Current through Register Vol. 48, No. 38, September 20, 2024
By October 1, 2024, all candidates for an endorsement in
World Language will be required to complete a program aligned to the ACTFL/CAEP
Program Standards for the Preparation of Foreign Language Teachers (2015),
published by the American Council on the Teaching of Foreign Languages, 1001
North Fairfax Street, Suite 200, Alexandria VA 22314, and available at
https://www.actfl.org/assessment-professional-development/program-review-services.
(No later amendments to or editions of these guidelines are incorporated.) The
standards effective until September 30, 2024 are as follows:
a) The competent world language teacher
comprehends the processes involved in acquiring another language.
1) Knowledge Indicators - The competent world
language teacher:
A) comprehends the
processes involved in developing listening skills in a second
language.
B) comprehends the
processes involved in developing speaking skills in a second
language.
C) comprehends the
processes involved in developing reading comprehension skills in a second
language.
D) comprehends the
processes involved in developing writing skills in a second
language.
2) Performance
Indicators - The competent world language teacher:
A) applies knowledge about second language
acquisition by designing a simple activity to promote listening
skills.
B) applies knowledge about
second language acquisition by critiquing an activity for developing speaking
skills.
C) applies knowledge about
second language acquisition by designing an appropriate comprehension activity
for a selected reading.
D) applies
knowledge about second language acquisition by designing a simple writing
activity.
b)
The competent world language teacher understands oral communication and
interacts appropriately in the target language in various settings.
1) Knowledge Indicator - The competent world
language teacher has the ability to understand the main idea and details of
oral and audio presentations unsupported by visual aids.
2) Performance Indicators - The competent
modern world language teacher:
A)
participates in conversations on familiar topics related to daily activities
and the personal environment with a high degree of grammatical
accuracy.
B) initiates, sustains,
and brings to a close uncomplicated communicative exchanges in response to a
given situation.
C) makes oral
presentations in academic, social, or work situations.
D) approximates native-like pronunciation,
intonation, and inflection.
3) Performance Indicators - The competent
classical language teacher:
A) uses the
target language with a high degree of grammatical accuracy.
B) initiates, sustains, and brings to a close
uncomplicated communicative exchanges in a classroom context.
C) uses the target language in academic,
social, or work situations.
D) uses
appropriate pronunciation, intonation, and inflection.
c) The competent world language
teacher understands and creates written materials in the target language for a
variety of purposes and audiences.
1)
Knowledge Indicator - The competent world language teacher comprehends the main
message, supporting details, and cultural context of complex
materials.
2) Performance
Indicators - The competent world language teacher:
A) uses printed information obtained from
various sources, including electronic media.
B) creates written materials that include
description, definition, and analysis.
d) The competent world language teacher is
able to use the target language to explain its structure in a manner
understandable to a variety of learners.
1)
Knowledge Indicators - The competent world language teacher:
A) has a thorough understanding of the
grammar and syntax of the target language.
B) is aware that differences exist in
language use among different groups in such areas as vocabulary, pronunciation,
and level of formality.
2) Performance Indicators - The competent
world language teacher:
A) organizes parts of
speech into grammatically and syntactically correct sentences.
B) analyzes linguistic structures of the
target language.
C) compares and
contrasts distinctions among standard and non-standard varieties of the target
language.
e)
The competent world language teacher understands manners, customs, and ranges
of cultural expression of various societies that use the target language.
1) Knowledge Indicator - The competent world
language teacher understands cultural practices of one or more areas where the
target language is spoken.
2)
Performance Indicators - The competent world language teacher:
A) identifies and models culturally
appropriate social behaviors (e.g., greeting rituals, gestures, etc.) in a
variety of contexts.
B) compares
and contrasts cultural practices and social roles (e.g., bartering, ceremonies,
interpersonal relationships, etc.) among various countries where the target
language is spoken.
f) The competent world language teacher
demonstrates general knowledge of expressive forms (e.g., music, dance, folk
art, visual art, drama, and architecture) related to various societies that use
the target language.
1) Knowledge Indicators
- The competent world language teacher:
A)
knows the essential target language vocabulary referring to tools, processes,
and products (e.g., art materials, painting, portraits, etc.) in one or more of
the art forms.
B) understands the
cultural and historical significance of characteristic art forms of a society
that uses the target language.
2) Performance Indicators - The competent
world language teacher:
A) uses the essential
target language vocabulary referring to tools, processes, and products in one
or more of the art forms.
B)
explains the cultural and historical significance of characteristic art forms
of a society that uses the target language.
C) describes characteristics and origins of
various art forms, using target language vocabulary.
g) The competent world language
teacher understands representative types of literature and various media of
societies that use the target language.
1)
Knowledge Indicators - The competent world language teacher:
A) understands literary themes and
perspectives across authors and genres.
B) comprehends meaning and implications drawn
from various target language media.
2) Performance Indicators - The competent
world language teacher:
A) compares and
analyzes literary themes and perspectives across authors and genres.
B) explains the influence of historical
context on form and point of view for a variety of literary works.
C) compares and analyzes topics as presented
in various media (e.g., television, radio, CD-ROM, software, films, Internet
sites, periodicals, inscriptions, graffiti, and other text).
h) The competent world
language teacher understands the history, geography, social institutions, and
contemporary events of various societies that use the target language.
1) Knowledge Indicators - The competent world
language teacher:
A) understands the
significance of key figures (e.g., scientists, mathematicians, inventors,
leaders,) and events, both past and present.
B) understands geographical aspects (e.g.,
natural resources, weather/climate, population distribution, and main economic
activities) and how they relate to the development of at least two of the
countries where the target language is spoken (if applicable).
C) understands social structures, roles and
attitudes (e.g., class, gender, population, family, work, leisure) of at least
two of the countries where the target language is spoken (if
applicable).
D) understands
political systems and institutions (e.g., government, education, law, and
justice) of at least two of the countries where the target language is spoken
(if applicable).
2)
Performance Indicators - The competent world language teacher:
A) uses maps, charts, graphs, electronic
images, and other geographical representations to describe and discuss
countries where the target language is used.
B) identifies and describes significant
social institutions, roles, and perspectives of the cultures that use the
target language.
C) compares and
contrasts the impact of key figures and events on the development of countries
that use the target language.
D)
analyzes different perspectives of historical and contemporary events of
countries that use the target language, using a variety of media and
technology.
i)
The competent world language teacher uses the target language to reinforce and
further the knowledge of other disciplines.
1)
Knowledge Indicator - The competent world language teacher understands
connections among various disciplines and the target language.
2) Performance Indicators - The competent
world language teacher:
A) solves math
problems and analyzes data (e.g., based on timetables, schedules, charts and
graphs) in the target language.
B)
describes and compares nutrition, physical fitness, sports, and leisure
activities in areas where the target language is spoken.
C) identifies the currency, principal
agricultural and manufactured products, and systems of trade and exchange
(e.g., bargaining and bartering) of countries where the target language is
spoken.
D) analyzes scientific
issues from more than one cultural perspective.
j) The competent world language teacher uses
the target language to demonstrate knowledge and understanding of a variety of
career options.
1) Knowledge Indicator - The
competent world language teacher is aware of various occupations and career
opportunities for people who are proficient in the target language.
2) Performance Indicators - The competent
world language teacher:
A) explains
advantages of target language proficiency for careers in the global
marketplace.
B) identifies,
describes, and compares occupations in situations where the target language is
spoken.
C) uses print, electronic,
and other resources to obtain information on careers (e.g., roles, status, and
qualifications) in which a second language is an asset.
