French Education Concentration

Foreign Languages majors may wish to obtain certification to teach French at the PreK-12 level. Students in this Education Concentration are eligible to receive certification to teach in Maryland upon graduation. In addition to the Core Curriculum requirements and the requirements specified by the Department of Secondary and Middle School Education, students must complete 30 units with a grade equivalent of 2.75 or higher beyond the intermediate level from among the following courses. Students must contact the Department of Secondary and Middle School Education about admission to the Teacher Education Program.

Students who decide not to complete all education requirements must select and complete a different concentration/track in the major in order to graduate.

Majors who are in the Teacher Education Program are required to take Advanced Grammar and Method of Teaching a Foreign Language before internship. Students are also required to complete the Oral Proficiency Interview and achieve a level of “Advanced Low."

The French Education concentration is a PreK-12 teacher education program.  Students complete 30 units of French courses and 55 units of education courses for a total of 85 units.

French Courses

Required Courses
FREN 301ADVANCED CONVERSATION 13
FREN 302ADVANCED COMPOSITION 13
Grammar, Literature and Civilization Required Courses
FREN 329CONTEMPORARY FRENCH LITERATURE AND CIVILIZATION: 1945 TO PRESENT3
or FREN 330 FRANCOPHONE LITERATURE AND CIVILIZATION
FREN 391ADVANCED FRENCH GRAMMAR3
Select two of the following:6
EARLY FRENCH LITERATURE AND CIVILIZATION: MIDDLE AGES TO 17TH CENTURY
18TH-CENTURY LITERATURE AND CIVILIZATION
19TH-CENTURY LITERATURE AND CIVILIZATION
20TH-CENTURY LITERATURE AND CIVILIZATION
Electives
Select 12 units of French electives, including 6 units at the 400 level. These courses must be taken in addition to the Education requirements.12
Total Units30

Education Courses

EDUC 202HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS3
EDUC 203TEACHING AND LEARNING IN A DIVERSE SOCIETY3
HIST 145HISTORY OF THE UNITED STATES TO THE CIVIL WAR3
or HIST 146 HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR
ISTC 301INTEGRATING INSTRUCTIONAL TECHNOLOGY3
SCED 304EDUCATION, ETHICS AND CHANGE3
SCED 305ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY3
SCED 341PRINCIPLES OF SECONDARY EDUCATION 24
SCED 353TEACHING MODERN FOREIGN LANGUAGE3
SCED 384INTERNSHIP IN FRENCH EDUCATION12
SCED 401ANALYZING INTERNSHIP2
SCED 460USING READING AND WRITING IN THE SECONDARY SCHOOLS 24
SCED 461TEACHING READING IN THE SECONDARY CONTENT AREAS 33
SCED 499INTERNSHIP IN EDUCATION 36
SPED 301INTRODUCTION TO SPECIAL EDUCATION3
Total Units55

The Professional Year

As part of their year-long professional internship, all teacher candidates begin these activities in Professional Development Schools (PDS). These are schools in which the Department of Secondary & Middle School Education has partnerships in which the PDS and the Department collaborate, including serving as in-school sites for courses and activities taking place during the full-time internship year. 

  • All students must meet the following GPA requirements to be admitted to the internship: 2.75 GPA in major field and 3.00 in professional education courses with a minimum 2.75 overall, based on transcripts from all institutions of higher learning attended. (Consult with SCED adviser.)
  • All pre-service students in Teacher Education programs at Towson University whose program of study requires an internship experience in a public school setting (pre-K through 12) must undergo a background check if required by the assigned internship school district before entering this experience.

Suggested Four-Year Plan

Based on course availability and student needs and preferences, the selected sequences will probably vary from those presented below. Students should consult with their adviser to make the most appropriate elective choices.

Freshman
Term 1UnitsTerm 2Units
FREN 201 (Core 5)13EDUC 202 (Core 10)3
HIST 145 or 146 (Core 11)3FREN 202 (Core 12)13
PSYC 101 (Suggested for Core 6)3Core 2 (or Core 1)3
Core 1 (or Core 2)3Core 43
Core 33Core 74
 15 16
Sophomore
Term 1UnitsTerm 2Units
EDUC 203 (Core 13)3FREN 3023
FREN 3013FREN 3xx Upper-Level Elective3
Core 83-4ISTC 3013
Core 93SCED 304 (Core 14)3
Core / Elective3SPED 3013
 15-16 15
Junior
Term 1UnitsTerm 2Units
FREN 329 or 3303Select one of the following:23
FREN 3913
SCED 3053
Core 93
Core / Elective3
 FREN 3xx Upper-Level Elective3
 FREN 4xx Upper-Level Elective3
 SCED 3414
 SCED 4604
 15 17
Senior
Term 1UnitsTerm 2Units
Select one of the following:23SCED 38412
SCED 4012
 
 
 
FREN 4xx Upper-Level Elective3 
SCED 3533 
SCED 4613 
SCED 4996 
 18 14
Total Units 125-126

ACTFL Standard 1. Language, Linguistics, Comparisons

Candidates (a) demonstrate a high level of proficiency in the target language, and they seek opportunities to strengthen their proficiency; (b) 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; and (c) 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.

ACTFL Standard 2. Cultures, Literatures, Cross-Disciplinary Concepts

Candidates (a) 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; (b) 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; and (c) integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language.

ACTFL Standard 3. Language Acquisition Theories and Instructional Practices

Candidates (a) 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 and (b) develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners.

ACTFL Standard 4. Integration of Standards into Curriculum and Instruction

Candidates (a) 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; (b) integrate the Standards for Foreign Language Learning and their state standards into language instruction; and (c) use standards and curricular goals to evaluate, select, design, and adapt instructional resources.

ACTFL Standard 5. Assessment of Language and Cultures

Candidates (a) believe that assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are age- and level-appropriate by implementing purposeful measures; (b) 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; and (c) interpret and report the results of student performances to all stakeholders and provide opportunity for discussion.

ACTFL Standard 6. Professionalism

Candidates (a) engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practice and (b) 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.