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 114.51 - Classical Languages, Levels V-VII, Novice High to Superior Low Proficiency (One Credit), Adopted 2014
Universal Citation: 19 TX Admin Code ยง 114.51
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Levels V-VII can be offered
in high school. Students shall be awarded one credit for successful completion
of this course. Successful completion of the preceding level or demonstrated
equivalent proficiency as determined by the district is a prerequisite for this
course.
(2) Students of classical
languages read and comprehend on-level authentic texts of prose and poetry of
selected authors. The skills of listening, speaking, and writing are used to
reinforce the skill of reading.
(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 face to face exchanges, 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) The
three modes of communication (interpersonal, interpretive, and presentational)
provide the organizing principle 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 of classical languages should
reach an Advanced High to Superior Low proficiency level in reading during
Levels V-VII. Students of classical languages will require more time to achieve
proficiency in speaking, writing, and listening and should reach a Novice High
to Intermediate Low proficiency level in speaking, writing, and listening
during Levels V-VII.
(7) Students
of classical languages wishing to pursue advanced study targeted to specific
topics may consider enrolling in a course under §
114.52
of this title (relating to Seminar in Classical Languages, Advanced (One-Half
to One Credit), Adopted 2014).
(8)
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 simple exchanges
with generally consistent use of syntax in any time frame and respond
appropriately to questions, statements, commands, or other stimuli such as
pictures, gestures, or the surrounding environment; and
(B) produce written exchanges at the
appropriate proficiency level 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 with
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)
analyze information from a variety of prepared or unprepared authentic texts in
various literary genres and relevant print, electronic, audio, or audiovisual
resources that communicate information on a variety of geographic, scientific,
historical, artistic, social, or political features of target culture
communities;
(B) compare,
contrast, and analyze cultural practices and perspectives from authentic texts
or relevant print, electronic, audio, or audiovisual resources; and
(C) analyze authentic literature in depth
with respect to stylistic topics such as elements of genre, literary devices,
audience, or metrics.
(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 is expected to:
(A) cite the justification for an opinion or
an argument orally or in writing using textual evidence to explain, express
opinions, describe, or narrate on topics that communicate information on a
variety of geographic, scientific, historical, artistic, social, or political
features of target culture communities; and
(B) read prose or poetry aloud with attention
to features of declamation such as metrical structure, meaningful phrase
grouping, and appropriate voice inflection and gestures.
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