A Report on the Status of FLES Instruction in Texas

Abstract

In the last decade renewed interest has been focused on modern foreign language programs in American schools.' Statistics show a phenomenal growth in the teaching of foreign languages at the elementary level. In 1952 only eighty-nine communities had some foreign language teaching in the public elementary schools as compared with 2,443 in 1959-1960.2 Texas has strong ties with the Spanishspeaking world, both culturally and geographically. In many areas of the state large segments of the population are Spanish-speaking. Breunig's survey in 19591960 showed that Spanish is the only language taught to any appreciable extent in the public elementary schools of Texas.: Yet this same survey lists Spanish programs in only 136 schools, kindergarten through grade six.4 In view of the continuing emphasis being placed on the teaching of foreign languages at the elementary level, there seems to be a need for reevaluation of the foreign language programs in Texas elementary schools. The purpose of this study was to determine the status of the teaching of modern foreign languages in selected public elementary schools of Texas during the school year, 1962-1963. The sampling consisted of the 282 public school systems whose high school or high schools are members of the Southern Association of Colleges and Secondary Schools. It was on the assumption that the systems accredited by the Southern Association of Colleges and Secondary Schools represent quality of program at all levels, that these systems were chosen to comprise the sampling of this study. Post cards with attached reply cards were sent to the superintendents of these systems to determine if a modern foreign language is taught in their elementary and secondary schools. A return of 254, or 90.1 per cent, was received. Questionnaires were sent to the sixtythree systems which reported FLES programs. The questionnaire was composed of thirty-two closed-end and three open-end items and dealt with the following topics: (1) the scope of the FLES program; (2) the qualifications of persons presenting instruction; (3) methods, techniques, aids, testing procedures, and special features of the program; and (4) evaluation of the program by the reporter. Useable replies were received from fifty-four, or 85.7 per cent, of the systems. The data were analyzed primarily according to the total number of responses. Where size of school system was found to be a significant factor, the data were cate-