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FLES Program Implementation
 

FLES Program Implementation

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  • Thank you for posting this! We're in the first stages of starting a World Language Program at our elementary school in Los Angeles. I would love to know if the program you started is still happening at Waunakee, how it's doing and what sort of advice you can offer now that it's a few years in.
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    FLES Program Implementation FLES Program Implementation Presentation Transcript

    • From Research to Reality: How to Start an Elementary World Language Program in Your District Mandy Madderom Gina Pagel Waunakee Community School District
    • Waunakee Example
      • FLES model: Students learn grade-level concepts while developing proficiency in a second language
      • Content based in Social Studies (1 st – 3 rd grades)
      • Content related in all subjects (4 th – 6 th grades)
    • Waunakee Example
      • Started in 1 st and 2 nd grade in 2006-2007
      • Expanded to 3 rd in 2007, 4 th grade in 2008, etc. until full implementation through 6 th grade om 2010
      • Meet 3x/week, for 30 minute class periods in 1 st – 3 rd grade
      • Meet 2x/week, for 30 minute class periods in 4 th grade
      • Meet 2x/week, for 40 minute class periods in 5 th & 6 th grades
    • Waunakee Example
      • District conducted a study of the entire world language program in 2000-01.
      • Conclusions
        • An area of concern: a high percentage of students enrolled in the MS world language program (Spanish) take Level 1 Spanish again at the high school
      • Initial study of an elementary world language program began in Fall of 2001.
    • The Process
      • Formed an Ad Hoc Committee Fall of 2004:
        • classroom teachers
        • world language teachers
        • principals
        • parents
        • world language consultants
        • school board members
    • The Process
      • Gathered information
        • research
        • contacted other successful elementary programs
        • developed rationale for elementary world language program
      • Visited sites
        • Menasha
        • Madison (Leopold Elementary)
        • Kettle Moraine
    • The Process
      • Sent out parent survey to all elementary families in Winter of 2005
      • Developed a proposal to present to the full school board in Fall of 2005
        • including a budget
        • potential schedule
        • space usage
    • Parent Survey
      • Questions we asked:
        • Do you think a language other than English should be taught at the elementary level?
        • What do you see as the benefits of early lang. learning?
        • Should the district offer the same language at all elementary schools?
        • What language should be offered?
        • Should the study of a language be required?
        • Is a language other than English spoken at home?
        • Have you traveled or lived in another country where your native language was not spoken?
        • Have you studied a world language?
    • The Proposal
      • Made a recommendation to implement an elementary world language program in Waunakee
      • Recommendation includes a FLES program, integrating social studies and/or science into the language instruction, so nothing is “added to” a student’s already busy schedule
    • The Proposal
      • Spanish was chosen as the language for all three elementary schools; parent survey strongly suggested Spanish
      • French would be introduced at the 6 th grade level in a semester long course
      • Required curriculum for all elementary students
      • Elementary World Language teacher should have a strong elementary teaching background and fluency in the language
    • The Proposal
      • District will explore K-12 scope and sequence so students are able to attain a high level of fluency
      • An inter-disciplinary approach will be implemented (science or social studies)
      • Program will be annually assessed
    • Program Planning Checklist
      • Hold district-wide planning meetings
      • Complete mission statement, program philosophy
      • Select program model and goals
      • Select language
      • Develop budget
      • Develop curriculum
      • Plan articulation with 6-12 program
      • Plan for evaluation of program
      • Design public relations activities
      • Disseminate program information
      Source: Language and Children: Making the Match by Helena Curtain and Carol Ann Pesola
    • How to Gain Support
      • Parent survey
      • Establish a well-rounded committee (advocates of the program, but also skeptics)
      • Research!
        • ERIC Digest ( www.eric.ed.gov/ )
        • Center for Applied Linguistics ( www.cal.org )
        • Ñ andutí ( www.cal.org/ earlylang/ )
    • How to Gain Support
      • Informational sessions were held for parents and grade level teachers
      • Invite community leaders and school board members frequently to visit and observe classes
    • How to Gain Support
      • Include grade level teachers in curricular planning
        • Teacher investment in an Elementary World Language is crucial
        • Grade level teachers are share holders in a group project
        • Seek their input
        • Make your program a help not a hindrance
        • Share curriculum with grade level teachers before you start teaching
    • The First Days of School
      • Start slowly: Plan lessons that are inviting to your students and colleagues
      • Explain how the class will run. A new immersion experience could be overwhelming
      • Teach language learning strategies (listen for words that sound like English words, use visual cues, use gestures and facial expressions to aid comprehension)
    • The First Days of School
      • Establish a routine
        • An initial routine prepares students to “switch” languages
        • Routine also allows teachers to prepare for the upcoming class
    • The First Days of School
      • Expect a little tension; change is difficult
      • Allow students time to accept the new challenge
        • It takes time to build confidence
      • Explain your content to grade level teachers
        • Consider a weekly e-mail
    • The First Days of School
      • Expect visitors!
        • Your program is new and exciting!
    • Assess
      • Assess your program after the first month, first semester, first year…
      • Make changes as needed for students, staff, school, community