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 114.46 - Seminar in Languages Other Than English, Advanced (One-Half to One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.46
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. All products and presentations must be in the target language. A prerequisite to enroll into this course is a minimum performance level of Intermediate Mid to Advanced High on the American Council on the Teaching of Foreign Languages (ACTFL) scale. The student may take this course with different course content for a maximum of three credits. The course shall be conducted in the target language.
(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. 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) The student enrolled in a seminar course
in a modern language will focus on a specialized area of study such as the work
of a particular author, genre, or topic. The student will speak, write, read,
and listen, as appropriate, in the target language for a variety of audiences
and purposes. The student is expected to plan, draft, and complete written
compositions as well as oral presentations on a regular basis and carefully
examine his or her papers and presentations for clarity, engaging language, and
the correct use of the conventions and mechanics of the target language as
applicable.
(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) The student inquires through
assigned topics and research in the target language. The student is expected
to:
(A) generate relevant and researchable
questions with instructor guidance and approval;
(B) communicate with accuracy and fluency in
order to participate fully and effectively in conversations on a variety of
topics in formal and informal settings from multiple perspectives;
(C) comprehend language from within the
cultural framework, including the use of nuance and subtlety;
(D) produce formal and informal
correspondence on a variety of social, academic, or professional
topics;
(E) produce in-depth
summaries, reports, or research papers on a variety of social, academic, or
professional topics; and
(F) pose
relevant questions from the research findings or conclusions for further
study.
(2) The student
applies critical-thinking skills to build a portfolio that organizes and uses
information acquired from a variety of sources, including technology. The
student is expected to:
(A) collect a variety
of visual images such as photographs, paintings, political cartoons, and other
media;
(B) compile written ideas
and representations;
(C) interpret
information and draw conclusions from a wide range of sources;
(D) identify bias in written, oral, and
visual material;
(E) use writing
and speaking skills for reflection and exploration;
(F) cite sources appropriately; and
(G) present a portfolio.
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