Burgess, Susanne; McCarthy, Andrew; Purkey, Lynn
University of Tennessee at Chattanooga
Place of Publication
This thesis posits a 4th grade foreign language curriculum emphasizing cultural content in a parallel structure to social studies content as a means of addressing the interdisciplinary literacy stressed in the new Common Core State Standards (CCSS). Both the cultural content element and the parallel curriculum structure are compared to viable alternative emphases or structures prevalent in contemporary pedagogical material and practice. Standards of comparison for content foci are derived from the American Council on the Teaching of Foreign Languages (ACTFL) World Readiness Standards for Learning Languages aligned with the CCSS and standards of comparison for curriculum structure are derived from various integrated curriculum theories. Conclusions drawn from these comparisons indicate that a language curriculum with equal value on cultural and linguistic content designed in a parallel structure satisfies literacy outcomes of the CCSS, but a different emphasis in foreign language content may benefit from a different level of integration in curriculum structure.
B. A.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Arts.
Languages, Modern -- Study and teaching -- United States
Bilingual, Multilingual, and Multicultural Education
Seage, Hannah P., "Defining a cross content, cross cultural curriculum for foreign language" (2014). Honors Theses.