Academic Programs

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​​​​​​

Foreign Language Majors

Foreign Lang​uage Minors

DLLC MINORS​

Language St​udies Minors

Ho​​​nors

Fore​ign Language Ce​​rtificates

Foreign Language Education

Second Language Education Programs at UD:

​​Admissions​ and Advisement

In order to be admitted to the FLE major, you must:

Read the information materials on this website

Make an appointment to discuss all program information with the FLE Advisor, Dr. Basia Moltchanov, basia@udel.edu

Declare the FLE major using the Change of Major web form available through UDSIS​

Philoso​​​phy of Teacher Preparation

​The Foreign Language Education program in the Department of Languages, Literatures and Cultures at the University of Delaware is set within the framework of a Departmental philosophy of teacher preparation and an overall University conceptual framework.

Departmental Philosophy o​​f Teacher Preparation

DLLC Philosophy of Foreign Language Education

The preparation of second language teachers involves the development of both second language and pedagogical knowledge and skills, a balance of theoretical training and clinical experience, and the nurturing of a reflective process that allows candidates to appreciate and understand the complex relationship between student and teacher. The elements of each of these three apparent dichotomies -- content area/pedagogy, theory/practice, and student/teacher -- are not diametrical, but rather are in each case the interweaving of parts of a whole. Candidates must experience, appreciate, and cultivate the interconnectedness of content area knowledge with pedagogical knowledge, of theory with practice, and of the role of the student with that of the teacher.

Your preparation to teach a second language entails the following:

Excellent content area and pedagogical preparation, along with an awareness of their interrelationship - A teacher is a scholar, possessing strong knowledge of the content area along with the pedagogical skills necessary to make that knowledge accessible to students in developmentally appropriate experiences. Your training comprises a well-rounded second language major program, including opportunity for study abroad, and thorough pedagogical preparation, including multiple clinical experiences. Excellent content knowledge is demanded of you in pedagogy courses. Assignments in methods courses, practica, and student teaching provide the framework within which you will reflect on the relationship between content and pedagogical challenges in the second language classroom and beyond.

A judicious balance of theoretical training and clinical experience and an understanding of their reciprocal influence - A teacher is a leader, possessing the capacity to play an important role in the decision-making processes that lead to school improvement and reform. Your methods courses will introduce you to the body of theory and research on language learning and assessment, providing a theoretical base that you will examine and apply in a progression of observations, practica, and clinical experiences. Reflecting on your experiences in discussions and written assignments, you will grapple with the interrelationships between theory and practice and develop the ability to engage in critical examination of educational practice, manifesting a commitment to ongoing professional development.

An appreciation of the interlocking roles of student and teacher, in the context of your own transition from student to second language teacher and professional - A teacher is a partner, committed to working with students, families, colleagues, and the community at large to create a productive, safe, and caring learning environment. Training in second language methodology, classroom management, developmental psychology, and student diversity and special needs is designed to prepare you to meet the challenges of establishing constructive relationships with your students. During your training, you are nurtured as a student by your instructors, but you are also treated like the professional you are becoming. University instructors, as well as the secondary teachers who work with you during clinical experiences, model professional behavior and attitudes, including expertise in the content area, problem-solving skills, and the ability to form partnerships that will respond effectively and equitably to the needs of all learners.​

Other Language-Related Majors

Delaware Brid​ge Program

Delaware's Advanced Language Pathway for Post-AP Language Study

Delaware’s Bridge Program offers an advanced language pathway for high school students who have scored at least a 4 in the AP language and culture (or literature) exam. Students have the opportunity to complete one to three Bridge courses while in high school earning both high school and university credit. A student who completes three Bridge courses will graduate from high school with nine upper division college credits that count towards a major or minor in the language of study. The Delaware World Language Expansion Initiative facilitates infrastructure and provides ongoing funding for this critical continuation of Delaware’s ambitious Dual Language Immersion (DLI) Program.

Since 2011, Delaware’s K-12 DLI Program includes two languages: Chinese and Spanish, in 41 schools reaching more than 5,000 students. DLI students aim to take the AP Language and Culture exam at the end of 9th grade; the Bridge Program is designed to ‘bridge’ the gap between completion of the exam and the start of higher education. It ensures uninterrupted language education and promotes an articulated vision for K-16 language study, establishing a clear K-16 pathway as well as a career pathway in two languages. Delaware’s Bridge Program’s inaugural year will be 2021, with the University of Delaware is delivering 4 courses (2 in Spanish and 2 in Chinese).

The Bridge Program is a unique partnership between the University of Delaware and school districts with DLI programs. Each Bridge course is developed by a statewide team of university and high school instructors and delivered during a full academic year by high school teachers who meet UD’s eligibility standards. Through challenging and sophisticated approaches to language learning, Bridge courses will focus on developing critical thinking skills and advancing students’ language proficiency towards state grade level targets. The courses will further the state goal of graduating students from high school with language proficiency levels more typical of students completing a language major in college.

The Bridge Program meets the need for a secondary pathway for DLI students, but its impact goes beyond this. Enrollment in Bridge courses is open to any student who scores a 4 or higher in the requisite AP Language and Culture (or Literature) exam, thus broadening its reach to heritage speakers and other students who pass the exam at any point prior to their final year of high school. The Bridge Program promotes equity and access to bilingual and bicultural citizenship in Delaware by offering rigorous, upper division university language and culture courses to any qualified student in designated high schools as determined by each district.

Delaware’s Bridge Program is administered by the University of Delaware’s Department of Languages, Literatures and Cultures: www.dllc.udel.edu.​

Delaware Bridge Program Fidelity Assessment

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