Foreign Language Education: Winning through Communications

Abstract

A survey conducted during the 1986-87 school year, using a random sample of five percent of the nation's elementary and secondary schools, indicated that foreign language programs have increased dramatically in this country over the past nine years. Approximately twenty percent of elementary schools surveyed reported that foreign language courses are now being offered (Rosenbush, 1987). An ever increasing number of secondary schools, even in rural areas, now offer three or four years of at least one foreign language. In order to achieve accreditation, most states now require that high schools offer a minimum of two years of foreign language instruction (Kline, 1988). Despite this phenomenon of increased interest in foreign language acquisition, foreign language programs are plagued with similar problems that face all K12 courses, their teachers and administrators. Drop out levels, especially in the first and second year, are high and often imperil the continued availability of advanced level courses. Many students who successfully complete the minimum foreign language requirements for secondary school graduation opt for other subjects in the final high school years and fail to acquire a good working knowledge of the target language. Although foreign language conferences have addressed these issues for years, the problems remain far from being resolved (Kline, 173). One solution may be the development of an improved strategy for communicating with the parents of students enrolled in foreign language classes. The two most important environments in children's lives are home and school. With more productive communications between teachers and parents or guardians, learning expectations can be clearly defined and there is a better chance that students will get the most out of the time spent in foreign language classes. Parental involvement can help the foreign language education program to be more sensitive to the students' needs and to develop more positive attitudes about the value of foreign language education, not only in the home but in the community as well. Most foreign language teachers follow the same correspondence techniques as those of their colleagues in other disciplines. They rely routinely on individual parent-teacher conferences for personal communication. Other methods used include notes sent home (often failure notices), comments on homework, and occasional phone calls. These kinds of communication are formal and one-way. They have a negative focus and are used almost exclusively when there is a problem or a major crisis developing. Recent studies suggest that this category of communications is not very effective (Henderson, Marburger, Ooms, 1986). Affirmative and meaningful communications between teachers and parents is vital for the creation of an optimal learning climate for students. Parents and teachers need to feel comfortable with one another throughout the school year. This study offers a comprehensive program for the improvement of the working relationship between home and school for foreign language programs and their students.