STANDARD COURSE OF STUDY

HIGH SCHOOL LEVELS I-IV

ADVANCED PLACEMENT LANGUAGE & LITERATURE

Content

Beginning high school students may restrict their language to the self and other highly familiar topics. However, as their language develops high school students are able to communicate beyond the self. At the advanced levels they can use the language to discuss current events, the arts, history, etc. They begin to communicate about more abstract topics such as government, educational systems, and literature.

With permission of the College Board, the North Carolina Department of Public Instruction has adapted the College Board Advanced Placement materials to provide course outlines in the North Carolina Standard Course of Study format. These course outlines are in no way intended to replace, but are to be used in conjunction with, the extensive guidelines provided by the College Board.

Instructional Strategies

Successful second language high school programs include a variety of student-centered activities focusing on the different abilities, needs, and learning styles of the students.

Authentic materials and technology have a prominent place in the high school program. Students have frequent access to a variety of media and other electronic means. They are involved in activities including the use of TV, videos, Internet, E-mails, novels, plays, authentic newspapers and magazines. These materials provide the necessary basis for the development of listening, speaking, reading, and writing skills and at the same time they offer some insights into another culture.

Placement of Students with Previous Language

Students who enroll in high school foreign language courses with previous language experience should be assessed to determine placement at the appropriate level.

Validating and building on the students' previous experiences at the elementary and/or the middle school level afford students the opportunity to reach higher levels of proficiency.

Block Scheduling

The scheduling of foreign language courses at the high school level is important as it impacts on the development of the language skills. High school students should have the opportunity to take beginning courses (levels I and II) in back to back semesters without extended Second Languages 2004 Modern Foreign Languages 92 time interruptions. If a break in instruction is to happen, it is better for it to be at the advanced levels, where students usually require some basic review, but have acquired the foundation upon which to build further proficiency.

Pacing guides can be developed by teachers in local school systems to facilitate the planning and delivery of instruction over the course of a year.

Other High School Programs

Other programs such as IB can be found in NC high schools and since they may have set curricula, the goals and objectives found in this document may have to be adapted.

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