Frank Smith, a contemporary psycholinguist said, “Language is not a genetic gift, it is a social gift.

Learning a new language is becoming a member of the club-the community of speakers of that language.” The foreign language educator plays a crucial role in the development of global citizens through paying attention to teaching practices, how students learn a foreign language, and to adolescent development. One of the main purposes of a foreign language educator is to inculcate a value for the culture through language acquisition and preparation for global interaction. The goal is to teach students to value and respect foreign languages and cultures. Foreign language educators with this in mind focus on creating an environment of high expectations for foreign language students. The infrastructure for learning a foreign language requires advanced performance while accounting for individual learning needs. It is crucial to have sensitivity to the developmental needs of the adolescent in order to optimize student achievement. Stemming from a desire to aide the development of global citizens, the foreign language educator uses a variety of instructional strategies and practices to approach instruction. Although motivation is an intrinsic characteristic of an individual, the foreign language educator removes obstacles to student learning through classroom management and innovative, creative instruction. It is imperative that the language educator creates an effective learning environment that is conducive to the acquisition of a foreign language. Instruction in the foreign language classroom varies from explicit instruction to more studentcentered instructional practices. Teaching practices best designed for foreign language though not limited to include problem-based learning, role-playing, review of current events within the culture, and visiting native speakers of the language. The importance of learning a foreign language and culture increases annually due to an ever-globalizing economy. Unfortunately, in the United States of America, foreign language acquisition fails to be emphasized in schools as much as in other parts of the world. It has been cited that Americans are shocked to discover when they visit foreign countries and find that foreign people still speak in foreign languages. Language arrogance pervades many American citizens because they fail to accentuate foreign language learning. Many American citizens fail to realize the global requirement of knowing and speaking a second language. Consequently, a major component of the foreign language educator’s role is to show students the importance of speaking a foreign language and valuing the culture through valuing the language. A foreign language educator, who sets high standards for students while taking into account individual needs, affords the educator an opportunity to assist and mentor students in acquiring a foreign language. Students have personal needs that differ immensely from each other. The foreign language teacher makes themselves aware of these needs by getting to know students on a personal level. By mentoring and guiding students in the learning process, educators become aware of specific emotional and physical needs of each student. Another important contribution of the foreign language educator is the facilitation of language and culture. Students, who feel an invested interest by their language educator, will desire to acquire a foreign language and become a more “cultured” citizen. Understanding the complex developmental needs and stages of adolescents plays a vital role in student achievement. Students vary in developmental stages and needs depending on the school environment, socioeconomic background, gender, and age. Foreign language educators commit to understanding these varies stages and needs of adolescent development as they show their students that language acquisition is an on-going skill that never ends. The foreign language educator cultivates in the students’ minds and hearts the need to be a life long learner because the foreign language educator is always learning the language alongside the student. Regardless of the developmental stage be it middle school or high school, the foreign language educator will construct a classroom environment where students are passionate about learning. As the students receive personalized instruction, the more they will be engaged in the content, and be able to grow in sureness of their individual skills within the foreign language. By devoting themselves to understanding the various stages and needs of adolescent students, foreign language educators will experience an increase in success in the classroom by acquainting themselves with the stages and needs of development that differ across gender and socio-economic groups. By implementing this detailed knowledge of adolescent development, foreign language educators can design realistic expectations and standards for student performance and achievement within the foreign language classroom. Although there are numerous avenues to implement these strategies, the most likely of these appears to be that the educator uses professional development opportunities within the school system. Professional development provides language educators outside learning and research opportunities on the most current methods and practices that incorporate a greater comprehension of the various stages and needs of adolescent development within students. By applying a strong knowledge and sensitivity to

students’ developmental needs, the foreign language educator may find in increase in student’s success with acquiring a foreign language and becoming a global a nd “cultured” citizen. Language acts as a road map for a culture. It tells the individual outside the culture, the origins of its people and where the people are going to be in the future. Foreign language educators will see the benefits of constructing a foreign language classroom and cultivating instructional strategies that will best create students that value and respect foreign languages and cultures. The foreign language classroom provides students with the opportunities to interact and engage with people and cultures that they do not “rub shoulders” with in their everyday lives. The foreign language educator that approaches the classroom with the idea that the educator is a facilitator or guide to learning a language grants students individual opportunities to interact with the language. Assuming that a foreign language educator maintains an intense desire to grow personally, professionally, and in understanding of the various developmental stages and needs of adolescents, it is difficult to argue against this methodology will develop “cultured” and global citizens in the ever-growing global economy of the post-modern era.