ALAN J. REID, PHD
INSTRUCTIONAL DESIGN REVIEW
INTRODUCTION
Klett World Languages provides highquality language materials in Spanish, French, German, and Italian for K-12 and Higher Education learners Specifically, four programs: Spanish-based Reporteros, French-based Reporters Francophones, German-based Das Reporterteam, and Italian-based Giovani Reporter series offer a robust collection of materials in various modalities (printbased, digital, and online) that are aligned with the ACTFL World-Readiness Standards, and Guidelines for Proficiency. Each lesson, activity, and assessment is evidence-based and linked to language proficiency expectations for K-12 learners
Each of the programs, Reporteros, Reporters Francophones, Das Reporterteam, and Giovani Reporter is designed for middle and high school students at an introductory level. Using real-world scenarios, these programs engage learners through an inclusive learning environment, placing a strong emphasis on global equity and cultural identity A critical aspect of these programs is that learners connect their languagelearning to other disciplines through communicative and personalized activities. All three programs utilize authentic learning by positioning learners as reporters and assigning them to report on their own personal communities, experiences, and interests.
A review of scholarly research on language learning strategies (LLS) suggests that there are three types of effective language learning strategies: awareness training, onetime strategy training (or initial presentation), and long-term strategy training (Chen, 2024). According to Oxford (1990), awareness training introduces the learner to the content using a brief lesson. Then, onetime strategy training prompts the learner to attempt tasks to reinforce their understanding of the content and provides them with feedback Last, long-term strategy training engages the learner in repeated practice that scaffolds content and increases in complexity.
This LLS routine is evident in the language learning programs developed by Klett World Languages. Learners are presented with authentic learning scenarios, a variety of cognitive strategies and activities that yield useful feedback, and repeated practice that encodes learning more deeply. Importantly, the end-of-unit project-based assessments are generative and require that the learner apply their understanding in creative ways This, too, results in deeper learning.
Klett World Languages also draws from the evidence-based research in second language acquisition to design explicit
instructional strategies that are learnercentered (Chamot & O’Malley, 1987; Krashen, 1982)
The design review that follows is limited to the Reporteros, Reporters Francophones, Das Reporterteam, and Giovani Reporter programs, specifically. This evaluation considers the learning product from an instructional design perspective that includes the program design framework, content selection, design, and development, evaluation, and interface.
REFERENCES
Chamot, A. U., & O’Malley, J. M. (1987). The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream TESOL Quarterly, 21(2), 227–249. https://doi.org/10.2307/3586733
Chen, L. (2024). Online Chinese Learning: Exploring Effective Language Learning Strategies. Taylor & Francis Group.
Krashen, S. D. (1982). Principles and practice in second language acquisition (First edition). Pergamon Press
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know New York: Newbury House Publishers
DESIGN REVIEW
The Design Review rubric includes thirteen evaluative criteria organized into four broad categories. For each criterion, a rating of Limited, Moderate, or Strong, is indicated by one, two, or three stars, respectively.
Program Design Framework & Process
Specific ToA or Logic Model
Systematic Design Process
Program Content Selection & Design
Specific Instructional Needs
Comprehensive Design Plan
Addresses Individual Learners
Instructional Objectives
Instructional Sequencing
Program Evaluation
Formative Evaluation
Summative Evaluation
Materials Interface / Design
Costs/Resources
Support for Users
Student Feedback
Teacher Assessment Data
PROGRAM DESIGN & FRAMEWORK
The program design clearly specifies a systemic Theory of Action (or Logic Model).
All four program series follow a welldefined and clearly established logic model. This model specifies the inputs, strategies, outputs, and outcomes associated with the language learning programs. A systematic design process was used to develop, evaluate, and refine materials.
The design process for each volume begins with identifying a comprehensive list of grammar and lexical contents, topics, and performance descriptors that are standards-aligned. This is a collaborative process among various KWL stakeholders that emphasizes four key language learning skills: listening, speaking, reading, and writing. Although not formally documented, this general framework is applied to each lesson and unit, ensuring an authentic learning experience that begins with the learner’s own unique perspectives. The logic model can be viewed in the Appendix.
PROGRAM CONTENT SELECTION & DESIGN
The program design addresses specified instructional/ curriculum needs.
The series are aligned to the ACTFL World-Readiness Standards for Learning Languages. Further, the series are aligned with the Multi-Tiered Systems of Support (MTSS) Framework, which provides meaningful Tier 2 and Tier 3 learning interventions to accommodate learners of all abilities and intelligences. The learning materials have been reviewed for accessibility, adaptability, and cultural sensitivity for students of all backgrounds, including those who are considered Talented and Gifted (TAG), English Learners (EL), Special Education (SPED), and Alternative Education Students.
A comprehensive design plan was employed in developing the program.
Although a formal needs analysis or learner analysis was not completed, the program was developed using a Backward Design approach that aligns with the ACTFL standards. Accordingly,
this approach informs the content sequencing, instructional strategies and objectives, and instructional needs of its diverse learner audience
The program design addresses individual learner needs for high achievement.
The series are exceptional at differentiating instruction and assessment, particularly with the digital versions. The ability to group learners and to assign personalized content and assignments helps to create a learning environment that suits learners of all abilities, ranging from beginner to heritage language learners Additional materials, such as the Teacher’s Edition, provide supplemental resources for teachers to prescribe to all learners, depending on their needs.
Instructional objectives are systematically developed and clearly specified.
The Reporteros, Reporters Francophones, Das Reporterteam, and Giovani Reporter series were developed using a backward design approach that began with the learning objectives articulated by the ACTFL. Therefore, objectives were established prior to the content development, and no revision was needed.
Instructional sequencing is aligned with objectives and adaptive to learner needs.
The curriculum is logically structured using a Backward Design Framework approach, which presents the learner with an overview of content, including essential questions, learning objectives, and descriptions of upcoming and final assessments. From here, lessons follow a communicative approach that utilizes real-world scenarios to reinforce understanding of word structures, vocabulary, sentence- and paragraphlength discourse. This scaffolding prepares the learner for the end-of-unit project-based assessment, which is a culmination of these skills. Importantly, learners experience frequent checks for understanding, and in the HTML version of the program, receive immediate feedback of correct responses.