How to Bring Our Schools Out of the 20th Century - Guilderland ...
How to Bring Our Schools Out of the 20th Century - Guilderland ... How to Bring Our Schools Out of the 20th Century - Guilderland ...
programs achieve outcomes that are consistent across grade levels. 5. Curriculum Human, fiscal and time resources are available for systematic curriculum development. The curriculum review cycle provides for assessment. 6. Instruction Will be appropriate to the developmental level of the students and consistent with program outcomes and current professional practices. 7. Materials Materials appropriate for students’ developmental level, rich in authentic culture and language, and related to the curriculum are key components in elementary school foreign language programs. The main focus of all materials, both print and non-print, is the teaching of communication. 8. Evaluation Processes for evaluating both student proficiency and program success are in use. Evaluation processes are appropriate to the goals, objectives, and teaching strategies of elementary school foreign language programs, as well as to the developmental level of children. 9. Staffing Programs are staffed by certified teachers who have completed preparation in methods and materials for elementary school foreign language instruction, developmental characteristics of the elementary school learner, and the nature of the elementary school curriculum. Modern foreign language teachers should have a high level of language and cultural competence. 10. Professional Development An ongoing program of professional development should allow teachers to advance in their levels of language, culture, and instruction. 11. School and Community Support and Development The foreign language teachers work with the entire school community to integrate the foreign language curriculum into the school educational program. The elementary school foreign language program shows responsibility for and makes effective use of parent and community resources and of school board and administrative staff. 12. Culture The connection between language and culture is made explicit, and foreign language instruction is implemented within a cultural context. Cultural awareness and understanding are explicit goals of the program. The program collaborates with other cultures and countries (exchange programs, pen pals, etc.) to assure language learning within a context of cultural experiences. We believe the emphasis on cultural understanding fits very well with our bullying prevention efforts. 6
The study of a second language will enhance learning in other areas of study, including reading, listening skills, social studies, and mathematics. It does not come at the expense of basic skills (Armstrong & Rogers, 1997; Curtain, 2004; Garfinkel & Tabor, 1991; Robinson, 1998). The study of a second language will help students develop a clearer understanding of the English language and greater sensitivity to structure, vocabulary and syntax (Bialystock, 1997: Met, 2004; Puhfaht, 2001: Rosenbusch, 1995). The study of a second language will help students develop a greater awareness of and deeper understanding of other cultures and increases the likelihood of their developing more interactions with persons from other nations (Curtain & Pesola, 2004; Cutshall, 2004: Howard, 2004; Met, 2004; National Standards in Foreign Language Education, 1995; President’s Commission on Foreign Languages and International Studies, 1979). The U.S. starts foreign language at a later age than any other country. It is clear that we do not begin awareness of other cultures early enough (see chart). Country 1st Foreign Language Starting Age Additional Languages Australia French 6 German, Greek, Italian, Japanese Austria English 6 French, Italian Brazil English 11 or 12 Spanish, French, German Canada French 10 German, Spanish, Italian, Japanese, Mandarin Chinese, Punjabi Chile English >12 French, German, Italian Czech Republic English and German 9 French, Russian, Spanish Denmark English 10 German, French, Spanish Finland English or other 9 Swedish, Finnish, German, French, Russian, Spanish, Italian Germany English or other 8 French, Spanish, Russian, Italian, Turkish Israel English 10 Hebrew, French, Arabic Italy English 8 French, German, Spanish, Russian Kazakhstan English 10 German, French Luxembourg Morocco German and French French and English 6 or 7 English, Italian, Spanish 9 or 10 Spanish, German Netherlands English 10 or 11 German, French 7
- 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 10 and 11: New Zealand French >12 Japanese, Ma
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- 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
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- Page 36 and 37: GUILDERLAND CENTRAL SCHOOL DISTRICT
- Page 38: APPENDIX B 36
The study <strong>of</strong> a second language will enhance learning in o<strong>the</strong>r areas <strong>of</strong> study, including<br />
reading, listening skills, social studies, and ma<strong>the</strong>matics. It does not come at <strong>the</strong> expense <strong>of</strong><br />
basic skills (Armstrong & Rogers, 1997; Curtain, 2004; Garfinkel & Tabor, 1991; Robinson,<br />
1998).<br />
The study <strong>of</strong> a second language will help students develop a clearer understanding <strong>of</strong> <strong>the</strong><br />
English language and greater sensitivity <strong>to</strong> structure, vocabulary and syntax (Bialys<strong>to</strong>ck, 1997:<br />
Met, 2004; Puhfaht, 2001: Rosenbusch, 1995).<br />
The study <strong>of</strong> a second language will help students develop a greater awareness <strong>of</strong> and<br />
deeper understanding <strong>of</strong> o<strong>the</strong>r cultures and increases <strong>the</strong> likelihood <strong>of</strong> <strong>the</strong>ir developing more<br />
interactions with persons from o<strong>the</strong>r nations (Curtain & Pesola, 2004; Cutshall, 2004: <strong>How</strong>ard,<br />
2004; Met, 2004; National Standards in Foreign Language Education, 1995; President’s<br />
Commission on Foreign Languages and International Studies, 1979). The U.S. starts foreign<br />
language at a later age than any o<strong>the</strong>r country. It is clear that we do not begin awareness <strong>of</strong> o<strong>the</strong>r<br />
cultures early enough (see chart).<br />
Country<br />
1st Foreign<br />
Language<br />
Starting<br />
Age<br />
Additional Languages<br />
Australia French 6 German, Greek, Italian, Japanese<br />
Austria English 6 French, Italian<br />
Brazil English 11 or 12 Spanish, French, German<br />
Canada French 10 German, Spanish, Italian, Japanese,<br />
Mandarin Chinese, Punjabi<br />
Chile English >12 French, German, Italian<br />
Czech<br />
Republic<br />
English and<br />
German<br />
9 French, Russian, Spanish<br />
Denmark English 10 German, French, Spanish<br />
Finland English or o<strong>the</strong>r 9 Swedish, Finnish, German, French,<br />
Russian, Spanish, Italian<br />
Germany English or o<strong>the</strong>r 8 French, Spanish, Russian, Italian,<br />
Turkish<br />
Israel English 10 Hebrew, French, Arabic<br />
Italy English 8 French, German, Spanish, Russian<br />
Kazakhstan English 10 German, French<br />
Luxembourg<br />
Morocco<br />
German and<br />
French<br />
French and<br />
English<br />
6 or 7 English, Italian, Spanish<br />
9 or 10 Spanish, German<br />
Ne<strong>the</strong>rlands English 10 or 11 German, French<br />
7
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