Licensing Rules 2002
TEACHERS OF FOREIGN LANGUAGES
Standard #1: Teachers of foreign languages understand the goals, purposes, and instructional approaches of foreign language education as they are continuously developing in the United States.
Performances
1. The teacher reads relevant professional literature, assesses its relevance to her/his teaching practice, and incorporates changes as appropriate.
2. The teacher adapts the best current and past approaches in designing instruction appropriate to student needs.
3. The teacher articulates the value of foreign language learning to students, educators, and the community.
Knowledge
1. The teacher is knowledgeable of major factors which have influenced foreign language education in the United States.
2. The teacher is knowledgeable of major instructional trends in general education as they have evolved in the United States.
3. The teacher is knowledgeable of major publications and theories, both historical and current, relevant to foreign language education.
Dispositions
1. The teacher appreciates the importance of understanding the evolution of general and foreign language education in the United States and the rationale for various foreign language programs.
2. The teacher possesses enthusiasm for and high interest in foreign language learning and in related cultures.
3. The teacher is highly motivated to keep current in the field.
Standard #2: Teachers of foreign languages understand how a foreign language is learned and can create learning experiences for all students in order for them to become successful language learners.
Performances
1. The teacher creates long-range, short-term, and daily plans for instruction which are responsive to learners' needs as well as to other constraints of the learning environment.
2. The teacher selects from a range of teaching approaches that are known to be effective in meeting the diverse needs of learners.
3. The teacher accommodates the diverse learning styles of the students.
4. The teacher provides students with opportunities to communicate in the foreign language in meaningful and purposeful activities that simulate real-life situations and are appropriate to learners' developmental levels.
5. The teacher fosters a learner-centered environment.
6. The teacher adapts the use of instructional materials, such as a textbook, to local curricular and instructional needs and uses a variety of authentic materials.
7. The teacher utilizes appropriate technology when available.
8. The teacher uses a variety of appropriate evaluation and assessment techniques.
9. The teacher uses a variety of management techniques appropriate for each classroom situation.
10. The teacher creates a classroom culture for foreign language learning.
Knowledge
1. The teacher has an understanding of theories of second language acquisition and their relationship to first language acquisition.
2. The teacher understands how foreign languages are acquired at a range of developmental stages.
3. The teacher is knowledgeable of the diversity of student learning styles.
4. The teacher knows which approaches in foreign language teaching methodology are currently considered to be effective.
5. The teacher knows how to plan instruction so that learning objectives can be met and understands the importance of remaining flexible.
6. The teacher knows how to organize lessons around the communication of content that is meaningful and relevant to the students.
7. The teacher knows how to evaluate the effectiveness of a textbook and how to adapt the textbook, using it as a tool within the broader curriculum.
8. The teacher knows how to acquire up-to-date authentic materials (e.g., print, audio, video, artifacts, etc.).
9. The teacher knows what role technology can play in foreign language learning.
10. The teacher knows how to use appropriate evaluation and assessment techniques to monitor student progress.
11. The teacher knows how to apply a variety of effective classroom management techniques.
Dispositions
1. The teacher believes that all students, having learned a first language, have the potential to learn a second one with appropriate learning experiences.
2. The teacher believes that all students must experience success.
3. The teacher values the use of varied classroom teaching approaches and techniques appropriate to the developmental stage of the learner.
4. The teacher values a variety of learning approaches and styles.
5. The teacher values the fact that knowing a second language helps a student to understand his/her language and culture better.
6. The teacher values the use of technology for the improvement of instruction and learning.
7. The teacher values a variety of appropriate classroom assessment and evaluation techniques.
8. The teacher values the use of classroom management techniques appropriate for each classroom situation.
Standard #3: Teachers of foreign languages* can communicate fluently in the foreign language and understand the culture(s) in which the language is used.
Performances
1. The teacher uses information about the history of the foreign language to support a better understanding of the contemporary language.
2. The teacher uses the foreign language extensively and expects the students to do likewise.
3. The teacher maintains active contact with the foreign country(ies) and participates in other activities relating to the foreign culture(s) (e.g., interaction with native speakers, immersion programs, study abroad, etc.).
4. The teacher helps students to achieve proficiency by presenting grammatical concepts as a means to help students achieve communicative skills.
5. The teacher integrates cultural concepts as inseparable components in the process of language instruction.
6. The teacher uses artifacts, actual experiences, and appropriate simulations to build student experience with the language(s).
Knowledge
1. The teacher is proficient in the foreign language at least at the intermediate high level in all four skills (listening, speaking, reading, and writing) as defined by the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.
2. The teacher has the knowledge of the grammatical (phonological, morphological, and syntactical) structures of the foreign language necessary for fluent communication.
3. The teacher has extensive knowledge of the foreign culture(s), including both the practices within the culture(s) and the products of the culture(s).
4. The teacher has a knowledge of resources to access up-to-date cultural information.
5. The teacher understands the ever changing and interrelated nature of language and culture.
*This statement refers to the commonly taught modern European languages. The appropriate proficiency level for languages with different alphabets or characters and for Latin must be determined by specialists in those languages.
Dispositions
1. The teacher values knowing the history of the language and culture(s) of the people who speak the foreign language.
2. The teacher values maintaining a high level of proficiency in using the language.
3. The teacher appreciates the function of grammar as a means to better communication rather than an end in itself.
4. The teacher values knowledge of contemporary culture, both the practices and products of the culture(s).
5. The teacher values maintaining current cultural resources.
6. The teacher values maintaining contact with the culture(s) where the language is spoken.
Standard #4: Teachers of foreign languages are reflective practitioners who continually evaluate the effects of their choices and actions on students, parents, colleagues, and the community and who actively seek out opportunities to grow professionally.
Performances
1. The teacher uses available information about students to support them in their learning.
2. The teacher uses national, state, and local district curricular documents to aid in planning and developing curricular goals, objectives, and strategies.
3. The teacher consults with state support agencies as a resource.
4. The teacher is an active member of foreign language professional organizations.
5. The teacher takes advantage of professional growth opportunities, such as university courses, workshops, conferences, conversation groups, and staff development activities.
6. The teacher travels and studies in the foreign country(ies) and participates in activities related to the foreign culture(s).
Knowledge
1. The teacher knows how to find, use, evaluate, and synthesize information about students.
2. The teacher has a knowledge of the curricula of his/her own and that of other school systems.
3. The teacher has a knowledge of the state curriculum framework (proficiency guide).
4. The teacher has a knowledge of the national foreign language standards.
5. The teacher is aware of national, regional, and state foreign language professional organizations.
6. The teacher is aware of professional development opportunities sponsored by universities, departments of education, and professional organizations.
Dispositions
1. The teacher values the role of national, state, and local district curricular documents in developing a curriculum.
2. The teacher values the benefits derived from attending professional meetings and conferences and networking with state support agencies.
3. The teacher values the importance of participating in his/her own continuous education and professional growth.
Standard #5: Teachers of foreign languages foster positive relationships with colleagues, parents, and the larger community to support students' learning and well-being.
Performances
1. The teacher participates in activities that help make the entire school a productive learning environment for foreign language education.
2. The teacher connects to the students' other environments by consulting families, counselors, other teachers, staff members within the schools, and business/community partners.
3. The teacher shows an active interest in the students' activities outside of the foreign language classroom.
4. The teacher identifies and uses community resources to foster student learning and connect foreign language with daily living.
5. The teacher actively listens to students, responds to cues of distress, investigates situations, and seeks appropriate outside help to remedy problems.
6. The teacher participates in school and community efforts to effect positive change in foreign language education and the learning environment.
7. The teacher actively promotes the study of foreign language.
8. The teacher accepts the role of foreign language advocate and participates locally to bring wider community understanding regarding the value of studying foreign languages and cultures.
9. The teacher seeks opportunities to include native speakers and other community resources to enhance instruction.
10. The teacher follows school policies, expectations, and procedures and takes an active role in the decision-making process.
Knowledge
1. The teacher understands the role of schools in the community and understands the operation of the system(s) within which he/she works.
2. The teacher understands how students' family circumstances, community environments, health, and economic conditions influence students' learning.
3. The teacher understands laws and policies related to students' rights and teacher responsibilities (e.g., for equal education, appropriate special needs education, confidentiality, reporting possible situations of abuse).
4. The teacher is aware of ways to promote the study of foreign language within the school and the community.
5. The teacher is informed about conditions and expectations within the school which contribute to a safe learning environment, respect for persons and property, high academic standards, and effective communication.
Dispositions
1. The teacher is sensitive to the influence of the cognitive, emotional, social, and physical aspects of a child's life on his/her learning.
2. The teacher values consultation with families, colleagues, business/community partners, and members of the larger community as a resource for the education and well-being of the students.
3. The teacher respects the privacy and confidentiality of student concerns and information.
4. The teacher considers his/her role as an advocate for students to be important.
5. The teacher accepts the responsibility to promote the study of foreign language in the school and community.
6. The teacher values the importance of school policies, expectations, and procedures.
Standard #6: Teachers of foreign language seek opportunities for students to use the language outside the classroom, in their future careers, and as lifelong learners.
Performances
1. The teacher informs students of career opportunities available to those having proficiency in a foreign language.
2. The teacher incorporates into instruction activities that will help students understand the benefits of studying a foreign language for lifelong enjoyment and intellectual development.
3. The teacher inspires students to communicate with native speakers in person or via technology.
4. The teacher encourages students to participate in community experiences related to the foreign culture(s).
Knowledge
1. The teacher knows about career opportunities available to students proficient in a foreign language.
2. The teacher knows that the ability to use the foreign language will provide students with lifelong opportunities for personal enjoyment and intellectual development.
3. The teacher knows about the intellectual and cultural resources available in the area of foreign language in the community, the state, and the region.
4. The teacher is aware of opportunities for students and teachers to communicate with native speakers.
Dispositions
1. The teacher acknowledges the importance of students' awareness that knowing a foreign language is a way to improve their ability to pursue a satisfactory and successful career.
2. The teacher is committed to promoting the use of foreign language for lifelong personal enjoyment and intellectual development.
3. The teacher values the role of outside resources to enrich classroom instruction.
Standard #7: Teachers of foreign languages understand how a foreign language is connected to other disciplines and provide opportunities for their students to develop an understanding of these connections.
Performances
1. The teacher collaborates with colleagues to develop interdisciplinary curricula and instructional activities.
2. The teacher fosters in the student an understanding of the relationship between foreign language and other disciplines.
3. The teacher incorporates into instruction the contributions of foreign culture(s) to American civilization.
Knowledge
1. The teacher is knowledgeable of other disciplines and understands how they relate to the foreign language curriculum.
2. The teacher is knowledgeable of similarities and differences between the culture(s) where the foreign language is/was spoken and the students' own culture(s).
3. The teacher is knowledgeable of the influences and contributions of the foreign culture(s) being studied on American history, art, music, literature, etc.
4. The teacher recognizes that an understanding of culture is related to and reinforced by insights gained from other disciplines.
Dispositions
1. The teacher welcomes opportunities to work as a team with colleagues, administrators, parents, and students to enhance interdisciplinary instruction.
2. The teacher values the contributions of other culture(s) to American civilization.
3. The teacher values students' understanding of the interconnectedness between foreign language and other academic disciplines.
Standard #8: Teachers of foreign languages foster an appreciation of cultural and ethnic diversity.
Performances
1. The teacher models respect for cultural diversity in her/his interactions with students, colleagues, and the larger community.
2. The teacher plans learning activities that enable students to grasp the significance of cultural differences and similarities.
3. The teacher plans activities that help to dispel inappropriate stereotypes.
4. The teacher encourages students in the recognition of cultural similarities and differences, guiding them to an understanding of the cultural context within which such differences can be explained.
5. The teacher integrates knowledge of the students' cultural heritages into instruction to increase opportunities for cultural understanding.
Knowledge
1. The teacher understands that a learner's increased awareness of his/her own culture enhances understanding of other cultures.
2. The teacher understands the stages that learners of various developmental levels typically go through in learning to appreciate another culture.
3. The teacher understands that gender, age, socioeconomic background, ethnicity, and other factors play a role in how individuals perceive and relate to their own and the foreign culture(s).
4. The teacher can view the foreign culture(s) from the perspective of a person living within the culture(s).
5. The teacher is aware of commonly held stereotypes about the culture(s) of the language being studied.
Dispositions
1. The teacher values diversity and respects the cultural heritages of the learners in her/his classroom.
2. The teacher respects the learners' efforts to express their understanding of their own and other cultures.
3. The teacher appreciates that stereotypes can be misleading when one attempts to build understanding of other cultures.
4. The teacher appreciates the value of having students gain a broader perspective of their own and the foreign culture(s).
Standard #9: Teachers of foreign languages understand that learning another language enhances students' understanding of their own language and culture.
Performances
1. The teacher compares the English language and American culture(s) to the foreign language and culture(s) when that comparison will foster better understanding of either language.
2. The teacher makes generous use of cognates and expressions common to English and the foreign language when those comparisons will further the students' understanding and fluency.
3. The teacher encourages students to see language as thought communication in which culture and language are intrinsically tied.
4. The teacher guides students to discover similarities and differences that exist between the foreign language and English.
Knowledge
1. The teacher knows English well and understands its origins, structure, and cultural context.
2. The teacher understands the relationship between English and the foreign language(s) he/she teaches.
3. The teacher understands that comparisons between the students' native language and the foreign language they are learning will benefit the understanding of both.
4. The teacher is knowledgeable of comparisons which can be made between the sound systems, vocabulary, idioms, grammar, and writing systems of the foreign language and English.
Dispositions
1. The teacher enjoys the study of languages and appreciates the differences and similarities among various languages.
2. The teacher values cultural and regional linguistic differences and enjoys the comparative study of languages and cultures.
3. The teacher believes that understanding the comparisons and contrasts which can be made between English and the foreign language increases the students' comprehension of his/her own language.
Standard #10: Teachers of foreign languages understand and use formal and informal assessment strategies to evaluate and ensure the ongoing intellectual and social development of the learner.
Performances
1. The teacher selects, constructs, and uses a variety of formal and informal developmentally appropriate assessment techniques to determine students' ability to comprehend and produce both oral and written foreign language within a culturally authentic context.
2. The teacher uses assessment data as feedback regarding instruction and modifies teaching strategies accordingly.
3. The teacher aligns assessment to instructional practice and to curriculum goals, standards, and proficiencies.
4. The teacher communicates student progress knowledgeably and responsibly, based on appropriate indicators, to students, families, and colleagues.
5. The teacher uses assessment strategies that involve learners in self-assessment activities in order to help them recognize their strengths and needs.
6. The teacher employs a variety of assessments of the four skill areas plus culture.
Knowledge
1. The teacher understands the characteristics, uses, advantages, and limitations of different types of evaluation tools for assessing what students know and are able to do.
2. The teacher understands how to select, construct, communicate, and use assessment strategies in alignment with curriculum standards, goals, and instruction so that what is taught is appropriately assessed.
3. The teacher understands assessment-related terms such as validity, reliability, bias, rubrics, portfolios, and alternative assessments.
4. The teacher knows that ongoing assessment is essential to an instructional process which adapts to student needs, learning styles, and developmental readiness.
5. The teacher knows that assessment techniques may be used to promote and develop students' ability to reflect upon their own learning and become self-reliant learners.
6. The teacher understands the need to assess progress in all four language skills (listening, speaking, reading, writing) and cultural understanding.
Dispositions
1. The teacher values ongoing assessment and recognizes that a variety of assessment strategies, accurately and systematically used, is necessary for monitoring and promoting student learning.
2. The teacher appreciates the use of a variety of assessments to identify and communicate student strengths in the knowledge and use of foreign language, to address students' developmental needs, and to align instruction with curriculum goals, standards, and proficiencies.
3. The teacher values student self-assessment as a means to enhancing the instructional process.
4. The teacher values the assessment of all four skills plus culture in proportion to their emphasis in the curriculum.
Most of the Standards for Foreign Language Teachers and their respective statements also apply to the teaching of the classical languages, and most especially, Latin. It is in Standard #3 where some modifications have to be considered for teaching a language which is no longer spoken. In teaching a classical language, "communicating fluently" will involve placing more emphasis on being proficient at least at the advanced level in the last two of the four skills, i.e., in reading and writing. This does not mean that listening and speaking skills will not be taught for they can indeed be valuable, but by the very nature of the classical language, reading and writing and the study of grammar will be stressed.
It is also important for the teacher to understand how the language and culture of Rome and Greece did in fact change. The teacher can maintain contact with classical cultures through travel, through attending performances of classical works, as well as through ongoing study. The study of the classical language will enhance career preparation in fields such as medicine, law, theology, information science, and archeology, as well as enrich the cultural and intellectual development of students.
The study of classical languages is a most important element of Standards #7 and #9 since Greece and Rome have contributed so much to the cultural heritage of the United States. The study of Latin and Greek will give the teacher and student a better a understanding of English through comparisons between English and both Latin and Greek. Students will indeed be able to better understand their own language. One of the benefits of studying classical Latin and Greek is gaining insight into the significant contribution that these cultures have made to the American culture in the areas of history, art, architecture, literature, and language.
The foreign language standards articulate what all foreign language teachers should know and be able to do. This section addresses some concerns related to the future teacher who is a native speaker and a foreign national.
There are two distinct groups of foreign language teachers in the USA. One group is comprised of American teachers who have learned the language primarily in the United States. The other group is comprised of native speakers who have lived and been educated in their native country (foreign nationals). Foreign nationals represent a unique group of foreign language teachers. Since they are fluent in the language and have firsthand cultural experience to share with American students, they bring to the profession a highly desirable expertise in language skills and cultural knowledge.
However, foreign nationals are faced with a different set of challenges than their American counterparts. The challenge for them would be in reaching standards that require an understanding of and experience in the American educational system and its culture. Furthermore, the challenge would extend to understanding and appreciating how these standards compare and contrast to those of the foreign national's own country.
One such example is Standard #8: Teachers of foreign languages foster an appreciation of cultural and ethnic diversity. Since the foreign national may originate from a country where there is little or no ethnic diversity, or where ethnic homogeneity of the society as a whole is fostered, this standard would present a new dimension of understanding.
As foreign nationals enter the American educational system, more emphasis in their training should be placed on areas such as methodology, classroom management, English linguistics as well as linguistics of their native language, the historical development of the American educational system, the evolving goals of foreign language education in America (Standard #1), diverse learning styles (Standard #2), and general school life in America. During the practicum, mentors must monitor the progress of foreign nationals to ensure that their teaching performances reflect cultural sensitivity, the ability to express themselves so that they are readily understood, and the management skills needed to maintain a dynamic and orderly classroom. Additionally, attention should be given to the soundness of the conceptual framework in which the foreign national expects students to achieve proficiency in the foreign language. The teacher must be able to plan activities which will result in effective instruction and not merely model language for students to mimic. Emphasizing these areas in teacher preparation will ease the transition for foreign nationals to American school culture and will equip them with the skills needed to ensure successful student outcomes.
Although the goals and purposes of foreign language learning at all levels of instruction are similar, i.e., the ability to use the language for real-life communication (see goals in executive summary of this document), the instructional approaches will vary greatly depending on the students' developmental level. Some theories hold that before puberty the child has certain innate abilities for language learning that are lost later on in life. The younger learner can acquire a native-like pronunciation while the adolescent and adult usually find it very difficult to achieve native-like speech.
While the young learner needs contextual input of the language, the adolescent and adult may also need analytical explanations of how the language is structured. The very fact that the younger learner has not developed the ability to consciously comprehend certain linguistic concepts such as parts of speech or syntactical and morphological rules means that any kind of grammatical explanation is useless during instruction and will not contribute to the child's ability to use the language. Thus, foreign language teachers must not only be aware of the ways in which children learn at various developmental levels, but they must understand and be able to apply in their instruction the appropriate techniques based on second language acquisition theory. In order to recognize the influence of developmental learning upon instructional practices, examples are given of how similar learner outcomes1 might be achieved at the following developmental levels:
- Early Childhood
- Middle Childhood
- Early Adolescent
- Adolescent and Young Adult
Early Childhood: In a classroom conversational setting, the student asks for needed assistance, e.g., in a guided conversation about animals, the student points to visuals asking what they depict.
Middle Childhood: In a classroom situation, the students use multiple learning strategies in games to show comprehension such as by playing "Simon Says" or forming numbers with their bodies while the teacher says the number.
1Examples are based on the Indiana Foreign Language Proficiency Guide, Indiana Department of Education, 1995.
2Content standards as used in the Indiana Foreign Language Proficiency Guide define more specifically the components of each of the foreign language goals.
Early Adolescent: When asked to make a list of possible ways to study and practice the foreign language, students keep a record of the ways they study and report to the teacher the ways which work best.
Adolescent and Young Adult: Students interview a more advanced foreign language student concerning effective techniques for foreign language learning and share the techniques with the class.Content Standards: Listens and respond to directions and commands.
Early Childhood: Hearing a series of commands given by the teacher, students perform the appropriate action, e.g., jump, run, walk, run to the board, choose an apple, carry the apple to John, jump to your seat and sit down, etc.
Middle Childhood: Hearing a series of commands by the teacher, the student performs the appropriate action, e.g., go to the board and write your name, open your book to page 53, take out paper and pencil, etc.
Early Adolescent: With a map of a part of a city, the student listens to a series of directions and demonstrates comprehension by drawing arrows on the map.
Adolescent and Young Adult: With directions for a simple activity, e.g., writing a sentence, working with a partner, following oral directions on a homework assignment, students are able to follow the directions given in the foreign language.Content Standard: Read isolated words and phrases in situational context, e.g., menus, signs, schedules, etc.
Early Childhood: The student reads signs, e.g., push, pull, enter, restrooms in a public building, e.g., a school, motel store, library, etc., and demonstrates comprehension through his/her actions.
Middle Childhood: Using two authentic menus displayed in two restaurant windows, the students select a restaurant in which to eat, explaining at least two reasons for the choice.
Early Adolescent: After reading the want ads in a newspaper, the student makes a list of items he/she would like to buy, e.g., pets, furniture, musical instruments, sports equipment, etc.
Adolescent and Young Adult: Reading information about a family, e.g., number of members, ages, places of work, along with newspaper apartment rentals or real estate ads, the student selects the most appropriate home for the family.Content Standards: Write simple guided texts on familiar topics, e.g., personal preferences, everyday events, etc.
Early Childhood: Given color and home vocabulary, the student writes and illustrates a "book" about the color scheme of his/her home.
Middle Childhood: The student writes a short letter of introduction to a new pen pal, including such information as name, age, grade, likes/dislikes, family, etc.
Early Adolescent: The student writes a letter to an advice column explaining a personal problem and requesting help in solving it.
Adolescent and Young Adult: The student researches a specific aspect of shopping, e.g., shopping in an open-air market, determining the price to be paid, packaging items for sale, etc., and writes a paragraph comparing shopping habits in the foreign culture with those in the U.S.A.
Current philosophy strongly supports the position that foreign language should be a part of the curriculum for all students. For this to happen, however, the profession will have to address certain concerns and problems.
Traditionally, foreign language was a college prep subject. Teaching methods (grammar-translation, audio-lingual) formerly emphasized memorization, analysis of the language, and translation rather than communication and culture. Since the 1970s, communicative approaches to teaching have been favored and the profession as a whole has promoted foreign language education for all students. However, in states like Indiana where foreign language is an elective rather than a requirement for graduation from high school, pursuit of that goal is very difficult. At many schools guidance counselors still advise students who are not planning to attend college to avoid foreign languages. In some cases there is pressure on foreign language teachers to use their Advanced Placement classes as a means of "weeding out" the "less able" students. Even students who elect a foreign language are too often advised that two years of a foreign language are what is "needed for college." For these and other reasons, only a small percentage of high school students continue foreign language study beyond the second year.
Yet foreign language skills are important to all students because of the globalization of American business and industry as well as an increasingly diverse work force. It is well known that students in other countries begin learning a second language at an early age, regardless of the type of career they may have in mind at the time. There is cause for concern that the USA may be left behind in the international market. In moving toward foreign language study for all students, some may advocate two separate foreign language curricula, one taught using the real world examples and hands-on learning offered by Tech Prep and one aimed at learners who enjoy the analysis and abstraction associated with more traditional methods.
However, a stronger case can be made for maintaining a single foreign language curriculum. It is now widely recognized that traditional lecture/recitation methods of teaching have limited effectiveness, and that all students benefit from the teaching approaches favored by Tech Prep. Indeed, what is currently considered best practice in foreign language teaching emphasizes attention to diverse learning styles, classroom activities that promote active learning (especially in speaking and listening), the use of culturally authentic materials appropriate to the learners' developmental level, and interdisciplinary connections. The transition to block scheduling in many school districts facilitates a shift toward a more hands-on approach to teaching and learning. Foreign language must also become part of the teaming process--foreign language teachers need to work with teachers of art, English, history, social studies, etc. so that foreign language is integrated into the school experience as a whole
There are, however, obstacles to be overcome before this vision can be realized. One is the persistent association of foreign language with a traditional university education. Another is teacher preparation--most foreign language teachers have themselves had a more traditional education emphasizing literature and "Big-C" culture rather than the world of work and the "small-C" culture of everyday life; thus, professional development opportunities must be provided. A related problem is that many foreign language teachers have not had extensive experience in teaming and/or feel that it is not relevant to the kind of teaching they do or wish to do (i.e., prepare students for college). Finally, the real value of foreign language learning for all students must be better understood by everyone involved, including foreign language educators themselves. The practical value of foreign language skills for jobs in business, industry, and service professions, important as these are, should not be oversold. Rather, knowledge of other languages and cultures should be seen as one of the foundation skills needed by all citizens of the global community for the twenty-first century and beyond. Dramatic changes in the teacher training process, increased communication between educators and business leaders, and a willingness on all sides to abandon preconceived ideas about foreign language education are needed and will take time.
ACTFL Proficiency Guidelines The 1986 guidelines produced by the American Council on the Teaching of Foreign Languages through a grant from the U.S. Dept. of Education represent a hierarchy of global characterizations of integrated performance in speaking, listening, reading, and writing. They identify stages of proficiency and are not based on a particular theory or pedagogical method, but rather they are intended to assess what an individual can or cannot do.
Advanced Placement (AP) A curriculum leading to an exam assessing students' ability in the foreign language and/or knowledge of literature in order to determine readiness for college placement in intermediate-level language courses.
Classical Languages Usually include Latin and ancient Greek but may also refer to other languages no longer spoken within a cultural boundary.
Classroom Management This term encompasses a range of teacher behaviors and strategies including the creation of a suitable learning environment, selecting appropriate instructional activities, maintaining an appropriate pace during the lesson, generating interest in and enthusiasm for the subject matter, and dealing with inappropriate behaviors as the need arises.
Cognate A word closely related in sound, structure, and usage to the same word in another language by derivation, borrowing, or descent. Example: captain (English); capitaine (French); Kapitan (German); kapitan (Russian); capitan (Spanish).
Fluent, Fluency A fluent speaker is able to make her/himself readily understood and communicates without significant hesitation on a range of topics. Thus, fluency implies a strong command of the language but not native-like accuracy or precision of expression.
Idiom An expression in the usage of a language that is peculiar to itself either grammatically or in having a meaning that cannot be derived from the conjoined meanings of its elements.
"Insider" Reference to a person who has experienced a foreign culture firsthand by living in a foreign country among its people and studying their values and customs in day-to-day situations.
Intermediate high level The ACTFL Proficiency Guidelines consider a speaker with this proficiency to be able to successfully handle most uncomplicated communicative tasks or social situations. An intermediate-high speaker can initiate, sustain, and close a general conversation about a range of topics of personal and public interest. While there are still errors of usage and vocabulary, the intermediate-high speaker can usually be understood by native speakers unaccustomed to dealing with foreigners.
Morphological Relating to the study of word formation in a language including inflection (suffixes, prefixes), derivation, and word compounding.
National Standards Foreign language standards set forth in the publication: Standards For Foreign Language Learning: Preparing for the 21st Century, 1996, funded by the U.S. Department of Education and the National Endowment for the Humanities and produced by the National Standards In Foreign Language Education Project, a collaborative effort of the American Council on the Teaching of Foreign Languages, American Association of Teachers of French, American Association of Teachers of German, and American Association of Teachers of Spanish and Portuguese.
Phonological Relating to the science of speech sounds, phonetics, and phonemics, including the history and theory of sound changes in a language or two or more related languages.
Rubrics A statement of criteria for scoring assessment tasks as set forth in the publication: Indiana Foreign Language Proficiency Guide, 1995, produced by the Indiana Department of Education.
Syntactical Relating to the way in which words are put together to form phrases, clauses, and sentences.
