Current through Register Vol. 42, No. 11, August 30, 2024
(1)
Rationale. The main goals of
these standards are to ensure that candidates develop communicative language
competence and an awareness of the cultural practices, perspectives, and
products of the target culture; use Alabama and national standards to design
instruction and assessments based on language acquisition theories; and take
advantage of professional development opportunities such as involvement in
professional organizations, travel and study opportunities, and the advocacy
for learning world languages. The standards were developed using the American
Council on the Teaching of Foreign Languages (ACTFL) Program Standards for the
Preparation of Foreign Language Teachers and the current Alabama Course
of Study: World Languages. These standards build upon the Alabama Core
Teaching Standards.
(2)
Program Curriculum. In addition to meeting Rules
290-3-3-.03(6)(a)1. -4.,
290-3-3-.03(6)(e)1.(i) -(iii)
and 2.(i)-(iii),
290-3-3-.04,
290-3-3-.05,
and
290-3-3-.14,
the teaching field shall require an academic major of at least 30 semester
hours of credit with at least 18 semester hours of upper-division credit in a
single language other than English. Additional information is provided in the
definition for academic major in Rule
290-3-3-.01(2).
(a)
Language Proficiency:
Interpersonal, Interpretive, and Presentational. Candidates possess a
high level of proficiency in the target language they will teach. They
demonstrate the ability to:
1. Speak in the
interpersonal mode of communication at a minimum level of "Advanced Low" or
"Intermediate High" (for Arabic, Chinese, Japanese, and Korean) on the ACTFL
Oral Proficiency Interview (OPI) according to the target language being
taught.
2. Interpret oral, printed,
and video texts by demonstrating both literal and figurative or symbolic
comprehension.
3. Present oral and
written information to audiences of listeners or readers, using language at a
minimum level of "Advanced Low" or "Intermediate High" according to the target
language being taught.
(b)
Cultures, Linguistics, Literature,
and Concepts from Other Disciplines. Candidates demonstrate
understanding of the multiple content areas that comprise the field of world
language studies. They:
1. Demonstrate target
cultural understandings and compare cultures through perspectives, products,
and practices of those cultures.
2.
Demonstrate understanding of linguistics and the changing nature of language
and compare language systems.
3.
Demonstrate understanding of texts on literary and cultural themes as well as
interdisciplinary topics.
(c)
Language Acquisition Theories and
Knowledge of Students and Their Needs. Candidates:
1. Demonstrate an understanding of key
principles of language acquisition and create linguistically and culturally
rich learning environments.
2.
Demonstrate an understanding of child development to create a supportive
learning environment for each student.
(d)
Integration of Standards in
Planning and Instruction. Candidates:
1. Demonstrate an understanding of the
World Readiness Standards for Learning Languages and Alabama
standards and use them as the basis for instructional planning.
2. Integrate the goal areas of the
World Readiness Standards for Learning Languages and Alabama
standards in their classroom practice.
3. Use the World Readiness Standards
for Learning Languages and Alabama standards to select and integrate
authentic texts, use technology, and adapt and create instructional materials
for use in communication.
(e)
Assessment of Languages and
Cultures - Impact on Student Learning. Candidates:
1. Design and use ongoing performance
assessments using a variety of assessment models for all learners, including
diverse students.
2. Reflect on and
analyze the results of student assessments, adjust instruction accordingly, and
use data to inform and strengthen subsequent instruction.
3. Interpret and report the results of
student performances to all stakeholders in the community, with particular
emphasis on building student responsibility for their own learning.
(f)
Professional
Development, Advocacy, and Ethics. Candidates:
1. Engage in ongoing professional development
opportunities that strengthen their own linguistic, cultural and pedagogical
competence and promote reflection on practice.
2. Articulate the role and value of languages
and cultures in preparing all students to interact in the global community of
the 21st century through collaboration and advocacy
with all stakeholders.
3. Use
inquiry and reflection to understand and explain the opportunities and
responsibilities inherent in being a professional language educator and
demonstrate a commitment to equitable and ethical interactions with all
students, colleagues and other stakeholders.
Previous Rule.11 was renumbered.32 per certification
published August 31, 2021; effective October 15,
2021.
