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 114.42 - Level IV, Intermediate Mid to Intermediate High Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.42
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Level IV can be offered in
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
III, achieving an Intermediate Low to Intermediate Mid 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 IV are
expected to reach a proficiency level of Intermediate Mid to Intermediate High,
as defined in the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance
Descriptors for Language Learners.
(A)
Students at the Intermediate Mid proficiency level express meaning in
straightforward and personal contexts by easily combining and recombining what
they know, what they read, and what they hear in short statements and a mixture
of sentences and strings of sentences. Intermediate Mid students are able to
understand some information from connected statements in oral or written
sources. Intermediate Mid students are generally understood by sympathetic
listeners and readers accustomed to dealing with language learners.
Intermediate Mid students are consistently successful when performing
Intermediate-level tasks.
(B)
Students at the Intermediate High proficiency level express meaning in a
variety of contexts by creating with the language, easily combining and
recombining what they know, what they read, and what they hear in a mixture of
sentences and connected discourse. Intermediate High students are able to
understand information from connected statements in oral or written sources.
Intermediate High students are generally understood by listeners and readers
unaccustomed to dealing with language learners. Intermediate High students are
consistently successful when performing Intermediate-level tasks. Intermediate
High students show evidence of Advanced Low proficiency but lack
consistency.
(C) By the end of
Level IV, students of logographic languages should perform on an Intermediate
Low to Intermediate Mid proficiency level for reading and writing. In listening
and speaking, students of logographic languages should perform on an
Intermediate Mid to Intermediate High proficiency level. 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.
(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 sentences and connected
discourse 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 and
beyond the scope of everyday life with elaboration in spoken and written
conversation;
(B) ask and respond
to questions in unfamiliar contexts in spoken and written conversation with
limited details;
(C) express and
exchange personal opinions, preferences, and recommendations with supporting
elaborative statements in spoken and written conversation;
(D) ask and tell others what they need to,
should, and must do using detailed rationale in spoken and written
conversation;
(E) articulate
requests, offer suggestions, and develop plans with supporting elaborative
statements in spoken and written conversation;
(F) interact and react in spoken conversation
using culturally appropriate expressions, register, and gestures; and
(G) interact and react in writing using
culturally appropriate expressions, register, and style.
(2) Interpretive communication: reading and
listening. The student comprehends 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) analyze culturally authentic print,
digital, audio, and audiovisual materials in a variety of contexts;
(B) paraphrase and analyze 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 texts, audio, and audiovisual
materials; and
(D) compare and
contrast cultural practices and perspectives 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 sentences and connected discourse with appropriate and applicable
grammar structures and processes at the specified proficiency levels. The
student is expected to:
(A) express and
defend an opinion or persuade others orally and in writing with supporting
elaborative statements and with recommendations;
(B) narrate situations and events orally and
in writing using connected sentences and some connected discourse with details
and elaboration; and
(C) inform
others orally and in writing about a variety of topics using connected
sentences and some connected discourse with details and elaboration.
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