Subpart 1.
Scope of practice.
A teacher of world languages and cultures is authorized to
provide to students instruction that is designed to develop language fluency
and cultural understanding in a language other than spoken English. If teaching
in an immersion setting where the entire academic curriculum is taught in a
language other than English, the teacher shall hold licensure with the scope of
practice appropriate to the subjects to be taught. The specific language or
languages which the teacher is qualified to teach must be clearly indicated on
the license.
Subp. 2.
Licensure requirements for teachers of world languages and
cultures.
A. A candidate for licensure
to teach world languages and cultures to students in kindergarten through grade
8 shall:
(1) hold a baccalaureate degree from
a college or university that is regionally accredited by the association for
the accreditation of colleges and secondary schools;
(2) hold or apply and qualify for a Minnesota
elementary education classroom teaching license; and
(3) show verification of completing a Board
of Teaching approved preparation program leading to the licensure of teachers
of world languages and cultures in subpart
3,
4, or
5.
B. A candidate for licensure to teach world
languages and cultures to students in kindergarten through grade 12 shall:
(1) hold a baccalaureate degree from a
college or university that is regionally accredited by the association for the
accreditation of colleges and secondary schools;
(2) demonstrate the standards for effective
practice for licensing of beginning teachers in part
8700.2000; and
(3) show verification of completing a Board
of Teaching preparation program approved under part
8700.7600 leading to the licensure
of teachers of world languages and cultures in subparts
3 and
6,
4 and
6, or
5 and
6.
Subp. 3.
Subject matter
standard for teachers of modern languages and cultures.
A candidate for licensure as a teacher of modern languages
and cultures must complete a preparation program under subpart
2, item A or B, subitem (3),
that must include the candidate's demonstration of the knowledge and skills in
items A to C.
A. All teachers of
modern languages and cultures must:
(1)
understand language as a system;
(2) understand first and second language
acquisition theory and how this informs practice;
(3) demonstrate intermediate-high level
speaking proficiency as defined in the ACTFL Proficiency Guidelines established
by the American Council on the Teaching of Foreign Languages;
(4) comprehend, interpret, and evaluate
information received in the target language through reading and listening at
the level that results from demonstrating the speaking proficiency;
and
(5) use familiar topics to
write narratives and descriptions of a factual nature or routine correspondence
consisting of several paragraphs at a level understandable to a native speaker
of the target language.
B. A teacher who is a native speaker of the
modern language to be taught must:
(1)
demonstrate advanced level speaking proficiency in English and the target
language as defined in the ACTFL Proficiency Guidelines;
(2) comprehend, interpret, and evaluate
information received in the target language and in English through reading and
listening at the level that results from demonstrating the speaking
proficiency; and
(3) use familiar
topics to write in English and the native language narratives and descriptions
of a factual nature or routine correspondence consisting of several paragraphs
to a level understandable to a native.
C. A teacher of modern languages and cultures
must:
(1) be aware of areas of the world where
the target language is spoken and know that life in all these areas may vary
widely;
(2) understand the target
culture from a variety of perspectives, including historical, geographical,
political, and artistic and contemporary viewpoints;
(3) be familiar with culture and literature
of children and adolescents in both the United States and target
cultures;
(4) understand the
history of institutions within the cultures sufficiently for comprehending why
current conditions exist;
(5) have
a sociolinguistic understanding sufficient for accurately communicating the
interrelationships of the language and culture;
(6) understand that both content and process
are important and that cultural knowledge and understanding are
interdisciplinary;
(7) understand
that culture is neither monolithic nor static and that developing insights into
the variability of cultural phenomena is a lifelong process;
(8) know that every cultural phenomenon is
unique and is affected by age, geographic region, sex, class, and other factors
and that multiple perspectives, value systems, and modes of decision-making and
behaviors exist;
(9) know about
cultural stereotyping and how to address it as a result of developing skills in
processing information which include observing, comparing, and inquiring about
cultural phenomena; analyzing and hypothesizing about the phenomena; and
synthesizing and determining their generalizability;
(10) compare and contrast cultures of people
who speak another language with the teacher's own culture; and
(11) have opportunities for first-hand
experiences with the target cultures, whether in the United States or abroad,
and relate those experiences to the classroom setting.
Subp. 4.
Subject matter
standard for teachers of classical languages and cultures/Greek and
Latin.
A candidate for licensure as a teacher of classical languages
and cultures must complete a preparation program under subpart
2, item A or B, subitem (3),
that must include the candidate's demonstration of the knowledge and skills in
items A and B.
A. A teacher of
classical languages and cultures must:
(1)
understand language as a system;
(2) understand first and second language
acquisition theory and how this informs practice;
(3) demonstrate competencies in four
modalities of reading, speaking, listening, and writing:
(a) the teacher must:
i. read with understanding passages of prose
or poetry of the most important Latin and Greek authors, for example, Caesar,
Cicero, Vergil, Ovid, Horace, Livy, Plato, Homer, and dramatists;
ii. explain grammatical structures of the
sentences and analyze word forms, including case use, mood, and tense;
and
iii. infer meanings of
unfamiliar words from cognates, derivatives, and context;
(b) the teacher must:
i. pronounce Latin and Greek
correctly;
ii. orate prose with
expression and correct inflection;
iii. orate poetry according to metrical
principles;
iv. greet students,
give simple commands, and lead oral exercises; and
v. orally formulate Latin and Greek questions
based on a reading passage;
(c) the teacher must understand main ideas of
a connected oral reading; and
(d)
the teacher must:
i. accurately construct
grammatical Latin and Greek from a moderately complex English original;
and
ii. transform sentences from
one grammatical structure to another;
(4) understand Latin's relation to English
and other modern languages; identify Latin- and Greek-based English words,
understand their etymology, and provide cognates; and identify Latin and Greek
terminology commonly used in science, law, medicine, and Latin abbreviations,
terms, phrases, and mottos commonly used in English; and
(5) understand the value of extra activities
promoting cultural interest.
B. A teacher of classical languages and
cultures must:
(1) be aware of areas of the
world where the language was spoken and know that life in these areas varied
widely;
(2) have a sociolinguistic
understanding sufficient for accurately communicating the interrelationships of
the language and culture;
(3)
understand that both content and process are important and that cultural
knowledge and understanding are interdisciplinary;
(4) understand that culture is neither
monolithic nor static and that developing insights into the variability of
cultural phenomena is a lifelong process;
(5) know that every cultural phenomenon is
unique and is affected by age, geographic region, sex, class, and other factors
and that multiple perspectives, value systems, and modes of decision-making and
behaviors exist;
(6) know about
cultural stereotyping and how to address it as a result of developing skills in
processing information, including observing, comparing, and inquiring about
cultural phenomena; analyzing and hypothesizing about the phenomena; and
synthesizing and determining generalizability of the phenomena;
(7) compare and contrast cultures of people
who speak another language with the teacher's own culture; and
(8) have opportunities for on-site
experiences with chronologically distant cultures and relate those
experiences.
Subp.
5.
Subject matter standard for teachers of American sign
language and deaf culture.
A candidate for licensure as a teacher of American sign
language and deaf culture must complete a preparation program under subpart
2, item A or B, subitem (3),
that must include the candidate's demonstration of the knowledge and skills in
items A to C.
A. A teacher of American
sign language and deaf culture must:
(1)
understand language as a system;
(2) understand first and second language
acquisition theory and how this informs practice;
(3) demonstrate intermediate-plus level of
expressive language proficiency on the Signed Communication Proficiency
Interview established by the National Technical Institute for the
Deaf;
(4) demonstrate receptive
language proficiency in American sign language through comprehending,
explaining, and evaluating information received from an individual who signs at
the intermediate high level as defined by the Signed Communication Proficiency
Interview Guidelines established by the National Technical Institute for the
Deaf; and
(5) use familiar topics
to narrate and describe factual information or routine communication at a level
understandable to a native American sign language user.
B. A teacher whose first language is American
sign language must:
(1) comprehend and
evaluate information received in English; and
(2) use familiar topics to write in English
narratives and descriptions of a factual nature or routine correspondence
consisting of several paragraphs to a level understandable to a person whose
first language is American sign language.
C. A teacher of American sign language and
deaf culture must:
(1) know where American
sign language is used;
(2)
understand the deaf culture from a variety of perspectives, including
historical, geographical, political, and contemporary viewpoints;
(3) be familiar with similarities and
differences between deaf and hearing culture in the United States;
(4) understand the history, customs, and
practices of deaf culture sufficiently to comprehend why current conditions
exist;
(5) have a sociolinguistic
understanding sufficient for accurately communicating the interrelationships of
the language and culture;
(6)
understand that both content and process are important and that cultural
knowledge and understanding are interdisciplinary;
(7) understand that culture constantly grows
and that developing insights into culture is a lifelong process;
(8) know that every cultural phenomenon is
unique and is affected by age, geographic region, sex, class, and other factors
and that multiple perspectives, value systems, and modes of decision-making and
behaviors exist;
(9) know about
cultural stereotyping and how to address it as a result of developing skills in
processing information that include observing, comparing, and inquiring about
cultural phenomena; analyzing and hypothesizing about the phenomena; and
synthesizing and determining generalizability of the phenomena;
(10) compare and contrast cultures of people
who use languages other than spoken English with the teacher's own culture;
and
(11) have opportunities for
first-hand experiences in deaf culture and relate to those
experiences.
Subp.
6.
Teaching and learning.
A candidate for licensure as a teacher of world languages and
cultures must complete a preparation program under subpart
2, item B, subitem (3), that
must include the candidate's demonstration of an understanding of the teaching
of world languages and cultures that integrates understanding of the world
language and culture with an understanding of pedagogy, students, learning,
classroom management, and professional development. A teacher of world
languages and cultures to children, preadolescents, and adolescents in
kindergarten through grade 12 shall:
A. understand and apply educational
principles relevant to the physical, social, emotional, moral, and cognitive
development of children, preadolescents, and adolescents;
B. understand and apply the research base for
and the best practices of kindergarten and primary, intermediate, and middle
and high school education;
C.
develop curriculum goals and purposes based on the central concepts of language
and culture and know how to apply instructional strategies and materials for
achieving student understanding of the language and culture;
D. understand the role and alignment of
district, school, and department mission and goals in program
planning;
E. understand the need
for and how to connect students' schooling experiences with everyday life, the
workplace, and further educational opportunities;
F. know how to involve representatives of
business, industry, and community organizations as active partners in creating
educational opportunities;
G.
understand the role and purpose of cocurricular and extracurricular activities
in the teaching and learning process; and
H. understand the impact of reading ability
on student achievement in second language studies, recognize the varying
reading comprehension and fluency levels represented by students, and possess
the strategies to assist students to read world language content more
effectively.
Subp. 6a.
Student teaching and field experiences.
A candidate for licensure to teach world languages and
cultures must have a broad range of targeted field-based experiences, of a
minimum of 100 hours prior to student teaching, that provide opportunities to
apply and demonstrate competency of professional dispositions and the required
skills and knowledge under this part and part
8710.2000.
Across the combination of student teaching and other
field-based placements, candidates must have experiences teaching the content
at three levels: kindergarten through grade 6, grades 5 through 8, and grades 9
through 12.
For initial teacher licensure, the student teaching period
must be a minimum of 12 continuous weeks, full time, face-to-face, in which the
candidate is supervised by a cooperating teacher, and evaluated at least twice
by qualified faculty supervisors in collaboration with the cooperating
teachers.
Subp. 7.
Continuing license.
A continuing license shall be issued and renewed according to
the rules of the Board of Teaching governing continuing licensure.
Subp. 8.
Incorporations by
reference.
A. For the purposes of this
part, the ACTFL Proficiency Guidelines published in 1986 by the American
Council on the Teaching of Foreign Languages, 6 Executive Plaza, Yonkers, NY
10701-6801, and subsequent editions are incorporated by reference. The
guidelines are not subject to frequent change and are available from the State
Law Library.
B. For the purposes of
this part, the Signed Communication Proficiency Interview Guidelines published
in August 1994 by the National Technical Institute for the Deaf, 52 Lomb
Memorial Drive, Rochester, NY 14623-5604, and subsequent editions are
incorporated by reference. The guidelines are not subject to frequent change
and are available from the State Law Library.
Subp. 9.
Effective date.
Requirements in this part for licensure as a teacher of world
languages and cultures are effective on September 1, 2015, and
thereafter.
