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ENROLLING NOW: Summer Camp Space limited call today!! Thank you for visiting Mis Amigos Languages, “Where Our Worlds Come Together”. Our interests are the same, to maximize each child’s “window of opportunity” today, with the necessary tools they will need tomorrow to be able to live, work and excel in a global context.

The multitude of proven long and short- term benefits that a second language can provide your children demonstrates that language is the best gift you can

give to young children today. Don’t delay, enroll today…

“We have determined that those who learn two languages at a young age retain an ability to speak both as if each was their native tongue” The Wall Street Journal.

WHAT CAN YOU EXPECT AT MIS AMIGOS LANGUAGES

Research based curriculums
All curriculums utilized by Mis Amigos Languages are research based and proven to be successful in teaching the target language in classrooms nationwide. Our focus is to maximize learning according to the child’s developmental age as per known research related to the aptitude for linguistic development taking place during the “window of opportunity”.

Enhanced exposure and application of the target language
Children already being exposed or about to be exposed to a target language through various other sources such as home, pre-school or school environment will benefit from an enhanced student-centered interactive curriculum by participating in an age specific program.

Language Immersion
Classes are conducted entirely in the foreign language by native teachers. Techniques such as *TPR (total physical response), mime, sign language or dramatic gestures are also incorporated to maximize understanding without the need for translation.

Small Class Sizes
Class sizes are designed in order to maximize both the level of individual attention and the level of interaction required among students and teachers participating in an immersion program.

Diverse Learning Styles
Mis Amigos Languages affords each child the ability to think and learn in their own way according to their unique intelligence (i.e. logical-mathematical, linguistic, spatial/visual, kinesthetic, musical, interpersonal, intrapersonal or naturalist) as per the *Theory of multiple intelligences developed in 1983 by Howard Gardner, professor of education at Harvard University.

Age-Appropriate Units
All thematic units are age and developmentally appropriate, designed to motivate student learning, increases vocabulary retention and maximizes the learning that occurs in these short blocks of time.

Benchmark evaluations
The progress of each student is determined through the use of comprehensive evaluation tools including unit assessment charts which assess the child’s progress in order to identify areas of strengths and weaknesses. The information obtained from the assessments is used to evaluate transition into higher levels and serves to identify any future trends.

Spiral Curriculum
Students engage in the study of the target language by means of the introduction of the new language and vocabulary on a continuous basis. Repetition of the thematic subject, and as benchmark evaluations dictate mastery of the subject matter warrant children to progress to different grade levels. At higher levels they are exposed to more in-depth subject matter to advance linguistic development of the target language.

Creative/Interactive non-threatening environment
We believe that the most important element in teaching children a second language is to provide a creative and nurturing learning environment that builds self esteem in each child. This positive exposure allows for learning to become effortless, enjoyable, and most importantly, non-threatening. This factor is especially beneficial in second language learning, where research has shown that fear and anxiety can inhibit learning. This curriculum provides opportunities for children to build confidence and a positive self-esteem around their new language. Materials are presented in a creative yet familiar and comfortable manner. Opening and closing activities remain the same, and instructors continually utilize learned materials in new contexts.

Joining Your Child
By enrolling your child in Mis Amigos Languages, you have taken the first step in supporting your child’s foreign language linguistic development. Parents are an integral part of this program. We have designed programs such as “Buenos Dias Amigos” that require the participation of a parent/caregiver. Other programs may be supported by you in more ways than one. Please meet with one of our staff for suggestions and ideas. Pay attention, your child will thank you one day and not in English!

Contact Us

Location:

1390 South Dixie Hwy Suite 1108
Coral Gables, FL, 33146
Phone:(305)418-0353
Mon: 9:30 am - 12:00 am
Tues - Fri: 3:30 pm - 7:00 pm


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If you have a question regarding our services please feel free to contact us via e-mail at misamigoslanguages@gmail.com

Calender

About Us:

MISSION

Mis Amigos Languages' mission is to provide children a multi- sensory and interactive approach to  language acquisition during early childhood by means of art, music and play.

 

Research demonstrates that children’s brain are  pre-wired to learn multiple languages. It is critical to maximize each child’s “window of opportunity” today, by providing the necessary tools they will need tomorrow to be able to live, work and excel in a global context.

FOCUS AND GOAL
At Mis Amigos Languages our primary focus is to ensure that students will feel comfortable and successful from day one about expressing themselves in Spanish in order to enable the learning to take place in a manner that will be enjoyable for them. All students are expected to make mistakes and are taught to support and respect one another during the learning process. We practice whole language in context. All thematic lessons are taught in the foreign language, by means of real situations through the use of whole sentences and familiar stories and activities which can easily be reinforced and repeated outside the classroom. To increase understanding, our experienced and fluent teachers make learning fun.

Our goal is to make all learning purposeful. There is no memorization. Instead, in order to take advantage of the flexibility in the brain at this young age, techniques such as modeling, the use of gestures and positive feedback are used to elicit expressions from the student that will engage their imagination, continue to pathways in the brain while making each child feel comfortable and happy.

By building and early framework of conversational skills students are motivated and taught early on to express themselves in complete sentences. As students learn to form correct phrases and sentences, they will simultaneously practice verb conjugations which will allow them to have an increased understanding of grammar rules and concepts. A basic structure is provided in order to advance the understanding and mastery of the Spanish grammar. Teaching proper speech and pronunciation at the onset of the program and on a continuous basis will not only instill good habits, but encourage conversation which in turn allows students to relate to grammar rules and concepts as students gain a sense of self confidence and achievement about their progress.

Early language acquisition peaks between birth and ten years of age. As children age, beyond the “window of opportunity” though they are still capable of learning additional languages, due to the diminished plasticity in the brain, this task becomes more difficult. For those children who have formed links in the brain through early multiple language learning, acquiring additional languages later in life becomes a much easier task than counterparts without multiple language intelligence.

Speaking multiple languages in the near future will not be a luxury but rather a necessity for our children’s generation. Our research based program, Sube facilitates early language acquisition with ease. Sube is based on the *Theory of multiple intelligences developed in 1983 by Howard Gardner, professor of education at Harvard University. It suggests that our traditional notion of intelligence, based on IQ testing, does not reveal the wide-ranging potential and diverse learning styles of children and adults (i.e. logical-mathematical, linguistic, spatial/visual, kinesthetic, musical, interpersonal, intrapersonal or naturalist).

As an immersion program, all instruction takes place in the target language. Mis Amigos Languages encourages learning through active participation and 100% use of the new language being acquired by means of art, music and play. Techniques such as *TPR (total physical response), mime, sign language or dramatic gestures are also incorporated. In addition to reading and writing, SUBE teaches children the target language through the use of academic and social language skills through the use of the following: games, music, art, movement, role playing, story telling, singing, dancing, games and arts & crafts. All multi-sensory activities stimulate the imagination and enable children to relate to the target language. Class sizes are small and allow for age appropriate thematic units and activities to be relevant to the child’s developmental stage.

A key component of the program is the incorporation of art and music. Many years of research have established a strong link between language, music and other developmental skills such as logical thinking and math. When children are exposed to language and music, measurable improvements in cognitive skills are noted. Similarly, research also demonstrates the long lasting benefits of cognitive, motor and expressive development through hands-on activities and play.

All classes regardless of the program enhance the learning and socialization style of each child. In addition to the language instruction already taking place at home, school or pre-school, exposure by the pre-school age population to the program is of great benefit not only in terms of language acquisition but it also serves to enable young ones to familiarize themselves with an alternate new setting outside the home.

Our Program

Mis Amigos Language Programs encourage learning through active participation and 100% use of the new language being acquired. Class themes and activities are age appropriate and relevant to the child’s life. Activities that enable children to relate to the target language include role playing, story telling, singing, dancing, games and arts & crafts. All classes are designed to enhance the learning already taking place at home, school or pre-school. They also provide added exposure to the young ones getting ready to start the pre-school years during the years in which their brain is at its peak for multiple language acquisition.

"Buenos Dias Amigos"- Art & Music

Art:(2-5 year olds) Research demonstrates the long lasting benefits of cognitive development through hands-on activities and play. Throughout this interactive art class, children are exposed to a new language and culture by means of their own creativity.

All multi-sensory art projects are designed to stimulate the imagination as a new language is introduced and vocabulary in the target language is enhanced. Consequently, numerous benefits are derived. First, increased interaction between child and parent/caregiver and increased socialization with other children takes place in the target language. There is also an increased understanding of the vocabulary as measured by means of a child’s ability to interpret. Last, in addition to the motor benefits from the physical use of the art manipulatives, both expressive (ability to communicate) and receptive (ability to understand) language goals are integrated in the class activities.


The enthusiasm and interest in art projects in each child increases self-esteem and is used to enhance and elicit language. The combination of all of these accomplishments is celebrated along with the child’s artistic expression. Classes take place on a weekly basis.

Language + Art = cognitive, motor, expressive improvements

Music:(9 months-5 year olds)Many years of research have established a strong link between language, music and other developmental skills such as logical thinking and math. When children are exposed to language and music, measurable improvements in cognitive skills are noted. Because music and language complement each other, they are both crucial to a child’s development. Far greater is the sum the parts received by combining the two rather than exposing a child to one or another.


During the one hour “Buenos Dias Mis Amigos-Music”, parents and children engage in singing, dancing and movement sessions as a means of exposure to the foreign language during the critical years of brain development. Because children naturally love music and song, they receive the benefits of listening to and speaking the target language. Words and phrases are easier to remember when combined with music. During class, the love for song holds the child’s interest which leads to repetition outside the class environment, therefore, reinforcing the language lesson learned in class. Classes take place on a weekly basis.

Language + Music = Scholastic Improvement

"Mis Amigos Y Yo":(2.5-15 year olds)

Weekly, interactive after- school language and culture enrichment program. This program is designed to enhance the learning already taking place outside of class, or to introduce the language to non-native speakers by exposing children to relevant life and age specific themes and activities in the target language.

Private tutoring":(2.5 - 15 year old): Private one-on-one classes are available. Advance arrangements required. See program administrator for scheduling.

“CAMP MIS AMIGOS”: (3-12 year olds). 3 blocks of 3 weeks each of Spanish summer immersion program. Small classes divided by developmental age will engage in a variety of activities that will include: weekly field trips, thematic units covered in a fun and interactive manner, etiquette, drawing, games, arts and crafts, scrapbooking, animal shows, puppet shows, leadership development, singing, writing contests, reading and more. Spaces are limited- call today!

Upcoming events. Periodically, seasonal weekend events will take place. These are designed to further advance the exposure to the target language as they relate to any upcoming holidays. Advanced reservation required. Please check back with us for additional upcoming events.

CALENDAR- Please visit our calendar for a complete listing of classes, activities, holidays and more.

Newsletter

Enroll

Registration CLICK HERE
Spring & Summer Camp Registration CLICK HERE
Consent form CLICK HERE
Policies and Procedures CLICK HERE
Gift Certificate CLICK HERE

Benefits of being bilingual

BENEFITS OF BEING BILINGUAL




Learning a second language at an early age …..

• Has a positive effect on intellectual growth

• Enriches and enhances a child’s mental development

• Leaves students with more flexibility in thinking reater sensitivity to language, and a betterand a better ear for listening

• Improves a child’s understanding of his or her native language

• Gives a child the ability to communicate with people s/he would otherwise not have a chance to know.

• Opens the door to other cultures and helps a child understand and appreciate people from other countries.

• Gives a student a head start in language requirements for college

• Increases job opportunities in many careers where knowing another language is a real asset.

(Reprinted with permission from Center of Applied Linguistics fo further reading please visit)

http://www.cal.org/earlylang/benefits/benefits_of_being_bilingual.html



Taking advantage of childhood to encourage children to learn additional languages has many benefits. As our world community grows smaller and smaller, children who are fluent in more than one language may encounter far fewer communication barriers. Learning a second language may also improve a child’s understanding of their native language. In addition to enhancing problem solving skills and creativity, many psychologists also feel that learning additional languages early in life may assist in “sharper thinking” and greater critical thinking skills. Bilingual children consistently perform higher on standardized testing such as the SAT. Scientists have also discovered that learning multiple languages physically changes the brain. Areas in the left side of the brain, which are affected greatly by language, appear to be denser in individuals who speak more than one language. One report shows that the increase in density appears to be directly affected by the age at which individuals begin learning a second language. Those who began learning at earlier ages showed the greatest increase in density.





Don’t worry if you only speak one language. There are many ways to assist your child in taking advantage of the window of opportunity that is childhood. If there are bilingual parents or care providers active in the child’s life, have those individuals speak to the child in their language if not exclusively, as much as possible.





Additionally, multimedia programs designed for the way that children absorb language in context are also useful tools in introducing children to a second language. Whatever method you choose to introduce a new language, focusing on keeping language learning fun is the best way to continue that lifelong love of learning that all parents wish for their children.





A recent article in the Des Moines Register points to NNELL (National Network for Early Language Learning) research which indicates the following:





Children who speak other languages have a keener awareness and perception of language in general, enhanced communication skills, a better understanding of their native language, a larger vocabulary and better listening and problem-solving skills. The NNELL says children in effective early second language programs also show overall gains on standardized tests of basic skills later in life.





Children who study a foreign language early in life enjoy several benefits:





• Cognitive benefits

• Social benefits: Increased ability to live in a multi-cultural world.

• Social dimension of knowing several languages

• Near fluency in the foreign language

• Easier time learning languages in school

• Greater ability in the first language

• Increased self-confidence

• Higher grades in all subjects

• Higher standardized test scores

• Skills needed to succeed in a global marketplace





In short, bilingual children are more social, brighter and test better than their monolingual counterparts. Need any more reasons? Please click here to find a program right for your child. Open-minded to other cultures





• Actively seeks multicultural friendships

• Possesses stronger problem-solving skills

• Has enhanced cognitive development

• Expresses greater creativity: thinks outside the box

• Second language is maternal, not "learned"

• Easily learns a third and fourth language

• Embraces differencesin people





Although many parents believe that bilingualism results in language delay, research suggests that monolingual and bilingual children meet major language developmental milestones at similar times.





Despite many parents' fear that using two languages will result in confusion for their children, there is no research evidence to support this. On the contrary, use of two languages in the same conversation has been found to be a sign of mastery of both languages.





Many parents rely heavily on television to teach the second language; yet this is best considered a fun source of secondary support for language learning. Human interaction is the best method for fostering

language learning.





Contrary to the widespread notion among parents that bilingualism results in "bigger, better brains," parents more realistically can expect their bilingual children to gain specific advantages in targeted areas, such as greater understanding of language as an abstract system.





This excerpt was taken from 2006 Raising Bilingual Children: Common Parental Concerns and Current Research





Kendall King and Lyn Fogle, Georgetown University

Benefits of enhancing current exposure of a target language. see section marked in gray in bottom relates to this- cite te research and combine????





Research indicates that regular exposure to 90 minutes or more per week of language immersion over the years is the benchmark that can lead to true fluency and accent.





Children already being exposed or about to be exposed to a target language through various other sources such as home, pre-school or school environment will benefit from an enhanced student-centered interactive curriculum by participating in an age specific program.





For the smaller children not attending a pre-school environment, Mis Amigos Languages offers a multitude of benefits in addition to exposure to the target vocabulary by means of lessons which incorporate music and art. Older children of any age will enhance their knowledge base, language and application skills by participating in interactive activities.





RECOMMENDED READING





What’s Going On In There? How the Brain and Mind Develop in the First Five Years of Life, Lise Eliot, PhD, Bantam Books: New York, 1999.





Magic Trees of the Mind: How to Nurture Your Child's Intelligence, Creativity, and Healthy Emotions from Birth through Adolescence, by Marian Diamond, PhD and Janet Hopson, Penguin: New York, 1999.





Einstein Never Used Flash Cards: How Our Children Really Learn -- and Why They Need to Play More and Memorize Less, by Kathy Hirsch-Pacek and Roberta Michnick Golinkoff, Rodale Books: Emmaus, PA, 2003.





Building a More Resiliant Brain (Wall Street Journal)





Learning a Second Language: Exposing Your Child to a New World of Words Boosts Her Brainpower, Vocabulary, and Self-Esteem (PDF)





Foreign Learning as a Strategy for Closing the Achievement Gap (PDF)





Why Your Child Should Study Foreign Languages (PDF)





Learning a Foreign Language (PDF)





Being Bilingual Boosts Brain Power





Early Learning Library Insightful Articles on Language Learning





How Babies Decode Faces





Learning Language & Becoming Multilingual





How Young Children Learn Language





The benefits of early language learning http://www.cal.org/resources/archive/rgos/benes.html





Raising Bilingual Children: Common Parental Concerns and Current Research





Kendall King and Lyn Fogle, Georgetown University





Cognitive Benefits of Learning Language http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=4724





Benefits of being bilingual; http://www.cal.org/earlylang/benefits/benefits_of_being_bilingual.html For more information on this topic, see the Center for Applied Linguistic (CAL) article, Benefits of Being Bilingual.





LINKS TO OTHER SITES





• Ñandutí is an excellent resource on foreign language learning in grades K–8. Major topics covered at this site include Frequently Asked Questions, Foreign Language Standards, Resources for early language learning, Model Programs, and Teacher Development.





• National Network for Early Language Learning. NNELL is dedicated to promoting foreign language instruction for all students, kindergarten through 8th grade, and to supporting educators who teach those students.





• American Council on the Teaching of Foreign Languages. ACTFL supports foreign language teaching and learning through numerous professional activities, including a yearly conference, programs for language professionals, workshops, a Certified Testing Program for language proficiency testing.





• Center for Advanced Research on Language Acquisition .http://www.carla.umn.edu/immersion/FAQs.html

Window Of Opportunity

Research demonstrates the importance of introducing a second language to children at an early age between the ages of birth and ten years of age when the window for learning a second language peaks and there is greater opportunity for linguistic development. The elasticity of the brain of young children enables them to easily learn multiple languages with great ease. Studies demonstrate that children who learn a language before the onset of adolescence are more likely to develop native-like pronunciation (e.g., Strozer, 1994)

http://www.cal.org/resources/pubs/whyhowwhen_brochure.pdf

As children age, the ability for the brain to restructure itself diminishes, so does the “window of opportunity”. An early and continued instruction enables children to achieve levels of fluency, otherwise not possible due to a late start of most programs. Older children may also learn a second language successfully; however, the level of attainment may due to factors that influence language may be less predictable (See, e.g., articles in Mayo, del Pilar, & Lecumberri, 2003.) Any and all exposure to a second language and it’s culture will be beneficial, even if native-like proficiency is not achieved.

WIRED FOR LEARNING
Researchers concur that children’s brain are pre-wired to learn languages. Children begin to build upon their language skills from the moment of birth by utilizing the sounds of speech they are exposed to by listening, absorbing, and imitating words both in the first and second languages they hear. Repetition is essential to form connections. This ability to form and reform connections is known as plasticity. These connections, built at an astounding rate enable children to make associations between sounds, words, objects, smells as well as to differentiate between various languages. In fact, there seems to be no limit to the number of languages young children can acquire. Not only necessary for learning a new language, these connections are also beneficial towards academic success. Scientific studies demonstrate students who have engaged in second language study perform better in areas such as mathematics and logic.

Our Team

Judith Pasternac, L.C.S.W.
Owner & Director


Judi’s passion for children, led her to create Camp Mis Amigos several years ago. Through the use of art, music and play children quickly learned Spanish. Since then, her quest for a program that departed from a traditional curriculum to offer a natural and easy way for children to learn a second language while enjoying themselves at the same time, led to the creation of Mis Amigos Languages. As a parent, Judi has full understanding of the pressures that children and parents share. A personal objective for Judi was to develop a stress- free, play, art and music-based educational program in which children could thrive and learn. Judi holds a Bachelor of Arts and Master of Social Work from Barry University in Miami Shores, Fla. Her professional experience of over 20 years includes working with children in the mental health arena,business development and fund raising.



Sandra P. Corella
Spanish Teacher

Sandra’s knowledge and vocation for working with children attracted her to Mis Amigos Languages. Sandra brings over 20 years of experience in the preschool setting. She has passion for the creative learning methodologies and how they can be applied to language education through means of music, theater and art. In the University of Costa Rica she obtained a Bachelor’s, Master’s and Doctorate degree in Science and Education and with emphasis on preschool education. Her vast experience also includes being a faculty member at Universidad Nacional in Costa Rica. Together, her practical and theoretical backgrounds enable Sandra to execute Howard Gardner’s theory of Multiple Intelligences at Mis Amigos Languages.


Rita Ruesga
Music and Spanish Teacher


Rita Ruesga, very passionate about music and the power it has in the lives of young children. As the music teacher for the “Buenos Dias Mis Amigos” music program, she will enthusiastically work with the young “amiguitos” to instill in them the love of language through music. Ms. Ruesga enjoys a vast experience as a Spanish and music teacher as well as an author and musician. To her credit, she is a two time Latin Grammy Nominee in the Children’s Music Category. Recently, she published a children’s book, “Cantaba la Rana”/”Sang the Frog” for Scholastic. She is the Director for Giraldilla Group INC. She holds a license for Kindermusik International. Additionally, she enjoys teaching music and Spanish at various school programs throughout Miami-Dade County.


Ms. Ruesga received a Music Education Associate degree from Miami Dade Community College and is a graduate of the National School of Fine Arts, Havana, Cuba. She has received numerous awards in the field of music.






Lourdes Segrera
Spanish Teacher


Mrs. Segrera is thrilled to put into practice her many years of teaching Spanish to young children. She firmly believes in the power of “the window of opportunity”. Her teaching style is hands on. She is passionate about working with young children and getting down at their level. As an early childhood educator, Mrs. Segera brings to Mis Amigos Languages over 20 years of experience teaching young children from grade levels 1-5. In addition to ESOL and gifted endorsement, she is a National Board certified teacher in language arts. She has served as a consultant to the University of Miami and to multiple local academic institutions in the development of their language and literature programs. Mrs. Segera, holds a Bachelors of science in elementary education received from Florida International University. From Nova University she holds a Master’s Degree in Science in Gifted education.

OUR PARENTS

Thank you for sharing our passion and desire to have your child learn a new language by enrolling them in Mis Amigos Languages. Your child will thank you one day.


As parents, you are the most important people in a child’s life and the power that integrates learning. There are many things you can do to support your child as he/she learns a foreign language.


Below and throughout this site and in our newsletters we will also be providing useful resources and tools to support your efforts.


Fostering Second Language Development in Young Children


Encouraging Children's Language Development


MEMBERSHIPS


National Network for Early Language Learning (NNELL)


American Council on the Teaching of Foreign Languages (ACTFL)

Schedules & Fees

“Buenos Dias Mis Amigos”- Art and Music

Fee: $75.00 per month / 12 classes commitment required. One make-up per month allowed

(1 hourly class per week per track of Art or Music)events.

Age Criteria:

Art: (2-5 year olds)

Music: (9 months-5 year olds)

Dates:

Mondays/Wednesdays/Thursdays/ Fridays

9:30 a.m. - 10:30 a.m.

10:45 a.m.-11:45 a.m.

Saturdays

9:30 - 10:30 a.m (art only)

10:45 - 11:45 a.m (art only)

• “Mis Amigos Y Yo” Language Tutoring

Fee: $32.50 per class. Eight class commitment required. One make - up per month allowance.

Age Criteria:

2.5-15 years of age.

Dates:

Monday-Friday

1:30 p.m.-2:30 p.m

2:30 p.m. -3:30 p.m

3:30 p.m.-4:30 p.m.

4:45 p.m. – 5:45 p.m.

6:00 p.m. -7:00 p.m.

Saturdays

9:00 a.m - 10:00 a.m

10:00 a.m - 11:00 a.m

11:00 a.m - 12:00 p.m

12:00 p.m - 1:00 p.m

• Private tutoring: Available per request.

Fee:$50.00 per hour.

Age:

2.5-15 year olds

Dates:

Available upon request

• “Camp Mis Amigos”: (3-12 year olds)

Spring, Summer and Winter Immersion Camp Available

*Please refer to camp registration form.

**Please note Mis Amigos Languages will be closed :

November 24 & 25th in observance of Thanksgiving.

December 24 ,2011 - January 1, 2012

• Upcoming events. Please check our Facebook page for updates ! .

Our Facebook page is : www.Facebook.com/Mis-Amigos-Languages/141664929226833

Please remember to "like" and "share" our page !.

Registration:

A $50.00 fee will be charged for all new registrations.

A $25.00 fee will be charged to any children who had previously registered in the program following 6 months of absence.

A $25 fee will be charged for returned checks.

** Mis Amigos y Yo- expire in monthly increments from start date.

No classes will be held on the following days:New Years’ Day Memorial Day Independence Day Labor DayThanksgiving Day

Christmas Day

Careers

If your a qualified language instructor, have a passion for working with children, and like to work in a fun environment we would love yo to join our team.

Application Form: CLICK HERE
Independent Contractor agreement: CLICK HERE
Reference form: CLICK HERE

Methodology

Mis Amigos Langages adheres to curriculums such as SUBE and which is a research based methodology with proven successful teaching strategies in classrooms nationwide. Our focus is to maximize learning according to the child’s developmental age as per known research related to the aptitude for linguistic development taking place during the “window of opportunity”.


We believe that the most important element in teaching children a second language is to provide a creative and nurturing learning environment that builds self esteem in each child. This positive exposure creates the foundation for the students to continue learning throughout their lives. The learning becomes effortless, enjoyable, and most importantly, non-threatening. This factor is especially beneficial in second language learning, where research has shown that fear and anxiety can inhibit learning. This curriculum provides opportunities for children to build confidence and a positive self-esteem around their new language.

Sube was founded on the valuable lessons learned from children raised in bilingual homes, where the native language and second language are introduced simultaneously. In addition to reading and writing, SUBE teaches children the target language through the use of academic and social language skills through games, music, art, movement. Techniques such as *TPR (total physical response), mime, sign language or dramatic gestures are also incorporated.


The various unique activities and techniques incorporated in the program are based on various language theories and methodologies that have proven successful in second language instruction. Sube is foremost based on the *Theory of multiple intelligences developed in 1983 by Howard Gardner, professor of education at Harvard University, and suggests that our traditional notion of intelligence, based on IQ testing, does not reflect the broad range of human potential and diverse learning styles of children and adults. We share his belief that the linguistic and logical-mathematical intelligence that our traditional schools focus on represents only one of the many forms of intelligence that individuals may possess. Each child thinks and learns in their own way according to their unique intelligence (i.e. logical-mathematical, linguistic, spatial/visual, kinesthetic, musical, interpersonal, intrapersonal or naturalist). The Sube program provides a variety of multi-sensory games and activities around each thematic unit, in order to address the diverse learning styles of students. Research has shown that learning in your preferred learning style increases motivation and effectiveness (Language Learning principles, Carol J. Orwig, 1999). In addition to addressing diverse learning styles, the multi-sensory approach motivates student learning, increases vocabulary retention and maximizes the learning that occurs in these short blocks of time.

Research shows that students need to be immersed in language within meaningful context, and in a variety of social settings. The Sube curriculum is built on activities in which language is required in order to participate and progress to higher levels. Doing so gives purpose to the activity, and stimulates communication with and among students leading the way for increased exposure to grammar and verb conjugation. The challenge is in how to maximize the learning within short blocks of class time in a way that provides opportunities for meaningful personal connections to the language. A technique that has proven effective for maximizing the learning in short blocks of time, is the organization of academic content around thematic units that correlate with other life experiences. Research has demonstrated that this practice provides opportunities for students to develop skills in order to appropriate knowledge around the chosen theme.


These strategies and approaches create the unique Sube methodology: A thematic curriculum based on multi-sensory materials and activities that incorporate successful and research-based teaching strategies to develop comprehension, speaking, reading and writing skills. The Sube methodology provides a balanced curriculum that provides opportunities for each of these skills to be developed simultaneously in a safe and creative environment that nurtures the student’s confidence, and develops a positive self-esteem around their new language.