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

Theoretical, scientific research base

• 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

Florida Educator Accomplished Practices

FEAPs

Assessment Communications Continuous improvement

Critical thinking Diversity Ethics

Human development

Knowledge of subject matter

Learning environments

Planning Role of the teacher

Technology

international connections

• Internet correspondence

• Overseas internship possibilities

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

Please visit the Please visit the TESOLTESOL

web site:web site:

www.fiu.edu/~tesolwww.fiu.edu/~tesol