Table Of Content

l'ni\ersitvofAlbertaLibrary ' 1111 1620 1678 2409 UKRAINIAN LANGUAGE ARTS KINDERGARTEN TO GRADE 9 PROGRAM RATIONALE recognizes that errors are an integral part of the language learning process. By learning, Ukrainian bilingual programming contributes experimenting with and applying new language to personal development structures and vocabulary in a variety ofcontexts, students develop language proficiency. Ukrainian bilingual programming establishes an environment in which Ukrainian is constantly Language learning in Ukrainian bilingual used for purposes of communication, personal programming fosters cross-language competence satisfaction and learning. Students are provided with numerous opportunities to learn and use the language in meaningful, purposeful ways to meet Most children develop a strong repertoire of their needs, interests and abilities. The Ukrainian language skills in their first language in preschool language is used to explore ideas and experiences, years. Many ofthese skills are transferable tonew to construct meaning and to communicate language learning. Similarly, in acquiring a new understanding. Effective language acquisition language, students develop new language learning occurs through the integrated delivery of subject- skills that can then be applied to their first area content, language instruction and cultural language. In this way, continuous concurrent information, while fostering in students a positive development of first and second language skills, attitude toward selfand others. or skills in additional languages, is fostered through Ukrainian bilingual programming. Ukrainian language learning is a lifelong Opportunities for proficiency and skill endeavour development in both languages are maximized. Language learning is an active process that begins Language learning in Ukrainian bilingual at birth and continues throughout life. Language programming enhances all communication is acquired at various rates throughout a learner's skills stages of growth, developing progressively according to individual criteria. Students enhance The development ofcommunication skills is vital their language abilities by applying their to Ukrainian bilingual programming. knowledge of language in new and ever more Achievement in the six skill areas of listening, plex contexts with increasing sophistication, speaking, reading, writing, viewing and reflect on and use prior knowledge to extend representing contributes to the development of enhance theirunderstanding oflanguage. The effective communicators. These skills are ling environment, supportive of the learner interrelated and interdependent; facility in one encouraging the learner to take risks, strengthens and supports the others. Proficiency PG 3811 Ukrainian Language Arts (K-9) /l A3222 rtaLearning,Alberta,Canada (Interim 2002) 2002 CURRGDHT Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/ukrlangartskto902albe UKRAINIAN LANGUAGE ARTS KINDERGARTEN TO GRADE 9 PROGRAM RATIONALE recognizes that errors are an integral part of the language learning process. By learning, Ukrainian bilingual programming contributes experimenting with and applying new language to personal development structures and vocabulary in a variety ofcontexts, students develop language proficiency. Ukrainian bilingual programming establishes an environment in which Ukrainian is constantly Language learning in Ukrainian bilingual used for purposes of communication, personal programming fosters cross-language competence satisfaction and learning. Students are provided with numerous opportunities to learn and use the language in meaningful, purposeful ways to meet Most children develop a strong repertoire of their needs, interests and abilities. The Ukrainian language skills in their first language in preschool language is used to explore ideas and experiences, years. Many ofthese skills are transferable to new to construct meaning and to communicate language learning. Similarly, in acquiring a new understanding. Effective language acquisition language, students develop new language learning occurs through the integrated delivery of subject- skills that can then be applied to their first area content, language instruction and cultural language. In this way, continuous concurrent information, while fostering in students a positive development of first and second language skills, attitude toward selfand others. or skills in additional languages, is fostered through Ukrainian bilingual programming. Ukrainian language learning is a lifelong Opportunities for proficiency and skill endeavour development in both languages are maximized. Language learning is an active process that begins Language learning in Ukrainian bilingual at birth and continues throughout life. Language programming enhances all communication is acquired at various rates throughout a learner's skills stages of growth, developing progressively according to individual criteria. Students enhance The development ofcommunication skills is vital their language abilities by applying their to Ukrainian bilingual programming. knowledge of language in new and ever more Achievement in the six skill areas of listening, complex contexts with increasing sophistication. speaking, reading, writing, viewing and They reflect on and use prior knowledge to extend representing contributes to the development of and enhance their understanding oflanguage. The effective communicators. These skills are learning environment, supportive of the learner interrelated and interdependent; facility in one and encouraging the learner to take risks, strengthens and supports the others. Proficiency Ukrainian Language Arts (K-9) /l ©AlbertaLearning,Alberta,Canada (Interim 2002) in these language skills involves the development community, the local community and other ofcomprehension and language production. This communities from various parts ofthe world. The program of studies is designed to promote the Culture section of this program examines the development oflanguage skills for a wide range of dynamic nature of Ukrainian culture through the purposes, in a wide range of contexts, at various perspectives of historical elements, increasing levels offluency. contemporary elements, diversity and change. It also provides opportunities for the exploration of Language learning in Ukrainian bilingual similarities and differences among and within programming develops through the world cultures. communicative approach Ukrainian bilingual programming develops The communicative approach in second language global citizenship skills instruction emphasizes the importance of communicating a message. Learners require Effective participation in the global marketplace, support as they strive to express and understand workplace and society requires strong thoughts, ideas and feelings in two languages. communication, interpersonal and team skills, and The accuracy of language, oral or written, strong knowledge and understanding of cultures. although important for precision of Ukrainian bilingual programming provides a rich communication, is secondary to communicating environment for the development of the essential the message. The communicative approach knowledge, skills and attitudes that promote acknowledges the important relationship between effective global citizenship and enhance the accuracy and effective communication, but places economic and career potential ofthe student. This slightly less emphasis on accuracy and form. program ofstudies has been developed to support the intellectual, social, emotional, creative, Language learning in Ukrainian bilingual linguistic and cultural development ofstudents in programming promotes the acquisition of a Ukrainian bilingual program. learning strategies CONCEPTUAL MAP Language acquisition in Ukrainian bilingual This program of studies provides outcomes for programming is effectively supported by language and culture in general and for Ukrainian providing students with explicit instruction in language and culture specifically. However, language learning strategies, language use students in a Ukrainian bilingual program also strategies and general learning strategies. This study English language arts and content from program ofstudies, therefore, provides a variety of various subjects taught in Ukrainian. The learning outcomes at all levels that promote the conceptual map below represents one relationship development of strategic competencies applicable between the outcomes for Ukrainian language arts to many learning circumstances. and other components of a Ukrainian bilingual program. Ukrainian bilingual programming promotes intracultural and intercultural awareness Language and culture arc intensely intertwined. Language is a primary means by which cultural information is transmitted; culture influences linguistic form and content. Students in Ukrainian bilingual programming bring to their program a range of cultural backgrounds and experiences. This program of studies provides opportunities and support for students to explore their own cultural backgrounds, experiences and identities, as well as those of members of the school 2/ Ukrainian Language Arts (K-9) (Interim 2002) ©AlbertaLearning,Alberta, Canada UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA AREAS OF EXPERIENCE A SPIRAL PROGRESSION Students may achieve the outcomes of the Language learning is integrative, not merely Ukrainian Language Arts Kindergarten to Grade 9 cumulative. Each new element that is added must Program of Studies in the context of personal, be integrated into the whole of what has gone public and educational experiences. The before. The model that best represents the following chart, while not intended to be students' language learning progress is an prescriptive, provides some sample areas of expanding spiral. Their progression is not only experience that may be incorporated from vertical (e.g., increased proficiency) but also Kindergarten to Grade 9. horizontal (e.g., broader range ofapplications and experience with more text forms,1 contexts and so Sample Areas ofExperience on). The spiral also represents how language learning activities are best structured. Particular K-3 4-6 7-9 areas of experience, learning strategies or Myfamily Myfamilytree Family language functions, for example, are revisited at Myhome Helpingat traditions different points in the program, but from a Mybody home Fashion Clothingfor Myroom Peerpressure different perspective, in broader contexts or at a SG3 eachseason Friends Extracurricular slightly higher level of proficiency each time. 0o9 Gamesand Myhobbies activities Learning is extended, reinforced and broadened C- songs andpastimes Cookingat with each successive pass. Favourite Happyandsad home foods Favourite Mybirthday timesofthe Grade9 year Going Public Goingout shopping transport (restaurants, Goingon What'son movies, vacation TV? sports, Jobs peopledo My shows) <J "o Beingagood community Emergencies Grade6 3 neighbour People who Cartoons and Holidaysand helpothers comics festivals Goingtothe Community Aroundschool doctor service Summer holidays Storiesand Caringforpets Healthyliving Kindergarten rhymes Foodand Spacetravel Today's nutrition Helpingthe weather Mapsand environment PURPOSE OF THE PROGRAM OF Domestic/ plans Peoplesthat Cc3 wildanimals Makingthings makeup STUDIES o Counting grow Canada 3 things Spatial Shortstories Songsand relationships andpoems This program ofstudies provides a progression of dances Making Thearts specific outcomes from Kindergarten to Grade 9. Sportsand music/art aroundthe Most often, the outcomes reflect a progression of games world Howmuch development that matches the developmental will itcost? stages ofthe students. The specific outcomes for each grade reflect the knowledge, skills and attitudes that students are expected to achieve by the end of the grade. Students are expected to demonstrate the specific outcomes for the current 1. Forasample listoftextforms, seetheendofthisprogramofstudies. Ukrainian Language Arts (K-9) /3 ©AlbertaLearning,Alberta,Canada (Interim 2002) grade and build upon their prior knowledge and The Specific Language Component provides the skills from previous grades. detailed linguistic elements of Ukrainian, descriptors of language competence for each The outcomes presented are designed to represent grade, and outcomes to support sociocultural/ the progression of knowledge, skills and attitudes sociolinguistic and strategic learning. expected of students who have had no prior exposure to Ukrainian upon entry into While the Specific Language Component outlines Kindergarten. Nevertheless, students with prior the linguistic elements that students will need to exposure to Ukrainian can equally be challenged be able to use the language, the General Language within this program. Component provides the context and purpose for using the language, and outlines the knowledge, PROGRAM OVERVIEW skills and attitudes that students are to develop. The two components should be developed For ease ofuse, this program ofstudies is divided concurrently, so that the language being learned is into two sections: the language that students will need and be able to apply. • Language Arts - General Language Component Culture - Specific Language Component • Culture The Culture section fosters the development of essential knowledge, skills and attitudes related to These sections are designed to overlap in many self, the Ukrainian language and culture, the areas. It is important that the sections be community and the world. This section is implemented in an integrated manner. intended to be integrated with language learning, as well as with the learnings related to other Language Arts subject areas, and is an essential part of daily activities in Ukrainian bilingual programming. The Language Arts section of this program of studies is intended to reflect an integrated, General Outcomes interdependent approach to language learning within a bilingual programming context. The general outcomes are broad statements that Ukrainian language arts includes a General form the basis of this program of studies. Each Language Component and a Specific Language general outcome outlines the key learnings that Component. each section of the program is designed to support. The general outcomes describe the The General Language Component parallels The common goals that all students in the Common Curriculum Framework for English Kindergarten to Grade 9 learning sequence are Language Arts, Kindergarten to Grade 12: expected to achieve. Western Canadian Protocolfor Collaboration in Basic Education, 1998. In this manner, both Ukrainian bilingual programming is designed to English language instruction and Ukrainian promote all-round personal development by language instruction support the development of fostering social, emotional, moral, intellectual and common language knowledge, skills and attitudes. creative growth. To support this growth and The general outcomes in the General Language development, the Ukrainian Language Arts Component, with only minor revisions, mirror Kindergarten to Grade 9 program is built upon the those in the English Language Arts Framework, following seven general outcomes. but the specific outcomes have been adapted and refined more extensively for delivery in Ukrainian. 4/ Ukrainian Language Arts (K-9) (Interim 2002) ©AlbertaLearning,Alberta,Canada Language Arts: General Language Component Specific Outcomes General Outcome 1 Each general outcome includes specific outcomes Students will listen, speak, read, write, view and that students are to achieve by the end of each represent in Ukrainian to explore thoughts, ideas, grade level. Specific outcomes are grouped under feelings and experiences. cluster headings within each of the seven general outcomes. The specific outcomes are further General Outcome 2 categorized by strands identified in the left Students will listen, speak, read, write, view and margin. Grade-specific descriptions are then represent in Ukrainian to comprehend and respond provided for each specific outcome at each grade personally and critically to oral, print, visual and level. A specific strand supporting a general multimedia texts. outcome is developed over three consecutive pages, according to the main grade divisions: General Outcome 3 Kindergarten to Grade 3, Grade 4 to Grade 6, and Students will listen, speak, read, write, view and Grade 7 to Grade 9. represent in Ukrainian to manage ideas and information. It is strongly recommended when addressing any specific outcome in this document that the specific General Outcome 4 outcomes prior to and following the given Students will listen, speak, read, write, view and outcome and grade level be consulted for a clearer represent in Ukrainian to enhance the clarity and understanding as to context and intended artistry ofcommunication. developmental sequence. Similarly, any given specific outcome must be understood with General Outcome 5 reference to the strand and general outcome Students will listen, speak, read, write, view and categories. represent in Ukrainian to celebrate and build community. Language Arts: Specific Language Component General Outcome 6 Students will acquire Ukrainian to understand and appreciate languages, and use Ukrainian confidently and competently in a variety of situations for communication, personal satisfaction and further learning. Culture General Outcome 7 Students will explore, understand, appreciate and value Ukrainian culture in Canada and the world for personal growth, enrichment and satisfaction and for participating in and contributing to an interdependent and multicultural global society. Ukrainian Language Arts (K-9) 15 ©AlbertaLearning,Alberta,Canada (Interim 2002) Guide to Reading the Program of Studies General Outcome 4 Students will listen, speak, read, write, view and represent in Ukrainian to enhance the clarity and artistry ofcommunication. sU:C::adi;^sikshSis clusterheading 4.1 Generate andFocus for specific outcomes Grade 7 Grade 8 Grade 9 Students willbeableto: • experiment with • considerform and • use a varietyof u various ways to audience when techniquesto generate asu- C/3 generate ideasand generatingideas and and selectideas for cuM 12 focusatopic focusing atopic oral, printand visual texts • composetext, using • composetext, using • compose text, using u appropriate formsthat appropriate formsthat appropriate forms that oVI c 1 matchcontent, matchcontent, audience matchcontent, £u! audienceandpurpose and purpose audience andpurpose identifyand use identifyand use a identify and usea appropriate varietyoforganizational varietyof organizationalpatterns patterns in ownoral, organizationalpatterns inownoral, print and printand visual texts; inownoral, print and visual texts andcompose visual texts; and use appropriate transitional features introductionsand conclusions read eachpage horizontally for developmental flow ofoutcomes fromgrade to grade 6/ Ukrainian Language Arts (K-9) (Interim 2002) ©AlbertaLearning,Alberta, Canada LANGUAGE ARTS General Outcome 3 Students will listen, speak, read, write, view and General Language Component represent in Ukrainian to manage ideas and information. The General Language Component has been structured and developed similarly to The General Outcome 4 Common Curriculum Framework for English Students will listen, speak, read, write, view and Language Arts, Kindergarten to Grade 12: represent in Ukrainian to enhance the clarity and Western Canadian Protocolfor Collaboration in artistry ofcommunication. Basic Education, 1998, but it has been adapted for delivery in Ukrainian. The General Language General Outcome 5 Component provides the context and purpose for Students will listen, speak, read, write, view and the development and use ofUkrainian. represent in Ukrainian to celebrate and build community. The commonalities with the English Language Arts Framework facilitate an integrated, contextualized approach to language learning. They also establish the essential language learnings that are common to both English language programming and Ukrainian language programming, supporting and promoting a collaborative and integrated approach to language instruction. The specific outcomes established for each grade level are intended to reflect achievement expectations to be demonstrated in the Ukrainian language. General Outcomes The following five general outcomes outline the key learnings that the General Language Component is designed to support. General Outcome 1 Students will listen, speak, read, write, view and represent in Ukrainian to explore thoughts, ideas, feelings and experiences. General Outcome 2 Students will listen, speak, read, write, view and represent in Ukrainian to comprehend and respond personally and critically to oral, print, visual and multimedia texts. Language Arts: General Language Component Ukrainian Language Arts (K-9) II ©AlbertaLearning,Alberta,Canada (Interim 2002) 8/ Ukrainian Language Arts (K-9) ©AlbertaLearning,Alberta,Canada