Standards for Classical Language Teachers

The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.

Standard 1: Teachers demonstrate a high proficiency level in interpretive and presentational modes of communication, using reading, writing and some oral skills.

Classical Language teachers demonstrate classical language competency commensurate with their role as readers, writers and speakers of classical languages.

• Teachers understand the linguistic components of the classical language including, but not limited to, units of sound, morphology, grammar, vocabulary, syntax, and pragmatics.
• Teachers accurately read, comprehend, and translate adapted and authentic texts on the literal, interpretative and critical levels.
• Teachers rephrase, summarize, critique, or make personal application of the material read.
• Teachers use the language accurately in writing and in speaking.
• Teachers understand the process involved in improving their language proficiency and continue to develop and maintain high levels of proficiency in the classical language.

Standard 2: Teachers demonstrate familiarity with cultures represented by the classical languages as they relate to products, practices, and perspectives, and as they compare to the students’ own language(s) and culture(s).

Classical Language teachers demonstrate that they understand the connections among the perspectives of a culture and its practices and products in order to enable students to appreciate both classical and modern cultures, through their similarities and differences.

• Teachers acknowledge the relationship between language and society, and recognize the impact of history and geography on culture.
• Teachers integrate into their instruction a knowledge of the diversity of classical cultures and their significance in the modern world.
• Teachers promote cross-cultural understanding of the values and beliefs of both classical and contemporary cultures.
• Teachers acknowledge the linguistic influence of classical languages on English and other modern languages.

Standard 3: Teachers demonstrate familiarity with current theories and research in second language acquisition, as appropriate to classical languages.

Classical Language teachers develop a variety of instructional practices that incorporate pertinent research in teaching and learning in the field. Classical Language Teachers develop articulated models that address the needs of diverse language learners, toward competency-oriented outcomes.

• Teachers implement age-appropriate pedagogical techniques pertaining to classical language instruction.
• Teachers implement current best practices that reflect both second language acquisition and literacy theories.
• Teachers recognize the complexities resulting from multiple entry points within the second language sequence.
• Teachers incorporate knowledge about their students’ language background(s) in order to differentiate instruction.
• Teachers seek to maximize the transfer of cognitive, academic and communicative skills between the student’s first language and the classical language.

Standard 4: Teachers understand the sequential nature of the classical language curriculum and articulate the instructional program accordingly.

Classical Language teachers develop language specific curricula based on the generic framework of the Standard Course of Study.