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 114.39 - Level I, Novice Mid to Novice High Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.39
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Level I can be offered in elementary,
middle, or high school. At the high school level, students shall be awarded one
credit for successful completion of this course. There is no prerequisite for
this course.
(2) Students of
logographic languages such as Chinese and Japanese and non-Romance and
non-Germanic languages such as Arabic and Russian will require more time to
achieve proficiency, especially in reading and writing. Initially, the skill
focus should be placed on speaking and listening without ignoring reading and
writing in the target language's writing system. As the students become more
proficient, a balanced emphasis of all four skills becomes more
attainable.
(3) Districts may offer
a level of a language in a variety of scheduling arrangements that may extend
or reduce the traditional schedule when careful consideration is given to the
instructional time available on a campus and the language ability, access to
programs, and motivation of students.
(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) Students recognize the importance of
acquiring accuracy of expression by knowing the components of language,
including grammar, syntax, register, appropriate discourse level, and text
type.
(5) Students in Level I are
expected to reach a proficiency level of Novice Mid to Novice High, as defined
in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors
for Language Learners.
(A) Students at the
Novice Mid proficiency level express meaning in highly predictable contexts
through the use of memorized and recalled words and phrases. They are best able
to understand aural cognates, borrowed words, and high-frequency, highly
contextualized words and phrases with repetition. Novice Mid students may be
difficult to understand by the most sympathetic listeners and readers
accustomed to dealing with language learners. Novice Mid students are
inconsistently successful when performing Novice-level tasks.
(B) Students at the Novice High proficiency
level express meaning in simple, predictable contexts through the use of
learned and recombined phrases and short sentences. They are best able to
understand sentence-length information within highly contextualized situations
and sources. Novice High students may generally be understood by sympathetic
listeners and readers accustomed to dealing with language learners. Novice High
students are consistently successful when performing Novice-level tasks. Novice
High students show evidence of Intermediate Low proficiency but lack
consistency.
(C) By the end of
Level I, students of logographic languages should perform on a Novice Mid
proficiency level for reading and writing. In listening and speaking, students
of logographic languages should perform on a Novice Mid to Novice High
proficiency level.
(D) Students who
have fully or partially acquired the skills required at each proficiency level
through home or other immersion experiences are known as heritage speakers.
Heritage speakers may be allowed to accelerate based on their ability to
demonstrate a proficiency in the Texas essential knowledge and skills for LOTE
across all modes of communication at the prescribed proficiency
level.
(6) 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) Interpersonal communication:
speaking and writing. The student negotiates meaning through the spoken and
written exchange of information in rehearsed and unrehearsed situations in a
variety of contexts. The student uses a mixture of words and phrases and some
simple sentences with appropriate and applicable grammar structures and
processes at the specified proficiency levels. The student is expected to:
(A) ask and respond to questions about
everyday life in spoken and written conversation;
(B) express and exchange personal opinions or
preferences in spoken and written conversation;
(C) ask and tell others what they need to,
should, or must do in spoken and written conversation;
(D) articulate requests, offer alternatives,
or develop simple plans in spoken and written conversation;
(E) participate in spoken conversation using
culturally appropriate expressions, register, and gestures; and
(F) participate in written conversation using
culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and
listening. The student comprehends sentence-length information from culturally
authentic print, digital, audio, and audiovisual materials as appropriate
within highly contextualized situations and sources. The student uses the
interpretive mode in communication with appropriate and applicable grammatical
structures and processes at the specified proficiency levels. The student is
expected to:
(A) demonstrate an understanding
of culturally authentic print, digital, audio, and audiovisual materials in
everyday contexts;
(B) identify key
words and details from fiction and nonfiction texts and audio and audiovisual
materials;
(C) infer meaning of
unfamiliar words or phrases in highly contextualized texts, audio, and
audiovisual materials; and
(D)
identify cultural practices from authentic print, digital, audio, and
audiovisual materials.
(3) Presentational communication: speaking
and writing. The student presents information orally and in writing using a
mixture of words and phrases and some simple sentences with appropriate and
applicable grammar structures and processes at the specified proficiency
levels. The student is expected to:
(A) state
and support an opinion or preference orally and in writing; and
(B) describe people, objects, and simple
situations orally and in writing using a mixture of words, phrases, and simple
sentences.
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