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Please Note: Currently the department is not accepting new majors in French. If you are interested in studying French, consider a minor in French.

What Competencies Will I Be Expected to Attain?

Mission Statement: French Education

The purpose of the B.S.Ed. in Secondary French Education Program is to prepare reflective, caring and knowledgeable practitioners who demonstrate proficiency in current theories of human development, in learning strategies and in second language acquisition. In addition, in-service and pre-service practitioners will be familiar with various approaches to teaching foreign languages, including the appropriate use of technology to enhance instruction.  The program aims at preparing teachers who think critically and accept responsibilities for their own learning.

In-service and pre-service teachers should also be highly proficient in the target language (minimum, Advanced Low).  They will be given opportunities to acquire knowledge of the functional linguistic and cultural proficiency necessary to communicate and teach in a multicultural society, the skills necessary to teach language, culture, and literature, and the philosophical knowledge to understand their multifaceted roles as educators.

The program is based upon the conviction that without a theoretical base there is no truly effective practice. In-service and pre-service teachers will enroll in courses in the history, civilization, culture, literature, and grammar as well as field work and professional education grounded in the National Standards for Foreign Languages (the 5 Cs) to enable them to teach at all grade levels across the K-12 spectrum.

The program is committed to preparing elementary and secondary teachers who are able to communicate effectively in English and as well as the target language (French), to access and utilize educational research, to develop pedagogical practices based upon sound theory, to make decisions and solve problems strategically, and to serve as effective advocates for the profession.

IUP’s Conceptual Framework for Teacher Education

Danielson’s Framework for Teaching

The teacher education programs at IUP have been developed based upon our belief that teaching, learning, and communicating are complex processes. We have formally adopted Charlotte Danielson’s 1996 Framework for Teaching that provides the common language we use in our research, practice, reflections, evaluation, and communication about exemplary practice that promotes learning for all students.

Danielson has identified twenty-two components that comprise exemplary practices for teaching and learning. The table below shows the grouping of the components of professional practice into the four domains of the framework.

Domain 1: Planning and Preparation Components

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Selecting Instructional Goals

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Assessing Student Learning

Domain 2: The Classroom Environment Components

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space

Domain 3: Instruction Components

3a: Communicating Clearly and Accurately

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Providing Feedback to Students

3e: Demonstrating Flexibility and Responsiveness

Domain 4: Professional Responsibilities Components

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

4d: Contributing to the School and District

4e: Growing and Developing Professionally

4f: Showing Professionalism

The Framework is used to guide and structure early field experiences. You will be required to incorporate the components into the reflections you prepare for inclusion in your electronic portfolio.

INTASC Principles

Teacher preparation programs at IUP also reflect the principles of the Interstate New Teacher Assessment and Support Consortium (INTASC), which are used by most states to make teacher licensing decisions. The INTASC principles are held by the Pennsylvania Department of Education as part of the requirements for teaching certification.

The following are the ten INTASC principles (see the French Education Student Handbook for a detailed description of the knowledge, skills, and dispositions embodied in each principle):

  • Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  • Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.
  • Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  • Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.
  • Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  • Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  • Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
  • Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.
  • Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  • Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

The INTASC principles reflect the four domains of Danielson’s framework. You will be evaluated formally during student teaching using the ten principles of INTASC. Each of the knowledge, skills, and dispositions statements is taken into account as your university supervisor and cooperating teacher evaluate your performance.

The various components are also considered throughout your coursework as they apply in individual courses. In addition, you will compile an electronic portfolio and will select artifacts to address each of the INTASC principles.

Knowledge Base: French Education

ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers

The content of the Bachelor of Science in Secondary Education/French Program is based largely on the program standards that were developed by the American Council on the Teaching of Foreign Languages (ACTFL) in conjunction with the National Council for Accreditation of Teacher Education (NCATE) in October 2002. A summary of the standards follows:

Standard 1: Language, Linguistics, Comparisons

Standard 1.a. Demonstrating Language Proficiency. Candidates demonstrate a high level of proficiency in the target language [Advanced-Low level], and they seek opportunities to strengthen their proficiency.

Standard 1.b. 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.

Standard 1.c. 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, Literatures, Cross-Disciplinary Concepts

Standard 2.a. 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.

Standard 2.b. 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 cultures over time.

Standard 2.c. Integrating 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

Standard 3.a. 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.

Standard 3.b. 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 language learners.

Standard 4: Integration Of Standards into Curriculum and Instruction

Standard 4.a. 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.

Standard 4.b. Integrating Standards in Instruction. Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction.

Standard 4.c. 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

Standard 5.a. 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.

Standard 5.b.  Reflecting on assessment. Candidates reflect on the results of student assessments, adjust instruction accordingly, analyze the results of assessments, and use success and failure to determine the direction of instruction.

Standard 5.c. Reporting assessment results. Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.

Standard 6: Professionalism

Standard 6.a. Engaging in Professional Development. Candidates engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice.

Standard 6.b. Knowing the Value of Foreign Language Learning. Teacher 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.

These program standards reflect the current philosophy that teaching a foreign language means teaching students how to use language in real communication. The program standards reflect the profession’s K-16 student standards, Standards for Foreign Language Learning in the 21st Century (National Standards in Foreign Language Education Project, 1999), which have brought a renewed focus on content, as we ask the question: “What should students know and be able to do with another language?” In order to prepare our students to meet today’s needs of a global society, language teaching must be based upon meaningful language use, real-world communication, acquisition of new information and knowledge through the language, a non-threatening classroom environment that encourages self-expression and risk-taking, and fostering of learning communities in which interaction is key (Shrum, J.L., & Glisan, E.W. , 2005, Teacher’s handbook: Contextualized language instruction, 3nd edition. Boston: Heinle & Heinle).

Exit Program Competencies Verified in Student Teaching

The primary goal of the Bachelor of Science in Secondary Education/French Program is to equip teacher candidates with the necessary knowledge of their content area and pedagogy, dispositions for teaching foreign languages and working with children and adolescents, and skills in using and teaching a foreign language to K-12 learners. By the end of the program, teacher candidates must be able to demonstrate the following competencies, which are based on the ACTFL/NCATE Program Standards, and are verified at the end of the Student Teaching experience.

  1. The teacher candidate integrates foreign language standards into planning, instruction, and assessment.
  2. The teacher candidate creates a classroom environment that supports language learning and acquisition.
  3. The teacher candidate demonstrates a satisfactory level of proficiency in the target language. This level is the "Advanced-Low" level on the scale developed by the American Council on the Teaching of Foreign Languages, and in accordance with their recommendation.
  4. The teacher candidate provides maximum opportunities for students to communicate meaningfully in the target language.
  5. The teacher candidate engages students in negotiating meaning with the teacher and with one another.
  6. The teacher candidate introduces and practices vocabulary in context.
  7. The teacher candidate teaches grammar as the vehicle for using the target language to communicate in real-world contexts.
  8. The teacher candidate provides opportunities for students to practice oral interpersonal communication in pairs and in small groups.
  9. The teacher candidate provides opportunities for students to interpret authentic oral and printed texts, including literary and cultural texts.
  10. The teacher candidate engages students in written interpersonal and presentational communication.
  11. The teacher candidate integrates culture into instruction by engaging students in exploring the relationships between and among cultural products, practices, and perspectives. The candidate also demonstrates a familiarity with one or more countries where French is spoken.
  12. The teacher candidate assesses students' progress through contextualized assessment practices.
  13. The teacher candidate makes connections between other school subjects and foreign language instruction.
  14. The teacher candidate provides opportunities for students to interact with target-language communities through a variety of means such as technology and authentic materials.
  15. The teacher candidate participates effectively as a professional in school and community settings and within the larger foreign language profession.

The Bachelor of Science in Secondary Education/French Program prepares beginning foreign language teachers to use current theories about language learning and teaching as a basis for reflection and practice. The program assists developing foreign language teachers as they begin their journey toward accomplished teaching by basing their learning, teaching, and reflecting on the five propositions established by the National Board for Professional Teaching Standards:

  • Teachers are committed to students and their learning.
  • Teachers know the subjects they teach and how to teach those subjects to students.
  • Teachers are responsible for managing and monitoring student learning.
  • Teachers think systematically about their practice and learn from experience.
  • Teachers are members of learning communities. (National Board for Professional Teaching Standards, 1994, pp. 6-8).

These propositions also undergird the Student Teaching Competencies listed above.

The Bachelor of Science in Secondary Education/French Program provides experiences which help students to become active decision makers who acquire the skills necessary for applying theory through observing classroom interaction, designing and teaching effective lessons, and making appropriate decisions in a wide variety of situations that confront them daily.

  • Department of Foreign Languages
  • Sutton Hall, Room 455
    Indiana University of Pennsylvania
    Indiana, PA 15705
  • Phone: 724-357-2325
  • Fax: 724-357-1268
  • Office Hours
  • Monday–Friday
  • 8:00 a.m.–4:30 p.m.