Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH
Subchapter C - HIGH SCHOOL
Section 114.32 - Discovering Languages and Cultures (One-Half to One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.32
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Discovering Languages and Cultures is a
non-sequential elective course that can be offered in elementary, middle, or
high school. At the high school level, students shall be awarded one-half to
one elective credit for successful completion of this course.
(2) Using age-appropriate activities,
students explore a variety of aspects of one or more languages and cultures
and/or develop basic language learning and communicative skills.
(b) Introduction.
(1) The study of world languages is an
essential part of education. In the 21st century language classroom, students
gain an understanding of two basic aspects of human existence: the nature of
communication and the complexity of culture. Students become aware of multiple
perspectives and means of expression, which lead to an appreciation of
difference and diversity. Further benefits of foreign language study include
stronger cognitive development, increased creativity, and divergent thinking.
Students who effectively communicate in more than one language, with an
appropriate understanding of cultural context, are globally literate and
possess the attributes of successful participants in the world
community.
(2) Communication is the
overarching goal of world language instruction. Students should be provided
ample opportunities to engage in conversations, to present information to an
audience, and to interpret culturally authentic materials in the language of
study. The American Council on the Teaching of Foreign Languages (ACTFL)
identifies three modes of communication: interpersonal, interpretive, and
presentational.
(A) In the interpersonal mode
of communication, students engage in direct oral or written communication with
others. Examples of this "two-way" communication include but are not limited to
conversing face to face, participating in digital discussions and messaging,
and exchanging personal letters.
(B) In the interpretive mode of
communication, students demonstrate understanding of spoken and written
communication within appropriate cultural contexts. Examples of this type of
"one-way" reading or listening include but are not limited to comprehension of
digital texts as well as print, audio, and audiovisual materials.
(C) In the presentational mode of
communication, students present orally or in writing information, concepts, and
ideas to an audience of listeners or readers with whom there is no immediate
interaction. Examples of this "one-to-many" mode of communication include but
are not limited to presenting to a group; creating and posting digital content;
or writing reports, compositions, or articles for a magazine or
newspaper.
(3) The use
of age-level appropriate and culturally authentic resources is imperative to
support the teaching of the essential knowledge and skills for languages other
than English (LOTE). The use of culturally authentic resources in world
language study enables students to make connections with other content areas,
to compare the language and culture studied with their own, and to participate
in local and global communities.
(4) Discovery courses in LOTE allow the
student to explore other languages and cultures. The student demonstrates an
understanding of the elements of language(s), demonstrates an understanding of
cultures, and develops effective language study skills. ACTFL has established
guidelines for proficiency levels that are used as a basis for the Texas
essential knowledge and skills for LOTE. ACTFL has identified national
standards in the Standards for Foreign Language Learning in the 21st Century
(the five C's of foreign language education). These standards describe the
"what" (content) of world languages learning and form the core standards-based
instruction in the world languages classroom.
(5) Statements containing the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates an understanding
of the elements of language(s). The student is expected to:
(A) engage in different types of language
learning activities;
(B) compare
and contrast aspects of other languages to English and the student's native
language; and
(C) apply basic
communication skills in the target language(s), including listening, speaking,
reading, and writing.
(2) The student demonstrates an understanding
of cultures. The student is expected to:
(A)
identify and describe cultural practices in selected regions or
countries;
(B) recognize the
cultural products such as art, music, food, clothing, or other culturally
related examples in selected regions or countries; and
(C) compare and contrast aspects of other
cultures to the student's own culture.
(3) The student develops effective language
study skills. The student is expected to:
(A)
engage in a variety of language learning strategies such as identifying
cognates and recognizing word origins; and
(B) demonstrate an awareness of language
patterns such as word/character order, grammatical structures, and
symbols.
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