(a) General requirements. Students shall be awarded one-half to one credit for successful completion of this course. Products and presentations need not be produced entirely in the target language. A prerequisite to enroll into this course is a minimum proficiency level of Advanced Mid in reading and a minimum performance level of Novice High in listening, speaking, and writing on the American Council on the Teaching of Foreign Languages (ACTFL) scale. The student may take this course with different course content for a maximum of three credits. The course need not be conducted entirely in the target language. Fluency in the target language should reflect a minimum proficiency level of Novice High in the speaking, listening, and writing skills.     
      (b) Introduction.      
        (1) The study of world languages is an essential part of education. In the 21st century language classroom, students gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. Further benefits of foreign language study include stronger cognitive development, increased creativity, and divergent thinking. Students who effectively communicate in more than one language, with an appropriate understanding of cultural context, are globally literate and possess the attributes of successful participants in the world community.       
        (2) Communication is the overarching goal of world language instruction. Students may be provided ample opportunities to engage in conversations, to present information to an audience, or to interpret culturally authentic materials in or about the language of study. ACTFL identifies three modes of communication: interpersonal, interpretive, and presentational.                  (A) In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters.                   (B) In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials.                   (C) In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper.         
        (3) The use of age-level appropriate and culturally authentic resources is imperative to support the teaching of the essential knowledge and skills for languages other than English. The use of culturally authentic resources in classical language study enables students to make connections with other content areas, to compare the language and culture studied with their own, and to participate in local and global communities.       
        (4) The student enrolled in a seminar course in a classical language will focus on a specialized area of study such as the work of a particular author, genre, or topic. The student will speak, write, read, or listen, as appropriate, in the target language for a variety of audiences and purposes. The student is expected to plan, draft, and complete written compositions as well as oral presentations on a regular basis and carefully examine his or her papers and presentations for clarity, engaging language, and the correct use of conventions and mechanics as applicable.       
        (5) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.       
      (c) Knowledge and skills.      
        (1) The student inquires through assigned topics and research in or about the target language. The student is expected to:                  (A) generate relevant and researchable questions with instructor guidance and approval;                   (B) communicate with clarity in order to participate fully and effectively in conversations on a variety of topics from multiple perspectives in formal and informal settings;                   (C) comprehend language from within the cultural framework or genre, including the use of nuance and subtlety;                   (D) produce in-depth summaries, reports, or research papers on a variety of social, academic, or professional topics; and                   (E) pose relevant questions from the research findings or conclusions for further study.         
        (2) The student applies critical-thinking skills to build a portfolio that organizes and uses information acquired from a variety of sources, including technology. The student is expected to:                  (A) collect a variety of visual images such as photographs of mosaics, frescoes, graffiti, coins, statues, architecture, reliefs, and other media;                   (B) compile written ideas and representations;                   (C) interpret information and draw conclusions from a wide range of sources;                   (D) identify bias in written, oral, or visual material;                   (E) use writing or speaking skills for reflection and exploration;                   (F) cite sources appropriately; and                   (G) present a portfolio.         
     Source Note:        The provisions of this §114.52 adopted to be effective November 3, 2014, 39 TexReg 8574