My Expertise in French Language

TPE 1: Specific Pedagogical Skills for Subject Matter Instruction identifies the
following standards for a Single Subject Teacher Candidate in World
Language. Below each standard, I describe my skills through both undergraduate
courses and work experience that show my ability in these standards.

Candidates for a Single Subject Teaching Credential in World Language

demonstrate the ability to teach the state-adopted academic content
standards as outlined in the World Language Framework for California
Public Schools.
-As a long-term substitute teacher, I have become familiar with
the process of making sure that my lesson plans align with state
content standards.
-I will continue to demonstrate this ability through student
teaching and an internship in which I will have full responsibility
of my own classroom.

First, and most important, they demonstrate a high proficiency in the

language that allows them to conduct their classes in the target language.
-I have earned a BA in French Language.
-I spent four months living and going to school in France and
relying on the language for all of my everyday interactions,
including in the classroom.

In addition, candidates demonstrate the ability to teach in a proficiencyoriented program with a commitment to teaching and learning using the
four languages skills of listening, speaking, reading, and writing, thus
enabling their students to demonstrate communicative ability in the target
language from level 1 to advanced.

Candidates teach students to independently read, comprehend, and

evaluate instructional materials that include increasingly complex subjectrelevant texts and graphic/media representations presented in diverse
formats.
-While studying abroad, I had the pleasure of taking a French
cinema class, as well as various French literature classes both
abroad and in the states. One of my upper division French classes
was also centered on French theater. Therefore, I feel that I have

a wealth of different text and media to present in diverse formats,

as well as a good idea of how to teach it.

Candidates also teach students to write argumentative and expository text

in the content area.
-In my tutoring, I have helped many students who have felt
intimidated by their French writing tasks, from French 1 students
writing a paragraph recounting their day to French 3 students
writing their first real analytical or argumentative essay.

Candidates demonstrate knowledge of the nature of language, basic

linguistics and a thorough understanding of the structural rules and
practical use of the target language.
-French can be a very nuanced language, and my time spend
abroad as well as my six years of study has made me very keen on
these subtleties, structural rules, and appropriate use of the
language.

Candidates also demonstrate an in-depth knowledge and understanding of

the cultures and societies in which the target language is spoken, with
validation and enhancement of the language and cultures of heritage and
native speakers.
-During my undergraduate coursework, I took a class called Le
Monde Francophone. This class gave me an in-depth look at the
lives and cultures of various French-speaking people, from France
to Canada to Algeria and places in-between.

They demonstrate that they have the requisite knowledge necessary to

plan and deliver challenging lessons, to assess their students using a
variety of assessment tools by using current methodology in secondlanguage acquisition, with attention to critical thinking and emphasis on
evidence of student learning to inform their best practices in teaching.
-In my substitute-teaching career, I have had plenty of experience
planning and delivering lessons, assessing students, and keeping
a critical eye on my own methods to see what works and what
does not.
-This is a skill I will continue to develop throughout student
teaching and interning.

Candidates also demonstrate that they have the knowledge of using

technology to support and enhance their instruction. They provide

students the opportunity to use and evaluate strengths and limitations of

media and technology as integral tools in the classroom.