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Board adopts updated Connecticut K–12 world‑language standards; CSUS granted initial TESOL undergraduate certification
Summary
The State Board adopted new Connecticut K–12 World Language Standards and approved a proposal for a new undergraduate TESOL (Teaching English to Speakers of Other Languages) certification program at Connecticut State University. Staff also noted the department's launch of a model digital‑citizenship curriculum and district survey results on cell‑
The Connecticut State Board of Education on Jan. 8 adopted a revised set of K–12 World Language Standards to replace the 2005 framework and approved a new undergraduate program that leads to initial teacher certification in TESOL at Connecticut State University.
The board packet and staff presentations said the standards were developed over 18 months with a statewide revision team, stakeholder review groups, a virtual town hall and public comment. The new standards organize learning around the five widely used “5 C” goal areas — communication, culture, connections, comparisons and communities — and add proficiency‑based performance descriptors and sample indicators designed to guide instruction across proficiency levels.
Maribel Olivero of the State Department told the board the standards align with the American Council on the Teaching of Foreign Languages (ACTFL) proficiency model and emphasize proficiency rather than grammar lists. The department plans professional learning and supporting materials for districts to implement the new standards.
Separately, the board approved an initial certificate for a Connecticut State University undergraduate program that would lead to initial certification in TESOL. CSUS staff said the program will expand the state’s pipeline for bilingual and English‑learner teachers by offering a direct undergraduate path to certification in addition to existing master’s programs.
The department also highlighted non‑rulebook items of operational note: the launch of a model digital‑citizenship curriculum that includes news and media literacy and activities families can use at home; and a survey showing about 65% of districts have personal‑technology policies in place, with many districts reporting positive effects on student engagement and reductions in some behavior concerns.
Ending: The board’s adoption moves the standards into state implementation planning; the department will offer professional development and coordinate with the field on rollout. The TESOL undergraduate program will proceed now that the board granted its initial certification.
