Languages Other Than English

  • Languages Languages Other than English (LOTE) is an integrated curriculum designed to increase the global competencies of all students while preparing them to compete in a global society. A high quality LOTE curriculum is paired with effective instruction that engages hands, minds and intellect through meaningful, relevant, interactive, and student-centered experiences that support each student in achieving personal success. Reading, writing, listening and speaking in the target language are emphasized, cultivated and assessed through a variety of methods. Through the development of languages other than English, every student will be afforded the opportunity to communicate effectively and acquire information using the target language as a tool to meet future challenges in our multilingual society. We do so, with the beliefs that…

    1. All students can learn to communicate effectively in a target language and can develop a life-long appreciation for languages and cultures.
    2. Proficiency is attained through holistic learning.
    3. Relevance is critical in the language acquisition process.
    4. Language learning is an active process and that students must be active participants.
    5. Studying a world language develops critical thinking skills.
    6. The study of a world language will increase global awareness.
    7. Technology is an integral component of a world language education.
    8. 21st century students require 21st century tools.
    9. Language proficiency should begin at an early age.

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Guiding Principles

  • Curriculum: The following eight general principles form the foundation of the state standards for LOTE courses. These principles are research based and serve to guide the effective delivery of the written curriculum and effective instructional practices. For additional information, refer to A Texas Framework for Languages Other Than English

    • Acquiring languages other than English is essential for all students.
    • Multiple student variables affect how students acquire languages.
    • Knowing languages other than English at advanced proficiency levels upon graduation benefits students and society.
    • LOTE programs that start in elementary school and continue uninterrupted through high school allow students the possibility of reaching advanced levels of proficiency and benefit students in other academic and social arenas.
    • Maintaining and expanding the language of native speakers benefits the individual and society.
    • Students should have opportunities to develop proficiency in a variety of languages.
    • Learning languages other than English is interdisciplinary.
    • Languages other than English enable students to better understand other cultures.

    5Cs Classroom Structure: The 5Cs of LOTE must be integrated throughout the classroom structure to ensure language acquisition and cultural awareness.

    • Communication - develops the aptitude within the learner to utilize the target language to communicate thoughts, feelings and opinions in a variety of settings.
    • Cultures - develops a greater understanding of how the products and practices of culture are reflected in the language.
    • Connections – develops an awareness within the learner of the importance of utilizing the language as a tool to access and process information in a diversity of contexts beyond the classroom.
    • Comparisons – develops an insight and understanding within the learner of the nature of language and culture with the languages and cultures already familiar to them.
    • Communities – develops lifelong use of the language beyond the school setting.

    Instructional Strategies:

    • Active Construction - Learning a language other than English involves the purposeful and active construction of knowledge
    • Making Connections/Relevancy - Learning a language other than English involves connections to reorganize and extend prior knowledge.
    • Social interaction – Learning a language other than English involves communicating about linguistic and cultural differences and similarities. In addition, it requires communicating across linguistic and cultural boundaries while recognizing these boundaries and exploring why they are constructed.
    • Reflection - Learning a language other than English involves reflecting on and questioning linguistic and cultural differences and similarities while critically and constructively reflecting on one's own intercultural behavior.

    Professional Development:

    • The Brain and Language Acquisition
    • Moving Language Acquisition to the 21st Century
    • Curriculum Alignment