Master of Arts for Teachers (MAT) Portfolio


The Teaching Portfolio is a three-credit independent study project that each MAT candidate must complete and present to a two-person committee following the completion of twenty-seven credits of course work. This portfolio, which will reflect the candidate’s own individual teaching situation as well as the application of theory and practice from the twenty-seven credits of course work, will be a compendium of documents, lesson plans, realia, and supplementary teaching materials pertinent to the work situation (teaching level, class focus, particular school district, etc) of each candidate.

After the two-person committee has approved the final version of the teaching portfolio, the candidate will be required to make a presentation, or defense, of this project, which usually lasts approximately one hour. The candidate will determine the date, time and location of his/her defense in consultation with his/her committee.

Visit the World Languages Institute MAT Portfolio web page for full details on committee selection, independent study course registration, and portfolio presentation (defense) scheduling processes.


Each candidate will normally prepare a total of four (4) thematic units based on the communicative approach for the teaching portfolio. These units are to reflect the grade level and materials that would normally be utilized in the candidate’s teaching situation, such as primary, middle or secondary school. Two (2) units are to be based on the textbook and teaching situation of the particular candidate. The other two (2) units are to be ‘dream’ units, in which the candidate develops age- and grade-appropriate materials that would be the ideal, and do not necessarily reflect the textbook, ideology and any limitations or restrictions – financial or otherwise – imposed by a school or district curriculum. It is perfectly acceptable, indeed encouraged, to utilize in the portfolio materials that were created by the candidate as final projects in the courses that were taken in the WLI. All the units should contain a web of interrelated ideas, and reflect a knowledge of and direct application of the New Jersey Core Curriculum Content Standard for World Languages not only in the construction of the units and the individual lessons within the units, but in the assessment tools that accompany each unit. Special attention is to be paid to the different learning styles of individual students, which should be reflected in the individual lesson plans. The portfolio should contain an introduction, in which the candidate gives background information in regard to the type of student and district for which the portfolio was prepared, as well as the overall organization and logic of the units that are included.

For the presentation, or defense, of the final project, the candidate is encouraged to make use of whatever props or technological aids that will illuminate his/her facility with the communicative method and the New Jersey Core Curriculum Content Standard for World Languages. Before handing in the final project, the candidate should proofread all the materials for proper spelling, grammar and written accents.

Basic Guidelines for Portfolio Development

Following is a checklist the candidate should complete while proceeding through the portfolio development process:
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Portfolio Planning Checklist doc

Planning Thematic Units

If you have decided on a topic, brainstorm all the ideas you can think of that are associated with that topic. Next, looking at all those ideas, identify the themethat seems to stand out for you from the ideas you generated. The development of a theme will force you to exclude some of the great ideas that you came up with, but don’t discard them. They may be very useful in the future when the same topic resurfaces again. Then, thinking in terms of where you want your students to be going, begin your planning by establishing your objectives.

Because objectives tell you what you want the students to be able to do when they complete the unit, this design process, called project management in business, is referred to as backwards design in education (Wiggins). At Rutgers, units are designed based on the New Jersey Core Curriculum Content Standard for World Languages. In creating thematic units and lessons, the designers can not really be linear thinkers. Instead, they have to think on multiple planes.

The first plane addresses the language functions that are associated with the topic. For example, if the topic is food, what does the student need to be able to do in reference to food. Does he need to be able to describe it, to ask for it, to identify it from a description, to purchase it, to prepare it, to tell whether he likes or dislikes, prefers or can’t stand it, and so on. For help in determining the language functions, consult the New Jersey Standard for World Languages and Bloom’s taxonomy.

In the second plane, the designers need to think about what vocabulary and grammar are necessary for the student to know in order to be able to do those things enumerated in the first plane. They also need to recognize the products, practices and perspectives that are integral to the target culture with regard to the topic and theme.

In the third, the designers need to identify possible activities that could incorporate the language functions, the vocabulary and grammar, and culture that have been identified as necessary for the student to be able to proficiently deal with this topic.

Once the designers have come up with some ideas for activities, they need to analyze the level of discourse in which the student will function within that activity - i.e. word level, phrase level, sentence level, paragraph level - and sequence them in that order according to the developmental level of the student.

The designers need to make sure that those activities address all the multiple intelligences. If all of the intelligences have not been addressed, they must create and incorporate into the plans relevant and logically sequenced activities to address the missing ones. The creation of a web will help facilitate this element of design.

Finally, a series of assessment tools need to be designed in order to determine where the students are on the learning continuum at any given moment. To be valid, these tools must assess the degree to which the students have reached the objectives and reflect the way in which the students were led to the objectives. The assessments should be as life-like as possible.

Checklist of Required Components in a Thematic Unit

1. One Cover Page

  1. Description of the Class
    1. Language Proficiency Level
    2. Grade Level
    3. School Setting (public/private; number of students per class; special considerations; frequency and duration of class meetings; previous language experience)
  2. Description of the Unit
    1. Theme
    2. Reason for Selection of the Theme

2. One Multiple Intelligences-based Web (graphic organizer)

3. One Unit Plan Inventory

4. Ten Sequential Lesson Plans

5. One Assessment Tool

6. One Rubric for Assessment (CAPS rubrics posted on the FLENJ website may be used)

7. One Bibliography of Resources (including websites)

8. Materials needed to carry out each lesson plan such as:

  • Game, game board, game cards
  • Map
  • Pictures
  • Poem, Song, Story
  • Any Graphic Organizer (Venn diagrams, etc.)

Reference Documents and Templates

This section contains the essential documents and templates that the candidate should use to create each thematic unit. At the beginning of the portfolio development process, the candidate should decide with his/her committee members which templates will be used for the Unit Plan Inventories and Lesson Plans.

Sample Standards-based Planning Web - used to brainstorm ideas when beginning each thematic unit:

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Standards Planning Web doc

Portfolio Rubric - reference to guide the development of each thematic unit:

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Rubric for Portfolios doc

Unit Plan Inventory and Lesson Plan Templates:

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Unit Plan Inventory Sample doc                    Lesson Plan Template doc


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NJDOE Template doc

Current Student Registration


Matriculated students (those enrolled in either a foreign language MAT program or another degree program that has given approval to take WLI courses) and nonmatriculated (visiting) students (those not enrolled in a degree granting program) who took WLI courses last summer are eligible to register immediately for current WLI courses through WEBREG, Rutgers’ online registration system.

IMPORTANT NOTE: Each WLI student, whether matriculated or nonmatriculated, is now assigned a “RUID” number that must be used for registration and bill payment. Instructions on how to obtain your RUID are included in the registration information found by following the link below.


Registration Information

Please follow this link to see registration procedures and tuition information.

Newly Accepted Student Registration


As a newly accepted Chinese, French, German, Italian or Spanish Program participant in the World Languages Institute (WLI), you are required to complete an online Graduate School nondegree application, instructions for which are in Part A below, before you may register for summer WLI courses. Newly accepted participants in languages other than Chinese, French, German, Italian, or Spanish should skip Part A and proceed directly to Part B below.

If you were accepted to the WLI in a previous year, but never submitted the online Graduate School nondegree application and never registered for courses, then you must complete the online application before you may register for WLI courses.

IMPORTANT NOTE: Each WLI student is assigned a “RUID” number (which is not your Social Security number) that must be used for registration and bill payment. Your RUID is emailed to you approximately 24 hours after your online application is submitted.


Part A: Completing the Online Graduate School Nondegree Application

To begin the application process, go to the New Applicant Account page. The online system is available 24 hours a day, seven days a week. Follow the step-by-step instructions below (print them as a reference) to complete each part of the application. Please note that payment of a $60 non-refundable application fee is required when you submit your application.

Create a Login ID and PIN according to the instructions, then click on “create account.”

Select your Citizenship Status and Nondegree Application under Application Type, then click on “continue.”

Complete all parts (except for Current Mailing Address, unless it is different from your Permanent Address). Under Other Contact Information, your Home Phone, Business Phone and Fax Number are not required, but be sure to enter your Email Address so that you get a confirmation that your application was received and your RUID is sent to you. Click on “next” to continue.

Answer all three Yes/No questions, and provide an explanation if necessary. Click on “next” to continue.

Under Program Information, select the Program Name (Chinese, French, German, Italian, Spanish.  If you were accepted to the WLI for any other language, please contact us so we can discuss your situation. DO NOT APPLY TO LANGUAGE EDUCATION), after which Degree Sought (NOD for Nondegree), Program Code and School Selected will be filled in automatically. For Term Desired, select the appropriate term and year. For Full-time Study, select NO. Click on “next” to continue.

Information for at least one institution must be entered. If you do not know your GPA, enter “0." Click on “next” to continue.

Submission of test scores (GRE, TOEFL) is not required. Select “I have no test scores to report at this time.” Click on “next” to continue.

Under Academic Awards & Financial Assistance, select “ I understand that as a nondegree applicant, I am not eligible for financial assistance.” Leave blank Academic Honors, Awards or Publications and Describe Relevant Work Experience. Click on “next” to continue.

Type the following sentence in the space provided: I have been accepted into the Summer World Languages Institute. Click on “next” to continue.

Review your application before submitting it. In the Certification Statement section, it mentions submission of supporting credentials. SUBMISSION OF SUPPORTING CREDENTIALS IS NOT NECESSARY BECAUSE THEY ALREADY WERE SENT WITH YOUR WORLD LANGUAGES INSTITUTE APPLICATION. After completing your review, click on SUBMIT APPLICATION.

Step 1 should indicate COMPLETED. Proceed to Step 2 and click on Payment Page. Under STEP 2: PAYMENT OPTIONS, select Online Application Payment and follow the instructions. Disregard Step 3: Supporting Materials because they have already been submitted.

Important Information Contained in Your EMAIL CONFIRMATION:
Shortly after submitting your online application, you should get an email confirmation indicating the program, enrollment year, term and date your application was received. You can monitor the status of your application 24 hours after submitting it by going to the URL provided in the email confirmation. When the status of your application indicates in the Decision section that You have accepted your admission, you may proceed to Part B below to register for your courses. Reminder: your RUID, which you need to use to register for courses, is emailed to you approximately 24 hours after your online application is submitted.

In the remainder of the email confirmation, disregard the paragraphs about follow up credentials, test scores, and international applicants. In the last paragraph, Nondegree Applicants, World Languages Institute participants do not have to have permission and academic advising prior to registering (you already have permission because you were accepted into the WLI) nor do you have to obtain special permission numbers, except as indicated in a course description.


Part B: Course Registration 

Please follow this link to see registration procedures and tuition information. to see registration procedures and tuition information.

All Courses Grid 2012


Session A: 5/21 - 6/25 Session B: 6/27 - 7/11 (WTHFMT)* Session C: 7/12 - 7/25 (THFMTW) Session D: 7/26 - 8/8 (THFMTW)

Advanced Topics in Chinese Language and Linguistics
MW; 5/21-5/25; 5:00-9:00pm
HYBRID: On-campus 5/21, 5/23, 6/4, 6/11, 6/18, 6/25
Online assigned by instructor




Methods of Spanish Language Teaching

Languages Across the Curriculum

Seminar in Hispanic Literature: Leyendas, Fabulas y Mitos del Mundo Hispano

HYBRID: On campus 7/26, 7/27, 7/31, 8/3; Online assigned by instructor.


Italian Civilization
TTH; 5:00-9:00 PM
Instructor TBA
HYBRID: On-campus 5/22, 5/29, 6/5, 6/12, 6/19, 6/21; Online assigned by instructor.




Teaching Techniques and Practices for the Improvement  of Oral Proficiency - French for Teachers







Theories of Second Language Acquisition and Learning (K-12)
TTH; 5/22-6/21; 5:30-9:30PM
HYBRID: On-campus 5/22, 6/5, 6/19, 6/21; Online assigned by instructor.




Topics in French Literature for Teachers of French: Fantasy in French

Chinese Across the Curriculum

Teaching Chinese Through Modern Fiction


Assessment in the World Language Class (K-12)
MTH; 5/21-6/25; 5:00-9:00PM




CI-103 (School of Communication and Info.)
Seminar Adv. Topics in Hispanic Lit: Traditional Song, Music & Dance in Latin America & the Carribean

Translation: Strategies for Classroom Use and Beyond

HYBRID: On-campus 7/12; 7/13; 7/17; 7/24; 7/25; Online assigned by instructor.

Topics in French Literature for Teachers of French: New Literary Animals

HYBRID: On-campus dates TBA


Studies in Contemporary French Culture; Comics in French Form 1830-2010
MTH 5:00-9:00 PM




Methods of Foreign Language Teaching

Teaching Techniques & Practices for the Improvement of Oral Proficiency - Spanish for Teachers
C. Sanchez-Inofuentes
Problems in Literary Relationships: Children's Literature


Computer-Assisted Translation
WSATSUN; 5/23-6/9; 10AM-4PM

HYBRID: On-campus 5/26, 5/27, 6/2;
Online: 5/23, 5/30, 6/6, 6/9 - 6:30-7:30 PM (5/23, 6/9) and 6:30-8:30 PM (5/30, 6/6)




Technology in the World Language Class

Culture and Civilization in Latin America; Viajes y Mensajes del Paladar
THU; 1:30 - 5:30PM,

HYBRID: On-campus meetings 7/12, 7/19, 7/26, 8/2




>>>>>>>>>>> until 8/8





Modern Italian Theater


Seminar: Topics in Hispanic Linguistics: But Words Can Harm Me: Language, Race, and Ethnicity in the Americas.

FULLY ONLINE 6/25-7/15

Seminar in Hispanic Lit: Children in Spanish Film
MWF: 7/9-8/2
6:00-10:00 PM

HYBRID: On-campus 7/9, 7/11, 7/16, 7/18, 7/23, 7/25; Online assigned by instructor.








>>>>> until 8/2


Summer Session I,  5/29 - 7/6  NO CLASS WED, JULY 4 Summer Session III,  7/9 - 8/15 

16:617:531:A1:84374 and 80:617:443:A1:84983
Computer-Assisted Translation (1.5 CR)
WSATSUN; 5/23-6/9 (5/23, 5/26. 5/27, 5/30, 6/2, 6/6, 6/9)
HYBRID: On-campus SAT 5/26, SUN 5/27, SAT 6/2, 10:00AM - 4:00PM;
ONLINE: WED 5/23, 5/30, 6/6, and SAT 6/9, 6:30 - 7:30PM (5/23, 6/9)and 6:30 - 8:30PM (5/30, 6/6)

Teaching Portfolio Project
Hour By Arrangement; Sanchez

Introduction to Theory and Practice of Interpreting (3 CR)
MW; 6:00 - 10:20 PM; Firth

Introduction to Court Interpreting (3 CR)
MW; 6:00 - 9:40 PM; Allongo

80:617:462:A1:84980 and 81:617:562:A1:84982
The Community Interpreter (3 CR)
SAT; 5/26-6/23; 8:30AM - 12:30PM and 1:30 - 5:30PM
H. Dallmann
HYBRID: On-campus 5/26, 6/2, 6/23; Online assigned by instructor
Registration by permission only; call 732-932-7373

80:617:461:G6:84979 and 81:617:561:G6:84981
The Language of Justice: Interpreting for Legal Services (3 CR)
(non-courtroom interpreting)
TTHSAT; 7/7-7/21, TTH 6:00 - 10:00PM; SAT 8:30AM - 12:30PM and 1:30 - 5:30PM
T. Dallmann
Registration by permission only; call 732-932-7373
Summer Session II,  6/25 - 8/2
Practicum in Language Education I (for Chinese Language Teachers)
MF; 8:30 - 4:30
at Highland Park Middle School
330 Wayne Street, Highland Park, NJ 08904
Pre- and Post-praticum meeting dates TBA
Registration by permission only; contact Prof. Mary Curran at mary.curran@gse.rutgers.edu


Prospective Student Registration


Matriculated students (those enrolled in either a foreign language MAT program or another degree program that has given approval to take WLI courses) and nonmatriculated (visiting) student (ie., not enrolled in a degree granting program) who took WLI courses prior to last summer, but did not take courses last summer, may register for WLI courses by completing a Summer Session Registration Form for Visiting Students and returning it to the Rutgers’ Office of the Registrar.

IMPORTANT NOTE: Each WLI student, whether matriculated or nonmatriculated, is now assigned a “RUID” number that must be used for registration and bill payment. Instructions on how to obtain your RUID are included in the registration information found by following the link below.


Registration Information

Please follow this link to see registration procedures and tuition information.

Online Methods Syllabus



Course Description

This course is designed to address the needs and concerns of students preparing to teach foreign languages in the K-12 schools and in-service teachers who need a methods course for endorsement or licensure. It will also serve in-service teachers who are seeking to update their knowledge of second-language acquisition and instruction for personal growth or for academic credit toward state re-licensing or for national board certification.This methods course is organized around the Standards for Foreign Language Learning, commonly referred to as the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Students will learn about current theoretical bases for second-language acquisition and how theory informs classroom practice. The course does not promote a particular methodology but rather presents principles of learning from which teachers can draw as they make decisions about instruction. In today's classrooms with diverse learners and curricular options, teachers must possess a repertoire of teaching practices based on an evolving research and knowledge base.


Bachlors degree in a World Language or related field.

Course Objectives

1. Demonstrate an understanding of current theories of second-language acquisition research.

2. Design unit and daily lesson plans in alignment with the standards for language learning.

3. Create lesson segments that reflect theory and practice.

4. Design performance-based assessments.

5. Use technology as a tool for professional development and to promote student learning.

6. Develop the ability to reflect on their teaching, student learning and to make changes as warranted.

Course Calendar

Module 1: Reflection and Goal Setting

Module 2: Our Evolving Profession

Module 3: Standards for Foreign Language Learning

First Face-To-Face Meeting:
Language Institute, 20 Seminary Place, New Brunswick, Directions
Section 90: Saturday, 10/4, 8:30-12:00

Module 4: The Foreign Language Learner and the Acquisition Process

Module 5: Designing Curricula and Planning Lessons

Second Face-To-Face Meeting: Language Institute
Section 90: Saturday, 11/1, 8:30-12:00

Module 6: Meeting the Needs of the Learner

Module 7: Teaching for Interpretive Communication

Module 8: Teaching for Interpersonal Communication

Module 9: Teaching for Presentational Communication

Third face-to-face Meeting: Language Institute
Section 90: Saturday, 12/6, 8:30-12:00 


Student-Student Interaction

In a "live course", you would be interacting with other students in your class. That interaction is important to the learning process. In this online course, you are encouraged to take advantage of opportunities designed to promote interactive communication in cyberspace. Your classmates may be in sites distant from your location; they may have very different backgrounds and experiences with language learners.  Get to know them, seek to work with them.  You will do this through: 

Discussion Groups where you and your classmates post messages and react to one another.  This activity promotes interaction among students as you would experience in a classroom.

Faculty-Student Interaction

One of the major ways you will share your progress with your instructor is through submissions to your electronic portfolio.  There are three kinds of assignments you will submit to your electronic portfolio:

  • Check-ins: These questions follow readings in the text or Web page material.  In a classroom, professors often ask questions based upon reading assignments or discussion.  Students respond to these spontaneously to show their understanding.  The check-ins replicate this in your web course.  You should respond to these questions thoughtfully based upon your understanding of the material.  Spend a limited amount of time with these activities.
  • Reflect/Respond: These portfolio assignments ask you to reflect, to think about the topic a bit, to come up with a response, to create an example, to discuss an instructional decision you might make. These responses may require your exiting the program to find a reference or supporting material.
  • Project:  During the course, generally at the end of a module, you will create a project that demonstrates your ability to formulate a lesson unit involving the topic you have studied in that module.  Projects require planning, organization, and instructional decision-making. 

Required Texts

Books for this course are available at the Rutgers University Bookstore, located in the Ferren Mall at One Penn Plaza on Albany Street (Route 27) across from the train station in New Brunswick. Contact the bookstore directly at 732-246-8448 for directions and parking information.

Books may also be purchased online at the Rutgers University Bookstore.

  1. Curtain, Helena & Carol Ann Dahlberg. Languages and Children: Making the Match. 4th Edition. Allyn & Bacon: 2010.
    ISBN:  9780205535484

  2. Shrum, Judith & Glisan, Eileen. Teacher's Handbook. 4th Edition. Heinle & Heinle: 2011.
    ISBN: 9781413033212

  3. NJ State Department of Education. New Jersey World Languages Curriculum Framework. To download, please click

  4. Standards for Foreign Language Learning in the 21st Century. 3rd Revised Edition (2006). Order online at    <http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=4283>

  5. New Jersey Core Curriculum Content Standards. To download please click  <http://www.state.nj.us/njded/cccs/s7_wl.htm> 


Grading Policy

Check-Ins/Reflect & Respond/Class Participation
Module 2 Exam
Module 4 Exam
Module 7 Final Project
Module 8 Group Project
Module 9 Final Project
Thematic Unit Presentation
Course Total

Discipline Bibliography

REFERENCES: Each module in this online course has its own list of references so that you can consult additional resources for your research, assignments, and personal professional growth. You can access references by clicking on the word "References" on the left of your window. Please take advantage of these references because they represent the most current research in the field.

Real One Player Download

You need to download RealPlayer in order to listen to the audio files and see the video clips incorporated into this course. To do this go to www.real.com. Find the "free download" link and click that. Follow the instructions to get the RealOne player.

Course Requirements

Computer requirements: You need a computer that is able to access the internet. We also recommend that you have the latest version of FireFox; or Internet Explorer.
You can download the lastest version of FireFox by going here and clicking on the download Firefox link.
You can download the newest version of Internet Explorer by going here and clicking on the download now link.

There are 9 modules that students will need to complete. Within each module are reading assignments, portfolio submissions, and online interactions with other students.

Two modules contain examinations and the others have culminating projects.

At the end of the course, students will submit a teaching portfolio. The exact format will be negotiated with your instructor in consideration of institutional and/or state requirements.

M.A.T. Information

ist2 higher education

If you are interested in earning a Master of Arts for Teachers, click the link below for more information.

Master of Arts for Teachers

What our students are saying...

Student Testimonials

"I had so many wonderful experiences working with professors who tirelessly taught me what I needed to be a good teacher. I believe I made the best investment studying in the program."
-Michelle C., Chinese MAT

Student Testimonials

Online Learning

Not sure if ONLINE LEARNING is right for you?

Take this quiz to see if an online class would be a good fit for you.

Click here to see the PowerPoint from our workshop How to be More Successful in an Online Course.

Follow this link for a Five-step Strategy for Student Success with Online Learning.

Call for Webinar/Workshop Proposals!

Attention K-12 Educators:

The World Languages Institute is seeking proposals for webinars/workshops that would be of interest to K-12 language teachers. We pay a competitive rate and provide the facility and backup technical support. So if you are an experienced workshop leader and have a hot topic to present to your colleagues, go to the following link to complete and submit the proposal form. We will contact you if your topic is selected.


We appreciate your participation in our programs.

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Conversation Partners

The Center for Global Services offers Conversation Partner matching for students who want to practice their speaking skills with a native speaker of the language they are studying. Follow this link to learn more information about this program and to find the sign-up links.

Events Calendar

Chinese RoundTable #1 Sat Sep 22 @09:00

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