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 114.49 - Classical Languages, Level III, Novice Mid to Advanced Low Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.49
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Level III 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
II or demonstrated equivalent proficiency as determined by the district is a
prerequisite for this course.
(2)
Students of classical languages such as Latin and Greek read and comprehend
proficiency-level appropriate authentic texts of prose or poetry of selected
authors. The communicative skills of listening, speaking, and writing are used
to enhance the interpretive communication mode of reading.
(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) The American Council on the
Teaching of Foreign Languages (ACTFL) identifies three modes of communication:
interpersonal, interpretive, and presentational. Interpretative communication
is the overarching goal of classical language instruction. Students of
classical languages should be provided ample opportunities to interpret
culturally appropriate materials in the language of study, supported by
opportunities for interpersonal and presentational communication.
(A) In the interpersonal mode of
communication, students engage in direct oral or written communication with
others such as 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 such as 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 such as 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. The use of culturally authentic resources in classical 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, and genre.
(5) At the end of Level III,
students of classical languages should reach an Intermediate High to Advanced
Low proficiency level in reading, a Novice High proficiency level in listening,
a Novice Mid to Novice High proficiency level in speaking, and a Novice Mid to
Novice High proficiency level in writing. Proficiency levels are aligned with
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. 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.
(C) 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.
(D) Students at the Advanced Low proficiency
level are able to understand conventional narrative and descriptive texts with
a clear underlying structure though their comprehension may be uneven. These
texts predominantly contain high-frequency vocabulary and structures. Readers
understand the main ideas and some supporting details. Comprehension may often
derive primarily from situational and subject-matter knowledge. Readers at this
level will be challenged to comprehend more complex texts.
(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 a variety of contexts. The student uses a mixture of words,
phrases, and 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
with simple elaboration in spoken or written conversation;
(B) express and exchange personal opinions or
preferences in spoken or written conversation using simple constructions such
as impersonal verbs; and
(C) ask
and tell others what they need to, should, or must do in spoken or written
conversation using appropriate constructions such as the imperative mood,
impersonal verbs, or the subjunctive mood.
(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) demonstrate an understanding of
culturally authentic print, digital, audio, or audiovisual materials in a
variety of contexts;
(B)
paraphrase the main idea, theme, and supporting details from fiction or
nonfiction texts or audio or audiovisual materials;
(C) analyze authentic literature with respect
to stylistic topics such as elements of genre, literary devices, audience, or
metrics;
(D) infer meaning of
unfamiliar words or phrases in contextualized texts, audio, or audiovisual
materials; and
(E) compare and
contrast cultural practices from authentic print, digital, audio, or
audiovisual materials.
(3) Presentational communication: speaking
and writing. The student presents information orally or 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) cite the justification for
an opinion or preference orally or in writing using textual evidence; and
(B) read prose or poetry aloud
with attention to features of declamation such as metrical structure,
meaningful phrase grouping, and appropriate voice inflection.
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