Fulfilling World Language Requirements through Alternate Means

Transcription

1 Fulfilling World Language Requirements through Alternate Means OUSD Board Policy allows students to meet graduation requirements through demonstration of proficiency. Both University of California and California State University allow students who demonstrate proficiency in another language to meet the world language requirement (subject area e in a-g ) through means other than taking a world language course. Below are various means of satisfying the OUSD and UC/CSU a-g world language requirements. 1. Completion of Writing Prompt or Oral Assessment When students enter the Student Assignment & Bilingual Testing Office (SABTO) and take the CELDT, students who speak, read, and write the following languages: Cambodian, Cantonese, Mandarin, Mien, Spanish, or Vietnamese have the option of responding to a writing or speaking prompt. This prompt can be read by the tester and a recommendation can be made to the principal of the school site if world language credit should be granted (please see attached prompt) 1. An oral assessment can be completed with a designated district official who can determine the students ability to sustain a brief conversation on simple everyday topics, demonstrating good use of the whole sound system (and pronunciation) and of the basic structural patterns in past, present and future tenses, subjunctive and commands, 2. Certification by High School Principal Certification should be based on the judgment of language teachers, advice of professional or cultural organizations with an interest in maintaining language proficiency, or other appropriate source of expertise. Language placement examinations or other similar assessments may be used. The Notes section of the high school transcript can show the principal s certification of competency with the language and proficiency level. (Example: Competency in Spanish equivalent to two years of college-prep Spanish certified by Principal Jones on March 12, ) 3. Documentation of Formal Schooling in a School Where Subjects are Taught in a Language Other than English UC and CSU admissions guidelines state that students who have completed two years of formal instruction in a school where a language other than English was used as a medium of instruction beginning in grade six or later have met the Language Other than English (LOTE) requirement. Consecutive enrollment is not required. School transcript or other official document is sufficient to show this. Given that OUSD as aligned with a-g graduation standards, OUSD will also accept this as a means of satisfying the world language requirement. 4. World Language Classes for Native Speakers Language classes for native speakers such as Spanish for Spanish Speakers, Mandarin for Mandarin Speakers, and Cantonese for Cantonese Speakers are available at some schools. Students are encouraged to enroll in these classes to maintain their native language, in both verbal and written form. 5. Starting in a Higher Level Language Class Native speakers or students with experience in a language do not need to start out in level 1 of a language class. For example, if a Spanish speaker starts out in Spanish 3, UC and CSU will consider that as having taken 3 years of a class. AP classes count for 4 years. 6. College-level World Language course completion during high school Students who are concurrently enrolled in any transferable course(s) (excluding conversation-only courses) at a community college or university and earn a grade of C or better may be earn the equivalent of up to two years of high school world language. 1 Performance objectives include: The ability to sustain a brief conversation on simple everyday topics, demonstrating good use of the whole sound system (and pronunciation) and of the basic structural patterns in past, present and future tenses, subjunctive and commands, and the ability to summarize, orally and in writing, the main points of a relatively simple reading passage not involving specialized vocabulary. Emphasis should not be on the ability to describe grammatical features of the language. Note: From the University of California Quick Reference for Counselors.

2 7. Advanced Placement (AP) Language Tests The AP test is offered in the following languages: Chinese Language & Culture, French Language, German Language, Japanese Language & Culture, Spanish Language, and Spanish Literature. Students are encouraged to take the AP test in their native language to satisfy college admissions requirements and be more competitive when applying. Students must earn a minimum score of 3 on the AP test in order to fulfill the world language requirement for OUSD and UC/CSU. 8. SAT Subject Tests The SAT is offered in the following languages: Chinese, French, German, Modern Hebrew, Italian, Japanese, Korean, Latin, and Spanish. Students are encouraged to take the SAT in their native language to satisfy college admissions requirements and be more competitive when applying. Please refer to the implementation guidelines for minimum scores required to meet UC/CSU admission criteria in fulfilling the world language requirement. 9. Assessment by a University Most language departments at universities will conduct an assessment and issue a statement of competency on official letterhead, which would serve as certification. Search university websites to learn if they have a department in that area and contact them by phone to request an appointment to have an assessment conducted. The Notes section of the high school transcript can show the assessment of proficiency level. (Example: Competency in Portuguese equivalent to two years of college-prep Portuguese certified by the Department of Spanish and Portuguese at UC Berkeley on March 12, ) World Language Proficiency Test Students who demonstrate proficiency in their primary language comparable to 2 years of world language instruction may satisfy the credit requirements for this subject area (per OUSD Board Policy # and UC/CSU Admissions Guidelines). Proficiency is demonstrated by responding to the essay topics below in the student s primary language to a level that demonstrates the following: The writing is clear and focused and provides adequate detail or description. The writer tells what happened in time order. Sentences are all or mostly all well formed and relate to each other. There may be errors in grammar and written conventions, but they are developmental and do not get in the way of meaning. Essay Topic: Write a story about a past experience. What happened at beginning, middle and end of this experience?

3

4

5 Name: [SCHOOL NAME] [ADDRESS] [CITY, STATE ZIP] [Phone] [Fax] [DATE] [Student name] is an immigrant from [Home Country] who entered high school in [date]. He was awarded 20 credits of world language after demonstrating proficiency in [Native Language] greater than or comparable to two years of study in a rigorous college preparatory class. The [Native language] writing assessment was administered and approved by the principal. [School official], [Title]