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 114.40 - Level II, Novice High to Intermediate Low Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.40
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Level II 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. Successful
completion of Level I, achieving a Novice Mid to Novice High proficiency level,
or demonstrated equivalent proficiency as determined by the district is a
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 II are
expected to reach a proficiency level of Novice High to Intermediate Low, as
defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance
Descriptors for Language Learners.
(A)
Students at the Novice High proficiency level express meaning in simple,
predictable contexts through the use of learned and recombined phrases and
short sentences. Novice High students 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.
(B) Students at the
Intermediate Low proficiency level express meaning in straightforward and
personal contexts by combining and recombining what they know, what they read,
and what they hear in short statements and sentences. Intermediate Low students
are able to understand some information from simple connected statements in
oral or written sources. Intermediate Low students are generally understood by
sympathetic listeners and readers accustomed to dealing with language learners.
Intermediate Low students are inconsistently successful when performing
Intermediate-level tasks.
(C) By
the end of Level II, students of logographic languages should perform on a
Novice Mid to Novice High proficiency level for reading and writing. In
listening and speaking, students of logographic languages should perform on a
Novice High to Intermediate Low proficiency level. Students at the Novice Mid
proficiency level express meaning in highly predictable contexts through the
use of memorized and recalled words and phrases. Novice Mid students 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.
(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 short statements and 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 with simple elaboration in spoken and written
conversation;
(B) express and
exchange personal opinions or preferences with simple supporting statements in
spoken and written conversation;
(C) ask and tell others what they need to,
should, or must do with simple supporting reasons in spoken and written
conversation;
(D) articulate
requests, offer alternatives, and develop plans with simple supporting
statements in spoken and written conversation;
(E) interact and react in spoken conversation
using culturally appropriate expressions, register, and gestures; and
(F) interact and react in writing using
culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and
listening. The student comprehends simple connected statements from culturally
authentic print, digital, audio, and audiovisual materials as appropriate
within 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 the
main idea, theme, and supporting 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 phrases and sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The
student is expected to:
(A) express and
support an opinion or preference orally and in writing with supporting
statements; and
(B) describe
people, objects, and situations orally and in writing using a series of
sequenced sentences with essential details and simple elaboration.
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