| (a) General requirements.
(1) Level II can be offered in elementary, middle,
or high school. At the high school level, students shall be awarded
one credit for successful completion of this course. Successful completion
of Level I or demonstrated equivalent proficiency as determined by
the district is a prerequisite for this course.
(2) Students of classical languages such as Latin and
Greek read and comprehend proficiency-level appropriate texts. The
communicative skills of listening, speaking, and writing are used
to enhance the interpretive communication mode of reading.
(3) Districts may offer a level of a language in a
variety of scheduling arrangements that may extend or reduce the traditional
schedule when careful consideration is given to the instructional
time available on a campus and the language ability, access to programs,
and motivation of students.
(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) The American Council on the Teaching of Foreign
Languages (ACTFL) identifies three modes of communication: interpersonal,
interpretive, and presentational. Interpretative communication is
the overarching goal of classical language instruction. Students of
classical languages should be provided ample opportunities to interpret
culturally appropriate materials in the language of study, supported
by opportunities for interpersonal and presentational communication.
(A) In the interpersonal mode of communication, students
engage in direct oral or written communication with others such as
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 such as 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
such as 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) Students recognize the importance of acquiring
accuracy of expression by knowing the components of language, including
grammar, syntax, and genre.
(5) At the end of Level II, students of classical languages
should reach an Intermediate Low to Intermediate Mid proficiency level
in reading, a Novice Mid to Novice High proficiency level in listening,
a Novice Mid proficiency level in speaking, and a Novice Mid to Novice
High proficiency level in writing. Proficiency levels are aligned
with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance
Descriptors for Language Learners.
(A) Students at the Novice Mid proficiency level express
meaning in highly predictable contexts through the use of memorized
and recalled words and phrases. They are best able to understand aural
cognates, borrowed words, and high-frequency, highly contextualized
words and phrases with repetition. Novice Mid students may be difficult
to understand by the most sympathetic listeners and readers accustomed
to dealing with language learners. Novice Mid students are inconsistently
successful when performing Novice-level tasks.
(B) Students at the Novice High proficiency level express
meaning in simple, predictable contexts through the use of learned
and recombined phrases and short sentences. Novice High students are
best able to understand sentence-length information within highly
contextualized situations and sources. Novice High students may generally
be understood by sympathetic listeners and readers accustomed to dealing
with language learners. Novice High students are consistently successful
when performing Novice-level tasks. Novice High students show evidence
of Intermediate Low proficiency but lack consistency.
(C) Students at the Intermediate Low proficiency level
express meaning in straightforward and personal contexts by combining
and recombining what they know, what they read, and what they hear
in short statements and sentences. Intermediate Low students are able
to understand some information from simple connected statements in
oral or written sources. Intermediate Low students are generally understood
by sympathetic listeners and readers accustomed to dealing with language
learners. Intermediate Low students are inconsistently successful
when performing Intermediate-level tasks.
(D) Students at the Intermediate Mid proficiency level
express meaning in straightforward and personal contexts by easily
combining and recombining what they know, what they read, and what
they hear in short statements and a mixture of sentences and strings
of sentences. Intermediate Mid students are able to understand some
information from connected statements in oral or written sources.
Intermediate Mid students are generally understood by sympathetic
listeners and readers accustomed to dealing with language learners.
Intermediate Mid students are consistently successful when performing
Intermediate-level tasks.
(6) Statements containing the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Interpersonal communication: speaking and writing.
The student negotiates meaning through the spoken and written exchange
of information in a variety of contexts. The student uses a mixture
of words, phrases, and simple sentences with appropriate and applicable
grammar structures and processes at the specified proficiency levels.
The student is expected to:
(A) ask and respond to questions with simple elaboration
in spoken or written conversation;
(B) express and exchange personal opinions or preferences
in spoken or written conversation using simple constructions such
as impersonal verbs; and
(C) ask and tell others what they need to, should,
or must do in spoken or written conversation using appropriate constructions
such as the imperative mood, impersonal verbs, or the subjunctive
mood.
(2) Interpretive communication: reading and listening.
The student comprehends simple connected statements from culturally
relevant print, digital, audio, and audiovisual materials as appropriate
within contextualized situations and sources. The student uses the
interpretive mode in communication with appropriate and applicable
grammatical structures and processes at the specified proficiency
levels. The student is expected to:
(A) demonstrate an understanding of culturally relevant
print, digital, audio, or audiovisual materials in classroom contexts;
(B) identify the main idea, theme, and supporting details
from fiction or nonfiction texts or audio or audiovisual materials;
(C) infer meaning of unfamiliar words or phrases in
highly contextualized texts, audio, or audiovisual materials; and
(D) identify cultural practices from relevant print,
digital, audio, or audiovisual materials.
(3) Presentational communication: speaking and writing.
The student presents information orally or in writing using a mixture
of phrases and simple sentences with appropriate and applicable grammar
structures and processes at the specified proficiency levels. The
student is expected to:
(A) express and support an opinion or preference orally
or in writing; and
(B) describe people, objects, or situations orally
or in writing with essential details.
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