California World Languages Framework Guidelines

The guidelines approved by the State Board of Education (SBE) will direct the work of the World Languages Curriculum Framework and Evaluation Criteria Committee (CFCC). The guidelines are based on statutory requirements, feedback from four focus group meetings held in August and September of 2018, information provided by the Instructional Quality Commission and the SBE, and public comment.

In general, the revised World Languages Framework for California Public Schools, Kindergarten through Grade Twelve (WL Framework) shall

1. be aligned to the California World Languages Standards for California Public Schools adopted by the SBE in January 2019;
2. be written in language that is inclusive and supportive of multiple users, including teachers (single and multiple subject), support staff, administrators, and community stakeholders—while not exceeding 600 pages;
3. include an overview explaining how the standards are organized, with an explanation of the coding system for identifying standards;
4. provide guidance on use of the framework with explicit guidance for different users, including specialists, administrators, and other stakeholders;
5. provide guidance to help ensure equitable access to high-quality world languages instruction for all elementary, middle, and high school students in California;
6. include compelling language regarding the value of acquiring world languages, developing intercultural competence, and becoming a global citizen;
7. recognize the assets of California’s unique and diverse student population and suggest ways teachers, schools, and districts can maximize their potential;
8. provide specific guidance on using the target language during instruction;
9. provide examples, for an array of languages, that support and illustrate the guidance in the framework, including graphics, samples, models, snapshots, or vignettes;
10. make explicit connections to resources and associations with resources aligned to the guidance in the WL Framework, and provide hyperlinks to those resources; and
11. include a glossary of critical terms.

The CFCC shall develop a chapter on language proficiency and performance. It shall provide

1. explanations of the ranges and phases of language acquisition;
2. a description of what Novice, Intermediate, Advanced, Superior, Distinguished might look like for an array of languages; and
3. a discussion of proficiency, prochievement, achievement, and performance.

The CFCC shall develop a chapter on teaching the Communication standards. It shall provide

1. explanations of the Interpretive, Interpersonal, and Presentational modes;
2. guidance for engaging students in real-world content/settings;
3. guidance for engaging students in using structures and comparing structures; and
4. specific examples that support and illustrate the guidance in the framework.

The CFCC shall develop a chapter on teaching the Cultures standards. It shall provide

1. guidance for developing global citizenship, culturally appropriate behavior (as a form of both verbal and non-verbal communication), culturally-authentic communication, and intercultural communication;
2. guidance on the role of cultural products, practices, and perspectives in the world languages classroom; and
3. specific examples that support and illustrate the guidance in the framework.

The CFCC shall develop a chapter on teaching the Connections standards. It shall provide

1. guidance on how to work with culture as content;
2. guidance for engaging students in broadening their cultural perspectives;
3. guidance for making connections to other academic disciplines, especially for elementary teachers; and
4. specific examples that support and illustrate the guidance in the framework.

The CFCC shall develop a chapter on implementing high-quality world languages instruction. The chapter shall support planning for instruction and assessment to ensure equitable access and opportunity for all students. It shall provide

1. a discussion of Universal Design for Learning, including an overview of lesson and unit design, with discussions of how backward design, episode design, lesson design, unit design, and curriculum design are a means to ensure language acquisition and equitable access and opportunity for all students;
2. guidance on identifying and using authentic materials rich in language, culture, and content; and
3. guidance on using technology to enhance instruction, learning, and assessment.

The CFCC shall develop a chapter on pathways to multiliteracy. It shall provide

1. an overview of age-appropriate as well as stage-appropriate instruction, with descriptions and models of world language education in elementary, middle, and high school and college and career readiness pathways;
2. guidance for connecting with university-level study, including through Advanced Placement and International Baccalaureate opportunities;
3. a description of dual language immersion program models and outcomes; and
4. guidance on heritage language instruction, with attention to receptive bilinguals, heritage speakers, formal/informal language, appropriate content, and methodological considerations.

The CFCC shall develop a chapter on the unique features of individual languages. It shall provide an overview of

1. language-specific considerations, including guidance for working with classical languages, tonal languages, character systems, and dialects/language varieties; and
2. American Sign Language, including guidance regarding optimal program models for deaf students, special considerations for signing, and understanding deaf culture.

The CFCC shall develop a chapter on ensuring access and equity in the world languages classroom, while also embedding those strategies throughout the framework. It shall provide

1. guidance on addressing the needs of diverse learners, including students with disabilities, gifted and talented students, English learners, and students with low academic skills;
2. suggestions on how to differentiate for world languages classrooms with students who have a wide range of needs, abilities, and experiences; and
3. examples of different methods of instruction and pedagogical approaches to support language acquisition.

The CFCC shall develop a chapter on assessment of students entering, progressing through, and exiting world languages instructional settings. It shall provide

1. guidance for working with integrated performance tasks and proficiency measures;
2. guidance on the design and use of formative, interim, and summative assessments for continuous improvement;
3. sample assessment strategies and tools; and
4. references to current research on effective assessment strategies, including suggestions for assessing at-risk students and students with disabilities.

The CFCC shall develop a chapter on instructional resources with evaluation criteria for the next world languages instructional materials adoption. The criteria shall require that

1. instructional materials be aligned to the 2019 California World Languages Standards;
2. instructional materials be consistent with the revised WL Framework;
3. instructional materials be appropriate for use with all students, regardless of their disability, gender, nationality, race or ethnicity, religion, sexual orientation, or living situation;
4. instructional materials provide suggestions for instructional support for English learners, at-risk students, gifted and talented students, and students with disabilities;
5. publishers of instructional materials provide assessment practices (e.g., entry-level, diagnostic, formative, interim, skill-based, and summative) at each grade level necessary to prepare all students for success in higher-level world languages instruction;
6. publishers’ inclusion of images be age-appropriate, affirmatively inclusive, and reflective of the diversity of California’s students;
7. standard(s) being taught be clearly displayed in the teacher materials;
8. instructional materials provide background information for teachers on the content being taught;
9. instructional materials include a scope and sequence of instruction and provide suggestions for pacing;
10. instructional materials provide suggestions in the teacher materials for differentiating instruction; and
11. instructional materials show connections to state-adopted standards in other subjects in the teacher materials, and provide examples of interdisciplinary instruction.

The CFCC shall develop a chapter on supporting world languages education. It shall

1. be accessible for teachers and administrators, including those with limited educational backgrounds in the instruction of world languages;
2. provide strategies for leadership and advocacy in ensuring access to world languages education within schools and districts for all students in grades kindergarten through twelve;
3. provide guidance to administrators at the school and district levels and school board members about the vision, values, resources, and facilities necessary to ensure optimal conditions for learning exist in schools so that all students in all grades have access to quality, standards-based world languages education;
4. describe the value and benefits of acquiring world languages, developing intercultural competence, and becoming a global citizen and provide examples of how administrators and school board members can support and improve world languages education;
5. discuss the role of parents/families and the broader school community in supporting world languages education;
6. describe the components of effective world languages education programs, including the support of district and site administrators and the involvement of parents and the community;
7. provide criteria for evaluation of world languages programs currently in place;
8. provide guidance on how educators and administrators can advocate for and develop new programs or make innovative enhancements to existing programs; and
9. provide professional learning resources that encourage teachers to work with colleagues across disciplines.