Modern Language Programs

Modern Language programs involve the study of languages that are a first or native language in use today somewhere in the world. In North Carolina, the following modern languages are currently being studied: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Japanese, Mandarin Chinese, Russian, and Spanish. Additional languages can be added at any time.

Modern language instruction is a vital part of a global-ready curriculum. Proficiency-based instruction is aligned with the characteristics of a 21st Century learner, in that it acknowledges that the student may progress from one level to another, independent of the course in which he or she is enrolled, and that proficiency may vary in each of the four skill areas: listening, speaking, reading, and writing.

The focus of proficiency-based curriculum is on day-to-day communication that accommodates learners who begin learning a language at any age. There are four different models of modern language programs offered in North Carolina, depending on the age of the beginning learner:

1. Elementary grades K-6 have language-focused and/or content-enriched FLES (Foreign Language Elementary School), also called Early Start Programs. These programs focus on developing oral proficiency and can involve reinforcing core content knowledge. Therefore, emphasis is placed on Interpersonal Skills, along with Interpretive Listening and Presentational Speaking.

Helena Curtain and Carol Ann Dahlberg, who co-wrote Languages and Children - Making the Match: New Languages for Young Learners, Grades K-8 (2010), describe best practices for proficiency-based FLES programs. Minimally, students need to be learning a language for 90 minutes per week or having class sessions of 30-40 minutes held 3-5 times per week. There are programs that exceed 90 minutes per week, which is the reason ranges are given in the proficiency expectations chart below.

Modern Language Exit Proficiency Expectations for FLES/Early Start Programs of 90 minutes per week or more for Alphabetic and Logographic Languages

		Proficiency assessment
		End of 2nd year of study	End of 3rd year of study	End of 4th year of study	End of 5th year of study	End of 6th year of study
MODE & skill	INTERPRETIVE Listening	Novice Mid	Novice High	Intermediate Low		Intermediate Mid
	INTERPRETIVE Reading	Novice Low-Mid	Novice Mid-High	Novice High		Intermediate Low
	INTERPERSONAL Person-to-Person	Novice Mid	Novice High	Novice High-Intermediate Low	Intermediate Low	Intermediate Mid
	PRESENTATIONAL Speaking	Novice Low-Mid	Novice Mid-High	Novice High-Intermediate Low	Intermediate Low	Intermediate Low-Mid
	PRESENTATIONAL Writing	Novice Low-Mid	Novice Mid-High		Novice High-Intermediate Low

2. FLES program variations that do not meet the 90 minutes per week minimum are actually foreign language exploratory or FLEX programs, which are not designed to build proficiency. K-8 FLEX programs, sometimes referred to as part of the “wheel,” potentially lay the foundation for future interest in proficiency-based language study. Exploratory programs are focused on goals, such as introducing basic vocabulary for one or more languages and teaching students about different cultures.

3. Middle School grades 6-8 have language-focused beginning and continuing programs. These programs are designed to develop all the skills necessary to articulate fully to a high school modern language program.

In June 2007, the State Board of Education took action on a policy that affected middle school language study. Middle school students in grades 6-8, beginning with the 2007-2008 school year, may earn high school graduation credit for world language courses, if the course meets the high school level standards and consists of 150 clock hours of instruction in a traditional schedule or a minimum of 135 clock hours of instruction in a block schedule. While the course(s) will count toward graduation requirements, the student GPA will be computed with courses taken during high school years. Middle schools have flexibility to offer one level over two academic years, so that students receive 0.5 credit for Part I and 0.5 credit for Part II to receive the full credit.

4. High school grades 9-12 have language-focused programs. These are intended to develop proficiency in the modern language, to articulate to college-level language courses, and to provide the credits students need to meet and exceed college entrance requirements, like the University of North Carolina system’s Minimum Admissions Requirement of two credits in the same second language or demonstration of proficiency in a language other than English.

Modern Language Exit Proficiency Expectations for Alphabetic Languages, such as Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Russian, Spanish, etc.

		Level and total hours
		I or *135-150 hours	II or *270-300 hours	III or *405-450 hours	IV or 540-600 hours	V or 675-750 hours	VI or 810-900 hours	VII or 945-1050 hours	VIII or 1080-1200 hours
MODE & skill	INTERPRETIVE Listening	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid
	INTERPRETIVE Reading	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid
	INTERPERSONAL Person to Person	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid
	PRESENTATIONAL Speaking	Novice Low	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid
	PRESENTATIONAL Writing	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid

* Indicates accumulation of instructional hours that may vary for FLES and middle school programs, based on the structure of the program and the developmental level of the students. This will impact initial placement into courses earning high school graduation credit.

Modern Language Exit Proficiency Expectations for Logographic Languages, such as Mandarin Chinese, Japanese, etc.

		Level and total hours
		I or *135-150 hours	II or *270-300 hours	III or *405-450 hours	IV or 540-600 hours	V or 675-750 hours	VI or 810-900 hours	VII or 945-1050 hours	VIII or 1080-1200 hours
MODE & skill	INTERPRETIVE Listening	Novice Low	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low
	INTERPRETIVE Reading	Novice Low	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low
	INTERPERSONAL Person to Person	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid
	PRESENTATIONAL Speaking	Novice Low	Novice Mid	Novice Mid-High	Novice High-Intermediate Low		Intermediate Low-Mid		Intermediate Mid-High
	PRESENTATIONAL Writing	Novice Mid	Novice High	Int. Low	Int. Mid	Int. High	Adv. Low	Advanced Mid

* Indicates accumulation of instructional hours that may vary for FLES and middle school programs, based on the structure of the program and the developmental level of the students. This will impact initial placement into courses earning high school graduation credit.