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
• 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
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
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
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
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 crosscultural context
• a sense that all students can learn another
language in spite of cultural and linguistic
obstacles
• a global sense of caring
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
Communication
Cultures
Connections
Comparisons
Communities
FOUNDATIONS
LANGUAGE
CULTURE
•L1 & L2 acquisition
• Nature and content
of culture
• Intercultural
contact
•Cultural
diversity
•Linguistics
• Awareness of
academic language
Intersection
of ESOL
Teaching
Standards
Domains
PROFESSIONALISM
INSTRUCTION
APPLICATIONS
• Planning for
instruction
•Integrated
language teaching
•Language & content
•Resources &
technology
ASSESSMENT
• Cultural influences
• Types & purposes
• Assessment
in instruction
• Impact
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
bilingualism, biliteracy, and biculturalism
• texts from the
target language
culture
• texts from the
culture of all
students
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
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
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 curriculum
• High spirited in-class activities and
workshops
• Combinations of language
acquisition theory, linguistics, crosscultural study, and general pedagogy
• Up to 10 of 12 Master’s courses with
on-line components
Please visit the
Modern Language Education
web site:
www.fiu.edu/~mle
Please visit the
TESOL
web site:
www.fiu.edu/~tesol