How are standards-based curricula different from other curricula?

Standards-based curricula focus on communication. Outcomes are no longer stated only in terms of the four skills (listening, speaking, reading, and writing). The emphasis is on the process by which students communicate: active negotiation of meaning by individuals (interpersonal), appropriate cultural interpretation of meanings (interpretive) and presentation of information to an audience (presentational).

Standards-based curricula define culture as the relationships among perspectives, products and practices. Culture is no longer primarily represented by the little "c" (daily life patterns of the people) or the big "C" (their historic and aesthetic contributions). Rather, the focus is on the interdependence and interaction of perspectives (meanings, attitudes, values, ideas), products (books, tools, foods, laws, music, games) and practices (patterns of social interactions) of the culture and its people.

Standards-based curricula integrate content with language learning. The foreign language is used to acquire new knowledge, particularly when information may only be available through the target language.

Standards-based curricula apply language skills to the world beyond the classroom. Students are expected to use their skills to communicate directly, through print, or electronically, with target language speakers in their local or global community.

Standards-based curricula assist students in making meaningful comparisons. In contrast with approaches that address grammar and culture in isolation, students make meaningful comparisons among the patterns of language systems and cultures.

What questions might be helpful to guide the development of curriculum that is in tune with the standards?

• What have we always done that fits with the standards? How can successful practices be extended and adapted to address the new dimensions of the standards?
• Has attention been given to addressing each of the five goal areas throughout the curriculum?
• Do students have opportunities for face-to-face interaction, interpreting written and spoken messages and making written and spoken presentations?
• Are students prepared for culturally appropriate communication? Will they know what they may say, to whom, and why?
• Is culture presented in such a way that students understand the relationships among perspectives, practices, and products?
• Is there an emphasis at all grade levels on interdisciplinary instruction, and on using language as a tool for thinking and learning?
• Are connections to local or global communities made regularly in the instructional program?
• Is technology used to facilitate communication beyond the classroom walls?
• Do students have opportunities to analyze and compare cultural and linguistic features of the native and target language environments?