STANDARDS FOR FOREIGN LANGUAGE LEARNING IN THE UNITED STATES

STANDARDS FOR FOREIGN LANGUAGE LEARNING
IN THE UNITED STATES

The five “C” goal areas (Communication, Cultures, Connections, Comparisons, and Communities) stress the application of learning a language beyond the instructional setting. The goal is to prepare learners to apply the skills and understandings measured by the Standards, to bring a global competence to their future careers and experiences.

THE FIVE ''C''

GOAL AREAS	STANDARDS
COMMUNICATION Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes	Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.	Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.	Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

GOAL AREAS

STANDARDS

COMMUNICATION

Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes

Interpersonal Communication:
Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

Interpretive Communication:
Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

Presentational Communication:
Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

CULTURES Interact with cultural competence and understanding	Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.	Relating Cultural Products to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.
CONNECTIONS Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and careerrelated situations	Making Connections: Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.	Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
COMPARISONS Develop insight into the nature of language and culture in order to interact with cultural competence	Language Comparisons: Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.	Cultural Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
COMMUNITIES Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world	School and Global Communities: Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.	Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

ITALIAN STANDARDS GRADE 4-5-6-7

GOAL AREAS	STANDARDS	TARGETS
COMMUNICATION	1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.	Students give and follow simple instructions in order to participate in playing games (e.g., Tombola, 7 e mezzo, Scopa, Bocce, Uno). Students exchange information about themselves, family and friends, in person, or via short notes or e-mail. Students discuss likes and dislikes concerning games, sports, school subjects, daily chores, etc. Students correspond with Italian students via mail and e-mail concerning school routine, hobbies and other interests. Students greet each other and issue and follow commands used in everyday classroom interactions (e.g., Ciao!, Siediti!, Apri il libro! Girati!, Ad alta voce!). Students express themselves using body language, facial and hand gestures (e.g., Vieni qua!, Cosa fai?, Che buono!, Cosa vuoi?).
	1.2 Students understand and interpret written and spoken Italian on a variety of topics.	Students comprehend main ideas in children’s stories and familiar fairy tales (e.g.,Pinocchio, Cappuccetto Rosso, Cenerentola) and identify key characters and words. Students identify classmates and famous personalities from photographs, based on oral and/or written descriptions. Students read greeting cards, short notes, and invitations. Students interpret hand and facial gestures by identifying the phrase which accompanies each. Students identify the principal message contained in public safety posters, advertisements, and other illustrated texts.
	1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.	Students prepare illustrated story boards about Italian fairy tales and folk tales they have heard or read, and talk about them. Students dramatize songs (e.g., Giro, giro tondo, Alla fiera dell’est, Al mio bel castello! ), short anecdotes, and poems, using gestures and pantomime. Students compose shopping lists and simple messages involving meeting times and places. Students write birthday cards, party invitations, thank you cards, etc. Students design ads and posters for Italian products found in their neighborhood.
CULTURES	2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Italian culture.	Students observe, identify, and/or discuss simple patterns of behavior in various settings such as school, family, and community. Students use appropriate gestures and oral expressions for greetings, leave takings, and common interactions (e.g., handshaking, kissing on both cheeks, tu vs. Lei, salute, scusi, permesso). Students participate in games, songs, celebrations, storytelling, and skits (e.g., Gioco dell’oca, Palla pallina, Paroliere, La Befana).
CULTURES	2.2 Students demonstrate an understanding of the relationship between the products and the perspectives of Italian culture.	Students identify and observe the types of toys Italian children play with, as well as the type of food they eat (e.g., Pinocchio, Topo Gigio, Nutella, biscotti, uovo di Pasqua, colomba pasquale). Students listen to and sing songs Italian children sing and read selections of Italian children’s literature (e.g., La pecora nel bosco, Biancaneve e i sette nani). Students identify, discuss and produce artwork and crafts enjoyed or made by Italian children of the same age group (e.g., puppets, models, Venetian masks, carretto siciliano). Students identify Italian products found in their homes and community, and explore why they are so popular in Italy (e.g., tile, marble, olive oil).
CONNECTIONS	3.1 Students reinforce and further their knowledge of other disciplines through the study of Italian language and culture.	Students demonstrate an understanding about concepts learned in other subject areas (e.g., geography – physical features; social studies – families, communities, and recreation; science – weather). Students use systems common in Italy (e.g., science – weights and measures in cooking projects; social studies – social practices dealing with time, meal schedules; mathematics – metric system). Students demonstrate a general knowledge of significant contributions of Italians and the Italian language in the arts and sciences as well as to the culture of their own country (et.al, Da Vinci – science and mathematics; Columbus – age of encounters; Michelangelo – art; music – alto, basso, forte, et al).
CONNECTIONS	3.2 Students acquire information and recognize the distinctive viewpoints that are provided through the knowledge of Italian language and culture.	Students gather information about Italy and Italian culture by reading and listening to short presentations in English (e.g., travel videos, brochures, magazines). Students listen to, discuss, and learn short dialogues, passages, poems, and songs in Italian (e.g., counting and nursery rhymes, Trenta giorni ha novembre, Funiculì funiculà, Quel mazzolin di fiori). Students recognize and identify major geographical features, cities, and monuments of Italy (e.g., create maps, puzzles, word searches, collages of cities).
COMPARISON	4.1 Students demonstrate understanding of the nature of language through comparisons of the Italian language and their own.	Students cite and use examples of English words that are borrowed from Italian (e.g., pasta, opera, piano). Students identify cognates (e.g., università, ombrello, presidente). Students demonstrate an awareness of idiomatic expressions in Italian by contrasting them with their English counterparts (e.g., Come ti chiami? Quanti anni hai?). Students demonstrate an awareness of formal and informal form of address in language patterns and in greetings and leavetaking (e.g., Come sta?/Come stai?, Buon giorno/Ciao).
COMPARISON	4.2 Students demonstrate understanding of the concept of culture through comparisons of Italian culture and their own.	Students compare simple patterns of behavior Students compare simple patterns of behavior or interaction in various cultural settings (e.g., family gatherings, familiar/formal relationships). Students demonstrate an awareness that gestures are an important part of communication and that gestures in Italian differ from English (e.g., waving goodbye, counting with your fingers). Students compare and contrast tangible products of the Italian culture and of their own (e.g., toys, sports, money, food). Students compare and contrast rhymes, songs, and folktales of the Italian culture and of their own.
COMMUNITIES	5.1 Students use Italian both within and beyond the school setting.	Students participate in a pen/key pal project via letter, e-mail, audio/video tapes. Students present fables in Italian to other students (e.g., Pinocchio, La volpe e il lupo, La cicala e la formica, I tre orsi). Students perform songs in Italian at school assemblies. Students make Halloween masks incorporating characters from the Commedia dell’arte (e.g., Pantalone, Arlecchino, Pulcinella).
COMMUNITIES	5.2 Students show evidence of becoming life-long learners by using Italian for personal enjoyment and enrichment.	Students play games or sports popular in Italy (e.g., soccer, Bocce, Giro giro tondo). Students sing Italian songs (e.g., Fra Martino campanaro, Nella vecchia fattoria, La pecora nel bosco, “Cucù, cucù”, Alla fiera del mastro André). Students view and comment on cartoon videos in Italian (e.g., Pinocchio, Il re leone, Peter Pan, La bella e la bestia). Students perform Italian dances (e.g., la tarantella, il ballo del qua qua, il liscio, la furlana, il ballo sardo).

ITALIAN STANDARDS GRADE 8-9-10

GOAL AREAS	STANDARDS	TARGETS
COMMUNICATION	1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.	Students give and follow directions for arriving at various places in their community. Students ask for clarification about programs, schedules, fees, crowd conditions, and exhibits (e.g., museum, bus, train). Students role play the purchasing of clothes, food, and souvenirs (e.g., al mercato, ai grandi magazzini, al negozio). Students correspond with Italian students via mail and e-mail concerning school routine, hobbies and other interests. Students write letters to inquire about rates and services in Italian hotels, to obtain travel brochures, to order catalogues from Italian department stores, (e.g., Standa, Upim, Rinascente, Postal Market). Students fill out simple forms (e.g., hotel registration, ID cards, contest entries, passport applications, order forms).
	1.2 Students understand and interpret written and spoken Italian on a variety of topics.	Students read and compare Italian report cards, television schedules, telephone cards, advertisements, public safety announcements, museum floor plans, city maps, restaurant menus, etc. Students demonstrate an understanding of the main themes of age-appropriate selections from Italian children’s stories, riddles, television, radio, magazines, and newspapers, by discussing them in class and/or writing comments/opinions about them. Students read and discuss short biographical sketches of Italian and Italian-American historical and contemporary personages (e.g., Columbus, Vespucci, Joe DiMaggio, Geraldine Ferraro).
	1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.	Students present short plays and skits, recite selected poems, and talk about personal habits and anecdotes. Students prepare tape or video-recorded messages to share with school peers and/or Italian students on topics such as clubs, teams, hobbies, etc. Students design posters illustrating Italian proverbs and idioms, and discuss them (e.g., Dimmi con chi vai e ti dirò chi sei; Le bugie hanno le gambe corte; avere le mani bucate; avere la testa fra le nuvole). Students prepare oral and/or written reports on historical figures from Italian and Italian American culture.
CULTURES	2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Italian culture.	Students observe, analyze, and discuss patterns of behavior of Italian students (e.g., school life, after-school activities). Students learn about and participate in games, sports, music, and dance enjoyed by Italian students their age. Students compare and contrast the celebration of traditional and folkloric festivals, dances, and special events (e.g., onomastico, scacchi viventi, la quadriglia).
CULTURES	2.2 Students demonstrate an understanding of the relationship between the products and the perspectives of Italian culture.	Students read, listen to, and perform Italian stories, poetry, music, and folkloric dance. Students identify and research Italian cuisine and fashion (e.g., regional cuisine, fashion designers). Students identify and discuss the major contributions in art and music accomplished by Italians (e.g., listen to or attend an opera, view an art collection at a local museum). Students learn about and identify major scientific and historical contributions made by Italians (e.g., Galileo, Volta, Marconi, Meucci, Mazzei).
CONNECTIONS	3.1 Students reinforce and further their knowledge of other disciplines through the study of Italian language and culture.	Students recognize and use Italian terminology in the sciences and technology (e.g., electronics – volts; physical science – galvanize; model building – pilaster). Students recognize and make connections with Italian influence and terminology in the social sciences, history, and the arts (e.g., Rome – history, architecture, sculpture; opera – musical terminology and styles; Machiavelli; Montessori). Students comprehend and discuss ads, short articles, tapes, and videos on topics being studied in class (e.g., publicity – daily life; music videos – pop culture). Students present short, oral or written reports in Italian on topics being studied in class (e.g., cities, monuments, personalities, historical figures). Students initiate and sustain simple conversations in Italian about daily activities in appropriate cultural contexts.
CONNECTIONS	3.2 Students acquire information and recognize the distinctive viewpoints that are provided through the knowledge of Italian language and culture.	Students use sources intended for same-age speakers of Italian to prepare reports and presentations on topics of personal interest or those with which they have limited previous experience (e.g., sports – La Gazzetta dello Sport; school life – Internet and school home pages). Students recognize and identify Italian contributions toward the development of world culture in the sciences, geographie, arts, and society in general (e.g., Marconi, Bernini, Gucci, Da Vinci).
COMPARISON	4.1 Students demonstrate understanding of the nature of language through comparisons of the Italian language and their own.	Students recognize the existence of grammatical gender in Italian. Students hypothesize about the relationship between English and Italian based on their awareness of cognates and similarity of idioms and proverbs (e.g., “The early bird catches the worm.” vs. “Chi dorme non prende pesci.”). Students demonstrate an awareness of ways of expressing respect and acknowledging status in English and Italian (e.g., tu/Lei; titles – dottore, ingegnere). Students demonstrate awareness that Italian has critical sound distinctions that must be mastered in order to communicate meaning (e.g., Italian – casa/cassa, gli/li; English – red/read/read [past tense], “ough” [as in through/tough]).
COMPARISON	4.2 Students demonstrate understanding of the concept of culture through comparisons of Italian culture and their own.	Students contrast verbal and nonverbal behavior within particular activities in the Italian culture and their own (e.g., differences in body language). Students speculate on why certain products are important to the Italian culture and make comparisons with their own (e.g., building materials, agricultural products). Students hypothesize about the relationship between cultural perspectives and practices by analyzing selected practices from Italian culture and their own (e.g., holidays, celebrations, work habits, recreation).
COMMUNITIES	5.1 Students use Italian both within and beyond the school setting.	Students interview members of the local community to learn how Italian is used in their various fields of work. Students discuss how the knowledge of Italian has enhanced the careers of various community members. Students create an Italian mini-yearbook and share it with their families. Students write get well cards, holiday cards, and birthday cards in Italian and deliver them to various nursing homes in their community.
COMMUNITIES	5.2 Students show evidence of becoming life-long learners by using Italian for personal enjoyment and enrichment.	Students go to Italian restaurants/gelateria and order in Italian. Students prepare Italian recipes at home and share with the class. Students plan a real or imaginary trip to Italy using the Internet and/or other resources (e.g., weather, accommodations, transportation). Students plan and carry out activities for a cultural event (e.g., Carnevale – organize un ballo in maschera; La Befana – students dress up as la Befana and pass out small tokens; II Palio di Siena – students represent the seventeen contrade and make i barberi; Festa di San Giuseppe – students prepare various foods and share them). Students perform in a talent show impersonating Italian or Italian-American celebrities (e.g., Columbus, Andrea Bocelli, Sofia Loren, Liza Minnelli, Frank Sinatra, Al Pacino, Eros Ramazzoti, Jovanotti).

ITALIAN STANDARDS GRADE 11-12

GOAL AREAS	STANDARDS	TARGETS
COMMUNICATION	1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.	Students compare, contrast and express lifestyles Students compare, contrast and express lifestyles and career choices. Students compare, contrast, and express opinions and preferences about various Italian artists, musicians, movie directors and their films. Students exchange information and opinions about Italian designers and their respective styles found in magazines, films, and television programs. Students discuss and write about politics, sports, and the environment (e.g., the Euro, World Cup, deforestazione). Students stage a fashion and/or craft show, narrating, exchanging information, and expressing preferences.
	1.2 Students understand and interpret written and spoken Italian on a variety of topics.	Students read and discuss poems, plays, and short stories from Italian literature and write comments and opinions about them. Students view Italian television programs and films, listen to recorded literature, read articles from Italian magazines and newspapers, and write critical reviews. Students visit Italian language web sites and correspond via e-mail.
	1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.	Students recite poems and perform scenes or excerpts from short stories connected to a topic from other disciplines such as social studies, the sciences, or the arts. Students create stories and poems, short plays, or skits based on personal experiences (e.g., autobiography, journal). Students engage in debates on targeted issues (e.g., progress vs. pollution, preservation vs. progress, women’s rights, stereotypes). Students present an “interview” with an historical figure. Students present “demonstration” speeches (e.g., how to set a table, how to play a sport).
CULTURES	2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of Italian culture.	Students learn about and/or participate in cultural practices enjoyed by Italians, such as games, sports, and entertainment (e.g., Briscola, Scala 40, Giro d’Italia, Carnevale, Palio, calcio, calcetto). Students identify, analyze and discuss various patterns of behavior (e.g., la passeggiata, walking arm in arm, café life). Students identify, examine, and discuss connections between Italian cultural perspectives and socially approved behavioral patterns (e.g., dating practices, driving, drinking age, living at home, military service, mammismo).
CULTURES	2.2 Students demonstrate an understanding of the relationship between the products and the perspectives of Italian culture.	Students expand their knowledge of private and public life of Italians as they read and interpret authentic texts (e.g., magazines, newspapers, menus, travel brochures, Internet). Students demonstrate a knowledge of the various contributions in architecture, art, music, and literature accomplished by Italians (e.g., read plays/short stories, attend an opera). Students identify, analyze, and evaluate an author, a genre, and/or a literary period through readings in Italian literature (e.g., Dante, Goldoni, Ginzburg, Logorio). Students research and give multimedia presentations of an Italian artist and his work (e.g., Michelangelo, Da Vinci, etc.). Students research regional artigianato products and crafts (e.g., Murano glass, alabaster, Florentine gold and leather, ceramics, cameos, porcelain, lace).
CONNECTIONS	3.1 Students reinforce and further their knowledge of other disciplines through the study of Italian language and culture.	Students combine information from other disciplines with information available in Italian in order to complete activities (e.g., use Italian resources in reports for other disciplines, and conversely, the resources of other disciplines in reports intended for Italian). Students comprehend and discuss topics from other subjects in Italian, including political and historical concepts, worldwide health issues, and environmental concerns. Students initiate and sustain conversation, discussion, and debate on appropriate topics for grade level (e.g., “Columbus: discovery or encounter?”, “Plastics: environmental hazard or salvation?”).
CONNECTIONS	3.2 Students acquire information and recognize the distinctive viewpoints that are provided through the knowledge of Italian language and culture.	Students demonstrate in their written and spoken vocabulary a knowledge of the impact of Italian language and culture on the development of western ideas on the arts, letters, and sciences (e.g., Machiavelli, Dante, Montessori, Cabrini). Students use sources intended for same-age speakers of Italian to prepare reports and presentations on topics of personal interest or enrichment, comparing and contrasting the information they find with what they know about their own culture (e.g., sports –Corriere dello Sport; current events – newspapers, Internet; the arts – magazines, virtual museums on-line). Students have informed discussions based on knowledge gained through the use of resources available to them in the Italian language (e.g., comparisons of life styles, current events, immigration).
COMPARISON	4.1 Students demonstrate understanding of the nature of language through comparisons of the Italian language and their own.	Students recognize that cognates have the same as well as different meanings and speculate about the evolution of language (e.g., università/university,probabile/probable, vs. false friends: restare ≠ to rest, assistere ≠ to assist, collegio≠ college). Students use phrases and idioms that do not translate directly from English to Italian and vice versa in their proper contexts (e.g., Have a good time!/Divertiti!; to pack/fare le valigie). Students analyze aspects of the Italian language, such as tense and mood, and compare them to their linguistic counterparts in English (e.g., passato prossimo/imperfetto, indicativo/congiuntivo). Students recognize the importance of word order in certain expressions in Italian and their connotation in English (e.g., un uomo povero/un povero uomo, Io ci penso/Ci penso io). Students compare nuances of meanings of words, idioms and vocal inflections in Italian and in English (Statements vs. questions via voice inflection) (e.g., è partito!: he is drunk/he left; è cotto!: he is in love/it is cooked).
COMPARISON	4.2 Students demonstrate understanding of the concept of culture through comparisons of Italian culture and their own.	Students analyze the relationship of perspectives and practices in Italian culture and compare/contrast these with their own culture (e.g., teenage employment opportunities, extra-curricular activities). Students hypothesize about the origins of idioms as reflections of culture, citing examples from Italian language and culture and their own (e.g., parlare a quattr’occhi, fare una bella figura, essere al verde). Students hypothesize about the relationship between cultural perspectives and aesthetic products by analyzing selected examples from Italian culture and their own (e.g., music, visual arts, literature).
COMMUNITIES	5.1 Students use Italian both within and beyond the school setting.	Students prepare an Italian language school newspaper. Students perform for a school or community celebration (e.g., international day, foreign language week, Columbus Day). Students present mini-lessons during or after school to younger students. Students present a made-up or real travelogue on Italy to various organizations (e.g., Rotary Club, PTA, Senior Citizens Club, Board of Education).
COMMUNITIES	5.2 Students show evidence of becoming life-long learners by using Italian for personal enjoyment and enrichment.	Students view Italian films, engage in discussions, and write critiques (e.g., Il Postino, Cinema Paradiso). Students read Italian books (e.g., Ti ho sposato per allegria, Don Camillo, I bianchini non hanno ricordi, Andreuccio da Perugia), magazines (Panorama, La Gazzetta dello Sport, Grazia, Topolino) during their leisure time, and make reports. Students explore Italian language Internet sites and use them as a basis for writing reports on Italian culture. Students attend Italian cultural events and activities (e.g., opera, museum, feasts, concerts).