I can give personalized lessons to suit the individual needs or needs of the group. We can study what you need before your trip, or help you get through your class.
I have a Master's degree in French/ESOL with a BA in Spanish and lived 2.5 years in France. I teach at a local university and have a lot of fun with languages! I travel a lot and use languages in more everyday situations than you might think.
Group lessons are available for a price, and price may increase due to distance.
Courtney Lanute's CV
M.A., Foreign Languages and Literatures (French) and TESOL, Southern Illinois University (2005)
Concentrations: Second Language Acquisition, 20th Century French Literature, Francophone Literature, and Bilingualism
B.A., Spanish, Southern Illinois University (2006)
Concentrations: Spanish Linguistics, Business Spanish, Golden Age of Literature, and Latin American Literature
B.A., French, Southern Illinois University (2000)
Concentrations: French Linguistics, Business French, French Translation Techniques, and 18th Century Literature
Adjunct Instructor, 2010 - Present
Florida Southwestern State College (formerly Edison State College), Fort Myers, FL
Courses: Beginning Spanish (1120 and 1121), Beginning French (1120 and 1121), EAP (English for Academic Purposes) -all levels, Cornerstone Experience (SLS 1515)
• EAP (English for Academic Purposes): Non-native students of English are pretested and begin in one of six levels of English for Academic Purposes. There are four separate sublevels: speech and listening, reading, writing, and grammar. As I have taught a selection of classes from each level, each level will be discussed briefly. Speech and listening: throughout the levels, students are exposed to lecture listening techniques such as cue words, expressing ideas in the classroom, preparing to listen, building background knowledge, pronunciation, expressing alternate views, and recognizing cues in lecture. Reading: building vocabulary, word families, collocations, recognizing main ideas and supporting details, culling information from visuals, recognizing bias, using context clues, summarizing for understanding. Writing: building paragraphs, introduction and conclusion sentences, separating ideas and paragraphs, types of paragraphs (compare and contrast, descriptive, etc.) and the five-paragraph essay without research. Grammar: present tense, forming questions, present perfect, past perfect, the continuous tenses, adjectival and adverbial clauses, dependent and independent clauses, future tense, future perfect, conjunctions, and noun phrases.
• SPAN 1120, 1121: Teach the following themes in Spanish: school and university life, the family, pastimes and hobbies, vacation and travel, shopping, daily routines and food and restaurant culture. Both levels are taught in the communicative pedagogy whereby the courses are conducted entirely in Spanish and students respond entirely in Spanish. Provide introduction to grammar topics such as present tense conjugations of common verbs, forming questions, telling time, irregular verbs and idiomatic expressions, expressing likes and dislikes, expressing the past tense of common verbs, substituting by way of direct and indirect objects, comparisons and superlatives, and reflexive verb structures. Upon conclusion of each class, students are required exhibit oral proficiency by making a five minute slide presentation on a topic studied of their choice in the target language. Students are also expected to use the Canvas management system to upload their projects and use an online system for homework. Coached and mentored students during office hours.
• FRE 1120 and 1121: Teach the following themes in French: school and university life, the family, pastimes and hobbies, vacation and travel, the weather, daily routines and food and restaurant culture, getting around, shopping, professional life, world geography, life in action, and health. Both levels are taught in the communicative pedagogy whereby the courses are conducted entirely in French and students respond entirely in French. Provide introduction to grammar topics such as present tense conjugations of common verbs, forming questions, telling time, irregular verbs and idiomatic expressions, expressing likes and dislikes, expressing the past tense of common verbs, substituting by way of direct and indirect objects, comparisons and superlatives, the conditional, the future tense, the imperfect tense, distinguishing between the past tense and the imperfect tense, the partitive construction as it refers to food, and reflexive verb structures. Upon conclusion of each class, students are required exhibit oral proficiency by sitting with the professor for a five minute oral interview from a topic studied in class in the target language. Students are also expected to use the Canvas management system to upload their projects and use an online system for homework. Coached and mentored students during office hours.
• SLS 1515 (Cornerstone Experience): Cover topics for new students and students with less than thirty credit hours in college. Topics include financial literacy, stress and test anxiety management, note-taking strategies, studying habits, diversity, and motivation. Students are expected to submit six journals on the Canvas management system. They also do a group project, a final paper, and an individual project whereby students attend a series of events within specified categories in order to familiarize themselves with the campus, the services, and the other students.
Continuing Education Instructor 2011-2013
Edison State College
ESL Level I and Level 2
• Taught very basics of English to newly arrived American residents. Reviewed forming yes/no questions and information questions. Conducted extensive reviews on subject-verb agreements, coordinating conjunctions, very short paragraph writing (3-5 sentences), reading aloud for pronunciation check, and familiarizing residents with idiomatic expressions. Gave a basic grammar test at the end of the course to test retention of commonly tested grammar skills and to show growth.
Adjunct Instructor, Fall 2015
Hodges University, Fort Myers, FL
Courses: Intermediate Level 3 Grammar ESL (0301), Intermediate Level 3 ESL Listening / Speaking (0302), Intermediate Level 3 Reading / Writing (0303)
• ESL 0301: Students are exposed to intense review of prior concepts of English grammar including progressive tenses and perfect tenses. This course enables students at an advanced proficiency level to build their fluency and accuracy by using Standard English grammar in various speaking, reading and writing activities. Coursework includes verb tenses, modals, passive voice and gerunds and infinitives. The course is geared towards fluency in the workforce.
• ESL 0302: This course enables students at an advanced proficiency level to build their speaking fluency and accuracy by learning to listen actively and use vocabulary accurately. Coursework includes presentation skills, pronunciation practice, and a cultural component to enhance spoken interactions. Themes include celebrations, family time, travel, and stories in the news.
• ESL 0303: This course enables students at an advanced proficiency level to build their reading and writing fluency and accuracy by learning to navigate passages and compose longer, more cohesive sentences, expository paragraphs and short essays. Coursework includes vocabulary, rhetoric, syntax, punctuation and editing. Students were made to write paragraphs in class every week.
Full Time Instructor, 2007-2009
Southwest Florida College, Fort Myers, FL
Courses: Elementary Spanish for Communication
• Students were introduced to elementary Spanish topics such as college and university life, family, food, nationalities, occupations, parties and holidays, and pastimes and hobbies. There was a focus on pronunciation and communication through a series of small group skits that were presented once a week to the class related to the topics studied in class.
English for Academic Purposes (CP Language) and Lab
• Non-native students of English were placed into this course in order to prepare for college by utilizing lecture listening skills, reading, writing, and grammar. In listening skills, students were prepared by listening to pre-recorded lectures and following a regimented checklist related to skills learned in that chapter. In reading, students were exposed to textbook layouts, utilizing images, word families and roots, dictionary usage, and thesauruses. In writing, students wrote several types of paragraphs including description, cause and effect, compare and contrast, and main idea paragraphs. They worked their way up to the five-paragraph essay and thesis statements. Students were also expected to do research about their chosen profession in preparation for research they would learn in Comp I. Taught proper academic research tools, citing sources, the importance of bias, and avoiding Wikipedia using LIRN, ERIC, eBrary, InfoTrac, NoodleTools, EBooks, and WorldCat. Students were pre and post tested using the BASI. Most students pretested in 6th grade overall.
• At the end of eleven weeks, students placed in 12th grade on average. Followed up the next semester with the students in a small group basis (the Lab) where I worked in conjunction with the Comp teachers to assist the students with their writing tasks.
ESL Strategies for Education
• Introduced the major theories of ESL education to students in elementary education needing their ESOL hours.
• Assessed various projects, including ESOL observation strategies and a language project.
• Created projects where students were taught to scaffold or research ESL friendly literature.
Spanish for Medical Personnel
• Developed a new course that became required for all Allied Health students. Students were introduced to medical themes such as: patient intake, discussing medical history, pediatrics and OB care, asthma, diabetes, and operations. Each students worked in pairs or small groups to roll-play situations each class meeting using the vocabulary and structures in class.
College Success, (Online)
• Posted discussions about success topics. Provided examples on how to create journals in APA format and multi-media presentations. Emailed and spoke to students to help clarify homework and assignments.
• Gave detailed feedback on submitted drafts. Engaged students with critical-thinking posts to help them feel more comfortable thinking and writing.
• Launched timed essays and returned feedback using basic Blackboard and eCollege features.
• Comfortable using Blackboard, eCollege, and Canvas or similar online software.
Graduate Instructor, 2002-2006
Southern Illinois University at Carbondale
Course: SPAN 140A and 140B (Beginning Spanish I and II)
• Prepared dynamic lessons in Spanish for undergraduate students majoring in liberal arts. Taught basics of vocabulary, grammar, culture, reading, and writing by pairing students and working in small groups. Students acquired approximately 5,000 words in Spanish by the end of the course sequence. Wrote and proctored exams, quizzes, and short orals. At the conclusion of each class, students were subjected to a five-minute oral interview based on the variety of topics covered in class.
FR 123A and 123B/ 101A and 101B (Beginning French I and II - one semester pilot “hybrid” class)
• Prepared dynamic lessons in French for undergraduate students majoring in liberal arts. Taught the basics of vocabulary, grammar, culture, reading, and writing by exposing students to a variety of accents and providing them with different situations based on the topics in class. Students acquired approximately 6,000 words in French by the end of the course sequence. Wrote and proctored exams, quizzes, and short orals. At the conclusion of each class, students were subjected to a five-minute oral interview based on the variety of topics covered in class.
• During my tenure, the course was extended to include a more humanities focus (FR 101A and FR 101B). Exposed students to varying authors, artists, composers, and architects. The “hybrid” class covered the same information as the ground class, only the students were required to spend 100 hours per semester in the language lab exploring the grammar modules and came together with the professor to communicate in French and discuss culture.
Assistant Instructor of English, 2000-2002
Université de Caen, Caen, France
Courses: TP and TD English (Practical English and Specialized English)
• Conducted various levels of English depending on the specific needs of each discipline, including: communication about American culture, short text discussion, debates, conducting scientific research, mini-skits, conducting job interviews, writing resumes, specialized vocabulary, and the American Constitution.
• Furnished several classes with current articles that incited political discussion and debates.
Online Grader Summer 2015 - Present
• Duties: Grade anonymous essay submissions by students in grades 3 – 8. Essays usually tested either the students’ ability to choose the best article based on a prompt after having read two or three articles, or the students’ ability to synthesize information from a prompt based on three or four articles.
Online Preceptor, 2013 – Present
Florida Gulf Coast University, Fort Myers, FL
Courses: Humanities 2510, Theater 2000, and Art History 2000
• Assessed student compositions per student per semester that included the topics of 3-D art, 2-D art, music appreciation, and a classical concert experience. Each submission was about 750 – 1200 words and included their reaction to the piece, a formal analysis using terminology and concepts studied in the modules, and a section discussing the context of the sculpture or unifying element of music. Checked for submission timeliness, content appropriateness, and plagiarism.
• Assessed student responses to modules weekly, checking for appropriateness and relation to assignment instructions, and student compositions which included a dramaturgy project proposal and project, as well as one performance review. Checked submissions for timeliness, content appropriateness, and plagiarism.
Art History 2000
• Assessed student responses to modules weekly, checking for appropriateness and relation to assignment instructions, and student compositions which included a short paper about an architecture description, a “dream house” assignment—drawing and description, a public sculpture paper, and a visual arts paper. Checked submissions for timeliness, content appropriateness, and plagiarism.
Owner / Lead Tutor, 2014 – Present
Buona Lingua Language Services, Fort Myers, FL
Languages currently offered: English, French, Spanish, and Italian. My current clients include:
• Kelly Greens: Teach English to non-native speakers in a small group setting of 4-5 students using All-Star 1 textbook and constant repetition of beginner level concepts in English.
• Miromar Lakes: Teach Spanish in a small group setting of 6-8 students using Spanish is Fun. A variety of oral communication methods is used, including role-plays, information gap, and repetition of basic conversations.
Language Tutor 2012 – Present
• Duties: Provide students with highly specialized one-on-one classes in ESL, French, and Spanish for students requesting specific lessons including: obtaining a job in the U.S., living abroad in France, traveling and studying in France, and obtaining a better grade in high school Spanish class. Each lesson is prepared according to the needs of the student.
Language Tutor 2011- Present
Fort Myers Languages and Tutoring
• Duties: Provide students with private or small group lessons in English or French, and TOEFL and TOEIC preparation classes. Provided all levels of grammar practice, and oral communication through various media such as pictures, role playing situations, and a series of games for younger learners. 100% of students who took the TOEFL after the preparation class passed with the score they needed to enter into the college of their choice.
Test Writer for the SPAN 1120 and 1121 and FRE 1120 and 1121 Common Final Exam
Florida Southwestern State College / Edison State College, Winter 2013 and 2014
• Served as a test writer for the Florida Southwestern State College Final Exam in Spanish and French 1120 and 1121. Students in the sequence must take a common exam in order to pass the class. The test is based on guidelines set by both full-time and adjunct faculty within the foreign language department program. Developing short paragraph topics and writing individual test questions on grammar. A common oral interview will be discussed in future sessions.
Honors and Awards:
• Certificate of Appreciation – White House Communications Agency (2002).
• Recipient of the Mary S. Bushek Travel Award from Southern Illinois University (2005).
• Recognition for serving as a mentor (2010 and 2011).
• Competent use of Microsoft Word, PowerPoint, Excel, Project, PageMaker, Canvas, eCollege, WebCT, and Blackboard.
• Used Wix.com to create a website students could access for files and help.
• Used Audacity, a freeware program, to record soundtracks and do online voice recordings.
Teaching and Learning Certificates:
Edison State College, 2010-2016
• Understanding the First-Year Student: completed seminar that delved into the fears and problems of first-year college students. This included helping students explore on-campus resources like the library and research center at Edison State College. Other topics included discussions on how to handle disruptive students within a classroom setting.
• Critical Thinking Workshop: observed different classroom activities helping students to think critically about their assignments. Watched distinguished professors suggest engaging group activities to motivate and facilitate group discussions within the classroom.
• Professional Ethics in the Classroom: A seminar dedicated to the maintaining ethical guidelines between students and professors. The other part of the workshop dealt with syllabus creation and the guidelines set forth by the college.
• Diversity in the Classroom: workshop dedicated to the importance of creating and maintaining a diverse learning environment. Participated in activities geared to expressing and understanding individual differences in socio-economic, cultural, and professional backgrounds.
• Student Retention and the Dynamic Classroom: group-project seminar focused on fun, interactive activities for students in the classroom.
• Community of Practice – Languages: monthly rotating language workshops focusing on a range of topics critical to both the foreign language classroom and the ESL classroom. Topic include: explaining objects versus subjects, ways of engaging conversation, vocabulary building, interactive methods of engaging reading in the target language, and working in small groups.
• Spanish / French Faculty Professional Development: semi-yearly workshops focusing on calibration of final exams in both disciplines. Topics include: normalizing the composition section, focusing on engaging conversation, and maximizing group time.
Southwest Florida College, 2008
• Building a Community of Learners: Watched a video on how to create a learning environments based on class needs. Engaged in an online discussion board with colleagues. Exchanged ideas on how to make classroom environments more satisfactory to students.
26th Cincinnati Conference on Romance Languages and Literatures, May 2006
Conference Submission - Oro deslustrado: Violencia y crueldad en María De Zayas
• Presented my findings in several of De Zayas’ books the use of violence and cruelty towards women who were scorned by their lovers in the conference.
Southern Illinois University, May 2005, Carbondale
Master’s Thesis - Lancer Son Organisme Américain en France.
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