In addition to required courses in educational methods, students seeking a license to teach in the modern foreign languages are required to complete a study program where the target language is spoken. The Department and the University will assist the student in finding a placement. Exceptions will be granted rarely and only with the permission of the chair and faculty of the respective language. Latin:
Students of Latin will design a program of cultural study in consultation with the Classics faculty.
Please consult with the Center for International Programs
for more information on possible programs and funding. Rationale:
Because teacher candidates must achieve a certain level of proficiency in the foreign language they teach, an experience in a country where the foreign language is spoken is essential. The ACTFL Proficiency Guidelines provide descriptions of different levels of proficiency. Their levels include experientially based rather than theoretically based descriptions. See ACTFL
for detailed descriptions of the different levels of proficiency. References to these levels can be found in Standard #3 of the Indiana Professional Standards Board Standards for Teacher Licensing, quoted below:
Teachers of foreign languages can communicate fluently in the foreign language and understand the culture(s) in which the language is used. This 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.
Included in this standard are the following Knowledge indicators (Note: indicators 1, 3, 4, and 5 can be directly linked to a study program in the target language):
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.
The teacher has the knowledge of the grammatical (phonological, morphological, and syntactical) structures of the foreign language necessary for fluent communication.
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).
The teacher has a knowledge of resources to access up-to-date cultural information.
The teacher understands the ever changing and interrelated nature of language and culture.