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PG 3811 A25 2004 gr. 04-12 CURR GD HIST UniversityofAlbertaLibrary 1620 1914 2601 UKRAINIAN LANGUAGE AND CULTURE PROGRAM NINE-YEAR (GRADE TO GRADE 4 12) The Ukrainian Language and Culture Nine-YearProgram (Grade 4 to Grade 12) is intended for students who are beginning their study ofUkrainian language and culture in Grade 4. INTRODUCTION Czech Republic, Macedonia, Poland, Russia, Serbia, Slovakia and Slovenia. Acquiring Global Citizenship Ukrainian as an additional language therefore opens up important doors for communicating with The learning ofUkrainian, as any other language, others aroundthe world. develops awareness of and sensitivity to cultural and linguistic diversity. In addition to preserving Personal and Cognitive Benefits cultural identity, language learning is a means of cultural enrichment and is the best means of There is significant evidence to suggest that fostering understanding and solidarity among learning another language contributes to the peoples and countries. Furthermore, it gives the development offirst language skills and enhances opportunity to identify, question and challenge cognitive functioning. Learning a second one's own cultural assumptions, values and language increases the ability to conceptualize and perspectives and to contribute positively to to think abstractly, and it fosters more cognitive society. flexibility and greater divergent thinking, creativity andmetalinguistic competence. A Means ofCommunication First Language Skills and Cultural Ukrainian is spoken by more than 50 million Connections people in the world living in Ukraine, Argentina, Brazil, Canada, the United Kingdom, the United For those students who already have some States of America and other European countries. knowledge ofUkrainian or a family connection to Ukrainian is closely related to other Slavic the culture, there is the opportunity to renew languages. Since there are almost 300 million contact with their language, culture and heritage. people in the world speaking a Slavic language, For some, there is the opportunity to maintain and Ukrainian can be an important key to further develop literacy in their first language, communication in many parts of the world. which is not necessarily the majority language in Speakers of Ukrainian can make themselves the community. understood in many countries in Europe; i.e., Belarus, Bosnia, Bulgaria, Croatia, Ukrainian Language and CultureNine-YearProgram (Grades4-12) /l ©AlbertaLearning, Alberta,Canada (April 2004 FieldValidation Draft) Ex LlBRIS Universitatis Albertensis Economic tence addresses the students' ] inguage and their ability to use In today's wona, tne Kiiuwicugs, v1 Ct J\. to interpret and produce language and culture in general, and Ukrainian in meaningful texts appropriate to the situations in particular, is an economic advantage for which they are used. individuals, providing skills that enable them to communicate and interact effectively in the global Global Citizenship aims to develop intercultural marketplace and workplace. competence, with a particular focus on cultures associated withUkrainian. ASSUMPTIONS Strategies help students learn and communicate The following statements are assumptions that more effectively and more efficiently. have guided the development process of the Ukrainian Language and Culture Nine-Year Each ofthese components is described more fully Program (Grade 4 to Grade 12). at the beginning of the corresponding section of • Language is communication. thisprogram ofstudies. • All students can be successful learners of language and culture, although they will learn Modes ofCommunication in a variety ofways and acquire proficiency at variedrates. Because of the focus on using language to • All languages can be taught and learned. communicate in specific contexts, with a • Learning Ukrainian as a second or additional particular purpose or task in mind, three modes of language leads to enhanced learning in both the communication are used to organize some of the student's primary language and in related areas specific outcomes. of cognitive development and knowledge acquisition. This is true for students who come Interaction is most often direct, face-to-face oral to the class with some background knowledge communication, but it can take the form ofwritten ofUkrainian and further develop literacy skills communication between individuals, using a in the language. It is also true forstudents who medium such as e-mail where the exchange of have no cultural or linguistic background in information is fairly immediate. It is Ukrainian and are studying Ukrainian as a characterized principally by the opportunity to second oradditional language. actively negotiate meaning; that is, helping others understand and working to understand others. THE CONCEPTUAL MODEL Interactive communication generally requires more speed but less accuracy than the other two The aim of the Ukrainian Language and Culture modes. Nine-Year Program (Grade 4 to Grade 12) is the development of communicative competence in Interpretation is receptive communication oforal Ukrainian. and written messages in contexts where the listener or reader is not in direct contact with the Four Components creator of the message. While there is no opportunity to ask for clarification, there is For the purposes of this program of studies, sometimes the possibility ofrereading or listening communicative competence is represented by four again, consulting references, or making the interrelated and interdependent components. meaning clearer in other ways. Reading and listening will sometimes involve viewing and Applications deal with what the students will be interpreting visual elements, such as illustrations able to do with the language, the functions they will be able to perform and the contexts in which in books or moving images in television and film. Interpretation goes beyond a literal comprehension they will be able to operate. 2/ Ukrainian Language and Culture Nine-YearProgram (Grades 4-12) (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta, Canada to include an understanding of some of the unspoken or unwritten meaning intended by the Language Global Competence Citizenship speakerorauthor. Applications \ Strategies j Production is communication oforal and written Grade12 messages in contexts where the audience is not in personal contact with the speaker or writer, or in situations of one-to-many communication; e.g., a lecture or a performance where there is no Grade8 opportunity for the listener to interact with the speaker. Oral and written presentations will sometimes be enhanced by representing the meaning visually, using pictures, diagrams, models, drama techniques or other nonverbal Grade4 forms of communication. Greater knowledge of the language and culture is required to ensure that communication is successful, since the ORGANIZATION OF THE PROGRAM participants cannot directlynegotiate meaning. OF STUDIES A Spiral Progression General Outcomes Language learning is integrative, not merely cumulative. Each new element that is added must General outcomes are broad statements identifying be integrated into the whole of what has gone the knowledge, skills and attitudes that students before. The model that best represents the are expected to achieve in the course of their students' language learning progress is an language learning experience. The four general expanding spiral. Their progression is not only outcomes serve as the foundation for the vertical (e.g., increased proficiency) but also Ukrainian Language and Culture Nine-Year horizontal (e.g., broader range ofapplications and Program (Grade 4 to Grade 12) and are based on experience with more vocabulary, text forms, the conceptual model outlined on the preceding contexts and so on). The spiral also represents page. how language learning activities are best structured. Particular lexical fields, learning Applications [A] strategies or language functions, for example, are • Students will use Ukrainian in a variety of revisited at different points in the program, but situations and foravariety ofpurposes. from a different perspective, in broader contexts or at a slightly higher level of proficiency each Language Competence [LC] time. Learning is extended, reinforced and • Students will use Ukrainian effectively and broadenedwith each successive pass. competently. Global Citizenship [GC] • Students will acquire the knowledge, skills andattitudes to be effective global citizens. Strategies [S] • Students will know and use various strategies to maximize the effectiveness oflearning and communication. Ukrainian Language and Culture Nine-YearProgram (Grades 4-12) /3 ©AlbertaLearning,Alberta,Canada (April 2004 Field Validation Draft) The order in which the general outcomes are presented in the program of studies does not represent a sequential order, nor does it indicate the relative importance ofeach component. Specific Outcomes Each general outcome is further broken down into specific outcomes that students are to achieve by the end ofeach grade. The specific outcomes are interrelated and interdependent. In most classroom activities, a number of learning outcomes will be dealt with in an integrated manner. The specific outcomes are categorized under cluster headings, which show the scope ofeach of the four general outcomes. These headings are shown as bullets in the chart on the following page. The specific outcomes are further categorized by strands, which show the developmental flow of learning from the beginning to the end of the program. However, an outcome for a particular grade will not be dealt with only in that particular yearofthe program. The spiral progression that is part ofthe conceptual model means that activities in the years preceding will prepare the ground for acquisition and in the years following will broaden applications. 4/ Ukrainian Language and Culture Nine-Year Program (Grades 4-12) (April 2004 Field Validation Draft) ©AlbertaLearning,Alberta,Canada UNIVERSITY LIBRARY UNIVERSITY OFALBERTA General Outcomes Applications Language Competence Students will use Ukrainian in a varietyof Students will use Ukrainian effectively and situations and foravarietyofpurposes. competently. • to impart and receive information attendto form • to express emotions andpersonal perspectives interpret andproduce oral texts • to get things done interpret andproduce written texts • to form, maintain and change interpersonal applyknowledge ofthe sociocultural context relationships applyknowledge ofhow discourse is • to extendtheirknowledge ofthe world organized, structured and sequenced • forimaginative purposes andpersonal enjoyment Global Citizenship Strategies Students will acquire the knowledge, skills and Students will know anduse various strategies to attitudes to be effective global citizens. maximize the effectiveness oflearning and • historical and contemporaryelements of communication. Ukrainian culture • language learning • affirming diversity • language use • personal and careeropportunities • general learning Ukrainian Language and Culture Nine-YearProgram(Grades4—12) IS ©AlbertaLearning,Alberta,Canada (April 2004 Field Validation Draft) Guide to Reading the Program ofStudies General Outcome for Language Competence Students will use Ukrainian effectively and competently. clusterheading forspecific LC-5 apply knowledge ofhow discourse is organized, structured and sequenced outcomes Grade 7 Grade 8 Grade 9 Studentswillbeableto: a. organize texts, using a. organize textsto indicate a. use avarietyof u common patterns; e.g., steps inaprocedure or conventionsto structure o c cause and effect, directionsto follow texts; e.g., titles, straightforwardtime paragraphs, letterforms IT) Oo sequencing b. interpretand use u U1 OXuh J ~.CUS2O b. rinetfeerrpernectessiwmiptlheintexts; re.egf.e,rpernocnesouwnist,hintexts; eUFn u JO2 e.g., pronouns, demonstratives n TD demonstratives 3or) cfe3b J3 OI- r> a. recognizeavarietyof a. analyze and identifythe b. use avarietyoffamiliar IB eutl >1 <*o-! textformsdelivered organizational structure text forms and media in cu3 Tc3 to through a varietyof ofa varietyoftext theirownproductions; fui uu media; e.g., videotaped forms; e.g., folk tales, e.g., recipes, comic > -C instructions, reports newspaperarticles, strips, letters, radioor «M> CD with visuals instructions foragame televisionreports, r-l D- articles JU= Cu4 a. initiate interactions, a. initiate interactions, and a. combine simple social .2 and respondusinga respondusingavariety interactionpatternsto o a varietyofsocial ofsocial interaction performtransactions interactionpatterns; patterns; e.g., routine and interactions; e.g., LC e.g., casual telephone calls invitation-acceptance/ inters tterns conversationwith refusal with classmates explanation ^-~^~^~~^~—~^_ readeachpage horizontallyforthe developmental flowof outcomes fromgradeto grade 6/ Ukrainian Language and Culture Nine-YearProgram (Grades 4-12) (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta, Canada Applications to express emotions and personal perspectives to impart and receive information to get things done Students will use Ukrainian in a variety of situations and for a variety of purposes. to form, maintain and change for imaginative purposes interpersonal relationships and personal enjoyment to extend their knowledge ofthe world Applications UkrainianLanguage and CultureNine-Year Program (Grades4-12) II ©AlbertaLearning,Alberta, Canada (April 2004 FieldValidation Draft) APPLICATIONS The specific outcomes under the heading Applications deal with what the students will be able to do with Ukrainian; that is, the functions they will be able to perform and the contexts in which they will be able to operate. The fun—ctions are grouped under six cluster headings see the illustration on the preceding page. Under each ofthese headings there are one or more strands that show the developmental flow of learning from grade to grade. Each strand, identified by strand headings at the left end of a row, deals with a specific language function; e.g., "share factual information." Students at any grade level will be able to share factual information. Beginning learners will do this in very simple ways; e.g., "This is a dog." As students gain more knowledge and experience, they will broaden the range of subjects they can deal with, they will learn to share information in writing as well as orally, and they will be able to handle formal and informal situations. Different models of communicative competence have organized language functions in a variety of ways. The organizational structure chosen here reflects the needs and interests of students in a classroom where activities are focused on meaning and are interactive. For example, the strand entitled "manage group actions" has been included to ensure that students acquire the language necessary to function independently in small groups, since this is an effective wayoforganizing second language classrooms. The strands under the cluster heading "to extend their knowledge of the world" will accommodate a content-based approach to language learning. The level of linguistic, sociolinguistic and discourse competence that students will exhibit when carrying out the functions is defined in the specific outcomes for Language Competence for each grade. To know how well students will be able to perform the specific function, the application outcomes must be read in conjunction with the language competence outcomes. 8/ Ukrainian Language and Culture Nine-YearProgram (Grades4-12) Applications (April 2004 Field Validation Draft) ©AlbertaLearning, Alberta,Canada