Most students begin taking courses during the summer (indicated below as Summer 1). Courses continue throught the following summer (Summer 2). The MATWL program allows for flexibility so students should talk with the director of the program each semester to ensure that they are on the schedule that fits their situation.
| TITLE | SEMESTER |
| Foreign Languages Content | |
| CL/FR/GER/SPA/RUS/MCL 500/600 | FALL |
| CL/FR/GER/SPA/RUS/MCL 500/600 | FALL |
| CL/FR/GER/SPA/RUS/MCL 500/600 | SUMMER 2 |
| Education Courses | |
| EDC 610 Classroom Management | SUMMER 1 |
| EDS 600 Survey of Special Education | SUMMER 1 |
| EDP 500/600 Educational Psychology | FALL |
| Methods Courses | |
| MCL 510 World Language Methods P-8 | SUMMER 1 |
| MCL 610 World Language Methods 9-12 Includes some field study as part of the practicum experience |
FALL |
| Field Study | |
| Teaching Internship: MCL 601 World Language Teaching Internship |
SPRING |
| Other Requirements | |
| Entrance Assessment (see program documentation) | Spring before program begins |
| Midterm Assessment (see program documentation) | December |
| Exit Assessment (see program documentation) | End of Summer 2 |
Degree Requirements
Successful completion of the MATWL program includes:
- an ACTFL rating of Intermediate High or better in language area;
- Internship/Student Teaching in language content area reflecting exposure to diversity (MATWL degree candidates spend one semester interning in a program at the elementary or middle school level and in a program at the high school level);
- Internship/Student Teaching in a second language area if this is a student’s goal (MATWL candidates may complete Student Teaching in two languages but have to add appropriate course work to their curriculum contract in this area as decided upon by their advisory committee);
- an additional ACTFL test for the second language area as necessary;
- successful completion of all course work;
- successful evaluation at mid- and end-point by the program faculty;
- successful performance on comprehensive exams;
- passing scores on PRINCIPLES OF LEARNING AND TEACHING and PRAXIS II tests;
- a complete Portfolio.
The Portfolio
The Kentucky EPSB New Teacher Standards are the organizing principle of the Portfolio. Students begin the Portfolio in their first semester and continue it into their last semester. It documents a student's teaching philosophy and reflection on the practicum and field experiences. Because the portfolio is an integral part of the exit requirement, a student must produce a well-designed portfolio if s/he is to be recommended for certification. Portfolios are evaluated for:
- quality and quantity of experiences documented under each of the Standards;
- quality of thought and reflection as related to the underlying pedagogical issues;
- observance of requisite components;
- the style, structure and appearance of the portfolio as a professional document
