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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
General
Requirements for Licensure in French:
-
Completion
of the College requirements for graduation including the core curriculum
requirements.
-
Completion
of the requirements for a French major.
-
Completion
of the requirements for the Teacher Education Program.
Course Requirements:
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EDU
121 (History of Educational Theory and Practice)
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EDU
242 (Educational Psychology and Teaching Exceptionalities)
-
EDU
240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or 260
(Social Diversity and Inequality in Education)
-
EDU
400 (Organization for Teaching)
-
EDU
410-411 (Internship in Teaching)
-
EDU
420 (Seminar in Secondary Education)
Other Requirements:
General Requirements for Licensure in
Spanish
-
Completion
of the College requirements for graduation including the core curriculum
requirements.
-
Completion
of the requirements for a Spanish major.
-
Completion
of the requirements for the Teacher Education Program.
Course Requirements:
-
EDU
121 (History of Educational Theory and Practice)
-
EDU
242 (Educational Psychology and Teaching Exceptionalities)
-
EDU
240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or 260
(Social Diversity and Inequality in Education)
-
EDU
400 (Organization for Teaching)
-
EDU
410-411 (Internship in Teaching)
-
EDU
420 (Seminar in Secondary Education)
Other Requirements:
-
Minimum
scores on the Praxis Series or minimum scores on the SAT
-
Students
will need to meet the requirements for admission to the Program and
admission to student teaching.
-
Candidates must demonstrate their qualifications as
Future-Ready Educators by providing the six required pieces of evidence
as described above.
To demonstrate depth of content knowledge for Evidence #2,
candidates for Spanish licensure must submit their Senior Thesis to the
Department of Education.
All Spanish majors complete a two-semester Senior Seminar, which
culminates with independent research on a final senior thesis
(testina) in consultation with one of the professors of the
Spanish Department.
Standards for Second Language
Teachers
The following standards
are mandated by the North Carolina Department of Public Instruction and
are imbedded in the specialty area coursework.
Standard
1: Teachers demonstrate a high proficiency level in all modes
of communication (presentational, interpretive, and
interpersonal).
-
Teachers use language in functional and meaningful
situations with a high degree of linguistic
accuracy.
-
Teachers understand the process involved in improving
language proficiency and continue to develop and maintain their high
levels of proficiency in the language.
-
Teachers understand and apply linguistic features of the
target language.
-
Teachers utilize various types of texts for personal and
academic applications on the literal, interpretive, or critical
levels.
Standard 2:
Teachers integrate knowledge of socio-cultural
products, practices, and perspectives into
instruction.
-
Teachers
integrate target cultures and the importance of multi-cultural study
into instruction.
-
Teachers
acknowledge the relationship between language and
society.
-
Teachers
understand the perspectives of target cultures as represented by a range
of practices and products.
-
Teachers
demonstrate that culture and language constantly
evolve.
-
Teachers
promote cross-cultural
understanding.
Standard
3: Teachers demonstrate familiarity with current theories in
second language acquisition and
research.
-
Teachers
implement age-appropriate pedagogical techniques pertaining to second
language instruction.
-
Teachers
implement current best practices that reflect second language
acquisition theory.
-
Teachers
recognize the complexities resulting from multiple entry points within
the second language sequence.
-
Teachers
incorporate knowledge about their students’ backgrounds in order to
differentiate instruction in second
languages.
Standard 4:
Teachers differentiate instruction for the diverse
needs of heritage language learners.
-
Teachers
identify the particular instructional needs of heritage learners and
integrate these learners into the second language
program.
-
Teachers
select materials that enhance first-language instruction for heritage
learners, taking into account available program
models.
-
Teachers
provide opportunities for heritage learners to share their language and
their cultural experiences.
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