World Languages and Elementary Learners Roberta Hernandez

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World Languages and Elementary Learners
Roberta Hernandez Rasmussen Spanish Culture and
Language Parkview Center School
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Topics

• Benefits of Early Language Learning
• World Language Standards
• Roseville WL Statement of Purpose
• Parkview Center Spanish Culture and Language
  program
• WL SOARC recommendations for elementary programs

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Brain Development

• Students learning a foreign language prior to
  adolescence are able to build useful brain
  connections (synapses) that otherwise may go
  undeveloped. (Curtain Dahlberg, 2004)
• Evidence suggests that the brain is much more
  malleable than previously thought. It is shaped
  by experience and learningthere is important
  right brain hemisphere involvement in early
  language learning/less in later learning. (Fred
  Genesee, McGill University, 2002 ERIC Digest)
• Children exposed to 2 languages between the ages
  of 4-10 years old grow as if there were two
  mono-linguals housed in one brain and they
  move toward intercultural competence. (Curtain
  Dahlberg, 2004)

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Pathway to Proficiency in a Foreign Language

• Studies show that the human brain is more open to
  linguistic development between birth and
  pre-adolescence and that children who learn a
  language before the onset of adolescence are more
  likely to develop native-like pronunciation.
  (e.g., Strozer, 1994)
• When children have an early start and a long
  sequence of foreign language instruction that
  continues through high school and college, they
  will be able to achieve levels of fluency that
  have not been possible in the past due to the
  late start of most language programs. (CAL)
• Start language learning early to build a strong
  basis for 2nd, 3rd, and even 4th language
  learning. (Margaret E. Malone, CAL, Benjamin
  Rifkin, Temple University, Donna Christian and
  Dora E. Johnson, CAL)

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Scholastic Achievement

• Students who study several consecutive years (at
  least 4 or more) of a foreign language tend to
  score higher on nationally recognized
  standardized tests, i.e. SAT and outscore other
  students on the verbal and math portions of the
  test. (The College Board SAT, 2003)
• Students who are in rigorous programssuch as
  foreign languageare likely to earn better grades
  in college and less likely to drop out. (Horn
  Kojaku, 2001)
• Learning another language can enhance knowledge
  of English structure and vocabulary. (Curtain
  Dahlberg, 2004)
• Knowing a 2nd language gives students improved
  overall school performance and superior
  problem-solving skills (e.g., Bamford Mizokawa,
  1991 see discussion in Hakuta, 1986)

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American Council on the Teaching of Foreign
Languages(ACTFL)

• Language and communication are at the heart of
  the human experience. The United States must
  educate students who are linguistically and
  culturally equipped to communicate successfully
  in a pluralistic American society and abroad.

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Knowing how, when, and why to say what to whom

• All the linguistic and social knowledge
  required for effective human-to-human interaction
  is encompassed in those ten words.

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ACTFL WL Standards

• Communication Communicate in languages other
  than English
• Cultures Gain knowledge and understanding of
  other cultures
• Connections Connect with other disciplines and
  acquire information
• Comparisons Develop insight into the nature of
  language and culture
• Communities Participate in multilingual
  communities at home and around the world

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Communication Communicate in Languages Other
Than English

• Standard 1.1 Students engage in conversations,
  provide and obtain information, express feelings
  and emotions, and exchange opinions.
• Standard 1.2 Students understand and interpret
  written and spoken language on a variety of
  topics.
• Standard 1.3 Students present information,
  concepts, and ideas to an audience of listeners
  or readers on a variety of topics, language and
  its cultures.

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CulturesGain Knowledge and Understanding of
Other Cultures

• Standard 2.1 Students demonstrate an
  understanding of the relationship between the
  practices and perspectives of the culture
  studied.
• Standard 2.2 Students demonstrate an
  understanding of the relationship between the
  products and perspectives of the culture studied.
  

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Connections Connect with Other Disciplines and
Acquire Information

• Standard 3.1 Students reinforce and further
  their knowledge of other disciplines through the
  foreign language.
• Standard 3.2 Students acquire information and
  recognize the distinctive viewpoints that are
  only available through the foreign language and
  its cultures.

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Comparisons Develop Insight into the Nature of
Language and Culture

• Standard 4.1Students demonstrate understanding
  of the nature of language through comparisons of
  the language studied and their own.
• Standard 4.2Students demonstrate understanding
  of the concept of culture through comparisons of
  the cultures studied and their own.

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Communities Participate in Multilingual
Communities at Home Around the World

• Standard 5.1 Students use the language both
  within and beyond the school setting.
• Standard 5.2 Students show evidence of becoming
  life-long learners by using the language for
  personal enjoyment and enrichment.

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RAS Purpose Statement

• The purpose of the Roseville Area Schools World
  Language K-12 program is to equip students
  linguistically and culturally to successfully
  navigate our multi-cultural, multi-lingual global
  community. This will be achieved through a
  challenging curriculum based on a communicative
  approach. Grammar will be taught as needed to
  support the students ability to communicate. We
  will address the language needs of all students
  acknowledging the distinct needs of heritage
  learners to develop proficiency and insight into
  their own language and culture.

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Parkview Center SchoolElementary Spanish Culture
and Language Program

• The Parkview Center School kindergarten through
  sixth grade Spanish Culture and Language program
  is an exploratory language program that focuses
  on the American Council on the Teaching of
  Foreign Languages (ACTFL) philosophy

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ACTFL Philosophy

• Language and communication are at the heart of
  the human experience. The United States must
  educate students who are linguistically and
  culturally equipped to communicate successfully
  in a pluralistic American society and abroad.

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• Using the national Standards for Foreign Language
  Learning developed by ACTFL, the classroom
  environment is designed to introduce students to
  Spanish through visual, auditory, and kinesthetic
  modes of engagement.

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• Kindergarten students have Spanish for 30
  minutes, twice a week. First grade students have
  Spanish for 45 minutes twice a week. Students in
  grades 3 through 6 have Spanish once a week for
  45 minutes.

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• During class, students learn foundational Spanish
  vocabulary through a variety of methodologies
  including visual cue cards, stories, songs,
  games, TPR (Total Physical Response), TPRS
  (Teaching Spanish through Reading and Speaking)
  as well as large and small group activities.

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• Technology is also an integral means of student
  engagement and active learning with both culture
  and language. The program also emphasizes
  developing an understanding and appreciation for
  Spanish speaking peoples and their cultures.

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WL SOARC recommendations

• Option One Dual Immersion/Language Program
• Start in kindergarten and continue through sixth
  grade
• The National Dual Language Consortium of the
  Center for Applied Linguistics defines Dual
  Immersion as Dual language is a form of
  bilingual education in which students are taught
  literacy and content in two languages.
• Dual language programs use the partner language
  for at least half of the instructional day in the
  elementary years. These programs generally start
  in kindergarten or first grade and extend for at
  least five years, and many continue into middle
  school and high school. Most dual language
  programs are located in neighborhood schools,
  although many are charter, magnet, or private
  schools.
• Dual language programs foster bilingualism,
  biliteracy, enhanced awareness of linguistic and
  cultural diversity, and high levels of academic
  achievement through instruction in two
  languages.

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• Option Two
• Implement a language program in all elementary
  schools beginning in kindergarten
• Best practice recommends a minimum of 90 minutes
  a week to achieve novice to intermediate
  proficiency levels.

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• Preguntas?