InterKulturell Intermediate ©2026
Core Code Alignment
Foreign Language
German
03040000035: German Third Year- Honors
German
03040000035: German Third Year- Honors
Recommendation
Recommended Primary
Evaluation
Just like the other two InterKulturell books (Level 1 and Level 2) the intermediate book checks all the boxes and we recommend these textbooks and would use them as teachers. The intermediate InterKulturell book is a very big book, however, each chapter is about 75 pages long (as opposed to around 50 for the other two) and for me personally, there is almost too much information. It is definitely geared more towards older students with the pictures being smaller and more plain.
All books have many resources. Besides a substantial Instructional Strategies toolkit, there are many ideas for activities and assessments. The teacher addition shows various differentiation suggestions for struggling as well as thriving students. The intermediate one also has suggestions for AP German that are very helpful. There are other cool resources like flashcards to learn vocabulary words and there is a platform called Nualang, an AI-driven digital platform for learning world languages with speaking, listening, reading, and writing activities. It is free for students but requires a paid plan for teachers.
The biggest drawback is that navigation is NOT very intuitive and can be frustrating at first. You cannot just click on icons within the text to pull up activities, worksheets, and listening activities; and even when you get into the explorer content, the right activities are sometimes hard to find. Once you have spend some time navigating it becomes easier to maneuver and all books are laid out similarly using the same icons for different types of activities and assessments.
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 | ||
| We did not see anything that violates any state laws | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| We did not see anything discriminatory. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| We did not see anything that violates the constitutional freedom in public schools. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| We didn't see any advertisements or see any evidence that would suggest that students are influenced politically or commercially. | ||||||
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. | ||
| Standards are addressed and referred to often. Activities and assessments are focused on 'I can..' statements. Rubrics are available as well, for both students and teachers. | ||||||
| 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. | ||
| Not as intuitive and straight forward as other textbooks. You have to move away from the textbook to access additional materials and can't just click on the icon in the text for a listening comprehension activity for example. Finding audios and videos requires some maneuvering. There will be a learning curve but once they have learned how to navigate it will probably be ok. | ||||||
| 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. | ||
| There are videos, worksheets, listening excerpts etc. There is a lesson plan generator, a very large selection of Instructional strategies, and links for professional learning information. | ||||||
| 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. | ||
| There are various formal and informal assessments, formative and summative assessments that align with ACTFL standards. These are in all areas comprehensible input and output, intrapersonal, presentational and interpretive. | ||||||
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. | ||
| The materials and images are up to date and aesthetically pleasing and relevant. | ||||||
| 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. | ||
| The materials demonstrate a clear alignment with the ACTFL standards but the navigation within the materials and how to get to the information and materials is hard to navigate. | ||||||
| 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. | ||
| A lot of the activities are scaffolded. There are differentiation and challenge prompts for those who are struggling or want to be challenged. These are found in the teacher addition. | ||||||
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). | ||
| The material addresses people in German speaking cultures. It provides reflections and activities that help students compare the culture of the target language to their own culture and experience. The materials also show different diverse cultures within the target countries and their own culture | ||||||
| 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) | ||
| The materials show culturally authentic materials and prompts students to compare their experiences with that of the target culture. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807