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All of the links referred to in this presentation are available at…

http://ctworldlanguagesk8.wikispaces.com/ProgramAdvocacy

View the presentation online at

http://prezi.com/rgnwc5rutrwo/

Why teach languages?

"What the research shows" about the benefits of language learning in general:

http://www.actfl.org/i4a/pages/index.cfm?pageid=4524

The Effect of Second Language Learning on Test Scores, Intelligence and

Achievement: An Annotated Bibliography

http://www.uwyo.edu/fled/documents/FLAnnotatedBibliography.pdf

"What the Research Shows" about elementary language learning:

http://www.actfl.org/i4a/pages/index.cfm?pageid=3653

Choose a language:

  • community wants
  • community needs
  • ability to articulate
  • teacher availability

If you talk to a man in a language he understands, that goes to his head.

If you talk to a man in his language, that goes to his heart.

Nelson Mandela - Former President of South Africa

gather community support

Choose a program:

  • Immersion
  • Two-way immersion
  • Partial Immersion
  • FLES: content-related
  • FLES: content-based
  • FLEX

What grade to begin?

Schedule sensibly for students and teachers:

  • at least every other day
  • at least 20 minutes per lesson
  • same grade levels kept together
  • preparation time for teachers
  • travel time for teachers
  • extra time in the first year

Where to

have classes?

secure funding

Budget

  • teacher salary
  • teacher benefits
  • consumable materials
  • other materials
  • technology

Foreign Languages

Assistance Program

"FLAP"

STARTALK

Grant Program

private

grants

community

grants

Find a Teacher

strong

language

skills

but don't

stop at that...

self-starter

outgoing

creative

life-long learner

current

flexible

This person must understand the continuum that is language learning as well as the continuum of child development.

This person will create materials, write curriculum, develop assessments, interact with parents, make websites, collaborate with colleagues, plan large events, and probably talk to the media.

standards-based

curriculum

Backwards Design

"start with the

end in mind"

units

with

meaning and purpose

real

communication

culture

content

comparisons

communities

fun!

can guide brainstorming

for instruction

stay in the

target

language

make it fun

with a purpose

linked to

national and

state standards

may contain

self-assessment

options

Linguafolio

Linguafolio, Jr.

"can do"

statements

regular

age-appropriate

feedback

to students

progress

regularly

reported

to parents

decide: report card or progress report?

Staying Afloat

(for the long term)

Information

Parent

Visitation

Week

Discover

Languages

Events

Lunch with

the Senseis

Trips to the

Country(ies)

cultural

festivals

international

festivals

international

conferences

Special Events

strong teacher = strong program

Participation in

Listservs: FLteach,

language-specific

regular

articulation

meetings

with local

teachers

observing

other

teachers

participation

in PLC's in school

opportunities

to travel and

practice language

ACTFL Conference

NECTFL Conference, SWCOLT, etc.

State Language Conferences

Magnet School Conferences

Teacher Professional

Development

Advocacy

16 years and counting!

Elementary School

Foreign Language

Programs

Build a Strong Ship

Stay the Course

Adjust the Sails

Stay Afloat

Program Design

High Quality Instruction

Assessment

Advocacy

Keys to a

Successful

Voyage

Administrators

Adjusting the Sails

Jessica Haxhi

Maloney Interdistrict Magnet School

Waterbury, Connecticut

Colleagues

Parents

Community

Students

accurate, interesting, efficient

Staying on Course

Lots

of culture

social studies

science

math

art

Lots of

content

physical education

music

language arts

defined by standardized

  • ACTFL Proficiency Scale (7th -adult)
  • ACTFL Performance Guidelines (K-12)
  • SOPA Scale (PreK-6)
  • Check for state scales/guidelines
  • Common European Framework of Reference for Languages

maintain the excitement

performance scales

Technology

for students

and teachers

Create units with

real-world

connections

http://maloneyjapanese.wikispaces.com/World+Language+Teachers

Instruction

Assessment

This person must be able to

speak, read, and write in the

language, as well as sing, play

games, over-act, be silly, laugh,

guide students through the culure,

teach other subject area content, and

BE

that language and culture

to the studentsof your school.

HIGHLY

QUALIFIED

a strong ship

Program Design

FUND-

RAISING

SURVEYS

State World Language

Standards

COMMITTEES

Standards for

Foreign Language

Learning

federal grant

programs

Arabic, Chinese, Urdu, Hindi, and Persian

The nine languages with the

estimated largest numbers of

native speakers in the world,

according to SIL Ethnologue,

2005, www.ethnologue.com

Downloaded from

http://commons.wikimedia.org/wiki/File:Native_speakers_in_the_World.jpg

Why start early?

Curriculum

An example from the above document, prepared by Elizabeth L. Webb

Saunders, C. M. (1998). The Effect of the Study of a Foreign Language in the

Elementary School on Scores on the Iowa Test Of Basic Skills and an Analysis of

Student-participant Attitudes and Abilities. Unpublished dissertation, University of

Georgia.

Saunders specifically examined the performance of third grade students enrolled in the

Georgia Elementary School Foreign Language Model Program. She compared students

who had not received any foreign language instruction with students one year younger

who had received four years of instruction, five days each week, for thirty minutes per

day. She found those students in the ESFL program scored significantly higher on the

Math portion of the ITBS than the older students had scored. They also performed better

on the Reading portion, but the difference was not statistically significant.

THESE ARE THE TOPICS SUPPORTED BY RESEARCH AT THE ACTFL LINK:

Language learning correlates with higher academic achievement on standardized test measures.

Language learning is beneficial to both monolingual English and English language learners in bilingual and two-way immersion programs.

Language learning is beneficial in the development of students’ reading abilities.

There is evidence that language learners transfer skills from one language to another.

There is a correlation between second language learning and increased linguistic awareness.

There is a correlation between language learning and students’ ability to hypothesize in science.

Language learning can benefit all students.

There is a correlation between young children’s second language development and the development of print awareness.

Heritage learners who use their language skills to interpret and translate for family members experience higher academic performance and greater self-efficacy.

There is a correlation between language study and higher scores on the SAT and ACT Tests.

There is a correlation between high school foreign language study and higher academic performance at the college level.

How does language learning provide cognitive benefits to students?

There is evidence that early language learning improves cognitive abilities.

There is evidence bilingualism correlates with increased cognitive development and abilities.

There is a correlation between bilingualism and the offset of age-related cognitive losses.

There is a correlation between bilingualism and attentional control on cognitive tasks.

There is a correlation between bilingualism and intelligence.

There is a correlation between bilingualism and metalinguistic skills.

There is a correlation between bilingualism and memory skills.

There is a correlation between bilingualism and problem solving ability.

There is a correlation between bilingualism and improved verbal and spatial abilities.

Find out more about the benefits of language learning by investigating these resources.

Find out more about the benefits of bilingualism by investigating these reviews of the literature.

How does language learning affect attitudes and beliefs about language learning and about other cultures?

Click on the statement to review the specific studies that support this claim

Research suggests that language learners develop a more positive attitude toward the target language and/or the speakers of that language.

Helpful Resources on the topic of attitudes and foreign language learning.

--------------------------------------------------------------------------------

Thanks to Amanda Kibler and Sandy Philipose, Graduate Research Assistants of Guadalupe Valdés at Stanford University, for assisting in the compilation of these studies.

This information is not designed to provide a comprehensive review of the research studies available but instead has been compiled to provide support for the benefits of language learning.

Some examples from the ACTFL website:

Andrade, C. et al. (1989). Two languages for all children: Expanding to low achievers and the handicapped. In K. E. Muller (Ed.), "Languages in elementary schools" (pp. 177-203). New York: The American Forum.

Describes student performance in the Cincinnati Foreign Language Magnet Program. These children score well above anticipated national norms in both reading and mathematics and higher than the average of all magnet school participants, despite the fact that they represent a broad cross-section of the Cincinnati community.

Johnson, C.E., Flores, J.S., & Ellison, F.P. (1963). The effect of foreign language instruction on basic learning in elementary schools. "Modern Language Journal, 47," 8-11.

Performance on Iowa Test of Basic Skills was compared for fourth-graders receiving 20 minutes per day of audio-lingual Spanish instruction and similar students receiving no Spanish instruction. No significant loss in achievement in other subjects was found; the experimental group showed greater achievement in reading, vocabulary, and comprehension.

Nespor, H.M. (1971). "The effect of foreign language learning on expressive productivity in native oral language." (p. 682). DA, 31 (02-A) University of California, Berkeley.

Foreign language learning in Grade 3 is shown to increase expressive oral productivity in pupils' native languages.

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