AP Japanese Language & Culture: Curricular Requirements

  • The teacher has read the most recent AP Japanese Language and Culture Course Description.
  • The course prepares students to demonstrate their level of Japanese proficiency across the three communicative modes: interpretive, interpersonal, and presentational; at the Intermediate Mid to Intermediate Low range of the ACTFL Proficiency Guidelines; and as articulated in Standards for Foreign Language Learning in the 21st Century (Standards). (For Standards descriptions, see Standards Executive Summary. For Intermediate Mid and Intermediate Low proficiency descriptions, see ACTFL Proficiency Guidelines.)
       Standards for Foreign Language Learning: Preparing for the 21st Century (.pdf/2.58MB)
       ACTFL Performance Guidelines for K-12 Learners
  • In addition to communication, the course also addresses the Standards' other four goals: cultural competence, connections to other school disciplines, comparisons between the target language and culture and those of the learners, and the use of the language within the broader communities beyond the traditional school environment.
  • The teacher uses Japanese almost exclusively in class and encourages students to do likewise.
  • The teacher ensures that the selected themes and topics are developmentally and intellectually appropriate for the students.
  • The teacher chooses from among both conventional print and aural materials such as textbooks, audiovisual materials, and Web-based content designed for language learning. He or she also makes use of materials generally used by native Japanese speakers, such as print and Web-based texts; animated computer programs; and video-, CD-, and DVD-based products. The teacher scaffolds students' experiences with these texts, particularly those that would normally be considered beyond the grasp of high school students.
  • The course teaches students to develop both communication and language-learning strategies.
  • The teacher plans and implements structured cooperative learning activities to support ongoing and frequent interpersonal interaction, and employs a range of instructional strategies to meet the diverse needs of her or his learners.
  • Formative and summative assessments are frequent, varied, and explicitly linked to the Standards' goal areas. Prior to assigning an assessment task, teachers share with their students the criteria against which their performances will be evaluated.
  • The course provides students with frequent opportunities to conduct Web searches, word process, and e-mail in Japanese.

Resource Requirements

 
  • The school ensures that each student has a copy of the texts utilized in the course for use inside and outside of the classroom, and has frequent access, during instruction, to a computer capable of inputting and displaying Japanese text.
  • The school facilitates student use, outside of instructional time, of in-school or public library computers capable of inputting and displaying Japanese text.
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