Skip Navigation

Teaching, Learning and Teacher Education

Secondary Foreign Language Education


Foreign Language teacher candidates will develop a comprehensive approach to designing curriculum, instruction and assessment for foreign language programs in K-12.  Teacher candidates will build a conceptual framework for second language teaching based on theoretical insights and research/inquiry from a broad range of empirical and qualitative studies.  Teacher candidates will develop a contextualized, integrative approach to language teaching that is based on meaningful language use, real-world communication, interaction among language learners, and learning new information. Teacher candidates will use best practices to design curriculum organized around the Standards for Foreign Language Learning (National Standards in Foreign Language Education Project, 1996) and the American Council on the Teaching of Foreign Languages Program Standards for the Preparation of Foreign Language Teachers (ACTFL, 2002) by linking theory and practice via teaching applications. What should students know and be able to do with another language serves as the guiding question for making curricular, instructional, and assessment decisions about classroom foreign language learning. 

Teacher candidates will demonstrate teaching and learning principles that lead to a learner-centered, interactive classroom.  Effective use of small group, pair work, and cooperative learning techniques will be emphasized as well as optimal integration of instructional technology/digital media.

Program Outcomes:
The 10 teaching competencies/principles developed by the Interstate New Teacher Assessment and Support Consortium (INTASC) Council of Chief State School Officials in 1992 (Model Standards for Beginning Teachers Licensing and Development: A Resource for State Dialogue) serve as the basis for the INTASC Standards for Beginning Foreign Language Teachers.  These standards are used to assess your progress as you navigate the secondary foreign language education program at the University of Nebraska-Lincoln.  The Nebraska K-12 Foreign Language State Frameworks (1996) modeled after the Standards for Foreign Language Learning: Preparing for the 21st Century (1996) emphasize communication as the organizing principle for second language study (http://www.education.ne.gov/forlg/Frameworks/Frameworks.pdf). The ability to communicate in meaningful and appropriate ways with native speakers is the goal of language study.  The Standards and Frameworks provide the what, how, when and why of language study and serve as important documents to help guide the classroom teacher in determining curriculum and pedagogy for language classrooms.

Effective teachers evaluate their teaching based on a deep understanding of  a) the needs/interests of diverse learners, b) the curriculum and subject matter, c) research based teaching processes and d) professional expectations and development. These four tenets work in synergy with the INTASC principles.These standards serve as the organizational tool for an ePortfolio that demonstrates performance and competencies in each of the standards.  The following grid provides the national standards in teacher education as well as foreign language specific competencies expected of a beginning language teacher.  Exemplars are suggested for possible inclusion in each category.

 

INTASC (Interstate New Teacher Assessment and Support Consortium) Standards

INTASC STANDARDS

COMPETENCIES and PRINCIPLES

PRODUCTS

I CAN STATEMENTS

General Competency One
&
Principle #1

 

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Content Knowledge
Language teachers are proficient in the language they teach. They understand language as a system, how students learn a language, and how language and culture are linked. They are knowledgeable about the cultures of the people who speak the language. Using this knowledge, they create learning experiences that help students develop language proficiency and build cultural understanding.
  • Study abroad
  • Transcript
  • Certificates
  • Proficiency tests
  • Grades in content courses
  • Writing samples with feedback and/or grade
  • Resume
  • Letters of recommendation

 
  • I can speak, read and write the target language at the Advanced Low Level
  • I can create a language learning environment that immerses students in the target language and culture

 

General Competency Two
&
Principle #2

 

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Learner Development.
Language teachers understand how students learn and develop and can relate this to their development of language proficiency and cultural understanding.   They provide learning experiences that are appropriate to and support learners’ development.
  • Products from EdPs courses
  • Evidence of work with Children (CEDAR, camps, mentoring, tutoring)
  • Student products
  • I can create and teach lessons that are age appropriate, address diverse learning styles and integrate a variety of learning strategies that embrace all learners

 

General Competency Three
&
Principle #3

 

 

The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Diversity of Learners
Language teachers understand how learners differ in their knowledge, experiences, abilities, needs, and approaches to language learning, and create instructional opportunities and environments that are appropriate for the learner and that reflect learner diversity.
  • Products from SpEd and EdPs classes
  • Products from Multicultural Education Class
  • Activities on Multiple Intelligence

 

General Competency Four
&
Principle #4

The teacher candidate understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills. 

Instructional Strategies.
Language teachers understand and use a variety of instructional strategies to help learners develop language proficiency, build cultural understanding, and foster critical thinking
  • Papers about instructional strategies
  • Samples of instructional materials developed
  • Samples of materials/activities developed using technology

 

General Competency Five
&
Principle #5

The teacher candidate uses an understanding of individual and group motivation and classroom management techniques to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Learning Environment
Language teachers create an interactive, engaging, and supportive learning environment that encourages student self-motivation and promotes their language learning and cultural understanding.
  • Classroom layout and rationale
  • Technology certificates and/or workshops attended
  • PPT presentations
  • Papers on learning environment

 

 

 

General Competency Six
&
Principle #6

 

The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Communication
Language teachers use effective verbal and non-verbal communication, and multi-media resources, to foster language development and cultural understanding.
  • Presentation at a conference
  • Evidence of communication with parents/colleagues/ students
  • Personal interactive materials: podcast, video, web page

 

  

General Competency Seven
&
Principle #7

The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Planning for Instruction
Language teachers plan instruction based on their knowledge of the target language and cultures, learners, standards-based curriculum, and the learning context.
  • Lesson plans
  • Unit Plan
  • Microteachings
  • Activities developed for microteaching
  • Standards and backward design evidence

 

General Competency Eight
&
Principle #8

The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Assessment
Language teachers understand and use a variety of assessment strategies to monitor student learning, to inform language and culture instruction, and to report student progress
  • Assessment developed for lesson plan
  • Assessment developed for Unit Plan
  • Any type of assessment developed by you (hard copy or using technology)

 

General Competency Nine
&
Principle #9

The teacher candidate is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Reflective Practice and Professional Development
Language teachers are reflective practitioners who continually evaluate the effects of their choices and actions on others and who actively seek out opportunities to grow professionally.
  • Learner Autobiography
  • Self-evaluations for microteaching
  • Teaching Journal
  • Professional membership
  • Evidence of attending professional development programs and conferences

 

General Competency Ten
&
Principle #10

The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

Community
Language teachers foster relationships with school colleagues, families, and agencies in the larger community to support students’ learning and well-being.
  • Evidence of involving and working with community

 

 

 

Information on related professional organizations

Many have student memberships available as well as teaching materials and upcoming conference announcements