World Language Standards remain sorted by proficiency level and they remain relatively few in number, especially compared to Visual & Performing Arts.

There are three still modes of performance: Interpretive, Interpersonal, and Presentational, and those carry through every proficiency level K-12.

 

The grade bands are realigned for K-2, 3-5, 6-8, and 9-12, but the state has set the expectations for proficiencies based on when instruction began, not grade level, which is nice.
 

Not surprisingly, one of the biggest changes is the inclusion of climate change across every grade band and proficiency level. Integrating climate change into World Language instruction can range from discussion of weather and climate to more substantive conversations about producer and consumer nations. 

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One example from the Interpersonal mode of Intermediate High proficiency is 7.1.IH.IPERS.6 which reads: "Compare and contrast global issues in a group discussion, with emphasis on climate change and its impact on the target language regions of the world and the people who live in those areas."

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This standard provides an opening for discussing where on the planet the target language is spoken and how climate change will impact people in those regions. I would take care not to assume that the target language is only spoken by people who will bear the brunt of climate change. Some are responsible for exacerbating it and some profit from the systems which are creating it. Just a thought.