World Languages

Today's students must be prepared to operate in a global society, and language study is an important part of preparing them to meet the demands of an ever-changing world.

As stated in the profession's national goals, communication is at the heart of second language study, whether the communication takes place face-to-face, in writing, or across centuries through reading of literature.  Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language; in fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs.  Learning languages provides connections to additional bodies of knowledge that are unavailable to monolingual English speakers.  Through comparisons and contrasts with the language studied, students develop greater insight into their own language and culture and realize that multiple ways of viewing the world exist.  Together, these elements enable the student of languages to participate in multilingual communities at home and around the world in a variety of contexts and in culturally appropriate ways.  As is apparent, none of these goals can be separated from the other.  (National Standards in Foreign Language Education Project, 2006, p. 31)

The Office of Standards and Curriculum is available to provide professional development to teachers in their local area, either face-to-face or through videoconference or webinar (point-to-point/distance learning) technology. In order for the professional development to have as much impact as possible, for face-to-face interactions, groups need to include representation from at at least 5 districts, an entire county, or that contain at least 45 teachers. For point-to-point/distance learning technology interactions any size group can be accommodated.


Oklahoma Academic Standards for World Languages

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Center for Applied Linguistics (CAL)

Center for Advanced Language Proficiency Education and Research (CALPER) at Penn State

Center for Advanced Research on Language Acquisition (CARLA) at the University of Minnesota

The Center for Applied Second Language Studies (CASLS) at the University of Oregon

Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona

Center for Language Education and Research (CLEAR) at Michigan State University

Center for Languages of the Central Asian Region (CeLCAR) at Indiana University

Language Acquisition Resource Center (LARC) at San Diego State University

National African Language Resource Center (NALRC) at the University of Wisconsin-Madison

National Capitol Language Resource Center (NCLRC) at Georgetown University

The National East Asian Languages Resource Center (NEALRC) at Ohio State University

National Foreign Language Resource Center (NFLRC) at the University of Hawaii

National Heritage Language Resource Center (NHLRC) at UCLA

National K-12 Foreign Language Resource Center (NK-12FLRC) at Iowa State University (Archived)

National Middle East Language Resource Center (NMELRC) at Brigham Young University

The Slavic and East European Language Research Center (SEELRC)

South Asia Language Resource Center (SALRC) at the University of Chicago



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World Languages'Teacher Organizations

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Amiens-Oklahoma Partnership 

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For More Information, Contact:
Desa Dawson, Director of World Languages, SDE, (405) 521-3035

Last updated on August 19, 2014