Curriculum
"What the Research Shows" about elementary language learning:
http://www.actfl.org/i4a/pages/index.cfm?pageid=3653
"What the research shows" about the benefits of language learning in general:
http://www.actfl.org/i4a/pages/index.cfm?pageid=4524
Why teach languages?
gather community support
units
with
meaning and purpose
content
culture
comparisons
real 
communication
communities
fun!
Why start early?
The Effect of Second Language Learning on Test Scores, Intelligence and
Achievement:  An Annotated Bibliography
http://www.uwyo.edu/fled/documents/FLAnnotatedBibliography.pdf
Choose a language:
community wants
community needs
ability to articulate
teacher availability
Choose a program:
Immersion
Two-way immersion
Partial Immersion
FLES: content-related
FLES: content-based
FLEX
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
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
Find a Teacher
Standards for 
Foreign Language
Learning
Backwards Design
"start with the 
end in mind"
a strong ship
Where to 
have classes?
Adjusting the Sails
Staying on Course
Staying Afloat
(for the long term)
Assessment
Instruction
Advocacy
Program Design
linked to 
national and 
state standards
defined by standardized
may contain 
self-assessment 
options
regular
age-appropriate
feedback 
to students
progress 
regularly 
reported 
to parents
State World Language
Standards
Technology
for students 
and teachers
make it fun
Lots 
of culture
Lots of
content
stay in the 
target
language
Information
Parents
Students
Colleagues
Administrators
Community
Teacher Professional 
Development
ACTFL Conference
NECTFL Conference, SWCOLT, etc.
State Language Conferences
Magnet School Conferences
Participation in 
Listservs: FLteach,
language-specific
participation
in PLC's in school
regular 
articulation 
meetings 
with local
teachers
observing
 other 
teachers
strong teacher = strong program
accurate, interesting, efficient
Special Events
maintain the excitement
Lunch with
the Senseis
cultural
festivals
international 
festivals
international
conferences
Parent
Visitation
Week
Discover
Languages
Events
opportunities
to travel and
practice language
Trips to the
Country(ies)
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
Linguafolio
Linguafolio, Jr.
performance scales
decide: report card or progress report?
What grade to begin?
secure funding
federal grant
programs
private 
grants
community 
grants
Budget
teacher salary
teacher benefits
consumable materials
other materials
technology
Foreign Languages 
Assistance Program
"FLAP"
with a purpose
math
science
social studies
language arts
music
art
physical education
Create units with 
real-world
connections
can guide brainstorming
for instruction
http://maloneyjapanese.wikispaces.com/World+Language+Teachers
"can do" 
statements
STARTALK
Grant Program
Arabic, Chinese, Urdu, Hindi, and Persian
Elementary School 
Foreign Language 
Programs
Keys to a 
Successful 
Voyage
Jessica Haxhi
Maloney Interdistrict Magnet School
Waterbury, Connecticut
Build a Strong Ship

Stay the Course

Adjust the Sails

Stay Afloat
Program Design

High Quality Instruction

Assessment

Advocacy
All of the links referred to in this presentation are available at…
http://ctworldlanguagesk8.wikispaces.com/ProgramAdvocacy
strong 
language 
skills
creative
self-starter
outgoing
current
but don't 
stop at that...
life-long learner
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.
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.
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.
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.
HIGHLY
QUALIFIED
standards-based 
curriculum
16 years and counting!
View the presentation online at
http://prezi.com/rgnwc5rutrwo/
SURVEYS
COMMITTEES
FUND-
RAISING
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