| (a) General requirements. Students shall be awarded
one-half to one credit for successful completion of this course. Products
and presentations need not be produced entirely in the target language.
A prerequisite to enroll into this course is a minimum proficiency
level of Advanced Mid in reading and a minimum performance level of
Novice High in listening, speaking, and writing on the American Council
on the Teaching of Foreign Languages (ACTFL) scale. The student may
take this course with different course content for a maximum of three
credits. The course need not be conducted entirely in the target language.
Fluency in the target language should reflect a minimum proficiency
level of Novice High in the speaking, listening, and writing skills.
(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) Communication is the overarching goal of world
language instruction. Students may be provided ample opportunities
to engage in conversations, to present information to an audience,
or to interpret culturally authentic materials in or about the language
of study. ACTFL identifies three modes of communication: interpersonal,
interpretive, and presentational.
(A) In the interpersonal mode of communication, students
engage in direct oral or written communication with others. Examples
of this "two-way" communication include but are not limited to 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. Examples of this type of "one-way"
reading or listening include but are not limited to 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.
Examples of this "one-to-many" mode of communication include but are
not limited to 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 student enrolled in a seminar course in a classical
language will focus on a specialized area of study such as the work
of a particular author, genre, or topic. The student will speak, write,
read, or listen, as appropriate, in the target language for a variety
of audiences and purposes. The student is expected to plan, draft,
and complete written compositions as well as oral presentations on
a regular basis and carefully examine his or her papers and presentations
for clarity, engaging language, and the correct use of conventions
and mechanics as applicable.
(5) 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) The student inquires through assigned topics and
research in or about the target language. The student is expected
to:
(A) generate relevant and researchable questions with
instructor guidance and approval;
(B) communicate with clarity in order to participate
fully and effectively in conversations on a variety of topics from
multiple perspectives in formal and informal settings;
(C) comprehend language from within the cultural framework
or genre, including the use of nuance and subtlety;
(D) produce in-depth summaries, reports, or research
papers on a variety of social, academic, or professional topics; and
(E) pose relevant questions from the research findings
or conclusions for further study.
(2) The student applies critical-thinking skills to
build a portfolio that organizes and uses information acquired from
a variety of sources, including technology. The student is expected
to:
(A) collect a variety of visual images such as photographs
of mosaics, frescoes, graffiti, coins, statues, architecture, reliefs,
and other media;
(B) compile written ideas and representations;
(C) interpret information and draw conclusions from
a wide range of sources;
(D) identify bias in written, oral, or visual material;
(E) use writing or speaking skills for reflection and
exploration;
(F) cite sources appropriately; and
(G) present a portfolio.
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