In this page you will find information regarding characteristics of a foreign language teacher, classroom and students.

Parent Information

First of all, congratulations for allowing your son or daughter to take German. Although relatively small in land mass, Germany remains a major player in the world economy, as well as in science, engineering, the arts, and international political affairs. Why study German ?

What do we do?

German I
Scope and Sequence - Functional
Scope and Sequence - Grammar

German II
Scope and Sequence - Functional
Scope and Sequence - Grammar

German III & IV
Scope and Sequence - Functional
Scope and Sequence - Grammar

Links for Parents

Language policy in the U.S.
Almost six years after 9/11, the trends and policies of foreign languages in the U.S. are in the forefront now more than ever.

What does research show about the benefits of language learning?
In this age of accountability in education, policymakers and administrators, as well as parents,
are increasingly demanding to know what research studies show regarding the benefits of language learning.

Does my child need four years of foreign language study?
Every college/university is a little bit different, so you will find some require four years of foreign language and others only require two. State schools, for instance, often have a different foreign language requirement for each major — some majors require three years of foreign language while others require only two, whereas most selective liberal arts schools require three years of foreign language.

Characteristics of Effective Foreign Language Instruction

from The National Association of District Supervisors of Foreign Languages.

The National Association of District Supervisors of Foreign Languages has identified the following characteristics of effective foreign language instruction. These guidelines provide a basis for common understanding and communication among evaluators, observers, and practitioners in classrooms where foreign/second languages are taught. The Characteristics focus on the students who are the recipients of effective foreign language instruction.

The Characteristics reflect the National Standards for Foreign Language Learning (1996) and focus on the five goal areas of Communication, Connections, Comparisons, Cultures, and Communities. The Characteristics reflect also the importance of language learning strategies, diverse learning styles, the use of authentic cultural documents, and the use of technology as an instructional tool. The Characteristics are a companion resource to the National Standards for Foreign Language Learning, state frameworks, and local curriculum guides.

1. The teacher sets high expectations for all students, designs assessment, and organizes instruction to engage and motivate all learners.

2. The teacher and students communicate purposefully in the target language as listeners, speakers, readers, writers, and viewers.

3. There is more student activity than teacher activity in most lessons. Student activity includes student to student interactions as well as teacher to student interactions. Students work independently, in pairs, and in groups. Students ask and answer questions and they create with language.

4. Students take risks as language learners because the learning environment is positive and supportive.

5. When error correction is appropriate, students are given opportunities, including wait-time, to self-correct. Teacher correction of student errors is often done through follow-up review and reteaching strategies.

6. Assessments are ongoing. Students are assessed formally and informally on how well they are able to meet the objectives of the lesson. Continuous self-assessments for students and teachers are encouraged.

7. Students use language specific learning strategies and are encouraged to assess their own progress.

8. Culture is a natural component of language use in all activities.

9. All students are guided to use all levels of thinking skills, e.g., they repeat, recognize, and recall as well as apply, create, and predict.

10. The diverse learning styles of all students are considered in the teacher's instructional planning.

11. Students have positive attitudes toward cultural diversity which are often demonstrated in the learning environment.

12. The physical environment including displays of student work is instructional, motivational, and informative.

13. Students and teachers are not text-bound during instructional time. It is obvious that the text is a tool, not the curriculum.

14. Students and teachers use a variety of print and non-print materials including authentic target language sources.

15. Technology, as appropriate and available, is used by students and teachers to facilitate learning and teaching.

Letter to all parents and guardians of students in Mr. Weiss's German class. This letter outlines my classroom philosophy, basic classroom rules and consequences.

Click here for the National Standards for Foreign Language Education.

This file outlines distinctive characters of all foreign language teachers.

This file outlines the characteristics of an ideal teacher that I strive to attain.

Tips for studying a foreign language!