| (a) General requirements.
(1) Level IV can be offered in 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
III 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 authentic
texts of prose or poetry of selected authors. 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 IV, students of classical languages
should reach an Advanced Low to Advanced Mid proficiency level in
reading, a Novice High proficiency level in listening, a Novice Mid
to Novice High 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 Advanced Low proficiency level
are able to understand conventional narrative and descriptive texts
with a clear underlying structure though their comprehension may be
uneven. These texts predominantly contain high-frequency vocabulary
and structures. Readers understand the main ideas and some supporting
details. Comprehension may often derive primarily from situational
and subject-matter knowledge. Readers at this level will be challenged
to comprehend more complex texts.
(D) Students at the Advanced Mid proficiency level
are able to understand conventional narrative and descriptive texts
such as expanded descriptions of persons, places, and things and narrations
about past, present, and future events. These texts reflect the standard
linguistic conventions of the written form of the language in such
a way that readers can predict what they are going to read. Readers
understand the main ideas, facts, and many supporting details. Comprehension
derives not only from situational and subject-matter knowledge but
also from knowledge of the language itself. Readers at this level
may derive some meaning from texts that are structurally and/or conceptually
more complex.
(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 constructions such as impersonal
verbs; and
(C) ask and tell others what they need to, should,
and must do in spoken or written conversation using constructions
such as the imperative mood, impersonal verbs, or the subjunctive
mood.
(2) Interpretive communication: reading and listening.
The student comprehends connected statements from culturally authentic
print, digital, audio, or 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) analyze culturally authentic print, digital, audio,
or audiovisual materials in a variety of contexts;
(B) paraphrase and analyze the main idea, theme, and
supporting details from fiction or nonfiction texts, prepared or unprepared,
or from audio or audiovisual materials;
(C) analyze authentic literature in depth with respect
to topics such as elements of genre, literary devices, audience, or
metrics;
(D) infer meaning of unfamiliar words or phrases in
texts, audio, or audiovisual materials; and
(E) compare and contrast cultural practices and perspectives
from authentic 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 sentences with appropriate and applicable grammar structures
and processes at the specified proficiency levels. The student is
expected to:
(A) cite the justification for an opinion or an argument
orally or in writing utilizing textual evidence; and
(B) read prose or poetry aloud with attention to features
such as metrical structure, meaningful phrase grouping, and appropriate
voice inflection.
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