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Faculty also report feeling underprepared to teach culture and communication skills and uncertain about linguistics’ role in developing student proficiency.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/perceptions-of-the-culture-and-communications-standards/600926/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/perceptions-of-the-culture-and-communications-standards/600926.png","ImageObject",300,407,{"name":42,"@type":43},"mieayamfan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What standards does the article focus on?","Question",{"text":62,"@type":63},"It focuses on the Standards for Foreign Language Learning in the 21st Century and the five 5Cs goal areas.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How do U.S. faculty perceive the primary focus of language programs?",{"text":67,"@type":63},"U.S. faculty perceive grammatical accuracy as the primary focus of language programs.",{"name":69,"@type":60,"acceptedAnswer":70},"Why do the authors say teachers may still struggle with culture and communication goals?",{"text":71,"@type":63},"They cite faculty reports of feeling underprepared to teach culture and communication skills and uncertainty about how linguistics relates to student proficiency.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},600926,1792209618,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","4  \nPerceptions ofthe Culture and Communications Standards  \nJana Sandarg  \nAugusta State University  \nCarol Wilkerson  \nWashington State University  \nAbstract  \nThis article discusses the impact of the Standards for Foreign Language Teaching in the 21st Century on language programs at American universities. Surveys were administered to American students and to faculty at a university in Spain asking questions about the five goal areas of the standards. Responses from these groups were analyzed and compared with responses of faculty at American institutions. Although most faculty informants in the U.S. and in Spain said they were familiar with the goals of the standards, findings indicate that grammatical accuracy is perceived to be the primary focus of language programs in the U.S. Faculty in the U.S. reported that they felt underprepared to teach culture and communication skills and unsure of the role of linguistics in the development of students’ language proficiency.  \nBackground  \nNow in its third edition, the Standards for Foreign Language Learning in the 21st Century has served as a guide for the profession for more than 15 years (National Standards in Foreign Language Education Project, 2006). Although the standards were originally developed for P-12 educators, the list of endorsementsand contributors includes state, regional, and national language organization, as well as classroom teachers and post-secondary faculty across the P-16 spectrum; and many colleges and universities embed the standards in their programs of study. The process of developing and implementing these national standards guided the profession as the teaching paradigm shifted away from a focus on form (DeMado, 1993; Shrum & Glisan, 2005, pp. 67-69) and educators transitioned from thinking of language learning in terms of“how (grammar) and what (vocabulary)”to “knowing how, when, and why to say what to whom”(National Standards in Foreign Language Education Project, 2006, p.11) . The interrelated nature of the five goals—communication, cultures, connections, comparisons, and communities, known collectively as the 5Cs, encourages the integration of different modes of  \n36 Dimension 201: Got Languages? Powerful Skills for the 21st Century  \ncommunication with culture as learners develop both linguistic and cultural proficiency. Collectively, the standards emphasize the importance of learners’engagement with the language of study, requiring that students participate in conversations; provide, obtain, present, and interpret information; express feelings; exchange opinions; demonstrate an understanding of the relationship between cultural products, practices, and perspectives; use the language to acquire information; demonstrate understanding of concepts of culture and language; and show evidence of language use beyond the classroom (National Standards in Foreign Language Education Project, 2006, p. 9). It has become common practice for textbook writers to include references to the standards, thereby drawing attention to the five goal areas and emphasizing their importance in language teaching and language learning.  \nPrior to the publication of the standards, Horwitz (1988) found that beginning language students believed that the most important part of acquiring proficiency in another language was learning grammar and vocabulary. More than 20 years later, while it may appear that the profession is guided by the integrated goals of the standards, there is evidence that grammar still is perceived to be the most important element in language teaching. When Brown (2009) compared student and teacher beliefs about effective language teaching, the greatest statistical difference related to the teaching of grammar. University students enrolled in elementary-and intermediate-level language courses believed that effective foreign language teachers should use activities to practice grammar points rather than to exchange information. Brown posits that student interes","cbCaid25ccUVcgS8","https://ap.wps.com/l/cbCaid25ccUVcgS8","pdf",36695,11,"English","# Abstract\n# Background\n## The 5Cs and integrated teaching goals\n## Student and teacher beliefs about grammar\n## The role of culture in language acquisition","[{\"question\":\"What standards does the article focus on?\",\"answer\":\"It focuses on the Standards for Foreign Language Learning in the 21st Century and the five 5Cs goal areas.\"},{\"question\":\"How do U.S. faculty perceive the primary focus of language programs?\",\"answer\":\"U.S. faculty perceive grammatical accuracy as the primary focus of language programs.\"},{\"question\":\"Why do the authors say teachers may still struggle with culture and communication goals?\",\"answer\":\"They cite faculty reports of feeling underprepared to teach culture and communication skills and uncertainty about how linguistics relates to student proficiency.\"}]","Perceptions of the Culture and Communications Standards | PDF",1792091647,28]