "levels" on the pages whichfollow, it is important to remember these points: 1. The purpose of the Bloomington Conference was not to write a detailed curriculum guide for French,Spanish, and German. Participants were primarily interested in preparing a concise statement which wouldindicate the language skills and attitudes that should beexpected of students at the first three levels. 2. It was generally agreed that the text being usedis realistically the teacher's curriculum guide. Because some materials, however, are far moreinclusive than others, participants felt that a list of essential grammar items should be included in theAppendix for each language discussed. 3. The question of preferable teachingmethodologies was not a part of the discussion orrecommendations of the Bloomington Conference. Participants did emphasize, however, that all foreign language instructionshould follow through the basic skills -- listening,speaking, reading, and writing -- in order to culminate inspeaking proficiency, cultural"empathy, and literaryappreciation. 4. It was emphasized at the conference thatstudents should have a practical knowledge of all basic grammarby the end of Level II. Although grammar does play an intensiverole in Level III, it should be taught in theform of review with expansion and refinement of basic conceptspreviously studied. 5. The conference decided that the work inLevel III.(primarily reading and review grammar) is, in most cases,of"the same complexity as that required in the first year ofcollege work for students who have completed two"levels" (usually three years) in high school. Secondary schools which have well-articulated sequential courses will undoubtedlyoffer the equivalent of Level III work to theiradvanced students. 6. Participants delegated to the Foreign LanguageSupervisors in the Office of the Superintendent of PublicInstructiod the task of editing and distributing therecommendations of the conference to all schools in Illinois. Inasmuch as the basic premises which were formulated for eachlanguage, as well as the desired student performance atthe completion of each level, were so similar, a composite fromthese ideas has been used for each level in French, German,and Spanish. A separate appendix is included for eachlanguage. German - Level I Basic Premises: the 1. Development of oral comprehensionand speaking skills are major goals of instruction inLevel I. essential feature 2. Introduction of grammatical concepts is an of Level I program;- intregal 3. Instruction in the appreciation ofthe culture is an part of the regular-classand extra-curricularactivities. Desired Student Performance at Completionof Level I LISTENING: Comprehend the language spoken atnormal classroom speed, within the range ofvocabulary and constructions found in the more generally usedLevel I textbooks; this also includes recognitionof cognates andthe use of gestures. SPEAKING: Reproduce meaningful utteranceswith reasonably correct pronunciation,intonation, and rhythm,that demonstrate control of the wholesound system. 1. Form and answer questionsrelating to familiar subject matter. 2. Participate in a directed dialoguewith acceptable accuracy and speed. 3. Relate facts about a familiarobject or situation. 4. Attempt conversation, usinglanguage acceptable to a native, aboutpreviously studied topics. READING: 1.. Relate the sounds of the languageto the printed word by reading thatmaterial which has previously been learnedorally. 2. Comprehend,.while reading silently without translation, the basic readingmaterials of the text. 3. Read aloud a fgmiliar text. 4. Read additional material whosemeaning can be derived through inference. WRITING: Reproduce accurately, spelling andpunctuating correctly, in limited, guided writing thespoken vocabulary in the following ways: I. Write familiar sentences fromdictation. 2. Formulate questions and answersabout previously learned material. 3. Answer questions which would formnarrative. 4. Supply the dialogue of one personin a conversation. 5. Write statements about a stimulus(i.e.,