Elementary School Foreign Language Programs Research Articles

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...

Research on the Integrated Performance Assessment in an Early Foreign Language Learning Program

This article reports on the implementation of the Integrated Performance Assessment (IPA) in an Early Foreign Language Learning program. The goal of this research was to examine the performance of grade 4 and 5 students of Spanish on the IPA. Performance across the three communicative tasks is described and modifications to IPA procedures based on the needs of the young learner are presented. Comparisons of the performance of monolingual and multilingual students and information collected through a student post-IPA survey are also reported. The researchers argue that in addition to benefits of the IPA to describe student communicative performance, integrate teaching and assessment, and promote standards-based teaching practices, the IPA also has the potential to identify strengths and weaknesses of elementary school foreign language programs.

The Impact of National and State Policy on Elementary School Foreign Language Programs: The Iowa Case Study

ABSTRACT: This article reviews selected national policy recommendations and examines their impact on state policy making in Iowa, specifically in terms of the number and quality of Iowa elementary school foreign language programs and teacher qualifications from the mid‐1980s through the 1990s. Understanding the effect that these policies have had on early language programs in Iowa may help the profession determine the impact of national policy on state educational programs. This study suggests that future research on the impact of national policies in other states can help professionals design strategies for shaping policies in support of foreign language programs that begin in the early grades and continue through secondary school, building skills across levels.

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.

Changing Practice: Impact of a National Institute on Foreign Language Teacher Preparation for the K‐6 Level of Instruction

Abstract: The almost 10% increase in elementary school foreign language programs in the United States in the past 10 years has resulted in a serious shortage of professionally prepared teachers for these programs. This study investigates the impact of a national institute on effecting change in the number of colleges and universities that prepare elementary school foreign language teachers. The institute provides professional preparation in early language education to teacher educators throughout the nation. Results of survey instruments and telephone interviews with the teacher educator participants indicate that the number of sites that prepare teachers for the early level of instruction did increase and that the institute resulted in many additional positive benefits. The profession is encouraged to work together to address the foreign language teacher shortage at the elementary school level to avoid repeating the crisis of the 1950s and 1960s.

"A Century of Progress" a Retrospective on FLES* Programs: 1898-1998

A retrospective of over a hundred years reveals the evolution of different policies, approaches, and methodology with regard to the teaching of foreign languages to young children. As is so often the case, the seeds of the past are evident in many aspects of the present. A review highlighting some of the significant events and/or policies in the history of elementary school foreign language programs in general, with specific details about Spanish FLES programs, shows pivotal points. Three periods help to synthesize this historical perspective of FLES in the twentieth century.

Elementary School Foreign Language Programs in the United States

This article presents a perspective on elementary school foreign language programs in the United States. The author presents an overview of the history of elementary programs, a summary of present practices, and a discussion of the educational and political context of early language programs. Recommendations for future action by both language educators and early language advocates are offered, as is a summary of promising activity by professional language organizations. The author concludes that elementary programs will not expand significantly without the establishment of a national language policy and an extensive public-awareness campaign.

Is Knowledge of Cultural Diversity Enough? Global Education in the Elementary School Foreign Language Program

ABSTRACT Most elementary school foreign language programs expose students to selected aspects of the target culture, but the infusion of global education into such programs has not been common. In this article, a unit designed to encourage a global perspective among 5–7–year‐olds in beginning level Spanish classes is described. The focus of the unit is on the global issue of inadequate housing. The rationale for global education in the elementary school is discussed as are the implications of global education for teacher preparation.

Walking on Water and Other Characteristics of Effective Elementary School Teachers

ABSTRACT A growing number of foreign language programs are serving children in grades K‐6 nationwide. Because good teachers are the key to the continued growth and success of elementary school foreign language programs, there is concern about the number of teacher candidates, the number of programs that prepare them to teach, and what these future teachers should learn. There is a configuration of skills and knowledge that all teachers preparing to teach in elementary school foreign language programs should acquire. Although certain program models may require greater emphasis in some skill/knowledge areas than others, the core areas remain constant across program models. Immersion teachers, who in most states must also be certified as elementary teachers, share in this core of knowledge and skills. This paper discusses the skills needed by teachers and the programs that might address those needs.

FLES: An Important Step in the Right Direction

A 1984 study comparing foreign language achievement of elementary school students in three kinds of programs was reported by Rhodes and Snow.' The three types of programs were: immersion-in which the language is used throughout the school day to teach subject matter, although the language itself is not taught as a subject; partial immersion-in which the language is taught as a subject for at least 70 minutes a day; and FLESin which the language is taught 20-45 minutes daily. Results of this study show that immersion students outperformed all other students on listening, speaking, reading, and writing skills and that the FLES students performed least well. Partial immersion students performed better than FLES students on all four skills, although these differences were significant only on the listening and speaking skills. Clearly, the immersion program is the best kind of program for children when overall language proficiency is our goal. Indeed, as language teachers or as parents we would want our children to have the opportunity to participate in an immersion program. Yet, should language proficiency be the first goal of all elementary school foreign language programs? There are regions in our country where children grow up never personally knowing anyone who speaks another language. These children have no need for another language, so would it even occur to them that they could learn to speak another language? Would they have any concept about how another language might be learned? In situations such as these there are two important goals which take precedence before the goal of proficiency. These goals are: 1. To introduce children to other languages and cultures. With the availability of television, children are naturally more aware of the world now than some years ago. But they often cannot distinguish between reality and fantasy in what they view on television. They need our help in discovering the reality of other languages and cultures. 2. To show that they can learn to communicate successfully in another language. How important it is for children to know that they have the potential to learn to speak another language. Both of these goals are achieved naturally in some areas of the country. But in others, they will not be achieved unless they are addressed directly. Iowa is an example of a state in which these goals are important. It is one of the few states without a foreign language consultant in the Department of Public Instruction.2 The attitude of Iowans toward foreign language education was described in the report of the Governor's Task Force on Foreign Language Studies and International Education:'