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 114.53 - Advanced Language for Career Applications (One Credit)
Universal Citation: 19 TX Admin Code ยง 114.53
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements.
(1) Advanced Language for Career Applications
may be offered in high school. Students shall be awarded one credit for
successful completion of this course. Prerequisite: successful completion of
Level III, achieving an Intermediate Low to Intermediate Mid proficiency level,
or demonstrated equivalent proficiency as determined by the district.
(2) Districts may offer this course 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.
(3) This
course may not satisfy a high school languages other than English (LOTE)
graduation requirement. Students shall be awarded one elective credit for
successful completion of this course.
(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.
(2) The Advanced Language for Career
Applications course provides students with instruction in terminology that
prepares students to communicate in a language other than English in a
professional, business, or industry setting. Students will learn how to
communicate in the target language and use culturally appropriate language when
addressing diverse audiences in different workplace environments.
(3) 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.
(4) The use
of age-level appropriate and industry-specific authentic resources is
imperative to support the teaching of the essential knowledge and skills for
LOTE. The use of authentic resources in the target language enables students to
increase their academic vocabulary and to participate in local and global
communities.
(5) Students recognize
the importance of acquiring accuracy of expression by knowing the components of
language, including grammar, syntax, register (formal or informal language
use), appropriate discourse level, and text type.
(6) Students in Advanced Language for Career
Applications 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.
(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 negotiates meaning through the spoken and written exchange
of information in the target language in rehearsed and unrehearsed situations
in a variety of contexts appropriate to the professional, business, or industry
setting. The student uses a mixture of sentences and connected discourse with
appropriate and applicable grammar structures and processes. The student is
expected to:
(A) use professional etiquette
and protocol such as making introductions, speaking on the telephone, and
offering and receiving feedback appropriate to the professional, business, or
industry setting;
(B) participate
appropriately in conversations and in informal written exchanges related to the
professional, business, or industry setting;
(C) identify and use appropriate strategies
for communicating with diverse individuals;
(D) evaluate the effectiveness of one's own
and others' communication;
(E) give
and receive complex oral instructions to perform tasks specific to the
professional, business, or industry setting;
(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 appropriate to the
target language and the professional, business, or industry setting from
culturally authentic print, digital, audio, and audiovisual materials. The
student uses the interpretive mode in communication with appropriate and
applicable grammatical structures and processes. The student is expected to:
(A) employ appropriate verbal, nonverbal, and
listening comprehension skills to enhance relationships in the professional,
business, or industry setting;
(B)
paraphrase the main idea and supporting details from professional, business, or
industry-related texts, audio, and audiovisual materials;
(C) compare and contrast practices and
perspectives related to the professional, business, or industry setting from
authentic print, digital, audio, and audiovisual materials;
(D) use prior knowledge and experiences to
understand and interpret meanings in oral and written print, digital, audio,
and audiovisual materials appropriate to the professional, business, or
industry setting;
(E) apply data to
evaluate performance or provide solutions to problems specific to the
professional, business, or industry setting; and
(F) understand and follow directives and
procedures within the context of the professional, business, or industry
setting.
(3)
Presentational communication: speaking and writing. The student presents
business or industry-related information in the target language both orally and
in writing using a mixture of sentences and connected discourse with
appropriate and applicable grammar structures and processes with an awareness
of situational uses of language in cultural contexts. The student is expected
to:
(A) apply spoken and written conventions
and mechanics;
(B) present analyzed
data and communicate findings in a variety of formats specific to the
professional, business, or industry setting;
(C) design and present an effective
professional, business, or industry-related product using appropriate register
for the audience, occasion, and purpose; and
(D) create written, oral, and visual
presentations of professional, business, or industry-related information to
inform, persuade, or motivate an audience.
(4) Professional, business, or
industry-specific terminology. The student effectively communicates using the
target language and cultural understanding in rehearsed and unrehearsed
situations using professional, business, or industry-specific terminology. The
student is expected to:
(A) use various
strategies to infer the meaning of unfamiliar words or phrases in business or
industry-specific texts, audio, and audiovisual materials such as trade
publications, case studies, business journals, or conference
presentations;
(B) apply newly
acquired basic and academic language related to the professional, business, or
industry setting in meaningful ways that build concepts and language
implementation;
(C) demonstrate an
understanding of different dialects used in communities served by the
profession, business, or industry; and
(D) communicate using advanced technical
vocabulary, jargon, and abbreviations necessary for communicating with
employers, clients, and other professionals in the target language.
(5) Career applications. The
student demonstrates professional standards/employability skills as required in
the professional, business, or industry setting. The student is expected to:
(A) demonstrate appropriate communication for
employers, clients, and coworkers in the target language through verbal,
nonverbal, and digital means;
(B)
demonstrate professional etiquette appropriate to the professional, business,
or industry setting;
(C)
demonstrate an understanding of relevant ethical and legal issues such as
confidentiality and fiduciary responsibility;
(D) communicate effectively in the target
language in career development activities such as mock interviews;
(E) set goals and reflect on progress in
using the target language for career development and advancement; and
(F) adhere to ethical codes of conduct by
following copyright laws and restrictions and using technology
responsibly.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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