Praxis World Languages Pedagogy study plan

Distinguish behaviorist, innatist, and interactionist accounts of second language acquisition by writing a one-paragraph summary of each and naming one classroom implication per theory

Compare Krashen's input hypothesis, Swain's output hypothesis, and Long's interaction hypothesis, listing for each the evidence it rests on and one instructional practice it justifies

Explain the role of comprehensible input, negotiation of meaning, and corrective feedback in developing proficiency, citing at least two concrete teacher moves for each

Contrast the ACTFL Proficiency Guidelines levels (Novice through Advanced) with the modes of communication so that you can place a sample learner utterance at the correct level and mode

Trace how the World-Readiness Standards for Learning Languages (the five C goal areas) and the NCSSFL-ACTFL Can-Do Statements connect to unit design

Sequence a backward-design unit by writing content and language objectives that name an observable performance, a mode of communication, and a proficiency level

Select authentic texts and tasks for a thematic unit and justify each choice against the targeted standard and proficiency level

Draft a scope-and-sequence rationale explaining how a year-long course spirals functions and text types across units

Design pre-, during-, and post-reading and listening tasks that scaffold an authentic text for a Novice-High class without translating it

Write interpretive tasks that require learners to identify main ideas, supporting details, and inferred meaning, and to state what they understood and how they knew it

Adapt one authentic resource across two proficiency levels by varying task demands rather than simplifying the text itself

Build a bank of comprehension checks that target meaning rather than form, avoiding true/false items answerable without reading

Design information-gap and jigsaw tasks that create a genuine need to exchange meaning in the target language

Write prompts and rubrics for paired and small-group speaking tasks that specify the interpersonal function, the register, and the expected text type

Plan how to teach and recycle functional chunks (asking for clarification, circumlocution, turn-taking) that sustain interaction when learners hit a gap

Script a teacher-facilitated discussion and annotate where you will recast, prompt for elaboration, or push output without interrupting fluency

Design presentational speaking and writing tasks that specify audience, purpose, and text type so learners adapt register and organization

Build a writing-process sequence (brainstorm, draft, peer feedback, revise, publish) that treats revision as part of presentational growth

Write a proficiency-based analytic rubric with descriptors drawn from ACTFL performance descriptors and use it to score three anchor samples

Plan formative feedback routines (self-assessment checklists, peer protocols, teacher conferences) that give learners actionable next steps rather than grades alone

Analyze cultural products, practices, and perspectives for one target-culture topic and state the perspective that underlies each practice

Design a culture lesson that moves learners from observing a product or practice to hypothesizing about perspectives, using the target language as the medium of instruction

Select authentic cultural artifacts and sources that avoid stereotyping and represent internal diversity within the target culture

Plan an activity in which learners compare the target culture with their own and reflect on their own cultural assumptions

Assemble an assessment plan for one unit that balances formative checks, an interpretive task, an interpersonal task, and a presentational task

Analyze a set of student responses to diagnose error patterns and write feedback that targets the next proficiency step

Draft a rationale for a program that uses target-language instruction at least 90 percent of the time, anticipating parent and administrator questions

Plan one advocacy action (a family communication, a department presentation, or a community showcase) that articulates the value of language study

Synthesize the eight domains into a single study reference that connects each theory to a planning, instruction, or assessment decision

Complete two timed, full-length practice sets under exam conditions and log every missed item by domain and error type

Re-teach your three weakest subareas by rewriting the underlying concept in your own words and generating two original practice questions per subarea

Rehearse constructed-response answers by outlining a standards-aligned lesson rationale within a strict time limit