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 114.44 - Level VI, Advanced Mid to Advanced High Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.44
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Level VI can be offered in
high school. Students shall be awarded one credit for successful completion of
this course. Successful completion of Level V, achieving an Intermediate High
to Advanced Mid proficiency level in the four skills of listening, reading,
writing, and speaking, 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.
(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 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) The three modes of
communication (interpersonal, interpretive, and presentational) provide the
organizing principles for describing language performance across all ranges of
performance: Novice, Intermediate, Advanced, Superior, and Distinguished.
(A) The interpersonal mode is characterized
by the active negotiation of meaning among individuals. Participants observe
and monitor one another to see how their meanings and intentions are being
communicated. Adjustments and clarifications can be made accordingly.
(B) The interpretive mode focuses on the
appropriate cultural interpretation of meanings that occur in written and
spoken form where there is no recourse to the active negotiation of meaning
with the writer or the speaker.
(C)
The presentational mode refers to the creation of oral and written messages in
a manner that facilitates interpretation by members of the other culture where
no direct opportunity for the active negotiation of meaning between members of
the two cultures exists.
(5) All student expectations and modes of
communication are aligned with and address the ACTFL National Standards for
Foreign Language Education: Communication, Cultures, Connections, Comparisons,
and Communities.
(6) Students will
perform on an Advanced Mid to Advanced High proficiency level as described by
the ACTFL Proficiency Guidelines 2012.
(A)
The Advanced Mid to Advanced High student communicates in a language other than
English using all three modes and all four skills.
(B) By the end of Level VI, students of
logographic languages should perform on an Intermediate High to Advanced Low
proficiency level for reading and writing. In listening and speaking, students
of logographic languages should perform on an Advanced Low to Advanced Mid
proficiency level.
(7)
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 communicates in the interpersonal mode using appropriate
and applicable grammatical structures and processes in the target language at
the specified proficiency levels. The interpersonal mode is the ability to
understand and exchange information in the target language. The student is
expected to:
(A) engage in conversations with
mostly consistent use of register in all time frames;
(B) verbally exchange information with mostly
consistent use of register on a variety of geographic, scientific, historical,
artistic, social, or political features of target culture
communities;
(C) write with mostly
consistent use of register in all time frames and with some elaboration items
such as correspondence, narratives, descriptions, and summaries of a factual
nature; and
(D) produce, with
mostly consistent use of register, written exchanges that provide information
on a variety of geographic, scientific, historical, artistic, social, or
political features of target culture communities.
(2) Interpretive communication: reading and
listening. The student uses the interpretive mode in communication using
appropriate and applicable grammatical structures and processes in the target
language at the specified proficiency levels. The interpretive mode focuses on
comprehending main ideas and identifying some supporting details in the target
language. The student is expected to:
(A) read
and appraise information from a variety of authentic print and electronic
resources such as artwork, graphs, media, narratives, and descriptions in
various literary genres, including texts about past, present, and future events
that communicate information on a variety of geographic, scientific,
historical, artistic, social, or political features of target culture
communities;
(B) compare, contrast,
and appraise cultural practices and perspectives from authentic print and
electronic resources;
(C) listen to
and appraise information from a variety of authentic audio and audiovisual
resources from the target culture that communicate information in the past,
present, and future on a variety of geographic, scientific, historical,
artistic, social, or political features of target culture communities;
and
(D) compare, contrast, and
appraise cultural practices and perspectives from authentic audio and
audiovisual resources.
(3) Presentational communication: speaking
and writing. The student communicates using appropriate and applicable
grammatical structures and processes in the target language at the specified
proficiency levels. The presentational mode refers to the creation of oral and
written messages in the target language. The student's presentation is
comprehensible to an audience unaccustomed to interacting with language
learners. The student is expected to:
(A)
plan, produce, and present, with mostly consistent ease and clarity of
expression, spoken presentational communications that are supported with cited
examples in multiple paragraph length discourse to explain, express opinions,
describe, and narrate on topics that communicate information on a variety of
geographic, scientific, historical, artistic, social, or political features of
target culture communities; and
(B)
plan and produce, with mostly consistent ease and clarity of expression,
written presentational communications that are supported with cited examples in
multiple paragraph length discourse to explain, express opinions, describe, and
narrate on topics that communicate information on a variety of geographic,
scientific, historical, artistic, social, or political features of target
culture communities.
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