10.58.511 WORLD LANGUAGES
(1) The program requires that successful candidates:
(a) demonstrate understanding of the major linguistic features of the target language (i.e., phonology, morphology, syntax, semantics) and describe the structure, function, and meaning of target language discourse;
(b) explain rules for word and sentence formation (e.g., verbal system, agreement, use of pronouns) and provide examples;
(c) identify and explain pragmatic and sociolinguistic features (e.g., politeness, formal/informal address) of the target discourse and identify features for creating coherence and discourse in extended spoken and written texts;
(d) demonstrate listening comprehension to understand short conventional narrative and descriptive texts, such as descriptions of persons, places, and things; and narrations about past, present, and future events;
(e) in paragraph-length discourse, narrate and describe in the major time frames with some control of aspect;
(f) handle the linguistic challenges presented by a complication or unexpected turn of events appropriately within the context of a situation;
(g) deliver oral presentations extemporaneously on familiar literary and cultural topics and those of personal interest, using a variety of strategies to tailor the presentation to the needs of their audience;
(h) understand conventional written narrative and descriptive texts, such as descriptions of persons, places, and things and narrations about past, present, and future events;
(i) write narratives, descriptions, and summaries on topics of general interest in all major time frames with good control of aspect;
(j) demonstrate understanding of language as an essential element of culture;
(k) demonstrate knowledge of cultural perspectives as reflected in daily living patterns and societal structures, including geography, history, religious, and political systems, literature, fine arts, media, and a variety of cultural products;
(l) connect perspectives to the products and practices of a culture as a way to compare the target culture to their own or to compare a series of cultures;
(m) interpret and synthesize ideas from literary and other cultural texts that represent defining works in the target cultures;
(n) identify themes, authors, historical style, and text types in a variety of media that the cultures deem important to understanding their traditions;
(o) provide opportunities for students to connect to the target language and culture through a variety of means, including technology, as a key component of their classroom practice;
(p) exhibit ease, originality, and flexibility in applying language acquisition theories to instructional practice, using a wide variety of strategies to meet the linguistic needs of their students at various developmental levels;
(q) tailor language use to studentsꞌ developing proficiency levels and use a variety of strategies to help students understand oral and written input;
(r) use the target language to the maximum extent in the classroom at all levels of instruction;
(s) demonstrate an understanding of the national and state standards for foreign language learning to make instructional decisions;
(t) understand how to integrate interpersonal, interpretive, and presentational modes of communication in instruction;
(u) design authentic and standards-based performance assessments using the three modes of communication to measure student progress in communicative and cultural competencies;
(v) design a content-based curriculum which integrates content from other subject areas into instruction; and
(w) demonstrate knowledge of language proficiency in the second language resulting from the achievement of an appropriate score (at a specific level determined by the degree granting college or university) on an internationally recognized proficiency examination.
(2) The classical language program requires that successful candidates:
(a) demonstrate knowledge and understanding of the preceding standards;
(b) demonstrate knowledge and understanding of the specific classical language; and
(c) demonstrate knowledge and application of the specific classical language's sounds, structure, and vocabulary rather than on conversational objectives.
(3) The English as a Second Language (ESL) program requires that successful candidates:
(a) demonstrate understanding of language as a system, including phonology, morphology, syntax, pragmatics, and semantics;
(b) use the major language acquisition theories to develop a standards-based ESL curriculum which teaches language and literacy through academic content areas;
(c) demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement;
(d) demonstrate understanding of various assessment issues as they affect English language learners (ELLs), such as accountability, bias, special education testing, language proficiency, and accommodations in formal testing situations;
(e) demonstrate understanding of language proficiency instruments used for identification, placement, and reclassification of ELLs;
(f) demonstrate the ability to build partnerships with colleagues and studentsꞌ families, serve as community resources, and advocate for equal access to educational resources for ELLs; and
(g) demonstrate successful completion of a two-year program, or the equivalent experience, in learning a second language.
(4) The Native American language program and culture specialist licensure requires that successful candidates demonstrate the knowledge of and competence in languages of American Indians and tribes in Montana, as attested by the appropriate tribal authority, pursuant to ARM 10.57.436.
History: 20-2-114, MCA; IMP, 20-1-501, 20-2-121, MCA; NEW, 1979 MAR p. 492, Eff. 5/25/79; AMD, 1984 MAR p. 831, Eff. 5/18/84; AMD, 1986 MAR p. 1902, Eff. 11/15/86; AMD, 1989 MAR p. 397, Eff. 3/31/89; AMD, 1991 MAR p. 1553, Eff. 3/15/91; AMD, 1994 MAR p. 2722, Eff. 10/14/94; AMD, 2000 MAR p. 2406, Eff. 9/8/00; AMD, 2007 MAR p. 190, Eff. 2/9/07; AMD, 2014 MAR p. 2936, Eff. 7/1/15.