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1、LanguageStandards：AnInternationalPerspective，Part1byPennyMcKay,PaoloCoppari,AlisterCumming,KathleenGraves,LucillaLopriore,andDeborahShortEditor'snote:Part1ofthisdiscussionintroducesstandards,thereasonsfortheirdevelopment,andthepresenters.Part2,inthenextissueofTM,plementingstandardsandassessingtheir
2、impact.Languagestandards(alsocalledbenchmarks,bandscales,orcurriculumframeeasurelanguagelearning.ThisarticlegreorganizedbyKathleenGravesatthe34thAnnualTESOLconferenceinVancouver,Canada,inMarch2000.PennyMcKayfromAustralia,PaoloCoppariandLucillaLopriorefromItaly,AlisterCummingfromCanada,andDeborahSho
3、rtfromtheUnitedStatesdescribedexamplesoflanguagestandardsforsecondary-levelstudentsfromtheircountries,anddiscussedissuesunderlyingtheconceptualization,construction,anduseofthesestandards.cKay,Hudson,Sapuppo,1994;seeFigure2)ainstreamcontextset.Theysitonthepedagogicalendofthecontinuum,astheirmainpurp
4、osehasbeentoinfluenceteachingandlearningbydescribings.Hoainstreamclassroomlearning.Ratherthandescribeexplicitperformancelevels,theU.S.ESLstandardsfocusonamoreholisticapproachaingoalsandninestandardsforallgrades.ThisapproacheotemunicationamongEuropeannationsandpeoples.Itprovidesamonsetofdescriptorst
5、hatindividualsororganizationscanusetodeterminelanguageproficiencyandneeds,irrespectiveoflanguageorlearningbackground.ItfallsinthemiddleofthecontinuumasitprovidesbothguidanceforlearnersandteachersandameanstodevelopmonEuropeancriteriaforcurriculumevaluation.TheOntariocurriculum(MinistryofEducationTra
6、ining,1999;seeFigure4)sitstoinistrativeendofthecontinuum.Itentinsettingpolicy-baseddirectionsforcurriculum.Notsurprisingly,theple,languagestandardsthatareintendedforadministrativepurposesmightnothavetherichnessofdetailthatakeexplicitlinksbetarilytoeustthereforebeaandshouldnotexpectthestandardstomee
7、tdifferentpurposessonormalstyle="margin-left:48pt">argin:0cm0cm0pt48pt">Theansent,andaboutlanguageteaching.Theprocessofdevelopmentshouldbeconsultativesothatthose.PedagogicallyorientedstandardssuchastheU.S.E
