Administrative Rules of Montana › Department 10 - EDUCATION › Chapter 10.58 - PROFESSIONAL EDUCATOR PREPARATION PROGRAM STANDARDS › Subchapter 10.58.5 - Teaching Areas: Specific Standards › Rule 10.58.511 - WORLD LANGUAGES

Current through Register Vol. 13, July 5, 2024
(1) The program
				requires that successful candidates:
(a)
				demonstrate understanding of the major linguistic features of the target
				language (i.e., phonology, morphology, syntax, semantics) and explain the rules
				that govern the structure, function, and meaning of target language
				discourse;
(b) identify and explain
				pragmatic and sociolinguistic features including, but not limited to,
				politeness and formal/informal address of the target discourse and identify
				features for creating coherence and discourse in extended spoken and written
				texts;
(c) demonstrate listening
				comprehension to understand short conventional narrative and descriptive texts,
				such as descriptions of persons, places, and things; and narrations about past,
				present, and future events;
(d)
				narrate in oral and/or written form and describe in past, present, and future
				tenses using connected discourse;
(e) deliver oral presentations
				extemporaneously on familiar literary and cultural topics and those of personal
				interest, using a variety of strategies to tailor the presentation to the needs
				of their audience;
(f) understand
				conventional written narrative and descriptive texts;
(g) write narratives, descriptions, and
				summaries on topics of general interest in all major time frames with
				appropriate control of aspect;
(h)
				demonstrate understanding of language as an essential element of
				culture;
(i) demonstrate knowledge
				of cultural perspectives as reflected in daily living patterns and societal
				structures, including geography, history, religious, and political systems,
				literature, fine arts, media, and a variety of cultural products;
(j) connect perspectives to the products and
				practices of a culture as a way to compare the target culture to their own or
				to compare a series of cultures;
(k) interpret and synthesize ideas from
				literary and other cultural texts that represent defining works in the target
				cultures;
(l) identify themes,
				authors, historical style, and text types in a variety of media that the
				cultures deem important to understanding their traditions;
(m) provide opportunities for students to
				connect to the target language and culture through a variety of means,
				including technology, as a key component of their classroom practice;
(n) exhibit ease, originality, and
				flexibility in applying language acquisition theories to instructional
				practice, based on students' developing proficiency, using a wide variety of
				strategies to meet the linguistic needs of their students at various
				developmental levels;
(o) use the
				target language to the maximum extent in the classroom at all levels of
				instruction;
(p) demonstrate an
				understanding of the national and state standards for world language learning
				to make instructional decisions;
(q) understand how to integrate
				interpersonal, interpretive, and presentational modes of communication in
				instruction;
(r) design and use
				authentic and standards-based performance assessments using the three modes of
				communication to measure student progress in communicative and cultural
				competencies; and
(s) design a
				content-based curriculum that integrates content from other subject areas into
				instruction.