The Foreign Language Educator plays a crucial role in the development of students who value language and culture,

particularly through careful attention to pedagogy, approach to student learning, and adolescent development. By implementing best teaching practices and creating a classroom environment which fosters high expectations, the Foreign Language educator may aide the student in the development of his or her individual sense of responsibility for learning. The Foreign Language educator may also recognize the importance of tying in students personal interests, allowing students to work together to meet learning goals, and giving students a voice in their own learning. Considering adolescent development, the Foreign Language educator will establish and maintain sensitivity toward students differing developmental stages, as well as how individual needs and personalities may vary across gender and socioeconomic effects and will then strive to create realistic expectations of student performance. Molded by the aspiration to aide in the cultivation of students who value language and the people of a culture, the Foreign Language educator may take advantage of a multitude of distinct strategies and approaches to instruction. Through the utilization of teaching practices such as cooperative learning groups and Problem Based Learning, the Foreign Language educator may establish an environment which fosters a sense of community in the students. Although this classroom will feature explicit instruction, the Foreign Language educator will practice strategies which also encourage affective achievement and cause students to develop the language by speaking it with one another. Foreign Language educators who want to develop self-regulated learners who posses the motivation and sense of responsibility for their own learning may first want to consider the differing learning styles and backgrounds of their students. To accomplish the goal of developing a sense of responsibility in learners, the Foreign Lanugage educator may consider giving a learning styles test, allowing students to make choices in assignments (I.e. creating a song, drawing, writing a poem, etc.), creating leadership roles in the classroom, and/or including units which pertain to students interests. Students will benefit from a Foreign Language educator who takes the time to carefully plan out lessons such that students have varying modes of expressing themselves and learning a foreign language. Students will gain a sense of responsibility and desire to take ownership of their learning because learning according to their learning styles will make learning meaningful and fun. Obtaining an understanding and sensitivity to the varying stages of adolescent and child development will aide the Foreign Language educator in creating realistic expectations regarding students developmental capabilities and skill levels. This process will require continued learning as an educator as well as a dedication to developing lesson plans which pertain to student s developmental stages. The Foreign Language educator may also desire to familiarize himself/herself with the needs each age has as well as the characteristics of the different ages. Scholars believe that students change significantly year to year, which means their needs change also. These needs and characteristics may also fluctuate across gender and varying socio-economic influences. The Foreign

Language educator might find it beneficial to create goals that allow students to achieve and advance to higher levels. The Foreign Language educator who desires to continue learning will most likely take advantage of Professional Development opportunities such as conferences, workshops, and reading professional publications. By this knowledge and applied consciousness, the educator may find an increased likelihood of individual student achievement. The Foreign Language classroom presents students with the opportunity to engage with communities different from their own, abstract ideas, and people whose first language is not English. There is an idiosyncratic opportunity to implement practices which blossom under the use of activities specific to students individual learning styles of intelligence. These practices will develop learners who value culture, are self-regulated, and obtain a sense of responsibility for their own learning. As Cesar Chavez once said, Students must have initiative; they should not be mere imitators. They must learn to think and act for themselves--and be free.