Fernando Miño-Garcés, Ph.D., Executive Director of ACLAS. Doctorate in Applied Linguistics, Georgetown University, Washington, D.C.; M.S. in Applied Linguistics, Georgetown University, Washington, D.C.; B.A. in Language and Linguistics, Pontifical Catholic University of Ecuador, Quito. He has 30 years experience as a language and linguistics professor at the Pontifical Catholic University in Quito, among other institutions. Also, he has served as Dean of the School of Languages and Linguistics at the Pontifical Catholic University of Ecuador, Quito and as the executive director for several university exchange programs, and has acted as an educational consultant, among other relevant academic positions. Additionally, Dr. Miño-Garcés has authored many books on language acquisition, bilingualism, and methodology.

Patricia López, M.A., Academic Director of ACLAS. Master of Arts in Education, University of Alabama, Tuscalosa; B.A. in applied linguistics, Pontifical Catholic University of Ecuador, Quito. She has 20 years of experience as language and applied linguistics professor. Also, she has served as Language Department Director for the School of Languages and Linguistics at the Pontifical Catholic University and collaborated on several language teaching projects.

Gustavo Fierro, Ph. D. Doctorate in Applied Linguistics, Georgetown University, Washington, D.C.; M.A. in Applied Linguistics, University of California, Los Angeles; M.A. in Education, Western Michigan University; B.A. in Social Sciences, Pontifical Catholic University of Ecuador, Quito. He has over 35 years experience in teaching linguistics and languages and is currently a professor at the Universidad San Francisco in Quito.

Fanny Carrión, M. A. Doctorate in Literature, Pontifical Catholic University of Ecuador, Quito; M.Ed. in Public Health, University of California, Berkeley; B.A. in Spanish Language and Literature, Central University of Ecuador, Quito. Fanny has many years of experience teaching literature and Spanish as a second language. Also, she is the author of several books of poetry and articles on literary criticism. Her life-work involves fighting for human rights, children´s rights and gender and racial equality through award-winning poems, narratives and essays.

*ACLAS also counts on a dynamic group of highly-qualified, Ecuadorian and international, instructors who approach teaching through various academic disciplines and in accordance with our Learning for Life philosophy.

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OUR PHYLOSOPHY

The teaching-learning that occurs within ACLAS follows the Learning for Life philosophy. Developed by ACLAS, this philosophy for teaching language to non-native speakers finds its origins in the Whole Language (1) belief system. It is also informed by the idea that learning should produce pleasure for the educant and should be based upon her/his life (John Amos Comenius) (2). Theories about progressive and preschool education (John Dewey (3) and Friedrich Froebel (4), respectively) and the social aspects of learning (Lev Vigotsky (5), among others (6), influence our philosophy as well. To be precise, the Learning for Life teaching-learning philosophy integrates all knowledge areas and all human values into a unified whole. According to this philosophy, the student, considered a total, holistic being, is the center of teaching-learning activities and is capable of incorporating, consciously and unconsciously, everything learned and/or acquired into her/his daily life.ºhing learned and/or acquired into her/his daily life.

Learning for Life at ACLAS involves eight principles:

1) Learning moves from the whole (general) to the parts (specifics).

2) Human values are present in all activities, be it explicitly or implicitly.

3) The student is the center of the classroom, and it is she/he who actively constructs her/his knowledge.

4) Classes always have meaning and purpose for the student(s).

5) Meaningful group interaction enriches learning.

6) Classes facilitate knowledge acquisition by encouraging the exploration of themes, the solution of problems and the elaboration of projects.

7) Classes occur in a no-pressure environment where the student feels free to identify problems and propose solutions.

8) Student potential for learning-acquisition increases when the professor has faith in the student.

How we apply our philosophy

Our application of the Learning for Life philosophy is characterized by the integration of all communication skills particular to a focus language (listening, speaking, reading, writing and understanding language-specific nonverbal signs) into a unified whole significant to the student.

1) Professors at ACLAS integrate communication skills and promote the teaching-learning process by using a variety of methodologies, methods and techniques that support the principles put forth by the Learning for Life philosophy.

2) After a detailed evaluation of his/her previous knowledge in the focus language, study begins with the elaboration of a program specifically for the student (or group of students). Student(s) and professor negotiate this program the first day of classes, making sure it meets student needs and it includes the following elements: specific course description, objectives, content, resources, evaluation system and reference materials.

ENDNOTES

(1) Our definition: WHOLE LANGUAGE IS A HOLISTIC LANGUAGE LEARNING PHILOSOPHY WHICH INTEGRATES ALL LANGUAGE SKILLS. IT PARTS FROM A CONCEPT OR A THEME PRESENT IN REAL LIFE OR IN SOUND LITERATURE, AND GETS THE INSPIRATION THEREIN TO ANY SUBJECT AREA WHICH STUDENTS AND EDUCATORS MAY WISH TO EXPLORE. THIS EXPLORATION TAKES PLACE IN A RISK-TAKING ENVIRONMENT, WHERE STUDENTS LIVES AND CULTURES ARE GIVEN VITAL IMPORTANCE. Based on the work of the following scholars, among others:

Freeman, Yvonne S.& Freeman, David E. Whole Language for Second Language Learners. Portsmouth: Heinemann. 1992.

Goodman, Ken. What's Whole in Whole Language?. Portsmouth: Heinemann Educational Books.1986.

Weaver, Constance. Understanding Whole Language. Toronto: Irwing Publishing Co. 1990.

(2) John Amos Comenius: Greek philosopher and educator from the Seventeenth Century.

(3) John Dewey: North American educator best known for the Dewey Decimal Library System; also demonstrated the need for linking new knowledge with previous experiences.

(4) Friedrich Froebel: German educator who founded preschool education theory and developed the concept that classrooms should reproduce life environments.

(5) Lev Vigotsky: Russian psychologist who emphasized the fact that language is a social tool that facilitates understanding between cultures, if properly learned and used.

(6) Chamot, Anna Uhl, O'Malley, J. Michael. The CALLA Handbook. Implementing the Cognitive Academic Language Learning Approach. New York: Addison-Wesley Publishing Company, Inc. 1994.

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DIAGNOSIS AND PLACEMENT OF STUDENTS

In order to identify a student´s previous language knowledge, several steps are taken:

- An oral interview is recorded. This allows us to register the student´s level of oral production before his/her language training begins.

- An objective, multiple-choice exam is taken. This measures the student´s knowledge in the following areas: listening and reading comprehension, grammatical structure and vocabulary.

- An essay is written. This helps us evaluate the student´s abilities to express him/herself in writing. Essay topics, related to the student´s particular language needs, cover functional situations similiar to those the student would encounter in daily life.

The Academic Division of ACLAS uses the above diagnostic materials to place the student in the appropriate level and module within his/her corresponding language program (English or Spanish). Once this is done, the teaching-learning process begins.

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ACLAS is located in the heart of the commercial and banking area in northern Quito. Despite this, our facilities enjoy security, peace and quiet. This unusual combination of elements is the reason why residents of Quito consider our neighborhood one of the city´s best.

You can find us at:

El Día 207 (N37-111), between El Mercurio and El Comercio streets, located behind the "Quicentro" shopping mall and about two blocks from the "Atahualpa" Olympic Stadium.

GENERAL SERVICES

ACLAS offers the following general services:

1. Public telephone ("Porta" calling card system)
2. Fax 
3. E-mail and internet
4. Mail delivery and reception

SPECIAL SERVICES

• A book and video library, constantly under expansion, with material of general interest as well as specialized materials about language teaching, literature, Latin American, Ecuadorian and North American culture/civilization and other related topics.
• We freely offer advice and recommendations as to where to go, what to do and when to do it in Quito and in Ecuador. When student travel plans require professional assistance, we can direct them to quality, trustworthy travel agencies.
• Eleven classrooms for teaching individuals and small groups, all equipped with a marker board, TV, VCR and audioplayer. If needed, one of the classrooms can hold larger groups (about 40 students).
• An up-to-date computer center with ten PCs, internet access and a laser printer.
• An attractive garden where students can rest, read, engage in conversation and observe at least 10 endemic bird species. Some students also claim it is a great place to get a tan!
• A small cafeteria, where students can buy snacks and refreshing soft drinks.

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