The students are expected to perform at the Advanced-Low or Advanced level, according to the following definitions:
| NOVICE, INTERMEDIATE-LOW, INTERMEDIATE-MID (1, 2-, 2, below the acceptable level) |
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The students only know a few isolated details about the cultures associated with the language and have not yet begun to see the cultures as a system or a whole. They view the cultures only from the outside in stereotypical and superficial terms and have not begun to appreciate their uniqueness, positive qualities or justification. The students tend to accept their own culture without question and may judge severely the target cultures if they are different. Although such an absence of knowledge, understanding and appreciation are starting to break down in the upper range of these levels, the students still do not identify themselves with the target cultures in any appreciable way.
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| INTERMEDIATE-HIGH (2+, this is the first acceptable level) |
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The students can demonstrate some knowledge and understanding of, as well as appreciation for the most common customs and contributions of at least one of the cultures associated with the language. They have started to view these in a non-stereotypical way. They also have some knowledge and understanding of a few specific artists, musical performers, etc. associated with the language. The students have also begun to think about their own culture objectively and can compare it in general terms with the target cultures. They are open to cultural differences and have a basic level of tolerance for them. |
| ADVANCED-LOW (3-) |
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The students can demonstrate a general knowledge and understanding of, as well as an appreciation for the historical development and contributions of more than one of the cultures associated with the language. In addition to several artists, musical performers, etc. of the pertinent cultures, the students are able to cite the names of a few major literary figures and artistic works of the language’s high culture and can say something about them. They have thought in some depth about their own culture or literature and can state a few similarities and differences between them and the target cultures and literatures. They have learned to appreciate some of the cultural differences and can explain or defend them against persons in their own culture that may criticize them. |
| ADVANCED (3) |
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The students can demonstrate a detailed knowledge and understanding of, as well as an appreciation for the historical development and contributions of more than two of the cultures associated with the language. They are familiar with some of the major literary figures and artistic works of the language’s high culture, plus various elements of popular culture. They are able to discuss themes, characters and other specific aspects of individual literary works. They also understand well their own culture or literature and can compare them to the target cultures and literatures. They have begun to develop a certain degree of tolerance for even the more controversial aspects of the target culture. |
| SUPERIOR (4, above what is expected) |
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The students have reached a level of familiarity with regard to the historical development and contributions of the said cultures that allows them to discuss these intelligently with a person who was born and raised in the environment. They are quite knowledgeable of the work of most major and some minor artists, literary figures, composers, etc. They are aware of some political figures from the present and past. They understand the workings of a number of institutions (family, education, etc.). In some instances, they may even know more about specific aspects of the culture than a moderately educated person from the culture. Although they cannot be termed a native of the culture because of their origin, they identify with it to such an extent that they are bicultural, just as they are possibly bilingual.
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Previous Instrument, Replaced Fall 2007