Teachers respect and care about students. Teachers demonstrate target language competency commensurate with their role as a second language model by functioning effectively in interpersonal, interpretive and presentational modes using listening, speaking, reading and writing. Teachers demonstrate understanding of the basic linguistic components of the target language. Teachers demonstrate familiarity with multiple cultures represented by the target language as they relate to products, practices and perspectives. Teachers demonstrate familiarity with current theories in second language acquisition, human cognitive development and brain research.
Teachers create and manage a classroom environment conducive to second language learning.
Teachers employ multiple strategies to engage students actively and effectively in learning the target language and cultures. Teachers identify, select, adapt and use a wide variety of instructional resources and technology to enhance student learning and to provide access to the target language and cultures. Teachers understand the sequential nature of the second language curriculum and articulate the instructional program accordingly. Teachers link the skills and knowledge between the broader curriculum and second language instruction. Teachers affirm that second language learning is appropriate for all students regardless of ability, language, background, race, ethnicity, gender, religion and other cultural factors.