A Tale of Two Schools: Developing Sustainable Early Foreign Language Programs
This volume documents a sixteen-year longitudinal study of two elementary schools in which Spanish and Japanese foreign language programs were implemented and evaluated. Evaluation of the programs involved documenting children’s language development, assessing the attitudes of various constituents, and examining critical issues related to the introduction and successful operation of a well articulated sequential foreign language program in schools. The volume concludes with a discussion of possible reasons why over time certain sequential foreign language programs flourish and grow while other programs are reduced or eliminated from the school’s curriculum. Parallels with the theory and practice of environmental sustainable development are used as a framework for this analysis.
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ability academic content achievement ACTFL adequate yearly progress administrators analysis asked attitudes child classroom collaborative compared comprehension concerning continue cultural curricular discussed Donato early foreign language early language learning elementary school end-of-year English ensure factors foreign language classes foreign language education foreign language instruction foreign language learning foreign language programs foreign language study foreign language teachers functions global goals grade levels grades K-5 growth idea units implementation important initial innovative integration interactive intermediate interview issues Japanese class Japanese language Japanese program knowledge language learning programs language proficiency learners learning disabilities lessons linguistic literacy longitudinal middle school newcomer newcomer’s observed parents participation performance perspective planning positive Pro-I produce questionnaire questions ratings reported responses sample school district scores sentences Spanish language Spanish program Spanish teachers subject areas sustainable target language tasks teaching testing text type topics vocabulary writing assessments