All students can be successful language and culture learners, and they:
· must have access to language and culture study that is integrated into the entire school experience;
· benefit from the development and maintenance of proficiency in more than one language;
· learn in a variety of ways and settings; and
· acquire proficiency at varied rates.

Language and culture education is part of the core curriculum, and it:
· is tied to program models that incorporate effective strategies, assessment procedures, and technologies;
· reflects evolving standards at the national, state, and local levels; and
· develops and enhances basic communication skills and higher-order thinking skills.”

Foreign language instruction is implemented as a sequence of levels. The levels of language instruction are based on the content of the curriculum and the time involved in the instruction. Because the implementation of foreign language programs varies greatly from one context to another and entry into a foreign language program can occur at various grades, the levels of instruction are defined as follows:

Level I instruction may be achieved in three ways: (1) in the elementary grades, Kindergarten through Grade five (depending on the type of program offered); or (2) varying programs of instruction in middle school (comparable in content and contact hours to the course equivalent offered in high school); or (3) one year of instruction in Grades nine through twelve.
Level II is defined as (1) instruction in middle school (depending on the type of program offered) after the successful completion of Level I in elementary school; or (2) one year of instruction in high school after the successful completion of Level I in middle school or high school.
Subsequent levels (Level III-VI) are defined each as one year of instruction in high school after the successful completion of the previous level.

The foreign language courses and program descriptions are based on the eleven content standards for each of the four goals stated in the Indiana Academic Standards for Foreign Languages, 2000.

Goal One – Communication: Communicate in Languages Other than English
Goal Two – Cultures: Gain Knowledge and Understanding of Other Cultures
Goal Three – Connections: Connect with Other Disciplines and Acquire Information
Goal Four – Comparisons: Develop Insight into the Nature of Language and Culture
Goal Five – Communities: Participate in Multilingual Communities at Home and Around the World.

CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER I

2000, 2020, 2040, 2060, 2100, 2120, 2140

Level I foreign language courses provide instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak them. Students are able to apply effective strategies for language learning and show a willingness to experience various aspects of the cultures. Within this context, the course provides students with opportunities to:

· respond to and give oral directions and commands and to make routine requests in the classroom and in public places;
· understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events;
· ask and answer simple questions and participate in brief guided conversations related to their needs and interests;
· read isolated words and phrases in a situational context, such as menus, signs, and schedules;
· comprehend brief written directions and information;
· read short narrative texts on simple topics; and
· write familiar words and phrases in appropriate contexts and respond in writing to various stimuli.

Additionally, students learn:

· about nonverbal communication, such as gestures and body language;
· about awareness of current events in the cultures;
· the major holidays and geographical features of the countries being studied;
· greeting and leave taking behaviors in a variety of social situations;
· the appropriate way to respond to introductions and use courtesy behaviors; and
· appropriate etiquette in a variety of social settings.

· A Core 40 and AHD course
· A two credit course

CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER II

2002, 2022, 2042, 2062, 2102, 2122, 2142

Level II foreign language courses enable students to participate in classroom and extracurricular activities related to the language studied as well as to participate in conversations dealing with daily activities and personal interests. Students are able to:

· ask questions regarding routine activities;
· participate in conversations on a variety of topics;
· relate a simple narrative about a personal experience or event;
· interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life;
· understand main ideas and facts from simple texts over familiar topics;
· read aloud with appropriate intonation and pronunciation; and
· write briefly in response to given situations, for example postcards, personal notes, phone messages, and directions, as well as write letters using culturally appropriate format and style.




Additionally, students become:

· familiar with major geographical features, historical events, and political structures of the country(ies) being studied;
· familiar with different aspects of the culture, including the visual arts, architecture, literature and music, using the foreign language where appropriate;
· able to extend and respond to hospitality as a host or a guest; and
· aware of time expectations, such as arriving for appointments and social engagements.

· Prerequisite: Foreign Language I (in the language studied)
· A Core 40 and AHD course
· A two credit course

CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER III

2004, 2024, 2044, 2064, 2104, 2124, 2144

Level III foreign language courses provide instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of people using the languages being learned. Students are willing to initiate and participate in discussions concerning these cultures. In addition, students are able to:

· respond to factual and interpretive questions and interact in a variety of social situations, such as expressing regrets, condolences, and complaints, and using more than rote memory formula phrases;
· read for comprehension from a variety of authentic materials, such as advertisements in newspapers and magazines, and cartoons and personal correspondence;
· read short literary selections of poetry, plays, and short stories;
· complete authentic forms and documents and take notes that require familiar vocabulary and structures;
· write paraphrases, summaries, and brief compositions;
· describe different aspects of the culture, using the foreign language where appropriate, including: (1) major historical events, (2) political structures, (3) value systems, (4) visual arts, (5) architecture, (6) literature, and (7) music; and
· seek help in a crisis situation and participate appropriately at special family occasions, such as birthdays, weddings, funerals, and anniversaries.

· Prerequisites: Foreign Language I and II (in the language studied)
· A Core 40 and AHD course
· A two credit course



CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER IV

2006, 2026, 2046, 2066, 2106, 2126, 2146

Level IV foreign language courses enable students to participate in classroom and extra-curricular activities related to the language studied, such as presentations to the student body and to parent groups and taking leadership roles in language clubs. Students are willing to participate in conversations with native and advanced non-native speakers, either in their community or in the school. This course also enables students to:

· respond to factual and interpretive questions, interact in complex social situations, and express opinions and make judgments;
· give presentations on cultural topics including: (1) traditions, (2) historical and contemporary events, and (3) major historical and artistic figures;
· paraphrase or restate what someone else has said;
· read for comprehension from a variety of longer authentic materials, such as newspapers and magazine articles, novels, and essays, as well as make judgments about what is read;
· write well-organized compositions on a given topic; and
· begin using the language creatively in writing simple poetry and prose.

Students are also:

· aware of the relationship between various art forms in at least one major historical period;
· aware of the major literary, musical, and artistic periods and genres of at least one of the cultures in which the language is spoken;
· able to adjust speech appropriate to the situation and audience; and
· able to participate appropriately in a variety of specific circumstances which could include public meetings, attending concerts, and using public transportation.

· Prerequisites: Foreign Language I, II, and III (in the language studied)
· A Core 40 and AHD course
· A two credit course

CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER V

2008, 2028, 2048, 2068, 2108, 2128, 2148

Level V foreign language courses enable students to participate in activities beyond the classroom that could include concerts, theater performances, and community activities. Students are willing to participate in conversations with native speakers in the community and promote among their peers, and others, the benefits of foreign language study and the study of the cultures in which the language is spoken. In addition, students are able to:

· initiate and participate in conversations on current or past events that are of significance in the foreign culture;
· develop and propose solutions to issues and problems that are of concern to members of their own culture and the foreign culture being studied;
· demonstrate an understanding of the principal elements of nonfiction, articles in newspapers, magazines, and e-mail on topics of current and historical importance to members of the culture;
· analyze the main plot, subplot, characters and their descriptions, roles, and significance in authentic literary texts;
· create stories and poems, short plays, and skits based on personal experiences and exposure to themes, ideas, and perspectives from the foreign cultures; and
· summarize the content of an article intended for native speakers in order to discuss the topics in writing for speakers of the language.

Additionally, students:

· gain a general knowledge of the major literary and artistic movements within the cultures where the foreign language is spoken;
· become aware of the relationships in these periods among the various art forms; and
· demonstrate near native behaviors, using the appropriate verbal and nonverbal cues in a variety of cultural contexts, that reflect both peer-group and adult activities within the cultures studied.

· Prerequisites: Foreign Language I, II, III, and IV (in the language studied)
· A Core 40 and AHD course
· A two credit course

CHINESE, FRENCH, GERMAN, JAPANESE,
RUSSIAN, SPANISH, OTHER VI

2010, 2030, 2050, 2070, 2110, 2130, 2150

Level VI foreign language courses provide students with opportunities to participate in a variety of activities, in their community, related to the cultures being studied. Students are willing to become active participants in activities, outside the classroom, which involve the use of foreign language and support the study of the foreign language and its cultures. Students are also able to:

· share their analysis and personal reactions to expository and literary texts with peers and speakers of the foreign language;
· exchange, support, and discuss their opinions and individual perspectives with peers and speakers of the foreign language on a variety of topics dealing with contemporary and historical issues;
· select and analyze a variety of literary genres in the foreign language;
· demonstrate an increasing understanding of the cultural nuances of meaning as expressed in the literature;
· create increasingly more sophisticated stories and poems, short plays, or skits based on personal experience and exposure to themes, ideas, and perspectives from the foreign cultures; and
· prepare a research-based analysis of a topic, such as a current event, a literary topic, and an historical event or person.

Students exhibit:

· an in-depth knowledge of at least one significant literary, musical, and artistic period and understand the relationship of the various art forms of that period in the foreign cultures; and
· an ability to show appropriate behavior within the foreign culture at a variety of social, business, and public events.

· Prerequisites: Foreign Language I, II, III, IV, and V (in the language studied)
· A Core 40 and AHD course
· A two credit course




CHINESE, FRENCH, GERMAN, JAPANESE, RUSSIAN, SPANISH, OTHER, Advanced Placement or College Credit

2012, 2032, 2052, 2072, 2112, 2132, 2152

Chinese, French, German, Japanese, Russian, Spanish, and other languages, Advanced Placement or College Credit, is a title covering any of these courses: (1) a course which follows College Board Entrance Examination guidelines for advanced placement in any of these foreign language courses, (2) any foreign language course offered for credit by an accredited post-secondary institution through an adjunct agreement with a secondary school, or (3) any other post-secondary foreign language course offered for dual credit under the provisions of 511 IAC 22-10.1-22.2-1-2.6.

· Prerequisites: Chinese or French or German or Japanese or Russian or Spanish or other foreign language course (Levels I, II, III) depending on which language is taken by the student
· A Core 40 and AHD course
· A two credit course

LATIN I
2080

The Latin I course provides instruction enabling students to discuss the many reasons for learning languages and to develop an understanding of the people who speak or spoke them. Students have opportunities to apply effective strategies for language learning and show a willingness to experience various aspects of the culture(s) studied including foods, sports, and music. Students are able to:

· respond to and give oral directions and commands and make routine requests in the classroom;
· understand and use appropriate forms of address in courtesy expressions and be able to tell about daily routines and events;
· ask and answer simple questions;
· read isolated words and phrases in a situational context such as menus, signs, and schedules, as well as comprehend brief written directions and information;
· read all language they use orally;
· write familiar words and phrases in appropriate contexts; and
· respond in writing to various stimuli.

Students will also be:

· aware of nonverbal communication through art and architecture and will demonstrate awareness of the contributions of important people;
· familiar with major holidays, geography, and history of the language and culture; and
· able to recognize the contributions of the Latin language and culture studies to American society and the world.

· A Core 40 and AHD course
· A two credit course

LATIN II
2082

The Latin II course provides opportunities for students to participate in classroom and extracurricular activities related to Latin and to participate in conversations dealing with the influence of the classical world on modern culture. Students are able to:

· ask questions regarding activities, tell about daily routines and events, and relate a simple narrative about a personal experience or event;
· interact in a variety of situations to meet personal needs, such as asking permission, asking for or responding to an offer of help, and expressing preferences pertaining to everyday life;
· understand main ideas and facts from simple texts over familiar topics;
· read aloud, in Latin, with appropriate intonation and pronunciation;
· write short messages that respond to given situations and write letters using culturally appropriate format and style; and
· write simple guided texts on familiar topics.

In addition, students become familiar with major geographical features, historical events, and political structures of the classical world and with different aspects of Roman culture, including the visual arts, architecture, and literature.

· Prerequisite: Latin I
· A Core 40 and AHD course
· A two credit course

LATIN III
2084

The Latin III course provides instruction enabling students to understand and appreciate other cultures by comparing social behaviors and values of the ancient Roman people. Students are willing to initiate and participate in discussions concerning the Roman culture and language. Students are able to:

· respond to factual and interpretive questions, restate what someone else has said, and give short presentations on cultural topics;
· read for comprehension from a variety of longer authentic materials and read short literary selections, such as simple poetry, short plays, and short stories;
· make judgments about what is read;
· use the language creatively in writing poetry, prose, and essays; and
· write a short well-organized composition on a given topic.

In addition, students become familiar with major historical events, political structures, and value systems of the Roman culture. Using the Latin language where appropriate, they are able to describe different aspects of the culture including: (1) the visual arts, (2) architecture, (3) literature.

· Prerequisites: Latin I, and II
· A Core 40 and AHD course
· A two credit course

LATIN IV
2086

The Latin IV course provides opportunities for students to participate in classroom and extracurricular activities related to the Latin language, such as presentations to the student body and to parent groups, as well as taking leadership roles in language clubs. Students are willing to participate in conversations dealing with the influence of the classical world on the modern world. They are also able to:

· respond to factual and interpretive questions and interact in a manner that displays knowledge of our classical heritage;
· give presentations on cultural topics, for example traditions, historical events and major historical or artistic figures from the culture;
· paraphrase or restate what someone else has said;
· read for comprehension from a variety of longer authentic materials and make judgments about what is read;
· write well-organized compositions on a given topic; and
· use the language creatively in writing simple poetry and short prose.

Students are aware of the relationship between various art forms in at least one major historical
period of the Roman culture as well as the major literary and artistic periods and genres of Roman culture.

· Prerequisites: Latin I, II, and III
· A Core 40 and AHD course
· A two credit course

LATIN V
2088

The Latin V course enables students to participate in activities beyond the classroom, such as concerts, theater performances, and community activities. Students are willing to participate in conversations with knowledgeable persons in the community, if available, and promote among their peers and others the benefits of Latin study and the study of the Roman culture. Students are able to:

· discuss current or past events that are of significance to the classical culture;
· relate issues and problems, that are of concern today, to similar issues and concerns in classical civilizations;
· demonstrate an understanding of the principal elements of various types of Latin literature; and
· analyze the structure of both authentic prose and poetry.

Students develop the ability to: (1) create stories and poems; (2) write short plays; (3) create skits based on personal experiences and exposure to themes, ideas, and perspectives from the classical cultures; and (4) write summaries in which material is retold from a different point of view. In addition, students at this level gain a general knowledge of the major literary movements within the Roman culture, and they develop an awareness of the relationships, in these periods, among the various art forms.

C Prerequisites: Latin I, II, III, and IV
C A Core 40 and AHD course
C A two credit course


LATIN VI
2090

The Latin VI course provides students with the opportunities to participate in a variety of activities in their community that are related to classical Roman and Greek culture. Students are willing to be active participants in activities outside the classroom which relate to and support the study of Latin and the Roman classical culture. Students are able to:

· share their own analysis and personal reactions to expository and literary texts;
· exchange, support, and discuss their opinions and individual perspectives on a variety of topics dealing with the ancient world;
· select and analyze a variety of literary genres in Latin;
· demonstrate an increasing understanding of the cultural nuances of meaning as expressed in the literature;
· create increasingly more sophisticated stories and poems, short plays, and skits based on personal experience and exposure to themes, ideas, and perspectives from the classical Roman culture; and
· prepare a research-based analysis of a literary topic, an historical event, or a famous person from the ancient world.

At this level, students also develop an in-depth knowledge of at least one significant literary period and understand the relationship of the various art forms of that period.

· Prerequisites: Latin I, II, III, IV, and V
· A Core 40 and AHD course
· A two credit course

LATIN
Advanced Placement or College Credit
2092

Latin, Advanced Placement or College Credit, is a title covering any of these courses: (1) a course which follows College Board Entrance Examination guidelines for Advanced Placement Latin, (2) any Latin course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school, or (3) any other postsecondary Latin course offered for dual credit under the provisions of 511 IAC 22-10.1-22.2-1-2.6.

· Prerequisites: Latin I, II, III
· A Core 40 and AHD course
· A two credit course

AMERICAN SIGN LANGUAGE I
2156

This course introduces American Sign Language (ASL) and the deaf community. It focuses on frequently used signs through a functional-notional approach and discusses cultural features of the deaf community. Emphasis is placed on the receptive and expressive skills. In the areas of reading, composition, and receptive and expressive communication skills, students have the opportunity to:

· develop visual acuity;
· follow brief verbal instructions;
· understand short statements, questions, and dialogues;
· originate short descriptions from prompts'
· read and discuss texts written by deaf authors about their experiences;
· read and discuss the history of the deaf community;
· begin to understand the current GLOSSING system used to write ASL; and
· examine various other methods developed to write ASL, including Sign Writing.

Students also learn to recognize the difference between the pathological and psychological definitions of deafness, dispel common myths associated with deafness and ASL, recognize the widespread use of ASL throughout the United States, and develop an understanding of the intricate relationship between languages and cultures in general.

· A Core 40 and AHD course
· A two credit course

AMERICAN SIGN LANGUAGE II
2158

American Sign Language II continues the focus on frequently used signs through a functional-notional approach and the discussion of the cultural features of the deaf community. Emphasis is placed on a more advanced level of learning the receptive and expressive communication skills in American Sign Language. In the areas of reading, composition, and receptive and expressive communication skills, students are given opportunities to:

· understand longer and more intricate grammatical features as they occur in context;
· watch and understand short stories, dialogues, and poetry in ASL;
· continue to develop visual discrimination;
· begin to understand various dialects of ASL by interacting with ASL users with the deaf community;
· begin to develop grammatical skills to create more complex dialogues and descriptions;
· begin to use classifiers appropriately;
· perform original translations from English to ASL;
· increase awareness of common experiences within the deaf community;
· continue to study the history of ASL and the deaf community;
· begin to examine the current linguistic research done in ASL;
· continue the mastery of the current GLOSSING system used in texts to write ASL; and
· begin to write in GLOSS their own simple dialogues, poetry, and translations.

Students also learn to examine some of the political issues associated with the deaf community and continue their study in recognizing the difference between the pathological and psychological definitions of deafness, dispel common myths associated with deafness and ASL, develop an appreciation of linguistics and cultural differences, and develop an understanding of the intricate relationship between languages and cultures in general.

· A Core 40 and AHD course
· A two credit course

ETYMOLOGY
2160

Etymology provides instruction in the derivation of English words and word families from their Latin and Greek roots. This may or may not include Germanic roots. In addition, this course provides a study of the connotative and denotative meaning of words in a variety of contexts. Students study the origins and meanings of English words, including roots, prefixes, suffixes, and reasons for language change. This course introduces students to tools and resources for etymological study and encourages them to be curious about the English language.

· This course is not part of a standard foreign language sequence.
· A one or two credit course

EXPLORING FOREIGN LANGUAGES
2182

Exploratory Foreign Language courses are exposure or readiness programs for students who have not had the prior opportunity for foreign language learning. Typical objectives of such courses should be to: (1) motivate greater interest in language learning; (2) master a limited body of language material; (3) improve study techniques, especially those useful in learning a foreign language; (4) improve reading skills through vocabulary awareness and acquisition; (5) increase sensitivity to and appreciation of different cultures; and (6) provide a more effective way for students to determine which foreign language(s) they wish to study.

· This course is not part of a standard foreign language sequence.
· A one or two credit course

ENGLISH AS A NEW LANGUAGE
2188

English as a New Language provides non-English speaking students with instruction in English which would improve their proficiency in listening, speaking, reading, and writing in English. Emphasis is placed on helping students to function within the regular school setting and within an English-speaking society.

· This course is not a part of a standard foreign language sequence.
· A maximum of (4) credits may be earned through this course title in the foreign language area, or English As A New Language in the language arts area, or a combination of the two areas, provided that defined proficiencies and content standards are utilized.