The Foreign Language Standards of Learning in Virginia identify essential content, processes, and skills for each level of language learning in Virginia’s secondary schools.  There are specific standards for French, German, Latin, and Spanish, Levels I - IV, as well as generic Modern Foreign Language Standards adaptable for courses in other modern languages. 

Each level of the modern language standards is organized around seven content strands that outline the knowledge, skills, and processes essential for language learning, focusing on communication.  The Latin standards are organized around six content strands that focus on interpretation of text. The emphasis on communication and interpretation ensures that students exiting foreign language programs in Virginia’s high schools will be able to interact with users of the language and understand their culture.  Between ten and twelve standards have been written for each level of the modern languages.  Latin has seven or eight standards at each level.  Each standard for each of the languages is followed by two or more essential components of the standard. 

Generic Modern Foreign Language Standards have also been developed and may be adapted for non-Roman alphabet languages, such as Japanese, Chinese, Russian, Korean, and Arabic.  In addition, a curriculum framework for American Sign Language has been developed for Levels I - III and is published in a separate document.

The standards of learning do not encompass the entire curriculum for a given course or prescribe how the content should be taught.  The concepts and structures for each level should be presented in a spiraling fashion that allows them to be re-introduced with increasing complexity at various stages of language development.  The standards are intended to provide a framework from which school divisions may develop local curricula based on the needs of their students and community.  In addition, local assessments should be matched to standards and designed to measure students’ ability to use the foreign language.

Several terms that have particular significance within foreign language education are used throughout the document.  Reference is often made to culturally authentic materials, which are materials that have been created for native speakers of the language, and which have been derived from the culture itself.  In addition, because language courses are sequential, reference is made to level-appropriate linguistic elements, skills, or instructional materials.  Level-appropriate means that the content, process, skill, or material described should require students to function at a level consistent with their stage of language development.  For example, the same instructional resource, such as a culturally authentic text or video, may be used at various levels of instruction by simply matching the linguistic task assigned to the students with their language proficiency level.

For the complete Standards of Learning, CLICK HERE.