French Secondary Education Concentration
Foreign Languages majors may wish to obtain certification to teach French at the secondary level. Students in this Secondary Teacher Education Concentration receive certification to teach in Maryland upon graduation. In addition to the Core Curriculum requirements and the requirements specified by the Department of Secondary Education, students must complete 30 units with a grade equivalent of 2.00 or higher beyond the intermediate level from among the following courses. Students must contact the Department of Secondary Education about admission to the Secondary Education Program.
Students who decide not to complete all secondary education requirements must select and complete a different concentration/track in the major in order to graduate.
Majors who are in the Secondary 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 are required to achieve a level of “Advanced Low”.
|FREN 301||ADVANCED CONVERSATION 1||3|
|FREN 302||ADVANCED COMPOSITION 1||3|
|Grammar, Literature and Civilization Required Courses|
|FREN 329||CONTEMPORARY FRENCH LITERATURE AND CIVILIZATION: 1945 TO PRESENT||3|
|or FREN 330||FRANCOPHONE LITERATURE AND CIVILIZATION|
|FREN 391||ADVANCED FRENCH GRAMMAR||3|
|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|
|Select 12 units of electives, including 6 units at the 400 level. These courses must be taken in addition to the Department of Secondary Education requirements.||12|
Secondary Teacher Education Requirements
In addition to majoring in one of the certification subject areas as well as satisfying the university Core Curriculum requirements, students must complete the professional education courses listed below.
Required Professional Courses for Secondary Education
A minimum grade equivalent of 2.00 or higher is required for all courses with an overall grade point average of 2.75 and 3.00 in professional education courses.
|ISTC 301||INTEGRATING INSTRUCTIONAL TECHNOLOGY||3|
|SCED 305||ADOLESCENT LEARNING, DEVELOPMENT, AND DIVERSITY (prerequisite: PSYC 101)||3|
|SCED 341||PRINCIPLES OF SECONDARY EDUCATION||4|
|SCED 401||ANALYZING INTERNSHIP||2|
|SCED 419||YOUNG ADULT LITERATURE (English majors only)||3|
|SCED 460||USING READING AND WRITING IN THE SECONDARY SCHOOLS 1||4|
|SCED 462||SEMINAR IN TEACHING READING IN THE SECONDARY CONTENT AREAS||1|
|Select one of the following based on major: 3||3|
|TEACHING MODERN FOREIGN LANGUAGE IN THE SECONDARY SCHOOL|
|TEACHING SOCIAL STUDIES IN THE SECONDARY SCHOOL|
|TEACHING ENGLISH IN THE SECONDARY SCHOOL|
|Internship Requirement by Major|
|Select one of the following based on major:||12|
|INTERNSHIP IN SECONDARY EDUCATION- ENGLISH|
|INTERNSHIP IN SECONDARY EDUCATION- FRENCH|
|INTERNSHIP IN SECONDARY EDUCATION- HISTORY|
|STUDENT TEACHING IN SECONDARY EDUCATION- SPANISH|
|INTERNSHIP IN SECONDARY EDUCATION- SOCIAL SCIENCE|
|SCED 461||TEACHING READING IN THE SECONDARY CONTENT AREAS (taken concurrently with SCED 499)||3|
|SCED 499||INTERNSHIP IN SECONDARY EDUCATION 2||6|
|SPED 301||INTRODUCTION TO SPECIAL EDUCATION||3|
|Additional requirements to be integrated into Core Curriculum:|
|EDUC 202||HISTORICAL AND CONTEMPORARY PERSPECTIVES: AMERICA'S URBAN SCHOOLS||3|
|EDUC 203||TEACHING AND LEARNING IN A DIVERSE SOCIETY||3|
|HIST 145||HISTORY OF THE UNITED STATES TO THE CIVIL WAR||3|
|or HIST 146||HISTORY OF THE UNITED STATES SINCE THE CIVIL WAR|
|SCED 304||EDUCATION, ETHICS AND CHANGE||3|
Taken concurrently with SCED 341 and shares a required field experience
Taken at a professional development school during the fall or spring term, whichever precedes the full-time internship term, with Methods of Teaching Major Subject and SCED 461
Some methods courses are offered spring or fall only. Check with your adviser.
The Professional Year
As part of their yearlong professional internship, all teacher candidates begin these activities in Professional Development Schools (PDS). These are schools in which the Department of Secondary Education and the College of Education have partnerships in which the PDS and the Department collaborate on a number of issues, including serving as in-school sites for courses as well as the activities taking place during the Full-Time Internship year.
REQUIREMENTS FOR FULL-TIME INTERNSHIP
- All students must meet the following GPA requirements to be admitted to student teaching: 2.75 GPA in major field and 3.00 in professional education courses with a minimum 2.75 overall GPA, based on transcripts from all institutions of higher learning attended, including Towson University. (Consult with SCED adviser.)
- All preservice students in Teacher Education programs at Towson University whose program of study requires an intensive and extensive internship or student teaching experience in a public school setting (pre-K through 12) are required to undergo a criminal background check before entering this experience. The criminal background check must be filed with the Center for Professional Practice.
French Secondary Education Suggested Four-Year Plan
|Term 1||Units||Term 2||Units|
|FREN 2011||3||FREN 2021||3|
|TSEM 102 (Core 1)||3||ENGL 102 (Core 2)||3|
|Term 1||Units||Term 2||Units|
|FREN 301||3||FREN 302||3|
|Term 1||Units||Term 2||Units|
|FREN 391||3||Select one of the following:2|
|FREN xxx:: French Elective||3|
|FREN 4xx::FREN Upper-Level Elective||3|
|Term 1||Units||Term 2||Units|
|FREN 330||3||FREN 4xx::FREN Upper-Level Elective||3|
|FREN 4xx:: French Upper-Level Elective||3||SCED xxx:: Internship||3|
|Total Units 90|
During their first academic year, students may take French Intermediate courses (FREN 201- 202) if needed, or they may start with FREN 301 after consultation with a faculty adviser from the Department of Foreign Languages.
Students are required to take three courses in literature and civilization at the 300 level. All students must take either FREN 328 or FREN 329.
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 Standard3. 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 Standard5. 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.