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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

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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