(1) The program requires that successful candidates:  

(a) demonstrate understanding of the major linguistic features of the target language (i.e., phonology, morphology, syntax, semantics) and explain the rules that govern the structure, function, and meaning of target language discourse; 

(b) identify and explain pragmatic and sociolinguistic features including, but not limited to, politeness and formal/informal address of the target discourse and identify features for creating coherence and discourse in extended spoken and written texts;

(c) demonstrate listening comprehension to understand short conventional narrative and descriptive texts, such as descriptions of persons, places, and things; and narrations about past, present, and future events;

(d) narrate in oral and/or written form and describe in past, present, and future tenses using connected discourse;

(e) deliver oral presentations extemporaneously on familiar literary and cultural topics and those of personal interest, using a variety of strategies to tailor the presentation to the needs of their audience;

(f) understand conventional written narrative and descriptive texts;

(g) write narratives, descriptions, and summaries on topics of general interest in all major time frames with appropriate control of aspect;

(h) demonstrate understanding of language as an essential element of culture; 

(i) demonstrate knowledge of cultural perspectives as reflected in daily living patterns and societal structures, including geography, history, religious, and political systems, literature, fine arts, media, and a variety of cultural products;

(j) connect perspectives to the products and practices of a culture as a way to compare the target culture to their own or to compare a series of cultures;

(k) interpret and synthesize ideas from literary and other cultural texts that represent defining works in the target cultures;

(l) identify themes, authors, historical style, and text types in a variety of media that the cultures deem important to understanding their traditions;

(m) provide opportunities for students to connect to the target language and culture through a variety of means, including technology, as a key component of their classroom practice;

(n) exhibit ease, originality, and flexibility in applying language acquisition theories to instructional practice, based on students' developing proficiency, using a wide variety of strategies to meet the linguistic needs of their students at various developmental levels;

(o) use the target language to the maximum extent in the classroom at all levels of instruction;

(p) demonstrate an understanding of the national and state standards for world language learning to make instructional decisions;

(q) understand how to integrate interpersonal, interpretive, and presentational modes of communication in instruction;

(r) design and use authentic and standards-based performance assessments using the three modes of communication to measure student progress in communicative and cultural competencies; and

(s) design a content-based curriculum that integrates content from other subject areas into instruction.

(2) The classical language program requires that successful candidates:

(a) demonstrate knowledge and understanding of the specific classical language;

(b) demonstrate knowledge and application of the specific classical language's sounds, structure, and vocabulary;

(c)  understand conventional written narrative and descriptive texts;

(d)  demonstrate understanding of language as an essential element of culture;

(e)  demonstrate knowledge of cultural perspectives as reflected in daily living patterns and societal structures, including geography, history, religious, and political systems, literature, fine arts, media, and a variety of cultural products;

(f)  connect perspectives to the products and practices of a culture as a way to compare the target culture to their own or to compare a series of cultures;

(g)  interpret and synthesize ideas from literary and other cultural texts that represent defining works in the target cultures; and

(h)  identify themes, authors, historical style, and text types in a variety of media that the cultures deem important to understanding their traditions.

(3) The Native American language program and culture specialist licensure requires that successful candidates demonstrate the knowledge of and competence in languages of American Indians and tribes in Montana, as attested by the appropriate tribal authority, pursuant to ARM 10.57.436.

(4)  The American Sign Language program requires that successful candidates:

(a)  demonstrate understanding of first and second language acquisition;

(b)  demonstrate knowledge and application of linguistics of American Sign Language;

(c)  demonstrate understanding of aspects of the deaf culture and community;

(d)  demonstrate understanding of methods of teaching American Sign Language;

(e)  demonstrate knowledge and application of American Sign Language IV or higher; and

(f)  demonstrate understanding of American Sign Language literature.