modern language education and teaching english to speakers of other languages department of...
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Modern Language Education and Modern Language Education and Teaching English to Speakers of Teaching English to Speakers of
Other LanguagesOther Languages
• Department of Department of Curriculum and Curriculum and InstructionInstruction
• Eric Dwyer, Eric Dwyer, • Teresa LucasTeresa Lucas• Aixa Pérez-PradoAixa Pérez-Prado
• Department of Department of Curriculum and Curriculum and InstructionInstruction
• Eric Dwyer, Eric Dwyer, • Teresa LucasTeresa Lucas• Aixa Pérez-PradoAixa Pérez-Prado
MLE/TESOLMLE/TESOL
Commitments
• Theoretical, scientific, research base• Full credentials for all students• High quality based on international
standards• International connections
Commitments
• Two-way bilingualism, biliteracy and bilculturalism
• Student and teacher creativity• Candidate understanding of
elements that make up language• Interactive technological
components
FIU and Miami
• Over 60% of all students in Miami-Dade County Public Schools speak a language other than English first
• 12 languages are supported locally with full bilingual assistance
• 7 two-way bilingual schools in Miami-Dade County; 5 in Broward County
• All FIU MLE/TESOL faculty speak both Spanish and English
• Goal: to introduce candidates to the latest and most exciting teaching methodologies and strategies
• Goal: to make content in any new language immediately accessible to all students
• Goal: to introduce candidates to linguistic elements often confounding to second language learners
• Goal: to connect theory to practice and vice versa
practical applications
• Goal: to promote fair assessment of language proficiency and progress
• Goal: to assert that candidates and their students can progress in listening, speaking, reading, and writing in the new language
• Goal: to assist new language learners in their garnering of content curricula
practical applications
Candidates’ treatment of their students based on:
• A humanitarian sense of equality, fairness, inclusion, and freedom
• enthusiastic support of creativity, • technology as an communicative and
interactive tool for all students, as well as their families
• understanding and speaking out with regard to immigrant displacement, hardship
and positive values
Candidates’ treatment of their students based on:
• value for the contributing aspects of students non-local languages and cultures
• understanding gender issues in a cross-cultural context
• a sense that all students can learn another language in spite of cultural and linguistic obstacles
• a global sense of caring
and positive values
credentials for all teachers
• certification for all teachers
• confirmed language and applied linguistic expertise
• confirmed professional preparation
high quality based on international standards
ACTFL the 5 C’s
CommunicationCultures
ConnectionsComparisonsCommunities
FOUNDATIONS
APPLICATIONS
PRO-FESSION-
ALISM
LANGUAGE CULTURE
INSTRUCTION ASSESSMENT
•L1 & L2 acquisition
•Linguistics
•Awareness of academic language
•Nature and content of culture
•Intercultural contact
•Cultural diversity
•Planning for instruction•Integrated language teaching
•Language & content
•Resources & technology
•Cultural influences
•Types & purposes•Assessment in instruction
• Impact
Inter-section of ESOLTeachingStandards Domains
FEAPs
Assessment Communications Continuous improvement
Critical thinking Diversity Ethics
Human development
Knowledge of subject matter
Learning environments
Planning Role of the teacher
Technology
two-way two-way bilingualism, biliteracy, and biculturalismbilingualism, biliteracy, and biculturalism
• texts from the texts from the target language target language cultureculture
• texts from the texts from the culture of all culture of all studentsstudents
• respect for the students’ home respect for the students’ home languages and cultureslanguages and cultures
• advocacy and means for families to advocacy and means for families to learn second language with studentslearn second language with students
• native English speakers learn the native English speakers learn the minority language, as wellminority language, as well
• content taught in both languagescontent taught in both languages
two-way two-way bilingualism, biliteracy, and biculturalismbilingualism, biliteracy, and biculturalism
• supportive risk-taking and positive supportive risk-taking and positive experimentationexperimentation
• encouragement of students to expect encouragement of students to expect success according to their interests success according to their interests and abilitiesand abilities
• goals toward work and achievementgoals toward work and achievement
two-way two-way bilingualism, biliteracy, and biculturalismbilingualism, biliteracy, and biculturalism
student and teacher creativity
• Students write their own stories
• Teachers write their own stories, too
• Art, music, poetry, and physical education considered integral parts of literacy
balanced curriculumbalanced curriculum
• High spirited in-class activities and workshops
• Combinations of language acquisition theory, linguistics, cross-cultural study, and general pedagogy
• Up to 10 of 12 Master’s courses with on-line components
Please visit the Please visit the Modern Language EducationModern Language Education
web site:web site:
www.fiu.edu/~mlewww.fiu.edu/~mle