World Languages/Secondary Education
- Bachelor of Arts
Nature of Program
Students who want to become secondary French, German, or Spanish language teachers (grades 5-Adult) complete a series of Secondary Education courses, requirements for General Education Foundations (GEF) components that are related to the area of specialization, and courses specific to the area of specialization: French, Grade 5-Adult; German, Grade 5-Adult; or Spanish, Grade 5-Adult.
The program boasts a clear set of research-based program goals and carefully sequenced learning experiences. Students will learn to integrate what one teaches with how it is taught and will receive more than 1,000 hours of experience in public school classrooms. The program functions in close collaboration with exemplary local public schools and has selective and rigorous standards for admission and retention of students as well as rigorous performance requirements that are relevant to effective teaching practice.
Incoming freshmen to the College of Education and Human Services may qualify for direct admission to the Pre-Education major either through their cumulative high school GPA or through ACT or SAT. To be admitted to the program as an incoming freshman, a student must have one of the following:
- 3.0 high school GPA
- ACT 23
- SAT 1030 (combined Math and Critical Reading)
- 3.0 high school GPA
- ACT 26
- SAT 1170 (combined Math and Critical Reading)
General Education FOUNDATIONS
NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.
|General Education Foundations|
|F1 - Composition & Rhetoric||3-6|
|Introduction to Composition and Rhetoric|
and Composition, Rhetoric, and Research
or ENGL 103
|Accelerated Academic Writing|
|F2A/F2B - Science & Technology||4-6|
|F3 - Math & Quantitative Skills||3-4|
|F4 - Society & Connections||3|
|F5 - Human Inquiry & the Past||3|
|F6 - The Arts & Creativity||3|
|F7 - Global Studies & Diversity||3|
|F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree)||9|
|First Year Seminar|
GEF Requirements: credits may vary because of overlap
|ECAS B.A. Requirements||12|
Fine Arts Requirement
Foreign Language Requirement
International Studies Requirement
|Undergraduate Professional Education Coursework||30|
|Professional Inquiry in Education|
|Learning in Educational Settings|
|Practicum 1/Technology Application|
|Practicum 2/Technology Application|
|Instructional Design and Evaluation|
|Managing and Organizing Learning Environments|
|Practicum 3/Technology Application|
|Practicum 4: Technology Application|
|Reading in the Content Areas|
|Special Education in Contemporary Society|
|Differentiated Secondary Instruction|
|C&I Methods Course||3|
|Content Area Coursework||39|
NOTE: See Graduate Catalog for Master's degree requirements (MA in Secondary Education, World Languages)
Major Learning Goals
World Languages/Secondary education
Upon successful completion of the B.A. degree, World Languages, Literatures, and Linguistics majors will meet the following goals:
- Cultural Content Goal: Demonstrate an understanding of the connections among the perspectives, practices and products of a culture.
- Literary/Cultural Texts Content Goal: Demonstrate ability to interpret and reflect upon literary and cultural texts in their historical contexts.
- Language Proficiency Goal: Express their own ideas and interpret the messages of others in the target language at the advanced level of proficiency.
- Language Knowledge Goal: Demonstrate knowledge of the systematic and changing nature of language as applied to the language of study.
- Critical Thinking Goal: Relate cultural and linguistic knowledge to their own experiences and to the study of other disciplines.
- Affective Goal: Accept and appreciate fundamental differences among cultures and languages and to seek opportunities for continued learning on their own.
The learning goals for the WVU Secondary Teacher Education Program are to prepare students who:
- Have commitment and skills to engage in life-long learning;
- Are effective communicators;
- Recognize that teaching is a professional, moral, and ethical enterprise with well-developed ethical frameworks which facilitate effective teaching;
- Will serve as a facilitator of learning for all students;
- Possess in-depth knowledge of both pedagogy and content, and the relationships between them;
- Are reflective practitioners;
- Are aware of, and have respect for, human diversity;
- Value and integrate knowledge from a wide variety of fields, are creative and open to new ideas, and are able to act constructively in a world characterized by technological, cultural, and societal diversity and change.