Effective September 1, 1998, the State of Texas established a standard of skills in all academic courses throughout the state.  This standard, known as the Texas Essential Knowledge and Skills (TEKS).  Districts are required to provide instruction in these TEKS in Core Academic areas and are to use them as a guideline for curriculum for instruction in Enrichment areas.

The Texas Education Agency strongly encourages districts to offer languages other than English in the Elementary and Middle Schools and the TEKS are designed to provide a guideline for evaluation at all levels using age appropriate materials; however, the details of these checkpoints are listed in the High School Sections §114.22--114.24

What does it mean in the language classroom?
The TEKS for Languages Other Than English, were developed from the Texas Framework for Languages other than English and have identified five focal points that should be addressed in all language classrooms.  Those focal points are:  Communication, Cultures, Connections, Comparisons, and Communities.  Each of these five focal points, are divided by performance/skill level and are to serve as checkpoints to evaluate the success of a student.
 

Components of the five focal points
 

Communication
The primary focus of all modern language programs is communication.  This includes:  Speaking, reading, writing and listening.  These skills are developed by using knowledge of language and culture, communication strategies, learning strategies, and content from other subject areas. Through the Communication goal, students develop the skills necessary to manipulate the content of the other four goals.

How is this accomplished?
Students will learn to be persistent and creative in testing hypotheses when faced with oral or written communication they do not fully understand. They should look for cognates to see if a word might be in the same family as a word they already know, keep reading or listening for further information to complete their understanding, and guess at meaning from context.  They should begin to activate prior knowledge and apply it to the current task. And keep trying different ways to understand the oral or written communication until they succeed.
 
 

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Cultures
Students should learn about and experience other cultures as an integral part of studying languages other than English. This includes studying and experiencing the following three cultural components of a society:
Perspectives (the way people perceive things: their attitudes and values)
Practices (what people do: their patterns of behavior)
Products (what people create, both tangible and intangible: their literature, art, music, tools, food, laws, games, etc.)

How is this accomplished?
Through the use of songs, games, stories, movies, cultural events, realia and guest speakers, etc., the student is able to experience the culture.  Learning about and understanding the culture increases student motivation to learn the language, fosters divergent thinking, and connects language learning to other subject areas.
 
 

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Connections
Knowledge of other languages and cultures provides the tools and context for connecting with other subject areas including the arts, health, social studies, sciences, mathematics, and English.

How is this accomplished?
Students use the language to acquire information and reinforce other areas of study.  For example:  Students use real world documents in target language to conduct research, discover new information, present information.
 
 

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Comparisons
Learning another language enhances ones understanding of the nature of language and culture. Students use this knowledge to compare languages and cultures, and to expand insight into their own language and culture.

How is this accomplished?
The process of using ones own native language to acquire another language causes the student to make comparisons between the two languages and focus on ways in which he/she developed his/her native language skills as well as the origin of that language.  This comparison naturally extends to comparisons of cultural, social and other aspects.
 
 

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Communities
Learning a language other than English opens up opportunities to interact with communities and cultures outside the limited scope of a mono-lingual student.  Students use these newly acquired skills to expand educational, social and career options and goals.

How is this accomplished?
Students may participate in communities by attending cultural events or concerts, or visiting museums or exhibitions.  As part of their language study, they may participate in or plan their own celebrations of the traditions of cultural and linguistic communities that are the same or different from their own. They may also use the language to converse with speakers of that language outside of class (e.g., helping a Spanish-speaking parent in the school office, or using Vietnamese to serve a patron at a restaurant, for example).  Students may also participate in communities in other states and around the world by traveling or by using technology to inform themselves about other places, peoples, and cultures.
 
 

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Novice (Levels I and II) The law
When dealing with familiar topics, the novice user should be able to:

• Use single words, phrases, short sentences and expressions to discuss everyday topics
• Understand short utterances when listening and respond orally with learned material
• Produce learned words, phrases, and sentences when speaking and writing
• Detect main ideas in familiar material when listening and reading
• Make lists, copy accurately, and write from dictation
• Recognize the importance of communicating in a culturally appropriate manner
• Recognize the importance of acquiring accuracy of expression by knowing the components of language, including grammar

• Communicate in the target language using skills of listening, speaking, reading and writing.
• Engage in oral and written exchanges of learned material to socialize and to provide and obtain information.
• Demonstrate understanding of simple clearly spoken and written language such as simple stories, high frequency commands and brief instructions when dealing with familiar topics.

• Demonstrate an understanding of practices and customs and how they are related to the perspectives of the cultures studied.
• Demonstrate an understanding of the products and how they are related to the perspectives of the cultures studied.

• Use the language to make connections with other subject areas and acquire information.
• Use resources in the target language and cultures being studied to gain access to information.
• Use the language to obtain, reinforce or expand knowledge of other subject areas.

• Develop insight into the nature of language and culture by comparing the students' own language and culture to the target language and culture.
• Demonstrate an understanding of the nature of language through comparisons of the student's own language and the language being studied.
• Demonstrate an understanding of the concept of culture through comparisons of the student's own culture and cultures being studied.
• Demonstrate an understanding of the influence of one language and culture on another.

• The student participates in communities at home and around the world by using the target language.
• Use the target language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate.
• Show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.

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Intermediate (Levels III and IV) The law
When dealing with everyday topics, the intermediate learner should be able to:

• Participate in simple face-to-face communication
• Create statements and questions to communicate independently when speaking and writing
• Understand main ideas and some details of material on familiar topics when listening and reading
• Understand simple statements and questions when listening and reading
• Meet limited practical and social writing needs
• Use knowledge of the culture in the development of communication skills
• Use knowledge of the components of language, including grammar, to increase accuracy of expression
• Cope successfully in straightforward social and survival situations
• In survival situations, students can satisfy basic needs within another culture

• Communicate in the target language using the skills of listening, speaking, reading and writing.
• Engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings and to satisfy basic needs.
• Interpret and demonstrate understanding of simple, straightforward, spoken and written language such as instructions, directions, announcements, reports, conversations, brief descriptions and narrations.
• Present information and convey short messages on everyday topics to listeners and readers.

• Use the language at the intermediate proficiency level to demonstrate an understanding of the customs and practices and how they relate to the perspectives of the cultures being studied.
• Use the language at the intermediate proficiency level to demonstrate an understanding of the products and how they are related to the perspectives of the cultures studied.

• Student will use the language to make connections with other subject areas and to acquire information.
• Use resources (including technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information.
• Use the language at the intermediate level to obtain, reinforce, or expand knowledge of other subject areas.

• Use the language at the intermediate proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied.
• Use the language at the intermediate proficiency level to demonstrate an understanding of the concept of culture through comparison of the student's own culture and the cultures studied.

• Student will participate in communities at home and around the world by using the target language.
• Use the language at the intermediate proficiency level both within and beyond the school setting through activities such as participation in cultural events and using technology to communicate.
• Show evidence of becoming a lifelong learner by using the language at the intermediate proficiency level for personal enrichment and career development.

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Advanced The law
When dealing with events of the concrete world, the advanced learner should be able to:

• Participate fully in casual conversations in culturally appropriate ways.
• Explain, narrate, and describe in past, present, and future time when speaking and writing.
• Understand main ideas and most details of material on a variety of topics when listening and reading.
• Write coherent paragraphs.
• Cope successfully in problematic social and survival situations.
• Achieve an acceptable level of accuracy of expression by using knowledge of language components, including grammar.
• Apply knowledge of culture (including such things as interpersonal distance, body language, etc.) when communicating.

• Communicate in the target language using skills of listening, speaking, reading and writing.
• Engage in oral and written exchanges, including providing and obtaining information, expressing feelings and preferences, and exchanging ideas and opinions.
• Interpret and demonstrate understanding of spoken and written language, including literature, on a variety of topics..
• Present information, concepts, and ideas on a variety of topics to listeners and readers.

• Use the language at the advanced proficiency level to demonstrate an understanding of the practices and customs and how they are related to the perspectives of the cultures being studied.
• Use the language at the advanced proficiency level to demonstrate an understanding of the products and how they are related to the perspectives of the cultures studied.

• Use the language to make connections with other subject areas and to acquire information.
• Use resources (including technology) in the language and cultures being studied at the advanced level to gain access to information.
• Use the language at the advanced level to obtain, reinforce, or expand knowledge of other subject areas.

• Develop insight into the nature of language and culture by comparing the student's own language and culture to another.
• Use the language at the advanced proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied.
• Use the language at the advanced proficiency level to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.
• Use the language at the advanced proficiency level to demonstrate an understanding of the influence of one language and culture on another.

• Participate in communities at home and around the world by using the target language.
• 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.
• Show evidence of becoming a lifelong learner by using the language at the advanced proficiency level for personal enrichment and career development.

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Excerpted from Texas Framework for Languages other than English

1.    Why do we need TEKS?

The TEKS for LOTE give an overall picture of where students should be headed within the various program goals.
They describe what all students should know and be able to do at certain checkpoints in the Pre-K-12 sequence. The
TEKS for LOTE are not a curriculum; they are content and performance standards that provide districts with
guidelines to meet the needs of their students. The TEKS for LOTE set clear performance expectations for novice, intermediate, and advanced language learners and provide progress indicators. The goal is to develop advanced level proficiency that can be obtained when students successfully complete all the performance expectations in the TEKS for LOTE.

 
 

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2.    Why are the TEKS not organized by grade level?

Because entry into the LOTE classroom is not based on a grade level program, the TEKS for LOTE are based on the American Council of Teachers of Foreign Languages (ACTFL) Guidelines of Proficiency and are applicable at any grade level.
 
 

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3.    What is the role of Grammar instruction in the LOTE Classroom?

While grammar was once viewed as an end to the means in the Language classroom, it is now viewed as a tool to be used as an integral part of the Language classroom.  It should now function as a means to the end result of communication (listening, speaking, reading and writing) in the target language.
 
 

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4.    What is the place of English in the LOTE classroom?

From the earliest levels of modern language instruction, the LOTE class should use English as a survival tool only.  The overall goal of instruction is development of language proficiency; therefore, the LOTE teacher should strive to use only the target language in the classroom.  With each level of instruction, as students move up the proficiency ladder, the projects and tasks students are involved in should reflect the language functions being taught.  If the functions and tasks match the students level of proficiency, or are beginning to push students into the next level, the students should not feel the need to present projects in English.  Sometimes, however, in novice level classes only, teachers and students might use English when learning about cultures or comparing languages and cultures. For the teaching of classical languages, English plays a different role, as students focus more on the interpretative use of language, rather than interpersonal production of it.
 
 

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5.    What options are available for offering modern languages at early grade levels when time is of short and language teachers are not available?

At the Elementary level, the focus should be not on what needs to be taken out of the elementary curriculum in order to fit in LOTE instruction, rather it should focus on what content is already in the grade level curriculum that could appropriately be taught through the LOTE.  Elementary schools find time to include LOTE in their instructional program when they adopt content based, content enriched, or total and partial immersion programs. LOTE instruction in elementary grades should fit over existing topics and concepts, rather than dealing with unrelated content.
 
 

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6.    What options are available for offering modern languages when language teachers are not available?

Distance learning, language learning technology, and dual enrollment at colleges and universities all provide a means of offering more LOTE instruction than a school might normally be able to provide.  Additionally, at lower grade levels, the utilization of advanced level students as mentors provides a wealth of experience and motivation for both the novice and advanced level student.
 
 

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7.    How can I help my child be successful in the language classroom?
        Click on the Parent Tips Link to get some helpful suggestions.
 

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The  Law

Subchapter A
§114.2. Languages Other Than English, Elementary.

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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Subchapter B
§114.12. Languages Other Than English, Middle School.

(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 Levels I and II - novice progress 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 the instructional time available on a campus and the language ability, access to programs, and motivation of students.

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Subchapter C
§114.21. Implementation of Texas Essential Knowledge and Skills for Languages Other Than English, High School.

§114.22. Levels I and II - Novice Progress Checkpoint (One Credit Per Level)

(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.

(3) Students of classical languages use the skills of listening, speaking, and writing to reinforce the skill of reading.

(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 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 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
(1) Communication  The student communicates in a language other than English using the skills of listening, speaking,
reading, and writing. The student is expected to:

(A) engage in oral and written exchanges of learned material to socialize and to provide and obtain information;
(B) demonstrate understanding of simple, 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 knowledge and understanding of other cultures. The student is expected to:

(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; and
(B) 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 to make connections with other subject areas and to acquire information.
The student is expected to:

(A) use resources (that may include technology) in the language and cultures being studied to gain access to information; and
(B) use the language to obtain, reinforce, or expand knowledge of other subject areas.

(4) Comparisons  The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:

(A) demonstrate an understanding of the nature of 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.

(5) Communities  The student participates in communities at home and around the world by using languages other than
English. The student is expected to:

(A) use the language 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 for personal enrichment and career development.

Source: The provisions of this §114.22 adopted to be effective September 1, 1998, 22 Tex Reg 4930.
 

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§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 communication skills;
(G) use knowledge of the components of language, including grammar, to increase accuracy of expression; and
(H) cope successfully in straightforward 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 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 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

(1) Communication  The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:

(A) engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings, and to satisfy basic needs;
(B) interpret and demonstrate understanding of simple, straightforward, 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 understanding of other cultures. The student is expected to:

(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 the 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 to make connections with other subject areas and to acquire information. The student is expected to:

(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 into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:

(A) use the language at the intermediate proficiency level to 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 intermediate proficiency level to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures tudied; and
(C) use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

(5) Communities  The student participates in communities at home and around the world by using languages other than English. The student is expected to:

(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 §114.23 adopted to be effective September 1, 1998, 22 Tex Reg 4930.
 

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§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 listening 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) 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 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 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

(1) Communication  The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to:

(A) engage in oral and written exchanges, including providing and obtaining information, 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 to listeners and readers.

(2) Cultures  The student gains knowledge and understanding of other cultures. The student is expected to:

(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
(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 to make connections with other subject areas and to acquire information.
The student is expected to:

(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 subject areas.

(4) Comparisons  The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:

(A) use the language at the advanced proficiency level to 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 concept 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 influence of one language and culture on another.

(5) Communities  The student participates in communities at home and around the world by using languages other than English. The student is expected to:

(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 lifelong 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 Tex Reg 4930.
 

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Click on the TEKS link to view the complete document for all academic areas.