19 Tex. Admin. Code § 114.52 - Seminar in Classical Languages, Advanced (One-Half to One Credit), Adopted 2014
(a) General
requirements. Students shall be awarded one-half to one credit for successful
completion of this course. Products and presentations need not be produced
entirely in the target language. A prerequisite to enroll into this course is a
minimum proficiency level of Advanced Mid in reading and a minimum performance
level of Novice High in listening, speaking, and writing 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 need not be conducted entirely in the target language. Fluency in
the target language should reflect a minimum proficiency level of Novice High
in the speaking, listening, and writing skills.
(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 may be provided ample
opportunities to engage in conversations, to present information to an
audience, or to interpret culturally authentic materials in or about 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. 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
student enrolled in a seminar course in a classical 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, or 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
conventions and mechanics 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 or about the target language. The student is expected
to:
(A) generate relevant and researchable
questions with instructor guidance and approval;
(B) communicate with clarity in order to
participate fully and effectively in conversations on a variety of topics from
multiple perspectives in formal and informal settings;
(C) comprehend language from within the
cultural framework or genre, including the use of nuance and subtlety;
(D) produce in-depth summaries,
reports, or research papers on a variety of social, academic, or professional
topics; and
(E) 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 of mosaics, frescoes, graffiti, coins,
statues, architecture, reliefs, 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, or visual
material;
(E) use writing or
speaking skills for reflection and exploration;
(F) cite sources appropriately; and
(G) present a portfolio.
Notes
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