Ukrainian language and culture nine-year program (grade 4 to grade 12)

2004·3.1 MB·English

by  Alberta. Alberta Learning

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