M.A.T. in Foreign Languages
The M.A.T. in Foreign Languages is a degree awarded by the Graduate School and sponsored by the College of Education and the Department of Languages, Literatures, & Cultures. For information on our recent MAT graduates, please visit our Alumni page.
Meet recent graduates and current students on our Facebook Page.
For more information about the M.A.T. degree, please consult the following resources:
Download the Undergraduate Foreign Language Teacher Certification Program and MAT in Foreign Languages Handbook
ACTFL Oral Proficiency Interview
To take the ACTFL Oral Proficiency Interview by computer, first register an account with ACTFL, then register to take the OPIc. The cost will be $70.00. To register by mail, download these Forms for registering for the OPIc. In either case, be sure to put William Fairchild (email@example.com) down as your proctor. He will receive notification of your preferred testing dates and will make arrangements with you to proctor the exam in the USC Foreign Language Learning Center in HUCL 101.
*M.A.T. degree programs student guide: http://www.ed.sc.edu/SA/docs/secstgid.pdf
*General Advisement Guide and Policies and Procedures Manual for The Master of Arts in Teaching (M.A.T.): http://www.ed.sc.edu/SA/docs/MATgen.pdf
I. Purpose of the Program
The M.A.T. program is designed for graduates of liberal arts programs who desire to fulfill undergraduate requirements for certification in the public school and pursue graduate study in foreign languages and in education. This program is an initiaal certification program and is therefore only for those who do NOT already have a teaching certificate.
Students in the MAT program who work as a teaching assistant or lab assistant for their respective programs accumulate (i.e. “bank”) service hours throughout each of their first three semesters so that they may be excused from teaching/lab responsibilities in their final (fourth) semester, but with full pay. This allows the student to complete his/her full-time student-teaching internship in the greater Columbia public school system during the final semester without having to teach at the university in the evening.
Language, Linguistics, Comparisons. Candidates (a) demonstrate an advanced low proficiency level in the target language on the Oral Proficiency Interview, 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.
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.
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.
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.
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.
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.
Questions? Please contact:
Assoc. Director of Teacher Ed.
University of South Carolina
Columbia, SC 29208
Fax: (803) 777-0454