As part of our deep dive into the first National Board World Language Standard (Knowledge of Students), I’ve spent the last few posts focusing on different ways to gather and leverage information about students. Today we’re going to move on to Standard 2: Knowledge of Language (pages 22-24 here). First, the standard statement:
Accomplished teachers of world languages function with a high
degree of proficiency in the languages they teach. They understand
how languages and cultures are intimately linked, understand the
linguistic elements of the languages they teach, and draw on this
knowledge to set attainable and worthwhile learning goals for their
Standard 2 is where the National Board holds us accountable to practice what we preach in terms of our own language learning. This is not easy, and NBCT does not let us off the hook. To become a National Board Certified Teacher, we are required as language teachers to prove that we maintain an Advanced language proficiency level in our target language by submitting ACTFL certificates with ratings of Advanced Low or higher on both the speaking and writing assessments. (More on my tips for passing these tests in a future post).
In addition to requiring that we are Advanced speakers of the languages we teach, this Standard requires that we do, in fact, use the language beyond the walls of our classroom. It asks us for proof of the ways we use the language in authentic contexts, whether in our community or through travel abroad. Accomplished teachers read, write, listen to, and speak their target languages as often as possible, authentically as possible, just as we ask our students to do when we are in class.
In addition to asking for proof of proficiency and language use, this standard devotes an entire section to knowledge of how language works. It briefly mentions a knowledge of linguistics before moving onto knowledge of how the language fits together in different cultural and geographical contexts. For Spanish teachers, this means that we are well-aware of the many different dialects and are able to teach the differences between the slang in Madrid and Mexico City. This is also the first time the modes of language are mentioned: we should understand and be able to teach the importance of the interpretive, interpersonal, and presentational modes.
This standard, for me, is the first time National Board really requires you to hold yourself accountable to a higher level. If you aren’t a native speaker of the language you teach, it demands that you practice what you preach in terms of lifelong language learning, which is something that goes well beyond the usual duties of your classroom. In the next few posts, I’m going to share my tips for staying on top of your language learning game, and also my advice for passing the ACTFL speaking and writing assessments.
What are your favorite ways to maintain your Advanced proficiency level? Share your favorite teacher language practice activities below!