Licensure in French and Spanish

"Teaching is an art; the teacher is an artist.... All this boils down to the fact that the mind's natural activity on the part of the learner and the intellectual guidance on the part of the teacher are both dynamic factors in education, but that the principal agent in education, the primary dynamic factor or propelling force, is the internal vital principle in the one to be educated; the educator or teacher is only the secondary--though a genuinely effective--dynamic factor and a ministerial agent."

Jacques Maritain (1882-1973)
Education at the Crossroads


OVERVIEW

Foreign language study is defined as the formal study of a language different from one's native language. Involved in the program are: (1) the explicit mechanics of the language and its use as an instrument for interpersonal communication; and (2) the culture of which the language is a part, ranging from the daily living patterns of ordinary people to the accomplishments of the culture in the arts and as a world of influence.

Intracultural and intercultural adjustment in a rapidly-changing world is imperative for all mankind. The growing interdependence of people within the world community is an established fact. Thus, the need for better understanding and the establishment of constructive relationships among people is readily apparent. Basic in the development of such understanding, and the establishment of positive relationships among people is the study of languages and cultures, using the language of a particular culture as the medium of study. Other areas of the curriculum can give knowledge about other people; foreign language study can lead to direct experiences in another culture.

The immediate objective of foreign language teaching in the public schools is the practical one of communication involving a progressive development of linguistic skills (listening, speaking, reading, and writing). Pursuit of this objective yields a number of concomitant values, including an awareness of the universality of human experience, and an understanding of language as a manifestation of cultures.


REQUIREMENTS FOR LICENSURE IN FRENCH OR SPANISH

  1. Completion of the College requirements for graduation including the core curriculum requirements.
  2. Completion of the requirements for a French or Spanish major.
  3. Completion of the requirements for the Teacher Education Program as follows:

Courses:

  • PSY 101 (General Psychology)

  • EDU 121 (History of Educational Theory and Practice)

  • EDU 240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or 260 (Social Diversity and Inequality in Education)

  • EDU 242 (Educational Psychology)

  • EDU 400 (Organization for Teaching)

  • EDU 410-411 (Internship in Teaching)

  • EDU 420 (Seminar in Secondary Education)

Other Requirements:

  • Tutoring (if not completed in Education 121)

  • Minimum scores on the Praxis Series

  • Students will need to meet the requirements for admission to the Program and admission to student teaching.


IMPORTANT

Students in French and Spanish are licensed K-12. Therefore, they will be required to participate in three seminars (approximately 20 hours) during the semester prior to the student teaching block. The seminars are entitled "Elementary and Junior High School Curriculum," "K-8 Methods," and "Contrastive Phonetics and Linguistics."

Although most students elect to do their student teaching at the high school level, it is possible for students to student teach at the elementary or junior high school level or have an appropriate combination of levels. In this case, the content of the seminars prior to the student teaching experience will be adjusted to make sure students are instructed for effective teaching at all levels.

While there are no college credits awarded for participation in these seminars, successful completion is required before licensure can be granted.


GOALS AND OBJECTIVES

The Teacher Education Committee, including its representative from the Departments of French and Spanish, has adopted the new standards set forth by the North Carolina Department of Public Instruction. In addition to the general teaching competencies and technology competencies addressed in their portfolios, licensure students in English education will demonstrate the following competencies in their electronic portfolios.

I. Knowledge Standards for Teachers of Second Languages.

Standard 1: Teachers demonstrate target language competency commensurate with their role as second language models. They function effectively in interpersonal, interpretive and presentational modes using listening, speaking, reading and writing skills.

Indicator 1: Teachers demonstrate an understanding of the main ideas and most details of conversations, oral presentations, and audio or video recordings by native speakers.
Indicator 2: Teachers converse with a high degree of linguistic accuracy on familiar topics, make oral presentations in social or work situations, and are understood without difficulty by native speakers.
Indicator 3: Teachers read general texts on the literal, interpretive and critical levels, and they rephrase, summarize, critique or make personal application of the material read.
Indicator 4: Teachers write clearly, correctly, and effectively in formal and informal styles on familiar topics for varied purposes and audiences.

Standard 2 Teachers demonstrate understanding of the basic linguistic components of the target language (e.g., units of sound, grammar, vocabulary, syntax, pragmatics and discourse).

Indicator 1: Teachers identify and produce the basic sound units and prosodic features (i.e., stress, rhythm, linking phenomena and intonation) of the target language.
Indicator 2: Teachers explain the basic grammatical and syntactic units of the target language.
Indicator 3: Teachers demonstrate an understanding of the structured nature of target language vocabulary (e.g., word families, derivations, antonyms and synonyms).
Indicator 4: Teachers demonstrate how language features are used to carry out communicative needs and how language use is defined by social context.


Standard 3: Teachers demonstrate familiarity with cultures represented by the target language as they relate to products (e.g., foods, games, literature and laws), practices (e.g., customs, patterns of social interactions) and perspectives (e.g., beliefs, values and ideals).

Indicator 1: Teachers demonstrate an understanding that differences exist in language use among geographical and socio-cultural groups in such areas as vocabulary, pronunciation, intonation and level of formality.
Indicator 2: Teachers demonstrate an understanding that culture and language constantly change, as a result of political, economic and social conditions.
Indicator 3: Teachers explain everyday cultural practices and products in places where the target language is spoken, and they dispel stereotypical images associated with those cultures.
Indicator 4: Teachers understand the perspectives of target cultures as represented by a range of practices and products.
Indicator 5: Teachers understand and model culturally appropriate social behaviors (e.g., bartering, ceremonies and interpersonal relationships) in places where the target language is spoken.
Indicator 6: Teachers analyze historical and contemporary literatures and the arts in order to explain the cultural practices and perspectives of the people of the target cultures.

Standard 4: Teachers demonstrate insight into how the target language and cultures compare to the students' language(s) and culture(s).

Indicator 1: Teachers identify similarities and differences among cultures as they compare and contrast North American cultures with the target cultures.
Indicator 2: Teachers understand that one's own cultural orientation affects the perception of another culture, and they avoid perpetuating cultural misperceptions.
Indicator 3: Teachers provide examples of mutual influences across languages and cultures.
Indicator 4: Teachers compare and contrast distinctive features of English with those of the target language.


II. Pedagogy Standards for Teachers of Second Languages.

Standard 5: Teachers demonstrate familiarity with current theories in second language acquisition, human cognitive development and brain research.

Indicator 1: Teachers identify the distinct ways in which children, young adolescents, adolescents and adults learn second languages.
Indicator 2: Teachers apply developmentally appropriate language learning strategies in the classroom.
Indicator 3: Teachers implement instructional strategies that reflect current second language acquisition theory.
Indicator 4: Teachers apply literacy theory to the teaching of reading and writing in the second language.

Standard 6: Teachers create and manage a classroom environment conducive to second language learning.

Indicator 1: Teachers use the target language as the principal medium of instruction and classroom management.
Indicator 2: Teachers provide frequent opportunities for students to use the target language in structured and creative practice within an authentic context.
Indicator 3: Teachers consider the emotional, physical and intellectual needs of the student as they impact second language learning.
Indicator 4: Teachers demonstrate the ability to modify visual and physical aspects of the classroom to facilitate and enhance language learning.
Indicator 5: Teachers provide exposure to native speakers, including peer models, in person and/or through multimedia sources.

Standard 7: Teachers employ multiple strategies to engage students actively and effectively in learning the target language and cultures.

Indicator 1: Teachers motivate students through authentic communicative learning activities.
Indicator 2: Teachers provide opportunities for students to understand cultural and linguistic diversity.
Indicator 3: Teachers construct and implement varied activities to enable students to function in interpersonal, interpretive and presentational modes using listening, speaking, reading, and writing within a relevant cultural context.
Indicator 4: Teachers demonstrate the ability to differentiate between major and minor errors. They know how and when to make corrections, provide feedback and allow for delayed response.
Indicator 5: Teachers identify opportunities for students to practice their developing second language skills outside of the classroom setting.
Indicator 6: Teachers assist students in making links to local and /or distant target language communities.

Standard 8: Teachers identify, select, adapt and use a wide variety of instructional resources and technology to enhance students' learning and to provide access to the target language and cultures.

Indicator 1: Teachers incorporate appropriate and authentic realia, manipulatives, print and non-print materials into second language instruction.
Indicator 2: Teachers use research skills, technology and resources (e.g., online and print materials, e-mail and software programs) in first and second languages. They also provide opportunities for students to make use of these skills and resources.
Standard 9: Teachers understand the sequential nature of the second language curriculum and articulate the instructional program accordingly.

Indicator 1: Teachers develop language specific curricula based on the generic framework of the Standard Course of Study.
Indicator 2: Teachers recognize the complexities resulting from multiple entry points within the second language program and incorporate knowledge about their students' prior second language
experiences into their instruction.
Indicator 3: Teachers demonstrate an understanding of the simple to complex or familiar to unfamiliar progression of topics, content and language in the sequential curriculum.
Indicator 4: Teachers demonstrate an understanding of horizontal (within a level) and vertical (level to level) curricular articulation.

Standard 10: Teachers link the skills and knowledge between the broader curriculum and second language instruction.

Indicator 1: Teachers recognize the importance of collaborating with teachers across the curriculum in order to incorporate concepts and knowledge from other subject areas at the appropriate grade level into second language instruction.
Indicator 2: Teachers seek to maximize the transfer of cognitive, academic and communicative skills between first and second languages.

Standard 11: Teachers implement assessment strategies that is aligned with instruction. They address all second language modalities (i.e., listening, speaking, reading and writing) and culture in order to measure student achievement and proficiency.

Indicator 1: Teachers recognize that assessment has a variety of purposes for the second language program, including monitoring student learning, reporting student progress and achievement, and evaluating instruction.
Indicator 2: Teachers demonstrate knowledge of a variety of assessment instruments, including paper-and-pencil tests and alternative assessments such as portfolios, and oral and written performance assessments. They understand the importance of using multiple strategies to measure student progress, achievement and second language proficiency.
Indicator 3: Teachers strive to assess students within an authentic context.


III. Diversity Standards for Teachers of Second Languages.

Standard 12: Teachers affirm that second language learning is appropriate for all students regardless of ability, language background, race, ethnicity, gender, religion and other cultural factors.

Indicator 1: Teachers demonstrate an understanding that students learn second languages in different ways, and they vary instruction to address individual learning styles and abilities.
Indicator 2: Teachers acknowledge that special needs students can learn a second language.
Indicator 3: Teachers collaborate with special support personnel when modifying instruction to meet the needs of those students.
Indicator 4: Teachers model respect for the differences among students to foster a positive classroom climate that promotes second language learning for all students.

Standard 13: Teachers recognize the unique contributions of heritage language learners (students with home backgrounds in languages other than English) and adapt curriculum and instruction to meet their needs.

Indicator 1: Teachers identify the particular instructional needs of heritage learners and integrate these learners into the second language program.
Indicator 2: Teachers select materials that will enhance instruction for heritage learners.
Indicator 3: Teachers create opportunities for heritage learners to share their language and their cultural experiences.

IV . Professionalism Standards for Teachers of Second Languages.


Standard 14: Teachers maintain and enhance their linguistic and cultural skills beyond the classroom.

Indicator 1: Teachers acknowledge the importance of experiencing target cultures firsthand and of the need to expand and continually update cultural knowledge.
Indicator 2: Teachers engage in ongoing language practice and exploration of cultures by traveling to places where the language is spoken, by participating in activities in local communities, by continuing formal education through coursework, and/or by using technology to access the target language and cultures.

Standard 15: Teachers understand and communicate the value of learning languages other than English to students, colleagues, administrators, parents and the community at large.

Indicator 1: Teachers advocate for a long continuous sequence of second language instruction and understand the importance of collaboration among second language teachers at all levels.
Indicator 2: Teachers recognize how educational decisions are made, how those decisions affect second language programs and how to represent the second language program in the decision-making process.
Indicator 3: Teachers stay abreast of local, state and/or national legislation and policies affecting the teaching of second languages.
Indicator 4: Teachers communicate the benefits of second language study for diverse groups of students.
Indicator 5: Teachers seek opportunities to promote second language education.
Indicator 6: Teachers foster constructive relationships with parents, colleagues, school administrators, local governing boards and state and national policy makers in order to promote the value of second language education for all students.


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