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 114.33 - Special Topics in Language and Culture (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.33
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students shall be awarded one credit for successful completion of this course. This course cannot be considered a part of the coherent sequence of languages other than English (LOTE) courses required for any endorsement. This course will not count as a level II LOTE course. Students who desire to continue with LOTE study will need to take level II or higher LOTE courses. This course may be substituted for a level II LOTE course upon approval by:
(1)
the student's level I LOTE classroom teacher, the principal or designee, and
the student's parent or person standing in parental relation who determine that
the student is not likely to be successful in a level II LOTE course;
(2) the student's admission, review, and
dismissal (ARD) committee if the student receives special education services
under the Texas Education Code (TEC), Chapter 29, Subchapter A; or
(3) the committee established for the student
under Section 504, Rehabilitation Act of 1973 (29 United
States Code, §794) if the student does
not receive special education services under the TEC, Chapter 29, Subchapter A,
but is covered by the Rehabilitation Act of 1973.
(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, written, or signed
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, written, or signed
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, or visual materials.
(C) In the presentational mode of
communication, students present orally, in writing, or in sign, 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 a signing or presenting orally 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 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) In the Special Topics in Language and
Culture course, students demonstrate novice level communication skills acquired
in a LOTE level I course, develop a greater understanding of other cultures,
make connections to other disciplines, draw comparisons between languages and
cultures, and effectively engage in global communities. Students enhance their
personal and public lives, and meet the career demands of the 21st century, by
gaining insight into other world languages and cultures.
(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) Communication. The student communicates
an understanding of the elements of languages. The student is expected to:
(A) introduce self and others using basic,
culturally-appropriate greetings;
(B) ask simple questions and provide simple
responses related to personal preferences; and
(C) exchange essential information about
self, family, and familiar topics.
(2) Cultures. The student identifies the
practices, products, and perspectives of selected cultures. The student is
expected to:
(A) identify and describe
selected cultural practices and perspectives such as traditions, daily life,
and celebrations;
(B) examine
significant historic and contemporary influences from the cultures studied such
as explorers, artists, musicians, and athletes; and
(C) describe various products across cultures
such as food, shelter, clothing, transportation, sports and recreation, music,
art, and dance.
(3)
Connections. The student describes connections between world languages and
other disciplines. The student is expected to:
(A) use authentic materials such as maps,
graphs, graphic organizers, and other print and visual materials or literature
to reinforce comprehension and expression of basic vocabulary in the target
language; and
(B) research and
present information on historical and contemporary cultural
influences.
(4)
Comparisons. The student develops insight into the nature of the target
language and culture by comparing the student's own language and culture to
another. The student is expected to:
(A)
compare and contrast selected cultural practices and perspectives such as
traditions, daily life, and celebrations to student's own culture;
(B) give examples of cognates, false
cognates, idiomatic expressions, or sentence structure to show understanding of
how languages are alike and different; and
(C) demonstrate how media such as television,
Internet, newspapers, and advertisements represent selected cultural
similarities and differences.
(5) Communities. The student gains an
understanding of cultures represented by LOTE to enhance global perspective,
personal growth, and enrichment. The student is expected to:
(A) participate in cultural events in local,
global, or online communities and discuss experiences and perspectives
gained;
(B) research careers in
which cross-cultural awareness or LOTE language skills are needed;
and
(C) describe how cultural
awareness impacts personal growth.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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