ERIC Identifier: ED472872
Publication Date: 2002-12-00
Author: Gilzow, Douglas F.
Source: ERIC Clearinghouse on Languages and Linguistics
Washington DC.
Model Early Foreign Language Programs: Key Elements. ERIC Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
Schools and school districts across the United States are
establishing and expanding foreign language programs. Although most
programs are found at the secondary school level, an increasing
number are being established in elementary schools. A survey by the
Center for Applied Linguistics indicates that 31% of U.S. elementary
schools are offering foreign language instruction, up from 22% a
decade ago (Rhodes & Branaman, 1999).
In the late 1990s, the U.S.
Department of Education funded an effort to identify early foreign
language programs that could serve as models for schools or
districts interested in establishing or enhancing early-start,
long-sequence foreign language programs. Seven model programs were
identified through a nomination and selection process informed by
the national standards for foreign language education and by
research on effective language instruction for elementary and middle
school students (Curtain & Pesola, 1994; National Standards in
Foreign Language Education Project, 1999). The programs selected met
specified criteria in the areas of curriculum, outcomes, ongoing
evaluation, coordination with content areas, articulation from
elementary to secondary school, accessibility, student diversity,
professional development opportunities, and community support.
Although the seven programs represent a range of program models and
instructional strategies, they had a number of critical elements in
common. This digest describes these elements, which are deemed key
to the long-term success of early foreign language
programs.
NATIONAL FOREIGN LANGUAGE STANDARDS
All seven
programs have incorporated the five Cs of the national
standards (communication, cultures, connections, comparisons,
communities) into their curriculum. In some districts, the five Cs
explicitly form a core element of the foreign language curricula for
all grades. In others, the content-related curricula address the
standards in an integrated, almost organic way. Interestingly, none
of the programs has adopted textbooks to form the core of its
instructional program. Rather, materials are identified or developed
that connect language learning to the immediate context or to
specific lessons in the regular curriculum. A FOCUS ON
CONTENT
All seven of the model programs use content-based or
content-enriched curricula that are closely tied to the general
elementary school curriculum. Content-based programs are those in
which one or more subjects are taught in the foreign language.
Immersion programs, in which some or all academic subjects are
taught in the foreign language, are content based. Content-enriched
programs are those in which language lessons include concepts from
subjects such as math, science, and geography, mostly as
reinforcement of subject matter classes taught in English. Students
in a third-grade Spanish class in Toledo, Ohio, for example, learn
about the growth processes of a plant through a Total Physical
Response activity conducted entirely in Spanish, then read a Spanish
news article on the same topic. ARTICULATION AND
ALIGNMENT
Language instruction in the elementary grades
frequently emphasizes creative activities that involve oral
communication; there is not a strong focus on accuracy or written
language. As a result, there can be a disconnect when students move
to the higher grades, where there is more emphasis on grammar,
writing, and formal assessment. The challenge is compounded in
decentralized districts, where a school-based management approach
may favor institutional autonomy at the expense of articulation with
programs in other schools. The seven model programs address this
challenge through meetings, teaching exchanges, and standardization
of curricula and assessment. In Glastonbury, Connecticut, for
example, curriculum goals for languages are standardized across all
eight schools in the district. Meetings are held not only with the
district's foreign language teachers and administrators, but also
with staff at the University of Connecticut to enhance the
transition to higher education for secondary students. Another way
in which this district strengthens articulation and alignment is
through an innovative program of exchange teaching. From time to
time, the foreign language teachers trade classes-elementary school
teachers move to a high school and vice versa. EFFECTIVE TEACHING
METHODS
Teachers in the seven programs keep their students
motivated through age-appropriate, enjoyable lesson activities, many
involving pair- or small-group work. In the elementary grades, songs
are popular, especially those that fit new lyrics to familiar tunes.
Most activities have a strong focus on communication and student
interaction and a minimum of "listen and repeat after me"
instruction. Teachers have devised creative guessing games and
simulations that educate, entertain, and motivate learners and that
bring together students from different grade levels. Fourth graders
at Ephesus Road Elementary School in Chapel Hill, North Carolina,
for example, help first graders review French numbers, animals,
colors, and verbs of motion by leading them in a guessing game using
numbered animal puppets. In a fifth-grade class at the same school,
the French teacher tells the story of a mother moose in eastern
Canada traveling to the west coast to be united with its baby moose.
Students in small groups move a moose figure across maps and answer
questions about geographic regions and time zones as they listen to
the story. APPROPRIATE USE OF TECHNOLOGY
Training staff in the
effective use of computer-based resources is a major focus of
in-service staff development in nearly every one of the seven
programs. Districts are also increasing younger learners' access to
computers. Ephesus Road Elementary School in Chapel Hill, North
Carolina, is notable in its use of interactive Web-based
communication with other French language programs around the world
through "Ethnokids" (www.ethnokids.net). This is a joint effort of
teachers and students at dozens of elementary schools in countries
around the world, including Belgium, Vietnam, Guyana, and Cote
d'Ivoire. Students from each participating school contribute essays,
drawings, and descriptions of celebrations, homes, and schools-all
in French. STUDENT ASSESSMENT
Although all of the model
programs have a strong assessment component, specific assessment
practices vary widely from one program to the next. Bay Point
Elementary School in Pinellas County, Florida, uses a Home
Assessment System that involves parents, regular classroom teachers,
and FLES teachers in the students' language learning process and
allows students to proceed at their own pace. Students are given
task cards that indicate specific activities that they need to be
able to do (e.g., "I can describe the contents of my backpack").
There are 10 levels of tasks, with 10 tasks at each level. As
children demonstrate the tasks at home, their parents sign the task
cards, which the students then file in the classroom, providing a
portfolio of their foreign language performance. The teacher quizzes
students in class to confirm their ability to carry out the
tasks. To assess progress in speaking and listening skills in the
partial immersion Japanese program at Richmond Elementary School in
Portland, Oregon, teachers conduct a one-on-one interview with each
student at the end of the school year. In kindergarten, each student
brings a blank videotape to school which is then used in succeeding
years to record the interviews. In the earlier grades, the
interviews are simple exchanges of questions and answers, but by
fifth grade, the interviews are conducted according to Oregon
Japanese Oral Proficiency procedures, resulting in a 15-minute
ratable performance sample. This tape follows the students to middle
school, where at least one additional interview is
recorded.
FUNDING
Establishing and maintaining an early-start,
long-sequence foreign language program costs money. Most of the
model programs have received grant funds from state or federal
sources, particularly during the start-up phase. The
pre-implementation and early implementation years of foreign
language programs require the greatest concentration of resources.
Curricula and evaluation procedures must be developed, books and
other instructional materials must be purchased, and teachers must
be recruited and trained. Most programs have been able to diversify
and localize much of their funding as they mature, turning to
federal and state grants for special needs such as program
evaluation, articulation with postsecondary programs, or expanded
use of technology. PROFESSIONAL DEVELOPMENT
Professional
development is particularly critical during the early stages of a
foreign language program but continues to be important as programs
mature, curricula change, and new technology is introduced.
Professional development opportunities offered by the model programs
include demonstration lessons, in-service workshops, and
participation in professional association conferences. The program
in Toledo, Ohio, has offered its teachers a low-cost summer language
camp; teachers in Prince George's County, Maryland, take university
courses taught by the district's foreign language
supervisor. ADVOCACY
Outreach to the community, visibility at
the school and district levels, and involvement of parents have been
important to initiating programs, expanding them, and keeping them
going during times of tight budgets. In most cases, advocacy for the
programs involves media attention. All seven model programs have
been featured on local television stations and in newspaper
articles. Program newsletters and foreign language fairs are among
the ways that program staff have captured and kept community
support. Political connections are also important to these programs.
The superintendent in Springfield, Massachusetts, is a major
advocate for early foreign language education; in Chapel Hill, North
Carolina, two foreign language teachers have served on the school
governance committee of Ephesus Road Elementary for several years.
Having the support of individuals and groups who are in a position
to influence the future of the foreign language programs can be
crucial to their long-term success. CONCLUSION
It is clear that
many qualities and characteristics contribute to the success of
early foreign language programs. In addition to those described
above, the seven model programs have demonstrated flexibility,
teamwork, leadership, and commitment. They have adapted to changes
brought about by unanticipated events, including diminished funding.
They have forged close working relationships with district
superintendents, members of the board of education, school
principals, regular classroom teachers, parents, and others in the
community. They have strong leaders with a vision of foreign
language teaching and learning who know how to inspire others and
organize the people and resources necessary to build an effective
program. Finally, everyone involved has a deep commitment to the
program and to the goal of providing effective foreign language
education for young learners. REFERENCES
Curtain, H., & Pesola,
C. A. (1994). "Languages and children: Making the match. Foreign
language instruction for an early start, grades K-8." White Plains,
NY: Longman. Gilzow, D. F., & Branaman, L. E. (2000). "Lessons
learned: Model early foreign language programs." McHenry, IL, and
Washington, DC: Delta Systems and Center for Applied
Linguistics.
National Standards in Foreign Language Education
Project. (1999). "Standards for foreign language learning in the
21st century." Yonkers, NY: Author.
Rhodes, N. C., & Branaman, L.
E. (1999). "Foreign language instruction in the United States. A
national survey of elementary and secondary schools." McHenry, IL,
and Washington, DC: Delta Systems and Center for Applied
Linguistics.
MODEL EARLY FOREIGN LANGUAGE PROGRAMS
Bay Point
Elementary Magnet School
Janice Johnson, Lead Teacher
St.
Petersburg FL 33712
Tel: 727-893-2398
E-mail:
[email protected] Web sites:
http://BayPointFLES1.homestead.com
*
Springfield Public
Schools
Rita Oleksak, Foreign Language Director
Springfield MA
01102-1410
Tel: 413-787-7111
E-mail:
[email protected]
*
Ephesus Road Elementary
School
Carol Orringer, French Teacher
Chapel Hill NC
27514
Tel: 919-929-8715
E-mail: [email protected]
Web
sites:
http://chccs.k12.nc.us/ephesuslevelone/index.asp
http://www.ethnokids.net
*
Glastonbury Public
Schools
Christine Brown, Director of Foreign
Languages
Glastonbury CT 06033
Tel: 860-652-7954
E-mail:
[email protected]
*
Prince George's County Public Schools
Dr. Pat Barr-Harrison, Foreign Language Supervisor
Capitol Heights
MD 20743-3812
Tel: 301-808-8265 ext 227
E-mail:
[email protected]
*
Larchmont Elementary School
Jeffrey
Hanthorn, Principal
Toledo OH 43612
Tel: 419-476-3787
E-mail:
[email protected]
*
Richmond Elementary School
Deanne Balzer,
Resource Teacher
Japanese Magnet Program
Portland OR
97214
Tel: 503-916-6220
E-mail: [email protected]
Web
sites:
http://www.oyanokai.org
http://www.moshihola.org
-----
The
information in this Digest is drawn from "Lessons Learned: Model
Early Foreign Language Programs" (ERIC/CLL Professional Practice
Series No. 1) by Douglas F. Gilzow and Lucinda E. Branaman,
available from the CALstore: www.cal.org/store or 1-800-551-3709.
The model programs described therein were identified by a joint
effort of two projects funded by the U.S. Department of Education:
The National K-12 Foreign Language Survey Project (funded by the
Office of Postsecondary Education, International Research and
Studies Program) and the Improving Foreign Language Education in
Schools Project (funded by the Office of Educational Research and
Improvement via subcontract from the Northeast and Islands Regional
Educational Laboratory at Brown University).
This digest was
prepared with funding from the U.S. Dept. of Education, Office of
Educational Research and Improvement, National Library of Education,
under contract no. ED-99-CO-0008. The opinions expressed do not
necessarily reflect the positions or policies of ED, OERI, or NLE.
Title: Model Early Foreign Language Programs: Key Elements. ERIC Digest.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street
NW, Washington, DC 20016. Tel: 800-276-9834 (Toll Free). For full
text: http://www.cal.org/ericcll/DIGEST.
Descriptors: Advocacy, Articulation (Education), Elementary Education, Financial
Support, FLES, Instructional Effectiveness, Models, Professional
Development, Program Descriptions, Second Language Instruction,
Second Language Learning, Teaching Methods
Identifiers: ERIC Digests
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