1. German Language Proficiency
At the end of each of these courses, students will demonstrate minimum German language proficiency according to the 2012 ACTFL Oral Proficiency Guidelines as follows:
101: Novice High; 102 Intermediate Low
201: Intermediate Low/ Intermediate Mid; 202: Intermediate Mid/High
301: Intermediate High; 302 Intermediate High/Advanced Low; 303: Advanced Low (Some higher)
330: Students will demonstrate ability to complete written assignments in German. This will likely be at the Intermediate High/Advanced Low level.
2. Written Assignments and Research Papers
In written assignments, students will analyze and engage with concepts or German-language artifacts in a coherent, thoughtful manner appropriate to their course level. In research papers and capstone papers, students will demonstrate their abilities to
1) find problems and questions in the artifacts that they are discussing
2) compose thesis statements that make defensible claims that address the problems and questions in the artifact;
3) Compose a well-ordered argument that logically develops the ideas in the thesis statement; and
4) Introduce specific supporting evidence through well-integrated quotes in carefully-crafted paragraphs
3. Entering the Critical Discourse
When confronted with new concepts and/or artifacts, students will demonstrate a level-appropriate capacity to do the following:
1) test and question the soundness of ideas;
2) apply theoretical concepts in their analysis;
3) recognize ethical problems and global implications;
4) explore the multivalent nature of the object of their analysis; and
5) engage in ongoing critical discussions and negotiate between a plurality of viewpoints.
4. Cultural Literacy
Students will be able to engage with and cogently discuss a variety of culturally significant German-language literary, historical, artistic, filmic and musical texts and artifacts from all major periods. They will be able to analyze and discuss these works in their various social, cultural, historical, religious, and ethical contexts.
5. Second Language Acquisition and Learning Theories
Apply second language acquisition and general learning theories to create effective language learning environments and programs at different levels.
6. Planning and Delivering Instruction
Plan and deliver instruction based upon knowledge of subject matter, students, goals, and national and state standards.
Use formal and informal assessment strategies to evaluate and improve learner performance and improve language instruction at different levels
8. Professionalism and Self-Reflection
Maintain professional standards by self-reflection and improvement, professional development, and development of productive relationships with colleagues, the profession, and the community.