MIDAS

EntreCultures 2nd Edition Level 1 ©2026

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Core Code Alignment

Foreign Language
French
03030000015: French first year - Honors

Recommendation

Recommended Primary

Evaluation

Scope and sequence are reasonable. The vocabulary is based on high frequency words. Where a lot of textbooks are too ambitious and wide, this text focused on being appropriate for the actual goals of learning a language. Each chapter had difference sections based on what you wanted to focus on (different activities were visible or not visible depending on what you wanted). You have the ability to choose, or adapt the learning to the needs of your class such as adding cc to the videos or even printing out the script, another example, you can choose if accents would be important or not when grading. There speakers from different countries in the videos, giving students the opportunity to hear different accents which can help with listening comprehension. The text offers a variety of cultural aspects. Each chapter includes a cultureal connections. It is geared appropriately towards teens using adolescents to create vlogs that the students listen to as well as read about.
There are a variety of activities that support students learning in listening, reading, writing, and speaking.
Each chapter includes formative as well as summative assessments. They combine the temes of AP throughout the book. Can do statements are included in different activities and All can do statements can be found at the end of the text. Embedded content in some areas, it was great that there was support that aligned, focused on proficiency guidelines, communication focused was great, The online platform could be improved to make it more user friendly. It would be nice to be able to click on the textbook and immediately acesss materials, there is a learning curve, but it became easier as you worked more with the text and materials. There was quite a bit of English in the text as far as instructions, which is to be expected in an early level as some work may be assigned at home where there is not teacher support.

Educators Using These Materials

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Material Categories

Comprehensive

Rubric : World Languages 2025

Compliance with State Law (Required)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Sensitive Materials and Prohibited Submission 53G-10-103, R277-628	Does Not Violate Law	NA	NA	May Violate Law
Authentic videos are appropriate. Pictures are appropriate. Show no private body parts. There are no inappropriate videos or images used in this text and or supplemental materials.
Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107	Does Not Violate Law	NA	NA	May Violate Law
Topics covered do not use any descriminatory language. They are taught from a neutral POV. Covered topics including every day life activities - school, family, shopping, etc.
Maintaining constitutional freedom in the public schools. 53G-10-202	Does Not Violate Law	NA	NA	May Violate Law
Religion is not a covered topic except for a video that shows kosher food
Free from advertising, e-commerce, or political interest	Does not violate law	NA	NA	May violate law
No advertising or political interest.

Content

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Alignment	Material aligns with Utah World Languages Core Standards across all levels of language and intercultural competencies. Includes specific references to ACTFL-aligned performance benchmarks (e.g., IL, IR, IC, PS, PW, CPP, CP, CIA).	Material aligns with most Utah World Languages Core Standards and references several core competencies.	Material aligns with a few standards but lacks comprehensiveness or clarity in standards application.	Content does not align with the Utah World Languages Core Standards.
ACTFL standards are noted. There are Rubrics given at the end of the book depicting levels Novic low -High appropriate for this level.
Navigation	Educators and students can navigate the material independently. Instructions are clear and understandable. The material is well organized	The material contains understandable instructions. Students may need some educator support.	The material is only usable with direct educator support.	Instructions are unclear, and navigation is difficult.
There is a learning curve to be able to find everything. Not intuitive but not difficult once taught. Not super user friendly but accessible once user is familiar with it. Would be beneficial to have activities embedded into the text so you are not constantly having to go back and for between applications in the platform.
Instructional Support	Material includes instruction aligned to World Language Core "I Can" statements. Uses integrated performance assessments (IPAs), learning targets, and scaffolds for intercultural and language proficiency growth.	Includes support such as lesson plans, differentiated instruction, and examples of experiential learning.	Contains limited instructional support or misaligned strategies.	Provides no instructional support.
All elements in the rubric appear in the textbook. However, they're not readily accessible There are suggestions for heritage speakers as well. There are some suggestions for differentiated instruction but it is limited. Lesson plans are available to piece together but difficult to find. I can statements are all given at the end of the book It would be usefull to have the can do statements at the beginning of each section.
Assessments	Material includes IPAs and formative/summative assessments aligned to World Language Core. Provides culturally authentic contexts and tasks aligned to proficiency indicators.	Contains summative assessments aligned to World Language Core but lacks IPA tasks or cultural relevance.	Includes assessments with limited feedback or real-world relevance.	Does not provide any assessment material.
Summative and formative assessments and IPAs all present. Within each chapter, you can find formative and summative assessments including Can do statements to help students know there objectives. There are many authentic materials available to use.

Material Characteristics (Total Points:9)

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Physical Characteristics	High-quality instructional materials for world languages incorporate culturally authentic images and multimedia resources presented in the target language. These visuals should be interactive, up-to-date, and captivating, drawing directly from genuine cultural environments. The inclusion of such resources serves to enhance student engagement and provide a more immersive and relevant learning experience, fostering a deeper understanding of the target culture alongside language acquisition.	Includes images or audio/visual examples in target language.	The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable.	The content either has low audio-visual quality or is not intended for reuse. No visual support.
Notes: The textbook looks better than the website. It's mostly in English but progressively includes more French, particularly in directions and in authentic resources that are increasingly longer/have more words. Notes: Lots of English. The book also seems to have a lot less material overall than the upper levels of the book. Teacher would need to supplement, especially in 1A/1B situation Notes: Good overall. Units are well layed out and not overwhelming. Does use quite a bit of English, but as the students progress in vocabulary more French in used.
Technical Standards	Accessibility, Privacy, and Practicality. The instructional materials adhere to established accessibility standards, ensuring usability for individuals with diverse needs. Furthermore, the materials incorporate robust data privacy assurances, safeguarding sensitive information. Practical considerations extend to ease of access and installation, streamlining the implementation process. The materials demonstrate clear alignment with the American Council on the Teaching of Foreign Languages (ACTFL) standards, reflecting best practices in language education. Finally, transparent licensing terms are provided, clarifying usage rights and permissions.	The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components.	The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period.	Student data privacy is at risk or lacks accessibility compliance.
This book seems to be in compliance - at the end of the textbook, one can find a statement from the company about copyrights and lists all resources used in the book as far as the publisher was able to find them. The digital version of the book provides zooming in and out options, although it is not always easy to move to the section of the page one would like to see. Having a feature where one can click on the page and drag/move to the desired spot would be nice. The platform also provides access to another service to practice the language, free of charge.
Adaptability	Designed with World Language proficiency pathways (Novice to Advanced) in mind. Can be customized for varied learner levels and intercultural objectives.	Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. Usable across multiple levels, with basic adaptability.	The material has limited options to address adaptability for the needs of diverse learners.	The material is not suitable for different educational settings with diverse learners.
Customizable to a limited degree. Differentiation within some assessment choices. More scaffolding options would be appreciated. There are some suggestions in the teachers addition, but it could be beneficial to included more activities that are adaptable to the needs of the students.

Ethnic Studies and Shared Values and Characte

Item	3 - Extensive	2 - Adequate	1 - Inadequate	0 - None
Ethnic Studies (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107,	Instructional materials should integrate opportunities for students to investigate global cultural products (e.g., tools, music, art), practices (e.g., social interactions, communication styles, traditions), and perspectives (e.g., values, beliefs, attitudes) in a manner that directly aligns with established intercultural standards, specifically CPP (Cultural Products and Practices), CP (Cultural Perspectives), and CIA (Culture in Comparison and Interconnection). The materials should actively foster the development of intercultural competence by encouraging students to move beyond their own cultural frame of reference and engage with diverse worldviews. Furthermore, the instructional resources must explicitly demonstrate respect for the richness and complexity of diverse cultures, ensuring that this respect is evident in both content and pedagogical approaches. This demonstration of respect should also align with Utah's demographic representation, reflecting the diverse cultural backgrounds of students within the state and promoting inclusivity in the learning environment.	The instructional materials reflect a global perspective by incorporating some attention to the diverse cultures represented in the target language. This includes explicit references and opportunities for students to engage in cultural comparisons between their own culture(s) and those associated with the language they are learning.	The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1).
Students from accross the world are portrayed in the examples for students to listen to and read about. It gives students opportunities to see how their culture is similar or different from others.
Shared Values and Character Traits	This section of the rubric emphasizes the integration of intercultural competence within world language instruction. It mandates the inclusion of realistic intercultural scenarios designed to encourage students to engage in comparative cultural analysis. Through these scenarios, students not only identify similarities and differences between their own culture and the target culture(s) but also critically reflect upon fundamental character values such as respect, empathy, and the principles of global citizenship. The materials should actively foster meaningful interaction by showcasing and promoting culturally appropriate communication strategies and behaviors. Furthermore, the incorporation of authentic materials, derived from real-world cultural contexts, is crucial for providing students with genuine exposure to the target language and its associated cultures, thereby enhancing their overall intercultural understanding and communicative abilities.	The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. Addresses character traits and civic virtues with limited application to language and culture.	The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education.	The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204)
Textbook promotes interconnectedness, cultural understanding, responsibility. AP Themes. The textbook tackles some aspects of being a good citizen through topics such as food waste and protecting the environment.

UTAH STATE BOARD OF EDUCATION

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Salt Lake City, UT 84111-3204

Phone: 801.538.7807