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World Languages

World Languages

Standards and Guidelines

NYS Learning Standards for Languages Other Than English (1996)

In 1986, the 鶹Ƶ had adopted Modern Languages for Communication. This document was redefined as the NYS Learning Standards for Languages Other Than English (LOTE) as part of the NYS Compact for Learning initiative in 1996. These 1996 standards will remain in effect until such time as a district implements the revised NYS Learning Standards for World Languages (2021), but not later than the implementation schedule listed below.

Student Work Exemplars

Implementation Timeline for Revised Standards

Districts with secondary (middle and high school) world language programs may implement the revised NYS Learning Standards for World Languages (2021) as early as they would like, however, all districts must implement these revised standards by no later than indicated by the following schedule:

Implementation of the revised standards (course curricula, instruction, and assessments aligned to the revise standards) must occur by no later than: Grade level
September 1, 2023 7th
September 1, 2024 8th
September 1, 2025 9th
September 1, 2026 10th
September 1, 2027 11th
September 1, 2028 12th

Districts with elementary world language programs may implement the revised standards as early as they would like,however, these revised standards must be implemented in any elementary world language programs by September 1, 2023 forthe first year world language is offered. In each subsequent year, the revised standards will be implemented (course curricula, instruction, and assessments aligned to the revise standards) in the next grade level in which world languages is offered, and so forth, and so on, until the revisedstandards are implemented in all grade levels Pre-K - 12th.

World Language Frequently Asked Questions (FAQ)

FAQ - Commonly asked questions regarding LOTE requirements, programs and credits. (Please note: This document is revised periodically as new guidance is developed.)

Adoption of the revised NYS Learning Standards for World Languages (2021)

Link to press release

The Board of Regents adopted the revised New York State Learning Standards for Languages Other Than English (LOTE) on Monday, March 15, 2021. The revisions align the standards with both the World-Readiness Standards for Learning Languages and high-leverage practices and update them to represent what students should know and be able to do in the languages and cultures which they study. The Board of Regents also adopted a regulation changes to rename the learning standards from LOTE to “World Languages” at their July 2021 meeting following a public comment on the proposed changes.

Summary of the revised NYS Learning Standards for World Languages

The New York State Learning Standards for LOTE are divided into two language groups: Modern Languages and Classical Languages. Modern languages include any language that has living, native speakers. Modern languages are contrasted with Classical languages, which include Latin, ancient Greek, ancient Hebrew, and other languages from earlier time periods in human history. These updated learning standards for both Modern and Classical Languages are organized into two anchor standards: Communication and Cultures. The Communication Anchor Standard for all languages is broken down into three Standards—one for each mode of communication (Interpretive, Interpersonal, Presentational). The Cultures Anchor Standard is broken down into two Standards: theRelating Cultural Practices and Products to Perspectivesstandard and theCultural Comparisonsstandard.

Unlike the standards of other disciplines, the NYS Learning Standards for World Languages are not grade-banded, but instead are grouped into three proficiency ranges that correspond to the World Language Checkpoints (A, B, C) that reflect levels of achievement students must reach, generally over the course of two years of study each. Students meet the standards by demonstrating proficiency at the levels consistent with the lower end of the range for each Checkpoint. This demonstration of proficiency generally occurs by the end of 8th grade for Checkpoint A, by the end of 10th grade for Checkpoint B, and by the end of 12th grade for Checkpoint C.

NYS Learning Standards for World Languages (Modern and Classical) (2021)

Themes & Topics (2021)

Crosswalk - LOTE (1996) to WL Standards (2021)

Crosswalk - NYS WL Standards (2021) and Next Generation ELA Standards (2017)

Crosswalk - NYS WL Standards (2021) and the World-Readiness Standards for Learning Languages (2015)

Proficiency Ranges & Performance Indicators (2021)

The performance indicator documents are available in two formats – letter size (8.5 x 11) and tabloid size (11 x 17). Category 1-2 modern languages are those that use a Roman-based alphabet. Category 3-4 modern languages are those that use a non-Roman-based alphabet (i.e., Arabic, Hebrew, Greek, Russian), those that are character-based (i.e., Japanese, Korean, Mandarin), and indigenous languages (i.e., Seneca, Tuscarora). There is also a one-page summary document for the performance indicators for each category of languages.

Languages Letter-sized document (8.5 x 11) Tabloid-sized document (11 x 17)

One-page summary (11 x 17)
Modern Languages - Category 1-2 Click here to download Click here to download Click here to download
Modern Languages - Category 3-4 Click here to download Click here to download Click here to download
Classical Languages Click here to download Click here to download Click here to download

Resources for Teachers to support the transition to the revised NYS Learning Standards for World Languages (2021)

Quick Reference Guide for the NYS Learning Standards for World Languages

Countdown to the Launch of the Revised NYS Learning Standards for World Languages

Standards icons (Word document)

Pre-, During, and Post- Strategies for Interpreting Authentic Resources

Assessment Guidance

Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint A - Modern Languages (This guidanceis designed for teachers of modern languages, other than American Sign Language. We are currently working on the development of both a guidance document and a webinar that specifically focuses on guidelines for Checkpoint A Benchmark Assessments in American Sign Language.) The above guidance document will be presented at the following webinar:Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint A (Modern Languages)by Dr. Joanne O’Toole, Bill Heller, and Dr. Lori Langer de Ramirez (January 23, 2024, 4:00-5:00 pm via Zoom). Please consider registering.

Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint A - Classical Languages

Principles and Guidelines for Adopting or Creating Locally Developed Benchmark Assessments for Checkpoint A - American Sign Language (ASL)

Writing Quality Assessment Items for Interpretive, Interpersonal, and Presentational Communication

At-a-Glance Documents for Modern Languages (Category 1-2)

At-a-Glance Documents for Modern Languages (Category 3-4)

At-a-Glance Documents for Classical Languages

Authentic Resources

Lesson Planning Guidance

Language Functions Reference Sheet

Unit Planning Guidance

Thematic Thinking Cards

Unit and Curriculum Audit Documents

Unit Plan Exemplars

Rubrics for Modern Languages

Master rubrics,

Rubric templates,

Single-point rubrics,

Three-point rubrics,

Four-point rubrics,

Rubrics for Classical Languages

Master rubrics,

Rubric templates,

Single-point rubrics,

Three-point rubrics,

Four-point rubrics,

Resources for Administrators to support the transition to the revised NYS Learning Standards for World Languages (2021)

Administrator Reference Guide

TheAdministrator Reference Guide to the Revised NYS Learning Standards for World Languages (2021) - Modern Languagesis a three-part series ofone-page guides detailing and illustrating key information about the revised world language learning standards and related concepts and offering administrators practical recommendations for supporting world language educators as they shift their instruction. The guides are sequenced to correspond with the phases of the standards implementation process. Part 1 of 3, “Planning for Implementation”, provides a brief overview of the standards, an implementation timeline, and recommendations for supporting professional learning and the standards implementation process. Part 2 of 3, “Standards in Action”, further illustrates the standards and describes what language proficiency looks like at each of the three proficiency Checkpoints. This information will enhance administrators’ ability to understand what they are viewing when observing in a world language classroom or what world language educators are saying when they discuss their practice. The Part 2 documents are available for both Modern and Classical languages. Part 3 of 3, "Interpreting Standards-Based World Language Teaching, is a set of world language-specific observable criteria that can be used as a complement to locally-adopted teacher evaluation rubrics. Two versions of this Part 3 document are provided below, one for NYSUT correlations and the other for Danielson correlations. To facilitate their use, each criterion on these Part 3 documents is cross-referenced to the aforementioned commonly-used APPR rubrics.Individual sections can also be downloaded separately using the links listed below.

Unit Planning under the Revised World Language Standards

Unit Plan Exemplar Development Program

The NYS World Language Standards and Professional Learning Initiative has been conducting a Unit Plan Exemplar Development Program for World Languages. Currently there are a number of NYS world language educators who are working with our office to develop unit plan exemplars for Checkpoint A that are aligned to the revised NYS Learning Standards for World Languages. Unit plans that result from this process will be reviewed and vetted by OBEWL and then posted on our website for teachers to use as they begin to review their curricular. A Unit Plan Exemplar program will begin for Checkpoint B in the fall of 2023 and for Checkpoint C in the fall of 2024.

Educators who successfully complete the program (attend all meetings and submit a unit plan aligned to the revised standards) will be paid a fixed stipend of $225 for work completed outside of the regular school day and CTLE credit hours for the meetings attended.

Implementation Process & Timeline

The implementation of the revised NYS Learning Standards for World Languages is divided into three phases:

Phases Activities

Phase I - Raising Awareness and Building Capacity

Adoption – Aug. 2023

 Roll-out and building awareness of the revised standards and timeline for implementation; professional learning opportunities to prepare schools to transition to the revised standards

Phase II – Gradual Implementation and Building Capacity

Sept. 2023 – Aug. 2028

 Focus on curriculum development, resource acquisition, professional learning

Phase III – Full Implementation and Sustainability

Sept. 2028 and on

 All P-12 World Language courses will be aligned with NYS Learning Standards for World Languages (as renamed from LOTE); New York State Seal of Biliteracy programs will be aligned with the revised standards

Implementation Timeline

Districts with secondary (middle and high school) world language programs may implement the revised NYS Learning Standards for World Languages (2021)as early as they would like,however, all districtsmustimplement these revised standards by no later than indicated by the following schedule:

Implementation of the revised standards (course curricula, instruction, and assessments aligned to the revise standards) must occur by no later than:

 Grade level
September 1, 2023 7th
September 1, 2024 8th
September 1, 2025 9th
September 1, 2026 10th
September 1, 2027 11th
September 1, 2028 12th

Districts with elementary world language programs may implement the revised standardsas early as they would like,however, these revised standards must be implemented in any elementary world language programs by September 1, 2023 forthe first year world language is offered. In each subsequent year, the revised standards will be implemented (course curricula, instruction, and assessments aligned to the revise standards) in the next grade level in which world languages is offered, and so forth, and so on, until the revisedstandards are implemented in all grade levels Pre-K - 12th.

From LOTE to World Languages (Regulatory name change)

The regulation changes regarding the name change from LOTE to World Languages adopted by the NYS Board of Regents at their July 2021 meeting include:

  • Renaming the standards to “New York State Standards for World Languages,” which amends Commissioner’s regulations to replace the term “languages other than English” with “world languages” in reference to the learning standards, pathway assessment, and course credit;
  • Renaming teaching certificate titles, as well as certification and teacher preparation program coursework requirements from “language(s) other than English” to “world language(s) other than English,” and the tenure title of “Foreign Languages” to “World Languages”;
  • Amending references to the term “foreign languages” throughout Commissioner’s regulations to read “world languages” or “world languages other than English,” as applicable; and
  • Clarifying that teachers currently in the foreign languages tenure area would now be in the world languages tenure area, and any prior service in the foreign languages tenure area is included toward service in the renamed world languages tenure area.
The Standards Revision & Public Feedback Process

The Department established the World Language Leadership Team (now called the World Language Content Advisory Panel), consisting of 20 leaders and experts in the fields of language acquisition and world language teacher preparation, in 2018 to assist in the standards revision process. The Department developed the proposed revisions to the NYS LOTE Standards in partnership with numerous stakeholders, including the World Language Content Advisory Panel and ten Standards Review Committees made up of seven regional committees and three Language-Specific Committees (American Sign Language, Classical Languages, and Indigenous Languages) with over 200 members. Care was taken to ensure participation by representatives of all regions of New York State, as well as key stakeholder groups, including teachers and administrators, experts in the field, parents and students, higher education faculty, BOCES and Regional Bilingual Education Resource Network (RBERN) staff, Big 5 school districts, and members of various professional organizations, including the New York State United Teachers (NYSUT), the New York State Association of Foreign Language Teachers (NYSAFLT), the New York State Association of World Language Administrators (NYSAWLA), and the New York State Association for Bilingual Education (NYSABE).

Feedback Process

The Department released the proposed standards revisions to the public in February 2020, along with a survey that gathered feedback from more than 1,100 individual stakeholders across New York State. The vast majority of respondents expressed strong support for all proposed revisions. Of the responses received, 94 percent indicated that they either moderately or strongly supported the revised standards overall, with 93 percent specifically supporting the name change.

World Language Needs Assessment Survey (summer 2020)

World Languages Needs Assessment Survey Results Report

The World Languages Needs Assessment Survey Results Report describes feedback from educators across the state on their specific needs as schools plan to transition to a revised set of standards in world languages. The report consists of an Executive Summary followed by each survey question. The Executive Summary contains four sections: the responses, the results, the feedback, and the analysis and next steps moving forward. Each question from the survey is then listed, followed by a graph illustrating the data and/or a table showing the breakdown of responses. A number of questions allowed for additional comments, the most representative of which are reprinted in this report. In Appendix A, the responses to Question #6 (Which of the following statements best reflects your current knowledge of the revised standards and your comfort level with the shifts they will require?) are disaggregated for deeper analysis. Please address any questions regarding this report to Candace Black, candace.black@nysed.gov, (518) 473-7505.