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arts oral and written communication, and reading comprehension. In addition, the project wanted to increase teachers’ confidence in planning for the integration of English to other disciplines, as well as increase students’ interest and academic background regarding the arts and technology. Guiding Principles
The Project was based on the premise that the development of linguistic and communicative competence benefits from the use of different approaches to prompt teachers’ and students’ awareness that language proficiency is required for effective communication. Researchers in the areas of linguistics, sociology, psychology, and education such as Brown (2001, 2007), Crystal (1997, 2004), Dodge (1998), Ginn (1999), Guerra and Shutz (1999), Rassias (1998), Taber (2008), Wesch (2010), Wiles and Bondi (2010), and Zapel (1999) advocate the use of visual and performing arts, technology, and recent assessment strategies in the development of communicative competence. This Project reaffirms the following postulates: •
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The use of different approaches and strategies contribute to better, gratifying, and faster acquisition and learning of a language. This is accomplished through the integration of poetry, drama, movies, music, and the radio to the teaching lessons. Observing and thinking about art and poetry triggers in the individual the interpretation of the messages artists and writers intend to convey. This, in turn, stimulates critical thinking, creativity, and the construction and interpretation of meaning. The use of problem based learning, concept development, comparative learning and technology for the creation of digital stories, blogs, and chatrooms contribute to the exploration and understanding of concepts, these strategies foster the multiplicity of modalities of learning, perceptions, and learning styles. The integration of different subject areas develops reasoning, the understanding of distinct perspectives, problem solution ability, and the use of figurative language, which are essential for thinking skills. The effective educator understands the importance of ongoing assessment and uses a variety of assessment strategies to guide the teaching of diverse learners.
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Workshops topics
In light of the Project guiding principles, the following strategies were used to foster the professional development of participating teachers: 1.
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Workshops on curriculum integration and instructional alignment. The workshops on curriculum integration and instructional alignment got participating teachers acquainted with different strategies geared to foster the integration of standards of excellence, expectations, and the English language arts. The workshops also included models of integration, alignment of standards and expectations, curriculum and instructional matrixes where technology and assessment were incorporated, and teachers produced lessons illustrating this integration. Workshops on the assessment of diverse learners. The Project recognizes the relevance and importance of assessing the strengths and weaknesses of diverse learners before planning the teaching-learning process. Therefore, it establishes as a priority the need to make participating teachers conscious of innovative ways to determine the knowledge, skills, and dispositions students bring to school. Assessment is visualized as a process, which implies to observe in a detailed and careful manner the development and growth of students. In the workshops, the resources presented and implemented assessment strategies for the evaluation of oral communication, reading comprehension, and written communication.