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Modern Language Guidelines for Secondary Schools. INSTITUTION Catholic Board of Education, Diocese of Cleveland, Ohio

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Modern Language Guidelines for Secondary Schools. INSTITUTION Catholic Board of Education, Diocese of Cleveland, Ohio wM DOCUMENT RESUME ED 041 495 FL 001 471 AUTHOR Abraham, Timothy, Ed.; And Others TITLE Modern Language Guidelines for Secondary Schools. INSTITUTION Catholic Board of Education, Diocese of Cleveland, Ohio. PUB DATE 66 NOTE 279p. EDRS PRICE EDRS Price MF-$1.25 HC-$14.05 DESCRIPTORS Articulation (Program), Audiovisual Aids, Course Content, Cultural Education, *Curriculum Guides, French, German, Instructional Materials, *Language Guides, *Language Instruction, *Modern Languages, Resource Materials, Russian, *Secondary Schools, Second Language Learning, Spanish, Teaching' Methods, Test Selection, Textbook Evaluation ABSTRACT These guidelines discuss general concerns of second language instruction and problems related to the teaching of specific languages. Included are materials for use with average and superior students. The modern language program is discussed in terms of objectives, scope, and sequence. French, Spanish, German, and Russian sections cover the scope of a four year sequence, cultural education, and source uaterials. A section on general principles considers the nature, philosophy, and methodology of language learning, as well as the language teacher and department chairman. Other sections deal with audiovisual aids and the evaluation of tests and textbooks. A source directory and guideline evaluation sheet are also included. (AF) LC% a* -414 r-4 poir MODERN LANGUAGE GUIDELINES for SECONDARY SCHOOLS U.S. DEPARTMENT Of HEM EDUCATION i WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS, STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. BOARD OF CATHOLIC EDUCATION DIOCESE OFCLEVELAND 1966 "PERMISSION TO DolmaTHIS COPY KUMN BEIN . FItYinFirinfrrilliirm EMC AND I MZATIONS OPERATING UM MEWS WIN MEIS. OFFICE OF EDUCATION. FURTHER REPRODUCTIONOUTSIDE ERIC SYSTEM REOINIESPERIM Of TIIECOPYRIGHT OWNER." The Most Reverend Clarence E. Elwell, D.D., Ph.D. Diocesan Superintendent of Schools. Very Reverend Monsignor William N. Novicky, Ph.D. Director of High Schools and Academies Copyright 1966 Board of Catholic Education Diocese of Cleveland TABLE OF CONTENTS Curriculum Committee, 19650 1966 Preface iV Inquiry Sheet 0 VwVi CHAPTER I, GENERAL PRINCIPLES A. Nature of Language Learning 0 1 B Philosophy. of Modern Language Study 3 C 9 Methodology 9 0 5 D e The Department Chairman 7 E The Modern Language Teacher 0 9 CHAPTER T.I. THE MODERN FOREIGN LANGUAGE PROGRAM A. Objectives 0 a 14 B. Statement of Scope , . t . 16 C. Sequence a a 17 D Sequence Outline for a Four Year Program a 19 CHAPTER III, FRENCH Section I Scope for FrenchI. 21 Section II Scope for FrenchII 32 Section III Scope for FrenchIII 38 Section iv Scope for FrenchIV 43 Section V French Culture. 46 Section VI Source Materials it 65 CR PTER /V. GERMAN. Section I Scope.for GermanI a 92 Section 1I Scope for GermanII R 98 Section III Scope for GermanIII 0 0 a 101 Section IV Scopefor.GermanIV a 103 Section V German Culture. a 105 Section VI Source Materials M 109. CHAPTER V, RUSSIAN Section Scope for RussianI . R 122 Section II. Scope for RussianII 0 130 Section III Scope for RussialIIIandIV 134 Section .IV Russial Culture 139 Section V Source Materials 0 156 CHAPTER VI. SPANISH Section I. Scope for Spanish I . 165 Section II. Scope for Spanish II o . o o 173 SectionIII. Scope for Spanish III . o . 177 Section IV. Scope fel,- Spanish IV . so o 181 Section V. Spanish Culture . 183 o SectionVI. Source Materials . op o 201 CHAPTER VII. MULTI-MEDIA OF LANGUAGE LEARNING . 238 CHAPTER VIII. EVALUATION . 247 CHAPTER IX. DIRECTORY . 254 ii CLASSICAL AND MODERN FOREIGN LANGUAGES CURRICULUM COMMITTEE, 1965 CHAIRMAN: ReVerend Robert R. Brett, S.M. Chanel High School, Bedford, Ohio Sister Mary Diana, O.P. Sister Mary Nivard, S.N.D. Our Lady. of the Elms Regina High School Akron, Ohio South Euclid, Ohio Sister Mary Francetta, S.N.D. Mr, William J. Ternansky Regina' High School Cathedral Latin School South E clid, Ohio Cleveland, Ohio Sister Judith, C.S.J. Mr, Branko A. Yirka Nazareth:Academy St, Joseph High School Parma Heights, Ohio Cleveland, Ohio Sister Marie Michelle, 0.S.U. Beaumont School for Girls Cleveland, Ohio CURRICULUM COMMITTEE, 1966 CHAIRMAN: Sister Judith, C.S.J. Nazareth Academy, Parma Heights, Ohio Sister Mary Francetta, S.N.D. Mr. Willicm J. Ternansky Regina High School Cathedral Latin School South Euclid, Ohio Cleveland, Ohio Sister Mary Roy, S.N.D. Mr. Branko A. Yirka Elyria District Catholic H S. St. Joseph High School Elyria Ohio Cleveland, Ohio Mr. Joseph Bongorno, Ph. CURRICULUM CONSULTANT Sister Ellen Therese, C.S.A., CURRICULUM COORDINATOR Mr. Timothy Abraham, EDITOR iii PREFACE Rather than casta rigid mold which no teacher darebreak, these GUIDELINES, prepared bycommittee members of theDiocesan Classical.- Modern Language Teachers'Association, are intendedto serve or guide modern languageteachers and modern languagede- partments as they determine theirown teaching goals and method- ology for their respectiveclasses or schools. Methods, and evenscope, are determined not bya single fac- tor but by a variety of factors. Some teachers findone method more productive of results thananother. Some can produce best results by a combination ofmethods. The same may be said oftext- books, thougha good teacher can adapt his methodsto the needs of his pupils regardless ofthe text he uses. The varying abilities and interests of studentswill be a. potent factorin deters"ining the scope of the languagecourse. This outline containsmaterial for the average learnerin addition to enrichmentactivities for the superior student. iv INQUIRY SHEET FOR LANGUAGE TEACHER'S EVALUATION OF THESE GUIDELINES The Curriculum Committee is aware that languagerepresents a continuous growth process. Even as these GUIDELINES go to print, changes are evolving in the significance and content of language, and in methodology. Hence the Committee hopes that these GUIDELINES far from wasting away in a'stuffed filing cabinet, will serve the dedicated and creative language teacher to develop and implement a language course which will meet the needs of the students in his own class. An inquiry sheet is included herein so that teachersmay evaluate the GUIDELINES in order to continue to assist teachers and language departments in their efforts to update the modern language programs in their own schools and in schools through- out the entire diocese. Teachers are urged to send their eval- uations, co ments, questions, and suggestions to the Curriculum Coordinator, 5103 Superior Avenue, Cleveland, Ohio, 44103. Your remarks will be appreciated and submitted to the curricul com- mittee's summer workshop for further study. kNis,4431., Date INQUIRY SHEET Please evaluate each of the following areas which are treated in the GUIDELINES. Comment on scope and culture in terms of the modern foreign language which you are currently teaching. Two inquiry sheets are included for those who are teaching more than one modern language and for those who may wish to follow up thiir comments at a future time. 1. Nature of Language Learning: Provides helpful background for a better understanding of the audio-lingual approach to language study. Very good Good Fair anamismorftes Inadequate 2. Philosophy: Recognizes and justifies the role of modern foreign language study in the education of the student. Very good Good Fair =.1=.1=111141111.11 Inadequate 3. Methodology: Adheres to the concepts of the nature of language learning and to the basic philosophy which are delineated in these GUIDELINES. Very good Good Fair MPENIPMEIN=EM=.11 1111M.m...m Inadequate 4. The Department Chairman: Treats realistically the role of the department chairman in the organization and administration of the modern language program. Very good Good Fair Inadequate iMM111Mi .10=9=11 EIM11Mell 5. The Modern Language Teacher: Offers a practical sketch of the well qualified language teacher. 0.1.1.Very good Good Fair Inadequate 6. Objectives: Are practical and within the reach of the modern foreign language program as it exists today. Very good Good Fair Inadequate ri 7. Sequence: Offers a feasible and justified sequence for the study of one or more languages at the high school level. Very good Good Fair Inadequate 01.101111111 8. Multi-media: Presents a comprehensive description of the numer- ous audio-lingual-visual media available for use in a modern language program. Very good Good Fair Inadequate vi Evaluation: Includes a representative sampling of good testing procedures for specific types of lessons. Very good Good Fair Inadequate 10. Scope in general: Trovides a functional guide which can be adapted to various modern textbook series. Very good Good Fair Inadequate 11. Scope for the first year: Is practical and helpful. Very good Good Fair IlmgmmmInmpe0 Inadequate 12, Scope for the second year: Is practical and helpful. Very good Good Fair Inadequate MIUMMIMMIWwWIMMI 13. Scope for the third year: Is practical and helpful. Very good Good Fair Inadeauste 14. Scope for the fourth year: Is practi6a1 and helpful. Very good Good Fair MIMMMMPMInadequate 15. Cultural content: Offers a functional guide for the integration of culture in the language program. Very good Good Fair Inadequate 16. Resource Materials: Offers a handy and practical reference and not just "a needless repetition of information already available to teachers. Very good Good Fair Inadequate 7. rofesslonal Materials and Aids: Offers a handy and practical, reference and not just a needless repe '-ition of information al- ready available to peachere, Very good Inadequate Which language are youtochins at present? German Latin Russian Spanish Please gea1 free to include any additional comments on a separate sheet. Thank you. L A. THE NATURE OF LANGUAGE LEARNING Language is a system of arbitrary vocal symbols by which members of a given culture communicate with eachother. Although listening, speaking, reading, and writingare all involved, the essence of language is speech. Since language is basicallya set of speaking habits, learninga language is largely a matter of habit formation produced through repetition andoverlearning to the point of automatic behavior.
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