College of Arts and Letters2021-2022

Department of Global Languages and Cultures

Secondary Education - Spanish, Bachelor of Science in Education

Learning Outcomes

Purpose Statement

Purpose Statement

The B.S.Ed. Secondary Education, Spanish program prepares future educators to teach Spanish language and stylistics, heightened by an exposure to civilization and culture and literature by becoming versed in the theories of second language acquisition and best practices for language teaching. The programs emphasize the development of a teacher’s ability to develop research-based teaching strategies that are developed from second language acquisition research that informs our field and makes language learning accessible to learners. Specific attention is directed at the interaction of second language acquisition theories, foreign language pedagogy, individual differences that learners bring to the language learning process (e.g., motivation, aptitude), curriculum, classroom management theories as well as competence in the language candidates will teach, the target language. Attaining a high level of communicative competence in the target language is an emphasis of the program such that candidates who enter future classrooms enjoy a relatively high level of proficiency; most candidates spend at least a semester studying abroad to do so and also to build competency and knowledge of the cultural products, practices, and perspectives related to the languages they will teach. The program is unique in that it focuses solely on foreign language education. This allows candidates to be in a supportive cohort of high-achieving peers taught by faculty who specialize and conduct research in second language acquisition. We strive to provide a cutting-edge, high-quality program that will utilize and build upon candidates’ knowledge, proficiency, and experiences living in the target culture to become an innovative middle or high school teacher that bases classroom practices on second language acquisition research. The program is designed for students with an interest in Spanish education who are seeking teacher certification.

Student Learning Outcomes

Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the American Council on the Teaching of Foreign Languages, and the Interstate New Teacher Assessment and Support Consortium
  • Standard 1.  Language, Linguistics, Comparisons
    • Demonstrating Language Proficiency: Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency.
    • Understanding Linguistics: Candidates know the linguistic elements of the target language system, recognize the changing nature of language, and accommodate for gaps in their own knowledge of the target language system by learning on their own.
    • Identifying Language Comparisons: Candidates know the similarities and differences between the target language and other languages, identify the key differences in varieties of the target language and seek opportunities to learn about varieties of the target language on their own.
  • Standard 2. Cultures, Literature, Cross-Disciplinary Concepts
    • Demonstrating Cultural Understandings: Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products, and they integrate the cultural framework for foreign language standards into their instructional practices.
    • Demonstrating Understanding of Literary and Cultural Texts and Traditions: Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target language.
    • Integrating of Other Disciplines in Instruction: Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.
  • Standard 3.  Language Acquisition Theories and Instructional Practices
    • Understanding Language Acquisition and Creating a Supportive Classroom: Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction. 
    • Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity: Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse l described in the evidence for a standard gathered in a course or a field experience language learners.
  • Standard 4. Integration of Standards into Curriculum and Instruction
    • Understanding and Integrating Standards in Planning: Candidates demonstrate an understanding of the goal areas and standards of the Standards for Foreign Language Learning and their state standards, and they integrate these frameworks into curricular planning.
    • Integrating Standards in Instruction: Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.
    • Selecting and Designing Instructional Materials: Candidates use standards and curricular goals to evaluate, select, design, and adapt instructional resources.
  • Standard 5. Assessment of Languages and Cultures
    • Knowing Assessment Models and Using Them Appropriately: Candidates believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures.
    • Reflecting on Assessment: Candidates reflect on the results of student assessments, adjust instruction accordingly, and analyze the results of assessments, and use success and failure to determine the direction of instruction.
    • Reporting Assessment Results: Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.
  • Standard 6. Professionalism
    • Engaging in Professional Development: Candidates engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice.
    • Knowing the Value of Foreign Language Learning: Candidates know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students, colleagues, and members of the community to promote the field.

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