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
- Completion
of the College requirements for graduation including the core
curriculum requirements.
- Completion
of the requirements for a French or Spanish major.
- 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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