from research to reality: how to start an elementary world language program in your district mandy...

From Research to Reality:From Research to Reality:How to Start an Elementary How to Start an Elementary

World Language Program in Your World Language Program in Your DistrictDistrict

Mandy MadderomMandy Madderom

Heather LawnickiHeather Lawnicki

Waunakee Community School DistrictWaunakee Community School District

OverviewOverview

Types of elementary language programsTypes of elementary language programs The Waunakee ExampleThe Waunakee Example Ready: The ProposalReady: The Proposal Set: Program Development and SupportSet: Program Development and Support Go: Curriculum and Implementation Go: Curriculum and Implementation

Program Planning ChecklistProgram Planning Checklist

1. Hold district-wide planning meetings1. Hold district-wide planning meetings

2. Complete mission statement, program 2. Complete mission statement, program philosophyphilosophy

3. Select program model and goals3. Select program model and goals

4. Select language4. Select language

5. Develop budget5. Develop budget

Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola

Program Planning ChecklistProgram Planning Checklist

6. Develop curriculum6. Develop curriculum

7. Plan articulation with 6-12 program7. Plan articulation with 6-12 program

8. Plan for evaluation of program8. Plan for evaluation of program

9. Design public relations activities9. Design public relations activities

10. Disseminate program information10. Disseminate program information


Elementary Language ProgramsElementary Language Programs

Total Immersion: All instruction takes Total Immersion: All instruction takes place in the target language.place in the target language.

Two-Way Immersion: At least half of the Two-Way Immersion: At least half of the learning time is spent in the target learning time is spent in the target language.language.

Partial Immersion: Up to half of the Partial Immersion: Up to half of the learning time is in the target language.learning time is in the target language.

Waunakee: TheProposal

Elementary Language Programs

Beginning the Program

ProgramPlanning

Gaining Support

Planning

Elementary Language ProgramsElementary Language Programs

Content-Based FLES: Proficiency focused Content-Based FLES: Proficiency focused language instruction integrated into language instruction integrated into content area.content area.

FLES: A minimum of 75 minutes per week FLES: A minimum of 75 minutes per week with a listening and speaking focus.with a listening and speaking focus.

FLEX: Classes are usually conducted in FLEX: Classes are usually conducted in English as an introduction to the foreign English as an introduction to the foreign language and culture.language and culture.




ProgramPlanning

Gaining Support

Planning

Waunakee ExampleWaunakee Example

Content-Based FLES: Students learn Content-Based FLES: Students learn Social Studies concepts while developing Social Studies concepts while developing proficiency in the target language.proficiency in the target language.




ProgramPlanning

Gaining Support

Planning


Started in 1Started in 1stst and 2 and 2ndnd grade in 2006-2007 grade in 2006-2007 Expanded to 3Expanded to 3rdrd grade last year, 4 grade last year, 4thth grade grade

this year, until full implementation through this year, until full implementation through 66thth grade grade

Meet 3x/week, for 30 minute class periods Meet 3x/week, for 30 minute class periods at all grade levels at all grade levels Classroom teacher’s presence is not requiredClassroom teacher’s presence is not required




ProgramPlanning

Gaining Support

Planning


District conducted a study of the entire District conducted a study of the entire world language program in 2000-01.world language program in 2000-01.

Area of concernArea of concern High percentage of students enrolled in the High percentage of students enrolled in the

MS world language program (Spanish) take MS world language program (Spanish) take Level 1 Spanish again at the high school.Level 1 Spanish again at the high school.

Began study of an elementary world Began study of an elementary world language program.language program.




ProgramPlanning

Gaining Support

Planning

The ProcessThe Process

Formed an Ad Hoc Committee in Fall 2004:Formed an Ad Hoc Committee in Fall 2004: classroom teachers classroom teachers world language teachersworld language teachers principalsprincipals administratorsadministrators parentsparents world language consultants (DPI and UW)world language consultants (DPI and UW) school board members school board members




ProgramPlanning

Gaining Support

Planning


Gathered informationGathered information research research contacted other successful elementary programscontacted other successful elementary programs developed rationale for elementary world developed rationale for elementary world

language programlanguage program Visited sitesVisited sites

Menasha Menasha Appleton Appleton Kettle MoraineKettle Moraine




ProgramPlanning

Gaining Support

Planning


Sent out parent survey to all elementary Sent out parent survey to all elementary families in Winter 2005families in Winter 2005

Developed a proposal to present to the full Developed a proposal to present to the full school board in Fall 2005, including:school board in Fall 2005, including: a budgeta budget potential schedulepotential schedule space usagespace usage




ProgramPlanning

Gaining Support

Planning

Parent SurveyParent Survey

Questions we asked:Questions we asked: Do you think a language other than English should be Do you think a language other than English should be

taught at the elementary level?taught at the elementary level? What do you see as the benefits of early lang. learning?What do you see as the benefits of early lang. learning? Should the district offer the same language at all Should the district offer the same language at all

elementary schools?elementary schools? What language should be offered?What language should be offered? Should the study of a language be required?Should the study of a language be required? Is a language other than English spoken at home?Is a language other than English spoken at home? Have you traveled or lived in another country where your Have you traveled or lived in another country where your

native language was not spoken?native language was not spoken? Have you studied a world language?Have you studied a world language?

The ProposalThe Proposal

Made a recommendation to implement an Made a recommendation to implement an elementary world language program in elementary world language program in WaunakeeWaunakee

Recommendation included a FLES Recommendation included a FLES program, integrating social studies and/or program, integrating social studies and/or science into the language instruction, so science into the language instruction, so nothing is “added to” a student’s already nothing is “added to” a student’s already busy schedulebusy schedule




ProgramPlanning

Gaining Support

Planning


Spanish was proposed as the required Spanish was proposed as the required language for all three elementary schools; language for all three elementary schools; parent survey strongly suggested Spanishparent survey strongly suggested Spanish

French should be introduced at the 6French should be introduced at the 6thth grade level in a semester long coursegrade level in a semester long course

Elementary World Language teacher Elementary World Language teacher should have a strong elementary teaching should have a strong elementary teaching background and fluency in the languagebackground and fluency in the language




ProgramPlanning

Gaining Support

Planning


District would explore K-12 scope and District would explore K-12 scope and sequence so students are able to attain a sequence so students are able to attain a high level of fluencyhigh level of fluency

An inter-disciplinary approach should be An inter-disciplinary approach should be implemented (science or social studies)implemented (science or social studies)

Program should be annually assessedProgram should be annually assessed




ProgramPlanning

Gaining Support

Planning

Program Planning ChecklistProgram Planning Checklist1. Hold district-wide planning meetings1. Hold district-wide planning meetings

2. Complete mission statement, program 2. Complete mission statement, program philosophyphilosophy

3. Select program model and goals3. Select program model and goals

4. Select language4. Select language

5. Develop budget5. Develop budget

Source: Language and Children: Making the Match

by Helena Curtain and Carol Ann Pesola




ProgramPlanning

Gaining Support

Planning

Program Planning ChecklistProgram Planning Checklist6. Develop curriculum6. Develop curriculum

7. Plan articulation with 6-12 program7. Plan articulation with 6-12 program

8. Plan for evaluation of program8. Plan for evaluation of program

9. Design public relations activities9. Design public relations activities

10. Disseminate program information10. Disseminate program information





ProgramPlanning

Gaining Support

Planning

How to Gain SupportHow to Gain Support

Parent surveyParent survey Establish a well-rounded committee Establish a well-rounded committee

(advocates of the program, but also (advocates of the program, but also skeptics)skeptics)

Research!Research! ERIC Digest (ERIC Digest (www.eric.ed.gov/www.eric.ed.gov/)) Center for Applied Linguistics (Center for Applied Linguistics (www.cal.orgwww.cal.org)) ÑÑandutí (andutí (www.cal.org/www.cal.org/earlylang/earlylang/))




ProgramPlanning

Gaining Support

Planning


Hold informational sessions for parents Hold informational sessions for parents and grade level teachers.and grade level teachers.

Invite community leaders and school Invite community leaders and school board members frequently to visit and board members frequently to visit and observe classes.observe classes.

Develop a financial plan including Develop a financial plan including staffing needs and resources.staffing needs and resources.




ProgramPlanning

Gaining Support

Planning


Include grade level teachers in curricular Include grade level teachers in curricular planning.planning. Teacher investment in world language is Teacher investment in world language is

crucial.crucial. Grade level teachers are share holders in this Grade level teachers are share holders in this

project.project. Seek their input.Seek their input. Make your program a help not a hindrance.Make your program a help not a hindrance. Share curriculum with grade level teachers Share curriculum with grade level teachers

before you start teaching.before you start teaching.Waunakee: The

ProposalElementary

Language ProgramsBeginning

the ProgramProgramPlanning

Gaining Support

Planning

Beginning the ProgramBeginning the Program Start slowly: Plan lessons that are inviting Start slowly: Plan lessons that are inviting

to your students and colleagues.to your students and colleagues. Explain how the class will run. A new Explain how the class will run. A new

immersion experience could be immersion experience could be overwhelming.overwhelming.




ProgramPlanning

Gaining Support

Planning

Beginning the ProgramBeginning the Program

Establish a routine.Establish a routine. An initial routine prepares An initial routine prepares

students to “switch” languages.students to “switch” languages. Students build confidence when they can Students build confidence when they can

predict what will happen next.predict what will happen next. Beginning class with a routine also allows Beginning class with a routine also allows

teachers to prepare for the upcoming class.teachers to prepare for the upcoming class.




ProgramPlanning

Gaining Support

Planning


Expect a little tension. Change is difficult.Expect a little tension. Change is difficult. Allow students time to accept the new Allow students time to accept the new

challenge.challenge. Explain your content to grade level Explain your content to grade level

teachers.teachers. Consider a weekly e-mail.Consider a weekly e-mail.




ProgramPlanning

Gaining Support

Planning


Manage expectations.Manage expectations. Provide information on language proficiency.Provide information on language proficiency. Use documented examples of what is normal Use documented examples of what is normal

for your type of program.for your type of program. Expect visitorsExpect visitors

Your program is new and exciting!Your program is new and exciting!




ProgramPlanning

Gaining Support

Planning

Planning the CurriculumPlanning the Curriculum

Grade by GradeGrade by Grade

Grade Level CurriculumGrade Level Curriculum

Each grade level is Each grade level is centered on the centered on the content standards for content standards for Social Studies.Social Studies.

Each grade level has Each grade level has a focus country.a focus country.




ProgramPlanning

Gaining Support

Planning

Unit PlansUnit Plans

ConceptsConcepts Language FocusLanguage Focus Key Structures and VocabularyKey Structures and Vocabulary




ProgramPlanning

Gaining Support

Planning

FIRST GRADE CURRICULUM UNIT: Waunakee Community School DistrictUNIT THEME: Where I Live and Where I Go to School: My School Days TIMELINE: 9 days

CONCEPTS LANGUAGE FOCUS(Ss will do the following in

Spanish)

KEY STRUCTURES AND

VOCABULARY

MATERIALS ASSESSMENTS(Ss will do the

following in Spanish)

Typical sequence of the school day and week

Honduras is a place where people speak Spanish

Schools in Honduras are different (times and days of instruction, number of kids in a class, uniforms)

The difference between “big” and “small”

RECEPTIVE Recognize the days of

the week in writing and put them in order

Understand the question “When is your birthday?”

Understand the question “What is the date today?”

Understand the names of the different special classes they have

Recognize the names of the USA and Honduras in Spanish

Understand that Honduras is a Spanish-speaking country

PRODUCTIVE Tell time to the hour Count to 31 Give the date Tell their birthday Copy the days of the

week Compare things

RECEPTIVE Repitan por favor. Siéntanse en el piso. Buenos días o

buenas tardes. ¿Cómo estás/está? Muy bien. Gracias. ¿Y usted? ¿Cuántos años

tienes? ¿Cuando es tu

cumpleaños? ¿Qué es la fecha? País Honduras/los

Estados UnidosPRODUCTIVE Buenos días o

buenas tardes. ¿Cómo estás/está? Muy bien. Gracias. ¿Y usted? Numbers 1-31

Books:Las escuelas,Diferentes

escuelas,Escuelas de ayer y

hoy, Si llevas un ratón a la escuela,

Boomer va a la escuela, ¡Fiesta!

Primer día de escuela

Visuals:Calendar, school

employees flashcards, clock, mock Schedule, Cumpleaños Feliz poster, Schools in Honduras book

RECEPTIVE Follows verbal

and visual cues

PRODUCTIVE Written

assessment of “Mi cumpleaños es el # de ______.”

Create and label a calendar

Lesson PlansLesson Plans

ActivitiesActivities AssessmentsAssessments MaterialsMaterials StandardsStandards




ProgramPlanning

Gaining Support

Planning

Unit Theme: Where I Live and Where I Go To School: My School Days

Week 5

Lesson: Day 9 School in Honduras, Assessment Grade: 1

Concepts:Typical sequence of the school day and weekHonduras is a place where people speak SpanishSchools in Honduras are different (times and days of instruction, number of kids in a class, uniforms)The difference between “big” and “small

Language Focus:RECEPTIVERecognize the days of the week in writing and put them in orderUnderstand the question “When is your birthday?”Understand the question “What is the date today?”Understand the names of the different special classes they haveRecognize the names of the USA and Honduras in SpanishUnderstand that Honduras is a Spanish-speaking country PRODUCTIVETell time to the hourCount to 31Give the dateTell their birthdayCopy the days of the weekCompare things according to size (big vs. small)

Key Structures and Vocabulary:RECEPTIVERepitan por favor.Siéntanse en el piso.Buenos días o buenas tardes.Muy bien.Gracias.¿Y usted?¿Cuántos años tienes?¿Cuando es tu cumpleaños?¿Qué es la fecha?¿Qué hora es?PaísHonduras/los Estados UnidosPRODUCTIVEBuenos días o buenas tardes.El ___ de septiembre.Es la una/Son las ____.Numbers 1-31

Activities:1.Greet students in Spanish. Have students greet one another in round robin, asking how they are.2.Do the calendar. Sing days of week song, months song.3.Have them create a September/October calendar: write the month and year, cut out days of weeks, order them, glue them, write the numbers.4.Collect calendars.5.Read teacher-made Honduras book.

Assessment: 1. Create and label a calendar.

Materials: Calendar, worksheet of calendar/days of week names, Honduras book

Standards: B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts

Questions?Questions?

from research to reality: how to start an elementary world language program in your district mandy...

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