Lingco for French 2
Core Code Alignment
Foreign Language
French
03030000021: French - Second year
French
03030000021: French - Second year
Recommendation
Recommended Teacher Resource
Evaluation
The reviewed material is recommended as a Teacher Resource. It is straightforward and features a logical progression from level 1 to 3. The material is aligned, easy to navigate, and suitable for level 2. However, the content is predominantly in English. More French integration within each unit theme is suggested.
The material includes many mechanical activities, but they are often basic, with little increase in difficulty. A concern was raised about the lack of representation of French culture outside of France, and the depth of research in this area was questioned. There are too many "fill in the blank with English words" activities, which are too simple for this level. Typos, grammatical errors, and conjugation mistakes were noted.
The material is in PDF format, and initially, no one could use the links. Some links were live but connected to websites with potentially inappropriate advertising, identified as a website issue, not a publisher issue. Although the material aligns with ACTFL language levels and can-do statements, specific indicators (Novice High, Intermediate Low, etc.) were missing in each unit.
Educators Using These Materials
No educators found.
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 | ||
| Content is appropriate for level 2 content use. No sensitive or prohibitive materials are present. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | Does Not Violate Law | NA | NA | May Violate Law | ||
| This material does not contain prohibited or discriminatory practices. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | Does Not Violate Law | NA | NA | May Violate Law | ||
| The material respects students's constitutional rights and does not infrige on freedoms in the public school setting. | ||||||
| Free from advertising, e-commerce, or political interest | Does not violate law | NA | NA | May violate law | ||
| The material contains no advertising, e-commerce, or political content. | ||||||
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. | ||
| The material provides reference to the Utah Core levels (Novice, Int, Advanced) and includes ACTFL's 5 Cs. The units include the modular can-do statements (interpretive, presentational and interpersonal) however the ACTFL indicators (Novice Low, Mid, etc) are not present within the units. Providing these indicators may assist students in understanding where their level is and where they need to be by end of year. | ||||||
| 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. | ||
| The PDF instructions are clear and the layout is user-friendly, suggesting the material is understandable. However, without access to the actual online platform, independent navigation by educators and students cannot be confirmed. Some educator support may be needed. | ||||||
| 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. | ||
| The material provides essential questions and can-do statements. There is a guide and lesson plans to help the teacher's instruction. It does not appear that there are clear guidelines for scaffolding or working with students who might need differentiated instruction. | ||||||
| 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 formative assessments present, however there is no evidence of a unit summative assessment or intervention support within the material. This material did have activities that can be used as assessments, but the team did not see different assessments to support differentiated instruction or ones that can be use as summative assessments. | ||||||
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. | ||
| Though it states it is digital first, there are no references to privacy practices, especially as it relates to the materials use online. There are no indicators of what additional purchases might need to be made. It is was not possible to verify if this material is constrained by specifications that require additional materials, technical assistance, hardware or software since there was no access to the audio and video resources. | ||||||
| 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. | ||
| It is was not possible to verify if this material is constrained by specifications that require additional materials, technical assistance, hardware or software since there was no access to the audio and video resources. | ||||||
| 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. | ||
| The material does follow the ACTFL Proficiency guidelines from Novice to Advanced. The material does provide support within each of the modalities via the presence of the can do statements. The material does provide communication goals throughout each unit. There was not much evidence of adapting materials for diverse learners. | ||||||
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 provides visual opportunities for students to see a variety of cultural representations and provides an insight into different cultures and opportunities for students to learn about them. Some concerns were raised with the authenticity of visuals. | ||||||
| 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 material provides a variety of examples of shared characteristics (images) throughout each unit. Students are able to make cultural comparisons in each of the units presented. The material has activities that encourage students to compare and contrast their culture to the one being studied (example of Venn diagram on page 132.) There could be more activities that would encourage the student to think deeper. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807