FLES Materials-The Need for a Team-Composing Approach

Abstract

One of the signs of a growing maturity is the willingness to wait for rewards, to withhold the pressures for immediate results and to select the long, pedestrian, oftentimes difficult approach for achieving more permanent values and objectives.* Paralleling this is the development of an insight that permits an objective look at the total complex, evaluating assets and shortcomings, and placing the whole in its proper role in the total order of things. It is a kind of self-appraisal and a self-understanding and includes, of course, a projection which envisions adjustments to be made, adjustments based on the experiences of the past. This is the threshold of maturity upon which the FLES program may be standing, ready to reinforce what we believe to be sound educational values as well as achieve the language learning. FLES has reached the stage in growth where it has become identified with the elementary school curriculum design' and is within sight of establishing its role in the lengthening sequence of second-language education in our schools. The key to this at present undoubtedly lies in two directions: first, in the perception of its identity in the total elementary curriculum environment and in the development of close working relationships with all who are concerned with the elementary curriculum; second, with the development of teaching methods and materials wherein certain compatible basic processes inherent in second-language learning and in sound elementary educational practices are fused. Our primary interest at this time is to discuss the need for a team-composing approach for developing FLES materials appropriate for the elementary learner. In considering this it is hardly possible to divorce materials and teaching methods at the elementary level since in developing one, the other is inherently involved. However, to bring fully into focus what may be the true role of the FLES program it is necessary to take a look at the total elementary curriculum environment and comment on certain educational objectives, then to take a look at some basic problems presented in developing an elementary foreign language curriculum, methods, and materials.