Louisiana Administrative Code › Title 28 - EDUCATION › Part CVII - Bulletin 116-Louisiana Classical Languages Content Standards › Chapter 1 - General Provisions › Section CVII-101 - Definitions

Current through Register Vol. 50, No. 6, June 20, 2024
A. Assessment.
				Assessment is the process of obtaining quantitative or qualitative information
				about the academic status of students or schools. Assessment is a part of
				instruction and is used in conjunction with other information to make
				educational decisions, to judge instructional effectiveness, curricular
				adequacy, or to form policy.
B.
				Authentic Materials. For students and teachers of classical languages,
				authentic materials are the products of the ancient world. For students of
				Latin and Greek, unadapted literature is the most important authentic material.
				All the remains of the classical world contribute to our knowledge of their
				practices, their perspectives, their culture: literature, non-literary records,
				artifacts, art, architecture, and all the things that archaeologists
				unearth.
C.
				Beginning/Developing/Expanding and Extending. Elementary students, if Latin or
				Greek is taught continuously from the early grades, may be expected to
				demonstrate beginning benchmarks by grade 6 or 8 (perhaps even by grade 4 if
				they begin a well coordinated program in kindergarten). Middle school students
				who study Latin or Greek every day in grades 7 and 8 should demonstrate
				beginning benchmarks by the end of grade 8. High school students should
				demonstrate beginning status by the end of their Level I course, intermediate
				status by the end of a Level III course, and advanced status by the end of a
				Level V or Advanced Placement Course. Such designations as Level I, II, and III
				place learning in a time frame that standards of excellence seek to avoid. In
				the scheme presented here, the progress of students in terms of standards of
				excellence or proficiency is the factor to be measured, not time.
D. Benchmark. A benchmark gives a quick
				picture of what a student who has mastered a standard knows and can do in a
				specific situation. Under each standard are benchmarks for beginning,
				intermediate, and advanced students. The benchmarks are neither prescriptive
				nor exhaustive. Intermediate and advanced students are expected to exhibit the
				benchmarks of the lower levels as well as the benchmarks of their own
				level.
E. Culturally Authentic. The
				most culturally authentic materials are those the Romans used, read, saw, and
				touched. Because these materials are rare or inaccessible to most students, it
				is necessary to create materials that approximate what was known in the ancient
				world, e.g., a story in Latin about a Roman child's day in school. Although
				comprehension of an unadapted text is the ultimate goal, that is not often
				attainable by a beginning seventh grader. If the emphasis in created materials
				is culturally authentic, students learn culture at the same time that they are
				learning language.
F. Curriculum.
				This state framework provides a curricular and programmatic context. District
				curricula further define course content in a coordinated sequence. A course
				curriculum is a teacher's outline for a specific course of study. Lesson plans
				translate curriculum into meaningful and creative activities for the individual
				classroom. The standards are meant as a guide to curriculum development, not a
				substitute for it. Curricula vary according to teaching style, learning style,
				the teacher's philosophy of teaching and learning, students' ability, textbooks
				used, and available resources. Curricula designed to achieve the standards
				should vary in many ways: in specific lesson plans, in types of drill, and in
				choice of authors and literary works.
G. Literature. Greek and Latin literature
				ranges at least from the eighth century B.C. through the classical periods of
				Greece and Rome, the Byzantine and Middle Ages, the Renaissance, and even into
				the present age. Epic, lyric, tragic and comic drama, satire, history,
				biography, oratory, philosophy, scientific, agricultural, and medical
				treatises, even the novel are among the genres read by students of Latin and
				Greek. This wealth of literature provides a broad base for choosing authors or
				genre. In addition, nonliterary Latin and Greek provide a storehouse of
				authentic material to read: graffiti, inscriptions, coins, curse tablets.
				Caesar, Cicero, and Vergil have long been standard fare for high school
				students; they continue to be important models. However, the wealth of
				non-traditional authors and non-literary sources should not be ignored.
Louisiana Classical Language Content Standards
does not
				mandate the study of any particular set of authors but is intended to guide
				students toward a mastery of the language that will enable them, at the most
				advanced level, to read any author of Latin or Greek.
H. Oral Latin or Greek. The oral use of Latin
				or Greek includes reading or reciting Latin or Greek texts aloud (with proper
				attention to metrical structure, if the passage is poetry), asking and
				responding to questions, making statements, issuing and responding to commands.
				The word "speak," a more natural substitute for "use orally," has been avoided
				in order not to imply that "conversation" is an important part of the
				standard.
I. Perspectives.
				Perspectives are the meanings, attitudes, values, and ideas of a given culture,
				ancient or modern.
J. Proficiency.
				Proficiency is having or manifesting the knowledge and experience needed for
				success in language learning.
K.
				Reading. Reading includes all of the following: reading aloud, paraphrasing
				content, analyzing grammar and syntax, interpreting meaning, and translating.
				All of these skills cannot be demonstrated simultaneously, and good pedagogy
				would elicit practice and assessment of the separate skills for different and
				specific purposes. Reading that employs all methods needed for an accurate
				interpretation of the original text is, in the broadest sense,
				philology.
L. Scenario. A scenario
				is a picture in words of student performance in a classroom situation. It is a
				fully developed segment of curriculum, is articulated in a lesson plan, has
				activities, and uses specific linguistic and pedagogical strategies. The
				scenarios in
Louisiana Classical Language Content Standards
list the standards addressed and the reflections of the teacher on the
				lesson.
M. Standard. A standard
				describes what students should know and be able to do. Each strand in
Louisiana Classical Language Content Standards
contains two
				content standards.
N. Strand. The
				standards are organized within five strands that make up classical language
				education: communication, culture, connections, comparisons, and communities.
				These are the strands established in
Louisiana Classical Languages
				Content Standards
. Each strand is interrelated and must be woven into
				the fabric of curriculum development at the state, district, and local
				levels.
O. Translation.
				Translations are versions of a text in another language. They can range from
				close adherence to the original syntax to a free interpretation of content.
				Translations can be a teaching device to measure comprehension; they can also
				be high art, demanding an expert command of English and Latin.
P. Writing.
Louisiana Classical
				Languages Content Standards
uses writing to mean any of the following:
				taking dictation, translating from English into Latin or Greek, transforming
				Latin or Greek into different patterns of Latin or Greek while maintaining the
				meaning, creating free composition in Latin or Greek. The primary aim of such
				written work is to enhance the ability of students to read the
				languages.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.
				  17:6.