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 114.46 - Seminar in Languages Other Than English, 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. All products and presentations must be in the target
				  language. A prerequisite to enroll into this course is a minimum performance
				  level of Intermediate Mid to Advanced High 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 shall
				  be conducted in the target language.
(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 should be provided
				  ample opportunities to engage in conversations, to present information to an
				  audience, and to interpret culturally authentic materials in 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 (LOTE). The use of culturally authentic resources in world
				  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 modern 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,
				  and 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 the conventions and mechanics of the target language 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.