Nebraska Administrative Code
Topic - EDUCATION, DEPARTMENT OF
Title 92 - NEBRASKA DEPARTMENT OF EDUCATION
Chapter 24 - CERTIFICATE ENDORSEMENTS
Section 92-24-006.23 - Foreign Language

Universal Citation: 92 NE Admin Rules and Regs ch 24 ยง 006-23

Current through March 20, 2024

Any language other than English, not including sign language/hearing impaired or computer languages.

006.23A Grade Levels: K-6, 7-12, or K-12.

006.23B Endorsement Type: Subject.

006.23C Persons with this endorsement may teach foreign language at the grade levels for which they have been prepared.

006.23D Certification Endorsement Requirements: This endorsement requires a minimum of 30 semester hours of foreign language. This endorsement also requires a minimum of 40 clock hours of field and clinical experiences.

006.23E Endorsement Program Requirements: Nebraska teacher education institutions offering this endorsement program must have on file, within the institution, a plan which identifies the courses and the course completion requirements which the institution utilizes to grant credit toward completion of this endorsement.

THE FOLLOWING ARE RECOMMENDED GUIDELINES FOR INCLUSION AS PART OF THE INSTITUTION'S PLAN UNDER THIS ENDORSEMENT.

Through the courses identified in its plan, the institution should prepare prospective teachers to:

A. Demonstrate intermediate-high level of proficiency in the target language by being able to:
1. handle successfully most uncomplicated communicative tasks and social situations. The applicant can initiate, sustain, and close a general conversation with a number of strategies appropriate to a range of circumstances and topics, but errors are evident. The limited vocabulary still necessitates hesitation and may bring about slightly unexpected circumlocution. There is emerging evidence of connected discourse, particularly for simple narration and/or description. The speaker can generally be understood even by interlocutors not accustomed to dealing with speakers at this level, but repetition may still be required;

2. sustain understanding over stretches of connected discourse on a number of topics pertaining to different times and places; however, understanding is inconsistent due to failure to grasp main ideas and/or details;

3. read consistently with full understanding simple connected texts dealing with basic personal and social needs about which the reader has personal interest and/or knowledge. Can get some main ideas and information from texts at the next higher level featuring description and narration. Structural complexity may interfere with comprehension; for example, basic grammatical relations may be misinterpreted and temporal references may rely primarily on lexical items. The applicant has some difficulty with the cohesive factors in discourse, such as matching pronouns with referents. The applicant may have to read material several times for understanding; and

4. meet most practical writing needs and limited social demands. The applicant can take notes in some detail on familiar topics and respond in writing to personal questions. He/she can write simple letters, brief synopses and paraphrases, summaries of biographical data, work and school experience. In those languages relying primarily on content words and time expression to express time, tense, or aspect, the applicant displays some precision; where tense and/or aspect is expressed through verbal inflections, forms are produced rather consistently, but not always accurately. He/she has an emerging ability to describe and narrate in paragraphs. He/she rarely uses basic cohesive elements, such as pronominal substitutions or synonyms in written discourse. The writing, though faulty, is generally comprehensible to natives used to the writing of nonnatives.

B. Demonstrate the relationships between culture and language learning, including the ability to:
1. demonstrate an understanding of the relationship between the perspectives and practices of the target culture and use this knowledge to interact effectively in cultural contexts;

2. demonstrate an understanding of the relationship between the perspectives and products/contributions of the target culture; and

3. utilize authentic materials for foreign language instruction, including instruction regarding the target culture.

C. Engage in appropriate pedagogical practices, including the ability to:
1. demonstrate an understanding of the relationships among central concepts of learning and teaching foreign languages, including the ability to communicate high expectations and create meaningful learning experiences for all students, including:
a. use of effective communication techniques to foster active inquiry, collaboration, and supportive interaction in the foreign language classroom;

2. demonstrate an understanding of how students differ in their approaches to foreign language learning and are able to adapt instructional strategies to encourage all students' cognitive development;

3. analyze the impact of diverse learning styles and thinking processes in order to produce meaningful language experiences for all students;

4. create learning environments that encourage positive social interaction, motivation, and active engagement in learning foreign languages;

5. plan, implement, and assess foreign language curriculum goals and content which reflect school district guidelines, student needs, and the communities they represent;

6. be reflective foreign language teachers who continually evaluate the impact of instructional decisions on others (students, parents, and professionals in the learning community);

7. integrate foreign language and other content areas; and

8. describe how different languages use different patterns to communicate and apply this knowledge to their own language.

D. Work with families, other professionals, and diverse communities, including the ability to:
1. foster relationships and collaborative skills with families, colleagues, and community agencies to support foreign language acquisition;

2. seek appropriate multicultural connections and integrate those perspectives into the foreign language curriculum to prepare students for participation in a diverse world; and

3. become actively involved in leadership opportunities that promote professional growth in the foreign language area.

E. Demonstrate how facility in a foreign language promotes career opportunities and interpersonal skills.

F. Field and Clinical Experiences. The program should provide applicants with opportunities to:
1. observe and participate in a variety of settings (e.g., public and/or private school classrooms, community agencies, and/or businesses) where foreign language instruction is occurring or the applicant is engaged in utilization of the target language;

2. the experiences should consist of a minimum of 40 clock hours; and

3. for applicants seeking a K-12 endorsement, the experiences should be divided between elementary and secondary levels.

G. Specific requirements related to the elementary age level. The program should prepare applicants seeking K-6 or K-12 endorsements to:
1. demonstrate knowledge of a variety of children/adolescent books written in the target language.

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