The ability to communicate in more than one language is a valued and necessary tool in our world. We want our students to learn to use language to cross linguistic and cultural boundaries. In language learning students gain an understanding of each others similarities and differences and develop a basis for respect.
"The Five Cs of Foreign Language Education"
Standards for Foreign Language Learning
Preparing for the 21st Century
American Council on the Teaching of Foreign Languages, 1996
Course Sequencing & Content Descriptions Grades K-9 Course Sequencing & Content Descriptions Grades 9-12 Course Textbooks Lists
Links to Curriculum/Course Content Descriptions:
Spanish/Chinese Grades K-5
Middle School (Grades 6-8)
French, Chinese & Spanish
World Languages Level I World Languages Level II
High School World languages offered by West Linn-Wilsonville School District: French, Spanish, Japanese, and Mandarin Chinese (Chinese Levels I, II, & III only). Course descriptions are mirrored in the Oregon State Content Standards.Links to High School Course Content Descriptions:
World Languages Level I World Languages Level IV Home Stay Abroad World Languages Level II World Languages Level V Foreign Language Immersion World Languages Level III AP French Language & Culture Advanced Spanish Literacy AP Spanish Language
World Languages offered by West Linn-Wilsonville School District: French, Spanish, Japanese, and Mandarin Chinese (Chinese Levels I, II, & III only).
Documents reflect the approved district course descriptions; however, actual course content and timeline may vary based on teacher and class needs. Not all courses may be offered every year. Course descriptions are mirrored in the Oregon State Content Standards.
Guiding Principles Indicators of
Instruction Related Documents Internet Resources
Learning a second language is essential for all students.
All students can learn languages.
Multiple student variables affect how students acquire languages and the rate at which they acquire them.
Acquiring a new language involves using previously acquired language skills within a context of meaningful and purposeful communication.
Students who begin their study of another language in elementary school have a better chance of developing an advanced level of proficiency.
Students who develop an advanced proficiency in another language benefit themselves and society.
Learning a language other than English enables students to understand better other cultures.
Related document: West Linn-Wilsonville World Languages Guiding Principles (associated bibliography sources)
Teacher, student and environment combine to produce excellence in education. Attributes of each are summarized in the Classroom Indicators of Excellence document.
- Oregon Department of Education:
Second Language (World Language) Standards (December 2010)
- Oregon Department of Education - Second Languages (World Languages)
Includes information regarding and/or links to: standards, curriculum and instruction, assessment, professional organizations.
- American Council on the Teaching of Foreign Languages (ACTFL)
Founded in 1967, ACTFL is the only national organization dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction.
- Center for Applied Linguistics (CAL)
CAL is a private, non-profit organization: a group of scholars and educators who use the findings of linguistics and related sciences in identifying and addressing language-related problems. CAL carries out a wide range of activities including research, teacher education, analysis and dissemination of information, design and development of instructional materials, technical assistance, conference planning, program evaluation, and policy analysis.
- Center for Advanced Research on Language Acquisition (CARLA)
CARLA is one of the U.S. Department of Education's Title VI National Language Resource Centers, whose role is to improve the nation's capacity to teach and learn foreign languages effectively.