Elementary Foreign Language Research Articles

Experience in organizing the cadets’ practical training by means of the discipline “Foreign language”

Nowadays practice-oriented learning in higher education is fixed as a legal norm in Russian legal system. The legislator emphasizes the importance of developing students practical skills while they are at the higher school. Primarily it deals with specialized subjects of educational programs. Nevertheless, general studies, which include a foreign language, should also cover specialists/bachelors practical training.
 There is a need to determine the possibilities of organizing practical (professionally-oriented) language training for students of educational organizations of higher education. We see the improvement of the practical component of the discipline Foreign Language in the possibilities of interdisciplinary integration of the course material. This task is solved by selecting typical situations of business communication, clarifying the terminology necessary for elementary foreign language communication, and determining the appropriate teaching forms, methods and techniques.
 The purpose of the paper is to present the experience of organizing the cadets practical training within higher education settings of the Federal Penitentiary Service in foreign language classes. The proposed materials are developed with the specifics of the program being mastered in mind.
 The research is based on systematic and functional, activity, competency-based and humanistic approaches. The normative documents study and the generalization of the higher learning mass pedagogical experience made it possible to systematize and plan one lesson in this course.
 Methodological foundations, empirical and theoretical research methods allowed us to determine the logic of in-class learning, a set of training tasks, to specify the forms of the cadets classroom activities (shift groups working) and the principles of evaluating the learners success.
 The proposed version of the lesson allows you to activate the mechanisms of cadets professional self-identification, promotes the formation of their personal and professionally significant qualities, helps to master legal terminology and apply it in oral communication, as well as to get an idea of the similarities and differences between the legal systems of Russia and the countries of the studied language.
 The author also formulated a number of problems related to the cadets practical training by means of a foreign language.

A Comparison of Elementary Foreign Language Programs in China and the USA

This study presents comparisons regarding current elementary foreign language programs in China and the USA. The design features a comparative analysis approach combined with deductive thematic analysis to collect, analyze, and compare relevant data. Data were collected from samples such as governmental documents, organizational guidelines, national statistical reports, published scholarly works, audiovisual materials, and textbooks. Preceding the research, primary categories were identified, used to group data, and then look for similarities and differences. Categories for comparison were: (a) program types, (b) curriculum standards, (c) instructional methods, and (d) assessments. Results indicated US programs could benefit from consistency, widespread support and demand, state-to-state organization and/or alignment, equitable teaching materials, and attention to all student populations. China’s program, while organized, could benefit from more authentic, real-life-context, other-culture-oriented practices, flexibility, and deeper, genuine information about English-speaking countries’ cultures. This research contributes to scholarly conversations regarding comparisons of elementary foreign language teaching in China and the USA, while also supporting worldwide comparisons and exchange of ideas.

Use of drama techniques in teaching elementary communication in German to primary school children

In the article, the rational for using drama techniques in teaching elementary communication in German to primary school children and the need for special training for students/teachers in using such techniques in foreign language studies is explained. Four types of elementary communication in foreign language which are typical for primary school children (quasi-, proto-, para- and metacommunication) are identified and described in the context of the development of elementary foreign language competence in primary school children at A1.1 and A1.2 levels. The imitation was found to be a main tool for foreign language learning at A1.1 first level of the development of elementary foreign language competence which provides for receptive and imitative oral German language learning based on perception, understanding and reproduction of foreign linguistic units with no modifications and with minor modifications. In the context of initial two of these four types of elementary communication in foreign language (quasi- and protocommunication), most appropriate drama techniques are selected for successful implementation of suggested foreign language learning mechanisms in primary school children, such as «hear and act», «magic mirror», «dramatic identification», «kaleidoscope», «sculptures», finger drama games, puppet theater, fairy tale games. Four groups of drama techniques are selected based on established language activities, namely those aimed at the development of the following skills in students: perception and understanding of German linguistic units; reproduction of German language models based on imitation without modifications; reproduction of German language models with minor modifications; building short German phrases based on analogy. Implementation method for selected techniques is demonstrated using examples from German language school books and from teaching practices.

Supplementing the elementary foreign language course of study with a self-determination framework

Supplementing the elementary foreign language course of study with a self-determination framework

MODEL OF EMOTIONALLY-VALUABLE COMPONENT OF THE CONTENT OF ELEMENTARY FOREIGN LANGUAGE EDUCATION

Introduction. The component structure of the content of modern foreign language education involves the inclusion of the emotionally-valuable component (EVC), the main purpose of which is the formation of students’ axiological attitude to educational material and the world around them; the acquisition of individual system of national and universal values. The process of implementing the EVC of the content of foreign language education involves the construction of its models at all levels of school foreign language education. The aim of this article is to present the invariant of the model which enables to make a selection of foreign texts of emotionally-valuable contents at the junior stage of foreign language education. Methodology and research methods. The methods of theoretical analysis (systemic-structural, organizational, functional, comparative, typological) were used in order to define basic theoretical and methodological concepts of the research. When projecting the model of the EVC of the content of foreign language education, adapted to the conditions of teaching foreign languages in elementary school, methods of designing and modelling were used. Scientific novelty and results. In the article the subcomponent structure of the EVC of the content of foreign language education is presented. It was proved that all the system subcomponents of the EVC are functional, and each of them has its own special role in elementary foreign language education. The concept of a foreign language text of emotionally-valuable contents is proposed. The choice of the form of such texts, and also the selection of an emotionally-valuable technique of work with, including conditions, means and methods, allowed us to design the invariant of the model of the EVC of the content of elementary foreign language education. Practical significance. The research materials can be useful in implementing scientifically-based selection of speech material within the discipline “Foreign Language” and the development of adequate techniques of working with texts of emotionally-valuable contents in primary school.

PreK–5 Foreign Language Programs: No Longer an Endangered Species?

PreK–5 Foreign Language Programs:No Longer an Endangered Species? Mary Jo Adams Keywords early language learning/aprendizaje de idiomas en escuela primaria, FLES, FLEX, immersion/imersión, teaching and learning/enseñaza y aprendizaje Challenges facing foreign language instruction in the United States are particularly acute in preK–5 programs. However, the rise of dual language immersion programs in this country represents a bright light in regard to elementary foreign language instruction. Dual language programs are being added and expanded across the country at a quick pace. Two years ago, the New York Times reported, "40 dual-language programs for elementary, middle, and high school levels would be created or expanded for the 2015–16 school year" (Harris 2015). In North Carolina, over the past ten years the number of dual-language and immersion programs has grown from programs at seven schools to over 100 programs, many of which start in Kindergarten (North Carolina Department of Public Instruction). Maryland's Howard County Public School System is leading the way in their state by significantly increasing their K–12 language offerings. The state of Utah boasts 138 schools offering dual language immersion programs, 106 of which are in elementary schools (Utah State Board of Education). Despite the growth of these programs, there are very few teacher-training programs that exist to prepare such teachers. With the rapid expansion of dual immersion programs, our profession may be faced with a teacher shortage. Dual immersion and elementary foreign language education require unique skills. Teacher training programs are critical to ensure sound, developmentally appropriate pedagogy. According to the Center for Applied Linguistics (CAL) report from 2009, "More than one quarter of all elementary school foreign language teachers are not certified at all. The percentage of elementary schools that reported having uncertified language teachers increased from 17% in 1997 to 31% in 2008" (Rhodes and Pufahl 2009: 4). More than ever, teacher training and certification programs will need to be accessible and affordable for new teachers entering the profession and for those that need additional training in order to be qualified to teach in dual immersion programs. A 2011 report on the effect of quality teachers on student achievement concluded, "The year-long and cumulative effects on student achievement of having a qualified teacher can be measured and have been found to be substantial" (Hightower et al. 2011). A Call for Research The need for strong elementary school foreign language programs must be made evident. However, these programs are expensive. To convince parents, school districts, and taxpayers of their value, strong evidence must be provided of their value. In a recent article by Kissau, Adams, and Algozzine (2015), [End Page 163] the researchers call for further research to support early language programs. Research on the motivational and proficiency related benefits of beginning language at an early age must be a priority. There is very little research conducted in the United States on the benefits of learning a language starting at a young age, yet there are plenty of excellent FLEX, FLES, and immersion programs that could offer valuable data and insight to proficiency outcomes in relation to early start programs. A Call for Excellence Public and private schools that offer early language programs (e.g., FLEX, FLES, immersion) need to be models and advocates for early language education. Many elementary school language teachers are responsible for developing curriculum and may not have the resources, training, or funding to guide their efforts in order to ensure program excellence. Therefore, teachers in early language programs must become professionally active in national and state foreign language associations such as the American Council on the Teaching of Foreign Languages (ACTFL), the National Network for Early Language Learning (NNELL), their respective language association, such as the American Association of Teachers of Spanish and Portuguese (AATSP), and state organizations such as the Foreign Language Association of North Carolina (FLANC). If we desire a globally competent United States population, we must raise our students starting at a very young age to be so. We know that advocacy efforts have been in full force for decades, and are shown to be effective and therefore, must continue. Important advocacy events, such as Language...

Навчання учнів другого класу початкової загальноосвітньої школи іншомовного спілкування за новим навчально/ методичним комплексом “Німецька мова 2”

The article justifies the expediency of singling out four sublevels of foreign language communicative competence A1 of primary school pupils, and the corresponding types of elementary foreign language communication, specifi-ally protocommunication at the level A1.1.2. Typical speech operations and optimal for 7-8 -year-old children communicative techniques are determined. The methodology of their application in educational process based on a new German kit is demonstrated.

Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes

AbstractRecent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy‐support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in‐class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test‐retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms.

Pointing Out, Naming, and Liking Things in English

This paper takes a functional rather than a structural perspective to the acquisition of articles in English by Korean children. We first examine three different communicative functions of the English article and plural in elementary English language teaching: indicating (“Look at the apple”, “Give me the apple”), naming (“This is an apple”), and signifying (“I like apples”). We suggest that, contrary to first language acquisition, in elementary foreign language learning, the child sometimes adapts, or, more correctly, exapts more abstract and general structures for new functions rather than less developed ones. We illustrate these problems with some data gathered from an “open dialogue” exercise where the learners improvise dialogues in teams, gathered over three years. Some modest suggestions, as well as a highly ambitious one, ensue: the modest suggestion is to teach the indefinite article as a variant of the number “one” to teach the definite article as a demonstrative. The highly ambitious one is that we stop treating elementary English education as a niche market for global EFL and treat it, conversely, as a form of elementary education with important implications for overall child development.

"T� y yo": A Multimedia Starter Pack for Beginners. Early Start Spanish Program (review)

Reviewed by: "Tú y yo": A Multimedia Starter Pack for Beginners. Early Start Spanish Program Krista Chambless Rowe, Isla, and Ian Killberry. "Tú y yo": A Multimedia Starter Pack for Beginners. Early Start Spanish Program. Kent, UK: Early Start Languages Europa House, 1999. ISBN 0-9536977-0-3. Over the past several decades much research has emerged indicating that second language learning should begin as early as possible in a child's life. Unfortunately, due to a lack of funding and qualified teachers, the number of elementary foreign language programs in the United States is declining (www.cal.org). Early Start Language Programs has created "Tú y yo", a video-based program for elementary age children that can help alleviate this problem. The "Tú y yo" program is relatively inexpensive and is designed to be taught by regular classroom teachers with little or no knowledge of the target language (Spanish). The program includes a DVD with 16 different language lessons focusing on the same curricula found in traditional elementary school programs: colors, counting, days of the week, family, etc. The videos were filmed at schools in Spain; so, the language and culture the students see is authentic. It should be noted that language and culture in this program is representative of Spain and does not necessarily reflect the language and culture of the rest of the Spanish-speaking world. In addition to the DVD, the teacher is provided a manual with detailed step-by-step lesson plans, worksheets, crafts, and game ideas to reinforce the vocabulary from the video. The step-by-step lesson plans are very flexible and are easily modified to fit the teacher's comfort level with the language. Each lesson is designed to be as short as 10 minutes, or as long as [End Page 719] 30 minutes, depending on the time available. Additional detailed descriptions of games that can be played with vocabulary from any lesson are found at the end of the manual. In this reviewer's opinion, all of the material, from the worksheets to the games, is creative, fun, and pedagogically sound. At the beginning of each lesson, the authors have included a section called "How Spanish Works." This section is intended to explain simple grammar points. It can be helpful to the nonspecialist teacher with some prior knowledge of the language. However, for a teacher with no prior knowledge of the language, it could be confusing. For the teacher with more advanced knowledge of the language, the program provides additional words and phrases that can be taught. In addition, the manual provides some ideas for informal assessment of the student's language skills with clear and easy to understand forms. The authors include a discussion of the pros and cons of introducing the written language to young learners, but they leave the ultimate decision to each teacher. In my opinion, this is problematic because most traditional classroom teachers (non-language specialists) do not have enough knowledge about second language acquisition to make an informed decision on the inclusion or exclusion of the written word. The program should clearly state whether or not the written word will be introduced. At the beginning of the manual, the authors clearly explain the components of the program and its design. Included are a brief discussion of the four communication skills (listening, speaking, reading, and writing) and a diagram of the "four stages in pupils developing active use of the new language." However, the authors do not discuss any second language acquisition theories or the various types of elementary foreign language programs: FLEX, FLES, or Immersion. Nor do the authors state any clear objectives to be accomplished through use of the program. According to the program designers, the regular elementary classroom teacher, rather than a language specialist, should decide the objectives for the program. However, the designers fail to take into account that most regular classroom teachers lack the background and knowledge of second language acquisition theory to develop these omitted components. The most positive aspect of the program is its attention to cultural awareness. From the very first lesson on greetings, discussions about culture emerge. Students see the children and adults greeting each other with...

The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in College French classrooms. Forty‐seven second‐semester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within‐subjects design featuring pre‐ and posttests and eight immediate posttreatment quizzes assessed the long‐ and short‐term gains in grammatical knowledge for each condition. Results indicated a significant difference between participants' mean immediate test scores favoring the guided inductive approach. Findings of this study also indicated a strong trend in favor of guided induction on the long‐term learning of grammatical structures. The results of this study support using a guided inductive instructional approach to teach grammar in the beginning‐level foreign language classroom.

An Integrative Approach to FLES Teacher Training: The Delaware Model

Abstract: While the need for certified elementary foreign language teachers is on the rise, foreign language teacher educators frequently encounter difficulty in securing good elementary field experiences for their student teachers due to the dearth of fully developed programs of foreign language in the elementary schools (FLES). This article presents a student teaching model designed to meet that placement challenge. The Delaware model, by integrating significant field experiences in the regular elementary grade classroom with those in the FLES classroom, makes it possible to place student teachers in schools with less than fully developed FLES programs. Moreover, positive results obtained during two integrative placements demonstrate the important curricular and classroom management advantages that are gained when student teachers are given opportunities to acquire knowledge and experience in the elementary grade classroom as well as in the FLES classroom. Key words: clinical experience, field experiences, FLES (foreign language in the elementary schools), student teacher placement, teacher training Languages: Relevant to all languages Introduction An elementary school foreign language teacher needs to have the qualities of both an excellent foreign language teacher and an excellent elementary school teacher. (Curtain & Pesola, 1994, p. 250) In the quotation above, Curtain and Pesola have pointed out the dual aspects of the elementary foreign language teaching profession, asserting the importance of equal training in both foreign language and elementary education. In this article, we propose a model for structuring student teaching field experience so that it incorporates both of these essential elements. We applied this model in the placement of two foreign language in the elementary schools (FLES) student teachers, allowing us to compile qualitative data through observations, mentoring, student teachers' written reflections, journals and final summaries, cooperating teachers' comments and evaluations, surveys of the school community (parents, teachers, and the administration), and student teachers' post-interviews two years later. The need for well-trained certified elementary foreign language teachers is on the rise due to the renewed interest in beginning foreign language studies in early childhood. An early start to foreign language learning has been advocated ever more urgently by the profession (Pufahl, Rhodes, & Christian, 2001) and, encouragingly, some state legislatures have in recent years mandated the offering of foreign languages in elementary schools. Furthermore, national reports by groups outside the profession, such as the National Association of State Boards of Education in its Complete Curriculum (2003) and the National 1-anguage Conference in its Call to Action for National Foreign Language Capabilities (2005) have also recommended sequential foreign language study beginning in the elementary grades. However, there is still a serious lack of qualified teachers to fill available positions (Roscnbusch, 2004), which represents a threat even to the existing programs. The currently small number of fully developed FLES programs presents a significant challenge to foreign language teacher education programs striving to ensure rich field experiences for teacher candidates. Foreign language teacher educators, in seeking FLES placements for their students, face not only the challenge posed by a scarcity of programs, but also that of the wide variability among programs that do exist. It is, of course, to be expected that as school districts create foreign languagc learning opportunities for elementary school children, there will be a variety of models adopted-from FLEX to FLES, from exploratory to dual or full immersion. Since many of the current programs are fledgling, however, they frequently do not offer enough foreign language classes to provide the extensive teaching and observation hours required for the training of a student teacher. …

Lexical Patterns in the Eyes of Intermediate EFL Readers

Hoey (1991) claims that lexical patterns, which are a network of repetitious and synonymous words of a text, can be identified even by elementary foreign language readers. The present study investigates whether intermediate Japanese EFL readers can actually find elements of lexical patterns of a text Hoey uses in his book to demonstrate the concept of lexical patterns Pedagogical implications of using lexical patterns in teaching reading to English language learners are also discussed.

Evaluation of Professional Development for Language Teachers in California

Abstract: The California Foreign Language Project (CFLP), established in 1988 by the California legislature, is a professional development program designed to improve and expand foreign language teaching in California while promoting access and equity within educational institutions for every student. As one of the nine content areas of the California Subject Matter Project, CFLP is a voluntary project that served 609 elementary, secondary, and postsecondary foreign language teachers from 43 counties in 1998/1999. This article describes the origin and rationale of the California Foreign Language Project and discusses the importance of professional development programs, a topic of growing interest given the nationwide focus on student performance and school reform. Finally, the components of professional development program evaluation, and specifically of CFLP's Evaluation Design, will be presented, along with the findings from the 1998/1999 program year.

A CELEBRATION OF FLES*: SEQUENTIAL FLES, FLEX, AND IMMERSION.Gladys C. Lipton (Ed.). Lincolnwood, IL: National Textbook Company, 1998. Pp. x + 226.

As indicated by the title of this volume, this collection of public speeches, conference presentations, and practical tips for the elementary foreign language classroom truly celebrates the vibrancy and mission exhibited by many teachers of foreign languages at the elementary level. The designation FLES* (pronounced “flestar”) has been created by Lipton as an “overall term for all types of elementary school foreign language programs” (p. 1), including sequential FLES (Foreign Language in the Elementary School), FLEX (Foreign Language Exploratory), and Immersion. According to Lipton, the term “sequential FLES” subsumes the model usually referred to as FLES.

From Dependency to Self‐Directed Learning: Implementing an Elementary French Program for Adults in the Weekend College

ABSTRACT Implementing a successful elementary foreign language program for adults in the Weekend College (alternate‐week format) requires both the tools to bridge the gap between distance and time and a strategy for promoting self‐directed learning. This article focuses on the development process that culminated in a successful two‐semester Weekend College elementary French course at Saint Joseph College (West Hartford, CT). It outlines the challenges encountered, the characteristics of the multimedia method chosen to meet these challenges, and the pedagogical or, more appropriately, “andragogical” approach used to adapt this methodology to the specialized needs of the adult foreign language learner.

Arizona's Elementary Foreign Language Mandate, Phase I: Now That We Have It, What Shall We Do?*

ABSTRACT This article describes the Elementary Foreign Language Task Force's efforts once the Arizona State Board of Education passed a mandate requiring that all elementary schools teach a foreign language. The Task Force identified the essential components of an effective program: 1) coordination; 2) commitment; 3) integration of foreign language with other subjects; 4) goals; 5) staffing; 6) materials; 7) instructional principles; 8) examples of delivery systems; 9) articulation; 10) grades involved; 11) languages to be taught; 12) funding and legislation; 13) evaluation plan; 14) methods of implementation. The Arizona Task Force reviewed several existing programs with national prominence. These preliminary review effortsle d to a proposed model in which Arizona's school districts were to decide the target language of instruction once they identified curricular and personnel resources. In response, Northern Arizona University launched a strong teacher‐training effort during the summer of 1992. As a result, many of Arizona's children currently benefit from foreign language instruction.

Informal language planning for elementary school language development

Language planning is an activity that takes place in formal/national situations, but it also occurs in a variety of unintended ways and on smaller scales (e.g. Russo and Baldauf 1986). This paper documents the informal language planning which has occurred as part of the process of developing and implementing Arizona’s Elementary Foreign Language Mandate. It is a case study which demonstrates the problems and effects of informal language planning in public education systems such as Arizona’s. The study focuses on the initial specifications of the mandate and the efforts of individual school districts to comply in a timely manner. The difficulties encountered by one school district as it considers ways to implement the mandate are examined in detail. The data for this study was gathered from official documents, personal interviews, videotapes, newspaper articles, public meetings and independent research related to language policy in the state of Arizona. The study suggests that a greater awareness of language planning skills at this level could lead to the development of more effective language programs.

Taking and Keeping the Floor in the Elementary Foreign-Language Classroom: The Strategies of One Child

The hypothesis that oral practice is an important variable in second-language learning has been refined considerably over the past few years. Seliger (1977) defined practice as any verbal interaction between the learner and others in his environment (265). His description has since been amplified to reflect the importance of context (Cathcart, 1986; Tarone, 1983), task (Cathcart, 1986; Duff, 1986; Gass & Varonis, 1985; Rulon & McCreary, 1986), interlocutors (Johnson, 1983; Varonis & Gass, 1985), age (Scarcella & Higa, 1981), gender (Varonis & Gass, 1985), and ethnic group of learners (Sato, 1982; Duff, 1986). How learners gain practice in particular setting is function of strategies that they have developed. Rubin (1981) describes the learner's strategy of creating opportunity for practice. Using this strategy, learners create situations to test hypotheses with native speakers, respond to questions addressed to other students, and otherwise find opportunities to practice actively their second language. Practice may embody the purpose of learning or communication, hence the distinction made by Faerch and Kasper between learning and communication strategies (1980). These researchers define strategy as a potentially conscious plan for solving what to the individual presents itself as problem in reaching particular goal (60). It is not always possible, however, to distinguish one class of strategy from another. Learning and communication may occur simul-

A Look Back... A Look Ahead

The pendulum has swung! Elementary foreign language programs are gaining in popularity throughout the country. Again! Instead of only one type of program called FLES we now have three distinct programs, with different goals and different expected outcomes. But have we really changed that much? Let us take a look at the elementary programs of the sixties and seventies, for a moment. There was much enthusiasm for elementary school foreign languages at the time, by parents, school principals, administrators and members of school boards of education. It