Stepping Toward Success

Understanding what has been done in the past allows others to recreate successful practices and avoid costly missteps. So what are the steps to consider in regard to a foreign language experience in a K - 8 environment, especially when one size does not fit all across the United States?

Many resources comment on this topic. Below are some of the most frequently discussed success elements and obstacles regarding foreign language programs in research materials available today:

Common Success Factors:

• The connection between language and culture is made explicit, and foreign language is implemented within a cultural context. Cultural awareness and understanding are explicit goals of the program.
• An ongoing program of professional development should allow teachers to advance in their levels of language, culture, and instruction.
• Program incorporates the five (5) C’s: Communication, Cultures, Connections, Comparisons, Communities.
• Sufficient resources to carry out program.
• Well-planned curricula, designed to meet program goals.
• Instruction is appropriate to the developmental level of the students and consistent with program outcomes and current professional practices.
• Program goals are consistent with the amount of time actually provided for instruction.
• Community and Administration support.

Common Obstacles:

• Inadequate design and/or lack of funding.
• Inappropriate or unrealistic goals.
• Lack of availability of competent foreign language teachers who have experience in teaching their target age group.
• Lack of progress in proficiency - observations of early language programs often reveal that children are faced with repetitions of the same content presented in the same way from one year to the next.
• Lack of coordination and articulation across levels of instruction.
• Inappropriate teaching methodologies for the target age group.
• Assuming the student’s foreign language exposure is only in the classroom, students will not be able to achieve a higher degree of fluency than their teacher.
• Inadequate or insufficient instructional materials.
• Lack of evaluation procedures for students, teachers, and the foreign language program.

Interested in further information on this topic? Please see the source material section below.

Source Material for Above Summary

American Council for Teaching Foreign Languages, “Characteristics of Effective Programs,” http://www.actfl.org/i4a/pages/index.cfm?pageid=3655

Gilzow, Douglas F., Foreign Service Institute, (December 2002) Center for Applied Linguistics, Early Foreign Language Programs: Key Elements

Tucker, Richard G., Carnegie Mellon University and Donato, Richard, University of Pittsburgh, Center for Applied Linguistics (August 2001) “Implementing a District-Wide Foreign Language Program: A Case Study of Acquisition Planning and Curricular Innovation”

Rosenbusch, Marcia H., National K-12 Foreign Language Resource Center, Iowa State University, American Council on the Teaching of Foreign Languages, “Guidelines for Starting an Elementary Foreign Language Program” http://www.actfl.org/i4a/pages/index.cfm?pageid=3654