An Introduction to the Revised AP Spanish Language and Culture Course Juan Carlos Morales, The College Board Ken Stewart, Chapel Hill High School, NC Laura Zinke, McClintock High School, AZ Copyright © 2012 The College Board These materials may be used for educational non-commercial purposes. All other uses require permission from the College Board. www.collegeboard.org

Project Rationale AP courses are regularly updated ensure ongoing alignment with parallel college courses differences across AP world language exams can lead to misunderstandings credit or placement often not equivalent to the proficiency of AP world language students’ experience

Project Goals

Ensure that the AP world language courses:  Embody a coherent conceptual organization  Develop language proficiency across the three modes of communication (Interpersonal, Interpretive and Presentational)  Reflect a standards-based curriculum  Align with the best practices of college and university teaching  Maintain the continued validity of AP to colleges and universities  Advance the availability and access to AP world language courses for a diverse range of prepared students  Prepare students for success in subsequent college-level courses

AP Course and Exam Update Date

Activity

October 2011

Official announcement of new AP Spanish Language and Culture course to take effect in 2013-14 academic year

Summer 2012

AP Summer Institutes with main focus on the current course, but also with information on the new course

October 2011

February 2013 March 2013 June 2013

Summer and Fall 2013

May 2014

Publication of AP Spanish Language and Culture Curriculum Framework including sample items

Publication of AP Spanish Language and Culture Course and Exam Description and Publication of Course Audit materials Course Audit begins; course syllabi to be submitted by 1/31/14 Publication of a complete and secure Practice Exam

AP Summer Institutes and one-day Workshops will focus on the new course

First administration of new AP Spanish Language and Culture exam

Curriculum Framework Released in October 2011, the Curriculum Framework includes: • Learning Objectives and Achievement Level Descriptions • Themes, Recommended Contexts and Essential Questions • Preview Sample Questions including: • Four representative task models from the Multiple Choice Section • Full Free Response Question Set

Overarching Premise When communicating, AP Spanish Language and Culture students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).

Critical Revisions  The focus of the course is the development of students’ proficiencies in Interpersonal, Interpretive and Presentational Communication.  The course has a thematic approach.  The course includes a focus on culture as described in the standards: cultural products, practices, and perspectives.

Critical Revisions

Novice

Intermediate

Pre-Advanced

AP Course ACTFL Performance Guidelines for K-12 Learners

ACTFL Performance Guidelines

Curriculum Framework Learning Objectives  clear, detailed and finite articulations of what AP

students know and are able to do  Each mode of communication reflects its own set of learning objectives in 6 categories: Spoken Interpersonal Communication Written Interpersonal Communication Audio, Visual and Audiovisual Interpretive Communication Written and Print Interpretive Communication Spoken Presentational Communication Written Presentational Communication

Curriculum Framework Achievement Level Descriptions  specific statements that articulate how student performance meets the learning objectives across the modes of communication ALDs:

• provide AP teachers with instructional feedback based on student performance • represent progression along the target language learning trajectory • allow colleges and universities to better place AP students

Achievement Level Descriptions: Interpersonal Spoken Communication

5 •initiate, maintain and close conversations on familiar topics in a culturally appropriate manner most of the time; use a variety of simple and compound sentences, and some complex sentences on familiar topics

4 •initiate, maintain, and close conversations on familiar topics; use simple and compound sentences, and a few complex sentences with some accuracy

3 •initiate, maintain, and close conversations on familiar topics; narrations and descriptions are characterized by strings of simple sentences and a few compound sentences with the most accuracy in the present time and some accuracy in other time frames

2 •initiate and close conversations on topics of personal interest and maintain them by making basic statements; communication often requires intervention from others to attain comprehensibility ; simple sentences with some accuracy in the present time

Comprehension Check How does the Spanish Language and Culture

Curriculum Framework drive instruction in the classroom?

Implications for Instruction Thematic Approach • integration of language, content and culture

Recommended Contexts

• consider historical, contemporary and future perspectives • complete flexibility for teachers in resource selection and instructional exploration of themes • suggestions for addressing the themes

Overarching Essential Questions • motivate learners and guide classroom investigations, learning activities, and performance assessments

Curriculum Framework Thematic Approach Integration of language, content, and culture used to plan a brief unit of study, a comprehensive unit spanning a greater period of time, or to connect with AP courses in other disciplines

Curriculum Framework Course Themes Global Challenges / Los desafíos mundiales

Beauty and Aesthetics /La belleza y la estética

Science and Technology / La ciencia y la tecnología

Families and Communities / Las familias y las comunidades

Contemporary Life / La vida contemporánea Personal and Public Identities / Las identidades personales y públicas

Think-Pair-Share  Turn to the person next to you and share with

them the topic of a current unit that you already teach successfully. Into what theme(s) does it fit?

Recommended Contexts • • • • • •

Los temas económicos Los temas del medio ambiente El pensamiento filosófico y la religión La población y la demografía El bienestar social La conciencia social

• El acceso a la tecnología • Los efectos de la tecnología en el individuo y en la sociedad • El cuidado de la salud y la medicina • Las innovaciones tecnológicas • Los fenómenos naturales • La ciencia y la ética

•La educación y las carreras profesionales •El entretenimiento y la diversión •Los viajes y el ocio •Los estilos de vida •Las relaciones personales •Las tradiciones y los valores sociales •El trabajo voluntario

Los desafíos mundiales

La ciencia y la tecnología

La vida contemporánea

Las identidades personales y públicas

•La enajenación y la asimilación •Los héroes y los personajes históricos •La identidad nacional y la identidad étnica •Las creencias personales •Los intereses personales •La autoestima

Las familias y las comunidades

• Las tradiciones y los valores • Las comunidades educativas • La estructura de la familia • La ciudadanía global • La geografía humana • Las redes sociales

La belleza y la estética

• La arquitectura • Definiciones de la belleza • Definiciones de la creatividad • La moda y el diseño • El lenguaje y la literatura • Las artes visuales y escénicas

Think-Pair-Share  Turn to the person next to you and choose one of the themes. What other contexts do you think would most interest your students in exploring this theme?

Essential Questions  Ask yourself: “What do I really want

students to know? What can they use in real life?”  An Essential Question: • is a provocative question designed to engage student interest and guide inquiry into the important ideas in a field of study. • does not have one “right” answer • is intended to stimulate discussion and rethinking over time • raises other important questions When using more than one, essential questions can be differentiated to meet student needs.

Overarching Essential Questions Theme: Global Challenges/Los desafíos mundiales • What environmental, political, and social issues pose challenges to societies throughout the world? / ¿Cuáles son los desafíos sociales, políticos y del medio ambiente que enfrentan las sociedades del mundo? • What are the origins of those issues? / ¿Cuáles son los orígenes de esos desafíos? • What are possible solutions to those challenges? / ¿Cuáles son algunas posibles soluciones a esos desafíos?

Culture as part of a Language and Culture Course and Exam  Cultural knowledge will be assessed throughout the exam, not in a separate “Culture” section

• Students will be expected to demonstrate understanding of cultural information presented in print and audio resources as well as their interpretation and application of the products, practices and perspectives on the Spanish-speaking world. • Students will not be asked isolated questions about cultural trivia

AP Course Audit Requirements

• All teachers will have to submit a new syllabus to the audit • • • •

during the 2013-14 school year. Schools’ AP administrators renew approved courses each year. Syllabi will have to meet the new curricular requirements for AP Spanish Language and Culture. Support materials for teachers including sample syllabi and a syllabus development guide will be available via the Audit website beginning in March 2013. The audit will open in March 2013 and will be open to teachers until January 31, 2014.

What should a syllabus look like? • Syllabus must demonstrate use of a diverse range of authentic materials:

• Audio and video, including but not limited to: podcasts, music, film, television • Print, including but not limited to: literature, newspapers, magazines, maps/charts, tables, websites

• Activities must target each of the three modes: • Interpersonal • Interpretive • Presentational

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What should a syllabus look like? • Lessons must include the six themes.

• Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes. • Themes may be addressed separately or in combination.

• Activities must encourage students to explore cultural products, practices and perspectives.

• Students must have opportunities to understand cultural and linguistic differences in the Spanish-speaking world. • Students must have opportunities to compare what they learn about the target culture(s) with their own culture.

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Skills for the 21st Century  Emphasis on culture products, practices, and perspectives

 themes and essential questions for

cultural and interdisciplinary connections

 Integration of technology to enhance learning

 Learners as “doers” and “creators” who

“share and publish” to audiences beyond their teacher

 Learner-centered classroom with teacher as facilitator and collaborator

 Alignment with Standards for Foreign

Language Learning in the 21st Century

Common Core Standards

Course and Exam Description – March 2013 Curriculum Framework Exam Information • Description of the structure of the exam, timing and weightings of sections Sample Exam Questions • A full exam’s worth of questions • Themes and learning objectives for all questions

Practice Exam – June 2013 In addition to the information in the Course and Exam Description: Notes on the Exam  Detailed description of how each of the sets/questions corresponds to the Curriculum Framework (e.g., theme, description of sources, focus of questions, targeted learning objectives)

 For MCQs – correct answers justified, explanations given as to why incorrect answers are wrong

 For FRQs – tasks and level 5, 4, 3 responses described

Upcoming Teacher Support  New AP Summer Institutes and one-day

workshops will provide an introduction to the new course and exam, but still focus mainly on the current exam through 2012-2013. Includes new curriculum module: Sin Fronteras (Fall workshops)  Beginning in summer 2013, APSIs and one-day workshops will focus solely on the new course and exam. Additionally, a new curriculum module: El arte: ventana y espejo (Fall 2013 workshops)

Upcoming Teacher Support  Launch of the AP Online Community including Annotated Resources that tie to thematic instruction in summer 2012

 Release of 4 Course Planning and Pacing

Guides (CPPGs) by Ann Mar, Cathy Soud, Brian Scott, and Clarissa Adams-Fletcher

¿Preguntas?

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Share Your Feedback On This Session And Earn Continuing Education Units (CEUs)  Visit the conference website at apac.collegeboard.org

• Click on “Earn Main Conference CEUs” • From there you will be taken to the CEU Online Platform

 Questions? • While onsite, visit the information desk at the Convention Foyer, Dolphin • After the event write to: [email protected]

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Juan Carlos Morales, The College Board [email protected] Ken Stewart, Chapel Hill High School, NC [email protected] Laura Zinke, McClintock, AZ [email protected]

Muchas gracias

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