How to Bring Our Schools Out of the 20th Century - Guilderland ...

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New Zealand French >12 Japanese, Maori, German, Spanish Peru English >12 French, German Spain English 8 French, German, Italian, Portuguese Thailand English 6 French, German, Chinese, Japanese, Arabic United States Spanish 14 French, German, Japanese Source: Pufahl, Rhodes, & Christian (2000). Reprinted with permission. Source: Pufahl, Rhodesd & Christian (2000). Reprinted with permission Educational Leadership/December 2004/January 2005 The study of a foreign language at an early age will provide greater opportunity for the development of proficiency and fluency. Young children are naturally curious and developmentally ready to learn (Curtain, 1997; Howard, 2004; Marcos, 1998; Met & Rhodes, 1990; Nanduti, 2004; Robinson, 1998). The study of a foreign language fits the key principles of child development for the early learner. Key principles of child development for the early learner: • The physical, social, emotional and cognitive domains of child development are interrelated. Development in one domain influences and is influenced by the development in other domains. • There are variations in the sequence of development; individual children may develop more rapidly in one area than in another. • Optimal periods exist for certain types of development and learning to occur. The prime time for the acquisition of language and literacy development is during the early years. • Children are active learners drawing on direct physical and social experience as well as culturally transmitted knowledge to construct their own understanding of the world around them. • Play is an important medium for children’s social, emotional and cognitive development. • Development advances when children have opportunities to practice newly acquired skills as well as when they experience a challenge just beyond the level of their present mastery. • Children develop and learn best in the context of a community in which they feel safe and valued, their physical needs are met, and they feel psychologically secure. Adapted from: Preschool Planning Guide, New York State Education Department Source: NAEYC/DAP in Early Childhood Programs The study of a foreign language will enhance the future employability of students (Curtain, 2004; Met, 2004). As American society becomes more diverse, more jobs need people who can communicate in two languages. Jobs will require interaction with a multiethnic business community. 8
The study of a foreign language will enable students to develop more flexibility in thinking processes through problem solving, conceptualizing and reasoning; improved memory, greater analytic and interpretive capacities; greater creativity; and divergent thinking capacity (Curtain, 2004; Landry, 1993; Margarita, 2003; Rosenbusch, 1995). The early study of foreign language facilitates the learning of additional foreign languages (Lipton, 1992). The choice of Spanish as the second language to be learned in elementary school will enhance the opportunities for our students to thrive in an increasingly multilingual society (Curtain, 1997). Additional claims stated in professional journal articles, but not supported by specific research citations, include: enhanced performance in verbal areas on entrance exams such as ACTs, SATs, MCATs, and LSATs; enhanced self-esteem; increased appreciation for the aesthetics of literature, music and art; improved knowledge of geography; greater opportunity for career exploration; greater likelihood of earning college credits while in high school; and, increased opportunities to conduct research and/or study in a foreign country. Curriculum Development for the FLES Program The FLES curriculum development will focus on three areas: 1. A Foreign Language Steering Committee comprised of foreign language teachers, classroom teachers and administrators will be formed to provide on-going planning, coordination and support for the program. Curriculum development will be the responsibility of appropriate staff members. 2. The summer curriculum writing project will focus on the development of learning objectives and outcomes by grade level. On-line curriculum maps will be designed. Language skills on an appropriate communicative level will be integrated with grade level content. A resource list will be published for teachers. 3. Evaluation and modifications of existing curriculum for each grade level will be based on the results of annual program assessment overseen by the Supervisor of Foreign Language and ESL. Staff Development for FLES Program The Guilderland Central School District will provide the resources needed to empower both classroom teachers and Spanish teachers to successfully implement the FLES Program. It is our expectation that all affected staff members (which could include administrators, aides, support staff, special education teachers and others) will participate in a variety of these opportunities in order to attain the skills and knowledge needed to provide the reinforcement activities required by the program design. 9
Page 2 and 3: Table of Contents FLES Committee Me
Page 4 and 5: Introduction This report results fr
Page 6 and 7: Guilderland FLES Philosophy Stateme
Page 8 and 9: programs achieve outcomes that are
Page 12 and 13: Early in the year a presentation wi
Page 14 and 15: FLES Sections 2007-2008 Altamont Gr
Page 16 and 17: This is evident, for example, when
Page 18 and 19: FLES Research, Journal Articles, Pu
Page 20 and 21: Sunday, Dec. 10, 2006 18
Page 22 and 23: "put an enormous premium on creativ
Page 24 and 25: Dershimer's science class began a p
Page 26 and 27: APPENDIX A 24
Page 28 and 29: 4. Next Steps • The committee cam
Page 30 and 31: • We can update budget. • Video
Page 32 and 33: GUILDERLAND CENTRAL SCHOOL DISTRICT
Page 38: APPENDIX B 36

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