This document discusses best practices for early language learning based on research. It outlines 10 key concepts for success, including that learners are active constructors of meaning, instruction is conducted consistently in the target language, lessons have a thematic focus, and activities provide opportunities for students to use the language. It also discusses models of language programs and anticipated proficiency outcomes based on program intensity and time. The overarching goals are for students to learn language and culture, develop respect for others, and work towards peace.

1. Early Language Learning World Languages in the Elementary Years Helena Curtain, Ph. D. University of Wisconsin-Milwaukee (Emerita)hcurtain@uwm.edu

2. Key Concepts for Success withElementary & Middle School Language LearningfromLanguages and Children—Making the Match, Curtain and Dahlberg2010, 4th edition, Pearson / Allyn and Bacon

3. 1. Learners as active constructors of meaningChildren learn new languages best when…Learners are active constructors of meaning rather than passive receivers of vocabulary and information..

4. 2. Consistent target language instruction Target language || Native language separatedChildren learn new languages best when… Teachers consistently conduct instruction in the target language with minimal use of the native language. Teachers keep the target language and the native language distinctly separate.

5. 3. Thematic Center for LessonsChildren learn new languages best when…Units and lessons focus on a thematic center aligned with content and performance standards. There is a balance among the basic goals of culture, subject content, and language in use

6. ThematicCenterLanguage in use(Communication)Content(Connections)Culture(s)

8. FoodPyramidsDescribingFoodGeography/Climate Where Is It Grown?Timeline of Columbus’ Voyages/RoutesColumbian ExchangeOther Products ExchangedPopular Common Foods: StaplesThen and NowFoods Of the New World(Circa 1492)FoodsOf the Old World(Circa 1492)

9. Content (Connections)Engaging with the Regular CurriculumLettuce Wheat Peas Peanuts Tomatoes Potatoes Beets Strawberries Peppers Broccoli OnionsBeans Corn Beets PineapplesOkra Carrots Eggplant SquashPumpkins Sunflowers CacaoBefore or After 1492?Columbian Exchange

10. Eastern HemisphereWestern HemisphereBeansCacaoCornGourdsPeanutsPeppersPineapplesPotatoesPumpkinsSquashStrawberriesSunflowersTomatoesBeetsBroccoliCarrotsEggplantLettuceOkraOnionsPeasRadishesWheatYams“New World”“Old World”

11. Sequencing/Chronology4000 B.C. Oranges and watermelons3600 B.C. Popcorn2000 B.C. Marshmallows490 B.C. Pasta and macaroni200 B.C. Potatoes1395 Gingerbread/Lebkuchen1484 Hot dogs1544 Tomatoes in Europe1553 Potatoes in Europe1762 Sandwiches1819 Spaghetti

12. No soy un abrigo.

13. 4. Classroom ManagementChildren learn new languages best when…Teachers plan for classroom management as carefully as all other aspects of instruction. Ich bin leise.Ichhörezu.Ichmeldemich.

14. 5. Scaffolding and ModelingChildren learn new languages best when…Teachers scaffold instruction so that learners become increasingly independent in their use of the spoken and written language.

15. 6. Communicative, significant contexts Children learn new languages best when…Learning takes place in communicative contexts that carry significance for the student.

16. 6. Communicative, significant contexts Children learn new languages best when…These contexts include meaningful social and cultural situations, subject content instruction, storytelling, music, games, rituals, drama and celebrations.

17. 6. Communicative, significant contexts Children learn new languages best when…Students learn grammar in context through usage not through analysis. Grammar for its own sake is not the object of instruction.

18. 6. Communicative, significant contexts Children learn new languages best when…There are meaningful opportunities to use the new language beyond the classroom.

19. 8. Goals of the general curriculum.Children learn new languages best when…The language program draws from and reinforces the goals of the general curriculum.

20. 9. Learners experience activities that:

21. 9. Activities: Intrinsically InterestingChildren learn new languages best when…Learners experience activities thatare intrinsically interesting, cognitively engaging and culturally connected.

22. 9. Activities: Child DevelopmentChildren learn new languages best when…Learners experience activities that take into account the distinctive characteristics found at each level of cognitive, social, psychomotor, and educational development

23. 9. Activities: Students USING languageChildren learn new languages best when…Learners experience activities that provide frequent opportunities for student language use.

24. 9. Activities: Concrete ExperiencesChildren learn new languages best when…Learners experience activities that include concrete experiences: visuals, props, realia and hands-on experiences

26. 9. Activities: Physical ActivityChildren learn new languages best when…Learners experience activities that incorporate frequent opportunities for physical activity.

27. 9. Activities: Learning StylesChildren learn new languages best when…Learners experience activities that that appeal to a variety of learning styles

28. 9. Activities: Learning StylesChildren learn new languages best when…Learners experience activities that move students toward increasing independence and self-direction.

29. 10. Story formChildren learn new languages best when… Activities, lessons and units are affectively engaging and made meaningful and memorable through the use of story form and contain a clear beginning, middle and end._____________________________________________________________________________________

30. 11. Reading and writingChildren learn new languages best when…Learners use reading and writing as communicative tools appropriate to their age and interests, even in early stages of language development.

31. 12. Frequent assessment Children learn new languages best when…Teachers and students assess learning frequently and systematically to provide information on progress and language development.

32. Sample Assessments: InterpersonalA. Interpersonal ModeGive and/or follow directions such as describing the way to a location or share “how-to-do” something.Role-play a real-world task such as conducting a telephone conversation, ordering a meal

33. Sample Assessments: Interpretive• Complete a cloze activity to indicate listening and/or reading comprehension.• Sequence sentences or pictures to indicate listening and/or reading comprehension

34. Sample Assessments: InterpretiveListen to a passage and follow a map or diagram.Draw and/or label an illustration such as a house, clock or a map according to oral or written cues.

35. Sample Assessments: Culture and Connections• Identify features and products of the target culture.Prepare a culture capsule.Produce crafts and/or artwork that are representative of the target culture(s).

36. Key Concepts

37. Program Models

38. LanguageContentCultureContentLanguageCultureLanguage FocusContent FocusContinuum of Intensity and Focus for Early Language Programs Leading to ProficiencyMaximumFull DayFull ImmersionMinimum90-120 min.WeeklyIntensity and TimeLanguage, Culture, and Curriculum Content are essential elements of every curriculum model. The focus changes as time and intensity increase across the continuum. Adapted from Languages and Children: Making the Match, 4th Edition, 2010

39. LanguageContentCultureContentLanguageCultureLanguage FocusContent FocusContinuum of Intensity and Focus for Early Language Programs Leading to ProficiencyMaximumFull DayFull ImmersionMinimum90-120 min.WeeklyLess thanMinimumIntensity and TimePrograms with less intensity:• less than 30-40 minutes daily, and/or • less than three times per week • may not be able to meet the performance goals of the Standards for Chinese Language Learning and K-12 Performance Guidelines.Adapted from Languages and Children: Making the Match, 4th Edition, 2010

40. What about programs with less time and intensity?

41. Proficiency

42. Can support opinion, hypothesize, discuss topics concretely and abstractly, and handlea linguistically unfamiliar situationAdvancedCan narrate and describe in all major time frames and handle a situation with a complicationIntermediateCan create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transactionNoviceCan communicateminimally withformulaic and rote utterances, listsand phrasesProficiency Inverted PyramidSuperiorHIGHMIDLOWHIGHMIDLOWHIGHMIDLOW

43. Anticipated Performance OutcomesAs Described in theACTFL Performance GuidelinesFor K-12 Learners

45. Considering the content and the intended K-12 sequence set forth in the Standards for Foreign Language Learning, developers of the performance guidelines for students felt obliged to assume that accomplishment of such content standards required students to be enrolled in

46. elementary programs that meet from 3-5 days per week for no less than 30-40 minutes per class; middle school programs that meet daily for no less than 40-50 minutes; and high school programs that equal four units of credit.

47. Through learning about language we learn about culture

48. Through learning about culture We learn respect for others

49. Through learning respect for others, we can hope forPeace