The English Language Arts (ELA) program for a global focused school is designed to ensure that students are both globally competent and college-ready. To achieve those goals, students are asked to understand, analyze, evaluate, embrace, harness, and create the different uses of language and communication they will need in the 21st century.
The ELA program hinges on student opportunities to explore and investigate multiple genres and text structures. This exploration leads to the capacity to use language to shape the world, as well as to reflect it. Asking good questions, analyzing information from a variety of sources and of differing styles, identifying main ideas and arguments, recognizing point of view, and forming and defending options—these are all leadership skills that build in students the ability to grasp and communicate ideas. In an era when information is ubiquitous, contradictory, and confounding—as well as illuminating, revelatory, and vitally necessary—global competence in ELA reaches beyond standards and builds not only knowledge but also the skills, abilities, habits and behaviors of communication, information architecture, and knowledge management.
The ELA performance outcomes and rubric that measure students’ knowledge and skills in four domains: investigate the world, recognize perspectives, communicate ideas, and take action. Within each of these domains, specific skills, knowledge, and dispositions give students multiple opportunities to develop their voices as writers; use a variety of communication tools for advocacy and information; and create original material that reflects their understanding of the world.
To learn about Asia Society's professional development opportunities for teachers and leaders in global competence, contact Kate Farmer [[email protected]].