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Texas Essential Knowledge and Skills for Languages Other Than English
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Chapter 114. Texas Essential
Knowledge and Skills for Languages Other Than
English.
Subchapter A.
Elementary
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§114.1. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English.
Elementary...............................................................................................................A-1
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§114.2. Languages Other Than English, Elementary...................................................................A-1
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Subchapter B. Middle
School
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§114.11 Implementation of Texas Essential Knowledge and Skills for Languages Other Than English.
Middle School..........................................................................................................B-1
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§114.12 Languages Other Than English, Middle School......................................................................B-1
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Subchapter C. High
School
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§114.21 Implementation of Texas Essential Knowledge and Skills for Languages Other Than English.
High School.............................................................................................................C-1
§114.22. Levels I and II - Novice Progress Checkpoint (One Credit Per Level).................................C-1
§114.23. Levels III and IV - Intermediate Progress Checkpoint (One Credit Per Level)...................... C-3
§114.24 Levels V,VI, and VII - Advanced Progress Checkpoint (One Credit Per Level).....................C-6
§114.25 Exploratory Languages (One-Half to One Credit)...........................................................C-9
§114.26 Cultural and Linguistic Topics (One-Half to One Credit)..................................................C-10
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Chapter 114. Texas Essential Knowledge and
Skills for Languages Other Than English
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Subchapter A. Elementary
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Statutory Authority: The provisions of this
Subchapter A issued under the Texas Education Code,
§28.002, unless otherwise noted.
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114.1. Implementation of Texas Essential
Knowledge and Skills for Languages Other Than
English, Elementary.
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The provisions of this
subchapter shall supersede §75.26 of this
title (relating to Other Languages) beginning
September 1, 1998.
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Source: The provisions of
this §114.1 adopted to be effective September
1, 1998, 22 TexReg 4930
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§114.2. Languages Other
Than English, Elementary
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School districts are
strongly encouraged to offer languages other
than English in the elementary grades. For
districts that offer languages in elementary,
the essential knowledge and skills are those
designated as Levels I and II - novice progress
checkpoint, exploratory languages, and cultural
and linguistic topics in Subchapter C of this
chapter (relating to Texas Essential Knowledge
and Skills for Languages Other Than
English).
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Source: The provisions of the
§114.2 adopted to be effective September 1,
1998, 22 TexReg 4930.
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Chapter 114. Texas Essential
Knowledge and Skills for Languages Other Than
English
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Subchapter B. Middle School
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Statutory Authority: The
provisions of this Subchapter B issued under the
Texas Education Code, §28.002, unless
otherwise noted.
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§114.11. Implementation
of Texas Essential Knowledge and Skills for
Languages Other Than English, Middle
School.
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The provisions of
this §114.11 adopted to be effective
September 1, 1998, 22 TexReg.
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§114.12. Languages Other English, Middle School.
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(a) School districts are strongly encouraged to offer languages other than English in middle school For districts that offer
languages in middle school, the essential knowledge and skills are those designated as Level I and II - novice programs
checkpoint and Levels III and IV-intermediate progress checkpoint, exploratory languages, and cultural and linguistic
topics in Subchapter C of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than English).
(b) Students are awarded one unit of high school credit per level for successful completion of the level and one-half to one unit
of high school credit for successful completion of a non sequential course.
(c) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce the traditional
schedule when careful consideration is given to instructional time available on a campus and the language ability, access
to programs, and motivation of students.
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Source: The provisions of
this §114.12 adopted to be effective September
1, 1998, 22 TexReg 4930.
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Chapter 114. Texas Essential
Knowledge and Skills for Languages Other Than
English
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Subchapter
C. High School
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Statutory Authority: The
provisions of this Subchapter B issued under the
Texas Education Code, §28.002, unless
otherwise noted.
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The provisions of
this subchapter shall supersede
§75.62(a)-(g) and (k)-(o) of this title
(relating to Other Languages) beginning
September 1, 1998.
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Source: The provisions of
this §113.21 adopted to be effective September
1, 1998, 22 TexReg 4930.
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§114.22. Levels I and
II-Novice Progress Checkpoint (one Credit Per
Level).
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(a) General requirements.
(1) Levels I and II-Novice progress checkpoint can be offered in elementary, middle, or high school.
At the high school level, students are awarded one unit of credit per level for successful completion of the level.
(2) Using age-appropriate activities, students develop the ability to perform the tasks of the novice language learner. The
novice language learner, when dealing with familiar topics, should:
(A) understand short utterances when listening and respond orally with learned material;
(B) produce learned words, phrases, and sentences when speaking and writing;
(C) detect main ideas in familiar material when listening and reading;
(D) make lists, copy accurately, and write from dictation;
(E) recognize the importance in communication to know about the culture; and
(F) recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar.
(b) Introduction.
(1) Acquiring another language incorporates communications skills and listening, speaking, reading, writing, viewing, and
showing. Students develop these communication skills by using knowledge of the language, including grammar, and
culture, communication and learning strategies, technology, and comes from other subject areas to socialize, to acquire
and provide information, to express feelings and opinions, and to get others to adopt a course of action. While knowledge of
other cultures, connections to other disciplines, comparisons between language and cultures, and community interaction
all contribute to and enhance the communicative language learning experience, communication sills are the primary focus
of language acquisition.
(2) Students of languages other than English gain the knowledge to understand cultural practices (what people do) and products
(what people create) and to increase their understand of other cultures as well as to interact with members of those
cultures. Through the learning of languages other than English, students obtain the tools and develop the context needed to
connect with other subject areas and to use the language to acquire information and reinforce other areas of study. Students
of languages other than English develop an understanding of the nature of language, including grammar, and culture and
use this knowledge to compare languages and cultures and to expand insight into their own language and culture. Students
enhance their personal and public lives and meet the career demands of the 21st century by using languages other than
English to participate in communities in Texas, in other states, and around the world.
(c) Knowledge and skills. The student is expected to:
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(1) Communication. The student (A) engage in oral and written exchanges
communicates in a language of learned material to socialize and to
other than English using the provide and obtain information;
skills of listening, speaking, (B) demonstrate understanding of simple,
reading, and writing. clearly spoken, and written language
such as simple stories, high-frequency
commands, and brief instructions
when dealing with familiar topics; and
(C) present information using familiar
words, phrases, and sentences to listeners
and readers.
(2) Cultures. The student gains The student is expected to:
knowledge and understanding
of other cultures (A) demonstrate an understanding of the
practices (what people do) and how
they are related to the perspectives
(how people perceive things) of the
cultures studied.
(3) Connections. The student uses The student is expected to:
the language to make connections
with other subject areas (A) use resources (that may include technology)
and to acquire information. in the language and cultures
being studied to gain access to information; and
(B) use the language to obtain, reinforce,
or create knowledge in other subject areas.
(4) Comparisons. The student develops The student is expected to:
insight into the the nature of language
and culture by comparing the student's (A) demonstrate an understanding of the nature of
own language and culture to another. language through comparisons of the student's own
language and the language studied;
(B) demonstrate an understanding of the concept of
culture through comparisons of the student's own
culture and the cultures studied; and
(C) demonstrate an understanding of the influence of
one language and culture on another.
The student is exposed to:
(5) Communities. The student participates in
communities at home and around the world by (A) use the language both within and beyond the school
using languages other than English. setting through activities such as participating in
cultural events and using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using
the language for personal enrichment and career
development.
Source: The provisions of this §114.22 adopted to be effective September 1, 1998, 22 TexReg 4930.
§114.23. Levels III and IV-Intermediate Progress Checkpoint (One Credit Per Level).
(a) General requirements
(1) Levels III and IV-Intermediate progress checkpoint can be offered in middle or high school. At the high school
level, students are awarded one unit of credit per level for successful completion of the level.
(2) Using age-appropriate activities, students expand their ability to perform novice tasks and develop their
ability to perform the tasks of the intermediate language learner. The intermediate language learner,
when dealing with everyday topics, should:
(A) participate in simple face-to-face communication;
(B) create statements and questions to communicate independently when speaking and writing,
(C) understand main ideas and some details of material on familiar topics when listening and reading;
(D) understand simple statements and questions when listening and reading;
(E) meet limited practical and social writing needs;
(F) use knowledge of the culture in the development of communications skills;
(G) use knowledge of the components of language, including grammar, to increase accuracy of expression; and
(H) cope successfully in straight forward social and survival situations.
(3) In classical languages, the skills of listening, speaking, and writing are used in Level III to reinforce the skill
of reading. Students of classical languages should reach intermediate proficiency in reading by the end of
Level III.
(b) Introduction
(1) Acquiring another language incorporates communication skills such as listening, speaking, reading, writing,
viewing, and showing. Students develop these communication skills by using knowledge of the language,
including grammar, and culture, communication and learning strategies, technology, and content from other
subject areas to socialize, to acquire and provide information, to express feelings and opinions, and to get
others to adopt a course of action. While knowledge of other cultures, connections to other disciplines,
comparisons between languages and cultures, and community interaction all contribute to and enhance the
the communicative language learning experience, communication skills are the primary focus of language
acquisition.
(2) Students of languages other than English gain the knowledge to understand cultural practices (what people do)
and products (what people create) and to increase their understanding of other cultures as well as to interact with
members of those cultures. Through the learning of languages other than English, students obtain the tools and
the context needed to connect with other subject areas and to use the language to acquire information and reinforce
other areas of study. Students of languages other than English develop an understanding of the nature of language,
including grammar, and culture and use this knowledge to compare languages and cultures and to expand insight
into their own language and culture. Students enhance their personal and public lives and meet the career demands
of the 21st century by using languages other than English to participate in communities in Texas, in other states,
and around the world.
(c) Knowledge and skills.
(1) Communications. The student communicates The student is expected to:
in a language other than English using the
skills of listening, speaking,reading and (A) engage in oral and written exchanges to socialize,
writing. to provide and obtain information, to express
preferences and feelings, and to satisfy basic needs.
(B) Interpret and demonstrate understanding of simple,
straight forward, spoken and written language
such as instructions, directions, announcements,
reports, conversations, brief descriptions, and
narrations; and
(C) present information and convey short messages on
everyday topics to listeners and readers.
(2) Cultures. The student gains knowledge and The student is expected to:
understanding of other cultures.
(A) use the language at the intermediate proficiency
level to demonstrate an understanding of the practices
(what people do) and how they are related to the
perspectives (how people perceive things) of cultures
studied; and
(B) use the language at the intermediate proficiency level
to demonstrate an understanding of the products(what
people create) and how they are related to the
perspectives (how people perceive things) of the
cultures studied.
(3) Connections. The student uses the language The student is expected to:
to make connections with other subject
areas and to acquire information. (A) use resources (that may include technology) in the
language and cultures being studied at the intermediate
proficiency level to gain access to information; and
(B) use the language at the intermediate proficiency level
to obtain, reinforce, or expand knowledge of other
subject areas.
(4) Comparisons. The student develops insight The student is expected to:
into the nature of language and culture by
comparing the student's own language and (A) use the language at the intermediate proficiency level
culture to another to demonstrate an understanding of the nature of language
studied;
(B) use the language at the intermediate proficiency level
to demonstrate an understanding of the concept of culture
through comparisons of the student's own culture
and the cultures studied; and
(C) use the language at the intermediate proficiency level
to demonstrate an understanding of the influence of
the influence of one language and culture on another
(5) Communities. The student participates The student is expected to:
in communities at home and around the
world by using languages other than English. (A) use the language at the intermediate proficiency level
both within and beyond the school setting through
activities such as participating in cultural events and
using technology to communicate; and
(B) show evidence of becoming a lifelong learner by using
the language at the intermediate proficiency level for
personal enrichment and career development.
Source: The provisions of this §113.23 adopted to be effective September 1, 1998, 22 TexReg 4939.
§114.24. Levels V, VI, and VII-Advanced Progress Checkpoint (One Credit Per Level).
(a) General requirements.
(1) Levels V, VI, and VII-Advanced progress checkpoint can be offered in high school At the high school level, students
are awarded one unit of credit per level for successful completion of the level.
(2) Using age-appropriate activities, students master novice tasks, expand their ability to perform intermediate tasks, and
develop their ability to perform the tasks of the advanced language learner. The advanced language learner of modern
languages when dealing with events of the concrete world, should:
(A) participate fully in casual conversations in culturally appropriate ways;
(B) explain, narrate, and describe in past, present, and future time when speaking and writing;
(C) understand main ideas and most details of material on a variety of topics when listen and reading;
(D) write coherent paragraphs;
(E) cope successfully in problematic social and survival situations;
(F) achieve an acceptable level of accuracy of expression by using knowledge of language components, including
grammar; and
(G) apply knowledge of culture when communicating.
(3) The advanced language learner of classical languages reads and comprehends authentic texts of prose and poetry of selected
authors. The skills of listening, speaking, and writing are used to reinforce the skill of reading.
(4) Students of classical languages may reach advanced proficiency in reading during Level IV. (A student who completes a
college Board Advanced Placement course or the International Baccalaureate in Latin should reach advanced proficiency in
reading during Level IV.)
(b) (1) Acquiring another language incorporates communication skills such as listening, speaking, reading, writing, viewing, and
showing. Students develop these communication skills by using knowledge of the language, including grammar, and culture,
communication and learning strategies, technology, and content from other subject areas to socialize, to acquire and
provide information, to express feelings and opinions, and to get others to adopt a course of action. While knowledge of
other cultures, connections to other disciplines, comparisons between languages and cultures, and community interaction
all contribute to and enhance the communicative language learning experience, communication skills are the primary
focus of language acquisition.
(2) Students of languages other than English gain the knowledge to understand cultural practices (what people do) and products
(what people do) and to increase their understanding of other cultures as well as to interact with members of those
cultures. Through the learning of languages other than English, students obtain the tools and develop the context needed to
connect with other subject languages other than English develop an understanding of the nature of language, including
grammar, and culture and use this knowledge to compare languages and cultures and to expand insight into their own
language and culture. Students enhance their person and public lives and meet the career demands of the 21st century by
using languages other than English to participate in communities in Texas, in other states, and around the world.
(c) Knowledge and skills. The student is expected to:
(1) Communication. The student communicates (A) engage in oral and written exchanges,
in a language other English using the skills including providing and obtaining information,
of listening, speaking, reading, and writing. expressing feelings and preferences, and
exchanging ideas and opinions;
(B) interpret and demonstrate understanding of spoken
and written language, including literature, on a variety
of topics; and
(C) present information, concepts, and ideas on a variety
of topics and readers.
(2) Cultures. The student gains knowledge The student is expected to:
and understanding of other cultures.
(A) use the language at the advanced proficiency level to
demonstrate an understanding of the practices (what
people do) and how they are related to the perspectives
how people perceive things) of the cultures studied; and
The student is expected to:
(B) use the language at the advanced proficiency level to
demonstrate an understanding of the products (what
people create) and how they are related to the perspectives
(how people perceive things) of the cultures studied.
(3) Connections. The student uses the language The student is expected to:
to make connections with other subject areas
and to acquire information. (A) use resources (that may include technology) in the
language and cultures being studied at the advanced
proficiency level to gain access to information; and
(B) use the language at the advanced proficiency level to
obtain, reinforce, or expand knowledge of other subjects.
(4) Comparisons. The student develops insight The student is expected to:
into the nature of language and culture by
comparing the student's own language and (A) use the language at the advanced proficiency level to
culture to another. demonstrate an understanding of the nature of language
through comparisons of the student's own language and the
language studied;
(B) use the language at the advanced proficiency level to
demonstrate an understanding of the concepts of culture
through comparisons of the student's own culture and the
cultures studied; and
(C) use the language at the advanced proficiency level to
demonstrate an understanding of the influences of one
language and culture on another.
(5) Communities. The student participates The student is expected to:
in communities at home and around the world
by using languages other than English. (A) use the language at the advanced proficiency level both
within and beyond the school setting through activities
such as participating in cultural events and using
technology to communicate; and
(B) show evidence of becoming a life long learner by using the
language at the advanced proficiency level for personal
enrichment and career development.
Source: The provisions of this §114.24 adopted to be effective September 1, 1998, 22 TexReg 4930.
§114.25. Exploratory Languages (One=Half to One Credit).
(a) General requirements.
(1) Exploratory languages is a non sequential course that can be offered in elementary, middle, or high school. At
the high school level, students are awarded one-half to one unit of credit for successful completion of a course.
(2) Using age-appropriate activities, students study selected aspects of one or more languages and cultures and / or
develop basic language learning and communicative skills.
(b) Introduction. Exploratory courses in languages other than English introduce the student to the study of other languages.
Students use components of language, make observations about languages and cultures, develop language study skills,
and / or acquire simple communicative skills by completing one or more of the knowledge and skills for exploratory
languages.
(c) Knowledge and skills.
(1) The student uses components of language. The student is expected to:
(A) participate in different types of language learning
activities;
(B) use the language skills of listening, speaking, reading,
and / or writing;
(C) demonstrate an awareness of some aspects of culture in
using the language; and
(D) demonstrate an awareness of the subsystems of other
languages (such as grammar, vocabulary, and phonology).
(2) The student makes observations about The student is expected to:
languages and cultures
(A) compare and contrast features of other languages to English;
(B) recognize the role of nonlinguistic elements (such as
gestures) in communication;
(C) demonstrate an understanding of the fact that human
behavior is influenced by culture; and
(D) compare some aspects of other cultures to the student's
own culture.
(2) The student develops language study skills. The student is expected to:
(A) practice different language learning strategies;
(B) demonstrate an understanding of the fact that making
and correcting errors is an important part of learning
a language; and
(C) demonstrate an awareness of language patterns.
Source: The provisions of this §114.25 adopted to be effective September 1, 1998, 22 TexReg 4930.
§114.25. Cultural and Linguistic Topics (One-Half to One Credit).
(a) General requirements.
(1) Cultural and linguistic topics is a non sequential course that can be offered in elementary, middle or high school.
At the high school level, students are awarded one-half to one unit of credit for successful completion of a course.
Upon completion of the course, students may choose to receive credit for a non sequential course in languages other
than English or credit for a social studies elective course.
(2) Using age-appropriate activities, students study cultural, linguistic, geographical, or historical aspects of selected
regions or countries.
(b) Introduction. Courses in cultural and linguistic topics introduce students to the study of other cultures. Students gain
the knowledge to understand the historical development, geographical aspects, cultural aspects, and / or linguistic aspects
of selected regions or countries by completing one or more of the knowledge and skills for cultural and linguistic topics.
(c) Knowledge and skills.
(1) The student gains knowledge of the cultural The student is expected to:
aspects of selected regions or countries
(A) identify social, cultural, and economic changes that have
affected customs and conventions in a region or country.
(B) explain variations of cultural patterns within a region
or country;
(C) demonstrate an understanding of the role of traditions in
influencing a culture's practices (what people do) and
products (what people create); and
(D) recognize the art, music, literature, drama, or other
culturally related activity of a region or country.
(2) The student gains knowledge of certain The student is expected to:
linguistic aspects of selected regions,
countries, or languages. (A) reproduce, read, write, or demonstrate an understanding
of common expressions and vocabulary used in the region,
country, or language studied;
(B) describe general aspects of a language based upon the
linguistic experiences provided, such as word etymologies
and derivatives; and
(C) recognize the linguistic contributions of native speakers
and writers from various regions.
(3) The student gains knowledge of the geographical The student is expected to:
aspects of and their related influences
on selected regions or countries. (A) demonstrate an understanding of the influence of geography
on the historical development of a region or country; and
(B) provide examples of the interrelationships between the
physical and cultural environments.
(4) The student gains knowledge of the historical The student is expected to:
aspects of selected regions or countries. (A) recognize examples of the interactions of a region or country
with the rest of the world;
(B) trace historical events from their inception to the
present; and
(C) identify significant personalities in the development of
a region or country.
Source: The provisions of this §144.25 adopted to be effective September 1, 1998, 22 TexReg 4930.
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