Skills for Languages Other Than English
C. High School
(CURRENT ROA OFFEREINGS INCLUDE SPANISH, FRENCH,
AND RUSSIAN LANGUAGES)
§114.21. Skills
for Languages Other Than English, High School.
The provisions of this written curriculum shall be implemented
Other Languages) beginning September 1, 1997.
§114.22. Levels
I and II - Novice Progress Checkpoint (One Credit Per Level).
(a) General requirements.
(1) Levels I and II - Novice progress checkpoint can
be offered in elementary, middle, or high school.
At the high school level, students are awarded one
unit of credit per level for successful completion
of the level.
(2) Using age-appropriate activities, students develop
the ability to perform the tasks of the novice
language learner. The novice language learner,
when dealing with familiar topics, should:
(A) understand short utterances when listening
and respond orally with learned material;
(B) produce learned words, phrases, and sentences
when speaking and writing;
(C) detect main ideas in familiar material when
listening and reading;
(D) make lists, copy accurately, and write from
dictation;
(E) recognize the importance in communication to
know about the culture; and
(F) recognize the importance of acquiring
accuracy of expression by knowing the
components of language, including grammar.
(3) Students of classical languages use the skills of
listening, speaking, and writing to reinforce the
skill of reading.
(b) Introduction.
(1) Acquiring another language incorporates
communication skills such as listening, speaking,
reading, writing, viewing, and showing. Students
develop these communication skills by using
knowledge of the language, including grammar, and
culture, communication and learning strategies,
technology, and content from other subject areas
to socialize, to acquire and provide information,
to express feelings and opinions, and to get
others to adopt a course of action. While
knowledge of other cultures, connections to other
disciplines, comparisons between languages and
cultures, and community interaction all contribute
to and enhance the communicative language learning
experience, communication skills are the primary
focus of language acquisition.
(2) Students of languages other than English gain the
knowledge to understand cultural practices (what
people do) and products (what people create) and
to increase their understanding of other cultures
as well as to interact with members of those
cultures. Through the learning of languages other
than English, students obtain the tools and
develop the context needed to connect with other
subject areas and to use the language to acquire
information and reinforce other areas of study.
Students of languages other than English develop
an understanding of the nature of language,
including grammar, and culture and use this
knowledge to compare languages and cultures and to
expand insight into their own language and
culture. Students enhance their personal and
public lives and meet the career demands of the
21st century by using languages other than English
to participate in communities in other
states, and around the world.
(c) Knowledge and skills.
(1) Communication. The student communicates in a
language other than English using the skills of
listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges of
learned material to socialize and to provide
and obtain information;
(B) demonstrate understanding of simple, clearly
spoken, and written language such as simple
stories, high-frequency commands, and brief
instructions when dealing with familiar
topics; and
(C) present information using familiar words,
phrases, and sentences to listeners and
readers.
(2) Cultures. The student gains knowledge and
understanding of other cultures. The student is
expected to:
(A) demonstrate an understanding of the practices
(what people do) and how they are related to
the perspectives (how people perceive things)
of the cultures studied; and
(B) demonstrate an understanding of the products
(what people create) and how they are related
to the perspectives (how people perceive
things) of the cultures studied.
(3) Connections. The student uses the language to make
connections with other subject areas and to acquire
information. The student is expected to:
(A) use resources (that may include technology) in
the language and cultures being studied to
gain access to information; and
(B) use the language to obtain, reinforce, or
expand knowledge of other subject areas.
(4) Comparisons. The student develops insight into the
nature of language and culture by comparing the
student's own language and culture to another. The
student is expected to:
(A) demonstrate an understanding of the nature of
language through comparisons of the student's
own language and the language studied;
(B) demonstrate an understanding of the concept of
culture through comparisons of the student's
own culture and the cultures studied; and
(C) demonstrate an understanding of the influence
of one language and culture on another.
(5) Communities. The student participates in
communities at home and around the world by using
languages other than English. The student is
expected to:
(A) use the language both within and beyond the
school setting through activities such as
participating in cultural events and using
technology to communicate; and
(B) show evidence of becoming a lifelong learner
by using the language for personal enrichment
and career development.
§114.23. Levels
III and IV -Intermediate Progress Checkpoint (One Credit Per Level).
(a) General requirements.
(1) Levels III and IV - Intermediate progress
checkpoint can be offered in middle or high
school. At the high school level, students are
awarded one unit of credit per level for
successful completion of the level.
(2) Using age-appropriate activities, students expand
their ability to perform novice tasks and develop
their ability to perform the tasks of the
intermediate language learner. The intermediate
language learner, when dealing with everyday
topics, should:
(A) participate in simple face-to-face
communication;
(B) create statements and questions to
communicate independently when speaking and
writing;
(C) understand main ideas and some details of
material on familiar topics when listening
and reading;
(D) understand simple statements and questions
when listening and reading;
(E) meet limited practical and social writing
needs;
(F) use knowledge of the culture in the
development of communication skills;
(G) use knowledge of the components of language,
including grammar, to increase accuracy of
expression; and
(H) cope successfully in straightforward social
and survival situations.
(3) In classical languages, the skills of listening,
speaking, and writing are used in Level III to
reinforce the skill of reading. Students of
classical languages should reach intermediate
proficiency in reading by the end of Level III.
(b) Introduction.
(1) Acquiring another language incorporates
communication skills such as listening, speaking,
reading, writing, viewing, and showing. Students
develop these communication skills by using
knowledge of the language, including grammar, and
culture, communication and learning strategies,
technology, and content from other subject areas
to socialize, to acquire and provide information,
to express feelings and opinions, and to get
others to adopt a course of action. While
knowledge of other cultures, connections to other
disciplines, comparisons between languages and
cultures, and community interaction all contribute
to and enhance the communicative language learning
experience, communication skills are the primary
focus of language acquisition.
(2) Students of languages other than English gain the
knowledge to understand cultural practices (what
people do) and products (what people create) and
to increase their understanding of other cultures
as well as to interact with members of those
cultures. Through the learning of languages other
than English, students obtain the tools and
develop the context needed to connect with other
subject areas and to use the language to acquire
information and reinforce other areas of study.
Students of languages other than English develop
an understanding of the nature of language,
including grammar, and culture and use this
knowledge to compare languages and cultures and to
expand insight into their own language and
culture. Students enhance their personal and
public lives and meet the career demands of the
21st century by using languages other than English
to participate in communities in other
states, and around the world.
(c) Knowledge and skills.
(1) Communication. The student communicates in a
language other than English using the skills of
listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges to
socialize, to provide and obtain information,
to express preferences and feelings, and to
satisfy basic needs;
(B) interpret and demonstrate understanding of
simple, straightforward, spoken and written
language such as instructions, directions,
announcements, reports, conversations, brief
descriptions, and narrations; and
(C) present information and convey short messages
on everyday topics to listeners and readers.
(2) Cultures. The student gains knowledge and
understanding of other cultures. The student is
expected to:
(A) use the language at the intermediate
proficiency level to demonstrate an
understanding of the practices (what people
do) and how they are related to the
perspectives (how people perceive things) of
the cultures studied; and
(B) use the language at the intermediate
proficiency level to demonstrate an
understanding of the products (what people
create) and how they are related to the
perspectives (how people perceive things) of
the cultures studied.
(3) Connections. The student uses the language to make
connections with other subject areas and to acquire
information. The student is expected to:
(A) use resources (that may include technology) in
the language and cultures being studied at the
intermediate proficiency level to gain access
to information; and
(B) use the language at the intermediate
proficiency level to obtain, reinforce, or
expand knowledge of other subject areas.
(4) Comparisons. The student develops insight into the
nature of language and culture by comparing the
student's own language and culture to another. The
student is expected to:
(A) use the language at the intermediate
proficiency level to demonstrate an
understanding of the nature of language
through comparisons of the student's own
language and the language studied;
(B) use the language at the intermediate
proficiency level to demonstrate an
understanding of the concept of culture
through comparisons of the student's own
culture and the cultures studied; and
(C) use the language at the intermediate
proficiency level to demonstrate an
understanding of the influence of one language
and culture on another.
(5) Communities. The student participates in
communities at home and around the world by using
languages other than English. The student is
expected to:
(A) use the language at the intermediate
proficiency level both within and beyond the
school setting through activities such as
participating in cultural events and using
technology to communicate; and
(B) show evidence of becoming a lifelong learner
by using the language at the intermediate
proficiency level for personal enrichment and
career development.
§114.24. Levels
V, VI and VII -Advanced Progress Checkpoint (One Credit Per Level).
(a) General requirements.
(1) Levels V, VI, and VII - Advanced progress
checkpoint can be offered in high school. At the
high school level, students are awarded one unit
of credit per level for successful completion of
the level.
(2) Using age-appropriate activities, students master
novice tasks, expand their ability to perform
intermediate tasks, and develop their ability to
perform the tasks of the advanced language
learner. The advanced language learner of modern
languages, when dealing with events of the
concrete world, should:
(A) participate fully in casual conversations in
culturally appropriate ways;
(B) explain, narrate, and describe in past,
present, and future time when speaking and
writing;
(C) understand main ideas and most details of
material on a variety of topics when
listening and reading;
(D) write coherent paragraphs;
(E) cope successfully in problematic social and
survival situations;
(F) achieve an acceptable level of accuracy of
expression by using knowledge of language
components, including grammar; and
(G) apply knowledge of culture when
communicating.
(3) The advanced language learner of classical
languages reads and comprehends authentic texts of
prose and poetry of selected authors. The skills
of listening, speaking, and writing are used to
reinforce the skill of reading.
(4) Students of classical languages may reach advanced
proficiency in reading during Level IV. (A student
who completes a College Board Advanced Placement
course or the International Baccalaureate in Latin
should reach advanced proficiency in reading
during Level IV.)
(b) Introduction.
(1) Acquiring another language incorporates
communication skills such as listening, speaking,
reading, writing, viewing, and showing. Students
develop these communication skills by using
knowledge of the language, including grammar, and
culture, communication and learning strategies,
technology, and content from other subject areas
to socialize, to acquire and provide information,
to express feelings and opinions, and to get
others to adopt a course of action. While
knowledge of other cultures, connections to other
disciplines, comparisons between languages and
cultures, and community interaction all contribute
to and enhance the communicative language learning
experience, communication skills are the primary
focus of language acquisition.
(2) Students of languages other than English gain the
knowledge to understand cultural practices (what
people do) and products (what people create) and
to increase their understanding of other cultures
as well as to interact with members of those
cultures. Through the learning of languages other
than English, students obtain the tools and
develop the context needed to connect with other
subject areas and to use the language to acquire
information and reinforce other areas of study.
Students of languages other than English develop
an understanding of the nature of language,
including grammar, and culture and use this
knowledge to compare languages and cultures and to
expand insight into their own language and
culture. Students enhance their personal and
public lives and meet the career demands of the
21st century by using languages other than English
to participate in communities in other
states, and around the world.
(c) Knowledge and skills.
(1) Communication. The student communicates in a
language other than English using the skills of
listening, speaking, reading, and writing. The
student is expected to:
(A) engage in oral and written exchanges,
including providing and obtaining information,
expressing feelings and preferences, and
exchanging ideas and opinions;
(B) interpret and demonstrate understanding of
spoken and written language, including
literature, on a variety of topics; and
(C) present information, concepts, and ideas on a
variety of topics to listeners and readers.
(2) Cultures. The student gains knowledge and
understanding of other cultures. The student is
expected to:
(A) use the language at the advanced proficiency
level to demonstrate an understanding of the
practices (what people do) and how they are
related to the perspectives (how people
perceive things) of the cultures studied; and
(B) use the language at the advanced proficiency
level to demonstrate an understanding of the
products (what people create) and how they are
related to the perspectives (how people
perceive things) of the cultures studied.
(3) Connections. The student uses the language to make
connections with other subject areas and to acquire
information. The student is expected to:
(A) use resources (that may include technology) in
the language and cultures being studied at the
advanced proficiency level to gain access to
information; and
(B) use the language at the advanced proficiency
level to obtain, reinforce, or expand
knowledge of other subject areas.
(4) Comparisons. The student develops insight into the
nature of language and culture by comparing the
student's own language and culture to another. The
student is expected to:
(A) use the language at the advanced proficiency
level to demonstrate an understanding of the
nature of language through comparisons of the
student's own language and the language
studied;
(B) use the language at the advanced proficiency
level to demonstrate an understanding of the
concept of culture through comparisons of the
student's own culture and the cultures
studied; and
(C) use the language at the advanced proficiency
level to demonstrate an understanding of the
influence of one language and culture on
another.
(5) Communities. The student participates in
communities at home and around the world by using
languages other than English. The student is
expected to:
(A) use the language at the advanced proficiency
level both within and beyond the school
setting through activities such as
participating in cultural events and using
technology to communicate; and
(B) show evidence of becoming a lifelong learner
by using the language at the advanced
proficiency level for personal enrichment and
career development.
Source: The provisions of this §114.24 adopted
to be effective September 1, 1998, 22 TexReg 4930.
§114.25. Exploratory
Languages (One-Half to One Credit).
(a) General requirements.
(1) Exploratory languages is a nonsequential course
that can be offered in elementary, middle, or high
school. At the high school level, students are
awarded one-half to one unit of credit for
successful completion of a course.
(2) Using age-appropriate activities, students study
selected aspects of one or more languages and
cultures and/or develop basic language learning
and communicative skills.
(b) Introduction. Exploratory courses in languages other
than English introduce the student to the study of
other languages. Students use components of language,
make observations about languages and cultures, develop
language study skills, and/or acquire simple
communicative skills by completing one or more of the
knowledge and skills for exploratory languages.
(c) Knowledge and skills.
(1) The student uses components of language. The
student is expected to:
(A) participate in different types of language
learning activities;
(B) use the language skills of listening,
speaking, reading, and/or writing;
(C) demonstrate an awareness of some aspects of
culture in using the language; and
(D) demonstrate an awareness of the subsystems of
other languages (such as grammar, vocabulary,
and phonology).
(2) The student makes observations about languages and
cultures. The student is expected to:
(A) compare and contrast features of other
languages to English;
(B) recognize the role of nonlinguistic elements
(such as gestures) in communication;
(C) demonstrate an understanding of the fact that
human behavior is influenced by culture; and
(D) compare some aspects of other cultures to the
student's own culture.
(3) The student develops language study skills. The
student is expected to:
(A) practice different language learning
strategies;
(B) demonstrate an understanding of the fact that
making and correcting errors is an important
part of learning a language; and
(C) demonstrate an awareness of language patterns.
§114.26. Cultural
and Linguistic Topics (One-Half to One Credit).
(a) General requirements.
(1) Cultural and linguistic topics is a nonsequential
course that can be offered in elementary, middle,
or high school. At the high school level, students
are awarded one-half to one unit of credit for
successful completion of a course. Upon completion
of the course, students may choose to receive
credit for a nonsequential course in languages
other than English or credit for a social studies
elective course.
(2) Using age-appropriate activities, students study
cultural, linguistic, geographical, or historical
aspects of selected regions or countries.
(b) Introduction. Courses in cultural and linguistic topics
introduce students to the study of other cultures.
Students gain the knowledge to understand the
historical development, geographical aspects, cultural
aspects, and/or linguistic aspects of selected regions
or countries by completing one or more of the knowledge
and skills for cultural and linguistic topics.
(c) Knowledge and skills.
(1) The student gains knowledge of the cultural aspects
of selected regions or countries. The student is
expected to:
(A) identify social, cultural, and economic
changes that have affected customs and
conventions in a region or country;
(B) explain variations of cultural patterns within
a region or country;
(C) demonstrate an understanding of the role of
traditions in influencing a culture's
practices (what people do) and products (what
people create); and
(D) recognize the art, music, literature, drama,
or other culturally related activity of a
region or country.
(2) The student gains a knowledge of certain linguistic
aspects of selected regions, countries, or
languages. The student is expected to:
(A) reproduce, read, write, or demonstrate an
understanding of common expressions and
vocabulary used in the region, country, or
language studied;
(B) describe general aspects of a language based
upon the linguistic experiences provided, such
as word etymologies and derivatives; and
(C) recognize the linguistic contributions of
native speakers and writers from various
regions.
(3) The student gains knowledge of the geographical
aspects of and their related influences on selected
regions or countries. The student is expected to:
(A) demonstrate an understanding of the influence
of geography on the historical development of
a region or country; and
(B) provide examples of the interrelationships
between the physical and cultural
environments.
(4) The student gains knowledge of the historical
aspects of selected regions or countries. The
student is expected to:
(A) recognize examples of the interactions of a
region or country with the rest of the world;
(B) trace historical events from their inception
to the present; and
(C) identify significant personalities in the
development of a region or country.