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STANDARD 2: Cultures, Literatures, Cross-Disciplinary Concepts
Standard 2.a. Demonstrating Cultural Understandings. Candidates demonstrate that they
understand the connections among the perspectives of a culture and its practices and products,
and they integrate the cultural framework for foreign language standards into their instructional
practices.
Supporting Explanation
Candidates acquire knowledge of cultural perspectives as they are reflected in the practices and products of the target language.
They pursue new insights into culture and expand their repertoire of knowledge by analyzing new cultural information that allows learners to join communities in the target culture, including information contained in documents, interactions with native speakers, and social and institutional frameworks.
Candidates then present information about the target culture products, practices, and perspectives to an audience of listeners/speakers.
(36)
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Elements
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Approaches Standard
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Meets Standard
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Exceeds Standard
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Dispositions for cultural learning
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Candidates base their own and their students' cultural work on familiar and factual cultural content.
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Candidates integrate cultural insights with the target language in its communicative functions and content areas. They work to extend their knowledge of culture through independent work and interactions with native speakers.
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Candidates emphasize cultural concepts as they teach language, analyze and synthesize cultural information form authentic sources in various media and in relation to specific communities or audiences. They work to build a large repertoire of cultural knowledge and experiences.
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(37)
Standard 2.b. Demonstrating Understanding of Literary and Cultural Texts and Traditions. Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time.
Supporting Explanation
Candidates have a broad understanding of and an appreciation for traditions in the target
language. They are able to identify the contributions of major writers, thinkers, artists, and
cultural icons, the roles they play, and references made to them in the culture. Literary texts
include children’s literature as well as varieties of adult contemporary literature. Candidates are
familiar with and able to interpret texts in the variety of discourses that represent the target
culture’s traditions and contemporary variations.
Candidates read at the level of analysis, interpretation, and synthesis. They use their knowledge
of the literary traditions to interpret changes in the culture over time. Candidates are able to
compare and contrast literary traditions in the target culture with those of other cultures. In turn,
candidates select and adapt literary texts in ways that engage their students in activities that heighten awareness of target cultures and advance students’ communicative proficiencies. Candidates expand their own language proficiency and cultural knowledge through independent and on-going work with literary and cultural texts.
(38-39)
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Elements
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Approaches Standard
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Meets Standard
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Exceeds Standard
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Knowledge of literary and cultural texts
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Candidates are aware of
major literary texts and
have read excerpts,
abridgments, or reviews of
those works and authors.
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Candidates interpret literary
texts that represent defining
works in the target cultures.
They identify themes,
authors, historical style, and
text types in a variety of
media that the cultures
deem important in
understanding the traditions
of the cultures.
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Candidates interpret and
synthesize ideas and critical
issues from literary and
other cultural texts that
represent the historical and
contemporary works of a
wide range of writers in a
wide range of forms and
media. They interpret from
multiple viewpoints and
approaches.
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Integrating texts from literature and other media in instruction
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Candidates use literary and
cultural texts as they
accompany teaching plans
in instructional materials,
and they elicit a literal
interpretation of them.
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Candidates select literary
and cultural texts
appropriate to age, interests,
and proficiency level of
their students. They
integrate these texts into
lessons, design activities
that develop language
competencies based on
these texts, and engage
students in interpreting their
meaning and the cultural
perspectives that they
represent.
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Candidates systematically
use literary and cultural
texts as the basis for
helping students to gain
insights into the products,
practices, and perspectives
of the target culture(s), and
to expand language
competencies.
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Dispositions toward exploring literatures and other texts and media
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Candidates use in their
teaching the texts available
in the instructional
materials that support the
curriculum.
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Candidates identify from
their studies lists of texts
they plan to use and adapt
in their teaching. They
enrich classroom content
with texts and topics valued
by the culture. These texts
are taken from literature
and other media.
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Candidates seek out age-appropriate
materials
valued by the culture that
represent literature, film,
and media to expand the
repertoire of texts they use
in instruction.
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(39)
Standard 2.c. Integrating Other Disciplines In Instruction. Candidates integrate knowledge
of other disciplines into foreign language instruction and identify distinctive viewpoints
accessible only through the target language.
Supporting Explanation
Candidates use their proficiency in the target language to access information on disciplines and
interdisciplinary perspectives that represent the target culture. Virtually every document, oral or
written, that has been created in the target language provides insights, conveys ideas, or
represents creative expression from the culture. The foreign language field has always been
heavily interdisciplinary, and candidates derive much of their knowledge of the culture from
content in fields such as, history, geography, art history, theater, and philosophy, as well as
political and natural sciences. Candidates are expected to expand their academic knowledge by
reading texts or listening to or watching tapes, film, video, or the Internet from a variety of
disciplinary sources.
Candidates demonstrate knowledge in the target language of a variety of disciplines and their
applications to the interpretation of cultures, understand how to integrate content from other
subject areas into the foreign language curriculum, locate content area sources that are
appropriate for the level of instruction, age of students, program goals, and interests of students.
Candidates reinforce subject area content in the foreign language in a comprehensible and
meaningful manner and provide their students with strategies for learning the content of other
subject areas through the foreign language.
Candidates believe that other subject areas can be enhanced through foreign language study and
recognize that subject area content motivates learners and connects the foreign language with
other disciplines in the curriculum. They are curious about and seek opportunities to collaborate
with colleagues from other disciplines to find appropriate areas of connection between foreign
language and other subjects in the curriculum. Recognizing the value of using authentic texts,
such as those found on the Internet, to provide students with distinctive viewpoints, they are
willing to work collaboratively with students to learn new subject area content.
Candidates believe that they can acquire new information and distinctive viewpoints that are
accessible only through the target language. Therefore, candidates provide opportunities for their
students to explore specialized topics or areas of interest through foreign language texts and
materials. Since candidates may not be familiar with all areas of interest of their students, they
are willing to work collaboratively with students to learn new subject content. Their classrooms,
therefore, become communities of learners in which both the teacher and learner explore and
learn new content together.
(39-40)
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Elements
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Approaches Standard
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Meets Standard
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Exceeds Standard
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Integration of other subject areas into language instruction
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Candidates integrate discrete
pieces of information from
other subject areas, usually as
they appear in instructional
materials.
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Candidates integrate concepts
from other subject areas such
as math, science, social
studies, art, and music. They
teach students strategies for
learning this new content in
the foreign language.
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Candidates implement a
content-based approach to
language instruction that is
based on the integration of
language and subject-area
content.
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Planning for cross-disciplinary instruction
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Candidates plan to integrate
subject-area content by using
resources that accompany
instructional materials.
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Candidates collaborate with
colleagues in making
connections between
language and other subject
areas. They locate authentic
resources appropriate to the
age, grade level, program
goals, and interests of their
students.
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Candidates systematically
plan for instruction with
colleagues from other
subject areas. They may do
team-teaching in order to
fully integrate instruction.
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Dispositions for integrating other subject areas into language instruction
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Candidates’ philosophy of
language teaching focuses
primarily on language
instruction, with minimal
attention to other content
areas.
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Candidates devote time to
finding ways to integrate
subject-area content and to
locating authentic resources.
They are willing to learn new
content with students.
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Candidates create a
community of learners
within the classroom, in
which the teacher and
learners work together to
acquire new information
and perspectives across
disciplines.
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(40-41)
Sample Candidate Evidence For Standard 2
- Projects / technology-enhanced presentations on literary or cultural topics
- Performance on examinations demonstrating understanding of cultural framework
- Capstone projects / research reports addressing cross-disciplinary content
- Reports on classroom experiences, describing cultural knowledge/perspectives acquired
- Journal entries that illustrate knowledge and understanding of the culture, acquired
as a result of interaction with target-language communities
- Annotated list of websites that serve as sources of cultural and subject-matter content
- Philosophy of teaching statement that addresses the role of culture, literature, and
cross-disciplinary content
- Lesson plans demonstrating the integration of culture and content from other
disciplines into language lessons
- K-12 student work samples that illustrate cultural learning
- Reflections on the benefits of extra-curricular events attended, such as theatre,
round-table discussions, etc.
- Literary interpretations of a variety of texts
(41)
STANDARD 3: Language Acquisition Theories and Instructional Practices
Sample Candidate Evidence For Standard 3
- Written synthesis of professional journal articles that address current research and/or
teaching practices, together with a reflection on the information learned
(46)
STANDARD 4: Integration Of Standards Into Curriculum and Instruction
Standard 4.c. Selecting and Designing Instructional Materials. Candidates use standards and
curricular goals to evaluate, select, adapt, and design instructional materials.
Supporting Explanation
The Standards for Foreign Language Learning have served as a catalyst for change, not only in
the areas of planning and classroom instruction, but also in the selection, adaptation, and design
of instructional materials. Candidates use the organizing principles of the standards as they
evaluate, select, and create instructional materials. Where in the past the textbook was the
primary resource, candidates now use the textbook as one of many resources. These resources
include visuals, realia, authentic printed and oral texts, and other authentic materials obtained
through technology (e.g., Internet). Candidates locate and use authentic materials in their
teaching, since the value of authentic materials is that they reflect real-world language as it is
used by native speakers in target cultures. Candidates adapt the textbook and other materials to
align them with standards-based goals. They devote the effort necessary to locate effective
materials, to adapt them, and to design their own.
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Elements
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Approaches Standard
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Meets Standard
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Exceeds Standard
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Evaluation, selection, creation of standards-based materials
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Candidates base their selection
and design of materials on
short-term instructional
objectives more than on
standards and/or curricular
goals.
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Candidates use their
knowledge of standards
and curricular goals to
evaluate, select, and
design materials,
including visuals, realia,
authentic printed and
oral materials, and other
resources obtained
through technology.
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Candidates base their
selection and design of
materials on the standards
philosophy and their
curricular goals. They
creatively use a wealth of
resources including
visuals, realia, authentic
printed and oral materials,
and other resources
obtained through
technology. They justify
the use of these materials.
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Use of authentic materials
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Candidates primarily use
materials created for formal
classroom use.
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Candidates identify and
integrate authentic
materials into classroom
activities (e.g., tape
recorded news
broadcasts and talk
shows, magazine and
newspaper articles,
literary selections, video
taped talk shows, realia).
They help students to
acquire strategies for
understanding and
interpreting authentic
texts.
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Candidates use authentic
materials to plan for and
deliver instruction. They
implement a variety of
classroom activities based
on authentic materials.
They engage students in
acquiring new information
by exploring authentic
texts.
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Adaptation of materials
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Candidates use instructional
materials as they have been
developed commercially.
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Candidates adapt
materials as necessary to
reflect standards-based
goals and instruction
when materials fall short.
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An integral part of
candidates’ planning is to
adapt materials to make
standards-based learning
more effective.
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Dispositions for locating resources and creating materials
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Candidates use instructional
materials that are readily
available.
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Candidates locate
additional resources that
enhance topics/themes in
the curriculum.
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Candidates plan to address
standards through
appropriate materials. They
seek out appealing
resources from which to
create materials.
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(50-51)
Sample Candidate Evidence For Standard 4
- Written rationales for the selection of materials used in lessons
- List of sources of standards-based lesson materials, including authentic materials
and those obtained through various technologies
- Journal entries that describe how the candidate uses technology to integrate the
standards into instruction
- Written critiques of instructional resources such as the text, websites, video
segments
- Instructional materials adapted by the candidate with a description of how and why
materials were adapted
(51)
STANDARD 6: Professionalism
Standard 6.a. Engaging in Professional Development. Candidates engage in professional
development opportunities that strengthen their own linguistic and cultural competence and
promote reflection on practice.
Supporting Explanation
Candidates understand the importance and benefits of belonging to a professional community.
They are aware that there are different communities that support them in different ways at
various points in their careers. More importantly, they understand that professional development
is a life-long endeavor and an indispensable asset to becoming a contributing member of the
profession. Professional development may include such activities as participating in conferences
and workshops, reading professional journals, and linking theory and practice by systematically
reflecting on teaching, learning and assessment. Candidates believe that it is their responsibility
to seek counsel from mentors as to which organizations might be most appropriate for their
specific needs. Candidates develop the ability to reflect on the outcomes of their involvement in
these professional communities and on how their continued participation will strengthen their
own linguistic and cultural competence and refine their pedagogical practices. They understand
the importance of seeking professional growth.
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Elements
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Approaches Standard
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Meets Standard
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Exceeds Standard
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Awareness of professional community
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Candidates identify
appropriate professional
communities.
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Candidates identify and
participate in at least one
professional organization.
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Candidates identify and
participate in multiple
professional
communities.
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Life-long commitment to professional growth
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Candidates articulate the
need for ongoing
professional development.
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Candidates identify
immediate professional
development needs.
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Candidates outline a
process for identifying
ongoing professional
development needs and
the potential providers
(e.g., state organization)
to meet these needs.
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Reflection as a critical tool for growth
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Candidates recognize the
potential of reflection and
research as essential tools
for becoming an effective
practitioner. They rely on
others' questions to frame
reflection.
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Candidates frame their
own reflection and
research questions and
show evidence of engaging
in a reflective process to
improve teaching and
learning.
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Candidates
systematically engage
in a reflective process
for analyzing student
work and planning
future instruction. They
identify possibilities of
classroom-based
research to inform
practice.
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Dispositions for seeking professional growth
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Candidates often respond to
the suggestions that others
make regarding candidates’
own professional growth.
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Candidates seek
opportunities for
professional growth.
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Candidates develop a
plan for their continued
professional growth.
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(57-58)
Summary of Candidate Evidence for Standard 6
- List of research questions that the candidate has at this point in career
- List of sources for accessing data {sic} foreign-language specific data (e.g., types of programs offered across state/nation, student enrollment figures)
(59)
Last modified February 11, 2007
by Boris Teske, Prescott Memorial Library,
Louisiana Tech University, Ruston, LA 71272
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