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date: 20 January 2020

Abstract and Keywords

Since the 1980s in the United States, the field of world language education has been challenged to evaluate the efficacy of its conceptual orientations for curriculum design and the accompanying teaching methodology. The ensuing debates on what new directions the field should take, in light of new insights resulting from second-language acquisition research, have continued. The introduction of new guidelines have led many college and K-16 Chinese programs to take on the challenge to design and deliver more effective communication-based instruction. This chapter presents six organizing principles useful for designing a curriculum framework: alignment with the national standards, backward design for vertical articulation of learning goals, a thematic approach, performance-based instruction, and evidence-based assessment, contextualized instruction of grammar, and differentiated instruction. The chapter also includes sample instructional strategies and activities.

Keywords: national standards, differentiated instruction, vertical articulation, performance-based instruction, instructional strategies, evidence-based assessment, thematic approach, contextualized instruction

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