French Education Concentration

Foreign Languages majors in the French Education Concentration are eligible to apply for certification to teach French 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. 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 the Writing Proficiency Test. They are required to achieve a level of “Advanced Low" in the Oral Proficiency Interview. 

Admission Requirements for Teacher Education

The Teacher Education Executive Board, representing all initial teacher education programs at Towson University, utilizes the following minimum requirements as conditions for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship. Programs may include additional requirements for admission into the program and/or the capstone internship.

The College of Education admits students either as freshmen or as undergraduate transfer students from accredited, post-secondary institutions. During the freshman and sophomore years, students are generally engaged in pre-professional courses or courses that fulfill Core Curriculum requirements, as well as all identified prerequisites (e.g., specific and sequential courses in Core Curriculum) for admission to COE screened majors and programs.

All College of Education undergraduate programs are screened majors. As an integral part of the teaching/learning experience, students work with advisers in a strategic planning process across all years at TU. Accordingly, to support student success, all COE students are required to confer prior to registration each term with their assigned advisers.

I. PROCEDURES AND REQUIREMENTS FOR ADMISSION TO ALL TEACHER EDUCATION PROGRAMS

  1. Complete a self-disclosure criminal background form to be submitted to the major department with the application. 
  2. Submit an application for formal admission to the program. Students seeking admission to teacher education programs must contact their department chairperson or program coordinator by 45 credit hours for program-specific procedures and requirements for admission to professional education programs.
  3. A cumulative/overall GPA of 3.00 or higher is required for admission to an initial licensure teacher education program.

    1. Applicants with a GPA between 2.50 - 2.99 may be admitted conditionally if they provide evidence of passing scores on a Basic Skills Assessment* as identified by the Maryland State Department of Education (i.e. SAT, ACT, GRE, Praxis Core) and receive approval from the department chairperson/program coordinator.

      *Candidates may apply for a test waiver directly to the department. Such waivers should only be granted if it is predicted, based on the individual candidate’s transcript data, that the candidate’s final cumulative/overall GPA will be above a 3.00.

The French Education concentration is a PreK-12 teacher education program. Students complete 30 units of French courses and 56 units of education courses for a total of 86 units. Of the 30 units in French courses, at least 15 units must be taken at Towson University.

Minimum requirements for admission into teacher education programs, maintaining candidate status and formal entry into the capstone internship are outlined on the Standards for Teacher Education page in the Undergraduate Catalog. 

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.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 THE INTERNSHIP EXPERIENCE3
SCED 460USING LITERACY 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 Units56
1

 Native and Heritage speakers of French may earn up to 6 units for FREN 301 and/or FREN 302 by taking the Departmental Challenge Exam.

2

SCED 341 is taken concurrently with SCED 460 and shares a field experience.

3

SCED 499 is taken at a professional development school during the term preceding the full-time internship. It is taken concurrently with SCED 461.

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 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 as 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
Elective3SCED 304 (Core 14)3
Elective3SPED 3013
 15-16 15
Junior
Term 1UnitsTerm 2Units
FREN 329 or 3303Select one of the following:23
FREN 3913
SCED 3053
Core 93
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 4013
 
 
 
FREN 4xx Upper-Level Elective3 
SCED 3533 
SCED 4613 
SCED 4996 
 18 15
Total Units 126-127
1

During their first academic year, students may take French Intermediate courses (FREN 201-FREN 202) if needed, or they may start with FREN 301 after consultation with a faculty adviser from the Department of Languages, Literatures and Cultures.

2

Students are required to take three courses in literature and civilization at the 300 level. All students must take either FREN 329 or FREN 330.

ACTFL Standards 

  • Standard 1: Language proficiency: Interpersonal, Interpretive, and Presentational
  • Standard 2: Cultures, Linguistics, Literatures, and Concepts from Other Disciplines
  • Standard 3: Language Acquisition Theories and Knowledge of Students and Their Needs
  • Standard 4: Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources
  • Standard 5: Assessment of Languages and Cultures – Impact on Student Learning
  • Standard 6: Professional Development, Advocacy, and Ethics