Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 114 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR LANGUAGES OTHER THAN ENGLISH › Subchapter C - HIGH SCHOOL › Section 114.52 - Seminar in Classical Languages, Advanced (One-Half to One Credit), Adopted 2014

Current through Reg. 49, No. 28; July 12, 2024
(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.