Elementary World Language Task Force

Sub- Committee #2
Types of Programs
January 15, 2008

In attendance this evening were Donna Nofzinger, Gisela Spallek, Fabienne Prokesch, CC Kelly and Adriana Alatorre. The meeting began at 7PM and adjourned at 8:45PM.

Though CC Kelly reiterated the charge from the Board, which was in part to describe the types of Elementary World (Foreign) Language programs in existence, this group went far beyond that charge. They not only researched the best types of programs in the US, they brought research findings about language programs in France, Mexico and Germany. Each group member had the opportunity to share ideas of best practices taking place in the said types of programs. The discussion was very enlightening as the four individuals doing independent research all felt that speaking the language and engaging the students in meaningful, real-life conversational situations in the target language needed to take place no matter what type of program was chosen. The book became a tool for learning and not the only learning. Especially in the beginning stages of second language acquisition it is vital to speak and listen to the language before ever writing in the language. It was also concluded that in order to build oral proficiency in the language that classes needed to take place at the very least three to four times per week for 30 minutes each session.

One particular article from Characteristics of Effective Elementary School Foreign Language Programs http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=3655 stated that the following criteria is vital to an effective Elementary World Language program and those are:

1. Access and Equity: all students have opportunities for second language study

2. Program Goals and Intensity: goals for students must be consistent with the type of program whether it be FLES (Foreign Language in the Elementary School which provides sequential language learning experience aiming for some degree of oral proficiency, Immersion where foreign language instruction is combined with content from the regular curriculum or FLEX (Foreign Language Exposure) which provides limited exposure to one or more languages for presecondary students.

3.Extended Sequence: Elementary and Middle School language programs are the solid foundation for a long, well-articulated sequence of carefully developed curricula that helps students through 12 th grade develop increased language proficiency( intermediate-mid –survival skills from ACTFL scale) and cultural competence.

4. Articulation: Students in a well articulated program monitored by teachers, administrator and parent groups such as our own Elementary Task Force, achieve desired outcomes in a very consistent and equitable manner. Articulation of the extended sequence is both vertical and horizontal.

5. Curriculum: the curriculum provides adequate time for teachers and students to have the proper assessments such as the national oral/writing proficiency test.

6. Instruction: instruction is appropriate for the developmental level of students and consistent with program outcomes and current professional practices.

7. Materials: are appropriate for the students’ developmental level and is rich in authentic culture and language. The main focus on material whether printed or non-printed is the teaching of communicative and cultural skills.

8. Evaluation: of student achievement and program success are in use and are appropriate for the developmental level and individual needs

9. Staffing: programs are staffed by certified teachers who have a high level of proficiency in the language as well as a high level of cultural competence. Based on ACTFL (proficiency scale) the teacher should at least be at “Advanced”.

10. Professional Development: An ongoing program of professional development should allow teachers to advance in their levels of language, culture and classroom instruction.

11. School and Community Support and Development: teachers work with entire school community to integrate the world language curriculum into the school educational program. Especially the elementary program makes use of parent and community resources as well as administrative staff to provide enriching language experiences in and out of the classroom.

12. Culture: the connection between language and culture is made explicit by providing language instruction within a context of cultural experiences.