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Early in the year a presentation will be made to teachers regarding goals for the program,
and implementation for teacher involvement. On an annual basis, new teachers will be given an
orientation to the FLES program.
Summer 2008 inservice workshops will be offered to all staff members presently
involved in the program. Inservice courses will include, but not limited to:
Introduction to Spanish
How to Integrate a Second Language Into Your Classroom
Program Design
1. The program will utilize the FLES design.
A. FLES refers to Foreign Language Early Start, which offers sequential foreign
language instruction and cultural awareness. The program goals are centered on
language proficiency and cultural issues. Contact time is once a week for a minimum of
20 minutes per week.
2. The FLES program will use an interdisciplinary approach to language learning and will be
content and skills based. Instruction will be tied to the content, skills, and topics from
specific grade level subject areas. For example, in grade one, the focus may be on simple
addition and subtraction. The Spanish teacher will incorporate the teaching of numbers along
with addition and subtraction. Another example is a science lesson that focuses on
butterflies. The Spanish teacher would demonstrate this concept by using examples in the
target language.
3. The program will begin by introducing Spanish instruction next year in kindergarten through
grade 2. The spiral approach in the curriculum will integrate new knowledge and skills with prior
learning.
4. The FLES Program will use a “push-in” model. The language specialist will come to the
regular teacher’s classroom to provide the Spanish lessons. The classroom teacher will be
present.
5. Instructional strategies for FLES teachers may include:
• Authentic literacy materials such as signs, ads, magazines, and menus in learning
centers and other class activities.
• Create learning centers that can be left behind after a FLES lesson; these can help to
provide continuous independent learning in the absence of the FLES teacher.
• Allow students different points of entry for any project or activity.
• Allow children to work at their own pace on projects and activities.
• Provide opportunities for the children to talk with peers or adults as they work
through projects or activities.
• Provide opportunities for the student to learn about the sounds of the target language.
• Read picture books aloud in the target language.
• Tell stories that have a clear beginning, middle and end.
• Design lessons that require physical movement.
• Provide opportunities for native speakers of the Languages Other than English,
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