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Modern Language Education and Teaching English to Speakers of Other Languages

Modern Language Education and Teaching English to Speakers of Other Languages. Department of Curriculum and Instruction Eric Dwyer, Teresa Lucas Aixa Pérez-Prado. MLE/TESOL. Department of Curriculum and Instruction Eric Dwyer, Teresa Lucas Aixa Pérez-Prado. Commitments.

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Modern Language Education and Teaching English to Speakers of Other Languages

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  1. Modern Language Education and Teaching English to Speakers of Other Languages • Department of Curriculum and Instruction • Eric Dwyer, • Teresa Lucas • Aixa Pérez-Prado

  2. MLE/TESOL • Department of Curriculum and Instruction • Eric Dwyer, • Teresa Lucas • Aixa Pérez-Prado

  3. Commitments • Theoretical, scientific, research base • Full credentials for all students • High quality based on international standards • International connections

  4. Commitments • Two-way bilingualism, biliteracy and bilculturalism • Student and teacher creativity • Candidate understanding of elements that make up language • Interactive technological components

  5. FIUand 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

  6. Theoretical, scientific research base

  7. practical applications • 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

  8. 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

  9. and positive values 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

  10. 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

  11. credentials for all teachers • certification for all teachers • confirmed language and applied linguistic expertise • confirmed professional preparation

  12. high quality based on international standards ACTFL the 5 C’s Communication Cultures Connections Comparisons Communities

  13. FOUNDATIONS LANGUAGE CULTURE • L1 & L2 acquisition • Linguistics • Awareness of academic language • Nature and content of culture • Intercultural contact • Cultural diversity Inter-section of ESOLTeachingStandards Domains PRO-FESSION-ALISM INSTRUCTION ASSESSMENT • Planning for instruction • Integrated language teaching • Language & content • Resources & technology • Cultural influences • Types & purposes • Assessment in instruction • Impact APPLICATIONS

  14. Florida Educator Accomplished Practices

  15. FEAPs

  16. international connections • Internet correspondence • Overseas internship possibilities

  17. two-way bilingualism, biliteracy, and biculturalism • texts from the target language culture • texts from the culture of all students

  18. two-way bilingualism, biliteracy, and biculturalism • respect for the students’ home languages and cultures • advocacy and means for families to learn second language with students • native English speakers learn the minority language, as well • content taught in both languages

  19. two-way bilingualism, biliteracy, and biculturalism • supportive risk-taking and positive experimentation • encouragement of students to expect success according to their interests and abilities • goals toward work and achievement

  20. 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

  21. balanced 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

  22. Please visit the Modern Language Educationweb site: www.fiu.edu/~mle

  23. Please visit the TESOLweb site: www.fiu.edu/~tesol

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