Disciplinary Literacy


Disciplinary Literacy
Principles in World Languages
Principle One
Students learn core concepts and habits of inquiry, investigating, reasoning, reading, writing and talking within disciplines as defined by standards.
(POLs:Academic Rigor in a Thinking Curriculum; Clear Expectations)
o   Students acquire another language and develop intercultural competence to effectively interact and communicate with people of various cultures in real-life contexts.
§ Students regularly apply knowledge of the language (vocabulary and structure) to engage in interpersonal, interpretive, and presentational communication, and cultural study.
o   Students develop habits of thinking in world languages through
§ Understanding how languages are acquired
§ Listening and reading to understand 
§ Using acquired language to communicate and respond in familiar contexts
§ Using language learning strategies
§ Investigating the relationship between the perspectives, practices, and products of cultures studied
§ Developing insight into the nature of languages and cultures
§ Making connections with other disciplines through using the language to acquire information and to reinforce knowledge of other disciplines
§ Participating in multilingual communities at home and around the world
Principle Two
Learning activities, investigations, field work, curricula, text, and talk apprentice students within the discipline.
(POLs: Learning as Apprenticeship; Accountable Talk)
o   Students acquire language and intercultural competence as they
§     Listen to understand
§     Understand and interpret written and spoken language
§ Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
§ Convey information, explain concepts, and share ideas with listeners and readers for a variety of purposes.
§ Investigate the relationship between the perspectives, practices and products of cultures studied and use this knowledge to interact effectively in cultural contexts.
§ Connect knowledge learned in world languages to knowledge learned in other disciplines.
§ Use authentic materials from the language and culture to learn new information and compare perspectives
§ Apply knowledge of one’s own language and the new language to compare and contrast patterns of communication
§ Apply knowledge of how different languages and cultures use different patterns of interaction to compare this with one’s own cultures.
§ Use the new language for a variety of purposes both within and beyond the school setting.
§ Develop strategies that encourage life-long learning of languages.
Principle Three
Instruction provides students with models, practice, and coaching in rigorous disciplinary literacy activity.
(POLs: Learning as Apprenticeship; Self-Management of Learning; Academic Rigor in a Thinking Curriculum.)
      Teachers provide comprehensible input, check for understanding, model language use, engage students through personalized instructions, and coach / scaffold students’ use of language to lead to independent practice in real-life contexts.
§ Students practice using language in a range of activities for a variety of communicative purposes.
§ Students construct meaning and present interpretations of spoken and written texts
§ Students demonstrate cultural competence through effective interaction in a variety of cultural contexts.  
§ Students apply background knowledge and use feedback from other speakers to refine and extend their language and cultural competency. (self-management of learning)
Principle Four
Intelligence is socialized through community, class learning culture and instructional routines.
(POLs: Socializing Intelligence; Organizing for Effort)
      The teacher creates a community of active student participants within the classroom by personalizing, explaining, discussing, and analyzing effective communication in another language and effective interaction in cultural contexts.
§ Students understand and value learning from one another and from the teacher.
§ Students are expected and assisted to persist, take risks, and solve problems as they learn language.
§ All students are treated as smart and capable as they expand their capacity to acquire language for effective communication and become inter-culturally competent.
§ Students regularly reflect on how and what they learn in the class community. They ask clarifying questions and seek resources to advance their learning.
Principle Five
Instruction is assessment driven and assessment is instruction driven. Teachers regularly assess students’ comprehension and language production in interpersonal, interpretive, and presentational communication.
(POLs: Fair and Credible Evaluation; Recognition of Accomplishment)
      Teachers encourage students to use language learning and communication strategies to help them to improve their comprehension and language production.
§ Students are able to articulate what they are learning, why they are learning it, and what this learning will lead to.
§ Rubrics serve as guidelines and means of assessment for student work products. (Linguafolio)
§ Teachers use multiple forms of formal, informal, and formative assessment data to guide instruction.
Based on the Institute for Learning, Disciplinary Literacy Frameworks for English Language Arts, Mathematics, and History,
University of Pittsburgh, 2007.
Gaelle Berg, World Languages Specialist, Minneapolis Public Schools
Melissa Davis, French Teacher, South HS