| (a) General requirements.
(1) Levels V-VII can be offered in high school. Students
shall be awarded one credit for successful completion of this course.
Successful completion of the preceding level or demonstrated equivalent
proficiency as determined by the district is a prerequisite for this
course.
(2) Students of classical languages read and comprehend
on-level authentic texts of prose and poetry of selected authors.
The skills of listening, speaking, and writing are used to reinforce
the skill of reading.
(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
face to face exchanges, 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) The three modes of communication (interpersonal,
interpretive, and presentational) provide the organizing principle
for describing language performance across all ranges of performance:
Novice, Intermediate, Advanced, Superior, and Distinguished.
(A) The interpersonal mode is characterized by the
active negotiation of meaning among individuals. Participants observe
and monitor one another to see how their meanings and intentions are
being communicated. Adjustments and clarifications can be made accordingly.
(B) The interpretive mode focuses on the appropriate
cultural interpretation of meanings that occur in written and spoken
form where there is no recourse to the active negotiation of meaning
with the writer or the speaker.
(C) The presentational mode refers to the creation
of oral and written messages in a manner that facilitates interpretation
by members of the other culture where no direct opportunity for the
active negotiation of meaning between members of the two cultures
exists.
(5) All student expectations and modes of communication
are aligned with and address the ACTFL National Standards for Foreign
Language Education: Communication, Cultures, Connections, Comparisons,
and Communities.
(6) Students of classical languages should reach an
Advanced High to Superior Low proficiency level in reading during
Levels V-VII. Students of classical languages will require more time
to achieve proficiency in speaking, writing, and listening and should
reach a Novice High to Intermediate Low proficiency level in speaking,
writing, and listening during Levels V-VII.
(7) Students of classical languages wishing to pursue
advanced study targeted to specific topics may consider enrolling
in a course under §114.52 of this title (relating to Seminar
in Classical Languages, Advanced (One-Half to One Credit), Adopted
2014).
(8) 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 communicates in the interpersonal mode using appropriate
and applicable grammatical structures and processes in the target
language at the specified proficiency levels. The interpersonal mode
is the ability to understand and exchange information in the target
language. The student is expected to:
(A) engage in simple exchanges with generally consistent
use of syntax in any time frame and respond appropriately to questions,
statements, commands, or other stimuli such as pictures, gestures,
or the surrounding environment; and
(B) produce written exchanges at the appropriate proficiency
level that provide information on a variety of geographic, scientific,
historical, artistic, social, or political features of target culture
communities.
(2) Interpretive communication: reading and listening.
The student uses the interpretive mode in communication with appropriate
and applicable grammatical structures and processes in the target
language at the specified proficiency levels. The interpretive mode
focuses on comprehending main ideas and identifying some supporting
details in the target language. The student is expected to:
(A) analyze information from a variety of prepared
or unprepared authentic texts in various literary genres and relevant
print, electronic, audio, or audiovisual resources that communicate
information on a variety of geographic, scientific, historical, artistic,
social, or political features of target culture communities;
(B) compare, contrast, and analyze cultural practices
and perspectives from authentic texts or relevant print, electronic,
audio, or audiovisual resources; and
(C) analyze authentic literature in depth with respect
to stylistic topics such as elements of genre, literary devices, audience,
or metrics.
(3) Presentational communication: speaking and writing.
The student communicates using appropriate and applicable grammatical
structures and processes in the target language at the specified proficiency
levels. The presentational mode refers to the creation of oral and
written messages in the target language. The student is expected to:
(A) cite the justification for an opinion or an argument
orally or in writing using textual evidence to explain, express opinions,
describe, or narrate on topics that communicate information on a variety
of geographic, scientific, historical, artistic, social, or political
features of target culture communities; and
(B) read prose or poetry aloud with attention to features
of declamation such as metrical structure, meaningful phrase grouping,
and appropriate voice inflection and gestures.
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