8710.4950 TEACHERS OF WORLD LANGUAGES AND CULTURES                                                             FORM I-C MATRIX

Professional Education Program Evaluation Report     (PEPER I)
MATRIX   Form I-C
8710.2000 Teachers of World Languages and Cultures

Identify coding used to indicate placement or assignment of standards here:

K=Knowledge, A= Assessed

 

Latin 231

Latin 252

Education 349

Subpart 4.  Subject matter standard for teachers of classical languages and cultures/Greek and Latin.   A candidate for licensure as a teacher of classical languages and cultures must complete a preparation program under subpart 2, item A or B, subitem (3), that must include the candidate's demonstration of the knowledge and skills in items A and B:

A. A teacher of classical languages and cultures must:

(1) understand language as a system;

KA

KA

 

(2) understand first and second language acquisition theory and how this informs practice;

 

 

KA

(3) demonstrate competencies in four modalities of reading, speaking, listening, and writing:

(a) the teacher must:

i. read with understanding passages of prose or poetry of the most important Latin and Greek authors, for example, Caesar, Cicero, Vergil, Ovid, Horace, Livy, Plato, Homer, and dramatists;

KA

 

KA

 

ii. explain grammatical structures of the sentences and analyze word forms, including case use, mood, and tense; and

KA

KA

 

iii. infer meanings of unfamiliar words from cognates, derivatives, and context;

KA

KA

 

(b) the teacher must:

i. pronounce Latin and Greek correctly;

KA

KA

KA

ii. orate prose with expression and correct inflection;

KA

 

 

iii. orate poetry according to metrical principles;

KA

KA

 

iv. greet students, give simple commands, and lead oral exercises; and

 

 

KA

v. orally formulate Latin and Greek questions based on a reading passage;

 

 

KA

(c) the teacher must understand main ideas of a connected oral reading; and

 

 

KA

 

(d) the teacher must:

i. accurately construct grammatical Latin and Greek from a moderately complex English original; and

KA

 

 

ii. transform sentences from one grammatical structure to another;

KA

 

 

(4) understand Latin's relation to English and other modern languages; identify Latin- and Greek-based English words, understand their etymology, and provide cognates; and identify Latin and Greek terminology commonly used in science, law, medicine, and Latin abbreviations, terms, phrases, and mottos commonly used in English; and

 

 

KA

(5) understand the value of extra activities promoting cultural interest.

 

 

KA

B. A teacher of classical languages and cultures must:

(1) be aware of areas of the world where the language was spoken and know that life in these areas varied widely;

KA

KA

 

(2) have a sociolinguistic understanding sufficient for accurately communicating the interrelationships of the language and culture;

KA

KA

 

(3) understand that both content and process are important and that cultural knowledge and understanding are interdisciplinary;

KA

KA

 

(4) understand that culture is neither monolithic nor static and that developing insights into the variability of cultural phenomena is a lifelong process;

KA

KA

 

(5) know that every cultural phenomenon is unique and is affected by age, geographic region, sex, class, and other factors and that multiple perspectives, value systems, and modes of decision-making and behaviors exist;

KA

KA

 

(6) know about cultural stereotyping and how to address it as a result of developing skills in processing information, including observing, comparing, and inquiring about cultural phenomena; analyzing and hypothesizing about the phenomena; and synthesizing and determining generalizability of the phenomena;

KA

KA

 

(7) compare and contrast cultures of people who speak another language with the teacher's own culture; and

KA

KA

 

(8) have opportunities for on-site experiences with chronologically distant cultures and relate those experiences. 

KA

KA

 

 

Subp. 6.  Teaching and learning.  A candidate for licensure as a teacher of world languages and cultures must complete a preparation program under subpart 2, item B, subitem (3), that must include the candidate's demonstration of an understanding of the teaching of world languages and cultures that integrates understanding of the world language and culture with an understanding of pedagogy, students, learning, classroom management, and professional development.  A teacher of world languages and cultures to children, preadolescents, and adolescents in kindergarten through grade 12 shall:

 

Education 290

Education 330

Education 375

Education 349

A.  understand and apply educational principles relevant to the physical, social, emotional, moral, and cognitive development of children, preadolescents, and adolescents;

KA

 

 

 

B. understand and apply the research base for and the best practices of kindergarten and primary, intermediate, and middle and high school education;

 

KA

 

KA

C.  develop curriculum goals and purposes based on the central concepts of language and culture and know how to apply instructional strategies and materials for achieving student understanding of the language and culture;

 

 

 

KA

D.  understand the role and alignment of district, school, and department mission and goals in program planning;

 

 

 

KA

E.  understand the need for and how to connect students' schooling experiences with everyday life, the workplace, and further educational opportunities;

 

KA

 

 

F.  know how to involve representatives of business, industry, and community organizations as active partners in creating educational opportunities;

 

 

 

KA

G.  understand the role and purpose of co-curricular and extracurricular activities in the teaching and learning process;

 

 

 

KA

H.  understand the impact of reading ability on student achievement in second language studies, recognize the varying reading comprehension and fluency levels represented by students, and possess the strategies to assist students to read world language content more effectively; and

 

 

KA

 

I.  apply the standards of effective practice in teaching students through a variety of early and ongoing clinical experiences with kindergarten, primary, or intermediate; and middle level and high school students within a range of educational programming models.

KA

KA

KA

KA