Adjusting Scales in Response to the Covid-19 Pandemic

Covid-19 changed instructional modalities and resulted in interrupted learning opportunities based on scheduling and access. DMPS World Language is aware that proficiency-based targets require sufficient input hours and consistent feedback for students to show growth. Below you will find the rationale for the adjusted targets for each level of high school world language courses by instructional group. Feel free to contact the Curriculum Coordinator with feedback and questions.
Adjusted Scales Covid-19 FY22

Scales for High School World Language Courses: French, German, Italian, & Spanish

When compared to English, these "Level 1 and 2 Difficulty" languages are easier to acquire according to research. These languages require less exposure to the target language to develop effective productive skills (speaking and writing) compared to "Level 3 and 4" languages. Language difficulty is determined by the degree of overlap of grammatical structures, cognates, and intonation.

Scales for High School World Language Courses: Heritage Spanish

Students learning Spanish in the home or through immersion programming need a different, asset-based approach to language learning. These students, weather productive (able to read or write) or not, their basic vocabulary and awareness of Spanish provides them with a great foundation of Spanish language skills. While language acquisition classes focus on building foundational skills, heritage classes seek to use students' exiting experiences to develop literacy and advanced proficiency. Students are challenged in academic in their Spanish abilities like reading and writing. Students are also supported to discuss their identities as multilingual and multicultural individuals. Their abilities to flow between English and Spanish are seen as a benefit and a unique way to develop as global citizens and scholars.

Scales for High School World Language Courses: Arabic, Chinese, and Japanese

When compared to English, these "Level 3 and 4 Difficulty" languages are considerably harder to acquire compared to "Level 1 and 2" languages according to research. Language difficulty is determined by the degree of overlap of grammatical structures, cognates, and intonation. This means to reach "Intermediate-Mid" in these courses, students need more time in class compared to a Spanish course.

This need is taken into consideration when developing the proficiency targets for each instructional semester. Due to the adjusted expectations, these courses do NOT have higher or more rigorous expectations for students nor special considerations for student enrollment. All students interested in taking these courses are encouraged to sign-up.